Psychotherapy and Counseling are Different

Course excerpt from Therapy Tidbits – March/April 2018

Psychotherapy and Counseling are Different

In an article entitled “Master’s therapy not that different” in the Jan/Feb 2018 edition, Larry Powitz, EdD, asks what is it that doctoral level mental health practitioners do different than non-doctoral level mental health practitioners, such as master level psychologists, LCSWs, LCPCs, MFTs, and he concludes that the psychotherapy by all provided is quite the same. “I say the MA can sing the same tune as the PhD,” concludes Dr. Powitz.

I agree with him. I believe that the intervention being provided by many doctoral level (PhD, PsyD, and MD) and non-doctoral level (MEd, MA, MS, MSW, LPCC, MDiv, EAP) mental health practitioners is quite the same. For me the important questions are “How is that?” and “What’s happening?”

Psychotherapy is on the decline, and counseling is growing. The word psychotherapy isn’t even used much anymore. Or the terms psychotherapy and counseling are used interchangeably, as though they are one and the same, but they aren’t.

Psychotherapy and counseling are two different disciplines.

Psychotherapy is an in-depth, sometimes long-term, project that addresses inner and often covert core issues. It’s meant to get at and affect the understructure of a person. Carl Jung called psychotherapy treatment of the soul, which for me implies depth.

Counseling addresses important but external overt behaviors, usually for brief duration, teaching and improving areas of outward functioning.

Psychotherapy is about personal growth, and the relationship between psychotherapist and patient is critical. Counseling is about life management and adjustment, and the relationship between counselor and client is quite secondary.

For example, there is counseling for career and finances and anger management and sexual issues and grief and psychotropic usage. There is no career or financial or grief etc. in psychotherapy, because psychotherapy isn’t directly about such issues; it’s about the person underlying those issues. Psychotherapy is a life changing experience, while counseling is guidance, support, and education.

Homework isn’t typical in psychotherapy, other than encouragement to reflect on one’s experience during the session, whereas homework assignments are frequent in counseling, often with time spent in sessions reviewing and discussing lessons, similar to what happens in a classroom. Psychotherapy is heavily feeling and experience oriented, whereas counseling is heavily cognitive and behavioral focused. In traditional language, psychotherapy is a primary process activity and counseling is very much a secondary process activity.

Though psychotherapy and counseling are two distinct disciplines, there has been over the decades a homogenization of the two. For many, the two have become one, in thinking and in practice. Counseling now includes some psychotherapy, and psychotherapy includes more counseling. The homogenization has blended and even equated two different tunes into a new third tune.

I think it’s been a loss for psychotherapy. It’s like blending and equating physical therapy and surgery. Physical therapy is valuable and exactly what some people need, but it’s not surgery. Counseling is valuable and exactly what some people need, but it’s not psychotherapy. Today psychotherapy in its fullest sense is hard to find, and most mental health providers, doctoral level and non-doctoral level, are providing a service that is quite the same. Most are singing the same tune, the homogenized third tune.

Therapy Tidbits – March/April 2018Therapy Tidbits – March/April 2018 is a 1-hour online continuing education (CE) course comprised of select articles from the March/April 2018 issue of The National Psychologist, a private, independent bi-monthly newspaper intended to keep psychologists (and other mental health professionals) informed about practice issues.

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

Successful completion of the online CE test (80% required to pass, 3 chances to take) and course evaluation are required to earn a certificate of completion. Click here to learn more. Have a question? Contact us. We’re here to help!

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: PsychologistsCounselorsSocial WorkersMarriage & Family Therapist (MFTs)Speech-Language Pathologists (SLPs)Occupational Therapists (OTs)Registered Dietitian Nutritionists (RDNs)School Psychologists, and Teachers

Earn CE Wherever YOU Love to Be!

Addressing Clients’ Prejudices in Counseling

By Bailey P. MacLeod

Addressing clients’ prejudices in counselingCounselors-in-training are often encouraged to be aware of and discuss issues that they think would be difficult for them to address with clients in counseling. A first-year counseling student recently disclosed that due to his values of multicultural awareness and acceptance, he would find it difficult to work with a client who expressed any prejudices in counseling. Given the counseling profession’s shift to a multicultural and social justice paradigm when working with clients, this is a valid concern but one rarely discussed when training counselors to work with culturally different individuals.

