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Category Archives: Continuing Education

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

                         

 

Preparing for the Closure of a Psychology Practice

Close-up of a female's hand holding closed tag on glass door

Course excerpt from Ethics and Professional Wills

“Preparing well for the closing of psychology practice is an essential process that is often overlooked or indefinitely deferred, especially by younger clinicians, due to a variety of practical and psychological factors. Psychologists may feel they are too busy completing the immediate tasks involved in providing clinical care and running a practice to think about such a distant event. They might also perceive the closing of practice as not being a relevant issue in their current lives, thereby denying the possibilities of unexpected incapacitation or death. Certainly, anxiety in considering the prospect of especially premature death or incapacitation deters some individuals from focusing on developing such plans.

In reality, however, the task of closing your practice is inevitable, sooner or later; as Pope and Vasquez (2005) satirically state, “unless a therapist is invulnerable and immortal, it is a good idea to prepare . . .” such plans well in advance, in their view even before first opening your practice. To perform this task ethically involves careful pre-planning, done well in advance, balancing clinical, ethical, legal, financial, emotional and practical considerations. Specific plans depend upon a variety of factors, including whether the closing is planned or unplanned, temporary or permanent, and whether the psychologist is available to participate in the closing.

For example, the temporary closing of your practice for a maternity leave is a planned and temporary event. Based on a specific patient’s clinical needs, the pregnant psychologist might choose to transfer care to another provider or temporarily suspend care but make arrangements for coverage in case of an emergency. However, the sudden incapacitation or death of that psychologist is obviously an unplanned, typically permanent situation, with no chance of future professional availability. Psychologists in solo practice do not have the safety net characteristic of group or agency work environments, and thus have even greater practical concerns regarding unexpected closings, including the transfer of patient care to new providers.

The importance to your patients of preparing for the closing of a practice is underscored within the APA Ethical Principles of Psychologists and Code of Conduct (2016), via its inclusion as Ethics Standard 3.12: “Interruption of Psychological Services: Unless otherwise covered by contract, psychologists make reasonable efforts to plan for facilitating services in the event that psychological services are interrupted by factors such as the psychologist’s illness, death, unavailability, relocation, or retirement or by the client’s/patient’s relocation or financial limitations.” The focus of this course is on how to develop a clearly established plan to follow, or for colleagues to follow in the psychologist’s absence, in order to help patients by minimizing disruption to their care, and by addressing their anxieties or distress regarding the change.”

In the course ‘Ethics and Professional Wills’, the author provides practical information on how to meet the APA Ethics Code standards regarding the pre-planning for the closure of a practice, while being sensitive to the possible anxiety and/or resistance that surrounds this topic. Clinical consideration on how to best meet the patients’ needs are discussed and an outline of steps to take as you preplan for the closure of a practice is provided, along with useful templates to help get the process started. To learn more, click on the link below!

Click here to learn more

CE Credit: 1 Hour

Target Audience: Psychology CE

Learning Level: Introductory

Course Type: Online

Professional Development Resources is approved by the American Psychological Association (APA) to sponsor continuing education for psychologists. Professional Development Resources maintains responsibility for this program and its content. Professional Development Resources is also approved by the Florida Board of Psychology and the Office of School Psychology and is CE Broker compliant (#50-1635).

 
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Posted by on November 26, 2019 in Continuing Education, Ethics, Psychology

 

The Four Steps of Perspective Taking

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Course excerpt from High Functioning Autism in Children

Children with high functioning autism (HFA) differ from other children on the spectrum in that they wish to interact with others but lack the know-how. Thus, social skills training is an important component of remediation for children with HFA.

Michelle Garcia Winner (2007) created the “Social Thinking” program. This approach has gained popularity in recent years because it teaches children the “why” of social decision-making, not just rote social skills. This training can help children with the generalization of their social learning skills across various settings. Such interventions aim at teaching children the thought processes that underlie social behaviors so that they can think flexibly and tailor their behavior to a given situation.

