Social Work Post-Test

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Videos of Lecture Questions The answer to Question 1 is found in Section 1 of the Course Content. The Answer to Question 2 is found in Section 2 of the Course Content... and so on. Select correct answer from below. Place letter on the blank line before the corresponding question.

Questions: 1. What is a main change in the diagnostic criteria for Conduct Disorder (CD)? 2. What was added to the DSM-5 which symptoms include frequent episodes of severe temper tantrums or aggression (more than three episodes a week) in combination with persistently negative mood between episodes, lasting for more than 12 mo in multiple settings, beginning after 6 years of age but before the child is 10 years old? 3. The DSM-5 did not change Conduct Disorder (CD) other than to add what specifiers? 4. If the conduct disordered youth is involved in fire starting, what factors might you consider in your diagnosis and looking at the bigger picture? 5. What differentiates the "Severe" Specifier from the "Mild to Moderate" Specifiers for conduct disorder? 6. What are reasons, according to the speaker, a youth exhibiting cChild or adolescent antisocial behavior does not qualify for a conduct disorder diagnosis? 7. What are warning signs that put a child at risk for very young offending? 8. What is a predictor for substance abuse in adolescents? 9. What are differences between juvenile and adult sexual abusers? 10. According to the speaker, he has found that what other factor traumatizes the adolescent more than sexual abuse? 11. Children that suffer from sleep disturbances often respond well to what kinds of activities in school? 12. What is a reason conduct disordered youth frequently abuse substances? 13. What is the first stage of moral reasoning that explains why really tough "street-wise" kids will easily submit when they come into a program? 14. According to the speaker, which group is making real progress? 15. What is an action that short circuits the conduct disordered youth? 16. What is a benefit of taking away items in small increments? 17. How do you know when the conduct disordered youth is making progress?

Answers: A. Nonverbal work like sand tray work or play therapy work. B. They need to know at the end of this hour or at the end of this evening that they are going to benefit by making a prosocial decision. C. Causes considerable harm to others, i.e. forced sex, physical cruelty, use of a weapon, stealing while confronting a victim, breaking and entering. D. Starting fights, being cruel to animals, starting fires. E. Might makes right. F. When the youth can treat an adult labeled a "soother" in a respectful way, you know that that kid is not taking advantage of that adult. G. Juveniles aren't set in their ways like adults are; they respond much more to treatment. H. Take away just half but not all of their CD collection or something valuable to them, then provide them with the chance to earn it back. I. Was the fire starting motivated out of curiosity or impulse control. Has he done quite a bit of it and states "I love this!"? J. The group that is making mistakes internalizing changes because they are making mistakes and learning from them. K. The youth doesn't have any particular behavior problems, but may get caught up in antisocial behavior; The behaviors are isolated and do not become a pattern L. The type of friends the youth hangs out with. M. To get the adrenaline rush. N. Neglect O. Disruptive mood dysregulation disorder (DMDD) P. The addition of a subtype grouping around callous and unemotional traits. Q. Those that distinguish clients/patients with a callous and unemotional interpersonal style across multiple settings and relationships.

Course Article Questions The answer to Question 18 is found in Section 18 of the Course Content. The Answer to Question 16 is found in Section 16 of the Course Content... and so on. Select correct answer from below. Place letter on the blank line before the corresponding question.

Questions: 18. What is an advantage of the "Interview Method"? 19. What types of intervention programs are suitable for conduct disordered youth? 20. What are anger reducing techniques? 21. What are uses of the Hassle Log? 22. What are "testing the limits" tactics used by conduct disordered youths? 23. What is a reason "verbally cornering" is not a good idea, although practiced by many therapists and teachers? 24. According to Phelan, what are the biggest discipline mistakes? 25. What are ways to make simple requests more effective? 26. What are steps in managing an assaultive incident effectively? 27. What are stages involved in implementing EBPs (evidence-based practices)?

Answers: A. Badgering, temper, threat, martyrdom, buttering up and physical tactics. B. Anger-coping intervention programs, problem-solving skills training programs, attribution retraining, rational-emotive behavior therapy. C. Deep breathing, backwards counting, pleasant imagery. D. Provides an accurate picture of conflicts that occur during the week; it helps trainees learn about what makes them angry and how they handle these situations; and it provides material for role playing in future sessions. E. Watch your tone of voice, keep requests short, spontaneity is dangerous, and use effective phrasing. F. Placing responsibility for confrontations in the hands of the members of the conduct disorder group themselves. G. Too much talking and too much emotion. H. When you corner a child, you give him a chance to practice lying. I. Separate the parties, cool them down, and call for help. J. Exploring, selecting and adopting programs, installing the program, initially implementing the program, fully operating, enhancing the implementation, and sustaining the implementation.

