What’s your background?  What do you do now?

I am a Marriage Family Therapist and have been licensed [...]]]> Gerry Grossman is the founder of Gerry Grossman Seminars, one of the small handful of well-respected exam-prep companies. He talked to SWTP via email about how he came to be who he is and what the company offers.

What’s your background?  What do you do now?

I am a Marriage Family Therapist and have been licensed for 25 years. My clinical training primarily focused on working with families and young children. For a number of years as an intern and then as a newly licensed therapist, I worked in a therapeutic pre-school with children who were severely emotionally disturbed or had significant behavioral issues. For the past 26 years, I’ve been conducting an enrichment group at various pre-schools in which I advanced emotional literacy by talking about various feeling states. Children draw pictures of themselves, their families and depict stories that address the feelings that we are discussing. I’m also a trained hypnotherapist and have hypnotized thousands of people, primarily as it relates to the examination process.

When I was preparing for my MFT exam, I was dissatisfied with the nature of the examination services available to me at that time and felt that I could do a better job in meeting the individual needs of students in a more related way that when was offered to me. Over the past 25 years, Gerry Grossman Seminars has trained thousands of therapists for their licensing exams and we provide licensees with live CE presentations as well as educational materials that can be purchased for independent study.

We started training LCSW candidates for their licensing exams eight years ago. Historically, LCSW examinees have not had a high passing rate on their exams. In particular, I remember going to a BBS meeting and it was stated that only 32% of LCSW written candidates had passed their exam that round. LCSW candidates were coming to us out of their frustration and because their MFT colleagues were very satisfied with the services we provide. Initially, I began to tutor LCSWs for their licensing exam. I was struck by the significant overlap between the exams as well as some of the differences. It was my firm belief that if LCSW candidates utilized the comprehensive methodology that is characteristic of our training that they would too pass their exams at the same high rates as our MFT candidates. This has proven to be the case as we have over a 90% passing rate with our LCSW candidates during the last round of the examinations June 1-November 30, 2009.

Currently, we offer a 21 hour LCSW-specific course for Standard Written Exam and a 22 hour LCSW-specific Clinical Vignette Exam. These classes are being offered in Los Angeles, Burlingame, and San Clemente.

We’ve worked very diligently in developing our LCSW specific material:  We have a book on Biopsychosocial Assessment, as well as a book on Resource Coordination.  Additionally we have audio presentations on both these topics.  We have LCSW-specific law and ethic flash cards.

A very important component of our program is the experiential learning that occurs on our test banks. We have LCSW-specific test banks for both the Standard Written and Clinical Vignette exams. Currently we have 6 complete practice exams online for the Written test bank and 8 complete practice exams for the Clinical Vignette.

For the Standard Written Exam, treatment planning and treatment represents 51% of the exam and we are well positioned with the materials we provide. We have theory flash cards, a theoretical comparison chart, audio presentations on Object Relations, Bowen, Experiential, Structural, Cognitive Behavioral, Strategic, Gestalt, Solution Focused and Narrative.

How do you go about writing sample questions? How do you keep tabs on the real exam as it changes over time?

We base our curriculum on the LCSW Standard Written and Clinical Vignette Candidate Handbooks. In a very thorough and methodical manner, we have gone through every item that is in these documents and first created education materials that reflect each behavioral anchor and then once we have developed the materials, base questions off of them. I was heartened by one candidate who called up during his studying process and realized that the progression of our biopsychosocial book mirrored the sequence of the BBS knowledge statements. Although specific exam questions change in each six month period, the objectives of the exam and the percentage emphasis that the exam is testing for remains the same. The exam significantly changes when there is a new occupational analysis a process that occurs between every 5 and 7 years.

A last question:  How do you expect the DSM-V rollout will affect the exam–will the BBS rework all its test questions immediately…will GGS?

In the past, when the DSM-III-R was changed to the DSM-IV, it took the BBS a considerable amount of time to implement new questions.  So I would predict that the change won’t be immediate.  Also, please keep in mind that the DSM-V is scheduled to be released in 2013, so we’ve got lots of time to do other things.

Find Gerry Grossman Seminars on the web: GerryGrossman.com.

SocialWorkExam.com has reduced the price of it’s Social Work Study Gude for the National Exam bout (PDF) and paperback version by $20 for this month.

Here’s what you get, section by section:

SECTION 1: TEST CONSTRUCTION

SECTION 2: SCHOOLS OF PSYCHOTHERAPY

SECTION 3: HUMAN DEVELOPMENT

SECTION 4: THE DSM AND MENTAL HEALTH

SECTION 5: ETHICS ETHICAL CODES

SECTION 6: DIVERSITY

SECTION 7: [...]]]> From my inbox…to you:

SocialWorkExam.com has reduced the price of it’s Social Work Study Gude for the National Exam bout (PDF) and paperback version by $20 for this month.

