question

Cole likes to sit near Parker when playing dinosaurs but they do not make their dinosaurs interact with each other. This is an example of what type of play?
Group of answer choices
parallel play because they are in close proximity but do not influence each other’s play
associative play because the rules are minimal
parallel play because they are sharing the same type of toys
cooperative play because they are sharing the same type of toys

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Question 2
1 pts

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Zach likes to play street hockey with the children in his neighbourhood. This is an example of …

Group of answer choices
Competitive play because it is a win or lose game
parallel play because the teams are playing the same game
coooperative play because they organize themselves into teams
competitive play because they manage their own conflicts

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Question 3
1 pts
Cooperative play
Group of answer choices
is a group of clients organizing themselves into a game of basketball.
must have a CYW clsoe by as clients struggle with this skill set.
has minimal rules and the clients are flexible in the enforcement of them
is only appropriate for those with very developed social skills.

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Question 4
1 pts
Joey always watches the other students play basketball at recess but has never approached them to play. This is an example of:
Group of answer choices
a client with delayed social skills.
a client that is probably an introvert.
onlooker play.
typical recess behaviour.

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Question 5
1 pts
On looker play:
Group of answer choices
is when a client is involved in their own play but occasionally demonstrates interest in the other children’s play.
is when a child indicates social interest in play because the client has consistenly watched others play.
results when a client has under-developed social skills.
is a phase children outgrow once they are comfortable with their social skills.

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Question 6
1 pts
Abby, Haven and Cassie like to play with play dough and engage in this activity a lot.
Group of answer choices
The girls would be engaged in associative play if the play was unstructured and they are interacting with each other.
The girls would be engaged in parallel play if the play was unstructured and they are interacting with each other.
The girls would be engaged in cooperative play if the play was unstructured and they are interacting with each other.
The girls would be engaged in competitive play if the play was organized and there was a winner and a loser and they are interacting with each other.

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Question 7
1 pts
According to Oaklander in the text, using fantasy allows the CYC:
Group of answer choices
to distinguish between a client lying and telling the truth.
to begin to understand how a client views situations and issues.
to play at the client’s developmental level so they can create a therapeutic relationship.
to allow the client to demonstrate how they engage in certain behaviours.

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Question 8
1 pts
According to Oaklander in the text, using fantasy within therapeutic programs:
Group of answer choices
is never allowed for CYWs.
allows the CYW to play at the client’s developmental level when developing the helping relationship.
is problematic as clients often lie.
allows the client to communicate what they might usually hide from others.

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Question 9
1 pts
When transitioning the client to discuss a story in the 1st person:
Group of answer choices
the story book needs to have all of the same specific variables as the client’s situation.
the CYW needs to assess the client’s level of comfort as to how they participate in the discussion.
Storybooks are a difficult resource as the client fixates on the characters.
the CYW needs to make subjective links between the client and characters and focus on the client’s hidden agenda.

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Question 10
1 pts
According to Oaklander, interpretations:
Group of answer choices
are an excellent way to facilitate a goal focused discussion.
should be avoided.
need to be checked out using clear paraphrases.
are only used by board certified therapists.

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Question 11
1 pts
When working with children that are defensive, Oaklander suggests
Group of answer choices
giving a lot of prompts during activities because they may realize they can think of other ideas and begin to open up
giving a lot of prompts during activities to make them feel safe
giving a lot of prompts during activities to help them be creative
never give a lot of prompts as it contaminates what the child was going to do or say

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Question 12
1 pts
Play is therapeutic for children and youth because:
Group of answer choices
this is a subjective statement
it is an opportunity to learn and practice working within rules and limits.
playing with each other is relaxing.
the CYW guides the play experience.

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Question 13
1 pts
Engaging in play helps a client
Group of answer choices
only if the client focuses on the goals.
develop problem solving and communication skills.
develop social skills only if the CYW has taught the skill to begin with.
be in the here and now.

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Question 14
1 pts
Social skill development
Group of answer choices
happens through osmosis.
is contingent on the client’s cognitive abilities.
is facilitated through play.
occurs through competitive play.

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Question 15
1 pts
The therapeutic value of play in enhancing a client’s cognitive skill happens:
Group of answer choices
only for youth that have typical development.
through practicing frustration tolerance and learning good sportsmanship
only when imagination is utilized when playing.
is not relevant-the CYW should only focus on social skill development and behaviour management.

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Question 16
1 pts
When using play as a therapeutic tool:
Group of answer choices
the CYW allows the client ot do exactly what they want to do.
the CYW reinforces rules and limits.
the CYW should always allow the client to determine the rules to alleviate potential frustration issues.
the CYW doesn’t need to organize the task as all play will somehow meet the client’s goals.