How should counselors handle prejudices that clients express in counseling? Do these prejudices need to be addressed if they are not related to the client’s presenting issue? The counseling profession has established values of awareness, knowledge and skills in multicultural counseling and social justice as a way to address power, privilege and oppression. Focus has largely been placed on how to guide treatment of culturally different clients in ways that acknowledge their unique worldviews. Under the banner of social justice and advocacy, counselors must also address the societal, historical and political issues that continue to oppress others. However, little information has been provided on how to address the biases of clients who may hold power and privilege in society, especially White clients who express prejudices.

Granted, prejudice is not a common presenting issue that brings clients to counseling. However, it is not uncommon for clients to express such values and beliefs in the counseling context. We are all cultural beings with unique values, histories and worldviews, and racism and prejudice affect everyone in some way. As counselors, we are taught to work within the worldview of the client, and social justice maintains that we must also work within a conceptual framework of how oppression at individual, societal and institutional levels can affect a person’s growth and development. By addressing biases that clients bring to counseling — biases that have the potential to be harmful to their own growth and the growth of others — we are addressing aspects of their worldview, while also adhering to the values of social justice.

I experienced this dilemma firsthand while working with college students during my training as a counselor. Feeling caught off guard, I struggled with how to handle a situation in which a client expressed racial stereotypes in counseling. I had little guidance from supervisors or professors concerning how to make sense of the situation. After researching the meaning of racism and prejudice and discussing with other counselors the best way to meet clients’ needs while also addressing power and privilege, I developed some considerations and interventions that counselors can use if they ever experience a client expressing prejudices in counseling.

In multicultural counseling and social justice training, counselors are primarily exposed to information that will help culturally different and oppressed clients, even as these counselors focus on awareness of their own prejudicial experiences and culture. This article addresses ways to work with clients who have the power to oppress. This is an issue that is aligned with the goals of social justice, albeit at an individual level, in an attempt to address biases in those who hold them.

Of course, culturally different persons can also express biases and stereotypes toward other groups, but these biases may have different meanings and origins. The interventions and conceptual issues presented in this article can be tailored to other situations, but the emphasis is largely around working with White clients who endorse stereotypes or biases toward people commonly oppressed in society. Therefore, the goal is to provide counselors with considerations and possible interventions to help these clients gain more insight and awareness that will potentially stimulate their personal growth.

Addressing Prejudice: Is it Ethical?

I have already made an argument concerning why it is important to address clients’ prejudices when expressed in counseling, both for the individual and society. However, I had many questions about my role as a counselor when I experienced this situation with a client. Was it my job to address prejudice if the client didn’t see it as an issue? Would I be promoting an “agenda” that was not part of the client’s worldview?

Ethically, we have a responsibility to respect the client’s worldview by maintaining an accepting and nonjudgmental stance. At the same time, it is our ethical responsibility to work within an understanding of social justice and advocacy. As with most ethical dilemmas, there are various ways to handle this situation but rarely a clearly defined “right” way to act. One possible path is to avoid addressing the client’s comments in therapy. But ignoring the issue could result in colluding with the client’s attitudes and maintaining the status quo of oppression. It could also send the message to the client that it is acceptable to avoid uncomfortable discussions. A counselor who experiences strong negative feelings toward the client’s values and beliefs but does not address the client about them may become resentful and critical of the client, possibly causing an impasse in counseling.

On the other hand, several consequences could occur if the counselor does address the client’s racist statements and beliefs. For example, the way the counselor addresses the issue may cause the client to feel embarrassed, ashamed or misunderstood, especially if the client is aware of the negative connotations of being viewed as “racist.” The context of therapy, the counselor-client dynamics and the way in which the client presents these beliefs are important considerations. For instance, let’s say a counselor who identifies as gay is working with a client who makes homophobic statements in counseling. This situation is both professionally and personally relevant to the counselor, who considers disclosing to the client that he identifies as gay. Before doing so, however, the counselor must ask who will really benefit from such a disclosure — the counselor or the client?

