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Psychiatric Rehabilitation Association Certified Child and Family Resiliency Practitioner (CFRP) Sample Questions (Q59-Q64):

NEW QUESTION # 59
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. teaching progressive muscle relaxation techniques.
B. Cognitive Behavioral Therapy to reduce stress.
C. referring for medication management.
D. implementing exposure therapy techniques.

Answer: A

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 # 60
A caregiver is requesting a decrease in service hours. What is the practitioner's FIRST course of action?

A. Encourage the caregiver to continue with the current service plan.
B. Consult with a colleague about how to proceed with the caregiver.
C. Seek supervision about the caregiver's resistance to service.
D. Discuss with the caregiver the reason for the request.

Answer: D

Explanation:
In the CFRP framework, person-centered and family-driven planning is critical within the domain of Assessment, Planning, and Outcomes. When a caregiver requests a change, such as a decrease in service hours, the practitioner's first step is to engage in open communication to understand the caregiver's perspective and reasons for the request. The CFRP study guide emphasizes that "practitioners should initiate discussions with caregivers to explore their needs, preferences, and concerns to ensure services align with family goals." Encouraging continuation of the current plan (option A) without discussion disregards family- driven principles. Seeking supervision (option C) or consulting a colleague (option D) may be appropriate later, but these are not the first steps, as they bypass direct engagement with the caregiver.
* CFRP Study Guide (Section on Assessment, Planning, and Outcomes): "When caregivers request changes to service plans, the practitioner's first action is to discuss the reasons for the request, ensuring that services remain family-driven and aligned with their needs." References:
Certified Child and Family Resiliency Practitioner (CFRP) Study Guide, Section on Assessment, Planning, and Outcomes, Family-Driven Planning.
Psychiatric Rehabilitation Association (PRA) Guidelines on Person-Centered Planning.

NEW QUESTION # 61
The process for supporting students with mental health needs in an academic setting includes

A. social, emotional, and intellectual skills development.
B. social, physical, and vocational skills development.
C. intensive on-campus support to succeed at school.
D. intensive on-site training to perform tasks.

Answer: A

Explanation:
Supporting students with mental health needs in academic settings is a key aspect of supporting health and wellness in the CFRP framework. The process involves fostering social, emotional, and intellectual skills development to help students manage their mental health and thrive academically. The CFRP study guide states, "Supporting students with mental health needs in academic settings requires a focus on social, emotional, and intellectual skills development to promote resilience and academic success." Social, physical, and vocational skills (option A) are relevant but less comprehensive in this context. Intensive on-site training (option B) or on-campus support (option C) may be components but do not capture the holistic skill development needed.
* CFRP Study Guide (Section on Supporting Health and Wellness): "The process for supporting students with mental health needs in academic settings emphasizes social, emotional, and intellectual skills development to ensure resilience and academic achievement." References:
Certified Child and Family Resiliency Practitioner (CFRP) Study Guide, Section on Supporting Health and Wellness, School-Based Mental Health Support.
Psychiatric Rehabilitation Association (PRA) Guidelines on Academic Interventions.

NEW QUESTION # 62
A child's participation in the development of an action plan

A. teaches social skills.
B. reinforces resiliency.
C. increases locus of control.
D. ensures positive outcomes.

Answer: C

Explanation:
In the CFRP framework, strategies for facilitating recovery include empowering children by involving them in their own action plans. A child's participation in developing an action plan increases their locus of control, fostering a sense of agency and responsibility for their recovery. The CFRP study guide states, "Involving children in the development of their action plans increases their locus of control, empowering them to take an active role in their recovery process." While participation may also teach social skills (option B) or reinforce resiliency (option D), these are secondary benefits. Ensuring positive outcomes (option C) is not guaranteed by participation alone, as outcomes depend on multiple factors.
* CFRP Study Guide (Section on Strategies for Facilitating Recovery): "A child's active participation in creating an action plan increases their locus of control, promoting empowerment and engagement in recovery." References:
Certified Child and Family Resiliency Practitioner (CFRP) Study Guide, Section on Strategies for Facilitating Recovery, Child Empowerment.
Psychiatric Rehabilitation Association (PRA) Guidelines on Strengths-Based Planning.

NEW QUESTION # 63
What factors must be understood when considering typical childhood development?

A. Nature and environment
B. Gender and birth order
C. Context and culture
D. Education and learning needs

Answer: C

Explanation:
TheSupporting Health and Wellnessdomain requires practitioners to understand developmental factors to tailor interventions. ThePRA CFRP Study Guide 2024-2025emphasizes thatcontext and cultureare critical in assessing typical childhood development, as they shape social, emotional, and behavioral norms.
OptionB(Context and culture) is correct because the PRA framework highlights the importance of cultural values, family dynamics, and environmental context in understanding developmental milestones and behaviors.
OptionA(Education and learning needs) is incorrect because, while important, these are secondary to broader contextual factors in developmental assessment.
OptionC(Nature and environment) is incorrect because "nature" is vague, and the PRA prioritizes culture over general environmental factors.
OptionD(Gender and birth order) is incorrect because, while influential, these are not the primary factors compared to context and culture in the PRA guidelines.
:
Psychiatric Rehabilitation Association,CFRP Study Guide 2024-2025, Section on Supporting Health and Wellness: Childhood Development.
PRA Certification Candidate Handbook, Competency Domain 7: Supporting Health and Wellness.
PRA Code of Ethics, Principle 3: Respect for Diversity.

NEW QUESTION # 64
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