CPRP Sample Questions Answers

This question aligns with Domain III: Community Integration, which focuses on connecting individuals to community resources and natural supports to enhance integration and recovery. The CPRP Exam Blueprint emphasizes “incorporating natural supports, such as religious or community organizations, to promote normalized community participation.” Connecting residents to local religious congregations leverages community-based natural supports, aligning with psychiatric rehabilitation principles.

Option A: Encouraging connections to religious congregations reflects the principle of normalizing services and incorporating natural supports. Religious congregations are community-based resources that provide social, spiritual, and practical support, fostering integration in a normalized setting, which is a core tenet of psychiatric rehabilitation.

Option B: Accountability to individuals is important but not directly related to connecting residents to religious congregations, which focuses on community engagement rather than system oversight.

Option C: Building on assets and strengths is relevant but less specific to this scenario, as the focus is on connecting to external community supports rather than individual strengths.

Option D: Flexibility and coordination are systems-level principles but do not directly describe the act of leveraging natural supports like religious congregations.

Extract from CPRP Exam Blueprint (Domain III: Community Integration):

“Tasks include: 2. Promoting community integration through connections to natural supports, such as religious or social organizations. 3. Providing normalized services to enhance community participation.”

In the pre-contemplative stage of change, individuals are not yet considering changing their behavior (e.g., substance use) and may deny or minimize the problem. The CPRP Exam Blueprint (Domain I: Interpersonal Competencies) emphasizes building trust and rapport with individuals in early stages of change to foster engagement and openness to future interventions (Task I.B.3: "Adapt communication strategies to build trust and engagement"). Option D (developing a trusting relationship) aligns with this, as establishing trust through empathetic, non-judgmental interactions is critical to help the individual feel safe and eventually consider change, particularly for someone with co-occurring substance abuse and mood disorders.

Option A (teaching the skill of saying no) is action-oriented and premature for pre-contemplation. Option B (identifying triggers) is relevant in later stages, like contemplation or preparation. Option C (establishing a goal to decrease use) assumes readiness not present in pre-contemplation. The PRA Study Guide, referencing the Stages of Change model, highlights trust-building as the primary focus for pre-contemplative individuals, supporting Option D.

The Stages of Change model guides the development of rehabilitation plans by assessing an individual’s readiness to pursue specific goals. The CPRP Exam Blueprint (Domain IV: Assessment, Planning, and Outcomes) emphasizes evaluating stages of change to prioritize goals in person-centered planning (Task IV.A.2: "Assess individual’s stage of change and readiness for goal-setting"). Option C (Contemplation) aligns with this, as the individual is considering returning to college (indicating awareness of the goal) but prioritizes other objectives first, suggesting she is not yet ready to act on the college goal but is weighing its importance.

Option A (Acceptance) is not a stage of change, though it may describe an attitude in later stages. Option B (Action) involves actively pursuing a goal, which does not match the individual’s focus on other objectives. Option D (Maintenance) applies to sustaining changes already made, not planning future goals. The PRA Study Guide describes contemplation as the stage where individuals are aware of a goal but not yet committed to action, supporting Option C.

When an individual in an agency-owned residence repeatedly breaks rules, causing safety risks, and expresses dissatisfaction, the agency must prioritize person-centered, recovery-oriented solutions that support community integration. The CPRP Exam Blueprint (Domain III: Community Integration) emphasizes assisting individuals in finding housing that aligns with their needs and preferences to promote stability and safety (Task III.A.1: "Support individuals in accessing and maintaining stable housing"). Option B (assist him in locating a living environment that will work with his behavior) aligns with this by addressing the individual’s dissatisfaction and safety concerns through a collaborative process to find a more suitable living arrangement, such as independent housing or a setting with different rules or supports that better match his behavior and needs.

Option A (refer to a local shelter) is not recovery-oriented, as it risks homelessness and destabilization, contradicting community integration principles. Option C (refer to a higher level of care) assumes a clinical need without evidence and may not address the individual’s dissatisfaction or housing mismatch. Option D (encourage behavior change through rewards) does not address the underlying issue of dissatisfaction or ensure safety for others, as the behavior persists despite warnings. The PRA Study Guide emphasizes person-centered housing solutions to resolve conflicts and promote stability, supporting Option B.

This question falls under Domain V: Strategies for Facilitating Recovery, which emphasizes evidence-based practices (EBPs) in psychiatric rehabilitation, including peer-developed services. The CPRP Exam Blueprint identifies the Wellness Recovery Action Plan (WRAP) as “a peer-developed, evidence-based practice that empowers individuals to manage their mental health through self-directed recovery planning.” WRAP, developed by Mary Ellen Copeland and peer advocates, is widely recognized for its research-backed effectiveness in promoting recovery.

