ReCAPP: Professional Credits: Building Resiliency Through Culture Quiz

Web Site Wide:
Building Resiliency Through Culture

Continuing Education
Self-Study Quiz
for 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.

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Self-Study Quiz

According to Resnick (2000), building resiliency requires a philosophical commitment that:
1. young people have issues and problems equivalent to or more extreme than adults.
2. young people are resources to be developed, not problems to be solved.
3. most young people do not get the positive role-modeling — and often times personal attention — they need from their families.
4. young people do get the positive role-modeling and personal attention they need from their families.
Protective factors are:
1. tools — like condoms and other contraceptives — that help protect youth from unintended pregnancy and sexually transmitted infections (STIs).
2. inborn in every person and just need to be fostered.
3. a collection of "confidences" youth can develop to advocate for themselves, their health, and their friends.
4. nurturing aspects of a teen's life that can help reduce the risk of the teen engaging in problem behaviors.

Several factors are strongly associated with increasing or reducing risks to teens, including:
1. school performance, friends, and family relationships.
2. peer groups, age of onset of puberty, number of parents in the home.
3. involvement in sports, birth order, age of onset of puberty.
4. relationships with teachers, involvement in afterschool activities, school performance.

A strong sense of connectedness to parents, family and school:
1. is associated with "stabilizing health risks."
2. is more important for girls' resiliency than boys.
3. has great potential for reducing unhealthy behaviors.
4. Is the most important set of protective factors for teens today, as reported by parents and teachers in the "Resilient Youth 2000" survey.

John S. Santelli, et al's study "The Association of Sexual Behavior with Socioeconomic Status, Family Structure, and Race/Ethnicity Among US Adolescents" found that:
1. 74% of adolescents were living with both parents.
2. 33% of adolescents were living with their mothers only.
3. 9% of adolescents were living with their fathers only.
4. 3% of adolescents were living with extended families or in foster care.

An implication of John S. Santelli, et al's study is that:
1. adolescents from all economic strata are not equally susceptible to sexually transmitted infections and pregnancy.
2. access to health care is an important factor in the prevention and control of sexually transmitted infections.
3. adolescent connectedness to school and parents increases the teen's likelihood of having one or less sexual partners while in high school.
4. adolescents with better grade point averages are more likely to delay the onset of sexual activity.

Health disparities:
1. can be illustrated by the Centers for Disease Control and Prevention's findings on different teen birth rates by racial/ethnic groups.
2. according to the U.S. Department of Health and Human Services, have decreased at a surprising rate with the proliferation of managed care.
3. are differences in health status amongst different groups of people.
4. "are a reality in our country which will be improved very slowly over many years," explains Robert Ennis.
Critical thinking, as presented in the Skills for Educators, involves being able to:
1. identify health disparities.
2. differentiate between risk and protective factors when presented with adequate data.
3. recognize logical considerations in arguments.
4. distinguish between verifiable facts and value claims.

Race and racism do not cause:
1. increased vulnerability to disease.
2. adolescent pregnancy.
3. limited access to high quality health care.
4. higher resiliency.

In one study, teens whose parents had not completed high school were:
1. less likely to develop positive attitudes towards teachers and school than teens whose parents completed high school.
2. more likely to have lower career expectations than teens whose parents completed high school.
3. one and one-half times more likely to become teen parents than teens whose parents completed high school.
4. two and one-half times more likely to have had sexual intercourse than teens whose parents had graduated from college.

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