Narcissism – New Online CE Course

New Online CE Course @pdresources.org

Narcissism & Empathy DeficitsNarcissism & Empathy Deficits is a new 2-hour online continuing education (CE) course that examines narcissistic personalities and the traits that affect their ability to maintain satisfying personal relationships with others.

This course will address key ideas emerging from neuroscience about empathy and empathy deficits, because narcissism is essentially a problem of lack of empathy. Emotional intelligence, heritability, and factors thought to influence the onset of narcissism are also discussed.

Click here to learn more.

Diagnostic considerations for narcissistic personality disorder (NPD) are reviewed along with signs and symptoms, prevalence, characteristics, subtypes, comorbidity, and treatment options.

What’s more, it will help you discover constructive ways of interacting with destructive narcissistic traits, drawing on the latest international scientific research. Case examples illustrate scenarios of individuals with narcissistic personalities and show how their behavior, when left unchecked, impacts the lives and wellbeing of other people. Advice on setting interpersonal boundaries, dealing with verbal hostility, and finding ways to effectively deal with narcissists are also provided. Course #21-21 | 2018 | 35 pages | 15 posttest questions

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!

Click here to learn more.

The author, Jane McGregor, PhD, is a freelance researcher and author. She was an assistant professor at Nottingham University for many years but now works freelance, devoting her time to writing books about dealing with sociopathic abuse, addiction and other entrenched behaviour, and health behaviour change. She is author of Drink and the City (Nottingham University Press, 2012), co- author of The Empathy Trap: Understanding Antisocial Personalities (Sheldon Press, 2013), and Coping with Difficult Families (Sheldon Press, 2014). Her latest book is titled Coping with Aggressive Behaviour (Sheldon Press, 2017).

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!

Unusual Psychosexual Syndromes

Course excerpt from Unusual Psychosexual Syndromes, Part 1: Koro, Autoerotic Asphyxia, and Necrophilia

Unusual Psychosexual SyndromesHuman behavior is fascinating, complex, and multi-determined. What someone does in any given instance is caused by an active combination of factors that are psychological, learned, biological, genetic, environmental, and occasionally instinctual. Our understanding of human behaviors is greater than our ability to predict them. Even so, that understanding is far from complete and the extant theoretical explanations are sometimes contradictory and nonscientific.

In general terms, human behavior can be classified as positive, negative, or neutral. A broader classification is to label a target behavior as normal or abnormal. The matter gets more confused when issues of legal and illegal behavior arise, wherein an illegal behavior may not be abnormal and an abnormal behavior may be quite legal.

We now have the latest iteration of the American Psychiatric Association’s Diagnostic and Statistical Manual of Mental Disorders (DSM-5) (2013) which serves as the official classification system in the U.S. and many other countries. Mental health disciplines and health insurance companies accept this guidebook as the “bible” of the field.

This course will address three unusual psychosexual syndromes which typically receive scant or no attention in the latest DSM or most abnormal psychology textbooks. The three syndromes presented here are koro, autoerotic asphyxia, and necrophilia. These disorders of course, are relatively infrequent in occurrence, yet they are fascinating illustrations of the extreme forms that human sexual behavior can take.

Clinicians need to be familiar with the entire spectrum of disordered behavior that may potentially be presented by their clients and patients. We will focus primarily on the symptoms and descriptions of the syndromes and assume that therapists and counselors will determine the best treatments to invoke, as based on their own theoretical perspectives and training.

Click here to learn more.

Unusual Psychosexual Syndromes, Part 1: Koro, Autoerotic Asphyxia, and NecrophiliaUnusual Psychosexual Syndromes, Part 1: Koro, Autoerotic Asphyxia, and Necrophilia is a 3-hour online continuing education (CE) course that presents three of the most unusual human sexual behavior disorders. Each syndrome is a relatively rare, yet extraordinarily intriguing pattern of behavior. These men and women have fashioned highly unorthodox means of gratifying their basic needs for love and attention. These syndromes are typically ignored or receive only mere mentions in most abnormal psychology textbooks. Yet, these individuals could very well appear in mental health professionals’ practices as inpatients or outpatients. They all have clear forensic implications as well. Each syndrome is presented with a full description of its typical symptoms, relevant case histories, brief theoretical descriptions from the psychodynamic and behavioral perspectives, and the recommended treatments according to the best available current knowledge. Course #30-74 | 2014 | 35 pages | 20 posttest questions

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.