Option D: The Wellness Recovery Action Plan (WRAP) is a peer-developed service that has been established as an EBP through rigorous research demonstrating its impact on symptom management, self-advocacy, and recovery. It involves creating a personalized plan for wellness, triggers, and crisis management, aligning with recovery-oriented principles.

Option A: Advanced Mental Health Directives (e.g., psychiatric advance directives) are tools for self-directed care but are not peer-developed services nor widely recognized as EBPs in the same way as WRAP.

Option B: Self-Directed Care is a model allowing individuals to manage their service funds but is not specifically peer-developed or universally classified as an EBP.

Option C: Supported Employment (e.g., Individual Placement and Support) is an EBP but was developed by researchers and professionals, not primarily by peers.

Extract from CPRP Exam Blueprint (Domain V: Strategies for Facilitating Recovery):

“Tasks include: 3. Implementing peer-developed evidence-based practices, such as the Wellness Recovery Action Plan (WRAP), to support self-directed recovery.”

When an individual makes a threat of harm, the practitioner must prioritize safety through a structured risk assessment. The CPRP Exam Blueprint (Domain I: Interpersonal Competencies) emphasizes assessing risk to ensure safety for the individual and others when threats are expressed (Task I.C.1: "Assess and respond to safety concerns in a trauma-informed manner"). Option A (determine the level of risk in this situation) aligns with this, as it involves evaluating the seriousness, intent, and means of the threat to guide immediate actions, such as de-escalation or referral to crisis services, protecting the family and individual.

Option B (provide a quiet environment) may be a follow-up but is not the initial priority over safety. Option C (judge emotional upset) is vague and less actionable than risk assessment. Option D (encourage calming down) risks escalating the situation without assessing risk. The PRA Study Guide underscores risk assessment as the first step in managing threats, supporting Option A.

Supporting an individual recently discharged from inpatient care involves addressing barriers to community integration, such as past housing conflicts, while prioritizing self-determination. The CPRP Exam Blueprint (Domain III: Community Integration) emphasizes empowering individuals to make choices about their living arrangements to foster stability and safety (Task III.A.1: "Support individuals in accessing and maintaining stable housing"). Option D (help him make a decision about where he wants to live) aligns with this by focusing on person-centered planning, allowing the individual to explore housing options that address his feelings of unsafety and anger, such as locations or settings that feel secure and supportive.

Option A (anger management group) addresses anger but not the root issue of housing-related distress or safety concerns. Option B (residential program) assumes a specific solution without involving the individual’s preferences, which may not align with his recovery goals. Option C (supported housing with a roommate) is prescriptive and may not suit his needs, especially given past conflicts with others, without first exploring his preferences. The PRA Study Guide underscores the importance of choice in housing to promote community integration, supporting Option D.

Supported employment services aim to help individuals with psychiatric disabilities achieve and maintain competitive employment through ongoing, individualized supports. The CPRP Exam Blueprint (Domain III: Community Integration) emphasizes that supported employment provides long-term supports to ensure job retention and success, tailored to the individual’s evolving needs (Task III.A.3: "Support individuals in pursuing self-directed community activities, including employment"). Option B (long-term) aligns with this, as supported employment models, like Individual Placement and Support (IPS), offer continuous assistance (e.g., job coaching, workplace accommodations) without predetermined time limits, recognizing that employment challenges may persist.

Option A (time-limited) contradicts the supported employment model, which avoids arbitrary cutoffs. Option C (focused on past employment) is irrelevant, as supports address current and future job needs. Option D (focused on vocational testing) is a preliminary step, not the core of ongoing employment support. The PRA Study Guide and IPS guidelines confirm long-term supports as essential for supported employment, supporting Option B.

This question aligns with Domain I: Interpersonal Competencies, which includes understanding the impact of psychiatric conditions on individuals and society. The CPRP Exam Blueprint requires knowledge of “prevalence and societal perceptions of major mental illnesses, including schizophrenia, which affects approximately 1% of the population and is often stigmatized as severe and debilitating.” Schizophrenia is frequently cited in psychiatric rehabilitation literature as one of the most feared and misunderstood mental illnesses due to its complex symptoms and societal stigma.

Option D: Schizophrenia affects approximately 1% of the global population and is widely regarded as one of the most devastating mental illnesses due to its chronic nature, positive symptoms (e.g., hallucinations, delusions), negative symptoms (e.g., avolition), and significant functional impact. Its societal fear stems from stigma and misconceptions, making it the best fit for the question.

