TF-CBT Trauma Narrative Processing
Exam Questions With Correct Answers
Which |of |the |following |describes |the |suggested |order |for |effectively |obtaining |information |
from |a |child |when |developing |a |trauma |narrative?
Listen, |Repeat, |Challenge, |Reflect
Wait, |Ask, |Write |Down, |Read |Back
Ask, |Listen, |Repeat, |Write |Down
Ask, |Reflect, |Challenge, |Write |- |CORRECT |ANSWER✔✔-Ask, |Listen, |Repeat, |Write |Down
The |therapist |should |Ask |an |open-ended |question, |Listen |to |the |child's |response; |Repeat |the |
response |back |to |the |child, |and |then |Write |Down |the |answer |in |the |narrative
When |creating |the |trauma |narrative |with |the |child, |the |clinician |should:
Be |listening |for |examples |of |distorted, |unhelpful |thoughts |in |the |child's |account |of |what |
happened
Consistently |remain |quiet |to |allow |the |child |to |process |the |information |on |his/her |own
Focus |on |the |child's |feelings |without |talking |about |specific |aspects |of |the |trauma
Help |the |child |fill |in |memory |gaps |by |suggesting |logical |explanations |and |links |between |events
|that |the |child |may |be |repressing |- |CORRECT |ANSWER✔✔-Be |listening |for |examples |of |
distorted, |unhelpful |thoughts |in |the |child's |account |of |what |happened
, One |of |the |main |goals |of |eliciting |thoughts |and |feelings |when |creating |the |narrative |is |to |
identify |unhelpful |and |inaccurate |thoughts |that |produce |symptoms |of |PTSD |and/or |
depression.
Which |statement |about |developmental |expectations |for |the |creation |of |the |trauma |narrative |
is |correct?
Because |specific, |detailed |information |is |essential |for |gradual |exposure |to |work, |the |level |of |
detail |provided |in |the |description |of |traumatic |events |should |be |basically |the |same |for |all |
ages.
Therapists |should |encourage |older |clients |to |make |more |use |of |trauma |narratives |that |are |in |
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 |narratives |among |this |group. |- |
CORRECT |ANSWER✔✔-The |ability |to |create |detailed |narratives |can |vary |considerably |across |
school-aged |kids.
Child |distress |is |actually |a |reason |to |complete |a |trauma |narrative, |not |to |avoid |it. |Repeated |
exposure |to |trauma-related |memories |will |help |the |child |learn |to |manage |trauma-related |
distress.
When |a |child |has |more |than |one |type |of |traumatic |event |(e.g., |sexual |abuse |and |physical |
abuse), |to |avoid |overwhelming |the |child |it |is |recommended |to |do |the |trauma |narrative |on |
only |one |of |these |events.
TRUE
FALSE |- |CORRECT |ANSWER✔✔-FALSE
Exam Questions With Correct Answers
Which |of |the |following |describes |the |suggested |order |for |effectively |obtaining |information |
from |a |child |when |developing |a |trauma |narrative?
Listen, |Repeat, |Challenge, |Reflect
Wait, |Ask, |Write |Down, |Read |Back
Ask, |Listen, |Repeat, |Write |Down
Ask, |Reflect, |Challenge, |Write |- |CORRECT |ANSWER✔✔-Ask, |Listen, |Repeat, |Write |Down
The |therapist |should |Ask |an |open-ended |question, |Listen |to |the |child's |response; |Repeat |the |
response |back |to |the |child, |and |then |Write |Down |the |answer |in |the |narrative
When |creating |the |trauma |narrative |with |the |child, |the |clinician |should:
Be |listening |for |examples |of |distorted, |unhelpful |thoughts |in |the |child's |account |of |what |
happened
Consistently |remain |quiet |to |allow |the |child |to |process |the |information |on |his/her |own
Focus |on |the |child's |feelings |without |talking |about |specific |aspects |of |the |trauma
Help |the |child |fill |in |memory |gaps |by |suggesting |logical |explanations |and |links |between |events
|that |the |child |may |be |repressing |- |CORRECT |ANSWER✔✔-Be |listening |for |examples |of |
distorted, |unhelpful |thoughts |in |the |child's |account |of |what |happened
, One |of |the |main |goals |of |eliciting |thoughts |and |feelings |when |creating |the |narrative |is |to |
identify |unhelpful |and |inaccurate |thoughts |that |produce |symptoms |of |PTSD |and/or |
depression.
Which |statement |about |developmental |expectations |for |the |creation |of |the |trauma |narrative |
is |correct?
Because |specific, |detailed |information |is |essential |for |gradual |exposure |to |work, |the |level |of |
detail |provided |in |the |description |of |traumatic |events |should |be |basically |the |same |for |all |
ages.
Therapists |should |encourage |older |clients |to |make |more |use |of |trauma |narratives |that |are |in |
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 |narratives |among |this |group. |- |
CORRECT |ANSWER✔✔-The |ability |to |create |detailed |narratives |can |vary |considerably |across |
school-aged |kids.
Child |distress |is |actually |a |reason |to |complete |a |trauma |narrative, |not |to |avoid |it. |Repeated |
exposure |to |trauma-related |memories |will |help |the |child |learn |to |manage |trauma-related |
distress.
When |a |child |has |more |than |one |type |of |traumatic |event |(e.g., |sexual |abuse |and |physical |
abuse), |to |avoid |overwhelming |the |child |it |is |recommended |to |do |the |trauma |narrative |on |
only |one |of |these |events.
TRUE
FALSE |- |CORRECT |ANSWER✔✔-FALSE
