Tag Archives: Effects of Digital Media on Children’s Development and Learning

6 Ways To End a Screen-Time Addiction

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6 Innovative Ways To End A Screen-Time Addiction

In the age of iPads, tablets, smartphones, and Macbooks, keeping your kids away from screens seems to be an impossible feat. Professionals have recommended children under the age of 5 spend an hour a day devoted to a screen, but it sounds a lot better on paper than it does in action.

Can we end the epidemic of screen-time addiction and obsession with the internet and the instant gratification it provides? These 6 tricks can help you get your kids to cut back on screen-time and resume their lives as healthy, active children again.

Take One For The Team and Start Cutting Back

Honestly, it’s no surprise we’re seeing more and more kids become addicted to screens, and it’s spreading down into the toddler ages. The average adult spends over 10 hours on a screen in America, and kids are our biggest copycats. When they see us enjoying the easy access to screens and getting sucked into the vortex of virtual reality, it sets up an example for them to follow.

Introduce Firm and Understandable Rules

The younger the child, the easier it is to create a habit, or end a bad one. Most preschoolers won’t know what they’re missing if you turn the screens off more, but when they reach 5 and up, they start to develop that dependence on screens that’s causing many problems we see in society today. No matter if you’re starting young or a little late, make sure your kids know the new rules and don’t let them bend or break them.

Allow Yourself To Look At The Clock

In most situations, watching the clock makes time go slower and creates more problems than it creates. Setting limits for your kids and establishing firm timeframes for them to use a screen is a great start, but to enforce these rules, you have to be on top of the tick-tock.

It’s Okay To Make It a Bribe

Since your kids are going to be using screens no matter one somehow or another, make it a motivational tactic to encourage activity in their other areas of life. Completing the chores for the day can be rewarded with their hour of screen time, whereas having a bad attitude or breaking a different rule could result in losing computer privileges.

Knock Out Two Birds With One Stone

Some families struggle to find time to all spend together, so make electronic games and movies part of your activities as a group! Not only are you making the time spent with a screen more productive by encouraging conversation and bonding, but you’re staying active and involved in your child’s time spent online. Doing so can help prevent bad situations from happening without your realization.

Create a Designated Space

There isn’t much reason for your kids to have screens in their rooms, so don’t even start introducing them in your kid’s private areas. Instead, keep your electronics located in accessible spaces, like a family room or a computer office. This will make monitoring their time and activity much easier and establish healthy habits.

The Bottom Line

By acting as soon as possible, you’ll have an easier time getting a handle on the screen dependency problem that countless families face. Screen addictions in kids lead to other problems down the line and can affect their cognitive skill development. Implementing these practices can bring the risk to your child down significantly without creating the next World War in your own home!

About The Author

This post was written by Jenny Silverstone, the chief editor and writer of Mom Loves Best, a research-driven parenting blog that aims to educate parents on essential topics such as children safety, health, and development.

Related Online Continuing Education (CE) Course:

Effects of Digital Media on Children’s Development and LearningEffects of Digital Media on Children’s Development and Learning is a 3-hour online continuing education (CE/CEU) course that reviews the research on media use and offers guidance for educators and parents to regulate their children’s use of digital devices.

Today’s world is filled with smartphones used by people ignoring their surroundings and even texting while driving, which is criminally dangerous. Are there other dangers that may not be as apparent? Media technology (e.g., smart phones, tablets, or laptop computers) have changed the world. Babies and children are affected and research reveals that 46% of children under age one, and up to 59% of eight-year-old children are exposed to cell phones. In England, nearly 80% of senior primary-school staff reportedly are worried about poor social skills or speech problems of children entering school, which they attribute to the use of media devices.

Media technology affects family life, children’s readiness for entering school or preschool, and classroom learning. Recent research delineates a developmental progression of understanding information on devices for children between ages 2- 5 years. Younger children may believe false information if it is on a computer. This research is important for understanding technology uses in education. There are also known health risks and possible adverse effects to social-emotional development. Statistics describing the increase of media technology and developing trends in media use are presented along with guidelines and position statements developed to protect children from risks and adverse effects. Course #30-96 | 2017 | 50 pages | 20 posttest questions 

Click here to learn more.

Course Directions

Our online courses provide 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. Click here to learn more. Have a question? Contact us. We’re here to help!

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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

Earn CE Wherever YOU Love to Be!

