Tag Archives: ASWB

Treating Explosive Kids

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Treating Explosive Kids is a new 6-hour book-based CEU course for mental health professionals.

Treating Explosive Kids“Treating Explosive Kids: The Collaborative Problem-Solving Approach” (2006, 246 pages) provides a detailed framework for effective, individualized intervention with highly oppositional children and their families. Many vivid examples and Q&A sections show how to identify the specific cognitive factors that contribute to explosive and noncompliant behavior, remediate these factors, and teach children and their adult caregivers how to solve problems collaboratively. The book also describes challenges that may arise in implementing the model and provides clear and practical solutions. Two special chapters focus on intervention in schools and in therapeutic/restrictive facilities. Course #60-95 | 45 posttest questions | This is a test only course (book not included). The book (or e-book) can be purchased from Amazon.

CE Credit: 6 Hours
Target Audience: Psychologists | Counselors | Social Workers | Marriage & Family Therapists (MFTs)
Learning Level: Intermediate
Course Type: Test Only

Professional Development Resources is approved as a provider of continuing education by the Association of Social Work Boards (ASWB #1046); the National Board of Certified Counselors (NBCC #5590); the American Psychological Association (APA); the National Association of Alcoholism & Drug Abuse Counselors (NAADAC #000279); the Florida Board of Clinical Social Work, Marriage & Family Therapy, and Mental Health Counseling (#BAP346); the California Board of Behavioral Sciences (#PCE1625); the Texas Board of Examiners of Marriage & Family Therapists (#114); the South Carolina Board of Professional Counselors and Marriage & Family Therapists (#193); and the Ohio Counselor, Social Worker and Marriage & Family Therapist Board (#RCST100501).

Book Reviews:

“This is by far the best approach I have ever encountered for children who are easily frustrated, chronically inflexible, and explosive (as well as those who “shut down” rather than explode). As a clinical and school psychologist who has worked with such children and families for over 15 years, this approach is the one that works when so many others have failed.” – L. David Epstein

“Very helpful for therapists and parents who want to use the Collaborative Problem Approach with explosive kids. Using plenty of examples and scripts, Drs. Green and Ablon help to walk people through the approach, through common pitfalls, and provide guidance and support for therapists working with families. A must-read for every family therapist and teacher who has ever worked with an explosive child.” – A. Wilson

“I’m a clinical therapist with 18 years’ experience. Several years ago I attended Dr. Green’s training and was very impressed. So much in the mental health field, for working w/ behaviorally challenging kids and parents, focuses on rewards and consequences – basic behavioralism – which only works part of the time for part of the population. This is a wise and effective alternative, and one in consonance with what we’re learning about why explosive kids are that way. My specialty areas are complex trauma and attachment disorders, which aren’t mentioned as root causes for the difficulties in self-regulation skills for (I believe) a majority of explosive kids, which I think is an oversight. However, Dr. Green’s creation of interventions which address the effects of these skill deficits remains an outstanding acheivement. His “Plan A, Plan B, Plan C” model is easily explained by clinicians and understood by parents. His model keeps parents empowered, gives them reasonable guidelines for which plan to use when, strengthens both kids’ and parents’ abilities to problem-solve in a connective, caring way, and gives kids hope for their own growth and change.” – Michal Osier

 

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Ethics and Social Media

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Ethics and Social Media – New 2-Hour Online CEU Course

Ethics and Social MediaIs 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

Professional Development Resources is approved as a provider of continuing education by the Association of Social Work Boards (ASWB #1046); the National Board of Certified Counselors (NBCC #5590); the American Psychological Association (APA); the National Association of Alcoholism & Drug Abuse Counselors (NAADAC #000279); the Florida Board of Clinical Social Work, Marriage & Family Therapy, and Mental Health Counseling (#BAP346); the California Board of Behavioral Sciences (#PCE1625); the Texas Board of Examiners of Marriage & Family Therapists (#114); the South Carolina Board of Professional Counselors and Marriage & Family Therapists (#193); and the Ohio Counselor, Social Worker and Marriage & Family Therapist Board (#RCST100501).

