Alaska Mental Health Counselors Continuing Education and License Renewals

alaska mental health counselors continuing educationAlaska-licensed mental health counselors have a biennial license renewal with an October 31st deadline in odd years. Forty (40) hours of continuing education are required in order to renew a license. Of the forty hours, not more than half of the total hours are allowed from home study. The board accepts APA and NBCC approval of continuing education credits.

The pursuit of continuing education assures 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 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 Requirements

Alaska-licensed mental health counselors have a license renewal every two years with an October 31st deadline, odd years. Forty (40) continuing education hours are required to renew a license. Of the forty hours, not more than twenty hours are allowed from home study.

Information obtained from the Alaska Board of Professional Counselors on October 1, 2013.

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Back to School CE Sale Ends Sunday!

Only 3 days left to save on continuing education (CE) courses in our Back to School Sale!

Back to School CE Sale

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; theIllinois DPR for Social Work; the Ohio Counselor, Social Worker & MFT Board; theSouth 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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The Healing Power of Emotion

The Healing Power of EmotionThe Healing Power of Emotion is a new 7-hour home study CEU course that draws on cutting-edge neuroscience to better understand emotion.

Clinicians have long debated the exact nature of the essential elements that bring about successful healing in psychotherapy. How do we regulate emotion in a healthy way? How can we foster environments that are conducive to positive relationships and optimal health? Specifically, how can we use our emotions to heal and mend emotional injuries? This course is an exploration of how we regulate our bodies, form healthy connections with others, and mend emotional ruptures when they occur.

We are “hardwired to connect with each another, we connect through our emotions,” say the authors. The unique aspect of this course is in the mix of leading neuroscientists, developmental psychologists, therapy researchers, and clinicians who work together to illustrate how we can regulate emotion in a healthy way. A variety of emotions, both positive and negative, are examined in detail, drawing on both research and clinical observations. Just as emotionally traumatic events can tear apart the fabric of family and psyche, the emotions can become powerful catalysts for the transformations that are at the heart of the healing process.

“It is not often that a book with such broad and far-reaching implications for success in psychotherapy comes along,” says Leo Christie, PhD, President and CEO of Professional Development Resources. “Sadly, it is rare for us to see professionals in the areas of neurobiology, physiology, and psychotherapy come together in a collaboration of this magnitude. When we work in a splintered fashion, it is easy to miss the big picture, such as the one that emerges in this extraordinary volume. We are, after all, biological beings, and it makes perfect sense that physical and emotional functions are inseparable from each other.”

The Healing Power of Emotion includes chapters on such topics as reciprocal influences between body and brain, the communication of sympathy and meaning, and possible answers to the essential question – What is emotion? Included also are examinations of the role of emotion in energy and vitality, pleasure and desire, emotion and mindfulness, and emotion in intimate relationships. Chapters focus on specific clinical applications with case examples, including work with individuals, couples, and families.

According to the authors, “our brains, bodies, and minds are inseparable from the emotions that animate them. Emotions are at the nexus of thought and action, of self and other, of person and environment, of biology and culture… Specific emotions include love, joy, pain, fear, anger, gratitude, grief, care, closeness, awe, shame, excitement, agony, passion, and compassion. At one end of the continuum, we find extreme emotional states such as helplessness, terror, despair, and immobility; at the other, faith, enthusiasm, curiosity, tenderness, aesthetic wonder, ecstasy, wisdom, awe, vitality, and even transcendence.”

The psychotherapies described in this course are moving beyond exploration of pathologies to the transformative experiences where joy, new energy, and delight become possible; that and helping people regulate their dysregulated nervous system. Learn more @ https://www.pdresources.org/course/index/6/1156/The-Healing-Power-of-Emotion

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:

“Wow–what a rich book! However, don’t expect to get through this book quickly (you won’t want to) because it’s chock-full of useful information. It is complete with up-to-date research presented by some of the most cutting edge scientists/clinicians.”

“I loved this book. It is an extraordinary 5 star buffet of articles by cutting edge neurobiology researchers and psychotherapy clinicians, a who’s who in the field. Both the articles on the brain and psychotherapy are consumately well written, and clinical articles have great case illustrations. The psychotherapies described here are moving beyond exploration of pathologies to the transformative experiences where joy, new energy, and delight become possible; that and helping people regulate their dysregulated nervous system. This book is a weaving together of two disciplines that demonstrate what this new frontier looks like. If you have one book to buy — make it this one.”

