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Course Spotlight: Improving Communication with Your Young Clients

Improving Communication with Your Young Clients is one of our most top-rated online continuing education courses, receiving rave reviews from SLPs, OTs, social workers and psychologists.

Course Abstract:

Improving Communication with Your Young ClientsHealthy 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 #30-33 | 2009 | 62 pages | 20 posttest questions

Customer Reviews:

“This course was great! I loved the examples provided for review and they highlighted the information for learning. Great for all therapists, families, medical and education supporters for our young clients.” – P.C. (SLP)

“I enjoyed this course and would recommend it to others.” R.L. (OT)

“I loved this one..my favorite so far! As a parent and professional, I will be using it immediately!” – J.S. (SLP)

“This was a very good course. I will definitely use this knowledge every day as a school-based COTA. I would highly recommend this course to fellow therapists. Actually, I wish I had taken this course before having had children of my own!” – A.B. (SLP)

“Interesting, a good way to review and think about current caseload of children.” – J.H. (SLP)

“This was by far the best course I’ve completed out of 15+. The materials were informative, clear and concise without being too vague.  Great course.” – K.L. (Social Worker)

“Best course ever! My favorite! Very informative and extremely well written. This is a course that everyone could use in teaching them effective ways to communicate with others at any level.” – L.M. (Psychologist)

“I appreciate the large number of references. Thank you!” – M.R. (SLP)

“Loved all the examples…helped to clarify.” – D.D. (SLP)

“Very good course, with pertinent learning and tools for use with clients, their parents, and teachers/other people involved in client’s care and education.” – J.A.H. (OT)

“This is an excellent course. The topic and ideas are very practical, and since they are written from a therapist viewpoint, they are very applicable to my situation (school OT). The text was straightforward and easy to read, not bogged down in endless reporting of “studies” and “research” (though this was certainly evidence based).” – K.C. (OT)

“Excellent course and reference material-will definitely improve my behavior management during tx. This course will also help me to address consultations with my students’ classroom teachers as the time available to them to understand and manage behavioral differences within the school day is small – this material carries very easy, fast and effective ways to assist these teachers within a small window of time.” – P.S. (SLP)

Learning Objectives:

1. Identify six skills for responding empathically to children’s negative feelings
2. Name ten techniques that help engage children’s cooperation
3. List six skills adults can use to avoid punishment and deliver discipline effectively
4. Identify seven techniques for encouraging children’s autonomy
5. Discriminate between evaluative praise and descriptive praise
6. Name nine temperamental traits that affect therapist/client communication

About the Author:

Adina Soclof, MS, CCC-SLP, a certified Speech Pathologist, received her master’s degree from Hunter College in New York in Communication Sciences. She worked as a Speech Pathologist in preschools for the developmentally disabled in the New York school system before staying home full time with her family. She reentered the workforce as a Parent Educator for Bellefaire Jewish Children’s Bureau facilitating “How to Talk so Kids will Listen and Listen so Kids will Talk,” and “Siblings Without Rivalry” workshops and presentations based on “Raising Your Spirited Child.” Adina also runs workshops based on “How to Talk so Kids can Learn: At Home and at School” for teachers and other mental health professionals. She has been featured at numerous non-profit organizations and private schools in Cleveland. Adina developed TEAM Communication Ventures and conducts parenting and teacher training via telephone nation wide. She lives with her husband and four lively children in Cleveland, Ohio.

CE Information:

Professional Development Resources is recognized as a provider of continuing education by the following:
AOTA: American Occupational Therapy Association (#3159)
APA: American Psychological Association
ASHA: American Speech-Language-Hearing Association (AAUM)
ASWB: Association of Social Work Boards (#1046)
CDR: Commission on Dietetic Registration (#PR001)
NBCC: National Board for Certified Counselors (#5590)
NAADAC: National Association of Alcohol & Drug Abuse Counselors (#00279)
California: Board of Behavioral Sciences (#PCE1625)
Florida: Boards of SW, MFT & MHC (#BAP346); Psychology & School Psychology (#50-1635); Dietetics & Nutrition (#50-1635); Occupational Therapy Practice (#34). PDResources is CE Broker compliant.
Illinois: DPR for Social Work (#159-00531)
Ohio: Counselor, Social Worker & MFT Board (#RCST100501)
South Carolina: Board of Professional Counselors & MFTs (#193)
Texas: Board of Examiners of Marriage & Family Therapists (#114) & State Board of Social Worker Examiners (#5678)
 
