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  1. 1During a session, a client tells a social worker that he plans to stab a named coworker tomorrow and describes where he has hidden the knife. The social worker decides that disclosure is necessary to prevent the harm. Under the NASW Code of Ethics, how much confidential information should the social worker disclose?

    1. A. Only the information the client agrees in advance may be shared with outside parties
    2. B. The complete case record, so responders can understand the client's full history
    3. C. The least amount needed, limited to what is directly relevant to preventing the harm
    4. D. All information gathered since intake that relates to the client's anger or violence

    Answer: C

    Explanation: Standard 1.07(c) states that confidentiality "does not apply when disclosure is necessary to prevent serious, foreseeable, and imminent harm to a client or others" and that "social workers should disclose the least amount of confidential information necessary to achieve the desired purpose; only information that is directly relevant to the purpose for which the disclosure is made should be revealed." The full record or all anger-related history exceeds what is needed, and requiring the client's prior agreement ignores that this exception applies without consent.

    Source: NASW Code of Ethics: Social Workers' Ethical Responsibilities to Clients — Standard 1.07(c), Privacy and Confidentiality

  2. 2A hospital social worker explains to new staff why discharge planning must look beyond a patient's diagnosis. According to Healthy People 2030, what are social determinants of health (SDOH)?

    1. A. Inherited genetic traits that set a person's baseline risk for chronic disease
    2. B. Conditions in the environments where people are born, live, learn, work, and age
    3. C. Personal lifestyle choices, such as diet and exercise, that people make each day
    4. D. The quality and technical accuracy of the medical treatment patients receive

    Answer: B

    Explanation: Healthy People 2030 defines SDOH as "the conditions in the environments where people are born, live, learn, work, play, worship, and age that affect a wide range of health, functioning, and quality-of-life outcomes and risks." Genetics, individual choices, and the technical quality of treatment are not what the term describes.

    Source: Social Determinants of Health (Healthy People 2030, HHS Office of Disease Prevention and Health Promotion) — What are social determinants of health?

  3. 3A social worker reviewing the person-centered roots of motivational interviewing wants to explain to an intern why the relationship itself helps clients change. According to SAMHSA's TIP 35, which counselor conditions did Carl Rogers identify as critical for client change?

    1. A. Directive advice, firm confrontation, and clear consequences for noncompliance
    2. B. Genuineness and warmth, unconditional positive regard, and accurate empathy
    3. C. Detailed history taking, standardized testing, and a formal diagnosis
    4. D. Professional distance, neutrality, and limited emotional responsiveness

    Answer: B

    Explanation: TIP 35 explains that motivational interviewing is linked to Rogers's theory of the critical conditions for change, which "states that clients change when they are engaged in a therapeutic relationship in which the counselor is genuine and warm, expresses unconditional positive regard, and displays accurate empathy". Confrontation, diagnostic procedures, or emotional distance are not these relational conditions.

    Source: TIP 35: Enhancing Motivation for Change in Substance Use Disorder Treatment (SAMHSA, 2019) — Chapter 3, Principles of Person-Centered Counseling

  4. 4At intake, a social worker explains to a new client how the worker's duties to society and to the law relate to the client's interests. According to the NASW Code of Ethics, what should clients be told about a legal duty such as reporting child abuse?

    1. A. Nothing yet, so that clients will speak freely during the assessment sessions
    2. B. Legal obligations may, on limited occasions, supersede the loyalty owed to them
    3. C. That the duty will be explained only if a report later becomes necessary
    4. D. That their interests stay primary even when the law requires a report

    Answer: B

    Explanation: Standard 1.01 states that clients' interests are generally primary, but that the social worker's responsibility to the larger society or specific legal obligations "may, on limited occasions, supersede the loyalty owed clients, and clients should be so advised." The Code gives the example of a legal duty to report child abuse. Withholding or postponing this information, or promising that the client's interests always prevail, contradicts the requirement that clients be advised.

    Source: NASW Code of Ethics: Social Workers' Ethical Responsibilities to Clients — Standard 1.01, Commitment to Clients

  5. 5During an assessment, a social worker notes that a low-income family lives beside a polluting industrial site, lacks safe sidewalks, and has no reliable transportation to the clinic. Under the Healthy People 2030 framework, these factors belong mainly to which SDOH domain?

