Study Guide for the Florida Teacher Certification Examination

Guidance and Counseling PK-12

Second Edition

FLORIDA DEPARTMENT OF EDUCATIONwww.fldoe.org

Developed, produced, and printed under the authority of theFlorida Department of Education

Subject area content developed by theInstitute for Instructional Research and PracticeCollege of EducationUniversity of South Florida

Produced by theInstitute for Instructional Research and PracticeCollege of EducationUniversity of South Florida

Authorization for reproduction is hereby granted to persons acting in anofficial capacity within the State System of Public Education as definedin Section 228.041(1), Florida Statutes. The copyright notice on thebottom of the page must be included on all copies.

Permission is NOT granted for distribution or reproduction outside theState System of Public Education or for commercial distribution of thecopyrighted materials without written authorization from theDepartment of Education. Questions regarding use of thesecopyrighted materials are to be addressed to:

FTCE AdministratorFlorida Department of Education

325 West Gaines Street, Suite 414Tallahassee, Florida 32399-0400

Copyright 2002State of Florida

Department of State

Contents

Test and Study Guide Development 1

Preparation for the Test 3

Competencies and Skills 5

Sources for Review 11

Test Format and Sample Questions 19

Test-taking Advice 27

Additional Information 29

Acknowledgments 31

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Test and Study Guide Development

Teacher Certification TestingSince 1980, Florida teacher certification candidates have beenrequired to pass the Florida Teacher Certification Examination(FTCE), which has consisted of tests in reading, writing,mathematics, and professional knowledge. The 1986 FloridaLegislature modified the testing program by also requiring teachercandidates to pass a test in the subject area in which they wish to becertified. In addition, the Legislature substituted the Florida College-Level Academic Skills Test (CLAST) for the reading, writing, andmathematics portions of the FTCE. The 2000 Florida Legislaturereplaced the CLAST with the General Knowledge Test, effective July1, 2002.

The subject area knowledge that is tested on the Guidance andCounseling PK-12 examination was identified and validated bycommittees of content specialists from within the state of Florida. Amajority of the committee members were public school teachers, butthe committees also included district supervisors and college facultywith expertise in this field. Committee members were selected on thebasis of recommendations by professional associations, experts inthe field, and teachers’ unions. In developing the test, the committeesused an extensive literature review, interviews with selected publicschool teachers, a large-scale survey of teachers, pilot tests, andtheir own professional judgment.

Role of the Study GuideThe purpose of this study guide is to help candidates taking the InitialTeacher Subject Area Test in Guidance and Counseling PK-12 toprepare effectively for the exam. The guide was designed tofamiliarize prospective test takers with various aspects of the exam,including the content that is covered and the way it is represented.The guide should enable candidates to direct their study and to focuson relevant material for review.

This study guide is intended primarily for use by certificationcandidates, who may be students in a college or university teacher-preparation program, teachers with provisional certification, teachersseeking certification in an additional subject area, or persons makinga career change to public school teaching. Candidates may havestudied and worked in Florida or may be from out of state.

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College or university faculty may also use the guide to prepare studentsfor certification, and in-service trainers may find the guide useful forhelping previously certified teachers prepare for recertification ormultiple certification.

This study guide is not intended as an all-inclusive source of subjectarea knowledge, nor is it a substitute for college course work in thesubject area. The list of references is not exhaustive, and the sampleitems are not an exact representation of the content of the actual test.Instead, the guide is intended to help candidates prepare for the subjectarea test by presenting an overview of the content and format of theexamination.

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Preparation for the Test

The following outline may help you to prepare for the exam. Adaptthese suggestions to suit your own study habits and the time youhave available for review.

Overview• Look over the organization of the study guide.

Section 1 discusses the development of the test and study guide.Section 3 presents information about the content of the test.Section 4 contains an annotated bibliography of review sources.Section 5 lists question formats and includes sample test items.Section 6 offers strategies for taking the test.Section 7 identifies sources of further information.

Self-assessment• Decide which content areas you should review.

Section 3 includes the competencies and skills used to developthis subject area test and the approximate proportion of test itemsfrom each competency area. It also cross-references each skillwith the review sources found in Section 4.

Research• Choose the study resources you need.

Section 4 lists sources you can use for a quick review, forspecialized study, or for extensive test preparation.

Review• Study according to your needs.

Review all of the competencies, concentrating on areas withwhich you are least familiar.

Practice• Acquaint yourself with the format of the exam.

Section 5 describes types of questions you may find on the exam.

• Answer sample test questions.Section 5 also gives you an opportunity to test yourself withsample test questions and an answer key.

Final preparation• Review test-taking advice.

Section 6 includes suggestions for improving your performanceon the exam.

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3 Competencies and Skills

The table on the following pages lists the competencies and skillsused as the basis for the Guidance and Counseling PK-12 exam.These competencies and skills represent the knowledge that teamsof teachers, subject area specialists, and district-level educators havedetermined to be important for beginning teachers. This table couldserve as a checklist for assessing your familiarity with each of theareas covered by the test. The percentage weightings and reviewsources should help you to organize your review.

The following excerpt illustrates the components of the table:

Competencies are areas of content knowledge.

Skills identify behaviors that demonstrate the competencies.

