Skepticism and Critical Thinking – New CE Course

The Power of Skepticism and Critical Thinking is a new 3-hour online continuing education (CE) course that examines why positive skepticism and critical thinking skills are necessary in clinical practice.

The Power of Skepticism and Critical Thinking is a new 3-hour online CE course that examines why these skills are necessary in practice.

Human beings are endowed with the ability to reason and the need to find connections between things and events. Unfortunately, the need to find connections can be so strong, practitioners and patients can sometimes convince themselves that there are links between treatment plans and patient outcomes, even if there is a lack of evidence to support them. In health care, arriving at the wrong conclusion can be an error of life and death proportions.

These “deductive malfunctions” and other fallacies, heuristics, and biases, are described, discussed, and illustrated in this course. The author begins by defining the concept of ‘critical thinking,’ and follows with a discussion on why practitioners must take an objective approach when evaluating patients, analyzing treatment plans, assessing the effectiveness of interventions, and challenging their own beliefs.

The factors (such as cognitive error, fallacies, assumptions, blind sports, pseudoscience, and quackery) that challenge one’s ability to think critically are highlighted. The author examines strategies for developing critical thinking skills across all ages and provides a review of assessment tools that can be used to gauge the quality of critical thinking before teaching begins and as a measure of progress throughout the training.

The final section of the course provides methods and techniques for cultivating and applying a critical thinking mindset. ‘How-To’ lists for evaluating new treatments, the scientific quality of conference speakers, published studies, and internet content are included.

Outline

Introduction
Section 1: What Is Critical Thinking?
Section 2: Why Do We Need Critical Thinking?
Section 3: Challenges to Critical Thinking
Section 4: Can Critical Thinking Be Learned?
Section 5: Measuring Critical Thinking
Section 6: Cultivating a Critical Thinking Mindset
Summary and Conclusions
Further Information

Course #31-52 | 2024 | 57 pages | 20 posttest questions

Click here to learn more about Skepticism and Critical Thinking

Course Directions

This online course provides instant access to the course materials (PDF download) and CE test. The course is text-based (reading) and the CE test is open-book (you can print the test to mark your answers on it while reading the course document).

Successful completion of this course involves passing an online test (80% required, 3 chances to take) and we ask that you also complete a brief course evaluation. Click here to learn more.


Professional Development Resources is approved by the American Psychological Association (APA) to sponsor continuing education for psychologists. Professional Development Resources maintains responsibility for this program and its content. Professional Development Resources is also approved by the National Board of Certified Counselors (NBCC ACEP #5590); the Association of Social Work Boards (ASWB Provider #1046, ACE Program); the Continuing Education Board of the American Speech-Language-Hearing Association (ASHA Provider #AAUM); the American Occupational Therapy Association (AOTA Provider #3159); the Commission on Dietetic Registration (CDR Provider #PR001); the Alabama State Board of Occupational Therapy; the Arizona Board of Occupational Therapy Examiners; the Florida Boards of Social Work, Mental Health Counseling and Marriage and Family Therapy, Psychology and Office of School Psychology, Speech-Language Pathology and Audiology, Dietetics and Nutrition, and Occupational Therapy Practice; the Georgia State Board of Occupational Therapy; the Louisiana State Board of Medical Examiners – Occupational Therapy; the Mississippi MSDoH Bureau of Professional Licensure – Occupational Therapy; the New York State Education Department’s State Board for Psychology as an approved provider of continuing education for licensed psychologists (#PSY-0145), State Board for Mental Health Practitioners as an approved provider of continuing education for licensed mental health counselors (#MHC-0135) and marriage and family therapists (#MFT-0100), and the State Board for Social Workers an approved provider of continuing education for licensed social workers (#SW-0664); the Ohio Counselor, Social Worker and MFT Board (#RCST100501) and Speech and Hearing Professionals Board; the South Carolina Board of Examiners for Licensure of Professional Counselors and Therapists (#193), Examiners in Psychology, Social Worker Examiners, Occupational Therapy, and Examiners in Speech-Language Pathology and Audiology; the Tennessee Board of Occupational Therapy; the Texas Board of Examiners of Marriage and Family Therapists (#114) and State Board of Social Worker Examiners (#5678); the West Virginia Board of Social Work; the Wyoming Board of Psychology; and is CE Broker compliant  (#50-1635 – all courses are reported within a few days of completion).

