CCS EXAM QUESTIONS WITH CORRECT ANSWERS

CCS EXAM QUESTIONS WITH
CORRECT ANSWERS
Clinical |Supervision |- |CORRECT |ANSWER✔✔-provides |a |bridge |between |the |classroom |and |the
|clinic




Clinical |Supervision |- |CORRECT |ANSWER✔✔-is |a |necessary |in |substance |abuse |treatment |to |
improve |client |care, |develop |professionalism |, |impart |& |maintain |ethical |standards |in |the |field.



Clinical |Supervision |- |CORRECT |ANSWER✔✔-A |mentoring |relationship |characterized |by |
evaluation |and |feedback |and |a |gradual |increase |in |autonomy |and |responsibility.



Clinical |Supervision |- |CORRECT |ANSWER✔✔-A |process |in |which |an |organization |provides |
monitoring |and |evaluation |of |the |performance |of |its |counselors.



Clinical |Supervision |- |CORRECT |ANSWER✔✔-an |intervention |provided |by |a |senior |member |to |
a |junior |member |of |the |same |profession |to |assist |therapist |understanding |of |their |influence |
on |the |treatment |process



Clinical |Supervision |- |CORRECT |ANSWER✔✔-is |founded |on |a |positive |relationship |with |the |
supervisor |and |supervisee |that |promotes |client |welfare |and |professional |development |of |the |
supervisee.



Clinical |Supervisors |- |CORRECT |ANSWER✔✔-are |teachers, |mentors, |evaluators, |consultants |
and |can |be |administrators.



Clinical |Supervisors |- |CORRECT |ANSWER✔✔-provide |support, |encouragement, |education |to |
staff |while |addressing |an |array |of |psychological, |interpersonal, |physical |and |spiritual |issues |of |
clients.

,Clinical |Supervision |- |CORRECT |ANSWER✔✔-ensures |clients |are |competently |served.



Clinical |Supervision |- |CORRECT |ANSWER✔✔-ensures |counselors |continue |to |increase |their |
skills, |which |increases |treatment |effectiveness, |client |retention |and |staff |satisfaction.



Clinical |Supervision |- |CORRECT |ANSWER✔✔-is |an |intervention |provided |by |a |more |senior |
member |of |the |profession |to |a |junior |member |of |the |profession....this |relationship |is |
evaluative |, |extends |over |time |and |has |simultaneous |purpose |enhancing |the |professional |
functioning |of |the |more |junior |persons; |monitoring |the |quality |of |professional |services |offered
|to |the |clients |that |they |see; |and |serving |as |the |gatekeeper |of |those |who |are |to |enter |the |


particular |profession(Bernard/Goodyear)



Clinical |Supervision |- |CORRECT |ANSWER✔✔-is |a |social |influence |process |that |occurs |over |time
|in |which |the |supervisor |participates |with |supervisees |to |ensure |quality |of |clinical |care. |


Effective |supervisors |create |and |atmosphere |that |promotes |self-motivation, |learning |& |
professional |development. |They |build |teams, |create |cohesion, |resolve |conflict |and |shape |
agency |culture |while |attending |to |ethical |& |diversity |issues |in |all |aspects |of |the |process. |Such |
supervision |is |key |to |both |quality |improvement |and |the |successful |implementation |of |
consensus |and |EBP(CSAT)



Clinical |Supervision |- |CORRECT |ANSWER✔✔-is |a |disciplined, |tutorial |process |wherein |
principles |are |transformed |into |practical |skills |with |four |overlapping |foci: |administrative, |
evaluative, |clinical |and |supportive |(Powell/Brodsky)



Clinical |Supervision |- |CORRECT |ANSWER✔✔-acts |as |the |supervisor |to |the |client, |counselor |
and |organization |the |significance |of |your |position |is |apparent |in |the |following: |

*organizations |have |an |obligation |to |ensure |quality |care |and |quality |improvement |of |all |
personnel. |The |first |aim |of |the |clinical |supervision |is |to |ensure |quality |services |and |to |protect |
the |welfare |of |the |clients. |

* |Supervision |is |the |right |of |all |employees |and |has |a |direct |impact |on |the |workforce |
development |and |staff |client |retention

,Functions |of |Clinical |Supervision |- |CORRECT |ANSWER✔✔-Facilitate |the |integration |of |
counselor |self |awareness, |theoretical |grounding, |development |of |clinical |knowledge |and |skills |
and |to |improve |functional |skills |and |professional |practices.



