Overcoming the Stigma of Mental Illness

Overcoming the Stigma of Mental Illness

According to a report published in the Psychological Science in the Public Interest, despite the availability of effective evidence-based treatment, about 40 percent of individuals with serious mental illness do not receive care, and many who begin an intervention do not complete it (Corrigan et al., 2015).

“The prejudice and discrimination of mental illness is as disabling as the illness itself. It undermines people attaining their personal goals and dissuades them from pursuing effective treatments,” explains Patrick W. Corrigan of the Illinois Institute of Technology (Corrigan, 2015).

Stigma, notes Corrigan, is seen not just in the attitudes we hold toward those with mental illness, but also in the policies that affect them – from poor funding for research and services compared to other illnesses to “widespread, inaccurate, and sensational media depictions that link mental illness with violence” (Corrigan, 2015).

Public stigma, as witnessed in the pervasive stereotypes we hold toward those with mental illness, causes them to drop out of treatment early or avoid it entirely for fear of being categorized as violent, unpredictable, or dangerous.

Stigma also influences the structures designed to offer care to the mentally ill. The fact that mental health is not covered by insurance to the same extent as medical care, and the fact that mental illness research is not funded at the same levels as medial research are just two examples, notes Corrigan (Corrigan, 2015).

What Corrigan’s report advocates for is that we approach mental illness differently. By addressing stigma through showing another face of mental illness – the personal stories of recovery, hope, and humanity of those with mental illness – we take a step toward overcoming the most insidious – and often overlooked – barrier to care.

In time, Corrigan hopes, stigma will also be addressed on a larger level – through enhanced support systems, public policy, and actual systems of care – and will no longer be a reason that those who need mental health care will avoid it.

Related Online Continuing Education (CE) Course:

stigma of mental illnessOvercoming the Stigma of Mental Illness is a 2-hour online continuing education (CE/CEU) course that explores the stigmas around mental illness and provides effective strategies to overcome them.

The Substance Abuse and Mental Health Services Administration (SAMHSA) defines mental illness stigma as “a range of negative attitudes, beliefs, and behaviors about mental and substance use disorders.” Mental health and substance use disorders are prevalent and among the most highly stigmatized health conditions in the United States, and they remain barriers to full participation in society in areas as basic as education, housing, and employment.

This course will explore the stigmas surrounding mental illness and provide effective strategies clinicians can use to create a therapeutic environment where clients can evaluate their attitudes, beliefs, and fears about mental illness, and ultimately find ways to overcome them. We will explore the ways in which mental illness stigmas shape our beliefs, decisions, and lives. We will then look at specific stigmas about mental illness, from the fear of being seen as crazy to the fear of losing cognitive function and the ways in which we seek to avoid these fears. We will then look at targeted strategies that, you, the clinician, can use to create a therapeutic alliance where change and healing can overcome the client’s fears. Lastly, we will look at the specific exercises you can use in session with your clients to help them address and overcome their biases and stigmas about mental illness. Course #21-24 | 2018 | 35 pages | 15 posttest questions

Course Directions

Our online courses provide instant access to the course materials and CE test. Successful completion of the online CE test (80% required to pass, 3 chances to take) and course evaluation are required to earn a certificate of completion. Click here to learn more. Have a question? Contact us. We’re here to help!

Professional Development Resources is a nonprofit educational corporation 501(c)(3) organized in 1992. We are approved to sponsor continuing education by the American Psychological Association (APA); the National Board of Certified Counselors (NBCC); the Association of Social Work Boards (ASWB); the American Occupational Therapy Association (AOTA); the American Speech-Language-Hearing Association (ASHA); the Commission on Dietetic Registration (CDR); the Alabama State Board of Occupational Therapy; the Florida Boards of Social Work, Mental Health Counseling and Marriage and Family Therapy, Psychology & School Psychology, Dietetics & Nutrition, Speech-Language Pathology and Audiology, and Occupational Therapy Practice; the Ohio Counselor, Social Worker & MFT Board and Board of Speech-Language Pathology and Audiology; the South Carolina Board of Professional Counselors & MFTs; the Texas Board of Examiners of Marriage & Family Therapists and State Board of Social Worker Examiners; and are CE Broker compliant (all courses are reported within a few days of completion).

Target Audience: PsychologistsCounselorsSocial WorkersMarriage & Family Therapist (MFTs)Speech-Language Pathologists (SLPs)Occupational Therapists (OTs)Registered Dietitian Nutritionists (RDNs)School Psychologists, and Teachers

Earn CE Wherever YOU Love to Be!

Back to School CE Deals

Back to School CE Sale @pdresources.org

‘Tis the season for Back to School well, everything, and we’ve got your CE covered with these Back to School Deals – just $10 per credit hour:

Personality-and-Temperament

3 Hours CE Only $30!
(reg $39)

Improving-Communication

3 Hours CE Only $30!
(reg $39)

Selective-Mutism

2 Hours CE Only $20!
(reg $29)

Supportive-Communication

1 Hour Audio Only $10! (reg $14)

Motivating-Children-to-Learn

4 Hours Only $40! (reg $49)

Anxiety-in-Children

4 Hours Only $40! (reg $49)

ABA-for-Autism

2 Hours Only $20! (reg $29)

Effects-of-Digital-Media

3 Hours Only $30! (reg $39)

Executive-Functioning

4 Hours Only $40! (reg $49)

ASD

3 Hours Only $30! (reg $39)

Active-Listening

3 Hours Only $30! (reg $39)

Improving-Social-Skills

4 Hours Only $40! (reg $49)

Cyberbullying

2 Hours Only $20! (reg $29)

Helping-Children-Listen

1 Hour Only $10! (reg $14)

School-Refusal-Behavior

4 Hours Only $40! (reg $49)

Offers valid on future orders only. Have a coupon? Apply it at checkout for additional savings! Hurry, sale ends August 26, 2018.

