TF-CBT: Trauma Narrative Processing
Exam Questions and Answers
1. 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: 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
2. 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
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, the trauma
Help the child fill in memory gaps by suggesting logical explanations
and links between events that the child may be repressing: 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.
3. 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 narra- tives 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,
ther- apists can incorporate imaginary characters and events into
trauma narratives among this group.: The ability to create detailed narratives can vary
considerably across school-aged kids.
2/
11
Exam Questions and Answers
1. 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: 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
2. 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
1/
11
, the trauma
Help the child fill in memory gaps by suggesting logical explanations
and links between events that the child may be repressing: 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.
3. 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 narra- tives 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,
ther- apists can incorporate imaginary characters and events into
trauma narratives among this group.: The ability to create detailed narratives can vary
considerably across school-aged kids.
2/
11