Helping Children Learn to Listen – New 1-Hour Online Course!

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Helping Children Learn to ListenParents, teachers, and other adults often complain that their children do not listen to them. In fact, failure to listen is a common occurrence among all children, at least some of the time. When it becomes a chronic condition, that is, when a child rarely or never listens to adults, it becomes clinically worrisome because the safety and well-being of the child can be at risk. The failure to develop good listening skills is also a threat to a child’s learning processes. It is difficult to comprehend and follow directions if one is not listening. Furthermore, children who do not listen are likely to have difficulties in their relationships with both adults and peers. Helping Children Learn to Listen will teach clinicians effective and practical strategies for helping children learn to listen so they can better counsel their client’s parents and caregivers in the use of these skills. By implementing the techniques presented here, parents and other adults can teach children to listen, thereby decreasing the occurrence of power struggles and frustration. Children can then move on to other important social and educational developmental tasks. Course #10-56 | 2013 | 17 pages | 10 posttest questions

 

Professional Development Resources is approved as a provider of continuing education by the Association of Social Work Boards (ASWB #1046); the National Board of Certified Counselors (NBCC#5590); the American Psychological Association (APA); the National Association of Alcoholism & Drug Abuse Counselors (NAADAC #000279); the Commission on Dietetic Registration (CDR #PR001); the Continuing Education Board of the American Speech-Language-Hearing Association (ASHA #AAUM); the American Occupational Therapy Association (AOTA #3159); and various state licensing boards.

12 Days of Christmas – Daily Deal #2

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Our second day of Christmas daily deal in our 12 Days of Christmas promotion is:

Psychotherapy Practice Tips, Part 1Psychotherapy Practice Tips, Part 1

CE Credit: 2 Hours
Regular Price: $32
50% Off Today Only: $16!

This course addresses a variety of clinical topics, including: Psychopathy important to understand in clinical practice; Is marijuana an appropriate treatment for ADD/ADHD?; Internet pornography addiction cause discomfort to some therapists…
Course #20-67 | 2012 | 28 pages | 15 posttest questions

Click here to order now! Sale ends @ midnight.

Professional Development Resources is approved as a provider of continuing education by the Association of Social Work Boards (ASWB #1046); the National Board of Certified Counselors (NBCC#5590); the American Psychological Association (APA); the National Association of Alcoholism & Drug Abuse Counselors (NAADAC #000279); the Commission on Dietetic Registration (CDR #PR001); the Continuing Education Board of the American Speech-Language-Hearing Association (ASHA #AAUM); the American Occupational Therapy Association (AOTA #3159); and various state licensing boards.

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Practical Strategies for Working with Defiant Children

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Children who are defiant and challenging exhibit a number of behaviors that are very difficult for professionals and parents to manage. They frequently lose their tempers, have tantrums, argue and blame others, refuse to obey adults’ rules, are angry and resentful, get their feelings hurt easily, and are sometimes physically aggressive. When professionals see these children in their offices, it is nearly impossible to gain their cooperation without using some special behavior management techniques.

When Your Young Client is DefiantWhen Your Young Client is Defiant demonstrates specific techniques that professionals and parents can use to identify specific behaviors, understand the causes of defiance, identify triggers for explosive behavior, defuse power struggles, use problem-solving strategies, and free children from their defiant roles. The course is designed to provide clinicians with effective and practical strategies to manage challenging and defiant behavior in their young clients.

According to the author of the course, Adina Soclof, MS, CCC-SLP, a certified Speech-Language Pathologist, “children frequently speak ‘in code,’ especially those who have underdeveloped verbal skills, such as children with language delays.” Soclof gives the example a child who says “you’re so stupid,” or “you can’t make me do that!” The adult’s task is to (1) get over the anger that results when a child speaks disrespectfully and (2) de-code what the child is really saying. In this case, the child may be saying “I am so mad at you,” or “I don’t feel in control here.”

