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Online CE for Psychologists:
Click here to view all available courses for Psychologists.
Click here to view all available courses for Teachers.
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 National Board of Certified Counselors (NBCC ACEP #5590); the Association of Social Work Boards (ASWB Provider #1046, ACE Program); the Continuing Education Board of the American Speech-Language-Hearing Association (ASHA Provider #AAUM); the American Occupational Therapy Association (AOTA Provider #3159); the Commission on Dietetic Registration (CDR Provider #PR001); the Alabama State Board of Occupational Therapy; the Arizona Board of Occupational Therapy Examiners; the Florida Boards of Social Work, Mental Health Counseling and Marriage and Family Therapy, Psychology and Office of School Psychology, Speech-Language Pathology and Audiology, Dietetics and Nutrition, and Occupational Therapy Practice; the Georgia State Board of Occupational Therapy; the Louisiana State Board of Medical Examiners – Occupational Therapy; the Mississippi MSDoH Bureau of Professional Licensure – Occupational Therapy; the New York State Education Department’s State Board for Psychology as an approved provider of continuing education for licensed psychologists (#PSY-0145), State Board for Mental Health Practitioners as an approved provider of continuing education for licensed mental health counselors (#MHC-0135) and marriage and family therapists (#MFT-0100), and the State Board for Social Workers an approved provider of continuing education for licensed social workers (#SW-0664); the Ohio Counselor, Social Worker and MFT Board (#RCST100501) and Speech and Hearing Professionals Board; the South Carolina Board of Examiners for Licensure of Professional Counselors and Therapists (#193), Examiners in Psychology, Social Worker Examiners, Occupational Therapy, and Examiners in Speech-Language Pathology and Audiology; the Tennessee Board of Occupational Therapy; the Texas Board of Examiners of Marriage and Family Therapists (#114) and State Board of Social Worker Examiners (#5678); the West Virginia Board of Social Work; the Wyoming Board of Psychology; and is CE Broker compliant (#50-1635 – all courses are reported within a few days of completion).
Excerpt from the course The Power of Skepticism and Critical Thinking by Leo Christie, PhD
In clinical practice, regardless of specialty, there are multiple reasons for using advanced critical thinking skills. In the mental health profession, critical thinking skills help professionals examine and challenge their own beliefs and the beliefs of others. Gambrill and Gibbs (2017) emphasize that our beliefs are important because they shape what we do:
Critical thinking is essential to helping people because it encourages practitioners to evaluate the soundness of beliefs, arguments, and claims. What helpers believe influences what they do. Thus, it is important to examine beliefs in relation to their accuracy. Will sending a youthful offender to boot camp be more effective in decreasing future offenses than placing him on probation? Will a prescribed drug forestall the progression of confusion among Alzheimer’s patients in a nursing home? Will children with learning disorders learn better if mainstreamed into regular classrooms? Professionals make many such judgments and decisions daily. Deciding which actions will help clients is an inescapable part of being a professional. Thinking critically about claims, beliefs, and arguments can help professionals arrive at beliefs and actions that are well reasoned. (p. v)
The ultimate goal of every clinical decision is, of course, a positive outcome in terms of the patient’s therapy experience. Does competent critical thinking result in more positive patient outcomes? The relationship – at least a linear one – has not yet been clearly demonstrated. Festinger (1962) notes:
Critical thinking is a construct that overlaps the conceptual boundaries of clinical judgment. However, … critical thinking is a form of problem solving, but … the difference between the two processes is that critical thinking is non-structured, whereas problem solving is more narrow in scope. Clinical decisions and solutions (actions taken) result in patient outcomes. (p. 64)
In other words, the expanded process might look like this:
In reality, the diagram is likely to be more complex, with several feedback loops and critical thinking employed at more than one point in the process. Nevertheless, the elements of critical thinking provide an essential link in the chain of events that result in patient outcomes, whether positive or negative.
When certain factors, undermine or shortcut a competent critical thinking process, less-than-satisfactory healthcare outcomes can result and potential benefits to the patient are compromised.
Patient Safety
Much has been made of the problems around patient safety and medical errors in the practice of medicine and other health care fields. In their article on patient safety, Ruedinger et al. (2017) proposed a resident curriculum on medical decision-making.
Key components of the curriculum included demystifying the medical decision-making process, building skills in critical thinking, and providing strategies for mitigating diagnostic errors. A major focus of the program emphasized the importance of focusing on the decision-making process over content knowledge, redirecting conversations if the learners became bogged down in case details. Their learning processes included group discourse, introspection, and other components of critical thinking as outlined in this course.
