Course Catalog

• Discuss the prevalence of ASD.
• List different types of ASD and the presumed etiology of these conditions.
• Discuss the symptoms of ASD and methods of assessment by health care professionals.
• List the co-morbid or associated condition often found with ASD.
• List the different treatment approaches for those with ASD across the lifespan.

Author Biography

Children’s cognitive reactions to loss are explored next. Children of various ages comprehend and experience loss differently. Age groups include: 0 to 2 years, 2 to 7 years, 8 years (which is unique), 9 to 12 years, and adolescence. The therapist’s or counselor’s task of “filling in the blanks”, for children experiencing loss, is explained. Complicated mourning, as it relates to the development of personality disorders, is covered.

The author’s magical thought model explains how children with unresolved loss and grief develop emotional problems, and what can be done to resolve them. Meaningful case examples are described. Other practical methods are presented, including the five tasks of mourning and the six ways to use action-focused techniques with grief issues.

The course finishes with the author’s anger management program for working with children, and with suggestions for “taking care of the caregiver.” Throughout, practical ideas and case studies are presented.

S.B. Writes: "I have been looking for something that I could use with my practice. I work with children whose parents are having their parental rights terminated. This workshop gave me some very useful material to use with my clients, the children, the victims in these cases."

G.T. Writes: "I am amazed at how clear and informative this presentation was. I was expecting an online course to be dry and tedious but was pleasantly surprised."

• Describe how children's five grief emotions function to keep them in a healthy grief process.
• Describe children's cognitive reaction to loss, based on various developmental stages.
• Explain how complicated mourning is related to various personality disorders.
• Describe the magical thought model, as it relates to children's complicated grief; cognitive distortions; defense mechanisms; and personality disorders.
• Describe the five healthy tasks of grief.
• List six ways to use action focused techniques in counseling with children who experience loss.

Author Biography

Good ethical decision making is aided by applying a systematic method, once we grasp ethical theory. So, we next explore the five most important questions to ask ourselves when dealing with ethical challenges. These questions include: What are the facts? What is the dilemma? What principals apply? What are the options for resolution? And, what will it take to implement the decision?

The theory known as ethics of care has particular relevance to ethical decision making by mental health professionals. It provides a way to consider that who we love, and how we care make a difference in ethical decision-making. Our feelings matter. Our relationships matter. Ethics of care is explored, including numerous case examples with discussion.

The second half of this course applies ethics of care and other ethical issues specifically to two client groups. Ethics applied to mental health care for children and adolescents is first explored. Ethical issues with young people can be complicated because young clients are not independent individuals. They reside in families, or family-like living arrangements.

Finally, ethical issues concerning mental health and spirituality are addressed. Though often vague and ill-defined, spirituality has become very much a mainstream topic. The history of spirituality and religion in mental health treatment is discussed, and ethical clinical responses to issues of religion and spirituality are explored. Numerous case examples, with discussion are provided.

D.C. Writes: "...the material was wonderful and I have learned a lot and will definitely return for future CEUs. Thank you for providing ... this opportunity for qualilty online learning."

• Identify an ethical dilemma.
• Identify and describe the four principles used in ethical decision-making.
• Articulate the meaning and relevance of “ethics of care” for mental health professionals.
• Identify ethical issues specific to caring for children and adolescents, and describe ethical choices for mental health professionals.
• Recognize spiritual issues as they arise, and discern appropriate ethical boundaries for providing spiritual care, as well as, appropriate spiritual interventions or referrals.

Author Biography

• Describe the framework for understanding language and language disorders offered by Bloom and Lahey (1978).
• Develop a basic understanding of the process of language development in late childhood and adolescence.
• Identify possible signs indicating the co-occurrence of learning disabilities, language difficulties and emotional or behavioral disorders.
• Explain the importance of multidisciplinary intervention with students who have both language difficulties and emotional or behavioral disorders.
• List steps that can be taken in the educational setting when working with students at-risk for language and behavioral difficulties.

