1. Schedule your time to focus on studying.

2. Don’t blow off sleep.

3. Shut down social networking and gaming.

4. Don’t blow off eating.

5. Try rewriting or summarizing your notes & chapters.

1. Stop fantasising

2. Start committing

3. Start starting

4. Visualise process NOT outcome

5. Avoid the what-the-hell effect

6. Sidestep procrastination

7. Shifting focus

8. Reject robotic behaviour

9. Forget the goal, what’s the aim?

10. [...]]]> Trying to pass the exam? Here’s a researched-based how-to from PsyBlog.  Eleven bullets (described on the site):

1. Stop fantasising

2. Start committing

3. Start starting

4. Visualise process NOT outcome

5. Avoid the what-the-hell effect

6. Sidestep procrastination

7. Shifting focus

8. Reject robotic behaviour

9. Forget the goal, what’s the aim?

10. Know when to stop

11. If-then plans

Among the students with the lowest levels of academic performance, “below basic” and “far below basic,” the meditating students showed a significant improvement in overall academic achievement compared to students in the control group, which showed only a slight gain.

Be sure to put a best way to contact you in your comment.  (Putting your email in the email form doesn’t make it show up in comments–you have to write it again!)

Good luck all.

It turns out that toddlers are not the only ones who do better after an afternoon nap. New research has found that young adults who slept for 90 minutes after lunch raised their learning power, their memory apparently primed to absorb new [...]]]> Sleep your way toward social work licensure.  From the New York Times:

It turns out that toddlers are not the only ones who do better after an afternoon nap. New research has found that young adults who slept for 90 minutes after lunch raised their learning power, their memory apparently primed to absorb new facts.

Other studies have indicated that sleep helps consolidate memories after cramming, but the new study suggests that sleep can actually restore the ability to learn…

This course is designed to assist social workers in understanding the overall licensing process, i.e. the basic requirements and timeframes for obtaining a Licensed Clinical Social Worker (LCSW) license in California. California’s licensing process has [...]]]> From my inbox:  a free NASW course, “How do I obtain a LCSW in California?” is available here.  Description:

This course is designed to assist social workers in understanding the overall licensing process, i.e. the basic requirements and timeframes for obtaining a Licensed Clinical Social Worker (LCSW) license in California. California’s licensing process has been described at lengthy, complex and demanding. According to statistics, over 50% of applicants drop out before completing the process. Consequently, this course recommends strategies to help applicants (a) avoid the most common pitfalls, (b) decrease frustration and delays, and (c) increase the likelihood of being successful. The content also includes a section for licensed social workers from other states who want to become licensed in California.

Non-Californians, if you have links to similar courses, let me know and I’ll happily post them.

* The recommendation of new categories for learning disorders and a [...]]]> Here’s what’s coming ’round the mountain. Posting today at dsmv.org, a new draft of the DSM. Don’t worry, it’s not on the test till it’s out of draft and between shiny covers. But, FYI, here’s a little bit of what’s new:

* The recommendation of new categories for learning disorders and a single diagnostic category, “autism spectrum disorders” that will incorporate the current diagnoses of autistic disorder, Asperger’s disorder, childhood disintegrative disorder and pervasive developmental disorder (not otherwise specified). Work group members have also recommended that the diagnostic term “mental retardation” be changed to “intellectual disability,” bringing the DSM criteria into alignment with terminology used by other disciplines.

* Eliminating the current categories substance abuse and dependence, replacing them with the new category “addiction and related disorders.” This will include substance use disorders, with each drug identified in its own category.

* Eliminating the category of dependence will better differentiate between the compulsive drug-seeking behavior of addiction and normal responses of tolerance and withdrawal that some patients experience when using prescribed medications that affect the central nervous system.

* Creating a new category of “behavioral addictions,” in which gambling will be the sole disorder. Internet addiction was considered for this category, but work group members decided there was insufficient research data to do so, so they recommended it be included in the manual’s appendix instead, with a goal of encouraging additional study.

* New suicide scales for adults and adolescents to help clinicians identify those individuals most at risk, with a goal of enhancing interventions across a broad range of mental disorders; the scales include research-based criteria such as impulsive behavior and heavy drinking in teens.

* Consideration of a new “risk syndromes” category, with information to help clinicians identify earlier stages of some serious mental disorders, such as neurocognitive disorder (dementia) and psychosis.

* A proposed new diagnostic category, temper dysregulation with dysphoria (TDD), within the Mood Disorders section of the manual. The new criteria are based on a decade of research on severe mood dysregulation, and may help clinicians better differentiate children with these symptoms from those with bipolar disorder or oppositional defiant disorder.

* New recognition of binge eating disorder and improved criteria for anorexia nervosa and bulimia nervosa, as well as recommended changes in the definitions of some eating disorders now described as beginning in infancy and childhood to emphasize that they may also develop in older individuals.

• A page of links to Free Practice Tests (from AATBS, BTA, Gerry Grossman, and the like).

• Help getting through the exam from [...]]]> Welcome, glad you found the site.  The mission here:  To help get you through the social work licensing exam process.  Among the many features, some favorites:

• A page of links to Free Practice Tests (from AATBS, BTA, Gerry Grossman, and the like).

• Help getting through the exam from an Exam Prep Tutor.

• Dozens of blog posts including quizzes, links to test-prep audio, flash cards, and lots more.

Please feel free to write with any questions.  Good luck preparing for the exam!