Conflict Management in Supervision Case Study
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Questions and Answers

What is one common emotional barrier that may prevent supervisees from disclosing information to their supervisors?

  • Trust
  • Shame (correct)
  • Confidence
  • Curiosity

Which factor is NOT identified as a common reason for a lack of disclosure between supervisees and supervisors?

  • Stress management strategies (correct)
  • Anxiety
  • Transference/countertransference
  • Differences in needs or goals

What should supervisors do to help minimize conflicts with supervisees?

  • Limit discussions to performance reviews
  • Avoid giving feedback
  • Set clear goals and objectives (correct)
  • Enforce strict deadlines

What can contribute to feelings of anxiety in the supervisor/supervisee relationship?

<p>Differences in personality style (C)</p> Signup and view all the answers

Which of the following is a potential source of conflict in the supervisor/supervisee relationship?

<p>Poor communication (A)</p> Signup and view all the answers

Why might supervisees withhold information from their supervisors?

<p>They feel unsupported. (B), They may worry about expectations. (C)</p> Signup and view all the answers

In the case vignette, what issue does Rita face with Dr. Bellmont?

<p>Confusing expectations (B)</p> Signup and view all the answers

What is a recommended skill for supervisors to recognize engagement difficulties in supervisees?

<p>Active listening (D)</p> Signup and view all the answers

What should supervisors document during supervision sessions?

<p>Themes, cases discussed, and educational needs (D)</p> Signup and view all the answers

Which of the following is NOT included in a clinical supervision record?

<p>A list of all supervisee's clients (D)</p> Signup and view all the answers

What does the acronym SUPERS stand for in the documentation of supervision?

<p>Supervisee, Useful feedback, Performance expectations, Recommendations, Strengths (B)</p> Signup and view all the answers

Why is documenting supervision important for licensure purposes?

<p>It ensures compliance during potential audits (A)</p> Signup and view all the answers

What information should be included in a supervision note regarding ethical dilemmas?

<p>Discussions related to ethical dilemmas and decision-making processes (C)</p> Signup and view all the answers

What element is essential for the supervision documentation concerning supervisee evaluation?

<p>A performance evaluation and updates to these evaluations (D)</p> Signup and view all the answers

How should supervisors document instances of cancelled or missed supervision sessions?

<p>A brief record of cancelled or missed sessions should be included (B)</p> Signup and view all the answers

Which of the following is a responsibility of supervisors concerning documentation?

<p>To ensure documentation is thorough and done for all sessions (D)</p> Signup and view all the answers

What is a likely emotional response of supervisees during supervision?

<p>Self-doubt (A)</p> Signup and view all the answers

Which supervision style is considered most effective?

<p>Nonjudgmental and supportive (B)</p> Signup and view all the answers

What factor contributes to conflicts in supervisor-supervisee relationships?

<p>Differing expectations (A)</p> Signup and view all the answers

What should supervisors do to communicate understanding during conflicts?

<p>Make empathic statements (A)</p> Signup and view all the answers

What should be the focus of feedback in supervision?

<p>Behaviors, not personality (C)</p> Signup and view all the answers

Which statement illustrates a supervisor's approach to recognizing conflict?

<p>Asking if supervisees feel scrutinized (B)</p> Signup and view all the answers

What is one reason ashamed supervisees might hesitate to discuss challenges?

<p>Fear of being criticized (C)</p> Signup and view all the answers

Which supervisee type is characterized by excessive worry and concern over performance?

<p>The anxious or perfectionistic supervisee (D)</p> Signup and view all the answers

What might indicate a deeper issue in the supervisor-supervisee relationship?

<p>Unresolved personal issues (D)</p> Signup and view all the answers

What can help mitigate conflicts in supervision?

<p>Working as a team (C)</p> Signup and view all the answers

How should a supervisor address a supervisee's feelings of being judged?

<p>Through gentle questioning (D)</p> Signup and view all the answers

What might a supervisor suggest if issues arise that are beyond supervision?

<p>Refer the supervisee to therapy (B)</p> Signup and view all the answers

What is an important skill for supervisors when providing feedback?