Author Biography

A brief historical overview of ADHD is presented, including early historical citations and a developmental overview from infancy through adulthood. Cause is then addressed, including those causes for which there is minimal support. A discussion of genetics follows with a brief overview of brain functioning.

An overview of evaluation procedures is provided, including the role of the physician, assessment in the school and home, including the use of laboratory measures to assess ADHD. A thorough discussion of co-occurring psychiatric problems is followed by current conceptualizations of the multi-treatment model, including an overview of medication, parent training, and a discussion of effective educational strategies. Finally, controversial treatments are reviewed. The online course concludes with an in-depth bibliography of resources which can be provided to interested parties. The bibliography focuses on parenting, education, medical and mental health issues related to ADHD.

• Identify the core characteristics of ADHD.
• List appropriate assessment procedures for ADHD.
• Name co-morbid conditions commonly found in individuals with ADHD.
• Identify appropriate, effective treatments for ADHD.
• List at least three treatments for ADHD that are identified in the text as controversial.

Author Biography

• Describe the comparative efficacy of medical versus psychosocial treatments for ADHD.
• Discuss the effects of stimulant and non-stimulant treatments for ADHD in children and adolescents.
• Discuss adverse effects of medications given for treatment of ADHD.
• Describe new medications for the treatment of ADHD.

Author Biography

• Discuss the prevalence of ASD.
• List different types of ASD and the presumed etiology of these conditions.
• Discuss the symptoms of ASD and methods of assessment by health care professionals.
• List the co-morbid or associated condition often found with ASD.
• List the different treatment approaches for those with ASD across the lifespan.

Author Biography

Topics include: the purpose of crisis debriefing, the difference between counseling and crisis debriefing and the six phases of crisis, as experienced by the trauma survivor. Special issues are explored, including suicide events, murder, dealing with personality disorders in group, and simple versus complex PTSD. Controversies in the field of crisis debriefing are noted. Finally, the necessary components of crisis debriefing are presented, along with guidelines. Throughout this course the author shares his experience as a crisis debriefer and presents realistic case studies.

J.L. Writes: "Excellent!"

G.P. Writes: "Good class with a lot of practical application."

D.Q. Writes: "I especially like this instructor's approach. I would take any course he presented."

• List skills and techniques necessary to conduct crisis debriefing sessions with groups of trauma survivors.
• Apply the major controversies regarding crisis debriefing.
• Identify trauma survivors who will need more treatment than a single session of crisis debriefing.
• Discuss realistic purposes of crisis debriefing; healthy grief emotions versus crisis reactions; life management skills and the phases of crisis reaction.
• List components of crisis debriefing; personality disorders likely to disrupt the debriefing group process; issues relating to suicide and murder; media issues; and PTSD.

Author Biography

Learning to recognize an ethical dilemma and utilizing a simple process to sort out choices are central to the ethical decision making process. There are abundant examples, case studies, and scenarios to help illustrate the principles in concrete ways.

There is in-depth consideration of mental health advance directives, which are becoming increasingly available as more states create legislation providing for patients to indicate their wishes concerning treatment. There is, as well, consideration of ethical dimensions of therapy conducted via the internet.

This course offers practical and useful ways to become more intentional about ethical awareness so the mental health professional can become more comfortable recognizing ethical dimensions of practice, and choosing their best moral response.

K. B. writes: "Thanks for the intermittent questioning and the wealth of information provided here. I will come back for future course & definitely recommend your courses to others!"

K. M. writes: "The course was very informative and I enjoyed being able to do it in the convenience of my own home. Plus, no having to dress up or pay for lunch!"

• Develop ethical decision making skills by learning a four step process for identifying and resolving ethical dilemmas.
• Discover how the four step process for identifying and resolving ethical dilemmas is applied to real life situations faced by the mental health professional.
• Apply ethical theory as a foundation to making moral decisions and as a guide to acting on what we believe is right and wrong.
• Utilize the four cornerstones of ethical principals underlying all decisions in medical and mental health ethics.
• Predict ethical dilemmas faced by counselors, therapists and social workers.
• Describe ethical dilemmas as they occur in therapeutic practice.
• List current ethical issues raised by electronic therapy, mental health advanced directives and medical technology.