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Posted by on March 15, 2012 in General

 

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DSM-5 Critics Pump Up the Volume

By John Gever, Senior Editor, MedPage Today

Not Diseases, but Categories of SufferingWith crunch time looming for the ongoing revision of the psychiatry profession’s diagnostic manual, critics hoping to stop what they see as destructive changes are taking their campaign to the consumer media.

In early February, British psychologists and psychiatrists unhappy with proposed changes in the fifth edition of the American Psychiatric Association’s (APA) Diagnostic and Statistical Manual of Mental Disorders — the DSM-5, in its forthcoming incarnation — staged a successful press conference in London, which generated news coverage around the world.

Meanwhile, the most prominent U.S.-based critic of DSM-5, Allen Frances, MD — chairman of the task force that developed the fourth DSM edition in 1994 — has become a regular contributor to the popular Huffington Post website. Last week, he suggested there that the government should force the APA to abandon some of the proposed changes.

And the explosion in social media has allowed other, less well-connected mental health professionals and interested laypeople to create their own platforms for airing concerns about DSM-5 — starting websites and writing comments on others.

At least in part, the rising furor is driven by the DSM-5 revision schedule. The APA has committed to releasing the final version at its May 2013 meeting. Its internal process for ratifying it requires that it be in essentially final form this winter.

Thus, only a few months remain for critics to sway the DSM-5 leadership.

When Does Grief Become Depression?

DSM-5 Critics Pump Up the VolumeMost of the criticism has focused on a few of the many dozens of changes that the DSM-5 working groups have proposed. These include eliminating the so-called bereavement exclusion in diagnosing major depression and adding new diagnoses for people with mild psychotic-like symptoms and problem child behaviors such as severe, repetitive tantrums.

The complaints have a common theme: that the DSM-5 will medicalize — and therefore stigmatize — normal human behaviors.

At the London press conference, for example, psychiatrist Nick Craddock, director of the Welsh National Centre for Mental Health in the U.K., argued that removing the bereavement exclusion would have such an effect.

Under DSM-IV criteria, someone who has lost a loved one can be diagnosed with major depression only if depression symptoms last longer than two months or if they include features not typical of normal grief, such as suicidal ideation.

The proposals for DSM-5 would drop this caveat, allowing for diagnosis of major depression two weeks after a loved one’s death.

According to the DSM-5 working group on depressive disorders, there is no evidence to justify an exclusion for grief but not for other stressors such as divorce, sudden physical disability, or losing one’s home or job.

Defenders of the proposal have also argued that individuals with normal grief may benefit from counseling, which may not be covered by insurance without a DSM-sanctioned diagnosis.

Craddock agreed, but countered that such individuals “did not need a label saying they had a mental illness.”

Similar complaints have been leveled at the proposed new diagnosis of attenuated psychosis syndrome. Its proponents intended it to cover people with persistent but mild hallucinatory symptoms and disturbed thinking — mild enough that the individuals recognize that they aren’t real, but serious enough to find the symptoms bothersome.

In a commentary published in the Feb. 18 issue of The Lancet, two researchers said it would be “premature” to include the syndrome in the DSM.

Paolo Fusar-Poli, MD, of King’s College London, and Alison R. Yung, PhD, of the University of Melbourne in Australia, said that, from the evidence so far, the population likely to receive the diagnosis “is heterogeneous in presentation, clinical needs, and outcome” — and thus too ill-defined without more research and additional diagnostic criteria.

‘Shrinking the Pool of Normality’

Shrinking the Pool of NormalityOne British psychologist, referring to the DSM-5 as a whole, told the Guardian newspaper that its proposals “are likely to shrink the pool of normality to a puddle.”

