Category Archives: Mental Health

News and continuing education information for mental health professionals

Blood Sugar Regulation and Mood Swings

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The Glucose–Mood Axis

The brain depends on a continuous glucose supply, yet it cannot store glucose itself. Maintaining consistent blood sugar regulation is essential for regulating emotions, preventing mood swings, and cognitive performance. Blood sugar fluctuations – hyperglycemia followed by reactive hypoglycemia – can mimic or exacerbate psychiatric symptoms.

The brain depends on a continuous glucose supply, yet it cannot store glucose itself. Maintaining consistent blood sugar regulation is essential for regulating emotions and cognitive performance. Blood sugar fluctuations - hyperglycemia followed by reactive hypoglycemia - can mimic or exacerbate psychiatric symptoms.

Symptoms of dysglycemia include:

  • Anxiety, restlessness, or panic
  • Irritability or anger outbursts
  • Fatigue and brain fog
  • Cravings for sugar or stimulants
  • Sleep disturbances and morning headaches

Chronic glycemic instability contributes to oxidative stress, HPA axis dysregulation, and alterations in neurotransmitter synthesis – particularly serotonin and dopamine. Most Americans consume far too many carbohydrates and not enough necessary fat and dietary cholesterol. On average, most Americans are consuming about 225-300 grams of carbohydrates, making it very difficult for the rest of the body to keep up with the high demand, especially the pancreas, where insulin is produced. An overabundance of carbohydrates can create dysglycemia, which impacts the brain and leads to mental health and neurological concerns.

Insulin Resistance and Depression

Insulin resistance, a hallmark of metabolic dysfunction, reduces glucose transport into neurons, leading to “energy starvation” of the brain. Research indicates a strong bidirectional relationship between depression and insulin resistance (Gruber et al., 2023). Inflammatory cytokines, such as TNF-α and IL-6, further impair insulin signaling, thereby perpetuating neuroinflammation.

Individuals with metabolic syndrome often exhibit hippocampal atrophy, decreased brain-derived neurotrophic factor (BDNF), and poor stress tolerance – factors that increase vulnerability to mood disorders.

Cortisol, Stress, and Blood Sugar

Cortisol acts as a glucocorticoid hormone that mobilizes glucose during stress. Short-term activation is adaptive; however, chronic cortisol elevation from prolonged stress or poor sleep drives muscle catabolism, insulin resistance, and visceral fat deposition.

High cortisol simultaneously suppresses serotonin synthesis and impairs GABA signaling, heightening anxiety and mood instability. Nutritional strategies that stabilize blood sugar – such as regular balanced meals and complex carbohydrates – help regulate cortisol rhythms.

Chronic cortisol elevation from prolonged stress dysregulates the hypothalamic–pituitary–adrenal (HPA) axis, impairing the brain’s ability to maintain balance between stress and recovery. Persistently high cortisol levels damage neurons in the hippocampus, reducing memory and emotional regulation, while simultaneously enhancing activity in the amygdala, which heightens fear and anxiety responses. This imbalance leads to sleep disruption, blood sugar instability, and neurotransmitter depletion – particularly of serotonin, dopamine, and GABA – all of which are crucial for mood stability (Hersey et al., 2022). Over time, these physiological changes contribute to depression, anxiety, irritability, and cognitive decline, reinforcing a cycle of chronic stress and mental health vulnerability.

The adrenal glands are designed to maintain high cortisol levels only for brief periods. Once we have exhausted that capacity, the cortisol levels start to fall. This dramatic reduction in cortisol can also leave us feeling apathetic and having low energy, brain fog, and anxiety/depression symptoms.

The Role of Reactive Hypoglycemia

Reactive hypoglycemia occurs 2–4 hours post-meal and results from excessive insulin release. Symptoms can mimic anxiety attacks due to catecholamine release. Clinically, these clients often benefit from:

  • Eating balanced meals every 4-5 hours. (This gives the digestive tract enough time between meals and time for leptin/ghrelin and insulin to reset to base level as it should.)
  • Including protein and healthy fats at each meal.
  • Limiting refined carbohydrates and caffeine.
  • Supporting adrenal health with B vitamins, magnesium, and adaptogenic herbs.

Ketones and Cognitive Clarity

For some individuals, mild nutritional ketosis – achieved through lower-carbohydrate, higher-fat diets – can stabilize mood and enhance focus by providing ketones (β-hydroxybutyrate) as an alternative brain fuel (Borrego Ruiz & Borrego, 2025). Ketones exhibit neuroprotective and anti-inflammatory effects and increase mitochondrial efficiency. However, ketogenic interventions should be personalized, particularly in individuals with adrenal exhaustion or eating disorder histories.

The above is a course excerpt from Nutritional Psychology: Bridging Brain, Body, and Behavior, a 2-hour online continuing education (CE/CEU) course that explores the relationship between food and mood, and how lifestyle factors influence mental health outcomes.

Nutritional Psychology: Bridging Brain, Body, and Behavior

Professional Development Resources, a small Florida nonprofit educational corporation 501(c)(3) organized in 1992, 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 National Board of Certified Counselors (NBCC ACEP #5590); the Association of Social Work Boards (ASWB #1046, ACE Program); the Continuing Education Board of the American Speech-Language-Hearing Association (ASHA #AAUM); the American Occupational Therapy Association (AOTA #3159); the Commission on Dietetic Registration (CDR Prior Approval Program); the Florida Board of Clinical Social Work, Marriage & Family Therapy, and Mental Health Counseling, Board of Psychology, Office of School Psychology, Board of Speech-Language Pathology & Audiology, Board of Occupational Therapy, and Dietetics and Nutrition Practice Council; 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 as an approved provider of continuing education for licensed social workers (#SW-0664); the South Carolina Board of Professional Counselors and Marriage & Family Therapists (#193); the Texas Board of Examiners of Marriage and Family Therapists (#114) and State Board of Social Worker Examiners (#5678); and is CE Broker compliant (#50-1635 – completions are reported next business day, currently reporting for 50+ boards). Learn more about us.

Target Audience: Psychologists, School Psychologists, Counselors, Social Workers, Marriage & Family Therapists (MFTs), Speech-Language Pathologists (SLPs), Occupational Therapists (OTs), Registered Dietitian Nutritionists (RDNs), and Teachers

Enjoy 20% off all online continuing education (CE/CEU) courses @pdresources.org! Click here for details.

Nutritional Psychology – New Online CE Course

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Nutritional Psychology: Bridging Brain, Body, and Behavior is a new 2-hour online continuing education (CE/CEU) course that explores the relationship between food and mood, and how lifestyle factors influence mental health outcomes.

