Three Ways Divorce Affects Kids

Three Ways Divorce Affects Kids

It may seem like the best option for a couple when they are not getting along and cannot remedy their differences. Yet divorce, for the children involved, comes with many lasting effects. Here are just three:

1. Increased Anxiety. Kids who go through a divorce often feel pulled between two inseparable forces. Parents who hold different views cause children to choose between those views – a choice that is not without ramifications. As no child wants to disappoint his/her parents, there is never any “right” choice and kids cope with the chronic fear of upsetting one, or both, of their parents. Making matters worse, divorced parents often ask the child about his/her experiences at the other parent’s home, watching for signs that he/she is happier there.

2. Deterioration in School Performance. It’s not hard to imagine that increased anxiety will impact school performance. Numerous studies have demonstrated that anxiety inhibits learning, memory, and concentration, as well as resulting in disruptions in school behavior. However, kids whose parents have divorced also have to cope with the constant disruption of their lives caused by moving from one house to another. This factor alone can often lead to poor sleep, concentration, and irritability.

3. Somatic Complaints. Anxiety is known to manifest physically, and this is especially relevant when feelings of anxiety are not expressed. As the children of a divorce often hold in their feelings for fear of upsetting either parent, they are prone to a variety of somatic complaints – everything from nausea, constipation, headaches, and upset stomachs.

Helping kids whose parents are divorcing requires understanding the unique ways in which divorce affects kids, as well as effective strategies to help them cope. Moreover, a clinician treating divorcing couples will need a toolbox of skills to work with parents who may be in disagreement about many things – one of which is their children.

Learn More & Earn Continuing Education (CE) Credits:

The Challenge of Co-Parenting: Helping Split Couples to Raise Healthy Kids is a 2-hour online continuing education (CE) course that provides guidance for clinicians working with the parents, and children, affected by divorce. Parents who have chosen not to remain together as a couple are still responsible for the healthy upbringing of their mutual children. They must face not only the typical challenges of parenting, but also those unique tasks that come from living in separate homes. While therapists and other professionals have long worked with intact couples on parenting skills, they must now also be versed in teaching parents who live in separate homes how to establish healthy “co-parenting” abilities as well. This course will provide a basic understanding of the significant issues unique to children of split couples, and how to help co-parents address these issues while at the same time overcoming the common blocks that prevent them from working together in a healthy way. Closeout Course #20-16 | 2006 | 22 pages | 14 posttest questions

Anxiety in Children is a 4-hour online continuing education (CE/CEU) course that focuses on behavioral interventions for children with anxiety disorders. According to the Anxiety and Depression Association of America (2017), it is estimated that 40 million Americans suffer from anxiety disorders. Anxiety disorders affect one in eight children, but is often not diagnosed. Untreated anxiety can lead to substance abuse, difficulties in school, and depression. Professionals who work with children, including speech language pathologists, mental health professionals, and occupational therapists, frequently encounter anxiety disorders among their young clients. This course is intended to help clinicians recognize and understand the anxiety disorders that frequently occur in children and learn a wide variety of communication and behavioral strategies for helping their clients manage their anxiety. Included are sections on types and causes of anxiety disorders, strategies for prevention, evidence-based treatments, techniques for helping children manage worry, relaxation techniques for use with children, and detailed discussions on school anxiety and social anxiety. Course #40-43 | 2017 | 69 pages | 25 posttest questions

School Refusal Behavior: Children Who Can’t or Won’t Go to School is a 4-hour online continuing education (CE) course that breaks down the distinction between truancy and school refusal and examines a number of psychological disorders that may be causing – or comorbid with – school refusal. School refusal is a problem that is stressful for children, for their families, and for school personnel. Failing to attend school has significant long and short-term effects on children’s social, emotional, and educational development. School refusal is often the result of, or associated with, comorbid disorders such as anxiety or depression. Careful assessment, treatment planning, interventions, and management of school refusal are critical to attainment of the goal of a successful return to school as quickly as possible. Interventions may include educational support, cognitive therapy, behavior modification, parent/teacher interventions, and pharmacotherapy. This course will break down the distinction between truancy and school refusal and will examine a number of psychological disorders that may be causing – or comorbid with – school refusal, including separation anxiety, generalized anxiety, social phobia, panic attacks, major depression, dysthymia, ADHD, and oppositional defiant disorder. Completing the course will assist you in performing a functional analysis of school refusal to determine the motivation and particular reinforcement systems that support the behavior. Specific intervention strategies will be reviewed, with a focus on tailoring and adapting standard approaches to specific situations. Participants will be given the opportunity to review several case studies and develop a sample intervention plan for cases of school refusal. Course #40-29 | 2011 | 49 pages | 30 posttest questions

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!

