CBT Supervision Exam with All Correct & 100% Verified
Answers| Actual Complete Exam| Already Graded A+
(Just Released)
premise ✔Correct Answer-Both adaptive and maladaptive behaviors are learned and maintained
through their consequences
key goals ✔Correct Answer-it is a learning model, teaching supervisee to increase helpful thoughts,
bx, feelings and decrease unhelpful bxs
goal of supervisor ✔Correct Answer-empathy, trust, transparency (increases ethical considerations
of the supervisee discussing ethical concerns with them and feeling comfortable doing so)
CB supervisors compared to other theories ✔Correct Answer-are specific and more systematic
than supervisors of other orientations in their presentation of the goals and processes of supervision
CB supervisors are advised to do this each session ✔Correct Answer-set an agenda for each
supervision session, set homework collaboratively with the supervisee, and assess what has been
learned from session to session continuously
Propositions first articulated by Boyd (1978) ✔Correct Answer-Proficient therapist performance is
more a function of learned skills than a "personality fit." The purpose of supervision is to teach
appropriate therapist behaviors and extinguish inappropriate behavior., The therapist's professional
role consists of identifiable tasks, each one requiring specific skills. Sup should assist the trainee in
developing these skills, applying, and refining them., Therapy skills are behaviorally definable and are
responsive to learning theory, just as other behaviors., Supervision should employ the principles of
learning theory within its procedures.
Major contributors in this area, Liese and Beck (1997) as well as Liese and Alford (1998), suggest the
following structure for each CBT supervision session ✔Correct Answer-checking in; setting the
agenda; bridging from the previous supervision session; enquiring about previously supervised cases;
reviewing homework (reading, case conceptualization or experiments); prioritizing of agenda items;
discussing an individual (recorded) case; using direct instruction and guided discovery; using
standardized supervision instruments; assigning new relevant homework; summarizing and eliciting
feedback from the supervisee.
As with normal CBT model, thoughts are addressed this way ✔Correct Answer-irrational or
unhelpful thoughts (e.g. "I must be the best counselor in the group") are addressed in supervision for
the stress and negative emotions they produce and they effect they have on the supervisee's ability
to accomplish new learning goals
Key therapeutic relationship ✔Correct Answer-Increase a safe environment and working alliance
Supervisors tend to be more ✔Correct Answer-engaged in assessment and monitoring their
supervisees than other theories
Supervisors can ✔Correct Answer-move supervisees into correct learning environments
, Supervisors are concerned about ✔Correct Answer-the extent to which supervisees demonstrate
technical mastery
Multicultural supervision is a dynamic process in which the supervisor assists supervisees with
✔Correct Answer-increasing their awareness about race/ethnicity while also promoting awareness of
cultural differences between supervisor and supervisee and between supervisee and client (Bernard
& Goodyear, 2009).
It is important that supervisors are willing to do this with supervisees ✔Correct Answer-contrast
their own beliefs and attitudes with those of their supervisees in a nonjudgmental manner (Sue et
al., 1992)
Therefore, understanding the dynamic interchanges that take place within the supervision
relationship, such as cross-cultural interchanges, can inform the supervision process and be a model
for the clinical session. ✔Correct Answer-
Thus, regardless of apparent "sameness", at some point in all supervision, and preferably early in the
process, ✔Correct Answer-multicultural issues must be explored.
Bernard and Goodyear (1992) advocated that the supervisor is responsible for assuring that
✔Correct Answer-multicultural issues receive attention in supervision. Generally, whenever the client
is a minority group member, and sometimes when either the supervisee or supervisor is a minority
person, supervisors will recognize the relevance of addressing cultural concerns. However, all
counseling and supervision contacts have cultural, racial-ethnic aspects which shape core
assumptions, attitudes, and values of the persons involved and which may enhance or impede
counselor effectiveness. Majority cultural patterns and the culture of counseling and psychotherapy
are often accepted by the supervisor and counselor without thought, what Bernard and Goodyear
(1992) label the "myth of sameness" (p. 195)
Leong and Wagner (in press), critiqued the four studies published to date and concluded ✔Correct
Answer-(1) race can have a profound influence on the supervisory process, particularly in terms of
trainee's expectations for supervisor empathy, respect, and congruence, (2) race can influence a
trainee's perception of supervisor liking, and (3) there are some circumstances under which race
does not seem to influence supervision.(p. 20)
Cultural differences in worldview and communication styles may particularly effect supervisee
✔Correct Answer-perceptions of the supervisor as supportive and empathic.
Another critical dimension of the multicultural supervisory relationship is the management of
✔Correct Answer-power. The supervisor is viewed as having the expertise and has the responsibility
of evaluating the supervisee, both contributing to an unavoidable power differential in the
relationship. In situations of a minority supervisee and a White supervisor or a White supervisee and
a minority supervisor, both participants may attribute power to majority group members. This
additional perceived power differential and past experiences with power abuses by Whites may
make trust formation difficult and result in cautious, guarded communication. This, in turn, may
result in the opposite of the personal self-disclosure and openness to feedback required in
supervision.
CBT supervision is most effective and efficient when ✔Correct Answer-the supervisor uses
processes that parallel CBT therapy. The supervisory alliance is critical to effective work in
supervision.