Nutritional Psychology: Bridging Brain, Body, and Behavior is a 2-hour online continuing education (CE/CEU) course that explores the relationship between food and mood, and how lifestyle factors influence mental health outcomes.

Nutritional psychology is an emerging interdisciplinary field that examines the dynamic relationship between dietary patterns, nutrient status, and mental health outcomes. This course introduces the foundational principles of nutritional psychology, emphasizing the bidirectional relationship between nutrition, neurobiology, and psychological functioning.

Historically, mental health care has focused primarily on psychotherapy and pharmacologic interventions; however, growing evidence demonstrates that diet quality, nutrient availability, gut microbiota, and metabolic health significantly influence mood regulation, cognitive function, and stress resilience. Key biological mechanisms underlying this relationship include neurotransmitter synthesis, immune signaling, endocrine regulation through the hypothalamic–pituitary–adrenal (HPA) axis, and communication along the microbiota–gut–brain axis.

Current research highlights several nutritional factors associated with mental health outcomes, including whole-diet interventions such as Mediterranean-style dietary patterns, omega-3 fatty acids, micronutrient sufficiency, and the impact of ultra-processed food consumption. Additionally, hormonal balance, macronutrient distribution, and micronutrient cofactors play critical roles in the synthesis and regulation of neurotransmitters such as serotonin, dopamine, acetylcholine, glutamate, and gamma-aminobutyric acid (GABA). Chronic stress, inflammation, gut dysbiosis, and trauma-related dysregulation of the HPA axis further complicate the relationship between diet and psychological well-being.

Through a biopsychosocial lens, this course also explores how lifestyle factors — including sleep, movement, hydration, and social connection — interact with nutrition to influence mental health outcomes. Clinical case studies illustrate how chronic trauma, dietary insufficiency, medication use, and physiological dysregulation converge to affect both psychological and physical health. Collectively, the evidence supports integrating nutritional assessment and intervention into mental health care as an adjunctive, individualized approach. Nutritional psychology therefore offers a promising framework for bridging brain, body, and behavior while expanding collaborative care models aimed at improving both mental and physical health outcomes.

Course Outline:

  • Introduction
  • Section 1: Nutrition and Mental Health
  • Section 2: Neurotransmitters and Mood
  • Section 3: Macronutrients and Mood
  • Section 4: Micronutrients and Mood
  • Section 5: Trauma-Informed Nutritional Psychology
  • Section 6: Ethical Collaborative Care
  • Conclusion

Course #21-66 | 2026 | 15 posttest questions | Mobile-Friendly

Nutritional Psychology: Bridging Brain, Body, and Behavior

Professional Development Resources, a small Florida nonprofit educational corporation 501(c)(3) organized in 1992, 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 National Board of Certified Counselors (NBCC ACEP #5590); the Association of Social Work Boards (ASWB #1046, ACE Program); the Continuing Education Board of the American Speech-Language-Hearing Association (ASHA #AAUM); the American Occupational Therapy Association (AOTA #3159); the Commission on Dietetic Registration (CDR Prior Approval Program); the Florida Board of Clinical Social Work, Marriage & Family Therapy, and Mental Health Counseling, Board of Psychology, Office of School Psychology, Board of Speech-Language Pathology & Audiology, Board of Occupational Therapy, and Dietetics and Nutrition Practice Council; 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 as an approved provider of continuing education for licensed social workers (#SW-0664); the South Carolina Board of Professional Counselors and Marriage & Family Therapists (#193); the Texas Board of Examiners of Marriage and Family Therapists (#114) and State Board of Social Worker Examiners (#5678); and is CE Broker compliant (#50-1635 – completions are reported next business day, currently reporting for 50+ boards). Learn more about us.

Target Audience: Psychologists, School Psychologists, Counselors, Social Workers, Marriage & Family Therapists (MFTs), Speech-Language Pathologists (SLPs), Occupational Therapists (OTs), Registered Dietitian Nutritionists (RDNs), and Teachers

Enjoy 20% off all online continuing education (CE/CEU) courses @pdresources.org! Click here for details.

Interjurisdictional Practice in Telehealth

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As the first step in considering the use of telehealth, a determination must be made about the legality and ethics of providing remote services to a client in a location different from that of the therapist (interjurisdictional practice). Providers must strive to be knowledgeable, and to remain abreast of relevant laws, mandates, and regulations governing telehealth service delivery both within the jurisdictions in which they are situated and the jurisdictions where their patients or clients are located.

Considering the legality and ethics of interjurisdictional practice is the first step in providing remote therapy via telehealth.

The emphasis here is on the client’s location, since this is the legal locus of service, regardless of the therapist’s location. Unfortunately, telehealth rules and regulations vary from state to state. The issue of providing telehealth services to a client in another state is the difference in regulations that can impact practice. These include:

  • Mandatory reporting of suspected abuse or neglect of a child, older adult, or person with a disability.
  • Sexual misconduct by the clinician.
  • Clinician impairment (drugs, alcohol).
  • Improper or fraudulent billing.
  • Other laws governing mental health, addictions, duty to protect clients and third parties, and clinician–client privilege.

Interjurisdictional practice poses ethical and legal challenges that professional organizations are addressing through interstate compacts. Compacts reduce the barriers for healthcare providers to offer services in multiple states, improving access to care for patients, especially in underserved areas.

The National Center for Interstate Compacts (NCIC), established in 2004, helps states collaborate on policy issues for the creation of interstate compacts. The Multi-Discipline Licensure Resource Project provides a licensure compact resource hub @ https://licensureproject.org/.

Psychologists

PSYPACT is a resource that helps to resolve state-by-state issues. PSYPACT is the Psychology Interjurisdictional Compact, designed to facilitate the practice of telepsychology and the temporary in-person, face-to-face practice of psychology across state boundaries. Psychologists with a doctoral degree and a current, active psychology license in at least one PSYPACT state can apply to practice in other PSYPACT states under this agreement.

PSYPACT is unique in that it allows psychologists in the compact to provide only two limited and specific services: telepsychology and/or temporary in-person face-to-face services. Separate application processes, and a separate annual renewal, are required to provide these services. Learn more @ https://psypact.gov/.

School Psychologists

The Council of State Governments (CSG) is partnering with the Department of War (DoW) and the National Association of School Psychologists (NASP) to support the mobility of school psychologists through the development of the Interstate Compact for School Psychologists (ICSP). This compact is still in the early stages. Learn more @ https://schoolpsychcompact.org/.