When a medical error occurs, patients are not the only victims. Ruedinger et al. (2017) noted that – in addition to the association of medical errors with poor patient safety and outcomes – diagnostic and treatment errors are also associated with what they termed the “second victim” effect (p. 625). That is, physicians also suffer significant negative consequences when they are involved in a medical error. This can include lowered quality of life, more burnout, and decreased empathy.
Evidence-Based Practice (EBP)
One of the most important applications of critical thinking in health care is to the implementation of the principles of evidence-based practice (EBP). The essential idea of EBP is that it starts with a critical mindset. High-quality decisions are based on a combination of three elements: (1) critical consideration of the available evidence, (2) consideration of one’s own clinical experiences, and (3) attention to the client’s needs and values. Although most practitioners use evidence in their decisions, many do not pay enough attention to the quality of that evidence. As seen throughout this course, “available evidence” is subject to many forms of distortion, fallacies, blind spots, and biases. The result of relying on poor-quality evidence is a bad decision based on unfounded beliefs, fads or ideas promulgated by popular gurus. Other results include poor outcomes and limited understanding of why things go wrong.
Barends et al. (2014) point out that when we use EBP we seek to improve the way decisions are made. It is an approach to decision-making and day-to-day work practice that helps practitioners to critically evaluate the extent to which they can trust the evidence they have at hand. It also helps practitioners to identify, find and evaluate additional evidence relevant to their decisions.
Correctly understanding EBP requires a process of critical thinking. Barends et al. (2014) note that there are a number of misconceptions about EBP. It is important that misconceptions are challenged and corrected. In most cases they reflect a narrow or limited understanding of the principles of evidence-based practice. The six misconceptions are:
Evidence-based practice ignores the practitioner’s professional experience. Evidence-based practice does not mean that any one source of evidence is more valid than any other. Even the professional experience and judgment of practitioners can be an important source if it is appraised to be trustworthy and relevant. Evidence from practitioners is essential in appropriately interpreting and using evidence from other sources.
Evidence-based practice is all about numbers and statistics. Evidence-based practice involves seeking out and using the best available evidence from multiple sources. It is not exclusively about numbers and quantitative data, although many practice decisions involve figures of some sort.
Practitioners need to make decisions quickly and don’t have time for evidence-based practice. Many decisions do have to be made quickly, but even split-second decisions require trustworthy evidence. EBP is about preparing yourself (and your organization) to make key decisions well – by identifying the best available evidence you need, preferably before you need it.
Every organization is unique, so the usefulness of evidence from the scientific literature is limited. Although it is true that organizations do differ, they also tend to face very similar issues, sometimes repeatedly, and often respond to them in similar ways. Peter Drucker, a management thinker, was noted for being the first to assert that most management issues are “repetitions of familiar problems cloaked in the guise of uniqueness” (Lowenstein, 2006).
If you do not have high-quality evidence, you cannot do anything. It is crucial to understand that EBP is based upon careful consideration of the “best available evidence.” For some decisions, there may be no evidence from the scientific literature at all. Thus “we may have no option but to make a decision based on the professional experience of colleagues or to pilot test different approaches and see for ourselves what might work best.”
Good-quality evidence gives you the answer to the problem. Even the best evidence is only input for your critical decision-making process. It does not speak for itself and save you the work. No piece of evidence can be viewed as a universal truth. In most cases evidence comes with a large degree of uncertainty. In short, evidence does not tell you what to decide, but it does help you to make a better-informed decision.
Diagnosis
The initial and pivotal step in any successful therapeutic process is, of course, an accurate diagnosis. The thinking errors that will be described in this course provide multiple opportunities for getting the diagnosis wrong, either by distorting the lens through which the clinician perceives the client or by leading to incorrect conclusions about why the client’s symptoms are occurring. Either way, an incorrect diagnosis cannot lead to effective treatment planning and implementation.
In her book Critical Thinking in Clinical Assessment and Diagnosis, Probst (2015) observes that making an accurate diagnosis is no simple task and deserves all the attention and expertise clinicians can muster in order to get it right. She notes that:
…a report compiled in 1888 listed seven types of mental illness (dementia, alcoholism, epilepsy, mania, melancholia, monomania, and paresis). The American Psychiatric Association’s 1917 manual included 22 diagnoses. The most recent edition of the DSM [Diagnostic and Statistical Manual of Mental Disorders], published in 2013, lists more than 300. (p. 37)
Probst gives the example of attempting to make a distinction between a cat and a dog by listing its distinguishing features. In attempting to do so, you might begin to appreciate the complexity of determining how many characteristics you would have to include in order to make the distinction. If you list fur, four legs, whiskers, and a tail, you have not yet attained the diagnostic specificity needed to tell the difference (p. 37).