    1. A. Economic Stability
    2. B. Social and Community Context
    3. C. Education Access and Quality
    4. D. Neighborhood and Built Environment

    Answer: D

    Explanation: Healthy People 2030 groups SDOH into five domains, including "Neighborhood and Built Environment," and gives examples such as "Safe housing, transportation, and neighborhoods" and "Polluted air and water." Pollution near the home, unsafe streets, and transportation barriers are features of the physical environment where the family lives rather than of income, education, or social relationships.

    Source: Social Determinants of Health (Healthy People 2030, HHS Office of Disease Prevention and Health Promotion) — SDOH can be grouped into 5 domains

  6. 6In an early session, a social worker listens closely, asks about how the client sees her own situation, and checks whether she has understood the client's feelings correctly. According to SAMHSA's TIP 35, which component of acceptance in motivational interviewing does this behavior demonstrate?

    1. A. Absolute worth
    2. B. Autonomy support
    3. C. Affirmation
    4. D. Accurate empathy

    Answer: D

    Explanation: TIP 35 lists four components of acceptance and defines "Accurate empathy: An active interest in, and an effort to understand, the client’s internal perspective" conveyed through curiosity and reflective listening. Absolute worth is prizing the client's inherent worth, autonomy support honors self-direction, and affirmation acknowledges the client's values and strengths.

    Source: TIP 35: Enhancing Motivation for Change in Substance Use Disorder Treatment (SAMHSA, 2019) — Chapter 3, The Spirit of MI: Acceptance

  7. 7A social worker learns that a colleague has been mentioning clients' names during casual conversations at community events. A conversation with the colleague is feasible and appears likely to be productive. Under the NASW Code of Ethics, what should the social worker do FIRST?

    1. A. Report the colleague's conduct to the agency's executive director
    2. B. File a complaint with the state licensing board without delay
    3. C. Notify the colleague's clients that their privacy was compromised
    4. D. Discuss the concerns directly with the colleague to seek resolution

    Answer: D

    Explanation: Standard 2.10(c) states that social workers who believe a colleague has acted unethically "should seek resolution by discussing their concerns with the colleague when feasible and when such discussion is likely to be productive." Under 2.10(d), formal channels such as a licensing board are for situations where they are needed after other efforts, so they are not the first step here, and contacting the colleague's clients is not the resolution process the Code describes.

    Source: NASW Code of Ethics: Social Workers' Ethical Responsibilities to Colleagues — Standard 2.10(c), Unethical Conduct of Colleagues

  8. 8A county health coalition plans to reduce diabetes rates in a poor neighborhood mainly through classes urging residents to eat healthier foods. A social worker on the coalition cites Healthy People 2030. What does that source say is needed to eliminate such health disparities?

    1. A. Action to improve the conditions in people's environments, beyond promoting healthy choices
    2. B. More intensive education campaigns, since disparities stem mainly from a lack of information
    3. C. Individual counseling sessions that strengthen residents' motivation to change their habits
    4. D. Expanded medical screening, since disparities mostly reflect undetected chronic disease

    Answer: A

    Explanation: Healthy People 2030 states: "Just promoting healthy choices won't eliminate these and other health disparities. Instead, public health organizations and their partners in sectors like education, transportation, and housing need to take action to improve the conditions in people's environments." Education, counseling, or screening alone do not address the upstream conditions that drive disparities.

    Source: Social Determinants of Health (Healthy People 2030, HHS Office of Disease Prevention and Health Promotion) — SDOH and health disparities

  9. 9A client asks a new social worker to "just tell me what to do" about his drinking. The social worker wants to clarify roles in the problem-solving process. According to SAMHSA's TIP 35, how should the roles of counselor and client be understood?

    1. A. As a partnership that develops goals and strategies jointly, with the client responsible for change
    2. B. As an expert-led process in which the counselor sets the goals and the client is expected to follow the plan
    3. C. As a process the client manages alone, with the counselor only documenting progress
    4. D. As a referral process in which the counselor's role ends once services are identified

    Answer: A

    Explanation: TIP 35 explains that "treatment usually entails a partnership in which you and the client agree on treatment goals and together develop strategies to meet those goals." It adds that the client is an active participant in planning and that "The client has ultimate responsibility for making changes." The counselor neither dictates the plan nor steps away from the process.