Texas SLP License Renewal & CE Info

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Texas-licensed Speech-Language Pathologists (SLPs) must complete all continuing education requirements prior to the expiration of their license to renew and maintain continuous licensure.

Texas SLP Continuing Education (CE) Requirements

A continuing education unit is the basic unit of measurement used to credit individuals with continuing education activities for licensure. One continuing education units is defined as 10 clock hours of participation in an approved continuing education experience.

Texas SLPs are required to obtain 20 clock hours of continuing education (2 continuing education units), with 2 clock hours (0.2 continuing education units) in ethics.

CE Required: 20 hours every 2 years (30 if dual licensed)
Online CE Allowed: No limit if ASHA-approved
License Expiration: Date of issue, every 2 years
National Accreditation Accepted: ASHA
Notes: 2 hrs ethics required each renewal

Texas SLPs can earn all 20 hours required for renewal through ASHA-approved online CEU courses offered @pdresources.org. Order now and Save 20% on all courses:

Texas SLPs Save 20% on CEUs

Professional Development Resources is approved by the Continuing Education Board of the American Speech-Language-Hearing Association (ASHA Provider #AAUM) to provide continuing education activities in speech-language pathology and audiology. Over 20 courses are available @pdresources.org.

ASHA-Approved Online CEUs for Texas SLPs

Ethics for SLPsEthics for Speech-Language Pathology and Audiology is a 2-hour online continuing education (CE/CEU) course that examines ethical issues that SLPs and audiologists may encounter in clinical practice. Ethical decision-making is based on awareness, intent, judgment, and behavior. The speech-language pathologist (SLP) or audiologist must be aware that an issue has ethical significance. Then a judgment must be made with the intent to make the ethically correct decision, and action taken. Ethics is about deliberate decisions made to benefit the people involved or to have the least harmful repercussions if a positive outcome is not possible. SLPs and audiologists encounter ethical issues across the spectrum of practice settings, from pediatric treatment to care of elders in skilled nursing facilities. This course will present an overview of ethical issues that arise in speech-language pathology and audiology practice, including barriers to ethical thinking, evidence-based ethics, economics, discrimination, abuse, bullying in the workplace, boundaries, confidentiality, social media, and infection control. Updates on the Codes of Ethics are included and discussed. Course #21-20 | 2018 | 37 pages | 15 posttest questions

Effects of Digital Media on Children’s Development and LearningEffects of Digital Media on Children’s Development and Learning is a 3-hour online continuing education (CE/CEU) course that reviews the research on media use and offers guidance for educators and parents to regulate their children’s use of digital devices. Today’s world is filled with smartphones used by people ignoring their surroundings and even texting while driving, which is criminally dangerous. Are there other dangers that may not be as apparent? Media technology (e.g., smart phones, tablets, or laptop computers) have changed the world. Babies and children are affected and research reveals that 46% of children under age one, and up to 59% of eight-year-old children are exposed to cell phones. In England, nearly 80% of senior primary-school staff reportedly are worried about poor social skills or speech problems of children entering school, which they attribute to the use of media devices. Media technology affects family life, children’s readiness for entering school or preschool, and classroom learning. Recent research delineates a developmental progression of understanding information on devices for children between ages 2- 5 years. Younger children may believe false information if it is on a computer. This research is important for understanding technology uses in education. There are also known health risks and possible adverse effects to social-emotional development. Statistics describing the increase of media technology and developing trends in media use are presented along with guidelines and position statements developed to protect children from risks and adverse effects. Course #30-96 | 2017 | 50 pages | 20 posttest questions 

More courses available @pdresources.org.

Earn CE Wherever YOU Love to Be!

Pennsylvania Psychologists Renewal Info

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Online Continuing Education (CE) @pdresources.org

Pennsylvania psychologists can save 20% on CE for their upcoming license renewal deadline of November 30, 2017. Up to 15 of the 30 required hours per biennium are allowed from APA-sponsored online CE courses.

CE Required: 30 hours every 2 years
Online CE Allowed: 15 hours (home study)
License Expiration: 11/30, odd years
National Accreditation Accepted: APA
Notes: 3 hours in ethics required each renewal

Pennsylvania psychologists can earn up to 15 hours required for renewal through online courses offered by Professional Development Resources, and save 20% on courses. Click here to view APA-approved online CE courses.

