Gelotophobia: The Fear of Being Laughed At

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.

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.

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 AudiencePsychologistsSchool PsychologistsCounselorsSocial WorkersMarriage & 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.orgClick here for details.

Earn CE Wherever YOU Love to Be!

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

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!

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 AudiencePsychologistsSchool PsychologistsCounselorsSocial WorkersMarriage & 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.orgClick here for details.

Earn CE Wherever YOU Love to Be!

Medical Marijuana CE Course Update

Medical Marijuana is a newly updated 3-hour online continuing education (CE/CEU) course that reviews the literature on medical, legal, educational, occupational, and ethical aspects of marijuana.

Medical Marijuana is a 3-hour online CE course that reviews the medical, legal, educational, occupational, and ethical aspects of marijuana.

The recent and in some cases, not-so-recent, passage of state laws legalizing the use of marijuana under certain specified conditions has precipitated an interesting variety of discussions, debates, and dilemmas. In spite of the fact that most of the states in this country have enacted legislation legalizing marijuana in some fashion, the reality is that neither the intended “medical” benefits of marijuana nor its known (and as yet unknown) adverse effects have been adequately examined using controlled studies. Conclusive literature remains sparse, and opinion remains divided and contentious.

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.

“Legal” marijuana and “medical” marijuana are not the same thing, although in some cases they may overlap. The content of this course will not include the pros and cons of marijuana for recreational use, but only those aspects of marijuana that are intended for various medical uses. These aspects will include both the positive and negative consequences of marijuana use and the scientific evidence that is available at this time (as of September 2025). Also discussed in some detail will be the legal morass that has been formed by the advance of state laws that are not in alignment with current federal law.

This course is intended to present a summary of the literature on the various medical, legal, educational, occupational, and ethical aspects of marijuana. It will address the major questions about marijuana that are as yet unanswered by scientific evidence. The course will conclude with a list of implications for healthcare practitioners. Course #31-58 | 2025 | 56 pages | 20 posttest questions

Click here to learn more about Medical Marijuana.

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 AudiencePsychologistsSchool PsychologistsCounselorsSocial WorkersMarriage & 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.orgClick here for details.

Earn CE Wherever YOU Love to Be!

Building Flexibility with ACT – New Video CE Course

Building Flexibility with ACT is a new 3-hour video continuing education (CE) course focusing on mindfulness-based behavioral therapy that emphasizes acceptance, cognitive defusion, and values-based action.

Building Flexibility with ACT

This comprehensive course provides clinicians with a thorough understanding of Acceptance and Commitment Therapy (ACT) principles, processes, and techniques. The course is divided into three parts, each focusing on a different skill:

  • Part One discusses Cognitive Defusion, the act of seeing thoughts as mental events rather than facts. Dr. Edery provides a detailed example of defusion, explaining how this helps reduce the influence of unhelpful thoughts. Participants are encouraged to try a mindfulness technique for defusing thoughts. Dr. Edery then draws the participants’ attention to acceptance, the ability to embrace emotions without avoidance, and helping clients to build resilience. A mindfulness technique for fostering acceptance is shared and case examples are provided.
  • Part Two explores Values and Committed Action and how to align one’s behavior with purpose. The participant is taught how to distinguish values from goals and how to create specific, value guided action plans. Techniques such as using SMART Goals, barrier planning, and exposure are discussed.
  • Part Three asks participants to reflect on Self as Context and Present Moment Awareness. Dr. Edery explains how to separate self-as-context (observing self) from self-as-content (conceptualized self) and shares the goals and benefits for this. Dr. Edery offers a thorough explanation of self-as-context and techniques for maintaining psychological flexibility.

Participants of this course will learn how to apply ACT to a variety of clinical presentations and develop effective interventions for individual and group therapy.

Course #31-43 | 2025 | 3 one-hour videos with handouts | 20 posttest questions

Click here to learn more.

