CLOSE [X]

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 credit 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 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.

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 credit 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 purpose of this manual is to provide readers with an easy to follow, practical guide 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:

• identify challenges involved in incorporating Feedback-Informed Treatment (FIT) in work with specific populations and across different service settings.
• describe recommendations for incorporating Feedback-Informed Treatment (FIT) in work with specific populations and across different service settings.
• outline empirical evidence supporting recommendations for incorporating Feedback-Informed Treatment (FIT) in work with specific populations and across different service settings.

This 2.50 credit 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 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.

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 2.75 credit 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

Parkinson's disease is an age-related deterioration of certain nerve systems, which affects your movement, balance, and muscle control. The disease affects dopamine receptors and is associated with significantly increased risk for depression. This training covers early manifestations of the disease, medical treatment options, rehabilitation, work and life adjustments and stages of grief and reactions to the diagnosis.

After completing this training you will be able to:

• Identify the cardinal symptoms of Parkinson's disease as well as the symptoms that commonly occur in the disease
• Demonstrate a basic understanding of the neurobiology of Parkinson's disease
• Differentiate between diseases that are similar to Parkinson's disease or have similar features
• Discuss the current treatment options for Parkinson's disease
• Recognize the different staging scales used in Parkinson's disease
• Identify the common psychiatric illnesses that can coexist with Parkinson's disease
• Recognize and discuss some of the struggles that patients and caregivers face

This 3 credit 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

Suicide is notoriously difficult to predict, yet many suicides are predicted but are not prevented despite concerted effort. The majority of suicides result from mental illness and the majority of these are due to mood, psychosis, or alcohol dependence. (Frances, Franklin, & Flavin, 1987) Only a very low percentage of suicides occur among psychologically healthy individuals as a result of stressful life events. However, suicide risk tends to peak over a limited period for nearly all people who experience such risk. This contributes to our understanding of prevention, as limited as it is.

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 credit 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 adolescent behavior problems from a bio-psychosocial perspective. It highlights specific issues including current sexuality and parenting. It also looks at contemporary etiological perspectives such as the relationship between genetic vulnerabilities and environment. The course will examine treatment perspectives involving the family and psychosocial education for parents. The course was written by a therapist licensed in family therapy, with experience as a clinical coordinator for facilities for severely emotionally disturbed adolescents, and extensive experience counseling families with adolescents displaying behavior problems.

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 3 credit 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 credit 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 3 credit 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 groups for adults with AD/HD. It begins with the section Adults with AD/HD, acquainting the participant with key characteristics of adults with AD/HD that cause them to seek treatment or support. In the section Clinical Challenges and Opportunities, the course introduces the reader to a clinical challenges in working with AD/HD, and frames them in terms of group work. The sections Less Formal Groups and Online Forums discuss the benefits and considerations of offering groups that are less demanding of clients than fully structured therapy and psycho-education groups. It also includes a discussion of support groups, including those based on the Twelve Step approach that can be found in many communities. The final section, Psychotherapy Groups offers the structured psychosocial education approach, an approach that can be used as a stand alone program or integrated with broader psychotherapy. This section includes a listing of modules and provides resources for learning and applying this approach.

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 3 credit 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 3 credit 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 3 credit 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 3 credit 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 3 credit 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 3 credit 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 3 credit 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

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 credit 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

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 3 credit 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

Two psychotherapy paradigms for the treatment of complex posttraumatic stress disorder (PTSD) are compared and contrasted: a behavioral therapy (prolonged exposure; PE) and an experiential therapy (Accelerated Experiential Dynamic Psychotherapy; AEDP). The efficacy and effectiveness evidence for the two therapies is addressed. The course also explores how experiential processes are inherently embedded in PE, and may influence PE outcomes. The authors describe 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 3 credit 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 3 credit 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 credit 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 available for NBCC credit

The American Psychological Association adopted a new Ethical Principles of Psychologists and Code of Conduct in 2002 and added a small number of amendments in 2010. This course provides clinicians the opportunity to review this publication. In addition “What you need to know about the new code” highlights and explains changes incorporated into the 2002 code.

Learning Objectives

After completing this training the professional will:

• describe the Ethical Principles of Psychologists and Code of Conduct.
• outline changes made to the Ethical Principles of Psychologists and Code of Conduct in 2002 and 2010.

This 3 credit 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.

Mindfulness-based treatment has gained much interest. This course focuses on the application of mindfulness-based treatment for substance use disorders and co-occurring disorders. The course addresses theoretical rationales for usage, clinical principles and practices as well as a review of the evidence.

