Course Catalog

Browse our course catalog by clicking the '+' and '-' symbols next to the items in the tree below.

Welcome to CEU By Net. Learn CBT approaches to domestic violence and family dysfunction, complex grief and traumatic stress in children, the trauma of sex trafficking of adolescents, and HIV-related conflict and violence in families.

All Domestic Violence and Family Dysfunction Courses

New! Human Trafficking of Adolescents in America - 8 CEUs

Trauma and Crisis Management Courses

APPROVALS. CEU By Net's courses are pre-approved for Florida CE Broker for Domestic Violence, and for California BBS, NBCC, EACC-EAPA, NAADAC, IC&RC, Florida Certification Board, Texas Certification Board of Addiction Professionals, California CAADE and CADTP, and for most State Licensing Boards for mental health and addiction professionals.

Note to FLORIDA Licensees: Courses 5H and 4J are specifically approved in Florida for Domestic Violence credit, or can be taken for General if you already have enough Domestic Violence Credit. Courses 5K and 5L are approved for both 'General' and 'Domestic Violence' in Florida, under separate internal course code numbers. If you need Domestic Violence credit in Florida, that you enroll in these courses with '[Florida]' in front of the course title.

Course 4V - Public Mass Shootings - Predictive Factors, Challenges, & Prevention

Earn and download a certificate immediately upon completion of this module.

Only $21.00

No charge if you have a subscription

Public Mass Shootings — Predictive Factors, Challenges, & Prevention

This Course 4V, Public Mass Shootings — Predictive Factors, Challenges, & Prevention — is sponsored online by CEU By Net. The course earns 4 Clock Hours of credit for multiple State Mental Health and Addiction Boards including Texas Mental Health Boards, Florida CE Broker, Texas' TCBAP-TCB-TAAP, Florida Certification Board for CAP, IC&RC, and NAADAC. The course also awards 2.5 Credit Hours for California BBS and NBCC.

Based on these credentials, the course is an acceptable source of continuing education for most state mental health and addiction licensing boards.

This Special Report was published in December 2023 by the U.S. Department of Justice, Office of Justice Programs, National Institute of Justice, Nancy La Vigne, Ph.D., Director.

Say the authors, “This Special [Dec 2023] Report of the National Institute of Justice (NIJ) presents a synthesis of select findings from over 60 publications on 18 NIL-supported research projects on public mass shootings, including school mass shootings, since 2014. It also identifies areas of need and interest for future research and recommendations."

Goals of this course:

1. Learn to recognize patterns of behavior that may foreshadow mass shootings — specifically public mass shootings.

2. Understand some of the mental well-being challenges faced by people who plan and commit mass public shootings—such as the trauma of being bullied or friendless—and the strategic responses that may avert tragedy when indicators appear.

3. Learn key factors and challenges that currently serve as barriers to the advance detection and prevention of public mass shootings, particularly in K-12 schools.

4. Understand the widespread CULTURAL impact of public mass shooting in America — including the impact on the American POLITICAL environment and the significance of SOCIAL MEDIA as a key to recognizing impending mass shootings.

5. Understand why indicators of planned shootings, including leaking of plans online and verbally to peers, are often not pursued — particularly in K-12 schools — and specific activities to overcome this 'culture of silence' obstacle.

6. Learn the recommendations of the National Institute of Justice for interventions to use when shooting plans are detected and recommendations of actions to avoid after a shooting occurs.

7. Understand the impact of media coverage that currently distorts public and cultural perceptions about those who commit mass public shootings, and therein discourages accurate prediction and prevention of such events.

8. Know the varying functions of different types of firearms, the preferences of mass shooters, and the implications for legislative action at the State and local levels.

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:

Course 4V - Public Mass Shootings - Guide 1

Course 4V - Public Mass Shootings - Guide 2

Course 5H - Alcohol Problems in Intimate Relationships: Identification and Intervention with Families and Couples

Earn and download a certificate immediately upon completion of this module.

Only $24.00

No charge if you have a subscription

Course 5H - Alcohol Problems in Intimate Relationships: Identification and Intervention with Families and Couples

This course is sponsored by CEU by Net and is specifically approved in Florida for 5 credit hours in Domestic Violence. It's approved and/or pre-approved by multiple licensing and certification boards including Texas' TCBAP-TCB-TAAP, IC&RC, NAADAC, Florida Certification Board, Texas Mental Health Boards, and three California Addiction Boards. Awards EACC - 5 PDHs Domain I, II, III - Expires June 13, 2025 It also awards 3.5 CALIFORNIA BBS Hours and 3.5 NBCC Hours. Based upon these credentials, our courses are accepted by most states for multiple licenses.