At a minimum, counselors should give clients the option and space to discuss racial and other prejudicial issues in the context of their own worldviews and experiences. Before deciding how to intervene in similar situations involving clients’ prejudices, counselors should take the following important steps.

  • Consider the client’s goals and how prejudice is related to these goals.
  • Assess the client’s racial identity.
  • Assess the function these stereotypes and biases serve for the client.
  • Consider how the racist comments relate to cultural racism.
  • Assess what cultural values and strengths maintain these beliefs.
  • Identify cultural strengths the client can use to stop relying on these biases.
  • Clarify your own motivations and reactions in the process of addressing prejudice.
  • Assess the client’s motivation for change in this area.

Conceptualization and Interventions

Similar to counseling for most other issues, it is not always feasible to expect clients who express prejudices and biases to completely resolve all of their issues. Much of the change in the area of prejudice depends on the factors just discussed and how much clients wish to change this aspect of themselves. However, at minimum it may be important to develop an awareness of the origins and functions of clients’ prejudicial attitudes as a means of better understanding their presenting issues. This can assist counselors in developing appropriate interventions that ultimately address clients’ concerns and possibly help them become more aware of their own biases.

One useful way to conceptualize White clients in relation to prejudices is through Janet Helms’ White racial identity development model. The idea of a White identity focuses mainly on the implications of having unearned, race-based power and privilege with the potential to oppress others who do not have that same privilege. The model emphasizes the transition from being unaware of one’s White racial background to an awareness and integration of one’s Whiteness into other parts of identity by giving up power and appreciating differences. The developmental status of a client will affect how he or she views other races and the relationship the client has with other races.

The first status in the White racial identity development model is contact. A client who is in the contact stage may claim not to see race (color-blind attitude) and may not understand the meanings associated with race. The disintegration status usually occurs when a White person is confronted with and feels guilty about racial inequality but experiences ambivalence about how this inequality relates to him or her. The reintegration status is usually triggered by an experience in which the White individual feels he or she has been treated unfairly or discriminated against. This individual may believe in the superiority of being White and in the intolerance of other races.

Afterward, the person may move into the pseudo-independence status, which is characterized by an intellectual understanding of White privilege. However, the person still may lack any concrete experiences related to this understanding. The immersion/emersion status involves the person having a more personal understanding of how he or she contributes to racism in society. However, the person may be hypervigilant to the point of having extreme reactions to perceived racism. Moving past this status will allow a person to attain autonomy, or a nonracist identity. These statuses are not fixed and absolute, of course, but they provide a useful tool in recognizing how clients see their White identity and understanding their reactions to issues of race.

When I work with clients who express certain thoughts, feelings or behaviors that they find problematic, I usually look for their origins and the functions that they serve in clients’ lives. I also apply this method in situations in which clients express prejudices during counseling, asking where these attitudes came from and what purpose they serve for the client. Assessing the client’s experiences with racism, social and familial history with prejudice, and parental reactions to race and culturally different people in childhood provides useful information about the origin of these values. It also allows the counselor to better empathize with and validate the client’s current experience instead of shaming the client or judging the client’s values.

The function of these attitudes is also very important for understanding the deeper meaning of the attitudes outside of the judgmental stance of “racism.” When a person’s self-esteem is threatened, especially in a racially charged situation, there is a tendency to defend with an in-group (pro-White) bias. The use of prejudicial comments or beliefs may be more powerful for White individuals who also hold another aspect of their identity that is oppressed. For example, a White gay man may express racist beliefs in reaction to a situation where his sexuality is threatened. This can lead to unhealthy and inaccurate distortions of information to preserve identity and avoid painful emotions associated with unearned privilege. Denial and rationalization of racial issues and prejudice is a way for clients to avoid painful aspects of race-related issues and any responsibility for privileged behavior. Stereotyping less privileged cultures can also allow clients to avoid changing the way they interact with others, while placing the blame for prejudice on those who are oppressed. These reactions tend to emerge when clients feel that some aspect of their identity is being threatened and they need to find a way to defend against those uncomfortable feelings.