They also allege that, by expanding the number of people potentially qualifying for a psychiatric diagnosis, DSM-5 will inevitably increase the number treated with drugs.

Another of the speakers at the London press conference, David Pilgrim, of the University of Central Lancashire in Preston, England, called it “hard to avoid the conclusion that DSM-5 will help the interests of the drug companies.”

Former New England Journal of Medicine editor Marcia Angell, MD, noted last year in the New York Review of Books that more than half of DSM-5 working group members had “significant industry interests.”

Frances, too, has written that the DSM-5 will be a “bonanza for the pharmaceutical industry.” But most of his criticisms, which he took public in 2009, have focused on the revision process.

He has been especially concerned with delays in the process — the APA had originally scheduled publication of DSM-5 for this May, but decided in 2009 to push it back one year — and what he believes has been a resulting rush to deliver a final product.

He has repeatedly called on the APA to abandon the revision in its current form. Recently he argued that the Obama administration’s decision to delay implementation of the ICD-10 classification system in the U.S. undercut the APA’s arguments for the May 2013 deadline for DSM-5.

DSM-5 Leaders Stand Their Ground

In a conversation with MedPage Today, APA President John Oldham, MD, and DSM-5 task force chairman David Kupfer, MD, defended their handling of the revision and argued that many of the criticisms were off-base.

For starters, Kupfer said, the proposed revisions were still open to change or abandonment. The DSM-5 will assume its near-final form in June or July, he said — meaning that the APA’s annual meeting in May would provide another forum to debate the changes.

“[The proposals] are still open to revision,” he said. “The door is still very much open.”

Oldham said he was satisfied with the process so far. “It’s an enormously long, and difficult, and challenging thing to do,” he said. “We’re not going to get it perfect. I don’t think anybody could. I don’t think any previous edition could.”

Oldham and Kupfer also argued in favor of removing the bereavement exclusion from the depression criteria.

Said Kupfer, “If patients are suffering not from normal sadness or grief, but are suffering from a severity of symptoms that constitute clinical depression, and need intervention, and they want help, that they should not be prevented from getting the appropriate care that they need because somebody tells them that, well, this is what everybody has when they have a loss.”

Oldham noted that extreme sadness can be triggered by any number of events — natural disasters, physical disability, job losses — yet the DSM-IV created an exclusion only for “bereavement.”

He also pointed out that there are “ranges of heritable risk for major depression” — suggesting that depression may in some sense be normal, yet deserving treatment nonetheless.

The DSM’s overarching purpose, Oldham said, is to enable “patients who need treatment [to] get it.”

Kupfer conceded that field trials of the revised criteria, by design, were not testing whether the changes would increase or decrease the number of people receiving a particular diagnosis. As a result, the critics’ worries won’t be refuted or confirmed until after the revisions go into effect.

“We won’t get 100% consensus on all the proposals,” Oldham said. “That would be totally unrealistic. But I personally think it’s been a thorough and careful process. We’re going to have disagreement. That’s going to happen.”

Source: http://www.medpagetoday.com/Psychiatry/DSM-5/31416

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Posted by on March 12, 2012 in General

 

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License Renewal & Continuing Education Information for Louisiana Psychologists

Louisiana psychologist licenses expire annually on July 31st.

Louisiana psychologists can earn all 30 hours for renewal online!Each psychologist is required to complete 30 hours of credit of continuing education within the biennial reporting period, with 2 of the 30 in ethics or forensics. [Odd licensees report on odd years, even licensees report in even years (i.e., License #3120 reports in 2012)].

The biennial reporting period is July 1st through June 30th (i.e., July 1, 2011 through June 30, 2013).

Professional Development Resources is approved by the American Psychological Association (APA) to sponsor continuing education for psychologists. Louisiana psychologists can earn all 30 hours for renewal through online (home study) coursework offered @ http://www.pdresources.org/Courses/Psychology/Online/CourseID/1/.

