IC&RC PREVENTION SPECIALIST CERTIFICATION EXAM QUESTIONS WITH 100% DETAILED VERIFIED AN, Exams of Business Administration

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IC&RC PREVENTION SPECIALIST

CERTIFICATION EXAM

QUESTIONS WITH 100%

DETAILED VERIFIED ANSWERS

2024/

What are the 6 Principles of the Prevention Think Tank Code of Ethical Conduct?

1. Non-Discrimination
2. Competence
3. Integrity
4. Nature of Services
5. Confidentiality
6. Ethical Obligations for Community & Society Ethics Principle #1: Non-discrimination Prevention Professionals shall not discriminate against service recipients or colleagues based on race, ethnicity, religion, national origin, sex, age, sexual orientation, education level, economic or medical condition, or physical or mental ability. Prevention professionals should broaden their understanding and acceptance of cultural and individual differences and, in so doing, render services and provide information sensitive to those differences. Ethics Principal #2: Competence Prevention professionals shall master their prevention specialty's body of knowledge and skill competencies, strive continually to improve personal proficiency and quality of service delivery, and discharge professional responsibility to the best of their ability. competence includes a synthesis of

education and experience combined with an understanding of the cultures within which prevention application occurs. The maintenance of competence requires continual learning and professional improvement throughout one's career.

1. Prevention professions should be diligent in discharging responsibilities. Diligence imposes the responsibility to render services carefully and promptly, to be thorough and to observe applicable standards.
2. Due care requires prevention professionals to plan and supervise adequately, and to evaluate any professional activity for which they are responsible.
3. Prevention professionals should recognize limitations and boundaries of their own competence and not use techniques or offer services outside those boundaries. Prevention professionals are responsible for assessing the adequacy of their own competence for the responsibility to be assumed.
4. Prevention professionals should be supervised by competent senior prevention professionals. When this is not possible, prevention professionals should seek peer supervision or mentoring from other competent prevention professionals.
5. When prevention professionals have knowledge of unethical conduct or practice on the part of another prevention professional, they have an ethical responsibility to report the conduct or practice to funding, regulatory, or other appropriate bodies.
6. Prevention professionals should recognize the effect of impairment on professional performance and should be willing to seek appropriate treatment. Ethics Principal #3: Integrity To maintain and broaden public confidence, prevention specialists should perform all responsibilities with the highest sense of integrity. Personal gain and advantage should not subordinate service and the public trust. Integrity can accommodate the inadvertent error and the honest difference of opinion. It cannot accommodate deceit or subordination of principle. A. All information should be presented fairly and accurately. Each professional should document and assign credit to all contributing sources used in published material or public statements. B. Prevention specialists should not misrepresent either directly or by implication professional qualifications or affiliations. C. Where there is evidence of impairment in a colleague or a service recipient, a prevention specialist should be supportive of assistance or treatment.

D. Prevention specialists should not be associated directly or indirectly with any service, products, individuals, and organizations in a way that is misleading. Ethics Principal #4: Nature of Services Practices shall do no harm to service recipients. Services provided by prevention specialists shall be respectful and non-exploitive. A. Services should be provided in a way which preserves the protective factors inherent in each culture and individual. B. Prevention specialists should use formal and informal structures to receive and incorporate input from service recipients in the development, implementation and evaluation of prevention services. C. Where there is suspicion of abuse of children or vulnerable adults, the prevention specialist shall report the evidence to the appropriate agency. Ethics Principal #5: Confidentiality Confidential information acquired during service delivery shall be safe guarded from disclosure, including