Counselors

Since 2019, ACA has been working with the National Center for Interstate Compacts to create and operationalize a compact for counselors — and now the Counseling Compact is operational. To participate in the Counseling Compact, states must adhere to a variety of requirements, including that licensees pass a nationally recognized exam and have completed a master’s in counseling and supervised postgraduate professional experience. Counselors who are licensed and living in a compact member state will be allowed to practice telehealth and in-person counseling in other member states through the compact’s equivalent to a license, called the “privilege to practice.” Learn more @ https://www.counseling.org/advocacy/counseling-compact.

Social Workers

In 2024, the Council of State Governments (CSG) partnered with the Department of War (DoW) and the Association of Social Work Boards (ASWB) to establish the Social Work Licensure Compact to support the mobility of licensed social workers. This compact is in the early stages of development. To join the compact, states must license and regulate social work, require that licensees pass a national qualifying exam, and require that licensees graduate from an accredited social work program corresponding to the category of licensure sought. Learn more @ https://swcompact.org/.

Marriage and Family Therapists (MFTs)

The AAMFT has decided against establishing a state-level licensure compact and has chosen to concentrate on formulating model licensure portability laws within each state. The model licensure portability laws proposed by AAMFT are designed to offer complete endorsement for MFTs, allowing an individual’s qualifications for an MFT license in one state to be utilized for licensure in another participating state (WWAMI, 2025).

Speech-Language Pathologists (SLPs) and Audiologists

The Audiology & Speech-Language Pathology Interstate Compact (ASLP-IC) facilitates the interstate practice of audiology and speech-language pathology while maintaining public protection. Learn more @ https://aslpcompact.com/.

Occupational Therapists (OTs)

The Occupational Therapy Licensure Compact (OT Compact) is an interstate compact, or formal agreement among states, that facilitates interstate practice of occupational therapy. Learn more @ https://otcompact.gov/.

Registered Dietitians (RDs)

The Council of State Governments (CSG) is partnering with the Department of Defense (DoD) and The Academy of Nutrition and Dietetics (AND) to support the mobility of licensed dietitians through the development of a new interstate compact. Learn more @ https://compacts.csg.org/compact-updates/the-interstate-compact-for-dietitians/.

States

A few states have licenses or telehealth specific exceptions that allow an out-of-state provider to render services in a state where they are not located. For example, Florida has established a comprehensive framework for telehealth services, allowing both in-state and out-of-state practitioners to provide care under specific regulations. Learn more @ https://flhealthsource.gov/telehealth/.

Arizona, Delaware, Georgia, and West Virginia have also passed permanent legislation allowing certain healthcare providers to provide telehealth services to in-state patients. New Hampshire has expanded their provider types eligible to use telehealth to include psychologists and mental health practitioners (WWAMI, 2025).

Healthcare providers must remain vigilant about the evolving telehealth regulations, particularly regarding licensure and billing practices across state lines. Staying informed and prepared will be crucial for successfully navigating the complexities of providing telehealth services in a multi-state environment. An online resource for telehealth regulations state-by-state can be found here: https://www.ebglaw.com/telemental-health-laws-app/

Telehealth policies are changing rapidly. The CCHP provides federal and state specific telehealth policies @ https://www.cchpca.org/topic/cross-state-licensing-professional-requirements/.

According to the CCHP, the physical location of the patient – which should be verified at the start of each telehealth session – determines which state regulations to apply to avoid practicing without a license or jeopardizing malpractice insurance.

The objectives of interstate occupational licensure agreements are to enhance the efficiency of licensing procedures and to facilitate access to services, all while ensuring public safety. Various mechanisms have been implemented by states and professional advocacy groups to ease the process of licensure across state lines. The most prevalent of these mechanisms are interstate compacts.

Interstate licensure compacts could potentially mitigate workforce shortages in regions with high demand, allowing practitioners to practice more conveniently across state borders. Nevertheless, while these approaches reduce regulatory barriers and streamline the licensure process between states, they do not enhance the overall national supply of providers, and the extent to which these measures enhance access to health services remains to be seen.

Telehealth: Ethics and Best Practices

Telehealth, also known as teletherapy, telepractice, telepsychology, telerehabilitation (and a variety of other names), involves participating in therapeutic services through a digital platform. Patients can consult with their healthcare provider via computer, tablet, or smartphone without needing to visit their office. Telehealth is particularly beneficial for individuals in remote areas or those who have difficulty accessing traditional medical facilities. It encompasses a range of services, including virtual visits, health education, and remote patient monitoring.

The primary and most obvious difference between telehealth and in-person treatment is the fact that the patient is not in the same room as the clinician. This lack of physical presence can limit the range of information available or how accurately it is observed. Communication can be influenced by camera angle, screen size, room characteristics, and other technical factors like bandwidth that may result in poor-quality video and/or audio and prohibit the observation of all behaviors.

Telehealth: Ethics and Best Practices is a 3-hour online continuing education (CE/CEU) course that examines ethical principles and best practices in remote online therapy.

This course will provide an introduction to telehealth, discuss the pros and cons, address ethical considerations (such as competence, informed consent, HIPAA, etc.), how to get started with telehealth (including when to use, not use, or when to combine services), offer practice tips (including camera positioning and cultivating trust), and discuss evidence-based uses for mental health, nutrition, speech, and occupational therapy.

A final section will offer best practices for telehealth in mental health, nutrition therapy, speech therapy, and occupational therapy. Self-efficacy, and how to enhance it, is also discussed.

Telehealth: Ethics and Best Practices

Professional Development Resources, a small Florida nonprofit educational corporation 501(c)(3) organized in 1992, 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 National Board of Certified Counselors (NBCC ACEP #5590); the Association of Social Work Boards (ASWB #1046, ACE Program); the Continuing Education Board of the American Speech-Language-Hearing Association (ASHA #AAUM); the American Occupational Therapy Association (AOTA #3159); the Commission on Dietetic Registration (CDR Prior Approval Program); the Florida Board of Clinical Social Work, Marriage & Family Therapy, and Mental Health Counseling, Board of Psychology, Office of School Psychology, Board of Speech-Language Pathology & Audiology, Board of Occupational Therapy, and Dietetics and Nutrition Practice Council; 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 as an approved provider of continuing education for licensed social workers (#SW-0664); the South Carolina Board of Professional Counselors and Marriage & Family Therapists (#193); the Texas Board of Examiners of Marriage and Family Therapists (#114) and State Board of Social Worker Examiners (#5678); and is CE Broker compliant (#50-1635 – completions are reported next business day, currently reporting for 50+ boards). Learn more about us.