Course Instructor

Rivka Edery, PsyD, MSW, LCSW, brings over 16 years of expertise in trauma-informed care for diverse populations. She pioneered the U-Model, an integrated approach to therapeutic transformation, merging Internal Family Systems (IFS) and Acceptance and Commitment Therapy (ACT) to enhance psychological flexibility. Author of Trauma and Transformation: A 12-Step Guide and numerous peer-reviewed articles, Dr. Edery specializes in attachment theory and complex trauma recovery. She provides clinical counseling, supervises clinicians, delivers transformative workshops, and holds multiple certifications. For more information, please visit her website: www.rivkaedery.com

Course Directions

This video course provides instant access to the course videos, handouts, and the CE test. The CE test is open book (you can print the test to mark your answers on it while watching the course videos).

Successful completion of this course involves passing an online test (80% required, 3 chances to take) and we ask that you also complete a brief course evaluation.

Professional Development Resources is a nonprofit educational corporation 501(c)(3) organized in 1992. We are approved to sponsor continuing education by the American Psychological Association (APA); the National Board of Certified Counselors (NBCC); the Association of Social Work Boards (ASWB); the American Occupational Therapy Association (AOTA); the American Speech-Language-Hearing Association (ASHA); the Commission on Dietetic Registration (CDR); the Alabama State Board of Occupational Therapy; the Florida Boards of Social Work, Mental Health Counseling and Marriage and Family Therapy, Psychology & School Psychology, Dietetics & Nutrition, Speech-Language Pathology and Audiology, and Occupational Therapy Practice; the Georgia State Board of Occupational Therapy; the New York State Education Department’s State Board for Mental Health Practitioners as an approved provider of continuing education for licensed mental health counselors (#MHC-0135); the Ohio Counselor, Social Worker & MFT Board and Board of Speech-Language Pathology and Audiology; the South Carolina Board of Professional Counselors & MFTs; the Texas Board of Examiners of Marriage & Family Therapists and State Board of Social Worker Examiners; and are CE Broker compliant (all courses are reported within a few days of completion).

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

Target AudiencePsychologistsSchool PsychologistsCounselorsSocial WorkersMarriage & 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.orgClick here for details.

Earn CE Wherever YOU Love to Be!

PSYPACT: The Pros and Cons

What is PSYPACT?

The Psychology Interjurisdictional Compact (PSYPACT®) is an interstate compact designed to facilitate the practice of telepsychology and the temporary in-person, face-to-face practice of psychology across state boundaries.

PSYPACT allows psychologists to practice telepsychology in any state that participates in the compact. Here are the pros and cons:

The compact allows psychologists to practice telepsychology in any state that participates in PSYPACT, without having to obtain additional licenses.

History of PSYPACT

PSYPACT came about following the creation of the Telepsychology Task Force established by The Association of State and Provincial Psychology Boards (ASPPB) in 2011. This task force was charged with “drafting Standards and Guidelines around the use of technology in the provision of psychological services as well as explore the use and impact of technology across jurisdictions” (PSYPACT website).

PSYPACT was approved by the ASPPB in February of 2015, and Arizona was the first state to enact it in May of 2016. As of May 8, 2025, 43 states have enacted PSYPACT:

The Psychology Interjurisdictional Compact (PSYPACT®) is an interstate compact designed to facilitate the practice of telepsychology and the temporary in-person, face-to-face practice of psychology across state boundaries.

To qualify, you must complete a two-step process—first with ASPPB and then with the PSYPACT Commission. Step-by-step directions are available on ASPPB’s website @ https://asppb.net/credentials-related-records/telepsychology-credentials/.

Pros and Cons of PSYPACT

The National Psychologist has compiled these articles regarding the pros and cons of PSYPACT:

The Psychological Interjurisdictional Compact has proven to be of immense value, according to Jonathan Perle, PhD:

While I have been offering telehealth services for many years, a substantial portion of these services was historically confined to patients within my state of licensure. This limitation became problematic as many patients receiving specialized care relocated during their treatment, which compelled me to prematurely terminate their interventions because I was not licensed in their new state of residence. Despite numerous patients expressing a desire to continue working with me, it was impractical—both in terms of time and finances—for me to obtain licenses in each state to which they moved.

