Continuing Education For Social Workers in New Jersey

Cyber bullying can be very damaging to adolescents and teens, and even adults. Cyber bullying can lead to anxiety, depression, and even suicide. Also, once things are circulated on the Internet, they may never disappear, resurfacing at later times to renew the pain of cyber bullying. Cyber bullying is a persuasive problem. This course will look at cyber bullying through the lens of varying age groups, from elementary age children, youth, young adults and adults. But as various targeted populations they are not all effected in the same way. Most of the focus of this course will highlight youth, and yet, all ages can be targets of cyber bullying and all can experience psychological pain as a result.


Learning Objectives:

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

This course will define adolescent bullying and describe targeted victims, bullies, bully behaviors, bully causes, as well as intervention and prevention.  The adolescent years routinely covering  twelve (12) through seventeen (17) are critical as a young person recognizes and develops social and emotional skills built upon their earlier childhood experiences.  Adolescence, by its very nature can also be fraught with self-doubt, anxiety and social conflict's particularly when adolescent brains are changing as well.  It's important, when understanding and dealing with bullying, that mental health professionals message this information to teachers, parents and, carefully, with adolescents themselves.  Brain changes during the adolescent years does not excuse bad behavior, but it does explain some of the tendencies inherent in bullying behavior. Mental health professionals can educate and encourage parents, to talk to their children about bullying to ensure they can recognize, prevent or manage bullying.


Learning Objectives:

• Explain the unique aspects of brain growth during adolescence that contribute to bullying.
• Define adolescent bullying.
• Discuss bullying statistics among youth.
• Identify youth bullying populations.
• Describe the warning signs of targeted victims.
• Discover how depression is tied to adolescent bullying.
• Identify bullying behaviors.
• Discuss various causes behind bully behavior.
• Explain adolescent bullying prevention and intervention with youth, parents and schools.

Abnormal psychology has both intrigued and challenged those within the social work and mental health communities for many years.  In this course, we will discuss the treatment and the dialogue regarding antisocial personality disorders and psychopathy within both the DSM-5 and the International Classification of Diseases (ICD).  We will compare and contrast their differences and their similarities, and will detail the unique markers of each.  The risk factors, causes and the diagnoses of these disorders will also be explained.  Organizations that provide support and education for the study, advancement and the treatment of personality disorders will be provided.   A variety of treatments will be described: pharmacological treatments, physical treatments and behavior therapy treatments.  Upon completion of this course, the learner will have a better insight and understanding into these disorders and will possess the knowledge to better identify and offer solutions for treatment.  

Learning Objectives:

• Define antisocial personality disorder and psychopathy.
• Identify DSM-5 and ICD criteria for the diagnosis of antisocial personality disorders.
• Discuss the etiology of antisocial personality disorder.
• Define the characteristics of antisocial personality disorder.
• Discuss the types of disordered thought patterns that are held by clients with antisocial personality disorders.
• List both risk and protective factors for antisocial personality disorders and psychopathy.
• Identify assessment methods for anti-social personality disorder.
• Discuss social work guidelines for working with clients diagnosed with antisocial personality disorders.
• Explain treatment modalities for antisocial personality disorder and psychopathy.

The impact on society from Anxiety Disorders is enormous. In particular, those with anxiety disorders tend to have physical issues resulting from their anxiety which mimic a variety of physical ailments. Therefore, persons with anxiety disorder spend $42 billion dollars a year due to anxiety disorder; $22.84 billion of that is spent seeking treatment for physical problems that have mimicked anxiety symptoms, instead of seeking treatment for the real cause-underlying anxiety. It is important, however, to differentiate between ordinary life stressors and true anxiety. For example, stress experience as "butterflies in the stomach" before giving a speech or a presentation is normal; however, being so afraid to speak before a group that one resigns from a job rather than give a speech is a more serious form of anxiety. 


Learning Objectives:

• Identify the DSM-5 diagnostic criteria for each type of anxiety disorder.
• Describe the assessment tools used to identify the subcategories of anxiety disorders. 
• List the symptoms of the subcategories of anxiety disorders.
• Discuss strategies that parents can use to assist children with anxiety disorders. 
• Explain the different classes of medications used to treat each type of anxiety disorder.
• Discuss therapeutic treatment models used specific anxiety disorders.

A growing number of children are being diagnosed with autism spectrum disorders (ASD), prompting a need for mental health professionals to learn more about these developmental disorders.  The Centers for Disease Control and Prevention (2012) estimates that 1 in every 88 children (11.3 per 1,000) has been identified with an autism spectrum disorder (ASD). This course will review the updated criteria and information from the latest revision of DSM, the DSM-5.  The new criteria gives improved descriptions and organization of key features, emphasizes the dimensional nature of autism, provides on diagnostic label with individualized specifics and allows for an assessment of the individual's need to support.  The DSM-5 combines the previously separate subtypes of autistic disorder- Asperger syndrome and pervasive developmental disorder not otherwise specified (PDD-NOS) into one diagnosis of autism spectrum disorder (ASD). 


