Module 1-5 Cumulative Quiz: School Mental Health Provision and Practices Modules

Module 1
Choose the best definition for systems of support in schools.

Module 1

____________ is a system-wide framework that aligns and integrates academic, behavioral, and social-emotional wellness in order to support the whole child, their families, and school staff.

Module 1

_____________ is a framework for supporting students’ academic needs, whereas ___________ is a framework for supporting students’ behavioral needs.

Module 1

The purpose of a student support team is to engage in problem-solving and intervention development.

Module 1

VTSS is best conceptualized as:

Module 1

Which of the following were identified as essential elements of VTSS?

Module 1

In which tier (of a tiered model) do students have the majority of their academic, behavioral and social-emotional needs addressed using universal strategies such as regular classroom instruction or school-wide positive behavior support systems?

Module 1

Intensive, individualized instruction and supports are provided in which tier?

Module 2: Using Data to Identify Student Needs

It is estimated that approximately how many adolescents (age 13-18) live with a mental health condition?

Module 2: Using Data to Identify Student Needs

Students with mental health concerns may exhibit the following:

Module 2: Using Data to Identify Student Needs

Approximately _____ of students (age 14 and older) with a mental health condition drop out of high school.

Module 2: Using Data to Identify Student Needs

__________________ is/are the cumulative emotional and psychological trauma transmitted across generations within a community. It includes events from the past as well as what is currently being experienced by groups of people or acts by others that remind the target group about oppression.

Module 2: Using Data to Identify Student Needs

Based on data gathered by the Youth Behavior Risk Survey in 2019, Black and Hispanic students in middle and high school were more likely than white students:

Module 2: Using Data to Identify Student Needs

Which of the following are examples of adverse childhood experiences (ACEs)?

Module 2: Using Data to Identify Student Needs

Which of the following are strategies for identifying student need? (Select all that apply):

Module 3: Culturally Responsive and Equitable School Mental Health Services

_________________ is a framework for conceptualizing how overlapping identities and/or experiences contribute to the complexities of prejudices faced.

Module 3: Culturally Responsive and Equitable School Mental Health Services

Attitudes or stereotypes that affect our understanding, actions, and decisions that are outside of our conscious awareness are known as _______________.

Module 3: Culturally Responsive and Equitable School Mental Health Services

______________ is everyone getting the same thing; ____________ is everyone getting what they need.

Module 3: Culturally Responsive and Equitable School Mental Health Services

Which of the following were identified as attributes of cultural humility in school mental health?

Module 3: Culturally Responsive and Equitable School Mental Health Services

What were some of the benefits of taking an ecological approach to school mental health that were discussed in the module?

Module 3: Culturally Responsive and Equitable School Mental Health Services

The ADDRESSING Framework, developed by Pamela Hays is useful for:

Module 3: Culturally Responsive and Equitable School Mental Health Services

Some of the limitations of using cognitive-behavioral strategies with students that were discussed in the module include:

Module 3: Culturally Responsive and Equitable School Mental Health Services

When using cognitive behavioral strategies with students, the module recommended school mental health providers consider cultural influences on which of the following components?

Module 4: Back to the Basics: Preparing for School-Based Counseling

A student at your school has been referred for school-based counseling due to concerns with their ability to utilize age-appropriate social skills. Specifically, the student struggles to initiate and maintain conversations with peers, laughs at inappropriate times, and has difficulty maintaining appropriate physical boundaries (i.e., often stands too close to peers). Select the level of support below that would be most beneficial, given what you know about this student.

Module 4: Back to the Basics: Preparing for School-Based Counseling

When considering whether or not it is necessary to obtain consent from parents, which tier represents the level of support that almost always requires parental consent?

Module 4: Back to the Basics: Preparing for School-Based Counseling

Review the following statements about confidentiality and decide which statements are true.

Module 4: Back to the Basics: Preparing for School-Based Counseling

Which of the following are considerations to focus on when preparing for counseling sessions with students?

Module 4: Back to the Basics: Preparing for School-Based Counseling

The purpose of checking in on student’s homework is to determine whether or not the homework was completed.

Module 4: Back to the Basics: Preparing for School-Based Counseling

___________________ is a measure of whether or not we are implementing the plan we developed as intended; ________________ are measures of the impact our plan had on the student.

Module 4: Back to the Basics: Preparing for School-Based Counseling

Which of the following is an example of fidelity?

Module 4: Back to the Basics: Preparing for School-Based Counseling

Which type of progress monitoring documents how others view the change that has taken place for a student?

Module 4: Back to the Basics: Preparing for School-Based Counseling

What is the purpose of gathering impact data?

Module 5: Cognitive Behavioral Strategies for School-Based Intervention

Cognitive-behavioral approaches can be used to design interventions at which Tier?

Module 5: Cognitive Behavioral Strategies for School-Based Intervention

______________ is a key component of cognitive-behavioral interventions.

Module 5: Cognitive Behavioral Strategies for School-Based Intervention

What specific concerns have cognitive-behavioral approaches been found to be effective for addressing? Check all that apply.

Module 5: Cognitive Behavioral Strategies for School-Based Intervention

________________ is often utilized to help students become more aware of the types of cognitive distortions they are prone to believe and the situations that tend to trigger these thoughts.

Module 5: Cognitive Behavioral Strategies for School-Based Intervention

When helping the student to restructure automatic thoughts, which technique highlights that even the worst-case scenario for a student is manageable?

Module 5: Cognitive Behavioral Strategies for School-Based Intervention

In a self-monitoring intervention, the goal is to:

Module 5: Cognitive Behavioral Strategies for School-Based Intervention

Contingency management is often used as a tool in combination with other intervention strategies to modify students behavior.