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Teen Suicide: Practical Interventions for Adolescents in Crisis
10 CEUs Teen Suicide: Practical Interventions for Adolescents in Crisis

CE Post-Test
Psychologist CEs, Counselor CEUs, Social Worker CEUs, MFT CEUs | Crisis CEU Courses

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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 are theories regarding why an adolescent may choose suicide?
2. What are warning signs for teen suicide?
3. What are aspects of addressing thoughts and feelings with a suicidal teen client?
4. What are steps in a crisis intervention model for a suicidal teen client?
5. What are risk factors for teen suicide?
6. What are steps in the Hook technique?
7. What are the myths the families of suicidal teen clients may have about suicide?
8. What percentage of adolescents may have considered suicide?
9. What are barriers to communication between adolescents and parents that may compound a teen’s suicidal crisis?
10. What are parenting skills for setting limits that can help a teen in a suicidal crisis?
11. What are techniques available to parents to help foster independence in a teen undergoing a depressive or suicidal crisis?
12. What are the steps in the safe place technique?
13. What are focus areas for family change following a teen client’s suicide attempt?
14. What are brief techniques that may help suicidal teen clients cope with negative self-thoughts?
Answers:
A.  providing choices, problem solving, listening techniques, and active interest.
B.  teens who talk about suicide will not commit suicide, all suicidal people want to die, if you ask someone about suicide it might give them the idea, and suicide happens without warning.
C.  40%
D.  what to say about the attempt and realistic expectations.
E.  motivations for suicide, depression and mental illness, rebellion and escape, low-self esteem and lack of communication, and suffering a loss.
F.  Verbal clues, behavioral changes, and situational clues. 
G.  the self-observation technique, partner monitoring, what am I thinking?, and the choice points technique.
H.  abuse, childhood loss, school performance, personality traits, parental relationships, and family patterns.
I.  identify the hook, the hook book, identify the need, and fill the need. 
J.  labeling, mixed messages, over or underreacting, and nonverbal messages.
K.  communicating feelings, separating thoughts and feelings, and active listening.
L.  to establish rapport, explore the problem, focus, and seek alternatives. 
M.  develop clear rules, eliminate vagueness, be direct, and develop a joint language.
N. 
1. Remove all possible means of suicide from the house including pills, guns, knives, razors, and scissors; 2. If the teen has keys to a vehicle, take the keys away.  Make sure other car keys are not accessible; 3. Take turns monitoring the teen around the clock.  In the case of a teen like Louise who is at a high risk of suicide, it is very important that she or he not be left alone.

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 the psychosocial factors to be considered regarding adolescent suicide risk?
16. What factor accounts for the increased risk of suicide in gay adolescents?
17. What factors contribute to teen vulnerability regarding limited decision making skills, poor problem-solving abilities, and irrational decision making when overcome by stress, intense affect, or inescapable conflict?
18. What did Zayas propose about influencing factors in the suicidal behavior of adolescent Hispanic females, especially ethnic Puerto Rican females?
19. According to the integrative model, what factors in mother daughter relations have been linked to the suicide attempts of adolescent females?
20. What factors regarding depression in adolescents make it difficult to diagnose?
21. According to Stanard’s article, what may be an effective treatment for depressed adolescents?
22. According to Portes, what may reduce the gap between males and females in suicide rates in the future?
23. Although for many years there has been an assumed connection between suicide and psychosis, resulting in the practice of placing adolescents who attempted suicide in hospital psychiatric wards for observation or treatment, what did Manor’s article note about this treatment approach?
24. According to Manor, when does the wish to die arise and when do suicidal tendencies develop?
25. What are myths and misconceptions about suicide that parents, teachers, mental health professionals, and the adolescent population itself are not made aware of?
26. According to Capuzzi, what is the first step in what can become a long-term healing process?

Answers:
A. problems differentiating between the normal, transient difficulties and developmental issues that occur in this age group and depressive symptoms.
B.  a lack of empirical justification for placing adolescents who attempted suicide in hospital psychiatric wards. Suicidal behavior, even when the victim died, had not occurred on the basis of classified psychiatric illness, but rather on the basis of personality disorders.
C.   hopelessness, hostility, negative self-concept, and isolation.
D.  1. Suicide is hereditary   2. Suicide happens with no warning  3. Every adolescent who attempts suicide is depressed.
E. The very act of talking about painful emotions and difficult circumstances is the first step in what can become a long-term healing process.
F. interruptions in mother-daughter mutuality and the mother's limited capacity to mentor and support her daughter are linked to the suicide attempts of adolescent females.
G. because during the transition phase in cognitive development, they are not yet fully developed cognitively and have limited life experiences.  Research suggests that suicidal individuals may have cognitive distortions regarding their ability to solve problems, thereby resulting in a negative attitude toward problem solving.
H.  The wish to die arises with the awakening of life, whereas suicidal tendencies develop ten years later or more, during adolescence.
I.  Changes in gender roles may reduce the gap between males and females in suicide rates, as women are increasingly encouraged to take on more male-oriented characteristics.
J. psychosocial distress associated with being gay.
K. the interaction of socioeconomic disadvantage, traditional gender-role socialization, acculturation, cultural identity, generational status, and intergenerational conflict converge interactively and additively to influence the suicidal behavior.
L. cognitive behavioral treatment, both individual and group, may be effective for depressed adolescents. An NIMH-supported study on treatment of adolescent depression found a 65% remission rate and a more rapid treatment response using cognitive behavioral treatment as opposed to either supportive or family treatment.


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