PSYCH 464 - Exam 4 Questions and Answers Already Passed Latest Update 2025-2026
cognitive behavior therapy (CBT) - Answers -Designed to be relatively short-term (6-20 sessions)
-Structured and skill-based
-Step-by-step structure to reach therapeutic goals
-Emphasis on developing alternative cognitions and behaviors
-Homework assignment for generalizability outside of session
General issues with CBT - Answers -CBT can be versatile in terms of area of focus (eg.,
anger/aggression, anxiety, sadness)
-Age of child often influences starting point and how content is framed
-Comfort level of child may indicate degree to which discussed scenarios match their direct
experiences
-Important to know as much as possible about
Antecedents, Behaviors, Consequences
-Systems of anxiety/emotion (physical, behavioral, cognitive)
Adolescents with CBT - Answers -Appraisal of antecedents (important/problematic situations)
-Is it important? What do I have control over?
-This emphasis will come back up later but can orient the adolescent to the relevance of the
work diving into physiological cues
Relaxation Skills - Answers -Framing as things that will reverse the physiological cues of
emotions
-Deep breathing: Practice, demonstration important
-Progressive muscle relaxation: With kid-friendly descriptions and imagery
-Change locations if possible (not as an escape/avoidance response)
Cognitive Stratagies (CBT) - Answers -Back to (or introduce) important situations
-Discussion, demonstration of cognitions that might aid/impede "good choices"
-Discussion of positive self-statements, cognitive restructuring: Often less is more
PICC Model - Answers -Problem identification: May involve some perspective taking
, -Choices: Listing all available choices/solutions
-Consequences: Analyze each choice in terms of pros and cons; select best choice; For anxiety,
we want to avoid escape/avoidance as a viable option
-(in the moment, implement 'best' coping choice will be difficult without coping skills already
implemented)
Perspective taking and assertiveness (CBT) - Answers -Building skills to recognize relevance of
seeing a situation from a different side
-Balance between strong expression of emotion and suppression of emotion
-Providing scripts of possible responses to difficult social situations
Role of Parents (CBT) - Answers -Reinforcing skills: Provide opportunities to practice (e.g.,
social skills); Provide prompts to practice (e.g., use of relaxation skills when child getting upset)
-Reinforcing target skills: Sticker chart/reward system at home; Behavioral contract for
adolescents; School-home note
-Could meet with parent first, last, together, or never
CBT work out of the session - Answers - homework
-journaling/self-monitoring
-use of social problem-solving skills
-*All of the above framed according to child/adolescent's developmental level
Child maltreatment - Answers "Any recent act or failure to act on the part of a patent or
caretaker, which results in death, serious physical or emotional harm, sexual abuse, or
exploitation, or an act or failure to act which presents an imminent risk of serious harm"
4 main types of child maltreatment - Answers -sexual abuse
-neglect
-emotional abuse
-physical abuse
What is the most common type of child maltreatment? - Answers neglect
Child maltreatment is a great exmaple of? - Answers multifinality
What can child maltreatment result in? - Answers PTSD
cognitive behavior therapy (CBT) - Answers -Designed to be relatively short-term (6-20 sessions)
-Structured and skill-based
-Step-by-step structure to reach therapeutic goals
-Emphasis on developing alternative cognitions and behaviors
-Homework assignment for generalizability outside of session
General issues with CBT - Answers -CBT can be versatile in terms of area of focus (eg.,
anger/aggression, anxiety, sadness)
-Age of child often influences starting point and how content is framed
-Comfort level of child may indicate degree to which discussed scenarios match their direct
experiences
-Important to know as much as possible about
Antecedents, Behaviors, Consequences
-Systems of anxiety/emotion (physical, behavioral, cognitive)
Adolescents with CBT - Answers -Appraisal of antecedents (important/problematic situations)
-Is it important? What do I have control over?
-This emphasis will come back up later but can orient the adolescent to the relevance of the
work diving into physiological cues
Relaxation Skills - Answers -Framing as things that will reverse the physiological cues of
emotions
-Deep breathing: Practice, demonstration important
-Progressive muscle relaxation: With kid-friendly descriptions and imagery
-Change locations if possible (not as an escape/avoidance response)
Cognitive Stratagies (CBT) - Answers -Back to (or introduce) important situations
-Discussion, demonstration of cognitions that might aid/impede "good choices"
-Discussion of positive self-statements, cognitive restructuring: Often less is more
PICC Model - Answers -Problem identification: May involve some perspective taking
, -Choices: Listing all available choices/solutions
-Consequences: Analyze each choice in terms of pros and cons; select best choice; For anxiety,
we want to avoid escape/avoidance as a viable option
-(in the moment, implement 'best' coping choice will be difficult without coping skills already
implemented)
Perspective taking and assertiveness (CBT) - Answers -Building skills to recognize relevance of
seeing a situation from a different side
-Balance between strong expression of emotion and suppression of emotion
-Providing scripts of possible responses to difficult social situations
Role of Parents (CBT) - Answers -Reinforcing skills: Provide opportunities to practice (e.g.,
social skills); Provide prompts to practice (e.g., use of relaxation skills when child getting upset)
-Reinforcing target skills: Sticker chart/reward system at home; Behavioral contract for
adolescents; School-home note
-Could meet with parent first, last, together, or never
CBT work out of the session - Answers - homework
-journaling/self-monitoring
-use of social problem-solving skills
-*All of the above framed according to child/adolescent's developmental level
Child maltreatment - Answers "Any recent act or failure to act on the part of a patent or
caretaker, which results in death, serious physical or emotional harm, sexual abuse, or
exploitation, or an act or failure to act which presents an imminent risk of serious harm"
4 main types of child maltreatment - Answers -sexual abuse
-neglect
-emotional abuse
-physical abuse
What is the most common type of child maltreatment? - Answers neglect
Child maltreatment is a great exmaple of? - Answers multifinality
What can child maltreatment result in? - Answers PTSD