About the Author:

Louis R. Franzini, PhD, received his B.S. degree in Psychology from the University of Pittsburgh, his M.A. degree in Clinical Psychology at the University of Toledo, and his Ph.D. in Clinical Psychology from the University of Pittsburgh. He then completed a Postdoctoral Fellowship in Behavior Modification at the State University of New York at Stony Brook (now Stony Brook University). Following the postdoctoral program Dr. Franzini joined the Psychology Department at San Diego State University, where he spent his entire academic career. He retired as Emeritus Professor of Psychology. His international academic experience included appointments as Distinguished Professor of Psychology at the Universite Catholique de Louvain, Louvain-le-Neuve, Belgium and Senior Fellow in the School of Accountancy and Business, Human Resource and Quality Management Division at Nanyang Technological University, Singapore. Dr. Franzini is licensed as a psychologist in Florida and in California.

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 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 Ohio Counselor, Social Worker & MFT Board (#RCST100501); the South Carolina Board of Professional Counselors & MFTs (#193); and the Texas Board of Examiners of Marriage & Family Therapists (#114) and State Board of Social Worker Examiners (#5678).

Related Online CE Courses:

Unusual Psychosexual Syndromes, Part 2: Erotomania & Frottage is a 2-hour online continuing education (CE) course that is part 2 in a series presenting five of the most unusual human sexual behavior disorders. Each syndrome is a relatively rare, yet extraordinarily intriguing pattern of behavior. These men and women have fashioned highly unorthodox means of gratifying their basic needs for love and attention. These syndromes are typically ignored or receive only mere mentions in most abnormal psychology textbooks. Yet, these individuals could very well appear in mental health professionals’ practices as inpatients or outpatients. They all have clear forensic implications as well. Erotomania and frottage are presented with a full description of typical symptoms, relevant case histories, brief theoretical descriptions from the psychodynamic and behavioral perspectives, and the recommended treatments according to the best available current knowledge. Course #20-93 | 2014 | 22 pages | 25 posttest questions

Unusual Paraphilias is a 1-hour online continuing education (CE) course that will describe a variety of paraphilias and specific fetishes that you may encounter in your practice. A paraphilia involves stimulating sexual arousal in someone by an object or fantasy that for most people is commonplace and not sexually related, either directly or symbolically. What you will learn in this course is that there is a clear continuum of unusualness for paraphilias. There are some familiar ones and there are also very many paraphilias reported in the clinical literature which are indeed extremely unusual. This course will include discussions of the eight standard Paraphilic Disorders included in the DSM-5: 1) Voyeuristic Disorder, 2) Exhibitionistic Disorder, 3) Frotteuristic Disorder, 4) Sexual Masochism Disorder, 5) Sexual Sadism Disorder, 6) Pedophilic Disorder, 7) Fetishistic Disorder, and 8) Transvestic Disorders, as well as a number of additional paraphilias and specific fetishes, which are generally quite rare. Course #10-85 | 2015 | 15 pages | 6 posttest questions

