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Service Learning Forum Summary

Continuing Education Self-Study Quiz for CHES, MCHES and CFLE Contact Hours

ETR Associates, a multiple event provider, has created this self-study program. Certified Health Education Specialists (CHES) and Certified Family Life Educators (CFLE) may earn two (2) continuing education contact hours (professional credits), and Master Certified Health Education Specialists (MCHES) may earn two (2) advanced contact hours for reading the Service Learning Forum Summary and successfully completing the following self-study quiz based on its contents.

Directions:
Study the Service Learning Forum Summary. Then read each of the following questions carefully. Circle the appropriate letter for each answer on a printed version of the self-study quiz answer sheet. Circle only one answer for each question.

To earn self-study professional credits/contact hours:

  1. Pay for the program online.  Or, follow the instructions on the answer sheet to pay by check.
  2. Read the relevant materials, answer the quiz questions (see below), and then open and complete the answer sheet.
  3. Follow instructions to submit the answer sheet to ETR, along with proof of payment, type of professional credits and your CHES/MCHES number, if applicable.
  4. Your quiz will be scored, and you will be contacted with the results and credit certificate, if applicable. Please allow 7 days for results.

For more information, contact professionalcredits@etr.org.

If at least eight (8) of ten answers are correct, CHES and CFLE will receive a certificate indicating credit for two (2) Continuing Education Contact Hours; MCHES will receive a certificate indicating credit for two (2) advanced Continuing Education Contact Hours.

Note: Links on this page with the Portable Document Format icon require Adobe Acrobat Reader 4.0 to view and print them. You can download this free software at: http://www.adobe.com/prodindex/acrobat/readstep.html


Self-Study Quiz

 

  1. The Teen Outreach Program (TOP) has three main components. Which of the following is NOT a main component of TOP?

    1. classroom/group discussion.

    2. community service.

    3. parent communication.

    4. service learning.

  1. Youth development, community involvement, learner centered education, and academic extensions are:

    1. services supported by UNICEF as components of HIV/AIDS prevention programs in Uganda.

    2. "pillars" of the TOP program.

    3. important components of effective peer education programs.

    4. Philliber Research Associates' four categories for service learning-related research.

  1. Academic extensions are:

    1. after-school programs which provide academic content.

    2. using the power of service learning to make school meaningful and applicable to the "here and now" lives of young people.

    3. hair extensions applied during school hours on school site.

    4. the result of lengthening the amount of time youth are in the classroom.

  1. Lori Rolleri, the Director of ReCAPP and one of the forum moderators, shared the following "lesson learned" from a service learning project implemented in California:

    1. A representative sample of students should be involved in the selection of the project.

    2. Service learning projects should provide youth with an opportunity to make a real contribution to the community.

    3. Buy-in from adults (parents, teachers, community leaders, service recipients, etc.) is initially more important than from the youth.

    4. Service should run a maximum of 20 hours.

  1. Coalitions focused on building community support for teen pregnancy prevention and parenting issues can be found by:

    1. contacting http://www.coalitions.org for a national listing.

    2. contacting state health departments.

    3. contacting local school districts.

    4. emailing Leslie at lthompson@noappp.org for a directory.
  1. According to Lynda Bell of Cornerstone Consulting, service learning is more than just service work because it includes:

    1. time for reflection to help youth authentically assess their own learning.

    2. the patented components.

    3. community service.

    4. youth learning about a specific topic, such as child care or elder care.
  1. Which of the following descriptions of service learning is NOT linked to a reduction in youth sexual risk taking behaviors?

    1. Youth spend hours in supervised activities instead of other activities which could include risk taking opportunities.

    2. Youth engage in on-going relationships with caring facilitators who may serve as mentors, role models, and advisors.

    3. Youth have the opportunity to think about their futures and be motivated to delay parenthood.

    4. The majority of service learning programs involve work in child care agencies which gives youth a realistic view of what caring for young children requires.

  1. The cost to implement the TOP program is:

    1. $100-$200 per participant.

    2. $200-$400 per participant.

    3. $300-$500 per participant.

    4. $100-$600 per participant.
  1. Two thousand ideas for service learning projects can be found:

    1. in a book by Joseph Follman.

    2. at the National Service Resource Center.

    3. at http://www.servicelearning.org.

    4. by emailing Youth Service America.
  1. Some of the more unique TOP projects have been:

    1. tutoring projects, generational projects, and youth-focused projects.

    2. mentoring and tutoring projects.

    3. fruit and produce give-away projects and "rock the vote" projects.

    4. home improvement projects and companion pet projects.