PDR-Logo

Professional Development Resources is a nonprofit educational corporation 501(c)(3) organized in 1992. We are approved to sponsor continuing education by the American Psychological Association (APA); the National Board of Certified Counselors (NBCC); the Association of Social Work Boards (ASWB); the American Occupational Therapy Association (AOTA); the American Speech-Language-Hearing Association (ASHA); the Commission on Dietetic Registration (CDR); the Alabama State Board of Occupational Therapy; the Florida Boards of Social Work, Mental Health Counseling and Marriage and Family Therapy, Psychology & School Psychology, Dietetics & Nutrition, Speech-Language Pathology and Audiology, and Occupational Therapy Practice; the New York State Education Department’s State Board for Mental Health Practitioners; 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 we are CE Broker compliant (all courses are reported within a few days of completion).

Target Audience: PsychologistsCounselorsSocial WorkersMarriage & Family Therapist (MFTs)Speech-Language Pathologists (SLPs)Occupational Therapists (OTs)Registered Dietitian Nutritionists (RDNs)School Psychologists, and Teachers

Earn CE Wherever YOU Love to Be!

Ohio Psychologists CE & Renewal Info

Ohio psychologists have an upcoming license renewal deadline of September 30, 2018. 23 hours of continuing education (CE) are required to renew, and must be completed by August 31, 2018.

Ohio Board of Psychology  
CE Required: 23 hours every 2 years
Online CE Allowed: No limit
License Expiration: 9/30, even years – CE due 8/31
National Accreditation Accepted: APA
Notes: 4 hours in ethics or cultural competency required each renewal
Date of Info: 8/10/2018

Ohio Psychologists Save 20% on CE

Ohio psychologists can earn all 23 hours required for renewal through online courses offered @pdresources.org. Over 100 courses available.

Click here to view APA-sponsored online CE courses.

PLEASE NOTE: ALL CE COURSES must be sent to OPA or OSPA for certification before the associations send the hours to the Board. This includes APA-approved courses. Unless you send CE certificates to OPA or OSPA, they will have no way of knowing that the course was completed! The Ohio State Board of Psychology does not accept CE certificates directly.

Course Directions

Our online courses provide instant access to the course materials and CE test. Successful completion of the online CE test (80% required to pass, 3 chances to take) and course evaluation are required to earn a certificate of completion. Click here to learn more. Have a question? Contact us. We’re here to help!

Professional Development Resources is a nonprofit educational corporation 501(c)(3) organized in 1992. We are approved to sponsor continuing education by the American Psychological Association (APA); the National Board of Certified Counselors (NBCC); the Association of Social Work Boards (ASWB); the American Occupational Therapy Association (AOTA); the American Speech-Language-Hearing Association (ASHA); the Commission on Dietetic Registration (CDR); the Alabama State Board of Occupational Therapy; the Florida Boards of Social Work, Mental Health Counseling and Marriage and Family Therapy, Psychology & School Psychology, Dietetics & Nutrition, Speech-Language Pathology and Audiology, and Occupational Therapy Practice; the Ohio Counselor, Social Worker & MFT Board and Board of Speech-Language Pathology and Audiology; the South Carolina Board of Professional Counselors & MFTs; the Texas Board of Examiners of Marriage & Family Therapists and State Board of Social Worker Examiners; and are CE Broker compliant (all courses are reported within a few days of completion).

Target Audience: PsychologistsCounselorsSocial WorkersMarriage & Family Therapist (MFTs)Speech-Language Pathologists (SLPs)Occupational Therapists (OTs)Registered Dietitian Nutritionists (RDNs)School Psychologists, and Teachers

Earn CE Wherever YOU Love to Be!

Healthy Living Improves Executive Function

Healthy Living Improves Executive Function

Living a healthy lifestyle will likely help you live longer. But new research suggests living a healthier lifestyle could also increase executive function, which is the ability to exert self-control, set and meet goals, resist temptation, and solve problems.

If you stop and think about it, it makes sense. Resisting donuts and opting for kale, after all, takes a fair amount of self-control – as does getting up early to exercise.

Over time, suggests researchers, these behaviors reinforce one another in a sort of positive feedback loop.

Using data collected from 4,555 adults through the English Longitudinal Study of Aging, researchers analyzed the relationship between physical activity and executive function, adjusting for other variables such as age, gender, education, wealth and illness, and found evidence that the relationship between the two is bidirectional (Allan et al., 2016).

Specifically, individuals with poor executive function showed subsequent decreases in their rates of participation in physical activity and older adults who engaged in sports and other physical activities tended to retain high levels of executive function over time (Allen et al., 2016).

While this study focused on physical activity and its relationship to executive function, the researchers noted that a positive feedback loop between executive function and eating nutritious foods is quite plausible. Similarly, it is likely that negative feedback loops also exist, where unhealthy behaviors, such as smoking or drinking too much alcohol will be both a result of and a predictor of declining executive function (Allan et al., 2016).

This might help explain why executive function typically declines with age, as older people may become more likely to engage in unhealthy behaviors like remaining sedentary and less likely to maintain healthy but effortful behaviors like taking prescribed medication regularly.

The up side, however, is that the longer one can maintain high executive function, the longer and more easily that person can stave off behavior that will be detrimental to their health. Dr. Julia Allan explains, “People who make a change to their health behavior, like participating in physical activity, eating less processed food, or consuming more fruits and vegetables, can see an improvement in their brain function over time and increase their chances of remaining healthy as they age” (Allan, 2016).

With the world’s population of elderly folks to hit 1.5 billion by 2050, the connection between executive function – and specifically how it is mediated by and helps to mediate our health – could have major implications.

Related Online Continuing Education (CE) Courses:

Executive Functioning in AdultsExecutive Functioning in Adults is a 3-hour online continuing education (CE/CEU) course that provides strategies to help adults overcome executive functioning deficits.

As human beings, we have a built-in capacity to accomplish goals and meet challenges through the use of high-level cognitive functions called “executive functioning” skills. These are the skills that help us to decide which activities and tasks we will pay attention to and which ones we will choose to ignore or postpone.

Executive skills allow us to organize our thinking and behavior over extended periods of time and override immediate demands in favor of longer-term goals. These skills are critical in planning and organizing activities, sustaining attention, and persisting until a task is completed. Individuals who do not have well developed executive functioning skills tend to have difficulty starting and attending to tasks, redirecting themselves when a plan is not working, and exercising emotional control and flexibility. This course offers a wide variety of strategies to help adults overcome such difficulties and function more effectively. Course #31-08 | 2018 | 61 pages | 20 posttest questions

Executive Functioning: Teaching Children Organizational SkillsExecutive Functioning: Teaching Children Organizational Skills is a 4-hour online continuing education (CE/CEU) course that will enumerate and illustrate multiple strategies and tools for helping children overcome executive functioning deficits and improve their self-esteem and organizational abilities.

Executive functioning skills represent a key set of mental assets that help connect past experience with present action. They are fundamental to performing activities such as planning, organizing, strategizing, paying attention to and remembering details, and managing time and space. Conversely, executive functioning deficits can significantly disrupt an individual’s ability to perform even simple tasks effectively. Although children with executive functioning difficulties may be at a disadvantage at home and at school, adults can employ many different strategies to help them succeed. Included are techniques for planning and prioritizing, managing emotions, improving communication, developing stress tolerance, building time management skills, increasing sustained attention, and boosting working memory. Course #40-42 | 2017 | 76 pages | 25 posttest questions

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

This course will present practical information to aid healthcare professionals as they interact with clients who are diagnosed with any of the many types of dementia. We will review what is normal in the aging process, and what is not; diagnostic criteria for Alzheimer’s disease; testing cognition and gene testing; risk factors; and clinical research. We will then discuss the struggle caregivers face and provide strategies for how best to support them.

The next section will provide practical guidance for caring for a person with Alzheimer’s disease, including daily care activities, keeping the person safe, and unwanted behaviors. Next we will review prevention and compensation strategies to help people protect their cognitive health as they age, including modifiable risk factors that have the potential to reduce the prevalence of Alzheimer’s disease. A final section on protecting our elders from scams and how to find reputable resources for information is included. Course #31-12 | 2018 | 56 pages | 20 posttest questions

Course Directions

Our online courses provide instant access to the course materials and CE test. Successful completion of the online CE test (80% required to pass, 3 chances to take) and course evaluation are required to earn a certificate of completion. Click here to learn more. Have a question? Contact us. We’re here to help!

Professional Development Resources is a nonprofit educational corporation 501(c)(3) organized in 1992. We are approved to sponsor continuing education by the American Psychological Association (APA); the National Board of Certified Counselors (NBCC); the Association of Social Work Boards (ASWB); the American Occupational Therapy Association (AOTA); the American Speech-Language-Hearing Association (ASHA); the Commission on Dietetic Registration (CDR); the Alabama State Board of Occupational Therapy; the Florida Boards of Social Work, Mental Health Counseling and Marriage and Family Therapy, Psychology & School Psychology, Dietetics & Nutrition, Speech-Language Pathology and Audiology, and Occupational Therapy Practice; the Ohio Counselor, Social Worker & MFT Board and Board of Speech-Language Pathology and Audiology; the South Carolina Board of Professional Counselors & MFTs; the Texas Board of Examiners of Marriage & Family Therapists and State Board of Social Worker Examiners; and are CE Broker compliant (all courses are reported within a few days of completion).

Target Audience: PsychologistsCounselorsSocial WorkersMarriage & Family Therapist (MFTs)Speech-Language Pathologists (SLPs)Occupational Therapists (OTs)Registered Dietitian Nutritionists (RDNs)School Psychologists, and Teachers

Earn CE Wherever YOU Love to Be!

How to Get Kids Talking

How to Get Kids TalkingThe competent use of language can increase young clients’ self-esteem, motivate them to learn, engage their willing cooperation, defuse power struggles, and teach conflict resolution skills, but the question is: How do we get kids talking?

One suggestion is to use their own language.

Conducting experiments to explore the language gap between rich and poor children that emerges during infancy, Anne Fernald, a psychology professor at Stanford University, identified one likely cause: infants who heard more child-directed speech developed greater efficiency in language processing and learned new words more quickly (Fernald et al., 2015).

