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Quantum Units Education®

Skills for Psychological Recovery Following Disaster and Trauma

Delivery Considerations

1. In order to respond to survivors in a compassionate and helpful manner, the healthcare professional should:

A. Establish a practical, skills-oriented approach in an efficient, focused manner.

B. Prepare individuals to tolerate changing circumstances.

C. Practice active listening, validate concerns, and demonstrate empathy.

D. All of the above.


2. The healthcare professional should begin by explaining the underlying rationale for each of the skills to survivors.

A. True

B. False


3. If an individual identifies a significant problem, the healthcare professional should try to schedule at least _____ contacts, so that he/she has time to learn and master the needed skills.

A. 8

B. 5

C. 3

D. 2


4. Which of the following survivors should immediately be referred?

A. Those that are actively suicidal.

B. Those who are a danger to others.

C. Those who are gravely disabled.

D. All of the above.


Skill 1: Gathering Information and Prioritizing Assistance

5. Which of the following are the crucial first steps in using SPR with survivors?

A. Prioritize assistance and make an action plan.

B. Make an action plan and build problem-solving skills.

C. Gathering information and prioritizing assistance.

D. Build problem-solving skills and promote positive activities.


6. Which of the following is the primary SPR skill for those having intense or repeatedly upsetting reactions to things that happened?

A. Managing reactions

B. Positive activities

C. Healthy social connections

D. Helpful thinking


Skill 2: Building Problem-Solving Skills

7. Building problem-solving skills should be used for:

A. All survivors.

B. Those feeling overwhelmed or immobilized by multiple problems.

C. Those feeling down or apathetic.

D. Those with ongoing disruption of normal life routines and activities.


8. Many survivors are able to identify problems easily, but have not thought through what they need or want to happen, and what they are worried about, therefore, identifying the underlying concerns enables them to solve the problem more effectively.

A. True

B. False


9. Survivors should be reminded to congratulate themselves for any efforts they are able to make toward reaching their goals.

A. True

B. False


Skill 3: Promoting Positive Activities

10. Healthcare professionals should not tell survivors that some activities will not be as enjoyable as before as this will hinder the survivor’s recovery process.

A. True

B. False


Skill 4: Managing Reactions

11. Disaster-related experiences, loss, and ongoing post-disaster stresses can lead to strong physical and emotional reactions, including:

A. Bodily reactions like rapid heartbeat, rapid breathing, or feeling tense or nervous.

B. Upsetting emotional reactions like feeling afraid, worried, angry, sad, or frustrated.

C. Sleep difficulties or increased use of medications, drugs, or alcohol.

D. Any of the above.


12. Children and adolescents may find it helpful to use a diagram of the body that they can point to or on which they can color the places where they feel strong emotions or physical reactions.

A. True

B. False


13. The best way to instruct the survivor to breathe is by taking a deep breath, hold it for a couple of seconds, and then exhale slowly.  The deep inhalation is the key to the success of this skill.

A. True

B. False


14. Writing can:

A. Reduce the intensity of strong emotions.

B. Help survivors to understand situations that might trigger reminders.

C. Pave the way for helpful communication with others.

D. All of the above.


15. Which of the following is appropriate for the writing task?

A. Those who feel extreme guilt about an action that caused harm.

B. Those who have active suicidal thoughts.

C. Those with ongoing adversity and fear about their current and future life.

D. Those with a history of a psychotic condition.


Skill 5: Promoting Helpful Thinking

16. Promoting helpful thinking should be used for survivors who have concerns about all of the following, except for:

A. Distressing emotional and/or physical reactions

B. Living in a new environment

C. Being overly self-critical or negative

D. Addressing fears and anxiety


17. Helping a survivor focus on helpful thoughts is the same as thinking positive thoughts.

A. True

B. False


18. The healthcare professionals should never enter a debate with the survivor about whether or not his/her thoughts are justified, but rather help him/her test out the effect those thoughts have on his/her emotions and actions.

A. True

B. False


19. Children’s adjustment following disasters are more closely connected to their level of exposure to the disaster than to caregivers’ distress levels.

A. True

B. False


Multiple Contacts: Applying SPR Skills, Enhancing Motivation, and Preventing Setbacks

20. Addressing unhelpful fearful thoughts or reducing low energy by scheduling positive activities can help motivate a survivor towards more active problem-solving.

A. True

B. False


21. People are most likely to change their behavior when they are the ones making the decision and choosing the plan for change.  With this in mind, the healthcare professional should:

A. Clarify problem areas, while expressing empathy.

B. Identify any discrepancy between the survivor’s current situation and the wishes, goals, and needs he/she has for the future.

C. Support self-efficacy.

D. All of the above.


22. All of the following are guidelines for clarifying problem areas with empathy, except for:

A. Be partial to the survivor.

B. Help the survivor think through areas of concern in a way that shows warmth, understanding, and positive regard.

C. Use open-ended questions to encourage elaboration.

D. Seek permission before asking questions or giving advice.


23. The awareness of the negative consequences should come from:

A. The survivor

B. The healthcare professional

C. Both (A) and (B)

D. None of the above


24. Just as talking about the reasons for using SPR skills can increase a survivor’s desire to try them, talking through the steps of an action plan can increase his/her confidence in putting the plan into action.

A. True

B. False


25. To help survivors use the SPR skills during difficult times, which of the following should be used to prevent setbacks?

A. Summarize the survivor’s work with SPR.

B. Help the survivor have realistic expectations for progress.

C. Identify “early warning signs” and make a plan to address these signs.

D. All of the above.


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