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[General] Reliable CFRP Test Syllabus & CFRP Test Quiz

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【General】 Reliable CFRP Test Syllabus & CFRP Test Quiz

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Psychiatric Rehabilitation Association Certified Child and Family Resiliency Practitioner (CFRP) Sample Questions (Q34-Q39):NEW QUESTION # 34
When significant cultural differences are identified between a practitioner and the family he serves, the BEST course of action for the practitioner to take is to
  • A. share his personal cultural norms and values.
  • B. increase his understanding of the family's coping strategies.
  • C. share his underlying prejudicial beliefs.
  • D. increase his understanding of the family's cultural traits.
Answer: D
Explanation:
Cultural competence is a cornerstone of interpersonal competencies in the CFRP framework. When significant cultural differences arise between a practitioner and a family, the best course of action is to increase understanding of the family's cultural traits to provide respectful and relevant support. The CFRP study guide states, "When cultural differences are identified, practitioners should prioritize increasing their understanding of the family's cultural traits to ensure culturally competent service delivery." Sharing personal norms (option A) or prejudicial beliefs (option C) is inappropriate and unprofessional. Understanding coping strategies (option D) is valuable but secondary to cultural traits in addressing differences.
* CFRP Study Guide (Section on Interpersonal Competencies): "The best response to significant cultural differences is for practitioners to increase their understanding of the family's cultural traits, ensuring respectful and effective support." References:
CFRP Study Guide, Section on Interpersonal Competencies, Cultural Competence.
Psychiatric Rehabilitation Association (PRA) Guidelines on Multicultural Practice.

NEW QUESTION # 35
A mother arrives at a school event intoxicated and embarrasses her daughter. The following day she purchases two expensive concert tickets for her daughter and a friend. This is an example of
  • A. rationalizing.
  • B. undoing.
  • C. conversion.
  • D. compensation.
Answer: B
Explanation:
Within the CFRP framework, interpersonal competencies involve recognizing behavioral patterns and defense mechanisms in family interactions. The mother's action of purchasing expensive concert tickets after embarrassing her daughter by being intoxicated is an example of undoing, a defense mechanism where an individual attempts to reverse or mitigate a negative action through a compensatory positive act. The CFRP study guide explains, "Undoing is a defense mechanism where an individual engages in a positive act, such as gift-giving, to counteract a harmful or embarrassing action, as seen when a parent tries to repair a relationship after a negative incident." Rationalizing (option A) involves justifying behavior. Conversion (option B) relates to physical symptoms from psychological stress. Compensation (option C) addresses perceived deficiencies, not specific acts.
* CFRP Study Guide (Section on Interpersonal Competencies): "Undoing occurs when an individual performs a positive act, such as giving gifts, to mitigate the impact of a prior negative action, such as causing embarrassment." References:
CFRP Study Guide, Section on Interpersonal Competencies, Defense Mechanisms.
Psychiatric Rehabilitation Association (PRA) Guidelines on Family Behavioral Patterns.

NEW QUESTION # 36
A parent has asked her child's school to provide accommodations in the classroom for her child who is diagnosed with an anxiety disorder. The school is refusing to comply with the parent's request. A practitioner' s FIRST step is to
  • A. report the school to the Department of Education.
  • B. assist the parent with implementing behavior modification.
  • C. assist the parent with obtaining an education advocate.
  • D. contact the school and demand they comply.
Answer: C
Explanation:
Systems competencies in the CFRP framework include navigating educational systems to ensure children receive appropriate supports. When a school refuses to provide accommodations for a child with an anxiety disorder, the practitioner's first step is to assist the parent in obtaining an education advocate, who can help navigate legal rights and ensure compliance with laws like the Individuals with Disabilities Education Act (IDEA). The CFRP study guide notes, "When a school refuses accommodations, the practitioner's first step is to assist the parent in obtaining an education advocate to support advocacy for the child's rights." Demanding compliance (option A) or reporting to the Department of Education (option D) may escalate prematurely.
Behavior modification (option C) addresses symptoms, not the school's refusal.
* CFRP Study Guide (Section on Systems Competencies): "If a school denies accommodations for a child with a diagnosed disorder, practitioners should first assist the parent in obtaining an education advocate to ensure the child's educational rights are upheld." References:
CFRP Study Guide, Section on Systems Competencies, Educational Advocacy.
Psychiatric Rehabilitation Association (PRA) Guidelines on School-Based Supports.

NEW QUESTION # 37
During assessment, it is important to encourage children to talk about their experiences and perceptions because children often
  • A. hide important information about themselves.
  • B. are excited to talk about themselves.
  • C. repress their memories and feelings.
  • D. are unaware of their strengths and weaknesses.
Answer: D
Explanation:
In the CFRP framework, assessment, planning, and outcomes emphasize engaging children in the assessment process to gain insight into their needs and strengths. Encouraging children to talk about their experiences and perceptions is critical because they are often unaware of their strengths and weaknesses, which can inform tailored interventions. The CFRP study guide states, "During assessments, practitioners should encourage children to share their experiences and perceptions, as children are often unaware of their strengths and weaknesses, providing valuable insights for planning." While children may be excited to talk (option A), repress memories (option C), or hide information (option D), these are less universal and less directly tied to the purpose of identifying strengths and weaknesses.
* CFRP Study Guide (Section on Assessment, Planning, and Outcomes): "Encouraging children to discuss their experiences during assessments is essential, as they are often unaware of their strengths and weaknesses, which informs effective planning." References:
Certified Child and Family Resiliency Practitioner (CFRP) Study Guide, Section on Assessment, Planning, and Outcomes, Child-Centered Assessments.
Psychiatric Rehabilitation Association (PRA) Guidelines on Strengths-Based Assessment.

NEW QUESTION # 38
Assessment of suicidal risk is important because
  • A. there is a need to distinguish between attention-seeking behavior and suicidality.
  • B. there is a continuum of suicidality that determines the level of risk for children.
  • C. non-suicidal self-harm should not be considered a predictive suicide risk factor.
  • D. children with suicidal thoughts frequently make an attempt within days of the disclosure.
Answer: B
Explanation:
In the CFRP framework, assessment, planning, and outcomes include thorough evaluation of suicidal risk to ensure appropriate interventions. Assessing suicidal risk is critical because there is a continuum of suicidality, ranging from ideation to attempts, which helps determine the level of risk and guide interventions for children. The CFRP study guide states, "Suicidal risk assessment is essential due to the continuum of suicidality, which allows practitioners to determine the level of risk and tailor interventions accordingly." Non-suicidal self-harm (option A) is a risk factor, contrary to the statement. Distinguishing attention-seeking behavior (option C) is relevant but secondary. Immediate attempts (option D) are not universally true and overstate the timeline.
* CFRP Study Guide (Section on Assessment, Planning, and Outcomes): "Assessment of suicidal risk is critical because suicidality exists on a continuum, enabling practitioners to gauge risk levels and implement appropriate supports for children." References:
CFRP Study Guide, Section on Assessment, Planning, and Outcomes, Suicide Risk Assessment.
Psychiatric Rehabilitation Association (PRA) Guidelines on Suicide Prevention.

NEW QUESTION # 39
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