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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, two California Addiction Boards, 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.

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

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

Course 5T - Traumatic Grief in Childhood

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Course 5T – 'Traumatic Grief in Childhood'

This Course 5T – 'Traumatic Grief in Childhood' - is an online continuing education course sponsored by CEU By Net. This Course 5T earns 5 Clock Hours of CE credit for multiple mental health and addiction licensing and certification boards including Mental Health Boards in Texas and Florida (automatic upload to CE Broker), TCBAP-TCB-TAAP, Florida Certification Board for CAP, Alabama, California CCADE and CADTP, NAADAC and IC&RC. EACC 5 PDHs Domain III Expires June 30, 2024. Also, earns 3.5 Credit Hours for NBCC and California BBS. Based upon these credentials, the course is accepted by most state boards for multiple licenses.

The seven documents which comprise the study materials of this Course 5T are authored and published in the public domain by the National Child Traumatic Stress Network (NCTSN) and funded by the federal Substance Abuse and Mental Health Services Administration (SAMHSA). There is also a survey-based research study by the New York Life Foundation on the retrospective impact of the death of a parent on a child prior to the age of 20.

Each of the seven sections of this course focuses upon a different circumstance or aspect of Childhood Grief following the death of a family member or other caretaker, or the witnessing of a horrific situation in which people are killed or injured [such as a school or mall shooting or terrorist attack]. These studies also describe the grief process which children and adolescents normally experience following such events, as well as the nature of Childhood Traumatic Grief and how we can identify and treat it.

Traumatic Grief requires different professional and parental interventions and approaches than those ordinarily required to help a child adjust to a death of a loved one or the witnessing of a horrific event. Most children and adolescents do not experience Traumatic Grief after such deaths or events, and are able to adjust with normal targeted support. With Traumatic Grief, the child or adolescent does not adjust with the normal amount of support, and he or she experiences lingering effects, trauma, and symptomatology which can seriously affect their lives. This course addresses multiple such circumstances including military deaths, deaths of parents before the age of 20, deaths of siblings, and sexual health as it pertains to Traumatic Grief.

There are seven relatively short Study Guides (chapters or sections) in this course, and each Study Guide has a different primary focus. These include:

Part 1. Overview - Childhood Traumatic Grief: Information for Mental Health Providers

Part 2. About Child Trauma: Examples of Traumatic Grief, the Risks, and the Protective Factors

Part 3. The Twelve Core Concepts: Concepts for Understanding Traumatic Stress Responses in Children and Families

Part 4. Traumatic Grief in Military Children

Part 5. Sexual Health and Trauma

Part 6. Sibling Death and Childhood Traumatic Grief

Part 7. A Research Report Looks Back at Childhood Experiences with Parental Death

The GOALS of this course:

1. Know the difference between the normal grieving process experienced by children and adolescents when someone close to them dies, vs. Childhood Traumatic Grief requiring professional intervention.

2. Understand the range of behavioral and emotional symptomatology (grief reactions) which become evident with Traumatic Grief, and how these reactions interfere with the child’s daily life and ability to function and interact with others.

3. Know the clinical approach to assessing the presence and severity of Childhood Traumatic Grief at various stages of childhood development (young children, pre-adolescents, adolescents, and young adults).

4. Understand how Traumatic Grief Reactions interfere with the child’s daily life and ability to function and interact with others, as well as his neurophysiological development.

5. Know the '12 Core Concepts' for understanding the complexity of traumatic stress responses in childhood, including familial, cultural, experiential, and physiological issues.

6. Know the specific 'Risk' and 'Protective Factors' which apply to youth with who experience a severe trauma - including those factors which primarily emanate from the home and the reactions of its residents, from the community and its culture, and from the child's personal background and history with trauma.

7. Know the unique features of Military Deaths and Traumatic Grief in children and adolescents.

8. Understand the connection between severe trauma and sexual behaviors in youth, as well as using the traumatic experience to positively shape sexual experiences in the future.