Target Audience: Psychologists, School Psychologists, Counselors, Social Workers, Marriage & Family Therapists (MFTs), Speech-Language Pathologists (SLPs), Occupational Therapists (OTs), Registered Dietitian Nutritionists (RDNs), and Teachers

Enjoy 20% off all online continuing education (CE/CEU) courses @pdresources.org! Click here for details.

Telehealth – New Online CE Course

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Telehealth: Ethics and Best Practices is a new 3-hour online continuing education (CE/CEU) course that examines ethical principles and best practices in remote online therapy.

Telehealth: Ethics and Best Practices is a 3-hour online continuing education (CE/CEU) course that examines ethical principles and best practices in remote online therapy.

Telehealth, also known as teletherapy, telepractice, telepsychology, telerehabilitation (and a variety of other names), involves participating in therapeutic services through a digital platform. Patients can consult with their healthcare provider via computer, tablet, or smartphone without needing to visit their office. Telehealth is particularly beneficial for individuals in remote areas or those who have difficulty accessing traditional medical facilities. It encompasses a range of services, including virtual visits, health education, and remote patient monitoring.

The primary and most obvious difference between telehealth and in-person treatment is the fact that the patient is not in the same room as the clinician. This lack of physical presence can limit the range of information available or how accurately it is observed. Communication can be influenced by camera angle, screen size, room characteristics, and other technical factors like bandwidth that may result in poor-quality video and/or audio and prohibit the observation of all behaviors.

This course will provide an introduction to telehealth, discuss the pros and cons, address ethical considerations (such as competence, informed consent, HIPAA, etc.), how to get started with telehealth (including when to use, not use, or when to combine services), offer practice tips (including camera positioning and cultivating trust), and discuss evidence-based uses for mental health, nutrition, speech, and occupational therapy.

A final section will offer best practices for telehealth in mental health, nutrition therapy, speech therapy, and occupational therapy. Self-efficacy, and how to enhance it, is also discussed.

Telehealth Outline:

  • Introduction
  • Section 1: Pros (and Cons) of Telehealth
  • Section 2: Ethical Considerations
  • Section 3: Getting Started with Telehealth
  • Section 4: Telehealth Practice Tips
  • Section 5: Evidence-Based Uses for Telehealth
  • Section 6: Best Practices
  • Summary and Conclusions
  • Resources

Florida: This course meets the “telehealth” license renewal requirement for counselors, social workers, and MFTs (we report to CE Broker for you – for all other professions it will count for “ethics” credit when applicable).

RDNs/SLPs/OTs: This course is undergoing approval by CDR/ASHA/AOTA.

Course #31-57 | 2026 | 20 posttest questions | Mobile-Friendly

Telehealth: Ethics and Best Practices

Professional Development Resources, a small Florida nonprofit educational corporation 501(c)(3) organized in 1992, 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 National Board of Certified Counselors (NBCC ACEP #5590); the Association of Social Work Boards (ASWB #1046, ACE Program); the Continuing Education Board of the American Speech-Language-Hearing Association (ASHA #AAUM); the American Occupational Therapy Association (AOTA #3159); the Commission on Dietetic Registration (CDR Prior Approval Program); the Florida Board of Clinical Social Work, Marriage & Family Therapy, and Mental Health Counseling, Board of Psychology, Office of School Psychology, Board of Speech-Language Pathology & Audiology, Board of Occupational Therapy, and Dietetics and Nutrition Practice Council; 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 as an approved provider of continuing education for licensed social workers (#SW-0664); the South Carolina Board of Professional Counselors and Marriage & Family Therapists (#193); the Texas Board of Examiners of Marriage and Family Therapists (#114) and State Board of Social Worker Examiners (#5678); and is CE Broker compliant (#50-1635 – completions are reported next business day, currently reporting for 47 boards). Learn more about us.

Target Audience: Psychologists, School Psychologists, Counselors, Social Workers, Marriage & Family Therapists (MFTs), Speech-Language Pathologists (SLPs), Occupational Therapists (OTs), Registered Dietitian Nutritionists (RDNs), and Teachers

Enjoy 20% off all online continuing education (CE/CEU) courses @pdresources.org! Click here for details.

Suicide and Social Media: Established Connections

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Information shared by Social Media Victims Law Center

Over the last ten years, there has been a significant rise in the risk of teenage suicide. Although several factors play a role in an individual’s choice to take their life, recent studies have established connections between mental health issues such as depression and suicidal ideation, and social media usage.

Over the last ten years, there has been a significant rise in the risk of teenage suicide. Although several factors play a role in an individual’s choice to take their life, recent studies have established connections between mental health issues such as depression and suicidal ideation, and social media usage.

About 46,000 people died by suicide in the United States in 2020, according to the Centers for Disease Control and Prevention (CDC) (1). People die by suicide at a rate of 14 per 100,000. Among children and young adults, 10 to 24, the suicide rate is 10.7 per 100,000 (2), and suicide is the second-leading cause of death among this age group (3).

While several studies have found a correlation between social media and internet use and suicide, determining a causal relationship between the two is difficult. Many factors contribute to an individual’s decision to end their life. However, researchers (4) have determined that social media can increase the suicide risk in several ways while also potentially contributing to suicide prevention.

How Has Social Media Use Affected Teen Suicide Rate?

Researchers have linked several aspects of social media use to depression and higher suicide risk.(5) And according to the CDC, the suicide rate for male teens increased 31 percent between 2007 and 2015 and female teen suicides hit a 40-year high in 2015.(6)

Over the past decade, the rate of teen suicide has risen dramatically. At the same time, social media use has also risen among teens. The first factor that has caused an increase in suicide prevalence rates among teens on social media is overuse.  A 10-year longitudinal study at BYU discovered that teenage girls who spent two to three hours daily on social media at age 13 were at a higher risk for suicide as young adults.(7) Researchers concluded that girls and women are more relationally attuned and more sensitive to posts not being well-received comparisons, and lack of online connections. They also tend to be more emotionally attached to the content they post, while boys tend more often to post and read funny content, according to a Pew Research Center report.(8) A blog quoting social media expert Jamie Zelazny notes that teens of both genders who report using social media platforms more than two hours a day experience poor mental health outcomes, including suicidal thoughts.

A second factor is the content to which teens expose themselves. Teens sometimes fall victim to posts encouraging unhealthy challenges. A University of Utah blog discusses the Blue Whale challenge, which encourages teens on Snapchat to engage in unhealthy behaviors such as cutting or burning that lead to suicide.(9) Following people who have a negative influence and passively scrolling tend to negatively affect health more than actively engaging and posting, the BYU research showed.

