State Requirement Info
65 courses found
1
/psychology/ceus/course/youth-experiencing-homelessness-and-human-1732
Youth Experiencing Homelessness and Human Trafficking: Use of Motivational Interviewing to Move Beyond Engagement
Motivational interviewing (MI) is an evidence-based clinical approach focusing on change. This webinar explores the use of MI with homeless/foster youth who have been trafficked and how to move beyond engagement effectively. This course is Part 2 of a two-part series. Part 1 of this series is available in the course library.
auditory, textual, visual
99
USD
Subscription
Unlimited COURSE Access for $99/year
OnlineOnly
Continued Psychology
www.continued.com/psychology
Youth Experiencing Homelessness and Human Trafficking: Use of Motivational Interviewing to Move Beyond Engagement
Motivational interviewing (MI) is an evidence-based clinical approach focusing on change. This webinar explores the use of MI with homeless/foster youth who have been trafficked and how to move beyond engagement effectively. This course is Part 2 of a two-part series. Part 1 of this series is available in the course library.
1732
Online
PT64.9998M
Youth Experiencing Homelessness and Human Trafficking: Use of Motivational Interviewing to Move Beyond Engagement
Presented by Cheryl Pooler, DSW, LCSW
Course: #1732Level: Intermediate1.08 Hours
ASWB ACE/1.25 Clinical; CA (CAADE)/1.0; CA (CADTP)/1.0; CA (CCAPP-EI)/1.0; CE Broker/1.0 Human Trafficking, Counseling Theories, Counseling, CE Broker #20-1120788; CE Hours/1.0; CT (CCB)/1.0; GA (ADACBGA)/1.0; IACET/0.1; IL (MFT CE Sponsor)/1.0; MI (MCBAP)/1.0 Related; MO (MCB)/1.0; NAADAC/1.0 Counseling Services; NBCC CE Hours/1.0; NY-Contact Hours/1.0 Self-Study; OH (OCDP)/1.0 TR1; OK (LPC/LMFT)/1.0; OK (OBLADC)/1.0
Motivational interviewing (MI) is an evidence-based clinical approach focusing on change. This webinar explores the use of MI with homeless/foster youth who have been trafficked and how to move beyond engagement effectively. This course is Part 2 of a two-part series. Part 1 of this series is available in the course library.
2
/psychology/ceus/course/attachment-and-student-teacher-relationship-1766
How Understanding Attachment Theory Can Improve Student-Teacher Relationships
Attachment theory can provide helpful knowledge about understanding the student-teacher relationship. This presentation will support attendees in understanding how teachers' and students' own attachment histories can influence their feelings and behavior toward each other.
auditory, textual, visual
99
USD
Subscription
Unlimited COURSE Access for $99/year
OnlineOnly
Continued Psychology
www.continued.com/psychology
How Understanding Attachment Theory Can Improve Student-Teacher Relationships
Attachment theory can provide helpful knowledge about understanding the student-teacher relationship. This presentation will support attendees in understanding how teachers' and students' own attachment histories can influence their feelings and behavior toward each other.
1766
Online
PT61.0002M
How Understanding Attachment Theory Can Improve Student-Teacher Relationships
Presented by Katie Fries, MSW, LCSW
Course: #1766Level: Intermediate1.02 Hours
CA (CAADE)/1.0; CA (CADTP)/1.0; CA (CCAPP-EI)/1.0; CE Broker/1.0 Counseling Theories, Counseling, CE Broker #20-1202266; CE Hours/1.0; CT (CCB)/1.0; GA (ADACBGA)/1.0; IACET/0.1; IL (MFT CE Sponsor)/1.0; MO (MCB)/1.0; NAADAC/1.0 Counseling Services, Legal Ethical And Professional Development; NBCC CE Hours/1.0; NY-Contact Hours/1.0 Self-Study; OH (OCDP)/1.0 C5; OK (LPC/LMFT)/1.0; OK (OBLADC)/1.0
Attachment theory can provide helpful knowledge about understanding the student-teacher relationship. This presentation will support attendees in understanding how teachers' and students' own attachment histories can influence their feelings and behavior toward each other.
