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Category Archives: General

Supporting and Grieving a Terminally Ill Loved One

Supporting and Grieving a Terminally Ill Loved OneBy Emily Long, LPC
 
Saying goodbye to a loved one is never easy. Watching a person fade away from a terminal illness is a complex and painful process. Often, it can seem as if the person you knew and loved is disappearing, little by little, as illness slowly overtakes his or her physical body.

The dying process can be overwhelming, confusing, and riddled with heartbreak, guilt, and uncertainty.

How do you make sure you are giving your dying loved one the support he or she needs?

How do you grieve while taking care of him or her?

How do you have the time and energy to live while saying goodbye?

How do you balance supporting your loved one while also supporting yourself?

The tendency in caregiver supporter positions is often to deny the need to grieve the pending loss in order to put everything into caring for the dying person. However, allowing oneself the space and time to grieve for a loved one throughout this process is essential for the well-being of everyone involved.
When we don’t allow ourselves the space to grieve, we create disconnection both within ourselves and with our loved one. Unacknowledged or unaddressed grief can become a barrier to being fully present and connected with your loved one in the final weeks and days of his or her life.

Balancing the need to support your terminally ill loved one while also allowing yourself time and space to grieve can be tricky. Here are some things to keep in mind:

1. You Are Allowed to Take Time for Yourself

Many caregivers experience guilt when they take needed time for themselves during the course of their loved one’s illness and dying process.

Too often, caregivers exhaust themselves spending every moment caring for their loved one without also taking care of their own physical or emotional health. Taking time for self-care during this process can be challenging, but it is necessary.

Not caring for your own physical health could mean compromising it and being unable to be with your loved one, thus losing precious time with him or her. Ignoring your emotional health may lead to conflict, upset, and disconnection created by the unacknowledged need to grieve. This discord might flare up between you and your dying loved one, between you and other family members, or between you and medical providers, potentially making the process even more challenging.

Giving yourself permission to take time for yourself and your needs can be hard, but it can also greatly improve the precious time you have left with your loved one.

2. You Are Allowed to Ask for Support

Let’s face it: caring for a dying loved one is physically and emotionally exhausting, overwhelming, and painful. Even those of us with the best and healthiest relationships struggle to manage the demands of caregiving. For those of us with more challenging relationships, those demands can feel that much heavier and more stressful.

The truth is we all need support to make sure everyone’s needs are being met as best they can be.

You are allowed to ask for help. You are allowed to ask others to assist you with caretaking tasks. You are allowed to ask others to give you breaks so you can rest or eat or have some fun. You are allowed to have emotional support for your own grief and stress.

3. You Are Allowed to Accept Others’ Offers of Support

One of the things I see happen the most when someone is caring for a dying loved one is refusing help and support that is offered. People sometimes feel that it’s their responsibility alone; it’s often said that “I have to handle it,” “I don’t want to bother anyone,” or, “I don’t want to be a burden to others.”

When help or support is offered, say yes. If someone offers to bring you a home-cooked meal, to take out the trash, to handle the laundry, to sit with your loved one for a while, to keep your kids for a play date, or anything of the sort, say yes.

But refusing help that is offered doesn’t help anyone.

When help or support is offered, say yes. If someone offers to bring you a home-cooked meal, to take out the trash, to handle the laundry, to sit with your loved one for a while, to keep your kids for a play date, or anything of the sort, say yes.

If people say, “Let me know how I can help,” let them know how they can help. Ask them to mow the yard, pick up the mail, clean the bathrooms, pick up groceries, or whatever it is that would feel supportive to you.

Give yourself permission to lean on those who love you as you care for your loved one. Allowing them to help with the smaller tasks of life can help give you the space and time to support your love one and to grieve.

Life can be challenging, but we’re all in it together. We all deserve support.

Source: http://www.goodtherapy.org/blog/how-to-both-support-and-grieve-a-terminally-ill-loved-one-0831155

Related Continuing Education Courses

 

The annual number of deaths reported in the United States in the early part of this century was 2.4 million, about four per minute. The Grieving Self looks at the stories of a few of those who are recently bereaved to determine the major issues for those who grieve: aloneness, loss of self, social connections, anniversaries and holidays, self and others’ expectations, the need to continue living, ambivalence of recovery, grief dreams, medical problems. Studies are reviewed which indicate some researchers’ conclusions as to: 1) Gender differences between men and women who grieve; there are important questions regarding the recruitment of subjects and the data gathering process for gender differences research. 2) And, who among the grief survivors are best served by counseling and psychotherapy. This author, while agreeing with much of the research, challenges the belief that the emotional loneliness suffered by the bereaved is the single, major dynamic of the bereaved, and can only be alleviated through passage of time. It is felt that an effort to reconnect those who grieve to a stable sense of self can help the bereaved regain better function and reduce the length of the time they are consigned to painfully distressing lives.

