Mississippi Continuing Education For Counselors

• Identify and define the key elements of the NBCC, ACA, and the AAMFT Codes of Ethics as they are related to informed consent, confidentiality, dual relationships, and duty to warn.
• Compare and contrast the ethical guidelines and directives of the NBCC, ACA, and the AAMFT on conversion-reparative therapy and counseling.
• Select and discuss the six purposes of the ACA Code of Ethics.
• Give two examples of appropriate termination or referral according to the ACA Code of Ethics.
• Define client privilege and give three examples of violations from the case studies.
• Provide four components of a counseling plan as defined in the ACA Code of Ethics.
• Outline four competencies for multicultural diversity sensitivity according to the ACA Code of Ethics.
• Identify and explain four prohibited non-counseling roles and relationships as defined in the ACA Code of Ethics.
• Discuss five steps in ethical decision making for therapy and counseling.
• Analyze the relationship between legal directives and ethical guidelines in the practice of therapy and counseling.
• List and explain three ethical violations in therapy and counseling that may occur when using mobile technology devices.
• Explain the role of collaboration as it applies to ethical practice and give two examples.
• Define the term “duty to warn” and explain how it informs ethical practice.
• Identify and explain three potential confidentiality violations and safeguards when using technology in therapy and counseling practice.
• Discuss three ethical standards and directives specific to minor clients.
• Explain five standards that guide ethical practice in long distance counseling or therapy, as well as five best practices to prevent ethical violations.
• Describe three new challenges today’s MFT faces and apply three related standards in the AAMFT Code of Ethics to meet those challenges.
• Select and discuss three aspirational core values from the AAMFT Code of Ethics.
• Define the term “binding expectation,” as written in the AAMFT Code of Ethics; give two examples.
• Discuss three examples of advocacy and public participation from the AAMFT Code of Ethics.
• List and define three standards and directives that address access to client records by family members.
• Discuss the ethical complaint process and explain when it is appropriate.
• Identify two situations that may warrant the disclosure of confidential information. Give examples of each.
• Select three standards that define professional competence; outline three examples that apply to practice.
• List and explain the requirements for maintaining client records, as outlined in the NBCC Code of Ethics.
• Discuss the use of digital technology and social media in counseling, as outlined in the NBCC Code of Ethics. 
• Identify and discuss four directives on records security from the NBCC Code of Ethics; give two examples of each.
• Define two deceptive research techniques detailed in the NBCC Code of Ethics that must be avoided.
• Explain the term “harmful multiple relationships” as it is defined in the NBCC Code of Ethics; discuss examples from the case studies.

About the Course

• Explain the definition of enabling behavior and give five examples and research on codependency.
• Summarize the elements of enabling behavior
• Discuss current strategies related to behavior change.
• Review and discuss family dynamics related to enabling behavior.
• Explain techniques to address and stop enabling behavior (from the perspective of a counselor dealing with addiction and enabling and the perspective of the person who is enabling a loved one).
• Describe existing myths about enabling behavior and the myths about therapy.
• Identify the elements of confrontation and explain how to use them.

About the Author
Wade T. Lijewski, Ph.D.

About the Course

• Assess obesity statistics that drive current awareness of the obesity problem within the United States;
• Identify causes of obesity in children;
• Describe effects of childhood obesity;
• Calculate body mass index (BMI); and
• Recognize current initiatives and treatment for obesity in children.
  

About the Author

Kathryn Brohl, LMFT

Kathryn Brohl, LMFT, a licensed Marriage and Family Therapist, has worked in for-profit and non-profit social services for over thirty-five years.  Author of six books that include two best sellers, and the first book in the U.S. for parents of molested children, Ms. Brohl has lectured and key-noted on trauma-informed care and other work-related topics throughout the US, Canada, and Australia.  She has been an administrator, consultant, trainer, private practitioner, and front-line worker, and has been interviewed in national periodicals such as USA Today, Parents' Magazine, Children's Voice, as well as The Washington Post, Miami Herald, and Florida Times-Union.  Ms. Brohl has written and implemented several start-up programs during her career, that include a large child welfare system, intensive outpatient, and mental health programs, to name a few.

About the Course

• Identify how disaster affects the mental health of individuals;
• Discuss the history of psychological impact, diagnosis, and therapy related to disasters;
• Investigate the forms of psychopathology considered linked to disasters;
• Analyze vulnerability factors that exist; and
• Recognize various approaches of post-disaster therapeutic interventions that can be used.

About the Author

Wade T. Lijewski

Wade T. Lijewski, Ph.D., obtained his Bachelor of Arts degree in Psychology at Michigan State University and later went on to obtain his Master of Science degree in Psychology and Doctorate in Psychology with a major in Organizational Psychology through Walden University.  He has presented on his thesis and dissertation at multiple state and national child welfare conferences and has utilized this platform to initiate positive changes to the quality of foster parent training in Florida as well as retention efforts related to child welfare dependency case managers.  Dr. Lijewski also serves on the advisory board for the Florida Certification Board.

About the Course

• Understand how terrorism affects individuals psychologically and socially.
• Explore the mental health effects and needs that follow acts of terrorism.
• Investigate the importance of how media and communication affect individuals psychologically.
• Learn how first responders at disaster situations are affected.
• Recognize the various types and approaches of post-disaster therapeutic interventions that can be used following acts of terrorism.
  

About the Author

Wade T. Lijewski, Ph.D.

Wade T. Lijewski, Ph.D., obtained his Bachelor of Arts degree in Psychology at Michigan State University and later went on to obtain his Master of Science degree in Psychology and Doctorate in Psychology with a major in Organizational Psychology through Walden University.  He has presented on his thesis and dissertation at multiple state and national child welfare conferences and has utilized this platform to initiate positive changes to the quality of foster parent training in Florida as well as retention efforts related to child welfare dependency case managers.  Dr. Lijewski also serves on the advisory board for the Florida Certification Board.

About the Course

• Assess various models of infant mental health supervision in addition to reflective supervision.
• Describe reflective supervision's origins and history through the infant mental health movement.
• Apply reflective supervision in infant mental health treatment.
• Analyze reflective supervision's applicability in various infant mental health settings.
  

About the Author

Kathryn Brohl, LMFT

Kathryn Brohl, LMFT, a licensed Marriage and Family Therapist, has worked in for-profit and non-profit social services for over thirty-five years.  Author of six books that include two best sellers, and the first book in the U.S. for parents of molested children, Ms. Brohl has lectured and key-noted on trauma-informed care and other work-related topics throughout the US, Canada, and Australia.  She has been an administrator, consultant, trainer, private practitioner, and front-line worker, and has been interviewed in national periodicals such as USA Today, Parents' Magazine, Children's Voice, as well as The Washington Post, Miami Herald, and Florida Times-Union.  Ms. Brohl has written and implemented several start-up programs during her career, that include a large child welfare system, intensive outpatient, and mental health programs, to name a few.

About the Course

• Describe symptoms and impact of Sensory Processing Disorder (SPD).
• Apply updated criteria and information for SPD though applicable diagnosis manuals.
• Analyze the various levels of severity for SPD.
• Assess current SPD treatment options.
  

About the Author

Donna M. Skinner, MSW

Donna M. Skinner, MSW, acquired her B.S. in Psychology, with a concentration in Human Development from the University of Scranton and completed her Master of Social Work, with a specialization in Addictions, at the University of Central Florida. For over a decade, Ms. Skinner has been working with at-risk populations as a case manager, program manager and as a family therapist. Her experience as Program Supervisor of the Healthy Start Program where she oversees all aspects of operations for the program demonstrates her dedication to teamwork and her high standards of professional ethics.  Ms. Skinner is the winner of the statewide Values Matter award for Diversity and Innovation, and she has been recognized by the Children's Home Society of Florida on numerous occasions where she serves as Chair of the agency's Training Committee. 

