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Dietary Supplements & Mental Health

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Research into the link between dietary supplements and the treatment of mental health shows promising results. Here's a quick intro.

Mental illness has become a widespread epidemic across not only the United States, but around the world. Depression, in particular, is increasingly common—shown to affect up to 20 percent of the general population during some point in their lives. The current treatments available for mental health conditions such as depression and anxiety, including medication and therapy, do not always provide relief for patients. In fact, as many as half of all patients who are prescribed an SSRI for depression will find the first medication they try insufficient.

People are turning more to alternatives in the hopes of better treating their mental health conditions. This has led to a sizable market of people seeking relief not found in conventional medications and treatments. Certain forms of dietary supplements, especially those that contain probiotics and enzymes, have shown promising results in clinical trials and hold the hope of a new way to treat these serious and often life-threatening illnesses.  

Dietary Supplement Use

About half of all Americans take a dietary supplement, and many of these are people looking to find a natural treatment for their mental or mood conditions. This can be due to side effects experienced on psychotropic medications or a lack of sufficient relief of their symptoms. Chronic mental health issues, such as a major depressive disorder or generalized anxiety, are a predictor of dietary supplement use. Medical practitioners as well are searching for innovative alternatives to standard mental health interventions that provide better results.

Dietary supplements can present an affordable alternative when the cost of medication and ongoing therapy is prohibitive, which is the reality for many patients. In a 2002 study, it was found that 35 percent of internet users searched for information on alternative and complementary treatments for their medical conditions, and this number has skyrocketed in the years since.

Much research has shown that a person’s diet can significantly affect their mental health, both directly and indirectly, by influencing the production and use of key neurotransmitters in the brain. However, many people following a standard American diet struggle to get adequate intake of essential nutrients.

For many years, treatments were centered on influencing the brain’s chemistry directly via medications that increased neurotransmitters such as serotonin and dopamine. Now the focus has turned to exploring the impact of digestive health on the brain.

The Brain-Gut Axis

Increasingly, researchers are learning more about what is termed the “brain-gut axis.” This connection between the central nervous system and the digestive tract was discovered in the last few decades and has been investigated for antidepressant and anti-anxiety efforts. It’s theorized that the brain and digestive system communicate continuously with one another. Psychiatric disorders have been linked to changes in the bacteria that live inside the gut.

Only recently did researchers find there is a separate nervous system located inside the intestine, which produces the same neurotransmitters as the brain. An imbalance of these neurotransmitters in the gut can create problems, just like it can with the brain. These problems present in the form of gastrointestinal symptoms.

The Birth of Nutritional Psychiatry

Nutritional psychiatry is a term that encompasses this new frontier of psychiatry which explores this brain-gut axis further, focusing on how diet affects each individual’s mental health. Dietary supplements can be an important factor, filling any nutritional gaps as well as providing additional support for the body.

A type of dietary supplementation of particular usefulness is probiotics. Probiotics (often called “good bacteria”) are microorganisms that live naturally in the digestive system. Forty types of probiotics have been identified as naturally occurring in a healthy human gut. Supplementation can be effective when an imbalance of gut bacteria is suspected. Probiotics have been shown to provide a therapeutic effect for many patients, not only in regard to their digestive problems but also with their mental health.

Another useful dietary supplement is digestive enzymes. Digestive enzymes are crucial to the natural breakdown of foods in the body. Studies have shown that many people with depression and anxiety lack sufficient enzymes, making proper absorption of vitamins, minerals and medications a challenge. The introduction of digestive enzymes as a dietary supplement allows the body to properly absorb these elements, potentially improving depression and anxiety symptoms.

Probiotics and prebiotics have gained massive popularity in recent years and are now the third most sought-after natural product in the United States. Therefore, the addition of probiotics and prebiotics to a product can significantly enhance its profitability. With the possibility of not only supporting digestive health but improving mental health, this number can only grow. Enzymes, too, have shown a significant benefit to patients suffering both digestive woes and mild to moderate mental disorders.

Gastrointestinal Disorders and Mental Health

Mental health and gastrointestinal disturbances are often linked, as with the case of irritable bowel syndrome (IBS). In one study of 44 adults who were suffering from both IBS and depression, over half of the patients in the non-placebo group had a significant reduction in their depression scores after six weeks. One theory is that for some patients, by clearing up worrisome physical symptoms, mental health improves.

