Disciplines:

Social Work

Hours: 10 Contact Hours
Item#: BCT10

 

Behavioral Health Bundle


Reg. Prices
Just $66.95
Item # BCT10
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

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.

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.