COSP Learning Assessment

First Name (as you want it to appear on your Award Letter)

Last Name (as you want it to appear on your Award Letter)

Email (where you would like to receive your Award Letter)

Date

ID Number

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.

Top of the Circle (exploration)

Bottom of the Circle (welcoming)

Hands

All of the Above

2. Identify the phrase that is NOT a key concept of the Circle of Security Approach:

It is never too late

Good enough

Perfect Parenting is the goal

3. Attachment is always hidden in plain sight.

True

False

4. Children must be taught the fundamental need for attachment.

True

False

5. We are hardwired for relationships.

True

False

6. We all learn to have relationships before we have language.

True

False

7. A "Holding Environment" can also be described as "Being With."

True

False

8. The partnership of John Bowlby and Mary Ainsworth was pivotal to the science of Attachment.

True

False

9. Attachment is a procedure.

True

False

10. By the time a child is 11 months of age, they have a predictive pattern of attachment with their parent.

True

False

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.

True

False

12. A __________ COSP Facilitator contributes to a safe learning environment for a caregiver.

warm

efficient

attractive

tardy

13. Using reflective dialogue can help create a safe learning environment for a caregiver.

True

False

14. Remembering “Ask Don’t Tell” supports reflective dialogue.

True

False

15. Identify the trait that is least important in a Facilitator committed to a safe learning environment:

Maintains confidentiality

Remains curious and non-judgmental

Brings healthy snacks

Starts and ends group on time

16. Identify ways in which a Facilitator can contribute to a safe learning environment:

Ask neutral questions

Validate responses

Pause and allow a caregiver to feel

All of the above

17. A facilitator should fill every moment of the group session with words.

True

False

18. A facilitator supports reflection when they wait for a caregiver to discover rather than answering for the group.

True

False

19. Allowing space for silence in a group can contribute to both connection and exploration for the caregiver.

True

False

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.

True

False

21. Modeling When/Then language can help build Observational skills in caregivers.

True

False

22. Using the COS roadmap helps us develop Inferential Skills that focus on the quality of relationship.

True

False

23. Being With moments only happen on the Bottom of the Circle.

True

False

24. Identify which statement is NOT on the Path to Secure Hands:

Positive Intentionality

Talk about what's happening and not yet happening.

Assure physical comfort for caregivers

Reflective dialogue

25. Facilitators can model BSWK for caregivers by following the Path to Secure Hands.

True

False

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:

"I must learn to stand back and watch myself and my child."

"I want my child to be securely attached."

"I can find a way to understand my child's needs by noticing their behavioral problems."

"The next step is to talk about what I am doing (and not yet doing) to meet my child's needs."

27. Facilitators help caregivers feel safe enough to reflect on their Shark Music when they offer Secure Hands.

True

False

28. A child can learn to fear reaching out to a caregiver who is Mean, Weak, or Gone.

True

False

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?

The goal of the program is to speed through the material and ask every suggested question listed in the Facilitator manual

The goal of the program is for the participants to learn and have a reflective and meaningful response to the material

Offering caregivers strategies to manage problematic behaviors in children

To show videos to parents of good kids vs. bad kids

31. The Facilitator must stop the video at all Recommended Pauses.

True

False

32. The narrator of the video will instruct you to pause for all Scheduled Pauses.

True

False

33. The COSP program was developed to be presented:

Over a minimum of eight weeks

Over a minimum of ten weeks

Within a weekend

In ten-minute increments

34. Stopping for Processing Moments at Recommended Pauses offers some flexibility to tend to emerging group dynamics.

True

False

35. COSP videos feature children who are four months of age through six years old.

True

False

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?

The reflective capacity of caregivers to be able to generalize the learning

Professional training to crosswalk the developmental needs of children outside the age range represented in the videos

New videos

Experience with the COSP model

COSP Facilitator Learning Assessment

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

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

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

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

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

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