Suicide Prevention Day Resources

The International Association for Suicide Prevention (IASP) and the World Health Organization (WHO) are co-sponsoring World Suicide Prevention Day on September 10th. The theme of this 11th anniversary event is “Stigma: A Major Barrier for Suicide Prevention.”

World Suicide Prevention DayAccording to the WHO and the latest Burden of Disease Estimation, suicide is a major public health problem in high-income countries and is an emerging problem in low- and middle-income countries. Suicide is one of the leading causes of death in the world, especially among young people. Nearly one million people worldwide die by suicide each year. This corresponds to one death by suicide every 40 seconds. The number of lives lost each year through suicide exceeds the number of deaths due to homicide and war combined. These staggering figures do not include nonfatal suicide attempts which occur much more frequently than deaths by suicide.

A large proportion of people who die by suicide suffer from mental illness. Recent estimates suggest that the disease burden caused by mental illnesses will account for 25% of the total disease burden in the world in the next two decades, making it the most important category of ill-health (more important than cancer or heart diseases). Yet a significant number of those with mental illnesses who die by suicide do not contact health or social services near the time of their death. In many instances there are insufficient services available to assist those in need at times of crisis.

This lack of access to appropriate care is one of the many factors that magnify the stigma associated with mental illness and with suicidal ideation and behaviour. This type of stigma, which is deeply rooted in most societies, can arise for different reasons. One of the causes of stigma is a simple lack of knowledge – that is, ignorance. This type of stigma can be directly addressed by providing a range of community-based educational programs that are targeted to specific subgroups within the society (that is, by age, educational level, religious affiliation, and so forth). The goal of such programs is to increase public awareness of the characteristics and treatment of people with mental illnesses and/or suicidal behaviour, and of the available treatment resources to help individuals with these problems.

But knowledge is not enough to combat stigma. Negative attitudes about individuals with mental illnesses and/or suicidal ideation or impulses – prejudice – is common in many communities. These negative attitudes often do not change with education about mental illnesses and suicidal behaviour. Indeed, many health professionals who feel uncomfortable dealing with persons struggling with mental illnesses or suicidal ideation often hold negative, prejudicial attitudes about such patients. This can result in a failure to provide optimal care and support for persons in crisis. Changing such prejudicial attitudes requires a long-term effort to change the underlying cultural values of the community and a parallel effort to alter the treatment norms of health care professionals.

Stigma is also the underlying motive for discrimination – inappropriate or unlawful restrictions on the freedoms of individuals with mental illnesses or suicidal behaviour. Such restrictions can occur at a personal, community or institutional level. One extreme example is the criminalization of suicidal behaviour, which still occurs in many countries. Discrimination can prevent or discourage people affected by mental illnesses and/or suicidal ideation or behaviour from seeking professional help or from returning to their normal social roles after receiving treatment for an episode of illness or crisis. Clearly, criminalization of suicidal behaviour can be a powerful deterrent on the care-seeking of individuals in crisis who desperately need to be able to access care and support, without being judged or penalized.

At a government or administrative level, stigma can have an impact on resource allocation. In both high-income and low- and middle-income countries stigmatized conditions such as mental illnesses and suicidal behaviour receive a much smaller proportion of health and welfare budgets than is appropriate, given their huge impact on the overall health of the community. Furthermore, fund-raising efforts to support public health initiatives in this area often fall flat because of lack of interest among communities, governments, and international funding agencies; that is, because of stigma.

Attempts to fight stigma, by undertaking massive public education programs, have been of limited effectiveness in reducing the stigma associated with mental illness and suicide. New, innovative methods that are more target-group specific or that creatively use the emerging social media need to be developed and tested. Despite the difficulty and complexity of fighting stigma, persons, organizations and governments committed to the dual goals of improving the quality of life of individuals suffering from mental illnesses and suicidal ideation and of reducing the huge burden of suicide on families and communities don’t have an option. Unless stigma is confronted and challenged, it will continue to be a major barrier to the treatment of mental illnesses and to the prevention of suicide.

World Suicide Prevention Day provides a special opportunity to refocus our collective energies on addressing this fundamental problem. Changing cultural attitudes about mental illness and suicidal behaviour requires a scientific awareness of the many forces that influence community norms and the concerted effort of a wide range of community stakeholders over a prolonged period of time. World Suicide Prevention Day is an ideal time to inspire people to work towards the goal of developing creative new methods for eradicating stigma. Comprehensive local or national plans for the prevention of suicide will not reach their full potential until the problem of stigma is effectively addressed.

On this year’s World Suicide Prevention Day, IASP is hosting its first core activity, which will be to undertake a collective Cycle Around the World, with the aim to globally raise awareness of suicide and its prevention, and to reduce the stigma associated with it. Further details of this activity will be published on the IASP website on a regular basis over the coming months.

