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1. Which of the following is a recommended suggestion for deriving the maximum benefit from fieldwork and
supervision?
a. Limit yourself to one kind of population in order to gain expertise in that area.
b. Try to make the agency fit your needs and expectations.
c. Recognize that your training has totally prepared you for the fieldwork experience.
d. Make connections in the community. Learn how to use community resources and how to draw on support
systems beyond the field placement site.
ANSWER: d
POINTS: 1
REFERENCES: Making the Most of Your Fieldwork
LEARNING OBJECTIVES: BECO.CORE.16.10.02 - To assist students in maximizing their learning in their fieldwork
placements

2. Sally has had little training in working with families, but is asked to counsel a family. It would be best if she would
a. take the family on and learn from the experience.
b. ask the supervisor if she could observe and participate as a co-therapist with the family.
c. work with the children because they are less threatening.
d. refer the family out of the agency.
ANSWER: b
POINTS: 1
REFERENCES: Making the Most of Your Fieldwork
LEARNING OBJECTIVES: BECO.CORE.16.10.02 - To assist students in maximizing their learning in their fieldwork
placements
BECO.CORE.16.10.03 - To identify the skills and knowledge that are required for successful
job performance

3. Joe is an intern at an agency that serves chemically dependent adolescent clients. His supervisor believes that harsh
confrontation is the best way to cut through their stubborn defenses. Uncomfortable using this counseling technique, it
would be best if Joe would
a. find an agency that he is more comfortable working in.
b. be open to using confrontation as a counseling technique, while moderating the harshness of his supervisor.
c. ignore the supervisor’s confrontational technique and use methods of counseling that are more familiar to him.
d. recognize that the supervisor will not be open to discussing the matter and see it as an attack on his style of
counseling.
ANSWER: b
POINTS: 1
REFERENCES: Profiting from Your Supervision
LEARNING OBJECTIVES: BECO.CORE.16.10.04 - To provide a context for seeking quality supervision
BECO.CORE.16.10.05 - To identify the qualities of an effective supervisor
BECO.CORE.16.10.06 - To assist students in deciding what to do when supervision is less
than ideal

4. If your goal is to maximize the profit you gain from field supervision, which of the following would be an
INEFFECTIVE strategy that would hinder you from attaining that goal?
a. Keep your limitations from your client.
b. Express your reactions in supervision meetings.
c. Be willing to learn from your supervisors, yet try different styles.
d. Focus on learning models of helping clients as well as understanding your dynamics of a helper and a person
in relationship to your client.
ANSWER: a
POINTS: 1
REFERENCES: Profiting from Your Supervision
LEARNING OBJECTIVES: BECO.CORE.16.10.04 - To provide a context for seeking quality supervision
BECO.CORE.16.10.05 - To identify the qualities of an effective supervisor
BECO.CORE.16.10.06 - To assist students in deciding what to do when supervision is less
than ideal

5. Ineffective counseling supervisors

a. are knowledgeable about ethical, legal, and regulatory aspects of the profession.
b. tend to poorly define what is expected of the supervisee.
c. provide direct and immediate feedback closely tied to a supervisee’s behavior.
d. state the purposes of the supervisory relationship and explain the procedures to be used.
ANSWER: b
POINTS: 1
REFERENCES: Profiting from Your Supervision
LEARNING OBJECTIVES: BECO.CORE.16.10.04 - To provide a context for seeking quality supervision
BECO.CORE.16.10.05 - To identify the qualities of an effective supervisor
BECO.CORE.16.10.06 - To assist students in deciding what to do when supervision is less
than ideal

6. Angie feels uneasy because she is in a field placement in which she is being minimally supervised. Her first step in
addressing this problem should be to
a. discuss the situation with her supervisor.
b. keep her feelings to herself and gain what she can by observing other professionals at the agency.
c. demand the supervision that was agreed upon when she contracted with the agency for field placement.
d. complain to administrators at her university program who are the ones responsible for contracting with the
agency.
ANSWER: a
POINTS: 1
REFERENCES: Profiting from Your Supervision
LEARNING OBJECTIVES: BECO.CORE.16.10.02 - To assist students in maximizing their learning in their fieldwork
placements
BECO.CORE.16.10.04 - To provide a context for seeking quality supervision
BECO.CORE.16.10.05 - To identify the qualities of an effective supervisor
BECO.CORE.16.10.06 - To assist students in deciding what to do when supervision is less
than ideal

