Social Work Licensure Research Articles

Social Work Licensing: Then and Now

Social Work Licensing: Then and Now

Social work education in South Korea in the era of the Fourth Industrial Revolution

ABSTRACT Social work education in South Korea has significantly advanced since 1947. However, the Fourth Industrial Revolution and COVID-19 have significantly altered contemporary Korean social work education. Therefore, the current study aims to provide an overview of the state of social work education in South Korea. Based on Posner’s curriculum analysis theory, this study analyzed 1) the history and characteristics, 2) education curriculum, 3) institutional system, and 4) criticism of social work education in South Korea. Consequently, the present study found limited response to the Fourth Industrial Revolution and COVID-19 including the development of emerging subjects (e.g. Social Welfare and Big Data), from universities. This study also confirmed that the non-face-to-face practicum arrangements due to COVID-19 are temporary and ineffective. Additionally, we noted a lack of development in high-quality non-face-to-face or virtual reality-based field practicums from a long-term perspective. Furthermore, the present study highlights the need to integrate social work education (e.g. theory with practice and practice with policy), improve curriculum and quality control (e.g. prevent the indiscreet expansion of educational institutions and the mass production of social work licensing), and respond promptly and effectively to emerging social needs (e.g. diversity).

Seriousness of Social Worker Violations and Importance to Discipline: A Study of Social Work Licensure Board Members

Seriousness of Social Worker Violations and Importance to Discipline: A Study of Social Work Licensure Board Members

Assessing Measurement Invariance in ASWB Exams: Regulatory Research Proposal to Advance Equity

ABSTRACT Purpose Social workers from minoritized racial, ethnic, linguistic, and age groups are far less likely to pass licensing examinations required to practice. Using a simulated data set, our study investigates measurement equivalence, or invariance, of social work licensing exams. Materials For this analysis, we simulated responses to 15 multiple-choice questions which were scored as either correct or incorrect using the R mirt package and used mirt to fit a 2-parameter logistic model (2PL) to the response data. We generated the data so that five items could demonstrate DIF and calculated their impact on the test characteristic curves and item characteristic curves. Results Small amounts of differential item functioning added up into differential test functioning, but the effect size was small. This result is one potential outcome of an analysis of ASWB exams. Discussion Most studies evaluating test characteristic curves demonstrate small effect sizes. Measuring the test characteristic curve and the test information curve will help to investigate content-irrelevant sources of variance in the exams, including unfairness, unreliability, and invalid pass scores. Conclusion Differential test functioning is a core part of measurement invariance studies. Psychometric standards require test developers to assess measurement invariance at both the item-level and test-level to protect themselves from accusations of bias.

Racial Disparity in Social Work Professional Licensure Exam Pass Rates: Examining Institutional Characteristics and State Licensure Policy as Predictors

ABSTRACT Purpose The Association of Social Work Boards (2022a) released a report evidencing test-taker demographics as the strongest predictor of professional licensure exam pass-rates. The purpose of this study was to examine statistical predictors of social work professional licensure exam pass rate disparities between first-time Black/African American and White test-takers. Materials and Methods The study addressed the following research question: To what extent do institutional and state licensure characteristics predict race-based disparities in social work licensure exam pass rates? To answer this question, the authors built a data set in an Excel spreadsheet comprised of institutional and state licensure variables using publicly available and reliable sources. Results States requiring more clinical supervision hours and imposing higher licensure fees tended to report higher overall pass rates on the ASWB exam. Additionally, a notable correlation was found between states with a higher proportion of Black/African American residents and increased pass rates. Conversely, states that had established a larger number of licensure tiers typically saw lower overall pass rates. Furthermore, it was noted that schools located in the Southern U.S. demonstrated significantly lower ASWB pass rates compared to schools in other regions of the country. Discussion Recommendations are made regarding future research efforts and professional licensure and regulation standards. Conclusion Pass rate disparities have implications for individual exam-takers and their families; for clients and constituencies; and for social work practice, research, ethics, and education.