Up until now, professionals have generally tried to teach children specific skills, such as greetings or initiating a topic of conversation and then practice with them to improve the development of these skills. This does not account for the fact that we cannot use social skills in the same way under different social situations. For example, “consider a 13-year-old boy who – based on the culture of his age – is actually expected to say “What’s up?” when greeting his peers, say “Hi” when greeting his teacher and then say “Hello” when brought into a formal meeting.” (For more detail, visit the Social Thinking website at  https://www.socialthinking.com )

According to Garcia Winner (2015):

The gap between teaching students behaviorally based, memorized social skills and the need to teach our students how to adapt their social skills based on the expectations of the situation and the people in the situation is the gap between the more tradition social skills teachings and Social Thinking. When teaching Social Thinking we are teaching students to become active social problem solvers who are not focused on memorizing what to do socially but instead are engaged in figuring out what people around them are doing, what they are expecting, what our students are seeking in their interactions with others and all this helps them to figure out how to interact in any given time or place and with different people. (para. 3)

Garcia Winner adds that social thinking is not only employed when we are involved in social interactions, it may be utilized any time we share a common space. For instance, social thinking is engaged when one is at the supermarket and moves their shopping cart out of the way, as a courtesy to a fellow shopper.

Instructing children on social skills involves the conveyance of the presence of other people’s minds, as well as social thoughts. To do this we can employ the four steps of perspective thinking.

The four steps listed and discussed here (adapted from https://www.socialthinking.com/Articles?name=social-behavior-starts-social-thought-perspective-taking) can assist students with recognizing and considering the extent to which they think about other individuals, and adjusting their behaviors to suit, even in the absence of intentional communication. We may engage these four steps to accommodate just about any social interaction:

Step 1: Whenever you share a common space with another individual, both of you generate thoughts in regard to the other. You have thoughts about them, and they have thoughts about you.

Step 2: Initially, individuals will typically consider the intentions and motives of the other. If one person or the other appears suspicious, they will be scrutinized more closely by the other individual.

Step 3: Each individual will likely consider and estimate how the other person is assessing them, whether it be positive, negative, or neutral. Another aspect is that there may be a history between the two individuals, which impacts how these thoughts may be weighed.

Step 4: Steps may then be taken, in the form of behavior modification, to alter or maintain the perception that we wish to project for the other individual, and the other individual is likely reciprocal in this activity.

The four steps described above occur at an intuitive level (below immediate consciousness) within milliseconds. The initial three steps engage social thought, whereas only the last step involves behavior.

When discussing these steps with students, it can be explained that this process is based on the fundamental assumption that all of us innately wish other individuals to have reasonably “good” thoughts about us, even when our interactions are fleeting. Further, this assumption has the opposite concern embedded within it; we do not wish for other individuals to have “strange” or uneasy thoughts about us. It can indeed be a challenge for spectrum students to simply perceive that other individuals likely have thoughts that are different from their own, let alone mentioning that we all partake in having both good and weird thoughts about others. Most students with social learning difficulties rarely, if ever, stop to contemplate that they, too, can entertain strange thoughts about others.

In addition, many students with autism do not understand that social memories play a critical role in our day-to-day interactions. All of us have emotional social memories of individuals that are derived from how they make us think about them over time. People whose actions convey “good” thoughts in the minds of others are much more likely to be considered as “friendly” and have a far better likelihood of making friends than those who generate “weird” thought memories in the minds of others. In teaching social thinking, students should not only be helped to realize they have to be responsible for their own behaviors over time, but also be made aware of the associated social memories that people retain about them. The rationale behind someone calling a friend or co-worker to clarify or apologize for how their actions might have been interpreted is to instill improved social memories about themselves in their brains.

The Four Steps of Perspective Taking are engaged when we share space with others and are a requirement toward the appropriate behavior of student’s in the classroom. An unspoken rule in the classroom setting requires that all students and teachers participate in an awareness of, and mutual social thought about, the others in the class. Also, that each student, and the teacher, is responsible for monitoring and modifying their behaviors accordingly. A student who is not proficient in these four steps is typically considered to have a behavioral issue.

Students with social learning deficits must learn cognitively what many individuals do naturally and intuitively. Therefore, to assist them with grasping perspective-taking, lessons should be actively taught that include these four steps. To ponder this aspect in more depth, try spending a day observing/noting your own social thoughts, and how they impact your actions in the presence of others. Subsequently, one’s own social thinking may serve as a guide for instructing ASD students. For instance, teachers often discover that students with high functioning autism develop quite an interest in their own, and others’ thoughts, once the process is broken down into discrete elements that can be observed, discussed, and related to their own day to day lives.