• but not limited to - verbal disclosure, unsecured maintenance of records, or recording of an activity or presentation without appropriate releases. Prevention specialists are responsible for knowing the confidentiality regulations relevant to their prevention specialty. Ethics Principal #6: Ethical Obligation to Community & Society According to their consciences, prevention specialists should be proactive on public policy and legislative issues. The public welfare and the individual's right to services and personal wellness should guide the efforts of prevention specialists to educate the general public and policy makers. Prevention specialists should adopt a personal and professional stance that promotes health. Ethics Scenario #1: You are a recovering alcoholic with 10 years of sobriety, employed as a prevention professional for a regional support center. Your agency has a policy that a person must have two years of sobriety to work for the agency. You relapse over the weekend during the wedding of a friend out of state. You contact yourself health support system back home and process the issue. You know what happened and why. What do you do next? Report it to the HR dept at your agency. Ethical obligation to Community & Society - Prevention specialists should adopt a personal and

professional stance that promotes health. Competence - When prevention professionals have knowledge of unethical conduct or practice on the part of another prevention professional, they have an ethical responsibility to report the conduct or practice to funding, regulatory, or other appropriate bodies. Prevention professionals should recognize the effect of impairment on professional performance and should be willing to seek appropriate treatment. Ethics Scenario #2: You work in a Prevention Program for Adjudicated Youth. A youth in the program recently signed a form for your agency to release information about her attendance record and level of participation in the program to her probation officer. One of the documents you forwarded also had information about her disclosure of confusion regarding her sexual orientation. Her probation officer asks you about this. How will you respond? You cannot disclose further information & the youth should be alerted to the breach of privacy immediately. Confidentiality - Confidential information acquired during service delivery shall be safe guarded from disclosure. Ethics Scenario #3: David provides technical assistance to a youth prevention coalition. He has spent a significant amount of time with the coalition helping them create a plan, advocate for change in their community, and has attended other activities they have held. At one of their events a 15 year old in the group, Luke confides in him that his father has been sexually abusing him from age 8 until about a year ago. What should David say? What actions should David take? David should alert Luke that he is a mandated reporter and connect him with the appropriate child support resources. The suspected abuse should be reported to law enforcement or other appropriate organization. Nature of Services - Where there is suspicion of abuse of children or vulnerable adults, the prevention specialist shall report the evidence to the appropriate agency. Ethics Scenario #4: You are working in a prevention organization and have compiled a significant list of people interested in prevention and to whom you often send information via your quarterly newsletter. You would like

to get information out to them more often, but with current staffing you simply cannot do more than a quarterly newsletter. A prevention colleague approaches you and asks if you would provide the list of providers to be added to their monthly electronic newsletter. You are a subscriber already, and the newsletter is exceptionally good and a value to those people on your list. Plus they would get information more timely than what you can provide. You have no specific arrangement with the people on your list to protect their confidentiality. What do you do? You can offer to ask your mailing list if they would like to be registered, but are unable to share their contact information without permission. Confidentiality - Confidential information acquired during service delivery shall be safe guarded from disclosure. Ethics Scenario #5: At a local chamber of commerce meeting you become engaged in a conversation about the local substance abuse prevention coalition. The coalition leader, Nancy, has recently departed her leadership role after five years of service. While the departure isn't unusual, she has also stopped attending many social and civic meetings. Local gossips talk, and the concern initially expressed turns into unkind and untrue comments about Nancy. While you are not an especially close friend or colleague of Nancy's, you do know the real reason for her reduced role and perceived isolation, and the group's comments are way off. You'd like to set the record straight, but you also want to respect Nancy 's privacy. How much of what you know is appropriate to tell the group without violating Nancy's privacy? What might you say or do to set an ethical example for the group and maintain your personal integrity? You are unable to disclose the reason why Nancy has resigned but should stand in support of her. Alert Nancy to the rumors and see what she wants to do. In the interim, redirect the conversation away from Nancy's private life and back towards business. Confidentiality - Confidential information acquired during service delivery shall be safe guarded from disclosure. Qualitative data is often collected through key informant interviews, focus groups, listening sessions and: a) community meetings b) newspaper articles