How Social Media Bullying Might Contribute to Increased Teen Suicide Rates

Social media use and overuse can make young people more vulnerable to cyberbullying. NBC News recently documented the case of 15-year-old Sadie Riggs. Other students constantly taunted Sadie for having red hair and braces in school hallways and on social media. Some posts encouraged her to kill herself, and she eventually did.(10)

A systematic review has shown a link between suicidal behavior and being a victim of cyberbullying.(11) This causal relationship was most significant among kids who had other mental health issues or negative life influences or who were also victims of traditional bullying. Also, studies have tied social media use to an increased risk of anxiety disorders, depression, and suicidal ideas.(12)

Warning Signs of Teen Suicide

Parents who believe their child is considering suicide should seek help right away. Here are other warning signs that a teen may be considering suicide:

  • Self-destructive behaviors, such as an increased use of alcohol, drugs, and cutting
  • Withdrawing socially
  • Expressions of feeling trapped or hopeless
  • Noticeable changes in routines, especially sleeping and eating
  • Giving away possessions without explanation
  • Personality changes and wide mood swings
  • Loss of interest in schoolwork or previously enjoyable activities
  • Physical complaints that seem to lack a physical cause, such as stomachaches or fatigue
  • Unnecessary risk-taking
  • Neglecting their appearance
  • Failing to respond to praise
  • Feeling bored or expressing boredom frequently
  • Writing suicide notes
  • Seeming preoccupied with death or expressing weird sentiments
  • Problems focusing

Teenage years are stressful. Regular developmental changes coupled with other life events can put boys and girls at risk for depression and suicide. Johns Hopkins University statistics show that girls are more likely to attempt suicide than boys, but boys are four times as likely to succeed.(14)

Suicide threats are a cry for help and should never be ignored, JHU says. In fact, the most significant predictor of whether someone will take their own life is whether they’ve previously expressed suicidal thoughts, according to DW.(15)

Getting Help for Your Suicidal Teen

If you notice signs of suicidal thoughts or plans, here are ways to help your teen:

  • Keep the lines of communication open and ask your teen directly if they are thinking of killing themselves if you notice any signs.
  • Listen to your child.
  • Encourage your teen to remain involved in their favorite activities.
  • Remove any potential suicide weapons.
  • Find a therapist in your area or, if you don’t know one, use and encourage your teen to use Crisis Text Online to text or chat with one.
  • In the event of an emergency, call 911.

Finally, if you believe your teen’s depression or suicidal thoughts or attempts are related to social media use or cyberbullying, contact the Social Media Victims Law Center today for a free consultation to learn more about how we can help you during this difficult time.

Related Online CE Courses:

Ethics and Social Media is a 2-hour online continuing education (CE) course that examines the use of Social Networking Services (SNS) on both our personal and professional lives. Is it useful or appropriate (or ethical or therapeutic) for a therapist and a client to share the kinds of information that are routinely posted on SNS like Facebook, Twitter, and others? How are therapists to handle “Friending” requests from clients? What are the threats to confidentiality and therapeutic boundaries that are posed by the use of social media sites, texts, or tweets in therapist-client communication? The purpose of this course is to offer therapists the opportunity to examine their practices in regard to the use of social media services in their professional relationships and communications. Included are ethics topics such as privacy and confidentiality, boundaries and multiple relationships, competence, the phenomenon of friending, informed consent, and record keeping. A final section offers recommendations and resources for the ethical use of social media and the development of a practice social media policy.

Cyberbullying is a 2-hour online continuing education (CE) course that reviews evidenced-based research for the identification, management, and prevention of bullying in the online world. Bullies have moved from the playground and workplace to the online world, where anonymity can facilitate bullying behavior. Cyberbullying is intentional, repeated harm to another person using communication technology. It is not accidental or random. It is targeted to a person with less perceived power. This may be someone younger, weaker, or less knowledgeable about technology. Any communication device may be used to harass or intimidate a victim, such as a cell phone, tablet, or computer. Any communication platform may host cyberbullying: social media sites (Facebook, Instagram), applications (Snapchat, AIM), websites (forums or blogs), and any place where one person can communicate with – or at – another person electronically. The short and long-term effects of bullying are considered as significant as neglect or maltreatment as a type of child abuse. This course will describe specific cyberbullying behaviors, review theories that attempt to explain why bullying happens, list the damaging effects that befall its victims, and discuss strategies professionals can use to prevent or manage identified cyberbullying. Cyberbullying is a fast-growing area of concern, and all healthcare professionals should be equipped to spot the signs and provide support for our patients and clients, as well as keep up with the technology that drives cyberbullying.

Suicide Prevention: Evidence-Based Strategies is a 3-hour online continuing education (CE) course that reviews evidence-based research and offers strategies for screening, assessment, treatment, and prevention of suicide in both adolescents and adults. The Centers for Disease Control and Prevention (CDC) notes, “Suicide is a serious but preventable public health problem that can have lasting harmful effects on individuals, families, and communities.” The CDC recommends a public health approach, with prevention efforts emanating from individuals, families, and communities who make changes to affect the social environment. Healthcare professionals and teachers can contribute to prevention efforts through awareness, promotion of resilience, and a commitment to social change. Any approach to a mental health issue should be made using an evidence-based approach. The Evidence-Based Behavioral Practice Project (EBBP), funded by the Office of Behavioral & Social Sciences Research, recommends that professionals in the health and social sciences acquire and use a “shared vocabulary and conceptual grounding” to help share ideas and skills based on research and proven efficacy. Prevention is key: reducing risk factors and promoting resilience. This course will provide a review of evidence-based studies so that healthcare professionals are informed on this complex subject. Information from the suicide prevention technical package from the CDC will be provided. Included also are strategies for screening and assessment, prevention considerations, methods of treatment, and resources for choosing evidence-based suicide prevention programs.

Professional Development Resources, a small Florida nonprofit educational corporation 501(c)(3) organized in 1992, 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 National Board of Certified Counselors (NBCC ACEP #5590); the Association of Social Work Boards (ASWB #1046, ACE Program); the Continuing Education Board of the American Speech-Language-Hearing Association (ASHA #AAUM); the American Occupational Therapy Association (AOTA #3159); the Commission on Dietetic Registration (CDR Prior Approval Program); the Florida Board of Clinical Social Work, Marriage & Family Therapy, and Mental Health Counseling, Board of Psychology, Office of School Psychology, Board of Speech-Language Pathology & Audiology, Board of Occupational Therapy, and Dietetics and Nutrition Practice Council; 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 as an approved provider of continuing education for licensed social workers (#SW-0664); the South Carolina Board of Professional Counselors and Marriage & Family Therapists (#193); the Texas Board of Examiners of Marriage and Family Therapists (#114) and State Board of Social Worker Examiners (#5678); and is CE Broker compliant (#50-1635 – completions are reported next business day, currently reporting for 47 boards). Learn more about us.

