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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.

Questions: 1. What are steps in an interview session with a client that might benefit the therapist-client relationship of a supervisee? 2. What are the common perspectives in multicultural counseling? 3. What are the points in the Working and Evaluating Skills supervisee self-assessment? 4. What are the steps a supervisee can use in coping with a client’s risk of suicide? 5. 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?

Answers: A. The universalist perspective, the particularist perspective, and the transcendentalist perspective. B. preparation; beginning; exploration; and creating contracts. C. 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. D. Action steps, focusing, reframing, confronting, evaluating, responding with immediacy and pointing out endings E. Over avoidance of physical contact, overuse of physical contact, or inappropriate emphasis of sexual issues during a session.

Course Article Questions The answer to Question 6 is found in Section 6 of the Course Content. The Answer to Question 7 is found in Section 7 of the Course Content... and so on. Select correct answer from below. Place letter on the blank line before the corresponding question.

Questions 6. Work with inner city clients often requires what practical aspect? 7. What are the classic questions of supervisee discipline? 8. What are the results you can expect when you are supervising effectively? 9. As a mentor, what are your key jobs regarding supervisee aptitude? 10. What the types of supervisee thinking? 11. To establish a need for change, the supervisor should show how the specific behavior affects which areas? 12. 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? 13. Why do gay/lesbian/bisexual students with depression often go undiagnosed? 14. What are the Clinical Supervision Functions? 15. What are the six 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?

Answers 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. Collaborative efforts with another service agency to assist with handling pragmatic issues, such as financial matters. C. (1) Evaluate the team member's understanding (2) Encourage your supervisee to feel perfectly comfortable asking. D. Clarification of performance expectations, Changes In point of view, Increased self-sufficiency/autonomy, Insight into behavior and feelings, Acceptance of difficult tasks E. The individual, the group, and the organization F. Authority-driven, deductive, sensory, emotional, intuitive, and scientific G. Because they are already seen as "different", their depressions can easily be misconstrued as acting out. H. Desired performance and actual performance I. The six levels are knowledge, comprehension, application, analysis, synthesis, and evaluation J. Client welfare; Learning the hands on process of counseling; Application of theory; Assure ethical and competent practice; and Evaluation of the supervisee. K. Scientific thinking enables the counselor-in-training to discover new ideas, systematically test those ideas, and integrate new knowledge into new explanations of phenomena. L. The supervisor accpts that there is no single correct way to view a situation. M. 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.

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