Continuing Education For Social Workers in Wisconsin

About the Course

• Explain the importance of professional values and ethics in social work practice.
• Identify the role and impact of law in social work practice.
• Define and distinguish between problematic and non-problematic boundary issues in social work practice.
• Describe ways that social workers can prevent unethical or illegal behaviors in daily practice.
• Explain issues of cultural competence and social diversity in social work.
• Identify the elements and conditions of informed consent.
• Summarize the basic requirements of HIPAA and the Privacy Rule as it relates to practice.
• Identify a protocol for ethical decision-making.

About the Author

Deborah Converse, MA, NBCT

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

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

About the Author

Our courses are written by Kathryn Brohl, MA, LMFT and Rene Ledford, LCSW, and board certified behavior analyst.

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

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

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

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

About the Course

• Discuss the history of existentialism in social work practice.
• Combine the existential social work approach with contemporary social work settings.
• Discover at least five therapeutic concepts related to the existential social work approach.
• Apply at least five therapeutic techniques related to the existential social work approach.

About the Author

John Mendez, PhD, LCSW, BCD, CAP

About the Course

This course consists of:

• 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; and
• Explain five strategies for the prevention of prescription drug abuse.

About the Author

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

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

About the Course

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

About the Author

Wade 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 a regional director of quality management for a statewide child welfare agency in Florida.

About the Course

Learning Objectives

• List five diagnostic criteria for oppositional defiant disorder (ODD).
• Define the three components of oppositional defiant disorder.
• Identify two of the most common comorbid disorders.
• List three common risk factors in developing oppositional defiant disorder.
• Explain now genetics may play a role in the development of oppositional defiant disorder.
• Name three assessment tools used to diagnose ODD.
• List three evidence-based practices for treating ODD.
• Explain two ways parents give power away, according to strategic family therapy.
• Discuss four theoretical assumptions of solution focused therapy.
• List at least two tasks assigned in solution focused therapy.
• Outline the role of the reflection team.
• Identify the best treatment by age group for oppositional defiant disorder.

About the Author

Leah Walker, PhD, LMFT

About the Course

• Describe the prevalence of non-suicidal self-injury (NSSI) cutting across gender, age, socio-economic status and cultures.
• Identify the warning signs that may indicate NSSI cutting.
• List and describe four factors associated with the etiology of NSSI.
• Explain three types of treatment for NSSI.
• Identify four strategies that can be used to prevent NSSI.
• Discuss the connection between the media, culture and self-injury.

About the Author

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

About the Course

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 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 Author

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

About the Course

• Recognize the elements of human motivation.
• Explore motivational theories and theorists.
• Learn how motivation in the workplace affects an organization.
• Identify elements that serve as common barriers to increasing motivation.
• Understand the effect of culture on motivation in the workplace.
• Discover tools and techniques used to motivate employees.
  

About the Author

Wade 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 a regional director of quality management for a statewide child welfare agency in Florida.

About the Course

This course is designed to help you:

