Four Steps to Passing the Social Work Exam

You can pass the social work licensing exam. It's just a matter of time, effort, and a little bit of luck. Thousands pass the exam each year. There's no reason you can't join them.

Here are four steps to take to get there with confidence:

• Face forward. Exam prep is going to eat up some of what used to be free time or time spent on other activities. For a while, you'll have to set aside some things in order to focus and get where you're going: social work licensure.  
• Prepare. Getting ready for the exam looks different for different people. For most, practice tests are the best way to assess your skills, build your test-taking know-how, and deepen your knowledge of exam content all at once. Some like to supplement with study groups, reading, audio, etc. Whatever path you choose, the challenge is straightforward: there's material to learn, there's a big test to take. 
• Keep cool. Anxiety can get in the way of good test-taking, no matter how well-prepared you are. As part of your preparation, read up on evidence-based practice for reducing anxiety...and put it to use. Of course you're going to be amped up on exam day. The goal is to put those nerves to use--to help focus, not overwhelm you. You know what works for you. Do more of it!
• Visualize success. What's it going to be like when you pass the exam? Who will you tell? How do you hope they'll react? What reward will you treat yourself to once the exam-taking process is don? Picture it. 

All that's left to do:  Go in...and pass that exam. 

Congratulations in advance!

How NOT to Pass the California Law & Ethics Exam

So before I dive into the post about how I studied differently to pass the California Law & Ethics exam (LCLE) the second time, let’s first touch upon why I think I failed the first time.

I studied while at home taking care of my second baby and kind of rushed to take the LCLE exam before I went back to my hospice job when he was two months old, but really, the reason why I failed the LCLE I took in February of 2016 is because it was harder than I expected. 

To study, I had reviewed the Law & Ethics online courses I took from the California NASW (the content as well as the mid-course and end-course quizzes), I read through the NASW Code of Ethics, and I took the Law & Ethics SWTP practice exam.  Everything I read through I sort of assessed with a “Yes, ok, sure, I understand” kind of attitude.

Looking back, I have a couple memories of taking my baby on a walk to a local boba tea shop and then almost casually leafing through my printouts of the CA NASW course material – and basically flipping through the Code of Ethics booklet while waiting in the car to pick up my older son – and knowing what I know now, it’s hysterical!  I want to shake myself and say “You fool!  This style of preparation is not adequate!”

Plus, when I would take the SWTP LCLE practice exam a second or third time (trying to go over content again, as well as practicing answering test questions in a timed exam experience), I would easily remember what the right answer was from when I reviewed my wrong answers the first time.  So I learned the right answer to that question, but I didn’t really learn the important concept or the nuance to the question.

On the day of the test, I learned that the LCLE questions were longer than expected – I didn’t manage my time well. I had finished the practice exam with plenty of time to spare, so I was overconfident about my time.

The questions were also harder than expected – just to give one example, let’s imagine there’s a question about a new teenage client of yours reporting an episode of sexual abuse from her previous therapist.  There are so many layers to a question like this! 

•       You have to think about if this is a situation where you keep confidentiality or break confidentiality—would you have to report it, or would you encourage her to report it? 
•       If you report, would it be to the police or to the state licensing board or somewhere else? 
•       If sexual assault is a crime that takes away the victim’s own power and control, do you help give that sense of power and control back to your client and let her make the decision about reporting this or not? 
•       How much impact does the client’s specific age make?  Does it make a difference that she’s a minor?
•       How much does it matter that the alleged perpetrator is a therapist? 
•       How much does it matter if the alleged perpetrator has continued access to minors? 
•       Which factor is the most important piece that you have to think about here? 
•       Does that California-specific brochure, aptly named “Professional Therapy Never Includes Sex,” get given out in this instance? 

(... Y’all, I was not prepared for these types of questions.)

Generally, quite a few of the answers seemed to have two right answers, and I had a hard time narrowing them down.  I marked some that I answered but was unsure of, and I also had a list of the unanswered ones that I had skipped.  At the end, I went through all of the marked/unanswered questions – I answered the unanswered ones – and I changed some of the marked but answered ones.

So yes, you can see, this was not a recipe for success.  BUT!  I was successful in the second go around of the LCLE, so come back to read more about that.

Ethics and Sex, Part 2

Part 1 of this topic touched upon the reasons why sexual contact between therapist and patient is harmful, and covered the standards in the Code of Ethics that dictate proper sexual behavior between therapist and patient.

There are additional guidelines for sexual contact with colleagues:  

The Code prohibits sexual contact with a colleague who is your supervisee, student, trainee, or anyone else over whom you have authority (standard 2.07[a]). 

It’s advised against having a sexual relationship with other colleagues if there is any potential for conflict of interest (standard 2.07[b]). 

Sexual harassment between colleagues is also prohibited (standard 2.08).

How should you go about answering exam questions about sexual content?

If there is a question on the exam about you as the therapist having romantic or sexual feelings for a client, obviously don’t select answers that involve you acting on your feelings. 

However, the correct answer usually isn’t to terminate immediately, either.  You can’t realistically terminate everyone to whom you feel attraction.  