Percentages indicate the approximate proportion of test items thatrepresent the competencies on the test.

Review sources for a particular skill are listed by number. Eachnumber is keyed to a reference listed in Section 4 of this guide.

1 Knowledge of counseling 30

Competency/Skill % Review Sources

Competency Percentage of total test items

Skill Review sources

1 Identify the basic concepts of major counseling theories. 3, 6, 7, 15, 16, 272 Recognize the relationship of personality, learning, and 2, 3, 6, 7, 15, 19

human development theories to counseling theories.3 Apply counseling theories and techniques appropriate 5, 15

to specific situations and populations.4 Recognize the criteria for selection of individual and/or 5, 15

group counseling as an intervention.5 Demonstrate knowledge of small and large group 2, 5, 15, 27

dynamics.6 Demonstrate knowledge of small and large group 2, 5, 13, 15, 27

counseling and leadership skills.

1 Identify the basic concepts of major counseling theories. 3, 6, 7, 15, 16, 272 Recognize the relationship of personality, learning, and 2, 3, 6, 7, 15, 19

human development theories to counseling theories.3 Apply counseling theories and techniques appropriate 5, 15

to specific situations and populations.4 Recognize the criteria for selection of individual and/or 5, 15

group counseling as an intervention.5 Demonstrate knowledge of small and large group 2, 5, 15, 27

dynamics.6 Demonstrate knowledge of small and large group 2, 5, 14, 15, 27

counseling and leadership skills.7 Demonstrate knowledge of appropriate listening and 9, 17, 27

responding skills.8 Identify major counseling approaches appropriate for 2, 3, 15, 19, 27

specific developmental levels.9 Demonstrate knowledge of behavior change strategies. 9, 15, 17, 19, 27,

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1 Demonstrate knowledge of activities that teach 9, 25, 27communication skills, decision-making skills, socialskills, and study skills.

2 Demonstrate knowledge of a crisis intervention plan. 15, 17, 273 Demonstrate knowledge of conflict resolution and 20, 24

mediation training programs.4 Identify, evaluate, and select materials and resources 15, 26, 34

for implementing counseling techniques and programs.5 Identify self-destructive and addictive behaviors and 2, 14, 27

develop appropriate intervention strategies.6 Demonstrate knowledge of group guidance programs. 15, 27, 347 Demonstrate knowledge of peer-helper programs. 15, 20, 28

Table of Competencies and Skills, Percentages, and Review Sources

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Competency/Skill % Review Sources

1 Knowledge of counseling 30

2 Knowledge of activities and programs for addressing 10current concerns

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1 Demonstrate knowledge of basic measurement concepts 1, 8, 21, 30(validity, norming, reliability, error of measurement,standardization).

2 Identify conditions that may affect test results. 1, 8, 21, 303 Demonstrate knowledge of the major functions, strengths, 1, 8, 21, 30

and limitations of standardized and nonstandardizedassessment procedures.

4 Interpret and apply the results of formal and informal 8, 15, 30assessment procedures.

5 Demonstrate knowledge of synthesizing data from a 8, 15, 30variety of sources to develop a comprehensiveassessment of an individual.

1 Demonstrate knowledge of major career development 25, 34theories.

2 Identify guidance activities related to career development. 15, 25, 28, 343 Apply decision-making models with students in various 15, 25, 34

stages of career development.4 Identify and evaluate materials to be used in career 25, 30, 34

development.5 Interpret student appraisal data relevant to career 25, 34

development.6 Identify appropriate procedures to assist students in 2, 25, 34

developing employability skills.7 Demonstrate knowledge of resources available to provide 25, 34

specific information about educational and technicaltraining opportunities.

8 Identify ways to assist students in selecting postsecondary 15, 18, 22, 23, 25,opportunities. 34

9 Demonstrate knowledge of financial assistance sources 15, 18, 22, 23, 29,for further educational opportunities. 34

Competency/Skill % Review Sources

3 Knowledge of student assessment 10

4 Knowledge of career development and postsecondary 10opportunities

1 Identify components essential to a consultation model. 2, 15, 26, 272 Demonstrate knowledge of collaborating with school 15, 26, 27

personnel and families to identify needs and developstrategies to facilitate student success.

3 Demonstrate knowledge of using appropriate data and 26, 27resources to assist individuals and groups incollaborative decision making.

4 Identify appropriate procedures for student transition 26, 27and follow-up.

5 Select appropriate procedures to communicate 15, 26information to students, staff, families, and thecommunity.

6 Specify appropriate referrals and referral procedures for 26, 27in-school and out-of-school individuals and/or agencies.

7 Identify effective communication techniques that inform 15, 26the community about services rendered through theguidance program.

8 Identify components and procedures necessary for the 15, 26organization and administration of a student servicesprogram.

1 Demonstrate knowledge of legal mandates and ethical 2, 3, 4, 11, 13, 15,standards concerning student advisement and 27assessment data.

2 Demonstrate knowledge of American Counseling 2, 4, 27Association and American School CounselorAssociation professional and ethical standards.

3 Demonstrate knowledge of legal rights of students and 4, 11, 13, 15, 27parents with regard to student records.

4 Demonstrate knowledge of legislation concerning 2, 11, 13students with special needs.

Table of Competencies and Skills, Percentages, and Review Sources

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Competency/Skill % Review Sources

6 Knowledge of professional, ethical, and legal 10considerations

5 Knowledge of consultation, collaboration, and 10coordination

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1 Identify approaches for enhancing student awareness of 11, 34academic and other requirements for graduation andscholarships.