 

Caregiver Help: Sex and Dementia explores how Alzheimer’s and other dementia-related diseases impact the brain in ways that can cause some surprising, challenging and inappropriate behaviors. Some people with dementia may develop a heightened interest in sex – even to the point of aggression; experience a waning or complete loss of interest in sex; become addicted to pornography; lose the ability to understand what kind of behavior is acceptable; have a different perception of place and time and a different interpretation of reality from their caregivers; get agitated and upset when their caregivers don’t communicate with them effectively; and behave in ways that are confusing and upsetting to family members and professional healthcare workers. Even so, the patient deserves to be treated with respect and every effort should be made to maintain their dignity.

 

Dying isn’t a subject that Americans like to think about. Our national character is vibrant, optimistic, life-affirming. These qualities have been a great advantage to us as a people, but they have a down side. They make us less inclined to think about the inevitable sad events such as death. Consequently, we are often less prepared for it, psychologically and otherwise, than people in other cultures. The “Butterflies are Free” program was designed by the Staff Associates at Life Care Center in Sarasota, FL to help overcome this problem and to enable healthcare workers and come to prepare for an ill person’s passing. This course presents a case study which reveals how the Life Care Center created and implemented an effective End-of-Life program for their residents. The purpose of this course is to introduce the history, ideals, and practices behind the program in the hopes that it may be adopted in other nursing home facilities.

 

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 depression and grief and provides a three-step process that can help develop an attitude of creative indifference toward the people, situations and events that cause emotional stress. It offers suggestions for dealing with preparatory grief, an experience shared by families and professionals as they cope with the stress of caring for someone who will never get well. In the process, it also explains the differences between reactionary depression and clinical depression. By gaining insights into the process of losing someone over an extended period of time, the mental health professional will be in a better position to understand the caregiver’s experience with depression and grief and provide both empathy and strategies for implementing a self-care plan. This course includes downloadable worksheets that you can use (on a limited basis) in your clinical practice.

Professional Development Resources is approved by the American Psychological Association (APA) to sponsor continuing education for psychologists; by the National Board of Certified Counselors (NBCC) to offer home study continuing education for NCCs (#5590); the Association of Social Work Boards (ASWB #1046, ACE Program); the California Board of Behavioral Sciences (#PCE1625); the Florida Boards of Clinical Social Work, Marriage & Family Therapy, and Mental Health Counseling (#BAP346) and Psychology & School Psychology (#50-1635); the Ohio 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 September 2, 2015 in General

 

How Yoga and Meditation Can Positively Affect DNA

Yoga and MeditationWritten by Elaine Gavalas – Author and Natural Health Expert

Yoga and meditation are well-documented to have psychological, emotional and physical benefits for people at all stages of health, including cancer patients. Now breakthrough research reveals yoga and meditation can positively affect DNA.

Telomeres, located at the tips of DNA chromosomes, shorten with aging and age-related diseases including cancer, cardiovascular disease and diabetes. As telomeres shorten, cells age and die more quickly. Conversely, telomere lengthening can increase a cell’s longevity.

The following studies have found yoga and meditation can protect and even lengthen DNA telomeres.

Yoga and Meditation Maintain Telomere Length in Cancer Survivors

A 2015 randomized controlled study, published in the journal Cancer, found yoga and meditation maintained telomere length in breast cancer patients.

Researchers at the University of Calgary, Alberta, Canada administered either a yoga and meditation program, supportive group therapy, or 1-day stress management seminar to 88 breast cancer survivors. All of the cancer patients suffered from significant emotional stress following cancer treatment. Blood samples and telomere length were assessed before and after the study.

The yoga group participated in weekly 90-minute yoga sessions for 8 weeks. The yoga group also practiced the yoga and meditation program at home. The supportive group participated in weekly 90-minute group therapy for 3 months.

The researchers found the yoga and group therapy participants had maintained their telomere length. However, the seminar group had shortened telomeres.

