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Unusual Paraphilias – New PDResources Online Continuing Education Course

Unusual Paraphilias

By: Louis R. Franzini, PhD

Unusual Paraphilias is a new 1-hour online continuing education (CE/CEU) course that describes a number of paraphilias and specific fetishes, which are generally quite rare but still fascinating…

Unusual ParaphiliasA paraphilia involves stimulating sexual arousal in someone by an object or fantasy that for most people is commonplace and not sexually related, either directly or symbolically. What you will learn in this course is that there is a clear continuum of unusualness for paraphilias. There are some familiar ones and there are also very many paraphilias reported in the clinical literature which are indeed extremely unusual. This course will include discussions of the eight standard Paraphilic Disorders included in the DSM-5: 1) Voyeuristic Disorder, 2) Exhibitionistic Disorder, 3) Frotteuristic Disorder, 4) Sexual Masochism Disorder, 5) Sexual Sadism Disorder, 6) Pedophilic Disorder, 7) Fetishistic Disorder, and 8) Transvestic Disorders, as well as a number of additional paraphilias and specific fetishes, which are generally quite rare. Course #10-85 | 2015 | 15 pages | 6 posttest questions

Click here to enroll!

This online course provides instant access to the course materials (PDF download) and CE test. Successful completion of the online CE test (80% required to pass, 3 chances to take) and course evaluation are required to earn a certificate of completion. You can print the test (download test from My Courses tab of your account after purchasing) and mark your answers on while reading the course document. Then submit online when ready to receive credit.

ABOUT THE AUTHOR:

Louis R. Franzini, PhD, received his B.S. degree in Psychology from the University of Pittsburgh, his M.A. degree in Clinical Psychology at the University of Toledo, and his Ph.D. in Clinical Psychology from the University of Pittsburgh. He then completed a Postdoctoral Fellowship in Behavior Modification at the State University of New York at Stony Brook (now Stony Brook University). Following the postdoctoral program Dr. Franzini joined the Psychology Department at San Diego State University, where he spent his entire academic career. He retired as Emeritus Professor of Psychology. His international academic experience included appointments as Distinguished Professor of Psychology at the Universite Catholique de Louvain, Louvain-le-Neuve, Belgium and Senior Fellow in the School of Accountancy and Business, Human Resource and Quality Management Division at Nanyang Technological University, Singapore. Dr. Franzini is licensed as a psychologist in Florida and in California.

CE 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 #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).

Original: https://www.pdresources.org/blog_data/unusual-paraphilias-new-online-ce-course/

 

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ASD in Schools is now ASHA-Approved!

Autism Spectrum Disorders in Schools: Evidence-Based Screening and Assessment - 3 Hour Online CE Course

Click on image to view course webpage

This new 3-hour online continuing education course, Autism Spectrum Disorders in Schools: Evidence-Based Screening & Assessment, is now ASHA-approved and available for credit by Speech-Language Pathologists and Audiologists.

Abstract: Epidemiological studies indicate a progressively rising prevalence trend for autism spectrum disorders (ASD) over the past decade. Yet, compared with general population estimates, children with mild to moderate autistic behaviors remain an underidentified and underserved population in our schools. School professionals should be prepared to recognize the presence of risk factors and/or early warning signs of ASD and be familiar with screening and assessment tools in order to ensure that students with ASD are being identified and provided with the appropriate programs and services. The objective of this course is to summarize the empirically-based screening and assessment methodology in ASD and to describe a comprehensive developmental approach for assessing students with ASD. Course #30-53 | 2011 | 43 pages | 40 posttest questions

Learning Objectives:

  1. List the characteristics of the most prevalent types of ASD in schools
  2. Distinguish between DSM diagnosis and IDEA classification schemes
  3. Identify the differences between a dimensional and categorical perspective of ASD
  4. Differentiate among screening, assessment, and diagnosis
  5. Identify a multi-step assessment strategy to screen students with ASD
  6. List the components of a comprehensive developmental assessment for ASD
  7. Identify evidence-based assessment tools available to school practitioners
  8. Name coexisting conditions commonly found in students with ASD

