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1.
Which model attempts to match supervisor behavior to the developmental needs of the supervisee?
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A) Littrell, Lee-Borden, & Lorenz Model
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B) The Stoltenberg and Delworth Model
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C) The Skovholt and Ronnestad Model
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2.
Which stage of the Littrell, Lee-Borden, & Lorenz Model involves the relationship building between the supervisor and supervisee.
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A) Stage 1
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B) Stage 2
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C) Stage 3
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D) Stage 4
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3.
At what level in the Stoltenberg and Delworth Model does the supervisee become accountable for their interventions?
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A) Level 1
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B) Level 2
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C) Level 3
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4.
Which model is grounded in research?
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A) Littrell, Lee-Borden, & Lorenz Model
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B) The Stoltenberg and Delworth Model
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C) The Skovholt and Ronnestad Model
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5.
The Discrimination Model highlights what area of focus?
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A) process
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B) conceptualization
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C) personalization
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D) all of the above
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6.
Carl Rogers believed the most important aspect of supervision was to model what?
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A) conditions of empathy, genuineness and unconditional postive regard
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B) the structure of therapy
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C) the unconscious process of the patient
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7.
In which theoretical model of supervision would the working through process be most important?
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A) Behavioral
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B) Psychoanalytic
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C) Rogerian
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8.
Parallel process originated from what theory?
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A) behavioral
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B) psychoanalytic
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C) family systems
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9.
Searles made the first reference to parallel process, labeling it a reflection process.
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10.
Parallel process should be address as it occurs.
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11.
Rather than helping supervisees resolve family of origin concerns, supervisors should focus on helping supervisees develop clinical skills.
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12.
The patient holds the privilege to release the confidential information in legal proceedings.
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13.
It is entirely the responsibility of the court to determine whether you have established a Duty of Care with the patient.
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14.
It is your responsibility to maintain the confidentiality of the client's records.
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15.
Tarasoff implicated the supervisor also.
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16.
Supervision should be reactive rather than proactive.
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17.
A supervisor should be aware of significant changes in the supervisee's life that might indicate increased vulnerabilities.
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18.
The supervisor should ask the supervisee to relate the full narrative sequences of clinical encounters.
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19.
The supervisory interaction should incorporate guided exploration rather than cross-examination.
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20.
Clinicians may confuse personal caring with professional caring.
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21.
Financial interaction between a clinician and client other than payment of fees is not a boundary issue.
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22.
Supervisees are more likely to hear corrective feedback messages when these are preceded by positive feedback.
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23.
The bulk of supervision writing and research comes from the United States.
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24.
Good supervisors are empathic, genuine, open, and flexible.
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25.
Two skills are required of the behavioral supervisor and supervisee: Identification of the problem, and selection of the appropriate learning technique.
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26.
The psychoanalytic supervisor would not only pay attention to the developmental stages of the client but also those of the supervisee.
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27.
Systemic therapist place heavy emphasis on structure and solid boundaries between the supervisor and supervisee.
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28.
Supervisors should not tell the supervisee what their theoretical orientation is.
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29.
Evaluation should focus on the supervisees’ professional work, not personal issues.
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30.
Ethical dilemmas are inevitable in counseling and supervision.
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31.
When using individual supervision, a supervisor must consider most carefully the developmental level of the supervisee.
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32.
With novice supervisees, a high degree of support and a low amount of challenge or confrontation is advisable.
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33.
With more skilled and more confident supervisees, exploration of issues usually found to be threatening may be examined.
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34.
Developmentally, a supervisor should expect that supervisees progress to more independent functioning.
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35.
With more skilled and confident supervisees, collaboration such as co-leading a group or co-counseling with a family can be conducted.
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36.
The core of group supervision is the interaction of the supervisees.
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37.
By definition, a supervisee is a person who is not yet ready to practice independently.
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38.
As part of the mandate of competence, the supervisor must determine not only if the supervisee has the knowledge and skill to be a good counselor, but if he or she is personally ready to take on clinical responsibility.
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