Learn How to Use Humor as a Tool

April is National Humor Month

National Humor MonthNational Humor Month was founded in 1976 by comedian and best-selling author Larry Wilde, Director of The Carmel Institute of Humor. It is designed to heighten public awareness on how the joy and therapeutic value of laughter can improve health, boost morale, increase communication skills and enrich the quality of one’s life.

“Since April is often bleak and grim and taxes are due on the 15th, it can be one of the most stressful times of the year,” says Wilde, author of 53 books on the subject of humor. “Besides,” adds Wilde, “it’s the only month that begins with All Fool’s Day — a day which has sanctioned frivolity and pranks ever since the 1500’s.”

Humor as a tool to lift ailing spirits is an established notion supported by scientific research. The curative power of laughter and its ability to relieve debilitating stress and burnout may indeed be one of the great medical discoveries of our times.

The Use of Humor in TherapyThe Use of Humor in Therapy is a 2-hour online continuing education (CE) course by Dr. Louis R. Franzini that reviews the risks and benefits of using humor in therapy and the relevant historical controversies of this proposal.

Should therapists and counselors use humor as a therapeutic technique? If so, should they be formally trained in those procedures before their implementation? The paucity of rigorous empirical research on the effectiveness of this form of clinical intervention is exceeded only by the absence of any training for those practitioners interested in applying humor techniques. In this course a representative sample of its many advocates’ recommendations to incorporate humor in the practice of psychological therapies is reviewed.

Therapeutic humor is defined, the role of therapists’ personal qualities is discussed, and possible reasons for the profession’s past resistance to promoting humor in therapy are described. Research perspectives for the evaluation of humor training are presented with illustrative examples of important empirical questions still needing to be answered. Course #21-02 | 2015 | 24 pages | 14 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 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).

Alzheimer’s Caregiver Guide Approved for ASHA CEUs

By the National Institute on Aging (NIA)

Alzheimer's Caregiver Guide and Tips on Acute HospitalizationAlzheimer’s Caregiver Guide and Tips on Acute Hospitalization is a new online continuing education course approved by ASHA for 0.1 CEUs. This course is presented in two parts. Part 1 offers strategies for managing the everyday challenges of caring for a person with Alzheimer’s disease, a difficult task that can quickly become overwhelming. Research has shown that caregivers themselves often are at increased risk for depression and illness. Each day brings new challenges as the caregiver copes with changing levels of ability and new patterns of behavior. Many caregivers have found it helpful to use the strategies described in this course for dealing with difficult behaviors and stressful situations. Part 2 includes tips on acute hospitalization, which presents a new environment filled with strange sights, odors and sounds, changes in daily routines, along with new medications and tests. This section is intended to help professionals and family members meet the needs of hospitalized Alzheimer’s patients by offering facts about Alzheimer’s disease, communication tips, personal care techniques, and suggestions for working with behaviors and environmental factors in both the ER and in the hospital room. Course #10-81 | 2010 | 17 pages | 7 posttest questions

Click here to learn more!

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.

Click here to order now!

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); by the Association of Social Work Boards (ASWB Provider #1046, ACE Program); by the American Occupational Therapy Association (AOTA Provider #3159); by the American Speech-Language-Hearing Association (ASHA Provider #AAUM); 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), Speech-Language Pathology and Audiology, and Occupational Therapy Practice (#34); 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).

 

Biology of Aging – Approved for ASHA CEUs

By the National Institute on Aging (NIA)

Biology of AgingWhat is aging? Can we live long and live well—and are they the same thing? Is aging in our genes? How does our metabolism relate to aging? Can your immune system still defend you as you age? Since the National Institute on Aging was established in 1974, scientists asking just such questions have learned a great deal about the processes associated with the biology of aging. Technology today supports research that years ago would have seemed possible only in a science fiction novel.

Biology of Aging: Research Today for a Healthier Tomorrow is a 2-hour online continuing education (CE/CEU) course that introduces some key areas of research into the biology of aging. Each area is a part of a larger field of scientific inquiry. You can look at each topic individually, or you can step back to see how they fit together, interwoven to help us better understand aging processes. Research on aging is dynamic, constantly evolving based on new discoveries, and so this course also looks ahead to the future, as today’s research provides the strongest hints of things to come. Course #20-85 | 2012 | 30 pages | 15 posttest questions

ASHA-Approved Provider
This course is offered for .2 ASHA CEUs (Introductory level, Professional area).ASHA credit expires 9/14/2017. ASHA CEUs are awarded by the ASHA CE Registry upon receipt of the quarterly completion report from the ASHA Approved CE Provider. Please note that the completion date that appears on ASHA transcripts is the last day of the quarter regardless of when the course was completed.

