Full Download Mastering The National Counselor Examination and Preparation File PDF All Chapter On 2024

Mastering the National Counselor
Examination and Preparation

Visit to download the full and correct content document:
https://ebookmass.com/product/mastering-the-national-counselor-examination-and-pr
eparation/
More products digital (pdf, epub, mobi) instant
download maybe you interests ...
Handbook of Counselor Preparation: Constructivist,

Developmental, and Experiential Approaches 1st Edition,
(Ebook PDF)
https://ebookmass.com/product/handbook-of-counselor-preparation-
constructivist-developmental-and-experiential-approaches-1st-
edition-ebook-pdf/
Nurse Practitioner Certification Examination and

Practice Preparation 5th Edition, (Ebook PDF)
https://ebookmass.com/product/nurse-practitioner-certification-
examination-and-practice-preparation-5th-edition-ebook-pdf/
National Registry Paramedic Examination Strategies,

Practice & Review (Kaplan Test Prep)
https://ebookmass.com/product/national-registry-paramedic-
examination-strategies-practice-review-kaplan-test-prep/
NCMHCE Study Guide 2018: Exam Prep and Practice

Questions for the National Clinical Mental Health
Counseling Examination NCMHCE (Ebook PDF)
https://ebookmass.com/product/ncmhce-study-guide-2018-exam-prep-
and-practice-questions-for-the-national-clinical-mental-health-
counseling-examination-ncmhce-ebook-pdf/
The Togaf(r) Enterprise Architecture Foundation Study
Guide: Preparation for the Togaf Enterprise
Architecture Part 1 Examination Van Haren Publishing
https://ebookmass.com/product/the-togafr-enterprise-architecture-
foundation-study-guide-preparation-for-the-togaf-enterprise-
architecture-part-1-examination-van-haren-publishing/
The Essential School Counselor in a Changing Society

(NULL)
https://ebookmass.com/product/the-essential-school-counselor-in-
a-changing-society-null/
Becoming an Addictions Counselor 4th Edition – Ebook

PDF Version
https://ebookmass.com/product/becoming-an-addictions-
counselor-4th-edition-ebook-pdf-version/
School Counselor Consultation: Skills for Working

Effectively with Parents, Teachers, and Other School
Personnel
https://ebookmass.com/product/school-counselor-consultation-
skills-for-working-effectively-with-parents-teachers-and-other-
school-personnel/
Preparation for the GED test Third Edition Dausses
https://ebookmass.com/product/preparation-for-the-ged-test-third-
edition-dausses/
ACKNOWLEDGMENTS
Rebecca Fox-Gieg and Pam Bennett of Pearson deserve grateful to the reviewers for their helpful and supportive com-
special mention for their stewardship during the production ments: Katrina Cook, Texas A&M University-San Antonio;
of this book. Additional thanks go to Jess Leighton, our out- Tara Jungersen, Nova Southwestern University; Jered Rose,
standing copyeditor; and to Billu Suresh, our project manager Bowling Green State University; and Nikki Vasilas, Lenoir
at Pearson CSC, for their outstanding service. We are also Ryne University.
vii
ABOUT THE AUTHORS
Dr. Bradley T. Erford, PhD, LCPC, LPC, NCC, LP, LSP, is a Dr. Hays served as Founding Editor of Counseling Outcome
professor in the Human Development Counseling Program within Research and Evaluation, a national peer-refereed journal of the
the Department of Human and Organizational Development at AARC, and Editor of Counselor Education and Supervision, a
the Peabody College of Education at Vanderbilt University. national peer-refereed journal of the Association for Counselor
He was the 2012–2013 President of the American Counseling Education and Supervision. She served as President of the AARC
Association. He is the editor of Measurement and Evaluation in 2011–2012. Her research interests include qualitative method-
of Counseling and Development (MECD) and Senior Associate ology, assessment and diagnosis, trauma and gender issues, and
Editor of the Journal of Counseling and Development (JCD). He multicultural and social justice concerns in counselor prepara-
is the editor or author of more than 30 books. His research spe- tion and community mental health. She has published numerous
cialization falls primarily in development and technical analysis articles and book chapters in these areas. In addition to this text,
of psychoeducational tests and has resulted in the publication of she has authored, coauthored, or coedited five books to date:
numerous refereed journal articles, book chapters, and published Assessment in Counseling: Procedures and Practices (ACA),
tests. He has held numerous leadership positions and has been Developing Multicultural Counseling Competence: A Systems
honored with awards many times by the American Counseling Approach (Pearson), Qualitative Inquiry in Clinical and Educa-
Association (ACA) and ACA–Southern Region, the Associa- tional Settings (Guilford), A Counselor’s Guide to Career Assess-
tion for Assessment and Research in Counseling (AARC), and ment Instruments (National Career Development Association),
the Maryland Counseling Association (MCA). Dr. Erford is a and the ACA Encyclopedia of Counseling (ACA).
Licensed Clinical Professional Counselor, Licensed Professional
Counselor, Nationally Certified Counselor, Licensed Psycholo- Stephanie A. Crockett, PhD, NCC, is an associate professor of
gist, and Licensed School Psychologist. He is a graduate of the counseling at Oakland University (OU) and Program Coordi-
University of Virginia (PhD in counselor education), Bucknell nator of the counseling PhD program. She has served in several
University (MA in school psychology), and Grove City College national leadership positions for the Association for Assessment
(BS in biology) and teaches courses in testing and measurement, and Research in Counseling (AARC). She currently serves as
lifespan development, school counseling, research and evalua- an editorial board member for both the Journal of Counseling
tion in counseling, and stress management. and Development and The Professional Counselor. Her research
and professional interests include counseling research methods
Danica G. Hays, PhD, LPC, NCC, is professor of counseling and assessment, gender issues in counseling, and career devel-
and executive associate dean in the College of Education at opment and counseling. She has published many refereed arti-
the University of Nevada, Las Vegas. She is a recipient of the cles in professional counseling journals and authored several
Outstanding Research Award, Outstanding Counselor Educator book chapters. Dr. Crockett teaches courses in research meth-
Advocacy Award, and Glen E. Hubele National Graduate Stu- ods, lifespan development, professional issues and counseling
dent Award from the American Counseling Association (ACA) ethics. She has received several national awards, including the
as well as the Patricia B. Elmore Excellence in Measurement and Leadership Fellow Award from Chi Sigma Iota, and the Glen E.
Evaluation Award and President’s Special Merit Award from the Hubele National Graduate Student Award from the American
Association of Assessment and Research in Counseling (AARC). Counseling Association.
ix
BRIEF CONTENTS
Introduction 1 CHAPTER 8 Research and Program

Evaluation 219
CHAPTER 1 Professional Orientation
and Ethical Practice 5 CHAPTER 9 From Envisioning to
Actualization: Marketing
CHAPTER 2 Social and Cultural Yourself in the 21st
Diversity 31 Century 250
Practice Tests of the National Counselor
CHAPTER 3 Human Growth and Examination and the Counselor Preparation
Development 58 Comprehensive Examination 267
NCE Sample Test—Form A 270
CHAPTER 4 Lifestyle and Career
NCE Sample Test—Form B 282
Development 94
CPCE Sample Test—Form A 294
CHAPTER 5 Helping Relationships 124 CPCE Sample Test—Form B 305

Appendix: Answers to Self-Check Quizzes 314
CHAPTER 6 Group Work 158 Glossary 315
References 345
CHAPTER 7 Assessment and Testing 180 Index 351
xi
CONTENTS
Introduction 1 1.3.4 American Mental Health Counselors

Association 18
About the National Counselor Examination (NCE)
for Licensure and Certification 1 1.3.5 American Rehabilitation Counseling
Association 18
About the Counselor Preparation Comprehensive
Examination (CPCE) 2 1.3.6 American School Counselor
Association 18
Preparation Strategies for Success 2
1.3.7 Association for Adult Development and
Test-Taking Strategies 3
Aging 18
Chapter 1 Professional Orientation 1.3.8 Association for Assessment and Research
and Ethical Practice 5 in Counseling 18
1.3.9 Association for Counselor Education and
1.1 Introduction to Professional Orientation
Supervision 19
and Ethical Practice 5
1.3.10 Association for Child and Adolescent
1.1.1 Key Historical Events in Counseling 6
Counseling 19
1.1.2 Key Legal Issues in Counseling 6
1.3.11 Association for Creativity in
1.1.3 Accreditation and the Council for Counseling 19
Accreditation of Counseling and Related
Educational Programs (CACREP) 11 1.3.12 Association for Humanistic
Counseling 19
1.1.4 Advocacy Counseling 11
1.3.13 Association for Lesbian, Gay,
1.1.5 Health Maintenance Organizations Bisexual, and Transgender Issues
(HMO) 11 in Counseling 19
1.1.6 Liability Insurance 12 1.3.14 Association for Multicultural Counseling
1.1.7 Licensure 12 and Development 19
1.1.8 The National Board for Certified 1.3.15 Association for Specialists in Group
Counselors 12 Work 20
1.1.9 Practice Multiple-Choice Items: 1.3.16 Association for Spiritual, Ethical, and
Introduction to Professional Orientation Religious Values in Counseling 20
and Ethical Practices 13 1.3.17 Chi Sigma Iota 20
1.2 Counseling Specializations 13 1.3.18 Counselors for Social Justice 20
1.2.1 Clinical Mental Health Counseling 13 1.3.19 International Association of Addictions
1.2.2 College Admissions Counseling 14 and Offender Counselors 20
1.2.3 College Counseling 14 1.3.20 International Association of Marriage
1.2.4 Rehabilitation Counseling 14 and Family Counselors 20
1.2.5 School Counseling 15 1.3.21 Military and Government Counseling
1.2.6 Other Types of Mental Health Association 21
Counseling 15 1.3.22 National Career Development
1.2.7 Counselor Supervision Models 16 Association 21
1.2.8 Practice Multiple-Choice Items: 1.3.23 National Employment Counseling
Counseling Specialization 17 Association 21
1.3 Professional Organizations 17 1.3.24 Practice Multiple-Choice Items:
Professional Organizations 21
1.3.1 American Association of State
Counseling Boards 17 1.4 Ethical and Legal Issues 21
1.3.2 American College Counseling 1.4.1 Ethics 21
Association 17 1.4.2 ACA Code of Ethics 22
1.3.3 American Counseling Association 1.4.3 National Board for Certified Counselors
(ACA) 17 Code of Ethics 27
xiii
xiv Contents
1.4.4 Legal Issues in Counseling 27 2.4.3 Sexual Identity Development 46