PA Psychologists Save 20% on CE

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. Over 100 courses are available!

Suicide Prevention Continuing Education (CE): On July 8, 2016, the governor of Pennsylvania signed into law the Matt Adler Suicide Prevention Continuing Education Act. This legislation requires that licensed psychologists, social workers, marriage and family therapists, and professional counselors seeking to have their licenses renewed complete at least one hour of continuing education in the assessment, treatment, and management of suicide risk. To fulfill the growing requirement for suicide prevention training, Professional Development Resources created a 3-hour online continuing education (CE) course that reviews evidence-based research and offers strategies for screening, assessment, treatment, and prevention of suicide in both adolescents and adults:

Suicide PreventionSuicide Prevention: Evidence-Based Strategies is a 3-hour online continuing education (CE) course that reviews evidence-based research and offers strategies for screening, assessment, treatment, and prevention of suicide in both adolescents and adults. Suicide is one of the leading causes of death in the United States. In 2015, 44,193 people killed themselves. The Centers for Disease Control and Prevention (CDC) notes, “Suicide is a serious but preventable public health problem that can have lasting harmful effects on individuals, families, and communities.” People who attempt suicide but do not die face potentially serious injury or disability, depending on the method used in the attempt. Depression and other mental health issues follow the suicide attempt. Family, friends, and coworkers are negatively affected by suicide. Shock, anger, guilt, and depression arise in the wake of this violent event. Even the community as a whole is affected by the loss of a productive member of society, lost wages not spent at local businesses, and medical costs. The CDC estimates that suicides result in over 44 billion dollars in work loss and medical costs. Prevention is key: reducing risk factors and promoting resilience. This course will provide a review of evidence-based studies so that healthcare professionals are informed on this complex subject. Information from the suicide prevention technical package from the Centers for Disease Control and Prevention will be provided. Included also are strategies for screening and assessment, prevention considerations, methods of treatment, and resources for choosing evidence-based suicide prevention programs. Course #30-97 | 2017 | 60 pages | 20 posttest questions

Online CE Courses for Psychologists:

E-Therapy: Ethics & Best Practices is a 3-hour online continuing education (CE) course that examines the advantages, risks, technical issues, legalities and ethics of providing therapy online. E-therapy can be used to address age-old problems, such as how to reach out to those who might not otherwise avail themselves of psychotherapy services even though they are in acute need. At the same time, it is clear that many providers have embraced the new technologies without a firm grasp on the new and serious vulnerabilities that are introduced when their patients’ personal health information goes online. Included in this course are sections on video therapy, email, text messaging, smart phone use, social media, cloud storage, Skype, and other telecommunications services. This course is focused upon the ethical principles that are called into play with the use of e-therapy. Among them the most obvious concern is for privacy and confidentiality. Yet these are not the only ethical principles that will be challenged by the increasing use of e-therapy. The others include interjurisdictional issues (crossing state lines), informed consent, competence and scope of practice, boundaries and multiple relationships, and record keeping. In addition to outlining potential ethical problems and HIPAA challenges, this course includes recommended resources and sets of specific guidelines and best practices that have been established and published by various professional organizations. Course #30-87 | 2016 | 52 pages | 20 posttest questions

Effects of Digital Media on Children’s Development and Learning is a 3-hour online continuing education (CE/CEU) course that reviews the research on media use and offers guidance for educators and parents to regulate their children’s use of digital devices. Today’s world is filled with smartphones used by people ignoring their surroundings and even texting while driving, which is criminally dangerous. Are there other dangers that may not be as apparent? Media technology (e.g., smart phones, tablets, or laptop computers) have changed the world. Babies and children are affected and research reveals that 46% of children under age one, and up to 59% of eight-year-old children are exposed to cell phones. In England, nearly 80% of senior primary-school staff reportedly are worried about poor social skills or speech problems of children entering school, which they attribute to the use of media devices. Media technology affects family life, children’s readiness for entering school or preschool, and classroom learning. Recent research delineates a developmental progression of understanding information on devices for children between ages 2- 5 years. Younger children may believe false information if it is on a computer. This research is important for understanding technology uses in education. There are also known health risks and possible adverse effects to social-emotional development. Statistics describing the increase of media technology and developing trends in media use are presented along with guidelines and position statements developed to protect children from risks and adverse effects. Course #30-96 | 2017 | 50 pages | 20 posttest questions

