임상심리사 2급 실기 《2014년 제1회차》 최신기출문제 [1-20번] 김덕희 교수

Review of the First 2014 Clinical Psychologist Level 2 Practical Exam

Instructor Kim Deok-hee reviews questions from the exam, emphasizing core concepts and concise, keyword-based answers.

Exam-preparation advice

• Revisit past questions and focus on central concepts and keywords.
• In the instructor’s review materials, three-star questions are especially likely to appear, two-star questions are frequently asked, and one-star questions appear occasionally. When time is limited, prioritize three- and two-star questions.
• Answers do not need to reproduce textbook passages word for word. State the relevant concepts accurately and explain them clearly.

Topics reviewed

1. Yalom’s therapeutic factors in group therapy

The lecture reviews the following factors:

• Instilling hope
• Universality—the realization that one is not alone
• Imparting information
• Altruism
• Corrective recapitulation of the primary family group
• Development of socializing techniques
• Imitative behavior
• Group cohesiveness
• Catharsis
• Existential factors

If asked to name five or six factors, students can select that number and list them.

2. Rogers’s conditions for therapeutic change

The three central conditions are:

• Congruence or genuineness
• Unconditional positive regard and acceptance
• Empathic understanding

3. Ellis and irrational beliefs

The lecture focuses on rigid “must” or “should” beliefs, including demands that:

• The self must be loved, approved of, or successful.
• Other people must treat one fairly or respectfully.
• The world or circumstances must be fair and go as desired.

The goal is to recognize these inflexible demands and replace them with more realistic, rational beliefs.

4. REBT’s ABCDE framework

• A – Activating event: An event occurs.
• B – Belief: The person forms a rational or irrational belief about it.
• C – Consequence: Emotional or behavioral consequences follow.
• D – Disputation: The irrational belief is questioned or challenged.
• E – Effect: A more rational belief and healthier response result.

The lecture illustrates how a negative interpretation of an unpleasant event can be challenged and replaced with a more constructive one.

5. Listening responses

• Nonverbal listening: Nodding, smiling, and other attentive gestures.
• Verbal responses: Praise, respect, and other spoken expressions of acceptance.

6. Socratic questioning

Socratic dialogue is presented as a logical method for examining a client’s thinking. The counselor helps make thoughts explicit, examines their structure, and asks about their source or meaning—for example, what caused a thought or what the person means by it.

7. Ending counseling

During the termination phase, the counselor may:

• Review and evaluate the work completed.
• Discuss the possibility of relapse or future difficulties.
• Explain how the client can return for help if needed.
• Encourage self-reflection and continued growth.
• Address dependence on counseling.
• Discuss feelings related to ending the relationship.

8. The psychological evaluator as scientist and artist

• Scientist: Uses systematic observation, analysis, and repeated testing to understand relationships, develop explanations, and make predictions.
• Artist: Uses flexibility, insight, and sensitivity to the individual’s circumstances, recognizing that human behavior cannot always be captured by general scientific rules alone.

9. Observational learning

The lecture highlights four conditions or processes:

• Attention to the model
• Retention of what was observed
• Ability to reproduce the behavior
• Motivation to perform it

10. Empathic response

An empathic response recognizes and reflects the client’s feelings rather than judging the situation or simply offering advice.

11. Family attitudes toward a person with chronic mental illness

Helpful attitudes include supporting treatment, encouraging medication adherence, remaining calm and patient, and advocating for the person.

Harmful attitudes include excessive control or sacrifice, constant nagging or criticism, social isolation, and preventing contact with friends.

12. Guidelines for interpreting psychological tests

• Ask about the client’s expectations and explain results in context.
• Present test results as provisional information, not as an absolute or complete judgment of the person.
• Avoid drawing broad conclusions from only one or two pieces of information.
• Avoid overinterpretation.
• Use accessible language rather than unnecessary technical terminology.

13. Case involving a possible traumatic brain injury

A case describes a man who lost consciousness after a motorcycle collision and later experienced physical and writing-related difficulties. Possible symptoms discussed include memory problems, anxiety, fear, helplessness, post-traumatic stress, and impaired motor coordination. Diagnostic considerations include the effects of traumatic brain injury and trauma-related conditions.

The Wisconsin Card Sorting Test is described as assessing abilities such as concept formation and problem solving. The lecture also mentions abstraction, attention, classification, and working memory. Treatment considerations include the person’s sensorimotor status and medication use or side effects.

14. Advice for a teacher managing a disruptive or oppositional child

Suggested approaches include:

• Establishing and consistently applying classroom rules.
• Giving attention and praise for appropriate behavior.
• Using reinforcement or response-cost strategies.
• Considering time-out or isolation where appropriate.
• Coordinating communication between home and school.

15. Reactive attachment disorder and caregiving

Two patterns are reviewed:

• Withdrawn or inhibited pattern: Limited or guarded responses toward caregivers.
• Disinhibited pattern: Excessive familiarity with relative strangers or difficulty selecting an attachment figure.

Three problematic caregiving conditions are identified:

• Persistent neglect of the child’s basic emotional needs.
• Persistent neglect of basic physical needs.
• Repeated changes in caregivers that interfere with forming a secure attachment.

16. Human-figure drawing in the HTP test

The drawing may represent the self-image, ideal self, and significant others.

17. Wechsler test: general-knowledge/information subtest

This subtest is linked to everyday knowledge, learning and schooling, intellectual curiosity, interest in daily life, and long-term memory.

18. Wechsler verbal and performance subtests

The instructor reviews the subtests and the abilities they assess.

• Verbal subtests: Information, digit span, vocabulary, arithmetic, comprehension, and similarities.
• Performance tasks: Picture completion, picture arrangement, block design, object assembly, and coding.

Students are advised to learn the principal abilities assessed—such as auditory short-term memory, attention, visual perception, construction, and judgment—instead of memorizing lengthy descriptions verbatim.

Speakers, theorists, and sources

• Speaker: Kim Deok-hee
• Theorists and frameworks: Irvin Yalom, Carl Rogers, Albert Ellis, and Socratic questioning
• Tests and diagnostic frameworks: The DSM, the Wisconsin Card Sorting Test, the HTP test, and Wechsler intelligence tests