Tf-Cbt Exam Questions With Correct
Answers
What |is |the |typical |length |of |a |full |course |of |TF-CBT? |- |CORRECT |ANSWER✔✔-12-25 |sessions |
A |typical |course |of |TF-CBT |should |take |somewhere |between |3-5 |months |of |reqular |weekly |
sessions.
. |How |often |should |TF-CBT |treatment |sessions |be |conducted? |- |CORRECT |ANSWER✔✔-Once |a
|week |or |more |frequently |
Weekly |sessions |are |the |TF-CBT |standard, |and |treatment |can |be |delivered |more |frequently |if |
circumstances |make |that |possible.
For |what |age |range |of |children |has |TF-CBT |been |found |to |be |effective? |- |CORRECT |
ANSWER✔✔-3-18 |years |
Research |demonstrating |TF-CBT's |efficacy |has |included |children |as |young |as |3 |and |as |old |as |
18.
Which |of |the |following |statements |is |NOT |true |for |TF-CBT? |- |CORRECT |ANSWER✔✔-All |
children |who |have |experienced |at |least |one |potentially |traumatic |event |are |good |candidates |
for |TF-CBT |
Simply |experiencing |a |trauma |does |not |make |a |child |a |good |candidate |for |TF-CBT; |trauma-
related |symptoms |must |be |present, |as |well.
Lila |is |a |10-year-old |girl |referred |to |you |by |a |school |counselor |due |to |misbehavior |in |school |
and |decreased |academic |performance |that |both |have |become |serious |problems |over |the |past |
3 |months. |Your |trauma |assessment |revealed |that |she |had |been |in |a |serious |car |crash |about |
three |years |ago, |suffering |some |minor |physical |injuries. |Neither |she |nor |her |parents |report |
any |other |traumatic |events. |Her |mother |reported |no |difficulties |related |to |the |car |crash |and |
Lila's |score |on |a |standardized |measure |of |PTSD |symptoms |was |in |the |low |normal |range. |Is |Lila |
,a |good |treatment |candidate |for |TF-CBT |and |why? |- |CORRECT |ANSWER✔✔-No, |she |does |not |
have |clinically |significant |trauma-related |problems |that |require |trauma-focused |treatment. |
TF-CBT |should |be |provided |to |kids |who |have |experienced |trauma |AND |who |report |some |
symptoms |of |PTSD
Which |of |the |following |is |a |TF-CBT |treatment |goal |for |participating |parents |and |caregivers? |- |
CORRECT |ANSWER✔✔-To |increase |caregiver |support |of |the |child, |parenting |skills, |and |parent-
child |communication |
Some |of |the |other |response |options |may |be |ancillary |benefits |of |TF-CBT |in |some |cases, |but |
they |are |not |explicit |treatment |goals.
Which |of |the |following |is |NOT |a |problem |that |should |be |managed |prior |to |beginning |TF-CBT?
|- |CORRECT |ANSWER✔✔-Child |has |significant |academic |problems |and |is |failing |
Issues |that |pertain |to |the |safety |of |the |child |or |others |in |the |child's |environment |need |to |be |
addressed |prior |to |beginning |TF-CBT. |Academic |problems |generally |do |not |rise |to |this |
standard.
What |treatment |elements |should |be |included |in |every |session |of |TF-CBT? |- |CORRECT |
ANSWER✔✔-Parenting |Skills |and |Gradual |Exposure |
The |trauma |should |be |discussed |in |every |session |of |TF-CBT |(as |the |PRAC |skills |are |applied |to |
trauma-related |problems, |for |example), |and |parent |sessions |should |include |some |discussion |of
|parenting
Which |TF-CBT |treatment |components |make |up |the |Integration/Consolidation |Phase |of |
treatment? |- |CORRECT |ANSWER✔✔-In |Vivo |Mastery, |Conjoint |Sessions, |and |Enhancing |Future |
Safety |and |Development |
Integration/Consolidation |is |the |final |phase |of |TF-CBT |treatment |and |includes |all |the |
components |after |the |creation |and |processing |of |the |Trauma |Narrative.