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.

True/False Statements: 1. The addition of a subtype grouping around callous and unemotional traits is the main change in the diagnostic criteria for Conduct Disorder (CD). 2. Disruptive mood dysregulation disorder (DMDD) was added to the DSM-5, which includes symptoms such as frequent episodes of severe temper tantrums or aggression (more than three episodes a week) in combination with persistently negative mood between episodes, lasting for more than 12 months in multiple settings, beginning after 6 years of age but before the child is 10 years old. 3. The DSM-5 did not change Conduct Disorder (CD) other than to add specifiers that distinguish clients/patients with a callous and unemotional interpersonal style across multiple settings and relationships. 4. If the conduct-disordered youth is involved in fire starting, factors you might consider in your diagnosis and looking at the bigger picture, are: was the fire starting motivated by curiosity or impulse control? Has he done quite a bit of it and states, "I love this!"? 5. Things that differentiate the "Severe" Specifier from the "Mild to Moderate" Specifiers for conduct disorder are: causes considerable harm to others, i.e. forced sex, physical cruelty, use of a weapon, stealing while confronting a victim, breaking and entering. 6. Reasons that a youth exhibiting child or adolescent antisocial behavior does not qualify for a conduct disorder diagnosis is because the youth doesn't have any particular behavior problems, but may get caught up in antisocial behavior; the behaviors are isolated and do not become a pattern. 7. Warning signs that put a child at risk for very young offending include starting fights, being cruel to animals, and starting fires. 8. The type of friends the youth hangs out with is a predictor of substance abuse in adolescents. 9. Differences between juvenile and adult sexual abusers are that juveniles aren't set in their ways like adults are; they respond much more to treatment. 10. According to the speaker, he has found that neglect traumatizes the adolescent more than sexual abuse. 11. Children that suffer from sleep disturbances often respond well to nonverbal work, such as sand tray work or play therapy work activities in school. 12. Getting an adrenaline rush is a reason that conduct-disordered youth frequently abuse substances. 13. Might makes right is the first stage of moral reasoning that explains why really tough "street-wise" kids will easily submit when they come into a program. 14. According to the speaker, the group that is making mistakes internalizes changes because they are making mistakes and learning from them; this group is making real progress. 15. An action that short-circuits the conduct-disordered youth is to take away just half but not all of their CD collection or something valuable to them, then provide them with the chance to earn it back. 16. A benefit of taking away items in small increments is that they need to know at the end of this hour or at the end of this evening that they are going to benefit by making a prosocial decision. 17. When the youth can treat an adult labeled a "soother" in a respectful way, you know that that kid is not taking advantage of that adult. This is how you will know when the conduct-disordered youth is making progress. 18. Placing responsibility for confrontations in the hands of the members of the conduct disorder group themselves is an advantage of the "Interview Method". 19. Anger-coping intervention programs, problem-solving skills training programs, attribution retraining, and rational-emotive behavior therapy are types of intervention programs that are suitable for conduct-disordered youth. 20. Deep breathing, backwards counting, and pleasant imagery are anger-reducing techniques. 21. Uses of the Hassle Log include: providing an accurate picture of conflicts that occur during the week; helping trainees learn about what makes them angry and how they handle these situations; and providing material for role playing in future sessions. 22. Badgering, temper, threat, martyrdom, buttering up, and physical tactics are "testing the limits" tactics used by conduct-disordered youths. 23. A reason "verbally cornering" is not a good idea, although practiced by many therapists and teachers, is that when you corner a child, you give him a chance to practice lying. 24. According to Phelan, too much talking and too much emotion are the biggest discipline mistakes. 25. Ways to make simple requests more effective are to watch your tone of voice, keep requests short, avoid spontaneity, and use effective phrasing. 26. Separating the parties, cooling them down, and calling for help are steps in managing an assaultive incident effectively. 27. Exploring, selecting and adopting programs, installing the program, initially implementing the program, fully operating, enhancing the implementation, and sustaining the implementation are stages involved in implementing EBPs (evidence-based practices).

If you have problems with scoring or placing an order please contact us at info@mentalhealthce.com