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Risk Management Catalog

Welcome to CEU By Net's Risk Management Catalog.

Go to the bottom of the page to see the courses offered in this category, and to enroll in a course.

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

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Public Mass Shootings — Predictive Factors, Challenges, & Prevention

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

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

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

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

Goals of this course:

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

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

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

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

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

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

7. Understand the varying functions of different types of firearms, the preferences of mass shooters, and the implications for legislative action at the state and local levels.

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

Course 4V - Public Mass Shootings - Guide 1

Course 4V - Public Mass Shootings - Guide 2

Course 2M - Risk Management of Medical Error in Behavioral Health Programs and Clinical Supervision

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Course 2M - Risk Management of Medical Error in Behavioral Health Programs and Clinical Supervision

This Course 2M - Risk Management of Medical Error in Behavioral Health Programs and Clinical Supervision - is sponsored online by CEU By Net and is now APPROVED in FLORIDA for 2 CEUs in Medical Errors, effective March 16, 2021. The course earns 2 Credit Hours for Texas LPCs, LMFTs, and LCSWs, TxCBAP-TCB-TAAP, California CADTP and CCADE, NAADAC, IC&RC, Florida Certification Board (FCB) for CAPs, and most State mental health and addiction boards for multiple licenses. EACC awards 2 PDHs in Domain I, II, III expires June 13, 2025. The course also awards 1.5 Credit Hours for California BBS and NBCC.

The course is a compendium of published and copyrighted material, including definitions and excerpts from Joint Commission's 2021 Accreditation Manual for Behavioral Health; the Agency for Healthcare Research and Quality's Systems Approach to Medical Errors (AHRQ - a division of the US Department of Health and Human Service); the British Journal of Pharmacology published by the National Center for Biotechnology Information, U.S. National Library of Medicine; and Marsha Watson Naylor, MA, LPC, owner of CEU By Net LLC.

It is well-known that working within the mental health and addiction fields and supervising professional staff entails a significant risk of legal and civil liability when something 'goes wrong.' This course explores the risk and repercussions forthcoming from HUMAN MISTAKES (i.e., MEDICAL ERRORS) made by managers, supervisors, supervisees, contractors, and other employees in the delivery of services. The course explains how PROGRAM DESIGN and SYSTEM FLAWS are responsible or play a major role in most human errors which occur in behavioral health programs and other medical settings. In the process of Programmatic and Clinical Supervision, when mistakes are made by supervisees. the Supervisor must not assume that the fault lies exclusively with the supervisee. Issues presented by the program design and functionality of the system must also be explored. The course contributes to the effective development and operation of a comprehensive RISK MANAGEMENT PROGRAM.

Effective prevention of Medical Errors extends beyond mistakes in prescribing and administering medication, to include ANY human mistake made within a treatment program that has harmed, or could have harmed, a patient or employee. The course makes the point that most such errors are committed by otherwise competent behavioral health managers and other professionals in the process of interacting with clients and each other—and that most such errors are precipitated by flaws in the system and design of program components.

The most effective approach, therefore, is to identify systemic and programmatic flaws, develop a remedial plan to correct the identified issues, and closely monitor the results – rather than punish.

GOALS of this course:

1. Understand that 'Medical Error' is an inclusive concept that extends beyond mistakes in prescribing and administering medication, to include any human mistake made within a treatment program that has harmed, or could have harmed, a patient or employee.

2. Know the types of Medical Error that occur in behavioral health programs, the difference between Sentinel (Critical) Incidents and Adverse Incidents, and ways to integrate these concepts into the CLINICAL SUPERVISION and DEVELOPMENT of professional staff.

3. Understand the reasons why Medical Errors occur, including the fact that most human mistakes occur because of flaws in program DESIGN and SYSTEMIC complications.

4. Learn how to establish a Risk Management Program to address Medical Errors, including How to Identify, Evaluate, Correct, Monitor, and Prevent Recurrence.

5. In the prevention and correction of Medical Errors, know the difference between PROSPECTIVE Risk Management Review and RETROSPECTIVE Risk Management Review, and the application of each.