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

About the Author

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

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

About the Course

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

About the Author

Dennis Portnoy, MFT

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

About the Course

• Review the incidence and prevalence of mental illness among adults in the United States.
• Describe the effects of mental illness.
• Define major depression.
• Differentiate among the different types of depressive episodes.
• Discuss the incidence and prevalence of major depression.
• List risk factors of depression.
• Explain the possible causes of major depression.
• Describe how major depression is diagnosed.
• Discuss the risk of suicide in clients who are depressed.
• Discuss the treatment interventions for major depression.
• Identify important client care considerations pertaining to major depression.
• Define bipolar disorder.
• Differentiate among the different types of bipolar disorder.
• Discuss the incidence and prevalence of bipolar disorder.
• Explain the possible causes of bipolar disorder.
• Describe how bipolar disorder is diagnosed.
• Evaluate treatment options for bipolar disorder.
• Identify important client care considerations pertaining to bipolar disorder.
• Define generalized anxiety disorder (GAD).
• Discuss the incidence and prevalence of GAD.
• Describe the probable causes of GAD.
• Discuss the process of diagnosing GAD.
• Review treatment options for GAD.
• Identify important client care considerations pertaining to GAD.
• Define schizophrenia.
• Describe the different types of schizophrenia.
• Review the incidence and prevalence of schizophrenia.
• Identify possible causes of schizophrenia.
• Discuss how schizophrenia is diagnosed.
• Describe treatment options for schizophrenia.
• Identify important client care considerations pertaining to schizophrenia.
• Define obsessive compulsive disorder.
• Discuss the incidence and prevalence of obsessive compulsive disorder.
• Identify possible causes of obsessive disorder.
• Explain how obsessive compulsive disorder is diagnosed.
• Evaluate treatment options for obsessive compulsive disorder.
• Discuss client care considerations for clients with obsessive compulsive disorder.
• Define post-traumatic stress disorder.
• Discuss the incidence and prevalence of post-traumatic stress disorder.
• Explain the probable causes of post-traumatic stress disorder.
• Describe how post-traumatic stress disorder is diagnosed.
• Evaluate the treatment options for post-traumatic stress disorder.
• Identify key client care considerations for the client with post-traumatic stress disorder.
• Review the role of healthcare professionals in mental health care provision.
• Define phobias.
• Review the causes and incidence of phobias.
• Discuss the diagnosis of phobias.
• Describe treatment interventions for phobias.
• Identify client care considerations for persons dealing with phobias.
• Review assessment tips for the mental health client.
  

About the Author

Adrianne E. Avillion, D.Ed., RN,

Adrianne E. Avillion, D.Ed., MSN, RN, is an accomplished nurse educator and published medical education author. Dr. Avillion earned her doctoral degree in Adult Education and her MS from Penn State University, along with a BSN from Bloomsburg University. Adrianne has served in various nursing roles over her career in both leadership roles and as a bedside clinical nurse. She has published extensively and is a frequent presenter at conferences and conventions devoted to the specialty of continuing education and nursing professional development.

About the Course

• Identify common types of mental health disorders in the aging population.
• Explain etiology and factors that influence the development of mental disorders among aging groups.
• Discuss how culture influences mental health among the aging population.
• Describe assessment and treatment methods for mental disorder in the aging population.
• Identify the role of social worker to promote mental health in the aging population.
• List prevention and intervention programs to address mental health in the aging population. 

 

About the Author

Leah K. Walker, L.M.F.T., PhD

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

About the Course

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

About the Author

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

About the Course

1. Describe the four components of sexual and gender identity.
2. Explain the difference between biological sex, gender identity, gender expression and sexual orientation.
3. Define what each element of the acronym LGBTQQI refers to.
4. Utilize ten specific guidelines to improve practice with transgender clients.
5. Identify three barriers to mental health for LGBTQQI persons.
6. List five essential qualities of LGBTQQI culturally competent practitioners in order to provide appropriate treatment.

About the Author

Alison R. Solomon, MSS, LCSW

• Identify the risk factors that may predispose youth to violent behavior and gang
• Review theoretical perspectives on the etiology of youth violence and gang affiliation.
• Discuss protective factors to prevent gang involvement.
• Identify methods of treating co-occurring mental disorders and substance disorders among youth offenders.
• Review and discuss effective models to prevent gang affiliation.
• Explain the framework to conduct needs assessment and to plan, implement and evaluate prevention programs.

About the Author

Wade Lijewski, PhD

• Define intimate partner violence (IPV) and include strategies for identification and screening.
• Identify the mental health practitioner's professional responsibility to assist and support intimate partner and domestic violence victims.
• Summarize procedures for the prevention and the intervention of IPV and domestic violence.
• Discuss the cycle of violence and its impact on children and families.
• Explain the factors that impact a victim's ability to leave an abuser.

About the Course

• Discuss the behavioral and psychological impact of Internet addiction;
• Apply criteria necessary for a DSM-5 diagnosis of gambling disorder;
• Analyze similarities between Internet addiction and obsessive/compulsive disorders;
• Identify factors that may lead to the development of an Internet addiction;
• Explain examples of inappropriate thought patterns that may lead to Internet sexual and gambling addictions;
• Discuss pharmacological and psychotherapy treatments that have proven effective for treating Internet sexual and gambling addictions;
• Assess negative aspects of social networking;
• Identify prevalence rates of Internet addiction by age, gender and socioeconomic variables;
• Discuss biological, social and environmental factors that may predispose an individual to an Internet sexual addiction;
• Explain biological, social and environmental influences on the development of an Internet gambling addiction;
• Analyze unique factors of Internet sexual addictions as compared to other forms of addiction;
• Discuss federal laws and sanctions on Internet child pornography; and
• Apply prevention strategies for Internet addiction.

