Disciplines:

Social Work

Hours: 20 Contact Hours
Item#: BCT20

 

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Item # BCT20
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Sexual Health Counseling, 2nd Edition

Price: $29.95 
Item # B4229  

Release Date: May 23, 2016

Expiration Date: December 31, 2019

Clinicians must be prepared to approach discussions of sexual health in a professional, open, knowledgeable, and appropriate manner that allows clients to discuss their concerns without fear of shame or disapproval. However, research indicates that the majority of mental health providers do not receive any training in sexual health assessment or treatment.

This intermediate-level course describes ways of talking with clients about sexual topics and offers frameworks for sexual health assessment and models for intervention. The course discusses professional conduct and the importance of taking a proactive approach to a client’s sexual health. Theoretical perspectives are described, including the bio-psycho-social-cultural perspective, the sexual health model framework, and the ecological systems model of sexual health. Participants will learn about sexual development across the life span, including childhood, adolescence, and adulthood. Case vignettes used throughout the course depict common ways in which sexual health topics may arise in therapy sessions with clients in varying life stages. Topics specific to children are the psychosexual development theory, healthy sexual development, sexual orientation during childhood, and exposure to sexually explicit material.

The course provides information on sexual behaviors in children and adolescents and, in a useful chart format, differentiates behaviors that are normative from behaviors that are concerning. Clinical practices are discussed, such as determining conditions for treatment and gathering sexual health information. The discussion of sexual dysfunction and sex therapy treatment includes a description of the sexual response cycle. Sexual health diagnoses such as sexual abuse, gender dysphoria, sexual addiction and compulsions, and paraphilias are described. This course is designed for social workers, marriage and family therapists, mental health counselors, and other health specialists who seek to better assist clients with sexual health issues.

  • Social Workers will receive 3 (Clinical Content) continuing education clock hours upon successfully completing this course  Accreditations

New Jersey Social Workers – This course is approved by the Association of Social Work Boards - ASWB NJ CE Course Approval Program Provider #52 Course #1857 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.
Objectives

Course Objectives

  • Define sexual health and related terminology.
  • Describe theoretical perspectives of sexual health.
  • Differentiate sexual development at various life stages.
  • Identify ways for clinicians to address and assess clients’ sexual health.
  • Explain sexual health diagnoses and sex therapy treatments.
Author Bio(s)

 

Elizabeth B. Russell, PhD, LCSW, is currently an assistant professor in the Department of Social Work at Nazareth College in Pittsford, New York, where she teaches courses on mental health practice and research. She received a doctorate of philosophy from the University of Rochester, New York; a master of social work degree from the University of Michigan, Ann Arbor; and a bachelor of science degree in human development and family studies from Cornell University. She has worked in a variety of practice settings, including as a case manager for the chronically mentally ill, clinical social worker and sex therapist in a university hospital outpatient setting, child therapist, and research consultant in several community projects. Her professional interests include sexual health, sex therapy, interpersonal practice, and evidence-based practice. Dr. Russell’s current research focuses on health professionals’ training in sexual health and their clinical practices. Dr. Russell has authored and coauthored several peer-reviewed journal articles and book reviews in the past ten years.

 

Peer Reviewer Bio(s)

Doni P. Whitsett, MSW, PhD, is a clinical professor at the University of Southern California (USC) School of Social Work. She earned her bachelor’s degree from Pennsylvania State University in 1963, her master’s of science in social administration from Western Reserve University School of Applied Social Sciences in 1967, and her doctoral degree from USC in 1987. In addition to USC, Dr. Whitsett has taught at the University of California at Los Angeles School of Social Welfare and Peking University School of Sociology in Beijing, China. She has taught courses on human sexuality in clinical social work practice and human behavior in mental health settings. For many years she also taught the California Board of Behavioral Science’s 10-hour, state-required course on human sexuality. Dr. Whitsett also lectures and writes on the effects of cult involvement on mental health. She maintains a private practice in Los Angeles.

