Tf-CBT: Day 2 Parts 1 And 2

20 Questions | Total Attempts: 182

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Tf-CBT: Day 2 Parts 1 And 2

Stress Management/ Affect Regulation


Questions and Answers
  • 1. 
    The mnemonic "PRACTICE" is to help remember the key principles for TF-CBT. Which answer is NOT correct
    • A. 

      In vivo desensitization

    • B. 

      Trauma narrative

    • C. 

      Cognitive correction

    • D. 

      Psychoeducation and Parenting Skills

  • 2. 
    Controlled breathing is designed to teach children how to manage their physical symptoms when they have distressing thoughts and feel anxious in their body.
    • A. 

      True

    • B. 

      False

  • 3. 
    Controlled breathing and relaxation techniques can actually make children more anxious at times when they are learning the skill. If they get too anxious initially they may be reluctant to learn the skill.
    • A. 

      True

    • B. 

      False

  • 4. 
    The most effective way to teach controlled breathing and relaxation to children is:
    • A. 

      Start with making them anxious and then show them that controlled breathing will be helpful

    • B. 

      Have them practice when they are calm and can concentrate on the skill

    • C. 

      Encourage them to practice as much as possible, whenever they want

    • D. 

      It is best for them to practice only two or three times per week

  • 5. 
    A child will understand relaxation intuitively and therefore will not need to practice.
    • A. 

      True

    • B. 

      False

  • 6. 
    The goals of controlled breathing include all the of the following except:
    • A. 

      Reduce tension in the body

    • B. 

      Children learn that they can control some of their body's automatic functions

    • C. 

      By concentrating on breathing patterns they can distract themselves from unpleasant thoughts and images

    • D. 

      Eliminate tension and anxiety so it does not return

  • 7. 
    All are true about controlled breathing except: 
    • A. 

      It is best to learn and practice when a child is calm

    • B. 

      Lying down or sitting back in a chair may make them feel vulnerable and anxious because it reminds them of an abuse situation

    • C. 

      Children cannot learn controlled breathing effectively unless they are anxious when learning the skill

    • D. 

      Practicing controlled breathing may increase anxiety

  • 8. 
    What is an effective method to involve a parent in a child mastering the skill of controlled breathing?
    • A. 

      Prompt the parent to teach controlled breathing to their child

    • B. 

      A child should be invited to teach the skill of controlled breathing to the parent

    • C. 

      It is best to teach controlled breathing to parent and child separately

    • D. 

      The child should have full control of practicing and monitoring progress with controlled breathing

  • 9. 
    When teaching relaxation: 
    • A. 

      It is important focus only on tensing and relaxing one muscle group at a time

    • B. 

      Children can do PMR method of tensing and relaxing one muscle group at a time, or they can tense and relax their entire body at once, whichever they prefer.

    • C. 

      It is advised that children are anxious and upset to maximize impact

    • D. 

      Children must always be lying down

  • 10. 
    Thought stopping is used to completely eliminate disturbing or intrusive thoughts
    • A. 

      True

    • B. 

      False

  • 11. 
    Thought stopping is a skill designed to do all of the following except: 
    • A. 

      Make unwanted thoughts go away and so they don't come back

    • B. 

      Provides child with sense of control over thoughts

    • C. 

      Is a skill whereby a child can replace an unpleasant thought with a positive thought

    • D. 

      Help child see their patterns of negative thinking

  • 12. 
    Thought stopping is a distraction technique that helps a child manage intrusive thoughts rather than eliminate them entirely.
    • A. 

      True

    • B. 

      False

  • 13. 
    Teaching the skill of "feelings identification" should:
    • A. 

      Be taught after child and therapist develop a good rapport

    • B. 

      Occur in the first few sessions as part of process to establish positive therapeutic alliance

    • C. 

      Not be done if the child becomes uncomfortable talking about feelings

    • D. 

      Be directed by therapist specifically to the feelings related to the traumatic event (as opposed to talking about everyday situations)

  • 14. 
    When teaching the SUDS skill (Subjective Units of Distress) it is important to:
    • A. 

      Direct the child to focus on the presence or absence of a feeling

    • B. 

      Help the child learn how to rate the intensity of an emotion on a relative scale specific to their own experience

    • C. 

      Compare the child's emotional experience to other people

    • D. 

      Reassure the child that other people experience these feelings at the same intensity levels

  • 15. 
    All are true when teaching skills for affective modulation except:
    • A. 

      It is important to help children learn the difference between thoughts and feelings

    • B. 

      Children (and adults) have a tendency to view thoughts as feelings

    • C. 

      This is of minor importance in the larger scheme of TF-CBT

    • D. 

      Learning how to distinguish thoughts and feelings is also a foundation for later in the treatment when cognitive coping skills are taught

  • 16. 
    Practice and repetition are key essential for mastering the skills to identify emotions and SUDS
    • A. 

      True

    • B. 

      False

  • 17. 
    All support the rationale for using imaginary characters from books as a technique to discuss feelings except:
    • A. 

      It can create a safe starting point for children that can facilitate discussion of their own feelings

    • B. 

      Children may view it as silly and therefore imaginary characters should not be used

    • C. 

      It may make things fun for them and takes the edge off

    • D. 

      The therapist can direct the child away from painful emotions that create a barrier for discussing feelings

  • 18. 
    Affective expression and modulation are designed for processing traumatic events
    • A. 

      True

    • B. 

      False

  • 19. 
    During the early stage of TF-CBT, all are effective ways to help children identify their feelings except:
    • A. 

      Have child write down as many feelings as possible, or use worksheets with pictures of different facial emotions

    • B. 

      Play a game by writing emotions on pieces of paper, pick out of box and have child and therapist act out the emotion and the other person guesses the emotion

    • C. 

      Talk about the traumatic event in as much detail as possible and all the feelings associated with it

    • D. 

      The therapist is actively participates in the discussion of feelings so child can see therapist being comfortable when talking about a range of feelings

  • 20. 
    It is not important for a child to understand the benefits of being able to accurately identify emotions, only that they learn the skills to identify and manage their emotions
    • A. 

      True

    • B. 

      False

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