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

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.). 

• Identify professional standards and ethical guidelines for telemental health service in social work, counseling, and marriage and family therapy.
• Define types of telemental health technologies, including asynchronous email/message posting, synchronous digital communication, video-teleconferencing, mobile devices and other electronically supported delivery.
• Discuss evidence-based research that supports the use of telemental health service delivery for mental health disorders.
• Explain theory integration of telemental health services.
• Compare and contrast the efficacy of telemental health and one-on-one, in-person services.
• Discuss assessment procedures to inform the decision to use telemental health service delivery.
• List and explain the components of risk management, including informed consent, confidentiality, privacy and security of electronic information, state law, HIPAA, HITECH rules, and emergency planning to protect client welfare.
• Review and discuss closure and termination of telemental health services based on ethical practice and risk management components.
• Discuss the implementation of telemental health service delivery to prevent client dependency and resulting psychological problems.
• Explain professional ethics that apply to business and marketing components of telemental health services.

• Identify turnover and retention issues in the general workplace.
• Review and discuss strategies to improve factors of job satisfaction, and effectively commit to retention in the workplace.
• Define organizational justice as it impacts workplace retention.
• Explain workplace retention theories and their applications.
• Identify tools and techniques that leaders, managers and organizations can implement to improve retention rates.

About the Course

This workshop is designed to help you:

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

About the Author

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

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

About the Course

Upon completing this course, the learner will be able to:

1.   Distinguish between a 504 Plan and an Individualized Education Plan (IEP).

2.   Select the course of action that would be in the best interest of your client.

3.   Describe the importance of having a working knowledge of a child’s school experience.

4.   Explain two ways to establish appropriate boundaries between a clinician and school staff.

About the Author

Megan Sylvester, LCSW

Megan Sylvester has over 20 years of experience as a Social Worker in a variety of locations from a Children’s hospital to a Child Center.  She has been within schools as both a classroom teacher and leading into a focus on Special Education.  She is passionate about education and training and has provided guidance to other professionals from all sectors of the mental health profession. She enjoys utilizing what she has learned in her many years of education and experience to produce quality professional development material for social workers, psychologists and mental health clinicians.

• 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 psychological 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 biopsychsocial screening and assessment for withdrawal management purposes.

About the Course

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

About the Author

Alison Solomon

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

About the Course

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

About the Author

Alison R. Solomon, MSS, LCSW

A skilled writer, presenter, trainer and clinical social worker,  Alison Solomon has over 25 years of experience as an administrator, writer, adjunct faculty, psychotherapist, consultant and frontline worker. She has published chapters and articles in numerous professional publications, has presented at both national and international conferences and has trained professionals from all sectors of the mental health profession.

About the Course

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

About the Author

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

About the Course

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

About the Author

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

About the Course

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

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

• Describe the scope of illicit prescription drug and street drug use.
• Identify the national strategies to address the epidemic of illicit drug use.
• List the NASW standards for social work practice with clients who have substance use disorders.
• Explain opioid use disorders, effects on the body and treatment options.
• Describe cocaine and crack substance use disorders, effects and treatment options.
• Define stimulant use disorders, effects and treatment options.
• List commonly abused hallucinogens and inhalants, their effects on the body and treatment options.
• Describe the increase in cannabis and hashish use, the drugs’ effects on the body, treatment and cannabis use disorders.
• List and define new psychoactive substances and the “other and unknown” use disorders that result from unclassified illicit substance use.
• Explain the DSM-5 criteria to diagnose a substance use disorder from mild to severe.