PSYPACT was relatively easy and quick to apply for and has been simple to maintain year-to-year. It took about a month to get approval and two weeks to receive my maintenance certificate after completing the online form.

Living in a rural area, I see patients from multiple states who often face challenges attending in-person due to illness, weather, or transportation issues. Video-based services across state lines have been crucial in maintaining continuity of care during winter months.

Although I need to adjust my methods based on evidence-informed recommendations, such as modifying my office, being more enthusiastic, and changing how I speak, video-based therapy usually works well, and patients enjoy it.

As I frequently receive inquiries about providing services in X state, I find the PSYPACT website, which features a consolidated list/map of PSYPACT-approved locations, to be an easy resource to identify and utilize.

While generally positive, it requires more effort to provide and maintain video-based services compared to in-person sessions. This includes adapting the presentation, troubleshooting issues, and keeping patients, particularly children, engaged. One of the primary challenges is allocating time to thoroughly review each jurisdiction’s laws (e.g., abuse reporting) to ensure compliance with their regulations.

Justin D’Arienzo, PsyD, was part of the legislative team of Florida psychologists who worked to implement PSYPACT in the state. D’Arienzo already had PSYPACT credentials through a Texas license (a PSYPACT state since 2020) and traveled from Florida to Texas to provide organizational psychological services and see patients virtually in other PSYPACT states via a satellite office in Austin, Texas. D’Arienzo shares his experience with PSYPACT:

After Florida’s PSYPACT law passed in July 2023, I transferred my home state status to Florida, where my main office is in Jacksonville. I’ve been seeing patients and organizational clients across jurisdictions since November 2022. It’s hard to believe it’s been over two years.

From a business standpoint, PSYPACT presents both advantages and disadvantages that are interrelated, with the overall impact contingent on one’s economic strategy. It has enabled me to access more lucrative markets with a higher concentration of affluent patients, in contrast to Jacksonville, Florida, where I reside.

Due to COVID-19 and the acceptance of virtual meetings, I have had the opportunity to work with several corporations across the U.S. in PSYPACT states to provide employment assessments, psychological fitness for duty evaluations, and consultation services. This has resulted in additional opportunities with these companies. Providing high-quality service has led to a broader reach beyond the home state. Consequently, PSYPACT has significantly increased the revenue for our practice.

On the other hand, there are some drawbacks. Although it may seem counterintuitive, PSYPACT has made me feel more isolated. I no longer feel comfortable consulting and brainstorming with other psychologists across state lines about business ideas. These psychologists and friends, who once had little impact on our practice, now feel like competitors.

Overall, PSYPACT can benefit patients by potentially reducing rates and providing more care options in various areas. For psychologists, it may lead to improved psychological services as they compete. However, those lacking distinctive approaches or effective branding may find it challenging to succeed in private practice.

Nina Shiffrin Starin, PhD, told The National Psychologist,

PSYPACT has been an invaluable tool for both assisting with continuity of care and expanding access to evidence based treatments.

Prior to 2020 a majority of patients I saw were children and younger teens and when they graduated high school, I would have to transfer their care to their college counseling center, which often had long wait lists, only offered brief treatment and frequently did not offer CBT, or try in rare circumstances to find a provider offering evidence-based treatments in walking distance to their campus as most college freshman don’t have cars.

As more states have joined PSYPACT, I have been able to continue providing care for patients as they transition to college, graduate school, or new job locations. Currently, many of my patients are college students or young adults, some of whom I treated in their earlier years, while others began treatment more recently but would not otherwise have access to CBT during their college years.

I currently see patients in at least 7 states. Further, PSYPACT has helped make treatment more convenient. While my office is in MD, adjacent to Washington, DC and Virginia, patients no longer need to drive out to the Maryland suburbs to see me.

