TF-CBT: Trauma Narrative Processing UPDATED ACTUAL Questions
and CORRECT Answers
1. Which of the following describes the suggested Ask, Listen, Repeat, Write Down
order for effectively obtaining information from a
child when developing a trauma narrative? The therapist should Ask an
open-ended question, Listen to
Listen, Repeat, Challenge, Reflect the child's response; Repeat the
Wait, Ask, Write Down, Read Back response back to the child, and
Ask, Listen, Repeat, Write Down then Write Down the answer in
Ask, Reflect, Challenge, Write the narrative
2. When creating the trauma narrative with the child, Be listening for examples of dis-
the clinician should: torted, unhelpful thoughts in the
child's account of what hap-
Be listening for examples of distorted, unhelpful pened
thoughts in the child's account of what happened
Consistently remain quiet to allow the child to One of the main goals of elicit-
process the information on his/her own ing thoughts and feelings when
Focus on the child's feelings without talking about creating the narrative is to iden-
specific aspects of the trauma tify unhelpful and inaccurate
Help the child fill in memory gaps by suggesting thoughts that produce symptoms
logical explanations and links between events that of PTSD and/or depression.
the child may be repressing
3. Which statement about developmental expecta- The ability to create detailed
tions for the creation of the trauma narrative is narratives can vary considerably
correct? across school-aged kids.
Because specific, detailed information is essential Child distress is actually a reason
for gradual exposure to work, the level of detail to complete a trauma narrative,
provided in the description of traumatic events not to avoid it. Repeated expo-
should be basically the same for all ages. sure to trauma-related memories
Therapists should encourage older clients to will help the child learn to man-
make more use of trauma narratives that are in age trauma-related distress.
, the format of a book (as opposed to a poem, song,
or other medium).
The ability to create detailed narratives can vary
considerably across school-aged kids.
Because younger children are more familiar with
"make believe" stories, therapists can incorporate
imaginary characters and events into trauma nar-
ratives among this group.
4. When a child has more than one type of traumatic FALSE
event (e.g., sexual abuse and physical abuse), to
avoid overwhelming the child it is recommended Trauma narratives for youth
to do the trauma narrative on only one of these with multiple trauma exposures
events. should include elements from all
the traumas that most significant-
TRUE ly contribute to children's symp-
FALSE tom presentation (i.e., intrusive
thoughts, avoidance).
5. Which of the following is NOT a therapeutic pur- Learning which people, places,
pose of creating a Trauma Narrative? or situations to avoid so that trau-
ma reactions won't be triggered
Helping to minimize intrusive and upsetting trau-
ma-related imagery Avoidance of trauma reminders is
Helping to reduce avoidance of cues, situations, not a goal of TF-CBT; all the other
and feelings associated with trauma exposure options are key reasons for en-
Identifying helpful and unhelpful cognitions gaging in trauma narrative devel-
about traumatic events opment
Learning which people, places, or situations to
avoid so that trauma reactions won't be triggered
Gain a sense of mastery over traumatic memories.
6.
2/7
and CORRECT Answers
1. Which of the following describes the suggested Ask, Listen, Repeat, Write Down
order for effectively obtaining information from a
child when developing a trauma narrative? The therapist should Ask an
open-ended question, Listen to
Listen, Repeat, Challenge, Reflect the child's response; Repeat the
Wait, Ask, Write Down, Read Back response back to the child, and
Ask, Listen, Repeat, Write Down then Write Down the answer in
Ask, Reflect, Challenge, Write the narrative
2. When creating the trauma narrative with the child, Be listening for examples of dis-
the clinician should: torted, unhelpful thoughts in the
child's account of what hap-
Be listening for examples of distorted, unhelpful pened
thoughts in the child's account of what happened
Consistently remain quiet to allow the child to One of the main goals of elicit-
process the information on his/her own ing thoughts and feelings when
Focus on the child's feelings without talking about creating the narrative is to iden-
specific aspects of the trauma tify unhelpful and inaccurate
Help the child fill in memory gaps by suggesting thoughts that produce symptoms
logical explanations and links between events that of PTSD and/or depression.
the child may be repressing
3. Which statement about developmental expecta- The ability to create detailed
tions for the creation of the trauma narrative is narratives can vary considerably
correct? across school-aged kids.
Because specific, detailed information is essential Child distress is actually a reason
for gradual exposure to work, the level of detail to complete a trauma narrative,
provided in the description of traumatic events not to avoid it. Repeated expo-
should be basically the same for all ages. sure to trauma-related memories
Therapists should encourage older clients to will help the child learn to man-
make more use of trauma narratives that are in age trauma-related distress.
, the format of a book (as opposed to a poem, song,
or other medium).
The ability to create detailed narratives can vary
considerably across school-aged kids.
Because younger children are more familiar with
"make believe" stories, therapists can incorporate
imaginary characters and events into trauma nar-
ratives among this group.
4. When a child has more than one type of traumatic FALSE
event (e.g., sexual abuse and physical abuse), to
avoid overwhelming the child it is recommended Trauma narratives for youth
to do the trauma narrative on only one of these with multiple trauma exposures
events. should include elements from all
the traumas that most significant-
TRUE ly contribute to children's symp-
FALSE tom presentation (i.e., intrusive
thoughts, avoidance).
5. Which of the following is NOT a therapeutic pur- Learning which people, places,
pose of creating a Trauma Narrative? or situations to avoid so that trau-
ma reactions won't be triggered
Helping to minimize intrusive and upsetting trau-
ma-related imagery Avoidance of trauma reminders is
Helping to reduce avoidance of cues, situations, not a goal of TF-CBT; all the other
and feelings associated with trauma exposure options are key reasons for en-
Identifying helpful and unhelpful cognitions gaging in trauma narrative devel-
about traumatic events opment
Learning which people, places, or situations to
avoid so that trauma reactions won't be triggered
Gain a sense of mastery over traumatic memories.
6.
2/7