Kathryn Brohl, MA, LMFT and Rene Ledford, MSW, LCSW, BCBA

About the Course

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

About the Author

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

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

• List and discuss statistics for adolescent suicide, including prevalence among diverse populations.
• Explain the correlation between mental health diagnosis in the DSM-5 and adolescent suicide. 
• Identify assessment and screening tools for adolescent depression and suicide.
• Discuss factors in the etiology of adolescent suicidal behavior.
• Explain the relationship between non-suicidal self-injury behaviors in adolescents and suicide attempts.
• Identify the effects of suicide on family members, support personnel and peers.
• Discuss suicide prevention and treatment modalities for adolescent clients.

About the Course

This course is appropriate for social workers, professional counselors, licensed mental health clinicians and psychologists. 

Learning Objectives

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

• Demonstrate the benefits of providing trauma-informed care to all older adults.
• Give 10 examples of trauma older adults may have experienced.
• Describe differences between immediate reactions and later reactions to trauma.
• Identify five ways in which aging can trigger PTSD.
• Delineate the three main elements incorporated in trauma-informed care.
• Develop ideas for incorporating trauma-informed care into their practice.

About the Author

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

About the Course

Learning Objectives

• Define the key areas of controversy over online therapy.
• List the major types of online therapy modalities.
• Explain the findings of at least two studies on the efficacy of online therapy.
• Identify the findings of two studies comparing outcomes of online to face-to-face therapy.
• List at least two benefits perceived by patients in online therapy settings.
• Describe two complaints that patients have had about online therapy.
• Discuss two benefits to online therapy as perceived by therapists.
• Explain the biggest frustration that therapists have regarding online therapy.
• Define the ways in which distance creates unique ethical dilemmas.
• List at least three ways therapists can protect clients and themselves in online situations.
• Be able to define at least three common themes in all the professional codes of ethics.
• Explain two suggestions for practice that can overcome some of the inherent issues in online therapy.

About the Authors

Leah Walker, MFS, LMFT and Chad Hagans, PhD

About the Course

This workshop is designed to help you:

• 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.
• Analyze the combat stress reactions of acute stress disorder and post-traumatic stress disorder.

About the Author

Brett Litz, Ph.D. and Susan M. Orsillo, Ph.D.

About the Course

• List demographic factors associated with increased risk of infidelity.
• Identify two individual characteristics that may play a role in the increased likelihood of engaging in an affair.
• Define what does and does not constitute infidelity.
• List the five different types of affairs.
• Compare and contrast the central argument between the moral view of affairs and the function of an affair from a relational perspective.
• Identify three considerations 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.
• Discuss the meaning of the "split self" in referring to the split-self affair.
• Outline the basic stages of treating the split-self affair.
• Identify four reasons why cyber-infidelity is an easy situation for some people to engage in.

About the Author

Leah Walker, Ph.D., LMFT

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

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

• Define the characteristics of a healthy relationship
• Explain how toxic behaviors and unhealthy relationships affect the well-being of clients.
• Recognize triggers and or red flags in unhealthy relationships.
• Discuss stages of change and reasons why relationships progress or regress.
• Illustrate evidence-based practice theories and standardized measuring tools to treat unhealthy relationships.
• Analyze client’s growth and development of unhealthy relationships to help strengthen understanding.
• Apply helpful questions to assess client’s support system, coping skills, and goals.

About the Course

Upon completion of this course, the student will master the following objectives:

• Discuss the composition and properties of three types of heroin and the effect of the drug on the brain.
• Identify three ways heroin is introduced into the body and compare and contrast the effects of the three types of transmission
• Describe two categories of signs and symptoms of heroin use and give four examples of each.
• Explain the differences between the psychological and physical effects of short-term and chronic heroin use, and give four examples of each.
• Discuss immediate and long-term treatment methods and including three evidence-based therapies to treat heroin use.
  

About the Author

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

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

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

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

About the Course

After completing this course, learners will be able to:

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

About the Author

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

• Define organizational culture.
• Recognize five identifying factors of healthy workplaces.
• Identify the embedded challenges in creating healthy mental health workplaces.
• Determine leadership characteristics that help define healthy workplace cultures.
• Understand primary leadership models.
• Identify strategies to promote healthy workplace cultures.
• Discuss embedded historic principals that drive current mental health social structures.
• List employee responsibilities.
• Discuss the importance of transparent communication within healthy mental health workplaces.