I am able to maintain continuity of care effectively when patients attend residential summer camps or travel. Previously, I obtained licensure in the District of Columbia to provide treatment during snow days while residing there; my office was in Maryland. The PSYPACT initiative has now eliminated the need to worry about continuing treatment during inclement weather.

My only complaint is, I wish more states would join PSYPACT. When I visit my hometown in upstate New York, despite holding a license in New York, I cannot provide treatment unless patients are in a state where I hold licensure. Many of my patients attend college or camp in Massachusetts. I hope that New York, Massachusetts, and other remaining states will soon participate in PSYPACT.

For more information, please visit:

Course excerpt from Therapy Tidbits – Winter/Spring 2025

Therapy Tidbits – Winter/Spring 2025 is a 1-hour online continuing education (CE) course comprised of select articles from the current issue of The National Psychologist, a family-owned, independent publication founded in 1991 to keep clinicians informed about practice issues. Click here to learn more.

Therapy Tidbits – Winter/Spring 2025 is a 1-hour online continuing education (CE) course comprised of select articles from the current issue of The National Psychologist, a family-owned, independent publication founded in 1991 to keep clinicians informed about practice issues.

Professional Development Resources is a nonprofit educational corporation 501(c)(3) organized in 1992. We are approved 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 AudiencePsychologistsSchool PsychologistsCounselorsSocial WorkersMarriage & 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.orgClick here for details.

Earn CE Wherever YOU Love to Be!

New CE Course: Cultural Awareness in Healthcare

Cultural Awareness in Healthcare is a new 3-hour online continuing education (CE) course designed to examine cultural disparities within the healthcare system. It includes activities aimed at enhancing awareness and fostering greater cultural competence among participants.

Cultural Awareness in Healthcare is a 3-hour online CE course that examines disparities within the healthcare system and provides strategies to combat them.

The course begins with a definition of cultural awareness, and what it means to be culturally aware. This section will cover various subjects, including cultural competence and intercultural competence, prevalent models of cultural competence, and the influence of factors such as ethnocentrism, individualism versus collectivism, masculinity versus femininity, power distance, tolerance for uncertainty, and short-term versus long-term orientation on cultural awareness. Additionally, the course will address cultural intelligence and the four capabilities associated with cultural quotient.

We will then examine the significance of cultural awareness, addressing various issues such as the misinterpretation of culture within the medical field, which has resulted in healthcare systems that often overlook personal interactions between patients and caregivers. We will also consider the impact of language on cultural comprehension, the disparities in access to life-saving cancer treatments, and the differences in recovery rates among minority groups. Additionally, we will discuss how social isolation and loneliness can elevate the risk of heart attacks and strokes, the implications of individualistic cultures on perceptions of loneliness and the associated stigma, and the contrasting post-career quality of life experienced by Black and White NFL players. Furthermore, we will highlight the disproportionate mental and physical health challenges faced by racial and ethnic minorities during the pandemic, the cultural variations in the likelihood of receiving bystander CPR, and the heightened risk of misdiagnosis in mental health contexts. We will also explore the connection between cultural awareness and the misinterpretation of emotions, including the ability to distinguish between a genuine Duchenne smile and a feigned one, the influence of racial bias on empathy development, and finally, the detrimental effects of cultural insensitivity on our overall quality of life.

Next, we will examine the ways in which cultural awareness can benefit us. This includes the development of more trustworthy networks, enhancement of affective trust, promotion of open idea sharing and cross-cultural collaboration, and improvement in the effectiveness of educators and managers. Additionally, it plays a crucial role in reducing cultural biases that adversely affect minorities, enabling us to better recognize stressors that are specific to certain cultural groups and comprehend how these stressors may influence health outcomes.

The final section of this course will examine the development of cultural awareness. It will feature a range of activities that can be employed daily to confront implicit biases, enhance understanding of indigenous perspectives, promote conversations with individuals from diverse cultures, and ultimately improve our cultural competence.