“Together, these changes suggest an effect of the interventions on potentially important biomarkers of psychosocial stress,” the study authors write. “Given the increasingly well-documented association between telomere length and cancer initiation and survival, this finding adds to the literature supporting the potential for stress-reducing interventions to impact important disease-regulating processes and ultimately disease outcome.”

Meditation Lengthens Telomeres

A small but significant study published in Brain, Behavior, and Immunity reports loving-kindness meditators have longer telomeres than non-meditators.

Loving-Kindness Meditation is a Buddhist meditation practice focusing on health, happiness and well-being towards all people.

Researchers at Harvard Medical School obtained blood samples from 15 meditators and 22 non-meditators. Chromosomal DNA was extracted from blood cells.

The researchers found the meditators had longer telomeres than non-meditators. Furthermore, female meditators had significantly longer telomere length than than non-meditators

“Although limited by small sample size, these results offer the intriguing possibility that Loving Kindness Meditation practice, especially in women, might alter relative telomere length, a biomarker associated with longevity,” the study authors conclude.

 

Elaine Gavalas is founder of Galen Botanicals, co-founder of Simply Centered and an exercise physiologist, nutritionist, yoga therapist, weight management specialist, and healthy recipe developer. Visit ElaineGavalas.com for more of Elaine’s articles, recipes, videos, and natural remedies.

Related Courses for Mental Health

This CE test is based on the book “Yoga as Medicine: the Yogic Prescription for Health and Healing” (2007, 592 pages). This course is intended to correct common misconceptions about yoga and to provide a framework for understanding the conditions under which yoga may be beneficial for a variety of health and mental health issues. The general health benefits of yoga are discussed, followed by a discussion of yoga’s role in treating anxiety and panic attacks, arthritis, asthma, back pain, cancer, carpal tunnel syndrome, chronic fatigue syndrome, depression, diabetes, fibromyalgia, headaches, heart disease, high blood pressure, HIV/AIDS, infertility, insomnia, irritable bowel syndrome, menopause, multiple sclerosis, and obesity. This course is intended for health and mental health professionals who have an interest in integrative and alternative medicine.

 

Rebecca E. Williams, Ph.D. is a licensed psychologist, clinical supervisor, and award-winning author.  She specializes in recovery from mental illness, addictions, and life’s challenges.  Dr. Williams received her master’s degree in Counseling and Consulting Psychology from Harvard University and her Ph.D. from the University of California, Santa Barbara.  She is currently a clinic director at the Veterans Affairs San Diego Healthcare System.  Dr. Williams is Associate Clinical Professor of Psyc…

 

This course will give you the mindfulness skills necessary to work directly, effectively and courageously, with your own and your client’s life struggles. Compassion towards others starts with compassion towards self. Practicing mindfulness cultivates our ability to pay intentional attention to our experience from moment to moment. Mindfulness teaches us to become patiently and spaciously aware of what is going on in our mind and body without judgment, reaction, and distraction, thus inviting into the clinical process, the inner strengths and resources that help achieve healing results not otherwise possible. Bringing the power of mindful presence to your clinical practice produces considerable clinical impact in the treatment of anxiety, depression, PTSD, chronic pain, high blood pressure, fibromyalgia, colitis/IBS, and migraines/tension headaches. The emphasis of this course is largely experiential and will offer you the benefit of having a direct experience of the mindfulness experience in a safe and supportive fashion. You will utilize the power of “taking the client there” as an effective technique of introducing the mindful experience in your practice setting. As you will learn, the mindfulness practice has to be experienced rather than talked about. This course will provide you with an excellent understanding of exactly what mindfulness is, why it works, and how to use it. You will also develop the tools that help you introduce mindful experiences in your practice, and how to deal with possible client resistance.

 

This CE test is based on the book “A Mindfulness-Based Stress Reduction Workbook” (2010, 224 pages). Stress and pain are nearly unavoidable in our daily lives; they are part of the human condition. This stress can often leave us feeling irritable, tense, overwhelmed, and burned-out. The key to maintaining balance is responding to stress not with frustration and self-criticism, but with mindful, nonjudgmental awareness of our bodies and minds. Impossible? Actually, it’s easier than it seems. In just weeks, you can learn mindfulness-based stress reduction (MBSR), a clinically proven program for alleviating stress, anxiety, panic, depression, chronic pain, and a wide range of medical conditions. Taught in classes and clinics worldwide, this powerful approach shows you how to focus on the present moment in order to permanently change the way you handle stress. As you work through A Mindfulness-Based Stress Reduction Workbook, you’ll learn how to replace stress-promoting habits with mindful ones-a skill that will last a lifetime.