About the Course

• 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.

About the Authors

 Leah K. Walker, L.M.F.T., PhD, and Rene Ledford, MSW, LCSW, BCBA

1. Define chronic illness and explain variances in definitions.
2. Discuss the relationship between a chronic illness and depression.
3. List the four most prevalent chronic illnesses in the United States and what characteristics people have who are most at risk for developing these illnesses.
4. Describe how knowledge of grief and its relationship to chronic illness can enhance professional practice.
5. Summarize best practices in screening for depression when a person receives a diagnosis of a chronic illness. 
6. Define palliative care and explain how its services can help patients when comorbid depression is present.

About the Course

• 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 Author

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

About the Course

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

About the Author

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

About the Course

This course is designed to help you:

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

About the Author

Leah K. Kulakowski, MFT

Leah 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).

About the Course

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

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

About the Author

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

About the Course

1.  Define "complicated grief," "prolonged grief disorder" and "persistent complex bereavement disorder."
2. Describe criteria for establishing a DSM-5 diagnosis for clients who present with complicated grief symptoms.
3. Describe typical "normal" grief reactions and one or more "tasks" of grieving.
4. List two criteria for diagnosing complicated grief.
5. Describe the prevalence of complicated grief among different populations.
6. List two risk factors for complicated grief.
7. Describe at least two sub-categories of complicated grief.
8. List two common reactions to traumatic grief.
9. Give examples of "companioning" and "maintaining an ongoing relationship with the deceased."
10. Compare interpersonal psychotherapy intervention techniques with complicated grief intervention techniques.
11. Give an example of a complicated grief assessment tool.
12. Describe a common theme that grieving children express.

About the Author

Rita Milios, LCSW, is a psychotherapist, author and workshop presenter who maintains a private practice in Kissimmee, Florida, assisting clients with grief and other mental health issues. As a former complicated grief therapist for a hospice center, Milios has extensive experience with grief work, and has authored several books and articles related to grief issues. She has presented workshops on grief topics for counselors, therapists and social workers at conferences nationwide. Milios received her MSW degree from Ohio State University in 1999 and has been independently licensed since 2001.

About the Course

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

About the Author

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

About the Course

Learning Objectives

• Trace the history of marijuana as a medical treatment.
• Identify six medical conditions currently being researched for treatment with marijuana.
• Define two specific components of marijuana being researched for treatment and corresponding medical conditions.
• Discuss the evidence-based research concerning potential side effects to date.
• Explain three forms of administration of medical marijuana and the advantages or disadvantages of each.
• Discuss two FDA-approved medications with components of marijuana and explain their use.
• Review the research data on medical marijuana as a treatment for posttraumatic stress disorder (PTSD).
• Analyze the research on marijuana in treating epilepsy, including the outcomes and impact of side effects.
• Compare and contrast research evidence on chronic and occasional use of marijuana to treat anxiety.
• Select and discuss three current FDA-approved research studies including the objective, subjects, type of administration, identified side effects, and impact on treatment of the medical condition to date.
• Discuss the medical conditions that do not indicate treatment with medical marijuana based on research evidence.
• Identify four misconceptions concerning the use of medical marijuana that are prevalent today.
• Select and discuss three arguments for and against the use of medical marijuana based on research evidence published in the New England Journal of Medicine.
• Discuss outcomes and side effects of medical marijuana on treatment of three neurologic disorders.
• Explain the relationship of the NIH, NIDA, the FDA and the DEA in research to determine the efficacy and safety of medical marijuana.
• Define the brain's cannabinoid system related to treatment of pain.
• Identify and discuss the use of medical marijuana in the treatment of HIV/AIDS symptoms.
• Identify and discuss the components of the American Nursing Association's (ANA) policy statement on medical marijuana.
• Compare and contrast the key elements of the debate among counselors concerning medical marijuana.
• List five side effects from acute and chronic cannabis use, including physical and psychological symptoms.
• Describe three effective counseling methods for treating cannabis abuse and withdrawal.
• Provide three examples of the impact medical marijuana has on the role of health professionals treating physical and mental illness, based on current research evidence.
• List and discuss five dangers to patients who use medical marijuana from non-medical distributors.
• Explain and give examples of the effects of THC on the brain and behavior.
• Select three areas of cancer treatment that are in research or trials using medical marijuana as treatment
• Discuss the social, behavioral, and public health impact related to policy changes concerning treatment with medical marijuana.
• Explain federal and state laws that govern medical marijuana and the eight priorities for enforcement.
• Discuss the use of medical marijuana to treat patients with movement disorders.
• Compare and contrast the position statements from the AMA, APA, ACA, AAP, NAADAC, and ANA concerning medical marijuana.
• Discuss four components from the American Cancer Society statement on medical marijuana research and treatment.
• Compare and contrast three differences in state law that regulate legalization of marijuana.
• Select two counseling techniques that have been effective in preventing and treating cannabis abuse among adolescents.
• Explain four parts of the DSM-5 classification of marijuana substance abuse.
• Identify the relationship between early onset use of cannabis in adolescence and addiction.
• Define t