Outline

  • Introduction
  • Section 1: What Is Cultural Awareness?
  • Section 2: Why Cultural Awareness Matters
  • Section 3: How Cultural Awareness Can Help Us
  • Section 4: How Do We Build Cultural Awareness?
  • Section 5: Awareness Exercises
  • Summary

Course #31-55 | 2025 | 57 pages | 20 posttest questions

Click here to learn more.

Course Directions:

This online course provides instant access to the course materials 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 this course involves passing an online test (80% required, 3 chances to take) and we ask that you also complete a brief course evaluation.

Professional Development Resources is a nonprofit educational corporation 501(c)(3) organized in 1992. We are approved to sponsor continuing education by the American Psychological Association (APA); the National Board of Certified Counselors (NBCC); the Association of Social Work Boards (ASWB); the American Occupational Therapy Association (AOTA); the American Speech-Language-Hearing Association (ASHA); the Commission on Dietetic Registration (CDR); the Alabama State Board of Occupational Therapy; the Florida Boards of Social Work, Mental Health Counseling and Marriage and Family Therapy, Psychology & School Psychology, Dietetics & Nutrition, Speech-Language Pathology and Audiology, and Occupational Therapy Practice; the Georgia State Board of Occupational Therapy; the New York State Education Department’s State Board for Mental Health Practitioners as an approved provider of continuing education for licensed mental health counselors (#MHC-0135); the Ohio Counselor, Social Worker & MFT Board and Board of Speech-Language Pathology and Audiology; the South Carolina Board of Professional Counselors & MFTs; the Texas Board of Examiners of Marriage & Family Therapists and State Board of Social Worker Examiners; and are CE Broker compliant (all courses are reported within a few days of completion).

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

Target AudiencePsychologistsSchool PsychologistsCounselorsSocial WorkersMarriage & 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.orgClick here for details.

Earn CE Wherever YOU Love to Be!

New CE Course: Emotional Regulation: Teaching Children Calm

Emotional Regulation: Teaching Children Calm is a 3-hour online continuing education (CE) course that provides strategies and techniques for helping children navigate their emotions.

Emotional Regulation: Teaching Children Calm is a 3-hour online continuing education (CE) course that provides strategies and techniques for helping children navigate their emotions.

Emotional regulation is the ability to manage one’s emotions in order to respond appropriately to life’s inevitable ups and downs. It assists with competent decision-making, augments memory for critical events, and enables productive interpersonal relations. Inappropriate emotional responses are implicated in academic struggles, social difficulties, and many forms of psychopathology. Although children with emotional regulation issues may be at a disadvantage, adults can employ a variety of strategies to help them succeed.

This course provides techniques clinicians can use to model effective communication in therapy sessions and strategies to assist children with navigating the often confusing world of emotions, giving them the skills they need to manage their own feelings.

Outline

  • Introduction
  • Section 1: Impacts, Causes, and Effects of Emotional Regulation
  • Section 2: Helping Children Follow Directions
  • Section 3: Teaching Children to Deal with Their Emotions
  • Section 4: Empathy
  • Section 5: Teaching Children Calming Strategies
  • Section 6: Prevention – Helping Parents Maintain Calm at Home
  • Conclusion

Course #31-54 | 2025 | 80 pages | 20 posttest questions

Click here to learn more.

Course Directions:

This online course provides instant access to the course materials 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 this course involves passing an online test (80% required, 3 chances to take) and we ask that you also complete a brief course evaluation.