Interventions can be loosely tailored to the client’s identity status and the function of these prejudicial beliefs to gain insight and move to a more integrated understanding of White privilege and oppression. For example, helping clients explore the origin of their beliefs can help them connect their past experiences to their current attitudes, which can raise awareness and increase insight. This also models to the client ways to address difficult conversations concerning race and prejudice. Counselors can also provide psychoeducation about the history of oppressed groups to clients who deny the existence of prejudice in society and in their own behavior or attitudes.

Ambivalence is a common reaction for clients in the disintegration status. Counselors could use interventions to help these clients understand and process ambivalent feelings such as guilt. Counselors who understand a client’s own history with discrimination can help the client connect those experiences and negative emotions with the experiences of others who are subjected to discrimination. This allows the client to develop empathy and understanding for others.

Clients who show a higher-level status of White identity may benefit from exploring what it means to be White and learning to be more flexible in their emotions and reactions to racism. Finally, counselors who understand the deeper meaning of a client’s prejudicial comments (for example, insecurity) can better tailor interventions to address the core issue so the client no longer has to rely on maladaptive coping strategies.

Counselor Considerations

Broaching the subject of prejudice and privilege can be difficult for clients and counselors. Counselors first need to develop a solid therapeutic relationship with their clients to establish trust and prevent shame. Counselors also need to be aware of why and how they respond or do not respond to clients’ values so they can avoid reacting in ways that meet their own needs rather than those of their clients. Therefore, it is important for counselors to be aware of their own experiences and attitudes toward prejudices.

Counselors who are uncomfortable with the topic may avoid discussing it or deny its importance to the client’s concerns. Negative reactions such as guilt, anger or identification with a client’s values may cause a counselor to become blind to the client’s needs and appropriate interventions. Counselors who are not completely comfortable with their own White identity may unintentionally distance themselves from the client in an attempt to avoid White guilt and to identify as a nonracist White person. How a counselor responds to a client’s values has an impact on the effectiveness of counseling. It is important for counselors to monitor their own reactions and maintain self-awareness to properly meet their client’s needs.

Counselors work with important aspects of clients such as their attitudes, values and beliefs. A concern for many counselors, especially beginning counselors, is how to handle client values that conflict with their own. Counselors who are aware of potential problems that clients may present them with in counseling will be more prepared to respond and intervene in effective ways. Hot topics such as racism and prejudice can be especially problematic for counselors who value the tenets of multicultural awareness and social justice in their personal and professional lives, making it difficult to respond therapeutically. Regardless, it is our responsibility as counselors to respect clients’ values. This does not mean, however, that those values cannot be addressed in helpful ways in counseling.

I wanted to highlight this dilemma because it is infrequently discussed in counselor training or workshops. Therefore, the situation can be very jarring and unexpected for counselors. The ideas outlined in this article are just starting points for counselors to consider should they encounter clients who express prejudicial attitudes in counseling sessions. It is important to think about how interventions in counseling can best benefit the client, while also keeping in mind our professional values of multicultural awareness and social justice.


Those interested in more information on this topic can refer to Bailey P. MacLeod’s article “Social Justice at the Microlevel: Working With Clients’ Prejudices,” published in the July 2013 issue of the Journal of Multicultural Counseling and Development.


Bailey P. MacLeod is a doctoral student in the Department of Counseling at the University of North Carolina at Charlotte. Contact her at [email protected].



Related Online CEU Courses:

Multicultural Issues in Counseling – Multiracial Psychology Training is a 3-hour online CEU course that provides specific cultural information and recommendations for training and practice related to each group.

Multicultural Issues in Counseling – Older Adults is a 1-hour online CEU course that explore the key issues regarding the infusion of multicultural competence throughout geropsychology.

Improving Cultural Competence in Substance Abuse Treatment is a 4-hour online continuing education (CE/CEU) course that proposes strategies to engage clients of diverse racial and ethnic groups in treatment.