About the Course

• 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.
  

About the Author

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

About the Course

• List the defining features of domestic violence.


• Discuss and provide examples of the multiple forms of
  abuse that accompany domestic violence.


• List and describe the points on the Power and Control
  Wheel and explain its relationship to domestic violence.


• Explain some of the reasons why it is difficult to accurately estimate the rate of domestic violence.


• List some of the findings of the National Crime
  Victimization Survey conducted in 2005.


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


• List some characteristics or behaviors that are associated with batterers.


• Discuss special issues addressed by gay, lesbian, bisexual and transgender (GLBT) people who perpetrate or experience domestic violence; list some ways that domestic violence is the same for heterosexual couples, and how is it different.


• List three models of domestic abuse dynamics and briefly
  describe their main points.


• Explain how domestic violence affects children.


• List common characteristics of domestic violence and
  alcohol abuse; explain how the two reinforce one another.


• Name some of the main obstacles to leaving that victims
  experience.


• Explain the purpose and necessity of a safety plan and list some of its essential elements.

About the Author

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

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

About the Course

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

About the Author

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

About the Course

This workshop is designed to help you:

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

About the Author

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

About the Course

About the Author

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

About the Course

• Define antisocial personality disorder and psychopathy
• Identify various treatment modalities used to attempt to treat antisocial personality disorder and psychopathy
• Describe why, according to the DSM-V, psychopathy is a variant of antisocial personality disorder
• List identified risk factors for antisocial personality disorder and psychopathy
• Describe how DSM-V and ICD define personality disorders
• Define personality characteristics of antisocial personality disorder
• Discuss various settings where the disorder has been treated
• Describe how the disorder has been treated
• Discuss the concept of socialized psychopathy

About the Author

Wade Lijewski, PhD

About the Course

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

• Define the anatomy and physiology of the human brain.
• Discuss the effects that aging has on mental function in healthy older people.
• Compare and contrast healthy and diseased neurons.
• Discuss vascular problems and how they relate to AD.
• List and discuss risk factors for AD, including aging itself.
• Recommend changes in lifestyle that may slow, delay or prevent AD.
• Describe recent scientific findings, new technologies, and new treatments.
• Identify early signs and symptoms of AD, and its causes.
• Discuss the methods that can be used to diagnose AD.
• Describe the management of symptoms and the treatment of AD.
• Recommend ways to support for families and other caregivers when a loved one is suffering from AD.
  

About the Author

U.S. Department of Health and Human Services, National Institute on Aging

About the Course

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

About the Author

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

About the Course

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

About the Author

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

About the Course

• Understand why individuals learn differently from one another.
• Explore the history and progression of adult learning theories.
• Identify current adult learning styles.
• Gain a further understanding of how learning styles and training environments can affect employees and the workplace.
• Explore helpful tools and techniques to use as a trainer or presenter.

About the Author

Wade 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 a regional director of quality management for a statewide child welfare agency in Florida.

