1. Three legal considerations in the supervisory relationship are:
a. supervisors’ qualifications, along with their duties and responsibilities.
b. issues with dual relationships.
c. consent of trainees, clients, and third-party payers.
d. informed consent, confidentiality and its limits, and liability.
2. ______________ is an integral part of your professional training and is one of the ways in which you acquire
competence needed to fulfill your professional responsibilities.
a. Multiple relationships
b. Counseling
c. Supervision
d. Gender-role socialization
3. Which of the following is NOT a reason clinical supervisors are increasingly vulnerable and at risk for ethical and
legal liability?
a. Clinical supervisors are legally responsible for the welfare of those clients counseled by their trainees.
b. Clinical supervisors have a legal and ethical obligation to respect the confidentiality of client communications.
c. Clinical supervisors must see that trainees provide the information to clients they need in order to make
informed choices.
d. There are no formal courses a clinician can take to become a clinical supervisor.
Chapter9—EthicalIssuesinSupervision
4. _____________ have a position of influence and operate in multiple roles.
a. Co-workers
b. Employees
c. Supervisees
d. Clinical supervisors
5. Which of the following statements is NOT accurate?
a. Supervisors are ultimately responsible, both ethically and legally, for the actions of their trainees.
b. Supervisors should not supervise more trainees than they can responsibly manage at one time.
c. Supervisors are not expected to maintain records pertaining to their work with supervisees.
d. It is essential that supervisors are familiar with the caseloads of their supervisees.
6. ___________ pertains to the responsibilities supervisors have to oversee the actions of their supervisees.
a. Breach of confidentiality
b. Breach of informed consent
c. Direct liability
d. Vicarious liability
7. Which of the following is NOT described in the text as a method of supervision?
a. Self-report
b. Audiotapes
c. Live supervision
d. Instructional supervision
8. A primary aim of supervision is to create a context in which the supervisee can acquire the experience needed to
become a:
a. effective Gestalt therapist.
b. independent professional.
c. dependent professional.
d. psychoanalyst.
9. Susan is in a counselor training program and is infatuated with her supervisor. She has indicated that she is interested
in pursuing an intimate relationship. In order to provide adequate supervision for Susan, her supervisor would need to:
a. clearly define and maintain ethical, professional, and social relationship boundaries with Susan.
b. adopt the role of counselor and work with her therapeutically.
c. suggest that she transfer to another training program.
d. let Susan know that there is no possibility for intimacy until she graduates from the program.
10. Professional codes of ethics for supervisors agree that:
a. social interaction with supervisees is essential to effective counselor training.
b. all dual or multiple relationships with supervisees are unethical.
c. sexual relationships between supervisors and students are unethical unless the student freely consents.
d. supervisors occupy a position of power and should not engage in sexual relationships with the student.
11. _________ is as essential as informed consent in counseling practice. It is beneficial to discuss the rights of
supervisees from the beginning of the supervisory relationship in much the same way as the rights of clients are
addressed early in the therapy process.
a. The supervisory relationship
b. The supervisee’s experience
c. Clinical supervision
d. Informed consent in supervision
12. Kenneth is involved in a specialized professional process that involves sharing expertise with others in the helping
professions so they can better serve their own clients. He is functioning in the role of a:
a. therapist.
b. consultant.
c. paraprofessional.
d. broker.
13. ____________ encompasses the full range of cultural factors including race, ethnicity, socioeconomic status, ability
status, privilege, sexual
orientation, spirituality and religion, values, gender, family characteristics and dynamics, country of origin, language,
and age.
a. Multicultural supervision
b. Developmental supervision
c. Feminist supervision
d. Social-constructivism supervision
14. __________ can be incurred when the actions of supervisors are the cause for harm.
a. Breach of confidentiality
b. Breach of informed consent
c. Direct liability
d. Vicarious liability
15. ____________ occurs when a supervisor has concurrent or consecutive professional or nonprofessional
relationshipswithasuperviseeinadditiontothesupervisor–superviseerelationship.
a. Multicultural supervision
b. Clinical supervision
c. Multiple-role relationships in supervision
d. Competence
16. To ensure an optimal learning experience, a supervisee is responsible for all of the following EXCEPT:
a. coming prepared to each supervision session.
b. being an active participant in supervision.
c. taking the initiative to ask for what is needed from your supervisor during supervision.
d. establishing flexible boundaries with your clients.
17. Signs of an impaired supervisor include all of the following EXCEPT:
a. boundary violations and substance abuse.
b. availability, accessibility, and being technically competent.
c. misuse of power and extreme burnout.
d. sexual contact with supervisees and diminished clinical judgment.
