Attention deficit disorder can’t be diagnosed based on the presence of one symptom. That’s because it’s not abnormal for people to feel distracted, unfocused and scattered sometimes. Not to mention that ADHD symptoms can be confused with other issues. This leads to misdiagnoses of disorders such as emotional issues and/or learning disabilities. Therefore, only a mental health specialist has the qualifications needed to make an accurate diagnosis.
What You Should Know About Diagnosing ADHD
Just as there’s no single symptom as proof of ADHD, there’s no single test that can determine its existence. A precise diagnosis can only be made with the involvement of a mental health professional or a doctor. Even then, multiple tools are used, including:
a symptoms checklist
past and present issues are examined
medical exam conducted to rule out other symptom-related causes
Always remember that there are various ADHD symptoms that can be confused with other medical issues or disorders. Hyperactivity and concentration problems are two problems that may look like ADHD. But, after a thorough assessment, a professional diagnosis may determine that ADHD doesn’t exist.
Making an Accurate ADHD Diagnosis
If you examine a group ADHD sufferers, you’ll find that the disorder looks different in each individual. This is one reason why there’s a need for such a wide-array of testing measures for helping professionals reach diagnosis. Therefore, potential sufferers must be honest and open during evaluations. That’s the only way for the specialist to come up with an accurate conclusion.
Factors Evaluated with ADHD is Diagnosed
There are some really strong hallmark symptoms related to ADHD. A combination of them is needed for an ADHD diagnosis. Some of the hallmark symptoms include lack of attention, becoming very impulsive and hyperactivity. These are some of the other factors your mental health professional will examine during the assessment:
The Severity of the Symptoms – Do the symptoms have a negative impact on the life of the potential sufferer? Generally people with ADHD will exhibit serious problems in in the family relationships, finances and/or careers.
The Beginning of the Symptoms – At what age did the ADHD symptoms begin to show themselves? Because ADHD begins during childhood, your therapist or doctor will look into how soon the symptoms appeared. When it comes to adults, they should be traceable all the back to childhood.
The Length of the Symptoms – How long have the symptoms been causing a disturbance? If the symptoms have been bothering the potential sufferer for less than six months, a proper ADHD diagnosis can’t be made just yet.
The Where and When of the Symptoms – ADHD symptoms have to present within more than one environment, such as at school and home. If symptoms only appear in one setting, more than likely, it’s not related to ADHD.
A proper ADHD diagnosis can be the encouragement you need to get control over your symptoms. Oftentimes, without help, your ADHD symptoms will stop you from obtaining success and happiness in your life. The sooner you begin treatment, the sooner you can take control of your life and your destiny.
Illinois-licensed registered dietitians and nutritionists have a license renewal every two years with an October 31st deadline, odd years. Thirty (30) hours of continuing education are required in order to renew a license. There is no limit on home study if CDR approved, and 24 hours must pertain to MNT.
Continuing education ensures the highest possible standards for the registered dietitian and nutritionist professions. All licensees are required to participate in continuing education as a condition of licensing.
Professional Development Resources is a CPE Accredited Provider with the Commission on Dietetic Registration (CDR Provider #PR001). CPE accreditation does not constitute endorsement by CDR of provider programs or materials.
Requirements for Continuing Education
Illinois-licensed dietitians and nutritionists have a biennial license renewals with a deadline of October 31st, odd years. Thirty (30) continuing education hours are required for license renewals. There is no limit on home study if CDR approved, and 24 hours must pertain to MNT.
It’s World Alzheimer’s Month. Across the globe, 35 million people and their families are affected by dementia. To help spread awareness, we are featuring all of our Alzheimer’s CE courses at 25% off now through Monday:
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 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).
Are you caring for someone with Alzheimer’s disease? Here’s what you should know.
It is common knowledge that Alzheimer’s disease affects a person’s memory, cognition and ability to reason. People with Alzheimer’s disease can however also become listless, agitated, stubborn, depressed, anxious and even violent. Furthermore, they may suffer from hallucinations – experienced as pleasant and/or frightening. During the final stages of the disease, Alzheimer’s patients need full-time care and supervision, as they aren’t able to perform even relatively simple tasks, such as taking a bath, dressing, shopping, cooking or using the phone.
