How to Handle a Licensing Board Complaint

Course excerpt from Therapy Tidbits – May/June 2017

Investigation Notice Not Cause for Panic –

Investigation Notice Not Cause for Panic Every state regulates the practice of psychology. The simplest regulation is that state licensing is required to call oneself a psychologist. A person may have a PhD or a PsyD, but unless the person has a license or works for an educational institution, he or she is not a psychologist.

With a state license comes board oversight to police unprofessional practices. The purpose of a licensing board is to assure that the public is not harmed.

A psychologist is considerably more likely to receive a board complaint than be sued. The reason is that in order to bring a suit there has to be a demonstrable cause of action, proof of damage to the person who wants to sue and a lawyer who is willing to take the case. It is much easier to file a complaint with the state licensing board.

Most complaints arise out of an outcome that makes the complainant feel wronged and filing a complaint is a means to validate that feeling. That does not make that person right, only angry.

The receipt of a complaint can cause anxiety in the psychologist for many reasons. Significant is the fact that most practitioners take the complaint personally and can’t see the motivation of the complainant, only that they intended to provide quality care. In reality most complaints are dismissed at the investigatory stage and there is no official record that they were even filed.

State boards deal with complaints in three phases. The opening phase is the investigatory stage. This is usually the first notice the practitioner has of a problem. A written response and a copy of the chart being sent to the board is required.

If the board thinks it is warranted, the next phase will be a formal inquiry. This can entail testimony and experts to support the complaint about the care provided. Depending on the state, this may take place at a board hearing or in front of an administrative law judge.

Some states employ another step after the administrative law judge with a formal hearing in front of the board. This process can be time consuming and expensive. This doesn’t even include an appeal to the state judicial system.

As almost all malpractice insurance policies provide some coverage for state board complaints, the first thing a policyholder should do is contact the insurance carrier. Insurers are a source of advice and, if needed, a referral to an attorney who is familiar with the complaint process. It is not advisable to try to face the board alone. Even if the complaint is frivolous, the board must take it seriously.

Many psychologists have tried self-representation and found themselves with some sort of sanction that now has to be explained. Additionally, a lot of boards invite the psychologist to sign a consent agreement to put the matter to rest. This may seem innocuous and a quick and easy means to end the matter, but it means that the practitioner has agreed that he or she has done something wrong.

With this agreement, the complainant can now sue and be fairly assured of winning. So it is very important that the practitioner understand his or her malpractice insurance coverage and feel free to contact the carrier if notified a complaint has been filed.

As with most aspects of claims against psychologists, a lot of board complaints arise out of the fractioning of a family unit – such as in a divorce – and the subsequent intervention of a psychologist. It is not unusual for a “custody evaluator” to be named in a complaint. This is the only way to bring an action against a court-appointed individual. Immunity from litigation will protect against a lawsuit but it won’t stop a board from investigating.

Most states have passed laws that allow regulatory agencies access to patient charts. There is even an exception in HIPPA that allows this. That means the board will be looking at the notes that document a course of treatment. They will be making decisions about the psychologist’s career based upon that documentation. This is another example of where the “less is more” theory of note taking breaks down.

The usual risk management strategies apply. As always, your notes are your main defense. Failure to have them just means you will have another problem. In fact, notes are the only way to survive a board complaint.

State boards are consumer protection organizations. They are there to protect the public from allegedly unqualified practitioners. It is important to recognize that a proper defense comes from a clear and documented clinical process.

So as practicing psychologists, protect yourselves by documenting your treatment of patients. If you receive notice of a complaint, don’t panic. Contact your insurance carrier and follow the advice you will be given.

By Eric. C Marine – vice president of claims and risk management for the American Professional Agency Inc. He has more than 35 years involved in the insurance claims business and more than 20 years in all facets of professional liability claims. He writes and speaks nationally on the subject.

Therapy Tidbits – May/June 2017Therapy Tidbits – May/June 2017 is a 1-hour online continuing education (CE) course that covers a variety of therapy topics in a succinct and reader-friendly format.