Author Biography

• Explain resistance in a manner that empowers them to avoid, circumvent, and utilize resistance for client benefit.
• Describe the most common errors therapists make that foster and promote client resistance.
• Identify nine principles for dealing with resistance in therapeutic environments.
• Explain the importance of tending to each principle in therapeutic relationships in order to tactfully manage resistance.
• Explain the inherent power of language with regard to resistance.
• Explain critical issues in goal development with resistant clients.
• Assess the pitfalls of over-questioning when working with resistant clients and how to employ more effective alternative approaches.

Author Biography

Next, various linguistic methods are offered, which greatly aid in circumventing resistance. Most of these linguistic methods are often overlooked by therapists. Various other approaches involving a number of techniques are discussed. Techniques include: reframing, paradox, confrontation, and explaining the limits of therapy, among others.

• Explain methods for dealing with “I don’t know” responses.
• List approaches for dealing with silence in therapy.
• Respond to challenges from clients regarding therapist competence.
• List linguistic approaches therapists can adopt to circumvent resistance.
• Explain a number of other approaches to managing resistance including: reframing, paradox, explaining the limits of therapy, and surrendering to the client.

Author Biography

Learning to recognize an ethical dilemma and utilizing a simple process to sort out choices are central to the ethical decision making process. There are abundant examples, case studies, and scenarios to help illustrate the principles in concrete ways.

There is in-depth consideration of mental health advance directives, which are becoming increasingly available as more states create legislation providing for patients to indicate their wishes concerning treatment. There is, as well, consideration of ethical dimensions of therapy conducted via the internet.

This course offers practical and useful ways to become more intentional about ethical awareness so the mental health professional can become more comfortable recognizing ethical dimensions of practice, and choosing their best moral response.

K. B. writes: "Thanks for the intermittent questioning and the wealth of information provided here. I will come back for future course & definitely recommend your courses to others!"

K. M. writes: "The course was very informative and I enjoyed being able to do it in the convenience of my own home. Plus, no having to dress up or pay for lunch!"

• Develop ethical decision making skills by learning a four step process for identifying and resolving ethical dilemmas.
• Discover how the four step process for identifying and resolving ethical dilemmas is applied to real life situations faced by the mental health professional.
• Apply ethical theory as a foundation to making moral decisions and as a guide to acting on what we believe is right and wrong.
• Utilize the four cornerstones of ethical principals underlying all decisions in medical and mental health ethics.
• Predict ethical dilemmas faced by counselors, therapists and social workers.
• Describe ethical dilemmas as they occur in therapeutic practice.
• List current ethical issues raised by electronic therapy, mental health advanced directives and medical technology.

Author Biography

Good ethical decision making is aided by applying a systematic method, once we grasp ethical theory. So, we next explore the five most important questions to ask ourselves when dealing with ethical challenges. These questions include: What are the facts? What is the dilemma? What principals apply? What are the options for resolution? And, what will it take to implement the decision?

The theory known as ethics of care has particular relevance to ethical decision making by mental health professionals. It provides a way to consider that who we love, and how we care make a difference in ethical decision-making. Our feelings matter. Our relationships matter. Ethics of care is explored, including numerous case examples with discussion.

The second half of this course applies ethics of care and other ethical issues specifically to two client groups. Ethics applied to mental health care for children and adolescents is first explored. Ethical issues with young people can be complicated because young clients are not independent individuals. They reside in families, or family-like living arrangements.

Finally, ethical issues concerning mental health and spirituality are addressed. Though often vague and ill-defined, spirituality has become very much a mainstream topic. The history of spirituality and religion in mental health treatment is discussed, and ethical clinical responses to issues of religion and spirituality are explored. Numerous case examples, with discussion are provided.

D.C. Writes: "...the material was wonderful and I have learned a lot and will definitely return for future CEUs. Thank you for providing ... this opportunity for qualilty online learning."