Samuel |is |a |14-year-old |boy |with |a |cognitive |disability |who |functions |at |about |the |level |of |a |5-
year-old. |He |was |referred |to |you |by |a |child |welfare |worker |after |a |report |of |physical |abuse |by |
, his |mother. |Your |trauma |assessment |found |that |Samuel |had |a |long |history |of |significant |
physical |abuse |by |both |his |parents. |Samuel |reported |that |when |his |parents |beat |him, |it |was |
his |fault |because |he |did |something |wrong, |and |that |he |usually |deserved |the |punishment. |He |
often |felt |guilty |about |causing |his |parents |to |hit |him |and |ashamed |of |himself |for |being |bad. |A |
standardized |measure |of |PTSD |symptoms |completed |by |his |current |caregiver, |an |aunt, |was |in |
the |high |normal |range. |Is |Samuel |a |good |treatment |candidate |for |TF-CBT |and |why? |- |CORRECT
|ANSWER✔✔-Yes, |Samuel's |problems |with |guilt, |self-blame, |and |shame |are |clinically |significant
|trauma |related |problems |that |can |be |treated |with |TF-CBT. |
Despite |Samuel's |disability, |he |is |functioning |at |a |developmental |level |for |which |TF-CBT |is |
appropriate, |and |his |self-blame |and |emotional |symptoms |are |appropriate |treatment |targets.
What |are |the |two |components |of |treatment |fidelity? |- |CORRECT |ANSWER✔✔-Adherence |and |
Competence |
The |degree |to |which |therapists |provide |treatment |"with |fidelity" |is |dependent |on |how |closely |
they |follow |the |prescribed |treatment |model |(adherence) |and |their |skill |in |delivering |the |
treatment |components |(competence).
Which |of |the |following |is |a |main |purpose |of |the |psychoeducation |module? |- |CORRECT |
ANSWER✔✔-Helping |children |and |caregivers |understand |common |reactions |to |trauma |
exposure |is |one |of |the |main |functions |of |this |module.
All |of |the |following |are |important |aspects |of |the |psychoeducation |module |EXCEPT: |- |CORRECT |
ANSWER✔✔-Assessing |the |child's |trauma |symptoms |and |appropriateness |for |TF-CBT |
Initial |assessment |of |symptoms |occurs |prior |to |treatment |onset.
Which |statement |reflects |an |element |of |psychoeducation |pertaining |to |physical |abuse? |- |
CORRECT |ANSWER✔✔-Physical |abuse |and |punishment |are |not |the |same |thing. |
Physically |abused |kids |often |struggle |to |understand |the |difference |between |"punishment" |and
|"abusive |discipline."
Answers
What |is |the |typical |length |of |a |full |course |of |TF-CBT? |- |CORRECT |ANSWER✔✔-12-25 |sessions |
A |typical |course |of |TF-CBT |should |take |somewhere |between |3-5 |months |of |reqular |weekly |
sessions.
. |How |often |should |TF-CBT |treatment |sessions |be |conducted? |- |CORRECT |ANSWER✔✔-Once |a
|week |or |more |frequently |
Weekly |sessions |are |the |TF-CBT |standard, |and |treatment |can |be |delivered |more |frequently |if |
circumstances |make |that |possible.
For |what |age |range |of |children |has |TF-CBT |been |found |to |be |effective? |- |CORRECT |
ANSWER✔✔-3-18 |years |
Research |demonstrating |TF-CBT's |efficacy |has |included |children |as |young |as |3 |and |as |old |as |
18.
Which |of |the |following |statements |is |NOT |true |for |TF-CBT? |- |CORRECT |ANSWER✔✔-All |
children |who |have |experienced |at |least |one |potentially |traumatic |event |are |good |candidates |
for |TF-CBT |
Simply |experiencing |a |trauma |does |not |make |a |child |a |good |candidate |for |TF-CBT; |trauma-
related |symptoms |must |be |present, |as |well.
Lila |is |a |10-year-old |girl |referred |to |you |by |a |school |counselor |due |to |misbehavior |in |school |
and |decreased |academic |performance |that |both |have |become |serious |problems |over |the |past |
3 |months. |Your |trauma |assessment |revealed |that |she |had |been |in |a |serious |car |crash |about |
three |years |ago, |suffering |some |minor |physical |injuries. |Neither |she |nor |her |parents |report |
any |other |traumatic |events. |Her |mother |reported |no |difficulties |related |to |the |car |crash |and |
Lila's |score |on |a |standardized |measure |of |PTSD |symptoms |was |in |the |low |normal |range. |Is |Lila |
,a |good |treatment |candidate |for |TF-CBT |and |why? |- |CORRECT |ANSWER✔✔-No, |she |does |not |
have |clinically |significant |trauma-related |problems |that |require |trauma-focused |treatment. |
TF-CBT |should |be |provided |to |kids |who |have |experienced |trauma |AND |who |report |some |
symptoms |of |PTSD
Which |of |the |following |is |a |TF-CBT |treatment |goal |for |participating |parents |and |caregivers? |- |
CORRECT |ANSWER✔✔-To |increase |caregiver |support |of |the |child, |parenting |skills, |and |parent-
child |communication |
Some |of |the |other |response |options |may |be |ancillary |benefits |of |TF-CBT |in |some |cases, |but |
they |are |not |explicit |treatment |goals.