Of all the skills taught in this course, the most powerful may be the use of praise to encourage and motivate positive conduct. Defiant children rarely hear anything positive from adults. For them, life is full of demands, complaints and criticisms. They soon develop a damaged sense of self-esteem. Adults who can master the art of delivering an honest bit of praise will find a more cooperative child.

One of the most difficult situations presented by these children is the temper tantrum that can quickly spiral out of control. The following are some examples of helpful responses that can be used to defuse a conflict before it gets out of hand:

Don’t Engage:

  • Can we take a break and start over?
  • I get upset when you speak to me in that way, let’s take a break.
  • I don’t want to argue with you.
  • Let’s calm down and talk again a bit later.

 

Show Empathy:

  • You sound mad.
  • You sound frustrated.
  • Please help me understand why you are so upset.
  • You really don’t want to go to help the neighbors, but I told them you would.

 

Invite To Come Up With A Solution:

  • Can we come up with a solution?
  • I want to work together with you to find a solution.

 

Children who believe they are “bad kids” will act the part. Clinicians cannot emphasize enough to parents and teachers the importance of separating the behavior from the child. A combination of empathy, flexibility, patience and understanding of defiant behavior is crucial in gradually bringing about the desired change and channeling the negative behavior into a positive light.

Ms. Soclof is also the author of another continuing education course, Improving Communication with Your Young Clients – one of our most highly rated online courses ever.

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Professional Development Resources is approved as a provider of continuing education by the Association of Social Work Boards (ASWB #1046); the National Board of Certified Counselors (NBCC #5590); the American Psychological Association (APA); the National Association of Alcoholism & Drug Abuse Counselors (NAADAC #000279); the Commission on Dietetic Registration (CDR #PR001); the Continuing Education Board of the American Speech-Language-Hearing Association (ASHA #AAUM); the American Occupational Therapy Association (AOTA #3159); and various state licensing boards.

Autism and Air Pollution: The Link Grows Stronger

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Autism and Air Pollution: The Link Grows StrongerChildren with autism are two to three times more likely than other children to have been exposed to car exhaust, smog, and other air pollutants during their earliest days, according to a new study.

That new research adds to a mounting body of evidence that shows a link between early-life exposure to pollution and autism spectrum disorders.

For the new study, published in the Archives of General Psychiatry, researchers in California analyzed some 500 children living in that state: roughly half had autism and half did not. The kids’ mothers gave an address for each and every home in which they had lived during pregnancy and the child’s first year of life. Researchers took that information — along with data on traffic volume, vehicle emissions, wind patterns, and regional estimates of pollutants like particulate matter, nitrogen oxide, and ozone — to estimate each child’s likely pollution exposure. According to the study, children in the top 25% of pollution exposure (using one of two different pollution scales) were far more likely to be diagnosed with autism than kids in the bottom 25% of the pollution scale.

The researchers stress, however, that their study does not definitively prove that pollution is the root cause of autism.

“We’re not saying that air pollution causes autism. We’re saying it may be a risk factor for autism,” says Heather Volk, lead author on the new study and an assistant professor of preventive medicine at the University of Southern California. “Autism is a complex disorder and it’s likely there are many factors contributing,” she says.

Read more: http://healthland.time.com/2012/11/27/autism-and-air-pollution-the-link-grows-stronger/#ixzz2DRGIA0L0

Professional Development Resources is approved as a provider of continuing education by the Association of Social Work Boards (ASWB #1046); the National Board of Certified Counselors (NBCC #5590); the American Psychological Association (APA); the National Association of Alcoholism & Drug Abuse Counselors (NAADAC #000279); the Commission on Dietetic Registration (CDR #PR001); the Continuing Education Board of the American Speech-Language-Hearing Association (ASHA #AAUM); the American Occupational Therapy Association (AOTA #3159); and various state licensing boards.