However, direct activity on neurotransmitters has also been demonstrated. In the study, changes were seen in the limbic system, which is responsible for processing emotions. This suggests the use of probiotics in some patients could play an essential part in improving their mental health. The addition of probiotics was also shown to increase brain-derived neurotrophic factor (BDNF) which plays a major role in neuroplasticity and memory and is usually reduced in patients diagnosed with depression.

Research Findings for Probiotics

While studies are still limited, findings have been extremely promising. Numerous studies have suggested that using a dietary supplement featuring probiotics and enzymes can improve the symptoms of certain mental health conditions, especially major depressive disorder. Probiotics, in particular, have been demonstrated to positively affect neurotransmitter activity, thereby improving depression and anxiety in some patients.

This is mainly due to the neurotransmitter serotonin, which is also a target of most antidepressants. While antidepressants prevent the reuptake of serotonin into the synapses, probiotics may regulate the amount of serotonin produced and improve the body’s ability to use this crucial neurotransmitter. 

Precautions

As certain dietary supplements have the potential to have adverse interactions with prescription drugs or other supplements, the patient must always consult with their doctor and inform them fully of all dietary supplements they’re taking. Side effects should be reported promptly.

In Conclusion

A review of the current literature shows a promising link between dietary supplements, enzymes and probiotics, and the relief of mental health symptoms, and probiotics manufacturers are taking note. Sufficient evidence suggests that adding specialized dietary supplements with enzymes and probiotics to the diet of someone suffering from depression or anxiety may be beneficial, whether or not they’re currently taking a prescription for the condition. With these findings, more manufacturers are opting to further explore the link between dietary supplementation and mental health treatment.

Related Online Continuing Education (CE) Courses:

Nutrition and Mental Health: Advanced Clinical Concepts is a 1-hour online continuing education (CE/CEU) course that examines how what we eat influences how we feel, both physically and mentally. While the role of adequate nutrition in maintaining mental health has been established for some time, just how clinicians go about providing the right nutritional information to the patient at the right time – to not just ensure good mental health, but actually optimize mood – has not been so clear. With myriad diets, weight loss supplements and programs, clients often find themselves reaching for the next best nutritional solution, all the while, unsure how they will feel, or even what to eat to feel better. On the other side of the equation, clinicians so often face not just a client’s emotional, situational, and relational concerns, but concerns that are clearly mired in how the client feels physically, and what impact his/her nutritional health may have on these concerns. For example, research into the role of blood sugar levels has demonstrated a clear crossover with client impulse control. Additionally, the gut microbiome, and its role in serotonin production and regulation has consistently made clear that without good gut health, mitigating anxiety and depression becomes close to impossible.

So if good mental health begins with good nutritional health, where should clinicians start? What advice should they give to a depressed client? An anxious client? A client with impulse control problems? This course will answer these questions and more. Comprised of three sections, the course will begin with an overview of macronutrient intake and mental health, examining recent popular movements such as intermittent fasting, carb cycling and ketogenic diets, and their impact on mental health. In section two, we will look specifically at the role of blood sugar on mental health, and research that implicates blood sugar as both an emotional and behavioral regulator. Gut health, and specifically the gut microbiome, and its influence on mood and behavior will then be explored. Lastly, specific diagnoses and the way they are impacted by specific vitamins and minerals will be considered. Section three will deliver specific tools, you, the clinician, can use with your clients to assess, improve and maximize nutrition to optimize mental health. ourse #11-06 | 2017 | 21 pages | 10 posttest questions

Nutrition and Depression: Advanced Clinical Concepts is a 3-hour online continuing education (CE) course that examines how what we eat influences how we feel – and what we can do to improve both.

Depression is an increasingly common, complex, inflammatory condition that co-occurs with a host of other conditions. This course will examine how we can combat depression through nutrition, starting with an exploration of the etiology of depression – taking a look at the role of neurotransmitters, the HPA axis and cortisol, gene expression (epigenetics), upregulation and downregulation, and the connections between depression and immunity and depression and obesity. We will then turn our attention to macronutrients and investigate how factors such as regulating blood sugar, achieving amino acid balance, consuming the right fats, and eating fruits and vegetables can enhance mood, improve our decision-making, enhance cognitive processes, and reduce inflammation. From there, we will look at just how we go about the process of building a better brain – one neurotransmitter at a time. Exercises you can use with clients are included. Course #31-02 | 2018 | 42 pages | 20 posttest questions    

