PSYCHIATRIC REHABILITATION ASSOCIATION CFRP VALID BRAINDUMPS SHEET: CERTIFIED CHILD AND FAMILY RESILIENCY PRACTITIONER (CFRP) - DUMPTORRENT DOWNLOAD DEMO FREE

Psychiatric Rehabilitation Association CFRP Valid Braindumps Sheet: Certified Child and Family Resiliency Practitioner (CFRP) - DumpTorrent Download Demo Free

Psychiatric Rehabilitation Association CFRP Valid Braindumps Sheet: Certified Child and Family Resiliency Practitioner (CFRP) - DumpTorrent Download Demo Free

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Psychiatric Rehabilitation Association Certified Child and Family Resiliency Practitioner (CFRP) Sample Questions (Q92-Q97):

NEW QUESTION # 92
Transition-age youth with serious mental illnesses are more likely than their typical peers to

  • A. become involved in abusive relationships and self-harm.
  • B. abuse drugs and alcohol and become homeless.
  • C. be involved in the legal system and attempt suicide.
  • D. engage in cyberbullying and drop out of school.

Answer: C

Explanation:
In the CFRP framework, transition-age youth services address the heightened risks faced by youth with serious mental illnesses. These youth are more likely than their typical peers to be involved in the legal system (e.g., due to behavioral issues) and attempt suicide (due to mental health challenges). The CFRP study guide states, "Transition-age youth with serious mental illnesses face increased risks of legal system involvement and suicide attempts compared to their peers, necessitating targeted interventions." While drug abuse and homelessness (option A), cyberbullying and dropout (option B), and abusive relationships and self- harm (option C) are risks, legal system involvement and suicide attempts are more consistently documented as prevalent outcomes.
* CFRP Study Guide (Section on Transition-Age Youth Services): "Compared to their typical peers, transition-age youth with serious mental illnesses are more likely to be involved in the legal system and attempt suicide, requiring specialized support." References:
CFRP Study Guide, Section on Transition-Age Youth Services, Risk Factors.
Psychiatric Rehabilitation Association (PRA) Guidelines on Transition-Age Youth Mental Health.


NEW QUESTION # 93
A transition-age youth has expressed interest in attending a vocational school but has not decided on a specific program. How can the practitioner begin to help him make an informed decision?

  • A. Assist with researching programs.
  • B. Assess strengths, skills, abilities, and interests.
  • C. Evaluate symptoms, problems, and barriers.
  • D. Role-play interview scenarios.

Answer: B

Explanation:
Supporting transition-age youth in achieving their goals, such as pursuing vocational education, is a key focus of the CFRP framework under Transition-Age Youth Services. When a youth expresses interest in vocational school but is undecided, the practitioner's initial step is to assess the youth's strengths, skills, abilities, and interests to guide decision-making. The CFRP study guide notes that "assessing the strengths, skills, abilities, and interests of transition-age youth is the foundation for helping them make informed decisions about educational and vocational goals." This strengths-based assessment informs subsequent steps, such as researching programs (option C), which comes later in the process. Evaluating symptoms and barriers (option A) focuses on deficits rather than strengths, and role-playing interviews (option B) is premature without first understanding the youth's interests and abilities.
* CFRP Study Guide (Section on Transition-Age Youth Services): "To support transition-age youth in making informed decisions about vocational or educational goals, practitioners begin by assessing their strengths, skills, abilities, and interests to align opportunities with their unique profiles." References:
Certified Child and Family Resiliency Practitioner (CFRP) Study Guide, Section on Transition-Age Youth Services, Strengths-Based Support.
Psychiatric Rehabilitation Association (PRA) Guidelines for Transition-Age Youth.


NEW QUESTION # 94
A parent has asked her child's school to provide accommodations in the classroom for her child who is diagnosed with an anxiety disorder. The school is refusing to comply with the parent's request. A practitioner' s FIRST step is to

  • A. contact the school and demand they comply.
  • B. assist the parent with implementing behavior modification.
  • C. report the school to the Department of Education.
  • D. assist the parent with obtaining an education advocate.