1.4.5 Duty to Warn and Protect 28 2.4.4 Spiritual Identity Development 47
1.4.6 Privileged Communication and 2.4.5 Practice Multiple-Choice Items: Cultural
Confidentiality 29 Identity Development 48
1.4.7 Practice Multiple-Choice Items: 2.5 Counseling Racial and Ethnic Groups 48
Ethical and Legal Issues 29 2.5.1 African Americans 48
1.5 Key Points for Chapter 1: Professional 2.5.2 Arab Americans 49
Orientation and Ethical Practice 30 2.5.3 Asian Americans 49
2.5.4 European Americans 49
Chapter 2 Social and Cultural
Diversity 31 2.5.5 Latin Americans 50
2.5.6 Native Americans 51
2.1 Introduction to Social and Cultural Diversity 31
2.5.7 Multiracial Individuals 51
2.1.1 Culture and Multicultural
Counseling 32 2.5.8 Practice Multiple-Choice Items:
Counseling Racial and Ethnic Groups 52
2.1.2 Key Historical Events in Social and
Cultural Diversity 32 2.6 Counseling Other Cultural
Groups 52
2.1.3 Key Ethical Issues in Social and Cultural
Diversity 32 2.6.1 Sexual Minority Clients 52
2.1.4 Multicultural Counseling 2.6.2 Gerontological Clients 53
Competence 33 2.6.3 Adolescents 53
2.1.5 Communication Patterns 33 2.6.4 International Students 53
2.1.6 Acculturation 34 2.6.5 Practice Multiple-Choice Items:
Counseling Other Cultural Groups 53
2.1.7 Worldview 35
2.7 Additional Considerations in Multicultural
2.1.8 Practice Multiple-Choice Items:
Counseling Practice 54
Introduction to Social and Cultural
Diversity 35 2.7.1 Addictions Counseling 54
2.2 Key Cultural Group Categories 36 2.7.2 Motivational Interviewing 54
2.2.1 Race 36 2.7.3 Feminist Theory 55
2.2.2 Ethnicity 37 2.7.4 Social Identity Theory 55
2.2.3 Socioeconomic Status 37 2.7.5 Social Influence Model 56
2.2.4 Sex and Gender 37 2.7.6 Sociometry 56
2.2.5 Sexual Orientation 38 2.7.7 Practice Multiple-Choice Items:
Additional Considerations in
2.2.6 Spirituality 39 Multicultural Counseling Practice 56
2.2.7 Disability 40 2.8 Key Points for Chapter 2: Social and Cultural
2.2.8 Practice Multiple-Choice Items: Diversity 56
Key Cultural Group Categories 40
2.3 Social Justice Concepts 40 Chapter 3 Human Growth and
2.3.1 Social Justice 40 Development 58
2.3.2 Privilege and Oppression 41 3.1 Foundational Issues in Human Growth and
2.3.3 Prejudice 41 Development 58
2.3.4 Racism 42 3.1.1 Stages of Human Development 58
2.3.5 Sexism 42 3.1.2 Types of Aging 59
2.3.6 Resilience 42 3.1.3 Categorizing Theories of Human
Development 59
2.3.7 Practice Multiple-Choice Items: Social
Justice Concepts 43 3.1.4 Special Designs in Human Development
Research 59
2.4 Cultural Identity Development 43
2.4.1 Racial Identity Development 43 Foundational Issues in Human Growth
2.4.2 Gender Identity Development 45 and Development 60
Contents xv
3.2 The Central Nervous System 61 3.6.10 Adjustment to Aging and Death 77
3.2.1 Development of the Central Nervous 3.6.11 Practice Multiple-Choice Items:
System 61 Personality Development 78
3.2.2 Genetic Disorders 62 3.7 Moral Development 78
3.2.3 Practice Multiple-Choice Items: 3.7.1 Lawrence Kohlberg 78
The Central Nervous System 63 3.7.2 Carol Gilligan 79
3.3 Learning Theories 63 3.7.3 Other Approaches to Understanding
3.3.1 Classical Conditioning 63 Moral Development 80
3.3.2 Operant Conditioning 64 3.7.4 Practice Multiple-Choice Items: Moral
3.3.3 Social Learning 65 Development 80
3.3.4 The Dollard and Miller Approach 66 3.8 Lifespan Theories: Individual Task Development
3.3.5 Practice Multiple-Choice Items: Learning and Milestones 81
Theories 66 3.8.1 The Developmental Milestone Approach
3.4 Cognitive Development 67 of Arnold Gesell 81
3.4.1 Jean Piaget’s Cognitive Developmental 3.8.2 Robert Havighurst’s Developmental Task
Theory 67 Approach 81
3.4.2 Lev Vygotsky’s Cognitive Developmental 3.8.3 Roger Gould’s Adult Developmental
Theory 68 Theory 82
3.4.3 Cognition and Memory 68 3.8.4 Robert Peck’s Phase Theory of Adult
Development 82
3.4.4 Other Important Concepts in Cognitive
Development 69 3.8.5 Daniel Levinson’s Adult Male
Development Theory 83
Cognitive Development 70 3.8.6 Bronfenbrenner’s Ecological
Model 83
3.5 Language Development 71
3.8.7 Women’s Development 83
3.5.1 Theories of Language Development 71
3.8.8 Generational Considerations in Human
3.5.2 Important Concepts in Language
Development 84
Development 71
3.8.9 Practice Multiple-Choice Items: Lifespan
3.5.3 Milestones in Early Language
Theories 84
Development 72
3.9 Family Development and Issues 84
3.5.4 Communication Disorders 72
3.9.1 Family Development 84
Language Development 72 3.9.2 Parenting Influences 85
3.6 Personality Development 73 3.9.3 Separation, Divorce, and
Remarriage 85
3.6.1 Psychosexual Theory of Sigmund
Freud 73 3.9.4 Maternal Employment 86
3.6.2 Psychosocial Theory of Erik 3.9.5 Abuse 86
Erikson 74 3.9.6 Intimate Partner Violence 86
3.6.3 Ego Development Theory of Jane 3.9.7 Practice Multiple-Choice Items:
Loevinger 75 Family Development and Issues 87
3.6.4 Humanistic Theory of Abraham 3.10 Crisis, Resilience, and Wellness 87
Maslow 75 3.10.1 Crisis and Crisis Management 87
3.6.5 The Five Factor Model 75 3.10.2 Risk and Resiliency Factors 89
3.6.6 Ethological Theories of Konrad Lorenz, 3.10.3 Responding to Crises 89
John Bowlby, Mary Ainsworth, and
Harry Harlow 75 3.10.4 Trauma Counseling 90
3.6.7 Identity Development 76 3.10.5 Conflict Resolution 91
3.6.8 Sex Role and Gender Role 3.10.6 Peer Mediation 91
Development 76 3.10.7 Aggression 91
3.6.9 Social Development 77 3.10.8 Wellness 92
xvi Contents
3.10.9 Self-Care Strategies 92 4.5 Special Focus Career Theories 107