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Professional Development Resources is a nonprofit educational corporation 501(c)(3) organized in 1992. We are approved to sponsor continuing education by the American Psychological Association (APA); the National Board of Certified Counselors (NBCC); the Association of Social Work Boards (ASWB); the American Occupational Therapy Association (AOTA); the American Speech-Language-Hearing Association (ASHA); the Commission on Dietetic Registration (CDR); the Alabama State Board of Occupational Therapy; the Florida Boards of Social Work, Mental Health Counseling and Marriage and Family Therapy, Psychology & School Psychology, Dietetics & Nutrition, Speech-Language Pathology and Audiology, and Occupational Therapy Practice; the Georgia State Board of Occupational Therapy; the New York State Education Department’s State Board for Mental Health Practitioners as an approved provider of continuing education for licensed mental health counselors (#MHC-0135); the Ohio Counselor, Social Worker & MFT Board and Board of Speech-Language Pathology and Audiology; the South Carolina Board of Professional Counselors & MFTs; the Texas Board of Examiners of Marriage & Family Therapists and State Board of Social Worker Examiners; and are CE Broker compliant (all courses are reported within a few days of completion).

Earn CE Wherever YOU Love to Be!

Are You Culturally Competent?

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Are you culturally competent?

Multicultural awareness – which refers to an awareness of, comfort with, and sensitivity toward issues of cultural diversity – has been emphasized through decades of policy reforms, is often taught in health care professions, and from all perspectives, is becoming more important every day.

What we believe about other cultures has a tremendous impact on how effective we are when working with them. One study found that multicultural beliefs are tied to student teachers’ ability to create strong and nurturing classroom environments, measured during student teaching observations by master teachers (Cherng & Davis, 2017).

Interestingly, this same study also found that Black and Latino preservice teachers report greater multicultural awareness than their White counterparts, and that prior experience working with minority cultures is linked to greater multicultural awareness (Cherng & Davis, 2017).

Being aware of cultural differences also becomes crucial when working with families after a suicide. According to Karen Rizzo MD, president of the Pennsylvania Medical Society (PAMED), suicide “is an alarming public health problem that needs to be addressed in a clinically compassionate way being culturally sensitive to the needs of those seeking to find answers to their personal loss” (Rizzo, 2012).

As Rizzo notes, the warning signs of suicide typically involve factors like previous suicide attempts, feeling alone, drug use, a family history of suicide, a history of depression, stressful life events and access to lethal methods, but can very according to an individual’s culture (Rizzo, 2012).

How much a person identifies with their culture can also influence their sense of belonging, well-being, and according to work done by Led by Kamaldeep Bhui, Professor of Cultural Psychiatry and Epidemiology at Barts, predicts their mental health later in life (Bhui et al., 2016).

Working effectively with people from different cultures means not just understanding the cultural norms, expectations, and pressures of an individual’s culture, but also how the individual experiences them. They may be highly identified with their culture and finding a sense of belonging in it, they may be resisting their culture in favor of integrating more fully into the majority culture, and they may not know how they feel about their culture, or the majority culture in which they live. All of these factors demand a culturally competent and sensitive approach – one that overcomes biases, stigmas, and includes the client in the process of improving mental health.

By Claire Dorotik-Nana, LMFT

Related Online Continuing Education (CE) Courses:

Cultural Awareness in Clinical PracticeCultural Awareness in Clinical Practice is a 3-hour online continuing education (CE/CEU) course that provides the foundation for achieving cultural competence and diversity in healthcare settings. Cultural competence, responding to diversity and inclusion, are important practices for healthcare professionals. This course will help you to gain an awareness of bias and provide strategies to adjust your clinical mindset and therapeutic approach to adapt to “the other” – people who differ in color, creed, sexual identification, socio-economic status, or other differences that make inclusion difficult. Inclusion is defined as “the state of being included” or “the act of including,” which is something all clinicians should strive for. This course is designed to provoke thought about culture, diversity, and inclusion. Even though research for evidence-based practice is somewhat limited in this area, the concept of cultural competency (however it is defined and measured) is a key skill for healthcare professionals to create an inclusive therapeutic environment. Course #31-07 | 2018 | 57 pages | 20 posttest questions

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

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These online CE courses are sponsored by:

Professional Development Resources is a nonprofit educational corporation 501(c)(3) organized in 1992. We are approved to sponsor continuing education by the American Psychological Association (APA); the National Board of Certified Counselors (NBCC); the Association of Social Work Boards (ASWB); the American Occupational Therapy Association (AOTA); the American Speech-Language-Hearing Association (ASHA); the Commission on Dietetic Registration (CDR); the Alabama State Board of Occupational Therapy; the Florida Boards of Social Work, Mental Health Counseling and Marriage and Family Therapy, Psychology & School Psychology, Dietetics & Nutrition, Speech-Language Pathology and Audiology, and Occupational Therapy Practice; the Ohio Counselor, Social Worker & MFT Board and Board of Speech-Language Pathology and Audiology; the South Carolina Board of Professional Counselors & MFTs; the Texas Board of Examiners of Marriage & Family Therapists and State Board of Social Worker Examiners; and are CE Broker compliant (all courses are reported within a few days of completion).

Target Audience: Psychologists, Counselors, Social Workers, Marriage & Family Therapist (MFTs), Speech-Language Pathologists (SLPs), Occupational Therapists (OTs), Registered Dietitian Nutritionists (RDNs), School Psychologists, and Teachers

Earn CE Wherever YOU Love to Be!

Talking about Stalking and Cyberstalking

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Cyberstalking

Stalking, while it may not seem as harmful as other forms of abuse, can be just as dangerous, and even harder to stop. Generally defined as a course of conduct directed at a specific person that causes fear, stalking may include harassing, annoying, alarming, abusing, tormenting or embarrassing an individual through obscene communication, threatening bodily harm, falsely reporting another person’s death or injury, or repeatedly calling by phone or sending electronic messages. Message and threats can also extend beyond the victims to include their families or households, or partners.

According to research from the Centers for Disease Control (CDC) and the Crime Victims Institute (CVI), nearly half of all stalking victims experience at least one unwanted contact per week, with nearly one-quarter reporting harassment on a daily basis. Further, the majority of victims express that the stalking behaviors have occurred for more than six months, with more than one in ten victims reporting occurrences for more than five years. More than half of stalking victims express fear for themselves, their children or other family members, and victims frequently miss work for fear of being stalked.

Research also indicates that stalking victims experience various economic, social, physical and mental difficulties as a result of this crime, including increased anxiety, flashbacks and nightmares, suicidal ruminations, and post-traumatic stress disorder.

And according to research done by Matt Nobles of Sam Houston State University, along with Bradford Reyns of Weber State University, Kathleen Fox of Arizona State University and Bonnie Fisher of the University of Cincinnati, the outcomes are even worse for the victims of cyberstalking.

Defining cyberstalking as repeated harassment or threats facilitated by technology, including electronic communication using the internet, email and social media, Nobles and his team found that while victims of both stalking and cyberstalking use many similar self-protective behaviors, a greater proportion of cyberstalking victims reported that they had to take time off; change or quit a job or school; avoid relatives, friends or holiday celebrations; and change their email address when compared to victims of traditional stalking.

The financial costs associated with victimization, which could include legal fees, property damage, child care costs, moving expenses or a change in phone number, were also found to be much higher for cyberstalking victims, with an average dollar value of more than $1,200 spent compared to about $500 for traditional stalking victims.

Finally, there were interesting differences in how stalking and cyberstalking victims responded to their experiences. Fear at the onset of victimization was related to adopting self-protective behaviors for both groups, but fear over time was associated with adopting more self-protective behaviors for cyberstalking victims only. This suggests that the stalking episode may provoke an immediate reaction for many victims, while the cyberstalking condition tends to build and becomes more severe over time (Nobles et al., 2014).

In addition to the differential impact on victims, the study also revealed differences between age and gender of cyberstalking versus stalking victims. In cases of stalking, approximately 70 percent of the victims were women, while female victims only represented 58 percent in cyberstalking cases. In addition, the average age for stalking victims in the sample was 40.8 years old, while cyberstalking victims averaged 38.4 years old (Nobles et al., 2014).

Beyond the effects on the victims, stalking presents unique challenges in the criminal justice system because there generally isn’t much evidence to investigate, law enforcement must rely heavily on the victim to investigate and collect evidence and, when stalking occurs after a romantic relationship, it often become a battle of anecdotal evidence.

