When teaching a skill, role playing should usually be done after
Correct Answer: A
Teaching skills in psychiatric rehabilitation follows a structured, evidence-based process to ensure effective learning. The CPRP Exam Blueprint (Domain V: Strategies for Facilitating Recovery) outlines skill teaching as a multi-step process that includes modeling, role-playing, and practice (Task V.B.4: "Teach skills using evidence-based methods"). The standard sequence is to first describe the skill, then model it (demonstrate how it is performed), followed by role-playing (where the individual practices in a simulated setting), and finally real-world practice. Option A (modeling the skill) aligns with this, as role-playing typically follows modeling to allow the individual to observe the skill in action before attempting it themselves in a controlled, supportive environment. Option B (practicing the skill) refers to real-world application, which comes after role-playing. Option C (trying the skill for the first time) is vague but implies initial practice, which role-playing itself facilitates. Option D (describing how to do the skill) precedes modeling, as description alone is insufficient before demonstration. The PRA Study Guide, referencing skill-teaching models like the Boston University Psychiatric Rehabilitation approach, confirms that role-playing follows modeling, supporting Option A. : CPRP Exam Blueprint (2014), Domain V: Strategies for Facilitating Recovery, Task V.B.4. PRA Study Guide (2024), Section on Skill Teaching Methods. CPRP Exam Preparation & Primer Online 2024, Module on Strategies for Facilitating Recovery.
Question 2
An individual states, "I think I made a really huge mistake at work today! I was asked to make 200 copies of a 20-page report, and I copied the wrong document. I told my supervisor, and he seemed pretty annoyed." What response is the best example of paraphrasing?
Correct Answer: A
This question falls under Domain I: Interpersonal Competencies, which emphasizes active listening and communication techniques such as paraphrasing to validate and clarify an individual's statements. The CPRP Exam Blueprint specifies that paraphrasing involves "restating the individual's message in the practitioner's own words to confirm understanding and demonstrate empathy, focusing on the content and facts of the statement." The scenario requires the practitioner to paraphrase the individual's description of a work mistake and their supervisor's reaction without adding interpretations or judgments. Option A: This response restates the key facts of the individual's statement (making an error at work and the supervisor seeming upset) in a concise, neutral manner. It accurately reflects the content without adding emotional assumptions or judgments, making it the best example of paraphrasing. Option B: This response includes praise for the individual's courage, which is an interpretation rather than a restatement, and does not fully capture the supervisor's reaction, making it less accurate as paraphrasing. Option C: This response assumes the individual is frustrated and disappointed the supervisor, which adds emotional interpretations not explicitly stated, diverging from pure paraphrasing. Option D: This response also assumes frustration and minimizes the mistake's significance, which introduces judgment and does not accurately restate the original statement. Extract from CPRP Exam Blueprint (Domain I: Interpersonal Competencies): "Tasks include: 2. Demonstrating active listening skills, including paraphrasing to confirm understanding of the individual's message. 3. Using person-centered communication to validate individuals' experiences." References: Psychiatric Rehabilitation Association (PRA). (2014). CPRP Exam Blueprint. Retrieved from PRA Certification Handbook. PRA. (2024). CPRP Exam Preparation & Primer Online 2024 Course: Module 2 - Interpersonal Competencies. Rogers, C. R. (1951). Client-Centered Therapy. Houghton Mifflin (influential in PRA's person-centered approach, emphasizes paraphrasing).
Question 3
A practitioner asks an individual to "list ten things in life you think are important." The practitioner then asks the individual to rank them in order of importance. The next step involves asking the individual to eliminate all except three of these. This is an example of a/an
Correct Answer: D
The described exercise focuses on identifying and prioritizing an individual's values to guide person-centered planning. The CPRP Exam Blueprint (Domain IV: Assessment, Planning, and Outcomes) includes assessing personal values and preferences as part of readiness and goal-setting processes to ensure goals align with what matters most to the individual (Task IV.A.2: "Assess individual's stage of change and readiness for goal- setting"). Option D (values clarification activity) aligns with this, as the process of listing, ranking, and narrowing down important life aspects helps the individual clarify their core values (e.g., family, independence, creativity), which informs the development of meaningful rehabilitation goals. Option A (functional assessment) evaluates skills and deficits, not values. Option B (overall rehabilitation goal selection) is a subsequent step that builds on clarified values. Option C (skills development programming) involves teaching specific abilities, not exploring values. The PRA Study Guide emphasizes values clarification as a key activity for aligning goals with personal priorities, supporting Option D. CPRP Exam Blueprint (2014), Domain IV: Assessment, Planning, and Outcomes, Task IV.A.2. PRA Study Guide (2024), Section on Values Clarification in Planning. CPRP Exam Preparation & Primer Online 2024, Module on Assessment, Planning, and Outcomes.
