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Clinical Supervision: Role, Legal & Ethical, & Transference
Supervision continuing education social worker CEUs

Psychologist Post-Test

Psychologist CEs, Counselor CEUs, Social Worker CEUs, MFT CEUs

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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 14 CE(s).

Questions:

I. The role of supervision in the practice environment
1. What are the required Knowledge, Skills, and Abilities of a Mental Health Supervisor/Specialist ?

Applications & Examples of Supervisory ROLE
2. What are the three main reasons to train supervisees in the process of supervision?
3. What are five benefits to contracting in the supervisor supervisee relationship?
4. What are the Three Dimensions of Reflective Learning?
5. What are the three common perspectives in multicultural counseling?
6. What are the seven points in the Working and Evaluating Skills supervisee self-assessment?
7. What are ten steps a supervisee can use in coping with a client’s risk of suicide?
8. According to Pope’s study, 87% of therapists surveyed experienced sexual attraction towards a client. What are three ways supervisees may react to feelings or fears of sexual attraction towards a client?
9. What are the four characteristics of effective goal setting with your supervisee?
10. What are the five steps to conflict resolution?
11. What are the four types of supervisees that are resistanct to improvement?
12. What are the three main ethical issues involved in the supervision of a therapist
13. What are four steps in an interview session with a client that might benefit the therapist-client relationship of a supervisee?
14. What are two ways to evaluate and identify problems in the supervisor-therapist relationship and therapist-client relationship?

Answers:

A. The universalist perspective, the particularist perspective, and the transcendentalist perspective.
B. Screen for suicidal risk, assess if the client has a plan, arrange a safe environment, create a supportive environment, justify realistic hope, use contracts, explore fantasies of suicide, ensure clear communication, be sensitive to negative reactions, and express caring.
C. Both Parties are Actively Involved; Setting a Clear Picture of the Goals; What the Work Looks Like; Creating Mutuality and Guarding Against Abuse of Power; and Minimiing Covert Agendas.
D. Over avoidance of physical contact, overuse of physical contact, or inappropriate emphasis of sexual issues during a session.
E. Intention to Examine One's own Actions; Maintaining Openness to Alternatives; and Ability to Use Theory and Past Experiences to Refine Technique.
F. Training supervisees in supervision is empowering, helps to create a clearly contracted working alliance in which the clinical supervisee feels safe to expose his or her work and fully disclose, and the supervision alliance is a facilitative relationship which requires active participation by both parties.
G. Action steps, focusing, reframing, confronting, evaluating, responding with immediacy and pointing out endings
H. proper knowledge and skill; avoiding dual relationships; and fair and balanced assessment evaluations.
I. identifying avoidance of conflict; and using the "Interview Session Checklist"
J. observation; thoughts; feedback; desires; and next time.
K. The "Yeah, but" supervisee; The silent supervisee; The "I'll try" supervisee; and The irrelevant supervisee.
L. setting specific goals; setting realistically difficult goals; mutual supervisee-supervisor goal agreement; and giving feedback.
M. preparation; beginning; exploration; and creating contracts.
N. Extensive knowledge of the principles, theories, and methods of the psychological and social development of the individual; Ability to conduct mental health assessments and apply treatment approaches/modalities; Ability to formulate diagnoses; and Ability to communicate effectively, both orally and in writing.

Questions:

15. What are the six levels in Bloom's Taxonomy hierarchy that provide essential skills for supervisees wishing to become critical thinkers? 
16. According to Presbury, how is the solution-focused approach based in a constructivist epistemology?
17. What is the characteristics of a "scientific thinker"?
18. What are the four phases representing the developmental process of counseling supervision in reflective learning-based supervision? 
19. What appears to suffer when Technical adherence is improved with manualized training?
20. According to Holloway, what two issues need to be considered in a supervisor’s openness to multi-cultural counseling competence?
21. How did African American supervisees anticipate their supervisors to act towards them? 
22. Normalizing anxiety as an inevitable part of clinical supervision is an important aspect of preparing MHC students for the supervision process. What five possible sources of threat for MHC students? 
23. What are the three stages of counselor development? 
24. Why does Work with inner-city children, adolescents, and their families often calls for and involves collaborative efforts with another service agency?
25. What are the five classic questions of supervisee discipline?
26. What are the barriers to Implementing Clinical Supervision? 		Answers