Professional Development Resources is approved to offer 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; and by the Texas Board of Examiners of Marriage & Family Therapists and State Board of Social Worker Examiners.

Caregiver Help: Sex and Dementia

By Elaine K. Sanchez; Alex A. Sanchez, EdD

Caregiver Help: Sex and DementiaCaregiver Help: Sex and Dementia is a 1-hour online video continuing education (CE/CEU) course that explores how Alzheimer’s and other dementia-related diseases impact the brain in ways that can cause some surprising, challenging and inappropriate behaviors. Some people with dementia may develop a heightened interest in sex – even to the point of aggression; experience a waning or complete loss of interest in sex; become addicted to pornography; lose the ability to understand what kind of behavior is acceptable; have a different perception of place and time and a different interpretation of reality from their caregivers; get agitated and upset when their caregivers don’t communicate with them effectively; and behave in ways that are confusing and upsetting to family members and professional healthcare workers. Even so, the patient deserves to be treated with respect and every effort should be made to maintain their dignity. Course #10-86 | 2015 | 55 minutes | 7 posttest questions

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

CE Information:

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

About the Speakers:

Elaine K. Sanchez is an author, speaker and co-founder of She co-teaches “Gero 407- Caregiving” at Western Oregon University with her husband Alex, and she writes the daily blog, “Caregiver Help Word of the Day.” She is the author of four books, including Letters from Madelyn, Chronicles of a Caregiver and contributes articles regularly to CaringTimes, Griswold Home Care’s blog.

Alex A. Sanchez, EdD, is the co-founder of, a video-based caregiver support program, and currently co-teaches “Gero 407- Caregiving” with Elaine at Western Oregon University. He earned his Master’s in Counseling and his Doctorate in Educational Psychology at New Mexico State University. He retired from Oregon State University in 2012, after teaching a doctoral program in Community College Leadership for 15 years. Previously he served as President of Central New Mexico Community College in Albuquerque, NM, President of Rio Hondo College in Whittier, CA, Vice President for Community and International Programs at the University of New Mexico, Academic Dean at New Mexico Military Institute, and Founding Director of Dona Ana Community College in Las Cruces, NM.

Top 100 Counseling Resources on the Web

Top 100 Counseling Resources on the WebIn difficult times a professional counselor can give the necessary advice and perspective to provide relief from job stress, relationship difficulties, and even substance addiction and serious mental health problems. Counselors are trained to listen well, provide sound advice, and recommend the best treatment or course of action to help patients get through traumatic events and rough patches in life.

These sites are not presented in order of quality or preference. They are all fantastic. The categories are numbered for easier navigation. This list is a collection of the best sites on counseling from around the web, in the hopes that counselors or students wanting to become counselors will be inspired to learn more and strive to be the best counselors they can be.

Top 100 Counseling Resources on the Web

Professional Development Resources has been featured on the Masters in Counseling final list of best web resources for counselors!

This website is based on the non-profit organization, Professional Development Resources, which offers health care professionals continued education. Accredited courses are available from the site for virtually all specialties in the mental health care arena.

Counseling Skills for Speech-Language Pathologists and Audiologists

New CEU Course for SLPs & Audiologists!

CE Credit: 8 Hours (0.8 ASHA CEUs)
Target Audience: Speech-Language Pathologists & Audiologists
Learning Level: Intermediate

Course Abstract:

This is a test only course (book not included). The book (or e-book) can be purchased from Amazon.

Counseling Skills for Speech-Language Pathologists and Audiologists, 2nd Ed.

Click on image to learn more!