<p>Balancing criticism and affirmation (A)</p> Signup and view all the answers

What should supervisors be keenly aware of in their relationship with supervisees?

<p>Power differentials (D)</p> Signup and view all the answers

What is a common problem that can interfere with the learning process in early stages of training?

<p>Perfectionism (A)</p> Signup and view all the answers

How can supervisors help a supervisee struggling with anxiety related to perfectionism?

<p>By allowing incomplete work submissions (C)</p> Signup and view all the answers

What technique can help a defensive supervisee like Ken?

<p>Recording supervisory sessions (D)</p> Signup and view all the answers

Which approach involves agreeing with a supervisee's position to alleviate resistance?

<p>Honoring resistance (B)</p> Signup and view all the answers

What is an example of using tentative language in supervision?

<p>Here’s something you can try, it might work. (A)</p> Signup and view all the answers

What indicator suggests that a supervisee might be experiencing burnout?

<p>Apathy towards client situations (D)</p> Signup and view all the answers

How should supervisors approach the topic of potential gender or racial dynamics in supervision?

<p>Address them directly when patterns arise (A)</p> Signup and view all the answers

Which technique can be used effectively with apathetic supervisees to elicit useful conversation?

<p>The Columbo approach (C)</p> Signup and view all the answers

What may hinder Jean's supervisory relationship with Ken?

<p>Feeding into his resistance (B)</p> Signup and view all the answers

What can help supervisors manage feelings of self-doubt during supervision?

<p>Consulting with colleagues (B)</p> Signup and view all the answers

What is a potential root cause of Jim's apathy during supervision?

<p>Compassion fatigue (D)</p> Signup and view all the answers

What should Dr. Miller do to help Jim express his feelings about client situations?

<p>Change the session focus (D)</p> Signup and view all the answers

What is one suggested strategy for dealing with perfectionism in supervisees?

<p>Using humor and exaggeration (A)</p> Signup and view all the answers

How can supervisors ensure they are not perceived as overly critical?

<p>Employing humor carefully (A)</p> Signup and view all the answers

What is one indication that direct harm is occurring to a client?

<p>Engaging in dual relationships (B)</p> Signup and view all the answers

What is the focus of remedial interventions in supervision?

<p>Increasing trainee competence (C)</p> Signup and view all the answers

Which element is NOT typically included in a supervision program?

<p>The cultural background of clients (B)</p> Signup and view all the answers

What does documentation in supervision primarily serve as?

<p>A legal record of supervision (D)</p> Signup and view all the answers

Which aspect of program administration is crucial for effective supervision?

<p>Evaluating agency culture (D)</p> Signup and view all the answers

What is an example of poor service quality rather than direct harm?

<p>Delayed feedback to clients (D)</p> Signup and view all the answers

In what situation should supervisors breach confidentiality according to ethical guidelines?

<p>To prevent clear, imminent danger (C)</p> Signup and view all the answers

Which type of power is defined through respect for an individual?

<p>Referent power (B)</p> Signup and view all the answers

What is one of the administrative roles a supervisor must perform?

<p>Monitor and evaluate work (A)</p> Signup and view all the answers

Which is NOT a consequence of poor documentation in supervision?

<p>Reduced chance of legal issues (C)</p> Signup and view all the answers

What should supervisors frequently discuss during supervision sessions?

<p>Documentation practices (C)</p> Signup and view all the answers

Which behavior is considered a direct harm to clients?

<p>Engaging in discriminatory practices (B)</p> Signup and view all the answers

What defines how decisions are made within an organization?

<p>Organizational structure (D)</p> Signup and view all the answers

Why is documentation particularly important for supervisors?

<p>To manage risk and liability (A)</p> Signup and view all the answers

Flashcards

Conflict in Supervision

Disagreement or tension that arises between a supervisor and supervisee.

Sources of Conflict in Supervision

Factors that can contribute to the development of conflict in the supervisory relationship.

Nondisclosure in Supervision

The tendency for supervisees to avoid bringing up issues or concerns with their supervisors, often due to a fear of negative consequences or a sense of shame.

