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Home > CEU courses > > Parenting: Teaching Parents Strategies for Problem Behavior in Adolescents > Answer Booklet Parenting: Teaching Parents Strategies for Difficult Teens

Parenting: Teaching Parents Strategies for Problem Behavior in Adolescents

CE Post-Test
Psychologist CEs, Counselor CEUs, Social Worker CEUs, MFT CEUs

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Audio Transcript Questions The answer to Question 1 is found in Section 1 of the Course Content. The Answer to Question 2 is found in Section 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 reframing exercise in helping someone admit they have a problem?
2. What are the aspects of the three-dimensional model?
3. What are the ways to build confidence?
4. What is the therapy outline in the exercise Redefining Parents’ Rules?
5. What are steps in the Identifying the Critic technique?
6. What are the ways to Destroy the Critic?
7. What are techniques that can be useful in calming down teens who become violent?

Answers:

A. valuing the unique teen, building self-respect, and recognizing effort and improvement.
B. 1. uncover the facts that are involved with both the teen and parent in the situation, 2. hear the teen’s viewpoint, 3. listen to reason, 4. dialouge, and 5. compromise.
C. Nurture; Intervention; and Talk Back.
D. contemporary developmental pressures on the family, Other-Person-Centered Responding, and structure.
E. Outside Looking In
F. Unmasking the purpose, talking back, and making the critic useless
G. hearing the internal voice, determining and recognizing situations when the voice is present, monitor the voice, and determine how the voice makes your client feel

Course Content Manual Questions The Answer to Question 8 is found in Section 8 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:

8. What are the individual factors predisposing an adolescent to firesetting?
9. According to Kann & Hanna, what is the benefit in using peer groups to gather information useful in diagnosing and treating a child with a disruptive behavior disorder?
10. According to Slavkin & Fineman, what is a "sensory reinforcement controlled" type of firesetter?
11. According to the study done by Webster-Stratton, what significantly predicted girls’ externalizing problems?
12. Under what conditions is pathological firesetting likely to continue?
13. Why are certain components of "cognitive problem-solving" more appropriate for older children than for younger children?
14. According to Miranda, what is the logic of current prevention strategies for adolescent alcohol abuse?

Answers:

A. 1) provide massive amounts of public education about the negative consequences of alcohol use before the age of 21; 2) criminalize and shame any youth or adult behavior that supports alcohol use before the age of 21; 3) expect that after turning 21 young adults will be able to quickly learn to use alcohol responsibly and be problem-free because the onset of use hasbeen postponed.
B. Antisocial behaviors; Sensation seeking; Social skills deficits; Attention seeking; and Fire-safety skills
C. For young children at risk of disruptive behavior disorders, a natural environment in which children are interacting with others could provide a wealth of information about them. Not only can details pertaining to diagnosis be obtained, but the data collected may also determine which children would be successful in group therapy.
D. describes those for whom the sensory aspects of the fire are sufficiently reinforcing for them to set fires frequently.
E. Preschoolers' cognitive processes might not be developed enough to actively conceptualize and initiate self-modeled behavior.
F. Depression in the mother, along with mother "negativity" and father "negativity" and life stress
G. Pathological firesetting is likely to continue if the underlying motivations or reinforcers are not specifically identified and treated.