• Identify an ethical dilemma.
• Identify and describe the four principles used in ethical decision-making.
• Articulate the meaning and relevance of “ethics of care” for mental health professionals.
• Identify ethical issues specific to caring for children and adolescents, and describe ethical choices for mental health professionals.
• Recognize spiritual issues as they arise, and discern appropriate ethical boundaries for providing spiritual care, as well as, appropriate spiritual interventions or referrals.

Author Biography

The course guides mental health professionals in sorting through boundary crossings, boundary violations, and dual relationships in order to discern what constitutes not only the highest standards for ethical behavior, but the highest standards for practice. Ethical theory and principles are included, with particular attention to virtue ethics. Many case studies and realistic scenarios are presented.

F.F. Writes: "The material was beautifully organized and written. Concise, informative, articulate..."

J.E. Writes: "I am really enjoying these courses. Thank you. "

• Discuss ethical theory, ethical principles, and ethical process.
• Identify an ethical dilemma.
• Define and explain boundary crossings and boundary violations.
• Articulate ethical principles regarding dual relationships (multiple relationships).
• Discuss “virtue theory” as applies to boundaries and dual relationships.

Author Biography

Children’s cognitive reactions to loss are explored next. Children of various ages comprehend and experience loss differently. Age groups include: 0 to 2 years, 2 to 7 years, 8 years (which is unique), 9 to 12 years, and adolescence. The therapist’s or counselor’s task of “filling in the blanks”, for children experiencing loss, is explained. Complicated mourning, as it relates to the development of personality disorders, is covered.

The author’s magical thought model explains how children with unresolved loss and grief develop emotional problems, and what can be done to resolve them. Meaningful case examples are described. Other practical methods are presented, including the five tasks of mourning and the six ways to use action-focused techniques with grief issues.

The course finishes with the author’s anger management program for working with children, and with suggestions for “taking care of the caregiver.” Throughout, practical ideas and case studies are presented.

S.B. Writes: "I have been looking for something that I could use with my practice. I work with children whose parents are having their parental rights terminated. This workshop gave me some very useful material to use with my clients, the children, the victims in these cases."

G.T. Writes: "I am amazed at how clear and informative this presentation was. I was expecting an online course to be dry and tedious but was pleasantly surprised."

• Describe how children's five grief emotions function to keep them in a healthy grief process.
• Describe children's cognitive reaction to loss, based on various developmental stages.
• Explain how complicated mourning is related to various personality disorders.
• Describe the magical thought model, as it relates to children's complicated grief; cognitive distortions; defense mechanisms; and personality disorders.
• Describe the five healthy tasks of grief.
• List six ways to use action focused techniques in counseling with children who experience loss.

Author Biography

• Discuss the history, origins and worldwide impact of HIV/AIDS.
• List the modes of transmission and the behaviors associated with each mode.
• Identify safe guards individuals can use to prevent HIV infection.
• Describe the available HIV antibody tests.
• Identify the current therapies available for HIV/AIDS patients.
• Discuss the role of mental health professionals, regarding HIV/AIDS.
• Identify the latest legal requirements involving HIV/AIDS.

Author Biography

Learning to recognize an ethical dilemma and utilizing a simple process to sort out choices are central to the ethical decision making process. There are abundant examples, case studies, and scenarios to help illustrate the principles in concrete ways.

There is in-depth consideration of mental health advance directives, which are becoming increasingly available as more states create legislation providing for patients to indicate their wishes concerning treatment. There is, as well, consideration of ethical dimensions of therapy conducted via the internet.

This course offers practical and useful ways to become more intentional about ethical awareness so the mental health professional can become more comfortable recognizing ethical dimensions of practice, and choosing their best moral response.

K. B. writes: "Thanks for the intermittent questioning and the wealth of information provided here. I will come back for future course & definitely recommend your courses to others!"

K. M. writes: "The course was very informative and I enjoyed being able to do it in the convenience of my own home. Plus, no having to dress up or pay for lunch!"

