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Sample Practice Questions

Try these 10 sample questions from the Clinical exam practice bank. Each includes the answer and explanation. Continue with the interactive practice above to review the full question set.

  1. 1A clinical social worker in a HIPAA-covered outpatient behavioral health practice keeps psychotherapy notes that analyze the content of counseling sessions and are filed separately from the rest of the client's medical record. The client's health plan asks the practice to send those notes so it can process a submitted claim. What does the HIPAA Privacy Rule require the social worker to do before disclosing them?

    1. A. Obtain the client's signed authorization that specifically covers the psychotherapy notes
    2. B. Disclose them as a payment activity, because payment disclosures do not require authorization
    3. C. Disclose only the portion that meets the minimum necessary standard for the stated purpose
    4. D. Confirm that the client has acknowledged receiving the notice of privacy practices

    Answer: A

    Explanation: Psychotherapy notes receive heightened protection: "a covered entity must obtain an authorization for any use or disclosure of psychotherapy notes" apart from a short list of exceptions that does not include disclosure to a health plan for claims payment. The general rule that treatment, payment, and health care operations disclosures need no authorization, the minimum necessary standard, and the notice of privacy practices are all real Privacy Rule requirements, but none of them substitutes for the separate authorization that psychotherapy notes require.

    Reference: Code of Federal Regulations, Title 45 — 45 CFR 164.508(a)(2)

  2. 2A clinical social worker is assessing a 40-year-old man who describes years of childhood physical abuse and neglect within his household. Compared with clients whose trauma exposure was a single event, what does SAMHSA's protocol on trauma-informed care indicate about clients exposed to multiple traumatic events?

    1. A. They typically show more serious and chronic trauma-related symptoms
    2. B. They typically show fewer symptoms because of habituation to threat
    3. C. They show the same symptom profile, differing only in symptom duration
    4. D. They show symptoms only when a current event closely matches the original trauma

    Answer: A

    Explanation: TIP 57 states that clients exposed to multiple traumatic events "often have more serious and chronic trauma-related symptoms than those with single traumas." The same passage notes that the term also implies reexperiencing traumatic stress when a current situation mirrors prior experiences, but that is an added feature rather than the only condition under which symptoms appear; habituation and an identical profile are not what the source reports.

    Reference: TIP 57 Trauma-Informed Care in Behavioral Health Services — TIP 57, Glossary of terms, Complex trauma

  3. 3An assessment has identified a client's strengths as well as her needs, and the worker must now turn it into a written plan the client can act on. Under the NASW standards for social work case management, what must that plan be tailored to, and what must it promote?

    1. A. To the client's needs and strengths as identified during the assessment process, in a way that fosters client self-sufficiency
    2. B. To the diagnostic category assigned at intake, with strengths added as supplementary notes
    3. C. To the services the employing organization currently has capacity to deliver
    4. D. To the priorities identified by the referring provider, with client preferences noted separately

    Answer: A

    Explanation: The standard's interpretation provides that "Service plans should be individualized to the client's needs and strengths, as identified during the assessment process, and should foster client self-sufficiency." Diagnosis-driven, capacity-driven, and referral-driven planning each displace the client's assessed strengths and self-sufficiency from the center of the plan.

    Reference: NASW Standards for Social Work Case Management — Standard 6, Interpretation

  4. 4A clinical social worker has valid written consent to give a client's new psychiatrist information about the client's treatment. The record also contains detailed history about the client's adolescent sexual assault that is unrelated to the referral question. What does the NASW Code of Ethics direct the social worker to disclose?

    1. A. The complete treatment record, so the receiving provider can form an independent judgment
    2. B. Only information that is directly relevant to the purpose for which the disclosure is made
    3. C. A summary written so that the client cannot be identified from its contents
    4. D. Information covering the current episode of care, with earlier history withheld until the client is notified again

    Answer: B

    Explanation: The Code states that "In all instances, 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." Consent authorizes a disclosure, but it does not enlarge it to the whole record; de-identification and re-notification are obligations that attach to other situations, not to a consented, purpose-limited release.

    Reference: Social Workers' Ethical Responsibilities to Clients — Standard 1.07(c)

  5. 5A clinical social worker is explaining to a school partner how prolonged stress arising from adverse childhood experiences and under-resourced neighborhoods affects children. According to CDC, what does toxic stress from such exposures affect?

