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Module
II: Organizational and Management Realities
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11.
Introduce
newer concepts of making organizations work efficiently and list several
sources for management ideas.
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A
B
C
D
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12.
Identify
three ways that administrators can manage diversity in positive ways.
|
A
B
C
D
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13.
Explain
what "value clash" means within an organization and indicate
ways supervisors can address this problem.
|
A
B
C
D
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14.
List
eight principles of excellence that organizations should adhere to.
|
A
B
C
D
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15.
Enunciate
9 principles for human service managers.
|
A
B
C
D
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16.
List
5 conditions that are frequently seen in organizations and agencies that
are experiencing cutbacks in funding, and describe managerial strategies
to deal with this challenge.
|
A
B
C
D
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17.
Describe
what managers and supervisors can do to keep from losing valuable
employees during time of shrinking budget within their agency.
|
A
B
C
D
|
|
18.
Recognize
two types of diversity-related problems that can happen within an
organization and identify three symptoms that can serve as warning signs
to managers and supervisors.
|
A
B
C
D
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|
19.
Describe
5 ways that managers can positively manage diversity within an
organization.
|
A
B
C
D
|
|
20.
List
4 questions that supervisors should ask themselves regarding diversity
in their agency.
|
A
B
C
D
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Module
III: Supervisory Models
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21.
Describe
the advantages of Powell and Shulman's supervision models.
|
A
B
C
D
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22.
List
and describe 3 levels of counselor development.
|
A
B
C
D
|
|
23.
List
and describe 3 levels of supervisor development.
|
A
B
C
D
|
|
24.
List
6 role tasks for a clinician and administrator.
|
A
B
C
D
|
|
25.
Describe
the relationship between the first role task and the systems
perspective.
|
A
B
C
D
|
|
26.
Describe
the Double Matrix Model of Supervision.
|
A
B
C
D
|
|
27.
List
6 modes in the Double Matrix Model and briefly describe each.
|
A
B
C
D
|
|
28.
List
and briefly describe the 4 elements in a model of clinical supervision.
|
A
B
C
D
|
|
29.
Discuss
various models of supervision associated with several leading schools of
therapy within a historical context.
|
A
B
C
D
|
|
30.
Provide
3 ethical and legal concerns that are central to supervision.
|
A
B
C
D
|
|
31.
Describe
dual relationships and how they are problematic.
|
A
B
C
D
|
|
32.
Explain
how issues of professional credibility influence supervision and the
supervisor's role in this process.
|
A
B
C
D
|
|
33.
Describe
vicarious liability and how a supervisor can take steps to protect
herself/himself against ethical and legal consequences.
|
A
B
C
D
|
|
34.
List
4 advantages and 2 disadvantages of group supervision.
|
A
B
C
D
|
|
35.
Identify
and briefly discuss 5 aspects to consider when arranging group
supervision.
|
A
B
C
D
|
|
36.
Briefly
describe peer supervision and list 4 format principles.
|
A
B
C
D
|
|
37.
Compare
and contrast group supervision and team supervision.
|
A
B
C
D
|
|
38.
Explain
the two hazards of a student-supervisor relationship.
|
A
B
C
D
|
|
39.
Describe
the two consequences of a dysfunctional student-supervisor relationship
and explain how they can be avoided.
|
A
B
C
D
|
|
Module
IV: Supervisory Skills/Learning Styles
|
|
40.
Briefly
describe three tasks/skills of a supervisor outlined by Shulman.
|
A
B
C
D
|
|
41.
Identify
three characteristics of adult learners and explain why it is important
for supervisors to be knowledgeable about them.
|
A
B
C
D
|
|
42.
Define
a "mutual aid group."
|
A
B
C
D
|
|
43.
List
four skills of contracting in the beginning phase.
|
A
B
C
D
|
|
44.
Describe
the phases that take place from beginning to end of supervision.
|
A
B
C
D
|
|
45.
