Course Catalog

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Welcome to CEU By Net's Cultural Competence Training Catalog for LCDCs, Counselors, LCSWs and LMFTs.

CEU By Net's cultural sensitivity courses take you beyond the traditional approach to racial and ethnic diversity, equity, and inclusivity.

Our online training provides cultural competence skills and tools that are essential to effective program design.

Learn how your response to the unique cultural characteristics of individual clients impacts the accuracy of clinical assessment, diagnosis, and treatment intervention in a diverse client population.

Take UNLIMITED courses on the CEU By Net website for FREE with our Unlimited CEUs Plan - only $49 per year. Take 'open book' quizzes online and download your certificates immediately upon course completion.

For a brief summary of our most popular Cultural Competence courses go here.

For a complete list of the Cultural Competence courses, and to enroll in a course, go to the bottom of this page.

Choose cultural awareness courses that address the unique physiological and cultural issues impacting LGBTQ and Transsexual adolescents.

Know how the culture of a school's students and parents impacts your design and preparation of Suicide Prevention and Postvention plans in K-12 schools.

Understand the unique cultural factors that shape the design of effective Harm Reduction programs, for those living with co-occurring HIV, addiction, and mental illness.

Understand the distinctive culture of adolescent victims of Human Trafficking living on the street and how to modify your communication and intervention approach accordingly.

Learn why the US Military culture requires a different approach to treatment of PTSD and SUD in veterans returning home from a war zone.

And more . . .

Our sponsored courses are published by SAMHSA and its national partners and are (pre)approved by NBCC, NAADAC, EACC-EAPA, and IC&RC. Most state mental health and addiction licensing boards accept CEU By Net's continuing education credit, based on these national approvals.

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Course 8T - Human Trafficking of Adolescents in America - Ethics, Culture, Identification, Assessment, and Rescue

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Course 8T - Human Trafficking of Adolescents in America—Ethics, Culture, Identification, Assessment, and Rescue

CEU By Net, LLC sponsors this online course, 'Course 8T - Human Trafficking of Adolescents in America — Ethics, Culture, Identification, Assessment, and Rescue'

Spread these 8 hours of CE credit to apply to other CE categories including General, Cultural Competence, Abuse and Neglect, LGBTQ, Trauma, Assessment, etc.. There is no change in the approval of this course for NBCC, NAADAC, IC&RC, and other states.The course earns 8 credit hours (CEUs) that you can apply to multiple continuing education categories including SUD and mental health Assessment, Cultural Awareness; Federal and State Laws and Rules; Ethics, Crisis Intervention and Trauma-Informed Care; LGBTQ youth; interagency and community coordination; abuse, neglect, exploitation, and more.

The course earns 8 CEUs for Texas and most other states nationwide for mental health and addiction licenses and certifications, and 8 hours for NAADAC and IC&RC. Earns 5.5 credit hours for NBCC and California BBS (and applies to your required 6 hours of Laws and Ethics for BBS).

This course presents an ethical, sensitive, and culturally appropriate approach to identifying, assessing, and assisting minors who are victims of Human Trafficking, including coordination with local and Federal Law Enforcement in the prosecution of trafficking perpetrators.

The course material includes a printable, downloadable prototype assessment for use with trafficking victims, which is important in securing interagency services for survivors and successful prosecution of perpetrators. The course also explains the Federal laws applying to the trafficking of minors vs. adults and clarifies common misunderstandings about what constitutes 'trafficking.'

The GOALS of this course:

1. Learn the focus, approach, and achievements of the US Department of Justice and its partner organizations in the National Strategy to Combat Human Trafficking.

2. Understand the Federal laws and legal definitions of Human Trafficking for both minors and adults as defined in the Trafficking Victims Protection Act (TVPA); know how to recognize the various forms of sex and labor trafficking to which victims are submitted which violate their Human Rights; and understand the volitional difference between Human Trafficking and Prostitution in Adults.

3. Learn a research-based ETHICAL and CULTURALLY AWARE approach to assisting adolescent victims of Human Trafficking with the development of personal SAFETY strategies and methods of escape from the perpetrator.

4. Become familiar with the ETHICALLY formulated Trafficking ASSESSMENT content that is required for the successful prosecution of human trafficking perpetrators. Includes victim-centered language and questions, awareness of trauma-sensitive dynamics, sensitivity to safety issues, and respect for the victim's right to PRIVACY and CONFIDENTIALITY.

5. Understand the ETHICAL ISSUES and PROFESSIONAL CHALLENGES involved when working with the law enforcement team—i.e., the inherent limitations placed on CLIENT CONFIDENTIALITY, to successfully prosecute the perpetrator; and the need for both the credentialed staff and the unlicensed staff to maintain compliance with the rules for SCOPE of PRACTICE.

6. Know the characteristics and methods of Human Trafficking perpetrators and the diverse settings in which they operate, violating the FEDERAL LAW in the United States and the HUMAN RIGHTS of the victim.

7. Understand the typical etiology of how Human Trafficking exploitation and abuse occur in the lives of homeless and runaway youth, and the reasons why escape is difficult or impossible without TRAUMA Informed assistance and INTERAGENCY COORDINATION between LAW enforcement, SOCIAL SERVICES, and behavioral health professionals.

8. Understand the role of drugs, alcohol, homelessness, and survival sex in the deprivation of human rights which is characteristic of Human Trafficking.

9. Know an ethical way to work with trafficking victims to develop a safety plan at various stages in the human trafficking situation – while a victim is in the situation, during the process of leaving, and once the victim has left – and how to ensure safety for staff within the program.

10. Recognize the impact of the COVID-19 Pandemic upon resources for homeless and runaway adolescents who are targets of Human Trafficking perpetrators.

AUTHORS, PUBLISHERS: The material in this manual is published and copyrighted in the public domain by the U.S. Department of Justice, U.S. Department of Health and Human Services, SAMHSA, U.S. Office of Victims of Crime, Homeland Security, The Polaris Project, and Family & Youth Services Bureau - Runaway and Homeless Youth Training & Technical Assistance Center - National Safe Place Network.

APPROVALS:

NBCC, California BBS (including Laws and Ethics), Texas Mental Health licensing boards, Texas TCBAP-TCB-TAAP, NAADAC, IC&RC, Florida Certification Board (FCB), Florida Board of Clinical Social Work, Marriage and Family Therapy and Mental Health Counseling. Based on these approvals, the course is approved by most mental health and addiction licensing boards.

Note: You are free to read, download, save, and print the Study Guide(s) and Quiz(zes) for this Course, before deciding to enroll in the course. These course materials are public domain, and CEU By Net is sponsoring the course for CE Credit. You may STUDY THIS COURSE and the quiz AT NO CHARGE. You may enroll in the course at any time. You must take the quiz ONLINE, by logging into your My Home Page , clicking on the course you want to complete, completing the quiz or quizzes required, and submitting the Feedback Form. You will then instantly receive your course completion certificate! For more information on this course - and to see a COPY of the online quiz - click the '+' symbols, below:

Guide 1_Course 8T_Human Trafficking of Adolescents in America

Guide 2_Course 8T_Human Trafficking of Adolescents in America

Guide 3_Course 8T_Human Trafficking of Adolescents in America

Course 5P_A - Part I - Preventing Suicide Tool Kit for High Schools

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Course 5P_A - Part I - Preventing Suicide Tool Kit for High Schools

This Course 5P_A -- Part I of Preventing Suicide, a Tool Kit for High Schools -- presents a comprehensive Risk Management and culturally sensitive approach to PREVENTING primary suicides of students in High Schools as well as a POSTVENTION approach to preventing 'copy cat' or 'contagion' suicides in the surviving student population. The document was originally published in 2012 but is reviewed annually by SAMHSA, and it's currently a featured manual on the SAMHSA website.

This course is sponsored online by CEU By Net. The course earns 5.75 Clock Hours of credit for multiple State Mental Health and Addiction Boards including Texas Mental Health Boards, TCBAP-TCB-TAAP, Florida Certification Board, Florida CE Broker, IC&RC, and NAADAC; EACC for 6.0 PDHs, Domains I, II, III expires June 13, 2025. The course also awards 4 Credit Hours for California BBS and 4 NBCC Hours. Based upon these credentials, the course is accepted by most state boards for multiple licenses.

The document for this course is published by the Substance Abuse and Mental Health Services Administration (SAMHSA) and was prepared by the National Association of State Mental Health Program Directors (NASMHPD) in collaboration with Education Development Center, Inc. (EDC), and NASMHPD Research Institute, under contract with SAMHSA, U.S. Department of Health and Human Services (HHS), Rosalyn Blogier, LCSW-C and Dr. Tarsha Wilson, Government Project Officers.

The course has two Study Guides and a quiz for each Study Guide. Each of the steps involved in developing a comprehensive Suicide Prevention Plan for High Schools includes one or more TOOLS which guide the implementation of the given step, including forms, worksheets, fact sheets, guidelines, and handouts for use in training staff and educating parents.

Study Guide 1 focuses upon identifying the legal issues and necessary steps involved in the development of a Suicide Prevention Plan which can meet the needs of students -- including cultural factors and characteristics of families. Each plan must accommodate the staffing and community resources which are available to play specific roles in the plan. The first Study Guide also introduces the Risk Factors, the Protective Factors, and the Warning Signs of the potential for suicide among students, which should be communicated to school administrators, staff, and parents.

The second Study Guide describes the steps and tools necessary to IMPLEMENT the components of school-based suicide prevention plans, including the details of Suicide Risk Assessment and determining the Level of Suicide Risk.

The GOALS of the Course:

1. Access an empirically based Suicide Prevention toolkit with step-by-step tools to implement a multifaceted suicide prevention and postvention program addressing the Risk Management needs and cultures of high school students and their families.

2. Know the characteristics of adolescents who are most at risk for suicidal behavior, including depressed and anxious youth, LGBTQ youth, the victims and perpetrators of bullying, those who are using alcohol and drugs, and those with a familial lifestyle or history which includes violence, SUDs, suicide, and poor parental support of children.

3. Understand the steps and the sequence which are necessary to implement the components of a comprehensive school-based suicide prevention and postvention program, including specific tools to implement these steps -- guidelines, forms, checklists, worksheets, documentation formats and procedures, and fact sheets for program planning, training of staff, and education of parents.

4. Know research-based strategies that can help prevent suicide of students in high schools, including a SUICIDE RISK ASSESSMENT format for evaluating the level of risk of an adolescent student and the approach to working with the student's family -- including parents who are resistant, confused, traumatized, in denial, or impacted by cultural bias and/or the LGBTQ status of their child.

5. Know the indicators which correlate with low, moderate, and high Levels of Risk for Suicide among high school students, and the correlation between SUDs, mental health disorders, family dynamics, cultural elements, and suicidal behavior.

6. Understand how to prioritize and select Suicide Prevention programs and activities that will be effective in individual schools, considering the cultural, ethnic and familial characteristics of the school population.

7. Obtain guidance in how to identify school staff and community partners to play specific roles, necessary Risk Management protocols, and effective ways to generate support for the plan in the school system, among families, and within the community.

8. Learn how to integrate suicide prevention and Risk Management into activities that fulfill other aspects of the school’s mission, such as preventing the abuse of alcohol and other drugs and bullying.

A similar course is offered on this website (Course 6B, After a Suicide: A Tool Kit for Schools -- also published by SAMHSA) which primarily addresses Risk Management RESPONSE following a suicide in a school, including response to younger children in the primary and middle school age group. This Course 5P_A has a different structural format than Course 6B, with more attention to the details of stepwise implementation of a Suicide Prevention and Response Plan -- including working with traumatized and resistant parents -- with an eye to Risk Management.

COMING SOON! Parts II and III of Suicide Prevention: A Tool Kit for Schools.

Course 5P_A - Guide 1- Preventing Suicide Tool Kit for High Schools

Course 5P_A - Guide 2 - Preventing Suicide Tool Kit for High Schools

Course 6B - After a Suicide: Toolkit for Schools

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Course 6B - After a Suicide: Toolkit for Schools

This Course 6B - After a Suicide: Toolkit for Schools - is sponsored online by CEU By Net. The course earns 6 Clock Hours of credit for multiple State Mental Health and Addiction Boards including Texas Mental Health Boards, Florida CE Broker, the Alabama Board for Social Work, Texas' TCBAP-TCB-TAAP, Florida Certification Board, IC&RC, and NAADAC. Re-approved May 6, 2024 by EACC for 6 PDHs Domains I, II & III, expiring May 5, 2025. The course also awards 4 Credit Hours for California BBS and 4 NBCC Hours. Based upon these credentials, the course is accepted by most state boards for multiple licenses.

This course is the new, 2nd Edition of the original document created in 2011 by the American Foundation for Suicide Prevention (AFSP) and the Suicide Prevention Resource Center (SPRC). The purpose is to assist schools in the aftermath of a suicide in the school community. This second edition includes updated information and new material.

The material in this course reflects consensus recommendations developed in consultation with national experts, including school-based administrators and staff, clinicians, researchers, and crisis response professionals. It provides guidance and an array of tools for school administrators and mental health managers for development of a POSTVENTION approach to student or employee suicide.

In this course, POSTVENTION is strategically implemented by middle and high school administrators and key Crisis Intervention staff, after the death of a student or school employee by suicide, in coordination with community entities including the Coroner or Medical Examiner, Police, Funeral Director, and the Faith Community. The purpose of Postvention is to alleviate the distress of suicidally bereaved individuals – in this case, both students and employees - and to reduce the risk of imitative suicidal behavior (SUICIDE CONTAGION), and to promote the healthy recovery of the affected community.

This resource was originally developed for Administrators and Crisis Team staff in middle and high schools, but it is also valuable for Mental Health and Addiction Treatment Programs - particularly inpatient, residential and Intensive Outpatient programs. Although some of the guidance can also be used to serve other academic groups, the developmental differences between students in elementary, middle, and high school, and college must be taken into account when using the toolkit to respond to a death in a school or treatment program. Likewise, age differences in other workplaces must be taken into consideration.

These materials are useful for Employee Assistance Program (EAP) professionals who are providing management consultation to school districts. The strategic interventions and tools presented in this course apply to both District students and District employees. The essential approach to communication about the death and POSTVENTION procedures which follow a death are also applicable to workplaces other than schools.

Ideally, schools and other organizations should have a crisis response and postvention plan in place before a suicide occurs. That will enable staff to respond in an organized and effective manner. But whether or not a plan is in place, this toolkit contains information to initiate a coordinated response within the facility and the community.

