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| A) | knowing someone's trauma history. | ||
| B) | always assuming trauma. | ||
| C) | discussing their trauma. | ||
| D) | None of the above |
| A) | Acknowledge their experience but minimize further conversation about it to maintain professionalism and scope of practice. | ||
| B) | Tell them that their trauma is unrelated to the treatment and that it's important to focus on their health. | ||
| C) | Offer to slow down the pace, explain each step of the treatment beforehand, and ask for consent at each stage. | ||
| D) | Reassure them that sexual abuse happens to many people and proceed with the exam quickly to avoid prolonging their discomfort. |
| A) | Collaboration and mutuality | ||
| B) | Cultural issues | ||
| C) | Integrity and honesty | ||
| D) | Empowerment, voice, and choice |
| A) | The emotional stress a person feels when they are involved in multiple stressful work situations without taking breaks | ||
| B) | The positive emotional growth and resilience someone experiences by observing others overcome adversity | ||
| C) | A condition where a person experiences physical injuries by witnessing accidents or violent events | ||
| D) | When an individual is negatively impacted by continuously hearing about or witnessing others' traumatic experiences, leading to emotional and psychological stress |
| A) | A temporary feeling of tiredness that can be resolved with a good sleep, a weekend off, or even a vacation | ||
| B) | Burnout refers to physical injuries caused by overworking | ||
| C) | A condition that occurs when someone gets frustrated from not being promoted or acknowledged at work, leading to dissatisfaction | ||
| D) | Emotional, physical, and mental exhaustion caused by prolonged stress, often resulting from chronic overworking, lack of support, and high demands |
| A) | Feeling a strong need to control every aspect of life or work | ||
| B) | A tendency to seek validation from others when making decisions | ||
| C) | Emotional withdrawal or detachment from relationships | ||
| D) | Difficulty with delegation |
| A) | Healthy eating | ||
| B) | Healthy social support | ||
| C) | Owning a pet | ||
| D) | Trauma therapy |
| A) | dementia. | ||
| B) | ER visits. | ||
| C) | premature death. | ||
| D) | All of the above |
| A) | A theory that explains how people form and maintain close relationships | ||
| B) | A theory that explores how our early attachments in life inform the way we attach and bond in our adult relationships | ||
| C) | A theory that examines how early relational trauma can disrupt our ability to feel safe, connected, and open with others | ||
| D) | All of the above |
| A) | Three | ||
| B) | Four | ||
| C) | Five | ||
| D) | Six |
| A) | Lack of emotional support from an early caregiver | ||
| B) | Physical and emotional inconsistencies from an early caregiver | ||
| C) | Intense ongoing fear in childhood | ||
| D) | None of the above |
| A) | There is increased immune modulation. | ||
| B) | There is an increase of myelinated vagal motor pathways. | ||
| C) | There is an arousal of the sympathetic nervous system. | ||
| D) | The parent-child relationship is our first experience of co-regulation. |
| A) | Inhibits fight or flight activation | ||
| B) | Increases dorsal motor pathways | ||
| C) | Decreases heart rate | ||
| D) | Both A and C |
| A) | Consent is never coerced. | ||
| B) | Consent is irrevocable. | ||
| C) | Consent is informed. | ||
| D) | Consent may be non-verbal. |
| A) | Insecure attachment styles are fixed and can't be changed. | ||
| B) | They develop from early childhood attachments. | ||
| C) | There are four different attachment styles. | ||
| D) | Having an insecure attachment style can make bonding and connection more challenging in adulthood. |
| A) | A parasympathetic state that supports connection | ||
| B) | A shut-down or freeze state | ||
| C) | A sympathetic state that is conducive to healing | ||
| D) | None of the above |
| A) | It occurs when in a sympathetic state. | ||
| B) | It must involve all four of these main areas of functioning: consciousness, identity, memory, and our awareness of self and others. | ||
| C) | People who dissociate are always aware that they are disconnected from their surroundings and can control when it happens. | ||
| D) | Individuals experience disconnection from their thoughts, feelings, or surroundings. |
| A) | Somatic exercises help erase traumatic memories from the brain, preventing them from resurfacing in the future. | ||
| B) | Somatic exercises encourage complete physical rest and inactivity. | ||
| C) | Somatic exercises help individuals release tension, regulate their nervous system, and act as a resource to process trauma more effectively. | ||
| D) | Somatic exercises are solely used to treat trauma. |
| A) | Nervous system regulation only happens consciously through mental effort, meaning people can control it by simply thinking about relaxing. | ||
| B) | Once dysregulated, the nervous system cannot return to a balanced state without medical intervention or medication. | ||
| C) | Nervous system regulation only involves the brain, with little influence from the body. | ||
| D) | System regulation can occur through both conscious practices like breathing and unconscious responses to safety cues. |
| A) | We have less capacity for stress. | ||
| B) | We may have inappropriate responses to stress. | ||
| C) | We feel resilient and capable. | ||
| D) | Both A and B |