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[Hardware] CPRP New Braindumps Book & Valid CPRP Exam Cram

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【Hardware】 CPRP New Braindumps Book & Valid CPRP Exam Cram

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Psychiatric Rehabilitation Association Certified Psychiatric Rehabilitation Practitioner Sample Questions (Q93-Q98):NEW QUESTION # 93
A consumer-provider meets with a new referral and finds she knows the person from church. If she decides to provide services to this referral, this would be an example of a:
  • A. Dual relationship.
  • B. Conflict of interest.
  • C. Transference issue.
  • D. Boundary issue.
Answer: A
Explanation:
This question pertains to Domain II: Professional Role Competencies, which focuses on maintaining professional ethics and boundaries, particularly in managing dual relationships. The CPRP Exam Blueprint and PRA Code of Ethics define a dual relationship as "a situation where a practitioner has a pre-existing personal or professional relationship with a client outside the therapeutic context, such as knowing them from a community setting like church." The scenario involves a consumer-provider (a peer provider) knowing a referral from church, creating a dual relationship if services are provided.
* Option D: Providing services to someone known from church constitutes a dual relationship, as the consumer-provider has both a professional (service provider) and personal (church acquaintance) relationship with the individual. This situation requires careful ethical management to avoid boundary violations, per PRA guidelines.
* Option A: Transference involves unconscious feelings projected onto the provider, not a pre-existing relationship, making it irrelevant here.
* Option B: A conflict of interest involves competing interests (e.g., financial gain), not a personal acquaintance from a community setting.
* Option C: A boundary issue may arise from a dual relationship but is a consequence, not the definition of the situation itself.
Extract from CPRP Exam Blueprint (Domain II: Professional Role Competencies):
"Tasks include: 1. Identifying and managing dual relationships to maintain professional boundaries and ethical practice."
:
Psychiatric Rehabilitation Association (PRA). (2014). CPRP Exam Blueprint. Retrieved from PRA Certification Handbook.
PRA. (2024). CPRP Exam Preparation & Primer Online 2024 Course: Module 3 - Professional Role Competencies.
PRA Code of Ethics (2019). Defines dual relationships and ethical management.

NEW QUESTION # 94
A woman with a psychiatric disability informs the practitioner that she feels violated in the adult care residence because there are no locks on the bedroom doors. She has awakened to find male residents in her room. She has complained to the manager/owner for months and nothing has been done about it. What is the best way for the practitioner to address this situation?
  • A. Call the residence and strongly advise them to address the problem.
  • B. Demonstrate several self-defense techniques that are effective against intruders.
  • C. Provide the individual with supportive counseling to address underlying sexual concerns.
  • D. Provide the individual with the name and telephone number of the local human rights agency.
Answer: D
Explanation:
This question falls under Domain II: Professional Role Competencies, which emphasizes advocacy, ethical practice, and empowering individuals to access resources and assert their rights. The CPRP Exam Blueprint specifies that practitioners must "advocate for individuals' rights and access to appropriate services while maintaining professional boundaries." The scenario involves a serious safety and privacy violation in an adult care residence, requiring the practitioner to empower the individual to address the issue effectively while adhering to ethical standards.
* Option C: Providing the individual with the contact information of a local human rights agency empowers her to seek external advocacy and support to address the residence's failure to ensure her safety and privacy. This aligns with the PRA's emphasis on advocacy and empowerment, as it equips the individual to take action while respecting her autonomy. It also addresses the systemic issue (lack of response from the manager/owner) by connecting her to an authority that can enforce change.
* Option A: Teaching self-defense techniques places the burden on the individual to protect herself, which is inappropriate given the residence's responsibility to provide a safe environment. This does not address the systemic issue or empower the individual to seek resolution.
* Option B: Calling the residence to advise them directly may overstep professional boundaries, as the practitioner is not in a supervisory role over the residence. It also does not empower the individual or ensure a sustainable resolution, as the manager has already ignored her complaints.
* Option D: Providing supportive counseling for "underlying sexual concerns" assumes the issue is psychological rather than a legitimate safety violation, which is dismissive and inappropriate. It fails to address the immediate safety concern or advocate for systemic change.
Extract from CPRP Exam Blueprint (Domain II: Professional Role Competencies):
"Tasks include: 2. Advocating for individuals' rights and access to safe and appropriate services. 3.
Empowering individuals to self-advocate and access community resources. 4. Maintaining professional boundaries in all interactions."
:
Psychiatric Rehabilitation Association (PRA). (2014). CPRP Exam Blueprint. Retrieved from PRA Certification Handbook.
PRA. (2024). CPRP Exam Preparation & Primer Online 2024 Course: Module 3 - Professional Role Competencies.
PRA Code of Ethics (2019). Emphasizes advocacy and empowerment in ensuring individuals' rights and safety.

