Renewal Information for Maryland Social Workers

Maryland Social Workers can earn up to 20 hours through ASWB-approved online courses

Click to view ASWB-approved online courses

Maryland Social Workers are required to renew their licenses every 2 years, on October 31st. 40 hours of continuing education are required to renew. 20 hours must be earned in Category 1 (live courses), including 3 hours in professional ethics. The remaining 20 hours may be earned through online courses offered by ASWB-approved providers (Category 2).

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 for Maryland Social Workers @ http://www.pdresources.org/Courses/Social-Work/AllCourses/CourseID/1/

Continuing Education Requirements for Maryland-Licensed Social Workers

The current continuing education requirement is 40 credit hours (30 for LSWA’s) of continuing education in programs and categories approved by the Board for each two-year period of licensure.

Category I credit can only be given by Board Authorized Sponsors. An organization can be a Board Authorized Sponsor by meeting the requirements for automatically authorized sponsorship. If an organization does not fall into the automatically authorized group, then they must complete an approval process through the Maryland Board of Social Work Examiners. In addition, the Board recognizes and accepts the continuing education approval process conducted by the Association of Social Work Boards , the National Association of Social Workers and the Clinical Social Work Federation.

Home Study Programs

A licensee can earn up to 20 (15 for LSWA’s) Category II continuing education credit hours from home study programs. The home study program must be provided by a Board approved Category I sponsor or by an automatically eligible sponsor.

Ethics Requirement

Effective November 1, 2003 all licensed social workers are required to obtain three (3) Category I continuing education credit hours, every two years, in the content area focusing on ethics and professional conduct, including boundary issues. The program must be given by a Board Approved Sponsor.

The content area must be related to social work ethics and professional conduct which may include maintaining appropriate boundaries with clients and a review of the social work statute and Code of Ethics as it relates to conduct which is consistent with generally accepted professional standards. In addition, the content of the program may address issues related to avoiding dual relationships and the acceptance of gifts.

Since many mental health professionals require their licensees to take similar ethics programs, you may be receiving notices of programs offered by their national professional associations who are approved by the Board to provide Category I continuing education credit hours. It would be appropriate to participate in their programs.

Category I Activities

Live real-time transactions between teachers and learners (may include face to face and interactive technology).

Courses, seminars, workshops, symposiums, conferences, staff development, case conferences, grand rounds and attendance or presentation of programs offered at professional or scientific meetings

  • At least 20 (15 for LSWA’s) of the required credit hours must be earned in this category.
  • All 40 (30 for LSWA’s) credit hours may be earned in this category.
  • At least 3 credit hours must be earned in ethics and professional conduct, including boundary issues.

Documentation

An official transcript for academic courses; or a certificate of participation, which is signed and dated by the approved sponsor indicating credit hours earned.

Category II Activities

Programs which are less structured or are not Board-authorized. Workshops, conferences, in-service trainings, structured peer-case conferences, journal clubs, preparation and presentation of a scientific or professional paper at a meeting of a professional or scientific organization; authoring, editing or reviewing a professional publication; preparing and presenting Category I activities. Audio-visual instructional programs and home-study courses provided by a Board approved Category I sponsor.

  • Twenty (20) (15 for LSWA’s) of the required 40 credit hours may be earned in this category.

Documentation

A certificate of participation, if available; or if a certificate of participation is not available: the dates when the program was presented; the name(s) of the presenter(s); topics presented; and an outline of the presentation (this could be from your notes). Post-test passing score for audio-visual and home study programs or a certificate of participation if available. Proof of presentation made, reprints of publications, letters from educational institutions when credit is claimed for the instruction of students; dates, times and names of participants in structured peer-case conferences and journal club activities.

Other Items

No credit can be earned for activities related to consultation or the provision of and participation in planned supervisory activities as a supervisor or supervisee.

Social workers shall retain records documenting completion of continuing education requirements for 1 year after the licensing renewal date. The Board conducts a random audit of licenses renewed each year.

Attention !!!

