This 2.50 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Course Description

Improve your understanding of domestic violence scenarios with this Intimate Partner Violence (IPV) course. IPV, also referred to as spousal abuse, describes any behavior within an intimate relationship that causes physical, psychological or sexual harm (World Health Organization, 2018). It includes acts of physical aggression, sexual coercion, psychological abuse and controlling behaviors. IPV therefore falls under the broader category of 'domestic violence', an all-encompassing term that may also refer to the abuse of children, elders, or any other family member within a household.

Male partners or ex-partners are by far the most common perpetrators of IPV. Recent studies have shown that it occurs across all socioeconomic, cultural and religious backgrounds. According to the report Violence Against Women Prevalence Estimates published by the United Nations in 2018, 1 in 3 women experience spousal abuse globally. The ecological model, which suggests that violence is a result of forces working at four different levels—individual, relational, community, and societal—is the most popular paradigm for analyzing violence. Some of the more consistent factors associated with IPV include low level of education, harmful use of alcohol and drugs, economic stress and acceptance of violence.

After completing this training you will be able to:

• Define IPV and it's inclusion of psychological abuse.
• Outline the scope and rate of IPV through statistics and discussion.
• Describe current, objective data on gender ratios and issues.
• Outline the history of IPV from the shelter movement and related feminist activism up to current events affecting clinical thought and service delivery.
• Identify critiques of the IPV gender and patriarchy paradigm
• Describe political and ideological influences on treatment and legislation regarding IPV.
• Know the factors that contribute to IPV.
• Apply knowledge from this course to practice and/or other professional contexts.

This 3.75 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Course Description

This course provides detailed and up-to-date information on clinical and legal issues in child abuse assessment and reporting. The Center for Disease Control and Prevention (CDC) defines child abuse as "any act or series of acts of commission or omission by a parent or other caregiver that results in harm, potential for harm, or threat of harm to a child". Controversial topics are backed by concise explanations that include referrals to recent studies, meta-analysis, court cases, legislative initiatives and other sources. The course explores topics such as the warning signs of potential child abuse, the profiles of abusers and the effects of various forms of abuse. Furthermore, it also covers mandatory reporting, working with child protective agencies, assisting clients in responding to such agencies, and the value and shortcomings of various warning signs of abuse. In addition to the content of the course, clients are given a plain-English pamphlet with instructions on how to behave during an investigation.

After completing this training you will be able to:

• Identify mandated reporters, and understand the participant's responsibilities in mandated reporting.
• Name the standards for making a report of child abuse, including factors such as the limits of confidentiality, reasonable suspicion, and statutory responsibility.
• Identify typical psychological disorders occurring in survivors of abuse and neglect.
• Describe methods of intervention that minimize trauma to survivors of sexual abuse and their families.
• Describe the causes of abuse and sexual abuse.
• Identify the profiles of sexual abusers and be able to distinguish between pedophiles types and other types of abusers.
• Apply knowledge from this course to practice and/or other professional contexts.

This 2.50 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Course Description

Improve your understanding of anger and addiction with this Anger Management course. Anger is one of the fundamental emotions present in human beings. It can range from mild irritation to full outrage, and is seen as a predictor of aggressive behavior. In some cases, the hostility of an individual increases to a degree that is harmful to social situations, goal achievement, family life and job opportunities. This harmful behavior generally falls under the scope of what is known as open aggression. It stems from a need to feel in control, and prompts individuals to lash out because of feelings of rage and to become physically or verbally violent and aggressive.

Anger and substance abuse are strongly correlated. A recent report shows that nearly 40% of cocaine users suffer from different levels of aggression (BMC Psychiatry, 2018). Another study on incarcerated adolescents showed that outwardly expressed anger was significantly related to alcohol use (Addictive Behaviors, 2004). It is not uncommon for individuals to develop a dependent cycle of anger and substance abuse, or for them to use substances to cope with anger without realizing it.

After completing this training you will be able to:

• Identify how anger and violence and substance use are linked.
• Articulate the difference between anger and aggression
• Describe the various myths of anger and how to deal with them
• Identify actions and events that trigger anger.
• Describe how to conduct anger management sessions that can help a person channel their negative energy in the right direction.
• Describe how women and men channel anger differently and how to deal with both genders during anger management sessions.
• Apply knowledge from this course to practice and/or other professional contexts.

This 11.25 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Course Description

Improve your understanding of the connections between substance abuse and domestic violence with this course. Domestic violence is a pattern of abusive behavior in any relationship that is used by one person to gain control over another. It includes acts of physical aggression, sexual coercion, psychological abuse and controlling behavior exerted against children, adults and elders. Domestic violence has no boundaries and occurs across all socio-economic, political and cultural contexts. A plethora of factors influences domestic violence, one of which is substance abuse.

The association between domestic violence and abuse and dependence has been investigated by various authors (Gilbert et. al, 2001; Miller et. al, 2000) but a causal relationship cannot be inferred. While there is no direct cause-and-effect link, it appears clear the use of alcohol and other drugs is a major risk factor for domestic violence. Some studies support the idea that this is due to the similarity between the behaviors of perpetrators of domestic violence and substance dependence (Irons and Schneider, 1997). Common characteristics include loss of control, maintenance of behavior despite adverse consequences, minimization and denial. Others state that, by reducing inhibitions and distorting perceptions, alcohol and substance abuse encourage open aggression.

Substance Abuse Treatment and Domestic Violence

Center for Substance Abuse Treatment

Learning Objectives

After completing this training the health care professional will be able to:

• Identify the key stages: from drinking and transition to early and ongoing recovery.
• Describe the therapeutic tasks and pitfalls that characterize Domestic Violence and Substance Abuse.
• Implement interventions with individual family members, as well as the system as a whole, helping to restructure roles, interactions and beliefs that have been shaped by addiction and abuse.
• Outline the importance of facilitating the family's use of outside sources of support.
• Apply knowledge from this course to practice and/or other professional contexts.

This 9.75 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Mental Health Response to Mass Violence and Terrorism

Substance Abuse and Mental Health Services Administration

Course Description

This course aims to provide the reader with the tools for an appropriate mental health response to mass violence and terrorism. A mass violence event can take many forms but is generally defined as an intentional violent criminal act that results in physical, emotional, or psychological injury to a large number of people. Mass violence can manifest itself through terrorist attacks, mass shootings, riots and bioterrorism attacks. For survivors and witnesses of mass shootings, suffering tends to be particularly severe. Studies have documented that survivors of mass shootings often suffer from post-traumatic stress Disorder (PTSD), major depression, anxiety disorder and substance use disorder.

But what are the most effective mental health responses following large-scale traumatic events? It is essential to understand how and when resilience-building interventions must be carried out, be it at the immediate, intermediate or long-term aftermath of an event. Information on the major lessons learned in behavioral health following episodes of mass violence is provided, and related issues are woven into the discussion of strategies for assisting victims, survivors and the community-at large.

Mental Health Response to Mass Violence and Terrorism

Substance Abuse and Mental Health Services Administration

Learning Objectives

After completing this training the health care professional will be able to:

• Assist victims, survivors, and family members cope with trauma and loss
• Assist victims, survivors, and family members participate in the criminal justice process
• Assist the community-at large in recovery through education, outreach, and support
• Describe and manage service providers' own work-related stress responses.
• Outline major lessons learned in behavioral health following episodes of mass violence, such as the tsunami, Katrina, etc
• Assess risk and protective factors of various populations as regards to mental health and disasters or emergencies
• Define crisis intervention
• Identify signs and symptoms of distress
• Describe and utilize tools for effective crisis interventions
• Apply knowledge from this course to practice and/or other professional contexts.

This 1.75 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Course Description

Deepen your understanding of trauma-focused cognitive behavioral therapy for children affected by sexual abuse with this course. Child sexual-abuse can have wide-ranging and serious consequences that include effects on inter-personal relationships, emotional well-being, physical health and later life. Victims and survivors are also two to four times more likely to become victims of sexual, physical or emotional abuse again in their lifetime (Fisher, 2017).

Trauma-Focused Cognitive Behavioral Therapy (TF-CBT) is an evidence-based treatment approach shown to help children, adolescents and their caregivers overcome trauma-related difficulties. It uses cognitive-behavioral principles and exposures techniques to prevent and treat posttraumatic stress, depression and behavioral problems. Published estimates indicate that 75% or more of children and adolescents experience some form of trauma by the age of 18 (Finkelhor et al., 2009), and between 20% and 50% of them experience some level of posttraumatic stress symptoms (Copeland et al., 2007). The high rates of trauma and the long-lasting impact of PTSD have necessitated interventions such as TF-CBT that are specifically designed to meet the requirements of children and adolescents in the wake of trauma.

Learning Objectives

After completing this training the professional will:

• Summarize the effects of maltreatment on brain development.
• Describe trauma-focused cognitive behavioral therapy for children affected by sexual abuse or trauma.
• Describe the evidence regarding TF-CBT.

This 2 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Course Description

Learn more about the contrasts between exposure and experiential therapies for complex posttraumatic stress disorder with this course. Posttraumatic Stress Disorder (PTSD) is a syndrome that results from exposure to real or threatened death, serious injury or sexual assault. Following a traumatic event, PTSD is common and is one of the serious health concerns associated with comorbidity functional impairment and increased mortality with suicidal ideations and attempts. Symptoms include intrusive thoughts, re-experiencing the traumatic event and dissociation, among others. The evidence for worldwide prevalence of PTSD suggests that approximately 3.9 % of the general population is concerned. In people known to have been exposed to trauma, the rate is 5.6% (Neuroscience Research Australia, 2021).

This course compares and contrasts two psychotherapy approaches for the treatment of complex PTSD: a behavioral therapy (namely Prolonged Exposure; PE) and an experiential therapy (Accelerated Experiential Dynamic Psychotherapy; AEDP). The efficacy and effectiveness evidence for both therapies is addressed. The course looks at how experience processes are ingrained in PE and how they affect its results. The authors also explain how AEDP addresses several clinical and relational factors that are negative prognostic factors for PE. Finally, suggestions are made for experientially-informed PE for complex cases of PTSD.

Learning Objectives

After completing this training the professional will:

• Compare and contrast prolonged exposure and Accelerated Experiential Dynamic Psychotherapy for the treatment of complex PTSD.
• Summarize the efficacy, effectiveness, and negative prognostic factors for the two approaches.
• Describe elements of experientially-informed prolonged exposure.

This 1.25 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Course Description

Improve your understanding of dangerous clients and the treat of violence in context of clinical situations with this course. It is likely that clinicians will at some point encounter clients who have the potential to be violent to others. The course addresses a wide variety of clinical situations involving potentially dangerous clients. As stated by Phillip Kleespies, PhD, ‘caution is necessary because there is a moderate elevation in risk of violence in people dealing with some mental and emotional disorders. According to a report published by Kleespies, between 35% and 40% of psychologists in clinical practice are at risk of being assaulted by a patient at some time during their careers (Kleespies, 2009). Other studies suggest that assaults occur more frequently in psychologists’ early careers. Indeed, newer therapists may be less alert to cues of violence, may set fewer limits and allow aggressive behavior to escalate (Guy and Brady, 1998).

The materials for this program are provided by Gary R. Schoener, Executive Director of Walk-In Counseling Center in Minneapolis. They explore the legal duties of clinicians in circumstances involving dangerous clients and the clinical approaches to working with dangerous clients. This knowledge can be applied to other professional contexts.

Learning Objectives

After completing this training the professional will:

• Describe the legal duties of clinicians in circumstances involving dangerous clients.
• Identify clinical approaches to working with dangerous clients.

This 1 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Course Description

Improve your trauma-informed practice with this course on mindfulness and compassion. When clinicians respond to trauma, they generally turn to the range of therapeutic interventions that have been developed. These include exposure therapy, cognitive therapy and relational psychotherapy. The course explores and compares these therapeutic interventions before outlining specific ways in which therapist mindfulness and compassion might benefit survivors of trauma. Compassion originates as an empathic response to suffering, as a rational process which pursues patients’ wellbeing through specific, ethical actions directed at finding a solution to their suffering. In Western psychotherapy, compassion is often seen as grounded in mindfulness, the capacity to sustain focused awareness and openness to immediate environment.

Benefits of compassion and mindfulness are well-documented. When applied to Trauma survivors, they encourage the redevelopment of social connections that may have been lost and may therefore prove to be a extremely beneficial (Gilbert, 2009a). The course goes into considerate detail on the direct and indirect benefits of compassion and mindfulness, and suggests a variety of methods through which practitioners can cultivate them effectively.

Learning Objectives

After completing this training the professional will:

• Identify common approaches to trauma.
• Describe ways that therapist mindfulness and compassion can and might benefit survivors of trauma.
• Describe ways that therapist mindfulness and compassion can and might benefit survivors of trauma.

This 1 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Course Description

This course considers the clinical implications related to perspectives on forgiveness. It is not uncommon for clinicians to see clients affected by interpersonal transgressions. Forgiveness is an approach that some clients will decide to pursue, and it represents a positive psychological response to interpersonal harms that can contribute to numerous positive outcomes. Forgiveness can be defined as the release of resentment or anger. It is vitally important for the mental health of those who have been victimized, as it propels them forward rather than keeping them emotionally engaged in trauma or injustice. This course details three approaches to forgiveness: the Enright forgiveness process Model, the “Reach” method and the 9 steps process. After learning about these approaches, it details the potential clinical implications of a focus on forgiveness, providing valuable insight and advice.

Learning Objectives

After completing this training the professional will:

• identify and compare three approaches to forgiveness.
• describe potential clinical implications of a focus on forgiveness.
• summarize new ways to think about forgetting and its potential relationship to forgiveness.

This 1.50 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Course Description

Improve your knowledge of Intimate Partner Violence (IPV) and improve your practice with this course. IPV, also referred to as spousal abuse, describes any behavior within an intimate relationship that causes physical, psychological or sexual harm (World Health Organization, 2018). It includes acts of physical aggression, sexual coercion, psychological abuse and controlling behaviors. IPV therefore falls under the broader category of ‘domestic violence’, an all-encompassing term that may also refer to the abuse of children, elders, or any other family member within a household. While both males and females can be victims of IPV, women still remain more likely to be injured by partner violence than men (Whitaker et al, 2007). This course reviews the current treatments from three perspectives: that of the victim, the perpetrator and the couple who wish to remain together. Emphasis is made on the need for assessment of risk factors that might indicate a potentially lethal relationship and the importance of the diagnosis and treatment of comorbidity such as alcohol and drug use.

Learning Objectives

After completing this training the professional will:

• identify definitions and prevalence of IPV.
• describe factors that may be associated with IPV.
• summarize effectiveness evidence regarding the treatment of victims and perpetrators of IPV.
• identify clinical guidelines for working with victims and perpetrators of IPV.

This 1 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Course Description

Improve your practice with this course on the Dissociative Subtype of Post-Traumatic Stress Disorder (PTSD). In recent years, compelling evidence has emerged that PTSD+DS represents a distinct clinical population with distinct neurobiological and epidemiological features. PTSD+DS, in addition to meeting full criteria for PTSD, captures people who additionally respond to trauma-related stimuli with dissociative symptoms (depersonalization or derealization) and association emotional detachment. This comes in addition to the two dissociative symptoms contained in the core diagnostic criteria for PTSD: dissociative flashbacks and dissociative amnesia.

This course aims to provide guidelines for therapy as well as a summary of the material that has been published on the unique characteristics of this subpopulation. Additionally, the course examines collaborative decision-making interventions and their applications in clinical practice.

Learning Objectives

After completing this training the professional will be able to:

1. Summarize the correlates of the dissociative subtypes of PTSD
2. Summarize the neurobiological correlates of the dissociative subtype of PTSD
3. Identify treatment implications when dissociation accompanies PTSD
4. Describe shared decision-making interventions for working with clients with PTSD
5. Summarize the benefits of shared decision-making interventions for PTSD

This 6.50 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Course Description

Improve your knowledge of the biological, social and psychological aspects of aging with this introductory course on Aging and Long-Term Care.

As the global population is living older, every country is experiencing growth in both the size and the proportion of older persons in the population. The World Health Organization estimates that by 2050, the world’s population of people aged 60 and older will have doubled compared to 2020, reaching a staggering 2.1 billion people. In a similar manner, the number of persons aged 80 years or older is expected to triple between 2022 and 2050, reaching 426 million. In this context, it is essential that health-care professionals understand aging from a variety of perspectives.

This course identifies the physical and psychological changes associated with aging, as well as the common psychological disorders found in aging individuals. It also looks into various intervention techniques that help minimize trauma to both elderly patients and their families. Overall, it aims to provide a solid framework of understanding of the aging process and provides a strong starting point for dealing with the issues of our aging society. Parkinson’s Disease

After completing this training you will be able to:

• Identify cultural biases and be sensitive to cultural differences.
• Identify the physical and psychological changes that are associated with aging.
• Describe common psychological disorders found in aging individuals.
• Utilize tools to diagnose and manage issues related to aging.
• Describe intervention techniques that minimize trauma to elderly patients and their families.
• Utilize support resources such as groups, families, and residential centers to facilitate improved comprehensive care.
• Outline the issues of aging from many aspects, including sexual, chemical dependence/alcohol, abuse, sociological, biological and psychological.
• Apply knowledge from this course to practice and/or other professional contexts.

This 1.75 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Course Description

This course reviews aging from a bio-psychosocial perspective, with a focus on long-term care. It is written by a therapist with experience as a clinical coordinator and case manager for residential care and skilled nursing facilities. The mental health professional can play a vital role in the well being of elderly individuals and their families and caregivers. Therapists can help aging individuals restore and maintain meaningful activities and a valued identity. Therapists can help families and caretakers improve their support for the aging individual as well as their own well being.

This course reviews mental health challenges of aging. These include adjustments to change and loss, cognitive changes, psychiatric disorders, and recovery from abuse, exploitation and neglect. The anticipated population of elderly persons relative to younger wage earners will produce strains in the systems of care that will lead to increased mental health and family stress issues. This course will review the demographic changes and challenges to staff and family members posed by these changes. The older population is highly vulnerable to abuses such as fraud, violence, and neglect. Legal and ethical issues are covered, primarily regarding reporting of suspected abuse, exploitation, or neglect.

After completing this training you will be able to:

• This course will enable clinicians to:
• Describe aging from a bio-psychosocial perspective.
• Effectively help families that have issues related to aging.
• Outline mental health issues to which the elderly population is vulnerable.
• Describe long-term care issues pertaining to the aging population.
• Identify alternative arrangements for the elderly.
• Respond effectively, safely, and ethically to concerns regarding elder abuse.
• Apply knowledge from this course to practice and/or other professional contexts.

This 4.25 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Course Description

This course is aimed at health-care professionals wishing to deepen their knowledge of Alzheimer’s Disease. Alzheimer’s is a type of dementia that affects memory, thinking and behavior. Symptoms eventually grow severe enough to interfere with daily tasks. Alzheimer’s Disease (AD) is the most common cause of dementia, a general term for memory loss and other cognitive abilities serious enough to interfere with daily life. Although intrinsically linked to old age, Alzheimer’s is not a normal part of aging. However, our aging society does make AD an especially critical issue. The 80 and older age group is now the fastest growing segment of the population, and this is particularly relevant when discussing neurodegenerative diseases like AD because the number of people with the disease doubles for every 5-year age interval beyond age 65.

This course describes the main areas in which researchers are working, and highlights new approaches for helping families and friends care for people affected by AD.

Alzheimer's Disease: Unraveling the Mystery

National Institute on Health

Learning Objectives

After completing this training the health care professional will be able to:

• Describe long-term care issues pertaining to the aging population.
• Describe alternative arrangements for the elderly.
• Identify mental health issues to which the elderly population is vulnerable.
• Identify alzheimer's stages, activities of daily living, cognitive and emotional changes
• Assess the treatment strategy currently being used by physicians for patients with Alzheimer's disease.
• Apply knowledge from this course to practice and/or other professional contexts.

This 1.75 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Course Description

*Note: The content for this course is the Introduction, Part 1, and Part 2 of the document.

Alzheimer’s disease is an irreversible, progressive brain disease that slowly destroys memory and thinking skills, eventually even the ability to carry out the simplest tasks. In most people with AD, symptoms first appear after age 60. AD is caused by a disease that affects the brain. In the absence of disease, the human brain often can function well into the 10th decade of life. Not so long ago, we were not able to do much for people with AD. Today, that situation is changing. Thousands of scientists, voluntary organizations, and health care professionals are studying AD so that they can find ways to manage, treat, and one day prevent this terrible disease.
This training was developed by National Institute on Drug Abuse
(NIH) to assist clinical professionals in understanding Alzheimer’s disease, research on causes, diagnosis, prevention, potential treatments, and caregiver support. This training is in the public domain. CEUnits.com has developed a course based on this public information.

Learning Objectives

After completing this training the professional will be able to:

• Describe long-term care issues pertaining to the aging population.
• Identify alternative arrangements for the elderly.
• Respond effectively to mental health issues to which the elderly population is vulnerable.
• Apply knowledge from this course to practice and/or other professional contexts.

This 3 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Course Description

*Note: The content for this course is Part 3 and Part 4 of the document.

Alzheimer’s disease is an irreversible, progressive brain disease that slowly destroys memory and thinking skills, eventually even the ability to carry out the simplest tasks. In most people with AD, symptoms first appear after age 60. AD is caused by a disease that affects the brain. In the absence of disease, the human brain often can function well into the 10th decade of life. Not so long ago, we were not able to do much for people with AD. Today, that situation is changing. Thousands of scientists, voluntary organizations, and health care professionals are studying AD so that they can find ways to manage, treat, and one day prevent this terrible disease.

This training was developed by National Institute on Drug Abuse
(NIH) to assist clinical professionals in understanding Alzheimer’s disease, research on causes, diagnosis, prevention, potential treatments, and caregiver support. This training is in the public domain. CEUnits.com has developed a course based on this public information.

Learning Objectives

After completing this training the professional will able to:

• Describe long-term care issues pertaining to the aging population.
• Identify alternative arrangements for the elderly.
• Respond effectively to mental health issues to which the elderly population is vulnerable.
• Identify alzheimer’s stages, activities of daily living, cognitive and emotional changes
• Assess the treatment strategy currently being used by physicians for patients with Alzheimer’s disease.
• Apply knowledge from this course to practice and/or other professional contexts.

This 1.50 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Course Description

This course is aimed at practitioners who wish to deepen their knowledge of treatment of depression in older adults using evidence-based practices. Depression is a common mental disorder. Globally, it is estimated that 5% of adults suffer from the disorder. It is characterized by persistent sadness and a lack of interest or pleasure in previously rewarding or enjoyable activities. It can also disturb sleep and appetite. Tiredness and poor concentration are common, and its effects can be long-lasting or recurrent, thus dramatically affecting a person’s ability to function and live a rewarding life.

This course describes how practitioners seeing older adults can screen for depression, assess and diagnose depression, select an appropriate treatment, deliver care and evaluate outcomes. It also describes how practitioners can participate in implementing evidence-based practices (EBP’s). Treatments that have been labeled as EBP differ from other treatments in that they have been rigorously evaluated by scientists to determine that they reduce the symptoms of depression more than usual care.

Learning Objectives

After completing this training the professional will:

• Identify approaches for screening, assessing, and diagnosing depression in older adults.
• Describe approaches for selecting appropriate treatment for older adults with depression.
• Summarize evidence-based care for older adults with depression.

This 0.75 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Course Description

Improve your practice with this course on substance use, misuse, and abuse among older adults. The expected rise in substance use disorders among older adults points to the need for clinical mental health counselors to address this demographic with more knowledge. While use of illicit drugs in older adults is much lower than among other adults, it is currently increasing. Data from the National Survey on Drug Use and Health (NSDUH), an annual nationally representative study of the U.S. population ages 12 and older, show that drug use among adults ages 65 and older increased from 19.3 percent in 2012 to 31.2 percent in 2017 (Center for Behavioral Health Statistics and Quality, 2019). This article (a) discusses the prevalence, vulnerabilities, and consequences of misuse and abuse of alcohol, prescription drugs, and illicit substances; b) reviews age-specific counseling considerations and approaches to assessment, diagnosis, and intervention; and (c) calls for more attention to the subject in training and research.

Learning Objectives

After completing this training the professional will:

• Describe the prevalence, vulnerabilities, and consequences of misuse and abuse of alcohol, prescription drugs, and illicit substances among older adults.
• Identify counseling considerations and approaches to assessment, diagnosis, and intervention for older adults with substance use disorders.

