New York Continuing Education for Psychologists

Audience

The target audience for this education program is nurses in New York who wish to improve their ability to recognize child abuse and intervene effectively through a reporting process to safeguard the welfare of children. 

Purpose Statement

The New York State Office of Children and Family Services (2016) website describes abuse as the most serious harms committed against a child. It defines an abused child as a child “whose parent or other person legally responsible for his/her care inflicts upon the child serious physical injury, creates a substantial risk of serious physical injury, or commits an act of sex abuse against the child. The purpose of this education program is help nurses recognize signs and symptoms that indicate child abuse or maltreatment and to assist them in effectively fulfilling their roles as mandated reporters in New York State.

Learning Objectives

1. Discuss the incidence and prevalence of child abuse in New York State and the United States.
2. Define terms related to child abuse and maltreatment.
3. Recognize the signs and symptoms of the various types of child abuse.
4. Identify risk factors for child abuse.
5. Explain strategies to prevent child abuse.
6. Describe the child abuse intervention and reporting process in accordance with the laws of New York State.

About the Course

The learning objectives for this course are as follows:

• List various models of infant mental health supervision in addition to reflective supervision.
  
• Understand reflective supervision's origins and history through the infant mental health movement.
  
• Describe reflective supervision in the context of infant mental health intervention.
  
• Describe reflective supervision's applicability in various infant mental health settings.

About the Course

This course is designed to help you:

• Describe the history and foundations of I/O psychology.


• Discuss various types of research methods and data collection techniques.


• Apply the concepts of leadership theories.


• Critique theories of motivation as appropriate in the workplace.


• Create employee selection tools and procedures.


• Compare organizations' use of power and influence.


• Describe the elements of training in the workplace.


• Assess and apply efforts to retain employees.




About the Author




Wade T. Lijewski, Ph.D.

Dr. Lijewski 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. Dr. Lijewski has served in various leadership roles within the field of child welfare for over 15 years. He currently serves as regional director of quality management for a statewide child welfare agency in Florida.




Christopher Cronin, Ph.D.

Dr. Cronin received his BS in psychology at the University of Wisconsin, Madison and an MA and Ph.D. in clinical psychology at the University of Delaware. He completed his internship at the University of California, Davis in the Department of Psychiatry at the University Medical Center in Sacramento. He also completed a Post-doctoral Certificate in Clinical Psychopharmacology at Fairleigh Dickinson University and a MS in criminal justice at Saint Leo University.  He is a licensed clinical psychologist and has held academic positions in Europe, Australia and the United States. He has practiced forensic psychology since 1991 conducting competency to stand trial and criminal responsibility evaluations for the Commonwealth of Kentucky and has conducted over 5000 court-ordered forensic evaluations in the Tampa Bay area. In addition to various journal articles, he is the editor of a textbook titled, Military Psychology: An Introduction (2nd ed.) which was translated into Chinese, and author of the textbook, Forensic Psychology: An applied approach (2nd ed.). 

Learning objectives

• 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 Course
This course consists of:

• Define forensic psychology and explain how to gain competency in forensic psychology.
• Recall the differences between clinical and forensic evaluations, including ethical implications. 
• Identify the case law relevant for most criminal competency to proceed evaluations.

About the Author
Rachel Fazio, Psy.D.
Rachel Fazio earned her Psy.D. in Clinical Psychology and is a Licensed Psychologist. During her education and work experiences, Dr. Fazio has had a focus on Neuropsychology.  Dr. Graves has worked in a variety of clinical settings including Ashford University, various Veterans’ related organizations and private practice. Dr. Fazio has participated in Editorial Reviews as well many Peer-Reviewed Publications in addition to several manuscripts in progress.  

About the Course

The learning objectives for this course are as follows:

• Identify the prevalence of psychiatric disorders in persons with HIV/AIDS.
  
• Identify common mental disorders in HIV-infected clients.
  
• List the best techniques for assessment of mental health issues in persons with HIV/AIDS.
  
• Describe the pharmacological treatments available for mental health disorders.
  
• List the risks for abuse of psychiatric medications.
  
• Describe the risks for suicide and self-harm in persons who are HIV-infected.
  
• Identify the types of counseling best-suited for persons who have HIV/AIDS.

  About the Author

  
  

  Wade T. Lijewski, Ph.D.

  With a passion for psychology, child welfare, and quality improvement, Dr. Lijewski has served in various leadership roles within the field of child welfare for over 15 years. He currently serves as a regional director of quality management for a statewide child welfare agency in Florida, an author for Elite Professional Education, and an associate professor for University of Phoenix; teaching psychology courses at the Orlando campus. 

  Dr. Lijewski 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.

  Despite a busy schedule, Dr. Lijewski likes spending time with his wife and three children; often enjoying theme parks and sporting events together.

  
  

  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.

  
  

  Christopher Cronin, Ph.D.

  Dr. Cronin received his BS in psychology at the University of Wisconsin, Madison and an MA and Ph.D. in clinical psychology at the University of Delaware. He completed his internship at the University of California, Davis in the Department of Psychiatry at the University Medical Center in Sacramento. He also completed a Post-doctoral Certificate in Clinical Psychopharmacology at Fairleigh Dickinson University and a MS in criminal justice at Saint Leo University.  He is a licensed clinical psychologist and has held academic positions in Europe, Australia and the United States. He has practiced forensic psychology since 1991 conducting competency to stand trial and criminal responsibility evaluations for the Commonwealth of Kentucky and has conducted over 5000 court-ordered forensic evaluations in the Tampa Bay area. In addition to various journal articles, he is the editor of a textbook titled, Military Psychology: An Introduction (2nd ed.) which was translated into C

Learning Objectives

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

• 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 Diagnostic and 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 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 Lijewski, Ph.D.

With a passion for psychology, child welfare, and quality improvement, Dr. Lijewski has served in various leadership roles within the field of child welfare for over 15 years. He currently serves as a regional director of quality management for a statewide child welfare agency in Florida, an author for Elite Professional Education, and an associate professor for University of Phoenix; teaching psychology courses at the Orlando campus. 

Dr. Lijewski 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.

