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Ethical Boundaries & Treating Sexually Abused Boys
10 CEUs Ethical Boundaries & Treating Sexually Abused Boys

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 close your browser (i.e. Explorer, Firefox, Chrome, etc..) your answers will not be retained. So write them down for future work sessions.

Questions:
1. What is an explanation for the idea that in today's culture, it is generally believed sexual abuse occurs significantly more with females rather than males?
2. What are three ways that can rebuild a client's sense of empowerment?
3. What are three criteria for choosing individual therapy over group therapy?
4. What are three aspects to keep in mind when including the family the off hours of therapy?
5. What are some challenges that you may face in therapy when treating sexually abused boys?
6. What are three ways that a male sexual abuse client's sexuality can be skewed or twisted?
7. What are examples of "trauma-to-phobia?"
8. What are the three social pressures that affect a sexually abused boy's development?
9. What are the four types of environments that can negatively affect sexually abused boys?
10. What is a definition of anger?
11. What are three negative, un-productive ways sexually abused boys have of managing anger?
12. What are three causes of anger?
13. What are the four parts in the "Silly Nightmare" drawing technique?
14. What are six issues that need to be considered when dealing with depression in a young male sexual abuse client?
Answers:
A. undisclosed personal information about the sexual abuse; assault by a stranger; and if group therapy would be an unnecessarily stressful situation.
B. education of the parents; developing and understanding a client's need for security; and reestablishing good self- esteem.
C. the evasive environment; the environmental vacuum; the seductive environment; and the overtly sexual environment.
D. This phobia includes the fear of indoors if the client was abused in bed, fear of outdoors if the client was abused outside of
his home, fear of being alone, fear of crowds, fear of people walking behind him, and a fear of engaging in consensual sexual
activity.
E. suppression, open aggression, and passive aggression
F. through building a sense of responsibility and accountability; through developing his understanding of his power and its limitations; and through equipping the client with knowledge and empowering skills
G. An attempt regarding the preservation of personal worth; preservation of essential needs; and a preservation of basic Convictions
H. Society believes that males, and in this case even young boys, can defend themselves more readily than girls.
I. Exaggerate one part of the picture, imagine a powerful eraser to "wipe it out," pretend the picture is on TV and change the
channel, and imagine a bomb destroying the dream.
J. gender role identity, double standard, and age-disparate heterosexual abuse.
K. dependency on physical contact; drastic mood shifts; failure to remember session content; dysfunctional attempts to regain power and control; and premature disclosure of the details of the abuse
L. ignored need to be loved; feeling controlled; and creating your own anger.
M. Blaming himself; disbelieving his own heterosexuality; and associating abuser with homosexuality
N. family history, rewards, self-esteem, self-harm, anger issues, and losses.

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 close your browser (i.e. Explorer, Firefox, Chrome, etc..) your answers will not be retained. So write them down for future work sessions.

Questions:
15. What is the darker side of empathy in the therapeutic relationship?
16. What are the four phases of therapy with male survivors of sexual abuse?
17. According to Spencer and Dunklee, what percent of sexually abused boys are perpetrated by a relative?
18. What are the three categories of insecure attachments?
19. Historically, what non-offending family member is often blamed for the abuse?
20. What views often discredit a woman therapist's credibility in a male client's eyes?
21. Studies in the area of child sexual abuse have repeatedly found a higher incidence of what among homosexual than heterosexual men?
22. Which type of coping strategist who commits sexual abuse will prefer to select children who do not resemble himself?
23. The more closely the victim is psychologically identified with the perpetrator, the more intense and exacerbated are his what?
24. What do most men who have been victims of sexual abuse in childhood long for?
25. The use of what with survivors is controversial as they may perceive it as a loss of control, a salient concern of most survivors?
26. What would tend to confirm that, in general, it is not the homosexual nature of the act that arouses abusers, but the power relationship that surrounds the sexual abuse?
27. How can a clinician address the issues that arise from scarring and permanent damage from sexual abuse?
Answers:
A. victimization
B. hypnosis
C. Clients' defense mechanisms may be over-ridden too quickly, causing them to be flooded with exposed negative
feelings
D. breaking the silence, the victim stage, the survivor stage, and the thriver stage
E. sexual identity issues
F. 49%
G. misogynist, or sexist, cultural beliefs
H. the avenger
I. Most aggressors have a tendency to define themselves as exclusively heterosexual and declare themselves to be homophobic into the bargain: they see themselves as "real men" endowed with the right to sexually initiate others.
J. resistant/ambivalent, avoidant, and disorganized
K. to be appreciated and loved for himself alone and not for his body is
L. the mother
M. have the child receive thorough medical exam; examine experiences and feelings related to any time spent in hospital; help child who is disfigured by the abuse express his/her anger and sense of loss; explore the child’s embarrassment about injuries; use role play and anticipatory planning to practice replies to questions people ask about injuries or scars; help child develop responses to questions about their injuries that do not elicit fear, rejection, or pity; and help child develop identity that is based on behavior and accomplishments rather than on body image


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