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HEP - Bipolar: CBT Interventions for Hypomanic and Depressive Episodes 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.


2.1 How may the “Compassionate Perspective” technique help a client?
3.1 What are long term effects of withdrawals and manic episodes?
3.2 What does Behavioral Activation Therapy NOT focus on?
3.3 What does Behavioral Activation Therapy perceive depression as?
4.1 Under “Identifying Alternative Actions”, how are clients supported in gradually developing an expanded set of behaviors that help ‘pull’ them though their depressive states?
5.1 What are the steps in the “ACT” mnemonic?
5.2 What are the six processes by which clients are helped to move forward by the “ACT”?
6.1 Under “Dealing with Change”, what is a major goal in working with people with manic depression?
7.1 What new skills may be learned in the “Stress Management” technique?

A. Further exacerbates depression and hypomanic episodes
B. This might help the client in putting his/her struggle into perspective and give him/her a feeling of self worth, which may in turn help decrease the intensity of his/her depressive episodes
C. As a mental conflict in which the client is no longer experiencing sufficient reward to engage in behaviors that previously were rewarding and reinforcing
D. Negative inhibiting and constriction of thoughts that lead to depression or manic behavior
E. Accept their reactions and be present with them. Choose and commit to a valued direction. Take actions that are increasingly consistent in working toward that goal.
F. Through small activities which lead the clients to accomplish larger goals
G. Learning new skills regarding time management, learning to care for the caretaker, physical relaxation strategies, maintaining your own life, developing and practicing assertiveness skills and maintaining healthy nutritional and physical well being
H. Acceptance, contact with the now, a transcendent sense of self, defining values, committed actions, and cognitive diffusion
I. To help them accept the reality of their illness

Course Content Manual Questions The answer to Question 10 is found in Section 10 of the Course Content. The Answer to Question 11 is found in Section 11 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.


8.1 What were The Global Assessment of Functioning Scale and Clinical Global Impression Scale for Bipolar Disorder (CGI-BD) used to measure for?
9.1 According to Zaretsky, what are four psychosocial factors that play an important role in risk for the onset, course, and expression of bipolar illness?
10.1 What different elements are contained in the actual IPRST therapy?
11.1 What are the core components of Family Focused Treatment (FFT)?
12.1 What are four overviews of treatment assumptions?
13.1 When does the clinician ask the family members to express to the patient their own difficulties in coping with his or her suicidality?
14.1 What does the clinician need to help the patient with, besides the need to address the the subsyndromal symptoms, impaired psychosocial functioning, dysfunctional interpersonal relationships, and poor self-esteem?
15.1 What is an example of a common clinical presentation in BD?
16.1 What have been reported in BD patients including in selective attention, working memory, backward masking and controlled visual information processing?
17.1 How can patterns of social cognition be assessed?
18.1 What are the clinical implications for psychoeducation?

A. Life events, family environment, cognitive style, and social support
B. Overall psychological, social, and occupational functioning
C. Psychoeducation, communication training and problem solving
D. PE, cognitive and behavioural interventions, self-monitoring of social rhythms, and IPT
E. Once family members have been able to listen empathically and validate the patient’s feelings in at least one session
F. First, that suicidality, while part of the pathophysiology of bipolar disorder, is to some degree under environmental control. A second treatment assumption is that all suicidal expressions should be taken seriously by the family. Third, the clinician treating the family of a suicidal bipolar patient must be flexible in his or her approach. Fourth, suicidal episodes among bipolar patients can sometimes be addressed through changes in medications (e.g., an increase in lithium dosage) and/or a brief hospitalization
G. Difficulty in returning to work
H. The need to help the patient re-establish a sense of identity that takes into account the effects of the illness but focuses on the person’s positive capabilities as well
I. Both by the use of established measures and by patient’s recording of thinking patterns using thought-record sheets
J. Neurocognitive deficits
K. maintaining treatment alliance must remain principal objective throughout all phases; during manic phase, no formal psychotherapies have been demonstrated to be useful; during depressed phase, cognitive- behavioural therapy or interpersonal and social rhythms therapy should be considered; substantial evidence suggests role for family therapy intervention in selected cases; and psychoeducation can be valuable tool in promoting therapeutic alliance and collaborative approach