Personal growth courses (e.g. yoga, qi gong, meditation) intended for lay audiences will not be approved for social workers for CEUs. For approval, the audience must be all professionals, the topic theory-based and supported by research, and the technique’s application to social work clients must be shown. The CEU Criteria are listed in a pdf

Maryland Board of Social Work Examiners: http://www.dhmh.md.gov/bswe/index.html

 

Renewal Information for Illinois Social Workers

Illinois social workers can earn all 30 hours for renewal online!

Click to view online CE for Illinois Social Workers

Illinois Social Workers renew their licenses on November 30th of odd years. 30 hours of continuing education (CE) are required to renew. 3 hours must be in social work ethics. All 30 hours are allowed from online coursework offered by an approved provider.

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 Illinois DPR as a Registered Social Work CE sponsor (Provider #159-000531). Over 100 online and home study courses are available for Illinois-licensed Social Workers @ http://www.pdresources.org/Courses/Social-Work/AllCourses/CourseID/1/

Continuing Education Requirements

Every licensee who applies for renewal of a license as a social worker or clinical social worker shall complete 30 hours of continuing education (CE) relevant to the practice of social work or clinical social work. At least 3 of the 30 hours must include content related to the ethical practice of social work.

A prerenewal period is the 24 months preceding November 30 of each odd-numbered year.

CE requirements shall be the same for licensed social workers and licensed clinical social workers.

One CE hour shall equal one clock hour.

Courses that are part of the curriculum of a university, college or other educational institution shall be allotted CE credit at the rate of 15 CE hours for each semester hour or 10 CE hours for each quarter hour of school credit awarded.

A renewal applicant shall not be required to comply with CE requirements for the first renewal of an Illinois license.

Social workers or clinical social workers licensed in Illinois but residing and practicing in other states shall comply with the CE requirements set forth in this Section.

Approved Continuing Education (CE)

  1. CE hours shall be earned by verified attendance (e.g., certificate of attendance or certificate of completion) at or participation in a program or course (“program”) that is offered or sponsored by an approved continuing education sponsor.
  2. CE credit also may be earned for completion of a self-study course that is offered by an approved sponsor. Each self-study course shall include an examination.
  3. CE credit may be earned through postgraduate training programs (e.g., extern, residency or fellowship programs) or completion of social work related courses that are a part of the curriculum of a college, university or graduate school of social work.
  4. CE credit may be earned for verified teaching in a college, university or graduate school of social work and/or as an instructor of continuing education programs given by approved sponsors. Credit will be applied at the rate of 1.5 hours for every hour taught and only for the first presentation of the program (i.e., credit shall not be allowed for repetitious presentations of the same program).
  5. CE credit may be earned for authoring papers, publications or books and for preparing presentations and exhibits. The preparation of each published paper, book chapter or presentation dealing with social work or clinical social work may be claimed as 5 hours of credit. A presentation must be before a professional audience. Five credit hours may be claimed for only the first time the information is published or presented.

Approved CE Sponsors and Programs

  • The National Association of Social Workers (NASW) and its affiliates
  • The Association of Social Work Boards (ASWB) and its affiliates
  • Any other person, firm, association, corporation or other group that has been approved and authorized by the Division pursuant to subsection (c)(2) of this Section upon recommendation of the Board to coordinate and present continuing education courses or programs.

Renewal Information for Mississippi Social Workers & MFTs

Even though both Social Workers and MFTs are licensed under the same board, there are different continuing education requirements for each profession.

Social Workers

Mississippi-licensed Social Workers are required to obtain 40 hours of continuing education during each renewal cycle. LSW renew on 9/30 and LCSW/LMSW renew on 4/30, every 2 years.

Professional Development Resources is approved as a provider of continuing education for Mississippi social workers by the Association of Social Work Boards (ASWB Provider #1046, ACE Program).
Marriage & Family Therapists (MFTs)
Mississippi-licensed MFTs are required to obtain 35 hours of continuing education during each renewal cycle.
MFTs renew on 9/30, every 2 years from initial licensure.
  • 4 hours must pertain to professional ethics (not allowed from online courses)
  • 2 hours in supervision is required of MFTs holding supervisor status
  • 17 hours are allowed from approved online courses with a posttest and evaluation
  • AAMFT-approved courses are automatically accepted
Professional Development Resources is NOT an approved provider of continuing education for Mississippi-licensed MFTs.

