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Georgia Speech Language Pathologists Continuing Education

10 Feb
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From PDResources.org

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Georgia-licensed speech language pathologists have a license renewal every two years with a March 31st deadline, odd years.

Twenty (20) hours of continuing education are required to renew a license (40 if dual licensed). There are no limits for online continuing education courses, and there must be a post-test. Pre-approval is not required, and courses must meet board requirements and have a certificate.

===>Online Continuing Education Courses for SLPs

Georgia Board of SLP/A
CE Required: 20 hours every 2 years (40 if dual licensed)
Online CE Allowed: No limit (must have post-test)
License Expiration: 3/31, odd years
National Accreditation Accepted: Pre-approval not required
Notes: Must meet board requirements and have certificate
Date of Info: 12/14/2016

Georgia SLPs can earn all 20 hours required for renewal through online courses offered on the speech-language pathology page @PDResources.org.

===>Click here to view ASHA-approved online CEU courses

 

Speech Language Pathologists Online Continuing Education Courses

 

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

 

Improving Social Skills in Children & Adolescents is a 4-hour online continuing education (CE/CEU) course that discusses the social skills children and adolescents will need to develop to be successful in school and beyond. It will demonstrate the challenges and difficulties that arise from a deficit of these crucial skills, as well as the benefits and advantages that can come about with well-developed social skills.

This course will also provide practical tools that teachers and therapists can employ to guide children to overcome their difficulties in the social realm and gain social competence. While there are hundreds of important social skills for students to learn, we can organize them into skill areas to make it easier to identify and determine appropriate interventions. This course is divided into 10 chapters, each detailing various aspects of social skills that children, teens, and adults must master to have normative, healthy relationships with the people they encounter every day. This course provides tools and suggestions that, with practice and support, can assist them in managing their social skills deficits to function in society and nurture relationships with the peers and adults in their lives.

 

What is aging? Can we live long and live well—and are they the same thing? Is aging in our genes? How does our metabolism relate to aging? Can your immune system still defend you as you age? Since the National Institute on Aging was established in 1974, scientists asking just such questions have learned a great deal about the processes associated with the biology of aging. Technology today supports research that years ago would have seemed possible only in a science fiction novel. This course introduces some key areas of research into the biology of aging. Each area is a part of a larger field of scientific inquiry. You can look at each topic individually, or you can step back to see how they fit together, interwoven to help us better understand aging processes. Research on aging is dynamic, constantly evolving based on new discoveries, and so this course also looks ahead to the future, as today’s research provides the strongest hints of things to come.

 

PDR-Logo

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

CE Broker Compliant

We are approved to offer continuing education by the American Psychological Association (APA); the National Board of Certified Counselors (NBCC); the Association of Social Work Boards (ASWB); the American Occupational Therapy Association (AOTA); the American Speech-Language-Hearing Association (ASHA); the Commission on Dietetic Registration (CDR); the Alabama State Board of Occupational Therapy; the Florida Boards of Social Work, Mental Health Counseling and Marriage and Family Therapy, Psychology & School Psychology, Dietetics & Nutrition, Speech-Language Pathology and Audiology, and Occupational Therapy Practice; the Ohio Counselor, Social Worker & MFT Board and Board of Speech-Language Pathology and Audiology; the South Carolina Board of Professional Counselors & MFTs; the Texas Board of Examiners of Marriage & Family Therapists and State Board of Social Worker Examiners; and are CE Broker compliant (all courses are reported within one week of completion).

 

 

Why Diets Fail: The Myth of Willpower – New Audio CE Course

08 Feb
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From PDResources.org

We are thrilled to announce the release of our very first AUDIO CE course! Audio courses give you the freedom to download the mp3 to your phone or tablet and listen on the go, or simply listen on your computer while viewing the course handout and CE test. You choose!

Why Diets Fail

Why Diets Fail: The Myth of Willpower is a 1-hour audio continuing education (CE) course that explains why diets fail and provides strategies for what does work. Clinicians continue to recommend diets to their patients, even though diets don’t lead to long-term weight loss. In this course, Dr. Traci Mann will describe the evidence on why diets don’t work in the long term, give the biological reasons why diets fail, explain why willpower is not the problem, and then give strategies for healthy eating that do not require dieting or willpower. Course #11-07 | 2017 | 10 posttest questions | $14

Enroll Now

About the Speaker:

Traci Mann, PhD, is a Professor of Social and Health Psychology at the University of Minnesota. Her research aims to identify and understand the behaviors associated with eating regulation and body image as well as the process of self-control during health behavior changes. Traci is principal investigator of the Health and Eating Laboratory, which uses diverse research methods to study interesting topics such as increasing food consumption in NASA astronauts, increasing vegetable intake in elementary school children, and the ability of foods to reduce social and physical pain.

This audio course was recorded at the Annual Symposium of the Florida Academy of Nutrition and Dietetics in July 2016.

