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Supervision: Enhancing Supervisees Clinical Skills5 CEUs Supervision: Enhancing Supervisees Clinical Skills

Section 10
Behaviors and Attitudes of a Trustworthy Clinical Supervisor

Question 10 | Answer Booklet | Table of Contents | Supervision CEU Courses

The following are behaviors and attitudes of leaders who are generally trusted by their group members and other constituents. After you read each characteristic check whether this is a behavior or attitude that you appear to have developed already or does not fit you at present.

    Fits Me Does Not
Fit Me
1. Tells people he or she is going to do something, and then always follows through and gets it done    
2. Described by others as being reliable    
3. Good at keeping secrets and confidences    
4. Tells the truth consistently    
5. Minimizes telling people what they want to hear    
6. Described by others as "walking the talk"    
7. Delivers consistent messages to others in terms of matching words and deeds    
8. Does what he or she expects others to do    
9. Minimizes hypocrisy by not engaging in activities he or she tells others are wrong    
10. Readily accepts feedback on behavior from others    
11. Maintains eye contact with people when talking to them    
12. Appears relaxed and confident when explaining his or her side of a story    
13. Individualizes compliments to others rather than saying something like "You look great" to a large number of people    
14. Doesn't expect lavish perks for himself or herself while expecting others to go on an austerity diet    
15. Does not tell others a crisis is pending (when it isn't) just to gain their cooperation    
16. Collaborates with others to make creative decisions    
17. Communicates information to people at all organizational levels    
18. Readily shares financial information with others    
19. Listens to people and then acts on many of their suggestions    
20. Generally engages in predictable behavior    

Scoring: These statements are mostly for self-reflection, so no specific scoring key exists. However, the more of the preceding statements that fit you, the more trustworthy you are-assuming you are answering truthfully. The usefulness of this self-quiz increases if somebody who knows you well answers it for you to supplement your self-perceptions.
- DuBrin, Andrew J. The Complete Idiot's Guide to Leadership, Alpha Books: Indianapolis, 2000 .
The article above contains foundational information. Articles below contain optional updates.

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Personal Reflection Exercise #3
The preceding section contained information about borderline attitudes and behaviors of a good leader. Write three case study examples regarding how you might use the content of this section in your practice.

QUESTION 10
What are three behaviors of a trustworthy clinical supervisor? Record the letter of the correct answer the Answer Booklet

 
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Advocating for Educational Standards in Counselor Licensure Laws
As the counseling profession evolves, educational standards for counselor licensure must be standardized from state to state. In this article, the authors discuss historical and current influences and present an advocacy model that has been used to standardize educational requirements in state counselor licensure laws.
Updating the School Counseling Research Agenda: A Delphi Study
The authors updated an earlier Delphi study identifying the research priorities for school counseling (Dimmitt et al., ). A 29‐member expert panel selected research questions from the prior study, generated new questions, and rank ordered the combined set. The results provide guidance for prioritizing dissertation topics, targeting future research, and focusing the scholarly efforts of counselor educators.
Counselor Education and Title IX: Current Perceptions and Questions
This national survey of counselor educator perceptions of the Title IX requirement to report student disclosures of gender‐based discrimination revealed the need for greater clarity about faculty strategies for serving counseling program students while upholding the federal law. The authors describe the recent expansion of the requirements and provide a suggested statement for course syllabi.
New Supervisors' Struggles and Successes With Corrective Feedback
Seven doctoral supervisors described their experiences giving corrective feedback, including events when constructive feedback and confrontation did and did not go well. Findings reveal their thoughts and feelings before, during, and after each event. The authors suggest several specific pedagogical directions for facilitating supervisor development in this area.

 

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