3
/psychology/ceus/course/unfinished-business-our-childhoods-healing-1272
The Unfinished Business of Our Childhoods: Healing the Helper's Childhood Wounds- Part 2
The initial imprints of our earliest attachment and trauma wounds can manifest in our work and relationships as we help to heal the trauma wounds of others. This webinar is the second in a two-part series. This webinar presents a model for healing that seeks to help participants identify the trauma and attachment adaptations they developed in childhood and why they were necessary.
auditory, textual, visual
99
USD
Subscription
Unlimited COURSE Access for $99/year
OnlineOnly
Continued Psychology
www.continued.com/psychology
The Unfinished Business of Our Childhoods: Healing the Helper's Childhood Wounds- Part 2
The initial imprints of our earliest attachment and trauma wounds can manifest in our work and relationships as we help to heal the trauma wounds of others. This webinar is the second in a two-part series. This webinar presents a model for healing that seeks to help participants identify the trauma and attachment adaptations they developed in childhood and why they were necessary.
1272
Online
PT60M
The Unfinished Business of Our Childhoods: Healing the Helper's Childhood Wounds- Part 2
Presented by Adam McCormick, MSW, PhD
Course: #1272Level: Advanced1 Hour
ASWB ACE/1.25 General; CA (CAADE)/1.0; CA (CADTP)/1.0; CA (CCAPP-EI)/1.0; CE Broker/1.0 Counseling Theories, Knowledge Of Human Growth And Development, CE Broker #20-1099716; CE Hours/1.0; CT (CCB)/1.0; GA (ADACBGA)/1.0; IACET/0.1; IL (MFT CE Sponsor)/1.0; MO (MCB)/1.0; NAADAC/1.0 Counseling Services; NBCC CE Hours/1.0; NY-Contact Hours/1.0 Self-Study; OH (OCDP)/1.0 C2, C7; OK (LPC/LMFT)/1.0; OK (OBLADC)/1.0
The initial imprints of our earliest attachment and trauma wounds can manifest in our work and relationships as we help to heal the trauma wounds of others. This webinar is the second in a two-part series. This webinar presents a model for healing that seeks to help participants identify the trauma and attachment adaptations they developed in childhood and why they were necessary.
4
/psychology/ceus/course/cultural-competency-latina-immigrant-model-1055
Cultural Competency: Latina Immigrant Model of Non-Traditional Approaches to PMADS
According to recent research and statistics, Perinatal Mood and Anxiety Disorders (PMAD)s are highly prominent in the Latina immigrant community. Furthermore, it has been extremely difficult to identify PMADs and to offer traditional treatment protocols and interventions. Many cultural norms and socio-political and economic barriers influence the recognition of PMADs and access to services. This presentation will review various cultural beliefs and social barriers that prevent identification and treatment. Additionally, there will be a discussion about potentially effective and non-traditional approaches to working with vulnerable Latina clients. Finally, a proposal of culturally responsive models will be provided as a therapeutic framework.
auditory, textual, visual
99
USD
Subscription
Unlimited COURSE Access for $99/year
OnlineOnly
Continued Psychology
www.continued.com/psychology
Cultural Competency: Latina Immigrant Model of Non-Traditional Approaches to PMADS
According to recent research and statistics, Perinatal Mood and Anxiety Disorders (PMAD)s are highly prominent in the Latina immigrant community. Furthermore, it has been extremely difficult to identify PMADs and to offer traditional treatment protocols and interventions. Many cultural norms and socio-political and economic barriers influence the recognition of PMADs and access to services. This presentation will review various cultural beliefs and social barriers that prevent identification and treatment. Additionally, there will be a discussion about potentially effective and non-traditional approaches to working with vulnerable Latina clients. Finally, a proposal of culturally responsive models will be provided as a therapeutic framework.
1055
Online
PT60M
Cultural Competency: Latina Immigrant Model of Non-Traditional Approaches to PMADS
Presented by Sherrie Segovia, PsyD
Course: #1055Level: Intermediate1 Hour
CA (CAADE)/1.0; CA (CADTP)/1.0; CA (CCAPP-EI)/1.0; CE Broker/1.0 Cultural Diversity, Social And Cultural Foundations, Knowledge Of Sociological Factors, CE Broker #20-1100038; CE Hours/1.0; CT (CCB)/1.0; GA (ADACBGA)/1.0; IACET/0.1; IL (ICB)/1.0 Counselor II, Preventionist II, CARS II, CODP I, CODP II, PCGC II, CCJP II, CRSS I, CRSS II, CPRS I, CPRS II, MAATP II, CFPP II, CVSS II; IL (MFT CE Sponsor)/1.0; MO (MCB)/1.0; NAADAC/1.0 Counseling Services, Legal Ethical And Professional Development; NBCC CE Hours/1.0; NY-Contact Hours/1.0 Self-Study; OH (OCDP)/1.0 CC; OK (LPC/LMFT)/1.0; OK (OBLADC)/1.0
According to recent research and statistics, Perinatal Mood and Anxiety Disorders (PMAD)s are highly prominent in the Latina immigrant community. Furthermore, it has been extremely difficult to identify PMADs and to offer traditional treatment protocols and interventions. Many cultural norms and socio-political and economic barriers influence the recognition of PMADs and access to services. This presentation will review various cultural beliefs and social barriers that prevent identification and treatment. Additionally, there will be a discussion about potentially effective and non-traditional approaches to working with vulnerable Latina clients. Finally, a proposal of culturally responsive models will be provided as a therapeutic framework.