Using special technology to make all-day recordings of low-SES Spanish-learning children in their home environments, Fernald and her colleagues found that exposure to child-directed speech – as opposed to overheard speech – sharpened infants’ language processing skills, with cascading benefits for vocabulary learning (Fernald et al., 2015).

Fernald’s work has led to the creation of a parent-education intervention study with low-income Spanish-speaking mothers in East San Jose, California, funded by the W. K. Kellogg Foundation. This new program, called ¡Habla conmigo! (Talk with Me!), teaches Latina mothers how they can support their infants’ early brain development and helps them learn new strategies for engaging verbally with their children. Although they only have data from 32 families so far, the preliminary results are promising. Mothers in the ¡Habla conmigo! program are communicating more and using higher quality language with their 18-month-olds compared to mothers in a control group (Fernald et al., 2015).

“What’s most exciting,” said Fernald, “is that by 24 months the children of more engaged moms are developing bigger vocabularies and processing spoken language more efficiently. Our goal is to help parents understand that by starting in infancy, they can play a role in changing their children’s life trajectories” (Fernald, 2015).

Related Online Continuing Education (CE) Courses:

Improving Communication with Your Young ClientsImproving Communication with Your Young Clients is a 3-hour online continuing education (CE/CEU) course that teaches communication skills for use with young clients and their families.

Healthy professional and personal relationships rely heavily on effective and respectful communication skills. Professionals can benefit from enhancing their repertoire of communication techniques to improve the quality of relationships with families and children who have communication skills deficits. The competent use of language can increase young clients’ self-esteem, motivate them to learn, engage their willing cooperation, defuse power struggles, and teach conflict resolution skills.

The purpose of this course is to teach clinicians effective and practical communication and conversational skills to use in the classroom and in one-on-one situations with young clients and their families. Using these strategies, participants will be better prepared to manage difficult situations and conversations. Course #31-06 | 2018 | 59 pages | 20 posttest questions

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

This course will also provide practical tools that teachers and therapists can employ to guide children to overcome their difficulties in the social realm and gain social competence. While there are hundreds of important social skills for students to learn, we can organize them into skill areas to make it easier to identify and determine appropriate interventions. This course is divided into 10 chapters, each detailing various aspects of social skills that children, teens, and adults must master to have normative, healthy relationships with the people they encounter every day. This course provides tools and suggestions that, with practice and support, can assist them in managing their social skills deficits to function in society and nurture relationships with the peers and adults in their lives. Course #40-40 | 2016 | 62 pages | 35 posttest questions

Supportive Communication for the Child with Special NeedsSupportive Communication for the Child with Special Needs is a 1-hour audio continuing education (CE/CEU) course that provides practical tips for helping parents to communicate with their child who has special needs.

Parenting a child with special needs comes with many challenges. Parents are often under pressure, not knowing what to expect or how to react and manage the behaviors their child may present. Children who have supportive and caring parents who understand their needs generally experience better outcomes, both in school and in general. In their desire to help, parents frequently look to their child’s school-based professionals for ideas on how to communicate and connect with their child. It is imperative that speech-language pathologists and other helping professionals like counselors and occupational therapists have practical ideas and skills in order to help parents do this. This course will discuss multiple practical ways to help parents communicate and connect with their child who has special needs, thereby gaining the competence they need to improve their child’s chances for success. A course handout with slides that flow with the audio file is included. Course #11-15 | 2018 | 58 minute audio | 10 posttest questions

Course Directions

Our online courses provide instant access to the course materials and CE test. Successful completion of the online CE test (80% required to pass, 3 chances to take) and course evaluation are required to earn a certificate of completion. Click here to learn more. Have a question? Contact us. We’re here to help!

Professional Development Resources is a nonprofit educational corporation 501(c)(3) organized in 1992. We are approved to sponsor continuing education by the American Psychological Association (APA); the National Board of Certified Counselors (NBCC); the Association of Social Work Boards (ASWB); the American Occupational Therapy Association (AOTA); the American Speech-Language-Hearing Association (ASHA); the Commission on Dietetic Registration (CDR); the Alabama State Board of Occupational Therapy; the Florida Boards of Social Work, Mental Health Counseling and Marriage and Family Therapy, Psychology & School Psychology, Dietetics & Nutrition, Speech-Language Pathology and Audiology, and Occupational Therapy Practice; the Ohio Counselor, Social Worker & MFT Board and Board of Speech-Language Pathology and Audiology; the South Carolina Board of Professional Counselors & MFTs; the Texas Board of Examiners of Marriage & Family Therapists and State Board of Social Worker Examiners; and are CE Broker compliant (all courses are reported within a few days of completion).

Target Audience: PsychologistsCounselorsSocial WorkersMarriage & Family Therapist (MFTs)Speech-Language Pathologists (SLPs)Occupational Therapists (OTs)Registered Dietitian Nutritionists (RDNs)School Psychologists, and Teachers

Earn CE Wherever YOU Love to Be!

Better Prediction of Suicide Risk

Better Prediction of Suicide Risk

In the aftermath of a horrific event like a suicide, we all ask the same question: What could we have done to prevent it?

Yet for some, that is the wrong question. For researchers at Kaiser Permanente, what we should be asking is how we can better predict suicide risk.