Target Audience: Psychologists, School Psychologists, Counselors, Social Workers, Marriage & Family Therapists (MFTs), Speech-Language Pathologists (SLPs), Occupational Therapists (OTs), Registered Dietitian Nutritionists (RDNs), and Teachers

Enjoy 20% off all online continuing education (CE/CEU) courses @pdresources.org! Click here for details.

Domestic Violence CE – New Online Course

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Domestic Violence: Child Abuse and Intimate Partner Violence is a new 2-hour online continuing education (CE) course that details how to identify and help victims of domestic violence.

Domestic Violence: Child Abuse and Intimate Partner Violence is a 2-hour online continuing education (CE) course that details how to identify and help victims of domestic violence.

All 50 states, the District of Columbia, and the U.S. Territories have child abuse and neglect reporting laws that mandate certain professionals and institutions refer suspected maltreatment to a child protective services (CPS) agency. Some states use more specific definitions of who is a mandated reporter. Others opt for more flexible verbiage to cast a wider net. In all states, healthcare providers are mandated reporters.

Child abuse remains a dire social issue. The Centers for Disease Control and Prevention (CDC) state that at least one in seven children experience child abuse or neglect in the United States, with that number likely being an underestimate because many cases go unreported. To make matters worse, the long-term sequelae include a wide range of serious consequences, such as physical injuries, impaired brain development, behavioral disturbances, substance use disorders, and a variety of psychological disorders.

Intimate partner violence (IPV) is, unfortunately, also a pervasive part of life in U.S. society. Approximately 41% of women and 26% of men have experienced contact sexual violence, physical violence, or stalking by an intimate partner during their lifetime. Survivors of these forms of violence may experience physical injury, mental health consequences like depression, anxiety, low self-esteem, and suicide attempts. Other health consequences like gastrointestinal disorders, substance abuse, sexually trans­mitted diseases, and gynecological or pregnancy complications are also common.

This course reviews the prevalence rates, definitions, outcomes, risk and protective factors, screening procedures (including signs and symptoms clinicians should look out for), as well as best practices in responding to and reporting abuse of both children and adults. Bullying, cyberbullying, the increase in online crimes against children, the likelihood of abused children becoming abusers, behavioral and physical indicators that a child on your caseload is a victim, and treatment interventions for victims of child abuse are also discussed. Primary prevention strategies are included to prevent IPV from arising initially and to reduce the adverse effects on survivors. There is a special section on the complexity of an abuse victim’s decision about if, and when, to leave an abuser.

Healthcare professionals will learn to detect abuse when they see it, screen for the particulars, and respond with definitive assistance in risk assessment, safety planning, and providing referrals to available resources.

This course meets the domestic violence license renewal requirement of Florida psychologists, school psychologists, counselors, social workers, and MFTs.

Course #21-70 | 2026 | 34 pages | 15 posttest questions | Mobile-Friendly

https://www.pdresources.org/product/domestic-violence-child-abuse-and-intimate-partner-violence/

Click here to learn more.

This online course provides instant access to the course materials (PDF download) and CE test. The course is text-based (reading), and the CE test is open-book (you can print the test to mark your answers on it while reading the course document).

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. 

Have a question? Contact us. We’re here to help!

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Professional Development Resources, a small Florida nonprofit educational corporation 501(c)(3) organized in 1992, 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 National Board of Certified Counselors (NBCC ACEP #5590); the Association of Social Work Boards (ASWB #1046, ACE Program); the Continuing Education Board of the American Speech-Language-Hearing Association (ASHA #AAUM); the American Occupational Therapy Association (AOTA #3159); the Commission on Dietetic Registration (CDR Prior Approval Program); the Florida Board of Clinical Social Work, Marriage & Family Therapy, and Mental Health Counseling, Board of Psychology, Office of School Psychology, Board of Speech-Language Pathology & Audiology, Board of Occupational Therapy, and Dietetics and Nutrition Practice Council; 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 as an approved provider of continuing education for licensed social workers (#SW-0664); the South Carolina Board of Professional Counselors and Marriage & Family Therapists (#193); the Texas Board of Examiners of Marriage and Family Therapists (#114) and State Board of Social Worker Examiners (#5678); and is CE Broker compliant (#50-1635 – completions are reported next business day, currently reporting for 47 boards). Learn more about us.

Target Audience: Psychologists, School Psychologists, Counselors, Social Workers, Marriage & Family Therapists (MFTs), Speech-Language Pathologists (SLPs), Occupational Therapists (OTs), Registered Dietitian Nutritionists (RDNs), and Teachers

Enjoy 20% off all online continuing education (CE/CEU) courses @pdresources.org! Click here for details.

Operational Psychology – New Online Ethics CE Course

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Operational Psychology: Legal and Ethical Considerations is a new 2-hour online continuing education (CE) course that explores the differing viewpoints on the necessity, legality, and ethical use of psychologists to aid the U.S. government in military commitments.

Operational Psychology: Legal and Ethical Considerations is a new 2-hour online continuing education (CE) course that explores whether psychologists should aid the U.S. government in hostile actions against its enemies.

Whether psychologists should aid the U.S. government in hostile actions against its enemies may be the most controversial topic in the history of the helping professions. The military operational psychologists and their supporters in APA governance advance indirect assessments, consultations to interrogators, and other such duties as protecting the government and American society from what could otherwise be catastrophic harms.

They advance the position that such duties are not unlike other third-party consultations, in which the psychologist’s primary duties are to an agency or governmental authority, informed consent is not required, and the targeted individual may be seriously harmed. They attribute the major atrocities of the past to a small number of rogue psychologists, behavioral drift, and poor supervision, which all but ushered in the recently published Professional Practice Guidelines for Operational Psychology.

The self-identified peace psychologists, who have led the movement in disfavor to what they consider unethical adversarial military operational psychology, conclude the alleged rogues were not alone in supporting a torture program and they, like their self-interested supporters in APA governance, have never taken personal responsibility or been held professionally or legally accountable. The peace psychologists conclude military demands and psychology ethics may be irreconcilable, the operational psychologists’ primary duties to the U.S. government subordinate the human rights of individuals who are the target of intervention, and amount to a perversion of professional ethics unbefitting the helping professions in entirety.

