Disciplines:
  • Psychology
  • Social Work
Hours: 15 Contact Hours
Item#: BAT15

 

15-Hour Behavioral Health Bundle


Reg. Prices
Just $101.95
Item # BAT15
When available, the Online Course format is included with the hard copy, eBook, or audio book formats!

This product includes the following courses:
Click on the title to see more and read the course

Suicide Risk in Adults: Assessment and Intervention

Price: $29.95 
Item # B4232  

Release Date: August 4, 2016

Expiration Date: August 4, 2019

Suicide is the tenth leading cause of death in the United States across all ages and is disproportionately higher in some populations. The purpose of this course is to assist clinicians to understand factors that contribute to suicidal behavior, conduct comprehensive suicide risk assessments, and engage patients in brief, empirically supported interventions to reduce risk for death. This intermediate-level course is designed for social workers, mental health counselors, marriage and family therapists, and psychologists. This course meets an increasing demand of many mental health professionals seeking information about working with suicidal clients and conducting empirically supported suicide risk assessments.

This course examines methods of assessing suicidal danger in adult clients who are seeking mental health care. The course describes assessment methods including Jacob’s recommended protocol for suicide assessment, the Joiner Assessment Model, and Shea’s CASE Assessment Model. Each model is explained in detail and case scenarios help illuminate appropriate assessment protocols and techniques. Clinical decision making considerations and examples of documentation are presented. Tables outlining important assessment procedures and a decision making tree are included to assist clinicians in conducting thorough, evidence based risk assessments and in determining necessary levels of intervention. Varied approaches to intervention are discussed in detail, including safety planning and the use of crisis cards. The course provides practical examples of intervention implementation through the use of sample interviews, case scenarios, and outlines of the different brief, empirically supported interventions. References and resources for those interested in pursuing further education on this topic are provided at the end of the course.

  • Social Workers participating in this course will receive 3 (clinical) continuing education clock hours upon successful course completion. Accreditations
  • Psychologists will receive 3 CE credits upon successfully completing this course. APA Approval

New Jersey Social Workers - This course is approved by the Association of Social Work Boards - ASWB NJ CE Course Approval Program Provider #52, Course #1173 from December 19, 2016 to December 19, 2018. Social Workers will receive the following type and Number of credit(s): Clinical SW Practice, 3 credits.

Disclosures
  • Courses must be completed on or before the expiration date noted in the course description above.
  • You must score 75% or higher on the final exam and complete the course evaluation to pass this course and receive a certificate of completion.
  • Through our review processes, Western Schools ensures that this course content is presented in a balanced, unbiased manner and is free from commercial influence. It is Western Schools’ policy not to accept commercial support.
  • All persons involved in the planning and development of this course have disclosed no relevant financial relationships or other conflicts of interest related to the course content.
Objectives

Course Objectives

  • Define terms related to suicide and suicidal behavior.
  • Identify specific risk factors and warning signs in adult patients that increase their risk for suicidal behavior.
  • Describe effective and efficient assessment of adults who may be at risk for suicide.
  • Explain approaches to intervention and safety planning to manage individuals exhibiting suicidal ideation and other risk factors for suicide.
  • Recognize essential components.
Author Bio(s)

 

April R. Smith, PhD, is an assistant professor in the Department of Psychology at Miami University in Oxford, Ohio. She is also a faculty associate of the Center for Human Development, Learning, and Technology, and director of the Peripheral and Affective Research Center, both at Miami University. Dr. Smith received her doctoral degree in clinical psychology from Florida State University. Her work focuses on biological and psychological risk factors that contribute to disordered eating and suicidal behavior; specifically, her research examines the high rates of suicidality and self-injury among individuals with disordered eating. Dr. Smith received an Early Career Investigator Fellowship from the Academy for Eating Disorders to study therapeutic evaluative conditioning for eating disorders and a research grant from the National Institute of Mental Health to examine cognitive risk factors for eating disorders and suicide. Dr. Smith is a member of the Military Suicide Research Consortium. She has written more than 50 peerreviewed articles and chapters.