Alternative Pathways to Social Work Licensure: A Critical Review and Social Equity Policy Analysis

ABSTRACT Purpose In August 2022, the Association of Social Work Boards released a long called for pass rate analysis that revealed significant disparities. While many states look to cease the requirement of the Bachelors, Masters, and Advanced Generalist exams in their licensure process, status quo bias leads to hesitancy to remove the requirement of the Clinical exam. Method A critical review was undertaken to identify possible alternatives to the current multiple-choice competency-based exam which yielded three assessment formats (oral exams, portfolios, and performance assessment/simulations) and two alternatives (jurisprudence exams and provisional licensure). Informed by an Afrocentric lens, we undertook a social and racial policy analysis to examine alternative pathways for licensure from the perspective of a social work board member. We centered our analysis on the impacts on (1) Black social workers, who currently have the highest pass-rate disparities; (2) social workers whose primary language is not English, and (3) social workers with disabilities who have anecdotally reported difficulty with getting testing accommodations. We rated each alternative on four social equity analysis criteria of procedural fairness, access, quality, and outcomes. These ratings were computed into an overall rating for each alternative from equitable to inequitable. Results We found jurisprudence exams and provisional licensure have the best possibility of being equitable pathways to licensure, with potential impacts on the regulation of supervision and continuing education. Conclusion Anti-racism and social justice as praxis require social work as a profession to divest from competency-based testing to eliminate racism in our own professional policies.

Deconstructing Social Work Exam Bias: Advocacy Practice Guidelines to Close the Gap

ABSTRACT Introduction The social work profession is in a precarious situation regarding licensure. Test takers of color are struggling to pass social work licensure exams at rates comparable to their White counterparts, per data released by the Association of Social Work Boards (ASWB). As a nation, we are required to meet the needs of our increasingly diverse population. Yet the recruitment and retention of a diverse body of social workers is unlikely to be actualized if disparities persist in these exams. Given ASWB’s monopoly on social work exams and the likelihood that many states will continue to require the exams for licensure, we sought to explore public responses to the data released, using the National Association of Social Work (NASW) as our starting point. As the nation’s largest association of social workers, having local chapters within each state, NASW serves as an area of connection between social workers nationwide. Methods We utilized content analysis to explore emerging themes and conduct a review of the state chapter’s public responses to exam pass rate data. Results A variety of state chapter’s responses, with few states engaging in advocacy efforts or taking action to facilitate change. Discussion Advocacy efforts play a pivotal role in the restructuring of fragmented systems. This study revisits seemingly ignored disparities diverse test takers may face, while also serving as a call-to-action in advocacy engagement. We conclude with a set of advocacy practice guidelines for use in the promotion of equitable licensing opportunities for all test takers.

Social Work Licensure: Earnings Premium and Gender Disparity

Previous articleNext article FreeSocial Work Licensure: Earnings Premium and Gender DisparityJeounghee Kim, Michael Myungkook Joo, and Laura CurranJeounghee Kim Search for more articles by this author , Michael Myungkook Joo Search for more articles by this author , and Laura Curran Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Journal of the Society for Social Work and Research Just Accepted Published for the Society for Social Work and Research Article DOIhttps://doi.org/10.1086/717330 Views: 217 HistoryAccepted September 14, 2021 PDF download Crossref reports no articles citing this article.

Construct-Irrelevant Variance on the ASWB Clinical Social Work Licensing Exam: A Replication of Prior Validity Concerns

Purpose: This study sought to replicate a previous investigation of construct-irrelevant variance on the Association of Social Work Boards (ASWB) clinical licensing exam completed by Albright and Thyer over a decade ago. Method: The performance of ChatGPT was assessed on a modified version of 50 newly developed clinical exam questions currently distributed by the ASWB, where only the four multiple-choice options for each item were presented without the question. Results: ChatGPT achieved an average accuracy rate of 73.3% across three rounds of testing, providing strong evidence of construct-irrelevant variance. Discussion: These results raise concerns about the construct validity of the clinical exam and emphasize the need for reassessment of its structure and content to ensure fairness and accuracy. Based on the findings, state legislators and regulators are encouraged to temporarily discontinue the use of the ASWB exam in the clinical licensure process until its validity flaws are resolved.