    Source: TIP 35: Enhancing Motivation for Change in Substance Use Disorder Treatment (SAMHSA, 2019) — Chapter 2, Motivation and person-centered care

  10. 10A social worker discovers that a person with no social work education or license is advertising services as a "licensed clinical social worker" in the community. Which ethical responsibility to the social work profession does this situation most directly call on the social worker to fulfill?

    1. A. Acting to prevent the unauthorized and unqualified practice of social work
    2. B. Contributing time and expertise to activities that promote the profession
    3. C. Sharing practice knowledge with colleagues at professional conferences
    4. D. Monitoring and evaluating policies and the implementation of programs

    Answer: A

    Explanation: Under the Code's standards on the integrity of the profession, 5.01(e) states: "Social workers should act to prevent the unauthorized and unqualified practice of social work." The other options are also real responsibilities to the profession (promoting the profession, sharing knowledge, evaluating programs), but none addresses a person falsely practicing as a licensed social worker.

    Source: NASW Code of Ethics: Social Workers' Ethical Responsibilities to the Social Work Profession — Standard 5.01(e), Integrity of the Profession

Topics in this practice bank

These topics describe the available practice for Associate exam. Review the examination outline and its sources for scope and allocation details.

  • I. VALUES AND ETHICS (35%)
    • IA. ETHICAL PRINCIPLES AND RESPONSIBILITIES — Legal and ethical issues related to the practice of social work, including responsibility to clients/client systems, colleagues, the profession, and society
    • IA. ETHICAL PRINCIPLES AND RESPONSIBILITIES — Principles and processes of obtaining informed consent
    • IA. ETHICAL PRINCIPLES AND RESPONSIBILITIES — Legal and ethical issues regarding confidentiality, including limitations of confidentiality (e.g., HIPAA, PHI, privacy)
    • IA. ETHICAL PRINCIPLES AND RESPONSIBILITIES — Identifying and resolving ethical dilemmas
    • IA. ETHICAL PRINCIPLES AND RESPONSIBILITIES — Professional values and principles (e.g., competence, social justice, integrity, dignity and worth of the person)
    • IA. ETHICAL PRINCIPLES AND RESPONSIBILITIES — Burnout, secondary trauma, and compassion fatigue
    • IA. ETHICAL PRINCIPLES AND RESPONSIBILITIES — Social worker self-care principles
    • IA. ETHICAL PRINCIPLES AND RESPONSIBILITIES — Importance of professional development activities to improve practice and maintain current professional knowledge (e.g., in-service training, licensing requirements, reviews of literature, workshops, on-going supervision, consultation)
    • IB. ETHICAL SERVICE DELIVERY — Professional boundaries in the social worker-client/client system relationship (e.g., power differences, influence, privilege, conflicts of interest, self-disclosure, dual relationships)
    • IB. ETHICAL SERVICE DELIVERY — Protecting and enhancing client/client system self-determination (e.g., medication, medical treatment, counseling, placement, right to refuse services)
    • IB. ETHICAL SERVICE DELIVERY — Legal and ethical issues regarding mandatory reporting (e.g., abuse, threat of harm, impaired professionals, duty to warn)
    • IB. ETHICAL SERVICE DELIVERY — Legal and ethical issues regarding documentation (e.g., maintaining client records)
    • IB. ETHICAL SERVICE DELIVERY — Impact of governmental policies on service delivery (e.g., local, state, federal legislation and policy)
    • IB. ETHICAL SERVICE DELIVERY — Legal and ethical issues related to death and dying
    • IB. ETHICAL SERVICE DELIVERY — Ethical issues in supervision and management
    • IB. ETHICAL SERVICE DELIVERY — Responsible billing practices (e.g., managed care, insurance reimbursement, incident to billing)
    • IB. ETHICAL SERVICE DELIVERY — Ethical issues related to electronic practice