5
/psychology/ceus/course/parenting-programs-its-all-ice-1057
It's All Ice Cream: Common Ingredients in Parenting Programs
This course is intended to explore strategies to engage parents and change parenting approaches for children displaying oppositional behavior.
auditory, textual, visual
99
USD
Subscription
Unlimited COURSE Access for $99/year
OnlineOnly
Continued Psychology
www.continued.com/psychology
It's All Ice Cream: Common Ingredients in Parenting Programs
This course is intended to explore strategies to engage parents and change parenting approaches for children displaying oppositional behavior.
1057
Online
PT60M
It's All Ice Cream: Common Ingredients in Parenting Programs
Presented by Doug Tynan, PhD, ABPP
Course: #1057Level: Intermediate1 Hour
ASWB ACE/1.0 Clinical; CA (CAADE)/1.0; CA (CADTP)/1.0; CA (CCAPP-EI)/1.0; CE Broker/1.0 Counseling Techniques, Counseling, CE Broker #20-1099218; CE Hours/1.0; CT (CCB)/1.0; GA (ADACBGA)/1.0; IACET/0.1; IL (MFT CE Sponsor)/1.0; MO (MCB)/1.0; NAADAC/1.0 Counseling Services; NBCC CE Hours/1.0; NY-Contact Hours/1.0 Self-Study; OH (OCDP)/1.0 C5; OK (LPC/LMFT)/1.0; OK (OBLADC)/1.0
This course is intended to explore strategies to engage parents and change parenting approaches for children displaying oppositional behavior.
6
/psychology/ceus/course/adhd-in-young-children-development-1043
ADHD in Young Children: Development and Diagnosis
Attention Deficit Hyperactivity Disorder (ADHD) is the most common behavioral diagnostic group in children and adolescents. Signs and symptoms emerge, in most cases, in the second year of life. However, all children are very active and tend to have short attention spans in the preschool years. Diagnosis must be carried out within the context of the range of typical behaviors at each age. Interventions also need to be age-appropriate. While ADHD is often referred to as a mental disorder, it may be far more useful to think of it as a developmental delay with intervention focused on the development of skills rather than the amelioration of a disorder.
auditory, textual, visual
99
USD
Subscription
Unlimited COURSE Access for $99/year
OnlineOnly
Continued Psychology
www.continued.com/psychology
ADHD in Young Children: Development and Diagnosis
Attention Deficit Hyperactivity Disorder (ADHD) is the most common behavioral diagnostic group in children and adolescents. Signs and symptoms emerge, in most cases, in the second year of life. However, all children are very active and tend to have short attention spans in the preschool years. Diagnosis must be carried out within the context of the range of typical behaviors at each age. Interventions also need to be age-appropriate. While ADHD is often referred to as a mental disorder, it may be far more useful to think of it as a developmental delay with intervention focused on the development of skills rather than the amelioration of a disorder.
1043
Online
PT120M
ADHD in Young Children: Development and Diagnosis
Presented by Doug Tynan, PhD, ABPP
Course: #1043Level: Intermediate2 Hours
ASWB ACE/2.25 Clinical; CA (CAADE)/2.0; CA (CADTP)/2.0; CA (CCAPP-EI)/2.0; CE Broker/2.0 Human Growth And Development, Counseling, Diagnosis And Treatment Of Mental Health Disorders, CE Broker #20-946139; CE Hours/2.0; CT (CCB)/2.0; GA (ADACBGA)/2.0; IACET/0.2; IL (MFT CE Sponsor)/2.0; MO (MCB)/2.0; NAADAC/2.0 Clinical Intake And Screening, Counseling Services, Clinical Assessment; NBCC CE Hours/2.0; NY-Contact Hours/2.0 Self-Study; OH (OCDP)/2.0 C4; OK (LPC/LMFT)/2.0; OK (OBLADC)/2.0
Attention Deficit Hyperactivity Disorder (ADHD) is the most common behavioral diagnostic group in children and adolescents. Signs and symptoms emerge, in most cases, in the second year of life. However, all children are very active and tend to have short attention spans in the preschool years. Diagnosis must be carried out within the context of the range of typical behaviors at each age. Interventions also need to be age-appropriate. While ADHD is often referred to as a mental disorder, it may be far more useful to think of it as a developmental delay with intervention focused on the development of skills rather than the amelioration of a disorder.
