Clinical Supervision
1)

What is the primary purpose of clinical supervision?
 
To evaluate client satisfaction To promote research in counseling To protect client welfare To manage agency operations
 
2)

In clinical supervision, the supervisor functions as a teacher, consultant, and what else?
 
Mediator Gatekeeper Advocate Administrator
 
3)

Milne’s evidence-based supervision framework emphasized what key feature?
 
Outcome tracking Narrative exploration Emotional disclosure Client self-report
 
4)

Humanistic and person-centered supervision primarily emphasize what quality?
 
Skill measurement Empathy and authenticity Data collection Performance ratings
 
5)

Supportive supervision differs from therapy primarily because it focuses on what?
 
Personal history Clinical functioning Emotional catharsis Past trauma
 
6)

Supervisors strengthen resilience by modeling which key behavior?
 
Realistic boundaries Client confrontation Strict detachment Constant availability
 
7)

The psychodynamic model of supervision emphasizes which primary learning goal?
 
Skill mastery Cultural awareness Self-awareness and emotional insight Case documentation
 
8)

The developmental model views the supervisor mainly as a:
 
Teacher-coach Insight-oriented mentor Systems facilitator Peer collaborator
 
9)

The systems model of supervision focuses on what aspect of clinical work?
 
Internal motivation Context and culture Theoretical preference Personal style
 
10)

The integrative model encourages supervisors to become:
 
Detached observers Flexible, reflective practitioners Technical experts Policy enforcers
 
11)

Clinical supervision both begins and ends with what key element?
 
Evaluation Technique Competence Relationship
 
12)

In clinical supervision, what is described as the “currency” of the process?
 
Trust Feedback Authority Evaluation
 
13)

Supervisors reduce evaluation anxiety by clearly distinguishing between what two processes?
 
Formative feedback and summative evaluation Training and certification Observation and grading Therapy and counseling
 
14)

The first step in repairing a supervisory rupture is:
 
Inviting dialogue Making changes Recognizing the rupture Taking responsibility
 
15)

The dynamic in which supervisee–client interactions are mirrored in the supervisor–supervisee relationship is called:
 
Countertransference Role reversal Reflective mirroring Parallel process
 
16)

In supervision, transference refers to:
 
The supervisor’s emotional response The supervisee’s reactions to authority Shared emotional awareness Collaborative goal setting
 
17)

Countertransference in supervision occurs when:
 
A supervisee hides mistakes A supervisor reacts emotionally to a supervisee Feedback is misunderstood A client resists intervention
 
18)

The formal purpose of feedback in supervision is to:
 
Promote personal therapy Close the gap between performance and competence Evaluate client outcomes Reduce documentation errors
 
19)

Effective feedback operates on which three intertwined levels?
 
Goals, structure, and results Information, emotion, and meaning Thoughts, feelings, and actions Skill, theory, and ethics
 
20)

In supervision, authority is best understood as a form of:
 
Stewardship and responsibility Control and dominance Power and hierarchy Evaluation and grading
 
21)

Collaborative supervision primarily promotes what outcome?
 
Compliance with rules Supervisor dominance Shared ownership of learning Reduced accountability
 
22)

Developmental models of supervision emphasize that competence grows through:
 
Technique repetition Progressive stages of growth Client feedback Standardized testing
 
23)

The Integrated Developmental Model (IDM) views the supervisor’s role primarily as:
 
Evaluator of outcomes Peer collaborator Developmental scaffolding Administrative overseer
 
24)

The Discrimination Model combines three supervisory roles with three what?
 
Learning styles Stages of growth Ethical principles Areas of focus
 
25)

In the Discrimination Model, which role involves facilitating reflection on emotional or personal processes?
 