Renewal Information for Missouri Social Workers

Missouri licensed social workers renew on September 30th

Click to view CE courses

Missouri-licensed Social Workers renew on September 30th, every 2 years (from year of initial licensure). 30 hours of continuing education (CE) are required to renew. 15 hours are allowed from online (self-study) courses offered by ASWB or APA approved providers. 3 hours in ethics is required each renewal. The ethics course must be presented or written by a qualified social worker.

Here are some renewal FAQs from the Missouri State Committee for Social Workers:

You may view the rules on continuing education at http://pr.mo.gov/socialworkers‐education.asp

Do I need to submit proof of continuing education with my renewal? Yes, per question 5(A) on the renewal form.

How do I submit proof of my continuing education? Please submit proof per 20 CSR 2263‐2.082 of the rules. Documentation of continuing education may consist of‐

  • Certificates of affidavits provided by the program/sponsor;
  • Receipts for fees paid to the sponsor;
  • Educational transcripts;
  • Written verification from the university practicum that the licensee provided supervision of undergraduate or graduate students;
  • Copy of publication and letter from editor/publisher;
  • A written announcement of a presentation scheduled and/or brochure specifically identifying the licensee as the presenter of a course/seminar/program.

Does the committee require the original certificate(s) of completion? No, the original document(s) are not required. You may provide copies to the committee along with the renewal form and fee. You may keep the original documents for your records.

How many hours of self‐study are allowed each renewal period? 15 clock hours

What if I do not have proof of my continuing education? Licensees are responsible for maintaining records of continuing education activities. This documentation shall be retained for 2 years following license renewal. If you do not have proof, you should contact the program/sponsor to obtain another certificate of completion.

How many hours of ethics are required? 3 clock hours each renewal period.

Will a list of CE from my employer be acceptable? A listing of CE from your employer will be acceptable if the list contains ALL of the following information‐

  • Be on employer letterhead
  • State the licensee’s full name
  • Indicate the name/title of each training
  • State instructor & qualifications or who sponsored/approved the training(s).
  • Date of each training
  • Total number of clock hours earned at each training
  • Whether or not the training was self‐study or face‐to‐face/live.

Employer CE listings that do not clearly contain all of the information above will not be accepted.

May I pay the renewal fee by credit card? No. Payment must be submitted by check or money order along with your renewal form and proof of CE, payable to the State Committee for Social Workers.

When will supervisors for licensure be required to complete the 3 hour supervision training refresher course? Supervisors will be required to complete this course prior to the 2012 renewal and each renewal thereafter.

Will the committee review my continuing education prior to the renewal period? No. The committee will not review proof of continuing education prior to the renewal period. If you have questions as to what constitutes as acceptable continuing education, please review the rules on continuing education. A link to the rules is listed above.

How do I find out if training I completed will count towards my continuing education? If you have questions on whether or not training will qualify as acceptable continuing education, please refer to the rules on continuing education. A link to the rules is listed above.

May I still practice if my license is not renewed by the expiration date? No. Any licensee who fails to timely renew shall not perform any act for which a license is required until the license is renewed.

This is my first time renewing a license in Missouri, how many hours of CE will I need? A licensee who becomes licensed during a renewal period shall be required to obtain continuing education; however, the hours will be pro‐rated based upon the original issuance date. You may view the pro‐rated hours required by referring to the chart under section 20 CSR 2263‐2.082(5)(A) of the rules. This chart pertains to newly licensed individuals only.

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 American Psychological Association (APA) to sponsor continuing education for psychologists. Professional Development Resources maintains responsibility for all programs and content.

New Child Therapy Continuing Education Courses for School-Based Health Professionals

Professional Development Resources has released a series of new online courses on school-based assessment and treatment of children in need of special services. The Florida company, which is accredited to provide continuing education to psychologists, school psychologists, social workers, counselors, marriage and family therapists, speech-language pathologists, registered dietitians and occupational therapists, has announced new courses addressing issues that will be occupying school professionals as the new school year begins.

