Social Work Post-Test
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Course Transcript Questions The answer to Question 1 is found in Section 1 of the Course Content. The Answer to Question 2 is found in Setion 2 of the Course Content... and so on. Select the correct answer from below. Place a letter on the blank line before the corresponding question.
1. What are fundamental needs of children? 2. What are goals for breaking the news? 3. What is an effective technique for sorting out priorities? 4. What are methods for reestablishing security? 5. What are effective therapeutic tools for helping children get in touch with their feelings? 6. When might regression become resolved? 7. What are focus points to help children coping with visits?
Answers:
A. to provide enough facts to allay the child’s immediate fears, to reassure them that they will be kept informed and be well taken care of, and to prepare them for what’s coming next. B. therapeutic play and feelings football. C. continuous satisfaction of their basic physical and emotional needs, and understanding on their level of what is happening, and reassurance that they will be cared for no matter what happens to you. D. when the children feel that their three fundamental needs are being addressed E. reactions during visits, planning for the visit, and leaving children behind. F. s the creating an energy bank account technique. G. actively manage the level of change in the child’s life, actively increase the level of predictability in the child’s life, deal with any of the child’s health concerns, and increase the child’s feelings of control.
Questions:
8. Why is having a mother with breast cancer especially hard on teens? 9. What are the advantages of group support for siblings of children with cancer? 10. What are techniques to help the spouse of a breast cancer patient share his feelings with his children? 11. How did young school-age children adapt to parental cancer? 12. What relationships were found to be at significant risk in families with cancer? 13. What can seriously compromise the acceptance of death and greatly intensify or impair the bereavement process for surviving family members? 14. What often causes conflicts and divisions within the family after the death of a family member? 15. What assumptions are the grief-oriented, music-directed model based on? 16. In order to promote healing, what six strategies can counselors utilize with music therapy? 17. What type of coping is related to greater avoidance and to higher symptoms of anxiety/depression in the adolescent?
A. (a) counselors can use music to assist grief-stricken clients; (b) grief occurs along a continuum; and (c) a spiritual framework for grief resolution and music intervention provides an effective venue for working with grieving clients. B. Those authors found that it was difficult for young school-age children to understand the concept of cancer due to their concrete mode of thinking. They often described the illness as "it" and their emotional responses were concerned primarily with fear, loneliness, anger, and uncertainty about the future. C. (a) "test the waters" by using music creatively in practice; (b) incorporate prose, narrative, or poetry writing as an integral part of grief work; (c) ask clients to write about the positive and negative aspects of their grief; (d) ask clients to personalize lyrics for their favorite songs (e.g., "Amazing Grace," popular folk or contemporary music); (e) meet clients where they are in the grieving process and build toward a mutually agreeable direction; and (f) join colleagues with similar interests and use songs that have been tested in the field. D. The individual, although experiencing grief autonomously, does in fact project and propel his or her symptoms onto the other members of the system or family. This is likely to result in conflict and divisions within the family, as each person is perhaps seen by the others as not coping adequately, as preoccupied with irrational thoughts, wallowing in self-pity or prolonging the grieving process. E. they want to be more independent. Just at the time they're trying to separate themselves from home. They may have to take on more responsibilities at home. F. they often feel left out and jealous of the attention the sick child receives, so these days are meant to be special to them. It allows them, through play, to express and work through their feelings, and they learn to mix with other children going through similar experiences. G. blame and guilt H. emotion-focused I. Talk to him, but mostly listen. Find the right confidant. Encourage a support group. Consider the possibility of depression. J. the mothers’ relationships with their daughters were at a significantly greater risk than were the relationships with their sons. Seventeen percent of the breast cancer patients reported that their daughters were fearful, withdrawn, hostile, or rejecting; only 8% reported having problems with their sons.
True/False Statements: The Answer to Statement 1 is found in Section 1 of the Course Content... and so on. Enter T only for True, or F only for False for each statement below. Place letter only in the box before the corresponding statement. Do not add any periods or spaces.
1. Fundamental needs of children are the continuous satisfaction of their basic physical and emotional needs, understanding on their level of what is happening, and reassurance that they will be cared for no matter what happens to their parents. 2. Providing enough facts to allay the child’s immediate fears, reassuring them that they will be kept informed and well taken care of, and preparing them for what’s coming next are goals for breaking the news. 3. An effective technique for sorting out priorities is creating an energy bank account technique. 4. The methods for reestablishing security include actively managing the level of change in the child’s life, actively increasing the level of predictability in the child’s life, dealing with any of the child’s health concerns, and increasing the child’s feelings of control. 5. Therapeutic play and feelings football are effective therapeutic tools for helping children get in touch with their feelings. 6. Regression may become resolved when children feel that their three fundamental needs are being addressed. 7. Some focus points to help children cope with visits are reactions during visits, planning for the visit, and leaving children behind. 8. Having a mother with breast cancer is especially hard on teens because they want to be more independent. Just at the time they're trying to separate themselves from home, they may have to take on more responsibilities. 9. Some advantages of group support for siblings of children with cancer are that they often feel left out and jealous of the attention the sick child receives, so these days are meant to be special to them. It allows them, through play, to express and work through their feelings, and they learn to mix with other children going through similar experiences. 10. Techniques to help the spouse of a breast cancer patient share his feelings with his children are: talk to him (but mostly listen), find the right confidant, encourage a support group, and consider the possibility of depression. 11. The authors found that it was difficult for young school-age children to understand the concept of cancer due to their concrete mode of thinking. They often described the illness as "it" and their emotional responses were concerned primarily with fear, loneliness, anger, and uncertainty about the future. 12. Some relationships that were found to be at significant risk in families with cancer were the mothers’ relationships with their daughters compared to their relationships with their sons. Additionally, 17% of the breast cancer patients reported that their daughters were fearful, withdrawn, hostile, or rejecting; only 8% reported having problems with their sons. 13. Blame and guilt can seriously compromise the acceptance of death and greatly intensify or impair the bereavement process for surviving family members. 14. Things that often cause conflicts and divisions within the family after the death of a family member include: The individual, although experiencing grief autonomously, does in fact project and propel his or her symptoms onto the other members of the system or family. This is likely to result in conflict and divisions within the family, as each person is perhaps seen by the others as not coping adequately, as preoccupied with irrational thoughts, wallowing in self-pity or prolonging the grieving process. 15. Assumptions that the grief-oriented, music-directed model is based on are: (a) counselors can use music to assist grief-stricken clients; (b) grief occurs along a continuum; and (c) a spiritual framework for grief resolution and music intervention provides an effective venue for working with grieving clients. 16. To promote healing in music therapy, these six strategies can be utilized by counselors: (a) "test the waters" by using music creatively in practice; (b) incorporate prose, narrative, or poetry writing as an integral part of grief work; (c) ask clients to write about the positive and negative aspects of their grief; (d) ask clients to personalize lyrics for their favorite songs (e.g., "Amazing Grace," popular folk or contemporary music); (e) meet clients where they are in the grieving process and build toward a mutually agreeable direction; and (f) join colleagues with similar interests and use songs that have been tested in the field. 17. Emotion-focused coping is related to greater avoidance and to higher symptoms of anxiety/depression in adolescents.
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