Option A: Borderline personality disorder is severe but has a prevalence of about 1.6–5.9% and is less universally feared compared to schizophrenia.

Option B: Major depression is highly prevalent (about 7% lifetime prevalence) and debilitating but does not match the 1% criterion or the same level of societal fear.

Option C: Bipolar disorder has a prevalence of about 1–2% and, while severe, is less stigmatized as “feared” compared to schizophrenia.

Extract from CPRP Exam Blueprint (Domain I: Interpersonal Competencies):

“Tasks include: 3. Understanding the prevalence, symptoms, and societal perceptions of major mental illnesses, such as schizophrenia, to inform person-centered practice.”

Person-centered planning is a cornerstone of psychiatric rehabilitation, focusing on the individual’s aspirations and values to guide goal-setting. The CPRP Exam Blueprint (Domain IV: Assessment, Planning, and Outcomes) emphasizes that person-centered plans prioritize goals that reflect the individual’s vision for a meaningful life, encompassing personal fulfillment, community roles, and self-defined priorities (Task IV.B.1: "Develop person-centered plans based on individual aspirations"). Option B (about achieving a meaningful life) aligns with this, as it captures the essence of person-centered planning, which seeks to support goals that enhance quality of life, such as relationships, employment, or personal growth, tailored to the individual’s values.

Option A (time limited and achievable) is a characteristic of effective goals but not the defining feature of person-centered planning, which prioritizes meaning over structure. Option C (measurable and observable) is a technical requirement for tracking progress, not the primary focus. Option D (about increasing independence) is a common theme but too narrow, as meaningful goals may also include connection or creativity. The PRA Study Guide underscores that person-centered planning centers on meaningful life outcomes, supporting Option B.

This question aligns with Domain I: Interpersonal Competencies, which requires understanding the symptoms of psychiatric conditions like schizophrenia to inform person-centered practice. The CPRP Exam Blueprint specifies that “positive symptoms of schizophrenia include hallucinations, delusions, disorganized speech, and disorganized behavior, which represent additions to normal functioning.” Positive symptoms are distinguished from negative symptoms (e.g., anhedonia, avolition) and cognitive symptoms (e.g., disorganized thinking).

Option A: This list accurately reflects positive symptoms: hallucinations (sensory experiences without stimuli), delusions (false beliefs), disorganized speech (incoherent communication), and disorganized behavior (erratic actions). These are hallmark positive symptoms of schizophrenia, per DSM-5 and CPRP study materials.

Option B: Includes anhedonia, poverty of speech, and social withdrawal, which are negative symptoms, not positive, making it incorrect.

Option C: Includes social isolation and flat affect (negative symptoms) and disturbances of sleep (not specific to positive symptoms), making it inaccurate.

Option D: Includes avolition (a negative symptom) and disturbances of sleep (not specific), making it less accurate than Option A.

Extract from CPRP Exam Blueprint (Domain I: Interpersonal Competencies):

“Tasks include: 3. Understanding the symptoms of psychiatric conditions, including positive symptoms of schizophrenia (hallucinations, delusions, disorganized speech, and behavior), to support effective communication.”

A psychiatric rehabilitation diagnosis focuses on identifying an individual’s strengths, needs, and aspirations to guide recovery-oriented planning, distinct from a clinical diagnosis. The CPRP Exam Blueprint (Domain IV: Assessment, Planning, and Outcomes) outlines the components as a functional assessment (to identify strengths and deficits), a resource assessment (to evaluate available supports), and an overall rehabilitation goal (to set a person-centered objective) (Task IV.A.1: "Conduct functional assessments to identify individual goals and strengths" and Task IV.A.3: "Assess available resources to support goal attainment"). Option A (resource assessment, functional assessment, and an overall rehabilitation goal) aligns with this framework, capturing the holistic, recovery-focused approach of psychiatric rehabilitation.

Option B (social skill assessment, psychiatric diagnosis, rehabilitation goal) is incorrect, as psychiatric diagnosis is clinical and not part of rehabilitation diagnosis, and social skills are a subset of functional assessment. Option C (readiness assessment, skill management, resource evaluation) mixes assessment and intervention terms, missing the goal component. Option D (functional assessment, diagnostic assessment, skill programming) includes clinical diagnostic assessment, which is not relevant, and skill programming is an intervention, not a diagnostic component. The PRA Study Guide details these components as essential for rehabilitation planning, supporting Option A.

This question aligns with Domain II: Professional Role Competencies, which focuses on professional ethics, boundaries, advocacy, and effective communication with stakeholders, including family members. The CPRP Exam Blueprint highlights that practitioners must “maintain professional boundaries while engaging with families and other stakeholders in a collaborative and respectful manner.” The scenario involves a practitioner responding to parents’ concerns about the cleanliness of a group home, requiring a response that balances professionalism, collaboration, and respect for the recovery-oriented environment.

