This test covers Day 1 of TF-CBT Training
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