AUTHORS AND PUBLISHERS: This course is sponsored by CEU By Net and is published by the National Institute on Alcohol and Alcoholism (NIAAA), an agency of the National Institute of Health (NIH), and American Association for Marriage and Family Therapy (AAMFT). The material is authored by Linda J. Roberts, Ph.D. and Barbara S. McCrady, Ph.D., with supportive data provided by William F. Northey, Jr., Ph.D., of the AAMFT.

The course is appropriate for Marriage and Family Therapists, licensed counselors, Social Workers, EAP professionals and SUD treatment providers, including those who ASSESS and TREAT or REFER couples and families with PRIMARY or SECONDARY ALCOHOL PROBLEMS -- particularly those clients who have significant ‘problem drinking’ issues which may not be initially identified as a reason for seeking help (i.e., problem drinking that is ‘below the radar’).

This course presents a CBT approach to working with couples and families who present with MARITAL CONFLICT, DOMESTIC VIOLENCE, FINANCIAL STRIFE and/or pending DIVORCE .... in which the precipitating issue of PROBLEM DRINKING is oftentimes unacknowledged. Drinking may not have surfaced at the front end of the intervention process, and must be identified and addressed during assessment and the early stages of intervention. This course provides guidance in how to approach this sensitive issue.

The primary goal of this course, therefore, is to RECOGNIZE problem drinking early on, and its role in the conflict or domestic violence .... and then to address the SUD issues without precipitating a premature termination of treatment sessions. The authors teach a step-wise CBT approach to resolution of this precarious therapeutic situation, as well as very specific steps to take when Domestic Violence and risk to children is part of the picture.

THE GOALS, PER THE AUTHORS:

1 Learn an "alcohol problems framework" for working with couples and families from a CBT perspective, and its implications for alcohol treatment and intervention.

2. Learn the defining characteristics and prevalence of a range of alcohol problems, including domestic violence and its management within a family or couples therapy context.

3. Understand the significance of alcohol problems in the couple and family context, vis-a-vis implications for marital conflict, parenting, and domestic violence.

4. Understand the importance of adopting a universal screening procedure in one’s practice or program, for quick and efficient identification of undetected alcohol problems - e.g., domestic violence.

5. Will have access to a downloadable ‘Clinical Toolbox’ – an extensive set of AOD Assessment forms to conduct effective screening, assessment, and diagnosis of alcohol problems, including those that are not clinically blatant.

6. Know how to decide to treat or not, when to treat, and how to select an appropriate intervention to protect spouse and children from ABUSE AND DOMESTIC VIOLENCE.

7. Learn the essentials of providing brief interventions for alcohol problems.

8. Know a range of treatment alternatives, and understand the factors to consider in choosing a treatment strategy or making a referral, including specialty treatment alternatives when appropriate.

ADDITIONAL FEATURES OF THIS MATERIAL: This open-access study material presents a clear, structured approach to ASSESSMENT AND TREATMENT of such alcohol-related issues within relationships and families - including multiple standardized and empirically validated ASSESSMENT FORMS which may be printed on your computer for personal use.

PLEASE CLICK THE + SIGN BELOW to READ the online course for FREE. You may also PREVIEW AND PRINT a copy of the online quiz.

Course 5H - Alcohol Problems in Intimate Relationships - Study Guide Link

Course 4J - Anger Management: A Cognitive Behavioral Therapy Manual

Earn and download a certificate immediately upon completion of this module.

Only $22.00

No charge if you have a subscription

Course 4J - Anger Management for Substance Abuse and Mental Health Clients: A Cognitive Behavioral Therapy Manual

The course is a research-based TRAINING MANUAL which is appropriate for Addiction and Mental Health Professionals, school counselors and school psychologists, CEAPs, and others who work with Anger Management, Domestic Violence, and Dual Diagnoses.

The course earns 4 Clock Hours of Continuing Education credit for multiple Mental Health and Addiction Licensing and Certification Boards including the Texas and Florida Mental Health Boards, TxCBAP-TAAP, IC&RC, NAADAC, California CCAPP, CCADE and CADTP, and Florida FCB. EACC 4 PDHs Domain I, II, III expires June 13, 2025. Earns 3 Credit Hours for NBCC and California BBS. Based upon these credentials, the course is accepted by most other states for multiple licenses including Social Workers, Mental Health Counselors, MFTs, CEAPs, and School Counselors.

