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Clinical Supervision: Skill Building and Empowering Supervisees
Supervision continuing education Social Worker CEU

CE Post-Test
Psychologist CEs, Counselor CEUs, Social Worker CEUs, MFT CEUs

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Audio Transcript Questions The answer to Question 1 is found in Track 1 of the Course Content. The Answer to Question 2 is found in Track 2 of the Course Content… and so on. Select correct answer from below. Place letter on the blank line before the corresponding question. Do not add any spaces.
Important Note! Numbers below are links to that Section. If you close your browser (i.e. Explorer, Firefox, Chrome, etc..) your answers will not be retained. So write them down for future work sessions.

1. What are the characteristics of effective goal setting with your supervisee?
2. What are the steps to conflict resolution?
3. What are the types of supervisees that are resistant to improvement?
4. What are main ethical issues involved in the supervision of a therapist?
5. What are steps in an interview session with a client that might benefit the therapist-client relationship of a supervisee?
6. What are ways to correct problems resulting in the supervisor-therapist relationship and therapist-client relationship?
7. What are basic skills that you may wish to utilize to empower your supervisee?
8. What are the main reasons to train supervisees in the process of supervision?
9. What are benefits to contracting in the supervisor supervisee relationship?
10. What are the parts of the ‘reflective stance?’
11. What are the common perspectives in multicultural counseling?
12. What are the points in the Working and Evaluating Skills supervisee self-assessment?
13. What are steps a supervisee can use in coping with a client’s risk of suicide?
14. According to Pope’s study, 87% of therapists surveyed experienced sexual attraction towards a client. What are three ways supervisees may react to feelings or fears of sexual attraction towards a client?

A. proper knowledge and skill; avoiding dual relationships; and fair and balanced assessment evaluations.
B. identifying avoidance of conflict; and using the "Interview Session Checklist"
C. observation; thoughts; feedback; desires; and next time.
D. nurturing, coaching, and mentoring.
E. the yeahbut supervisee; the silent supervisee; the "I'll try" supervisee; and the irrelevant supervisee
F. setting specific goals; setting realistically difficult goals; mutual supervisee-supervisor goal agreement; and giving feedback.
G. preparation; beginning; exploration; and creating contracts.
H. Both parties are actively involved in the supervision process, there is a clear picture of the goals, a clear picture of what the supervisor and supervisee’s work looks like, a guarding against the abuse of power, and covert agendas are minimized.
I. Training supervisees in supervision is empowering, it aids in constructing a clearly contracted working alliance that helps the supervisee promote his or her work, and it helps define the boundaries of the role relationships of the supervisor and supervisee.
J. The intention to examine one’s own actions, active and critical inquiry into one’s own covert and overt behavior in a session, continued openness to alternatives for interpreting what is being conveyed, and the willingness to become vulnerable and try out new ideas both in supervision and in sessions with clients
K. Action steps, focusing, reframing, confronting, evaluating, responding with immediacy and pointing out endings
L. Over avoidance of physical contact, overuse of physical contact, or inappropriate emphasis of sexual issues during a session.
M. Screen for suicidal risk, assess if the client has a plan, arrange a safe environment, create a supportive environment, justify realistic hope, use contracts, explore fantasies of suicide, ensure clear communication, be sensitive to negative reactions, and express caring.
N. The universalist perspective, the particularist perspective, and the transcendentalist perspective.

Course Content Manual Questions The Answer to Question 15 is found in Section 8 of the Course Content… and so on. Select correct answer from below. Place letter on the blank line before the corresponding question.
Important Note! Numbers below are links to that Section. If you close your browser (i.e. Explorer, Firefox, Chrome, etc..) your answers will not be retained. So write them down for future work sessions.