9. Know the unique features of Sibling Death and its impact upon surviving siblings, and specific approaches to recommend to parents and other caretakers in their interactions with sibling survivors.

10. Review and understand a recent research study of now-adult individuals, reporting their experiences and reactions to the death of a parent prior to age 20.

The course materials and the quizzes are free to read, download, and print without registering on the CEU By Net website. You pay only to take the CEU By Net quizzes and earn continuing education credits from the licensing and certification entities by whom CEU By Net is approved or pre-approved.

TO VIEW THE ENTIRE COURSE IN ONE DOCUMENT, FOR EASIER PRINTING, GO HERE.

Course 5T - Guide 1

Course 5T - Guide 2

Course 5T - Guide 3

Course 5T - Guide 4

Course 5T - Guide 5

Course 5T - Guide 6

Course 5T - Guide 7

[Florida] Course 5K_DV_Part 1 of Finding Balance After the War Zone

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

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[Florida DV] Course 5K_DV_Part 1 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 5K_DV_Part 1 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 'Course 5K' listed above in this catalog WITHOUT 'Florida' and 'DV' in the course title.

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

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

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.

NOTE: This Course 5K has two study guides. and two quizzes, earning a total of 5 clock hours of CE Credit. You may view, save, and print them for FREE by CLICKING HERE and HERE.

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.

NOTE: EACC-EAPA approval has been given for this course, and all other certifications are in place - e.g., NBCC and multiple State Boards, and TCBAP-TAAP. TAAP and its CE providers are NAADAC-approved - and CEU By Net is a licensed TAAP CE Provider. Our credits are accepted by almost every state for most licenses. Click the purple map at the top of the 'Approved States' page for your state.

The 'Finding Balance ... Guide for Clinicians' document is authored and copyrighted by Pamela Woll, MA, CADP - 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.

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 course explains the nature of 'BATTLEMIND' - the Military's approach to development of a cohesive war zone Unit.

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), post-traumatic stress disorder (PTSD), anger, rage, paranoia, conflict leading to domestic violence, etc..

• Learn 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'.

• Understand 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.

• 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.

• 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 the most effective way for the individual find his own path to peace and the quieting of stress-related chemicals.

This is a 'QUIZ ONLY' COURSE! Read and print the study material AND the quizzes for FREE. Save the study material to your computer, and read off-line if you choose. YOU PAY ONLY TO TAKE THE ONLINE QUIZ(ZES) and to obtain your INSTANTLY DOWNLOADED 5 CREDIT HOUR CERTIFICATE. [NOTE: If you have purchased an Annual Subscription for $59.95 which is still active, you pay nothing to enroll in the course and take the quiz.] We accept PAYPAL and any regular credit or debit card.

NOTE: We suggest that you print a copy of the online quiz(zes) and mark your answers as you read through the materials. Then, go online, click the 'SIGN UP NOW' button in the catalog, pay your fee (or enroll for FREE with an Annual Subscription), and take the ONLINE INTERACTIVE QUIZ. You can transfer the answers you marked on your copy, to the online quiz.

NOTE: There are supplemental workbooks which can also be accessed for free, directly from the ATTC website.

For additional information about the study materials - and to READ and PRINT a copy of the publication and the online quiz before deciding to enroll in the course - please CLICK the + SIGN BELOW.

Florida_War_Veterans_Course_5K_DV_Study_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 and their families.

- 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 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.

Florida_War_Veterans_Course_5K_DV_Study_Guide_2

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

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

Only $24.00

No charge if you have a subscription

[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 5A - Welcome to Care Management! Do They REALLY Need Treatment?