Enjoy 20% off all online continuing education (CE/CEU) courses @pdresources.orgClick here for details.

Earn CE Wherever YOU Love to Be!

Alzheimer’s Disease & Dementia – New Online CE Course

Alzheimer’s Disease and Dementia: A Practical Guide is a new 3-hour online continuing education (CE) course that offers healthcare professionals a basic foundation in Alzheimer’s disease prevention, diagnosis, and risk management.

Alzheimer’s Disease and Dementia is a new 3-hour online CE course that offers practical information for working with clients with AD.

This course offers practical information to aid healthcare professionals as they interact with clients who are diagnosed with Alzheimer’s disease and dementia. Dementias other than Alzheimer’s disease will be referenced when information about their specific symptoms or treatment is discussed.

We start by considering the differences between typical or “normal” aging and signs indicative of Alzheimer’s disease. This is followed by a review of the criteria necessary to diagnose Alzheimer’s disease and the available evaluations for testing cognition and biomarkers. In section two, we consider the possible risk factors for Alzheimer’s disease, such as traumatic brain injury, Down syndrome, cardiovascular risks, environmental factors, and lifestyle factors.

Section three offers insight into new developments in the study and treatment of Alzheimer’s disease and related dementias and provides information regarding reputable sources for further information.

The difficulties caregivers experience are discussed in section four and strategies for supporting those caregivers are provided. Section five presents practical guidance for caring for a person with Alzheimer’s disease, including daily care activities, keeping the person safe, and unwanted behaviors.

Section six reviews prevention and compensation strategies to help people protect their cognitive health as they age. This includes modifiable risk factors that have the potential to reduce the prevalence of Alzheimer’s disease. A special section on protecting our elders from scams is also provided. Course #31-50 | 2023 | 65 pages | 20 posttest questions

Click here to learn more about Alzheimer’s Disease & Dementia

About the Author

Laura More, MSW, LCSW, has been a licensed clinical social worker for over 40 years and has worked in a variety of practice settings, including: rehabilitation, oncology, trauma, skilled nursing, education, and management. She founded Care2Learn, an online continuing education resource for post-acute healthcare professionals. She has co-authored psychology and nursing books as well as authoring hundreds of online courses. Laura is currently a healthcare author/editor of online continuing education courses, specializing in evidence-based research review. She is the recipient of the 2010 Education Award from the American College of Health Care Administrators.

Course Directions

This online course provides instant access to the course materials (PDF download) and CE test. The course is text-based (reading) and the CE test is open-book (you can print the test to mark your answers on it while reading the course document).

Successful completion of this course involves passing an online test (80% required, 3 chances to take) and we ask that you also complete a brief course evaluation. Click here to learn more.


Professional Development Resources is approved by the American Psychological Association (APA) to sponsor continuing education for psychologists. Professional Development Resources maintains responsibility for this program and its content. Professional Development Resources is also approved by the National Board of Certified Counselors (NBCC ACEP #5590); the Association of Social Work Boards (ASWB Provider #1046, ACE Program); the Continuing Education Board of the American Speech-Language-Hearing Association (ASHA Provider #AAUM); the American Occupational Therapy Association (AOTA Provider #3159); the Commission on Dietetic Registration (CDR Provider #PR001); the Alabama State Board of Occupational Therapy; the Arizona Board of Occupational Therapy Examiners; the Florida Boards of Social Work, Mental Health Counseling and Marriage and Family Therapy, Psychology and Office of School Psychology, Speech-Language Pathology and Audiology, Dietetics and Nutrition, and Occupational Therapy Practice; the Georgia State Board of Occupational Therapy; the Louisiana State Board of Medical Examiners – Occupational Therapy; the Mississippi MSDoH Bureau of Professional Licensure – Occupational Therapy; the New York State Education Department’s State Board for Psychology as an approved provider of continuing education for licensed psychologists (#PSY-0145), State Board for Mental Health Practitioners as an approved provider of continuing education for licensed mental health counselors (#MHC-0135) and marriage and family therapists (#MFT-0100), and the State Board for Social Workers an approved provider of continuing education for licensed social workers (#SW-0664); the Ohio Counselor, Social Worker and MFT Board (#RCST100501) and Speech and Hearing Professionals Board; the South Carolina Board of Examiners for Licensure of Professional Counselors and Therapists (#193), Examiners in Psychology, Social Worker Examiners, Occupational Therapy, and Examiners in Speech-Language Pathology and Audiology; the Tennessee Board of Occupational Therapy; the Texas Board of Examiners of Marriage and Family Therapists (#114) and State Board of Social Worker Examiners (#5678); the West Virginia Board of Social Work; the Wyoming Board of Psychology; and is CE Broker compliant  (#50-1635 – all courses are reported within a few days of completion).

