Illinois PEL Study Material Exam
Questions With Correct Answers
According |to |Maslow's |Hierarchy |of |Needs, |in |which |of |the |following |situations |would |a |new |
student |most |likely |be |at |the |level |of |safety |and |security?
a. |Jackson |knows |only |his |next-door |neighbor, |who |attends |school |with |him. |He |plays |
basketball, |but |practice |does |not |start |for |another |two |months. |
b. |Jenny |is |living |temporarily |with |relatives |as |a |result |of |her |parents; |recent |divorce |and |her |
family's |long-term |history |of |domestic |violence.
c. |Juan |moved |to |the |area |as |a |result |of |his |father's |job |transfer. |He |is |nervous |about |school |
and |concerned |about |his |appearance. |
d. |Jamie's |former |school |closed |as |a |result |of |budget |cuts. |She |knows |most |classmates |but |is |
concerned |about |losing |touch |with |her |old |school |friends. |- |CORRECT |ANSWER✔✔-b. |Jenny |is |
living |temporarily |with |relatives |as |a |result |of |her |parents; |recent |divorce |and |her |family's |
long-term |history |of |domestic |violence.
What |is |Maslow's |hierarchy |of |needs? |- |CORRECT |ANSWER✔✔-1. |Physiological |needs
2. |Safety |and |Security |needs
3. |Relationship |/ |Love |and |Belonging |Needs
4. |Self |esteem
,5. |self-actualization
The |mother |of |an |intact |family |with |four |children |seeks |treatment |for |depression. |The |mother |
begins |to |function |more |effectively |in |the |home |and |in |the |community. |According |to |family |
systems |theory, |which |of |the |following |outcomes |can |be |most |clearly |predicted |for |the |family?
a. |Each |member |of |the |family |will |experience |a |significant |improvement |in |his |or |her |general |
affect. |
b. |The |mother's |experiences |will |influence |the |roles |or |functions |of |each |family |member. |
c. |The |children |in |the |family |will |look |for |new |ways |to |ensure |that |their |safety |and |security |
needs |are |met. |
d. |The |mother's |experiences |will |prompt |the |father |to |seek |greater |personal |and |social |power.
|- |CORRECT |ANSWER✔✔-b. |The |mother's |experiences |will |influence |the |roles |or |functions |of |
each |family |member.
What |is |the |family |systems |theory? |- |CORRECT |ANSWER✔✔-A |perspective |on |family |
functioning |that |emphasizes |interconnections |among |different |family |relationships |(such |as |
marital, |parent-child, |sibling). |It |views |the |family |as |a |functioning |unit |that |solves |problems, |
makes |decisions, |and |achieves |collective |goals.
A |teacher |who |is |planning |a |long-term |assignment |could |most |effectively |accommodate |the |
diverse |learning |styles |of |third |grade |students |by:
a. |Having |students |work |independently |when |planning |and |working |on |their |assignments. |
b. |Providing |students |with |clear |guidelines |regarding |grading |of |the |assignment. |
,c. |Allowing |students |to |work |cooperatively |when |planning |and |working |on |topics. |
d. |Having |students |draw |topics |from |a |hat |to |determine |the |assignments |and |pairing |the |
students |as |working |partners. |- |CORRECT |ANSWER✔✔-c. |Allowing |students |to |work |
cooperatively |when |planning |and |working |on |topics.
Which |of |the |following |describes |the |first |step |a |school |social |worker |should |take |before |
initiating |referrals |to |community |agencies |for |a |student's |family?
a. |Identifying |the |appropriate |agency |to |meet |the |family's |needs. |
b. |Assist |the |student's |parents/guardians |as |they |complete |an |agency's |forms. |
c. |Ensure |that |the |family |if |financially |able |to |pay |an |agency's |fees |for |service. |
d. |Assess |the |effectiveness |of |the |programs |provided |by |an |agency. |- |CORRECT |ANSWER✔✔-a.
|Identifying |the |appropriate |agency |to |meet |the |family's |needs.