This course is specifically approved for 4 credit hours in DOMESTIC VIOLENCE by Florida Board of Clinical Social Work, Marriage and Family Therapy and Mental Health Counseling.

The treatment approach is ideal for ongoing programmatic operations in clinics, treatment centers, schools, and in criminal justice and deferred adjudication programs. EAP providers working in industry may wish to utilize this program on a short-term basis as an intervention in the workplace – whether the employees are the perpetrator or the receiver of uncontrolled anger or abuse. In EAP situations, referral on to longer term treatment may be indicated, particularly where SUD is a diagnostic issue.

The course is published in the public domain by the U.S. DEPARTMENT OF HEALTH AND HUMAN SERVICES Substance Abuse and Mental Health Services Administration (SAMHSA), Center for Substance Abuse Treatment (CSAT). The publication is authored by Patrick M. Reilly, Ph.D. and Michael S. Shopshire, Ph.D. of the San Francisco Treatment Research Center, Department of Psychiatry, University of California, San Francisco. Sharon Hall, Ph.D., was the Treatment Research Center’s Principal Investigator.

IMPORTANT NOTE: There is a free, supplemental CLIENT WORKBOOK ('Participant Workbook') for use by group members which is published in three languages (ENGLISH, KOREAN, AND SPANISH). The workbook provides group members with a summary of the information presented in each session, which they can notate and review on their own between sessions. The Client Workbook is NOT a part of the course material upon which you will be tested, but you may wish to save and print it for use by your clients in the treatment process. You can print the workbooks for free, for use by you and/or your clients, even if you don't want to take the quiz on the course material. Just click the links below for the language of your choice.

ENGLISH VERSION: GO HERE.

SPANISH VERSION: GO HERE.

KOREAN VERSION: GO HERE.

INTRODUCTION FROM THE PUBLISHERS: 'Despite the connection of anger and violence to substance abuse, few treatments have been developed to address anger and violence problems among people who abuse substances. To provide clinicians with tools to help deal with this important issue, [we are] pleased to present Anger Management for Substance Abuse and Mental Health Clients: A Cognitive Behavioral Therapy Manual ..... The anger management treatment design in this manual, which has been delivered to hundreds of clients over the past 8 years, has been popular with both clinicians and clients. This treatment design can be used in a variety of clinical settings and will be beneficial to the field.'

GOALS AND FOCUS OF THIS COURSE:

The approach used in the intervention model described in this manual is a combined CBT approach that employs relaxation, cognitive, and communication skills interventions. Readers learn the four types of Cognitive Behavioral Therapy (CBT) interventions most often used when working with ANGER and DOMESTIC VIOLENCE and ABUSE DISORDERS, and how to implement them ..... particularly in the context of anger which becomes abusive and violent toward spouses and other family members, co-workers, and friends.

EAP providers may wish to utilize these interventions for clients on a short term basis in order to help affected individuals - whether they be the perpetrator or the receiver of uncontrolled anger or abuse. In EAP situations, referral on to longer term treatment may be needed, as indicated. Goals for learning:

1. Learn specific relaxation interventions to be taught to clients in a CBT group therapy context, which target emotional and physiological components of verbal and physical expression of anger.

2. Learn specific cognitive interventions (CBT) which target negative cognitive processes, such as assigning hostile appraisals and attributions to others, irrational beliefs, and inflammatory thinking.

3. Know how to teach specific communication skills which target deficits in conflict resolution and constructive assertiveness.

4. Understand that use of cognitive techniques to control anger is a STRENGTH-BASED approach which can be employed in multiple situations - on the job, within the family, with colleagues, within the community to avoid legal repercussions, and in situations in which the use of alcohol had been previously utilized in response to anger.

5. Know how to present clients with MULTIPLE anger control TECHNIQUES that encourage development of INDIVIDUALIZED ANGER CONTROL PLANS, using as many of the techniques as possible

6. Learn how to teach the use of COMBINED techniques which integrate two or more strategies for control of multiple RESPONSE DOMAINS. (verbal, physical, and use of alcohol).

