NCE Study Guide

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Part 1: Counselor Work Behavior Area

Module 1 – Ethical Foundations & Principles
1.1.1 ACA Code of Ethics
1.1.2 Ethical Principles (autonomy, beneficence, nonmaleficence, justice, fidelity, veracity)
1.1.3 Ethical Decision-Making Models (e.g., Forester-Miller & Davis, Corey et al.)
1.1.4 Morality vs. Ethics
1.1.5 Personal Values vs. Professional Ethics

Module 2 – Confidentiality and Client Rights
1.1.6 Informed Consent
1.1.7 Confidentiality
1.1.8 Privileged Communication
1.1.9 Duty to Warn / Duty to Protect
1.1.10 Mandated Reporting (abuse, neglect, threats)

Module 3 – Professional Identity and Scope
1.1.11 Professional Counseling Identity
1.1.12 Scope of Practice
1.1.13 Scope of Competence
1.1.14 Licensure vs. Certification vs. Accreditation
1.1.15 Professional Organizations (e.g., ACA, AMHCA, NBCC)
1.1.16 Advocacy for the Profession
1.1.17 Gatekeeping in Counseling

Module 4 – Client-Counselor Relationship & Boundaries
1.1.18 Dual Relationships
1.1.19 Boundary Crossings vs. Boundary Violations
1.1.20 Sexual Misconduct and Nonsexual Touch
1.1.21 Termination and Referral Ethics
1.1.22 Bartering and Gifts
1.1.23 Counselor Self-Disclosure

Module 5 – Supervision and Professional Development
1.1.24 Clinical Supervision (roles, types)
1.1.25 Supervisor vs. Consultant
1.1.26 Documentation in Supervision
1.1.27 Counselor Impairment and Burnout
1.1.28 Continuing Education Requirements
1.1.29 Professional Development Plans

Module 6 – Cultural and Social Justice Ethics
1.1.30 Multicultural Competence
1.1.31 Cultural Humility
1.1.32 Addressing Implicit Bias and Microaggressions
1.1.33 Social Justice and Advocacy Ethics
1.1.34 Intersectionality and Client Identity

Module 7 – Technology, Records, and Legal Overlaps
1.1.35 Ethics in Telehealth
1.1.36 Social Media Use by Counselors
1.1.37 HIPAA and Electronic Records
1.1.38 Recordkeeping Best Practices
1.1.39 Client Access to Records
1.1.40 Legal vs. Ethical Obligations

Module 8 – Test and Assessment Ethics
1.1.41 Informed Consent in Testing
1.1.42 Test Appropriateness and Fairness
1.1.43 Competence in Test Administration
1.1.44 Misuse of Test Data
1.1.45 Confidentiality of Test Results

Module 9 – Intake Process and Initial Contact
1.2.1 Intake Interview
1.2.2 Mental Status Exam (MSE)
1.2.3 Presenting Problem vs. Chief Complaint
1.2.4 Case Conceptualization
1.2.5 Rapport Building During Assessment
1.2.6 Structured vs. Unstructured Interviews
1.2.7 Behavioral Observations

Module 10 – Assessment Fundamentals
1.2.8 Assessment vs. Testing vs. Evaluation
1.2.9 Standardized vs. Non-Standardized Assessments
1.2.10 Norm-Referenced vs. Criterion-Referenced Tests
1.2.11 Formative vs. Summative Assessment
1.2.12 Screening Tools (e.g., PHQ-9, GAD-7)
1.2.13 Triangulation of Data Sources (e.g., self-report, observation, records)

Module 11 – Psychometric Properties
1.2.14 Reliability (test-retest, interrater, internal consistency)
1.2.15 Validity (construct, content, criterion, face)
1.2.16 Standard Error of Measurement (SEM)
1.2.17 Confidence Intervals in Test Scores
1.2.18 Norms and Standardization Samples

Module 12 – Ethical and Multicultural Considerations
1.2.19 Informed Consent in Assessment
1.2.20 Test Bias and Cultural Fairness
1.2.21 Language Barriers and Interpreter Use
1.2.22 Accommodations for Disabilities
1.2.23 Testing Special Populations (e.g., minors, elders, bilingual clients)
1.2.24 Counselor Competence in Assessment