3.10.10 Practice Multiple-Choice Items: Crisis, 4.5.1 Career Decision-Making Theories 107
Resilience, and Wellness 92 4.5.2 Social Learning Theory 109
3.11 Key Points For Chapter 3: Human Growth 4.5.3 Social Cognitive Career Theory 109
and Development 92
4.5.4 Relational Approaches to Career
Development 110
Chapter 4 Lifestyle and Career
Development 94 4.5.5 Constructivist and Narrative
Approaches to Career
4.1 Introduction to Career Development 95 Development 110
4.1.1 Key Historical Events in Career 4.5.6 Practice Multiple-Choice Items:
Development 95 Special Focus Career Theories 111
4.1.2 Key People in Career Development 96 4.6 Career Assessment 112
4.1.3 Ethical Issues in Career 4.6.1 Interest Inventories 112
Development 96
4.6.2 Personality Inventories 112
4.1.4 Key Legal Issues in Career
4.6.3 Values Inventories 112
Development 97
4.6.4 Career Development Inventories 112
Introduction to Career Development 98 4.6.5 Practice Multiple-Choice Items: Career
Assessment 112
4.2 Key Concepts in Career Development 98
4.7 Labor Market and Sources of Occupational
4.2.1 Career 98 Information 116
4.2.2 Roles 98 4.7.1 The U.S. Labor Market 116
4.2.3 Career Salience 99 4.7.2 Occupational Information 117
4.2.4 Work Values 99 4.7.3 Evaluating Occupational
4.2.5 Career Interests 99 Information 118
4.2.6 Career Adaptability 99 4.7.4 Practice Multiple-Choice Items: Labor
4.2.7 Career Adjustment 100 Market and Sources of Occupational
Information 118
4.2.8 Job Satisfaction 100
4.8 Career Counseling and Interventions 119
4.2.9 Self-Efficacy 100
4.8.1 Career Counseling Defined 119
4.2.10 Occupational Stress 100
4.8.2 Career Counseling Competencies 119
4.2.11 Practice Multiple-Choice Items: Key
Concepts in Career Development 100 4.8.3 The Structure of Career
Counseling 119
4.3 Trait and Type Career Theories 101
4.8.4 Career Counseling Interventions 120
4.3.1 Trait and Factor Theory 101
4.8.5 Career Counseling for Diverse
4.3.2 Theory of Work Adjustment 102
Populations 120
4.3.3 Holland’s Theory of Types 103
4.8.6 Practice Multiple-Choice Items: Career
4.3.4 Myers-Briggs Type Theory 103 Counseling and Interventions 121
4.3.5 Brown’s Holistic Values-Based Theory of 4.9 Career Development Program Planning,
Life Choice and Satisfaction 103 Implementation, and Evaluation 121
4.3.6 Practice Multiple-Choice Items: Trait and 4.9.1 Steps for Career Development Program
Type Career Theories 104 Planning 121
4.4 Lifespan and Developmental Career 4.9.2 Steps for Career Development Program
Theories 104 Implementation 121
4.4.1 Gottfredson’s Theory of Circumscription, 4.9.3 Steps for Career Development Program
Compromise, and Self-Creation 105 Evaluation 122
4.4.2 Lifespan, Life-Space Career Theory 105 4.9.4 Practice Multiple-Choice Items: Career
4.4.3 Career Transition Theories 107 Development Program Planning,
4.4.4 Practice Multiple-Choice Items: Implementation, and Evaluation 122
Lifespan and Developmental Career 4.10 Key Points for Chapter 4: Lifestyle and Career
Theories 107 Development 123
Contents xvii
Chapter 5 Helping Relationships 124 5.7 Family Theories and Interventions 146
5.1 Introduction to Helping Relationships 124 5.7.1 General Systems Theory 146
5.1.1 Wellness 125 5.7.2 Bowen Family Systems Therapy 146
5.1.2 Therapeutic Alliance 125 5.7.3 Experiential Family Counseling 148
5.1.3 Resistance 126 5.7.4 Strategic Family Therapy 148
5.1.4 Stages of Counseling 126 5.7.5 Milan Systemic Family Counseling 149
5.1.5 Stages of Change 126 5.7.6 Structural Family Counseling 150
5.1.6 Consultation 127 5.7.7 Practice Multiple-Choice Items: Family
Theories and Interventions 152
5.1.7 Psychological First Aid 128
5.8 Other Counseling Theories and
Interventions 152
Introduction to Helping
Relationships 128 5.8.1 Integrated Counseling
Approach 152
5.2 Counseling Skills 129
5.8.2 Multimodal Therapy 152
5.2.1 Basic Counseling Skills 129
5.8.3 Eye Movement Desensitization and
Reprocessing (EMDR) 153
Counseling Skills 130
5.8.4 Play Therapy 153
5.3 Psychodynamic Theories and
Interventions 131 5.8.5 Transactional Analysis 154
5.3.1 Psychoanalysis 131 5.8.6 Feminist Therapy 154
5.3.2 Neo-Freudian Approaches 132 5.8.7 Dialectical Behavior Therapy 155
5.3.3 Individual Psychology 132 5.8.8 Acceptance and Commitment
Therapy 155
5.3.4 Jungian Psychology 134
5.8.9 Mindfulness-Based Cognitive
Therapy 156
Psychodynamic Theories and
Interventions 135 5.8.10 Practice Multiple-Choice Items:
Other Counseling Theories and
5.4 Cognitive-Behavioral Theories and
Interventions 156
Interventions 136
5.9 Key Points for Chapter 5: Helping
5.4.1 Behavioral Counseling Techniques 136
Relationships 156
5.4.2 Cognitive-Behavior Modification 137
5.4.3 Cognitive Therapy 137 Chapter 6 Group Work 158
5.4.4 Rational Emotive Behavior Therapy 138 6.1 Foundational Issues in Group Work 158
5.4.5 Reality Therapy and Choice Theory 139 6.1.1 Group Work History 158
5.4.6 Practice Multiple-Choice Items: 6.1.2 Advantages and Challenges of
Cognitive-Behavioral Theories and Group Work 160
Interventions 140
6.1.3 Goals of Group Work 160
5.5 Humanistic-Existential Theories and
6.1.4 Curative Factors 161
Interventions 140
6.1.5 Key Group Work Organizations 161
5.5.1 Client-Centered Counseling 140
6.1.6 Ethical and Legal Issues in Group
5.5.2 Existential Counseling 141
Work 161
5.5.3 Gestalt Therapy 141
6.1.7 Association for Specialists in Group
5.5.4 Practice Multiple-Choice Items: Work: Best Practices Guidelines 162
Humanistic-Existential Theories and
Interventions 143
Work: Training Standards 162
5.6 Postmodern Theories and Interventions 143
5.6.1 Narrative Therapy 143 Work: Multicultural and Social Justice
5.6.2 Solution-Focused Brief Therapy 144 Competence Principles for Group
5.6.3 Practice Multiple-Choice Items: Workers 162
Postmodern Theories and 6.1.10 Practice Multiple-Choice Items:
Interventions 145 Foundational Issues in Group Work 162
xviii Contents
6.2 Types of Group Work 162 7.1.4 Key Ethical Issues in Assessment 184
6.2.1 Practice Multiple-Choice Items: Types 7.1.5 Key Legal Issues in Assessment 186
of Group Work 163 7.1.6 Sources of Information on
6.3 Group Leadership 163 Assessments 186
6.3.1 Leadership Tasks 163 7.1.7 Practice Multiple-Choice Items:
6.3.2 Group Leader Training Standards 164 Introduction to Assessment 187
6.3.3 Leader Styles 164 7.2 Key Principles of Test Construction 187
6.3.4 Leader Traits 164 7.2.1 Validity 188
6.3.5 Leader Techniques 164 7.2.2 Reliability 189
6.3.6 Handling Group Conflict and 7.2.3 Item Analysis 191
Resistance 165 7.2.4 Test Theory 191
6.3.7 Co-Leadership 165 7.2.5 The Development of Instrument
6.3.8 Practice Multiple-Choice Items: Group Scales 192
Leadership 165 7.2.6 Practice Multiple-Choice Items: Key
6.4 Group Member Roles 166 Principles of Test Construction 193
6.4.1 Types of Group Member Roles 166 7.3 Derived Scores 194
6.4.2 Facilitating Member Development 166 7.3.1 The Normal Distribution 194
6.4.3 Dealing with Challenging Group 7.3.2 Norm-Referenced Assessment 195
Member Roles 167 7.3.3 Percentiles 195
6.4.4 Practice Multiple-Choice Items: Group 7.3.4 Standardized Scores 195
Member Roles 168 7.3.5 Developmental Scores 197
6.5 Planning for Groups 169 7.3.6 Practice Multiple-Choice Items:
6.5.1 Planning for Group Work 169 Derived Scores 197
6.5.2 Preparing Members 170 7.4 Assessment of Ability 198
6.5.3 Practice Multiple-Choice Items: Planning 7.4.1 Achievement Tests 198
for Groups 171 7.4.2 Aptitude Tests 200
6.6 Stages/Process of Group Work 171 7.4.3 Intelligence Tests 201
6.6.1 Group Dynamics: Content and Process 7.4.4 High Stakes Testing 202
Issues 171
6.6.2 Stages of Group Development 174 Assessment of Ability 203
6.6.3 Practice Multiple-Choice Items: Stages 7.5 Clinical Assessment 204
and Process of Group Work 176
7.5.1 Assessment of Personality 204
6.7 Assessment and Evaluation in Group Work 176
7.5.2 Informal Assessments 206
6.7.1 Evaluating Groups 176
7.5.3 Other Types of Assessments 207
6.7.2 Assessment in Group Work 177
7.5.4 Practice Multiple-Choice Items: Clinical
Assessment 208
Assessment and Evaluation in Group
Work 178 7.6 Special Issues in Assessment 210
6.8 Theoretical Approaches to Group Work 178 7.6.1 Bias in Assessment 210
6.9 Key Points for Chapter 6: Group Work 178 7.6.2 Test Translation and Test
Adaptation 211
Chapter 7 Assessment and Testing 180 7.6.3 Child and Adolescent Assessments 211
7.1 Introduction to Assessment 180 7.6.4 Computer-Based Testing 212
7.1.1 Key Historical Events in Assessment 181 7.6.5 Practice Multiple-Choice Items: Special
Issues in Assessment 212
7.1.2 Assessment Terminology in
Counseling 182 7.7 Diagnosis of Mental Disorders 212
7.1.3 The Purpose of Assessment in 7.7.1 Using the DSM-5 212
Counseling 182 7.7.2 Neurodevelopmental Disorders 213
Contents xix
7.7.3 Schizophrenia Spectrum and Other 8.2.5 Experimental and Control