The following continuing education courses on autism were designed for the educational advancement of healthcare professionals:

Discontinued Treatment of ADHD Could Impact Emotional & Social Well-Being

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By (@BostonLara)

Continuing Education on ADHDYoung boys who discontinue treatment for attention deficit hyperactivity disorder (ADHD) are featured in a new study that many experts say highlights the importance of proper and continued treatment.

An average of 9 percent of children ages 4 to 17 are diagnosed with ADHD each year, according to the U.S. Centers for Disease Control and Prevention. Considered one of the most common childhood disorders, the condition is defined by over-activity, and difficulty focusing and controlling impulsive behaviors.

The study, published Monday in the Archives of General Psychiatry, followed nearly 300 boys living in New York City for 33 years. Half of the participants were diagnosed with ADHD during childhood but stopped taking medications for their treatment by the time they were enrolled. The men with ADHD were recruited for the study during childhood by a teacher and either a parent or psychiatrist. The men without ADHD were selected because medical records showed no signs of behavioral problems.

The men with ADHD were seven times more likely to drop out of school, and made on average $40,000 less per year than their non-ADHD counterparts. They were more than twice as likely to be divorced. Some 16 percent of the men with ADHD also had a form of personality disorder compared with none in the non-ADHD group. And 36 percent of the men with ADHD had gone to prison at least once, compared with only 11 percent in the non-ADHD group.

Read more @ http://abcnews.go.com/Health/Wellness/boys-suffer-negative-effects-adhd-left-untreated/story?id=17483707#.UH2-_cXyqsg

Professional Development Resources offers online continuing education courses for healthcare professionals that address the impact of ADHD. Courses are accredited for psychologists, counselors, social workers, MFTs, occupational therapists, SLPs and registered dietitians.

Professional Development Resources is accredited by the entities listed below to offer continuing education for the professions listed. We recommend that you check with your licensing board to ensure our accreditations are applicable for your renewal requirements.

 


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 Florida Board of Psychology and Office of School Psychology (CE Broker Provider #50-1635).
Professional Development Resources is approved by the National Board of Certified Counselors (NBCC) to offer home study continuing education for NCCs (Provider #5590). We adhere to NBCC guidelines. Professional Development Resources is also approved as a provider of continuing education by the National Association of Alcoholism & Drug Abuse Counselors (NAADAC, Provider #000279); by the Florida Board of Clinical Social Work, Marriage & Family Therapy, and Mental Health Counseling (Provider #BAP346); by the California Board of Behavioral Sciences (Approval #PCE1625); by the South Carolina Board of Professional Counselors and Marriage & Family Therapists (Provider #193); and by the *Ohio Counselor, Social Worker and Marriage & Family Therapist Board (Provider #RCST100501). * Ohio Counselors: check CE accreditation statement for specific course approval – if Ohio is not listed, the course is not approved.
Professional Development Resources is approved as a provider of continuing education for social workers by the Association of Social Work Boards (ASWB Provider #1046, ACE Program). Professional Development Resources is also approved by the Florida Board of Clinical Social Work, Marriage & Family Therapy, and Mental Health Counseling (Provider #BAP346); by the California Board of Behavioral Sciences (Approval #PCE1625); by the Illinois DPR as a Registered Social Work CE sponsor (Provider #159-000531); by the Ohio Counselor, Social Worker and Marriage & Family Therapist Board (Provider #RCST100501); and by the Texas State Board of Social Worker Examiners (#5678).
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); and by the National Association of Alcoholism & Drug Abuse Counselors (NAADAC, Provider #000279). Professional Development Resources is also approved by the Florida Board of Clinical Social Work, Marriage & Family Therapy, and Mental Health Counseling (Provider #BAP346); by the California Board of Behavioral Sciences (Approval #PCE1625); by the Texas Board of Examiners of Marriage & Family Therapists (Provider #114); by the South Carolina Board of Professional Counselors and Marriage & Family Therapists (Provider #193); and by the *Ohio Counselor, Social Worker and Marriage & Family Therapist Board (Provider #RCST100501). *Ohio MFTs: check CE accreditation statement for specific course approval – if Ohio is not listed, the course is not approved