Answers| Actual Complete Exam| Already Graded A+
(Just Released)
premise ✔Correct Answer-Both adaptive and maladaptive behaviors are learned and maintained
through their consequences
key goals ✔Correct Answer-it is a learning model, teaching supervisee to increase helpful thoughts,
bx, feelings and decrease unhelpful bxs
goal of supervisor ✔Correct Answer-empathy, trust, transparency (increases ethical considerations
of the supervisee discussing ethical concerns with them and feeling comfortable doing so)
CB supervisors compared to other theories ✔Correct Answer-are specific and more systematic
than supervisors of other orientations in their presentation of the goals and processes of supervision
CB supervisors are advised to do this each session ✔Correct Answer-set an agenda for each
supervision session, set homework collaboratively with the supervisee, and assess what has been
learned from session to session continuously
Propositions first articulated by Boyd (1978) ✔Correct Answer-Proficient therapist performance is
more a function of learned skills than a "personality fit." The purpose of supervision is to teach
appropriate therapist behaviors and extinguish inappropriate behavior., The therapist's professional
role consists of identifiable tasks, each one requiring specific skills. Sup should assist the trainee in
developing these skills, applying, and refining them., Therapy skills are behaviorally definable and are
responsive to learning theory, just as other behaviors., Supervision should employ the principles of
learning theory within its procedures.
Major contributors in this area, Liese and Beck (1997) as well as Liese and Alford (1998), suggest the
following structure for each CBT supervision session ✔Correct Answer-checking in; setting the
agenda; bridging from the previous supervision session; enquiring about previously supervised cases;
reviewing homework (reading, case conceptualization or experiments); prioritizing of agenda items;
discussing an individual (recorded) case; using direct instruction and guided discovery; using
standardized supervision instruments; assigning new relevant homework; summarizing and eliciting
feedback from the supervisee.
As with normal CBT model, thoughts are addressed this way ✔Correct Answer-irrational or
unhelpful thoughts (e.g. "I must be the best counselor in the group") are addressed in supervision for
the stress and negative emotions they produce and they effect they have on the supervisee's ability
to accomplish new learning goals
Key therapeutic relationship ✔Correct Answer-Increase a safe environment and working alliance
Supervisors tend to be more ✔Correct Answer-engaged in assessment and monitoring their
supervisees than other theories
Supervisors can ✔Correct Answer-move supervisees into correct learning environments
, Supervisors are concerned about ✔Correct Answer-the extent to which supervisees demonstrate
technical mastery
Multicultural supervision is a dynamic process in which the supervisor assists supervisees with
✔Correct Answer-increasing their awareness about race/ethnicity while also promoting awareness of
cultural differences between supervisor and supervisee and between supervisee and client (Bernard
& Goodyear, 2009).
It is important that supervisors are willing to do this with supervisees ✔Correct Answer-contrast
their own beliefs and attitudes with those of their supervisees in a nonjudgmental manner (Sue et
al., 1992)
Therefore, understanding the dynamic interchanges that take place within the supervision
relationship, such as cross-cultural interchanges, can inform the supervision process and be a model
for the clinical session. ✔Correct Answer-
Thus, regardless of apparent "sameness", at some point in all supervision, and preferably early in the
process, ✔Correct Answer-multicultural issues must be explored.
Bernard and Goodyear (1992) advocated that the supervisor is responsible for assuring that
✔Correct Answer-multicultural issues receive attention in supervision. Generally, whenever the client
is a minority group member, and sometimes when either the supervisee or supervisor is a minority
person, supervisors will recognize the relevance of addressing cultural concerns. However, all
counseling and supervision contacts have cultural, racial-ethnic aspects which shape core
assumptions, attitudes, and values of the persons involved and which may enhance or impede
counselor effectiveness. Majority cultural patterns and the culture of counseling and psychotherapy
are often accepted by the supervisor and counselor without thought, what Bernard and Goodyear
(1992) label the "myth of sameness" (p. 195)
Leong and Wagner (in press), critiqued the four studies published to date and concluded ✔Correct
Answer-(1) race can have a profound influence on the supervisory process, particularly in terms of
trainee's expectations for supervisor empathy, respect, and congruence, (2) race can influence a
trainee's perception of supervisor liking, and (3) there are some circumstances under which race
does not seem to influence supervision.(p. 20)
Cultural differences in worldview and communication styles may particularly effect supervisee
✔Correct Answer-perceptions of the supervisor as supportive and empathic.
Another critical dimension of the multicultural supervisory relationship is the management of
✔Correct Answer-power. The supervisor is viewed as having the expertise and has the responsibility
of evaluating the supervisee, both contributing to an unavoidable power differential in the
relationship. In situations of a minority supervisee and a White supervisor or a White supervisee and
a minority supervisor, both participants may attribute power to majority group members. This
additional perceived power differential and past experiences with power abuses by Whites may
make trust formation difficult and result in cautious, guarded communication. This, in turn, may
result in the opposite of the personal self-disclosure and openness to feedback required in
supervision.
CBT supervision is most effective and efficient when ✔Correct Answer-the supervisor uses
processes that parallel CBT therapy. The supervisory alliance is critical to effective work in
supervision.
