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Continuing Education and License Renewals for Florida Mental Health

florida mental health ceFlorida Social Workers, Marriage and Family Therapists, and Mental Health Counselors have a biennial license renewal with a March 31st deadline, odd years. Thirty (30) hours of continuing education are required to renew a license.

The following courses are required for license renewal: 

There are no limits on home study. National accreditation accepted: NBCC, APA, ASWB

Professional Development Resources is approved as a provider of continuing education by the Association of Social Work Boards (ASWB Provider #1046, ACE Program); by the National Board of Certified Counselors (NBCC Provider #5590); by the American Psychological Association (APA); by the Florida Board of Clinical Social Work, Marriage & Family Therapy, and Mental Health Counseling (Provider #BAP346)

Continuing Education Courses for Social Workers

Caregiver Help Part I: Coping with Anger and Guilt is a 2-hour online video CE course. The emotional stress of caring for persons who are aging, chronically ill or disabled can be debilitating for family members as well as professional caregivers. This course addresses caregiver anger and guilt, and provides a three-step process that helps caregivers develop an attitude of what is described as “creative indifference” toward the people, situations and events that cause them the greatest amount of emotional stress. By gaining insights into how degenerative and progressive diseases affect the life of the caregiver, the mental health professional will be in a better position to empathize with the caregiver’s situation and provide strategies that will help them manage the stress of caring for someone whose situation will never improve. The significance of honoring and supporting caregivers’ feelings and helping them understand the importance of self-care can not only improve their physical and emotional well-being, but can also have a huge impact on the quality of care they are able to provide to their care receiver. This course includes downloadable worksheets that you can use (on a limited basis) in your clinical practice. Course #20-84 | 2014 | 15 posttest questions

Bullying Prevention: Raising Strong Kids by Responding to Hurtful & Harmful Behavior is a 3-hour online video CE course. This video course starts with a thoughtful definition of “bullying” and goes on to illustrate the functional roles of the three participant groups: the targeted individuals, the bullies, and the bystanders. The speaker discusses the concepts of resiliency, empathy, and growth/fixed mindsets, and considers the pros and cons of alternative responses to harmful behavior. Included also are an examination of the utility of zero tolerance policies and a variety of adult responses when becoming aware of bullying behavior. The speaker utilizes multiple examples and scenarios to propose strategies and techniques intended to offer connection, support and reframing to targeted individuals, motivation to change in the form of progressive, escalating consequences to bullies, and multiple intervention options to bystanders. Further segments discuss ways in which schools can create safe, pro-social climates. Course #30-73 | 2014 | 21 posttest questions

Building Resilience in your Young Client is a 3-hour online course. It has long been observed that there are certain children who experience better outcomes than others who are subjected to similar adversities, and a significant amount of literature has been devoted to the question of why this disparity exists. Research has largely focused on what has been termed “resilience.” Health professionals are treating an increasing number of children who have difficulty coping with 21st century everyday life. Issues that are hard to deal with include excessive pressure to succeed in school, bullying, divorce, or even abuse at home. This course provides a working definition of resilience and descriptions of the characteristics that may be associated with better outcomes for children who confront adversity in their lives. It also identifies particular groups of children – most notably those with developmental challenges and learning disabilities – who are most likely to benefit from resilience training. The bulk of the course – presented in two sections – offers a wide variety of resilience interventions that can be used in therapy, school, and home settings. Course #30-72 | 2014 | 53 pages | 21 posttest questions

Online Continuing Education for Marriage and Family Therapists

From Contention to Contemplation: Overcoming Core Impasses in Couples Therapy is a 1-hour online video CE course. Many couples come to therapy emotionally disconnected from each other, polarized by a constant state of struggle and unable to see past the last fight. Couples often engage in a repetitive cycle of interaction, resulting in their feeling stuck and hopeless. Once this reciprocal pattern can be identified, couples can be empowered to break the pattern and learn new ways of relating to one another that better satisfies their needs. The purpose of this course is to train therapists to conduct a strength-based assessment and identify those dynamics in a couple’s interaction that serve to perpetuate unsatisfactory relationship patterns. Therapeutic techniques discussed include diagramming a couple’s vulnerability cycle using pictorial representations and facilitating new patterns by identifying the partners’ beliefs and core premises and providing training in retroactive analysis of conflictual interactions. Course #10-79 | 2014 | 54 minute video | 7 posttest questions