7
/psychology/ceus/course/part-2-examining-foster-care-1979
Part 2: Examining the Foster Care to Prison Pipeline
This webinar is the second of a two-part series. Strategies to dismantle the foster care-to-prison pipeline are explored. In addition, alternatives to foster care placement disruptions and the adaptive nature of trauma response in youth in foster care are examined.
auditory, textual, visual
99
USD
Subscription
Unlimited COURSE Access for $99/year
OnlineOnly
Continued Psychology
www.continued.com/psychology
Part 2: Examining the Foster Care to Prison Pipeline
This webinar is the second of a two-part series. Strategies to dismantle the foster care-to-prison pipeline are explored. In addition, alternatives to foster care placement disruptions and the adaptive nature of trauma response in youth in foster care are examined.
1979
Online
PT61.0002M
Part 2: Examining the Foster Care to Prison Pipeline
Presented by Adam McCormick, MSW, PhD
Course: #1979Level: Intermediate1.02 Hours
ASWB ACE/1.0 General; CA (CAADE)/1.0; CA (CADTP)/1.0; CA (CCAPP-EI)/1.0; CE Broker/1.0 Counseling Theories, Knowledge Of Sociological Factors, CE Broker #20-1089192; CE Hours/1.0; CT (CCB)/1.0; GA (ADACBGA)/1.0; IACET/0.1; IL (MFT CE Sponsor)/1.0; MO (MCB)/1.0; NAADAC/1.0 Counseling Services; NBCC CE Hours/1.0; NY-Contact Hours/1.0 Self-Study; OH (OCDP)/1.0 P6, C5; OK (LPC/LMFT)/1.0; OK (OBLADC)/1.0
This webinar is the second of a two-part series. Strategies to dismantle the foster care-to-prison pipeline are explored. In addition, alternatives to foster care placement disruptions and the adaptive nature of trauma response in youth in foster care are examined.
8
/psychology/ceus/course/part-1-examining-foster-care-1238
Part 1: Examining the Foster Care to Prison Pipeline
This webinar is part one of a two-part series. An in-depth examination of the dynamics that contribute to an overrepresentation of foster youth and alumni involved in the juvenile justice and criminal justice systems is explored. In addition, specific attention is given to the ways that the foster care and criminal justice systems model one another.
auditory, textual, visual
99
USD
Subscription
Unlimited COURSE Access for $99/year
OnlineOnly
Continued Psychology
www.continued.com/psychology
Part 1: Examining the Foster Care to Prison Pipeline
This webinar is part one of a two-part series. An in-depth examination of the dynamics that contribute to an overrepresentation of foster youth and alumni involved in the juvenile justice and criminal justice systems is explored. In addition, specific attention is given to the ways that the foster care and criminal justice systems model one another.
1238
Online
PT60M
Part 1: Examining the Foster Care to Prison Pipeline
Presented by Adam McCormick, MSW, PhD
Course: #1238Level: Intermediate1 Hour
ASWB ACE/1.25 Cultural Competence; CA (CAADE)/1.0; CA (CADTP)/1.0; CA (CCAPP-EI)/1.0; CE Broker/1.0 Counseling Theories, Knowledge Of Sociological Factors, CE Broker #20-1085704; CE Hours/1.0; CT (CCB)/1.0; GA (ADACBGA)/1.0; IACET/0.1; IL (ICB)/1.0 Counselor II, Preventionist II, CARS II, CODP II, PCGC I, PCGC II, CCJP II, CRSS II, CPRS II, MAATP II, CFPP II, CVSS II; IL (MFT CE Sponsor)/1.0; MO (MCB)/1.0; NAADAC/1.0 Counseling Services; NBCC CE Hours/1.0; NY-Contact Hours/1.0 Self-Study; OH (OCDP)/1.0 P6, C5; OK (LPC/LMFT)/1.0; OK (OBLADC)/1.0
This webinar is part one of a two-part series. An in-depth examination of the dynamics that contribute to an overrepresentation of foster youth and alumni involved in the juvenile justice and criminal justice systems is explored. In addition, specific attention is given to the ways that the foster care and criminal justice systems model one another.