Obsessive-Compulsive Disorder (OCD) is a 3-hour online continuing education (CE/CEU) course that reviews the diagnosis, assessment and treatment strategies for OCD. Obsessive-Compulsive Disorder (OCD) is characterized by intrusive, unwanted, and anxiety-provoking thoughts, images, impulses and rituals that are performed to alleviate the accompanying distress. Because OCD is a heterogeneous disorder with several subtypes, assessing, diagnosing, and treating it can be challenging. Further, the presentation of varying symptoms may be considered to be OC Related Disorders. Being able to make differential diagnoses and treatment recommendations are essential in clinical work with the many patients that present with the spectrum of OC problems. Specific behavioral strategies have been developed and validated in the literature that target the various manifestations of OCD and related disorders. The first part of the course offers information on the neurobiology, diagnosis and assessment tools, including the various subtypes, and highlights important topics to be taken into consideration during the process. Emotional and cognitive factors are outlined that seem to play important roles in the diagnosis and the course of episodes. The next section is dedicated to describing the clinical factors of and differential aspects of the OC Related Disorders and their prevalence. A case study follows that outlines the precipitating events, assessment, and behavioral treatment of a college student who is struggling to maintain and overcome her OCD. The final section describes effective treatment and coping strategies and augmentations that help to maintain treatment gains. Course #30-95 | 2017 | 60 pages | 20 posttest questions

Over 100 Courses Available! Click here to learn more.

 

Effects of Digital Media ASHA Approved

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New ASHA CEU Course @pdresources.org

Professional Development Resources has a new online ASHA CEU course available that addresses the rising concerns for our children and their growing media use:

Effects of Digital Media on Children’s Development and LearningEffects of Digital Media on Children’s Development and Learning is a brand new 3-hour online ASHA CEU course that reviews the research on media use and offers guidance for educators and parents to regulate their children’s use of digital devices. Media technology affects family life, children’s readiness for entering school or preschool, and classroom learning. Recent research delineates a developmental progression of understanding information on devices for children between ages 2- 5 years. Younger children may believe false information if it is on a computer. This research is important for understanding technology uses in education. There are also known health risks and possible adverse effects to social-emotional development. Statistics describing the increase of media technology and developing trends in media use are presented along with guidelines and position statements developed to protect children from risks and adverse effects. Course #30-96 | 2017 | 50 pages | 20 posttest questions | $39

Click here to learn more.

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.

Professional Development Resources is approved by the Continuing Education Board of the American Speech-Language-Hearing Association (ASHA Provider #AAUM) to provide continuing education activities in speech-language pathology and audiology. See course page for number of ASHA CEUs, instructional level and content area. ASHA CE provider approval does not imply endorsement of course content, specific products or clinical procedures. CEUs are awarded by the ASHA CE Registry upon receipt of the CEU Participant Form from the ASHA Approved CE Provider. Please note that the completion date that appears on ASHA transcripts is the last day of the quarter, regardless of when the course was completed. Professional Development Resources is also approved by the Florida Board of Speech-Language Pathology and Audiology (Provider #50-1635) and the Ohio Board of Speech-Language Pathology and Audiology and is CE Broker compliant (all courses are reported within 1 week of completion).

This course is offered for .3 ASHA CEUs (Intermediate level, Professional area). ASHA credit expires 6/17/2020.

About the Author:

Janet Harrison, PhD, CCC-SLP, has been an Associate Professor and Director of Clinical Education in Speech-Language Pathology at Purdue University, an Associate Professor at Marshall University and an Assistant Professor at Valdosta State University. Prior to her university positions she was Administrative Director of Clinical Services, Devereux Hospital & Neurobehavioral Institute of Texas, and developed a clinical program as the director of the Department of Speech-Language Pathology, Devereux Hospital & Children’s Center of Florida. Dr. Harrison has worked extensively in both medical and educational settings for intervention with children and adolescents who have language disorders as well as emotional/behavioral disorders.

 

Effects of Digital Media on Children

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Course excerpt from Effects of Digital Media on Children’s Development and Learning

Television became a hot topic of discussion in the 1950s, and even more so as children’s programming became available. Family’s lives were forever changed as their youngsters began to cluster on the floor and sit mesmerized in front of the heavy console piece of furniture with the flickering black and white picture. Programming for children seemed to be a ready-made helpmate to the parents who needed distractions, for many mothers while they went about house chores, especially when the weather made it prohibitive to send the kids outside to play. In fact, the houses with a family fortunate enough to have a television quickly became the youngsters’ favorite home on the block. In fairness to the youth, adult television shows were just as intriguing to the parents.