Living a Better Life with Chronic Pain: Eliminating Self-Defeating Behaviors is a 5-hour online CE course. Certainly no one would choose a pain-filled body over a healthy, pain-free body. Yet every day, people unwittingly choose actions and attitudes that contribute to pain or lead to other less-than-desirable consequences on their health, relationships or ability to function. These actions and attitudes are what are called self-defeating behaviors (SDBs) and they keep us from living life to the fullest—if we let them. This course is a self-instructional module that “walks” readers through the process of replacing their self-defeating chronic pain issues with healthy, positive, and productive life-style behaviors. It progresses from an analysis of the emotional aspects of living with chronic pain to specific strategies for dealing more productively with it. Through 16 guided exercises, readers will learn how to identify their self-defeating behaviors (SDBs), analyze and understand them, and then replace them with life-giving actions that lead to permanent behavioral change. Course #50-12 | 2014 | 49 pages | 35 posttest questions
School Refusal Behavior: Children Who Can’t or Won’t Go to School is a 4-hour online CE course. School refusal is a problem that is stressful for children, for their families, and for school personnel. Failing to attend school has significant long and short-term effects on children’s social, emotional, and educational development. School refusal is often the result of, or associated with, comorbid disorders such as anxiety or depression. Careful assessment, treatment planning, interventions, and management of school refusal are critical to attainment of the goal of a successful return to school as quickly as possible. Interventions may include educational support, cognitive therapy, behavior modification, parent/teacher interventions, and pharmacotherapy. Course #40-29 | 2011 | 48 pages | 30 posttest questions

Continuing Education Online for Mental Health Counselors

Economic Distress and Clinical Practice is a 1-hour online video CE course. This is a brief course that defines stress and its physical, emotional, cognitive, and behavioral responses and identifies the common indicators of financial stress. It demonstrates a model for performing a financial stress assessment that uses specific tools to identify impact, severity and components of financial stress. It goes on to illustrate a variety of interventions, including thought construct, self-narrative, meaning, cognitive behavioral therapy (CBT), disputing dysfunctional beliefs, dialectical behavior therapy (DBT), learning distress tolerance, and identifying action steps. The course is intended for therapists who are working with clients for whom economic distress is a primary presenting problem. Course #10-80 | 2014 | 63 minute video | 7 posttest questions

Building Resilience in your Young Client is a 3-hour online course. It has long been observed that there are certain children who experience better outcomes than others who are subjected to similar adversities, and a significant amount of literature has been devoted to the question of why this disparity exists. Research has largely focused on what has been termed “resilience.” Health professionals are treating an increasing number of children who have difficulty coping with 21st century everyday life. Issues that are hard to deal with include excessive pressure to succeed in school, bullying, divorce, or even abuse at home. This course provides a working definition of resilience and descriptions of the characteristics that may be associated with better outcomes for children who confront adversity in their lives. It also identifies particular groups of children – most notably those with developmental challenges and learning disabilities – who are most likely to benefit from resilience training. The bulk of the course – presented in two sections – offers a wide variety of resilience interventions that can be used in therapy, school, and home settings. Course #30-72 | 2014 | 53 pages | 21 posttest questions

Autism: The New Spectrum of Diagnostics, Treatment & Nutrition is a 4-hour online CE course. The first section of this course traces the history of the diagnostic concept of Autism Spectrum Disorder (ASD), culminating in the revised criteria of the 2013 version of the Diagnostic and Statistical Manual of Mental Disorders, the DSM-5, with specific focus on the shift from five subtypes to a single spectrum diagnosis. It also aims to provide epidemiological prevalence estimates, identify factors that may play a role in causing ASD, and list the components of a core assessment battery. It also includes brief descriptions of some of the major intervention models that have some empirical support. Section two describes common GI problems and feeding difficulties in autism, exploring the empirical data and/or lack thereof regarding any links between GI disorders and autism. Sections on feeding difficulties offer interventions and behavior change techniques. A final section on nutritional considerations discusses evaluation of nutritional status, supplementation, and dietary modifications with an objective look at the science and theory behind a variety of nutrition interventions. Other theoretical interventions are also reviewed. Course #40-38 | 2013 | 50 pages | 30 posttest questions

Source: Florida Mental Health Continuing Education

 

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Truths About Autism and Autism Spectrum Disorder

autism and autism spectrum disorderAutism or Autism Spectrum Disorder (ASD) is a complex disorder which causes problems with the development of social and communication skills. Get the facts about the signs and symptoms of autism.

What is autism?

Autism is a complex disorder which affects a person’s ability to interact with the world around them. Commonly referred to as autism spectrum disorder (ASD), autism has wide-ranging levels of severity.

This complex neurobiological disorder typically lasts throughout a person’s lifetime and, typically, people with ASD have problems with social and communication skills. Many people with ASD also have unusual ways of learning, paying attention or reacting to sensations.

People with autism often have a restricted range of interests, and have repetitive or stereotyped behaviours. A person with autism has difficulties in some areas of their development, but other skills may develop typically.

In 2007, a three-year study commissioned by the Australian Advisory Board on Autism Spectrum Disorders into the prevalence of autism, led by Perth paediatrician Dr John Wray, concluded that one in 160 Australian children aged between six and 12 years have an autism spectrum disorder (ASD) – which equates to more than 10,000 Australian children in that age group.