Follow this link to learn more about teaching children perspective-taking and to learn strategies to ease transitions, prevent meltdowns, and teach organizational skills.

Click here to learn more

CE Credit: 4 Hours

Target Audience: Psychology CE Counseling CE | Speech-Language Pathology CEUs | Social Work CE | Occupational Therapy CEUs | Marriage & Family Therapy CE | Nutrition & Dietetics CE | School Psychology CE | Teaching 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).

 

Becoming Celebrities: Media Exposure of Mass Shootings

Course excerpt from Counseling Victims of Mass Shootings

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Mass shootings leave many unanswered questions:

  • Why did the shooter do it?
  • What could have provoked him?
  • What can we do to prevent things like this from happening in the future?

Yet in asking these questions, often in a very public way, we are contributing to what may be one of the largest influencing factors of mass shootings.

According to a paper presented at the American Psychological Association’s annual convention by Jennifer B. Johnston, PhD, and Andrew Joy, BS, of Western New Mexico University, people who commit mass shootings in America tend to share three traits: rampant depression, social isolation, and pathological narcissism. Johnston and Joy issued a powerful message when they stated that what the shooter seeks most is fame, and it is up to the media to deny them that coverage.

After reviewing data amassed by media outlets, the FBI, advocacy organizations, and scholarly articles, Johnston and Joy, defined mass shootings as either attempts to kill multiple people who are not relatives, or attempts resulting in injuries or fatalities in public places. They concluded that the prevalence of these crimes has risen in relation to the amount of mass media coverage of events and the proliferation of social media sites that tend to glorify shooters and downplay victims. Further, the researchers stated that “media contagion” is largely responsible for the increase in these often deadly outbursts (Johnston & Joy, 2016).

“Mass shootings are on the rise and so is media coverage of them. We suggest that the media cry to cling to ‘the public’s right to know’ covers up a greedier agenda to keep eyeballs glued to screens, since they know that frightening homicides are their No. 1 ratings and advertising boosters” (Johnston, 2016).

Johnston and Joy also found that mass shooters share a consistent demographic profile. Most are white, ostensibly heterosexual males, largely between the ages of 20 and 50, who tend to see themselves as ‘victims of injustice,’ and share a belief that they have been cheated out of their rightful dominant place as white, middle-class males. The quest for fame also emerged as a predictable variable, and one that, according to Johnson, skyrocketed since the mid- 1990s in correspondence to the emergence of widespread 24-hour news coverage on cable news programs, and the rise of the internet during the same period. Johnston explains, “Unfortunately, we find that a cross-cutting trait among many profiles of mass shooters is the desire for fame” (Johnston, 2016).

Johnston isn’t the first to note this trend. Media contagion models have previously been proposed by researchers such as Towers et al. (2015), who found the rate of mass shootings has escalated to an average of one every 12.5 days, and one school shooting on average every 31.6 days, compared to a pre-2000 level of about three events per year.

“A possibility is that news of shootings is spread through social media in addition to mass media” (Johnston, 2016).

These trends suggest, and what Johnston and Joy advocate, is a fundamental shift in the way we respond to mass shootings – one that would include much less dramatic media exposure. She explains, “If the mass media and social media enthusiasts make a pact to no longer share, reproduce or re-tweet the names, faces, detailed histories or long-winded statements of killers, we could see a dramatic reduction in mass shootings in one to two years. Conservatively, if the calculations of contagion modelers are correct, we should see at least a one-third reduction in shootings if the contagion is removed” (Johnston, 2016).

Johnston’s suggestions follow those of the working group of suicidologists, researchers and the media commissioned by the Centers for Disease Control to tackle the problem of celebrity suicides. Finding that suicides widely reported in the media tended to have a contagious nature, the group recommended the media reduce its reporting of them. A clear decline in suicides was found a few years later in 1997 (Johnston, 2016).

Media reporting has an undeniable effect on us and, as Johnson points out, offers a reliable vehicle for mass shooters to satiate their need for fame, significance, and power. A secondary benefit to reducing media coverage of mass shootings is the impact upon the public, the media viewers.