c) arrest reports d) hospital records. a) community meetings To increase diverse community involvement in a coalition, you should: a) Presented at events throughout the community b) Distribute flyers in the languages of community residents c) Use public events, for example fairs to publicize your needs d) Go directly to the Focus community and recruit potential members. d) Go directly to the Focus community and recruit potential members. Which of the following is categorized as a depressant drug? a) Alcohol b) oxycodone c) marijuana d) methamphetamine a) Alcohol What is asocial marketing campaign? a) Environmental prevention technique that directs behavior through word of mouth. b) A type of prevention strategy that allows for the selection of the best way to reduce use in a community by popular vote. c) Commercial marketing technologies to prevention programs in order to improve personal welfare and that of society d) An environmental prevention program that targets events and gatherings as the places to deliver its messages. c) Commercial marketing technologies to prevention programs in order to improve personal welfare and that of society. An Example of an indicate prevention strategy is: a) Student Assistance Program (SAP) b) media campaign

c) school assemblies d) social norm program a) Student Assistance Program (SAP) A person who is designated by group members to be caretaker of the meeting process is known as the: a) president b) board leader c) facilitator d) advocate c) facilitator You are planning to use a proven evidence-based program, but realized it is not feasible to implement all of the program components. You should: a) not proceed at all with your choice. b) Consult with the programs developers to determine potential impact. c) Go ahead as most programs can be modified to meet local circumstances. d) Add additional alternatives to fill out the missing components. b) Consult with the programs developers to determine potential impact. A prevention specialist provides life skills classes at a local school. They are asked by the principal to lead group therapy sessions for children of alcoholics while the guidance counselor is on leave. The prevention specialist should: a) respectfully refuse b) accept the challenge c) volunteer to co facilitate d) accept but provide life skills. a) respectfully refuse Media campaigns in prevention are most typically intended to: a) educate the public b) encourage legislation supporting prevention c) recruit volunteers d) change people's behavior

a) educate the public A prevention program that has been designed as a best practice means: a) it has been adapted by many prevention programs throughout the country. b) It reflects the specific cultural needs of the community. c) It employs A skilled, experienced program director. d) It has been shown through research and evaluation to be effective. d) It has been shown through research and evaluation to be effective. In the planning process, an objective: a) is time-bound, specific, and measurable b) identifies specific individuals and their responsibilities c) is general & inclusive d) compares planned to achieved tasks a) is time-bound, specific, and measurable Materials that are not copyrighted are considered to be: a) tangible b) minimally creative c) original d) public domain d) public domain What question should be asked at the highest level of prevention evaluation? a) Did community-wide behaviors change? b) Did intended participants attend regularly? c) Did program participants behavior change? d) Did participants attitudes change or did self-esteem improve? a) Did community-wide behaviors change? Archival data is: a) information from a large number of individuals b) information contained in public records

c) hard to find d) collected from surveys b) information contained in public records Prevention specialists who are facilitating community prevention coalitions must tailor their facilitation style to their group's blend of bylaws, ground rules, people and: a) consultants b) funding c) history d) strategies. c) history Domain: Communication Before working in a community to implement prevention program, what is an important first step? a) Learning is much information about the community as possible. b) Evaluating the community's current programming efforts c) informing community members of the best strategies to help them d) selecting the type of program you want to implement. a) Learning is much information about the community as possible. Which of the following is an example of a risk factor for behavioral health problems in youth? a) Ability to obtain positive attention b) desire to achieve c) inadequate supervision d) adequate income. c) inadequate supervision An example of an information dissemination approach would be: a) talking to a student about the dangers of illegal drugs b) mass media campaign on methamphetamine addiction c) server intervention training workshops d) student assistant programs

b) mass media campaign on methamphetamine addiction When facilitating a community coalition or planning group, a prevention specialist should avoid: a) listening and observing b) managing conflict c) encouraging participation d) inserting personal opinions d) inserting personal opinions Domain: Communication Strategies that aim to enhance individual's ability to develop competence, a positive sense of self, esteem, mastery, well-being, social inclusion and strengthen their ability to cope with adversity are: a) mental health promotion interventions b) universal prevention interventions c) selective preventative interventions d) indicated preventative interventions a) mental health promotion interventions Domain: Professional Growth & Responsibility The practice that MOST increases cultural sensitivity is: a) leading b) demonstrating sympathy c) displaying concern d) working alongside d) working alongside As if facilitator in a community planning process, how would you get community buy in? a) Ensure food is provided at the planning meeting. b) Get an announcement placed in the local newspaper. c) Involve community members in the planning process. d) Present the completed program plan to community leaders. c) Involve community members in the planning process.