• Develop ethical decision making skills by learning a four step process for identifying and resolving ethical dilemmas.
• Discover how the four step process for identifying and resolving ethical dilemmas is applied to real life situations faced by the mental health professional.
• Apply ethical theory as a foundation to making moral decisions and as a guide to acting on what we believe is right and wrong.
• Utilize the four cornerstones of ethical principals underlying all decisions in medical and mental health ethics.
• Predict ethical dilemmas faced by counselors, therapists and social workers.
• Describe ethical dilemmas as they occur in therapeutic practice.
• List current ethical issues raised by electronic therapy, mental health advanced directives and medical technology.

Author Biography

The Internet contains billions of Web pages, including vast archives of mental health resources. But, with few control standards, such as those guiding the print world, the Mental Health Internet is both difficult to navigate and difficult to fully trust.

This course provides hands-on training for Internet exploration, search strategies and training about the tools necessary to accomplish objectives. The course begins with basic navigation training, followed by an Internet guided tour of clinical resources available for professionals working with clients. Participants gain access to dozens of useful websites, in addition to web forums, mailing lists, newsgroups, and chat forums for mental health professionals.

Finally, the professional topics of online therapy, telehealth, technostress, and Internet addiction are covered in some detail.

P.M. Writes: "The links are awesome! There's a lot of information out there - this course helped to organize some of that for me."

A.T. Says: "Overall, I loved the experience. Way cool! So much better than sitting in a classroom...bored."

• Describe specific benefits and advantages to mental health professionals through navigating the internet.
• Select potential shortcomings, risks and problems found on the internet.
• Compile online information and resources designed for psychologists, social workers, counselors, MFTs and addictions professionals.
• Demonstrate internet mental health search skills.
• Access internet web forums, mailing lists, newsgroups, and chat forums for mental health professionals.
• Apply principles of online therapy and counseling, as well as, general health care via the internet.
• List the symptoms of internet addiction and its treatment.

Author Biography

A brief historical overview of ADHD is presented, including early historical citations and a developmental overview from infancy through adulthood. Cause is then addressed, including those causes for which there is minimal support. A discussion of genetics follows with a brief overview of brain functioning.

An overview of evaluation procedures is provided, including the role of the physician, assessment in the school and home, including the use of laboratory measures to assess ADHD. A thorough discussion of co-occurring psychiatric problems is followed by current conceptualizations of the multi-treatment model, including an overview of medication, parent training, and a discussion of effective educational strategies. Finally, controversial treatments are reviewed. The online course concludes with an in-depth bibliography of resources which can be provided to interested parties. The bibliography focuses on parenting, education, medical and mental health issues related to ADHD.

• Identify the core characteristics of ADHD.
• List appropriate assessment procedures for ADHD.
• Name co-morbid conditions commonly found in individuals with ADHD.
• Identify appropriate, effective treatments for ADHD.
• List at least three treatments for ADHD that are identified in the text as controversial.

Author Biography

• Describe the comparative efficacy of medical versus psychosocial treatments for ADHD.
• Discuss the effects of stimulant and non-stimulant treatments for ADHD in children and adolescents.
• Discuss adverse effects of medications given for treatment of ADHD.
• Describe new medications for the treatment of ADHD.

Author Biography

• Discuss the prevalence of ASD.
• List different types of ASD and the presumed etiology of these conditions.
• Discuss the symptoms of ASD and methods of assessment by health care professionals.
• List the co-morbid or associated condition often found with ASD.
• List the different treatment approaches for those with ASD across the lifespan.

Author Biography

Three dimensions of this new respect for the importance of spirituality will be addressed: (1) Many patients and their relatives experience recovery from an episode of mental disorder as part of their spiritual journey. (2) Patients with mental disorders have genuine religious experiences. (3) Patients with mental disorders benefit from spiritual support.

A. H. Writes: "This was an excellent program. I found much useful information and many helpful tools."

D.W. Says: "This course has addressed two of my major concerns as a practitioner in this field. First, there is a lack of emphasis on spiritual growth in treatment. Second, I have always felt there was some truth in the delusions of the psychotic patients I worked with in the hospitals. These are generally people who are spiritually sensitive or in pain."

