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Home > CEU courses > > CBT Techniques to Build Self-Esteem and Resilience > Answer Booklet - CBT Techniques for Building Client Self-Esteem and Resilience

CBT Techniques to Build Self-Esteem and Resilience

CE Post-Test
Psychologist CEs, Counselor CEUs, Social Worker CEUs, MFT CEUs | Self-Esteem CEU Courses

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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 areas of assessment when dealing with a client with low self esteem?
2. What are methods for cognitive restructuring for self esteem?
3. What are determining factors regarding the strength of the self critic?
4. What are ineffective response styles?
5. What are methods of clouding?
6. What are main objectives for probing?
7. What is a technique for overcoming obstacles to change in the form of habit and reflex?
8. What are steps to overcoming feelings of powerlessness?
9. What is a technique for overcoming investments in maintenance?
10. What are methods for affirming self worth?
11. What is the basis for the client insulation technique?
12. What are ways that can rebuild a client’s sense of empowerment?
13. What are aspects of a co-occurring anxiety disorder and depression?
14. What are methods for encouraging commitment?

Answers:
A. Asking the Price.
B. pathological practices, ownership of self-critical behaviors, the client’s purposes, problematic situations, and historical influences.
C. through building a sense of responsibility and accountability; through developing his understanding of his power and its limitations; and through equipping the client with knowledge and empowering skills
D. key words, a list of don’ts and techniques for probing the nagger.
E. creating commitment statements and commitment slogans.
F. primary depression; primary anxiety disorder.
G. passive response, aggressive response, and passive aggressive response.
H. the degree to which issues of taste, personal needs, safety, or good judgment were mislabeled as moral imperatives, the degree to which parents failed to differentiate between behavior and identity, the frequency of the forbidding gestures, the consistency of forbidding gestures, and the frequency with which forbidding gestures were tied to parental anger or withdrawal.
I. recognizing emotions, being consistent and organized, not forgetting the rest of your life, and accentuating the positives.
J. The Howitzer Mantras.
K. to devise measures to render a client more immune to external degradation through cognitive promotion.
L. self esteem are self reproach evaluations, personifying the critic, and introducing the healthy voice.
M. agreeing in part, agreeing in probability, and agreeing in principle.
N. eliminating the idea, unrestricting the idea, acknowledging personal worth, and the compassionate perspective.

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 a longitudinal study by Skuse and colleagues, what percentage of sexually abused male children became perpetrators between the ages of 18-32 years?
16. How does the Multidimensional Family Prevention model decrease anti-social behavior among adolescents?
17. What does Chodorow state concerning a secure, internal 'sense of self'?
18. How does Kohut describe the 'self'?
19. What are key features common to definitions of psychological abuse?
20. According to Moran, what forms of maltreatment are not considered psychological abuse but are commonly miscategorized as such?
21. What techniques are included in the cognitive disorientation type of abuse?
22. What specific forms of violent behavior were men more likely than women to have had inflicted upon them as a child?
23. How did The American Dance Therapy Association define dance therapy?
24. In terms of the participants' experiences of dance therapy, what is an advantage to dance therapy over traditional "talk" therapies?
25. Although incest is commonly referred to as a father-daughter relationship, how did Blume expand the definition?
26. Prior to beginning healing work, why is marriage not recommended for survivors of sexual abuse, even between loving partners?
27. The protective factors in schools include what?
28. What processes do protective strategies operate through?

Answers:
A. The model decreases anti-social behavior among adolescents through two methods: traditional (curriculum-based, protective orientation) and psychosocial (assess and solve problems within the context of key relationships).
B. adverse parental behavior, a sustained pattern of negative interaction, child vulnerabilities, and damage in terms of emotional and psychological functioning.
C."the psychotherapeutic use of movement as a process which furthers the emotional, cognitive and physical integration of the individual."
D. identified as neglect, antipathy, role reversal, high discipline, or lax supervision. These fall into alternative categories of maltreatment.
E. Blume expanded the definition of incest beyond both immediate family members and penetration to "the imposition of sexually inappropriate acts, or acts with sexual overtones, by--or any use of a minor child to meet the sexual or sexual/emotional needs of--one or more persons who derive authority through ongoing emotional bonding with that child."
F. According to the study, 11.6% of victims became perpetrators in later life.
G. The intimacy of marriage intensifies any existing problems a single person has. The survivor who has not begun her healing work is often confused about sex and what feels good, what is good, and what is not sexually safe.
H. Kohut describes the 'self' as the center of one's personality that provides the structure to one's experience and it could not survive without emotional input from significant others.
I. Chodorow states that the more secure an internal 'sense of self' is, the less rigidly the individual needs to adhere to separateness and extreme autonomy in order to feel complete.
J. The results suggest that for the women in this study, all of whom had prior experiences with more traditional "talk" therapies, dance therapy provided a forum for therapeutic work that, while emotionally painful and psychologically challenging, was also infused with pleasure.
K. Cognitive disorientation includes a number of techniques aimed at confusing and disorienting the child in terms of ( 1) his or her belief in the evidence of his or her senses (e.g., repeatedly telling the child she had misunderstood a command, which had in fact been correctly followed), ( 2) memory (e.g., enforcing a belief that the could not recall valued experiences in the past) or ( 3) sense of identity (e.g., convincing the child that a biological parent was not the child's parent or that a separated parent was dead).
L. Specifically, men were more likely than women to have had something thrown at them that could hurt; to have been pushed, grabbed, or shoved; to have been slapped or hit; to have been kicked or bitten; to have been beaten up; to have been hit with some object; and to have been threatened with a weapon other than a gun during their childhood.
M. School connectedness (a positive perception of the school environment and positive interactions with people at school) and school success (measured by grade point average).
N.