Psychotic Disorders 213 Conditions 224
7.7.4 Bipolar and Related Disorders 214 8.2.6 Internal Validity 224
7.7.5 Depressive Disorders 214 8.2.7 External Validity 226
7.7.6 Anxiety Disorders 214 8.2.8 Practice Multiple-Choice Items: Key
7.7.7 Obsessive-Compulsive and Related Concepts in Research and Program
Disorders 214 Evaluation 226
7.7.8 Trauma and Stressor-Related 8.3 Broad Types of Research 226
Disorders 214 8.3.1 Specialized Types of Research
7.7.9 Dissociative Disorders 215 Designs 227
7.7.10 Somatic Symptom and Related 8.3.2 Practice Multiple-Choice Items: Broad
Disorders 215 Types of Research 228
7.7.11 Feeding and Eating Disorders 215 8.4 Quantitative Research Design 228
7.7.12 Elimination Disorders 215 8.4.1 Nonexperimental Research
Designs 229
7.7.13 Sleep–Wake Disorders 215
8.4.2 Considerations in Experimental Research
7.7.14 Sexual Dysfunctions 215
Designs 229
7.7.15 Gender Dysphoria 215
8.4.3 Experimental Research Designs 230
7.7.16 Disruptive, Impulse Control,
8.4.4 Single-Subject Research Designs 231
and Conduct Disorders 215
7.7.17 Substance-Related and Addictive
Quantitative Research Design 232
Disorders 216
8.5 Descriptive Statistics 232
7.7.18 Neurocognitive Disorders 216
8.5.1 Presenting the Data Set 233
7.7.19 Personality Disorders 216
8.5.2 Measures of Central Tendency 234
7.7.20 Paraphilic Disorders 216
8.5.3 Variability 235
7.7.21 Practice Multiple-Choice
Items: Diagnosis of Mental 8.5.4 Skewness 235
Disorders 217 8.5.5 Kurtosis 235
7.8 Key Points for Chapter 7: Assessment 217 8.5.6 Practice Multiple-Choice Items:
Descriptive Statistics 236
Chapter 8 Research and Program 8.6 Inferential Statistics 237
Evaluation 219
8.6.1 Correlation 237
8.1 Introduction to Research and Program 8.6.2 Regression 238
Evaluation 219
8.6.3 Parametric Statistics 238
8.1.1 Key Paradigms in Research and Program
Evaluation 220 8.6.4 Nonparametric Statistics 239
8.6.5 Factor Analysis 239
8.1.2 Key Ethical Considerations in Research
and Program Evaluation 220 8.6.6 Meta-Analysis 240
8.1.3 Key Legal Considerations in Research 8.6.7 Practice Multiple-Choice Items:
and Program Evaluation 220 Inferential Statistics 240
8.1.4 Practice Multiple-Choice Items: 8.7 Qualitative Research Design 241
Introduction to Research and Program 8.7.1 Qualitative Research Traditions 241
Evaluation 221 8.7.2 Purposive Sampling 242
8.2 Key Concepts in Research and Program 8.7.3 Qualitative Data Collection
Evaluation 221 Methods 243
8.2.1 Variables 221 8.7.4 Qualitative Data Management and
8.2.2 Research Questions 222 Analysis 244
8.2.3 Research Hypotheses and Hypothesis 8.7.5 Trustworthiness 244
Testing 222 8.7.6 Practice Multiple-Choice Items:
8.2.4 Sampling Considerations 223 Qualitative Research Design 245
xx Contents
8.8 Program Evaluation 245 9.5 Securing a Job the Old-Fashioned Way 254
8.8.1 Key Terms of Program 9.5.1 Preparing a Curriculum Vita or
Evaluation 245 Résumé 254
8.8.2 General Steps in Program 9.5.2 Using Your Résumé or CV 255
Evaluation 246 9.5.3 Cover Letters 259
8.8.3 Needs Assessments 246 9.5.4 The Job Search 260
8.8.4 Process Evaluation 247 9.5.5 Landing the Interview and Following
8.8.5 Outcome Evaluation 247 Up 261
8.8.6 Efficiency Analysis 247 9.6 Carving Out Your New-Age Niche 262
8.8.7 Program Evaluation Models and 9.6.1 Reaching Out with Social
Strategies 247 Networking 262
8.8.7 Practice Multiple-Choice Items: 9.6.2 Selling Yourself on the Virtual
Program Evaluation 248 Job Market 263
8.9 Key Points for Chapter 8: Research 9.6.3 Building a Professional Website 263
and Program Evaluation 248 9.6.4 Virtual Ethics and Liabilities 264
9.7 The Advantages of Continued Learning 264
Chapter 9 From Envisioning to Actualiza-
tion: Marketing Yourself in the 9.7.1 Keep Up to Date 264
21st Century 250 9.7.2 Become an Expert 265
9.1 Preview 250 9.8 Summary 266
9.2 Marketing Yourself in the 21st Century 250 Practice Tests of the National Counselor
9.3 Temet Nosce 251 Examination and the Counselor Preparation
Comprehensive Examination 267
9.3.1 Select Strengths 251
NCE Sample Test—Form A 270
9.3.2 Examine Values, Biases, and Beliefs 251 NCE Sample Test—Form B 282
9.3.3 Live with Limitations 252 CPCE Sample Test—Form A 294
9.3.4 Formulate Your Counseling CPCE Sample Test—Form B 305
Approach 252 Appendix: Answers to Self-Check Quizzes 314
9.4 Understanding the Field Around You 252 Glossary 315
9.4.1 Using Networking Opportunities References 345
and Embracing Mentorship 254 Index 351
INTRODUCTION
Before delving into each of the CACREP core content areas, family theories and related interventions; counselor char-
it is important to present some introductory information about acteristics and behaviors that influence helping processes.
the NCE and CPCE and some test-preparation and test-taking 6. Group Work. Principles of group dynamics; theories of
strategies for mastering the NCE and CPCE. group counseling; group leadership styles; methods for
evaluation of effectiveness.
7. Assessment and Testing. Basic concepts of standardized
ABOUT THE NATIONAL COUNSELOR and nonstandardized testing; statistical concepts associ-
EXAMINATION (NCE) FOR LICENSURE ated with assessment and testing; principles of validity
AND CERTIFICATION and reliability; interpretation of testing results; ethical and
legal consideration in assessment and testing.
To obtain certification from the National Board for Certified
8. Research and Program Development. Qualitative and
Counselors (NBCC), professional counselors must first pass the
quantitative research designs; descriptive and inferen-
National Counselor Examination for Licensure and Certifica-
tial statistics; program evaluation and needs assessment;
tion (NCE), which NBCC creates and administers. Counselors
research’s role in the use of evidence-based practices; eth-
who pass the exam and meet NBCC’s standards of education
ical and cultural considerations in research.
and training are entitled to receive NBCC’s general practitioner
credential, the National Certified Counselor (NCC) creden- The NBCC seeks to reflect the actual work that profes-
tial. Although taking and passing the NCE is voluntary, many sional counselors do by incorporating work behavior categories
states require the NCE for their own licensure and credential- into the NCE. The five work behaviors provide the context for
ing purposes. One of the primary benefits of taking the NCE the eight CACREP content areas. The following are the five
and working toward the NCC is that the credential is nationally categories:
recognized and strengthens the credential holder’s professional
reputation (NBCC, 2019b). 1. Fundamental Counseling Issues
The NCE is a paper-and-pencil multiple-choice test. It 2. Counseling Process
contains 200 multiple-choice questions, which test-takers are 3. Diagnostic and Assessment Services
allowed up to four hours to complete. The NCE aims to assess 4. Professional Practice
test-takers’ knowledge and understanding of areas thought to be 5. Professional Development, Supervision, and Consultation
essential for effective and successful counseling practice. The
The NCE is administered throughout the United States
NCE’s test questions stem from CACREP’s (2016) eight core
two times each year (April and October), and each adminis-
content areas and five work behaviors. The eight content areas
tration of the NCE involves a varying set of questions from
and the topics they cover are
the NCE test item bank (NBCC, 2019a). Of the 200 multiple-
1. Professional Orientation and Ethical Practice. Pro- choice questions administered, only 160 count toward the
fessional counselors’ roles and functions; history and test-takers’ final score. Thus, the highest score an examinee
philosophy of the counseling profession; professional can receive on the NCE is 160. The NBCC includes the 40
credentialing; professional organizations; legal and eth- remaining questions for field-testing purposes to determine
ical standards. whether these 40 questions may be suitable for inclusion in
2. Social and Cultural Foundations. Multicultural and plu- future examinations. Examinees are not informed of which
ralistic trends; theories of multicultural counseling; iden- questions are scored. Each multiple-choice question has four
tity development and social justice; strategies for working answer choices, with only one correct answer per question.
with and advocating for diverse populations; counselors’ Test-takers are not penalized for guessing, so examinees
roles in developing cultural self-awareness. should be sure to select an answer for each question. Accord-
3. Human Growth and Development. Theories of individ- ing to the NBCC, the questions on the test do not equally rep-
ual and family development across the lifespan; learning resent the eight content areas. The NCE has 30 professional
theories; personality, cognitive, and moral development; orientation and ethical practice items, 11 social and cultural
normal and abnormal behavior. diversity items, 12 human growth and development items, 19
4. Career and Lifestyle Development. Career develop- career development items, 36 helping relationship items, 16
ment theories and decision-making models; vocational group work items, 20 assessment items, and 16 research and
assessment instruments and techniques relevant to career program evaluation items.
planning and decision making; the relationship between The minimum passing score for the NCE changes for each
work, leisure, and family; career counseling for specific examination and is decided according to a modified Angoff pro-
populations. cedure, which calculates the likelihood that a nominally skilled
5. Helping Relationships. Wellness and prevention; essential individual would answer each question correctly and then, on
interviewing and counseling skills; counseling theories; the basis of that information, determines a cutoff score for the
1
2 Introduction
entire set of items. Thus, the NCE is a criterion-referenced test, One of the easiest ways to make the tasks of learning
and the total score is interpreted as pass or fail based on a deter- and reviewing so much information easier is to break
mined cutoff score. Usually within eight weeks after taking the up the task into manageable sections. Write out a study
test, candidates receive their score report in the mail. The score schedule for yourself, and plan on reviewing only small
report includes candidates’ scores in each of the 13 domains segments of information at each study session so that
(delineated above), their score for the entire test, and the min- you do not become overwhelmed or frustrated. It may
imum passing score for the version of the NCE the examinee be helpful for your schedule to include when you will
completed. study (e.g., the date and time), what you will study
(e.g., the material and any page numbers), and how you
will study (e.g., read, highlight key terms, and answer
ABOUT THE COUNSELOR PREPARATION multiple-choice questions). It is also important to sched-
COMPREHENSIVE EXAMINATION (CPCE) ule time off from studying. Allowing yourself to mentally
The Counselor Preparation Comprehensive Examination recharge will help you approach the material with greater
(CPCE) was created by the Research and Assessment Corpo- clarity and focus. Do not put yourself at a disadvantage
ration for Counseling (RACC) and the Center for Credentialing by procrastinating.
and Education (CCE), both affiliates of NBCC, for use in col- 2. Practice. Practice is a key factor in preparing for both the
leges and universities with master’s programs in counseling. NCE and CPCE. Specifically, it is important to be famil-
Over 330 colleges and universities use the CPCE for program iar with the test format and types of questions that will
evaluation and, frequently, as an exit exam (Center for Cre- be asked on each exam. This study guide is packed with
dentialing and Education, 2009). Results of the test give an sample questions similar to those that you will encounter
educational institution a sense of their students’ and their pro- on the NCE and CPCE. The more familiar you are with
gram’s strengths and weaknesses in relation to national data. applying this information to sample questions, the better
In addition, many colleges and universities use this examina- prepared you will be for the actual tests.
tion to encourage their students to engage in frequent, cumula- 3. Apply rather than memorize. Although you may feel
tive studying and reviewing of the information learned in their pressure to memorize everything word for word, doing
courses and field experiences. so is not an effective study strategy. Both the NCE and
The format of the CPCE resembles the NCE. The CPCE will require you to apply the knowledge you have
CPCE comprises 160 questions, with 20 questions for each gained. Nor is it useful to memorize the test questions
of the eight CACREP areas. Only 17 questions from each you review during your preparation for the exams. Each
area count toward the test-takers’ score, which means that administration of the NCE and CPCE includes new ques-
the highest score a person can achieve on the examination is tions, so you will not find any questions in this study
136. Because the CPCE is based on the same eight CACREP guide that will occur exactly as written on future NCEs
areas as the NCE, students have the ability to simultaneously or CPCEs. Of course, some of the questions in this guide
prepare for both examinations. However, the CPCE does not will resemble some of the actual questions. After all, the
offer a cutoff score to indicate a passing or failing score; questions all measure the same domain of knowledge.
instead, university program faculty are left with that respon- But it is a much better use of your time to master the
sibility if they intend to use the CPCE scores for high-stakes domain of knowledge presented in this guide than to
evaluation decisions. master an item set.
4. Employ a study strategy. The use of a study strategy can
help you to both learn and apply the material you study.
PREPARATION STRATEGIES FOR SUCCESS One of the most well-known strategies for retaining the
material you read is Survey, Question, Read, Recite, and
Taking the NCE or CPCE is undoubtedly an important event in
Review (SQ3R). Specifically, this strategy recommends
your counseling career. Although the breadth of expected knowl-
first surveying the material’s words in boldface type,
edge can be overwhelming—even intimidating—mastering
tables, headings, and introductory sentences. Next, you
the domain of knowledge of essential counseling information
are advised to turn headings and boldface words into
is definitely possible. Remember, you have already learned a
questions, then to read the text to answer the previously
large portion of this information in your classes. So, to prepare
developed questions. Finally, you should restate the
for these tests, much of your time will be dedicated to reviewing
material in your own words and engage in an ongoing
previously mastered information and concepts and ensuring that
process of review. Other study strategies that can be
you understand how to apply them. Before you start working
employed to assist you in reading and reviewing the test
through this study guide, consider the following strategies for
material include taking notes, highlighting key words
success as you work toward your test date.
and phrases, reviewing key words presented in the glos-
1. Manage your time and plan ahead. Neither the NCE nor sary, reviewing flash cards, and forming a peer study
the CPCE lends itself to cramming; therefore, it is much group. Given that there are numerous study strategies
more advantageous to begin studying ahead of time. and that everyone learns differently, it is important for
Introduction 3
you to find and use the strategies that will work best With no penalty for guessing, you have a 25% chance
for you. of guessing correctly, whereas if you leave the ques-
5. Give yourself positive reinforcements. Studying for the tion blank you will automatically receive zero points
NCE and CPCE is hard work. Be sure to reward yourself for that question. When guessing, start by eliminating
with enjoyable activities or treats as you work through obviously incorrect answers and then use cues and
the study material. Build in time between study sessions common sense to infer which remaining answer makes
to relax, too. the most sense.
6. Apply the Premack principle to your study schedule. 3. Pace yourself. On the NCE, you will have 4 hours to
The Premack principle demands that high-frequency answer 200 questions, which gives you 60 minutes for
behaviors (i.e., what people like to do) should follow every 50 questions. Do not spend more than 1 minute on
low-frequency behaviors (i.e., what people don’t like each question on your initial pass through the items. If you
to do); thus, you should do what you don’t want to do are unsure of the answer to a question, skip it and return to
before you do what you do want to do! As pertains to it later so that you give yourself adequate time to respond
studying for the NCE or CPCE, complete a period of to the questions that you are sure about first.
study and follow it with an activity that you find more 4. Stay calm. No doubt you have learned some useful
enjoyable and rewarding. relaxation techniques over the years to help you through
7. Seek accommodations. If you have a disability and will school. Likely, you have also learned counseling tech-
need accommodations while taking the NCE, it is your niques to help your clients cope with stress. Use these
responsibility to contact the NBCC prior to your test date. skills to help you through your exam. For example, if
E-mails can be sent to examinations@nbcc.org, or you you find yourself stressed during the test, try some deep
can contact a representative at (336) 547-0607. If you breathing exercises, progressive muscle relaxation, pos-
decide to send an e-mail regarding accommodations, itive self-talk, or visual imagery to help alleviate some
include your name, address, phone number, and state or of your anxiety.
residence, along with your question or request. When tak- 5. Think and read carefully. Some questions on the NCE
ing the CPCE, notify your program faculty ahead of time and CPCE will include qualifiers that ask you to choose
regarding your need for accommodations. the answer that is “not true” or the “best” choice. The
8. Take good care of yourself before the exam. Keep in former asks you to choose the answer that does not
mind that cramming the night before the exam will most accurately answer the question. Regarding “best” choice
likely make you more anxious, so try instead to engage in questions, a question may have four answer options,
a relaxing activity that will calm your nerves and enable several of which may seem right, and your task will
you to get a good night’s sleep. Make sure that you are be to select the choice that is better than all the others.
fully rested and have had a nutritious breakfast before tak- Therefore, make sure you read each question and all of
ing the exam so that you will be mentally alert and focused the possible answer options thoroughly before marking
when you arrive at the test center. your response. For example, the first answer choice you
9. Arrive prepared for the examination. Remember to bring read may seem correct, but perhaps the second, third, or
several sharp #2 pencils, your admission ticket, and two fourth option is even better, so do not be tempted to rush
forms of identification (one with a photo). If you are not through a question just because one of the first choices
familiar with the area where you will take the test, print you read seems to fit.
out directions beforehand. Finally, be sure to arrive at 6. Skip difficult or confusing questions. All questions are
least 30 minutes early so that you are not rushing before worth the same number of points, so if you are hung up
the exam. on a question, skip it and come back to it later, or make
a guess. Spending too much time on questions you are
unsure about takes away precious time from questions to
TEST-TAKING STRATEGIES which you do know the answers.
7. Check your answer sheet frequently. Pay close atten-
With successful preparation, counselors and counselor trainees
tion to your answer sheet to be sure that you are marking
will have the necessary competence and confidence when taking
answers to the correct questions, especially if you are tem-
the NCE and CPCE. In addition, mastering these exams involves
porarily skipping some questions. Place a question mark,
several strategies to use while taking the exam itself. During the
hyphen, or some other symbol next to the questions you
exam, remember the following:
are skipping so that you do not accidentally mark that
1. Answer all questions. As mentioned, you will not be question with the answer to a different item.
penalized for guessing. If you do not know the correct 8. Keep your answer sheet neat. If you need to write down
answer to a question, it is better to use your common sense anything to assist you in working through a question,
and guess than to leave the answer blank. use your response booklet. Your answer sheet will be
2. Make educated guesses. You are better off making an optically scanned, so it is important that you completely
educated guess about a question than leaving it blank. color in all of your answer choices and avoid leaving
4 Introduction
stray marks on the answer sheet. If you put a question 10. Keep the test in perspective. You are not expected to
mark or hyphen next to an item you want to come back receive a perfect score on these tests, and you can get
to, make sure you erase it after you have returned and many questions wrong and still pass, so do not stress out
filled in the answer. if you do not know the answer to every question. Study,
9. Stay focused. Ignore any distractions that arise. Instead, practice, prepare, and try your best—that is all you can do!
keep your concentration centered on the test questions.
Four hours is adequate time to complete the test if you Note: Starting in 2017–2018, the CPCE will be offered
maintain your focus. as a computer administered examination to universities.
CHAPTER 1
Professional Orientation and Ethical
Practice
1.1 INTRODUCTION TO PROFESSIONAL ORIENTATION AND ETHICAL

