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

IAC - Teen Suicide: Practical Interventions for Adolescents in Crisis 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 According to the Center for Disease Control and Prevention, approximately how many teens commit suicide every
1.2 What are three items on the 'Subtle Clues Checklist' technique?
2.1 What are seven subtle verbal cues teens make, hoping you will understand and be willing to ask and talk about the meaning behind the statement?
2.2 What behavioral changes suicidal teens may experience?
2.3 What situations might teens experience that provide situational clues?
3.1 What are three examples of ‘thinking and feeling statements?’
4.1 What are seven steps to the ‘Do’s and Don’ts of Crisis Intervention’ technique?
7.1 According to research, what percentage of suicidal people do not communicate their intent beforehand?
7.2 The majority of suicidal teens are...
8.1 Based on recent studies, what percentage of teens attempt suicide at least one time?
10.1 What message might parents convey when they set limit for a teen in a suicidal crisis?
10.2 What is an essential part for setting limits?
10.3 What are the steps to the joint language technique?
11.1 What are steps to the 5-step problem solving technique to the parents of teenagers in a suicidal crisis to serve as a model for problem-solving conversations?
12.1 If a teen has attempted suicide by drug overdose, what are four things parents might write down to record the incident?
13.1 What are five steps in the ‘communication guidelines’ technique?
13.2 What might a suicide attempt signal?
14.1 What technique might help clients to recognize their negative thinking?

A. 'I wish I could go to sleep and never wake up', 'They will be sorry when I'm gone', 'I wish I had never been born'
B. 4,600
C. Sadness or crying, disinterest in previous activities, confusion, mood shifts, impatience, impulsivity
D. ‘Soon I won’t be hurting so much’, ‘I wish I could go to sleep and never wake up’, ‘They will be sorry when I’m gone’, ‘I wish I had never been born!’, ‘You won’t have to put up with me much longer’, ‘I wonder what it’s like to be buried’, ‘I don’t think I can manage’
E. ‘I feel pushed around’, ‘I feel happy when I hear that song’, ‘I feel like I haven’t got a friend in the whole world’
F. Alcohol or other drug abuse, pregnancy, delinquency, or trouble at school
G. 20%
H. Aware, get involved, be direct, be willing to listen, be nonjudgmental, don’t dare her or him to do it, don’t ask why
I. 10-13%
J. Ambivalent
K. Communicating rules
L. That someone cares enough to watch for them
M. 1.Encourage the teen to identify the problem 2. Be sure to look at the alternatives, be creative with them 3. Concentrate and try to anticipate the consequences of a choice 4. Select a response 5. Analyze the choice
N. First step in the development of a joint language technique is for the parent to teach, or review with the teen words that are used to describe people’s actions and feelings, such as acceptance, left out, stressed, upset, confident, and lost. The next step in the development of a joint language technique is for the parent and teen to agree on phrases or pet expressions that can be a non-threatening or humorous signal for a complex communication
O. 1. Do not tell the teenager how lucky he or she is to have what they have, what they have to look forward to, or how much he or she has hurt loved ones 2. Stay away from ‘why’, ‘you’, or ‘we’ statements. 3. Voice your acceptance of the teen’s feelings 4. Communicate accurately 5. Respond to the teenager in a calm, even tempered manner.
P. 1. The drug or type of drug 2. the amount taken 3. the approximate time of ingestion 4. the teen client’s weight
Q. Self-Observation Technique
R. That something within the family is not providing the teenager with the support he or she needs

Course Content Manual Questions The answer to Question 19 is found in Section 19 of the Course Content. The Answer to Question 20 is found in Section 20 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.


15.1 Who might be at greater risk for completing a suicide?
15.2 What might be a significant indicator of adolescent depression and potential for suicide?
16.1 According to Gould, how many teens attempt suicide every year?
16.2 How often do teens attempt suicide?
18.1 According to Grosz, what percent of Hispanic girls report having suicidal thoughts?
19.1 What are factors might cause a Hispanic female to become confused, despair, and angry?
20.1 What are six symptoms required to be diagnosed with depression?
20.2 According to America’s Continuing Education Network, An assessment of suicidal risk in adolescents must include a behavioral assessment of what?
21.1 The process model factors, are divided into what three categories?
21.2 According to Lewinsohn and Clarke, what are common treatment elements found in the adolescent depression treatment literature?
21.3 According to Birmaher, what might be examples of goals of counseling?
22.1 What might be the main risk factors for teen suicides?
22.2 How do females differ from males when committing or attempting suicide?
25.1 How much have suicide rates raised since the 1950’s?
25.2 What might be five methods of suicide for teens?
26.1 What are guidelines that might prove helpful to school counselors in the process of planning and implementing postvention efforts?

A. Hopelessness
B. Adolescents with substance abuse problems, psychiatric disorders, family disruption/stress, antisocial behavior, or family suicide history
C. Every 90 minutes
D. One million
E. Family dysfunction, inadequate or nonexistent fathering, poor self-esteem and self-concept related to inadequate male parenting, poor coping skills, and parental restriction
F. 50%
G. (a) Classroom behavior, skipping classes, poor concentration, disruptive behavior, decline in performance, death or suicidal themes in work, loss of pleasure, or inability to tolerate praise or rewards; (b) interpersonal behavior, withdrawing from friends, giving away prized possessions, sudden changes in relationships, or not wanting to be touched by others; (c) personal behaviors, apathy, risk taking, self-mutilation, impulsive tendencies, and (d) verbal behaviors, expression of suicidal intent or depression
H. (a) Depressed mood, (b) loss of interest or pleasure, (c) significant weight or appetite change, (d) insomnia or hypersomnia, (e) psychomotor agitation or retardation, (f) fatigue/loss of energy
I. (1) Cognitive techniques including constructive thinking, positive self-talk, being your own coach, coping skills, self-monitoring, goal setting, and self-reinforcement; (2) family treatment including conflict resolution, communication skills, and parenting skills; (3) behavioral treatment, including problem-solving skills, increasingly pleasant activities, social skills, assertiveness, making friends, and role modeling; and, (4) affective education and management including relaxation techniques and anger management
J. Primary risk factors, secondary risk factors, and situational risk factors
K. Parental absence or unavailability, poor communication between family members, conflict within the family, high parental expectations for achievement, and overt family pathology
L. To assist the adolescents to understand themselves, identify their feelings, improve their self-esteem, change maladaptive behaviors, employ effective conflict-resolution skills, and interact more effectively with others
M. 300%
N. a) The adolescent male often acts quickly, using more violent means: firearms b) females, for the most part, use passive means of self-destruction: poison, gas, or pills
O. Faculty and staff should be instructed to answer student questions that spontaneously arise, faculty and staff should be told to excuse students from class if they are upset and need to spend time in the office of the building counselor or another member of the crisis team, parents who are upset by the suicidal incident should be directed to a designated individual to have questions answered
P. Hanging, overdose, firearms, gassing, ingestion

Others who bought this Crisis Course
also bought…

Scroll DownScroll UpCourse Listing Bottom Cap