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Nutrition and Mental Health
Behavioral Strategies for Weight Loss
Emotional Overeating
In the Zone
Caffeine and Health
Medical Marijuana
Therapeutic Aspects of Running
Beyond Calories   Exercise

 

PDR-Logo

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

CE Broker Compliant

We are approved to offer continuing education by the American Psychological Association (APA); the National Board of Certified Counselors (NBCC); the Association of Social Work Boards (ASWB); the American Occupational Therapy Association (AOTA); the American Speech-Language-Hearing Association (ASHA); the Commission on Dietetic Registration (CDR); the Alabama State Board of Occupational Therapy; the Florida Boards of Social Work, Mental Health Counseling and Marriage and Family Therapy, Psychology & School Psychology, Dietetics & Nutrition, Speech-Language Pathology and Audiology, and Occupational Therapy Practice; the Ohio Counselor, Social Worker & MFT Board and Board of Speech-Language Pathology and Audiology; the South Carolina Board of Professional Counselors & MFTs; the Texas Board of Examiners of Marriage & Family Therapists and State Board of Social Worker Examiners; and are CE Broker compliant (all courses are reported within one week of completion).

 

 

Can a Vitamin D Deficiency Cause Depression?

07 Feb
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By Andrew Weil, M.D.

Can a Vitamin D Deficiency Cause DepressionCan there really be a link between vitamin D deficiency and depression? Dr. Weil takes a look at this interesting theory.

There may be a connection between vitamin D and depression. Unfortunately, very little scientific research has been done in this area. However, the latest study, from Oregon State University, did find a correlation in young, otherwise healthy, women. Researchers recruited 185 female college students ages 18 to 25 to take part in the study at different times during the school year. Vitamin D levels were measured with blood tests, and all of the participants completed a depression symptom survey weekly for five weeks.

The researchers reported that many of the young women had vitamin D levels that were below what is considered sufficient for good health. All told, 61 percent of the women of color participating had low levels of D, compared to 35 percent of the white women in the study. All the women’s vitamin D levels varied with the time of the year and, as expected, were lowest in winter, rose in the spring and declined in the fall. More than a third of the participants reported clinically significant symptoms of depression each week for the duration of the study.

The lower the women’s levels of vitamin D, the more likely they were to have clinically significant symptoms of depression over the course of the five-week study, even after the investigators accounted for other possible contributing factors, such as time of year, the amount of exercise the women performed and the amount of time they spent outdoors. Even so, the researchers said that their findings don’t conclusively show that low vitamin D levels were the cause of depression in their subjects. The next step would be a clinical trial to see whether vitamin D supplements can help prevent or relieve depression.

In a press release accompanying publication of the study, lead researcher David Kerr Ph.D. noted that “depression has multiple, powerful causes and if vitamin D is part of the picture, it is just a small part.”

Earlier research suggests that vitamin D deficiency might underlie Seasonal Affective Disorder (SAD) and that supplementation might help. It is estimated that more than 70 percent of the U.S. population is not getting adequate D, which is why I recommend that everyone take a daily supplement of at least 2,000 IU. Higher doses of D may be needed to treat SAD effectively.

Source: http://www.drweil.com/health-wellness/body-mind-spirit/mental-health/can-low-vitamin-d-levels-cause-depression/

 

Texas Psychologists Continuing Education Requirements and Licensing Information

06 Feb
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From PDResources.org

texaspsychologistscontinuingeducationrequirements_217465_f.jpgTexas psychologists have a license renewal every year with a birth month deadline. Twenty (20) hours of continuing education courses are required to renew a license, and there are no limits for online continuing education courses if APA-approved.

Texas State Board of Examiners of Psychologists
CE Required: 20 hours per year
Online CE Allowed: No limit if APA-approved
License Expiration: Birthmonth, annually
National Accreditation Accepted: APA (Professional Development Resources is approved by the American Psychological Association (APA) to sponsor continuing education for Texas psychologists.)
Notes: 3 hours in ethics & 3 hours in cultural diversity (areas of cultural diversity include, but are not limited to, age, disability, ethnicity, gender, gender identity, language, national origin, race, religion, culture, sexual orientation, and social economic status) are required each renewal
Date of Info: 1/23/2017

Texas psychologists can earn all 20 hours required for renewal through online courses offered on the psychology page @PDResources. Click here to view APA-approved online CE courses.

 

Popular Online Continuing Education Courses for Psychologists

Ethics and Social Media is a 2-hour online continuing education (CE) course that examines the use of Social Networking Services (SNS) on both our personal and professional lives. Is it useful or appropriate (or ethical or therapeutic) for a therapist and a client to share the kinds of information that are routinely posted on SNS like Facebook, Twitter, and others? How are psychotherapists to handle “Friending” requests from clients? What are the threats to confidentiality and therapeutic boundaries that are posed by the use of social media sites, texts, or tweets in therapist-client communication?

The purpose of this course is to offer psychotherapists the opportunity to examine their practices in regard to the use of social networking services in their professional relationships and communications. Included are ethics topics such as privacy and confidentiality, boundaries and multiple relationships, competence, the phenomenon of friending, informed consent, and record keeping. A final section offers recommendations and resources for the ethical use of social networking and the development of a practice social media policy.