PRACTICE
Professional orientation and ethical practice encompass much of the counseling curriculum. Professional
counselors must become very familiar with ethical and legal practice considerations and with historical
perspectives and advocacy models. Counselors also must understand the roles of professional organi-
zations and counseling specialties in counseling practice, as well as the diverse nature of credentialing.
Administrations of the NCE include (in addition to some trial items that do not count) 30 scored
items (of the 160 total, or about 19%) designed to measure professional issues and ethical practice
(rank = 2 of 8; the second most items of any of the eight domains). The average item difficulty index
was .74 (rank = 1 of 8; the easiest domain of item content), meaning that the average item in this domain
was correctly answered by 74% of test-takers.
Over the past several years, administrations of the CPCE have included 17 scored items designed
to measure professional issues and ethical practice, plus several trial items that do not count in your score.
The average item difficulty index was .68, meaning that the average item in this domain was correctly
answered by 68% of test-takers, which made this set of items among the easiest on the examination.
The Council for Accreditation of Counseling and Related Educational Programs (CACREP, 2016)
defined standards for Professional Orientation and Ethical Practice as follows:
studies that provide an understanding of the following aspects of professional functioning:
a. history and philosophy of the counseling profession and its specialty areas;
b. the multiple professional roles and functions of counselors across specialty areas and
their relationships with human service and integrated behavioral health care systems,
including interagency and interorganizational collaboration and consultation;
c. counselors’ roles and responsibilities as members of interdisciplinary community
outreach and emergency management response teams;
d. the role and process of the professional counselor advocating on behalf of the
profession;
e. advocacy processes needed to address institutional and social barriers that impede
access, equity, and success for clients;
f. professional counseling organizations, including membership benefits, activities, ser-
vices to members, and current issues;
g. professional counseling credentialing, including certification, licensure, accreditation
practices and standards, and the effects of public policy on these issues;
h. current labor market information relevant to opportunities for practice within the
counseling profession;
i. ethical standards of professional counseling organizations and credentialing bodies,
and applications of ethical and legal considerations in professional counseling;
j. technology’s impact on the counseling profession;
k. strategies for personal and professional self-evaluation and implications for practice;
l. self-care strategies appropriate to the counselor role; and
m. the role of counseling supervision in the profession.
5
Another random document with
no related content on Scribd:
[272] See Kanne’s “Pantheum der Æltesten Philosophie.”
[273] “Origin of Species,” p. 484.
[274] Ibid. Which latter word we cannot accept unless that
“primordial form” is conceded to be the primal concrete form that
spirit assumed as the revealed Deity.
[275] Ibid., p. 488.
[276] Lecture by T. H. Huxley, F. R. S.: “Darwin and Haeckel.”
[277] “Migration of Abraham,” § 32.
[278] Cory: “Ancient Fragments.”
[279] “Origin of Species,” pp. 448, 489, first edition.
[280] Huxley: “Darwin and Haeckel.”
[281] Mithras was regarded among the Persians as the Theos
ek petros—god of the rock.
[282] Bordj is called a fire-mountain—a volcano; therefore it
contains fire, rock, earth, and water—the male and active, and the
female or passive elements. The myth is suggestive.
[283] Virgil: “Georgica,” book ii.
[284] Porphyry and other philosophers explain the nature of the
dwellers. They are mischievous and deceitful, though some of
them are perfectly gentle and harmless, but so weak as to have
the greatest difficulty in communicating with mortals whose
company they seek incessantly. The former are not wicked
through intelligent malice. The law of spiritual evolution not having
yet developed their instinct into intelligence, whose highest light
belongs but to immortal spirits, their powers of reasoning are in a
latent state and, therefore, they themselves, irresponsible.
But the Latin Church contradicts the Kabalists. St. Augustine
has even a discussion on that account with Porphyry, the Neo-
platonist. “These spirits,” he says, “are deceitful, not by their
nature, as Porphyry, the theurgist, will have it, but through malice.
They pass themselves off for gods and for the souls of the
defunct” (“Civit. Dei,” book x., ch. 2). So far Porphyry agrees with
him; “but they do not claim to be demons [read devils], for they
are such in reality!” adds the bishop of Hippo. But then, under
what class should we place the men without heads, whom
Augustine wishes us to believe he saw himself? or the satyrs of
St. Jerome, which he asserts were exhibited for a considerable
length of time at Alexandria? They were, he tells us, “men with
the legs and tails of goats;” and, if we may believe him, one of
these Satyrs was actually pickled and sent in a cask to the
Emperor Constantine!
[285] “Tria capita exsculpta sunt, una intra alterum, et alterum
supra alterum” (Sohar; “Idra Suta,” sectio vii.)
[286] Gentle gale (lit.)
[287] Higgins: “Anacalypsis;” also “Dupruis.”
[288] Mallett: “Northern Antiquities,” pp. 401-406, and “The
Songs of a Völuspa” Edda.
[289] From a London Spiritualist Journal.
[290] Hemmann: “Medico-Surgical Essays,” Berl., 1778.
[291] Robert Fludd: “Treatise III.”
[292] Prof. J. P. Cooke: “New Chemistry.”
[293] In the “Bulletin de l’Academie de Medecine,” Paris, 1837,
vol. i., p. 343 et seq., may be found the report of Dr. Oudet, who,
to ascertain the state of insensibility of a lady in a magnetic sleep,
pricked her with pins, introducing a long pin in the flesh up to its
head, and held one of her fingers for some seconds in the flame
of a candle. A cancer was extracted from the right breast of a
Madame Plaintain. The operation lasted twelve minutes; during
the whole time the patient talked very quietly with her mesmerizer,
and never felt the slightest sensation (“Bul. de l’Acad. de Med.,”
Tom. ii., p. 370).
[294] Prophecy, Ancient and Modern, by A. Wilder:
“Phrenological Journal.”
[295] The theory that the sun is an incandescent globe is—as
one of the magazines recently expressed it—“going out of
fashion.” It has been computed that if the sun—whose mass and
diameter is known to us—“were a solid block of coal, and
sufficient amount of oxygen could be supplied to burn at the rate
necessary to produce the effects we see, it would be completely
consumed in less than 5,000 years.” And yet, till comparatively a
few weeks ago, it was maintained—nay, is still maintained, that
the sun is a reservoir of vaporized metals!
[296] See Youmans: “Chemistry on the Basis of the New
System—Spectrum Analysis.”
[297] Professor of Physics in the Stevens Institute of
Technology. See his “The Earth a Great Magnet,“a lecture
delivered before the Yale Scientific Club, 1872. See, also, Prof.
Balfour Stewart’s lecture on “The Sun and the Earth.”
[298] “De Magnetica Vulner Curatione,” p. 722, l. c.
[299] See “On the Influence of the Blue Ray.”
[300] Ennemoser: “History of Magic.”
[301] “Du Magnetisme Animal, en France.” Paris, 1826.
[302] “The Conservation of Energy.” N. Y., 1875.
[303] “Fundamental Principles of Natural Philosophy.”
[304] “Simpl. in Phys.,” 143; “The Chaldean Oracles,” Cory.
[305] Draper: “Conflict between Religion and Science.”
[306] J. R. Buchanan, M.D.: “Outlines of Lectures on the
Neurological System of Anthropology.”
[307] W. and Elizabeth M. F. Denton: “The Soul of Things; or
Psychometric Researches and Discoveries.” Boston, 1873.
[308] “Religion of Geology.”
[309] “Principles of Science,” vol. ii., p. 455.
[310] J. W. Draper: “Conflict between Religion and Science,” pp.
132, 133.
[311] “Unseen Universe,” p. 159.
[312] F. R. Marvin: “Lecture on Mediomania.”
[313] “Unseen Universe,” p. 84, et seq.
[314] Ibid., p. 89.
[315] Behold! great scientists of the nineteenth century,
corroborating the wisdom of the Scandinavian fable, cited in the
preceding chapter. Several thousand years ago, the idea of a
bridge between the visible and the invisible universes was
allegorized by ignorant “heathen,” in the “Edda-Song of Völuspa,”
“The Vision of Vala, the Seeress.” For what is this bridge of
Bifrost, the radiant rainbow, which leads the gods to their
rendezvous, near the Urdar-fountain, but the same idea as that
which is offered to the thoughtful student by the authors of the
“Unseen Universe?”
[316] “L’Ami des Sciences,” March 2, 1856, p. 67.
[317] Cooke: “New Chemistry,” p. 113.
[318] Ibid., pp. 110-111.
[319] Ibid., p. 106.
[320] “De Secretis Adeptorum.” Werdenfelt; Philalethes; Van
Helmont; Paracelsus.
[321] Youmans: “Chemistry,” p. 169; and W. B. Kemshead,
F. R. A. S.: “Inorganic Chemistry.”
[322] “Origin of Metalliferous Deposits.”
[323] John Bumpus: “Alchemy and the Alkahest,” 85, J. S. F.,
edition of 1820.
[324] See Boyle’s works.
[325] Deleuze: “De l’Opinion de Van Helmont sur la Cause, la
Nature et les Effets du Magnetisme.” Anim. Vol. i., p. 45, and vol.
ii., p. 198.
[326] A. R. Wallace: “An Answer to the Arguments of Hume,
Lecky, etc., against Miracles.”
[327] Crookes: “Researches, etc.,” p. 96.
[328] Lucian: “Pharsalia,” Book v.
[329] “De Divinatio,” Book i., chap. 3.
[330] “De Occulta Philosoph.,” p. 355.
[331] Plato: “Timæus,” vol. ii., p. 563.
[333] Ibid., p. 101.
[335] In 1854, M. Foucault, an eminent physician and a
member of the French Institute, one of the opponents of de
Gasparin, rejecting the mere possibility of any such
manifestations, wrote the following memorable words: “That day,
when I should succeed in moving a straw under the action of my
will only, I would feel terrified!” The word is ominous. About the
same year, Babinet, the astronomer, repeated in his article in the
“Revue des Deux Mondes,” the following sentence to exhaustion:
“The levitation of a body without contact is as impossible as the
perpetual motion, because on the day it would be done, the world
would crumble down.” Luckily, we see no sign as yet of such a
cataclysm; yet bodies are levitated.
[336] “Researches, etc.,” p. 91.
[337] Ibid., pp. 86-97.
[338] Ibid., p. 94.
[339] Ibid., p. 95.
[340] Ibid., p. 94.
[341] “Antidote,” lib. i., cap. 4.
[342] “Letter to Glanvil, the author of ‘Sadducismus
Triumphatus,’ May 25, 1678.”
[343] “History of Magic,” vol. ii., p. 272.
[344] “Apologie pour tous les grands personnages faussement
accusés de magie.”
[345] Berlin, 1817.
[346] “Nova Medicina Spirituum,” 1675.
[347] “History of Magic.”
[348] It would be a useless and too long labor to enter here
upon the defence of Kepler’s theory of relation between the five
regular solids of geometry and the magnitudes of the orbits of five
principal planets, rather derided by Prof. Draper in his “Conflict.”
Many are the theories of the ancients that have been avenged by
modern discovery. For the rest, we must bide our time.
[349] “Magia Naturalis,” Lugduni, 1569.
[350] Athanasis Kircher: “Magnes sive de arte magnetici, opus
tripartitum.” Coloniæ, 1654.
[351] Lib. iii., p. 643.
[352] “Notes from a New Historical Relation of the Kingdom of
Siam,” by de la Loubère, French Ambassador to Siam in the
years 1687-8. Edition of 1692.
[353] Baptist Van Helmont: “Opera Omnia,” 1682, p. 720, and
others.
[354] De la Loubère: “Notes,” etc. (see ante), p. 115.
[355] Ibid., p. 120.
[356] Ibid., p. 63.
[357] See his “Conf.,” xiii., l. c. in præfatione.
[358] 1 Samuel, xvi. 14-23.
[359] “Aphorisms,” 22.
[360] Ibid., p. 69.
[361] Ibid., p. 70.
[362] “Philosophie des Sciences Occultes.”
[363] 1 Kings, i. 1-4, 15.
[364] Josephus: “Antiquities,” viii. 2.
[365] “The Diakka and their Victims; an Explanation of the False
and Repulsive in Spiritualism.”
[366] See Chapter on the human spirits becoming the denizens
of the eighth sphere, whose end is generally the annihilation of
personal individuality.
[367] Porphyry: “On the Good and Bad Demons.”
[368] “De Mysteriis Egyptorum,” lib. iii., c. 5.
[369] Epes Sargent: “Proof Palpable of Immortality,” p. 45.
[370] See Matthew xxiv. 26.
[371] See Wallace, “Miracles and Modern Spiritualism,” and W.
Howitt, “History of the Supernatural,” vol. ii.
[372] See Wallace’s paper read before the Dialectical Society,
in 1871: “Answer to Hume, etc.”
[373] “Φιλολογος” (Bailey’s), second edition.
[374] See Art. on “Æthrobacy.”
[375] Psalm cv. 23. “The Land of Ham,” or chem, Greek χημι,
whence the terms alchemy and chemistry.
[376] “Œdipi Ægyptiaci Theatrum Hieroglyphicum,” p. 544.
[377] “Lib. de Defectu Oraculorum.“
[378] Lib. i., Class 3, Cap. ult.
[379] The details of this story may be found in the work of
Erasmus Franciscus, who quotes from Pflaumerus, Pancirollus,
and many others.
[380] ”Sulphur. Alum ust. a ℥ iv.; sublime them into flowers to ℥