Televised news, variety shows, dramatic stories, and early game shows soon gave way to a myriad of sports shows, animal documentaries, and even singing shows; Baby Boomers likely remember “Mitch Miller” directing us to watch the bouncing ball so that we could all sing along from the comfort of our living rooms. Whether we mark the beginning of media use with the silent, then “talkie,” movies shown in theaters, or the introduction of television to the intimacy of our homes, media technology has been affecting the lives of humans for several decades. More recently, with the advent of lap top computers, smart phones and tablets, digital technology is a hot topic and area of concern for many parents, teachers, and healthcare practitioners.

Effects of Digital Media on Children’s Development and LearningTo use one of the newer phrases in our techno-influenced vocabularies, “fast forward” to the second decade of the twenty-first century and we are now surrounded by media technology ranging from small sized that will fit into our hands, to wall mounted screens that support life-size images. These screens portray a wide range of content, from televised humans in dramatic stories, to cartoon/ animated figures in entertainment programs or video games. The location of technology in our homes has increased at a dizzying speed, and several research surveys will be presented in this course to identify the extent to which technology has infiltrated daily lives.

Rarely does a home have only one television in the living room- many have TV sets in bedrooms, living rooms, and even kitchens. Entertainment rooms have been replaced with mobile devices that enable us to take our smart phones, tablets, or laptop computers with us wherever we go. Many homes have multiple media screen monitors so that some may be dedicated to video games, while others are used with computers. The movement toward the use of tablets in homes, preschools, and both primary- and secondary-schools is reaching its highest level of use to-date. The combined use of e-readers, tablets, and laptop computers has changed the everyday life of students who may no longer use textbooks for homework or in-class learning activities.

Whether you’re a person who rushes out to buy every new piece of technology as soon as it hits the market or one who scratches their head over the way it seems that everyone is carrying a smart phone and looking at their phone instead of the world around them, digital media is a part of our lives. Researchers in psychology, pediatric medicine, nursing, counseling, social work, speech-language pathology and other related professions are attempting to identify exactly how digital technology is changing our society. There is no doubt that technology is shaping our world in many ways, even if we don’t actively use the internet or use our phones to text.

We cannot escape ubiquitous smartphones being used by people walking on the street without looking at their surroundings, sitting in sports arenas and missing the live action of the sport occurring in front of them, and unfortunately, by drivers of cars on the streets on which we travel. There is absolutely no doubt that texting while driving is criminally, and often fatally, dangerous. But, there are other areas where the dangers may not be as apparent.

Is it possible that the ever increasing use of technology and media by young children is not good for a child’s development? Early childhood educators are involved in research to help us answer that question. Do we really know that using tablets and laptops in our classrooms is more effective than teacher-directed learning? Teachers and education specialists are re-examining the school settings in which this has already changed the model of teaching. Is note taking on a keyboard more helpful for learning than using a pen or pencil to write down notes during a teacher’s lecture? Some research suggests that writing notes supports more effective learning than taking notes on a keyboard device.

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Effects of Digital Media on Children’s Development and LearningEffects of Digital Media on Children’s Development and Learning is a 3-hour online continuing education (CE/CEU) course that reviews the research on media use and offers guidance for educators and parents to regulate their children’s use of digital devices. Today’s world is filled with smartphones used by people ignoring their surroundings and even texting while driving, which is criminally dangerous. Are there other dangers that may not be as apparent? Media technology (e.g., smart phones, tablets, or laptop computers) have changed the world. Babies and children are affected and research reveals that 46% of children under age one, and up to 59% of eight-year-old children are exposed to cell phones. In England, nearly 80% of senior primary-school staff reportedly are worried about poor social skills or speech problems of children entering school, which they attribute to the use of media devices. Media technology affects family life, children’s readiness for entering school or preschool, and classroom learning. Recent research delineates a developmental progression of understanding information on devices for children between ages 2- 5 years. Younger children may believe false information if it is on a computer. This research is important for understanding technology uses in education. There are also known health risks and possible adverse effects to social-emotional development. Statistics describing the increase of media technology and developing trends in media use are presented along with guidelines and position statements developed to protect children from risks and adverse effects. Course #30-96 | 2017 | 50 pages | 20 posttest questions

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.