Despite a busy schedule, Dr. Lijewski likes spending time with his wife and three children; often enjoying theme parks and sporting events together.

Christopher Cronin, Ph.D.

Dr. Cronin received his BS in psychology at the University of Wisconsin, Madison and an MA and Ph.D. in clinical psychology at the University of Delaware. He completed his internship at the University of California, Davis in the Department of Psychiatry at the University Medical Center in Sacramento. He also completed a Post-doctoral Certificate in Clinical Psychopharmacology at Fairleigh Dickinson University and a MS in criminal justice at Saint Leo University.  He is a licensed clinical psychologist and has held academic positions in Europe, Australia and the United States. He has practiced forensic psychology since 1991 conducting competency to stand trial and criminal responsibility evaluations for the Commonwealth of Kentucky and has conducted over 5000 court-ordered forensic evaluations in the Tampa Bay area. In addition to various journal articles, he is the editor of a textbook titled, Military Psychology: An Introduction (2nd ed.) which was translated into Chinese, and author of the textbook, Forensic Psychology: An applied approach (2nd ed.). 

About the Course

The learning objectives for this course are as follows:

• Define sensory integration.
  
• Define sensory integration dysfunction.
  
• Define sensory processing disorder (SPD).
  
• Explain why sensory integration is vital to development.
  
• Identify infants and children who may be at higher risk for sensory issues.
  
• Identify diagnostic criteria for sensory processing disorder in infants and children.
  
• Distinguish between SPD and other disorders.
  
• List complications of SPD and co-morbidity.
  
• Describe assessment tools for parents and providers.
  
• List available interventions.

  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.

  
  

  Wade T. Lijewski, Ph.D.

  With a passion for psychology, child welfare, and quality improvement, Dr. Lijewski has served in various leadership roles within the field of child welfare for over 15 years. He currently serves as a regional director of quality management for a statewide child welfare agency in Florida, an author for Elite Professional Education, and an associate professor for University of Phoenix; teaching psychology courses at the Orlando campus. 

  Dr. Lijewski 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.

  Despite a busy schedule, Dr. Lijewski likes spending time with his wife and three children; often enjoying theme parks and sporting events together.

  
  

  Christopher Cronin, Ph.D.

  Dr. Cronin received his BS in psychology at the University of Wisconsin, Madison and an MA and Ph.D. in clinical psychology at the University of Delaware. He completed his internship at the University of California, Davis in the Department of Psychiatry at the University Medical Center in Sacramento. He also completed a Post-doctoral Certificate in Clinical Psychopharmacology at Fairleigh Dickinson University and a MS in criminal justice at Saint Leo University.  He is a licensed clinical psychologist and has held academic positions in Europe, Australia and the United States. He has practiced forensic psychology since 1991 conducting competency to stand trial and criminal responsibility evaluations for the Commonwealth of Kentucky and has conducted over 5000 court-ordered forensic eva

About the Course

The learning objectives for this course are as follows:

• Explain how the risk groups for HIV/AIDS today are different than they were 20 years ago.
  
• List and describe 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.
  
• List some of the types of questions that may be helpful in assessing the client's:
  
  • Social supports.
    
  • Coping skills.
    
  • Medical care.
    
  • Quality of life.
    
  
  
• Discuss some of the practices that increase the likelihood of a successful assessment experience.
  
• Discuss the role of standardized measures in clinical assessment of the HIV client.
  
• List and describe four types of neuropsychiatric complications and provide an example of each.
  
• List and describe some of the common medical complications of HIV infection and provide an example of each.

About the Author

• 
  

  Wade T. Lijewski, Ph.D.

  With a passion for psychology, child welfare, and quality improvement, Dr. Lijewski has served in various leadership roles within the field of child welfare for over 15 years. He currently serves as a regional director of quality management for a statewide child welfare agency in Florida, an author for Elite Professional Education, and an associate professor for University of Phoenix; teaching psychology courses at the Orlando campus. 

  Dr. Lijewski 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.

  Despite a busy schedule, Dr. Lijewski likes spending time with his wife and three children; often enjoying theme parks and sporting events together.

  
  

  Christopher Cronin, Ph.D.

  Dr. Cronin received his BS in psychology at the University of Wisconsin, Madison and an MA and Ph.D. in clinical psychology at the University of Delaware. He completed his internship at the University of California, Davis in the Department of Psychiatry at the University Medical Center in Sacramento. He also completed a Post-doctoral Certificate in Clinical Psychopharmacology at Fairleigh Dickinson University and a MS in criminal justice at Saint Leo University.  He is a licensed clinical psychologist and has held academic positions in Europe, Australia and the United States. He has practiced forensic psychology since 1991 conducting competency to stand trial and criminal responsibility evaluations for the Commonwealth of Kentucky and has conducted over 5000 court-ordered forensic evaluations in the Tampa Bay area. In addition to various journal articles, he is the editor of a textbook titled, Military Psychology: An Introduction (2nd ed.) which was translated into Chinese, and author of the textbook, Forensic Psychology: An

About the Course

Learning objectives

• Describe the importance of suicide and suicide prevention.
• Compare the data related to suicide in the world with the United States.
• Demonstrate an understanding of the etiology of suicide and methods of committing suicide.
• Identify the risks and screening programs for suicide.
• Describe an understanding of suicide risk assessment and related interventions.
• Identify and correctly assess populations at risk for suicide such as adolescents, veterans, and older adults.
• Describe the National Violent Reporting System and its importance in understanding the significance of suicide in the United States.

About the Author

Wade T. Lijewski, Ph.D.

With a passion for psychology, child welfare, and quality improvement, Dr. Lijewski has served in various leadership roles within the field of child welfare for over 15 years. He currently serves as a regional director of quality management for a statewide child welfare agency in Florida, an author for Elite Professional Education, and an associate professor for University of Phoenix; teaching psychology courses at the Orlando campus. 

Dr. Lijewski 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.

Despite a busy schedule, Dr. Lijewski likes spending time with his wife and three children; often enjoying theme parks and sporting events together.

Christopher Cronin, Ph.D.

