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Real Certified Child and Family Resiliency Practitioner (CFRP) Test Questions - CFRP Actual Torrent & Certified Child and Family Resiliency Practitioner (CFRP) Pdf Questions
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Psychiatric Rehabilitation Association Certified Child and Family Resiliency Practitioner (CFRP) Sample Questions (Q37-Q42):
NEW QUESTION # 37
Trauma-informed care requires that a practitioner will FIRST
- A. provide case management services to ensure treatment.
- B. develop a trusting relationship with the child.
- C. teach parents how to de-escalate negative behaviors.
- D. set limits and consequences to teach self-regulation.
Answer: B
Explanation:
Trauma-informed care, a critical component of supporting health and wellness in the CFRP framework, prioritizes creating a safe and supportive environment for children who have experienced trauma. The first step in this approach is developing a trusting relationship with the child, as trust is foundational to effective intervention and healing. The CFRP study guide emphasizes, "In trauma-informed care, practitioners must first establish a trusting relationship with the child to create a safe space for recovery and engagement." Setting limits and consequences (option A) or teaching parents de-escalation techniques (option D) may be subsequent steps but arenot the initial focus. Providing case management services (option C) supports access to resources but is secondary to building trust.
* CFRP Study Guide (Section on Supporting Health and Wellness): "The first step in trauma-informed care is developing a trusting relationship with the child, ensuring a safe and supportive environment for recovery." References:
Certified Child and Family Resiliency Practitioner (CFRP) Study Guide, Section on Supporting Health and Wellness, Trauma-Informed Care.
Psychiatric Rehabilitation Association (PRA) Guidelines on Trauma-Informed Practices.
NEW QUESTION # 38
When collaborating with a child, the established goals should be
- A. general and time-framed.
- B. open-ended and flexible.
- C. specific and measurable.
- D. precise and confidential.
Answer: C
Explanation:
In the CFRP framework, assessment, planning, and outcomes emphasize collaborative goal-setting with children. Goals established with a child should be specific and measurable to ensure clarity and track progress effectively. The CFRP study guide states, "When collaborating with a child, goals must be specific and measurable to provide clear direction and allow for evaluation of progress toward recovery." Precise and confidential (option A) is partially correct but less accurate, as confidentiality is a separate concern. General and time-framed (option B) or open-ended and flexible (option D) goals lack the precision needed for effective planning and outcomes.
* CFRP Study Guide (Section on Assessment, Planning, and Outcomes): "Collaborative goal-setting with children requires goals to be specific and measurable to ensure clarity and facilitate progress tracking in the recovery process." References:
Certified Child and Family Resiliency Practitioner (CFRP) Study Guide, Section on Assessment, Planning, and Outcomes, Goal-Setting Principles.
Psychiatric Rehabilitation Association (PRA) Guidelines on Person-Centered Planning.
NEW QUESTION # 39
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. Discuss with the caregiver the reason for the request.
- C. Encourage the caregiver to continue with the current service plan.
- D. Seek supervision about the caregiver's resistance to service.
Answer: B
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 # 40
When nurturing problem-solving abilities in children with autism spectrum disorders, it is important to
- A. define the possible consequences of their actions.
- B. engage them in thinking about possible solutions.
- C. provide unconditional support of their decisions.
- D. offer them frequent reminders about what to do.
Answer: B
Explanation:
Supporting health and wellness for children with autism spectrum disorders (ASD) involves fostering skills like problem-solving in a way that respects their unique needs. Engaging children with ASD in thinking about possible solutions encourages critical thinking and autonomy, which are essential for developing problem- solving abilities. The CFRP study guide emphasizes, "To nurture problem-solving in children with autism spectrum disorders, practitioners should engage them in thinking about possible solutions, promoting independence and cognitive flexibility." Unconditional support of decisions (option A) may undermine learning by not addressing consequences. Defining consequences (option B) is a secondary step after solution exploration. Frequent reminders (option D) may reduce independence and are less effective for building problem-solving skills.
* CFRP Study Guide (Section on Supporting Health and Wellness): "Nurturing problem-solving in children with autism spectrum disorders involves engaging them in thinking about possible solutions to foster independence and cognitive growth." References:
Certified Child and Family Resiliency Practitioner (CFRP) Study Guide, Section on Supporting Health and Wellness, ASD Interventions.
Psychiatric Rehabilitation Association (PRA) Guidelines on Neurodevelopmental Support.
NEW QUESTION # 41
Empathy is
- A. being concerned with the well-being of another.
- B. feeling pity or sorrow for someone's misfortune.
- C. sharing a similar experience with someone else.
- D. understanding a person on a cognitive and emotional level.
Answer: D
Explanation:
Interpersonal competencies in the CFRP framework highlight empathy as a key skill for building therapeutic relationships. Empathy is defined as understanding a person on both a cognitive (intellectual comprehension) and emotional (feeling with) level, enabling deep connection. The CFRP study guide states, "Empathy involves understanding a person on a cognitive and emotional level, fostering trust and validation in interactions." Feeling pity (option A) describes sympathy, not empathy. Sharing experiences (option C) is not required for empathy, and concern for well-being (option D) is too broad.
* CFRP Study Guide (Section on Interpersonal Competencies): "Empathy is the ability to understand a person on both cognitive and emotional levels, creating a foundation for trustful relationships." References:
CFRP Study Guide, Section on Interpersonal Competencies, Empathy in Practice.
Psychiatric Rehabilitation Association (PRA) Guidelines on Therapeutic Communication.
NEW QUESTION # 42
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