 

Improving Cultural Competence in Substance Abuse Treatment is a 4-hour online continuing education (CE) course that proposes strategies to engage clients of diverse racial and ethnic groups in treatment. Culture is a primary force in the creation of a person’s identity. Counselors who are culturally competent are better able to understand and respect their clients’ identities and related cultural ways of life. This course proposes strategies to engage clients of diverse racial and ethnic groups (who can have very different life experiences, values, and traditions) in treatment. The major racial and ethnic groups in the United States covered in this course are African Americans, Asian Americans (including Native Hawaiians and other Pacific Islanders), Latinos, Native Americans (i.e., Alaska Natives and American Indians), and White Americans. In addition to providing epidemiological data on each group, the course discusses salient aspects of treatment for these racial/ethnic groups, drawing on clinical and research literature. While the primary focus of this course is on substance abuse treatment, the information and strategies given are equally relevant to all types of health and mental health treatment.

 

Ethics & Boundaries in Psychotherapy is a 3-hour online continuing education (CE) course intended to give psychotherapists the tools they need to resolve the common and not-so-common ethical and boundary issues and dilemmas that they may expect to encounter in their everyday professional practice in the 21st century. Among the topics discussed are definitions of boundaries; resolving conflicts between ethics and the law; boundary crossings vs. boundary violations; multiple relationships; sexual misconduct; privacy and confidentiality in the age of HIPAA and the Patriot Act; ethics issues with dangerous clients; boundary issues in clinical supervision; ethics and cultural competency; ethical boundaries in use of social media; ethical practice in teletherapy; fees and financial relationships; and a 17-step model for ethical decision making.

 

PDR-Logo

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

CE Broker Compliant

We are approved to offer continuing education by the American Psychological Association (APA); the National Board of Certified Counselors (NBCC); the Association of Social Work Boards (ASWB); the American Occupational Therapy Association (AOTA); the American Speech-Language-Hearing Association (ASHA); the Commission on Dietetic Registration (CDR); the Alabama State Board of Occupational Therapy; the Florida Boards of Social Work, Mental Health Counseling and Marriage and Family Therapy, Psychology & School Psychology, Dietetics & Nutrition, Speech-Language Pathology and Audiology, and Occupational Therapy Practice; the Ohio Counselor, Social Worker & MFT Board and Board of Speech-Language Pathology and Audiology; the South Carolina Board of Professional Counselors & MFTs; the Texas Board of Examiners of Marriage & Family Therapists and State Board of Social Worker Examiners; and are CE Broker compliant (all courses are reported within one week of completion).

 

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Autism: Evidence-Based Screening and Assessment – Online CE Course Update

03 Feb
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From PDResources

We have completely revised and updated our ASD course to provide you with the latest evidence-based information on screening and assessment:

Autism Spectrum Disorder

Autism Spectrum Disorder: Evidence-Based Screening and Assessment is a 3-hour online continuing education (CE/CEU) course that summaries proven approaches to screening, assessing and diagnosing ASD in children and young adults. Epidemiological studies indicate a progressively rising prevalence trend in the number of individuals identified with autism spectrum disorder (ASD) over the past decade. Yet, compared with general population estimates, children and youth with mild to moderate symptoms of ASD remain an underidentified and underserved population in our schools and communities. The DSM-5 conceptualizations of autism require professionals in clinical, school, and private practice settings to update their knowledge about the spectrum. In addition, professionals should be prepared to recognize the presence of risk factors and/or early warning signs of ASD and be familiar with screening and assessment tools in order to ensure that individuals with ASD are being identified and provided with the appropriate programs and services. The objectives of this course are to identify DSM-5 diagnostic changes in the ASD diagnostic criteria, summarize the empirically-based screening and assessment methodology in ASD, and describe a comprehensive developmental approach for assessing children, adolescents, and young adults with ASD.

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Autism - The New Spectrum
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PDR-Logo

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

CE Broker Compliant

We are approved to offer continuing education by the American Psychological Association (APA); the National Board of Certified Counselors (NBCC); the Association of Social Work Boards (ASWB); the American Occupational Therapy Association (AOTA); the American Speech-Language-Hearing Association (ASHA); the Commission on Dietetic Registration (CDR); the Alabama State Board of Occupational Therapy; the Florida Boards of Social Work, Mental Health Counseling and Marriage and Family Therapy, Psychology & School Psychology, Dietetics & Nutrition, Speech-Language Pathology and Audiology, and Occupational Therapy Practice; the Ohio Counselor, Social Worker & MFT Board and Board of Speech-Language Pathology and Audiology; the South Carolina Board of Professional Counselors & MFTs; the Texas Board of Examiners of Marriage & Family Therapists and State Board of Social Worker Examiners; and are CE Broker compliant (all courses are reported within one week of completion).