Learning Objectives:

• 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.

Bullying in children and youth has become excessively widespread and aggressive in the 21st century. Bullying behavior causes a harmful social, physical, psychological and academic impact on personal well-being in very young children to older teenagers. Furthermore, through their own actions and inaction of others who hold responsible roles, bullies learn that antisocial behavior and exerting control over others is acceptable and that it works. Bullying creates an atmosphere that is unhealthy for everyone. It interferes with child and youth development and can lead to suicide and school violence.

The consequences of being either a victim or perpetrator of bullying are severe. Victims have suffered life-long depression and have even committed suicide. In addition, a National Crime Prevention Council (2014) study indicates that 60 percent of bullies had committed at least one criminal act by the time they were 24 years old. Early intervention is a must for both victims and bullies.

Learning Objectives:

• Describe bullying as it applies to children and youth.
• Assess the characteristics of child and youth bullies.
• Analyze the various forms of bullying 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.

Over the past two decades, depression and anxiety have been steadily increasing among adolescents in the United States.  This course will delve into the phenomenon of childhood and adolescent anxiety and depression and will offer a closer look into the study of the brain, genetics, assessments and pharmacological as well as behavior treatment protocols.  Upon completion of this course, the learner will better understand these disorders and have better knowledge for early assessment, detection and treatment.


Learning Objectives:

• State the definitions of depression and anxiety.
• Define the prevalence rates of various forms of depression and anxiety in children and adolescents.
• Explain four types of depression and anxiety in children and adolescents.
• List five symptoms of depression and anxiety.
• Compare and contrast symptoms of depression and anxiety. 
• Describe five causes for depression and anxiety. 
• Identify medications to treat depression and anxiety.
• Explain FDA warnings for the use of these medications with adolescents.
• Define the types of therapy used to treat depression and anxiety.
• List strategies that can be used by a family to support depressed or anxious children or adolescents. 
• State five ways parents can build resilience in their child to prevent anxiety and depression.
• Describe the negative consequences of untreated depression and anxiety.
• List strategies to prevent depression and anxiety in adolescents.
• Name three programs included in the Affordable Care Act that address anxiety and depression.

Domestic Violence has no age, gender, social, ethnic, geographic, education, economic, or race boundaries. There is no typical victim, yet it affects the health and well being of all persons involved in the crime. The following course discusses the subject of spousal/partner abuse, including assessment, detection, intervention strategies, community resources, cultural factors, and same gender abuse dynamics.

There are also secondary victims to domestic violence, including family members, friends, co-workers, other witnesses, and the community at large.  It can have a heavy impact on witness and bystanders, and serious effects on children who grow up witnessing domestic violence.   Frequent exposure to violence can predispose children to numerous social and physical problems, acclimating them to this type of lifestyle and normalizing abusive behavior.  This vastly increases their risk of becoming both victims and abusers themselves.

Learning Objectives:

• 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.
• Discuss special issues addressed by lesbian, gay, bisexual, transgender, queer & questioning (LGBTQ) people who perpetrate or experience domestic violence.
• 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

Mental health of older adults can be improved through promoting active and healthy ageing. Mental health-specific health promotion for the older adults involves creating living conditions and environments that support wellbeing and allow people to lead healthy and integrated lifestyles.  The numbers of persons 65 and older will soon be unprecedented in our cultural history in the United States.  Social services communities will be largely unprepared to handle large numbers of elderly persons with mental illness. The previous lack of large numbers of elderly persons with mental illness has also left researchers with few studies that are comprehensive enough to establish "best practices" for treating mental illness in this population.  Some mental health professionals, including researchers, have now recognized the increasing numbers of elderly persons with mental illness and are calling for more research, as well as establishment of best practices.

Learning Objectives:

• 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.

Substance abuse detoxification first became available to the general public about 30 years ago. Prior to that time, persons wanting to cease the use of alcohol or other mood-altering substances were forced to undergo withdrawal with little or no medical intervention. Changes in the medical field, in perceptions of substance abuse and addiction, and in social policy transformed the way that people with dependency on drugs, including alcohol, were viewed and treated.  The ASAM National Practice Guideline for the Use of Medications in the Treatment of Addiction Involving Opioid Use, published in 2015, will be used to clarify the assessment and treatment of clients experiencing opioid withdrawal.


Learning Objectives:

• Identify the guiding principles of withdrawal management.
• List and explain the Diagnostic and Statistical Manual of Mental Disorders’ (DSM-5) criteria for substance use and addictive disorders.
• Explain the levels of care and patient treatment from the current ASAM Criteria; Treatment Criteria for Addictive, Substance-Related, and Co-Occurring Conditions (2013). 
• Analyze the biomedical and the psychosocial components of withdrawal management for substance use and addictive disorder.
• Identify strategies for client engagement, treatment, and recovery for each class of drug.
• Describe elements of a biopsychosocial screening and assessment for withdrawal management purposes.