“The book is a fascinating collection of papers–all connected, yet each with its own distinct flavor reflecting the unique expertise of the individual author. As a clinician who does not have a neuroscience background, I found the book both accessible and highly relevant to clinical practice. I have read these authors separately so am thrilled the meta perspective presented explicitly in the introduction, as well as the weaving together of the concepts that occurs throughout the chapters.”

“I’m really impressed with the level and quality of material in this course. I come to your organization for this high-quality and have yet to be disappointed. Thank you!”

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National Child Abuse Prevention Month


April is National Child Abuse Prevention Month

Child abuse and neglect affect about 6 million children in the United States each year, according to the Administration for Children and Families (ACF). In more than 80% of cases, the abuse is from a parent.

Providing support for parents at risk for child abuse is critical to protecting children and ending the cycle of abuse. Each April, the Children’s Bureau, within the ACF, observes National Child Abuse Prevention Month to educate and empower families and communities to protect and care for victims of child abuse and neglect.

The NICHD adds to these efforts by supporting research to identify effective interventions that can help reduce the risk for abuse and by increasing our understanding of the short- and long-term effects of abuse and neglect on children and families. Select a link below to learn more about National Child Abuse Prevention Month and related NICHD research.

Strengthening Families and Communities
NICHD Research on Child Abuse
More Information

Related Online CEU Course:

Domestic Violence: Child Abuse and Intimate Partner ViolenceDomestic Violence: Child Abuse and Intimate Partner Violence is a 2-hour online continuing education course approved for psychologists, counselors, social workers, occupational therapists and MFTs. 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 is intended to help health professionals maintain a high state of vigilance and to be well prepared with immediate and appropriate responses when abuse is disclosed. There is a special section on the complexity of an abuse victim’s decision about if and when to leave an abuser. 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. This course satisfies the domestic violence requirement for biennial relicensure of Florida mental health professionals. Course #20-61 | 2012 | 31 pages | 18 posttest questions

CE Information:

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).

The Spectrum: A Scientifically Proven Program to Feel Better

The Spectrum: A Scientifically Proven Program to Feel BetterLifestyle changes, including diet, nutrition, exercise, yoga, and meditation, have been proven in research to have multiple beneficial effects on health, including preventing and reversing heart disease, reducing cholesterol, lowering blood pressure, encouraging weight loss, preventing and reversing type 2 diabetes, and preventing and ameliorating cancer. The Spectrum is a research-based lifestyle change program which has been proven effective for multiple health conditions. This course includes a description of the major components (nutrition, stress-management, and exercise) and mechanisms of action. Research on The Spectrum is also described. The book is accompanied by a guide to cooking, 100 easy-to-prepare recipes from award-winning chef Art Smith, and a DVD which provides instruction in meditation. By taking this course, clinicians will learn how to prevent and treat some of the most troubling illnesses of today through lifestyle changes, while avoiding the need for expensive surgery and medication. Course #40-35 | 26 posttest questions| This “test-only” CEU course is based on the book “The Spectrum: A Scientifically Proven Program to Feel Better, Live Longer, Lose Weight, and Gain Health” (2007, 387 pages). The book (or e-book) can be purchased from Amazon.

  • CE Credit: 4 Hours
  • Target Audience: Psychologists | Counselors | Social Workers | Occupational Therapists | Marriage & Family Therapists | Nutritionists & Dietetians
  • Learning Level: Introductory
  • Course Type: Test Only

 

About the Author:

Dean Ornish, MD, is the founder and president of the nonprofit Preventive Medicine Research Institute in Sausalito, CA and is clinical professor of medicine at the University of California, San Francisco. Dr. Ornish received his medical training in internal medicine from the Baylor College of Medicine, Harvard Medical School, and the Massachusetts General Hospital. For more than 32 years, Ornish has directed clinical research demonstrating, for the first time, that comprehensive lifestyle changes may begin to reverse even severe coronary heart disease, without drugs or surgery. He is the author of six best-selling books, including New York Times’ bestsellers Dr. Dean Ornish’s Program for Reversing Heart Disease; Eat More, Weigh Less; Love & Survival; and his most recent book, The Spectrum. The research that he and his colleagues conducted has been published in the Journal of the American Medical Association, The Lancet, Proceedings of the National Academy of Sciences, Circulation, The New England Journal of Medicine, the American Journal of Cardiology, The Lancet Oncology, and elsewhere.