This 1.25 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Course Description

Improve your knowledge on Suicide Risk Assessment and Treatment with this course. Every year, more than 700,000 people take their own life and there are many more people who attempt suicide. It occurs throughout the lifespan and was the fourth leading cause of death among 15-29-year-olds globally in 2019 Suicide is a global phenomenon that affects all parts of the world; in fact, over 77% of global suicides occurred in low- and middle-income nations in 2019 (WHO, 2021). It should be noted that there is no single cause for suicide. It most often occurs when stressors and health issues converge to create an experience of hopelessness and despair. Conditions like depression, anxiety and substance problems, especially when unaddressed, increase risk for suicide. The statistics illustrate how serious of a public health issue suicide is. But, they can be prevented with timely, evidence-based interventions. This course aims provides the reader with the right tools to better understand suicide assessment and treatment.

After completing this training you will be able to:

• Identify a historical perspective on suicide.
• Identify rates of suicide overall and for various demographic groups.
• Describe the major causes and risk factors for suicide.
• Outline the relative risks for various mental disorders, subtypes, and situational factors.
• Describe the role of mental disorders and life situations in suicide.
• Summerize the relationship of co morbidities in risk.
• Apply knowledge from this course to practice and/or other professional contexts.

This 3.75 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Course Description

This course provides detailed and up-to-date information on clinical and legal issues in child abuse assessment and reporting. The Center for Disease Control and Prevention (CDC) defines child abuse as "any act or series of acts of commission or omission by a parent or other caregiver that results in harm, potential for harm, or threat of harm to a child". Controversial topics are backed by concise explanations that include referrals to recent studies, meta-analysis, court cases, legislative initiatives and other sources. The course explores topics such as the warning signs of potential child abuse, the profiles of abusers and the effects of various forms of abuse. Furthermore, it also covers mandatory reporting, working with child protective agencies, assisting clients in responding to such agencies, and the value and shortcomings of various warning signs of abuse. In addition to the content of the course, clients are given a plain-English pamphlet with instructions on how to behave during an investigation.

After completing this training you will be able to:

• Identify mandated reporters, and understand the participant's responsibilities in mandated reporting.
• Name the standards for making a report of child abuse, including factors such as the limits of confidentiality, reasonable suspicion, and statutory responsibility.
• Identify typical psychological disorders occurring in survivors of abuse and neglect.
• Describe methods of intervention that minimize trauma to survivors of sexual abuse and their families.
• Describe the causes of abuse and sexual abuse.
• Identify the profiles of sexual abusers and be able to distinguish between pedophiles types and other types of abusers.
• Apply knowledge from this course to practice and/or other professional contexts.

This 2.25 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Course Description

This course is aimed at counselors and healthcare professionals wishing to improve their knowledge on Addressing Suicidal Thoughts and Behaviors in Substance Abuse Treatment. Suicide risk is an issue that every frontline substance abuse counselor must be able to address. Research consistently shows a high prevalence of suicidal thoughts and attempts among persons with substance abuse problems who are in treatment (Ilgen, Harris, Moos & Tiet, 2007) and a significant prevalence of death-by-suicide among those who have at one time been in substance abuse treatment when compared with those who do not have a diagnosis of substance use disorder (Wilcox et al., 2004). As a result, substance abuse treatment providers must be prepared to gather information routinely and participate in the treatment of clients at risk for suicidal behavior. Suicidal thoughts and behaviors are also a significant indicator of other co-occurring disorder (depression, bipolar disorder, PTSD, schizophrenia, and some personality disorders) that will need to be explored, diagnosed, and addressed to improve outcomes of substance abuse treatment.

Learning Objectives

After completing this training the professional will:

• summarize background information concerning substance use disorders and suicidality.
• describe a process for addressing suicidal thoughts and behaviors in substance abuse treatment.
• identify competencies for working with clients with suicidal thoughts and behaviors.

This 2 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Course Description

This course is aimed at clinicians and health-care professionals wishing to deepen their understanding of adolescent behavior. It was written by Robert Yourell, a licensed psychotherapist and expert in stress management, brain injury recovery, and behavioral psychology.

Adolescence can be a time of both disorientation and discovery. The transitional period can raise questions of independence and identity; as adolescents cultivate their sense of self, they may face difficult choices about academics, friendship, sexuality, gender identity, drugs, and alcohol. Many adolescents engage in behaviors that challenge societal norms. This can include delinquent behaviors. But, a significant proportion have significant psychiatric or emotional problems that can hobble their transition into a fulfilling adulthood. The course reviews adolescent behavior from a biopsychological perspective. It aims to help the reader gain a better understanding of the differences between normal and pathological adolescent behaviors, and to distinguish patterns of behavior that are cause for concern.

After completing this training you will be able to:

• Distinguish between normal and pathological adolescent behaviors and family dynamics, and recognize the developmental challenges that they represent.
• Describe the range of adolescent behaviors typically encountered by clinicians and case managers.
• Recognize issues of sexuality and parenting and reasons for concern.
• Outline the features of interventions intended to prevent unwanted pregnancy and SDT transmission.
• Identify evaluation and steps pertaining to safety for violence and suicide risk.
• Apply knowledge from this course to practice and/or other professional contexts.

This 1.25 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Course Description

Improve your knowledge on Suicide Risk Assessment and Treatment with this course. Every year, more than 700,000 people take their own life and there are many more people who attempt suicide. It occurs throughout the lifespan and was the fourth leading cause of death among 15-29-year-olds globally in 2019 Suicide is a global phenomenon that affects all parts of the world; in fact, over 77% of global suicides occurred in low- and middle-income nations in 2019 (WHO, 2021). It should be noted that there is no single cause for suicide. It most often occurs when stressors and health issues converge to create an experience of hopelessness and despair. Conditions like depression, anxiety and substance problems, especially when unaddressed, increase risk for suicide. The statistics illustrate how serious of a public health issue suicide is. But, they can be prevented with timely, evidence-based interventions. This course aims provides the reader with the right tools to better understand suicide assessment and treatment.

After completing this training you will be able to:

• Identify a historical perspective on suicide.
• Identify rates of suicide overall and for various demographic groups.
• Describe the major causes and risk factors for suicide.
• Outline the relative risks for various mental disorders, subtypes, and situational factors.
• Describe the role of mental disorders and life situations in suicide.
• Summerize the relationship of co morbidities in risk.
• Apply knowledge from this course to practice and/or other professional contexts.

This 4.50 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Course Description

This course is aimed at practitioners who wish to deepen their knowledge and understanding of divorce and its effects on Children. It was developed by Rachel Werner, a licensed psychotherapist who has been in the mental health field for the last 25 years. Rachel started as a trainer in foster care and has focused on continuing education for the past 15 years. She has developed and lead psychoeducational programs on addictions, parenting, ethics, mood disorders, conflict resolution and many other mental health topics.

Divorce is difficult for all members of the family. Not only are the parents realizing new ways of relating to each other, but they are also learning new ways to parent their children. Some children react to divorce in a natural and understanding way, while others may struggle with the transition. Custody, visitation and child support can be volatile issues in a divorce and have the potential to create long-term impacts on children. This course discusses how to deal with children during a divorce, custody issues and medical and financial considerations.

After completing this training you will be able to:

• Identify indicators of physical, sexual, emotional abuse and neglect.
• Outline the legal and ethical requirements for reporting child abuse.
• Describe the effects of domestic violence on custody and visitation issues.
• Develop a treatment plan based on clients needs.
• Identify counter transference issues.
• Apply knowledge from this course to practice and/or other professional contexts.

This 3.75 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Course Description

This course provides detailed and up-to-date information on clinical and legal issues in child abuse assessment and reporting. The Center for Disease Control and Prevention (CDC) defines child abuse as "any act or series of acts of commission or omission by a parent or other caregiver that results in harm, potential for harm, or threat of harm to a child". Controversial topics are backed by concise explanations that include referrals to recent studies, meta-analysis, court cases, legislative initiatives and other sources. The course explores topics such as the warning signs of potential child abuse, the profiles of abusers and the effects of various forms of abuse. Furthermore, it also covers mandatory reporting, working with child protective agencies, assisting clients in responding to such agencies, and the value and shortcomings of various warning signs of abuse. In addition to the content of the course, clients are given a plain-English pamphlet with instructions on how to behave during an investigation.

After completing this training you will be able to:

• Identify mandated reporters, and understand the participant's responsibilities in mandated reporting.
• Name the standards for making a report of child abuse, including factors such as the limits of confidentiality, reasonable suspicion, and statutory responsibility.
• Identify typical psychological disorders occurring in survivors of abuse and neglect.
• Describe methods of intervention that minimize trauma to survivors of sexual abuse and their families.
• Describe the causes of abuse and sexual abuse.
• Identify the profiles of sexual abusers and be able to distinguish between pedophiles types and other types of abusers.
• Apply knowledge from this course to practice and/or other professional contexts.

This 1.50 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Course Description

This course prepares the clinician to offer group support and Treatment for ADD/ADHD. Attention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder characterized by excessive amounts of inattention, hyperactivity, and impulsivity that are pervasive and impairing in multiple contexts. ADHD symptoms arise from executive dysfunction and emotional dysregulation is often considered a core symptom (Brown, 2008). After detailing the key characteristics that cause adults with AD/HD to seek support, the course describes the clinical challenges in working with AD/HD and frames them in terms of group work. In the section Formal Groups and Online Forums, the reader will learn about the benefits and consideration of offering a more relaxed approach to group work as opposed to fully structured psycho-education groups. Finally, the course details the psychosocial education approach which can be used as a stand-alone program or integrated in a broader psychotherapy context. A list of modules and resources are provided to help you implement this approach to your practice.

After completing this training you will be able to:

• Describe the features of AD/HD in adults from the perspective of the treating clinician.
• Identify the co morbidities commonly associated with adult AD/HD.
• Identify ways to make group work with persons with adult AD/HD relevant to the problems, characteristics, and common co morbidities of AD/HD.
• Describe self help group formats that persons with AD/HD are using to help them cope with AD/HD.
• Outline the structured psycho-educational approach to group work, its origins, and its use with AD/HD.
• Identify less well-understood topics that can contribute to group work with persons with AD/HD.
• Apply knowledge from this course to practice and/or other professional contexts.

This 13.75 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Brief Interventions and Brief Therapies for Substance Abuse

Course Description

Brief interventions and brief therapies have become increasingly important modalities in the treatment of individuals across the substance abuse continuum. The content of the interventions and therapies will vary depending on the substance used, the severity of problem being addressed, and the desired outcome.

Because brief interventions and therapies are less costly yet have proven effective in substance abuse treatment, clinicians, clinical researchers, and policymakers have increasingly focused on them as tools to fill the gap between primary prevention efforts and more intensive treatment for persons with serious substance abuse disorders. However, studies have shown that brief interventions are effective for a range of problems, and the Consensus Panel believes that their selective use can greatly improve substance abuse treatment by making them available to a greater number of people and by tailoring the level of treatment to the level of client need.

Brief Interventions and Brief Therapies for Substance Abuse

Learning Objectives

After completing this training the health care professional will:

• Utilize counseling skills such as active listening and helping clients explore and resolve ambivalence
• Discuss the basic elements of brief therapies
• Have a working knowledge of the stages of change through which a client moves when thinking about, beginning, and trying to maintain new behavior

This 11.50 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Tools for Success Curriculum - Working With Youth with Fetal Alcohol Spectrum Disorders (FASD) in the Juvenile Justice System

Course Description:

"Fetal alcohol spectrum disorders" is an umbrella term describing the range of effects that can occur in an individual whose mother drank alcohol during pregnancy. These effects may include physical, mental, behavioral, and/or learning disabilities with possible lifelong implications. "FASD" is not a diagnostic term used by clinicians. It refers to conditions such as fetal alcohol syndrome (FAS), partial FAS, alcohol-related neurodevelopmental disorder, and alcohol-related birth defects.

It is estimated that FASD occurs in 1 percent of all live births in the United States each year (May and Gossage, 2001). Many of these infants grow up to commit crimes. One study found that 60 percent of individuals with an FASD ages 12 and older had been in trouble with the law (Streissguth, et al., 1996). Youth with an FASD often cycle through the juvenile justice system with no recognition of their disabilities. Through this curriculum, it is hoped that professionals can learn ways to improve the identification and treatment of youth with an FASD in the juvenile justice system.

Tools for Success Curriculum - Working With Youth with Fetal Alcohol Spectrum Disorders (FASD) in the Juvenile Justice System

Learning Objectives

After completing this training the health care professional will:

• Discuss the lifelong effects of prenatal alcohol exposure on brain development
• Define "fetal alcohol spectrum disorders"
• Describe the impact FASD has on the family, school, community, and society in general
• Describe difficulties of individuals with disabilities within the juvenile justice system
• Explain why youth with an FASD may be more likely to come into contact with the juvenile justice system
• Describe issues faced by youth with an FASD in the juvenile justice system
• Identify juvenile justice issues facing youth with an FASD
• Describe the juvenile court process
• Summerize importance of identification and assessment of FASD in youth in the juvenile justice system
• Apply knowledge from this course to practice and/or other professional contexts.

This 1.75 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Course Description

Deepen your understanding of trauma-focused cognitive behavioral therapy for children affected by sexual abuse with this course. Child sexual-abuse can have wide-ranging and serious consequences that include effects on inter-personal relationships, emotional well-being, physical health and later life. Victims and survivors are also two to four times more likely to become victims of sexual, physical or emotional abuse again in their lifetime (Fisher, 2017).

Trauma-Focused Cognitive Behavioral Therapy (TF-CBT) is an evidence-based treatment approach shown to help children, adolescents and their caregivers overcome trauma-related difficulties. It uses cognitive-behavioral principles and exposures techniques to prevent and treat posttraumatic stress, depression and behavioral problems. Published estimates indicate that 75% or more of children and adolescents experience some form of trauma by the age of 18 (Finkelhor et al., 2009), and between 20% and 50% of them experience some level of posttraumatic stress symptoms (Copeland et al., 2007). The high rates of trauma and the long-lasting impact of PTSD have necessitated interventions such as TF-CBT that are specifically designed to meet the requirements of children and adolescents in the wake of trauma.

Learning Objectives

After completing this training the professional will:

• Summarize the effects of maltreatment on brain development.
• Describe trauma-focused cognitive behavioral therapy for children affected by sexual abuse or trauma.
• Describe the evidence regarding TF-CBT.

This 1.25 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Course Description

Cyberbullying can be defined as willful and repeated harm inflicted through the use of computers, cell phones and other electronic devices. It has become increasingly common as the digital sphere has expanded, especially among teenagers. Harmful bullying behavior can include posting rumors, threats, sexual remarks, a victim’s personal information and hate speech. Estimates of the number of youths who experience cyberbullying vary widely depending on the age of the group studied and how cyberbullying is formally defined, but studies show that 10-40% of youth are affected by it (Hinduja, Patchin, 2009). Victims of cyberbullying may experience lower self-esteem, increased suicidal ideation and various negative emotional responses such as feelings of frustration, anger and depression. This course focuses on consequences, identification, prevention and responses. Issues related to cyberbullying and sexual orientation are also addressed. All course material is from the Cyberbullying Research Center.

Learning Objectives

After completing this training the professional will:

• Outline consequences of cyberbullying.
• Describe options for the identification and prevention of cyberbullying and responses to it.
• Summarize information regarding cyberbullying and sexual orientation.

This 4 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Course Description

Improve your knowledge on the Diagnosis and Treatment of ADHD in Children and Adolescents with this course. Attention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder characterized by excessive amounts of inattention, hyperactivity, and impulsivity that are pervasive and impairing in multiple contexts. ADHD symptoms arise from executive dysfunction and emotional dysregulation is often considered a core symptom (Brown, 2008). This systematic review updates and extends two previous Agency for Healthcare Research and Quality (AHQR) systematic evidence reviews. It focuses on the comparative effectiveness of methods to establish the diagnosis of ADHD, updates the comparative effectiveness of pharmacologic and nonpharmacologic treatments, and evaluates different monitoring strategies in the primary care setting. The data sources consist of numerous relevant English-language studies published between 2011 and 2016 in PubMed, Embase, PsycINFO and the Cochrane Database of Systematic Reviews.

Learning Objectives

After completing this training the professional will be able to:

1. describe the process used to evaluate the Strength of Evidence (SOE) for studies included in the 2018 Comparative Effectiveness Review Number 203 comparing strategies to diagnose, treat and monitor children with attention deficit hyperactivity disorder (ADHD).
2. list a variety of pharmacological and non-pharmacological treatments used for children with ADHD and describe the findings for studies related to these treatments.
3. identify key messages of the 2018 Comparative Effectiveness Review Number 203 comparing strategies to diagnose, treat and monitor children with attention deficit hyperactivity disorder (ADHD).

This 1 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Depressive disorders can affect long-term mental and physical health functioning among children and adolescents, including increased risk of suicide. Despite access to several nonpharmacological, pharmacological, and combined treatment options for childhood depression, clinicians contend with sparse evidence and are concerned about harms associated with treatment.
This course summarizes the results of a systematic review to evaluate the efficacy, comparative effectiveness, and moderators of benefits and harms of available nonpharmacological and pharmacological treatments for children and adolescents with a confirmed diagnosis of a depressive disorder (DD)—major depressive disorder (MDD), persistent depressive disorder (previously termed dysthymia) or DD not otherwise specified.

Learning Objectives

After completing this training the professional will be able to:

1. describe the empirical evidence reviewed in the course article.
2. outline the findings in the course article in relationship to what is already know about the benefits of various nonpharmacological, pharmacological and combination treatments for children and adolescents with Depressive Disorders.
3. compile a list of future research needs related to the treatment of depression in children and adolescents.

This 6.75 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Course Description

About half of all adults who are homeless have substance use disorders, and many have co occurring mental illnesses, as well. Yet, the outlook is far from bleak. Federal demonstration programs and the experience of hundreds of community-based providers offer a rich reservoir of evidence-based and promising practices. For example, recent studies reveal that the cost of providing permanent, supportive housing for people with serious mental illnesses is more than offset by savings incurred by the public hospital, prison, and shelter systems (Culhane et al., 2001). When nothing is done, people with serious mental illnesses and/or co occurring substance use disorders who are homeless often cycle between the streets, jails, and high-cost care, including emergency rooms and psychiatric hospitals. This is inhumane, ineffective, and costly.

Further, research reveals that people with serious mental illnesses and/or co occurring substance use disorders who are homeless, once believed to be unreachable and difficult-to-serve, can be engaged into services, can accept and benefit from mental health services and substance abuse treatment, and can remain in stable housing with appropriate supports (Lam and Rosenheck, 1999; Morse, 1999; Lipton et al., 2000; Rosenheck et al., 1998).

Ending Chronic Homelessness for Persons with Serious Mental Illnesses and Co-Occurring Substance Use Disorders: Blueprint for Change

Learning Objectives

After completing this training the healthcare professional will be able to:

• Describe how treatment for serious mental illnesses and substance use disorders has evolved
• Recognize individual risk factors
• Develop the infrastructure for change
• Create a system that supports recovery
• Engage in strategic planning
• Outline societal risks
• Utilize mainstream resources to prevent homelessness
• Describe the concept and practice of recovery
• Support values that put people first
• Create a system that supports recovery
• Use mainstream resources to prevent homelessness
• Improve access to mainstream programs
• Expand the capacity of mainstream programs
• Promote coordination and collaboration
• Apply knowledge from this course to practice and/or other professional contexts.

This 3 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Course Description

Maintaining a therapeutic alliance with clients who have co-occurring disorders (COD) is important—and difficult. The first section of this course reviews approaches for addressing these challenges. The second part of this course describes specific techniques effective in counseling clients with COD. One is the use of motivational enhancement consistent with the client\'s specific stage of recovery.

The purpose of this course is to describe for the addiction counselor and other practitioners how these guidelines and techniques, many of which are useful in the treatment of substance abuse or as general treatment principles, can be modified specifically and applied to people with COD.

Learning Objectives

After completing this training the professional will:

• Summarize ingredients for a successful therapeutic relationship with a client who has COD
• Describe a variety of techniques for working with clients with COD

This 3 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Course Description

Clinicians are increasingly called upon to see clients who present with co-occurring disorders (COD). This course consists of three parts: (1) an overview of the basic screening and assessment approach that should be a part of any program for clients with COD; (2) an outline of the twelve steps to an ideal assessment, including some instruments that can be used in assessing COD and re-assessing over the course of treatment; and (3) a discussion of key considerations in treatment matching.

Note: In the section entitled \"Assessment Step 6: Determine Quadrant and Locus of Responsibility\" there is a typo. For Quadrant II the table should read: More severe mental disorder/Less severe substance disorder.

Learning Objectives

After completing this training the professional will:

• Describe a basic screening and assessment approach that should be a part of any program for clients with COD.
• Describe a model for an optimal process of evaluation for clients with COD.
• Identify key considerations in treatment matching.

This 3.50 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Course Description

Improve your knowledge on Mindfulness for Substance Use and Co-occurring Disorders with this course. Both depression and substance use disorders represent major global health concerns and are often co-occurring. Although there are ongoing discoveries regarding the pathophysiology and treatment of each condition, common mechanisms and effective treatments for co-occurring depression and substance abuse remain elusive. Mindfulness training has recently been shown to benefit both depression and substance use disorders, suggesting that this approach may target common behavioral and neurobiological processes. This course offers a theoretical, clinical and neurobiological perspective of the overlaps between these disorders, highlights common neural pathways that play a role in depression and substance use disorders, and discusses how these commonalities may frame our conceptualization and treatment of co-occurring disorders. Finally, it details how advances in our understanding of potential mechanisms of mindfulness training may offer not only unique effects on depression and substance use, but also offer promise for treatment of co-occurring disorders.

Learning Objectives

After completing this training the professional will:

• describe theoretical and neurobiological rationale for the use of mindfulness-based treatment approaches for substance use disorders and co-occurring disorders.
• summarize principles and practices in the use of mindfulness-based treatment approaches for substance use disorders and co-occurring disorders.
• outline the research evidence pertaining to the use of mindfulness-based treatment approaches for substance use disorders and co-occurring disorders.

This 2.25 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Course Description

This course is aimed at counselors and healthcare professionals wishing to improve their knowledge on Addressing Suicidal Thoughts and Behaviors in Substance Abuse Treatment. Suicide risk is an issue that every frontline substance abuse counselor must be able to address. Research consistently shows a high prevalence of suicidal thoughts and attempts among persons with substance abuse problems who are in treatment (Ilgen, Harris, Moos & Tiet, 2007) and a significant prevalence of death-by-suicide among those who have at one time been in substance abuse treatment when compared with those who do not have a diagnosis of substance use disorder (Wilcox et al., 2004). As a result, substance abuse treatment providers must be prepared to gather information routinely and participate in the treatment of clients at risk for suicidal behavior. Suicidal thoughts and behaviors are also a significant indicator of other co-occurring disorder (depression, bipolar disorder, PTSD, schizophrenia, and some personality disorders) that will need to be explored, diagnosed, and addressed to improve outcomes of substance abuse treatment.

Learning Objectives

After completing this training the professional will:

• summarize background information concerning substance use disorders and suicidality.
• describe a process for addressing suicidal thoughts and behaviors in substance abuse treatment.
• identify competencies for working with clients with suicidal thoughts and behaviors.

This 1.75 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Most people with alcohol and other drug (AOD) use disorders suffer from co-occurring disorders (CODs), including mental health and medical problems, which complicate treatment and may contribute to poorer outcomes. This course addresses existing models for treating CODs at the treatment and the systems levels. Barriers that impede further integration of care for patients with CODs are addressed. The development of co-morbid anxiety and alcohol use disorders is explored, as well as evidence regarding treatment approaches for these common CODs.

Learning Objectives

After completing this training the professional will:

• identify a variety of models for treating co-occurring disorders.
• describe barriers to coordinated or integrated care for CODs.
• describe the evidence regarding the development of co-morbid anxiety and alcohol use disorders.
• summarize evidence for a variety of treatments for anxiety and alcohol use disorders.

This 1.50 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Course Description

Improve your knowledge of Intimate Partner Violence (IPV) and improve your practice with this course. IPV, also referred to as spousal abuse, describes any behavior within an intimate relationship that causes physical, psychological or sexual harm (World Health Organization, 2018). It includes acts of physical aggression, sexual coercion, psychological abuse and controlling behaviors. IPV therefore falls under the broader category of ‘domestic violence’, an all-encompassing term that may also refer to the abuse of children, elders, or any other family member within a household. While both males and females can be victims of IPV, women still remain more likely to be injured by partner violence than men (Whitaker et al, 2007). This course reviews the current treatments from three perspectives: that of the victim, the perpetrator and the couple who wish to remain together. Emphasis is made on the need for assessment of risk factors that might indicate a potentially lethal relationship and the importance of the diagnosis and treatment of comorbidity such as alcohol and drug use.

Learning Objectives

After completing this training the professional will:

• identify definitions and prevalence of IPV.
• describe factors that may be associated with IPV.
• summarize effectiveness evidence regarding the treatment of victims and perpetrators of IPV.
• identify clinical guidelines for working with victims and perpetrators of IPV.

