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Questions:
8.
What are the six levels in Bloom's Taxonomy hierarchy that provide essential skills for supervisees wishing to become critical thinkers?
9.
According to Presbury, how is the solution-focused approach based in a constructivist epistemology?
10.
Why is "scientific thinking" a valuable component in helping counselors-in-training process information about specific clients in complex ways?
11.
What are the four phases representing the developmental process of counseling supervision in reflective learning-based supervision?
12.
What insufficient data do many supervision evaluations focus on to measure success?
13.
According to Holloway, what two issues need to be considered in a supervisor’s openness to multi-cultural counseling competence?
14.
According to Vander Kolk, how did African American supervisees anticipate their supervisors to act towards them?
15.
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?
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Answers
A. The supervisor accepts that there is no single correct way to view a situation.
B. (a) dependency, (b) trial and turbulence, and (c) growth.
C. 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
D. African American supervisees expected their supervisors to be less empathetic, respectful, and congruent than did their White counterparts.
E. trainee satisfaction
F. The belief that no assistance will be forthcoming in times of crisis.
G. Scientific thinking enables the counselor-in-training to discover new ideas, systematically test those ideas, and integrate new knowledge into new explanations of phenomena.
H. A supervisor's experience and feelings about cultural factors need to be considered when addresses multi-cultural counseling competence.
I. The six levels are knowledge, comprehension, application, analysis, synthesis, and evaluation
J. (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
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