ASD describes a group of closely related disorders, which all belong to the same diagnostic category and share the same core symptoms. These disorders include:

Autism
Asperger’s Syndrome
Pervasive Developmental Disorder

Because autism is a ‘spectrum disorder’, there is a wide variation in the way it affects people.

Every individual on the autism spectrum has problems to some degree with:

social skills
empathy
communication
flexible behaviour

The level of disability and the combination of symptoms varies greatly from person to person. Classic autism, or autistic disorder, is the most severe of the autism spectrum disorder.

Milder variants are Asperger’s Syndrome, sometimes called high-functioning autism, and Pervasive Developmental Disorder, or atypical autism.

According to the Autism Spectrum Resource Center (USA), only 20 percent of people on the autism spectrum have classic autism. The overwhelming majority fall somewhere on the milder range of the spectrum.

Asperger’s Syndrome

Asperger’s Syndrome and High-functioning Autism (HFA) are both part of the ‘autism spectrum’. The main difference between the two is thought to be in language development: people with Asperger’s Syndrome, typically, will not have delayed language development when younger. You can find an examination of the reasoning behind the existence of the two separate terms here.

Causes of autism

The cause of autism is unknown, but evidence points to physiological causes, such as neurological abnormalities in certain areas of the brain. Autism is less common in girls. On average, four out of every five children diagnosed with ASD will be boys.

This may be because of genetic differences between the sexes, or that the criteria used to diagnose autism are based on the characteristics of male behaviour, but results are inconclusive.

Recent studies have found potential links to ASD with a mother’s levels of some hormones during pregnancy, including testosterone and the stress hormone cortisol, however study authors say the research results do not justify prenatal testing for the hormones that may be linked to autism.

Another recent study indicates that the offspring of ageing dads may have a higher risk of having autism and psychiatric disorders. The results are attributed to sperm-producing cells not copying a man’s DNA as effectively as men get older.

In the last decade, there has been increased theorising about the role of environmental toxins and vaccinations, but there is no convincing evidence that ASD is caused by either of these. With or without the use of the preservative thiomersal (known as thimerosal in the US), there are numerous scientific studies showing no association between vaccines and ASD. Moreover, there is not one scientific study that has shown a causal link.

In 2012, the ABC’s Four Corners program aired a controversial Canadian documentary called The Autism Enigma, which suggested a link between gut bacteria and autism. At this stage, this link is theoretical and, as Andrew Whitehouse, Associate Professor, Telethon Institute for Child Health Research at the University of Western Australia explains here further research is required.

Symptoms of autism

Signs of autism include poor language development, unusual or repetitive behaviours, and a diminished interest in other people. Typically, there are significant concerns about the person’s social interaction, communication or behaviour before a diagnosis of autism is made.

It is worth noting that autism usually manifests in the first year of life and its onset is not later than three years.

Parents can use developmental landmarks as a guide to gauge a child’s development. Early signs may include a child who, at 12 months:

Does not pay attention to or is frightened of new faces
Does not smile or follow moving objects with eyes
Does not babble or laugh
Has no words
Does not push down on legs when feet placed on firm surface
Does not show affection to primary care-giver, dislikes being cuddled
Does not point
Does not  imitate others’ actions
Does not respond to name
By 36 months if a child has very limited speech, little interest in other children, difficulty in manipulating small objects and frequently falls, parents should speak to their doctor.

There is a full list of expected developmental milestones and some of the things that might suggest early signs of autism here.

Other symptoms that may be linked to autism include:

rituals and routines
tantrums
sensory sensitivities
restricted or obsessed behaviour
stereotypical body movements such as flapping and toe walking
isolated, predictable play

In her book Could It Be Autism? A Parent’s Guide to the First Signs and Next Steps, author Nancy D. Wiseman notes: “Many of the danger signs are the very ones that often trouble parents months or years before a child is formally diagnosed with a developmental delay disorder.”

If you are concerned about your child’s development, see your doctor immediately.

Steps to diagnosis of autism

A diagnosis of ASD in children generally occurs after a thorough assessment by a team of health professionals. Because many of the behaviours associated with ASD are also present in other disorders, a medical assessment is important so that other possible causes (such as a hearing problem) can be ruled out. An assessment team is usually made up of a paediatrician, a psychologist or psychiatrist and a speech pathologist. The diagnostic criteria for ASD are set out in the Diagnostic and Statistic Manual Fourth Edition (DSMIV).