Dr. Cronin received his BS in psychology at the University of Wisconsin, Madison and an MA and Ph.D. in clinical psychology at the University of Delaware. He completed his internship at the University of California, Davis in the Department of Psychiatry at the University Medical Center in Sacramento. He also completed a Post-doctoral Certificate in Clinical Psychopharmacology at Fairleigh Dickinson University and a MS in criminal justice at Saint Leo University.  He is a licensed clinical psychologist and has held academic positions in Europe, Australia and the United States. He has practiced forensic psychology since 1991 conducting competency to stand trial and criminal responsibility evaluations for the Commonwealth of Kentucky and has conducted over 5000 court-ordered forensic evaluations in the Tampa Bay area. In addition to various journal articles, he is the editor of a textbook titled, Military Psychology: An Introduction (2nd ed.) which was translated into Chinese, and author of the textbook, Forensic Psychology: An applied approach (2nd ed.). 

About the Course

This course consists of:

• Understand the recent history of licensed foster care and concerns that have arisen from the lack of training or insufficient training.


• Describe the impact that quality foster parent training has on children served by the child welfare system.


• Describe the role of licensed foster parents, including the ethical dilemmas to which they are exposed.


• List the screening, assessment and licensing process required to become a licensed foster parent.


• List the elements of pre-service training and in-service training.


• Understand what's covered in both pre-service and in-service training, as well as what might be added to enhance foster parents' learning experience and increase their knowledge and skills.

About the Author

Wade Lijewski, PhD

With a passion for psychology, child welfare, and quality improvement, Dr. Lijewski has served in various leadership roles within the field of child welfare for over 15 years. He currently serves as a regional director of quality management for a statewide child welfare agency in Florida, an author for Elite Professional Education, and an associate professor for University of Phoenix; teaching psychology courses at the Orlando campus. 

Dr. Lijewski 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.

Despite a busy schedule, Dr. Lijewski likes spending time with his wife and three children; often enjoying theme parks and sporting events together.

Kathryn Brohl, MA, 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.

Christopher Cronin, Ph.D.

Dr. Cronin received his BS in psychology at the University of Wisconsin, Madison and an MA and Ph.D. in clinical psychology at the University of Delaware. He completed his internship at the University of California, Davis in the Department of Psychiatry at the University Medical Center in Sacramento. He also completed a Post-doctoral Certificate in Clinical Psychopharmacology at Fairleigh Dickinson University and a MS in criminal justice at Saint Leo University.  He is a licensed clinical psychologist and has held academic positions in Europe, Australia and the United States. He has practiced forensic psychology since 1991 conducting competency to stand

About the Course

This online course consists of:

• Identify the form and course of adaptation to war zone stressors.
  
• Describe the kinds of war zone stressors soldiers are confronted with in modern war.
  
• Identify how veterans of modern war initially present post-involvement symptoms.
  
• Describe how to assess the presenting symptoms of the modern war veterans.
  
• Compare and contrast conventional mental health treatment vs. treatment for modern war soldiers.
  
• State the course of treatment for active duty soldiers vs. veterans seeking health care.
  
• List the important areas of functioning to evaluate returning veterans.
  
• Describe the characteristics of combat fatigue casualties and combat stress reactions.
  
• List the combat stress reactions of acute stress disorder and post-traumatic stress disorder.
  
• Describe the basic considerations for care for returning veterans.
  
• List the practitioner issues that may surface as a result of working with modern war veterans.

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.




Rene' N. Ledford, MSW, LCSW, BCBA

Rene' Ledford has over 25 years direct service and executive leadership experience in mental health and child welfare.  Additionally she has extensive experience designing, facilitating and managing workplace learning and performance programs for various not-for-profits and for a nationally recognized leader in customized training and performance contracting.  As Director of Employee Learning and Performance for Children's Home Society of Florida, she is responsible for leading statewide learning and best practice initiatives for over 1900 employees, developing instructor-led and e-learning programs and supporting CHS' Category III trauma grant program. She is also trained in trauma-focused interventions including Child Parent Psychotherapy, Trauma-Focused Cognitive Behavioral Therapy and Parent-Child Interaction Therapy.

Rene' participates on various National Child Traumatic Stress Network-sponsored workgroups including the Secondary Traumatic Stress Collaborative Group and was a contributor for the recently revised Child Welfare Trauma Training Toolkit and PS-MAPP Curricula. She is also a Licensed Clinical Social Worker, Board Certified Behavior Analyst, and Council on Accreditation (COA) Peer Reviewer and is the 2014 President of the Central Florida Chapter of the American Society for Training and Development.




Christopher Cronin, Ph.D.

Dr. Cronin received his BS in psychology at the University of

About the Course

The learning objectives for this course are as follows:

• List the common signs and symptoms of Asperger syndrome.
  
• Relate the history of Asperger syndrome.
  
• Describe the diagnostic criteria for Asperger syndrome.
  
• Describe the onset of Asperger syndrome.
  
• Define the etiology (pathophysiology) of Asperger syndrome.
  
• List the prevalence (epidemiology) of Asperger syndrome in the general population.
  
• Describe the difference between Asperger syndrome and high functioning autism.
  
• List characteristics of Asperger syndrome in adolescence and adulthood.
  
• Identify the basis for assessment of Asperger syndrome.
  
• List comorbid illnesses associated with Asperger syndrome.
  
• Describe possible treatments for Asperger syndrome.
  
• Describe the prognosis for individuals with Asperger syndrome.

  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.

  
  

  Rene' N. Ledford, MSW, LCSW, BCBA

  Rene' Ledford has over 25 years direct service and executive leadership experience in mental health and child welfare.  Additionally she has extensive experience designing, facilitating and managing workplace learning and performance programs for various not-for-profits and for a nationally recognized leader in customized training and performance contracting.  As Director of Employee Learning and Performance for Children's Home Society of Florida, she is responsible for leading statewide learning and best practice initiatives for over 1900 employees, developing instructor-led and e-learning programs and supporting CHS' Category III trauma grant program. She is also trained in trauma-focused interventions including Child Parent Psychotherapy, Trauma-Focused Cognitive Behavioral Therapy and Parent-Child Interaction Therapy.