Really Bizarre Sexual Behaviors is a 3-hour online continuing education (CE) course that reviews a variety of infrequent and atypical sexual practices. The range of extant human behavior is truly extraordinary. But, the range of sexual behaviors is exponentially more so. Some are so infrequent and atypical that we call them “bizarre.” Such sexual practices may be described by some laypersons as “sick” or “abnormal.” Even some health care professionals may label such behaviors as “paraphilic” or “psychopathological” or a major behavior or personality disorder or as simply symptomatic of very serious emotional disturbances. This course is intended to familiarize clinicians with a variety of “really bizarre sexual behaviors” that they might at least occasionally encounter in their practices. Our discussion is limited to behaviors and fantasies occurring with a human partner of either sex who consents to participation without coercion. No animals or children are involved as sexual objects or partners. It is useful to be aware of what some people like to do sexually and the language typically used in the informal sexual underground. There is no need to engage in such practices personally or even to “experiment” with them to become sufficiently knowledgeable.  It is also important to know where to go to learn more. Finally, this course will suggest criteria on how to make the decision on whether to treat such behaviors. Society claims an interest in an individual’s intimate practices and may sometimes invoke the criminal justice system to enforce those interests. Thus, there are ethical implications about court mandated treatment programs for behaviors that are consensual and not harmful to anyone. Course #30-88 | 2016 | 41 pages | 26 posttest questions

Gender Identity and Transgenderism is a 3-hour online continuing education (CE) course that reviews issues in the formation of gender identity and the possible resultant condition of transgenderism, formerly transsexuality. After viewing oneself as a human being, the most important aspect of our self-concept is that we are a male person or a female person. That is the very essence of our humanness and the most basic sense of who we are. To experience a conflict between our physical body and our concept of maleness or femaleness is the most fundamental existential distress imaginable. This course will discuss the ongoing distinction between sex and gender, causes and prevalence of transgenderism, harassment of transgender children, DSM-5 diagnostic criteria, theories of gender development, conversion therapy, modern medical and socio-psychological treatment of transgender patients, passing, and postsurgical relationships and therapy. Certain prominent transgenderists are discussed, and several autobiographies are referenced to further our understanding of the complex transgender life experiences. Finally, some examples of positive changes are presented, which increase the knowledge base for the professionals who see transgender patients in their practices, along with other nascent societal changes, which, in turn, can improve these patient’s lives. Course #30-91 | 2016 | 41 pages | 20 posttest questions

Which Comes First: Overeating or Obesity?

New online CE course @pdresources.org

Which Comes First: Overeating or Obesity?Which Comes First: Overeating or Obesity? is a 1-hour audio continuing education (CE) course that explains an alternative treatment for obesity. Conventional treatment for obesity, founded on the First Law of Thermodynamics, assumes that all calories are alike, and that to lose weight one must simply “eat less and move more.” However, this prescription rarely succeeds over the long term. According to an alternative approach, the metabolic state of the fat cells play a key role in determining body weight. High intakes of processed carbohydrate raise insulin levels and program fat cells to store too many calories, leaving too few for the rest of the body. Consequently, hunger increases and metabolic rate slows in the body’s attempt to conserve energy. From this perspective, conventional calorie-restricted, low fat diets amount to symptomatic treatment, destined to fail for most people. Instead, a dietary strategy aiming to lower insulin secretion promises to increase the effectiveness of long-term weight management and chronic disease prevention. Course #11-08 | 2017 | 10 posttest questions

CE Credit: 1 Hour
Target Audience: Nutritionists & Dietitians
Learning Level: Intermediate
Course Type: Audio

Click here to learn more.

Which Comes First: Overeating or Obesity? provides instant access to the course audio, course handout and CE test. After enrolling, click on My Account and scroll down to My Active Courses. From here you’ll see links to listen to the audio or download the mp3, download/print the course handout and take the CE test (you can print the test to mark your answers on it while listening to the course audio). 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.

About the Speaker:

David S. Ludwig, MD, PhD, is a practicing endocrinologist, researcher, and professor at Harvard Medical School and Harvard School of Public Health. Dr. Ludwig also directs the New Balance Foundation Obesity Prevention Center at Boston Children’s Hospital. His research focuses on how food affects hormones, metabolism, body weight, and well-being. Described as an “obesity warrior” by Time magazine, Dr. Ludwig has fought for fundamental policy changes to restrict junk food advertising directed at young children, improve the quality of national nutrition programs, and increase insurance reimbursement for obesity prevention and treatment. He has received numerous grants from the National Institutes of Health and published over 150 scientific articles and is a Contributing Writer for the medical journal JAMA. Dr. Ludwig lives in Brookline, Massachusetts, with his wife, Dawn, and two children, Joy and Benji. He can be found most weekends with nice weather biking along the Charles River.