Enjoy 20% off all online continuing education (CE/CEU) courses @pdresources.orgClick here for details.

Earn CE Wherever YOU Love to Be!

30% Off Online CE to Celebrate 30 Years!

After 30 years of providing CE, we at PDR are so excited to celebrate our Pearl Anniversary with you – because we know we couldn’t have made it here without you. With thanks, please enjoy 30% OFF all of our online CE courses:

Enjoy 30% off ALL online CE courses in our 30-year anniversary sale! Use promo code "30Years" at checkout to redeem. Sale ends August 31, 2022.

Click Here to Save 30% on CE!

Your 30% discount should automatically apply at checkout, but if for any reason it doesn’t – just enter promo code 30Years and click update to add. Offer valid on future orders only. Sale ends Wednesday, August 31, 2022.

Professional Development Resources, Inc. is a Florida nonprofit educational corporation 501(c)(3) organized in 1992. We provide online continuing education (CE/CEU) courses for Psychologists and School Psychologists, Counselors, Social Workers, Marriage & Family Therapists (MFTs), Occupational Therapists (OTs), Speech-Language Pathologists (SLPs), Registered Dietitian Nutritionists (RDNs), and Teachers.


Professional Development Resources is approved by the American Psychological Association (APA) to sponsor continuing education for psychologists. Professional Development Resources maintains responsibility for this program and its content. Professional Development Resources is also approved by the National Board of Certified Counselors (NBCC ACEP #5590); the Association of Social Work Boards (ASWB Provider #1046, ACE Program); the Continuing Education Board of the American Speech-Language-Hearing Association (ASHA Provider #AAUM); the American Occupational Therapy Association (AOTA Provider #3159); the Commission on Dietetic Registration (CDR Provider #PR001); the Alabama State Board of Occupational Therapy; the Arizona Board of Occupational Therapy Examiners; the Florida Boards of Social Work, Mental Health Counseling and Marriage and Family Therapy, Psychology and Office of School Psychology, Speech-Language Pathology and Audiology, Dietetics and Nutrition, and Occupational Therapy Practice; the Georgia State Board of Occupational Therapy; the Louisiana State Board of Medical Examiners – Occupational Therapy; the Mississippi MSDoH Bureau of Professional Licensure – Occupational Therapy; the New York State Education Department’s State Board for Psychology as an approved provider of continuing education for licensed psychologists (#PSY-0145), State Board for Mental Health Practitioners as an approved provider of continuing education for licensed mental health counselors (#MHC-0135) and marriage and family therapists (#MFT-0100), and the State Board for Social Workers an approved provider of continuing education for licensed social workers (#SW-0664); the Ohio Counselor, Social Worker and MFT Board (#RCST100501) and Speech and Hearing Professionals Board; the South Carolina Board of Examiners for Licensure of Professional Counselors and Therapists (#193), Examiners in Psychology, Social Worker Examiners, Occupational Therapy, and Examiners in Speech-Language Pathology and Audiology; the Tennessee Board of Occupational Therapy; the Texas Board of Examiners of Marriage and Family Therapists (#114) and State Board of Social Worker Examiners (#5678); the West Virginia Board of Social Work; the Wyoming Board of Psychology; and is CE Broker compliant  (#50-1635 – all courses are reported within a few days of completion).