Module 13 – Diagnosis and Clinical Classification
1.2.25 DSM-5-TR Structure and Use
1.2.26 Differential Diagnosis
1.2.27 Comorbidity
1.2.28 Rule-Out Diagnoses
1.2.29 Subtypes, Specifiers, and Severity Ratings
1.2.30 Provisional vs. Confirmed Diagnoses
1.2.31 Z-Codes and V-Codes (conditions that may require clinical attention)

Module 14 – Specialized and Commonly Used Assessments
1.2.32 Personality Assessments (MMPI-2, MCMI, 16PF)
1.2.33 Projective Techniques (Rorschach, TAT)
1.2.34 Intelligence Tests (WAIS, WISC)
1.2.35 Aptitude vs. Achievement Tests
1.2.36 Interest Inventories (e.g., Strong Interest Inventory)
1.2.37 Risk Assessments (e.g., suicide, homicide, self-harm)
1.2.38 Substance Use Screening Tools (e.g., CAGE, AUDIT, DAST)

Module 15 – Report Writing and Clinical Documentation
1.2.39 Assessment Reports (format, clarity, audience)
1.2.40 Diagnostic Justification
1.2.41 Case Notes (DAP, SOAP, BIRP formats)
1.2.42 Referral Reports and Collaboration Notes
1.2.43 Documenting Risk and Protective Factors

Module 16 – Legal and Professional Considerations
1.2.44 Confidentiality of Test Data
1.2.45 Test Security and Storage
1.2.46 Record Retention Guidelines
1.2.47 Informed Interpretation of Results
1.2.48 Avoiding Misdiagnosis and Overpathologizing

Module 17 – Major Mental Health Diagnoses
1.3.1 Mood Disorders (e.g., Major Depressive Disorder, Bipolar I & II)
1.3.2 Anxiety Disorders (e.g., GAD, Panic Disorder, Social Anxiety)
1.3.3 Obsessive-Compulsive and Related Disorders
1.3.4 Trauma- and Stressor-Related Disorders (e.g., PTSD, Acute Stress)
1.3.5 Dissociative Disorders
1.3.6 Psychotic Disorders (e.g., Schizophrenia Spectrum)
1.3.7 Personality Disorders (Clusters A, B, C)
1.3.8 Substance Use Disorders
1.3.9 Eating Disorders
1.3.10 Neurodevelopmental Disorders (e.g., Autism Spectrum, ADHD)

Module 18 – Developmental and Life Span Focus
1.3.11 Erikson’s Psychosocial Stages
1.3.12 Piaget’s Cognitive Development Theory
1.3.13 Attachment Theory (Bowlby, Ainsworth)
1.3.14 Life Transitions and Adjustment Issues
1.3.15 Grief and Loss Models (e.g., Kübler-Ross, Worden)
1.3.16 Aging and Geriatric Counseling Concerns
1.3.17 Parenting and Family Dynamics Across the Life Span

Module 19 – Multicultural and Identity-Based Focus
1.3.18 Racial and Ethnic Identity Development Models
1.3.19 Acculturation and Assimilation
1.3.20 LGBTQIA+ Counseling Considerations
1.3.21 Gender Identity and Expression
1.3.22 Socioeconomic and Class Issues in Counseling
1.3.23 Intersectionality
1.3.24 Religion and Spirituality in Counseling

Module 20 – Crisis, Trauma, and Risk
1.3.25 Suicide Assessment and Prevention
1.3.26 Homicide and Violence Risk Assessment
1.3.27 Crisis Intervention Models (e.g., ABC, SAFER-R)
1.3.28 Trauma-Informed Care
1.3.29 Acute vs. Chronic Trauma
1.3.30 Safety Planning and Mandated Actions

Module 21 – Addiction and Recovery
1.3.31 Models of Addiction (Disease, Moral, Biopsychosocial)
1.3.32 Stages of Change (Prochaska & DiClemente)
1.3.33 Motivational Interviewing (MI)
1.3.34 12-Step and Alternative Recovery Models
1.3.35 Relapse Prevention Strategies

Module 22 – Special Populations
1.3.36 Veterans and Military Families
1.3.37 Clients with Disabilities
1.3.38 Children and Adolescents
1.3.39 Couples and Families
1.3.40 Incarcerated or Justice-Involved Clients
1.3.41 Survivors of Abuse (sexual, emotional, physical)
1.3.42 Clients Experiencing Homelessness