Goals for Learning:

1. Know the Crisis Response Steps that should be taken immediately, internally within the organization and within the community, when a school learns that a student or employee has died by suicide.

2. Know the do's and don'ts of reducing the emotional trauma of a student or employee suicide for all students and staff, including specific approaches to obtaining and communicating information about the death.

3. Understand the concept and process of POSTVENTION within an organization -- i.e., strategic communication and activity implemented by administrators and key staff to alleviate the distress of suicidally bereaved individuals -- with intent to reduce the risk of imitative suicidal behavior (SUICIDE CONTAGION) and promote the healthy recovery of the affected community.

4. Know the approaches to sharing information and coordinating activities with organizations outside the school, including the police department, the coroner or medical examiner, the faith community, the funeral home director, and mental health providers.

5. Know how to effectively work with the Media – helping journalists to ensure that the public gets the information it needs without causing undue emotional stress, and without increasing the risk of suicide contagion to other students or violation of privacy.

6. Know how to appropriately use and guide Social Media to inform, while working to limit the spread of online rumors and the type of media content that can increase the risk of vulnerable students.

7. Understand the dynamics and risks involved in Memorialization – how to establish policies and procedures which guide students toward appropriately remembering and honoring a student who died without contributing to additional emotional trauma or suicide risk among other students.

8. Have direct access to an extensive array of tools and templates including sample guidelines for policy development, letter content, and procedures to be used in the aftermath of a suicide.

9. Direct access to an extensive collection of online resources for the design and implementation of effective POSTVENTION programs in the aftermath of tragedies including student suicide.

This course is published and copyrighted by American Foundation for Suicide Prevention, & Suicide Prevention Resource Center. (2018). After a Suicide: A Toolkit for Schools (2nd edition). Waltham, MA: Education Development Center. Funded by the American Foundation for Suicide Prevention (AFSP) and the Suicide Prevention Resource Center (SPRC), supported by a grant from the U.S. Department of Health and Human Services (HHS), Substance Abuse and Mental Health Services Administration (SAMHSA), Center for Mental Health Services (CMHS), (Grant No. 5U79SM062297).

Course 6B - After a Suicide: Toolkit for Schools - Study Guide

Course 8K - Harm Reduction Strategies & Challenges with Co-Occurring HIV, SUD, & Mental Disorders

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Course 8K - Harm Reduction Strategies & Challenges with Co-Occurring HIV, SUD, and Mental Disorders

This Continuing Education course is sponsored online by CEU By Net, LLC. The course is an expansion of the shorter Course 1K, to which we have added Chapters 1, 2, and 3 extracted from the larger document written and copyrighted by SAMHSA, published in the public domain in 2020 with a forward updated in May 2021 by the U.S. Department of Health and Human Services,

This continuing education course earns 8 CEUs for TCBAP-TCB-TAAP, California CAADE and CADTP, NAADAC, IC&RC, Florida Certification Board (FCB), Florida and Texas Mental Health Boards, and CE Broker. Also earns 6 credit hours for NBCC and California BBS. EACC Approval for 8 PDHs in Domains I, II, III - expired June 30, 2024.

Based upon these credentials, 8 course credits are accepted by MOST MENTAL HEALTH and ADDICTION licensing boards nationwide.

This CE course contains 4 of the 5 chapters of the SAMHSA document entitled 'Prevention and Treatment of HIV Among People Living with Substance Use and/or Mental Disorders' -- published by SAMHSA in the public domain in 2020 with a May 2021 forward by Elinore F. McCance-Katz, MD, Ph.D., Assistant Secretary for Mental Health and Substance Use, U.S. Department of Health and Human Services.

The course document is the result of a collaboration of expert panels of federal, state, and non-governmental participants who provided input for each of the chapters in the document. Panel members include accomplished scientists, researchers, service providers, community administrators, federal and state policymakers, and people with lived experience.

Compared to Course 1K, this Course 8K presents a more extensive examination of current approaches and challenges encountered in the prevention and treatment of HIV in people living with co-occurring SUD and/or SMI or SED. The course also presents current evidence of the effectiveness of programs and strategies used to treat and prevent HIV among people with co-occurring behavioral health disorders.

The course includes practical information from currently operating treatment and prevention models to consider when selecting and implementing your own programs and practices.

The emphasis in the design of the three research-validated programs is upon PREVENTION and TREATMENT of HIV and HARM REDUCTION in people who use and inject drugs and may engage in unprotected sex. The models encourage the improvement of overall mental and physical health in clients with HIV and co-occurring disorders through psychosocial programming.

The three model programs feature practices to increase adherence and uptake of viral suppression and preventative drugs, including pre-exposure prophylaxis (PrEP), post-exposure prophylaxis (PEP), syringe exchange programs (SEP), Contingency Management (CM), Patient Navigation (PN), and linkage and retention.

We have extracted the extensive list of references for all of these chapters, and placed them at the end of the course as attachments with active links to the referenced documents. You can review and download any of this reference material for use now and in the future. You will not be tested on the reference documents but they provide valuable added perspective to the course material and resources which you can use in your program or practice now and in the future.

The document is the result of a collaboration of expert panels of federal, state, and non-governmental participants who provided input for each of the chapters in the document. Panel members include accomplished scientists, researchers, service providers, community administrators, federal and state policymakers, and people with lived experience

. The Goals of This Course:

1. Learn the details of three research-validated service delivery models in diverse settings in which HIV can be effectively prevented and treated in persons living with HIV and concurrent SUD and/ or Mental Illness, including those who may engage in unprotected sex.

2. Learn effective approaches with varying CULTURAL populations to encourage uptake and consistent compliance with (a) Pre-Exposure Prophylaxis (PrEP - prevention of HIV when exposed to the virus), and (b) Post-Exposure Prophylaxis (PEP), and (c) suppression of the HIV virus in those who have contracted HIV (ART - Antiretroviral Therapy)..

3. Understand the roles of Biomedical Intervention, Psychosocial Intervention, and awareness of cultural characteristics in the prevention and treatment of HIV and other Sexually Transmitted Diseases in persons with concurrent behavioral health disorders (SUD and mental illness).

4. Learn how Syringe Exchange programs are successfully integrated within communities and the most effective approach to implementation with persons with concurrent behavioral health disorders.

5. Learn the role of Peer Health Navigation (PHN) and Contingency Management (CM) in achieving behavioral and biomedical targets, including transgender women of color who are at risk for or have HIV and concurrent behavioral health disorders.

6. Know why it is critical that programs primarily serving people with serious mental illness and SUD (a) assess their clients for HIV risk, (b) conduct HIV testing, and (c) provide medically and behaviorally integrated HIV prevention and treatment services to address their complex needs.

7. Understand the errors in the design of HIV programs which result in unsuccessful or reduced HIV viral suppression -- particularly with those living with a concurrent diagnosis of SUD and/or Mental Illness.

8. Understand that the model HIV treatment and prevention programs presented in this course must be modified as needed, to meet the needs, living circumstances, and cultural characteristics of the local population.

Guide 1 - Course 8K

Guide 2 - Course 8K

Guide 3 - Course 8K

Course 1K - Introduction to Effective Harm-Reduction Strategies for Prevention and Treatment of HIV in Persons with Co-Occurring Behavioral Health Disorders

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Course 1K - Introduction to Effective Harm-Reduction Strategies for Prevention and Treatment of HIV in Persons with Co-Occurring Behavioral Health Disorders

This short Continuing Education course is sponsored online by CEU By Net, LLC. The course content is written and copyrighted by SAMHSA, published in the public domain in 2020 with a forward updated in May 2021. SAMHSA presents current, research-validated strategies for the prevention and treatment of persons who are living with HIV concurrent with SUD and/or Mental Disorders, with an emphasis on HARM REDUCTION. The course materials examine three currently operating community-based programs that utilize emerging and best practices for working with this population and identify the challenges and strategies for implementation.

The three model programs utilize client-centered, harm-reduction approaches in diverse settings that have demonstrated effectiveness in treating persons with concurrent HIV and Substance Use and/or Mental Disorders, as well as prevention of HIV in this vulnerable behavioral health population. The strategies described are part of a comprehensive HIV program.

The programs feature practices to increase uptake and improve adherence to pre-exposure prophylaxis (PrEP), post-exposure prophylaxis (PEP), syringe exchange programs (SEP), Contingency Management (CM), Patient Navigation (PN), and linkage and retention.

This continuing education course earns 2 CEUs for TCBAP-TCB-TAAP and Texas BHEC, California CAADE and CADTP, NAADAC, IC&RC, and Florida Certification Board (FCB), Florida Mental Health Board, CE Broker and most states. Earns 1.75 for Florida Mental Health licenses, and 1.25 credit hours for NBCC and California BBS. EACC 2 PDHs Domain I, II, III expires June 13, 2025

Based upon these credentials, the course credits are accepted by MOST MENTAL HEALTH and ADDICTION licensing boards nationwide.

This CE course contains Chapter 4 of the larger SAMHSA document entitled 'Prevention and Treatment of HIV Among People Living with Substance Use and/or Mental Disorders' -- published by SAMHSA in the public domain in 2020 with a May 2021 forward by Elinore F. McCance-Katz, MD, Ph.D., Assistant Secretary for Mental Health and Substance Use, U.S. Department of Health and Human Services.

The document is the result of a collaboration of expert panels of federal, state, and non-governmental participants who provided input for each of the chapters in the document. Panel members include accomplished scientists, researchers, service providers, community administrators, federal and state policymakers, and people with lived experience

The Goals of This Course:

1. Learn the details of three research-validated service delivery models in diverse settings in which HIV can be effectively prevented and treated in persons living with HIV and concurrent SUD and/ or Mental Illness, including those who may engage in unprotected sex.

2. Learn the effective approach to encouraging uptake and consistent compliance with Pre-Exposure Prophylaxis (PrEP) and post-exposure prophylaxis (PEP) in various CULTURAL populations, including transsexual women and gay men.

3. Understand the roles of Biomedical Intervention, Psychosocial Intervention, and awareness of cultural characteristics in the prevention and treatment of HIV in persons with concurrent behavioral health disorders (SUD and mental illness).

4. Learn how Syringe Exchange programs are successfully integrated within communities and the most effective approach to implementation with persons with concurrent behavioral health disorders.

5. Learn the role of Peer Health Navigation (PHN) and Contingency Management (CM) in achieving behavioral and biomedical targets in transgender women of color who are at risk for or have HIV and concurrent behavioral health disorders.

6. Know why it is critical that programs primarily serving people with serious behavioral health disorders assess their clients for HIV risk, conduct HIV testing, and provide integrated HIV prevention and treatment services to address their complex needs.

Guide for Course 1K

Course 4S - Developmental Model of Clinical Supervision in Behavioral Health

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Course 4S - Developmental Model of Clinical Supervision in Behavioral Health

Course 4S - 'The Developmental Model of Clinical Supervision in Behavioral Health' - is sponsored online by CEU By Net. The course earns 4.5 Credit Hours in Clinical Supervision [also valid for Ethics credit and Risk Management credit]. For social workers, mental health and addiction counselors, LMFTs, NAADAC, IC&RC, TCBAP-TCB-TAAP, California CAADE and CADTP. Florida Certification Board for CAP. General Credit for Florida Mental Health. Re-approved by EACC for 4 PDHs, Domains I, II, III expires June 13, 2025. For NBCC and California BBS, the course awards 3.0 Credit Hours in Clinical Supervision.

Based om these credentials, the course is accepted by most state boards for behavioral health CE credit. Some boards may require formal review and approval of the course for purposes of Supervisor Training credit.

This sponsored course presents the Blended or Integrated Developmental Model of Supervision, first articulated and published by Stoltenberg, McNeill, and Delworth (1998), in which both the Supervisee and the Supervisor progress through specific DEVELOPMENTAL LEVELS or STAGES of professional identity and functionality. Originally published by SAMHSA-CSAT (2009 - Rockville Maryland) as part of ‘Treatment Improvement Protocol (TIP) No. 52’, it was revised and updated by SAMHSA-CSAT in 2014 and was subsequently indexed and is currently published online by National Center for Biotechnology Information, U.S. National Library of Medicine, National Institutes of Health (NIH) 8600 Rockville Pike, Bethesda MD, 20894 USA as ‘Part 1, Chapter 1, Clinical Supervision and Professional Development of the Substance Abuse Counselor: Information You Need to Know.’ Mental Healh Clinical Supervision content, references, and bibliographical notations are included within the text from NBCC, AAMFT, NASW, and numerous recognized mental health research publications.

The course addresses in detail the purposes, principles, ETHICS, METHODS, and TECHNIQUES of CLINICAL SUPERVISION of Behavioral Health SUPERVISEES by licensed Supervisors, including the LEGAL necessity of written documentation of all supervisory interactions, observations, and assessments including formative and summative performance evaluations.

The course further addresses the legal issues and vulnerabilities (Risk Management) involved in the supervision of mental health and SUD professionals by licensed supervisors, and the need for ethical and legal DIRECT OBSERVATION of the supervisee's work with clients. The benefits and disadvantages of each of the OBSERVATION METHODS is described.

The course explains the nature of the collaborative relationship between Supervisors and Supervisees, and the Supervisor's function as role model and mentor for Supervisees, as well as the role of GATEKEEPER for licensure in the profession.

GOALS of THIS COURSE:

1. Understand the purpose and essential functions of the supervisory relationship and process -- teacher, consultant, coach, mentor/role model, and guardian of the welfare of the organization's clients.

2. Understand the Supervisor's role as 'Gatekeeper' for the behavioral health professions.

3. Know the central principles and guidelines of Clinical Supervision and Risk Management pertaining to ethical and legal vulnerability of both the supervisor and the supervisee, dual relationships and boundary issues, informed consent, confidentiality, and supervisor-specific responsibilities including prevention of supervisee burnout and compassion fatigue.

4. Understand the legal distinction between 'direct liability' and 'vicarious liability' (respondeat superior), and how these apply to the ethical and legal need for DIRECT OBSERVATION of supervisees' work and DOCUMENTATION of supervisory actions and interactions.

5. Know how to implement the steps in a 'decision tree' to effectively manage a situation in which the supervisor is concerned about a possible ETHICAL or LEGAL violation by a supervisee.

6. According to the Developmental Model of Supervision, know and be able to recognize the levels/stages of development of Behavioral Health Supervisees, and the levels/stages of Supervisor development.

