Quiz

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.

Module 6: Supervising Across Difference
The sociopolitical dimension of multicultural competence describes:

Module 6: Supervising Across Difference
The intrapersonal identity dimension of multicultural competence describes:

Module 6: Supervising Across Difference
The interpersonal biases and prejudice dimension of multicultural competence describes:

Module 6: Supervising Across Difference
Which of the following were identified as some of the key characteristics of the supervisor-supervisee relationships? Check all that apply.

Module 6: Supervising Across Difference
As a result of engaging in conversations about cultural similarities and differences, supervisees in culturally diverse dyads report a(n) ____________________ and __________________ with their supervisor.

Module 6: Supervising Across Difference
Which of the following were discussed in the module as strategies for supervisors to address cultural differences with supervisees? Check all that apply.

Module 6: Supervising Across Difference
_________________ refers to a relationship in which both the supervisor and supervisee provide feedback to one another and are open to suggestions for improvement.

Module 6: Supervising Across Difference
When working to move supervisees from understanding cultural similarities and differences to changing their behavior and practices, supervisors are encouraged to: (Check all that apply).

Module 7: Beginning Supervision
What are the three areas of skill development that define supervisee competency?

Module 7: Beginning Supervision
________________ skills require the supervisee to be able to identify and develop appropriate goals and plans for working with the student. This includes determining the right level of intervention and type of support the student needs.

Module 7: Beginning Supervision
In the Discrimination model of supervision, three distinct roles of the supervisor are described. How is the role of the supervisor as consultant conceptualized?

Module 7: Beginning Supervision
What are some differences between a traditional counseling role and the role of the supervisor as counselor? Check all that apply.

Module 7: Beginning Supervision
As discussed in the module, “problems” observed by supervisors in their trainees may not always be attributable to internal factors of the supervisee. What are other considerations that can offer additional explanations of perceived problems? Check all that apply.

Module 7: Beginning Supervision
Strengths-based supervision means that problematic practices by a supervisee are ignored or glossed over, and only the areas where the supervisee performs well are addressed.

Module 7: Beginning Supervision
_______________________ are the moment-to-moment activities that supervisors use in the context of a supervisory relationship to build supervisee competence.

Module 7: Beginning Supervision
What were some of the recommendations discussed in the training as related to observing supervisees? Check all that apply.

Module 8: Giving Difficult Feedback
Your supervisee is working with a high school student who is experiencing symptoms of depression: loss of interest in activities, withdrawal, isolation, and feelings of worthlessness. Your supervisee is interested in using behavioral activation with this student, but has never learned the technique. You assign your supervisee readings about behavioral activation, explain the key components, and engage in a series of role plays with your supervisee until they have the skills necessary to use this technique with their student. Considering this scenario from the Discrimination Model, which type of skill is being targeted in the supervisee and which role is the supervisor operating from?

Module 8: Giving Difficult Feedback
A supervisor attempts to help her supervisee confront her own barriers regarding developing a trusting relationship with others, and helps the supervisee explore how these barriers are impacting her professionally. This is an example of the supervisor operating from which role in the discrimination model?

Module 8: Giving Difficult Feedback
When providing corrective feedback, it is important only to focus on a supervisee’s strengths.

Module 8: Giving Difficult Feedback
Which of the following are key components to consider when delivering effective feedback? Check all that apply.

Module 8: Giving Difficult Feedback
In considering when feedback is provided to a supervisee, research has shown that _______________ feedback is more effective than ______________ feedback.

Module 8: Giving Difficult Feedback
Which of the following is a critical component for supervisors when providing feedback to a supervisee and highlights the supervisee’s performance?

Module 8: Giving Difficult Feedback
When providing difficult feedback, the supervisor should acknowledge that hearing corrective feedback can be challenging and reinforce their investment in the supervisee’s skill development.

Module 8: Giving Difficult Feedback
A strong supervisor-supervisee relationship is the foundation on which difficult conversations can be had without negatively impacting the ability to work together moving forward.

Module 9: Building and Maintaining Effective School Teams
Some of the most common challenges encountered when trying to create or maintain a school-based team include:

Module 9: Building and Maintaining Effective School Teams
________________ protects individuals’ sensitive health information from being disclosed without their consent. Hospitals, outpatient mental health programs, and school mental health records of school-based community providers must abide by these regulations.

Module 9: Building and Maintaining Effective School Teams
In both FERPA and HIPAA there are provisions related to sharing information on a need-to-know basis during crises and emergency situations in order to protect students.

Module 9: Building and Maintaining Effective School Teams
Many schools face the difficulty of having limited resources and insufficient funding for school mental health. To overcome these challenges, which of the following strategies was recommended?

Module 9: Building and Maintaining Effective School Teams
When considering the membership of an effective team, one of the key components is ensuring the team:

Module 9: Building and Maintaining Effective School Teams
____________________ is one of the key components to emphasize when considering the membership of your team. This ensures that team members attend, engage, and complete assigned tasks.