This 0.75 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

The entire healthcare field is moving toward greater integration. This includes bidirectional integration of behavioral health and traditional medical health care. This course provides a primer on various integration models, lessons from integration initiatives, and effective practices for integration.

Learning Objectives

After completing this training the professional will:

• describe various models for integration of behavioral health and traditional medical health care.
• describes lessons from integration initiatives.
• identify effective approaches and practices for integration.

This 3 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

This course provides a brief overview for working with substance abuse treatment clients who also have specific mental disorders.
For each of the featured mental disorders four aspects are covered:
What counselors should know about substance abuse and the mental disorder
Diagnostic features and diagnostic criteria for the mental disorder
Advice to the counselor about working with clients with substance abuse and the mental disorder
Case Study: Counseling a substance abuse treatment client who has the mental disorder.
The mental disorders covered are: personality disorders (borderline and anti-social), mood and anxiety disorders, schizophrenia and other psychotic disorders, ADHD, PTSD, eating disorders, and pathological gambling. The course also covers suicidality and nicotine dependence, since these commonly overlap with substance abuse disorders.

Learning Objectives

After completing this training the professional will:

• identify pertinent information about substance abuse co-occurring with mental disorders.
• summarize diagnostic features and criteria for key mental disorders that commonly co-occur with substance use disorders.

This 2.25 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Course Description

This document is intended to provide counseling and related professionals with competencies for working with Lesbian, Gay, Bisexual, Queer, Intersex, Questioning and Ally (LGBQIQA) individuals, groups, and communities. The aim of these competencies is to provide a framework for creating safe, supportive, and caring relationships with LGBQIQA individuals, groups, and communities that foster self-acceptance and personal, social, emotional, and relational development.

Learning Objectives

After completing this training the professional will:

• Describe competencies for counseling with lesbian, gay, bisexual, queer, questioning, intersex and ally Individuals.
• Describe competencies for counseling allies.
• Summarize competencies for counseling people who are intersex.
• Define terms important to understanding lesbian, gay, bisexual, queer, questioning, intersex and ally Individuals.

This 0.75 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Clinicians see many clients hurt by interpersonal transgressions, particularly in couples. Forgiveness is an approach that some clients will choose to pursue, and evidence indicates forgiveness can contribute to numerous positive outcomes. This course begins with an outline of three approaches to forgiveness. Part two focuses on the application of forgiveness therapy with couples.

Learning Objectives

After completing this training the professional will:

• identify and compare three approaches to forgiveness.
• describe the assessment process involved in applying forgiveness therapy with couples.
• describe the therapy process involved in applying forgiveness therapy with couples.

This 1.25 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

This course introduces features of family involvement in intensive outpatient substance abuse recovery programs. Strategies for engaging families are discussed. A variety of family therapy options are outlined that can be offered by IOT programs as enhanced services, or more frequently, to which they may refer clients and their families. Family clinical issues in intensive outpatient treatment are reviewed, as well as the use of family genograms and family social network maps.

Learning Objectives

After completing this training the professional will:

• summarize family clinical issues in intensive outpatient treatment.
• identify strategies for engaging the family in treatment.
• describe a variety of family therapy options for the kinds of clients using intensive outpatient treatment.
• outline the use of family genograms and family social network maps.

This 1.25 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Family estrangement is an all too common occurrence in our society. Many clients struggle with this issue in their lives. This course addresses common dynamics in the development and maintenance of family dysfunction and estrangement, roles that family members can play in this, and ideas for coping with family estrangement or improving it.

Learning Objectives

After completing this training the professional will:

• describe common dynamics in the development and maintenance of family dysfunction and estrangement.
• identify roles that family members can play in this.
• identify ideas for coping with family estrangement or improving it.

This 0.75 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Despite its prevalence, postpartum depression is frequently not detected. This article describes the use of interpersonal psychotherapy (IPT), a time-limited and empirically validated treatment for perinatal depression, in terms of the relevant clinical issues for pregnant or postpartum women. The course outlines the assessment, initial and intermediate phases of IPT treatment of perinatal depression.

Learning Objectives

After completing this training the professional will:

• describe elements of perinatal depression and physiological correlates of the perinatal period.
• outline assessment in IPT for perinatal depression.
• outline treatment phases and techniques in IPT for perinatal depression.

This 2.25 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Working with couples in therapy can be rewarding and challenging. This course addresses couples therapists and the challenging issue of taking a neutral or objective stance about couples marriages and marriage decisions. The sometimes subtle but impactful effects of a neutral/objective stance are explored. The author lays out various ways couples therapists can make their meaning clear on this key issue and principles for working with couples from that stance.

Learning Objectives

After completing this training the professional will:

• describe potential impacts of taking a neutral/objective stance toward marriage and marriage decisions.
• describe benefits to individuals and marriages of working with couples from a non-neutral stance regarding marriage and marriage decisions.
• describe principles and methods for working with couples from a non-neutral stance regarding marriage and marriage decisions.

This 1.50 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Course Description

Improve your knowledge of Intimate Partner Violence (IPV) and improve your practice with this course. IPV, also referred to as spousal abuse, describes any behavior within an intimate relationship that causes physical, psychological or sexual harm (World Health Organization, 2018). It includes acts of physical aggression, sexual coercion, psychological abuse and controlling behaviors. IPV therefore falls under the broader category of ‘domestic violence’, an all-encompassing term that may also refer to the abuse of children, elders, or any other family member within a household. While both males and females can be victims of IPV, women still remain more likely to be injured by partner violence than men (Whitaker et al, 2007). This course reviews the current treatments from three perspectives: that of the victim, the perpetrator and the couple who wish to remain together. Emphasis is made on the need for assessment of risk factors that might indicate a potentially lethal relationship and the importance of the diagnosis and treatment of comorbidity such as alcohol and drug use.

Learning Objectives

After completing this training the professional will:

• identify definitions and prevalence of IPV.
• describe factors that may be associated with IPV.
• summarize effectiveness evidence regarding the treatment of victims and perpetrators of IPV.
• identify clinical guidelines for working with victims and perpetrators of IPV.

This 4 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Course Description

Improve your knowledge on the Diagnosis and Treatment of ADHD in Children and Adolescents with this course. Attention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder characterized by excessive amounts of inattention, hyperactivity, and impulsivity that are pervasive and impairing in multiple contexts. ADHD symptoms arise from executive dysfunction and emotional dysregulation is often considered a core symptom (Brown, 2008). This systematic review updates and extends two previous Agency for Healthcare Research and Quality (AHQR) systematic evidence reviews. It focuses on the comparative effectiveness of methods to establish the diagnosis of ADHD, updates the comparative effectiveness of pharmacologic and nonpharmacologic treatments, and evaluates different monitoring strategies in the primary care setting. The data sources consist of numerous relevant English-language studies published between 2011 and 2016 in PubMed, Embase, PsycINFO and the Cochrane Database of Systematic Reviews.

Learning Objectives

After completing this training the professional will be able to:

1. describe the process used to evaluate the Strength of Evidence (SOE) for studies included in the 2018 Comparative Effectiveness Review Number 203 comparing strategies to diagnose, treat and monitor children with attention deficit hyperactivity disorder (ADHD).
2. list a variety of pharmacological and non-pharmacological treatments used for children with ADHD and describe the findings for studies related to these treatments.
3. identify key messages of the 2018 Comparative Effectiveness Review Number 203 comparing strategies to diagnose, treat and monitor children with attention deficit hyperactivity disorder (ADHD).

This 1 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Depressive disorders can affect long-term mental and physical health functioning among children and adolescents, including increased risk of suicide. Despite access to several nonpharmacological, pharmacological, and combined treatment options for childhood depression, clinicians contend with sparse evidence and are concerned about harms associated with treatment.
This course summarizes the results of a systematic review to evaluate the efficacy, comparative effectiveness, and moderators of benefits and harms of available nonpharmacological and pharmacological treatments for children and adolescents with a confirmed diagnosis of a depressive disorder (DD)—major depressive disorder (MDD), persistent depressive disorder (previously termed dysthymia) or DD not otherwise specified.

Learning Objectives

After completing this training the professional will be able to:

1. describe the empirical evidence reviewed in the course article.
2. outline the findings in the course article in relationship to what is already know about the benefits of various nonpharmacological, pharmacological and combination treatments for children and adolescents with Depressive Disorders.
3. compile a list of future research needs related to the treatment of depression in children and adolescents.

This 3.50 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Course Description

This is an intermediate level course on Cultural in the health care field and is intended for health care workers who are interested in gaining further knowledge about the biological, social, and psychological aspects of culture.

After completing this training you will be able to:

• Identify their issues of working with culturally diverse populations.
• Increase awareness, self awareness and appropriate therapeutic interventions when working with diverse populations.
• Identify clinical issues of cultural competence.
• Knowledgeable about the different attitudes and values within different cultures.
• Familiar with issues relating to treatment across cultures.

This 1.75 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Course Description

This is an intermediate level course on Cultural in the health care field and is intended for health care workers who are interested in gaining further knowledge about the biological, social, and psychological aspects of culture.

After completing this training you will be able to:

• Identify their issues of working with culturally diverse populations.
• Increase awareness, self awareness and appropriate therapeutic interventions when working with diverse populations.
• Describe about the different attitudes and values within different cultures.
• Outline issues relating to treatment across cultures.
• Apply knowledge from this course to practice and/or other professional contexts.

This 1.75 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Course Description

Cultural competency practices have been widely adopted in the mental health field because of the disparities in the quality of services delivered to ethnic minority groups. This review examines the meaning of cultural competency, positions that have been taken in favor of and against it, and the guidelines for its practice in the mental health field. Empirical research that tests the benefits of cultural competency is also discussed.

Learning Objectives

After completing this training the professional will:

• Describe cultural competence and resistance to it.
• Identify a variety of cultural competency interventions.
• Summarize the effectiveness of psychotherapeutic treatments with ethnic minorities.
• Summarize the incremental effects of cultural competency adaptations.

This 2.25 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Course Description

This document is intended to provide counseling and related professionals with competencies for working with Lesbian, Gay, Bisexual, Queer, Intersex, Questioning and Ally (LGBQIQA) individuals, groups, and communities. The aim of these competencies is to provide a framework for creating safe, supportive, and caring relationships with LGBQIQA individuals, groups, and communities that foster self-acceptance and personal, social, emotional, and relational development.

Learning Objectives

After completing this training the professional will:

• Describe competencies for counseling with lesbian, gay, bisexual, queer, questioning, intersex and ally Individuals.
• Describe competencies for counseling allies.
• Summarize competencies for counseling people who are intersex.
• Define terms important to understanding lesbian, gay, bisexual, queer, questioning, intersex and ally Individuals.

This 0.75 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Course Description

Improve your practice with this course on substance use, misuse, and abuse among older adults. The expected rise in substance use disorders among older adults points to the need for clinical mental health counselors to address this demographic with more knowledge. While use of illicit drugs in older adults is much lower than among other adults, it is currently increasing. Data from the National Survey on Drug Use and Health (NSDUH), an annual nationally representative study of the U.S. population ages 12 and older, show that drug use among adults ages 65 and older increased from 19.3 percent in 2012 to 31.2 percent in 2017 (Center for Behavioral Health Statistics and Quality, 2019). This article (a) discusses the prevalence, vulnerabilities, and consequences of misuse and abuse of alcohol, prescription drugs, and illicit substances; b) reviews age-specific counseling considerations and approaches to assessment, diagnosis, and intervention; and (c) calls for more attention to the subject in training and research.

Learning Objectives

After completing this training the professional will:

• Describe the prevalence, vulnerabilities, and consequences of misuse and abuse of alcohol, prescription drugs, and illicit substances among older adults.
• Identify counseling considerations and approaches to assessment, diagnosis, and intervention for older adults with substance use disorders.

This 1 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Course Description

Cultural competence in psychotherapy is much discussed. Over time, three main perspectives have developed regarding what constitutes culturally sensitive treatment. In part one of this course the strengths and weaknesses of these perspectives are evaluated in order to move toward an organizing framework in the field.

Part two of the course focuses on cultural competence and clinician expertise, as concepts that have been investigated independently. The author however highlights the interrelatedness of the two concepts and argues for the importance of and rationale for combining two knowledge bases.

Learning Objectives

After completing this training the professional will:

• Identify three main perspectives of what constitutes culturally sensitive treatment.
• Describe strengths and weaknesses of the three main perspectives.
• Describe the potential interrelatedness of the concepts of cultural competence and master therapist expertise.

This 3.25 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Course Description

Women and girls live within sometimes complex cultural contexts and multiple cultural contexts. Clinicians can engage more effectively in psychological practice with women and girls when they possess contextual knowledge, understanding, and expertise. This course provides evidence that there is a need for such informed psychological practice. In addition it provides specific guidelines for working with women and girls and provides applications of those guidelines.

Learning Objectives

After completing this training the professional will:

• Describe factors in the lives of women and girls that indicate a need for contextual knowledge, understanding, and expertise to work effectively with women and girls in psychological practice.
• Summarize guidelines for informed, effective psychological practice with women and girls.

This 0.75 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Course Description

This course provides a readable and practical overview of the Health Information Portability and Accountability Act (HIPAA). It is for psychotherapists and mental health workers in private practice, small group practices, and agencies. The course focuses on key principles of HIPAA, along with details that you need to apply now. For example, it explains how the HIPAA principle of "scalability" can help you determine how to adopt HIPAA practices that fit your situation. You will also know what questions to ask and where to turn as additional issues arise in the course of your work.

When providers first learn about HIPAA, they may feel overwhelmed. However, the law was intended to be scalable, that is, the expectations take into account the size of the practice or organization. Thus, the practitioner should not be bowled over by materials and services created for corporate insurers and hospitals. Instead, we focus on the principles and they way they apply to smaller practices. That is what this course provides.

After completing this training you will be able to:

• Indicate when and why a provider is a "covered entity" required to comply with HIPAA.
• Identify the definition of HIPAA and identify its primary roles in regulating medical records.
• Identify the reasons HIPAA was developed, including the problems pertaining to electronic medical records that HIPAA addresses.

This 3.75 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Course Description

This course reviews key legal and ethical issues in psychotherapy. It is primarily intended for psychotherapists, but will be useful for any mental health professional. The content ranges from concrete, specific guidelines to overarching legal and ethical principles that guide clinical decision making. A broad range of topics is covered, with special, detailed emphasis on confidentiality and boundaries.

After completing this training you will be able to:

• Upon completion of this course, participants will be able to:
• Define professional ethics, including the fundamental principle of client welfare.
• Identify fundamental ethical principles of boundaries and confidentiality that underlie specific guidelines
• Abide by the ethical and legal guidelines covered, and express the reasons for the guidelines in terms of ethical principles and liability.
• Explain the reasons for confidentiality, including the beneficial effect on society through improved mental health services utilization.
• Identify behavioral red flags that indicate elevated risk for boundary violations.
• Summerize each of the 12 Principles of the Code of Ethics of the National Association of Alcoholism and Drug Abuse Counselors (NAADAC).
• Apply knowledge from this course to practice and/or other professional contexts.

This 2 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Course Description

This course reviews key legal and ethical issues in psychotherapy. It is primarily intended for psychotherapists, but will be useful for any mental health professional. Participants will appreciate that the coverage ranges from concrete, specific guidelines to overarching legal and ethical principles that guide clinical decision making. Numerous topics are covered, with special, detailed emphasis on confidentiality and boundaries.

After completing this training you will be able to:

• Abide by the ethical and legal guidelines covered, and express the reasons for the guidelines in terms of ethical principles and liability.
• Explain the reasons for confidentiality, including the beneficial effect on society through improved mental health services utilization.
• Identify behavioral red flags that indicate elevated risk for boundary violations.
• Identify personal issues, impairments, and unmet needs that make clinicians vulnerable to ethical lapses.
• Get appropriate legal or clinical consultation for ethically ambiguous situations and ethical quandaries.

This 2.75 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Course Description

This course reviews key legal and ethical issues in psychotherapy. It is primarily intended for psychotherapists, but will be useful for any mental health professional. The content ranges from concrete, specific guidelines to overarching legal and ethical principles that guide clinical decision making. A broad range of topics is covered, with special, detailed emphasis on confidentiality and boundaries.

After completing this training you will be able to:

• Define professional ethics, including the fundamental principle of client welfare.
• Identify fundamental ethical principles of boundaries and confidentiality that underlie specific guidelines
• Abide by the ethical and legal guidelines covered, and express the reasons for the guidelines in terms of ethical principles and liability.
• Explain the reasons for confidentiality, including the beneficial effect on society through improved mental health services utilization.
• Identify behavioral red flags that indicate elevated risk for boundary violations.

This 0.75 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Course Description

The National Board for Certified Counselors’ Code of Ethics (2012) is presented.

Learning Objectives

After completing this training the professional will:

• Describe the principles and practices outlined in the NBCC Code of Ethics.

This 2.25 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Course Description

Counseling provided via online means is becoming more commonplace. To use online counseling properly counselors need to be aware of ethical issues and how to address them. This course includes online counseling ethics guidelines from numerous professional associations.

*Note: Material for this course includes Appendix A. (page 50-77) and pages 13-15 from this article.

Learning Objectives

After completing this training the professional will:

• Describe challenges to fulfilling ethical obligations while conducting online counseling.
• Outline the ethics guidelines of numerous mental health professional organizations.
• Identify various ways to address the ethical challenges that can arise in online counseling.

This 1.25 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

The presence of the Internet and social media in therapists’ and clients’ lives requires clinicians to think through ethical implications for clinical practice and training. This course presents an ethical framework for clinicians to consider. In addition, numerous clinical situations are presented for clinicians to think through for their own practice.

Learning Objectives

After completing this training the professional will:

• Identify ethical issues related to use of social media by mental health professionals.
• Describe ethical principles that come into play given the presence of the Internet and social media in therapists’ and clients’ lives.
• Formulate their own ethical and risk management framework for internet and social media issues in professional practice.

This 1.25 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Course Description

Improve your knowledge on Suicide Risk Assessment and Treatment with this course. Every year, more than 700,000 people take their own life and there are many more people who attempt suicide. It occurs throughout the lifespan and was the fourth leading cause of death among 15-29-year-olds globally in 2019 Suicide is a global phenomenon that affects all parts of the world; in fact, over 77% of global suicides occurred in low- and middle-income nations in 2019 (WHO, 2021). It should be noted that there is no single cause for suicide. It most often occurs when stressors and health issues converge to create an experience of hopelessness and despair. Conditions like depression, anxiety and substance problems, especially when unaddressed, increase risk for suicide. The statistics illustrate how serious of a public health issue suicide is. But, they can be prevented with timely, evidence-based interventions. This course aims provides the reader with the right tools to better understand suicide assessment and treatment.

After completing this training you will be able to:

• Identify a historical perspective on suicide.
• Identify rates of suicide overall and for various demographic groups.
• Describe the major causes and risk factors for suicide.
• Outline the relative risks for various mental disorders, subtypes, and situational factors.
• Describe the role of mental disorders and life situations in suicide.
• Summerize the relationship of co morbidities in risk.
• Apply knowledge from this course to practice and/or other professional contexts.

This 2 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Course Description

Rational-Emotive Behavior Therapy (REBT) is the earliest formal cognitive behavioral psychotherapy (CBT). Its premise is that treatment can dramatically improve emotional and mental health by altering patterns of thinking. Albert Ellis developed this approach in the 1950s because of his dissatisfaction with psychoanalytic approaches prevalent at the time. He was a psychoanalytically trained psychologist. He felt that his patients could progress much faster than was possible through psychoanalysis. The approach uses a much more directive approach than was accepted at the time. This includes liberal use of psycho-education. Ellis first referred to the approach as rational therapy, and then rational-emotive therapy (RET)

After completing this training you will be able to:

• Describe the early development of REBT in terms of its contrast to other approaches at that time, its philosophical roots, and its assumptions.
• Outline the elements of REBT theory
• Identify irrational beliefs as the causes of emotional and behavioral problems
• Describe the psychodynamics of anxieties.
• Describe how REBT is evolving, and emerging knowledge that may contribute to REBT.
• Identify how REBT has influenced subsequent approaches.
• Apply knowledge from this course to practice and/or other professional contexts.

This 1.50 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Course Description

This course prepares the clinician to offer group support and Treatment for ADD/ADHD. Attention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder characterized by excessive amounts of inattention, hyperactivity, and impulsivity that are pervasive and impairing in multiple contexts. ADHD symptoms arise from executive dysfunction and emotional dysregulation is often considered a core symptom (Brown, 2008). After detailing the key characteristics that cause adults with AD/HD to seek support, the course describes the clinical challenges in working with AD/HD and frames them in terms of group work. In the section Formal Groups and Online Forums, the reader will learn about the benefits and consideration of offering a more relaxed approach to group work as opposed to fully structured psycho-education groups. Finally, the course details the psychosocial education approach which can be used as a stand-alone program or integrated in a broader psychotherapy context. A list of modules and resources are provided to help you implement this approach to your practice.

After completing this training you will be able to:

• Describe the features of AD/HD in adults from the perspective of the treating clinician.
• Identify the co morbidities commonly associated with adult AD/HD.
• Identify ways to make group work with persons with adult AD/HD relevant to the problems, characteristics, and common co morbidities of AD/HD.
• Describe self help group formats that persons with AD/HD are using to help them cope with AD/HD.
• Outline the structured psycho-educational approach to group work, its origins, and its use with AD/HD.
• Identify less well-understood topics that can contribute to group work with persons with AD/HD.
• Apply knowledge from this course to practice and/or other professional contexts.

This 1.25 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Course Description

Many will find that a brief training and experience with a mindfulness practice will bring about a unique experience of peacefulness or expanded awareness. Experienced practitioners tell us that they develop an inner poise or balance, and in improved sensitivity to the signals of their body and mind. They may acquire a sense of connection to the world, and speak of feeling that they are on a path. This sense can take the form of finding a personal meaning in each new moment. They say that it is easier to accept adversity, but with an enhanced ability to respond in a positive, assertive manner.

After completing this training you will be able to:

• Apply mindfulness and understand its diverse definitions
• Identify the benefits and potential benefits of mindfulness practices and mindfulness-integrative treatment into your treatment plan
• Apply mindfulness and mindfulness-integrative experiences to achieve maximum individual growth
• Describe the relationship of mindfulness in contemporary culture and psychotherapy and apply them to your practice
• Use an understanding of the relationship of mindfulness and cognitive behavioral therapy in theory and practice

This 0.75 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Course Description

This course reviews fundamental information on pain and pain management that is of value to clinical practice. It provides current information to enhance clinical responsiveness. Additionally, this training explores the personal, societal, and clinical issues in chronic pain and its treatment and key ideas regarding psychological techniques for altering the perception of pain.

After completing this training you will be able to:

• Describe fundamental ideas that underlie psychological techniques for treating chronic pain, including psychological methods for altering perception and interpretation of pain.
• Recognize issues of stigma and societal responses to persons with pain problems.
• Distinguish between different elements of pain as a representation, such as suffering.
• Identify the physiology behind psychogenic pain and the placebo effect.
• Direct clients to improve lifestyle factors that contribute to pain resistance and recovery.
• Apply knowledge from this course to practice and/or other professional contexts.

This 6 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Psychotherapeutic Medications what Every Counselor Should Know

Course Description:

This publication is designed as a quick "desk reference" for substance abuse and mental health treatment providers. It is not intended to be used as a complete reference for psycho-therapeutic medications.

This guide details information about the purpose, usual doses and frequency of use, potential side effects, emergency conditions, and cautions for each medication grouping. Substance use disorders and the medications for proper treatment are also discussed.

Psychotherapeutic Medications what Every Counselor Should Know

Learning Objectives

After completing this training the health care professional will:

• Identify medications and the disorders they are used to treat.
• Discuss tips for communicating with physicians about clients and medication.
• Support clients with mental illness in continuing to take their psychi-atric medications can significantly improve substance abuse treatment outcomes.
• Discuss short- and long-term impact to person and family
• Discuss physical changes (some immediate) as a result of quitting and highlight those most relevant

This 13.75 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Brief Interventions and Brief Therapies for Substance Abuse

Course Description

Brief interventions and brief therapies have become increasingly important modalities in the treatment of individuals across the substance abuse continuum. The content of the interventions and therapies will vary depending on the substance used, the severity of problem being addressed, and the desired outcome.

Because brief interventions and therapies are less costly yet have proven effective in substance abuse treatment, clinicians, clinical researchers, and policymakers have increasingly focused on them as tools to fill the gap between primary prevention efforts and more intensive treatment for persons with serious substance abuse disorders. However, studies have shown that brief interventions are effective for a range of problems, and the Consensus Panel believes that their selective use can greatly improve substance abuse treatment by making them available to a greater number of people and by tailoring the level of treatment to the level of client need.

