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SECAbb4 - Supervision: Effective Clinical Relationships with Your Supervisees-Abb 4 Post Test

Psychologist, Ohio MFT and Counselor Post Test:
Only Psychologists, Ohio MFT's and Ohio Counselors taking this course for credit need to complete these additional questions below to be in compliance with their Boards. requirements. If you are not a psychologist, Ohio MFT or Ohio Counselor please return to the original Answer Booklet. You do not need to complete the additional questions below.

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.
Important Note! Underlined numbers below are links to that Section. If you leave this page, use your "Back" button to return to your answers, rather than clicking on a new "Answer Booklet" link. Or use Ctrl-N to open a new window and use a separate window to review content.

Please note every section does not have an additional question below. Some sections may have more than one question.


1.1 What might a supervisee begin to feel when his/her supervisor merely imposes tasks on him/her?
2.1 What are four conflict-resolving tactics a supervisor of an agency providing leadership for large numbers of people might be familiar with?
3.1 What is the two part solution to your 'yeahbut' supervisee?
3.2 What are the two types of silent supervisees?
4.1 As a supervisor, what are four ethical questions to consider?
6.1 What are examples of the most favored excuses for supervisors not addressing an issue?
7.1 What may be a helpful technique for supervisors who feel empowerment could be a cornerstone in their relationship with their supervisee?
7.2 What is the difference between mentoring and coaching?

A. He or she might begin to feel constrained and will possibly feel reluctant to work cooperatively
B. Is it right? Is it fair? Who gets hurt? What does your instinct say?
C. Importance, time constraints, avoiding being ‘anal, waiting it out, gunnysacking, smoothing over, small sighted, being pc, impartiality, and aggressiveness
D. A silent supervisee who is timid and a supervisee that uses silence as an intimidation tactic
E. 1. Give an oral warning; 2. give a written warning; 3. issue suspension without pay, and a final warning, or probation; 4. terminate the therapist
F. The mentor truly becomes a solid role model for the supervisee, whereas, in coaching, the supervisor is merely an advice giver and less prominent in the work of the supervisee
G. The ‘Empowerment Quiz’ technique
H. To address and acknowledge the problem that the supervisee faces and to place the responsibility of solving that conflict back onto the supervisee

Course Content Manual Questions The answer to Question 9 is found in Section 9 of the Course Content. The Answer to Question 10 is found in Section 10 of the Course Content... and so on. Select correct answer from below. Place letter on the blank line before the corresponding question

Please note every section does not have an additional question below. Some sections may have more than one question.


8.1 According to Kunen, what is Bloom’s Taxonomy useful for?
10.1 According to Whinston and Coker’s research, what are five goals to pursue in clinical training?
10.2 What is one of the characteristics of a “scientific thinker?”
11.1 Under Phase 1, what are three areas of ‘supervisory focus’?
12.1 According to Neufeldt, what are two important virtues for developing supervision manuals?
13.1 According to Ridley, how may cultural empathy be reflected?
14.1 According to Constantine, supervisee therapeutic competence is incomplete until....?

A. (a) cognitively complex students who are (b) skillful at producing/facilitating the experiences common to successful behavior change, with (c) the ability to develop therapeutic relationships with clients by (d) matching to them, and (e) treating them with evidence-based treatment protocols.
B. Multiculturalism is fully incorporated into the supervision process
C. The ability to discover new ideas, systematically test those ideas, and integrate new knowledge into new explanations of phenomena
E. (a) Serve as training tools and (b) Allow studies of supervision efficacy and effectiveness
F. In guiding educational objectives across developmental levels
G. Through (a) identification of culturally relevant applications of traditional counseling skills, (b) modification of traditional counseling skills/ techniques to make them culturally relevant, and (c) creating new skills/techniques when necessary to address the needs of culturally different clients
H. 1. Confronting the trainee's sense of contextual urgency in orientation to the counseling relationship and over-responsibility for client welfare 2. Addressing the disparity between academic understanding and clinical skill acquisition 3. The ambiguity associated with the application of ethical principles to counseling relationships

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