Was ist das eigentlich? Cyberrisiken verständlich erklärt

Es wird viel über Cyberrisiken gesprochen. Oftmals fehlt aber das grundsätzliche Verständnis, was Cyberrisiken überhaupt sind. Ohne diese zu verstehen, lässt sich aber auch kein Versicherungsschutz gestalten.

Beinahe alle Aktivitäten des täglichen Lebens können heute über das Internet abgewickelt werden. Online-Shopping und Online-Banking sind im Alltag angekommen. Diese Entwicklung trifft längst nicht nur auf Privatleute, sondern auch auf Firmen zu. Das Schlagwort Industrie 4.0 verheißt bereits eine zunehmende Vernetzung diverser geschäftlicher Vorgänge über das Internet.

Anbieter von Cyberversicherungen für kleinere und mittelständische Unternehmen (KMU) haben Versicherungen die Erfahrung gemacht, dass trotz dieser eindeutigen Entwicklung Cyberrisiken immer noch unterschätzt werden, da sie als etwas Abstraktes wahrgenommen werden. Für KMU kann dies ein gefährlicher Trugschluss sein, da gerade hier Cyberattacken existenzbedrohende Ausmaße annehmen können. So wird noch häufig gefragt, was Cyberrisiken eigentlich sind. Diese Frage ist mehr als verständlich, denn ohne (Cyber-)Risiken bestünde auch kein Bedarf für eine (Cyber-)Versicherung.

Wo erhalte ich vollständige Informationen über LCAC?

Nachfolgend finden Sie alle Details zu Übungstests, Dumps und aktuellen Fragen der LCAC: Licensed Chemical Addictions Counselor Prüfung.

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Counselor LCAC : Licensed Chemical Addictions Counselor exam Dumps

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Latest 2023 Updated Counselor Licensed Chemical Addictions Counselor Syllabus
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Exam Number : LCAC
Exam Name : Licensed Chemical Addictions Counselor
Vendor Name : Counselor
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LCAC exam Format | LCAC Course Contents | LCAC Course Outline | LCAC exam Syllabus | LCAC exam Objectives

Test Detail:
The LCAC (Licensed Chemical Addictions Counselor) examination is designed to assess the knowledge and skills of individuals seeking licensure as chemical addictions counselors. Below is a detailed description of the test, including the number of questions and time allocation, course outline, exam objectives, and exam syllabus.

Number of Questions and Time:
The exact number of questions and time allocation for the LCAC examination may vary depending on the specific licensing board or organization. Typically, the exam consists of multiple-choice questions. Candidates are given a specific time limit, usually ranging from 2 to 4 hours, to complete the exam.

Course Outline:
The LCAC certification course typically covers a wide range of subjects related to chemical addictions counseling. The course outline may include, but is not limited to, the following areas:

1. Introduction to Addiction Counseling:
- Understanding addiction and substance abuse.
- Models and theories of addiction.
- Roles and responsibilities of an addiction counselor.
- Ethical and legal considerations in addiction counseling.

2. Assessment and Diagnosis:
- Assessment tools and techniques for substance abuse evaluation.
- Diagnostic criteria for substance use disorders.
- Co-occurring disorders and dual diagnosis.

3. Treatment Planning and Interventions:
- Developing treatment plans based on client needs and goals.
- Evidence-based treatment approaches for substance abuse.
- Motivational interviewing techniques.
- Relapse prevention strategies.

4. Counseling Techniques and Skills:
- Individual counseling.
- Group counseling.
- Family counseling and involvement.
- Cultural competence in counseling.

5. Pharmacology and Medication-Assisted Treatment:
- Understanding pharmacology and its relevance to addiction counseling.
- Medication-assisted treatment options for substance use disorders.
- Benefits, risks, and limitations of medication-based approaches.

6. Professionalism and Self-Care:
- Ethical standards and guidelines for addiction counselors.
- Boundaries and professional relationships.
- Self-care strategies for counselors.