Counselor Teacher Consultant Evaluator
 
26)

In systems-oriented supervision, circular causality means that problems are maintained by:
 
Interactional patterns Individual pathology Random chance Supervisor control
 
27)

Reflexivity in systems supervision refers to the supervisor’s ability to:
 
Track client progress Examine their own role in systemic dynamics Teach specific interventions Focus solely on policy
 
28)

In Proctor’s model, reflection is not merely a method but:
 
A technique for data analysis A feedback strategy An ethic A clinical intervention
 
29)

Falender’s concept of reflective competence involves integrating:
 
Policy and documentation Skills and supervision models Knowledge, emotion, and ethics Feedback and evaluation
 
30)

The ethical principle of beneficence refers to the obligation to:
 
Act for the good of clients and supervisees Maintain professional boundaries Ensure legal compliance Avoid emotional involvement
 
31)

The principle of veracity in supervision means committing to:
 
Confidentiality Truthfulness and transparency Equal opportunity Client autonomy
 
32)

Informed consent in supervision is best understood as:
 
A legal signature A confidentiality policy An ongoing dialogue and process A formal evaluation tool
 
33)

According to ethical standards, supervisees must be informed about which element?
 
Supervisor’s hobbies Client treatment plans Evaluation criteria and confidentiality limits Peer supervision attendance
 
34)

One ethical purpose of supervision documentation is to:
 
Record client demographics Track billing accuracy Store administrative data Ensure continuity of care
 
35)

Supervision documentation demonstrates professional responsibility by:
 
Modeling clear, factual, and respectful writing Minimizing paperwork Avoiding written feedback Using informal notes only
 
36)

The most effective legal safeguard a supervisor can employ is:
 
Confidentiality agreements Regular performance reviews Legal consultation Transparency
 
37)

Clinical supervision can best be described as a meeting of:
 
Cultures and lived histories Techniques and theories Supervisors and administrators Goals and evaluations
 
38)

Culture influences which aspect of clinical supervision?
 
Only evaluation methods Theoretical orientation Ethical documentation Every aspect, including communication and respect
 
39)

In cross-cultural supervision, the greatest problem arises from:
 
Cultural mismatch Generational gaps Silence about difference Personality style
 
40)

Cultural humility is based on which core commitments?
 
Diversity training and awareness Advocacy and education Cultural knowledge and tolerance Lifelong learning, self-critique, and redressing power imbalances
 
41)

The chosen modality of supervision (individual, dyadic, triadic, or group) primarily influences its:
 
Tone, rhythm, and learning outcomes Ethical requirements Legal status Administrative structure
 
42)

The ultimate purpose of supervision, regardless of structure, is to promote:
 
Compliance and efficiency Ethical practice, growth, and client well-being Institutional policy adherence Research participation
 
43)

Recorded supervision primarily supports which learning process?
 
Peer evaluation Theoretical integration Deliberate practice through reflection and replay Case documentation
 
44)

When supervisees review their recorded sessions, the supervisor’s key role is to:
 
Critique performance harshly Focus on time efficiency Ensure confidentiality compliance Provide emotional containment and safety
 
45)

The first step in creating a tele-supervision plan is to establish a:
 
Security protocol Confidentiality waiver Client release form Communication schedule
 
46)

Tele-supervision consent forms should clearly identify:
 
Theoretical orientation and case themes Platform security, access, and data procedures Client outcome measures Supervisor’s academic history
 
47)

Regulatory boards require supervisors to ensure that the modality of supervision matches the supervisee’s:
 
Learning preferences Workplace location Level, licensure, and scope of practice Personal goals
 
48)

According to BBS regulations, supervisors must:
 
Keep verbal notes only Follow ratio and documentation requirements for group and tele-supervision Conduct only in-person sessions Avoid written supervision plans
 
49)

When Dr. Hill addressed Ava’s incomplete suicide-risk note, his primary ethical responsibility was to:
 
Avoid confrontation Focus on rapport only Protect client safety through corrective supervision Refer the case to another clinician
 
50)

In this scenario, gatekeeping is best defined as:
 
Administrative record-keeping Emotional support for supervisees Client referral coordination Supervisors’ duty to determine readiness for independent practice
 
51)

