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2.0 to 2.75 Credit Hour Courses

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2024 Update 2G_Ethics & Scope of Practice Texas LPC

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2024 Update 2G_Ethics & Scope of Practice for Texas LPC

This course is the 2024 Update of Course 2G - Ethics & Scope of Practice for Texas LPCs. The course is presented online by CEU By Net, LLC and earns 2.5 Ethics CEUs. CEU By Net is also an NBCC CE Provider ACEP #6338 and the course earns 1.75 NBCC credit hours for NCCs who are also licensed as LPCs in Texas. We have not submitted this course for EACC approval because it is State-specific.

So what is NEW in this 2024 Update of Texas LPC Ethics Course 2G? Effective November 2023, some new rules and modifications were added to the LPC Rules of Practice contained in Texas law, Title 22, PART 30, Chapter 681, SUBCHAPTER B. The revised Rules are published on the TX Secretary of State (SOS) website and in the November 2023 Rule Book for LPCs. This course includes a review of some specific LPC Rules of Practice often overlooked or misunderstood.

In addition to the Rules of Practice, this course explains the ethical and legal meaning of 'Scope of Practice' for Texas LPCs and other health care professionals and emphasizes the importance of this concept as it pertains to licensure and to legal protection in the event of a professional liability lawsuit. We also have included a brief review of the changes in 42 CFR, Part 2 - the Federal law pertaining to the release of confidential information about the treatment of persons with Substance Use Disorders.

Although the Texas BHEC and the State Licensing Boards publish new Rule Books for each licensing category, the Texas Secretary of State website will always contain the MOST CURRENT, official version of every Rule of Practice. Therefore, this course is designed to make it easy for you to locate the most current version of any rule of practice on the SOS website, online at any time. In this 2024 Update of Ethics Course 2G, CEU By Net has inserted ACTIVE LINKS on page 8 that will take you directly to the webpage and topic you need on the SOS website.

For convenience, you can keep this CEU By Net course document on your phone, tablet, or computer, then connect to the Internet, scroll to page 8 of the CE document, and click the active link to the specific Rule of Practice which you seek.

NOTE: There is NO NEED to consult the SOS website to take this course. On page 9 of this course, there is a content index guide for the Rules of Practice that we have extracted from the November 2023 Rule Book. But when not studying the course online, the TITLES and PAGE NUMBERS of the various LPC Rules of Practice that appear on page 9 will help you to locate any Rule of Practice inside this course document without connection to the Internet.

Goals for Learning:

1. Obtain an understanding of (1) the meaning of 'Scope of Practice,' (2) its importance in the retention of your LPC license, and (3) its importance in the event of a lawsuit alleging unacceptable or unethical practice.

2. Know the meaning and the use of the term 'Prevailing Standard of Professional Care,' its relevance to compliance with the LPC Rules of Practice, and its significance to the outcome of civil suits alleging inappropriate treatment of a client.

3. Reinforce the LPC Rules of Practice, Title 22, PART 30, Chapter 681, SUBCHAPTER B, including some specific rules often overlooked or misunderstood.

4. Understand that the version of any Rule that is published on the website of the Texas Secretary of State shall control, in the event of a conflict with the published LPC Rule Book.

5. Know how to readily access and use ACTIVE LINKS to the most current Rules of Practice on the Texas Secretary of State (SOS) website, which are replicated on page 8 of the course document.

6. Become aware of the recent changes in Federal regulation 42 CFR, Part 2 that facilitate the exchange of SUD treatment information between healthcare providers, including LPCs.

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:

2024 Update 2G_Ethics & Scope of Practice for Texas LPC

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

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

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

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

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

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

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

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

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

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

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

GOALS OF THIS COURSE:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Goals of this course:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Study Guide 2 - Family Issues for Patients with HIV/AIDS

Course 2E - Treatment and Management of Depression in Adults - The Stepped Care Model

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Course 2E - The Treatment and Management of Depression in Adults - The Stepped Care Model

This course is sponsored by CEU By Net and earns 2 Clock Hours of credit for multiple State and national Boards including Texas, Florida, and Alabama, TCBAP-TAAP, IC&RC, NAADAC, California CCADE and CADTP, and Florida Certification Board. EACC 2 PDHs Domain I, II, III expires June 30, 2024 It also awards 1.5 CA BBS Hours and 1.5 NBCC Hours.

