October 31, 2013
CADC I & II Continuing Education ### This study was supported by the National Institute of Mental Health (grant number P50MH084020) and the National Institute of Neurological Disorders and Stroke (grant number NS050274). Related stories: Study Refutes Accepted Model of Memory Formation Johns Hopkins Scientists Reveal Molecular Sculptor of Memories Johns Hopkins Researchers Discover How to Erase Memory
October 29, 2013
Aspira Continuing Education Online Courses ### Funding for this research comes from the National Institute of Mental Health (NIMH) of the National Institutes of Health (NIH). NIH grant numbers 2R01 MH064769-06A1, PA-07-070 NIMH R01 and 5K01 MH090515-04. Luby J, Belden A, Botteron K, Marrus N, Harms MP, Babb C, Nishino T, Barch D. The effects of poverty on childhood brain development: The mediating effect of caregiving and stressful life events. JAMA Pediatrics vol. 167 (11), November 2013, published online Oct. 28, 2013. http://archpedi.jamanetwork.com/journal.aspx Washington University School of Medicine's 2,100 employed and volunteer faculty physicians also are the medical staff of Barnes-Jewish and St. Louis Children's hospitals. The School of Medicine is one of the leading medical research, teaching and patient care institutions in the nation, currently ranked sixth in the nation by U.S. News & World Report. Through its affiliations with Barnes-Jewish and St. Louis Children's hospitals, the School of Medicine is linked to BJC HealthCare.
October 28, 2013
LSW Continuing Education After controlling for patients' body mass index (BMI, which is a known indicator of disease severity), they found that patients with greater weight suppression had more severe symptoms of anorexia than patients whose low weight was closer to their historical highest weight. Standard measures of disordered eating such as shape concerns, eating concerns, binge eating, depression and menstrual abnormalities were correlated with weight suppression, current BMI, or both. Lowe said that researchers and clinicians who already use weight or BMI as an absolute measure of eating disorder severity should also consider weight suppression as a relative measure. These findings also may have important implications for treatment. "The standards for treating anorexia nervosa are all about 'how much weight do they need to gain to meet a minimally healthy body weight for their height,'" Lowe said. "What we've rarely asked, is 'what is this patient's weight history?'" Lowe said his ongoing research suggests that the answer is that many patients weighed more than their peers before developing anorexia nervosa. "If the patient's body somehow 'remembers' that past higher weight, then even at the minimally healthy body weight she is still going to be struggling mightily to maintain her weight," Lowe said. "That perspective is new. It suggests that future treatments might work toward finding a healthier 'balance point' between what patients once weighed and what they currently weigh." "It is really helpful to have more than one way to look at weight in the eating disorders; we now have evidence that absolute weight and relative weight are both important in predicting difficulties in our work towards full recovery," said Dr. Susan Ice, vice president and chief medical officer of The Renfrew Center. "And it is immensely satisfying to find that science has discovered that there is physical memory or a kind of 'wisdom' in the body." ### Lowe and his research team were recently funded by the National Institute of Mental Health to further investigate the role of these weight-related variables on bulimia nervosa. Individuals with symptoms of bulimia who are interested in participating in this federally funded study may call 215-762-1313 or email TEDS@drexel.edu for additional information. Another research laboratory at Drexel, the Laboratory for Innovations in Health-Related Behavior Change, is recruiting participants who have experienced binge eating problems but do not engage in compensatory behaviors such as self-induced vomiting or laxative use. One project is investigating a new smartphone app for binge eating and the other is evaluating an in-person treatment. Individuals who are interested in participating in these research studies may call 215-762-4900. Paper in the Journal of Abnormal Psychology: http://dx.doi.org/10.1037/a0033930
October 26, 2013
Alcoholism and Drug Abuse Counselors Continuing Education (CADC CEUs, CPS CEUS, CCS CEUs, CADCA CEUs) Aspira Continuing Education is a California Association of Alcoholism and Drug Abuse Counselors-Approved Continuing Education Provider (ACEPTM) and offers CAADAC-approved clock hours for events that meet CAADAC requirements. The ACEP solely is responsible for all aspects of the program. (Provider # 2C-09-123-0811). Aspira Continuing Education offers online CE courses for the various certifications provided by CAADAC. Such as CADC I, CADC II, CPS, CCS and CADCA. View our Board Approvals and Accreditations page for provider numbers. Click here for: CAADAC Website View Aspira’s CE courses to see the variety options you have to satisfy your CAADAC requirements. View Aspira's CEU Pricing page to see how to pay for Aspira's CE courses. View Aspira's CEU Offers page to see the latest offers and discounts available. Also, see how to earn free CEUs. **CADC I & II Continuing Education For your information, here is an excerpt from the CAADAC website: “Certified Alcohol and Drug Counselor (CADC I & II) Requirements: •Meet all requirements of the CADCA formerly (RADI) •Provide documentation of 4,000 hours or two (2) years full-time supervised work experience as an alcohol and drug counselor (supervised by at least a CADC-II) •Pass IC&RC Case Presentation Method of Oral Review Examination (see manual for additional information and requirements) •Submit appropriate fees Download the CADC I & II Manual and Handbook now! CADC I/II Manual CADC I/II Handbook Click here for: CADC I & II Certification Requirements Aspira Continuing Education is an approved CE Provider for CAADAC licensees. Some of the online courses Aspira offers can be used toward necessary CE requirements others can be used toward Professional Development requirements. View the table on each course description page to see if that particular course is approved for Certified Alcohol and Drug Counselors CADC I & II. If the course is indicated as approved for CAADAC professionals, then that course can be applied toward CE requirements. If not, then that course can be applied toward Professional Development requirements. View our CE Courses today! View Aspira's CEU Pricing page to see how to pay for Aspira's CE courses. View Aspira's CEU Offers page to see the latest offers and discounts available. Also, see how to earn free CEUs. View our Board Approvals and Accreditations page for provider numbers.