According to NASW and NBCC, competence is best described as:
 
An evolving capacity A fixed trait A final outcome A test score
 
52)

The four domains of competence include knowledge, skills, values, and:
 
Confidence Self-awareness Supervision Motivation
 
53)

Objective evaluation methods in supervision promote:
 
Creativity Flexibility Consistency and accountability Personal preference
 
54)

Competency rubrics translate broad expectations into:
 
General goals Theoretical concepts Measurable indicators Narrative summaries
 
55)

Preventive gatekeeping focuses primarily on:
 
Early intervention and transparency Formal remediation Punitive measures Crisis response
 
56)

The ethical principle guiding formal remediation is:
 
Confidentiality Due process Beneficence Fidelity
 
57)

Supervision of child therapy requires balancing relationships among:
 
Teacher, parent, therapist Client, peers, supervisor Child, family, therapist Counselor, agency, board
 
58)

Supervisors must help supervisees balance:
 
Caseload and time Emotion and logic Vegetables and Ice Cream Confidentiality and communication
 
59)

In couples and family supervision, supervisors help supervisees transform chaos into:
 
Curiosity and pattern awareness Silence and withdrawal Quick solutions Emotional detachment
 
60)

Effective supervision of couples and family therapy begins with grounding supervisees in:
 
Behavioral theory Systems theory Cognitive models Developmental stages
 
61)

Crisis supervision focuses on helping supervisees:
 
Avoid emotional involvement Delay decision-making Act decisively under pressure Prioritize paperwork
 
62)

Ethical crisis supervision requires strict attention to:
 
Time management Client satisfaction Personal style Scope of competence
 
63)

Geriatric supervision requires competence in:
 
Cognitive decline and safety Adolescent development Couples dynamics Child assessment
 
64)

The deeper goal of end-of-life supervision is to cultivate:
 
Reverence and respect Avoidance and denial Efficiency and speed Emotional detachment
 
65)

The core of supervision across all settings is:
 
Administrative control Policy enforcement Relational reflection within accountability Performance evaluation
 
66)

Effective supervisors view context as a:
 
Limiting factor Neutral backdrop Constraint Compass
 
67)

In academic supervision, professional identity forms through:
 
Mentorship and modeling Grading and exams Peer comparison Administrative policy
 
68)

Supervisors help reduce supervisee anxiety by redefining success as:
 
Responsiveness and reflection Perfection and control Speed and efficiency Client satisfaction
 
69)

Supervisors must verify that tele-supervision across states is:
 
Institution-approved Ethically neutral Legally permitted Technically possible
 
70)

When using telehealth, supervisors must ensure:
 
Fast internet Weekly reports Regular supervision HIPAA-compliant platforms
 
71)

Online supervision challenges boundaries through:
 
Incidental personal exposure Time-zone differences Platform costs Technical updates
 
72)

Professional distance online requires:
 
Sharing personal posts Digital Awareness Ignoring boundaries Avoiding supervision logs
 
73)

Supervisors must approach AI use with:
 
Full automation Minimal oversight Critical distance Informed stewardship
 
74)

In clinical supervision, AI primarily serves as a:
 
Decision maker Performance grader Reflective collaborator Record censor
 
75)

Reflective supervision begins with a:
 
Curious, self-aware stance Structured checklist Technical method Performance review
 
76)

Supervisors inevitably bring what into supervision?
 
Clinical techniques Their own stories Client narratives Institutional policies
 
77)

The term double exposure refers to supervisors witnessing:
 
Administrative pressure Ethical debates Client and supervisee pain Personal stress only
 
78)

Compassion fatigue results primarily from:
 
Time mismanagement Administrative pressure Physical exhaustion Empathic overextension
 
79)

Peer consultation differs from supervision because it involves:
 
Professional equals Hierarchical oversight Student evaluations Licensing exams
 
80)

Research shows supervisor effectiveness is strongly linked to:
 
Clinical hours Resilience Theoretical orientation Work location