Social Work Licensure Compact: Rationales, Expected Effects, and a Future Research Agenda

Social Work Licensure Compact: Rationales, Expected Effects, and a Future Research Agenda

Teaching Strategies to Reduce Test Anxiety among MSW Students Preparing for Licensure

ABSTRACT Many students report increasing test anxiety in the months before taking the national social work licensure exam. We evaluate whether adding a test-anxiety-reduction module to an online exam preparation course reduces MSW students’ test anxiety. A non-equivalent pretest-posttest control-group design was used to compare 42 students who did not participate in the course (Group 1), 16 students who enrolled in the course and completed the test-taking strategies module only (Group 2), and 15 students who enrolled in the course and completed both the test-taking strategies module and the new test-anxiety-reduction module (Group 3) on test anxiety. The post-hoc comparison analysis showed Group 3 differed from Group 1: students who completed the test-taking and test-anxiety-reduction modules experienced a greater reduction in test anxiety than students who did not enroll in the course. The other comparison tests were not statistically significant (Group 1 v. Group 2; Group 2 v. Group 3). Preparing students for the licensure exam by teaching both modules – test-taking and anxiety-reduction strategies – appears to benefit MSW students, with modest costs – in time and money – for social work programs.

Self‐justification in decision‐making: Chinese child welfare workers' inconsistency of perceptions and experiences matters in reporting child abuse

AbstractMandatory reporting is the central measure for child protection. However, the common alternative strategy of avoidance that is practised by child welfare workers is little discussed. This study examines the influences of child welfare workers' inconsistent perceptions and experiences on reporting. Using China Social Work Longitudinal Study 2019, a total of 2 180 child welfare workers in the child and youth service field were selected. Multinomial logistic regression was used to examine the perceptions and experiences associated with reporting. Child welfare workers with a moderate perception of sexual abuse (OR = 1.442*), more experiences of emotional abuse cases (OR = 1.258*) and fewer experiences of sexual abuse cases (OR = 0.703*) had greater odds of reporting than not reporting, and those with a low or moderate perception of emotional abuse (OR = 3.027*; OR = 1.691*, respectively), a moderate perception of physical abuse (OR = 1.537*) and more experiences of neglect cases (OR = 1.345*) were more likely to avoid than to not report. Social work licensure plays a moderating role. The results indicate the importance of alternative strategies, perceptions and experiences in the assessment‐decision continuum of reporting. The inconsistent perceptions and experiences of child welfare workers contribute to self‐justification in decision‐making. Implications for practices and directions for future research are discussed.

Licensing, Testing Disparities, and the Social Work Profession

Most readers will be familiar with the historical debates and contemporary outcomes of the consideration of whether social work is a profession. Following Abraham Flexner’s assertion in 1915 that social work is not a profession, the field has made sustained efforts to determine what separates it from other areas of practice and legitimize the practice of social work (see Daley & Pittman-Munke, 2021, for a description about this historical speech, its biases, and the field’s reaction to it). One component of this professionalization is licensure. Requiring social work licensure for practice is a mechanism of protecting the integrity and quality of social work services. The title of licensed social worker conveys a demonstration of competence for practice. In this century, professional licensure in the United States has primarily relied on an examination as one criterion, along with education, experience, and supervision (Dyeson, 2004). The use of a licensure examination is similar to those in allied professions such as teaching (Amanonce & Maramag, 2020), nursing (Oducado et al., 2019), and pharmacy (Park et al., 2021). As with any measure, though, a licensing exam may contain bias and other limitations (Aby, 2020).

Racial Disparity in Social Work Licensure Exam Pass Rates

Purpose: This article provides a brief overview of social work regulation and the context surrounding calls for greater transparency of demographic data related to social work licensing exam pass rates and the subsequent release of said data by the Association of Social Work Boards (ASWB). Methods: An exploratory review of the existing literature regarding social work regulation and bias in professional licensing examinations was conducted. Results: Conflicting perspectives on the necessity and impact of social work regulation have long existed. In recent years, the conversation has shifted to include concerns about potential bias within the regulatory system, specifically the licensing exams. These concerns led to widespread debates about the future of social work regulation and the need for greater transparency around exam outcomes. Conclusions: A comprehensive examination of existing regulatory frameworks emphasizing deficiencies of the social work licensure exam and the disparity of pass rates is paramount.

Defining Clinical Social Work and its Implications for Practice

Purpose: There is limited research on social work licensing especially the profession's attempts to define clinical social work practice. This article seeks to investigate definitions of clinical social work for clinical licensure in the United States. Methods: Statutes were searched and cross-referenced with data from the Association of Social Work Boards to determine (1) categories of licensure per state, (2) supervised practice hour requirements for clinical licensure, and (3) definitions of supervised practice to obtain clinical licensure. Results: To date, 15 licensing boards limit or require supervised clinical social work practice hours towards licensure to include psychotherapy. In most of these jurisdictions, the definition of clinical social work excludes other forms of direct practice, like case management or medical social work, as not meeting criteria for clinical licensure. Conclusions: These definitions have implications for practitioners and social work's role in addressing social determinants of health and trauma-informed care.