ij., of which add of crystalline Venetian borax (powdered) ℥ j.;
upon these affuse high rectified spirit of wine and digest it, then
abstract it and pour on fresh; repeat this so often till the sulphur
melts like wax without any smoke, upon a hot plate of brass: this
is for the pabulum, but the wick is to be prepared after this
manner: gather the threads or thrums of the Lapis asbestos, to
the thickness of your middle and the length of your little finger,
then put them into a Venetian glass, and covering them over with
the aforesaid depurated sulphur or aliment, set the glass in sand
for the space of twenty-four hours, so hot that the sulphur may
bubble all the while. The wick being thus besmeared and
anointed, is to be put into a glass like a scallop-shell, in such
manner that some part of it may lie above the mass of prepared
sulphur; then setting this glass upon hot sand, you must melt the
sulphur, so that it may lay hold of the wick, and when it is lighted,
it will burn with a perpetual flame and you may set this lamp in
any place where you please.”
The other is as follows:
“℞ Salis tosti, lb. j.; affuse over it strong wine vinegar, and
abstract it to the consistency of oil; then put on fresh vinegar and
macerate and distill it as before. Repeat this four times
successively, then put into this vinegar vitr. antimonii subtilis
lœvigat, lb. j.; set it on ashes in a close vessel for the space of six
hours, to extract its tincture, decant the liquor, and put on fresh,
and then extract it again; this repeat so often till you have got out
all the redness. Coagulate your extractions to the consistency of
oil, and then rectify them in Balneo Mariæ (bain Marie). Then take
the antimony, from which the tincture was extracted, and reduce it
to a very fine meal, and so put it into a glass bolthead; pour upon
it the rectified oil, which abstract and cohobate seven times, till
such time as the powder has imbibed all the oil, and is quite dry.
This extract again with spirit of wine, so often, till all the essence
be got out of it, which put into a Venice matrass, well luted with
paper five-fold, and then distill it so that the spirit being drawn off,
there may remain at the bottom an inconsumable oil, to be used
with a wick after the same manner with the sulphur we have
described before.”
“These are the eternal lights of Tritenheimus,” says Libavius,
his commentator, “which indeed, though they do not agree with
the pertinacy of naphtha, yet these things can illustrate one
another. Naphtha is not so durable as not to be burned, for it
exhales and deflagrates, but if it be fixed by adding the juice of
the Lapis asbestinos it can afford perpetual fuel,” says this
learned person.
We may add that we have ourselves seen a lamp so prepared,
and we are told that since it was first lighted on May 2, 1871, it
has not gone out. As we know the person who is making the
experiment incapable to deceive any one, being himself an ardent
experimenter in hermetic secrets, we have no reason to doubt his
assertion.
[381] “Commentary upon St. Augustine’s ‘Treatise de Civitate
Dei.’”
[382] The author of “De Rebus Cypriis,” 1566 a.d.
[383] “Book of Ancient Funerals.”
[384] “Comment. on the 77th Epigram of the IXth Book of
Martial.”
[385] “De Defectu Oraculorum.”
[386] “Vulgar Errors,” p. 124.
[387] “London Dialectical Society’s Report on Spiritualism,” p.
229.
[388] Ibid., p. 230.
[389] Ibid., p. 265.
[390] Ibid., p. 266.
[391] Draper: “Conflict between Religion and Science,” p. 121.
[392] Milton: “Paradise Lost.”
[393] See Ennemoser: “History of Magic,” vol. ii., and
Schweigger: “Introduction to Mythology through Natural History.”
[394] “History of Magic,” vol. ii.
[395] B. Jowett, M. A.: “The Dialogues of Plato,” vol. ii., p. 508.
[396] “Conflict between Religion and Science,” p. 240.
[397] “Plutarch,” translated by Langhorne.
[398] Some kabalistic scholars assert that the Greek original
Pythagoric sentences of Sextus, which are now said to be lost,
existed still, in a convent at Florence, at that time, and that Galileo
was acquainted with these writings. They add, moreover, that a
treatise on astronomy, a manuscript by Archytas, a direct disciple
of Pythagoras, in which were noted all the most important
doctrines of their school, was in the possession of Galileo. Had
some Ruffinas got hold of it, he would no doubt have perverted it,
as Presbyter Ruffinas has perverted the above-mentioned
sentences of Sextus, replacing them with a fraudulent version, the
authorship of which he sought to ascribe to a certain Bishop
Sextus. See Taylor’s Introduction to Iamblichus’ “Life of
Pythagoras,” p. xvii.
[399] Jowett: Introduction to the “Timæus,” vol. ii., p. 508.
[400] Ibid.
[403] “Egypt’s Place in Universal History,” vol. v., p. 88.
[404] W. R. Grove: “Preface to the Correlation of Physical
Forces.”
[405] “Timæus,” p. 22.
[406] Beginning with Godfrey Higgins and ending with Max
Müller, every archæologist and philologist who has fairly and
seriously studied the old religions, has perceived that taken
literally they could only lead them on a false track. Dr. Lardner
disfigured and misrepresented the old doctrines—whether
unwittingly or otherwise—in the grossest manner. The pravritti, or
the existence of nature when alive, in activity, and the nirvritti, or
the rest, the state of non-living, is the Buddhistic esoteric doctrine.
The “pure nothing,” or non-existence, if translated according to
the esoteric sense, would mean the “pure spirit,” the nameless or
something our intellect is unable to grasp, hence nothing. But we
will speak of it further.
[407] This is the exact opposite of the modern theory of
evolution.
[408] Ficinus: See “Excerpta” and “Dissertation on Magic;”
Taylor: “Plato,” vol. i., p. 63.
[409] “Modern American Spiritualism,” p. 119.
[410] The full and correct name of this learned Society is—“The
American Association for the Advancement of Science.” It is,
however, often called for brevity’s sake, “The American Scientific
Association.”
[411] See Taylor’s translation of “Select Works of Plotinus,” p.
553, etc.
[412] Iamblichus: “De Vita Pythag.,” additional notes (Taylor).
[413] “The National Quarterly Review,” Dec., 1875.
[414] Ibid., p. 94.
[415] “Force and Matter,” p. 151.
[416] Burnouf: “Introduction,” p. 118.
[417] “The National Quarterly Review,” Dec., 1875, p. 96.
[418] “De Anima,” lib. i., cap. 3.
[419] De Maistre: “Soirées de St. Petersburg.”
[420] We need not go so far back as that to assure ourselves
that many great men believed the same. Kepler, the eminent
astronomer, fully credited the idea that the stars and all heavenly
bodies, even our earth, are endowed with living and thinking
souls.
[421] We are not aware that a copy of this ancient work is
embraced in the catalogue of any European library; but it is one of
the “Books of Hermes,” and it is referred to and quotations are
made from it in the works of a number of ancient and mediæval
philosophical authors. Among these authorities are Arnoldo di
Villanova’s “Rosarium philosoph.;” Francesco Arnolphim’s
“Lucensis opus de lapide,” Hermes Trismegistus’ “Tractatus de
transmutatione metallorum,” “Tabula smaragdina,” and above all
in the treatise of Raymond Lulli, “Ab angelis opus divinum de
quinta essentia.”
[422] Quicksilver.
[423] “Hermes,” iv. 6. Spirit here denotes the Deity—Pneuma, ὁ
θέος.
[424] “Magia Adamica,” p. 11.
[425] The ignorance of the ancients of the earth’s sphericity is
assumed without warrant. What proof have we of the fact? It was
only the literati who exhibited such an ignorance. Even so early
as the time of Pythagoras, the Pagans taught it, Plutarch testifies
to it, and Socrates died for it. Besides, as we have stated
repeatedly, all knowledge was concentrated in the sanctuaries of
the temples from whence it very rarely spread itself among the
uninitiated. If the sages and priests of the remotest antiquity were
not aware of this astronomical truth, how is it that they
represented Kneph, the spirit of the first hour, with an egg placed
on his lips, the egg signifying our globe, to which he imparts life
by his breath. Moreover, if, owing to the difficulty of consulting the
Chaldean “Book of Numbers,” our critics should demand the
citation of other authorities, we can refer them to Diogenes
Laertius, who credits Manetho with having taught that the earth
was in the shape of a ball. Besides, the same author, quoting
most probably from the “Compendium of Natural Philosophy,”
gives the following statements of the Egyptian doctrine: “The
beginning is matter Αρχῆν μὲν εῖναι ὕλην,ἴλλεσθα and from it the
four elements separated.... The true form of God is unknown; but
the world had a beginning and is therefore perishable.... The
moon is eclipsed when it crosses the shadow of the earth”
(Diogenes Laertius: “Proœin,” §§ 10, 11). Besides, Pythagoras is
credited with having taught that the earth was round, that it
rotated, and was but a planet like any other of these celestial
bodies. (See Fenelon’s “Lives of the Philosophers.”) In the latest
of Plato’s translations (“The Dialogues of Plato,” by Professor
Jowett), the author, in his introduction to “Timæus,”
notwithstanding “an unfortunate doubt” which arises in
consequence of the word ἵλλεσθαι capable of being translated
either “circling” or “compacted,” feels inclined to credit Plato with
having been familiar with the rotation of the earth. Plato’s doctrine
is expressed in the following words: “The earth which is our nurse
(compacted or) circling around the pole which is extended
through the universe.” But if we are to believe Proclus and
Simplicius, Aristotle understood this word in “Timæus” “to mean
circling or revolving” (De Cœlo), and Mr. Jowett himself further
admits that “Aristotle attributed to Plato the doctrine of the rotation
of the earth.” (See vol. ii. of “Dial. of Plato.” Introduction to
“Timæus,” pp. 501-2.) It would have been extraordinary, to say
the least, that Plato, who was such an admirer of Pythagoras and
who certainly must have had, as an initiate, access to the most
secret doctrines of the great Samian, should be ignorant of such
an elementary astronomical truth.
[426] “Wisdom of Solomon,” xi. 17.
[427] Eugenius Philalethes: “Magia Adamica.”
[428] Hargrave Jennings: “The Rosicrucians.”
[429] “Timæus.”
[430] “Our Place among Infinities,” p. 313.
[431] Ibid.
[432] Ibid., p. 314.
[433] The library of a relative of the writer contains a copy of a
French edition of this unique work. The prophecies are given in
the old French language, and are very difficult for the student of
modern French to decipher. We give, therefore, an English
version, which is said to be taken from a book in the possession
of a gentleman in Somersetshire, England.
[434] See Rawlinson, vol. xvii., pp. 30-32, Revised edition.
[435] Jowett: Introduction to “Timæus,” “Dial. of Plato,” vol. i., p.
509.
[436] N. B.—He lived in the first century b. c.
[437] Stobæus: “Eclogues.”
[438] Kieser: “Archiv.,” vol. iv., p. 62. In fact, many of the old
symbols were mere puns on names.
[439] See “Rig-Vedas,” the Aitareya-Brahmanan.
[440] Brahma is also called by the Hindu Brahmans
Hiranyagarbha or the unit soul, while Amrita is the supreme soul,
the first cause which emanated from itself the creative Brahma.
[441] Marbod: “Liber lapid. ed Beekmann.”
[442] “The Sun and the Earth,” Lecture by Prof. Balfour
Stewart.
[443] “La Loi Naturelle,” par Volney.
[444] “Diction. Philosophique,” Art. “Philosophie.”
[445] “Boston Lecture,” December, 1875.
[446] Weber: “Ind. Stud.,” i. 290.
[447] Wilson: “Rig-Veda Sanhita,” ii. 143.
[448] “Duncker,” vol. ii., p. 162.
[449] “Wultke,” ii. 262.
[450] Daniel vii. 9, 10.
[451] Book of Enoch, xiv. 7, ff.
[452] This proposition, which will be branded as preposterous,
but which we are ready to show, on the authority of Plato (see
Jowett’s Introd. to “the Timæus;” last page), as a Pythagorean
doctrine, together with that other of the sun being but the lens
through which the light passes, is strangely corroborated at the
present day, by the observations of General Pleasonton of
Philadelphia. This experimentalist boldly comes out as a
