Toddlers Medicated for ADHD Against Guidelines

By Alan Schwarz

Toddlers Medicated for ADHDMore than 10,000 American toddlers 2 or 3 years old are being medicated for attention deficit hyperactivity disorder (ADHD) outside established pediatric guidelines, according to data presented on Friday by an official at the Centers for Disease Control and Prevention (CDC).

The report, which found that toddlers covered by Medicaid are particularly prone to be put on medication such as Ritalin and Adderall, is among the first efforts to gauge the diagnosis of ADHD in children below age 4. Doctors at the Georgia Mental Health Forum at the Carter Center in Atlanta, where the data was presented, as well as several outside experts strongly criticized the use of medication in so many children that young.

The American Academy of Pediatrics standard practice guidelines for ADHD do not even address the diagnosis in children 3 and younger — let alone the use of such stimulant medications, because their safety and effectiveness have barely been explored in that age group. “It’s absolutely shocking, and it shouldn’t be happening,” said Anita Zervigon-Hakes, a children’s mental health consultant to the Carter Center. “People are just feeling around in the dark. We obviously don’t have our act together for little children.”

Dr. Lawrence H. Diller, a behavioral pediatrician in Walnut Creek, CA, said in a telephone interview: “People prescribing to 2-year-olds are just winging it. It is outside the standard of care, and they should be subject to malpractice if something goes wrong with a kid.”

Friday’s report was the latest to raise concerns about ADHD diagnoses and medications for American children beyond what many experts consider medically justified. Last year, a nationwide CDC survey found that 11 percent of children ages 4 to 17 have received a diagnosis of the disorder, and that about one in five boys will get one during childhood.

A vast majority are put on medications such as methylphenidate (commonly known as Ritalin) or amphetamines like Adderall, which often calm a child’s hyperactivity and impulsivity but also carry risks for growth suppression, insomnia and hallucinations.

Read more: http://mobile.nytimes.com/2014/05/17/us/among-experts-scrutiny-of-attention-disorder-diagnoses-in-2-and-3-year-olds.html?referrer=&_r=2

Related Online Continuing Education Courses:

Attention Deficit Hyperactivity Disorder (ADHD) is a 1-hour online continuing education (CE/CEU) course that gives a brief update on the various facets of ADHD.

Mental Health Medications is a 1-hour online continuing education (CE/CEU) course that describes the types of medications used to treat mental disorders, side effects of medications, directions for taking medications, potential interactions with other drugs, and warnings about medications from the FDA.

The Impact of a Life of ADHD: Understanding for Clinicians and Clients is a 3-hour online continuing education (CE/CEU) course that discusses the many ways a lifetime of ADHD can affect a person’s life.

Diagnosing ADHD in Adults is a 3-hour online continuing education (CE/CEU) course that describes the unique ways symptoms of ADHD manifest in adults, including the distinction between attention deficit and attention regulation.

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 California Board of Behavioral Sciences; 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; 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.

ADHD: Myths & Facts

By Sarah Klein

What Everyone Gets Wrong About ADHDDespite an increase in diagnoses, plenty of stigma still surrounds attention deficit hyperactivity disorder, or ADHD. Adults with ADHD (or parents of children with the disorder) are often somehow blamed for the condition — as if they’re not trying hard enough to control a wide range of symptoms, which can include difficulty focusing, difficulty processing information quickly, fidgeting, impatience and more.

Every year, ADHD affects more than 4 percent of Americans over the age of 18 — adults who are learning, working and living fulfilling, successful lives alongside people who assume those with ADHD are somehow less than. Here are a few things we should all know about ADHD.

Myth: ADHD isn’t a real medical disorder.

Fact: Critics use a lot of different arguments in the service of discrediting ADHD. They blame bad parenting for “unruly” kids, pharmaceutical companies for “fabricating” the illness in search of a profit or students looking for an unfair “advantage” in the classroom. There’s even one theory that ADHD is the result of a culture with “a growing intolerance of childhood playfulness.” But ADHD is a valid condition, recognized by the National Institutes of Health, the U.S. Surgeon General and countless other medical professionals. What’s more, there’s even evidence to support a genetic predisposition for the condition in studies in twins — a hallmark of legitimacy.