7. Know the various methods and techniques of MONITORING and EVALUATING the development and clinical performance of supervisees, including DIRECT and INDIRECT methods of observation and the benefits and limitations which apply to each.

8. Understand the difference between clinical and administrative supervision, and learn approaches to balancing both responsibilities when necessary.

9. Know how to integrate CULTURAL COMPETENCE into supervision and how to prevent, recognize and address issues of problematic cultural competence between the supervisee and the client, and between the supervisor and the supervisee.

10. Learn about the June 2020 changes in Federal statute ‘42 CFR, Part 2,’ pertaining to confidentiality for persons receiving treatment for SUD, and the revision of NBCC's ETHICS policy for Online Counseling, which was expanded to include Provision of Distance Professional Services in multiple distance media formats.

Guide 1_Course 4S

Guide 2_Course_4S

Course 6J - The Ethics of Working with LGBTQ Youth - Ending Conversion Therapy

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Course 6J - The Ethics of Working with LGBTQ Youth - Ending Conversion Therapy

This course – 'Course 6J - The Ethics of Working with LGBTQ Youth - Ending Conversion Therapy' – is sponsored online by CEU By Net and earns 6.75 Clock Hours of credit for multiple State Mental Health and Addiction Boards and Associations including Texas Mental Health Boards, TCB-TCBAP-TAAP, Florida mental health boards and Florida Certification Board. The course is pre-approved by IC&RC and NAADAC for 6.75 Clock Hours through our TCB-TCBAP-TAAP, and Florida Board Approvals. EACC approves 6 PDH Domain I, II, III which expires June 13, 2025. The course awards 4.5 NBCC Hours.

Based upon our national credentials, the course is accepted by most state boards for multiple licenses.

To read and download this course for FREE, click links that you will find at the end of this course description.

CEU By Net sponsors this research-based course online for Continuing Education credit - as an ETHICS course, a CULTURAL AWARENESS course, and a COUNSELING intervention course. The training document was prepared and published in the public domain in October 2015 by Substance Abuse and Mental Health Services Administration (SAMHSA - Rockville, MD). The Expert Panel consisted of a panel of researchers and practitioners in child and adolescent behavioral health with a strong background in gender development, gender identity, and sexual orientation in children and adolescents. The panel included, among others, Sheri Berenbaum, PhD; Celia B. Fisher, PhD; Laura Edwards-Leeper, PhD; Marco A. Hidalgo, PhD; David Huebner, PhD; Colton L. Keo-Meier, PhD; Scott Leibowitz, MD; Robin Lin Miller, PhD; Caitlin Ryan, PhD, ACSW; Josh Wolff, PhD; and Mark A. Yarhouse, PsyD. The APA activities were coordinated by Clinton W. Anderson, PhD (Associate Executive Director, Public Interest Directorate, Director LGBT Office) and Judith Glassgold, PsyD (Associate Executive Director, Government Relations, Public Interest Directorate).

We at CEU By Net are sponsoring this course because it represents a critical 'sea change' in the mental health and addiction field and in American social thinking. This course should be enlightening for all professionals who are not familiar with the inherent physiological and genetic basis for LGBTQ IDENTITY including TRANSGENDER IDENTITY in very young children, and the developmental process as it unfolds over time. The course is clinically appropriate for Professional Counselors, Social Workers, LMFTs, CEAPs, and Addiction Professionals who are working with or who may work with adolescents and children who are or may be questioning their sexual orientation or gender identity, and their parents.

The course is clear about the impact of understanding and accepting LGBTQ identity and sexual orientation upon achievement of treatment goals. The course provides specific approaches to forming a healthy accepting professional relationship with LGBTQ youth and their families.

The authors/publishers describe the purpose well:

"Ending Conversion Therapy: Supporting and Affirming LGBTQ Youth, is [published] to provide mental health and addiction professionals with accurate information about effective and ineffective therapeutic practices related to children’s and adolescent’s sexual orientation and gender identity. Specifically, this report addresses the issue of CONVERSION THERAPY for minors. .....The conclusions in this report are based on professional consensus statements arrived at by experts in the field. Conversion Therapy - the effort to change an individual’s sexual orientation, gender identity, or gender expression - is a practice that is not supported by credible evidence and has been disavowed by behavioral health experts and associations.

"..... Conversion therapy perpetuates outdated views of gender roles and identities as well as the negative stereotype that being a sexual or gender minority or identifying as LGBTQ is an abnormal aspect of human development. Most importantly, it may put young people at risk of serious harm."

This publication is abundantly clear that "scientists now recognize that a wide spectrum of gender identities and gender expressions exist (and have always existed), including people who identify as either man or woman, neither man nor woman, a blend of man and woman, or a unique gender identity (Harrison, Grant, & Herman, 2012; Kuper, Nussbaum, & Mustanski, 2012)" Further, "Same-gender sexual identity, behavior, and attraction are not mental disorders. Same-gender sexual attractions are part of the normal spectrum of sexual orientation. Sexual orientation change in children and adolescents should not be a goal of mental health and behavioral interventions".

The authors are clear that the inherent gender orientation, gender identity, and gender expression of each individual child CANNOT be changed through behavioral health interventions or social pressure - a conclusion that is now supported by virtually all professional behavioral health and medical associations as well as the DSM and the ICD. This Federal publication presents and supports GENDER as a fluid developmental construct that is experienced individually by children and adolescents from age 2 through puberty.

The AFFIRMATIVE CARE process is presented as a parent-child-professional team effort which allows children and adolescents who identify as TRANSGENDER to explore their identity and cross sex transition at their own pace, in whatever form it may take. Medical interventions (cross sex hormone treatment and gender affirmative surgery) as well as social gender transition are explored by the child and family with the assistance of a medical and behavioral health team, when the youth is ready for such considerations.

Professionals taking this course will know the meaning of Sexual Minority, Gender Minority, Sexual Orientation, Gender Identity, Gender Expression, Transgender, Cisgender, Intersex, and Gender Diverse as these terms apply to LGBTQ children and youth, and the possible developmental trajectories of each.

THE GOALS OF THIS COURSE

1. Based upon the extensive research which produced this SAMHSA document, understand the new ETHICAL REQUIREMENT for mental health, SUD, and physical healthcare professionals to cease the practice of CONVERSION THERAPY with LGBTQ youth.

2. Recognize the negative impact of failing to acknowledge LGBTQ identity and sexual orientation as an important ETHICAL ISSUE in both mental health and substance abuse programs -- considering the vulnerability of LGBTQ children and adolescents to substance use disorders (SUD) and suicidal behaviors as a function of family rejection and homelessness, anxiety and depression, and submission to CONVERSION THERAPY.

3. Know the various forms of CONVERSION THERAPY to which LGBTQ children and youth have been historically submitted, and the approved alternatives to Conversion Therapy that are appropriate at various stages of LGBTQ identity development.

3. Know the difference between Sexual Orientation, Gender Identity, and Gender Expression in children, adolescents, and young adults, and the possible blending of these gender attributes.

4. Gain a clear understanding of the difference between GENDER vs. Sex Assigned at Birth, as it pertains to the normal spectrum of sexual expression and development of gender identity in humans.

5. Recognize the negative impact of failing to acknowledge LGBTQ identity and sexual orientation, and the vulnerability of LGBTQ children and adolescents to substance abuse, homelessness, anxiety, depression, and suicidal behaviors when submitted to CONVERSION THERAPY.

6. Know the meaning of Sexual Minority, Gender Minority, Sexual Orientation, Gender Identity, Gender Expression, Transgender, Cisgender, Intersex, and Gender Diverse as these terms apply to LGBTQ children and youth, and the possible developmental trajectories of each.

7. Learn effective, ETHICAL approaches to forming a healthy counseling relationship with LGBTQ youth and their families, including families who are not comfortable with their child's LGBTQ identity.

8. Know how to present the LGBTQ status of the child or adolescent to the parent, including (1) the inherent neurological and biochemical basis for LGBTQ identity and (2) the physical and emotional development process from childhood to adulthood.

9. Know the most effective approach to assisting parents in forming a healthy relationship with the child or adolescent despite their difficulty in accepting the child's LGBTQ status.

10. Know and understand the appropriate AFFIRMATIVE CARE for TRANSGENDER and Intersex youth which facilitates timely social and medical transition (including surgery and sex-affirmative hormonal regimen), based upon an understanding of the developmental trajectories from very early childhood through young adulthood.

Course 6J - The Ethics of Working with LGBTQ Youth - Ending Conversion Therapy

Course 6A - Mental Health Response to Mass Violence and Terrorism: A Training Manual

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Course 6A - Mental Health Response to Mass Violence and Terrorism - A Training Manual

This course is sponsored online by CEU By Net and earns 7.0 Clock Hours of credit for multiple State Boards including Florida, Texas, and Alabama, TCBAP-TAAP, IC&RC, NAADAC, and Florida Certification Board. EACC - 6 PDHs Domain I, II, III - Expires June 13, 2025. Also awards 4.75 CA BBS Hours and 4.75 NBCC Hours. Based upon these credentials, course is accepted by most state boards for multiple licenses.

THIS IS A 'QUIZ ONLY' COURSE. That means you pay ONLY if you decide that you want to take the quiz to earn a certificate, after studying the course materials for free. (Or, you may buy an Annual Subscription for $49 and take unlimited courses on this website at no additional charge, for an entire year.)

This course has two online downloadable text document study guides in a PDF format, and two online quizzes.

PUBLISHERS AND AUTHOR OF THE COURSE MATERIALS: The training documents are COPYRIGHTED AND PUBLISHED in the public domain by the US Department of Health and Human Services' Substance Abuse and Mental Health Services Administration (SAMHSA) - Center for Mental Health Services in Rockville, MD, in collaboration with the U.S. Department of Justice’s (DOJ) Office for Victims of Crime (OVC). The primary AUTHOR of the training manual is the nationally recognized expert on response to mass criminal violence, clinical psychologist Deborah J. DeWolfe, Ph.D., M.S.P.H.

The course is appropriate for Social Workers, LMFTs, LPCs and other licensed counselors and treatment providers, AOD-SA-CD Counselors, Pastoral Counselors, Rehabilitation Specialists, CEAP Providers, emergency response teams, community planners, administrators, and clinical supervisors.

In fact, the training manual from which these course materials come is recommended by SAMHSA for all who have an interest in or a need to know the details of effectively responding to a mass casualty event such as a terrorist attack or mass criminal violence tragedy (e.g., school and mall shootings, bombings, hijackings), and plane crashes with mass casualties.

This course emphasizes the COMMUNITY and PREVENTATIVE aspects of addressing the impact of mass casualty tragedies. The interventions that are described are specific to diverse age groups, religious groups, and ethnicities. The course teaches that there are CULTURAL, ETHNIC, AND RELIGIOUS considerations to keep in mind when assisting communities, family members, survivors and victims in the immediate aftermath of tragedy. The bottom line, based upon research and extensive experiential data from SAMHSA, is this: ‘What helps vs. what hurts and worsens the trauma?’ and ‘What preventative interventions can discourage development of Post Traumatic Stress Disorder, depressive disorders, and associated AOD use’.

As indicated, this course material is an extract [i.e., the FIRST THREE CHAPTERS] of a much larger TRAINING DOCUMENT first published in the public domain by SAMHSA in 2004. The training documents promoted on the SAMHSA website are reviewed annually for quality and relevance. The current relevance of this course material is reflected by the fact that the entire Training Manual is currently utilized and cited as a primary federal and state training document, utilized to prepare federal and state offices for responding to mass violence tragedies and terrorism events.

The larger SAMHSA publication -- from which this CEU By Net course material is extracted -- is entitled 'Mental Health Response to Mass Violence and Terrorism - A Training Manual'.

Although you won't need it for this course, you may want to read more on this subject later. If so, you may click the + sign below, where you will find the URL location for the entire document on the SAMHSA website.

You can READ and PRINT and SAVE the study material for both the Study Guides AND the quizzes for FREE. Please scroll down to the bottom of this overview (just beyond the GOALS) and click the plus signs to view the two course material documents and the two quizzes you will need to pass to obtain credit for the course.

GOALS OVERVIEW, according to the authors:

'This manual contains the basics of what mental health providers, crime victim assistance professionals, and faith-based counselors need to know to provide appropriate mental health support following incidents involving criminal mass victimization' ...... whether that be a terrorist attack such as 9-11 or a mass shooting incident such as Columbine or Newtown, CT.

For more information about the specific goals of each of the two Study Guides, read on, below.

GOALS OF THE COURSE:

For Study Guide 1:

The first Study Guide in Course 6A pertains specifically to the details of victim and survivor response, both in the short-term and the long-term, as it varies according to age, ethnicity, and the nature of the disaster.

1. Understand the purpose of this research-based training manual, as well as the requirement for multi-agency involvement in the response to disaster - both federal and state.

2. Based upon the extensive research which produced this document, obtain a clear understanding of the differences in victim/survivor response to mass violence or terrorism, vs. response to natural disasters.

3. Learn about the 'Population Exposure Model' - understanding the impact of the disaster upon different affected population groups, i.e, those with closest proximity to the disaster vs. those affected but more removed, and those with a history of Substance Use Disorder or Mental Health disturbance, and people with different CULTURAL backgrounds.

4. Learn the eight dimensions of traumatic exposure associated with post-traumatic stress, and the survivor characteristics associated with varying degrees of response. Learn to identify the strengths and the vulnerabilities of clients according to these parameters.

5. Know the Model of Human Response to Trauma and Bereavement: The immediate and long term adult reactions - physical, emotional, behavioral, and cognitive - and how these apply to persons with SUDs and Mental Health disorders and to different CULTURAL, RELIGIOUS, and ETHNIC population groups.

6. Know the special reactions and considerations for children, adults, and the elderly.

For Study Guide 2:

The second Study Guide in Course 6A addresses the key principles for behavioral health intervention following violent mass casualty incidents. Only credentialed professionals should provide some of these interventions; others are appropriate for all human service and crime victim assistance workers serving survivors.

1. Understand the immediate and long-term interventions with adults and with children and adolescents, following violent mass casualties, whether terrorism or criminal in nature.

2. Learn the 10 key principles which guide mental health providers, as well as other responders and human service workers who are assisting survivors.

3. Know the intervention goals for initial responders in mass violence situations.

4. Know the immediate intervention goals and priorities for mental health responders in a disaster situation, whether terrorism or other mass criminal violence situation.