In terms of diagnosing mental disorders in humans, the problem is even more acute. Probst (2015) observes, for example, that studies have shown that:
…two-thirds of the children diagnosed with bipolar disorder also meet criteria for ADHD (imagine if two-thirds of your pets could be classified equally well as cats or dogs). Many people have features that seem to belong to one category and features that belong to another, or meet some but not all the criteria for a particular disorder. (p. 37)
The other challenge of diagnosis – even more relevant to the issue of critical thinking – is diagnostic sensitivity, or how accurate we are in assigning an individual to a specific diagnostic category. In the next section we will discuss Type 1 and Type 2 errors, referring to mistakes in either identifying a condition when it is not there or failing to identify it when it is there. This part of diagnosing is particularly vulnerable to the kinds of biases and deductive malfunctions we will study in this course. There are challenges to thinking and diagnostic accuracy within the DSM itself. Among other problems she sees in the manual, Probst (2015) discusses the issue of circular reasoning. This phenomenon, she says,
…most often occurs in mental health when behavior is used to explain behavior. An observer sees that a person runs away when they encounter dogs. When asked why the person runs away, the observer says it is because the person has a specific phobia of dogs and that this causes fear and avoidance. Now, the only evidence for the phobia is the person’s fear and avoidance. When asked for the causes of the fear and avoidance, the phobia is given as the reason. In this instance, cause and effect are indistinguishable, and hence, no real explanation is provided. (p. 51)
While there is no immediate solution to the kinds of limitations Probst (2015) finds in the DSM, she proposes that mental health clinicians could adopt a “more empirically grounded system of biologically based conditions, and those seen as the result of a person’s learning history, upbringing, past and current environmental contexts, and present experience of reinforcing and aversive experiences” (p. 63). This approach would be consistent with a critical thinking mindset. The benefits provided by employing advanced critical thinking skills during diagnosis include an approach that embraces a cognitive process that involves “clearly describing and taking responsibility for claims and arguments, critically evaluating our views (no matter how cherished) and considering alternative news and related evidence” (Probst, 2015, p. 6).
Client Education
Possibly the only certainty in the process of treating clients is that we will not be with them forever. In fact, we may see a patient only a handful of times. Therefore, we must make the most of our time with them if we want to make a long-lasting and beneficial impact on their lives. This means we must consider what we want clients to take away from their time with us when the final session is over. Patient education (including training in critical thinking skills) is one of the best ways to address this need. In the final section of this course, we will describe numerous strategies for cultivating a critical thinking mindset, in both ourselves and our clients.
The Power of Skepticism and Critical Thinking is a 3-hour online continuing education (CE) course that examines why positive skepticism and critical thinking skills are necessary in clinical practice.
Human beings are endowed with the ability to reason and the need to find connections between things and events. Unfortunately, the need to find connections can be so strong, practitioners and patients can sometimes convince themselves that there are links between treatment plans and patient outcomes, even if there is a lack of evidence to support them. In health care, arriving at the wrong conclusion can be an error of life and death proportions.
These “deductive malfunctions” and other fallacies, heuristics, and biases, are described, discussed, and illustrated in this course. The author begins by defining the concept of ‘critical thinking,’ and follows with a discussion on why practitioners must take an objective approach when evaluating patients, analyzing treatment plans, assessing the effectiveness of interventions, and challenging their own beliefs.
The factors (such as cognitive error, fallacies, assumptions, blind sports, pseudoscience, and quackery) that challenge one’s ability to think critically are highlighted. The author examines strategies for developing critical thinking skills across all ages and provides a review of assessment tools that can be used to gauge the quality of critical thinking before teaching begins and as a measure of progress throughout the training.
The final section of the course provides methods and techniques for cultivating and applying a critical thinking mindset. ‘How-To’ lists for evaluating new treatments, the scientific quality of conference speakers, published studies, and internet content are included.
