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Supervision: Enhancing Supervisees Clinical Skills
Supervision: Enhancing Supervisees Clinical Skills

Course Learning Objectives

Answer Booklet | Table of Contents
Psychologist CEs, Counselor CEUs, Social Worker CEUs, MFT CEUs

By the end of the course, the Counselor, Marriage and Family Therapist, Social Worker or Psychologist will be able to:
-Name the three main reasons to train supervisees in the process of supervision.
-Name five benefits to contracting in the supervisor supervisee relationship.
-Name the four parts of the ‘reflective stance.’
-Name the three common perspectives in multicultural counseling.
-Name the seven points in the Working and Evaluating Skills supervisee self-assessment.
-Name ten steps a supervisee can use in coping with a client’s risk of suicide.
-Name three ways supervisees may react to feelings or fears of sexual attraction towards a client. According to Pope’s study, 87% of therapists surveyed experienced sexual attraction towards a client.
-Name the five characteristics of effective goal setting with your supervisee.
-Name the five steps to conflict resolution.
-Name the four types of supervisees that are resistant to improvement.
-Name the three main ethical issues involved in the supervision of a therapist.
-Name four steps in an interview session with a client that might benefit the therpist-client relationship of a supervisee.
-Name two ways to correct problems resulting in the supervisor-therapist relationship and therapist-client relationship.
-Name three basic skills that you may wish to utilize to empower your supervisee.
-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 did Liddle identify. 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 the practical aspect required when working with inner city clients.
-Name the five classic questions of supervisee discipline.


"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, Psychologist CEs, MFT CEUs

 
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