This CE test is based on the book “Counseling Skills for Speech-Language Pathologists and Audiologists, 2nd Ed.” (2011, 552 pages). Whether you are a beginning or more experienced speech-language pathologist or audiologist, Counseling Skills for Speech Language Pathologists and Audiologists, 2nd Edition can equip you with effective counseling skills needed to help your clients cope with the challenges of communication disorders. Counseling Skills for Speech-Language Pathologists and Audiologists is the only text available that combines the insights of a well-respected clinical psychologist with the practical knowledge of a recognized speech-language pathologist to highlight the most important basic and advanced counseling skills. Written in user-friendly language, this text places the theories of counseling in real-life contexts that are applicable for today’s speech-language pathologists and audiologists. Numerous, varied examples drawn directly from the first-hand experiences of the authors help you develop relevant and usable skills. Case studies and proven learning features refine your ability to manage even the most challenging emotions, behaviors, and situations. Course #80-50 | 36 posttest questions

Learning Objectives:

  1. Differentiate purposes and scope of practice of counseling skills needed by SLPs and audiologists
  2. Describe theories of counseling and characteristics of therapeutic relationships
  3. Select key issues that should be considered for counseling in a multicultural society
  4. Identify counseling skills needed for working with a variety of specific disorders
  5. Identify procedures for working with clients’ defense mechanisms and challenging emotional states
  6. List methods professionals can use to ensure that they take care of themselves

About the Author(s):

Lydia V. Flasher, PhD, earned her baccalaureate summa cum laude and Phi Beta Kappa from Duke University, and her master’s and doctorate in clinical psychology from Vanderbilt University. Her mentor at Vanderbilt was Hans H. Strupp, a pioneer in psychotherapy research and short-term dynamic psychotherapy. After completing her internship at the Montreal Children’s Hospital, a McGill University teaching hospital, she worked as a staff psychologist in the hospital, specializing in personality assessment, family therapy, and health psychology in pediatric oncology. Dr. Flasher has served as a professor at Colorado State University and the University of the Pacific and has many years of experience teaching graduate students in clinical and counseling psychology. She has served as director of a university training clinic for doctoral students in counseling psychology and has approximately 20 years of experience supervising psychology graduate students, interns, and postdoctoral fellows. Currently, Dr. Flasher serves as Director of the Psychology Training Programs and as staff psychologist at the Children’s Health Council in Palo Alto, California. In her administrative role, she is co-director for an APA-approved, pre-doctoral psychology internship consortium between Stanford University’s Packard Children’s Hospital and Children’s Health Council. She also directs a clinical psychology postdoctoral fellowship program. In her direct clinical work, she specializes in multidisciplinary assessments, anxiety disorders, and family therapy.

Paul T. Fogle, PhD, CCC-SLP, earned his Bachelor of Arts and his Masters of Arts at California State University, Long Beach. After receiving his M.A., he started the first high school aphasia class in California, working with adolescents who had sustained traumatic brain injuries, strokes, and other neurological impairments. Dr. Fogle also worked as a therapist at the UCLA Psychology Adult Stuttering Clinic during this time. Dr. Fogle earned his doctorate from the University of Iowa and went on to teach undergraduate courses on Introduction to Speech-Language Pathology and Audiology, Anatomy and Physiology of Speech, and Speech Science. At the graduate level he has taught Neurological Disorders in Adults, Motor Speech Disorders, Dysphagia/Swallowing Disorders, Gerontology, Voice Disorders, Cleft Palate and Oral-Facial Anomalies, and Counseling Skills for Speech-Language Pathologists. Dr. Fogle has worked extensively in hospitals while also maintaining a year-round private practice for over 35 years. He has presented at state, ASHA, international (IALP), and Asia-Pacific Society for the Study of Speech-Language Pathology and Audiology conferences. Dr. Fogle has been involved with forensic speech-language pathology (court testifying as an expert witness) for over 25 years and has published and presented on that topic. Most recently he has been the speech-language pathologist on Rotaplast (Rotary) International Cleft Palate teams in Venezuela, Egypt, and India.

Accreditation Statement:

ASHA-Approved Provider

This course is offered for .8 ASHA CEUs (Intermediate level, Professional area).

ASHA credit expires 07/20/2014. ASHA CEUs are awarded by the ASHA CE Registry upon receipt of the quarterly completion report from the ASHA Approved CE Provider. Please note that the date that appears on ASHA transcripts is the last day of the quarter in which the course was completed.

South Carolina Counselors/MFTs License Renewal Requirements

South Carolina-licensed Counselors and MFTs license renewal deadline: August 31, 2011.

