Executive Functioning: Teaching Children Organizational Skills

New Online CE Course @pdresources.org

Executive Functioning: Teaching Children Organizational SkillsExecutive Functioning: Teaching Children Organizational Skills is a 4-hour online continuing education (CE/CEU) course that will enumerate and illustrate multiple strategies and tools for helping children overcome executive functioning deficits and improve their self-esteem and organizational abilities.

Executive functioning skills represent a key set of mental assets that help connect past experience with present action. They are fundamental to performing activities such as planning, organizing, strategizing, paying attention to and remembering details, and managing time and space. Conversely, executive functioning deficits can significantly disrupt an individual’s ability to perform even simple tasks effectively. Although children with executive functioning difficulties may be at a disadvantage at home and at school, adults can employ many different strategies to help them succeed. Included are techniques for planning and prioritizing, managing emotions, improving communication, developing stress tolerance, building time management skills, increasing sustained attention, and boosting working memory. Course #40-42 | 2017 | 76 pages | 25 posttest questions

Click here to learn more.

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.
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 ACEP #5590); the Association of Social Work Boards (ASWB Provider #1046, ACE Program); the American Occupational Therapy Association (AOTA Provider #3159); the American Speech-Language-Hearing Association (ASHA Provider #AAUM); the Commission on Dietetic Registration (CDR Provider #PR001); the Alabama State Board of Occupational Therapy; the Florida Boards of Social Work, Mental Health Counseling and Marriage and Family Therapy (#BAP346), Psychology & School Psychology (#50-1635), Dietetics & Nutrition (#50-1635), Speech-Language Pathology and Audiology, and Occupational Therapy Practice (#34); the Ohio Counselor, Social Worker & MFT Board (#RCST100501) and the Board of Speech-Language Pathology and Audiology; the South Carolina Board of Professional Counselors & MFTs (#193); and the Texas Board of Examiners of Marriage & Family Therapists (#114) and State Board of Social Worker Examiners (#5678).

Here’s What Potent Marijuana Does to Your Brain

By Arden Dier

Here's What Potent Pot Does to Your BrainA new study raises concerns for those who indulge in potent forms of marijuana. Researchers out of King’s College London and Rome’s Sapienza University studied brain scans of 56 patients who had reported an episode of psychosis and 43 healthy volunteers. They found that those who regularly smoked high-strength cannabis showed small changes in the region of the brain that sends messages between the left and right sides, reports the Guardian. The alteration in this region, called the corpus callosum, “reflects a problem in the white matter that ultimately makes it less efficient,” says neurobiologist Paola Dazzan. The brains of people who had never used cannabis or smoked less potent forms looked normal, leading researchers to conclude that high-strength versions, like skunk, may damage nerve fibers.

The UK Times reports the damage is similar to the effects of a concussion. “We don’t know exactly what it means for the person, but it suggests there is less efficient transfer of information,” Dazzan says, per Yahoo. So what’s doing the damage? Dazzan believes it’s the THC in cannabis; less potent varieties contain 2% to 4% THC, while more potent forms contain 10% to 14%. The chemical acts on the cannabinoid receptors found in the corpus callosum, according to a release. Though researchers haven’t proven cannabis is responsible for the changes, “it is extremely important to gather information on how often and what type of cannabis is being used,” Dazzan says. “These details can help quantify the risk of mental health problems and increase awareness of the type of damage these substances can do.” (Potent pot also raises your psychosis risk.)

Source: http://www.newser.com/story/216698/heres-what-potent-pot-does-to-your-brain.html

Related Online CEU Course:

Medical Marijuana is a 3-hour online CEU course that presents a summary of the current literature on the various medical, legal, educational, occupational, and ethical aspects of marijuana. In spite of the fact that nearly half of the states in this country have enacted legislation legalizing marijuana in some fashion, the reality is that neither the intended “medical” benefits of marijuana nor its known (and as yet unknown) adverse effects have been adequately examined using controlled studies. Conclusive literature remains sparse, and opinion remains divided and contentious. This course is intended to present a summary of the current literature on the various medical, legal, educational, occupational, and ethical aspects of marijuana. It will address the major questions about marijuana that are as yet unanswered by scientific evidence. What are the known medical uses for marijuana? What is the legal status of marijuana in state and federal legislation? What are the interactions with mental health conditions like anxiety, depression, and suicidal behavior? Is marijuana addictive? Is marijuana a gateway drug? What are the adverse consequences of marijuana use? Do state medical marijuana laws increase the use of marijuana and other drugs? The course will conclude with a list of implications for healthcare and mental health practitioners. Course #30-86 | 2016 | 55 pages | 24 posttest questions

