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Teen Sexting and Teacher-Student Boundary Dilemmas
Anxiety: Behavioral and Cognitive Strategies for Treating Anxiety - 10 CEUs

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

Instructions:

  1. Read Course Content.
  2. Select correct answer from below. Place letter in the box before the corresponding question. Click for Psychologist Posttest.
  3. After completing and scoring the Test below a Certificate granting 10 continuing education credit(s) for this Course is issued to you on-line.

If you have problems with scoring or placing an order please contact us at [email protected].


 

Questions:
1. Under Prevalence and Incidence Estimate, what four sets of activities commonly associated with sexting are included in assessments of the prevalence statistics?
2. To examine the emotional impact of sexting, an adaptation of the Cybervictimization Emotional Impact Scale, namely the CVEIS was used. Just following the four sexting items, a filter question was asked, and those who said to have sent, received, or forwarded videos, photos, or messages of an erotic-sexual nature were required to fill in the current questionnaire. This questionnaire comprises 18 items that evaluate what three types of emotional impact?
3. The scientific discourse on sexting is divided into what two clear lines of argument?
4. Policies should include provisions to educate students, parents, and staff on the social and emotional effects of sexting and its legal consequences. Policies, then, should use what variety of approaches?
5. To ensure that young people under the age of 18 years who engage in consensual 'sexting' are not treated by law the same way as a child sex offender, what are these amendments to the law in Victoria to protect young people from criminal charges in certain circumstances?
6. What is a crucial aspect of trauma-informed work?
7. Scenarios are provided as a way for educators to carefully examine and discuss possible strategies for dealing with ethical dilemmas. The scenarios are organized in what following categories?
8. According to the Codes of Ethics, what is a mental health professional's responsibility regarding confidentiality in group work?
Answers:
A. Active, which includes animated; energetic, lively; satisfied, proud; ready, clear-headed; determined, daring; active, alert; Depressed, which is made up of tense, nervous; guilty; scared, afraid; lonely; ashamed; defenseless, helpless; depressed, sad; fed up; jittery, worried; and Annoyed, which covers angry, annoyed; irritable, in a bad mood; choleric, enraged.
B.
Creating/producing and sending images of oneself, Receiving such images, Being asked to send such images, and Forwarding/sharing these images with others.
C. Schoolwide assemblies or programs, classroom instruction, electronic notices, classes for parents, and professional development sessions for staff.
D. Sexting is a normative behavior as a part of sexual expression in relationships. At the same time, hold that sexting is risky behavior that requires intervention and prevention.
E. Providing a caring, safe environment that supports all students, regardless of our knowledge about each student's history. As teachers seek to increase their awareness and sensitivity to trauma in the lives of their students, we should be clear about what our role is and is not.
F. There is no threat, fear, coercion, threat to share, or sharing of the image. No more than two years of an age difference between the teens. No adult involved. No other criminal act is depicted in the image. If these four things are present, it means that police can use an educative response rather than the criminal justice system
G. Mental health professionals must clearly communicate to group members that confidentiality cannot be guaranteed in group work.
H. I. Situations involving students; II. Professional, ethical situations; III. Community and family situations; and IV. Bullying situations.

 


If you have problems with scoring or placing an order please contact us at [email protected] .

 
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