Professional Development Resources is an American Occupational Therapy Association (AOTA) approved provider of continuing education (#3159). The assignment of AOTA CEUs does not imply endorsement of specific course content, products, or clinical procedures by AOTA. Professional Development Resources is also approved by the Florida Board of OT Practice (#34) and is CE Broker compliant.
American Speech-Language-Hearing Association (ASHA) CEUs are awarded by the ASHA CE Registry upon receipt of the CEU Participant Form from the ASHA Approved CE Provider. Please note that the completion date that appears on ASHA transcripts is the last day of the quarter, regardless of when the course was completed. Provider #AAUM
Professional Development Resources is a CPE Accredited Provider with the Commission on Dietetic Registration (CDR Provider #PR001). CPE accreditation does not constitute endorsement by CDR of provider programs or materials. Professional Development Resources is also a provider with the Florida Council of Dietetics and Nutrition (Provider #50-1635).

Mapping Your End-of-Life Choices

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By JANE E. BRODY

Mapping Your End-of-Life ChoicesRobert H. Laws, a retired judge in San Francisco, and his wife, Beatrice, knew it was important to have health care directives in place to help their doctors and their two sons make wise medical decisions should they ever be unable to speak for themselves. With forms from their lawyer, they completed living wills and assigned each other as health care agents.

They dutifully checked off various boxes about not wanting artificial ventilation, tube feeding and the like. But what they did not know was how limiting and confusing those directions could be.

For example, Judge Laws said in an interview, he’d want to be ventilated temporarily if he had pneumonia and the procedure kept him alive until antibiotics kicked in and he could breathe well enough on his own.

What he would not want is to be on a ventilator indefinitely, or to have his heart restarted if he had a terminal illness or would end up mentally impaired.

Nuances like these, unfortunately, escape the attention of a vast majority of people who have completed advance directives, and may also discourage others from creating directives in the first place.

Enter two doctors and a nurse who are acutely aware of the limitations of most such directives. In 2008, they created a service to help people through the process, no matter what their end-of-life choices may be.

The San Francisco-based service, called Good Medicine Consult & Advocacy, is the brainchild of Dr. Jennifer Brokaw, 46, who was an emergency room physician for 14 years and saw firsthand that the needs and wishes of most patients were not being met by the doctors who cared for them in crisis situations.

“The communication gap was huge,” she said in an interview. “The emergency room doctor has to advocate for patients. I felt I could do that and head things off at the pass by communicating both with patients and physicians.”

Sara C. Stephens, a nurse, and Dr. Lael Conway Duncan, an internist, joined her in the project. Ms. Stephens flew to La Crosse, Wis., to be trained in health care advocacy at Gundersen Lutheran Health System. Through its trainees, tens of thousands of nurses, social workers and chaplains have been taught how to help patients plan for future care decisions.

“People often need help in thinking about these issues and creating a good plan, but most doctors don’t have the time to provide this service,” said Bernard Hammes, who runs the training program at Gundersen Lutheran. “Conversation is very important for an advance care plan to be successful. But it isn’t just a conversation; it’s at least three conversations.”’

Read more: http://well.blogs.nytimes.com/2012/06/18/mapping-your-end-of-life-choices/

Related Online Continuing Education Courses:

20% Off CE in Celebration of our 20th Anniversary!

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We’ve reached a major milestone: 20 years of continuous operation as an accredited provider of continuing education! We couldn’t have done it without you.

In celebration of our anniversary, and to thank you for your support, we are offering a 20% discount on all of our CE courses through June 30, 2012.

Use coupon code 20YEARS to apply during checkout @ www.pdresources.org. Coupon valid on FUTURE orders only (cannot be applied retroactively). Expires 6/30/2012.