A. The supervisor accepts that there is no single correct way to view a situation.
B. (a) dependency, (b) trial and turbulence, and (c) growth.
C. The four phases of reflective learning-based supervision are contextual orientation, trust establishment, conceptual development, and clinical independence.
D. African American supervisees expected their supervisors to be less empathetic, respectful, and congruent than did their White counterparts.
E. The quality of the therapeutic relationship.
F. The ability to discover new ideas, systematically test those ideas, and integrate new knowledge into new explanations of phenomena.
G. A supervisor's experience and feelings about cultural factors need to be considered when addresses multi-cultural counseling competence.
H. To assist with handling pragmatic issues.
I. 1. Did the employee clearly understand the rule or policy that was violated?; 2. Did the employee know in advance that such conduct would be subject to disciplinary action?; 3. Was the rule violated reasonably related to the safe, efficient, and orderly operation of the business?; 4. Is there substantial evidence that the employee actually did violate the rule?; and 5. 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?,
J. (a) evaluation anxiety, (b) performance anxiety, (c) personal problems or internal conflict, (d) deficits in the supervisory relationship, and (e) fear of negative consequences for trying new or risky counseling interventions
K. • Managers place a low priority on supervision or lack the time and energy to develop a program. • Counselors place a low priority on supervision or lack the time to participate in developing a program. • Supervisors lack adequate training to perform this job well. • Too few individuals are adequately qualified and available. • The roles of clinical and administrative staff are blurred, creating conflict. • A common language and conceptual framework is lacking among supervisors, supervisees, and administrators. • Funding is scarce; resources need to be used directly for client care. • The belief that when the supervisor and supervisee are of different cultures, the practical benefits of clinical supervision may be limited. • The belief that to express a need for clinical supervision indicates an inability to do the job.
L. The six levels are knowledge, comprehension, application, analysis, synthesis, and evaluation
Questions:

27. You may reveal confidential information in order to prevent a significant threatened danger, but only if…
28. Susie (12 years old) tells the therapist during a session that she has been sexually abused by her father. Susie immediately breaks into tears as she fears the therapist will report it. The first response of the therapist should be to:
29. Linda, a battered woman, informs you that her husband has threatened to kill her. He owns a gun. She has been unable to sleep soundly and has developed generalized anxiety. She is afraid that if her husband finds out that she has told you about his abuse, that he will follow through on his threat. You should... 
30. What are three aspects regarding ethical boundaries related to ethics versus the law? 
31. What are three confidentiality boundaries to consider when treating self-harming clients?
32. What are concepts of consulting colleagues in relation to a client’s confidentiality?		 Answers:

A. Client’s Best Interests, Conflicts of Interest, and Proper Consultation Procedure.
B. inform your client of her options.
C. care is taken to determine the information's validity
D. Ethically Improper Situations, Legally Binding Situations, and Walking the Tightrope
E. calm the child and ask for a further clarification of the abusive situation
F. Intent, Parental Disclosure, and Hospitalization
Questions:

33. What are four risk factors to the development of Secondary Traumatic Stress found in supervisees treating battered women and batterers?
34. What four factors can determine whether a battered woman will leave her situation?
35. What are three shields that can prevent burnout when working with battering relationships? 
36. What are the Five areas of domestic violence education, when met with client resistance, which may be fostering burn-out for you?
37. What is the 3 Main Traps of Arrogance Your Supervisee May Exhibit?
38. What are four environmental strategies that a therapist can use to ensure personal safety when working with a battering client?		 Answers:

A. Resistance to Information Regarding Dangers of the Cycle of Abuse, Resistance to Information Regarding Housing Options, Resistance to Information Regarding Child Implications, Resistance to Information Regarding Feelings of Guilt and Blame, and Resistance to Information Regarding the Legal Process.
B. Empathy, Intrusive Imagery, Pessimistic Views, and Perceived Inadequacies
C. Easy Exit, Telephone Access, Setting Limits and Distance
D. Say No, Have Passion, and Believe
E. 1. A battered woman who leaves seemed to have experienced more violence. 2. A woman who is more likely to stay in an abusive relationship grew up in a violent home. 3. A woman with young children is more likely to stay. And 4. A woman who is less educated is generally more likely to stay.
F. Imposing My Own Reality and Values, Assuming the Dominant Role, and Disempowering a Battered Client


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