Psychiatric Rehabilitation Association CPRP - Certified Psychiatric Rehabilitation Practitioner

The individual’s car accident and subsequent challenges require revisiting her goals to address her current circumstances and emotional state. The CPRP Exam Blueprint (Domain IV: Assessment, Planning, and Outcomes) emphasizes re-evaluating goals in response to significant life changes to ensure person-centered planning remains relevant (Task IV.B.1: "Develop person-centered plans based on individual aspirations"). Option D (help the individual determine her goals with regard to returning to massage therapy training) aligns with this, as it prioritizes exploring whether she still wishes to pursue massage therapy or adjust her goals (e.g., alternative careers or delayed training) given her injuries, transportation issues, and feelings of being overwhelmed.

Option A (provide education on alternative programs) assumes a change in direction without confirming her goals. Option B (develop contacts) is premature without clarity on her aspirations. Option C (assess potential to return) is a secondary step, as her goals must guide the assessment. The PRA Study Guide underscores goal re-evaluation as the first step after disruptions, supporting Option D.

The individual’s workplace anger outbursts threaten her job, indicating a need for skill-building to manage emotions effectively. The CPRP Exam Blueprint (Domain V: Strategies for Facilitating Recovery) emphasizes teaching self-management skills to support recovery goals, such as maintaining employment (Task V.B.4: "Teach skills using evidence-based methods"). Option B (provide the individual with anger management techniques) aligns with this, as techniques like deep breathing, cognitive reframing, or time-outs can help her regulate emotions, address the behavior that led to the warning, and reduce the risk of job loss.

Option A (check medication) assumes a clinical issue without evidence and is outside the rehabilitation focus. Option C (encourage a meeting with the supervisor) may be a later step but does not address the individual’s immediate need to manage anger. Option D (reassure she will not lose her job) is unrealistic and avoids addressing the behavior. The PRA Study Guide highlights skill-based interventions for workplace challenges, supporting Option B.

Addressing sensitive disclosures, such as a history of sexual abuse, requires interpersonal competencies that prioritize empathy, ethical practice, and appropriate referrals. The CPRP Exam Blueprint (Domain I: Interpersonal Competencies) emphasizes recognizing when issues require specialized intervention and making appropriate referrals (Task I.C.2: "Identify and refer individuals to appropriate services based on their needs"). Option D (refer him and his partner to a qualified therapist) is the best response, as a history of sexual abuse and its impact on intimacy are complex issues that typically require specialized therapeutic intervention, such as trauma-focused therapy or couples counseling, to address underlying trauma and relational dynamics effectively.

Option A (developing action steps) is premature without professional therapeutic support to address the trauma. Option B (developing a WRAP plan) is inappropriate, as WRAP focuses on self-management of mental health, not trauma-specific issues (Domain V). Option C (referring to a support group) may be a supplementary step but is less immediate and targeted than therapy for addressing trauma and intimacy concerns. The PRA Code of Ethics and Study Guide emphasize referring to qualified professionals for issues outside the practitioner’s scope, supporting Option D.

A strength-focused assessment emphasizes an individual’s capabilities and supports to inform recovery-oriented planning. The CPRP Exam Blueprint (Domain IV: Assessment, Planning, and Outcomes) defines such assessments as including readiness (motivation), functional strengths and needs (skills and deficits), and environmental resources/barriers (supports and obstacles) to create a holistic, person-centered plan (Task IV.A.1: "Conduct functional assessments to identify individual goals and strengths"). Option C (readiness, functional strengths and needs, and environmental resources/barriers) aligns with this, capturing the key components needed to leverage strengths and address challenges effectively.

Option A (knowledge, skills, resources, barriers) omits readiness, a critical factor. Option B (positive attitude, support systems, opportunities) is vague and less comprehensive. Option D (ability to change, personal/community resources) is incomplete without functional needs and barriers. The PRA Study Guide details these components for strength-focused assessment, supporting Option C.

Rehabilitation readiness assessment evaluates an individual’s preparedness to engage in recovery-oriented goal-setting and activities. The CPRP Exam Blueprint (Domain IV: Assessment, Planning, and Outcomes) specifies that assessing readiness includes identifying the individual’s desire and motivation to change, as this drives their willingness to pursue goals (Task IV.A.2: "Assess individual’s stage of change and readiness for goal-setting"). Option C (identifying the desire to change at this time) aligns with this, as it focuses on the individual’s current motivation and commitment, a key component of readiness often assessed through tools like the Stages of Change model.

Option A (assessing strengths and weaknesses) is part of a functional assessment, not specifically readiness. Option B (establishing connections) relates to engagement (Domain I), not readiness assessment. Option D (identifying resources) is part of resource assessment, not readiness. The PRA Study Guide emphasizes motivation and desire to change as central to readiness assessment, supporting Option C.

The individual’s decision to abandon his goal to stop using drugs on the planned start date reflects a shift in motivation, often seen in the context of change processes. The CPRP Exam Blueprint (Domain IV: Assessment, Planning, and Outcomes) addresses assessing readiness and responses to change, noting that resistance can manifest as reluctance or reversal of commitment, particularly when facing the reality of action (Task IV.A.2: "Assess individual’s stage of change and readiness for goal-setting"). Option A (resistance) aligns with this, as the individual’s sudden decision not to quit suggests ambivalence or fear of change, common in the transition from planning to action in the Stages of Change model (e.g., moving from preparation to contemplation or pre-contemplation).

