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Clinical Supervision: Skill Building and Empowering Supervisees
Supervision continuing education Counselor CEU

Course Learning Objectives/Outcomes
Social Worker CEU, Psychologist CE, Counselor CEU, & MFT CEU


By the end of the course, the Counselor, Marriage and Family Therapist, Social Worker or Psychologist will be able to:
-Name the four characteristics of effective goal setting with your supervisee.
-Name the five steps to conflict resolution.
-Name the four types of supervisees that are resistant to improvement.
-Name three main ethical issues involved in the supervision of a therapist.
-Name four steps in an interview session with a client that might benefit the therapist-client relationship of a supervisee.
-Name two ways to correct problems resulting in the supervisor-therapist relationship and therapist-client relationship.
-Name three basic skills that you may wish to utilize to empower your supervisee.
-Name the three main reasons to train supervisees in the process of supervision.
-Name five benefits to contracting in the supervisor supervisee relationship.
-Name the four parts of the reflective stance.
-Name the three common perspectives in multicultural counseling.
-Name the seven points in the Working and Evaluating Skills supervisee self-assessment.
-Name ten steps a supervisee can use in coping with a client’s risk of suicide.
-Name three ways supervisees may react to feelings or fears of sexual attraction towards a client.
-Explain what practical aspect work with inner city clients often requires.
-Name the five classic questions of supervisee discipline.
-Name three behaviors of a trustworthy clinical supervisor.
-Name 5 results you can expect when you are supervising effectively.
-Name two key jobs regarding supervisee aptitude, as a mentor.
-Name the six types of supervisee thinking.
-Name three areas in which the supervisor should show how the specific behavior affects to establish a need for change.
-Name two main performance concepts that are identified in order for you to solve problems effectively, you must be able to describe what it is that you want and what it is that you get in the supervisee's performance.
-Name five things that clearly specify the exact gap between desired performance and the supervisee's actual performance.
-Explain why gay/lesbian/bisexual students with depression often go undiagnosed.
-Explain the Clinical Supervision Functions.
-Name the six levels in Bloom's Taxonomy hierarchy that provide essential skills for supervisees wishing to become critical thinkers.
-Explain how the solution-focused approach is based in a constructivist epistemology.
-Explain why is "scientific thinking" a valuable component in helping counselors-in-training process information about specific clients in complex ways.
-Name the four phases representing the developmental process of counseling supervision in reflective learning-based supervision.
-Explain what insufficient data many supervision evaluations focus on to measure success.
-Name what two issues need to be considered in a supervisor’s openness to multi-cultural counseling competence.
-Explain how African American supervisees anticipated their supervisors to act towards them.
-Name five possible sources of threat for MHC students did Liddle identify. Normalizing anxiety as an inevitable part of clinical supervision is an important aspect of preparing MHC students for the supervision process.
-Name the three stages of counselor development.
-Explain upon what belief is an anxious-avoidant pattern of attachment in clinical supervision based.
-Explain the modality of supervision most clinicians receive.


"The instructional level of this course is introductory, intermediate, or advanced depending on the learners clinical area of expertise."

 
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Continuing Education for
Social Worker CEU, Psychologist CE, Counselor CEU, Addiction Counselor CEU, MFT CEU

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