Module 23 – Treatment Themes and Systems Focus
1.3.43 Grief and Bereavement Counseling
1.3.44 Anger Management
1.3.45 Self-Esteem and Identity Work
1.3.46 Stress and Coping Skills Training
1.3.47 Relationship Issues and Communication Skills
1.3.48 Career Concerns as Mental Health Issues
1.3.49 Ecological Systems Theory (Bronfenbrenner)
1.3.50 Social Determinants of Mental Health
1.3.51 Institutional and Structural Barriers to Care
1.3.52 Cultural Syndromes and Idioms of Distress
1.3.53 Community-Based Counseling Approaches

Module 24 – Core Components of Treatment Planning
1.4.1 Problem Identification
1.4.2 Goal Setting (short-term vs. long-term goals)
1.4.3 SMART Goals (Specific, Measurable, Achievable, Relevant, Time-bound)
1.4.4 Objectives vs. Interventions
1.4.5 Prioritizing Presenting Problems
1.4.6 Clinical Hypotheses or Conceptualization Themes

Module 25 – Theoretical Orientation and Planning
1.4.7 Treatment Planning Based on Theoretical Models (CBT, Person-Centered, Psychodynamic, etc.)
1.4.8 Evidence-Based Practices (EBPs)
1.4.9 Manualized vs. Non-Manualized Treatments
1.4.10 Integrative and Eclectic Approaches
1.4.11 Trauma-Informed Treatment Planning

Module 26 – Assessment and Monitoring
1.4.12 Baseline Data and Progress Monitoring
1.4.13 Outcome Measurement Tools
1.4.14 Use of Standardized Instruments in Planning
1.4.15 Client Self-Report vs. Counselor Observation
1.4.16 Ongoing Risk Assessment
1.4.17 Reassessment and Plan Revision

Module 27 – Cultural and Ethical Considerations
1.4.18 Culturally Responsive Treatment Planning
1.4.19 Collaborating with the Client (shared power, informed participation)
1.4.20 Ethical Alignment with Goals and Interventions
1.4.21 Developmental and Identity Factors in Planning
1.4.22 Language Access and Client Literacy

Module 28 – Documentation and Planning Tools
1.4.23 Treatment Plan Formats (Agency-Specific vs. Generalized)
1.4.24 SOAP Notes and Progress Notes
1.4.25 Initial Treatment Plan vs. Master Treatment Plan
1.4.26 Case Conceptualization Summaries
1.4.27 Goal Progress Charts and Checklists

Module 29 – Systems, Settings, and Collaboration
1.4.28 Multidisciplinary Team Collaboration
1.4.29 Integrated Care and Referral Planning
1.4.30 Coordination with External Services (schools, probation, hospitals)
1.4.31 Discharge Planning and Continuity of Care
1.4.32 Insurance Requirements and Treatment Justification

Module 30 – Special Topics in Planning
1.4.33 Planning for Co-Occurring Disorders
1.4.34 Stage-Matched Interventions (e.g., Transtheoretical Model)
1.4.35 Planning for Group Counseling
1.4.36 Use of Homework and Psychoeducation
1.4.37 Goal Setting in Career Counseling Contexts
1.4.38 Planning Around Relapse or Setbacks

Module 31 – Core Counseling Microskills
1.5.1 Attending Behavior (eye contact, posture, vocal tone)
1.5.2 Active Listening
1.5.3 Open vs. Closed Questions
1.5.4 Reflection of Feeling
1.5.5 Paraphrasing and Summarizing
1.5.6 Minimal Encouragers and Verbal Prompts
1.5.7 Confrontation (vs. Aggression)
1.5.8 Silence and Timing
1.5.9 Immediacy
1.5.10 Empathy (Basic, Additive, Subtractive)

Module 32 – Therapeutic Relationship and Process
1.5.11 Therapeutic Alliance
1.5.12 Building Rapport and Trust
1.5.13 Ruptures and Repairs in the Relationship
1.5.14 Use of Self in Therapy
1.5.15 Stages of the Counseling Process (e.g., rapport, exploration, insight, action)
1.5.16 Termination and Follow-Up

Module 33 – Theoretical Techniques and Modalities
1.5.17 Cognitive Behavioral Techniques (thought records, behavioral experiments)
1.5.18 Person-Centered Techniques (unconditional positive regard, genuineness)
1.5.19 Solution-Focused Brief Therapy (SFBT) Techniques (miracle question, scaling)
1.5.20 Narrative Therapy Techniques (externalization, re-authoring)
1.5.21 Gestalt Therapy Techniques (empty chair, exaggeration)
1.5.22 Existential Counseling Approaches (meaning-making, confronting death/anxiety)
1.5.23 Reality Therapy and Choice Theory
1.5.24 DBT and Mindfulness-Based Approaches