    1. A. Children's brain development, immune system, and stress-response systems
    2. B. Children's height and weight trajectories, with no effect on cognition
    3. C. Children's short-term mood only, resolving once the exposure ends
    4. D. Children's temperament, which is fixed at birth and unaffected by environment

    Answer: A

    Explanation: CDC states that "Toxic stress (extended or prolonged stress) from ACEs can negatively affect children's brain development, immune system, and stress-response systems," and adds that "These changes can affect children's attention, decision-making, and learning." The source describes effects that persist into adulthood, which rules out a purely short-term mood effect and a growth-only account.

    Reference: About Adverse Childhood Experiences | Adverse Childhood Experiences (ACEs) | CDC — About Adverse Childhood Experiences, ACEs and toxic stress

  6. 6A clinical social worker wants the client to be an active participant rather than a recipient of a plan. According to the NASW standards for social work case management, why is collaboration with the client throughout service planning, implementation, and monitoring described as critical?

    1. A. To ensure services meet the client's priorities and are delivered in a timely, effective way
    2. B. To transfer responsibility for the outcomes of services from the agency to the client
    3. C. To satisfy the documentation requirements imposed by third-party payers
    4. D. To reduce the number of formal services that must be included in the plan

    Answer: A

    Explanation: The standard's interpretation states that "Collaboration with clients throughout the service planning, implementation, and monitoring process is critical to ensure that services meet clients' identified priorities; are clearly communicated; are delivered or accessed in a timely, effective manner; and achieve positive outcomes." Shifting responsibility, payer documentation, and service reduction are not the rationale the standard gives.

    Reference: NASW Standards for Social Work Case Management — Standard 6, Interpretation

  7. 7A client of a HIPAA-covered clinical social work practice submits a written request to inspect and obtain a copy of the protected health information about her that the practice maintains in its designated record set. Within what period must the practice act on that request?

    1. A. No later than 10 days after receipt of the request
    2. B. No later than 15 days after receipt of the request
    3. C. No later than 30 days after receipt of the request
    4. D. No later than 60 days after receipt of the request

    Answer: C

    Explanation: The Privacy Rule provides that "the covered entity must act on a request for access no later than 30 days after receipt of the request," with a single extension of no more than 30 additional days available if the entity notifies the individual. The other intervals are real HIPAA timeframes for other duties, such as breach notification, but they are not the access response period.

    Reference: Code of Federal Regulations, Title 45 — 45 CFR 164.524(b)(2)(i)

  8. 8Over several years in one household, the father developed an alcohol use disorder while the mother took on monitoring how much he drinks, checking on him when he is out, and covering his obligations, and the household settled into that arrangement. Which family systems characteristic does this pattern illustrate?

    1. A. Homeostasis
    2. B. Triangulation
    3. C. Differentiation
    4. D. Disengagement

    Answer: A

    Explanation: SAMHSA's family therapy protocol describes homeostasis this way: "Family members work to keep the family stable via emotional, cognitive, and behavioral responses," and notes that under Bowen's natural systems theory "systems try to maintain balance in the interest of preservation," illustrating it with a mother who begins controlling a father's drinking. Triangulation involves routing communication through a third party, differentiation concerns maintaining a distinct self within the family, and disengagement describes rigid boundaries and low involvement.

    Reference: Tip39 Family — TIP 39, Chapter 1, Exhibit 1.5: Homeostasis

  9. 9A clinical social worker is learning to use affirmations while building a helping relationship with a client in early treatment. According to SAMHSA's protocol on enhancing motivation for change, which statement is an example of an affirmation?

    1. A. "You got discouraged last week but kept going to your AA meetings. You are persistent."
    2. B. "I am glad you finally decided to take this seriously."
    3. C. "Most people in your situation would have relapsed by now."
    4. D. "You are doing much better than the other clients in your group."

    Answer: A

    Explanation: TIP 35 gives as an example of an affirmation: "You got discouraged last week but kept going to your AA meetings. You are persistent." Affirmations in this framework recognize the client's specific effort or strength, whereas approval of the client's attitude, comparisons with other people in general, and comparisons with other clients evaluate the client rather than affirm demonstrated effort.

    Reference: Tip35 Motivation — TIP 35, Chapter 3, Core Skills of MI: OARS

  10. 10A client of a federally assisted substance use disorder treatment program is found unresponsive and is taken to a hospital emergency department. Treating physicians call the program for information about the client's medications, and the client cannot give written consent. Under the federal confidentiality rules for substance use disorder patient records, what may the program do?