Professional Development Resources is a nonprofit educational corporation 501(c)(3) organized in 1992. We are approved to sponsor continuing education by the American Psychological Association (APA); the National Board of Certified Counselors (NBCC); the Association of Social Work Boards (ASWB); the American Occupational Therapy Association (AOTA); the American Speech-Language-Hearing Association (ASHA); the Commission on Dietetic Registration (CDR); the Alabama State Board of Occupational Therapy; the Florida Boards of Social Work, Mental Health Counseling and Marriage and Family Therapy, Psychology & School Psychology, Dietetics & Nutrition, Speech-Language Pathology and Audiology, and Occupational Therapy Practice; the Georgia State Board of Occupational Therapy; the New York State Education Department’s State Board for Mental Health Practitioners as an approved provider of continuing education for licensed mental health counselors (#MHC-0135); the Ohio Counselor, Social Worker & MFT Board and Board of Speech-Language Pathology and Audiology; the South Carolina Board of Professional Counselors & MFTs; the Texas Board of Examiners of Marriage & Family Therapists and State Board of Social Worker Examiners; and are CE Broker compliant (all courses are reported within a few days of completion).

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

Target AudiencePsychologistsSchool PsychologistsCounselorsSocial WorkersMarriage & 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.orgClick here for details.

Earn CE Wherever YOU Love to Be!

Therapy Tidbits – Winter/Spring 2025 – New Online CE Course

Therapy Tidbits – Winter/Spring 2025 is a new 1-hour online continuing education (CE) course comprised of select articles from the current issue of The National Psychologist, a family-owned, independent publication founded in 1991 to keep clinicians informed about practice issues.

Therapy Tidbits – Winter/Spring 2025 is a new 1-hour online continuing education (CE) course comprised of select articles from the current issue of The National Psychologist

The articles included in this course are:

  • Curbing Youth Violence – Explains the rise in violent crime arrests in children, highlighting how “hot spots” influence phenotypic expression and subsequent behaviors and decisions of young individuals, and outlining intervention strategies for supporting youth in these areas.
  • Pros and Cons of PSYPACT – Three psychologists share their experiences with PSYPACT, outlining the pros and cons of practicing teletherapy in PSYPACT states.
  • New HIPAA Disclosure Requirements – Summarizes the new attestation requirements from parties requesting PHI “potentially related” to reproductive healthcare.
  • Psychologists Can Have Public Health Roles in Disaster Recovery – Offers a personal account of secondary traumatization as the author discusses how clinicians can support communities during disaster recovery.
  • Technology in Clinical Practice: What’s in It for Me? – Outlines three ways in which clinicians can integrate technology into their professional life.
  • Methods To Access Professional Literature – Lists six methods for accessing professional literature, making it easier to stay current with research and developments in one’s chosen specialties.
  • New Ethics Code Will be Trouble for Psychologists – Discusses the challenges of complying with HIPAA patient access laws while keeping test materials secure and how the upcoming revision to the APA Ethics Code may address it.
  • The Unregulated Coaching Industry – Distinguishes between “coaching” and psychotherapy/counseling, and the risk coaching poses to clients due to the lack of operating within an established and regulated standard of care.
  • From Overwhelmed to Optimized: Rethinking Assessment Psychology in the Age of AI – Demonstrates how practitioners can utilize AI and automation workflows into their practice.

Course #11-57 | 2025 | 19 pages | 10 posttest questions

Course Directions

Therapy Tidbits – Winter/Spring 2025 provides instant access to the course materials 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 materials).

Successful completion of this course involves passing an online test (80% required, 3 chances to take) and we ask that you also complete a brief course evaluation.

Click here to learn more about Therapy Tidbits – Winter/Spring 2025.

Professional Development Resources is a nonprofit educational corporation 501(c)(3) organized in 1992. We are approved to sponsor continuing education by the American Psychological Association (APA); the National Board of Certified Counselors (NBCC); the Association of Social Work Boards (ASWB); the American Occupational Therapy Association (AOTA); the American Speech-Language-Hearing Association (ASHA); the Commission on Dietetic Registration (CDR); the Alabama State Board of Occupational Therapy; the Florida Boards of Social Work, Mental Health Counseling and Marriage and Family Therapy, Psychology & School Psychology, Dietetics & Nutrition, Speech-Language Pathology and Audiology, and Occupational Therapy Practice; the Georgia State Board of Occupational Therapy; the New York State Education Department’s State Board for Mental Health Practitioners as an approved provider of continuing education for licensed mental health counselors (#MHC-0135); the Ohio Counselor, Social Worker & MFT Board and Board of Speech-Language Pathology and Audiology; the South Carolina Board of Professional Counselors & MFTs; the Texas Board of Examiners of Marriage & Family Therapists and State Board of Social Worker Examiners; and are CE Broker compliant (all courses are reported within a few days of completion).

