Podcast
Questions and Answers
A supervisor should only perform one role, such as teaching or supporting, but not both.
A supervisor should only perform one role, such as teaching or supporting, but not both.
False
Evaluative feedback is a one-way process where the supervisor provides feedback to the supervisee.
Evaluative feedback is a one-way process where the supervisor provides feedback to the supervisee.
False
A supervisor should only assess the supervisee's developmental level, but not their own self-assessment.
A supervisor should only assess the supervisee's developmental level, but not their own self-assessment.
False
Supervisors should ignore boundaries of competence and never seek consultation when needed.
Supervisors should ignore boundaries of competence and never seek consultation when needed.
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Scientific thinking and the translation of scientific findings to practice are not valued skills in supervision.
Scientific thinking and the translation of scientific findings to practice are not valued skills in supervision.
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Flexibility is not a necessary skill in the supervisory process and service provision to clients.
Flexibility is not a necessary skill in the supervisory process and service provision to clients.
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In a competency-based supervision model, the end goal is established after the supervision begins.
In a competency-based supervision model, the end goal is established after the supervision begins.
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The Psychology Board of Australia is responsible for ensuring that psychologists practice and provide supervision effectively.
The Psychology Board of Australia is responsible for ensuring that psychologists practice and provide supervision effectively.
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The Competency Cube framework is primarily used for designing competency-based curriculums in psychology practice.
The Competency Cube framework is primarily used for designing competency-based curriculums in psychology practice.
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Metacompetence is solely focused on developing scientist-practitioner abilities in psychology practice.
Metacompetence is solely focused on developing scientist-practitioner abilities in psychology practice.
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Establishing and upholding high standards of practice is not a priority in psychology education and practice.
Establishing and upholding high standards of practice is not a priority in psychology education and practice.
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Competency-based supervision excludes training in self-assessment for supervisors and supervisees.
Competency-based supervision excludes training in self-assessment for supervisors and supervisees.
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Competency-based supervision and evaluation are not essential in psychology training and understanding of supervision.
Competency-based supervision and evaluation are not essential in psychology training and understanding of supervision.
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Supervisors are not required to design comprehensive competency-based developmental plans before supervision begins.
Supervisors are not required to design comprehensive competency-based developmental plans before supervision begins.
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The Competency Cube framework is not applicable to cultural diversity in practice.
The Competency Cube framework is not applicable to cultural diversity in practice.
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The concept of 'competence' is a recent development in psychology education and practice.
The concept of 'competence' is a recent development in psychology education and practice.
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Personal biases in supervision are not relevant to competency-based models in psychology practice.
Personal biases in supervision are not relevant to competency-based models in psychology practice.
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Assessing competence is a one-time process in psychology practice.
Assessing competence is a one-time process in psychology practice.
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