Brief Interventions and Brief Therapies for Substance Abuse

Learning Objectives

After completing this training the health care professional will:

• Utilize counseling skills such as active listening and helping clients explore and resolve ambivalence
• Discuss the basic elements of brief therapies
• Have a working knowledge of the stages of change through which a client moves when thinking about, beginning, and trying to maintain new behavior

This 11.25 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Course Description

Improve your understanding of the connections between substance abuse and domestic violence with this course. Domestic violence is a pattern of abusive behavior in any relationship that is used by one person to gain control over another. It includes acts of physical aggression, sexual coercion, psychological abuse and controlling behavior exerted against children, adults and elders. Domestic violence has no boundaries and occurs across all socio-economic, political and cultural contexts. A plethora of factors influences domestic violence, one of which is substance abuse.

The association between domestic violence and abuse and dependence has been investigated by various authors (Gilbert et. al, 2001; Miller et. al, 2000) but a causal relationship cannot be inferred. While there is no direct cause-and-effect link, it appears clear the use of alcohol and other drugs is a major risk factor for domestic violence. Some studies support the idea that this is due to the similarity between the behaviors of perpetrators of domestic violence and substance dependence (Irons and Schneider, 1997). Common characteristics include loss of control, maintenance of behavior despite adverse consequences, minimization and denial. Others state that, by reducing inhibitions and distorting perceptions, alcohol and substance abuse encourage open aggression.

Substance Abuse Treatment and Domestic Violence

Center for Substance Abuse Treatment

Learning Objectives

After completing this training the health care professional will be able to:

• Identify the key stages: from drinking and transition to early and ongoing recovery.
• Describe the therapeutic tasks and pitfalls that characterize Domestic Violence and Substance Abuse.
• Implement interventions with individual family members, as well as the system as a whole, helping to restructure roles, interactions and beliefs that have been shaped by addiction and abuse.
• Outline the importance of facilitating the family's use of outside sources of support.
• Apply knowledge from this course to practice and/or other professional contexts.

This 11.50 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Tools for Success Curriculum - Working With Youth with Fetal Alcohol Spectrum Disorders (FASD) in the Juvenile Justice System

Course Description:

"Fetal alcohol spectrum disorders" is an umbrella term describing the range of effects that can occur in an individual whose mother drank alcohol during pregnancy. These effects may include physical, mental, behavioral, and/or learning disabilities with possible lifelong implications. "FASD" is not a diagnostic term used by clinicians. It refers to conditions such as fetal alcohol syndrome (FAS), partial FAS, alcohol-related neurodevelopmental disorder, and alcohol-related birth defects.

It is estimated that FASD occurs in 1 percent of all live births in the United States each year (May and Gossage, 2001). Many of these infants grow up to commit crimes. One study found that 60 percent of individuals with an FASD ages 12 and older had been in trouble with the law (Streissguth, et al., 1996). Youth with an FASD often cycle through the juvenile justice system with no recognition of their disabilities. Through this curriculum, it is hoped that professionals can learn ways to improve the identification and treatment of youth with an FASD in the juvenile justice system.

Tools for Success Curriculum - Working With Youth with Fetal Alcohol Spectrum Disorders (FASD) in the Juvenile Justice System

Learning Objectives

After completing this training the health care professional will:

• Discuss the lifelong effects of prenatal alcohol exposure on brain development
• Define "fetal alcohol spectrum disorders"
• Describe the impact FASD has on the family, school, community, and society in general
• Describe difficulties of individuals with disabilities within the juvenile justice system
• Explain why youth with an FASD may be more likely to come into contact with the juvenile justice system
• Describe issues faced by youth with an FASD in the juvenile justice system
• Identify juvenile justice issues facing youth with an FASD
• Describe the juvenile court process
• Summerize importance of identification and assessment of FASD in youth in the juvenile justice system
• Apply knowledge from this course to practice and/or other professional contexts.

This 6.25 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Substance Abuse Treatment for Lesbian, Gay, Bisexual, and Transgender

This publication presents information to assist providers in improving substance abuse treatment for lesbian, gay, bisexual, and trans-gender (LGBT) clients by raising awareness about the issues unique to LGBT clients. Sensitizing providers to these unique issues will, it is hoped, result in more effective treatment and improved treatment outcomes. Effective treatment with any population should be sensitive and culturally competent. Substance abuse treatment providers, counselors, therapists, administrators, and facility directors can be more effective in treating LGBT clients when they have a better understanding of the issues LGBT clients face. With this knowledge, treatment providers can reexamine their treatment approaches and take steps to accommodate LGBT clients.

Studies indicate that, when compared with the general population, LGBT people are more likely to use alcohol and drugs, have higher rates of substance abuse, are less likely to abstain from use, and are more likely to continue heavy drinking into later life.

Learning Objectives

After completing this training the health care professional will:

• Describe the epidemiology of substance abuse among the LGBT population
• Identify the types of substances abused
• Define key terms
• Identify characteristics of LGBT individuals
• Recognize the differences in LGBT life experiences may shape the substance abuse issues
• Summerize the life cycle issues for LGBT individuals
• Identify treatment issues that are unique to different ethnic groups
• Describe how cross-cultural issues affect substance abuse treatment
• Apply knowledge from this course to practice and/or other professional contexts.

This 1 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Course Description
Brief interventions and brief therapies have become increasingly important modalities in the treatment of individuals across the substance abuse continuum. The content of the interventions and therapies will vary depending on the substance used, the severity of problem being addressed, and the desired outcome. Because brief interventions and therapies are less costly yet have proven effective in substance abuse treatment, clinicians, clinical researchers, and policymakers have increasingly focused on them as tools to fill the gap between primary prevention efforts and more intensive treatment for persons with serious substance abuse disorders. However, studies have shown that brief interventions are effective for a range of problems, and the Consensus Panel believes that their selective use can greatly improve substance abuse treatment by making them available to a greater number of people and by tailoring the level of treatment to the level of client need.

Learning Objectives

After completing this training the professional will:

• Utilize counseling skills such as active listening and helping clients explore and resolve ambivalence
• Discuss the basic elements of Brief Cognitive-Behavioral Therapy
• Have a working knowledge of the stages‐of‐change through which a client moves when thinking about, beginning, and trying to maintain new behavior

This 1.50 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Course Description

This course is aimed at practitioners who wish to deepen their knowledge of treatment of depression in older adults using evidence-based practices. Depression is a common mental disorder. Globally, it is estimated that 5% of adults suffer from the disorder. It is characterized by persistent sadness and a lack of interest or pleasure in previously rewarding or enjoyable activities. It can also disturb sleep and appetite. Tiredness and poor concentration are common, and its effects can be long-lasting or recurrent, thus dramatically affecting a person’s ability to function and live a rewarding life.

This course describes how practitioners seeing older adults can screen for depression, assess and diagnose depression, select an appropriate treatment, deliver care and evaluate outcomes. It also describes how practitioners can participate in implementing evidence-based practices (EBP’s). Treatments that have been labeled as EBP differ from other treatments in that they have been rigorously evaluated by scientists to determine that they reduce the symptoms of depression more than usual care.

Learning Objectives

After completing this training the professional will:

• Identify approaches for screening, assessing, and diagnosing depression in older adults.
• Describe approaches for selecting appropriate treatment for older adults with depression.
• Summarize evidence-based care for older adults with depression.

This 1.75 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Course Description

Deepen your understanding of trauma-focused cognitive behavioral therapy for children affected by sexual abuse with this course. Child sexual-abuse can have wide-ranging and serious consequences that include effects on inter-personal relationships, emotional well-being, physical health and later life. Victims and survivors are also two to four times more likely to become victims of sexual, physical or emotional abuse again in their lifetime (Fisher, 2017).

Trauma-Focused Cognitive Behavioral Therapy (TF-CBT) is an evidence-based treatment approach shown to help children, adolescents and their caregivers overcome trauma-related difficulties. It uses cognitive-behavioral principles and exposures techniques to prevent and treat posttraumatic stress, depression and behavioral problems. Published estimates indicate that 75% or more of children and adolescents experience some form of trauma by the age of 18 (Finkelhor et al., 2009), and between 20% and 50% of them experience some level of posttraumatic stress symptoms (Copeland et al., 2007). The high rates of trauma and the long-lasting impact of PTSD have necessitated interventions such as TF-CBT that are specifically designed to meet the requirements of children and adolescents in the wake of trauma.

Learning Objectives

After completing this training the professional will:

• Summarize the effects of maltreatment on brain development.
• Describe trauma-focused cognitive behavioral therapy for children affected by sexual abuse or trauma.
• Describe the evidence regarding TF-CBT.

This 1.75 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Course Description

The Relapse Prevention (RP) model has been a mainstay of addictions theory and treatment since its introduction three decades ago. This course provides an overview and update of RP for addictive behaviors with a focus on developments over the last decade (2000-2010). Major treatment outcome studies and meta-analyses are summarized, as are selected empirical findings relevant to the tenets of the RP model. Notable advances in RP in the last decade include the introduction of a reformulated cognitive-behavioral model of relapse and the development of mindfulness-based relapse prevention. Also reviewed is the emergent literature on genetic correlates of relapse following pharmacological and behavioral treatments.

Learning Objectives

After completing this training the professional will:

• Identify developments in relapse prevention from 2000-2010.
• Summarize the impact of relapse prevention approaches on a variety of clinical factors.
• Describe mindfulness-based relapse prevention.
• Describe genetic and neurological influences on treatment response and relapse.

This 0.75 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Course Description

Mindfulness has become a popular topic among psychological therapists. This introductory article explains what mindfulness is and how it can be developed, before exploring how it has been incorporated within psychoanalytic and cognitive–behavioral psychotherapies. These reflect general as well as specific presumed therapeutic actions. At present, variations in the way mindfulness is understood, taught and applied mean that it is too early to fully assess its potential. They demonstrate how the use of attention and awareness in therapy cuts across traditional divisions and where mindfulness in therapy is most in need of further investigation.

Learning Objectives

After completing this training the professional will:

• Describe what mindfulness is and how it can be developed.
• Describe how mindfulness has been incorporated into psychoanalytic and cognitive-behavioral psychotherapies.
• Identify ways in which mindfulness approaches may relieve psychological distress.

This 2.25 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Course Description

In the past, maladaptations after trauma were considered to be a reflection of personal weaknesses and were stigmatized.

This course uses recent evidence to understand physiological responses to severe stress and trauma and the risk factors for a pathological response to trauma. These gains in understanding come from the study of memory and neuro-hormonal reactivity and control systems.

The course also summarizes current biologically-informed, psychotherapeutic and pharmacologic interventions for the prevention and treatment of acute stress disorder and post-traumatic stress disorder (PTSD).

Learning Objectives

After completing this training the professional will:

• Describe physiological responses to severe stress and trauma and the the risk factors for a pathological response to trauma.
• Summarize current biologically-informed, psychotherapeutic and pharmacologic interventions for the prevention and treatment of acute stress disorder and post-traumatic stress disorder (PTSD).

This 3.25 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Course Description

Women and girls live within sometimes complex cultural contexts and multiple cultural contexts. Clinicians can engage more effectively in psychological practice with women and girls when they possess contextual knowledge, understanding, and expertise. This course provides evidence that there is a need for such informed psychological practice. In addition it provides specific guidelines for working with women and girls and provides applications of those guidelines.

Learning Objectives

After completing this training the professional will:

• Describe factors in the lives of women and girls that indicate a need for contextual knowledge, understanding, and expertise to work effectively with women and girls in psychological practice.
• Summarize guidelines for informed, effective psychological practice with women and girls.

This 1 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Course Description

This course considers the clinical implications related to perspectives on forgiveness. It is not uncommon for clinicians to see clients affected by interpersonal transgressions. Forgiveness is an approach that some clients will decide to pursue, and it represents a positive psychological response to interpersonal harms that can contribute to numerous positive outcomes. Forgiveness can be defined as the release of resentment or anger. It is vitally important for the mental health of those who have been victimized, as it propels them forward rather than keeping them emotionally engaged in trauma or injustice. This course details three approaches to forgiveness: the Enright forgiveness process Model, the “Reach” method and the 9 steps process. After learning about these approaches, it details the potential clinical implications of a focus on forgiveness, providing valuable insight and advice.

Learning Objectives

After completing this training the professional will:

• identify and compare three approaches to forgiveness.
• describe potential clinical implications of a focus on forgiveness.
• summarize new ways to think about forgetting and its potential relationship to forgiveness.

This 0.75 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Clinicians see many clients hurt by interpersonal transgressions, particularly in couples. Forgiveness is an approach that some clients will choose to pursue, and evidence indicates forgiveness can contribute to numerous positive outcomes. This course begins with an outline of three approaches to forgiveness. Part two focuses on the application of forgiveness therapy with couples.

Learning Objectives

After completing this training the professional will:

• identify and compare three approaches to forgiveness.
• describe the assessment process involved in applying forgiveness therapy with couples.
• describe the therapy process involved in applying forgiveness therapy with couples.

This 1.50 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Chronic insomnia is highly prevalent in our society, and it is a major cost to society in terms of health care expenditure and reduced productivity. Non-pharmacologic interventions have been studied and shown to produce reliable and sustained improvements in sleep patterns of patients with insomnia. This course surveys the identification of chronic insomnia and a variety of effective non-pharmacologic interventions for it.

Learning Objectives

After completing this training the professional will:

• summarize the definition and incidence of chronic insomnia, and diagnostic evaluation considerations.
• identify a variety of effective non-pharmacologic interventions for chronic insomnia, and how to employ them.

This 3.50 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Course Description

Improve your knowledge on Mindfulness for Substance Use and Co-occurring Disorders with this course. Both depression and substance use disorders represent major global health concerns and are often co-occurring. Although there are ongoing discoveries regarding the pathophysiology and treatment of each condition, common mechanisms and effective treatments for co-occurring depression and substance abuse remain elusive. Mindfulness training has recently been shown to benefit both depression and substance use disorders, suggesting that this approach may target common behavioral and neurobiological processes. This course offers a theoretical, clinical and neurobiological perspective of the overlaps between these disorders, highlights common neural pathways that play a role in depression and substance use disorders, and discusses how these commonalities may frame our conceptualization and treatment of co-occurring disorders. Finally, it details how advances in our understanding of potential mechanisms of mindfulness training may offer not only unique effects on depression and substance use, but also offer promise for treatment of co-occurring disorders.

Learning Objectives

After completing this training the professional will:

• describe theoretical and neurobiological rationale for the use of mindfulness-based treatment approaches for substance use disorders and co-occurring disorders.
• summarize principles and practices in the use of mindfulness-based treatment approaches for substance use disorders and co-occurring disorders.
• outline the research evidence pertaining to the use of mindfulness-based treatment approaches for substance use disorders and co-occurring disorders.

This 4 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

For many of the problems that our clients present we might wonder what role the brain plays. Recent knowledge tells us that a full understanding includes many feedback loops: the brain shaping behavior, health, and emotional health AND behavior, experiences, relationships and cognition affecting brain function, physiology, and structure.



The brain-based therapy approach reveals and utilizes these important reciprocal factors to provide guideposts for rich evidence-based treatment.


Table of Contents

1. Foundations




1. Sea Change in Psychotherapy


2. Neuroscience


3. Developmental Neurobiology


4. Memory


5. Nutrition


6. Gender Differences




2. Applications




1. Overview


2. Stress, Trauma, and Change


3. Anxiety, Panic and GAD


4. PTSD


5. OCD


6. Depression


7. SEEDS and Summary

Learning Objectives

After completing this training the professional will:

• Summarize the many reciprocal relationships between brain and behavior.
• Describe key reciprocal relationships of brain, behavior, and experience in life span development.
• Outline reciprocal relationships of brain, behavior, and experience regarding memory, nutrition, and gender differences.
• Apply reciprocal relationships of brain, behavior, and experience to commonly presented emotional/behavioral/interpersonal/mental health problems.

This 0.75 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Despite its prevalence, postpartum depression is frequently not detected. This article describes the use of interpersonal psychotherapy (IPT), a time-limited and empirically validated treatment for perinatal depression, in terms of the relevant clinical issues for pregnant or postpartum women. The course outlines the assessment, initial and intermediate phases of IPT treatment of perinatal depression.

Learning Objectives

After completing this training the professional will:

• describe elements of perinatal depression and physiological correlates of the perinatal period.
• outline assessment in IPT for perinatal depression.
• outline treatment phases and techniques in IPT for perinatal depression.

This 1.75 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Most people with alcohol and other drug (AOD) use disorders suffer from co-occurring disorders (CODs), including mental health and medical problems, which complicate treatment and may contribute to poorer outcomes. This course addresses existing models for treating CODs at the treatment and the systems levels. Barriers that impede further integration of care for patients with CODs are addressed. The development of co-morbid anxiety and alcohol use disorders is explored, as well as evidence regarding treatment approaches for these common CODs.

Learning Objectives

After completing this training the professional will:

• identify a variety of models for treating co-occurring disorders.
• describe barriers to coordinated or integrated care for CODs.
• describe the evidence regarding the development of co-morbid anxiety and alcohol use disorders.
• summarize evidence for a variety of treatments for anxiety and alcohol use disorders.

This 1.50 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Mastered therapists were interviewed regarding various aspects of the therapy relationship. Based on the interviews, a number of domains and categories are conceptualized as relationship stances utilized by the master therapists to meet individual client needs. Based on these domains and categories the author proposes a Model of Relationship Stances that can be utilized in clinical practice, training, and research.

Learning Objectives

After completing this training the professional will:

• describe the importance of the therapy relationship in outcomes.
• outline a variety of relationship stance domains and categories found amongst mater therapists.
• describe the proposed Model of Relationship Stances.

This 2 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

Dr. Miller and the ICCE receive compensation through the sales of this manual. There is no outside commercial support related to this CE program and no known conflict of interest.

In this manual, the basics of implementing Feedback-Informed
Treatment are described and illustrated through case examples and
scripts. The manual details how to introduce the Outcome Rating Scale
(ORS) and the Session Rating Scale (SRS) in clinical work and how
to integrate it as part of ongoing treatment to improve the outcome of
service.

Bertolino, B., & Miller, S.D. (Eds.) (2013). The ICCE Feedback Informed Treatment manuals (Volumes 1-6). Chicago, IL: ICCE Press.

rning Objectives

After completing this training the health care professional will be able to:

• Describe the specific components of routine outcome measurement
• Use outcome and alliance measurement instruments in routine clinical care
• Identify important factors in creating a culture for measuring client outcomes and using feedback processes
• Describe strategies for using feedback to inform and improve care on a routine and ongoing basis

This 1 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

This credit course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

The first author (ELG) developed the Mindfulness-Oriented Recovery Enhancement (MORE) intervention, and has received income from the MORE treatment manual (Garland, 2013) and therapist trainings.

Contemporary advances in addiction neuroscience have paralleled increasing interest in the ancient mental training practice of mindfulness meditation as a potential therapy for addiction. In the past decade, mindfulness-based interventions (MBIs) have been studied as a treatment for an array addictive behaviors, including drinking, smoking, opioid misuse, and use of illicit substances like cocaine and heroin. This article reviews current research evaluating MBIs as a treatment for addiction, with a focus on findings pertaining to clinical outcomes and biobehavioral mechanisms. Studies indicate that MBIs reduce substance misuse and craving by modulating cognitive, affective, and psychophysiological processes integral to self-regulation and reward processing. This integrative review provides the basis for manifold recommendations regarding the next wave of research needed to firmly establish the efficacy of MBIs and elucidate the mechanistic pathways by which these therapies ameliorate addiction. Issues pertaining to MBI treatment optimization and sequencing, dissemination and implementation, dose–response relationships, and research rigor and reproducibility are discussed.

Learning Objectives

After completing this training the professional will be able to:

1. describe the potential neurocognitive processes that become dysregulated due to addiction and may be improved through MBIs
2. outline the current state of research regarding clinical outcomes of mindfulness-based treatment for addiction
3. compile a list of recommendations for future research related to mindfulness-based treatment for addiction

This 2 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

This course provides behavioral health clinicians with a comparative effectiveness review of the evidence for drug and nondrug interventions in treating acute symptoms associated with bipolar disorder (BD) and preventing relapse.

Learning Objectives

After completing this training the professional will be able to:

1. describe the process of selecting studies to be included in this Comparative Effectiveness Review.
2. outline the results of studies examining the effect of psychosocial and other non-drug Interventions for Bipolar Disorder (BD), and utilize this evidence in treatment planning.
3. identify the factors effecting the Strength of Evidence for the studies included in this Comparative Effectiveness Review.

This 4 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Course Description

Improve your knowledge on the Diagnosis and Treatment of ADHD in Children and Adolescents with this course. Attention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder characterized by excessive amounts of inattention, hyperactivity, and impulsivity that are pervasive and impairing in multiple contexts. ADHD symptoms arise from executive dysfunction and emotional dysregulation is often considered a core symptom (Brown, 2008). This systematic review updates and extends two previous Agency for Healthcare Research and Quality (AHQR) systematic evidence reviews. It focuses on the comparative effectiveness of methods to establish the diagnosis of ADHD, updates the comparative effectiveness of pharmacologic and nonpharmacologic treatments, and evaluates different monitoring strategies in the primary care setting. The data sources consist of numerous relevant English-language studies published between 2011 and 2016 in PubMed, Embase, PsycINFO and the Cochrane Database of Systematic Reviews.

Learning Objectives

After completing this training the professional will be able to:

1. describe the process used to evaluate the Strength of Evidence (SOE) for studies included in the 2018 Comparative Effectiveness Review Number 203 comparing strategies to diagnose, treat and monitor children with attention deficit hyperactivity disorder (ADHD).
2. list a variety of pharmacological and non-pharmacological treatments used for children with ADHD and describe the findings for studies related to these treatments.
3. identify key messages of the 2018 Comparative Effectiveness Review Number 203 comparing strategies to diagnose, treat and monitor children with attention deficit hyperactivity disorder (ADHD).

This 1 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Depressive disorders can affect long-term mental and physical health functioning among children and adolescents, including increased risk of suicide. Despite access to several nonpharmacological, pharmacological, and combined treatment options for childhood depression, clinicians contend with sparse evidence and are concerned about harms associated with treatment.
This course summarizes the results of a systematic review to evaluate the efficacy, comparative effectiveness, and moderators of benefits and harms of available nonpharmacological and pharmacological treatments for children and adolescents with a confirmed diagnosis of a depressive disorder (DD)—major depressive disorder (MDD), persistent depressive disorder (previously termed dysthymia) or DD not otherwise specified.

Learning Objectives

After completing this training the professional will be able to:

1. describe the empirical evidence reviewed in the course article.
2. outline the findings in the course article in relationship to what is already know about the benefits of various nonpharmacological, pharmacological and combination treatments for children and adolescents with Depressive Disorders.
3. compile a list of future research needs related to the treatment of depression in children and adolescents.

This 18 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

THIS IS A LIVE ON SITE PROGRAM

See this page for details:
https://www.schematherapytrainingonline.com/p/course2_the_mode_model_for_complex_cases

Module 1: Schema Mode Model (4.5 Hours)
Module 2: Assessment, Conceptualisation and Formulation using the Mode Model (2-hours)
Module 3: Change Processes in Schema Mode Work (2-hours)
Module 4: Bypassing Coping Modes - Mode Work in Schema Therapy 2.5 hours
Module 5: Working with Critic Modes & Vulnerable Child Mode 3.5 hours
Module 6: Therapist Schemas - Course Reflection - Resources - Road Ahead (3-hours)

Schema Therapy Online Course 2: The Schema ModernModel and Mode Interventions for Complex Cases

Learning Objectives

After completing this training the professional will be able to:

• Describe the Schema Mode Model and conceptual background of the 'Mode' Model and 'parts' in Schema Therapy for complex cases.
• Summarize conceptualisation and treatment of Complex Cases, especially Cluster B (e.g. Borderline, Anti- social), and C (e.g. Avoidant, OCPD, Dependant) personality disorder presentations.
• Demonstrate awareness and fluency of Schema Mode descriptions.
• Explain assessment of Schema Modes, and demonstrate skills in the administration, scoring, and interpretation of the Schema Mode Inventory.
• Demonstrate skills in assessment, conceptualisation and formulation using the schema mode model, including the ability to generate 'Schema Mode Maps' with clients.
• Describe skills in Cognitive Change approaches with rigid presentations.
• Improve skills in the application of Behavioural-pattern breaking techniques within the Schema Mode Model.
• Demonstrate increased confidence and competency in the use of experiential change approaches including Imagery Rescripting and Chairwork dialogues with 'Modes' or 'Parts'.
• Demonstrate skills and confidence in the application of Limited Reparenting and using the therapy relationship as a vehicle for positive change and 'schema healing',
• Demonstrate a deeper understanding and awareness of the impact of therapist schemas and modes on the therapy relationship and treatment of complex cases, including our own reactions.
• Apply knowledge from this course to practice and/or other professional contexts.