About the Author:

Janet Harrison, PhD, CCC-SLP, has been an Associate Professor and Director of Clinical Education in Speech-Language Pathology at Purdue University, an Associate Professor at Marshall University and an Assistant Professor at Valdosta State University. Prior to her university positions she was Administrative Director of Clinical Services, Devereux Hospital & Neurobehavioral Institute of Texas, and developed a clinical program as the director of the Department of Speech-Language Pathology, Devereux Hospital & Children’s Center of Florida. Dr. Harrison has worked extensively in both medical and educational settings for intervention with children and adolescents who have language disorders as well as emotional/behavioral disorders.

CE Information:

Professional Development Resources is approved to sponsor continuing education by the American Psychological Association (APA); 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 Alabama State Board of Occupational Therapy; 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).

 

Florida School Psychologist Renewal Info

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Florida School Psychologists Save 20% on CE @pdresources.org

Florida-licensed school psychologists have a biennial license renewal deadline of November 30, odd years. The current license cycle will end on 11/30/2017. The Department of Health will now verify a practitioners continuing education records in the electronic tracking system (CE Broker) at the time of license renewal.

CE Required: 30 hours every 2 years, of which:
2 hours Preventing Medical Errors in Behavioral Health is required each renewal
2 hours Domestic Violence is required every third renewal
Online CE Allowed: No limit if APA-approved

Florida school psychologists may earn all 30 hours required for renewal through online courses offered @pdresources.org. Click here to view APA and Florida-board approved online CE courses. Order now and Save 20% on ALL courses!

20% Off FL School Psy CE

Enjoy 20% off ALL Online CE courses for your Florida School Psychologist license renewal! Use coupon code PDRPC339 at checkout to redeem. Valid on future orders only. Offers expire 12/31/2017.

Professional Development Resources is approved to sponsor continuing education for Florida-licensed school psychologists by the American Psychological Association (APA) and the Florida Office of School Psychology. We report all course completions to CE Broker on the next business day. Over 100 online courses are available, including:

Preventing Medical Errors in Behavioral HealthPreventing Medical Errors in Behavioral Health is a 2-hour online continuing education (CE) course intended to increase clinicians’ awareness of the many types of errors that can occur within mental health practice, how such errors damage clients, and numerous ways they can be prevented. Its emphasis is on areas within mental health practice that carry the potential for “medical” errors. Examples include improper diagnosis; breaches of privacy and confidentiality; mandatory reporting requirements; managing dangerous clients; boundary violations and sexual misconduct; the informed consent process; and clinical and cultural competency. There are major new sections on psychotherapy in the digital age, including the use of social networking systems, the practice of teletherapy, and the challenges of maintaining and transmitting electronic records. *This course satisfies the medical errors requirement for license renewal of Florida mental health professionals. Course #21-03 | 2015 | 28 pages | 14 posttest questions
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Domestic Violence: Child Abuse and Intimate Partner Violence is a 2-hour online continuing education (CE) course intended to help healthcare professionals maintain a high state of vigilance and to be well prepared with immediate and appropriate responses when abuse is disclosed. Domestic violence, in the form of child abuse and intimate partner violence, remains a pervasive part of contemporary life in the U.S. Its effects are deep and far-reaching. This course will teach clinicians to detect abuse when they see it, screen for the particulars, and respond with definitive assistance in safety planning, community referrals, and individualized treatment plans. There is a special section on the complexity of an abuse victim’s decision about if and when to leave an abuser. This course meets the Domestic Violence license renewal requirement of all Florida licensees. Course #21-12 | 2016 | 42 pages | 15 posttest questions
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Anxiety in ChildrenAnxiety in Children is a 4-hour online continuing education (CE/CEU) course that focuses on behavioral interventions for children with anxiety disorders. According to the Anxiety and Depression Association of America (2017), it is estimated that 40 million Americans suffer from anxiety disorders. Anxiety disorders affect one in eight children, but is often not diagnosed. Untreated anxiety can lead to substance abuse, difficulties in school, and depression. Professionals who work with children, including speech language pathologists, mental health professionals, and occupational therapists, frequently encounter anxiety disorders among their young clients. This course is intended to help clinicians recognize and understand the anxiety disorders that frequently occur in children and learn a wide variety of communication and behavioral strategies for helping their clients manage their anxiety. Included are sections on types and causes of anxiety disorders, strategies for prevention, evidence-based treatments, techniques for helping children manage worry, relaxation techniques for use with children, and detailed discussions on school anxiety and social anxiety. Course #40-43 | 2017 | 69 pages | 25 posttest questions
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Effects of Digital Media on Children’s Development and Learning is a 3-hour online continuing education (CE/CEU) course that reviews the research on media use and offers guidance for educators and parents to regulate their children’s use of digital devices. Today’s world is filled with smartphones used by people ignoring their surroundings and even texting while driving, which is criminally dangerous. Are there other dangers that may not be as apparent? Media technology (e.g., smart phones, tablets, or laptop computers) have changed the world. Babies and children are affected and research reveals that 46% of children under age one, and up to 59% of eight-year-old children are exposed to cell phones. In England, nearly 80% of senior primary-school staff reportedly are worried about poor social skills or speech problems of children entering school, which they attribute to the use of media devices. Media technology affects family life, children’s readiness for entering school or preschool, and classroom learning. Recent research delineates a developmental progression of understanding information on devices for children between ages 2- 5 years. Younger children may believe false information if it is on a computer. This research is important for understanding technology uses in education. There are also known health risks and possible adverse effects to social-emotional development. Statistics describing the increase of media technology and developing trends in media use are presented along with guidelines and position statements developed to protect children from risks and adverse effects. Course #30-96 | 2017 | 50 pages | 20 posttest questions
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Executive Functioning: Teaching Children Organizational SkillsExecutive Functioning: Teaching Children Organizational Skills is a 4-hour online continuing education (CE/CEU) course that will enumerate and illustrate multiple strategies and tools for helping children overcome executive functioning deficits and improve their self-esteem and organizational abilities. Executive functioning skills represent a key set of mental assets that help connect past experience with present action. They are fundamental to performing activities such as planning, organizing, strategizing, paying attention to and remembering details, and managing time and space. Conversely, executive functioning deficits can significantly disrupt an individual’s ability to perform even simple tasks effectively. Although children with executive functioning difficulties may be at a disadvantage at home and at school, adults can employ many different strategies to help them succeed. Included are techniques for planning and prioritizing, managing emotions, improving communication, developing stress tolerance, building time management skills, increasing sustained attention, and boosting working memory. Course #40-42 | 2017 | 76 pages | 25 posttest questions
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More courses available @pdresources.org

Do Babies Learn From Digital Media?

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Course excerpt from Effects of Digital Media on Children’s Development and Learning

Do babies learn from digital media?Anecdotal reports from many parents suggest that their babies are learning to read, or count, simply from their exposure to “educational apps” on a variety of digital devices. We have previously read about some companies that label children’s software as educational, even if they have no evidence to support the teaching claims. Current research is underway to more clearly delineate what babies and toddlers can learn from digital technology. A few of the recent studies which have been published provide evidence that suggests that much of what is being advertised at “educational” technology, as well as software, may not really be developing babies’ cognition. Some of the researchers of studies we will review next have strong concerns about the amount of time that babies are left in front of video/media screens or devices.

Neuman, Kaefer, Pinkham & Strouse (2014) used a randomized trial of what they termed “baby media” to answer the question, “Can babies learn to read?” They developed their study in response to the high number of baby media products on the market that target children as young as 3 months of age, and purport that their product will teach babies to read. They developed a randomized controlled trial to investigate the effects of a best-selling, well-known baby media product on reading development. This study included 117 infants between the ages of 9 and 18 months, who were randomly assigned to treatment and control groups. The baby media product that was being used in this experiment included DVDs, picture and word flashcards, and word books. The materials were used daily, according to the product’s instructions for a 7-month period for the children in the experimental group.

Following the use of the intervention, Neuman, et al. (2014) found no evidence to indicate that babies in the treatment group could read or attend to words or text any differently than the children who had not had the 7-month period of instruction (the control group). Interestingly, the parents of the children in the treatment group reported that their children did know significantly more words in the program than those in the control group. However, these differences were not supported by the standardized vocabulary measure used by the researchers. That is, although the parents of the children who had the 7 months of instruction believed that their babies were beginning to read, these children were not able to identify words or phrases after the completion of the intervention. The results of Neuman, et al. (2014) indicated that babies did not learn to read using baby media, even though some parents continued to display great confidence in the program and purported that their babies were beginning to read.