Anxiety in Supervision

An emotional response that can arise in supervisees due to a lack of clarity about expectations, fear of judgment, or a perceived mismatch in personalities.

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Issues of Control in Supervision

A supervisee's feeling of powerlessness or lack of control in the supervisory relationship, often stemming from a lack of clarity about expectations or a perceived imbalance in power.

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Transference in Supervision

The unconscious transfer of feelings and emotions from the supervisee's past relationships onto the supervisor, which can influence the dynamics of their interaction.

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Countertransference in Supervision

The unconscious emotional reactions of the supervisor towards the supervisee, which may be influenced by their past experiences or personal biases.

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Shame as a Barrier to Disclosure

The impact of shame on a supervisee’s willingness to seek help or disclose issues, ultimately contributing to a lack of engagement in the supervisory process.

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Supervisee Shame

The feeling of inadequacy and shame when a supervisee doubts their abilities or performance. Shame can arise from feeling inadequate or from failing to meet the supervisor's expectations.

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Non-Judgmental Supervision

A supervision style that emphasizes a supportive, non-judgmental approach. It focuses on guidance and instruction without blaming or disrespecting the supervisee.

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Power Differential in Supervision

The potential for conflict arising from the power dynamic between the supervisor and the supervisee. The supervisor holds more authority and experience, which can lead to feelings of inadequacy or fear in the supervisee.

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Empathy in Supervision

The supervisor's ability to understand and acknowledge the supervisee's feelings and perspectives, even if they are different from their own.

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Teamwork in Supervision

An approach that emphasizes a collaborative and supportive relationship between the supervisor and supervisee. This type of supervision encourages open communication and problem-solving as a team.

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Transference/Countertransference in Supervision

Identifying and addressing unconscious patterns or emotions that may influence the dynamics between the supervisor and supervisee. It can involve exploring past experiences or unresolved issues.

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Withdrawal or Disengagement in Supervision

A sign of potential conflict when the supervisee avoids engaging with the supervisor, perhaps by withdrawing from sessions or neglecting to address important topics.

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Lack of Clear Communication

Lack of clarity in communication can lead to conflict: differences in expectations between supervisor and supervisee, miscommunication, or misaligned goals.

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Identifying the Source of Conflict

Identifying the underlying causes of conflict in supervision – whether it's due to communication issues, different expectations, developmental stages, or personal dynamics.

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Behavior-Focused Feedback

The supervisor's ability to provide feedback that focuses on the supervisee's actions or behaviors, without making judgments about their character or personality.

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Anxious or Perfectionistic Supervisee

A type of supervisee who is often anxious, perfectionistic, and highly self-critical. They may spend excessive time on tasks, afraid of making mistakes.

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Supervising the Anxious Supervisee

A style of supervising that addresses the anxious or perfectionistic supervisee by offering reassurance, understanding their fears, and promoting a more balanced approach.

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Unresolved Issues in Supervision

When the supervisory relationship is influenced by unresolved personal issues for either the supervisor or supervisee. May signal a need for personal therapy.

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Referrals to Therapy in Supervision

When the supervisor recommends additional therapy to assist the supervisee in addressing personal issues that are affecting the supervisory process.

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Supervisory Contract

A document that outlines the expectations, roles, and responsibilities of both the supervisor and the supervisee within the supervisory relationship.

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Informed Consent for Supervision

A document that describes the process of supervision and ensures informed consent by both the supervisor and supervisee.

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Supervision Log

A detailed record of supervision sessions, including dates, times, topics discussed, recommendations given, and actions taken.

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Supervision Session Summary

A brief summary of each supervision session, including specific examples that demonstrate learning goals and objectives.

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Risk Management Review Summary

Documentation of any issues or concerns related to confidentiality, duty to warn situations, and crises, as well as the supervisor's recommendations.

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Documentation of Ethical Dilemmas

A record of any ethical dilemmas or ethical decision-making discussions that occurred during supervision.

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Documentation of Supervision Problems

A record of any significant problems encountered during supervision and the steps taken to address them.