• Conduct a spiritual assessment.
• Develop treatment approaches sensitive to the spiritual issues and backgrounds of persons with mental disorders.
• Apply spiritual interventions in appropriate situations.
• Conduct searches on the Internet for the latest research and clinical articles on recovery.
• Discuss the role of the consumer movement in the recovery model.
• Apply Internet search skills required to achieve course objectives.

Author Biography

Good ethical decision making is aided by applying a systematic method, once we grasp ethical theory. So, we next explore the five most important questions to ask ourselves when dealing with ethical challenges. These questions include: What are the facts? What is the dilemma? What principals apply? What are the options for resolution? And, what will it take to implement the decision?

The theory known as ethics of care has particular relevance to ethical decision making by mental health professionals. It provides a way to consider that who we love, and how we care make a difference in ethical decision-making. Our feelings matter. Our relationships matter. Ethics of care is explored, including numerous case examples with discussion.

The second half of this course applies ethics of care and other ethical issues specifically to two client groups. Ethics applied to mental health care for children and adolescents is first explored. Ethical issues with young people can be complicated because young clients are not independent individuals. They reside in families, or family-like living arrangements.

Finally, ethical issues concerning mental health and spirituality are addressed. Though often vague and ill-defined, spirituality has become very much a mainstream topic. The history of spirituality and religion in mental health treatment is discussed, and ethical clinical responses to issues of religion and spirituality are explored. Numerous case examples, with discussion are provided.

D.C. Writes: "...the material was wonderful and I have learned a lot and will definitely return for future CEUs. Thank you for providing ... this opportunity for qualilty online learning."

• Identify an ethical dilemma.
• Identify and describe the four principles used in ethical decision-making.
• Articulate the meaning and relevance of “ethics of care” for mental health professionals.
• Identify ethical issues specific to caring for children and adolescents, and describe ethical choices for mental health professionals.
• Recognize spiritual issues as they arise, and discern appropriate ethical boundaries for providing spiritual care, as well as, appropriate spiritual interventions or referrals.

Author Biography

The important topic of self-care of both the supervisee and the supervisor will be presented. A review of the type and structure of performance evaluations will be included, along with information about successful termination. Essential resources for the supervisor to utilize throughout the training experience will be provided at the end of the course.

• Distinguish among various developmental models of supervision.
• Name the four main functions of a supervisor.
• List Nagy’s seven guidelines for ethics in providing supervision.
• Identify six client factors associated with a high risk of violence.
• Name ten activities that can contribute to therapist self-care.
• Distinguish between the supervision relationship and the therapeutic relationship.
• Name five areas to be covered in a supervision performance evaluation.

Author Biography

A brief historical overview of ADHD is presented, including early historical citations and a developmental overview from infancy through adulthood. Cause is then addressed, including those causes for which there is minimal support. A discussion of genetics follows with a brief overview of brain functioning.

An overview of evaluation procedures is provided, including the role of the physician, assessment in the school and home, including the use of laboratory measures to assess ADHD. A thorough discussion of co-occurring psychiatric problems is followed by current conceptualizations of the multi-treatment model, including an overview of medication, parent training, and a discussion of effective educational strategies. Finally, controversial treatments are reviewed. The online course concludes with an in-depth bibliography of resources which can be provided to interested parties. The bibliography focuses on parenting, education, medical and mental health issues related to ADHD.

• Identify the core characteristics of ADHD.
• List appropriate assessment procedures for ADHD.
• Name co-morbid conditions commonly found in individuals with ADHD.
• Identify appropriate, effective treatments for ADHD.
• List at least three treatments for ADHD that are identified in the text as controversial.

Author Biography

• Describe the comparative efficacy of medical versus psychosocial treatments for ADHD.
• Discuss the effects of stimulant and non-stimulant treatments for ADHD in children and adolescents.
• Discuss adverse effects of medications given for treatment of ADHD.
• Describe new medications for the treatment of ADHD.

Author Biography