About the Course

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

About the Author

Donna M. Skinner, MSW

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

• 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

After completing this course, learners should be able to:

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

About the Author

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

About the Course

Learning Objectives

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

1. Identify the overlapping history of neurology and psychiatry.
2. Identify the parts of the brain and identify the different functions of each part of the brain.
3. Discuss the triune brain and its implications.
4. Discuss the difference between the learning brain and the surviving brain.
5. Describe the neurobiology of fear and the threat management system.
6. Identify how the different psychotherapies and other interventions help heal the brain.
7. Describe how affect regulation interacts with the autonomic nervous system.
8. Be able to distinguish defense mechanisms based on whether they are homeostatically balanced, managed by the parasympathetic system, or managed by the sympathetic system.
9. Identify the neurobiology of addiction and common mental health diagnoses.
10. Describe how yoga may change neurobiology.
11. Describe which parts of the brain are targeted by psychopharmacological interventions.

About the Author 

John Mendez, Ph.D., LCSW, BCD, CAP

Dr. Mendez is a Miami-based social work professional. He is currently the Chief of Social Work and Chaplain Services at the Miami Veteran Administration. He has provided psychotherapy services in both individual- and group-therapy settings and has worked with children, adolescents and adults from New York to Florida. He has received numerous certifications in addictions and social work. He has experience in both private counseling practice as well as public-school settings. He received his Ph.D. in Social Work from Barry University, his M.S.W. from Fordham University, and a B.A. in Spanish from St. John’s University.

About the Course

• Explain the difference between human trafficking and human smuggling.
• List and describe five "push" and "pull" factors that contribute to human trafficking.
• Identify five reasons why some states have a high number of human trafficking victims.
• Describe the psychological factors affecting trafficking victims.
• Discuss the factors that make children vulnerable to sexual exploitation and trafficking.
• Identify six locations where human trafficking for sexual exploitation may occur.
• Identify six locations where human trafficking for labor exploration may occur.
• Outline the routes that international trafficking victims take to arrive in the United States.
• List 10 types of physical abuse that trafficking victims endure.
• Identify 10 signs that may indicate human trafficking is occurring.
• Discuss three types of intervention that is used to address human trafficking.
• Describe the steps to take if human trafficking is suspected.
• Identify three national resources for information, rescue and support to address human trafficking.
  

About the Author

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

• 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.

About the Course

This course is designed to help you:

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

About the Author

Valerie Wohl

Valerie Wohl is an author and research professional specializing in continuing education course development. She works with institutions of higher learning to create materials that are timely and useful, as well as accurate and clearly written, ensuring high academic standards for content in a wide range of disciplines.

About the Course

After completing this course learners should be able to:

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

About the Author

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

• Describe various patterns of past tragedies.
• Explain how schizophrenia and bi-polar relate to violent incidents.
• Identify symptoms/signs of schizophrenia and bi-polar disorder.
• Discuss the various medications used to treat mental disorders.
• Identify treatment options available to treat various mental disorders.

About the Course

• Identify and explain five factors that determine classification of gambling addiction, according to the revised American Psychiatric Association DSM-5 criteria.
• Describe the prevalence of gambling addiction across age, gender, ethnic and socioeconomic status in the United States.
• List six signs and symptoms of a gambling addiction.
• Explain two forms of treatment for gambling addiction.
• Describe and give examples of three types of disordered thought patterns that are found among addicted gamblers.
• Identify and discuss four risk factors that may lead to gambling addiction.
• Describe four negative consequences that affect the addicted gambler's family and friends.



About the Author

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

• Upon completion of this course, the learner should be able to:   
• Describe the differences between how children and adolescents experience, understand and manage anger.
• Identify five reasons anger is beneficial and useful.
• Identify four anger scales to use with youths to rate their anger.
• Describe at least five co-morbidities that influence the expression of anger in youth.
• Describe five strengths and weaknesses parents may present in managing their child’s anger.
• Identify how anger can be observed as assertive, passive or aggressive.
• List and describe six methods to defuse anger. 
• Identify four methods youths can use to gain better understanding of their anger and to gain control of their behaviors.
• Employ practical skills in their clinical practice to help youth and their family members learn how to manage their anger.