Professional Development Resources is approved by the American Psychological Association (APA) to sponsor continuing education for psychologists; by the National Board of Certified Counselors (NBCC) to offer home study continuing education for NCCs (#5590); the Association of Social Work Boards (ASWB #1046, ACE Program); the California Board of Behavioral Sciences (#PCE1625); the Florida Boards of Clinical Social Work, Marriage & Family Therapy, and Mental Health Counseling (#BAP346) and Psychology & School Psychology (#50-1635); the Ohio 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 September 1, 2015 in General

 

A New Theory on Why Neurotics Are Creative

@mstanyabasu

A wandering mind might explain why creative leaders tend to be neurotic.

Adam Perkins is a psychologist and a self-proclaimed neurotic, contemplating things to the point of obsession. He can get anxious about things that might seem mundane to another person. And he’s admittedly quite sensitive.

Perkins also has a new theory, described in a piece published Thursday in the journal Trends in Cognitive Sciences, about why he and many others like him channel their neuroticism into creativity and problem solving. He argues it comes from how certain people daydream.

Neuroticism and creative thinking have long been correlated: some of history’s more exciting minds, from Isaac Asimov to Winston Churchill to Woody Allen, have been famously anxious with a tendency to brood. The trait is also often associated with being risk-averse; neurotic people are often considered “threat sensitive,” a classification that the psychologist Jeffrey Gray first pinpointed while developing a test that predicted a person’s tendency to be neurotic. Gray’s test showed that high scorers on the neuroticism test tended to avoid “dangerous” jobs, preferring occupations that kept them out of harm’s way—hence the association with more analytical jobs, which require creative problem solving, as opposed to physical ones.

But Gray’s analysis seemed simplistic, Perkins says. “Why should having a magnified view of threat make you good at coming up with solutions to difficult problems?” he tells TIME. “It doesn’t add up. On one hand, it’s a clever theory—it shows the difficulty of holding down a dangerous job, for example—but on the other hand, it doesn’t explain why [neurotic people] tend to feel unhappy or why they’re more creative.”

Perkins had an epiphany when he attended co-author Jonathan Smallwood’s lecture on mind wandering. Smallwood, an expert who studies the neuroscience of daydreaming, was describing self-generated thought and its origins in the brain’s medial prefrontal cortex, a part of the brain that has been linked with memories and recall.

“He started describing how people whose minds wander are better at things like creativity, delaying gratification and planning. He also talked about the way that daydreamers’ minds wander when they’re feeling kind of blue,” Perkins says. “And my ears perked up.”

Smallwood had run a series of tests on volunteers, where he’d put them through an MRI scanner with no instructions. Naturally, the volunteers began daydreaming. Those with negative thoughts would display greater activity in the medial prefrontal cortex. “If you have a high level of activity in this particular brain area, then your mind wandering tends to be threat-related,” he says.

That’s what happens in the brains of neurotic people when their minds wander.

And of course, no surprise, the longer one dwells on a problem, unwilling to let it go, the more likely they are to come up with a solution—making that a potential upside to neurotic daydreaming.

“There’s costs and benefits to being a neurotic,” Perkins says. “What’s interesting is that you can be neurotic and have a creative benefit, but we still don’t understand it.”

Source: http://time.com/4011917/neuroticism-creativity-daydreaming/?xid=tcoshare

 
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Posted by on August 28, 2015 in General

 

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Getting Out of Your Own Way Can Be Easier Than You Might Think

Sometimes, some of the most profound life improvements come from simple changes. As the saying goes, what you’re looking for might be right in front of you.

There is indeed plenty of value in adding life skills. In therapy, people can learn how to overcome obstacles and improve relationships. However, the main reason I practice solution-focused therapy is it never neglects the strengths and skills a person already possesses.

“But I’m coming to therapy because my strengths and skills aren’t working,” you might protest. “I’ve tried everything I can to fix my situation and I’m stuck in the same place.” Perhaps, but overcoming depression, anxiety, or relationship problems can take a lot of work. It is usually a combination of both significant new skills and small, simple tweaks that effects lasting change. So in order to concentrate on these adjustments, it helps to get out of your own way.

