Psychologist

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.

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.

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 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.

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.

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.

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.

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

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.

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.

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.

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.

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.

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 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.

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 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.

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).

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.

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 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 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 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.

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.