This online course is offered by Professional Development Resources, a non-profit provider of continuing education (CE/CEU) resources for healthcare professionals. Professional Development Resources is approved to offer continuing education by the American Psychological Association (APA); the National Board of Certified Counselors (NBCC ACEP #5590); the Association of Social Work Boards (ASWB Provider #1046, ACE Program); the American Occupational Therapy Association (AOTA Provider #3159); the Commission on Dietetic Registration (CDR Provider #PR001); the Florida Boards of Social Work, Mental Health Counseling and Marriage and Family Therapy (#BAP346), Psychology & School Psychology (#50-1635), Dietetics & Nutrition (#50-1635), and Occupational Therapy Practice (#34); the Ohio Counselor, Social Worker & MFT Board (#RCST100501); the South Carolina Board of Professional Counselors & MFTs (#193); and the Texas Board of Examiners of Marriage & Family Therapists (#114) and State Board of Social Worker Examiners (#5678).

Medical Marijuana – New Online CEU Course

By Leo Christie, PhD

Medical Marijuana is a new 3-hour online CEU course that presents a summary of the current literature on the various medical, legal, educational, occupational, and ethical aspects of marijuana.

Medical Marijuana

In spite of the fact that nearly half of the states in this country have enacted legislation legalizing marijuana in some fashion, the reality is that neither the intended “medical” benefits of marijuana nor its known (and as yet unknown) adverse effects have been adequately examined using controlled studies. Conclusive literature remains sparse, and opinion remains divided and contentious.

This course is intended to present a summary of the current literature on the various medical, legal, educational, occupational, and ethical aspects of marijuana. It will address the major questions about marijuana that are as yet unanswered by scientific evidence. What are the known medical uses for marijuana? What is the legal status of marijuana in state and federal legislation? What are the interactions with mental health conditions like anxiety, depression, and suicidal behavior? Is marijuana addictive? Is marijuana a gateway drug? What are the adverse consequences of marijuana use? Do state medical marijuana laws increase the use of marijuana and other drugs? The course will conclude with a list of implications for healthcare and mental health practitioners. Course #30-86 | 2016 | 55 pages | 24 posttest questions

CE INFORMATION

Professional Development Resources is approved by the American Psychological Association (APA) to sponsor continuing education for psychologists; the National Board of Certified Counselors (NBCC ACEP #5590); the Association of Social Work Boards (ASWB Provider #1046, ACE Program); the American Occupational Therapy Association (AOTA Provider #3159); the Commission on Dietetic Registration (CDR Provider #PR001); the Florida Boards of Social Work, Mental Health Counseling and Marriage and Family Therapy (#BAP346), Psychology & School Psychology (#50-1635), Dietetics & Nutrition (#50-1635), and Occupational Therapy Practice (#34); the Ohio Counselor, Social Worker & MFT Board (#RCST100501); the South Carolina Board of Professional Counselors & MFTs (#193); and the Texas Board of Examiners of Marriage & Family Therapists (#114) and State Board of Social Worker Examiners (#5678).

ABOUT THE AUTHOR

Leo Christie, PhD, LMFT, is a Florida-licensed Marriage and Family Therapist with a doctorate in Marriage and Family Therapy from Florida State University. Past President of the Florida Council on Family Relations, Dr. Christie is currently CEO of Professional Development Resources, a nonprofit corporation whose mission is to deliver continuing education credit courses to healthcare professionals throughout the United States. He has more than 20 years’ experience in private practice with a specialty in child behavior disorders and as an instructor for over 500 live continuing education seminars for healthcare professionals.

 

 

Ethical Considerations for Clinical Supervisors

By Janet T. Thomas, PsyD

clinical supervisionClinical supervision is integral to graduate student training, postdoctoral licensure preparation and psychologists’ development of new competencies. Supervision may be mandated by licensing boards or employers to remediate psychologists’ practices following ethical violations. In these contexts, the impact of supervision on supervisees and their clients – for better or worse – can be momentous.

