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Supervision: Enhancing Supervisees Clinical Skills (Abbreviated)
Supervision continuing education MFT CEU

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.

Questions:
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?
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, 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.  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
E.  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.
F.  Action steps, focusing, reframing, confronting, and pointing out endings.

Course Content Manual Questions 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.
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.

Questions:
7. What are the six levels in Bloom's Taxonomy hierarchy that provide essential skills for supervisees wishing to become critical thinkers? 
8. According to Presbury, how is the solution-focused approach based in a constructivist epistemology?
9. Why is "scientific thinking" a valuable component in helping counselors-in-training process information about specific clients in complex ways? 
10. What are the four phases representing the developmental process of counseling supervision in reflective learning-based supervision? 
11. What insufficient data do many supervision evaluations focus on to measure success?
12. According to Holloway, what two issues need to be considered in a supervisor’s openness to multi-cultural counseling competence?

Answers
A.  The supervisor accepts that there is no single correct way to view a situation.
B. 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
C.  trainee satisfaction
D.  Scientific thinking enables the counselor-in-training to discover new ideas, systematically test those ideas, and
integrate new knowledge into new explanations of phenomena.
E.  A supervisor's experience and feelings about cultural
factors need to be considered when addresses multi-cultural counseling competence. 
F.  The six levels are knowledge, comprehension,
application, analysis, synthesis, and evaluation


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