Professional Development Resources is approved by the American Psychological Association (APA) to sponsor continuing education for psychologists. Professional Development Resources maintains responsibility for this program and its content.
This course explains the basics of lactose intolerance from the prevalence and pathophysiology to the management of lactose intolerance. It also goes beyond the basics by including the dietary treatment of lactose intolerance from a registered dietitian’s perspective by outlining the steps of the nutrition care process and providing strategies for nutrition counseling. It includes information on psycho-emotional factors such as anxiety and depression that can affect lactose intolerance symptoms and pose barriers to successful treatment. Two case studies are included to assist health professionals in understanding the client perspective. This course will be informative for anyone with lactose intolerance as well as registered dietitians and other health professionals who counsel those with lactose intolerance.
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 Social Networking Services (SNS) like Facebook, Twitter, and others? How are psychotherapists 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 psychotherapists the opportunity to examine their practices in regard to the use of social networking 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 networking and the development of a practice social media policy.
Physical inactivity is among the most critical public health concerns in America today. For healthcare professionals, the creation and implementation of sustainable fitness solutions is a relevant cause. This course will help you become familiar with the physical and psychological rewards involved in the activity of running, identify risks and the most common running injuries – along with their symptoms and most probable causes – and describe strategies that can be used in preventing running injuries and developing a healthy individualized running regimen.
Certainly no one would choose a pain-filled body over a healthy, pain-free body. Yet every day, people unwittingly choose actions and attitudes that contribute to pain or lead to other less-than-desirable consequences on their health, relationships or ability to function. These actions and attitudes are what are called self-defeating behaviors (SDBs) and they keep us from living life to the fullest—if we let them. This course is a self-instructional module that “walks” readers through the process of replacing their self-defeating chronic pain issues with healthy, positive, and productive life-style behaviors. It progresses from an analysis of the emotional aspects of living with chronic pain to specific strategies for dealing more productively with it. Through 16 guided exercises, readers will learn how to identify their self-defeating behaviors (SDBs), analyze and understand them, and then replace them with life-giving actions that lead to permanent behavioral change.
Epidemiological studies indicate a progressively rising prevalence trend in the number of individuals identified with autism spectrum disorder (ASD) over the past decade. Yet, compared with general population estimates, children and youth with mild to moderate symptoms of ASD remain an underidentified and underserved population in our schools and communities. The DSM-5 conceptualizations of autism require professionals in clinical, school, and private practice settings to update their knowledge about the spectrum. In addition, professionals should be prepared to recognize the presence of risk factors and/or early warning signs of ASD and be familiar with screening and assessment tools in order to ensure that individuals with ASD are being identified and provided with the appropriate programs and services. The objectives of this course are to identify DSM-5 diagnostic changes in the ASD diagnostic criteria, summarize the empirically-based screening and assessment methodology in ASD, and describe a comprehensive developmental approach for assessing children, adolescents, and young adults with ASD.