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Addictions: Treating Addicted Teen Clients
Addictions: Treating Addicted Teen Clients - 10 CEUs

CEU Answer Booklet
Psychologist CEs, Counselor CEUs, Social Worker CEUs, MFT CEUs | Addictions

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Audio Transcript Questions The answer to Question 1 is found in Track 1 of the Course Content. The Answer to Question 2 is found in Track 2 of the Course Content… and so on. Select correct answer from below. Place letter on the blank line before the corresponding question. Do not add any spaces.
Important Note! Numbers below are links to that Section. If you close your browser (i.e. Explorer, Firefox, Chrome, etc..) your answers will not be retained. So write them down for future work sessions.

Questions:
1. What are the four reasons teenagers are more prone to addiction today?
2. What are the four phases of addiction as a “feeling disease”?
3. What are the seven differences between chemically dependent adults and teenagers?
4. At which level of addiction do teenagers begin solitary use?
5. What are the four tasks of adolescence?
6. What are the four kinds of power plays used by chemically addicted teenagers?
7. What are the three types of parental enabler for a chemically addicted teen?
8. What are the four steps the parents of teenage addicts can take to get support for themselves?
9. What are the six key guidelines to help parents stop enabling and disengage?
10. What are the Four Cs of Confrontation?
11. What are the three essential confrontation skills?
12. What are the six steps in preparing an intervention for a chemically addicted teenager?
13. If a teenager begins using again after returning home for treatment, what is it important to remind the parents about?
14. What are the three steps in creating a supportive household for the recovering teen?
Answers:
A. Polydrug use is higher among teens, the reasons teenagers use drugs are more internal, levels of use are harder to determine in teenagers, addiction happens more quickly in teenagers, emotional arrestment takes place earlier in teenagers, the delusional system in teenagers is more complicated, and teenagers have more “built in” enablers than adults.
B. Solitary use begins at level three, abuse.
C. Don’t take it personally, don’t confront, don’t say things you don’t mean, don’t nag, don’t clean up, and don’t make excuses.
D. the provoker, the rescuer, and the victim
E. Monitoring, giving feedback, and consequating.
F. The user discovers substance-induced mood swings, the user seeks a mood swing, harmful dependence, and using to feel ‘normal’.
G. Choices, Consequences, Contracts, and Control.
H.  We live in an instant-gratification society, the amount of advertising for alcohol and other drugs has more than doubled in the last 15 years, television has produced a passive generation, and alcohol and other drugs are available in all communities.
I. Avoider, blamer, controller, and protector.
J. Learning about chemical dependence, joining a support group for parents, making time for personal needs, and gathering information on the teen’s behavior.
K. To determine a vocation, to establish personal values, to explore personal sexuality, and to establish personal authority.
L. Choosing a group leader, going over the data on the teen’s behavior gathered by the intervention group, deciding speaking order and seating arrangements, decide on a location for the intervention, choose a person to act as the teen during the rehearsal, and the rehearsal itself.
M. Give encouragement, listen, and practice problem solving as a family through family meetings.
N. It is important to remind the parents that intervention and recovery are processes, and that they should not take the relapse personally.

Course Content Manual Questions The Answer to Question 15 is found in Section 15 of the Course Content… and so on. Select correct answer from below. Place letter on the blank line before the corresponding question.
Important Note! Numbers below are links to that Section. If you close your browser (i.e. Explorer, Firefox, Chrome, etc..) your answers will not be retained. So write them down for future work sessions.

Questions:
15. According to Ehrlich, what is one of the critical differences between treating chemically dependent adolescents and treating chemically dependent adults? 
16. What are the six functions of the Schmidt's Student Assistance Program (SAP) model?
17. What kind of information given in some prevention programs about alcohol and other substances might actually promote experimentation and use? 
18. What was the most frequent psychoactive substance withdrawal symptoms reported by adolescents?
19. What are some the associated risks of substance abuse among gay, lesbian, and bisexual questioning adolescents? 
20. According to the Johnson Institute Community Project, what six characteristics are indicators of adolescent drug abuse?
21. What are students who are less "bonded" to school more likely to engage in?  
22. What type of prevention program is more effective than programs that focus on refusal skills?
23. What five sources of strain on the assessment process create a difficult situation for the adolescent chemical dependency service provider? 
24. According to Roeser et al., 25% to 50% of all children in the United States aged 10-17 are at risk for curtailed educational, emotional, economic, and social opportunities due to their engagement in what behaviors and activities? 
25. What are seven critical areas in mental health substance abuse treatment for lesbian, gay, and bisexual youth?
26. What types of skills does GSC (guided self-change) identify to make changes in adolescent substance use or related problem behaviors?
Answers:
A.  Research has shown that students who are less "bonded" to school are more likely to engage in disruptive or delinquent behavior, including substance use.
B.  (1) stress connected with management of their lesbian/ gay/ bisexual identity; (2) peer relationship disruptions; (3)the decision to disclose to family and the consequences of disclosure; (4)emotional reactions to developing close relationships; (5) being isolated from gay-affirming situations; (6) discrimination, harassment, and violence due to sexual orientation; and (7) anxieties about sexuality, especially HIV
C. Ehrlich pointed out that unlike adolescents, adults generally have a well formed identity prior to becoming dysfunctional.  Chemically dependent teens have developed an integral sense of who they are is centered on the use of alcohol and other drugs.
D. The six functions of SAP are (1) Early identification of problems (2) Assessment of the situation (3) Intervention (4) Referral to appropriate services (5) Support for the student (6) Case management 
E.  Sources of strain on the assessment process include gaps in scientific knowledge, expanding need for intervention and treatment services, increased popularity of the "chemical dependency" label, concerns by watchdog groups and developmental issues 
F.  Most prevention programs adopted by schools attempt to educate students about the consequences of alcohol and other substances; however, there is some evidence that indicates that providing certain kinds of information (like what a drug or alcoholic beverage looks and smells like) might actually promote experimentation and use. 
G.  (a) the use of chemicals to get “smashed”; (b) going to parties where drugs other than alcohol are in use; (c) refusing to attend parties where drugs are not present; (d) drinking liquor, as opposed to beer and wine; (e) using marijuana; and (f) being drunk at school. 
H.  Prevention programs that include an examination of relevant social and environmental factors may be more effective at preventing alcohol and drug use than programs that focus primarily on refusal skills. 
I.  GSC identifies the following to make changes in adolescent substance abuse: skills to help them understand their substance use, factors associated with substance use, and supports for or barriers to attempts to reduce or stop their substance use
J.  The most frequent of the psychoactive substance withdrawal symptoms reported by adolescents were mood related (e.g. depression, anger and anxiety).
K.  high-risk behaviors and activities that include violence and vandalism, unprotected sex, abuse of alcohol and drugs, skipping and failing school. 
L.  Some risks include homelessness, running away, prostitution, school and learning problems, dropping out of school, and problems with the law.


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Additional post test questions for Psychologists, Ohio Counselors, and Ohio MFT’s

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