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Supervision: Enhancing Supervisees Clinical Skills (Abbreviated 3)
5 CEUs Supervision: Enhancing Supervisees Clinical Skills

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Psychologist CEs, Counselor CEUs, Social Worker CEUs, MFT CEUs | Supervision CEU Courses

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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?
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?

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. 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

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.

Questions:
8. Work with inner city clients often requires what practical aspect?
9. What are the five classic questions of supervisee discipline?
10. What are three behaviors of a trustworthy clinical supervisor?
11. What are 5 results you can expect when you are supervising effectively?
12. As a mentor, what are your two key jobs regarding supervisee aptitude?
13. What the six types of supervisee thinking?
14. To establish a need for change, the supervisor should show how the specific behavior affects which three areas?
15. 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 two main performance concepts are identified here?

Answers
A.Clarification of performance expectations, changes in point of view, increased self-sufficiency/autonomy, insight into behavior and feelings, acceptance of difficult tasks
B. (1) Did the employee clearly understand the rule or policy that was violated? (2) Did the employee know in advance that such conduct would be subject to disciplinary action? (3) Was the rule violated reasonably related to the safe, efficient, and orderly operation of the business? (4) Is there substantial evidence that the employee actually did violate the rule? (5) 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?
C.
The individual, the group, and the organization
D.(1) Evaluate the team member's understanding (2) Encourage your supervisee to feel perfectly comfortable asking.
E. Maintains eye contact, individualizes compliments, readily shares financial information with others.
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


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