In 2014, researchers at Melbourne’s La Trobe University developed a test consisting of five early signs or “markers” of autism to help pick up the condition in infants aged 12, 18 and 24 months. “Red flag” markers for children at age 12 months are a lack of pointing, eye contact, waving bye bye, responding to their name and imitating others’ actions. Two further early markers, at 18 and 24 months, are deficits in showing toys or objects to other people and in engaging in pretend play. The benefits of early detection are huge, as autistic children are able to greatly benefit from early behavioural intervention programs.

In 2012, Science Daily reported that researchers at Harvard Medical School have discovered a highly accurate strategy to reduce the time it takes to detect autism in young children. The test, involving algorithms and associated deployment mechanisms, combines a small set of questions and a short home video of the subject to enable rapid online assessments. More information about the survey here. The video project is undergoing revisions. Research into the strategy is ongoing.

Researchers from Boston Children’s Hospital are investigating a blood test diagnosis for autism. A study published in the journal PLOS ONE describes a new experimental test to detect ASD, based on the differences in gene expression between kids with ASD and those without the condition. The blood-based test appears to predict autism relatively accurately, at least among boys. Clinicial trials for the test were to begin in early 2013.

Early Intervention

There is a significant amount of research indicating that early intervention maximizes outcomes and gives people with autism the best possible chance of developing appropriate skills.

Early intervention involves intensive educational and behavioural therapies, which have produced positive outcomes for children with autism.

These programs focus on skill development, building relationships and development of social emotional capacities, sensory motor development and managing the characteristics of autism.

Music Intervention Therapy and Family Based Therapy have also had positive outcomes. There is little supporting evidence for other kinds of programs, or for medical or drug treatment.

For more information and contact information for autism associations in Australia, visit the original article here.

For more parenting articles like this, visit kidspot.com.au

Original: The Truth About Autism and Autism Spectrum Disorder

Related Continuing Education Courses for Mental Health Professionals

Autism Movement Therapy is a 2-hour video CE course. Autism Movement Therapy® is an emerging therapy that combines movement and music with positive behavior support strategies to assist individuals with Autism Spectrum Disorder (ASD) in meeting and achieving their speech and language, social and academic goals. Its purpose is to connect left and right hemisphere brain functioning by combining patterning, visual movement calculation, audile receptive processing, rhythm and sequencing into a “whole brain” cognitive thinking approach that can significantly improve behavioral, emotional, academic, social, and speech and language skills. This course is presented in two parts. Part 1 summarizes what is known about the brain functioning of individuals with ASD and illustrates how participation in dance, music and the arts can render the brain more amenable to learning social and language skills. Part 2 is a documentary created by Joanne Lara – Generation A: Portraits of Autism and the Arts, which spotlights – from a strikingly positive perspective – the challenges and accomplishments of eight individuals with ASD. Course #20-82 | 2014 | 106 minute video | 14 posttest questions 

Autism: The New Spectrum of Diagnostics, Treatment & Nutrition is a 4-hour online CE course. The first section of this course traces the history of the diagnostic concept of Autism Spectrum Disorder (ASD), culminating in the revised criteria of the 2013 version of the Diagnostic and Statistical Manual of Mental Disorders, the DSM-5, with specific focus on the shift from five subtypes to a single spectrum diagnosis. It also aims to provide epidemiological prevalence estimates, identify factors that may play a role in causing ASD, and list the components of a core assessment battery. It also includes brief descriptions of some of the major intervention models that have some empirical support. Section two describes common GI problems and feeding difficulties in autism, exploring the empirical data and/or lack thereof regarding any links between GI disorders and autism. Sections on feeding difficulties offer interventions and behavior change techniques. A final section on nutritional considerations discusses evaluation of nutritional status, supplementation, and dietary modifications with an objective look at the science and theory behind a variety of nutrition interventions. Other theoretical interventions are also reviewed.  Course #40-38 | 2013 | 50 pages | 30 posttest questions

Early Childhood Music Therapy and Autism Spectrum Disorders is a 6-hour test-only CE course. This CE test is based on the book “Early Childhood Music Therapy and Autism Spectrum Disorders: Developing Potential in Young Children and their Families” (2012, 304 pages). This text includes the work of many researchers and practitioners from music therapy and related disciplines brought together to provide a comprehensive overview of music therapy practice with young children who present with Autism Spectrum Disorder (ASD). The authors present an overview of ASD including core characteristics, early warning signs, prevalence rates, research and theories, screening and evaluation.  The book explores treatment approaches and strategies as applied in music therapy to the treatment of ASD. The authors present a wealth of practical applications and strategies for implementation of music therapy within multi-disciplinary teams, school environments and in family-centered practice. Course #60-97 | 42 posttest questions 

Professional Development Resources is approved by the American Psychological Association (APA) to sponsor continuing education for psychologists; the National Board of Certified Counselors (NBCC ACEP #5590);  the Association of Social Work Boards (ASWB Provider #1046, ACE Program); the American Occupational Therapy Association (AOTA Provider #3159); the Commission on Dietetic Registration (CDR Provider #PR001); the CaliforniaBoard of Behavioral Sciences (#PCE1625); the Florida Boards of Social Work, Mental Health Counseling and Marriage and Family Therapy (#BAP346), Psychology & School Psychology (#50-1635), Dietetics & Nutrition (#50-1635), and Occupational Therapy Practice (#34); theOhio Counselor, Social Worker & MFT Board (#RCST100501); the South Carolina Board of Professional Counselors & MFTs (#193); and the Texas Board of Examiners of Marriage & Family Therapists (#114) and State Board of Social Worker Examiners (#5678).