Each side attributes the other’s criticisms to conflicts of interest and other forms of bias. This course neutrally reviews the key legal and ethical issues, presents the peace and operational psychologist positions, and concludes with a summary and implications for the future of military operational psychology.

Outline

  • Introduction
  • Section 1: Professional Ethics & National Security
  • Section 2: Law
  • Section 3: Mental Health Treatment and Evaluations
  • Section 4: Psychology Ethics
  • Section 5: Recourses and Resolutions
  • Section 6: Conclusions

Course #21-69 | 2026 | 36 pages | 15 posttest questions | Mobile-Friendly

Operational Psychology: Legal and Ethical Considerations

Professional Development Resources, a small Florida nonprofit educational corporation 501(c)(3) organized in 1992, 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 National Board of Certified Counselors (NBCC ACEP #5590); the Association of Social Work Boards (ASWB #1046, ACE Program); the Continuing Education Board of the American Speech-Language-Hearing Association (ASHA #AAUM); the American Occupational Therapy Association (AOTA #3159); the Commission on Dietetic Registration (CDR Prior Approval Program); the Florida Board of Clinical Social Work, Marriage & Family Therapy, and Mental Health Counseling, Board of Psychology, Office of School Psychology, Board of Speech-Language Pathology & Audiology, Board of Occupational Therapy, and Dietetics and Nutrition Practice Council; 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 as an approved provider of continuing education for licensed social workers (#SW-0664); the South Carolina Board of Professional Counselors and Marriage & Family Therapists (#193); the Texas Board of Examiners of Marriage and Family Therapists (#114) and State Board of Social Worker Examiners (#5678); and is CE Broker compliant (#50-1635 – completions are reported next business day, currently reporting for 47 boards). Learn more about us.

Target Audience: Psychologists, School Psychologists, Counselors, Social Workers, Marriage & Family Therapists (MFTs), Speech-Language Pathologists (SLPs), Occupational Therapists (OTs), Registered Dietitian Nutritionists (RDNs), and Teachers

Enjoy 20% off all online continuing education (CE/CEU) courses @pdresources.org! Click here for details.

Marijuana Reclassified to Schedule III

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Today, December 18, 2025, President Donald J. Trump signed an Executive Order that reclassified marijuana from Schedule I to Schedule III, which will improve medical marijuana and cannabidiol research to better inform patients, doctors, and all healthcare professionals treating patients who use marijuana.

This move will not legalize or decriminalize marijuana, but it will ease barriers to research and boost the bottom lines of legal cannabis businesses operating in the 24 states that have approved recreational use.

The Biden administration proposed rescheduling in 2024, but the process stalled. Trump’s order will direct agencies like the DEA to finalize this via rulemaking, easing research and tax burdens (e.g., lifting IRC Section 280E restrictions) without full legalization.

From The White House @WhiteHouse:

  • The Order directs the Attorney General to expedite completion of the process of rescheduling marijuana to Schedule III of the Controlled Substance Act (CSA).
  • The Order directs the White House Deputy Chief of Staff for Legislative, Political, and Public Affairs to work with the Congress to allow Americans to benefit from access to appropriate full-spectrum CBD products while still restricting the sale of products that pose serious health risks.
  • The Order directs HHS to develop research methods and models utilizing real-world evidence to improve access to hemp-derived cannabinoid products in accordance with Federal law and to inform standards of care.

Removing Barriers to Research

Rescheduling marijuana corrects the Federal government’s long delay in recognizing the medical use of marijuana and will vastly improve research on safety and efficacy.  

  • Marijuana is currently controlled as a Schedule I substance, which is defined as having no currently accepted medical use, a high potential for abuse, and a lack of accepted safety for use under medical supervision.
  • Rescheduling marijuana to Schedule III is consistent with the 2023 recommendation from the Department of Health and Human Services (HHS) that recognized for the first time that marijuana has a currently accepted medical use.
  • 40 U.S. states plus the District of Columbia have State or locally sanctioned, regulated medical marijuana programs, and HHS found that 30,000 licensed health care practitioners are authorized to recommend the medical use of marijuana for more than six million registered patients for at least 15 medical conditions.
  • The FDA reviewed the landscape of medical use of marijuana and found credible scientific support for its use to treat anorexia related to a medical condition, nausea and vomiting, and pain.
  • Chronic pain affects nearly one in four U.S. adults and more than one in three U.S. seniors, and six in 10 people who use medical marijuana report doing so to manage pain.
  • One in 10 seniors used marijuana in the last year and evidence shows improvements in some seniors’ health-related quality of life and pain with medical marijuana use.
  • However, the lack of appropriate research on medical marijuana and consequent lack of FDA approval leaves American patients and doctors without adequate guidance on appropriate prescribing and utilization, especially as just over half of older Americans using marijuana have discussed the usage with their healthcare provider.
  • Schedule III status will allow research studies to incorporate real-world evidence and models that can assess the health outcomes of medical marijuana and legal CBD products while focusing on long-term health effects in vulnerable populations like adolescents and young adults.

Fact Sheet: President Donald J. Trump is Increasing Medical Marijuana and Cannabidiol Research

Medical Marijuana

Professional Development Resources, a small Florida nonprofit educational corporation 501(c)(3) organized in 1992, 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 National Board of Certified Counselors (NBCC ACEP #5590); the Association of Social Work Boards (ASWB #1046, ACE Program); the Continuing Education Board of the American Speech-Language-Hearing Association (ASHA #AAUM); the American Occupational Therapy Association (AOTA #3159); the Commission on Dietetic Registration (CDR Prior Approval Program); the Florida Board of Clinical Social Work, Marriage & Family Therapy, and Mental Health Counseling, Board of Psychology, Office of School Psychology, Board of Speech-Language Pathology & Audiology, Board of Occupational Therapy, and Dietetics and Nutrition Practice Council; 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 as an approved provider of continuing education for licensed social workers (#SW-0664); the South Carolina Board of Professional Counselors and Marriage & Family Therapists (#193); the Texas Board of Examiners of Marriage and Family Therapists (#114) and State Board of Social Worker Examiners (#5678); and is CE Broker compliant (#50-1635 – completions are reported next business day, currently reporting for 47 boards). Learn more about us.

Target Audience: Psychologists, School Psychologists, Counselors, Social Workers, Marriage & Family Therapists (MFTs), Speech-Language Pathologists (SLPs), Occupational Therapists (OTs), Registered Dietitian Nutritionists (RDNs), and Teachers

Enjoy 20% off all online continuing education (CE/CEU) courses @pdresources.org! Click here for details.