Click Here to Learn More

Counseling Victims of Mass Shootings is a 3-hour online continuing education (CE) course that gives clinicians the tools they need to help their clients process, heal, and grow following the trauma of a mass shooting.

Sadly, mass shootings are becoming more widespread and occurring with ever greater frequency, often leaving in their wake thousands of lives forever changed. As victims struggle to make sense of the horror they have witnessed, mental health providers struggle to know how best to help them. The question we all seem to ask is, “Why did this happen?”

This course will begin with a discussion about why clinicians need to know about mass shootings and how this information can help them in their work with clients. We will then look at the etiology of mass shootings, exploring topics such as effects of media exposure, our attitudes and biases regarding mass shooters, and recognizing the signs that we often fail to see.

We will answer the question of whether mental illness drives mass shootings. We will examine common first responses to mass shootings, including shock, disbelief, and moral injury, while also taking a look at the effects of media exposure of the victims of mass shootings.

Then, we will turn our attention to the more prolonged psychological effects of mass shootings, such as a critical questioning and reconsideration of lives, values, beliefs, and priorities, and the search for meaning in the upheaval left in the wake of horrific events. This course will introduce a topic called posttraumatic growth, and explore the ways in which events such as mass shootings, while causing tremendous amounts of psychological distress, can also lead to psychological growth. This discussion will include topics such a dialectical thinking, the shifting of fundamental life perspectives, the opening of new possibilities, and the importance of community. Lastly, we will look at the exercises that you, the clinician, can use in the field or office with clients to promote coping skills in dealing with such horrific events, and to inspire psychological growth, adaptation, and resilience in the wake of trauma.

Course #31-09 | 2018 | 47 pages | 20 posttest questions

CE Credit: 3 Hours

Target Audience: Psychology CE | Counseling CE | Social Work CE | Marriage & Family Therapy CE | School Psychology CE | Teaching CE

Learning Level: Intermediate

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 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).

Earn CE Wherever YOU Love to Be!

 

Preventing Medical Errors for Florida SLPs

Preventing Medical Errors in Speech-Language PathologyPreventing Medical Errors in Speech-Language Pathology is a 2-hour online continuing education (CE/CEU) course that addresses the impact of medical errors on today’s healthcare with a focus on root cause analysis, error reduction and prevention, and patient safety. Multiple scenarios of real and potential errors in the practice of speech-language pathology are included, along with recommended strategies for preventing them. Evidence shows that the most effective error prevention occurs when a partnership exists among care facilities, health care professionals, and the patients they treat.

This course satisfies the medical errors requirement for license renewal of Florida Speech-Language Pathologists (SLPs):

Florida Board of Speech Language Pathology & Audiology
CE Required: 30 hours every 2 years (50 if dual licensed), of which:
2 hours on Preventing Medical Errors in Speech-Language Pathology are required each renewal
1 hour on HIV/AIDS is required for initial licensure only
Online CE Allowed:
 No limit if ASHA-approved
License Expiration: 12/31, odd years
ASHA-Approved ProviderNational Accreditation Accepted: ASHA – Professional Development Resources is approved by the Continuing Education Board of the American Speech-Language-Hearing Association (ASHA Provider #AAUM) to provide continuing education activities in speech-language pathology and audiology. Professional Development Resources is also approved by the Florida Board of Speech-Language Pathology and Audiology (Provider #50-1635) and is CE Broker compliant.
Notes: 10 hr limit on non-clinical courses
Date of Info: 6/15/2017

Florida SLPs may earn all 30 hours required for renewal through online courses offered @pdresources.orgClick here to view ASHA-approved online CEU courses.

We report to CE Broker for you – so you don’t have to! All courses are reported within a few days of completion.

 

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Presidents Day CE Sale at PDResources

 

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Valentine’s and President’s Day Sale at PDResources – Buy Two Courses Get One Free!

If two really are better than one, than a third for free should really knock your socks off this holiday! Now through Monday, enjoy a FREE CE course with the purchase of any two @pdresources.org.

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Autism The New Spectrum – New 4-Hour ASHA CEU Courses from PDResources

 

We have completely updated one of our most popular online courses, Autism: The New Spectrum of Diagnostics, Treatment & Nutrition for you! It was just approved by ASHA as a new course – so even if you’ve taken previous versions, this new edition will count towards your ASHA CEUs (if you report to ASHA).