About the Course

• Contrast traditional versus strength-based models of supervision.
• Describe the role of the supervisor in strength-based supervision.
• Identify ways to effectively promote a strength-based philosophy in clinical practice and supervision.
• List the similarities and differences among several strength-based models of supervision.
• Develop a strength-based approach to evaluation.

About the Author

Kathryn Brohl, LMFT

Kathryn Brohl, LMFT, a licensed Marriage and Family Therapist, has worked in for-profit and non-profit social services for over thirty-five years.  Author of six books that include two best sellers, and the first book in the U.S. for parents of molested children, Ms. Brohl has lectured and key-noted on trauma-informed care and other work-related topics throughout the US, Canada, and Australia.  She has been an administrator, consultant, trainer, private practitioner, and front-line worker, and has been interviewed in national periodicals such as USA Today, Parents' Magazine, Children's Voice, as well as The Washington Post, Miami Herald, and Florida Times-Union.  Ms. Brohl has written and implemented several start-up programs during her career, that include a large child welfare system, intensive outpatient, and mental health programs, to name a few.

About the Course

• Define burnout, brownout and compassion fatigue and explain how they differ.
• List the signs and symptoms of regular burnout.
• List the symptoms of compassion fatigue.
• Describe some external causes of stress that can lead to burnout and compassion fatigue.
• Describe personality characteristics that increase a therapist's susceptibility to burnout and compassion fatigue.
• Explain why caring for oneself is not a selfish act.
• Explain why mental health professionals need to take care of themselves and how they can assess whether they are doing so.
• List ways people in helping roles can take better care of themselves, mentally and physically.
• Increase understanding of how core assumptions and beliefs that formed years ago can affect people in helping roles and steps they can take to change them.

About the Author

Dennis Portnoy, MFT.

Dennis has over 30 years of experience in mental health practice, working with individuals and couples doing brief and long-term psychotherapy. Expertise with grief reaction, work stress, depression, couples work (gay and heterosexual), addiction and anxiety disorders. Dennis also provided short term counseling, assessment, referrals, management consultation and educational seminars one day a week for the Federal Aviation Administration. He received his Masters in Psychology from Antioch University in 1981.

About the Course

• Define mindfulness meditation.
• Identify how mindfulness meditation practice may be used with other interventions to address various mental health disorders.
• Identify research studies that demonstrate the effectiveness of mindfulness mediation.
• Emphasize using psychotherapy in conjunction with supervised mindfulness mediation.
• Identify the various treatment populations studied that can benefit from use of mindfulness meditation intervention.
• Facilitate greater awareness for mental health practitioners who are contemplating practicing mindfulness meditation for self-care.
• Understand how mindfulness meditation practice may impact happiness.
  

About the Author

Kathryn Brohl, LMFT

Kathryn Brohl, LMFT, a licensed Marriage and Family Therapist, has worked in for-profit and non-profit social services for over thirty-five years.  Author of six books that include two best sellers, and the first book in the U.S. for parents of molested children, Ms. Brohl has lectured and key-noted on trauma-informed care and other work-related topics throughout the US, Canada, and Australia.  She has been an administrator, consultant, trainer, private practitioner, and front-line worker, and has been interviewed in national periodicals such as USA Today, Parents' Magazine, Children's Voice, as well as The Washington Post, Miami Herald, and Florida Times-Union.  Ms. Brohl has written and implemented several start-up programs during her career, that include a large child welfare system, intensive outpatient, and mental health programs, to name a few.

About the Course

• Describe how parents and their children can share states of grief during separation and divorce.
• Describe how children react to stress at different developmental stages, particularly during times of transition.
• List Erik Erikson's eight stages model of child/adult development.
• Describe what parents should know about how children can be affected by divorce.
• Identify how parents should speak with their children about their divorce.
• Show how parents can effectively co-parent their children.
• Identify what child abuse is and what circumstances are present in order to make a child abuse report.
• Describe how to create a safety plan when domestic violence is present.
• Identify legal concepts, custody considerations and child support.
• Show parents how to positively cope with and adjust to their divorce.
• List parenting support resources.
• Describe how parents can prepare to date after finalizing their divorce.

About the Author

Kathryn Brohl, LMFT

Kathryn Brohl, LMFT, a licensed Marriage and Family Therapist, has worked in for-profit and non-profit social services for over thirty-five years.  Author of six books that include two best sellers, and the first book in the U.S. for parents of molested children, Ms. Brohl has lectured and key-noted on trauma-informed care and other work-related topics throughout the US, Canada, and Australia.  She has been an administrator, consultant, trainer, private practitioner, and front-line worker, and has been interviewed in national periodicals such as USA Today, Parents' Magazine, Children's Voice, as well as The Washington Post, Miami Herald, and Florida Times-Union.  Ms. Brohl has written and implemented several start-up programs during her career, that include a large child welfare system, intensive outpatient, and mental health programs, to name a few.

About the Course

• List current trends in teen suicide, including prevalence among diverse populations.
• Recognize the correlation between certain mental health diagnoses and teen suicide.
• Identify conventional myths or other misinformation regarding teen suicide.
• Be aware of recent research regarding the link between SSRIs and increased suicidal behavior in adolescents.
• Describe typical warning signs of suicidal ideation and suicidal behavior.
• Identify the relationship between self-mutilating behaviors in adolescents and adolescent suicide attempts.
• Describe how adolescent suicide affects family and friends.
• List current suicide prevention and suicide treatment modalities.
• Identify the application of certain treatment modalities with adolescent clients.
• List and explain action steps that can be taken to help prevent suicide.

About the Author

Kathryn Brohl, LMFT

Kathryn Brohl, LMFT, a licensed Marriage and Family Therapist, has worked in for-profit and non-profit social services for over thirty-five years.  Author of six books that include two best sellers, and the first book in the U.S. for parents of molested children, Ms. Brohl has lectured and key-noted on trauma-informed care and other work-related topics throughout the US, Canada, and Australia.  She has been an administrator, consultant, trainer, private practitioner, and front-line worker, and has been interviewed in national periodicals such as USA Today, Parents' Magazine, Children's Voice, as well as The Washington Post, Miami Herald, and Florida Times-Union.  Ms. Brohl has written and implemented several start-up programs during her career, that include a large child welfare system, intensive outpatient, and mental health programs, to name a few.

About the Course

• Describe symptoms and impact of Asperger Syndrome (AS).
• Apply updated DSM-5 criteria and information.
• Analyze the levels of severity for AS.
• Assess current AS treatment options.

About the Author

Kathryn Brohl, LMFT

Kathryn Brohl, LMFT, a licensed Marriage and Family Therapist, has worked in for-profit and non-profit social services for over thirty-five years.  Author of six books that include two best sellers, and the first book in the U.S. for parents of molested children, Ms. Brohl has lectured and key-noted on trauma-informed care and other work-related topics throughout the US, Canada, and Australia.  She has been an administrator, consultant, trainer, private practitioner, and front-line worker, and has been interviewed in national periodicals such as USA Today, Parents' Magazine, Children's Voice, as well as The Washington Post, Miami Herald, and Florida Times-Union.  Ms. Brohl has written and implemented several start-up programs during her career, that include a large child welfare system, intensive outpatient, and mental health programs, to name a few.

About the Course

• Discuss fetal alcohol syndrome and fetal alcohol spectrum disorders.
• Assess the prevalence of fetal alcohol syndrome and fetal alcohol spectrum disorders.
• Analyze potential risk factors and characteristics of fetal alcohol syndrome and fetal alcohol spectrum disorders.
• Summarize appropriate services for fetal alcohol spectrum disorders patients and their families.
• Apply prevention and treatment methods related to alcohol exposed related disorders.
• Examine implications of future research efforts.
  

