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Exam CPRP Study Guide, CPRP Official Practice Test

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Psychiatric Rehabilitation Association Certified Psychiatric Rehabilitation Practitioner Sample Questions (Q19-Q24):

NEW QUESTION # 19
When working with an individual who has both substance abuse issues and a mood disorder, the practitioner has determined that the individual is in the pre-contemplative stage of change in regard to his substance use.
The practitioner's interventions should focus on

A. teaching the skill of saying no to alcohol.
B. establishing a goal to decrease alcohol use.
C. developing a trusting relationship.
D. identifying triggers that lead to drinking.

Answer: C

Explanation:
In the pre-contemplative stage of change, individuals are not yet considering changing their behavior (e.g., substance use) and may deny or minimize the problem. The CPRP Exam Blueprint (Domain I: Interpersonal Competencies) emphasizes building trust and rapport with individuals in early stages of change to foster engagement and openness to future interventions (Task I.B.3: "Adapt communication strategies to build trust and engagement"). Option D (developing a trusting relationship) aligns with this, as establishing trust through empathetic, non-judgmental interactions is critical to help the individual feel safe and eventually consider change, particularly for someone with co-occurring substance abuse and mood disorders.
Option A (teaching the skill of saying no) is action-oriented and premature for pre-contemplation. Option B (identifying triggers) is relevant in later stages, like contemplation or preparation. Option C (establishing a goal to decrease use) assumes readiness not present in pre-contemplation. The PRA Study Guide, referencing the Stages of Change model, highlights trust-building as the primary focus for pre-contemplative individuals, supporting Option D.
:
CPRP Exam Blueprint (2014), Domain I: Interpersonal Competencies, Task I.B.3.
PRA Study Guide (2024), Section on Stages of Change and Engagement.
CPRP Exam Preparation & Primer Online 2024, Module on Interpersonal Competencies.

NEW QUESTION # 20
A practitioner is working with an individual with a significant early childhood trauma history. The individual believes that the trauma history is a direct result of actions taken in past lives. The BEST course of action for the practitioner would be to

A. refer her for therapy to work through self-blaming.
B. remind her that she had no control over events as a young child.
C. explore with the individual her belief system.
D. educate the individual on the potential harm of this thinking.

Answer: C

Explanation:
Responding to an individual's belief about trauma requires interpersonal competencies that respect their worldview while fostering a therapeutic relationship. The CPRP Exam Blueprint (Domain I: Interpersonal Competencies) emphasizes understanding and respecting an individual's cultural, spiritual, and personal beliefs to build trust and inform service delivery (Task I.A.2: "Demonstrate cultural competence in service delivery"). Option B (explore with the individual her belief system) aligns with this by engaging in a person- centered, non-judgmental exploration of her belief that past-life actions caused her trauma, which helps the practitioner understand her perspective and tailor support accordingly.
Option A (remind her of lack of control) dismisses her belief system, potentially undermining trust. Option C (refer for therapy) may be premature without first understanding her beliefs to ensure an appropriate referral.
Option D (educate on potential harm) risks invalidating her spiritual perspective, which contradicts recovery- oriented, culturally competent practice. The PRA Study Guide and Code of Ethics emphasize respecting diverse belief systems as part of trauma-informed, person-centered care, supporting Option B.
:
CPRP Exam Blueprint (2014), Domain I: Interpersonal Competencies, Task I.A.2.
PRA Study Guide (2024), Section on Cultural Competence and Trauma-Informed Care.
CPRP Exam Preparation & Primer Online 2024, Module on Interpersonal Competencies.

NEW QUESTION # 21
A woman with a psychiatric disability informs the practitioner that she feels violated in the adult care residence because there are no locks on the bedroom doors. She has awakened to find male residents in her room. She has complained to the manager/owner for months and nothing has been done about it. What is the best way for the practitioner to address this situation?

A. Call the residence and strongly advise them to address the problem.
B. Provide the individual with the name and telephone number of the local human rights agency.
C. Demonstrate several self-defense techniques that are effective against intruders.
D. Provide the individual with supportive counseling to address underlying sexual concerns.