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 National Board of Certified Counselors (NBCC ACEP #5590); the Association of Social Work Boards (ASWB #1046, ACE Program); the Florida Boards of Social Work, Mental Health Counseling, and Marriage and Family Therapy (#BAP346), Psychology & School Psychology (#50-1635); the New York State Education Department’s State Board for Psychology as an approved provider of continuing education for licensed psychologists (#PSY-0145), 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), licensed marriage and family therapists (#MFT-0100 – Note: New York MFTs will receive 3 continuing education credit(s) for completing this self-study course), and licensed social workers (#SW-0664); the Ohio Counselor, Social Worker, and Marriage & Family Therapist Board (#RCST100501 – Note: Ohio MFTs completing this course will receive 3 clinical continuing education credit(s)); 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 (#50-1635 – all courses are reported within two business days of completion).
Professional Development Resourcesis also an AOTA Approved Provider of professional development. Course provider ID# 3159. This distance learning-independent course is offered at 0.3 CEUs, intermediate level, professional issues. The assignment of AOTA CEUs does not imply endorsement of specific course content, products, or clinical procedures by AOTA. Professional Development Resources is also approved by the Alabama State Board of Occupational Therapy; the Arizona Board of Occupational Therapy Examiners; the Florida Board of Occupational Therapy Practice; the Georgia State Board of Occupational Therapy; and is CE Broker compliant (#50-1635) (all courses are reported within two business days of completion). Participant successfully completed the required assessment component for this activity.
Professionals Development Resources is also an ASHA Approved Provider of professional development. Introductory Level | 0.3 ASHA CEUs | ASHA credit is available until 01/31/2029. ASHA CEUs are awarded by the ASHA CE Registry upon receipt of the monthly completion report from the ASHA Approved CE Provider (#AAUM5186). Please note that the date that appears on ASHA transcripts is the last day of the month 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, the South Carolina Board of Examiners in Speech-Language Pathology and Audiology, and is CE Broker compliant (#50-1635).
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 National Board of Certified Counselors (NBCC ACEP #5590); the Association of Social Work Boards (ASWB #1046, ACE Program); the Florida Boards of Social Work, Mental Health Counseling, and Marriage and Family Therapy (#BAP346), Psychology & School Psychology (#50-1635); the New York State Education Department’s State Board for Psychology as an approved provider of continuing education for licensed psychologists (#PSY-0145), 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), licensed marriage and family therapists (#MFT-0100 – Note: New York MFTs will receive continuing education credit(s) for completing this self-study course), and licensed social workers (#SW-0664); the Ohio Counselor, Social Worker, and Marriage & Family Therapist Board (#RCST100501 – Note: Ohio MFTs completing this course will receive continuing education credit(s)); 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 (#50-1635 – all courses are reported within two business days of completion)
Dyslexia is a complex condition that has perplexed researchers for many years. At its core, dyslexia (dys=difficulty and lexis=language) pertains to a difficulty with language, specifically reading. Most experts agree that dyslexia is characterized by, “marked difficulties with word reading, decoding, and spelling as evidenced by low accuracy and/or fluency on standardized assessments. There is also a general agreement that these difficulties should be inconsistent with or “unexpected” in consideration of other aspects of development, including general intellectual abilities” (Adlof & Hogan, 2018 p. 762). In fact, an official diagnosis will only be given if the reading challenges are not due to low intelligence or physical impairments (Nash, 2017).
To further complicate matters, dyslexia is a spectrum disorder that can vary in severity. Students may have a mild, moderate, or severe case. Thus, no two people experience dyslexia in the same way. Dyslexia is thought to be a language-based challenge that originates in the brain, which is not derived from a visual impairment or weakness in intelligence. There is now abundant evidence indicating that dyslexia is a localized weakness within a specific component of the language system: the phonologic module. The phonologic module is likened to a language factory, as it is here that the skills for phonemic awareness are “manufactured.” It is where the sounds of language and smallest elements of sound (phonemes) are combined to form words, and where words are broken down back into these elemental sounds (Nash, 2017).
This deficit causes children with dyslexia to struggle with phonemic awareness. Phonemic awareness being the ability to process sounds, tell the difference between sounds, and work with the sounds and syllables in oral language to recognize words, spell words, sound out words, and perform word and non-word repetition and word retrieval (Nash, 2017; Adlof & Hogan, 2018).
