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3.0 to 3.75 Credit Hour Courses on Our Website

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

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

Only $20.00

No charge if you have a subscription

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

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

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

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

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

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

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

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

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

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

• Obtaining Informed Consent for Telemental Health Services

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

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

GOALS of the course:

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

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

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

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

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

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

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

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

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 3TMH - Guide 1

Course 3TMH - Guide 2

Course 3T - Trauma-Informed Care in Behavioral Health

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

Only $18.00

No charge if you have a subscription

Course 3T - Trauma-Informed Care in Behavioral Health

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

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

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

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

The Goals of Learning:

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

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

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

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

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

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

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

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

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

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

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

Only $20.00

No charge if you have a subscription

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

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

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

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

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

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

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

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

A summary of each of the three sections follows:

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

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

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

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

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

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

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

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

GOALS for this course:

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

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

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

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

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

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

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

Study Guide for Course 3J

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

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

Only $24.00

No charge if you have a subscription

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

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

Only $24.00

No charge if you have a subscription

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

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

Only $20.00

No charge if you have a subscription

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

GOALS OF THE COURSE:

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

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

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

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

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

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

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

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

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

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

Only $20.00

No charge if you have a subscription

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

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

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

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

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

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

THE GOALS OF THIS COURSE:

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

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

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

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

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

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

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

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

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

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

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

Ethics 3D - The Ethics of Treatment Documentation When Insurance Is Paying The Bill

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

Only $24.00

No charge if you have a subscription

Ethics 3D - When Insurance and State Contracts Are Paying the Bill – The Ethics of Treatment Documentation in Today’s World.

This is an ETHICS course copyrighted and published by CEU By Net. This course earns 3 Clock Hours of credit for multiple State Boards including Florida and Texas, and for TCBAP-TAAP, IC&RC, NAADAC, California CCADE and CADTP, and Florida Certification Board. EACC 3 PDHs Domain I expires June 30, 2024. It also awards 2.0 CA BBS Hours and 2.0 NBCC Hours. Based upon these credentials, course is accepted by most state boards for multiple licenses.

NOTE: Ethics 4D contains the same core material found in this Ethics Course 3D, except that Ethics 4D includes additional material pertaining to the ethics of clinical documentation, plus one additional Credit Hour. Therefore, take either 3D or 4D, but not both.

This course is appropriate for Professional Counselors, LMHCs, LMFTs, Social Workers, Addiction and Substance Abuse Drug and Alcohol Counselors, CEAP providers, and other behavioral health practitioners.

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

Ethics 3D is an online 2-part SLIDE SHOW with content that's easy to understand and never boring. It addresses in clear language the ETHICAL DILEMMAS and PRESSURES encountered on a daily basis by those whose clients' fees-for-service are paid by insurance, managed care, Employee Assistance Programs, self-insured companies, or other closely monitored state or local contracts which have reduction of healthcare cost as a mandate.

The treatment provided by providers is now, more than ever before, carefully monitored for clear documented evidence of 'the medical necessity of treatment'. No longer considered to be a 'social service', mental health and addiction treatment is carefully monitored in terms of 'increments of service', 'duration of service', and 'medical necessity' for the type of service being provided. These issues are the basis for approval or denial of treatment requests, and the decisions are based upon what is DOCUMENTED in the client's treatment record - assessments, treatment plans, and progress notes.

This course is a close-up view of that sticky issue ... what to write (and not write) in a client's treatment record, from an ETHICS perspective, in this new era of tightly controlled health care costs. How much do you divulge about your ASSESSMENT of the client's DIAGNOSIS(ES), his prognosis, his functional status, and his response to treatment. What's ETHICAL - when the payor is demanding details? What's NECESSARY?

Is such scrutiny legitimate and ethical, or is it an invasion of your (and your client's) privacy? And is it ethical to provide the requested information? Do most states’ licensure standards SUPPORT - or OVERRULE - this type of documentation of a client's treatment information? The answer may surprise you.

GOALS of this course:

1. Understand the ETHICAL AND PRACTICAL impact of CARE MANAGEMENT (a.k.a., Managed Care) upon WHO gets treatment or related services, WHAT treatments and related services they may receive, and HOW MUCH of each intervention is allowed.

2. Identify the ETHICAL ISSUES faced by providers due to the Care Management approach to authorization of behavioral health services - in both the delivery of treatment services AND in the DOCUMENTATION of the Assessment, Diagnosis, and Response to treatment of intervention.