 

 

5 Damaging Lies Learned from Narcissistic Parents

02 Feb
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By Shahida Arabi

5 Damaging Lies Learned from Narcissistic Parents Narcissistic parents can cause a child to spiral emotionally as an adult. This article makes note of five damaging lies that are learned from living with narcissistic parents as recognition is key to healing.

Children of narcissistic parents are programmed at an early age to seek validation where there is none, to believe their worthiness is tied to the reputation of their families, and to internalize the message that they can only sustain their value by how well they can ‘serve’ the needs of their parents. They have lived an existence where love was rarely ever unconditional, if given at all.

As children of narcissistic parents, we often learn the following from a very young age:

1) Your worth is always dependent on conditional circumstances. As the child of a narcissistic parent or parents, you were taught that you were not inherently worthy, but rather that your worth depended on what you could do for the narcissistic parent and how compliant you were. The emphasis on appearance, status, reputation is at an all-time high in households with a narcissistic parent. Due to the narcissistic parent’s grandiosity, false mask and need to be the best, you were probably part of a family that was ‘presented’ in the best possible light, with abuse taking place behind closed doors.

2) You need to be perfect and successful, but you should never be rewarded for it or feel ‘enough.’ Narcissists are masters of moving the goal posts so that nothing their victims do is ever enough. As childhood abuse survivors, we are no exception to that rule. Our accomplishments are rarely acknowledged unless they meet an arbitrary criteria for “what looks best to society,” or confirms the narcissistic parent’s own grandiose fantasies. Our abusive parent is never genuinely proud of us unless he or she can claim credit for that particular success. Some narcissistic parents can even envy or look down upon the success of their children, especially if that success enables that child to become independent of their parents, outside of their realm of power and control.

3) There is always someone better, and you must beat them – starting with your own siblings. Children of narcissistic parents are often turned against their siblings in a competition to vie for the affection and love they always craved but never received. Narcissistic parents are well-known for ‘triangulating’ children against one another as an attempt to unnecessarily compare them, demean them and feed their own sense of power and control over their children.

4) Contempt is a part of love and ‘normal’ in a relationship. Narcissistic parents can subject their children to periods of idealization when they need them, quickly followed by contempt and terrifying narcissistic rage when they ‘disobey’ and threaten their excessive sense of entitlement (Goulston, 2012). The condescension, contempt and hatred with which a narcissistic parent uses to berate their children is not only immensely hurtful, it retrains the mind into accepting abuse as a new normal (Streep, 2016).

5) Your emotions are not valid. Narcissistic parents, much like narcissistic abusers in relationships, pathologize and invalidate our emotions to the point where we are left voiceless. We are not allowed to feel, so we end up going to extremes: we either become repressed and numb or we become rebel children who ‘feel’ too much, too soon. Our emotions become overwhelming either way, because our grief is not processed in a healthy way, starting from childhood. In adulthood, we gain the opportunity to validate our own emotions and recognize that what we feel, and have felt all along, is entirely valid. We learn how to process our emotions, our trauma, and the grief of being unloved as children and adolescents. We learn that we have opportunities to detach from our abusive parents, whether it be through Low Contact (minimum contact only when necessary) or No Contact at all. We experiment with using our agency to separate ourselves from the identity erosion that has occurred in our childhoods. We learn to separate the narcissistic parent’s harmful beliefs about us and our own burgeoning faith. Most of all, we learn that it is okay to believe in ourselves and to welcome good things into our lives. We learn that we are deserving of all that is good.

Read More of the Original Article: http://www.huffingtonpost.com/entry/5-damaging-lies-we-learn-from-narcissistic-parents_us_586608e7e4b068764965c0ff?utm_hp_ref=mental-health

Related Continuing Education Courses

 

This is a test only course (book not included). The book (or e-book) can be purchased from Amazon or some other source. This CE test is based on Rethinking Narcissism (HarperCollins 2015, 256 pp.), which has enjoyed international expert and critical acclaim for its exciting blend of empirical rigor, practical strategies, and compelling narrative style. In it you’ll discover: Throughout, you’ll find easy-to-follow templates and concrete examples for helping people who suffer from either too much—or too little—narcissism.

 

Building Resilience in your Young Client is a 3-hour online continuing education (CE/CEU) course that offers a wide variety of resilience interventions that can be used in therapy, school, and home settings. It has long been observed that there are certain children who experience better outcomes than others who are subjected to similar adversities, and a significant amount of literature has been devoted to the question of why this disparity exists. Research has largely focused on what has been termed “resilience.” Health professionals are treating an increasing number of children who have difficulty coping with 21st century everyday life. Issues that are hard to deal with include excessive pressure to succeed in school, bullying, divorce, or even abuse at home. This course provides a working definition of resilience and descriptions of the characteristics that may be associated with better outcomes for children who confront adversity in their lives. It also identifies particular groups of children – most notably those with developmental challenges and learning disabilities – who are most likely to benefit from resilience training.

 

When Your Young Client is Defiant is a 3-hour online continuing education (CE/CEU) course that teaches clinicians effective and practical strategies to manage challenging and defiant behavior in their young clients. Children with difficult temperaments and those with developmental delays may have learned to express their dissatisfaction with challenging and defiant behavior like whining, anger, temper tantrums or bad language. They sometimes engage in negative behavior or “misbehave” because they do not have the necessary skills – communicative or otherwise – to make their needs known. This course will also focus on how clinicians can educate parents on how to manage difficult behavior and avoid power struggles at home. The dynamics and techniques described in this course are intended for use with typically functioning children and those with developmental or language delays. They are not generally adequate or even appropriate for children with serious behavior conditions like oppositional defiant disorder or conduct disorders.

 

PDR-Logo

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

Approved CE Provider

We are approved to offer continuing education by the American Psychological Association (APA); the National Board of Certified Counselors (NBCC); the Association of Social Work Boards (ASWB); the American Occupational Therapy Association (AOTA); the American Speech-Language-Hearing Association (ASHA); the Commission on Dietetic Registration (CDR); the Alabama State Board of Occupational Therapy; the Florida Boards of Social Work, Mental Health Counseling and Marriage and Family Therapy, Psychology & School Psychology, Dietetics & Nutrition, Speech-Language Pathology and Audiology, and Occupational Therapy Practice; the Ohio Counselor, Social Worker & MFT Board and Board of Speech-Language Pathology and Audiology; the South Carolina Board of Professional Counselors & MFTs; the Texas Board of Examiners of Marriage & Family Therapists and State Board of Social Worker Examiners; and are CE Broker compliant (all courses are reported within one week of completion).

 

 

Florida OT Renewal Reminder – Are You Renewal Ready?

01 Feb
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From PDResources.org

Your Florida OT license renewal deadline is now just weeks away. Are you ready? Here’s a quick reminder of your renewal requirements:

floridaoccupationaltherapistsrenewalreminder_216838_f.jpgCE Required: 26 hours each renewal, including:
2 hours Preventing Medical Errors (required each renewal)
2 hours Florida Occupational Therapy Laws & Rules (required each renewal)
1 hour HIV/AIDS (required first renewal only)
Online CE Allowed: 12 hours if AOTA-approved
License Expiration: 2/28, odd years

If you have already met your CE requirements and are ready to renew, click here to renew your license with the Florida Board of Occupational Therapy.

Still need CE? You can earn up to 12 hours per renewal through online (home study) courses @ PDR. Order now and Save 20% on courses:

Preventing Medical Errors

2 Hours CE only $22.40!

Florida OT Laws   Rules

2 Hours CE only $22.40!

HIV-AIDS

1 Hour CE only $11.20!

You can take the same required courses (medical errors & laws/rules)
each renewal period. The board considers it a “refresh” of the knowledge.

Active Listening

3 Hours CE only $39.20!

Ethics for OTs

3 Hours CE only $31.20!

Animal-Assisted Therapy

3 Hours CE only $31.20!

We report to CE Broker for you – so you don’t have to!
All courses are reported within a few days of completion.

Caffeine and Health

1 Hour CE only $11.20!

The OT in LTC

2 Hours CE only $22.40!

Autism

4 Hours CE only $47.20!

Over 100 online courses to choose from!
Online courses allow you to earn CE whenever and wherever YOU love to be.

Supervision

3 Hours CE only $31.20!

Ethics and Social Media

2 Hours CE only $23.20!

Dysphagia

1 Hour CE only $11.20!

Check our Closeout Sale to save even more on CE:

Eliminating SDBs

4 Hours CE only $23.20!!

Nursing Home Resident

1 Hour CE only $5.60!!

Caring for a Person with Alzheimers

3 Hours CE only $15.20!!

FL OT CEU Coupon

Enjoy 20% off ALL Online CE courses for your Florida OT license renewal. Use coupon code PDRPC316 at checkout to redeem (prices shown above include 20% discount). Valid on future orders only. Offers expire 2/28/2017.

PDR-Logo

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

Approved CE Provider

We are approved to offer continuing education by the American Psychological Association (APA); the National Board of Certified Counselors (NBCC); the Association of Social Work Boards (ASWB); the American Occupational Therapy Association (AOTA); the American Speech-Language-Hearing Association (ASHA); the Commission on Dietetic Registration (CDR); the Alabama State Board of Occupational Therapy; the Florida Boards of Social Work, Mental Health Counseling and Marriage and Family Therapy, Psychology & School Psychology, Dietetics & Nutrition, Speech-Language Pathology and Audiology, and Occupational Therapy Practice; the Ohio Counselor, Social Worker & MFT Board and Board of Speech-Language Pathology and Audiology; the South Carolina Board of Professional Counselors & MFTs; the Texas Board of Examiners of Marriage & Family Therapists and State Board of Social Worker Examiners; and are CE Broker compliant (all courses are reported within one week of completion).