Option A: Acknowledging the parents’ concern and listening to their suggestions demonstrates professionalism, respect, and a collaborative approach. It opens a dialogue without deflecting responsibility or escalating the situation, aligning with the PRA’s emphasis on engaging stakeholders respectfully. This response also maintains boundaries by not immediately deferring to a supervisor or dismissing the concern.

Option B: Suggesting the parents speak to a supervisor deflects responsibility and may be perceived as dismissive, failing to address the concern directly or collaboratively.

Option C: Advising alternative housing is an extreme response that does not address the parents’ concern or promote collaboration. It also risks undermining the individual’s recovery environment without justification.

Option D: Explaining that residents are responsible for chores, while factually correct in many recovery-oriented settings, may come across as defensive and dismissive of the parents’ valid concern. It does not foster collaboration or invite further discussion.

Extract from CPRP Exam Blueprint (Domain II: Professional Role Competencies):

“Tasks include: 1. Adhering to professional ethics and boundaries. 2. Engaging with families, caregivers, and other stakeholders in a collaborative manner. 3. Advocating for individuals while maintaining professionalism in all interactions.”

Creating a positive vision for change in a rehabilitation program requires leadership that inspires and aligns stakeholders. The CPRP Exam Blueprint (Domain VI: Systems Competencies) emphasizes that program directors should first articulate their values to establish a recovery-oriented culture and guide organizational change (Task VI.A.1: "Promote a recovery-oriented vision within systems"). Option B (articulating their own values) aligns with this, as clearly defining values like empowerment, inclusion, and hope sets the tone for the program’s mission, influencing policies, staff training, and service delivery.

Option A (supporting desired behaviors) is a strategy, not the first step. Option C (eliminating unwanted behaviors) is negative and less visionary. Option D (planning to eliminate barriers) follows vision-setting. The PRA Study Guide highlights value articulation as the foundation for program vision, supporting Option B.

The individual faces family pressure to secure employment due to past job challenges, indicating a need to align his aspirations with feasible goals. The CPRP Exam Blueprint (Domain IV: Assessment, Planning, and Outcomes) emphasizes that the first step in person-centered planning is to assist the individual in identifying their capacity (e.g., abilities, limitations) and goals to ensure rehabilitation efforts are meaningful and tailored (Task IV.A.1: "Conduct functional assessments to identify individual goals and strengths"). Option D (assist the individual to determine his capacity and goals) aligns with this, as understanding his physical limitations, interests, and employment aspirations (e.g., less physically demanding roles) provides the foundation for subsequent steps like job matching or resource identification.

Option A (assess the labor market) is premature without knowing the individual’s goals. Option B (assess strengths and weaknesses) is part of a functional assessment but follows goal identification to ensure relevance. Option C (identify resources) assumes employment as the goal without confirming the individual’s preferences. The PRA Study Guide highlights goal-setting as the initial step in addressing employment challenges, supporting Option D.

Advocating for an individual’s cultural and spiritual practices, such as smudging, requires interpersonal competencies that prioritize collaborative, culturally sensitive problem-solving. The CPRP Exam Blueprint (Domain I: Interpersonal Competencies) emphasizes working with individuals and their cultural contexts to find solutions that respect their beliefs and needs (Task I.B.1: "Collaborate with individuals and their support systems to address barriers in a culturally competent manner"). Option B (solutions to problems should be sought with individuals, families, and their cultures) aligns with this by advocating for a collaborative approach to address the fire code barrier, such as exploring alternative ways to incorporate smudging (e.g., using smokeless methods) while respecting the individual’s cultural practice.

Option A (positive cultural relations to the community) is unrelated to the immediate advocacy need within the hospital. Option C (strengths/wellness approach) is relevant but too broad, as it does not specifically address problem-solving for cultural practices. Option D (interventions aligned with cultural practices) is close but less precise, as it focuses on intervention design rather than collaborative problem-solving to overcome barriers. The PRA Study Guide highlights culturally collaborative advocacy as a key principle, supporting Option B.

Helping individuals move forward in recovery requires establishing a foundation of trust and understanding. The CPRP Exam Blueprint (Domain I: Interpersonal Competencies) identifies basic listening skills as the most critical strategy for engaging individuals, as they enable practitioners to understand needs, build rapport, and foster collaboration (Task I.B.3: "Adapt communication strategies to build trust and engagement"). Option A (basic listening skills) aligns with this, as active listening—attending, paraphrasing, and clarifying—creates a safe space for individuals to express goals and challenges, driving progress.

