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Children Coping with Terrorism and Disasters: Diagnosis & Treatment
Children & Terrorism continuing education social worker CEUs

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

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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. How much screen time is appropriate for children between the ages of two and five?
2. What two symptoms of post traumatic stress were absent in infants and preschoolers affected by the Oklahoma City bombing?
3. What are six questions children frequently ask about safety and security connected with a terrorist event?
4. How might you encourage a parent to respond to a child who asks if it is ok to hate terrorists?
5. What are four aspects of helping parents create a "conversational comfort zone" for children experiencing stress due to secondary or media exposure to a terrorist attack?
6. What are four aspects of helping parents of children traumatized by secondary or media exposure to terrorist attacks learn how to manage their own fears when talking to their children?
7. What are the four stages of children’s reactions to disasters and terrorism?
8. What are three contributing factors in children's reactions to disaster and terrorism?
9. What are four focus areas for assessing children exposed to disaster or terrorism?
10. What are two kinds of questions children may ask about emergency preparedness?
11. What are three differences among different types of natural disasters that may affect children’s psychological well being?
12. What is CISD?
13. What were three methods researchers used to assess levels of posttraumatic stress in young elementary school children?
14. With what two established therapeutic communication strategies were the "The Bushfire and Me: A Story of What Happened to me and my family" workbooks consistent?

Answers:
A.  Three methods were, asking yes or no questions, asking children to draw pictures in response to neutral questions, and presenting the children with a vignette exercise.
B. Four aspects are: explore your own fears first, express and acknowledge your fears, remember that your fears are not the same as the child’s, and deciding whether to bring up traumatic news with children.
C. Three contributing factors are aspects of traumatic exposure, preexisting characteristics of the child, and aspects of the recovery environment.
D. You might encourage the parent to tell the child that feelings are not good or bad, but what we do with them is important.  You might also suggests that it is okay to feel all of our feelings, as long as we don’t let the ugly feelings make us forget to be happy and have pretty feelings too.
E. Predictability, duration, and scale.
F. No more than five to seven hours per week.
G. Two kinds of questions are, questions about safe rooms, and questions about armed police and military personnel.
H. Four aspects are the 5 "W"s, acknowledging feelings, offering concrete information, and offering ways to cope with feelings.
I. CISD, or critical incident stress debriefing, is a crisis intervention designed to relieve and prevent trauma related distress in ‘normal’ people who are experiencing abnormally stressful events or disasters. 
J. Four stages are, the recoil phase, the postimpact phase, the recovery and reconstruction phase, and other reactions.
K. Workbooks were consistent with established therapeutic communication strategies such as Winnicott’s Squiggle Game and the use of drawings and play with traumatized children.
L. Two symptoms absent in infants and preschoolers were a restricted range of affect and a sense of a foreshortened future.
M. Four focus areas are, the child's behavior and emotion, the severity of the stressors, and coping.
N. Will bombs fall on my house, who will take care of me if my parents get killed, why don’t I feel safe, will terrorists hurt me, and do adults worry about war too.

Course Content Manual Questions The Answer to Question 15 is found in Section 15 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:
15. What are six strategies for helping children cope with terrorism?
16. What are seven reasons schools are important to disaster recovery plans concerning children?
17. According to the Journal of School Health, in what three areas could counselors help staff increase their knowledge regarding disaster response?
18. How might older children who are trauma survivors react to a parent’s post traumatic compulsive need for family members to be close at hand?
19. What are the components of the HEARTS model of individual psychotherapy for children affected by terrorism?
20. What is a major challenge in diagnosing PTSD in preschoolers?
21. According to Cook-Cottone, what form of treatment for PTSD currently shows the most promising empirical efficacy data in children?
22. What are five steps in a successful school reintegration plan?
23. According to Nadkani, what is a useful intervention for a child who is so emotionally distraught in the immediate post-disaster phase that he or she cannot participate in play therapy?
24. According to Yih-Jiun Shen, what is the benefit of using the ‘disaster heroes’ activity?
25. In Shannon’s study of children affected by Hurricane Hugo, what conflicting data emerged?
26. What five problems were reported by adolescents traumatized by Hurricane Katrina?

Answers
A.  Six strategies are: staying reality based, expressing emotions, developing concepts of life and death, developing self-efficacy and a sense of control, developing coping skills, and encouraging action by engagement in humanitarian efforts.
B. The adolescents reported experiencing problems concentrating, and increases in headaches, irritability, and risk-taking behaviors, such as underage drinking and sexual activity, and depression.
C. Five steps are: establishing the relationship, PTSD recovery education, individualized plan development, facilitated integration, and independent integration.
D. For the verbally developing preschooler, symptoms are expressed in nonverbal channels. This age-specific, developmental feature creates diagnostic difficulties because more than one-half of the DSM-IV criteria for PTSD require a verbal description of a subjective state.
E. Discussing ‘disaster heroes’ can help children focus on how others overcame negative feelings and regained a sense of safety and security.
F. Older children and adolescents may resent what they perceive as a "babying" restriction of their autonomy and independence.
G. Three areas are:  symptoms of psychological disturbances among children and how to refer students to appropriate care; the importance of fostering resiliency among children and methods for doing so; and methods for managing the stress of on-going terrorism threats
H. Cognitive behavioral therapy (CBT) currently shows the most promising empirical efficacy data.
I. A useful intervention is to give the child a stuffed animal to hold.
J. Listening to the History; focusing on Emotions and reactions; Asking about symptoms; explaining the Reason for symptoms; Teaching relaxation and coping skills; and helping with Self-change.
K. Shannon found that while nearly half of the children experienced some kind of functional impairment after the disaster, only 5.42% of the children met the diagnostic criteria for PTSD.
L. Schools are: place where large numbers of children gather daily, in loco parentis, resources for response for their communities, places of learning, places of health care delivery, food ser vice settings, and places where recovery services can be delivered.


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