What does it look like to get out of your own way? Start noticing the wonderful, quirky things that make you uniquely you, and start going with them instead of against them.

Maybe you are cranky in the morning, quick to snap at your partner, before you’ve had your coffee. Perhaps you are prone to eating a carton of ice cream in one sitting, which makes you feel bad. Or you might have noticed that you tend to spend all of your money when you go out with a certain friend, which makes you feel guilty.

Are these problems? Not necessarily. But if you are constantly fighting yourself over such situations, or feeling guilty about their outcomes, they can get in your way.

To get out of your own way, accept that, for now—to use the above examples—you need to make coffee as soon as you get up, not keep ice cream in the house, and bring only as much cash as you are comfortable spending when you hang out with your friend.

These are simple changes, but many people disregard the power of simple changes. We have unrealistic expectations of our own willpower, when our willpower isn’t really the issue; the issue is that we haven’t accepted ourselves or opted to work with our vulnerabilities.

It takes a good therapist to help a person decide if a problem is one he or she should address with change or bypass with acceptance. For example, therapy can help increase willpower by teaching cognitive therapy skills.

But it also might not be in a person’s best interest to use these skills in every area. Maybe it’s just not a big deal to not buy ice cream anymore. Or maybe it’s not worth feeling bad about eating it all when we do have it.

Seeking professional help can be so important. A therapist will listen carefully to the way a person talks about his or her goals and problems, and pay attention to how the person uses the resources the therapist provides. Some people can benefit from adding tools to their self-care routine. Others sometimes need someone to point out that if they go with their tendencies, they can free up a lot of energy for other things. Even telling ourselves that we are going to postpone working on a problem, or “bookmark” it for later, can make a recurring issue subside.

Life has real complications, and it requires our best effort more often than not. Make it easier for yourself by taking away some of the “shoulds” and embracing more of who you are. If you know you hate going to the gym, don’t buy a membership; choose something else instead. If you are prone to being affected by the nightly news, don’t watch it before bedtime; it will be there in the morning. If you forget about voicemails after listening to them and fail to call people back, listen to voicemails only when you are able to return them.

These are simple solutions, or “hacks,” for unique problems.

Can you think of some opportunities to get out of your own way so you can focus on more important stuff?

© Copyright 2015 by Lindsey Antin, MA, MFT, therapist in Berkeley, CA. All Rights Reserved.

Source: http://www.goodtherapy.org/blog/getting-out-of-your-own-way-may-be-simpler-than-you-think-0826154