About the Course

• Describe the difference between attachment and bonding.
• Explain how working models of attachment influence a child's perceptions and behaviors.
• Assess attachment classification types or styles.
• Identify factors including caregiver behaviors that influence a child's attachment style.
• Discuss symptoms and behaviors associated with reactive attachment disorder.
• Apply assessment and treatment interventions.

About the Author

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

About the Course

• Describe five primary purposes of the codes of ethics for mental health practitioners.
• Explain the five professional values and related principles that inform ethics for social work practitioners.
• Recognize and discuss problematic nonprofessional behavior that could lead to ethics violations.
• Describe ethical best practices that mental health practitioners use each day to avoid unethical or illegal behaviors.
• Identify issues of multicultural diversity in mental health practice.
• List examples of informed consent as applied to clients, supervisees and other professionals.
• Identify four factors in an ethical decision-making model.
• Explain the impact of technology and a protocol for ethical use in mental health practice.
• Identify five ethical guidelines to follow when filing, managing and storing client data covered by HIPAA.
• Describe confidentiality and privileged communication as it affects ethical practice.
• Describe two current issues that involve the ethical decision-making process in counseling.

About the Author

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

About the Course

Learning objectives

• Understand the importance of professional values and ethics in mental health practice.
• Identify the role and the impact of law in mental health practice.
• Recognize and distinguish between problematic and non-problematic boundary issues in mental health practice.
• Describe ways mental health practitioners can prevent unethical or illegal behaviors in daily practice.
• Identify the elements and conditions of informed consent.
• Understand the basic requirements of HIPAA and the Privacy Rule as they relate to practice.
• Understand the impact of technology on mental health practice and the unique responsibilities that are included.
• Identify a protocol for ethical decision-making.

About the Authors
Kathryn Brohl, MA, LMFT, and Rene’ Ledford, MSW, LCSW, BCBA

About the Course

• Define ethical values in the social work practice.
• Identify the principles and standards in the NASW Code of Ethics that govern practice.
• Discuss the relationship between personal and professional values that inform ethical practice.
• Define cultural competence and social justice in ethical practice.
• Define professional boundaries and dual relationships in practice and strategies to avoid boundary crossings and violations.
• Identify ethical issues related to technology and social media in social work practice.
• Discuss the ethical guidelines specific to leadership, supervisory, and educational roles in social work.
• Identify risk management strategies and the components of ethical decision making.
• Discuss ethical dilemma and strategies to prevent ethical violations in practice.

About the Author

Christopher Cronin, Ph.D.

Dr. Cronin 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. His research has been published in multiple peer-reviewed journals. He is also the author of a textbook, Forensic Psychology: An Applied Approach (2nd Ed.) and is the editor of a textbook, Military Psychology: An Introduction (2nd Ed.). He earned his Bachelor of Science in Psychology at the University of Wisconsin, Madison, as well as his Master of Arts and his Ph.D. in Clinical Psychology from the University of Delaware.

About the Course

• Define the major forms of pregnancy loss.
• Describe common emotional reactions to miscarriage.
• Provide at least three examples of disenfranchised grief.
• List four or more ways in which counseling can assist grieving couples.
• Define ectopic pregnancy and describe some of the challenges it poses.
• Name at least three common causes of miscarriage.
• Identify fertility options for gay and lesbian couples.
• Identity issues facing single women seeking pregnancy.
• Define twin to twin transfusion syndrome.
• Name an organization devoted to single mothers.

About the Author

 Ellen S. Glazer, LICSW

• 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; and
• Analyze issues regarding the different services available to assist the elderly mentally ill.
  

About the Course

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

About the Author

Deborah Converse

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

LEARNING OBJECTIVES:

• Recognize how acts of terrorism, crime, combat and natural disaster affect individuals and those who work with them.
• Identify which therapeutic modalities are most effective for children, adolescents and adults who have experienced traumatic events.
• Select which symptoms are indicative of a diagnosis of posttraumatic stress disorder (PTSD).
• Recognize complications that may make treatment of PTSD more challenging.
• Discover resources and training opportunities to learn the most effective interventions for PTSD.

About the Course

This course is designed to help you:

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

About the Author

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

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

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

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

Professional Ethics and Boundaries ~ 6 Contact Hours