Day 3: Tf-CBT Cognitive Coping

20 Questions | By Ccocis | Updated: Oct 6, 2022 | Attempts: 211

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This quiz covers Day 3 of TF-CBT Training

Questions and Answers

1.

Which statement is not true about cognitive coping?
- A.
  
  Help children identify inaccurate or unhelpful cognitions about the trauma
- B.
  
  Children tend to remember traumatic events clearly in great detail
- C.
  
  A child and parent work together to challenge cognitions that are inaccurate or unhelpful
- D.
  
  Accurate thoughts can become unhelpful and dysfunctional
2.

Negative thoughts can become ingrained into the belief system if left unchecked.
- A.
  
  True
- B.
  
  False
3.

Select what best represents TF-CBT
- A.
  
  #1 Psychoeducation is very powerful to help children and adults see they have choices whether they believe their thoughts
- B.
  
  #2 It is usually self-evident to people that they can change their thoughts
- C.
  
  #3 changing thoughts can have positive impact on changing avoidance behaviors
- D.
  
  #4 changing behaviors can help a child challenge beliefs and changes their thoughts
- E.
  
  Statements #2, #3 and #4 best represent TF-CBT
- F.
  
  Statements #1, #3 and #4 best represent TF-CBT
4.

It is not worth spending time helping a child or an adult understand the difference between a thought and a feeling
- A.
  
  True
- B.
  
  False
5.

The triangle is a foundation for cognitive coping because:
- A.
  
  It shows that there is only one way to change one's thoughts
- B.
  
  Change always starts with thoughts
- C.
  
  There are mutual influences and connections among thoughts, feelings and behaviors
- D.
  
  Feelings are always most important to change
6.

Why is sharing internal dialogue an important therapeutic technique for TF-CBT?
- A.
  
  It helps the child free associate about traumatic events
- B.
  
  It provides the therapist a view of the child's thought process and to see accurate and inaccurate thoughts
- C.
  
  Anything the child says is true
- D.
  
  It will usually make a child feel better
7.

In the steps to cognitive reframing, it is best to let the child talk about the trauma before providing psychoeducation that might influence the process
- A.
  
  True
- B.
  
  False
8.

When addressing anxious thoughts related to trauma:
- A.
  
  It is best to get the child to discuss the trauma first at a low level
- B.
  
  A useful technique is one that creates distance from the child's traumatic experience but still evokes some anxiety
- C.
  
  It is best to start by looking at a high anxiety level situation
- D.
  
  A hierarchical approach from not upsetting to upsetting thoughts is overrated
9.

Using Subjective Units of Distress (SUDS) rating are important because:
- A.
  
  #1 The child or adult learns a metric to assess the intensity level of distress
- B.
  
  #2 Learning that distress is on a relative scale is a core element for tracking the positive influence of cognitive reframing
- C.
  
  #3 It helps show the connection between thoughts and feelings
- D.
  
  All of the above
- E.
  
  Only statements #1 and #3
10.

Hallmarks of "Problematic Thinking" are:
- A.
  
  #1 internal, global and forever
- B.
  
  #2 personal, pervasive and permanent
- C.
  
  Statement #1 but not #2
- D.
  
  Both #1 and #2
11.

Accurate thoughts may be unhelpful
- A.
  
  True
- B.
  
  False
12.

How are SUDS ratings and all-or-nothing thoughts related in the CBT model?
- A.
  
  #1 SUDS and all-or-nothing thoughts are not related
- B.
  
  #2 it is important to practice SUDS ratings repeatedly to show that feelings do not have to be "all or nothing"
- C.
  
  #3 inaccurate thoughts invalidate SUDS ratings
- D.
  
  #4 the goal of SUDS ratings is to help a child or adult move away from all or nothing thinking about distress and instead look at relative levels of distress
- E.
  
  Statements #1, #2 and #3
- F.
  
  Statements #2 and #4
13.

All are true when teaching a child to challenge distortions, EXCEPT:
- A.
  
  Investigate all aspects of the thoughts with guided questions
- B.
  
  Give the answer to the child and then guide them how to get there
- C.
  
  Wonder whether they have evidence that the thought is true and the outcome could be different than what they think
- D.
  
  Challenge gently the assumption that having a feeling make the thought true
14.

Cognitive reframing is a skill that requires practice, persistence and more practice
- A.
  
  True
- B.
  
  False
15.

There is a risk that both the child and therapist may give up too soon on cognitive reframing
- A.
  
  True
- B.
  
  False
16.

Which statement is NOT true about teaching cognitive coping skills:
- A.
  
  Multi-media learning (e.g., drawing, writing, listening, story-telling) can enhance effectiveness of cognitive processing
- B.
  
  Intellectual impairments may create unexpected challenges for therapists
- C.
  
  Therapists should teach cognitive reframing the same regardless of development level
- D.
  
  The therapist can share their own life examples to increase engagement with a child
17.

Role playing is overrated in skills practice
- A.
  
  True
- B.
  
  False
18.

SUDS ratings are most helpful when they are done before AND after cognitive reframing
- A.
  
  True
- B.
  
  False
19.

An example of emotional reasoning is:
- A.
  
  I am anxious now and I know I won't be able to do it
- B.
  
  He thinks I am a bad person
- C.
  
  It must be dangerous because I am really scared right now
- D.
  
  I can't learn this
20.

To become effective at "questioning the evidence of distortions" requires the therapist to practice over and over again and get feedback from supervisors and colleagues.
- A.
  
  True
- B.
  
  False