Module 34 – Cultural and Identity-Informed Interventions
1.5.25 Culturally Responsive Communication
1.5.26 Intersectional Case Formulation
1.5.27 Addressing Microaggressions in Session
1.5.28 Language Use and Code-Switching Awareness
1.5.29 Spirituality and Worldview Integration
1.5.30 Addressing Internalized Oppression

Module 35 – Specialized Skills for Populations or Contexts
1.5.31 Play Therapy Basics
1.5.32 Trauma-Informed Interventions
1.5.33 Crisis Counseling Skills
1.5.34 Motivational Interviewing Skills
1.5.35 Group Facilitation Skills (e.g., managing conflict, promoting cohesion)
1.5.36 Couples Counseling Skills (communication patterns, conflict cycles)
1.5.37 Career Counseling Interventions (values sorting, narrative exercises)

Module 36 – Ethical and Practical Considerations
1.5.38 Informed Consent for Interventions
1.5.39 Cultural Competence vs. Cultural Humility in Intervention
1.5.40 Managing Transference and Countertransference
1.5.41 Scope of Competence in Intervention Selection
1.5.42 Evaluation of Treatment Effectiveness
1.5.43 Documentation of Interventions

Module 37 – Personal and Interpersonal Characteristics
1.6.1 Empathy (affective and cognitive)
1.6.2 Genuineness (Congruence)
1.6.3 Unconditional Positive Regard
1.6.4 Warmth and Attunement
1.6.5 Emotional Intelligence
1.6.6 Nonjudgmental Stance
1.6.7 Openness to Feedback
1.6.8 Self-Awareness

Module 38 – Cognitive and Reflective Capacities
1.6.9 Reflective Practice
1.6.10 Critical Thinking in Clinical Contexts
1.6.11 Cognitive Complexity
1.6.12 Openness to Uncertainty
1.6.13 Tolerance for Ambiguity
1.6.14 Growth Mindset

Module 39 – Ethical and Professional Integrity
1.6.15 Integrity and Honesty
1.6.16 Commitment to Confidentiality
1.6.17 Accountability and Responsibility
1.6.18 Respect for Client Autonomy
1.6.19 Fidelity to Ethical Codes and Standards

Module 40 – Cultural and Relational Humility
1.6.20 Cultural Humility vs. Cultural Competence
1.6.21 Recognition of Power and Privilege
1.6.22 Intersectional Thinking
1.6.23 Relational Equity
1.6.24 Avoiding Saviorism or Paternalism

Module 41 – Self-Care and Resilience
1.6.25 Counselor Burnout and Compassion Fatigue
1.6.26 Vicarious Trauma and Secondary Traumatic Stress
1.6.27 Boundaries in the Counseling Relationship
1.6.28 Self-Care Strategies and Planning
1.6.29 Work-Life Balance and Emotional Regulation
1.6.30 Maintaining Passion and Purpose

Module 42 – Professional Disposition and Development
1.6.31 Professionalism in Behavior and Communication
1.6.32 Counselor Disposition Assessments (in training programs)
1.6.33 Openness to Supervision and Lifelong Learning
1.6.34 Gatekeeping and Counselor Fitness
1.6.35 Counselor Identity Formation
1.6.36 Advocacy Orientation and Client Empowerment

Module 43 – History and Philosophy of the Counseling Profession
2.1.1 History of the Counseling Profession
2.1.2 Key Figures in Counseling History (e.g., Frank Parsons, Carl Rogers)
2.1.3 Differentiation from Other Mental Health Professions (e.g., psychology, social work)
2.1.4 Professional Identity Formation
2.1.5 Wellness, Prevention, and Developmental Focus of Counseling
2.1.6 Holistic vs. Pathological Models of Care

Module 44 – Roles and Functions of Professional Counselors
2.1.7 Counselor Roles Across Settings (schools, agencies, private practice, hospitals)
2.1.8 Advocacy for Clients and the Profession
2.1.9 Case Management and Consultation
2.1.10 Supervision and the Supervisory Relationship
2.1.11 Gatekeeping Responsibilities