About the Author

Marvin C. Chaffin, II, M.S., LMCH

Marvin C. Chaffin, II, M.S., LMCH, a licensed Mental Health Counselor for over 10 years, is the Director of Lakeview Center in Pensacola, FL where he serves as co-chair of the Clinical Practice Committee and chairperson of the Clinical Training Committee.  Mr. Chaffin obtained his Master of Science degree in Counseling and Human Development from Troy State University.   His experience includes management of adult substance abuse treatment facilities, extensive experience in behavioral health accreditation standards, as well as expertise in formulating systems and protocols to facilitate ease of access to service. He is a firm believer in the recovery process and a staunch advocate for individuals with addictive disorders.

About the Course

• Define opioid dependence.
• Understand the diagnosis of opioid dependence.
• Describe opioid withdrawal.
• Understand the history of opioid use in the United States and related legal implications.
• Understand what opioid-dependent populations benefit from methadone and buprenorphine medical management.
• Understand why methadone provides effective medical management for opioid dependence.
• Understand why methadone can be used with pregnant women.
• Understand how buprenorphine is used with opioid dependence.
• Understand different research that validates medical management for opioid dependence.
• Provide treatment information in early recovery with health care and counseling professionals.
  

About the Author

Kathryn Brohl, LMFT

Kathryn Brohl, LMFT, a licensed Marriage and Family Therapist, has worked in for-profit and non-profit social services for over thirty-five years.  Author of six books that include two best sellers, and the first book in the U.S. for parents of molested children, Ms. Brohl has lectured and key-noted on trauma-informed care and other work-related topics throughout the US, Canada, and Australia.  She has been an administrator, consultant, trainer, private practitioner, and front-line worker, and has been interviewed in national periodicals such as USA Today, Parents' Magazine, Children's Voice, as well as The Washington Post, Miami Herald, and Florida Times-Union.  Ms. Brohl has written and implemented several start-up programs during her career, that include a large child welfare system, intensive outpatient, and mental health programs, to name a few.

About the Course

• Discuss the elements of infant mental health.
• Analyze risk factors related to infant growth and development.
• Apply the Zero to Three Diagnostic Classification System.
• Assess screening, assessment tools and treatment strategies for clinicians.
• Facilitate early intervention in successful treatment of mental health related issues.
• Develop strategies for comprehensive systems to address infant mental health.
• Identify requirements for certification as an infant mental health specialist.
  

About the Author

Kathryn Brohl, LMFT

Kathryn Brohl, LMFT, a licensed Marriage and Family Therapist, has worked in for-profit and non-profit social services for over thirty-five years.  Author of six books that include two best sellers, and the first book in the U.S. for parents of molested children, Ms. Brohl has lectured and key-noted on trauma-informed care and other work-related topics throughout the US, Canada, and Australia.  She has been an administrator, consultant, trainer, private practitioner, and front-line worker, and has been interviewed in national periodicals such as USA Today, Parents' Magazine, Children's Voice, as well as The Washington Post, Miami Herald, and Florida Times-Union.  Ms. Brohl has written and implemented several start-up programs during her career, that include a large child welfare system, intensive outpatient, and mental health programs, to name a few.

About the Course

• Assess neurotransmission in the context of drug use and research.
• Describe the neurotransmitter - neurotransmission interaction.
• Apply different research methodologies.
• Analyze certain medication and behavioral management interventions.
• Describe neurotransmitters and the drugs that affect them.
• Apply changes to the Criteria for Substance Dependence and Abuse in the new DSM-5.
• Assess the long term effects of drug use.

About the Author

Kathryn Brohl, LMFT

Kathryn Brohl, LMFT, a licensed Marriage and Family Therapist, has worked in for-profit and non-profit social services for over thirty-five years.  Author of six books that include two best sellers, and the first book in the U.S. for parents of molested children, Ms. Brohl has lectured and key-noted on trauma-informed care and other work-related topics throughout the US, Canada, and Australia.  She has been an administrator, consultant, trainer, private practitioner, and front-line worker, and has been interviewed in national periodicals such as USA Today, Parents' Magazine, Children's Voice, as well as The Washington Post, Miami Herald, and Florida Times-Union.  Ms. Brohl has written and implemented several start-up programs during her career, that include a large child welfare system, intensive outpatient, and mental health programs, to name a few.

About the Course

• Understand that panic disorder is an authentic illness characterized by sudden attacks of terror that can be accompanied by specific physical symptoms as well as other serious conditions and addictions.
• Distinguish how panic disorders are manifested through certain mental health diagnoses.
• Identify and define the different mental health conditions that share panic disorder as a symptom.
• Understand how panic disorder is treated and the medications used to treat the disorder.
• Understand the role research plays in understanding and treating anxiety disorders.

About the Author

Kathryn Brohl, LMFT

Kathryn Brohl, LMFT, a licensed Marriage and Family Therapist, has worked in for-profit and non-profit social services for over thirty-five years.  Author of six books that include two best sellers, and the first book in the U.S. for parents of molested children, Ms. Brohl has lectured and key-noted on trauma-informed care and other work-related topics throughout the US, Canada, and Australia.  She has been an administrator, consultant, trainer, private practitioner, and front-line worker, and has been interviewed in national periodicals such as USA Today, Parents' Magazine, Children's Voice, as well as The Washington Post, Miami Herald, and Florida Times-Union.  Ms. Brohl has written and implemented several start-up programs during her career, that include a large child welfare system, intensive outpatient, and mental health programs, to name a few.

About the Course

• Discuss what causes trauma, how it is defined and how it differs from normal stress.
• Analyze how trauma affects short- and long-term brain and body functioning within children and youth.
• Identify short- or long-term trauma symptoms, also called trauma stress adaptations, in infants, children and youth.
• Assess the mental health diagnosis of acute stress and post-traumatic stress disorder.
  

About the Author

Kathryn Brohl, LMFT

Kathryn Brohl, LMFT, a licensed Marriage and Family Therapist, has worked in for-profit and non-profit social services for over thirty-five years.  Author of six books that include two best sellers, and the first book in the U.S. for parents of molested children, Ms. Brohl has lectured and key-noted on trauma-informed care and other work-related topics throughout the US, Canada, and Australia.  She has been an administrator, consultant, trainer, private practitioner, and front-line worker, and has been interviewed in national periodicals such as USA Today, Parents' Magazine, Children's Voice, as well as The Washington Post, Miami Herald, and Florida Times-Union.  Ms. Brohl has written and implemented several start-up programs during her career, that include a large child welfare system, intensive outpatient, and mental health programs, to name a few.

About the Course

Upon completion of this course, the learner should be able to:

• Demonstrate the spirit of Motivational Interviewing (MI).
  
• Give examples of the four basic client-centered skills in MI (OARS).
  
• Describe five elements of Change Talk (DARN-C).
  
• Apply five techniques of Reinforcing Change Talk (DEARS).
  
• Formulate tools for developing a change plan.
  
• Integrate MI with other treatment and intervention methods.

About the Author

Alison R. Solomon, MSS, LCSW

Alison Solomon has over 25 years of experience as a psychotherapist, consultant, frontline worker, administrator, adjunct faculty member and writer. She has published numerous articles and chapters in various peer-reviewed journals and has presented at both national and international conferences. She is enthusiastic about education and training and has provided guidance to other professionals from all sectors of the mental health profession. She enjoys utilizing what she has learned in her many years of education and experience to produce quality professional development material for other practitioners within the psychology industry.

About the Course

Learning Objectives

1. Differentiate the nine personality types of the Enneagram.
2. Identify the three personality functions outlined by Jung, and the fourth dimension added by Myers-Briggs.
3. Give examples of the 16 personality types described in the Myers-Briggs Type Indicator.
4. Demonstrate the benefits of using the Enneagram and the MBTI as assessment tools.
5. Identify five ways in which the Enneagram and MBTI can be used to enhance treatment of individuals and couples.
6. Develop ideas for incorporating personality theory into their practice.

