Learning Objectives

1. Describe the process of cultural adaptation of evidence-based practices (EBPs) for under-resourced populations.
2. Summarize the importance of maintaining a balance between fidelity to the original EBP and cultural adaptation.
3. Describe the steps involved in the cultural adaptation process of EBPs.
4. Define community engagement and its importance in the cultural adaptation of evidence-based practices.

• 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.

Learning Objectives

1. Conceptualize addiction from a schema therapy perspective.
2. Describe approaches for empathically engaging and confronting clients struggling with addictions.
3. Outline approaches to hep clients with addictions build a healthy adult self while healing attachment and other core needs.
4. Describe how to balance change, setting limits, and meeting real needs in the therapy process.
5. Summarize how to target the central addictve mode with clients struggling with addiction.

Learning Objectives

• 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.

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).

• 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 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.

• 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.

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.

Learning Objectives

• 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.

Learning Objectives

• 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.

• 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.

Learning Objectives

• 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.

• 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

Learning Objectives

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

• 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.

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

• 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.

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.

Learning Objectives

• 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.

Learning Objectives

• 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.

• 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.

• 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.

Learning Objectives

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

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.

• 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.

Learning Objectives

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

Learning Objectives

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

• 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.

Learning Objectives

• 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.

Learning Objectives

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

Learning Objectives

• 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.

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.

Learning Objectives

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

Learning Objectives

• 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.

• 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.
• 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

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

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

• outline step-by-step instructions for improving my clinical performance and effectiveness
• summarize strategies to raise one's effectiveness level
• describe strategies to improve one's ability to engage, retain, and help a more diverse clientele
• develop and sustain a lifelong, professional development plan.

• 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