Psychosocial Final Exam Review Test Questions And Answers Verified 100% Correct

Psychosocial Final Exam Review Test Questions And Answers Verified 100% Correct You are working with a client on increasing community living skills, specifically grocery shopping. You initiated this treatment by setting up a mock grocery store in your clinic. However, you realized this is not the best way for the individual to develop these skills. You modify the activity and start doing the intervention at the individual's preferred neighborhood grocery store. This allows the individual to practice and you to role model the activity as well as identify barriers and supports needed for the individual to be successful. Which intervention approach does this scenario best reflect? - ANSWER - Situated Learning Socratic Questioning - ANSWER -Semi formal questioning of client for why they hold certain beliefs and conceptions of self or others; Semi- Structured Ellis' ABC Model - ANSWER -Activating event, Belief, and Consequences; Semi-Structured Burn's TIC-TOC - ANSWER -Task-Interfering Cognitions and TaskOriented Cognitions; Goal is to identify those negative thoughts and replace them with positive thoughts and action steps; Semistructured Reframing and Replacing - ANSWER -Finding wording to replace words which are negative in thought or perception of self; Shown often when writing goals Affirmations (Self-Talk) - ANSWER -When an individual says positive comments to affirm themselves and reflect a positive mindset; Dunn's Model of Sensory Processing Overview - ANSWER -Has two continuums (high-low threshold and active-passive behavioral response); Has four quadrants (sensory sensitive, sensory avoiding, low registration, sensation seeking) Dunn's Model: Registration/Bystanders - ANSWER -Miss more cues than others and need a lot more input to register the sensory input BUT does not actively seek that input; Increase intensity and contrast BUT decrease predictability, familiarity, and speed Dunn's Model: Sensors/Sensitive - ANSWER -React more quickly and more intensely to a stimulus; Do not necessarily leave or retreat - react strongly once the stimulus happens; Increase predictability and familiarity BUT decrease intensity, amount, and competing stimuli Dunn's Model: Avoider/Avoiding - ANSWER -More likely to retreat from unfamiliar situations/sensations; Actively try to avoid and leave; Increase consistency, predictability and familiarity BUT decrease intensity, amount, and speed Dunn's Model: Seeker/Seeking - ANSWER -Busier and more engaged in sensory experiences; Actively seeks out input; Increase intensity, amount and speed BUT decrease consistency, predictability, and familiarity Tuckman's Group Development Stages - ANSWER -Forming, storming, norming, performing, reforming Cole's 7 Steps - ANSWER -Introduction, activity, sharing, processing, generalizing, application, and summary Group Roles - ANSWER -Group task roles, group maintenance roles, and individual roles Cognition Assessments (4) - ANSWER -ACLS, BRIEF2, Multiple Errands test, Test of Everyday Attention Cognitive Beliefs Assessments (7) - ANSWER -CBT Techniques (Socratic Questioning, Ellis' ABC Model, TIC TOC Technique, Beck's Thought Record, COPM, General Self-Efficacy Scale, Pain Self- Efficacy Skills) Coping Assessments (2) - ANSWER -BRIEF-COPE, COPM Emotional Regulation Assessments (2) - ANSWER -DERS, MAAS Sensory Assessments (3) - ANSWER -Sensory Profile-2, SPM, Highly Sensitive Person Scale Social Participation Assessments (2) - ANSWER -Social Profile, Social Responsiveness Scale