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Course Transcript Questions The answer to Question 1 is found in Section 1 of the Course Content. The Answer to Question 2 is found in Section 2 of the Course Content... and so on. Select correct answer from below. Place letter on the blank line before the corresponding question.


1. What are the techniques useful in helping parents understand their child’s condition?
2. What are the common manifestations of bipolar disorder that seem to appear in children, and not adults, with the disorder?
3. What are the key aspects of suicide in bipolar children and adolescents?
4. What are the major criteria in distinguishing early onset bipolar disorder from ADHD?
5. What are the self-destructive behaviors that bipolar children might manifest?
6. What are the effects of triggers on bipolar children?
7. What are the steps to cope with a raging bipolar child client?
8. What are the techniques for treating a paranoid client?
9. What are the characteristics of mixed states?
10. What are the difficulties in prescribing medications to bipolar children?
11. What are the non-medicinal treatments that can be used for depression in bipolar child clients?
12. What are the key aspects of stress on bipolar child clients?
13. What are the difficulties bipolar children have in relating to other children?
14. What are the aspects that affect a bipolar child’s healthy life style?

Electroconvulsive therapy; light therapy; and repeated transcranial magnetic stimulation.
B. Sugar craving; exercising activity; sleep.
C. The rate of suicide; warning signs; and suicide triggers.
D. Taking regular doses; rebellious teens; and side effects
E. Irritability; distractibility; and boiling point.
F. Biological processes; social factors; and transitions.
G. Impulsiveness; defiant attitudes; and disempowerment
H. Rage and mood fluctuations
I. Kindling; and seasonal affective disorder
J. Developing a family history; understanding a child’s symptoms; "Knowing Your Child" exercise; and the "Mood Chart" exercise.
K. Waiting It Out; Reality Check; and Staying on Guard.
L. Creating a safe environment; disengaging the child; knowing your comfort zone; and rechanneling.
M. Eating disorder; self-mutilation; and substance abuse.
N. Separation anxiety; night terrors; and rage.

Course Article Questions
The answer to Question 15 is found in Section 15 of the Course Content. The Answer to Question 16 is found in Section 16 of the Course Content... and so on. Select correct answer from below. Place letter on the blank line before the corresponding question.


15. What were learning objectives for Thomas, diagnosed with bipolar disorder, in the peer social skills treatment group?
16. Regarding milieu management, what interventions formed a successful treatment program for Kevin?
17. According to Greenspan, what are the patterns in the developmental signature of children with bipolar disorder?
18. According to Wilkinson, what are characteristic symptoms of mania in adolescents?
19. According to Wilkinson, what are cognitive-behavioral techniques that can be taught to a bipolar adolescent to reduce depressive symptoms?
20. According to Lake, why is psychoeducation for the family of a bipolar child important?
21. According to Carlson, what is one problem with identifying euphoria and grandiosity in young children?
22. According to Bardick, what percentage of children and adolescents with bipolar disorder exhibit symptoms common to Conduct Disorder as the first manifestation of their bipolar disorder?
23. What is one technique that Greene suggests for reducing behavioral difficulties and conflict?
24. According to Pavuluri, what are distinctive features of the RAINBOW treatment model?
25. What percentage of children and adolescents with bipolar disorder experience rapid cycling?
26. According to Janardhan, what disorders may be the first manifestation of pediatric bipolar disorder?

A.  1. daily mood logs; 2. listing evidence that dispels distorted thoughts; and 3. self-monitoring and self-thought redirection.
B. 1. flexibility in the timing of family treatment; and 2. the inclusion of siblings in treatment to learn cognitive-behavioral strategies for improving their own coping skills.
C. ADHD and Conduct Disorder.
D. enables them to recognize factors that may exacerbate or complicate a depressive episode or a manic episode. Psychoeducation also  enables the family to assist with proper diagnosis and treatment.
E. 1. Encouraging attention shifting; 2. Trying to introduced a motivator; 3. Reminding Kevin that he had successfully controlled his rage in the past week and could do it again, in order to increase his self-efficacy.
F. 1. sensory modulation challenges; 2. difficulties with co-regulated affective interactions;
3. constricted emotional range and flexibility; and 4. polarized rather than reflective thinking.
G. 1. Friendship skills, 2. increased empathy, 3. cooperative problem solving, 4. feeling identification, 5. relaxation/calming skills.
H.  If there is a relation between reality testing and age, it is reasonable to assume that inflated self-esteem, or thinking one can do things that one cannot do, may have different meanings at different ages.
I.  80%
J. 1. irritability; 2. outbursts of destructive rage; 3. oppositional and tyrannical behavior; and 4. akathesia.
K. three "baskets" to identify behaviors that are non-negotiable, negotiable, and not worth addressing. For example, "Basket A" consists of non-negotiable items that parents and teachers should insist upon, such as unsafe behaviors that could be harmful to the child, other people, animals, or property (e.g., anything that requires a firm "No")
L. 22 percent of children and 18 percent of adolescents

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