Licensees can accumulate continuing education hours of credit in six primary ways:

  • completion for credit of a graduate level course, sponsored by an acceptable institution of higher education
  • documentation, by the instructor, of the completion of at least 75 percent of any audited graduate level course which is sponsored by an acceptable institution of higher education
  • preparation and teaching of a graduate level psychology course in an accredited institution of higher education;
  • completion of continuing education activities conducted or approved by an acceptable institution or organization
  • preparation and teaching of a seminar or workshop conducted under the sponsorship of an acceptable institution or organization
  • registered attendance at a professional meeting, conference, or convention which lasts one full day or longer

Acceptable continuing education activities are defined as:

  • formally organized and planned instructional experiences
  • programs which have objectives compatible with the post-doctoral educational needs of the licensed psychologist
  • professional meetings, conferences, or conventions lasting one full day or longer which are designed to promote professional development

The board will recognize the following as acceptable sponsors of the continuing education requirements:

  • accredited institutions of higher education
  • hospitals which have approved Regional Medical Continuing Education Centers
  • hospitals which have APA approved doctoral internship training programs
  • national, regional, or state professional associations, or divisions of such associations, which specifically offer or approve graduate or post-doctoral continuing education training
  • American Psychological Association (APA) approved sponsors and activities offered by APA (including home study courses)
  • activities sponsored by the Board of Examiners of Psychologists
  • activities sponsored by the Louisiana Department of Health and Hospitals or its subordinate units and approved by the chief psychologist of the sponsoring state office

Louisiana State Board of Examiners of Psychologists: http://www.lsbep.org/

 
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Posted by on February 21, 2012 in General

 

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Florida Psychology License Renewal & Continuing Education

Florida psychologists have an upcoming license renewal deadline of May 31, 2012.

Every licensee must complete 40 hours of approved continuing psychological education (CE) within the two year licensure period (biennium) including 2 hours on the prevention of medical errors, 3 hours on ethics and Florida laws, and 2 hours on domestic violence (every third renewal).

Professional Development Resources is approved by the American Psychological Association (APA) to sponsor continuing education for psychologists. Professional Development Resources maintains responsibility for all programs and content. Professional Development Resources is also approved by the Florida Board of Psychology and Office of School Psychology (CE Broker Provider #50-1635 – courses are automatically reported to CE Broker). Florida psychologists may earn all 40 required hours @ pdresources.org.

Questions about CE Broker? Click here for answers to FAQs.

Preventing Medical ErrorsPreventing Medical Errors in Behavioral Health is intended to increase clinicians’ awareness of the types of errors that can occur within mental health practice, how such errors damage clients, and numerous ways they can be prevented. Its emphasis is on areas within mental health practice that carry the potential for “medical” errors. Examples include improper diagnosis, breach of confidentiality, failure to maintain accurate clinical records, failure to comply with mandatory abuse reporting laws, inadequate assessment of potential for violence, and the failure to detect medical conditions presenting as psychiatric disorders (or vice-versa). It includes detailed plans for error reduction and prevention like root cause analysis, habitual attention to patient safety, and ethical and legal guidelines. The course includes numerous cases illustrations to help demonstrate common and not-so-common behavioral health errors and specific practices that can help clinicians become proactive in preventing them. Course #20-10B | 2010 | 31 pages | 15 posttest questions
Ethics and Law in Florida PsychologyEthics & Law in Florida Psychology ensures that Florida-licensed psychologists are fully aware of the ethical and legal privileges and constraints under which they are licensed to practice in the State of Florida. It provides the opportunity for a comprehensive reading of the APA Code of Ethics and the three sets of statutes and rules governing the practice of psychology in Florida. Completing this course will fulfill the requirement that licensed psychologists in Florida complete each biennial renewal period three hours of continuing education on professional ethics and Florida Statutes and rules affecting the practice of psychology. Course #30-06 | 2012 | 40 pages | 21 posttest questions
domestic violenceDomestic Violence: Child Abuse and Intimate Partner Violence is intended to help health professionals maintain a high state of vigilance and to be well prepared with immediate and appropriate responses when abuse is disclosed. There is a special section on the complexity of an abuse victim’s decision about if and when to leave an abuser. This course will teach clinicians to detect abuse when they see it, screen for the particulars, and respond with definitive assistance in safety planning, community referrals, and individualized treatment plans. Course #20-61 | 2012 | 31 pages | 18 posttest questions
 
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Posted by on February 21, 2012 in General

 

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Renewal Information for Iowa Psychologists

Iowa psychologists can earn all 40 hours of continuing education through online courses @ www.pdresources.org

Click to view approved online courses

Psychologists in Iowa must renew their licenses every 2 years, on June 30th of even-numbered years. The current renewal deadline is June 30, 2012. 40 hours of continuing education are required to renew, including 6 hours in ethics, laws/regulations or risk management.