    1. A. Disclose patient identifying information to the treating medical personnel to meet the bona fide medical emergency
    2. B. Disclose the information only after a court order authorizing the disclosure has been issued
    3. C. Disclose the information only to a family member designated in the client's record
    4. D. Withhold the information until the client regains capacity and signs a written consent

    Answer: A

    Explanation: Part 2 permits disclosure of patient identifying information to medical personnel "to the extent necessary to meet a bona fide medical emergency in which the patient's prior written consent cannot be obtained," and requires the program to document the disclosure immediately afterward. Court orders and written patient consent are the routes Part 2 requires in non-emergency situations, and disclosure to a designated relative is not the emergency exception.

    Reference: Code of Federal Regulations, Title 42 — 42 CFR 2.51(a)(1) and 2.51(c)

Topics in this practice bank

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

  • I. VALUES AND ETHICS (36%)
    • 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 — 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 — Identifying and resolving ethical dilemmas
    • IA. ETHICAL PRINCIPLES AND RESPONSIBILITIES — Principles and processes of obtaining informed consent
    • 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 — Protecting and enhancing client/client system self-determination (e.g., medication, medical treatment, counseling, placement, right to refuse services)
    • 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 — 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 — Responsible billing practices (e.g., managed care, insurance reimbursement, incident to billing)
    • 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 — Impact of governmental policies on service delivery (e.g., local, state, federal legislation and policy)
    • IB. ETHICAL SERVICE DELIVERY — Legal and ethical issues regarding termination
    • IB. ETHICAL SERVICE DELIVERY — Ethical issues related to electronic practice
    • IB. ETHICAL SERVICE DELIVERY — Research ethics (e.g., institutional review boards, use of human subjects, informed consent)
    • 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 — Power differential and racial privilege (e.g., internalized racial and ethnic inferiority and superiority)
    • 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 — Cultural impacts of exploitation across marginalized communities (e.g., financial, immigration status, trafficking, Missing and Murdered Indigenous Women)
    • 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 — Impact of globalization, immigration, and refugee or immigration status on clients/client systems and service delivery
  • II. ASSESSMENT AND PLANNING (32% — the heading in the Clinical content outline prints no percentage; page 6 of the guidebook states the Clinical examination will have 32 percent of the questions testing Assessment and Planning)
    • 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 — 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, dynamics, and impact of physical, sexual, and psychological abuse and neglect on individuals, families, groups, organizations, and communities
    • IIA. ASSESSMENT CONCEPTS — Indicators of mental and emotional illness throughout the lifespan
    • IIA. ASSESSMENT CONCEPTS — Co-occurring disorders and conditions
    • IIA. ASSESSMENT CONCEPTS — Biopsychosocial assessment model and related components and factors
    • IIA. ASSESSMENT CONCEPTS — Indicators and impact of addiction and substance use and abuse on individuals, families, groups, organizations, and communities
    • IIA. ASSESSMENT CONCEPTS — Impact of poverty on individuals, families, groups, organizations, and communities (e.g., social determinants of health)
    • IIA. ASSESSMENT CONCEPTS — Factors influencing self- and body-image (e.g., culture, race, religion/spirituality, age, ability, trauma, gender, sexuality, size)
    • IIA. ASSESSMENT CONCEPTS — Defense mechanisms and their effects on behavior and relationships
    • IIA. ASSESSMENT CONCEPTS — Characteristics of perpetrators of abuse, neglect, and exploitation
    • 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 — 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 — Typical and atypical physical, cognitive, emotional, and sexual development throughout the lifespan
    • IIA. ASSESSMENT CONCEPTS — Effects of physical and mental ability 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 — Factors of out-of-home displacement (e.g., homelessness, immigration, and refugee status) on clients/client systems
    • 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 — Indicators of and methods of assessing motivation, barriers, and readiness for change
    • IIB. ASSESSMENT METHODS AND TECHNIQUES — Methods for assessing resilience and coping abilities
    • 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 of assessing clients’/client systems’ communication skills