This 2-credit hour Treatment Intervention course is a project of the US Dept of Health and Human Services Agency for Healthcare Research and Quality (AHRQ). This online document [accessed through the link at the end of this description] uses a 4 STEP classification of depression severity, with corresponding response steps.

The Stepped Care Model’ is a STRUCTURED FRAMEWORK for identifying and accessing the most effective treatment interventions for depressed adults. In stepped care, the least intrusive, most effective intervention is provided first. If a person does not benefit from the intervention initially offered, or declines an intervention, they are offered an appropriate intervention from the next step.

Using the 4 STEP approach, the National Guidelines Clearinghouse recommends a step-wise set of interventions beginning with low intensity psychosocial interventions with a Cognitive Behavioral Therapy (CBT) approach, to Group CBT and use of prescription drugs, to high-intensity psychological interventions which may include CBT, Interpersonal Therapy (IPT), and couples therapy ... and on to more intensive interventions if need be. The study material describes the recommended approach to delivery of the step-wise interventions, as well as approaches to relapse prevention. The options, benefits and cautions for use of pharmacology are also addressed.

The NGC is a database of evidence-based clinical practice guidelines and related documents, published as a resource for treatment professionals in the United States, by the federal Agency for Healthcare Research and Quality (AHRQ). AHRQ is a division of the U.S. Department of Health and Human Services.

This material is within the public domain, and intended for education and training purposes. The course is relevant for all mental health and substance abuse treatment providers, including those identifying, referring, and/or treating dual diagnosis individuals. Addiction and depression are oftentimes co-occurring issues.

SUD treatment providers and EAPs may utilize this guideline to facilitate effective referral of individuals with depressive symptomatology for diagnosis, treatment, and assistance, if their programmatic mission does not extend to Dual Diagnosis. .

This NGC publication is not intended to teach specific therapeutic techniques or schools of thought regarding the treatment of depression. Rather, it presents a structured 4 STEP approach to EFFECTIVELY MATCHING treatment modalities to the specific characteristics of the individual, i.e., the severity of his depression, his previous response to treatment, and his preferences or rejection of specific modalities. The recommendations of the NGC are based upon an international collaborative sharing of clinical data bases.

GOALS OF THIS COURSE:

1. Know the principles for assessment, coordination of care and choosing treatments for adults with varying levels of depression.

2. Know the essentials for effective delivery of interventions for depression.

3. Understand the range of depressive severity, from persistent sub-threshold depressive symptoms to severe and complex depression, and the differences in the treatment approach to each.

4. Understand the nature and use of the five interventions in the Stepped-Care Model, recommended by the National Guidelines Clearinghouse (NGC) for treatment of adults with various levels of depression.

Course 2E - The Treatment and Management of Depression in Adults

Course 2F - Personality Disorders in Patients With HIV/AIDS and SUD

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Course 2F - Personality Disorders in Patients With HIV/AIDS and SUD

This course is sponsored by CEU By Net and earns 2 Clock Hours of credit for multiple State Boards including Florida, Texas, TCBAP-TAAP, IC&RC, NAADAC, California CCADE and CADTP, and Florida Certification Board. EACC 2 PDHs Domain III expires June 30, 2024. It also awards 1.5 CA BBS Hours, and 1.5 NBCC Hours. Based upon these credentials, course is accepted by most state boards for multiple licenses.

Note:

This online course focuses upon ASSESSMENT AND THERAPEUTIC INTERVENTION WITH individuals who have HIV/AIDS and a CONCURRENT PERSONALITY DISORDER. .

The course is appropriate for AOD-SA-CD Counselors, Rehab Specialists, LPCs and other licensed counselors, Social Workers, and other treatment providers who work with or wish to work with persons with HIV-AIDS.

This publication is authored and published in the public domain by the AIDS Institute's Office of the Medical Director, in collaboration with the Johns Hopkins University, Division of Infectious Diseases. The AIDS Institute's Clinical Guidelines Program directly oversees the development, publication, dissemination and implementation of clinical practice guidelines addressing the management of adults, adolescents, and children with HIV infection.