2 Interpret student academic assessment data for 11, 34appropriate educational placement and studentprogression.

3 Identify approaches for assisting students with course 11, 34selection to prepare for postsecondary educational oremployment opportunities.

1 Demonstrate knowledge of accepted accountability and 2, 12, 16research methodology.

2 Analyze, interpret, and apply the results of research, 12, 33evaluation, and follow-up.

3 Demonstrate knowledge of needs assessment and 12, 15program evaluation techniques.

4 Identify program objectives and determine appropriate 12, 15outcomes based on assessment data.

5 Demonstrate knowledge of the purposes, types, and 2, 12, 15basic steps in program evaluation and follow-up.

1 Demonstrate knowledge of the use of technology in 31student record management.

2 Demonstrate knowledge of the appropriate use of 13, 21, 31, 34technology in student services.

1 Demonstrate knowledge of societal changes and trends. 2, 17, 25, 322 Demonstrate knowledge of characteristics and needs of 25, 32

diverse populations.3 Demonstrate knowledge of issues relevant to diverse 17, 25, 32

family constellations and individual lifestyles.

Competency/Skill % Review Sources

7 Knowledge of academic advisement 5

8 Knowledge of research, program evaluation, and 5follow-up

9 Knowledge of appropriate technology 5

10 Knowledge of social and cultural diversity 5

4 Demonstrate knowledge of counselor responsibility to 2, 4, 32address biases in self and in others relative to diversitywithin the school and surrounding community.

Table of Competencies and Skills, Percentages, and Review Sources

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Competency/Skill % Review Sources

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Sources for Review

The annotated bibliography that follows includes basic referencesthat test candidates may use to prepare for the exam. These sourcesprovide a framework for review of subject area knowledge learnedthrough books, course work, and practical experience. Thereferences have been coded to the table of competencies and skills,percentages, and review sources in Section 3 of this guide.

Committees of content consultants compiled the bibliography toaddress the entire range of competencies and skills on the exam. Theconsultants selected references that provide relevant material, givingpreference to sources that are available in college bookstores andlibraries.

This bibliography is representative of sources that can be used toprepare for the exam. The Department of Education does not endorsethese references as the only appropriate sources for review; manycomparable texts currently used in teacher preparation programs alsocover the competencies and skills that are tested on the exam.

1 American Counseling Association. (1990). Special issue onresearch and evaluation in school counseling. ElementarySchool Guidance and Counseling, 25(1).Features several articles on a variety of school counselingresearch topics in each issue. This theme issue discussesthe American School Counseling Association and research,retrospective measurement and accountability, using aphenomenological approach with children, and assessmentof a comprehensive guidance model in rural schools. Coversthe effects of a human sexuality curriculum on seventh-graders, presents action research and collaborativeresearch, and examines future counselor training foraccountability.

2 Anastasi, A. (1988). Psychological testing (6th ed.). New York:Macmillan.Provides an overview of standardized testing and relevantmeasurement concepts. Discusses social and ethicalimplications of testing. Furnishes a list of publishers andrepresentative tests.

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3 Brown, D., & Srebalus, D. J. (1996). An introduction to thecounseling profession (2nd ed.). Boston: Allyn and Bacon.Outlines various aspects of the counseling profession,including theory and process, special populations,consultation, professional guidelines and standards,credentialing, legal issues, research, and career issues.

4 Corey, G. (Ed.). (1996). Theory and practice of counseling andpsychotherapy (5th ed.). Pacific Grove, CA: Brooks/Cole.Presents reviews of major counseling theories and associatedtechniques. Includes case illustrations, discusses ethicalissues, and considers the counselor as a person and aprofessional.

5 Corey, G., Corey, M. S., & Callahan, P. (1993). Issues and ethicsin the helping professions (4th ed.). Pacific Grove, CA:Brooks/Cole.Discusses ethical decision-making, confidentiality, duty towarn, dual relationships, and issues in supervision andconsultation. Includes ethical standards and codes of theAmerican Counseling Association, American Association forMarriage and Family Therapy, American PsychologicalAssociation, and National Association of Social Workers.

6 Corey, M. S., & Corey, G. (1995). Groups: Process, and practice(5th ed.). Pacific Grove, CA: Brooks/Cole.Examines group counseling in depth, covering group theory,group formation, ethical guidelines, stages of development,and groups for children, adolescents, adults, and the elderly.

7 Corsini, R. J. (Ed.). (1989). Current psychotherapies (4th ed.).Itasca, IL: Peacock.Reviews the basic concepts, history, theory of personality,theory of psychotherapy, and applications of a number ofpsychotherapy and personality theories.

8 Drapela, V. J. (1995). A review of personality theories. Springfield,IL: Thomas.Provides an overview and summary of different personalitytheories. Reviews the relationship of personality theories tocounseling theories.

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9 Drummond, R. J. (1988). Appraisal procedures for counselorsand helping professionals. Columbia, OH: Merrill.Discusses appraisal procedures including standardizedtesting, measurement concepts, testing programs, nontestprocedures, score reporting, and legal concerns related toassessment. Includes a discussion of working with parents,teachers, and other professionals.

