Cognitive and Behavioral Practice
Continuing Education (CE) Quizzes: CE questions should be a measure of the reader’s understanding of
the theoretical aspects and clinical utility of your paper and should demonstrate that the reader’s ability
to employ the information provided in the manuscript to the client’s advantage.
CE questions should challenge the reader to:
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understand the principles of a given intervention/disorder/assessment/population
resolve solutions to practice-related issues
conceptualize a connection between sound research and practical application
hone empirically supported skills/techniques to understand the empirical literature behind the
current
In general, any CE question should, when answered correctly, provide evidence that the therapist could
successfully employ the technique or instrument. CE questions should not ask questions that only mimic
information without demonstrating understanding; for instance, avoid questions that ask about:
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number of subjects
length of study
description of the intervention or assessment unless that description demonstrates its utility
methodological elements useful to construction of the study but not the utility of the technique
or instrument
If the article is describing a pilot study, the implementation of a novel treatment program, or anything
that is exploratory, ongoing, or not yet empirically validated, CE quizzes are not applicable. We want the
quizzes to be pedagogically sound, and, perhaps in the absence of ESTs, we can’t generate questions.
CE questions should also have 4 or 5 answer alternatives (i.e., no true/false).
Sample CE Questions
A useful technique for engaging adolescent smokers in treatment is:
a)
b)
c)
d)
e)
emphasizing the health consequences of smoking
requiring abstinence during the treatment
allowing teens to set their own goals for treatment
assigning extensive homework
none of the above
If anxiety does not increase during the first exposure session, this may be due to
a)
b)
c)
d)
the inability to form clear images
the inability to not engage in neutralizing
the presence of previously unidentified neutralizing activities
a recording that is too fast or without emotional resonance
e) all of the above
With clients who have perfectionistic attitudes
a) it is important to maintain very high standards for self-monitoring, homework, and other
therapeutic tasks during therapy
b) it is important to model a flexible attitude toward performance situations
c) it is especially important to set realistic outcome goals concerning residual symptoms and
difficulty in applying techniques
d) b and c are true
e) a and c are true
If a therapist with strongly atheistic worldview wants to treat a devoutly religious client in a manner
consistent with the theory and preferred practice of REBT, any or all of the following would be
consistent with REBT, except
a) pointing out the logical inconsistencies and anti-empirical elements in the client’s religious belief
system in an attempt to dissuade them from their religious beliefs
b) acknowledging differences in beliefs and admitting ignorance about the client’s religious belief
system
c) helping the client to stop awfulizing about hell and other religious notions
d) pointing out Scriptures from the client’s religious belief tradition that contradict the client’s
demands for fairness in the world
The individual with borderline personality disorder (BPD) learns to alternate between behavioral
patterns that underregulate emotion and overregulate emotion. The fluctuations between polarities are
hypothesized to occur because
a)
b)
c)
d)
e)
bipolar disorders are often comorbid with BPD
the tension or discomfort of each extreme triggers its opposite or complementary pattern
the rapidly shifting identity of patients with BPD triggers this fluctuation
these patients overrely on substances to regulate their moods
these patients have trouble making decisions