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. See course page for number of ASHA CEUs, instructional level and content area. ASHA CE provider approval does not imply endorsement of course content, specific products or clincial procedures. CEUs are awarded by the ASHA CE Registry upon receipt of the CEU Participant Form from the ASHA Approved CE Provider. Please note that the completion date that appears on ASHA transcripts is the last day of the quarter, regardless of when the course was completed. Professional Development Resources is also approved by the Florida Board of Speech-Language Pathology and Audiology and is CE Broker compliant (courses are reported within one week of completion).

Risk Management

Risk Management: Quick Tips I

Risk Management: Quick Tips I

Click on image to view course webpage

This new online continuing education course addresses a variety of risk management topics in the form of seven archived articles from The National Psychologist.

Topics include:

  • Social Networking: How Should Psychologists Respond to Online ‘Friending’ Requests?
    Many who read this article are likely to have a knee-jerk response of, “No way can a therapist accept a friend request from a client under any circumstance!” As with most ethical dilemmas, the avoidance response of “don’t” is not always applicable, as it is not always the correct or most helpful response.
  • Some Additional Thoughts on Social Networking
    Therapists who choose to use social networking and other electronic means as a way to exchange information with clients must deal with the multitude of confidentiality issues and other risk management questions created by doing so. This article reviews the confidentiality, legal and ethical issues involved.
  • Malpractice Insurance 101: Claims-made vs. Occurrence Coverage
    The purpose of this article is to acquaint early career psychologists and those who may be confused about insurance with an important issue to consider when shopping for professional liability coverage: What type of insurance should you buy?
  • Progress Notes: What Not to Write Down
    This article provides suggestions and considerations for what to (and not to) write in your progress notes.
  • Triple Jeopardy: Dangers of an APA Ethics Complaint
    For most psychologists, professional licensure is a prerequisite for their livelihood and professional identity. Most of us know psychologists are in “double jeopardy” when it comes to practice vulnerability. Malpractice lawsuits and complaints before state licensing boards can drastically restrict a psychologist’s ability to practice. This articles reviews the issues and offers suggestions.
  • When Marital Therapy Isn’t & When Marital Therapy Is
    These articles discuss the use of creative billing, to include creative diagnostics, in order to provide marital therapy under an insurance plan.

This course is intended to provide psychotherapists of all specialties with a set of brief, practical tips for dealing with risk management challenges that present themselves in everyday practice. Course #10-42 | 2011 | 13 pages | 8 posttest questions | 1 Hour CE

Ethics in Therapy: Quick Tips I

Ethics in Therapy

Click on image to view course webpage

This new online CE course addresses a variety of ethics topics in the form of seven archived articles from The National Psychologist and is intended to provide psychotherapists of all specialties with a set of brief, practical tips for dealing with ethical dilemmas that present themselves in everyday practice.

Topics Include:

Office ‘Bookstore’ Should Not be for Profit
By Jeffrey E. Barnett, PsyD, ABPP

Psychologists frequently make recommendations to clients for books to read, workbooks and CDs to use, and even movies or television shows to view. In fact, bibliotherapy, the integration of such media into ongoing psychotherapy is a widely used and often highly effective addition to psychotherapy. Learn the issues involved to avoid crossing any boundaries.

Ethical, Effective Marketing for Your Private Practice
By Susan Giurleo, PhD

Many psychologists are cautious, confused and unsure of how to market their work. Many worry that marketing is unethical and something that we should not consider as we pursue a private practice career. Learn effective, ethical marketing techniques you can use to market your practice.

Law Impacts Psychology
By Richard Lawlor, PhD, JD

Over the past several years many articles have appeared in this newspaper for practitioners dealing with various aspects of psychology and the law. Some dealt with a substantive area of psychology and its impact on the law, for example research on children’s memories and the implications for interviewing children and using them as witnesses. Discover the areas of law that psychologists need to be aware of, and understand.

Duty to Warn is Now Duty to Protect
Review by Milton F. Shore, PhD, ABPP

Book review of: The Duty to Protect: Ethical, Legal and Professional Considerations for Mental Health Professionals by Werth, J.L., Welfel, E. and Benjamin, G.A.H. (Eds.) 2009. Washington, D.C. American Psychological Association.

Test Givers Must be Qualified
By Jeffrey E. Barnett, PsyD, ABPP

As a busy professional, it makes great sense to utilize others when it is appropriate to do so. This can be a much more efficient way to work than doing everything yourself. But, the situation is more complex when clinical activities are involved. Learn the ethical issues, laws and regulations for use of non-licensed subordinates in the provision of clinical services.

To Collect or Not to Collect?
By Ofer Zur, PhD

In today’s economy and financial difficulties the questions regarding fees and debt collection from clients seem to be more frequent and more relevant. In times of economic crisis, many people who have lost their homes or jobs understandably seek psychotherapy to better cope with stress due to mounting debt and loss. Explore the relevant professional, relational, clinical, ethical, legal and unintentional consequences aspects of this issue.