7. Which of the following is a good suggestion for getting the most value out of your field placement?
a. Expect the agency to give you responsibility for providing services to clients early in the placement.
b. Concentrate on the field placement tasks assigned, paying little attention to the administrative aspects of the
program.
c. Look for ways to apply what you are learning (or have learned) in your academic courses to your experiences
in the field.
d. Try to concentrate on those areas that you are most competent with instead of trying techniques that may not
be familiar to you.
ANSWER: c
POINTS: 1
REFERENCES: Making the Most of Your Fieldwork
LEARNING OBJECTIVES: BECO.CORE.16.10.01 - To formulate a concept of active learning
BECO.CORE.16.10.02 - To assist students in maximizing their learning in their fieldwork
placements
BECO.CORE.16.10.03 - To identify the skills and knowledge that are required for successful
job performance

8. Ann’s field placement involves working with victims of domestic abuse. Formerly an abuse victim herself, Ann over-
identifies with several clients and has told her field supervisor that she wants to help other victims as she had been helped.
It would be best if Ann
a. changed her placement so she is not working with abuse victims.
b. asked her supervisor for therapy in order to overcome her difficulties working with domestic abuse clients.
c. recognized that she is not personally fit for the profession.
d. sought personal therapy along with supportive supervision.
ANSWER: d
POINTS: 1
REFERENCES: Making the Most of Your Fieldwork
Multiple Roles and Relationships in Supervision
LEARNING OBJECTIVES: BECO.CORE.16.10.08 - To explore multiple roles and relationships among supervisors and
supervisees

9. Which of the following is NOT a characteristic of effective supervisors?

a. Professional supervisors have training in supervision.
b. Supervisors do not provide supervisees with immediate feedback.
c. Supervisors provide clear goals for supervision.
d. They are knowledgeable about ethical and legal matters.
ANSWER: b
POINTS: 1
REFERENCES: Profiting from Your Supervision
LEARNING OBJECTIVES: BECO.CORE.16.10.04 - To provide a context for seeking quality supervision
BECO.CORE.16.10.05 - To identify the qualities of an effective supervisor

10. If you have trouble with a supervisor, the answer to the problem generally lies in following which course of action?
a. Talking to your supervisor
b. Finding a new supervisor
c. Reporting the supervisor to his or her superior
d. Pretending that everything is fine
ANSWER: a
POINTS: 1
REFERENCES: Profiting from Your Supervision
LEARNING OBJECTIVES: BECO.CORE.16.10.05 - To identify the qualities of an effective supervisor
BECO.CORE.16.10.06 - To assist students in deciding what to do when supervision is less
than ideal

11. All of the following are listed in the text as ways to profit from your supervision EXCEPT
a. expressing your reactions.
b. never saying I don’t know.
c. learning from supervisors without copying them.
d. focusing on client’s dynamics and one’s own dynamics as a counselor.
ANSWER: b
POINTS: 1
REFERENCES: Profiting from Your Supervision
LEARNING OBJECTIVES: BECO.CORE.16.10.02 - To assist students in maximizing their learning in their fieldwork
placements
BECO.CORE.16.10.03 - To identify the skills and knowledge that are required for successful
job performance
BECO.CORE.16.10.04 - To provide a context for seeking quality supervision

12. Supervisors play multiple roles in the supervision, which means

a. that the boundaries are not always clear.
b. that supervision and therapy ought to be combined in the supervisory process.
c. any mixing of roles by supervisors is highly unethical.
d. supervisors should not point out to a supervisee his or her blocks and countertransferences with clients.
ANSWER: a
POINTS: 1
REFERENCES: Multiple Roles and Relationships in Supervision
LEARNING OBJECTIVES: BECO.CORE.16.10.08 - To explore multiple roles and relationships among supervisors and
supervisees

13. Which of the following is NOT a goal of fieldwork instruction programs?

a. To broaden students’ sociocultural understanding of the individual, the family, the community, and relevant
social systems
b. To help students extend self-awareness and achieve a sense of professional identity
c. To help students expand their awareness of professional role relationships within their organization as well as
the agency’s role in the community
d. To assist students in recognizing and respecting cultural diversity and explain this understanding is minimally
important
ANSWER: d
POINTS: 1
REFERENCES: Making the Most of Your Fieldwork
LEARNING OBJECTIVES: BECO.CORE.16.10.04 - To provide a context for seeking quality supervision
BECO.CORE.16.10.05 - To identify the qualities of an effective supervisor
BECO.CORE.16.10.06 - To assist students in deciding what to do when supervision is less
than ideal

