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Supervision: Enhancing Supervisees Clinical Skills
Supervision continuing education social worker CEUs

CEU Answer Booklet
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 three main reasons to train supervisees in the process of supervision?
2. What are five benefits to contracting in the supervisor supervisee relationship?
3. What are the four parts of the ‘reflective stance?’
4. What are the three common perspectives in multicultural counseling?
5. What are the seven points in the Working and Evaluating Skills supervisee self-assessment?
6. What are ten 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 five characteristics of effective goal setting with your supervisee?
9. What are the five steps to conflict resolution?
10. What are the four types of supervisees that are resistanct to improvement?
11. What are the three main ethical issues involved in the supervision of a therapist
12. What are four steps in an interview session with a client that might benefit the therapist-client relationship of a supervisee?
13. What are two ways to correct problems resulting in the supervisor-therapist relationship and therapist-client relationship?
14. What are three basic skills that you may wish to utilize to empower your supervisee?

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 Content Manual Questions The Answer to Question 8 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. 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 four 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 two issues need to be considered in a supervisor’s openness to multi-cultural counseling competence?
21. According to Vander Kolk, 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 five possible sources of threat for MHC students did Liddle identify?  
23. According to Stolenberg & Delworth, what are the three stages of counselor development? 
24. Work with inner city clients often requires what practical aspect?
25. What are the five classic questions of supervisee discipline?

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.
K. because they are already seen as "different" their depressions can easily be misconstrued as acting out.
L. Clarification of performance expectations, changes in point of view, increased self-sufficiency/autonomy, insight into behavior and feelings, acceptance of difficult tasks.

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