 |
| 1 | |
Which statement is not true about antianxiety drugs? (Learning Goal 1) |
| | A) | They reduce anxiety by making individuals calmer and less excitable. |
| | B) | They are relatively fast-acting medications, taking effect within hours. |
| | C) | Antianxiety drugs are very widely used because many individuals experience stress or anxiety. |
| | D) | Antianxiety medications are best used on a regular basis for symptomatic relief. |
|
|
|
| 2 | |
Melancholia is a severely depressed individual. She has tried taking antidepressants and had psychotherapy but neither has helped. She is willing to try anything that may help her. Is there anything else she can try? (Learning Goal 2) |
| | A) | She should try the neuroleptic drugs since the antidepressants did not work. |
| | B) | She could attempt electroconvulsive therapy. |
| | C) | She could have a prefrontal lobotomy. |
| | D) | If she did not respond to drug and psychological therapy, then there is nothing available at present to help her. |
|
|
|
| 3 | |
Zena, after taking antipsychotic medication, developed grotesque facial expressions. Her legs, neck and arms twitched. It appears that Zena has (Learning Goal 1) |
| | A) | bipolar disorder. |
| | B) | agranulocytosis. |
| | C) | Tardive dyskinesia. |
| | D) | atypical antipsychotic reaction. |
|
|
|
| 4 | |
Which of the following statements is true of electroconvulsive therapy? (Learning Goal 1) |
| | A) | ECT is used primarily to treat severely depressed individuals. |
| | B) | In the past, ECT was used to punish patients. |
| | C) | ECT is as effective as cognitive therapy or drug therapy. |
| | D) | all of the above. |
|
|
|
| 5 | |
Mysteria went to her psychiatrist where he told her to tell him anything that came to mind, whether it was important or not. The therapeutic technique employed here is (Learning Goal 2) |
| | A) | free association. |
| | B) | resistance. |
| | C) | dream analysis. |
| | D) | transference. |
|
|
|
| 6 | |
Which form of therapy emphasizes conscious thoughts, the present, and growth and self-fulfillment? (Learning Goal 2) |
| | A) | psychoanalysis |
| | B) | psychodynamic therapy |
| | C) | humanistic therapy |
| | D) | behavioral therapy |
|
|
|
| 7 | |
Trent loved to play hockey, of which his parents approved and play in a rock band, of which his parents did not approve. His parents attended all his hockey games but never attended one of his rock concerts. His parents (Learning Goal 2) |
| | A) | treated him with resistance. |
| | B) | treated him with conditional positive regard. |
| | C) | treated him with unconditional positive regard. |
| | D) | treated him with congruence. |
|
|
|
| 8 | |
Wisteria was extremely fearful of butterflies. Her friend Aldo brought her to a zoo exhibit where she went into a tent filled with flying butterflies. She was not allowed to leave until she learned to control her fear. This is an example of (Learning Goal 2) |
| | A) | resistance. |
| | B) | systematic desensitization. |
| | C) | flooding. |
| | D) | aversive conditioning. |
|
|
|
| 9 | |
Joe Kent was a heavy smoker. He tried repeatedly to quit smoking but to no avail. Finally, he went to a place where they would shock his fingertips every time he tried to put a cigarette in his mouth. After a while, Joe quit smoking. The technique used was (Learning Goal 2) |
| | A) | resistance. |
| | B) | systematic desensitization. |
| | C) | flooding. |
| | D) | aversive conditioning. |
|
|
|
| 10 | |
Miss Miranda was a preschool teacher who wanted her pupils to be neat and orderly and to put away materials when they were done using them. Every time a child put something away she gave them a red chip. At the end of the week, the children could exchange their chips at the "school store" for treats. This is an example of (Learning Goal 2) |
| | A) | systematic desensitization |
| | B) | a token economy |
| | C) | rational emotive behavior therapy |
| | D) | cognitive-behavior therapy |
|
|
|
| 11 | |
The movement toward integrative therapy has been fostered by all of the following except (Learning Goal 2) |
| | A) | the small number of therapies. |
| | B) | the inadequacy of a single therapy to be relevant to all clients and all problems. |
| | C) | a lack of evidence that one therapy is better than others. |
| | D) | recognition that therapy commonalities play an important role in therapy outcomes. |
|
|
|
| 12 | |
Rusty has been a major behavioral problem for his family. He has had several minor brushes with the law. In family therapy, the therapist helped the family realize how each member contributed to the problem. The technique used wass (Learning Goal 3) |
| | A) | validation. |
| | B) | reframing. |
| | C) | structural change. |
| | D) | detriangulation. |
|
|
|
| 13 | |
In a mother-son coalition, the family relations therapist might suggest that the father take a stronger disciplinarian role to relieve some of the burden from the mother. This technique is (Learning Goal 3) |
| | A) | validation. |
| | B) | reframing. |
| | C) | structural change. |
| | D) | detriangulation. |
|
|
|
| 14 | |
Features that make group therapy an attractive treatment format include all of the following except (Learning Goal 3) |
| | A) | Individuals observe that their problems are not unique. |
| | B) | Group members support one another with advice and sympathy. |
| | C) | The group can serve as a training ground for practicing new behaviors. |
| | D) | none of the above. |
|
|
|
| 15 | |
A local school district has a child outreach program for 4-5 year olds. Each child receives a psychological screening to find those who show early signs of problems and provide them with psychological services. This is an example of (Learning Goal 3) |
| | A) | primary prevention. |
| | B) | secondary prevention. |
| | C) | tertiary prevention. |
| | D) | none of the above. |
|
|
.