The articles included in this course are:

  • Advocates in Field of Aging Hear Strong Call to Action – Highlights focus points of the ASA conference in March: critical social and political issues affecting older Americans and how the ASA is urging member support to protect them.
  • Cost-Containment Restricts Treatment for PTSD – A warzone PsyD is told her patient is receiving, “entirely too much treatment,” after reimbursement allowances by insurers fall substantially.
  • Hoffman Report Triggers Defamation Suit Against APA – Plaintiffs damaged by Hoffman Report claim bias and “blind-following” in case brought against him and numerous others alleged to be complicit in defaming.
  • Investigation Notice Not Cause for Panic – Illuminates steps you can take to prepare yourself and your practice, now and ahead of time, for the inevitable complaint.
  • Proponent of Internet Tests Contends They Eliminate Bias – Explores how the “human factor” can play a significant role in candidate deception.
  • Psychologists Best to Assess Concussions, Gender Effects – Discusses the importance of including the discipline of psychology when addressing the complex effects of concussions.
  • Brain Hacking: Tech Companies Hijack Your Attention – Focuses on the modern compulsion to keep tabs on our electronic communications and social media as well as tactics to combat such distractions.
  • Duty to Warn: Don’t Get Distracted by Legal Cases – Evaluates that laws may change, but the focus of “duty to warn” stays the same.
  • MMPI-2 Book is Excellent Reference Text – Promotes the many benefits of using the MMPI-2 as a resource material for psychology-based professions.


Course #11-10 | 2017 | 16 pages | 10 posttest questions

This online course provides instant access to the course materials (PDF download) and CE test. After enrolling, click on My Account and scroll down to My Active Courses. From here you’ll see links to download/print the course materials and take the CE test (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.

Professional Development Resources is approved by the American Psychological Association (APA) to sponsor continuing education for psychologists; the National Board of Certified Counselors (NBCC ACEP #5590); the Association of Social Work Boards (ASWB #1046, ACE Program); the Florida Boards of Clinical Social Work, Marriage & Family Therapy, and Mental Health Counseling (#BAP346) and Psychology & School Psychology (#50-1635); the Ohio Counselor, Social Worker & MFT Board (#RCST100501); the South Carolina Board of Professional Counselors & MFTs (#193); and the Texas Board of Examiners of Marriage & Family Therapists (#114) and State Board of Social Worker Examiners (#5678).

Medicare Payments to Focus on Value not Volume

By Paula Hartman-Stein, PhD

Psychologists will have a two-year reprieve from reporting quality measures for Medicare patients beginning January 2017, according to the Center for Medicare and Medicaid Services (CMS). The Physician Quality Reporting System (PQRS) that began in 2007 is being phased out in December. Although that may be a relief to those who opposed it, psychologists will also not be eligible to receive bonuses under the new system until 2021.

“Medicare is going through significant changes,” said Acting CMS Administrator Andy Slavitt during a May conference call for providers, adding, “We lived in fear of payment reduction from the Sustainable Growth Rate (SGR) but will its replacement be a better place?”

The Medicare Access and CHIP Reauthorization Act of 2015 (MACRA), legislation that passed with bi-partisan support, repeals the SGR formula that calculated payment cuts for all providers. MACRA creates a new framework for rewarding clinicians for providing higher quality care by establishing two tracks for payment, Merit-based Incentive Payment System (MIPS) and Alternative Payment Models (APMs).

MIPS ScoringAccording to Slavitt, CMS released a proposed rule about the new quality performance system that is based on three principles: making the work for providers more patient-centric to support patient needs and coordinate services; more practice driven, allowing providers to select measures most appropriate for their population, and simpler to reduce duplication.

The Merit-based Incentive Payment System (MIPS) consolidates three existing quality reporting programs: PQRS, the Value-Based Payment Modifier (VBPM) and meaningful use (MU). The system also adds a new program, clinical practice improvement activities (CPIA).

MIPS is designed to change the payment structure away from volume to value as Medicare moves away from traditional fee-for-service. The four components of MIPS will determine an overall composite performance score from 1 to 100, with differing weights assigned to the factors. The components are quality (worth 50 percent), resource use (10 percent), clinical practice improvement activities (15 percent) and advancing care information (25 percent).