This 18 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

THIS IS A LIVE ON SITE PROGRAM

See this page for details:
https://www.schematherapytrainingonline.com/p/course1_the_basic_schema_treatment_model

Module 1: Schema Mode Model (4.5 Hours)
Module 2: Assessment, Conceptualisation and Formulation using the Mode Model (2-hours)
Module 3: Change Processes in Schema Mode Work (2-hours)
Module 4: Bypassing Coping Modes - Mode Work in Schema Therapy 2.5 hours
Module 5: Working with Critic Modes & Vulnerable Child Mode 3.5 hours
Module 6: Therapist Schemas - Course Reflection - Resources - Road Ahead (3-hours)

Course 1 - Schema Therapy Online Course 1: The Basic Model Methods and Techniques

Learning Objectives

After completing this training the professional will be able to:

1. Outline the theoretical and historical development of schema Therapy.
2. Describe the central concepts underpinning the "Basic Schema Model" - the Interplay between needs, schemas, and coping styles.
3. Identify the concept of the 18 Schemas and how they commonly present.
4. Demonstrate knowledge of how needs and schemas play out 'in real life'.
5. Outline the evidence base/ support for the use for schema therapy for complex cases.
6. Demonstrate how to administer, score and interpret the Young Schema Questionnaire Short Form - (90- Items).
7. Explain how to do a schema focused assessment using multiple assessment methods and integrate this assessment into a basic schema formulation.
8. Assess and gain some self- awareness of your 'Own Schemas'.
9. Describe how to use experiential methods (e.g. imagery) for assessment and intervention (e.g. Imagery Rescripting)
10. Outline the basics of schema intervention including how to apply
    (a) limited reparenting,
    (b) Experiential interventions,
    (c) Cognitive Strategies, and
    (d) Behavioral pattern breaking strategies.
11. Outline how to structure the course of schema treatment over time, and with a session, including the use of homework.
12. Summarize the basics of the 'schema mode' concept.

This 2 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

Dr. Miller and the ICCE receive compensation through the sales of this manual. There is no outside commercial support related to this CE program and no known conflict of interest.

In this manual, the basics of implementing Feedback-Informed
Treatment are described and illustrated through case examples and
scripts. The manual details how to introduce the Outcome Rating Scale
(ORS) and the Session Rating Scale (SRS) in clinical work and how
to integrate it as part of ongoing treatment to improve the outcome of
service.

Bertolino, B., & Miller, S.D. (Eds.) (2013). The ICCE Feedback Informed Treatment manuals (Volumes 1-6). Chicago, IL: ICCE Press.

rning Objectives

After completing this training the health care professional will be able to:

• Describe the specific components of routine outcome measurement
• Use outcome and alliance measurement instruments in routine clinical care
• Identify important factors in creating a culture for measuring client outcomes and using feedback processes
• Describe strategies for using feedback to inform and improve care on a routine and ongoing basis

This 2 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

Dr. Miller and the ICCE receive compensation through the sales of this manual. There is no outside commercial support related to this CE program and no known conflict of interest.

This manual explains how to measure clinical change in psychotherapy,
and how to use statistics to understand outcome data. Guidelines are
provided for statistical formulas and outcome reporting. The Manual
provides examples based on the Session Rating Scale (SRS) and
Outcome Rating Scale (ORS), but also pertains to other therapeutic
alliance and outcome measures.

Bertolino, B., & Miller, S.D. (Eds.) (2013). The ICCE Feedback Informed Treatment manuals (Volumes 1-6). Chicago, IL: ICCE Press.

Learning Objectives

After completing this training the health care professional will be able to:

• Establish a valid baseline in psychotherapy (the basics of validity and reliability, and how they pertain to choice of instrument and the administration of outcome measures).
• Graph client results (guidelines and methods for displaying outcome data for clinical use).
• Articulate clinical significance.
• Utilize effect size and expected trajectories of change.

This 2.50 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

Dr. Miller and the ICCE receive compensation through the sales of this manual. There is no outside commercial support related to this CE program and no known conflict of interest.

In this manual the implementation of Feedback-
Informed Treatment (FIT) in agencies and
healthcare systems is explored. The objective is to
guide organizational staff through the process of
implementation. Practical strategies will be provided
for each stage, including: preparation, planning, and
sustainability. This manual also includes exploration
and discussion of potential challenges as well as
suggestions for resolving the most common difficulties
encountered when implementing FIT in real world
clinical settings.

Bertolino, B., & Miller, S.D. (Eds.) (2013). The ICCE Feedback Informed Treatment manuals (Volumes 1-6). Chicago, IL: ICCE Press.

Learning Objectives

After completing this training the health care professional will be able to:

• Describe the process of agency implementation of FIT
• Describe the exploration phase
• Describe the installation phase
• Describe the initial implementation phase
• Describe full agency implementation of FIT

This 1 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

Dr. Miller and the ICCE receive compensation through the sales of this manual. There is no outside commercial support related to this CE program and no known conflict of interest.

In this manual, significant research findings that form the
foundation of Feedback-Informed Treatment (FIT) are
reviewed and discussed.

Bertolino, B., & Miller, S.D. (Eds.) (2013). The ICCE Feedback Informed Treatment manuals (Volumes 1-6). Chicago, IL: ICCE Press.

Learning Objectives

After completing this training the health care professional will be able to:

• identify significant research findings regarding factors that impact and do not impact behavioral health outcomes.
• summarize empirical evidence regarding the impact of therapeutic alliance on psychotherapy outcomes.
• describe research findings regarding the validity, reliability, feasibility and sensitivity to change of the ORS and SRS.
• describe factors contributing to expert performance.

This 2 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

Dr. Miller and the ICCE receive compensation through the sales of this manual. There is no outside commercial support related to this CE program and no known conflict of interest.

The purpose of this manual is to provide readers with an easy to follow, practical g

Bertolino, B., & Miller, S.D. (Eds.) (2013). The ICCE Feedback Informed Treatment manuals (Volumes 1-6). Chicago, IL: ICCE Press.uide for incorporating Feedback-Informed Treatment (FIT) in work with specific populations and across different service settings. While the material is organized around the use of the Outcome and Session Rating Scales (ORS & SRS), the principles and practices covered are transferable when outcome (e.g., Outcome Questionnaire 45.2 [OQ 45.2], Clinical Outcomes in Routine Evaluation [CORE]) and alliance measures (e.g., Working Alliance Inventory [WAI]) are used to inform and improve clinical work with specific groups or service delivery systems.

Learning Objectives

After completing this training the health care professional will be able to:

• Use routine outcome measurement in group settings.
• Apply FIT with a number of special populations.
• Applying FIT in specific service settings.
• Apply skills of deliberate practice to continuously improve clinical skills and effectiveness.

This 1 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Since they were developed and tested back in the late 90’s, the Outcome and Session Rating Scales have been downloaded by practitioners more than 100,000 times!  Judging by the number of cases entered into the three authorized software applications, the tools have been used inform service delivery for millions of clients seeking care for different problems in diverse treatment settings.  The number of books, manuals, and “how to” videos describing how to use the tools has continued to grow dramatically.  Few practitioners get the chance to address specific questions related to their use of the measures in daily clinical work.

In this hour-long webinar, answers are provided to the most common question beginning and intermediate users have regarding feedback-informed treatment. The emerging area of deliberate practice – an evidence-based approach to professional development is also introduced.

A simple, valid, and reliable alternative exists for maximizing the effectiveness and efficiency of treatment based on using ongoing feedback to empirically tailor services to the individual client needs and characteristics. This approach is known in the literature as routine outcome monitoring), or ROM. ROM is the core of the more comprehensive Feedback Informed Treatment approach, and this training provides an introductory presentation of Feedback Informed Treatment (FIT) and Deliberate Practice, and answers common questions about the approaches.

Participants are exposed to the critical role of alliance building skills that cut across different therapeutic orientations and diverse client populations, and are known to impact therapy

In addition, participants learn nuances of using outcome management tools (ORS, SRS) to inform and improve treatment, and to specifically use the Session Rating Scale (SRS) and the Outcome Rating Scale (ORS) The training addresses some of the empirical foundations of Feedback Informed Treatment and Deliberate Practice. Therapists are exposed to methods and attitudes for creating a culture within their own practices and agencies that utilizes outcome and alliance feedback to effectively impact therapy and client outcomes.

Finally, Deliberate Practice is delineated from Feedback Informed Treatment, and their integration is described. Currently known principles and practices of Deliberate Practice are outlined for participants. Applying and integrating FIT and Deliberate Practice into clinical practice is discussed.

Learning Objectives

After completing this training the professional will be able to:

1. Apply FIT and Deliberate Practice in clinical practice.
2. Utilize feedback to positively impact client outcomes.
3. Describe how to analyze outcome and alliance data accurately.
4. Define deliberate practice and how to apply it for improving therapist effectiveness

This 1 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

In this second, hour-long webinar, clinicians from around the world meet to have their questions answered regarding feedback-informed treatment and deliberate practice.

A simple, valid, and reliable alternative exists for maximizing the effectiveness and efficiency of treatment based on using ongoing feedback to empirically tailor services to the individual client needs and characteristics. This approach is known in the literature as routine outcome monitoring), or ROM. ROM is the core of the more comprehensive Feedback Informed Treatment approach, and this training provides an introductory presentation of Feedback Informed Treatment (FIT) and Deliberate Practice, and answers common questions about the approaches.

The training addresses basic empirical foundations of Feedback Informed Treatment. Participants are exposed to the critical role of alliance building and flexibility skills that cut across different therapeutic orientations and diverse client populations, and are known to impact therapy outcomes. In addition, participants learn nuances of using outcome management tools (ORS, SRS) to inform and improve treatment, and to specifically use the Session Rating Scale (SRS) and the Outcome Rating Scale (ORS).

Participants are exposed to empirical evidence regarding the effects of supervision on supervisee ‘s client’s outcomes Alternate approaches to supervision are outlined, with a focus on improving supervisee effectiveness regarding client outcomes. Rationale and tips regarding specific role of video analysis in deliberate practice are provided.

Deliberate Practice is delineated from Feedback Informed Treatment, and their integration is described (including a focus on improvement via therapeutic factors. Currently known principles and practices of Deliberate Practice are outlined for participants. The use of Feedback Informed Treatment and Deliberate Practice with other approaches and treatment protocols is outlined and delineated.

Learning Objectives

After completing this training the professional will be able to:

1. To apply the principles of deliberate practice in supervision, to the mastery of FIT, and their individual professional development.
2. Explain and address client feedback on the ORS and SRS.
3. Identify rationale and tips for including video analysis of therapy sessions in deliberate practice.
4. Describe how to combine FIT with other approaches and treatment protocols.

This 1 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

The third in a series of hour-long webinars answer clinicians’ questions about feedback-informed treatment and deliberate practice, two evidence-based methods for improving therapeutic effectiveness.

A simple, valid, and reliable alternative exists for maximizing the effectiveness and efficiency of treatment based on using ongoing feedback to empirically tailor services to the individual client needs and characteristics. This approach is known in the literature as routine outcome monitoring), or ROM. ROM is the core of the more comprehensive Feedback Informed Treatment approach, and this training provides an introductory presentation of Feedback Informed Treatment (FIT) and Deliberate Practice, and answers common questions about the approaches.

The training addresses basic empirical foundations of Feedback Informed Treatment. Participants are exposed to the critical role of alliance building and flexibility skills that cut across different therapeutic orientations and diverse client populations, and are known to impact therapy outcomes.

In addition, participants learn nuances of using outcome management tools (ORS, SRS) to inform and improve treatment, and to specifically use the Session Rating Scale (SRS) and the Outcome Rating Scale (ORS) create a culture of feedback, including a focus on the meaning and relevance of clinical cutoff scores, and the meaning of the various “performance metrics” reported in the authorized software systems. Participants learn about the administration and uses of the Group Session Rating Scale.

Deliberate Practice is delineated from Feedback Informed Treatment, and their use in clinical practice is discussed, including a focus on improvement via therapeutic factors. Currently known principles and practices of Deliberate Practice are outlined for participants.

Learning Objectives

After completing this training the professional will be able to:

1. Describe the meaning and relevance of the clinical cutoff on the ORS.
2. Outline the meaning of the various “performance metrics” reported in the authorized software systems.
3. Administer the Group Session Rating Scale with fidelity.
4. Describe how FIT and deliberate practice can be used to improve therapeutic effectiveness.

This 4 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

For many of the problems that our clients present we might wonder what role the brain plays. Recent knowledge tells us that a full understanding includes many feedback loops: the brain shaping behavior, health, and emotional health AND behavior, experiences, relationships and cognition affecting brain function, physiology, and structure.



The brain-based therapy approach reveals and utilizes these important reciprocal factors to provide guideposts for rich evidence-based treatment.


Table of Contents

1. Foundations




1. Sea Change in Psychotherapy


2. Neuroscience


3. Developmental Neurobiology


4. Memory


5. Nutrition


6. Gender Differences




2. Applications




1. Overview


2. Stress, Trauma, and Change


3. Anxiety, Panic and GAD


4. PTSD


5. OCD


6. Depression


7. SEEDS and Summary

Learning Objectives

After completing this training the professional will:

• Summarize the many reciprocal relationships between brain and behavior.
• Describe key reciprocal relationships of brain, behavior, and experience in life span development.
• Outline reciprocal relationships of brain, behavior, and experience regarding memory, nutrition, and gender differences.
• Apply reciprocal relationships of brain, behavior, and experience to commonly presented emotional/behavioral/interpersonal/mental health problems.

This 1.75 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Most people with alcohol and other drug (AOD) use disorders suffer from co-occurring disorders (CODs), including mental health and medical problems, which complicate treatment and may contribute to poorer outcomes. This course addresses existing models for treating CODs at the treatment and the systems levels. Barriers that impede further integration of care for patients with CODs are addressed. The development of co-morbid anxiety and alcohol use disorders is explored, as well as evidence regarding treatment approaches for these common CODs.

Learning Objectives

After completing this training the professional will:

• identify a variety of models for treating co-occurring disorders.
• describe barriers to coordinated or integrated care for CODs.
• describe the evidence regarding the development of co-morbid anxiety and alcohol use disorders.
• summarize evidence for a variety of treatments for anxiety and alcohol use disorders.

This 0.75 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

The entire healthcare field is moving toward greater integration. This includes bidirectional integration of behavioral health and traditional medical health care. This course provides a primer on various integration models, lessons from integration initiatives, and effective practices for integration.

Learning Objectives

After completing this training the professional will:

• describe various models for integration of behavioral health and traditional medical health care.
• describes lessons from integration initiatives.
• identify effective approaches and practices for integration.

This 12 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

This course is not an approved for NBCC credit

This exam should only be taken if you have personally attended and completed a LivingWorks ASIST workshop. If you have not attended a workshop, please visit https://www.livingworks.net/ for dates and locations.

The Applied Suicide Intervention Skills Training (ASIST) workshop is for caregivers who want to feel more comfortable, confident and competent in helping to prevent the immediate risk of suicide. . ASIST prepares caregivers of all backgrounds to provide suicide first aid to persons at risk of suicide. The course is designed to help caregivers learn how to intervene to prevent the immediate risk of suicide and provide safety-for-now.

This exam will cover intervention attitudes, knowledge, skills and supports that you learned in the workshop.

Learning Objectives

The goal of ASIST is to enhance a caregiver's abilities to assist a person at risk to keep-safe-for-now. By completing the workshop, you will be able to:

• Recognize that caregivers and persons at risk are affected by personal and societal attitudes about suicide.
• Provide life-assisting guidance to persons at risk in a flexible manner.
• Identify what needs to be in a person at risk's plan for safety.
• Demonstrate the skills required to provide suicide first-aid to a person at risk of suicide.
• Describe the value of improving community resources including the way that they work together.
• Recognize that suicide prevention is broader than suicide intervention and, includes life promotion and self-care for persons at risk and caregivers
• Apply knowledge from this course to practice and/or other professional contexts.

This 7 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

This course is not an approved for NBCC credit hours

This exam should only be taken if you have personally attended and completed a LivingWorks Suicide to Hope workshop. If you have not attended a workshop, please visit https://www.livingworks.net/ for dates and locations.

Suicide to Hope (s2H) is a one-day workshop offering tools that can be used for understanding, organizing and managing recovery and growth work with people who were recently at risk and currently safe from suicide. It encourages the use of wide range of existing helping approaches that will achieve the goals that s2H helps to determine. You insert it into the helping process when a person is ready to begin suicide recovery and growth work. It is primarily intended for professional caregivers who do ongoing care work either from within a professional role or as authorized by an agency or community.

The application of the recovery and growth perspective to suicide is new. Recovery is a familiar concept in medical care and has increasingly been applied to mental health and substance abuse. The potential for growth by working through impactful and painful experiences has added a further dimension to recovery in recent approaches to trauma and loss.

s2H borrows from both the recovery and growth perspective to offer an innovative approach to suicide care. s2H’s suicide-specific recovery and growth goals are maintaining safety, reducing future risk and improving the quality of life. Maintaining safety creates the minimal survival conditions for the work to proceed. Reducing future risk requires the development or enhancement of various first-aid and life skills. Greater quality of life further reduces future risk and also contributes to ongoing growth. Growth provides the person with new abilities (often accompanied by new relationships) that enhance life. Sometimes these changes can be so significant as to almost constitute miracles—taking people beyond what they had dared to imagine as possible.

Learning Objectives

After completing this training the professional will:

• Describe how suicide experiences provide an opportunity for recovery and growth work.
• Recognize how their helping qualities might impact recovery and growth work.
• Describe a schematic of common issues and related recovery and growth opportunities.
• Apply a model for setting recovery and growth goals.
• Identify a framework for monitoring and coordinating recovery and growth work.
• Apply knowledge from this course to practice and/or other professional contexts.

This 1 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Course Description

Medical errors are simple or complex errors made by medical health care professionals during the course of the day, which can have serious consequences. A medical error may be defined as a preventable adverse effect of care, whether or not it is evident or harmful to the client. This might include an inaccurate or incomplete diagnosis or treatment of a disease, injury, syndrome, behavior, infection, or other ailment.

It is important to find the cause of the error to help in reducing and eliminating similar errors. Following patient confidentiality laws and acquiring full disclosure while dealing with the patients is another way mental health care professionals can reduce medical errors.

After completing this training you will be able to:

• Identify the most common types of medical errors.
• Define Medical Errors as they pertain to the practice of mental health.
• Describe effects of Medical Errors on client/patient safety and care.
• Identify approaches to prevent and correct errors.
• Identify Cultural issues that may assist in reducing medical errors.

This 0.75 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Course Description

Improve your practice with this course on substance use, misuse, and abuse among older adults. The expected rise in substance use disorders among older adults points to the need for clinical mental health counselors to address this demographic with more knowledge. While use of illicit drugs in older adults is much lower than among other adults, it is currently increasing. Data from the National Survey on Drug Use and Health (NSDUH), an annual nationally representative study of the U.S. population ages 12 and older, show that drug use among adults ages 65 and older increased from 19.3 percent in 2012 to 31.2 percent in 2017 (Center for Behavioral Health Statistics and Quality, 2019). This article (a) discusses the prevalence, vulnerabilities, and consequences of misuse and abuse of alcohol, prescription drugs, and illicit substances; b) reviews age-specific counseling considerations and approaches to assessment, diagnosis, and intervention; and (c) calls for more attention to the subject in training and research.

Learning Objectives

After completing this training the professional will:

• Describe the prevalence, vulnerabilities, and consequences of misuse and abuse of alcohol, prescription drugs, and illicit substances among older adults.
• Identify counseling considerations and approaches to assessment, diagnosis, and intervention for older adults with substance use disorders.

This 1.50 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Chronic insomnia is highly prevalent in our society, and it is a major cost to society in terms of health care expenditure and reduced productivity. Non-pharmacologic interventions have been studied and shown to produce reliable and sustained improvements in sleep patterns of patients with insomnia. This course surveys the identification of chronic insomnia and a variety of effective non-pharmacologic interventions for it.

Learning Objectives

After completing this training the professional will:

• summarize the definition and incidence of chronic insomnia, and diagnostic evaluation considerations.
• identify a variety of effective non-pharmacologic interventions for chronic insomnia, and how to employ them.

This 4 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

For many of the problems that our clients present we might wonder what role the brain plays. Recent knowledge tells us that a full understanding includes many feedback loops: the brain shaping behavior, health, and emotional health AND behavior, experiences, relationships and cognition affecting brain function, physiology, and structure.



The brain-based therapy approach reveals and utilizes these important reciprocal factors to provide guideposts for rich evidence-based treatment.


Table of Contents

1. Foundations




1. Sea Change in Psychotherapy


2. Neuroscience


3. Developmental Neurobiology


4. Memory


5. Nutrition


6. Gender Differences




2. Applications




1. Overview


2. Stress, Trauma, and Change


3. Anxiety, Panic and GAD


4. PTSD


5. OCD


6. Depression


7. SEEDS and Summary

Learning Objectives

After completing this training the professional will:

• Summarize the many reciprocal relationships between brain and behavior.
• Describe key reciprocal relationships of brain, behavior, and experience in life span development.
• Outline reciprocal relationships of brain, behavior, and experience regarding memory, nutrition, and gender differences.
• Apply reciprocal relationships of brain, behavior, and experience to commonly presented emotional/behavioral/interpersonal/mental health problems.

This 0.75 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Despite its prevalence, postpartum depression is frequently not detected. This article describes the use of interpersonal psychotherapy (IPT), a time-limited and empirically validated treatment for perinatal depression, in terms of the relevant clinical issues for pregnant or postpartum women. The course outlines the assessment, initial and intermediate phases of IPT treatment of perinatal depression.

Learning Objectives

After completing this training the professional will:

• describe elements of perinatal depression and physiological correlates of the perinatal period.
• outline assessment in IPT for perinatal depression.
• outline treatment phases and techniques in IPT for perinatal depression.

This 0.75 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

The entire healthcare field is moving toward greater integration. This includes bidirectional integration of behavioral health and traditional medical health care. This course provides a primer on various integration models, lessons from integration initiatives, and effective practices for integration.

Learning Objectives

After completing this training the professional will:

• describe various models for integration of behavioral health and traditional medical health care.
• describes lessons from integration initiatives.
• identify effective approaches and practices for integration.

This 1 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Course Description

Improve your practice with this course on the Dissociative Subtype of Post-Traumatic Stress Disorder (PTSD). In recent years, compelling evidence has emerged that PTSD+DS represents a distinct clinical population with distinct neurobiological and epidemiological features. PTSD+DS, in addition to meeting full criteria for PTSD, captures people who additionally respond to trauma-related stimuli with dissociative symptoms (depersonalization or derealization) and association emotional detachment. This comes in addition to the two dissociative symptoms contained in the core diagnostic criteria for PTSD: dissociative flashbacks and dissociative amnesia.

This course aims to provide guidelines for therapy as well as a summary of the material that has been published on the unique characteristics of this subpopulation. Additionally, the course examines collaborative decision-making interventions and their applications in clinical practice.

Learning Objectives

After completing this training the professional will be able to:

1. Summarize the correlates of the dissociative subtypes of PTSD
2. Summarize the neurobiological correlates of the dissociative subtype of PTSD
3. Identify treatment implications when dissociation accompanies PTSD
4. Describe shared decision-making interventions for working with clients with PTSD
5. Summarize the benefits of shared decision-making interventions for PTSD

This 1.25 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Course Description

Many will find that a brief training and experience with a mindfulness practice will bring about a unique experience of peacefulness or expanded awareness. Experienced practitioners tell us that they develop an inner poise or balance, and in improved sensitivity to the signals of their body and mind. They may acquire a sense of connection to the world, and speak of feeling that they are on a path. This sense can take the form of finding a personal meaning in each new moment. They say that it is easier to accept adversity, but with an enhanced ability to respond in a positive, assertive manner.

After completing this training you will be able to:

• Apply mindfulness and understand its diverse definitions
• Identify the benefits and potential benefits of mindfulness practices and mindfulness-integrative treatment into your treatment plan
• Apply mindfulness and mindfulness-integrative experiences to achieve maximum individual growth
• Describe the relationship of mindfulness in contemporary culture and psychotherapy and apply them to your practice
• Use an understanding of the relationship of mindfulness and cognitive behavioral therapy in theory and practice

This 1.50 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Course Description

This course is aimed at practitioners who wish to deepen their knowledge of treatment of depression in older adults using evidence-based practices. Depression is a common mental disorder. Globally, it is estimated that 5% of adults suffer from the disorder. It is characterized by persistent sadness and a lack of interest or pleasure in previously rewarding or enjoyable activities. It can also disturb sleep and appetite. Tiredness and poor concentration are common, and its effects can be long-lasting or recurrent, thus dramatically affecting a person’s ability to function and live a rewarding life.

This course describes how practitioners seeing older adults can screen for depression, assess and diagnose depression, select an appropriate treatment, deliver care and evaluate outcomes. It also describes how practitioners can participate in implementing evidence-based practices (EBP’s). Treatments that have been labeled as EBP differ from other treatments in that they have been rigorously evaluated by scientists to determine that they reduce the symptoms of depression more than usual care.