Are you caring for someone with Alzheimer’s disease? The tips below will help you with what can be a challenging journey. Just remember that each person with Alzheimer’s is as unique as a snowflake – which means that the tips given here may not work for everyone.
Tips for caregivers:
If the person becomes angry or present with combative behaviour, give them space by leaving the room. Only return when they have calmed down.
Don’t try to argue. People with Alzheimer’s disease have lost their ability to reason.
Allow strange behaviour if it doesn’t affect others. It’s their way to make sense of their “new” environment among “new” people. Typical behaviour may include repeatedly packing and unpacking a suitcase, sorting out a wardrobe, or hiding a handbag under the bed. Always ask yourself, “Does it matter?”
Be aware that strange behaviour could be their way of telling you, the carer, that something is wrong. The person might suddenly shout, hit something, swear, cry or laugh out loudly. Try to work out what is wrong, respond to possible emotions they’re feeling at the time of the incident, and then try to distract them.
If you can determine what triggers these reactions, you can try to prevent it or keep the person calm when the trigger occurs. This can be anything – from a hallucination to being thirsty or wanting to go to the toilet.
People with Alzheimer’s disease often get agitated because they struggle to complete simple tasks. When you show or tell them how to do something, it’s important that you relay the steps one by one, allowing enough time between each step for the person to absorb the information. Be patient!
Don’t give the patient too many choices. Rather ask, “Do you want to wear this dress?” instead of “Which dress would you like to wear?”
Don’t change familiar routines.
If the person with Alzheimer’s disease tends to wander or walk away:
Try to find a solution to let them do so safely, for example allow then to wander into a secure garden.
If the person is determined to leave, don’t confront them, as this could cause extreme anxiety, which may result in aggression. Rather accompany them for a short way, then divert their attention so you can both return.
Make sure the person carries some form of identification such as a MedicAlert bracelet, or a card with a name and contact details.
Attach a little bell to outside doors to alert you when they’re opened.
Tell your neighbours about the situation and ask them to give you a call if/when they spot the patient outside.
Lock the door, if absolutely necessary, but never lock a person with dementia alone in the home. The decision must be taken in the best interest of the patient. A too restricted environment causes boredom with resulting frustration that may lead to aggressive outbursts.
Encourage friends and family to come and visit. Alzheimer’s patients often walk away in the hope of getting to see their loved ones. These visits also help to allay boredom.
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 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).
Now through Monday, buy ANY 2 CE courses and get 1 FREE!
Lowest price course automatically deducted at checkout when 3 courses are added to your shopping cart. Limit 1 free course per order (but no limit on number of orders). You may also use a coupon code. Valid on future orders only. Shop now @ https://www.pdresources.org/
Hurry, sale ends Monday!
Professional Development Resources is approved to offer continuing education courses by the American Psychological Association (APA); the National Board of Certified Counselors (NBCC); the Association of Social Work Boards (ASWB); the American Occupational Therapy Association (AOTA); the American Speech-Language-Hearing Association (ASHA); the Commission on Dietetic Registration (CDR); the California Board of Behavioral Sciences; the Florida Boards of Social Work, Mental Health Counseling and Marriage and Family Therapy, Psychology & School Psychology, Dietetics & Nutrition, and Occupational Therapy Practice; the Illinois DPR for Social Work; the Ohio Counselor, Social Worker & MFT Board; the South Carolina Board of Professional Counselors & MFTs; and by the Texas Board of Examiners of Marriage & Family Therapists and State Board of Social Worker Examiners.
Spiritual Care Handbook on PTSD/TBI is a new 3-hour online CEU course that provides best practices for the provision of spiritual care to persons with post traumatic stress disorder and traumatic brain injury.
With the wars in the Persian Gulf, Afghanistan, and Iraq, a new generation of military veterans has arrived home, requiring appropriate and sensitive pastoral care. This course is based on a handbook written for the Department of the Navy by The Rev. Brian Hughes and The Rev. George Handzo, entitled Spiritual Care Handbook on PTSD/TBI: The Handbook on Best Practices for the Provision of Spiritual Care to Persons with Post Traumatic Stress Disorder and Traumatic Brain Injury. This manual begins by describing the criteria for posttraumatic stress disorder and traumatic brain injury. The handbook goes on to outline a theory of recovery, to describe the general stance of the pastoral counselor, and to provide guidelines for sensitivity to differences in religion, culture, and gender.
