Florida Dietitian License Renewal

Posted on March 18, 2019 by Gina Ulery

Florida-licensed dietitian nutritionists (LDNs) have an upcoming license renewal deadline of May 31, 2019.

License Renewal Requirements:

CE Required: 30 hours every 2 years, including:
2 hours Preventing Medical Errors (required each renewal)
3 hours HIV/AIDS (required first renewal only)
Online CE Allowed: 20 hours (10 hours must be “live”)
License Expiration: 5/31, odd years

Still need CE? You can earn up to 20 hours per renewal through online courses @ PDR. We report to CE Broker for you! Order now and Save 20% on courses:

Florida dietitians save 20% on CE courses @pdresources.org

Over 50 online courses to choose from! Online courses allow you to earn CE whenever and wherever YOU love to be. Check out our Closeout Sale to save even more on CE.

Enjoy 20% off ALL Online CE courses for your Florida LDN license renewal. Use coupon code PDR423 at checkout to redeem. Valid on future orders only.

Professional Development Resources is a nonprofit educational corporation 501(c)(3) organized in 1992. We are approved to sponsor continuing education 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 Alabama State Board of Occupational Therapy; the Florida Boards of Social Work, Mental Health Counseling and Marriage and Family Therapy, Psychology & School Psychology, Dietetics & Nutrition, Speech-Language Pathology and Audiology, and Occupational Therapy Practice; the Georgia State Board of Occupational Therapy; the New York State Education Department’s State Board for Mental Health Practitioners as an approved provider of continuing education for licensed mental health counselors (#MHC-0135); the Ohio Counselor, Social Worker & MFT Board and Board of Speech-Language Pathology and Audiology; the South Carolina Board of Professional Counselors & MFTs; the Texas Board of Examiners of Marriage & Family Therapists and State Board of Social Worker Examiners; and are CE Broker compliant (all courses are reported within a few days of completion).

Earn CE Wherever YOU Love to Be!

Supportive Communication – New Audio CEU

Posted on February 1, 2018 by Gina Ulery

New ASHA-Approved CEU Course @pdresources.org

Supportive Communication for the Child with Special Needs is a new 1-hour audio continuing education (CE/CEU) course that provides practical tips for helping parents to communicate with their child who has special needs.

Parenting a child with special needs comes with many challenges. Parents are often under pressure, not knowing what to expect or how to react and manage the behaviors their child may present. Children who have supportive and caring parents who understand their needs generally experience better outcomes, both in school and in general. In their desire to help, parents frequently look to their child’s school-based professionals for ideas on how to communicate and connect with their child. It is imperative that speech-language pathologists and other helping professionals like counselors and occupational therapists have practical ideas and skills in order to help parents do this. This course will discuss multiple practical ways to help parents communicate and connect with their child who has special needs, thereby gaining the competence they need to improve their child’s chances for success. A course handout with slides that flow with the audio file is included. Course #11-15 | 2018 | 58 minute audio | 10 posttest questions

Click here to learn more.

This audio course provides instant access to download the mp3 audio file, the course handout, and the 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.

This course is offered for .1 ASHA CEUs (Introductory level, Professional area).

ASHA credit expires 12/31/2020. ASHA CEUs are awarded by the ASHA CE Registry upon receipt of the quarterly completion report from the ASHA Approved CE Provider (#AAUM). Please note that the date that appears on ASHA transcripts is the last day of the quarter in which the course was completed. Professional Development Resources is also approved by the Florida Board of Speech-Language Pathology and Audiology, the Ohio Board of Speech-Language Pathology and Audiology, and is CE Broker compliant (courses are reported within a few days of completion).

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Professional Development Resources is a nonprofit educational corporation 501(c)(3) organized in 1992. We are approved to sponsor continuing education 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 Alabama State Board of Occupational Therapy; the Florida Boards of Social Work, Mental Health Counseling and Marriage and Family Therapy, Psychology & School Psychology, Dietetics & Nutrition, Speech-Language Pathology and Audiology, and Occupational Therapy Practice; the Ohio Counselor, Social Worker & MFT Board and Board of Speech-Language Pathology and Audiology; the South Carolina Board of Professional Counselors & MFTs; the Texas Board of Examiners of Marriage & Family Therapists and State Board of Social Worker Examiners; and are CE Broker compliant (all courses are reported within a few days of completion).

Target Audience: Psychologists, Counselors, Social Workers, Marriage & Family Therapist (MFTs), Speech-Language Pathologists (SLPs), Occupational Therapists (OTs), Registered Dietitian Nutritionists (RDNs), School Psychologists, and Teachers

The Benefits of Journaling and Tips for Getting Started

Posted on July 23, 2014 by Gina Ulery

By Dr. Gail Gross

In today’s busy world, we hear a lot about remembering to slow down, to unplug from technology, and to find ways to de-stress. I, myself, have written about the many benefits of meditation and yoga — not just for adults, but for children as well. There is another method I recommend, and that is the daily practice of journaling.