Exam Objectives:
The objectives of the LCAC exam are to evaluate the candidate's knowledge and competencies in the following areas:

1. Understanding addiction and substance abuse.
2. Conducting exams and making accurate diagnoses.
3. Developing effective treatment plans and interventions.
4. Applying counseling techniques and skills in addiction counseling.
5. Understanding the role of pharmacology and medication-assisted treatment.
6. Demonstrating professionalism, ethical standards, and self-care practices in counseling.

Exam Syllabus:
The specific exam syllabus for the LCAC certification may vary depending on the licensing board or organization providing the exam. It typically covers the following topics:

- Addiction and Substance Abuse
- Assessment and Diagnosis
- Treatment Planning and Interventions
- Counseling Techniques and Skills
- Pharmacology and Medication-Assisted Treatment
- Professionalism and Self-Care

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Counselor Counselor braindumps


Peer Counseling

Heather Do

Heather Do (she/her)

I am Heather Do (she/her), a senior majoring in health sciences at Drexel. I am pursuing genetic counseling as a future career. By becoming a Peer Counselor, I hope to help other students in need of a safe space and a listener to their emotions and thoughts in difficult times. My hobbies are cooking, crafting dollhouses, and gift planning.

Noelle Lilan

Noelle Lilan (she/her)

Hey! I'm Noelle Lilan, a first-year student majoring in environmental engineering. My pronouns are she/her. I am an international student from Kenya. I speak English and Kiswahili. I am really interested in nature and the environment in general. I enjoy taking long walks mostly along the Schuylkill River. I am a coffee and tea enthusiast. I became a Peer Counselor mostly to just offer support anyone who might need someone to just listen to them.

Natalie Dao

Natalie Dao (she/her)

Hello Everyone! I'm Natalie, my pronouns are she/her, and I'm a 3rd-year public health major from Philadelphia! I love hanging out in Philly's Chinatown and listening to music. I became a Peer Counselor because I believe that everyone deserves a space where they can talk and feel supported!

Olivia Henningsen

Olivia Henningsen (she/her)

My name is Olivia Henningsen (she/her) and I am a senior psychology major! I was born and raised in Philadelphia and being at Drexel has only made my love for the city grow. In my free time, I love to bake, read, and take long walks alone. Through this program, I hope to lend an ear to some of my peers that might need help and let them know that they're not alone and they've got an army behind them!

Maggie Thioresta

Maggie Thioresta (she/her)

As a senior psychology major and first-gen student, I'm happy to be a part of the Peer Counseling team to provide mental health support to the Drexel community. I joined with the mission of making everyone feel seen and included. Fun facts about me: I like watching cooking/baking videos on YouTube without the intention of attempting to make it. I know too much about how to make croissants without ever making it. Maybe when I graduate!

Minh Trinh

Minh Trinh (he/him/his)

Hiyaa! I'm Minh Trinh, an international Drexel first-year student from Vietnam, majoring in economics and data science. In my leisure time, I enjoy watching YouTube video essays, listening to music, and taking care of my plant babies! As a student, I have noticed how mental health and wellness have long been overlooked, even disregarded, by generations of people around the globe. As Drexel's Peer Counselor, I am more than ready to empower campus understanding of mental well-being by connecting, sharing, and listening.

Selena Tran

Selena Tran (she/her)

I'm Selena Tran, a fourth-year student majoring in biology and minoring in music. Some of my interests include musical theater, painting, and creative makeup. I became a Peer Counselor because I believe mental health should be talked about more and I wants to encourage and help fellow students. My hopes for the program are to let students know about the resources available to them and to build community.

Tareek Mamman-Da

Tareek Mamman-Da

Hey! I’m Tareek Mamman-Da, a first-year student majoring in Business & Engineering. I am an international student from Nigeria. I speak English, Arabic, and Hausa. I am really into finance and business strategy and mental health. I am a huge football (soccer) fan and a 76ers fan. I became a peer counselor to be able to lend a listening ear to people because everyone’s voice needs to be heard.

Counselor Education and Supervision

The UW Ph.D. program in counselor education and supervision is targeted to students who already hold a master’s degree from a CACREP-accredited institution or equivalent and are seeking to become counselor educators and advanced practitioners. Students who do not come from CACREP school may have to take additional coursework.