  Rene' participates on various National Child Traumatic Stress Network-sponsored workgroups including the Secondary Traumatic Stress Collaborative Group and was a contributor for the recently revised Child Welfare Trauma Training Toolkit and PS-MAPP Curricula. She is also a Licensed Clinical Social Worker, Board Certified Behavior Analyst, and Council on Accreditation (COA) Peer Reviewer and is the 2014 President of the Central Florida Chapter of the American Society for Training and Development.

  
  

  Wade T. Lijewski, Ph.D.

  With a passion for psychology, child welfare, and quality improvement, Dr. Lijewski has served in various leadership roles within the field of child welfare for over 15 years. He currently serves as a regional director of quality management for a statewide child welfare agency in Florida, an author for Elite Professional Education, and an associate professor for University of Phoenix; teaching psychology courses at the Orlando campus. 

  D

About the Course

The learning objectives for this course are as follows:

• Define fetal alcohol syndrome and fetal alcohol spectrum disorders.
  
• List the prevalence of fetal alcohol syndrome and fetal alcohol spectrum disorders.
  
• List the risk factors for fetal alcohol syndrome and fetal alcohol spectrum disorders.
  
• Describe the characteristics of children with fetal alcohol syndrome and fetal alcohol spectrum disorders.
  
• Describe the mechanism(s) of action of alcohol on fetal development.
  
• Identify the continuum of effects from maternal prenatal consumption of alcohol.
  
• Identify the secondary conditions associated with fetal alcohol syndrome and fetal alcohol spectrum disorders.
  
• Describe the basics of identification, referral and diagnosis of fetal alcohol syndrome and fetal alcohol spectrum disorders.
  
• List the services appropriate for fetal alcohol spectrum disorders patients and their families.
  
• Identify the range of interventions and treatments available for individuals with FAS and FASDs.
  
• Describe the prevention of fetal alcohol spectrum disorders.

  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.

  
  

  Christopher Cronin, Ph.D.

  Dr. Cronin received his BS in psychology at the University of Wisconsin, Madison and an MA and Ph.D. in clinical psychology at the University of Delaware. He completed his internship at the University of California, Davis in the Department of Psychiatry at the University Medical Center in Sacramento. He also completed a Post-doctoral Certificate in Clinical Psychopharmacology at Fairleigh Dickinson University and a MS in criminal justice at Saint Leo University.  He is a licensed clinical psychologist and has held academic positions in Europe, Australia and the United States. He has practiced forensic psychology since 1991 conducting competency to stand trial and criminal responsibility evaluations for the Commonwealth of Kentucky and has conducted over 5000 court-ordered forensic evaluations in the Tampa Bay area. In addition to various journal articles, he is the editor of a textbook titled, Military Psychology: An Introduction (2nd ed.) which was translated into Chinese, and author of the textbook, Forensic Psychology: An applied approach (2nd ed.). 

About the Course

The learning objectives for this course are as follows:

• Define infant mental health.
  
• Define key factors related to infant mental health.
  
• Identify the risk factors to proper infant growth and development.
  
• Define and explain use of the DC: 0-3.
  
• Identify screening, assessment and treatment strategies for clinicians.
  
• Facilitate an understanding of the importance of early intervention in successful treatment of mental health related issues.
  
• Identify examples of national programs targeting early intervention.
  
• Outline strategies for comprehensive systems to address infant mental health.
  
• Outline requirements for certification as an infant mental health specialist.

  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.

  
  

  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.

  
  

  Christopher Cronin, Ph.D.

  Dr. Cronin received his BS in psychology at the University of Wisconsin, Madison and an MA and Ph.D. in clinical psychology at the University of Delaware. He completed his internship at the University of California, Davis in the Department of Psychiatry at the University Medical Center in Sacramento. He also completed a Post-doctoral Certificate in Clinical Psychopharmacology at Fairleigh Dickinson University and a MS in criminal justice at Saint Leo University.  He is a licensed clinical psychologist and has held academic positions in Europe, Australia and the United States. He has practiced forensic psychology since 1991 conducting competency to stand trial and criminal responsibility evaluations for the Commonwealth of Kentucky and has conducted over 5000 court-ordered forensic evaluations in the Tampa Bay area. In addition to various journal articles, he is the editor of a textbook titled, Military Psychology: An Introduction (2nd ed.) which was translated into Chinese, and author of the textbook, Forensic Psychology: An applied approach (2nd ed.). 

About the Course

This course consists of:

• Describe common mental and physical health effects of sexual trauma.
• Recognize gender differences in trauma-related symptoms.
• Identify commonly used assessments for PTSD.
• Identify and describe evidence-based psychotherapies for PTSD associated with sexual trauma.
• Recognize ways trauma history can impact the therapeutic relationship.
• Identify effective ways to respond to therapy-interfering behaviors.

  

About the Author

Ashley M. Arens, Ph.D., ABPP

Dr. Arens is a licensed psychologist board certified in Behavioral and Cognitive Psychology. She obtained her M.A. and Ph.D. in Clinical Psychology from the University of South Dakota. She completed a predoctoral internship focused on self-injury and eating disorders at Alexian Brothers Behavioral Health Hospital in Illinois and a postdoctoral fellow focused on posttraumatic stress disorder treatment and clinical research at the University of Central Florida. She has experience in assessment, psychotherapy, research, program development, teaching, outreach, and clinical supervision. Her current clinical work primarily focuses on trauma, eating disorders, mood and anxiety disorders, chronic pain, and borderline personality disorder.  

Learning Objectives

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

About the Course

The learning objectives for this course are as follows:

• Describe the importance of health psychology.


• Discuss the functions of various types of health psychologists.


• Analyze the impact of relationships and social interaction on physical health and quality of life.


• Demonstrate the knowledge of early implementation techniques for healthy living concepts.


• Apply helpful hints to improve healthy living conditions in your own life as well as others'.


• Assess the impact of stress.


• Critique the elements of positive psychology.




About the Author




Wade T. Lijewski, Ph.D.