5. Know the immediate and long term interventions commonly used with adults in the aftermath of mass violence.

6. Know the immediate and long term interventions commonly used with children and adolescents affected by mass violence.

7. Know the interventions which are specific to diverse religious groups, ethnicities, and cultures, i.e., the CULTURAL, ETHNIC, and RELIGIOUS considerations to keep in mind when assisting communities, family members, survivors and victims in the immediate aftermath of tragedy.

Later, if you wish to know 'more' about this topic, you may wish to access the entire 180 page document from which this course was extracted. You can find it in the form of a regular PDF document which you can save to your computer, at the following federal website address. (Copy and paste it into your browser at any time you so desire.)

http://store.samhsa.gov/shin/content/SMA04-3959/SMA04-3959.pdf

Course_6A - Guide 1

Course_6A - Guide 2

Course 3I - Bullying Prevention and Response - A Training Guide for Use Within Schools and the Community

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Bullying Prevention and Response - A Training Guide for Use Within Schools and the Community

This practical research-based publication is sponsored by CEU By Net and earns 3 Clock Hours of credit for multiple State Boards including Florida CE Broker and Texas BHEC, and by TCBAP- TCB- TAAP, and California CADTP, and CCADE, IC&RC, NAADAC, and Florida Certification Board. Approved for 3 PDHs Domain I & II for EACC May 1, 2023. It also awards 2.25 CA BBS Hours and 2.25 NBCC Hours. Based upon these credentials, the course is accepted by most state boards for multiple licenses.

The course materials were authored, copyrighted, and published in the public domain by StopBullying.gov, a collaborative project involving multiple Federal government agencies, under the auspices of the U.S. Department of Health & Human Services.

The StopBullying.gov Editorial Board which is ultimately responsible for authorship and publishing of this course is comprised of the following Federal entities: US Department of Education, US Department of Health and Human Services (HHS), Centers for Disease Control and Prevention (CDC), US Health Resources and Services Administration (HRSA), the Substance Abuse and Mental Health Services Administration (SAMHSA), the US Department of Justice (DOJ), and the US Health Resources and Services Administration (HRSA).

NOTE: There is intensive focus upon how to assist SCHOOL PERSONNEL to recognize and interrupt and respond to bulling in SCHOOLS, and how to promote ‘NO BULLYING’ in community BUSINESSES where youth tend to congregate such as afterschool and weekend hangouts such as restaurants and popular fast food chains. This course approaches BULLYING as a COMMUNITY PROBLEM.

This course is appropriate for all behavioral health professionals and educators who work with community organizations which serve children and adolescents, and those who work directly with children and adolescents and their families, whether the child in question is a perpetrator or is the subject of the bullying behavior. Providers including CEAPs, who work within the community with schools, businesses which include children and adolescents in their customer base, and in the community at large benefit from this training.

The emotional and behavioral characteristics of the various participants in this behavior are explored - i.e., the bully, the bullied, those who are bullied but also engage in bullying others (referred to as a 'bully-victim'), and those who observe and may or may not take action.

The multiple types of bullying behavior are also explored - direct, indirect, and multiple other forms including the newly accessible opportunity for 'cyber bullying'.

The course also explores the correlation between bullying and anti-social or illegal behaviors including the use of alcohol and other drugs (both illegal drugs and underage smoking), and between bullying and family dynamics including domestic violence.

To aid in understanding the milieu in which bullying occurs, the course identifies the personal, social, and environmental dynamics which contribute to bullying behaviors – for the perpetrator, for the victim, for those who watch and do nothing, and for those who take some form of action.

The course content is structured to ensure that professionals who take the course have a better understanding of this destructive behavior and are thereby equipped with the tools and resources to both prevent and to take action when indicated. The training highlights specific practical approaches to bringing ‘bullying awareness, prevention, and action’ from the classroom and treatment setting into the community.

In addition to working with families and their children who are involved in bullying – whether they be bullies or the bullied – there is extensive focus upon the need for COMMUNITY INVOLVEMENT if bullying is to be brought under control. TRAINING to recognize and prevent bullying within the community, and to take action when bullying is identified, is presented as essential – involving entire school systems as well as small and large companies and businesses which serve youth within the community.

The training materials also describe the extensive range of resources which have been developed by the Federal Partners in Bullying Prevention – a collaborative venture of the FBI and multiple leaders in the federal government working together.

As a free supplement to the course (provided but not included in the quiz), the authors provide the course participant with a link to a downloadable, detailed Community Action Toolkit that offers guidance and research‐based resources, to make it as easy as possible to bring awareness, prevention, and action into the home and the community at large. Many of the resources have been tailored for our profession and the work that we do as behavioral health practitioners – such as utilizing groups and family counseling to bring about change.

This is a self-paced course, which is under your own control to work through and complete. Although accessed online, you may save and print the course document and a copy of the quiz for FREE, before making a decision to enroll in the course. You may read the materials online or offline, as you prefer, although the interactive quiz MUST be taken online, logged into your account.

To view and print the study materials and the quiz for FREE - and a quick description of the easy quiz process - CLICK ON THE + SIGN BELOW. Look for the links for a preview. When you have enrolled in the course, you will find these same links inside your account, to access the course materials again, and to print and take the online quiz.

GOALS OF THE COURSE:

1. Learn the specific definition and context of the term 'BULLYING' - what it IS and the many FORMS it takes, what it is NOT, WHERE it occurs, and WHO is likely to be a target vs. a perpetrator (or both - referred to as 'bully-victims').

2. Know the environmental, social, CULTURAL and PERSONAL DYNAMICS that correlate with various types of bullying - including the high correlation between bullying and the use of alcohol and other drugs (both illegal drugs and underage smoking), and the correlation between bullying and family dynamics, including domestic violence and CULTURAL belief systems.

3. Understand the variable impact and effect which bullying has upon TARGETS and upon PERPETRATORS - including who is most likely to engage in self harm or attempted suicide, and what helps to mitigate the impact of being a target.

4. Know best practices for bullying prevention and early intervention – in families, schools, community businesses with a customer base including children and adolescents, and within the community at large.

5. Review compelling examples of strategies that work to bring bullying to a halt when it is identified.

6. Review the guiding principles of development of a Community Action Plan for prevention of bullying on a community-wide basis, and have free access to a Community Action Tool Kit that can be used for that purpose.

7. Understand the legal implications of bullying from a harassment perspective, and of failure to take action against bullying - including the categories of individuals who are protected from discriminatory harassment by law (e.g., sexual harassment of LGBT individuals).

Course 3I - Bullying Prevention and Response within Schools and the Community

Course 2D - The Ethics of Advance Directives: Assisting Clients and Families with Preferences for End of Life Care Including Those with HIV-AIDS

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Course 2D - The Ethics of Advance Directives: Assisting Clients and Families with Preferences for End of Life Care Including Those with HIV-AIDS

This course is sponsored by CEU by Net and is approved and/or pre-approved or automatically approved for 2 credit hours by multiple State Boards including Texas and Florida, TCBAP (Texas Certification Board) and TAAP, IC&RC, NAADAC, Florida Certification Board, and California CCADE and CADTP. EACC - 2 PDHs Domain III expires June 30, 2024. The course also awards 1.25 CA BBS Hours and 1.25 NBCC Hours.

This research-based study is published by the federal Agency for Healthcare Research and Quality (AHRQ), an agency of the US Department of Health and Human Services, and is written by Barbara L. Kass-Bartelmes, M.P.H., C.H.E.S., and Ronda Hughes, Ph.D..

The course is both an ETHICS course and a COUNSELING INTERVENTION course and is appropriate for professionals who are working with [or may encounter] cancer patients, HIV-AIDS patients, stroke patients, terminally ill children, those who are in intractable pain, and others for whom End of Life care is an Issue. Say the authors, "Predicting what treatments patients will want at the end of life is complicated by the patient’s age, the nature of the illness, the ability of medicine to sustain life, and the emotions which patients and families endure."

Counseling dying or gravely ill or at-risk people and their families regarding their decisions for End of Life Care (Advance Directives) is fraught with both ETHICAL and INTERVENTION issues. Such counseling assistance is a delicate matter and can be difficult for counselors to carry out without inadvertently inserting their own biases into the intervention. This course teaches a 5-step research-based method to avoid such conflicts.

This 5-step counseling approach is also appropriate for working with clients who have chronic diseases such as cancer, kidney failure, CHF, and HIV/AIDS -- where there is considerable uncertainty about when death is likely to occur, but which is nevertheless a complex issue which may exacerbate co-occurring disorders including SUDs.

The main issue in working with people who are seriously ill is, how far do you want medical personnel to go, to delay death? HIV-AIDS patients differed significantly from other ill patients, in several areas. There are also circumstances in which the reaction of the patient to discussing such issues varies significantly, depending upon the specific stage or type of illness and age of the individual - including the reaction of terminally ill children.

The research therefore calls upon Behavioral Health and other medical professionals to tailor the approach according to the illness and the situation, i.e., HIV-AIDS vs Cancer vs Stroke vs. Alzheimer's .... and impending death vs. uncertainty of when death will occur.

The approach is, accordingly, a 'KNOWLEDGE FRAMEWORK’ and a 'GUIDELINE' for working with individuals with differing medical issues and life circumstances including HIV-AIDS -- and to do this work ethically. The research included discussion with patients with various medical conditions which they could face when he or she nears the end of life, including severe intractable pain, disabling stroke, permanent coma, mental deterioration, etc.. The patients were then asked to indicate which of these circumstances they would consider worse than death, i.e., under which conditions they would NOT want measures to be taken to prolong life. HIV-AIDS patients differed significantly from other ill patients in not wanting to prolong life under these circumstances.

This course is also helpful for those providers who work with HEALTHY individuals who work in life-threatening situations including MILITARY deployment to war zones, police officers, firemen, SWAT teams, undercover agents and other such at-risk occupations.

GOALS OF THIS COURSE:

1. Learn the terms pertaining to individuals' and surrogates' LEGAL RIGHT to make 'End of Life' care decisions.

2. Based upon the extensive research which produced this document, become aware of the need for clearer documentation and communication of patients' and surrogates' preferences for End of Life Care within the clinical record and in the direct communication provided to the treating physician and other caretakers.

3. Understand the THERAPEUTIC BENEFITS and the ETHICS of engaging in discussions about ‘end of life preferences‘ with applicable clients and their partners, spouses, families or surrogates (representatives).

4. Know that discussion and decisions about Advance Directives are important at multiple stages of proximity to death -- whether death is potentially imminent (as with late-stage AIDS patients and other critically ill people), or when the individual is adjusting to a diagnosis of serious illness which may ultimately result in death including HIV and cancer, or when preparing for high-risk medical procedures, or when coming to terms with the risk of critical injury in high-risk employment (military, law enforcement, etc.).

5. Based upon the extensive research presented in this document, learn that the choices for End of Life Care vary significantly, depending upon the specific type of life-threatening illness or circumstance -- such as the prevalent desire of those with HIV/AIDS to limit or rule out medical interventions to prolong life, vs. the preference of those with a different illness or life threatening situation to extend life through direct medical intervention.

6. Learn a five-part, research-supported PROCESS for structuring discussions about End of Life preferences, which inherently supports our ETHICAL RESPONSIBILITY for assuring the welfare and legal rights of the client.

This publication is dated 2003. However, the AHRQ considers this document to be nevertheless highly relevant to the subject at hand, when compared to other documents available within their research library and available elsewhere on the internet. This article is listed 3rd on the list of 261 AHRQ publications on this topic when most recently reviewed.

Course 2D - The Ethics of Advance Directives: Assisting with Preferences for End of Life Care Including Those with HIV-AIDS

Course 3T - Trauma-Informed Care in Behavioral Health

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Course 3T - Trauma-Informed Care in Behavioral Health

This Course 3T - Trauma-Informed Care in Behavioral Health Services - is sponsored and presented online by CEU By Net. The course earns 3.0 Clock Hours of credit for multiple State Mental Health and Addiction Boards including Texas BHEC, Florida CE Broker, Texas' TCBAP-TCB-TAAP, California CADTP and CAADE, Florida Certification Board, IC&RC, and NAADAC. Re-approved May 6, 2024 by EACC for 3 PDHs Domains I, II & III. The course also awards 2 Credit Hours for California BBS and 2 NBCC Hours. Based upon these credentials, the course is accepted by most state boards for multiple licenses.

This material was first published in 2014-2015 by the US Department of Health and Human Services, SAMHSA, and CSAT, as the Quick Guide to Trauma-Informed Care, from TIP 57 in the TIP series for training of behavioral health treatment providers. Per SAMHSA, this publication is based upon the most current research pertaining to Trauma-Informed Care.

The document addresses the primary principles and approaches to the treatment of traumatic stress reactions in persons with Substance Use Disorders and Mental Health issues which were present either before or after the traumatic event or circumstance. Understanding of cultural factors, including the traditional expression of grief within the culture, are essential to effectively respond.

The material describes the multiple TRIGGERS which produce traumatic stress reactions (symptoms) in Trauma Survivors, and provides the correct terminology and clinical understanding for each symptom. Specific strategies and supportive interventions for each type of stress reaction are presented - perhaps the most significant of which is the recognition that the individual's trauma-related symptoms are ADAPTIVE, rather than pathological. The reason why the client must retain control of his or her own recovery process is demonstrated throughout the document.

The Goals of Learning:

1. Understand the impact of the individual's CULTURE and/or the nature of the CULTURAL TRAUMA upon the level of trust, the expression of traumatization, the perception of the traumatic experience, and the CULTURAL APPROACH to recovery.

2. Learn the terminology which is native to Trauma-Informed Care (TIC), as it pertains to the client, the cause and function of traumatic stress reactions, and the NORMALIZATION of those reactions.

3. Learn to identify the multiple types and symptoms of traumatic stress reaction experienced by clients, with a clinical understanding of the adaptive function for each symptom.

4. Learn the basic principle that trauma-related symptoms are ADAPTIVE mechanisms rather than pathological, and that choosing and developing new ways to manage trauma-related TRIGGERS are the client's choice to make.

5. Learn the trauma-informed treatment principles and the effective strategies for working with Trauma Survivors vs. strategies and practices which are not effective.

6. Understand the phenomenon of RETRAUMATIZATION which occurs within a treatment situation as a result of treatment strategies, program procedures, and organizational policies which inadvertently replicate the dynamics of the traumatic event or situation.

7. Know the need to specifically identify recovery from trauma as a primary goal for Trauma Survivors who have entered treatment to address their Substance Use Disorder or Mental Health problems.