Enjoy 20% off all online continuing education (CE/CEU) courses @pdresources.orgClick here for details.

Earn CE Wherever YOU Love to Be!

Holiday CE Sale!

Holiday CE Sale @pdresources.org

With only 10 days left of 2017, now is a great time to catch up on any remaining CE you still need, or stock up for 2018. Earn CE wherever YOU love to be and SAVE 20-30% on courses now @ PDR:

Holiday CE Sale

Your holiday savings will automatically apply at checkout based on order total, after coupons (yes, you can ALSO use a coupon! :).

20% Off orders $1 to $49

25% Off orders $50 to $99

30% Off orders $100 or more!

Courses must be purchased together (separate orders cannot be combined to receive a greater discount). Offer valid on future orders only. Hurry, sale ends Tuesday, December 26, 2017. Shop now!

APA-Approved Online CE for Psychologists

ASHA-Approved Online CEUs for SLPs

NBCC-Approved CE for Counselors & MFTs

AOTA-Approved Online CEUs for OTs

ASWB-Approved Online CE for Social Workers

CDR-Approved Online CEUs for Dietitians

APA-Sponsored Online CE for School Psychologists

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: PsychologistsCounselorsSocial WorkersMarriage & 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!

Prescription Drug Abuse – New CE Course

New Online CE Course @pdresources.org

Prescription Drug Abuse is a new 3-hour online continuing education (CE) course that examines the misuse of prescription drugs (including opioids) in the United States.

Prescription Drug Abuse

Misuse of prescription drugs means “taking a medication in a manner or dose other than prescribed; taking someone else’s prescription, even if for a legitimate medical complaint such as pain; or taking a medication to feel euphoria” and is a serious public health problem in the United States.

Click here to learn more.

When taken as prescribed, medication can be of great benefit to a patient, helping reduce pain, save lives, and improve one’s overall quality of life. However, when individuals misuse their prescribed medications or take medications not prescribed to them, the consequences can be disastrous. Illicit drug use, including the misuse of prescription medications, affects the health and well-being of millions of Americans. Among other deleterious effects, cardiovascular disease, stroke, cancer, infection with the human immunodeficiency virus (HIV), hepatitis, and lung disease can all be affected by drug use. The important thing to remember is that the medications are not inherently bad in and of themselves – it is how people use (and abuse) them that creates a problem.

Prescription Drug Abuse CE CoursePrescription Drug Abuse will discuss what drives people to abuse prescription drugs and how they obtain them; diagnostic criteria for substance use disorder; history and progression of prescription drug abuse, including types and classes of drugs used; and the cost of prescription drug abuse on addicts and non-addicts alike. The course will then review the sequence of treating individuals who have a prescription drug use disorder, including screening, assessment, diagnosis, treatment, and maintenance. Screening tools, assessment instruments, treatment programs, and evidence-based recommendations are included. Comorbidity between substance use disorder and mental disorders is also discussed. Course 31-00 | 50 pages | 20 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.

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: PsychologistsCounselorsSocial WorkersMarriage & 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!

Zero Order Skills

Course excerpt from Improving Social Skills in Children & Adolescents

Zero Order SkillsThis subset of skills is best defined as skills that are only significant when they fail to exist. “The ability to follow another person’s gazing gesture (head turn paired with eye gaze shift) or pointing gesture is an important milestone in early communicative development as it serves as a governing factor in both social interactions and referential communication between a young child and an adult” (John & Mervis, 2010).

Many children who have learning disabilities also show soft neurological symptoms. They generally involve coordination and motor skills. Pediatricians will assess soft signs in simple activities, such as “touch your nose with your finger” or “walk on your heels” (Lavoie, 2005, p.13).

