• 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.

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

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

Learning Objectives

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

Learning Objectives

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

Learning Objectives

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

Learning Objectives

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

Learning Objectives

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

Learning Objectives

• Describe aspects of military culture.
• Identify ways that civilian clinicians can make adaptations to work with military service members, veterans, and families.
• Describe ways to build community capacity to enhance civilian-based services to service members, veterans, and families.

Learning Objectives

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

Learning Objectives

• Explain the Preamble, Purpose and Principles from the NASW Code of Ethics.
• Describe the Ethical Standards from the NASW Code of Ethics.
• Summarize 2008 revisions to the NASW Code of Ethics.

Learning Objectives

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

Learning Objectives

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

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

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

Learning Objectives

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

Learning Objectives

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

Learning Objectives

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

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

• 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

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

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

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

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 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

• identify factors that contribute to safe and unsafe sexual behaviors.
• describe mental health and other interventions that can reduce risk for HIV infection.

Learning Objectives

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

Learning Objectives

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

Learning Objectives

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

• 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

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

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

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

• 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

• 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

• 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.

• 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.

• 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.

• 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.

• 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.

• 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 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.

• 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.

• 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.

• 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.

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

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.

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

• 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.

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

• 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.

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.

Learning Objectives

• 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.

Learning Objectives

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

Learning Objectives

• 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.

Learning Objectives

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

• 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.

• 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.

• 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

• 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.

Learning Objectives

• 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.

Learning Objectives

• 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.

Learning Objectives

• 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).

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).

• 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.

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

Learning Objectives

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

Learning Objectives

• 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.

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.

Learning Objectives

• 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.

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

• 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.

• 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.

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.

• 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.

• 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.

• 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.

• 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.

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.

• 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.

• 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

• 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.

• 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.

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.

• 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.

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

Learning Objectives

• 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.

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.

Learning Objectives

• 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.

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.

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.

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.

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

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

• 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.

Learning Objectives

• Identify and conceptualize the evolution of challenging and uncompromising modes.
• Cultivate a navigational treatment map.
• Apply one of the many elaborations of Empathic Confrontation strategies to:
  1. Fortify the therapy relationship
  2. Confront, address, weaken, modify, and convert compensatory, detached, angry, and critical modes
  3. Create customized dialogues that embolden trust, safety, leverage, and enhance opportunities to access client vulnerability and emotional resonance
• 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.