Psychiatric Rehabilitation Association CFRP Questions To Gain Brilliant Result [2025]
Psychiatric Rehabilitation Association CFRP Questions To Gain Brilliant Result [2025]
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Psychiatric Rehabilitation Association Certified Child and Family Resiliency Practitioner (CFRP) Sample Questions (Q47-Q52):
NEW QUESTION # 47
A practitioner is working with a transition-age youth who is unable to self-soothe during periods of distress.
What would be an effective intervention?
- A. implementing exposure therapy techniques.
- B. teaching progressive muscle relaxation techniques.
- C. Cognitive Behavioral Therapy to reduce stress.
- D. referring for medication management.
Answer: B
Explanation:
Comprehensive and Detailed Explanation:
Supporting transition-age youth in the CFRP framework includes teaching practical coping strategies that allow the youth to self-regulate during periods of distress. Teaching progressive muscle relaxation techniques is an effective, evidence-based intervention for self-soothing, as it provides a tangible skill to manage distress.
The CFRP study guide notes, "For transition-age youth struggling to self-soothe during distress, teaching progressive relaxation techniques is an effective intervention to promote emotional regulation." Cognitive Behavioral Therapy (option A) would take a longer time to address underlying issues and would not be as immediately effective as muscle relaxation techniques to address the distress. Exposure therapy (option B) is specific to anxiety disorders and may not apply to general distress. Referring for medication (option D) may be considered but is not the first-line intervention for teaching self-soothing skills.
* CFRP Study Guide (Section on Transition-Age Youth Services): "Teaching progressive relaxation techniques is an effective intervention for transition-age youth unable to self-soothe during distress, enhancing emotional self-regulation." References:
CFRP Study Guide, Section on Transition-Age Youth Services, Coping Skills Interventions.
Psychiatric Rehabilitation Association (PRA) Guidelines on Youth Mental Health Support.
NEW QUESTION # 48
Assessment of suicidal risk is important because
- A. there is a continuum of suicidality that determines the level of risk for children.
- B. there is a need to distinguish between attention-seeking behavior and suicidality.
- C. children with suicidal thoughts frequently make an attempt within days of the disclosure.
- D. non-suicidal self-harm should not be considered a predictive suicide risk factor.
Answer: A
NEW QUESTION # 49
During assessment, it is important to encourage children to talk about their experiences and perceptions because children often
- A. repress their memories and feelings.
- B. are unaware of their strengths and weaknesses.
- C. hide important information about themselves.
- D. are excited to talk about themselves.
Answer: B
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 # 50
A practitioner is working with a child who is being bullied at school. How can the practitioner promote resiliency?
- A. Encourage the child to take a self-defense class and confront the bully.
- B. Revisit the experience and have the child explain the details.
- C. Encourage the child to avoid the bully and make new friends.
- D. Reframe the child's experience and encourage a positive self-view.
Answer: D
Explanation:
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.
NEW QUESTION # 51
Emotional regulation can be acquired through
- A. developing natural supports.
- B. modeling appropriate and inappropriate expressions.
- C. teaching and reinforcing social skills.
- D. practicing executive functioning.
Answer: C
Explanation:
In the CFRP framework, strategies for facilitating recovery include promoting emotional regulation as a critical skill for children's mental health. Teaching and reinforcing social skills is an effective method for acquiring emotional regulation, as it equips children with tools to manage emotions in social contexts. The CFRP study guide states, "Emotional regulation is often acquired through teaching and reinforcing social skills, which help children navigate emotions and interactions effectively." Developing natural supports (option B) fosters resilience but is less direct for emotional regulation. Practicing executive functioning (option C) supports cognitive skills but is not the primary method. Modeling expressions (option D) can help but is less comprehensive than social skills training.
* CFRP Study Guide (Section on Strategies for Facilitating Recovery): "Teaching and reinforcing social skills is a key method for helping children acquire emotional regulation, enabling effective management of emotions in social settings." References:
Certified Child and Family Resiliency Practitioner (CFRP) Study Guide, Section on Strategies for Facilitating Recovery, Emotional Regulation.
Psychiatric Rehabilitation Association (PRA) Guidelines on Social-Emotional Learning.
NEW QUESTION # 52
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