Option B (reflecting on emotions) is a component of listening but narrower. Option C (problem-solving processes) is action-oriented and secondary to understanding. Option D (individualized teaching) is relevant for skill-building but not the foundation for moving forward. The PRA Study Guide emphasizes listening as the primary engagement strategy, supporting Option A.

Rehabilitation readiness assessment evaluates an individual’s preparedness to engage in recovery-oriented goal-setting and activities. The CPRP Exam Blueprint (Domain IV: Assessment, Planning, and Outcomes) specifies that assessing readiness includes identifying the individual’s desire and motivation to change, as this drives their willingness to pursue goals (Task IV.A.2: "Assess individual’s stage of change and readiness for goal-setting"). Option C (identifying the desire to change at this time) aligns with this, as it focuses on the individual’s current motivation and commitment, a key component of readiness often assessed through tools like the Stages of Change model.

Option A (assessing strengths and weaknesses) is part of a functional assessment, not specifically readiness. Option B (establishing connections) relates to engagement (Domain I), not readiness assessment. Option D (identifying resources) is part of resource assessment, not readiness. The PRA Study Guide emphasizes motivation and desire to change as central to readiness assessment, supporting Option C.

Negative symptoms of schizophrenia, such as social withdrawal or apathy, can intensify during low-support periods like nighttime, requiring accessible, non-clinical support options. The CPRP Exam Blueprint (Domain VII: Supporting Health & Wellness) emphasizes connecting individuals to peer-based supports to manage symptoms and enhance wellness (Task VII.B.2: "Promote access to peer support services"). Option C (call the Warm-Line) aligns with this, as Warm-Lines are peer-operated, non-crisis phone services that provide emotional support, coping strategies, and connection during difficult times, ideal for nighttime when other supports are unavailable.

Option A (practice self-management techniques) is valuable but may be challenging during an exacerbation without guidance. Option B (visit a crisis clinic) is inappropriate, as negative symptoms do not typically warrant crisis intervention. Option D (take melatonin) addresses sleep but not the emotional or social impact of negative symptoms. The PRA Study Guide highlights Warm-Lines as effective for non-crisis support, supporting Option C.

The Illness Management and Recovery (IMR) model is an evidence-based practice that helps individuals manage their mental health conditions through psychoeducation, goal-setting, and skill-building. The CPRP Exam Blueprint (Domain V: Strategies for Facilitating Recovery) emphasizes that the success of IMR depends on the expertise and training of practitioners who deliver the model with fidelity (Task V.B.2: "Facilitate the development of self-management skills"). Option D (skilled practitioners) aligns with this, as trained practitioners are essential to effectively implement IMR’s structured components, including psychoeducation, cognitive-behavioral techniques, and motivational strategies, while adapting to individual needs and maintaining engagement.

Option A (motivational enhancement strategies) is a component of IMR but not the most critical, as it relies on practitioner skill to be effective. Option B (goal setting standards) is part of IMR but secondary to the practitioner’s ability to facilitate the process. Option C (cognitive behavioral therapy) is one technique within IMR, not the overarching driver of success. The PRA Study Guide highlights skilled practitioners as the cornerstone of IMR implementation, supporting Option D.

This question pertains to Domain V: Strategies for Facilitating Recovery, which includes promoting peer support as an evidence-based practice in psychiatric rehabilitation. The CPRP Exam Blueprint describes peer support as “a component of the recovery-oriented service system that complements professional services, offering shared experiences and mutual support as both an adjunct and alternative to traditional interventions.” The question tests understanding of peer support’s role in the broader mental health system.

Option C: This option accurately describes peer support as a component of the service system that complements (adjunct) and sometimes substitutes for (alternative) professional services. Peer support, provided by individuals with lived experience, fosters hope, empowerment, and community, and is integrated into many recovery-oriented programs, aligning with PRA’s framework.

Option A: Suggesting peer support is only for those who distrust professional services is incorrect, as peer support is widely used alongside professional services in recovery-oriented systems.

Option B: Limiting peer support to a “follow-up strategy” after completing a program ignores its role throughout the recovery process, including during active rehabilitation.

Option D: Stating peer support is most effective in isolated self-help groups ignores its integration into professionally run programs (e.g., peer-operated services), which enhances its impact.

Extract from CPRP Exam Blueprint (Domain V: Strategies for Facilitating Recovery):

“Tasks include: 4. Promoting peer support as an evidence-based practice that complements and serves as an alternative to professional services, fostering mutual support and recovery.”