MIPS will impact reimbursement by assessing providers on each of the categories and assigning an overall score. Physicians whose scores fall below a predetermined threshold will receive a penalty up to 4 percent and those with scores above the threshold will be awarded a bonus up to 9 percent in 2019 based on their performance in 2017. Psychologists can begin to participate in 2019.

Exemptions from MIPS include clinicians in their first year of billing Medicare and providers whose volume of Medicare payments is less than $10,000 in claims per year and provide services to 100 or fewer Medicare patients. The bonuses may go up to 12 percent if large numbers of providers are penalized, according to CMS. Because the adjustments and bonuses are made in a budget neutral manner the money for the bonuses comes from those who are penalized.

Specific requirements for psychologists and other non-physician groups have yet to be determined. CMS encouraged psychologists to volunteer to participate in 2017 to get a head start on what will be required in the future.

The official comment period about the MIPS proposed rule ended June 27. “Psychologists should understand that if they do not report any measures under MIPS, once they become eligible they will end up with a very low composite score and should expect to see significant reductions in their Medicare payments,” according to an Information Alert from Doug Walter, associate executive director for Government Relations for the APA’s Practice Organization.

Read more in Therapy Tidbits – July/August 2016, a 1-hour online continuing education (CE) course that discusses a variety of psychotherapy topics.

Paula Hartman-Stein, PhD, a clinical psychologist, consultant, and Medicare correspondent for The National Psychologist newspaper, was the Chair of the first psychology and social work Expert Work Group to develop quality measures. Currently she serves on the expert panel for the Elder Maltreatment screen. Dr. Hartman-Stein graduated from Kent State University and obtained the interdisciplinary geriatric clinical development award through Case Western University. For over 20 years she has worked at the Center for Healthy Aging, a private practice in Kent, Ohio. A prolific writer, she has two edited books, Innovative Behavioral Healthcare for Older Adults (1998) and Enhancing Cognitive Fitness in Adults (2011), numerous book chapters and refereed publications on healthy aging and psychology practice issues, and over 100 news articles.

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. Professional Development Resources is also approved by the Florida Board of Psychology and the Office of School Psychology and is CE Broker compliant (#50-1635).

 

The Mental Health Professional in Long-Term Care

The Mental Health Professional in Long Term Care

 

As the population of the United States ages, more and more healthcare professionals find themselves treating elders – and there will be a significantly increased need for the services of psychotherapists in the years to come.

The Mental Health Professional in Long-Term Care

The Mental Health Professional in Long-Term Care is a new 2-hour online CE course that will provide a framework for providing care in a skilled nursing facility. It is intended to give the clinician an overview of the important aspects of long-term care that affect treatment; including the structure, organization and reimbursement system. The average resident and common treatment areas will also be discussed. Course #20-89 | 2014 | 27 pages | 14 posttest questions

CE Credit: 2 Hours
Course Type: Online
Price: $28

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

About the Authors:

Laura More, MSW, LCSW, is a Licensed Clinical Social Worker and healthcare author. She earned her Masters of Social Work from Florida State University and has over twenty years of healthcare experience, with a focus on geriatric and head injury rehabilitation. Laura has directed case management, social service, and rehabilitation in skilled nursing, outpatient and inpatient hospital settings. She has managed long-term care rehabilitation from facility, area, and regional positions, with a strong emphasis on training and education of staff and client caregivers in the provision of care for geriatric patients in skilled nursing facilities. Laura was one of the founding partners of Care2Learn, a provider of online continuing education courses for the post-acute healthcare industry. She has authored or edited over 120 online continuing education titles, co-authored evidence-based care assessment area resources and a book, The Licensed Practical Nurse in Long-term Care Field Guide. She is the recipient of the 2010 Education Award from the American College of Health Care Administrators.

Edie Deane-Watson, MS, CCC, CCM, has served in the post-acute care industry in various capacities for 25 years. She developed and managed SNF based rehabilitation programs at the facility and regional level and was one of the founding partners of Care2Learn, a provider of online continuing education courses for the post-acute healthcare industry. In addition, she has worked in acute care, head injury, life care planning, and e-learning. She is currently the Director of Education and Training at American Health Tech, a leading provider of post-acute care integrated software.