    • IB. ETHICAL SERVICE DELIVERY — Legal and ethical issues regarding termination
    • IC. DIVERSITY AND SOCIAL JUSTICE — Anti-oppressive and anti-racist approaches
    • IC. DIVERSITY AND SOCIAL JUSTICE — Social, racial, environmental, and economic justice principles
    • IC. DIVERSITY AND SOCIAL JUSTICE — Impact of culture, race, ethnicity, sexual orientation, gender, and intersectionality on behaviors, attitudes, and identity formation
    • IC. DIVERSITY AND SOCIAL JUSTICE — Accessibility including language, physical, and cultural access (e.g., translation and interpretation, neurodiversity, American Sign Language)
    • IC. DIVERSITY AND SOCIAL JUSTICE — Social justice, truth and reconciliation, and restorative practices related to clients/client systems from historically oppressed and marginalized communities
    • IC. DIVERSITY AND SOCIAL JUSTICE — Cultural impacts of exploitation across marginalized communities (e.g., financial, immigration status, trafficking, Missing and Murdered Indigenous Women)
    • IC. DIVERSITY AND SOCIAL JUSTICE — Privilege and bias and their impact on client/client systems (e.g., implicit bias, microaggressions)
    • IC. DIVERSITY AND SOCIAL JUSTICE — Power differential and racial privilege (e.g., internalized racial and ethnic inferiority and superiority)
    • IC. DIVERSITY AND SOCIAL JUSTICE — Impact of globalization, immigration, and refugee or immigration status on clients/client systems and service delivery
  • II. ASSESSMENT AND PLANNING (33%)
    • IIA. ASSESSMENT CONCEPTS — Impact of poverty on individuals, families, groups, organizations, and communities (e.g., social determinants of health)
    • IIA. ASSESSMENT CONCEPTS — Indicators and impact of trauma, stressors, violence, and crises on individuals, families, groups, organizations, and communities (e.g., intergenerational, historical, and complex)
    • IIA. ASSESSMENT CONCEPTS — Indicators and impact of addiction and substance use and abuse on individuals, families, groups, organizations, and communities
    • IIA. ASSESSMENT CONCEPTS — Indicators, dynamics, and impact of physical, sexual, and psychological abuse and neglect on individuals, families, groups, organizations, and communities
    • IIA. ASSESSMENT CONCEPTS — Family dynamics and functioning and the effects on individuals, families, groups, organizations, and communities
    • IIA. ASSESSMENT CONCEPTS — Dynamics of interpersonal relationships and relationship development (e.g., family, couples, groups, polyamory)
    • IIA. ASSESSMENT CONCEPTS — Indicators of mental and emotional illness throughout the lifespan
    • IIA. ASSESSMENT CONCEPTS — Impact of out-of-home placement (e.g., hospitalization, foster care, residential care, criminal justice system) on clients/client systems
    • IIA. ASSESSMENT CONCEPTS — Factors of out-of-home displacement (e.g., homelessness, immigration, and refugee status) on clients/client systems
    • IIA. ASSESSMENT CONCEPTS — Co-occurring disorders and conditions
    • IIA. ASSESSMENT CONCEPTS — Factors influencing self- and body-image (e.g., culture, race, religion/spirituality, age, ability, trauma, gender, sexuality, size)
    • IIA. ASSESSMENT CONCEPTS — Characteristics of perpetrators of abuse, neglect, and exploitation
    • IIA. ASSESSMENT CONCEPTS — Impact of caregiving on families
    • IIA. ASSESSMENT CONCEPTS — Indicators, dynamics, and impact of exploitation across the lifespan (e.g., financial, immigration status, trafficking)
    • IIA. ASSESSMENT CONCEPTS — Biopsychosocial assessment model and related components and factors
    • IIA. ASSESSMENT CONCEPTS — Effects of physical and mental ability throughout the lifespan
    • IIA. ASSESSMENT CONCEPTS — Typical and atypical physical, cognitive, emotional, and sexual development throughout the lifespan
    • IIA. ASSESSMENT CONCEPTS — Impact of aging on the individual and family systems