Supervisees’ experiences with and observations of their supervisors likely contribute more to learning the fundamental ethical principles they internalize than anything read or explained (Tarvydas, 1995). The following ethical considerations should be considered before entering into a supervisory experience.

Competence

Given the importance of the supervisory experience, supervisors must develop and sustain their knowledge and skills to execute their duties competently (Standard 2.03, APA, 2010). Supervisory competence necessarily includes expertise in supervision, in the areas of practice supervised and in professional ethics. Postgraduate training, regular review of professional literature and consultation with colleagues are good strategies for strengthening and refining competence.

A corollary responsibility involves attention to the competence of supervisees. To protect client welfare, supervisors must accurately assess supervisees’ evolving skills and ensure that they can effectively manage assigned cases with the supervision available to them (Standard 2.05, APA, 2010).

Another aspect of supervisors’ competence involves teaching ethical practice and monitoring supervisee compliance. Beyond the abstraction of graduate ethics courses, practica and internships provide clinical contexts in which the ethical nuances and complexities of practice emerge. (Handelsman, Gottlieb, and Knapp, 2005).

Supervisors must identify and capitalize on teachable moments to help supervisees understand and apply ethical precepts. The potential for misunderstanding and misapplication by novice professionals is significant (Thomas, 2010), but experienced professionals may also be vulnerable to ethical missteps. For example, latter-career ethical errors may arise from mismanaged countertransference, lack of knowledge about evolving ethical standards, personal problems compromising objectivity and effectiveness or other factors.

Clinical Oversight

Fulfilling supervisory duties requires substantive oversight of supervisees’ clinical work. Focusing on supervisees’ self-reporting and on their selected work samples is useful but insufficient. Supervisees may withhold pertinent information from supervisors for various reasons (Mehr, Ladany and Caskie, 2010/2015).

Therefore, supervisors are advised to employ supplementary monitoring methods, such as reading reports and other records, reviewing recordings of clinical work, surveying client satisfaction, seeking feedback from other sources and conducting live observation. Information gleaned through such activities assists supervisors in meeting their obligation to provide timely specific evaluative feedback to supervisees about their work performance (Standard 7.06, APA, 2010).

Another task of supervision is to delineate clearly the types of cases, clinical events and circumstances that supervisees are expected to discuss with supervisors (Thomas, 2007). Examples include emergency situations, allegations of unethical conduct, contact with clients outside professional settings and countertransference or strong feelings toward clients (such as anger, pity, sexual feelings). Educating supervisees about critical topics for supervisory discussion and probing for such content can help supervisees identify or avoid ethical pitfalls, make course corrections and mitigate or repair harm when errors occur.

Informed Consent

Incorporating these strategies necessitates obtaining informed consent from both supervisees (Standard 3.10, 7.06 a, APA, 2010) and their clients (Standard 10.01c, APA, 2010). Ethical Standards (APA, 2010) stipulate that supervisees be informed about what is expected, how and when they will be evaluated, the limitations of confidentiality in supervision, complaint procedures and other factors affecting their participation (Thomas, 2010). Supervision contracts can convey such information and document supervisees’ informed consent (Thomas, 2007).Clients must be informed about trainees’ status as learners (Standards 4.02; 10.01(c), APA, 2010). Carefully documented, these steps serve not only as an effective means of modeling ethical practice but also as a risk management strategy for supervisors and supervisees.

Resources for Supervisors

Supervisors seeking to ensure their own and supervisees’ ethical practice will find guidance from several sources. The APA Ethical Principles of Psychologists and Code of Conduct (2010) includes ethical requirements applicable to supervisors. More detailed guidance recently has become available in Guidelines for Clinical Supervision in Health Service Psychology (APA, 2014).

These aspirational guidelines offer recommendations related to supervisor and supervisee competence, the supervisory relationship, professionalism, supervisee evaluation and legal and ethical considerations.

Finally, as the professional literature more comprehensively addresses supervision issues, supervisors have increasing resources to help them develop and maintain ethical supervisory practice.