Integrating theory and practice, this program will provide you with expertise and experience in counseling, supervision, teaching, leadership, advocacy, research and scholarship.

Counselor education and supervision Ph.D. graduates from UW go on to establish counseling practices and academic careers.

Questions? Speak with an advisor!

The counselor education and supervision Ph.D. program is a three-year program and only admits students every few years. They will be admitting fall of 2026. The application portal will not open again until spring of 2025. At that time, please apply for fall 2026. 

Admission Requirements

Domestic Students

  • GPA: 3.0
  • GRE: Not required
  • International Students

  • TOEFL: 80 minimum online score, 20 minimum score in each subset and the score must be from within the last 2 years, OR 
  • IELTS: 6.5 minimum overall score with 6 minimum in each subset. 
  • GRE: 151 minimum verbal and 153 minimum quantitative 
  • Other Requirements

  • Master of Arts or Master of Science Degree in Counseling
  • Visit their program's admission page for more information.

    Here is a sampling of courses you will take as a counselor education and supervision Ph.D. student at UW:

  • Play Therapy
  • Supervision Theory
  • Doctoral Practicum in Counselor Education
  • Doctoral Practicum in Supervision
  • Doctoral Seminar I: Professional Identity and Ethics
  • Doctoral Seminar II: Diversity and Social Change
  • Supervised Internship
  • View the full doctor of philosophy in counselor education and supervision curriculum.

    The UW Ph.D. in counselor education and supervision prepares you for a career in academia, readying you to teach the next generation of counselors and advance the discourse in their field.

    Counselor Education and Supervision Careers

    UW Ph.D. alumni in counselor education and supervision have worked in institutions such as:

  • Universiti Putra Malaysia
  • University of Northern Colorado
  • Bridgewater State University
  • Aquinas College
  • University of Wyoming
  • University of Wisconsin-Stout
  • Cathedral Home for Children
  • Lindsey Wilson College
  • Peak Wellness Center
  • Austin Peay State University
  • Counselor working with client

    As a doctoral student you will be expected to conduct systematic inquiry into the counseling field. Some accurate dissertation titles include:

  • “Exploration of the Relationship between a Counselor Preparation Program and a Collegiate Athletic Program”
  • “Get Out of Your Way: Educators’ Perceptions of the Self-Defeating Behaviors of High-Achieving Students During Senior Year of High School”
  • “Psychological and Personal Variables as Predictors of the Willingness of International Students to Seek Formal and Informal Counseling Help”
  • “Healthy Marital Relationships among Farming Couples: A Narrative Inquiry”
  • “Assessing the Methods of Identification, the Availability of School-based Support and the Perceived Barriers to Providing Support for Children of Substance Abusing Parents”
  • “Silent Voices in Session: A Narrative Inquiry of How Male Clients Who Identify as Gay Experience Counseling from Male Clients Who Identify as Straight”
  • The counselor education and supervision Ph.D. program at UW will provide you with the freedom and flexibility to pursue a unique path of intellectual inquiry while also making it possible for you to develop college-level teaching skills, acquire supervisory experience and hone new counseling skills.

    Here are some reasons to consider UW’s counselor education and supervision Ph.D. program:



    Acquire college-level teaching experience co-teaching with an undergraduate class with a UW counseling faculty member.


    The UW College of Education is nationally accredited by NCATE. The counselor programs are accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP).


    Work with professors who are researching play therapy, expressive arts in counseling, addiction, counselor development and underserved populations, childhood mental health, the development of ethnic identity in children and other important areas.



    Explore graduate assistantships, which provide stipends, opportunities to help faculty with research and college-level teaching experiences. Graduate assistants also help with the day-to-day functions of the counseling clinic.


    Wellspring Counseling Clinic

    Work in the College of Education’s Wellspring Counseling Clinic, which boasts the latest in digital technology and offers individual, group and couples counseling, play therapy and substance abuse evaluations. Doctoral students help with the day-to-day operations of the counseling clinic and supervise students working there. As a Ph.D. student, you will support master’s students working in the clinic as they complete their practicum hours.