This is a 'QUIZ ONLY' COURSE! Read and print the study material and the quiz for FREE. Save it to your computer, and study the publication off-line if you choose. YOU PAY ONLY TO TAKE THE ONLINE QUIZ and to obtain your INSTANTLY DOWNLOADED CEU CERTIFICATE. If you have an Annual Subscription, you can enroll in this and all other courses on this website for FREE.

Course 4J - Anger Management: A Cognitive Behavioral Therapy Manual

Course 3TMH - Ethics and Practice of Telemental Health Treatment of PTSD

Earn and download a certificate immediately upon completion of this module.

Only $20.00

No charge if you have a subscription

Course 3TMH - Ethics and Practice of Telemental Health Treatment of PTSD

This Course 3TMH - 'Ethics and Practice of Telemental Health Treatment of PTSD' - is sponsored online by CEU By Net. The course is a compendium of documents primarily created and published in Spring 2020 by multiple branches of the US Government's mental health and addiction treatment delivery system. The research described in this course focuses primarily upon Telemental Health treatment of PTSD through remote Video Teleconferencing. However, the core premises, consents, provider-client interaction, documentation techniques, follow-up, and training methods also apply to other TMH modalities and diagnoses.

The course earns 3.75 Credit Hours in GENERAL credit for FLORIDA MENTAL HEALTH LICENSEES. Earns 3.75 CEUs for Texas LCSWs, LPCs, and LMFTs, and 3.75 CEUs for NAADAC, IC&RC, TCBAP-TCB-TAAP, California CCADE and CADTP, the Florida Certification Board for CAP, and most other mental health and addiction licensing boards. The course awards 2.5 credit hours for California BBS and NBCC. The course was re-approved by EACC for 3.75 PDHs Domain I, II & III, effective May 6, 2024.

Based upon these credentials, the course is accepted by most state boards for behavioral health credit.

The materials in this course are public domain and are written and published by the US Department of Veteran Affairs' National Center for PTSD, the US Department of Health and Human Services' Substance Abuse and Mental Health Services Administration (SAMHSA), and the Addiction Technology Transfer Center Network (ATTC) - South Southwest ATTC located at the University of Texas School of Social Work, and the National Frontier and Rural ATTC.

The course is divided into two sections, with a quiz for each section - both of which must be passed to download the certificate. The first part of this course is the April 2020 research-based document written by the VA's National Center for PTSD, focusing on the ethical and therapeutic approach to delivery of Telemental Health assessment and treatment of Military Veterans with PTSD. The materials provide a description of how to implement telemental health through Clinical Video Teleconferencing (CVT) in which clients are not in the same location as the service provider.

The interaction between client and provider can be transmitted via a tablet, phone, computer, and/or video camera. The publication presents research-based data that demonstrate that remote Video Telemental Health is as effective as in-person, in-office treatment of PTSD, and is sometime more effective. Further, providers and clients are able to remotely accomplish all the essential clinical functions required for successful treatment, including:

• clinical assessment
• trauma-focused psychotherapy including CPT for individuals and groups, Prolonged Exposure (PE), and CBT-I for trauma-based insomnia
• psychoeducational interventions
• cognitive testing
• general psychiatry and medication management

Other areas in this first publication include:
• Alliance, Dropout, and Patient Preferences in CVT Treatment
• Clinical and Practical Considerations for CVT
• Pros and Cons of Telemental Health for PTSD
• Considerations for Risk Assessment
• Additional Resources and activity pertaining to informed consent.

Beyond this first publication on the subject of CVT in the treatment of PTSD, the balance of the course contains planning and documentation checklists and guidance for use in setting up a Telemental Health program regardless of the diagnosis of clients served, including activity needed to ensure ethical practice and confidentiality. Topics addressed include:

• Obtaining Informed Consent for Telemental Health Services

• The use and documentation of the Teach-Back method to promote and ensure the client's understanding of information, homework assignments, and medication protocols provided during the tele-session, including checklists for documentation of interventions and response.

• Guidelines, formats, and checklists for assessing the organization's capacity to deliver telemental health services from a technical and manpower perspective.

GOALS of the course:

1. Recognize the prevalence of untreated PTSD in tribal reservations, rural areas, post-deployment veteran populations, and nationwide due to the Covid-19 pandemic and other situational trauma, and the role that Telemental Health can play in the remote treatment of affected individuals.

2. Know how to remotely implement technical precautions, documentation including informed consent, and intervention approaches which are necessary to ensure the safety, confidentiality, and ethical treatment of clients who receive treatment through remote electronic communication,

3. Learn that the use of Evidence Based Practices (EBPs) in conjunction with home-based Clinical Video Teleconferencing (CVT) is empirically demonstrated to be as effective as - and sometimes more effective than - in-person, in-office treatment of PTSD.

