By the end of the course, the Counselor, Marriage and Family Therapist, Social Worker or Psychologist will be able to:
-Name three reasons for clinical supervision.
-Identify five benefits of creating a supervision contract.
-Name four parts of reflective practice in supervision.
-Name three perspectives in multicultural counseling.
-Name seven points regarding supervisee self-evaluation.
-Describe ten steps in suicide-related training.
-List three responses for client sexual behaviors.
-Name the six levels in Bloom's Taxonomy hierarchy that provide essential skills for supervisees wishing to become critical thinkers.
-Explain how is the solution-focused approach based in a constructivist epistemology.
-Explain why is "scientific thinking" a valuable component in helping counselors-in-training process information about specific clients in complex ways.
-Name the four phases representing the developmental process of counseling supervision in reflective learning-based supervision.
-Explain what insufficient data do many supervision evaluations focus on to measure success.
-Name two issues need to be considered in a supervisor’s openness to multi-cultural counseling competence.
-Explain how did African American supervisees anticipate their supervisors to act towards them.
-Name five possible sources of threat for MHC students that Liddle identified. Normalizing anxiety as an inevitable part of clinical supervision is an important aspect of preparing MHC students for the supervision process.
-Name the three stages of counselor development.
-Explain what belief is an anxious-avoidant pattern of attachment in clinical supervision based.
"The instructional level of this course is introductory, intermediate, or advanced depending on the learners clinical area of expertise."
CEU Continuing Education for
Counselor CEUs, Social Worker CEUs, Psychology CEUs, MFT CEUs