 
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Posted by on August 15, 2014 in General

 

PDResources Back to School CE Sale – Buy 2 Courses Get 1 Free

PDResources  Back to School CE Sale
Gina went to Tallahassee last weekend to help a friend move (yes, she is super nice!), and nowhere was it more apparent that Back to School season is here (it looked like the entire city was moving!).

And since CE is like school for grown-ups, we’re celebrating Back to School with a Buy 2 Courses Get 1 FREE bonanza! Now we can bask in the last few weeks of summer, catch up on CE, and await Labor Day getaways. :)

Choose any 3 courses and the lowest priced 3rd course will automatically be deducted at checkout (courses must be purchased together).

Sale ends Monday, September 1, 2014. Offer valid on future orders only.

 

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Florida Occupational Therapists License Renewals and Continuing Education Information

florida occupational therapists license renewalsFlorida-licensed occupational therapists have a biennial license renewal with a February 28th deadline, odd years. Twenty-six (26) hours of continuing education are required for licensure.

Two (2) hours of Preventing Medical Errors and two (2) hours of Florida Occupational Therapy Laws and Rules are required at each renewal. One (1) hour of HIV/AIDS is required for the first renewal only. Twelve (12) hours of home study are allowed if AOTA approved.

Professional Development Resources is an American Occupational Therapy Association (AOTA) approved provider of continuing education (#3159). The assignment of AOTA CEUs does not imply endorsement of specific course content, products, or clinical procedures by AOTA. Professional Development Resources is also approved by the Florida Board of OT Practice (#34) and is CE Broker compliant.

Continuing Education Requirements

Occupational therapists licensed in the state of Florida have a license renewal every two years with a deadline of February 28th, odd years. Twenty-six (26) continuing education hours are required to renew a license. Two hours of Preventing Medical Errors and two hours of Florida Occupational Therapy Laws and Rules are required at each renewal. One hour of HIV/AIDS is required for the first renewal only. Twelve (12) hours of home study are allowed if AOTA approved.

Information obtained from the Florida Board of Occupational Therapy on August 6, 2014.

Continuing Education Courses for Occupational Therapists: 

Caregiver Help Part I: Coping with Anger and Guilt is a 2-hour online video CE course. The emotional stress of caring for persons who are aging, chronically ill or disabled can be debilitating for family members as well as professional caregivers. This course addresses caregiver anger and guilt, and provides a three-step process that helps caregivers develop an attitude of what is described as “creative indifference” toward the people, situations and events that cause them the greatest amount of emotional stress. By gaining insights into how degenerative and progressive diseases affect the life of the caregiver, the mental health professional will be in a better position to empathize with the caregiver’s situation and provide strategies that will help them manage the stress of caring for someone whose situation will never improve. The significance of honoring and supporting caregivers’ feelings and helping them understand the importance of self-care can not only improve their physical and emotional well-being, but can also have a huge impact on the quality of care they are able to provide to their care receiver. This course includes downloadable worksheets that you can use (on a limited basis) in your clinical practice. Course #20-84 | 2014 | 15 posttest questions

Living a Better Life with Chronic Pain: Eliminating Self-Defeating Behaviors is a 5-hour online course. Certainly no one would choose a pain-filled body over a healthy, pain-free body. Yet every day, people unwittingly choose actions and attitudes that contribute to pain or lead to other less-than-desirable consequences on their health, relationships or ability to function. These actions and attitudes are what are called self-defeating behaviors (SDBs) and they keep us from living life to the fullest—if we let them. This course is a self-instructional module that “walks” readers through the process of replacing their self-defeating chronic pain issues with healthy, positive, and productive life-style behaviors. It progresses from an analysis of the emotional aspects of living with chronic pain to specific strategies for dealing more productively with it. Through 16 guided exercises, readers will learn how to identify their self-defeating behaviors (SDBs), analyze and understand them, and then replace them with life-giving actions that lead to permanent behavioral change. Course #50-12 | 2014 | 49 pages | 35 posttest questions