Popular CE Courses for Mental Health

Self-defeating behaviors are negative on-going patterns of behaviors involving issues such as smoking, weight, inactive lifestyle, depression, anger, perfectionism, etc. This course is designed to teach concepts to eliminate these negative patterns. The course is educational: first you learn the model, then you apply it to a specific self-defeating behavior. A positive behavioral change is the outcome. Following the course, participants will be able to identify, analyze and replace their self-defeating behavior(s) with positive behavior(s). The course also provides an excellent psychological “tool” for clinicians to use with their clients. The author grants limited permission to photocopy forms and exercises included in this course for clinical use. Closeout Course #40-08 | 2007 | 44 pages | 35 posttest questions
The breath is intrinsically linked to the nervous system and has a powerful effect on both the mind and body, yet has been largely overlooked as a mechanism of change within medicine and mental health. This course is based on an audio book by Andrew Weil, MD, Breathing: The Master Key to Self-Healing (1999), in which he describes the physiological mechanisms by which the breath affects the mind and body. After an introductory lecture, he teaches several calming, relaxing breathing techniques, as well as an energizing breathing technique. This audio book is a valuable resource for therapists and medical professionals to learn these techniques and to use with clients.
This course will give you the mindfulness skills necessary to work directly, effectively and courageously, with your own and your client’s life struggles. Compassion towards others starts with compassion towards self. Practicing mindfulness cultivates our ability to pay intentional attention to our experience from moment to moment. Mindfulness teaches us to become patiently and spaciously aware of what is going on in our mind and body without judgment, reaction, and distraction, thus inviting into the clinical process, the inner strengths and resources that help achieve healing results not otherwise possible. Bringing the power of mindful presence to your clinical practice produces considerable clinical impact in the treatment of anxiety, depression, PTSD, chronic pain, high blood pressure, fibromyalgia, colitis/IBS, and migraines/tension headaches. The emphasis of this course is largely experiential and will offer you the benefit of having a direct experience of the mindfulness experience in a safe and supportive fashion. You will utilize the power of “taking the client there” as an effective technique of introducing the mindful experience in your practice setting. As you will learn, the mindfulness practice has to be experienced rather than talked about. This course will provide you with an excellent understanding of exactly what mindfulness is, why it works, and how to use it. You will also develop the tools that help you introduce mindful experiences in your practice, and how to deal with possible client resistance. Course #60-75 | 2008 | 73 pages | 27 posttest questions
This course examines the biological, social, and psychological aspects of aging, offering a definition of aging that allows for more variability than simply the attainment of a specific age, including the essential element of declining vigor. It describes a developing societal crisis in the making, in which 20% of the U.S. population is over the age of 65 and facing challenges that will demand intelligent responses for years to come. Chapters identify factors that can positively alter and extend the time before the inevitable end of life, with a special focus on the Eriksons’ suggested ways for seniors to remain vitally involved. Of particular interest are the strategies that are offered for assisting aging individuals to use the resources of a lifetime in meaningful ways to enhance their own lives and those of others. These include wellness planning, physical activity, mood and motivation.Closeout Course #30-07 | 2004 | 36 pages | 20 posttest questions
This CE test is based on the book “A Mindfulness-Based Stress Reduction Workbook” (2010, 224 pages). Stress and pain are nearly unavoidable in our daily lives; they are part of the human condition. This stress can often leave us feeling irritable, tense, overwhelmed, and burned-out. The key to maintaining balance is responding to stress not with frustration and self-criticism, but with mindful, nonjudgmental awareness of our bodies and minds. Impossible? Actually, it’s easier than it seems. In just weeks, you can learn mindfulness-based stress reduction (MBSR), a clinically proven program for alleviating stress, anxiety, panic, depression, chronic pain, and a wide range of medical conditions. Taught in classes and clinics worldwide, this powerful approach shows you how to focus on the present moment in order to permanently change the way you handle stress. As you work through A Mindfulness-Based Stress Reduction Workbook, you’ll learn how to replace stress-promoting habits with mindful ones-a skill that will last a lifetime.

Professional Development Resources is approved by the American Psychological Association (APA) to sponsor continuing education for psychologists; by the National Board of Certified Counselors (NBCC ACEP #5590); by the Association of Social Work Boards (ASWB Provider #1046, ACE Program); by the American Occupational Therapy Association (AOTA Provider #3159); by the American Speech-Language-Hearing Association (ASHA Provider #AAUM); by the Commission on Dietetic Registration (CDR Provider #PR001); by the California Board of Behavioral Sciences (#PCE1625); by the Florida Boards of Social Work, Mental Health Counseling and Marriage and Family Therapy (#BAP346), Psychology & School Psychology (#50-1635), Dietetics & Nutrition (#50-1635), Speech-Language Pathology and Audiology, and Occupational Therapy Practice (#34); by the Ohio Counselor, Social Worker & MFT Board (#RCST100501); by the South Carolina Board of Professional Counselors & MFTs (#193); and by 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 27, 2015 in General

 

Louisiana Occupational Therapists License Renewals and Continuing Education Information

Louisiana Occupational Therapists Continuing Education and License Renewals

Louisiana OT’s CE Requirements

Louisiana-licensed occupational therapists have a yearly license renewal with an expiration on the last day of the birth month.

Fifteen (15) continuing education hours are required to renew a license. There are no limits on home study if AOTA approved.

Click Here to See Continuing Education Courses Online for Occupational Therapists!

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.

Information gathered from the Louisiana Board of Medical Examiners on August 27, 2015.