This course is copyrighted and published online by Marsha Naylor, MA, LPC, CEU By Net - Pendragon Online LLC. The course incorporates information about the ongoing impact of the Affordable Care Act (ACA - a.k.a.ObamaCare) on treatment design and reimbursement and the effect on mental health and SUD clients. The concept of INTEGRATED Medical Care is now an inherent part of Managed Health Care philosophy, although most such integration still occurs in health care programs which are 'treatment models under study.'

There are THREE 'chapters' or 'modules' in this course - MC101, MC201, and MC301 - each of which earns a certificate.

The course earns a TOTAL OF 8 Clock Hours of credit for multiple State Boards including Texas Mental Health Boards, TCBAP-TCB-TAAP, IC&RC, NAADAC, California CCADE and CADTP, and Florida Certification Board. The three modules also award a total of 5.25 CA BBS Hours and 5.25 NBCC Hours.

EACC has approved it for a TOTAL of 8 PDHs in Domains 1, 3 - Renewed July 1, 2022. [Module 101 earns Domain I, III - 3.5 PDHs; Module 201 earns Domains I, III - 2.75 PDH; Module 301 earns 1.75 PDHs in Domains I, III.]

NOTE: For FLORIDA Mental Health, effective 3/29/2021 we are pulling this course out of our Florida CE Broker course listing until we can combine the 3 modules into a single certificate, for better uploading to CEBroker.

Based upon these credentials, this course is accepted by most state boards for multiple licenses.

You should NOT take both Managed Care Course 4A and Managed Care Course 5A. The content and goals for Modules 101 and 201 are the SAME in both courses. Course 5A has one additional module - Module 301, with additional credit.

Also if you'd rather study this material in smaller pieces, both 4A and 5A contain some material also found within a few of our smaller courses, e.g., 1B, 1C.

To view Study Guide 1 now CLICK HERE
To view Study Guide 2 now CLICK HERE
To view Study Guide 3 now CLICK HERE
To view and print QUIZ 1 which you take after Study Guide 2, CLICK HERE.
To view and print QUIZ 2 which you take after Study Guide 3, CLICK HERE.

To view Study Guide 1 now CLICK HERE
To view Study Guide 2 now CLICK HERE
To view Study Guide 3 now CLICK HERE
To view and print QUIZ 1 for free, CLICK HERE
. To view and print QUIZ 2 for free, CLICK HERE.
To view and print QUIZ 3 for free, CLICK HERE.

To view Study Guide 1 now CLICK HERE
To view Study Guide 2 now CLICK HERE
To view Study Guide 3 now CLICK HERE
To view and print QUIZ 1 for free, CLICK HERE.
To view and print QUIZ 2 for free, CLICK HERE.

GOALS of Module 101:

1. Obtain an introduction to Goals and Objectives of Behavioral Health Managed Care [Health Care Reform] - 'Why Are They Doing This to Us?'

2. Understand the Concept of RISK BASED MANAGED CARE, including 'Capitation' [the Most Common Design of the Federal and State Managed Care Arrangements, Including Medicaid and Medicare.

3. Understand How This New Health Care Reform System Impacts Providers In Both Clinical And Financial Ways.

4. Know What Can Go Wrong in a Health Care Reform Environment - At Both the Insurance Company End and the Service Provider End, and Within The Delivery System

GOALS of Module 201:

1. Obtain Additional Understanding of the Impact of the New Healthcare System (Managed Behavioral Health Care, or Health Care Reform), Upon Providers and Their Clients

2. Know How to 'Adapt' in Your Program Design and Practices, When Providing Services Under a Managed Care Provider Arrangement

3. Learn About Several Creative Service Delivery Options For Treatment Providers Which Will Allow More Autonomy In Programming for MH and CD Clients Under a Care Management System.

4. Obtain a Basic Understanding of The Four Core Elements Which Determine Approval for Treatment, During the Care Management Process (i.e., what determines 'Medical Necessity' for treatment?)

GOALS of Module 301:

1. Understand How Health Care Reform Requires Out-of-the-Box, Flexible Thinking, Within Organizations and Provider Networks and EAP Programs, and As a Major Part of Discussions with MCOs

2. Obtain Additional Awareness of How the 'Care Management' Process and Its Four Core Principles Affect the Way That We Deliver and Document the Need for Treatment for Mental Health and Chemical Dependency Clients.

3. Understand How Program Design Must Make Room for Alternative Treatments and Interventions if It Is to Be Successful.

8.0 (or 0.8) CE credits for $28.00

Module 101 - from Courses 4A and 5A - Welcome to Care Management - and It's Not Your Grandpa's Chevy!

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

Module 201 - from Courses 4A and 5A - The Good, the Bad, and the Ugly in Managed Health Care

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Module 301 - from Course 5A - Professional and Clinical Issues in Managed Care

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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.

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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 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.

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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 3B - The Big Transition in the AOD Field: Managed Care, the ACA, Justifying Need for Treatment - Oh How It's Changed!

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Course 3B - The Big Transition in the AOD Field: Managed Care, the ACA, Justifying Need for Treatment - Oh How It's Changed!

This RECENTLY REVISED and expanded Course 3B focuses primarily upon addiction and SUDs treatment issues in the Health Care Reform environment.

The course is approved for 5 clock hours of CE credit by multiple State Boards including Texas and Florida, and by TCBAP-TAAP, IC&RC, California CCADE and CADTP, NAADAC, and the Florida Certification Board (FCB). EACC 5 PDHs Domain I expires June 30, 2024 It also earns 3.25 CA BBS Hours, and 3.25 NBCC Hours. Based upon these credentials, this course is accepted by most state boards for multiple licenses.

This course is authored and copyrighted by Marsha Naylor, MA, LPC, CEU By Net, Pendragon Associates LLC. See bio in site's 'About Us' page.

With the Affordable Care Act (ACA) as the springboard, we explore the intent and the impact of Managed Care Plans upon AOD treatment providers and their clients. The issues we consider include how to work effectively with the Care Management process, including the key features of clinical documentation which ultimately determine approval or denial of our treatment requests.

We also discuss one of the more controversial approaches to implementation of the ACA, now being piloted by several ACA Plans around the country - i.e., 'Vertical Integration of Care'. In Vertical Integration, physical health and behavioral health providers deliver and coordinate treatment to the patient "under one umbrella" - likely under the direction of a Primary Care Physician. In such scenarios, a Bundled Payment may be made to the treatment group, which is then shared by all providers involved in the care episode.

In addition, this course addresses the 'nitty gritty' of:

-- the major CHANGES in SA-CD programming, brought about by Managed Care in general, and

-- the traditional practices which no longer have a place in the new "scheme of things", as the Health Plan administrators see it.

-- the 'admission criteria' for the more intensive levels of care, and the discharge criteria from same

-- the interventions which are viewed as the most effective in bringing about stabilization and continued progress,

-- the type of written documentation that is needed to demonstrate the 'medical necessity' of specific treatments, and the justification for continuation of those treatments

-- the role of diagnosis and functionality in determining the 'medical need' for treatment, and

the significance of relapse, progress, or lack of progress.

This course is appropriate for chemical dependency counselors, social workers, mental health counselors, marriage and family therapists, case managers, rehabilitation workers, EAP providers, school psychologists and counselors, , and others who work with persons who have AOD issues which need assessment, treatment, or referral for same.

FOR EAP COUNSELORS who may or may not be delivering the actual AOD treatment for their clients (in many programs, you will be referring and ensuring continuity rather than treating), it is nevertheless critical that you document your client’s need for treatment in the same thorough and clinically acceptable way that the treatment program must do. Otherwise, the insurance company or other behavioral health administrator will focus upon the disparity in the EAP record vs. the treatment record, and approval for services may then be at risk.