Clearly, parents do need to have more information provided to them that will assist them in selecting appropriate technology and software. In the survey studies discussed earlier in this course, many parents expressed the need for more information that they can use to identify digital technology that can positively benefit their young children. As a result, current research is beginning to provide this type of information, which will assist parents and practitioners in selecting appropriate technology and software.

Williams and Lee (2016) recently published an article with suggestions for helping parents, children and teachers to navigate their way in today’s world of conflicting messages about technology and media. They pointed out that literature doesn’t even agree on what “technology” entails, and began their article with a 2012 position statement that jointly issued by the National Association for the Education of Young Children, and the Fred Rogers Center for Early Learning and Children’s Media at Saint Vincent College. Included is an abbreviated version of the definitions used in this position statement, but the process of traditional refereed publications in professional literature inadvertently leaves us in a time-delay from what has been considered to be “current literature.” We simply cannot keep up with the incredible speed of what is published online through blogs, position states, and an ever increasing number of reputable sources for evidence based information.

Since many technology products are being marketed as learning tools, and both parents and teachers want to help children learn, the logical conclusion is that parents and teachers must be able to discern which technology tools are appropriate for infants’ and toddlers’ learning. Early childhood educators are also advised to approach the use of technology from a position of balance. That is, according to Williams and Lee (2016) “Any use of technology should be safe, encourage verbal thinking and social interactions, and allow for freedom of exploration” (259).

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Effects of Digital Media on Children’s Development and LearningEffects of Digital Media on Children’s Development and Learning is a 3-hour online continuing education (CE/CEU) course that reviews the research on media use and offers guidance for educators and parents to regulate their children’s use of digital devices. Today’s world is filled with smartphones used by people ignoring their surroundings and even texting while driving, which is criminally dangerous. Are there other dangers that may not be as apparent? Media technology (e.g., smart phones, tablets, or laptop computers) have changed the world. Babies and children are affected and research reveals that 46% of children under age one, and up to 59% of eight-year-old children are exposed to cell phones. In England, nearly 80% of senior primary-school staff reportedly are worried about poor social skills or speech problems of children entering school, which they attribute to the use of media devices. Media technology affects family life, children’s readiness for entering school or preschool, and classroom learning. Recent research delineates a developmental progression of understanding information on devices for children between ages 2- 5 years. Younger children may believe false information if it is on a computer. This research is important for understanding technology uses in education. There are also known health risks and possible adverse effects to social-emotional development. Statistics describing the increase of media technology and developing trends in media use are presented along with guidelines and position statements developed to protect children from risks and adverse effects. Course #30-96 | 2017 | 50 pages | 20 posttest questions

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.

Professional Development Resources is approved to offer continuing education by the American Psychological Association (APA); 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 Alabama State Board of Occupational Therapy; 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).

Effects of Digital Media on Children

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New Online CE Course @pdresources.org

Effects of Digital Media on Children’s Development and LearningEffects of Digital Media on Children’s Development and Learning is a brand new (2017) 3-hour online continuing education (CE/CEU) course that reviews the research on media use and offers guidance for educators and parents to regulate their children’s use of digital devices.

Today’s world is filled with smartphones used by people ignoring their surroundings and even texting while driving, which is criminally dangerous. Are there other dangers that may not be as apparent? Media technology (e.g., smart phones, tablets, or laptop computers) have changed the world. Babies and children are affected and research reveals that 46% of children under age one, and up to 59% of eight-year-old children are exposed to cell phones. In England, nearly 80% of senior primary-school staff reportedly are worried about poor social skills or speech problems of children entering school, which they attribute to the use of media devices.

Media technology affects family life, children’s readiness for entering school or preschool, and classroom learning. Recent research delineates a developmental progression of understanding information on devices for children between ages 2- 5 years. Younger children may believe false information if it is on a computer. This research is important for understanding technology uses in education. There are also known health risks and possible adverse effects to social-emotional development. Statistics describing the increase of media technology and developing trends in media use are presented along with guidelines and position statements developed to protect children from risks and adverse effects. Course #30-96 | 2017 | 50 pages | 20 posttest questions

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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
Professional Development Resources is approved to offer continuing education by the American Psychological Association (APA); 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 Alabama State Board of Occupational Therapy; 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).