10 Egan, G. (1986). The skilled helper: A systematic approach toeffective helping (3rd ed.). Monterey, CA: Brooks/Cole.Teaches basic counseling skills. Focuses on listening andcommunication skills, using an integrative theoreticalapproach. Presents behavioral strategies for change.

11 Florida School Laws, Chapter 228–246 of Florida Statutes.(1995). Tallahassee: Joint Legislative ManagementCommittee, Florida Statutory Revision Division.Compiles laws governing counselors' responsibilities in theareas of child abuse and other school-related policies.Available in government documents sections of largelibraries, county libraries, or school district student servicesdepartments.

12 Hadley, R. G., & Mitchell, L. K. (1995). Counseling research andprogram evaluation. Pacific Grove, CA.: Brooks/Cole.Covers relevance of research for counseling, programevaluation as a variety of applied research, research ethics,design principles, validity issues, sampling, measurement,instruments, data analysis, and inference drawing.

13 Huey, W. C., & Remley, T. P., Jr. (1989). Ethical and legal issuesin school counseling. Alexandria, VA: American SchoolCounseling Association.Examines ethical standards in these guidelines for handlingspecific violations of confidentiality, legal issues, child abusereporting, ethics of group work, and ethical considerations oftechnology in counseling. Includes ethical standards andcodes of the American Counseling Association, AmericanSchool Counseling Association, and Association forSpecialists in Group Work.

14 Jensen, M. A. (1992). School programming for the prevention ofaddictions. The School Counselor, 39, 202–210.Presents a developmental and systemic discussion oftemporal and developmental stages of addiction. Definesand describes models of addiction in a plan for implementinga comprehensive addiction prevention program.

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15 Muro, J. J., & Kottman, T. (1995). Guidance and counseling in theelementary and middle schools. Madison, WI: Brown &Benchmark.Covers human development, developmental guidancecounseling, and phases of counseling. Examines expressivearts techniques, consultation, crisis intervention, appraisal,career counseling, and ethics.

16 Okun, B. F. (1990). Seeking connections in psychotherapy. SanFrancisco: Jossey-Bass.Presents key concepts, goals, processes, changemechanisms, contributions, limitations, and current status ofthe four major forces in current psychological theory:contemporary psychodynamic, cognitive-behavioral,existential-humanistic, and family systems theories.

17 Okun, B. F. (1992). Effective helping: Interviewing and counselingtechniques (4th ed.). Pacific Grove, CA: Brooks/Cole.Provides a review of specific counseling techniques anddiscusses the helping relationship. Addresses communicationskills, strategies, crisis intervention, and issues affecting thehelping profession.

18 Ordovensky, P. (1994). USA today financial aid for college: A quickguide to everything you need to know. Princeton, NJ:Peterson's.Features an overview of types of financial aid available andoffers tips for securing the best possible financial aid package.Discusses application forms, eligibility, and strategies.

19 Papalia, D. E., & Olds, S. W. (1996). A child's world: Infancythrough adolescence (7th ed.). New York: McGraw Hill.Discusses physical, cognitive, social, and personalitydevelopment in early and middle childhood and adolescence.Delineates emotional disturbances typically associated withspecific developmental phases and covers treatmenttechniques commonly utilized for those syndromes.

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20 Robertson, G. (1991). School-based peer mediation programs: Anatural extension of developmental guidance programs.(Report No. CG-024 334). University of Southern Maine. (EricDocument Reproduction Service No. ED 346 425).Asserts that mediation programs provide schools withalternatives to traditional discipline practices and teach studentsimportant life skills. Highlights five successful school-basedpeer mediation programs and presents research on theeffectiveness of these programs. Discusses issues facingschool counselors.

21 Rogers, T. B. (1995). The psychological testing enterprise: Anintroduction. Pacific Grove, CA: Brooks/Cole.Reviews measurement concepts within a social-contextualframework. Covers methods for assessing the quality, validity,and reliability of an instrument. Provides a thorough review ofintelligence testing.

22 Schlachter, G. A. (1995). Directory of financial aids for women1995-1997. San Carlos, CA: Reference Service Press.Furnishes a comprehensive listing of financial aid programs andresources designed for women. Includes a directory listing1,735 scholarships, loans, grants, awards, state sources, andinformation regarding general financial aid.

23 Schlachter, G. S., & Weber, R. D. (1995). Directory of financial aidsfor minorities 1995-1997. San Carlos, CA: Reference ServicePress.Furnishes a comprehensive listing of financial aid programs andresources designed primarily or exclusively for minority groups.Discusses resources for Asian Americans, African Americans,Hispanic Americans, Native Americans, and minorities ingeneral. Includes a list of 2,182 scholarships, loans, grants,awards, state sources, and information regarding generalfinancial aid.

24 Schrumpf, F., Crawford, D., & Usadel, H. (1991). Peer mediation:Conflict resolution in schools. Champaign, IL: Research PressCo.Introduces peer mediation and peer training with role-playingscenarios and sample program forms.