Psychiatric rehabilitation focuses on enhancing an individual’s ability to live, work, and engage in the community while achieving personal fulfillment. The CPRP Exam Blueprint (Domain V: Strategies for Facilitating Recovery) defines the mission as improving functioning (e.g., skills for daily living, employment) and increasing satisfaction with life roles and environments (Task V.A.1: "Promote recovery principles, including self-determination and satisfaction"). Option A (increase satisfaction) aligns with this, as psychiatric rehabilitation prioritizes person-centered outcomes, such as achieving goals that enhance quality of life and personal fulfillment, alongside functional improvements.

Option B (decrease symptoms) is a clinical goal, not the primary focus of rehabilitation, which emphasizes functioning over symptom reduction. Option C (increase insight) is not a core rehabilitation outcome, as insight is secondary to practical and personal goals. Option D (decrease stigma) is a broader advocacy goal (Domain VI) but not the mission’s core focus. The PRA Study Guide defines psychiatric rehabilitation as improving functioning and life satisfaction, supporting Option A.

When a family member expresses opinions that may not align with recovery-oriented principles, the practitioner must prioritize the individual’s autonomy while respectfully engaging supports. The CPRP Exam Blueprint (Domain I: Interpersonal Competencies) emphasizes person-centered engagement by acknowledging family input while focusing on the individual’s goals to build trust and collaboration (Task I.B.1: "Collaborate with individuals and their support systems to address barriers in a culturally competent manner"). Option D (acknowledge the mother’s statement while engaging the individual in a discussion about his goals and objectives) aligns with this, as it validates the mother’s perspective, maintains a positive relationship, and centers the individual’s aspirations, ensuring the plan reflects his priorities post-hospitalization.

Option A (discuss services incorporating medication, education, employment) is prescriptive and assumes solutions without first exploring the individual’s goals. Option B (discuss medication adherence) risks alienating the mother by focusing on correction rather than collaboration. Option C (discuss employment likelihood) sidelines the individual’s voice and does not address the mother’s broader statement. The PRA Study Guide underscores person-centered engagement with family involvement as critical in initial meetings, supporting Option D.

Permanent supported housing programs aim to provide stable, long-term housing with flexible supports to enable individuals with psychiatric disabilities to live independently in the community. The CPRP Exam Blueprint (Domain III: Community Integration) identifies community integration as a best practice, emphasizing the facilitation of meaningful roles and connections in community settings (Task III.A.1: "Support individuals in accessing and maintaining stable housing"). Option B (community integration) aligns with this, as practitioners in supported housing programs promote engagement in community activities, such as employment, social groups, or volunteering, to enhance recovery and quality of life.

Option A (short-term targeted interventions) contradicts the long-term, flexible nature of supported housing. Option C (clear eligibility and readiness criteria) is minimal in supported housing, typically requiring only a desire to participate, not a best practice. Option D (motivational interviewing) is a technique, not a core housing practice. The PRA Study Guide and SAMHSA’s supported housing guidelines highlight community integration as a key best practice, supporting Option B.

Addressing sensitive disclosures, such as a history of sexual abuse, requires interpersonal competencies that prioritize empathy, ethical practice, and appropriate referrals. The CPRP Exam Blueprint (Domain I: Interpersonal Competencies) emphasizes recognizing when issues require specialized intervention and making appropriate referrals (Task I.C.2: "Identify and refer individuals to appropriate services based on their needs"). Option D (refer him and his partner to a qualified therapist) is the best response, as a history of sexual abuse and its impact on intimacy are complex issues that typically require specialized therapeutic intervention, such as trauma-focused therapy or couples counseling, to address underlying trauma and relational dynamics effectively.

Option A (developing action steps) is premature without professional therapeutic support to address the trauma. Option B (developing a WRAP plan) is inappropriate, as WRAP focuses on self-management of mental health, not trauma-specific issues (Domain V). Option C (referring to a support group) may be a supplementary step but is less immediate and targeted than therapy for addressing trauma and intimacy concerns. The PRA Code of Ethics and Study Guide emphasize referring to qualified professionals for issues outside the practitioner’s scope, supporting Option D.

This question aligns with Domain I: Interpersonal Competencies, which emphasizes building therapeutic, person-centered relationships based on trust and collaboration. The CPRP Exam Blueprint specifies that “the use of coercion undermines the therapeutic relationship and contradicts recovery-oriented principles, indicating a failure in the practitioner-individual relationship.” A strong relationship fosters mutual respect and empowerment, while coercion signals a breakdown in trust.

Option B: The use of coercion (e.g., pressuring or forcing the individual to comply) is a clear indication of failure in the therapeutic relationship, as it violates the principles of autonomy and collaboration central to psychiatric rehabilitation. It erodes trust and disempowers the individual.