About the Author

Alison R. Solomon, MSS, LCSW

Alison Solomon has over 25 years of experience as a psychotherapist, consultant, frontline worker, administrator, adjunct faculty member and writer. She has published numerous articles and chapters in various peer-reviewed journals and has presented at both national and international conferences. She is enthusiastic about education and training and has provided guidance to other professionals from all sectors of the mental health profession. She enjoys utilizing what she has learned in her many years of education and experience to produce quality professional development material for other practitioners within the psychology industry.

About the Course

• To facilitate understanding by mental health professionals about differentiating cultural information that avoids communication disconnects.
• To understand how becoming "affectively charged" can cause mental health practitioners to create cultural competence mistakes.
• To create cultural competence awareness as it relates to identifying a hypothesis toward appropriate intervention.
• To understand common unintentional cultural competence missteps.
• To become familiarized with one type of cultural competence self assessment.
• To understand that cultural competence progresses toward proficiency on a continuum.
• To understand the impact of multicultural supervision on the supervisory relationship.

About the Author

Kathryn Brohl, LMFT

Kathryn Brohl, LMFT, a licensed Marriage and Family Therapist, has worked in for-profit and non-profit social services for over thirty-five years.  Author of six books that include two best sellers, and the first book in the U.S. for parents of molested children, Ms. Brohl has lectured and key-noted on trauma-informed care and other work-related topics throughout the US, Canada, and Australia.  She has been an administrator, consultant, trainer, private practitioner, and front-line worker, and has been interviewed in national periodicals such as USA Today, Parents' Magazine, Children's Voice, as well as The Washington Post, Miami Herald, and Florida Times-Union.  Ms. Brohl has written and implemented several start-up programs during her career, that include a large child welfare system, intensive outpatient, and mental health programs, to name a few.

About the Course

At the end of this activity, the learner will be able to:

• Define trauma and vicarious trauma and examine the effect vicarious trauma has on practitioners.
• Identify three signs of vicarious trauma.
• Review examples of vicarious trauma.
• Examine three stages of caring.
• Recognize three self-care strategies that could prevent vicarious trauma.
• List the three-pronged Saakvitne approach for effective self-care.

About the Author

Jacqualyn F. Green, Ph.D., MSW, CCSW, CMFT

Dr. Green is the owner and CEO of Green Enterprizes, a counseling, consulting and training firm in the Indianapolis area. She has a primary interest in equity issues and strives to support those who are undervalued or overlooked in schools, corporate America and in their own communities. She holds many certifications in addiction, social work and diversity training. She is also a prolific author, presenter, and award-winning business woman who is active in many causes and organizations within her community. Dr. Green earned her Ph.D. from the School of Social Work at Indiana University, as well as a Master of Social Work degree and a B.A. in Psychology from Fisk University.

Learning Objectives

• Explain the difference between human trafficking and human smuggling.
• List and describe five “push” and “pull” factors that contribute to human trafficking.
• Identify reasons why some states have a high number of human trafficking victims.
• Describe the psychological factors affecting trafficking victims.
• Discuss the factors that make children vulnerable to sexual exploitation and trafficking.
• Identify locations where human trafficking for sexual exploitation may occur.
• Identify locations where human trafficking for labor exploitation may occur.
• Outline the routes that international trafficking victims take to arrive in the United States as well as trafficking routes within the United States.
• List types of abuse that trafficking victims endure.
• Identify signs that may indicate human trafficking is occurring.
• Discuss interventions used to address human trafficking.
• Describe the steps to report suspected human trafficking.Identify state and national resources for information, rescue and support to address human trafficking.

About the Course

Learning objectives

• Identify and describe the three most abused classes of prescription drugs.
• Discuss the prevalence of prescription drug abuse in terms of age, gender, ethnicity and socioeconomic status.
• List and explain five factors in the etiology of prescription drug abuse.
• Assess five symptoms of opioid, CNS depressant and stimulant drug abuse.
• Describe the effects of the three classes of drugs on the central nervous system.
• Identify four factors unique to adolescents that may lead to prescription drug abuse.
• Describe the components of four evidence-based treatment approaches for prescription drug addiction.
• Analyze the five parts of the federal drug abuse prevention policy.
• Identify and describe three current issues affecting attitudes toward prescription drug abuse.
• Explain five strategies for the prevention of prescription drug abuse.

About the Author

Deborah Converse, MA, NBCT

Deborah Converse graduated with a degree in psychology from Stetson University in Deland, Florida and received an MA in Education for Emotionally Disabled Students from the University of Central Florida. She was awarded National Board Certification in 2000 as an Exceptional Needs Specialist, Birth to 21+ endorsement. In addition to teaching, Deborah has written programs, developed curriculum and conducted in-service training for school districts.

Kathryn Brohl, MA, LMFT

Kathryn Brohl has worked in for-profit and non-profit social services for over thirty-five years. She authored six books and has lectured and key-noted on trauma-informed care and other work related topics. She has been an administrator, consultant, trainer, private practitioner, and front-line worker. She has written and implemented several start-up programs, which include a child welfare system, intensive outpatient and mental health programs.

Ethical Practice for Marriage and Family Therapy and Professional Counseling - 6 contact hours

Adolescent Bullying and Depression - 3 contact hours

Prescription Drug Abuse: Etiology, Prevention and Treatment - 5 contact hours

Understanding Enabling Behavior and How to Address it - 2 contact hours

• Define narcissistic personality disorder (NPD) as it relates to the Diagnostic and Statistical Manual of Mental Health Disorders, Fifth Edition (DSM-5) (2013).
• Identify personality disorder as it relates to the DSM-5.
• Compare NPD to other Cluster B Personality Disorders, outlined in the Statistical Manual of Mental Health Disorders, Fifth Edition, (2013).
• Explain the male and female prevalence of NPD.
• Describe at least three relationship characteristics of individuals with NPD.
• Identify at least five diagnostic criteria for NPD as they relate to the DSM-5.
• Recognize challenges to treating individuals with NPD.
• Describe treatment for individuals with NPD.
• Compare and describe ICD Revision 10 personality disorder criteria to DSM-5 personality disorder criteria.
• Explain how NPD affects relationships.

About the Course

This course consists of:

• Understand how the juvenile justice system works.
• Review theoretical perspectives related to juvenile justice, delinquency and development.
• Explore the positive and negative impact of the system on youths.
• Identify potential areas of focus to ensure proper development and treatment of youths.

About the Author

Kathryn Brohl, LMFT

Kathryn Brohl, LMFT, a licensed Marriage and Family Therapist, has worked in for-profit and non-profit social services for over thirty-five years.  Author of six books that include two best sellers, and the first book in the U.S. for parents of molested children, Ms. Brohl has lectured and key-noted on trauma-informed care and other work-related topics throughout the US, Canada, and Australia.  She has been an administrator, consultant, trainer, private practitioner, and front-line worker, and has been interviewed in national periodicals such as USA Today, Parents' Magazine, Children's Voice, as well as The Washington Post, Miami Herald, and Florida Times-Union.  Ms. Brohl has written and implemented several start-up programs during her career, that include a large child welfare system, intensive outpatient, and mental health programs, to name a few.

About the Course

• Describe the causes of the booming elderly population.
• Define the following subgroups: "young-old," "old," and "old-old."
• Describe different kinds of stressors and provide an examples of each.
• Contrast two myths about the elderly with factual information.
• Identify three key adaptive mechanisms used by older people.
• Discuss barriers to the delivery of mental health services to older adults and strategies used to address them.
• Discuss the reasons older people frequently turn to primary care physicians for mental health care.
• Summarize the four main barriers to treatment encountered in long-term mental health care.
• Discuss some of the pros and cons associated with specific psychosocial interventions in nursing homes.
• Describe three different models of respite care and explain their purpose.