The very act of writing has been scientifically shown to be a beneficial creative process. By putting pen to paper, you are using the left side of your brain, which is critical and rational. This gives the right side of your brain a chance to access your feelings and intuition without any mental blocks.

Other health benefits of journaling include:

Improved immune system
Reduced blood pressure
Improved lung and liver function

–
In my experience researching the neuroscience behind stress and relationships, women –especially mothers — tend to repress their feelings of pain and depression in order to focus on the needs of others, such as their children, spouses, relatives. By taking a few minutes each day to write down those feelings, without hesitation or editing, unblocks the reservoir of energy spent in repression and allows women to use that energy for self-discovery and healing.

FOUR TIPS TO MAKE THE MOST OUT OF JOURNALING

1. Write consistently. Think of journaling as a daily practice that you would incorporate into your routine as you would yoga or running. Aim to write in your journal each day for 20 minutes. The day-to-day expectation of creativity effectively confronts the thoughts and feelings that are keeping us up at night.

2. Consider starting out each day journaling. A 2012 University of Toronto study published in the journal Emotion has shown that people are more optimistic in the morning. Writing first thing in the morning helps give you a fresh perspective and the chance to start the day off with a clear mind.

3. Never self-edit. Write freely, without worrying about spelling or grammar, and without the burden of worrying about what others might think about the words you choose. This journal is for you, and you alone. It might take practice, as we are programmed throughout our lives to write for others, but once you get into the habit of writing freely, you will start to get a clearer picture of what your true feelings are and then be able to work through them.

4. Record it all: the good, the bad, the ugly. It is important to list the happiest moments of your life as well as the lowest moments of your life. This helps give you perspective of the complete picture. In reviewing your journal, you will be able to step back and see the whole story of who you are and how you got to where you are: what defines you, and where you want to go. Further, self-analysis builds self-worth by validating the entirety of your world-view, including your goals and values.

As you continue with your new journaling practice, you will begin to see your life through new eyes: you can now look at and clarify events that have shaped you. This in turn gives you a sense of control and reduces stress. A regular practice of journaling offers you the chance to explore your innermost thoughts and emotions, to know yourself better, and to engage in the most intimate and most important relationship you can ever have: with your true self. As my mother was fond of saying: “To know all, is to forgive all.”

Follow Dr. Gail Gross on Twitter: www.twitter.com/DrGailGross

Source: http://www.huffingtonpost.com/dr-gail-gross/benefits-journaling_b_5588478.html

Related Online Continuing Education (CE/CEU) Courses:

Writing it Out: Journaling as an Adjunct to Therapy is a 2-hour online CE course on the use of journal writing as an aid to the therapeutic process. While most psychotherapy is conducted through traditional “talking therapy,” having a client express himself through the written word offers another way to let him vent his thoughts and feelings, and to gain information about his internal and external experiences of life. This course includes descriptions of the various uses of journaling as well as detail on seven journal-writing techniques. Closeout Course #20-13 | 2003 | 21 pages | 12 posttest questions | $14 (reg $28)

Journaling II: Directed Exercises in Journaling is a 4-hour online CE course designed for the practitioner who would like to use journal-writing exercises with clients as an adjunct to traditional psychotherapy, and would like some topic ideas to suggest, rather than limiting writing only to the technique of “freewriting.” It is suggested, although not mandatory, that the practitioner has already completed the course #20-13, “Writing It Out: Journaling as an Adjunct to Therapy.” That course lays the basic foundation for understanding the benefits of journaling and how it can best be used with clients. It also teaches a number of basic writing techniques. Journaling II presents a brief overview of “freewriting,” as well as 36 directed exercises divided into three phases. It also offers interpretive questions coordinating with each exercise and an explanation of the use of a behavior log as a journaling exercise. Closeout Course #40-03 | 2005 | 41 pages | 20 posttest questions | $28 (reg $56)

Professional Development Resources is approved by the American Psychological Association (APA) to sponsor continuing education for psychologists; by the National Board of Certified Counselors (NBCC) to offer home study continuing education for NCCs (#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).

Anemia in the Elderly a Potential Dementia Risk Factor

Posted on August 1, 2013 by Gina Ulery

By: Sue Hughes @ Medscape

Among older adults, anemia is associated with an increased risk of developing dementia, a new study shows.

“We found that if there was anemia at baseline, the risk of dementia was increased by about 60%. This was slightly reduced after adjusting for other factors. But there was still a 40-50% increase in risk which was still quite significant. Anemia is of course a marker of general frailty, which will also correlate with dementia but we tried to control for this,” senior author, Kristine Yaffe, MD, University of California San Francisco, told Medscape Medical News.

