ACS Counselor Development & Evaluation Flashcards
6 cards from real ACS practice questions. Tap to flip, then mark Knew It or Still Learning — missed cards come back until you master them.
Read the first 6 ACS Counselor Development & Evaluation flashcards as text
Which of the following is the MOST important reason for ACS supervisors to conduct regular formative evaluations of supervisees?
Answer: To provide ongoing, actionable feedback that supports supervisee growth and identifies concerns early
Formative evaluations provide continuous, developmental feedback that helps supervisees improve throughout the supervisory relationship rather than only at its end.
A supervisee who consistently exhibits impaired professional functioning (e.g., substance use affecting clinical work) should be addressed by the supervisor through:
Answer: Documented intervention with a remediation plan, referral for personal counseling, and monitoring
Impaired supervisee functioning requires a structured, documented response including remediation planning, referral for appropriate support, and ongoing monitoring.
The term 'gatekeeping' in clinical supervision refers to the supervisor's responsibility to:
Answer: Ensure that only competent, ethically functioning counselors advance in the profession
Gatekeeping is the supervisor's professional duty to protect the public by preventing incompetent or impaired supervisees from progressing in the field.
Which of the following evaluation methods provides the MOST objective data about a supervisee's clinical skills?
Answer: Direct observation via video recording or live supervision
Direct observation through video recording or live supervision provides the most objective, unfiltered evidence of a supervisee's actual clinical behavior.
When providing summative evaluations, ACS supervisors should ensure that:
Answer: Criteria are clearly defined in advance and the supervisee has received ongoing feedback throughout
Summative evaluations are most valid and fair when based on pre-defined criteria and linked to the ongoing feedback the supervisee has already received.
Which of the following is a key difference between a supervisee who is a 'problem performer' versus one who is 'impaired'?
Answer: A problem performer has specific skill deficits that training can address; an impaired supervisee has personal issues interfering with functioning
Problem performers have identifiable skill gaps amenable to training, while impaired supervisees have personal, psychological, or substance-related issues that interfere with professional functioning.