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COVID – 19 Relief

50% Off All Online CE Courses

We are privileged to have been able to help so many of our colleagues during this uncertain time by offering courses for 50% off regular price. We are grateful for your business and appreciate you choosing PDR to complete your CE requirements. Unfortunately, we too are a small business determined to endure this pandemic. Our COVID-19 Relief offer will end tonight, Monday 13th, April 2020. There is still time to stock up! Stay safe!

Use code #optimistic2020 at checkout to apply (if it doesn’t automatically apply). COVID-19 Relief is valid on future orders only (cannot be applied retroactively, or combined with any other offers). No end date is set at this time.

 

50% off online CE for School Psychologists

           

50% off online CE for SLPs:

           

50% off online CE for Psychologists

              

50% off online CE for Counselors & MFTs:

                

50% off online CE  for Social Workers:

                  

50% off online CE  for OTs:

                   

50% off online CE for Nutritionists:

                    

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Please let us know if there is anything we can do to help. We are all working from home and ready to assist. 🙂

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Professional Development Resources is approved to sponsor continuing education by the American Psychological Association (APA); 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 Alabama State Board of Occupational Therapy; 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 Georgia State Board of Occupational Therapy; the New York State Education Department’s State Board for Mental Health Practitioners as an approved provider of continuing education for licensed mental health counselors (#MHC-0135); the Ohio Counselor, Social Worker & MFT Board (#RCST100501); the South Carolina Board of Professional Counselors & MFTs (#193); the Texas Board of Examiners of Marriage & Family Therapists (#114) and State Board of Social Worker Examiners (#5678); and is CE Broker compliant (all courses are reported within a few days of completion)

 

 
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Posted by on March 26, 2020 in Mental Health

 

Holiday CE Savings!

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20-30% Off ALL CE Courses!

Your holiday savings will automatically apply at checkout based on order total, after coupons. You can ALSO use a coupon!

20% Off orders $1 to $49

25% Off orders $50 to $99

30% Off orders $100 or more!

Courses must be purchased together (separate orders cannot be combined to receive a greater discount). Offer valid on future orders only. Sale ends Wednesday, December 26, 2019.

Click Here to Save Now

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APA-Approved Online CE for School Psychologists:

           

ASHA-Approved Online CEUs for SLPs:

            

APA-Approved Online CE for Psychologists:

            

NBCC-Approved Online CE for Counselors & MFTs:

            

ASWB-Approved Online CE for Social Workers:

            

AOTA-Approved Online CEUs for OTs:

            

CDR-Approved Online CEUs for Nutritionists:

           

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Professional Development Resources is approved to sponsor continuing education by the American Psychological Association (APA); 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 Alabama State Board of Occupational Therapy; 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 Georgia State Board of Occupational Therapy; the New York State Education Department’s State Board for Mental Health Practitioners as an approved provider of continuing education for licensed mental health counselors (#MHC-0135); the Ohio Counselor, Social Worker & MFT Board (#RCST100501); the South Carolina Board of Professional Counselors & MFTs (#193); the Texas Board of Examiners of Marriage & Family Therapists (#114) and State Board of Social Worker Examiners (#5678); and is CE Broker compliant (all courses are reported within a few days of completion)

 
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Posted by on December 18, 2019 in Mental Health

 

Training in Person-Centered Care

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Course excerpt from The Nursing Home Resident: A Holistic Approach

“The impending crisis, which has been foreseen for decades, is now upon us. The nation needs to act now to prepare the health care workforce to meet the care needs of older adults.” Institute of Medicine

“In order to treat elders in a holistic manner, all staff in a skilled nursing facility require education in person-centered care. It can be too easy to see residents as nothing more than a job to finish. Education about the complicated issues of aging can help staff see the resident as a whole person. Maintenance staff will know how to speak to the person with difficulty understanding. Dietary staff will know when to comfort the lonely resident. The receptionist will know who can go outside safely, and who should be accompanied.

Training Topics

Research has identified the need for training in long-term care facilities. Topics identified by staff include pain and symptom management; communication with residents, family members, and the facility team; time management; self-care; and identifying goals of care. Management identified staff educational needs in the areas of end-of-life care, communication, basic symptom assessment, and management skills (Cimino, Lockman, Grant, & McPherson, 2016).