Referring to the empirical literature, specific pastoral interventions are described, including group work, meaning-making, spiritual care interventions, clinical use of prayer and healing rituals, confession work, percentage of guilt discussion, life review, scripture paralleling, reframing God assumptions, examining harmful spiritual attributions, encouraging connection with a spiritual community, mantra repetition, creative writing, sweat lodges, psychic judo, interpersonal therapy, and trauma incident reduction. Several other beneficial features include a description of seven stages of faith development and tips for self-care for the pastoral counselor. Course #30-66 | 2009 | 112 pages | 18 posttest questions
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 California Board of Behavioral Sciences (#PCE1625); by the Florida Boards of Clinical Social Work, Marriage & Family Therapy, and Mental Health Counseling (#BAP346) and Psychology & School Psychology (#50-1635); 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).
What Customers Are Saying:
“I work with trauma survivors, who include returning veterans, their families, as well as non-military trauma survivors. I work from a Rogerian/mindfulness perspective,and having this background regarding pastoral counseling and working with PTSD/TBI will be very helpful in my practice.” – K.S. (Counselor)
Charlie looks around his first grade classroom when it’s reading time. He needs frequent reminders to get back to work. His teachers and his parents are puzzled why such a bright boy is having trouble in school. Could it be an attention deficit causing the problem? Could a learning problem cause the inattention? How can they help Charlie succeed?
Learning and attention problems are common and can range from mild to severe. From 5 to 10% of school-age children are identified with learning disabilities (LD). At least 5 to 8% are diagnosed with Attention-Deficit/Hyperactivity Disorder (AD/HD). Many of these children have both. Although the studies vary, 25 to 70% of children with AD/HD have a learning disability and from 15 to 35% of children with LD have AD/HD. There are many children who have milder learning or attentional problems but the additive effects can be significant. Even mild dysfunctions in these critical brain functions can create problems as demands increase in secondary school, college and in life.
Attention and learning are related brain processes, separate but dependent on each other for successful functioning. “Learning” is the way the brain uses and remembers information like a factory taking in raw materials, storing parts and then manufacturing and shipping a finished product. “Attention” involves brain controls which regulate what information gets selected as important and gets acted on.the attention/behavior control system acts like the executives at the factory distributing the “brain energy” budget, setting priorities, deciding what to produce and monitoring quality control. Late shipments or poor quality products could be the result of any number of “glitches” in either system. Minor problems in one system can be compensated for but when both systems are affected failure looms. Sorting out the breakdown points is critical but can be complicated.
Evaluation: Look Beyond Symptoms
Comprehensive assessment is needed as some of the symptoms of learning and attention problems may look similar, at least on the surface. A child may be “distractible” because weak attention controls are unable to filter out unimportant sights or sounds. However, if reading is too difficult the child may look around because it doesn’t make sense. A child might be “disruptive” because their behavior controls are weak and they impulsively call out or annoy others. Some children with learning problems may act-up out of frustration or embarrassment. They would rather be considered “bad” than dumb. Other difficulties that can occur with either learning or attention problems might be:
Underachievement despite good potential
Difficulty with time-limited tasks
Problems with starting/completing work
Messy writing or disorganized papers
Problems with peer relations
Secondary emotional problems due to repeated failure and frustration
Over the past 20 years, medical errors that result in patient injury or even death have become the focus of attention in both popular and professional publications. The Institute of Medicine (IOM) defines a medical error as: “The failure to complete a planned action as intended or the use of a wrong plan to achieve an aim.” Medical errors – which can occur in either the planning stage or the execution stage – are frequently communication errors, which are, unfortunately, very common in health care.
A 2011 Consumer Reports Poll on Hospital Safety interviewed 1,026 adults ages 18+ using a nationally representative probability sample. The results:
77% expressed high or moderate concern re: harm by hospital infection during hospital stay
71% expressed high or moderate concern re: harm by a medication error
65% were similarly concerned about surgical errors
In the State of Florida, speech-language pathologists and other health professionals are required to complete a course on the prevention of medical errors each time they renew their license. Preventing Medical Errors in Speech-Language Pathology is designed to help SLPs be vigilant to the kinds of medical errors that can occur in their practice and take proactive steps to prevent them. This course addresses the impact of medical errors on today’s healthcare with a focus on root cause analysis, error reduction and prevention, and patient safety. Multiple scenarios of real and potential errors in the practice of speech-language pathology are included, along with recommended strategies for preventing them. Evidence shows that the most effective error prevention occurs when a partnership exists among care facilities, health care professionals, and the patients they treat. Suggested strategies for preventing errors address all three elements: (1) models for changing the culture in care facilities, (2) lifelong learning for SLPs that is focused on ethical, evidence-based, culturally competent practice and (3) tools for educating and empowering patients. * This course satisfies the medical errors requirement for biennial relicensure of Florida speech-language pathologists and audiologists.Course #20-77 | 2013 | 35 pages | 21 posttest questions | ASHA credit expires 4/20/2016.