The new continuing education (CE) courses are intended to equip school-based professionals with the tools they need to deal with back-to-school issues they are sure to encounter in the coming months. Among the new courses are topics providing up-to-date information on autism spectrum disorders, school refusal behavior, reading and literacy interventions, and the developmental effects of alcohol on children and adolescents.

Prepare for back to school

Click to view school-based CE courses

In the coming weeks, millions of children will return to school for the new academic year, many of them bringing not only pencils and books, but also a wide range of difficulties for which they will need attention from school-based professionals. Those with autism spectrum disorders will present learning and social behavior issues that can overwhelm teachers already challenged with overcrowded classrooms. Others may be suffering from the severe anxiety and avoidant behaviors that are part of school refusal patterns, posing major challenges for both parents and school professionals. Still other children will require screening and intervention for a wide variety of learning and developmental disorders, including those who will need specialized assistance with literacy and reading.

“Professionals who work with school-age children have a unique opportunity to identify those who have the need for services,” says Leo Christie, PhD, CEO of Professional Development Resources. “The classroom setting is where learning and behavioral difficulties are highlighted and also where they can be identified and remediated. If we can deliver new information on evidence-based assessment and intervention to the psychologists, social workers, school counselors, speech-language pathologists and occupational therapists who see these children every day, they can have a major impact on getting them the help they need.”

The need is great. In the case of autism spectrum disorders (ASD), the most recent research data from the Centers for Disease Control and Prevention’s Autism and Developmental Disabilities Monitoring (ADDM) Network found that 1 in every 110 eight-year old children were diagnosable for an ASD. This is a very large number of children, and the incidence of autism seems to be on the rise.

School refusers are students who can’t – or won’t – go to school, for any number of reasons. Researchers offer a “best guess” that somewhere between 5% and 28% of children display some aspect of school refusal behavior at some point in their lives. This is a wide range, attributable to variations in the definition of school refusal. Again, this is a very large number, and the behaviors associated with school refusal are so challenging that they can monopolize the time of parents and teachers alike.

Among the new courses offered by Professional Development Resources are:

Other continuing education courses with children in mind can be seen here: http://www.pdresources.org/Courses/Other/NewCourses/CourseID/1/bts

About Professional Development Resources:

Professional Development Resources is a Florida nonprofit educational corporation founded in 1992 by licensed marriage and family therapist Leo Christie, PhD. The company, which is accredited by the American Psychological Association (APA), 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) – as well as many other national and state boards – has focused its efforts on making continuing education courses more cost-effective and widely accessible to health professionals by offering online home study coursework. Its current expanded curriculum includes a wide variety of clinical topics intended to equip health professionals to offer state-of-the art services to their clients.

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Continuing Education Sale

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Enter coupon code PDR0400B at checkout for an additional 10% off!

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New Web-Based Course: Adolescent Literacy

Adolescent LiteracyThis is a web-based course requiring an internet connection to access the required online reading materials. Course instructions provide direct links to the free, public-access online documents and available resources. This course presents evidence-based advice for improving adolescent reading and writing skills in content-area classes. Topics covered include decoding, morphology, fluency, vocabulary, text comprehension, reading assessment, writing, motivation, and the needs of diverse learners. Chapters in this document present information on the practices of good readers, challenges faced by adolescent readers, instruction techniques to improve skills, and areas for future research. This class is relevant to educators, school psychologists, counselors, speech-language pathologists, and instructional coaches. Course #10-35 | 2010 | 10 posttest questions | 4 page course download includes links to online documents and posttest questions

Learning Objectives:

  1. Identify the importance of literacy and among adolescents and the necessity of improving literacy skills in content-based classrooms.
  2. Describe the role of decoding as a reading skill for adolescents, and ways of addressing decoding within content-based classroom instruction.
  3. Describe the role of morphology as a reading skill for adolescents, and ways of addressing mophology within content-based classroom instruction.
  4. Describe the role of fluency as a reading skill for adolescents, and ways of addressing fluency within content-based classroom instruction.
  5. Describe the role of vocabulary as a reading skill for adolescents, and ways of addressing vocabulary within content-based classroom instruction.
  6. Describe the role of text comprehension as a reading skill for adolescents, and ways of addressing text comprehension within content-based classroom instruction.
  7. Describe the role of reading assessment within content-based classroom instruction.
  8. Describe the role of writing for adolescents, and ways of improving writing within content-based classroom instruction.
  9. Describe the role of motivation for adolescent readers, and ways of increasing motivation within content-based classroom instruction.
  10. Describe the needs of diverse adolescent learners with literacy issues within content-based classroom instruction.