The primary purpose of creating a logic model is to: a) identify evaluation tools b) enhance community involvement c) determine appropriate staffing patterns d) connect goals, strategies and outcomes. d) connect goals, strategies and outcomes. There was an underage drinking problem in the community's enforcement of minimum purchase age. Laws against selling alcohol and tobacco to minors through the use of undercover buying operations was utilized to address the underage drinking problem. What type of prevention strategy was used? a) Alternatives to drug use b) Dissemination of information c)prevention education d) environmental approach. d) environmental approach. Domain: Public Policy & Environmental Change Information overload is a barrier to effective listening because: a) the audience member does not have a chance to respond b) the receiver is forced to hear the speaker talk for too long c) the receiver gets too much content at one time d) the audience member is unable to talk to their peers about what they're learning. c) the receiver gets too much content at one time A community coalition is advocating for an ordinance to ban the sale of alcohol at the annual Fall Family Festival. This is an example of: a) an alternative activity strategy b) a family intervention strategy c) an environmental strategy d) an enforcement strategy c) an environmental strategy Domain: Public Policy & Environmental Change

A prevention specialist agency conducts a school based indicated intervention for youth who have been identified as experimenting with alcohol and other drugs. A guidance counselor calls to prevention specialists and request information about a group participant. Disclosing this information would violate which principle in the Prevention Code of Ethics? a) nature of services b) integrity c) nondiscrimination d) confidentiality d) confidentiality Domain: Professional Growth & Responsibility Qualitative data is often collected through key informant interviews, focus groups, listening sessions and: a) town hall meetings b) newspaper articles c) arrest reports d) hospital records. a) town hall meetings Domain: Planning & Evaluation An example of a selective intervention is: a) a classroom-based prevention program for all 7th graders in a school district in a high-risk community. b) A skills-based program for youth from military families who have experienced many transitions. c) A parenting program open to all residents in a rural town, hosted by a local church d) A media campaign targeting Latino youth in a big city. b) A skills-based program for youth from military families who have experienced many transitions. Domain: prevention, education and service delivery. The first step in developing community prevention strategies is: a) assessment b) capacity building

c) planning d) implementation a) assessment Domain: Community Organization Narcotics examples Fentanyl heroin hydromorphone oxycodone morphine opium Depressants Examples alcohol barbiturates Benzodiazepines: librium, xanax, valium, ativan, halcion, klonopin, rohypnol, GHB Stimulants Examples amphetamines cocaine khat methamphetamine nicotine hallucinogens examples mescaline mushrooms ketamine LSD acid psilocybin

peyote MDMA ecstasy steroid examples oxymetholone boldenone nandrolone oxandrolone testosterone What are the 5 categories of drugs? hallucinogen steroid stimulant depressant narcotic What is "Behavioral Health"? Behavioral Health refers to "a state of emotional/mental well-being and/or choices and actions that affect health and wellness". Behavioral Health Problems include:

• Substance abuse or misuse
• Alcohol and drug addiction
• Mental and substance use disorders
• Serious psychological distress
• Suicide IOM "public health" definition "It is what we, as a society, do collectively to assure the conditions for people to be healthy." 6 Key Characteristics of the Public Health Approach