 

Peer Reviewer Bio(s)

Thomas E. Joiner, Jr., PhD, received his doctoral degree in clinical psychology from the University of Texas at Austin. He is the Robert O. Lawton Distinguished Professor in the Department of Psychology at Florida State University, Tallahassee. Dr. Joiner’s work focuses on the psychology, neurobiology, and treatment of suicidal behavior and related conditions. The author of more than 500 peer-reviewed publications, Dr. Joiner was awarded the Guggenheim Fellowship and the Rockefeller Foundation’s Bellagio Residency Fellowship for his work on suicidal behavior in clients. He has received numerous awards, including the Young Investigator Award from the National Alliance for Research on Schizophrenia and Depression and the Shneidman Award for excellence in suicide research from the American Association of Suicidology, and research grants from the National Institute of Mental Health and various foundations. He has authored or edited more than 15 books. Dr. Joiner maintains a part-time clinical and consulting practice, specializing in suicidal behavior and including legal consultation on the subject of suicide. He also consults with NASA’s Human Research Program and is co-director of the Military Suicide Research Consortium, funded by the U.S. Department of Defense.

Cultural Factors in Intimate Partner Violence

Price: $29.95 
Item # B4234  

Release Date: November 23, 2016

Expiration Date: December 31, 2019

Intimate partner violence (IPV) occurs all over the world and is noteworthy for being present in all social, economic, ethnic, racial, religious, age, and ability groups. Culture is critical to addressing the needs of persons affected by IPV. Culture informs how people think and behave and how people view themselves, others, their relationships, and their roles in relationships, and their actual or perceived options.

This basic-level course is intended to help human services and healthcare professionals better understand the influence of cultural factors on IPV and, in turn, help them to be prepared for culturally responsive work with clients affected by IPV. At times, the focus on culture targets negative attributes that contribute to the occurrence of IPV; however, this course describes cultural factors as they relate to strengths and barriers in the cycle of IPV.

The course begins with an overview of IPV consequences, IPV assessment, and the cycle of abuse. The course then describes common myths and facts about IPV that apply to all cultures and those myths and facts that relate to specific cultures. The course provides information on the impact of cultural stereotypes on services delivery and barriers to help seeking. The discussion about these barriers includes information about racial loyalty, family and community pressures, and faith and religious beliefs about IPV, along with barriers to seeking help associated with discriminatory treatment, the criminal justice system, and immigration status. The course then details practices that improve cultural responsiveness in direct practice with clients, and practices at the mezzo and macro levels of community engagement. Case scenarios throughout the course illuminate how culture connects with intimate partner violence and how practitioners can better respond to the needs of diverse populations and help practitioners grow in their ability to consider cultural context when engaging and working with diverse communities experiencing IPV.

  • Social Workers participating in this course will receive 3 (cultural) continuing education clock hours upon successful course completion. Accreditations
  • Psychologists will receive 3 CE credits upon successfully completing this course. APA Approval

New Jersey Social Workers -  This course is approved by the Association of Social Work Boards - ASWB NJ CE Course Approval Program Provider #52 Course #1458 from 5/31/2017 to 5/31/2019. Social workers will receive the following type and number of credit(s): Social and Cultural Competence 3. 

Disclosures
  • Courses must be completed on or before the expiration date noted in the course description above.
  • You must score 75% or higher on the final exam and complete the course evaluation to pass this course and receive a certificate of completion.
  • Through our review processes, Western Schools ensures that this course content is presented in a balanced, unbiased manner and is free from commercial influence. It is Western Schools’ policy not to accept commercial support.
  • All persons involved in the planning and development of this course have disclosed no relevant financial relationships or other conflicts of interest related to the course content.
Objectives

Course Objectives

  • Define intimate partner violence.
  • Describe myths and facts about intimate partner violence.
  • Identify the impact of cultural stereotypes on service delivery and practice.
  • Recognize how cultural factors influence IPV victims’ decision making and help seeking.
  • Explain practice considerations for engaging and assisting survivors of intimate partner violence within a cultural context.
Author Bio(s)

 

