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Providing services to a former romantic partner creates a dual relationship that compromises boundaries and professional judgment. Countertransference may occur, but the dual relationship is the central ethical violation. The exam frequently includes boundary dilemmas.

Improved academic performance is best measured with objective data such as standardized test scores. Teacher surveys and student self-reports provide useful context but are subjective. Attendance records measure participation, not performance. The exam requires linking evaluation measures directly to program outcomes, ensuring valid and reliable assessment of effectiveness.

The initiative vs. guilt stage (ages 3–5) is marked by curiosity, independence, and creative play. Criticism or mistakes may lead to guilt rather than confidence. Autonomy vs. shame applies to toddlers, industry vs. inferiority to school-aged children, and identity vs. role confusion to adolescents.

Around age 12, children shift from industry vs. inferiority (school-age) to identity vs. role confusion (adolescence). This transition marks increasing independence and identity exploration. The exam often includes questions about overlaps between developmental stages.

Behavioral activation is an evidence-based intervention for depression that schedules activities to increase engagement, build mastery, and reduce avoidance. Exposure therapy targets anxiety, psychoeducation provides information, and interpersonal therapy focuses on relationships. The exam often requires identification of behavioral strategies in depression treatment.