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Therapy for Children's Grief
10 CEUs 8 Strategies for Working with Grieving Children

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

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  2. After completing and scoring the CE Test below a Certificate granting 10 continuing education credit(s) for this Course is issued to you on-line.
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Answer questions below. Then click the "Check Your Score" button below. If you get a score of 80% or higher, and place a credit card order online, you can get an Instant Certificate for 10 CE(s).


Questions:
1. What are the important aspects of denial in children?
2. What are the important aspects of anger?
3. What are the concepts regarding guilt you might assess in your grieving client?
4. What are the aspects of murder?
5. What are some of the DSM specifics for  Melancholic-features?
6. What are the concepts regarding fear resulting from the grief process?
7. What are the ways to involve children in the change that results from loss?
8. What are the aspects regarding adjusting to a new life after a loss?
9. What are the guideline topics for treating traumatized children?
10. What are the steps in the five feelings technique?
11. What are the types of separation discussed on this track?
12. What are the topics regarding displacement reactions that we discussed?
13. What are the techniques for delayed grief work?
14. What are the main topics regarding resolving childhood grief as an adult?
Answers:
A. guilt is common, unrealistic guilt, and the reassigning responsibility technique.
B. how murder can create complicated grief, grief from murder may present differently, and productive anger from grief.
C. helping traumatized children, what to say to a traumatized child, and what not to say to a traumatized child.
D. selecting mementos and discussing custody should the surviving parent die.
E. parental rejection, incarceration, mental illness, and alcohol and drug abuse.
F. anger as a manifestation of grief, anger history and identifying triggers.
G. introducing the five feelings, inventorying the five feelings, avoiding anticipating or feeding the child answers, asking clarifying questions, and to repeat the technique at later sessions as necessary. 
H.  how imagination leads to denial in children, death is overwhelming, and natural vs. non-productive denial.
I. manifestations of fear, why children become afraid and identifying specific fears. 
J. role changes, going back to school, and holidays.
K. early morning wakening; psychomotor retardation or agitation; anorexia or weight loss; and excessive or inappropriate guilt.  Atypical features include increase appetite or weight gain; hyper-somnia; sensitivity to perceived rejection. 
L. why displacement reactions occur and identifying patterns and triggers of displacement reaction.
M. latent signs of childhood grief and why childhood grief spills into adulthood.
N. talking, cemetery visits and drawing.
Questions:
15. What is the result of unresolved childhood grief and perception of vulnerability to loss?
16. What is loss of the "infantile object" or loss of the "fantasized self"?
17. What factors associated with bereavement lead to adult depression?
18. What is the main challenge for a CCT therapist? 
19. What was found in a study performed by Weller and colleagues related to the comparison of the manifestation of depression in bereaved children and a sample of clinically depressed children?
20. What are the signs of depression in a child up to age three?  
21. What are the signs of adolescent suicide?
22. During the introduction session of CBT, what is the focus of a brief parent-only segment?
23. What is inhibited by children dealing with grief complicated by symptoms of PTSD avoiding painful and intrusive thoughts?
24. Which sex shows higher rates of overall psychological difficulties?
25. What is the continuous line or "scribble" technique and its purpose with bereaved children?
26. What stages of grief does working with the Arts help a child move through?
Answers:
A.  an apparent lack of interest in the future ("It's no use"; "Nothing matters"), constant thoughts about death and dying, and, of course, fantasies about suicide or a suicide plan.
B.  It is simply a freely flowing line drawn on paper using the non-dominant hand whilst the eyes are closed, for approximately 30 seconds. The line may intertwine or be clear and simple. Through using this technique it is hoped that images are released from the unconscious.
C. impaired adult relationships and increased adult psychopathology.
D. loss, in the form of relinquishing childhood dependency. 
E.  Freeman et al. reports indicate how striving to avoid painful and intrusive thoughts inhibited the expression  and resolution of grief, and family communication.
F.  quality of parental care and the presence of other adverse social and economic sequelae following the bereavement influence adult outcome
G.  feeding problems, tantrums, and lack of playfulness and emotional expressiveness.
H.  (a) the importance of helping the children to generalize the skills to real-world contexts and problems, (b) the fact that children would be more likely to use the skills if they felt good about what they had accomplished in the group, and (c) the value of the family session as a means of helping parents to help their children to feel positively about the CBT skills and to use the CBT skills in real-world settings.
I.  It can provide the child with a vehicle in which to move forward through the stages of grief, particularly from denial to acceptance.
J.  to remain actively engaged with the client in the moment, making deliberate choices about when to make clarifying, summarizing, and supportive statements. 
K.  Bereaved boys show higher rates of overall psychological difficulties, with more aggressive and acting-out behavior than bereaved girls
L.  that although bereaved children frequently report suicidal ideation, they are significantly less likely than severely depressed children to attempt suicide. They are also less likely to report feelings of worthlessness and fatigue.


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