Prescription Drug Abuse is a 3-hour online course. Prescription drug abuse is on the rise. Pharmaceuticals like OxyContin®, Adderall®, and Xanax® are some of the most commonly abused prescription drugs. For some prescription drug addicts, medication was originally taken as prescribed – until they started developing a tolerance for it. For others, members of their peer group began to abuse prescription drugs because they are easily accessible and relatively inexpensive on the street. Prescription drug abuse also affects those who don’t use – through increased costs and the inconveniences of increased security at pharmacies. Treatment is comprised of a series of steps, including detoxification, inpatient/outpatient treatment, and maintenance. In some cases, patients must be closely monitored because of the potential for withdrawal effects. Once treatment is completed, there are various options for maintaining sobriety. Laws are being tightened, and some medications have become difficult to find due to the increased rate of prescription drug abuse. Course #30-61 | 2012 | 30 pages | 20 posttest questions

Animal Assisted Therapy is a 2-hour online CE course. In Animal-Assisted Therapy (AAT) the human-animal bond is utilized to help meet therapeutic goals and reach individuals who are otherwise difficult to engage in verbal therapies. AAT is considered an emerging therapy at this time, and more research is needed to determine the effects and confirm the benefits. Nevertheless, there is a growing body of research and case studies that illustrate the considerable therapeutic potential of using animals in therapy. AAT has been associated with improving outcomes in four areas: autism-spectrum symptoms, medical difficulties, behavioral problems, and emotional well-being. This course is designed to provide therapists, educators, and caregivers with the information and techniques needed to begin using the human-animal bond successfully to meet individual therapeutic goals. Course #20-62 | 2012 | 30 pages | 20 posttest questions

Original: http://www.pdresources.org/blog_data/florida-occupational-therapists-continuing-education-and-license-renewals-2/

 
 

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North Carolina Psychologists Requirements for Continuing Education and License Renewals

north carolina psychologists continuing educationNorth Carolina-licensed psychologists have a biennial license renewal with a deadline of September 30th, even years.

Eighteen (18) continuing education hours are required for license renewal.

Nine (9) hours must be from Category A, and there are no home study limits if APA approved. Three (3) hours of ethics and legal issues (must be Category A) are required at each renewal.

Professional Development Resources is approved by the American Psychological Association (APA) to sponsor continuing education for psychologists. Professional Development Resources maintains responsibility for all programs and content.

Continuing Education Requirements

Psychologists licensed in the state of North Carolina have a license renewal every two years with a deadline of September 30th, even years. Eighteen (18) continuing education hours are required for license renewal. Nine (9) hours must be from Category A, and there are no home study limits if APA approved. Three (3) hours of ethics and legal issues (must be Category A) are required at each renewal.

Information obtained from the North Carolina Psychology Board on July 25, 2014.

Continuing Education Courses for Psychologists:

Caregiver Help Part I: Coping with Anger and Guilt is a 2-hour online video continuing education course. The emotional stress of caring for persons who are aging, chronically ill or disabled can be debilitating for family members as well as professional caregivers. This course addresses caregiver anger and guilt, and provides a three-step process that helps caregivers develop an attitude of what is described as “creative indifference” toward the people, situations and events that cause them the greatest amount of emotional stress. By gaining insights into how degenerative and progressive diseases affect the life of the caregiver, the mental health professional will be in a better position to empathize with the caregiver’s situation and provide strategies that will help them manage the stress of caring for someone whose situation will never improve. The significance of honoring and supporting caregivers’ feelings and helping them understand the importance of self-care can not only improve their physical and emotional well-being, but can also have a huge impact on the quality of care they are able to provide to their care receiver. This course includes downloadable worksheets that you can use (on a limited basis) in your clinical practice. Course #20-84 | 2014 | 15 posttest questions

From Contention to Contemplation: Overcoming Core Impasses in Couples Therapy is a 1-hour online video continuing education course. Many couples come to therapy emotionally disconnected from each other, polarized by a constant state of struggle and unable to see past the last fight. Couples often engage in a repetitive cycle of interaction, resulting in their feeling stuck and hopeless. Once this reciprocal pattern can be identified, couples can be empowered to break the pattern and learn new ways of relating to one another that better satisfies their needs. The purpose of this course is to train therapists to conduct a strength-based assessment and identify those dynamics in a couple’s interaction that serve to perpetuate unsatisfactory relationship patterns. Therapeutic techniques discussed include diagramming a couple’s vulnerability cycle using pictorial representations and facilitating new patterns by identifying the partners’ beliefs and core premises and providing training in retroactive analysis of conflictual interactions. Course #10-79 | 2014 | 54 minute video | 7 posttest questions