revolutionist of modern science, and calls Newton’s centripetal
and centrifugal forces, and the law of gravitation, “fallacies.” He
fearlessly maintains his ground against the Tyndalls and Huxleys
of the day. We are glad to find such a learned defender of one of
the oldest (and hitherto treated as the most absurd) of hermetic
hallucinations (?) (See General Pleasonton’s book, “The Influence
of the Blue Ray of the Sunlight, and of the Blue Color of the Sky,
in developing Animal and Vegetable Life,” addressed to the
Philadelphia Society for Promoting Agriculture.)
[453] In no country were the true esoteric doctrines trusted to
writing. The Hindu Brahma Maia, was passed from one
generation to another by oral tradition. The Kabala was never
written; and Moses intrusted it orally but to his elect. The primitive
pure Oriental gnosticism was completely corrupted and degraded
by the different subsequent sects. Philo, in the “de Sacrificiis Abeli
et Caini,” states that there is a mystery not to be revealed to the
uninitiated. Plato is silent on many things, and his disciples refer
to this fact constantly. Any one who has studied, even
superficially, these philosophers, on reading the institutes of
Manu, will clearly perceive that they all drew from the same
source. “This universe,” says Manu, “existed only in the first
divine idea, yet unexpanded, as if involved in darkness,
imperceptible, indefinable, undiscoverable by reason, and
undiscovered by revelation, as if it were wholly immersed in
sleep; then the sole self-existing Power himself undiscerned,
appeared with undiminished glory, expanding his idea, or
dispelling the gloom.” Thus speaks the first code of Buddhism.
Plato’s idea is the Will, or Logos, the deity which manifests itself.
It is the Eternal Light from which proceeds, as an emanation, the
visible and material light.
[454] It appears that in descending from Mont Blanc, Tyndall
suffered severely from the heat, though he was knee-deep in the
snow at the time. The Professor attributed this to the burning rays
of the sun, but Pleasonton maintains that if the rays of the sun
had been so intense as described, they would have melted the
snow, which they did not; he concludes that the heat from which
the Professor suffered came from his own body, and was due to
the electrical action of sunlight upon his dark woolen clothes,
which had become electrified positively by the heat of his body.
The cold, dry ether of planetary space and the upper atmosphere
of the earth became negatively electrified, and falling upon his
warm body and clothes, positively electrified, evolved an
increased heat (see “The Influence of the Blue Ray,” etc., pp. 39,
40, 41, etc.).
[455] The most curious of all “curious coincidences,” to our
mind is, that our men of science should put aside facts, striking
enough to cause them to use such an expression when speaking
of them, instead of setting to work to give us a philosophical
explanation of the same.
[456] See Charles Elam, M.D.: “A Physician’s Problems,”
London, 1869, p. 159.
[457] Jowett: “Timæus.”
[458] Ibid.
[459] According to General Pleasonton’s theory of positive and
negative electricity underlying every psychological, physiological,
and cosmic phenomena, the abuse of alcoholic stimulants
transforms a man into a woman and vice versa, by changing their
electricities. “When this change in the condition of his electricity
has occurred,” says the author, “his attributes (those of a
drunkard) become feminine; he is irritable, irrational, excitable ...
becomes violent, and if he meets his wife, whose normal
condition of electricity is like his present condition, positive, they
repel each other, become mutually abusive, engage in conflict
and deadly strife, and the newspapers of the next day announce
the verdict of the coroner’s jury on the case.... Who would expect
to find the discovery of the moving cause of all these terrible
crimes in the perspiration of the criminal? and yet science has
shown that the metamorphoses of a man into a woman, by
changing the negative condition of his electricity into the positive
electricity of the woman, with all its attributes, is disclosed by the
character of his perspiration, superinduced by the use of alcoholic
stimulants” (“The Influence of the Blue Ray,” p 119).
[460] Plato: “Timæus.”
[461] Littré: “Revue des Deux Mondes.”
[462] See des Mousseaux’s “Œuvres des Demons.”
[463] Du Potet: “Magie Devoilée,” pp. 51-147.
[464] Ibid., p. 201.
[465] Baron Du Potet: “Cours de Magnetisme,” pp. 17-108.
[466] “De Occulto Philosophiâ,” pp. 332-358.
[467] Cicero: “De Natura Deorum,” lib. i., cap. xviii.
[468] Eliphas Levi.
[469] “Timæus.” Such like expressions made Professor Jowett
state in his Introduction that Plato taught the attraction of similar
bodies to similar. But such an assertion would amount to denying
the great philosopher even a rudimentary knowledge of the laws
of magnetic poles.
[470] Alfred Marshall Mayer, Ph.D.: “The Earth a Great
Magnet,” a lecture delivered before the Yale Scientific Club, Feb.
14, 1872.
[471] “Strange Story.”
[472] See Taylor’s “Pausanias;” MS. “Treatise on Dæmons,” by
Psellus, and the “Treatise on the Eleusinian and Bacchic
Mysteries.”
[473] Iamblichus: “De Vita Pythag.”
[474] “Anacalypsis,” vol. i., p. 807.
[475] Iamblichus: “Life of Pythagoras,” p. 297.
[476] Bulwer-Lytton: “Zanoni.”
[477] Cory: “Phædrus,” i. 328.
[478] This assertion is clearly corroborated by Plato himself,
who says: “You say that, in my former discourse, I have not
sufficiently explained to you the nature of the First, I purposely
spoke enigmatically, that in case the tablet should have happened
with any accident, either by land or sea, a person, without some
previous knowledge of the subject, might not be able to
understand its contents” (“Plato,” Ep. ii., p. 312; Cory: “Ancient
Fragments”).
[479] “Josephus against Apion,” ii., p. 1079.
[480] See chapter ix., p.
[481] “Illusion; matter in its triple manifestation in the earthly,
and the astral or fontal soul, or the body, and the Platonian dual
soul, the rational and the irrational one,” see next chapter.
[482] “Perfection of Wisdom.”
[483] Porphyry gives the credit to Plotinus his master, of having
been united with “God” six times during his life, and complains of
having attained to it but twice, himself.
[484] Orpheus is said to have ascribed to the grand cycle
120,000 years of duration, and Cassandrus 136,000. See
Censorinus: “de Natal. Die;” “Chronological and Astronomical
Fragments.”
[485] W. and E. Denton; “The Soul of Things,” vol. i.
[486] See the “Cosmogony of Pherecydes.”
[487] See a few pages further on the quotation from the “Codex
of the Nazarenes.”
[488] See Plato’s “Timæus.”
[489] On the authority of Irenæus, Justin Martyr, and the
“Codex” itself, Dunlap shows that the Nazarenes treated their
“spirit,” or rather soul, as a female and Evil Power. Irenæus,
accusing the Gnostics of heresy, calls Christ and the Holy Ghost
“the gnostic pair that produce the Æons” (Dunlap: “Sod, the Son
of the Man,” p. 52, foot-note).
[490] Fetahil was with the Nazarenes the king of light, and the
Creator; but in this instance he is the unlucky Prometheus, who
fails to get hold of the Living Fire, necessary for the formation of
the divine soul, as he is ignorant of the secret name (the ineffable
or incommunicable name of the kabalists).
[491] The spirit of matter and concupiscence.
[492] See Franck’s “Codex Nazaræus” and Dunlap’s “Sod, the
Son of the Man.”
[493] “Codex Nazaræus,” ii. 233.
[494] This Mano of the Nazarenes strangely resembles the
Hindu Manu, the heavenly man of the “Rig-Vedas.”
[495] “I am the true vine and my Father is the husbandman”
(John xv. 1).
[496] With the Gnostics, Christ, as well as Michael, who is
identical in some respects with him, was the “Chief of the Æons.”
[497] “Codex Nazaræus,” i. 135.
[498] Ibid.
[499] “Codex Nazaræus,” iii. 61.
[500] The Astral Light, or anima mundi, is dual and bi-sexual.
The male part of it is purely divine and spiritual; it is the Wisdom;
while the female portion (the spiritus of the Nazarenes) is tainted,
in one sense, with matter, and therefore is evil already. It is the
life-principle of every living creature, and furnishes the astral soul,
the fluidic perisprit to men, animals, fowls of the air, and
everything living. Animals have only the germ of the highest
immortal soul as a third principle. It will develop but through a
series of countless evolutions; the doctrine of which evolution is
contained in the kabalistic axiom: “A stone becomes a plant; a
plant a beast; a beast a man; a man a spirit; and the spirit a god.”
[501] See Commentary on “Idra Suta,” by Rabbi Eleashar.
[502] Sod means a religious Mystery. Cicero mentions the sod,
as constituting a portion of the Idean Mysteries. “The members of
the Priest-Colleges were called Sodales,” says Dunlap, quoting
Freund’s “Latin Lexicon,” iv. 448.
[503] The author of the “Sohar,” the great kabalistic work of the
first century b.c.
[504] See Abbé Huc’s works.
[505] “The Sohar,” iii. 288; “Idra Suta.”
[506] Everard: “Mystères Physiologiques,” p. 132.
[507] See Plato’s “Timæus.”
[508] “Supernatural Religion; an Inquiry into the Reality of
Divine Revelation,” vol. ii. London, 1875.
[509] See “Heavenly Arcana.”
[510] Burges: Preface.
[511] “Seventh Letter.”
[512] “The True Christian Religion.”
[513] E. A. Hitchcock: “Swedenborg, a Hermetic Philosopher.”
[514] “Ripley Revived,” 1678.
[515] “Mosaicall Philosophy,” p. 173. 1659.
[516] “Correlation of Vital with Chemical and Physical Forces,”
by J. Le Conte.
[517] “Archives des Sciences,” vol. xlv., p. 345. December,
1872.
[518] Aristotle: “De Generat. et Corrupt.,” lib. ii.
[519] “De Part.,” an. lib. i., c. 1.
[520] A Pythagorean oath. The Pythagoreans swore by their
master.
[521] See Lemprière: “Classical Dictionary.”
[522] Psel. in Alieb: “Chaldean Oracles.”
[523] Proc. in 1 “Alieb.”
[524] From the Latin word mensa—table. This curious letter is
copied in full in “La Science des Esprits,” by Eliphas Levi.
[525] The Sulanuth is described in chap. lxxx., vers. 19, 20, of
“Jasher.”
[526] “And when the Egyptians hid themselves on account of
the swarm” (one of the plagues alleged to have been brought on
by Moses) “ ... they locked their doors after them, and God
ordered the Sulanuth ...” (a sea-monster, naively explains the
translator, in a foot-note) “which was then in the sea, to come up
and go into Egypt ... and she had long arms, ten cubits in length
... and she went upon the roofs and uncovered the rafting and cut
them ... and stretched forth her arm into the house and removed
the lock and the bolt and opened the houses of Egypt ... and the
swarm of animals destroyed the Egyptians, and it grieved them
exceedingly.”
[527] “Strom,” vi., 17, § 159.
[528] Ibid., vi., 3, § 30.
[529] “Gorgias.”
[530] “Timæus.”
[531] Cory: “Phædro,” i. 69.
[532] Ibid., i. 123.
[533] Cory: “Phædras;” Cory’s “Plato,” 325.
[534] See “The Unseen Universe,” pp. 205, 206.
[535] See Bulwer-Lytton: “Strange Story,” p. 76. We do not
know where in literature can be found a more vivid and beautiful
description of this difference between the life-principle of man and
that of animals, than in the passages herein briefly alluded to.
[536] A. R. Wallace: “The Action of Natural Selection on Man.”
[537] W. Denton: “The Soul of Things,” p. 273.
[538] “Herodotus,” b. i., c. 181.
[539] “Anthropology,” p. 125.
[540] “Of Sacrifices to Gods and Dæmons,” chap. ii.
[541] “Odyssey,” book vii.
[542] Porphyry: “Of Sacrifices to Gods and Dæmons,” chap. ii.
[543] Ibid.
[544] Iamblichus: “De Mysteriis Egyptorum.”
[545] Ibid.: “On the Difference between the Dæmons, the Souls,
etc.”
[546] Du Potet: “La Magie Devoilée.”
[547] We wonder if Father Felix is prepared to include St.
Augustine, Lactantius, and Bede in this category?
[548] For instance, Copernicus, Bruno, and Galileo? For further
particulars see the “Index Expurgatorius.” Verily, wise are such
popular sayings, as that, “Boldness carries off cities at one shout.”
[549] This statement, neither Herbert Spencer nor Huxley will
be likely to traverse. But Father Felix seems insensible of his own