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25 Sharf, R. S. (1992). Applying career development theory tocounseling. Pacific Grove, CA: Brooks/Cole.Reviews major career theories and assessment instrumentsassociated with each theory, and applies these theories towomen and diverse cultures. Discusses childhood,adolescent, and adult career development. Covers decision-making theory, behavioral techniques, and integratingtheories.

26 Sugai, G. M., & Tindal, G. A. (1993). Effective school consultation:An interactive approach. Pacific Grove, CA: Brooks/Cole.Defines and examines all aspects of the consultation process.Discusses requests for assistance, problem identification,direct observation and problem analysis, interventionselection, programming strategies, interventionimplementation and evaluation, analysis of instruction, andworking with others.

27 Thompson, C. L., & Rudolph, L. B. (1996). Counseling children(4th ed.). Pacific Grove, CA: Brooks/Cole.Translates theory into practice for working with children andcovers major psychological theories as applied to children.Includes sections on play therapy techniques, consultation,group process with children, counseling special populations,and ethical issues in work with children. Appendixes includecurrent American Counseling Association, AmericanPsychological Association, and National Association of SocialWorkers ethical codes.

28 Tindall, J. A. (1995). Peer programs: An indepth look at peerhelping: Planning, implementation, and administration. Bristol,PA: Taylor & Francis.Presents indepth discussion of peer helping, steps to creatinga peer-helping program, a training model, team building,program evaluation, and ethical standards.

29 United States Department of Education, Student FinancialAssistance Programs. (1999). The student guide.Washington, DC: United States Government Printing Office.Covers all aspects of federal student financial aid in 1999-2000 and how to apply in this free student guide. Availablefrom: Federal Student Aid Information Center, P. O. Box 84,Washington, D.C. 20044-0084. Also available on-line atwww.ed.gov/offices/OSFAP/Students/ or by telephone at(800) 433-3243.

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30 Walsh, W. B., & Betz, N. E. (1995). Tests and assessments (3rded.). Englewood Cliffs, NJ: Prentice-Hall.Includes basic statistical concepts in assessment. Coversobjective and projective personality, cognitive, career,environment, and person–environment interaction assess-ment. Discusses ethical standards.

31 Waltz, G. R. (1990). The role of the counselor with computers inelementary school: Counseling in a changing world. (ReportNo. CG-022269). In E. R. Gerler, D. Ciechalski, & L. D.Parker, A technological world (pp. 2-13). Ann Arbor, MI:American School Counselor Association. (ERICClearinghouse on Counseling & Personnel Services). (ERICDocument Reproduction Service No. ED-315 690).Includes a journal article that focuses on technologicaladvances and the school counselor and the supposition thatthe computer has potential to affect the school counselorrole significantly. Examines changing counselor roles in lightof recent technological advances.

32 Wehrly, B. (1995). Pathways to multicultural counselingcompetence: A developmental journey. Pacific Grove, CA:Brooks/Cole.Presents a developmental model of cultural identityformation. Outlines goals, guidelines, and considerations forcounseling students at each level of development.

33 Wilkinson, W. K., & McNeil, K. (1996). Research for the helpingprofessions. Pacific Grove, CA: Brooks/Cole.Provides an overview of the basics of research includingtypes of research; development of a research question; datacollection, sampling and validity issues; data analysis; andaddressing cultural factors and ethical issues.

34 Zunker, V. G. (1994). Career counseling: Applied concepts of lifeplanning (4th ed.). Pacific Grove, CA: Brooks/Cole.Provides a brief overview of career theories, and discussesresources such as computers, occupational handbooks,standardized assessments, and career resource centers.Discusses career guidance in childhood, adolescence, andadulthood and addresses special populations.

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In addition to the review sources in this guide, candidates will findcurrent scientific studies pertaining to guidance counseling in thefollowing professional journals:

The Career Development Quarterly. Alexandria, VA: NationalCareer Development Association.Includes articles on career guidance programs, careerdevelopment theories, and related issues in careercounseling.

Elementary School Guidance Counseling. Alexandria, VA:American Counseling Association: American SchoolCounselor Association.Contains articles discussing recent trends and issues in thefield of elementary guidance counseling.

Journal of Counseling and Development. Alexandria, VA:Association for Counseling & Development.Addresses issues of theoretical and practical importance tothe counseling profession. Focuses on enhancing counselorunderstanding of human behavior and potential for growth anddevelopment.

Measurement and Evaluation in Counseling and Development.Alexandria, VA: Association for Measurement & Evaluation inCounseling & Development.Contains articles concerning current issues in appraisal. Alsoincludes reviews of tests.

School Counselor. Alexandria, VA: American School CounselorAssociation.Discusses issues relevant to the practice of secondary schoolcounseling. Focuses on individual and group counseling skills,professional developmental issues; and the design andimplementation of innovative programs to address specialpopulations and problems.

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Test Format and Sample Questions

The Guidance and Counseling PK-12 subject area test consists ofapproximately 120 multiple-choice questions. You will have two-and-one-half hours to complete the test.You will receive a test booklet with a separate answer sheet. Eachquestion will contain four response options, and you will record yourselection by bubbling in A, B, C, or D on the answer sheet.The table below presents types of questions on the exam and directsyou to examples of these formats among the sample items that follow.

Table of Question Formats

Direct question Item 1, page 21Choose the response option that bestanswers the question.

