Social work ASWB clinical practice test 170 questions to identify knowledge gaps

The following study guides by Dawn Apgar are also available to assist social workers with studying for and passing the ASWB® examinations Bachelors The Social Work ASWB® Bachelors Exam Guide: A Comprehensive Guide for Success, Second Edition Test focuses on knowledge acquired while obtaining a Baccalaureate degree in Social Work (BSW) A small number of jurisdictions license social workers at an Associate level and require the ASWB Associate examination The Associate examination is identical to the ASWB Bachelors examination, but the Associate examination requires a lower score in order to pass Masters The Social Work ASWB® Masters Exam Guide: A Comprehensive Guide for Success, Second Edition Test focuses on knowledge acquired while obtaining a Master’s degree in Social Work (MSW) There is no postgraduate supervision needed Clinical The Social Work ASWB® Clinical Exam Guide: A Comprehensive Guide for Success, Second Edition Test focuses on knowledge acquired while obtaining a Master’s degree in Social Work (MSW) It is usually taken by those with postgraduate supervised experience Advanced Generalist The Social Work ASWB® Advanced Generalist Guide: A Comprehensive Guide for Success, Second Edition Test focuses on knowledge acquired while obtaining a Master’s degree in Social Work (MSW) It is usually taken by those with postgraduate supervised nonclinical experience Dawn Apgar, PhD, LSW, ACSW, has helped thousands of social workers across the country pass the ASWB® examinations associated with all levels of licensure In recent years, she has consulted in numerous states to assist with establishing licensure test preparation programs Dr Apgar has done research on licensure funded by the American Foundation for Research and Consumer Education in Social Work Regulation and has served as chairperson of her state’s social work licensing board She is a past President of the New Jersey Chapter of NASW and has been on its National Board of Directors In 2014, the Chapter presented her with a Lifetime Achievement Award Dr Apgar has taught in both undergraduate and graduate social work programs and has extensive direct practice, policy, and management experience in the social work field Social Work ASWB® Clinical Practice Test 170 Questions to Identify Knowledge Gaps Dawn Apgar, PhD, LSW, ACSW Copyright © 2018 Springer Publishing Company, LLC All rights reserved No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior permission of Springer Publishing Company, LLC, or authorization through payment of the appropriate fees to the Copyright Clearance Center, Inc., 222 Rosewood Drive, Danvers, MA 01923, 978-750-8400, fax 978-646-8600, info@copyright.com or on the Web at www.copyright.com Springer Publishing Company, LLC 11 West 42nd Street New York, NY 10036 www.springerpub.com Acquisitions Editor: Debra Riegert Compositor: diacriTech ISBN: 978-0-8261-3436-3 ebook ISBN: 978-0-8261-3437-0 17 18 19 20 21 / The author and the publisher of this Work have made every effort to use sources believed to be reliable to provide information that is accurate and compatible with the standards generally accepted at the time of publication The author and publisher shall not be liable for any special, consequential, or exemplary damages resulting, in whole or in part, from the readers’ use of, or reliance on, the information contained in this book The publisher has no responsibility for the persistence or accuracy of URLs for external or third-party Internet websites referred to in this publication and does not guarantee that any content on such websites is, or will remain, accurate or appropriate Library of Congress Cataloging-in-Publication Data Names: Apgar, Dawn, author | Association of Social Work Boards Title: Social work ASWB clinical practice test : 170 questions to identify knowledge gaps / Dawn Apgar, PhD, LSW, ACSW Description: New York, NY : Springer Publishing Company, [2018] Identifiers: LCCN 2017034876 | ISBN 9780826134363 Subjects: LCSH: Social workers—Certification—United States | Psychiatric social work—United States—Examinations—Study guides | Social service—United States—Examinations—Study guides | Social service—United States—Examinations, questions, etc Classification: LCC HV40.52 A7363 2018 | DDC 361.3076—dc23 LC record available at https://lccn.loc.gov/2017034876 Contact us to receive discount rates on bulk purchases We can also customize our books to meet your needs For more information please contact: sales@springerpub.com Printed in the United States of America by Gasch Printing To Bill, Ryan, and Alex You remind me what is important, support me so I can it all, and always inspire me to be a better person Contents Introduction Recommendations for Using This Practice Test Share Social Work ASWB® Clinical Practice Test: 170 Questions to Identify Knowledge Gaps 170-Question Diagnostic Practice Test ix xv Answer Key 49 Answers With Analytic Rationales 51 Evaluation of Results 269  ontent Areas, Competencies, and KSAs for the C ASWB® Clinical Examination Appendix B:  Learning Styles 275 285 Appendix A:  Introduction Despite social workers’ best efforts to study for and pass the Association of Social Work Boards (ASWB®) examinations for licensure, they can encounter difficulties answering questions correctly that can ultimately lead to challenges in passing Social workers who struggle with standardized test taking or have failed the ASWB examinations