 

 

6 Ways to Reduce Anxiety in Supervision

31 Jan
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Course excerpt from Clinical Supervision for Healthcare Professionals

Clinical Supervision for Healthcare ProfessionalsSupervision involves observation, evaluation, feedback, facilitation of supervisee self-assessment, and acquisition of knowledge and skills by instruction, modeling, and mutual problem solving. In addition, by building on the recognition of the strengths and talents of the supervisee, supervision encourages self-efficacy. Supervision ensures that clinical consultation is conducted in a competent manner in which ethical standards, legal prescriptions, and professional practices are used to promote and protect the welfare of the client, the profession, and society at large.” What, at first glance, may appear as straightforward training, actually entails many layers of attention and commitment to the craft of supervision.

Supervision is a relationship. Each supervisory relationship is unique in its texture and each supervisee develops at his or her own pace. Layered throughout the duration of the experience is the relationship between the supervisor and the supervisee, the clinical work of the supervisee, the material presented by the patients, the teaching of assessment and psychotherapy, the management of administrative duties, and the development of the supervisee as an effective therapist. The environment of practice, the types of patients receiving treatment, the events of the times, the theoretical orientation of the supervisor, and the complex personalities and life experiences of both the supervisor and supervisee weave an intricate fabric from which to learn therapy.

Trainees experience a host of emotions during their supervisory experience. One of the primary and consistent emotions supervisees present with is anxiety. Here are six guidelines to reduce anxiety in supervision:

  1. Negotiate, review, and update a written training contract. Links to sample supervision contracts can be found at the end of the course. Contact your professional association for other supervisory resources. The written training contact provides a structure for the supervision process and is an important first step in the organization of supervision.
  2. Match methods to mental stage of the supervisee. Supervisors develop along with their supervisees by mapping mental stages and providing more in-depth methods as supervision progresses.
  3. Directly address anxiety in the trainee. Call it what it is. Anxiety is always a part of learning to be a therapist and learning to be a supervisee. According to the research, supervisees prefer supervisors to take the lead in identifying and discussing difficult situations.
  4. Develop a collaborative supervisor attitude. Supervision is a team sport; it is a process of mutual involvement where the supervisee does not succeed without the experience of true collaboration.
  5. Create evaluative focus. Ellis and Ladany recommend the scope of competence be in the areas of therapy behavior, skill development, case formulations, and assessment.
  6. Encourage trainee independence. Trainees are in a constant state of “working towards” and, during the course of supervision, the supervisor should see an increase in independent thinking and behavior, matched with symptom improvements in the patients treated. If the supervisor does not observe an increase in independent thinking and behavior on the part of the trainee, steps should be in place to provide clear feedback. The evaluation process may need to be more frequent and more directed to specific behaviors. Remediation, such as required viewing master training tapes of therapy or increase use of role playing in supervision, may be useful to help the trainee observe, practice, and reflect on therapy technique.

Click here to learn more.

Clinical Supervision for Healthcare ProfessionalsClinical Supervision for Healthcare Professionals is a 3-hour online continuing education (CE) course that will outline best practices in psychotherapy supervision and review the structure of the supervisory relationship. Topics presented include developmental models of supervision, goals of the supervisory experience, ethics and risk management in the supervision process, using technology in supervision, and diversity awareness training for the supervisee. The vital and, at times, challenging relationship between supervisor and supervisee will be discussed and compared to the therapy relationship. The important topic of self-care of both the supervisee and the supervisor will be presented. A review of the type and structure of performance evaluations will be included, along with information about successful termination. Although this course is primarily written for psychotherapists, many of the essential facets of supervision apply to other disciplines such as occupational therapy and social work. Use this information to further your own competency as a clinical supervisor. Course #30-92 | 2017 | 48 pages | 20 posttest questions

This online continuing education course is offered by Professional Development Resources, a nonprofit educational corporation 501(c)(3) organized in 1992. Our purpose is to provide high quality online continuing education (CE) courses on topics relevant to members of the healthcare professions we serve. We strive to keep our carbon footprint small by being completely paperless, allowing telecommuting, recycling, using energy-efficient lights and powering off electronics when not in use. We provide online CE courses to allow our colleagues to earn credits from the comfort of their own home or office so we can all be as green as possible (no paper, no shipping or handling, no travel expenses, etc.). Sustainability isn’t part of our work – it’s a guiding influence for all of our work.
We are approved to offer continuing education by the American Psychological Association (APA); the National Board of Certified Counselors (NBCC); the Association of Social Work Boards (ASWB); the American Occupational Therapy Association (AOTA); the American Speech-Language-Hearing Association (ASHA); the Commission on Dietetic Registration (CDR); the Alabama State Board of Occupational Therapy; the Florida Boards of Social Work, Mental Health Counseling and Marriage and Family Therapy, Psychology & School Psychology, Dietetics & Nutrition, Speech-Language Pathology and Audiology, and Occupational Therapy Practice; the Ohio Counselor, Social Worker & MFT Board and Board of Speech-Language Pathology and Audiology; the South Carolina Board of Professional Counselors & MFTs; the Texas Board of Examiners of Marriage & Family Therapists and State Board of Social Worker Examiners; and are CE Broker compliant (all courses are reported within one week of completion).

