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Parenting: Teaching Parents Strategies for Difficult Teens
Difficult Teens continuing education social worker CEUs

CEU Answer Booklet
Psychologist CEs, Counselor CEUs, Social Worker CEUs, MFT CEUs

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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. Do not add any spaces.
Important Note! 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. (Because many computers will not accept "Cookies," when you close this page, your answers will not be retained. So if working in more than one session, write your answers down.)

Questions:
1. What is one reframing exercise in helping someone admit they have a problem?
2. What are three aspects of the three-dimensional model?
3. What are the three ways to buildconfidence?
4. What is the therapy outline in the exercise Redefining Parents’ Rules?
5. What are four steps in the Identifying the Critic technique?
6. What are the three ways to Destroy the Critic?
7. What are three techniques that can be useful in calming down teens who become violent?
8. What are three techniques that are useful with teens who are prone to truancy and failing grades?
9. What are the five levels of confrontation?
10. What are the three key steps involved in writing an effective Family Agreement Contract?
11. What are the three steps involved in Keeping Cool during an argument?
12. What are three strategies that can help parents get their teens to stop alcohol or drug abuse?
13. What are three techniques that parents can use with a teen who is prone to running away?
14. What are three levels on which teen promiscuity may be examined?

Answers:
A. valuing the unique teen, building self-respect, and recognizing effort and improvement.  
B. 1. uncover the facts that are involved with both the teen and parent in the situation, 2. hear the teen’s viewpoint, 3. listen to reason, 4. dialogue, and 5. compromise.
C. whining and complaining; stubborn refusal; verbal abuse; threats of violence; and acts of violence.
D. Nurture; Intervention; and Talk Back.
E. discovering parental triggers; discovering teen triggers; and busting the trigger.
F. contemporary developmental pressures on the family, Other-Person-Centered Responding, and structure.
G. streamlining the problems; creating concrete rules; and creating a well-written consequence.
H.  Outside Looking In
I. Unmasking the purpose, talking back, and making the critic useless
J. Working with the School; Back to School; Positive Praise and Recognition through Role Playing.
K. hearing the internal voice, determining and recognizing situations when the voice is present, monitor the voice, and determine how the voice makes your client feel
L. Determining Frequency; Family Meeting; and The Alcohol Talk.
M. educating the parent; teen self-esteem; and internet activity.
N. Uncovering the Motives; Winning Cooperation; and Establishing Authority.

Course Content Manual Questions The Answer to Question 15 is found in Section 15 of the Course Content… and so on. Select correct answer from below. Place letter on the blank line before the corresponding question.
Important Note! 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.

Questions:
15. What are the five individual factors predisposing an adolescent to firesetting?
16. According to Kann & Hanna, what is the benefit in using peer groups to gather information useful in diagnosing and treating a child with a disruptive behavior disorder?
17. According to Slavkin & Fineman, what is a “sensory reinforcement controlled” type of firesetter?
18. According to the study done by Webster-Stratton, what significantly predicted girls’ externalizing problems?
19. Under what conditions is pathological firesetting likely to continue?
20. Why are certain components of “cognitive problem-solving” more appropriate for older children than for younger children?
21. According to Miranda, what is the logic of current prevention strategies for adolescent alcohol abuse?
22. What was found in the survey regarding fathers observing negative consequences to the use of some drugs?
23. How is the attachment process through adolescence distinguished?
24. According to Meier, how does the gender of the adolescent affect his/her attitude toward sex?
25. A further important role for parents is the establishment of appropriate demands for an increasing contribution to family and household responsibilities.  What was found by Azrin et al. that supports this statement?
26. What is the common thread among family interventions to promote adolescent health?
Answers:
A.  1) provide massive amounts of public education about the negative consequences of alcohol use before the age of 21; 2) criminalize and shame any youth or adult behavior that supports alcohol use before the age of 21; 3) expect that after turning 21 young adults will be able to quickly learn to use alcohol responsibly and be problem-free because the onset of use has been postponed.
B.  Azrin et al. demonstrated adolescent substance abuse was influenced by the way in which parents supported and rewarded adolescent behaviour.
C. (1) Antisocial behaviors (2) Sensation seeking (3) Social skills deficits (4) Attention seeking, and (5) Fire-safety skills
D. For young children at risk of disruptive behavior disorders, a natural environment in which children are interacting with others could provide a wealth of information about them. Not only can details pertaining to diagnosis be obtained, but the data collected may also determine which children would be successful in group therapy.
E.  Attachment processes through adolescence are distinguished by the growth of the child towards cognitive and physical maturity and the re-negotiation of family relationships towards greater reciprocity.
F.  "Sensory reinforcement controlled" describes those for whom the sensory aspects of the fire are sufficiently reinforcing for them to set fires frequently.
G.  Preschoolers' cognitive processes might not be developed enough to actively conceptualize and initiate self-modeled behavior.
H.  The survey data found fathers were less likely to see negative consequences in use of some drugs. Less than half of fathers report believing that if their child smokes marijuana, they will face consequences such as difficulty coping with life’s problems and getting along with family.
I.  A common thread among family interventions is that of improving communication and reducing conflict.
J.  Depression in the mother, along with mother "negativity" and father "negativity" and life stress
K.  Several studies find that male adolescents are more likely than females to have positive reactions to having sex. While the attitude change associated with first sex may operate in either direction, it seems most likely that it will tend toward more permissive postsex attitudes, especially for males.
L.  Pathological firesetting is likely to continue if the underlying motivations or reinforcers are not specifically identified and treated.


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