About the Author

Kathryn Brohl, LMFT

Kathryn Brohl, LMFT, a licensed Marriage and Family Therapist, has worked in for-profit and non-profit social services for over thirty-five years.  Author of six books that include two best sellers, and the first book in the U.S. for parents of molested children, Ms. Brohl has lectured and key-noted on trauma-informed care and other work-related topics throughout the US, Canada, and Australia.  She has been an administrator, consultant, trainer, private practitioner, and front-line worker, and has been interviewed in national periodicals such as USA Today, Parents' Magazine, Children's Voice, as well as The Washington Post, Miami Herald, and Florida Times Union.  Ms. Brohl has written and implemented several start-up programs during her career, that include a large child welfare system, intensive outpatient and mental health programs, to name a few.

About the Course

Upon completion of this course, the learner should be able to:

• Describe the benefits of creating physically and psychologically safe client session space environments.
• Identify office space risks to physical safety.
• Demonstrate ergonomic self-care within office spaces.
• Discuss the U.S. Department of Veterans Affairs (VA) regulations regarding building safe mental health spaces for inpatient and outpatient settings.
• Describe basic concepts of Feng Shui, the ancient art of creating well-being within environments.
• Discuss the concept of comfort rooms.
• Describe research pertaining to creating psychologically safe mental health environments.
  

About the Author

Kathryn Brohl, MA, LMFT has over 30 years of experience as an administrator, writer, psychotherapist, frontline worker, trainer and consultant. She has published five books, two of which were best-selling, "When Your Child Has Been Molested: A Parent's Guide for Healing and Recovery" and "Working With Traumatized Children: A Handbook For Healing." Kathryn has trained social workers throughout the United States, Canada and Australia, and her expert interviews have been featured in U.S. News & World Report, Parents' Magazine, The Washington Post and others. Kathryn currently works on the Innovations Team with Children's Home Society of Florida.

Deborah Converse, MA, NBCT graduated with a degree in Psychology from Stetson University in Deland, Florida and received an MA in Education for Emotionally Disabled Students from the University of Central Florida. She was awarded National Board Certification in 2000 as an Exceptional Needs Specialist, Birth to 21+ endorsement. In addition to teaching, Deborah has written programs, developed curriculum and conducted in-service training for school districts.

Rene Ledford, LCSW has over 20 years of experience in social services. She has a Bachelor of Science degree from Florida Institute of Technology and a master's in clinical social work from Florida State University. She is a licensed clinical social worker and a board-certified behavior analyst. Ms. Ledford's experience includes that of a mental health practitioner, clinical supervisor and administrator. Recognized as a community leader, her accomplishments include being recognized as both Student Social Worker and Social Worker of the Year by the National Association of Social Workers. Currently with the Children's Home Society Learning Institute, she supervises staff training for Florida's largest not-for-profit child welfare agency.

Other contributing authors: Donna Skinner, MSW; Lynn Thomas MSW; Marvin Chaffin, LMHC; Leah Kulakowski, LMFT, Dixie Casford, MA,LMHC and Wade T. Lijewski, PhD.

About the Course

• List the possible causes of Alzheimer's disease.
• Describe diagnostic methods for Alzheimer's disease.
• Identify Alzheimer's disease symptoms.
• Describe the progression of Alzheimer's disease.

About the Author

Kathryn Brohl, LMFT

Kathryn Brohl, LMFT, a licensed Marriage and Family Therapist, has worked in for-profit and non-profit social services for over thirty-five years.  Author of six books that include two best sellers, and the first book in the U.S. for parents of molested children, Ms. Brohl has lectured and key-noted on trauma-informed care and other work-related topics throughout the US, Canada, and Australia.  She has been an administrator, consultant, trainer, private practitioner, and front-line worker, and has been interviewed in national periodicals such as USA Today, Parents' Magazine, Children's Voice, as well as The Washington Post, Miami Herald, and Florida Times-Union.  Ms. Brohl has written and implemented several start-up programs during her career, that include a large child welfare system, intensive outpatient, and mental health programs, to name a few.

About the Course

Upon completion of this course, the learner will be able to:

• Apply the diagnostic criteria for each type of anxiety disorder.
• Analyze the screening tools used to assess the various types of anxiety disorders.
• Describe best-practice approaches to treatment of anxiety disorders.
• Assess the different medications used to treat each type of anxiety disorder.
• Apply the different treatment models used with anxiety disorders, such as cognitive-behavioral therapy.
• Describe recent research on the effectiveness of treatment for anxiety disorders.
• Facilitate strategies to help parents manage their children's anxiety.
  

About the Author

Wade T. Lijewski, Ph.D.

Wade T. Lijewski, Ph.D., obtained his Bachelor of Arts degree in Psychology at Michigan State University and later went on to obtain his Master of Science degree in Psychology and Doctorate in Psychology with a major in Organizational Psychology through Walden University.  He has presented on his thesis and dissertation at multiple state and national child welfare conferences and has utilized this platform to initiate positive changes to the quality of foster parent training in Florida as well as retention efforts related to child welfare dependency case managers.  Dr. Lijewski also serves on the advisory board for the Florida Certification Board.

About the Course

• Describe symptoms and impact of Autism Spectrum Disorder (ASD).
• Apply updated DSM-5 criteria and information.
• Analyze the levels of severity for ASD.
• Assess current ASD treatment options.
  

About the Author

Kathryn Brohl, LMFT

Kathryn Brohl, LMFT, a licensed Marriage and Family Therapist, has worked in for-profit and non-profit social services for over thirty-five years.  Author of six books that include two best sellers, and the first book in the U.S. for parents of molested children, Ms. Brohl has lectured and key-noted on trauma-informed care and other work-related topics throughout the US, Canada, and Australia.  She has been an administrator, consultant, trainer, private practitioner, and front-line worker, and has been interviewed in national periodicals such as USA Today, Parents' Magazine, Children's Voice, as well as The Washington Post, Miami Herald, and Florida Times-Union.  Ms. Brohl has written and implemented several start-up programs during her career, that include a large child welfare system, intensive outpatient, and mental health programs, to name a few.

About the Course

• Describe bullying as it applies to children and youth.
• Assess the characteristics of child and youth bullies.
• Analyze the various forms of and settings where bullying occurs.
• Describe the characteristic symptoms of a child or youth who is being bullied.
• Facilitate prevention and intervention efforts to assist children, youth and families when they've experienced bullying.

About the Author

Kathryn Brohl, LMFT

Kathryn Brohl, LMFT, a licensed Marriage and Family Therapist, has worked in for-profit and non-profit social services for over thirty-five years.  Author of six books that include two best sellers, and the first book in the U.S. for parents of molested children, Ms. Brohl has lectured and key-noted on trauma-informed care and other work-related topics throughout the US, Canada, and Australia.  She has been an administrator, consultant, trainer, private practitioner, and front-line worker, and has been interviewed in national periodicals such as USA Today, Parents' Magazine, Children's Voice, as well as The Washington Post, Miami Herald, and Florida Times-Union.  Ms. Brohl has written and implemented several start-up programs during her career, that include a large child welfare system, intensive outpatient, and mental health programs, to name a few.

About the Course

• Define the most common assumptions about supervision and the best practices recommended in supervision for each of them.
• Be able to recognize the most common types of supervision modalities and one advantage and disadvantage of each.
• Increase understanding of the key differences between internal and external models, and between hierarchical and collaborative supervision models.
• Be able to understand the most common variables in positive supervision experiences.
• Develop an understanding of principals of managing conflict in supervision.
• Increase knowledge of the ways in which to promote cultural competency in the supervisory relationship.
• Become aware of ideas in the research that promote ongoing development for supervisors.

About the Author

Kathryn Brohl, LMFT

Kathryn Brohl, LMFT, a licensed Marriage and Family Therapist, has worked in for-profit and non-profit social services for over thirty-five years.  Author of six books that include two best sellers, and the first book in the U.S. for parents of molested children, Ms. Brohl has lectured and key-noted on trauma-informed care and other work-related topics throughout the US, Canada, and Australia.  She has been an administrator, consultant, trainer, private practitioner, and front-line worker, and has been interviewed in national periodicals such as USA Today, Parents' Magazine, Children's Voice, as well as The Washington Post, Miami Herald, and Florida Times-Union.  Ms. Brohl has written and implemented several start-up programs during her career, that include a large child welfare system, intensive outpatient, and mental health programs, to name a few.

