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 periods or 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.
Utilizing an abundance of theories about emotional disorders enhance the human
tendency to do what ?
2.
To
effectively deal with conceptualizing, the therapist has to elicit what from the
from the client ?
3.
What
is one method to motivate a client to do homework?
4.
What is the "Divide and conquer"
intervention technique?
5.
What is one way of presenting automatic thoughts to your client?
6.
What
is a technique to help the client distance himself from the anxiety?
7.
What is the purpose to your client to
count automatic thoughts?
8.
What
are key points for asking questions of an anxious child or adult?
9.
What are some interventions to assist
your client in answering the question "What's the evidence?"?
10.
What are interventions to assist your
client in answering the question "What's Another Way Of Looking At It?"
11.
What
are interventions to assist your client in answering the question "So What
If It Happens?"?
12.
What
are examples of characteristic thinking of an anxiety disordered client?
13.
The negative evaluation of self may
further interfere with what?
14.
Even
large successes in the past may have no permanent effect because the "vulnerable"
client feels he or she will what?
15.
What is one problem regarding retaining
confidence?
16.
The
question of self-confidence raises what question?
17.
What is an example of interventions
specifically intended for children who have an anxiety disorder?
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Answers:
A. as being similar to subliminal advertisements
B. Decatastrophising, Coping Plans, and Point/Counterpoint
C. fail
D. complicate problems
E. Generating Alternative Interpretations, Dysfunctional
Thought Records, Decentering, Enlarging Perspective, Reattribution
F. video time and picture on the wall
G. what the problem means to the
client
H. explaining rationale for particular assignments
I. refer to him as "it" or by his first name
J. focus in on the
components of the client's anxiety that have the least resistance
K. this technique helps your client to see how his thoughts produce, maintain, and
intensify this or her anxiety
L. focus, concreteness, purpose, trust,
pacing, and level of depth
M. Analysis of Faulty Logic, a Three-Column
Technique, Providing Information, and Hypothesis Testing
N. Stimulus
Generalization, Catastrophizing, and Dichotomous Thinking.
O. What psychological
and physical mechanisms lead to poor performance?
P. performance and
reinforces the notion of being deficient
Q. the change in context from
non-evaluative to evaluative may increase the client's sence of vulnerability |
Course Content Manual Questions: The Answer to Question 18 is found in Section 18 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 periods or 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:
18.
What
are types of reactions your Client may have to a threat?
19.
What are stages in the creation
of emotions?
20.
Ideally
your anxiety disordered client learns to pose what kind of questions?
21.
Primal responses are not voluntary
and appear to be what?
22.
What
are examples of behavioral treatments to use with anxiety disordered children?
23.
What
are the R's for dealing with anxiety? |
Answers
A. mobilization, inhibition, demobilization
B. The same questions you pose in the session.
C. 1. Clients are taught
how to relax, how to recognize tension, and how to use relaxation skills to relieve
tension. 2. During the tension phase of relaxation exercises, clients focus on
feelings of tension and become more sensitive to them. These feelings serve as
cues for the application of relaxation. 3. At the first experience of tension,
clients signal and then continue imagining the scene while actively relaxing away
the tension.
D. Facing an Unknown, Activating Emotional Memories, Creating
Images, Activating Belief System, Blocking of Acceptance... Creating Subjective
Feelings, Motivation
E. Realize that Anxiety is part of your consciousness.
Recognize when Anxiety is calling. Refuse to answer Anxiety. Replace negative
and irrational thoughts with reality. Relax and reprogram the unconscious mind.
F. programmed |
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