Identify
various workplace skills in supervision and describe their role in
supervisor training.
|
A
B
C
D
|
|
46.
Describe
the skills of sessional tuning-in and sessional contracting.
|
A
B
C
D
|
|
47.
List
four requirements for effective learning in supervision.
|
A
B
C
D
|
|
48.
Identify
7 mutual aid processes in which an effective staff group can provide
help to workers.
|
A
B
C
D
|
|
Module
V: The Supervisory Relationship
|
|
|
49.
Define
parallel process in a supervisory relationship.
|
A
B
C
D
|
|
50.
Identify
five principles of leadership for successful organizations and
illustrate how you might implement them in your agency.
|
A
B
C
D
|
|
51.
Help
make your agency a great place to work using the process described here.
|
A
B
C
D
|
|
52.
Help
your staff deal with losses related to their professional roles.
|
A
B
C
D
|
|
53.
When
the supervisor leaves his/her position, prepare the staff for the
transition and pave the way for the new supervisor.
|
A
B
C
D
|
|
54.
List
3 essential elements of the relationship of supervision.
|
A
B
C
D
|
|
55.
List
and describe 3 phases of the supervisory relationship.
|
A
B
C
D
|
|
56.
Identify
5 dimensions of the supervision interview.
|
A
B
C
D
|
|
57.
Explain
the relational power and show its application in supervision with women.
|
A
B
C
D
|
|
58.
Describe
the Interpersonal Circumflex and explain how the Complementarily Theory
relates to it.
|
A
B
C
D
|
|
59.
Describe
three methods for determining the needs of staff.
|
A
B
C
D
|
|
60.
Enunciate
three general principles in assessing counselors in supervision.
|
A
B
C
D
|
|
61.
List
some of the reasons for the importance of supervisors preparing
competent and self-assured social workers and describe two strategies
that can help achieve this goal.
|
A
B
C
D
|
|
Module
VI: Tools and Techniques
|
|
|
62.
Distinguish
between administrative and practice evaluations and describe how they
are related.
|
A
B
C
D
|
|
63.
Identify
three meeting management techniques and discuss your experience as a
staff member in meetings in your agency and your experience chairing
meetings.
|
A
B
C
D
|
|
64.
Outline
five recommendations you would make to your administrative superiors to
enhance risk management for you and your agency.
|
A
B
C
D
|
|
65.
Describe
four supervisory techniques for helpful and nonthreatening criticism.
|
A
B
C
D
|
|
66.
List
six risks that are present in most social work agencies.
|
A
B
C
D
|
|
67.
Describe
four ways of managing risks in social work agencies.
|
A
B
C
D
|
|
68.
List
ten basics for a good educational assessment and explain why it is an
important tool in supervision.
|
A
B
C
D
|
|
69.
Explain
why reading is important for both the supervisor and the supervisee.
|
A
B
C
D
|
|
70.
List
five important techniques for managing time.
|
A
B
C
D
|
|
71.
Describe
three general functions of supervision intervention.
|
A
B
C
D
|
|
72.
List
various work-related stressors for supervisors.
|
A
B
C
D
|
|
73.
Differentiate
between must and can interventions and provide examples for each type.
|
A
B
C
D
|
|
74.
Provide
guidelines for must and can interventions by a supervisor.
|
A
B
C
D
|
|
75.
List
several routine characteristics of a game played by either a supervisor
or supervisee.
|
A
B
C
D
|
|
76.
Identify
various games played by supervisors and supervisees and their hidden
meanings.
|
A
B
C
D
|
|
77.
Describe
the drama triangle to explain the psychological games played by clients,
social workers and supervisors.
|
A
B
C
D
|
|
78.
Describe
the mirroring/parallel process and transference/countertransference.
|
A
B
C
D
|
|
79.
Identify
strategies for dealing constructively with unhealthy processes in
supervision.
|
A
B
C
D
|
|
|