NEW QUESTION # 95
A strength-focused assessment for psychiatric rehabilitation includes which of the following assessments?
  • A. A positive attitude, support systems, opportunities for change
  • B. Ability to change, personal resources, community resources
  • C. Knowledge and skills, resources, and barriers for meaningful change
  • D. Readiness, functional strengths and needs, and environmental resources/barriers
Answer: D
Explanation:
A strength-focused assessment emphasizes an individual's capabilities and supports to inform recovery- oriented planning. The CPRP Exam Blueprint (Domain IV: Assessment, Planning, and Outcomes) defines such assessments as including readiness (motivation), functional strengths and needs (skills and deficits), and environmental resources/barriers (supports and obstacles) to create a holistic, person-centered plan (Task IV.
A:1: "Conduct functional assessments to identify individual goals and strengths"). Option C (readiness, functional strengths and needs, and environmental resources/barriers) aligns with this, capturing the key components needed to leverage strengths and address challenges effectively.
Option A (knowledge, skills, resources, barriers) omits readiness, a critical factor. Option B (positive attitude, support systems, opportunities) is vague and less comprehensive. Option D (ability to change, personal
/community resources) is incomplete without functional needs and barriers. The PRA Study Guide details these components for strength-focused assessment, supporting Option C.
CPRP Exam Blueprint (2014), Domain IV: Assessment, Planning, and Outcomes, Task IV.A.1.
PRA Study Guide (2024), Section on Strength-Focused Assessment.
CPRP Exam Preparation & Primer Online 2024, Module on Assessment, Planning, and Outcomes.

NEW QUESTION # 96
A best practice of practitioners in permanent supported housing programs is
  • A. motivational interviewing.
  • B. community integration.
  • C. short-term targeted interventions.
  • D. clear eligibility and readiness criteria.
Answer: B
Explanation:
Permanent supported housing programs aim to provide stable, long-term housing with flexible supports to enable individuals with psychiatric disabilities to live independently in the community. The CPRP Exam Blueprint (Domain III: Community Integration) identifies community integration as a best practice, emphasizing the facilitation of meaningful roles and connections in community settings (Task III.A.1:
"Support individuals in accessing and maintaining stable housing"). Option B (community integration) aligns with this, as practitioners in supported housing programs promote engagement in community activities, such as employment, social groups, or volunteering, to enhance recovery and quality of life.
Option A (short-term targeted interventions) contradicts the long-term, flexible nature of supported housing.
Option C (clear eligibility and readiness criteria) is minimal in supported housing, typically requiring only a desire to participate, not a best practice. Option D (motivational interviewing) is a technique, not a core housing practice. The PRA Study Guide and SAMHSA's supported housing guidelines highlight community integration as a key best practice, supporting Option B.
:
CPRP Exam Blueprint (2014), Domain III: Community Integration, Task III.A.1.
PRA Study Guide (2024), Section on Supported Housing Best Practices.
CPRP Exam Preparation & Primer Online 2024, Module on Community Integration.

NEW QUESTION # 97
Supported Education services
  • A. require a readiness assessment prior to participation.
  • B. base eligibility solely on the desire to participate.
  • C. limit participation to those who meet minimal standardized test scores.
  • D. prepare an individual for participation with an entry-level curriculum.
Answer: B
Explanation:
Supported Education services aim to help individuals with psychiatric disabilities pursue educational goals by providing tailored supports, such as accommodations or coaching. The CPRP Exam Blueprint (Domain III:
Community Integration) emphasizes that eligibility for Supported Education is based on the individual's desire to participate, reflecting the recovery-oriented principle of self-determination (Task III.A.2: "Support individuals in accessing community-based educational opportunities"). Option D (base eligibility solely on the desire to participate) aligns with this, as Supported Education programs prioritize access for those who express interest, without imposing restrictive criteria like test scores or mandatory assessments.
Option A (minimal standardized test scores) is incorrect, as such requirements would exclude individuals and contradict inclusive principles. Option B (entry-level curriculum) is a potential support strategy, not an eligibility criterion. Option C (require a readiness assessment) may inform planning but is not a prerequisite for eligibility, as desire drives access. The PRA Study Guide highlights that Supported Education is open to all who wish to pursue education, supporting Option D.
:
CPRP Exam Blueprint (2014), Domain III: Community Integration, Task III.A.2.
PRA Study Guide (2024), Section on Supported Education Services.
CPRP Exam Preparation & Primer Online 2024, Module on Community Integration.

NEW QUESTION # 98
......
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