|
| A) | God's creatures. | ||
| B) | miniature adults. | ||
| C) | "torchbearers" of the future. | ||
| D) | individuals with needs unique from adults. |
| A) | 1790. | ||
| B) | 1866. | ||
| C) | 1921. | ||
| D) | 1965. |
| A) | practitioners better access to Native American children. | ||
| B) | Native American children to be removed from their homes and placed in non-Native American homes. | ||
| C) | the tribe, instead of the state courts, to address issues of child custody and welfare for Native American children. | ||
| D) | research projects to examine how to best integrate Native American children into the established social services framework. |
| A) | child protective services. | ||
| B) | the Office of Child and Family Welfare. | ||
| C) | the Child Abuse Prevention and Treatment Act. | ||
| D) | the National Council on Child Abuse and Family Violence. |
| A) | Patterned burns | ||
| B) | Bruises on multiple body areas | ||
| C) | Abrasions to the knees and elbows | ||
| D) | Multiple or spiral fractures at various stages of healing |
| A) | obscene phone calls. | ||
| B) | forcing a child to observe sexual acts. | ||
| C) | watching a child get dressed or undressed. | ||
| D) | touching, fondling, or kissing the child in a provocative manner. |
| A) | Physical abuse | ||
| B) | Financial abuse | ||
| C) | Emotional abuse/neglect | ||
| D) | This is not an abuse case. |
| A) | 8% | ||
| B) | 30% | ||
| C) | 50% | ||
| D) | 80% |
| A) | incision. | ||
| B) | excision. | ||
| C) | infibulation. | ||
| D) | clitoridectomy. |
| A) | 30,000 | ||
| B) | 275,000 | ||
| C) | 105,000 | ||
| D) | 1,000,000 |
| A) | neglect. | ||
| B) | verbal abuse. | ||
| C) | sexual abuse. | ||
| D) | physical abuse. |
| A) | lower rates of reported child maltreatment. | ||
| B) | higher rates of reported child maltreatment. | ||
| C) | similar rates of reported child maltreatment. | ||
| D) | lower rates of reported neglect but higher rates of reported abuse. |
| A) | Reporter bias | ||
| B) | Lack of familiarity with cultural beliefs, norms, and practices | ||
| C) | Greater number of child abuse risk factors in ethnic minority communities | ||
| D) | All of the above |
| A) | attitudes and beliefs that are passed down from generation to generation. | ||
| B) | language, religious beliefs, ways of thinking, and patterns of social relations. | ||
| C) | links to biology and physical markers such as hair color, skin color, and facial features. | ||
| D) | a group's socially constructed identity, at times based on class, politics, and sociopolitical factors. |
| A) | associated with parental concern, caring, and love. | ||
| B) | equated with promoting individuality and autonomy. | ||
| C) | aligned with instilling a work ethic that leads to higher academic achievement. | ||
| D) | regarded more negatively and associated with negative outcomes such as poor self-esteem. |
| A) | Familial culture | ||
| B) | Collectivist culture | ||
| C) | Matriarchal culture | ||
| D) | Individualist culture |
| A) | Socializing of children with non-related adults | ||
| B) | Social services placing at-risk children within their own families | ||
| C) | Extended family members rearing children while parents leave the area to search for employment | ||
| D) | All of the above |
| A) | punishment that inflicts physical pain. | ||
| B) | discipline carried out by a patriarchal figure. | ||
| C) | punishment that relies on reasoning and lectures. | ||
| D) | discipline involving the use of shaming or publicly ridiculing. |
| A) | Russia | ||
| B) | Barbados | ||
| C) | Germany | ||
| D) | The United States |
| A) | not utilized. | ||
| B) | considered abusive. | ||
| C) | considered a reflection of parental love. | ||
| D) | regarded as a practice of foreign cultures. |
| A) | neglect. | ||
| B) | sexual abuse. | ||
| C) | emotional abuse. | ||
| D) | physical aggression. |
| A) | exosystem. | ||
| B) | microsystem. | ||
| C) | macrosystem. | ||
| D) | ontologic level. |
| A) | Single-parent household | ||
| B) | Family socioeconomic status | ||
| C) | Multiple children in the family | ||
| D) | All of the above |
| A) | Relationships | ||
| B) | Cultural identity | ||
| C) | Existential dilemmas | ||
| D) | Cultural empowerment |
| A) | Folk | ||
| B) | Religious | ||
| C) | Professional | ||
| D) | Lay/popular |
| A) | Formulating a plan that promotes a Western approach to care | ||
| B) | Ensuring that interventions are congruent with the individual's cultural norms | ||
| C) | Identifying cultural values and beliefs to be incorporated into assessment and interventions | ||
| D) | Explaining to the individual that a Western-based intervention will not negate his or her value systems |
| A) | cultural knowledge. | ||
| B) | immigration knowledge. | ||
| C) | legislation pertaining specifically to racial and ethnic minority groups. | ||
| D) | All of the above |
| A) | severely violates professional boundaries. | ||
| B) | abandons the patient on an emotional level. | ||
| C) | becomes overly involved with the patient and family. | ||
| D) | feels controlled by the patient and the events he or she is experiencing. |
| A) | Practitioners' emotional well-being should be monitored. | ||
| B) | Spiritual/religious consultants are not appropriate experts to assist with grief reactions. | ||
| C) | Supervision should take place in an environment where practitioners feel safe to identify the feelings they are experiencing. | ||
| D) | If supervision is administered via a group format, steps should be taken to ensure that group members are not further traumatized by hearing other members' stories. |
| A) | regular physical exercise. | ||
| B) | stress management techniques. | ||
| C) | maintenance of social relationships. | ||
| D) | All of the above |