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ES10 - Supervision: Enhancing Supervisees Clinical Skills 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 are three of the points in the seven point assessment following a client session?
1.2 What are three skills contained within the six key connecting skills?
1.3 In the “ability to present work economically”, what does “economically” mean?
2.1 What are three of the approaches in the “Six-Point Approach” to teach contracting in supervision?
4.1 What factors do universalists not consider to be relevant concerns?
4.2 What is the primary factor in the particularist’s perspective?
5.1 How does the ‘seven point supervisee self-assessment’ help clients?
6.1 How may supervisees communicate their care with suicidal clients?
7.1 What are three conditions for determining whether therapist-client physical contact is appropriate?
8.1 What might a supervisee begin to feel when his/her supervisor merely imposes tasks on him/her?
9.1 What are four conflict-resolving tactics a supervisor of an agency providing leadership for large numbers of people might be familiar with?
10.1 What is the two part solution to your \\\'yeahbut\\\' supervisee?
10.2 What are the two types of silent supervisees?
11.1 As a supervisor, what are four ethical questions to consider?
13.1 What are examples of the most favored excuses for supervisors not addressing an issue?
13.2 What is ‘gunnysacking?’
14.1 What may be a helpful technique for supervisors who feel empowerment could be a cornerstone in their relationship with their supervisee?
14.2 What is the difference between mentoring and coaching?
14.3 What are two examples of the nurturing practices that a supervisor might consider in trying to empower a supervisee?

A. By being willing to listen and take seriously what the client has to say
B. He or she might begin to feel constrained and will possibly feel reluctant to work cooperatively
C. This helps clients develop proficiency in their working and evaluating skills, and also in their ability to perform a self-assessment outside of the supervisory setting
D. 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
E. Cultural factor, such as ethnicity or gender
F. To address and acknowledge the problem that the supervisee faces and to place the responsibility of solving that conflict back onto the supervisee
G. A silent supervisee who is timid and a supervisee that uses silence as an intimidation tactic
H. Cultural factors such as race, gender, and class
I. Is it right? Is it fair? Who gets hurt? What does your instinct say?
J. 1. Let the clients think with their senses as their intellects and notice what they pick up through the use of their intuition during the negotiation of the contract with the supervisor. 2. Ask the supervisees to become aware of covert or hidden agendas as well as an awareness of any invitations in interactions to play ‘games’ during this contract discussion process with their supervisor. 3. It is important for the supervisee to become aware of the social, political, organizational and professionals contexts in which they work, and from which their clients come.
K. Importance, time constraints, avoiding being ‘anal, waiting it out, gunnysacking, smoothing over, small sighted, being pc, impartiality, and aggressiveness
L. Using well-chosen words and metaphors
M. 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
N. First is for the supervisee to develop awareness of his/her internal processes, such as bodily sensations and emotions, and be able to accurately describe them to his or her supervisor. Second, is the ability to develop awareness of the moment-to-moment interaction between him or herself and the client; and be able to articulate this to the supervisor. Third, is the ability to present work economically
O. The ‘Empowerment Quiz’ technique
P. To pile up grievances as if in a gunnysack and carrying the sack slung around your shoulder
Q. 1. If the therapist is personally comfortable with engaging in nonsexual physical contact 2. If the therapist maintains a theoretical orientation in which therapist-client contact is appropriate 3. If the therapist has competence through training and supervised experience in the use of touch
R. Congratulating regularly when the supervisee demonstrates skill development, and making useful suggestions for improvement
S. 1. What were you feeling? Where in your body was the feeling? 2. What did you imagine your client was feeling or thinking? 3. Were you aware of wanting to do something?

Course Content Manual Questions The answer to Question 20 is found in Section 20 of the Course Content. The Answer to Question 21 is found in Section 21 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.


15.1 According to Kunen, what is Bloom’s Taxonomy useful for?
17.1 According to Whinston and Coker’s research, what are five goals to pursue in clinical training?
17.2 What is one of the characteristics of a “scientific thinker?”
18.1 Under Phase 1, what are three areas of ‘supervisory focus’?
19.1 According to Neufeldt, what are two important virtues for developing supervision manuals?
20.1 According to Ridley, how may cultural empathy be reflected?
21.1 According to Constantine, supervisee therapeutic competence is incomplete until....?
22.1 According to Pearson, how may MHC students initiate discussions about personal reactions and feelings?
23.1 According to Thompson, how are self efficacy and the readiness levels of counselors-in-training usually determined?
24.1 According to Pinderhughes, what can control distancing and self mechanism, and enable the therapist to be more sensitive toward supervisees of different cultures and races?
25.1 What is one example of how a supervisor loses effectiveness due to rushing pell-mell into a discussion?

A. 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
B. In guiding educational objectives across developmental levels
C. (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.
D. The ability to discover new ideas, systematically test those ideas, and integrate new knowledge into new explanations of phenomena
E. 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
F. (a) Serve as training tools and (b) Allow studies of supervision efficacy and effectiveness
G. The employee may believe that this is merely a spur-of-the-moment reaction on the supervisor's part and not a matter of serious concern
H. Multiculturalism is fully incorporated into the supervision process
I. Self-knowledge
J. By moving into the client role with the supervisor
K. By their ability to successfully assimilate or accommodate new data into present schemata

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