Sentence completion Item 9, page 22Select the response option that bestcompletes the sentence.

Scenario Item 11, page 22Examine a situation, problem, or case study.Then answer a question, make a diagnosis,or recommend a course of action byselecting the best response option.

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Type of question Sample item

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Sample ItemsThe following items represent both the form and content of questionsyou will encounter on the exam. These sample items cannot cover allof the competencies and skills that are tested, and they can onlyapproximate the degree of difficulty of actual exam questions. However,these items will acquaint you with the general format of the exam.

An answer key follows on page 26.

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DIRECTIONS: Read each item and select thebest response.

1. Which theorist emphasized the concept of"unconditional positive regard"?

A. Albert Ellis

B. Sigmund Freud

C. William Glasser

D. Carl Rogers

2. Which term is most relevant to behavioralcounseling?

A. past experience

B. motivation

C. reinforcement

D. family systems

3. A tenth grade boy announces that he isgoing to kill himself. Which techniqueshould a counselor immediately employ?

A. direct approach

B. nondirective approach

C. analytic approach

D. cognitive approach

4. A major advantage of using individualcounseling rather than group counselingwith students is that individual counseling

A. is the most confidential.

B. is used with parent permission.

C. facilitates social skills.

D. employs decision-making skills.

5. When asked by several ninth gradestudents for information concerningpossible career choices, the counselorshould

A. refer the students to the school handbookfor the schedule of Career Days andassign students to specific career groups.

B. direct the students to the media center toresearch various careers.

C. instruct students to arrange site visits withlocal business people.

D. conduct group sessions with the studentson careers and provide individualassessments.

6. Tom, a sixth grader, tells the counselorthat the boys on his soccer team areteasing him about being fat. "Those guysare a bunch of jerks! I'll get them! Theythink they're so cool! I'm going to tell thecoach they were all smoking after practicelast Saturday!"

What is the most appropriate initialcounselor response?

A. "When are they making fun of you?"

B. "Just ignore them and they'll stop teasingyou."

C. "I bet that the real reason you're angry isthat you're jealous of those boys."

D. "You're very angry with those boys rightnow."

7. Which of the following responses would beconsidered the most appropriate whencounseling a child from a single-parentfamily?

A. sympathizing with the child

B. accepting the child’s family structure

C. emphasizing the single parent status

D. ignoring the family structure

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8. Which is the most important technique acounselor employs in a group session?

A. being nonjudgmental and directive inapproach

B. modeling self-disclosure and spontaneity

C. helping to create an interactional networkamong members

D. focusing on material brought to the groupby the counselor

9. During an observation of a fourth gradestudent, the counselor records a high rateof out-of-seat behavior, which is interferingwith the student's completion of classworkand is causing a classroom distraction. Toeffect a change in this behavior andincrease in-seat behavior, the counselorshould

A. assign the student to time-out in anotherclassroom with upper-grade students andcomplete a time-out sheet.

B. recommend that the teacher and studentsin the classroom ignore the student’sbehavior.

C. advise the teacher to isolate the studentat an individual desk in the back of theclassroom.

D. have the teacher assist the student inkeeping a chart of out-of-seatoccurrences.

10. Two groups of students are arguing aboutequal representation on a student advisoryboard. What is the most appropriatestrategy for handling this dispute?

A. referring the students to the principal fordiscipline

B. informing parents of the problem

C. using conflict resolution techniques

D. holding a student election

11. A counselor receives a report from anotherstudent and confirmation by a teacher thata seventh grade student has begun towithdraw from his circle of friends. Hisgrades have dropped, he is giving awayitems that are valuable to him, and hespeaks of not wanting to live. Thecounselor’s best course of action is toimmediately

A. call the student’s parents, recommendimmediate intervention, and stay with thestudent until the parents arrive.

B. notify the school’s administration and theparents, recommend immediateintervention, and stay with the studentuntil the parents arrive.

C. refer the student to the FloridaDepartment of Children and Families andstay with the student until a caseworkerarrives.

D. refer the student to the schoolpsychologist and stay with the studentuntil the school psychologist arrives.

12. What is the most important group ofstudents to include in forming an initialpeer facilitation group?

A. honor students

B. successful athletes

C. a variety of role models

D. potential drop-outs

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13. An eighth grade student's mathematicsscore was at the 75th percentile onnational norms. Which statement is acorrect interpretation of this student'smathematics score?

A. The student scored lower than 75 percentof the population.

B. The student scored as high as or higherthan 75 percent of the population.

C. The student's raw score was 75.

D. The student correctly answered 75percent of the items on the test.

14. A recent research study indicates that theSlosson Intelligence Test-I (SIT-I) has acorrelation of .94 with the Stanford-Binet(SB-IV). This level of correlation meansthat there is

A. a high level of relationship between whatthe SIT-I and the SB-IV measure in termsof an individual's intellectual functioning.

B. a low level of relationship between whatthe SIT-I and the SB-IV measure in termsof an individual's intellectual functioning.