With a passion for psychology, child welfare, and quality improvement, Dr. Lijewski has served in various leadership roles within the field of child welfare for over 15 years. He currently serves as a regional director of quality management for a statewide child welfare agency in Florida, an author for Elite Professional Education, and an associate professor for University of Phoenix; teaching psychology courses at the Orlando campus. 

Dr. Lijewski 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.

Despite a busy schedule, Dr. Lijewski likes spending time with his wife and three children; often enjoying theme parks and sporting events together.




Christopher Cronin, Ph.D.

Dr. Cronin received his BS in psychology at the University of Wisconsin, Madison and an MA and Ph.D. in clinical psychology at the University of Delaware. He completed his internship at the University of California, Davis in the Department of Psychiatry at the University Medical Center in Sacramento. He also completed a Post-doctoral Certificate in Clinical Psychopharmacology at Fairleigh Dickinson University and a MS in criminal justice at Saint Leo University.  He is a licensed clinical psychologist and has held academic positions in Europe, Australia and the United States. He has practiced forensic psychology since 1991 conducting competency to stand trial and criminal responsibility evaluations for the Commonwealth of Kentucky and has conducted over 5000 court-ordered forensic evaluations in the Tampa Bay area. In addition to various journal articles, he is the editor of a textbook titled, Military Psychology: An Introduction (2nd ed.) which was translated into Chinese, and author of the textbook, Forensic Psychology: An applied approach (2nd ed.). 

About the Course

Learning objectives

• Discuss five key components for any suicide risk assessment.
• Explain treatment program protocols for patients who have been identified as suicide risks.
• Summarize the subsequent management considerations for patients who have been established as suicide risks.

About the Author

Wade T. Lijewski, Ph.D.

With a passion for psychology, child welfare, and quality improvement, Dr. Lijewski has served in various leadership roles within the field of child welfare for over 15 years. He currently serves as a regional director of quality management for a statewide child welfare agency in Florida, an author for Elite Professional Education, and an associate professor for University of Phoenix; teaching psychology courses at the Orlando campus. 

Dr. Lijewski 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.

Despite a busy schedule, Dr. Lijewski likes spending time with his wife and three children; often enjoying theme parks and sporting events together.

Christopher Cronin, Ph.D.

Dr. Cronin received his BS in psychology at the University of Wisconsin, Madison and an MA and Ph.D. in clinical psychology at the University of Delaware. He completed his internship at the University of California, Davis in the Department of Psychiatry at the University Medical Center in Sacramento. He also completed a Post-doctoral Certificate in Clinical Psychopharmacology at Fairleigh Dickinson University and a MS in criminal justice at Saint Leo University.  He is a licensed clinical psychologist and has held academic positions in Europe, Australia and the United States. He has practiced forensic psychology since 1991 conducting competency to stand trial and criminal responsibility evaluations for the Commonwealth of Kentucky and has conducted over 5000 court-ordered forensic evaluations in the Tampa Bay area. In addition to various journal articles, he is the editor of a textbook titled, Military Psychology: An Introduction (2nd ed.) which was translated into Chinese, and author of the textbook, Forensic Psychology: An applied approach (2nd ed.). 

Learning objectives:

• 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

This course consists of:

• Summarize the reasons for the booming elderly population.
• Recognize examples of various aging subgroups.
• Describe different types of stressors.
• Assess barriers and strategies to the delivery of mental health services to older adults.
• Discuss key adaptive mechanisms used by older adults.
• Analyze the elements of psychosocial interventions in nursing homes.

About the Author

Valerie Wohl

Valerie Wohl is an author and an experienced research professional that specializes in continuing education course development. She has worked with many institutions of higher learning to create quality professional development course materials that are both accurate and well written.  She has had the unique opportunity to create content for a wide range of disciplines and continues to maintain high academic standards for content in a wide range of disciplines.

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.

Rene' N. Ledford, MSW, LCSW, BCBA

Rene' Ledford has over 25 years direct service and executive leadership experience in mental health and child welfare.  Additionally she has extensive experience designing, facilitating and managing workplace learning and performance programs for various not-for-profits and for a nationally recognized leader in customized training and performance contracting.  As Director of Employee Learning and Performance for Children's Home Society of Florida, she is responsible for leading statewide learning and best practice initiatives for over 1900 employees, developing instructor-led and e-learning programs and supporting CHS' Category III trauma grant program. She is also trained in trauma-focused interventions including Child Parent Psychotherapy, Trauma-Focused Cognitive Behavioral Therapy and Parent-Child Interaction Therapy.

Rene' participates on various National Child Traumatic Stress Network-sponsored workgroups including the Secondary Traumatic Stress Collaborative Group and was a contributor for the recently revised Child Welfare Trauma Training Toolkit and PS-MAPP Curricula. She is also a Licensed Clinical Social Worker, Board Certified Behavior Analyst, and Council on Accreditation (COA) Peer Reviewer and is the 2014 President of the Central Florida Chapter of the American Society for Training and Development.

Christopher Cronin, Ph.D.

Dr. Cronin received his BS in psychology at the University of Wisconsin, Madison and an MA and Ph.D. in clinical psychology at the University of Delaware. He completed his internship at the University of California, Davis in the Department of Psychiatry at the University Medical Center in Sacramento. He also completed a Post-doctoral Certificate in Clinical Psychopharmacology at Fairleigh Dickinson University and a MS in criminal justice at Saint Leo University.  He is a licensed clinical psychologist and has held a

This workshop aims to help learners:

1. Explain core concepts related to positive psychology.
2. Describe the historical development of the positive psychology movement.
3. Discuss recent research in positive psychology.
4. Illustrate the core concepts of self-esteem.
5. Apply positive psychology concepts within various fields of psychology.
6. Identify elements of culture and gender that impact perceptions.
7. Evaluate challenges of positive psychology.
8. Recognize the impact of its application on personal and mental health.

The learning objectives for this course are as follows:

• Identify the five disorders found within the autism spectrum.
  
• List shared autism spectrum disorder (ASD) characteristics.
  
• Describe the range of impairment within ASD.
  
• Describe current ASD interventions.

About the Course

This online course consists of:

• 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.
• Develop prevention and intervention efforts to assist children, youth and families when they've experienced bullying.

