Copyright © 2026 OccupationalTherapy.com - All Rights Reserved

OccupationalTherapy.com Phone: 866-782-9924

Exam Preview

Difficult Conversations

View Course Details Please note: exam questions are subject to change.
Print

1.  In "Difficult Conversations: How to Discuss What Matters Most"(1999), Stone, Patton and Heen describe 2 of the 3 conversations that take place as:
  1. The "What Happened Conversation" and The "Identity Conversation"
  2. The "Feelings Conversation" and The "Guilt Awareness Conversation"
  3. The "You're Right" and The " I'm Wrong" Conversation
  4. The "Identity Conversation" and "The Crisis Mending Conversation"
2.  When feelings enter into a conversational interaction, the goal is:
  1. To redirect the conversation to minimize impact of feelings
  2. To acknowledge your feelings and move forward
  3. To avoid identifying feelings so as not to place blame
  4. To acknowledge feelings of each person and address them without blame
3.  If a student brings their issue to you:
  1. Invite them to submit the "issue" in writing before you meet with them
  2. Arrange to have a neutral party join you in the "issue" conversation
  3. Offer them an invitation to problem-solve together
  4. Identify who is at fault so that full responsibility can be assumed
4.  Barriers in having a "difficult" conversation may include:
  1. A desire to avoid of conflict
  2. The role and/or relationship of the individuals in the workplace
  3. A fear of legal repercussions
  4. A resentment of time and effort required to address the issue
  5. All of the above
5.  Before starting a difficult conversation, one of the valuable questions to ask is:
  1. How much will this expose my feelings?
  2. What is the desired outcome?
  3. Who is responsible for the issues in this conversation?
  4. How can I control the other person's reactions and responses?
6.  When entering into a difficult conversation, a desired outcome of the conversation would be to:
  1. Evaluate the emotional stability of the supervisee
  2. Judge the cognitive competency of the supervisee
  3. Foster supervisee development
  4. Build character so that the supervisee can handle difficult conversations
7.  By doing some prep work prior to having a difficult conversation, one can:
  1. Identify hot button issues that are triggering emotions
  2. Determine what might be accomplished
  3. Develop an opening line to enter the conversation
  4. Determine if the conversation should take place or not
  5. All of the above
8.  According to Stone et.al. (1999), every difficult conversation has:
  1. What Happened Conversation
  2. Feelings Conversation
  3. Identity Conversation
  4. All of the above
9.  As the difficult conversation evolves, it is important to:
  1. Assess the other person's responsibility for what caused the issue
  2. Remember to look for opportunities to provide feedback on how the other person is communicating
  3. Acknowledge that each person has been heard and understood
  4. Portray a sense of calm throughout the conversation
10.  By reflecting on what just happened in a difficult interaction, we can:
  1. Eliminate the possibility that difficult conversations will occur with that individual again
  2. Better understand how all students think and act in a clinical setting
  3. Begin to understand how our own actions played a role in the present situation
  4. begin to identify the degree of fault that each person should assume