About the Course

• Identify and put into perspective the number of drug induced deaths in the U.S.
• List some of the costs to society from drug abuse.
• List some of the identified global environmental impacts from drug production.
• Name the source nations for many drugs prone to abuse.
• List the National Drug Control Strategy Goals for 2015.
• Identify trends in drug abuse by youths.
• Learn key facts about club drugs.
• Learn key facts about cocaine and crack cocaine.
• Learn key facts about hallucinogens.
• Learn key facts about inhalants.
• Learn key facts about marijuana.
• Learn key facts about methamphetamine.
• Learn key facts about the abuse of prescription drugs.

About the Author

Kathryn Brohl, LMFT

Kathryn Brohl, LMFT, a licensed Marriage and Family Therapist, has worked in for-profit and non-profit social services for over thirty-five years.  Author of six books that include two best sellers, and the first book in the U.S. for parents of molested children, Ms. Brohl has lectured and key-noted on trauma-informed care and other work-related topics throughout the US, Canada, and Australia.  She has been an administrator, consultant, trainer, private practitioner, and front-line worker, and has been interviewed in national periodicals such as USA Today, Parents' Magazine, Children's Voice, as well as The Washington Post, Miami Herald, and Florida Times-Union.  Ms. Brohl has written and implemented several start-up programs during her career, that include a large child welfare system, intensive outpatient, and mental health programs, to name a few.

About the Course

Upon completion of this course, the learner will be able to:

• Define counseling supervision.
• Understand the history behind counseling supervision.
• Identify the most common types of supervision approaches.
• Identify the key differences between internal and external models, and between hierarchical and collaborative supervision models.
• Define the "common factors" approach to counseling supervision.
• Identify the most common variables in positive supervision experiences.
• Demonstrate and promote social diversity in the supervisory relationship.
• Understand ethics in counseling supervision.
• Understand different professional organization standards of counseling supervision.
  

About the Author

Kathryn Brohl, LMFT

Kathryn Brohl, LMFT, a licensed Marriage and Family Therapist, has worked in for-profit and non-profit social services for over thirty-five years.  Author of six books that include two best sellers, and the first book in the U.S. for parents of molested children, Ms. Brohl has lectured and key-noted on trauma-informed care and other work-related topics throughout the US, Canada, and Australia.  She has been an administrator, consultant, trainer, private practitioner, and front-line worker, and has been interviewed in national periodicals such as USA Today, Parents' Magazine, Children's Voice, as well as The Washington Post, Miami Herald, and Florida Times-Union.  Ms. Brohl has written and implemented several start-up programs during her career, that include a large child welfare system, intensive outpatient, and mental health programs, to name a few.

About the Course

This course is designed to help you:

• Describe theoretical perspectives of couples therapy.
• Analyze differences between marital education and marital therapy.
• Assess the different measurement tools and therapeutic models used in couples therapy.
• Describe an overview of approaches to sex therapy with couples.
• Recognize issues in working with couples in stepfamilies.
• Apply various approaches to working with couples experiencing domestic violence.
• Research ethical issues in couples counseling.
• Discuss empirical evidence and research studies related to couples counseling.

About the Author

Leah Walker, LMFT

Leah Walker, LMFT, has been practicing as a family therapist since 1994, after graduating with a masters in family studies from Mercer University in Macon, GA. Most of her clinical work was with children and adolescents and their families.  She has twenty years of clinical experience, including five years as a clinical supervisor in inpatient, outpatient, partial hospitalization programs and in-home family therapy. She specialized in working with military families, infant mental health and adoptive families. In addition, she has also been a substance abuse counselor. At this time, Ms. Walker is a senior manager in a psychiatric hospital, overseeing quality improvement and risk management.

Leah Walker is a doctoral candidate at Florida State University in the Family Relations program. Her dissertation research is related to post-adoption services for special needs adopted children.

About the Course

• Explain three strategies to strengthen communication in a multicultural setting.
• Describe three methods to avoid becoming "affectively charged" and build cultural competence.
• List strategies to create cultural awareness and competence in therapeutic intervention.
• Discuss four common cultural missteps and three strategies for remediation.
• Identify two forms of cultural competence self-assessment.
• Explain the continuum of cultural competence and progress toward proficiency.
• Discuss the impact of multicultural competence on the supervisory relationship.

About the Author

Kathryn Brohl, LMFT

Kathryn Brohl, LMFT, a licensed Marriage and Family Therapist, has worked in for-profit and non-profit social services for over thirty-five years.  Author of six books that include two best sellers, and the first book in the U.S. for parents of molested children, Ms. Brohl has lectured and key-noted on trauma-informed care and other work-related topics throughout the US, Canada, and Australia.  She has been an administrator, consultant, trainer, private practitioner, and front-line worker, and has been interviewed in national periodicals such as USA Today, Parents' Magazine, Children's Voice, as well as The Washington Post, Miami Herald, and Florida Times-Union.  Ms. Brohl has written and implemented several start-up programs during her career, that include a large child welfare system, intensive outpatient, and mental health programs, to name a few.

• List and define five qualities required for effective mental health practice.
• Describe four components of multi-cultural competency in mental health practice.
• Identify four barriers to multi-cultural competence in mental health practice and discuss strategies to avoid or overcome them.
• Define five components of the HIPAA Privacy Rules that impact multicultural competence in mental health practice.
• Identify and describe four themes of cultural competence in effective practice.
• List and define eight socio-cultural areas that a culturally competent practitioner must be prepared to assess and address with clients.
• Compare and contrast a group-specific approach and a multidimensional approach as they inform cultural competence in mental health practice.

About the Course

• Define three strategies to strengthen cross-cultural communication in a multicultural setting.
• List five strategies to create cultural awareness and competence in therapeutic intervention.
• Describe four common cultural missteps and three strategies for remediation.
• Identify and discuss two forms of cultural competence self assessment. 
• Sequence and explain the continuum of cultural competence and progress toward proficiency.
• Give five examples of best practice strategies to address bullying and promote acceptance in diverse populations.
• Discuss the impact of multicultural competence on the supervisory relationship and provide three strategies for effective supervision to increase cultural competence.

About the Author

Kathryn Brohl, LMFT

Kathryn Brohl, LMFT, a licensed Marriage and Family Therapist, has worked in for-profit and non-profit social services for over thirty-five years.  Author of six books that include two best sellers, and the first book in the U.S. for parents of molested children, Ms. Brohl has lectured and key-noted on trauma-informed care and other work-related topics throughout the US, Canada, and Australia.  She has been an administrator, consultant, trainer, private practitioner, and front-line worker, and has been interviewed in national periodicals such as USA Today, Parents' Magazine, Children's Voice, as well as The Washington Post, Miami Herald, and Florida Times-Union.  Ms. Brohl has written and implemented several start-up programs during her career, that include a large child welfare system, intensive outpatient, and mental health programs, to name a few.

About the Course

• Understand the definition of developmental disabilities.
• Understand typical developmental and screening indicators for children aged 0-3.
• Identify the four categories of developmental disabilities.
• Understand intellectual disabilities.
• Understand Down syndrome.
• Understand pervasive developmental disorders/autism spectrum disorders.
• Learn about the features, etiology and prevalence of specific developmental disabilities.
• Understand treatments strategies available for developmental disabilities.
• Gain deeper perspective from case stories about how developmental disabilities affect individuals and families.