Clinical Neuropsychology: Applications in Practice, 2nd Edition

Price: $29.95 
Item # B4230  

Release Date: July 11, 2016

Expiration Date: July 11, 2019

Clinical neuropsychology is a field that combines skills and perspectives from neurobiology, clinical psychology, neuropsychiatry, and behavioral neurology. This informative and practical course discusses what happens during a typical neuropsychological evaluation, how and when to make a referral to a neuropsychologist, and how to read a neuropsychological report. The functional organization of the brain is clearly described with accompanying illustrations that are useful for clients and practitioners. The discussion of neuroanatomy includes the brainstem, cerebellum, cerebral hemispheres, hypothalamus and thalamus, limbic system, and cerebral cortex. Brain circuitry is described, including the language circuit and brain damage. Participants will learn about the components of a neuropsychological evaluation, such as reviewing patient records; conducting a clinical interview; selecting, administering, scoring, and interpreting tests; making behavioral observations; writing reports; providing feedback; and educating clients, families, and other team members.

This intermediate-level course describes the etiology, course, and prevalence of common disorders across the lifespan and discusses their diagnosis, assessment, and treatment. The course discusses disorders in pediatric neuropsychology, such as attention deficit hyperactivity disorder, specific learning disorders, autism spectrum disorder, and psychiatric comorbidities. Social workers, counselors, therapists, and psychologists who treat adults and geriatric patients will benefit from discussions of traumatic brain injury, multiple sclerosis, and Alzheimer’s disease.

  • 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 #1859 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.
Objectives

Course Objectives

  • Define clinical neuropsychology.
  • Discuss the historical development of the field of neuropsychology and the unique training requirements for clinical neuropsychologists.
  • Identify major neuroanatomical features of the brain and their functional significance.
  • Explain the core steps in clinical neuropsychological evaluations.
  • Describe common neuropsychological disorders in children and adolescents.
  • Describe common neuropsychological disorders in young and older adults.
Author Bio(s)

 

Rebecca E. Ready, PhD, ABPP-CN, is an associate professor, division head, and director of clinical training in the Department of Psychology at the University of Massachusetts, Amherst (UMass), and a member of the Umass Neuroscience and Behavior Program. Dr. Ready obtained her doctorate in clinical psychology from the University of Iowa in 2001. Her predoctoral training was funded by a grant from the University of Iowa Center on Aging to study behavioral symptoms in neurodegenerative diseases, including Alzheimer’s disease and Huntington’s disease. Dr. Ready completed her internship and two-year post-doctoral residency in neuropsychology at Brown University Medical School, Department of Psychiatry and Human Behavior. Her postdoctoral research training at Brown University was funded by a National Research Service Award from the National Institutes of Health to study quality of life in persons with mild cognitive impairment and Alzheimer’s disease. Dr. Ready completed another year of residency at the University of Pittsburgh, Department of Psychiatry, Late Life Mood Disorders Program, before beginning her current position at UMass. Dr. Ready runs an active research laboratory that studies changes in emotion and cognition in aging and in the context of neurodegenerative diseases, such as Alzheimer’s disease and Huntington’s disease. She teaches advanced assessment courses to clinical psychology graduate students and supervises the neuropsychological assessments program in the UMass training clinic and the Psychological Services Center, and conducts neuropsychological assessments for a wide range of referral questions, including attention-deficit/hyperactivity disorder, learning disabilities, memory disorders, and concussion. She is a board-certified, licensed clinical neuropsychologist in Massachusetts.

 

Peer Reviewer Bio(s)

Kathleen L. Fuchs, PhD, ABPP-CN, received her undergraduate degree from the University of California-San Diego. She earned her doctorate at the University of Houston and completed an internship in clinical psychology at the University of Chicago Medical Center. She then completed a postdoctoral fellowship in clinical neuropsychology at the University of Virginia. She is currently an associate professor of clinical neurology and is the neuropsychologist for the James Q. Miller Multiple Sclerosis Clinic at the University of Virginia. She is affiliated with the UVA Memory and Aging Care Clinic and is the director of postdoctoral training in neuropsychology within the Department of Neurology. She is board-certified in clinical neuropsychology and does cognitive assessments of young and older adults with neurologic disorders. Her specialty areas of clinical practice and research include multiple sclerosis, mild cognitive impairment, and cognitive/emotional sequelae of brain tumors.