South Carolina-licensed Counselors and MFTs license renewal deadline: August 31, 2011.

South Carolina-licensed Counselors and MFTs are required to complete 40 hours of continuing education during each two-year licensure period. Licenses must be renewed by August 31, 2011.

  • 25 hours must be “formal” and involve face-to-face instruction.
  • The remaining 15 hours may be “informal.”

Professional Development Resources is approved by the National Board of Certified Counselors (NBCC) and by the South Carolina Board of Professional Counselors and Marriage & Family Therapists (Provider #193) to offer home study continuing education for NCCs (Provider #5590).

South Carolina Board of Examiners for Licensure of Professional Counselors, Marriage and Family Therapists and Psycho-Educational Specialists

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Overstock Sale!

Anger Management: The Complete Treatment Guidebook for Practitioners (8 Hour CE Course)

Overstock Sale! Save $30 and Earn 8 Hours of Continuing Education Credit!

We are overstocked on the continuing education course book, Anger Management: The Complete Treatment Guidebook, and have reduced the price of the course from $109 to $79 in efforts to clear out the stockroom. Price will return to normal once the first 10 copies have sold.

CE Credit: 8 Hours (0.8 CEUs)
Target Audience: Psychology Counseling Social-Work Marriage-and-Family
Learning Level: Intermediate

Course Abstract:
A comprehensive state-of-the-art anger management program and a must-have manual for the practitioner. The authors are distinguished researchers, teachers and practitioners in the field of anger management, and their book offers a detailed, research-based and empirically validated “anger episode model.” This indispensable resource for human service professionals emphasizes how to help clients understand, manage, and prevent unhealthy anger. The book is packed with detailed procedures, examples, exercises, and client handouts. Impact Publishers | 2002 | 304 pages | 36 posttest questions | Course #80-33

Learning Objectives:

  1. List the five components of the anger episode model discussed in the text
  2. Identify six techniques for increasing clients’ awareness of anger
  3. Name four types of exposure used in the change phase of anger management
  4. List the four core irrational beliefs in the Rational Emotive Behavior Therapy model
  5. Identify six skills training areas to be addressed in anger relapse prevention
  6. Name five strategies therapists can use to manage their own anger during sessions

About the Author(s):

Dr. Kassinove received his Ph.D. in Behavior Research Psychology from Adelphi University in 1970. He has since been awarded Diplomat status in Clinical Psychology (1976) and in Behavior Therapy (1988). Dr. Kassinove is the editor of the 1995 text Anger Disorders: Assessment, Diagnosis, and Treatment. He has also published over 50 journal articles. Dr. Kassinove has given lectures literally around the world, on 5 continents, on the topics of anger, anger disorders, and their treatments.
Dr. Tafrate is a clinical psychologist and a fellow of the Albert Ellis Institute. He is an Associate Professor in the Criminology and Criminal Justice Department at Central Connecticut State University. In 1997, Dr. Tafrate co-authored with Dr. Albert Ellis the self-help book, How to Control Your Anger Before it Controls You. His research on the nature and treatment of anger has been published in scientific journals and books for practitioners, and has been presented at conferences throughout the United States and abroad.

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)

CE Sale + Additional 10% Off!

Continuing Education Sale

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

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Hurry, sale ends June 30, 2011!

New Jersey Counselors – License Renewal & CE Requirements

New Jersey-licensed counselors are required to renew their licenses every 2 years on November 30th, of even years. 40 hours of continuing education are required for renewal. 5 of those hours must be in ethics and 3 hours must be in social/cultural competency. The New Jersey Professional Counselor Examiners Committee accepts courses approved by NBCC, APA, and NAADAC and has no limit on hours obtained through online or home study coursework.

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) and the American Psychological Association (APA) to sponsor continuing education for psychologists. Professional Development Resources maintains responsibility for all programs and content. Over 150 online and mail order home study courses are available to meet the CE needs of New Jersey Counselors, Social Workers, Psychologists, MFTs, SLPs, OTs and RDs.

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}