    • IIB. ASSESSMENT METHODS AND TECHNIQUES — Use of the Diagnostic and Statistical Manual of Mental Disorders in assessment and common indicators of mental health and brain-related conditions
    • IIB. ASSESSMENT METHODS AND TECHNIQUES — Components and function of the mental status examination
    • 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 — Use and side effects of common prescription, over-the-counter, and alternative medications
    • IIC. ASSESSMENT PRACTICES — Indicators of client/client system readiness for termination
  • III. INTERVENTION AND PRACTICE (32%)
    • IIIA. PRACTICE CONCEPTS — Strengths-based and empowerment strategies and interventions
    • IIIA. PRACTICE CONCEPTS — Principles and techniques for building and maintaining a helping relationship (e.g., acceptance, empathy, rapport)
    • IIIA. PRACTICE CONCEPTS — Interdisciplinary and intra-disciplinary team collaboration (e.g., co-therapy, care conference, IEP)
    • IIIA. PRACTICE CONCEPTS — The social worker’s role in the problem-solving process
    • 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 — Policies, procedures, regulations, and legislation and their impact on social work practice and service delivery
    • IIIA. PRACTICE CONCEPTS — Developing formal documents (e.g., grants, proposals, reports, evaluations)
    • 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 — Verbal and nonverbal communication (e.g., body language, congruence, feedback)
    • IIIB. INTERVENTION METHODS AND TECHNIQUES — Principles of active listening and observation
    • IIIB. INTERVENTION METHODS AND TECHNIQUES — Limit and boundary setting techniques
    • IIIB. INTERVENTION METHODS AND TECHNIQUES — Crisis intervention and treatment approaches
    • IIIB. INTERVENTION METHODS AND TECHNIQUES — Emotional regulation techniques
    • 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 of teaching coping and other self-care skills to clients
    • IIIB. INTERVENTION METHODS AND TECHNIQUES — Stress management techniques
    • IIIB. INTERVENTION METHODS AND TECHNIQUES — Practice with clients experiencing loss, separation, and grief
    • IIIB. INTERVENTION METHODS AND TECHNIQUES — Methods for engaging and motivating voluntary and involuntary clients/client systems
    • IIIB. INTERVENTION METHODS AND TECHNIQUES — Harm reduction techniques
    • IIIB. INTERVENTION METHODS AND TECHNIQUES — Approaches to and methods of advocacy for needed services and resources
    • IIIB. INTERVENTION METHODS AND TECHNIQUES — Psychoeducation methods
    • IIIB. INTERVENTION METHODS AND TECHNIQUES — Contracting and goal-setting techniques (e.g., partializing, measurable objectives)
    • IIIB. INTERVENTION METHODS AND TECHNIQUES — Problem-solving models and approaches
    • IIIB. INTERVENTION METHODS AND TECHNIQUES — Techniques and methods for addiction intervention
    • IIIB. INTERVENTION METHODS AND TECHNIQUES — Case management techniques (e.g., case recording, documentation, case presentation)
    • IIIB. INTERVENTION METHODS AND TECHNIQUES — Conflict resolution methods
    • IIIB. INTERVENTION METHODS AND TECHNIQUES — Anger management techniques
    • IIIB. INTERVENTION METHODS AND TECHNIQUES — Family therapy models, interventions, and approaches
    • IIIB. INTERVENTION METHODS AND TECHNIQUES — Discharge, aftercare, wrap-around services, and follow-up
    • IIIB. INTERVENTION METHODS AND TECHNIQUES — Group work techniques and approaches (e.g., developing and managing group processes and cohesion)
    • IIIB. INTERVENTION METHODS AND TECHNIQUES — Establishing service networks or community resources
    • IIIB. INTERVENTION METHODS AND TECHNIQUES — Assertiveness training techniques
    • IIIB. INTERVENTION METHODS AND TECHNIQUES — Role modeling techniques
    • IIIB. INTERVENTION METHODS AND TECHNIQUES — Couples interventions and treatment approaches
    • 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 establishing program objectives and outcomes
    • IIIC. PRACTICE EVALUATION AND RESEARCH — Program evaluation and related impact on services
    • 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 — Basic and applied research design and methods, data collection and analysis methods, and methods to assess reliability and validity in social work research (e.g., objective, subjective, qualitative, quantitative)
    • IIIC. PRACTICE EVALUATION AND RESEARCH — Quality assurance (e.g., program reviews and audits by external sources)
    • 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
    • IIID. SUPERVISION AND ADMINISTRATION — Methods for creating, implementing, and evaluating policies and procedures that minimize risk for individuals, families, groups, organizations, and communities
    • IIID. SUPERVISION AND ADMINISTRATION — Organizational development, structure, and functioning (e.g., policies, procedures)
    • IIID. SUPERVISION AND ADMINISTRATION — Fiscal management and resource allocation techniques

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