Clinicians, psychotherapists and counselors, however, can play a pivotal role in helping victims of stalking. Through recognizing the signs of stalking, addressing the common emotions and taking steps to restore a sense of safety, skilled clinicians can help victims reclaim their life, and recover their sense of self.

Click here to learn more.

Stalking: Recognizing and RespondingStalking: Recognizing and Responding is a 1-hour online continuing education (CE) course that examines the prevalence of stalking and provides therapists with the means to identify and assist victims/survivors.

Stalking is a crime that is far more prevalent and more dangerous than most people realize. It is a crime that is not well understood and that often goes unrecognized. Findings from various studies examining the prevalence of stalking suggest that community-based interventions are critical to raising awareness about this crime and promoting prevention efforts. Mental health professionals have an important role in identifying and treating victims/survivors of stalking through educating themselves about this crime.

Researchers have found that stalking victims have a higher incidence of mental disorders and comorbid illnesses compared with the general population, with the most robust associations identified between stalking victimization, major depressive disorder, and panic disorder. Additionally, intimate partner stalking has been identified as a common form of IPV experienced by women veterans that strongly contributes to their risk for probable PTSD. These findings indicate that it is important to assess for these symptoms and diagnoses when working with victims/survivors of stalking.

This course is designed to enhance your understanding of stalking by reviewing key findings from research on stalking, identifying common tactics used by stalkers, and exploring the intersections between stalking, intimate partner violence, and sexual violence. This course will also examine common reactions experienced by victims/survivors of stalking and discuss ways to assist victims/survivors in clinical practice. Course #11-17 | 2018 | 18 pages | 10 posttest questions

This online course provides instant access to the course materials (PDF download) and CE test. After enrolling, click on My Account and scroll down to My Active Courses. From here you’ll see links to download/print the course materials and take the CE test (you can print the test to mark your answers on it while reading the course document).

Successful completion of the online CE test (80% required to pass, 3 chances to take) and course evaluation are required to earn a certificate of completion. Click here to learn more. Have a question? Contact us. We’re here to help!

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Professional Development Resources is a nonprofit educational corporation 501(c)(3) organized in 1992. We are approved to sponsor continuing education by the American Psychological Association (APA); the National Board of Certified Counselors (NBCC); the Association of Social Work Boards (ASWB); the American Occupational Therapy Association (AOTA); the American Speech-Language-Hearing Association (ASHA); the Commission on Dietetic Registration (CDR); the Alabama State Board of Occupational Therapy; the Florida Boards of Social Work, Mental Health Counseling and Marriage and Family Therapy, Psychology & School Psychology, Dietetics & Nutrition, Speech-Language Pathology and Audiology, and Occupational Therapy Practice; the Ohio Counselor, Social Worker & MFT Board and Board of Speech-Language Pathology and Audiology; the South Carolina Board of Professional Counselors & MFTs; the Texas Board of Examiners of Marriage & Family Therapists and State Board of Social Worker Examiners; and are CE Broker compliant (all courses are reported within a few days of completion).

Target Audience: Psychologists, Counselors, Social Workers, Marriage & Family Therapist (MFTs), Speech-Language Pathologists (SLPs), Occupational Therapists (OTs), Registered Dietitian Nutritionists (RDNs), School Psychologists, and Teachers

Earn CE Wherever YOU Love to Be!

Narcissism: A Deficit of Empathy?

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Narcissism: A Deficit of Empathy?

Narcissists capture our attention with their larger-than-life presence, inflated sense of self, grandiose accomplishments, achievements, and status. But that is only one reason we can’t seem to stop focusing on them.

Narcissists also defy a fundamental principle of any relationship – reciprocity. Reciprocity is the act of responding in kind to oneanother. In a friendship, reciprocity occurs where the contribution of each person meets the expectations of the other.

The problem with narcissists is that they don’t have the empathy required to understand or respond to the needs of another person.

Part of the reason for this, suggests a study done by a team of scientists led by Privatdozent Dr. Stefan Röpke from the Charité Department of Psychiatry and Director of the personality disorders working group, is that that people suffering from narcissistic personality disorder were found to have structural abnormalities in the cerebral cortex, which is involved in the processing and generation of compassion. For patients with narcissism, this region of the cerebral cortex was markedly reduced in thickness compared to the control group (Röpke et al., 2013).

Explains Dr. Röpke, “Our data shows that the amount of empathy is directly correlated to the volume of gray brain matter of the corresponding cortical representation in the insular region, and that the patients with narcissism exhibit a structural deficit in exactly this area” (Röpke, 2013).

