https://www.stuvia.com/user/assistanthttps://www.stuvia.cohttps://www.stuvia.com/user/asasista
ntm/user/assistant
Certified Clinical
Supervisor (CCS) Exam
Study Guide by D.J.
Powell | Practice
Questions & Certification
Prep
, Clinical Supervision in Counseling
Total Questions: 90
Easy Mcq (21 Questions)
Q1. What are the two main stages of evaluation?
A. Goal setting
B. Feedback clear, timely, constructive
Q2. What is the first step in building a pathway?
A. Decide which population to focus on
B. Building a pathway team
C. Initiate evidence-based interventions
D. Review evidence for ideas about how to improve outcomes
Q3. What is the 2nd step in building an SBIRT pathway?
A. Decide which population to focus on
B. Building a pathway team
C. Initiate evidence-based interventions
D. Review evidence for ideas about how to improve outcomes
Q4. What is the purpose of the SUD clinical pathway?
A. Improve screening/assessment, interventions, and outcomes for SUD
B. Provide ongoing assessment of intervention effect
C. Create a table that summarizes strategies
D. Review evidence for ideas about how to improve outcomes
Q5. What strategies are useful for common level 1 supervisor issues?
1
, A. Expose to numerous orientations
B. Be sensitive to trainee anxiety
C. Promote autonomy
D. Encourage risk taking
Q6. What strategies are useful for level 2 counselors?
A. Balance support with uncertainty
B. Use role play, application, presentations
C. Help to conceptualize, especially as it relates to treatment planning
D. Address strengths first
Q7. What strategies are useful for level 3 counselors?
A. Use a client-centered approach
B. Be a supportive colleague, reality tester, sharer of experiences
C. Use wisdom as a guide
D. Stimulate and challenge the counselor
Q8. What are the 3 basic tenets of the skills model?
A. Counselors must learn the appropriate skills and extinguish inappropriate
behavior
B. Supervision assists counselors in developing and assimilating specific skills
C. Counselor knowledge and skills should be formulated in behavioral terms
D. All of the above
Q9. What methods are employed in the skills model?
A. Est. A relationship between supervisor and supervisee to facilitate learning and
skill development
2
, B. Supervision begins by asking what one needs to learn to be an effective
counselor
C. The next step is to set realistic, measurable, and timely supervision goals that
enhance supervisee motivation
D. All of the above
Q10. Which model of supervision does this diagram reflect?
A. The task model
B. The skills model
C. The systems model
D. The structural model
Q11. Which model do these descriptive dimensions reflect?
A. Skills model
B. Structural model
C. Systems model
D. Strategic model
Q12. In the Minnesota model, what 4 short term goals facilitate the achievement of long term
goals?
A. To help the SUD person recognize the illness and its implications on their life
B. To help the person admit they need help and concentrate on living a constructive
life
C. To help the person identify what behaviors need to be changed to live a
constructive life
D. To help the person translate understanding to action by developing a new
lifestyle
3
ntm/user/assistant
Certified Clinical
Supervisor (CCS) Exam
Study Guide by D.J.
Powell | Practice
Questions & Certification
Prep
, Clinical Supervision in Counseling
Total Questions: 90
Easy Mcq (21 Questions)
Q1. What are the two main stages of evaluation?
A. Goal setting
B. Feedback clear, timely, constructive
Q2. What is the first step in building a pathway?
A. Decide which population to focus on
B. Building a pathway team
C. Initiate evidence-based interventions
D. Review evidence for ideas about how to improve outcomes
Q3. What is the 2nd step in building an SBIRT pathway?
A. Decide which population to focus on
B. Building a pathway team
C. Initiate evidence-based interventions
D. Review evidence for ideas about how to improve outcomes
Q4. What is the purpose of the SUD clinical pathway?
A. Improve screening/assessment, interventions, and outcomes for SUD
B. Provide ongoing assessment of intervention effect
C. Create a table that summarizes strategies
D. Review evidence for ideas about how to improve outcomes
Q5. What strategies are useful for common level 1 supervisor issues?
1
, A. Expose to numerous orientations
B. Be sensitive to trainee anxiety
C. Promote autonomy
D. Encourage risk taking
Q6. What strategies are useful for level 2 counselors?
A. Balance support with uncertainty
B. Use role play, application, presentations
C. Help to conceptualize, especially as it relates to treatment planning
D. Address strengths first
Q7. What strategies are useful for level 3 counselors?
A. Use a client-centered approach
B. Be a supportive colleague, reality tester, sharer of experiences
C. Use wisdom as a guide
D. Stimulate and challenge the counselor
Q8. What are the 3 basic tenets of the skills model?
A. Counselors must learn the appropriate skills and extinguish inappropriate
behavior
B. Supervision assists counselors in developing and assimilating specific skills
C. Counselor knowledge and skills should be formulated in behavioral terms
D. All of the above
Q9. What methods are employed in the skills model?
A. Est. A relationship between supervisor and supervisee to facilitate learning and
skill development
2
, B. Supervision begins by asking what one needs to learn to be an effective
counselor
C. The next step is to set realistic, measurable, and timely supervision goals that
enhance supervisee motivation
D. All of the above
Q10. Which model of supervision does this diagram reflect?
A. The task model
B. The skills model
C. The systems model
D. The structural model
Q11. Which model do these descriptive dimensions reflect?
A. Skills model
B. Structural model
C. Systems model
D. Strategic model
Q12. In the Minnesota model, what 4 short term goals facilitate the achievement of long term
goals?
A. To help the SUD person recognize the illness and its implications on their life
B. To help the person admit they need help and concentrate on living a constructive
life
C. To help the person identify what behaviors need to be changed to live a
constructive life
D. To help the person translate understanding to action by developing a new
lifestyle
3