It can be very difficult to treat an elder in a long-term care facility with dual diagnosis – substance misuse and serious mental health. These elders can have complex care needs, including serious medical issues, social adjustment problems, and emotional dysfunction. Education of all staff in the facility is important, so staff know the appropriate responses to the elder as well as actions to avoid (Cacchione, Eible, Le Roi, & Huege, 2016).

The incidence of long-term post-traumatic stress disorder is recognized as a phenomenon that affects not only in veterans, but also elders who have experienced trauma. Hualquil (2018) notes that long-term care facilities have many residents who have experienced significant trauma: a stroke, surgery, or a car crash with severe injuries. Perhaps the elder fell at home when showering and lay in the shower for hours (or days) until someone noticed their absence and sent help. Training in PTSD symptoms and appropriate responses are needed for long-term care staff to address the needs of elders who have experienced trauma. Staff should also be aware that PTSD can be present in any resident, not just a combat veteran.

Compassion Fatigue and Burnout

Even though death is part of the job in long-term care facilities, staff are often ill-prepared to deal with recurring death and grief. Close relationships between front-line staff and residents result in staff grieving when a resident dies. Some facilities have memorial services or remembrance groups, but this is rare. Even if these services are offered, they are provided as unpaid time. Staff may not want to ask for help with their grief, afraid of being seen as incompetent. Staff may detach themselves emotionally from the residents they care for as a self-protective measure. This strategy, however, results in a poor relationship with residents, who rely on staff for emotional support and validation (Marcella & Kelley, 2015).

Working daily with death can lead to compassion fatigue and burnout. Gentry and Baranowsky (2013) found the professionals most vulnerable to compassion fatigue fit one or more of the following categories:

  • People who expect a lot from themselves. They will push for better performance even if they are worn out.
  • People who require positive feedback from work and/or a positive outcome from their work.
  • People with low levels of compassion for themselves.
  • People who believe exhaustion if acceptable if it produces results.
  • People with a large, complicated caseload.
  • People who identify with those who are traumatized.
  • People who work in an unsupportive workplace.
  • People with no access to a support network.

A systematic review of interventions for compassion fatigue (Cocker & Joss, 2016) found the best results for intervention focuses on education of healthcare professionals at risk for compassion fatigue. An educational program included a four-hour seminar that provided education about compassion fatigue’s psychological and physical effects, symptoms of burnout and compassion fatigue, and factors that make a person vulnerable to compassion fatigue. Participants received not only seminar handouts, but a CD with guided imagery, website access to online resources, and a DVD that contained information about Gentry’s five elements. 

Di Biase and colleagues (2016) found that a compassion resiliency program that educated healthcare professionals about compassion fatigue decreased clinical stress and increased both mindfulness and awareness of work/life balance. Participants were better able to recognize signs of compassion fatigue in themselves and others.

Looking to the Future

The Institute of Medicine, looking forward to the upcoming change in our country’s demographics, issued a report, Retooling for an Aging America: Building the Health Care Workforce (Fineberg, 2008). The report notes that more healthcare professionals with specific skill sets will be required to treat older Americans. The care needed in the future should follow these principles:

  • Healthcare for the older population should be comprehensive, coordinated, and person-centered.
  • Care should include preventive as well as supportive services.
  • Evidence-based practice protocols should be followed.
  • Services need to be provided efficiently, through interdisciplinary teams.
  • Older persons need to be active partners in their own care.

Demonstration projects are underway to test new models of care that reflect changing demographics and the need for more efficient and effective care. Healthcare professionals should monitor research to determine evidence-based practices that best fit their practice and clientele.”

To learn more about the needs of the population and the continuum of services offered in long-term care facilities, as well to expand your knowledge about issues that affect the care and quality of life in older adults, read our updated course The Nursing Home Resident: A Holistic Approach.