These neurological symptoms manifest themselves in the child’s zero order skills. For example, a common soft sign is a child’s inability to track with his eyes without moving his head. When you are having a conversation with others at the dinner table, you make eye contact with each person as he or she speaks. You establish eye contact by moving your head slightly and moving your eyes to meet the gaze of your conversation partner. Children with this soft sign may, instead, keep their eyes fixed and move their head in order to establish and maintain eye contact. As you can imagine, this behavior will be viewed as odd. Although the behavior is normal for an infant, it is uncommon for a school-age child.

The ability to track a conversation as a zero order skill is noticeable only when it does not exist. It is highly unlikely that you would say, “I really like Frank, He’s so social! He always makes eye contact during conversations without moving his head very much.”

Lavoie (2005) lists the neurological soft signs that are commonly found in children with learning disorders and their corresponding zero order skills:

  • Hyper reaction
  • Hypo reaction
  • Attentional dysfocus
  • Perseveration
  • Motor speed problems
  • Bimanual coordination problems
  • Balance problems
  • Mirror movements
  • Copying deficits
  • Echolalia (repetition of speech sounds)
  • Left/right disorientation
  • Immature distance notion


A significant zero order skill that may be missing in children with social skills deficits is the “standing face.” Most people have a standing face that is relaxed and opened. Those with standing face have a slack open mouth look about them; serious or aloof. This type of face alludes to boredom or superiority. It is not attractive to others and is off-putting.

According to Terra (2010), “the goal may not be to adopt an artificial wardrobe of empty smiles, but to master the facial posture of someone who comes across as engaged and relaxed. This can involve ‘cocking’ the head to the side to convey interest, making 8-second interval eye contact, changing physical position (such as leaning slightly forward), gestures of approval such as sporadic smiles, nods, and ‘aha’ looks, and nonverbal cues (‘hmmmm’, ‘uh-huh’ and ‘ah’).”

Basic hygiene is also a zero order skill, only noticeable if it is not there. Effort needs to be made to teach children basic hygiene because of its impact on social relationships.

Click here to learn more.

Improving Social Skills in Children & AdolescentsImproving Social Skills in Children & Adolescents is a 4-hour online continuing education (CE/CEU) course that discusses the social skills children and adolescents will need to develop to be successful in school and beyond. It will demonstrate the challenges and difficulties that arise from a deficit of these crucial skills, as well as the benefits and advantages that can come about with well-developed social skills. This course will also provide practical tools that teachers and therapists can employ to guide children to overcome their difficulties in the social realm and gain social competence. While there are hundreds of important social skills for students to learn, we can organize them into skill areas to make it easier to identify and determine appropriate interventions. This course is divided into 10 chapters, each detailing various aspects of social skills that children, teens, and adults must master to have normative, healthy relationships with the people they encounter every day. This course provides tools and suggestions that, with practice and support, can assist them in managing their social skills deficits to function in society and nurture relationships with the peers and adults in their lives. Course #40-40 | 2016 | 62 pages | 35 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.

Professional Development Resources is approved to sponsor 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 Speech-Language Hearing Association (ASHA); the American Occupational Therapy Association (AOTA Provider #3159); 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), 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).

Suicide Prevention – New Online CE Course

New Online CE Course @pdresources.org

Suicide Prevention: Evidence-Based StrategiesSuicide Prevention: Evidence-Based Strategies is a new 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 on this complex subject for psychologists, marriage & family therapists, professional counselors, and social workers. 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. 30-97 | 2017 | 60 pages | 20 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 to sponsor 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 Florida Boards of Social Work, Mental Health Counseling and Marriage and Family Therapy (#BAP346), 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).
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Strengthening Self-Control for Weight-Loss

Course excerpt from Behavioral Strategies for Weight Loss

Strengthening self-control for weight lossNow recognized as the most pressing health concern, weight gain in the United States impacts every part of our health – from increased rates of disease to greater incidence of mental health problems such as depression and addiction. In accordance, the weight loss industry has grown monumentally, branching into all areas of our lives. We now have weight pills, diets, low calorie foods, small quantity packaging, stimulant drinks and metabolic diet programs – just to name a few.

Yet the problem of not getting ourselves to do things, as behavioral economists know, is what underlies how we make decisions. Not just about weight loss, but about many things we should be doing – from saving money, to spending more time with our family, to contributing to charity. And understanding how we think about weight loss is at the core of how we actually go about making the daily decision to leave the donuts in the box.

When we want to change a behavior, what matters is not our intention to change, but the amount of self-control we have to actually execute the change. Our self-control – like any other muscle – can be strengthened. Let’s look at some ways we can do this:

  1. Use strategies that increase attention to the benefit of an activity throughout the duration of the activity. Running always looks better to us before we do it than when we are actually doing it. In order to be successful then, we are going to need to find ways to remind ourselves of the benefit of running while we are running. For example, we can use text reminders about the specific health benefits designed to be delivered during our run. We can also do this with statistics, reminding ourselves of other desirable outcomes – such as increased intelligence, emotional regulation, creativity, or optimism – linked to running. Or we can use in-run reminders delivered to us by our supporters. Like being cheered for along the course of a marathon, having a close friend or family member send us some virtual cheering might just make us want to run a few more miles.
  2. Reduce exposure to tempting options. It’s in our very nature to exaggerate the temptation costs of avoiding alluring options. If for no other reason than this, we should make every effort to avoid exposure to them. Having someone else order off the menu for us while we avoid looking at it, avoiding the grocery store and instead using a preset online shopping order can go a long way toward making sure the tasty muffins don’t end up in our shopping cart, or on our plate.
  3. Ensure that the long term goals are as certain as possible. As we know, the more uncertain our long term goals are, the more likely we will be to discount the risk in giving in to our impulses. And this effect is exaggerated when we depend highly on that long term goal. For this reason, whatever long term goals we choose, we should be certain we can get there.
  4. Incorporate mastery. We know that in order to continue doing something, we have to have an interest in it. And interest is highly linked to mastery. To incorporate mastery then, we should focus on learning goals, such as being able to shoot a free throw shot in proper form, learning the correct biomechanics of running, or learning how to ride a horse.
  5. Avoid performance goals. Performance goals, as we know, are linked to higher performance, but not continued involvement. If we want to change behavior, and cultivate continued involvement, we should make every effort to avoid performance goals.
  6. Minimize hot states. We know that when in hot states we are prone to errors in judgement and impulsive decisions. Minimizing hot states, and, at the very least, separating them from the self-control decisions we need to make, might not just help us steer clear of some nasty fights with our spouse, but also ensure that our waistlines don’t pay the price for them.
  7. Develop strategies to combat procrastination. Because chronic procrastination weakens executive function and lowers mood, we should make every effort to minimize it. We can do this through preset commitments. Giving $1000 to our neighbor to keep unless we follow through on our required tasks (thereby avoiding procrastination), quite likely will spur our motivation – and keep that $1000 in our pocket. On the other hand, we can also limit our exposure to more pleasurable (and deceptively distracting) options. Disconnecting, moving, or giving away the television, not surprisingly, might just help us get our work done – instead of watching the latest sitcoms.
  8. Find ways to replenish self-control. Self-control is a limited resource, and the more we use it without replenishing it, the less of it we have. In order to replenish self-control we have to allow ourselves areas of our lives we can have free choice. For example, if we have spent all day restricting our impulse to go on Facebook, yet we’d like to be able to convince ourselves to go to the gym after work, by first giving ourselves one half hour to do whatever – such as calling a friend, going on a walk, or taking a nap – we’d like, we are much more likely to make it to the gym.
  9. Minimize contact with self-control drains. Self-control is influenced by several factors, but one of the most insidious ways self-control can be derailed is through hanging out with the wrong people. When we see those around us giving in to impulses, suddenly we find a host of reasons why we should also. Not only do we not want to miss out on what we see someone else getting (it’s never fun to watch someone enjoy a delicious brownie right in front of us), but those justifications become that much easier (it’s always much easier to find reasons to do something someone else is already doing). So one of the best things we can do for our self-control is to protect it from the things (and people) that drain it. When we notice who around us doesn’t exhibit the level of self-control we desire and minimize our contact with them, suddenly the power to control impulses becomes that much easier.

