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CPCE Counselor Preparation Comprehensive Examination

Human growth and development

Assessment and training

Social and cultural diversity

Career development

Research and program evaluation

Counseling and helping relationships

Professional counseling orientation and ethical practice

Group counseling and group work

Human Growth and Development - Developmental Issues

Studies that provide an understanding of the nature and needs of individuals at all developmental levels.

Social and Cultural Foundations

- Professional Counseling Orientation

Studies that provide an understanding of issues and trends in a multicultural and diverse society.

- Professional Orientation School Counseling

- Counseling Diverse Populations Helping Relationships

- Theories of Counseling and Personality

Studies that provide an understanding of counseling and consultation processes.

- Basic Techniques in Counseling

Group Work - Dynamics and Processes in Group Counseling

Studies that provide an understanding of group development, dynamics, counseling theories, group counseling methods and skills, and other group work approaches.

Career and Lifestyle Development - Career Counseling Studies that provide an understanding of career development and related life factors.

Assessment - Assessment in Counseling Studies that provide an understanding of individual and group approaches to assessment and evaluation.

Research and Program Evaluation - Research Seminar Studies that provide an understanding of types of research methods, basic statistics, and ethical and legal considerations in research.

Professional Orientation & Ethics - Advanced Counselor Ethics Studies that provide an understanding of all aspects of professional functioning including history, roles, organizational structures, ethics, standards, and credentialing.

Why the Killexams Professional Counseling Program uses the CPCE

The CPCE was selected because it evaluates the eight CACREP core content areas and is a national standardized examination. In addition, the CPCE:

Allows Masters level comprehensive exams to better meet psychometric standards.

Gives programs an objective view of the knowledge level of their students.

Allows programs to examine student functioning in various curricular areas.

Promotes longitudinal self-study.

Compares a programs results to national data.

Stimulates student integration of knowledge learned in separate courses.

Gives students comparative strength / weakness feedback.
Counselor Preparation Comprehensive Examination
Counselor Comprehensive information hunger

Other Counselor exams

CPCE Counselor Preparation Comprehensive Examination
LCAC Licensed Chemical Addictions Counselor
LCDC Licensed Chemical Dependency Counselor
NBCC-NCC NBCC - National Certified Counselor