6. Understand the importance of identifying and addressing the INHERENT RISK which is associated with your type of program operation, and how to incorporate the concept of 'inherent risk' into CLINICAL SUPERVISION and DEVELOPMENT of professional staff.

7. Learn the significant difference between 'active errors' and 'latent errors' and the different approaches to RISK MANAGEMENT of each.

8. Understand the critical role of Systems Analysis in the correction of Medical Errors, and incorporate ongoing Systems Analysis into daily program operation and clinical supervision.

9. Learn and teach a classification system for four types of Medication Errors based on psychological theory and how to prevent them: knowledge-based errors, rule-based errors, action-based errors (including technical errors), and memory-based errors (‘lapses’).

Course 2M -Study Guide 1

Course 2M - Study Guide 2

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

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

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

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

This sponsored course presents the Blended or Integrated Developmental Model of Supervision, articulated and published by Stoltenberg, McNeill, and Delworth (1998), in which both the Supervisee and the Supervisor progress through specific DEVELOPMENTAL LEVELS or STAGES of professional identity and functionality.

Originally published by SAMHSA-CSAT (2009 - Rockville Maryland) as part of ‘Treatment Improvement Protocol (TIP) No. 52’, it was revised and updated by SAMHSA-CSAT in 2014; and was subsequently indexed and published online in this document’s format in 2014 by National Center for Biotechnology Information, U.S. National Library of Medicine, National Institutes of Health (NIH) 8600 Rockville Pike, Bethesda MD, 20894 USA as ‘Part 1, Chapter 1, Clinical Supervision and Professional Development of the Substance Abuse Counselor: Information You Need to Know.’

References and bibliographical notations are included within the text from NBCC, AAMFT, NASW, and numerous recognized mental health research publications.

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

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

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

GOALS of THIS COURSE:

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

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

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

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

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

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

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

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

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

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

Guide 1_Course 4S

Guide 2_Course_4S

Course 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.

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 7R - Essentials of Risk Management

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Course 7R - The Essentials of Risk Management

This Course 7R—The Essentials of Risk Management—is written and published online by CEU By Net. The course earns 7.5 Clock Hours of credit for multiple State Mental Health and Addiction Boards including Texas and Florida Mental Health Licensing Boards, Texas Certification Board (TCB -TCBAP-TAAP), NAADAC, IC&RC, Florida CE Broker, California CCAPP, CADTP, and CCADE; Florida Certification Board. Approved by EACC for 7.5 PDHs—Domains I & II, effective May 1, 2023. Also awards 5 Credit Hours for California BBS Hours and 5 NBCC Hours. Based upon these credentials, the course is accepted by most state boards for multiple licenses.

This course presents a comprehensive approach to establishing an in-house Risk Management program for the Corporate and Military clients of EAPs, and for the DESIGN and SUPERVISION of Behavioral Health treatment programs and their professional staff (social work, counseling, marriage and family therapy, and addiction professionals).

The course presents the essential processes involved in Risk Management within the workplace—up-front Prospective Prevention Planning and after-the-fact Retrospective Review and Correction. The emphasis is upon identification of the HUMAN FACTORS and the SYSTEMIC and PROGRAM DESIGN ISSUES which potentially contribute(d) to Critical and Adverse Incidents in the workplace, and the development of a PREVENTION or CORRECTION plan.

The course includes numerous vignettes which graphically demonstrate the necessity of Risk Management and the problems which organizations create and face when they fail to establish Risk Management Prevention and Correction Plans. The course also includes a deidentified Internal Risk Management Death Review, which demonstrates the principle of 'leaving no stone unturned' when seeking the Contributing Factors in Critical Incidents.

This course also demonstrates a core philosophy which is derived from the teaching of the Joint Commission—'Your worst day is an Opportunity for Improvement.' Examples of this philosophy are provided through a detailed case study of a suicide in a highly-respected Dual Diagnosis Supported Housing Program, which was followed by an intensive internal Retrospective Risk Management Review. The Review, although at times emotionally painful to both management and staff, identified and corrected several program design and staff management issues which had been heretofore unrecognized. The ultimate result was a significant positive impact upon the quality and safety of program operation.