Social Worker Continuing Education "These economic decisions are not being made in a complete vacuum," de la Vega said. "They might really be affected by how you perceive the person you're interacting with." The research team plans to follow up this study with research that involves participants interacting in person with the people who are offering the rewards. "There is a very real possibility the this relationship between social trust and delaying gratification might be even more strong and even more salient when you're in a real situation," Michaelson said. ### Read the full study online at http://www.frontiersin.org/Cognition/10.3389/fpsyg.2013.00355/abstract.
October 24, 2013
LCSW Continuing Education Studies of child maltreatment have consistently found that parents who physically abuse their children tend to parent in more hostile, critical and controlling ways. Skowron's team appears to have found evidence of a physiological basis for patterns of aversive parenting -- the use of hostile actions such as grabbing an arm or hand or using negative verbal cues in guiding a child's behavior -- in a sample of families involved with Child Protective Services. For the experiment, mothers and children were monitored to record changes in heart rate while playing together in the lab. Parenting behavior was scored to capture positive parenting and strict, hostile control using a standard coding system. What emerged, Skowron said, were clear distinctions between abusive, neglectful and non-maltreating mothers in their physiological responses during parenting. When abusive mothers were more warm and nurturing, they began to experience more difficulty regulating their heart rate and staying calm. This physiological-based stress response then led the abusive mothers to become more hostile and controlling toward their child a short time later in the interaction. The same was not the case for mothers who had been previously identified as being physically neglectful or for mothers with no history of neglectful or abusive parenting. Participants in the National Institutes of Health-funded study were 141 mothers -- 94 percent Caucasian with a high school degree or less and incomes at or below $30,000 -- and their children, ranged in age from 3 to 5 years old. The research focuses on tracking the effects of physiology on parenting in real time. "Abusive mothers who try to warmly support their child when the child faced a moderate challenge displayed a physiological response that suggested they're stressed, on alert and preparing to defend against a threat of some kind," said Skowron, a researcher at the Child and Family Center/Prevention Science Institute at the UO. "This kind of physiological response then led to a shift in an abusive mother becoming more hostile, strict, and controlling ways with her young child, regardless of how her child was behaving." The findings, she added, suggest that when physically abusive mothers experience being a nurturing parent they find it to be hard work. "It appears to quickly wear them out, perhaps because it challenges them in ways that lower-risk mothers don't experience," she said. "An abusive mother appears caught: When she does a good job with her child, it costs her physiologically, and it negatively affects her because it leads to more aversive parenting." The team's findings help to explain why abusive parenting is so resistant to most interventions, Skowron said. "Most parents who struggle with child maltreatment really love their children and want help improving their parenting skills. Our findings suggest that many are experiencing a biological response during parenting that actively interferes with their efforts to parent in warm and nurturing ways." The next step, she said, is exploring how to translate the new discovery into interventions specifically designed for parents struggling with child abusive. "We have to figure out how to help these high-risk parents calm themselves down more effectively and enjoy the experience of supporting their children in warm, positive ways. First, she noted, it will be important for other researchers to replicate the findings. "Researchers at the University of Oregon continue to yield critical insights that result in more effective prevention strategies," said Kimberly Andrews Espy, vice president for research and innovation and dean of the UO Graduate School. "This research by Dr. Skowron revealing a potential neurobiological trigger involved in abusive parenting may lead to new interventions that could help to improve the lives of children." ### Co-authors with Skowron were Elizabeth Cipriano-Essel and Aaron L. Pincus, both of Pennsylvania State University where Skowron conducted this research, Lorna Smith Benjamin of the University of Utah Neuropsychiatric Institute, and Mark J. Van Ryzin, research associate in the UO Child and Family Center and researcher at the Eugene-based Oregon Social Learning Center. NIH grant RO1 MH079328 to Skowron supported the research through the National