• 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.

Learning Objectives

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

Learning Objectives

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

Learning Objectives

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

Learning Objectives

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

Learning Objectives

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

Learning Objectives

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

Learning Objectives

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

Learning Objectives

1. Describe the epidemiology of Long COVID, including its prevalence, duration, and impact on mental health and daily functioning.
2. Summarize the mental health symptoms and conditions associated with Long COVID.
3. Identify the increased risk factors for mental health conditions associated with Long COVID.
4. Summarize best practices for the assessment and treatment of mental health symptoms and conditions related to Long COVID.

Learning Objectives

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

Learning Objectives

1. Define the term overdose and explain common risk factors of overdose.
2. List the recommended steps involved in responding to an overdose.
3. Summarize current overdose prevention strategies being used in the United States.

Learning Objectives

1. Describe the prevalence rates and risk factors associated with suicidal ideation, self-harm, and suicide attempts among youth.
2. Outline evidence-based prevention strategies and treatment interventions for addressing suicidal ideation, self-harm, and suicide attempts among youthAfter taking this course, participants will be able to:
3. Describe the key components and objectives of Dialectical Behavior Therapy (DBT), Attachment-Based Family Therapy (ABFT), Multisystemic Therapy-Psychiatric (MST-Psych), Safe Alternatives for Teens and Youth (SAFETY), Integrated Cognitive Behavioral Therapy (I-CBT), and Youth-Nominated Support Team-Version II (YST-II) in addressing suicidal thoughts and behaviors among youth.
4. Outline the typical settings, demographic groups targeted, practitioner types involved, intensity, and duration of treatment for Dialectical Behavior Therapy (DBT), Attachment-Based Family Therapy (ABFT), Multisystemic Therapy-Psychiatric (MST-Psych), Safe Alternatives for Teens and Youth (SAFETY), Integrated Cognitive Behavioral Therapy (I-CBT), and Youth-Nominated Support Team-Version II (YST-II), and identify the evidence-based outcomes associated with each program, including reductions in suicidal ideation, self-harm, and suicide attempts among youth.

• 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.
• Abide by the ethical and legal guidelines covered, and express the reasons for the guidelines in terms of ethical principles and liability.
• Define professional ethics, including the fundamental principle of client welfare.
• Identify fundamental ethical principles of boundaries and confidentiality that underlie specific guidelines
• Identify personal issues, impairments, and unmet needs that make clinicians vulnerable to ethical lapses.

Learning Objectives

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

Learning Objectives

1. Summarize the findings of a study comparing family-based treatment (FBT) and supportive psychotherapy (SPT) for adolescent bulimia nervosa.
2. Identify and describe the significant predictors of recovery from anorexia nervosa and understand how these factors influence the likelihood of recovery over time, as discussed in the study.
3. Summarize the key tenets of family-based treatment (FBT) for adolescents with eating disorders.
4. Summarize the content of the Uniting Couples in the treatment of Anorexia Nervosa (UCAN) intervention, including its three phases.

Learning Objectives

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

Learning Objectives

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

Learning Objectives

• Identify and conceptualize the evolution of challenging and uncompromising modes.
• Cultivate a navigational treatment map.
• Create customized dialogues that embolden trust, safety, leverage, and enhance opportunities to access client vulnerability and emotional resonance
  1. Identify one’s own schemas and mode activation.
  2. Outline how to sustain a sturdy, curious, and empathically attuned caregiver agency.
  3. Integrate effective experiential strategies designed to meet the primary unmet needs, especially those related to toxic shame, mistrust, injustice, and unconditional love/acceptance.
• Attend to the therapist’s own schemas and mode activation – how to sustain a sturdy, curious, and empathically attuned caregiver agency.
• Integrate effective experiential strategies designed to meet the primary unmet needs, especially those related to toxic shame, mistrust, injustice, and unconditional love/acceptance.