Exam Preview for 2051: Ethical, Empowering Ethical Practice Centere

Ethical, Empowering Ethical Practice Centered on Youth Leadership

Please note: exam questions are subject to change.

1. Which of the following best describes authentic youth engagement? Adults engage youth in a one-way action where youth simply follow instructions. Youth and adults engage with each other, working, playing, learning, and growing together, developing positive attitudes, knowledge, skills, and habits. Youth are passive recipients of guidance and information from adults. D) Youth only engage with other youth, while adults monitor and supervise from a distance. Youth only engage with other youth, while adults monitor and supervise from a distance.
2. Young clients trust practitioners when we: Don’t make mistakes Relate authentically with them Mostly give them advice Act as if we are their age
3. What does being "real" with young people involve in terms of sharing information? Sharing all personal details to build trust. Being discerning about what and how we share, and being transparent with youth about those decisions. Keeping all information private to maintain authority. Only sharing information that aligns with our personal beliefs.
4. It can be challenging for adults to treat young people with true respect because: Young people are not very smart Young people are apathetic Most adults were likely not treated with respect when they were young Young people don’t respect authority
5. Why is it important for practitioners to listen to and amplify the stories young people tell about themselves? Young people often need help understanding that adolescence is a negative time of life. Their stories reveal a focus on challenges rather than opportunities. Research shows that young people view adolescence as a time of opportunities, not just negativity. Amplifying their stories is primarily about highlighting their struggles, not their strengths.
6. According to Kohn's (1993) Three C's of intrinsic motivation, which of the following is a critical factor in motivating young people? Giving students only specific tasks to follow without any freedom or input. Focusing on content, community, and choice to foster intrinsic motivation and engagement. Offering external rewards for compliance rather than engaging students in meaningful tasks. Encouraging competition between students to increase motivation and participation.
7. Why is it important for adults to avoid triangulating youth or playing the “good guy” in their lives? It creates unnecessary competition among adults and undermines the unified support that young people need. It encourages young people to become more independent and make decisions on their own. It allows young people to see the adults as separate, competing influences, helping them learn to navigate conflict. It prevents young people from relying too much on adults and encourages them to handle situations on their own.
8. Why is it important to avoid the term "teenager" when working with young people, according to the statement? The term "teenager" is more broadly defined than "adolescent." The term “teenager” evokes negative stereotypes and reinforces the idea that young people are set apart from the rest of society. "Teenager" accurately reflects young people's maturity and decision-making abilities. Using "teenager" promotes a more accurate understanding of youth development and behavior.
9. What is one of the key outcomes of participating in thoughtfully facilitated groups for young people? Participants learn to solve conflicts in isolation without engaging with others. Participants gain a sense of belonging and develop skills to work constructively on conflicts, relationships, and feedback. Groups primarily focus on competition rather than collaboration among participants. Groups emphasize individual achievement over collective connection and growth.
10. What positive outcomes were observed for children participating in arts-based group therapy, according to the research findings? Children experienced a decline in self-esteem and struggled to express themselves. Children enjoyed the group, sought to extend its duration, and showed improvements in self-esteem and self-awareness. Children were disengaged and preferred individual therapy over group settings. The arts-based activities resulted in increased behavioral issues and emotional challenges.