Research to date has also shown that narcissists’ empathy deficit, feelings of entitlement, and perceptions of being deprived of ‘deserved’ admiration and gratification can make them prone to aggression and vengeance – particularly toward heterosexual women (Keiller, 2010).

Even working for a narcissist can have detrimental effects. One study showed that those who work for leaders who display narcissistic traits had lower job satisfaction and scored higher on a clinical measure of depression. Also not only did employees’ well-being suffer, but incidents of counterproductive work behavior and workplace bullying were higher (Phillips et al, 2017).

It is not surprising then that, according to Abigail Phillips of the University of Manchester’s Business School, narcissistic bosses are also more likely to be workplace bullies and engage in power and control tactics to take advantage of others.

The good news is that there are constructive ways to interact with narcissists, set boundaries and mitigate the damage narcissists often cause to the well-being of those around them.

Click here to learn more.

Narcissism & Empathy DeficitsNarcissism & Empathy Deficits is a 2-hour online continuing education (CE) course that examines narcissistic personalities and the traits that affect their ability to maintain satisfying personal relationships with others.

This course will address key ideas emerging from neuroscience about empathy and empathy deficits, because narcissism is essentially a problem of lack of empathy. Emotional intelligence, heritability, and factors thought to influence the onset of narcissism are also discussed. Diagnostic considerations for narcissistic personality disorder (NPD) are reviewed along with signs and symptoms, prevalence, characteristics, subtypes, comorbidity, and treatment options.

What’s more, it will help you discover constructive ways of interacting with destructive narcissistic traits, drawing on the latest international scientific research. Case examples illustrate scenarios of individuals with narcissistic personalities and show how their behavior, when left unchecked, impacts the lives and wellbeing of other people. Advice on setting interpersonal boundaries, dealing with verbal hostility, and finding ways to effectively deal with narcissists are also provided. Course #21-21 | 2018 | 35 pages | 15 posttest questions

This online course provides instant access to the course materials (PDF download) and CE test. After enrolling, click on My Account and scroll down to My Active Courses. From here you’ll see links to download/print the course materials and take the CE test (you can print the test to mark your answers on it while reading the course document).

Successful completion of the online CE test (80% required to pass, 3 chances to take) and course evaluation are required to earn a certificate of completion. Click here to learn more. Have a question? Contact us. We’re here to help!

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Professional Development Resources is a nonprofit educational corporation 501(c)(3) organized in 1992. We are approved to sponsor continuing education by the American Psychological Association (APA); the National Board of Certified Counselors (NBCC); the Association of Social Work Boards (ASWB); the American Occupational Therapy Association (AOTA); the American Speech-Language-Hearing Association (ASHA); the Commission on Dietetic Registration (CDR); the Alabama State Board of Occupational Therapy; the Florida Boards of Social Work, Mental Health Counseling and Marriage and Family Therapy, Psychology & School Psychology, Dietetics & Nutrition, Speech-Language Pathology and Audiology, and Occupational Therapy Practice; the Ohio Counselor, Social Worker & MFT Board and Board of Speech-Language Pathology and Audiology; the South Carolina Board of Professional Counselors & MFTs; the Texas Board of Examiners of Marriage & Family Therapists and State Board of Social Worker Examiners; and are CE Broker compliant (all courses are reported within a few days of completion).

Target Audience: Psychologists, Counselors, Social Workers, Marriage & Family Therapist (MFTs), Speech-Language Pathologists (SLPs), Occupational Therapists (OTs), Registered Dietitian Nutritionists (RDNs), School Psychologists, and Teachers

Earn CE Wherever YOU Love to Be!

Florida School Psychologist Renewal Approaching

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Info from the Florida Board of School Psychology

Florida-licensed school psychologists have an upcoming license renewal deadline of November 30, 2015 (license renewal due 11/30 of odd-numbered years).

The following continuing education (CE/CEU) requirements must be met prior to renewal:

CE Required: 30 hours every 2 years, of which:
2 hours on Preventing Medical Errors are required each renewal
2 hours on Domestic Violence are required every 3rd renewal
Online CE Allowed: No limit if APA-approved
License Renewal Deadline: November 30, 2015

Florida school psychologists can earn all 30 hours required for renewal through online courses offered by Professional Development Resources, an APA-approved provider of online CEUs.
Click here to view APA-approved online CEU courses.

