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Home > CEU courses > > Cognitive Behavioral Therapy Strategies for Treating Anxiety > Answer Book Anxiety - Behavioral & Cognitive Strategies for Treating Anxiety

Cognitive Behavioral Therapy Strategies for Treating Anxiety

CE Post-Test
Psychologist CEs, Counselor CEUs, Social Worker CEUs, MFT CEUs | Anxiety

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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 techniques for detecting and exposing anxiety?
2. What are concepts for coping with phobic conditions?
3. What are steps in successive approximations?
4. What are techniques to help clients accept reality?
5. What are steps in uncertainty training?
6. What are the steps to overriding obsessive anxiety?
7. What are the steps in the ‘Healing Hurts’ technique?
8. What is the second key to past redemption?
9. What are coping tools regarding anxiety causing "if only’s"?
10. What can be steps in Assertiveness Training through Role-Playing?
11. What are techniques your client can use to feel more in control of anxiety?
12. What is a technique which can be implemented to help clients identify thoughts or the meaning behind specific events that contribute to anxiety?
13. What are ways of managing anxiety with humor?
14. What are categories of treatment goals for recovery?

Answers:
A. setting subgoals and identifying triggers
B. tracking anxiety levels, journaling and focusing on positive aspects of life
C. making a wish I’d done it list, solving the problem before it starts, and developing the mental muscle to move on.
D. reviewing personal history, identify the effects of painful memories on the present, and find a way to forgive.
E. gaining distance, describing the present, and disappearing to see reality.
F. face, accept, float, and let time pass.
G. select an incident, role-play with another group member, have the client visualize the situation once more, have the client role play the situation twice with the other group member, and encourage the client.
H. analyzing and attacking anxiety by discussing the costs of anxiety, cognitive therapy, and clearing roadblocks to change.
I. using humor to cope with anxiety, the ‘Playing with Language’ technique, and increasing a client’s capacity for humor.
J. past redemption is restitution.
K. examining the costs and benefits of accepting uncertainty and flooding with uncertainty.
L. One technique which can be implemented to help clients identify thoughts or the meaning behind specific events that contribute to anxiety is thought capturing.
M. exposure and response prevention.
N. behavioral treatment goals and cognitive treatment goals.

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. What are factors that independently increase the frequency and degree of suicidal ideation among patients with a current major depression?
16. What have studies of families found concerning familial contribution to childhood anxiety disorders?
17. What have school-based interventions using cognitive techniques with parental involvement been found to reduce?
18. What suggested the need for separate anxiety measurement norms for older men?
19. What diagnostic group had the highest family disability score?
20. In what category of anxiety did Asian Americans reported significantly more worries than Caucasians and African Americans?
21. What is the purpose of cognitive-behavioral therapy in treating anxiety?
22. What did Peter’s study show concerning serum cholesterol levels in anxiety disorder patients, OCD patients, and control subjects?
23. What did Lesure-Lester’s study conclude concerning dating competence, social assertion, and social anxiety?
24. Taken together, what did Singareddy’s findings suggest about patients with pathological excoriations?
25. According to Morgan, why do anxious and depressive patients make less accurate interpretations regarding bodily sensations during physical activity than healthy controls?
26. Under what circumstances is separation anxiety relabeled separation anxiety disorder?
27. The DSM-5 changes the “generalized” specifier to a “performance only” specifier. What does this change indicate?
28. A client with the following disorder respectively Panic Disorder, Obsessive-Compulsive Disorder, Post-Traumatic Stress Disorder, Social Phobia (Social Anxiety Disorder), Specific Phobias, and Generalized Anxiety Disorder (GAD) might say what?

Answers:
A. The purpose of cognitive-behavioral therapy in treating anxiety is to expose and correct bias, misinterpretation, and unjustified generalization in people's everyday thoughts and perceptions.
B. According to Morgan, the depressed mood and anxiety causes certain physiological reactions such as perspiration, dyspnoea, tachycardia and the linked catastrophic cognitions that influence the perceptual process.
C. Being female and having a lifetime anxiety disorder independently increase the frequency and degree of suicidal ideation among patients with a current major depression.
D. Recent family studies have found anxiety disorders to be elevated in children of parents with anxiety disorders or mixed anxiety-depression, with social phobia, and with agora-phobia.
E. Lesure-Lester’s results showed that individuals who were competent about dating tended to be less socially anxious and more assertive in social situations. She speculated that perhaps lower levels of social anxiety contributed to the individual's competence about social situations while simultaneously reducing his or her anxiety about dating.
F. School-based interventions using cognitive techniques with parental involvement have been found to reduce "anxiety problems," and prevent the onset of new anxiety disorders in randomized trials.
G. Asian Americans reported significantly more worries in the Aimless Future domain than both Caucasians and African Americans.
H. Peter’s study showed that of the anxiety disorder patients, 41/60 (68%) had borderline high or high cholesterol, as did 39/60 (65%) OCD patients. Of the control subjects, 18/60 (30%) had these levels.
I. Separation anxiety is relabeled separation anxiety disorder if the fear of being apart from parents lasts for more than a month or persists in an older child and creates serious problems for the child or the family.
J. Owens’ study showed that general anxiety was found to be lower among men over 60 than among younger men.
K. Singareddy’s findings suggest that patients with pathological excoriations tend to be anxious and complain of more severe sleep disturbances than nonskin picking dermatological patients.
L. The MAD (mixed anxiety disorder) diagnostic group had the highest family disability score.
M. Anxiety and avoidance can manifest only in situations, like public speaking in schools, and not in other non-performance social situations.
N. Dread and anxiety that it’s going to happen again; getting dressed in the morning was tough, because I had a routine; I started having flashbacks; and my heart would pound, my palms would get sweaty.

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