She acknowledged that this is not enough evidence to say that correcting anemia will reduce the risk for dementia.

“We need another study where the anemia is treated to make this claim, but we could say that this is another reason to check for anemia more often in older people and to treat it.”

“I am not suggesting that these results should prompt people to rush out and start taking large doses of iron. If they want to rush out and do anything they should make sure they have an annual check up and get their hemoglobin measured, and if it is low get it corrected, under medical supervision,” Dr. Yaffe added.

Related Online CEU Courses:

Alzheimer’s Disease – Overview is a 1-hour online CEU course that provides an overview of the prevalence, causes, symptoms, diagnosis, treatment, and progression of Alzheimer’s disease, as well as information about caregiving and caregiver support.

Caring for a Person with Alzheimer’s Disease is a 3-hour online CEU course that discusses practical issues concerning caring for someone with Alzheimer’s disease who has mild-to-moderate impairment, including a description of common challenges and coping strategies.

Alzheimer’s – Unraveling the Mystery is a 3-hour online CEU course that describes the risk factors for Alzheimer’s disease, effective steps for prevention, strategies for diagnosing and treating Alzheimer’s disease, and the search for new treatments.

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 National Association of Alcoholism & Drug Abuse Counselors (NAADAC); 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 Illinois DPR for Social Work; 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.

DSM-5: The End of One-Size-Fits-All Addiction Treatment?

Posted on May 14, 2013 by Gina Ulery

By Mark Willenbring

When the dust of debate settles, the new revision’s benefits should be clear: good science, better diagnoses, more individualized care.

Sometime this month, the DSM-5 will replace the DSM-IV as the coin of the realm for diagnosis of mental illnesses, including substance use disorders. Despite the unprecedented criticism that has accompanied the process, the final product’s changes are based on very solid epidemiological research, and they are likely to reduce ambiguity and confusion. But there may be some surprise, too, as received wisdom about the diagnosis and treatment of addiction is turned on its head. Let’s hope that this development will result in a more rational and nuanced approach to addiction.

When the DSM-IV was developed, it appeared that abuse and dependence were two distinct disorders. Substance abuse was defined according to four criteria; dependence, according to seven criteria. In practice, “abuse” was often used to denote a milder form of Substance Use Disorder (SUD); “dependence,” a more severe SUD.

In the case of opioids, “dependence” was confusing because almost anyone on opioid-based painkillers for any length of time develops physiological dependence (they will have withdrawal if they stop suddenly), whereas in the DSM-IV, “dependence” meant “addiction” (pathological, compulsive, harmful use). So pain patients prescribed opioids were mislabeled as opioid “dependent” even though they took their medication as prescribed.

Since then, a considerable body of research has shown that there are not two distinct types of substance misuse, but only one. More important, most DSM-IV “abuse” symptoms develop only in people with severe addiction, while “dependence” symptoms are among the earliest to develop. In the DSM-5, “abuse” and “dependence” are gone. In their place is the single “Substance Use Disorder.”

With alcohol, for example, the earliest and most common problems are “internal” problems, such as going over limits, persistent desire to quit or cut down, and use despite hangover or nausea. The only “abuse” criterion that develops early is drinking and driving, but without a DUI. In the largest study of its kind, the NIAAA Epidemiological Study of Alcohol and Related Conditions (NESARC), 90 percent of people who met criteria for DSM-IV alcohol abuse—but not dependence—did so because of admitting drinking and driving. All other abuse criteria only occurred in people with the most severe and chronic addiction, and then late in the game.

In fact, legal problems occur so infrequently that this criterion was dropped from theDSM-5. This may come as a surprise to people working in the treatment industry because legal problems are the most common reason people seek treatment in rehab. But only about 12 percent of people with DSM-IV alcohol dependence ever seek specialty treatment, which suggests that the rest—who are not in treatment—have less severe disorders. People in rehab or AA are to alcohol use disorder what asthmatics on a ventilator in the ICU are to people with asthma: the most severe, treatment-refractory disorders as well as the most co-morbid psychiatric and medical problems. We’ve made a large error by assuming that everyone in the community who meets the criteria for a substance disorder has exactly the same disease as people in rehab or AA.

Important Notice About NBCOT Professional Development Units

Posted on January 19, 2012 by Gina Ulery

For NBCOT PDU ID#8, certificants who have successfully completed education (workshops, seminars, lectures, online courses, or conferences) with an assessment component at the end of the program (scored test, project, paper) provided by AOTA, AOTA Approved Providers, IACET authorized providers, or regionally accredited colleges or universities can convert 0.1 CEU to a 1.25 NBCOT PDU. To learn more, go to www.nbcot.org, and click on the “Certification Review” tab at the top and then “PDU Calculator.”