About the Author


Rene' N. Ledford, MSW, LCSW, BCBA

Rene' Ledford has over 25 years direct service and executive leadership experience in mental health and child welfare.  Additionally she has extensive experience designing, facilitating and managing workplace learning and performance programs for various not-for-profits and for a nationally recognized leader in customized training and performance contracting.  As Director of Employee Learning and Performance for Children's Home Society of Florida, she is responsible for leading statewide learning and best practice initiatives for over 1900 employees, developing instructor-led and e-learning programs and supporting CHS' Category III trauma grant program. She is also trained in trauma-focused interventions including Child Parent Psychotherapy, Trauma-Focused Cognitive Behavioral Therapy and Parent-Child Interaction Therapy.

Rene' participates on various National Child Traumatic Stress Network-sponsored workgroups including the Secondary Traumatic Stress Collaborative Group and was a contributor for the recently revised Child Welfare Trauma Training Toolkit and PS-MAPP Curricula. She is also a Licensed Clinical Social Worker, Board Certified Behavior Analyst, and Council on Accreditation (COA) Peer Reviewer and is the 2014 President of the Central Florida Chapter of the American Society for Training and Development.



Wade T. Lijewski, Ph.D.

With a passion for psychology, child welfare, and quality improvement, Dr. Lijewski has served in various leadership roles within the field of child welfare for over 15 years. He currently serves as a regional director of quality management for a statewide child welfare agency in Florida, an author for Elite Professional Education, and an associate professor for University of Phoenix; teaching psychology courses at the Orlando campus. 

Dr. Lijewski 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.

Despite a busy schedule, Dr. Lijewski likes spending time with his wife and three children; often enjoying theme parks and sporting events together.




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.

About the Course

The learning objectives for this course are as follows:

• Review theoretical perspectives of couples therapy.
  
• Distinguish between marital education and marital therapy.
  
• List the stages of marital conflict and how they are treated in therapy.
  
• Describe the different measurement tools used in couples therapy.
  
• Identify several therapeutic models used with couples, including cognitive behavioral therapy, emotionally focused therapy and Gottman's approach to work with couples.
  
• Learn an overview of approaches to sex therapy with couples.
  
• Identify issues in working with couples in stepfamilies.
  
• Describe approaches to working with couples experiencing domestic violence.
  
• Identify and review ethical issues in couples counseling.
  
• List some research related to couples counseling.

  About the Author

  
  

  Leah K. Kulakowski, MFT

  Leah K. Kulakowski, MFT, a licensed Marriage and Family Therapist, is currently a Doctoral Candidate of Human Development and Family Relations at Florida State University.  She obtained a Master's Degree in Family Therapy from Mercer University, and holds a B.S. in Psychology from Georgia Southern University.  Ms. Kulakowski's extensive experience as a family therapist and clinical program supervisor spans over 20 years.  Since 2007, she has served as the Interim Program Director at Children's Home Society overseeing the Behavioral Health Overlay Services (BHOS) and Post Adoption Marriage Strengthening Program (PAMS).

  
  

  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.

  
  

  Rene' N. Ledford, MSW, LCSW, BCBA

  Rene' Ledford has over 25 years direct service and executive leadership experience in mental health and child welfare.  Additionally she has extensive experience designing, facilitating and managing workplace learning and performance programs for various not-for-profits and for a nationally recognized leader in customized training and performance contracting.  As Director of Employee Learning and Performance for Children's Home Society of Florida, she is responsible for leading statewide learning and best practice initiatives for over 1900 employees, developing instructor-led and e-learning programs and supporting CHS' Category III trauma grant program. She is also trained in trauma-focused interventions including Child Parent Psychotherapy, Trauma-Focused Cognitive Behavioral Therapy and Parent-Child Interaction Therapy.

  Rene' participates on various National Child Traumatic Stress Network-sponsored workgroups including the Secondary Traumatic Stress Collaborative Group and was a contributor for the recently revised Child Welfare Trauma Training Toolkit and PS-MAPP Curricula. She is also a Licensed Clinical Social Worker, Board Certified Behavior Analyst, and Council on Accreditation (COA) Peer Rev

About the Course

This online course consists of:

• Understand what leadership is and what it means to organizations.


• Recognize the challenges organizations face in effectively navigating diversity and culture.


• Explore the terminology and theories related to cross-cultural leadership and the impact of cultural and societal norms on organizations.


• Learn about some of the tools that are used to coach cross-cultural leaders.


• Understand the existing research approaches and recommendations for cross-cultural leadership.

About the Author

Wade T. Lijewski, Ph.D.

With a passion for psychology, child welfare, and quality improvement, Dr. Lijewski has served in various leadership roles within the field of child welfare for over 15 years. He currently serves as a regional director of quality management for a statewide child welfare agency in Florida, an author for Elite Professional Education, and an associate professor for University of Phoenix; teaching psychology courses at the Orlando campus. 

Dr. Lijewski 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.

Despite a busy schedule, Dr. Lijewski likes spending time with his wife and three children; often enjoying theme parks and sporting events together.

Christopher Cronin, Ph.D.

Dr. Cronin received his BS in psychology at the University of Wisconsin, Madison and an MA and Ph.D. in clinical psychology at the University of Delaware. He completed his internship at the University of California, Davis in the Department of Psychiatry at the University Medical Center in Sacramento. He also completed a Post-doctoral Certificate in Clinical Psychopharmacology at Fairleigh Dickinson University and a MS in criminal justice at Saint Leo University.  He is a licensed clinical psychologist and has held academic positions in Europe, Australia and the United States. He has practiced forensic psychology since 1991 conducting competency to stand trial and criminal responsibility evaluations for the Commonwealth of Kentucky and has conducted over 5000 court-ordered forensic evaluations in the Tampa Bay area. In addition to various journal articles, he is the editor of a textbook titled, Military Psychology: An Introduction (2nd ed.) which was translated into Chinese, and author of the textbook, Forensic Psychology: An applied approach (2nd ed.).

Learning Objectives

• 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.