Tricia B. Bent-Goodley, PhD, MSW, is a professor of social work and director of the doctoral program at Howard University School of Social Work. Dr. Bent-Goodley also serves as the director of the Howard University Interpersonal Violence Prevention Program and chair/director of the University’s Women’s Leadership Initiative. Dr. Bent-Goodley’s research has focused on areas such as violence against women and girls, HIV prevention, and healthy relationship education. She has developed community and faith-based interventions in domestic violence and relationship education, with a focus on strengthening the Black family. Dr. Bent-Goodley has a passion for building solutions to improve the safety and viability of families, with a particular focus on the development of culturally competent interventions that build on the strengths of the community. She is the author/co-author of three books in the areas of domestic violence and social policy. She serves as a consulting editor for several scholarly journals and in a number of local, state, and national elected and appointed leadership positions. For example, she is a member of the Prince George’s County Domestic Violence Fatality Review Team. She is a National Board Member for the Institute on Domestic Violence in the African American Community. Formerly, she served as an administrator and clinical practitioner in Harlem and Queens County, New York. Dr. Bent-Goodley received her PhD in social policy, planning, and analysis from Columbia University and her master’s degree in social work from the University of Pennsylvania.

 

Peer Reviewer Bio(s)

Kathleen Monahan, DSW, LCSW, LMFT, CFC, received her master of science degree in social work from Columbia University in 1982 and her doctorate in social welfare from Adelphi University in 1994. She was a post-doctoral fellow (1994-1996) in the Psychology Department at the State University of New York (SUNY) at Stony Brook (now Stony Brook University) in a National Institute of Mental Health program, studying the effects of family violence. Dr. Monahan is a licensed clinical social worker, a licensed marriage and family therapist, and a certified forensic consultant. She has been in private practice since 1984 specializing in the effects of trauma and she has consulted in a number of domestic violence shelters. Dr. Monahan joined the faculty of the School of Social Welfare at Stony Brook University in 1996 and is an associate professor. She is the founder (1998) and director of the Family Violence Education and Research Center (FVERC) at the School of Social Welfare. Dr. Monahan has numerous publications on the deleterious effects of sexual abuse, intimate partner violence, bereavement, and disability.

ADHD: Etiology and Treatment

Price: $19.95 
Item # B4236  

Release Date: November 25, 2016

Expiration Date: November 25, 2019

The fifth edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) has finally provided much needed clarity on attention-deficit/hyperactivity disorder (ADHD). It is more important than ever that social workers and mental health professionals be prepared to treat ADHD throughout the lifespan. This intermediate-level course has been developed to educate social workers, counselors, psychologists, and marriage and family therapists, and to bring a deeper understanding to the research, diagnosis, and treatment of ADHD in individuals of all ages.

This course provides clinicians with a rich description of the disorder’s historical roots and evolution.  In addition to a comprehensive history, the course describes contemporary perspectives of ADHD along with the latest available research. From there, the etiology of ADHD and its genetic, biological, and environmental factors are explored and discussed. Multimodal treatment programs are crucial to addressing the symptoms of ADHD including the use of psychopharmacology, psychotherapy, and complementary and alternative treatments. These multimodal treatments are described in the course with attention paid to stimulant and non-stimulant medications, and cognitive-behavioral therapies.  Case scenarios throughout the course illuminate the presentations of ADHD and various treatments options.

  • Social Workers participating in this course will receive 2 (clinical) continuing education clock hours upon successful course completion. Accreditations
  • Psychologists will receive 2 CE credits upon successfully completing this course. APA Approval

New Jersey Social Workers - This course is approved by the Association of Social Work Boards - ASWB NJ CE Course Approval Program Provider #52 Course #1460 from 5/31/2017 to 5/31/2019. Social workers will receive the following type and number of credit(s): Clinical Social Work Practice 2.

New York Social Workers - This course does NOT meet the NY Social Work Board's criteria for acceptable continuing education

Disclosures
  • Courses must be completed on or before the expiration date noted in the course description above.
  • You must score 75% or higher on the final exam and complete the course evaluation to pass this course and receive a certificate of completion.
  • Through our review processes, Western Schools ensures that this course content is presented in a balanced, unbiased manner and is free from commercial influence. It is Western Schools’ policy not to accept commercial support.
  • All persons involved in the planning and development of this course have disclosed no relevant financial relationships or other conflicts of interest related to the course content.
Objectives

