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"You Said What?" - Becoming a Better Supervisor - Test
by Carol Falender, Ph.D.

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1. Providing supervision is now:	Help
Viewed as a distinct practice area. Part of the training of most psychotherapists in the U.S. An area which has always required formal training. A minor form of transmitting clinical skills.

2. A strength-based approach to supervision does all but which of the following?	Help
Helps to prevent many supervisee problems Emphasizes supervisee assets Offers encouragement in areas of lesser strength Provides the supervisee with an inflated sense of competence

3. Most of the multicultural frameworks consider which one of the following to be an essential first step in the process of becoming a more culturally competent supervisor?	Help
Acquiring group specific cultural knowledge Gaining self-awareness Understanding stereotypes Reading an article on diversity

4. An important reason for getting informed consent at the onset of the supervisory relationship is the potential for:	Help
Skill set deficit in supervisee. Supervisee personal disclosure. Supervisor personal disclosure. Lack of client progress.

5. Which of the following are aspects of a competency-based approach to supervision?	Help
Knowledge, skills, attitudes, and values Experience, expertise, reputation, and specialty Teaching, clinical practice, certification, and agency affiliation All of the above

6. A contract, or supervision plan:	Help
Is an important part of developing the supervisory alliance. Is setting specific with expectations for both parties. Translates into the evaluation format. All of the above

7. In multicultural supervision:	Help
Supervisors and supervisees typically agree on frequency of discussion of multicultural material. If multicultural discussion occurs, the supervisee typically initiates it. There is high frequency of multicultural discussion in supervision generally. Multicultural discussion does not include anything but ethnicity.

8. The concept of 'cultural niche' refers to:	Help
An individual's total environment. A combination of several diversity descriptors of an individual. Stereotypes based on group affiliation. All of the above

9. Which macrointerventions are suggested by Sue and colleagues in response to microaggressions?	Help
Ignore the behavior and move on assuming everyone knows it is not important. Directly confront the colleague and do not back down. Strive to make the invisible visible, challenging the stereotype. Privately apologize to someone who might have been offended.

10. What aspects of supervisor self-awareness are essential to multicultural clinical supervision?	Help
Self-awareness of personal intersectional identities Awareness and openness to power implicit in supervisory relationship Openness to discussion of identities All of the above

11. Which of the following does not fit under Best Practices in Supervision?	Help
Self-assessment for knowledge, skills, attitudes and values Identification of setting specific competencies for trainees Establishing an egalitarian relationship with trainees from the outset Development of a contract or supervisory agreement with trainees

12. The APA Guidelines for Supervision define Competence as including all but which of the following?	Help
Formal education and training in the core aspects of supervision Demonstrated evidence based practice Ability to develop and manage the supervisory relationship and alliance Ongoing personal therapy

13. Supervision is differentiated from therapy through which of the following supervisor behaviors?	Help
Defining when he/she is therapist and when supervisor Exploring multiple aspects of supervisee's life indirectly Collaborating with supervisee's therapist for consistent approach Clarifying and exploring only those problems that create an impasse in supervisee's work

14. Which of the following factors distinguish supervision from consultation:	Help
Licensure status Need for informed consent Requirement to follow directives All of the above

15. Which of the following provides a document for supervisee self assessment?	Help
CALSWEC II Competencies Benchmarks Both of the above None of the above

16. Which of the following is/are important to consider in determining developmental level of supervisees:	Help
Relationship with supervisor Identity Competence level All of the above

17. According to the Integrated Developmental Model (Stoltenberg, McNeill, and Delworth, 1998) which of the following are the constructs underlying the theory of supervisee development?	Help
Autonomy, awareness of self and other, and motivation Individual growth, support, and creativity Understanding Clinical skills, therapeutic orientation, and sense of humor

18. A major criticism of developmental theories has been their:	Help
Linear progression of levels. Lack of a set of skills or competencies. Lack of empirical support. Experiential validity.