Preventing Medical Errors in Behavioral Health
Domestic Violence
Building Resilience
Show All CEUs

PDR reports all course completions to CE Broker within 7 days. Now that CE course completions must be reported to CE Broker before you renew, taking courses through an approved-provider who quickly reports is more important than ever.

Florida school psychologists can now Save 20% on all continuing education (CE/CEU) courses @ PDR – over 50 courses to choose from. The discount should automatically apply at checkout – but if for any reason it doesn’t, just enter code PDRPC250 and click apply to redeem.

Professional Development Resources is approved by the American Psychological Association (APA) to sponsor continuing education for psychologists and school psychologists. Professional Development Resources maintains responsibility for all programs and content. Professional Development Resources is also approved by the Florida Board of Psychology and Office of School Psychology (Provider #50-1635) and is CE Broker compliant (all courses are reported within 1 week of completion)

Florida SLP CEU Requirements

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From the Florida Board of Speech-Language Pathology

Online CEUs for Florida SLPs

Florida-licensed Speech-Language Pathologists (SLPs) have an upcoming license renewal deadline of December 31, 2015. The following continuing education (CEU) requirements must be met and reported to CE Broker before a licensee will be allowed to renew:

CE Required: 30 hours every 2 years (50 if dual-licensed), of which:
2 hours on Preventing Medical Errors are required each renewal
1 hour on HIV/AIDS is required for your first renewal only
Online CE Allowed: No limit if ASHA-approved
License Renewal Deadline: December 31, 2015

Florida SLPs can earn all 30 hours required for renewal through online courses offered by Professional Development Resources, an ASHA-approved provider of online CEUs.
Click here to view ASHA-approved online CEU courses.

PDR reports all course completions to CE Broker for you – so you don’t have to! Now that your CE course completions must be reported to CE Broker before you renew, getting started early is more important than ever.

Save 20% now on your required CE – over 20 courses to choose from. Your discount should automatically apply at checkout – but if for any reason it doesn’t, just enter code PDRPC241 and click apply to redeem.

Automatically Reports to CE Broker

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

We can report to ASHA for you, as long as you check ‘yes’ to ASHA reporting in your account profile. We report to ASHA quarterly and the completion date that appears on your ASHA transcript is the last day of the quarter, regardless of when you completed your course.

We are also approved by the Florida Board of Speech-Language Pathology and Audiology (Provider #50-1635) and are CE Broker compliant (all courses are reported within 1 week of completion).

 

Arizona Psychologist License Renewal & CE Information

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From the Arizona Board of Psychologist Examiners

Arizona-licensed psychologists are required to renew their license by April 30th of each odd-numbered year, and must complete a minimum of 60 hours of continuing education during each two-year license renewal period.

Arizona Psychologist CEUsCE Required: 60 hours every 2 years (minimum 40 from Cat 1)
Online CE Allowed: No limit (considered Cat 1 – must have certificate)
License Expiration: 4/30, odd years
National Accreditation Accepted: APA
Notes: 4 hrs professional ethics & 4 hrs domestic violence or child abuse required each renewal (must be from Cat 1)

Category I consists of:

  • Post-doctoral study sponsored by a regionally accredited university or college that provides a graduate-level degree program, or a course, seminar, workshop, or home study with certificate of completion, or a continuing education program offered by a national, international, regional, or state association, society, board, or continuing education provider, if at least 75% of the program is related to the “practice of psychology.”
  • Attending a Board meeting. A licensee receives four continuing education hours in professional ethics as required under subsection (B)(1) for attending eight hours or more of a Board meeting and two continuing education hours for attending between four and eight hours of a Board meeting. A licensee shall complete documentation provided by the Board at the time the licensee attends a Board meeting. The Board shall not accept more than 10 continuing education hours obtained by attending a Board meeting from a licensee for each renewal period; and
  • Serving as a complaint consultant. A licensee who serves as a Board complaint consultant to review Board complaints and provide a written report to the Board, receives continuing education hours equal to the actual number of hours served as a complaint consultant up to a maximum of 20 hours per renewal period.

Category II consists of:

  • Self-study or study groups for professional growth and development as a psychologist;
  • Preparation that results in publication of an authored or co-authored psychology book, psychology book chapter, or article in a peer-reviewed psychology journal;
  • Presentation of a symposium or paper at a state, regional, national, or international psychology meeting;
  • Attendance at or participation in a case conference; or
  • A course, workshop, seminar, or symposium for professional growth and development as a psychologist or enhancement of psychological practice, education, or administration.