Option A: Referring for peer support services is a positive, recovery-oriented strategy, not a sign of failure, as it enhances support and engagement.

Option C: An increase in symptomatology may occur due to clinical factors and does not necessarily reflect a failure in the relationship.

Option D: Lack of compliance (better termed as non-adherence) may indicate various issues (e.g., mismatched goals), but it is not as direct an indicator of relationship failure as coercion, which actively harms trust.

Extract from CPRP Exam Blueprint (Domain I: Interpersonal Competencies):

“Tasks include: 1. Establishing and maintaining a therapeutic relationship based on trust and collaboration. 2. Avoiding coercive practices that undermine autonomy and recovery.”

Motivational interviewing (MI) is a collaborative, person-centered approach that helps individuals explore and resolve ambivalence to advance their recovery goals. The CPRP Exam Blueprint (Domain V: Strategies for Facilitating Recovery) describes MI as a technique to support individuals in clarifying their motivations and developing a personal vision for change (Task V.B.2: "Facilitate the development of self-management skills"). Option D (helping the individual to come to an understanding about how they want to advance their recovery) aligns with this, as MI uses empathetic, non-directive techniques (e.g., open-ended questions, reflective listening) to guide individuals toward self-determined recovery steps.

Option A (providing information about disabilities) is educational, not MI, which avoids directive advice. Option B (including provider and individual) is too vague and does not capture MI’s focus on internal motivation. Option C (telling important steps) is directive, contradicting MI’s collaborative nature. The PRA Study Guide defines MI as fostering self-directed recovery understanding, supporting Option D.

The vision of recovery in psychiatric rehabilitation emphasizes empowerment, self-determination, and community integration, enabling individuals to lead meaningful lives with minimal reliance on formal services. The CPRP Exam Blueprint (Domain V: Strategies for Facilitating Recovery) highlights promoting independence and self-sufficiency as central to recovery-oriented practice (Task V.A.1: "Promote recovery principles, including self-determination and independence"). Option B (reducing dependence on services) aligns with this by fostering skills, natural supports, and community resources that enable individuals to live independently and engage in valued roles (e.g., employment, relationships).

Option A (developing new medications) focuses on clinical symptom reduction, which supports recovery but is secondary to its broader social and personal goals (Domain VII). Option C (focusing on symptom management) prioritizes clinical outcomes over the holistic recovery principles of empowerment and community integration (Domain V). Option D (targeting wellness outcomes) is relevant but less specific than Option B, as wellness is one aspect of recovery, whereas reducing service dependence encompasses broader recovery goals, including self-management and community living (Domain III). The PRA Study Guide emphasizes independence as a hallmark of recovery, supporting Option B.

Supported Education services aim to help individuals with psychiatric disabilities pursue educational goals by providing tailored supports, such as accommodations or coaching. The CPRP Exam Blueprint (Domain III: Community Integration) emphasizes that eligibility for Supported Education is based on the individual’s desire to participate, reflecting the recovery-oriented principle of self-determination (Task III.A.2: "Support individuals in accessing community-based educational opportunities"). Option D (base eligibility solely on the desire to participate) aligns with this, as Supported Education programs prioritize access for those who express interest, without imposing restrictive criteria like test scores or mandatory assessments.

Option A (minimal standardized test scores) is incorrect, as such requirements would exclude individuals and contradict inclusive principles. Option B (entry-level curriculum) is a potential support strategy, not an eligibility criterion. Option C (require a readiness assessment) may inform planning but is not a prerequisite for eligibility, as desire drives access. The PRA Study Guide highlights that Supported Education is open to all who wish to pursue education, supporting Option D.

This question pertains to Domain VI: Systems Competencies, which focuses on navigating and coordinating mental health systems to support recovery. The CPRP Exam Blueprint defines continuity of care as “ensuring that services are coordinated and linked to provide seamless support across different providers and settings.” Continuity of care is a key principle in community-based psychiatric rehabilitation, ensuring that individuals experience integrated, cohesive support as they move through various services.

Option B: Ensuring that “the various service elements are linked” directly reflects the definition of continuity of care, which involves coordinating services (e.g., mental health treatment, housing, employment support) to create a seamless care experience. This includes communication between providers, shared treatment plans, and transitions between services, aligning with PRA’s systems-level approach.

Option A: Ensuring services exist is related to resource availability but does not address the coordination or linkage of services, which is central to continuity of care.

Option C: Providing appropriate levels of services relates to service intensity or appropriateness but does not capture the linkage or coordination aspect of continuity.