Building Resilience in your Young Client is a 3-hour online continuing education course. It has long been observed that there are certain children who experience better outcomes than others who are subjected to similar adversities, and a significant amount of literature has been devoted to the question of why this disparity exists. Research has largely focused on what has been termed “resilience.” Health professionals are treating an increasing number of children who have difficulty coping with 21st century everyday life. Issues that are hard to deal with include excessive pressure to succeed in school, bullying, divorce, or even abuse at home. This course provides a working definition of resilience and descriptions of the characteristics that may be associated with better outcomes for children who confront adversity in their lives. It also identifies particular groups of children – most notably those with developmental challenges and learning disabilities – who are most likely to benefit from resilience training. The bulk of the course – presented in two sections – offers a wide variety of resilience interventions that can be used in therapy, school, and home settings. Course #30-72 | 2014 | 53 pages | 21 posttest questions

The Mindfulness Workbook for Addiction is a 5-hour test-only (book not included) CE course. This CE test is based on the book “The Mindfulness Workbook for Addiction: A Guide to Coping with the Grief, Stress and Anger that Trigger Addictive Behaviors” (2012, 232 pages). This workbook presents a comprehensive approach to working with clients in recovery from addictive behaviors and is unique in that it addresses the underlying loss that clients have experienced that may be fueling addictive behaviors.  Counseling skills from the field of mindfulness therapy, cognitive-behavioral therapy, acceptance and commitment therapy, and dialectical behavioral therapy are outlined in a clear and easy-to-implement style. Healthy strategies for coping with grief, depression, anxiety, and anger are provided along with ways to improve interpersonal relationships. Course #50-14 | 30 posttest questions

Ethics and Social Media is a 2-hour online CE course. Is it useful or appropriate (or ethical or therapeutic) for a therapist and a client to share the kinds of information that are routinely posted on Social Networking Services (SNS) like Facebook, Twitter, and others? How are psychotherapists to handle “Friending” requests from clients? What are the threats to confidentiality and therapeutic boundaries that are posed by the use of social media sites, texts, or tweets in therapist-client communication? The purpose of this course is to offer psychotherapists the opportunity to examine their practices in regard to the use of social networking services in their professional relationships and communications. Included are ethics topics such as privacy and confidentiality, boundaries and multiple relationships, competence, the phenomenon of friending, informed consent, and record keeping. A final section offers recommendations and resources for the ethical use of social networking and the development of a practice social media policy. Course #20-75 | 2013 | 28 pages | 14 posttest questions

Source: http://www.pdresources.org/blog_data/north-carolina-psychologists-continuing-education-and-license-renewals/

 

 
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Posted by on August 4, 2014 in CE Requirements, Psychology

 

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Alabama Psychologists Continuing Education and License Renewals

alabama psychologists continuing education Alabama-licensed psychologists have a yearly license renewal with an October 15th deadline. 

Continuing education is due by September 30, and 20 hours are required for license renewal.

There are no limits on home study if APA approved. The board accepts APA approval of continuing education hours.

Professional Development Resources is approved by the American Psychological Association (APA) to sponsor continuing education for psychologists. Professional Development Resources maintains responsibility for all programs and content.

Continuing Education Requirements

Psychologists licensed in the state of Alabama have a license renewal every year with an October 15th deadline. Twenty (20) hours of continuing education are required in order to renew a license, and all continuing education is due by September 30th every year. There is no limit on home study if APA approved. The board accepts APA approval of continuing education credits.

Information obtained from the Alabama Board of Examiners in Psychology on July 25, 2014.

Online and Video Continuing Education Courses for Psychologists

From Contention to Contemplation: Overcoming Core Impasses in Couples Therapy is a 1-hour online video continuing education course. Many couples come to therapy emotionally disconnected from each other, polarized by a constant state of struggle and unable to see past the last fight. Couples often engage in a repetitive cycle of interaction, resulting in their feeling stuck and hopeless. Once this reciprocal pattern can be identified, couples can be empowered to break the pattern and learn new ways of relating to one another that better satisfies their needs. The purpose of this course is to train therapists to conduct a strength-based assessment and identify those dynamics in a couple’s interaction that serve to perpetuate unsatisfactory relationship patterns. Therapeutic techniques discussed include diagramming a couple’s vulnerability cycle using pictorial representations and facilitating new patterns by identifying the partners’ beliefs and core premises and providing training in retroactive analysis of conflictual interactions. Course #10-79 | 2014 | 54 minute video | 7 posttest questions

How Temperamental Differences Affect Young Children is a 2-hour online video continuing education course. Temperament plays a significant role in a child’s development, experience, relationships, and behaviors. Children often need supportive intervention to allow them to function in healthy ways and reach their potential. This video course will include a discussion of normal early childhood development and the range of normal functioning as it is impacted by temperament. The purpose of this course is to help participants understand the role that temperament plays in the trajectory of normal child development including inner experience, relationships, and behavior and learn effective, supportive interventions. It is intended for all types of therapists who work with children or their parents, as well as for school-based personnel and classroom teachers. Course #20-83 | 2014 | 14 posttest questions