Fluency in reading, which includes accurate and/or automatic word recognition and an appropriate reading rate, is also compromised. People with dyslexia read haltingly with many mistakes and are often unable to understand what they read. Spelling and handwriting difficulties often result, while vocabulary and comprehension can be limited. However, their comprehension skills are generally intact when they receive auditory information (e.g., via an audiobook) (Shaywitz & Shaywitz, 2020). It is critical to note that dyslexia is a neurological issue that can be hereditary in families, and not the result of poor teaching, instruction, or upbringing. Most importantly, almost everyone with dyslexia can read if they are identified early enough and receive the appropriate instruction (Shaywitz & Shaywitz, 2020).
There are only three types of dyslexia that are currently recognized and described in the Diagnostic and Statistical Manual of Mental Disorders of the American Psychiatric Association – DSM-5 (APA, 2013), listed in the section titled “Specific Learning Disorder.” There are three categories:
Specific Learning Disorder with Impairment in Reading, which includes:
Word reading accuracy
Reading rate or fluency
Reading comprehension
Specific Learning Disorder with Impairment in Written Expression, which includes:
Spelling accuracy
Grammar and punctuation accuracy
Clarity or organization of written expression
Specific Learning Disorder with Impairment in Mathematics (not discussed here)
In each of the three, the current severity level is considered relevant and is specified as mild, moderate, orsevere. In DSM-5 “dyslexia” has advanced to being listed as “an alternative term.” The criteria for diagnosing dyslexia is:
Persistent difficulty learning and using academic skills in at least one of the following areas:
Inaccurate, effortful, or slow reading of words, as in reading incorrectly or hesitantly, guessing at words, or having difficulty sounding out words.
Difficulty understanding the meaning of what is read, as in reading accurately but failing to understand.
Difficulty spelling words, as in adding, omitting, or substituting letters.
Difficulties with written expression, as in punctuation or grammar errors, poor organization, or clarity.
The academic skills are quantifiably below those expected for the individual’s chronological age and cause significant interference with academic or occupational performance.
The difficulties started during school-age years but may not manifest fully until the skills needed exceed the individual’s capacities.
The difficulties are not better explained by intellectual abilities, hearing or vision problems, or neurological disorders.
According to the ASHA Clinical Topic Disorders of Reading and Writing, disorders of reading, writing, and spelling frequently co-occur in the same individuals. That is, these language skills are generally taught – and learned – concurrently. Therefore, it is difficult to separate the assessment and remediation processes for these related disorders.
Signs of dyslexia may appear as early as preschool and can persist into the adult years. Shaywitz & Shaywitz (2020, p. 126-130) lists the following indicators for each stage of development:
Preschool Years
Trouble learning common nursery rhymes, such as “Jack and Jill.”
Difficulty learning (and remembering) the names of letters in the alphabet.
Seems unable to recognize letters in his/her own name.
Mispronounces familiar words; persistent “baby talk” (aminal for animal, pisgetti for spaghetti).
Doesn’t recognize rhyming patterns like cat, bat, rat.
A family history of reading and/or spelling difficulties (dyslexia often runs in families).
Kindergarten and First Grade
Reading errors that show no connection to the sounds of the letters on the page—will say “puppy” instead of the written word “dog” on an illustrated page with a picture of a dog.
Does not understand that words come apart.
Complains about how hard reading is; “disappears” when it is time to read.
A history of reading problems in parents or siblings.
Cannot sound out even simple words like cat, map, nap.
Does not associate letters with sounds, such as the letter b with the “b” sound.
Second Grade through High School
Reading
Very slow in acquiring reading skills. Reading is slow and awkward.
Trouble reading unfamiliar words, often making wild guesses because the word cannot be sounded out.
Does not appear to have a strategy for reading new words.
Avoids reading out loud.
Speaking
Searches for a specific word and ends up using vague language, such as “stuff” or “thing,” without naming the object.
Pauses, hesitates, and/or uses lots of “um’s” when speaking.
Confuses words that sound alike, such as saying “tornado” for “volcano,” substituting “lotion” for “ocean.”
Mispronunciation of long, unfamiliar, or complicated words.
Seems to require extra time to respond to questions.
School and Life
Trouble remembering dates, names, telephone numbers, random lists.
Struggles to finish tests on time.
Extreme difficulty learning a foreign language.
Poor spelling.
Messy handwriting.
Low self-esteem that may not be immediately visible.
Young Adults & Adults
Reading
Childhood history of reading and spelling difficulties.
While reading skills have developed over time, reading still requires great effort and is done at a slow pace.
Rarely reads for pleasure.
Slow reading of most materials—books, manuals, subtitles in films.
Avoids reading aloud.