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Question 17
1 pts
According to Oaklander, Play helps children do all except
Group of answer choices
enjoy frivolous fun
develop mentally, physically and emotionally
serve as a form of self therapy
work through conflicts

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Question 18
1 pts
Play is symbolic for children
Group of answer choices
as they often are unable to articulate what they want to communication
in that everything has some sort of meaning
as it synthesizes their lives
for children that don’t have the formal operational thought to hypothesis

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Question 19
1 pts
When observing the process of play, Oaklander looks for all except
Group of answer choices
the symbolism and relevance of the toys used
how absorbed with the play the child is
if the objects of play connect and make contact with each other
emotions connected with the play

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Question 20
1 pts
Oaklander directs play
Group of answer choices
without interrupting and waiting for a pause in the process
by asking poignant leading questions
needs directs play but follows the child’s lead
none of the above

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Question 21
1 pts
In play therapy limits
Group of answer choices
are often around appropriate treatment of toys
are somewhat flexible
are dependent on the type of child
not a really important aspect

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Question 22
1 pts
Sand trays
Group of answer choices
children often find sand so appealing it lends itself to greater expression
are not necessary and require numerous rules and limits
are good for younger children
need to have a variety of objects in which the child can use

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Question 23
1 pts
What are some potential obstacles that could cause frustration for clients?
Group of answer choices
Clients engaging in activities that they enjoy
Programs that include activities that budget the amount of frustrating tasks
Having only one activity available for a group of clients
Having more than one activity to choose from for a group of clients

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Question 24
1 pts
What would the CYC need to address to be able to budget frustration to tolerable amounts for clients?
Group of answer choices
Nothing-clients should be able to engage in program regardless of frustration levels
Have enough helpers to support clients who need help
Have enough supplies available
Avoid any type of frustrating elements in the program altogether for all clients.
None of the above
b and c only

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Question 25
1 pts
Cathy is easily escalated resulting in swearing and throwing supplies when she is frustrated. When planning therapeutic programs for the group, the CYC should:
Group of answer choices
help Cathy work on her frustration tolerance by planning activities where she has to share supplies and wait her turn.
label Cathy’s frustration while focusing on her positive behaviours.
always plan co-operative type activities to alleviate frustration.
none of the above.

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Question 26
1 pts
Budgeting frustration to tolerable amounts within a task means:
Group of answer choices
avoiding all potential frustration by over-planning activities/programs.
grouping clients according to their individual frustration tolerance levels.
creating frustrating tasks so the CYW can process this skill development when the client become agitated.
having enough supplies and staff.

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Question 27
1 pts
Lori is becoming increasingly agitated because she is unable to complete the task.
Group of answer choices
This is called frustration intolerance and happens when a client’s objective is blocked.
The is called frustration totality and happens when a client’s capacity to deal with her feelings and anxiety is challenged.
This is called frustration intolernace is caused when a client is incapable of managing their feelings of anxiety and panic.
Frustration intolerance occurs

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Question 28
1 pts
Puppets:
Group of answer choices
can be used to open and have difficult discussions as the client may see the puppet as a 3rd person.
are only to be used with children up to about 8 years old or with a child who has developmental challenges.
are good assessment tools as the type of puppet selected by the client is always relevant to their situation.
are good resources because clients always like the feel of them.

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Question 29
1 pts
Incorporating puppets into discussions:
Group of answer choices
is only recommended for clients who have developmental challenges.
is a good resource as it often helps girls to open up because the puppet is doing the ‘talking.’
become problematic because it allows the client to lie and avoid issues.
is a good resource as it allows the CYW to learn about the client through the puppet they select.

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Question 30
1 pts
Glen love using puppets with the children and youth he works with:
Group of answer choices
puppets allow him more insight into the child or youth’s thinking and world when he explores why they selected the specific puppet
only if the child or youth has developmental issues within one of the domains
when the child or youth needs to increase their creativity and imagination
puppets are most effective with females as it lowers their inhibitions because the puppet is doing the talking

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Question 31
1 pts
The CYC incorporates video taping when her clients are practicing their social skills during a therapeutic program because:
Group of answer choices
it helps the CYW develop rapport with her clients with her when they can video tape her enjoying an activity.
the clients today are technologically skilled and it increases their self esteem when they can demonstrate those skills.
the clients can observe themselves practicing the skills and see what they are doing correctly.
it makes the program more interesting and meets all developmental needs.

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Question 32
1 pts
The CYC’s use of video taping when her clients are practicing their social skills during a therapeutic program:
Group of answer choices
is a good idea because the client is able to see their skill developments by comparing their baseline tape and the tape that shows their current skill set.
is never a good idea because it can negatively impact the client’s self esteem when they see themselves on the tape.
is not a good idea as clients’ negative behaviour will most likely increase as an attempt to show off.
is a good idea if the tape is only observed by the CYW’s supervisor.

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Question 33
1 pts
In therapeutic programs, using scenes from movies or TV shows that demosntrate specific skills are:
Group of answer choices
not allowed due to international publishing laws.
useful in that it makes the program more interesting.
problematic as the clients will not be satisfied with only watching some of a movie
useful in helping the client identify specific skills in others.