Building Resilience in your Young Client is a 3-hour online course. It has long been observed that there are certain children who experience better outcomes than others who are subjected to similar adversities, and a significant amount of literature has been devoted to the question of why this disparity exists. Research has largely focused on what has been termed “resilience.” Health professionals are treating an increasing number of children who have difficulty coping with 21st century everyday life. Issues that are hard to deal with include excessive pressure to succeed in school, bullying, divorce, or even abuse at home. This course provides a working definition of resilience and descriptions of the characteristics that may be associated with better outcomes for children who confront adversity in their lives. It also identifies particular groups of children – most notably those with developmental challenges and learning disabilities – who are most likely to benefit from resilience training. The bulk of the course – presented in two sections – offers a wide variety of resilience interventions that can be used in therapy, school, and home settings. Course #30-72 | 2014 | 53 pages | 21 posttest questions

Bullying Prevention: Raising Strong Kids by Responding to Hurtful & Harmful Behavior is a 3-hour online video course. This video course starts with a thoughtful definition of “bullying” and goes on to illustrate the functional roles of the three participant groups: the targeted individuals, the bullies, and the bystanders. The speaker discusses the concepts of resiliency, empathy, and growth/fixed mindsets, and considers the pros and cons of alternative responses to harmful behavior. Included also are an examination of the utility of zero tolerance policies and a variety of adult responses when becoming aware of bullying behavior. The speaker utilizes multiple examples and scenarios to propose strategies and techniques intended to offer connection, support and reframing to targeted individuals, motivation to change in the form of progressive, escalating consequences to bullies, and multiple intervention options to bystanders. Further segments discuss ways in which schools can create safe, pro-social climates. Course #30-73 | 2014 | 21 posttest questions

Therapy with Coerced and Reluctant Clients is a 6-hour test-only course. This CE test is based on the book “Therapy with Coerced and Reluctant Clients” (2010, 233 pages). In this book, Brodsky examines the difficulties faced by therapists who work with involuntary clients including those who come to therapy through the judicial system. He addresses the challenges faced when working with reluctant clients including problem employees and teenagers or spouses persuaded to enter therapy. By looking at theory and research, Brodsky begins the process of considering alternatives to asking questions. He then identifies interventions and techniques that use assertive statements instead of asking questions to better address patient issues. Brodsky ends by exploring ways to work with client hostility, scorn and avoidance using case-studies as examples. Course #60-98 | 42 posttest questions

Original Source: Alabama Psychologists Continuing Education

 
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Posted by on August 3, 2014 in CE Requirements, Psychology

 

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How Temperamental Differences Affect Young Children

How Temperamental Differences Affect Young Children is a 2-hour video-based CE course presented by Lauren Ehrenreich, MSSA, LISW-S. Temperament plays a significant role in a child’s development, experience, relationships, and behaviors. Children often need supportive intervention to allow them to function in healthy ways and reach their potential.

How Temperamental Differences Affect Young ChildrenThis video course will include a discussion of normal early childhood development and the range of normal functioning as it is impacted by temperament. The purpose of this course is to help participants understand the role that temperament plays in the trajectory of normal child development including inner experience, relationships, and behavior and learn effective, supportive interventions.

It is intended for all types of therapists who work with children or their parents, as well as for school-based personnel and classroom teachers.

Course #20-83 | 2014 | 14 posttest questions.

Learning Level: Introductory
CE Credit: 2 Hours
Introductory Price: $59 (reg $79)

These online video streaming courses provide instant access to the course videos, course handouts and CE test. Successful completion of the online CE test (80% required to pass, 3 chances to take) and course evaluation are required to earn a certificate of completion. You can print the test (download test from My Courses tab of your account) and mark your answers on while viewing the video. Then submit online when ready to receive credit.

Professional Development Resources is approved by the American Psychological Association (APA); the National Board of Certified Counselors (NBCC ACEP #5590); the Association of Social Work Boards (ASWBProvider #1046, ACE Program); the American Occupational Therapy Association (AOTA Provider #3159); the Commission on Dietetic Registration (CDR Provider #PR001); the California Board of Behavioral Sciences (#PCE1625); the Florida Boards of Social Work, Mental Health Counseling and Marriage and Family Therapy (#BAP346), Psychology & School Psychology (#50-1635), Dietetics & Nutrition (#50-1635), and Occupational Therapy Practice (#34); the Ohio Counselor, Social Worker & MFT Board (#RCST100501); the South CarolinaBoard of Professional Counselors & MFTs (#193); and the Texas Board of Examiners of Marriage & Family Therapists (#114) and State Board of Social Worker Examiners (#5678).

Source: https://www.pdresources.org/blog_data/how-temperamental-differences-affect-young-children/

 
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Posted by on July 31, 2014 in General

 

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