Here’s what you get, section by section:

SECTION 1: TEST CONSTRUCTION

SECTION 2: SCHOOLS OF PSYCHOTHERAPY

SECTION 3: HUMAN DEVELOPMENT

SECTION 4: THE DSM AND MENTAL HEALTH

SECTION 5: ETHICS ETHICAL CODES

SECTION 6: DIVERSITY

SECTION 7: GROUP THERAPY

SECTION 8: PROFESSIONAL TOPICS

SECTION 9: RESEARCH

SECTION 10: SUPERVISION/MANAGEMENT/HEALTHCARE

SECTION 11: SAMPLE EXAMS

SECTION 12: DEFINITIONS/TERMS

Enjoy.

1.10 Physical Contact

Social workers should not engage in physical contact with clients when there is a possibility of psychological harm to the client as a result of the contact (such as cradling or caressing clients). Social workers [...]]]> You may get a “hug” question on the social work exam.  Let the Code of Ethics be your guide:

1.10 Physical Contact

Social workers should not engage in physical contact with clients when there is a possibility of psychological harm to the client as a result of the contact (such as cradling or caressing clients). Social workers who engage in appropriate physical contact with clients are responsible for setting clear, appropriate, and culturally sensitive boundaries that govern such physical contact.

So for those using AATBS TESTmaster and accompanying materials, I certainly struggled to make sense of what my testmaster scores meant in terms of the actual Clinical licensing test. Here’s what I have to pass on: I studied for probably about 4 full days, took 5 of [...]]]> Congratulations Kel, who posted this in comments:

So for those using AATBS TESTmaster and accompanying materials, I certainly struggled to make sense of what my testmaster scores meant in terms of the actual Clinical licensing test. Here’s what I have to pass on: I studied for probably about 4 full days, took 5 of the TESTmaster tests, with scores that ranged from 57%-68% (first attempt only). So needless to say, despite what others had said, I was extremely nervous about taking the actual exam. However, I am pleased to report that I did FAR better on the actual exam in terms of percentage – I passed easily with a significant margin, with a score in the 80’s on the actual exam. So for those struggling with TESTmaster, it’s great preparation, but the questions rely FAR less on actual information and facts (and randomness), and are generally easier. That said, given the trickiness of this exam, I wasn’t very confident while taking it, and was shocked with my result.

Best luck to all – and don’t be like me and stress out too much!

Have a success story?  Other test-prep advice?  Share it!

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 [...]]]> 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…

While it is true that suicide was not a leading cause of death for African Americans 40 years ago, today it is the third leading cause of deaths among African Americans 15 – 24 years of age. So why [...]]]> A new Social Work Podcast is up–Suicide and Black American Males: Interview with Sean Joe, Ph.D. Described:

While it is true that suicide was not a leading cause of death for African Americans 40 years ago, today it is the third leading cause of deaths among African Americans 15 – 24 years of age. So why Black American Males specifically? Well, among all racial and ethnic groups, the suicide rate is lowest among Black American females. Given that Black American males, particularly youth, are over-represented in social services, social workers need to be aware of the risk for suicide, and prepared to provide potentially life-saving services. One thing that makes social workers professionals is that we are trained to see things that others do not. Most of us have not been trained to see suicide as an important issue in the Black American community. It is my hope that after hearing today’s guest, Dr. Sean Joe from the University of Michigan, you will be more likely to see suicide among Black American males as an important clinical and programmatic issue.

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 [...]]]> 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.

(a) Social workers should engage in social and political action that seeks to ensure that all people have equal access to the resources, employment, services, and opportunities they require to meet their basic human needs and to develop fully. [...]]]> For your Presidents Day review, section 6.04 of the NASW’s Code of Ethics, “Social and Political Action.”

(a) Social workers should engage in social and political action that seeks to ensure that all people have equal access to the resources, employment, services, and opportunities they require to meet their basic human needs and to develop fully. Social workers should be aware of the impact of the political arena on practice and should advocate for changes in policy and legislation to improve social conditions in order to meet basic human needs and promote social justice.

(b) Social workers should act to expand choice and opportunity for all people, with special regard for vulnerable, disadvantaged, oppressed, and exploited people and groups.

(c) Social workers should promote conditions that encourage respect for cultural and social diversity within the United States and globally. Social workers should promote policies and practices that demonstrate respect for difference, support the expansion of cultural knowledge and resources, advocate for programs and institutions that demonstrate cultural competence, and promote policies that safeguard the rights of and confirm equity and social justice for all people.

(d) Social workers should act to prevent and eliminate domination of, exploitation of, and discrimination against any person, group, or class on the basis of race, ethnicity, national origin, color, sex, sexual orientation, gender identity or expression, age, marital status, political belief, religion, immigration status, or mental or physical disability.

* The recommendation of new categories for learning disorders and [...]]]> 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.