Institute of Mental Health. Additional funding was provided by the Administration for Children and Families, through its Children's Bureau of the Administration on Children, Youth and Families, as part of the Federal Child Neglect Research Consortium. About the University of Oregon The University of Oregon is among the 108 institutions chosen from 4,633 U.S. universities for top-tier designation of "Very High Research Activity" in the 2010 Carnegie Classification of Institutions of Higher Education. The UO also is one of two Pacific Northwest members of the Association of American Universities. Source: Elizabeth A. Skowron, associate professor of counseling psychology, 541-346-0913, email@example.com Links: Skowron faculty page: https://education.uoregon.edu/users/elizabeth-skowron Counseling psychology and human services: https://education.uoregon.edu/department/counseling-psychology-and-human-services Child and Family Center: http://cfc.uoregon.edu/ College of Education: https://education.uoregon.edu/ Audio: 1) Skowron on main finding, 20 seconds: http://uonews.uoregon.edu/sites/uonews.wc-sites.uoregon.edu/files/uploads/AbusiveParenting-Response.mp3 2) Skowron on the challenges of intervention, 66 seconds: http://uonews.uoregon.edu/sites/uonews.wc-sites.uoregon.edu/files/uploads/Intervention%20Challenges.mp3 Follow UO Science on Facebook: http://www.facebook.com/UniversityOfOregonScience UO Science on Twitter: http://twitter.com/UO_Research More UO Science/Research News: http://uoresearch.uoregon.edu Note: The University of Oregon is equipped with an on-campus television studio with a point-of-origin Vyvx connection, which provides broadcast-quality video to networks worldwide via fiber optic network. In addition, there is video access to satellite uplink, and audio access to an ISDN codec for broadcast-quality radio interviews.
October 23, 2013
LPCC Continuing Education For California LPCCs: For those interested in the new California LPCC license, there are a few different paths from which to choose. If you want an overview look at the different paths in a side by side comparison then click here on the LPCC LICENSURE PATHWAY OVERVIEW. To view the most recent information regarding this license and all corresponding links go to the CA BBS LPCC page at CA BBS - LPCC or the California Association for Licensed Professional Clinical Counselors at CALPCC - LPCC. AspiraCE is approved by the CA BBS (provider # PCE 4374) to offer online courses for LPCCs in California. To view the list of AspiraCE’s approvals and corresponding provider numbers click on AspiraCE's Approvals and Provider Numbers. For all other states with LPCCs: You can view our State Board Approved List to see if Aspira is an approved CE provider for LPCCs in your state. Aspira Continuing Education is an NBCC-Approved Continuing Education Provider (ACEPTM) and may offer NBCC-approved clock hours for events that meet NBCC requirements. The ACEP solely is responsible for all aspects of the program. (Provider #6416) Aspira Continuing Education is a California Board of Behavioral Sciences-Approved Continuing Education Provider (ACEPTM) and offers CA BBS-approved clock hours for events that meet CA BBS requirements. The ACEP solely is responsible for all aspects of the program. (Provider #PCE 4374) View our CE Courses today! View Aspira's CEU Pricing page to see how to pay for Aspira's CE courses. View Aspira's CEU Offers page to see the latest offers and discounts available. Also, see how to earn free CEUs.
Professional Counselor Continuing Education The study emphasized first and second grades, but Rabiner noted that future researchers would do well to look at kindergarten as well. Data for the study was collected beginning in the early 1990s. Since that time, kindergarten has assumed a more important academic role in many schools. ### The research was supported by National Institute of Mental Health (NIMH) Grants R18 MH48043, R18 MH50951, R18 MH50952, R18 MH50953, K05MH00797, and K05MH01027; National Institute on Drug Abuse Grants DA016903, K05DA15226, and P30DA023026; and Department of Education Grant S184U30002. The Center for Substance Abuse Prevention also provided support through a memorandum of agreement with NIMH. CITATION: "Attention Problems and Academic Achievement: Do Persistent and Earlier-Emerging Problems Have More Adverse Long-Term Effects," David L. Rabiner, Madeline M. Carrig and Kenneth A. Dodge, Journal of Attention Disorders, October 18, 2013. DOI: 10.1177/1087054713507974
October 22, 2013
Anger Management: A Cognitive Behavioral Therapy Manual
October 21, 2013
LSW Continuing Education
October 20, 2013
Social Worker Continuing Education Dr. Südof also holds an NIH TR01 award for work to facilitate the creation of neurons from non-neuronal cells (skin fibroblasts of human patients). This work is anticipated to provide a novel way for scientists to study the biological effects of gene mutations associated with neuropsychiatric diseases
October 19, 2013
LCSW Continuing Education