Myth: It’s caused by eating too much sugar.

Fact: There’s little evidence to support a link between eating sugar and acting hyper, ADHD or no, even though many parents still believe in the so-called sugar rush. There’s also little evidence that links sugar to causing or worsening symptoms of ADHD.

Interestingly, it’s more likely that parents are affected by their children’s sugar intake: One study found that mothers who thought their sons were drinking a sugary beverage rated their children’s behavior as more hyperactive, criticized their sons more and kept a closer watch over them, the BBC reported.

Preliminary research has suggested certain food additives may be linked to ADHD, but the results are inconclusive, according to the FDA. More and better research is needed to fully understand the implications.

Myth: ADHD only affects children.

Fact: The average age of ADHD onset is 7, according to the National Institute of Mental Health, but many children will continue to experience symptoms as they grow older. In fact, WebMD reported, about 70 percent will experience symptoms in their teens and 50 percent into adulthood.

Myth: ADHD is more common in boys and men than in girls and women.

Fact: According to the National Institute of Mental Health, “boys are four times at risk than girls” for ADHD. But research suggests that our cultural and societal stigma may be at work here. Some studies have suggested ADHD is more “internal” than “external” in girls; they may not exhibit what most of us deem hyperactivity the same way as boys. Girls with ADHD may be more likely to have mood disorders, lower IQs and more difficulty socially, while boys may be more disruptive in school settings, leading to more referrals and diagnoses, according to the National Resource Center on ADIHD. More research is needed to fully understand gender differences in ADHD.

Myth: Adults with ADHD will struggle to complete school and succeed at work.

Fact: There is zero evidence to suggest ADHD affects a person’s intelligence or drive, and successful examples like Adam Levine, Michael Phelps and Solange Knowles certainly show that adults with ADHD can be creative, focused and successful.

Some people may find medication helpful, and many adults develop coping mechanisms and skills to assist them in reaching their goals. “Living with ADHD is not impossible,” Karen Ann Kennedy wrote in a recent HuffPost blog about her life with ADHD, “but it does take some careful planning to keep things in check.”

Source: http://www.huffingtonpost.com/2015/02/13/adhd-myths-misconceptions_n_6663394.html?ir=Healthy%20Living&utm_campaign=021315&utm_medium=email&utm_source=Alert-healthy-living&utm_content=Title&ncid=newsltushpmg00000003

Related Online Continuing Education Courses:

Attention Deficit Hyperactivity Disorder (ADHD) is a 1-hour online continuing education (CE/CEU) course that gives a brief update on the various facets of ADHD.

The Impact of a Life of ADHD: Understanding for Clinicians and Clients is a 3-hour online continuing education (CE/CEU) course that discusses the many ways a lifetime of ADHD can affect a person’s life.

Diagnosing ADHD in Adults is a 3-hour online continuing education (CE/CEU) course that describes the unique ways symptoms of ADHD manifest in adults, including the distinction between attention deficit and attention regulation.

Professional Development Resources is approved by the American Psychological Association (APA) to sponsor continuing education for psychologists. Professional Development Resources maintains responsibility for all programs and content. Professional Development Resources is also approved by the National Board of Certified Counselors (NBCC); the Association of Social Work Boards (ASWB); the American Occupational Therapy Association (AOTA); the American Speech-Language-Hearing Association (ASHA); the Commission on Dietetic Registration (CDR); the California Board of Behavioral Sciences; the Florida Boards of Social Work, Mental Health Counseling and Marriage and Family Therapy, Psychology & School Psychology, Dietetics & Nutrition, Speech-Language Pathology and Audiology, and Occupational Therapy Practice; the Ohio Counselor, Social Worker & MFT Board; the South Carolina Board of Professional Counselors & MFTs; and by theTexas Board of Examiners of Marriage & Family Therapists and State Board of Social Worker Examiners.