About this publication, quoting the authors: "Patients with personality disorders often present challenging therapeutic situations ... Personality disorders among patients infected with HIV are associated with a higher rate of depression, maladaptive coping, and other psychiatric symptoms .... This chapter focuses on the fixed patterns of behavior and interpersonal relationships that characterize personality disorders, particularly the ways in which these behaviors impact medical care. Because interaction with others can be challenging for patients with personality disorders, they may be averse to medical treatment. Patients with personality disorders may want care but may not know how to accept it. .... Clinicians can interact with these patients effectively with a plan that focuses on support between the patient and the care team."

There is an addendum to this publication which we have included as part of the course, which provides very specific instruction on how to detect, assess, and manage the potential for suicide and violence in personality disordered individuals with HIV-AIDS. The authors are clear that the potential for violence toward others in those with a dual diagnosis of HIV-AIDS and a Personality Disorder is far greater than the risk presented by HIV-AIDS patients who do_not have a Personality Disorder. For additional information about the study materials - and to READ the online article and to PREVIEW AND PRINT a copy of the online quiz - JUST CLICK THE + SIGN BELOW THE 'GOALS' for this Summary Guideline, below.

THIS COURSE is a '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 enroll in the course for free with an Annual Subscription [or if you don't have a subscription, pay the $18 course fee]. Then take the online quiz and complete the Feedback Form to obtain your instant-download certificate.

We suggest that you print a paper copy of the quiz and mark your answers as you read through the materials. Then, when you are ready to take the online quiz, just take a couple of minutes to transfer your answers from the paper copy to the screen.

THE GOALS of This Summary Guidelines:

1. Learn how to recognize disordered personality and behavioral traits and their impact upon the treatment process and the environment which surrounds the individual.

2. Learn that antisocial and borderline personality disorders are the two most prevalent personality disorders among substance-using patients, and that those with borderline and antisocial personality disorders are more likely to participate in sexual and needle-sharing risk behaviors.

3. Know how to differentiate those who are suffering the effects of domestic violence, or the limitations of intellectual capacity, from those with Personality Disorders.

4. Understand why the diagnosis of a specific personality disorder may not be as important as identifying and focusing on specific personality TRAITS and CO-OCCURRING disorders including SUD that make treatment planning and provision of health care and other support services difficult..

5. Know that the professional's principal objective should be to help affected individuals to maximize health-oriented behaviors.

6. Recognize the specific personality types: Odd or Eccentric Individuals, Dramatic, Emotional, or Erratic, and Anxious or Fearful -- and how to work with them.

7. Understand the need for a structured approach: Although long-term intensive, individual psychotherapy is necessary for fundamental, lasting change in patients' personalities, briefer interventions may help patients modify their maladaptive behaviors.

8. Know how to detect, assess, and manage the potential for suicide and violence in personality disordered individuals with HIV-AIDS.

Course 2F - Personality Disorders in Patients With HIV/AIDS and SUD

The following areas are addressed in this very practical, to the point publication - which emphasizes strategic teamwork and clinical consistency to effectively manage difficult clients/patients in an HIV/AIDS clinic setting:

I. INTRODUCTION: Key Point: HIV-infected patients who present with maladaptive personality traits and behaviors may have other causative or co-occurring medical, mental health, SUD, and/or social disorders that require intervention. In addition, some patients with severe personality disorders may have styles of interaction that could foster conflict among patients, clinicians, and other staff. A team approach that relies on supportive, effective communication among everyone involved in the patient’s treatment is essential.

II. DEFINITION OF PERSONALITY DISORDERS

III. DIFFERENTIAL DIAGNOSIS FOR PERSONALITY DISORDERS
A. Patients Who Are Victims of Domestic Violence
B. Patients With Low or Borderline Intelligence

IV. MANAGEMENT OF PATIENTS WITH PERSONALITY DISORDERS: Key Point: The diagnosis of a specific personality disorder may not be as important as identifying and focusing on specific personality traits and co-occurring disorders that make treatment planning and provision of health care difficult, such as SUD. The medical staff’s principal objective should be to help patients maximize health-oriented behaviors.

