2024 Annual Conference Post-Test - Healing Relationships between Youth, Parents, and Caregivers

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* 1. Contact Information

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* 2. Email

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* 3. Do you feel this Conference covered all the promoted learning objectives

Yes

Not Sure

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* 4. Were you able to recognize the components of Quality: Equity, Experience, and Efficacy throughout the Conference?

Yes

Not Sure

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* 5. The following are things I liked about the session:

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* 6. The following are things I did not like about the session:

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* 7. I plan on doing something different as a result of the session

Yes

Not Sure

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* 8. This session gave me work related solutions to a problem

Yes

Not Sure

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* 9. I am better informed about the subject matter as a result of this session

Yes

Not Sure

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* 10. The session content is applicable to my job or personal interest

Yes

Not Sure

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* 11. The session content is applicable to my job or personal interest

Yes

Not Sure

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* 12. Research has found that by the time Black children are 10 years old, authority figures (e.g., police, school staff) tend to misperceive their chronological age by:

1.5 years

3 years

4.5 years

5 years

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* 13. Research has found that staff who are most likely to use seclusion and restraint responses are:

Newest hires

Longest tenured

Older.

More likely to perceive the risk of violence and see themselves as the victim.

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* 14. The most effective ways for caregivers to promote increased security in attachment include all of these except:

Stepping back instead of immediately reacting and wondering about their own and the youth’s feelings, thoughts, and needs in the moment.

Prioritizing strict enforcement of a level system.

Trying to respond with empathy, even if needing to set limits or impose consequences.

Calming oneself first and then trying to help the youth calm down and understand their feelings.

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* 15. The metaphor of an “attachment suitcase” helps caregivers think about the history of relationships the youth has had and how those experiences might shape present behavior. Which of the following statements is not consistent with this concept?

“Attachment suitcases” are the sum total of both positive and negative experiences the youth has had in relationships with prior caregivers.

That “attachment suitcase” likely contains unconscious memories that can be triggers the youth can’t explain with words but instead get enacted in present relationships.

It is best to ignore the negative past experiences and reinforce the positive ones.

Making sense of what’s in one’s past experiences is a critical part of healing.

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* 16. The “Compass of Shame” does not include which of the following responses:

Withdrawing

Forgetting

Attack Self

Attack Other

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* 17. Reflective Functioning focuses on the capacity to reflect on:

Program policies and procedures.

Youth’s history with peer conflicts.

The feelings/thoughts/needs of oneself and the other in the moment.

Whether backup is available and if another staff member might have a better relationship with the youth.

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* 18. Parallel Process in reflective practice includes all of the following except:

Reflecting on the dynamics in the relationship between the youth and their parent(s).

Reflecting on the dynamics between the youth and direct care staff.

Reflecting on ways to promote security within the relationship between therapist, direct care staff and youth, and how that might impact the youth’s relationship with parent(s).

Reflecting on the youth’s academic progress.

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* 19. Promoting increased security in attachment is supported by caregivers taking the initiative to repair ruptures in the relationship. Which of the following does not apply:

Waiting for the youth to apologize for their behavior before engaging with the youth.

Calming oneself and thinking about the “big picture” (goals vs. immediate conflict)

Checking in with the youth to see if they are ready to talk, by starting with trying to acknowledge the youth’s feelings.

Trying to engage the youth in a shared activity (e.g., getting a snack, shooting hoops, watching a show).

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* 20. Steps supervisors can take to encourage reflective practice among frontline caregiving staff include all of the following except:

Prompting staff to be curious about the youth’s feelings, thoughts, and needs that might be communicated through behaviors.

Criticizing staff for not being reflective.

Role playing scenarios in staff meetings to engage staff in considering possible ways to respond when youth are not following rules, ignoring, or getting upset.

Offering solution-focused, strength-based feedback to staff.

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* 21. Research has found that reflective practice also benefits direct service staff, except the following:

Helping them reconnect with their sense of meaning in their job.

Contributing to their burnout.

Enhancing their sense of self-efficacy in their role.

Enhancing commitment to their job and promoting retention.

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* 22. Reflective consultations with staff work best when they:

Happen sporadically, “on-the-fly”, and informally.

Focus on caseload and workload issues.

Are regular, protected times when staff feel valued, supported, and safe.

Review mistakes and failures in policies and procedures.

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* 23. The concept of “Professional Use of Self” includes all except:

Acknowledging and considering one’s subjective experience in relating to a client.

Recognizing the vulnerability to feelings of compassion fatigue, vicarious trauma, and moral injury.

Considering the risks of injury to self in doing physical restraints.

Intentionally integrating and using one’s training, knowledge, and experience in ways that are therapeutic in interactions with an individual client or family.

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* 24. Promoting empathy in caregivers is critical in reflective practice. What might that look like in the residential setting?

Agreeing with the youth’s perspective to keep the peace.

Giving advice to help solve the youth’s problem.

Ignoring the youth’s problematic behaviors, knowing that they have histories of trauma.

Stepping back to consider the possible feelings/needs/thoughts underlying the youth’s challenging behaviors and then stepping forward into interactions with the youth in ways that acknowledge their feelings/needs/thoughts and might keep the door open to communication.

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* 25. A Trauma-Informed, Attachment-Based approach to behavioral assessments might include considerations of additional possible antecedents to the youth’s challenging behavior except:

The youth’s “attachment suitcase”.

The presence of shame-based coping strategies.

The youth’s misperceptions of the feelings and intentions of others.

The time and frequency of the behavior.

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* 26. New relationship experiences can increase a youth’s security in attachment even following histories of prior insecure relationships with caregivers.

True

False