Exam (elaborations)
Certified Clinical Supervisor Exam
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Certified Clinical Supervisor Exam
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Certified Clinical Supervisor Exam- ANSWER-Affective qualities — something a counselor should possess
- ANSWER-Irrational attitudes a counselor may enact towards a patient — counselor
tendency to project similarly unresolved issues onto the patient
- ANSWER-Irrational attitudes a patient may enact towards the counselor or others in a
way not evoked by reality
Supervisor should have counselor consider these dynamics and use them to
therapeutic advantage
- ANSWER-Skills a counselor should possess.
1. Facilitative. Using client-centered models, a supervisor facili- tates discussion by
asking nondirective questions, such as, "How do you feel about that comment?" "What
did you see happen- ing at that moment?" "Tell me more about that response." "How
did you feel about the way the session went?" Facilitative responses move the
discussion along without providing direc- tion or confrontation. They are nonthreatening
and probably represent the most common type of supervisory response. specific action
or behavior on the part of the counselor and 2. Confrontive. Confrontive responses by
the supervisor address a - ANSWER-1. Facilitative. Using client-centered models, a
supervisor facilitates discussion by asking nondirective questions, such as, "How do you
feel about that comment?" "What did you see happen- ing at that moment?" "Tell me
more about that response." "How did you feel about the way the session went?"
Facilitative responses move the discussion along without providing direc- tion or
confrontation. They are nonthreatening and probably represent the most common type
of supervisory response.
2. Confrontive. Confrontive responses by the supervisor address a require the
counselor to answer a question about it-for ex ample, "I saw this going on in the
session. Did you notice it: not, what got in your way?" Another example is, "Why did you
say that? It did not seem to work, I know you are aware of group dynamics, so why did
you make that response?" Confrontive responses can be given in a supportive and
helpful manner or can put the counselor on the defensive.
3. Conceptual. A conceptual response contributes new information and a different way
of visualizing the case-for example, "There seems to be some transference going on in
this session. Let's talk about how transference affects the session." In group counseling,
a conceptual response might sound like this: "If you recall from Yalom, this group
appears to be at an early stage of development. Let's review early-stage issues and
how you can get past this impasse." Conceptual responses are edu- cational and
instructional.
,4. Prescriptive. Prescriptive responses, heard most frequently in skills-oriented models
of supervision, direct (or strongly encourage) the counselor to respond in a particular
manner the next time a certain set of circumstances occurs. A supervi- sor who is
responding prescriptively might say, "The next time the client says this, I want you to
respond in th
10 dimensions of effectiveness - ANSWER-Empathy, respect, genuineness,
concreteness, confrontation, self disclosure, immediacy, warmth, potency, and self
actualization
6 major organizational stakeholders - ANSWER-Owners, employees, customers,
vendors, competitors, community.
According to the blended model of therapy and supervision, what is the first step in
supervision? What about in therapy - ANSWER-To teach demonstrable skills,
particularly for the new therapist who has limited formal academic background.
In therapy it is to accept powerlessness over the problem and surrender to the solutions
that inevitably follow
According to the new blended model that incorporates research, what do counselors
need to learn in supervision? - ANSWER-• Counselors need training in attuning
themselves to the client's feelings, establishing rapport, and demonstrating caring,
compassion, and empathy
. • Counselors need to find a collaborative instead of a combative metaphor for
treatment. Counselors must learn the subtle interpersonal aspects of the therapeutic
relationship.
• Counselors need to learn how to develop and monitor the therapeutic alliance, how to
assess when there are difficulties with that alliance, and how to repair alliance ruptures.
The therapeutic alliance is fundamental to the change process.
• Counselors must be familiar with social support networks, community services, and
family and community resources, in order to marshal and enhance the potential for
success.
• Counselors must not accept the conventional wisdom that when treatment does not
meet the desired outcome it is the client's fault. They must avoid blaming the client's
defensive- ness, narcissism, borderline personality disorder, codepen- dency, irrational
thinking, or projection and not allege denial or resistance to treatment. Conversely,
counselors must understand that if there is any magic in treatment, it is the magic
brought by the client and not the counselor.
• Counselors need to promote the client's sense of personal control and empowerment.
