- Social Justice
- Dignity and Worth of the Person
- Importance of Human Relationships
For further review: The NASW Code of Ethics, and, perhaps, Social Work Values and Ethics.
A blog for those who are taking or considering taking the National Social Worker Clinical Exam.
Reaching the point of taking the LCSW exam is a mixed blessing at best. It means that you have met the requisite hours of practice and supervision, which is a testament to your tenacity and clinical abilities. It also means that a new chapter of studying and anxiety is opened as you prepare to add four new letters behind your name and take a timed test that covers a broad range of topics.
From time to time I will receive emails from people who are preparing to take the exam or who have taken it and not passed. Inevitably, these emails include some request for advice about how to study or prepare for the exam. So, I thought I would cull the advice I have given over the past year or two into one post.
I am not doing this so that you will no longer email me. I do the best I can to respond to each one that I receive. I also know that I will not cover every anxiety or frustration with one post, but for those who like lists and things in a neat little package here are my tips for passing the exam.
So, there you have it. These five tips helped me put the exam in what I felt was the proper perspective. To be sure, I studied hard and often. However, I was not about to let the exam dictate how I felt about my abilities to practice as a clinical social worker. I merely thought of it as one more step on an already long and most completed journey, a step that affirmed what I already knew from experience. Namely, that I was a good social worker and that I could practice effectively, ethically and compassionately.
Systems Perspective (chart, p. 42)
A key term in the systems perspective is Role, which is described as the behaviors that a person assumes as a part of a particular social position.
Conflict Perspective (chart, p. 45)
Rational Choice Perspective (chart, p. 47)
Social Constructionist Perspective (chart, p. 51)
Social constructionist positions seem to occupy a majority of the thought in philosophical and therapeutic realms that embrace postmodernity. It has a close relationship with contextualism and is helpful in narrative forms of therapy.
Psychodynamic Perspective (chart, p. 53)
Developmental Perspective (chart, p. 55)
Behavioral Perspective (chart, p. 57)
Several key terms function in this perspective. First, Classical Conditioning Theory (Pavlov), uses the relationship of conditioned and unconditioned stimulus to describe the reasons for a particular behavior. Second, Operant Conditioning Theory (Skinner, Watson), uses reinforcement as the primary motivator for behavior. Finally, Cognitive Social Learning Theory (Bandura), uses imitation and cognitive processing as the primary motivators in developing a behavior.
Humanistic Perspective (chart, p. 59)
The humanistic perspective has its roots in philosophy and grew through existentialism (Kierkegaard, Nietzche, Camus, Buber, Tillich). Rogerian therapeutic paradigms are probably the quintessential example of the humanistic perspective. Maslow’s work also fits into this perspective.
For the purpose of assessment, these eight perspectives provide an introduction to the possible forms of information that one can gather about an individual’s situation and self. I have to believe that no one can use one perspective exclusively. Therefore, it is necessary to understand the basics of each so that we can utilize their features and theories when particular forms of information appear. Furthermore, while we do not operate out of one perspective totally, we often favor one perspective over others. In order to best serve our clients it is necessary to realize our perspectives and their biases.
Obsessions consist of the repetition of distressing thoughts, impulses, ideas or images.
Compulsions are repetitive behaviors or mental acts that are intended to quell the anxiety of the obsession.
Theoretical risk factors