This course material is HHS Publication No. (SMA) 15-4912, first printed in 2015, and published by the U.S. DEPARTMENT OF HEALTH AND HUMAN SERVICES, Substance Abuse and Mental Health Services Administration, Center for Substance Abuse Treatment

Course 3T - Trauma-Informed Care in Behavioral Health - Study Guide

Course 2J_Basic Guide to Traumatic Stress, Complex Trauma, and Resilience

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Course 2J_Basic Guide to Traumatic Stress, Complex Trauma, and Resilience

This course – 'Basic Guide to Traumatic Stress, Complex Trauma, and Resilience' – is sponsored online by CEU By Net and earns 2.5 Clock Hours of credit for multiple State Mental Health and Addiction Boards including Florida CE Broker, Texas BHEC, TCBAP-TCB-TAAP, IC&RC and NAADAC pre-approval, and Florida Certification Board, California CADTP, and CCADE, 3.0 PDHs are re-approved by EACC for Domains I, II and III, effective May 6, 2024. The course also awards 1.5 California BBS Hours and 1.5 NBCC Hours. Based upon these credentials, the course is accepted by most state boards for multiple licenses.

The training document was prepared and published in 2017 in the public domain by the Center for Child Traumatic Stress on behalf of the National Child Traumatic Stress Network. This work was funded by the Substance Abuse and Mental Health Services Administration (SAMHSA), US Department of Health and Human Services (HHS).

This course document serves as a basic clinical guide which assists clinicians in identifying strengths and functionality patterns which can contribute to the development of resiliency and emotional survival of trauma—including, specifically, Complex Trauma. The Study Guide has three sections, each of which focuses upon a different aspect of trauma and resilience.

The first section of the Study Guide—'Family Resilience and Traumatic Stress'—focuses upon the family as a unit and the factors which impact their reaction to the traumatic event or ongoing traumatic circumstances, and the development of resilience in the face of trauma.

The second section of the document -- 'RESILIENCE and CHILD TRAUMATIC STRESS' -- focuses specifically on the CHILDREN within the family: What does resilience look like in children? What factors might enhance resilience in children after traumatic events? What are some initial steps to enhance recovery during treatment or service delivery?

The third section of this document focuses on the specific topic of 'What is COMPLEX TRAUMA?' in youth, and how it differs from the trauma experienced in single, time-limited events such as natural disasters, terrorist attacks, seeing someone hurt or killed, a major car accident, etc. Complex Trauma occurs in situations of CHRONIC or ONGOING mistreatment or abuse, chronic instability in living conditions and parental support, ongoing or unrelenting uncertainty and insecurity, and potentially in those traumas which ‘don’t end’ following mass tragedy and the aftermath of natural disasters [such as Hurricane Katrina and the disappearance of Malaysian Flight 370].

The authors indicate that this 'workbook' format pertaining to Complex Trauma can be used by clinicians 'to have conversations—sometimes hard, but often freeing—with young adults, teens, pre-teens (and even some …. 7-9 year olds).' CEU By Net sees the third section of the course as perhaps the most compelling, in that it places the understanding and resolution of Complex Trauma into an unusual and workable framework which can serve as a step-by-step guide for mental health and addiction counselors, social workers, family therapists, CEAPs, and their clients.

This course can be of assistance with the delayed aftermath of mass casualty and traumatic occurrences which does not begin to resolve in a timely manner with the initial post-trauma interventions – particularly in situations in which many questions or disruptive circumstances are left hanging and unresolved for the families involved in the traumatic event, such as Malaysian Flight 370 and the socioeconomic impact of the Katrina hurricane. • In such situations, Complex Trauma reactions may come into play, which presents a potential for long-term disruption of family and individual functionality in the workplace, school, and family life. CEAPs and other therapists can then play a role in helping employers to identify employees in which Complex Trauma has begun to exert an extended impact upon individuals and their families, and to develop a plan for intervention with those so affected.

Goals of this course:

1. Within the context of TRAUMA and COMPLEX TRAUMA, learn to identify family strengths, functionality patterns, and other factors which can contribute to development of resilience and emotional survival of trauma, vs. those factors and characteristics which inhibit resilience and recovery.

2. Learn some initial STRENGTH-BASED steps which providers can take with families to enhance their resilience and resumption of functioning following a traumatic event.

3. Understand the nature of 'child traumatic stress' and 'resilience' in children, as individuals, and what factors and clinical interventions can enhance resilience following a traumatic event.

4. Learn the meaning of 'Complex Trauma' and how it differs from the trauma experienced in events such as natural disasters, terrorist attacks, seeing someone hurt or killed, a major car accident, etc…

5. Learn a specific therapeutic intervention to use with young adults, adolescents and pre-teens who are experiencing Complex Trauma.

Course 2J_Basic Guide to Traumatic Stress and Resilience - Study Guide

Course 3H - Principles of Adolescent SUD Assessment and Treatment - A Research-Based Practical Guide

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Principles of Adolescent SUD Assessment and Treatment - A Research-Based Practical Guide

This practical research-based publication is sponsored by CEU By Net and is approved and/or pre-approved for 3.5 Clock Hours of continuing education credit by multiple State Boards including Texas BHEC and Florida, and by TCBAP-TAAP, NAADAC, IC&RC, Florida CE Broker and Florida Certification Board,, and California CADTP and CCADE, Approved for 3.5 PDHs Domain I, II & III by EACC Reapproved May 6, 2024. It also awards 2.5 CA BBS Credit Hours and 2.5 NBCC Credit Hours.

In addition to a clear research-based description of the impact of both illicit and misused prescription drugs on the developing adolescent brain (including marijuana), the course includes an extensive analysis of the intervention approaches which work – including several types of short-term counseling with the entire family. This course is therefore quite appropriate for all Addiction and Mental Health service providers working with adolescents who are experiencing or at risk for the entire spectrum of Substance Use Disorder (SUD)—from early experimentation to addiction. .

This sponsored course is authored, published and copyrighted in the public domain by the National Institute of Drug Abuse (NIDA), Nora D. Volkow, M.D., NIDA Director. Dr. Volkow says, about the core issue addressed in this well-researched study,

“Historically, the focus with adolescents has tended to be on steering young people clear of drugs before problems arise. But the reality is that different interventions are needed for adolescents at different places along the substance use spectrum, and some require treatment, not just prevention.

Fortunately, scientific research has now established the efficacy of several treatment approaches that can address substance use during the teen years. This guide describes those approaches, as well as presents a set of guiding principles and frequently asked questions about substance abuse and treatment in this age group.”

THE GOALS OF THIS COURSE:

1. Recognize the realities of adolescent drug use, including the SOCIAL and CULTURAL issues which inherently complicate treatment for adolescent SUDs.

2. Know the principles to consider in assessing, diagnosing, and treating adolescent substance use disorders and the therapeutic components to be included—including intensive involvement of the family.

3. Understand the unique status of the developing adolescent brain, and the biochemical connection between this stage of NEUROLOGICAL development and DRUG-SEEKING, RISK-TAKING BEHAVIORS.

4. Know and understand why there is a physiologically detrimental impact of substance use upon adolescent brain structures and critical neural pathways.

5. Understand why abusing drugs during adolescence can interfere with effectively meeting crucial SOCIAL, CULTURAL, and DEVELOPMENTAL milestones, and can also compromise cognitive development.

6. By category of drug, know the specific dangers, attractions, and potential for adolescent addiction—including the personality, social, and familial characteristics which affect vulnerability.

7. Considering the special treatment needs for youth ages 12 to 17 and the intrinsic role of family dynamics in the process: Know the most effective evidence-based approaches to adolescent SUD assessment and treatment - including the most effective forms of family-based treatment.

Aside from Nora D. Volkow, MD, these additional professionals are cited for their contribution to the development of this publication: Tina Burrell, M.A., Washington State Department of Social and Health Services, Connie Cahalan, Missouri Department of Mental Health, Barbara Cimaglio, Vermont Department of Health, Michael L. Dennis, Ph.D., Chestnut Health Systems, Rochelle Head-Dunham, M.D., Louisiana Department of Health and Hospitals, Scott W. Henggeler, Ph.D., Medical University of South Carolina, Sharon Levy, M.D., M.P.H., Children’s Hospital Boston, Kenneth J. Martz, Psy.D., CAS, Pennsylvania Department of Drug and Alcohol Programs, Kathy Paxton, M.S., West Virginia Bureau for Behavioral Health and Health Facilities, Paula D. Riggs, M.D., University of Colorado School of Medicine.

This is a self-paced course. Although you must access it online, you may save and print the course document and a copy of the quiz for FREE, before making a decision to enroll in the course. You may print and study the materials offline, if you prefer, although the interactive quiz MUST be taken online, logged into your account.

To view and print the study materials and the quiz for FREE, CLICK ON THE + SIGN BELOW, and click the links for a preview. When you have enrolled in the course, you will find these same links inside your account, to re-access the course materials and to print and TAKE THE ONLINE QUIZ.

Course 3H - Principles of Adolescent SUD Treatment - Study Guide

Course 5N - Growing Up Girl - Girls Matter!

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Course 5N - Growing Up Girl - Girls Matter!

Course 5N - Growing Up Girl—Girls Matter! [5 Clock Hours of CE Credit]. This course is sponsored online by CEU By Net and earns 5 Clock Hours of credit for multiple State Boards including Florida, Texas, and Alabama, TCBAP-TAAP, IC&RC, NAADAC, and Florida Certification Board, and EACC 3 PDHs Domains I & II reapproved May 1, 2023. It also awards 3.5 CA BBS Hours and 3.5 NBCC Hour. Based upon these credentials, the course is accepted by most state boards for multiple licenses.

NOTE:

The course materials were authored, copyrighted, and published in the public domain by SAMHSA in collaboration with multiple other federal authorities (including CSAT and CMHS) and several nationally recognized experts in adolescent mental health and psychosocial development. The individuals responsible for each of the major sections are acknowledged within the course materials, including contact information.

FOR DETAILS ABOUT EACH PRESENTER, FOR THE INDIVIDUAL STUDY GUIDES, PLEASE CLICK THE + SIGN BELOW, AT THE BOTTOM OF THIS DESCRIPTIVE OVERVIEW.

These materials were presented online by SAMHSA in the form of a webinar series entitled “Girls Matter!”, with live speakers and published slides. SAMHSA's stated purpose: “SAMHSA has created this webinar series to ..... provide research, best practice and critical thinking on the topics that professionals working with girls and young women must know …. to increase the behavioral health workforce’s understanding of the needs and concerns of adolescent girls (primarily ages 12-18), and to bring visibility and attention to the specific behavioral health concerns of adolescent girls.”

Further, “Each session addresses a key area of what matters to adolescent girls today—including challenges, opportunities, and strategies for supporting girls.” A sixth webinar took place at the end of July 2014 and will form the basis for a separate course on this website.

The primary topics addressed within the Study Guides for Course 5N include but are not limited to the following:

-- The psychosocial and neurological development of female children and adolescents, including the issue of how contemporary social norms and practices impact the wellbeing of females

-- The issue of self-image and the formation of identity

-- Understanding how the adolescent brain thinks and processes 'risk' vs. immediate gratification

-- Risks associated with behavioral health conditions of adolescent females including depression, suicide, self-harm, binge-eating, and aggression

-- The 'Triple Bind' for today's adolescent females

-- The issue of self injury as a concomitant of self-image and loss of control within a social milieu.

-- Development and treatment of self-injurious behavior

-- Substance abuse and addiction in adolescent females

-- The impact of the internet upon the emotional development, mental health status, and emotional wellbeing of female adolescents

-- Effective treatment alternatives when girls are in crisis.

There are extensive validating research references and footnotes contained within the course materials.

This is a 'quiz only' course. This sponsored course is FREE to READ, SAVE, AND PRINT. Enroll in the course on this website if you want to take the quiz for a 5 Clock Hour Certificate from CEU By Net.

There are 5 sections in this course (Study Guides 1, 2, 3, 4, and 5). There is a quiz for each of the five Study Guides. You must complete and pass all the five quizzes AND the Feedback Form, to obtain your certificate for 5 Clock Hours of CE Credit.

GOALS for this course::

• Know the typical and atypical developmental trajectories for adolescent females.
• Understand the role of peer pressure and family relationships upon the psychosocial development of girls, in the context of today's social and cultural environment.
• Know what it means to be a “digital native”, and understand how social media is changing the ways girls connect and relate—including risky and unhealthy technological behaviors.
• Recognize the risks for development of behavioral health problems (depression, suicide, self-harm, binge eating, and aggression) in female adolescents.
• Understand the concept of the 'Triple Bind', and how it impacts today's adolescent girls.
• Know the key issues in development and treatment of self-injurious behavior, as a concomitant of self-image and loss of control within a social milieu.
• Know current substance use trends and concerns for adolescent girls, and become familiar with resources for girls with SUDs issues, including recovery schools, family interventions, and the Voices Program approach.
• Become familiar with 'GENDER-RESPONSIVE' and 'TRAUMA-INFORMED' program design and treatment, which are applicable to girls in crisis—particularly those who have experienced sexual and relationship abuse and violence.
• Know effective interventions and programming for young women, including * the fostering of resiliency and empowerment, * the provision of effective treatment alternatives when girls are in crisis, * some technological advances in behavioral health and recovery support, and * the principles for establishing safe and nurturing program environments.

Growing Up Girl - Study Guide 1

This is Study Guide 1 of this course, and serves as the introduction to the course. It also deals with the following issues:

• The psychosocial and neurological development of female children and adolescents, including the issue of how contemporary social norms and practices impact the wellbeing of female children and adolescents
• Typical and atypical developmental trajectories
• The role of peer pressure and family relationships in development of self-image and choice of behaviors
• The impact of culture and values upon development of gender-specific identity, roles and behaviors
• Introduction to the impact of contemporary social media and societal expectations upon development of identity and self-esteem • Intro to strategies for fostering resiliency and empowerment

FEATURED PRESENTERS IN THIS COURSE, PER STUDY GUIDE

1. Featured Speakers for Growing Up Girl: Adolescent Development and Unique Issues – Study Guide 1

Trina Menden Anglin, M.D., Ph.D. Health Resources And Services Administration

Dr. Anglin is Chief of the Adolescent Health Branch at the Health Resources and Services Administration, Maternal and Child Health Bureau, Department of Health and Human Services, where she has worked since 1996. The Adolescent Health Branch provides national leadership in promoting the health, development, safety, and social and emotional well-being of all school-aged children, adolescents, and young adults in the United States.