Author(s):

National Institute for Literacy
The National Institute for Child Health and Human Development
The U.S. Department of Education’s Office for Vocational and Adult Education
National Institutes of Health

Accreditation Statement:

Professional Development Resources is recognized as a provider of continuing education by the following:
AOTA: American Occupational Therapy Association (#3159)
APA: American Psychological Association
ASWB: Association of Social Work Boards (#1046)
CDR: Commission on Dietetic Registration (#PR001)
NBCC: National Board for Certified Counselors (#5590)
NAADAC: National Association of Alcohol & Drug Abuse Counselors (#00279)
California: Board of Behavioral Sciences (#PCE1625)
Florida: Boards of SW, MFT & MHC (#BAP346); Psychology & School Psychology (#50-1635); Dietetics & Nutrition (#50-1635); Occupational Therapy Practice (#34). PDResources is CE Broker compliant.
Illinois: DPR for Social Work (#159-00531)
Ohio: Counselor, Social Worker & MFT Board (#RCST100501)
South Carolina: Board of Professional Counselors & MFTs (#193)
Texas: Board of Examiners of Marriage & Family Therapists (#114) & State Board of Social Worker Examiners (#5678)

A Therapist Reflects on the Use and Abuse of Power, Part 1 – New Course Teaser

A Therapist Reflects on the Use and Abuse of PowerIn this new continuing education course for mental health professionals, A Therapist Reflects on the Use and Abuse of Power, Part 1, participants will read and answer questions about a series of twelve articles by Judith Barr, depth psychotherapist and author of Power Abused, Power Healed, to help explore more deeply their own relationship with power – on a personal and professional level – and that of clients. Topics covered in this course include the roots of feelings of powerlessness; how childhood wounds affect our parenting; the roots of corporate power abuse, both from the perspective of the abused and the perspective of the abuser; the roots of our relationships with sexuality, and more. Through examples from current life events explored in the articles, participants will come to recognize how their childhood experience affects their emotions and behaviors and those of their clients. They will also begin to comprehend the impact that the individual’s relationship with power has on our world, and how healing one’s own individual relationship with power can help to heal the abuse and misuse of power globally. Course #20-42 | 2010 | 12 posttest questions | 29 pages | 2 Hours CE for $24

This course is approved for Psychologists, Counselors, Social Workers & MFTs.

Course Teaser:

Introduction

My passion to help heal the misuse and abuse of power in our world began with the inspiration and calling to write the book Power Abused, Power Healed. At first, the calling was driven by abuses of power – both conscious and unconscious – in the healing professions. I witnessed them myself, heard about them from friends and colleagues, and received detailed painful accounts of them from clients.

As I wrote and worked toward publishing Power Abused, Power Healed, it became clear that abuses of power take place in every arena of life. Abuses were coming out into the light of day in limitless arenas in our world. Some of them … people didn’t anticipate, like teachers having affairs with their students. And some of them were very dis-illusioning … like priests molesting the children in their care, and those above the priests in the hierarchical structure not protecting the children.

I knew that when something comes out from being hidden, a profound opportunity for healing exists. As a result, witnessing the abuses coming out into view fed my passion to birth my book into the world, and to work to help inform, intrigue, and inspire people to become part of the healing of the misuse and abuse of power in our world.

Of course, the first step in becoming part of the healing is to recognize the issues related to power in your own life, inside and out, now and long ago. One of the ways I reached out to people and touched them was to publish an online newsletter, including articles that were inspired by events in our world. Events that held up a mirror to us of the misuse and abuse of power in our world, and therefore within us.

This course consists of one cycle, or series of these articles … my reflections on the misuse and abuse of power and our individual relationships with power. My reflections on the vast healing of the misuse and abuse of power to which each of us, especially we therapists, can contribute.

I offer this course with the hope that it will serve you well, within yourself, with your clients, and with all those you touch. It is my deepest hope that nothing in the course be misused or abused in any way.