14. When interviewing for a field placement, you should

a. avoid asking questions and allow the interviewer to do most of the talking.
b. assume an active role by asking questions about the placement and the training experience you can expect.
c. be careful to not appear overly enthusiastic and ask questions only if the interviewer invites you to do so.
d. nod affirmatively throughout the interview, so as to demonstrate your listening skills.
ANSWER: b
POINTS: 1
REFERENCES: Making the Most of Your Fieldwork
LEARNING OBJECTIVES: BECO.CORE.16.10.02 - To assist students in maximizing their learning in their fieldwork
placements
BECO.CORE.16.10.03 - To identify the skills and knowledge that are required for successful
job performance
BECO.CORE.16.10.04 - To provide a context for seeking quality supervision
15. If you plan to be an administrator of a human services program, self-awareness skills will be
a. instrumental in helping you do your job well.
b. of little value professionally, although they will be useful in enhancing your personal life.
c. deemphasized in your training program.
d. not needed in their managerial role.
ANSWER: a
POINTS: 1
REFERENCES: Making the Most of Your Fieldwork
LEARNING OBJECTIVES: BECO.CORE.16.10.03 - To identify the skills and knowledge that are required for successful
job performance

16. When the Coreys asked practitioners about the skills they most need in their present jobs, all of the following skills
were mentioned EXCEPT
a. counseling skills.
b. supervisory skills.
c. personal crisis experience.
d. the ability to write a proposal.
ANSWER: c
POINTS: 1
REFERENCES: Making the Most of Your Fieldwork
LEARNING OBJECTIVES: BECO.CORE.16.10.03 - To identify the skills and knowledge that are required for successful
job performance

17. Field supervisors are likely to expect trainees to possess all of the following skills and/or knowledge EXCEPT
a. ability to connect with others.
b. ability to be proactive rather than reactive.
c. ability to work with diverse cultures.
d. an understanding of ethics, but not of confidentiality issues.
ANSWER: d
POINTS: 1
REFERENCES: Making the Most of Your Fieldwork
LEARNING OBJECTIVES: BECO.CORE.16.10.03 - To identify the skills and knowledge that are required for successful
job performance

18. The Coreys recommend that trainees keep a journal during their field placements
a. in which they record observations, experiences, concerns, and personal reactions to their work.
b. primarily to document unethical or unprofessional behaviors of their supervisors.
c. solely to log their hours.
d. to jot down the advice that the other trainees give them.
ANSWER: a
POINTS: 1
REFERENCES: Making the Most of Your Fieldwork
LEARNING OBJECTIVES: BECO.CORE.16.10.01 - To formulate a concept of active learning
BECO.CORE.16.10.02 - To assist students in maximizing their learning in their fieldwork
placements
19. Most graduates of human services programs report wishing they had been able to
a. participate in even more fieldwork activities.
b. take more theory courses.
c. take more statistics courses.
d. extend the length of their training.
ANSWER: a
POINTS: 1
REFERENCES: Making the Most of Your Fieldwork
LEARNING OBJECTIVES: BECO.CORE.16.10.01 - To formulate a concept of active learning
BECO.CORE.16.10.02 - To assist students in maximizing their learning in their fieldwork
placements

20. Paula completed her internship at an agency serving clients suffering from brain injuries and realized that she did not
have the temperament to work well with this population. One may conclude that
a. the internship was a complete waste of Paula’s time.
b. the experience taught Paula a valuable lesson about her abilities and interests.
c. Paula won’t be able to work well with other client populations and should reconsider career options.
d. Paula should continue working with this population until she is comfortable working with them.
ANSWER: b
POINTS: 1
REFERENCES: Making the Most of Your Fieldwork
LEARNING OBJECTIVES: BECO.CORE.16.10.03 - To identify the skills and knowledge that are required for successful
job performance

21. Antonio is a client who suffers from bipolar disorder. He will be most effectively counseled by a clinician who
a. also has experienced bipolar disorder and understands the problem in a very personal way.
b. can empathize with him and understand his world.
c. has rarely experienced psychological pain.
d. experiences counter transference with bipolar clients.
ANSWER: b
POINTS: 1
REFERENCES: Making the Most of Your Fieldwork
LEARNING OBJECTIVES: BECO.CORE.16.10.03 - To identify the skills and knowledge that are required for successful
job performance