A |school |social |worker |is |starting |a |group |for |middle |school |students |at |risk |for |using |drugs |
and |alcohol. |The |social |worker |has |obtained |several |referrals |from |teachers |and |interviewed |
the |students |individually. |Which |of |the |following |would |be |the |most |appropriate |goal |for |the |
group's |first |session?
a. |Making |sure |that |students |honestly |disclose |their |experiments |with |drugs |and |alcohol. |
b. |Establishing |a |sense |of |safety |by |creating |clear |rules |and |expectations. |
, c. |Describing |the |possible |emotional |and |social |costs |of |substance |abuse. |
d. |Discovering |the |students' |misconceptions |about |drugs |and |alcohol. |- |CORRECT |
ANSWER✔✔-b. |Establishing |a |sense |of |safety |by |creating |clear |rules |and |expectations.
The |school |social |worker |is |meeting |with |each |of |the |teachers |of |a |seventh |grade |student |who
|has |recently |been |diagnosed |as |having |Attention |Deficit |Hyperactivity |Disorder |(ADHD). |Of |the
|following |interventions |the |school |social |worker |could |suggest |to |a |teacher, |which |would |best |
help |the |student |remain |on-task |during |class?
a. |Designing |instruction |that |includes |frequent |breaks
b. |Implementing |firm |rules |for |all |students' |classroom |behavior
c. |Providing |direct |instruction |for |basic |academic |skills.
d. |Permitting |all |students |to |move |about |freely |in |the |classroom. |- |CORRECT |ANSWER✔✔-a. |
Designing |instruction |that |includes |frequent |breaks
How |many |days |until |you |must |complete |an |oral |report |for |DCFS? |- |CORRECT |ANSWER✔✔-1 |
Day |(24 |hours)
How |many |days |until |you |must |complete |a |written |report |for |DCFS? |- |CORRECT |ANSWER✔✔-3
|Days |(72 |hours)
What |are |Erikson's |stages |of |psychosocial |development? |- |CORRECT |ANSWER✔✔-1. |trust |vs. |
mistrust
2. |autonomy |vs. |shame |and |doubt
Questions With Correct Answers
According |to |Maslow's |Hierarchy |of |Needs, |in |which |of |the |following |situations |would |a |new |
student |most |likely |be |at |the |level |of |safety |and |security?
a. |Jackson |knows |only |his |next-door |neighbor, |who |attends |school |with |him. |He |plays |
basketball, |but |practice |does |not |start |for |another |two |months. |
b. |Jenny |is |living |temporarily |with |relatives |as |a |result |of |her |parents; |recent |divorce |and |her |
family's |long-term |history |of |domestic |violence.
c. |Juan |moved |to |the |area |as |a |result |of |his |father's |job |transfer. |He |is |nervous |about |school |
and |concerned |about |his |appearance. |
d. |Jamie's |former |school |closed |as |a |result |of |budget |cuts. |She |knows |most |classmates |but |is |
concerned |about |losing |touch |with |her |old |school |friends. |- |CORRECT |ANSWER✔✔-b. |Jenny |is |
living |temporarily |with |relatives |as |a |result |of |her |parents; |recent |divorce |and |her |family's |
long-term |history |of |domestic |violence.
What |is |Maslow's |hierarchy |of |needs? |- |CORRECT |ANSWER✔✔-1. |Physiological |needs
2. |Safety |and |Security |needs
3. |Relationship |/ |Love |and |Belonging |Needs
4. |Self |esteem
,5. |self-actualization
The |mother |of |an |intact |family |with |four |children |seeks |treatment |for |depression. |The |mother |
begins |to |function |more |effectively |in |the |home |and |in |the |community. |According |to |family |
systems |theory, |which |of |the |following |outcomes |can |be |most |clearly |predicted |for |the |family?
a. |Each |member |of |the |family |will |experience |a |significant |improvement |in |his |or |her |general |
affect. |
b. |The |mother's |experiences |will |influence |the |roles |or |functions |of |each |family |member. |
c. |The |children |in |the |family |will |look |for |new |ways |to |ensure |that |their |safety |and |security |
needs |are |met. |
d. |The |mother's |experiences |will |prompt |the |father |to |seek |greater |personal |and |social |power.
|- |CORRECT |ANSWER✔✔-b. |The |mother's |experiences |will |influence |the |roles |or |functions |of |
each |family |member.
