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Supervision: Effective Clinical Relationships with Your Supervisees
Supervision continuing education Social Worker CEU

Psychologist Post-Test
Psychologist CEs, Counselor CEUs, Social Worker CEUs, MFT CEUs

  1. Read Course Content FREE
  2. After completing and scoring the CE Test below a Certificate granting 6 continuing education credit(s) for this Course is issued to you on-line.
  3. To receive your CE Continuing Education Certificate, after you have paid for your course and passed the test your certificate is available for download in your user account located at onlineceucredit.com/user/

Answer questions below. Then click the "Check Your Score" button below. If you get a score of 80% or higher, and place a credit card order online, you can get an Instant Certificate for 6 CE(s).

1. What are the characteristics of effective goal setting with your supervisee?
2. What are the steps to conflict resolution?
3. What are the types of supervisees that are resistant to improvement?
4. What are main ethical issues involved in the supervision of a therapist?
5. What are steps in an interview session with a client that might benefit the therapist-client relationship of a supervisee?
6. What are ways to correct problems resulting in the supervisor-therapist relationship and therapist-client relationship?
7. What are basic skills that you may wish to utilize to empower your supervisee?
A. proper knowledge and skill; avoiding dual relationships; and fair and balanced assessment evaluations.
B. identifying avoidance of conflict; and using the "Interview Session Checklist"
C. observation; thoughts; feedback; desires; and next time.
D. nurturing, coaching, and mentoring.
E. the yeahbut supervisee; the silent supervisee; the "I'll try" supervisee; and the irrelevant supervisee
F. setting specific goals; setting realistically difficult goals; mutual supervisee-supervisor goal agreement; and giving feedback.
G. preparation; beginning; exploration; and creating contracts.
8. Work with inner city clients often requires what practical aspect?
9. What are the classic questions of supervisee discipline?
10. What are behaviors of a trustworthy clinical supervisor?
11. What are results you can expect when you are supervising effectively?
12. As a mentor, what are your key jobs regarding supervisee aptitude?
13. What the types of supervisee thinking?
14. To establish a need for change, the supervisor should show how the specific behavior affects which three areas?
15. According to Kernberg, to solve problems effectively you must be able to describe what it is that you want and what it is that you get in the supervisee's performance. What main performance concepts are identified here?
16. What things clearly specify the exact gap between desired performance and the supervisee's actual performance?
17. Why do gay/lesbian/bisexual students with depression often go undiagnosed?
A. Did the employee clearly understand the rule or policy that was violated? Did the employee know in advance that such conduct would be subject to disciplinary action? Was the rule violated reasonably related to the safe, efficient, and orderly
operation of the business? Is there substantial evidence that the employee actually did violate the rule? Is the action planned
reasonably related to the seriousness of the offense, the employee's record with the organization, and to action taken with
other employees who have committed a similar offense?
B. Clarify expectations, provide training, arrange appropriate consequences, provide feedback, and remove obstacles
C. Clarification of performance expectations, Changes In point of view, Increased self-sufficiency/autonomy, Insight into behavior and feelings, Acceptance of difficult tasks
D. The individual, the group, and the organization
E. (1) Evaluate the team member's understanding (2) Encourage your supervisee to feel perfectly comfortable asking.
F. Because they are already seen as "different", their depressions can easily be misconstrued as acting out.
G. Maintains eye contact, individualizes compliments, readily shares financial information with others.
H. Authority-driven, deductive, sensory, emotional, intuitive, and scientific
I. Collaborative efforts with another service agency to assist with handling pragmatic issues, such as financial matters.
J. Desired performance and actual performance

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