OnlineCEUCredit APA Answerbook for Teen Suicide: Helping Survivors Make Sense of Sudden Loss

HSL - Teen Suicide: Helping Survivors Make Sense of Sudden Loss 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.
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Questions:

1.1 What are the two steps in the Healing Self Statements technique?
2.1 For many clients, what are the first initial responses to the suddenness of the trauma?
2.2 What is the purpose of the Identifying Supporting Others technique?
3.1 In the Identifying Strengths technique, what questions should a therapist ask a survivor of a teenage suicide to help them identify what they did and what strengths they displayed despite the negative event that had happened?
3.2 What is the purpose of the Identifying Strengths technique?
4.1 One of the three types of bargaining survivor’s of a teenage suicide may use to cope with trauma is called “cutting off”. What is “cutting off”?
5.1 What is the Programmed Cry Technique?
6.1 What are the two steps in the Family Trigger Chart Technique?

Answers:

A. Shock and helplessness
B. Look at the teenager’s suicide and the surrounding circumstances in a neutral non-self-blaming way and to help craft a statement that acknowledged the guilt, shame and other trauma-relate feelings that the client has.
C. What strengths did you display immediately after learning of your loved one’s suicide that helped you to survive and function? Despite the trauma and reactions that you have had, what strengths did you display and what have you achieved since? In which of your current relationships are the trauma-related strengths you just identified useful?
D. To help clients coping with a loved one’s suicide strengthen their support networks
E. Cutting off either behaviors, such as talking about the event, or feelings, such as guilt. Instead of confronting their reactions to their loved one’s suicide, they focus their energy on something else
F. To remind the client of the unique qualities that could help him/her being to address the trauma of their son/daughter.
G. The first step is for each family members to take a sheet of paper and make four columns, labeling them “trigger”, “My reactions”, “Memory”, and “How other can help” and to fill out each column. The final step is for each family member to fill in suggestions for what others might do for them to help in a trigger situation.
H. A technique used to help the client start to accept and express a broader range of feelings as he or she begins to respond to the suicide of his or her loved one

Course Content Manual Questions The answer to Question 9 is found in Section 9 of the Course Content. The Answer to Question 10 is found in Section 10 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:

8.1 What characteristics of the survivor are important in explaining differences in grief reactions?
8.2 Why would child survivors experience a heightened sense of guilt?
9.1 According to Iris Bolton, who wrote a personal and moving account about her grief after the suicide of her son, what are the four tasks of grieving?
10.1 What are examples of complicated bereavement that surviving adults might face?
11.1 An individual’s sense of identity, their sense of personal worth, and purpose in life may be largely based on what kind of relationship?
11.2 How does Weigert and Hastings describe identity loss?
12.1 In his study of psychiatrists, Brown found that every individual he interviewed remembered what information about the patient vividly even after 20 or 30 years?
13.1 What are three physical symptoms that suicide survivors experience?
14.1 Why are adults more likely to complete suicide?
16.1 In the Leiden Bereavement Study (a study that compared first-degree family members of suicide victims with those of traffic victims or people who died after long-term illness), what kind of symptoms were equally common among all groups?
17.1 According to the Nelson & Franz study, which of the two kinds of families experience more estrangement, anger, conflict, less openness, support, and concern for each other as they try to cope with loss?

Answers:

A. Because of hostile whishes and fantasies toward the parents before the suicide, feeling responsible for upsetting the parent, a perceived misconduct, and other specific behavior before the suicide
B. Attachment, sex, and age
C. Questioning the reasons for the suicide, self-blaming for the death, stigmatization by family and friends, isolation, family members blaming each other for the suicide, and avoiding discussing the death for fear of being overwhelmed by grief
D. Tell the story, express your emotions, make meaning from your loss, make a transition from the physical presence of the person to a new relationship
E. “The destruction or denial of a particular, meaningful, and positively affective self-other bond which has constituted a central personal identity for self"
F. Inter-family relationship
G. Headaches, trouble sleeping, constantly feeling anxious
H. Name of deceased client and the details of the incident
I. Larger families
J. They plan more carefully and they tend to kill themselves because of serious illness or overwhelming problems
K. Posttraumatic stress disorder symptoms

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