CE Information:

Professional Development Resources is approved by the American Psychological Association (APA) to sponsor continuing education for psychologists; by the National Board of Certified Counselors (NBCC) to offer home study continuing education for NCCs (Provider #5590); by the Association of Social Work Boards (ASWB Provider #1046, ACE Program); by the National Association of Alcoholism & Drug Abuse Counselors (NAADAC Provider #000279); by the American Occupational Therapy Association (AOTA Provider #3159); by the 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 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).

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.

Treating Explosive Kids

Treating Explosive Kids is a new 6-hour book-based CEU course for mental health professionals.

Treating Explosive Kids“Treating Explosive Kids: The Collaborative Problem-Solving Approach” (2006, 246 pages) provides a detailed framework for effective, individualized intervention with highly oppositional children and their families. Many vivid examples and Q&A sections show how to identify the specific cognitive factors that contribute to explosive and noncompliant behavior, remediate these factors, and teach children and their adult caregivers how to solve problems collaboratively. The book also describes challenges that may arise in implementing the model and provides clear and practical solutions. Two special chapters focus on intervention in schools and in therapeutic/restrictive facilities. Course #60-95 | 45 posttest questions | This is a test only course (book not included). The book (or e-book) can be purchased from Amazon.

CE Credit: 6 Hours
Target Audience: Psychologists | Counselors | Social Workers | Marriage & Family Therapists (MFTs)
Learning Level: Intermediate
Course Type: Test Only

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).

Book Reviews:

“This is by far the best approach I have ever encountered for children who are easily frustrated, chronically inflexible, and explosive (as well as those who “shut down” rather than explode). As a clinical and school psychologist who has worked with such children and families for over 15 years, this approach is the one that works when so many others have failed.” – L. David Epstein

“Very helpful for therapists and parents who want to use the Collaborative Problem Approach with explosive kids. Using plenty of examples and scripts, Drs. Green and Ablon help to walk people through the approach, through common pitfalls, and provide guidance and support for therapists working with families. A must-read for every family therapist and teacher who has ever worked with an explosive child.” – A. Wilson

“I’m a clinical therapist with 18 years’ experience. Several years ago I attended Dr. Green’s training and was very impressed. So much in the mental health field, for working w/ behaviorally challenging kids and parents, focuses on rewards and consequences – basic behavioralism – which only works part of the time for part of the population. This is a wise and effective alternative, and one in consonance with what we’re learning about why explosive kids are that way. My specialty areas are complex trauma and attachment disorders, which aren’t mentioned as root causes for the difficulties in self-regulation skills for (I believe) a majority of explosive kids, which I think is an oversight. However, Dr. Green’s creation of interventions which address the effects of these skill deficits remains an outstanding acheivement. His “Plan A, Plan B, Plan C” model is easily explained by clinicians and understood by parents. His model keeps parents empowered, gives them reasonable guidelines for which plan to use when, strengthens both kids’ and parents’ abilities to problem-solve in a connective, caring way, and gives kids hope for their own growth and change.” – Michal Osier

 

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Ethics and Social Media

Ethics and Social Media – New 2-Hour Online CEU Course

Ethics and Social MediaIs 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. Course #20-75 | 2013 | 28 pages | 14 posttest questions

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).

Practical Strategies for Working with Defiant Children

Children who are defiant and challenging exhibit a number of behaviors that are very difficult for professionals and parents to manage. They frequently lose their tempers, have tantrums, argue and blame others, refuse to obey adults’ rules, are angry and resentful, get their feelings hurt easily, and are sometimes physically aggressive. When professionals see these children in their offices, it is nearly impossible to gain their cooperation without using some special behavior management techniques.