CE Information:

Professional Development Resources is approved by the American Psychological Association (APA); the National Board of Certified Counselors (NBCC ACEP #5590); the Association of Social Work Boards (ASWB #1046, ACE Program); the California Board of Behavioral Sciences (#PCE1625); the Florida Boards of Clinical Social Work, Marriage & Family Therapy, and Mental Health Counseling (#BAP346) and Psychology & School Psychology (#50-1635); the Ohio Counselor, Social Worker & MFT Board (#RCST100501); the South Carolina Board of Professional Counselors & MFTs (#193); and the Texas Board of Examiners of Marriage & Family Therapists (#114) and State Board of Social Worker Examiners (#5678).

50% Off Weekly Deals + Back to School Savings!

By Gina Ulery

New Weekly Deals are in with 50% off Video and Online CE courses. And don’t forget you can Buy 2 Get 1 FREE during our Back to School sale, now through Labor Day! https://www.pdresources.org/

Weekly-Deals-8-21-14

 

Professional Development Resources is approved to offer continuing education courses 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 California Board of Behavioral Sciences; the Florida Boards of Social Work, Mental Health Counseling and Marriage and Family Therapy, Psychology & School Psychology, Dietetics & Nutrition, and Occupational Therapy Practice; the Ohio Counselor, Social Worker & MFT Board; the South Carolina Board of Professional Counselors & MFTs; and by the Texas Board of Examiners of Marriage & Family Therapists and State Board of Social Worker Examiners.

Florida Mental Health Continuing Education Requirements and License Renewals

Florida Mental Health Continuing Education

Florida Social Workers, Marriage and Family Therapists, and Mental Health Counselors have a biennial license renewal with a March 31st deadline, odd years. Thirty (30) hours of continuing education are required to renew a license.

The following courses are required for license renewal:

 

There are no limits on home study. National accreditation accepted: NBCC, APA, ASWB

Professional Development Resources is approved as a provider of continuing education by the Association of Social Work Boards (ASWB Provider #1046, ACE Program); by the National Board of Certified Counselors (NBCC Provider #5590); by the American Psychological Association (APA); by the Florida Board of Clinical Social Work, Marriage & Family Therapy, and Mental Health Counseling (Provider #BAP346)

Continuing Education Courses for Social Workers

Caregiver Help Part I: Coping with Anger and Guilt is a 2-hour online video CE course. The emotional stress of caring for persons who are aging, chronically ill or disabled can be debilitating for family members as well as professional caregivers. This course addresses caregiver anger and guilt, and provides a three-step process that helps caregivers develop an attitude of what is described as “creative indifference” toward the people, situations and events that cause them the greatest amount of emotional stress. By gaining insights into how degenerative and progressive diseases affect the life of the caregiver, the mental health professional will be in a better position to empathize with the caregiver’s situation and provide strategies that will help them manage the stress of caring for someone whose situation will never improve. The significance of honoring and supporting caregivers’ feelings and helping them understand the importance of self-care can not only improve their physical and emotional well-being, but can also have a huge impact on the quality of care they are able to provide to their care receiver. This course includes downloadable worksheets that you can use (on a limited basis) in your clinical practice. Course #20-84 | 2014 | 15 posttest questions

Bullying Prevention: Raising Strong Kids by Responding to Hurtful & Harmful Behavior is a 3-hour online video CE course. This video course starts with a thoughtful definition of “bullying” and goes on to illustrate the functional roles of the three participant groups: the targeted individuals, the bullies, and the bystanders. The speaker discusses the concepts of resiliency, empathy, and growth/fixed mindsets, and considers the pros and cons of alternative responses to harmful behavior. Included also are an examination of the utility of zero tolerance policies and a variety of adult responses when becoming aware of bullying behavior. The speaker utilizes multiple examples and scenarios to propose strategies and techniques intended to offer connection, support and reframing to targeted individuals, motivation to change in the form of progressive, escalating consequences to bullies, and multiple intervention options to bystanders. Further segments discuss ways in which schools can create safe, pro-social climates. Course #30-73 | 2014 | 21 posttest questions