Source: http://nationalpsychologist.com/2015/07/ethical-considerations-for-clinical-supervisors/102928.html

This article is included in the July/August 2015 edition of The National Psychologist: https://www.pdresources.org/course/index/1/1247/The-National-Psychologist-JulyAugust-2015

Related Online CEU Course:

Clinical Supervision: Framework for Success is a 3-hour online continuing education course that outlines best practices in psychotherapy supervision and reviews the structure of the supervisory relationship. Topics presented will include developmental models of supervision, goals of the supervisory experience, ethics and risk management in the supervision process, and diversity awareness training for the supervisee. The vital and, at times, challenging relationship between supervisor and supervisee will be discussed and compared to the therapy relationship. The important topic of self-care of both the supervisee and the supervisor will be presented. A review of the type and structure of performance evaluations will be included, along with information about successful termination. Essential resources for the supervisor to utilize throughout the training experience will be provided at the end of the course. Closeout Course #30-21 | 2006 | 35 pages | 39 posttest questions

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 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, Speech-Language Pathology and Audiology, and Occupational Therapy Practice; the Ohio Counselor, Social Worker & MFT Board; the South Carolina Board of Professional Counselors & MFTs; and by theTexas Board of Examiners of Marriage & Family Therapists and State Board of Social Worker Examiners.

When to Talk to Kids About Alcohol

By Sara Miller @ Live Science

When to Talk to Kids About AlcoholParents should start talking to their children about alcohol at age 9, says a new report from the American Academy of Pediatrics aimed at preventing binge drinking in young people.

As many as 50 percent of high school students currently drink alcohol, and within that group, up to 60 percent binge drink, the authors wrote in the report, published August 31, 2015 in the journal Pediatrics.

Among 12- to 14-year-olds who drink, approximately half binge drink, according to the report. And while the total number of binge drinkers this age remains very low (the authors cite one survey which revealed 0.8 percent of 12- to 14-year-olds binge drink), parents should still be aware of the consequences.

The reason to start talking to kids about alcohol before they even reach middle school is that “kids are starting to develop impressions [about alcohol] as early as 9 years,” said Dr. Lorena Siqueira, clinical professor of pediatrics at Florida International University and co-author of the new report. So for prevention to work, it’s better for parents to influence children’s ideas about alcohol early, rather than trying to change their impressions later, from positive to negative, she said.

“[Alcohol] is the substance most frequently abused by children and adolescents,” Siqueira told Live Science. But because it’s a legal substance, the consequences are downplayed, she said.

“When I have kids in the ICU [intensive care unit], and I tell the parents it’s alcohol, they’re relieved,” Siqueira said. But they shouldn’t feel relief, she added. “[Alcohol] is a killer,” she said.

What is Binge Drinking?

According the Centers for Disease Control and Prevention (CDC), one in six adults binge drinks about four times a month. But although binge drinking in adults refers to five or more alcoholic drinks for men, and four or more for women over a 2-hour period, the cutoffs are lower for teens because people that age weigh less, the authors of the report said.

For some teens, having even three drinks is considered binge drinking, according to the report. And having fewer drinks than that should not be considered safe.

Part of the problem is how adolescents drink, Siqueira said. They often turn to vodka, she said. And they drink very fast, often directly from the bottle, with the goal of getting drunk — and this can kill them, she said.

Nearly a third of fatal car accidents among 15- to 20-year-olds involve alcohol, according to the report.

Drinking at a young age may also interrupt key processes of brain development and increase the risk of developing a chronic alcohol use disorder, according to the report.

Tips for Parents

To warn children about the dangers of alcohol abuse, Siqueira recommends parents use every available opportunity to talk about the issue.

“[Alcohol is] ubiquitous” she said. And kids see it everywhere — on the sides of buses, on billboards and in movies, she said.

“If you’re driving, and you see someone swerving, talk about that. If you see it in a movie, talk to your kids about it then,” she said.

Parents should also set a good example for their kids, Siqueira said. Eighty percent of teenagers say that their parents are the biggest influence on their decision to drink, according to the report.

That doesn’t mean parents can’t have a glass of wine in front of children, but getting drunk in front of the kids is a bad idea, Siqueira said. Parents should also avoid talking about alcohol to fix problems, like coming home and saying, “I need a drink,” she added.