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

Target AudiencePsychologistsSchool PsychologistsCounselorsSocial WorkersMarriage & 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.orgClick here for details.

Earn CE Wherever YOU Love to Be!

50% Off Closeout CE Ends 12/31/2024

It’s hard enough to believe that there are only 2 weeks left in 2024, but even harder (for us) is that in 15 days we will say farewell to some of our favorite, oldie-but-goodie, online CE courses.

Good news for you – there is still time to enjoy 50% OFF all of our Closeout Courses before they are retired on January 1, 2025. Scoop them up while you can and complete them whenever you need the credit – no expiration date imposed by us.

You can now save 50% on these courses in our Closeout Sale:

Closeout Courses for Psychologists
Closeout Courses for Counselors and MFTs
Closeout Courses for Occupational Therapists (OTs)
Closeout Courses for Social Workers
Closeout Courses for School Psychologists
Closeout Courses for Teachers

Click here to view ALL Closeout courses.


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 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).

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

Earn CE Wherever YOU Love to Be!

Counseling Victims of Natural Disasters

Counseling Victims of Natural Disasters is a 3-hour online continuing education (CE/CEU) course that examines how to help the victims, and witnesses, of natural disasters.

Recent hurricanes like Helene and Milton have brought to light the many ways in which we are at the mercy of Mother Nature. As much as we try to prepare for any natural disaster, it seems, to some extent, we will always be taken by surprise. Moreover, there are some forms of natural disasters for which we simply cannot prepare. For example, Hurricane Helene was an extremely powerful and catastrophic hurricane that caused widespread destruction and fatalities across the Southeastern United States. It is at times like these that we ask ourselves: What can be done for the victims of natural disasters?

Beyond the physical needs, such as safety, food, and water, there remains the emotional residue of living through an experience that threatens one’s life. In searching for meaning in the aftermath of a traumatic experience, people can develop new perspectives on life, which leads to an adjustment in values, beliefs, and priorities. The experience becomes incorporated into their sense of self, helping them to see themselves as stronger, more capable, and more appreciative of life.

While there may be much disagreement about what causes natural disasters and how we can better prepare for them, one thing is for sure – they will continue to happen. They will continue to challenge us physically and psychologically, and there will continue to be a need for clinicians educated and experienced in working with the victims. A clinician who is well versed in the psychological impact of natural disasters and who understands the experience of having a life severely uprooted, and even threatened, by the forces of nature can help clients feel less alone and more understood. They may be able to help their clients overcome their reticence to seek treatment. The clinician can be most helpful, perhaps, by helping their client to gain perspective on the natural disaster and adversity in general. By providing clients the opportunity for psychological growth and to change their outlook after a natural disaster, clinicians can help them to see themselves and their experiences differently.

It can be difficult for a clinician to know how to respond to life events that come with little to no warning and uproot clients’ lives. Often these experiences shatter clients’ fundamental beliefs and assumptions about themselves, the world around them, and the future – what is known as their “assumptive world.” This frequently leads to a sense that “nothing is safe” at a time when safety is most needed. Further, clients can often feel so overwhelmed by their experiences and their emotional responses to them that cognitive processing is jeopardized. For these reasons, the way in which a clinician responds to the client is of critical importance.

Develop An Optimistic Perspective on Adversity

What we believe about adversity directly and significantly impacts how we respond to it. For many people, simply learning that reports of growth experiences in the aftermath of traumatic events far outnumber reports of psychiatric disorders is extremely sobering. There is evidence that if we can train people to be more psychologically resilient – that is, less catastrophic in their thinking and more optimistic and more hopeful – then they function better when they encounter traumatic situations.