In one of the largest studies to date – involving seven large health systems serving a combined population of 8 million people in nine states, and examining almost 20 million visits by nearly 3 million people age 13 or older, including about 10.3 million mental health specialty visits and about 9.7 million primary care visits with mental health diagnoses – the researchers combined a variety of information from the past five years of people’s electronic health records and answers to questionnaires, taken from five Kaiser Permanente regions.

Not only were they able to more accurately predict suicide risk than before, they found that in the 90 days following an office visit, suicide attempts and deaths among patients whose visits were in the highest 1 percent of predicted risk were 200 times more common than among those in the bottom half of predicted risk; patients with mental health specialty visits who had risk scores in the top 5 percent accounted for 43 percent of suicide attempts and 48 percent of suicide deaths; patients with primary care visits who had scores in the top 5 percent accounted for 48 percent of suicide attempts and 43 percent of suicide deaths (Simon et al., 2018).

The researchers also found that the strongest predictors of future suicide attempts included prior suicide attempts, mental health and substance use diagnoses, medical diagnoses, psychiatric medications dispensed, inpatient or emergency room care, and scores on a standardized depression questionnaire (Simon et al., 2018).

“We demonstrated that we can use electronic health record data in combination with other tools to accurately identify people at high risk for suicide attempt or suicide death,” explained Gregory E. Simon, MD, MPH, a Kaiser Permanente psychiatrist in Washington and a senior investigator at Kaiser Permanente Washington Health Research Institute (Simon, 2018).

Better prediction of suicide risk, says Simon, is the foundation of suicide prevention. When better informed, health care providers and health systems can make better decisions, such as how often to follow up with patients, refer them for intensive treatment, reach out to them after missed or canceled appointments – and whether to help them create a personal safety plan and counsel them about reducing access to means of self-harm.

Related Online Continuing Education (CE) Courses:

Suicide PreventionSuicide Prevention: Evidence-Based Strategies is a 3-hour online continuing education (CE) course that reviews evidence-based research and offers strategies for screening, assessment, treatment, and prevention of suicide in both adolescents and adults.

Suicide is one of the leading causes of death in the United States. In 2015, 44,193 people killed themselves. The Centers for Disease Control and Prevention (CDC) notes, “Suicide is a serious but preventable public health problem that can have lasting harmful effects on individuals, families, and communities.” People who attempt suicide but do not die face potentially serious injury or disability, depending on the method used in the attempt. Depression and other mental health issues follow the suicide attempt.

Family, friends, and coworkers are negatively affected by suicide. Shock, anger, guilt, and depression arise in the wake of this violent event. Even the community as a whole is affected by the loss of a productive member of society, lost wages not spent at local businesses, and medical costs. The CDC estimates that suicides result in over 44 billion dollars in work loss and medical costs.

Prevention is key: reducing risk factors and promoting resilience. This course will provide a review of evidence-based studies so that healthcare professionals are informed on this complex subject. Information from the suicide prevention technical package from the Centers for Disease Control and Prevention will be provided. Included also are strategies for screening and assessment, prevention considerations, methods of treatment, and resources for choosing evidence-based suicide prevention programs. Course #30-97 | 2018 | 61 pages | 20 posttest questions

The Suicide SurvivorThe Suicide Survivor is a 2-hour online continuing education (CE) course that provides an understanding and means of helping the people who have lost loved ones to suicide.

One of the most difficult and complex emotional adjustments many individuals will ever face is the challenging and often lengthy process of dealing with the suicide of a family member or other loved one. These people are called suicide survivors; the family members and close friends who have experienced the death of a family member or loved one by suicide.

Unfortunately, this is a common occurrence because nearly 45,000 people die by suicide each year in the United States alone. Estimates are that an average of six individuals experience major life disruption as a consequence of every suicide. The cascade of emotions that follow can be both unexpected and overwhelming, and many of the survivors who most need assistance in the form of supportive counseling do not receive it.

This course will provide information and helping strategies for health professionals who work with individuals who are struggling with both “normal” grief and complicated grief, sometimes described as “persistent complex bereavement disorder.” Also discussed are myths about coping with grief, the progression through the grief of suicide, stigmas associated with suicide, assessing for religious help, theories of grief, role of the therapist, needs of suicide survivors, and, finally, moving on. Course #21-26 | 2018 | 40 pages | 15 posttest questions

Course Directions

Our online courses provide instant access to the course materials (PDF download) and CE test. Successful completion of the online CE test (80% required to pass, 3 chances to take) and course evaluation are required to earn a certificate of completion. Click here to learn more. Have a question? Contact us. We’re here to help!

Professional Development Resources is a nonprofit educational corporation 501(c)(3) organized in 1992. We are approved to sponsor continuing education by the American Psychological Association (APA); the National Board of Certified Counselors (NBCC); the Association of Social Work Boards (ASWB); the American Occupational Therapy Association (AOTA); the American Speech-Language-Hearing Association (ASHA); the Commission on Dietetic Registration (CDR); the Alabama State Board of Occupational Therapy; the Florida Boards of Social Work, Mental Health Counseling and Marriage and Family Therapy, Psychology & School Psychology, Dietetics & Nutrition, Speech-Language Pathology and Audiology, and Occupational Therapy Practice; the Ohio Counselor, Social Worker & MFT Board and Board of Speech-Language Pathology and Audiology; the South Carolina Board of Professional Counselors & MFTs; the Texas Board of Examiners of Marriage & Family Therapists and State Board of Social Worker Examiners; and are CE Broker compliant (all courses are reported within a few days of completion).