4. Review current 2020 research which demonstrates that all EBP modalities for treatment of PTSD can be effectively delivered through remote home-based video teleconferencing, including Cognitive Processing Therapy (CPT) for individuals and groups, and Prolonged Exposure (PE) and Cognitive Behavioral Therapy for Insomnia (CBT-I) for individuals.

5. Learn the use and documentation of the Teach-Back method to promote and ensure the client's understanding of instructions, homework assignments, and medication protocols provided during the telehealth session, including checklists for documentation of interventions and client response.

6. With structured checklists and recommended actions, providers learn that essential clinical functions can be effectively performed remotely, including clinical assessment, trauma-focused psychotherapy with individuals and groups, psychoeducational interventions, cognitive testing, general psychiatry, and medication management.

7. Learn the details of what has and has not been changed by SAMHSA in its significant modification of 42 CFR Part 2 in July 2020, pertaining to confidentiality and exchange of clinical information.

8. Learn the step-by-step process of evaluating and putting into place the technical requirements and IT hardware and software systems needed for trouble-free Telemental Health sessions.

Course 3TMH - Guide 1

Course 3TMH - Guide 2

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

Earn and download a certificate immediately upon completion of this module.

Only $20.00

No charge if you have a subscription

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

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

Earn and download a certificate immediately upon completion of this module.

Only $24.00

No charge if you have a subscription

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.

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

Course 2H - HIV and AOD Issues with Adolescents and Families

Earn and download a certificate immediately upon completion of this module.

Only $18.00

No charge if you have a subscription

Course 2H - HIV and AOD Issues with Adolescents and Families

This course is sponsored by CEU By Net and earns 2 Clock Hours of credit for multiple State Boards including Florida CE Broker, Texas BHEC, TCBAP-TCB-TAAP, IC&RC, NAADAC, California CADTP and CCADE, Florida Certification Board. EACC 2 PDHs Domain II, III expires June 30, 2024 The course also awards 1.75 CA BBS Hours and 1.75 NBCC Credit hours. Based upon these credentials, the course is accepted by most state boards for multiple licenses.

Note: This course has two study guides. You must complete the quiz for both study guides to obtain your CE Certificate.

Save the publications AND the quizzes to your computer, and read the materials off-line if you choose. Enroll in the course ONLY if you decide to take the quizzes and download your certificate. The quizzes must be taken ONLINE.

YOU PAY ONLY TO TAKE THE QUIZZES and to obtain your INSTANTLY DOWNLOADED CERTIFICATE.

Take a quick look at the QUIZZES if you like. (Click the little plus + sign below the GOALS at the end of this overview, and then scroll down to find the quiz link.) Our approach to quiz development makes reading through online publications and completing the quiz 'do-able'. We accept PAYPAL and any regular credit or debit card.

The first Study Guide in Course 2H pertains specifically to adolescents and young adults who are HIV-infected or coping with AIDS. The GOALS for the first section of the course involve the following: :

1. Know how to identify HIV-infected adolescents who are at risk for substance use

2. Learn effective approaches to communication with HIV infected adolescents about substance use.

3. Know how to screen and assess for substance use disorders (SUDs) in HIV-infected adolescents

4. Know how to implement appropriate substance use interventions for use with HIV infected adolescents, and how to make referrals for additional treatment and social intervention as needed.

The second Study Guide in Course 2D focuses upon HIV/AIDS in the context of the FAMILY. This module provides guidance for the following GOALS:

1. Know some approaches for effectively communicating HIV status within the family

2. Understand the issues pertaining to arrangement of future care of children in the HIV infected household.

3. Understand the impact of substance use by the parent in an HIV/AIDS household, including the resulting impairment and complication of family dynamics.

4. Know how to recognize and manage abuse and neglect in HIV-affected families.

5. Pertaining to DOMESTIC VIOLENCE in HIV-affected families: Know the indicators, the assessment approach, some appropriate intervention techniques, and some special treatment planning issues when the HIV patient is the PERPETRATOR vs. when he or she is the VICTIM.

The course is appropriate for AOD-SA-CD Counselors, Pastoral Counselors, Rehab Specialists, LMFTs, LPCs and other licensed counselors, Social Workers, and other treatment providers.

The publication on adolescents is AUTHORED, COPYRIGHTED, AND PUBLISHED in the public domain by the New York State Department of Health AIDS Institute's Office of the Medical Director, in collaboration with The Johns Hopkins University, Division of Infectious Diseases. The AIDS Institute's Clinical Guidelines Program directly oversees the development, publication, dissemination and implementation of clinical practice guidelines addressing the management of adults, adolescents, and children with HIV infection.

The publication on HIV and the Family is AUTHORED, COPYRIGHTED, AND PUBLISHED by the same entity - the AIDS Institute's Office of the Medical Director, in collaboration with The Johns Hopkins University, Division of Infectious Diseases.

Study Guide 1 - Substance Use and Dependence Among HIV-Infected Adolescents and Young Adults

Study Guide 2 - Family Issues for Patients 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 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

[Florida] Course 5L_DV_Part 2 of Finding Balance After the War Zone

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[Florida] Course 5L_DV_Part 2 of 'Finding Balance After the War Zone - Considerations in the Treatment of Post-Deployment Stress Effects: A Guide for Clinicians'

FLORIDA LICENSEES, PLEASE TAKE NOTE: Course 5L_DV_Part 2 is now approved in Florida for DOMESTIC VIOLENCE (DV). Enroll in THIS COURSE if you want to take it for 5 DV credits in Florida. Alternatively, to take it for GENERAL credit in Florida. enroll in the course listed above in this catalog - 'Course 5L' WITHOUT 'Florida' and 'DV' in the course title.

Florida 5K and Florida 5L each earn 5 clock hours of credit for Florida Mental Health licensees and CAPs, FCB, IC&RC, NAADAC. Earns 5 EACC PDHs Domain 3, effective Dec 22, 2021. Earns 4 NBCC Hours for NCCs and California BBS.

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

- Obtain a detailed 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, their response to ASSESSMENT and TREATMENT for SUDs, PTSD, anger, rage, anxiety and depression, interpersonal conflict including domestic violence, and other common post-deployment dysfunction.

- 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 than those typically experienced with a civilian population.

- Obtain a more detailed understanding about the unique emotional and biochemical STRESS INJURIES incurred during deployment to war zones in Iraq and Afghanistan, including but not limited to Dual Diagnosis SUDs (Substance Use Disorders) and PTSD, Traumatic Brain Injury (TBI), and Depression.

- 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 the practical interventions to address them in an intervention or treatment setting.

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

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.

- 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.

Florida_War_Veterans_Course_5L_DV_Study_Guide_1

Florida_War_Veterans_Course_5L_DV_Study_Guide_2

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.

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

Course 5K - Guide 2

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 8T - Human Trafficking of Adolescents in America

Earn and download a certificate immediately upon completion of this module.

Only $22.00

No charge if you have a subscription

Course 8T - Human Trafficking of Adolescents in America

CEU By Net, LLC sponsors this online course, 'Human Trafficking of Adolescents in America' - NOW RE-APPROVED by Texas HHSC for the required certificate through August 9, 2025.

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, Florida, and most other states nationwide for mental health and addiction licenses and certifications, and 8 hours for NAADAC and IC&RC. Earns 8 PDHs for EACC-EAPA, re-approved May 6, 2024, domains I, II, and III. 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 which is required for the successful prosecution of human trafficking perpetrators, including 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, California CAADE and CADTP, NAADAC, IC&RC, Florida Certification Board (FCB), Florida Board of Clinical Social Work, Marriage and Family Therapy and Mental Health Counseling. Earns 8 PDHs in Domain 3 for EACC-EAPA approved Dec 22, 2021. Based on these approvals, the course is approved by most mental health and addiction licensing boards.

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 6B - After a Suicide: Toolkit for Schools

Earn and download a certificate immediately upon completion of this module.

Only $24.00

No charge if you have a subscription

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, California CADTP, and CCADE, Florida Certification Board, IC&RC, and NAADAC. Re-approved May 6, 2024 by EACC for 6 PDHs Domains I, II & III. 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

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Course Catalog

Welcome to CEU By Net. Learn CBT approaches to domestic violence and family dysfunction, complex grief and traumatic stress in children, the trauma of sex trafficking of adolescents, and HIV-related conflict and violence in families.

All Domestic Violence and Family Dysfunction Courses

New! Human Trafficking of Adolescents in America - 8 CEUs

Trauma and Crisis Management Courses

Approval Details

Unlimited CEUs $49