Day 1: Tf-CBT Intro And Psychoeducation

TF-CBT is appropriate for a wide range of traumatic events

TF-CBT can typically handle even extreme behavioral problems

Both parents and children have individual therapy sessions

The UCLA-PTSD index is used to assess children

True

False

Help has finally arrived and they will do whatever they can to feel better

They are often wary about the therapist and it is expected that they may be resistant

They will listen to what their parents say about the benefits of treatment

The therapist is a neutral figure who should be trusted

True

False

It is important to follow the same timing and sequence of psychoeducation with every child

It validates a child's feelings

It can answer questions they have been afraid to ask

It should be geared to the level of the child's cognitive capabilities

True

False

Automatic thoughts that authority figures are malignent

Psychotic thought processes

Emotion dsyregulation

Behavioral avoidance

True

False

Providing reassurance that things will be okay

Helping a child question the evidence

Psychoeducation that provides corrective information about trauma related issues

Guided discovery and psychoeducation

True

False

The non-offending parent benefits from stress management and self-care skills

Parents are better able to manage their own emotional distress regarding their child's trauma and improve their communication and parenting skills

Children get substantially more therapy time than parents in TF-CBT

Parent sessions generally are parallel to child sessions

Gradual exposure to the images of traumatic events

Talking with the abuser to overcome their fear

The therapist to develop a hierarchy from less to more severe trauma reminders in the child's environment

The child write down everything about the trauma as quickly as possible

Helping a child and parent understand the mutual influences of thoughts, behaviors, and feelings

Reframing cognitive distortions

Diverting attention away from painful thoughts

Focusing on the past trauma and talking about it to promote cartharsis

Discontinue exposure interventions because they are likely not to work

Consider that the pace and order of TF-CBT interventions may need to be modified

Consider that this reaction is temporary and resume exposure fully in next session

This reflects the phenomenon of getting worse before feeling better

Show improved interpersonal trust and social competence

No longer have any fear of the trauma

Show capacity to cope with reminders of the trauma despite experiencing some anxiety and fear

Decrease the frequency and intensity of intrusive thoughts

It is important to view parents always as willing participants in the TF-CBT treatment

It is important to identify the difference between parental involvement in TF-CBT and the need for an additional referral for individual therapy to address the parent's own mental health needs

Parental involvement in TF-CBT should be sufficient to address their individual mental health needs that may impact treatment with the child

When parents are effective at self-care it is almost always the case that this carries over to their children

The therapist should determine when the time is right

It is better to wait before naming the trauma as it help child and caretaker establish a safe, therapeutic alliance with the therapist

Naming trauma early in the therapy process benefits both child and caretaker as it helps build a solid foundation for psychoeducation and understanding the trauma work of TF-CBT

TF-CBT has no clear statement in protocol when to name the trauma and discuss with child and caretaker

It is important that children focus heavily on accurate cognitions even if they are unhelpful

Irrational beliefs about adults are common

Children have a fundamental sense of betrayal of the social contract

Accurate but unhelpful cognitions can be identified but not given particular focus

Certain co-morbid conditions should be excluded

The therapist uses clinical judgment to include other behavioral symptoms (e.g,, encopresis/ enuresis, hoarding) that may be relevant for the case formulation

Only symptoms directly related to trauma should be included in case formulation

Co-morbid diagnoses just confuse the situation

Avoidance is one of the most prevalent mal-adaptive behavioral coping skills for trauma and anxiety

Avoidance can be an effective coping skill to manage trauma symptoms

Children may have difficulty accepting that avoidance can be more harmful than helpful to their well-being

All of the above

Emphasized early in treatment but not later

A key component of the early stage of treatment and utilized over the course of treatment

Of only minor importance

Not considered "therapy," only information