Louisiana-licensed mental health counselors have a license renewal every two years with a June 30th deadline. Forty hours of continuing education are required, and twenty hours are allowed from online courses if NBCC approved.
Three hours of ethics and six hours in diagnosis are required at each renewal. Mental health counselors supervisors need three hours of supervision.
“The distinction between home study and online, is online means completely online. The lecture/webinar, course work, tests, etc. will all be online, whereas home study requires physical materials (textbook, journal, test) to be mailed to you and only some aspects will be online.” – Board distinction between online (limited to 20 hours per renewal) and home study courses (limited to 10 hours per renewal).
Professional Development Resourcesis an NBCC-Approved Continuing Education Provider (ACEP #5590) and may offer NBCC-approved clock hours for events that meet NBCC requirements. The ACEP solely is responsible for all aspects of the program.
Continuing Education Courses for Mental Health Counselors
Therapy Tidbits is a 1-hour online continuing education (CE) course that discusses a variety of psychotherapy topics included in the March/April 2016 issue of The National Psychologist (TNP). TNP is a private, independent bi-monthly newspaper intended to keep psychologists and other mental health professionals informed about practice issues.
Cyberbullying is a 2-hour online continuing education (CE/CEU) course that reviews evidenced-based research for identification, management and prevention of cyberbullying in children, adolescents and adults. Bullies have moved from the playground and workplace to the online world, where anonymity can facilitate bullying behavior. Cyberbullying is intentional, repeated harm to another person using communication technology. It is not accidental or random. It is targeted to a person with less perceived power. This may be someone younger, weaker, or less knowledgeable about technology. Any communication device may be used to harass or intimidate a victim, such as a cell phone, tablet, or computer. Any communication platform may host cyberbullying: social media sites (Facebook, Twitter), applications (Snapchat, AIM), websites (forums or blogs), and any place where one person can communicate with – or at – another person electronically. The short and long-term effects of bullying are considered as significant as neglect or maltreatment as a type of child abuse. This course will describe specific cyberbullying behaviors, review theories that attempt to explain why bullying happens, list the damaging effects that befall its victims, and discuss strategies professionals can use to prevent or manage identified cyberbullying. Cyberbullying is a fast-growing area of concern and all healthcare professionals should be equipped to spot the signs and provide support for our patients and clients, as well as keep up with the technology that drives cyberbullying.
Children with difficult temperaments and those with developmental delays may have learned to express their dissatisfaction with challenging and defiant behavior like whining, anger, temper tantrums or bad language. They sometimes engage in negative behavior or “misbehave” because they do not have the necessary skills – communicative or otherwise – to make their needs known. The purpose of this course is to teach clinicians effective and practical strategies to manage challenging and defiant behavior in their young clients. The course will also focus on how clinicians can educate parents on how to manage difficult behavior and avoid power struggles at home. The dynamics and techniques described in this course are intended for use with typically functioning children and those with developmental or language delays. They are not generally adequate or even appropriate for children with serious behavior conditions like oppositional defiant disorder or conduct disorders.
In this course, the author offers in-depth and in-person strategies for therapists to use in working with clients who present with the characteristic behavior patterns of codependency. Clients are usually unaware of the underlying codependency that is often responsible for the symptoms they’re suffering. Starting with emphasis on the delicate process of building a caring therapeutic relationship with these clients, the author guides readers through the early shame-inducing parenting styles that inhibit the development of healthy self-esteem. Through personal stories and case studies, the author goes on to describe healing interventions that can help clients identify dysfunctional patterns in relationships, start leading balanced lives and connecting with others on a new and meaningful level. Evaluative questionnaires, journaling assignments and other exercises are included to help you help your clients to overcome codependency. The rewards of successfully treating codependency are great for client and clinician alike. Even though the propensity for relapse always exists, it’s unlikely that a person who has made significant progress towards overcoming this disease will lose the gains they’ve made.