This course provides practical tools for EAPs and Behavioral Health Managers to use in the process of Risk Management Prevention and Correction of Adverse and Critical Incidents, including a detailed checklist-based approach to uncovering the Human Factors in Critical and Adverse Incidents. Specific examples of both types of Incidents are provided.

In addition to Critical Incidents, we include how to prevent and correct Adverse Incidents—those negative Performance and Outcome indicators and Compliance Violations that can 'sink the ship.' Monitoring of these indicators is essential in the retention of contracts and funding sources in any work organization—whether that be a Detox Unit or a Community MHMR Center or an IT or Social Media giant, or the US Military, or a carpet manufacturer, or a Purina Cat Food Factory.

The Goals for Learning:

1. Learn the definition, the working philosophy, and the process of Risk Management in Employee Assistance Programs (EAPs) and in DESIGN and SUPERVISION of Mental Health and Addiction Treatment programs and their staff.

2. Obtain a clear perspective of establishing and conducting an ongoing Risk Management program, from the review of multiple case studies and examples of Critical and Adverse Incidents in the EAP workplace and in Mental Health and Addiction Treatment Programs.

3. Understand that when Critical and Adverse Incidents occur, we must look beyond the errors committed by individuals, to include an unbiased assessment of systemic and program design flaws which contributed to the Critical or Adverse event.

4. Learn how to set up and operate the Risk Management Committees from the first step -- identification of the 'INHERENT RISKS' of operating the business.

5. Understand the need for and the process of PROSPECTIVE RISK MANAGEMENT when contemplating PENDING changes in the workplace

6. Understand the details of performing a Retrospective Review and analysis of Critical and Adverse Incidents which have occurred in the workplace, focusing upon the identification of the HUMAN FACTORS and the SYSTEM DESIGN FACTORS which have caused or contributed to the Incident.

7. From specific examples, learn how to establish Contingency Response Programs to address unpreventable catastrophic and seriously disruptive events WITHIN organizations, with the goal of reducing the IMPACT and speeding the RECOVERY from the incident.

8. From specific examples, learn how to establish Community-Wide Contingency Response Plans to address unpreventable catastrophic events within the community-- with the goal of reducing the IMPACT, speeding the RECOVERY, improving the community's RESPONSE to given catastrophes, and moving forward with an improved Contingency Response Plan.

9. From specific examples, learn about the collaborative partnership between EAPs, the Department of Defense, and the Department of Veterans Affairs from a Risk Management perspective, as well as the role of EAPs in consultation and coaching with organizational management—a sound model for Risk Management in all Behavioral Health programs.

Author and Publisher:

This course is written, published, and copyrighted by Marsha Watson Naylor, MA, LPC, CEU By Net—Pendragon Online LLC, Austin, TX. Ms. Naylor is a former Assistant Deputy Commissioner for the Texas Department of MHMR and has seventeen years experience as a national level consultant to multiple organizations including Behavioral Health Provider Networks, the Managed Care Industry, State Legislators and Advocacy groups, the Annie E Casey Foundation, the Center for Health Care Strategies, and other mental health and addiction organizations. She also has twenty years' experience in program administration and consultation in the mental health and addiction fields, for inpatient and outpatient Mental Health and Addiction services at the state and local level.

Course 7R_Essentials of Risk Management - Study Guide

Course 3C - Beyond the Yellow Legal Pad! Assessment and Diagnosis of Children and Adolescents - From Ethics to Practice and Into the Courtroom

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Course 3C - Beyond the Yellow Legal Pad! Assessment and Diagnosis of Children and Adolescents - from Ethics to Practice and Into the Courtroom

FOR BOTH ETHICS AND CLINICAL ASSESSMENT CE CREDIT.