Multicultural Issues in Counseling – Psychological Treatment of Ethnic Minorities – New 2-Hour Web-Based Online Course

Posted on February 15, 2011 by Gina Ulery

Course Abstract: Multicultural Issues in Counseling – Psychological Treatment of Ethnic Minorities is based on thorough reviews of the research literature. The document provides specific cultural information about African-American, Asian American/Pacific Islander, Hispanic/Latino, American Indian, and multiracial populations, as well as recommendations for treatment related to each group. This course is appropriate for any mental health professional who would like to learn more about diversity and multicultural counseling. Course #20-56 | 2011 | 15 posttest questions | 4 page course download includes instructions, links to online materials and posttest questions

CE Credit: 2 Hours (0.2 CEUs)
Target Audience: Psychologists, Counselors, Social Workers, Occupational Therapists, Marriage & Family Therapists
Learning Level: Intermediate

Learning Objectives:

1. Define cultural competence in the treatment of ethnic minority populations

2. List recommendations for the treatment of Asian American/Pacific Islander populations

3. List recommendations for the treatment of African descent populations

4. List recommendations for the treatment of Hispanic/Latino populations

5. List recommendations for the treatment of American Indian populations

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 the 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:

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)

Behavioral Health Care Needs of Rural Women – New 1-Hour Web-Based Online CE Course

Posted on February 9, 2011 by Gina Ulery

Course Abstract:

This is a web-based course requiring an internet connection to access the required online reading materials. Course instructions provide a direct link to the public-access online document. This report attempts to direct attention to this underrepresented group and presents a review of the literature related to the behavioral health care needs of rural women. With this knowledge, psychologists and other health professionals will be able to more effectively plan and deliver services to this population. Additional goals for this report include identifying those questions, which still remain unanswered, and providing recommendations for future research, action, and advocacy related to addressing the needs of this underserved population. Course #10-40 | 2011 | 7 posttest questions | 3 page course download includes instructions, link to online document, and posttest questions

Learning Objectives:

Identify demographic issues that place rural women at risk for various psychological disorders
List psychological disorders and other chronic illnesses commonly identified in rural women
Identify special populations of rural women in need of psychological treatments
List barriers to treatment, including cultural, fiscal, and attitudinal considerations
Identify recommended strategies for psychologists in rural communities

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 of the 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:

New 3-Hour Web-Based Course: Alzheimer’s – Unraveling the Mystery

Posted on January 26, 2011 by Gina Ulery

One person out of eight will get Alzheimer’s by the age of 65 – and nearly half by the age of 85. Such shocking statistics drive the need to know all we can about Alzheimer’s, so we can better help our patients, their families, and ours.

Alzheimer’s dementia is a growing concern among the aging Baby Boomers; yet, modern science points the way to reducing the risks through maintaining a healthy lifestyle.

This new continuing education course, Alzheimer’s – Unraveling the Mystery, is based on a publication from the National Institute on Aging, which describes healthy brain functioning during the aging process and then contrasts it to the processes of Alzheimer’s disease.

Full of colorful, detailed diagrams, this educational booklet describes the risk factors for Alzheimer’s disease, effective steps for prevention, strategies for diagnosing and treating Alzheimer’s disease, and the search for new treatments. Strategies for caregivers and reducing caregiver stress are also discussed briefly.

Course #30-54 | 2011 | 21 posttest questions | 5 page course download includes instructions, link to online document and posttest questions

CE Credit: 3 Hours

Learning Level: Introductory

Cost: $24.30 (includes 10% off coupon on right)

Learn More & Order Now!

Emotional Overeating – New 4-Hour Online CE Course

Posted on January 12, 2011 by Gina Ulery

With the current flux of diet resolutions and obesity issues, we are pleased to introduce our newest online CE course, Emotional Overeating: Practical Management Techniques.

Statistics report that Americans are an increasingly overweight population. Among the factors contributing to our struggle to stop tipping the scales is the component of “emotional eating” – or the use of food to attempt to fill emotional needs.

Professionals in both the physical and emotional health fields encounter patients with emotional eating problems on a regular basis. Even clients who do not bring this as their presenting problem often have it on their list of unhealthy behaviors that contribute to or are intertwined with their priority concerns.

While not an easy task, it is possible to learn methods for dismantling emotional eating habits. The goals of this course are to present information about the causes of emotional eating, and provide a body of cognitive and behavioral exercises that can help to eliminate the addictive pattern. Course #40-26 | 2011 | 44 pages | 30 posttest questions

CE Credit: 4 Hours
Learning Level: Intermediate
Cost: $56 (includes online course materials & CE test)

Learn More & Order Now!

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Earn CE Wherever YOU Love to Be!

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