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Counselor Preparation Comprehensive Examination
Question: 189
Conforming to group pressure out of a need for acceptance and approval is called
A. Norm Fruitation
B. Norm Conformation
C. Normative Social Influence
D. Normalization
Answer: C
The conformity to group pressure because of a need of acceptance and approval is
referred to as Normative Social Influence. This can include such things as asking
what everyone is wearing to a certain social function to giving in to destructive or
illegal behaviors to maintain acceptance and approval.
Question: 190
Every culture has definite „norms." One that seems to include all cultures has to
do with maintaining an appropriate distance between people. This distance is
referred to as _________.
A. Physical Space
B. Interpersonal Distance
C. Appropriate Distance
D. Personal Space
Answer: D
The comfortable distance to maintain between people is known as Personal
Space. This distance will vary from culture to culture. For instance, Americans
seem to like twice as much distance as, say, the Chinese culture. The preferred
interpersonal distance will differ according to the situation also.
Question: 191
Groups seem to have several influences on an individual; one such influence
comes from the need for direction and information and the belief that the group
has more knowledge than the individual. This is referred to as
A. Informational Social Influence
B. Individual Need Influence
C. Group Influence Need
D. None of the above
Answer: A
Have you ever bought a specific brand of anything (a cell phone, or ski
equipment) because your friend recommended it? You conform not to gain their
approval (Normative Social Influence), but because you assume they have more
information than you. That is Informational Social Influence.
Question: 192
192. Attractive actors and popular sports stars are paid lots of money to endorse
certain products because advertisers know that we want to be as attractice,
beautiful, or popular as they are. What is this major factor called?
A. Star Quality Groups
B. Reference Groups
C. Sky High Groups
D. Attractiveness Factor
Answer: B
Anyone we admire, like, or want to imitate is in our Reference Group. A funny
thing about humans is that we think if we just wear the same kind of outfit, or use
the same makeup, or buy the same type of sports shoes, we will be just as
gorgeous, athletic, or as talented as our favorite star or personage.
Question: 193
What are the two major forms of social influence?
A. Imitation, Acceptance
B. Personal, Approval
C. Conformity, Obedience
D. Information, Responsibility
Answer: C
Conformity and obedience are the two major forms of social influence. When
people understand all the factors involved in a situation they can use that
knowledge to decide when obedience and/or conformity is appropriate and
ethical. Conformity and obedience in the wrong group or portion of society can
also be a major influence in the downfall of society.
Question: 194
One of the best ways to decrease destructive forms of obedience is by the
assignment of _________________.
A. Approval
B. Imitation
C. Obedience
D. Responsibility
Answer: D
Research has found when participants are reminded that they will be held
responsible for an outcome (harm to others - destruction of property), the
destructive obedience is reduced sharply. Responsibility reminders in all actions
help participants make their „own" decisions instead of „group" decisions.
Question: 195
What is Conformity?
A. Going along with the group
B. Changing one"s behavior because of real or imagined group pressure
C. Doing what is popular at the time
D. All of the above
Answer: D
Any one of the descriptions above fit conformity. When you conform (or change)
your opinions, actions, or thinking to fit into or belong to a group of any size
(remember two can be a group), you are giving in to „conformity."
Question: 196
How do you decide why someone did something? It has been found that most
people first try to figure out if the person acted as a result of internal or external
causes. Harold Kelly gave three criteria for answering the internal-external
question; can you find two of them below?
A. Consistency, Fault
B. Mind-set, Distinctiveness
C. Unusual, Consensus
D. Consistency, Consensus
Answer: D
The three criteria are Consistency, Consensus, and Distinctiveness. When all three
are high, Harold Kelly says we tend to make External Attributions, But when
consensus and distinctiveness are low and consistency is high, we tend to make
Internal Attributions.
Question: 197
One error, or shortcut, to deciding internal/external attribution is so prevalent or
basic that it is known as _____________.
A. Situational Attribution Error
B. Blaming the Victim
C. Fundamental Attribution Error
D. Any of the above
Answer: C
Fundamental Attribution Error is a mistake in judging the causes of others"
behavior that comes from the tendency to overestimate internal, personal factors
and underestimate external, situational influences.
Question: 198
There is a Saliency Bias associated with Attribution. Which statement below most
closely describes the meaning?
A. Some personalities/behaviors are more noticeable than situational factors
B. Some people just look/act guilty, so you recognize that
C. It"s a kind of cause/effect behavior
D. There"s no such thing
Answer: A
Saliency Bias is the tendency to focus attention on vivid (salient) or more
noticeable factors when explaining the causes of behavior. The fact that the more
noticeable factors out show the situational factors help us to make quicker
judgments. This leads to another factor called “Blaming the Victim.”
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As your college students arrive on campus in the Fall, it is a time for new experiences and friendships, and may be a time of experimentation with alcohol and other substances. The first six weeks of the first year may be a vulnerable time for underage college drinking and for alcohol-related consequences because of student expectations and social pressures at the start of the year. COVID-19 will create additional stress and uncertainty so support for your student is critical.

Parents Can Help

Research shows that students who abstain for drinking often do so because their parents discuss alcohol use and its adverse consequences with them. What can parents do to help?

  • Talk to your student about the risk of harmful and underage drinking.
  • Stay in touch. Schedule a time to catch up.
  • Listen for warning signs like disengagement, lifestyle changes, apathy or symptoms of anxiety or depression.
  • Remind students to stay in touch, reach out for help or encourage them to share information about their lives while at school.
  • Learn about your students’ University policies and programming.
  • Make sure your student knows the signs of alcohol-related problems and how to get help.

On Responsibility: Transitioning from High School to College with Tiffany Jones

Warning Signs of Substance Abuse

If you think your student might have a substance abuse problem, intervening can be very important for their health. There are some signs and symptoms that may indicate the presence of a problem, or that someone is at risk of having a problem with drugs or alcohol:

  • You have heard reports or seen the student drinking excessively.
  • The student has been involved in disciplinary actions as a result of alcohol or drug intoxication.
  • The student's grades have suffered because of excess substance use.
  • The student has been involved in accidents in which alcohol is involved.
  • The student misses classes or appointments because they are hung over.
  • The student is having difficulties in relationships with peers because of their excessive use of alcohol or drugs.
  • The student has been involved in sexual activity they later regret.
  • The student has had erratic emotional outbursts.
  • The student has blackouts.
  • The student is unable to modify their drinking or drug use.
  • The student has experienced weight loss, medical difficulties, or is exhibiting poor hygiene.