In spite of the fact that nearly half of the states in this country have enacted legislation legalizing marijuana in some fashion, the reality is that neither the intended “medical” benefits of marijuana nor its known (and as yet unknown) adverse effects have been adequately examined using controlled studies. Conclusive literature remains sparse, and opinion remains divided and contentious. This course is intended to present a summary of the current literature on the various medical, legal, educational, occupational, and ethical aspects of marijuana. It will address the major questions about marijuana that are as yet unanswered by scientific evidence. What are the known medical uses for marijuana? What is the legal status of marijuana in state and federal legislation? What are the interactions with mental health conditions like anxiety, depression, and suicidal behavior? Is marijuana addictive? Is marijuana a gateway drug? What are the adverse consequences of marijuana use? Do state medical marijuana laws increase the use of marijuana and other drugs? The course will conclude with a list of implications for healthcare and mental health practitioners.
Louisiana-licensed mental health counselors have a license renewal every two years with a June 30th deadline. Forty (40) continuing education hours are required to renew a license.
Of the forty hours, three (3) hours of ethics and six (6) hours of diagnosis are required. For MHC supervisors, three (3) hours of supervision are required.
Ten (10) hours of home study are allowed if NBCC approved.
Counseling & MFT Louisiana LPC Board of Examiners View the Board Website or Email the Board Phone: 225-765-2515 CE Required: 40 hours every 2 years (MFTs – 20 hrs must directly relate to MFT) Home Study Allowed: 10 hours License Expiration: Counselors – 6/30; MFTs – 12/31, every 2 years National Accreditation Accepted: Counselors – NBCC; MFTs – AAMFT (not PDR) Notes:MFTs – 3 hours MFT ethics required for renewal (general course will not count)MHCs – 3 hours of ethics required, 6 hours of diagnosis, MHC Supervisors – 3 hours of supervision required Date of Info: 04/24/2015
Professional Development Resources is an NBCC-Approved Continuing Education Provider (ACEP #5590) and may offer NBCC-approved clock hours for programs that meet NBCC requirements. Programs for which NBCC-approved clock hours will be awarded are identified on the Counseling page of this website. The ACEP is solely responsible for all aspects of the program.
Continuing Education Courses for Mental Health Counselors:
Helping Your Young Client Persevere in the Face of Learning Differences is a 3-hour online video CE course. Clinicians and teachers working with students struggling at grade level are committed to raising their students’ achievement potential by creating opportunities to learn. In order to accomplish this, they need to learn new techniques that can help encourage discouraged students – particularly those who have different ways of learning – by supporting and motivating them without enabling self-defeating habits. This course will provide strategies and techniques for helping students minimize the patterns of “learned helplessness” they have adopted, appreciate and maximize their strengths, develop a growth mindset, value effort and persistence over success, view mistakes as opportunities to learn, and develop a love of learning that will help them take personal responsibility for their school work. The course video is split into 3 parts for your convenience.
Animal Assisted Therapy is an online 3-hour CE course. In Animal-Assisted Therapy (AAT) the human-animal bond is utilized to help meet therapeutic goals and reach individuals who are otherwise difficult to engage in verbal therapies. AAT is considered an emerging therapy at this time, and more research is needed to determine the effects and confirm the benefits. Nevertheless, there is a growing body of research and case studies that illustrate the considerable therapeutic potential of using animals in therapy. AAT has been associated with improving outcomes in four areas: autism-spectrum symptoms, medical difficulties, behavioral challenges, and emotional well-being. This course is designed provide therapists, educators, and caregivers with the information and techniques needed to begin using the human-animal bond successfully to meet individual therapeutic goals. This presentation will focus exclusively on Animal Assisted Therapy and will not include information on other similar or related therapy.
Constructive Clinical Supervision in Counseling and Psychotherapy is a 6-hour test-only course. This CE test is based on the book “Constructive Clinical Supervision in Counseling and Psychotherapy” (2015, 145 pages). The text articulates a practical, theoretical approach to supervision that integrates salient elements of a number of diverse but complementary theoretical perspectives from the fields of human development, psychotherapy, and clinical supervision to assist in facilitating supervisee growth and change from a constructivist framework. Constructive Clinical Supervision is written in a way that is highly accessible and inviting to supervisors who are new to constructivist ideas, while also offering sufficient theoretical depth and practical utility for those already well versed in constructivism. It is written for supervisors from all backgrounds, from beginning graduate students who are learning about supervision for the first time, to seasoned veterans who are exploring ways to deepen their clinical practice.