WHAT YOU CAN DO TO SUPPORT WORLD SUICIDE PREVENTION DAY

Become a Facebook Fan of the International Association for Suicide Prevention (IASP) www.facebook.com/IASPinfo

WORLD SUICIDE PREVENTION DAY is an opportunity for all sectors of the community – the public, charitable organizations, communities, researchers, clinicians, practitioners, politicians and policy makers, volunteers, those bereaved by suicide, other interested groups and individuals – to join with the International Association for Suicide Prevention and the WHO to focus public attention on the unacceptable burden and costs of suicidal behaviours with diverse activities to promote understanding about suicide and highlight effective prevention activities.

Those activities may call attention to the global burden of suicidal behaviour, and discuss local, regional and national strategies for suicide prevention, highlighting cultural initiatives and emphasizing how specific prevention initiatives are shaped to address local cultural conditions.

Initiatives which actively educate and involve people are likely to be most effective in helping people learn new information about suicide and suicide prevention.

Source: http://www.iasp.info/wspd/index.php

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Labor Day Sale – Buy 2 Courses Get 1 FREE!

Buy 2 Courses Get 1 Free

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.

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South Carolina Mental Health Counselors License Renewals and Continuing Education

South Carolina-licensed mental health counselors have a biennial license renewal with an August 31st deadline. Forty (40) hours of continuing education are required in order to renew a license. Out of the forty hours, twenty-five must be formal (live face to face), and fifteen can be obtained from home study. Accreditation accepted is Board Approved Provider #193.

south carolina counselors continuing educationThe pursuit of continuing education ensures the best possible standards for the mental health counseling profession. All licensees are required to participate in continuing education as a licensing condition.

Professional Development Resources is approved by the National Board of Certified Counselors (NBCC) to offer home study continuing education for NCCs (Provider #5590). We adhere to NBCC guidelines. Professional Development Resources is also approved as a provider of continuing education by the National Association of Alcoholism & Drug Abuse Counselors (NAADAC, Provider #000279); by the Florida Board of Clinical Social Work, Marriage & Family Therapy, and Mental Health Counseling (Provider #BAP346); by theCalifornia Board of Behavioral Sciences (Approval #PCE1625); by the South Carolina Board of Professional Counselors and Marriage & Family Therapists (Provider #193); and by the *Ohio Counselor, Social Worker and Marriage & Family Therapist Board (Provider #RCST100501).

Continuing Education Requirements

South Carolina-licensed mental health counselors have a license renewal every two years with an August 31st deadline. Forty (40) hours of continuing education are required in order to renew a license. Of the forty hours, 25 must be formal, and 15 can be obtained from home study or informal. Accreditation accepted is Board Approved Provider #193.

Data obtained from the South Carolina Board of Examiners of Counseling and MFT on August 7, 2013.

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The Heart of Being Helpful

The Heart of Being Helpful is a new 4-hour CEU course that provides useful vignettes, case studies, and personal insights to help both beginning and experienced therapists develop more empathy in therapeutic relationships.

The Heart of Being HelpfulBased on Dr. Peter Breggin’s more than 30 years of clinical experience as a psychiatrist and a therapist, this book illustrates the importance of developing a therapeutic bond – or healing presence – between helping professionals and their clients. The author provides useful vignettes, case studies, and personal insights to help both beginning and experienced therapists develop more empathy in therapeutic relationships. He asserts that the first step toward effective treatment is empathic self-transformation in the therapist. It is empathy and self-transformation that lie at the heart of being helpful. Topics include vulnerability, nurturing, helplessness, forgiveness, and spirituality, as well as tips for working with clients in extreme emotional crises, children and families, and clients from culturally diverse backgrounds. This is a test only course (book not included). The book (or e-book) can be purchased from Amazon. Course #40-36 | 25 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:

“This book is a pleasant, upbeat, well-written and thought-provoking discussion of the importance of developing a therapeutic bond — what the author calls “healing presence” — between helping professionals and their clients.”

“A marvelous book for anyone who wishes to help others. Clearly shows that self-awareness is essential for helpful/empathic relationships. Found it both challenging and encouraging.”

 

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Spiritual Care Handbook on PTSD/TBI

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.

Spiritual Care Handbook on PTSD/TBIWith 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)

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Attention and Learning Problems: Which Came First?

By Karen J. Miller, MD

Attention and Learning Problems: Which Came First?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
  • Inconsistent concentration
  • Difficulty with time-limited tasks
  • Problems with starting/completing work
  • Messy writing or disorganized papers
  • Low self-esteem
  • Problems with peer relations
  • Behavior problems
  • Secondary emotional problems due to repeated failure and frustration

 

Read more: http://www.ncld.org/types-learning-disabilities/adhd-related-issues/adhd/attention-learning-problems-when-you-see-one-look-for-other

 

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Technology-Crazy: Are We Setting our Kids up for Future Addiction?

