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CE - Parenting: Teaching Parents Strategies for Difficult Teens 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 three situations in which parents can try reframing?
1.2 Under “Aggressively Provoked Teens”, how is reframing used?
2.1 What is the general goal of the “Other-Person-Centered Responding” technique?
2.2 What are some main ideas to present to parents in the “Other-Person-Centered Responding” technique?
23 How is "structure" defined on this track?
3.1 What is a key factor in practicing “Recognizing Efforts and Improvements?”
3.2 What is the goal in “Building Self Respect?”
5.1 How is a ‘critic’ defined on this track?
6.1 What are three methods in “Talking Back?”
6.2 What will the client be more capable of as he/she continues to fight his/her critic?
7.1 What is a common theme running through violent teens’ lives?
7.2 How may a teen be made to diffuse his/her anger?
8.1 What might a therapist advise a parent who is hesitant to try the “Back to School” technique because they do not want to miss work and lose money?
9.1 What might parents do once a client becomes physically violent to them?
9.2 When overly aggressive teens are trying to form their identities, what will they try to use on their parents, in an attempt to undermine their parents’ authority?
10.1 What are some questions asked in “Streamlining the Problems?”
10.2 What are some examples in the Top Ten Consequences?
10.3 According to Dr. Scott Sells, what is the “literal disease?”
11.1 What are some of the top triggers for teens?
12.1 What do teens who abuse alcohol feel that alcohol can provide them?
13.1 What are four steps in “Winning Cooperation” exercise?
14.1 What are some techniques to help parents supervise their teen’s internet activity?
Answers:

A. By rebuilding an idea from a new viewpoint, or in a reconstructive manner
B. Aggressively provoked teens; seemingly hopeless situations; and misinterpreted realities
C. Stay on topic. • Give your teen attention and time. • Don’t be frightened by silences
D. For the parents to be committed to what their teen needs as opposed to their own needs as the parent.
E. Realistic goals
F. Structure is the organization of relationships both within and outside family relations.
G. A negative inner voice that attacks and judges a person
H. To help the teen become more aware of his or her resources and contributions in their own lives
I. Be more capable of controlling her outbursts
J. 1) Motivational Mantras 2) Asking the Price 3) Affirmation of Worth
K. By creating an understanding and speaking reasonably
L. A physically or emotionally absent parent
M. To step away from the situation and call the police
N. “It's better to lose a few days now rather than to let the problem drag out until you can barely concentrate on your work.”
O. Is the problem I am about to write down really important to me? Could I let this problem go? What would happen if I just waited?
P. Force and intimidation
Q. When teens are able to undermine the contract if everything is not laid out word-for-word
R. Money, telephone, freedom, clothing, cars…
S. A way to achieve a high social status among their peers
T. Preaching and using clichés, ranting, labeling…
U. Parental blocks; placing the computer in a room which the entire family uses regularly; limiting the teen’s internet time; and scanning the computer regularly for pornographic downloads
V. 1) Express understanding for how you think your teen might be feeling. 2) Show understanding 3) Share your feelings and perceptions 4) Ask if your teen would be willing to work on a solution with you.

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 According to Jessor et al., what do individual characteristics entail?
16.1 According to Kann and Hanna, what is a factor to consider when examining the differences in gender symptom presentation?
17.1 What type of youth is included in the “Severely Disturbed Type of Pathological Firesetters?”
18.1 What are three characteristics of risk factors?
19.1 According to Ritchey & Janekowski, what are seven steps in the problem-solving technique?
20.1 What are the principles of the Parent Training Approach based on?
21.1 What type of approach have the federal agencies and national alcohol prevention programs adopted?
22.1 Based on PATS, what is the percentage of fathers who have talked with their kids “four or more times” in the past year about drugs?
23.1 What are some issues that can make the adolescent transition more difficult?
24.1 According to Thornton and Camburn, what is one of the strongest predictors of restrictive attitudes about sex?
25.1 According to Baumrind, what is a further important role for parents through the adolescent period?
26.1 According to Perry et al., what program was developed for late primary school that involved a set of activity books completed as homework tasks requiring parental assistance?
Answers:

A. The perceptions of significant others including parents, teachers, and peers
B. Values, self-expectations, beliefs, and orientations toward self and others
C. Societal, familial, or individual in nature
D. Youths who are paranoid and psychotic, for whom the fixation on fire may be a major factor
E. The belief that disruptive behaviors stem from and are sustained by maladaptive interactions between parent and child
F. (1) define the problem, (2) brainstorm possible solutions or alternatives, (3) evaluate the solutions or alternatives, (4) select a solution, (5) plan the implementation, (6) try it, and (7) evaluate the effectiveness of the plan.
G. 37%
H. “don’t ask… don’t tell” approach
I. Church attendance
J. Family breakdown, economic disadvantage, and vulnerability amongst family members (due to mental illness, substance abuse, or disability)
K. The “Slick Tracy Home Team” program
L. The establishment of appropriate demands for an increasing contribution to family and household responsibilities

 
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