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 3 credit 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 3 credit 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

safeTALK teaches participants to recognize and engage persons who might be having thoughts of suicide and to connect them with community resources trained in suicide intervention. safeTALK stresses safety while challenging taboos that inhibit open talk about suicide. The safeTALK learning process is highly structured, providing graduated exposure to practice actions. The program is designed to help participants monitor the effect of false societal beliefs that can cause otherwise caring and helpful people to miss, dismiss, or avoid suicide alerts and to practice the TALK step actions to move past these three barriers.

Learning Objectives

After completing this training the professional will:

• Course objectives include:
• 1. Challenge attitudes that inhibit open talk about suicide.
• 2. Recognize a person who might be having thoughts of suicide.
• 3. Engage them in direct and open talk about suicide
• 4. Listen to the person’s feelings about suicide and show that they are taken seriously.
• 5. Move quickly to connect them with someone trained in suicide intervention.

This 4 credit 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 a detailed and up-to-date course on clinical and legal issues in child abuse assessment and reporting. Controversial areas are supported by clear explanations with citations of meta-studies, case law, government initiatives, and other current sources. The course covers mandated reporting, profiles of persons who abuse, effects of various types of abuse, resilience, working with child protective agencies, assisting clients in responding to such agencies appropriately, signs of possible child abuse, the value and shortcomings of various signs of abuse, and other topics. A plain-English handout is included that instructs clients as to how to conduct themselves 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 4 credit 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 4 credit 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 4 credit 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 4 credit 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 4 credit 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 4 credit 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 5 credit 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 5 credit 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 offers a comprehensive view of alcohol and substance use. Cultural attitudes and legal sanctions are addressed. Bio-psychosocial issues will be addressed as well has gender issues related to cause and effect of alcohol/substance abuse. Different types of drugs are addressed as well as their addictive qualities and medical implications. Assessment, intervention and behavioral modalities are included in this comprehensive training on alcohol and chemical dependency training.

After completing this training you will be able to:

• Describe the consequences of drinking in terms of ability to drive, interactions with medicines, interpersonal problems, alcohol-related birth defects, and long-term health problems.
• List signs and symptoms of alcohol use and intoxication, and withdrawal.
• Compare and contrast the impact of gender in the prevalence, cause and effects of alcohol abuse.
• List the criteria that define fetal alcohol syndrome.
• List signs and symptoms of drug abuse and withdrawal.

This 5 credit 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 5 credit 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 5 credit 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 5 credit 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 5 credit 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.

Among persons with substance abuse problems there are increased risks for suicidal thoughts, suicide attempts, and completed suicides.
This course provides background information concerning substance use disorders and suicidality, presents a process for addressing suicidal thoughts and behaviors in substance abuse treatment, and details competencies for working with clients with suicidal thoughts and behaviors.
The course is derived from Part 1, Chapter 1 of Addressing Suicidal Thoughts and Behaviors in Substance Abuse Treatment. Treatment Improvement Protocol 50: Published by Substance Abuse and Mental Health Services Administration.

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 5 credit 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 6 credit 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 6 credit 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:

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

This 7 credit 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 7 credit 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 introductory level course on Aging and Long Term Care and is intended for health care workers who are interested in gaining further knowledge about the biological, social, and psychological aspects of aging.

Our nation is growing older and aging and long-term care is a growing concern. This course will inform the reader of some of the more significant aspects of aging and long-term care issues. This is an introductory course and a starting point for dealing with the issues of our aging society.

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 7 credit 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

Intimate partner violence (IPV) has also been referred to as domestic violence (DV) and spousal abuse. According to the Centers for Disease Control (CDC) (1998), IPV is a serious, preventable problem affecting millions of Americans. IPV refers to physical, sexual, or psychological harm caused by a current or former romantic partner or spouse in heterosexual or same-sex couples. The relationship may or may not involve sexual intimacy.

IPV varies across the continua of severity and frequency. Research is showing subtypes of violent and victim partners, the importance of context (the situation), the use of alcohol, mental and personality impairments, and other factors with clinical implications.

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 7 credit 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

Substance use and abuse often coexist with anger and violence. Anger and violence often can have a causal role in the initiation of drug and alcohol use and can also be a consequence associated with substance abuse. Individuals who experience traumatic events, for example, often experience anger and act violently, as well as abuse drugs or alcohol.

Clinicians often see how anger and violence and substance use are linked. Many substance abuse and mental health clients are victims of traumatic life events, which, in turn, lead to substance use, anger, and violence.