Elizabeth Miller, M.D., Ph.D. Children’s Hospital of Pittsburgh of UPMC

Dr. Miller is Chief of Adolescent Medicine at Children’s Hospital of Pittsburgh of UPMC and Associate Professor of Pediatrics, University of Pittsburgh School of Medicine. Her research focuses on the impact of gender-based violence on young women’s health. She currently heads a Centers for Disease Control and Prevention-funded sexual violence prevention program study as well as National Institutes for Health-funded studies on partner violence intervention in the reproductive clinic setting. Dr. Miller is involved in projects to reduce gender-based violence and improve adolescent girl and young adult women’s health in India and Japan.

Scyatta Wallace, Ph.D. St. John’s University

Dr. Wallace has more than 15 years of experience working with youth and youth-serving organizations. She has a doctorate in developmental psychology from Fordham University and a BA in psychology from Yale University. Dr. Wallace is currently Associate Professor in the Department of Psychology at St. John’s University, and she has received research funding from NIH, CDC, and other agencies. She coauthored the 2013 report “Gender Norms: A Key to Improving Health & Wellness Among Black Women & Girls.”

2. Featured Speakers for ‘Girl In The Mirror’ – Study Guide 2

Stephen Hinshaw, Ph.D. University Of California, Berkeley

Dr. Hinshaw is Professor of Psychology at University of California (UC) Berkeley. He received a BA from Harvard and a doctorate in clinical psychology from UCLA. His work focuses on developmental psychopathology. Dr. Hinshaw has authored more than 275 articles and books, including The Triple Bind: Saving our Teenage Girls from Today’s Pressures (Random House, 2009), The Mark of Shame: Stigma of Mental Illness and an Agenda for Change (Oxford, 2007), and The ADHD Explosion: Myths, Medications, Money, and Today’s Push for Performance (Oxford, 2014). He also is the editor of Psychological Bulletin.

Wendy Lader, Ph.D., M.Ed. Self Injury Foundation

Wendy Lader, Ph.D., M.Ed., is President and Clinical Director of the S.A.F.E. ALTERNATIVES Program, founded in 1986 to address deliberate self-harm behavior. She has a doctorate in clinical psychology from Nova University and an M.Ed. in special education from Lesley College. She is an international speaker on self-injury, and highly regarded as an expert in the field. She is co-author, with Karen Conterio, of the book Bodily Harm: the Breakthrough Healing Program for Self-Injurers (Hyperion, 1998).

Anne Thompson, M.A., MFT

Ms. Thompson has identified as a young person in recovery for more than nine years. She was a founding member of Young People in Recovery (YPR) in 2010 and serves on the Boards of Directors for the Association of Recovery Schools and Connecticut Turning to Youth and Families. Ms. Thompson has a B.A. in sociology and metro urban studies, an M.A. in educational leadership, and an M.A. in marriage and family therapy from University of Connecticut (UConn). She is currently pursuing her Ph.D. in human development and family studies at UConn, where she works in the Department of Wellness & Prevention Services coordinating efforts for the UConn Recovery Community.

3. Featured Speakers for ‘Girls and Substance Abuse’ – Study Guide 3

Candice Norcott, Ph.D. Licensed Clinical Psychologist Norcott is a Licensed Clinical Psychologist. Currently, she coordinates the behavioral science curriculum for a Family Medicine Residency Program and provides outpatient psychological services in community settings. Before this role, Dr. Norcott coordinated the girls’ mental health services at the Cook County Juvenile Detention Center. Dr. Norcott has a BA from Brown University, a doctoral degree from the University of Connecticut, and received her pre- and post-doctoral training from Yale University’s School of Medicine. Dr. Norcott is a certified training associate for Dr. Stephanie Covington. In this role, she provides training workshops nationally for Dr. Covington’s girls’ program, Voices. Dr. Norcott has conducted these workshops in a variety of settings including programs aimed at adolescent substance abuse, juvenile probation, and mental health treatment.

Sharon Amatetti, M.P.H., Substance Abuse and Mental Health Services Administration (SAMHSA)

Ms. Amatetti is a Senior Public Health Analyst for the Substance Abuse and Mental Health Services Administration (SAMHSA) Center for Substance Abuse Treatment (CSAT) and the SAMHSA Women’s Issues Coordinator. She is responsible for ensuring that women and family issues are coordinated throughout SAMHSA and with other federal agencies. Ms. Amatetti manages an interagency agreement with the Administration on Children, Youth, and Families to advance cross-system coordination, which includes developing and managing a National Center on Substance Abuse and Child Welfare. Ms. Amatetti serves as the CSAT coordinator for the State Women Services Coordinators, the SAMHSA National Conference on Behavioral Health for Women and Girls, and the Women’s Addiction Service Leadership Institute (WASLI). She has a BA from Georgetown University and an MPH from the University of California-Berkeley.

Andrew J. Finch, Ph.D., Practice of Human and Organizational Development at Vanderbilt University

Dr. Finch is Associate Professor of the Practice of Human and Organizational Development at Vanderbilt University. He is a co-founder of the Association of Recovery Schools. Among his published works are Starting a Recovery School and Approaches to Substance Abuse and Addiction in Educational Communities: A Guide to Practices that Support Recovery in Adolescents and Young Adults, of which he was a co-editor. For nine years, Dr. Finch worked for Community High School in Nashville, one of the early schools for teens recovering from alcohol and other drug addictions and a school he helped design.

Cynthia Rowe, Ph.D., University of Miami Miller School of Medicine’s Center for Treatment Research on Adolescent Drug Abuse (CTRADA)

Dr. Rowe is Research Associate Professor of Public Health Sciences at the University of Miami Miller School of Medicine’s Center for Treatment Research on Adolescent Drug Abuse (CTRADA). Since 1994, she has contributed to the Center’s work focused on refining, testing, and disseminating family-based interventions for adolescents with substance use disorders and related problems. She works with her colleagues to promote the translation of research findings into practice and to train providers to implement Multidimensional Family Therapy (MDFT). She has served as primary investigator and co-primary investigator of several National Institutes of Health grants examining the effects of MDFT with different clinical populations in a range of settings. She was also co-primary investigator of a multisite randomized controlled trial of MDFT in five countries in Europe. She has been a peer reviewer of health services research grants for NIH and has contributed to research and clinical publications, as well as a comprehensive volume on adolescent substance abuse treatment research.

4. Featured Speakers for ‘Digital Girls’ – Study Guide 4

Rachel Simmons, Bestselling Author and Educator

Ms. Simmons authored The New York Times bestsellers Odd Girl Out: The Hidden Culture of Aggression in Girls, which was adapted into a highly acclaimed Lifetime television movie, and The Curse of the Good Girl: Raising Authentic Girls with Courage and Confidence. As an educator, she works internationally to empower young women to be more authentic, assertive, and self-aware. She currently develops leadership programs for undergraduate women at the Center for Work and Life at Smith College, and co-founded the Girls Leadership Institute. Ms. Simmons hosted the recent PBS television special A Girl’s Life and is a contributing writer for TeenVogue. She has appeared on Oprah and the Today show, and appears regularly in the national media. She is a Vassar graduate and Rhodes Scholar.

Danielle Tarino, Public Health Advisor, SAMHSA

Ms. Tarino is a Public Health Advisor for the Substance Abuse and Mental Health Services Administration (SAMHSA), U.S. Department of Health and Human Services. For SAMHSA, she manages a Targeted Capacity Expansion—Technology Assisted Care grant portfolio. This program enables the implementation of health information technology into substance abuse treatment. Before joining SAMHSA, Ms. Tarino was a Resident Assistant at the Rutgers Recovery House for students in recovery from alcohol and other drugs. She has a BA in political science from Rutgers.

5. Featured Speakers for ‘Sanctuary and Supports for Adolescent Girls’ – Study Guide 5

Stephanie Covington, Ph.D., LCSW — Center For Gender And Justice

Dr. Covington is a nationally recognized clinician, author, organizational consultant, and lecturer. She is a pioneer in the field of girl's and women's issues, addiction, and recovery. Dr. Covington is co-director of the Institute for Relational Development and the Center for Gender and Justice. She has developed an innovative, gender-responsive, and trauma-informed approach to the treatment needs of women and girls that results in effective services in public, private, and institutional settings. She is the author of several books, articles, research studies and curricula including Voices: A Program of Self-Discovery and Empowerment for Girls and Beyond Trauma: A Healing Journey for Women.

Jeannette Pai-Esponosa, Ed.D. — The National Crittenton Foundation

Ms. Pai-Espinosa serves as the President of the National Crittenton Foundation, a 130-year-old institution that serves as the national umbrella for the 27 members of the Crittenton family of agencies providing services in 32 states and the District of Columbia. Ms. Pai-Espinosa has more than 35 years of experience in advocacy, education, intercultural communication, public policy, strategic communication, program development, and direct service delivery. She is currently Chair of the National Foster Care Coalition, Co-Director of the National Girls Institute of the Department of Justice Office of Juvenile Justice and Delinquency Prevention, and a member of the Board of Directors of the Human Rights Project for Girls.

Kimberly Sokoloff Selvaggi — TaylorLane Consulting, Living in Safe Alternatives, Inc.

Kimberly Sokoloff Selvaggi is an experienced lecturer, trainer, consultant and technical assistance provider. She is currently the Executive Director for Living in Safe Alternatives. Ms. Selvaggi is president of TaylorLane Consulting and is co-author of the Trauma Informed Effective Reinforcement System (TIER) for Girls, which offers a comprehensive, gender-responsive program model for residential programs and facilities; La Mariposa, a personal empowerment program for girls; and SPEAK Up! Youth-Led Advocacy Program for Girls. Ms. Selvaggi was recently named Executive Director at Living in Safe Alternatives, Inc. which provides independent living, group homes for girls, and community based life skills programs for system-involved youth.

Click here to view this study material.

Click here to view and print the quiz you will take for this material.

Girl In the Mirror - Study Guide 2

Girls and Substance Abuse - Study Guide 3

Digital Girls - Study Guide 4

Sanctuary and Support - Study Guide 5

Course 3J - Professional Guide to Supporting LGBTQI2-S Children and Adolescents

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Course 3J - Professional Guide to Supporting LGBTQI2-S Children and Adolescents

This course is sponsored by CEU By Net and earns 3 Clock Hours of credit for multiple State Boards including Florida CE Broker and Texas BHEC, California CADTP and CCADE, TCBAP-TCB-TAAP, IC&RC, NAADAC, Florida Certification Board, and 3 PDHs Domain I & II for EACC effective May 1, 2023. It also awards 2.5 CA BBS Hours as of 10.01.15 and 2.5 NBCC Hours. Based upon these credentials, the course is accepted by most state boards for multiple licenses.

This course is appropriate for social workers, mental health and addiction counselors, MFTs and CEAPs who work with LGBTQI2-S youth and their families, and with community service organizations which may serve these youth, such as schools, child protection and welfare agencies, community centers of various types, and health care providers.

This sponsored course is a TRILOGY of excerpts which have been extracted from current SAMHSA publications authored, copyrighted, and published in the public domain by multiple authorities including SAMHSA, CSAT, CMHS, the National Center for Cultural Competence, the National Technical Assistance Center for Children’s Mental Health of the Georgetown University Center for Child and Human Development, and the American Institutes for Research, and other nationally recognized experts in this field. There is an extensive bibliography of validating references. Publication dates are 2014.

This sponsored course is FREE to READ, SAVE, AND PRINT. Enroll in the course on this website if you want to take the quiz for a 3 Credit Hour Certificate from CEU By Net.

There are 3 sections in this course (Parts 1, 2, and 3), The course is in effect a TRILOGY containing some of the best collaborative thinking in the behavioral health field, on the subject of how professionals can effectively meet the needs of LGBTQI2-S CHILDREN and ADOLESCENTS and their FAMILIES. Our purpose in offering this course was concisely articulated by the authors of Part 1, and we quote: "This Practice Brief is for policymakers, administrators, and providers seeking to learn more about

(1) youth who are lesbian, gay, bisexual, transgender, questioning, intersex, or two-spirit (LGBTQI2-S) and

(2) how to develop culturally and linguistically competent programs and services to meet their needs and preferences."

A summary of each of the three sections follows:

PART 1 - 'Practice Brief 1, Providing Services and Supports for Youth Who Are LGBTQI2-S' - is a collaborative effort of these entities: SAMHSA, the National Center for Cultural Competence, the National Technical Assistance Center for Children’s Mental Health of the Georgetown University Center for Child and Human Development, and the American Institutes for Research. Individual contributing authors and editors are numerous and are found within the text. The authors in particular express appreciation to the Youth Advisory Board of the New Jersey Lesbian and Gay Coalition including nine adolescents, who provided valuable insights and experiences to inform the brief’s content.

PART 2 - 'A Guide for Understanding, Supporting, and Affirming LGBTQI2-S Children, Youth, and Families' - clarifies terminology and key concepts used in reference to sexual orientation and gender identity, seeks to debunk myths related to sexual orientation and gender identity, and explores the multi-faceted, emotionally vulnerable process of 'coming out', with specific recommendations about how professionals can positively support this process. The emotional and social challenges faced by LGBTQI2-S adolescents are explored, including the potential for negative outcomes as a result of those challenges. The authors address approaches to creating a safe environment for LGBTQI2-S youth and a constructive professional relationship - approaches which differ significantly from those needed to work with non-LGBTQI2-S adolescents.

-- There is an extensive bibliography, and more than 20 website resources are identified and classified as to content - i.e., for professionals vs. family vs. LGBTQI2-S teens.

-- Part 2 was developed by members of the National Workgroup to Address the Needs of Children and Youth Who Are LGBTQI2-S, supported by SAMHSA and CMHS, and by Poirier, J. M.; Fisher, S. K.; Hunt, R. A. & Bearse, M. (2014) in 'A guide for understanding, supporting, and affirming LGBTQI2-S children, youth, and families'. Washington, DC: American Institutes for Research.

PART 3 of this course is 'Learning From the Field: Summary from the Expert Panel on LGBTQI2-S Youth Who Are Homeless [SAMHSA]'. This section is essentially a 'consciousness raising' piece which serves to summarize the critical need for training of providers to offer services that are culturally and linguistically competent for LBGTQI2-S youth - particularly those who are surviving on the street.