15. Work with inner city clients often requires what practical aspect?
16. What are the classic questions of supervisee discipline?
17. What are behaviors of a trustworthy clinical supervisor?
18. What are results you can expect when you are supervising effectively?
19. As a mentor, what are your key jobs regarding supervisee aptitude?
20. What the types of supervisee thinking?
21. To establish a need for change, the supervisor should show how the specific behavior affects which three areas?
22. According to Kernberg, 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. What main performance concepts are identified here?
23. What things clearly specify the exact gap between desired performance and the supervisee's actual performance?
24. Why do gay/lesbian/bisexual students with depression often go undiagnosed?
25. What are the Clinical Supervision Functions?
26. What are the levels in Bloom's Taxonomy hierarchy that provide essential skills for supervisees wishing to become critical thinkers? 
27. According to Presbury, how is the solution-focused approach based in a constructivist epistemology?
28. Why is "scientific thinking" a valuable component in helping counselors-in-training process information about specific clients in complex ways? 
29. What are the phases representing the developmental process of counseling supervision in reflective learning-based supervision? 
30. What insufficient data do many supervision evaluations focus on to measure success?
31. According to Holloway, what issues need to be considered in a supervisor’s openness to multi-cultural counseling competence?
32. According to Vander Kolk, how did African American supervisees anticipate their supervisors to act towards them? 
33. Normalizing anxiety as an inevitable part of clinical supervision is an important aspect of preparing MHC students for the supervision process. What five possible sources of threat for MHC students did Liddle identify?  
34. According to Stolenberg & Delworth, what are the three stages of counselor development? 
35. Upon what belief is an anxious-avoidant pattern of attachment in clinical supervision based?
36. What is the modality of supervision most clinicians receive?

A. Did the employee clearly understand the rule or policy that was violated? Did the employee know in advance that such conduct would be subject to disciplinary action? Was the rule violated reasonably related to the safe, efficient, and orderly
operation of the business? Is there substantial evidence that the employee actually did violate the rule? Is the action planned
reasonably related to the seriousness of the offense, the employee's record with the organization, and to action taken with
other employees who have committed a similar offense?
B. Clarify expectations, provide training, arrange appropriate consequences, provide feedback, and remove obstacles
C. Clarification of performance expectations, Changes In point of view, Increased self-sufficiency/autonomy, Insight into behavior and feelings, Acceptance of difficult tasks
D. The individual, the group, and the organization
E. (1) Evaluate the team member's understanding (2) Encourage your supervisee to feel perfectly comfortable asking.
F. Because they are already seen as "different", their depressions can easily be misconstrued as acting out.
G. Maintains eye contact, individualizes compliments, readily shares financial information with others.
H. Authority-driven, deductive, sensory, emotional, intuitive, and scientific
I. Collaborative efforts with another service agency to assist with handling pragmatic issues, such as financial matters.
J. Desired performance and actual performance
K. Client welfare; Learning the hands on process of counseling; Application of theory; Assure ethical and competent practice; and Evaluation of the supervisee.
L. The supervisor accepts that there is no single correct way to view a situation.
M. A supervisor's experience and feelings about cultural factors need to be considered when addresses multi-cultural counseling competence.
N. The six levels are knowledge, comprehension, application, analysis, synthesis, and evaluation
O. Scientific thinking enables the counselor-in-training to discover new ideas, systematically test those ideas, and integrate new knowledge into new explanations of phenomena.
P. African American supervisees expected their supervisors to be less empathetic, respectful, and congruent than did their White counterparts.
Q. The four phases of reflective learning-based supervision are contextual orientation, trust establishment, conceptual development, and clinical independence about how to get their needs met
R. (a) dependency, (b) trial and turbulence, and (c) growth.
S. trainee satisfaction
T. (a) evaluation anxiety, (b) performance anxiety, (c) personal problems or internal conflict, (d) deficits in the supervisory relationship, and (e) fear of negative consequences for trying new or risky counseling interventions.
U. Individual Supervision is, historically, the typical modality of supervision most clinicians receive. It provides the supervisor the opportunity to develop a closer relationship with the supervisee and to tailor the process to the unique needs of that person.
V. The belief that no assistance will be forthcoming in times of crisis.

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