This course earns 3 Clock Hours of CE Credit in either 'ETHICS' or 'ASSESSMENT and DIAGNOSIS', whichever you need. The course is pre-approved or automatically approved for 3 Credit Hours by multiple State and national mental health and addiction licensing and certification boards including Florida CE Broker, Alabama, and Texas mental health, Texas TCBAP-TCB-TAAP, IC&RC, NAADAC, Florida Certification Board, California CAADE and CADTP, and EACC - 3 PDHs Domain III - Expires June 30, 2024 The course also awards 3.0 California BBS CE Hours and 3.0 NBCC Credit Hours.

FLORIDA LICENSEES, PLEASE TAKE NOTE: This revised Course 3C is now separately approved in Florida for 3 clock hours in the ETHICS category, as well as for 3 clock hours in the GENERAL category. Enroll in THIS COURSE if you want to take it for GENERAL credit in Florida. Alternatively, if you are wanting this course for ETHICS credit in Florida, enroll in the course listed BELOW this item in the catalog - i.e., [Florida] Ethics Course 3C' with 'Florida Ethics' in the course title. (These two instances of the course have the same content, but have different internal codes for Florida CE Broker - one for Ethics, and one for General.)

This course is written, copyrighted and published by Marsha Naylor, MA, LPC and CEU by Net. To read about Ms. Naylor's experience and qualifications, please go to 'The Company' on this website's menu bar and click on 'About Us'.

WHAT'S THIS COURSE ABOUT? It addresses the RISK MANAGEMENT issues involved in ASSESSMENT AND DIAGNOSIS of children and adolescents and how to reduce the ethical and legal risk. The course explains the most common CLINICAL errors and ETHICAL blunders which even seasoned professionals can and do make when assessing children and adolescents -- errors which can inpact the correctness of a differential diagnosis and lead to professional, ethical, and legal problems for you, and treatment outcome problems for your client.

Aside from the potential for clinical embarrassment if we make errors in the write-up of an assessment interview or an error in the diagnosis(es), most clinicians do not give much thought to the potential for legal, ethical or other professional repercussions which might result from these routine activities. Nor do they see the development of a treatment plan as a potential for trouble.

Most professionals believe that such things as becoming sexually involved with a client or violating a client's confidentiality are the primary issues which present a potential for ethics violations. They don't realize that 'scope of practice' and 'professional competence' and 'acting in the best interest of the client' are common reasons why providers are disciplined for ethics violations and may be sued for malpractice in a court of law. Further, few realize that the most vulnerable activities which can lead to such allegations are ASSESSMENT, DIAGNOSIS, and TREATMENT PLANNING. Together, these clinical activities are the Achilles Heel for behavioral health providers.

Furthermore, it’s a common assumption that if an assessment (any assessment), treatment plan (any treatment plan), and any reasonable diagnosis are “in the chart” that all is well. Local Program Managers may even audit their charts internally from that perspective. But this, too, has the potential for trouble. Think: ‘Professional Competence’ . . . ‘Ethics’ . . . ‘Scope of Practice’.

This unique course lays bare the oftentimes overlooked 'traps' which even the most experienced clinicians fall into when assessing and diagnosing children and adolescents without a structured assessment format -- placing us at great LEGAL, ETHICAL, and PROFESSIONAL RISK if overlooked. The course presents a clear description of how such issues can arise when we ASSESS 'ON THE FLY', no matter how many years we have been in this business!

Course 3C focuses upon the details of how to perform and DOCUMENT a professionally competent Biopsychosocial Assessment of Children and Adolescents (whether routine or emergency) without the LEGAL, ETHICAL, AND PROFESSIONAL vulnerability which can come back to haunt us long after the fact. Learn why the ETHICAL canons pertaining to Professional Competency, Acting in the Best Interest of the Client, and Scope of Practice are inseparable from how we go about assessing, diagnosing, and documenting treatment of children and adolescents.

Many providers believe that in order to protect a client's confidentiality, the less said the better, when documenting his or her issues, history, diagnosis, and response to treatment. However, this is a misinterpretation of what is meant by 'client confidentiality'.