Option D: Providing transportation is a logistical support that may facilitate access but is not the core definition of continuity of care, which focuses on service integration.

Extract from CPRP Exam Blueprint (Domain VI: Systems Competencies):

“Tasks include: 1. Coordinating services across multiple providers and systems to ensure continuity of care. 2. Facilitating transitions between different service settings to support recovery.”

Housing stability is a key outcome of community integration for individuals with psychiatric disabilities, requiring both practical resources and personal empowerment. The CPRP Exam Blueprint (Domain III: Community Integration) highlights the importance of stable resources (e.g., income from employment) and self-determination (e.g., choice in housing) as predictors of housing stability (Task III.A.1: "Support individuals in accessing and maintaining stable housing"). Option A (stable employment and personal choice on where to live) aligns with this, as employment provides financial stability to afford housing, and personal choice ensures the housing meets the individual’s preferences and needs, fostering long-term stability.

Option B (social skills and personal choice) is less predictive, as social skills are secondary to financial and choice-related factors in maintaining housing. Option C (symptoms and medication compliance) may influence stability but is not as directly predictive as economic and autonomy factors, as symptom management does not guarantee housing retention without resources. Option D (stable employment and medication compliance) omits the critical role of personal choice, which is central to recovery-oriented housing outcomes. The PRA Study Guide emphasizes employment and choice as key drivers of housing stability, supporting Option A.

Once rehabilitation readiness is confirmed, the next step is to establish a person-centered foundation for planning. The CPRP Exam Blueprint (Domain IV: Assessment, Planning, and Outcomes) specifies that identifying the individual’s expressed goals follows readiness assessment to ensure plans reflect their aspirations (Task IV.A.1: "Conduct functional assessments to identify individual goals and strengths"). Option C (identifying the individual’s expressed goals) aligns with this, as it involves eliciting the individual’s priorities (e.g., employment, housing) to guide subsequent assessments and interventions.

Option A (determining domains) and Option B (routines for change) are part of functional assessment, which follows goal identification. Option D (review behavioral skills) is premature without knowing the goals. The PRA Study Guide highlights goal identification as the next step post-readiness, supporting Option C.

This question falls under Domain I: Interpersonal Competencies, which emphasizes active listening and communication techniques such as paraphrasing to validate and clarify an individual’s statements. The CPRP Exam Blueprint specifies that paraphrasing involves “restating the individual’s message in the practitioner’s own words to confirm understanding and demonstrate empathy, focusing on the content and facts of the statement.” The scenario requires the practitioner to paraphrase the individual’s description of a work mistake and their supervisor’s reaction without adding interpretations or judgments.

Option A: This response restates the key facts of the individual’s statement (making an error at work and the supervisor seeming upset) in a concise, neutral manner. It accurately reflects the content without adding emotional assumptions or judgments, making it the best example of paraphrasing.

Option B: This response includes praise for the individual’s courage, which is an interpretation rather than a restatement, and does not fully capture the supervisor’s reaction, making it less accurate as paraphrasing.

Option C: This response assumes the individual is frustrated and disappointed the supervisor, which adds emotional interpretations not explicitly stated, diverging from pure paraphrasing.

Option D: This response also assumes frustration and minimizes the mistake’s significance, which introduces judgment and does not accurately restate the original statement.

Extract from CPRP Exam Blueprint (Domain I: Interpersonal Competencies):

“Tasks include: 2. Demonstrating active listening skills, including paraphrasing to confirm understanding of the individual’s message. 3. Using person-centered communication to validate individuals’ experiences.”

This question pertains to Domain II: Professional Role Competencies, which emphasizes advocacy and person-centered practice. The CPRP Exam Blueprint and PRA Code of Ethics state that “practitioners prioritize advocating for options that align with the individual’s preferences and wishes, as this respects autonomy and promotes recovery.” While stability, restrictiveness, and financial considerations are important, the individual’s wishes are the primary focus in a recovery-oriented approach.

Option D: Advocating for an option consistent with the individual’s wishes prioritizes her autonomy and self-determination, which are core to psychiatric rehabilitation. This ensures the treatment plan reflects her values and goals, fostering engagement and recovery.

Option A: Stability is important but secondary to the individual’s preferences, as imposing stability-focused options may undermine autonomy.

Option B: The least restrictive option is a principle in mental health law but is not the primary focus in a treatment team meeting, where the individual’s wishes take precedence.

Option C: Financial realism is a practical consideration but not the practitioner’s priority over respecting the individual’s preferences.

Extract from CPRP Exam Blueprint (Domain II: Professional Role Competencies):

“Tasks include: 2. Advocating for options that align with the individual’s preferences and wishes to promote autonomy and recovery.”