COSP Facilitator Learning Assessment


To earn the CEUs available for the COSP Facilitator Training or Theory to Practice course, you must complete this assessment with a minimum score of 80%. You are allowed multiple attempts, and any incorrect responses will be noted to assist your learning. Once you have passed this quiz, you will receive an email with your CEU award. If you have any questions, please contact us at info(at)circleofsecurityinternational(dot)com.

Learning Assessment - COSP

A. Identify the fundamentals of attachment theory and key concepts of the Circle of Security approach.

1. Identify the components of the attachment system as captured in the Circle graphic.
2. Identify the phrase that is NOT a key concept of the Circle of Security Approach:
3. Attachment is always hidden in plain sight.
4. Children must be taught the fundamental need for attachment.
5. We are hardwired for relationships.
6. We all learn to have relationships before we have language.
7. A "Holding Environment" can also be described as "Being With."
8. The partnership of John Bowlby and Mary Ainsworth was pivotal to the science of Attachment.
9. Attachment is a procedure.
10. By the time a child is 11 months of age, they have a predictive pattern of attachment with their parent.

B. Identify the features of a safe learning environment for caregivers.

11. Experiencing the Facilitator as a Secure Base/Safe Haven is important for a caregiver to experience a holding environment.
12. A __________ COSP Facilitator contributes to a safe learning environment for a caregiver.
13. Using reflective dialogue can help create a safe learning environment for a caregiver.
14. Remembering “Ask Don’t Tell” supports reflective dialogue.
15. Identify the trait that is least important in a Facilitator committed to a safe learning environment:
16. Identify ways in which a Facilitator can contribute to a safe learning environment:
17. A facilitator should fill every moment of the group session with words.
18. A facilitator supports reflection when they wait for a caregiver to discover rather than answering for the group.
19. Allowing space for silence in a group can contribute to both connection and exploration for the caregiver.

C. Identify the ways in which a Facilitator can teach caregivers to use quality of relationship enhancement rather than behavior management.

20. A facilitator can use the Circle of Security graphic to help a caregiver shift the focus to quality of relationship.
21. Modeling When/Then language can help build Observational skills in caregivers.
22. Using the COS roadmap helps us develop Inferential Skills that focus on the quality of relationship.
23. Being With moments only happen on the Bottom of the Circle.
24. Identify which statement is NOT on the Path to Secure Hands:
25. Facilitators can model BSWK for caregivers by following the Path to Secure Hands.

D. Identify steps the Facilitator can take to build self-reflection in caregivers.

26. Identify the following that is NOT a step on the Path to Secure Attachment handout for caregivers:
27. Facilitators help caregivers feel safe enough to reflect on their Shark Music when they offer Secure Hands.
28. A child can learn to fear reaching out to a caregiver who is Mean, Weak, or Gone.
29. Identify the behavioral descriptions you might hear from caregivers that could signal the opportunity for the facilitator to talk about Miscues:

E. Explain how to facilitate the COSP model using video examples of parent-child relationships, the COSP Facilitator Manual, and Handouts.

30. Which of the following most accurately describes the purpose of the COSP program?
31. The Facilitator must stop the video at all Recommended Pauses.
32. The narrator of the video will instruct you to pause for all Scheduled Pauses.
33. The COSP program was developed to be presented:
34. Stopping for Processing Moments at Recommended Pauses offers some flexibility to tend to emerging group dynamics.
35. COSP videos feature children who are four months of age through six years old.
36. COSP is used by some facilitators with caregivers of older children. Which of these is NOT key to their success in delivering the model in this capacity?