In fact, structured, detailed assessments are essential to protect ourselves legally and professionally -- from an ETHICS perspective, a PROFESSIONAL COMPETENCE perspective, and a PROFESSIONAL LIABILITY perspective. And therefore in this course, we emphasize the need to avoid on-the-fly notations put to a 'yellow legal pad' when assessing and diagnosing children and adolescents, in favor of using a more formal, detailed, STRUCTURED BIOPSYCHOSOCIAL ASSESSMENT format.

The course clarifies the connection between (1) how effectively we perform the task of Assessment and Diagnosis of Children and Adolescents, and (2) the ETHICAL STANDARDS OF PRACTICE – including both demonstration of Professional Competence within Scope of Practice, and responsibility to act in the best interest of the client.

In this course we explain how and why the use of a structured assessment protocol [which addresses and integrates specific issues] is ultimately the only way to assure that we have complied with the PREVAILING STANDARDS OF PROFESSIONAL CARE which are applied to assessment and treatment of children and adolescents with mental health and SUDs issues. We must demonstrate in writing that we have met the ‘ETHICS’ expectation of ‘COMPETENCE’ to ASSESS and TREAT THIS particular child for THESE issues, and that your actions are consistent with the prevailing standards of care for the specific issues.

The bottom line here: Assessment Course 3C addresses serious assessment ERRORS to avoid, which can result in ETHICAL AND LEGAL complications. Understand the legal and professional implications of (a) erroneous or ignored DIAGNOSIS(ES) and (b) failure to RESPOND appropriately to a client’s regression or failure to progress in treatment. This type of clinical thoroughness is particularly crucial when working with children and adolescents who present a potential for HARM TO SELF OR OTHERS.

ADDED BONUS: Get FREE Downloadable prototype assessment forms for Biopsychosocial Assessment, and for Risk Assessment, which the user can tailor to his or her own needs if software to modify pdf documents is available. NOTE: It is important to note that all of the assessment forms within this training course are intended to serve as a prototypical RESOURCE from which users can extract or adapt content for their own programmatic use – including the development of screening instruments and electronic medical records.

Specific Goals of the Course:

1. Learn how the use of a structured Biopsychosocial Assessment format which integrates all assessment findings supports two key expectations of Ethical Practice -- i.e., (1) working within the SCOPE OF PRACTICE of our license (AUTHORIZED and QUALIFIED to do specific work, having appropriate training and a knowledge base in the youth's specific treatment issues), and (2) demonstrating professional COMPETENCE (actions which are consistent with the prevailing standards of professional care for the given situation).

2. Understand the RISK MANAGEMENT and ETHICAL Issues involved in assessing and diagnosing children and adolescents 'on the fly' without a structured Biopsychosocial Assessment format.which assesses both mental health and substance use issues.

3. Know why failure to assess and diagnose children and adolescents using a structured assessment format which taps in to both mental health and SUD issues can result in errors in differential diagnoses and ETHICAL, LEGAL, and PROFESSIONAL LIABILITY for the licensed professional.

4. Learn why detailed written documentation of history, diagnosis(es), and response to treatment is NOT a violation of the principles of 'Client Confidentiality.'

5. Understand how inadvertent omission of clinical details can adversely impact the correctness and scope of the diagnosis (e.g., can miss or ignore the presence of dual mental health and SUD diagnoses) and the details of the treatment plan - resulting in allegations of CLINICAL INCOMPETENCE.

6. Learn which omissions and errors in Biopsychosocial Assessment of Children and Adolescents most often result in legal and professional liability, in the event of an adverse treatment outcome.

7. Understand the need for extra sensitivity to potential or current LGBT issues with children and adolescents, which can significantly affect differential diagnoses..

8. Understand the LEGAL, ETHICAL and PROFESSIONAL COMPETENCE implications of (1) erroneous or ignored DIAGNOSIS(ES), particularly the presence of acknowledged or unacknowledged SUD issues and underlying depression, and (2) failure to DOCUMENT the client's response to each treatment issue (whether it be progress, lack of progress, or regression) and (3) failure of the provider to APPROPRIATELY RESPOND to a client’s regression or failure to progress in treatment by formally modifying the treatment plan and documenting the changes in therapeutic intervention.