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SUPERS Approach for Supervision Notes

A structured approach to documenting supervision notes using the acronym SUPERS: S – supervisee-initiated items, U – useful feedback or suggestions from the supervisor, PE – performance expectations that have been discussed, R – recommendations for future goals, S – strengths of the supervisee.

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Distinguishing Poor Service from Harm

Recognizing when a supervisee's actions could cause harm to a client, even if the actions aren't intentional.

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Examples of Harmful Behavior

Actions by a supervisee that directly endanger a client's wellbeing.

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Remedial Interventions

Interventions aimed at improving a supervisee's skills to meet professional standards.

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Disciplinary Interventions

Actions taken when a supervisee's behavior is so problematic that they need to be removed from the program.

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Program Administration

The overall management of a supervision program, including the supervisors, activities, outcomes, and evaluation.

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Administrative Hats

The various roles and responsibilities of supervisors within an organization.

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Evaluating Organizational Structure and Culture

Evaluating how the organization's structure and culture influence supervision, including decision-making, communication, and power dynamics

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Confidentiality in Supervision

The ethical obligation to maintain confidentiality in supervision, only disclosing information when there's imminent danger to the client or legal requirement.

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Documentation and Record Keeping

The importance of documenting every supervisory encounter to create a legal record, demonstrate accountability, and track progress.

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Benefits of Documentation

The benefits of documentation, including reducing misunderstandings, increasing accountability, tracking progress, and providing a legal record.

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Documentation for Evaluation

The role of documentation in evaluating the competencies of counselors and providing evidence of supervision quality.

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Emphasis on Documentation

The need to emphasize documentation as a critical part of supervision, just like documenting clinical services.

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Neglecting Supervision Documentation

The tendency for supervisors to prioritize documenting client services, while failing to document supervision appropriately.

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Consequences of Undocumented Supervision

The ethical and legal implications of inadequate supervision documentation.

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Documentation as a Supervision Topic

The importance of discussing documentation regularly during supervision sessions to ensure that all parties understand its significance and ensure appropriate practices are followed.

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Exaggeration (Supervision)

A technique used to reduce anxiety in supervisees by emphasizing the absurdity of their perfectionist expectations.

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Reframing (Supervision)

A strategy in supervision that involves changing the perspective on a situation by highlighting different angles or

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Yes, But (Supervision)

A form of resistance in supervision where the supervisee appears to accept suggestions but then undermines them with

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Honoring Resistance (Supervision)

A supervisor technique in which the supervisor agrees with the supervisee's resistance, acknowledging their perspective and

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Tentative Language (Supervision)

The use of uncertain or tentative language in supervision to convey empathy and understanding.

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Storytelling (Supervision)

A technique in supervision where the supervisor uses stories or anecdotes to provide feedback in a less direct and

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Humor (Supervision)

A technique in supervision where the supervisor uses humor to address difficult situations or provide feedback.

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Apathetic or Uninvolved Supervisee

A potential issue in supervision where the supervisee displays indifference or detachment from their work and clients.

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Columbo Approach (Supervision)

A supervisory approach where the supervisor acts confused or uncertain to encourage the supervisee to elaborate on their

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Changing the Session Focus (Supervision)

A technique in supervision where the supervisor shifts the focus away from the content of the session towards the supervisee's

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Discouragement (Supervision)

A possible cause of apathy in supervisees, where they feel overwhelmed or discouraged by the demands of their work.

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Anger (Supervision)

A potential cause of apathy in supervisees, where they feel angry or resentful about their work or situation.

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Burnout (Supervision)

A potential cause of apathy in supervisees where they experience emotional exhaustion and reduced motivation.

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Anxiety (Supervision)

A potential cause of apathy in supervisees where they experience anxiety or fear about their work or performance

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Confusion (Supervision)

A possible cause of apathy in supervisees, where they feel unclear or unsure about their role, expectations, or how to proceed.

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Study Notes

Conflict Management in Supervision

  • Conflict in supervisor/supervisee relationships is inevitable.
  • Potential sources of conflict include unclear expectations, differing communication styles, personality clashes, differing needs/goals, and power imbalances.
  • Conflict is often ignored due to trainee anxiety, issues of control, transference/countertransference, or shame.

