Clinical Supervision
1)

According to Bernard and Goodyear (2004), the function of a Clinical Supervisor as a Consultant are to:
 
supervisors also provide alternative case conceptualizations, oversight of counselor work to achieve mutually agreed upon goals, and professional gatekeeping for the organization and discipline (e.g., recognizing and addressing counselor impairment). Assist and develop counseling knowledge Provide morale building teaches the supervisee through role modeling
 
2)

Clinical supervision enhances the
 
quality of client care only quality of client care; improves efficiency of counselors in direct and indirect services; increases workforce satisfaction, professionalization, and retention and ensures that services provided to the public uphold legal mandates and ethical standards of Morale of the client workforce satisfaction only
 
3)

Some of the Models of Clinical Supervision are
 
Competition based models and Integration Models Developmental Level Approach, and Relapse Models Socio-Economic based Models and Rehabilitation Based, Competency based models, Treatment Based, Models, Developmental Approaches, and Integrated Models
 
4)

In setting a goal, SMART means
 
Special, Measurable, Attainable, Realistic, and Timely Spectacular, Measurable, Attainable, Realistic, and Timely Specific, Measurable, Attainable, Realistic, and Timely Specified, Measurable, Attainable, Realistic, and Timely
 
5)

According to Bernard and Goodyear (2004) and Powell and Brodsky (2004) the qualities of a good model of clinical supervision are
 
Biased and incompetent Rooted in the individual, beginning with the supervisor’s self, style, and approach to leadership. Precise, clear, comprehensive, operational, practical, and consistent Dishonest and inconsistent Uneducated and incompetent
 
6)

Counselors are at different stages of professional development. Thus, regardless of the model of supervision you choose, you must take into account the supervisee’s:
 
Level of training, experience, and proficiency. Educational background Socio-economic Status Competency
 
7)

The Integrated Developmental Model (IDM) of Stoltenberg, McNeill, and Delworth (1998) uses
 
a three-stage approach. a four-stage approach five-stage approach six-stage approach
 
8)

Cultural competence refers to
 
the ability to not compare the similarities and differences of each culture the ability to compare the similarities and differences of each culture the ability to honor and respect the beliefs, language, interpersonal styles, and behaviors of individuals and families receiving services, as well as staff who are providing such services the ability to adapt in a new environment
 
9)

There are three important areas in which cultural and contextual factors play a key role in supervision. These areas are
 
in building the supervisory relationship or working alliance, in addressing the specific needs of the client, and in building supervisee competence and ability. in building the supervisory relationship, cultural competency, and educational background in building the supervisory relationship, cultural competency, and supervision experience in building the supervisory relationship, cultural competency, socio-economic status of both client and supervisor
 
10)

It is important to initiate discussion of issues of
 
ChildhoodIssues Family Issues Socio-economic issues culture, race, gender, sexual orientation, and the like in supervision to model the kinds of discussion you would like counselors to have with their clients.
 
11)

Initiating the discussion of issues prevents
 
A good communication relationship between the supervisor and supervisee misunderstandings with supervisees based on cultural or other factors. Also, counselors will eventually achieve some level of comfort in talking about culture, race, ethnicity, and diversity issues. The comfort of talking to the supervisee a clear and precise information from the supervisor to the supervisee.
 
12)

According to Constantine (2003), he suggests that supervisors can use the following questions with supervisees:
 
What is your sexual orientation? What is your socio-economic status? What is your highest educational attainment? What is your socio-economic status? What are your family issues? What are your childhood issues? What demographic variables do you use to identify yourself? What worldviews do you bring to supervision based on your cultural identities? And what struggles and challenges have you faced working with clients who were from different cultures than your own
 
13)

As a Clinical Supervisor, you are the organization’s
 
Supervisee Gatekeeper for ethical and legal issues Peacekeeper Supervisor
 
14)

Legal and ethical issues that are critical to clinical supervisors include
 
vicarious liability (or respondeat superior), dual relationships and boundary concerns, informed consent, confidentiality, and supervisor ethics. Uninformed consent, and supervisee ethics. Family issues and financial concerns Educational Issues and miscommunication concerns
 
15)

Vicarious Liability is also known as:
 
client supervisee respondeat superior supervisor
 
16)

What includes in a direct liability of the supervisor?
 
Vicarious liability Respondeat superior Supervisor Liability dereliction of supervisory responsibility, such as “not making a reasonable effort to supervise”
 
17)

In vicarious liability, in what way a supervisor can be held liable for?
 
damages incurred as a result of negligence in the supervision process. the direct liability the damages to the supervisee Respondent supervisor
 
18)

What are the two levels of Dual relationships?
 
The relationship between the Supervisee and cultural competence relationship The relationship between supervisors and supervisees and between counselors and clients. The relationship between the supervisor and responsdeat supervisor relationship The relationship between supervisee and responsdeat supervisor relationship
 
19)

When can a dual relationship in supervision occur?
 
