Clinical Supervision |
1) |
What is the primary purpose of clinical supervision? |
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2) |
In clinical supervision, the supervisor functions as a teacher, consultant, and what else? |
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3) |
Milne’s evidence-based supervision framework emphasized what key feature? |
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4) |
Humanistic and person-centered supervision primarily emphasize what quality? |
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5) |
Supportive supervision differs from therapy primarily because it focuses on what? |
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6) |
Supervisors strengthen resilience by modeling which key behavior? |
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7) |
The psychodynamic model of supervision emphasizes which primary learning goal? |
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8) |
The developmental model views the supervisor mainly as a: |
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9) |
The systems model of supervision focuses on what aspect of clinical work? |
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10) |
The integrative model encourages supervisors to become: |
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11) |
Clinical supervision both begins and ends with what key element? |
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12) |
In clinical supervision, what is described as the “currency” of the process? |
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13) |
Supervisors reduce evaluation anxiety by clearly distinguishing between what two processes? |
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14) |
The first step in repairing a supervisory rupture is: |
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15) |
The dynamic in which supervisee–client interactions are mirrored in the supervisor–supervisee relationship is called: |
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16) |
In supervision, transference refers to: |
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17) |
Countertransference in supervision occurs when: |
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18) |
The formal purpose of feedback in supervision is to: |
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19) |
Effective feedback operates on which three intertwined levels? |
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20) |
In supervision, authority is best understood as a form of: |
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21) |
Collaborative supervision primarily promotes what outcome? |
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22) |
Developmental models of supervision emphasize that competence grows through: |
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23) |
The Integrated Developmental Model (IDM) views the supervisor’s role primarily as: |
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24) |
The Discrimination Model combines three supervisory roles with three what? |
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25) |
In the Discrimination Model, which role involves facilitating reflection on emotional or personal processes? |
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26) |
In systems-oriented supervision, circular causality means that problems are maintained by: |
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27) |
Reflexivity in systems supervision refers to the supervisor’s ability to: |
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28) |
In Proctor’s model, reflection is not merely a method but: |
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29) |
Falender’s concept of reflective competence involves integrating: |
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30) |
The ethical principle of beneficence refers to the obligation to: |
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31) |
The principle of veracity in supervision means committing to: |
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32) |
Informed consent in supervision is best understood as: |
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33) |
According to ethical standards, supervisees must be informed about which element? |
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34) |
One ethical purpose of supervision documentation is to: |
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35) |
Supervision documentation demonstrates professional responsibility by: |
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36) |
The most effective legal safeguard a supervisor can employ is: |
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37) |
Clinical supervision can best be described as a meeting of: |
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38) |
Culture influences which aspect of clinical supervision? |
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39) |
In cross-cultural supervision, the greatest problem arises from: |
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40) |
Cultural humility is based on which core commitments? |
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41) |
The chosen modality of supervision (individual, dyadic, triadic, or group) primarily influences its: |
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42) |
The ultimate purpose of supervision, regardless of structure, is to promote: |
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43) |
Recorded supervision primarily supports which learning process? |
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44) |
When supervisees review their recorded sessions, the supervisor’s key role is to: |
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45) |
The first step in creating a tele-supervision plan is to establish a: |
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46) |
Tele-supervision consent forms should clearly identify: |
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47) |
Regulatory boards require supervisors to ensure that the modality of supervision matches the supervisee’s: |
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48) |
According to BBS regulations, supervisors must: |
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49) |
When Dr. Hill addressed Ava’s incomplete suicide-risk note, his primary ethical responsibility was to: |
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50) |
In this scenario, gatekeeping is best defined as: |
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51) |
According to NASW and NBCC, competence is best described as: |
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52) |
The four domains of competence include knowledge, skills, values, and: |
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53) |
Objective evaluation methods in supervision promote: |
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54) |
Competency rubrics translate broad expectations into: |
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55) |
Preventive gatekeeping focuses primarily on: |
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56) |
The ethical principle guiding formal remediation is: |
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57) |
Supervision of child therapy requires balancing relationships among: |
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58) |
Supervisors must help supervisees balance: |
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59) |
In couples and family supervision, supervisors help supervisees transform chaos into: |
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60) |
Effective supervision of couples and family therapy begins with grounding supervisees in: |
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61) |
Crisis supervision focuses on helping supervisees: |
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62) |
Ethical crisis supervision requires strict attention to: |
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63) |
Geriatric supervision requires competence in: |
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64) |
The deeper goal of end-of-life supervision is to cultivate: |
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65) |
The core of supervision across all settings is: |
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66) |
Effective supervisors view context as a: |
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67) |
In academic supervision, professional identity forms through: |
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68) |
Supervisors help reduce supervisee anxiety by redefining success as: |
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69) |
Supervisors must verify that tele-supervision across states is: |
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70) |
When using telehealth, supervisors must ensure: |
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71) |
Online supervision challenges boundaries through: |
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72) |
Professional distance online requires: |
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73) |
Supervisors must approach AI use with: |
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74) |
In clinical supervision, AI primarily serves as a: |
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75) |
Reflective supervision begins with a: |
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76) |
Supervisors inevitably bring what into supervision? |
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77) |
The term double exposure refers to supervisors witnessing: |
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78) |
Compassion fatigue results primarily from: |
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79) |
Peer consultation differs from supervision because it involves: |
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80) |
Research shows supervisor effectiveness is strongly linked to: |
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