Exam Preview for 2474: The Transition From Clinician to Clinical Su

The Transition From Clinician to Clinical Supervisor

Please note: exam questions are subject to change.

1. Which of the following best describes supervision as a process? Supervision involves supervisors maintaining structure with supervisees. Supervision is continuous, ongoing, and growing in both clinical skills and the supervisory relationship. Supervision is tutorial in nature, involving instruction and teaching. Supervision involves being in an administrative role.
2. All of the following are foci of supervision, except: Administrative Evaluative Supportive Therapeutic
3. Which of the following describes ways that triangles can be used effectively in supervision? The supervisee may feel criticized by a supervisor’s input and move closer to the client. The supervisor and supervisee may end up in a collusive relationship against the client. The supervisor and supervisee working together to help the client in an alliance. The supervisor becomes a mediator between the supervisee and the client.
4. Which of the following best describes how it can be problematic for a supervisor to think like a therapist? They take thorough notes about the client and form hypotheses and plans. They focus entirely on the client. They focus on the client’s experience in the session and not the therapist’s experience. It can contribute to over-reliance on supervisors and supervisor burnout.
5. All of the following are qualities of supervisors thinking like supervisors, except: Supervisors thinking of themselves as educators and supervisees as learners. Supervisors developing strategies to help supervisees become more effective. Supervisors prioritizing understanding learning needs, strengths and motivations of supervisees. Supervisors focusing solely on administrative tasks rather than the growth of supervisees.
6. One strategy to shift to thinking like a supervisor includes taking notes on all of the following, except: The therapist’s experiences in the room. The therapist's strengths. The therapist's areas of improvement. The therapist's personal opinions on clients.
7. All of the following are helpful strategies for thinking like a supervisor, except: Supervisors getting to know their supervisees. Supervisors providing both constructive feedback and positive reinforcement. Supervisors and supervisees collaborating on a Supervision Treatment Plan. Supervisors allowing supervisees to navigate challenges entirely on their own without guidance.
8. Which of the following describes a role that supervisors hold that impact their Self of a Supervisor experiences? Supervisors benefit from being in an inherent position of power over their supervisees. Supervisors have the opportunity to work with supervisees different from themselves. Supervisors are only responsible for the care of their supervisees and are not responsible for client care. Supervisors are gatekeepers of the field and are responsible for helping supervisees either improve or consider other careers if not progressing, which can be a difficult conversation.
9. Which of the following describe responsibilities carried by supervisors that impact their Self of a Supervisor experiences? Having a high tolerance for anxiety and uncertainty, and serving as a “pit crew” for supervisees. Staying emotionally detached from supervisees. Using bribes to encourage their supervisees. None of the above.
10. All of the following are examples of benefits that supervisors experience from their work, except: Taking on responsibility for another therapist can propel supervisors towards a higher level of professionalism. Being a supervisor helps therapists realize how much they know and can share about the field, contributing to higher confidence. Supervisors constantly learn from their supervisees. Supervisors remain completely unchanged by the supervisory process.