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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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Multicultural Personality and Multicultural Counseling Competency in Counselor Trainees
The authors hypothesized that multicultural personality and ethnic identity would significantly predict variance in multicultural counseling competencies in counselor trainees, beyond the variance predicted by demographics, multicultural training, openness, and cognitive racial attitudes. Results showed multicultural personality predicted multicultural counseling competency, but ethnic identity did not. Results and implications are discussed.
The Lived Experiences of Men in a Master's Counseling Program
Using phenomenological methodology, the authors explored the experiences of 11 men in a master's‐level counseling program. Participants described the challenges and advantages of being a minority in number, being in a relational environment, and having an awareness of a patriarchal system. These findings suggest the importance of counselor educator awareness of the unique barriers male students face.
Counselor Trainees' Experiences Counseling Disability: A Phenomenological Study
Transcendental phenomenology was used in this study to examine the lived experiences of counseling interns (N = 10) receiving multicultural training to assist clients with disabilities. Five essential themes were identified. Drawing on their findings, the authors recommend programmatic and curricular changes, including the infusion of personal narratives and service learning, to the multicultural training of counselors.
Interview Experiences and Diversity Concerns of Counselor Education Faculty From Underrepresented Groups
The authors used transcendental phenomenology to explore the campus interview experiences and diversity concerns of counselor education faculty from underrepresented populations. Six themes were identified: issues of integrity, disappointment in the counseling profession, importance of authenticity, intersectionality of major identity markers, competence, and supportive experiences. Findings suggest that culturally competent search committees should be aware of biases and policies promoting institutional and systemic discrimination.
Counselor Educator Mothers: A Quantitative Analysis of Job Satisfaction
The authors examined the occupational satisfaction of 107 counselor educator mothers and found that work‐to‐family enrichment, support from colleagues, and number of children under age 6 were significant predictors of occupational satisfaction. These results underscore the importance of policies and programs to increase occupational satisfaction of academic mothers and to support their recruitment and retention.

 

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