Sometimes the best answer on the test includes talking about the sexual/romantic attraction with the client.  However, the “best-best” answer usually involves seeking consultation with a colleague to process your feelings.

Specifically for California test-takers, if you learn someone has previously had a sexual relationship with their therapist, you should give them the booklet entitled Professional Therapy Never Includes Sex.

Also important to note -- If you learn that a minor client has had sexual contact with their therapist, that is a mandated report of child abuse.

The booklet states that “A national study revealed that probably fewer than 10 percent of all therapists have had sexual contact with their patients,” though it does not give a citation for that study.  Anyone know it? 

Regardless, any number of therapists having sexual contact with clients is too many, and up to 10% is an astonishingly large number.  So although this topic may seem obvious, it bears reminding – don’t do it!

Ethics and Sex, Part 1

Focusing in on ethics for the short-term.  One common topic on both the ASWB Clinical exam and the BBS Law & Ethics exam is sex.

The very first thing discussed in the Code of Ethics is that we as social workers have a “primary responsibility to promote the well-being of clients” (standard 1.01). 

Engaging in a sexual relationship with a client is unethical because it gets in the way of promoting that very well-being.  For a pretty thorough description of the ways clients can be harmed via sexual contact with their therapist, check out Kenneth S. Pope’s article, “Sex Between Therapists and Clients.”

Image Credit Kate McHugh Akbar

The Code of Ethics spells it out pretty clearly.  Paraphrased below:

Don’t have a sexual relationship with current client, either consensual or nonconsensual (standard 1.09[a]).

Don’t have a sexual relationship with clients’ relatives or friends when there is a risk of exploitation/potential harm to the client.  This type of relationship could be harmful to the client and difficult for the social worker to maintain appropriate professional boundaries (standard 1.09[b]).

Don’t have a sexual relationship with a former client.  Again, even though the therapeutic relationship has been terminated, there is remaining potential for a sexual relationship to be emotionally harmful to the client (standard 1.09[c]).

You also shouldn’t treat people with whom you used to have a sexual relationship.   Even though the therapy is in the past, same reasons: It can be harmful to them and hard to maintain appropriate professional boundaries (standard 1.09[d]). 

Also, don’t terminate with a client in order to pursue a sexual relationship (standard 1.16[d]).

Related—don’t sexually harass clients (standard 1.11). 

Be careful about physical contact—don’t do it when there’s potential for harm, and it’s the social worker’s responsibility to discuss appropriate boundaries (standard 1.10).

Part 2 of this topic will cover a few more standards relating to sexual contact between colleagues, and also discuss how to answer questions about sexual relationships on the exam.

Why Social Work?

March is Social Work Month, and World Social Work Day 2016 is on March 15th.  So yes, that means that today is basically the most social work-y day of the year.  To celebrate that, let’s continue the discussion from yesterday and reflect: why did we choose social work?

While in college, I discovered an Intro to Psychological Services class, read the course description about different services in the mental health field, and knew that this class (and the accompanying major) was the right one for me. 

Encouraged by my major advisor, I began volunteering at the local domestic violence shelter.  What started as one volunteer shift per week operating the shelter’s hotline evolved into a part-time job my last year of college in which I worked 12-hour overnight shifts at the shelter. 

I also had a practicum internship at an adoption agency where I was able to observe counselors working with pregnant mothers as well as potential adoptive families, and I myself got some direct experience answering the expectant parent hotline.

Those experiences enabled me to confirm my desire to be a part of the social services field.  At that point, however, I was undecided between a graduate program for counseling or social work so after college I sought work experience that would help me decide.   

Image Credit Kate McHugh Akbar

I spent two years working as a sexual assault prevention/intervention counselor at a rape crisis center.  I really enjoyed the work, which included providing individual peer counseling to survivors as well as being an advocate for survivors going through the forensic medical, criminal justice, and legal process.  It felt extremely rewarding to be present for someone undergoing a lot of trauma and pain, and to be able to make an impact during one of the most challenging parts of their lives.

We also provided very comprehensive prevention services to youth in schools as well as the general community.  Prevention was about education: talking about gender role socialization as well as the societal issues that correlate with abuse and assault, with the ultimate goal being to change attitudes. We taught that sexual assault is a crime motivated by power and control, where sex is used as the weapon. 

During this time, I compared counseling and social work grad programs.  I went to several academic open houses and spoke to dozens of current students and graduates of different programs.  I also re-read Reviving Ophelia, 11 years after I read it the first time.

Through this process, I realized that in addition to being fascinated by the counseling case studies, now I also had a desire to study the issues affecting young women from the prevention and policy viewpoint.  I wanted to be engaged holistically in the lives of the people that I worked with: seeing them as individuals, as a part of the whole community, and by looking at the community’s practices and issues as well.

Professionally, I felt the best when I was not only assisting survivors after the assault, through counseling, medical advocacy, and legal advocacy, but also engaging in the social environment to try to change attitudes and possibly decrease future instances of sexual assault.  

That is how I knew social work was the best career choice for me—it would set me up to be able to continue to do a variety of different types of fulfilling, empowering work.  I’m now five years post-masters and continue to feel satisfied being in the social work field.

Image Credit Kate McHugh Akbar

Happy Social Work Month – and Happy World Social Work Day!