Post-Test

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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.

Questions: 1. What is a working definition of ‘intimacy’ that a therapist might use in conjoint therapy? 2. What are common types of marriages in which togetherness has been chosen over intimacy, causing conflict? 3. If the therapist must "risk" straining the therapeutic relationship with one partner, failure to have a strong relationship with which partner runs a greater risk of negatively affecting the outcome of conjoint therapy? 4. What are common ways couples undermine communication during infidelity issues? 5. What are common types of filters? 6. What are the ground rules for both the speaker and listener in the speaker-listener technique? 7. What are kinds of hidden issues between spouses? 8. What are key assumptions that can help couples approach learning steps to solve problems together? 9. What are the steps in the "Address with Respect" problem solving technique? 10. According to Scheinkman and Fishbane, what are important elements in the vulnerability cycle diagram? 11. What are roadblocks to friendship in marriage? 12. What are barriers to fun that couples may experience? 13. What are of the biggest roadblocks to sexuality between married couples? 14. What are key topics concerning the process of forgiveness?

Answers: A. Failure to have a strong therapeutic alliance with the male partner may have a more negative impact on the outcome of conjoint therapy. B. Escalation, invalidation, negative interpretations, and withdrawal and avoidance C. discussion, agenda setting, brainstorming, agreement and compromise, and follow-up. D. control and power, caring, issues of recognition, issues of commitment, and integrity. E. There’s no time, "we’re not friends, we’re married", "we don’t talk like friends anymore", the ravages of conflict, and reckless words F. The parent-child, the stormy , and the "perfect". G. Premises and beliefs, vulnerabilities, survival positions, influences from personal history, and contextual factors H.  when two partners, secure in themselves, are able to take care of their own moods and wishes. Each acts as a separate individual, autonomous but emotionally connected to the other. I. the floor, share the floor, and don’t problem solve. J. All have problems, who approach problems as a team are more effective at problem solving, and rushing to find answers does not produce lasting solutions. K. Distractions, emotional states, beliefs and expectations, differences in style, and self-protection L. Being too busy, the opinion that fun is for kids, and conflict gets in the way. M. Defining forgiveness, taking responsibility, and regaining trust. N. Performance anxiety and mishandled conflicts.

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.

Questions: 15. What is one of the therapist rationales for utilizing the Couples Assessment Summary?  16. What is objective identification?  17. According to Wiener and Oxford, what are the advantages of Action Methods in comparison with exclusively verbal techniques that apply particularly well to conjoint therapy?  18. Why are intercultural marriages more susceptible to stress and have a higher frequency of divorce?  19. The Gottman technique attempts to conquer what four most common corrosive negative factors in unstable unions? 20. According to Donahey, how can therapists be change-focused when clients return for additional visits?  21. What are the steps of treatment for Emotionally Focused Couples Therapy?  22. According to Bergner, what are the barriers to a loving relationship?  23. For action modality psychotherapy, the therapist uses guided dramatic action within what type of psychodramatic structure?  24. According to Dym & Glenn, what are the three stages of couple development?  25. Sustained empathic inquiry is both the stance and method in approaching therapy with intercultural couples.  What is sustained empathic inquiry?    26. Why does the invocation of separate rules or the suggestion of new problem-solving methods in relationships add fuel to the fire?

Answers: A.  (1) lay their problems on the table (2) recognize the cycle that's keeping them emotionally distant and try to identify the needs and fears fueling that cycle (3) articulate the emotions behind their behavior (4) realize they're both hurting and that neither is to blame (5) identify and admit their emotional hurts and fears (6) begin to, acknowledge and accept me the others feeling and their own new responses to those feelings (7) are drawn together through the expression of their emotional needs (8) create new solutions to their problems (9) consolidate their new positions and cycles of behavior B. The therapist must endeavor to "understand" and interpret how each of the partners might come to think, feel, believe or behave in the ways that they do C. One rationale for utilizing the CAS is that it provides a structured tool for the therapist to conceptualize underlying dynamics. D. a process by which an individual teaches another how to behave in a pattern previously established E. warm up, enactment, and closure. F.  (1) better engage clients who process in visual and kinesthetic modes; (2) equalize participation for children and adults; (3) heighten awareness outside of prior verbal representations; (4) create new experiences that go beyond verbal description; (5) illustrate abstractions concretely; (6) dramatize familial role relationships; (7) effect relationship changes through role expansion; (8) offer safe ways to explore and practice new behaviors; and (9) facilitate life transitions. G.  by heeding and then amplifying any references the client makes during the session to between-session improvement. H.  (a) an inability to understand and treat persons as persons, (b) a lack of understanding and appreciation of love itself, (c) personal needs or motives that preclude deep investment in the person of another, (d) hypercritical tendencies that interfere with respecting and admiring others, and (e) senses of personal ineligibility for the love of other persons. I.  it seems like another attempt to gain the upper hand. J.  frequent social and familial disapproval of these unions K.  Expansion and Promise, Contraction and Betrayal, and Resolution L.  (1) criticism (You never ... You always ... ), (2) defensiveness (Who me? I'm not defensive), (3) contempt (You're too stupid to realize how defensive you are) and (4) stonewalling (I'll just let it blow over).

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Additional post test questions for Psychologists, Ohio Counselors, and Ohio MFT’s