20% off CE Sale

A History of PDR

Professional Development Resources was incorporated on August 12, 1992 in the State of Florida as a 501(c)(3) not-for-profit corporation. Its mission was – and continues to be – to seek out the most recent scientific and clinical publications in selected professional areas of psychology, mental health, social work, nutrition, speech language pathology, and occupational therapy and to present continuing education topics of current clinical relevance to the named professions for the purpose of improving patient care.

The company’s founder, Leo Christie, PhD, is a Florida-licensed marriage and family therapist who was in private practice in Jacksonville, Florida from 1982 to 1992. With the intention of establishing an outlet for his interest in writing and teaching, Christie founded the new company and set out to explore the possibility of planning and delivering live educational seminars. The vice president and director of continuing education was – and still is – his wife, Dr. Catherine Christie, who is a registered dietitian.

Christie recalls the early years: “The first steps were to become credentialed by the professional boards, select and develop a topic, identify target audiences, implement a marketing plan, and arrange funding for a series of delivery sites in the State of Florida – a daunting process, to say the least. We set out to secure accreditations from some of the Florida licensing boards so that we could award official CE credit to those who attended our conferences. That process took over 8 months. I remember having some difficulty with the Florida Board of Psychology, and it required a personal appeal and some restructuring before we were eventually recognized as a CE provider. We also sought and received approval to offer CE to nurses, under the auspices of the New York Nurses Association, which was a widely accepted accrediting board at the time. In the early years, nurses represented more than 50% of our seminar attendees.

“During the summer and fall of 1993, we completed 12 six-hour seminars in 7 Florida cities. The summer seminars were titled ‘Fears, Phobia, and Panic’ and dealt with the full spectrum of anxiety disorders. In fall, we introduced a new topic ‘Compulsive Behaviors,’ which featured a study of obsessive compulsive disorder. As a startup year, 1993 generated enough revenue to make further planning and development possible for the new company.

From there, the company went on to secure provider accreditation credentials from a number of national and state boards, including the American Psychological Association (APA), the American Council on Pharmaceutical Education (ACPE), the Association of Social Work Boards (ASWB), the National Board for Certified Counselors (NBCC), the American Speech-Language-Hearing Association (ASHA), the American Occupational Therapy Association (AOTA), and the Commission on Dietetic Registration (CDR) of the American Dietetic Association (ADA) [now the Academy of Nutrition and Dietetics]. The speaker circuit grew to the point at which there were four speakers on the road at one time presenting various topics in 46 of the 50 states.

Renewal Information for North Dakota Social Workers

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Social Workers in North Dakota are required to renew their licenses biennially on December 31st of odd years. 30 hour of continuing education are required to renew (CE due 11/15 of odd years).

North Dakota Social Workers can earn all 30 hours online - on their time!

Click to view ASWB-approved online CE!

Courses offered by ASWB-approved providers are accepted by the North Dakota State Board of Social Work Examiners. All 30 hours may be earned through ASWB-approved online courses.

Professional Development Resources is approved as a provider of continuing education for social workers by the Association of Social Work Boards (ASWB Provider #1046, ACE Program). Over 100 online and home study courses are available at: http://www.pdresources.org/Courses/Social-Work/AllCourses/CourseID/1/

Continuing education course content must relate to theories and concepts of human behavior and the social environment, social work knowledge and skills, social work research or practice evaluation, social work ethics, or cross disciplinary courses directly relevant to social work practice or specialty.

Non-acceptable continuing education topics include, but are not limited to, those contrary to the code of ethics, as well as topics such as marketing, business, personal enrichment, time management, supervisory sessions, technology enhancement, staff orientation, agency or other meetings regarding procedural issues, CPR classes, computer-related workshops, etc.

NDBSWE Continuing Education Guidelines are available at: http://www.ndbswe.com/pdf/Guidelines11.pdf

 

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