PSYCHIATRIC REHABILITATION ASSOCIATION CFRP TEST VALID: CERTIFIED CHILD AND FAMILY RESILIENCY PRACTITIONER (CFRP) - TRAININGDUMP FREE PDF

Psychiatric Rehabilitation Association CFRP Test Valid: Certified Child and Family Resiliency Practitioner (CFRP) - TrainingDump Free PDF

Psychiatric Rehabilitation Association CFRP Test Valid: Certified Child and Family Resiliency Practitioner (CFRP) - TrainingDump Free PDF

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Psychiatric Rehabilitation Association Certified Child and Family Resiliency Practitioner (CFRP) Sample Questions (Q95-Q100):

NEW QUESTION # 95
A practitioner is working with a transition-age youth who is unable to self-soothe during periods of distress.
What would be an effective intervention?

  • A. referring for medication management.
  • B. teaching progressive muscle relaxation techniques.
  • C. Cognitive Behavioral Therapy to reduce stress.
  • D. implementing exposure therapy techniques.

Answer: B

Explanation:
Comprehensive and Detailed Explanation:
Supporting transition-age youth in the CFRP framework includes teaching practical coping strategies that allow the youth to self-regulate during periods of distress. Teaching progressive muscle relaxation techniques is an effective, evidence-based intervention for self-soothing, as it provides a tangible skill to manage distress.
The CFRP study guide notes, "For transition-age youth struggling to self-soothe during distress, teaching progressive relaxation techniques is an effective intervention to promote emotional regulation." Cognitive Behavioral Therapy (option A) would take a longer time to address underlying issues and would not be as immediately effective as muscle relaxation techniques to address the distress. Exposure therapy (option B) is specific to anxiety disorders and may not apply to general distress. Referring for medication (option D) may be considered but is not the first-line intervention for teaching self-soothing skills.
* CFRP Study Guide (Section on Transition-Age Youth Services): "Teaching progressive relaxation techniques is an effective intervention for transition-age youth unable to self-soothe during distress, enhancing emotional self-regulation." References:
CFRP Study Guide, Section on Transition-Age Youth Services, Coping Skills Interventions.
Psychiatric Rehabilitation Association (PRA) Guidelines on Youth Mental Health Support.


NEW QUESTION # 96
To encourage a child's self-worth, a practitioner needs to

  • A. demonstrate empathy.
  • B. display sympathy.
  • C. reinforce the child's perception.
  • D. identify the child's emotions.

Answer: A

Explanation:
Encouraging a child's self-worth is a critical strategy for facilitating recovery in the CFRP framework.
Demonstrating empathy, which involves understanding and validating the child's feelings, fosters a sense of value and self-worth. The CFRP study guide notes, "To encourage a child's self-worth, practitioners must demonstrate empathy, showing genuine understanding of the child's experiences to build their sense of value." Identifying emotions (option A) is a step but less impactful than empathy. Reinforcing perception (option B) may not always be positive, depending on the child's self-view. Displaying sympathy (option D) involves pity and is less empowering than empathy.
* CFRP Study Guide (Section on Strategies for Facilitating Recovery): "Demonstrating empathy is essential for encouraging a child's self-worth, as it validates their experiences and promotes a sense of value and self-esteem." References:
Certified Child and Family Resiliency Practitioner (CFRP) Study Guide, Section on Strategies for Facilitating Recovery, Self-Worth Building.
Psychiatric Rehabilitation Association (PRA) Guidelines on Strengths-Based Engagement.


NEW QUESTION # 97
A transition-age youth has expressed interest in attending a vocational school but has not decided on a specific program. How can the practitioner begin to help him make an informed decision?

  • A. Assess strengths, skills, abilities, and interests.
  • B. Assist with researching programs.
  • C. Role-play interview scenarios.
  • D. Evaluate symptoms, problems, and barriers.

Answer: A

Explanation:
Supporting transition-age youth in achieving their goals, such as pursuing vocational education, is a key focus of the CFRP framework under Transition-Age Youth Services. When a youth expresses interest in vocational school but is undecided, the practitioner's initial step is to assess the youth's strengths, skills, abilities, and interests to guide decision-making. The CFRP study guide notes that "assessing the strengths, skills, abilities, and interests of transition-age youth is the foundation for helping them make informed decisions about educational and vocational goals." This strengths-based assessment informs subsequent steps, such as researching programs (option C), which comes later in the process. Evaluating symptoms and barriers (option A) focuses on deficits rather than strengths, and role-playing interviews (option B) is premature without first understanding the youth's interests and abilities.
* CFRP Study Guide (Section on Transition-Age Youth Services): "To support transition-age youth in making informed decisions about vocational or educational goals, practitioners begin by assessing their strengths, skills, abilities, and interests to align opportunities with their unique profiles." References:
Certified Child and Family Resiliency Practitioner (CFRP) Study Guide, Section on Transition-Age Youth Services, Strengths-Based Support.
Psychiatric Rehabilitation Association (PRA) Guidelines for Transition-Age Youth.


NEW QUESTION # 98
A practitioner is completing an assessment with a child who recently experienced a traumatic event. The child is avoiding questions related to the event. The practitioner should

  • A. ask the parent about the child's trauma.
  • B. continue questioning the child about the trauma.
  • C. allow the child to disclose at his own pace.
  • D. refer the child to a therapist.

Answer: C

Explanation:
Trauma-informed care is a cornerstone of supporting health and wellness in the CFRP framework. When a child who has experienced a traumatic event avoids discussing it during an assessment, the practitioner should allow the child to disclose at their own pace, respecting their emotional readiness and avoiding re- traumatization. The CFRP study guide emphasizes, "In trauma-informed assessments, practitioners should allow children to disclose details of traumatic events at their own pace to ensure safety and trust." Asking the parent (option A) may be a secondary step but bypasses the child's autonomy. Referring to a therapist (option C) or continuing questioning (option D) may be premature or harmful without first establishing trust.
* CFRP Study Guide (Section on Supporting Health and Wellness): "When a child avoids discussing a traumatic event during assessment, practitioners should allow disclosure at the child's own pace, prioritizing safety and trust in trauma-informed care." References:
CFRP Study Guide, Section on Supporting Health and Wellness, Trauma-Informed Care.
Psychiatric Rehabilitation Association (PRA) Guidelines on Trauma-Informed Assessments.


NEW QUESTION # 99
Defining the limits of exchanging information with persons outside of the treatment team is an example of

  • A. self-determination.
  • B. informed consent.
  • C. shared decision-making.
  • D. protecting confidentiality.

Answer: D

Explanation:
Professional role competencies in the CFRP framework include adhering to ethical standards, such as protecting confidentiality. Defining the limits of exchanging information with persons outside the treatment team is a clear example of protecting confidentiality, ensuring client privacy and trust. The CFRP study guide states, "Protecting confidentiality involves defining the limits of information exchange with individuals outside the treatment team to maintain client trust and ethical practice." Self-determination (option A) relates to client autonomy, shared decision-making (option B) involves collaborative choices, and informed consent (option C) pertains to agreeing to treatment, none of which directly address information limits.
* CFRP Study Guide (Section on Professional Role Competencies): "Defining the limits of exchanging information with persons outside the treatment team is a key aspect of protecting confidentiality, ensuring ethical and trustworthy practice." References:
Certified Child and Family Resiliency Practitioner (CFRP) Study Guide, Section on Professional Role Competencies, Ethical Practice.
Psychiatric Rehabilitation Association (PRA) Guidelines on Confidentiality.


NEW QUESTION # 100
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