Social Work Regulation in the United Arab Emirates

Purpose: The United Arab Emirates (UAE) is currently developing a social work licensure process to serve as a quality assurance mechanism and enhance the quality of care for service beneficiaries. Methods: This article outlines the opportunities, challenges, and contextual issues associated with the UAE regulation such as differing licensing processes and structures in three of seven emirates that are progressing licensure. With a paucity of information about this process in the UAE, this article reviews a range of international literature to situate the status and development of UAE social work licensure regionally and internationally. Results: The UAE is currently utilizing a social work regulatory process similar to the United States in which regulation is implemented at the Emirate level and licensure is the primary regulatory process. Conclusions: Benefits and risks of the current UAE regulation process are provided that include recommendations for culturally relevant supervisory frameworks and regulation processes.

Effects of Social Work Licensure Exemptions: Theoretical Propositions, Evidence, and Research Agendas

Purpose: This article intends to review the literature to address the concern that prevalent licensure exemptions in social work undermine public safety. Methods: It reviews (1) the rationales for licensure exemptions, (2) the effects of exemptions on the public and the social work workforce, and (3) critical gaps in the extant evidence to recommend future research agendas to fill the gaps. Results: A review of the literature revealed that concerns about duplicated regulations and potential labor shortages justified licensure exemptions but with little empirical evidence. Limited evidence was found to support the claim that exemptions minimize the effects of licensure. Extant evidence, albeit scant, implies that licensure may not eliminate lower-quality services but benefit incumbent social workers with higher earnings. Conclusions: Recognizing the gaps in the literature, it recommends empirical research and discusses available data to assess the effects of exemptions on public safety and socioeconomic (in)equity within the workforce.

Linking Social Work Licensure Examination Pass Rates to Accreditation: The Merits, Challenges, and Implications for Social Work Education

ABSTRACT Unlike other disciplines, social work has made accreditation decisions about undergraduate and graduate programs independent of licensure examination pass rates of graduates. While education, regulation, and practice are heralded as the three pillars of social work, there have been few meaningful linkages between them. Despite recognition that licensure impacts employment opportunities and salaries of social workers, the academy has been resistant to bridge the divide between educational assessment and licensure outcomes, resulting in hardship for some graduates. Students choose social work programs without knowing whether their education is adequate to pass “high stakes” licensure exams. In an era of greater accountability, and questions about the value of higher education, making licensure examination pass rates public and linking them to decisions when accrediting programs, seems prudent. However, this policy shift would likely change market demands and the stability of accreditation decisions enjoyed by social work programs to date.

Linking Social Work Licensing Exam Content to Educational Competencies: Poor Reliability Challenges the Path to Licensure

Purpose: There has been increasing interest in the academy to assist social work graduates to become licensed which is likely to grow as the Council of Social Work Education (CSWE) cites licensure pass rates as a post-graduation outcome required for accreditation by newly adopted standards. This study determines the ability of academics to reliably link Knowledge, Skills, and Abilities statements that are the bases of licensure tests with the CSWE competencies in the Educational Policy and Accreditation Standards (EPAS). Methods: Four full-time faculty members at two institutions conducted an interrater reliability analysis on practice tests to determine the extent to which licensure questions could be consistently linked to EPAS competencies. Results: Study findings indicate weak reliability between social work licensure examination questions and CSWE EPAS competencies. Conclusion: Lack of consistency threatens the path to licensure and may explain why graduates of accredited programs lack the requisite knowledge to become licensed.

Social Work Licensure Portability: A Necessity in a Post-COVID-19 World.

COVID-19 highlights the need for portability of social work licensure to be a priority. The Association of Social Work Boards (ASWB) spearheaded some initiatives, such as the creation and promotion of the Social Work Registry and Model Social Work Practice Act, with the hope that these efforts would enhance the ability of social workers to be licensed in multiple states. Neither has solved the portability problem. Licensure endorsement, an approach historically supported by ASWB, does not have the advantages of mutual recognition that is being supported by other professions to facilitate interstate practice. This article, the first written on licensure portability in the social work scholarly literature, examines existing licensure portability models and supports the establishment of a social work interstate compact to overcome barriers to social work mobility and access to client care.