Question 4
An individual and her practitioner are in a treatment team meeting in which potential options for the individual are being discussed. The practitioner's priority is to advocate for an option that is:
Correct Answer: D
This question pertains to Domain II: Professional Role Competencies, which emphasizes advocacy and person-centered practice. The CPRP Exam Blueprint and PRA Code of Ethics state that "practitioners prioritize advocating for options that align with the individual's preferences and wishes, as this respects autonomy and promotes recovery." While stability, restrictiveness, and financial considerations are important, the individual's wishes are the primary focus in a recovery-oriented approach. * Option D: Advocating for an option consistent with the individual's wishes prioritizes her autonomy and self-determination, which are core to psychiatric rehabilitation. This ensures the treatment plan reflects her values and goals, fostering engagement and recovery. * Option A: Stability is important but secondary to the individual's preferences, as imposing stability- focused options may undermine autonomy. * Option B: The least restrictive option is a principle in mental health law but is not the primary focus in a treatment team meeting, where the individual's wishes take precedence. * Option C: Financial realism is a practical consideration but not the practitioner's priority over respecting the individual's preferences. Extract from CPRP Exam Blueprint (Domain II: Professional Role Competencies): "Tasks include: 2. Advocating for options that align with the individual's preferences and wishes to promote autonomy and recovery." : Psychiatric Rehabilitation Association (PRA). (2014). CPRP Exam Blueprint. Retrieved from PRA Certification Handbook. PRA. (2024). CPRP Exam Preparation & Primer Online 2024 Course: Module 3 - Professional Role Competencies. Anthony, W. A., Cohen, M., & Farkas, M. (1990). Psychiatric Rehabilitation. Center for Psychiatric Rehabilitation, Boston University (emphasizes person-centered advocacy).
Question 5
An individual with a psychiatric disability complains that her medication is making her too drowsy, even though it stops the distressing voices she hears. When using self-disclosure, the practitioner should:
Correct Answer: A
This question falls under Domain I: Interpersonal Competencies, which emphasizes person-centered communication, including the appropriate use of self-disclosure to build therapeutic relationships. The CPRP Exam Blueprint specifies that self-disclosure should be "relevant, purposeful, and aimed at fostering hope, empathy, or collaboration, while maintaining professional boundaries." In this scenario, the individual is struggling with medication side effects (drowsiness), and the practitioner's self-disclosure should relate to this experience to validate her concerns and encourage collaboration with healthcare providers. * Option A: Describing a personal experience of adjusting medication with a doctor due to side effects (dizziness) is relevant to the individual's situation. It validates her experience, models collaboration with a healthcare provider, and fosters hope that side effects can be managed, aligning with recovery- oriented communication. * Option B: Discussing stopping antibiotics is unrelated to psychiatric medication or side effects and focuses on non-adherence, which could imply judgment and is not therapeutic in this context. * Option C: Sharing strict adherence to medication due to trust in a doctor may dismiss the individual's valid concerns about side effects, potentially alienating her and undermining person-centered communication. * Option D: Talking about family demands is irrelevant to the individual's medication concerns and risks shifting focus to the practitioner's personal issues, violating professional boundaries. Extract from CPRP Exam Blueprint (Domain I: Interpersonal Competencies): "Tasks include: 1. Establishing and maintaining a therapeutic relationship with individuals. 2. Using self- disclosure purposefully to foster hope, empathy, or collaboration, while maintaining professional boundaries." : Psychiatric Rehabilitation Association (PRA). (2014). CPRP Exam Blueprint. Retrieved from PRA Certification Handbook. PRA. (2024). CPRP Exam Preparation & Primer Online 2024 Course: Module 2 - Interpersonal Competencies. Rogers, C. R. (1951). Client-Centered Therapy. Houghton Mifflin (influential in PRA's person-centered approach, supports purposeful self-disclosure).