If you have concerns that your student may be experiencing these problems and you want to consult with a counselor, you may contact the Counseling Center at 215.895.1415 or email counseling@drexel.edu.

Resources for Parents

Sat, 15 Aug 2020 17:20:00 -0500 en text/html https://drexel.edu/counselingandhealth/alcohol-drug-education/parents/
Licensed professional counselor sues state over Health Information Exchange No result found, try new keyword!OKLAHOMA CITY (KFOR) — Oklahoma’s new Health Information Exchange is now at the center of a new lawsuit. “It’s big brother,” said Christopher Johnston, a professional-licensed counselor ... Mon, 20 Nov 2023 10:00:00 -0600 en-us text/html https://www.msn.com/ General Information

To provide you the best possible care and increase access for all our patients, please cancel your appointment at least two hours in advance, so that others may have the opportunity to be seen. Appointments may be cancelled on the patient portal, via phone, or in person. If you fail to cancel within two hours, or are more than 15 minutes late, or fail to come to the appointment at all, you will be considered a “no show.” As of October 1, 2017, there will be a $25 charge per “no-show.”

Fri, 29 Sep 2023 10:16:00 -0500 en-US text/html https://www.uab.edu/students/counseling/about/general-info
Helping your students find the right fit

Willamette practices holistic admission and values academic curiosity, service and contributions to others (including family commitments), and extracurricular involvement and leadership.

In assessing academic preparation, Transcripts are evaluated on an individual basis taking the school’s profile and academic resources into consideration. We strive to admit students who have made sound choices to challenge themselves academically where there are opportunities to do so. We use a weighted GPA when awarding merit scholarships and will recalculate if the school does not provide a weighted GPA. For schools where a narrative transcript is used in place of a GPA, we ask that you please provide an estimation of what the GPA might be so as not to disadvantage the student in our merit scholarship process.

We counsel prospective students in our information session, interviews and essay writing workshops that the essay is another way in which we assess academic preparation. We advise students to present their best work with the strong recommendation that they write an original essay for their college application. We encourage students to seek outside help when it comes to proofreading for basic errors or seek guidance on content and structure, but caution them against having their essay over-edited or written by someone else. While Willamette understands the use of AI programs, such as ChatGPT, as tools that can be helpful in the writing process, an applicant should not submit an essay in which any portion of the writing has been generated by anyone except the individual applicant. Use of AI to organize an outline or basic list of ideas at the preliminary stage of the writing process is acceptable; use of anyone's wording, thoughts, grammar or written work in essay form - AI or human - other than that of the applicant is strongly discouraged.

SAT and ACT Tests are optional for admission and are not factored into the merit scholarship award for any applicant. There is also no additional work required of an applicant if they choose not to submit test scores. If an applicant self-reports their test scores in the Common Application or Coalition on Scoir, but indicates that they do not want those scores considered, the scores will be redacted from their record before their application is reviewed. A student’s choice to apply test-optional is a very personal one, and we do not seek to advise or sway a student in either direction. However, if an applicant would like to ask questions about our test optional policy we encourage you to have them contact their admission counselor.

Willamette accepts the Common Application and the Coalition on Scoir. A Counselor Recommendation and the School Report Form are required credentials to complete an application. If you feel that you are unable to provide a recommendation letter for your applicant, we ask that you indicate so on the Counselor Recommendation. Applicants without a viable letter of recommendation from their counselor should be encouraged to submit a letter of recommendation from a teacher in a core subject area, so long as it does not increase any barriers to the student in completing their application. While not required, we also greatly appreciate a School Profile, particularly if it tells us more about your school and senior class than what is indicated in the School Report Form.