Learning objectives:

• 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 Course

• List the essential information to review on a prospective client’s initial intake paperwork.
• Practice effective methods for quickly establishing an appropriate level of rapport.
• List core areas of clinical information that should be assessed during intake.
• List and use appropriate initial intake questions.
• Modify questions to assist a client’s understanding and be able to ask follow-up questions.
• Practice risk assessment with appropriate initial and follow-up questions.
• Apply methods for safety planning, as needed, to ensure client safety.
• List key areas of mental status and be able to assess mental status.
• Practice treatment goal setting in collaboration with the client.
• Use recommended methods for intake assessment and treatment goal setting to build client engagement and motivation for change and to inform clinical treatment planning.

 

About the Author

Laura Graves, PhD

Laura Graves earned her PhD in clinical psychology and is a licensed psychologist. During education and work experiences, Dr. Graves has specialized in applying clinical approaches for psychological assessment. Dr. Graves has worked in a variety of clinical settings, including community mental health, college-based counseling centers, and private practice. After conducting hundreds of intake assessments, Dr. Graves has refined an approach that is effective, efficient, and clinically sound.

About the Course

The learning objectives for this course are as follows:

• Define diabetes mellitus (DM) and the difference between type 1 and type 2.
• Describe the complexity of diabetes.
• List the medical implications of diabetes and chronic health threats.
• List the treatment modalities of diabetes.
• Identify the multidisciplinary approach to treating diabetes and the importance of mental health in managing diabetes mellitus.
• List resources for diabetes mellitus patients.
  

About the Author

Kathryn Brohl, MA, 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.

Wade T. Lijewski, Ph.D.

With a passion for psychology, child welfare, and quality improvement, Dr. Lijewski has served in various leadership roles within the field of child welfare for over 15 years. He currently serves as a regional director of quality management for a statewide child welfare agency in Florida, an author for Elite Professional Education, and an associate professor for University of Phoenix; teaching psychology courses at the Orlando campus. 

Dr. Lijewski 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.

Despite a busy schedule, Dr. Lijewski likes spending time with his wife and three children; often enjoying theme parks and sporting events together.

Christopher Cronin, Ph.D.

Dr. Cronin received his BS in psychology at the University of Wisconsin, Madison and an MA and Ph.D. in clinical psychology at the University of Delaware. He completed his internship at the University of California, Davis in the Department of Psychiatry at the University Medical Center in Sacramento. He also completed a Post-doctoral Certificate in Clinical Psychopharmacology at Fairleigh Dickinson University and a MS in criminal justice at Saint Leo University.  He is a licensed clinical psychologist and has held academic positions in Europe, Australia and the United States. He has practiced forensic psychology since 1991 conducting competency to stand trial and criminal responsibility evaluations for the Commonwealth of Kentucky and has conducted over 5000 court-ordered forensic evaluations in the Tampa Bay area. In addition to various journal articles, he is the editor of a textbook titled

Learning Objectives

At the completion of this course, participants should:

• Understand a brief history of DSM-5.
• Describe the DSM-5 organization changes.
• Understand the DSM-5 diagnosing changes.
• Understand the DSM-5 diagnosis changes for children.
• Understand the Asperger controversy.
• Discuss the ongoing debate regarding changes within the DSM-5.
• Understand that the DSM-5 is a textbook and not the definitive resource for mental health disorders.
• Understand that DSM-5 is not intended for insurance coverage, Court, or the mental health of the community.

About the Course

The learning objectives for this course are as follows:

• Summarize the elements of domestic violence.


• Recognize examples of the forms of abuse that accompany domestic violence.


• Describe possible clues of domestic violence, including behavioral and physical signs.


• Assess cultural elements linked to domestic violence.


• Analyze the purpose and importance of a safety plan.



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.




Rene' N. Ledford, MSW, LCSW, BCBA

Rene' Ledford has over 25 years direct service and executive leadership experience in mental health and child welfare.  Additionally she has extensive experience designing, facilitating and managing workplace learning and performance programs for various not-for-profits and for a nationally recognized leader in customized training and performance contracting.  As Director of Employee Learning and Performance for Children's Home Society of Florida, she is responsible for leading statewide learning and best practice initiatives for over 1900 employees, developing instructor-led and e-learning programs and supporting CHS' Category III trauma grant program. She is also trained in trauma-focused interventions including Child Parent Psychotherapy, Trauma-Focused Cognitive Behavioral Therapy and Parent-Child Interaction Therapy.

Rene' participates on various National Child Traumatic Stress Network-sponsored workgroups including the Secondary Traumatic Stress Collaborative Group and was a contributor for the recently revised Child Welfare Trauma Training Toolkit and PS-MAPP Curricula. She is also a Licensed Clinical Social Worker, Board Certified Behavior Analyst, and Council on Accreditation (COA) Peer Reviewer and is the 2014 President of the Central Florida Chapter of the American Society for Training and Development.




Christopher Cronin, Ph.D.

Dr. Cronin received his BS in psychology at the University of Wisconsin, Madison and an MA and Ph.D. in clinical psychology at the University of Delaware. He completed his internship at the University of California, Davis in the Department of Psychiatry at the University Medical Center in Sacramento. He also completed a Post-doctoral Certificate in Clinical Psychopharmacology at Fairleigh Dickinson University and a MS in criminal justice at Saint Leo University.  He is a licensed clinical psychologist and has held academic positions in Europe, Australia and the United States. He has practiced forensic psychology since 1991 conducting competency to stand trial and criminal responsibility evaluations for the Commonwealth of Kentucky and has conducted over 5000 court-ordered forensic evaluations in the Tampa Bay area. In addition to various journal articles, he is the editor of a textbook titled, Military Psychology: An I

About the Course

This course consists of:

• Describe the difference between attachment and bonding.
  
• Understand how working models of attachment influence a child's perceptions and behaviors.
  
• List and describe the six attachment classification types or styles.
  
• Identify factors including caregiver behaviors that influence a child's attachment style.
  
• Describe symptoms and behaviors associated with reactive attachment disorder.
  
• Distinguish recommended assessment and treatment interventions for reactive attachment disorder from those that may be harmful.
  
• Understand ethical obligations in the provision of attachment-based services.