find themselves at a loss in finding resources to assist them in identifying the mistakes they made and strategies for correcting these errors The focus of test preparation courses and guides is usually the review of the relevant content and supplying some study and test-taking tips However, when these resources not result in passing the ASWB examinations, social workers not know where to turn for help Often, social workers will turn to taking practice tests in an effort to gauge their readiness for the ASWB examinations In addition, they will try to use them to identify gaps in knowledge and errors in problem solving that prevent desired outcomes Such an approach is understandable because there has been a void in available diagnostic resources However, for several reasons, use of existing practice examinations is not usually helpful First, it is difficult to identify specific content that is used by test ­developers to formulate actual questions For example, many practice tests not provide the rationales for the correct and incorrect answers In addition, they usually not let social workers know which specific ASWB® content areas were being tested (e.g., Human Development, Diversity, and Behavior in the Environment; Assessment, Diagnosis, and Treatment Planning; Psychotherapy, Clinical Intervention, and Case Management; or Professional Values and Ethics) In addition, the ASWB competencies and 272  SOCIAL WORK ASWB® CLINICAL PRACTICE TEST Are Fur a Req u the r S iring tud y? Nu mb er o fQ ues tion s Nu mb er C orr ect Per cen tag eC orr ect Competency Qu est ion Nu mb ers Analysis of Clinical Practice Test Unit III: Psycho­therapy, Clinical Interventions, and Case Management (27%) Therapeu­tic Relation­ship 20, 29, 40, 47, 98, 103, 136, 146, 166 /9 %   The Interven­tion Processes 4, 17, 27, 37, 50, 58, 59, 60, 68, 83, 91, 109, 113, 143, 144, 150 16 /16 %   Service Delivery and Manage­ment of Cases 6, 16, 22, 35, 115, 117, 123, 126, 130, 137, 149 11 /11 %   11, 13, 23, 34, 38, 84, 110, 114, 129, 147 10 /10 %   10 Consulta­tion and Interdisci­plinary Collabo­ration EVALUATION OF RESULTS  273 11 Profes­sional Values and Ethical Issues 9, 49, 56, 90, 101, 112, 120, 124, 128, 152, 158, 163, 169 13 /13 %   12 Confiden­tiality 19, 25, 30, 42, 64, 69, 75, 160, 161, 168 10 /10 %   13 P  rofes­sional Develop­ment and Use of Self 24, 43, 65, 73, 76, 111, 132, 140, 145 /9 %   Are Fur a Req u the r S iring tud y? Nu mb er o fQ ues tion s Nu mb er C orr ect Per cen tag eC orr ect Competency Qu est ion Nu mb ers Analysis of Clinical Practice Test Unit IV: Professional Values and Ethics (19%) 274  SOCIAL WORK ASWB® CLINICAL PRACTICE TEST Overall Results of Clinical Practice Test t rrec nta ge C o Per ce ect Nu mb er C orr Qu est ion s Nu mb er o f Con t ent Are a   Unit I (24%) Human Development, Diversity, and Behavior in the Environment 41 /41 % Unit II (30%) Assessment, Diagnosis, and Treatment Planning 51 /51 % Unit III (27%) Psychotherapy, Clinical Interventions, and Case Management 46 /46 % Unit IV (19%) Professional Values and Ethics 32 /32 % Overall Knowledge ASWB® Clinical Examination 170 /170 % Appendix A Content Areas, Competencies, and KSAs for the ASWB® Clinical Examination Human Development, Diversity, and Behavior in the Environment (Content Area) Human Growth and Development (Competency) KSAs Theories of human development throughout the lifespan (e.g., physical, social, emotional, cognitive, behavioral) The indicators of normal and abnormal physical, cognitive, emotional, and sexual development throughout the lifespan Theories of sexual development throughout the lifespan Theories of spiritual development throughout the lifespan Theories of racial, ethnic, and cultural development throughout the lifespan The effects of physical, mental, and cognitive disabilities throughout the lifespan The interplay of biological, psychological, social, and spiritual factors Basic human needs The principles of attachment and bonding The effect of aging on biopsychosocial functioning Gerontology Personality theories 276  APPENDIX A Factors influencing self-image (e.g., culture, race, religion/spirituality, age, disability, trauma) Body image and its impact (e.g., identity, self-esteem, relationships, habits) Parenting skills and capacities Basic principles of human genetics The family life cycle Models of family life education in social work practice The impact of aging parents on adult children Systems and ecological perspectives and theories Strengths-based and resilience theories The dynamics and effects of loss, separation, and grief Human Behavior in the Social Environment (Competency) KSAs Person-in-environment (PIE) theory Family dynamics and functioning and the effects on individuals, families, groups, organizations, and communities The dynamics of interpersonal relationships Indicators and dynamics of abuse and neglect throughout the lifespan The effects of physical, sexual, and psychological abuse on individuals, families, groups, organizations, and communities The characteristics of perpetrators of abuse, neglect, and exploitation The effects of life events, stressors, and crises on individuals, families, groups, organizations, and communities The impact of stress, trauma, and violence Crisis intervention theories The effect of poverty on individuals, families, groups, organizations, and communities The impact of the environment (e.g., social, physical, cultural, ­political, economic) on individuals, families, groups, organizations, and