    Explore graduate scholarships that are available through the UW College of Education that include:

    Arden White Student Excellence ScholarshipLyle L. Miller Counselor Education FellowshipRelaxation Foundation Donald R. Austin Student Scholarship Fund

    Travel Assistance

    Apply for funding to attend conferences. Both the School of Counseling, Leadership, Advocacy and Design and College of Education and Office of the Dean offer funding opportunities.

    Play Therapy

    Take part in the work of the Rocky Mountain Center of Play Therapy. As one of only a few approved centers for play therapy education, you can work towards becoming a Registered Play Therapist (RPT) or a School-Based Registered Play Therapist (SB-RPT) through the Association for Play Therapy.

    Biennial Play Therapy Conference

    Network with over 200 mental health professionals, school counselors, social workers, and early childhood teachers from around the world as you participate in intensive hands-on workshops from renowned experts during the UW hosted play therapy conference.


    Take part in doctoral practicums in counseling (100 clock hours/40 direct hours) and supervision. Enjoy the opportunity to complete your practica here on campus in the state-of-the-art UW WellSpring Counseling.


    Counselor in Residence

    The Counselor in Residence (CIR) program at UAB is a collaborative effort between Student Counseling Services (SCS) and Student Housing and Residence Life (SHRL) to increase access to mental health services by providing after-hours walk-in initial consultations with a clinical counselor. Intentionally placing a licensed clinical counselor within the residence hall is a proactive approach to decreasing barriers to mental health support and increasing the availability and ease of access to counseling services. 

    Blazers, Let's Talk! Drop-In Hours

    Monday to Friday 4:00-5:00 pm

    Blazers, Let's Talk! Drop-In Hours will resume Fall 2023 on September 5th. If you need assistance, please contact Student Counseling services at 205-934-5816 to schedule an appointment. On-campus residents can also use Peer Chats for peer-to-peer support. Learn more about Peer Chats here.

    **Blazers, Let’s Talk is for on-campus residents only**

    Blazers, Let's Talk

    This service is designed to engage residential students by providing after hours walk-in initial consultations with the Counselor in Residence to discuss concerns and needs to allow for brief exam and discussion of recommendations for services to best meet identified needs and concerns.

    Blazers, Let's Talk! Drop-In Hours

    Blazers, Let's Talk! Drop-In Hours will resume Fall 2023 on September 5th. If you need assistance, please contact Student Counseling services at 205-934-5816 to schedule an appointment. On-campus residents can also use Peer Chats for peer-to-peer support. Learn more about Peer Chats here.

    How it works: Blazers, Let's Talk is for on-campus residents only. Residents can access Blazers, Let's Talk by going to Camp Hall room 105. Residents will be seen individually on a first-come, first-served basis. Wait times may vary as Blazers, Let's Talk drop-in sessions can last between 15 - 20 minutes.

    For more about Let's Talk, read about its development HERE.

    Counselor in Residence Maya Bailey, M.A.,LPC Counselor in Residence Skyler Yasenchack, ALC, NCC Purpose

    The purpose of the CIR program is to support the academic and personal growth of residential students through the provision of on-site and easily accessible mental health services, including direct service delivery (short-term counseling) and consultation services to Residence Life staff. The CIR program aims to:

  • Increase access to mental health services by placing a licensed clinical counselor within the residence halls during after-hours.
  • Increase appropriate referrals to mental health support services.
  • Provide consultation services assist in addressing student concerns before it escalates to a crisis concern.
  • Services

    Services provided by the CIR program will span four broad domains:

  • Counseling (walk-in, single session, brief counseling, group)
  • Consultation (including Student Housing &anp; Residence Life staff)
  • Outreach (Resiliency, Self-care, Suicide Prevention, etc.)
  • Emergency intervention and Crisis Care
  • Workshops

    Join UAB Student Counseling Services virtual workshop series Surviving to Thriving as they transition from a place of surviving to thriving in college.