When Your Young Client is DefiantWhen Your Young Client is Defiant demonstrates specific techniques that professionals and parents can use to identify specific behaviors, understand the causes of defiance, identify triggers for explosive behavior, defuse power struggles, use problem-solving strategies, and free children from their defiant roles. The course is designed to provide clinicians with effective and practical strategies to manage challenging and defiant behavior in their young clients.

According to the author of the course, Adina Soclof, MS, CCC-SLP, a certified Speech-Language Pathologist, “children frequently speak ‘in code,’ especially those who have underdeveloped verbal skills, such as children with language delays.” Soclof gives the example a child who says “you’re so stupid,” or “you can’t make me do that!” The adult’s task is to (1) get over the anger that results when a child speaks disrespectfully and (2) de-code what the child is really saying. In this case, the child may be saying “I am so mad at you,” or “I don’t feel in control here.”

Of all the skills taught in this course, the most powerful may be the use of praise to encourage and motivate positive conduct. Defiant children rarely hear anything positive from adults. For them, life is full of demands, complaints and criticisms. They soon develop a damaged sense of self-esteem. Adults who can master the art of delivering an honest bit of praise will find a more cooperative child.

One of the most difficult situations presented by these children is the temper tantrum that can quickly spiral out of control. The following are some examples of helpful responses that can be used to defuse a conflict before it gets out of hand:

Don’t Engage:

  • Can we take a break and start over?
  • I get upset when you speak to me in that way, let’s take a break.
  • I don’t want to argue with you.
  • Let’s calm down and talk again a bit later.

 

Show Empathy:

  • You sound mad.
  • You sound frustrated.
  • Please help me understand why you are so upset.
  • You really don’t want to go to help the neighbors, but I told them you would.

 

Invite To Come Up With A Solution:

  • Can we come up with a solution?
  • I want to work together with you to find a solution.

 

Children who believe they are “bad kids” will act the part. Clinicians cannot emphasize enough to parents and teachers the importance of separating the behavior from the child. A combination of empathy, flexibility, patience and understanding of defiant behavior is crucial in gradually bringing about the desired change and channeling the negative behavior into a positive light.

Ms. Soclof is also the author of another continuing education course, Improving Communication with Your Young Clients – one of our most highly rated online courses ever.

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 Commission on Dietetic Registration (CDR #PR001); the Continuing Education Board of the American Speech-Language-Hearing Association (ASHA #AAUM); the American Occupational Therapy Association (AOTA #3159); and various state licensing boards.

Autism and Air Pollution: The Link Grows Stronger

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Autism and Air Pollution: The Link Grows StrongerChildren with autism are two to three times more likely than other children to have been exposed to car exhaust, smog, and other air pollutants during their earliest days, according to a new study.

That new research adds to a mounting body of evidence that shows a link between early-life exposure to pollution and autism spectrum disorders.

For the new study, published in the Archives of General Psychiatry, researchers in California analyzed some 500 children living in that state: roughly half had autism and half did not. The kids’ mothers gave an address for each and every home in which they had lived during pregnancy and the child’s first year of life. Researchers took that information — along with data on traffic volume, vehicle emissions, wind patterns, and regional estimates of pollutants like particulate matter, nitrogen oxide, and ozone — to estimate each child’s likely pollution exposure. According to the study, children in the top 25% of pollution exposure (using one of two different pollution scales) were far more likely to be diagnosed with autism than kids in the bottom 25% of the pollution scale.

The researchers stress, however, that their study does not definitively prove that pollution is the root cause of autism.

“We’re not saying that air pollution causes autism. We’re saying it may be a risk factor for autism,” says Heather Volk, lead author on the new study and an assistant professor of preventive medicine at the University of Southern California. “Autism is a complex disorder and it’s likely there are many factors contributing,” she says.

Read more: http://healthland.time.com/2012/11/27/autism-and-air-pollution-the-link-grows-stronger/#ixzz2DRGIA0L0

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 Commission on Dietetic Registration (CDR #PR001); the Continuing Education Board of the American Speech-Language-Hearing Association (ASHA #AAUM); the American Occupational Therapy Association (AOTA #3159); and various state licensing boards.

The following continuing education courses on autism were designed for the educational advancement of healthcare professionals: