Addiction Professional – NAADAC

This course explores the concept of racial trauma, its sources, effects, and implications for behavioral health services. Key topics include defining racial trauma, its psychological wounds, vulnerabilities, and its impact on dehumanization and treatment approaches. Racial trauma inflicts deep losses, robs identity, wounds morality, and silences individuals. It manifests in various forms, including physical deterioration, misdiagnosis, attachment issues, and a longing for escape. Recognizing and addressing these impacts is crucial for providing effective behavioral health support to African Americans.

Addressing racial trauma requires acknowledging historical and present injustices, fostering safety and trust, promoting cultural humility, and offering holistic support to address the complex interplay of psychological, social, and physical impacts.

1. Define and describe the concept of racial trauma, including its various manifestations and impacts on individuals and communities, as outlined in the provided article.
2. Describe the six common sources of racial trauma.
3. Outline the four core psychological wounds associated with racial trauma
4. Summarize the importance of identity and belonging in relation to racial trauma, including how these factors are essential for safety, survival, sanity, esteem, relationships, and overall well-being, as discussed by the speaker in the group discussions.
5. Identify strategies and interventions to help build or rebuild identity and a sense of belonging among individuals affected by racial trauma.

This course explores a review of various noninvasive nonpharmacological forms of treatment for chronic pain. It focuses on five common chronic pain conditions in adults including chronic low back pain, chronic neck pain, osteoarthritis (knee, hip, hand), fibromyalgia, and chronic tension headaches. The course gives an overview of the benefits and harms of different types of noninvasive nonpharmacological forms of treatment. The types of treatment discussed include exercise, mind-body practices, psychological therapies, multidisciplinary rehabilitation, mindfulness practices, manual therapies, physical modalities and acupuncture.

1. Describe the forms of noninvasive nonpharmacological treatment for chronic pain that are discussed in the article.
2. Outline the evidence for various noninvasive nonpharmacological treatment for chronic pain.

This guide focuses on research supporting adaptations of evidence-based practices (EBPs) for under-resourced populations. Adaptations involve tailoring care, programs, and services to the cultural, social, gender, and demographic contexts of the people served to yield positive outcomes.

1. Describe the process of cultural adaptation of evidence-based practices (EBPs) for under-resourced populations.
2. Summarize the importance of maintaining a balance between fidelity to the original EBP and cultural adaptation.
3. Describe the steps involved in the cultural adaptation process of EBPs.
4. Define community engagement and its importance in the cultural adaptation of evidence-based practices.

"Recovery" means: to bring back to a normal position or condition; to find or identify again; to save from loss and restore to usefulness. People become dependent on substance and alcohol for many different reasons. Their stories are all different, however, the emotional and physical effects are similar. The goals in treatment are to identify the source of the deeper issues and work through them to enable recovery.

This training will address the following stages of substance/alcohol usage: use, misuse, abuse, dependence and addiction. Additionally, interventions, counseling approaches and steps to recovery will be addressed.

• Identify the key stages: from drinking and transition to early and ongoing recovery.
• Outline the therapeutic tasks and pitfalls that characterize each stage.
• Implement interventions with individual family members, as well as the system as a whole, helping to restructure roles, interactions and beliefs that have been shaped by addiction.
• Describe importance of facilitating the family's use of outside sources of support.
• Apply knowledge from this course to practice and/or other professional contexts.

SEE MATERIAL BELOW

1. Conceptualize addiction from a schema therapy perspective.
2. Describe approaches for empathically engaging and confronting clients struggling with addictions.
3. Outline approaches to hep clients with addictions build a healthy adult self while healing attachment and other core needs.
4. Describe how to balance change, setting limits, and meeting real needs in the therapy process.
5. Summarize how to target the central addictve mode with clients struggling with addiction.

Course Description

This course is aimed at counselors and healthcare professionals wishing to improve their knowledge on Addressing Suicidal Thoughts and Behaviors in Substance Abuse Treatment. Suicide risk is an issue that every frontline substance abuse counselor must be able to address. Research consistently shows a high prevalence of suicidal thoughts and attempts among persons with substance abuse problems who are in treatment (Ilgen, Harris, Moos & Tiet, 2007) and a significant prevalence of death-by-suicide among those who have at one time been in substance abuse treatment when compared with those who do not have a diagnosis of substance use disorder (Wilcox et al., 2004). As a result, substance abuse treatment providers must be prepared to gather information routinely and participate in the treatment of clients at risk for suicidal behavior. Suicidal thoughts and behaviors are also a significant indicator of other co-occurring disorder (depression, bipolar disorder, PTSD, schizophrenia, and some personality disorders) that will need to be explored, diagnosed, and addressed to improve outcomes of substance abuse treatment.

• summarize background information concerning substance use disorders and suicidality.
• describe a process for addressing suicidal thoughts and behaviors in substance abuse treatment.
• identify competencies for working with clients with suicidal thoughts and behaviors.

Improve your knowledge on the Diagnosis and Treatment of ADHD in Children and Adolescents with this course. Attention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder characterized by excessive amounts of inattention, hyperactivity, and impulsivity that are pervasive and impairing in multiple contexts. ADHD symptoms arise from executive dysfunction and emotional dysregulation is often considered a core symptom (Brown, 2008). This systematic review updates and extends two previous Agency for Healthcare Research and Quality (AHQR) systematic evidence reviews. It focuses on the comparative effectiveness of methods to establish the diagnosis of ADHD, updates the comparative effectiveness of pharmacologic and nonpharmacologic treatments, and evaluates different monitoring strategies in the primary care setting. The data sources consist of numerous relevant English-language studies published between 2011 and 2016 in PubMed, Embase, PsycINFO and the Cochrane Database of Systematic Reviews.

1. describe the process used to evaluate the Strength of Evidence (SOE) for studies included in the 2018 Comparative Effectiveness Review Number 203 comparing strategies to diagnose, treat and monitor children with attention deficit hyperactivity disorder (ADHD).
2. list a variety of pharmacological and non-pharmacological treatments used for children with ADHD and describe the findings for studies related to these treatments.
3. identify key messages of the 2018 Comparative Effectiveness Review Number 203 comparing strategies to diagnose, treat and monitor children with attention deficit hyperactivity disorder (ADHD).

This course is aimed at clinicians and health-care professionals wishing to deepen their understanding of adolescent behavior. It was written by Robert Yourell, a licensed psychotherapist and expert in stress management, brain injury recovery, and behavioral psychology.

Adolescence can be a time of both disorientation and discovery. The transitional period can raise questions of independence and identity; as adolescents cultivate their sense of self, they may face difficult choices about academics, friendship, sexuality, gender identity, drugs, and alcohol. Many adolescents engage in behaviors that challenge societal norms. This can include delinquent behaviors. But, a significant proportion have significant psychiatric or emotional problems that can hobble their transition into a fulfilling adulthood. The course reviews adolescent behavior from a biopsychological perspective. It aims to help the reader gain a better understanding of the differences between normal and pathological adolescent behaviors, and to distinguish patterns of behavior that are cause for concern.

• Distinguish between normal and pathological adolescent behaviors and family dynamics, and recognize the developmental challenges that they represent.
• Describe the range of adolescent behaviors typically encountered by clinicians and case managers.
• Recognize issues of sexuality and parenting and reasons for concern.
• Outline the features of interventions intended to prevent unwanted pregnancy and SDT transmission.
• Identify evaluation and steps pertaining to safety for violence and suicide risk.
• Apply knowledge from this course to practice and/or other professional contexts.

This course reviews aging from a bio-psychosocial perspective, with a focus on long-term care. It is written by a therapist with experience as a clinical coordinator and case manager for residential care and skilled nursing facilities. The mental health professional can play a vital role in the well being of elderly individuals and their families and caregivers. Therapists can help aging individuals restore and maintain meaningful activities and a valued identity. Therapists can help families and caretakers improve their support for the aging individual as well as their own well being.

This course reviews mental health challenges of aging. These include adjustments to change and loss, cognitive changes, psychiatric disorders, and recovery from abuse, exploitation and neglect. The anticipated population of elderly persons relative to younger wage earners will produce strains in the systems of care that will lead to increased mental health and family stress issues. This course will review the demographic changes and challenges to staff and family members posed by these changes. The older population is highly vulnerable to abuses such as fraud, violence, and neglect. Legal and ethical issues are covered, primarily regarding reporting of suspected abuse, exploitation, or neglect.

• This course will enable clinicians to:
• Describe aging from a bio-psychosocial perspective.
• Effectively help families that have issues related to aging.
• Outline mental health issues to which the elderly population is vulnerable.
• Describe long-term care issues pertaining to the aging population.
• Identify alternative arrangements for the elderly.
• Respond effectively, safely, and ethically to concerns regarding elder abuse.
• Apply knowledge from this course to practice and/or other professional contexts.

This course offers a comprehensive view of alcohol and substance use. Cultural attitudes and legal sanctions are addressed. Bio-psychosocial issues will be addressed as well has gender issues related to cause and effect of alcohol/substance abuse. Different types of drugs are addressed as well as their addictive qualities and medical implications. Assessment, intervention and behavioral modalities are included in this comprehensive training on alcohol and chemical dependency training.

• Describe the consequences of drinking in terms of ability to drive, interactions with medicines, interpersonal problems, alcohol-related birth defects, and long-term health problems.
• List signs and symptoms of alcohol use and intoxication, and withdrawal.
• Compare and contrast the impact of gender in the prevalence, cause and effects of alcohol abuse.
• List the criteria that define fetal alcohol syndrome.
• List signs and symptoms of drug abuse and withdrawal.

Course Description

This course is aimed at health-care professionals wishing to deepen their knowledge of Alzheimer's Disease. Alzheimer's is a type of dementia that affects memory, thinking and behavior. Symptoms eventually grow severe enough to interfere with daily tasks. Alzheimer's Disease (AD) is the most common cause of dementia, a general term for memory loss and other cognitive abilities serious enough to interfere with daily life. Although intrinsically linked to old age, Alzheimer's is not a normal part of aging. However, our aging society does make AD an especially critical issue. The 80 and older age group is now the fastest growing segment of the population, and this is particularly relevant when discussing neurodegenerative diseases like AD because the number of people with the disease doubles for every 5-year age interval beyond age 65.

This course describes the main areas in which researchers are working, and highlights new approaches for helping families and friends care for people affected by AD.

Alzheimer's Disease: Unraveling the Mystery

National Institute on Health

<!--

http://www.nia.nih.gov/NR/rdonlyres/0FA2EE06-0074-4C45-BAA3-34D56170EB8B/0/Unraveling_final.pdf

-->

Learning Objectives

After completing this training the health care professional will be able to:

• Describe long-term care issues pertaining to the aging population.
• Describe alternative arrangements for the elderly.
• Identify mental health issues to which the elderly population is vulnerable.
• Identify alzheimer's stages, activities of daily living, cognitive and emotional changes
• Assess the treatment strategy currently being used by physicians for patients with Alzheimer's disease.
• Apply knowledge from this course to practice and/or other professional contexts.

*Note: The content for this course is Part 3 and Part 4 of the document.

Alzheimer's disease is an irreversible, progressive brain disease that slowly destroys memory and thinking skills, eventually even the ability to carry out the simplest tasks. In most people with AD, symptoms first appear after age 60. AD is caused by a disease that affects the brain. In the absence of disease, the human brain often can function well into the 10th decade of life. Not so long ago, we were not able to do much for people with AD. Today, that situation is changing. Thousands of scientists, voluntary organizations, and health care professionals are studying AD so that they can find ways to manage, treat, and one day prevent this terrible disease.

This training was developed by National Institute on Drug Abuse?(NIH) to assist clinical professionals in understanding Alzheimer's disease, research on causes, diagnosis, prevention, potential treatments, and caregiver support. This training is in the public domain. CEUnits.com has developed a course based on this public information.

• Describe long-term care issues pertaining to the aging population.
• Identify alternative arrangements for the elderly.
• Respond effectively to mental health issues to which the elderly population is vulnerable.
• Identify alzheimer's stages, activities of daily living, cognitive and emotional changes
• Assess the treatment strategy currently being used by physicians for patients with Alzheimer's disease.
• Apply knowledge from this course to practice and/or other professional contexts.

*Note: The content for this course is the Introduction, Part 1, and Part 2 of the document.

Alzheimer's disease is an irreversible, progressive brain disease that slowly destroys memory and thinking skills, eventually even the ability to carry out the simplest tasks. In most people with AD, symptoms first appear after age 60. AD is caused by a disease that affects the brain. In the absence of disease, the human brain often can function well into the 10th decade of life. Not so long ago, we were not able to do much for people with AD. Today, that situation is changing. Thousands of scientists, voluntary organizations, and health care professionals are studying AD so that they can find ways to manage, treat, and one day prevent this terrible disease.
This training was developed by National Institute on Drug Abuse?(NIH) to assist clinical professionals in understanding Alzheimer's disease, research on causes, diagnosis, prevention, potential treatments, and caregiver support. This training is in the public domain. CEUnits.com has developed a course based on this public information.

• Describe long-term care issues pertaining to the aging population.
• Identify alternative arrangements for the elderly.
• Respond effectively to mental health issues to which the elderly population is vulnerable.
• Apply knowledge from this course to practice and/or other professional contexts.

Improve your understanding of anger and addiction with this Anger Management course. Anger is one of the fundamental emotions present in human beings. It can range from mild irritation to full outrage, and is seen as a predictor of aggressive behavior. In some cases, the hostility of an individual increases to a degree that is harmful to social situations, goal achievement, family life and job opportunities. This harmful behavior generally falls under the scope of what is known as open aggression. It stems from a need to feel in control, and prompts individuals to lash out because of feelings of rage and to become physically or verbally violent and aggressive.

Anger and substance abuse are strongly correlated. A recent report shows that nearly 40% of cocaine users suffer from different levels of aggression (BMC Psychiatry, 2018). Another study on incarcerated adolescents showed that outwardly expressed anger was significantly related to alcohol use (Addictive Behaviors, 2004). It is not uncommon for individuals to develop a dependent cycle of anger and substance abuse, or for them to use substances to cope with anger without realizing it.

• Identify how anger and violence and substance use are linked.
• Articulate the difference between anger and aggression
• Describe the various myths of anger and how to deal with them
• Identify actions and events that trigger anger.
• Describe how to conduct anger management sessions that can help a person channel their negative energy in the right direction.
• Describe how women and men channel anger differently and how to deal with both genders during anger management sessions.
• Apply knowledge from this course to practice and/or other professional contexts.

Clinicians are increasingly called upon to see clients who present with co-occurring disorders (COD). This course consists of three parts: (1) an overview of the basic screening and assessment approach that should be a part of any program for clients with COD; (2) an outline of the twelve steps to an ideal assessment, including some instruments that can be used in assessing COD and re-assessing over the course of treatment; and (3) a discussion of key considerations in treatment matching.

Note: In the section entitled \"Assessment Step 6: Determine Quadrant and Locus of Responsibility\" there is a typo. For Quadrant II the table should read: More severe mental disorder/Less severe substance disorder.

• Describe a basic screening and assessment approach that should be a part of any program for clients with COD.
• Describe a model for an optimal process of evaluation for clients with COD.
• Identify key considerations in treatment matching.

This article reviews the effectiveness of behavioral interventions, including CBT, biofeedback, relaxation training, and mindfulness-based therapies, for migraine prevention in adults and adolescents. It highlights modest benefits in reducing migraine frequency and disability, with limited evidence for pediatric populations. Mindfulness-based stress reduction may enhance quality of life compared to education, while behavioral sleep modification shows potential for chronic migraines. Adverse effects are rarely reported, and evidence for individual components is inconclusive due to study limitations. The review emphasizes the need for standardized methodologies and further research to evaluate behavioral strategies alongside pharmacologic treatments for migraine management.

1. Define and describe the role of behavioral interventions, such as CBT, biofeedback, and relaxation training, in reducing migraine frequency and disability.
   Outline and summarize the comparative effectiveness of mindfulness-based stress reduction and other behavioral therapies versus pharmacologic treatments for migraine prevention.
2. Identify the limitations and gaps in the existing evidence on behavioral interventions for migraines, particularly in pediatric and adolescent populations.
3. Describe the potential benefits of integrating biopsychosocial factors into migraine prevention strategies and their implications for future research.

This course aims at helping therapists and psychiatrists understand all aspects of Bipolar disorder. This course elaborates on symptoms that affect patients, various stages of this disorder and tools that can help patients cope with mood swings. This course also elaborates on effective medications, harmful medications that should not be prescribed and other treatment methods that can help patients. This course also provides information about the effects of bipolar disorder on a pregnant women and which medications should be avoided during pregnancy. To help therapists understand about the prevalence of this disorder in USA, a few case studies and survey results are also included in this course. Sample screening tests are included in this course to help medical professionals formulate their own screening questions.

• Identify the symptoms of Bipolar Disorder
• Differentiate betweem the different stages of Bipolar Disorder
• Implement coping strategies
• Identify the four basic types of bipolar disorder and the symptoms of mania, depression, and other ranges of moods associated with the illness
• Identify medications and treatment modalities for Bipolar clients
• Understand the effects of Bipolar Disorder in Pregnancy

For many of the problems that our clients present we might wonder what role the brain plays. Recent knowledge tells us that a full understanding includes many feedback loops: the brain shaping behavior, health, and emotional health AND behavior, experiences, relationships and cognition affecting brain function, physiology, and structure.



The brain-based therapy approach reveals and utilizes these important reciprocal factors to provide guideposts for rich evidence-based treatment.


Table of Contents

1. Foundations

1. Sea Change in Psychotherapy


2. Neuroscience


3. Developmental Neurobiology


4. Memory


5. Nutrition


6. Gender Differences

Applications

1. Overview


2. Stress, Trauma, and Change


3. Anxiety, Panic and GAD


4. PTSD


5. OCD


6. Depression


7. SEEDS and Summary

• Summarize the many reciprocal relationships between brain and behavior.
• Describe key reciprocal relationships of brain, behavior, and experience in life span development.
• Outline reciprocal relationships of brain, behavior, and experience regarding memory, nutrition, and gender differences.
• Apply reciprocal relationships of brain, behavior, and experience to commonly presented emotional/behavioral/interpersonal/mental health problems.

This course addresses the problem of families with one or more adult children that have impairments that their parents or caretakers have not been able to cope with. (For brevity, this course will refer to parents throughout, although other family members or caretakers may be involved.) These adult children have been unable to leave home

• Outline the application of psychoducational and negotiation interventions in revolving door families.
• Describe the use of family therapy for such families.
• Describe how to prepare treatment plans for these families.
• Assess and plan for multi-problem situations that involve multiple diagnostic and social system considerations.
• Describe questions of where parents should draw the line on providing support.
• Apply knowledge from this course to practice and/or other professional contexts.

Brief Interventions and Brief Therapies for Substance Abuse

<!--

Training Material

http://radar.boisestate.edu/pdfs/TIP34.pdf

-->

Course Description

Brief interventions and brief therapies have become increasingly important modalities in the treatment of individuals across the substance abuse continuum. The content of the interventions and therapies will vary depending on the substance used, the severity of problem being addressed, and the desired outcome.

Because brief interventions and therapies are less costly yet have proven effective in substance abuse treatment, clinicians, clinical researchers, and policymakers have increasingly focused on them as tools to fill the gap between primary prevention efforts and more intensive treatment for persons with serious substance abuse disorders. However, studies have shown that brief interventions are effective for a range of problems, and the Consensus Panel believes that their selective use can greatly improve substance abuse treatment by making them available to a greater number of people and by tailoring the level of treatment to the level of client need.

Brief Interventions and Brief Therapies for Substance Abuse

<!--

Training Material

http://radar.boisestate.edu/pdfs/TIP34.pdf

-->

Learning Objectives

After completing this training the health care professional will:

• Utilize counseling skills such as active listening and helping clients explore and resolve ambivalence
• Discuss the basic elements of brief therapies
• Have a working knowledge of the stages of change through which a client moves when thinking about, beginning, and trying to maintain new behavior

This course provides detailed and up-to-date information on clinical and legal issues in child abuse assessment and reporting. The Center for Disease Control and Prevention (CDC) defines child abuse as "any act or series of acts of commission or omission by a parent or other caregiver that results in harm, potential for harm, or threat of harm to a child". Controversial topics are backed by concise explanations that include referrals to recent studies, meta-analysis, court cases, legislative initiatives and other sources. The course explores topics such as the warning signs of potential child abuse, the profiles of abusers and the effects of various forms of abuse. Furthermore, it also covers mandatory reporting, working with child protective agencies, assisting clients in responding to such agencies, and the value and shortcomings of various warning signs of abuse. In addition to the content of the course, clients are given a plain-English pamphlet with instructions on how to behave during an investigation.

• Identify mandated reporters, and understand the participant's responsibilities in mandated reporting.
• Name the standards for making a report of child abuse, including factors such as the limits of confidentiality, reasonable suspicion, and statutory responsibility.
• Identify typical psychological disorders occurring in survivors of abuse and neglect.
• Describe methods of intervention that minimize trauma to survivors of sexual abuse and their families.
• Describe the causes of abuse and sexual abuse.
• Identify the profiles of sexual abusers and be able to distinguish between pedophiles types and other types of abusers.
• Apply knowledge from this course to practice and/or other professional contexts.

Clinical Supervision and Professional Development

<!--

http://kap.samhsa.gov/products/manuals/tips/pdf/TIP52.pdf

-->

Substance Abuse and Mental Health Services Administration

Course Description:

This training focuses primarily on the teaching, coaching, consulting, and mentoring functions of clinical supervisors. Supervision, like substance abuse counseling, is a profession in its own right, with its own theories, practices, and standards. The profession requires knowledgeable, competent, and skillful individuals who are appropriately credentialed both as counselors and supervisors

Clinical Supervision and Professional Development

<!--

http://kap.samhsa.gov/products/manuals/tips/pdf/TIP52.pdf

-->

Substance Abuse and Mental Health Services Administration

Learning Objectives

After completing this training the health care professional will:

• Identify potential ethical and legal issues that may arise.
• Respond effectively to diversity issues relevant to the supervisee's development.
• Identify and appropriately respond to conscious and unconscious psychological and emotional issues in supervisees.
• Identify the strategies and methods for supervision.
• Utilize means of reducing liability risk for supervisor, supervisee, and agency.
• Identify the stages of the supervision process and what they entail.

The article explores the interplay between chronic pain, alcohol use, and prescription opioid use, highlighting significant cognitive-affective factors. It identifies pain-related anxiety, catastrophizing, distress intolerance, and anxiety sensitivity as key vulnerabilities driving substance use in response to pain and negative affect. The review emphasizes the reciprocal relationship between pain and substance use, with each worsening the other over time. It calls for future research on simultaneous alcohol-opioid use, motivational factors, and integrated interventions. Addressing maladaptive cognitive and emotional responses could improve treatment outcomes for those struggling with pain and substance-related disorders.

1. Define and describe the cognitive-affective vulnerabilities associated with alcohol and prescription opioid use in the context of chronic pain, including pain-related anxiety, catastrophizing, distress intolerance, and anxiety sensitivity.
2. Outline and summarize the reciprocal relationship between chronic pain and substance use and identify key components of integrated interventions targeting maladaptive coping mechanisms.

This document is intended to provide counseling and related professionals with competencies for working with Lesbian, Gay, Bisexual, Queer, Intersex, Questioning and Ally (LGBQIQA) individuals, groups, and communities. The aim of these competencies is to provide a framework for creating safe, supportive, and caring relationships with LGBQIQA individuals, groups, and communities that foster self-acceptance and personal, social, emotional, and relational development.

• Describe competencies for counseling with lesbian, gay, bisexual, queer, questioning, intersex and ally Individuals.
• Describe competencies for counseling allies.
• Summarize competencies for counseling people who are intersex.
• Define terms important to understanding lesbian, gay, bisexual, queer, questioning, intersex and ally Individuals.

Learn more about the contrasts between exposure and experiential therapies for complex posttraumatic stress disorder with this course. Posttraumatic Stress Disorder (PTSD) is a syndrome that results from exposure to real or threatened death, serious injury or sexual assault. Following a traumatic event, PTSD is common and is one of the serious health concerns associated with comorbidity functional impairment and increased mortality with suicidal ideations and attempts. Symptoms include intrusive thoughts, re-experiencing the traumatic event and dissociation, among others. The evidence for worldwide prevalence of PTSD suggests that approximately 3.9 % of the general population is concerned. In people known to have been exposed to trauma, the rate is 5.6% (Neuroscience Research Australia, 2021).

This course compares and contrasts two psychotherapy approaches for the treatment of complex PTSD: a behavioral therapy (namely Prolonged Exposure; PE) and an experiential therapy (Accelerated Experiential Dynamic Psychotherapy; AEDP). The efficacy and effectiveness evidence for both therapies is addressed. The course looks at how experience processes are ingrained in PE and how they affect its results. The authors also explain how AEDP addresses several clinical and relational factors that are negative prognostic factors for PE. Finally, suggestions are made for experientially-informed PE for complex cases of PTSD.

• Compare and contrast prolonged exposure and Accelerated Experiential Dynamic Psychotherapy for the treatment of complex PTSD.
• Summarize the efficacy, effectiveness, and negative prognostic factors for the two approaches.
• Describe elements of experientially-informed prolonged exposure.

This is an intermediate level course on Cultural in the health care field and is intended for health care workers who are interested in gaining further knowledge about the biological, social, and psychological aspects of culture.

• Identify their issues of working with culturally diverse populations.
• Increase awareness, self awareness and appropriate therapeutic interventions when working with diverse populations.
• Describe about the different attitudes and values within different cultures.
• Outline issues relating to treatment across cultures.
• Apply knowledge from this course to practice and/or other professional contexts.

This is an intermediate level course on Cultural in the health care field and is intended for health care workers who are interested in gaining further knowledge about the biological, social, and psychological aspects of culture.

• Identify their issues of working with culturally diverse populations.
• Increase awareness, self awareness and appropriate therapeutic interventions when working with diverse populations.
• Identify clinical issues of cultural competence.
• Knowledgeable about the different attitudes and values within different cultures.
• Familiar with issues relating to treatment across cultures.

Cultural competence in psychotherapy is much discussed. Over time, three main perspectives have developed regarding what constitutes culturally sensitive treatment. In part one of this course the strengths and weaknesses of these perspectives are evaluated in order to move toward an organizing framework in the field.

Part two of the course focuses on cultural competence and clinician expertise, as concepts that have been investigated independently. The author however highlights the interrelatedness of the two concepts and argues for the importance of and rationale for combining two knowledge bases.

• Identify three main perspectives of what constitutes culturally sensitive treatment.
• Describe strengths and weaknesses of the three main perspectives.
• Describe the potential interrelatedness of the concepts of cultural competence and master therapist expertise.

INFORMATION
The studies in this course explore various aspects of treating eating disorders in adolescents and adults. They compare family-based treatment (FBT) and supportive psychotherapy (SPT) for bulimia nervosa, identify predictors of recovery from anorexia nervosa (AN), and discuss innovative approaches like multifamily therapy (MFT) and the cognitive-behavioral couple-based approach UCAN. Overall, these studies underscore the importance of tailored interventions, targeting factors like vomiting, anxiety, and impulsivity, to improve outcomes for individuals with eating disorders across different age groups.\

This 4 credit course is a public domain which consists of 4 PDFs

1. Summarize the findings of a study comparing family-based treatment (FBT) and supportive psychotherapy (SPT) for adolescent bulimia nervosa.
2. Identify and describe the significant predictors of recovery from anorexia nervosa and understand how these factors influence the likelihood of recovery over time, as discussed in the study.
3. Summarize the key tenets of family-based treatment (FBT) for adolescents with eating disorders.
4. Summarize the content of the Uniting Couples in the treatment of Anorexia Nervosa (UCAN) intervention, including its three phases.

This course is aimed at practitioners who wish to deepen their knowledge and understanding of divorce and its effects on Children. It was developed by Rachel Werner, a licensed psychotherapist who has been in the mental health field for the last 25 years. Rachel started as a trainer in foster care and has focused on continuing education for the past 15 years. She has developed and lead psychoeducational programs on addictions, parenting, ethics, mood disorders, conflict resolution and many other mental health topics.

Divorce is difficult for all members of the family. Not only are the parents realizing new ways of relating to each other, but they are also learning new ways to parent their children. Some children react to divorce in a natural and understanding way, while others may struggle with the transition. Custody, visitation and child support can be volatile issues in a divorce and have the potential to create long-term impacts on children. This course discusses how to deal with children during a divorce, custody issues and medical and financial considerations.

• Identify indicators of physical, sexual, emotional abuse and neglect.
• Outline the legal and ethical requirements for reporting child abuse.
• Describe the effects of domestic violence on custody and visitation issues.
• Develop a treatment plan based on clients needs.
• Identify counter transference issues.
• Apply knowledge from this course to practice and/or other professional contexts.

Cyberbullying can be defined as willful and repeated harm inflicted through the use of computers, cell phones and other electronic devices. It has become increasingly common as the digital sphere has expanded, especially among teenagers. Harmful bullying behavior can include posting rumors, threats, sexual remarks, a victim's personal information and hate speech. Estimates of the number of youths who experience cyberbullying vary widely depending on the age of the group studied and how cyberbullying is formally defined, but studies show that 10-40% of youth are affected by it (Hinduja, Patchin, 2009). Victims of cyberbullying may experience lower self-esteem, increased suicidal ideation and various negative emotional responses such as feelings of frustration, anger and depression. This course focuses on consequences, identification, prevention and responses. Issues related to cyberbullying and sexual orientation are also addressed. All course material is from the Cyberbullying Research Center.

• Outline consequences of cyberbullying.
• Describe options for the identification and prevention of cyberbullying and responses to it.
• Summarize information regarding cyberbullying and sexual orientation.

Improve your understanding of dangerous clients and the treat of violence in context of clinical situations with this course. It is likely that clinicians will at some point encounter clients who have the potential to be violent to others. The course addresses a wide variety of clinical situations involving potentially dangerous clients. As stated by Phillip Kleespies, PhD, 'caution is necessary because there is a moderate elevation in risk of violence in people dealing with some mental and emotional disorders. According to a report published by Kleespies, between 35% and 40% of psychologists in clinical practice are at risk of being assaulted by a patient at some time during their careers (Kleespies, 2009). Other studies suggest that assaults occur more frequently in psychologists' early careers. Indeed, newer therapists may be less alert to cues of violence, may set fewer limits and allow aggressive behavior to escalate (Guy and Brady, 1998).

The materials for this program are provided by Gary R. Schoener, Executive Director of Walk-In Counseling Center in Minneapolis. They explore the legal duties of clinicians in circumstances involving dangerous clients and the clinical approaches to working with dangerous clients. This knowledge can be applied to other professional contexts.

• Describe the legal duties of clinicians in circumstances involving dangerous clients.
• Identify clinical approaches to working with dangerous clients.

This course provides a thorough overview of depression, unipolar depressive mood disorders, and numerous examples of disorders that can involve depression. Major depressive disorder is treated with extra depth, with ample information on assessment, including atypical presentations that can pose a challenge to assessment such as certain medical conditions. The course provides current thinking on etiology, course, and treatment of depression. Etiological information includes the evolutionary theory of "sickness behavior," emerging bio-psychological understanding that includes the highly-researched cytokine theory of depression, and bio-psychosocial or multifactorial understanding. Treatment sections include much detail on psychopharmacological intervention as well as non-pharmacological treatment information such as hormones, well-cited nutritional thinking, and psychotherapy. The course explains the importance of achieving full remission. Includes an overview of suicide.

• Provide differential diagnosis for depression, recognizing a variety of conditions that include depression.
• Outline current treatments for depressive conditions.
• Delineate key information on the psychobiology of depression and implications for intervention.
• Explain the reason for pursuing full remission.
• Recognize the strategies for medication in treatment resistant depression, including combination therapy and switching.
• Apply knowledge from this course to practice and/or other professional contexts.

Family estrangement is an all too common occurrence in our society. Many clients struggle with this issue in their lives. This course addresses common dynamics in the development and maintenance of family dysfunction and estrangement, roles that family members can play in this, and ideas for coping with family estrangement or improving it.

• describe common dynamics in the development and maintenance of family dysfunction and estrangement.
• identify roles that family members can play in this.
• identify ideas for coping with family estrangement or improving it.

Course Description

About half of all adults who are homeless have substance use disorders, and many have co occurring mental illnesses, as well. Yet, the outlook is far from bleak. Federal demonstration programs and the experience of hundreds of community-based providers offer a rich reservoir of evidence-based and promising practices. For example, recent studies reveal that the cost of providing permanent, supportive housing for people with serious mental illnesses is more than offset by savings incurred by the public hospital, prison, and shelter systems (Culhane et al., 2001). When nothing is done, people with serious mental illnesses and/or co occurring substance use disorders who are homeless often cycle between the streets, jails, and high-cost care, including emergency rooms and psychiatric hospitals. This is inhumane, ineffective, and costly.

Further, research reveals that people with serious mental illnesses and/or co occurring substance use disorders who are homeless, once believed to be unreachable and difficult-to-serve, can be engaged into services, can accept and benefit from mental health services and substance abuse treatment, and can remain in stable housing with appropriate supports (Lam and Rosenheck, 1999; Morse, 1999; Lipton et al., 2000; Rosenheck et al., 1998).

Ending Chronic Homelessness for Persons with Serious Mental Illnesses and Co-Occurring Substance Use Disorders: Blueprint for Change

<!--

Training Material

http://store.samhsa.gov/shin/content//SMA04-3870/SMA04-3870.pdf

-->

Learning Objectives

After completing this training the healthcare professional will be able to:

• Describe how treatment for serious mental illnesses and substance use disorders has evolved
• Recognize individual risk factors
• Develop the infrastructure for change
• Create a system that supports recovery
• Engage in strategic planning
• Outline societal risks
• Utilize mainstream resources to prevent homelessness
• Describe the concept and practice of recovery
• Support values that put people first
• Create a system that supports recovery
• Use mainstream resources to prevent homelessness
• Improve access to mainstream programs
• Expand the capacity of mainstream programs
• Promote coordination and collaboration
• Apply knowledge from this course to practice and/or other professional contexts.

This course introduces features of family involvement in intensive outpatient substance abuse recovery programs. Strategies for engaging families are discussed. A variety of family therapy options are outlined that can be offered by IOT programs as enhanced services, or more frequently, to which they may refer clients and their families. Family clinical issues in intensive outpatient treatment are reviewed, as well as the use of family genograms and family social network maps.

• summarize family clinical issues in intensive outpatient treatment.
• identify strategies for engaging the family in treatment.
• describe a variety of family therapy options for the kinds of clients using intensive outpatient treatment.
• outline the use of family genograms and family social network maps.

This course explores a variety of ethical considerations related to the use of technology in the mental health field. It includes one article that discusses a broad range of digital interventions including digital phenotyping, ecological momentary assessment (EMA), mental health apps, artificial intelligence (AI) approaches, and the use of virtual reality in the mental health field. It outlines a variety of potential challenges in implementing these digital interventions. The use of virtual reality in the mental health field is more deeply explored in an article that explores ethical considerations of the use of virtual environments for the assessment and treatment of mental health disorders. Lastly, the course explores two articles that focus on the ethical issues involved in using video conferencing to provide psychotherapy.

1. Define the main digital interventions that were explored using a consensus development panel approach
2. Summarize the key ethical considerations of using Virtual Environments in the Assessment and Treatment of Psychopathological Disorders
3. Explain the benefits and difficulties of using video conferencing for psychotherapy with children.
4. Outline the top five arguments in favor of and against online psychotherapy

This course is not available for NBCC credit

The American Psychological Association adopted a new Ethical Principles of Psychologists and Code of Conduct in 2002 and added a small number of amendments in 2010. This course provides clinicians the opportunity to review this publication. In addition "What you need to know about the new code" highlights and explains changes incorporated into the 2002 code.

• describe the Ethical Principles of Psychologists and Code of Conduct.
• outline changes made to the Ethical Principles of Psychologists and Code of Conduct in 2002 and 2010.

This course is not available for NBCC credit

This course briefly reviews key legal and ethical issues in psychotherapy. It is primarily intended for psychotherapists, but will be useful for any mental health professional. Participants will appreciate that the coverage ranges from concrete, specific guidelines to overarching legal and ethical principles that guide clinical decision making. Numerous topics are reviewed with additional detail on confidentiality, boundaries, and records.

• Define professional ethics, including the fundamental principle of client welfare.
• Identify fundamental ethical principles of boundaries and confidentiality that underlie specific guidelines
• Abide by the ethical and legal guidelines covered, and express the reasons for the guidelines in terms of ethical principles and liability.

This course reviews key legal and ethical issues in psychotherapy. It is primarily intended for psychotherapists, but will be useful for any mental health professional. Participants will appreciate that the coverage ranges from concrete, specific guidelines to overarching legal and ethical principles that guide clinical decision making. Numerous topics are covered, with special, emphasis on confidentiality and boundaries.

• Explain the reasons for confidentiality, including the beneficial effect on society through improved mental health services utilization.
• Identify behavioral red flags that indicate elevated risk for boundary violations.
• Abide by the ethical and legal guidelines covered, and express the reasons for the guidelines in terms of ethical principles and liability.
• Define professional ethics, including the fundamental principle of client welfare.
• Identify fundamental ethical principles of boundaries and confidentiality that underlie specific guidelines
• Identify personal issues, impairments, and unmet needs that make clinicians vulnerable to ethical lapses.

The presence of the Internet and social media in therapists' and clients' lives requires clinicians to think through ethical implications for clinical practice and training. This course presents an ethical framework for clinicians to consider. In addition, numerous clinical situations are presented for clinicians to think through for their own practice.

• Identify ethical issues related to use of social media by mental health professionals.
• Describe ethical principles that come into play given the presence of the Internet and social media in therapists' and clients' lives.
• Formulate their own ethical and risk management framework for internet and social media issues in professional practice.

Since they were developed and tested back in the late 90's, the Outcome and Session Rating Scales have been downloaded by practitioners more than 100,000 times! Judging by the number of cases entered into the three authorized software applications, the tools have been used inform service delivery for millions of clients seeking care for different problems in diverse treatment settings. The number of books, manuals, and "how to" videos describing how to use the tools has continued to grow dramatically. Few practitioners get the chance to address specific questions related to their use of the measures in daily clinical work.

In this hour-long webinar, answers are provided to the most common question beginning and intermediate users have regarding feedback-informed treatment. The emerging area of deliberate practice - an evidence-based approach to professional development is also introduced.

A simple, valid, and reliable alternative exists for maximizing the effectiveness and efficiency of treatment based on using ongoing feedback to empirically tailor services to the individual client needs and characteristics. This approach is known in the literature as routine outcome monitoring), or ROM. ROM is the core of the more comprehensive Feedback Informed Treatment approach, and this training provides an introductory presentation of Feedback Informed Treatment (FIT) and Deliberate Practice, and answers common questions about the approaches.

Participants are exposed to the critical role of alliance building skills that cut across different therapeutic orientations and diverse client populations, and are known to impact therapy

In addition, participants learn nuances of using outcome management tools (ORS, SRS) to inform and improve treatment, and to specifically use the Session Rating Scale (SRS) and the Outcome Rating Scale (ORS) The training addresses some of the empirical foundations of Feedback Informed Treatment and Deliberate Practice. Therapists are exposed to methods and attitudes for creating a culture within their own practices and agencies that utilizes outcome and alliance feedback to effectively impact therapy and client outcomes.

Finally, Deliberate Practice is delineated from Feedback Informed Treatment, and their integration is described. Currently known principles and practices of Deliberate Practice are outlined for participants. Applying and integrating FIT and Deliberate Practice into clinical practice is discussed.

1. Apply FIT and Deliberate Practice in clinical practice.
2. Utilize feedback to positively impact client outcomes.
3. Describe how to analyze outcome and alliance data accurately.
4. Define deliberate practice and how to apply it for improving therapist effectiveness

In this second, hour-long webinar, clinicians from around the world meet to have their questions answered regarding feedback-informed treatment and deliberate practice.

A simple, valid, and reliable alternative exists for maximizing the effectiveness and efficiency of treatment based on using ongoing feedback to empirically tailor services to the individual client needs and characteristics. This approach is known in the literature as routine outcome monitoring), or ROM. ROM is the core of the more comprehensive Feedback Informed Treatment approach, and this training provides an introductory presentation of Feedback Informed Treatment (FIT) and Deliberate Practice, and answers common questions about the approaches.

The training addresses basic empirical foundations of Feedback Informed Treatment. Participants are exposed to the critical role of alliance building and flexibility skills that cut across different therapeutic orientations and diverse client populations, and are known to impact therapy outcomes. In addition, participants learn nuances of using outcome management tools (ORS, SRS) to inform and improve treatment, and to specifically use the Session Rating Scale (SRS) and the Outcome Rating Scale (ORS).

Participants are exposed to empirical evidence regarding the effects of supervision on supervisee 's client's outcomes Alternate approaches to supervision are outlined, with a focus on improving supervisee effectiveness regarding client outcomes. Rationale and tips regarding specific role of video analysis in deliberate practice are provided.

Deliberate Practice is delineated from Feedback Informed Treatment, and their integration is described (including a focus on improvement via therapeutic factors. Currently known principles and practices of Deliberate Practice are outlined for participants. The use of Feedback Informed Treatment and Deliberate Practice with other approaches and treatment protocols is outlined and delineated.

1. To apply the principles of deliberate practice in supervision, to the mastery of FIT, and their individual professional development.
2. Explain and address client feedback on the ORS and SRS.
3. Identify rationale and tips for including video analysis of therapy sessions in deliberate practice.
4. Describe how to combine FIT with other approaches and treatment protocols.

The third in a series of hour-long webinars answer clinicians' questions about feedback-informed treatment and deliberate practice, two evidence-based methods for improving therapeutic effectiveness.

A simple, valid, and reliable alternative exists for maximizing the effectiveness and efficiency of treatment based on using ongoing feedback to empirically tailor services to the individual client needs and characteristics. This approach is known in the literature as routine outcome monitoring), or ROM. ROM is the core of the more comprehensive Feedback Informed Treatment approach, and this training provides an introductory presentation of Feedback Informed Treatment (FIT) and Deliberate Practice, and answers common questions about the approaches.

The training addresses basic empirical foundations of Feedback Informed Treatment. Participants are exposed to the critical role of alliance building and flexibility skills that cut across different therapeutic orientations and diverse client populations, and are known to impact therapy outcomes.

In addition, participants learn nuances of using outcome management tools (ORS, SRS) to inform and improve treatment, and to specifically use the Session Rating Scale (SRS) and the Outcome Rating Scale (ORS) create a culture of feedback, including a focus on the meaning and relevance of clinical cutoff scores, and the meaning of the various "performance metrics" reported in the authorized software systems. Participants learn about the administration and uses of the Group Session Rating Scale.

Deliberate Practice is delineated from Feedback Informed Treatment, and their use in clinical practice is discussed, including a focus on improvement via therapeutic factors. Currently known principles and practices of Deliberate Practice are outlined for participants.

1. Describe the meaning and relevance of the clinical cutoff on the ORS.
2. Outline the meaning of the various "performance metrics" reported in the authorized software systems.
3. Administer the Group Session Rating Scale with fidelity.
4. Describe how FIT and deliberate practice can be used to improve therapeutic effectiveness.

Tools for Success Curriculum - Working With Youth with Fetal Alcohol Spectrum Disorders (FASD) in the Juvenile Justice System

<!--

Training Material

http://archives.drugabuse.gov/TXManuals/BSFT/BSFT2.html#Brief

-->

Course Description:

"Fetal alcohol spectrum disorders" is an umbrella term describing the range of effects that can occur in an individual whose mother drank alcohol during pregnancy. These effects may include physical, mental, behavioral, and/or learning disabilities with possible lifelong implications. "FASD" is not a diagnostic term used by clinicians. It refers to conditions such as fetal alcohol syndrome (FAS), partial FAS, alcohol-related neurodevelopmental disorder, and alcohol-related birth defects.

It is estimated that FASD occurs in 1 percent of all live births in the United States each year (May and Gossage, 2001). Many of these infants grow up to commit crimes. One study found that 60 percent of individuals with an FASD ages 12 and older had been in trouble with the law (Streissguth, et al., 1996). Youth with an FASD often cycle through the juvenile justice system with no recognition of their disabilities. Through this curriculum, it is hoped that professionals can learn ways to improve the identification and treatment of youth with an FASD in the juvenile justice system.

Tools for Success Curriculum - Working With Youth with Fetal Alcohol Spectrum Disorders (FASD) in the Juvenile Justice System

<!--

Training Material

http://archives.drugabuse.gov/TXManuals/BSFT/BSFT2.html#Brief

-->

Learning Objectives

After completing this training the health care professional will:

• Discuss the lifelong effects of prenatal alcohol exposure on brain development
• Define "fetal alcohol spectrum disorders"
• Describe the impact FASD has on the family, school, community, and society in general
• Describe difficulties of individuals with disabilities within the juvenile justice system
• Explain why youth with an FASD may be more likely to come into contact with the juvenile justice system
• Describe issues faced by youth with an FASD in the juvenile justice system
• Identify juvenile justice issues facing youth with an FASD
• Describe the juvenile court process
• Summerize importance of identification and assessment of FASD in youth in the juvenile justice system
• Apply knowledge from this course to practice and/or other professional contexts.

Clinicians see many clients hurt by interpersonal transgressions, particularly in couples. Forgiveness is an approach that some clients will choose to pursue, and evidence indicates forgiveness can contribute to numerous positive outcomes. This course begins with an outline of three approaches to forgiveness. Part two focuses on the application of forgiveness therapy with couples.

• identify and compare three approaches to forgiveness.
• describe the assessment process involved in applying forgiveness therapy with couples.
• describe the therapy process involved in applying forgiveness therapy with couples.

This course prepares the clinician to offer group support and Treatment for ADD/ADHD. Attention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder characterized by excessive amounts of inattention, hyperactivity, and impulsivity that are pervasive and impairing in multiple contexts. ADHD symptoms arise from executive dysfunction and emotional dysregulation is often considered a core symptom (Brown, 2008). After detailing the key characteristics that cause adults with AD/HD to seek support, the course describes the clinical challenges in working with AD/HD and frames them in terms of group work. In the section Formal Groups and Online Forums, the reader will learn about the benefits and consideration of offering a more relaxed approach to group work as opposed to fully structured psycho-education groups. Finally, the course details the psychosocial education approach which can be used as a stand-alone program or integrated in a broader psychotherapy context. A list of modules and resources are provided to help you implement this approach to your practice.

• Describe the features of AD/HD in adults from the perspective of the treating clinician.
• Identify the co morbidities commonly associated with adult AD/HD.
• Identify ways to make group work with persons with adult AD/HD relevant to the problems, characteristics, and common co morbidities of AD/HD.
• Describe self help group formats that persons with AD/HD are using to help them cope with AD/HD.
• Outline the structured psycho-educational approach to group work, its origins, and its use with AD/HD.
• Identify less well-understood topics that can contribute to group work with persons with AD/HD.
• Apply knowledge from this course to practice and/or other professional contexts.

Women and girls live within sometimes complex cultural contexts and multiple cultural contexts. Clinicians can engage more effectively in psychological practice with women and girls when they possess contextual knowledge, understanding, and expertise. This course provides evidence that there is a need for such informed psychological practice. In addition it provides specific guidelines for working with women and girls and provides applications of those guidelines.

• Describe factors in the lives of women and girls that indicate a need for contextual knowledge, understanding, and expertise to work effectively with women and girls in psychological practice.
• Summarize guidelines for informed, effective psychological practice with women and girls.

This course covers two articles that focus on the topic of harm reduction from different angles. The first explores ways that counselors can use harm reduction and other evidence-based interventions to help clients achieve recovery goals related to substance use. It recommends combining a variety of psychosocial interventions and frameworks in order to best support clients in maintaining recovery and preventing recurrence. It highlights family and social support and peer support services as two important factors in facilitating recovery. The second shorter article describes a research network that has been developed by the National Insttite of Health to test harm reduction strategies in different communities. It gives a short overview of the concept of harm reduction and then describes the nine research projects that will be part of the new harm reduction research network.

1. Define the concept of harm reduction
2. List a number of evidence-based interventions that counselors can use to support clients in substance-use recovery.
3. Describe the research projects being conducted by the National Institute of Health�s research network.

"Healing History" explores the intersection of history and behavioral health equity for African Americans, emphasizing the ongoing impact of historical trauma, loss, and inequities. It provides a self-study guide for professionals in the field, aiming to deepen understanding and foster healing within communities.
African American history demonstrates remarkable resilience, wisdom, strength, and courage despite centuries of oppression. The community's gifts include the African American Spiritual and a fierce will for freedom and justice. Understanding and honoring these strengths are crucial for behavioral health equity and healing historical trauma.
In exploring the achievements of contemporary African Americans, colors and cultures intersect, highlighting resilience, wisdom, strength, courage, spirituality, and the pursuit of freedom and justice. Through historical insights and behavioral health focus, this guide underscores the transformative power of embracing and addressing systemic disparities with courage, empathy, and hope.

1. Define historical trauma and its impact on African American communities as distinguished form individual trauma:
2. Identify the various ways historical trauma manifests in African American individuals, families, and communities, including its effects on physical, psychological, and social well-being.
3. Summarize strategies for addressing trauma and promoting healing within African American communities:
4. Describe opportunities for addressing loss, including facilitating effective and culturally relevant grieving and building new dreams after losses have been witnessed, honored, and laid to rest.
5. Summarize strategies for recognizing and addressing historical and intergenerational losses in individuals, including understanding the role of grief and approaches to supporting individuals in processing these losses with humility, compassion, and respect.
6. Summarize the protective factors contributing to resilience among African American individuals, families, communities, and cultures.
7. Describe the implications of historical experiences, such as chronic suffering and oppression, on the development of resilience, wisdom, strength, and courage among African Americans.

This course provides a readable and practical overview of the Health Information Portability and Accountability Act (HIPAA). It is for psychotherapists and mental health workers in private practice, small group practices, and agencies. The course focuses on key principles of HIPAA, along with details that you need to apply now. For example, it explains how the HIPAA principle of "scalability" can help you determine how to adopt HIPAA practices that fit your situation. You will also know what questions to ask and where to turn as additional issues arise in the course of your work.

When providers first learn about HIPAA, they may feel overwhelmed. However, the law was intended to be scalable, that is, the expectations take into account the size of the practice or organization. Thus, the practitioner should not be bowled over by materials and services created for corporate insurers and hospitals. Instead, we focus on the principles and they way they apply to smaller practices. That is what this course provides.

• Indicate when and why a provider is a "covered entity" required to comply with HIPAA.
• Identify the definition of HIPAA and identify its primary roles in regulating medical records.
• Identify the reasons HIPAA was developed, including the problems pertaining to electronic medical records that HIPAA addresses.

The improvement of HIV and AIDS education around the world is essential to preventing the spread of HIV. There are millions of people living with HIV or AIDS. Effective HIV and AIDS education can help prevent new infections by providing people with information about HIV and how it is passed on, and in doing so equip individuals with the knowledge to protect themselves from becoming infected with the virus. Few mental health or health care professionals receive specific training in counseling people living with HIV or AIDS. HIV/AIDS counseling assists clients dealing with issues or abandonment, isolation, partner notification, safety, depression, remaining healthy, treatment plans and other life altering issues.

• Assess a new patient for HIV risk, using a brief risk assessment and history taking method.
• Articulate information concerning HIV prevention, disease transmission, and HIV antibody testing to clients in their agency setting.
• Explain the difference between HIV infection and AIDS.
• Describe a minimum of five practice skills that are necessary for social work practitioners to serve in a public health role in their community with regards to HIV/AIDS.
• Explain the present professional response to the epidemic with regard to worker knowledge, practice, comfort, and preparedness to address HIV/AIDS in his/her practice setting.

Despite the tremendous benefit of anti-retroviral medicines, prevention of HIV infection remains the ideal outcome. The mental health field continues to play a key role in HIV prevention efforts. In this course factors that contribute to safe and unsafe sexual behaviors are presented. The course also outlines recent mental health and other interventions that can reduce risk for HIV infection.

• identify factors that contribute to safe and unsafe sexual behaviors.
• describe mental health and other interventions that can reduce risk for HIV infection.

Long COVID has been surprisingly prevalent and mental health clinicians are encountering it amongst clients frequently. This course provides helpful information on epidemiology, mental health symptoms, risk factors, and best practices for assessment and treatment.

1. Describe the epidemiology of Long COVID, including its prevalence, duration, and impact on mental health and daily functioning.
2. Summarize the mental health symptoms and conditions associated with Long COVID.
3. Identify the increased risk factors for mental health conditions associated with Long COVID.
4. Summarize best practices for the assessment and treatment of mental health symptoms and conditions related to Long COVID.

The article highlights the need for integrated treatment for individuals with both alcohol use disorder (AUD) and mental health conditions (MHCs). It discusses screening, treatment approaches, and challenges in providing comprehensive care. Systemic barriers, including training gaps and insurance limitations, hinder effective integration. The article explores innovative solutions like technology and peer support to improve access and outcomes. It emphasizes the importance of continued research and policy changes to enhance treatment for co-occurring disorders.

1. Describe the importance of integrated treatment for individuals with co-occurring alcohol use disorder (AUD) and mental health conditions (MHCs), including its benefits and challenges.
2. Identify key screening tools and treatment approaches used to diagnose and manage co- occurring AUD and MHCs effectively.

Most people with alcohol and other drug (AOD) use disorders suffer from co-occurring disorders (CODs), including mental health and medical problems, which complicate treatment and may contribute to poorer outcomes. This course addresses existing models for treating CODs at the treatment and the systems levels. Barriers that impede further integration of care for patients with CODs are addressed. The development of co-morbid anxiety and alcohol use disorders is explored, as well as evidence regarding treatment approaches for these common CODs.

• identify a variety of models for treating co-occurring disorders.
• describe barriers to coordinated or integrated care for CODs.
• describe the evidence regarding the development of co-morbid anxiety and alcohol use disorders.
• summarize evidence for a variety of treatments for anxiety and alcohol use disorders.

Despite its prevalence, postpartum depression is frequently not detected. This article describes the use of interpersonal psychotherapy (IPT), a time-limited and empirically validated treatment for perinatal depression, in terms of the relevant clinical issues for pregnant or postpartum women. The course outlines the assessment, initial and intermediate phases of IPT treatment of perinatal depression. <!--

References
1. O'Hara MW, Swain AM. Rates and risk of postpartum depression: a meta-analysis. Int Rev Psychiatry. 1996;8:37-54.
2. World Health Organization. The World Health Report 2001-Mental Health: New Understanding, New Hope. Geneva, Switzerland: World Health Organization; 2001.
3. Jiang HJ, Elixhauser A, Nicholas J, Steiner C, Reyes C, Bierman?AS. Care of Women in US Hospitals, 2000. HCUP Fact Book No. 3. Rockville, MD: Agency for Healthcare Research and Quality; 2002.
4. Goodman SH, Gotlib IH. Risk for psychopathology in the children of depressed mothers: a developmental model for understanding mechanisms of transmission. Psychol Rev. 1999;106(3):458-490.
5 O'Hara MW. Postpartum Depression: Causes and Consequences. New York,?NY: Springer Verlag; 1994.
6. Diagnostic and Statistical Manual of Mental Disorders. 4th ed. Washington, DC: American Psychiatric Association; 1994.
7. O'Hara MW, Stuart S, Gorman LL, Wenzel A. Efficacy of interpersonal psychotherapy for postpartum depression. Arch Gen Psychiatry. 2000;57(11):1039-1045.
8. Beck CT. Predictors of postpartum depression. Nurs Res. 2001;50(5):275-285.
9. Troutman BR, Cutrona CE. Nonpsychotic postpartum depression among adolescent mothers. J Abnorm Psychol. 1990;99(1);69-78.
10. Hobfoll SE, Ritter C, Lavin J, Hulsizer MR, Cameron RP. Depression prevalence and incidence among inner-city pregnant and postpartum women. J Consult Clin Psychol. 1995;63(3):445-453.
11. Kessler RC, Berglund P, Demler O, et al. The epidemiology of major depressive disorder: results from the National Comorbidity Survey Replication (NCS-R). JAMA. 2003;289(23):3095-3105.
12. Bloch M, Daly RC, Rubinow DR. Endocrine factors in the etiology of postpartum depression. Compr Psychiatry. 2003;44(3):234-246.
13. Harris B. Postpartum depression and thyroid antibody status. Thyroid. 1999;9(7):699-703.
14. Hendrick V, Altshuler LL, Suri R. Hormonal changes in the postpartum and implications for postpartum depression. Psychosomatics. 1998;39(2):93-101.
15. Sichel D. Postpartum psychiatric disorders. In: Steiner M, Yonkers KA, Eriksson E, eds. Mood Disorders in Women. London, UK: Martin Dunitz Ltd; 2000:521-542.
16. O'Hara MW. Postpartum mental disorders. In: Sciarra JJ, ed. Gynecology and Obstetrics. Vol 6. Philadelphia,?PA: Lippincott, Williams & Wilkins; 1999:chap 84, 1-19.
17. O'Hara MW, Schlechte JA, Lewis DA, Wright EJ. Prospective study of postpartum blues. Biologic and psychosocial factors. Arch Gen Psychiatry. 1991;48(9):801-806.
18. Harris B, Lovett L, Smith J, Read G, Walker R, Newcombe R. Cardiff puerperal mood and hormone study. III. Postnatal depression at 5 to 6 weeks postpartum, and its hormonal correlates across the peripartum period. Br J Psychiatry. 1996;168(6):739-744.
19. Bloch M, Schmidt PJ, Danaceau M, Murphy J, Nieman L, Rubinow DR. Effects of gonadal steroids in women with a history of postpartum depression. Am J Psychiatry. 2000;157(6):824-930.
20. Harris B, Oretti R, Lazarus J, et al. Randomized trial of thyroxine to prevent postnatal depression in thyroid-antibody-positive women. Br J Psychiatry. 2002;180:327-330.
21. Kuijpens JL, Vader HL, Drexhage HA, Wiersinga WM, van Son MJ, Pop VJ. Thyroid peroxidase antibodies during gestation are a marker for subsequent depression postpartum. Eur J Endocrinol. 2001;145(5):579-584.
22. DiMatteo MR, Morton SC, Lepper HS, et al. Cesarean childbirth and psychosocial outcomes: a meta-analysis. Health Psychol. 1996;15(4):303-314.
23. Gotlib IH, Whiffen VE, Wallace PM, Mount JH. Prospective investigation of postpartum depression: factors involved in onset and recovery. J Abnorm Psychol. 1991;100(2):122-132.
24. O'Hara MW. Social support, life events, and depression during pregnancy and the puerperium. Arch Gen Psychiatry. 1986;43(6):569-573.
25. Boyce P, Hickie I, Parker G. Parents, partners or personality? Risk factors for post-natal depression. J Affect Disord. 1991;21(4):245-255.
26. O'Hara MW, Schlechte JA, Lewis DA, Varner MW. A controlled prospective study of postpartum mood disorders: psychological, environmental, and hormonal variables. J Abnorm Psychol. 1991;100(1):63-73.
27. Watson JP, Elliott SA, Rugg AJ, Brough DI. Psychiatric disorder in pregnancy and the first postnatal year. Br J Psychiatry. 1984;144:453-462.
28. Cox JL, Holden JM, Sagovsky R. Detection of postnatal depression. Development of the 10-item Edinburgh Postnatal Depression Scale. Br J Psychiatry. 1987;150:782-786.
29. Beck CT, Gable RK. Postpartum Depression Screening Scale Manual. Los Angeles, CA: Western Psychological Services; 2002.
30. Austin MP, Lumley J. Antenatal screening for postnatal depression: a systematic review. Acta Psychiatr Scand. 2003;107(1):10-17.
31. Posner NA, Unterman RR, Williams KN, Williams GH. Screening for postpartum depression: An antepartum questionnaire. J Reprod Med. 1997;42(4):207-215.
32. Beck CT. Revision of the postpartum depression predictors inventory. J Obstet Gynecol Neonatal Nurs. 2001;31(4):394-402.
33. Zlotnick C, Johnson SL, Miller IW, Pearlstein T, Howard M. Postpartum depression in women receiving public assistance: pilot study of an interpersonal-therapy-oriented group intervention. Am J Psychiatry. 2001;158(4):638-640.
34. Gorman LL. Prevention of Postpartum Adjustment Difficulties [doctoral dissertation]. Iowa City, IA: University of Iowa; 1997.
35. Elliott SA, Leverton TJ, Sanjack M, et al. Promoting mental health after childbirth: a controlled trial of primary prevention of postnatal depression. Br J Clin Psychol. 2000;39(pt 3):223-241.
36. Wisner KL, Perel JM, Peindl KS, Hanusa BH, Findling RL, Rapport D. Prevention of recurrent postpartum depression: a randomized clinical trial. J Clin Psychiatry. 2001;62(2):82-86.
37. Stamp GE, Williams AS, Crowther CA. Evaluation of antenatal and postnatal support to overcome postnatal depression: a randomized, controlled trial. Birth. 1995;22(3):138-143.
38. Buist A, Westley D, Hill C. Antenatal prevention of postnatal depression. Arch Women Ment Health. 1999;1:167-173. -->

• describe elements of perinatal depression and physiological correlates of the perinatal period.
• outline assessment in IPT for perinatal depression.
• outline treatment phases and techniques in IPT for perinatal depression.

Brief interventions and brief therapies have become increasingly important modalities in the treatment of individuals across the substance abuse continuum. The content of the interventions and therapies will vary depending on the substance used, the severity of problem being addressed, and the desired outcome. Because brief interventions and therapies are less costly yet have proven effective in substance abuse treatment, clinicians, clinical researchers, and policymakers have increasingly focused on them as tools to fill the gap between primary prevention efforts and more intensive treatment for persons with serious substance abuse disorders. However, studies have shown that brief interventions are effective for a range of problems, and the Consensus Panel believes that their selective use can greatly improve substance abuse treatment by making them available to a greater number of people and by tailoring the level of treatment to the level of client need.

• Utilize counseling skills such as active listening and helping clients explore and resolve ambivalence
• Discuss the basic elements of Brief Cognitive-Behavioral Therapy
• Have a working knowledge of the stages-of-change through which a client moves when thinking about, beginning, and trying to maintain new behavior

Improve your knowledge of Intimate Partner Violence (IPV) and improve your practice with this course. IPV, also referred to as spousal abuse, describes any behavior within an intimate relationship that causes physical, psychological or sexual harm (World Health Organization, 2018). It includes acts of physical aggression, sexual coercion, psychological abuse and controlling behaviors. IPV therefore falls under the broader category of 'domestic violence', an all-encompassing term that may also refer to the abuse of children, elders, or any other family member within a household. While both males and females can be victims of IPV, women still remain more likely to be injured by partner violence than men (Whitaker et al, 2007). This course reviews the current treatments from three perspectives: that of the victim, the perpetrator and the couple who wish to remain together. Emphasis is made on the need for assessment of risk factors that might indicate a potentially lethal relationship and the importance of the diagnosis and treatment of comorbidity such as alcohol and drug use.

• identify definitions and prevalence of IPV.
• describe factors that may be associated with IPV.
• summarize effectiveness evidence regarding the treatment of victims and perpetrators of IPV.
• identify clinical guidelines for working with victims and perpetrators of IPV.

Improve your knowledge of the biological, social and psychological aspects of aging with this introductory course on Aging and Long-Term Care.

As the global population is living older, every country is experiencing growth in both the size and the proportion of older persons in the population. The World Health Organization estimates that by 2050, the world's population of people aged 60 and older will have doubled compared to 2020, reaching a staggering 2.1 billion people. In a similar manner, the number of persons aged 80 years or older is expected to triple between 2022 and 2050, reaching 426 million. In this context, it is essential that health-care professionals understand aging from a variety of perspectives.

This course identifies the physical and psychological changes associated with aging, as well as the common psychological disorders found in aging individuals. It also looks into various intervention techniques that help minimize trauma to both elderly patients and their families. Overall, it aims to provide a solid framework of understanding of the aging process and provides a strong starting point for dealing with the issues of our aging society. Parkinson's Disease

• Identify cultural biases and be sensitive to cultural differences.
• Identify the physical and psychological changes that are associated with aging.
• Describe common psychological disorders found in aging individuals.
• Utilize tools to diagnose and manage issues related to aging.
• Describe intervention techniques that minimize trauma to elderly patients and their families.
• Utilize support resources such as groups, families, and residential centers to facilitate improved comprehensive care.
• Outline the issues of aging from many aspects, including sexual, chemical dependence/alcohol, abuse, sociological, biological and psychological.
• Apply knowledge from this course to practice and/or other professional contexts.

This course briefly reviews key legal and ethical issues in psychotherapy. It is primarily intended for psychotherapists, but will be useful for any mental health professional. Participants will appreciate that the coverage ranges from concrete, specific guidelines to overarching legal and ethical principles that guide clinical decision making. Numerous topics are reviewed with additional detail on confidentiality, boundaries, and records.

• Explain the reasons for confidentiality, including the beneficial effect on society through improved mental health services utilization.
• Abide by the ethical and legal guidelines covered, and express the reasons for the guidelines in terms of ethical principles and liability.
• Identify fundamental ethical principles of boundaries and confidentiality that underlie specific guidelines

This course reviews key legal and ethical issues in psychotherapy. It is primarily intended for psychotherapists, but will be useful for any mental health professional. The content ranges from concrete, specific guidelines to overarching legal and ethical principles that guide clinical decision making. A broad range of topics is covered, with special, detailed emphasis on confidentiality and boundaries.

• Define professional ethics, including the fundamental principle of client welfare.
• Identify fundamental ethical principles of boundaries and confidentiality that underlie specific guidelines
• Abide by the ethical and legal guidelines covered, and express the reasons for the guidelines in terms of ethical principles and liability.
• Explain the reasons for confidentiality, including the beneficial effect on society through improved mental health services utilization.
• Identify behavioral red flags that indicate elevated risk for boundary violations.

This course reviews key legal and ethical issues in psychotherapy. It is primarily intended for psychotherapists, but will be useful for any mental health professional. Participants will appreciate that the coverage ranges from concrete, specific guidelines to overarching legal and ethical principles that guide clinical decision making. Numerous topics are covered, with special, detailed emphasis on confidentiality and boundaries.

• Abide by the ethical and legal guidelines covered, and express the reasons for the guidelines in terms of ethical principles and liability.
• Explain the reasons for confidentiality, including the beneficial effect on society through improved mental health services utilization.
• Identify behavioral red flags that indicate elevated risk for boundary violations.
• Identify personal issues, impairments, and unmet needs that make clinicians vulnerable to ethical lapses.
• Get appropriate legal or clinical consultation for ethically ambiguous situations and ethical quandaries.

This course reviews key legal and ethical issues in psychotherapy. It is primarily intended for psychotherapists, but will be useful for any mental health professional. The content ranges from concrete, specific guidelines to overarching legal and ethical principles that guide clinical decision making. A broad range of topics is covered, with special, detailed emphasis on confidentiality and boundaries.

• Upon completion of this course, participants will be able to:
• Define professional ethics, including the fundamental principle of client welfare.
• Identify fundamental ethical principles of boundaries and confidentiality that underlie specific guidelines
• Abide by the ethical and legal guidelines covered, and express the reasons for the guidelines in terms of ethical principles and liability.
• Explain the reasons for confidentiality, including the beneficial effect on society through improved mental health services utilization.
• Identify behavioral red flags that indicate elevated risk for boundary violations.
• Summerize each of the 12 Principles of the Code of Ethics of the National Association of Alcoholism and Drug Abuse Counselors (NAADAC).
• Apply knowledge from this course to practice and/or other professional contexts.

This exam should only be taken if you have personally attended and completed a LivingWorks ASIST workshop. If you have not attended a workshop, please visit https://www.livingworks.net/ for dates and locations.

The Applied Suicide Intervention Skills Training (ASIST) workshop is for caregivers who want to feel more comfortable, confident and competent in helping to prevent the immediate risk of suicide. . ASIST prepares caregivers of all backgrounds to provide suicide first aid to persons at risk of suicide. The course is designed to help caregivers learn how to intervene to prevent the immediate risk of suicide and provide safety-for-now.

This exam will cover intervention attitudes, knowledge, skills and supports that you learned in the workshop.

The goal of ASIST is to enhance a caregiver's abilities to assist a person at risk to keep-safe-for-now. By completing the workshop, you will be able to:

• Recognize that caregivers and persons at risk are affected by personal and societal attitudes about suicide.
• Provide life-assisting guidance to persons at risk in a flexible manner.
• Identify what needs to be in a person at risk's plan for safety.
• Demonstrate the skills required to provide suicide first-aid to a person at risk of suicide.
• Describe the value of improving community resources including the way that they work together.
• Recognize that suicide prevention is broader than suicide intervention and, includes life promotion and self-care for persons at risk and caregivers
• Apply knowledge from this course to practice and/or other professional contexts.

LivingWorks Applied Suicide Intervention Skills Training (ASIST) is for learners who want to feel more comfortable, confident and competent in helping to prevent the immediate risk of suicide. LivingWorks ASIST prepares learners of all backgrounds to provide suicide first aid to persons at risk of suicide. The course is designed to help individuals learn how to intervene to prevent the immediate risk of suicide and provide safety-for-now.

• can describe suicide first aid goal and their helping role.
• aware of how attitudes about suicide affect helping.
• can describe and apply the PAL model.
• know about community resources and networks.
• more willing, confident and able to provide suicide first aid.
• can attend to own safety.

safeTALK teaches participants to recognize and engage persons who might be having thoughts of suicide and to connect them with community resources trained in suicide intervention. safeTALK stresses safety while challenging taboos that inhibit open talk about suicide. The safeTALK learning process is highly structured, providing graduated exposure to practice actions. The program is designed to help participants monitor the effect of false societal beliefs that can cause otherwise caring and helpful people to miss, dismiss, or avoid suicide alerts and to practice the TALK step actions to move past these three barriers.

• Challenge attitudes that inhibit open talk about suicide.
• Recognize a person who might be having thoughts of suicide.
• Engage them in direct and open talk about suicide
• Listen to the person's feelings about suicide and show that they are taken seriously.
• Move quickly to connect them with someone trained in suicide intervention.
• Apply knowledge from this course to practice and/or other professional contexts.

Mastered therapists were interviewed regarding various aspects of the therapy relationship. Based on the interviews, a number of domains and categories are conceptualized as relationship stances utilized by the master therapists to meet individual client needs. Based on these domains and categories the author proposes a Model of Relationship Stances that can be utilized in clinical practice, training, and research.

• describe the importance of the therapy relationship in outcomes.
• outline a variety of relationship stance domains and categories found amongst mater therapists.
• describe the proposed Model of Relationship Stances.

Mental Health Response to Mass Violence and Terrorism

Substance Abuse and Mental Health Services Administration

Course Description

This course aims to provide the reader with the tools for an appropriate mental health response to mass violence and terrorism. A mass violence event can take many forms but is generally defined as an intentional violent criminal act that results in physical, emotional, or psychological injury to a large number of people. Mass violence can manifest itself through terrorist attacks, mass shootings, riots and bioterrorism attacks. For survivors and witnesses of mass shootings, suffering tends to be particularly severe. Studies have documented that survivors of mass shootings often suffer from post-traumatic stress Disorder (PTSD), major depression, anxiety disorder and substance use disorder.

But what are the most effective mental health responses following large-scale traumatic events? It is essential to understand how and when resilience-building interventions must be carried out, be it at the immediate, intermediate or long-term aftermath of an event. Information on the major lessons learned in behavioral health following episodes of mass violence is provided, and related issues are woven into the discussion of strategies for assisting victims, survivors and the community-at large.

Mental Health Response to Mass Violence and Terrorism

Substance Abuse and Mental Health Services Administration

<!--

Course Material: http://store.samhsa.gov/shin/content/SMA04-3959/SMA04-3959.pdf

-->

Learning Objectives

After completing this training the health care professional will be able to:

• Assist victims, survivors, and family members cope with trauma and loss
• Assist victims, survivors, and family members participate in the criminal justice process
• Assist the community-at large in recovery through education, outreach, and support
• Describe and manage service providers' own work-related stress responses.
• Outline major lessons learned in behavioral health following episodes of mass violence, such as the tsunami, Katrina, etc
• Assess risk and protective factors of various populations as regards to mental health and disasters or emergencies
• Define crisis intervention
• Identify signs and symptoms of distress
• Describe and utilize tools for effective crisis interventions
• Apply knowledge from this course to practice and/or other professional contexts.

Many will find that a brief training and experience with a mindfulness practice will bring about a unique experience of peacefulness or expanded awareness. Experienced practitioners tell us that they develop an inner poise or balance, and in improved sensitivity to the signals of their body and mind. They may acquire a sense of connection to the world, and speak of feeling that they are on a path. This sense can take the form of finding a personal meaning in each new moment. They say that it is easier to accept adversity, but with an enhanced ability to respond in a positive, assertive manner.

• Apply mindfulness and understand its diverse definitions
• Identify the benefits and potential benefits of mindfulness practices and mindfulness-integrative treatment into your treatment plan
• Apply mindfulness and mindfulness-integrative experiences to achieve maximum individual growth
• Describe the relationship of mindfulness in contemporary culture and psychotherapy and apply them to your practice
• Use an understanding of the relationship of mindfulness and cognitive behavioral therapy in theory and practice

This course examines the results of a survey about mindfulness competencies in the area of counseling and psychotherapy. It specifically addresses competencies needed for training clients in the use of mindfulness methods. Recommendations are offered about mindfulness practice for counselor preparation, cultural competency, continuing education, clinical applications, and questions for future research.

• identify mindfulness competencies for counselors and psychotherapists as identified by mindfulness practitioners.
• describe how mindfulness competencies can inform mindfulness training with clients.

Course Description

Improve your knowledge on Mindfulness for Substance Use and Co-occurring Disorders with this course. Both depression and substance use disorders represent major global health concerns and are often co-occurring. Although there are ongoing discoveries regarding the pathophysiology and treatment of each condition, common mechanisms and effective treatments for co-occurring depression and substance abuse remain elusive. Mindfulness training has recently been shown to benefit both depression and substance use disorders, suggesting that this approach may target common behavioral and neurobiological processes. This course offers a theoretical, clinical and neurobiological perspective of the overlaps between these disorders, highlights common neural pathways that play a role in depression and substance use disorders, and discusses how these commonalities may frame our conceptualization and treatment of co-occurring disorders. Finally, it details how advances in our understanding of potential mechanisms of mindfulness training may offer not only unique effects on depression and substance use, but also offer promise for treatment of co-occurring disorders.

• describe theoretical and neurobiological rationale for the use of mindfulness-based treatment approaches for substance use disorders and co-occurring disorders.
• summarize principles and practices in the use of mindfulness-based treatment approaches for substance use disorders and co-occurring disorders.
• outline the research evidence pertaining to the use of mindfulness-based treatment approaches for substance use disorders and co-occurring disorders.

Mindfulness has become a popular topic among psychological therapists. This introductory article explains what mindfulness is and how it can be developed, before exploring how it has been incorporated within psychoanalytic and cognitive-behavioral psychotherapies. These reflect general as well as specific presumed therapeutic actions. At present, variations in the way mindfulness is understood, taught and applied mean that it is too early to fully assess its potential. They demonstrate how the use of attention and awareness in therapy cuts across traditional divisions and where mindfulness in therapy is most in need of further investigation.

• Describe what mindfulness is and how it can be developed.
• Describe how mindfulness has been incorporated into psychoanalytic and cognitive-behavioral psychotherapies.
• Identify ways in which mindfulness approaches may relieve psychological distress.

This credit course is designed for social workers, psychologists, counselors, therapists, nurses and other health care professionals, and is at the intermediate instructional level.

The first author (ELG) developed the Mindfulness-Oriented Recovery Enhancement (MORE) intervention, and has received income from the MORE treatment manual (Garland, 2013) and therapist trainings.

Contemporary advances in addiction neuroscience have paralleled increasing interest in the ancient mental training practice of mindfulness meditation as a potential therapy for addiction. In the past decade, mindfulness-based interventions (MBIs) have been studied as a treatment for an array addictive behaviors, including drinking, smoking, opioid misuse, and use of illicit substances like cocaine and heroin. This article reviews current research evaluating MBIs as a treatment for addiction, with a focus on findings pertaining to clinical outcomes and biobehavioral mechanisms. Studies indicate that MBIs reduce substance misuse and craving by modulating cognitive, affective, and psychophysiological processes integral to self-regulation and reward processing. This integrative review provides the basis for manifold recommendations regarding the next wave of research needed to firmly establish the efficacy of MBIs and elucidate the mechanistic pathways by which these therapies ameliorate addiction. Issues pertaining to MBI treatment optimization and sequencing, dissemination and implementation, dose-response relationships, and research rigor and reproducibility are discussed.

1. describe the potential neurocognitive processes that become dysregulated due to addiction and may be improved through MBIs
2. outline the current state of research regarding clinical outcomes of mindfulness-based treatment for addiction
3. compile a list of recommendations for future research related to mindfulness-based treatment for addiction

This course is not available for NBCC credit

The National Association of Social Work Code of Ethics (2008) is presented as a review of clinicians.

• Explain the Preamble, Purpose and Principles from the NASW Code of Ethics.
• Describe the Ethical Standards from the NASW Code of Ethics.
• Summarize 2008 revisions to the NASW Code of Ethics.

The National Board for Certified Counselors' Code of Ethics (2012) is presented.

• Describe the principles and practices outlined in the NBCC Code of Ethics.

This course reviews the comparative effectiveness of nonpharmacologic treatments for perinatal mental health conditions and effectiveness of these treatments, such as depression, anxiety, PTSD, and OCD. Cognitive behavioral therapy (CBT) and interpersonal therapy (IPT) showed moderate evidence of reducing depressive symptoms compared to standard care, while exercise and behavioral activation also demonstrated benefits. Evidence on other interventions, including acupuncture and bright light therapy, was limited or inconclusive. Few studies addressed anxiety, PTSD, or OCD, with insufficient data to draw firm conclusions. The findings highlight a need for further research, especially on diverse treatment modalities and their impacts on broader mental health outcomes.

1. Describe key nonpharmacologic treatments for maternal mental health conditions, including depression, anxiety, and post-traumatic stress disorder.
2. Identify the strengths and limitations of the evidence base for nonpharmacologic treatments in addressing maternal mental health conditions during the perinatal period.
3. Outline the role of various assessment tools, such as the Edinburgh Postnatal Depression Scale (EPDS) and Hamilton Depression Rating Scale (HAM-D), in evaluating the effectiveness of nonpharmacologic interventions.

Obsessions are intrusive, irrational thoughts -- unwanted ideas or impulses that repeatedly well up in a person's mind. Again and again, the person experiences disturbing thoughts, such as "My hands must be contaminated; I must wash them"; "I may have left the gas stove on"; "I am going to injure my child." On one level, the sufferer knows these obsessive thoughts are irrational. But on another level, he or she fears these thoughts might be true. Trying to avoid such thoughts creates great anxiety.

Compulsions are repetitive rituals such as hand washing, counting, checking, hoarding, or arranging. An individual repeats these actions, perhaps feeling momentary relief, but without feeling satisfaction or a sense of completion. People with OCD feel they must perform these compulsive rituals or something bad will happen.

Most people at one time or another experience obsessive thoughts or compulsive behaviors. Obsessive-compulsive disorder occurs when an individual experiences obsessions and compulsions for more than an hour each day, in a way that interferes with his or her life.

• Identify characteristics of OCD
• Identify appropriate assessment procedures for OCD
• Identify appropriate, effective treatments for OCD
• Identify controversial treatments for OCD

Counseling provided via online means is becoming more commonplace. To use online counseling properly counselors need to be aware of ethical issues and how to address them. This course includes online counseling ethics guidelines from numerous professional associations.

*Note: Material for this course includes Appendix A. (page 50-77) and pages 13-15 from this article.

• Describe challenges to fulfilling ethical obligations while conducting online counseling.
• Outline the ethics guidelines of numerous mental health professional organizations.
• Identify various ways to address the ethical challenges that can arise in online counseling.

Counseling provided via online means is becoming more commonplace. This well-researched review focuses on a variety of online communication modes. The review covers advantages and disadvantages of online counseling, ethical/legal issues, a wide variety of research findings on online counseling, and suggestions for effective online counseling practice.

• Describe the relative advantages and disadvantages of online counseling.
• Outline ethical issues to consider regarding online counseling.
• Summarize research evidence on online counseling.
• Describe a variety of suggested online counseling practices.

This course is a public domain which consists of the 2 resources below.

SAMHSA Document 1

APA Brief

This course includes a toolkit created by the Substance Abuse and Mental Health Services Administration (SAMHSA) that is designed to educate individuals on causes, risks, and signs of overdose. The toolkit includes basic information about what an overdose is and common substances that can cause overdose. It describes medications that can be used to reverse opioid overdoses. It then outlines steps that should be taken when witnessing and responding to an overdose. A second article discusses research that psychologists are currently engaging in to support an increase in the number of overdose prevention sites. It also briefly describes other harm reduction initiatives being implemented in the United States.

1. Define the term overdose and explain common risk factors of overdose.
2. List the recommended steps involved in responding to an overdose.
3. Summarize current overdose prevention strategies being used in the United States.

This course reviews fundamental information on pain and pain management that is of value to clinical practice. It provides current information to enhance clinical responsiveness. Additionally, this training explores the personal, societal, and clinical issues in chronic pain and its treatment and key ideas regarding psychological techniques for altering the perception of pain.

• Describe fundamental ideas that underlie psychological techniques for treating chronic pain, including psychological methods for altering perception and interpretation of pain.
• Recognize issues of stigma and societal responses to persons with pain problems.
• Distinguish between different elements of pain as a representation, such as suffering.
• Identify the physiology behind psychogenic pain and the placebo effect.
• Direct clients to improve lifestyle factors that contribute to pain resistance and recovery.
• Apply knowledge from this course to practice and/or other professional contexts.

This course is destined to all health-care professionals wishing to gain additional knowledge on Parkinson's Disease and improve their practice. Parkinson's Disease (PD) is a degenerative condition of the brain associated with motor symptoms (slow movement, tremor, rigidity and imbalance) and other complications including cognitive impairment, mental health disorders, sleep disorders and pain and sensory disturbances. It also affects dopamine receptors and is therefore associated with an increased risk of depression. Globally, disability and death due to Parkinson's Disease are increasing faster than for any other neurological disorder. The prevalence of PD has doubled in the past 25 years, and global estimates in 2019 showed over 8.5 million individuals with PD (WHO, 2019).

This training covers early manifestations of the disease, medical treatment options, rehabilitation, work and life adjustments as well as the stages of grief and reactions to the diagnosis, thus providing the reader with a solid understanding of PD and the medical approaches that can be undertaken.

• Identify the cardinal symptoms of Parkinson's disease as well as the symptoms that commonly occur in the disease
• Demonstrate a basic understanding of the neurobiology of Parkinson's disease
• Differentiate between diseases that are similar to Parkinson's disease or have similar features
• Discuss the current treatment options for Parkinson's disease
• Recognize the different staging scales used in Parkinson's disease
• Identify the common psychiatric illnesses that can coexist with Parkinson's disease
• Recognize and discuss some of the struggles that patients and caregivers face

Course Description

This course considers the clinical implications related to perspectives on forgiveness. It is not uncommon for clinicians to see clients affected by interpersonal transgressions. Forgiveness is an approach that some clients will decide to pursue, and it represents a positive psychological response to interpersonal harms that can contribute to numerous positive outcomes. Forgiveness can be defined as the release of resentment or anger. It is vitally important for the mental health of those who have been victimized, as it propels them forward rather than keeping them emotionally engaged in trauma or injustice. This course details three approaches to forgiveness: the Enright forgiveness process Model, the "Reach" method and the 9 steps process. After learning about these approaches, it details the potential clinical implications of a focus on forgiveness, providing valuable insight and advice.

• identify and compare three approaches to forgiveness.
• describe potential clinical implications of a focus on forgiveness.
• summarize new ways to think about forgetting and its potential relationship to forgiveness.

Problem Gamblers and Their Finances

<!--

http://store.samhsa.gov/shin/content//PGKIT-07/PGKIT-07-02.pdf

-->

Substance Abuse and Mental health Services Administration

Course Description

This training provides information on screening, assessment, referral, and treatment for problem gambling to substance abuse counselors, mental health therapists, primary care physicians, and social workers. Discusses financial issues and strategies.

Problem Gamblers and Their Finances

<!--

http://store.samhsa.gov/shin/content//PGKIT-07/PGKIT-07-02.pdf

-->

Substance Abuse and Mental health Services Administration

Learning Objectives:

After completing this course, the participant will be able to:

• Integrate the underlying personality dynamics in assessing pathological gambling.
• Explain the importance of looking at the entire psychosocial environment when assessing pathological gambling.
• Identify specific learning interventions for pathological gamblers in treatment.
• Develop a therapeutic cognitive approach in dealing with a pathological gambler.
• Identify significant psychological factors in the development of a gambling disorder.

This course explores the unique cultures of the military and provides civilian mental health clinicians with a better understanding of cultural factors. It provides suggestions for adapting civilian clinical services to meet the needs of military service members, veterans, and their families. It also addresses how civilian communities can better support the needs of military service members, veterans, and their families. Note: Course includes a helpful glossary of terms and acronyms (page 79).

• Describe aspects of military culture.
• Identify ways that civilian clinicians can make adaptations to work with military service members, veterans, and families.
• Describe ways to build community capacity to enhance civilian-based services to service members, veterans, and families.

This is the sister course of Revolving Door Families: The Issues and Clinical Concerns from a Bio-psychosocial perspective. Both courses assist therapists in treating families with impaired and underachieving adults. Much of the material is easily translated into situations involving adolescents. This course can stand on its own, but we recommend that the reader take both courses unless he or she is familiar with the issues of these families and the various roles that a therapist might play in these potentially complicated cases. The sister course goes into depth concerning the issues that these families grapple with, and the sources and types of problems of impaired adults. It also addresses the fundamental legal and ethical issues pertaining to therapists' potential roles with these families.

Topics and focus: This course provides detailed treatment of assessment, treatment issues, and guidelines for working with revolving door families. It emphasis psychosocial education and a programmatic approach to negotiation between the parents and their adult child.

• Describe the nature and purpose of the parent-adult child negotiation focus
• Apply alternatives to negotiation and emergent needs
• Identify considerations regarding treatment of the adult child
• Apply psychosocial intervention with parents
• Prepare parents to negotiate and establish functional boundaries
• Describe follow through and termination

Psychotherapeutic Medications what Every Counselor Should Know

<!--

Training Material

http://www.nattc.org/userfiles/file/MidAmerica/Psychmeds%202011_FINAL%20as%20of%203-1-11.pdf

-->

Course Description:

This publication is designed as a quick "desk reference" for substance abuse and mental health treatment providers. It is not intended to be used as a complete reference for psycho-therapeutic medications.

This guide details information about the purpose, usual doses and frequency of use, potential side effects, emergency conditions, and cautions for each medication grouping. Substance use disorders and the medications for proper treatment are also discussed.

Psychotherapeutic Medications what Every Counselor Should Know

<!--

Training Material

http://www.nattc.org/userfiles/file/MidAmerica/Psychmeds%202011_FINAL%20as%20of%203-1-11.pdf

-->

Learning Objectives

After completing this training the health care professional will:

• Identify medications and the disorders they are used to treat.
• Discuss tips for communicating with physicians about clients and medication.
• Support clients with mental illness in continuing to take their psychi-atric medications can significantly improve substance abuse treatment outcomes.
• Discuss short- and long-term impact to person and family
• Discuss physical changes (some immediate) as a result of quitting and highlight those most relevant

In the past, maladaptations after trauma were considered to be a reflection of personal weaknesses and were stigmatized.

This course uses recent evidence to understand physiological responses to severe stress and trauma and the risk factors for a pathological response to trauma. These gains in understanding come from the study of memory and neuro-hormonal reactivity and control systems.

The course also summarizes current biologically-informed, psychotherapeutic and pharmacologic interventions for the prevention and treatment of acute stress disorder and post-traumatic stress disorder (PTSD).

• Describe physiological responses to severe stress and trauma and the the risk factors for a pathological response to trauma.
• Summarize current biologically-informed, psychotherapeutic and pharmacologic interventions for the prevention and treatment of acute stress disorder and post-traumatic stress disorder (PTSD).

Rational-Emotive Behavior Therapy (REBT) is the earliest formal cognitive behavioral psychotherapy (CBT). Its premise is that treatment can dramatically improve emotional and mental health by altering patterns of thinking. Albert Ellis developed this approach in the 1950s because of his dissatisfaction with psychoanalytic approaches prevalent at the time. He was a psychoanalytically trained psychologist. He felt that his patients could progress much faster than was possible through psychoanalysis. The approach uses a much more directive approach than was accepted at the time. This includes liberal use of psycho-education. Ellis first referred to the approach as rational therapy, and then rational-emotive therapy (RET)

• Describe the early development of REBT in terms of its contrast to other approaches at that time, its philosophical roots, and its assumptions.
• Outline the elements of REBT theory
• Identify irrational beliefs as the causes of emotional and behavioral problems
• Describe the psychodynamics of anxieties.
• Describe how REBT is evolving, and emerging knowledge that may contribute to REBT.
• Identify how REBT has influenced subsequent approaches.
• Apply knowledge from this course to practice and/or other professional contexts.

The Relapse Prevention (RP) model has been a mainstay of addictions theory and treatment since its introduction three decades ago. This course provides an overview and update of RP for addictive behaviors with a focus on developments over the last decade (2000-2010). Major treatment outcome studies and meta-analyses are summarized, as are selected empirical findings relevant to the tenets of the RP model. Notable advances in RP in the last decade include the introduction of a reformulated cognitive-behavioral model of relapse and the development of mindfulness-based relapse prevention. Also reviewed is the emergent literature on genetic correlates of relapse following pharmacological and behavioral treatments.

• Identify developments in relapse prevention from 2000-2010.
• Summarize the impact of relapse prevention approaches on a variety of clinical factors.
• Describe mindfulness-based relapse prevention.
• Describe genetic and neurological influences on treatment response and relapse.

LivingWorks safeTALK v.3 is a three to four-hour, in-person, interactive training designed to equip Learners with practical, skills-based training to become Suicide Safety Connectors. Through a structured four-step model, Learners become more alert to persons thinking of suicide and better able to connect them to further support.

• notice and respond to situations where suicide thoughts may be present.
• recognize that invitations for help are often overlooked.
• move beyond the common tendency to miss, dismiss, and avoid suicide.
• apply the TALK steps: Tell, Ask, Listen, KeepSafe.
• know community resources and how to connect someone with thoughts of suicide to them for further suicide-safer help.

See this page for details:
https://www.schematherapytrainingonline.com/p/course1_the_basic_schema_treatment_model

Module 1: Schema Mode Model (4.5 Hours)
Module 2: Assessment, Conceptualisation and Formulation using the Mode Model (2-hours)
Module 3: Change Processes in Schema Mode Work (2-hours)
Module 4: Bypassing Coping Modes - Mode Work in Schema Therapy 2.5 hours
Module 5: Working with Critic Modes & Vulnerable Child Mode 3.5 hours
Module 6: Therapist Schemas - Course Reflection - Resources - Road Ahead (3-hours)

Course 1 - Schema Therapy Online Course 1: The Basic Model Methods and Techniques

Learning Objectives

After completing this training the professional will be able to:

1. Outline the theoretical and historical development of schema Therapy.
2. Describe the central concepts underpinning the "Basic Schema Model" - the Interplay between needs, schemas, and coping styles.
3. Identify the concept of the 18 Schemas and how they commonly present.
4. Demonstrate knowledge of how needs and schemas play out 'in real life'.
5. Outline the evidence base/ support for the use for schema therapy for complex cases.
6. Demonstrate how to administer, score and interpret the Young Schema Questionnaire Short Form - (90- Items).
7. Explain how to do a schema focused assessment using multiple assessment methods and integrate this assessment into a basic schema formulation.
8. Assess and gain some self- awareness of your 'Own Schemas'.
9. Describe how to use experiential methods (e.g. imagery) for assessment and intervention (e.g. Imagery Rescripting)
10. Outline the basics of schema intervention including how to apply
    (a) limited reparenting,
    (b) Experiential interventions,
    (c) Cognitive Strategies, and
    (d) Behavioral pattern breaking strategies.
11. Outline how to structure the course of schema treatment over time, and with a session, including the use of homework.
12. Summarize the basics of the 'schema mode' concept.

See this page for details:
https://courses.schematherapytrainingonline.com/p/course_2_the_mode_model_for_complex_cases

Module 1: Schema Mode Model (4.5 Hours)
Module 2: Assessment, Conceptualisation and Formulation using the Mode Model (2-hours)
Module 3: Change Processes in Schema Mode Work (2-hours)
Module 4: Bypassing Coping Modes - Mode Work in Schema Therapy 2.5 hours
Module 5: Working with Critic Modes & Vulnerable Child Mode 3.5 hours
Module 6: Therapist Schemas - Course Reflection - Resources - Road Ahead (3-hours)

• Describe the Schema Mode Model and conceptual background of the 'Mode' Model and 'parts' in Schema Therapy for complex cases.
• Summarize conceptualisation and treatment of Complex Cases, especially Cluster B (e.g. Borderline, Anti- social), and C (e.g. Avoidant, OCPD, Dependant) personality disorder presentations.
• Demonstrate awareness and fluency of Schema Mode descriptions.
• Explain assessment of Schema Modes, and demonstrate skills in the administration, scoring, and interpretation of the Schema Mode Inventory.
• Demonstrate skills in assessment, conceptualisation and formulation using the schema mode model, including the ability to generate 'Schema Mode Maps' with clients.
• Describe skills in Cognitive Change approaches with rigid presentations.
• Improve skills in the application of Behavioural-pattern breaking techniques within the Schema Mode Model.
• Demonstrate increased confidence and competency in the use of experiential change approaches including Imagery Rescripting and Chairwork dialogues with 'Modes' or 'Parts'.
• Demonstrate skills and confidence in the application of Limited Reparenting and using the therapy relationship as a vehicle for positive change and 'schema healing',
• Demonstrate a deeper understanding and awareness of the impact of therapist schemas and modes on the therapy relationship and treatment of complex cases, including our own reactions.
• Apply knowledge from this course to practice and/or other professional contexts.

See this page for details:
https://www.schematherapytrainingonline.com/p/empathic-confrontation-wendy-behary

Week 1: The Art of Empathy / Cultivating an Intention = Impact Outcome
Week 2: The Super-Sufferers and Virtuous Victims - Empathic Confrontation with Covert Narcissism
Week 3: The Chauffer of Shame! Effectively Confronting, Evacuating, and Converting the Inner Critic Mode
Week 4: Limits, Leverage, Bullies, and Entitlement: A Mode Profile of Narcissism and Overcompensation
Week 5: The Guard, The Cave, The Soldier, The Wall, The Bubble, The Fortress - Detached Modes
Week 6: Other Gnarly Challenges - Enmeshed Loyalty Mongers, Angry Modes, and the Chronically Disappointed

Empathic Confrontation Strategies Navigating Narcissism and Other Challenging Modes in Treatment

• Identify and conceptualize the evolution of challenging and uncompromising modes.
• Cultivate a navigational treatment map.
• Create customized dialogues that embolden trust, safety, leverage, and enhance opportunities to access client vulnerability and emotional resonance
  1. Identify one's own schemas and mode activation.
  2. Outline how to sustain a sturdy, curious, and empathically attuned caregiver agency.
  3. Integrate effective experiential strategies designed to meet the primary unmet needs, especially those related to toxic shame, mistrust, injustice, and unconditional love/acceptance.
• Attend to the therapist's own schemas and mode activation - how to sustain a sturdy, curious, and empathically attuned caregiver agency.
• Integrate effective experiential strategies designed to meet the primary unmet needs, especially those related to toxic shame, mistrust, injustice, and unconditional love/acceptance.

This course is for mental health practitioners who wish to apply smoking cessation knowledge in clinical practice. The course describes the health risks of smoking, obstacles to quitting, motivations to quit, methods of quitting, support for quitting, and alternative nicotine products. It will also provide means of supporting family members and others who wish to help an individual stop smoking. Resources for support and further learning are provided.

• Describe the risks, obstacles, and methods pertaining to smoking cessation.
• Summerize common and experimental methods of smoking cessation.
• Identify the pros and cons of nicotine delivery alternatives, as well as specific methods of nicotine delivery.
• Describe the pros and cons of medication available to support smoking cessation, as well as specific medications.
• Assist family members and others in supporting the smoking cessation efforts of others.
• Apply knowledge from this course to practice and/or other professional contexts.

This course provides an overview of numerous aspects of solution focused therapy including process, ingredients, session structure and specific instructions. It also covers the application of solution focused therapy to anxiety management.

• describe the process and ingredients of SFT.
• outline session structure of SFT.
• identify specific instructions from SFT.
• outline possible applications of SFT to anxiety management.

Improve your understanding of domestic violence scenarios with this Intimate Partner Violence (IPV) course. IPV, also referred to as spousal abuse, describes any behavior within an intimate relationship that causes physical, psychological or sexual harm (World Health Organization, 2018). It includes acts of physical aggression, sexual coercion, psychological abuse and controlling behaviors. IPV therefore falls under the broader category of \'domestic violence\', an all-encompassing term that may also refer to the abuse of children, elders, or any other family member within a household.

Male partners or ex-partners are by far the most common perpetrators of IPV. Recent studies have shown that it occurs across all socioeconomic, cultural and religious backgrounds. According to the report Violence Against Women Prevalence Estimates published by the United Nations in 2018, 1 in 3 women experience spousal abuse globally. The ecological model, which suggests that violence is a result of forces working at four different levels--individual, relational, community, and societal--is the most popular paradigm for analyzing violence. Some of the more consistent factors associated with IPV include low level of education, harmful use of alcohol and drugs, economic stress and acceptance of violence.

• Define IPV and it\'s inclusion of psychological abuse.
• Outline the scope and rate of IPV through statistics and discussion.
• Describe current, objective data on gender ratios and issues.
• Outline the history of IPV from the shelter movement and related feminist activism up to current events affecting clinical thought and service delivery.
• Identify critiques of the IPV gender and patriarchy paradigm
• Describe political and ideological influences on treatment and legislation regarding IPV.
• Know the factors that contribute to IPV.
• Apply knowledge from this course to practice and/or other professional contexts.

Medical errors are simple or complex errors made by medical health care professionals during the course of the day, which can have serious consequences. A medical error may be defined as a preventable adverse effect of care, whether or not it is evident or harmful to the client. This might include an inaccurate or incomplete diagnosis or treatment of a disease, injury, syndrome, behavior, infection, or other ailment.

It is important to find the cause of the error to help in reducing and eliminating similar errors. Following patient confidentiality laws and acquiring full disclosure while dealing with the patients is another way mental health care professionals can reduce medical errors.

• Identify the most common types of medical errors.
• Define Medical Errors as they pertain to the practice of mental health.
• Describe effects of Medical Errors on client/patient safety and care.
• Identify approaches to prevent and correct errors.
• Identify Cultural issues that may assist in reducing medical errors.

Maintaining a therapeutic alliance with clients who have co-occurring disorders (COD) is important--and difficult. The first section of this course reviews approaches for addressing these challenges. The second part of this course describes specific techniques effective in counseling clients with COD. One is the use of motivational enhancement consistent with the client\'s specific stage of recovery.

The purpose of this course is to describe for the addiction counselor and other practitioners how these guidelines and techniques, many of which are useful in the treatment of substance abuse or as general treatment principles, can be modified specifically and applied to people with COD.

• Summarize ingredients for a successful therapeutic relationship with a client who has COD
• Describe a variety of techniques for working with clients with COD

Course Description

Improve your understanding of the connections between substance abuse and domestic violence with this course. Domestic violence is a pattern of abusive behavior in any relationship that is used by one person to gain control over another. It includes acts of physical aggression, sexual coercion, psychological abuse and controlling behavior exerted against children, adults and elders. Domestic violence has no boundaries and occurs across all socio-economic, political and cultural contexts. A plethora of factors influences domestic violence, one of which is substance abuse.

The association between domestic violence and abuse and dependence has been investigated by various authors (Gilbert et. al, 2001; Miller et. al, 2000) but a causal relationship cannot be inferred. While there is no direct cause-and-effect link, it appears clear the use of alcohol and other drugs is a major risk factor for domestic violence. Some studies support the idea that this is due to the similarity between the behaviors of perpetrators of domestic violence and substance dependence (Irons and Schneider, 1997). Common characteristics include loss of control, maintenance of behavior despite adverse consequences, minimization and denial. Others state that, by reducing inhibitions and distorting perceptions, alcohol and substance abuse encourage open aggression.

Substance Abuse Treatment and Domestic Violence

Center for Substance Abuse Treatment

<!--

Training material:

http://www.ncbi.nlm.nih.gov/books/NBK14419/

-->

Learning Objectives

After completing this training the health care professional will be able to:

• Identify the key stages: from drinking and transition to early and ongoing recovery.
• Describe the therapeutic tasks and pitfalls that characterize Domestic Violence and Substance Abuse.
• Implement interventions with individual family members, as well as the system as a whole, helping to restructure roles, interactions and beliefs that have been shaped by addiction and abuse.
• Outline the importance of facilitating the family's use of outside sources of support.
• Apply knowledge from this course to practice and/or other professional contexts.

Substance Abuse Treatment for Lesbian, Gay, Bisexual, and Transgender

This publication presents information to assist providers in improving substance abuse treatment for lesbian, gay, bisexual, and trans-gender (LGBT) clients by raising awareness about the issues unique to LGBT clients. Sensitizing providers to these unique issues will, it is hoped, result in more effective treatment and improved treatment outcomes. Effective treatment with any population should be sensitive and culturally competent. Substance abuse treatment providers, counselors, therapists, administrators, and facility directors can be more effective in treating LGBT clients when they have a better understanding of the issues LGBT clients face. With this knowledge, treatment providers can reexamine their treatment approaches and take steps to accommodate LGBT clients.

Studies indicate that, when compared with the general population, LGBT people are more likely to use alcohol and drugs, have higher rates of substance abuse, are less likely to abstain from use, and are more likely to continue heavy drinking into later life.

• Describe the epidemiology of substance abuse among the LGBT population
• Identify the types of substances abused
• Define key terms
• Identify characteristics of LGBT individuals
• Recognize the differences in LGBT life experiences may shape the substance abuse issues
• Summerize the life cycle issues for LGBT individuals
• Identify treatment issues that are unique to different ethnic groups
• Describe how cross-cultural issues affect substance abuse treatment
• Apply knowledge from this course to practice and/or other professional contexts.

Improve your practice with this course on substance use, misuse, and abuse among older adults. The expected rise in substance use disorders among older adults points to the need for clinical mental health counselors to address this demographic with more knowledge. While use of illicit drugs in older adults is much lower than among other adults, it is currently increasing. Data from the National Survey on Drug Use and Health (NSDUH), an annual nationally representative study of the U.S. population ages 12 and older, show that drug use among adults ages 65 and older increased from 19.3 percent in 2012 to 31.2 percent in 2017 (Center for Behavioral Health Statistics and Quality, 2019). This article (a) discusses the prevalence, vulnerabilities, and consequences of misuse and abuse of alcohol, prescription drugs, and illicit substances; b) reviews age-specific counseling considerations and approaches to assessment, diagnosis, and intervention; and (c) calls for more attention to the subject in training and research.

• Describe the prevalence, vulnerabilities, and consequences of misuse and abuse of alcohol, prescription drugs, and illicit substances among older adults.
• Identify counseling considerations and approaches to assessment, diagnosis, and intervention for older adults with substance use disorders.

Improve your knowledge on Suicide Risk Assessment and Treatment with this course. Every year, more than 700,000 people take their own life and there are many more people who attempt suicide. It occurs throughout the lifespan and was the fourth leading cause of death among 15-29-year-olds globally in 2019 Suicide is a global phenomenon that affects all parts of the world; in fact, over 77% of global suicides occurred in low- and middle-income nations in 2019 (WHO, 2021). It should be noted that there is no single cause for suicide. It most often occurs when stressors and health issues converge to create an experience of hopelessness and despair. Conditions like depression, anxiety and substance problems, especially when unaddressed, increase risk for suicide. The statistics illustrate how serious of a public health issue suicide is. But, they can be prevented with timely, evidence-based interventions. This course aims provides the reader with the right tools to better understand suicide assessment and treatment.

• Identify a historical perspective on suicide.
• Identify rates of suicide overall and for various demographic groups.
• Describe the major causes and risk factors for suicide.
• Outline the relative risks for various mental disorders, subtypes, and situational factors.
• Describe the role of mental disorders and life situations in suicide.
• Summerize the relationship of co morbidities in risk.
• Apply knowledge from this course to practice and/or other professional contexts.

The core objectives of clinical supervision are to ensure quality of care and professional development of clinical staff. It is a primary means of ensuring that these objectives are met. Supervision provides the bridge from the classroom to the actual practice of clinical skills by helping therapists acquire the knowledge and skills they need in order to make that transition. Supervision is necessary to enhance treatment, professionalism, and ethics. Supervision is defined as interaction between a supervisee (MFT/SW trainee/intern) and a supervisor.

The main purpose of supervision is to have a more experienced individual (supervisor) guide and educate less experienced individuals (supervisees). Supervision is an environment in which the supervisee feels comfortable sharing their doubts, problems and issues surrounding their role as therapist/social worker. Let us not forget, however, that supervision is also part of the gate keeping process of the profession. If it is too heavy-handed, it poses an obstacle to good potential clinicians, and serves a guild mentality. If it is too relaxed, it may result in incompetent care by trainees who should have been screened out.

• Identify the common issues that may occur in supervision.
• Identify potential ethical and legal issues that may arise.
• Respond effectively to diversity issues relevant to the supervisee's development.
• Identify and appropriately respond to conscious and unconscious psychological and emotional issues in supervisees.
• Identify the strategies and methods for supervision.
• Utilize means of reducing liability risk for supervisor, supervisee, and agency.
• Identify the stages of the supervision process and what they entail.

This course is designed for social workers, psychologists, therapists, nurses and other health care professionals at the bachelors, masters and PhD level of education.

This very readable and thought-provoking course is the result of extensive research into expert opinion, government documentation, current studies, and current practices by practicing therapists on the cutting edge of telehealth. The rapid expansion and innovation of telehealth in the mental health field reflects the pervasiveness of computer and telecommunications technology in our lives. This is creating important opportunities for improved services and access. At the same time, telehealth practices and technologies pose substantial legal and ethical challenges.

This course provides a solid understanding of current telehealth media. It also familiarizes the participant with media their clients may be using. The course covers all ethical and legal areas being affected by telehealth, including safety, privacy, working across state lines, government access to records, encryption, contraindications, benefits and motives for telehealth practices, and much more. The participant will have practical, defensible guidelines for ethical and legal telehealth practice. The participant will be linked to an extensive, categorized, annotated list of resources that is maintained by the author.

The course includes a sample form: Private Practice Policies for Tele-Mental Health in a generic fill-in-the-blank format plus suggestions for customizing it to your practice.

• Define key terms, including telehealth, tele-mental health, and e-therapy.
• Identify and describe the media used in telehealth.
• Identify current legal issues in telehealth.
• Seek consultation or other information services in order to be legally compliant when engaging in telehealth activities.
• Interpret the ethical challenges in telehealth according to accepted ethical guidelines for telehealth activities, including new or novel circumstances that arise from factors such as technological innovation.
• Identify the strengths and weaknesses of the technologies most used in telehealth practices.
• Abide by ethical guidelines when engaging in telehealth activities, including:
  - Maintain safety.
  - Maintain privacy despite the challenges posed by electronic communication.
  - Avoid using electronic media when sufficient privacy cannot be adequately ensured.
  - Determine the level of privacy needed for the various telehealth activities
  - Work with clients that can benefit from telehealth practices
  - Identify risks or drawbacks in the use of specific telehealth practices
  - Working within legal scope of practice, and scope of competency while adopting telehealth practices.
  - Work with clients in geographical or government boundaries that are permitted and appropriate
  - Gain informed consent for telehealth practices
  - Have emergency policies that account for telehealth practices
  - Maintain legal compliance with state and federal laws, including HIPAA.
  - Make sure that websites and other online media and information published are legally compliant, such as maintaining a privacy policy as required.
  - Acquire and manage all forms, agreements, and other clinical and administrative records appropriately.
  - Maintain security of electronic data systems and the data itself.
  - Monitor and manage the online reputation of the professional and the organization.
  - Assist clients, within reason, in maintaining safety and well-being online
  - Operate within the requirements of existing malpractice coverage.
  - Ensure that telehealth services are delivered with adequate cultural and linguistic competence for the populations designated to receive it.

Cultural competency practices have been widely adopted in the mental health field because of the disparities in the quality of services delivered to ethnic minority groups. This review examines the meaning of cultural competency, positions that have been taken in favor of and against it, and the guidelines for its practice in the mental health field. Empirical research that tests the benefits of cultural competency is also discussed.

• Describe cultural competence and resistance to it.
• Identify a variety of cultural competency interventions.
• Summarize the effectiveness of psychotherapeutic treatments with ethnic minorities.
• Summarize the incremental effects of cultural competency adaptations.

Improve your practice with this course on the Dissociative Subtype of Post-Traumatic Stress Disorder (PTSD). In recent years, compelling evidence has emerged that PTSD+DS represents a distinct clinical population with distinct neurobiological and epidemiological features. PTSD+DS, in addition to meeting full criteria for PTSD, captures people who additionally respond to trauma-related stimuli with dissociative symptoms (depersonalization or derealization) and association emotional detachment. This comes in addition to the two dissociative symptoms contained in the core diagnostic criteria for PTSD: dissociative flashbacks and dissociative amnesia.

This course aims to provide guidelines for therapy as well as a summary of the material that has been published on the unique characteristics of this subpopulation. Additionally, the course examines collaborative decision-making interventions and their applications in clinical practice.

1. Summarize the correlates of the dissociative subtypes of PTSD
2. Summarize the neurobiological correlates of the dissociative subtype of PTSD
3. Identify treatment implications when dissociation accompanies PTSD
4. Describe shared decision-making interventions for working with clients with PTSD
5. Summarize the benefits of shared decision-making interventions for PTSD

Deepen your understanding of trauma-focused cognitive behavioral therapy for children affected by sexual abuse with this course. Child sexual-abuse can have wide-ranging and serious consequences that include effects on inter-personal relationships, emotional well-being, physical health and later life. Victims and survivors are also two to four times more likely to become victims of sexual, physical or emotional abuse again in their lifetime (Fisher, 2017).

Trauma-Focused Cognitive Behavioral Therapy (TF-CBT) is an evidence-based treatment approach shown to help children, adolescents and their caregivers overcome trauma-related difficulties. It uses cognitive-behavioral principles and exposures techniques to prevent and treat posttraumatic stress, depression and behavioral problems. Published estimates indicate that 75% or more of children and adolescents experience some form of trauma by the age of 18 (Finkelhor et al., 2009), and between 20% and 50% of them experience some level of posttraumatic stress symptoms (Copeland et al., 2007). The high rates of trauma and the long-lasting impact of PTSD have necessitated interventions such as TF-CBT that are specifically designed to meet the requirements of children and adolescents in the wake of trauma.

• Summarize the effects of maltreatment on brain development.
• Describe trauma-focused cognitive behavioral therapy for children affected by sexual abuse or trauma.
• Describe the evidence regarding TF-CBT.

This course provides behavioral health clinicians with a comparative effectiveness review of the evidence for drug and nondrug interventions in treating acute symptoms associated with bipolar disorder (BD) and preventing relapse.

1. Describe the process of selecting studies to be included in this Comparative Effectiveness Review.
2. Outline the results of studies examining the effect of psychosocial and other non-drug Interventions for Bipolar Disorder (BD), and utilize this evidence in treatment planning.
3. Identify the factors effecting the Strength of Evidence for the studies included in this Comparative Effectiveness Review.

Suicide is the second leading cause of death for youth and young adults in the United States. Factors contributing to thoughts of suicide in this population include mental health and substance use problems, low self-esteem, peer and parental relationship problems, and academic difficulties. Suicidal ideation, self-harm, and suicide attempts are higher among youth than adults. Approximately 17 percent of high school students reported suicidal ideation in the past year, and 7.4 percent of high school students reported a suicide attempt in the same period. The prevalence of suicidal thoughts and behaviors is higher in some groups, including LGBTQ+ youth and racial and ethnic minorities, particularly American Indian and Alaska Native youth and youth of more than one race. This guide presents programs and practices that address effective treatment of suicidal thoughts, suicidal behaviors, and self-harm among youth and young adults. Interventions need to be part of a comprehensive approach that seeks to decrease suicide risk factors and increase protective factors. In addition, systemic barriers to effective treatment for youth need to be addressed, including appropriate referrals and linkage to treatment services, improved education and training for healthcare professionals, and increased availability of services and insurance coverage for diagnosis and treatment of mental disorders and suicidal behaviors.

1. Describe the prevalence rates and risk factors associated with suicidal ideation, self-harm, and suicide attempts among youth.
2. Outline evidence-based prevention strategies and treatment interventions for addressing suicidal ideation, self-harm, and suicide attempts among youthAfter taking this course, participants will be able to:
3. Describe the key components and objectives of Dialectical Behavior Therapy (DBT), Attachment-Based Family Therapy (ABFT), Multisystemic Therapy-Psychiatric (MST-Psych), Safe Alternatives for Teens and Youth (SAFETY), Integrated Cognitive Behavioral Therapy (I-CBT), and Youth-Nominated Support Team-Version II (YST-II) in addressing suicidal thoughts and behaviors among youth.
4. Outline the typical settings, demographic groups targeted, practitioner types involved, intensity, and duration of treatment for Dialectical Behavior Therapy (DBT), Attachment-Based Family Therapy (ABFT), Multisystemic Therapy-Psychiatric (MST-Psych), Safe Alternatives for Teens and Youth (SAFETY), Integrated Cognitive Behavioral Therapy (I-CBT), and Youth-Nominated Support Team-Version II (YST-II), and identify the evidence-based outcomes associated with each program, including reductions in suicidal ideation, self-harm, and suicide attempts among youth.

Depressive disorders can affect long-term mental and physical health functioning among children and adolescents, including increased risk of suicide. Despite access to several nonpharmacological, pharmacological, and combined treatment options for childhood depression, clinicians contend with sparse evidence and are concerned about harms associated with treatment.
This course summarizes the results of a systematic review to evaluate the efficacy, comparative effectiveness, and moderators of benefits and harms of available nonpharmacological and pharmacological treatments for children and adolescents with a confirmed diagnosis of a depressive disorder (DD)--major depressive disorder (MDD), persistent depressive disorder (previously termed dysthymia) or DD not otherwise specified.

1. describe the empirical evidence reviewed in the course article.
2. outline the findings in the course article in relationship to what is already know about the benefits of various nonpharmacological, pharmacological and combination treatments for children and adolescents with Depressive Disorders.
3. compile a list of future research needs related to the treatment of depression in children and adolescents.

This course is aimed at practitioners who wish to deepen their knowledge of treatment of depression in older adults using evidence-based practices. Depression is a common mental disorder. Globally, it is estimated that 5% of adults suffer from the disorder. It is characterized by persistent sadness and a lack of interest or pleasure in previously rewarding or enjoyable activities. It can also disturb sleep and appetite. Tiredness and poor concentration are common, and its effects can be long-lasting or recurrent, thus dramatically affecting a person's ability to function and live a rewarding life.

This course describes how practitioners seeing older adults can screen for depression, assess and diagnose depression, select an appropriate treatment, deliver care and evaluate outcomes. It also describes how practitioners can participate in implementing evidence-based practices (EBP's). Treatments that have been labeled as EBP differ from other treatments in that they have been rigorously evaluated by scientists to determine that they reduce the symptoms of depression more than usual care.

• Identify approaches for screening, assessing, and diagnosing depression in older adults.
• Describe approaches for selecting appropriate treatment for older adults with depression.
• Summarize evidence-based care for older adults with depression.

The entire healthcare field is moving toward greater integration. This includes bidirectional integration of behavioral health and traditional medical health care. This course provides a primer on various integration models, lessons from integration initiatives, and effective practices for integration.

• describe various models for integration of behavioral health and traditional medical health care.
• describes lessons from integration initiatives.
• identify effective approaches and practices for integration.

This course provides a brief overview for working with substance abuse treatment clients who also have specific mental disorders.
For each of the featured mental disorders four aspects are covered:
What counselors should know about substance abuse and the mental disorder
Diagnostic features and diagnostic criteria for the mental disorder
Advice to the counselor about working with clients with substance abuse and the mental disorder
Case Study: Counseling a substance abuse treatment client who has the mental disorder.
The mental disorders covered are: personality disorders (borderline and anti-social), mood and anxiety disorders, schizophrenia and other psychotic disorders, ADHD, PTSD, eating disorders, and pathological gambling. The course also covers suicidality and nicotine dependence, since these commonly overlap with substance abuse disorders.

• identify pertinent information about substance abuse co-occurring with mental disorders.
• summarize diagnostic features and criteria for key mental disorders that commonly co-occur with substance use disorders.

Working with couples in therapy can be rewarding and challenging. This course addresses couples therapists and the challenging issue of taking a neutral or objective stance about couples marriages and marriage decisions. The sometimes subtle but impactful effects of a neutral/objective stance are explored. The author lays out various ways couples therapists can make their meaning clear on this key issue and principles for working with couples from that stance.

• describe potential impacts of taking a neutral/objective stance toward marriage and marriage decisions.
• describe benefits to individuals and marriages of working with couples from a non-neutral stance regarding marriage and marriage decisions.
• describe principles and methods for working with couples from a non-neutral stance regarding marriage and marriage decisions.

Improve your trauma-informed practice with this course on mindfulness and compassion. When clinicians respond to trauma, they generally turn to the range of therapeutic interventions that have been developed. These include exposure therapy, cognitive therapy and relational psychotherapy. The course explores and compares these therapeutic interventions before outlining specific ways in which therapist mindfulness and compassion might benefit survivors of trauma. Compassion originates as an empathic response to suffering, as a rational process which pursues patients' wellbeing through specific, ethical actions directed at finding a solution to their suffering. In Western psychotherapy, compassion is often seen as grounded in mindfulness, the capacity to sustain focused awareness and openness to immediate environment.

Benefits of compassion and mindfulness are well-documented. When applied to Trauma survivors, they encourage the redevelopment of social connections that may have been lost and may therefore prove to be a extremely beneficial (Gilbert, 2009a). The course goes into considerate detail on the direct and indirect benefits of compassion and mindfulness, and suggests a variety of methods through which practitioners can cultivate them effectively.

• Identify common approaches to trauma.
• Describe ways that therapist mindfulness and compassion can and might benefit survivors of trauma.