What |is |the |family |systems |theory? |- |CORRECT |ANSWER✔✔-A |perspective |on |family |
functioning |that |emphasizes |interconnections |among |different |family |relationships |(such |as |
marital, |parent-child, |sibling). |It |views |the |family |as |a |functioning |unit |that |solves |problems, |
makes |decisions, |and |achieves |collective |goals.
A |teacher |who |is |planning |a |long-term |assignment |could |most |effectively |accommodate |the |
diverse |learning |styles |of |third |grade |students |by:
a. |Having |students |work |independently |when |planning |and |working |on |their |assignments. |
b. |Providing |students |with |clear |guidelines |regarding |grading |of |the |assignment. |
,c. |Allowing |students |to |work |cooperatively |when |planning |and |working |on |topics. |
d. |Having |students |draw |topics |from |a |hat |to |determine |the |assignments |and |pairing |the |
students |as |working |partners. |- |CORRECT |ANSWER✔✔-c. |Allowing |students |to |work |
cooperatively |when |planning |and |working |on |topics.
Which |of |the |following |describes |the |first |step |a |school |social |worker |should |take |before |
initiating |referrals |to |community |agencies |for |a |student's |family?
a. |Identifying |the |appropriate |agency |to |meet |the |family's |needs. |
b. |Assist |the |student's |parents/guardians |as |they |complete |an |agency's |forms. |
c. |Ensure |that |the |family |if |financially |able |to |pay |an |agency's |fees |for |service. |
d. |Assess |the |effectiveness |of |the |programs |provided |by |an |agency. |- |CORRECT |ANSWER✔✔-a.
|Identifying |the |appropriate |agency |to |meet |the |family's |needs.
A |school |social |worker |is |starting |a |group |for |middle |school |students |at |risk |for |using |drugs |
and |alcohol. |The |social |worker |has |obtained |several |referrals |from |teachers |and |interviewed |
the |students |individually. |Which |of |the |following |would |be |the |most |appropriate |goal |for |the |
group's |first |session?
a. |Making |sure |that |students |honestly |disclose |their |experiments |with |drugs |and |alcohol. |
b. |Establishing |a |sense |of |safety |by |creating |clear |rules |and |expectations. |
, c. |Describing |the |possible |emotional |and |social |costs |of |substance |abuse. |
d. |Discovering |the |students' |misconceptions |about |drugs |and |alcohol. |- |CORRECT |
ANSWER✔✔-b. |Establishing |a |sense |of |safety |by |creating |clear |rules |and |expectations.
The |school |social |worker |is |meeting |with |each |of |the |teachers |of |a |seventh |grade |student |who
|has |recently |been |diagnosed |as |having |Attention |Deficit |Hyperactivity |Disorder |(ADHD). |Of |the
|following |interventions |the |school |social |worker |could |suggest |to |a |teacher, |which |would |best |
help |the |student |remain |on-task |during |class?
a. |Designing |instruction |that |includes |frequent |breaks
b. |Implementing |firm |rules |for |all |students' |classroom |behavior
c. |Providing |direct |instruction |for |basic |academic |skills.
d. |Permitting |all |students |to |move |about |freely |in |the |classroom. |- |CORRECT |ANSWER✔✔-a. |
Designing |instruction |that |includes |frequent |breaks
How |many |days |until |you |must |complete |an |oral |report |for |DCFS? |- |CORRECT |ANSWER✔✔-1 |
Day |(24 |hours)
How |many |days |until |you |must |complete |a |written |report |for |DCFS? |- |CORRECT |ANSWER✔✔-3
|Days |(72 |hours)
What |are |Erikson's |stages |of |psychosocial |development? |- |CORRECT |ANSWER✔✔-1. |trust |vs. |
mistrust
2. |autonomy |vs. |shame |and |doubt