Option B (denial) implies rejecting the problem entirely, which is not indicated, as he previously acknowledged the goal. Option C (withdrawal) refers to physical or emotional retreat, not a change in goal commitment. Option D (substitution) involves replacing one behavior with another, which is not described. The PRA Study Guide identifies resistance as a common response to change, supporting Option A.

This question aligns with Domain II: Professional Role Competencies, which focuses on maintaining professional ethics, boundaries, and addressing potential conflicts of interest. The CPRP Exam Blueprint and PRA Code of Ethics emphasize that “practitioners must proactively address dual relationships by consulting with supervisors to ensure ethical practice and protect confidentiality.” The scenario involves a dual relationship that could compromise confidentiality or objectivity, requiring immediate ethical consideration.

Option D: Consulting with the program supervisor is the best course of action, as it allows the practitioner to discuss the potential conflict, explore ethical implications, and determine steps to maintain professionalism and confidentiality. This aligns with PRA’s ethical guidelines for addressing dual relationships proactively.

Option A: Quitting the restaurant job is an extreme measure and unnecessary without first assessing the situation through consultation, which may identify less drastic solutions.

Option B: Monitoring the situation passively risks ethical violations if the dual relationship impacts confidentiality or objectivity, failing to address the issue proactively.

Option C: Reassuring the restaurant owner about confidentiality does not address the broader ethical concerns of the dual relationship and may inadvertently involve the owner in the participant’s care, breaching boundaries.

Extract from CPRP Exam Blueprint (Domain II: Professional Role Competencies):

“Tasks include: 1. Adhering to professional ethics and boundaries, including addressing dual relationships through consultation with supervisors. 2. Protecting confidentiality in all professional interactions.”

Social support networks are critical for enhancing wellness among individuals with schizophrenia, as they provide emotional, practical, and social resources that foster recovery. The CPRP Exam Blueprint (Domain VII: Supporting Health & Wellness) emphasizes the role of social connections in promoting overall well-being (Task VII.B.1: "Support the development of social and interpersonal skills to enhance wellness"). Option C (sense of well-being) aligns with this, as literature consistently shows that strong social support networks improve emotional and psychological well-being by reducing isolation, enhancing self-esteem, and providing a sense of belonging, which are particularly vital for individuals with schizophrenia.

Option A (social skills) may improve indirectly through social engagement, but it is not the primary outcome, as skills are a means to well-being, not the end goal. Option B (ability to work) is a secondary benefit, as employment depends on multiple factors beyond social support (Domain III). Option D (symptomatology) may see some improvement, but well-being is a broader, more direct outcome of social support, as symptom reduction is not guaranteed by social networks alone. The PRA Study Guide, referencing recovery-oriented research, highlights social support as a key driver of well-being, supporting Option C.

The Wellness Recovery Action Plan (WRAP), developed by Mary Ellen Copeland, is a self-directed, recovery-oriented framework that empowers individuals to manage their mental health and wellness. The CPRP Exam Blueprint (Domain V: Strategies for Facilitating Recovery) highlights WRAP as a tool for developing self-management skills, particularly for managing stress and preventing crises (Task V.B.2: "Facilitate the development of self-management skills"). Option B (providing tools to handle stress) aligns with WRAP’s core components, which include identifying triggers, creating a wellness toolkit (e.g., coping strategies like mindfulness or exercise), and developing action plans to manage stress and symptoms effectively.

Option A (adapting 12-step programs) is incorrect, as WRAP is a distinct, personalized recovery model, not an adaptation of 12-step programs, which focus on addiction recovery. Option C (increasing adherence to treatment) may be an indirect benefit but is not WRAP’s primary purpose, which emphasizes self-empowerment over compliance. Option D (replacing advance directives) is incorrect, as WRAP complements, but does not replace, legal documents like advance directives, which are addressed separately (Task V.C.3). The PRA Study Guide emphasizes WRAP’s role in fostering resilience and stress management, supporting Option B.

Conflict resolution is an essential interpersonal competency for practitioners in psychiatric rehabilitation, particularly in settings like residential programs where interpersonal dynamics are common. The CPRP Exam Blueprint (Domain I: Interpersonal Competencies) emphasizes using collaborative, person-centered strategies to manage conflicts (Task I.B.2: "Facilitate conflict resolution using recovery-oriented approaches"). Option D (help housemates distinguish the individuals from the problem) aligns with this task by employing a recovery-oriented technique, such as narrative or solution-focused approaches, that externalizes the problem (e.g., “the conflict is the issue, not the people”). This fosters collaboration and reduces personal blame, promoting constructive dialogue.

Option A (prescribe a time-out) is authoritarian and not recovery-oriented, as it does not empower individuals to resolve the conflict. Option B (recommend contacting case managers) deflects responsibility and does not address the conflict directly, missing an opportunity for skill-building. Option C (discuss the problem privately) may be part of a process but is less effective than Option D, as it does not directly facilitate group resolution or teach conflict management skills. The PRA Study Guide highlights externalizing problems as a best practice in conflict resolution, supporting Option D.