One the most common medical procedures in which speech-language pathologists have a primary role is the evaluation and treatment of swallowing and feeding disorders. Because of the nature of swallowing disorders, treatment is frequently complex, and a number of dysphagia management issues have become very contentious. In addition, the potential for error, adverse outcomes and litigation is significant.
“This newly revised course teaches everyday strategies for preventing errors that can occur in the practice of speech-language pathology,” says Leo Christie, President and CEO of Professional Development Resources. “Rather than targeting individuals when a medical error happens, efforts today are focused upon those elements in the work environment like fatigue or distraction that can lead medical errors. This approach of focusing on system error over human error has proved to be useful in reducing the risk of patient injury.”
Preventing Medical Errors in Speech-Language Pathology also includes a section on race and ethnicity. The authors point out that there is an increasing need for bilingual health professionals to serve the rapidly growing ethic segments of our population. According to the U.S. Census Bureau (2012), minorities comprise 37% of the U.S population. When professionals are not familiar with the cultural norms, customs, and languages of their patients, miscommunications can arise and cause serious diagnostic and treatment errors.
The course describes in detail a number of patient safety goals and concludes with a series of recommendations for improving interpersonal communication in order to prevent medical errors. Recommended strategies include the following:
Slow down, speak slowly and spend a small amount of additional time with each patient
Use plain, nonmedical language. Explain things as you would to your own grandmother.
Show or draw pictures to help your patient understand and remember.
Limit the amount of information provided, and repeat it.
Use the “teach-back” technique to confirm that the patient understands.
Create a shame-free environment by encouraging questions.
New research finds 61 percent of those surveyed feel addicted to the internet, and 68 percent say they suffer from internet “disconnect anxiety.”
Another study found people check their smartphones 34 times a day. In fact, it had become a compulsion. Whether it’s our smartphones, Facebook, Twitter or video games, every age group is at risk of being unknowingly obsessed with technology.
One expert has said the computer is like electronic cocaine, fueling cycles of mania followed by depression. Mental health and dependency specialist, Dr. Gregory Jantz, suggests a tech-detox day.
Ethics and Social Media is a 2-hour online CEU course that offers psychotherapists the opportunity to examine their practices in regard to the use of social networking services in their professional relationships and communications. Is it useful or appropriate (or ethical or therapeutic) for a therapist and a client to share the kinds of information that are routinely posted on Social Networking Services (SNS) like Facebook, Twitter, and others? How are psychotherapists to handle “Friending” requests from clients? What are the threats to confidentiality and therapeutic boundaries that are posed by the use of social media sites, texts, or tweets in therapist-client communication? The purpose of this course is to offer psychotherapists the opportunity to examine their practices in regard to the use of social networking services in their professional relationships and communications. Included are ethics topics such as privacy and confidentiality, boundaries and multiple relationships, competence, the phenomenon of friending, informed consent, and record keeping. A final section offers recommendations and resources for the ethical use of social networking and the development of a practice social media policy.
Professional Development Resources is approved as a provider of continuing education by the Association of Social Work Boards (ASWB #1046); the National Board of Certified Counselors (NBCC #5590); the American Psychological Association (APA); the National Association of Alcoholism & Drug Abuse Counselors (NAADAC #000279); the Florida Board of Clinical Social Work, Marriage & Family Therapy, and Mental Health Counseling (#BAP346); the California Board of Behavioral Sciences (#PCE1625); the Texas Board of Examiners of Marriage & Family Therapists (#114); the South Carolina Board of Professional Counselors and Marriage & Family Therapists (#193); and the Ohio Counselor, Social Worker and Marriage & Family Therapist Board (#RCST100501).