C. no relationship between what the SIT-Iand the SB-IV measure in terms of anindividual's intellectual functioning.

D. a duplication of test items on the SIT-Iand the SB-IV.

15. A nonstandardized test would be moreappropriate than a standardized test todetermine a student's

A. comprehension of a guidance unit.

B. qualifications for college admission.

C. qualifications for a National Merit Award.

D. placement in an exceptional educationprogram.

16. Which theorist stated that one is fulfillingone's self-concept in making a vocationalchoice?

A. John Holland

B. Kenneth Hoyt

C. Anne Roe

D. Donald Super

17. In the selection of career developmentmaterials for use at the middle schoollevel, which of the following is the mostappropriate area of emphasis?

A. awareness of local public service workers

B. development of specific employment skills

C. exploration of career clusters

D. formulation of career goals

18. Marie is a twelfth grade student who istaking a college prep curriculum andcurrently has a G.P.A. of 3.4. Her CollegeBoard (SAT) verbal score was 550 and herMath score was 650 (total 1200). She hasexpressed interest in the areas ofengineering, architecture, andconstruction. She wants to attend an in-state college and will need financialassistance.

As the most appropriate first step inidentifying the colleges for which shecould apply, Marie should

A. use the school's computerizedcareer/college information program.

B. visit the media center to look at thecatalogs of in-state colleges.

C. visit all in-state colleges that offerarchitecture and engineering programs.

D. attend the next college orientationprogram.

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19. A middle school counselor decides toconsult with the parents of a group ofadolescents identified as disruptive. Whichof the following should be the counselor'sprimary goal in the parent consultationinteractions?

A. informing the parents that their childrenshould improve their behaviors oradministrative action will be taken

B. informing the parents that their childrenare disruptive and could be retained atgrade level if there is no behavior change

C. encouraging the parents to be a part ofan ongoing support system for changingtheir children's behavior

D. discussing with the parents thepsychological reasons for disruptivebehavior

20. A Child Study Team at an elementaryschool includes a counselor, anadministrator, a psychologist, and twoteachers. What should be the counselor'sprimary role on this team?

A. facilitating teachers' classroommanagement skills

B. investigating the reasons for students'poor attendance

C. contacting parents to secure permissionfor referrals

D. presenting information about students'developmental issues

21. What would be the most effective methodfor a guidance counselor to track theprogress of a fourth grade student referredfor psychological testing?

A. speaking with the student’s teacher

B. checking the student’s report card

C. consulting records through the ChildStudy Team

D. observing the student’s interaction withpeers

22. A lawyer who is working with a student’sfamily requests assessment informationkept in the student’s cumulative folder. Thelawyer, who does not have a signedrelease form giving permission for theaccess, causes a scene in the office anddemands to see the records. Thecounselor cannot reach the parent. Thebest course of action is to

A. deny access until the release form issigned and presented to the school.

B. allow access with a school officialpresent.

C. allow access, but deny requests forcopies of any information.

D. deny access until the parent givespermission over the telephone or byfacsimile.

23. Communications informing parents orguardians of Exceptional StudentEducation (ESE) assessments and/orplacements must be written in

A. the student’s primary language.

B. standardized English.

C. the parents’ or guardians’ primarylanguage.

D. colloquial English.

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24. An elementary counselor has conductedgroup sessions for children whose parentsare divorced or divorcing. The best follow-up step would be to

A. start a new group for other studentsaffected by divorce.

B. consult with parent(s) and/or teachersabout student progress.

C. start a self-esteem group for thesestudents.

D. consult with the school psychologistand/or social worker.

25. A student divulges that he has beenmolested by an older school-aged cousin.He states that he is afraid to tell, but he isalso afraid that the cousin will try tomolest him again. The student begs thecounselor not to report the incident. Whatis the legal requirement?

A. The counselor should talk to a schoolofficial, who must notify the parent of theabuse.

B. The counselor can choose to maintainconfidentiality and not report the incident.

C. The counselor must notify the oldercousin's school of the incident.

D. The counselor must refer the incident tothe Florida Department of Children andFamilies.

26. Florida school systems provide graduationrequirements in written form in their

A. course syllabi.

B. pupil progression plan.

C. school improvement plan.

D. counselor handbook.

27. The primary purpose for conducting aneeds assessment of a student populationis to

A. identify students who should be referredto the school psychologist.

B. identify priorities for programdevelopment.

C. determine the effectiveness of thecounseling program.

D. provide information to parents concerningtheir children’s school program.

28. A noncustodial grandparent requestscopies of his grandchild’s attendancerecords. The counselor is legally obligatedto

A. require the grandparent to obtain writtenreleases from the parent before grantingaccess.

B. allow access, but only with a schoolofficial present.

C. allow access, but refuse to make copiesand require the grandparent to write theinformation down.

D. require the grandparent to sign a waiverthat absolves the school of legalresponsibility.

29. Identify the Florida system for theelectronic transfer of records.

A. RETRIEVE

B. FIRN

C. ACCESS

D. FACT

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Answer Key

1. D 11. B 21. C

2. C 12. C 22. A

3. A 13. B 23. C

4. A 14. A 24. B

5. D 15. A 25. D

6. D 16. D 26. B

7. B 17. C 27. B

8. C 18. A 28. A

9. D 19. C 29. B

10. C 20. D

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Test-taking Advice

• Go into the exam prepared, alert, and well-rested.

• Complete your travel arrangements prior to the exam date. Planto arrive early so that you can locate the parking facilities andexamination room without rushing.

• Dress comfortably and bring a sweater or jacket in case the roomis too cool.

