A strengths-based approach requires the practitioner to focus on

• A.risks, benefits, and outcomes.
• B.assessment, planning, and solutions.
• C.needs, barriers, and outcomes.
• D.opportunities, hope, and solutions.

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At what age does a typical child progress from concrete to formal operational thinking?

• A.Age 9-10
• B.Age 11-12
• C.Age 13-14
• D.Age 15-16

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Family enmeshment describes the

• A.extent of the family's involvement in the community.
• B.extent of the family's involvement in treatment.
• C.lack of individuation of family members.
• D.lack of quality family interpersonal communication.

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A practitioner is working with a child whose school has placed her on homebound instruction due to disruptive behaviors in the classroom. Her parents would like her reintegrated into the school setting. How should the practitioner support the parent?

• A.Schedule an inter-agency meeting and invite the child and school personnel.
• B.Provide information to the parents regarding least restrictive educational mandates.
• C.Assist the parents in finding an alternative educational placement.
• D.Approach the school personnel and ask that the child be reinstated.

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A transition-age youth has expressed interest in attending a vocational school but has not decided on a specific program. How can the practitioner begin to help him make an informed decision?

• A.Evaluate symptoms, problems, and barriers.
• B.Role-play interview scenarios.
• C.Assist with researching programs.
• D.Assess strengths, skills, abilities, and interests.

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