Popular Online Courses for Occupational Therapists

Healthy professional and personal relationships rely heavily on effective communication techniques and respectful conversational skills. Clinicians and other professionals who work with children and their families can benefit from adding to their repertoire by learning communication techniques that improve the quality of these relationships. The correct use of language can increase your young clients’ self-esteem, motivate children to learn, engage their willing cooperation, defuse power struggles, and teach conflict resolution skills. With this information, you will also be better prepared to manage difficult conversations. The purpose of this course is to teach clinicians effective and practical communication and conversational skills to use in the classroom and in one-on-one situations with young clients and their families.Course #30-79 | 2015 | 52 pages | 21 posttest questions
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.Course #21-05 | 2015 | 36 pages | 16 posttest questions
The Occupational Therapist in Long-Term Care Laura More, MSW, LCSW; Edie Deane-Watson, MS, CCC-A, CCM Occupational therapists work in a variety of settings. The most common workplace is schools, followed by private practice and hospitals. A growing number of occupational therapists, however, are working full or part-time in skilled nursing facilities as the population of the United States ages. Every practice setting has unique characteristics that affect clinical practice. Skilled nursing facilities have a multitude of regulations, complicated billing practices, and a culture of care that must be learned and integrated into the clinician’s treatment habits. This can make it difficult for the OT working part-time or PRN in a skilled nursing facility. This introductory course will provide an overview of the important aspects of long-term care that affect treatment, including the structure, organization and reimbursement system of skilled nursing facilities. The average resident and common treatment areas will also be discussed.Course #20-87 | 2014 | 27 pages | 14 posttest questions
Physical inactivity is among the most critical public health concerns in America today. For healthcare professionals, the creation and implementation of sustainable fitness solutions is a relevant cause. This course will help you become familiar with the physical and psychological rewards involved in the activity of running, identify risks and the most common running injuries – along with their symptoms and most probable causes – and describe strategies that can be used in preventing running injuries and developing a healthy individualized running regimen.Course #10-70 | 2014 | 16 pages | 10 posttest questions
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
 
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Posted by on August 27, 2015 in General

 

How to Get Back on Track When You Have Lost Motivation

Staying MotivatedHow to Get Back on Track When You’ve Lost Your Motivation

August 20, 2015 • By Tina Gilbertson, MA, LPC, Self-Esteem Topic Expert Contributor GoodTherapy.org

When your “get up and go” has “got up and left,” when there’s no more “pep” left in your step, sometimes the best thing you can do is just stop trying for a while.

Moving forward feels great, but movement takes energy. When’s the last time you took a break without feeling guilty?

If you dislike the idea of resting, it might help to know that it’s a productive and appropriate project that could help you get your groove back.

Having said that, maybe you don’t have the option of sitting around doing nothing. Somehow, you’ve got to find or create the motivation to get moving again, regardless of how stuck you feel.

That’s when it’s time to do two things.

The first is to remind yourself of your own agency. No matter how helpless you may feel at a time like this, no matter what challenges you face, you have control over the little things in your life.

You’re the only one who gets to decide whether to brush your teeth, rinse out that empty yogurt container, or sweep up that debris on the floor near the front door.

When life won’t give up its rewards to you, you can still reward yourself with clean hair, a timeout, or—here’s a novel idea—a carrot. (Make it a baby carrot with peanut butter; you need the nutrients.)

Losing motivation creates a sense of powerlessness, not to mention a lack of direction and purpose. It casts a spell that makes you forget your autonomy. But total powerlessness is most often an illusion.

Who else makes those moment-to-moment decisions about whether to wash a dish, darn a sock, or do a push-up?

When you feel paralyzed by obstacles like apathy, low energy, or indecision, taking small, unrelated actions can rev that idling engine.

When you feel paralyzed by obstacles like apathy, low energy, or indecision, taking small, unrelated actions can rev that idling engine.

The best activities are simple acts of grooming and household management.

Sprucing up your résumé and applying for jobs on the Internet is not a small action; don’t ask yourself to do that before you have some wins under your belt in the form of clipped nails, a tidy drawer, or a changed light bulb.

Once you inspire yourself by being proactive in smaller tasks, you’ll be better able to roll up your sleeves and do some heavy lifting on the bigger stuff.

The second thing to do if you’ve lost your mojo is to follow these three, simple words: Just start it. Research indicates that if you simply begin to do a task, motivation kicks in within 10 seconds.

You read that right: 10 seconds is all it takes to shift from “I don’t want to do it” to “I’m already doing it, so I might as well continue.”

Let’s say, for example, you’re trying to get yourself to go to the gym. Get up right now and gather your workout clothes and/or shoes. Fill a water bottle or do whatever it takes to prep for a trip to the gym.

You’re far more likely to follow through and actually go if you start doing anything related to your goal.

Between these two tools—inspiring yourself through small actions or committing to just 10 seconds of activity—you’ll be able to make more progress than you would by sitting there berating yourself for being stuck.

Loss of motivation can be a symptom of depression. If your condition becomes entrenched, please consider speaking with a counselor or other mental health professional.

© Copyright 2015 by Tina Gilbertson, MA, LPC, therapist in Portland, OR. All Rights Reserved.