Autism - The New SpectrumAutism: The New Spectrum of Diagnostics, Treatment & Nutrition is a 4-hour online continuing education (CE/CEU) course that reviews diagnostic changes in autism as well as treatment options and nutrition interventions – both theoretical and applied. This course just underwent a complete revision to provide the latest information on available treatment options and research findings.

CE Credit: 4 Hours
Learning Level: Intermediate
Price: $59
Click here to learn more.

Enroll Now

 

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Visuals for Autism: Beyond the Basic Symbols is a 2-hour online video continuing education (CE/CEU) course that demonstrates when, how, and why to use visuals with students with autism. It is well-established by research that many learners on the autism spectrum benefit from the use of visuals. How can we go beyond a basic use of symbols to create and implement individualized visuals that will help our students learn and communicate more comprehensively? Participants will learn about considerations and strategies to take into account in order to put more effective visuals in place for their students on the autism spectrum. Topics covered include: broadening symbol selection, adding layers and additional components to visuals in order to make them more motivating and meaningful, providing visuals for a wide variety of expressive communicative functions, and using visuals for comprehension and organization as well as expression.

 

Helping Your Young Client Persevere in the Face of Learning Differences is a 3-hour online video continuing education (CE/CEU) course that provides new strategies and techniques for helping students develop a love of learning. Clinicians and teachers working with students struggling at grade level are committed to raising their students’ achievement potential by creating opportunities to learn. In order to accomplish this, they need to learn new techniques that can help encourage discouraged students – particularly those who have different ways of learning – by supporting and motivating them without enabling self-defeating habits. This course will provide strategies and techniques for helping students minimize the patterns of “learned helplessness” they have adopted, appreciate and maximize their strengths, develop a growth mindset, value effort and persistence over success, view mistakes as opportunities to learn, and develop a love of learning that will help them take personal responsibility for their school work. The course video is split into 3 parts for your convenience.

 

Building Resilience in your Young Client is a 3-hour online continuing education (CE/CEU) course that offers a wide variety of resilience interventions that can be used in therapy, school, and home settings. 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.

 

This is a test only course (book not included). The book can be purchased from Amazon or some other source.This CE test is based on the book “Apps for Autism” (2015, 436 pages), the ultimate app planner guidebook for parents/professionals addressing autism intervention. There are hundreds of apps for autism, and this course will guide you through them so that you can confidently utilize today’s technology to maximize your child or student’s success. Speech-language pathologist Lois Jean Brady wrote this book to educate parents and professionals about the breakthrough method she calls “iTherapy” – which is the use of mobile technology and apps in meeting students’ individual educational goals.For those who are new to the wonderful world of apps, worry not! This award winning reference will review hundreds of excellent apps, accessories and features organized into 39 chapters for parents and professionals alike. There are also helpful sections of how to choose apps, evidence-based practices, choosing an iDevice, internet safety, a helpful toolbox and much, much more.

 

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 challenges, 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. This presentation will focus exclusively on Animal Assisted Therapy and will not include information on other similar or related therapy.

 

PDR-LogoProfessional Development Resources is a nonprofit educational corporation 501(c)(3) organized in 1992. Our purpose is to provide high quality online continuing education (CE) courses on topics relevant to members of the healthcare professions we serve. We strive to keep our carbon footprint small by being completely paperless, allowing telecommuting, recycling, using energy-efficient lights and powering off electronics when not in use. We provide online CE courses to allow our colleagues to earn credits from the comfort of their own home or office so we can all be as green as possible (no paper, no shipping or handling, no travel expenses, etc.). Sustainability isn’t part of our work – it’s a guiding influence for all of our work.

ASHA Approved CEUs

This course is offered for .4 ASHA CEUs (Introductory level, Professional area).

ASHA credit expires 1/02/2020. ASHA CEUs are awarded by the ASHA CE Registry upon receipt of the quarterly completion report from the ASHA Approved CE Provider (#AAUM). Please note that the date that appears on ASHA transcripts is the last day of the quarter in which the course was completed. Professional Development Resources is also approved by the Florida Board of Speech-Language Pathology and Audiology, the Ohio Board of Speech-Language Pathology and Audiology, and is CE Broker compliant (#50-1635). AAUM5126

 

 

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