Licensees may earn all 40 hours through online courses offered by APA-approved providers.

Professional Development Resources is approved by the American Psychological Association (APA) to sponsor continuing education for psychologists. Over 100 online courses are available at: http://www.pdresources.org/Index.aspx

Continuing Education Requirements:

The biennial continuing education compliance period shall extend for a two-year period beginning on July 1 of even-numbered years and ending on June 30 of even-numbered years. Each biennium, each person who is licensed to practice as a Psychologist in Iowa shall be required to complete a minimum of 40 hours of continuing education approved by the board.

A continuing education activity which meets all of the following criteria is appropriate for continuing education credit if the continuing education activity:

  • Constitutes an organized program of learning which contributes directly to the professional competency of the licensee
  • Pertains to subject matters which integrally relate to the practice of the profession
  • Is conducted by individuals who have specialized education, training and experience by reason of which said individuals should be considered qualified concerning the subject matter of the program. At the time of audit, the board may request the qualifications of presenters
  • Fulfills stated program goals, objectives, or both
  • Provides proof of completion or attendance

Licensees shall obtain 6 hours of continuing education pertaining to the practice of psychology in any of the following areas: ethical issues, federal mental health laws and regulations, Iowa mental health laws and regulations, or risk management.

A licensee may obtain the remainder of continuing education hours of credit by:

  • Completing training to comply with mandatory reporter training requirements. Hours reported for credit shall not exceed the hours required to maintain compliance with required training.
  • Attending programs/activities that are sponsored by the American Psychological Association or the Iowa Psychological Association.
  • Completing academic coursework that meets the criteria set forth in these rules.
  • Conducting scholarly research or other activities that integrally relate to the practice of psychology, the results of which are published in a recognized professional publication.
  • Preparing new courses that have received approval from the board.
  • Completing home study courses for which a certificate of completion is issued.
  • Completing electronically transmitted courses for which a certificate of completion is issued.
  • Attending workshops, conferences, or symposiums.

Iowa Board of Psychology: http://www.idph.state.ia.us/licensure/board_home.asp?board=psy

 
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Posted by on February 14, 2012 in General

 

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Renewal Information for Maine Psychologists

Psychologists in Maine have an upcoming license renewal deadline of April 30, 2012.

  • 40 hours of continuing education are required to renew (in even-numbered years)
  • 3 hours must be in ethics
  • 20 hours must be in the area of practice

Courses offered by APA-approved providers are accepted by the Maine Board of Examiners of Psychologists.

 

Professional Development Resources is approved by the American Psychological Association (APA) to sponsor online continuing education for psychologists. Maine psychologists can earn all 40 hours through online courses offered at: http://www.pdresources.org/Courses/Psychology/Online/CourseID/1/

Maine Psychologists license renewal April 30 continuing education

Click to view approved online courses

Summary: This chapter requires licensees to update and advance their skills through continuing professional education so that the public may benefit from the most current and effective standards of professional practice.

General Requirements

40 Hours Over Two Years Required for License Renewal

On license renewal applications for even-numbered years, each psychologist and psychological examiner shall attest to the completion of 40 hours of face-to-face or indirect approved continuing professional education directly related to the practice of psychology during the preceding two years of licensure in conformance with the requirements of this chapter. This requirement becomes effective upon the licensee’s second renewal application for an even-numbered year.