CE Credit: 1Hour

Target Audience: Psychology CE, Counseling CE, Social Work CE, Marriage and Family Therapy CE, Occupational Therapy CE, Nutrition and Dietetics CE

Learning Level: Introductory

Course Type: Online

Professional Development Resources is approved to sponsor continuing education by the American Psychological Association (APA); 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 Alabama State Board of Occupational Therapy; 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 Georgia State Board of Occupational Therapy; the New York State Education Department’s State Board for Mental Health Practitioners as an approved provider of continuing education for licensed mental health counselors (#MHC-0135); the Ohio Counselor, Social Worker & MFT Board (#RCST100501); the South Carolina Board of Professional Counselors & MFTs (#193); the Texas Board of Examiners of Marriage & Family Therapists (#114) and State Board of Social Worker Examiners (#5678); and is CE Broker compliant (all courses are reported within a few days of completion).

 
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Posted by on December 12, 2019 in Mental Health

 

What Are Your Child’s Behaviors Telling You?

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Course excerpt from High Functioning Autism in Children

“Dealing with a child who has High Functioning Autism (HFA) comes with many challenges. It is helpful for caregivers to understand that their children are not being intentionally contrary when they act out. They simply don’t possess the skills required to deal with their own challenges. Their behavior is a communication tactic, and both parents and professionals who work with children who have HFA need to ‘hear’ the messages in their behavior. According to Ozonoff et al. (2015), these children do not have the ability to employ language to express themselves; thus, they typically throw tantrums or exhibit other challenging behaviors in unproductive attempts to convey one or more of the following:

  1. Messages indicating that the child is confused and needs assistance:
    • “This is too difficult for me.”
    • “This is confusing for me.”
    • I can’t remember what I am supposed to do.”
  2. Messages expressing a feeling:
    • “I’m hungry.”
    • “I’m sick.”
    • “I’m scared/mad/sad.”
  3. Messages indicating that the child wants to escape from the current situation:
    • “I don’t like this and want to quit.”
    • “This situation is too stimulating for me.”
    • “I need some personal space.”
    • “When will I be done? How long will this go on?”
  4. Messages indicating that the child has a strong need for sameness, predictability, and routine:
    • “I feel overwhelmed by these new (or unstructured) activities.”
    • “I expected things to be the same as before.”
    • “I don’t want to stop doing what I am doing (for example a favorite activity).”
    • “I’m not sure what happens next.”
  5. Messages indicating that the child wants access to something or socially engage with someone, but doesn’t know how:
    • “Give me that (food, object, item).”
    • “I’m bored and want your attention.”
    • “I want to play with you.”

Reasons for Meltdowns and Tantrums

 According to Lavoie (2005, p. 375) there are a number of reasons why children with HFA may have meltdowns.

  1. Sensory Overload: Children with HFA are continuously overloaded with sensations. They have a hard time prioritizing all of the sensations that they may feel, which may lead to tantrums and meltdowns.
  2. Inability to View Options: Due to inflexible and black and white thinking, children with HFA have a hard time, and if they missed a bus, they can’t imagine going any other way, like having their mother drive them.
  3. Rule Governance: The lives of children with HFA are governed by rules. Thus, for example, if a family goes out for breakfast every Sunday at 10 am, they will have difficulties if this schedule changes.
  4. Inability to Prioritize: Children with HFA have difficulties prioritizing; understanding that some events or activities are more important than others. Every event can have equal significance or importance. If they are used to coming home and then going to the park, and their schedule changes due to a visit to the dentist, they will have difficulties understanding that the dentist takes precedence over going to the park, or rigidly sticking to their schedule.
  5. Preference for Constant and Immediate Gratification: Children with HFA may have a meltdown if their needs are postponed or temporarily withdrawn for any reason. This is due to issues with the comprehension of temporal concepts; they may feel as if their needs will never be met.
  6. Transitions: Moving from one activity to another is very problematic for children with HFA. This again might be because of issues understanding temporal concepts, or because of their intense need to conclude an activity and bring it to closure.