A. General Approach to Patients With Personality Disorders
1. Effective Communication
2. Interdisciplinary Team
3. Developing a Treatment Plan
4. Educating Support Staff

B. Approach to Specific Patient Types
1. Odd or Eccentric Patients
2. Dramatic, Emotional, or Erratic Patients
3. Anxious or Fearful Patients

C. Structured Approach to Treatment of Personality Disorders - Key Point: Although long-term intensive, individual psychotherapy is necessary for fundamental, lasting change in patients’ personalities, briefer psychotherapies may help patients modify their maladaptive behaviors. Treatment for SUD is oftentimes necessary, in that antisocial and borderline personality disorders are the two most prevalent personality disorders among substance-using patients

REFERENCES
FURTHER READING
ADDITIONAL RESOURCES

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Course 2C - We Have to Change WHAT?

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Course 2C - Introduction to Professional & Clinical Issues in Managed Care - Necessary Shifts in Program Design and Treatment Approach

This course is written, copyrighted, and published online by CEU By Net and earns 2 Clock Hours of credit for multiple State Boards including Florida, Texas, and Alabama, TCBAP-TCB-TAAP, IC&RC, NAADAC, California CCADE and CADTP, and Florida Certification Board. EACC 2 PDHs Domain I expires June 30, 2024. Also earns 2 NBCC Hours and 2 CA BBS Hours.

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

This course is appropriate for both Mental Health and Chemical Dependency Treatment Providers - Counselors, Social Workers, LMFTs, etc..

Some of this course's material overlaps Course 2B material (related to managed care goals, how managed care companies THINK, and how we have to change what we write in treatment records) . . . but then the course moves ahead to include professional, clinical, and programmatic CHANGES in store for professionals who are working under a Managed Care Provider Agreement. Of particular importance: We include specific, practical clinical examples of the 4 Core Concepts that guide and direct the Care Management process for approval or denial of treatment requests.

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

GOALS:

1. Obtain an Overview of the Basic Goals of Health Care Reform (aka, Managed Care), 'Why Are They Doing This To Us?'

2. Understand the Impact of the New Healthcare Industry's Goals Upon Us (The Providers) and Our Clients..

3. Learn To Think Like a Care Manager: Understand the * FOUR CORE CONCEPTS Which Drive Those 'Level Of Care' (LOC) Decisions, and Document Accordingly.

4. Understand How the Insurance Company or Plan Administrator's RISK Affects Providers In Their Professional Operations -- The Positives, The Challenges, and Examples of Creative Service and Treatment Approaches.

5. Review 'Provider Networks' As A Way to Survive the Major Health Care Shifts, Through 'Step-Down' and 'Step-Up' Referrals, and Sharing the Task of Service Delivery

* Note: The 'Four Core Concepts' have been mentioned briefly in other lessons .... but in this lesson we go into more detail about what they are:

1. Medical Necessity – Is the Treatment Needed to Improve, Maintain, or Prevent Deterioration?

2. Current Functionality – Diagnosis is Not Enough!

3. Treatment Goals & Interventions – Do They Match the Diagnosis and Functionality That Is Described in the Assessment and Elsewhere?

4. Progress – Is the Client Responding to Treatment, and Likely to Benefit with More?

Are you interested in this material, but want more credits than this course offers - and more information? Some of this material appears in MiniCourse 3A (3 credit hours total), and in FlexiCourse 5A (5 credit hours).

To view Study Guide 1 now CLICK HERE
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Course 2B - They're Coming to Audit WHEN? a.k.a. 'What Can Go WRONG In That Chart?'

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Course 2B - 'They're Coming to Audit WHEN?' - a.k.a, 'What Can Go WRONG in That Chart?'

This course is copyrighted and published by Marsha Naylor, MA, LPC, CEU By Net, Pendragon Associates LLC. The course earns 2.75 Clock Hours of credit for multiple State Boards including Florida, Texas, and Alabama, TCBAP-TAAP, IC&RC, NAADAC, California CCADE and CADTP, and Florida Certification Board. EACC 2.75 PDHs Domain I expires June 30, 2024 It also awards 1.75 CA BBS Hours and 1.75 NBCC Hours.

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

This is a PDF formatted slide show course which addresses the details of effective documentation in client records, within a Managed System of Care. This includes the newly forming ACA Health Plans as well as any other COST-CONTROLLED mental health or addiction funding arrangement or contract. And it applies to both public and private providers, unless their work is strictly private pay.