And when parents take their kids to the doctor for a checkup, they should let the child talk to the doctor alone, Siqueira said. This way, kids can feel like they’re in a judgement-free environment, she said.

Source: http://www.livescience.com/52030-parents-talk-about-alcohol-kids-early.html?cmpid=NL_LS_weekly_2015-08-31

Follow Live Science @livescience, Facebook & Google+. Originally published on Live Science.

Related Online CEU Course:

Developmental Effects of AlcoholDevelopmental Effects of Alcohol is a 4-hour online CEU course that focuses on the impact of alcohol on the development of children and youth from birth through 20. Data on alcohol use, abuse, and dependence show clear age-related patterns. Moreover, many of the effects that alcohol use has on the drinker, in both the short and long term, depend on the developmental timing of alcohol use or exposure. Many developmental connections have been observed in the risk and protective factors that predict the likelihood of problem alcohol use in young people. This course is based on four public-access journal articles published by the National Institute on Alcohol Abuse and Alcoholism in the online journal Alcohol Research & Health. The issue of the journal in which these articles appeared was devoted to the topic: “A Developmental Perspective on Underage Alcohol Use.” This course is based on the first four articles, which focus on the impact of alcohol on the development of children and youth from birth through 20. Closeout Course #40-24 | 2009 | 61 pages | 28 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 (#5590); the Association of Social Work Boards (ASWB #1046, ACE Program); the California Board of Behavioral Sciences (#PCE1625); the Florida Boards of Clinical Social Work, Marriage & Family Therapy, and Mental Health Counseling (#BAP346) and Psychology & School Psychology (#50-1635); the Ohio Counselor, Social Worker & MFT Board (#RCST100501); the South Carolina Board of Professional Counselors & MFTs (#193); and the Texas Board of Examiners of Marriage & Family Therapists (#114) and State Board of Social Worker Examiners (#5678).

5 Myths about Eating Disorders

By Alixandra Fenton, RDN

5 Myths about Eating DisordersIn the five years I have spent specializing in the treatment of eating disorders, I have encountered so much misinformation about what eating disorders are and what causes them.

It’s time to help set the record straight.

Myth #1: Eating disorders are a choice or lifestyle.

Eating disorders are not fads or a choice. They are a damaging mental illness that should be viewed and treated as such. Yes, many eating disorders may start as a desire for weight loss, but, for some individuals, an innocent diet can quickly turn into an unhealthy obsession. This requires appropriate treatment to address the complex medical and psychiatric symptoms, as well as treatment for the underlying cause.

Myth #2: People who are normal weight cannot have an eating disorder.

Eating disorders come in all shapes and sizes. Eating disorders are not always detectable simply from physical appearance. There is a range of eating disorders and disordered eating behaviors; therefore, it is not appropriate to make an assumption based on an observation. It breaks my heart when clients tell me that they do not need or deserve treatment because they aren’t thin enough to have an eating disorder.

Myth #3: It’s just about food.

“Just eat!” may seem like an intuitive response to someone who refuses to eat. On the other hand, “Stop eating!” may seem like an appropriate response to someone who is bingeing. However, comments like these are extremely unhelpful and disregard the complexity of an eating disorder. While it is true that those suffering from eating disorders misuse food as a coping tool, food is not the core issue. The first step I take in treating any eating disorder is to teach my clients how to properly nourish the body. This allows my clients to have the resources to do the therapeutic work necessary to get to the root cause of their eating disorders.

Myth #4: Eating disorders are a “teen girl” disease or phase.

Eating disorders are not just “a phase.” They require medical and psychological treatment. Unfortunately, I have had clients seek medical attention from doctors who are not savvy about eating disorders and tell parents not to worry because their child will “grow out of this phase.” If left untreated, an eating disorder is a dangerous and deadly disease. Also, eating disorders do not discriminate and can affect anyone, regardless of sex, age, origin, weight, sexual orientation and socioeconomic background.

Myth #5: Pop culture causes eating disorders.

There is no single reason that someone develops an eating disorder. While it is true that there is an abundance of potentially triggering images and messages being portrayed in our current society, it is not the fundamental cause of eating disorders. Eating disorders occur due to a combination of genetics and environment. Many studies show that genetics contribute to predispositions for eating disorders. Other factors that may play a role include temperament, biology, trauma, dieting, deficits in coping skills deficits and family.