Module 45 – Professional Organizations and Credentialing
2.1.12 American Counseling Association (ACA)
2.1.13 National Board for Certified Counselors (NBCC)
2.1.14 Licensure vs. Certification vs. Accreditation
2.1.15 State Licensure Boards and Laws
2.1.16 Continuing Education and Professional Development

Module 46 – Ethical Standards and Legal Issues
2.1.17 ACA Code of Ethics (2014)
2.1.18 Ethical Decision-Making Models
2.1.19 Confidentiality and Privileged Communication
2.1.20 Duty to Warn and Mandated Reporting
2.1.21 Dual Relationships and Boundary Issues
2.1.22 Informed Consent and Client Rights
2.1.23 Multicultural and Social Justice Ethics
2.1.24 Technology and Digital Ethics in Counseling

Module 47 – Professional Practice and Accountability
2.1.25 Recordkeeping and Documentation
2.1.26 Risk Management and Legal Liability
2.1.27 Supervision Documentation and Ethics
2.1.28 Telehealth and Distance Counseling Regulations
2.1.29 Counselor Self-Care and Burnout Prevention
2.1.30 Impairment and Fitness to Practice

Module 48 – Core Concepts and Frameworks
2.2.1 Culture and Cultural Identity
2.2.2 Worldview
2.2.3 Oppression, Power, and Privilege
2.2.4 Intersectionality
2.2.5 Social Justice in Counseling
2.2.6 Multicultural Counseling Competence (knowledge, skills, awareness)
2.2.7 Cultural Humility vs. Cultural Competence

Module 49 – Racial, Ethnic, and Identity Development Models
2.2.8 Helms’ White and People of Color Identity Models
2.2.9 Cross’s Nigrescence Model
2.2.10 Sue & Sue’s Racial/Cultural Identity Development Model
2.2.11 Cass’s Model of Homosexual Identity Development
2.2.12 D’Augelli’s Lifespan Model of LGBTQ+ Identity Development
2.2.13 Arredondo’s Multicultural Competencies Framework

Module 50 – Cultural Variables in the Counseling Process
2.2.14 Acculturation and Assimilation
2.2.15 Language Barriers and Code-Switching
2.2.16 Cultural Expressions of Distress (idioms, syndromes)
2.2.17 Communication Styles Across Cultures
2.2.18 Collectivism vs. Individualism
2.2.19 High-Context vs. Low-Context Communication

Module 51 – Identity Dimensions and Counseling Considerations
2.2.20 Gender Identity and Gender Expression
2.2.21 Sexual Orientation and LGBTQ+ Affirmative Counseling
2.2.22 Religious and Spiritual Identity
2.2.23 Socioeconomic Status and Classism
2.2.24 Ability and Disability Identity
2.2.25 Age and Generational Contexts

Module 52 – Systemic and Institutional Issues
2.2.26 Racism, Sexism, Heterosexism, and Other ‘-isms’
2.2.27 Structural and Institutional Oppression
2.2.28 Microaggressions
2.2.29 Cultural Mistrust and Historical Trauma
2.2.30 Access and Equity in Mental Health Services

Module 53 – Counselor Self-Awareness and Reflexivity
2.2.31 Examining Counselor Bias and Blind Spots
2.2.32 Cultural Countertransference
2.2.33 Cultural Self-Assessment
2.2.34 Advocacy Competence
2.2.35 Use of Self in Social Justice-Oriented Practice

Module 54 – Lifespan Development Theories
2.3.1 Erikson’s Psychosocial Stages
2.3.2 Piaget’s Cognitive Development Stages
2.3.3 Kohlberg’s Moral Development Theory
2.3.4 Fowler’s Faith Development Theory
2.3.5 Maslow’s Hierarchy of Needs
2.3.6 Vygotsky’s Sociocultural Theory (ZPD, scaffolding)
2.3.7 Bronfenbrenner’s Ecological Systems Theory

Module 55 – Physical and Biological Development
2.3.8 Prenatal and Infant Development Milestones
2.3.9 Puberty and Adolescence
2.3.10 Adult Physical Changes and Aging
2.3.11 Neuroplasticity and Brain Development Across the Lifespan
2.3.12 Sleep, Nutrition, and Wellness as Developmental Factors

Module 56 – Emotional and Social Development
2.3.13 Attachment Theory (Bowlby, Ainsworth)
2.3.14 Emotional Regulation Across the Lifespan
2.3.15 Identity Formation (e.g., Marcia’s Identity Statuses)
2.3.16 Peer and Family Influence on Development
2.3.17 Social Learning Theory (Bandura)
2.3.18 Temperament and Personality Development