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.

Major Depression in Adults: Signs, Symptoms, and Treatment Strategies, 2nd Edition

Price: $29.95 
Item # B4235  

Release Date: November 23, 2016

Expiration Date: November 23, 2019

Depressive disorders affect many people across a wide range of age, cultural, ethnic, racial, and socioeconomic groups, and clinicians need to be aware of the prevalence, different manifestations, symptoms, and effect on functioning among various populations. The purpose of this basic-level course is to educate social workers, counselors, marriage and family therapists, and psychologists about major depressive disorder and its distinctions so that the treatment team can provide the client with relief from symptoms and an improved sense of well-being. Participants will learn about the epidemiology of major depressive disorder and how to differentiate types of depression as described by the DSM-5, such as persistent depressive disorder (dysthymia), premenstrual dysphoric disorder, and substance- or medication-induced depressive disorder. Causal and influential factors are discussed, such as biological factors, psychological factors, social factors, and cultural considerations.

The course describes signs and symptoms of depression in adults (with a very brief overview of children and adolescents) and discusses clinical assessment, suicide assessment, and clinical diagnosis.  Assessment tools are described.  Participants will learn about treatment planning and the implementation of evidence-based practices. Current treatments are described, including biological treatments, such as psychopharmacology and electroconvulsive therapy; psychological treatments, such as cognitive-behavioral therapy and interpersonal therapy; and social interventions. Relapse prevention and the monitoring of client progress are discussed. A case scenario illuminates treatment and measuring outcomes through goal attainment scales and other forms of single-subject designs. 

  • 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 #1459 from 5/31/2017 to 5/31/2019. 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.
Objectives

Course Objectives

  • Explain the epidemiology of depression.
  • Differentiate among the types of depressive disorders.
  • Recognize the symptoms and causal and influential factors of major depression.
  • Describe assessment and treatment approaches for major depression.
  • Describe outcome evaluation approaches.
Author Bio(s)

 

Teresa Mason, PhD, LCSWC, is a professor of social work at Gallaudet University in Washington, DC. She received a bachelor of social work (BSW) degree in 1987 from the University of Maryland, a master of social work (MSW) degree from Gallaudet University in 1992, and a doctorate from the School of Social Work at the University of Maryland at Baltimore in 2000. Dr. Mason has worked in the mental health field for more than 24 years, in inpatient, outpatient community centers, and private practice settings. Her clinical experience has focused on working with deaf adults who have a chronic mental illness, including those who have major depression. Her current publications and areas of research address the assessment of mental health needs in minority populations.

 

Peer Reviewer Bio(s)

Kelly Cue Davis, PhD, is a licensed clinical psychologist and research associate professor in the School of Social Work at the University of Washington in Seattle, Washington. Dr. Davis obtained her master’s and doctoral degrees in clinical psychology from the University of Washington, where her advanced training focused on the use of cognitive-behavioral therapies for mood, anxiety, and substance use disorders. Dr. Davis’s research focuses on the effects of alcohol consumption on sexual health and sexual violence, particularly through its effects on emotional and cognitive factors. Dr. Davis serves as an editor and as an ad hoc reviewer for numerous psychology journals.

Allison J. Applebaum, PhD, is an assistant attending psychologist and director of the Caregivers Clinic at Memorial Sloan Kettering Cancer Center. Dr. Applebaum received her doctorate in clinical psychology from Boston University and completed her clinical internship at New York Presbyterian Hospital/Weill-Cornell Medical Center. She has more than 10 years of clinical and research experience in the field of behavioral medicine. Dr. Applebaum’s research is directed toward promoting the psychological and physical well-being of individuals diagnosed with chronic medical illnesses. Her research interests also include the classification of mood disorders, including the nature and treatment of bipolar disorders and the bipolar spectrum.