Offers a bird's eye view of how ASSESSMENT of the client's NEED FOR TREATMENT must be documented to secure an authorization, and HOW the treatment or interventions must be delivered and documented under managed systems of care ..... and how to CONSTRUCTIVELY ADAPT to these changes when it's ethically possible.

You can VIEW the Study Guides and Quizzes for FREE through the links at the bottom of this course description.

GOALS of This Course:

1. Understand the main features of the Affordable Care Act (ACA), and how they affect addiction professionals, AOD clients, and referral patterns for various modalities of treatment.

2. Know the essential clinical shifts imposed upon the AOD treatment professional and traditional CD programming, under a managed system of care.

3. Understand the changing expectations for documentation in service records.

4. Know some workable and creative service options which may be negotiated with health care contractors - and how to maximize the provider's autonomy in referral and treatment decisions.

5. Know how AOD treatment and intervention programs and individual service plans are designed, within the new health care reform environment, and what will likely be approved by the contractor.

6. Understand HOW the health care contractors make those controversial treatment DECISIONS for substance abusing and chemically dependent individuals - and HOW TO ASK for 'WHAT' in terms of services and/or referral for your clients with AOD issues.

7. Learn about 'Vertical Integration of Care' - the major shift in store for many mental health and AOD providers - in terms of how 'care teams' are likely to be formed, who's in charge, and how they will be paid (Hint: One check from insurance, to be shared by ALL who participated in the care of the client).

>br> Course 3B presents some specialized treatment and case management scenarios which can be discussed with an MCO or other contractor for services, which can provide effective services and treatment to recidivistic AOD clients, under a 'Care Management' system.

Also provides an understanding of HOW the health care contractors make those controversial treatment DECISIONS for substance abusing and chemically dependent individuals - and HOW TO ASK for 'WHAT' in terms of services and/or referral for your clients with AOD issues. Maximize your client’s chances of getting what he or she actually needs, based upon competent assessment in a new health care environment.

For EAP workers who may or may not be delivering the actual AOD treatment for their clients (in many programs, you will be referring and ensuring continuity rather than treating), it is nevertheless critical that you document your client’s need for treatment in the same thorough and clinically acceptable way that the treatment program must do. Otherwise, the insurance company or other behavioral health administrator will focus upon the disparity in the EAP record vs. the treatment record, and approval for services may then be at risk.

We also present clear 1-2-3 guidance on how to DOCUMENT both your assessment and the services you deliver under a managed system of care – and an introduction to RECOUPMENT of funds already paid to you (which typically occurs due to inadequate DOCUMENTATION OF SERVICES in client records). The course explains how to AUDIT your own professional documentation, so that it fits in well with the new CARE MANAGEMENT or Utilization Review (UR) process.

Some material in this course is included in MiniCourses 1B and 1C and elsewhere, but this course does it from the AOD perspective.

THE GOALS OF THIS COURSE:

The goals of Course 3B focus upon managing change within the traditional chemical and substance dependency culture under managed systems of care, i.e., understanding how it affects our interpretation of ‘need for treatment’ and our interventions to promote sobriety.

1. Understanding the New Managed Care Treatment Contracts and How They Affect Us and Our Clients.

2. The Essential Clinical Shifts Imposed Upon the CD Treatment Professional and Traditional CD Programming, Under a Care Management System

3. Changing Expectations for Documentation in Service Records.

4. Know Some Workable and Creative Service Options Which CD Treatment Professionals May Negotiate with Health Care Contractors, Given the Provider’s Greater Autonomy In Referral and Treatment Decisions.

To view Study Guide 1 now CLICK HERE
To view Study Guide 2 now CLICK HERE
To view Study Guide 3 now CLICK HERE
To view Study Guide 4 now CLICK HERE
To view and print QUIZ 1 (which follows Study Guide 2), CLICK HERE.
To view and print QUIZ 2 CLICK HERE.
To view and print QUIZ 3 for free, CLICK HERE.

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

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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.

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

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

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