By KENS 5’s Deborah Knapp

Technology-crazy: Are we setting our kids up for future addiction?Is the internet making us crazy?

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.

Watch the full story: http://www.kens5.com/news/Are-we-setting-our-kids-up-for-future-addiction–162132545.html

Related Online CEU Course:

Ethics and Social MediaEthics 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).

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Caffeine Withdrawal a Mental Disorder?

By Gina Ulery

caffeine-withdrawalCaffeine is the most widely used behaviorally active drug in the world and is present in many different types of beverages, foods, energy aids, medications, and dietary supplements. Because caffeine ingestion is often integrated into social customs and daily rituals, some caffeine consumers may be unaware of their physical dependence on caffeine. It is estimated that more than 85% of adults and children in the US regularly consume caffeine.

For anyone who has ever tried to quit drinking their favorite caffeinated beverage (my guilty pleasure is fountain soda), you know the associated pains. Headache, fatigue, difficulty concentrating, moodiness, irritability, etc.

The new DSM-5 classifies caffeine withdrawal as a potential disorder (page 506-507 if you don’t believe me). Symptoms usually begin 12-24 hours after the last caffeine dose and peak after 1-2 days of abstinence. Caffeine withdrawal symptoms typically last for 2 to 9 days, with the possibility of withdrawal headaches occurring for up to 21 days.

Gradual reduction in caffeine is suggested to reduce the incidence and severity of withdrawal symptoms.

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Missouri Mental Health Counselors Continuing Education and License Renewals

Institute of Mental Health 7, Nov 06

Institute of Mental Health 7, Nov 06 (Photo credit: Wikipedia)

Missouri-licensed mental health counselors have a biennial license renewal with a June 30th deadline. Forty (40) hours of continuing education are required to renew a license. There is no limit on home study (formal if certificate provided), and 20 hours must be formal if NBCC approved.

The main purpose of continuing education is to assure the highest possible standards for the mental health counseling profession. All licensees are required to participate in continuing education as a licensing condition.

Professional Development Resources is approved by the National Board of Certified Counselors (NBCC) to offer home study continuing education for NCCs (Provider #5590). We adhere to NBCC guidelines.

Continuing Education Requirements

Missouri-licensed mental health counselors are required to complete a minimum of 40 hours of continuing education in order to renew a license. Of the forty hours, twenty hours must be formal. There is no limit on home study (considered formal if certificate provided) if NBCC approved.

Information obtained from the Missouri Committee for Professional Counselors on May 21, 2013

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Autism Awareness Month CEU Special

Autism Awareness MonthApril is Autism Awareness Month, and today (April 2nd) is the 6th annual World Autism Awareness Day. Every April we feature our CE courses that focus on autism with the goal of contributing to autism awareness among health professionals. This year we are offering 25% off all of our autism-related CEU courses for the entire month:

Families who have a child with autism may face new challenges this year when the long-awaited revised version of the Diagnostic and Statistical Manual of Mental Disorders (DSM5) is published. It is scheduled for release in May 2013. Published by the American Psychiatric Association, the DSM is considered the “bible” of psychiatry because it establishes the criteria mental health professionals use to diagnose their patients. According to Clinical Psychiatry News (Feb. 6, 2013), the new autism requirements in the DSM5 will be more restrictive than those found in the current DSM-IV.
The intent is to make the diagnosis of autism more precise, but one of the real-life consequences will be that many individuals who are currently diagnosed with the condition may no longer qualify under the new criteria. An article published in CNN Health (Dec. 3, 2012) cited research predicting that at least 5% to 10% of patients will no longer meet the criteria for autism.
Other predictions are for much higher numbers. One article, published in the journal Developmental Neurorehabilitation in June 2012, found that over 47% fewer toddlers would be diagnosed under the DSM5 autism criteria than under the current DSM-IV criteria. Whether or not such projections prove to be accurate, there is widespread concern among parents and advocacy groups that individuals who are currently diagnosed and under treatment may lose their benefits.
While it may take several years for these diagnostic shifts to sort themselves out, it is important in the meantime for professionals who work with autistic individuals to monitor the situation closely. We plan to publish new courses as the DSM5 diagnostic criteria are phased in and new research becomes available.

Professional Development Resources is approved by the American Psychological Association (APA); by the National Board of Certified Counselors (NBCC #5590); by the Association of Social Work Boards (ASWB #1046); by the National Association of Alcoholism & Drug Abuse Counselors (NAADAC #000279); by the American Occupational Therapy Association (AOTA #3159); by the American Speech-Language-Hearing Association (ASHA #AAUM); by the Commission on Dietetic Registration (CDR#PR001); and by various state licensing boards. Click here to view all accreditation’s.