Join Our Mailing List
HomeAbout UsWhat's NewFeedback
ReCAPP
Resource Center for Adolescent Pregnancy Prevention
 
Search
Index
Topic in Brief
Evidence-Based
Programs
Skills for
Educators
Skills for
Youth
Current
Research
Library
Statistics
Theories &
Approaches
Links
Professional
Credits
Learning Activity
Forums
Archives
Professional Credits


 

Website Wide:
Girls' Development

Continuing Education
Self-Study Quiz
for BRN, CHES and CFLE Contact Hours

Directions:
Read each question carefully. Circle the appropriate letter for each answer on a printed version of the self-study quiz answer sheet. Circle only one answer for each question.

Note: Links on this page with the Portable Document Format icon require Adobe Acrobat Reader 4.0 to view and print them. You can download this free software at: http://www.adobe.com/prodindex/acrobat/readstep.html

Self-Study Quiz

  1. Girls' development is important because:

    1. Boys' issues are increasingly addressed by male involvement programs.

    2. Girls suffer from increased depression, lower self-esteem, and more body dissatisfaction than boys.

    3. The number of girls in the United States is 8% higher than the number of boys.

    4. Girls across all ethnic and racial groups have low self-esteem.
      5.

  1. Getting girls involved in athletics is very beneficial for them because:
    1. It makes them stronger and more able to physically defend themselves.

    2. It increases their confidence in their bodies and in their abilities in the classroom.

    3. Increases their chances of getting scholarships to colleges and universities.

    4. It teaches them how to compete more like boys do.

  1. When designing asset building strategies for girls, it is important to identify negative influences on girls because:

    1. They can help the designer identify what assets the girls need to develop.

    2. They can work counter to an otherwise effective asset building strategy.

    3. Eliminating negative influences on girls is the aim of girls’ development approaches.

    4. Girls cannot identify negative influences for themselves.

      5.

  1. Each girl’s identity is made up of a collection of different "selves" which include her:
    1. authentic self, pseudo-authentic self and inauthentic selves.

    2. past self, present self and future selves.

    3. cultural self, social self and sexual selves.

    4. private self and public selves.

  1. What group(s) of girls did Mary Jane Rotheram-Borus, et. al., find to score higher on self-esteem measures?
    1. older girls, African-American girls, and strongly ethnically identified girls.

    2. white (non-Hispanic) girls and older girls.

    3. bicultural and bilingual girls.

    4. girls involved in sports regardless of their ethnic and racial identities.

      5.

  1. According to Mary Jane Rotheram-Borus, et. al., girls' vocational aspirations were:

    1. chiefly influenced by their parents.

    2. chiefly influenced by their church.

    3. chiefly influenced by the media.

    4. relatively low.
  1. Girls are twice as likely as boys to:

    1. use drugs and alcohol.

    2. commit suicide.

    3. become obese.

    4. experience depression.
  1. The "Gender Lifelines" learning activity encourages youth to explore messages they receive about their genders by having them:

    1. recollect events in their lives that made them aware of their genders.

    2. keep journals about what messages they have received about their genders.

    3. role play key gender-related events in their lives.

    4. recall gender messages they have given to other people.

      5.

  1. The 1995 United Nations report found that in many countries:
    1. Girls and boys are treated almost equally.
    2. Girls' development programs are becoming quite popular.
    3. Girls are fed less than their brothers, forced to work, and provided with less schooling.
    4. Many countries are making significant strides to improve conditions for girls.

      5.

  1. Which of the following is not listed as a proposed strategy for improving the nutrition, social, and economic status of all girls?
    1. improving adolescents’ food intake.

    2. keeping girls in school.

    3. postponing adolescent sexual activity.

    4. reducing girls’ workloads and improving work conditions.
      5.

Home | Index | Topic in Brief | Evidence-Based Programs
Skills for Educators | Skills for Youth | Current Research
Library | Statistics | Theories & Approaches | Links
Professional Credits | Learning Activity | Forums | Archives
etr logo

Join our mailing list - ReCAPPNotes!
Copyright © 2007 ETR Associates. All rights reserved.
Disclaimer


link to ETR website