Target Audience: PsychologistsCounselorsSocial WorkersMarriage & Family Therapist (MFTs)Speech-Language Pathologists (SLPs)Occupational Therapists (OTs)Registered Dietitian Nutritionists (RDNs)School Psychologists, and Teachers

Earn CE Wherever YOU Love to Be!

Personality and Temperament – ASHA CEU

New Online ASHA CEU Course @pdresources.org

Personality and Temperament: Connecting with Young ClientsPersonality and Temperament: Connecting with Young Clients is a new 3-hour online continuing education (CE/CEU) course that demonstrates how differences in personality and temperament impact how children behave, and how adults communicate and connect with them.

Understanding differences in temperament and personality among adults and children will ultimately assist us in developing better relationships with our clients and enhancing therapy interventions, plans, and goals. Within the context of each type, this course will describe motivators that are type-specific, behavioral “triggers,” strategies and techniques for engaging children’s cooperation, and ways to free children from negative roles.

We will also discuss ways for clinicians to help parents understand their own personality traits and behavioral tendencies in their children so that they can learn to be more effective behavior managers. Many of the same observations and interventions can be applied to children who are experiencing learning differences or developmental challenges. Course #31-10 | 2018 | 54 pages | 20 posttest questions

Click here to learn more.

This course is offered for .3 ASHA CEUs (Introductory level, Professional area).

ASHA credit expires 8/02/2021. ASHA CEUs are awarded by the ASHA CE Registry upon receipt of the quarterly completion report from the ASHA Approved CE Provider (#AAUM). Please note that the date that appears on ASHA transcripts is the last day of the quarter in which the course was completed.

Course Directions

Our online courses provide instant access to the course materials (PDF download) and CE test. Successful completion of the online CE test (80% required to pass, 3 chances to take) and course evaluation are required to earn a certificate of completion. Click here to learn more. Have a question? Contact us. We’re here to help!

Professional Development Resources is a nonprofit educational corporation 501(c)(3) organized in 1992. We are approved to sponsor continuing education by the American Psychological Association (APA); the National Board of Certified Counselors (NBCC); the Association of Social Work Boards (ASWB); the American Occupational Therapy Association (AOTA); the American Speech-Language-Hearing Association (ASHA); the Commission on Dietetic Registration (CDR); the Alabama State Board of Occupational Therapy; the Florida Boards of Social Work, Mental Health Counseling and Marriage and Family Therapy, Psychology & School Psychology, Dietetics & Nutrition, Speech-Language Pathology and Audiology, and Occupational Therapy Practice; the Ohio Counselor, Social Worker & MFT Board and Board of Speech-Language Pathology and Audiology; the South Carolina Board of Professional Counselors & MFTs; the Texas Board of Examiners of Marriage & Family Therapists and State Board of Social Worker Examiners; and are CE Broker compliant (all courses are reported within a few days of completion).

Target Audience: PsychologistsCounselorsSocial WorkersMarriage & Family Therapist (MFTs)Speech-Language Pathologists (SLPs)Occupational Therapists (OTs)Registered Dietitian Nutritionists (RDNs)School Psychologists, and Teachers

Earn CE Wherever YOU Love to Be!

The Suicide Survivor – New CE Course

New Online CE Course @pdresources.org

The Suicide SurvivorThe Suicide Survivor is a new 2-hour online continuing education (CE) course that provides an understanding and means of helping the people who have lost loved ones to suicide.

One of the most difficult and complex emotional adjustments many individuals will ever face is the challenging and often lengthy process of dealing with the suicide of a family member or other loved one. These people are called suicide survivors; the family members and close friends who have experienced the death of a family member or loved one by suicide.

Unfortunately, this is a common occurrence because nearly 45,000 people die by suicide each year in the United States alone. Estimates are that an average of six individuals experience major life disruption as a consequence of every suicide. The cascade of emotions that follow can be both unexpected and overwhelming, and many of the survivors who most need assistance in the form of supportive counseling do not receive it.

This course will provide information and helping strategies for health professionals who work with individuals who are struggling with both “normal” grief and complicated grief, sometimes described as “persistent complex bereavement disorder.” Also discussed are myths about coping with grief, the progression through the grief of suicide, stigmas associated with suicide, assessing for religious help, theories of grief, role of the therapist, needs of suicide survivors, and, finally, moving on. Course #21-26 | 2018 | 40 pages | 15 posttest questions

Click here to learn more.