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

Click here to learn more.

Professional Development Resources is a CPE Accredited Provider with the Commission on Dietetic Registration (CDR #PR001). CPE accreditation does not constitute endorsement by CDR of provider programs or materials. Professional Development Resources is also a provider with the Florida Council of Dietetics and Nutrition (#50-1635) and is CE Broker compliant (all courses are reported within one week of completion).

Autism Spectrum Disorder: New Online ASHA CEU Course

New Online ASHA CEU Course @pdresources.org

Autism Spectrum DisorderAutism Spectrum Disorder: Evidence-Based Screening and Assessment is a new ASHA-approved 3-hour online continuing education (CE/CEU) course that summarizes 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. Course#30-94 | 2017 | 49 pages | 20 posttest questions

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.
ASHA-Approved Provider
Autism Spectrum Disorder: Evidence-Based Screening and Assessment is offered for .3 ASHA CEUs (Intermediate level, Professional area).

ASHA credit expires 2/20/2020. 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. Professional Development Resources is also approved by the Florida Board of Speech-Language Pathology and Audiology, the Ohio Board of Speech-Language Pathology and Audiology, and is CE Broker compliant (#50-1635). AAUM5127

About the Author:
Lee A. Wilkinson, PhD, is a nationally certified and licensed school psychologist, chartered psychologist, registered psychologist, and certified cognitive-behavioral therapist. He provides consultation services and best practice guidance to school systems, agencies, advocacy groups, and professionals on a wide variety of topics related to children and youth with autism spectrum disorder. He is also a university educator and school psychology trainer. Dr. Wilkinson is author of the award-winning books, A Best Practice Guide to Assessment and Intervention for Autism and Asperger Syndrome in Schools and Overcoming Anxiety and Depression on the Autism Spectrum: A Self-Help Guide Using CBT. He is also the editor of a text in the American Psychological Association (APA) School Psychology Book series, Autism Spectrum Disorder in Children and Adolescents: Evidence-Based Assessment and Intervention in Schools. His latest book is A Best Practice Guide to Assessment and Intervention for Autism Spectrum Disorder in Schools, (2nd Edition).

Animal-Assisted Therapy and the Healing Power of Pets

By Deirdre Rand, PhD

Animal Assisted Therapy and The Healing Power of PetsAnimal-Assisted Therapy and the Healing Power of Pets is a new 3-hour online CEU course that details the author’s journey with her animal companions, sharing the lessons, challenges and rewards of learning how to utilize the healing power of pets in therapeutic practice. Also discussed are temperament, socialization and training; the role of the neurohormone oxytocin in strengthening the human-companion animal bond; the founding of the three major organizations which register volunteer handler/therapy teams, along with the contributions of key historic figures in developing animal-assisted therapy as we know it today; examples of animal-assisted interventions with dogs, cats and other animals; and attributes of a great therapy animal and a great handler. Course #30-85 | 2016 | 45 pages | 26 posttest questions | 3 Hours CE | $39

If you love animals and are interested in learning how you and your patients/clients can benefit by adding them to your practice, this new course is for you!

Click here to learn more!

About the Author:

Deirdre Rand, PhD, is a psychologist in private practice in Mill Valley, California. She is best known for her work in the field of parent alienation in divorce and helped create the Family Bridges Workshop for repairing severely damaged parent-child relationships.

Deirdre first began utilizing a canine assistant in her therapy practice in the 1970s, when she and her husband received an Australian Cattle Dog puppy as a gift from Dr. Aline Kidd and the Reverend Robert Kidd, who presided over their wedding.

Cattle Dogs have been part of Deirdre’s life ever since. Most of these were rescues with temperament and socialization issues which could be challenging.