Course Objectives

  • Discuss the historical evolution into modern-day perspectives and understanding of attention-deficit/hyperactivity disorder (ADHD).
  • Describe the etiology of attention-deficit/hyperactivity disorder (ADHD).
  • Explain treatment strategies for attention-deficit/hyperactivity disorder (ADHD).
Author Bio(s)

 

Roberta Waite, EdD, APRN, CNS-BC, FAAN, is a tenured associate professor and serves as the assistant dean of academic integration and evaluation of community programs at Drexel University in Philadelphia. She is a graduate of Widener University (BSN) and the University of Pennsylvania (MSN). She also earned a doctorate in higher education administration-leadership from Widener University and completed a 2-year postdoctoral research fellowship (T32) at the Center for Health Disparities Research at the University of Pennsylvania. In 2011, the Josiah Macy Jr. Foundation awarded Dr. Waite with the title of Macy’s Faculty Scholar. Her clinical scholarly work focuses on help-seeking behaviors and treatment engagement, with particular interest in depression, adult AD/HD, and trauma and adversity among diverse populations.

Meghan S. Leahy, MS, NCC, is a certified counselor and the founder and director of Leahy Learning in Wynnewood, PA. She is a graduate of St. Joseph’s University (BA) and Villanova University (MS). Her clinical work focuses on problemsolving and success strategies with a particular interest in education, counseling, learning disabilities, ADHD, and autism spectrum disorders. Ms. Leahy helps clients and their families to understand these experiences, their effects inside and outside of the classroom, and the implementation of successful strategies as both modes of prevention and response. Ms. Leahy has worked as a clinical associate in the Adult ADHD Treatment and Research Program in the Department of Psychiatry at the University of Pennsylvania. She also provides consultation and training to schools, universities, and corporations and has spoken on a variety of topics in education and mental health in both the United States and the United Kingdom.

 

Peer Reviewer Bio(s)

Patricia O. Quinn, MD, is a developmental pediatrician in the Washington, DC, area. A graduate of the Georgetown University Medical School, she specializes in child development and psychopharmacology. Dr. Quinn has worked for more than 30 years in the areas of ADD (ADHD) and learning disabilities. She gives workshops nationwide and has appeared on several network television shows discussing the issue of girls and women with ADD, along with authoring several books on the topic of ADHD. In 2000, Dr. Quinn received the CHADD Hall of Fame Award for her outstanding service to the field of ADHD.

Attachment Security: Developmental Effects and Effective Intervention

Price: $34.95 
Item # B4255  

Release Date: September 27, 2017

Expiration Date: September 27, 2020

Current research reveals that in addition to the traditional mother-child dyad, infants also attach to other consistent caregivers (i.e., fathers, both parents, foster parents, nannies). The effects of positive development due to secure attachment are widely known and accepted. It is only within the past decade that researchers have turned their attention to understanding insecure attachment and its prevalence across cultures.  As researchers begin to understand the potential outcomes of insecure attachment over time, professionals in human services and mental health must gain conceptual understanding of the multiple dimensions of attachment and implement effective strategies that are targeted to the specific problems and issues that are present in clients with attachment-related concerns. This intermediate-level course begins by reviewing early research and the identification of attachment styles.  The basic components of attachment theory are explained while also noting potential racial and cultural biases in the theory and research literature. The effects of insecure attachments and parenting style across developmental domains are discussed. Case studies provide opportunities for clinical application of attachment theory,including how a parent’s own attachment security can influence that of their children and family system. This course provides information on the effects of attachment types on relationships, communication, the development of mental health related concerns, and personality disorders. This course focuses on childhood attachment, but also how the impact of an insecure attachment can last into adulthood. 

  • Social Workers will receive 4 (clinical) continuing education clock hours upon successfully completing this course. Accreditation
  • Psychologists will receive 4 CE credits upon successfully completing this course. APA Approval

New Jersey Social Workers - This course is approved by the Association of Social Work Boards - ASWB NJ CE Course Approval Program Provider #52 Course #1865 from 05/03/2018 to 05/03/2020. Social workers will receive the following type and number of credit(s): Clinical Social Work Practice 4