--- This section focuses upon the issues affecting homeless ('unaccompanied') youth who are members of this sexual minority population. These youth most typically have taken ‘to the streets’ because of abuse or rejection by their families or caretakers, who do not have an understanding or acceptance of the youth’s sexual orientation or gender identity. Issues include the profound level of physical and sexual victimization and violence which these youth experience on the street and in the foster care system from which many of them come; the health implications of 'survival sex'; the high incidence of substance use as a way of coping with discrimination and abuse; and the fact that youth who are homeless rarely report or seek treatment for trauma and physical and sexual exploitation - and as a result do not obtain treatment for a relatively high rate or PTSD. Awareness of these empirically validated findings will hopefully lead to a more productive and supportive professional relationship.

This is a self-paced course, which is under your own control to work through and complete. Although accessed online, you may save and print the course document and a copy of the quiz for FREE, before making a decision to enroll in the course. You may read the materials online or offline, as you prefer, although the interactive quiz MUST be taken online, logged into your account.

To view and print the study materials and the quiz for FREE, CLICK ON THE + SIGN BELOW. Look for the links, for a preview. When you have enrolled in the course, you will find these same links inside your account, to access the course materials again, and to print and take the online quiz.

GOALS for this course:

1. Understand the primary differences between youth who refer to their sexual orientation and gender identity as lesbian, gay, bisexual, transgender, questioning, intersex, or two-spirit (LGBTQI2-S).

2. Understand what is meant by ‘developing culturally and linguistically competent’ programs and services to meet the needs and preferences of LGBTQI2-S youth.

3. Understand the unique process involved in understanding, supporting, and affirming LGBTQI2-S children, youth, and their families.

4. Prepare to educate others about ‘culturally and linguistically competent interaction’ with LGBTQI2-S youth – including their families or caretakers, school personnel, community service organizations, child protection and welfare agencies, and community leaders.

5. Become sensitive to the issues affecting HOMELESS ('unaccompanied') youth who are members of this sexual minority population, including the profound level of physical and sexual victimization and violence which these youth experience on the street and in the foster care system.

6. Have an awareness of the health implications of 'survival sex' and the high incidence of substance use as a way of coping with discrimination and abuse.

7. Become aware that youth who are homeless rarely report or seek treatment for trauma and physical and sexual exploitation - and as a result do not independently obtain treatment for a relatively high rate of PTSD and substance abuse.

Study Guide for Course 3J

Course 5K - Part 1 of Finding Balance After the War Zone

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Course 5K - Part 1 of 'Finding Balance After the War Zone - Considerations in the Treatment of Post-Deployment Stress Effects - A Guide for Clinicians'

Course 5K - Part 1 of 'Finding Balance After the War Zone - Considerations in the Treatment of Post-Deployment Stress Effects - A Guide for Clinicians'. This course is sponsored online by CEU By Net and earns 5 Clock Hours of credit for multiple State Boards including Florida and Texas Mental Health, TCBAP-TCB-TAAP, IC&RC, NAADAC, California CCAPP, CADTP, and CCADE, Florida Certification Board, and 5 PDHs Domains I, II and III for EACC effective May 6, 2024. It also awards 4 CA BBS Hours and 4 NBCC Hours. Based upon these credentials, the course is accepted by most state boards for multiple licenses.

NOTE: This Course 5K has two study guides. and two quizzes. You may view, save, and print them for FREE at the bottom of the course description.

This sponsored course is the first half (Chapters 1, 2, 3, and 4) of a Federally funded and published training manual for clinicians entitled 'Finding Balance After the War Zone - Considerations in the Treatment of Post-Deployment Stress Effects - A Guide for Clinicians'. 'Stress Effects' are the mental, emotional, and physiological injuries which result from unrelenting trauma on the battlefields of Iraq and Afghanistan, which include PTSD, AOD Substance Use Disorders (SUDs), and Traumatic Brain Injury (TBI) - which frequently involves anger control issues, domestic violence, anxiety and depression.

This course addresses the ASSESSMENT and TREATMENT of War Zone Stress Injuries, and also presents an excellent explanation of the unique CULTURE of Military Service Units in the War Zone - both while there, and after they are re-deployed to home. This course explores the reason why most War Zone veterans feel that the hard part of the war is 'coming home.'

The OTHER HALF of this federally published manual (Chapters 5, 6, 7, and 8) is seen on our website as Course 5L, which also earns 5 Clock Hours of CE Credit and 5 PDHs. 5L goes into more detail about the interaction between the provider and the veteran, with specific intervention and treatment approaches for specific issues. Want a quick preview of Course 5L? Go Here. For more details about Course 5L, view the description in this catalog.

This course is authored and copyrighted by Pamela Woll, MA, CADP - 2013 Award as 'Professional of the Year' from the Illinois Certification Board (IAODAPCA, the credentialing body for addiction prevention and treatment professionals in Illinois), published in the public domain by Great Lakes ATTC (Addiction Technology Transfer Center), Human Priorities, CSAT and the federal Substance Abuse and Mental Health Services Administration.

This manual is written from the perspective of the emotional and physical STRESS INJURIES incurred during deployment to war zones in the Middle East. The publication recognizes that those who are deployed in these wars face some unique challenges when they return to home - challenges that require enhanced professional awareness if behavioral health clinicians, counselors and therapists are to work effectively with this generation of Service Members and veterans. Although the military continues to evolve in development of approaches to War Zone veterans, this publication covers the essential aspects of working with these traumatized individuals in ways that oftentimes differ from approaches used with the typical SUDs and mental health patient.

Says the author of this publication: 'No matter how many words this chapter might contain, or how carefully they were chosen, they would not be enough to convey the experience of war. The single most important tool for the civilian preparing to help veterans is a sense of humility, an appreciation for the enormity of what we cannot know if we have never experienced combat. And our most important task is to listen.'

This course is intended to provide a BACKGROUND of knowledge about the unique trauma experienced by this decade's war zone combatants and the lingering effects of same - knowledge which civilian clinicians can utilize in the assessment, intervention and treatment process. Specifically, this course explains WHY the stress of deployments to the Iraq and Afghanistan war zones are particularly TRAUMATIC and UNRELENTING - mentally, physically, and biochemically. The emotional and physical TRAUMA that is experienced in these conflicts is particularly brutal, with an extra measure of persistent impact upon the neurological and biochemical systems of those who return. It is this unseen damage that causes the most difficulty when these men and women return home.

Understanding the ingrained CULTURE of the Military Services, particularly in Units deployed to war zones, is also critical to successful therapeutic interaction.

This Clinicians' Guide is appropriate for all civilian counselors and other clinicians who want to work more effectively within the military culture - licensed and certified professionals who are (or plan to be) delivering Mental Health, AOD/SUD, and EAP services to post-deployment Veterans and active Military Personnel with PTSD, Traumatic Brain Injury (TBI), Substance Use Disorders (SUDs), Depression, Anger Management Issues, Domestic Violence, and other results of STRESS INJURIES.

THE GOALS OF THIS COURSE:

• Understand the unique complexity of Dual Diagnosis STRESS INJURIES which are incurred in the war zones of Iraq and Afghanistan – from the neurological effects of traumatic brain injury (TBI) to the psychological and spiritual effects, including DUAL DIAGNOSIS Substance Use Disorders (SUDs), anxiety, depression, post-traumatic stress disorder (PTSD), anger, rage, paranoia, severe interpersonal conflict, domestic violence, etc..

• Based upon the extensive research which produced this document, learn to recognize the embodied stress reactions and protective mechanisms that are common in military personnel returning from deployment in a war zone - including the chemical imbalances that result from intense or unrelenting threat, stress, and trauma - all of which continue to impact the ability of the human organism to recognize when the danger is past.

• Know what it is that drives the disruptive and frightening symptoms accompanying post-deployment PTSD - such as flashbacks, the 'freeze reaction', runaway heart rate, dissociative reactions, 'shut down', and failure to distinguish 'then' from 'now'. Think 'amygdala' and 'stress chemicals' - and 'fight or flight'.

• Recognize (1) that individuals may instinctively seek to remedy their combat stress effects through SELF-MEDICATING with alcohol, street drugs, and misuse of prescription medications, and (2) that cessation of AOD use may trigger the emergence of a persistently traumatized (frozen) biochemical status.

• Obtain an understanding of the mechanism through which unconscious stored memories and other symptoms of trauma begin to emerge at higher levels of intensity, when alcohol and drugs leave the system.

• Become aware of some basic misconceptions about military personnel and veterans who present with Stress Injuries incurred in a war zone, which can result in misguided and ineffective counseling interventions for marital conflict, domestic violence, workplace dysfunction, SUDs, anxiety and depression, and other post-deployment dysfunction.

• Develop introductory knowledge about the factors and situations which contribute to resilience vs. vulnerability to trauma and stress in a war zone -- including the MILITARY CULTURE, which promotes resilience but makes 'going home' particularly difficult.

• Become aware of some basic misconceptions about military personnel and veterans who present with Stress Injuries which have been incurred in a war zone, which can result in misguided counseling interventions.

• Know some basic clinical and therapeutic things to do and not do when working with significant war zone Stress Injuries.

• Learn that a CBT approach to Veterans' neurological, emotional, and relationship dysfunction is an effective way for the individual to find his own path to peace and the quieting of stress-related chemicals.

Read and print the study material and quizzes for FREE before you decide to enroll in the course. Save the study material to your computer, and study off-line if you choose. [NOTE: If you have an active Annual Subscription for $54.95, you pay nothing to enroll in the course and take the quiz.]

For additional information about the study materials - and for links to READ and PRINT them - please CLICK the + SIGN BELOW.

Course 5K - Guide 1

This Study Guide 1 contains the first two chapters of this well documented, highly informative federally funded publication, with the focus of each chapter as follows:

Chapter 1

This chapter presents an overview of some of the critical issues which have tended to differentiate the wars in Iraq and Afghanistan from previous wars in modern times, from a deployment and survivorship perspective. The primary sections of focus are these:

- The expanded role of SUD (Substance Use Disorder) treatment and recovery upon re-deployment to home.

- An overview of the clinical challenges associated with counseling of post-deployment military personnel.

- The prevailing stigma and reluctance to seek help

- The need for veteran-specific education and training of professionals prior to entering into a therapeutic relationship with war zone survivors.

- An overview of the effective treatment responses which we seek to bring about reduction in the neurological impact of traumatic brain injury (TBI) to the psychological and spiritual effects including DUAL DIAGNOSIS Substance Use Disorders (SUDs), post-traumatic stress disorder (PTSD), anger, rage, paranoia, conflict leading to domestic violence, etc..

Chapter 2

This chapter examines the nature of the body's response to unrelenting stress and threat to safety, in the context of the Iraq and Afghanistan wars:

- The human stress and survival system:

- How the body naturally responds to stress and threat

- How we first develop our ability to respond to stress in balanced ways

- How our stress response systems become more vulnerable to being off balance and to persisting in 'overdrive' even when the danger is past.

- What causes the stress response system to fail to recognize safety. - Using a CBT approach, the therapist or counselor helps the individual find his own path to peace and the quieting of stress-related chemicals which produce the frightening images and flashbacks.

Click here to view this study material.

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Course 5K - Guide 2

Course 5L - Part 2 of Finding Balance After the War Zone

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Course 5L - Part 2 of 'Finding Balance After the War Zone - Considerations in the Treatment of Post-Deployment Stress Effects - A Guide for Clinicians'

Course 5L—Part 2 of 'Finding Balance After the War Zone—Considerations in the Treatment of Post-Deployment Stress Effects—A Guide for Clinicians'. This course is sponsored online by CEU By Net and earns 5 Clock Hours of credit for multiple State Boards including Florida and Texas Mental Health Boards, CE Broker, Alabama, TCBAP-TCB-TAAP, IC&RC, NAADAC, Florida Certification Board, California CADTP, and CCADE, and 5 PDHs Domains I & II for EACC effective May 1, 2023. It also awards 4.0 CA BBS Hours and 4.0 NBCC Hours. Based upon these credentials, this course is accepted by most state boards for multiple licenses.

PLEASE NOTE: Course 5L has two study guides (sections) and two quizzes. You must pass both quizzes in this course to earn a certificate.

The course is appropriate for licensed and certified professionals who are (or plan to be) delivering Mental Health, Addiction, and EAP services to military personnel and veterans who are experiencing PTSD, TRAUMATIC BRAIN INJURY, SUBSTANCE USE DISORDERS (SUDs), DEPRESSION, and other STRESS INJURIES upon return from War Zone deployment.

Course 5L on our site is PART 2 of the Federal research-based publication entitled 'Finding Balance After the War Zone .....' The course encompasses Chapters 5, 6, 7, and 8 of that Federally funded training manual, and is an expansion of our site's Course 5K [which is Part I of the Federal training manual].

The document is authored and copyrighted by Pamela Woll, MA, CADP - 2013 Award as 'Professional of the Year' from the Illinois Certification Board (IAODAPCA), the credentialing body for addiction prevention and treatment professionals in Illinois; published in the public domain by Great Lakes ATTC (Addiction Technology Transfer Center), Human Priorities, CSAT and the federal Substance Abuse and Mental Health Services Administration (SAMHSA).

As an expansion of Course 5K, this course moves further into the treatment process and the interaction of the clinician with the Service Member or Veteran who has been redeployed to home from the War Zone, and their families.

This course seeks to correct many of the MISCONCEPTIONS that civilians carry about the Military Culture and how Service Members and Veterans actually perceive the military role that they have been filling in the war zone, and how they react to the major challenge of 'Coming Home'.

A significant proportion of War Zone veterans who return to home from Iraq or Afghanistan are returning with severe TRAUMA and STRESS EFFECTS incurred on a battlefield that is very different from in previous wars. These 'stress effects' often include SUBSTANCE USE DISORDER (SUDs), ANGER, RAGE, SEVERE INTERPERSONAL CONFLICT, ANXIETY, DEPRESSION, and DOMESTIC VIOLENCE. But how to treat it—especially when these traumatized individuals are returning to marriage or a cohabitation relationship and/or the need to become employed in a different line of work?

Do we use the same approaches that work well with non-military clients? OR, is there a DIFFERENT CULTURE that we must consider throughout the treatment process? Is there a DIFFERENT APPROACH that we must take to everything we do with post-deployment clients, if we are to be successful? The answer is YES. The author is clear that when we work with War Zone veterans, we are working with a very different and clearly defined culture, about which many civilians have little or no knowledge or experience.

