| 1- Which model attempts to match supervisor behavior to the developmental needs of the supervisee? |
| Littrell, Lee-Borden, & Lorenz Model |
| The Stoltenberg and Delworth Model |
| The Skovholt and Ronnestad Model |
|
| 2- Which stage of the Littrell, Lee-Borden, & Lorenz Model involves the relationship building between the supervisor and supervisee. |
| Stage 1 |
| Stage 2 |
| Stage 3 |
| Stage 4 |
|
| 3- At what level in the Stoltenberg and Delworth Model does the supervisee become accountable for their interventions? |
| Level 1 |
| Level 2 |
| Level 3 |
|
| 4- Which model is grounded in research? |
| Littrell, Lee-Borden, & Lorenz Model |
| The Stoltenberg and Delworth Model |
| The Skovholt and Ronnestad Model |
|
| 5- In the Skovholt and Ronnestad Model in what stage does the supervisee imitate the expert? |
| Stage 1 |
| Stage 2 |
| Stage 3 |
| Stage 4 |
|
| 6- In what stage of the Skovholt and Ronnestad Model do professionals work toward developing authenticity? |
| Stage 4 |
| Stage 5 |
| Stage 6 |
| Stage 7 |
|
| 7- The Discrimination Model highlights what area of focus? |
| process |
| conceptualization |
| personalization |
| all of the above |
|
| 8- Systemic therapists argue that supervision should be what? |
| therapy-based and theoretically consistent |
| trial and error |
| behavioral in nature |
|
| 9- Carl Rogers believed the most important aspect of supervision was to model what? |
| conditions of empathy, genuineness and unconditional postive regard |
| the structure of therapy |
| the unconscious process of the patient |
|
| 10- In which theoretical model of supervision would the working through process be most important? |
| Behavioral |
| Psychoanalytic |
| Systemic |
| Rogerian |
|
| 11- Parallel process originated from what theory? |
| cognitive |
| behavioral |
| psychoanalytic |
| family systems |
|
| 12- Supervisors have a responsibility to? |
| the supervisee |
| the patient |
| both of the above |
|
| 13- Supervisors have an ethical and legal responsibility to monitor the quality of care that is being delivered to the supervisee’s clients. |
| True |
| False |
|
| 14- In clinical work, a lack of knowledge or skill has consequences for whom? |
| the patient |
| the supervisor |
| the student |
| all of the above |
|
| 15- Supervisors have an obligation to determine that patients have been informed by the supervisee regarding the parameters of therapy. |
| True |
| False |
|
| 16- Rather than helping supervisees resolve family of origin concerns, supervisors should focus on helping supervisees develop clinical skills. |
| True |
| False |
|
| 17- The patient holds the privilege to release the confidential information in legal proceedings. |
| True |
| False |
|
| 18- It is entirely the responsibility of the court to determine whether you have established a Duty of Care with the patient. |
| True |
| False |
|
| 19- It is your responsibility to maintain the confidentiality of the client's records. |
| True |
| False |
|
| 20- Tarasoff implicated the supervisor also. |
| True |
| False |
|
| 21- Supervision should be reactive rather than proactive. |
| True |
| False |
|
| 22- A supervisor should be aware of significant changes in the supervisee's life that might indicate increased vulnerabilities. |
| True |
| False |
|
| 23- The supervisor should ask the supervisee to relate the full narrative sequences of clinical encounters. |
| True |
| False |
|
| 24- The supervisory interaction should incorporate guided exploration rather than cross-examination. |
| True |
| False |
|
| 25- Clinicians may confuse personal caring with professional caring. |
| True |
| False |
|
| 26- The practice of extended sessions often develops from strong feelings about a client. |
| True |
| False |
|
| 27- When off-hours calls are an issue, the supervisor should explore the clinician's goals for such contacts. |
| True |
| False |
|
| 28- 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 for themselves. |
| True |
| False |
|
| 29- Financial interaction between a clinician and client other than payment of fees is not a boundary issue. |
| True |
| False |
|
| 30- Clinicians who disclose personal circumstances to clients open the door to boundary problems. |
| True |
| False |
|
| 31- Supervisors should communicate evaluation criteria to supervisees and develop a mutually agreed upon written contract. |
| True |
| False |
|
| 32- Supervisees are more likely to hear corrective feedback messages when these are preceded by positive feedback. |
| True |
| False |
|
| 33- The bulk of supervision writing and research comes from the United States. |
| True |
| False |
|
| 34- Good supervisors are empathic, genuine, open, and flexible. |
| True |
| False |
|
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