 

ADHD & Domestic Violence Awareness Month Specials

25% Off ADHD & Domestic Violence CE

25% Off ADHD & Domestic Violence CETo help promote awareness and education of ADHD and Domestic Violence, we are featuring all of our ADHD and Domestic Violence online CE courses at 25% off during October:

 

ADHD is a non-discriminatory disorder affecting people of every age, gender, IQ, and religious and socioeconomic background. Do you know what appropriate treatment is? Are you up-to-date on what kind of help is available? A lot has changed in the last 20 and even in just the last five years. Click here for ADHD resources.

 

Domestic violence doesn’t discriminate. While there are so many good causes, rarely will you find an issue that impacts 1 in 4 women. It is likely that someone in your neighborhood, office, or extended family is in danger right now. Click here to learn how you can help to raise awareness and end violence.

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

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 (CDRProvider #PR001); the California Board of Behavioral Sciences (#PCE1625); theFlorida 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 Illinois DPR for Social Work (#159-00531); 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).

Enhanced by Zemanta

Preschoolers With ADHD Often Treated Incorrectly

By Rachael Rettner, MyHealthNewsDaily Senior Writer

Preschoolers With ADHD Often Treated IncorrectlyDoctors usually do not follow guidelines for treating very young children with attention-deficit/hyperactivity disorder (ADHD), a new study suggests.

In the study, about 90 percent of doctors surveyed did not strictly adhere to new guidelines recommended for treating preschoolers with ADHD, such as guidelines that address when to start medications, and which medications to use.

For instance, some doctors started preschoolers on medication too soon — before trying any non-drug treatment, such as counseling parents on how to manage their child’s behavior.

The findings are concerning because doctors should recommend behavior treatments first, the researchers said.

“At a time when there are public and professional concerns about over-medication of young children with ADHD, it seems that many medical specialists are recommending medication as part of their initial treatment plan for these children,” said study researcher Dr. Jaeah Chung, of Cohen Children’s Medical Center in New Hyde Park, N.Y. [See ADHD Medications: 5 Vital Questions and Answers.]

The researchers surveyed 560 doctors who specialize in diagnosing and managing children ages 4 to 6 with ADHD.

Results showed that only 8 percent of doctors followed all guidelines from the American Academy of Pediatrics — the rest either prescribed medications too soon, prescribed medications without first checking to see if behavior therapy was working, or did not use the drug methylphenidate as the first drug treatment.

One in five doctors said they often prescribe medications to preschoolers with ADHD as their initial treatment. The AAP said in 2011 that doctors should attempt to treat ADHD in preschoolers with behavioral therapies before prescribing medications.

In addition, about 40 percent of doctors said that when they did prescribe medications, they initially used a medication other thanthe ADHD drugmethylphenidate(sold under the brand name Ritalin). According to the AAP, methylphenidate should used first in preschoolers because it has been more rigorously studied in young children than other medications such as amphetamines.

About 20 percent of doctors said they expected the number of children they treated with medications would increase in the future.

Study researcher Dr. Andrew Adesman, chief of developmental and behavioral pediatrics at Cohen Children’s, noted that the AAP guidelines are written for general pediatricians, and it’s possible that specialists see children with more severe ADHD (who are more likely to need medications).

Still, “Doctors collectively should recommend their patients pursue behavior therapies first,” Adesman said.

There may be obstacles to providing behavior therapy — the treatment is not always covered by insurance, and families may live in an areas without a specialist who provides behavior therapy, Adesman said. If this is the case, the AAP recommends that doctors weigh the risks of starting medication at an early age against the risks of delaying treatment.

Pass it on: In general, preschoolers with ADHD should attempt behavior therapy before they try medications.

Source: http://www.myhealthnewsdaily.com/3797-adhd-preschoolers-treatment.html?cmpid=525453

Related Online CEU Courses:

 

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 (Provider #5590); by the Association of Social Work Boards (ASWB Provider #1046, ACE Program); by the National Association of Alcoholism & Drug Abuse Counselors (NAADAC Provider #000279); by the American Occupational Therapy Association (AOTA Provider #3159); by the American Speech-Language-Hearing Association (ASHA Provider #AAUM); by the Commission on Dietetic Registration (CDR Provider #PR001); by the California Board of Behavioral Sciences (#PCE1625); by 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); by the Illinois DPR for Social Work (#159-00531); by the Ohio Counselor, Social Worker & MFT Board (#RCST100501); by the South Carolina Board of Professional Counselors & MFTs (#193); and by the Texas Board of Examiners of Marriage & Family Therapists (#114) and State Board of Social Worker Examiners (#5678).