This training manual addresses specific, unique issues encountered in the ASSESSMENT and TREATMENT of the trauma-induced emotional, physical, biopsychological, and biochemical STRESS INJURIES incurred during deployment to war zones in Iraq and Afghanistan. These stress injuries include but are not limited to Dual Diagnosis SUDs, PTSD, Traumatic Brain Injury (TBI), Anxiety and Depression, and significant difficulty with flashbacks and mistrust of situations which can produce terror and rage reactions.

Because of the unique nature of the injuries, the assessment and intervention process with Military Service Members and Veterans must be characterized by cultural humility, cultural openness, and the willingness to suspend one’s usual assumptions and ways of doing things. Without such a cultural awareness, many errors in intervention approach may be made, potentially resulting in IATROGENIC ILLNESS in our military patients and clients.

Unlike many courses which address post-deployment treatment for veterans, this course is clear that there are PREFERRED ALTERNATIVES to the traditional approaches often utilized in PTSD and trauma resolution, such as desensitization and immersion therapy. This author also describes preferred alternatives to some of the time-honored, traditional AOD-SUD treatment approaches—alternatives which are better suited to the experiences, mindset, and culture of War Zone veterans. Using these alternative interventions reduces the risk of premature termination of treatment and/or worsening of the post-deployment emotional condition. This course teaches how to purposefully EMPOWER War Zone veterans with a number of cognitive and skills-based approaches which help the veteran to STRUCTURE his or her OWN RECOVERY PROCESS.

Perhaps the second most important message in these chapters for civilian professionals is this: The most difficult challenge faced by War Zone military survivors is not the trauma of the battlefield itself, but rather the process of 'COMING HOME.' Why is that the case? Does it have to do with the uniqueness of the military CULTURE and the DEPLOYMENT MINDSET? And how, as professionals, can we use this knowledge? Says the author, “Civilians need to learn more about the heart and soul of a warrior. They need to stop asking, What was the hardest part about being over there? and start asking, What’s the hardest part about being home?”

The materials also emphasize the importance of recognizing that battlefield-related Stress Injuries may not appear for weeks, months or years after re-deployment to home. Family members and the war zone survivors themselves oftentimes have little understanding of the actual cause of their Stress Injury symptoms—i.e., chemical imbalances within the body, resulting from the intense and unrelenting threat, stress, trauma, and physical demands of the terrain. They are more inclined to see this biochemical impact as a sign of mental illness or incompetence or moral weakness.

This course incorporates a CBT approach to educating the war veteran about the biochemical cause of post-deployment Stress Injuries, and a CBT approach to helping the veteran find his or her own path to peace and the quieting of stress-related chemical disturbance.

In summary . . . what do we need to do differently in the ASSESSMENT and TREATMENT of these individuals, including how SUDs and PTSD services are provided? That is what this course—'Part 2 of Finding Balance After the War Zone'—is about.

THE GOALS OF THIS COURSE:

1. Obtain an understanding of the MILITARY CULTURE of those who have been deployed to a War Zone—and how this affects their return to home and family, and their response to ASSESSMENT and TREATMENT for SUDs, PTSD, and other stress injuries sustained on the battlefield.

2. Learn the nuances of effective personal and therapeutic interaction between civilian professionals and Military clients—including the aspects of the ASSESSMENT and TREATMENT PROCESS which are different from those typically experienced with a civilian population.

3. Based upon the extensive research which produced this document, obtain a more detailed understanding about the unique emotional and biochemical STRESS INJURIES incurred during deployment to war zones in Iraq and Afghanistan, which result in Dual Diagnosis SUDs (Substance Use Disorders), PTSD, Traumatic Brain Injury (TBI), depression, anxiety, and disruption of relationships within the family and community..

4. Understand the impact of the trauma- and stress-induced biochemical imbalances which produce many of the symptoms and protective mechanisms common to those returning from deployment in a war zone—and learn some of the practical interventions to address them in an intervention or treatment setting.

5. Learn a skills-based approach to working with war zone veterans, to facilitate resilience and re-balancing skills, including those treatment modalities to avoid.

6. In order to REDUCE instances of iatrogenic illness in War Zone military survivors, develop a better awareness of the misconceptions and lack of knowledge that civilian providers oftentimes have about the MILITARY CULTURE—including how Service Members and Veterans actually perceive their roles and experiences in the war zone.

7. Understand how and why post-deployed War Zone veterans oftentimes utilize alcohol and drugs to suppress the disturbing symptoms caused by unrelenting danger and stress—and some of the ways that traditional AOD counseling approaches MUST BE ADAPTED to SAFELY treat these individuals.

To READ and PRINT the two Study Guides in this course and to preview and print a copy of the two quizzes you will take online, JUST CLICK THE + SIGN BELOW.

Course 5L - Guide 1

Course 5L - Guide 2

Course 5J - Suicide Risk and Prevention for Lesbian, Gay, Bisexual, and Transgender Youth

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Course 5J - Suicide Risk and Prevention for Lesbian, Gay, Bisexual, and Transgender Youth

This course is sponsored online by CEU By Net and earns 5 Clock Hours of credit for multiple State Boards including Florida, Texas, and Alabama, TCBAP-TAAP, IC&RC, NAADAC, and Florida Certification Board. EACC - 5 PDHs Domain II, III - Expires June 30, 2024 It also awards 3.5 CA BBS Hours as of 10.01.15 and 5.0 before, and 3.5 NBCC Hours as of 05.01.15 and 5.0 before. Based upon these credentials, the course is accepted by most state boards for multiple licenses.

This is a 'QUIZ ONLY' course. You may read and print the study material (i.e., the Study Guide) AND A COPY of the quiz for FREE, before you decide to enroll in the course, if you wish. Just click the little plus + sign below the GOALS at the end of this overview, and then scroll down to find the links to the course material (Study Guide) and a copy of the quiz.

You may also save this course material to your computer, and work off-line if you choose. YOU ENROLL IN THE COURSE ONLY IF YOU WISH TO TAKE THE QUIZ and to obtain your INSTANTLY DOWNLOADED CEU CERTIFICATE.

This popular 'QUIZ ONLY' treatment intervention and counseling methodology course focuses upon prevention of suicide among Lesbian, Gay, Bisexual, and Transgender (LGBT) youth, ages 15-24, and awareness of the factors (including the internet) which contribute to LGBT suicide attempts and deaths in this age group.

The study materials are accessed free of charge through an internet link to the Suicide Prevention Resource Center in Newton, MA. The publication is a 'public domain' document prepared by the Suicide Prevention Resource Center (SPRC) Education Development Center, Inc. under a grant from the U.S. Department of Health and Human Services' Center for Mental Health Services, Substance Abuse and Mental Health Services Administration (SAMHSA), Grant No. 1 U79 SM57392-02 2008, reviewed annually for relevance.

The course is appropriate for Mental Health and AOD Counselors and Therapists, Social Workers, School Counselors, Psychologists, EAP counselors, teachers, and all individuals who serve adolescents and young adults within the community - whether as patients, clients, students or community members.

IMPORTANT: The authors of this well researched and documented publication are clear that because any young person may be LGBT, we must assume that clients or students could be any sexual orientation or gender identity and respond accordingly.

For additional information about these study materials - and to READ the online article and to PREVIEW AND PRINT a copy of the online quiz - JUST CLICK THE + SIGN BELOW THE 'GOALS' IN THIS SUMMARY, seen below.

THE GOALS, PER THE AUTHORS:

1. To highlight the higher risk of suicidal behavior among lesbian, gay, and bisexual (LGB) youth, and factors that contribute to it. This higher risk may well extend to transgender (T) youth.

2. Provide specific recommendations for ACTION to reduce the risk of suicide among LGBT youth - to take place in schools, communities, screening programs, crisis lines, practices and gatekeeping clinics. 3. Provide methods to address stigma and prejudice at the institutional and individual level - including the use of an LGBT Cultural Competence Model for working effectively with LGBT youth cultures.

4. Provide an understanding of the role of the internet as it may provoke and contribute to suicide of LGBT youth, as well as the positive ways that the internet may contribute to prevention of such suicides.

5. Heighten awareness of the issues of LGBT youth, and the recent advances in research regarding such youth.

6. Help not only to reduce the disparate rate of suicidal behavior of LGBT youth but to promote the health, safety, and inclusion of LGBT youth as visible and empowered members of our communities.

Course 5J - Suicide Risk and Prevention for Lesbian, Gay, Bisexual, and Transgender Youth

This PDF document may be VIEWED and PRINTED for FREE. To view the course materials for free, CLICK ON THE LINK BELOW. YOU MAY ALSO VIEW AND PRINT A COPY OF THE QUIZ FOR FREE - JUST CLICK THE LINK.

This sponsored course is written and published by the Suicide Prevention Resource Center in Newton, MA and is funded by the the U.S. Department of Health and Human Services' Substance Abuse and Mental Health Services Administration (SAMHSA) and its Center for Mental Health Services.

Special contributory recognition re LGBT youth is given to

-- Vincent M. B. Silenzio, M.D., M.P.H., Assistant Professor of Family Medicine, Psychiatry, and Community and Preventive Medicine, Center for the Study and Prevention of Suicide, University of Rochester Medical Center, and

-- Paul R. Duberstein, Ph.D., Professor, Department of Psychiatry; Director, Laboratory of Personality and Development; Co-Director, Center for the Study and Prevention of Suicide, University of Rochester Medical Center

THE GOALS, PER THE AUTHORS:

1. To highlight the higher risk of suicidal behavior among lesbian, gay, and bisexual (LGB) youth, and factors that contribute to it. This higher risk may well extend to transgender (T) youth.

2. Provide specific recommendations for ACTION to reduce the risk of suicide among LGBT youth - to take place in schools, communities, screening programs, crisis lines, practices and gatekeeping clinics. 3. Provide methods to address stigma and prejudice at the institutional and individual level - including the use of an LGBT Cultural Competence Model for working effectively with LGBT youth cultures.

4. Provide an understanding of the role of the internet as it may provoke and contribute to suicide of LGBT youth, as well as the positive ways that the internet may contribute to prevention of such suicides.

5. Heighten awareness of the issues of LGBT youth, and the recent advances in research regarding such youth.

6. Help not only to reduce the disparate rate of suicidal behavior of LGBT youth but to promote the health, safety, and inclusion of LGBT youth as visible and empowered members of our communities.

This paper was published in 2008 by the Suicide Prevention Resource Center, Newton, MA: Education Development Center, Inc.- and it was written by Effie Malley, Marc Posner, and Lloyd Potter with editorial and reference assistance provided by Lori Bradshaw and additional staff of the national Suicide Prevention Resource Center (SPRC).

Click here to view this study material.

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Course 3F - A Community Approach to Reducing Maternal Depression and Its Impact on Young Children

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Course 3F - A Community Approach to Reducing Maternal Depression and Its Impact on Young Children

This course is sponsored by CEU By Net and earns 3 Clock Hours of credit for multiple State Boards including Florida CE Broker, Texas BHEC and TCBAP-TAAP, IC&RC, California CADTP and CCADE, NAADAC, and Florida Certification Board, and EACC 3 PDHs Domain III - Expires June 30, 2024. It also awards 2.75 CA BBS Hours as of 10.01.15 and 3.0 before, and 2.75 NBCC Hours as of 05.01.15 and 3.0 before. Based upon these credentials, course is accepted by most state boards for multiple licenses.

Note: THIS IS A 'QUIZ ONLY' COURSE! Read and print the study material and the quiz for FREE, study off-line if you like, and take the quiz online. YOU ENROLL in the course ONLY TO TAKE THE ONLINE QUIZ and to obtain your INSTANTLY DOWNLOADED CE certificate. NOTE: The quiz for this course was substantially revised in 2014.

The course document is in the public domain, published by the National Center for Children In Poverty [Columbia University].

This informative paper on Maternal Depression in low income families was developed by Jane Knitzer, EdD, Suzanne Theberge, MPH, and Kay Johnson, MPH, MEd. NCCP is a nonpartisan, public interest research organization. The paper is jointly published by Project Thrive and NCCP.

The research studies and model community programs which are reviewed here focus upon MATERNAL DEPRESSION as a significant risk factor in LOW INCOME FAMILIES, affecting the well-being and school readiness of young children. ETHNIC AND CULTURAL factors are important elements which must be included in program design for both prevention and treatment of depression in low income families.

Although there is ample description of how Maternal Depression plays out in the various ETHNIC GROUPS, it is also clear that living in POVERTY is a CULTURE in and of itself, regardless of the individual's ethnicity.

Low-income parents of young children experience particularly high levels of DEPRESSION, often in combination with other risk factors such as SUBSTANCE ABUSE and ADDICTION (including smoking, binge drinking, and illicit drug use), DOMESTIC VIOLENCE, and the daily stress of POVERTY. The negative impact on their children is well documented.

The GOALS of this course appear below the description of how this 'Quiz Only' course works - including how you can view and print the course materials and quizzes for FREE.

THIS IS A 'QUIZ ONLY' COURSE: How is this course different from some of the courses available on the CEU By Net website? Some of the courses on our site are developed by CEU By Net, and you pay your fee to access the in-house course materials and the quiz. However, this is a sponsored 'QUIZ ONLY' course. The material for this course - and the quiz which we have developed to assess mastery of the materials - may be accessed FOR FREE on the internet, by clicking a link on our site. After reviewing the materials free of charge, you may pay the fee to take our online quiz and obtain your instant-download certificate. [We suggest that you print a copy of the quiz and mark your answers as you read through the materials. Then, click the 'SIGN UP NOW' button in the catalog, pay your fee, and take the online quiz. You can transfer your answers from the previously printed copy of the quiz, to the online quiz, if you like.]

For more detail, AND TO ACCESS THE COURSE MATERIALS AND THE QUIZ FOR FREE, click the little + sign, below the GOALS which follow:

FOCUS AND GOALS:

1. Identify the risks and key cultural barriers to women of differing ethnicities who are experiencing maternal depression, including drinking and use of illicit drugs, poverty, domestic violence, and inability to effectively parent their young children.

2. Review the research-based knowledge about the impact of maternal depression on young children, particularly infants and toddlers, and the prevalence of maternal depression among different ethnic and economic groups.

3. Obtain an empirically based understanding of how the mental health and AOD aspects of maternal depression result in cognitive, social, emotional and behavioral deficits in young children.

4. Review examples of community prevention and treatment strategies designed to be sensitive to ethnic and cultural biases of Caucasian, Latino, and African American adult and teen women.

5. Learn about model programs which address the community, cultural, and ethnic barriers to obtaining treatment - thereby to craft more appropriate intervention responses for use by mental health and substance abuse providers.

Course 3F - Guide 1

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