 

 

Stress and the Link to Increased Risk of Heart Disease and Stroke

27 Jan
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From The Lancet

Stress and the Link to Heart Attack and StrokeHeightened activity in the amygdala — a region of the brain involved in stress — is associated with a greater risk of heart disease and stroke, according to a study that provides new insights into the possible mechanism by which stress can lead to cardiovascular disease in humans.

While more research and larger studies are needed to confirm the mechanism, the researchers suggest that these findings could eventually lead to new ways to target and treat stress-related cardiovascular risk.

Smoking, high blood pressure and diabetes are well-known risk factors for cardiovascular disease and chronic psychosocial stress could also be a risk factor.

Previously, animal studies identified a link between stress and higher activity in the bone marrow and arteries, but it has remained unclear whether this also applies to humans. Other research has also shown that the amygdala is more active in people with post-traumatic stress disorder (PTSD), anxiety and depression, but before this study no research had identified the region of the brain that links stress to the risk of heart attack and stroke.

In this study, 293 patients were given a combined PET/CT scan to record their brain, bone marrow and spleen activity and inflammation of their arteries. The patients were then tracked for an average of 3.7 years to see if they developed cardiovascular disease. In this time 22 patients had cardiovascular events including heart attack, angina, heart failure, stroke and peripheral arterial disease.

Those with higher amygdala activity had a greater risk of subsequent cardiovascular disease and developed problems sooner than those with lower activity.

The researchers also found that the heightened activity in the amygdala was linked to increased bone marrow activity and inflammation in the arteries, and suggest that this may cause the increased cardiovascular risk. The authors suggest a possible biological mechanism, whereby the amygdala signals to the bone marrow to produce extra white blood cells, which in turn act on the arteries causing them to develop plaques and become inflamed, which can cause heart attack and stroke.

In a small sub-study, 13 patients who had a history of PTSD also had their stress levels assessed by a psychologist, underwent a PET scan and had their levels of C-reactive protein — a protein that indicates levels of inflammation in the body — measured. Those who reported the highest levels of stress had the highest levels of amygdala activity along with more signs of inflammation in their blood and the walls of their arteries.

“Our results provide a unique insight into how stress may lead to cardiovascular disease. This raises the possibility that reducing stress could produce benefits that extend beyond an improved sense of psychological wellbeing,” said lead author Dr Ahmed Tawakol, Massachusetts General Hospital and Harvard Medical School, USA. “Eventually, chronic stress could be treated as an important risk factor for cardiovascular disease, which is routinely screened for and effectively managed like other major cardiovascular disease risk factors.”

The researchers note that the activity seen in the amygdala may contribute to heart disease through additional mechanisms, since the extra white blood cell production and inflammation in the arteries do not account for the full link. They also say that more research is needed to confirm that stress causes this chain of events as the study was relatively small.

Writing in a linked Comment, Dr Ilze Bot, Leiden Academic Centre for Drug Research, Leiden University, The Netherlands, said: “In the past decade, more and more individuals experience psychosocial stress on a daily basis. Heavy workloads, job insecurity, or living in poverty are circumstances that can result in chronically increased stress, which in turn can lead to chronic psychological disorders such as depression.” She says that more research is needed to confirm the mechanism but concludes: “These clinical data establish a connection between stress and cardiovascular disease, thus identifying chronic stress as a true risk factor for acute cardiovascular syndromes, which could, given the increasing number of individuals with chronic stress, be included in risk assessments of cardiovascular disease in daily clinical practice.”

Source: https://www.sciencedaily.com/releases/2017/01/170111213656.htm

Related Online Continuing Education Courses

 

Anxiety: Practical Management Techniques is a 4-hour online continuing education (CE) course that offers a collection of ready-to-use anxiety management tools. Nearly every client who walks through a health professional’s door is experiencing some form of anxiety. Even if they are not seeking treatment for a specific anxiety disorder, they are likely experiencing anxiety as a side effect of other clinical issues. For this reason, a solid knowledge of anxiety management skills should be a basic component of every therapist’s repertoire. Clinicians who can teach practical anxiety management techniques have tools that can be used in nearly all clinical settings and client diagnoses. Anxiety management benefits the clinician as well, helping to maintain energy, focus, and inner peace both during and between sessions.

 

This CE test is based on the book “The Mindfulness Workbook for Addiction: A Guide to Coping with the Grief, Stress and Anger that Trigger Addictive Behaviors” (2012, 232 pages). This workbook presents a comprehensive approach to working with clients in recovery from addictive behaviors and is unique in that it addresses the underlying loss that clients have experienced that may be fueling addictive behaviors. Counseling skills from the field of mindfulness therapy, cognitive-behavioral therapy, acceptance and commitment therapy, and dialectical behavioral therapy are outlined in a clear and easy-to-implement style. Healthy strategies for coping with grief, depression, anxiety, and anger are provided along with ways to improve interpersonal relationships.