Gelotophobia: The Fear of Being Laughed At

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Gelotophobia: The Fear of Being Laughed At is a new 3-hour online continuing education (CE) course that examines a relatively unknown phobia stemming from the behavior of laughter.

Gelotophobia: The Fear of Being Laughed At

Human laughter is ubiquitous and has been found worldwide and in all cultures. The fear of being laughed at, gelotophobia, is also found everywhere, yet it is generally unrecognized in the United States. Thus, most therapists and clinicians in the U.S. are typically unaware of this syndrome, and they tend to misdiagnosis it as a form of social anxiety or generalized anxiety. Gelotophobia may, in fact, be a symptom of both social anxiety and avoidant personality disorders but is distinct from social phobia. Exact statistics of the prevalence of gelotophobia are not yet available, but it is quite frequent and can be seriously debilitating in both children and adults. Laughter can mock, ridicule, and demean. Not all smiles or laughter are friendly. Gelotophobes have difficulty distinguishing those differences and so they tend to regard all laughter as negative. When employed as a manipulative tool, laughter can be a source of anxiety, stress, avoidance behaviors, and fears for some individuals.

This course reviews the available research literature on gelotophobia and discusses its salient features, possible causes, methods of assessment, and offers an innovative treatment approach. The roles of shame, vulnerability, and guilt in gelotophobia will be discussed, as will symptom similarities between gelotophobia and borderline personality disorder, the degree of gelotophobia in adults with ASD, and the association of gelotophobic symptoms with major psychological syndromes.

Many case histories of gelotophobes trace the beginnings of their wariness to childhood, typically associated with being bullied. One major implication, therefore, is for school counselors to be vigilant in finding, evaluating, and reducing bullying incidents on their campus. The related phenomena of gelotophilia (the joy of being laughed at and ridiculed) and katagelasticism (feeling special pleasure in making fun of other people) will also be reviewed. Course #31-59 | 2025 | 51 pages | 20 posttest questions | Mobile-Friendly

Gelotophobia: The Fear of Being Laughed At is a 3-hour online continuing education (CE) course that examines a relatively unknown phobia stemming from the behavior of laughter.

Click here to learn more.

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Professional Development Resources is a nonprofit educational corporation 501(c)(3) organized in 1992. We are 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 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 Prior Approval Program); 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 as an approved provider of continuing education for licensed social workers (#SW-0664); the Texas Board of Examiners of Marriage and 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).

PDR offers over 150 accredited online CE courses for healthcare professionals. 

Target Audience: Psychologists, School Psychologists, Counselors, Social Workers, Marriage & Family Therapists (MFTs), Speech-Language Pathologists (SLPs), Occupational Therapists (OTs), Registered Dietitian Nutritionists (RDNs), and Teachers

Enjoy 20% off all online continuing education (CE/CEU) courses @pdresources.org! Click here for details.

Earn CE Wherever YOU Love to Be!

Do Medical Marijuana Laws Increase Use and Abuse of Other Drugs?

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One of the primary concerns of public health research related to cannabis has been to ascertain whether the legalization of marijuana and acceptance of it for medical uses will lead to greater use among more – and particularly younger – people. As more states accept marijuana for medical use over time, this can lower the perception of risk in using marijuana because it can be used as an alternative method to relieve symptoms associated with certain diseases and health conditions.

Do Medical Marijuana Laws Increase Use and Abuse of Other Drugs?

In other words, legalization may erode certain barriers to using marijuana and, although the health risks remain, not all individuals are likely to perceive such risks as serious barriers to engaging in the use of marijuana. More to the point, there may be a perception that there is some implicit or explicit endorsement of the safety of marijuana use once it is legalized and/or pronounced suitable for medical use.

Regarding the potential impact of medical marijuana laws on the use and abuse of other drugs, some writers have alluded to a “spillover” effect. There are two contexts in which the term is used. First, researchers have questioned whether medical marijuana law implementation tends to increase the use of other substances in medical marijuana patients. Second, once medical marijuana laws are implemented, a certain amount of marijuana product is thereby released to designated patient groups but may easily spill over into non-patient populations.

Kerr et al. (2023) examined rates of marijuana use among young adults before and after legalization of recreational marijuana and found that past month cannabis use increased slightly (21% vs. 24%), but only among young adults not in college. They found no changes in past month’s alcohol use or binge drinking.

Sabia et al. (2024) examined statistics in states with legal recreational marijuana, both pre and post legalization. They found that the use of marijuana by adults increased in such states, but there were no indications of increased use of illicit drugs, admissions to substance abuse treatment facilities, or violent crime. There were indications that availability of legal marijuana resulted in some individuals using cannabis in place of opioids.

Walker et al. (2023) examined several variables pre and post legalization of recreational marijuana, and perhaps not surprising, found that cannabis-related visits to the emergency department increased suddenly with legalization. However, relationships between legalization and use of alcohol or opioids were unclear.

Public Support for Legalizing Marijuana

Public opinion about legalizing marijuana has changed over the years. In 1969, only 12% of US adults favored legalization. As of 2024, 88% of US adults thought marijuana should be legal in some form, including 57% of Americans who believe marijuana should be legal for recreational use and 32% who believe it should be legal for medical use only (Pew Research Center, 2024).

Concern Over Legalizing Marijuana

Few healthcare professionals feel equipped to treat patients/clients who use medical marijuana. This is in part due to a lack of supporting evidence for its efficacy but also from a lack of formal training on how to treat such patients. Worldwide, across all disciplines, healthcare professionals reported not being ready to answer patient questions about medical marijuana (Cheng et al., 2022).

With the increasing number of states (and countries) legalizing marijuana in some form, healthcare professionals desperately need knowledge and guidance on a substance that has grown in public favor. We will now review why the evidence is lacking, what the available evidence says, what the adverse effects are, and the implications for healthcare professionals.

Course excerpt from Medical Marijuana – click to learn more!

Medical Marijuana

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Professional Development Resources is a nonprofit educational corporation 501(c)(3) organized in 1992. We are 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 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 Prior Approval Program); 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 as an approved provider of continuing education for licensed social workers (#SW-0664); the Texas Board of Examiners of Marriage and 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).

PDR offers over 150 accredited online CE courses for healthcare professionals. 

Target Audience: Psychologists, School Psychologists, Counselors, Social Workers, Marriage & Family Therapists (MFTs), Speech-Language Pathologists (SLPs), Occupational Therapists (OTs), Registered Dietitian Nutritionists (RDNs), and Teachers

Enjoy 20% off all online continuing education (CE/CEU) courses @pdresources.org! Click here for details.

Earn CE Wherever YOU Love to Be!