Continuing Education For Social Workers in New Jersey

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.

“Enabling” is a term that is frequently used in 12-step recovery programs. It is applied to describe the behavior of family members -or other loved ones - who habitually rescue an addict (or an individual engaged in otherwise harmful activities) from the consequences of his or her own self-destructive behavior. In this course, we will discuss common examples of enabling and how they affect all individuals involved. The treatment for enabling behavior is complex and involves addressing the entire family as part of the treatment. Upon the completion of this course, the learner will better understand what enabling is, how it affects the dynamic of the family, how best to identify and manage the behavior, as well as what type of intervention and level of support is needed to diminish the enabling behaviors to help addicts overcome their addictions.


Learning Objectives:

• Summarize the elements of enabling behavior.
• Explore the definition and research on codependency.
• Review and understand the various family dynamics related to enabling behavior.
• Explain the different techniques to address and stop enabling behavior (from the perspective of a counselor dealing with addiction and enabling and the perspective of the person who is enabling a loved one).
• Describe the existing myths about enabling behavior and the myths about therapy.
• Employ the various elements of confrontation and illustrate how to use them.

It is safe to assume that all soldiers are impacted by their experiences in war. For many, surviving the challenges of war can be rewarding, maturing, and growth-promoting (e.g., greater self-efficacy, enhanced identity and sense of purposefulness, pride, camaraderie, etc.). Conversely, the demands, stressors, and conflicts of participation in war can also be traumatizing, spiritually and morally devastating, and transformative in potentially damaging ways, the impact of which can manifest across the veteran's lifespan. Needless to say, each veteran will have a highly individualized and personal account of what happened to him/her and what he or she experienced or witnessed in war. Each veteran will also reveal a unique set of social, psychological, and psychiatric issues and problems. At the end of the day, the most important initial needs of returning veterans are to be heard, understood, validated, and comforted in a way that matches their personal style. Every war is unique in ways that cannot be anticipated. There is much to be learned by listening carefully and intently.


Learning Objectives:

• Describe the kinds of war zone stressors soldiers are confronted with in modern war;
• Assess the presenting symptoms of the modern war veterans;
• Facilitate conventional mental health treatment vs. treatment for modern war soldiers;
• Describe the characteristics of combat fatigue casualties and combat stress reactions; and
• Analyze the combat stress reactions of acute stress disorder and post-traumatic stress disorder.

In this course, we will discuss the complexity of human relationships by examining the factors associated with extramarital affairs. This course will look into the demographic characteristics, personality trait trends, the myths and the realities, as well as the typologies of extra-marital affairs. The impact and the treatment of the affair will be summarized, as well as specific stages assessing and addressing its effect on the relationship while examining the context, and helping individuals and couples to move on from the damage. This course will also discuss the ever-increasing prevalence and complexities of cyber-affairs. Upon the completion of the course, the learner will have a better understanding of all aspects of infidelity, as it relates to the fields of mental health counseling and social work professions.


Learning Objectives:

• List the factors associated with an increased risk of infidelity.
• Identify individual characteristics that may play a role in the increased likelihood of engaging in an affair.
• Define extramarital affairs.
• List the five different types of affairs.
• Identify the myths surrounding affairs.
• Compare and contrast the central arguments between the moral view of affairs and the function of an affair from a relational perspective.
• Identify the considerations that all clinicians should understand before working with a couple who has experienced an affair.
• Explain the three stages of treating an affair.
• List the six stages of recovery for the spouse of the sexual addict.
• Define the "split self" and the split-self affair.
• Outline the basic stages of treating the split-self affair.
• Identify reasons why cyber-infidelity is an easy situation for some people to engage in.

This course familiarizes professionals with fundamental information regarding heroin addiction, how it occurs, and its physical and psychologic impact, and defines terminology relative to treatment of heroin users and abusers. Completers gain applicable knowledge regarding treatment of the short-term and long-term effects of the drug and prevention strategies that can be immediately applied in the social work profession when servicing patients. The course provides social workers with tips and techniques for treating chronic abuse, heroin overdose, and helping users navigate through recovery and therapy. This course provides the statistical background of heroin addiction and death in the United States and the escalation and causation of addiction since the 1850's. The review includes evidence-based treatment and prevention programs and current trends in progress to advance prevention and treatment of the disease.


Learning Objectives:

• Explain the effects of heroin on the brain.
• Identify the diagnosis, signs and symptoms of heroin use disorder.
• Explain the psychological and physical effects of short-term and chronic heroin use.
• Identify medication management protocol to treat heroin use disorder.
• Describe the criteria and progression for the five levels of care.
• Discuss evidence-based therapies to treat heroin use disorder.
• List and explain prevention strategies.

The roles of social workers within the support systems of those living with HIV/AIDS are numerous and diverse. This course will review the current trends of HIV within the United States, discuss various preventative measures to reduce transmission, detail the symptoms of HIV, as well as incite the need to eliminate the stigma associated with this virus. It will examine the ethics of the social worker and treating a client with HIV. We will also review various prevention, outreach and education initiatives to help increase awareness of HIV/AIDS and to promote scientific research, on-going clinical trials and the advancements in antiretroviral drug treatment. After completing this course, the learner will have a better understanding of all aspects of HIV/AIDS as it applies to the social work profession.


Learning Objectives:

• Identify and describe populations with statistical rates of HIV in the U.S.
• Explain factors that lead to the increase in new HIV cases.
• List and refute myths and stigma surrounding the transmission of HIV.
• Explain the effects of HIV on the cellular system and process.
• Describe preventative measures to reduce HIV transmission.
• Explain the laws designed to protect clients with HIV
• Discuss the role of the social worker to support clients in prevention and treatment of HIV.
• Identify the components of advocacy for clients, education to reduce new cases, and promotion of social justice in social work.
• Explain current treatment methods including medication and psychosocial methods.

Prescription drug abuse is the nation's fastest growing drug problem. The three classes of powerful prescription medications for relieving physical and emotional pain often lead to dependence and abuse. The prevalence rates for prescription drug abuse continue to increase, shown by the rate of illegal prescription drug sales, arrests, convictions, addiction, treatment admissions, emergency room visits and overdose deaths. Prescription medications - pain relievers, central nervous system (CNS) depressants (tranquilizers and sedatives) and stimulants - taken by someone other than the patient or other than prescribed can produce serious and harmful health consequences, including dependence, addiction, overdose, withdrawal symptoms or death.


Learning Objectives:

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

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.

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.

This course will discuss myths and facts about sexual abuse of children and youth, as well as the different types of abuse. It will discuss dealing with the shock of disclosure and coping with the emotional impact of navigating the legal system. This course also provides other resources that can help parents keep their children and youth safe. It also includes information on understanding sexual development in children and how to talk to children about sexual issues and body safety, as well as information for teens on acquaintance rape and how to reduce their risk of victimization.

Learning Objectives:

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

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.
  

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.