Course Directions:
This online course provides instant access to the course materials (PDF download) and CE test. After enrolling, click on My Account and scroll down to My Active Courses. From here you’ll see links to download/print the course materials and take the CE test (you can print the test to mark your answers on it while reading the course document).Successful completion of the online CE test (80% required to pass, 3 chances to take) and course evaluation are required to earn a certificate of completion. Click here to learn more. Have a question? Contact us. We’re here to help!
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About the Authors:
Robert Gauger, DMin, has served as a full-time minister for over 30 years. He was a parish minister for 27 years, and has also been a hospital chaplain in Jacksonville, Florida. Currently he is a hospice chaplain. Bob holds a Masters degree from Southern Seminary (KY) and a Doctorate Degree from Regent University (VA) with honors. His own personal experiences of depression and stress in ministry have drawn a special interest and focus on the topic in his life, as have his experiences with family suicidal attempts. Bob enjoys playing the trombone and through the years has played with many professional orchestras.
Leo Christie, PhD, LMFT, is a Florida-licensed Marriage and Family Therapist with a doctorate in Marriage and Family Therapy from Florida State University. Past President of the Florida Council on Family Relations, Dr. Christie is currently CEO of Professional Development Resources, a nonprofit corporation whose mission is to deliver continuing education credit courses to healthcare professionals throughout the United States. He has more than 20 years’ experience in private practice with a specialty in child behavior disorders and as an instructor for over 500 live continuing education seminars for healthcare professionals.
CE Information:
Professional Development Resources is approved to sponsor continuing education by the American Psychological Association (APA); the National Board of Certified Counselors (NBCC ACEP #5590); the Association of Social Work Boards (ASWB Provider #1046, ACE Program); the American Occupational Therapy Association (AOTA Provider #3159); the Commission on Dietetic Registration (CDR Provider #PR001); the Alabama State Board of Occupational Therapy; the Florida Boards of Social Work, Mental Health Counseling and Marriage and Family Therapy (#BAP346), Psychology & School Psychology (#50-1635), Dietetics & Nutrition (#50-1635), and Occupational Therapy Practice (#34); the New York State Education Department’s State Board for Mental Health Practitioners as an approved provider of continuing education for licensed mental health counselors (#MHC-0135); the Ohio Counselor, Social Worker & MFT Board (#RCST100501); the South Carolina Board of Professional Counselors & MFTs (#193); the Texas Board of Examiners of Marriage & Family Therapists (#114) and State Board of Social Worker Examiners (#5678); and is CE Broker compliant (all courses are reported within a few days of completion).

North Carolina Psychologists CE

North Carolina Psychologists Save 20% on CE @pdresources.org

North Carolina Psychologists have an upcoming license renewal deadline of September 30, 2018.

Licensees must complete a minimum of 18 continuing education (CE) hours over each two-year renewal period. A minimum of 9 hours must be in Category A programs or activities, which must include 3 hours in the area of ethical and legal issues in the professional practice of psychology.

North Carolina Psychology Board  
CE Required: 18 hours, even years (9 hrs must be Cat A)
Online CE Allowed: No limit if APA-sponsored (Cat A)
License Expiration: 9/30, even years
National Accreditation Accepted: APA
Notes: 3 hrs ethical & legal issues required each renewal (must be Cat A)
Date of Info: 8/2/2018

North Carolina psychologists can earn all 18 hours required for renewal through online courses offered @pdresources.org (over 100 courses available) Order now and Save 20%:

North Carolina Psychologists

Click here to view APA-sponsored online CE courses.

When evaluating whether or not an activity would be acceptable for Category A, the following questions should be considered:

  1. Is the program sponsored or co-sponsored by the Board, the APA, an APA-approved sponsor, or by NC AHEC?
  2. Does the program specifically identify psychologists in the target audience?
  3. Are contact hours specified by the sponsor?
  4. Does the program meet the topic areas specified in paragraph (g) of the Rule?
  5. Does the program provide a certificate upon completion?

If a licensee can answer “Yes” to all of the above, the activity would be acceptable for Category A hours. If even one of the five questions is answered in the negative, the activity does not meet the requirements to count for Category A hours.

There are no sponsorship requirements for Category B activities; however, a psychologist must be able to show that the activity either covers ethical and legal issues in the professional practice of psychology, or assists him/her in maintaining and upgrading skills and competencies within his/her scope of practice. While it is not required that licensees complete any Category B hours (all hours may be completed in Category A activities), one may count up to nine hours of Category B credit toward the required eighteen hours total.

Course Directions

Our online courses provide instant access to the course materials and CE test. Successful completion of the online CE test (80% required to pass, 3 chances to take) and course evaluation are required to earn a certificate of completion. Click here to learn more. Have a question? Contact us. We’re here to help!

Professional Development Resources is a nonprofit educational corporation 501(c)(3) organized in 1992. We are approved to sponsor continuing education by the American Psychological Association (APA); the National Board of Certified Counselors (NBCC); the Association of Social Work Boards (ASWB); the American Occupational Therapy Association (AOTA); the American Speech-Language-Hearing Association (ASHA); the Commission on Dietetic Registration (CDR); the Alabama State Board of Occupational Therapy; the Florida Boards of Social Work, Mental Health Counseling and Marriage and Family Therapy, Psychology & School Psychology, Dietetics & Nutrition, Speech-Language Pathology and Audiology, and Occupational Therapy Practice; the Ohio Counselor, Social Worker & MFT Board and Board of Speech-Language Pathology and Audiology; the South Carolina Board of Professional Counselors & MFTs; the Texas Board of Examiners of Marriage & Family Therapists and State Board of Social Worker Examiners; and are CE Broker compliant (all courses are reported within a few days of completion).

Target Audience: PsychologistsCounselorsSocial WorkersMarriage & Family Therapist (MFTs)Speech-Language Pathologists (SLPs)Occupational Therapists (OTs)Registered Dietitian Nutritionists (RDNs)School Psychologists, and Teachers

Earn CE Wherever YOU Love to Be!

Using Humor to Find Happiness

Happiness

It’s easy to get stuck on the numbers on the scale when we want to lose weight, but numbers do not tell the whole story: It’s much more than weight we need to lose.

We need to lose self-recrimination. We need to lose self-shaming. We need to lose our attachment to weight as the single measure of self-worth.