About the Author

Donna M. Skinner, MSW

Donna M. Skinner, MSW, acquired her B.S. in Psychology, with a concentration in Human Development from the University of Scranton and completed her Master of Social Work, with a specialization in Addictions, at the University of Central Florida. For over a decade, Ms. Skinner has been working with at-risk populations as a case manager, program manager and as a family therapist. Her experience as Program Supervisor of the Healthy Start Program where she oversees all aspects of operations for the program demonstrates her dedication to teamwork and her high standards of professional ethics.  Ms. Skinner is the winner of the statewide Values Matter award for Diversity and Innovation, and she has been recognized by the Children's Home Society of Florida on numerous occasions where she serves as Chair of the agency's Training Committee. 

About the Course

Learning objectives

• Define the five main categories of intimate partner violence.
• Explain why health care workers may use the term "survivor," instead of "patient" or "victim," to refer to the individual experiencing intimate partner violence.
• Identify negative health behaviors that are commonly associated with intimate partner violence.
• List risk factors for victimization and perpetration.
• Discuss the cycle of violence and how health care providers can attempt to break the cycle.

About the Author

Nancy J Denke DNP, ACNP-BC, FNP-BC, FAEN

About the Course

• List the defining features of domestic violence.
• Discuss and provide examples of the multiple forms of abuse that accompany domestic violence.
• List and describe the points on the Power and Control Wheel and explain its relationship to domestic violence.
• Explain some of the reasons why it is difficult to accurately estimate the rate of domestic violence.
• List some of the findings of the National Crime Victimization Survey conducted in 2005.
• List possible clues of domestic violence, including behavioral and physical signs.
• List some characteristics or behaviors that are associated with batterers.
• Discuss special issues addressed by gay, lesbian, bisexual and transgender (GLBT) people who perpetrate or experience domestic violence; list some ways that domestic violence is the same for heterosexual couples, and how is it different.
• List three models of domestic abuse dynamics and briefly describe their main points.
• Explain how domestic violence affects children.
• List common characteristics of domestic violence and alcohol abuse; explain how the two reinforce one another.
• Name some of the main obstacles to leaving that victims experience.
• Explain the purpose and necessity of a safety plan and list some of its essential elements.

About the Author

Kathryn Brohl, LMFT

Kathryn Brohl, LMFT, a licensed Marriage and Family Therapist, has worked in for-profit and non-profit social services for over thirty-five years.  Author of six books that include two best sellers, and the first book in the U.S. for parents of molested children, Ms. Brohl has lectured and key-noted on trauma-informed care and other work-related topics throughout the US, Canada, and Australia.  She has been an administrator, consultant, trainer, private practitioner, and front-line worker, and has been interviewed in national periodicals such as USA Today, Parents' Magazine, Children's Voice, as well as The Washington Post, Miami Herald, and Florida Times-Union.  Ms. Brohl has written and implemented several start-up programs during her career, that include a large child welfare system, intensive outpatient, and mental health programs, to name a few.

About the Course

This course is designed to help you:

• Describe the differences between the types of eating disorders;
• Identify the traditional beliefs about eating disorders and the classic views of etiology of the disorder;
• Describe the prevalence of eating disorders across gender, age and culture;
• Explain the socio-cultural model of the development of eating disorders;
• List some of the consequences of untreated eating disorders;
• Identify the warning signs of eating disorders and different ways of screening for eating disorders;
• Explain different treatment models for eating disorders; and
• List some of the prevention programs for eating disorders.
  

About the Author

Leah Walker, LMFT

Leah Walker, LMFT, has been practicing as a family therapist since 1994, after graduating with a masters in family studies from Mercer University in Macon, GA. Most of her clinical work was with children and adolescents and their families.  She has twenty years of clinical experience, including five years as a clinical supervisor in inpatient, outpatient, partial hospitalization programs and in-home family therapy. She specialized in working with military families, infant mental health and adoptive families. In addition, she has also been a substance abuse counselor. At this time, Ms. Walker is a senior manager in a psychiatric hospital, overseeing quality improvement and risk management.

Leah Walker is a doctoral candidate at Florida State University in the Family Relations program. Her dissertation research is related to post-adoption services for special needs adopted children.

About the Course

• To recognize that case documentation serves as a "gatekeeper" to approve/deny service to a client.
• To define the essential components of good case documentation.
• To facilitate understanding of how progress notes are connected to other documents found in the client chart.
• To recognize a significant event in the life of a client and understand the importance of including documentation about these events in a client's progress notes.
• To provide recommendations to ensure that case records reflect unbiased data collection and information management (i.e. separating fact from fiction "as evidenced by...").
• To introduce a variety of progress note formats that meet the diverse documentation needs of clinicians.
• To provide an overview of legal implications related to the accuracy and use of case documentation (i.e., the legacy of documentation).
• To understand the quality management perspective of reviewing case documentation.

About the Author

Kathryn Brohl, LMFT

Kathryn Brohl, LMFT, a licensed Marriage and Family Therapist, has worked in for-profit and non-profit social services for over thirty-five years.  Author of six books that include two best sellers, and the first book in the U.S. for parents of molested children, Ms. Brohl has lectured and key-noted on trauma-informed care and other work-related topics throughout the US, Canada, and Australia.  She has been an administrator, consultant, trainer, private practitioner, and front-line worker, and has been interviewed in national periodicals such as USA Today, Parents' Magazine, Children's Voice, as well as The Washington Post, Miami Herald, and Florida Times-Union.  Ms. Brohl has written and implemented several start-up programs during her career, that include a large child welfare system, intensive outpatient, and mental health programs, to name a few.

About the Course

• Identify five warning signs that may indicate elderly abuse.
• List and describe five forms of elder abuse.
• Describe the prevalence of elder abuse, including gender and age.
• Discuss five facility regulations included in the Nursing Home Reform Act.
• Define five resident rights included in the Nursing Home Reform Act.
• Explain the scope and severity categories of deficiency citations.
• Describe five strategies that can be used to prevent elder abuse.
• Discuss three current trends in nursing home reform.
  

About the Author

Kathryn Brohl, LMFT

Kathryn Brohl, LMFT, a licensed Marriage and Family Therapist, has worked in for-profit and non-profit social services for over thirty-five years.  Author of six books that include two best sellers, and the first book in the U.S. for parents of molested children, Ms. Brohl has lectured and key-noted on trauma-informed care and other work-related topics throughout the US, Canada, and Australia.  She has been an administrator, consultant, trainer, private practitioner, and front-line worker, and has been interviewed in national periodicals such as USA Today, Parents' Magazine, Children's Voice, as well as The Washington Post, Miami Herald, and Florida Times-Union.  Ms. Brohl has written and implemented several start-up programs during her career, that include a large child welfare system, intensive outpatient, and mental health programs, to name a few.

About the Course

This course is designed to help you:

• Describe the most common types of mental health conditions and issues related to the diagnosis of mental illness in the elderly.
• Analyze the different forms and elements related to dementia / neurocognitive disorders.
• Assess the psychosocial factors that affect the elderly, such as living arrangements and cultural influences.
• Describe the influence of mental illness in the elderly on both the afflicted person and the caregiver, such as depression, and different prevention strategies.
• Facilitate different treatments of mental illness in the elderly and prevention, both through therapy and medications.
• Analyze issues regarding the different services available to assist the elderly mentally ill.

About the Author

Leah Walker, LMFT

Leah Walker, LMFT, has been practicing as a family therapist since 1994, after graduating with a masters in family studies from Mercer University in Macon, GA. Most of her clinical work was with children and adolescents and their families.  She has twenty years of clinical experience, including five years as a clinical supervisor in inpatient, outpatient, partial hospitalization programs and in-home family therapy. She specialized in working with military families, infant mental health and adoptive families. In addition, she has also been a substance abuse counselor. At this time, Ms. Walker is a senior manager in a psychiatric hospital, overseeing quality improvement and risk management.

Leah Walker is a doctoral candidate at Florida State University in the Family Relations program. Her dissertation research is related to post-adoption services for special needs adopted children.