Disclosures
  • Courses must be completed on or before the expiration date noted in the course description above.
  • You must score 75% or higher on the final exam and complete the course evaluation to pass this course and receive a certificate of completion.
  • Through our review processes, Western Schools ensures that this course content is presented in a balanced, unbiased manner and is free from commercial influence. It is Western Schools’ policy not to accept commercial support.
  • All persons involved in the planning and development of this course have disclosed no relevant financial relationships or other conflicts of interest related to the course content.
Objectives

Course Objectives

  • Describe theoretical underpinnings and early research for attachment theory.
  • Identify effects of attachment security on each developmental domain.
  • Explain the effects of parenting style on attachment security.
  • Identify the environmental influences on attachment.
  • Recognize the effects of insecure attachment in adulthood.
  • Describe the best therapeutic strategies for counseling individuals with insecure attachment-related issues.
Author Bio(s)

 

Anita R. Kiessling-Caver, MSW, QCSW, LCSW, PhD, has worked in a variety of clinical settings. Her practice of 20 years has included individual and family therapy and the design and implementation of clinical programs in outpatient and residen­tial settings. She also has experience as an adjunct professor of social work. Dr. Kiessling-Caver’s clinical work has primarily focused on antisocial and borderline personality disorders. She also has experience with anxiety disorders, adult violence, sub­stance abuse, and trauma recovery. Her advocacy efforts include work to reduce the effects of poverty on children and increasing the awareness of the impact of early neglect on human development. Dr. Kiessling-Caver is a licensed clinical social worker in Missouri, where she is also recognized as a qualified clinical social worker. She is also a licensed graduate social worker in Minnesota. She earned a PhD in clinical social work from the University of Missouri in Columbia. Her research interest and practice expertise is in the area of attachment security, including the developmental and long-term effects of insecure attachment on adult behaviors and cognition. She is also involved with the development of strategic programming aimed at reducing the developmental effects of insecure attachment by targeting insecurely attached parents. She is currently president of a nonprofit agency, Kiessling and Associates, in Columbia, Missouri.

 

Peer Reviewer Bio(s)

Simone Lambert, PhD, is a core counseling faculty member at the University of Phoenix and has been a counselor educator since graduating from the University of North Carolina at Greensboro in 2001. She is a licensed professional counselor and national certified counselor, serving as a counselor and supervisor over the past two decades. Dr. Lambert has been elected to serve as president of the American Counseling Association (ACA) for the 2018-2019 term. She is a past president of the International Association of Addictions and Offender Counselors (IAAOC), a division of the ACA. Her most recent professional leadership includes her role as the IAAOC representative to the American Counseling Association Governing Council. Dr. Lambert was the recipient of the 2010 IAAOC Addictions/Offender Educator Excellence Award. Her research interests include addiction prevention; counselor wellness; chronic illness; sensory processing disorder; and issues related to children, adolescents, and families. Dr. Lambert has published numerous book chapters and articles, primarily focused on issues related to mental health, addiction, youth, and families.

Co-Parenting After Separation

Price: $29.95 
Item # B4244  

Release Date: October 27, 2017

Expiration Date: October 27, 2020

Over the past fifty years, social scientists have explored a wide range of issues related to parental divorce and parenting after separation. This interest was sparked, at least in part, by the growth in the number of families with children whose parents are living apart from each other. With increases in divorce rates and social acceptance of diverse family structures, the interest in how children are affected, post-divorce parenting and legal issues, and the types of interventions that can help families navigate the divorce transition have all become important areas of research.

The past 10 years in particular have produced an emerging body of research on parental separation and child well-being that has challenged many of the assumptions and practice wisdom still prevalent in family counseling.

This basic-level course offers an updated evidence base related to key factors in parental separation and divorce that are associated with positive outcomes for children and families. With an emphasis on the child’s best interest, the course walks practitioners through parenting children during and after parents separate based on the child’s biopsychosocial and developmental needs. Common problems and appropriate resolutions are described, along with special considerations such as family violence, parental alienation, same sex couples, and relocation. The course focuses on the importance of non-adversarial conflict resolution and continued involvement of both parents in children’s lives within a cooperative co-parenting relationship. A range of interventions for use with divorcing families and highly-conflicted parents are examined, including family mediation, divorce education, family therapy, bird’s nest arrangements, parallel parenting, and co-parenting agreements.  Case examples illustrate the key learning points throughout the course. 
  • Social Workers will receive 3 (clinical) continuing education clock hours upon successfully completing this course. Accreditation
  • Psychologists will receive 3 CE credits upon successfully completing this course. APA Approval

