Treatment for mental health disorders tends to fall into one of three categories: therapy, medication or both. But a neuroscientist wants to change that with a video game he conceptualized that’s being tested for the market.
Adam Gazzaley, head of the Gazzaley Neuroscience Research Lab at the University of California, San Francisco, developed “NeuroRacer,” a video game that targets multitasking skills through a series of challenges. His preliminary research looked at how the game can help older adults improve mental functioning and saw some promising results.
Gazzaley is submitting the game through the FDA approval process for medical devices in order to have the product rigorously tested, but he’s hopeful that it could one day serve as useful tool for people with psychiatric disorders as well as cognitive decline. The key is through sharpening the networks in the brain that control working memory and attention, which he believes can be a gateway to improving all areas of congnitive ability (including the domains in the brain where the disorders are found).
If these types of brain games are approved by the FDA, they could also help address the stigma often attached to seeking therapy or other methods of mental illness treatment. Studies shownegative mental health stereotypes act as a barrier to treatment and prevent people from seeking help. The games, as part of a larger treatment plan, could allow people to find relief privately, in the comfort of their own homes.
It’s clear that more research is needed to determine if there is truly a substantial benefit of these tools. What matters most is that those who experience mental health issues are taking the appropriate measures outlined by their doctors to help manage their condition — whether it be video games or otherwise.
This is a test only course (book not included). The book can be purchased from Amazon or some other source.This CE test is based on the book “Apps for Autism” (2015, 436 pages), the ultimate app planner guidebook for parents/professionals addressing autism intervention. There are hundreds of apps for autism, and this course will guide you through them so that you can confidently utilize today’s technology to maximize your child or student’s success. Speech-language pathologist Lois Jean Brady wrote this book to educate parents and professionals about the breakthrough method she calls “iTherapy” – which is the use of mobile technology and apps in meeting students’ individual educational goals.For those who are new to the wonderful world of apps, worry not! This award winning reference will review hundreds of excellent apps, accessories and features organized into 39 chapters for parents and professionals alike. There are also helpful sections of how to choose apps, evidence-based practices, choosing an iDevice, internet safety, a helpful toolbox and much, much more.Course #30-82 | 2015 | 21 posttest questions Click Here to Learn More!
Should therapists and counselors use humor as a therapeutic technique? If so, should they be formally trained in those procedures before their implementation? This course will review the risks and benefits of using humor in therapy and the relevant historical controversies of this proposal. The paucity of rigorous empirical research on the effectiveness of this form of clinical intervention is exceeded only by the absence of any training for those practitioners interested in applying humor techniques. In this course a representative sample of its many advocates’ recommendations to incorporate humor in the practice of psychological therapies is reviewed. Therapeutic humor is defined, the role of therapists’ personal qualities is discussed, and possible reasons for the profession’s past resistance to promoting humor in therapy are described. Research perspectives for the evaluation of humor training are presented with illustrative examples of important empirical questions still needing to be answered.Course #21-02 | 2015 | 24 pages | 14 posttest questions Click Here to Learn More!
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. Course #20-75 | 2013 | 28 pages | 14 posttest questions Click Here to Learn More!
This course, which includes two CDC bulletins, discusses the findings of the National Survey of Children’s Exposure to Violence (NatSCEV), the most comprehensive nationwide survey of the incidence and prevalence of children’s exposure to violence to date, sponsored by the Office of Juvenile Justice and Delinquency Prevention (OJJDP) and supported by the Centers for Disease Control and Prevention (CDC). The survey confirms the alarming statistic that most of our society’s children are exposed to violence in their daily lives. More than 60% of the children surveyed were exposed to violence within the past year, either directly or indirectly. The reports further reveal the adverse effects suffered by children who witness violence, identify risk and protective factors, and describe the key elements of designing an effective response. This course satisfies the domestic violence requirement for biennial relicensure of Florida mental health professionals.Closeout Course #20-73 | 2009 | 19 pages | 14 posttest questions Click Here to Learn More!
Professional Development Resources is approved by the American Psychological Association (APA) to sponsor continuing education for psychologists; by the National Board of Certified Counselors (NBCC ACEP #5590); by the Association of Social Work Boards (ASWB Provider #1046, ACE Program); by the American Occupational Therapy Association (AOTA Provider #3159); by the American Speech-Language-Hearing Association (ASHA Provider #AAUM); by the Commission on Dietetic Registration (CDR Provider #PR001); by the California Board of Behavioral Sciences (#PCE1625); by the Florida Boards of Social Work, Mental Health Counseling and Marriage and Family Therapy (#BAP346), Psychology & School Psychology (#50-1635), Dietetics & Nutrition (#50-1635), Speech-Language Pathology and Audiology, and Occupational Therapy Practice (#34); by the Ohio Counselor, Social Worker & MFT Board (#RCST100501); by the South Carolina Board of Professional Counselors & MFTs (#193); and by the Texas Board of Examiners of Marriage & Family Therapists (#114) and State Board of Social Worker Examiners (#5678).