Mental Health Month: Get Connected

Mental Health America first celebrated Mental Health Month in May 1949 to “raise awareness of mental health conditions and mental wellness for all.” Since then, a strong focus on mental health advocacy, awareness, and education in May is tradition.

To keep with tradition, Professional Development Resources is offering 25% off the following online mental health continuing education courses during May:

Visit www.pdresources.org for more details.

This year, Mental Health America is addressing these important issues through two themes:

Do More for 1 in 4 is a call to action to help the 1 in 4 American adults who live with a diagnosable, treatable mental health condition and the fact that they can go on to live full and productive lives. Download the Do More For 1in4 Toolkit.

The second theme, Healing Trauma’s Invisible Wounds, focuses on the impact of traumatic events on individuals and communities. It centers around asking the person-based question: “What happened to you?” Download the Healing Trauma’s Invisible Wounds Toolkit.

Helping Children Thrive with LD/ADHD

By Marilyn Price-Mitchell, PhD

Helping Children Thrive with LD/ADHDAccording to the U.S. Department of Education, almost 1 million children have some form of learning disability for which they receive special education. Parents report that over 5.4 million children have been diagnosed with ADHD, a figure that the Centers for Disease Control and Prevention (CDC) claims are continuing to increase annually. Millions more have varying diagnoses that affect learning and life success, including autism spectrum disorders.

For those of us who have parented children with learning disabilities, ADHD, and associated mental health issues, these figures not only represent challenges for our educational and health systems, they are deeply personal matters that affect the core of our families and our children’s happiness.

Beyond the logistics of educational assessments, tutoring, and daily homework challenges lies the responsibility of all adults—parents, teachers, and counselors—to foster a positive mindset that helps kids overcome the many obstacles they face.

Like millions of other students, my daughter’s story is unique. Among her many hurdles was learning to compensate for a reading speed in the lowest one percentile, a challenge that continues today as a 29-year-old.

But with acceptance and encouragement, children and young adults are surprisingly resilient and learn to embrace their differences. Recently, my daughter wrote about five ideas that fueled her success from middle school through law school as a student with learning disabilities and attention deficit disorder. She presented these ideas as part of an article, To Parents & Educators: From an Attorney with LD/ADHD and gave me permission to reprint them here.

Needless to say, I am very proud of how my daughter developed a path to accomplish goals she set for herself. But more importantly, what she outlines below as critical steps in her journey to understand and embrace her differences supports much of the research on positive youth development. All children must learn to overcome obstacles in order to believe in themselves!

In her own words, here are the five steps that were critical to my daughter’s success, ideas she now tries to instill in other young people.

Understand your Disabilities

Every student has strengths and weaknesses. But kids with diagnosed disabilities need to understand their academic and emotional assets and liabilities really well. By middle school, educational testing can help students look inside themselves and understand how their disabilities impact their studies and social lives. Knowing what they need from teachers, tutors, counselors, peers, and parents is a foundation for future growth.

Ask for Help

It’s okay to be different; embrace it. I can’t emphasize this enough. I have friends who were told to hide their disabilities from teachers. As a result, they felt unhappy and defeated. It wasn’t until they got tested, shared their disabilities, and requested accommodations that they were able to finally get into a college and get the degree they wanted. The earlier students learn to work with their disability and understand it as part of their identities the better. Embracing our disabilities give us the confidence to talk with teachers, administrators, and trusted friends about what we like, what we are good at, and what we need help with. We often can’t, and don’t have to do it alone.

Never Use your Disability as an Excuse

It can be easy to say to a teacher, “I need an extension on this paper because I am slow at writing.” While this may be okay early on in school, it doesn’t work in college or the real world. So why get used to it? Rather than using a disability as an excuse, students must find ways to compensate. Figure out how to work efficiently and effectively, rather than longer and harder. Most kids with learning disabilities need help developing efficient work habits. Ask for help!