Behavioral Triggers

Children with HFA may be triggered more quickly than typically developing children. Their reactions may be more intense, and they may take longer to calm down. They are often triggered by sounds, smells, tactile materials, or even light. According to Sheedy Kurcinka (2015), some situations that can trigger behavioral incidents are:

  1. Triggers Due to Transitions:
    • Being rushed
    • Surprises
    • Change of plans
    • New situations and new people
    • Being pushed before they are comfortable
    • Having to make quick decisions
  1. Triggers Due to Sensory Issues:
    • Sounds – tapping, noise, crowds, loud music, and sirens
    • Emotions – teasing, other children crying
    • Sight – too much TV, poor lighting (fluorescent lights are known to set off children with HFA)
    • Taste – new foods, mixing foods together
    • Touch – seams in socks, tags in clothing, playing in the sand, wool, finger-painting

Some children are disturbed by books that are aligned at different heights or different colors to the extent that they are not able to remain in the classroom. It is helpful to have these children organize them in a way that is comfortable for them. Some children are also uncomfortable if desks are not aligned symmetrically. You can give them time, perhaps once a week or during recess, to arrange the desks in a way that they like (Hughes-Lynch, 2012).

Managing Meltdowns

It is not always possible to avoid meltdowns, but in order to help reduce their frequency and intensity, it is helpful to have consistency, routine, and rules. Children with HFA thrive on consistency and routine. As mentioned earlier, they are also governed by rules. It is helpful to have some rules in place for even the smallest activity so that they know exactly what is expected of them and what will happen. Rules can also help to provide parents with specific information to use when a child is acting inappropriately. For example, “The rule is only one candy before dinner.” Children with HFA usually understand rules and respond well to them.

Despite our best planning and efforts, unexpected occurrences will happen, and meltdowns can quickly follow. During these times, it is important to do the following (Lavoie 2005, pp. 375-376):

  • Understand that the meltdown is just as frightening to the child as it is annoying to the parent or other caregivers.
  • Find a safe and private place, preferably out of earshot of others. If you can’t move the child, then move other children out of the way.
  • Assume a calm and controlled demeanor. Speak softly and gently. It is helpful if the child knows that you are in control of the situation.
  • Develop a phrase or a mantra that you can use. “You will come down soon and we can work this out.” Don’t get sidetracked by the child’s demands.
  • Use the minor choice technique. This can be calming because when a child is having a tantrum they feel out of control and they have no choices. Giving them a minor choice helps to calm them down and help them feel in control. For example, “I want to help you deal with this. Would you like your blue coat or your sweater?”

When we give children minor decisions to make, they feel like they have some control over themselves and the situation. It is not at all useful to discuss the child’s tantrum behavior while they are in the middle of it. It is helpful though to speak to them about it later, when they are calm again. For instance, “Sara, I know you were really upset when you could not have your regular snack because we had run out of it. What could we do next time to help you when we run out of your favorite snack?”

Transitions are particularly difficult for children with HFA and are a major cause of meltdowns. Since parents may be unaware of this trigger, they can benefit from learning skills to deal with transitions.”

Strategies such as cueing, describing and affirming the child’s feelings, using ‘Same Plan/New Plan’ cards, using visual schedules, and using social stories can go a long way in helping to prevent meltdowns.

For more information on the types of transitions, strategies to prevent meltdowns, and supporting parents in managing behavior at home, refer to the course High Functioning Autism in Children.

Professional Development Resources is approved to sponsor continuing education by the American Psychological Association (APA); 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 Alabama State Board of Occupational Therapy; 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 Georgia State Board of Occupational Therapy; the New York State Education Department’s State Board for Mental Health Practitioners as an approved provider of continuing education for licensed mental health counselors (#MHC-0135); the Ohio Counselor, Social Worker & MFT Board (#RCST100501); the South Carolina Board of Professional Counselors & MFTs (#193); the Texas Board of Examiners of Marriage & Family Therapists (#114) and State Board of Social Worker Examiners (#5678); and is CE Broker compliant (all courses are reported within a few days of completion).

 
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Posted by on December 11, 2019 in Mental Health

 

Final Hours to take advantage of our Buy 2, Get 1 Course Free. Don’t Delay!

 

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Add any three courses to your shopping cart and the lowest priced 3rd course will automatically deduct at checkout (courses must be purchased together, one free course per order).

Use coupon PDR 360 to receive an extra 25% off at checkout!

Offer valid on future orders only. Sale ends December 3, 2019.

Use the links to see our range of CE Courses!

School Psychology CE

                         

Speech-Language Pathology CE

                         

Psychology CE

                         

Counseling CE 

                         

Marriage and Family  Therapy CE

                         

Social Work CE

                         

Occupational Therapy CE

                         

Nutrition and Dietetics CE

                         

 
 
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