Sat, 01 Feb 2020 22:24:00 -0600 en text/html https://willamette.edu/arts-sciences/admission/counselor-info/index.html
CPSY Comprehensive Exam

The Comprehensive Examination (COMP Exam) is a take-home essay exam devised to help you synthesize your learning into a powerful personal and professional statement. The COMP Exam is required for both the 52.5 unit Counseling and 90 unit Counseling Psychology programs. The exam is given once during the Fall, Winter, and Spring quarters, and you have two weeks to complete it after it is mailed to you. You take this exam near the end of your studies, typically the quarter before the last quarter in which you are enrolled in the program. Practicum experience gained by that time can help you in the exam because one of the questions requires the description of a case study.

To register for the Comprehensive exam, an email will be sent to you during the first two weeks of every Fall, Winter or Spring quarter with sign-up instructions.  Sign-ups will be open for 2 weeks.  Fill out the sign-up form.  The actual exam will be emailed to you a week after sign-ups close.  You will be given two weeks to complete the exam.  

This is a general schedule for the COMP exam:

  • Week 2:  Sign-up for COMP exam opens
  • Week 4:  Sign-up for COMP exam closes
  • Week 5:  COMP exam begins - email is sent before 5pm to those who are registered to take the exam with exam instructions.  You have two weeks to complete the exam.
  • Week 7:  COMP exam due by 5pm on the designated day
Below is a sample Comprehensive exam to help you prepare.  Please note this is a SAMPLE of the exam questions.  The actual exam questions may differ and are subject to change at any time without notification.
Tue, 19 Jan 2021 04:37:00 -0600 en text/html https://www.scu.edu/ecp/programs/counseling/cpsy-comprehensive-exam/
Recruitment Counselor Information

Sorority Recruitment Banner

What is a Recruitment Counselor?

In summary, a Recruitment Counselor is the sorority recruitment version of what an OTL is during orientation! 

Recruitment Counselors (also referred to as “Rho Gammas”) are sorority women who choose to disassociate from their chapters in order to guide potential new members (that’s you!) through the recruitment process in the most unbiased manner possible. They also do this so that potential new members feel comfortable confiding in them and asking questions throughout the process. These women volunteer to do this and dedicate themselves to being the best support to a potential new member as possible. At the end of recruitment as all of the new members go home to their new chapters, Recruitment Counselors will once again reassociate and go home with you, so you are truly in this together throughout the process!

Prior to Sorority Recruitment Kick-Off all potential new members will be assigned a pair of Recruitment Counselors who will be your primary point of contact throughout the recruitment process. Your Recruitment Counselors will reach out to you in order to set up a group chat and some meet-ups to get to know each other before recruitment officially starts. These women are here for you through it all! So please rely on them and know their sole purpose is to help you, and be available to talk to you about anything that is in your mind. And remember, they are students, too! So even if there is something you are struggling with outside of recruitment (busy schedule, too much homework…) they understand and will always do their best to help you feel supported.

Rho Gammas - Fall 2021

Allyson Terry headshot

Anna Kavanaugh headshot

Chloe Oelfke headshot

Ellie Spielmaker headshot

Jenna McClintock headshot

Liv Rouleau headshot

Maddie Snable headshot

Makaiah Munchbach headshot

Reese Wagner headshot

Tessa Mlinar headshot

Sat, 11 Sep 2021 12:20:00 -0500 en text/html https://www.mtu.edu/student-leadership/greek-life/join/sorority/fsr/recruitment-counselor/
First Visit Information First Visit Information - Community Counseling Clinic - UNG

The first session will focus on the completion and review of paperwork and assessment forms. There will be a number of forms for the client to review and sign, including an Informed Consent. It is important to recognize that the first few sessions are for the development of treatment goals and objectives. As a training facility, the student counselors provide a level of care consistent with an outpatient clinic (once-a-week sessions, no crisis, or after-hours care). If the counselor or supervisor determines the clinic is not able to provide the client with the necessary quality of care, the client will be referred to local agencies that meet the level of the client's needs.

In order to meet the needs of the community and provide services to those individuals on the waiting list, the clinic abides by a strict cancellation/no show policy. If a client fails to attend the first scheduled session, the client will be removed from the counselor's schedule in order to accommodate other clients on the waiting list. The client’s name may be placed back on the waiting list. However, the client must call first and speak with one of the available staff members.