Module 57 – Cognitive and Learning Development
2.3.19 Language Acquisition Stages
2.3.20 Metacognition and Learning Styles
2.3.21 Intelligence Theories (e.g., Gardner, Sternberg, Spearman)
2.3.22 Critical Periods and Sensitive Periods in Development
2.3.23 Academic and Cognitive Delays
2.3.24 Learning Disabilities and Developmental Disorders

Module 58 – Moral, Faith, and Identity Development
2.3.25 Gilligan’s Ethics of Care
2.3.26 Moral Development in Diverse Cultures
2.3.27 Spiritual Development Across the Lifespan
2.3.28 Values Clarification and Purpose Formation

Module 59 – Multicultural and Contextual Influences
2.3.29 Cultural Variability in Developmental Expectations
2.3.30 Acculturation and Bicultural Identity
2.3.31 Historical Trauma and Intergenerational Impact
2.3.32 Family Systems and Developmental Context
2.3.33 LGBTQ+ Identity Development Across the Lifespan

Module 60 – Developmental Transitions and Challenges
2.3.34 Life Transitions (e.g., adolescence, midlife, retirement)
2.3.35 Grief and Loss (e.g., Kübler-Ross, Worden)
2.3.36 Resilience and Protective Factors
2.3.37 Adverse Childhood Experiences (ACEs)
2.3.38 Trauma and Developmental Disruption

Module 61 – Career Development Theories
2.4.1 Holland’s Theory of Vocational Choice (RIASEC Model)
2.4.2 Super’s Life-Span, Life-Space Theory
2.4.3 Krumboltz’s Social Learning Theory of Career Decision-Making
2.4.4 Gottfredson’s Theory of Circumscription and Compromise
2.4.5 Roe’s Personality-Based Theory
2.4.6 Ginzberg’s Developmental Theory
2.4.7 Lent, Brown & Hackett’s Social Cognitive Career Theory (SCCT)

Module 62 – Career Assessment Tools and Approaches
2.4.8 Interest Inventories (e.g., Strong Interest Inventory, SDS)
2.4.9 Aptitude Tests (e.g., ASVAB)
2.4.10 Values Clarification Exercises
2.4.11 Career Development Inventories
2.4.12 Work Personality and Motivation Scales
2.4.13 Online Career Assessment Platforms (O*NET, MyNextMove)

Module 63 – Career Counseling Models and Interventions
2.4.14 Trait-and-Factor Approach
2.4.15 Narrative and Constructivist Career Counseling
2.4.16 Solution-Focused Career Counseling
2.4.17 Motivational Interviewing for Career Goals
2.4.18 Psychoeducational Career Interventions
2.4.19 Coaching vs. Counseling in Career Contexts

Module 64 – Work and Identity Development
2.4.20 Career Maturity and Readiness
2.4.21 Life Roles and Work-Life Balance (Super’s Rainbow)
2.4.22 Work as a Source of Identity, Purpose, and Social Status
2.4.23 Gender, Class, and Cultural Influences on Career Development
2.4.24 Vocational Identity and Career Indecision

Module 65 – Multicultural and Social Justice Considerations
2.4.25 Barriers to Employment and Discrimination
2.4.26 Intersectionality and Career Opportunity
2.4.27 Access and Equity in Vocational Services
2.4.28 First-Generation and Immigrant Career Paths
2.4.29 Disabilities and Career Counseling Accommodations

Module 66 – Career Transitions and Lifespan Context
2.4.30 Career Development in Childhood and Adolescence
2.4.31 Midlife Career Shifts
2.4.32 Unemployment, Underemployment, and Job Loss
2.4.33 Retirement and Encore Careers
2.4.34 Globalization and Changing Labor Markets
2.4.35 COVID-19 and Virtual Work’s Impact on Career Planning

Module 67 – Theories of Counseling and Psychotherapy
2.5.1 Person-Centered Therapy (Rogers)
2.5.2 Cognitive Behavioral Therapy (Beck, Ellis)
2.5.3 Psychodynamic and Object Relations Theories
2.5.4 Gestalt Therapy (Perls)
2.5.5 Existential Therapy (Yalom, Frankl)
2.5.6 Adlerian Therapy (Individual Psychology)
2.5.7 Reality Therapy / Choice Theory (Glasser)
2.5.8 Solution-Focused Brief Therapy (SFBT)
2.5.9 Narrative Therapy
2.5.10 Integrative and Eclectic Approaches

