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1.
Supervision induced anxiety causes supervisees to respond in a variety of ways, with some of the responses being defensive.
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2.
The primary goal of resistant behavior is self-protection.
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3.
Supervisee resistance is common.
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4.
Supervisees may not accept the legitimacy of supervision because they perceive their skills to be equal, if not superior, to their supervisor.
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5.
Supervisees never use flattery to inhibit the supervisor's evaluative focus.
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6.
Reducing power disparity occurs when the supervisee focuses on his/her knowledge.
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7.
Submission, a common form of resistance, occurs when the supervisee behaves as though the supervisor has all the answers.
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8.
A positive supervisory relationship grounded by trust, respect, rapport, and empathy is essential for counteracting resistance.
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9.
Informed consent is key to protecting the counselor and/or supervisor from a malpractice lawsuit.
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10.
Confidentiality is rarely discussed in supervision.
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11.
With novice supervisees, a high degree of support and a low amount of challenge or confrontation is advisable.
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12.
Enactments generally occur when the therapist's own blind spots and character lead him or her to drift away from technically neutral acceptance of the transference.
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13.
The integrative model of supervision is one of the most widely used models in the supervisory process.
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14.
Supervisors ensure that supervisees inform clients about the limits of confidentiality.
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15.
Clinical Supervisors Intervene immediately and take action as necessary when a supervisees job performance appears to present problems.
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16.
Procedures for contacting the supervisor, or an alternative supervisor, to assist in handling crisis situations should be established and communicated to supervisees.
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17.
Supervisors should provide supervisees with ongoing feedback on their performance.
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18.
Most supervisors adapt the same theoretical model that they use in their practice to the supervision hour.
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19.
Which theoretical model of supervision would focus on the working through process?
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A) Analytic
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B) Behavioral
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C) Rogerian
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D) Systemic
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20.
When the supervisor and supervisee have different theoretical orientations transference and countertransference issues are more likely to occur.
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21.
Orientation-specific models specifically exclude all other models so one can be learned exceedingly well.
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22.
Most supervisors adapt the same theoretical model that they use in their practice to the supervision hour.
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23.
Supervisors should not tell the supervisee what their theoretical orientation is.
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24.
Supervisors have an ethical and legal responsibility to monitor the quality of care that is being delivered to the supervisee’s clients.
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25.
Evaluation should focus on the supervisees’ professional work, not personal issues.
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26.
The duty to warn is as relevant for supervisors as counselors working directly with clients.
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27.
The supervisor ethically
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A) does not have a duty to warn.
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B) has the same “duty to warn” as does the supervisee, if not more.
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C) cannot warn because it would constitute a breach in confidentiality.
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D) can only warn if they have first acquired a signed consent form from the patient.
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28.
Supervision allows for third-party discussion of therapy sessions.
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29.
Supervisors have a responsibility to own the “power” that is automatically attributed to them by nature of their role.
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30.
For both counselors and supervisors, any dual relationship is problematic if it increases the potential for exploitation or impairs professional objectivity
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31.
Supervisors have an obligation to determine that clients have been informed by the supervisee regarding the parameters of therapy.
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32.
Dual relationships among supervisees and supervisors
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A) are commonplace and of no concern since it is primarily a collegial milieu.
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B) are impossible to avoid and should therefore be encouraged so the relationship is a solid one.
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C) should be avoided.
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D) are not harmful since both will soon be on equal standing with each other.
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33.
Ethical dilemmas are inevitable in counseling and supervision.
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34.
The supervisory interaction should incorporate guided exploration rather than cross-examination.
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35.
The practice of extended sessions often develops from strong feelings about a client.
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36.
When off-hours calls are an issue, the supervisor should explore the clinician's goals for such contacts.
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37.
The clinician who overidentifies with a client might experience a need to do things for a client rather than help a client accomplish goals and learn to do things for himself or herself.
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38.
Clinicians who disclose personal circumstances to clients open the door to boundary problems.
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