communities Social and economic justice Theories of social change and community development The impact of social institutions on society The impact of globalization on clients/client systems (e.g., interrelatedness of systems, international integration, technology, environmental or financial crises, epidemics) Criminal justice systems The impact of out-of-home placement (e.g., hospitalization, foster care, residential care, criminal justice system) on clients/client systems CONTENT AREAS, COMPETENCIES, AND KSAS  277 Theories of couples development The impact of physical and mental illness on family dynamics Co-occurring disorders and conditions The impact of caregiving on families Psychological defense mechanisms and their effects on behavior and relationships Addiction theories and concepts The effects of addiction and substance abuse on individuals, families, groups, organizations, and communities The indicators of addiction and substance abuse Role theories Feminist theory Theories of group development and functioning Communication theories and styles Theories of conflict Diversity and Discrimination (Competency) KSAs The effect of disability on biopsychosocial functioning throughout the lifespan The effect of culture, race, and ethnicity on behaviors, attitudes, and identity The effects of discrimination and stereotypes on behaviors, attitudes, and identity The influence of sexual orientation on behaviors, attitudes, and identity The impact of transgender and transitioning process on behaviors, attitudes, identity, and relationships Systemic (institutionalized) discrimination (e.g., racism, sexism, ageism) The principles of culturally competent social work practice Sexual orientation concepts Gender and gender identity concepts Assessment, Diagnosis, and Treatment Planning (Content Area) Biopsychosocial History and Collateral Data (Competency) KSAs The components of a biopsychosocial assessment Techniques and instruments used to assess clients/client systems The types of information available from other sources (e.g., agency, employment, medical, psychological, legal, or school records) 278  APPENDIX A Components of a sexual history Components of a family history Methods to obtain sensitive information (e.g., substance abuse, sexual abuse) The principles of active listening and observation The indicators of sexual dysfunction Symptoms of neurologic and organic disorders Assessment and Diagnosis (Competency) KSAs The factors and processes used in problem formulation Methods of involving clients/client systems in problem identification (e.g., gathering collateral information) The components and function of the mental status examination Methods to incorporate the results of psychological and educational tests into assessment The indicators of psychosocial stress The indicators, dynamics, and impact of exploitation across the lifespan (e.g., financial, immigration status, sexual trafficking) The indicators of traumatic stress and violence Methods used to assess trauma Risk assessment methods The indicators and risk factors of the client’s/client system’s danger to self and others Methods to assess the client’s/client system’s strengths, resources, and challenges (e.g., individual, family, group, organization, community) The indicators of motivation, resistance, and readiness to change Methods to assess motivation, resistance, and readiness to change Methods to assess the client’s/client system’s communication skills Methods to assess the client’s/client system’s coping abilities The indicators of client’s/client system’s strengths and challenges Methods to assess ego strengths The use of the Diagnostic and Statistical Manual of the American Psychiatric Association The indicators of mental and emotional illness throughout the lifespan Biopsychosocial factors related to mental health Biopsychosocial responses to illness and disability Common psychotropic and nonpsychotropic prescriptions and over-thecounter medications and their side effects The indicators of somatization The indicators of feigning illness CONTENT AREAS, COMPETENCIES, AND KSAS  279 Basic medical terminology The indicators of behavioral dysfunction Placement options based on assessed level of care Methods to assess organizational functioning (e.g., agency assessments) Data collection and analysis methods Treatment Planning (Competency) KSAs Methods to involve clients/client systems in intervention planning Cultural considerations in the creation of an intervention plan The criteria used in the selection of intervention/treatment modalities (e.g., client/client system abilities, culture, life stage) The components of intervention, treatment, and service plans Theories of trauma-informed care Methods and approaches to trauma-informed care The impact of immigration, refugee, or undocumented status on service delivery Methods to develop, review, and implement crisis plans Discharge, aftercare, and follow-up planning Techniques used to evaluate a client’s/client system’s progress Methods, techniques, and instruments used to evaluate social work practice The principles and features of objective and subjective data Basic and applied research design and methods Methods to assess reliability and validity in social work research Psychotherapy, Clinical Interventions, and Case Management (Content Area) Therapeutic Relationship (Competency) KSAs The components of the social worker–client/client system relationship The principles and techniques for building