Building Resilience in your Young Client is a 3-hour online course. It has long been observed that there are certain children who experience better outcomes than others who are subjected to similar adversities, and a significant amount of literature has been devoted to the question of why this disparity exists. Research has largely focused on what has been termed “resilience.” Health professionals are treating an increasing number of children who have difficulty coping with 21st century everyday life. Issues that are hard to deal with include excessive pressure to succeed in school, bullying, divorce, or even abuse at home. This course provides a working definition of resilience and descriptions of the characteristics that may be associated with better outcomes for children who confront adversity in their lives. It also identifies particular groups of children – most notably those with developmental challenges and learning disabilities – who are most likely to benefit from resilience training. The bulk of the course – presented in two sections – offers a wide variety of resilience interventions that can be used in therapy, school, and home settings. Course #30-72 | 2014 | 53 pages | 21 posttest questions

Online Continuing Education for Marriage and Family Therapists

From Contention to Contemplation: Overcoming Core Impasses in Couples Therapy is a 1-hour online video CE course. Many couples come to therapy emotionally disconnected from each other, polarized by a constant state of struggle and unable to see past the last fight. Couples often engage in a repetitive cycle of interaction, resulting in their feeling stuck and hopeless. Once this reciprocal pattern can be identified, couples can be empowered to break the pattern and learn new ways of relating to one another that better satisfies their needs. The purpose of this course is to train therapists to conduct a strength-based assessment and identify those dynamics in a couple’s interaction that serve to perpetuate unsatisfactory relationship patterns. Therapeutic techniques discussed include diagramming a couple’s vulnerability cycle using pictorial representations and facilitating new patterns by identifying the partners’ beliefs and core premises and providing training in retroactive analysis of conflictual interactions. Course #10-79 | 2014 | 54 minute video | 7 posttest questions

Living a Better Life with Chronic Pain: Eliminating Self-Defeating Behaviors is a 5-hour online CE course. 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. Course #50-12 | 2014 | 49 pages | 35 posttest questions

School Refusal Behavior: Children Who Can’t or Won’t Go to School is a 4-hour online CE course. School refusal is a problem that is stressful for children, for their families, and for school personnel. Failing to attend school has significant long and short-term effects on children’s social, emotional, and educational development. School refusal is often the result of, or associated with, comorbid disorders such as anxiety or depression. Careful assessment, treatment planning, interventions, and management of school refusal are critical to attainment of the goal of a successful return to school as quickly as possible. Interventions may include educational support, cognitive therapy, behavior modification, parent/teacher interventions, and pharmacotherapy. Course #40-29 | 2011 | 48 pages | 30 posttest questions

Continuing Education Online for Mental Health Counselors

Economic Distress and Clinical Practice is a 1-hour online video CE course. This is a brief course that defines stress and its physical, emotional, cognitive, and behavioral responses and identifies the common indicators of financial stress. It demonstrates a model for performing a financial stress assessment that uses specific tools to identify impact, severity and components of financial stress. It goes on to illustrate a variety of interventions, including thought construct, self-narrative, meaning, cognitive behavioral therapy (CBT), disputing dysfunctional beliefs, dialectical behavior therapy (DBT), learning distress tolerance, and identifying action steps. The course is intended for therapists who are working with clients for whom economic distress is a primary presenting problem. Course #10-80 | 2014 | 63 minute video | 7 posttest questions

Building Resilience in your Young Client is a 3-hour online course. It has long been observed that there are certain children who experience better outcomes than others who are subjected to similar adversities, and a significant amount of literature has been devoted to the question of why this disparity exists. Research has largely focused on what has been termed “resilience.” Health professionals are treating an increasing number of children who have difficulty coping with 21st century everyday life. Issues that are hard to deal with include excessive pressure to succeed in school, bullying, divorce, or even abuse at home. This course provides a working definition of resilience and descriptions of the characteristics that may be associated with better outcomes for children who confront adversity in their lives. It also identifies particular groups of children – most notably those with developmental challenges and learning disabilities – who are most likely to benefit from resilience training. The bulk of the course – presented in two sections – offers a wide variety of resilience interventions that can be used in therapy, school, and home settings. Course #30-72 | 2014 | 53 pages | 21 posttest questions