Alixandra Fenton, RDN, is a registered dietitian nutrition who works with adults and adolescents with eating disorders. Her private practice is based in Lafayetta, Calif. Read her blog and connect with her on Twitter, Instagram, Pinterest and LinkedIn.

Related Online CEU Course:

Nutrition for Eating Disorders

3-Hour Online CE Course

Nutrition for Eating Disorders is a 3-hour online CEU course developed by the Florida Academy of Nutrition and Dietetics for their Manual of Medical Nutrition Therapy to provide Licensed and Registered Dietitian/Nutritionists (RDNs) and technicians with evidence-based, non-biased information on nutrition for eating disorders. Effective treatment of eating disorders requires multidimensional and individualized interventions. Education that addresses the normal nutritional needs and the physiologic effects of starvation and refeeding is a critical component of treatment. Management often requires long-term nutritional counseling of the patient which may extend several years. This course will describe the rationale and use of providing Medical Nutrition Therapy (MNT) for the treatment of Anorexia Nervosa, Bulimia Nervosa, Eating Disorder Not Otherwise Specified, and Binge Eating Disorder. Included are: Criteria for Diagnosing Eating Disorders; Role of Dieting in the Development of Eating Disorders; Symptomology; Treatment Overview; Nutrition Therapy; Reconnecting with Hunger and Satiety; Use of Exercise; Working with a Therapist; Pharmacotherapy; In-Patient versus Out-Patient Treatment; Refeeding; Establishing a Dietary/Eating Pattern; Comparing Traditional and Health at Every Size (HAES) Approaches to Health Enhancement; Recovery from Eating Disorders; Nutrition Care Process; and the Core Minimum Guide. Course #30-80 | 2015 | 24 pages | 21 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.

Professional Development Resources is a CPE Accredited Provider with the Commission on Dietetic Registration (CDR #PR001). CPE accreditation does not constitute endorsement by CDR of provider programs or materials. Professional Development Resources is also a provider with the Florida Council of Dietetics and Nutrition (#50-1635) and is CE Broker compliant (all courses are reported within 1 week of completion).

 

Special Diets & Supplements Not Always Helpful for Kids With Autism

By Mary Elizabeth Dallas

autism supplementsWell-intentioned parents of children with autism may think that special diets or supplements can help their child, but a new study suggests that often these efforts lead to problems.

As the researchers explain, many children with an autism spectrum disorder (ASD) are picky eaters, and parents may direct them to nutritional supplements, or gluten- or casein-free diets.

However, the study reported June 4 in the Journal of the Academy of Nutrition and Dietetics found that these regimens leave children still deficient in some nutrients, such as calcium. On the other hand, special diets and supplements can cause children to take in excessive amounts of other nutrients, such as vitamin A, the researchers said.

“Each patient needs to be individually assessed for potential nutritional deficiencies or excess,” study lead researcher Patricia Stewart, assistant professor of pediatrics at the University of Rochester Medical Center in Rochester, N.Y., said in a journal news release.

One other expert agreed. “Children with an autism spectrum disorder are not very different nutritionally from non-ASD children,” said Dr. Andrew Adesman, chief of developmental and behavioral pediatrics at the Cohen Children’s Medical Center of New York, in New Hyde Park, N.Y.

“Giving children with an autism spectrum disorder a multivitamin/mineral supplement will not correct many of the nutritional deficiencies seen in these children,” he added, “and may in fact lead to excess amounts of some nutrients in the bloodstream.”

The new study involved 368 children aged 2 to 11 years who were treated at five different Autism Speaks specialty centers. Autism Speaks is a nonprofit organization that sponsors autism research and conducts awareness and outreach activities.

The study participants had all been diagnosed with autism, Asperger’s syndrome or another so-called “pervasive developmental disorder.” The children’s caregivers kept a three-day food diary, which recorded the amounts of food the kids ate as well as the drinks and supplements they took.

After analyzing the children’s food diaries, the researchers found the kids with an ASD were consuming amounts of nutrients that were similar to other children who did not have autism. They also had the same deficiencies often seen in the general population.

