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| Section | Weight | Objectives |
|---|---|---|
| Topic 1: Assessment, Planning, and Outcomes | 16-18% | - Individualized recovery planning - Outcome measurement and evaluation - Strengths-based assessment |
| Topic 2: Community Integration | 12-14% | - Supporting inclusion and participation - Navigating community systems - Access to community resources |
| Topic 3: Professional Role Competencies | 12-14% | - Ethics and professional standards - Accountability and documentation - Confidentiality and legal compliance |
| Topic 4: Systems Competencies | 10-12% | - Inter-agency collaboration - Service system knowledge - Advocacy and policy awareness |
| Topic 5: Strategies for Facilitating Recovery & Resiliency | 16-18% | - Skill-building and empowerment - Evidence-based interventions - Relapse prevention and crisis support |
| Topic 6: Interpersonal Competencies | 14-16% | - Communication and collaboration skills - Self-awareness and cultural competence - Engagement and relationship building |
| Topic 7: Transition-Age Youth | 8-10% | - Independent living and life skills - Transition to adult services - Developmental needs and transitions |
| Topic 8: Supporting Health & Wellness | 10-12% | - Physical and mental health integration - Health literacy and education - Wellness promotion strategies |
1. A caregiver is requesting a decrease in service hours. What is the practitioner's FIRST course of action?
A) Consult with a colleague about how to proceed with the caregiver.
B) Encourage the caregiver to continue with the current service plan.
C) Seek supervision about the caregiver's resistance to service.
D) Discuss with the caregiver the reason for the request.
2. During a session, a child receiving services becomes verbally aggressive, insulting, and threatening. The practitioner's initial effort to de-escalate the situation would be to
A) respond slowly and confidently in a gentle, caring way.
B) ignore the behaviors and continue the session.
C) practice safety first and remove himself from the situation.
D) establish boundaries using a loud and firm voice.
3. A practitioner is meeting with a parent who wants her son to be sent to a residential treatment facility because he is acting out and threatening his younger siblings. How should the practitioner proceed?
A) Request a treatment team meeting including the child and family.
B) Refer the child to a residential treatment facility.
C) Refer the child to an anger management class.
D) Call the authorities to remove the child from the family home.
4. Transition-age youth are able to gain psychosocial protective factors as well as neurophysiological buffering through which of the following?
A) Involvement in the child protective system
B) Consistent relationships with caring individuals
C) Connection to a peer network
D) Caregiving for younger siblings
5. The term evidence-based practice refers to successful interventions that must have
A) been used by practitioners in the field of psychiatric rehabilitation with positive results.
B) produced positive survey results when children and caregivers were asked about the intervention.
C) been tested through multiple trials, with findings reported by teams of investigators.
D) appeared in articles discussing caregiver satisfaction with the intervention.
Solutions:
| Question # 1 Answer: D | Question # 2 Answer: A | Question # 3 Answer: A | Question # 4 Answer: B | Question # 5 Answer: C |
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