Autism: The New Spectrum of Diagnostics, Treatment & Nutrition is a 4-hour online CE course. The first section of this course traces the history of the diagnostic concept of Autism Spectrum Disorder (ASD), culminating in the revised criteria of the 2013 version of the Diagnostic and Statistical Manual of Mental Disorders, the DSM-5, with specific focus on the shift from five subtypes to a single spectrum diagnosis. It also aims to provide epidemiological prevalence estimates, identify factors that may play a role in causing ASD, and list the components of a core assessment battery. It also includes brief descriptions of some of the major intervention models that have some empirical support. Section two describes common GI problems and feeding difficulties in autism, exploring the empirical data and/or lack thereof regarding any links between GI disorders and autism. Sections on feeding difficulties offer interventions and behavior change techniques. A final section on nutritional considerations discusses evaluation of nutritional status, supplementation, and dietary modifications with an objective look at the science and theory behind a variety of nutrition interventions. Other theoretical interventions are also reviewed. Course #40-38 | 2013 | 50 pages | 30 posttest questions

How Temperamental Differences Affect Young Children

How Temperamental Differences Affect Young ChildrenHow Temperamental Differences Affect Young Children is a 2-hour video-based CE course presented by Lauren Ehrenreich, MSSA, LISW-S. Temperament plays a significant role in a child’s development, experience, relationships, and behaviors. Children often need supportive intervention to allow them to function in healthy ways and reach their potential.

This video course will include a discussion of normal early childhood development and the range of normal functioning as it is impacted by temperament. The purpose of this course is to help participants understand the role that temperament plays in the trajectory of normal child development including inner experience, relationships, and behavior and learn effective, supportive interventions.

It is intended for all types of therapists who work with children or their parents, as well as for school-based personnel and classroom teachers.

Course #20-83 | 2014 | 14 posttest questions.

Learning Level: Introductory
CE Credit: 2 Hours
Introductory Price: $59 (reg $79)

These online video streaming courses provide instant access to the course videos, course handouts and CE test. Successful completion of the online CE test (80% required to pass, 3 chances to take) and course evaluation are required to earn a certificate of completion. You can print the test (download test from My Courses tab of your account) and mark your answers on while viewing the video. Then submit online when ready to receive credit.

Professional Development Resources is approved by the American Psychological Association (APA); the National Board of Certified Counselors (NBCC ACEP #5590); the Association of Social Work Boards (ASWB Provider #1046, ACE Program); the American Occupational Therapy Association (AOTA Provider #3159); the Commission on Dietetic Registration (CDR Provider #PR001); the California Board of Behavioral Sciences (#PCE1625); the Florida Boards of Social Work, Mental Health Counseling and Marriage and Family Therapy (#BAP346), Psychology & School Psychology (#50-1635), Dietetics & Nutrition (#50-1635), and Occupational Therapy Practice (#34); the Ohio Counselor, Social Worker & MFT Board (#RCST100501); the South Carolina Board of Professional Counselors & MFTs (#193); and the Texas Board of Examiners of Marriage & Family Therapists (#114) and State Board of Social Worker Examiners (#5678).

 

Bullying Prevention – Raising Strong Kids by Responding to Hurtful and Harmful Behavior

Bullying Prevention: Raising Strong Kids by Responding to Hurtful & Harmful BehaviorBullying Prevention: Raising Strong Kids by Responding to Hurtful & Harmful Behavior is a 3-hour video-based CE course presented by Amy Burzinski, LISW. This video course starts with a thoughtful definition of “bullying” and goes on to illustrate the functional roles of the three participant groups: the targeted individuals, the bullies, and the bystanders.

The speaker discusses the concepts of resiliency, empathy, and growth/fixed mindsets, and considers the pros and cons of alternative responses to harmful behavior.

Included also are an examination of the utility of zero tolerance policies and a variety of adult responses when becoming aware of bullying behavior. The speaker utilizes multiple examples and scenarios to propose strategies and techniques intended to offer connection, support and reframing to targeted individuals, motivation to change in the form of progressive, escalating consequences to bullies, and multiple intervention options to bystanders.

Further segments discuss ways in which schools can create safe, pro-social climates.

Course #30-73 | 2014 | 21 posttest questions.