In 2009, Deirdre and her husband adopted a dog named Bella, who was the most challenging of all. Bella had a sweetness about her, and a rare aesthetic gift, but her behavioral issues were too much for Deirdre and her husband to manage on their own. Under the guidance of a professional dog trainer, Deirdre learned how to work with Bella and her bond with Bella grew. Ultimately, it was this experience with Bella which inspired Deirdre to make animal-assisted therapy and the healing power of pets an important part of her work.

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.

CE Information:

Professional Development Resources is approved by the American Psychological Association (APA) to sponsor continuing education for psychologists; the National Board of Certified Counselors (NBCC ACEP #5590); the Association of Social Work Boards (ASWB #1046, ACE Program); the Florida Boards of Clinical Social Work, Marriage & Family Therapy, and Mental Health Counseling (#BAP346) and Psychology & School Psychology (#50-1635); the Ohio Counselor, Social Worker & MFT Board (#RCST100501); the South Carolina Board of Professional Counselors & MFTs (#193); and the Texas Board of Examiners of Marriage & Family Therapists (#114) and State Board of Social Worker Examiners (#5678).

The Use of Humor in Therapy – New Online CE Course

By Louis R. Franzini, PhD

The Use of Humor in TherapyThe Use of Humor in Therapy is a 2-hour online continuing education (CE/CEU) course that reviews the risks and benefits of using humor in therapy and the relevant historical controversies of this proposal.

Therapeutic humor includes both the intentional and spontaneous use of humor techniques by therapists and other health care professionals, which can lead to improvements in the self-understanding and behavior of clients or patients. To be most helpful, the humorous point should have a detectable relevance to the client’s own conflict situation or personal characteristics.

The form of the humor could include a formal structured joke or riddle (although that would be relatively rare), a pointing out of absurdities, an unintended pun or spoonerism, overtly behavioral or verbal parapraxes, examples of illogical reasoning, exaggerations to the extreme, statements of therapist self-deprecation, repeating an amusing punch line, illustrations of universal human frailties, or comical observations of current social and environmental events. In some cases, the therapist’s comments are illustrated with comic props or cartoons that make a therapeutic point individualized for that client. Typically, the result is a positive emotional experience shared by the therapist and the client, which could range anywhere from quiet empathic amusement to overt loud laughter.

Should therapists and counselors use humor as a therapeutic technique? If so, should they be formally trained in those procedures before their implementation? The Use of Humor in Therapy will review the risks and benefits of using humor in therapy and the relevant historical controversies of this proposal. 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. Course #21-02 | 2015 | 24 pages | 15 posttest questions

This online course provides 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. You can print the test (download test from My Courses tab of your account after purchasing) and mark your answers on while reading the course document. Then submit online when ready to receive credit.

CE INFORMATION:

Professional Development Resources is approved by the American Psychological Association (APA) to sponsor continuing education for psychologists; 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 California Board of Behavioral Sciences (#PCE1625); 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 Ohio Counselor, Social Worker & MFT Board (#RCST100501); the South Carolina Board of Professional Counselors & MFTs (#193); and the Texas Board of Examiners of Marriage & Family Therapists (#114) and State Board of Social Worker Examiners (#5678).

ABOUT THE AUTHOR:

Louis R. Franzini, PhD, received his B.S. degree in Psychology from the University of Pittsburgh, his M.A. degree in Clinical Psychology at the University of Toledo, and his Ph.D. in Clinical Psychology from the University of Pittsburgh. He then completed a Postdoctoral Fellowship in Behavior Modification at the State University of New York at Stony Brook (now Stony Brook University). Following the postdoctoral program Dr. Franzini joined the Psychology Department at San Diego State University, where he spent his entire academic career. He retired as Emeritus Professor of Psychology. His international academic experience included appointments as Distinguished Professor of Psychology at the Universite Catholique de Louvain, Louvain-le-Neuve, Belgium and Senior Fellow in the School of Accountancy and Business, Human Resource and Quality Management Division at Nanyang Technological University, Singapore. Dr. Franzini is licensed as a psychologist in Florida and in California.