Module 68 – Core Counseling Skills and Microskills
2.5.11 Attending and Listening Skills
2.5.12 Empathy and Reflective Responding
2.5.13 Open-Ended and Probing Questions
2.5.14 Summarizing and Paraphrasing
2.5.15 Confrontation and Challenge
2.5.16 Use of Silence and Immediacy
2.5.17 Goal Setting and Collaborative Planning

Module 69 – Helping Process and Stages of Counseling
2.5.18 Establishing the Therapeutic Alliance
2.5.19 Phases of the Counseling Process (relationship building, exploration, insight, action)
2.5.20 Rupture and Repair in Counseling Relationships
2.5.21 Resistance and Defense Mechanisms
2.5.22 Working Alliance vs. Real Relationship
2.5.23 Termination and Follow-Up

Module 70 – Crisis Intervention and Short-Term Counseling
2.5.24 Crisis Counseling Models (e.g., Roberts’ 7-Stage Model)
2.5.25 Psychological First Aid
2.5.26 Suicide Risk Assessment and Intervention
2.5.27 Brief Counseling Models and Time-Limited Work

Module 71 – Multicultural and Culturally Responsive Practice
2.5.28 Worldview and Counselor Cultural Awareness
2.5.29 Intersectionality in the Helping Relationship
2.5.30 Addressing Cultural Mistrust and Historical Trauma
2.5.31 Inclusive Language and Communication Styles
2.5.32 Cultural Adaptation of Interventions

Module 72 – Evidence-Based Practices and Integration
2.5.33 Common Factors Theory (e.g., empathy, alliance, client variables)
2.5.34 Treatment Matching and Theoretical Flexibility
2.5.35 Outcome Monitoring and Feedback-Informed Treatment (FIT)
2.5.36 Manualized vs. Flexible Treatment Approaches

Module 73 – Ethics, Boundaries, and Use of Self
2.5.37 Counselor Self-Awareness and Use of Self
2.5.38 Managing Transference and Countertransference
2.5.39 Dual Relationships in Helping Contexts
2.5.40 Self-Disclosure Guidelines
2.5.41 Power Dynamics in the Counseling Relationship

Module 74 – Group Development Theories and Stages
2.6.1 Tuckman’s Group Stages (Forming, Storming, Norming, Performing, Adjourning)
2.6.2 Corey’s Stages of Group Counseling (Initial, Transition, Working, Final)
2.6.3 Yalom’s Therapeutic Factors in Groups (e.g., universality, cohesion, catharsis)
2.6.4 Group Process vs. Group Content
2.6.5 Curative Factors vs. Common Factors

Module 75 – Types of Groups
2.6.6 Psychoeducational Groups
2.6.7 Counseling Groups
2.6.8 Psychotherapy Groups
2.6.9 Task Groups
2.6.10 Support Groups
2.6.11 Self-Help Groups
2.6.12 Open vs. Closed Groups

Module 76 – Group Leadership Styles and Functions
2.6.13 Authoritarian, Democratic, and Laissez-Faire Leadership
2.6.14 Group Co-Leadership (Benefits and Challenges)
2.6.15 Leader Roles and Responsibilities
2.6.16 Self-Disclosure and Modeling in Group Leadership
2.6.17 Managing Group Dynamics (e.g., silence, conflict, monopolizing)
2.6.18 Ethical and Cultural Sensitivity in Group Facilitation

Module 77 – Group Composition and Planning
2.6.19 Group Screening and Selection
2.6.20 Homogeneous vs. Heterogeneous Groups
2.6.21 Ideal Group Size and Duration
2.6.22 Pre-Group Orientation and Informed Consent
2.6.23 Setting Goals and Group Norms
2.6.24 Structuring Sessions and Agendas

Module 78 – Interpersonal Dynamics and Member Roles
2.6.25 Group Member Roles (e.g., initiator, gatekeeper, scapegoat)
2.6.26 Group Cohesion and Trust Building
2.6.27 Resistance and Ambivalence in Groups
2.6.28 Feedback and Interpersonal Learning
2.6.29 Subgrouping, Pairing, and Cliques