About the Author:

Lee A. Wilkinson, EdD, PhD, NCSP, is an author, applied researcher, and practitioner. He is a nationally certified school psychologist, registered psychologist, chartered scientist, and certified cognitive-behavioral therapist. Dr. Wilkinson is currently a school psychologist in the Florida public school system where he provides diagnostic and consultation services for children with autism spectrum disorders and their families. He is also a university educator and teaches graduate courses in psychological assessment, clinical intervention, and child and adolescent psychopathology. His research and professional writing has focused on behavioral consultation and therapy, and children and adults with Asperger syndrome and high-functioning autism spectrum disorders. He has published numerous journal articles on these topics both in the United States and the United Kingdom. He is the author of the book “A Best Practice Guide to Assessment and Intervention for Autism and Asperger Syndrome in Schools” published by Jessica Kingsley Publishers. Dr. Wilkinson can be reached at http://bestpracticeautism.blogspot.com/.  

Accreditation Statement:

ASHA-Approved ProviderThis course is offered for .3 ASHA CEUs (Intermediate level, Professional area).

ASHA credit expires 2/19/2014. ASHA CEUs are awarded by the ASHA CE Registry upon receipt of the quarterly completion report from the ASHA Approved CE Provider. Please note that the date that appears on ASHA transcripts is the last day of the quarter in which the course was completed.

The month of April is designated as National Autism Awareness Month and is intended as a time of learning for individuals with autism, their families, and the professionals who care for them. We (Professional Development Resources) have pledged to donate a portion of the proceeds from every autism course sold during the month of April to the Autism Society of America. All seven of our Autism courses are on sale during the month as well.

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Psychologists as Crisis Negotiators?

Should psychologists serve as critical incident negotiators for law enforcement agencies? The short answer to this question is no. There are two basic reasons for this answer.

  1. First, in the negotiation process it is always good for the negotiator to start out in as neutral a position as possible from the perpetrator’s perspective. Using a psychologist as a negotiator may lead the perpetrator to think that the authorities believe that he or she is “crazy” and in need of psychological help. These thoughts may further exacerbate an already difficult situation.
  2. Second, negotiation is not therapy. It is sometimes difficult for psychologists to make the transition in thinking from a therapeutic intervention where the ultimate goal is relief of suffering and positive growth to a crisis negotiation situation where the primary goal is the safe release of hostages and the surrender of the perpetrator in as speedy a fashion as possible.

Critical incidents may end with the use of force and possible perpetrator death. This is rarely the outcome in therapy. Participating fully in the negotiation process might also mean sharing information gleaned from the negotiation process (i.e., violating confidentiality) to assist tactical personnel in assault planning and implementation. Some psychologists might find these tasks difficult and potentially unethical.

However, with proper training in law enforcement missions, procedures and protocols, there are several possible roles that psychologists could play on crisis negotiation teams. 

Ethics & Risk Management: Expert Tips III
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The above preview is from our continuing education course, Ethics & Risk Management: Experts Tips III in an article written by Thomas J. Fagan, PhD. This course addresses a variety of ethics and risk management topics in the form of 14 archived articles from The National Psychologist. Topics include: disclosure of records during a legal proceeding, psychologists as crisis negotiators, boundary issues and multiple relationships, HIPAA changes driven by the federal economic stimulus plan, duty-to-warn, treating “perfect” and “not-so-perfect” patients, documentation and use of the internet, psychological response to recession, child safety online, insurance limits on coverage, positioning for change in the healthcare industry, personal versus professional comments in the media, treating several people who have a relationship, and progress towards DSM-V. This course is intended for psychotherapists of all specialties. 2010 | 26 pages | 24 posttest questions | Course #20-40

 
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Posted by on February 15, 2011 in General

 

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