This course covers the interaction between neurotransmitters and addictive substances, and how they alter neurotransmission, thinking and behavior. Learners will review research methodologies on neurotransmission and drug interaction, as well as recent scientific findings. Drug and alcohol use disorders affect the way people think, feel and behave, resulting in devastating long-term emotional and financial cost to those affected as well as our overall society.  Overall, the addiction field has gathered a substantial body of research identifying specific drugs' effects on neurotransmission, establishing that drug dependence and addiction are elements of organic brain disease. By altering neurotransmission, addictive drugs produce effects that make people want to continue to abuse them, and induce health problems that can be penetrating and long term.


Learning Objectives:

• Define neurotransmission in the context of drug use and research.
• Describe the neurotransmitter-neurotransmission interaction.
• Identify and discuss different research methodologies to assess neurotransmission in addiction disease.
• Analyze certain medication and behavioral management interventions.
• Identify neurotransmitters and how drugs impact them.
• Explain changes to the Criteria for Substance Dependence and Abuse in the new DSM-5.
• Describe the long-term effects of drug use.

This course provides an overview of mental health disorders and strategies to assist social workers in helping clients cope.  The course includes applicable information on the incidence and prevalence, risk factors, and causes of some of the most common types of mental health disorders: Major depression, bipolar disorder, generalized anxiety disorder, schizophrenia, obsessive compulsive disorder, post-traumatic stress disorder, and phobias.  Completers will gain knowledge and actionable information on the diagnoses and treatment of these disorders and learn about the medications that assist in treatment.  The course provides assessment tips and client care considerations for immediate application with mental health clients in the social work profession. 


Learning Objectives:

• Review and discuss the role of the social worker in mental health care.
• Identify the prevalence of mental disorders.
• Review assessment tools for specific mental health disorders.
• Define and list the DSM-5 diagnostic criteria for depressive disorder, bipolar disorder, anxiety disorder, trauma and related stress disorder, obsessive compulsive disorder, and schizophrenia.
• Identify risk factors and possible etiology for these mental health disorders.
• Explain risk factors and warning signs of suicide in clients with mental illness.
• Identify and discuss evidence based treatment interventions and client care for the identified mental health disorders.
• List and explain the pharmacology treatment for each disorder
• Identify and discuss psychosocial therapy options for each disorder.

Narcissism has been examined by mental health professionals for years, and yet something has occurred recently within our society that seems to have blurred narcissism traits with the clinical diagnosis of narcissistic personality disorder (NPD) and accepted societal behavior. Recently, a shift has occurred in shared cultural values toward narcissism and self-admiration and some of these traits have become social norms. This course will discuss NPD in detail and examine the characteristics of people with the disorder, as well as the treatment, including ways to support those affected by someone with the disorder.


Learning Objectives:

• Define narcissistic personality disorder (NPD) in the Diagnostic and Statistical Manual of Mental Health Disorders, fifth edition (DSM–5).
• Identify symptoms of NPD.
• List the diagnostic criteria for NPD from the DSM–5.
• Compare NPD to other Cluster B personality disorders outlined in the DSM–5.
• Describe the personal and work relationship dynamics of individuals with NPD.
• Discuss current research on individuals with NPD.
• Describe treatment for individuals with NPD.

For many years, there has been ongoing controversy about what oppositional defiant disorder actually is and the prevalence of it; furthermore, there have been disagreements to whether or not oppositional defiant disorder is the same as conduct disorder.   The 2013 edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) offers both emotional and behavioral symptoms in the criteria for the diagnosis of oppositional defiant disorder.   This course reviews the symptoms associated with Oppositional Defiant Disorder, and discusses comorbid disorders often present with ODD, as well as identified risk factors.  This course lists the tools for assessment of the disorder and offers suggestions to different approaches, therapies and behavior modifications.  Upon completion of this course, the learner will have a better understanding about what ODD is, how it is treated as well as the actions that do not work for behavior improvement.   This course demonstrates that while there is no perfect approach for the treatment of oppositional defiant disorder, studies have shown that 67 percent of children diagnosed with the disorder who received treatment were doing well three years later at their follow ups.

Learning Objectives:

• Define "oppositional defiant disorder" (ODD).
• List the symptoms and diagnostic criteria for (ODD) from the DSM-5.
• Identify common comorbid disorders.
• Explain causative risk factors in the development of oppositional defiant disorder.
• Identify assessment tools used to evaluate ODD.
• Define the four-factor model that influences the development of ODD
• Discuss parental factors in ODD development.
• List and define evidence-based treatment for ODD in children and adolescents.
• Explain strategic family therapy.
• Discuss interventions in solution-focused therapy.