Forget your Password Reset it!
Web Design Coming Soon
Sponsored by the providing Quality Education since 1979
Add to Shopping Cart

AX - Interventions for Anxiety Disorders with Children & Adults 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.


1.1 What are some general strategies to help keep Cognitive Therapy brief and time-limited?
2.1 What are some questions used in principle number 5 of AD therapy?
3.1 What are 10 principles of Anxiety Disorder therapy?
4.1 What are some specific strategies that implement the 10 principles of AD therapy?
4.2 What may be four tactics used in therapy for a client to gain control by giving up control?
5.1 What may be a useful phrase in correcting distortions therapy?
7.1 What are four ways to make the “Counting Your Thoughts” process more structured and specific?
8.1 What may be some questions used to elicit information and to open up a client's closed logic?
9.1 According to Beck, what are some questions most therapist keep in mind when they talk to their clients?
9.2 Clients can identify thinking errors by using the three-column technique. What does each column consist of?
9.3 It may be best to encourage your client to write out their prediction of dire consequences for later evaluation so as to accumulate a recorded body of data disproving the client's catastrophic predictions. What are some hypotheses to consider?
10.1 What may be some positive attributes to consider with clients who are homesick and afraid that the pain will last forever?
10.2 What process may help a client learn how to monitor changes in level of anxiety, recognize automatic thoughts, and to understand their relationship with anxiety?
10.3 Although therapists may use different methods to teach the client to consider possibilities other than his or her dire predictions, what is the standard procedure?
11.1 What are steps that may help an anxious child or adult who fears they will be unable to cope?
11.2 What are four counterpoints covered in the point/counterpoint strategy?
12.1 What may be an example of catastrophizing?
14.1 What are cognitive maps essential for?
14.2 In a clinical syndrome, the sense of vulnerability is magnified by what two dysfunctional cognitive processes?
15.1 What is self confidence based on?
15.2 What are three factors related to the problem of retaining confidence?
16.1 According to Greenberg, what are some features of evaluative threats?
17.1 What is the outline to the video time technique for children?

A. Where is the evidence? Where is the logic? What do I have to lose? What do I have to gain? What would be the worst thing that could happen? What can I learn from this experience?
B. Keep it simple, make treatment specific and concrete, stress homework, make ongoing assessments, stay task-relevant, look for ways to use therapy time effectively, develop a brief intervention mind set, stay focused on manageable problems
C. Go with the flow; no time is like the present; you don't know unless you try; when you're off track, take the opposite track; client persistence; divide and conquer; do the unexpected; simplify, simplify, simplify
D. The Cognitive Model of Emotional Disorders, Cognitive Therapy is Brief and Time-Limited, A Sound Therapeutic Relationship, Therapy Is a Collaborative Effort Between Therapist and Patient, Cognitive Therapy Uses Questions, Cognitive Therapy Is Structured
E. “Learning to catch one's thoughts”
F. Relaxation, acceptance of anxiety, agreeing quickly to others' requests, accepting others as they are
G. How often do you have this thought? What do you base this thought on? Do you think feelings are always logical? Do you think feelings are always logical? What are the advantages of this type of thinking? What disadvantages are there?
H. Counting specific types of anxiety-producing thoughts, counting thoughts in the midst of an anxiety attack, counting during time samples, counting at random time samples of ten minutes using a mechanical timer
I. In the first column the client describes an anxiety-producing situation, the second column includes his or her automatic thoughts, and the third column includes types of errors found in these thoughts.
J. What is the evidence? What is another way of looking at the situation? So what if it does happen?
K. Homesickness is a form of growing pains, teaches how to accept changes, demonstrates loyalty to family, and inoculates oneself against future losses he/she would have to deal with.
L. I'm too anxious to read, I'm too anxious to make an outline for a speech, I'm too nervous to call and ask for information, I can't even talk to a stranger.
M. Have the client write down his anxiety-producing thoughts and search for alternative interpretations (the ‘two-column’ technique)
N. Provide your client with a notebook, situation leading to anxiety, emotion felt and degree of emotion, automatic thought and degree of belief in the thought
O. The probability of the feared event, its degree of awfulness, the client's ability to prevent it from occurring, the client's ability to accept and deal with the worst possible outcome
P. Using self-distraction, that is focusing on others' body posture, focusing on the ‘task’ of conversing and behaving appropriately, using a coping technique with images, using a brief form of relaxation, using the incident to gather evidence about her thinking. She rehearsed this plan in the therapist's office before trying it all in the real situation.
Q. Drawing meaningful information from a particular situation
R. A successful college student, when taking an examination, was preoccupied with the possibility of his failing. He imagined that if he failed the test, he would flunk out of college and, as a consequence, would end up as a homeless person.
S. The strength of the belief in one's own confidence counteracts vulnerability, the change in context from non-evaluative to evaluative may increase the sense of vulnerability, and the introduction of questions
T. The belief that abilities will allow you to realize a goal and protect yourself against the consequences of failure or negative evaluation by others
U. Awareness of the feeling, situation, and habit your client wants to change. Watch movie going forward of yourself with whatever you want to transform, Imagine yourself at home, faster forward, hug yourself and love yourself the best you can at each moment while watching the movie of yourself with the old habit. Notice the differences.
V. Social situations, performance evaluated, transactions
W. Minimization, magnification

