A basic, personal resource (as opposed to professional skill) of the human service worker who deals with bereavement and loss is:
A) ?coming to grips with one's own issues about death.
B) reading extensively in the death and dying literature.?
C) attending workshops and classes on the subject of death.?
D) All of the answers are equally important.
A
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Answer the following statement(s) true (T) or false (F)
1. True or False. Helpers must be fully self-actualized in order to be a guide in the helping relationship. 2. True or False. Explicit memory begins at birth. 3. True or False. Whether or not we are conscious of the process, implicit memory will initially and effortlessly impact how we make meaning in our helping relationships. 4. True or False. A helper is not able to help another person resolve an issue that she has not been able to resolve in her own life. 5. True or False. Tolerating difficult emotions is a strategy of self-regulation known as attention deployment.
Which of the following is true of conditions that cause intellectual disability (ID)?
a. Over 500 unique causes of ID that have been identified. b. Genetic mutation is a category of causes that result in ID. c. Known conditions explain nearly 100% of cases of ID. d. Down syndrome is a chromosomal abnormality that can cause ID.
Which of the following behaviors would constitute insubordination?
a. refusing to carry out a directive of a psychiatrist who works for a different company. b. refusing to carry out a directive of a police officer who is investigating a crime at your place of work.. c. refusing to carry out a directive of your co-worker who has seniority. d. refusing to carry out a directive of your immediate supervisor when that directive does not violate any laws or company policies. e. refusing to carry out a directive of a state inspector who is visiting your work site to perform a legally required inspection.
What are the six domains of the Advocacy Competencies?
a) client/student empowerment, client/student advocacy, community collaborations, systems advocacy, public image, and social/political advocacy. b) client/student empowerment, client/student advocacy, community outreach, systems advocacy, public image, and social/political collaborations. c) client/student collaborations, client/student advocacy, community collaborations, systems advocacy, public relations, and social/political advocacy. d) client/student counseling, client/student advocacy, community collaborations, systems advocacy, public relations, and social/political collaborations.