Youth Suicide, Updated 1st Edition

Price: $34.95 
Item # B4263  

Release Date: December 19, 2017

Expiration Date: December 19, 2020

Suicide and suicidal behaviors affect individuals, families, and communities, and addressing youth suicide has become a public health imperative. This intermediate-level course provides essential information on the tools needed to assess youth for suicide risk and to engage in interventions with these youth across various settings. Learners will become aware of 10 myths about youth suicide, which too often dictate how adults interact with youth who may be at heightened risk for suicide, both in public and in clinical practice. Four prominent theories of suicide are described: Durkheim’s sociological theory of suicide, Shneidman’s theory of the suicidal mind, Joiner’s interpersonal theory of suicide, and the family systems theory of suicide. Suicide risk factors are discussed, including psychiatric diagnoses, family and social factors, sexual minority status (individuals self-identified as lesbian, gay, bisexual, or transgender), bullying, and demographic factors like age, gender, race, and ethnicity.

Participants will learn about assessment approaches and treatment planning. A decision-making tree and safety planning and documentation protocols are provided.  The course reviews the use of psychopharmacology and of psychotherapies such as dialectical behavior therapy, cognitive behavioral therapy, and attachment-based family therapy. A particular focus is placed on brief interventions that can be applied across multiple settings. Presentations of case vignettes illuminate key concepts for the various interventions. Special mention is given to clinicians who experience the loss of a patient to suicide. This course is designed for behavioral health specialists, including social workers, mental health counselors, marriage and family therapists, and psychologists.

  • Social Workers participating in this course will receive 4 (clinical) continuing education clock hours upon successful course completion. Accreditations
  • 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 #1866 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

  • Differentiate myths from facts related to youth suicide.
  • Describe relevant terminology and theories of youth suicide.
  • Describe risk factors, warning signs, and protective factors related to suicide in youth.
  • Describe how to assess youth who may be at risk for suicide.
  • Explain various interventions to manage youth experiencing suicidal ideation and other risk factors for suicide.
Author Bio(s)

Edward A. Selby, PhD, is an associate professor and director of clinical training in the clinical psychology program at Rutgers University in New Brunswick, New Jersey. Dr. Selby’s extensive research and clinical experience has sought to improve understanding and treatment of suicidal behavior, personality disorders, and eating disorders. He has written more than 70 peer-reviewed scientific articles and book chapters, and he was named a “Rising Star” in 2015 by the Association for Psychological Science. Much of his work is aimed at understand­ing the emotional experiences related to suicidal behavior, as well as the factors among different psychiatric disorders that increase risk for suicidal behavior. Dr. Selby’s research has been funded by the National Institute of Mental Health, the Brain and Behavior Research Foundation, and the Association for Behavioral and Cognitive Therapies. Dr. Selby is a licensed practitioner and has been trained extensively in major treatments for suicidal behavior and crisis intervention, including cognitive behavior therapy and mindfulness-based interventions.

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 Robert O. Lawton Distinguished Professor of Psychology at Florida State University–Tallahassee. Dr. Joiner’s work focuses on the psychology, neurobiology, and treatment of suicidal behavior and related conditions. Author of more than 475 peer-reviewed publications, Dr. Joiner has been awarded a 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 Grant from the National Alliance for Research on Schizophrenia and Depression, the Edwin S. Shneidman Award for excellence in suicide research from the American Association of Suicidology, and research grants from the National Institute of Mental Health, Department of Defense, and various foundations. He is editor of the American Psychological Association’s Clinician’s Research Digest, editor of the Journal of Social & Clinical Psychology, and editor in chief of the journal Suicide and Life-Threatening Behavior. He has authored or edited 17 books.iewe

Postcombat-Related Disorders: Counseling Veterans and Military Personnel, 2nd Edition

Price: $34.95 
Item # B4278  

Release Date: October 8, 2018

Expiration Date: October 8, 2021

With increasing frequency, military personnel and veterans experience mental health problems upon return from deployment. This intermediate-level course sensitizes mental health providers to military cultural norms. The course describes postdeployment transition, reintegration, and adjustment, and identifies common mistakes that clinicians make in treating this population. Military families are discussed, including marital satisfaction and the effects of military life on the spouse and children. Assessment and treatment methods for PTSD, depression, suicide risk, substance use disorders, and traumatic brain injury are all described. The various treatment methods are explained in detail, and include case vignettes to illustrate client and therapist interactions.