    • IIA. ASSESSMENT CONCEPTS — Racial, ethnic, cultural, and spiritual/faith development throughout the lifespan
    • IIA. ASSESSMENT CONCEPTS — Defense mechanisms and their effects on behavior and relationships
    • IIA. ASSESSMENT CONCEPTS — The influence and impact of technology, including social media, on client/client-systems (personal and professional)
    • IIA. ASSESSMENT CONCEPTS — Impact of urbanization, globalization, environmental hazards, and climate change on individuals, families, groups, organizations, and communities
    • IIA. ASSESSMENT CONCEPTS — Client/client system competence, self-determination, and self-monitoring techniques (e.g., financial decisions, treatment decisions, emancipation, age of consent, permanency planning)
    • IIB. ASSESSMENT METHODS AND TECHNIQUES — Methods of assessing risk of harm to self and others
    • IIB. ASSESSMENT METHODS AND TECHNIQUES — Principles and techniques of interviewing (e.g., supporting, clarifying, confronting, validating, feedback, reflecting, language differences, use of interpreters)
    • IIB. ASSESSMENT METHODS AND TECHNIQUES — Methods of involving clients/client systems in problem identification, problem solving, and intervention planning
    • IIB. ASSESSMENT METHODS AND TECHNIQUES — Methods, techniques, and instruments for assessing client/client system strengths, resources, needs, and challenges
    • IIB. ASSESSMENT METHODS AND TECHNIQUES — Methods for obtaining sensitive and/or confidential information (e.g., substance use, sexual abuse)
    • IIB. ASSESSMENT METHODS AND TECHNIQUES — Methods for assessing resilience and coping abilities
    • IIB. ASSESSMENT METHODS AND TECHNIQUES — Indicators of and methods of assessing motivation, barriers, and readiness for change
    • IIB. ASSESSMENT METHODS AND TECHNIQUES — Components and function of the mental status examination
    • IIB. ASSESSMENT METHODS AND TECHNIQUES — Methods of assessing clients’/client systems’ communication skills
    • IIB. ASSESSMENT METHODS AND TECHNIQUES — Methods of incorporating information from records and evaluations (e.g., employment, medical, psychological, school)
    • IIC. ASSESSMENT PRACTICES — Assessing the availability of and determining appropriate community resources
    • IIC. ASSESSMENT PRACTICES — Factors and processes used in goal planning, treatment planning, triage, and service plans
    • IIC. ASSESSMENT PRACTICES — Criteria used in the selection of intervention/treatment modalities (e.g., client/client system abilities, developmental level, culture, life stage)
    • IIC. ASSESSMENT PRACTICES — Cultural considerations in the creation of an intervention plan
    • IIC. ASSESSMENT PRACTICES — Indicators of client/client system readiness for termination
    • IIC. ASSESSMENT PRACTICES — Use and side effects of common prescription, over-the-counter, and alternative medications
  • III. INTERVENTION AND PRACTICE (32%)
    • IIIA. PRACTICE CONCEPTS — Principles and techniques for building and maintaining a helping relationship (e.g., acceptance, empathy, rapport)
    • IIIA. PRACTICE CONCEPTS — The social worker’s role in the problem-solving process
    • IIIA. PRACTICE CONCEPTS — Strengths-based and empowerment strategies and interventions
    • IIIA. PRACTICE CONCEPTS — Interdisciplinary and intra-disciplinary team collaboration (e.g., co-therapy, care conference, IEP)
    • IIIA. PRACTICE CONCEPTS — End of life practice (e.g., continuity of care, hospice, palliative care, stages of death and dying)
    • IIIA. PRACTICE CONCEPTS — Parenting capacities and skill building
    • IIIA. PRACTICE CONCEPTS — Permanency planning (e.g., child welfare)
    • IIIA. PRACTICE CONCEPTS — Policies, procedures, regulations, and legislation and their impact on social work practice and service delivery
    • IIIA. PRACTICE CONCEPTS — Community organizing, development, and mobilizing community participation
    • IIIB. INTERVENTION METHODS AND TECHNIQUES — Principles of active listening and observation