Free Public Parking for the Community Counseling Clinic is available on Choice Avenue between S. Park Street. and S. Meaders Street. For accessible parking, please see the attendant at the Community Counseling Clinic front desk and directions to accessible parking and a accessible pass will be provided.

Establishing Connection...

Tue, 24 Oct 2017 19:57:00 -0500 en text/html https://ung.edu/community-counseling-clinic/first-visit.php
Program Information

The Center for Autism and Neurodiversity (CAN) is a student-centered program that provides support for current neurodivergent Drexel students in the areas of academics, social competency, self-advocacy, interpersonal skills, independent living, and social integration. The goal is to ensure that CAN participants take advantage of University life and develop the academic and social skills needed to pursue and sustain career opportunities.

CAN professional staff may assist students with self-advocating, course registration, securing tutoring, time management, organization, and communicating successfully with instructors. CAN professional staff members may help students learn tools to manage dorm life, interact with peers, and take advantage of the numerous opportunities on campus and in the community.

CAN professional staff work closely with University faculty and various administrative offices. In addition, they communicate, as needed, with parents who have the proper releases regarding student progress and any concerns that may arise. Students will receive at least five hours of direct contact each week with program staff including academic coaches, mentors, and the director — depending on each individual student's needs.

How do I know if CAN is right for me?

All undergraduate and graduate matriculated Drexel University students who identify as being neurodivergent and/or face challenges typical of those with a diagnosis of Level 1 Autism, Asperger's Syndrome, PDD-NOS (Pervasive Developmental Disorder – Not Otherwise Specified), severe ADHD, Social Pragmatic Communication Disorder, or non-verbal learning disability are best supported by CAN. Students do not need a formal diagnosis to receive support from CAN.

The majority of an advisor's time is spent on coaching. Coaching is meant to help students develop skills that enhance their productivity and performance. This may mean that students will be challenged to work differently (harder, smarter, etc.). Students that are willing to learn from mistakes and are motivated to do well at Drexel are most successful.

In Order to Be Successful at Drexel and in CAN, Students Must:

  • Be capable of doing college-level work
  • Be able to live independently away from home in a dorm if they are not a commuter or online student
  • Be enrolled in an undergraduate or graduate degree program at Drexel University
  • Complete the CAN application process, including an online application form and an online interview with staff
  • Have some experience in independent living at home (using a morning alarm, performing chores, etc.)
  • Have worked without the assistance of a one-to-one support aide by the time they graduated high school
  • Have the ability to independently address self-care and hygiene needs
  • Have the ability to self-administer and manage any medications
  • Have the ability to follow Drexel University's student Code of Conduct policies, including self-regulation
  • Have the ability to independently navigate Drexel's campus

What is the application process?

Interested students must be admitted through the typical admissions process to Drexel University prior to applying to CAN. Students must first confirm their admission to Drexel University, then complete and submit the CAN program application with their letter acknowledging their attendance to Drexel University prior to May 15. In addition, applicants must have an online meeting with CAN staff. While not required, it is highly recommended that a student visit Drexel University's Disability Resources office prior to applying to CAN.

What is the cost?

Does CAN have access to my grades?

Advisors do not have access to student grades during the quarter, but we encourage students to review grades with their CAN advisor during meetings.

Do you tell my parents about my progress?

Communication between the CAN advisors and parents or guardians is limited. Advisors' roles are to help the student become an independent, contributing member of society. The more time that advisors spend with parents is less time that advisors have to spend with students. CAN staff may contact family if students miss meetings and they cannot reach the student by text or email, for example, or if there are concerns about the student's safety and well-being.

Students are continually encouraged by CAN advisors to provide updates to their parents or guardians as part of the family check-ins.

CAN staff encourages family members to include students in any communication they feel is important to share with program staff.

What is the difference between Disability Resources and CAN?

Disability Resources provides reasonable accommodations to students, faculty, and professional staff with disabilities to give them equal access, as required by the Americans with Disabilities Act (ADA). CAN provides support in other areas where a student might have challenges, such as social skills, executive function, communicating with others on campus (such as peers, advisors, and faculty), and time management.

What support options are available if I do not participate in CAN?

Drexel offers many other supports for students, such as:

Mon, 16 Aug 2021 09:01:00 -0500 en text/html https://drexel.edu/counselingandhealth/autism-neurodiversity/program-information/

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