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Course Transcript Questions The answer to Question 1 is found in Track 1 of the Course Content. The Answer to Question 2 is found in Track 2 of the Course Content... and so on. Select correct answer from below. Place letter on the blank line before the corresponding question.


1. What are three interpersonal costs of anger?
2. What are four implications of anger?
3. What are four areas of understanding to help your client to take personal responsibility for anger?
4. What are the six steps to responsibility?
5. What are four fallacies of "should"? 
6. What are four aspects of blame?
7. What are four stress reduction techniques?
8. What are four ways to solve stress problems?
9. What are six aversive chains?
10. What are the two parts to mindreading?
11. What are the Three Methods of Coping Through Healthy Self-Talk?
12. What are three ways to defuse a zinger?
13. What are three passive responses to anger?
14. What are the three parts to making an assertive statement?


A. how to state your needs, understanding that others know their needs, understanding inevitable collision of needs and understanding strategies for satisfaction.
B. reinforcing others, meeting your own needs, finding support elsewhere, setting limits, negotiating assertively and letting go
C. verbal behaviors, nonverbal sounds, voice quality, gestures using hands and arms, facial expressions and body movements
D. Scanning Your Body for Stress, Breathing Away Stress, Progressive Muscle Relaxation and Meditation
E. preparing for confrontation, coping with confrontation and coping in retrospect
F. there is nothing inherently right or legitimate about anger, anger is an expression of stress, forget displacement and anger is a choice
G. Calibrated communication and parataxic distortion
H.  raising defenses, losing a sense of well-being and isolation.
I. Awareness, Good-Bad Dichotomizing, Assumed Intent and Magnifying
J. Four ways to solve stress problems are identifying problems that cause stress, clarifying your goals, alternative strategies, and analyzing the consequences.
K. the entitlement fallacy, the fallacy of fairness, the fallacy of change  and the "letting it out" fallacy
L. Empathize, ask questions and paraphrase
M. Dealing with one area at a time, being specific and asking for behavior changes
N. Getting information, acknowledgement and withdrawal

Course Article Questions
The answer to Question 15 is found in Section 15 of the Course Content. The Answer to Question 16 is found in Section 16 of the Course Content... and so on. Select correct answer from below. Place letter on the blank line before the corresponding question.


15. What three responses to anger-provoking situations does the Anger Evaluation Survey evaluate?
16. What three factors made both groups of students and employees less likely to express anger? 
17. What are people who tried either to conceal their anger or externalize it by blaming others at a higher risk for?   
18. Similar to other forms of aggression, under what conditions does aggressive driving behavior occur?
19. What are the six subscales of The Driving Anger Scale (DAS)?
20. What do women learn about anger during gender role socialization?   
21. Anger diversions are not anger expression styles, but covert, emotional routes through which women try to escape what three factors?
22. What are the five suggestions regarding Anger Management Programs?
23. What is the rationale behind the claim that anger of hope (versus an anger of despair) was a functional anger?  
24. What are ‘display rules’?
25. Hochschild argued that emotional labor is performed through either surface or deep acting. What is surface acting and deep acting? 
26. What are five common anger-inducing beliefs?


A.  Women try to divert anger by escaping (1) awareness, (2) deliberate expression, or (3) constructive use of their anger.
B.  Surface acting involves conforming to display rules by simulating emotions that are not actually felt. This is accomplished by careful presentation of verbal and non- verbal cues such as facial expression, gestures and voice tone. Deep acting on the other hand involves the actor attempting to actually experience or feel the emotion that they wish (or that they are expected) to display. Feelings are actively induced as the actor ‘psyches’ him/ herself into the desired persona; it is similar to the way that professional actors from the ‘method’ school of acting psyche themselves up for a role.
C. The Anger Evaluation Survey explores affective, cognitive, and behavioral responses to anger-provoking situations.
D. Both groups were less likely to express anger if "the anger was not justified" (students, 83%; employees, 80%), "the situation occurs in public" (86% and 90%, respectively), or "the target person will feel hurt" (86% and 82%, respectively).
E.  Anger of hope was used instrumentally to discourage another’s unwanted or negative behaviors, to surmount obstacles
in a relationship, and actually to maintain attachments with others.
F.  People who tried either to conceal their anger or externalize it by blaming others are at a higher risk for anxiety, tension and panic attacks.
G.  Women learn direct anger expression is unfeminine and unattractive.
H.  Deffenbacher's suggestions on Anger Management Programs are: (1) Consider group therapy (2) Allot time for practice (3) Strategies to Individualize treatment (4) Consider co-existing problems (5) Address resistance and readiness
I.  (1) Make good time, (2) Be number one, (3) Try and make me,  (4) They shouldn't allow it, and (5) Teach them a lesson
J.  Aggressive driving behavior occurs under conditions of anonymity
K.  Display rules are behavioral expectations about which emotions ought to be expressed and which ought to be hidden’ and are generally a function of ‘societal norms, occupational norms and organizational norms’
L.  (a) Hostile Gestures, (b) Illegal, (c) Police Presence, (d) Slow Driving, (e) Discourtesy, and (f) Traffic Obstructions

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Additional post test questions for Psychologists, Ohio Counselors, and Ohio MFT’s