19. Developmental theories are important for supervisors to study because:	Help
There is a large body of research in this area. They offer specific interventions and behavior for supervisors. Client outcome studies support these theories. There is homogeneity across training levels.

20. What do progressive supervisory relationships entail?	Help
Less advanced racial identity development of the supervisor than the supervisee Disregard for power Respectful interchange with supervisee Supervisee educating the supervisor

21. 'Role invocation' refers to:	Help
A process in which the supervisor sets parameters for supervision. The supervisee telling the supervisor what he/she needs. A discussion to reach an agreement between parties on role of each. A theoretical discussion based on the supervision literature.

22. 'Gatekeeping' refers to the responsibility of the supervisor to ensure that supervisees:	Help
Have concurrent personal therapy as needed. Have met particular competencies to responsibly progress to the next level of training or practice. Keep personal disclosures out of their therapeutic relationships. Maintain boundaries during supervisory sessions.

23. 'Spurious compliance' refers to:	Help
Supervisors who pretend to agree with supervisee wishes. Supervisees agreeing to client requests against their clinical judgment. Supervisees pretending to follow supervisory directives while doing whatever they thought to be correct. Supervisees wanting to follow supervisory directives but being unclear on the steps involved.

24. Supervisee nondisclosure (i.e., withholding important information from the supervisor) occurs how frequently?	Help
Almost never In about 20 percent of instances In almost every supervision dyad Only when the supervisor nondiscloses

25. Nondisclosures by supervisees to supervisors frequently include which of the following?	Help
Cancellations by clients Negative feelings toward the supervisor Plans for vacation All of the above

26. Direct feedback given by the supervisor to the supervisee is:	Help
Behavioral and specific. An aspect of best practices for all supervisors. Often neglected. All of the above

27. Some supervisors avoid giving evaluative or critical feedback because they:	Help
Fear disrupting the supervisory relationship. Believe tools have no empirical support. Fear upsetting the reputation of the program. All of the above

28. The appropriate descriptive label for supervisees who do not meet performance criteria is:	Help
Impaired supervisee. Problematic supervisee. Supervisee with problems of professional competence. Deficient supervisee.

29. If you identify a supervisee as having problematic behavior it is critical to:	Help
Document the specific behaviors and contexts. Collect data to determine that the problem is not specific to only one supervisor. Include your documentation in your discussion with the supervisee. All of the above

30. One strategy to increase supervisee flourishing rather than surviving is:	Help
Contracting for two-way feedback in the supervisory relationship. Providing annual performance evaluations. Discouraging personal disclosures. Inviting supervisee for informal get togethers.

31. To decrease risk of burnout, Stevanovic and Rupert found it helpful for supervisors to:	Help
Vary their work responsibilities. Take regular vacations. Read professional literature to keep up to date. All of the above

32. 'Respondeat Superior' refers to:	Help
Discussion of factors relating to supervisory status. Immunity of supervisors in certain states. Vicarious liability. Higher level of communication.

33. The most common ethical violation reported by supervisees in supervision is:	Help
Negative feedback. Role conflict. Lack of performance evaluation. Authoritarian supervisors.

34. Multiple relationship issues as addressed in the professional ethics codes:	Help
Do not apply to the supervisor-supervisee relationship. Are less serious because both people are in the profession. Need to be assessed by the supervisor who may be held liable for an ethics violation. Apply only to the supervisee.

35. In 'duty to warn' situations, the supervisor:	Help
May assume the supervisee has sufficient training in this area because it is the responsibility of the school program. Is legally liable and must ensure that the supervisee follows all the steps in assessment and planning. Should utilize this type of experience to allow the supervisee to develop autonomy. All of the above

36. Documentation of supervision sessions is:	Help
An unnecessary expenditure of time and effort. Essential in ensuring that effective supervision occurs in all cases. Contraindicated due to confidentiality issues. Stressful for the supervisee.

"You Said What?" - Becoming a Better Supervisor - Test by Carol Falender, Ph.D.

"You Said What?" - Becoming a Better Supervisor - Test
by Carol Falender, Ph.D.