18. Leanne began to feel overwhelmed with her job at the counseling center. In addition to her regular duties, she was
responsible for supervising all trainees. To manage her time, she spent a disproportionate amount of time with certain
trainees and neglected others, assuming they had the skills to fend for themselves. If a client of one of her neglected
trainees decided to file a lawsuit, it is likely that Leanne would bear:
a. breach of confidentiality.
b. breach of informed consent.
c. no liability because her employer would be held responsible.
d. vicarious and direct liability.
19. Confidentiality in online supervision is:
a. filled with potential problems such as the possibility of computer-savvy individuals hacking into confidential
communications between supervisor and supervisee and the risk of confidential content being sent or
forwarded to others in error.
b. not a concern and online supervision is a better form of supervision than face-to-face supervision.
c. discussed in all professional journals; they all agree it is not an issue and online supervision is becoming the
best form of supervision.
d. may be minimally difficult to adhere to; however, the benefits of online supervision far outweigh the possible
breach in confidentiality.
20. Olivia, a new supervisor, is creating a template for a supervisory contract she can use with supervisees. In the
contract, she should include information related to all of the following EXCEPT:
a. goals and objectives.
b. her personal religious and sexual values.
c. evaluation of job performance.
d. cultural and advocacy competencies.
21. Which of the following topics would NOT be appropriate to discuss during the initial supervisory session?
a. The supervisor’s expectations regarding supervisee preparedness for supervisory meetings
b. The supervisor’s expectations regarding formal and informal evaluations
c. The supervisor’s expectations regarding the structure and/or the nature of the supervisory sessions
d. The supervisor’s marital and family issues
22. Effective supervisors understand that:
a. the supervisory relationship is key to the effectiveness of supervision as well as to the personal development
of the supervisee.
b. supervision is not as important as people think. It is the supervisees’ past that makes the difference.
c. supervisees may be nervous, but it is not their responsibility to help them work through the nerves to become a
better therapist.
d. they are competent to supervise trainees in all areas of counseling whether they have experience or not.
23. ____________ is an effective way to assist school counselors in maintaining and enhancing their clinical skills
development.
a. Confidentiality
b. Competence
c. Supervision
d. Liability
24. It is essential that a good portion of the supervisory sessions focus on:
a. thepersonalstressexperiencedbythesuperviseeduringclient–counselorinteractions.
b. the interpersonal relationship between supervisor and supervisor’s family.
c. the supervisee’s personal life.
d. the supervisor’s countertransference to the supervisor’s clients.
25. ___________ is critical to prevent potential problems in a professional program. If properly informed about what a
program entails, there is less chance students will have a legitimate grievance over their rights being violated.
a. Trust
b. Self-disclosure
c. Informed consent
d. Acknowledging diversity
26. Critics of technology-assisted distance supervision argue that:
a. technology is a part of the future and the ability to supervise many trainees at one time is important.
b. the inability of distance supervisors to physically assist their supervisees in a crisis response is unacceptable.
c. it is important for supervisors to become adept at utilizing technology in their supervisory relationships because
it will become a necessity in the near future.
d. all professionals must begin educating on technology-assisted distance supervision because all states now have
regulations for this issue.
27. With increasing numbers of problems and a greater responsibility for the mental health needs of children and
adolescents:
a. it makes sense for school counselors to be licensed to carry a concealed weapon while on a school campus.
b. it is important to build larger juvenile detention centers to admit children and adolescents who misbehave in
school in order to lessen the chance of a major breakdown, which could injure well-behaved children and/or
adolescents.
c. school counselors must adhere to state laws and refuse to work at a school where violence is prevalent.
d. it makes sense for schools to carefully examine ways to develop clinical supervision programs dealing with
treatment issues.
28. Differences in culture, ethnicity, religion, age, gender, and sexual orientation:
a. could have a negative influence on the supervisory relationship if not understood and integrated.
b. could allow the supervisory relationship the opportunity for molding the supervisee into what the supervisor
believes to be a better person.
c. would have no effect on the supervisory relationship.
d. are immediate reasons to request a referral to a different supervisor, similarly to the therapist-client
relationship.
29. In general, supervision should address trainee’s personal concerns:
a. on a daily basis.
b. only to the extent that they may impede their ability to effectively work with clients.
c. when the trainee is experiencing personal difficulties.
d. never.
30. Boundary issues in the supervisory relationship for school counselors include all of the following EXCEPT:
a. multiple relationships.
b. including discussions of personal concerns.
c. discussing personal information of teachers and co-workers.
d. discussing the evaluation process and procedures during the initial session.