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Social Work Post-Test

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Course Transcript Questions The answer to Question 1 is found in Track 1 of the Course Content. The Answer to Question 2 is found in Track 2 of the Course Content... and so on. Select correct answer from below. Place letter on the blank line before the corresponding question.

Questions:

1. What are the main reasons to train supervisees in the process of supervision?
2. What are benefits to contracting in the supervisor supervisee relationship?
3. What are the parts of the ‘reflective stance?’
4. What are the common perspectives in multicultural counseling?
5. What are the points in the Working and Evaluating Skills supervisee self-assessment?
6. What are steps a supervisee can use in coping with a client’s risk of suicide?
7. 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?
8. What are the characteristics of effective goal setting with your supervisee?
9. What are the steps to conflict resolution?
10. What are the types of supervisees that are resistant to improvement?
11. What are the main ethical issues involved in the supervision of a therapist?
12. What are steps in an interview session with a client that might benefit the therpist-client relationship of a supervisee?
13. What are ways to correct problems resulting in the supervisor-therapist relationship and therapist-client relationship?
14. What are basic skills that you may wish to utilize to empower your supervisee?

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 in the supervision process, there is a clear picture of the goals, a clear picture of what the supervisor and supervisee’s work looks like, a guarding against the abuse of power, and covert agendas are minimized.
D. Over avoidance of physical contact, overuse of physical contact, or inappropriate emphasis of sexual issues during a session.
E. The intention to examine one’s own actions, active and critical inquiry into one’s own covert and overt behavior in a session, continued openness to alternatives for interpreting what is being conveyed, and the willingness to become vulnerable and try out new ideas both in supervision and in sessions with clients
F. Training supervisees in supervision is empowering, it aids in constructing a clearly contracted working alliance that helps the supervisee promote his or her work, and it helps define the boundaries of the role relationships of the supervisor and supervisee.
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. nurturing, coaching, and mentoring.
L. the yeahbut supervisee; the silent supervisee; the "I'll try" supervisee; and the irrelevant supervisee
M. setting specific goals; setting realistically difficult goals; mutual supervisee-supervisor goal agreement; and giving feedback.
N. preparation; beginning; exploration; and creating contracts.

Course Article Questions The answer to Question 8 is found in Section 8 of the Course Content. The Answer to Question 9 is found in Section 9 of the Course Content... and so on. Select correct answer from below. Place letter on the blank line before the corresponding question.

Questions

15. What are the 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. Why is "scientific thinking" a valuable component in helping counselors-in-training process information about specific clients in complex ways? 
18. What are the phases representing the developmental process of counseling supervision in reflective learning-based supervision? 
19. What insufficient data do many supervision evaluations focus on to measure success?
20. According to Holloway, what 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 possible sources of threat for MHC students did Liddle identify?  
23. What are the stages of counselor development? 
24. Work with inner city clients often requires what practical aspect?
25. What are the classic questions of supervisee discipline?

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. about how to get their needs met
D. African American supervisees expected their supervisors to be less empathetic, respectful, and congruent than did their White counterparts.
E. trainee satisfaction
F. The belief that no assistance will be forthcoming in times of crisis.
G. Scientific thinking enables the counselor-in-training to discover new ideas, systematically test those ideas, and integrate new knowledge into new explanations of phenomena.
H. A supervisor's experience and feelings about cultural factors need to be considered when addresses multi-cultural counseling competence.
I. The six levels are knowledge, comprehension, application, analysis, synthesis, and evaluation
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. Because they are already seen as "different", their depressions can easily be misconstrued as acting out.
L. Clarification of performance expectations, Changes In point of view, Increased self-sufficiency/autonomy, Insight into behavior and feelings, Acceptance of difficult tasks

True/False Statements: The Answer to Statement 1 is found in Section 1 of the Course Content... and so on. Enter T only for True, or F only for False for each statement below. Place letter only in the box before the corresponding statement. Do not add any periods or spaces.
True/False Statements:
1. The main reasons to train supervisees in the process of supervision are that it is empowering, it aids in constructing a clearly contracted working alliance, and it helps define the boundaries of the supervisor-supervisee relationship.
2. Benefits to contracting in the supervisor-supervisee relationship include active involvement by both parties, clear goals, clear expectations of work, guarding against abuse of power, and minimizing covert agendas.
3. The parts of the “reflective stance” include examining one’s own actions, critically inquiring into covert and overt behavior, remaining open to alternative interpretations, and being willing to become vulnerable and try new ideas.
4. Common perspectives in multicultural counseling are the universalist perspective, the particularist perspective, and the transcendentalist perspective.
5. The points in the Working and Evaluating Skills supervisee self-assessment include action steps, focusing, reframing, confronting, evaluating, responding with immediacy, and pointing out endings.
6. Steps a supervisee can use in coping with a client’s risk of suicide include screening for suicidal risk, assessing for a plan, arranging safety, creating support, justifying realistic hope, using contracts, exploring fantasies, ensuring communication, being sensitive to reactions, and expressing caring.
7. Supervisees may react to feelings or fears of sexual attraction toward a client through over avoidance of physical contact, overuse of physical contact, or inappropriate emphasis on sexual issues during a session.
8. Characteristics of effective goal setting with a supervisee include setting specific goals, setting realistically difficult goals, mutual goal agreement, and giving feedback.
9. The steps to conflict resolution are observation, thoughts, feedback, desires, and next time.
10. Types of supervisees resistant to improvement include the yeah-but supervisee, the silent supervisee, the “I’ll try” supervisee, and the irrelevant supervisee.
11. Main ethical issues involved in supervision include proper knowledge and skill, avoiding dual relationships, and fair and balanced assessment evaluations.
12. Steps in an interview session that may benefit the therapist-client relationship include preparation, beginning, exploration, and creating contracts.
13. Ways to correct problems in the supervisor-therapist and therapist-client relationships include identifying avoidance of conflict and using the “Interview Session Checklist.”
14. Basic skills that may be used to empower supervisees include nurturing, coaching, and mentoring.
15. The levels in Bloom’s Taxonomy hierarchy that provide essential skills for supervisees wishing to become critical thinkers are knowledge, comprehension, application, analysis, synthesis, and evaluation.
16. According to Presbury, the solution-focused approach is based in a constructivist epistemology because the supervisor accepts that there is no single correct way to view a situation.
17. “Scientific thinking” is valuable because it enables counselors-in-training to discover new ideas, systematically test those ideas, and integrate new knowledge into new explanations of phenomena. 
18. The phases representing the developmental process of counseling supervision in reflective learning-based supervision are contextual orientation, trust establishment, conceptual development, and clinical independence.
19. Many supervision evaluations focus on insufficient data such as trainee satisfaction to measure success.
20. According to Holloway, a supervisor’s experience and feelings about cultural factors need to be considered when addressing multicultural counseling competence.
21. African American supervisees anticipated their supervisors would be less empathetic, respectful, and congruent than White supervisees expected.
22. Liddle identified possible sources of threat for MHC students including evaluation anxiety, performance anxiety, personal problems or internal conflict, deficits in the supervisory relationship, and fear of negative consequences for trying new interventions.  
23. The stages of counselor development are: (a) dependency, (b) trial and turbulence, and (c) growth.
24. Work with inner city clients often requires the practical aspect of understanding that because clients are already seen as “different,” their depressions may be misconstrued as acting out.
25. The classic questions of supervisee discipline include clarification of performance expectations, changes in point of view, increased self-sufficiency/autonomy, insight into behavior and feelings, and acceptance of difficult tasks.

If you have problems with Scoring or placing an Order, please contact us at info@mentalhealthce.com