9. Learn how to spot your own flawed documentation patterns which lead to audit woes, ethical issues, and potential legal problems.

10. Understand the structure and details involved in competent 'ASSESSMENT OF ACUTE RISK' with children and adolescents.

To view the DOCUMENT GO HERE.

To view the QUIZ GO HERE.

[Florida] Ethics 3C - Beyond the Yellow Legal Pad: From Ethics to Practice and Into the Courtroom

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[Florida] Ethics 3C - Beyond the Yellow Legal Pad: From Ethics to Practice and Into the Courtroom

FLORIDA LICENSEES, PLEASE TAKE NOTE: This revised Course 3C is now separately approved in Florida for 3 clock hours in the ETHICS category, as well as for 3 clock hours in the GENERAL category. Enroll in THIS COURSE if you want to take it for ETHICS credit in Florida. Alternatively, if you are wanting this course for GENERAL credit in Florida [or for the CLINICAL EVALUATION-ASSESSMENT CATEGORY for Florida CAPs], enroll in the course listed ABOVE this item in the catalog - i.e., 'Course 3C' WITHOUT 'Florida Ethics' in the course title. (These two instances of the course have the same content, but have different internal codes for Florida - one for Ethics, and one for General.)

This course is authored and copyrighted by CEU By Net and earns 3 Clock Hours of credit for multiple State Boards including Florida,Texas, and Alabama, IC&RC, NAADAC, and Florida Certification Board, and 3 total PDHs in Domains I, III for EACC renewed June 6, 2020. Also earns 2.25 NBCC Hours and 2.25 California BBS hours.
Based upon these credentials, the course is accepted by most state boards for multiple licenses.

This course is authored, copyrighted, and published by Marsha Naylor, MA, LPC, CEU By Net and Pendragon Associates LLC.

What's this course about? Aside from the potential for clinical embarrassment if we make errors in the write-up of an assessment interview or an error in the diagnosis(es), most clinicians do not give much thought to the potential for legal, ethical or other professional repercussions which might result from these routine activities. Nor do they see the development of a treatment plan as a potential for trouble.

Most professionals believe that such things as becoming sexually involved with a client or violating a client's confidentiality are the primary issues which present a potential for ethics violations. They don't realize that 'scope of practice' and 'professional competence' and 'acting in the best interest of the client' are common reasons why providers are disciplined for ethics violations and may be sued for malpractice in a court of law. Further, few realize that the most vulnerable activities which can lead to such allegations are ASSESSMENT, DIAGNOSIS, and TREATMENT PLANNING. Together, these clinical activities are the Achilles Heel for behavioral health providers.

Furthermore, it’s a common assumption that if an assessment (any assessment), treatment plan (any treatment plan), and any reasonable diagnosis are “in the chart” that all is well. Local Program Managers may even audit their charts internally from that perspective. But this, too, has the potential for trouble. Think: ‘Professional Competence’ . . . ‘Ethics’ . . . ‘Scope of Practice’.

This course focuses upon the details of how to perform and DOCUMENT a professionally competent Biopsychosocial Assessment of Children and Adolescents (whether routine or emergency) without the LEGAL, ETHICAL, AND PROFESSIONAL vulnerability which can come back to haunt us long after the fact. Learn why the ETHICAL canons pertaining to Professional Competency, Acting in the Best Interest of the Client, and Scope of Practice are inseparable from how we go about assessing, diagnosing, and documenting treatment of children and adolescents.

Structured Assessments are essential to protect ourselves legally and professionally -- from an ETHICS perspective, a PROFESSIONAL COMPETENCE perspective, and a PROFESSIONAL LIABILITY perspective. And thus we explore the wisdom of foregoing on-the-fly notations put to a 'yellow legal pad' when assessing and diagnosing children and adolescents, in favor of using a more formal, STRUCTURED BIOPSYCHOSOCIAL ASSESSMENT format.

