Post-Test
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Course 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.
1. What are the main reasons to train supervisees in the process of supervision? 2. What are benefits to contracting in the supervisor supervisee relationship? 3. What are the parts of the ‘reflective stance?’ 4. What are the common perspectives in multicultural counseling? 5. What are the points in the Working and Evaluating Skills supervisee self-assessment? 6. What are steps a supervisee can use in coping with a client’s risk of suicide? 7. 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? 8. What are the characteristics of effective goal setting with your supervisee? 9. What are the steps to conflict resolution? 10. What are the types of supervisees that are resistant to improvement? 11. What are the main ethical issues involved in the supervision of a therapist? 12. What are steps in an interview session with a client that might benefit the therpist-client relationship of a supervisee? 13. What are ways to correct problems resulting in the supervisor-therapist relationship and therapist-client relationship? 14. What are basic skills that you may wish to utilize to empower your supervisee?
Answers:
A. The universalist perspective, the particularist perspective, and the transcendentalist perspective. B. 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. C. 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. D. Over avoidance of physical contact, overuse of physical contact, or inappropriate emphasis of sexual issues during a session. E. 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 F. 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. G. Action steps, focusing, reframing, confronting, evaluating, responding with immediacy and pointing out endings H. proper knowledge and skill; avoiding dual relationships; and fair and balanced assessment evaluations. I. identifying avoidance of conflict; and using the "Interview Session Checklist" J. observation; thoughts; feedback; desires; and next time. K. nurturing, coaching, and mentoring. L. the yeahbut supervisee; the silent supervisee; the "I'll try" supervisee; and the irrelevant supervisee M. setting specific goals; setting realistically difficult goals; mutual supervisee-supervisor goal agreement; and giving feedback. N. preparation; beginning; exploration; and creating contracts.
Course Article Questions The answer to Question 8 is found in Section 8 of the Course Content. The Answer to Question 9 is found in Section 9 of the Course Content... and so on. Select correct answer from below. Place letter on the blank line before the corresponding question.
Questions
15. What are the levels in Bloom's Taxonomy hierarchy that provide essential skills for supervisees wishing to become critical thinkers? 16. According to Presbury, how is the solution-focused approach based in a constructivist epistemology? 17. Why is "scientific thinking" a valuable component in helping counselors-in-training process information about specific clients in complex ways? 18. What are the phases representing the developmental process of counseling supervision in reflective learning-based supervision? 19. What insufficient data do many supervision evaluations focus on to measure success? 20. According to Holloway, what issues need to be considered in a supervisor’s openness to multi-cultural counseling competence? 21. How did African American supervisees anticipate their supervisors to act towards them? 22. Normalizing anxiety as an inevitable part of clinical supervision is an important aspect of preparing MHC students for the supervision process. What possible sources of threat for MHC students did Liddle identify? 23. What are the stages of counselor development? 24. Work with inner city clients often requires what practical aspect? 25. What are the classic questions of supervisee discipline?
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