Learning Objectives

After completing this training the professional will:

• Identify approaches for screening, assessing, and diagnosing depression in older adults.
• Describe approaches for selecting appropriate treatment for older adults with depression.
• Summarize evidence-based care for older adults with depression.

This 0.75 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Course Description

Mindfulness has become a popular topic among psychological therapists. This introductory article explains what mindfulness is and how it can be developed, before exploring how it has been incorporated within psychoanalytic and cognitive–behavioral psychotherapies. These reflect general as well as specific presumed therapeutic actions. At present, variations in the way mindfulness is understood, taught and applied mean that it is too early to fully assess its potential. They demonstrate how the use of attention and awareness in therapy cuts across traditional divisions and where mindfulness in therapy is most in need of further investigation.

Learning Objectives

After completing this training the professional will:

• Describe what mindfulness is and how it can be developed.
• Describe how mindfulness has been incorporated into psychoanalytic and cognitive-behavioral psychotherapies.
• Identify ways in which mindfulness approaches may relieve psychological distress.

This 1 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Course Description

Improve your trauma-informed practice with this course on mindfulness and compassion. When clinicians respond to trauma, they generally turn to the range of therapeutic interventions that have been developed. These include exposure therapy, cognitive therapy and relational psychotherapy. The course explores and compares these therapeutic interventions before outlining specific ways in which therapist mindfulness and compassion might benefit survivors of trauma. Compassion originates as an empathic response to suffering, as a rational process which pursues patients’ wellbeing through specific, ethical actions directed at finding a solution to their suffering. In Western psychotherapy, compassion is often seen as grounded in mindfulness, the capacity to sustain focused awareness and openness to immediate environment.

Benefits of compassion and mindfulness are well-documented. When applied to Trauma survivors, they encourage the redevelopment of social connections that may have been lost and may therefore prove to be a extremely beneficial (Gilbert, 2009a). The course goes into considerate detail on the direct and indirect benefits of compassion and mindfulness, and suggests a variety of methods through which practitioners can cultivate them effectively.

Learning Objectives

After completing this training the professional will:

• Identify common approaches to trauma.
• Describe ways that therapist mindfulness and compassion can and might benefit survivors of trauma.
• Describe ways that therapist mindfulness and compassion can and might benefit survivors of trauma.

This 3.50 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Course Description

Improve your knowledge on Mindfulness for Substance Use and Co-occurring Disorders with this course. Both depression and substance use disorders represent major global health concerns and are often co-occurring. Although there are ongoing discoveries regarding the pathophysiology and treatment of each condition, common mechanisms and effective treatments for co-occurring depression and substance abuse remain elusive. Mindfulness training has recently been shown to benefit both depression and substance use disorders, suggesting that this approach may target common behavioral and neurobiological processes. This course offers a theoretical, clinical and neurobiological perspective of the overlaps between these disorders, highlights common neural pathways that play a role in depression and substance use disorders, and discusses how these commonalities may frame our conceptualization and treatment of co-occurring disorders. Finally, it details how advances in our understanding of potential mechanisms of mindfulness training may offer not only unique effects on depression and substance use, but also offer promise for treatment of co-occurring disorders.

Learning Objectives

After completing this training the professional will:

• describe theoretical and neurobiological rationale for the use of mindfulness-based treatment approaches for substance use disorders and co-occurring disorders.
• summarize principles and practices in the use of mindfulness-based treatment approaches for substance use disorders and co-occurring disorders.
• outline the research evidence pertaining to the use of mindfulness-based treatment approaches for substance use disorders and co-occurring disorders.

This 0.75 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

This course examines the results of a survey about mindfulness competencies in the area of counseling and psychotherapy. It specifically addresses competencies needed for training clients in the use of mindfulness methods. Recommendations are offered about mindfulness practice for counselor preparation, cultural competency, continuing education, clinical applications, and questions for future research.

Learning Objectives

After completing this training the professional will:

• identify mindfulness competencies for counselors and psychotherapists as identified by mindfulness practitioners.
• describe how mindfulness competencies can inform mindfulness training with clients.

This 1 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

This credit course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

The first author (ELG) developed the Mindfulness-Oriented Recovery Enhancement (MORE) intervention, and has received income from the MORE treatment manual (Garland, 2013) and therapist trainings.

Contemporary advances in addiction neuroscience have paralleled increasing interest in the ancient mental training practice of mindfulness meditation as a potential therapy for addiction. In the past decade, mindfulness-based interventions (MBIs) have been studied as a treatment for an array addictive behaviors, including drinking, smoking, opioid misuse, and use of illicit substances like cocaine and heroin. This article reviews current research evaluating MBIs as a treatment for addiction, with a focus on findings pertaining to clinical outcomes and biobehavioral mechanisms. Studies indicate that MBIs reduce substance misuse and craving by modulating cognitive, affective, and psychophysiological processes integral to self-regulation and reward processing. This integrative review provides the basis for manifold recommendations regarding the next wave of research needed to firmly establish the efficacy of MBIs and elucidate the mechanistic pathways by which these therapies ameliorate addiction. Issues pertaining to MBI treatment optimization and sequencing, dissemination and implementation, dose–response relationships, and research rigor and reproducibility are discussed.

Learning Objectives

After completing this training the professional will be able to:

1. describe the potential neurocognitive processes that become dysregulated due to addiction and may be improved through MBIs
2. outline the current state of research regarding clinical outcomes of mindfulness-based treatment for addiction
3. compile a list of recommendations for future research related to mindfulness-based treatment for addiction

This 0.75 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Course Description

This course reviews fundamental information on pain and pain management that is of value to clinical practice. It provides current information to enhance clinical responsiveness. Additionally, this training explores the personal, societal, and clinical issues in chronic pain and its treatment and key ideas regarding psychological techniques for altering the perception of pain.

After completing this training you will be able to:

• Describe fundamental ideas that underlie psychological techniques for treating chronic pain, including psychological methods for altering perception and interpretation of pain.
• Recognize issues of stigma and societal responses to persons with pain problems.
• Distinguish between different elements of pain as a representation, such as suffering.
• Identify the physiology behind psychogenic pain and the placebo effect.
• Direct clients to improve lifestyle factors that contribute to pain resistance and recovery.
• Apply knowledge from this course to practice and/or other professional contexts.

This 4.25 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Course Description

This course is aimed at health-care professionals wishing to deepen their knowledge of Alzheimer’s Disease. Alzheimer’s is a type of dementia that affects memory, thinking and behavior. Symptoms eventually grow severe enough to interfere with daily tasks. Alzheimer’s Disease (AD) is the most common cause of dementia, a general term for memory loss and other cognitive abilities serious enough to interfere with daily life. Although intrinsically linked to old age, Alzheimer’s is not a normal part of aging. However, our aging society does make AD an especially critical issue. The 80 and older age group is now the fastest growing segment of the population, and this is particularly relevant when discussing neurodegenerative diseases like AD because the number of people with the disease doubles for every 5-year age interval beyond age 65.

This course describes the main areas in which researchers are working, and highlights new approaches for helping families and friends care for people affected by AD.

Alzheimer's Disease: Unraveling the Mystery

National Institute on Health

Learning Objectives

After completing this training the health care professional will be able to:

• Describe long-term care issues pertaining to the aging population.
• Describe alternative arrangements for the elderly.
• Identify mental health issues to which the elderly population is vulnerable.
• Identify alzheimer's stages, activities of daily living, cognitive and emotional changes
• Assess the treatment strategy currently being used by physicians for patients with Alzheimer's disease.
• Apply knowledge from this course to practice and/or other professional contexts.

This 1.75 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Course Description

*Note: The content for this course is the Introduction, Part 1, and Part 2 of the document.

Alzheimer’s disease is an irreversible, progressive brain disease that slowly destroys memory and thinking skills, eventually even the ability to carry out the simplest tasks. In most people with AD, symptoms first appear after age 60. AD is caused by a disease that affects the brain. In the absence of disease, the human brain often can function well into the 10th decade of life. Not so long ago, we were not able to do much for people with AD. Today, that situation is changing. Thousands of scientists, voluntary organizations, and health care professionals are studying AD so that they can find ways to manage, treat, and one day prevent this terrible disease.
This training was developed by National Institute on Drug Abuse
(NIH) to assist clinical professionals in understanding Alzheimer’s disease, research on causes, diagnosis, prevention, potential treatments, and caregiver support. This training is in the public domain. CEUnits.com has developed a course based on this public information.

Learning Objectives

After completing this training the professional will be able to:

• Describe long-term care issues pertaining to the aging population.
• Identify alternative arrangements for the elderly.
• Respond effectively to mental health issues to which the elderly population is vulnerable.
• Apply knowledge from this course to practice and/or other professional contexts.

This 3 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Course Description

*Note: The content for this course is Part 3 and Part 4 of the document.

Alzheimer’s disease is an irreversible, progressive brain disease that slowly destroys memory and thinking skills, eventually even the ability to carry out the simplest tasks. In most people with AD, symptoms first appear after age 60. AD is caused by a disease that affects the brain. In the absence of disease, the human brain often can function well into the 10th decade of life. Not so long ago, we were not able to do much for people with AD. Today, that situation is changing. Thousands of scientists, voluntary organizations, and health care professionals are studying AD so that they can find ways to manage, treat, and one day prevent this terrible disease.

This training was developed by National Institute on Drug Abuse
(NIH) to assist clinical professionals in understanding Alzheimer’s disease, research on causes, diagnosis, prevention, potential treatments, and caregiver support. This training is in the public domain. CEUnits.com has developed a course based on this public information.

Learning Objectives

After completing this training the professional will able to:

• Describe long-term care issues pertaining to the aging population.
• Identify alternative arrangements for the elderly.
• Respond effectively to mental health issues to which the elderly population is vulnerable.
• Identify alzheimer’s stages, activities of daily living, cognitive and emotional changes
• Assess the treatment strategy currently being used by physicians for patients with Alzheimer’s disease.
• Apply knowledge from this course to practice and/or other professional contexts.

This 0.75 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Course Description

Mindfulness has become a popular topic among psychological therapists. This introductory article explains what mindfulness is and how it can be developed, before exploring how it has been incorporated within psychoanalytic and cognitive–behavioral psychotherapies. These reflect general as well as specific presumed therapeutic actions. At present, variations in the way mindfulness is understood, taught and applied mean that it is too early to fully assess its potential. They demonstrate how the use of attention and awareness in therapy cuts across traditional divisions and where mindfulness in therapy is most in need of further investigation.

Learning Objectives

After completing this training the professional will:

• Describe what mindfulness is and how it can be developed.
• Describe how mindfulness has been incorporated into psychoanalytic and cognitive-behavioral psychotherapies.
• Identify ways in which mindfulness approaches may relieve psychological distress.

This 2.25 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Course Description

In the past, maladaptations after trauma were considered to be a reflection of personal weaknesses and were stigmatized.

This course uses recent evidence to understand physiological responses to severe stress and trauma and the risk factors for a pathological response to trauma. These gains in understanding come from the study of memory and neuro-hormonal reactivity and control systems.

The course also summarizes current biologically-informed, psychotherapeutic and pharmacologic interventions for the prevention and treatment of acute stress disorder and post-traumatic stress disorder (PTSD).

Learning Objectives

After completing this training the professional will:

• Describe physiological responses to severe stress and trauma and the the risk factors for a pathological response to trauma.
• Summarize current biologically-informed, psychotherapeutic and pharmacologic interventions for the prevention and treatment of acute stress disorder and post-traumatic stress disorder (PTSD).

This 1 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Course Description

Improve your trauma-informed practice with this course on mindfulness and compassion. When clinicians respond to trauma, they generally turn to the range of therapeutic interventions that have been developed. These include exposure therapy, cognitive therapy and relational psychotherapy. The course explores and compares these therapeutic interventions before outlining specific ways in which therapist mindfulness and compassion might benefit survivors of trauma. Compassion originates as an empathic response to suffering, as a rational process which pursues patients’ wellbeing through specific, ethical actions directed at finding a solution to their suffering. In Western psychotherapy, compassion is often seen as grounded in mindfulness, the capacity to sustain focused awareness and openness to immediate environment.

Benefits of compassion and mindfulness are well-documented. When applied to Trauma survivors, they encourage the redevelopment of social connections that may have been lost and may therefore prove to be a extremely beneficial (Gilbert, 2009a). The course goes into considerate detail on the direct and indirect benefits of compassion and mindfulness, and suggests a variety of methods through which practitioners can cultivate them effectively.

Learning Objectives

After completing this training the professional will:

• Identify common approaches to trauma.
• Describe ways that therapist mindfulness and compassion can and might benefit survivors of trauma.
• Describe ways that therapist mindfulness and compassion can and might benefit survivors of trauma.

This 1.50 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Chronic insomnia is highly prevalent in our society, and it is a major cost to society in terms of health care expenditure and reduced productivity. Non-pharmacologic interventions have been studied and shown to produce reliable and sustained improvements in sleep patterns of patients with insomnia. This course surveys the identification of chronic insomnia and a variety of effective non-pharmacologic interventions for it.

Learning Objectives

After completing this training the professional will:

• summarize the definition and incidence of chronic insomnia, and diagnostic evaluation considerations.
• identify a variety of effective non-pharmacologic interventions for chronic insomnia, and how to employ them.

This 3.50 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Course Description

Improve your knowledge on Mindfulness for Substance Use and Co-occurring Disorders with this course. Both depression and substance use disorders represent major global health concerns and are often co-occurring. Although there are ongoing discoveries regarding the pathophysiology and treatment of each condition, common mechanisms and effective treatments for co-occurring depression and substance abuse remain elusive. Mindfulness training has recently been shown to benefit both depression and substance use disorders, suggesting that this approach may target common behavioral and neurobiological processes. This course offers a theoretical, clinical and neurobiological perspective of the overlaps between these disorders, highlights common neural pathways that play a role in depression and substance use disorders, and discusses how these commonalities may frame our conceptualization and treatment of co-occurring disorders. Finally, it details how advances in our understanding of potential mechanisms of mindfulness training may offer not only unique effects on depression and substance use, but also offer promise for treatment of co-occurring disorders.

Learning Objectives

After completing this training the professional will:

• describe theoretical and neurobiological rationale for the use of mindfulness-based treatment approaches for substance use disorders and co-occurring disorders.
• summarize principles and practices in the use of mindfulness-based treatment approaches for substance use disorders and co-occurring disorders.
• outline the research evidence pertaining to the use of mindfulness-based treatment approaches for substance use disorders and co-occurring disorders.

This 4 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

For many of the problems that our clients present we might wonder what role the brain plays. Recent knowledge tells us that a full understanding includes many feedback loops: the brain shaping behavior, health, and emotional health AND behavior, experiences, relationships and cognition affecting brain function, physiology, and structure.



The brain-based therapy approach reveals and utilizes these important reciprocal factors to provide guideposts for rich evidence-based treatment.


Table of Contents

1. Foundations




1. Sea Change in Psychotherapy


2. Neuroscience


3. Developmental Neurobiology


4. Memory


5. Nutrition


6. Gender Differences




2. Applications




1. Overview


2. Stress, Trauma, and Change


3. Anxiety, Panic and GAD


4. PTSD


5. OCD


6. Depression


7. SEEDS and Summary

Learning Objectives

After completing this training the professional will:

• Summarize the many reciprocal relationships between brain and behavior.
• Describe key reciprocal relationships of brain, behavior, and experience in life span development.
• Outline reciprocal relationships of brain, behavior, and experience regarding memory, nutrition, and gender differences.
• Apply reciprocal relationships of brain, behavior, and experience to commonly presented emotional/behavioral/interpersonal/mental health problems.

This 0.75 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

This course examines the results of a survey about mindfulness competencies in the area of counseling and psychotherapy. It specifically addresses competencies needed for training clients in the use of mindfulness methods. Recommendations are offered about mindfulness practice for counselor preparation, cultural competency, continuing education, clinical applications, and questions for future research.

Learning Objectives

After completing this training the professional will:

• identify mindfulness competencies for counselors and psychotherapists as identified by mindfulness practitioners.
• describe how mindfulness competencies can inform mindfulness training with clients.

This 1 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

This credit course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

The first author (ELG) developed the Mindfulness-Oriented Recovery Enhancement (MORE) intervention, and has received income from the MORE treatment manual (Garland, 2013) and therapist trainings.

Contemporary advances in addiction neuroscience have paralleled increasing interest in the ancient mental training practice of mindfulness meditation as a potential therapy for addiction. In the past decade, mindfulness-based interventions (MBIs) have been studied as a treatment for an array addictive behaviors, including drinking, smoking, opioid misuse, and use of illicit substances like cocaine and heroin. This article reviews current research evaluating MBIs as a treatment for addiction, with a focus on findings pertaining to clinical outcomes and biobehavioral mechanisms. Studies indicate that MBIs reduce substance misuse and craving by modulating cognitive, affective, and psychophysiological processes integral to self-regulation and reward processing. This integrative review provides the basis for manifold recommendations regarding the next wave of research needed to firmly establish the efficacy of MBIs and elucidate the mechanistic pathways by which these therapies ameliorate addiction. Issues pertaining to MBI treatment optimization and sequencing, dissemination and implementation, dose–response relationships, and research rigor and reproducibility are discussed.

Learning Objectives

After completing this training the professional will be able to:

1. describe the potential neurocognitive processes that become dysregulated due to addiction and may be improved through MBIs
2. outline the current state of research regarding clinical outcomes of mindfulness-based treatment for addiction
3. compile a list of recommendations for future research related to mindfulness-based treatment for addiction

This 2.25 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Course Description

Counseling provided via online means is becoming more commonplace. To use online counseling properly counselors need to be aware of ethical issues and how to address them. This course includes online counseling ethics guidelines from numerous professional associations.

*Note: Material for this course includes Appendix A. (page 50-77) and pages 13-15 from this article.

Learning Objectives

After completing this training the professional will:

• Describe challenges to fulfilling ethical obligations while conducting online counseling.
• Outline the ethics guidelines of numerous mental health professional organizations.
• Identify various ways to address the ethical challenges that can arise in online counseling.

This 3.25 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Course Description

Counseling provided via online means is becoming more commonplace. This well-researched review focuses on a variety of online communication modes. The review covers advantages and disadvantages of online counseling, ethical/legal issues, a wide variety of research findings on online counseling, and suggestions for effective online counseling practice.

Learning Objectives

After completing this training the professional will:

• Describe the relative advantages and disadvantages of online counseling.
• Outline ethical issues to consider regarding online counseling.
• Summarize research evidence on online counseling.
• Describe a variety of suggested online counseling practices.

This 1.25 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

The presence of the Internet and social media in therapists’ and clients’ lives requires clinicians to think through ethical implications for clinical practice and training. This course presents an ethical framework for clinicians to consider. In addition, numerous clinical situations are presented for clinicians to think through for their own practice.

Learning Objectives

After completing this training the professional will:

• Identify ethical issues related to use of social media by mental health professionals.
• Describe ethical principles that come into play given the presence of the Internet and social media in therapists’ and clients’ lives.
• Formulate their own ethical and risk management framework for internet and social media issues in professional practice.

This 0.75 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Course Description

This course reviews fundamental information on pain and pain management that is of value to clinical practice. It provides current information to enhance clinical responsiveness. Additionally, this training explores the personal, societal, and clinical issues in chronic pain and its treatment and key ideas regarding psychological techniques for altering the perception of pain.

After completing this training you will be able to:

• Describe fundamental ideas that underlie psychological techniques for treating chronic pain, including psychological methods for altering perception and interpretation of pain.
• Recognize issues of stigma and societal responses to persons with pain problems.
• Distinguish between different elements of pain as a representation, such as suffering.
• Identify the physiology behind psychogenic pain and the placebo effect.
• Direct clients to improve lifestyle factors that contribute to pain resistance and recovery.
• Apply knowledge from this course to practice and/or other professional contexts.

This 1.25 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Course Description

This course is for mental health practitioners who wish to apply smoking cessation knowledge in clinical practice. The course describes the health risks of smoking, obstacles to quitting, motivations to quit, methods of quitting, support for quitting, and alternative nicotine products. It will also provide means of supporting family members and others who wish to help an individual stop smoking. Resources for support and further learning are provided.

After completing this training you will be able to:

• Describe the risks, obstacles, and methods pertaining to smoking cessation.
• Summerize common and experimental methods of smoking cessation.
• Identify the pros and cons of nicotine delivery alternatives, as well as specific methods of nicotine delivery.
• Describe the pros and cons of medication available to support smoking cessation, as well as specific medications.
• Assist family members and others in supporting the smoking cessation efforts of others.
• Apply knowledge from this course to practice and/or other professional contexts.

This 6 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Psychotherapeutic Medications what Every Counselor Should Know

Course Description:

This publication is designed as a quick "desk reference" for substance abuse and mental health treatment providers. It is not intended to be used as a complete reference for psycho-therapeutic medications.

This guide details information about the purpose, usual doses and frequency of use, potential side effects, emergency conditions, and cautions for each medication grouping. Substance use disorders and the medications for proper treatment are also discussed.

Psychotherapeutic Medications what Every Counselor Should Know

Learning Objectives

After completing this training the health care professional will:

• Identify medications and the disorders they are used to treat.
• Discuss tips for communicating with physicians about clients and medication.
• Support clients with mental illness in continuing to take their psychi-atric medications can significantly improve substance abuse treatment outcomes.
• Discuss short- and long-term impact to person and family
• Discuss physical changes (some immediate) as a result of quitting and highlight those most relevant

This 4 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

For many of the problems that our clients present we might wonder what role the brain plays. Recent knowledge tells us that a full understanding includes many feedback loops: the brain shaping behavior, health, and emotional health AND behavior, experiences, relationships and cognition affecting brain function, physiology, and structure.



The brain-based therapy approach reveals and utilizes these important reciprocal factors to provide guideposts for rich evidence-based treatment.


Table of Contents

1. Foundations




1. Sea Change in Psychotherapy


2. Neuroscience


3. Developmental Neurobiology


4. Memory


5. Nutrition


6. Gender Differences




2. Applications




1. Overview


2. Stress, Trauma, and Change


3. Anxiety, Panic and GAD


4. PTSD


5. OCD


6. Depression


7. SEEDS and Summary

Learning Objectives

After completing this training the professional will:

• Summarize the many reciprocal relationships between brain and behavior.
• Describe key reciprocal relationships of brain, behavior, and experience in life span development.
• Outline reciprocal relationships of brain, behavior, and experience regarding memory, nutrition, and gender differences.
• Apply reciprocal relationships of brain, behavior, and experience to commonly presented emotional/behavioral/interpersonal/mental health problems.

This 18 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

THIS IS A LIVE ON SITE PROGRAM

See this page for details:
https://www.schematherapytrainingonline.com/p/course2_the_mode_model_for_complex_cases

Module 1: Schema Mode Model (4.5 Hours)
Module 2: Assessment, Conceptualisation and Formulation using the Mode Model (2-hours)
Module 3: Change Processes in Schema Mode Work (2-hours)
Module 4: Bypassing Coping Modes - Mode Work in Schema Therapy 2.5 hours
Module 5: Working with Critic Modes & Vulnerable Child Mode 3.5 hours
Module 6: Therapist Schemas - Course Reflection - Resources - Road Ahead (3-hours)

Schema Therapy Online Course 2: The Schema ModernModel and Mode Interventions for Complex Cases

Learning Objectives

After completing this training the professional will be able to:

• Describe the Schema Mode Model and conceptual background of the 'Mode' Model and 'parts' in Schema Therapy for complex cases.
• Summarize conceptualisation and treatment of Complex Cases, especially Cluster B (e.g. Borderline, Anti- social), and C (e.g. Avoidant, OCPD, Dependant) personality disorder presentations.
• Demonstrate awareness and fluency of Schema Mode descriptions.
• Explain assessment of Schema Modes, and demonstrate skills in the administration, scoring, and interpretation of the Schema Mode Inventory.
• Demonstrate skills in assessment, conceptualisation and formulation using the schema mode model, including the ability to generate 'Schema Mode Maps' with clients.
• Describe skills in Cognitive Change approaches with rigid presentations.
• Improve skills in the application of Behavioural-pattern breaking techniques within the Schema Mode Model.
• Demonstrate increased confidence and competency in the use of experiential change approaches including Imagery Rescripting and Chairwork dialogues with 'Modes' or 'Parts'.
• Demonstrate skills and confidence in the application of Limited Reparenting and using the therapy relationship as a vehicle for positive change and 'schema healing',
• Demonstrate a deeper understanding and awareness of the impact of therapist schemas and modes on the therapy relationship and treatment of complex cases, including our own reactions.
• Apply knowledge from this course to practice and/or other professional contexts.