Unusual Paraphilias – New Online CE Course

By: Louis R. Franzini, PhD

Unusual Paraphilias is a new 1-hour online continuing education (CE/CEU) course that describes a number of paraphilias and specific fetishes, which are generally quite rare but still fascinating…

Unusual ParaphiliasA paraphilia involves stimulating sexual arousal in someone by an object or fantasy that for most people is commonplace and not sexually related, either directly or symbolically. What you will learn in this course is that there is a clear continuum of unusualness for paraphilias. There are some familiar ones and there are also very many paraphilias reported in the clinical literature which are indeed extremely unusual. This course will include discussions of the eight standard Paraphilic Disorders included in the DSM-5: 1) Voyeuristic Disorder, 2) Exhibitionistic Disorder, 3) Frotteuristic Disorder, 4) Sexual Masochism Disorder, 5) Sexual Sadism Disorder, 6) Pedophilic Disorder, 7) Fetishistic Disorder, and 8) Transvestic Disorders, as well as a number of additional paraphilias and specific fetishes, which are generally quite rare. Course #10-85 | 2015 | 15 pages | 6 posttest questions

Click here to enroll!

This online course provides 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. You can print the test (download test from My Courses tab of your account after purchasing) and mark your answers on while reading the course document. Then submit online when ready to receive credit.

ABOUT THE AUTHOR:

Louis R. Franzini, PhD, received his B.S. degree in Psychology from the University of Pittsburgh, his M.A. degree in Clinical Psychology at the University of Toledo, and his Ph.D. in Clinical Psychology from the University of Pittsburgh. He then completed a Postdoctoral Fellowship in Behavior Modification at the State University of New York at Stony Brook (now Stony Brook University). Following the postdoctoral program Dr. Franzini joined the Psychology Department at San Diego State University, where he spent his entire academic career. He retired as Emeritus Professor of Psychology. His international academic experience included appointments as Distinguished Professor of Psychology at the Universite Catholique de Louvain, Louvain-le-Neuve, Belgium and Senior Fellow in the School of Accountancy and Business, Human Resource and Quality Management Division at Nanyang Technological University, Singapore. Dr. Franzini is licensed as a psychologist in Florida and in California.

CE INFORMATION:

Professional Development Resources is approved by the American Psychological Association (APA) to sponsor continuing education for psychologists; the National Board of Certified Counselors (NBCC ACEP #5590); the Association of Social Work Boards (ASWB #1046, ACE Program); the California Board of Behavioral Sciences (#PCE1625); the Florida Boards of Clinical Social Work, Marriage & Family Therapy, and Mental Health Counseling (#BAP346) and Psychology & School Psychology (#50-1635); the Ohio Counselor, Social Worker & MFT Board (#RCST100501); the South Carolina Board of Professional Counselors & MFTs (#193); and the Texas Board of Examiners of Marriage & Family Therapists (#114) and State Board of Social Worker Examiners (#5678).

Related Articles:

ASD in Schools is now ASHA-Approved!

Autism Spectrum Disorders in Schools: Evidence-Based Screening and Assessment - 3 Hour Online CE Course

Click on image to view course webpage

This new 3-hour online continuing education course, Autism Spectrum Disorders in Schools: Evidence-Based Screening & Assessment, is now ASHA-approved and available for credit by Speech-Language Pathologists and Audiologists.

Abstract: Epidemiological studies indicate a progressively rising prevalence trend for autism spectrum disorders (ASD) over the past decade. Yet, compared with general population estimates, children with mild to moderate autistic behaviors remain an underidentified and underserved population in our schools. School 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 students with ASD are being identified and provided with the appropriate programs and services. The objective of this course is to summarize the empirically-based screening and assessment methodology in ASD and to describe a comprehensive developmental approach for assessing students with ASD. Course #30-53 | 2011 | 43 pages | 40 posttest questions

Learning Objectives:

  1. List the characteristics of the most prevalent types of ASD in schools
  2. Distinguish between DSM diagnosis and IDEA classification schemes
  3. Identify the differences between a dimensional and categorical perspective of ASD
  4. Differentiate among screening, assessment, and diagnosis
  5. Identify a multi-step assessment strategy to screen students with ASD
  6. List the components of a comprehensive developmental assessment for ASD
  7. Identify evidence-based assessment tools available to school practitioners
  8. Name coexisting conditions commonly found in students with ASD

About the Author:

Lee A. Wilkinson, EdD, PhD, NCSP, is an author, applied researcher, and practitioner. He is a nationally certified school psychologist, registered psychologist, chartered scientist, and certified cognitive-behavioral therapist. Dr. Wilkinson is currently a school psychologist in the Florida public school system where he provides diagnostic and consultation services for children with autism spectrum disorders and their families. He is also a university educator and teaches graduate courses in psychological assessment, clinical intervention, and child and adolescent psychopathology. His research and professional writing has focused on behavioral consultation and therapy, and children and adults with Asperger syndrome and high-functioning autism spectrum disorders. He has published numerous journal articles on these topics both in the United States and the United Kingdom. He is the author of the book “A Best Practice Guide to Assessment and Intervention for Autism and Asperger Syndrome in Schools” published by Jessica Kingsley Publishers. Dr. Wilkinson can be reached at http://bestpracticeautism.blogspot.com/.

Accreditation Statement:

ASHA-Approved ProviderThis course is offered for .3 ASHA CEUs (Intermediate level, Professional area).

ASHA credit expires 2/19/2014. 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 date that appears on ASHA transcripts is the last day of the quarter in which the course was completed.

The month of April is designated as National Autism Awareness Month and is intended as a time of learning for individuals with autism, their families, and the professionals who care for them. We (Professional Development Resources) have pledged to donate a portion of the proceeds from every autism course sold during the month of April to the Autism Society of America. All seven of our Autism courses are on sale during the month as well.

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Psychologists as Crisis Negotiators?

Should psychologists serve as critical incident negotiators for law enforcement agencies? The short answer to this question is no. There are two basic reasons for this answer.

  1. First, in the negotiation process it is always good for the negotiator to start out in as neutral a position as possible from the perpetrator’s perspective. Using a psychologist as a negotiator may lead the perpetrator to think that the authorities believe that he or she is “crazy” and in need of psychological help. These thoughts may further exacerbate an already difficult situation.
  2. Second, negotiation is not therapy. It is sometimes difficult for psychologists to make the transition in thinking from a therapeutic intervention where the ultimate goal is relief of suffering and positive growth to a crisis negotiation situation where the primary goal is the safe release of hostages and the surrender of the perpetrator in as speedy a fashion as possible.

Critical incidents may end with the use of force and possible perpetrator death. This is rarely the outcome in therapy. Participating fully in the negotiation process might also mean sharing information gleaned from the negotiation process (i.e., violating confidentiality) to assist tactical personnel in assault planning and implementation. Some psychologists might find these tasks difficult and potentially unethical.

However, with proper training in law enforcement missions, procedures and protocols, there are several possible roles that psychologists could play on crisis negotiation teams.

Ethics & Risk Management: Expert Tips III
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The above preview is from our continuing education course, Ethics & Risk Management: Experts Tips III in an article written by Thomas J. Fagan, PhD. This course addresses a variety of ethics and risk management topics in the form of 14 archived articles from The National Psychologist. Topics include: disclosure of records during a legal proceeding, psychologists as crisis negotiators, boundary issues and multiple relationships, HIPAA changes driven by the federal economic stimulus plan, duty-to-warn, treating “perfect” and “not-so-perfect” patients, documentation and use of the internet, psychological response to recession, child safety online, insurance limits on coverage, positioning for change in the healthcare industry, personal versus professional comments in the media, treating several people who have a relationship, and progress towards DSM-V. This course is intended for psychotherapists of all specialties. 2010 | 26 pages | 24 posttest questions | Course #20-40