Behavioral Strategies for Weight LossBehavioral Strategies for Weight Loss is a 2-hour online continuing education (CE) course that exposes the many thought errors that confound the problem of weight loss and demonstrates how when we use behavioral strategies – known as commitment devices – we change the game of weight loss.

While obesity is arguable the largest health problem our nation faces today, it is not a problem that is exclusive to those who suffer weight gain. For therapists and counselors who work with those who wish to lose weight, there is ample information about diet and exercise; however, one very large problem remains. How do therapists get their clients to use this information? Packed with exercises therapists can use with their clients to increase self-control, resist impulses, improve decision making and harness accountability, this course will not just provide therapists with the tools they need to help their clients change the way they think about weight loss, but ultimately, the outcome they arrive at. Course #21-13 | 2016 | 31 pages | 15 posttest questions

CE Credit: 2 Hours

Target Audience: Psychologists | Counselors | Social Workers | Occupational Therapists | Marriage & Family Therapists | Nutritionists & Dietitians

Learning Level: Intermediate

Course Type: Online
Professional Development ResourcesProfessional Development Resources is a nonprofit educational corporation 501(c)(3) organized in 1992. Our purpose is to provide high quality online continuing education (CE) courses on topics relevant to members of the healthcare professions we serve. We strive to keep our carbon footprint small by being completely paperless, allowing telecommuting, recycling, using energy-efficient lights and powering off electronics when not in use. We provide online CE courses to allow our colleagues to earn credits from the comfort of their own home or office so we can all be as green as possible (no paper, no shipping or handling, no travel expenses, etc.). Sustainability isn’t part of our work – it’s a guiding influence for all of our work.
We are 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 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 one week of completion).

 

Technology in Supervision

Course excerpt from Clinical Supervision for Healthcare Professionals

Technology in SupervisionTechnology can be a valuable asset in clinical supervision. It can also, however, detract from both treatment and supervision if the technology itself becomes the focus due to novelty – or worse to poorly functioning technology. As technology use becomes more common and the technical aspects are resolved, it may become a standard part of supervision.

The American Psychological Association recommends, “Supervisors should use live observation or audio or video review techniques whenever possible, as these are associated with enhanced supervisee and client/patient outcomes.” Memory and cognitive processing, as well as the supervisee’s biases and self-protective distortions, affect the supervisee’s self-report, making live or recorded supervision more objective and thus more effective than the supervisee’s recall of treatment (APA, 2014). Self-report is easy; there is no equipment to manage, no explanations to give the patient, and no concerns about HIPAA issues. But it is not the most effective means of supervision.

The practice setting may not have two-way mirrors or other ways to provide synchronous supervision during a therapy session. However, improved technology can provide new methods for supervision that benefit both therapists and supervisors. For example, remote access is available through teleconferencing technology. Therapists who previously had to travel to visit a supervisor can link electronically for virtual supervision. Therapy sessions can be livecast, with the supervisor providing input to the therapist via an earpiece or text. Videotaping also allows for review of a therapy session after the fact, when the therapist and supervisor have had time to mentally review the session.

Telesupervision

Telesupervision works for many disciplines. Chipcase (2014) found it effective when used in conjunction with face-to-face clinical supervision for occupational therapists, physical therapists, and speech-language pathologists. Most therapists reported satisfaction with telesupervision as long as it was not the sole means of supervision. As expected, there are barriers to this type of supervision. Low bandwidth and erratic connectivity can make sessions difficult. Ambient noise can be an issue; multiple cameras and microphones can often compensate for audio problems. Chipcase noted that “cyclical problem solving” by supervisors and supervisees improved the learning experience.