This 18 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

THIS IS A LIVE ON SITE PROGRAM

See this page for details:
https://www.schematherapytrainingonline.com/p/course1_the_basic_schema_treatment_model

Module 1: Schema Mode Model (4.5 Hours)
Module 2: Assessment, Conceptualisation and Formulation using the Mode Model (2-hours)
Module 3: Change Processes in Schema Mode Work (2-hours)
Module 4: Bypassing Coping Modes - Mode Work in Schema Therapy 2.5 hours
Module 5: Working with Critic Modes & Vulnerable Child Mode 3.5 hours
Module 6: Therapist Schemas - Course Reflection - Resources - Road Ahead (3-hours)

Course 1 - Schema Therapy Online Course 1: The Basic Model Methods and Techniques

Learning Objectives

After completing this training the professional will be able to:

1. Outline the theoretical and historical development of schema Therapy.
2. Describe the central concepts underpinning the "Basic Schema Model" - the Interplay between needs, schemas, and coping styles.
3. Identify the concept of the 18 Schemas and how they commonly present.
4. Demonstrate knowledge of how needs and schemas play out 'in real life'.
5. Outline the evidence base/ support for the use for schema therapy for complex cases.
6. Demonstrate how to administer, score and interpret the Young Schema Questionnaire Short Form - (90- Items).
7. Explain how to do a schema focused assessment using multiple assessment methods and integrate this assessment into a basic schema formulation.
8. Assess and gain some self- awareness of your 'Own Schemas'.
9. Describe how to use experiential methods (e.g. imagery) for assessment and intervention (e.g. Imagery Rescripting)
10. Outline the basics of schema intervention including how to apply
    (a) limited reparenting,
    (b) Experiential interventions,
    (c) Cognitive Strategies, and
    (d) Behavioral pattern breaking strategies.
11. Outline how to structure the course of schema treatment over time, and with a session, including the use of homework.
12. Summarize the basics of the 'schema mode' concept.

This 2 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

Dr. Miller and the ICCE receive compensation through the sales of this manual. There is no outside commercial support related to this CE program and no known conflict of interest.

In this manual, the basics of implementing Feedback-Informed
Treatment are described and illustrated through case examples and
scripts. The manual details how to introduce the Outcome Rating Scale
(ORS) and the Session Rating Scale (SRS) in clinical work and how
to integrate it as part of ongoing treatment to improve the outcome of
service.

Bertolino, B., & Miller, S.D. (Eds.) (2013). The ICCE Feedback Informed Treatment manuals (Volumes 1-6). Chicago, IL: ICCE Press.

rning Objectives

After completing this training the health care professional will be able to:

• Describe the specific components of routine outcome measurement
• Use outcome and alliance measurement instruments in routine clinical care
• Identify important factors in creating a culture for measuring client outcomes and using feedback processes
• Describe strategies for using feedback to inform and improve care on a routine and ongoing basis

This 2 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

Dr. Miller and the ICCE receive compensation through the sales of this manual. There is no outside commercial support related to this CE program and no known conflict of interest.

This manual explains how to measure clinical change in psychotherapy,
and how to use statistics to understand outcome data. Guidelines are
provided for statistical formulas and outcome reporting. The Manual
provides examples based on the Session Rating Scale (SRS) and
Outcome Rating Scale (ORS), but also pertains to other therapeutic
alliance and outcome measures.

Bertolino, B., & Miller, S.D. (Eds.) (2013). The ICCE Feedback Informed Treatment manuals (Volumes 1-6). Chicago, IL: ICCE Press.

Learning Objectives

After completing this training the health care professional will be able to:

• Establish a valid baseline in psychotherapy (the basics of validity and reliability, and how they pertain to choice of instrument and the administration of outcome measures).
• Graph client results (guidelines and methods for displaying outcome data for clinical use).
• Articulate clinical significance.
• Utilize effect size and expected trajectories of change.

This 2.50 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

Dr. Miller and the ICCE receive compensation through the sales of this manual. There is no outside commercial support related to this CE program and no known conflict of interest.

In this manual the implementation of Feedback-
Informed Treatment (FIT) in agencies and
healthcare systems is explored. The objective is to
guide organizational staff through the process of
implementation. Practical strategies will be provided
for each stage, including: preparation, planning, and
sustainability. This manual also includes exploration
and discussion of potential challenges as well as
suggestions for resolving the most common difficulties
encountered when implementing FIT in real world
clinical settings.

Bertolino, B., & Miller, S.D. (Eds.) (2013). The ICCE Feedback Informed Treatment manuals (Volumes 1-6). Chicago, IL: ICCE Press.

Learning Objectives

After completing this training the health care professional will be able to:

• Describe the process of agency implementation of FIT
• Describe the exploration phase
• Describe the installation phase
• Describe the initial implementation phase
• Describe full agency implementation of FIT

This 1 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

Dr. Miller and the ICCE receive compensation through the sales of this manual. There is no outside commercial support related to this CE program and no known conflict of interest.

In this manual, significant research findings that form the
foundation of Feedback-Informed Treatment (FIT) are
reviewed and discussed.

Bertolino, B., & Miller, S.D. (Eds.) (2013). The ICCE Feedback Informed Treatment manuals (Volumes 1-6). Chicago, IL: ICCE Press.

Learning Objectives

After completing this training the health care professional will be able to:

• identify significant research findings regarding factors that impact and do not impact behavioral health outcomes.
• summarize empirical evidence regarding the impact of therapeutic alliance on psychotherapy outcomes.
• describe research findings regarding the validity, reliability, feasibility and sensitivity to change of the ORS and SRS.
• describe factors contributing to expert performance.

This 2 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

Dr. Miller and the ICCE receive compensation through the sales of this manual. There is no outside commercial support related to this CE program and no known conflict of interest.

The purpose of this manual is to provide readers with an easy to follow, practical g

Bertolino, B., & Miller, S.D. (Eds.) (2013). The ICCE Feedback Informed Treatment manuals (Volumes 1-6). Chicago, IL: ICCE Press.uide for incorporating Feedback-Informed Treatment (FIT) in work with specific populations and across different service settings. While the material is organized around the use of the Outcome and Session Rating Scales (ORS & SRS), the principles and practices covered are transferable when outcome (e.g., Outcome Questionnaire 45.2 [OQ 45.2], Clinical Outcomes in Routine Evaluation [CORE]) and alliance measures (e.g., Working Alliance Inventory [WAI]) are used to inform and improve clinical work with specific groups or service delivery systems.

Learning Objectives

After completing this training the health care professional will be able to:

• Use routine outcome measurement in group settings.
• Apply FIT with a number of special populations.
• Applying FIT in specific service settings.
• Apply skills of deliberate practice to continuously improve clinical skills and effectiveness.

This 1 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Since they were developed and tested back in the late 90’s, the Outcome and Session Rating Scales have been downloaded by practitioners more than 100,000 times!  Judging by the number of cases entered into the three authorized software applications, the tools have been used inform service delivery for millions of clients seeking care for different problems in diverse treatment settings.  The number of books, manuals, and “how to” videos describing how to use the tools has continued to grow dramatically.  Few practitioners get the chance to address specific questions related to their use of the measures in daily clinical work.

In this hour-long webinar, answers are provided to the most common question beginning and intermediate users have regarding feedback-informed treatment. The emerging area of deliberate practice – an evidence-based approach to professional development is also introduced.

A simple, valid, and reliable alternative exists for maximizing the effectiveness and efficiency of treatment based on using ongoing feedback to empirically tailor services to the individual client needs and characteristics. This approach is known in the literature as routine outcome monitoring), or ROM. ROM is the core of the more comprehensive Feedback Informed Treatment approach, and this training provides an introductory presentation of Feedback Informed Treatment (FIT) and Deliberate Practice, and answers common questions about the approaches.

Participants are exposed to the critical role of alliance building skills that cut across different therapeutic orientations and diverse client populations, and are known to impact therapy

In addition, participants learn nuances of using outcome management tools (ORS, SRS) to inform and improve treatment, and to specifically use the Session Rating Scale (SRS) and the Outcome Rating Scale (ORS) The training addresses some of the empirical foundations of Feedback Informed Treatment and Deliberate Practice. Therapists are exposed to methods and attitudes for creating a culture within their own practices and agencies that utilizes outcome and alliance feedback to effectively impact therapy and client outcomes.

Finally, Deliberate Practice is delineated from Feedback Informed Treatment, and their integration is described. Currently known principles and practices of Deliberate Practice are outlined for participants. Applying and integrating FIT and Deliberate Practice into clinical practice is discussed.

Learning Objectives

After completing this training the professional will be able to:

1. Apply FIT and Deliberate Practice in clinical practice.
2. Utilize feedback to positively impact client outcomes.
3. Describe how to analyze outcome and alliance data accurately.
4. Define deliberate practice and how to apply it for improving therapist effectiveness

This 1 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

In this second, hour-long webinar, clinicians from around the world meet to have their questions answered regarding feedback-informed treatment and deliberate practice.

A simple, valid, and reliable alternative exists for maximizing the effectiveness and efficiency of treatment based on using ongoing feedback to empirically tailor services to the individual client needs and characteristics. This approach is known in the literature as routine outcome monitoring), or ROM. ROM is the core of the more comprehensive Feedback Informed Treatment approach, and this training provides an introductory presentation of Feedback Informed Treatment (FIT) and Deliberate Practice, and answers common questions about the approaches.

The training addresses basic empirical foundations of Feedback Informed Treatment. Participants are exposed to the critical role of alliance building and flexibility skills that cut across different therapeutic orientations and diverse client populations, and are known to impact therapy outcomes. In addition, participants learn nuances of using outcome management tools (ORS, SRS) to inform and improve treatment, and to specifically use the Session Rating Scale (SRS) and the Outcome Rating Scale (ORS).

Participants are exposed to empirical evidence regarding the effects of supervision on supervisee ‘s client’s outcomes Alternate approaches to supervision are outlined, with a focus on improving supervisee effectiveness regarding client outcomes. Rationale and tips regarding specific role of video analysis in deliberate practice are provided.

Deliberate Practice is delineated from Feedback Informed Treatment, and their integration is described (including a focus on improvement via therapeutic factors. Currently known principles and practices of Deliberate Practice are outlined for participants. The use of Feedback Informed Treatment and Deliberate Practice with other approaches and treatment protocols is outlined and delineated.

Learning Objectives

After completing this training the professional will be able to:

1. To apply the principles of deliberate practice in supervision, to the mastery of FIT, and their individual professional development.
2. Explain and address client feedback on the ORS and SRS.
3. Identify rationale and tips for including video analysis of therapy sessions in deliberate practice.
4. Describe how to combine FIT with other approaches and treatment protocols.

This 1 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

The third in a series of hour-long webinars answer clinicians’ questions about feedback-informed treatment and deliberate practice, two evidence-based methods for improving therapeutic effectiveness.

A simple, valid, and reliable alternative exists for maximizing the effectiveness and efficiency of treatment based on using ongoing feedback to empirically tailor services to the individual client needs and characteristics. This approach is known in the literature as routine outcome monitoring), or ROM. ROM is the core of the more comprehensive Feedback Informed Treatment approach, and this training provides an introductory presentation of Feedback Informed Treatment (FIT) and Deliberate Practice, and answers common questions about the approaches.

The training addresses basic empirical foundations of Feedback Informed Treatment. Participants are exposed to the critical role of alliance building and flexibility skills that cut across different therapeutic orientations and diverse client populations, and are known to impact therapy outcomes.

In addition, participants learn nuances of using outcome management tools (ORS, SRS) to inform and improve treatment, and to specifically use the Session Rating Scale (SRS) and the Outcome Rating Scale (ORS) create a culture of feedback, including a focus on the meaning and relevance of clinical cutoff scores, and the meaning of the various “performance metrics” reported in the authorized software systems. Participants learn about the administration and uses of the Group Session Rating Scale.

Deliberate Practice is delineated from Feedback Informed Treatment, and their use in clinical practice is discussed, including a focus on improvement via therapeutic factors. Currently known principles and practices of Deliberate Practice are outlined for participants.

Learning Objectives

After completing this training the professional will be able to:

1. Describe the meaning and relevance of the clinical cutoff on the ORS.
2. Outline the meaning of the various “performance metrics” reported in the authorized software systems.
3. Administer the Group Session Rating Scale with fidelity.
4. Describe how FIT and deliberate practice can be used to improve therapeutic effectiveness.

This 2.25 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Course Description

This document is intended to provide counseling and related professionals with competencies for working with Lesbian, Gay, Bisexual, Queer, Intersex, Questioning and Ally (LGBQIQA) individuals, groups, and communities. The aim of these competencies is to provide a framework for creating safe, supportive, and caring relationships with LGBQIQA individuals, groups, and communities that foster self-acceptance and personal, social, emotional, and relational development.

Learning Objectives

After completing this training the professional will:

• Describe competencies for counseling with lesbian, gay, bisexual, queer, questioning, intersex and ally Individuals.
• Describe competencies for counseling allies.
• Summarize competencies for counseling people who are intersex.
• Define terms important to understanding lesbian, gay, bisexual, queer, questioning, intersex and ally Individuals.

This 4 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Course Description

The improvement of HIV and AIDS education around the world is essential to preventing the spread of HIV. There are millions of people living with HIV or AIDS. Effective HIV and AIDS education can help prevent new infections by providing people with information about HIV and how it is passed on, and in doing so equip individuals with the knowledge to protect themselves from becoming infected with the virus. Few mental health or health care professionals receive specific training in counseling people living with HIV or AIDS. HIV/AIDS counseling assists clients dealing with issues or abandonment, isolation, partner notification, safety, depression, remaining healthy, treatment plans and other life altering issues.

After completing this training you will be able to:

• Assess a new patient for HIV risk, using a brief risk assessment and history taking method.
• Articulate information concerning HIV prevention, disease transmission, and HIV antibody testing to clients in their agency setting.
• Explain the difference between HIV infection and AIDS.
• Describe a minimum of five practice skills that are necessary for social work practitioners to serve in a public health role in their community with regards to HIV/AIDS.
• Explain the present professional response to the epidemic with regard to worker knowledge, practice, comfort, and preparedness to address HIV/AIDS in his/her practice setting.

This 6.25 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Substance Abuse Treatment for Lesbian, Gay, Bisexual, and Transgender

This publication presents information to assist providers in improving substance abuse treatment for lesbian, gay, bisexual, and trans-gender (LGBT) clients by raising awareness about the issues unique to LGBT clients. Sensitizing providers to these unique issues will, it is hoped, result in more effective treatment and improved treatment outcomes. Effective treatment with any population should be sensitive and culturally competent. Substance abuse treatment providers, counselors, therapists, administrators, and facility directors can be more effective in treating LGBT clients when they have a better understanding of the issues LGBT clients face. With this knowledge, treatment providers can reexamine their treatment approaches and take steps to accommodate LGBT clients.

Studies indicate that, when compared with the general population, LGBT people are more likely to use alcohol and drugs, have higher rates of substance abuse, are less likely to abstain from use, and are more likely to continue heavy drinking into later life.

Learning Objectives

After completing this training the health care professional will:

• Describe the epidemiology of substance abuse among the LGBT population
• Identify the types of substances abused
• Define key terms
• Identify characteristics of LGBT individuals
• Recognize the differences in LGBT life experiences may shape the substance abuse issues
• Summerize the life cycle issues for LGBT individuals
• Identify treatment issues that are unique to different ethnic groups
• Describe how cross-cultural issues affect substance abuse treatment
• Apply knowledge from this course to practice and/or other professional contexts.

This 2.25 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Course Description

This document is intended to provide counseling and related professionals with competencies for working with Lesbian, Gay, Bisexual, Queer, Intersex, Questioning and Ally (LGBQIQA) individuals, groups, and communities. The aim of these competencies is to provide a framework for creating safe, supportive, and caring relationships with LGBQIQA individuals, groups, and communities that foster self-acceptance and personal, social, emotional, and relational development.

Learning Objectives

After completing this training the professional will:

• Describe competencies for counseling with lesbian, gay, bisexual, queer, questioning, intersex and ally Individuals.
• Describe competencies for counseling allies.
• Summarize competencies for counseling people who are intersex.
• Define terms important to understanding lesbian, gay, bisexual, queer, questioning, intersex and ally Individuals.

This 4 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Course Description

The improvement of HIV and AIDS education around the world is essential to preventing the spread of HIV. There are millions of people living with HIV or AIDS. Effective HIV and AIDS education can help prevent new infections by providing people with information about HIV and how it is passed on, and in doing so equip individuals with the knowledge to protect themselves from becoming infected with the virus. Few mental health or health care professionals receive specific training in counseling people living with HIV or AIDS. HIV/AIDS counseling assists clients dealing with issues or abandonment, isolation, partner notification, safety, depression, remaining healthy, treatment plans and other life altering issues.

After completing this training you will be able to:

• Assess a new patient for HIV risk, using a brief risk assessment and history taking method.
• Articulate information concerning HIV prevention, disease transmission, and HIV antibody testing to clients in their agency setting.
• Explain the difference between HIV infection and AIDS.
• Describe a minimum of five practice skills that are necessary for social work practitioners to serve in a public health role in their community with regards to HIV/AIDS.
• Explain the present professional response to the epidemic with regard to worker knowledge, practice, comfort, and preparedness to address HIV/AIDS in his/her practice setting.

This 1.25 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Course Description

Improve your knowledge on Suicide Risk Assessment and Treatment with this course. Every year, more than 700,000 people take their own life and there are many more people who attempt suicide. It occurs throughout the lifespan and was the fourth leading cause of death among 15-29-year-olds globally in 2019 Suicide is a global phenomenon that affects all parts of the world; in fact, over 77% of global suicides occurred in low- and middle-income nations in 2019 (WHO, 2021). It should be noted that there is no single cause for suicide. It most often occurs when stressors and health issues converge to create an experience of hopelessness and despair. Conditions like depression, anxiety and substance problems, especially when unaddressed, increase risk for suicide. The statistics illustrate how serious of a public health issue suicide is. But, they can be prevented with timely, evidence-based interventions. This course aims provides the reader with the right tools to better understand suicide assessment and treatment.

After completing this training you will be able to:

• Identify a historical perspective on suicide.
• Identify rates of suicide overall and for various demographic groups.
• Describe the major causes and risk factors for suicide.
• Outline the relative risks for various mental disorders, subtypes, and situational factors.
• Describe the role of mental disorders and life situations in suicide.
• Summerize the relationship of co morbidities in risk.
• Apply knowledge from this course to practice and/or other professional contexts.

This 1.75 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Course Description Course Description

This course provides a thorough overview of depression, unipolar depressive mood disorders, and numerous examples of disorders that can involve depression. Major depressive disorder is treated with extra depth, with ample information on assessment, including atypical presentations that can pose a challenge to assessment such as certain medical conditions. The course provides current thinking on etiology, course, and treatment of depression. Etiological information includes the evolutionary theory of "sickness behavior," emerging bio-psychological understanding that includes the highly-researched cytokine theory of depression, and bio-psychosocial or multifactorial understanding. Treatment sections include much detail on psychopharmacological intervention as well as non-pharmacological treatment information such as hormones, well-cited nutritional thinking, and psychotherapy. The course explains the importance of achieving full remission. Includes an overview of suicide.

After completing this training you will be able to:

• Provide differential diagnosis for depression, recognizing a variety of conditions that include depression.
• Outline current treatments for depressive conditions.
• Delineate key information on the psychobiology of depression and implications for intervention.
• Explain the reason for pursuing full remission.
• Recognize the strategies for medication in treatment resistant depression, including combination therapy and switching.
• Apply knowledge from this course to practice and/or other professional contexts.

This 3 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Course Description

Obsessions are intrusive, irrational thoughts -- unwanted ideas or impulses that repeatedly well up in a person's mind. Again and again, the person experiences disturbing thoughts, such as "My hands must be contaminated; I must wash them"; "I may have left the gas stove on"; "I am going to injure my child." On one level, the sufferer knows these obsessive thoughts are irrational. But on another level, he or she fears these thoughts might be true. Trying to avoid such thoughts creates great anxiety.

Compulsions are repetitive rituals such as hand washing, counting, checking, hoarding, or arranging. An individual repeats these actions, perhaps feeling momentary relief, but without feeling satisfaction or a sense of completion. People with OCD feel they must perform these compulsive rituals or something bad will happen.

Most people at one time or another experience obsessive thoughts or compulsive behaviors. Obsessive-compulsive disorder occurs when an individual experiences obsessions and compulsions for more than an hour each day, in a way that interferes with his or her life.

After completing this training you will be able to:

• Identify characteristics of OCD
• Identify appropriate assessment procedures for OCD
• Identify appropriate, effective treatments for OCD
• Identify controversial treatments for OCD

This 3.75 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Course Description

This course provides detailed and up-to-date information on clinical and legal issues in child abuse assessment and reporting. The Center for Disease Control and Prevention (CDC) defines child abuse as "any act or series of acts of commission or omission by a parent or other caregiver that results in harm, potential for harm, or threat of harm to a child". Controversial topics are backed by concise explanations that include referrals to recent studies, meta-analysis, court cases, legislative initiatives and other sources. The course explores topics such as the warning signs of potential child abuse, the profiles of abusers and the effects of various forms of abuse. Furthermore, it also covers mandatory reporting, working with child protective agencies, assisting clients in responding to such agencies, and the value and shortcomings of various warning signs of abuse. In addition to the content of the course, clients are given a plain-English pamphlet with instructions on how to behave during an investigation.

After completing this training you will be able to:

• Identify mandated reporters, and understand the participant's responsibilities in mandated reporting.
• Name the standards for making a report of child abuse, including factors such as the limits of confidentiality, reasonable suspicion, and statutory responsibility.
• Identify typical psychological disorders occurring in survivors of abuse and neglect.
• Describe methods of intervention that minimize trauma to survivors of sexual abuse and their families.
• Describe the causes of abuse and sexual abuse.
• Identify the profiles of sexual abusers and be able to distinguish between pedophiles types and other types of abusers.
• Apply knowledge from this course to practice and/or other professional contexts.

This 3.50 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Course Description

This course aims at helping therapists and psychiatrists understand all aspects of Bipolar disorder. This course elaborates on symptoms that affect patients, various stages of this disorder and tools that can help patients cope with mood swings. This course also elaborates on effective medications, harmful medications that should not be prescribed and other treatment methods that can help patients. This course also provides information about the effects of bipolar disorder on a pregnant women and which medications should be avoided during pregnancy. To help therapists understand about the prevalence of this disorder in USA, a few case studies and survey results are also included in this course. Sample screening tests are included in this course to help medical professionals formulate their own screening questions.

After completing this training you will be able to:

• Identify the symptoms of Bipolar Disorder
• Differentiate betweem the different stages of Bipolar Disorder
• Implement coping strategies
• Identify the four basic types of bipolar disorder and the symptoms of mania, depression, and other ranges of moods associated with the illness
• Identify medications and treatment modalities for Bipolar clients
• Understand the effects of Bipolar Disorder in Pregnancy

This 1.50 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Course Description

This course prepares the clinician to offer group support and Treatment for ADD/ADHD. Attention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder characterized by excessive amounts of inattention, hyperactivity, and impulsivity that are pervasive and impairing in multiple contexts. ADHD symptoms arise from executive dysfunction and emotional dysregulation is often considered a core symptom (Brown, 2008). After detailing the key characteristics that cause adults with AD/HD to seek support, the course describes the clinical challenges in working with AD/HD and frames them in terms of group work. In the section Formal Groups and Online Forums, the reader will learn about the benefits and consideration of offering a more relaxed approach to group work as opposed to fully structured psycho-education groups. Finally, the course details the psychosocial education approach which can be used as a stand-alone program or integrated in a broader psychotherapy context. A list of modules and resources are provided to help you implement this approach to your practice.

After completing this training you will be able to:

• Describe the features of AD/HD in adults from the perspective of the treating clinician.
• Identify the co morbidities commonly associated with adult AD/HD.
• Identify ways to make group work with persons with adult AD/HD relevant to the problems, characteristics, and common co morbidities of AD/HD.
• Describe self help group formats that persons with AD/HD are using to help them cope with AD/HD.
• Outline the structured psycho-educational approach to group work, its origins, and its use with AD/HD.
• Identify less well-understood topics that can contribute to group work with persons with AD/HD.
• Apply knowledge from this course to practice and/or other professional contexts.

This 2.50 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Course Description

Improve your understanding of anger and addiction with this Anger Management course. Anger is one of the fundamental emotions present in human beings. It can range from mild irritation to full outrage, and is seen as a predictor of aggressive behavior. In some cases, the hostility of an individual increases to a degree that is harmful to social situations, goal achievement, family life and job opportunities. This harmful behavior generally falls under the scope of what is known as open aggression. It stems from a need to feel in control, and prompts individuals to lash out because of feelings of rage and to become physically or verbally violent and aggressive.

