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Psychotherapy: TF-CBT Questions With Complete Solutions
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Psychotherapy: TF-CBT Questions With Complete Solutions
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Psychotherapy: TF-CBT Questions With CompleteSolutions
Age appropriate Progressive muscle relaxation (PMR) induction
Correct Answers Early childhood: use full body fun activities
like imaging as uncooked spaghetti and then cooked spaghetti to
feel tension vs relaxation. When doing breathing just be simple
and say "focus on breathing slow and steady".
Middle childhood: some may be willing to do PMR but others
may need imaginal scenarios to enhance relaxation. In this age
range they like the challenge of diaphragmatic breathing (chest
still and stomach rises). Taylor to whatever your pt enjoys.
Adolescence: can do PMR and controlled breathing skills but
may not like them. They may prefer their own favorite
relaxation strategies (music etc.) and that is perfectly okay if
they actually work and they don't just distract them (its not
calming them if they're listening to violent aggressive music,
more just distracting and riling them up).
Note: overall go with whatever is most effective and they can do
well (if they aren't able to do belly breathing correctly just have
them focus on slowing exhalation and saying relaxing word,
don't get caught up with doing it right).
Age related concerns for conjoint sessions Correct Answers
Early childhood: parents need to address childs questions
developmentally appropriately (simple language, withhold
graphic details, give examples in concrete terms).
,Middle childhood: make sure parent knows that the childs needs
are the most prominent concern in these sessions and they will
run the session.
Adolescence: practice gradual exposure by adding 5-10 min
during earlier sessions of conjointness. During this time parent is
to reflect on progress, give praise, and reflect on positive
emotions (pride in childs engagement). This will make sharing
easier later. If needed, let the child know you can go back to
processing their trauma themselves if they get too uncomfortable
and feel shame. Parents have to be prepared for the topics of the
sessions (drug/alcohol use, sexual partners).
Age related Emotion identification notes Correct Answers
Young children: help them learn bigger words to describe the
emotion (more than just good or bad, may know embarrassed
but not embarrassment)
School aged: Modulation activities involving activitiy is best.
May like doing emotional expression in different situations
(home vs school) or if older may like to do a mask activity
(create artistic masks to describe emotions they show, they keep
to themselves [put inside of mask], parents show, or others
show) this may help them share feelings better with parents as
well.
Adolescents: expected to master wide range of emotion
identifcation (more complex emotions). Have them describe
them in terms of emotional dimensions (feelings I like ot have
vs feelings I don't like to have, feelings I know how to deal with
vs feelings that are hard to manage, feelings I show vs feelings I
,hide). Self-conscious emotions (shame and guilt) are more
important for teenagers recovering from truama.
Child behaviors related to Trauma exposure Correct Answers -
anxiety
- nightmares
- poor sleep
- avoidance behavior
- distruptive, aggressive, or non-compliant behaviors
Note: these problems may be present before trauma but may
worsen after trauma due to reactions to trauma cues or as a result
of learning inappropriate ways of expressing strong emotions
from perpetrators. Behaviors may also be due to sxs of trauma
like poor sleep.
Cognitive coping related to each age group Correct Answers
Early Childhood: cognitive triangle isn't useful for younger than
6 or 7. 3 y/o cannot link thought-feeling-behavior chains, but 4-5
y/o aren't much better. They can understand cause and effect
though. Have to usually use story books to encourage positive
thinking/self-statements ("I am brave", "I'm not good at soccer
but I'm really good at catching a ball"). They can also
understand that what they say to themselves is connected to how
they feel.
Middle Childhood: can understand cognitive triangle but
struggle to make alternative thoughts. Make reference to
fictional characters (like super heroes) and how they might think
to spur different kinds of thoughts. Can also help to get to better
thoughts to logically question their thinking. Do this by
, identifying the problematic thought and a healthier alternative
thought ahead of time, this will allow you to think of questions
to ask to help them try out more helpful alternative thoughts.
Adolescence: by teens they are able to thinking about how they
know what they know, this makes conversations about accuracy
of specific thoughts more difficult to change. The thoughts may
be accurate but point out how they are unhelpful, help them
make just as accurate but more helpful thoughts.
Note: with any child if they just can't understand the cognitive
triangle, then just simply state that thoughts and feelings are
intertwined and move on to the next topic.
Cultural differences in responses to stress Correct Answers
Asian: Physical complaints (HA, Stomach aches, nausea,
nondescript aches and pains)
- note due to relious norms in this culture lean towards using
mindfulness especially Tai chi if chinese.
AA: Physical complaints (HA, Stomach aches, nausea,
nondescript aches and pains)
Hispanic: Physical complaints (HA, Stomach aches, nausea,
nondescript aches and pains)
Note: make direct link explaining that by relaxing the body and
individual can reduce unpleasant physical sxs. If religious focus
on religious music and prayer as relaxation technique.
Cultural factors for conjoint sessions Correct Answers AA,
hispanic and asian cultures have a hard time discussing sexual
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