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TC - Addictions: Treating Addicted Teen Clients Post Test

Psychologist, Ohio MFT and Counselor Post Test:
Only Psychologists, Ohio MFT's and Ohio Counselors taking this course for credit need to complete these additional questions below to be in compliance with their Boards. requirements. If you are not a psychologist, Ohio MFT or Ohio Counselor please return to the original Answer Booklet. You do not need to complete the additional questions below.

Audio Transcript Questions The answer to Question 1 is found in Track 1 of the Course Content. The Answer to Question 2 is found in Track 2 of the Course Content... and so on. Select correct answer from below. Place letter on the blank line before the corresponding question.
Important Note! Underlined numbers below are links to that Section. If you leave this page, use your "Back" button to return to your answers, rather than clicking on a new "Answer Booklet" link. Or use Ctrl-N to open a new window and use a separate window to review content.

Please note every section does not have an additional question below. Some sections may have more than one question.

Questions:

1.1 According to the National Household Survey, how many adolescents between 12 and 17 drink heavily?
2.1 What may happen during the third phase (middle phase)?
3.1 What do teenagers tend to use substances for?
4.1 What are some level two drugs of choice for an addicted teen?
4.2 What are some level two social consequences for an addict teen?
4.3 What are personal consequences for a teen addict?
4.4 Drugs that characterize the abuse stage include…
5.1 What are the goals of the second task?
5.2 What are four steps in the "I Am Worth It" exercise?
6.1 What are examples of blamer plays?
6.2 Protector power plays include…
7.1 What are some provoking behaviors for addicted teens?
8.1 What group can help the parents of addicted teens realize that they are not alone in what they are going through?
9.1 Dealing with an addicted teen’s behavior is like standing still and letting your teen throw garbage at you. What is the best thing a parent can do to not take the teenager’s anger personally?
10.1 What are three essential qualities to an effective rule?
10.2 What are three contracts that may help parents and counselors determine if the teenager needs to be placed in a more protective environment to treat their substance use?
11.1 What shouldn’t parents do to an addicted teen unless his or her behaviors have become self destructive?
12.1 What are five steps in the rehearsal step of an intervention?
12.2 During the fifth step of an intervention, what are important signs to look for in a teen?
13.1 What is the used of the “Focusing on Me” technique for the parents of an addict teen?
14.1 What are six steps to the problem solving technique, “DIGEDDE?”
14.2 What is an essential skill an addict teen might learn to help him/her during their recovery?
Answers:

A. Addict begins to suffer losses in his or her life directly related to drug use, behavior changes takes place, a delusional system develops
B. 11 million
C. Hard liquors, foreign marijuana (including hashish), stimulants such as amphetamines, depressants such as Dexedrine, natural hallucinogens like peyote or mushrooms, and cocaine
D. To feel better, stronger, more confident, and for other internal reasons
E. More frequent hangovers, “bad trips”, trouble sleeping, spending large amounts of time planning for the next use, minimizing, severe and unpredictable mood swings, and the delay of normal emotional tasks such as grieving
F. First arrest for possession, school activities and assignments begin to suffer, sneaking out at night at home, and feeling strong peer pressure to use at social events
G. To give life direction and to develop integrity
H. Speed, barbiturates, synthetic hallucinogens, increased use of cocaine with crack being preferred, designer drugs such as ecstasy; drugs from the previous levels, especially alcohol
I. Dumping, accusing, judging, threatening, and bullying
J. Deciding whether the matter is Important, deciding if his/her feelings were Appropriate given the facts, consider if the situation is Modifiable, decide if it is Worth It to take action
K. Shouting, coaxing, nagging, judging, threatening, put-downs, and may even include physical behaviors such as hitting and pushing
L. Pleasing people, being nice, always saying yes, and downplaying the seriousness of unacceptable behaviors
M. Step out of the way and let the garbage hit the wall
N. Families Anonymous or Al-Alnon
O. Simple contracts, turf contracts, bottom-line contracts
P. Specific, reasonable, enforceable
Q. Summarize to the teen why everyone is at the meeting, set the ground rules, have the group rehearse presenting their concerns in the speaking order you will use at the intervention, have the group leader review the choices and consequences given in the Bottom-Line contract, and list the two pre-selected treatment centers that the teenager may choose, have the leader practicing closing by summarizing the concerns of the group and restating the choices the teenager can make
R. Go through their teen’s rooms and belongings
S. By focusing on their accomplishments, parents are able to keep in mind how much progress they have made, even when the teen’s recovery seems to be off track
T. Anger, resentment, opinions, and judgments
U. Problem solving skill
V. Determine a time and place to meet, identify problem, generate alternatives, teen should evaluate each alternative while being honest about his feelings, both parent and teen should decide on a place while being as specific as possible, do it

Course Content Manual Questions The answer to Question 23 is found in Section 23 of the Course Content. The Answer to Question 24 is found in Section 24 of the Course Content... and so on. Select correct answer from below. Place letter on the blank line before the corresponding question

Please note every section does not have an additional question below. Some sections may have more than one question.

Questions:

15.1 What do addict teens attempt to do through drug intoxication?
16.1 What are some supportive measures that schools can take to help students who are receiving direct treatment for substance abuse?
17.1 What do students with better refusal skills have?
17.2 What three raters measure alcohol refusal skills?
17.3 On what three dimensions are alcohol refusal skills measured?
18.1 Who reported a more severe withdrawal from alcohol and other psychoactive drugs?
19.1 What may use of drugs and alcohol do to an addicted teen?
20.1 What are eight risk attributes, if unopposed by protective factors, that predict or precipitate substance abuse according to Nunes and Parson (1995)?
21.1 What are two key factors affecting students’ in-school substance use?
22.1 What four areas does the 4-Fold Prevention program primary focus on?
23.1 What is the assessor forced to rely on when adolescent clients are defiant and oppositional?
24.1 What do family counseling sessions primarily focus on?
25.1 What are some programs to reintegrate sexual minority youth who have dropped out of high school back into the school setting?
26.1 What is the overarching goal of GSC?
Answers:

A. Modifying academic expectations, educating the school staff about chemical dependency, respecting student confidences, becoming familiar with community programs
B. Have fun, relieve stress, heal emotional pain, develop peer relationships
C. An adult data collector, a student observer, the student himself/herself
D. Higher levels of alcohol knowledge, less susceptibility to peer pressure, greater internal health locus of control and self-esteem, and less alcohol use and misuse
E. Females
F. The quality of refusal, the content of responses, self-efficacy
G. poor parent-child relationship, psychiatric disorders, tendency to seek novel experiences or take risks, family members and peers who use substances, low academic motivation, absence of religion/religiosity, early cigarette use, and low self-esteem
H. May impair judgment and lead youth to engage in more risky sexual behaviors such as sex with multiple partners or unsafe sex practices
I. Parents, schools, communities, peers
J. Educators need to become aware of and respond to disaffected students, school personnel must limit the opportunity for substance use through increased monitoring of places where students traditionally sell and use drugs and through more effective intervention
K. Improving communication, implementing age-appropriate discipline strategies, promoting adaptive peer relationships
L. On a subjective perspective of the client’s problems and on the reports of others
M. To guide clients through a process of making changes in their substance use or related problem behaviors by providing skills to help them understand their substance use, factors associated with substance use, and supports for or barriers to attempts to reduce or stop their substance use
N. The Hetrick Martin Institute in New York City, Project 10 in San Francisco