In addition, even among those who took supplements, up to 55 percent of the children with an ASD remained deficient in calcium, while up to 40 percent didn’t get enough vitamin D, the study found.

The kids on the gluten-free and casein-free diet ate more magnesium and vitamin E, but they were still deficient in calcium, Stewart’s team found.

Much of these special diets and supplements are unnecessary, the authors said, because even children with picky eating habits still get most of their essential nutrients from the food they eat. That’s because many of today’s foods are fortified with essential vitamins and minerals, the researchers explained.

And, the study authors suggested, that could explain why some kids with autism are getting too much of certain nutrients, such as vitamin A, folic acid and zinc.

“Few children with ASD need most of the micronutrients they are commonly given as multivitamins, which often leads to excess intake that may place children at risk for adverse effects,” Stewart said. “When supplements are used, careful attention should be given to adequacy of vitamin D and calcium intake,” she added.

Adesman pointed out that some parents with a child with autism may believe that nutrition is somehow key to their child’s symptoms.

“Although this study identified nutritional deficiencies and excesses in some children with ASD, this study was not specifically trying to link the nutritional status of these children as a cause for their autism spectrum disorder,” he said.

Autism is a neurobehavioral disorder that is now estimated to affect about one in 68 American children, according to the U.S. Centers for Disease Control and Prevention.

Source: http://www.nlm.nih.gov/medlineplus/news/fullstory_152931.html

Related Online CEU Course:

Autism: The New Spectrum of Diagnostics, Treatment & Nutrition

4-Hour Online CE Course

Autism: The New Spectrum of Diagnostics, Treatment & Nutrition is a 4-hour online continuing education (CE/CEU) course for healthcare professionals. The first section of this course traces the history of the diagnostic concept of Autism Spectrum Disorder (ASD), culminating in the revised criteria of the 2013 version of the Diagnostic and Statistical Manual of Mental Disorders, the DSM-5, with specific focus on the shift from five subtypes to a single spectrum diagnosis. It also aims to provide epidemiological prevalence estimates, identify factors that may play a role in causing ASD, and list the components of a core assessment battery. It also includes brief descriptions of some of the major intervention models that have some empirical support. Section two describes common GI problems and feeding difficulties in autism, exploring the empirical data and/or lack thereof regarding any links between GI disorders and autism. Sections on feeding difficulties offer interventions and behavior change techniques. A final section on nutritional considerations discusses evaluation of nutritional status, supplementation, and dietary modifications with an objective look at the science and theory behind a variety of nutrition interventions. Other theoretical interventions are also reviewed. Course #40-38 | 2013 | 50 pages | 30 posttest questions

This online course provides instant access to the course materials (PDF download) and CE test. 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. You can print the test (download test from My Courses tab of your account after purchasing) and mark your answers on while reading the course document. Then submit online when ready to receive credit.

Professional Development Resources is approved to offer 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 California Board of Behavioral Sciences; 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; the South Carolina Board of Professional Counselors & MFTs; and by theTexas Board of Examiners of Marriage & Family Therapists and State Board of Social Worker Examiners.

 

Prescription Drug-Related Deaths Continue to Rise

By Scott Glover and Lisa Girion

Like This!

Prescription Drug AbuseDespite efforts by law enforcement and public health officials to curb prescription drug abuse, drug-related deaths in the United States have continued to rise, the latest data show.

Figures from the U.S. Centers for Disease Control and Prevention reveal that drug fatalities increased 3% in 2010, the most recent year for which complete data are available. Preliminary data for 2011 indicate the trend has continued.

The figures reflect all drug deaths, but the increase was propelled largely by prescription painkillers such as OxyContin and Vicodin, according to just-released analyses by CDC researchers.

The numbers were a disappointment for public health officials, who had expressed hope that educational and enforcement programs would stem the rise in fatal overdoses.

“While most things are getting better in the health world, this isn’t,” CDC director Tom Frieden said in an interview. “It’s a big problem, and it’s getting worse.”

Drugs overtook traffic accidents as a cause of death in the country in 2009, and the gap has continued to widen.

Overdose deaths involving prescription painkillers rose to 16,651 in 2010, the CDC researchers found. That was 43% of all fatal overdoses.