Answer: D

Explanation:
Systems competencies in the CFRP framework include navigating educational systems to ensure children receive appropriate supports. When a school refuses to provide accommodations for a child with an anxiety disorder, the practitioner's first step is to assist the parent in obtaining an education advocate, who can help navigate legal rights and ensure compliance with laws like the Individuals with Disabilities Education Act (IDEA). The CFRP study guide notes, "When a school refuses accommodations, the practitioner's first step is to assist the parent in obtaining an education advocate to support advocacy for the child's rights." Demanding compliance (option A) or reporting to the Department of Education (option D) may escalate prematurely.
Behavior modification (option C) addresses symptoms, not the school's refusal.
* CFRP Study Guide (Section on Systems Competencies): "If a school denies accommodations for a child with a diagnosed disorder, practitioners should first assist the parent in obtaining an education advocate to ensure the child's educational rights are upheld." References:
CFRP Study Guide, Section on Systems Competencies, Educational Advocacy.
Psychiatric Rehabilitation Association (PRA) Guidelines on School-Based Supports.


NEW QUESTION # 95
Which of the following interventions would be the MOST appropriate to help a family access needed services?

  • A. Provide the family with a prepared plan to ensure they receive the services they need.
  • B. Encourage the family to find support services on their own to foster independence.
  • C. Work with the family to identify barriers to service utilization.
  • D. Enroll the family in services based on needs identified by the practitioner.

Answer: C

Explanation:
TheSystems Competenciesdomain focuses on collaborating with families to navigate and access community resources effectively. ThePRA CFRP Study Guide 2024-2025emphasizes family-centered practice, where practitioners partner with families to identify barriers (e.g., transportation, stigma, or lack of information) and develop tailored solutions to access services. This approach empowers families and ensures services align with their needs.
OptionB(Work with the family to identify barriers to service utilization) is correct. The PRA guidelines highlight that identifying barriers collaboratively respects family autonomy and builds trust. This intervention enables the practitioner to address specific obstacles, such as logistical issues or mistrust, ensuring sustainable access to services.
OptionA(Provide the family with a prepared plan to ensure they receive the services they need) is incorrect because a practitioner-imposed plan disregards family input, violating the PRA's family-centered principles.
OptionC(Enroll the family in services based on needs identified by the practitioner) is incorrect because unilateral enrollment bypasses family collaboration. The PRA Code of Ethics requires involving families in decision-making.
OptionD(Encourage the family to find support services on their own to foster independence) is incorrect because it places undue burden on the family, especially if barriers like lack of knowledge or resources exist.
The PRA framework emphasizes guided support over unsupported independence.
:
Psychiatric Rehabilitation Association,CFRP Study Guide 2024-2025, Section on Systems Competencies:
Accessing Community Resources.
PRA Certification Candidate Handbook, Competency Domain 6: Systems Competencies.
PRA Code of Ethics, Principle 2: Family-Centered Practice.


NEW QUESTION # 96
The skill of self-monitoring in relation to executive functioning is MOST evident in which of the following academic subjects?

  • A. Science and technology
  • B. History and literature
  • C. Art and music
  • D. Math and writing

Answer: D

Explanation:
TheSupporting Health and Wellnessdomain includes promoting cognitive and behavioral skills, such as executive functioning, which encompasses self-monitoring (the ability to track and regulate one's performance). ThePRA CFRP Study Guide 2024-2025explains that self-monitoring is critical in structured, sequential tasks requiring planning, organization, and error correction, such as those found in math and writing.
OptionB(Math and writing) is correct. Math requires self-monitoring to check calculations and follow multi- step processes, while writing involves planning, drafting, and revising, all of whichdemand self-regulation.
The PRA study guide highlights these subjects as prime examples where executive functioning deficits are evident and can be supported.
OptionA(Art and music) is incorrect because, while creative, these subjects rely more on expression than structured self-monitoring. The PRA framework notes they engage different cognitive processes.
OptionC(History and literature) is incorrect because these subjects focus on comprehension and analysis, with less emphasis on sequential self-monitoring compared to math and writing.
OptionD(Science and technology) is partially correct, as science involves some self-monitoring (e.g., experiments), but it is less consistent than math and writing. The PRA study guide prioritizes math and writing for executive functioning.
:
Psychiatric Rehabilitation Association,CFRP Study Guide 2024-2025, Section on Supporting Health and Wellness: Executive Functioning.
PRA Certification Candidate Handbook, Competency Domain 7: Supporting Health and Wellness.
PRA Code of Ethics, Principle 6: Promoting Skill Development.


NEW QUESTION # 97
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