Learning Level: Introductory
CE Credit: 3 Hours
Introductory Price: $69 (reg $89)

These online video streaming courses provide instant access to the course videos, course handouts and CE test. Successful completion of the online CE test (80% required to pass, 3 chances to take) and course evaluation are required to earn a certificate of completion. You can print the test (download test from My Courses tab of your account) and mark your answers on while viewing the video. Then submit online when ready to receive credit.

Professional Development Resources is approved by the American Psychological Association (APA); the National Board of Certified Counselors (NBCC ACEP #5590); the Association of Social Work Boards (ASWB Provider #1046, ACE Program); the American Occupational Therapy Association (AOTA Provider #3159); the Commission on Dietetic Registration (CDR Provider #PR001); the California Board of Behavioral Sciences (#PCE1625); the Florida Boards of Social Work, Mental Health Counseling and Marriage and Family Therapy (#BAP346), Psychology & School Psychology (#50-1635), Dietetics & Nutrition (#50-1635), and Occupational Therapy Practice (#34); the Ohio Counselor, Social Worker & MFT Board (#RCST100501); the South Carolina Board of Professional Counselors & MFTs (#193); and the Texas Board of Examiners of Marriage & Family Therapists (#114) and State Board of Social Worker Examiners (#5678).

Indiana Psychologists Continuing Education and License Renewals

indiana psychologists continuing education
Indiana-licensed psychologists have a biennial license renewal with an August 31st deadline, even years. Forty (40) hours of continuing education are required for license renewal. Of the forty hours, a minimum of twenty (20) hours are required from Category 1, six (6) hours of Ethics is required, and three (3) hours must be Category 1. Thirty (30) hours (10 hours Category 1, 20 hours Category 2) are allowed from home study if APA approved.

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.

Requirements for Continuing Education

Psychologists licensed in the state of Indiana have a license renewal every two years with an August 31st deadline, even years. 40 hours of continuing education are required in order to renew a license. Of the forty hours, a minimum of 20 hours are required from Category 1, 6 hours of Ethics is required, and 3 hours must be Category 1. 30 hours (10 hours Category 1, 20 hours Category 2) are allowed from home study if APA approved.

Continuing Education Courses for Psychologists

 

New Jersey Marriage and Family Therapists Continuing Education and License Renewals

New Jersey Marriage and Family Therapists Continuing EducationNew Jersey-licensed marriage and family therapists have a biennial license renewal with a June 30th deadline, even years. Forty (40) continuing education hours are required for license renewal. Twenty (20) hours are allowed from home study, and twenty (20) hours must be face to face. Five (5) hours of ethics, and three (3) hours of social/cultural competence are required at each renewal. National accreditation accepted: NBCC, APA, NAADAC.

Professional Development Resources is approved as a provider of continuing education by the Association of Social Work Boards (ASWB Provider #1046, ACE Program); by the National Board of Certified Counselors (NBCC Provider #5590); by the American Psychological Association (APA).

Continuing Education Requirements

Marriage and family therapists licensed in the state of New Jersey have a biennial license renewal with a June 30th deadline, even years. Forty hours of continuing education are required to renew a license. Twenty hours are allowed from home study, and twenty hours must be face to face. Five hours of ethics, and three hours of social/cultural competence are required at each renewal period. National accreditation accepted: NBCC, APA, NAADAC.

Information obtained from the New Jersey Board of MFT Examiners on June 3, 2014.

Online Continuing Education Courses for Marriage and Family Therapists:

 

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Massachusetts Psychologists Continuing Education and License Renewal Information

massachusetts psychologists continuing education
Massachusetts-licensed psychologists have a biennial license renewal with a June 30th deadline, even years. Twenty (20) continuing education hours are required for license renewal. There are no limits on home study if APA approved.

The pursuit of continuing education ensures the best possible standards for the psychology profession. All psychologists are required to complete continuing education as a licensing requirement.

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.

Continuing Education Requirements

Psychologists licensed in the state of Massachusetts have a license renewal every two years with a June 30th deadline, even years. Twenty (20) hours of continuing education are required to renew a license. There are no limits on home study if APA approved.

Information gathered from the Massachusetts Board of Registration of Psychologists on May 15, 2014.

Continuing Education Courses for Psychologists:

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