The Stages of Change model guides the development of rehabilitation plans by assessing an individual’s readiness to pursue specific goals. The CPRP Exam Blueprint (Domain IV: Assessment, Planning, and Outcomes) emphasizes evaluating stages of change to prioritize goals in person-centered planning (Task IV.A.2: "Assess individual’s stage of change and readiness for goal-setting"). Option C (Contemplation) aligns with this, as the individual is considering returning to college (indicating awareness of the goal) but prioritizes other objectives first, suggesting she is not yet ready to act on the college goal but is weighing its importance.

Option A (Acceptance) is not a stage of change, though it may describe an attitude in later stages. Option B (Action) involves actively pursuing a goal, which does not match the individual’s focus on other objectives. Option D (Maintenance) applies to sustaining changes already made, not planning future goals. The PRA Study Guide describes contemplation as the stage where individuals are aware of a goal but not yet committed to action, supporting Option C.

The individual’s car accident and subsequent challenges require revisiting her goals to address her current circumstances and emotional state. The CPRP Exam Blueprint (Domain IV: Assessment, Planning, and Outcomes) emphasizes re-evaluating goals in response to significant life changes to ensure person-centered planning remains relevant (Task IV.B.1: "Develop person-centered plans based on individual aspirations"). Option D (help the individual determine her goals with regard to returning to massage therapy training) aligns with this, as it prioritizes exploring whether she still wishes to pursue massage therapy or adjust her goals (e.g., alternative careers or delayed training) given her injuries, transportation issues, and feelings of being overwhelmed.

Option A (provide education on alternative programs) assumes a change in direction without confirming her goals. Option B (develop contacts) is premature without clarity on her aspirations. Option C (assess potential to return) is a secondary step, as her goals must guide the assessment. The PRA Study Guide underscores goal re-evaluation as the first step after disruptions, supporting Option D.

A trauma-informed perspective reframes trauma-related symptoms and behaviors as adaptive coping mechanisms rather than deficits, recognizing them as the individual’s best effort to survive overwhelming experiences. The CPRP Exam Blueprint (Domain I: Interpersonal Competencies) emphasizes understanding trauma responses as coping attempts to inform person-centered, empathetic care (Task I.A.4: "Apply trauma-informed principles in service delivery"). Option B (a response reflecting the individual’s best attempt to cope with the experiences) aligns with this, as trauma-informed care views behaviors like hypervigilance or dissociation as protective strategies developed in response to trauma, not as inherently problematic.

Option A (culturally specific responses) is too narrow, as trauma responses are not solely cultural. Option C (maladaptive response) contradicts trauma-informed principles by labeling responses as dysfunctional rather than adaptive. Option D (environmentally specific, maladaptive) also mischaracterizes responses as maladaptive and overly ties them to environment alone. The PRA Study Guide, referencing SAMHSA’s trauma-informed care principles, emphasizes coping attempts as central to understanding trauma, supporting Option B.