Which |of |the |following |is |NOT |a |problem |that |should |be |managed |prior |to |beginning |TF-CBT?
|- |CORRECT |ANSWER✔✔-Child |has |significant |academic |problems |and |is |failing |
Issues |that |pertain |to |the |safety |of |the |child |or |others |in |the |child's |environment |need |to |be |
addressed |prior |to |beginning |TF-CBT. |Academic |problems |generally |do |not |rise |to |this |
standard.
What |treatment |elements |should |be |included |in |every |session |of |TF-CBT? |- |CORRECT |
ANSWER✔✔-Parenting |Skills |and |Gradual |Exposure |
The |trauma |should |be |discussed |in |every |session |of |TF-CBT |(as |the |PRAC |skills |are |applied |to |
trauma-related |problems, |for |example), |and |parent |sessions |should |include |some |discussion |of
|parenting
Which |TF-CBT |treatment |components |make |up |the |Integration/Consolidation |Phase |of |
treatment? |- |CORRECT |ANSWER✔✔-In |Vivo |Mastery, |Conjoint |Sessions, |and |Enhancing |Future |
Safety |and |Development |
Integration/Consolidation |is |the |final |phase |of |TF-CBT |treatment |and |includes |all |the |
components |after |the |creation |and |processing |of |the |Trauma |Narrative.
Samuel |is |a |14-year-old |boy |with |a |cognitive |disability |who |functions |at |about |the |level |of |a |5-
year-old. |He |was |referred |to |you |by |a |child |welfare |worker |after |a |report |of |physical |abuse |by |
, his |mother. |Your |trauma |assessment |found |that |Samuel |had |a |long |history |of |significant |
physical |abuse |by |both |his |parents. |Samuel |reported |that |when |his |parents |beat |him, |it |was |
his |fault |because |he |did |something |wrong, |and |that |he |usually |deserved |the |punishment. |He |
often |felt |guilty |about |causing |his |parents |to |hit |him |and |ashamed |of |himself |for |being |bad. |A |
standardized |measure |of |PTSD |symptoms |completed |by |his |current |caregiver, |an |aunt, |was |in |
the |high |normal |range. |Is |Samuel |a |good |treatment |candidate |for |TF-CBT |and |why? |- |CORRECT
|ANSWER✔✔-Yes, |Samuel's |problems |with |guilt, |self-blame, |and |shame |are |clinically |significant
|trauma |related |problems |that |can |be |treated |with |TF-CBT. |
Despite |Samuel's |disability, |he |is |functioning |at |a |developmental |level |for |which |TF-CBT |is |
appropriate, |and |his |self-blame |and |emotional |symptoms |are |appropriate |treatment |targets.
What |are |the |two |components |of |treatment |fidelity? |- |CORRECT |ANSWER✔✔-Adherence |and |
Competence |
The |degree |to |which |therapists |provide |treatment |"with |fidelity" |is |dependent |on |how |closely |
they |follow |the |prescribed |treatment |model |(adherence) |and |their |skill |in |delivering |the |
treatment |components |(competence).
Which |of |the |following |is |a |main |purpose |of |the |psychoeducation |module? |- |CORRECT |
ANSWER✔✔-Helping |children |and |caregivers |understand |common |reactions |to |trauma |
exposure |is |one |of |the |main |functions |of |this |module.
All |of |the |following |are |important |aspects |of |the |psychoeducation |module |EXCEPT: |- |CORRECT |
ANSWER✔✔-Assessing |the |child's |trauma |symptoms |and |appropriateness |for |TF-CBT |
Initial |assessment |of |symptoms |occurs |prior |to |treatment |onset.
Which |statement |reflects |an |element |of |psychoeducation |pertaining |to |physical |abuse? |- |
CORRECT |ANSWER✔✔-Physical |abuse |and |punishment |are |not |the |same |thing. |
Physically |abused |kids |often |struggle |to |understand |the |difference |between |"punishment" |and
|"abusive |discipline."