Want to pass that TREATMENT RECORD AUDIT? Want to avoid RECOUPMENT of claims payments already paid to you, when your records are audited? Want to avoid embarrassment and anxiety when the MCO calls for a client's record, or their auditors show up unannounced at your door? This course tells you how.

Course 2B clearly illustrates 12 problematic 'documentation syndromes' which will sabotage even the best and most experienced clinicians - including the 'POORLY DOCUMENTED LEVEL OF CARE’ Syndrome, the ‘ZOMBIE CLIENT’ Syndrome, the ‘PERPETUAL CARE’ Syndrome, the ‘ANY-PATIENT ITP’ Syndrome, the ‘FAILURE TO MODIFY’ Syndrome, and several more. We tell you how to avoid those 12 deadly documentation problems - no matter which type of assessment, counseling or treatment setting you're in, if you must justify what you do with your clients.

This self-paced slide show describes in plain language what's 'DIFFERENT' about how we must DOCUMENT both ASSESSMENT and TREATMENT in mental health and AOD client records, compared to how we may have been trained, if we are working within a Health Care Reform environment. We give you useful and do-able tips on how to audit your own records - so that you are ready BEFORE the MCO, State auditor, or other contract manager arrives at your door or calls for a record (which is called a 'desk audit').

This popular course also provides a clear explanation about HOW managed care contractors make pre- or post-authorization decisions to approve or deny your requests for treatment OR your submitted claims, based upon your assessment and documentation of the treatment your client needs. We are very clear about the nature of WHAT you must write in the client's record to support that authorization, in an entirely ethical manner.

GOALS of This Course:

1. Know the Goals and Issues Associated With the Conversion to Managed Care (Health Care Reform)

2. Be Aware of the Ethical Issues Which Health Care Reform Brings to Providers When Requesting Authorization, and When Delivering and Documenting Assessment, Treatment and Response to Treatment.

3. Understand the Four CORE PRINCIPLES Which Govern Care Management's 'Medical Necessity' and 'Level of Care' Decisions About the Need for Treatment ..... and How This Meshes with Ethical Requirements for Treatment Professionals

4. Know Specific Approaches to Documentation In Client Records Under a 'Care Managed' Contact, i.e., How to Avoid 12 Problematic 'Documentation Syndromes' Which Can Sabotage Even the Most Experienced Clinicians.

To view Study Guide 1 now CLICK HERE
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Course 1C - Capitation (Cost Containment) and You! How It Affects Referral and Treatment Services

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Course 1C - 'Capitation (Cost Containment) and You!' How It Affects the Way That We Deliver Referral and Treatment Services

This course is copyrighted and published by CEU by Net and awards 2 Clock Hours of CE Credit approved by multiple State Mental Health Boards including Texas, Florida, California CCADE and CADTP, Florida Certification Board, TCBAP-TCB-TAAP, NAADAC, and IC&RC. EACC 2 PDH Domain I expires June 30, 2024 The Course also awards 1.25 CA BBS Hours and 1.25 NBCC Hours.

Based upon these credentials, our courses are accepted by most states for multiple licenses.

This course contains some of the same introductory material as in 1B, but it also provides additional information about how the idea of 'Cost Containment' actually works in practice - within the ACA or ObamaCare and in other Managed Care plans. How will it impact the work we do? Can mental health and AOD treatment providers and provider organizations (networks, agencies) succeed in these 'narrow network' arrangements? Can they have any autonomy? Can they use creativity in their service programs? (Answer: Yes, and we tell you 'how')

Also, you will learn 'which' programmatic designs have 'which' major implications for providers and their clients.

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

GOALS:

1. Understand the Impact of the Managed Care Approach within the ACA, Upon Providers and Clients - 'Narrow Networks', Vertical Integration of Healthcare, and 'Care Management'.

2. Understand the Risk Based Contracts That Are the Core of the ACA - and How Providers Can Adjust Their Referral and Treatment Approaches Constructively within This Cost Containment Framework.

3. Know Several Creative Service Delivery Approaches Which Promote Greater Autonomy In Programming For Mental Health And CD/SA Clients’ Providers.

IMPORTANT NOTE: If you buy this course 1C, please be aware that the material is also present in FlexiCourses 4A, 5A, and 10A. What's the difference? The FlexiCourses have a lot more material and more credits!

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

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