Counselors need to encourage clients to see their own gains, always conveying positive
expectations and hope, always expecting clients to get better, always helping clients to
find their own solutions.
• Counselors need to learn to focus on the future and on the client's ability to overcome
the past. Far too often in the addic- tion field, we predict relapse and failure instead of
,the possi- bility of success. Even when relapse does occur, counselors must maintain
the attitude that the client can and will find solutions that work. sessio
Administrative supervision - ANSWER-Planning, organizing, coordinating and
delegating tasks, selecting and assisting staff, determining clinical and administrative
privileges
Assessment; how is it different from screening - ANSWER-Etiology
Quantitative/Qualitative
Diagnosis
Audit-c vs AUDIT - ANSWER-The first is comprised from the first three questions from
AUDIT Disorders developed by the World Health Organization to identify persons
whose alcohol consumption has become hazardous or harmful to their health.
The 2nd is a 10-item screening questionnaire with 3 questions on the amount and
frequency of drinking, 3 questions on alcohol dependence, and 4 on problems caused
by alcohol.
BARS - ANSWER-A system that uses behaviorally anchored rating scales for
performance appraisal in clear measurable terms. Specifies the level and standard of
performance in objective, impersonal manner
Supervisors need to design bars for counseling skills. —> put a specific # to clinical
skill/behavior ex: you will make 4 + reinforcements in the next individual session.
Boundary profiling - ANSWER-A supervision technique used to assist the counselor
when they have persistent frustration. When was this less of a problem. On a scale 1-
10, rate yr level of incompetence...how will you know when you are more competent?
Brief Intervention process - ANSWER--Advise Maximum Drinking Limits —7 drinks
women; 14 drinks male
Assess using Readiness Ruler: engage and illicit change talk
Advise and Assist
Follow up: Continue Support
Clinical Supervision - ANSWER-A disciplined, tutorial process wherein principles are
transformed into practical skills with 4 overlapping focus: administrative, evaluative,
clinical, supportive
Clinical Supervision - ANSWER-Developing counselor knowledge and skills, identifying
learning issues and problems, determining counselor strengths and weaknesses,
, promote self awareness and professional/personal growth, transmit knowledge for
practical use. Teacher, mentor, trainer, professional role model
Clinical Supervisor roles - ANSWER-Teacher
Coach
Mentor
Consultant
All these roles center around the relationship
Coach role of aupervisor - ANSWER-In this supportive role, supervisors provide morale
building, assess strengths and needs, suggest varying clinical approaches, model,
cheerlead, and prevent burnout.
Command-control structure - ANSWER-A structure of organizational management
based on heirarchies, pyramid structure; top down communication where the goal is to
satisfy management and climb to the top instead of improve organizational goals and
outcomes. Please the boss, not the customer
Common examples of Psychopharmacology - ANSWER-MAT: methadone (full agonist),
buprenorphine (partial agonist), naltrexone (full antagonist)
Consultant role of supervisor - ANSWER-Provide alternative case conceptualizations,
oversight of work to achieve mutually agreed upon goals, and professional gatekeeping
for the organization and discipline.
Counselor in treatment descriptive dimension - ANSWER-Related (may be required for
counselor to be in therapy) <—-> Unrelated (not related to skills training)
CRAFFT - ANSWER-An efficient and effective health screening tool designed to identify
substance use, substance-related riding/driving risk, and substance use disorder among
youth ages 12-21. is the most well-studied adolescent substance use screener available
and has been shown to be valid for adolescents from diverse socioeconomic and
racial/ethnic backgrounds. It is recommended by the American Academy of Pediatrics'
Bright Futures Guidelines for preventive care screenings and well-visits, the Center for
Medicaid and CHIP Services' Early and Periodic Screening, Diagnostic and Treatment
(EPSDT) program, and the National Institute of Alcohol Abuse and Alcoholism (NIAAA)
Youth Screening Guide.
CRAFFT Questionnaire: what does it stand for? How do you use it? - ANSWER-Car,
Relax, Alone, Forget, Family/Friends, Trouble
A self questionnaire designed to be used with teens
DAST - ANSWER-The Drug Abuse Screening Test is a 10 item brief screening tool that
can be administered by a clinician, paraprofessional, or self-administered. This tool
assesses drug use, not including alcohol or tobacco use, in the past twelve months.
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