Course Content Manual Questions The answer to Question 24 is found in Section 24 of the Course Content. The Answer to Question 25 is found in Section 25 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.


18.1 Regarding Cognitive Inhibition, what four functions are impeded when there is a recall of vital information?
18.2 Regarding Demobilization, what are two main parasympathetic symptoms that are most prominent in the blood injury phobias?
19.1 What is the AWARE technique?
19.2 According to Michelson, what are six stages of anxiety a socially anxious client might experience?
20.1 What are some questions in the personal reflection exercise?
21.1 What are some common behavior patterns for anxiety disorder clients?
22.1 What are some procedural modifications used to increase self-control features with behavior therapy?
22.2 According to Karoly, what are some questions that may be useful in guiding assessment and eventual intervention with the child?
22.3 According to Nietzel and Bernstein, what is the social learning framework for conceptualizing anxiety?
22.4 What are the phases involved in Beck’s cognitive therapy?
23.1 What are some steps to follow that may prevent anxiety attacks?
23.2 What is the blue dot technique?
23.3 What may be some ways anxiety affects a client’s life?
23.4 What is the first step to overcoming a distorted view of ourselves?

A. lowering of the blood pressure and heart rate that may result in fainting
B. reasoning, concentration, objectivity, and perspective
C. What is the evidence for or against this idea? What is the logic? Are you oversimplifying the result of your actions?
D. Anxiety, watching, acting, repeating, expecting
E. Clients are taught how to relax, clients signal and then continue imagining the scene while actively relaxing away the tension, clients signal when the anxiety is brought under control and they are once again deeply relaxed
F. Fight, flight, freeze, faint, retract, duck, dodge, jump, clutch, cling, use a reflex, call for help
G. Anxiety is not a trait or personality characteristic, anxiety can be acquired through different mechanisms, anxiety consists of multiple choices, anxiety response channels are not highly correlated
H. Would a self-management treatment model be appropriate? Has the child's overt behavioral disturbance ever been conceptualized within a self-management framework? Would self-management oriented interventions contribute to the maintenance of adaptive learning and/or prevention of future problems?
I. Write down your distorted thinking, confront your distortions with reality, write down ten positive ways in which the reality applies to you, relax, visualize and affirm that these realities are already true for you, relax and let your unconscious recreate your self-image
J. Therapist feedback and reinforcement are important parts of the process in addition to becoming aware of his or her thoughts, learning to identify inaccurate or distorted thoughts, and replacing inaccurate thoughts with accurate and more objective cognitions.
K. Perfectionism causes the client to set unreasonably high standards for themselves and others, “rejectionitis” is the practice of exaggerating a single rejection until it affects everything else in my life.
L. Paste blue dots in strategic places to remind yourself to relax, each time your eye falls on a dot, ask yourself what you are thinking about.
M. To realize that negative and irrational thoughts are a part of our consciousness
N. They encounter an unknown situation. For example, they may have to go to a social gathering in which the situation cues some past frightening memories. In turn, they recall past social gatherings that have negative memories.

Others who bought this Anxiety Course
also bought…

Scroll DownScroll UpCourse Listing Bottom Cap