3. Understand the connection between the concept of ‘Medically Necessary Treatment’ and what must be DOCUMENTED in clients’ records, vis-à-vis the professional’s ETHICAL PRECEPTS and LICENSURE REQUIREMENTS.

4. Recognize how these new health care system requirements do in fact mesh and correlate with the longstanding ETHICAL and LEGAL requirements for practicing in the mental health and substance abuse treatment profession.

5. Learn how we can ETHICALLY and LEGALLY accommodate these new service and documentation requirements, while simultaneously meeting the requirements of our Provider Agreements.

6. Learn some creative, alternative treatment options which can lessen the provider's ETHICAL concerns when faced with denial of ‘traditional services’.

To view Study Guide 1 now CLICK HERE
To view Study Guide 2 now CLICK HERE
To view and print QUIZ 1 CLICK HERE
To view and print QUIZ 2 CLICK HERE

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

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

Only $20.00

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

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

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

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

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

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

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

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

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

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

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

FOCUS AND GOALS:

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

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

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

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

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

Course 3F - Guide 1

Course 3A - Managed Care - Is There Anything GOOD About It?

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

Only $23.00

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Course 3A - Managed Care - Is There Anything GOOD About It? a.k.a., 'The Good, The Bad, and The Ugly of Providing Treatment Under Managed Care - The Perils and The Good Stuff.'

This course is copyrighted and published online by CEU By Net. The course earns 3 Clock Hours of credit for multiple State Boards including Florida, Texas, TCBAP-TCB-TAAP, IC&RC, NAADAC, California CCADE and CADTP, and Florida Certification Board. EACC 3 PDH Domain I, III expires June 30, 2024. Also awards 2.75 CA BBS Hours and 2.75 NBCC Hours.

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

All of the material in 1B and 1C is included in this course, and then we expand on the clinical opportunities and perils for providers. We attempt to put to rest the question, 'So Is there really anything GOOD about Managed Care for Mental Health and Chemical Dependency professionals?' Oh yes indeed, there is!

This course emphasizes how innovative, non-traditional counseling, case management, and support services can be provided under the new managed care models, particularly for difficult, recidivistic, high-risk clients - a natural fit for EAPs and AOD providers of Dual Diagnosis services.

Although 'managed care' has become known as an increasingly 'medical' model – necessitating that services be deemed essential to recovery and adaptive functioning – in this course we address the positive changes which this shift has brought to the behavioral health field, as well as the challenges. The 'positives' include flexible home-, job-, and school-based interventions utilizing non-institutional case management and support services for children/adolescents, adults and youth with substance abuse issues, and adults with depression and other mental health problems.

We provide the details of how Care Management departments make decisions to approve or disapprove requested services, and how these decisions must impact the way that you communicate clinical need for services and Level of Care. Such understanding is essential in order for providers to accommodate to this shift in treatment and counseling emphasis.

You can VIEW the Study Guides and Quizzes for FREE through the links at the bottom of this course description. Part of the material in this course is similar to some of the material found in FlexiCourses 4A and 5A.

GOALS:

1. Learn why Managed Care affects the way that we deliver services to clients with mental health and substance use disorders.

2. Understand how 'Managed Care' is designed to work in clinical settings and why adaptation of traditional therapeutic intervention approaches to persons with serious mental health and addiction disorders is essential.

3. Understand the 'Clinical Side' of the Care Manager's decision-making process - 'how Managed Care thinks' about the need for treatment and Level of Care - and how to give them the information they need.

4. Understand the gaps in clinical thinking which are oftentimes reflected in patient records - i.e., twelve 'documentation syndromes' that will result in negative Quality of Treatment reviews.

5. Know the importance of auditing your program's clinical records to identify clinical gaps and approaches that are 'unfriendly' to managed systems of care.

6. Learn about the ways that Managed Care can affect "Access to Treatment" and how providers can adapt the services they offer to offset the impact.

7. Learn creative ways to deliver treatment to persons with serious mental health and addiction disorders -- including non-traditional case management, wrap-around, and support services -- and how to 'sell' these approaches to your funding contractor.

PLEASE NOTE: Part of the material in this course is similar to some of the material found in other managed care courses on this website. For example, you will also find some similar information in Courses 2B and 2C about documentation, but 2B and 2C go into greater detail about audit issues and self-audit of your clients’ records.

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 and print QUIZ 4 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 Study Guide 4 now CLICK HERE

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