But just how do we do that?

One way, say researchers from the University of Granada Mind, Brain and Behavior Research Center, is to use a little humor.

Individuals who frequently use self-deprecating humor – aimed at gaining the approval of others through self-mockery – say Jorge Torres Marín and his team, exhibit greater levels of psychological well-being (Marín et al., 2018).

Moreover, Marín notes that a greater tendency to employ self-deprecating humor is indicative of high scores in psychological well-being dimensions such as happiness and, to a lesser extent, sociability (Marín et al., 2018).

While the effects of self-deprecating humor on well-being may differ depending on where the research takes place, and be influenced by cultural norms, Marín suggests that new studies focus on analyzing potential cultural differences in the use of this kind of humor.

The psychology of humor, however, fits within a well-founded, accurate theoretical body of knowledge that allows for different behavioral tendencies related to the everyday use of humor to be explored – such as the affiliative use of humor, which is aimed at strengthening social relationships, or self-enhancing humor, which entails maintaining a humorous outlook in potentially stressful and adverse situations.

While these types of humor have consistently been linked to indicators of positive psychological well-being such as happiness, satisfaction with life, and hope, Marín and his team maintain that their data revealed the existence of a curvilinear relationship between prosocial humor and personality dimensions such as kindness and honesty (Marín et al., 2018).

Eliminating self-defeating behaviors isn’t easy, however, the process is made much easier when we can laugh a little – at ourselves.

Related Online Continuing Education (CE) Courses:

Finding Happiness: Positive Interventions in TherapyFinding Happiness: Positive Interventions in Therapy is a 4-hour online continuing education (CE) course that explores the concept of happiness, from common myths to the overriding factors that directly increase our feelings of contentment. We will start with a discussion on why you, the clinician, need to know about happiness and how this information can help in your work with clients. We will then uncover mistakes we make when trying to attain happiness and look carefully at the actions we take and the beliefs that do not just obfuscate our happiness efforts, but often leave us less happy. Next, we will explore the ways in which our mindset influences our feelings of happiness and the many ways we can fundamentally change our levels of well-being, not just immediately, but for many years to come. The final section of this course contains exercises you can use with clients to cultivate and sustain a lifelong habit of happiness. Course #40-45 | 2018 | 57 pages | 25 posttest questions

Beyond Calories & Exercise: Eliminating Self-Defeating BehaviorsBeyond Calories & Exercise: Eliminating Self-Defeating Behaviors is a 5-hour online continuing education (CE) course that “walks” readers through the process of replacing their self-defeating weight issues with healthy, positive, and productive life-style behaviors. It moves beyond the “burn more calories than you consume” concept to encompass the emotional aspects of eating and of gaining and losing weight. Through 16 included exercises, you will learn how to identify your self-defeating behaviors (SDBs), analyze and understand them, and then replace them with life-giving actions that lead to permanent behavioral change. Course #50-10 | 2013 | 49 pages | 35 posttest questions

The Use of Humor in TherapyThe Use of Humor in Therapy is a 2-hour online continuing education (CE) course that reviews the risks and benefits of using humor in therapy and the relevant historical controversies of this proposal. Should therapists and counselors use humor as a therapeutic technique? If so, should they be formally trained in those procedures before their implementation? The paucity of rigorous empirical research on the effectiveness of this form of clinical intervention is exceeded only by the absence of any training for those practitioners interested in applying humor techniques. In this course a representative sample of its many advocates’ recommendations to incorporate humor in the practice of psychological therapies is reviewed. Therapeutic humor is defined, the role of therapists’ personal qualities is discussed, and possible reasons for the profession’s past resistance to promoting humor in therapy are described. Research perspectives for the evaluation of humor training are presented with illustrative examples of important empirical questions still needing to be answered. Closeout Course #21-02 | 2015 | 24 pages | 14 posttest questions

Course Directions

Our online courses provide instant access to the course materials (PDF download) and CE test. Successful completion of the online CE test (80% required to pass, 3 chances to take) and course evaluation are required to earn a certificate of completion. Click here to learn more. Have a question? Contact us. We’re here to help!

Professional Development Resources is a nonprofit educational corporation 501(c)(3) organized in 1992. We are approved to sponsor continuing education by the American Psychological Association (APA); the National Board of Certified Counselors (NBCC); the Association of Social Work Boards (ASWB); the American Occupational Therapy Association (AOTA); the American Speech-Language-Hearing Association (ASHA); the Commission on Dietetic Registration (CDR); the Alabama State Board of Occupational Therapy; the Florida Boards of Social Work, Mental Health Counseling and Marriage and Family Therapy, Psychology & School Psychology, Dietetics & Nutrition, Speech-Language Pathology and Audiology, and Occupational Therapy Practice; the Ohio Counselor, Social Worker & MFT Board and Board of Speech-Language Pathology and Audiology; the South Carolina Board of Professional Counselors & MFTs; the Texas Board of Examiners of Marriage & Family Therapists and State Board of Social Worker Examiners; and are CE Broker compliant (all courses are reported within a few days of completion).

Target Audience: PsychologistsCounselorsSocial WorkersMarriage & Family Therapist (MFTs)Speech-Language Pathologists (SLPs)Occupational Therapists (OTs)Registered Dietitian Nutritionists (RDNs)School Psychologists, and Teachers

Earn CE Wherever YOU Love to Be!