Duty to Warn, Protect Differs in HIV Cases
By Jeffrey E. Barnett, PsyD, ABPP

The situation where a client who is HIV-positive or who has AIDS reports having unprotected sex with another person or having done so in the past raises a number of ethical challenges. Explore the relevant issues of informed consent, confidentiality and exceptions to confidentiality, laws concerning the duty to warn and protect when threats of dangerous behavior are made and case law that may impact these areas.

Add to FacebookAdd to DiggAdd to Del.icio.usAdd to StumbleuponAdd to RedditAdd to BlinklistAdd to TwitterAdd to TechnoratiAdd to Yahoo BuzzAdd to Newsvine

Enhanced by Zemanta

Alzheimer’s Disease – eUpdate

Studies Find Possible New Genetic Risk Factors for Alzheimer’s Disease

NIH-funded genome-wide association study is largest ever conducted in Alzheimer’s research

from the Alzheimer’s Disease Education and Referral Center:

Studies find possible new genetic risk factors for Alzheimer's Disease

Click on image to view Alzheimer's disease continuing education courses from Professional Development Resources

Scientists have confirmed one gene variant and have identified several others that may be risk factors for late-onset Alzheimer’s disease, the most common form of the disorder. In the largest genome-wide association study, or GWAS, ever conducted in Alzheimer’s research, investigators studied DNA samples from more than 56,000 study participants and analyzed shared data sets to detect gene variations that may have subtle effects on the risk for developing Alzheimer’s. The National Institutes of Health funded the study appearing April 3, 2011, in the online issue of Nature Genetics.

“New technologies are allowing us to look at subtle genetic differences among large groups of study participants. By comparing people diagnosed with Alzheimer’s with people free of disease symptoms, researchers are now able to discern elusive genetic factors that may contribute to risk of developing this very devastating disease,” said Richard J. Hodes, M.D., director of the National Institute on Aging (NIA). “We are entering an exciting period of discoveries in genetics that may provide new insights about novel disease pathways that can be explored for development of therapies.”

The Alzheimer’s Disease Genetics Consortium (ADGC), a collaborative body established and funded by the NIA, part of the NIH, coordinated the study. The research reported today involved investigators at universities and research centers across the country. Datasets were funded in part by the NIA, the National Institute of Mental Health, the National Institute of Neurological Disorders and Stroke, and the National Center for Research Resources, all part of the NIH. The Alzheimer’s Association, U.S. Department of Veterans Affairs, Wellcome Trust, Howard Hughes Medical Institute, and the Canadian Institute of Health Research also lent support. Gerard Schellenberg, Ph.D., University of Pennsylvania School of Medicine, Philadelphia, directs the ADGC, which also received Recovery Act funds in 2009.

Until recently, only one gene variant, Apolipoprotein E-e4 (APOE-e4), had been confirmed as a significant risk factor gene for the common form of late-onset Alzheimer’s disease, which typically occurs after age 60. In 2009 and 2010, however, researchers confirmed additional gene variants of CR1, CLU and PICALM as possible risk factors for late-onset Alzheimer’s. This newest GWAS confirms that a fifth gene variant, BIN 1, affects development of late-onset Alzheimer’s. It also identified genetic variants significant for Alzheimer’s at EPHA 1, MS4A, CD2AP, and CD33. The genes identified by this study may implicate pathways involved in inflammation, movement of proteins within cells, and lipid transport as being important in the disease process.

In addition, a second paper appearing online in the journal presented GWAS findings for Alzheimer’s by another scientific team. The United Kingdom-based group, led by Julie Williams, Ph.D., Cardiff University School of Medicine, Wales, found the same genes as risk factors and identified a gene variant ABCA7 as an additional gene of interest. Components of the NIH involved in or supporting the study included the NIA, the National Heart, Lung and Blood Institute, and the National Institute of Diabetes and Digestive and Kidney Diseases. Some private support came through the independent Foundation for the National Institutes of Health.

“Researchers conducting GWAS are looking for genetic variations that may have a smaller effect but still play a role in the disease,” said Schellenberg. “Our findings bring us one step closer to a fuller understanding of the genetic basis of this complex disease, although more study is needed to determine the role these genetic factors may play in the onset and progression of Alzheimer’s.”

Schellenberg said the study was made possible by the research infrastructures established and funded by the NIA, including 29 Alzheimer’s Disease Centers, the National Alzheimer’s Coordinating Center, the Genetics of Alzheimer’s Disease Data Storage Site, the Late-onset Alzheimer’s Disease Family Study, and the National Cell Repository for Alzheimer’s Disease. They collect, store and make available to qualified researchers DNA samples, datasets containing biomedical and demographic information about participants, and genetic analysis data.

