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Parenting Skills with Conduct Disordered Pre-Adolescents
Parenting Skills with Conduct Disordered Pre-Adolescents

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

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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 ways to shape a child’s attention?
2. What kinds of communication can affect how children perceive their own responsibility?
3. What are common causes of miscommunication through vague or ambiguous statements with difficult children?
4. What are the parts of Omnipotent Powerless Child Syndrome?
5. What are ways to prevent children’s anger from being failed communication?
6. What are characteristics of the 5 Minutes Technique?
7. How can a child benefit from the 5 Minutes Technique?
8. What are ways to clean up communication between a therapist and a child?
9. What are steps to the problem-solving model presented on this track?
10. What are steps to anger getting out of control?
11. What are misdirected goals that children often use to obtain a sense of significance?
12. What are parts to Building Assertive Communication?
13. What are parental behaviors that often lead to decreased respect for rules in children?
14. What are parts to assessing the effects of anger on your child?
 Answers:
A. Indirect statements and using emotion as a communicator
B. Real Power vs. Button-Pushing, Children Want Adults in Charge, and Disempowering Button-Pushers
C. Talking About Your Child’s Feelings and Needs, Talking About Your Feelings and Needs, Brainstorming Without Judging, Eliminating Solutions that Aren’t Mutual, Picking the Best Solution and Developing a Plan. 
D. knowing that the parent is there and that he or she has the parent’s full and undivided attention
E. Attention, power and revenge
F. Depersonalizing, Discrediting Elective Behavior and Always Giving 100% Credit
G. Stress and trigger thoughts
H.  Sharing attention, and recognizing fear of failure
I. Private and Uninterrupted, a Daily Occurrence, Not Competing with Any Other Activity and No Touching
J. Challenging the Child’s Pathological Behavior and Not Forgetting Why You Work With Children
K. Stopping opportunities for empty communication, listening for children’s self-put-downs and recognizing sadness
L. reacting to a child’s behavior, why the child’s behavior affects you this way and what you want to change
M. Looking for danger signs and talking to your child
N. A "Do as I Say, Not as I Do" Mentality, Exceptions and Rationalization.

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. According to Darch et al., what are the parenting practices of families with children with behavior problems?
16. How are parents views and models about child rearing shaped?
17. What factors are implicated in the development of behavioral problems?
18. What are the formal sources of support identified in this article?
19. How were measures of child termperament, parenting style, and child adjustment obtained?
20. According to Soriano, what helps promote competent parenting?
21. What factors were the most common precursors to behavioral problems at four years of age?
22. What was satisfaction with parenting closely intertwined with?
23. According to Steinberg, Elmen, and Mounts, what three factors make independent contributions to adolescent school achievement?
24. According to the study done by Field et al., what were the benefits for students who had a greater intimacy with their parents?
25. What is an authoritarian power structure?
26. What eight themes did Robin and Foster developed to describe cognitive distortions among parents and children?
 Answers:
A.  reactivity and high levels of punishment at two years of age
B.  An authoritarian power structure is one in which parents impose their values upon their adolescent children.
C. (a) lack of family problem solving skills, (b) noncontingent positive reinforcement, (c) physical or harsh punishment practices, (d) minimal supervision, and (e) inconsistent discipline
D. Parents' views and models about child rearing are shaped by the culture in which they themselves were raised.
E.  Higher levels of acceptance, psychological autonomy, and firm control make independent contributions to adolescent school achievement.
F.  child temperament and parenting
G.  a close and supportive relationship between parents
H.  an acknowledgment from the parents of their own personal qualities
I.  (1) Perfectionism (2) Ruination (3) Fairness (4) Love and Approval (5) Obedience (6) Self-blame (7) Malicious Intent, and (8) Autonomy
J.  Community agencies, community professionals, and literature on childcare and parenting
K.  Students who had greater intimacy with their parents had greater interest in school, higher self-esteem, lower depression, and lower risk-taking scores.
L.  playroom sessions and parent report questionnaires


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