About the Author:

Judith Barr, MS, LMHC, is passionate about her desire to help heal and transform the planet and is committed to making a difference one-by-one and on a global scale. She brings to her practice a tapestry of natural gifts interwoven with her life experience and professional skills – combining her deep roots in psychotherapy with her own growing-edge spiritual midwifery, the practice of serving as midwife to the birthing and journey of another’s soul. Judith practices in Brookfield, Connecticut. Her background includes private practice as a depth psychotherapist since 1975, an M.S. in Counseling, and licensure as a Mental Health Counselor in Florida, New York, and Connecticut. She has published a book, Power Abused, Power Healed; an audio series, The Spoken Word on Behalf of the Feminine; a Power Abused, Power Healed newsletter; and more than four dozen articles for both professionals and the general public. Judith offers her healing expertise in an array of formats, including working with individuals, groups, workshops, and consultations. In addition to this she offers training and supervision programs for healing arts professionals. Through her writing, her one-to-one and group work, and her speaking engagements, media appearances and teleconferences, Judith teaches about how we can help heal the misuse and abuse of power in all arenas of life, and how we can help to create sustainable safety in our world.

DECEMBER, 2008:

“It was the best of times, it was the worst of times, it was the age of wisdom, it was the age of foolishness, it was the epoch of belief, it was the epoch of incredulity, it was the season of Light, it was the season of Darkness, it was the spring of hope, it was the winter of despair, we had everything before us, we had nothing before us …”

Here we are in a time of immense challenges. And what appear to be vast opposites: joy and sorrow; love and hate; wealth and poverty; integrity and duplicity; magnificent use of power and abuse of power almost beyond comprehension; light and darkness; faith and disbelief.

What if in this time we are on the edge of new possibility, at the brink of truth – just as people were when they believed the earth was flat, only to discover it was not?

What if instead of experiencing the dualities – or polar opposites – and swinging back and forth between the poles, we choose to utilize the extremes to help us heal the split between opposites – within ourselves, between us, and as a result, in the world outside and all around us. In so doing, we create union. In so doing, we create oneness.

What if instead of being the opposite of light, darkness becomes a doorway to light? Think of the Winter Solstice – in the longest, darkest night of the year, the new light is birthed.

What if instead of being the opposite of faith, doubt is seen as a gateway into an even more solid faith?
What if instead of being the opposite of power well-used, abuse of power becomes an opening into power that is utilized magnificently?

APA Task Force Reports on Girls and Women – New Online CE Course

CE Credit: 3 Hours (0.3 CEUs)
Target Audience: Psychology Counseling Social-Work Marriage-and-Family
Learning Level: Intermediate

Course Abstract:

APA Task Force Reports on Girls & WomenThis course is based on a collection of free, public-access task force reports from the American Psychological Association on issues pertaining to women. The course instructions included with this course will provide direct links to the online documents. The first report describes guidelines for psychological practice with girls and women, the second addresses the behavioral healthcare needs of rural women, and the third pertains to the sexualization of girls in the media. These reports were based on thorough reviews of the research literature, and include implications and recommendations for action. This course is appropriate for any mental health professional who works with women or girls. Course #30-51 | 2010 | 39 posttest questions

Learning Objectives:

  1. Identify issues relevant to mental health practice with women and girls.
  2. Describe and apply practice guidelines for mental health treatment of women and girls.
  3. Identify mental health concerns relevant to rural women.
  4. Describe the sexualization of girls in the media, the impacts of these practices, and methods for counteracting the effects.

About the Author(s):

The American Psychological Association (APA), located in Washington, D.C., is a professional organization with more than 150,000 members, including researchers, educators, clinicians, consultants, and students. All four documents on which this course is based were compiled and written by members of the American Psychological Association. Full lists of authors are available in the documents.

