SHARP Career Course Test 1 Practice Guide 2026, Exams of Training and Development

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SHARP Career Course Test 1 Practice Guide 2026

“1 I I I I I I I I I I I I I I I I I I I I I I I I al SHARP Career Course Test 1 Practice Guide 2026 ‘What are the four components to the Effective Communication Model? - CORRECT ANSWER -the sender the receiver decoding the message providing feedback Communication Process: - CORRECT ANSWER-1. Active Listening 2. Effective Communication 3. Professional and Ethical Boundaries of Communication Active Listening: - CORRECT ANSWER -a pattern of listening that keeps you engaged with your conversation partner in a positive way, enables to appropriately assess the needs of victim Active Listening Techniques: - CORRECT ANSWER -Engaging Focusing: what they are saying and doing. Thinking Questioning Clarifying Paraphrasing Using “I" Active listening Positive Skills: - GORREGHANSWER -Acknowledge r I I I I I I I I I I I I I I I I I I I I I I I I L “1 I I I I I I I I I I I I I I I I I I I I I I I I al Reflect Probe Support: (CB: show warmth and caring in your own way) Be Quiet Paraphrase CORRECT ANSWER -1. Creating a safe environment Active Listening Practices 2. Building rapport 3. Focusing on issues 4, Caring about people 5. Displaying empathy 6. Being honest and genuine . Expressing thoughts clearly 8. Demonstrating unconditional acceptance Active Listening Roadblock: CORRECT ANSWER 1, asking too many questions at once 2. going off topic 3. abruptly changing the flow 4, making a person feel defensive wi . Inflicting personal values 6. Cutting off discussions of feelings 7. Jumping to conclusion Effective communication techniques: Paying attention = eee eee eee eee ee eee eee eee ee ee I eee eee eee eee eee eee ee ee ee ee eee ee ee ee r I I I I I I I I I I I I I I I I I I I I I I I I L a | Ds ce eee ee ee es -Transporting victim co an appointment in a POV -Letting victim stay with you at your home -Accepting any gifts -Accepting goods or services Ethical Boundaries - GORRECHANSWER --Practicing ethical behavior -maintaining limits -don't lose your professional focus Types of Army Briefings - CORRECT ANSWER -Information Briefing Decision Briefing Mission Briefing Staff Briefing Information Briefing: - GORRECTANSWER -Delivers information Decision Briefing: - CORRECT ANSWER -obtains answer to a question or results in a decision on a COA Mission Briefing: - G@ORREGIANSWER -secures a unified goal/effort toward accomplishing a mission The staff briefing: - CORRECT ANSWER -coordinates unit efforts by informing commander and staff of the current situation What should the presentation introduction include: purpose; motivator, transition. GORRECTANSWER -Name and ducy title; topic; bua ee ee ee ee eee ee ee ee ee eee eee eee “1 I I I I I I I I I I I I I I I I I I I I I I I I al CORRECT ANSWER -to hook the audience Whar is the goal of the motivator: What is a transition: - GORRECTANSWER -When you move from one section to next What is facilitation? - CORRECT ANSWER -When you carry out a brief that is led by the audience, create a discussion with assistance by making it easier What is PSD? (Verbal communication) - CORRECT ANSWER -Projection Pitch Pace Pauses Pronunciation Distractors ‘What are the elements of APCL? - GORREGTIANSIWER -Ask Pause Call Evaluate What are techniques to consider for leading a discussion? - CORRECT ANSWER -Ask open-ended question -Ask questions before calling on a student by name -Consider responses you weren't seeking -Acknowledge responses -Ask student to elaborate -Find a way to include quiet students bua ee ee ee ee eee ee ee ee ee eee eee eee Ds ce eee ee ee es a | Ds ce eee ee ee es The Army integrated and to create the SHARP Program. - BORREGIANSWER 847° ane Post The "I. A.M." in the I. A.M. Strong Campaign stands for... - GORRECTANGWER -Incervene; Aco and Motivate What is the strategy of the I A.M. Strong Campaign? - CORRECT ANSWER -to leverage Army values to drive personal conviction along with achieving culture change for preventing sexual harassment and sexual assaults’ in the military What are the SHARP Campaign LOE - CORRECT ANSWER -Prevention Investigation Accountability Advocacy Assessment Explain what the four SHARP Functional Areas are? - CORRECT ANSWER -Program Management Prevention Response Training Which organization credentials SARCs and VAs - GORRECGHANSIWER NOVA What is the purpose of D-SAACP - GORREGIEINSIVER Standardize sexual assaule response to victims and professionalize military victim advocacy bua ee ee ee ee eee ee ee ee ee eee eee eee “1 I I I I I I I I I I I I I I I I I I I I I I I I al How many continuing education unites are needed to re-credential? - CORRECT ANSWER 32, 2 of the hours must be ethics, 8 have to be in-person Program Management: CORRECT ANSWER -supporting unit commanders Prevention - GORRECTANSWER -Supporting campaigns at the unit, command, installation, or brigade level Response - CORRECT ANSWER -Occurs after an event has happened Training - GORRECTIANSWER -Responsibilities include teaching and/or educating 3 C's to known: - GORRECTAINGWER -Character Competent Commitment Profession is a trusted and disciplined vocation whose members: CORRECT ANSWER -L. provide a vital service to society, without which it could not flourish 2, Develop and apply expert knowledge 3, Establish and uphold their ethic Essential characteristics of the army profession - CORRECT ANSWER Trust-bedrock of our profession Military expertise honorable service Esprit de corps Stewardship of the profession r I I I I I I I I I I I I I I I I I I I I I I I I L “1 I I I I I I I I I I I I I I I I I I I I I I I I al Participant Requirement: Response and prevention - CORRECT ANSWER --Response: Mandatory -Prevention: Intrinsic Motivation Learning Objectives: Response and prevention - SGRRISGHAINSWER Response: Increase Knowledge Prevention: Building skills Timing: Response and Prevention - CORRECT ANSWER -Response: After Prevention: Before Participant Role: Response and Prevention - CORRECT ANSWER -Response: Victim/Perpeteator Prevention: Person who wants to help Three points of Prevention Intervention: - CORRECT ANSWER -1. When there is clear immediate risk. 2, When there are early warning signs. 3. Before anything happens. Norm Setting Behaviors (4) - SORREGIANSWER -what people do what people say non-verbal communication what's on display Essential Prevention Content Areas - CORRECT ANSWER 1. Identi 2. Recognizing barriers ‘ing risk and warning signs 3. Developing realistic options to intervene r I I I I I I I I I I I I I I I I I I I I I I I I L “1 I I I I I I I I I I I I I I I I I I I I I I I I al 4. Modeling norm-setting behavior GORRECTANSWER —Building positive relationships -facilicate effectively Action Step: -Building and maintaining a strong team of instructors Tools for maintaining an effective team of instructors: - CORRECT ANSWER ~Content Mastery Process -Fidelity Assessment Forms -Content Delivery assessments -Direct Observation Tools -Program Evaluation Surveys Inclusion - GORRECTANGIWER -ensuring the experiences of all groups are represented in prevention training and activities, Four Sources of Information for tailoring - CORRECT ANSWER 1, Personal experience 2. Research 3. Input from target populations 4, Training participants Three steps to create realistic and achievable action plans CORRECT ANSWER -1. use the social ecological model and risk and protective factors to inform your SHARP Action Plan. 2. Create realistic behavioral goals based on your resources 3. identify skills chat will equip your community members to do the target behavior. Setting Norms Risk Factors: CORRECT ANSWER community norms that support sexual violence r I I I I I I I I I I I I I I I I I I I I I I I I L “1 I I I I I I I I I I I I I I I I I I I I I I I I al Ds ce eee ee ee es -Changes in identity -Changes in beliefs related to major psychological needs Vicarious Trauma Signs: Physical and psychological signs - GORRECTANGWER -Fecling numb -feeling unable to tolerate strong emotions -Increased sensitivity to violence Vicarious Trauma Signs: Behavior and relationship signs - CORRECT ANSWER --Difficulty setting boundaries and separating work from personal life -Feeling like you never have time or energy for yourself -Feeling disconnected Sexual difficulties -Impulsivicy ABCs of Addressing Vicarious Trauma: - CORRECT ANSWER Awareness of ones needs, emotions, jimitation -Balance work, play and rest -Connections with oneself, to others and to a sense of meaning Coping with vicarious trauma: - CORRECT ANSWER ~Escape -Rest -Play Sel Care: - CORRECTS ptevent and deal with illness what people do for themselves to establish and maintain health, and to bua ee ee ee ee eee ee ee ee ee eee eee eee “1 I I I I I I I I I I I I I I I I I I I I I I I I al Five dimensions of personal readiness: - CORRECT ANSWER 1. Physical 2. Emotional 3. Social 4, Spiritual 5. Familia Trauma is: - CORRECT ANSWER -an event outside ones normal experience that involves an intense fear for life Aspects of Self-Care: - CORRECT ANSWER -Body, mind, spirit What is Resilience: - CORRECT ANSWER -the process of adapting well in the face of adversity, trauma, tragedy, treats, or even significant sources of stress. Driving force of resilience: - CORRECT ANSWER -Caring and supportive relationships Vicarious Resilience: - CORRECT ANSWER -the process of learning about overcoming adversity from the trauma survivor and the resulting positive transformation and empowerment through their empathy and interaction. Military whistleblower reprisal - CORRECT ANSWER --taking or threatening to take an unfavorable personnel action, or withholding or threatening to withhold a favorable personnel action -] year to report -cannot be anonymous Protected communication - CORRECT ANSWER -any lawful communication to IG's and Members of congress r I I I I I I I I I I I I I I I I I I I I I I I I L “1 I I I I I I I I I I I I I I I I I I I I I I I I al Focus group planning - CORRECT ANSWER Schedule on training calendar -determine number of groups -participants determined -develop questions -Resources needed Cognitive Hierarchy Model - CORRECT ANSWER -A cognitive hierarchy model depicts how data processing transforms data into information, analysis then refines information into knowledge, then apply judgment to transform knowledge into situational understanding. r I I I I I I I I I I I I I I I I I I I I I I I I L