References:

Naj, A.C., et al. Common variants of MS4A4/MS4A6E, CD2AP, CD33 and EPHA 1 are associated with late-onset Alzheimer’s Disease. Nature Genetics. Epub April 3, 2011.

Hollingworth, P., et al. Common variants at ABCA7, MS4A6A/MS4A4E, EPHA 1, CD33 and CD2AP are associated with Alzheimer’s disease. Nature Genetics. Epub April 3, 2011.

The NIA leads the federal government effort conducting and supporting research on aging and the health and well being of older people. For more on health and on aging generally, go to www.nia.nih.gov. The NIA provides information on age-related cognitive change and neurodegenerative disease specifically at its Alzheimer’s Disease Education and Referral (ADEAR) Center at www.nia.nih.gov/Alzheimers. To sign up for e-mail alerts about new findings or publications, please visit either website.

The NIH—The Nation’s Medical Research Agency—includes 27 institutes and centers and is a component of the U.S. Department of Health and Human Services. It is the primary federal agency for conducting and supporting basic, clinical, and translational medical research, and it investigates the causes, treatments, and cures for both common and rare diseases. For more information about NIH and its programs, visit www.nih.gov.

The activities described in this release are being funded through the American Recovery and Reinvestment Act (ARRA). To track the progress of HHS activities funded through the ARRA, visit www.hhs.gov/recovery. To track all federal funds provided through the ARRA, visit www.recovery.gov.

New Online CE Course on Reading Instruction

Reading Instruction: Documents from the National Reading Panel

Click on image to view course webpage!

This web-based online CE course is based on a summary report of the National Reading Panel entitledTeaching Children to Read (2000), supplemented by a series of three research-based handouts for parents that provide tips on how to teach reading to children from birth through third grade. This course is an ideal resource for anyone who wants to understand the purpose, methodology, and results of the National Reading Panel’s findings on reading instruction research. The 35-page report explains the origin of the Panel and its congressional charge. It succinctly describes the research methodology used and the findings of each of the Panel subgroups: (1) Alphabetics, (2) Fluency, (3) Comprehension, (4) Teacher Education and Reading Instruction, and (5) Computer Technology and Reading Instruction. The report also offers insightful information provided by Panel members on reading instruction topics that may require further exploration. This course is an excellent resource for parents, teachers, administrators, or anyone interested in learning about reading instruction research. Course #30-57 | 2011 | 20 posttest questions | 5 page course download includes instructions, link to online documents and posttest questions

 

Georgia Psychologists Have Upcoming License Renewal

There are currently 2,178 psychologists licensed in the state of Georgia. Every psychology license will expire on December 31, 2010 and will be renewable for two years if all requirements for renewal, including continuing education, are satisfied and the renewal fee is paid. Psychologists practicing with an expired license are subject to disciplinary action by the Board.

The following continuing education (CE) requirements apply:

  • 40 hours of continuing education are required every 2 years for license renewal (12/31, even years)
  • 10 hours are allowed from online or home study coursework offered by an APA-approved provider (considered Area V)
  • 3 hours in professional ethics and 3 hours in psychopharmacology are required each renewal (must be live – not allowed from Area V)
  • 3 hours in cultural diversity are required for the first renewal only (must be live – not allowed from Area V)

Beginning with the 2010 license renewal, The Georgia Board of Examiners of Psychologists is requiring all licensees to complete and submit the “Continuing Education Report Form.” Visit the Georgia Board of Psychology website for more information.

Autism Subtypes, Feeding Issues and Nutrition – Updated & Renewed

Autism Subtypes, Feeding Issues & NutritionOne of our most popular continuing education courses, Autism Subtypes, Feeding Issues & Nutrition Considerations, was recently updated and renewed by the continuing education board of the American Speech-Language Hearing Association (ASHA). ASHA credit is now valid until August 21, 2013!

This course details the symptoms and subtypes of Autism Spectrum Disorders (ASD), describes developmental and behavioral issues, outlines assessment and diagnostic considerations, and briefly reviews the literature on the efficacy of various treatment approaches.

It also outlines 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 unusual food preferences or sensitivities, growth and weight concerns, and food allergies and sensitivities with an objective look at the science and theory behind a variety of nutrition interventions.

Course #30-32 | 2010 | 45 pages | 30 posttest questions

On Sale for Only $32! (regular $42)

This course is offered for .3 ASHA CEUs (Intermediate level, Professional area). ASHA credit expires 8/21/2013.

This course is also approved for Psychologists, Counselors, Social Workers, MFTs, Registered Dietitians and Occupational Therapists: http://www.pdresources.org/CourseDetail.aspx?Category=AllCourses&PageNumber=1&Profession=Other&Sort=CourseName&Text=30-32&courseid=947