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| Section | Weight | Objectives |
|---|---|---|
| Topic 1: Strategies for Facilitating Recovery & Resiliency | 16-18% | - Relapse prevention and crisis support - Evidence-based interventions - Skill-building and empowerment |
| Topic 2: Assessment, Planning, and Outcomes | 16-18% | - Individualized recovery planning - Outcome measurement and evaluation - Strengths-based assessment |
| Topic 3: Transition-Age Youth | 8-10% | - Developmental needs and transitions - Transition to adult services - Independent living and life skills |
| Topic 4: Interpersonal Competencies | 14-16% | - Self-awareness and cultural competence - Communication and collaboration skills - Engagement and relationship building |
| Topic 5: Professional Role Competencies | 12-14% | - Accountability and documentation - Confidentiality and legal compliance - Ethics and professional standards |
| Topic 6: Systems Competencies | 10-12% | - Advocacy and policy awareness - Inter-agency collaboration - Service system knowledge |
| Topic 7: Supporting Health & Wellness | 10-12% | - Health literacy and education - Physical and mental health integration - Wellness promotion strategies |
| Topic 8: Community Integration | 12-14% | - Navigating community systems - Access to community resources - Supporting inclusion and participation |
Question 1
What factors must be understood when considering typical childhood development?
A. Education and learning needs
B. Gender and birth order
C. Nature and environment
D. Context and culture
Question 2
A practitioner is working with a child whose school has placed her on homebound instruction due to disruptive behaviors in the classroom. Her parents would like her reintegrated into the school setting. How should the practitioner support the parent?
A. Approach the school personnel and ask that the child be reinstated.
B. Provide information to the parents regarding least restrictive educational mandates.
C. Assist the parents in finding an alternative educational placement.
D. Schedule an inter-agency meeting and invite the child and school personnel.
Question 3
Emotional regulation can be acquired through
A. teaching and reinforcing social skills.
B. practicing executive functioning.
C. modeling appropriate and inappropriate expressions.
D. developing natural supports.
Question 4
A child's mother expressed concern that between her home, the child's father's home, and school, there are too many competing behavioral expectations. What is the BEST course of action for the practitioner to take?
A. Convene a team meeting with both parents at the school to identify concerns and goals.
B. Inform the mother that agency policy prohibits interference with school concerns and goals.
C. Require weekly meetings with both parents to review concerns and goals in each home.
D. Explain services are limited to the behavioral concerns and goals at the mother's home.
Question 5
Transition-age youth with serious mental illnesses are more likely than their typical peers to
A. engage in cyberbullying and drop out of school.
B. abuse drugs and alcohol and become homeless.
C. be involved in the legal system and attempt suicide.
D. become involved in abusive relationships and self-harm.
Solutions:
| Question 1 Answer: D | Question 2 Answer: B | Question 3 Answer: A | Question 4 Answer: A | Question 5 Answer: C |
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