Answer: B

Explanation:
This question falls under Domain II: Professional Role Competencies, which emphasizes advocacy, ethical practice, and empowering individuals to access resources and assert their rights. The CPRP Exam Blueprint specifies that practitioners must "advocate for individuals' rights and access to appropriate services while maintaining professional boundaries." The scenario involves a serious safety and privacy violation in an adult care residence, requiring the practitioner to empower the individual to address the issue effectively while adhering to ethical standards.
* Option C: Providing the individual with the contact information of a local human rights agency empowers her to seek external advocacy and support to address the residence's failure to ensure her safety and privacy. This aligns with the PRA's emphasis on advocacy and empowerment, as it equips the individual to take action while respecting her autonomy. It also addresses the systemic issue (lack of response from the manager/owner) by connecting her to an authority that can enforce change.
* Option A: Teaching self-defense techniques places the burden on the individual to protect herself, which is inappropriate given the residence's responsibility to provide a safe environment. This does not address the systemic issue or empower the individual to seek resolution.
* Option B: Calling the residence to advise them directly may overstep professional boundaries, as the practitioner is not in a supervisory role over the residence. It also does not empower the individual or ensure a sustainable resolution, as the manager has already ignored her complaints.
* Option D: Providing supportive counseling for "underlying sexual concerns" assumes the issue is psychological rather than a legitimate safety violation, which is dismissive and inappropriate. It fails to address the immediate safety concern or advocate for systemic change.
Extract from CPRP Exam Blueprint (Domain II: Professional Role Competencies):
"Tasks include: 2. Advocating for individuals' rights and access to safe and appropriate services. 3.
Empowering individuals to self-advocate and access community resources. 4. Maintaining professional boundaries in all interactions."
:
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.
PRA Code of Ethics (2019). Emphasizes advocacy and empowerment in ensuring individuals' rights and safety.

NEW QUESTION # 22
Which of the following is MOST likely to move the field of psychiatric rehabilitation closer to a full vision of recovery?

A. Developing new medications.
B. Targeting wellness outcomes.
C. Reducing dependence on services.
D. Focusing on symptom management.

Answer: C

Explanation:
The vision of recovery in psychiatric rehabilitation emphasizes empowerment, self-determination, and community integration, enabling individuals to lead meaningful lives with minimal reliance on formal services. The CPRP Exam Blueprint (Domain V: Strategies for Facilitating Recovery) highlights promoting independence and self-sufficiency as central to recovery-oriented practice (Task V.A.1: "Promote recovery principles, including self-determination and independence"). Option B (reducing dependence on services) aligns with this by fostering skills, natural supports, and community resources that enable individuals to live independently and engage in valued roles (e.g., employment, relationships).
Option A (developing new medications) focuses on clinical symptom reduction, which supports recovery but is secondary to its broader social and personal goals (Domain VII). Option C (focusing on symptom management) prioritizes clinical outcomes over the holistic recovery principles of empowerment and community integration (Domain V). Option D (targeting wellness outcomes) is relevant but less specific than Option B, as wellness is one aspect of recovery, whereas reducing service dependence encompasses broader recovery goals, including self-management and community living (Domain III). The PRA Study Guide emphasizes independence as a hallmark of recovery, supporting Option B.
:
CPRP Exam Blueprint (2014), Domain V: Strategies for Facilitating Recovery, Task V.A.1.
PRA Study Guide (2024), Section on Recovery Principles.
CPRP Exam Preparation & Primer Online 2024, Module on Strategies for Facilitating Recovery.

NEW QUESTION # 23
After meeting with an individual and hearing about her goals, the next BEST step in person-centered planning is

A. scheduling an interdisciplinary team meeting.
B. conducting a strengths-based assessment.
C. performing a functional assessment.
D. developing a treatment plan.

Answer: B

Explanation:
Person-centered planning builds on an individual's goals by identifying strengths and resources to support their achievement. The CPRP Exam Blueprint (Domain IV: Assessment, Planning, and Outcomes) specifies that after identifying goals, the next step is to conduct a strengths-based assessment to highlight the individual' s capabilities, interests, and supports that can be leveraged to achieve their aspirations (Task IV.A.1: "Conduct functional assessments to identify individual goals and strengths"). Option B (conducting a strengths-based assessment) aligns with this, as it ensures the plan is grounded in the individual's existing assets, fostering hope and tailoring strategies to their unique strengths.
Option A (performing a functional assessment) is broader and includes strengths but also deficits, making it less specific than a strengths-based focus. Option C (developing a treatment plan) is premature, as assessment must precede planning, and "treatment" is a clinical term not aligned with rehabilitation's focus. Option D (scheduling an interdisciplinary team meeting) may occur later but is not the immediate next step after goal identification. The PRA Study Guide emphasizes strengths-based assessment as critical for person-centered planning, supporting Option B.
:
CPRP Exam Blueprint (2014), Domain IV: Assessment, Planning, and Outcomes, Task IV.A.1.
PRA Study Guide (2024), Section on Strengths-Based Assessment in Planning.
CPRP Exam Preparation & Primer Online 2024, Module on Assessment, Planning, and Outcomes.

NEW QUESTION # 24
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