    • IIIB. INTERVENTION METHODS AND TECHNIQUES — Verbal and nonverbal communication (e.g., body language, congruence, feedback)
    • IIIB. INTERVENTION METHODS AND TECHNIQUES — Methods and approaches for providing trauma-informed care for various types of trauma (e.g., complex, vicarious)
    • IIIB. INTERVENTION METHODS AND TECHNIQUES — Limit and boundary setting techniques
    • IIIB. INTERVENTION METHODS AND TECHNIQUES — Case management techniques (e.g., case recording, documentation, case presentation)
    • IIIB. INTERVENTION METHODS AND TECHNIQUES — Approaches to and methods of advocacy for needed services and resources
    • IIIB. INTERVENTION METHODS AND TECHNIQUES — Evidence-based practices (e.g., cognitive behavioral therapy, dialectical behavior therapy, mindfulness based stress reduction, motivational interviewing, eye movement desensitization and reprocessing)
    • IIIB. INTERVENTION METHODS AND TECHNIQUES — Methods for engaging and motivating voluntary and involuntary clients/client systems
    • IIIB. INTERVENTION METHODS AND TECHNIQUES — Contracting and goal-setting techniques (e.g., partializing, measurable objectives)
    • IIIB. INTERVENTION METHODS AND TECHNIQUES — Practice with clients experiencing loss, separation, and grief
    • IIIB. INTERVENTION METHODS AND TECHNIQUES — Emotional regulation techniques
    • IIIB. INTERVENTION METHODS AND TECHNIQUES — Crisis intervention and treatment approaches
    • IIIB. INTERVENTION METHODS AND TECHNIQUES — Stress management techniques
    • IIIB. INTERVENTION METHODS AND TECHNIQUES — Discharge, aftercare, wrap-around services, and follow-up
    • IIIB. INTERVENTION METHODS AND TECHNIQUES — Methods of teaching coping and other self-care skills to clients
    • IIIB. INTERVENTION METHODS AND TECHNIQUES — Techniques and methods for addiction intervention
    • IIIB. INTERVENTION METHODS AND TECHNIQUES — Establishing service networks or community resources
    • IIIB. INTERVENTION METHODS AND TECHNIQUES — Problem-solving models and approaches
    • IIIB. INTERVENTION METHODS AND TECHNIQUES — Harm reduction techniques
    • IIIB. INTERVENTION METHODS AND TECHNIQUES — Conflict resolution methods
    • IIIB. INTERVENTION METHODS AND TECHNIQUES — Anger management techniques
    • IIIB. INTERVENTION METHODS AND TECHNIQUES — Task-centered approaches
    • IIIB. INTERVENTION METHODS AND TECHNIQUES — Psychoeducation methods
    • IIIB. INTERVENTION METHODS AND TECHNIQUES — Group work techniques and approaches (e.g., developing and managing group processes and cohesion)
    • IIIB. INTERVENTION METHODS AND TECHNIQUES — Role modeling techniques
    • IIIB. INTERVENTION METHODS AND TECHNIQUES — Social change and social planning methods
    • IIIB. INTERVENTION METHODS AND TECHNIQUES — Assertiveness training techniques
    • IIIB. INTERVENTION METHODS AND TECHNIQUES — Role play techniques
    • IIIC. PRACTICE EVALUATION AND RESEARCH — Techniques for evaluating progress and effectiveness of intervention, treatment, and service plans
    • IIIC. PRACTICE EVALUATION AND RESEARCH — Methods of evaluating agency programs (e.g., needs assessment, formative/summative assessment, cost-effectiveness, cost-benefit analysis, outcomes assessment)
    • IIIC. PRACTICE EVALUATION AND RESEARCH — Methods, techniques, and instruments used to evaluate social work practice
    • IIID. SUPERVISION AND ADMINISTRATION — Organizational development, structure, and functioning (e.g., policies, procedures)
    • IIID. SUPERVISION AND ADMINISTRATION — Supervisee’s role in supervision (e.g., identifying learning needs, self-assessment, prioritizing)
    • IIID. SUPERVISION AND ADMINISTRATION — Supervision and consultation models and techniques (e.g., individual, peer, group, case recording)
    • IIID. SUPERVISION AND ADMINISTRATION — Transference and countertransference within supervisory relationships

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