    Dates & Topics:
  • Goal Setting & Time Management 09/25 from 5-6 pm
  • Stress Management 10/23 from 5-6 pm
  • Journaling & Mindfulness 11/13 from 5-6 pm
  • zoom link


    Come join Student Counseling Services to learn and connect with your peers, exploring common challenges when entering college:

    Dates & Topics:
  • September 19 5:15-6:45Step 1: Finding Your People Talk about fears you may have about finding your tribe on campus and learn tips on building community in a new environment.
  • October 10 5:15-6:45Step 2: Creating a Self-care Plan. Discuss what self-care means to you and learn tips on implementing a sustainable self-care plan!
  • November 7 5:15-6:45Step 3: Making SMART goals Discover your "Why," and learn how to create Specific, Measurable, Attainable, Realistic, and Timestamped goals.
  • Nov 28 5:15-6:45Step 4: Showing up for Yourself Decompress with your peers from the semester and learn how to stay motivated throughout stressful times.
  • zoom link


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    Warum sind Cyberrisiken so schwer greifbar?

    Als mehr oder weniger neuartiges Phänomen stellen Cyberrisiken Unternehmen und Versicherer vor besondere Herausforderungen. Nicht nur die neuen Schadenszenarien sind abstrakter oder noch nicht bekannt. Häufig sind immaterielle Werte durch Cyberrisiken in Gefahr. Diese wertvollen Vermögensgegenstände sind schwer bewertbar.

    Obwohl die Gefahr durchaus wahrgenommen wird, unterschätzen viele Firmen ihr eigenes Risiko. Dies liegt unter anderem auch an den Veröffentlichungen zu Cyberrisiken. In der Presse finden sich unzählige Berichte von Cyberattacken auf namhafte und große Unternehmen. Den Weg in die Presse finden eben nur die spektakulären Fälle. Die dort genannten Schadenszenarien werden dann für das eigene Unternehmen als unrealistisch eingestuft. Die für die KMU nicht minder gefährlichen Cyber­attacken werden nur selten publiziert.

    Aufgrund der fehlenden öffentlichen Meldungen von Sicherheitsvorfällen an Sicherheitsbehörden und wegen der fehlenden Presseberichte fällt es schwer, Fakten und Zahlen zur Risikolage zu erheben. Aber ohne diese Grundlage fällt es schwer, in entsprechende Sicherheitsmaßnahmen zu investieren.

    Erklärungsleitfaden anhand eines Ursache-Wirkungs-Modells

    Häufig nähert man sich dem Thema Cyberrisiko anlass- oder eventbezogen, also wenn sich neue Schaden­szenarien wie die weltweite WannaCry-Attacke entwickeln. Häufig wird auch akteursgebunden beleuchtet, wer Angreifer oder Opfer sein kann. Dadurch begrenzt man sich bei dem Thema häufig zu sehr nur auf die Cyberkriminalität. Um dem Thema Cyberrisiko jedoch gerecht zu werden, müssen auch weitere Ursachen hinzugezogen werden.

    Mit einer Kategorisierung kann das Thema ganzheitlich und nachvollziehbar strukturiert werden. Ebenso hilft eine solche Kategorisierung dabei, eine Abgrenzung vorzunehmen, für welche Gefahren Versicherungsschutz über eine etwaige Cyberversicherung besteht und für welche nicht.

    Die Ursachen sind dabei die Risiken, während finanzielle bzw. nicht finanzielle Verluste die Wirkungen sind. Cyberrisiken werden demnach in zwei Hauptursachen eingeteilt. Auf der einen Seite sind die nicht kriminellen Ursachen und auf der anderen Seite die kriminellen Ursachen zu nennen. Beide Ursachen können dabei in drei Untergruppen unterteilt werden.

    Nicht kriminelle Ursachen

    Höhere Gewalt

    Häufig hat man bei dem Thema Cyberrisiko nur die kriminellen Ursachen vor Augen. Aber auch höhere Gewalt kann zu einem empfindlichen Datenverlust führen oder zumindest die Verfügbarkeit von Daten einschränken, indem Rechenzentren durch Naturkatastrophen wie beispielsweise Überschwemmungen oder Erdbeben zerstört werden. Ebenso sind Stromausfälle denkbar.