About the Course

Upon completion of this course the learner should be able to:

• Describe recent changes to the United States' healthcare system, analyze how changes impact health care practitioners and patients, and learn the positive role they can play.
• Apply changes to practice in the delivery of patient education related to better understanding of Health Care Reform and the Marketplace.
  

About the Author

Kathryn Brohl, LMFT

Kathryn Brohl, LMFT, a licensed Marriage and Family Therapist, has worked in for-profit and non-profit social services for over thirty-five years.  Author of six books that include two best sellers, and the first book in the U.S. for parents of molested children, Ms. Brohl has lectured and key-noted on trauma-informed care and other work-related topics throughout the US, Canada, and Australia.  She has been an administrator, consultant, trainer, private practitioner, and front-line worker, and has been interviewed in national periodicals such as USA Today, Parents' Magazine, Children's Voice, as well as The Washington Post, Miami Herald, and Florida Times-Union.  Ms. Brohl has written and implemented several start-up programs during her career, that include a large child welfare system, intensive outpatient, and mental health programs, to name a few.

About the Course

After completing this course learners should be able to:

• Define workplace bullying.
• Identify a targeted client's physical and mental health symptoms and conditions that occur as a result from workplace bullying.
• Identify bully behaviors and likely bullying scenarios.
• Understand workplace bullying bystanders vicarious participations and responsibilities to stop bullying at work.
• Support clients to identify and reprocess workplace bullying experiences.
• Provide supportive and validating information to targeted clients to prevent them from internalizing their bullying experiences.
• Understand current practices to prevent workplace bullying .
• Understand the laws regarding workplace discrimination within the United States.
• Understand workplace bullying laws in other countries.
  

About the Author

Kathryn Brohl, LMFT

Kathryn Brohl, LMFT, a licensed Marriage and Family Therapist, has worked in for-profit and non-profit social services for over thirty-five years.  Author of six books that include two best sellers, and the first book in the U.S. for parents of molested children, Ms. Brohl has lectured and key-noted on trauma-informed care and other work-related topics throughout the US, Canada, and Australia.  She has been an administrator, consultant, trainer, private practitioner, and front-line worker, and has been interviewed in national periodicals such as USA Today, Parents' Magazine, Children's Voice, as well as The Washington Post, Miami Herald, and Florida Times-Union.  Ms. Brohl has written and implemented several start-up programs during her career, that include a large child welfare system, intensive outpatient, and mental health programs, to name a few.

About the Course

This course is designed to help you:

• Explain how the risk groups for HIV/AIDS today are different than they were 20 years ago.
• Illustrate some complementary treatments that may benefit the individual with HIV.
• Explain the role of outreach in client care and the types of barriers that prevent clients from keeping appointments or continuing to receive services.
• Discuss the clinical assessment for clients triply diagnosed with HIV, a mental disorder, and a substance abuse disorder.
• Apply questions that may be helpful in assessing the client's social supports, coping skills, medical care, and quality of life.
• Evaluate the role of standardized measures in clinical assessment of the HIV client.
• Analyze examples of common medical complications of HIV infection.
  

About the Author

Wade T. Lijewski, Ph.D.

Wade T. Lijewski, Ph.D., obtained his Bachelor of Arts degree in Psychology at Michigan State University and later went on to obtain his Master of Science degree in Psychology and Doctorate in Psychology with a major in Organizational Psychology through Walden University.  He has presented on his thesis and dissertation at multiple state and national child welfare conferences and has utilized this platform to initiate positive changes to the quality of foster parent training in Florida as well as retention efforts related to child welfare dependency case managers.  Dr. Lijewski also serves on the advisory board for the Florida Certification Board.

Learning objectives

• Describe the incidence, scope, and types of human trafficking.
• List risk factors and warning signs for those who may become or who are victims of human trafficking.
• Discuss intervention strategies to approach trafficking victims and determine treatment.
• Identify reporting agencies and community resources for human trafficking victims.
• Explain the role of mental health personnel in attacking the global issue of human trafficking and empowering victims for change.

About the Course

After completing this course, learners should be able to:

• Define cyber bullying.
• Understand the impact of cyber bullying on targets.
• Understand how to address cyber bullying with clients and their families.
• Understand the different ways technology is being used to bully individuals.
• Advocate against cyber bullying.
• Describe cyber bullies.
• Understand the difference between cyber bullying and other types of bullying.
• Understand what schools and parents can do to help address cyber bullying.
• Assist clients with identifying resources.
• Understand what schools and communities do to help prevent cyber bullying.
  

About the Author

Kathryn Brohl, LMFT

Kathryn Brohl, LMFT, a licensed Marriage and Family Therapist, has worked in for-profit and non-profit social services for over thirty-five years.  Author of six books that include two best sellers, and the first book in the U.S. for parents of molested children, Ms. Brohl has lectured and key-noted on trauma-informed care and other work-related topics throughout the US, Canada, and Australia.  She has been an administrator, consultant, trainer, private practitioner, and front-line worker, and has been interviewed in national periodicals such as USA Today, Parents' Magazine, Children's Voice, as well as The Washington Post, Miami Herald, and Florida Times-Union.  Ms. Brohl has written and implemented several start-up programs during her career, that include a large child welfare system, intensive outpatient, and mental health programs, to name a few.

About the Course

After completing this course, learners will be able to:

• Define sexual abuse in children and youth.
• Know and explain to parents and other caregivers the signs of sexual abuse in children and youth.
• Identify different treatment modalities for sexually abused children and youth.
• Dispel myths regarding sexual abuse.
• Discuss the legal implications and follow-up after reporting sexual abuse.
• Explain sex offender types.
• Define the criteria for posttraumatic stress disorder and other co-occurring disorders related to sexual abuse per the DSM-5.
• Relate relevant statistics related to sexual abuse in children and youth.
• Understand the term "reenactment" as it relates to children and youth who have been sexually molested.
• Understand parental grief.
• Identify parental resource materials.

About the Author

Kathryn Brohl, LMFT

Kathryn Brohl, LMFT, a licensed Marriage and Family Therapist, has worked in for-profit and non-profit social services for over thirty-five years.  Author of six books that include two best sellers, and the first book in the U.S. for parents of molested children, Ms. Brohl has lectured and key-noted on trauma-informed care and other work-related topics throughout the US, Canada, and Australia.  She has been an administrator, consultant, trainer, private practitioner, and front-line worker, and has been interviewed in national periodicals such as USA Today, Parents' Magazine, Children's Voice, as well as The Washington Post, Miami Herald, and Florida Times-Union.  Ms. Brohl has written and implemented several start-up programs during her career, that include a large child welfare system, intensive outpatient, and mental health programs, to name a few.

About the Course

This course is designed to help learners:

• Explain concepts related to environmental psychology.
• Describe the historical development of environmental psychology.
• Discuss recent research in positive psychology and place science.
• Illustrate the impact of environment on mood and performance.
• Apply elements of environmental psychology in your occupation from a psychological, nursing, or social work perspective.
• Describe the differences between built and natural environments.
• Evaluate challenges of integrating new elements into work-related efforts.
• Recognize the impact of restorative environments.
  

About the Author

Wade T. Lijewski, Ph.D.

Wade T. Lijewski, Ph.D., obtained his Bachelor of Arts degree in Psychology at Michigan State University and later went on to obtain his Master of Science degree in Psychology and Doctorate in Psychology with a major in Organizational Psychology through Walden University.  He has presented on his thesis and dissertation at multiple state and national child welfare conferences and has utilized this platform to initiate positive changes to the quality of foster parent training in Florida as well as retention efforts related to child welfare dependency case managers.  Dr. Lijewski also serves on the advisory board for the Florida Certification Board.

Ethical Practice for Marriage and Family Therapy and Professional Counseling ~ 6 CE Hours

Adolescent Bullying and Depression ~ 3 CE Hours

Prescription Drug Abuse: Etiology, Prevention and Treatment ~ 5 CE Hours

Understanding Enabling Behavior and How to Address It ~ 2 CE Hours