When a supervisor has a primary professional role with a supervisee and, at an earlier time, simultaneously or later, engages in another relationship with the supervisee that transcends the professional relationship. When the supervisor and supervisee personally know each other When the supervisee and supervisor do not personally know each other When the supervisee is a family member of the supervisor
 
20)

Codes of ethics for most professions clearly advise that
 
A dual relationships between counselors and clients should not be avoided A dual relationships between counselors and clients should be avoided A dual relationships between counselors and clients are encouraged A dual relationships between counselors and clients should be promoted
 
21)

Informed consent is known as the:
 
key for potential risks and alternative approaches key of not protecting the counselor and/or supervisor from illegal concerns Consent for formality purposes key to protecting the counselor and/or supervisor from legal concerns, requiring the recipient of any service or intervention to be sufficiently aware of what is to happen, and of the potential risks and alternative approaches, so that the person can make
 
22)

According to Bernard & Goodyear, 2004, informed consent and concerns for confidentiality should occur at three levels. What are these three levels?
 
Supervisee consent for asignature and supervision Client concern to supervision and supervisee consent from the supervisor Client consent for a respondeat superior Client consent to treatment, client consent to supervision of the case, and supervisee consent to supervision.
 
23)

What is the goal of supervision?
 
The goal is to maintain relationship between supervisor and supervisee even after the supervision. The goal is to ensure quality care for the client, which entails monitoring the clinical performance of staff. The goal is to ensure low quality care for the client The goal is to ensure the convenience of the situation to the supervisor
 
24)

IDP is also known as
 
Individual Dependent Plan Individual Difficulty Plan Individual Diversion Plan Individual Development Plan
 
25)

The IDP should:
 
Specify the timelines for change, the observation methods that will be employed, expectations for the supervisee and the supervisor, the evaluation procedures that will be employed, and the activities that will be expected to improve knowledge and skills. Include supervisor’s consent Not layout the activities Not improve knowledge and skills but to remain underdeveloped.
 
26)

What are the two types of evaluation?
 
Formative and summative Verbal and written Formative and written Summative and verbal
 
27)

A formative evaluation is known as:
 
The status report after filling out the consent form The status report before the session starts An ongoing status report of the counselor’s skill development The finished status report
 
28)

Summative evaluation is known as:
 
A more formal rating of the counselor’s overall job performance, fitness for the job, and job rating. An ongoing status report of the counselor’s skill development The status report after filling out the consent form The finished status report
 
29)

What is the function of Gatekeeping?
 
Monitor the supervisor Manage the supervisee Monitor the supervisee Manage the problem staff or those individuals who should not be counselors.
 
30)

VTS is also known as:
 
Vaulting Supervision Valorous Supervision Valiant Supervision Videotape Supervision
 
31)

According to Munson, 1993 and Nichols, Nichols, & Hardy, 1990, in what function VTS is known for?
 
It is known as the primary method of direct observation in both the marriage and family therapy and social work fields It is known as the primary method of indirect observation in both the marriage and family therapy and social work fields It is known as the primary method of both direct and indirect observation in both the marriage and family therapy and social work fields It is known as not the primary method of direct observation in both the marriage and family therapy and social work fields
 
32)

True or false. Live observation is you actually sit in on a counseling session with the supervisee and observe the session first hand.
 
True False
 
33)

True or false. Transference and countertransference also occur in the relationship between supervisee and supervisor.
 
True False
 
34)

What is a Peer supervision?
 
Peer supervision is not hierarchical and does not include a formal evaluation procedure, but offers a means of accountability for counselors that they might not have in other forms of supervision. Peer supervision is a hierarchical and include a formal evaluation procedure, and offers a means of accountability for counselors that they might have in other forms of supervision. Peer supervision is a not an effective method Peer supervision is both an effective and not an effective method
 
35)

What is a Triadic supervision?
 
Triadic supervision is a hierarchical and includes a formal evaluation procedure, but offers a means of accountability for counselors that they might not have in other forms of supervision. Triadic supervision is not a hierarchical and does not include a formal evaluation procedure, but offers a means of accountability for counselors that they might not have in other forms of supervision. Triadic supervision is a tutorial and mentoring relationship among three counselors. This model of supervision involves three counselors who, on a rotating basis, assume the roles of the supervisee, the commentator, and the supervision session facilitator Triadic supervision is not a tutorial and mentoring relationship among three counselors.
 
36)

What is an Individual supervision?
 
Individual supervisionis where a supervisor works with the supervisee in a one-to-one relationship, is considered the cornerstone of professional skill development. Individual supervision is where the supervisor works on his own Individual supervision is where the respondeat superior exist Individual supervision is where the respondeat superior does not exist
 
37)

What is an Intensive supervision?
 
Intensive supervisionis a hierarchical and includes a formal evaluation procedure, but offers a means of accountability for counselors that they might not have in other forms of supervision. Intensive supervisionis not a tutorial and mentoring relationship among three counselors Intensive supervisionwith selected counselors is helpful in working with a difficult client (such as one with a history of violence), a client using substances unfamiliar to the counselor, or a highly resistant client. Intensive supervision is particularly both effective and not an effective method
 
38)

What is a Group clinical supervision?
 
Group clinical supervision is frequently used and efficient format for supervision, team building, and staff growth. Group clinical supervision is not used and inefficient format for supervision, team building, and staff growth. Group clinical supervision is a tutorial and mentoring relationship among three counselors Group clinical supervision is ineffective method
 
39)

According to Munson, 1993, what is a Supervisory documentation?
 
Supervisory documentation is a tool that encourages respondeat superior Supervisory documentationis a crucial risk management tool. Supervisory documentation can help promote the growth and professional development of the counselor Supervisory documentation is a smooth management tool. Supervisory documentation is a documentation that does not help promote the growth and professional development of the counselor
 
40)

True or false. Documentation is no longer an option for supervisors.
 
True False