Source: 
How to Get Back on Track When You’ve Lost Your Motivation//cdn.embedly.com/widgets/platform.js

Mental Health CE Courses of Interest

Nearly every client who walks through a health professional’s door is experiencing some form of anxiety. Even if they are not seeking treatment for a specific anxiety disorder, they are likely experiencing anxiety as a side effect of other clinical issues. For this reason, a solid knowledge of anxiety management skills should be a basic component of every therapist’s repertoire. Clinicians who can teach practical anxiety management techniques have tools that can be used in nearly all clinical settings and client diagnoses. Anxiety management benefits the clinician as well, helping to maintain energy, focus, and inner peace both during and between sessions. The purpose of this course is to offer a collection of ready-to-use anxiety management tools. Course #40-12 | 2007 | 41 pages | 30 posttest questions Click Here for More Information
Should therapists and counselors use humor as a therapeutic technique? If so, should they be formally trained in those procedures before their implementation? This course will review the risks and benefits of using humor in therapy and the relevant historical controversies of this proposal. The paucity of rigorous empirical research on the effectiveness of this form of clinical intervention is exceeded only by the absence of any training for those practitioners interested in applying humor techniques. In this course a representative sample of its many advocates’ recommendations to incorporate humor in the practice of psychological therapies is reviewed. Therapeutic humor is defined, the role of therapists’ personal qualities is discussed, and possible reasons for the profession’s past resistance to promoting humor in therapy are described. Research perspectives for the evaluation of humor training are presented with illustrative examples of important empirical questions still needing to be answered.Course #21-02 | 2015 | 24 pages | 14 posttest questions Click Here for More Information
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.Course #21-05 | 2015 | 36 pages | 16 posttest questions Click Here for More Information
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 Click Here for More Information
Self-defeating behaviors are negative on-going patterns of behaviors involving issues such as smoking, weight, inactive lifestyle, depression, anger, perfectionism, etc. This course is designed to teach concepts to eliminate these negative patterns. The course is educational: first you learn the model, then you apply it to a specific self-defeating behavior. A positive behavioral change is the outcome. Following the course, participants will be able to identify, analyze and replace their self-defeating behavior(s) with positive behavior(s). The course also provides an excellent psychological “tool” for clinicians to use with their clients. The author grants limited permission to photocopy forms and exercises included in this course for clinical use. Closeout Course #40-08 | 2007 | 44 pages | 35 posttest questions Click Here for More Information

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 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); the Ohio 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 21, 2015 in General

 

The Totally Unexpected Cure for Stress

A Totally Unexpected Cure for Stress

A Totally Unexpected Antidote To Stress

There’s a better way to decompress than snuggling into your couch.

A Totally Unexpected Antidote To Stress

Related CE Courses

Should therapists and counselors use humor as a therapeutic technique? If so, should they be formally trained in those procedures before their implementation? This course will review the risks and benefits of using humor in therapy and the relevant historical controversies of this proposal. The paucity of rigorous empirical research on the effectiveness of this form of clinical intervention is exceeded only by the absence of any training for those practitioners interested in applying humor techniques. In this course a representative sample of its many advocates’ recommendations to incorporate humor in the practice of psychological therapies is reviewed. Therapeutic humor is defined, the role of therapists’ personal qualities is discussed, and possible reasons for the profession’s past resistance to promoting humor in therapy are described. Research perspectives for the evaluation of humor training are presented with illustrative examples of important empirical questions still needing to be answered.Course #21-02 | 2015 | 24 pages | 14 posttest questions Click Here for More Information
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.Course #21-05 | 2015 | 36 pages | 16 posttest questions Click Here for More Information
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 Click Here for More Information
Self-defeating behaviors are negative on-going patterns of behaviors involving issues such as smoking, weight, inactive lifestyle, depression, anger, perfectionism, etc. This course is designed to teach concepts to eliminate these negative patterns. The course is educational: first you learn the model, then you apply it to a specific self-defeating behavior. A positive behavioral change is the outcome. Following the course, participants will be able to identify, analyze and replace their self-defeating behavior(s) with positive behavior(s). The course also provides an excellent psychological “tool” for clinicians to use with their clients. The author grants limited permission to photocopy forms and exercises included in this course for clinical use. Closeout Course #40-08 | 2007 | 44 pages | 35 posttest questions Click Here for More Information

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 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); the Ohio 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 20, 2015 in General

 
 
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