About the Author




Rene' N. Ledford, MSW, LCSW, BCBA

Rene' Ledford has over 25 years direct service and executive leadership experience in mental health and child welfare.  Additionally she has extensive experience designing, facilitating and managing workplace learning and performance programs for various not-for-profits and for a nationally recognized leader in customized training and performance contracting.  As Director of Employee Learning and Performance for Children's Home Society of Florida, she is responsible for leading statewide learning and best practice initiatives for over 1900 employees, developing instructor-led and e-learning programs and supporting CHS' Category III trauma grant program. She is also trained in trauma-focused interventions including Child Parent Psychotherapy, Trauma-Focused Cognitive Behavioral Therapy and Parent-Child Interaction Therapy.

Rene' participates on various National Child Traumatic Stress Network-sponsored workgroups including the Secondary Traumatic Stress Collaborative Group and was a contributor for the recently revised Child Welfare Trauma Training Toolkit and PS-MAPP Curricula. She is also a Licensed Clinical Social Worker, Board Certified Behavior Analyst, and Council on Accreditation (COA) Peer Reviewer and is the 2014 President of the Central Florida Chapter of the American Society for Training and Development.




Christopher Cronin, Ph.D.

Dr. Cronin received his BS in psychology at the University of Wisconsin, Madison and an MA and Ph.D. in clinical psychology at the University of Delaware. He completed his internship at the University of California, Davis in the Department of Psychiatry at the University Medical Center in Sacramento. He also completed a Post-doctoral Certificate in Clinical Psychopharmacology at Fairleigh Dickinson University and a MS in criminal justice at Saint Leo University.  He is a licensed clinical psychologist and has held academic positions in Europe, Australia and the United States. He has practiced forensic psychology since 1991 conducting competency to stand trial and criminal responsibility evaluations for the Commonwealth of Kentucky and has conducted over 5000 court-ordered forensic evaluations in the Tampa Bay area. In addition to various journal articles, he is the editor of a textbook titled, Military Psychology: An Introduction (2nd ed.) which was translated into Chinese, and author of the textbook, Forensic Psychology: An applied approach (2nd ed.). 

About the Course

The learning objectives for this course are as follows:

• 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.
  
• List some of the prevention programs for eating disorders.

  About the Author

  
  

  Leah K. Kulakowski, MFT

  Leah K. Kulakowski, MFT, a licensed Marriage and Family Therapist, is currently a Doctoral Candidate of Human Development and Family Relations at Florida State University.  She obtained a Master's Degree in Family Therapy from Mercer University, and holds a B.S. in Psychology from Georgia Southern University.  Ms. Kulakowski's extensive experience as a family therapist and clinical program supervisor spans over 20 years.  Since 2007, she has served as the Interim Program Director at Children's Home Society overseeing the Behavioral Health Overlay Services (BHOS) and Post Adoption Marriage Strengthening Program (PAMS).

  
  

  Christopher Cronin, Ph.D.

  Dr. Cronin received his BS in psychology at the University of Wisconsin, Madison and an MA and Ph.D. in clinical psychology at the University of Delaware. He completed his internship at the University of California, Davis in the Department of Psychiatry at the University Medical Center in Sacramento. He also completed a Post-doctoral Certificate in Clinical Psychopharmacology at Fairleigh Dickinson University and a MS in criminal justice at Saint Leo University.  He is a licensed clinical psychologist and has held academic positions in Europe, Australia and the United States. He has practiced forensic psychology since 1991 conducting competency to stand trial and criminal responsibility evaluations for the Commonwealth of Kentucky and has conducted over 5000 court-ordered forensic evaluations in the Tampa Bay area. In addition to various journal articles, he is the editor of a textbook titled, Military Psychology: An Introduction (2nd ed.) which was translated into Chinese, and author of the textbook, Forensic Psychology: An applied approach (2nd ed.). 

About the Course

The learning objectives for this course are as follows:

• Identify the most common types of mental health conditions and issues related to the diagnosis of mental illness in the elderly.
  
• Define the different forms of dementia and describe its causes.
  
• Explain the diagnosis of dementia, identify treatment methods and list prevention techniques.
  
• Compare other forms of dementia with Alzheimer's and other mental afflictions.
  
• Describe the psychosocial factors that affect the elderly, such as living arrangements and cultural influences.
  
• Explain the influence of mental illness in the elderly on both the afflicted person and the caregiver, such as depression, and different prevention strategies.
  
• Identify the different treatments of mental illness in the elderly and prevention, both through therapy and medications.
  
• Solve issues regarding the different services available to assist the elderly mentally ill.

  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.

  
  

  Leah K. Kulakowski, MFT

  Leah K. Kulakowski, MFT, a licensed Marriage and Family Therapist, is currently a Doctoral Candidate of Human Development and Family Relations at Florida State University.  She obtained a Master's Degree in Family Therapy from Mercer University, and holds a B.S. in Psychology from Georgia Southern University.  Ms. Kulakowski's extensive experience as a family therapist and clinical program supervisor spans over 20 years.  Since 2007, she has served as the Interim Program Director at Children's Home Society overseeing the Behavioral Health Overlay Services (BHOS) and Post Adoption Marriage Strengthening Program (PAMS).

  
  

  Wade T. Lijewski, Ph.D.

  With a passion for psychology, child welfare, and quality improvement, Dr. Lijewski has served in various leadership roles within the field of child welfare for over 15 years. He currently serves as a regional director of quality management for a statewide child welfare agency in Florida, an author for Elite Professional Education, and an associate professor for University of Phoenix; teaching psychology courses at the Orlando campus. 

  Dr. Lijewski 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 Flori

Learning Objectives

• Summarize the importance of professional values and ethics in psychology.
• Distinguish between the general principles and the ethical standards of the American Psychological Association’s (APA’s) Ethical Principles of Psychologists and Code of Conduct.
• Describe potential ethical dilemmas.
• Explore methods for analyzing ethical issues.
• Describe what to do when an ethical or boundary violation occurs.
• Review and understand recent scholarship regarding ethical standards and issues surrounding the provision of psychological services via the internet.
• Explore case examples of ethical standards.

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.