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Cross Cultural Practices, Cultural Diversity & Ethical Boundaries: Coping with the Challenges (Abbreviated)
Ethics Boundaries continuing education social worker CEUs

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

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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 can be the end result of unnecessarily prolonged therapy?
2. One of the best tools in setting a boundary with transference or counter transference is to state what?
3. A therapeutic partnership is based on understanding and acceptance of the differences in  roles and tasks between therapist and client.  Thus, the partnership is not to be confused with what?
4. What are the two sides of reality?
5. What is one reason to use partialization?
6. What is one example of a situation when advice giving is appropriate?
7. What is one method to maintain an ethical boundary between being inappropriately confrontational and being straight forward?
8. When is manipulating acceptable?
9. What are four possible reactions your client may have when a referral to another professional or agency is suggested?
10. What are four areas that require particular attention concerning the setting of constructive clear boundaries?

Answers:
A. a friendship
B. physical contact, pity, overidentification and detrimental dependence
C. Therapy that  tends to become sterile and meaningless
D. when used as a tool to provide a constructive experience or to achieve a desirable goal.
E. Crisis situation
F. rejection, anger, hope, and expectation
G. the reality of the situation.
H.  to help break the client’s problem down into manageable units
I. number one, the reality as it is, and number two, the reality as the client sees it-must be fully comprehended before the worker can make a valid judgment.
J. By following the flow from the general to the specific

Course Content Manual Questions 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.
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:
11. What is a multi-step program for diffusing marital conflict? 
12. What are some "rules for engagement" with resistant clients? 
13. What was a key issue PTSG group members had to face?
14. When we reach the limits of what we know or can do, when we feel confused or blocked by a situation that is beyond our understanding or abilities, what is an easy way out? 
15. To manage sexual feelings, some clinicians opt to discuss them in supervision, in consultation with colleagues, or in their own personal therapy. What are two of the most important and helpful things, consultants, and educators can do in this regard?  
16. According to Drew et al., what are the three general categories of gifts? 

Answers
A.  delineation of the salient issues and  help the couple to admit and express their feelings more sensitively and clearly while fostering greater acceptance of each other’s Positions
B.  1. normalize feelings of attraction and 2. distinguish these feelings from sexual misconduct
C. blame the client.
D. keep your sense of humor, do not retaliate, define rules an roles, stay flexible, and be pragmatic
E.  First, gifts are often seen as a type of tip to the professional. Second, gifts are given to address a perceived imbalance in the professional relationship. Third, the gift might serve as a payment of homage or sacrifice to the mental health professional.
F.  how much to trust, recognizing that the previously
complete trust had been ill-advised.


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