Accreditation Statement:

Professional Development Resources is recognized as a provider of continuing education by the following:
APA: American Psychological Association
ASWB: Association of Social Work Boards (#1046)
NBCC: National Board for Certified Counselors (#5590)
NAADAC: National Association of Alcohol & Drug Abuse Counselors (#00279)
California: Board of Behavioral Sciences (#PCE1625)
Florida: Boards of SW, MFT & MHC (#BAP346); Psychology & School Psychology (#50-1635); Dietetics & Nutrition (#50-1635); Occupational Therapy Practice (#34). PDResources is CE Broker compliant.
Illinois: DPR for Social Work (#159-00531)
Ohio: Counselor, Social Worker & MFT Board (#RCST100501)
South Carolina: Board of Professional Counselors & MFTs (#193)
Texas: Board of Examiners of Marriage & Family Therapists (#114) & State Board of Social Worker Examiners (#5678)

Clinical Psychopharmacology Made Ridiculously Simple, 6th Ed

Clinical Psychopharmacology Made Ridiculously Simple, 6th EdCE Credit: 4 Hours (0.4 CEUs)
Target Audience: Psychologists, Counselors, Social Workers, Occupational Therapists, Marriage & Family Therapists, Dietitians
Learning Level: Intermediate

Course Abstract:
This 4-hour mail order continuing education course includes an overview of clinical psychopharmacology written in an engaging and concise format. Focuses on general principles of psychopharmacology and key features of depression, anxiety disorders, disorders of extreme stress, disorders of control, and psychosis. MedMaster | 2009 (6th edition) | 80 pages | 15 posttest questions | Course #40-18

Learning Objectives:

  1. Identify an antidepressant that is likely to result in side-effect related discontinuation
  2. Name a medication that is effective in treating dysphoric mania
  3. Name an antipsychotic medication with a low incidence of tardive dyskinesia
  4. Identify the class of antidepressants that are most effective in treating OCD

About the Author(s):

John Preston, PsyD, is the author or co-author of a number of books including: Clinical Psychopharmacology Made Ridiculously Simple, Handbook of Clinical Psychopharmacology for Therapists, You Can Beat Depression, and Every Session Counts. He is a licensed psychologist in the state of California; certified by the American Board of Professional Neuropsychology; a member of the Editorial Board of Psychopharmacology Update; and a member of the Core Faculty at Alliant International University, Sacramento, California.
James Johnson, MD
Kaiser Medical Center
Department of Psychiatry
South Sacramento, CA

CE Information:

Professional Development Resources is recognized as a provider of continuing education by the following:
AOTA: American Occupational Therapy Association (#3159)
APA: American Psychological Association
ASWB: Association of Social Work Boards (#1046)
CDR: Commission on Dietetic Registration (#PR001)
NBCC: National Board for Certified Counselors (#5590)
NAADAC: National Association of Alcohol & Drug Abuse Counselors (#00279)
California: Board of Behavioral Sciences (#PCE1625)
Florida: Boards of SW, MFT & MHC (#BAP346); Psychology & School Psychology (#50-1635); Dietetics & Nutrition (#50-1635); Occupational Therapy Practice (#34). PDResources is CE Broker compliant.
Illinois: DPR for Social Work (#159-00531)
Ohio: Counselor, Social Worker & MFT Board (#RCST100501)
South Carolina: Board of Professional Counselors & MFTs (#193)
Texas: Board of Examiners of Marriage & Family Therapists (#114) & State Board of Social Worker Examiners (#5678)
What Customers Are Saying:
  • “Excellent review of use of psychotropic medications – the textbook is clear, organized, and well-written, making it an excellent handbook for practitioners.” – J.B. {Counselor}
  • “Enjoyed this book. Lots of succinct info for a psychologist. Also helped me diagnosis a “mystery patient” in my practice. Thanks.” – S.D. {Psychologist}
  • “I found the book hard to follow at times. For example, I would have liked a section that detailed SSRI’s and MAO Inhibitors more clearly.” – D.W. {Psychologist}
  • “This was my first attempt at getting CEU’s without attending a class. I liked having the book, studying, then taking the course. I’ll do it again next year.” – J.B. {Counselor}
  • “Charts were not helpful and somewhat misleading. Better definition of terms would be helpful.” – H.B. {Psychologist}
  • “To me this subject has always been difficult, because it has so many angles. Here, I don’t agree has been made that ridiculously easy but effectively designed. Thank you.” – S.B. {Social Worker}