9
/psychology/ceus/course/cultural-diversity-infant-mental-health-1019
Cultural Diversity: Infant Mental Health with Latino Children and their Families
Infant Mental Health (IMH) offers a comprehensive framework and highly effective therapeutic approach for working with young children and their families. This course will describe the IMH principles and highlight key strategies to effectively support families with young children. Moreover, this course will also include therapeutic approaches for working with Latino children and their families.
auditory, textual, visual
99
USD
Subscription
Unlimited COURSE Access for $99/year
OnlineOnly
Continued Psychology
www.continued.com/psychology
Cultural Diversity: Infant Mental Health with Latino Children and their Families
Infant Mental Health (IMH) offers a comprehensive framework and highly effective therapeutic approach for working with young children and their families. This course will describe the IMH principles and highlight key strategies to effectively support families with young children. Moreover, this course will also include therapeutic approaches for working with Latino children and their families.
1019
Online
PT60M
Cultural Diversity: Infant Mental Health with Latino Children and their Families
Presented by Sherrie Segovia, PsyD
Course: #1019Level: Intermediate1 Hour
CA (CAADE)/1.0; CA (CADTP)/1.0; CA (CCAPP-EI)/1.0; CE Broker/1.0 Cultural Diversity, Social And Cultural Foundations, Knowledge Of Sociological Factors, CE Broker #20-1100018; CE Hours/1.0; CT (CCB)/1.0; GA (ADACBGA)/1.0; IACET/0.1; IL (MFT CE Sponsor)/1.0; MO (MCB)/1.0; NAADAC/1.0 Counseling Services; NBCC CE Hours/1.0; NY-Contact Hours/1.0 Self-Study; OH (OCDP)/1.0 CC, C5; OK (LPC/LMFT)/1.0; OK (OBLADC)/1.0
Infant Mental Health (IMH) offers a comprehensive framework and highly effective therapeutic approach for working with young children and their families. This course will describe the IMH principles and highlight key strategies to effectively support families with young children. Moreover, this course will also include therapeutic approaches for working with Latino children and their families.
10
/psychology/ceus/course/gun-violence-and-tragic-loss-1235
Gun Violence and Tragic Loss: Grief Support for Children, Adolescents, and Young Adults
Following the days of a traumatic event, our most vulnerable populations may struggle with reliving the trauma and recalling the harrowing cries for help, fears of an untimely rescue, and surviving the guilt of losing a beloved friend, peer, or school-based professional. This is the third course of a three-part series focusing on cognitive behavioral therapy techniques and evidence-based practices for modeling, role-playing, and teaching young survivors stress relaxation management, grounding exercises, and mindfulness strategies.
auditory, textual, visual
99
USD
Subscription
Unlimited COURSE Access for $99/year
OnlineOnly
Continued Psychology
www.continued.com/psychology
Gun Violence and Tragic Loss: Grief Support for Children, Adolescents, and Young Adults
Following the days of a traumatic event, our most vulnerable populations may struggle with reliving the trauma and recalling the harrowing cries for help, fears of an untimely rescue, and surviving the guilt of losing a beloved friend, peer, or school-based professional. This is the third course of a three-part series focusing on cognitive behavioral therapy techniques and evidence-based practices for modeling, role-playing, and teaching young survivors stress relaxation management, grounding exercises, and mindfulness strategies.
1235
Online
PT60M
Gun Violence and Tragic Loss: Grief Support for Children, Adolescents, and Young Adults
Presented by Tanika Johnson, EdD, MA, LPC-MHSP, LMHC, NCC, BC-TMH, CCTP
Course: #1235Level: Advanced1 Hour
ASWB ACE/1.25 Clinical; CA (CAADE)/1.0; CA (CADTP)/1.0; CA (CCAPP-EI)/1.0; CE Broker/1.0 Counseling Theories, Knowledge Of Human Growth And Development, Counseling, CE Broker #20-1050726; CE Hours/1.0; CT (CCB)/1.0; GA (ADACBGA)/1.0; IACET/0.1; IL (MFT CE Sponsor)/1.0; MO (MCB)/1.0; NAADAC/1.0 Counseling Services; NBCC CE Hours/1.0; NY-Contact Hours/1.0 Self-Study; OH (OCDP)/1.0 C2, C5; OK (LPC/LMFT)/1.0; OK (OBLADC)/1.0
Following the days of a traumatic event, our most vulnerable populations may struggle with reliving the trauma and recalling the harrowing cries for help, fears of an untimely rescue, and surviving the guilt of losing a beloved friend, peer, or school-based professional. This is the third course of a three-part series focusing on cognitive behavioral therapy techniques and evidence-based practices for modeling, role-playing, and teaching young survivors stress relaxation management, grounding exercises, and mindfulness strategies.