New Jersey Social Workers – This course is approved by the Association of Social Work Boards - ASWB NJ CE Course Approval Program Provider #52 Course #1861 from 05/03/2018 to 05/03/2020. Social workers will receive the following type and number of credit(s): Clinical Social Work Practice 3

Disclosures

 

  • Courses must be completed on or before the expiration date noted in the course description above.
  • You must score 75% or higher on the final exam and complete the course evaluation to pass this course and receive a certificate of completion.
  • Through our review processes, Western Schools ensures that this course content is presented in a balanced, unbiased manner and is free from commercial influence. It is Western Schools’ policy not to accept commercial support.
  • All persons involved in the planning and development of this course have disclosed no relevant financial relationships or other conflicts of interest related to the course content.
  • Glenn Stone is the Chairperson of the Department of Social Work at Ball State University in Muncie, Indiana. He is the author of several articles on the topic of divorce adjustment and coauthor of a book on nonresidential fathers entitled Fathering at Risk: Helping Nonresidential Fathers.

 

Objectives

Course Objectives

  • Identify the effects of parental separation on children and key factors associated with their positive adjustment.
  • Identify the effects of divorce on parents.
  • Describe divorce education programs and interventions for common problems in divorced families.
  • Explain the concept of cooperative co-parenting and a framework for cooperative parenting plans.
  • Describe intervention approaches for different parenting constellations following divorce.
  • Recognize special considerations for separated families who experience domestic violence, parental alienation, new relationships, same-sex partnerships, reproductive issues, and geographic relocation.
Author Bio(s)

 

Edward Kruk, MSW, PhD, is an associate professor of social work at the University of British Columbia, special­izing in child and family policy. Dr. Kruk also practices family mediation and divorce counseling in Vancouver. His research projects have focused on parenting after divorce, family mediation, and parental alienation. He has more than 40 years of clinical and community work experience as a professional social worker. He received his BA and MSW degrees from the University of Toronto and his doctorate from the University of Edinburgh, where he studied as a National Welfare Fellow. His professional experience also includes a faculty appointment with the University of Calgary Faculty of Social Work, family practice with Catholic Family Services in Calgary, medical social work practice with the Royal Hospital for Sick Children in Edinburgh, school social work practice with the Metro Separate School Board in Toronto, and child protection work with the Metro and Catholic Children’s Aid Societies in Toronto. Dr. Kruk is the author of Divorce and Disengagement: Patterns of Fatherhood Within and Beyond Marriage (Fernwood, 1993), Mediation and Conflict Resolution in Social Work and the Human Services (Nelson-Hall, 1997), Divorced Fathers: Children’s Needs and Parental Responsibilities (Fernwood, 2011), and The Equal Parent Presumption: Social Justice in the Legal Determination of Parenting After Divorce (McGill-Queen’s University Press, 2013), and he has published widely in a variety of academic and professional journals. He is also a regular contributor to Psychology Today on matters related to co-parenting after divorce and hosts a weekly radio show on this topic. Dr. Kruk is the current president of the International Council on Shared Parenting.

 

Peer Reviewer Bio(s)

Rebecca G. Harvey, PhD, has been an associate professor in the department of social work and marriage and family therapy program at Southern Connecticut State University in New Haven Connecticut since 2014. Prior to this appointment, she had been affiliated with the Marriage and Family Therapy Program at Seton Hill University in Greensburg, Pennsylvania, as an assistant professor since 2004 and as its program director since 2009. Dr. Harvey received her MSW in 1996 and her PhD in marriage and family therapy in 2007, both from Syracuse University. In addition to her academic appointments, Dr. Harvey has had more than 15 years of clinical experience, including positions as a family therapist, support group facilitator, crisis counselor, and health education coordinator. She maintains private family therapy practices in Beverly, Massachusetts; Syracuse, New York; and Greensburg, Pennsylvania. Dr. Harvey has written extensively and presented throughout the United States, Canada, and Mexico on topics related to sexual identity, sexual health, and gay and lesbian youth.