and maintaining a helping relationship The dynamics of power and transparency in the social worker–client/ client system relationship The social worker’s role in the problem-solving process Methods to clarify the roles and responsibilities of the social worker and client/client system in the intervention process The concept of acceptance and empathy in the social worker–client/client system relationship 280  APPENDIX A The dynamics of diversity in the social worker–client/client system relationship The effect of the client’s developmental level on the social worker–client relationship The impact of domestic, intimate partner, and other violence on the helping relationship Verbal and nonverbal communication techniques The concept of congruence in communication Methods to obtain and provide feedback The Intervention Process (Competency) KSAs The principles and techniques of interviewing (e.g., supporting, clarifying, focusing, confronting, validating, feedback, reflecting, language differences, use of interpreters, redirecting) The phases of intervention and treatment Problem-solving models and approaches (e.g., brief, solution-focused methods or techniques) The client’s/client system’s role in the problem-solving process Methods to engage and motivate clients/client systems Methods to engage and work with involuntary clients/client systems Limit setting techniques The technique of role play Role modeling techniques Techniques for harm reduction for self and others Methods to teach coping and other self-care skills to clients/client systems Client/client system self-monitoring techniques Methods of conflict resolution Crisis intervention and treatment approaches Anger management techniques Stress management techniques The impact of out-of-home displacement (e.g., natural disaster, homelessness, immigration) on clients/client systems Methods to create, implement, and evaluate policies and procedures that minimize risk for individuals, families, groups, organizations, and communities Psychotherapies Psychoanalytic and psychodynamic approaches Cognitive and behavioral interventions Strengths-based and empowerment strategies and interventions CONTENT AREAS, COMPETENCIES, AND KSAS  281 Client/client system contracting and goal-setting techniques Partializing techniques Assertiveness training Task-centered approaches Psychoeducation methods (e.g., acknowledging, supporting, normalizing) Group work techniques and approaches (e.g., developing and managing group processes and cohesion) Family therapy models, interventions, and approaches Couples interventions and treatment approaches Permanency planning Mindfulness and complementary therapeutic approaches Techniques used for follow-up Time management approaches Community organizing and social planning methods Methods to develop and evaluate measurable objectives for client/client system intervention, treatment, and/or service plans Primary, secondary, and tertiary prevention strategies The indicators of client/client system readiness for termination Service Delivery and Management of Cases (Competency) KSAs The effects of policies, procedures, regulations, and legislation on social work practice and service delivery The impact of the political environment on policy-making Theories and methods of advocacy for policies, services, and resources to meet clients’/client systems’ needs Methods of service delivery The components of case management The principles of case recording, documentation, and management of practice records Methods to establish service networks or community resources Employee ­recruitment, training, retention, performance appraisal, evaluation, and discipline Case recording for practice evaluation or supervision Methods to evaluate agency programs (e.g., needs assessment, formative/ summative assessment, cost-effectiveness, cost-benefit analysis, outcomes assessment) The effects of program evaluation findings on services Quality assurance, including program reviews and audits by external sources 282  APPENDIX A 10 Consultation and Interdisciplinary Collaboration (Competency) KSAs Leadership and management techniques Models of supervision and consultation (e.g., individual, peer, group) Educational components, techniques, and methods of supervision The supervisee’s role in supervision (e.g., identifying learning needs, selfassessment, prioritizing, etc.) Methods to identify learning needs and develop learning objectives for supervisees The elements of client/client system reports The elements of a case presentation The principles and processes for developing formal documents (e.g., proposals, letters, brochures, pamphlets, reports, evaluations) Consultation approaches (e.g., referrals to specialists) Methods of networking The process of interdisciplinary and intradisciplinary team collaboration The basic terminology of professions other than social work (e.g., legal, educational) Techniques to inform and influence organizational and social policy Methods to assess the availability of community resources Techniques for mobilizing community participation Methods to establish program objectives and outcomes Governance structures The relationship between formal and informal power structures in decision making Accreditation and/or licensing requirements Professional Values and Ethics (Content Area) 11 Professional Values and Ethical Issues (Competency) KSAs Legal and/or ethical issues related to the practice of social work, including responsibility to clients/client