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 7 credit 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 7 credit 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 8 credit 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

Divorce is a very difficult process and it is even more devastating when children are involved. Children at different ages respond differently to divorce. This course discusses how to deal with children during a divorce, custody issues, medical and financial issues.

Custody, visitation and child support can be volatile issues in a divorce. These issues can be extremely damaging to everyone involved in a custody fight. Custody fights put children in the middle between battling parents fighting for control.

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 8 credit 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 8 credit 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

"Recovery" means: to bring back to a normal position or condition; to find or identify again; to save from loss and restore to usefulness. People become dependent on substance and alcohol for many different reasons. Their stories are all different, however, the emotional and physical effects are similar. The goals in treatment are to identify the source of the deeper issues and work through them to enable recovery.

This training will address the following stages of substance/alcohol usage: use, misuse, abuse, dependence and addiction. Additionally, interventions, counseling approaches and steps to recovery will be addressed.

After completing this training you will be able to:

• Identify the key stages: from drinking and transition to early and ongoing recovery.
• Outline the therapeutic tasks and pitfalls that characterize each stage.
• 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.
• Describe 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 8 credit 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 8 credit 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.

Alzheimer's Disease: Unraveling the Mystery

National Institute on Health

Course Description:

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.

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 10 credit 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 core objectives of clinical supervision are to ensure quality of care and professional development of clinical staff. It is a primary means of ensuring that these objectives are met. Supervision provides the bridge from the classroom to the actual practice of clinical skills by helping therapists acquire the knowledge and skills they need in order to make that transition. Supervision is necessary to enhance treatment, professionalism, and ethics. Supervision is defined as interaction between a supervisee (MFT/SW trainee/intern) and a supervisor.

The main purpose of supervision is to have a more experienced individual (supervisor) guide and educate less experienced individuals (supervisees). Supervision is an environment in which the supervisee feels comfortable sharing their doubts, problems and issues surrounding their role as therapist/social worker. Let us not forget, however, that supervision is also part of the gate keeping process of the profession. If it is too heavy-handed, it poses an obstacle to good potential clinicians, and serves a guild mentality. If it is too relaxed, it may result in incompetent care by trainees who should have been screened out.

After completing this training you will be able to:

• Identify the common issues that may occur in supervision.
• Identify potential ethical and legal issues that may arise.
• Respond effectively to diversity issues relevant to the supervisee's development.
• Identify and appropriately respond to conscious and unconscious psychological and emotional issues in supervisees.
• Identify the strategies and methods for supervision.
• Utilize means of reducing liability risk for supervisor, supervisee, and agency.
• Identify the stages of the supervision process and what they entail.

This 10 credit 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 10 credit 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 an overview of numerous aspects of solution focused therapy including process, ingredients, session structure and specific instructions. It also covers the application of solution focused therapy to anxiety management.

Learning Objectives

After completing this training the professional will:

• describe the process and ingredients of SFT.
• outline session structure of SFT.
• identify specific instructions from SFT.
• outline possible applications of SFT to anxiety management.

This 12 credit 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 and Domestic Violence

Center for Substance Abuse Treatment

Course Description:

This training establishes the connections between substance abuse and domestic violence. While there is no direct cause-and-effect link, the use of alcohol and other drugs by either partner is a risk factor for domestic violence.

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 12 credit 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 15 credit 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 training contains "the basics" of what mental health providers, crime victim

assistance professionals, and faith-based counselors need to know to provide appropriate

mental health support following incidents involving criminal mass victimization.

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 16 credit 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.

Clinical Supervision and Professional Development

Substance Abuse and Mental Health Services Administration

Course Description:

This training focuses primarily on the teaching, coaching, consulting, and mentoring functions of clinical supervisors. Supervision, like substance abuse counseling, is a profession in its own right, with its own theories, practices, and standards. The profession requires knowledgeable, competent, and skillful individuals who are appropriately credentialed both as counselors and supervisors

Clinical Supervision and Professional Development

Substance Abuse and Mental Health Services Administration

Learning Objectives

After completing this training the health care professional will:

• Identify potential ethical and legal issues that may arise.
• Respond effectively to diversity issues relevant to the supervisee's development.
• Identify and appropriately respond to conscious and unconscious psychological and emotional issues in supervisees.
• Identify the strategies and methods for supervision.
• Utilize means of reducing liability risk for supervisor, supervisee, and agency.
• Identify the stages of the supervision process and what they entail.

This 16 credit 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 16 credit 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 20 credit 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.