Case Study: Rita and Dr. Bellmont

  • Rita, a doctoral intern, feels disconnected from her supervisor, Dr. Bellmont.
  • Rita's concerns include unclear/changing expectations, demanding/critical behaviour, and dismissive communication.
  • Rita's shame prevents her from seeking guidance, especially concerning a challenging client.
  • Rita needed help with handling a patient threatening self-harm.

Factors Contributing to Nondisclosure

  • Anxiety about performance and meeting expectations
  • Issues of control over the supervisory process, and the fear of losing autonomy
  • Transference/countertransference issues stemming from past experiences or relationship dynamics
  • Personality and communication style differences.
  • Differing needs or goals between supervisor and supervisee.
  • Multicultural or cultural differences.
  • Stress, burnout, or compassion fatigue, impacting openness.
  • Shame, experienced commonly by trainees in the self-doubt associated with supervision.

Supervisor Strategies

  • A nonjudgmental, warm, and supportive (but not therapeutic) supervisor style is vital.
  • Effective feedback is instructive without blaming and evaluative without being disrespectful.
  • Understanding of power dynamics is crucial.
  • Empathizing with trainee concerns and highlighting strengths balances critical feedback.

Resolving Conflict in Supervision

  • Recognizing and addressing unexpressed conflict through changes in behavior, such as disengagement, or a disconnect in supervision and client interactions.
  • Identify the conflict source, often stemming from lack of communication clarity.
  • Assess transference and countertransference, focusing on identifying and addressing emotional reactions or challenges that may be impeding a smooth relationship.
  • Open discussion of feelings and reactions related to specific instances. Use empathic statements to show understanding.
  • Recognize the inevitable power differential in the relationship.
  • Direct, focused feedback is key – discuss specific behaviors, rather than personality flaws.
  • A collaborative team approach to problem-solving can help manage conflict.

Supervisee Types and Strategies

  • Anxious or Perfectionistic Supervisee: Strategies for this group include exaggeration to highlight the absurdity of perfectionism and reframing to place concerns in a different perspective. Offering room for "incomplete" work allows this type of trainee to build trust.

  • Defensive or Resistant Supervisee: Supervisors should try to honor resistance, use tentative language, and be mindful of potential power imbalances. Feedback can be depersonalized with storytelling or humour. Record sessions to gain objectivity, and to consult with a peer or supervisor. Consider potential cultural power dynamics.

  • Apathetic or Uninvolved Supervisee: Assess the root causes of apathy. Techniques include the Columbo approach, honoring resistance, and changing the session focus. Direct approach works. Investigate countertransference and consider therapy for the supervisee if it's a recurring pattern.

Distinguishing Poor Service vs. Harm

  • Be alert for behaviors that signal potential harm to clients, such as manipulation, boundary violations, discrimination, or abandonment.

Program Administration

  • Program effectiveness depends on supervisors' skills in program management and personnel management.
  • Administration responsibilities include recruitment, orientation, work planning, and evaluation.
  • Supervisors should be aware of the organization's culture and structure, including decision-making styles, authority, power dynamics, communication methods, and how these impact supervisory processes.

Documentation

  • Accurate documentation of supervision goals and progress is vital.
  • Confidentiality is paramount, except to prevent imminent harm.
  • Supervisors have a responsibility to document every encounter, showcasing reasonable efforts in supervision.
  • Documentation helps track progress in both client care and supervisee development, minimizing misunderstandings, increasing accountability, and providing a valuable risk management tool.
  • Supervisory documentation should include elements like the supervisory contract, informed consent, a summary of supervisee experience and learning needs, and a log of sessions.
  • Document ethical decision-making cases, supervisory session content, and significant situations.

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Description

This quiz explores the complexities of conflict in supervisor/supervisee relationships, highlighting sources of conflict and factors contributing to nondisclosure. Through the case study of Rita and Dr. Bellmont, you will examine issues like unclear expectations, communication styles, and emotional barriers that affect effective supervision.

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