The numbers come amid mounting pressure to reduce the use of prescription painkillers. The U.S. Food and Drug Administration is considering a proposal to limit daily doses of painkillers and restrict their use to 90 days or less for non-cancer patients. The proposal also would make such drugs available to non-cancer patients only if they suffer from severe pain.

“The data supporting long-term use of opiates for pain, other than cancer pain, is scant to nonexistent,” Frieden said. “These are dangerous drugs. They’re not proven to have long-term benefit for non-cancer pain, and they’re being used to the detriment to hundreds of thousands of people in this country.”

Among the most promising tools to combat the problem, Frieden said, are computerized drug monitoring programs that track prescriptions for painkillers and other commonly abused narcotics from doctor to pharmacy to patient. Frieden said such programs should be used to monitor doctors’ prescribing as well as patients’ use.

“You’ve got to look at the data to see where the problems are,” he said. “You don’t want to be flying blind.”

In California, officials do not use the state’s prescription drug monitoring program, known as CURES, to proactively seek out problem patients or physicians. The state’s medical board initiates investigations of doctors only after receiving a complaint. Legislation awaiting action in Sacramento would increase funding for CURES and provide more investigators to police excessive prescribing, among other measures.

Frieden, a physician trained at Columbia and Yale universities, said patient safety should be placed above the concerns among some doctors about scrutiny of their prescribing patterns.

“We all take an oath to, above all, do no harm,” he said. “And these medications do harm. You’re free to practice medicine however you want. But you’re not free to do things that hurt people.”

President Obama’s drug czar, R. Gil Kerlikowske, echoed Frieden’s call for aggressive monitoring by state medical boards.

“You can’t just sit back, have a big database and then say, ‘Well, we’ll wait till there’s a complaint that comes in,’” he said in an interview. “You have to use it proactively.”

Lynn Webster, president-elect of the American Academy of Pain Medicine, said the new figures underscored the need for further action, such as educating physicians to recognize patients who are at risk for abusing painkillers.

“This is not the trend anyone wants to see,” Webster said.

CDC mortality data, culled from death certificates, do not detail how the decedents obtained the drugs that killed them.

A Los Angeles Times analysis of coroners records published last year found that prescriptions from physicians played a substantial role in the death toll. Of 3,733 prescription drug-related fatalities in Southern California examined by The Times, nearly half involved at least one drug that had been prescribed to the decedent by a physician.

Seventy-one doctors prescribed drugs to three or more patients who later fatally overdosed, the analysis showed. And several of the doctors lost a dozen or more patients to overdoses.

The latest CDC figures predate a broad attack on prescription drug abuse and misuse launched by the White House in April 2011. The preliminary figure for 2011 is down slightly but is expected to grow by at least 5% — exceeding the 2010 level — when all death certificates are in and counted, experts said. That’s what has happened in previous years.

Kerlikowske, who heads the White House Office of National Drug Control Policy, said efforts to hone the response to measures that show results were frustrated by the lagging mortality data. But, he said, anecdotal evidence and surveys of younger Americans suggest “there’s a lot going on that’s moving in the right direction.”

Source: http://www.latimes.com/local/lanow/la-me-ln-prescription-drugrelated-deaths-continue-to-rise-20130329,0,2980747.story

Related Online CEU Course:

Prescription Drug AbusePrescription Drug Abuse is a 3-hour online CEU course that examines the effects of the rise in prescription drug abuse. Pharmaceuticals like OxyContin®, Adderall®, and Xanax® are some of the most commonly abused prescription drugs. For some prescription drug addicts, medication was originally taken as prescribed – until they started developing a tolerance for it. For others, members of their peer group began to abuse prescription drugs because they are easily accessible and relatively inexpensive on the street. Prescription drug abuse also affects those who don’t use – through increased costs and the inconveniences of increased security at pharmacies. Treatment is comprised of a series of steps, including detoxification, inpatient/outpatient treatment, and maintenance. In some cases, patients must be closely monitored because of the potential for withdrawal effects. Once treatment is completed, there are various options for maintaining sobriety. Laws are being tightened, and some medications have become difficult to find due to the increased rate of prescription drug abuse. Course #30-61 | 2012 | 30 pages | 20 posttest questions

This course is approved for psychologists, counselors, social workers, occupational therapists, and marriage and family therapists.

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).