Subject-Matter Requirements

Of the 40 hours of continuing professional education required for renewal —

  • A minimum of 3 hours must be earned in the area of ethics;
  • A minimum of 20 hours must be earned in the licensee’s current areas of practice or anticipated areas of future practice; and
  • If the psychologist performs any of the supervisory functions described in Chapter 7, Section 1 of the board’s rules, a minimum of 3 hours must be earned in the skills and principles of supervision.

Continuing Professional Education Activities

Permissible Activities

Continuing professional education is a systematic learning experience directly related to the practice of psychology. Permissible continuing professional education activities include, but are not limited to:

  • Seminar, lecture, conference and workshop;
  • Televised or interactive instruction and established distance learning procedures;
  • Commercially-prepared self-study; published writing and editing of published works;
  • Successful completion of graduate level courses offered by a college or university that is accredited by a regional accrediting agency recognized by the U.S. Department of Education, or in candidacy for accreditation;
  • Literature review resulting in a published work, annotated bibliography or other tangible work product;
  • Documented advanced training under supervision; and
  • Instructional development as described in Section 2(2)(C) and (D) of this chapter.

Limitation of Permissible Activities

  • Continuing professional education credit may not be claimed for elective office or service in professional associations or societies, or for membership on governmental regulatory boards.
  • Continuing professional educational credit may not be claimed for non-instructional time such as lunch, breaks and registration.
  • A licensee may claim no more than 10 hours of continuing professional education credit for development of seminars, workshops, conference presentations, lectures or similar activities. No credit may be claimed for development of an activity that is the same or substantially the same as one for which credit has previously been claimed. No credit may be claimed for actual teaching, presentation or lecture time.
  • A licensee may claim no more than 10 hours of continuing professional education credit for development of academic courses. No credit may be claimed for development of a course that is the same or substantially the same as one for which credit has previously been claimed. No credit may be claimed for actual teaching time.
  • A licensee may claim no more than 10 hours of continuing professional education credit for literature review described in Section 3(1)(E) of this chapter.

Criteria for Approval of Continuing Professional Education Activities

  • The activity must be at least one hour in length;
  • The activity must include specified learning objectives;
  • The instructor must be a psychologist or other professional who has recognized expertise in the specific subject area of the activity;
  • Where appropriate, the announcement materials for the activity must clearly state the name of the sponsor and provider, the name of the individual(s) delivering instruction, the number of contact hours for which the activity has been approved by the board, and the learning objectives of the activity;
  • The activity must distribute its articulated learning goals to participants at the beginning of the activity; and
  • Participants (including licensees who complete commercially-prepared self-study) must be given a certificate of participation or other documentation of completion of the activity stating the hours of continuing professional education credit earned.

Pre-Approved Continuing Professional Education Activities

  • APA or any of its approved sponsors approved through the APA Sponsor Approval System

Hardship Deferment

A licensee may request from the board in writing a deferment of continuing education due to health reasons, military service or other unforeseeable circumstances of genuine hardship. A licensee who receives a deferment shall make up the deferred continuing education according to a schedule determined by the board in consultation with the licensee.

Audit

The licensee’s attestation of completion of continuing professional education is subject to audit. The licensee shall retain, for purposes of audit:

  • The certificate of participation or other documentation
  • The official or unofficial transcript of graduate level courses
  • Evidence of board approval of activities for which specific approval is required
  • Any corroborating or descriptive material that explains the nature and scope of a continuing education activity for which specific board approval is not required

Maine Board of Examiners of Psychologists: http://www.maine.gov/pfr/professionallicensing/professions/psychologists/index.htm

 
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Posted by on February 3, 2012 in General

 

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Change to CE Requirements for Rhode Island Psychologists

Rhode Island-licensed psychologists have moved to a biennial renewal on June 30th of even-numbered years (previously annual by 5/31). Renewal applications are due by 6/1 of even-numbered years.

Professional Development Resources is approved by the American Psychological Association (APA) to sponsor continuing education for psychologists. Professional Development Resources maintains responsibility for all programs and content. Over 100 online courses are available at: http://www.pdresources.org/Index.aspx

Rhode Island Psychologists can earn all 24 continuing education hours online

Click to view APA-approved online CE

 
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Posted by on February 2, 2012 in General

 

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