|Price:|| $34.95|| ||Hours:||4 Contact Hours|
Helping professionals are likely to encounter clients who have experienced intimate partner violence (IPV) and children who have been exposed to family violence. This intermediate-level course discusses the detrimental effects of IPV on child witnesses, the complex issues and negative sequelae that accompany exposure to IPV, and their impact on the mental health needs of children. Participants will learn about identifying exposure to IPV and reporting cases to child protective services. Cultural issues regarding IPV such as language barriers, immigration concerns, and attitudes toward women are covered. Effects of IPV exposure are described, including the roles of neurobiology, attachment, and resilience, and participants will learn about the impact of IPV on different age groups.
The course discusses internalizing and externalizing behaviors of children exposed to IPV, and trauma symptoms are explored in terms of attachment, biological processes, cognition, affect regulation, dissociation, behavioral control, and self-concept. The author reviews treatment protocols and then describes therapeutic modalities, including trauma-focused play therapy and trauma-focused cognitive-behavioral treatment. The importance of working with the caregiver or parent is highlighted. Clinicians will also learn about countertransferential reactions, vicarious traumatization, and clinician self-care. The course is designed for behavioral health professionals, including social workers, mental health counselors, marriage and family therapists, psychologists, substance abuse counselors, and advanced practice and psychiatric nurses working with children and families in various settings.
Participants will receive 4(Clinical Content) continuing education clock hours upon successfully completing this course.
Click here for a list of supplemental references.
Graham-Bermann, S. A., Castor, L. E., Miller, L. E., & Howell, K. H. (2012). The impact of intimate partner violence and additional traumatic events on trauma symptoms and PTSD in preschool-aged children. Journal of Traumatic Stress, 25, 393–400. doi:10.1002/jts.21724
Lamers-Winkelman, F., Willemen, A. M., & Visser, M. (2012). Adverse childhood experiences of referred children exposed to intimate partner violence: Consequences for their wellbeing. Child Abuse & Neglect, 36(2012), 166–179. doi:10.1016/j.chiabu.2011.07.006
MacMillan, H. L., & Wathen, C. N. (2014). Children’s exposure to intimate partner violence. In S. J. Cozza, J. A. Cohen, & J. G. Dougherty (Eds.), Disaster and trauma (pp. 295–308). Philadelphia, PA: Elsevier.
Miller, L. E., Howell, K. H., Hunter, E. C., & Graham-Bermann, S. A. (2012). Enhancing safety-planning through evidence-based interventions with preschoolers exposed to intimate partner violence. Child Care in Practice, 18(1), 67–82. doi:10.1080/13575279.2011.621885
Tsavoussis, A., Stawicki, S. P. A., Stoicea, N., & Papadimos, T. J. (2014, October 10). Child-witnessed domestic violence and its adverse effects on brain development: A call for societal self-examination and awareness. Frontiers in Public Health. doi:10.3389/fpubh.2014.00178
|Price:|| $34.95|| ||Hours:||4 Contact Hours|
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. 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, psychologists, and advanced practice and psychiatric nurses.
New Jersey Social Workers - This course has been pre-approved for 4 Clinical Social Work Practice credits by the Assoc. of Social Work Boards (NJ CE course approval program provider #52).
Participants will receive 4 (Clinical Content) continuing education clock hours upon successfully completing this course.
|Price:|| $19.95|| ||Hours:||2 Contact Hours|
Life transitions such as adolescence are key risk periods for substance abuse. Therefore, substance use assessment and intervention are particularly critical for adolescents. Substance abuse counseling of adolescents is different from that of adults given adolescents’ distinctively different developmental stages and environments. In addition, the trends of adolescent substance abuse change according to the geographic region, cultural influences, and availability of substances. Participants will learn about evidence-based screening tools that are recommended for use with adolescents who may be using substances.
The course presents a treatment plan development process that is commonly used in outpatient clinics. Counseling approaches must consider the physical, mental, emotional, social, cultural, cognitive, and behavioral aspects of the adolescent. Group work is particularly effective with adolescents because of peer group influences; the inclusion of 12-step models and groups modeled on Alcoholics Anonymous (AA) is useful. The course describes other treatment approaches including abstinence versus harm reduction, motivational interviewing, cognitive-behavioral therapy, and family therapy. The course explains the continuum of care for substance-abusing youth, including prevention, outreach, therapeutic communities, and halfway houses. The course briefly discusses coexisting disorders in an adolescent client with a substance use disorder: These can include conduct disorder, anxiety disorders, trauma and stressor related disorders, bipolar disorder, depression, and attention deficit/hyperactivity disorder. This basic-level course is intended for social workers, mental health counselors, substance abuse counselors, marriage and family therapists, psychologists, and advanced practice and psychiatric nurses who work with youth populations.
Participants will receive 2 (Clinical Content) continuing education clock hours upon successful completion of this course.