Strengthening Self-Control for Weight-Loss

Course excerpt from Behavioral Strategies for Weight Loss

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

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

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

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

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

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

CE Credit: 2 Hours

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

Learning Level: Intermediate

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

 

Apps for Autism – New CEU Course

By Lois Jean Brady, MA, CCC-SLP, CAS

Apps for Autism

New 3-Hour CEU Course

Apps for Autism is a new CEU course based on the book “Apps for Autism” (2015, 436 pages), the ultimate app planner guidebook for parents/professionals addressing autism intervention. There are hundreds of apps for autism, and this course will guide you through them so that you can confidently utilize today’s technology to maximize your child or student’s success. Speech-language pathologist Lois Jean Brady wrote this book to educate parents and professionals about the breakthrough method she calls “iTherapy” – which is the use of mobile technology and apps in meeting students’ individual educational goals.

For those who are new to the wonderful world of apps, worry not! This award winning reference will review hundreds of excellent apps, accessories and features organized into 39 chapters for parents and professionals alike. There are also helpful sections of how to choose apps, evidence-based practices, choosing an iDevice, internet safety, a helpful toolbox and much, much more. Course #30-82 | 2015 | 21 posttest questions

This is a test only course (book not included). The book can be purchased from Amazon or some other source.

This test-only course provides instant access to the CE test that enables you to earn CE credit for reading a published course book (book NOT included in your course enrollment). After enrolling, click on My Account and scroll down to My Active Courses. From here you’ll see links to Download/Print or Take CE Test (you can print the test to mark your answers on it while reading the course book).

Successful completion of the online CE test (80% required to pass, 3 chances to take) and course evaluation are required to earn a certificate of completion. Click here to learn more.

Professional Development Resources is approved to 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 California Board of Behavioral Sciences; 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; the South Carolina Board of Professional Counselors & MFTs; and by the Texas Board of Examiners of Marriage & Family Therapists and State Board of Social Worker Examiners.

Helping Your Young Client Persevere in the Face of Learning Differences Approved for ASHA CEUs

By Adina Soclof, MS, CCC-SLP

Helping Your Young Client Persevere in the Face of Learning DifferencesHelping Your Young Client Persevere in the Face of Learning Differences is a new video-based continuing education (CE/CEU) course presented by Adina Soclof, MS, CCC-SLP. This course provides techniques that you can use to help encourage discouraged students – particularly those who have different ways of learning – by supporting and motivating them without enabling self-defeating habits. Course #30-75 | 2014 | 21 posttest questions

Click here to learn more…

CE Credit: 3 Hours (0.3 ASHA CEUs)
Price: $57

This online video streaming course provides instant access to the course video, course handout 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. You can print the test (download test from My Courses tab of your account) to mark your answers on it while viewing the video. Then submit online when ready to receive credit.

ASHA-Approved ProviderProfessional Development Resources is approved by the Continuing Education Board of the American Speech-Language-Hearing Association (ASHA Provider #AAUM) to provide continuing education activities in speech-language pathology and audiology. See course page for number of ASHA CEUs, instructional level and content area. ASHA CE provider approval does not imply endorsement of course content, specific products or clincial procedures. CEUs are awarded by the ASHA CE Registry upon receipt of the CEU Participant Form from the ASHA Approved CE Provider. Please note that the completion date that appears on ASHA transcripts is the last day of the quarter, regardless of when the course was completed. Professional Development Resources is also approved by the Florida Board of Speech-Language Pathology and Audiology and is CE Broker compliant (courses are reported within one week of completion).

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

ASHA credit expires 10/18/2017. ASHA CEUs are awarded by the ASHA CE Registry upon receipt of the quarterly completion report from the ASHA Approved CE Provider. Please note that the completion date that appears on ASHA transcripts is the last day of the quarter regardless of when the course was completed.