All licensees, regardless of status, are required by law to complete and return the Application for License Renewal form with the required fee.

Professional Development Resources is approved by the American Psychological Association (APA) to sponsor continuing education for Arizona-licensed psychologists. Professional Development Resources offers over 150 online and home study courses that provide a certificate of completion. Professional Development Resources allows you the flexibility to earn CEU credits at your own pace and according to your own schedule, wherever you are.

 

APA Task Force Reports on Girls and Women – New Online CE Course

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CE Credit: 3 Hours (0.3 CEUs)
Target Audience: Psychology Counseling Social-Work Marriage-and-Family
Learning Level: Intermediate

Course Abstract:

APA Task Force Reports on Girls & WomenThis course is based on a collection of free, public-access task force reports from the American Psychological Association on issues pertaining to women. The course instructions included with this course will provide direct links to the online documents. The first report describes guidelines for psychological practice with girls and women, the second addresses the behavioral healthcare needs of rural women, and the third pertains to the sexualization of girls in the media. These reports were based on thorough reviews of the research literature, and include implications and recommendations for action. This course is appropriate for any mental health professional who works with women or girls. Course #30-51 | 2010 | 39 posttest questions

Learning Objectives:

  1. Identify issues relevant to mental health practice with women and girls.
  2. Describe and apply practice guidelines for mental health treatment of women and girls.
  3. Identify mental health concerns relevant to rural women.
  4. Describe the sexualization of girls in the media, the impacts of these practices, and methods for counteracting the effects.

About the Author(s):

The American Psychological Association (APA), located in Washington, D.C., is a professional organization with more than 150,000 members, including researchers, educators, clinicians, consultants, and students. All four documents on which this course is based were compiled and written by members of the American Psychological Association. Full lists of authors are available in the documents.

Accreditation Statement:

Professional Development Resources is recognized as a provider of continuing education by the following:
APA: American Psychological Association
ASWB: Association of Social Work Boards (#1046)
NBCC: National Board for Certified Counselors (#5590)
NAADAC: National Association of Alcohol & Drug Abuse Counselors (#00279)
California: Board of Behavioral Sciences (#PCE1625)
Florida: Boards of SW, MFT & MHC (#BAP346); Psychology & School Psychology (#50-1635); Dietetics & Nutrition (#50-1635); Occupational Therapy Practice (#34). PDResources is CE Broker compliant.
Illinois: DPR for Social Work (#159-00531)
Ohio: Counselor, Social Worker & MFT Board (#RCST100501)
South Carolina: Board of Professional Counselors & MFTs (#193)
Texas: Board of Examiners of Marriage & Family Therapists (#114) & State Board of Social Worker Examiners (#5678)

Continuing Education for Psychologists

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Professional Development Resources is approved by the American Psychological Association (APA) to sponsor continuing education for psychologists. Professional Development Resources maintains responsibility for all programs and content. Professional Development Resources is also approved by the Florida Board of Psychology and Office of School Psychology (CE Broker Provider #50-1635).

Professional Development Resources provides home study continuing education (CE) courses in online, mail order, and test only learning formats for ultimate convenience. All courses require successful completion of an online posttest (80% or better required to pass, 3 chances to take test) to earn a certificate of completion.

The following states currently accept APA-approval of home study continuing education courses: Alabama, Alaska, Arizona, Arkansas, California, Delaware, Florida, Georgia, Idaho, Indiana, Iowa, Kansas, Kentucky, Louisiana, Maine, Maryland, Massachusetts, Mississippi, Missouri, Montana, Nebraska, Nevada, New Hampshire, New Mexico, North Carolina, North Dakota, Ohio, Oklahoma, Pennsylvania, Rhode Island, South Carolina, Tennessee, Texas, Utah, Vermont, Virginia, Washington, West Virginia, Wisconsin, Wyoming & Washington DC

The amount of hours allowed from home study continuing education varies by state by board. You can view continuing education requirements by state by profession on Professional Development Resources’ website at: http://www.pdresources.org/CeRequirements.aspx

Many state psychology boards require continuing education on Ethics each licensing period. Professional Development Resources offers a variety of Ethics courses in their curriculum of over 150 CE courses for psychologists.