This unique course lays bare the oftentimes overlooked 'traps' which even the most experienced clinicians fall into when assessing and diagnosing children and adolescents without a structured assessment format -- placing us at great LEGAL, ETHICAL, and PROFESSIONAL RISK if overlooked. The course presents a clear description of how such issues can arise when we ASSESS 'ON THE FLY', no matter how many years we have been in this business!

So where’s the ETHICS CONNECTION? The course clarifies the connection between (1) how effectively we perform the task of Assessment and Diagnosis of Children and Adolescents, and (2) the Ethical Standards of Practice – including both demonstration of Professional Competence within Scope of Practice, and responsibility to act in the best interest of the client.

In this course we explain how and why the use of a structured assessment protocol [which addresses and integrates specific issues] is ultimately the only way to assure that we have complied with the PREVAILING STANDARDS OF PROFESSIONAL CARE which are applied to assessment and treatment of children and adolescents with mental health and SUDs issues. We must demonstrate in writing that we have met the ‘ETHICS’ expectation of ‘COMPETENCE’ to treat THIS child for THESE issues, and that your actions are consistent with the prevailing standards of care for the specific issues.

The bottom line here: Assessment Course 3C addresses serious assessment ERRORS to avoid, which can result in ETHICAL AND LEGAL complications. Understand the legal and professional implications of (a) erroneous or ignored DIAGNOSIS(ES) and (b) failure to RESPOND appropriately to a client’s regression or failure to progress in treatment. This type of clinical thoroughness is particularly crucial when working with children and adolescents who present a potential for HARM TO SELF OR OTHERS.

ADDED BONUS: Get FREE Downloadable prototype assessment forms for Biopsychosocial Assessment, and for Risk Assessment, which the user can tailor to his or her own needs if software to modify pdf documents is available. NOTE: It is important to note that all of the assessment forms within this training course are intended to serve as a prototypical RESOURCE from which users can extract or adapt content for their own programmatic use – including the development of screening instruments and electronic medical records.

Specific Goals of the Course:

1. Learn how the use of a structured Biopsychosocial Assessment format [which integrates all key assessment findings] is directly related to two key expectations of Ethical Practice -- i.e., 1) the mandate that we be professionally QUALIFIED to do the work (i.e., having appropriate training and a knowledge base in the specific treatment issues), and 2) the demonstration of professional SKILL or COMPETENCE consistent with the prevailing professional standards for Assessment and Treatment of the assessed youth's presenting issues.

2. Understand why assessing children and adolescents 'on the fly' without a structured Biopsychosocial Assessment format can result in ethical, legal and professional vulnerability and liability for the licensed professional.

3. Learn which omissions and errors in Biopsychosocial Assessment of Children and Adolescents most frequently result in legal and professional liability, in the event of an adverse treatment outcome.

4. Understand how inadvertent omission of clinical details can adversely impact the correctness of diagnosis and the details of the treatment plan - resulting in allegations of clinical incompetence.

5. Understand the need for extra sensitivity to potential or current LGBT issues with children and adolescents.

6. Understand the legal and professional implications of (a) erroneous or ignored DIAGNOSIS(ES) and (b) failure to RESPOND to a client’s regression or failure to progress in treatment, and (c) failure to document the response.

7. Learn how to spot your own flawed documentation patterns which lead to audit woes, ethical issues, and legal problems.

8. Understand the structure and details involved in performing a competent 'Assessment of Acute Risk' with children and adolescents.

9. Learn why detailed written documentation of history, diagnosis(es), and response to treatment is NOT a violation of the principles of 'Client Confidentiality.'

To view the DOCUMENT GO HERE.

To view the QUIZ GO HERE.

Course 6B - After a Suicide: Toolkit for Schools

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

Only $24.00

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Course 6B - After a Suicide: Toolkit for Schools

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

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

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

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

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

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

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

Goals for Learning:

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

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

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

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

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

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

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

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

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

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

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

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