 

This course will explore the concept of flow, also known as optimal performance, which is a condition we are all capable of, yet seldom cultivate. When in flow we experience a profound and dramatic shift in the way we experience ourselves, our capabilities, and the world around us. Our focus sharpens, our strengths are heightened, we feel an intense sense of euphoria and connection to the world around us, and we often realize capabilities we didn’t know were possible. For clients, flow doesn’t just help them become more capable, it dramatically improves their lives – teaching them not just to expect more from themselves, but how to cultivate the very conditions that make expecting more possible. This course, packed with exercises, tips, and tools, will demonstrate just how flow can be incorporated into your everyday life, and used to help your clients move from simply surviving to a life that harnesses and builds upon their own unique potential to thrive.

 

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

Approved CE Provider

We are approved to offer continuing education by the American Psychological Association (APA); the National Board of Certified Counselors (NBCC); the Association of Social Work Boards (ASWB); the American Occupational Therapy Association (AOTA); the American Speech-Language-Hearing Association (ASHA); the Commission on Dietetic Registration (CDR); the Alabama State Board of Occupational Therapy; the Florida Boards of Social Work, Mental Health Counseling and Marriage and Family Therapy, Psychology & School Psychology, Dietetics & Nutrition, Speech-Language Pathology and Audiology, and Occupational Therapy Practice; the Ohio Counselor, Social Worker & MFT Board and Board of Speech-Language Pathology and Audiology; the South Carolina Board of Professional Counselors & MFTs; the Texas Board of Examiners of Marriage & Family Therapists and State Board of Social Worker Examiners; and are CE Broker compliant (all courses are reported within one week of completion).

 

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Pennsylvania Mental Health Counselors Continuing Education

26 Jan
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From PDResources.org

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Pennsylvania-licensed mental health counselors have a license renewal every two years with a February 28th deadline. Thirty hours of continuing education are required to renew a license.

Twenty (20) hours are allowed from online continuing education courses if NBCC-approved. Three (3) hours of ethics, two (2) hours of continuing education in child abuse recognition and reporting are required at each renewal. No office management or practice building courses are allowed.

Pennsylvania Board of SW, MFT & Prof Counselors
CE Required: 30 every 2 years
Online CE Allowed: 20 hours
License Expiration: 2/28, odd years
Approval Accepted: ASWB, NBCC, APA
Notes: 3 hrs ethics each renewal, 2 hrs of continuing education in child abuse recognition and reporting, No office mgmt or practice building courses allowed
Date of Info: 01/25/2017

Pennsylvania counselors can earn up to 20 hours required for renewal through online courses offered on the counseling page @PDResources.

Click here to view NBCC-approved online CE courses.

 

Online Continuing Education Courses for Mental Health Counselors

 

Nutrition and Mental Health: Advanced Clinical Concepts is a 1-hour online continuing education (CE/CEU) course that examines how what we eat influences how we feel, both physically and mentally. While the role of adequate nutrition in maintaining mental health has been established for some time, just how clinicians go about providing the right nutritional information to the patient at the right time – to not just ensure good mental health, but actually optimize mood – has not been so clear. With myriad diets, weight loss supplements and programs, clients often find themselves reaching for the next best nutritional solution, all the while, unsure how they will feel, or even what to eat to feel better. On the other side of the equation, clinicians so often face not just a client’s emotional, situational, and relational concerns, but concerns that are clearly mired in how the client feels physically, and what impact his/her nutritional health may have on these concerns.

 

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

 

This course will explore the concept of flow, also known as optimal performance, which is a condition we are all capable of, yet seldom cultivate. When in flow we experience a profound and dramatic shift in the way we experience ourselves, our capabilities, and the world around us. Our focus sharpens, our strengths are heightened, we feel an intense sense of euphoria and connection to the world around us, and we often realize capabilities we didn’t know were possible. For clients, flow doesn’t just help them become more capable, it dramatically improves their lives – teaching them not just to expect more from themselves, but how to cultivate the very conditions that make expecting more possible. This course, packed with exercises, tips, and tools, will demonstrate just how flow can be incorporated into your everyday life, and used to help your clients move from simply surviving to a life that harnesses and builds upon their own unique potential to thrive.

 

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

Approved CE Provider

We are approved to offer continuing education by the American Psychological Association (APA); the National Board of Certified Counselors (NBCC); the Association of Social Work Boards (ASWB); the American Occupational Therapy Association (AOTA); the American Speech-Language-Hearing Association (ASHA); the Commission on Dietetic Registration (CDR); the Alabama State Board of Occupational Therapy; the Florida Boards of Social Work, Mental Health Counseling and Marriage and Family Therapy, Psychology & School Psychology, Dietetics & Nutrition, Speech-Language Pathology and Audiology, and Occupational Therapy Practice; the Ohio Counselor, Social Worker & MFT Board and Board of Speech-Language Pathology and Audiology; the South Carolina Board of Professional Counselors & MFTs; the Texas Board of Examiners of Marriage & Family Therapists and State Board of Social Worker Examiners; and are CE Broker compliant (all courses are reported within one week of completion).