Use Compensatory Strategies

Working longer hours is necessary at times. But it can also lead to burnout. There are lots of compensatory strategies for learning, and many books on the topic. You’ve likely heard of many, including, making lists, getting organized, using memory tricks, etc. The key is finding the strategies that work and altering others to make them your own.

For example, I’m a very slow reader and got frustrated when I couldn’t finish reading assignments. But I’m a good listener and I understand high-level concepts. My strategy was to listen in class, research the topic, and then boil down the minimum reading necessary. Finding strategies that worked for me helped me set limits on my school work, gave me time to socialize, and helped me have time for myself.

Taking time away from stressful school work is essential for students with learning disabilities and contributes to better mental health. It also allows students to focus on bigger dreams, careers that might take 4-8 years of secondary education!

Know you can Achieve your Goals

Setting goals is important for all of us. And most importantly, we have to develop the determination to achieve them! I encourage students with LD/ADHD to find adults who give them positive messages of encouragement, who listen to them when they express self-doubt. With the right support and strategies, we can do anything we set our minds to!

Having learning disabilities and/or ADHD is not easy. And it doesn’t end when we finish school. With every change, come new challenges and strategy adjustments. I always remember what the famous educator, Booker T. Washington said more than 100 years ago, “I have learned that success is to be measured not so much by the position that one has reached in life as by the obstacles overcome while trying to succeed.” Challenges are what make life exciting—they are what define who we are and who we become. Embrace the challenges!

Source: http://www.psychologytoday.com/blog/the-moment-youth/201204/helping-children-thrive-ldadhd

Related Online Continuing Education Courses:

ADHD Awareness – Are You Up to Date?

September is ADHD Awareness MonthOver the past fifty years the childhood cognitive and behavioral problems categorized as disorders of attention, impulsivity and hyperactivity have presented a clinical challenge for physicians, educators, and mental health professionals. This symptom constellation referred to as Attention Deficit Disorder or Attention Deficit Hyperactivity Disorder or ADHD has become one of the most widely researched areas in childhood, adolescence and increasingly throughout the adult life span. For over thirty years problems arising from this constellation of symptoms have constituted the most chronic childhood behavior disorders and the largest single source of referrals to mental health centers.

Symptoms of ADHD constitute one of the most complex disorders of childhood. Despite efforts to reach a consensus definition and agreement that inattention, hyperactivity and impulsivity are the hallmark for the diagnosis, debate continues concerning core deficits, associated problems and consequences. Increasingly it has been recognized that problems with faulty impulse control and self-regulation may lie at the core of problems for those with ADHD. Children with ADHD typically experience difficulty with home, school and community behavior involving family, peers, academics and emotional adjustment. The uneven, unpredictable behavior they demonstrate appears to be a function of knowing what to do but not always doing it. Their problems are one of inconsistency rather than inability. ADHD causes significant and pervasive impairment in day-to-day functioning.

Learn more about ADHD and earning continuing education credits @ www.pdresources.org:

Additional resources are available @ ADHDcentral.com

Enhanced by Zemanta

Go Green for Earth Week!

Earth Day 2011

“If one person takes one course online rather than traveling to a conference, he or she can achieve savings in energy, fuel costs, greenhouse gasses, paper and ink waste associated with printed reading and registration materials, water usage for hotel stays, waste from disposable food service products, and landfill disposal of used exhibition hall materials,” says Leo Christie, PhD, CEO of Professional Development Resources. “Multiply this times 100 or 1,000, and the environmental impact is enormous. Best of all, this is one place where environmental responsibility and user convenience intersect. Everybody wins.”

In celebration of Earth Week 2011, Professional Development Resources is contributing to the Billion Acts of Green movement by spotlighting the environmental benefits of a green education and offering special pricing on a number of its online courses. We invite our customers to join in by taking courses online instead of traveling to seminars and downloading and viewing on screen instead of consuming paper goods. Downloading is 90% more Earth-friendly than shipping packaged courses. If downloading our courses seems daunting, don’t worry! We’ve got the information and instructions to take you through downloading, completing and earning credit for courses:

Online Courses give you instant access to course reading materials and CE test (nothing is mailed). Course fee includes the downloadable reading materials (PDF document) and CE test (HTML format). Click here for more info!