Module 79 – Ethical, Legal, and Cultural Considerations
2.6.30 Confidentiality in Group Settings
2.6.31 Informed Consent for Group Work
2.6.32 Handling Breaches of Trust
2.6.33 Cultural Considerations in Group Dynamics
2.6.34 Use of Evidence-Based Group Interventions

Module 80 – Foundations of Assessment
2.7.1 Definition and Purpose of Assessment
2.7.2 Assessment vs. Testing vs. Evaluation
2.7.3 Structured vs. Unstructured Assessments
2.7.4 Formative vs. Summative Assessment
2.7.5 Screening vs. Diagnosis

Module 81 – Psychometric Concepts
2.7.6 Reliability

Module 82 – Types of Assessments
2.7.13 Intelligence Tests (e.g., WAIS, WISC)
2.7.14 Aptitude Tests (e.g., ASVAB)
2.7.15 Achievement Tests (e.g., Woodcock-Johnson)
2.7.16 Personality Assessments (e.g., MMPI-2, 16PF)
2.7.17 Projective Tests (e.g., Rorschach, TAT)
2.7.18 Interest Inventories (e.g., Strong, SDS)
2.7.19 Career Development Tools
2.7.20 Risk Assessment Tools (e.g., suicide/homicide screening)

Module 83 – Assessment in Counseling Practice
2.7.21 Diagnostic Interviews and Mental Status Exams (MSE)
2.7.22 Observational Assessment
2.7.23 Client Self-Report Measures
2.7.24 Use of Checklists and Symptom Inventories
2.7.25 Functional Behavioral Assessments (FBA)
2.7.26 Assessing Readiness for Change (e.g., Stages of Change)

Module 84 – Cultural, Ethical, and Legal Considerations
2.7.27 Informed Consent in Assessment
2.7.28 Test Bias and Cultural Fairness
2.7.29 Accommodations and Accessibility
2.7.30 Counselor Competence in Test Use
2.7.31 Confidentiality and Secure Handling of Results
2.7.32 Interpreting Results Responsibly
2.7.33 Use of Interpreters or Translators

Module 85 – Test Selection and Application
2.7.34 Choosing Appropriate Tools for Client Needs
2.7.35 Test Publisher Guidelines and Restrictions
2.7.36 Referral for Specialized Assessment
2.7.37 Linking Assessment to Diagnosis and Treatment Planning

Module 86 – Research Foundations
2.8.1 Purpose of Research in Counseling
2.8.2 Quantitative vs. Qualitative Research
2.8.3 Mixed Methods Research Designs
2.8.4 Action Research in Clinical Settings
2.8.5 Evidence-Based Practice (EBP)
2.8.6 Translational Research (bridging research and practice)

Module 87 – Research Design and Methodology
2.8.7 Experimental vs. Quasi-Experimental Design
2.8.8 Correlational Research
2.8.9 Single-Subject Design
2.8.10 Longitudinal vs. Cross-Sectional Designs
2.8.11 Random Assignment vs. Random Sampling
2.8.12 Independent vs. Dependent Variables

Module 88 – Data Collection and Measurement
2.8.13 Operational Definitions
2.8.14 Levels of Measurement (Nominal, Ordinal, Interval, Ratio)
2.8.15 Instrument Validity and Reliability
2.8.16 Sampling Methods (e.g., purposive, stratified, convenience)
2.8.17 Survey and Interview Methods
2.8.18 Triangulation in Qualitative Research

Module 89 – Statistical Concepts
2.8.19 Descriptive Statistics (mean, median, mode, SD)
2.8.20 Inferential Statistics (t-test, ANOVA, chi-square)
2.8.21 Correlation Coefficients (Pearson’s r)
2.8.22 Statistical Significance (p-value)
2.8.23 Effect Size and Practical Significance
2.8.24 Confidence Intervals and Standard Errors

Module 90 – Ethics and Research Integrity
2.8.25 Informed Consent in Research
2.8.26 Institutional Review Boards (IRBs)
2.8.27 Protecting Participant Confidentiality
2.8.28 Addressing Power Differentials in Research
2.8.29 Cultural Considerations in Research
2.8.30 Avoiding Plagiarism and Fabrication

Module 91 – Program Evaluation
2.8.31 Needs Assessment
2.8.32 Process vs. Outcome Evaluation
2.8.33 Logic Models in Program Design
2.8.34 Formative vs. Summative Evaluation
2.8.35 Data-Driven Decision-Making
2.8.36 Counselor Accountability and Evaluation Tools

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