Full Download Mastering The National Counselor Examination and Preparation File PDF All Chapter On 2024

Uploaded by

Copyright:

Available Formats

Full Download Mastering The National Counselor Examination and Preparation File PDF All Chapter On 2024

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Full Download Mastering The National Counselor Examination and Preparation File PDF All Chapter On 2024

Uploaded by

Copyright:

Available Formats

Mastering the National Counselor

Examination and Preparation

Handbook of Counselor Preparation: Constructivist,

Nurse Practitioner Certification Examination and

National Registry Paramedic Examination Strategies,

NCMHCE Study Guide 2018: Exam Prep and Practice

The Essential School Counselor in a Changing Society

Becoming an Addictions Counselor 4th Edition – Ebook

School Counselor Consultation: Skills for Working

Preparation for the GED test Third Edition Dausses

Introduction 1 CHAPTER 8 Research and Program

CHAPTER 5 Helping Relationships 124 CPCE Sample Test—Form B 305

Introduction 1 1.3.4 American Mental Health Counselors

1.4.4 Legal Issues in Counseling 27 2.4.3 Sexual Identity Development 46

3.10.9 Self-Care Strategies 92 4.5 Special Focus Career Theories 107

7.7.3 Schizophrenia Spectrum and Other 8.2.5 Experimental and Control

1.1 INTRODUCTION TO PROFESSIONAL ORIENTATION AND ETHICAL

[380] ”Sulphur. Alum ust. a ℥ iv.; sublime them into flowers to ℥

You might also like