systems, colleagues, the profession, and society Techniques to identify and resolve ethical dilemmas The client’s/client system’s right to refuse services (e.g., medication, medical treatment, counseling, placement, etc.) Professional boundaries in the social worker–client/client system relationship (e.g., power differences, conflicts of interest, etc.) CONTENT AREAS, COMPETENCIES, AND KSAS  283 Ethical issues related to dual relationships Self-disclosure principles and applications The principles and processes of obtaining informed consent Legal and/or ethical issues regarding documentation Legal and/or ethical issues regarding termination Legal and/or ethical issues related to death and dying Research ethics (e.g., institutional review boards, use of human subjects, informed consent) Ethical issues in supervision and management Methods to create, implement, and evaluate policies and procedures for social worker safety 12 Confidentiality (Competency) KSAs The use of client/client system records Legal and/or ethical issues regarding confidentiality, including electronic information security Legal and/or ethical issues regarding mandatory reporting (e.g., abuse, threat of harm, impaired professionals, etc.) 13 Professional Development and Use of Self (Competency) KSAs Professional values and principles (e.g., competence, social justice, integrity, and dignity and worth of the person) Professional objectivity in the social worker–client/client system relationship Techniques for protecting and enhancing client/client system self-determination Client/client system competence and self-determination (e.g., financial decisions, treatment decisions, emancipation, age of consent, permanency planning) The influence of the social worker’s own values and beliefs on the social worker–client/client system relationship The influence of the social worker’s own values and beliefs on interdisciplinary collaboration The impact of transference and countertransference in the social worker– client/client system relationship The impact of transference and countertransference within supervisory relationships 284  APPENDIX A The components of a safe and positive work environment Social worker self-care principles and techniques Burnout, secondary trauma, and compassion fatigue Evidence-based practice Professional development activities to improve practice and ­maintain ­current professional knowledge (e.g., in-service training, licensing ­requirements, reviews of literature, workshops) Appendix B Learning Styles The following are some suggested techniques for each learning style that can help to fill in content gaps that may exist VISUAL LEARNERS Visual learners learn best through what they see Although lectures can be boring for visual learners, they benefit from the use of diagrams, PowerPoint slides, and charts QQ Use colored highlighters to draw attention to key terms QQ Develop outlines or take notes on the concepts QQ Write talking points for each of the Knowledge, Skills, and Abilities (KSAs) on separate white index cards QQ Create a coding schema of symbols and write them next to material and terms that require further study QQ Study in an environment that is away from visual distractions such as television, people moving around, or clutter AUDITORY LEARNERS Auditory learners learn best through what they hear They may have difficulty remembering material, but can easily recall it if it is read to them 286  APPENDIX B QQ Tape-record yourself summarizing the material as you are studying it—listen to your notes as a way to reinforce what you read QQ Have a study partner explain the relevant concepts and terms related to the KSAs QQ Read the text aloud if you are having trouble remembering it QQ Find free podcasts or YouTube videos on the Internet on the content areas that are short and easy to understand to assist with learning QQ Talk to yourself about the content as you study, emphasizing what is important to remember related to each KSA KINESTHETIC OR HANDS-ON LEARNERS Kinesthetic learners learn through tactile approaches aimed at experiencing or doing They need physical activities as a foundation for instruction QQ Make flashcards on material because writing it down will assist with remembering the content QQ Use as many different senses as possible when studying—read material when you are on your treadmill, use highlighters, talk aloud about content, and/or listen to a study partner QQ Develop mnemonic devices to aid in information retention (e.g., EAPIET or EAt PIE Today is a great way to remember the social work problem-solving process [Engaging, Assessing, Planning, Intervening, Evaluating, and Terminating]) QQ Write QQ Ask notes and important terms in the margins a study partner to quiz you on material—turn it into a game and see how many KSAs you can discuss or how long you can talk about a content area before running out of material ... needed to “pass” using ASWB standards cannot be determined Share Social Work ASWB Clinical Practice Test: 170 Questions to Identify Knowledge Gaps Practice Test 170- Question Diagnostic Practice Test. .. inspire me to be a better person Contents Introduction Recommendations for Using This Practice Test Share Social Work ASWB Clinical Practice Test: 170 Questions to Identify Knowledge Gaps 170- Question... graduate social work programs and has extensive direct practice, policy, and management experience in the social work field Social Work ASWB Clinical Practice Test 170 Questions to Identify Knowledge