Anger and substance abuse are strongly correlated. A recent report shows that nearly 40% of cocaine users suffer from different levels of aggression (BMC Psychiatry, 2018). Another study on incarcerated adolescents showed that outwardly expressed anger was significantly related to alcohol use (Addictive Behaviors, 2004). It is not uncommon for individuals to develop a dependent cycle of anger and substance abuse, or for them to use substances to cope with anger without realizing it.

After completing this training you will be able to:

• Identify how anger and violence and substance use are linked.
• Articulate the difference between anger and aggression
• Describe the various myths of anger and how to deal with them
• Identify actions and events that trigger anger.
• Describe how to conduct anger management sessions that can help a person channel their negative energy in the right direction.
• Describe how women and men channel anger differently and how to deal with both genders during anger management sessions.
• Apply knowledge from this course to practice and/or other professional contexts.

This 2.50 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Course Description

This is the sister course of Revolving Door Families: The Issues and Clinical Concerns from a Bio-psychosocial perspective. Both courses assist therapists in treating families with impaired and underachieving adults. Much of the material is easily translated into situations involving adolescents. This course can stand on its own, but we recommend that the reader take both courses unless he or she is familiar with the issues of these families and the various roles that a therapist might play in these potentially complicated cases. The sister course goes into depth concerning the issues that these families grapple with, and the sources and types of problems of impaired adults. It also addresses the fundamental legal and ethical issues pertaining to therapists' potential roles with these families.

Topics and focus: This course provides detailed treatment of assessment, treatment issues, and guidelines for working with revolving door families. It emphasis psychosocial education and a programmatic approach to negotiation between the parents and their adult child.

After completing this training you will be able to:

• Describe the nature and purpose of the parent-adult child negotiation focus
• Apply alternatives to negotiation and emergent needs
• Identify considerations regarding treatment of the adult child
• Apply psychosocial intervention with parents
• Prepare parents to negotiate and establish functional boundaries
• Describe follow through and termination

This 2.25 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Course Description

This course addresses the problem of families with one or more adult children that have impairments that their parents or caretakers have not been able to cope with. (For brevity, this course will refer to parents throughout, although other family members or caretakers may be involved.) These adult children have been unable to leave home

After completing this training you will be able to:

• Outline the application of psychoducational and negotiation interventions in revolving door families.
• Describe the use of family therapy for such families.
• Describe how to prepare treatment plans for these families.
• Assess and plan for multi-problem situations that involve multiple diagnostic and social system considerations.
• Describe questions of where parents should draw the line on providing support.
• Apply knowledge from this course to practice and/or other professional contexts.

This 0.75 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Course Description

This course reviews fundamental information on pain and pain management that is of value to clinical practice. It provides current information to enhance clinical responsiveness. Additionally, this training explores the personal, societal, and clinical issues in chronic pain and its treatment and key ideas regarding psychological techniques for altering the perception of pain.

After completing this training you will be able to:

• Describe fundamental ideas that underlie psychological techniques for treating chronic pain, including psychological methods for altering perception and interpretation of pain.
• Recognize issues of stigma and societal responses to persons with pain problems.
• Distinguish between different elements of pain as a representation, such as suffering.
• Identify the physiology behind psychogenic pain and the placebo effect.
• Direct clients to improve lifestyle factors that contribute to pain resistance and recovery.
• Apply knowledge from this course to practice and/or other professional contexts.

This 1.25 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Course Description

This course is for mental health practitioners who wish to apply smoking cessation knowledge in clinical practice. The course describes the health risks of smoking, obstacles to quitting, motivations to quit, methods of quitting, support for quitting, and alternative nicotine products. It will also provide means of supporting family members and others who wish to help an individual stop smoking. Resources for support and further learning are provided.

After completing this training you will be able to:

• Describe the risks, obstacles, and methods pertaining to smoking cessation.
• Summerize common and experimental methods of smoking cessation.
• Identify the pros and cons of nicotine delivery alternatives, as well as specific methods of nicotine delivery.
• Describe the pros and cons of medication available to support smoking cessation, as well as specific medications.
• Assist family members and others in supporting the smoking cessation efforts of others.
• Apply knowledge from this course to practice and/or other professional contexts.

This 5.50 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Problem Gamblers and Their Finances

Substance Abuse and Mental health Services Administration

Course Description

This training provides information on screening, assessment, referral, and treatment for problem gambling to substance abuse counselors, mental health therapists, primary care physicians, and social workers. Discusses financial issues and strategies.

Problem Gamblers and Their Finances

Substance Abuse and Mental health Services Administration

Learning Objectives:

After completing this course, the participant will be able to:

• Integrate the underlying personality dynamics in assessing pathological gambling.
• Explain the importance of looking at the entire psychosocial environment when assessing pathological gambling.
• Identify specific learning interventions for pathological gamblers in treatment.
• Develop a therapeutic cognitive approach in dealing with a pathological gambler.
• Identify significant psychological factors in the development of a gambling disorder.

This 11.25 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Course Description

Improve your understanding of the connections between substance abuse and domestic violence with this course. Domestic violence is a pattern of abusive behavior in any relationship that is used by one person to gain control over another. It includes acts of physical aggression, sexual coercion, psychological abuse and controlling behavior exerted against children, adults and elders. Domestic violence has no boundaries and occurs across all socio-economic, political and cultural contexts. A plethora of factors influences domestic violence, one of which is substance abuse.

The association between domestic violence and abuse and dependence has been investigated by various authors (Gilbert et. al, 2001; Miller et. al, 2000) but a causal relationship cannot be inferred. While there is no direct cause-and-effect link, it appears clear the use of alcohol and other drugs is a major risk factor for domestic violence. Some studies support the idea that this is due to the similarity between the behaviors of perpetrators of domestic violence and substance dependence (Irons and Schneider, 1997). Common characteristics include loss of control, maintenance of behavior despite adverse consequences, minimization and denial. Others state that, by reducing inhibitions and distorting perceptions, alcohol and substance abuse encourage open aggression.

Substance Abuse Treatment and Domestic Violence

Center for Substance Abuse Treatment

Learning Objectives

After completing this training the health care professional will be able to:

• Identify the key stages: from drinking and transition to early and ongoing recovery.
• Describe the therapeutic tasks and pitfalls that characterize Domestic Violence and Substance Abuse.
• Implement interventions with individual family members, as well as the system as a whole, helping to restructure roles, interactions and beliefs that have been shaped by addiction and abuse.
• Outline the importance of facilitating the family's use of outside sources of support.
• Apply knowledge from this course to practice and/or other professional contexts.

This 11.50 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Tools for Success Curriculum - Working With Youth with Fetal Alcohol Spectrum Disorders (FASD) in the Juvenile Justice System

Course Description:

"Fetal alcohol spectrum disorders" is an umbrella term describing the range of effects that can occur in an individual whose mother drank alcohol during pregnancy. These effects may include physical, mental, behavioral, and/or learning disabilities with possible lifelong implications. "FASD" is not a diagnostic term used by clinicians. It refers to conditions such as fetal alcohol syndrome (FAS), partial FAS, alcohol-related neurodevelopmental disorder, and alcohol-related birth defects.

It is estimated that FASD occurs in 1 percent of all live births in the United States each year (May and Gossage, 2001). Many of these infants grow up to commit crimes. One study found that 60 percent of individuals with an FASD ages 12 and older had been in trouble with the law (Streissguth, et al., 1996). Youth with an FASD often cycle through the juvenile justice system with no recognition of their disabilities. Through this curriculum, it is hoped that professionals can learn ways to improve the identification and treatment of youth with an FASD in the juvenile justice system.

Tools for Success Curriculum - Working With Youth with Fetal Alcohol Spectrum Disorders (FASD) in the Juvenile Justice System

Learning Objectives

After completing this training the health care professional will:

• Discuss the lifelong effects of prenatal alcohol exposure on brain development
• Define "fetal alcohol spectrum disorders"
• Describe the impact FASD has on the family, school, community, and society in general
• Describe difficulties of individuals with disabilities within the juvenile justice system
• Explain why youth with an FASD may be more likely to come into contact with the juvenile justice system
• Describe issues faced by youth with an FASD in the juvenile justice system
• Identify juvenile justice issues facing youth with an FASD
• Describe the juvenile court process
• Summerize importance of identification and assessment of FASD in youth in the juvenile justice system
• Apply knowledge from this course to practice and/or other professional contexts.

This 4.25 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Course Description

This course is aimed at health-care professionals wishing to deepen their knowledge of Alzheimer’s Disease. Alzheimer’s is a type of dementia that affects memory, thinking and behavior. Symptoms eventually grow severe enough to interfere with daily tasks. Alzheimer’s Disease (AD) is the most common cause of dementia, a general term for memory loss and other cognitive abilities serious enough to interfere with daily life. Although intrinsically linked to old age, Alzheimer’s is not a normal part of aging. However, our aging society does make AD an especially critical issue. The 80 and older age group is now the fastest growing segment of the population, and this is particularly relevant when discussing neurodegenerative diseases like AD because the number of people with the disease doubles for every 5-year age interval beyond age 65.

This course describes the main areas in which researchers are working, and highlights new approaches for helping families and friends care for people affected by AD.

Alzheimer's Disease: Unraveling the Mystery

National Institute on Health

Learning Objectives

After completing this training the health care professional will be able to:

• Describe long-term care issues pertaining to the aging population.
• Describe alternative arrangements for the elderly.
• Identify mental health issues to which the elderly population is vulnerable.
• Identify alzheimer's stages, activities of daily living, cognitive and emotional changes
• Assess the treatment strategy currently being used by physicians for patients with Alzheimer's disease.
• Apply knowledge from this course to practice and/or other professional contexts.

This 1.75 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Course Description

*Note: The content for this course is the Introduction, Part 1, and Part 2 of the document.

Alzheimer’s disease is an irreversible, progressive brain disease that slowly destroys memory and thinking skills, eventually even the ability to carry out the simplest tasks. In most people with AD, symptoms first appear after age 60. AD is caused by a disease that affects the brain. In the absence of disease, the human brain often can function well into the 10th decade of life. Not so long ago, we were not able to do much for people with AD. Today, that situation is changing. Thousands of scientists, voluntary organizations, and health care professionals are studying AD so that they can find ways to manage, treat, and one day prevent this terrible disease.
This training was developed by National Institute on Drug Abuse
(NIH) to assist clinical professionals in understanding Alzheimer’s disease, research on causes, diagnosis, prevention, potential treatments, and caregiver support. This training is in the public domain. CEUnits.com has developed a course based on this public information.

Learning Objectives

After completing this training the professional will be able to:

• Describe long-term care issues pertaining to the aging population.
• Identify alternative arrangements for the elderly.
• Respond effectively to mental health issues to which the elderly population is vulnerable.
• Apply knowledge from this course to practice and/or other professional contexts.

This 3 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Course Description

*Note: The content for this course is Part 3 and Part 4 of the document.

Alzheimer’s disease is an irreversible, progressive brain disease that slowly destroys memory and thinking skills, eventually even the ability to carry out the simplest tasks. In most people with AD, symptoms first appear after age 60. AD is caused by a disease that affects the brain. In the absence of disease, the human brain often can function well into the 10th decade of life. Not so long ago, we were not able to do much for people with AD. Today, that situation is changing. Thousands of scientists, voluntary organizations, and health care professionals are studying AD so that they can find ways to manage, treat, and one day prevent this terrible disease.

This training was developed by National Institute on Drug Abuse
(NIH) to assist clinical professionals in understanding Alzheimer’s disease, research on causes, diagnosis, prevention, potential treatments, and caregiver support. This training is in the public domain. CEUnits.com has developed a course based on this public information.

Learning Objectives

After completing this training the professional will able to:

• Describe long-term care issues pertaining to the aging population.
• Identify alternative arrangements for the elderly.
• Respond effectively to mental health issues to which the elderly population is vulnerable.
• Identify alzheimer’s stages, activities of daily living, cognitive and emotional changes
• Assess the treatment strategy currently being used by physicians for patients with Alzheimer’s disease.
• Apply knowledge from this course to practice and/or other professional contexts.

This 1.50 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Course Description

This course is aimed at practitioners who wish to deepen their knowledge of treatment of depression in older adults using evidence-based practices. Depression is a common mental disorder. Globally, it is estimated that 5% of adults suffer from the disorder. It is characterized by persistent sadness and a lack of interest or pleasure in previously rewarding or enjoyable activities. It can also disturb sleep and appetite. Tiredness and poor concentration are common, and its effects can be long-lasting or recurrent, thus dramatically affecting a person’s ability to function and live a rewarding life.

This course describes how practitioners seeing older adults can screen for depression, assess and diagnose depression, select an appropriate treatment, deliver care and evaluate outcomes. It also describes how practitioners can participate in implementing evidence-based practices (EBP’s). Treatments that have been labeled as EBP differ from other treatments in that they have been rigorously evaluated by scientists to determine that they reduce the symptoms of depression more than usual care.

Learning Objectives

After completing this training the professional will:

• Identify approaches for screening, assessing, and diagnosing depression in older adults.
• Describe approaches for selecting appropriate treatment for older adults with depression.
• Summarize evidence-based care for older adults with depression.

This 2 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Course Description

Learn more about the contrasts between exposure and experiential therapies for complex posttraumatic stress disorder with this course. Posttraumatic Stress Disorder (PTSD) is a syndrome that results from exposure to real or threatened death, serious injury or sexual assault. Following a traumatic event, PTSD is common and is one of the serious health concerns associated with comorbidity functional impairment and increased mortality with suicidal ideations and attempts. Symptoms include intrusive thoughts, re-experiencing the traumatic event and dissociation, among others. The evidence for worldwide prevalence of PTSD suggests that approximately 3.9 % of the general population is concerned. In people known to have been exposed to trauma, the rate is 5.6% (Neuroscience Research Australia, 2021).

This course compares and contrasts two psychotherapy approaches for the treatment of complex PTSD: a behavioral therapy (namely Prolonged Exposure; PE) and an experiential therapy (Accelerated Experiential Dynamic Psychotherapy; AEDP). The efficacy and effectiveness evidence for both therapies is addressed. The course looks at how experience processes are ingrained in PE and how they affect its results. The authors also explain how AEDP addresses several clinical and relational factors that are negative prognostic factors for PE. Finally, suggestions are made for experientially-informed PE for complex cases of PTSD.

Learning Objectives

After completing this training the professional will:

• Compare and contrast prolonged exposure and Accelerated Experiential Dynamic Psychotherapy for the treatment of complex PTSD.
• Summarize the efficacy, effectiveness, and negative prognostic factors for the two approaches.
• Describe elements of experientially-informed prolonged exposure.

This 2.25 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Course Description

In the past, maladaptations after trauma were considered to be a reflection of personal weaknesses and were stigmatized.

This course uses recent evidence to understand physiological responses to severe stress and trauma and the risk factors for a pathological response to trauma. These gains in understanding come from the study of memory and neuro-hormonal reactivity and control systems.

The course also summarizes current biologically-informed, psychotherapeutic and pharmacologic interventions for the prevention and treatment of acute stress disorder and post-traumatic stress disorder (PTSD).

Learning Objectives

After completing this training the professional will:

• Describe physiological responses to severe stress and trauma and the the risk factors for a pathological response to trauma.
• Summarize current biologically-informed, psychotherapeutic and pharmacologic interventions for the prevention and treatment of acute stress disorder and post-traumatic stress disorder (PTSD).

This 1 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Course Description

Improve your trauma-informed practice with this course on mindfulness and compassion. When clinicians respond to trauma, they generally turn to the range of therapeutic interventions that have been developed. These include exposure therapy, cognitive therapy and relational psychotherapy. The course explores and compares these therapeutic interventions before outlining specific ways in which therapist mindfulness and compassion might benefit survivors of trauma. Compassion originates as an empathic response to suffering, as a rational process which pursues patients’ wellbeing through specific, ethical actions directed at finding a solution to their suffering. In Western psychotherapy, compassion is often seen as grounded in mindfulness, the capacity to sustain focused awareness and openness to immediate environment.

Benefits of compassion and mindfulness are well-documented. When applied to Trauma survivors, they encourage the redevelopment of social connections that may have been lost and may therefore prove to be a extremely beneficial (Gilbert, 2009a). The course goes into considerate detail on the direct and indirect benefits of compassion and mindfulness, and suggests a variety of methods through which practitioners can cultivate them effectively.

Learning Objectives

After completing this training the professional will:

• Identify common approaches to trauma.
• Describe ways that therapist mindfulness and compassion can and might benefit survivors of trauma.
• Describe ways that therapist mindfulness and compassion can and might benefit survivors of trauma.

This 1 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Course Description

This course considers the clinical implications related to perspectives on forgiveness. It is not uncommon for clinicians to see clients affected by interpersonal transgressions. Forgiveness is an approach that some clients will decide to pursue, and it represents a positive psychological response to interpersonal harms that can contribute to numerous positive outcomes. Forgiveness can be defined as the release of resentment or anger. It is vitally important for the mental health of those who have been victimized, as it propels them forward rather than keeping them emotionally engaged in trauma or injustice. This course details three approaches to forgiveness: the Enright forgiveness process Model, the “Reach” method and the 9 steps process. After learning about these approaches, it details the potential clinical implications of a focus on forgiveness, providing valuable insight and advice.

Learning Objectives

After completing this training the professional will:

• identify and compare three approaches to forgiveness.
• describe potential clinical implications of a focus on forgiveness.
• summarize new ways to think about forgetting and its potential relationship to forgiveness.

This 0.75 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Clinicians see many clients hurt by interpersonal transgressions, particularly in couples. Forgiveness is an approach that some clients will choose to pursue, and evidence indicates forgiveness can contribute to numerous positive outcomes. This course begins with an outline of three approaches to forgiveness. Part two focuses on the application of forgiveness therapy with couples.

Learning Objectives

After completing this training the professional will:

• identify and compare three approaches to forgiveness.
• describe the assessment process involved in applying forgiveness therapy with couples.
• describe the therapy process involved in applying forgiveness therapy with couples.

This 1.25 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Family estrangement is an all too common occurrence in our society. Many clients struggle with this issue in their lives. This course addresses common dynamics in the development and maintenance of family dysfunction and estrangement, roles that family members can play in this, and ideas for coping with family estrangement or improving it.

Learning Objectives

After completing this training the professional will:

• describe common dynamics in the development and maintenance of family dysfunction and estrangement.
• identify roles that family members can play in this.
• identify ideas for coping with family estrangement or improving it.

This 0.75 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Despite its prevalence, postpartum depression is frequently not detected. This article describes the use of interpersonal psychotherapy (IPT), a time-limited and empirically validated treatment for perinatal depression, in terms of the relevant clinical issues for pregnant or postpartum women. The course outlines the assessment, initial and intermediate phases of IPT treatment of perinatal depression.

Learning Objectives

After completing this training the professional will:

• describe elements of perinatal depression and physiological correlates of the perinatal period.
• outline assessment in IPT for perinatal depression.
• outline treatment phases and techniques in IPT for perinatal depression.

This 2.25 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Working with couples in therapy can be rewarding and challenging. This course addresses couples therapists and the challenging issue of taking a neutral or objective stance about couples marriages and marriage decisions. The sometimes subtle but impactful effects of a neutral/objective stance are explored. The author lays out various ways couples therapists can make their meaning clear on this key issue and principles for working with couples from that stance.

Learning Objectives

After completing this training the professional will:

• describe potential impacts of taking a neutral/objective stance toward marriage and marriage decisions.
• describe benefits to individuals and marriages of working with couples from a non-neutral stance regarding marriage and marriage decisions.
• describe principles and methods for working with couples from a non-neutral stance regarding marriage and marriage decisions.

This 12 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

This course is not an approved for NBCC credit

This exam should only be taken if you have personally attended and completed a LivingWorks ASIST workshop. If you have not attended a workshop, please visit https://www.livingworks.net/ for dates and locations.

The Applied Suicide Intervention Skills Training (ASIST) workshop is for caregivers who want to feel more comfortable, confident and competent in helping to prevent the immediate risk of suicide. . ASIST prepares caregivers of all backgrounds to provide suicide first aid to persons at risk of suicide. The course is designed to help caregivers learn how to intervene to prevent the immediate risk of suicide and provide safety-for-now.

This exam will cover intervention attitudes, knowledge, skills and supports that you learned in the workshop.

Learning Objectives

The goal of ASIST is to enhance a caregiver's abilities to assist a person at risk to keep-safe-for-now. By completing the workshop, you will be able to:

• Recognize that caregivers and persons at risk are affected by personal and societal attitudes about suicide.
• Provide life-assisting guidance to persons at risk in a flexible manner.
• Identify what needs to be in a person at risk's plan for safety.
• Demonstrate the skills required to provide suicide first-aid to a person at risk of suicide.
• Describe the value of improving community resources including the way that they work together.
• Recognize that suicide prevention is broader than suicide intervention and, includes life promotion and self-care for persons at risk and caregivers
• Apply knowledge from this course to practice and/or other professional contexts.

This 2 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

This course provides behavioral health clinicians with a comparative effectiveness review of the evidence for drug and nondrug interventions in treating acute symptoms associated with bipolar disorder (BD) and preventing relapse.

Learning Objectives

After completing this training the professional will be able to:

1. describe the process of selecting studies to be included in this Comparative Effectiveness Review.
2. outline the results of studies examining the effect of psychosocial and other non-drug Interventions for Bipolar Disorder (BD), and utilize this evidence in treatment planning.
3. identify the factors effecting the Strength of Evidence for the studies included in this Comparative Effectiveness Review.

This 4 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Course Description

Improve your knowledge on the Diagnosis and Treatment of ADHD in Children and Adolescents with this course. Attention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder characterized by excessive amounts of inattention, hyperactivity, and impulsivity that are pervasive and impairing in multiple contexts. ADHD symptoms arise from executive dysfunction and emotional dysregulation is often considered a core symptom (Brown, 2008). This systematic review updates and extends two previous Agency for Healthcare Research and Quality (AHQR) systematic evidence reviews. It focuses on the comparative effectiveness of methods to establish the diagnosis of ADHD, updates the comparative effectiveness of pharmacologic and nonpharmacologic treatments, and evaluates different monitoring strategies in the primary care setting. The data sources consist of numerous relevant English-language studies published between 2011 and 2016 in PubMed, Embase, PsycINFO and the Cochrane Database of Systematic Reviews.

Learning Objectives

After completing this training the professional will be able to:

1. describe the process used to evaluate the Strength of Evidence (SOE) for studies included in the 2018 Comparative Effectiveness Review Number 203 comparing strategies to diagnose, treat and monitor children with attention deficit hyperactivity disorder (ADHD).
2. list a variety of pharmacological and non-pharmacological treatments used for children with ADHD and describe the findings for studies related to these treatments.
3. identify key messages of the 2018 Comparative Effectiveness Review Number 203 comparing strategies to diagnose, treat and monitor children with attention deficit hyperactivity disorder (ADHD).

This 1 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Depressive disorders can affect long-term mental and physical health functioning among children and adolescents, including increased risk of suicide. Despite access to several nonpharmacological, pharmacological, and combined treatment options for childhood depression, clinicians contend with sparse evidence and are concerned about harms associated with treatment.
This course summarizes the results of a systematic review to evaluate the efficacy, comparative effectiveness, and moderators of benefits and harms of available nonpharmacological and pharmacological treatments for children and adolescents with a confirmed diagnosis of a depressive disorder (DD)—major depressive disorder (MDD), persistent depressive disorder (previously termed dysthymia) or DD not otherwise specified.

Learning Objectives

After completing this training the professional will be able to:

1. describe the empirical evidence reviewed in the course article.
2. outline the findings in the course article in relationship to what is already know about the benefits of various nonpharmacological, pharmacological and combination treatments for children and adolescents with Depressive Disorders.
3. compile a list of future research needs related to the treatment of depression in children and adolescents.

This 1 CE credit hour course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

There is no known conflict of interest or commercial support related to this CE program.

Course Description

Improve your practice with this course on the Dissociative Subtype of Post-Traumatic Stress Disorder (PTSD). In recent years, compelling evidence has emerged that PTSD+DS represents a distinct clinical population with distinct neurobiological and epidemiological features. PTSD+DS, in addition to meeting full criteria for PTSD, captures people who additionally respond to trauma-related stimuli with dissociative symptoms (depersonalization or derealization) and association emotional detachment. This comes in addition to the two dissociative symptoms contained in the core diagnostic criteria for PTSD: dissociative flashbacks and dissociative amnesia.

This course aims to provide guidelines for therapy as well as a summary of the material that has been published on the unique characteristics of this subpopulation. Additionally, the course examines collaborative decision-making interventions and their applications in clinical practice.

Learning Objectives

After completing this training the professional will be able to:

1. Summarize the correlates of the dissociative subtypes of PTSD
2. Summarize the neurobiological correlates of the dissociative subtype of PTSD
3. Identify treatment implications when dissociation accompanies PTSD
4. Describe shared decision-making interventions for working with clients with PTSD
5. Summarize the benefits of shared decision-making interventions for PTSD