1. Promotion and prevention - The focus is on promoting wellness and preventing problems.
2. Population based - The focus is not on one individual but on the population that is affected and that is at risk.
3. Risk and protective factors - These are the factors that influence the problem.
4. Multiple contexts - Contexts relate to the ecological model in which the individual is influenced by different environments, such as the family, neighborhood, school, community, and culture.
5. Developmental perspective - Consider the developmental stage of life of the populations at risk (e.g. adolescence, older adults)
6. Planning process - Public health utilizes a deliberate, active, and ongoing planning process. The "Who" of the Public Health Approach refers to: Who will the interventions focus on—the entire population or a specific population group? The "What" of the Public Health Approach refers to: What substance use and other behavioral problems need to be addressed? The "When" of the Public Health Approach refers to: When in the lifespan—at what specific developmental stage—is the population group that the interventions focus on? (e.g., adolescence, young adulthood) The "Where" of the Public Health Approach refers to: Where should the interventions take place? Prevention needs to take place in multiple contexts that influence health and where risk and protective factors can be found—in individuals, families, communities, and society. The "Why" of the Public Health Approach refers to: Why are these problems occurring? This refers to the risk and protective factors that contribute to the problems. The "How" of the Public Health Approach refers to: How do we do effective prevention? This refers to a planning process—the Strategic Prevention Framework—that will be used to determine what interventions will be most effective for a specific population group.

The Institute of Medicine's Continuum of Care Model

1. Promotion - involves interventions (e.g., programs, practices, or environmental strategies) that enable people "to increase control over, and to improve, their health."
2. Prevention - focuses on interventions that occur prior to the onset of a disorder and which are intended to prevent the occurrence of the disorder or reduce risk for the disorder. There are 3 main types of prevention interventions including: Universal (general public), Selective (at risk populations), Indicated (high-risk individuals with signs/symptoms but no diagnosis).
3. Treatment - interventions include case identification and standard forms of treatment (e.g., detoxification, outpatient treatment, in-patient treatment, medication-assisted treatment). Maintenance: includes interventions that focus on compliance with long-term treatment to reduce relapse and recurrence, and aftercare including rehabilitation and recovery support.
4. Recovery - is a process of change through which individuals improve their health and wellness, live a self-directed life, and strive to reach their full potential. What is Wellness? Wellness is a conscious, deliberate process that requires awareness of—and making choices for—a more satisfying lifestyle. Wellness is not merely the absence of disease, illness, and stress, but the presence of purpose in life, active involvement in satisfying work and play, joyful relationships, a healthy body and living environment, and happiness. What are the 8 dimensions of wellness? (SAMHSA) Emotional, environmental, financial, intellectual, occupational, physical, social, spiritual What is a Risk Factor? Risk factors are certain biological, psychological, family, community, or cultural characteristics that precede and are associated with a higher likelihood of behavioral health problems. What is a Protective Factor? Protective factors are characteristics at the individual, family, or community level that are associated with a lower likelihood of problem outcomes. What are the 4 domains in which risk and protective factors exist?

Individual, family, community, society What is the Developmental Perspective in prevention work? A "developmental perspective" considers the developmental stage of life of the individuals that are the focus of interventions to improve health and prevent disease. The developmental perspective looks at risk and protective factors and their potential consequences and benefits according to defined developmental periods. Understanding the developmental perspective is important to substance use prevention because:

• Interventions should be appropriate for the specific developmental stage of the population they target.
• Prevention efforts that are aligned with key periods in young peoples' development are most likely to produce the desired, long-term positive effects.
• People are more vulnerable to substance abuse and other behavioral health problems when they have experienced untreated, unresolved trauma The Stages of Change Model Pre-contemplation - The person does not see the behavior as a problem/does not see a need for change/has no intention to change. Contemplation - The person has some awareness of the need/desire to change behavior and is actively weighing the pros and cons of the behavior. Preparation/Determination - The person believes that the behavior can be changed and that he/she can manage the change and is taking steps to get ready to make the change. Action: The person has begun to make the behavior change and has developed plans to maintain the change. (relapse) - The person has a "slip"- reverts back to a previous pattern of behavior. The person may become discouraged but should recognize that most people making a behavior change have some degree of reoccurrence Maintenance - The person has maintained the new behavior consistently for over 6 months and has made the new behavior habitual.