The following online courses are being offered at 50% off regular price in honor of Earth Week:

Alcohol and Intimate Partner Violence | 2-Hour Online Course | Reg $24 | Go Green Promotion $12! | This course, which was developed by the National Institute on Alcohol Abuse and Alcoholism (NIAAA), is focused on the definitions, profiles, detection and treatment of intimate partner violence (IPV) that is associated with alcohol abuse. It explores the complex relationship between alcohol and intimate partner violence for both victims and perpetrators, addressing various models that attempt to explain this relationship. The course describes the signs of alcohol-related intimate partner violence and a number of techniques for assessing and intervening with individuals who might be affected by or engaging in alcohol-related intimate partner violence. Appendices include the Michigan Alcohol Screening Test (MAST), a danger assessment protocol, and a beginning dialogue for an interviewing technique that clinicians can use to initiate a discussion about alcohol and IPV. NIAAA | 2005 | 24 pages | Course #20-23

Diagnosing ADHD in Adults | 3-Hour Online Course | Reg $42 | Go Green Promotion $21! | This course will describe the unique ways in which the symptoms of ADHD manifest in adults, including the distinction between attention deficit and attention regulation. It also includes a discussion about the difficulties of accurately diagnosing ADHD in adults and the reasons the disorder is simultaneously over- and under-diagnosed. The DSM-IV diagnostic criteria for ADHD – as they apply to adult functioning – are placed into a context of the actual “soft signs” that can help clinicians identify areas of functional weakness for clients with ADHD. The author lists and details the components of a comprehensive diagnostic interview and emphasizes the value of collateral sources of historical information needed to establish an accurate diagnosis. Various formal assessment instruments are described, along with commentary about their utility in the diagnosis of adult ADHD. Finally, there is a section on the important area of comorbid conditions like depression and anxiety that frequently obscure and/or accompany ADHD. 2007 | 32 pages | 20 posttest questions | Course #30-38

Dysphagia: Guide to Establishing a Restorative Mealtime Program | 2-Hour Online Course | Reg $28 | Go Green Promotion $14! | This course will enable therapists in long-term care or post-acute rehabilitation facilities to present staff training that offers strategies and techniques for implementing a Restorative Mealtime Program for the purpose of making dining safe and enjoyable, increasing resident independence at mealtimes, and managing decreases in ability as disease processes progress. Also included are descriptions of dysphagic indicators, lists of aspiration precautions, methods for ascertaining needed levels of assistance, case studies, and a method for monitoring adherence to swallow safety standards. The author includes useful forms, checklists, and diagrams with limited permission for course participants to reproduce handouts for their own use in daily practice. Course #20-26 | 2010 | 34 pages | 20 posttest questions

PTSD – What is It? | 1-Hour Online Course | Reg $12 | Go Green Promotion $6! | This course provides an overview of Post-Traumatic Stress Disorder (PTSD). It describes the diagnostic criteria, prevalence of PTSD in veteran and civilian samples, comorbid conditions, longitudinal course, and risk factors. Empirically validated treatment options are briefly discussed. The course is based on one of a series of activities from the Department of Veterans Affairs – National Center for Post-Traumatic Stress Disorder – PTSD 101 curriculum. PTSD 101 is a web-based curriculum of diverse topics focusing on issues related to combat stress/PTSD. This course consists of the speaker’s original lecture and selected slides transcribed verbatim without editorial modifications. 2007 | 16 pages | 15 posttest questions | Course #10-24

Share the Green Way!

Add to FacebookAdd to DiggAdd to Del.icio.usAdd to StumbleuponAdd to RedditAdd to BlinklistAdd to TwitterAdd to TechnoratiAdd to Yahoo BuzzAdd to Newsvine

ASHA CEU Sale!

Speech-Language Pathologists (SLPs) are required to earn continuing education units (CEUs) to maintain their state licensure, and for their certification with ASHA.

Professional Development Resources is approved by the Continuing Education Board of the American Speech-Language-Hearing Association (ASHA) to provide continuing education activities in speech-language pathology and audiology.

The following ONLINE COURSES are ON SALE until October 15, 2010:

The following MAIL ORDER COURSES are ON SALE until October 15, 2010: