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COVID-19 Health Anxiety: Treatment & CBT Techniques
8 Strategies for Working with Grieving Children

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Psychologist CEs, Counselor CEUs, Social Worker CEUs, MFT CEUs | Anxiety CEU Courses

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Audio Transcript Questions The answer to Question 1 is found in Section 1 of the Course Content. The Answer to Question 2 is found in Secion 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. According to the World Health Organization, you should not refer to people with the disease as “COVID-19 cases”, “victims,” “COVID-19 families,” or “the diseased.” They should be referred to using what terms?
2. According to the National Center for PTSD: Self-care for COVID-19 healthcare workers can be complex and challenging, given that people in these roles may prioritize the needs of others over their own needs. What type of self-talk and attitudinal obstacles to self-care should be avoided?
3. For mental health providers experiencing vicarious trauma and anxiety regarding COVID-19, what are some ways to manage your anxiety?
4. What is the ‘ABC’ model of anxiety?
5. Television and the Internet, as well as other media, are rich sources of information and misinformation for patients with health anxiety and hypochondriasis. Internally, a person’s anxiety can be triggered by what?
6. What is the primary task facing the therapist treating a patient with health anxiety?
7. According to The Menninger Clinic Health, another important aspect of the patient’s treatment was the use of acceptance and mindfulness. He was able to realize that his worries, ruminations, and obsessions functioned to give him what?
8. Why are the effects of reassurance short-lived in people with severe health anxiety?
9. Regarding parent-child interactions and Health Anxiety, early learning experiences arise from particular patterns of parent-child interaction that might predispose a person to develop excessive health anxiety as a child later in life. Learning experiences may exert their effects by shaping health-related beliefs and coping behaviors. What are the three types of parent-child patterns that would affect the development of health anxiety?
10. The research literature, although limited to a small number of reports, suggests that any of us may succumb to MPI under the right conditions. Why is no one immune? 
11. To assess beliefs relevant to understanding health anxiety disorder, the clinician can assess the patient to describe a recent health anxiety episode. Systematic questioning is then used for what purpose?
12. An explanation of the benign bodily changes and sensations sources may be most credible if the patient and therapist discuss how beliefs, emotions, and bodily changes and sensations are interconnected. What are some examples?
13. What is double-sided reflection?

Answers:

A. “It would be selfish to take time to rest.” “Others are working around the clock, so should I.” “The needs of survivors are more important than the needs of helpers.” “I can contribute the most by working all the time.” “Only I can do….”
B. “people who have COVID-19”, “people who are being treated for COVID-19”, or “people who are recovering from COVID-19”
C. Alarms (A) are emotional sensations or physiological reactions to a trigger situation, sensation, or thought.; The ensuing decision to act is made on the basis of beliefs (B); this, in turn, leads to coping strategies (C)
D. Work with your colleagues to prepare back-up plans for crisis management, Set up peer supports, and connect with others in a similar situation. Set up communication to discuss the toll of vicarious trauma and anxiety that is taking on you.
E. To make treatments acceptable to the patient and help the patient consider that his or her health worries, ruminations, obsessional thinking, and illness behaviors may be as much a source of the patient’s difficulties as the physical discomfort or undiagnosed medical illness.
F. His or her interpretation of bodily sensations.
G. Although there is little research in this area, there are several possible explanations. One is the calming effect of reassurance persist until the person notices more bodily changes or sensations. This can lead the health anxious person to wonder, “why would I be experiencing more symptoms if my doctor said I am healthy?”
H. The perception of safety and to protect him from feelings of vulnerability. Furthermore, he realized that his health fears kept him from things that mattered to him.
I. Humans continually construct reality and the perceived danger needs only to be plausible in order to gain acceptance within a particular group and generate anxiety.
J. Parental modeling, parental overprotection, and pair rental reinforcement.
K. Thinking that you have done something foolish or inappropriate> feeling embarrassed> blushing, sweating, and feeling hot all over.
Thinking that you can’t cope with work responsibilities> feeling anxious> experiencing nausea and diarrhea.
Thinking that somebody has done something wrong to you> feeling very angry> experiencing Paul’s throbbing and neck, flushed face, and headache.
L. To identify what the patient regards as the worst part of the event, and why he or she thinks it is bad. “What was most upsetting about--?”; “Suppose-- did happen, why would that be bad?”; “If it was true, what would that mean to you?”; “What could happen if -- did occur?”
M. The therapist voices arguments for and against a given issue using the linking word “and.” Such questions encourage the patient to examine the discrepancies between his or her beliefs.


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