Do a Mental Rehearsal

Mental rehearsal helps people develop a mental blueprint of a performance or activity and helps them visualize how they can overcome and manage obstacles and challenges that may arise. Mental rehearsal is a powerful tool that helps us manage either the stress of performing at our very best, being the first responder on a trauma team, or coping with a trauma ourselves.

So how can you use mental rehearsal to help your clients in the aftermath of a natural disaster? The first step is to ask your client to choose a place, situation, or feeling in which she would like to respond differently. For example, your client can choose a particular place, such as room in her house (or the remains of her house itself), a memorial for the victims, or a landmark of the damage. Your client may choose a situation, such as seeing her loved ones, cleaning up the remains, or speaking with media or your client may choose a feeling, such as fear, emptiness, or confusion.

Once your client has chosen what she would like to visualize, the next step is to describe how she would like to see herself responding. For example, she can say that she would like to see herself going home and entering her bedroom feeling calm. Or she can say that she would like to see herself speaking to her children in a kind loving manner.

Now that your client has an idea of how she would like to see herself responding, the last step is to rehearse this visualization mentally while considering the following:

  • Describe the scene around you, the people involved, and what you are doing.
  • Describe how you are feeling.
  • Is there anything that is challenging, or that you are having to overcome? If so, what are you doing to manage these things?
  • Are there any feelings that are hard or distressing? If so, what are you doing to manage these?
  • Is there anything different about you? If so, describe.

Developing a mental blueprint for how she can respond to events, places, or feelings that are distressing is an empowering way for your client to separate herself from these events, see herself differently, and begin the process of responding differently with more resilience.

Ask Some Questions

Traumatic circumstances, characterized by their unusual, uncontrollable, potentially irreversible, and threatening qualities, can produce an upheaval in our major assumptions about the world, our place in it and how we make sense of our daily lives.

However, it is in reconsidering our lives that we plant the seeds for new perspectives and a sense that valuable, although painful, lessons have been learned.

Facing trauma makes us more likely to become cognitively engaged with fundamental existential questions about death and the purpose of life. A commonly reported change is for trauma survivors to place more value on the smaller things in life. They may also consider important changes in the religious, spiritual, and existential components of the philosophies of life.

Learn more about Counseling Victims of Natural Disasters

Counseling Victims of Natural Disasters is a 3-hour online continuing education (CE/CEU) course that examines how to help the victims, and witnesses, of natural disasters.

Professional Development Resources is a nonprofit educational corporation 501(c)(3) organized in 1992. We are approved to sponsor continuing education by the American Psychological Association (APA); the National Board of Certified Counselors (NBCC); the Association of Social Work Boards (ASWB); the American Occupational Therapy Association (AOTA); the American Speech-Language-Hearing Association (ASHA); the Commission on Dietetic Registration (CDR); the Alabama State Board of Occupational Therapy; the Florida Boards of Social Work, Mental Health Counseling and Marriage and Family Therapy, Psychology & School Psychology, Dietetics & Nutrition, Speech-Language Pathology and Audiology, and Occupational Therapy Practice; the Georgia State Board of Occupational Therapy; the New York State Education Department’s State Board for Mental Health Practitioners as an approved provider of continuing education for licensed mental health counselors (#MHC-0135); the Ohio Counselor, Social Worker & MFT Board and Board of Speech-Language Pathology and Audiology; the South Carolina Board of Professional Counselors & MFTs; the Texas Board of Examiners of Marriage & Family Therapists and State Board of Social Worker Examiners; and are CE Broker compliant (all courses are reported within a few days of completion).

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

Target AudiencePsychologistsSchool PsychologistsCounselorsSocial WorkersMarriage & 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.orgClick here for details.

Earn CE Wherever YOU Love to Be!