• Take the following with you to the test site:admission ticketpicture identificationwatchmoney for lunch and change for vending machines

• There are many strategies for taking a test and differenttechniques for dealing with different types of questions.Nevertheless, you may find the following general suggestionsuseful.

• Read each question and all the response options carefully beforemarking your answer. Pay attention to all of the details.

• Go through the entire test once and answer all the questions youare reasonably certain about. Then go back and tackle thequestions that require more thought.

• Check periodically to be sure that you are correctly coding youranswers on the answer sheet. When you answer questions out ofsequence, be certain that the answers you mark on your answersheet correspond to the correct question numbers in the testbooklet.

• When you are not certain of the right answer, eliminate as manyoptions as you can and choose the response that seems best. Itis to your advantage to answer all the questions on the test, evenif you are uncertain about some of your choices.

• Be certain to mark your answers clearly on the answer sheet. Ifyou change an answer, erase the first pencil mark completely.Also make sure there are no stray marks on the answer sheet.

• After completing the exam, go back and check every question.Verify that you have answered all of the questions and that yourresponses are correctly entered.

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Additional Information

Write to the following address to request an FTCE registrationbulletin. You may also request information on test administration,retakes, and score reports, or offer comments about this study guide.

FTCE InquiriesFlorida Department of Education325 West Gaines Street, Suite 414Tallahassee, Florida 32399-0400

Write to the address below for an order form and price list if you wishto order additional copies of this study guide or guides for othersubject areas, the Professional Education Test, the GeneralKnowledge Test, or the Florida Educational Leadership Exam.

Study Guides / USFThe Institute for Instructional Research and PracticeHMS 4014202 Fowler AvenueTampa, Florida 33620-8360

Refer to the following Web site for additional FTCE informationincluding upcoming test dates, test registration, pass/fail status, andscore reports.www.cefe.usf.edu

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Acknowledgments

The Department of Education wishes to thank the following people fortheir work with the Florida Teacher Certification Examinationprogram.

Project AdministrationInstitute for Instructional Research and PracticeCollege of EducationUniversity of South Florida

Study Guide Development and ReviewCarolyn S. Garwood, Professor, Education and Psychology

Department, University of MiamiJim Montgomery, Guidance Supervisor, Pinellas County Public

SchoolsGretchen J. Pingley, Guidance Counselor, Hernando High School,

Hernando County Public Schools

Test Development and Validation

Carolyn Allen, Assistant Principal, T. E. Weightman Middle School,Pasco County Public Schools

Donna J. Anderson, Professor, Psychological and Social FoundationsDepartment, University of South Florida

Charlotte S. Armbruster, Guidance Practitioner, Montclair ElementarySchool, Clay County Public Schools

James D. Beck, Professor, Educational Leadership and HumanSystems Department, Florida A & M University

Patricia W. Bright, Guidance Counselor, Seven Springs ElementarySchool, Pasco County Public Schools

Karen S. Bryan, Guidance Counselor, Hardee Junior High School,Hardee County Public Schools

Gail H. Campbell, Guidance Counselor, Edge Elementary School,Okaloosa County Public Schools

Melissalee G. Chappell, Counselor, Poinciana High School, OsceolaCounty Public Schools

Carolyn S. Garwood, Professor, Education and PsychologyDepartment, University of Miami

Sally S. Goff, Guidance Counselor, Suwannee Elementary SchoolWest, Suwannee County Public Schools

Katherine F. Hayes, Assistant Principal, Blanch E. DoughteryElementary School, Manatee County Public Schools

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James C. Jenkins, Guidance Counselor, Oslo Middle School, IndianRiver County Public Schools

Michael C. Kane, School Counselor, Starlight Cove CommunityElementary School, Palm Beach County Public Schools

Casey Kearse, Director, Student Services, Citrus County PublicSchools

Tammy Kimpland, Assistant Principal, Lake Myrtle Elementary School,Pasco County Public Schools

Larid Y. López, Guidance Counselor, Lake Placid Schools, HighlandsCounty Public Schools

Narvelene T. Lucas, Guidance Counselor, Oslo Middle School, IndianRiver County Public Schools

Betty W. Meers, Professor, College of Health, University of NorthFlorida

Jim Montgomery, Guidance Supervisor, Pinellas County Public SchoolsLinda C. Montgomery, Guidance Counselor, Lee County High Tech

Center-Central, Lee County Public SchoolsRobert Myrick, Professor, Counselor Education Department, University

of FloridaEdward E. Panther, Professor, Counselor Education Department,

University of South FloridaGretchen G. Pingley, Guidance Counselor, Hernando High School,

Hernando County Public SchoolsRose A. Raska, Counselor, Seminole County Public SchoolsSusan G. Roberts, Guidance Counselor, Kate M. Smith Elementary

School, Washington County Public SchoolsBobbie Spratt, Counselor, LaBelle Middle School, Hendry County

Public SchoolsNancy V. Standley-Burt, Professor, College of Education, Florida A & M

UniversitySue Street, Professor, Counselor Education Department, University of

South FloridaLinda Youngblood, Guidance Coordinator, Broward County Public

Schools

Study Guide DevelopmentInstitute for Instructional Research and PracticeCollege of EducationUniversity of South Florida

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