Speaking
Earlier oral language difficulties persist, including a lack of fluency and glibness; frequent use of “um’s” and imprecise language; and general anxiety when speaking.
Often pronounces the names of people and places incorrectly, trips over parts of words.
Difficulty remembering names of people and places; confuses names that sound alike.
Struggles to retrieve words; frequently has “It was on the tip of my tongue” moments.
Rarely has a fast response in conversations; struggles when put on the spot.
Spoken vocabulary is smaller than listening vocabulary.
Avoids saying words that might be mispronounced.
School and Life
Despite good grades, often says he/she is dumb or is concerned that peers think they are dumb.
Penalized by multiple-choice tests.
Frequently sacrifices social life for studying.
Suffers extreme fatigue when reading.
Once a student has been identified as having dyslexia, it is necessary to provide the proper type of intervention. Students with dyslexia can learn to read and write; however, they must be taught using a structured literacy approach based on the science of reading and writing. They need explicit, systematic, and clear instruction (Hogan, 2018), as there is no ‘quick fix’ for dyslexia. Furthermore, students need appropriate accommodations to maintain success at school, while they build their reading and writing skills over time. For further information on dyslexia, please refer to our new course, Supporting Children with Dyslexia, written by Adina Soclof, MS, CCC-SLP and Leo Christie, PhD, LMFT
In their new course, Adina Soclof and Leo Christie review the history of dyslexia and discuss the causes of dyslexia, highlighting the importance of working memory and executive functioning skills. The course considers phonological awareness, including phonemic awareness, as the foundation for all literacy skills. Reading, spelling, and writing are discussed in separate sections, enabling the reader to focus on the necessary skills and remediation strategies for each.
Practical accommodations, teaching strategies, and activities for supporting children’s academic and social emotional development are provided. A short review of assistive technological aids is also included, followed by a discussion of strategies for supporting parents and caregivers as role models and advocates for their children.
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 National Board of Certified Counselors (NBCC ACEP #5590); the Association of Social Work Boards (ASWB #1046, ACE Program); the Florida Boards of Social Work, Mental Health Counseling, and Marriage and Family Therapy (#BAP346), Psychology & School Psychology (#50-1635); the New York State Education Department’s State Board for Psychology as an approved provider of continuing education for licensed psychologists (#PSY-0145), 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), licensed marriage and family therapists (#MFT-0100), and licensed social workers (#SW-0664); the Ohio Counselor, Social Worker, and Marriage & Family Therapist 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 (#50-1635 – all courses are reported within two business days of completion).
Click here to view all available courses for Teachers
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 National Board of Certified Counselors (NBCC ACEP #5590); the Association of Social Work Boards (ASWB Provider #1046, ACE Program); the Continuing Education Board of the American Speech-Language-Hearing Association (ASHA Provider #AAUM); the American Occupational Therapy Association (AOTA Provider #3159); the Commission on Dietetic Registration (CDR Provider #PR001); the Alabama State Board of Occupational Therapy; the Arizona Board of Occupational Therapy Examiners; the Florida Boards of Social Work, Mental Health Counseling and Marriage and Family Therapy, Psychology and Office of School Psychology, Speech-Language Pathology and Audiology, Dietetics and Nutrition, and Occupational Therapy Practice; the Georgia State Board of Occupational Therapy; the Louisiana State Board of Medical Examiners – Occupational Therapy; the Mississippi MSDoH Bureau of Professional Licensure – Occupational Therapy; the New York State Education Department’s State Board for Psychology as an approved provider of continuing education for licensed psychologists (#PSY-0145), State Board for Mental Health Practitioners as an approved provider of continuing education for licensed mental health counselors (#MHC-0135) and marriage and family therapists (#MFT-0100), and the State Board for Social Workers an approved provider of continuing education for licensed social workers (#SW-0664); the Ohio Counselor, Social Worker and MFT Board (#RCST100501) and Speech and Hearing Professionals Board; the South Carolina Board of Examiners for Licensure of Professional Counselors and Therapists (#193), Examiners in Psychology, Social Worker Examiners, Occupational Therapy, and Examiners in Speech-Language Pathology and Audiology; the Tennessee Board of Occupational Therapy; the Texas Board of Examiners of Marriage and Family Therapists (#114) and State Board of Social Worker Examiners (#5678); the West Virginia Board of Social Work; the Wyoming Board of Psychology; and is CE Broker compliant (#50-1635 – all courses are reported within a few days of completion).
PDResources 