Module 9: Building and Maintaining Effective School Teams
Effective school-based teams emphasize data-based decision-making. Which types of data were discussed in the module as being important for effective teams?

Module 9: Building and Maintaining Effective School Teams
Another component discussed in the module when building effective school teams is to ensure that the team has clearly defined:

Module 9: Building and Maintaining Effective School Teams
One strategy for teaming discussed in the module was to have different teams manage the data analysis/intervention implementation across a specific tier. In this model, which team would be responsible for reviewing whole school data, completing universal needs assessment/resource mapping, monitoring prevention outcomes, coordinating school-wide screening, and planning professional development opportunities for the staff?

Module 10: Roles and Functions of School Mental Health Professionals
A comprehensive school counseling program includes which of the following components?

Module 10: Roles and Functions of School Mental Health Professionals
Which of the following were identified as areas of overlap between comprehensive school counseling programs and multi-tiered systems of support?

Module 10: Roles and Functions of School Mental Health Professionals
Read the following example and select which tier this type of service represents.
An elementary school counselor provides individual counseling (weekly) to a student with significant anxiety and uses data to monitor the student’s progress.

Module 10: Roles and Functions of School Mental Health Professionals
Read the following each example and select which tier this type of service represents.
A middle school counselor develops and runs a small group for 7^th graders focused developing the skills needed to maintain positive peer relationships.

Module 10: Roles and Functions of School Mental Health Professionals
All schools in Virginia are required to have a school nurse on staff.

Module 10: Roles and Functions of School Mental Health Professionals
Which of the following was identified as a reason that the school nurse is often the first person in the educational system that students access for mental health issues?

Module 10: Roles and Functions of School Mental Health Professionals
Higher school nurse to student ratios (i.e., increasing the number of nurses available to students in schools) is related to improved attendance among students.

Module 10: Roles and Functions of School Mental Health Professionals
Read the following example and select which tier this type of service represents.
An elementary school nurse reviews the data on the reasons students are visiting the health office. Upon review, the nurse discovers that students are frequently coming to the clinic for minor ailments (e.g., needing a bandaid). To help limit missed instructional time, the nurse applies for a grant to develop first aid kits for each classroom in the building so students are able to get their needs met in class.

Module 11: Roles and Functions of School Mental Health Professionals
School social workers are required to hold a clinical license from the Virginia Board of Social Work.

Module 11: Roles and Functions of School Mental Health Professionals
There are four key constructs embedded in the model for high quality school social work service delivery. Which of the following describes the home-school-community linkages construct?

Module 11: Roles and Functions of School Mental Health Professionals
What are the key practice features identified in the school social work model of practice?

Module 11: Roles and Functions of School Mental Health Professionals
Read the example of a type of service offered by a school social worker and then select which tier of service this represents.

A school social worker collaborates with the school counselor, school psychologist, and building administrator to develop a new substance use prevention curriculum for students in high school.

Module 11: Roles and Functions of School Mental Health Professionals
Which of the following were identified as areas that school psychologists receive extensive training?

Module 11: Roles and Functions of School Mental Health Professionals
Read the following example of a type of service offered by a school psychologist and then select which tier of service this represents.
A school psychologist consults and collaborates with a principal on the development and implementation of a new school-wide positive behavior plan for the school.

Module 11: Roles and Functions of School Mental Health Professionals
Read the following example of a type of service offered by a school psychologist and then select which tier of service this represents.
The school psychologist at an elementary school develops and runs a group that meets bi-weekly focused on social skills training for four third graders diagnosed with Autism and two peer models.

Module 11: Roles and Functions of School Mental Health Professionals
Based on what you have learned about each of the school-based mental health professions, read through the activities below and select the option that best exemplifies an area of potential collaboration for school mental health providers.

Module 12: Putting it Together Collaborating and Advocating
When building a collaborative, interprofessional team, relationship development is:

Module 12: Putting it Together Collaborating and Advocating
Effective school-based teams only use data to inform the decisions made about student supports.

Module 12: Putting it Together Collaborating and Advocating
Which of the following were identified as the general phases a team goes through when deciding to implement a new intervention?

Module 12: Putting it Together Collaborating and Advocating
A team has recently started implementing a new Tier 2 intervention addressing anxiety concerns among a group of students at their school. The intervention is underway and the team has some encouraging preliminary data, but they don’t yet have data on the full impact of the intervention. When considering intervention sustainability, what should the team do with the data they have collected?

Module 12: Putting it Together Collaborating and Advocating
There is _________ research evidence connecting improvements in mental health to improvements in students’ academic performance.

Module 12: Putting it Together Collaborating and Advocating
One strategy discussed as a way to address limited resources when advocating for mental health supports for students was to encourage administrators to ____________________.

Module 12: Putting it Together Collaborating and Advocating
Research has shown that students are less likely to seek counseling when those services are available in school.

Module 12: Putting it Together Collaborating and Advocating
Community-based mental health providers usually work with students who are showing the most intensive need whereas school-based mental health providers receive training to provide comprehensive (i.e., tier 1, tier 2, and tier 3) mental health services to students.