    Menschliches Versagen/Fehlverhalten

    Als Cyberrisiken sind auch unbeabsichtigtes und menschliches Fehlverhalten denkbar. Hierunter könnte das versehentliche Veröffentlichen von sensiblen Informationen fallen. Möglich sind eine falsche Adressierung, Wahl einer falschen Faxnummer oder das Hochladen sensibler Daten auf einen öffentlichen Bereich der Homepage.

    Technisches Versagen

    Auch Hardwaredefekte können zu einem herben Datenverlust führen. Neben einem Überhitzen von Rechnern sind Kurzschlüsse in Systemtechnik oder sogenannte Headcrashes von Festplatten denkbare Szenarien.

    Kriminelle Ursachen


    Hackerangriffe oder Cyberattacken sind in der Regel die Szenarien, die die Presse dominieren. Häufig wird von spektakulären Datendiebstählen auf große Firmen oder von weltweiten Angriffen mit sogenannten Kryptotrojanern berichtet. Opfer kann am Ende aber jeder werden. Ziele, Methoden und auch das Interesse sind vielfältig. Neben dem finanziellen Interesse können Hackerangriffe auch zur Spionage oder Sabotage eingesetzt werden. Mögliche Hackermethoden sind unter anderem: Social Engineering, Trojaner, DoS-Attacken oder Viren.

    Physischer Angriff

    Die Zielsetzung eines physischen Angriffs ist ähnlich dem eines Hacker­angriffs. Dabei wird nicht auf die Tools eines Hackerangriffs zurückgegriffen, sondern durch das physische Eindringen in Unternehmensgebäude das Ziel erreicht. Häufig sind es Mitarbeiter, die vertrauliche Informationen stehlen, da sie bereits den notwendigen Zugang zu den Daten besitzen.


    Obwohl die Erpressung aufgrund der eingesetzten Methoden auch als Hacker­angriff gewertet werden könnte, ergibt eine Differenzierung Sinn. Erpressungsfälle durch Kryptotrojaner sind eines der häufigsten Schadenszenarien für kleinere und mittelständische Unternehmen. Außerdem sind auch Erpressungsfälle denkbar, bei denen sensible Daten gestohlen wurden und ein Lösegeld gefordert wird, damit sie nicht veröffentlicht oder weiterverkauft werden.

    Ihre Cyberversicherung sollte zumindet folgende Schäden abdecken:


    • Soforthilfe und Forensik-Kosten (Kosten der Ursachenermittlung, Benachrichtigungskosten und Callcenter-Leistung)
    • Krisenkommunikation / PR-Maßnahmen
    • Systemverbesserungen nach einer Cyber-Attacke
    • Aufwendungen vor Eintritt des Versicherungsfalls

    Cyber-Drittschäden (Haftpflicht):

    • Befriedigung oder Abwehr von Ansprüchen Dritter
    • Rechtswidrige elektronische Kommunikation
    • Ansprüche der E-Payment-Serviceprovider
    • Vertragsstrafe wegen der Verletzung von Geheimhaltungspflichten und Datenschutzvereinbarungen
    • Vertragliche Schadenersatzansprüche
    • Vertragliche Haftpflicht bei Datenverarbeitung durch Dritte
    • Rechtsverteidigungskosten


    • Betriebsunterbrechung
    • Betriebsunterbrechung durch Ausfall von Dienstleister (optional)
    • Mehrkosten
    • Wiederherstellung von Daten (auch Entfernen der Schadsoftware)
    • Cyber-Diebstahl: elektronischer Zahlungsverkehr, fehlerhafter Versand von Waren, Telefon-Mehrkosten/erhöhte Nutzungsentgelte
    • Cyber-Erpressung
    • Entschädigung mit Strafcharakter/Bußgeld
    • Ersatz-IT-Hardware
    • Cyber-Betrug