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DL - Grief: Treating LifeTrauma Issues & Death 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 What are the steps to ‘Moving Beyond Guilty Feelings’ technique for clients dealing with guilt?
2.1 What may be some questions to ask grieving clients?
3.1 What may be a useful technique to help clients overcome feelings of isolation from their perceived outcast status and blame?
3.2 What are steps to the ‘Does Your Trauma Show?’ technique?
4.1 What are steps to the New Perspective technique used to regain a positive self-image?
5.1 What are steps of the Dealing with Secondary Wounding Experience technique used to identify and heal secondary woundings?
6.1 What may be the purpose of creating healing self-statements for a client?
7.1 What are four steps to the Managing Triggers technique?
8.1 What is a useful technique to help clients overcome intolerance of mistakes?
9.1 What may be four questions to ask a client in The Living the Dead technique?
10.1 What are three factors to consider when implementing the Partial Involvement technique?
11.1 Who may be replacement children?
12.1 What may be three myths to success?
13.1 What may be six ways to cultivate solitude?
13.2 What may be eight ways to cultivate an appreciation of nature?
14.1 The goals of Web Construct are to emphasize individuality, to reestablish equilibrium, and to help reconstruct a client’s life. What might a constructivist approach allow a client to do?
Answers:

A. Which aspects of your relationships are positive? What is it about so and so that makes you feel you can trust them? Which of your needs are being met? Which needs are you meeting? If you had not been traumatized, how would your relationship with your coworker be different today?
B. Identify as many guilty feelings as possible, analyze the “if” statements with the client for content, prompt the client to dispute any unrealistic guilt, ask the client to write down new feelings to replace the guilty feelings
C. Client should visualize a social situation, ask client to answer the following question in journal: Which of the feelings, thoughts and anxieties you visualized are related to your trauma?, client should write freely in journal and share only what client wants to share
D. Does Your Trauma Show? Technique
E. Identifying specific secondary wounding experiences, identifying specific emotional responses, consider the effects of the secondary wounding
F. Explaining his current perspective on life, seeing other important aspects of his life, dispute his own beliefs. rebuild a positive self-image
G. Deep breathing, visualizing the trigger, stopping the visualization when the client gets upset, repeating the exercise
H. To increase range of choices beyond the two extremes of ‘freaking out’ or just shutting down
I. How does the memory of ___ affect your life today? Does your guilt affect any of your relationships today? Do you have mental conversations with the dead? Do you feel closer to the dead than to the living?
J. Internal Shouting technique
K. Children who are named after a close friend or relative of the client who has passed away
L. Limiting time, structuring activities to meet your needs, having an exit
M. 1. Avoid television 2. Drive with the radio off in your car 3. Un-clutter your calendar 4. Plan time to be alone 5. Go places and do things alone 6. End the day in a relaxed atmosphere
N. Success is having nice things, success is having a large amount of money, success is having an extensive collection of material possession
O. Find new ways to view self in new world
P. 1. Walk, rather than drive, whenever possible 2. Stay alert to the changing panorama of the trees 3. Learn to recognize shrubs and flowers 4. Invest in a bird feeder and a bird book 5. Keep a pair of binoculars near a window 6. Make watching nature a part of your daily routine 7. Take vacations away from the city 8. Share nature with others

Course Content Manual Questions The answer to Question 17 is found in Section 17 of the Course Content. The Answer to Question 18 is found in Section 18 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 According to Worden, what are four basic tasks of mourning?
16.1 What may be some intrusion experiences for clients dealing with trauma?
16.2 What are some denial symptoms for clients?
17.1 How might parents feel, if they let the surviving children have the freedom to play and grow up?
18.1 What is Kubler-Ross five-stage theory of the dying process?
19.1 What may be some forms of psychosocial interventions?
20.1 According to Stroebe, what are two types of stressors?
20.2 Through the concept of oscillation, what two aspects of the mourning process did Stroebe and Schut managed to maintain the benefits of?
20.3 What does loss-oriented coping involve?
20.4 What are restoration-oriented stressors?
21.1 What may be some familiar music associated with a lost relationship?
21.2 What may be a song for a depressed elderly man with extremely low self-esteem?
21.3 What should the therapist do when suggesting a theme song for the client?
22.1 What may be some symptoms of bereaved people demonstrating separation distress?
22.2 What might the logic for drawing on studies of separation anxiety disorder in childhood depend on?
23.1 What might the main points of criticism concern?
24.1 What may be some symptoms of traumatic distress?
25.1 Continued contact throughout the difficult and emotionally demanding disorganization phase is crucial. What is the basic framework for guiding the contact?
Answers:

A. Hypervigilance, startle reaction, flashbacks, intrusive thoughts, searching for the lost person
B. 1) to accept the reality of the loss 2) to experience emotions connected to that loss 3) to adjust to life without the deceased 4) to relocate the deceased in one's mind so that progress is possible
C. Intense anxiety that the child could die while being so free
D. Amnesia, inability to visualize memories, disavowal of meaning, numbness, withdrawal
E. Psychotherapy, counseling, facilitated group support
F. Denial, anger, bargaining, depression, acceptance
G. The need to move on with life, the desire to remain connected to the deceased
H. Loss oriented, restoration oriented
I. Secondary to the death loss such as the addition of new household chores, decreases in financial resources, altered communication patterns with friends and family members
J. Focusing on and processing aspects of the loss such as visiting the grave, looking at photographs, and emotions related to the death
K. I'm an OK person, I'm not the best, But I'm not the worst, I'm OK!
L. Songs of courtship may reveal the bitterness over a relationship that failed, a childhood song may help a patient ventilate grief over the child who ‘went wrong’ and share a yearning to return to a simple childhood when parents could nurture and protect from harm, after a stillbirth or an abortion, the woman who was not allowed to cry because grief was ‘bad for her’ finds relief in hearing, perhaps singing, the songs she wished she could have sung to her lost child
M. Yearning, searching for the deceased, excessive loneliness resulting from the loss
N. Choose familiar music after discussing it with the client
O. The lack of clarity in the definition of grief work, the poor quality of operationalizations in an empirical sense, the absence of sound evidence, the lack of apparent application across
P. Assumption that Traumatic Grief is a type of separation anxiety disorder
Q. (a) reduce the isolation (b) provide an environment that allows expression of all emotions (c) promote the transition to the next stage of individual and family development (d) restore order in the family with developmentally appropriate, firm and consist
R. Intrusive thoughts about the deceased, feelings of numbness, disbelief about the loss, being stunned or dazed, a fragmented sense of security and trust

 
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