Social Work Post-Test
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 Section 2 of the Course Content... and so on. Select correct answer from below. Place letter on the blank line before the corresponding question. Do not add any periods or spaces.
1. Utilizing an abundance of theories about emotional disorders enhances the human tendency to do what ? 2. To effectively deal with conceptualizing, the therapist has to elicit what from the client ? 3. What is one method to motivate a client to do homework? 4. What is the "Divide and conquer" intervention technique? 5. What is one way of presenting automatic thoughts to your client? 6. What is a technique to help the client distance himself from the anxiety? 7. What is the purpose for your client to count automatic thoughts? 8. What are key points for asking questions of an anxious child or adult? 9. What are some interventions to assist your client in answering the question "What's the evidence?"? 10. What are interventions to assist your client in answering the question "What's Another Way Of Looking At It?" 11. What are interventions to assist your client in answering the question "So What If It Happens?"? 12. What are examples of characteristic thinking of an anxiety disordered client? 13. The negative evaluation of self may further interfere with what? 14. Even large successes in the past may have no permanent effect because the "vulnerable" client feels he or she will what? 15. What is one problem regarding retaining confidence? 16. The question of self-confidence raises what question? 17. What is an example of interventions specifically intended for children who have an anxiety disorder?
Answers:
a. as being similar to subliminal advertisements b. Decatastrophising, Coping Plans, and Point/Counterpoint c. fail d. complicate problems e. Generating Alternative Interpretations, Dysfunctional Thought Records, Decentering, Enlarging Perspective, Reattribution f. video time and picture on the wall g. what the problem means to the client h. explaining rationale for particular assignments i. refer to him as "it" or by his first name j. focus in on the components of the client's anxiety that have the least resistance k. this technique helps your client to see how his or her thoughts produce, maintain, and intensify his or her anxiety l. focus, concreteness, purpose, trust, pacing, and level of depth m. Analysis of Faulty Logic, a Three-Column Technique, Providing Information, and Hypothesis Testing n. Stimulus Generalization, Catastrophizing, and Dichotomous Thinking. o. What psychological and physical mechanisms lead to poor performance? p. performance and reinforces the notion of being deficient q. the change in context from non-evaluative to evaluative may increase the client's sence of vulnerability
Course Article Questions: The Answer to Question 18 is found in Section 18 of the Course Content... and so on. Select correct answer from below. Place letter on the blank line before the corresponding question. Do not add any periods or spaces.
True/False Questions: 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 Utilizing an abundance of theories about emotional disorders enhances the human tendency to complicate problems. 2 To effectively deal with conceptualizing, the therapist has to elicit what the problem means to the client. 3 One method to motivate a client to do homework is explaining rationale for particular assignments. 4 The "Divide and conquer" intervention technique is to focus in on the components of the client's anxiety that have the least resistance. 5 One way of presenting automatic thoughts to your client is by being similar to subliminal advertisements. 6 A technique to help the client distance himself from the anxiety is to refer to him as "it" or by his first name. 7 A purpose for your client to count automatic thoughts is to help your client to see how his or her thoughts produce, maintain, and intensify his or her anxiety. 8 A key point for asking questions of an anxious child or adult is to help them focus. 9 The Analysis of Faulty Logic is An intervention to assist your client in answering the question "What's the evidence?" 10 Generating Alternative Interpretations is an intervention to assist your client in answering the question "What's Another Way Of Looking At It?" 11 Decatastrophising is an intervention to assist your client in answering the question "So What If It Happens?" 12 Stimulus Generalization is an example of the characteristic thinking of an anxiety disordered client. 13 A negative evaluation of self may further interfere with performance and reinforces the notion of being deficient. 14 Even large successes in the past may have no permanent effect because the "vulnerable" client feels he or she will fail. 15 One problem regarding retaining confidence is the change in context from non-evaluative to evaluative may increase the client's sence of vulnerability. 16 A question of self-confidence raises the question "What psychological and physical mechanisms lead to poor performance?" 17 An example of interventions specifically intended for children who have an anxiety disorder is video time and picture on the wall. 18 Mobilization is a type of reactions your Client may have to a threat. 19 Facing an Unknown is a stage in the creation of emotions. 20 Ideally your anxiety disordered client learns to pose the same questions you pose in the session. 21 Primal responses are not voluntary and appear to be programmed. 22 Examples of behavioral treatments to use with anxiety disordered children is where clients are taught how to relax, how to recognize tension, and how to use relaxation skills to relieve tension. 23 One of the R's for dealing with anxiety is to Realize that Anxiety is part of your consciousness.
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