Download the Latest CFRP Dumps – 2025 CFRP Exam Questions [Q15-Q33]

NEW QUESTION 15
A child and his family are preparing to make an active change in their health and wellness. How would the practitioner proceed?

Examine their readiness to make changes.

Demonstrate empathy and understanding.

Assist them in developing goal statements and plans.

Assess their strengths and weaknesses.

NEW QUESTION 16
One of the best strategies a practitioner can teach parents of a transition-age youth is to communicate in a manner that is

slow and deliberate.

detailed and illustrative.

rational and in-depth.

short and to the point.

NEW QUESTION 17
A 13-year-old boy, who is new to the community and school, is found intoxicated in the school bathroom.
What is the BEST course of action for the practitioner to take?

Convene a meeting with the child, his family, and school officials.

Refer the child to substance abuse treatment services.

Report the child’s behavior to law enforcement.

Encourage school officials to expel the child.

NEW QUESTION 18
Mental health treatment is expanding to include

school modifications.

individualized goal planning.

peer-to-peer support.

functional family therapy.

NEW QUESTION 19
Which of the following interventions would be the MOST appropriate to help a family access needed services?

Provide the family with a prepared plan to ensure they receive the services they need.

Work with the family to identify barriers to service utilization.

Enroll the family in services based on needs identified by the practitioner.

Encourage the family to find support services on their own to foster independence.

NEW QUESTION 20
A strengths-based approach requires the practitioner to focus on

risks, benefits, and outcomes.

assessment, planning, and solutions.

needs, barriers, and outcomes.

opportunities, hope, and solutions.

NEW QUESTION 21
Reform, when referenced with expanding home and community-based services, often comes in response to

educational initiatives.

economic decline.

population growth.

legal action.

NEW QUESTION 22
A family is refusing to work with a practitioner, stating they already have too many service providers. They do not want another new person working with their child. What is the BEST course of action for the practitioner to take?

Accept the family’s decision and move on to the next referral.

Encourage the family to work with the practitioner for at least one month.

Coordinate a meeting with the family and all of the service providers.

Call the other service providers and request they close services with the family.

This question falls under the Systems Competencies domain, which focuses on collaboration with families, service providers, and community systems to support the child’s recovery. The PRA CFRP Study Guide 2024-
2025 emphasizes that practitioners must prioritize family-centered care and coordinate services to reduce fragmentation and overwhelm, especially when families feel burdened by multiple providers.
Option C (Coordinate a meeting with the family and all of the service providers) is the best course of action.
The PRA guidelines highlight that when a family resists additional services due to provider overload, the practitioner should facilitate collaboration among existing providers to streamline care. Coordinating a meeting allows the practitioner to clarify roles, align goals, and address the family’s concerns, fostering trust and reducing redundancy. This approach aligns with the PRA’s emphasis on systems integration and family empowerment.
Option A (Accept the family’s decision and move on to the next referral) is incorrect because it dismisses the family’s needs without exploring solutions. The PRA Code of Ethics requires practitioners to advocate for families and seek collaborative resolutions rather than disengaging.
Option B (Encourage the family to work with the practitioner for at least one month) is incorrect because it disregards the family’s expressed concerns about provider overload. The PRA study guide advises against pressuring families, as this can erode trust and engagement.
Option D (Call the other service providers and request they close services with the family) is incorrect because it oversteps the practitioner’s role and disregards the family’s autonomy. The PRA framework emphasizes that decisions about service closure should involve the family and be based on their needs, not unilateral action by the practitioner.
References:
Psychiatric Rehabilitation Association, CFRP Study Guide 2024-2025, Section on Systems Competencies:
Collaboration and Service Coordination.
PRA Certification Candidate Handbook, Competency Domain 6: Systems Competencies.
PRA Code of Ethics, Principle 2: Family-Centered Practice.

NEW QUESTION 23
During assessment, it is important to encourage children to talk about their experiences and perceptions because children often

are excited to talk about themselves.

are unaware of their strengths and weaknesses.

repress their memories and feelings.

hide important information about themselves.

NEW QUESTION 24
A transition-age youth tells a practitioner that he has a plan to kill a younger sibling when the time is right.
What is the MOST appropriate course of action for the practitioner to take?

Maintain confidentiality and discourage him from taking action.

Explain the limits of confidentiality and develop an action plan.

Inform his family members of the danger to the sibling.

Notify the police of the potential danger to the sibling.

NEW QUESTION 25
Trauma-informed care requires that a practitioner will FIRST

set limits and consequences to teach self-regulation.

develop a trusting relationship with the child.

provide case management services to ensure treatment.

teach parents how to de-escalate negative behaviors.

NEW QUESTION 26
A child’s participation in the development of an action plan

increases locus of control.

teaches social skills.

ensures positive outcomes.

reinforces resiliency.

NEW QUESTION 27
An example of a reasonable accommodation for an 8-year-old with executive functioning deficits is

permitting the child to nap during the school day.

providing a quiet room for taking tests.

allowing the child to opt out of tests.

scheduling counseling sessions during the school day.

NEW QUESTION 28
A parent has asked her child’s school to provide accommodations in the classroom for her child who is diagnosed with an anxiety disorder. The school is refusing to comply with the parent’s request. A practitioner’ s FIRST step is to

contact the school and demand they comply.

assist the parent with obtaining an education advocate.

assist the parent with implementing behavior modification.

report the school to the Department of Education.

NEW QUESTION 29
A 9-year-old does not get selected for the school all-star baseball team. This child seeks social support from his peers to manage his disappointment. This is an example of what type of coping strategy?

Emotion focused

Cognitive focused

Process focused

Problem focused

NEW QUESTION 30
A practitioner is completing an assessment with a child who recently experienced a traumatic event. The child is avoiding questions related to the event. The practitioner should

ask the parent about the child’s trauma.

allow the child to disclose at his own pace.

refer the child to a therapist.

continue questioning the child about the trauma.

NEW QUESTION 31
When nurturing problem-solving abilities in children with autism spectrum disorders, it is important to

provide unconditional support of their decisions.

define the possible consequences of their actions.

engage them in thinking about possible solutions.

offer them frequent reminders about what to do.

NEW QUESTION 32
Between the ages of five and twelve years, a child is typically

exploring interpersonal skills through initiating activities.

developing skills and a sense of pride in accomplishments.

forming an attachment to caregivers and teachers.

coming to terms with emerging sexuality.

NEW QUESTION 33
What factors must be understood when considering typical childhood development?

Education and learning needs

Context and culture

Nature and environment

Gender and birth order

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