Functions |of |Clinical |Supervision |- |CORRECT |ANSWER✔✔-Supervisor |is |in |a |unique |position |as |
an |advocate |for |the |agency, |the |counselor |and |the |client. |

Supervisors |interpret |and |monitor |compliance |with |agency |goals, |policies |and |procedures |and |
communicate |client |needs |to |administrators.



Functions |of |Clinical |Supervision |- |CORRECT |ANSWER✔✔-Central |to |the |supervisors |function |is
|the |alliance |between |the |supervisor |and |supervisee |(Rigazio-DiGilio)




Clinical |Supervision |- |CORRECT |ANSWER✔✔-* |Supervisors |oversee |the |clinical |functions |of |
staff |& |have |a |legal |& |ethical |responsibility |to |ensure |quality |care |to |clients, |the |professional |
development |of |counselors |& |maintenance |of |program |policies |/procedures.

* |Clinical |Supervision |is |how |counselors |in |the |field |learn. |In |concert |with |classroom |
education, |clinical |skills |are |acquired |thru |practice, |observation, |feedback |and |implementation |
of |the |recommendations |derived |from |clinical |supervision.



Clinical |Supervisors |in |the |context |of |the |Supervisory/relationship |include: |- |CORRECT |
ANSWER✔✔-*Teacher |-assist |in |the |development |of |counseling |knowledge |/skills |by |
identifying |learning |needs; |determining |counselor |strengths, |promoting |self |awareness |and |
transmitting |knowledge |for |practical |use |and |professional |growth. |Supervisors |are |teachers, |
trainers |and |professional |role |models.



Clinical |Supervisors |in |the |context |of |the |Supervisory/relationship |include: |- |CORRECT |
ANSWER✔✔-Consultant |- |supervising |consulting |role |of |case |consultation |and |review, |
monitoring |performance, |counseling |the |counselor |regarding |job |performance |and |assessing |
counselors, |providing |alternative |case |conceptualization |s, |oversight |of |counselor |work |to |
achieve |mutually |agreed |upon |goals |and |professional |gatekeeping |for |the |organization |and |
discipline |(recognizing |and |addressing |counselor |impairment).

, Clinical |Supervisors |in |the |context |of |the |Supervisory/relationship |include: |- |CORRECT |
ANSWER✔✔-Coach-Supportive |role, |supervisors |provide |morale |building, |assess
|strengths/needs, |suggest |varying |clinical |approaches, |model, |cheer |lead,




Clinical |Supervisors |in |the |context |of |the |Supervisory/relationship |include: |- |CORRECT |
ANSWER✔✔-Mentor/Role |Model |-The |experienced |supervisor |mentors |& |teaches |the |
supervisee |thru |role |modeling, |facilitates |the |counselors |overall |professional |development |and
|sense |of |professional |identity |and |trains |the |next |generation |of |supervises.




Central |Principles |of |Clinical |Supervision |- |CORRECT |ANSWER✔✔-Clinical |Supervision |is |an |
essential |part |of |all |clinical |programs |that |integrates |the |program |mission, |goals, |and |TX |
philosophy |with |clinical |theory |and |EBP.



Central |Principles |of |Clinical |Supervision |- |CORRECT |ANSWER✔✔-Primary |reasons |are |to |
ensure |quality |client |care |; |continue |clinical |staff |professional |development |in |a |systematic
|/planned |manner.




Central |Principles |of |Clinical |Supervision |- |CORRECT |ANSWER✔✔-Substance |abuse |TX |clinical |
supervision |is |the |primary |means |of |determining |the |quality |of |care |provided



Central |Principles |of |Clinical |Supervision |- |CORRECT |ANSWER✔✔-Clinical |Supervision |enhances
|staff |retention/morale |is |a |primary |means |of |improving |workforce |retention |and |job |


satisfaction.



Central |Principles |of |Clinical |Supervision |- |CORRECT |ANSWER✔✔-Every |clinician |regardless |of |
level |of |skill/experience |needs |and |has |a |right |to |clinical |supervision. |In |addition |supervisors |
have |a |right |to |have |supervision |of |their |supervision. |Supervision |needs |to |be |tailored |to |
knowledge |based |, |skills, |experience |and |assignments, |but |the |frequency/intensity |of |the |
oversight/training |will |depend |on |the |role, |skill |level |and |competencies |of |the |individual.