Research has found that live video consultation increases positive client outcomes when a therapist is learning a new evidence-based treatment strategy. While phone consultation is helpful, live video consultation had a small but significant advantage over telephone-only consultation (Funderburk, 2014). Rousmaniere (2016) reports the efficacy of remote live supervision using internet videoconferencing. The supervisee could be in another part of the same building as the supervisor, or in another city. Equipment needed includes a computer, webcam, and external microphone (wired or wireless). It is important that sound quality be maximized so all conversation is clearly understood. Rousmaniere noted that this equipment would cost less than $250 total from an electronic retail store.

Most national professional organizations now approve the use of technology for supervision: telephone or video conferencing and recording, Skyping, text messaging, and other forms of technology to make the process more convenient and efficient. The American Association of Marriage and Family Therapists approves the use of technology for supervision and mentoring as long as it is secure and meets AAMFT ethical standards in their Code of Ethics. The organization says that it added technology provisions for the following reasons: “requested by members, fits contemporary standards, assists with access for distance difficulties, and enhances philosophical fit between MFT trainees and supervisors” (AAMFT, 2014).

The American Psychological Association recommends that psychotherapists be aware of and follow any relevant laws and regulations in regard to practice and technology as well as supervision and technology (APA, 2014). It is important for any technology system to meet HIPAA standards. The rewards are worth the investment of time and money. A study of pediatric mental health services found HIPAA-compliant video teleconferencing allowed direct patient care in a familiar setting for children and families in rural areas. The number of children served increased as early identification spotted children in need of services through remote screenings (Schroepfer, 2014).

  • Research carefully any technology used for client information or communication. HIPAA compliance rules may change over time, and not all companies providing technology services keep up with healthcare regulations. Videoconferencing has the highest risk. Ask for guarantees of safety for protected health information under HIPAA. If the vendor is not fluent in the latest HIPAA requirements, find another vendor (Gurung, 2015).


Telesupervision does not work for every client. Chipcase (2014) reported that therapists working with children found that many children liked the idea of being “on television.” But some patients do not understand or like technology involved in treatment sessions. Some patients will not be able to give informed consent. It is important to communicate clearly the reason telesupervision is being used. For example, “My supervisor is an expert in helping people with your diagnosis. Her feedback could be very helpful for us both.” Written consent forms should be used. The patient should have the right to decline further telesupervision activity at any time (Rousmaniere, 2016).

Likewise, not all supervisees are appropriate for remote live telesupervision. During telesupervision, the supervisee must split attention between the patient and the feedback given (via earpiece or on a screen) by the supervisor. A supervisee who is very anxious or has attention issues may have problems focusing on the session. Rousmaniere discusses the supervisee who becomes confused or lost, and then follows the supervisor’s suggestions without processing the implications for future practice. Not all supervisors are effective in telesupervision, either. Telesupervision is recommended for experienced supervisors who are comfortable using technology and can manage the divided attention required for effective supervision and client treatment.

Clinical Supervision for Healthcare ProfessionalsClinical Supervision for Healthcare Professionals is a 3-hour online continuing education (CE) course that will outline best practices in psychotherapy supervision and review the structure of the supervisory relationship. Topics presented include developmental models of supervision, goals of the supervisory experience, ethics and risk management in the supervision process, using technology in supervision, 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. Although this course is primarily written for psychotherapists, many of the essential facets of supervision apply to other disciplines such as occupational therapy and social work. Use this information to further your own competency as a clinical supervisor. Course #30-92 | 2017 | 48 pages | 20 posttest questions

CE Credit: 3 Hours

Target Audience: Psychologists | Counselors | Social Workers | Occupational Therapists | Marriage & Family Therapists

Learning Level: Intermediate

Course Type: Online
Professional Development Resources is a nonprofit educational corporation 501(c)(3) organized in 1992. Our purpose is to provide high quality online continuing education (CE) courses on topics relevant to members of the healthcare professions we serve. We strive to keep our carbon footprint small by being completely paperless, allowing telecommuting, recycling, using energy-efficient lights and powering off electronics when not in use. We provide online CE courses to allow our colleagues to earn credits from the comfort of their own home or office so we can all be as green as possible (no paper, no shipping or handling, no travel expenses, etc.). Sustainability isn’t part of our work – it’s a guiding influence for all of our work.
We are 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 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 one week of completion).