 

  • 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

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 differences between military and mental health cultural norms and their impact on how combat veterans access mental health services.
  • Explain the challenges that combat veterans and their families face when transitioning, reintegrating, and readjusting from deployment.
  • Describe the prevalence, diagnostic criteria, and treatments for posttraumatic stress disorder and depression among combat veterans.
  • Describe effective treatments for suicidal behaviors, substance use, and traumatic brain injury among veterans with posttraumatic stress disorder and depression.
Author Bio(s)

Craig J. Bryan, PsyD, ABPP, is a board-certified clinical psychologist in cognitive behavioral psychol­ogy and is currently the executive director of the National Center for Veterans Studies at The University of Utah. Dr. Bryan received his PsyD in clinical psychology in 2006 from Baylor University and com­pleted his clinical psychology residency at the Wilford Hall Medical Center, Lackland Air Force Base, Texas. He was on the faculty of the Department of Psychology at Wilford Hall Medical Center, where he was chief of the primary care psychology service and manager of the suicide prevention program for Lackland Air Force Base. Dr. Bryan deployed to Balad, Iraq, in 2009, where he served as the director of the traumatic brain injury clinic at the Air Force Theater Hospital. Upon completion of his contrac­tual requirements, Dr. Bryan voluntarily separated from active-duty service shortly after his deploy­ment. He currently researches suicidal behaviors, suicide prevention strategies, psychological health, and resiliency. Considered a leading national expert on military suicide, Dr. Bryan is a consultant to the Department of Defense for psychological health promotion initiatives and suicide prevention and has briefed Congressional leaders on these topics. He has authored more than 100 scientific publications and book chapters on suicide risk and prevention among military personnel. Dr. Bryan was recognized by the Society for Military Psychology with the Arthur W. Melton Award for Early Career Achievement.

David C. Rozek, PhD, is a clinical psychologist and holds a primary appointment at The University of Utah in the Department of Psychiatry with a secondary appointment as the director of training at the National Center for Veterans Studies. He received his PhD from the University of Notre Dame and completed his residency at the Orlando Veterans Affairs Medical Center. Dr. Rozek’s research and clini­cal expertise are in cognitive and behavioral therapies for suicide, depression, and posttraumatic stress disorder. He regularly provides training to clinicians and medical professionals about managing suicidal patients and is an active researcher focusing on how to best improve clinical care.

James Daley, PhD, is an associate professor at Indiana University School of Social Work and a member of the editorial board of the Advances in Social Work journal. He received his BS degree in psychology from Wofford College in Spartanburg, South Carolina, his MSW degree from the University of South Carolina, and his PhD in social work from Florida State University. With more than 24 years of clinical experience and 18 years as a military social work officer in the Air Force, Dr. Daley teaches family and group practice classes and is the chair of the Family Concentration Program. His research focus is on international military social work and families navigating chronic illness. He has written and presented extensively on issues facing military families. Dr. Daley has completed a families and illness fellowship at the Chicago Center for Family Health and advanced training in Gottman Method Couples Therapy.

Peer Reviewer Bio(s)

Joseph M. Holshoe, PMHNP-BC, is a board-certified family psychiatric nurse practitioner and a Commander in the U.S. Public Health Services. He currently serves as the deputy chief, Department of Behavioral Health, Bassett Army Community Hospital, Fort Wainwright, Alaska, where he provides psychiatric care to active-duty service members, dependents, and retirees. A recognized speaker on sleep, psychiatry, and military psychiatry, he has spoken to numerous professional audiences around the country and has served as a content expert and item writer for the American Nurses Credentialing Center national certification exam in Psychiatric and Mental Health Nursing. CDR Holshoe has published on sleep issues and authored the chapter on sleep and antidepressants in the Encyclopedia of Sleep. He has also authored chapters on sleep-wake disorders and trauma- and stressor-related disorders for other Western Schools nursing continuing education courses.