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Course Transcript Questions The answer to Question 1 is found in Track 1 of the Course Content. The Answer to Question 2 is found in Track 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 are some examples of Level One sharing of deployment experiences reserved for individuals they can trust and that would be supportive? 2. What are the tips to relearning to discipline your children after deployment? 3. What are the sleep techniques you can share with your client to establish a healthy sleep routine? 4. What are the must-haves for resolving anger? 5. What are the steps your client can use as an exercise to combat her unwanted images? 6. What are the stages of PTSD reaction and recovery? 7. What are the ways your client can self-direct the Eye Movement Technique (steps 5 and 6)? 8. What are the containment techniques you can share with your client to help them manage their intrusive thoughts, feelings, and images? 9. What are the phases of EMDR? 10. What are the types of DSM criteria which categorize PTSD reactions? 11. What are the steps involved in the EMDR process? 12. What are the basic steps of Emotional Freedom Technique? 13. What are the suggestions you can use to help your client who cannot develop a safe place? 14. How can clients be guided to identify their adult self as either a nurturing or protective figure? 15. What are the steps of the resource identification protocol? 16. What are the tips to help your client find a focus point? 17. What are the tips to help your client with multiple traumas to develop targets for EMDR? 18. What are the steps of Diegelmann’s CIPBS process for using art to develop targets for EMDR?

Answers: A. sleep space, pre-sleep routine, no TV, white noise, 30 minute restart, read, exercise and allow time, lighter evening meals, night light, limit caffeine, monitor alcohol, sleep log, and patience B. outcry, denial and avoidance, intrusions, and working through until completion. C. General photos; Positive Journal Entries; Lessons Learned; Different Environment; and The future D. Remain in touch with your feelings by re-experiencing and expressing your anger; Obtain an understanding of yourself; Get a sense of closure and finality to your situation; Attempt to reach a completion to your trauma; Choose to responsibly express your anger; Using words or images to represent your feelings; Identify what lies beyond your anger; Identify the hurt that remains unhealed; Put your anger outside of yourself; Protect yourself in other ways E. Pick two spots in the room to focus on and move their eyes back and forth about 25 times or they can close their eyes and move their eyes back and forth. F. Observe, discuss, rebuild your relationship, let your partner lead at first, review how you and your partner handled particular situations, use positive as well as negative consequences, and allow for exceptions to the rule. G. split screen, freezing, dirty laundry, and shrinking techniques. H. Make yourself comfortable in a space that is quiet and safe; Focus on breathing slowly and deeply; Create a safe mental space for yourself by taking time to reassure yourself that you are safe and that the image you will focus on is only temporary and the feelings connected to it will pass; Begin with a slightly distressing image that you can rate low on the Stress Scale (0 to 3 on a 10 point scale); While visualizing the image, it is important to repeat to yourself that it cannot harm you. These images will come and go like waves and are not dangerous; When you have the image secure in your head, imagine you are standing upon a platform of a train station. The train you are watching pass by is the image; Once you have successful processed this image, move on to an image that is slightly more distressing (a 4 to 6 on the stress scale); Continually practice this exercise I. Criteria A concerns the definition of a traumatic event; Criteria B are all symptoms surrounding the re-experiencing of the trauma; Criteria C has to do with the symptoms connected with withdrawal, avoidance, and emotional detachment; and Criteria D focuses on the physiological responses a person has in response to a traumatic event. J. client history and treatment planning, preparation, assessment, desensitization, installing and strengthening the positive conditions, body scan, closure, and reevaluation. K. going over client history; identify a distressing traumatic event; identify most negative image; rate the intensity of each part of the image; focus on the image while moving their eyes back and forth; let your client’s mind go blank and notice thoughts, body sensations, and emotions; repeat the steps; and incorporate a positive belief into the process. L. identify traumatic situation, tapping while using an affirmative statement, report distress on scale, go through series of tapping activities, and reassess distress M. have your client divide a large paper into four quadrants; have your client draw a safe place on a separate piece of paper and reinforce it with bilateral stimulation; have your client draw his or her conflict or problem in the first quadrant; ask your client for the SUDs; clients can then begin BLS until a new image appears for him or her; repeat this process two more times; and you and your client can then go over the progress of the images he or she created N. lighting up a client’s memory by engaging different elements including an image, negative cognition (NC), emotion, and body sensations; don’t get caught up in the set up order; if you don’t have time to identify subjective units of distress scale (SUDS), positive cognition (PC), and validity of cognition scale (VoC), then move on; help your client stay in that memory; continue with the NC that best stimulates a strong emotional response; emotions should be emphasized; and have your clients scan their body and note any sensations O. focus on physical and psychological symptom questions regarding your client’s current issue or problem; find any precipitating issues; determine which memory to focus on first; and develop a target map. P. focus on a life situation he or she is currently facing that is difficult; identify more details about the images or memories; strengthen the positive resource; discuss other qualities that your client wants to add; and identify a signal word or phrase Q. Schmidt asked clients to become aware of skills and traits that she states the client already has. She states the names of the traits and gives the client time to feel the traits inside them. She then guides the client into identifying a single sense of self that includes all these traits and strengthens the image through BLS. R. substituting the word safe for words like comfortable, peaceful, or relaxing; identify a specific quality that he or she would need to make the space safe; bring a safe object or person; help your client think of an image or a metaphor of resilience, stability, and triumph; and conjure positive memories or conflict- free images.

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