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Question 34
1 pts
Using scenes from movies that demonstrate specific social skills in programs:
Group of answer choices
can be problematic if the client doesn’t like the movie.
is the best way for a CYW to demonstrate specific skills.
is not recommended unless the CYW has consent form all the caregivers.
is a good way for the CYW to evaluate if the client is able to identify the skill.

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Question 35
1 pts
Therapeutic play is safe when:
Group of answer choices
it is structured by the CYC.
the client is able to select their own method of play.
there are no or minimal rules and limits.
the client is able to examine their own feelings and truly express themselves

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Question 36
1 pts
Therapeutic play is safe when:
Group of answer choices
a client is able to play out their problems.
the client makes the rules.
the client is having fun.
the CYC pretends to be the same age as the client.

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Question 37
1 pts

Informed touch during play:

Group of answer choices

is when clients are informed about the types of touching that may result in the context of play.

is when touch is not allowed.

is when side hugs are allowed.

 

means getting consent from guardians so the CYW can create activities where the clients may touch (is Human Knot).

 

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Question 38
1 pts
According to Oaklander, ‘impairment of functions,’ refers to:
Group of answer choices
the client’s inability to optimally use their senses and movement.
the unfinished business that the CYW attends to when creating client-focused goals.
the client’s ability to protect themselves.
going back to locate and restore misplaced functions.

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Question 39
1 pts

Having the child share the experience of their drawing focuses on

Group of answer choices
having them share their feelings about approaching and doing the drawing
having them share their feelings about the completed drawing
having them share their perceptions of their drawing
having them share their observations of the process

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Question 40
1 pts
Getting the child to share their drawing focuses on
Group of answer choices
the child describing what they drew
the child describing how they went about drawing it
the child creating a narrative about their drawing
the child talking about the task of the drawing

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Question 41
1 pts
The purpose of asking the child to describe the picture as if it were the child is to
Group of answer choices
Get the child to use “I” to begin the identification process
create a safe space to discuss the picture
not relevant to the process
none of the above

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Question 42
1 pts
Working on the identification portion of the therapeutic process
Group of answer choices
is helping the child own what they said about their picture
for the child to make connections between the various aspects of their drawing
important ask children must own their drawings
impossible to do with children younger than latency age

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Question 43
1 pts
Oaklander uses projection when working with children
Group of answer choices
because it allows the child to self disclose and feel safe
to help with her interpretations and linking the fantasy with reality
discourages it as it is not working in the present
because they need to hold onto this specific defense mechanism until they build trust

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Question 44
1 pts
When working with children that are resistant Oaklander suggests
Group of answer choices
models whatever she asks the child to do
ignore the resistance as allowing the child to get stuck here is counterproductive
allow the child to select the toy they want to play with
label the resistance

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Question 45
1 pts
When terminating therapy Oaklander
Group of answer choices
uses cues such as when the behaviour has changed, or therapy is getting in the way of the child’s life
after 6-9 months when the child begins to plateau
when the child’s unfinished business is deal with
when the school and parents communicate a change in behaviour and the child is ready to end the sessions

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Question 46
1 pts
Oaklander views the “stack of papers” that come with each child as
Group of answer choices
someone else’s perceptions and often unfair judgments
necessary as they provide a different perspective
necessary as diagnostic reports have their own value and merit in determining treatment
unnecessary as they don’t reflect the child’s opinion

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Question 47
7 pts

Read the scenario and answer the following questions.

Clearly number each answer.

“Marcie has no friends. If she finds someone to play with they often end up fighting because Marcie must always be first and everyone must always play the game she wants.”

1. Identify an immediate therapeutic programming goal (1) for Marcie. Write the goal (1) in the appropriate format. (1 mark)

2. Using the goal you identified in question #1. Choose two (2) different tools/resources you would use in the therapeutic activities you create for Marcie (you cannot use the examples from the eLectures). Explain how these tools would benefit Marcie in attaining her goal. (4 marks)

3. Explain two different transition tools or activities you may use with any youth (not necessarily Marcie). Give 1 example for each transitional tool. (2 marks)

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Question 48
7 pts

Read the scenario and answer the following questions.

Clearly number each answer.

“Moe is 10 years old and is very shy, timid, often picked on and has great difficulty being assertive. Moe is unable to give eye contact or use an audible voice tone.”

1. Identify an immediate therapeutic programming goal (1) for Moe. Write the goal (1) in the appropriate format. (1 mark)

2. Using the goal you identified in question #1. Choose two (2) different tools/resources you would use in the therapeutic activities you create for Moe (you cannot use the examples from the eLectures). Explain how these tools would benefit Moe in attaining his goal. (4 marks)

3. Explain the two different transition tools you may use with any youth (not necessarily Moe). Give 1 example for each transitional tool. (2 marks)

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