CFRP PDF Pass Leader, CFRP Latest Real Test [Q29-Q52]

Q29. Trauma-informed care requires that a practitioner will FIRST

set limits and consequences to teach self-regulation.

develop a trusting relationship with the child.

provide case management services to ensure treatment.

teach parents how to de-escalate negative behaviors.

Q30. A transition-age youth, who is depressed and shows patterns of thinking that reinforce suicide as the only option, is experiencing cognitive

restructuring.

congruence.

distortions.

dissonance.

Q31. At the top of Maslow’s hierarchy of needs is

self-determination.

self-achievement.

self-actualization.

self-esteem.

Q32. When using the collaborative approach to family recovery and resiliency, the practitioner would focus on the

motivation to change.

barriers to change.

problem.

solution.

Q33. Playing card games with a transition-age youth is a cognitive training exercise that increases

intellect.

memory.

social communication.

peer support.

Q34. A teacher is requesting that the practitioner refer a six-year-old child to a psychiatrist to determine if medication is needed. What is the practitioner’s first course of action?

Refer the child to a psychiatrist as requested.

Discuss this request with the family.

Discuss this request with the school counselor.

Request to view the child’s school file.

Q35. The term evidence-based practice refers to successful interventions that must have

been tested through multiple trials, with findings reported by teams of investigators.

appeared in articles discussing caregiver satisfaction with the intervention.

been used by practitioners in the field of psychiatric rehabilitation with positive results.

produced positive survey results when children and caregivers were asked about the intervention.

Q36. 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

contact the school and demand they comply.

assist the parent with obtaining an education advocate.

assist the parent with implementing behavior modification.

report the school to the Department of Education.

Q37. Practitioners may self-disclose for the purpose of:

Ensuring treatment participation.

Challenging values and beliefs.

Modeling and instilling hope.

Directing family choice.

Q38. Which of the following interventions would be the MOST appropriate to help a family access needed services?

Provide the family with a prepared plan to ensure they receive the services they need.

Work with the family to identify barriers to service utilization.

Enroll the family in services based on needs identified by the practitioner.

Encourage the family to find support services on their own to foster independence.

Q39. Assessment of suicidal risk is important because

children with suicidal thoughts frequently make an attempt within days of the disclosure.

there is a continuum of suicidality that determines the level of risk for children.

there is a need to distinguish between attention-seeking behavior and suicidality.

non-suicidal self-harm should not be considered a predictive suicide risk factor.

Q40. What factors must be understood when considering typical childhood development?

Education and learning needs

Context and culture

Nature and environment

Gender and birth order

Q41. A practitioner is working with a child who is being bullied at school. How can the practitioner promote resiliency?

Encourage the child to take a self-defense class and confront the bully.

Reframe the child’s experience and encourage a positive self-view.

Revisit the experience and have the child explain the details.

Encourage the child to avoid the bully and make new friends.

Promoting resiliency is a key focus of theStrategies for Facilitating Recoverydomain, which emphasizes strengths-based interventions to help children overcome adversity. ThePRA CFRP Study Guide 2024-2025 defines resiliency as the ability to adapt and thrive despite challenges, such as bullying. Practitioners should use interventions that empower the child, reinforce self-worth, and reframe negative experiences to foster a positive self-concept.
OptionB(Reframe the child’s experience and encourage a positive self-view) is correct. The PRA guidelines advocate for cognitive reframing, where the practitioner helps the child view the bullyingexperience as a challenge they can overcome, rather than a reflection of their worth. Encouraging a positive self-view aligns with strengths-based practices, such as affirming the child’s strengths and building self-esteem.
OptionA(Encourage the child to take a self-defense class and confront the bully) is incorrect because confrontation may escalate the situation and is not a trauma-informed or resiliency-focused approach. The PRA Code of Ethics emphasizes non-violent, collaborative solutions.
OptionC(Revisit the experience and have the child explain the details) is incorrect because repeatedly recounting traumatic events without therapeutic processing can re-traumatize the child. The PRA study guide advises against dwelling on negative details without a strengths-based focus.
OptionD(Encourage the child to avoid the bully and make new friends) is incorrect because avoidance does not address the child’s emotional needs or build resiliency. While making new friends is positive, it does not tackle the underlying impact of bullying, which the PRA framework prioritizes.
:
Psychiatric Rehabilitation Association,CFRP Study Guide 2024-2025, Section on Strategies for Facilitating Recovery: Resiliency and Strengths-Based Practice.
PRA Certification Candidate Handbook, Competency Domain 5: Strategies for Facilitating Recovery.
PRA Code of Ethics, Principle 4: Strengths-Based Interventions.

Q42. A practitioner is working with a transition-age youth who is thinking about dropping out of school due to failing grades and not having enough credits to graduate on time. The practitioner should encourage the youth to

accept graduating at a later date.

ask her classmates to help with schoolwork.

enroll in a high school equivalency program.

request a meeting with her teachers.

Q43. WRAP for Kids requires

parental inclusion in decision making.

practitioner-led classes.

voluntary participation in the process.

medication compliance.

Q44. When the concept of being strengths-based is translated into action, families will focus on

symptom management.

unique skills and characteristics.

standards of performance.

specific problems and barriers.

Q45. When nurturing problem-solving abilities in children with autism spectrum disorders, it is important to

provide unconditional support of their decisions.

define the possible consequences of their actions.

engage them in thinking about possible solutions.

offer them frequent reminders about what to do.

Q46. Transition-age youth with serious mental illnesses are more likely than their typical peers to

abuse drugs and alcohol and become homeless.

engage in cyberbullying and drop out of school.

become involved in abusive relationships and self-harm.

be involved in the legal system and attempt suicide.

Q47. Once regarded as the primary cause of a child’s challenges, who are now seen as key collaborators in the development of the child’s resilience?

Parents

Clergy

Teachers

Doctors

Q48. A barrier to participating in services that is MOST often identified by family members is the lack of

practitioner resources.

knowledge and understanding.

practitioner empathy.

time and energy.

Q49. One of the best strategies a practitioner can teach parents of a transition-age youth is to communicate in a manner that is

slow and deliberate.

detailed and illustrative.

rational and in-depth.

short and to the point.

Q50. A transition-age youth tells a practitioner that he has a plan to kill a younger sibling when the time is right.
What is the MOST appropriate course of action for the practitioner to take?

Maintain confidentiality and discourage him from taking action.

Explain the limits of confidentiality and develop an action plan.

Inform his family members of the danger to the sibling.

Notify the police of the potential danger to the sibling.

Q51. To nurture resilience in children, practitioners must

emphasize performance over learning.

emphasize that mistakes are opportunities for growth.

teach the development realistic goals.

avoid using humor to minimize disappointment.

Q52. Which of the following will ease the family’s subjective burden of having a child with a psychiatric experience?

Explaining the need to accept the child’s behaviors

Refocusing their attention on family bonds

Addressing the limitations of the mental health system

Addressing their sense of grief and loss

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