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Home > CEU courses > > Trauma-Informed Care... PTSD & Natural Disasters > Answer Booklet Trauma-Informed Care... PTSD & Natural Disasters

Trauma-Informed Care... PTSD & Natural Disasters

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

Instructions:

Read Course Content.
Select correct answer from below. Place letter in the box before the corresponding question.
After completing and scoring the Test below a Certificate granting 5 continuing education credit(s) for this Course is issued to you on-line.

rauma-Informed Care

Questions:
1. What is a primary tenant of working with everyone, but especially with people who have experienced trauma and may see themselves as inherently weak due to their experiences?
2. What are the three stages of trauma recovery?
3. What are the four key assumptions, according to SAMHSA’s concept of trauma, if a program, an organization, or a system is trauma-informed?
4. What occurs if a child experiences an extraordinarily frightening event or a situation that harms the physical or emotional well-being of someone close, such as another family member or a friend?
5. What are some actions or lack of actions that may cause Systems-Induced Trauma for the child when traumatic stress is left untreated and further harm is likely to occur?
6. The three E's of Trauma are EVENT(S), EXPERIENCE OF EVENT(S), AND EFFECT. What determines if an event is experienced as traumatic?
7. What are the six key principles of a Trauma-Informed Approach?
8. What should be considered when implementing a Trauma-Informed Approach?

Answers:
A. Safety and stabilization; Remembrance and mourning; and Reconnection.
B. Focusing on strengths instead of weaknesses.
C. Trauma
D. Realizes the widespread impact of trauma and understands potential paths for recovery; Recognizes the signs and symptoms of trauma in clients, families, staff, and others involved with the system; Responds by fully integrating knowledge about trauma into policies, procedures, practices, and settings; and Resists re-traumatization of clients as well as staff.
E. Misidentifying non-compliant behavior.; No referral or follow-through regarding trauma-specific assessment and treatment.; Failure to address ongoing physical and psychological safety needs.; and Placement instability and uncertain permanency, which can involve abrupt, unexplained removals and further compounds the child's traumatic stress.
F. Safety; Trustworthiness and Transparency; Peer Support; Collaboration and Mutuality; Empowerment, Voice, and Choice; and Cultural, Historical, and Gender Issues.
G. Is an individual's own definition of emotional safety included in treatment plans?; Is timely trauma-informed screening and assessment available and accessible to individuals receiving services?; Does the organization have the capacity to provide trauma-specific treatment or refer to appropriate trauma-specific services?; How are peer supports integrated into the service delivery approach?; and How does the agency address gender-based needs in the context of trauma screening, assessment, and treatment? For instance, are gender-specific trauma services and supports available for both men and women?
H. Linked it to life-threatening neglect for a child that imperils a healthy range of factors, including the individual's cultural development.

PTSD

Questions:
9. What are the ways to identify how trauma can affect a client?
10. What are the ways that a client might reexperience trauma?
11. What are the types of adaptation reactions to trauma?
12. What are the ways for a client to better understand his or her emotions?
13. What are the destructive behaviors that clients use in answer to survivor guilt?
14. What are the levels of victimization?
15. What are the techniques that are useful in helping PTSD clients cope with their triggers?
16. What are the techniques that could help your client recall the trauma safely and accurately?
17. What are the challenges in helping clients recall their emotions during the trauma?
18. What are the aspects in addressing clients who are suffering from unresolved anger?
19. What are the exercises to help clients gain a feeling of empowerment?

Answers:
A. Sleep disturbances; flashbacks; and emotional recall.
B. Memory prompts, revisiting the scene of the trauma, talking to others, and artistic outlets.
C. Emotional numbing, trigger avoidance, and hypervigilance.
D. The trigger coping questionnaire; writing; and the abdominal breathing exercise.
E. How they articulate their anger; the targets at which they direct their anger; and forgiving their targets.
F. Analyzing the extent of the trauma; anger; and guilt.
G. Taking Inventory, Refinding Yourself, and Accentuating the Positive.
H. Feeling awareness; differentiate between thoughts vs. feelings; and writing out the trauma.
I. Shattered assumptions; secondary wounding; and victim thinking.
J. Resistant clients; risks; and unresolved grief and anger.
K. Self-mutilation, substance addiction, and eating disorders.

Natural Disasters

Questions:
20. What is a traumatic memory?
21. What are the Self-Care Action tools your client facing a natural disaster trauma can use to regulate their agitation while dealing with a natural disaster crisis?
22. What is the first step for your client when they are visiting the site of their trauma?
23. What are the points that your client can use to talk to their child or children after facing a traumatic natural disaster to help them process the trauma?
24. What are the tips your client facing trauma from a natural disaster can use to share their experience with a loved one?
25. What the things does your client shift their focus on in the Describing and Tracking Sensation Exercise?

Answers:
A. his/her safety object and his/her body.
B. Plan your visit out ahead. Ask yourself what you want out of the visit. What problems do you have with the site? If you find yourself avoiding the site, ask yourself why.
C. a vivid image that is like a photograph rather than a movie because it stands on its own
D. Sharing in steps; Basic Information; Share feelings; Share Reactions; Affect on relationship; Efforts to get better; and Asking for feedback.
E. Focus, Self-talk/ Other talk, Imagery/ Expectations, Breath, Relaxation, Direction, and Activity.
F. Find a private space for the discussion; Stay Calm; Be honest with yourself; Speak at the child’s level; Read between the lines; Validate the child’s feelings; Listen well; Show that you believe the child; Dispelling fault; Exploring fears; Providing information; Walking through the process; Exploring resources.

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