22. Lynn, a school counselor trainee, mentioned to her supervisor that she has attended a number of Native American
cultural events in the community since a number of the students she counsels are Native American. Lynn’s supervisor
should
a. commend her for taking the initiative to learn about Native American culture and make connections with
potential resources in the community.
b. caution her to watch her boundaries and not become overly invested in the students’ lives outside of the school
setting.
c. assume she is over-identifying with her Native American students, and consequently paying less attention to
her other students.
d. reprimand her for not requesting preapproval to attend the events.
ANSWER: a
POINTS: 1
REFERENCES: Making the Most of Your Fieldwork
LEARNING OBJECTIVES: BECO.CORE.16.10.03 - To identify the skills and knowledge that are required for successful
job performance

23. Which of the following is true regarding making mistakes?

a. It provides trainees with an opportunity for self-reflection, critical thinking, and, ultimately, learning and
change.
b. It is expected during a counselor trainee’s coursework; however, once the trainee begins his or her internship
and interacts with clients, mistakes are deemed unacceptable.
c. It is never acceptable for those who wish to pursue a career in the helping professions.
d. It often leads to unethical behaviors.
ANSWER: a
POINTS: 1
REFERENCES: Profiting from Your Supervision
LEARNING OBJECTIVES: BECO.CORE.16.10.02 - To assist students in maximizing their learning in their fieldwork
placements
BECO.CORE.16.10.03 - To identify the skills and knowledge that are required for successful
job performance

24. __________ is a time-efficient and unique format that assists trainees in developing skills in conceptualizing case and
in implementing a variety of treatment interventions.
a. Individual supervision
b. Informed consent
c. Group supervision
d. Focus of supervision
ANSWER: c
POINTS: 1
REFERENCES: Profiting from Your Supervision
LEARNING OBJECTIVES: BECO.CORE.16.10.07 - To provide students with a rationale for participating in group
supervision

25. Through __________ process, supervisees can learn ways to conceptualize what they are doing with their clients by
reflecting on what they are learning about interpersonal dynamics in the supervisory relationship.
a. group supervision
b. the challenging self-doubts
c. informed consent
d. parallel
ANSWER: d
POINTS: 1
REFERENCES: Profiting from Your Supervision
LEARNING OBJECTIVES: BECO.CORE.16.10.01 - To formulate a concept of active learning
BECO.CORE.16.10.02 - To assist students in maximizing their learning in their fieldwork
placements
BECO.CORE.16.10.03 - To identify the skills and knowledge that are required for successful
job performance

26. List 2-3 practical strategies for getting the most value out of your fieldwork placements.
ANSWER: Answers will vary.
POINTS: 1
REFERENCES: Profiting from Your Supervision
LEARNING OBJECTIVES: BECO.CORE.16.10.02 - To assist students in maximizing their learning in their fieldwork
placements
BECO.CORE.16.10.04 - To provide a context for seeking quality supervision

27. Briefly explain what the authors mean when they say to be open to multiple sources of learning. List a few of these
multiple sources.
ANSWER: Answers will vary.
POINTS: 1
REFERENCES: Profiting from Your Supervision
LEARNING OBJECTIVES: BECO.CORE.16.10.01 - To formulate a concept of active learning
BECO.CORE.16.10.02 - To assist students in maximizing their learning in their fieldwork
placements
BECO.CORE.16.10.03 - To identify the skills and knowledge that are required for successful
job performance
BECO.CORE.16.10.04 - To provide a context for seeking quality supervision

28. Briefly discus the best way to deal with challenges and self-doubts.
ANSWER: Answers will vary.
POINTS: 1
REFERENCES: Profiting from Your Supervision
LEARNING OBJECTIVES: BECO.CORE.16.10.03 - To identify the skills and knowledge that are required for successful
job performance

29. The best practice guidelines support supervisors in their work and clarify most aspects of the supervisory process.
Describe and explain how these guidelines are designed to help supervisors.
ANSWER: Answers will vary.
POINTS: 1
REFERENCES: Profiting from Your Supervision
LEARNING OBJECTIVES: BECO.CORE.16.10.05 - To identify the qualities of an effective supervisor

30. Define multiple-role relationships in supervision and illustrate when it is beneficial and when it is harmful.
ANSWER: Answers will vary.
POINTS: 1
REFERENCES: Multiple Roles and Relationships in Supervision
LEARNING OBJECTIVES: BECO.CORE.16.10.08 - To explore multiple roles and relationships among supervisors and
supervisees
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