Exam Preview for 1987: Principles and Practices in Culturally Compe

Principles and Practices in Culturally Competent Supervision

Please note: exam questions are subject to change.

1. Which of the following is NOT a model or framework of multicultural supervision? Multidimensional Ecological Comparative Approach (MECA) Integrated Supervision Framework (ISF) Diversity and Decolonization Framework (DDF) Competency-Based Clinical Supervision
2. Which statement describes an understanding of systemic oppression in psychology training? Psychology training programs are affordable to most who want to enter the field, thereby enabling psychologists to represent the populations that they serve. The high cost of psychology graduate programs and training bar BIPOC individuals from entering the psychology field. Psychology supervisors tend to have an equal amount of power as their trainees. Psychology trainees across the board are required not to discriminate against their clients.
3. How is the cultural genogram used in clinical supervision? Trainees use a genogram to explore the mental health of their extended family members. Supervisors use a genogram to encourage trainees to think critically about both their culture and the cultures of their clients. Trainees use a genogram to gather assessment information when working with clients. Supervisors use a genogram to assess trainees’ competency in diversity, equity, and inclusion.
4. Which of the following is a limitation of multicultural supervision and training in psychology? Knowledge is emphasized over critical consciousness, resulting in stereotyping. Critical consciousness is emphasized over knowledge, resulting in a lack of information about diverse populations. Specific interventions are emphasized over theories, resulting in a lack of competence. Theoretical approaches are emphasized over specific interventions, resulting in discrimination.
5. In Benuto et al.’s systematic review, which of the following was the only consistent effect of cultural competency training? improved attitudes increased skill increased awareness increased knowledge
6. What does the ADDRESSING framework (Hayes, 2001) accomplish? Encourages trainees to compare models of multicultural clinical practice. Encourages trainees to consider identities in the context of power and privilege. Encourages trainees to critically examine the role of systemic oppression in the psychology field. Encourages trainees to consider ways to decolonize clinical practice.
7. What is essential for a supervisor to consider with regard to power dynamics in the supervisor-trainee relationship? Supervisors and trainees both hold less power than clients. There are no power dynamics that impact the supervisor-trainee relationship. Power is embedded in the supervisor-trainee relationship. Trainees inherently hold more power than supervisors, regardless of other identities held.
8. Which of the following is NOT a foundation of culturally competent supervision? Reducing emphasis on evaluation of the student’s strengths and areas of growth. Supervisor’s self-exploration of attitudes, biases, strengths, and areas of growth. A focus on processes, including relational safety, power dynamics, and parallel processes. A critical examination of systems of colonization embedded in the psychology field.
9. Which of the following disorders indicate the continued pathologization of LGBT individuals in the DSM-V? Gender Incongruence Gender Dysphoria Transsexualism Female Sexual Arousal Disorder
10. Which of the following statements best describes the role of supervision in multicultural competency training? Supervision has a very minuscule role in multicultural competency training. Supervision is not a particularly effective way of teaching trainees how to work with diverse clients. Supervision may present the best mechanism of training for teaching trainees how to work with diverse clients. None of the above.