Mood Disorders
How much of the population is affected by mood disorders?
What causes mood disorders / mental illness?
Are mood disorders treatable?
What are some common mood disorders?
More information about bipolar disorder: description; symptoms; formal diagnosis;
treatment
More information about depression: description; symptoms; formal diagnosis;
treatment
For more information and referrals
How much of the population is affected by mood disorders?
Each year, almost 44 million Americans experience a mental disorder. In fact, mental illnesses are among the most common conditions affecting health today.
What causes mood disorders / mental illness?
Researchers believe most serious mental illnesses are caused by complex imbalances in the brain's chemical activity. They also believe environmental factors can play a part in triggering, or cushioning against, the onset of mental illness.
Are mood disorders treatable?
Like other diseases, mental illnesses can be treated. The good news is that most people who have mental illnesses, even serious ones, can lead productive lives with proper treatment. Mood disorders are one form of serious mental illness.
What are some common mood disorders?
Two of the most common mood disorders are depression and bipolar disorder, also known as manic-depressive illness.
Bipolar Disorder
Description:
Extreme mood swings punctuated by periods of generally even-keeled behavior characterize this disorder. Bipolar disorder tends to run in families. This disorder typically begins in the mid-twenties and continues throughout life. Without treatment, people who have bipolar disorder often go through devastating life events such as marital breakups, job loss, substance abuse, and suicide.
Symptoms:
Mania-expansive or irritable mood, inflated self-esteem, decreased need for sleep; increased energy; racing thoughts; feelings of invulnerability; poor judgment; heightened sex drive; and denial that anything is wrong. Depression-feelings of hopelessness, guilt, worthlessness, or melancholy; fatigue; loss of appetite for food or sex; sleep disturbances, thoughts of death or suicide; and suicide attempts. Mania and depression may vary in both duration and degree of intensity.
Formal Diagnosis:
Although scientific evidence indicates bipolar disorder is caused by chemical imbalances in the brain, no lab test exists to diagnose the disorder. In fact, this mental illness often goes unrecognized by the person who has it, relatives, friends, or even physicians. The first step of diagnosis is to receive a complete medical evaluation to rule out any other mental or physical disorders. Anyone who has this mental illness should be under the care of a psychiatrist skilled in the diagnosis and treatment of bipolar disorder.
Treatment:
Eighty to ninety percent of people who have bipolar disorder can be treated effectively with medication and psychotherapy. Self-help groups can offer emotional support and assistance in recognizing signs of relapse to avert a full-blown episode of bipolar disorder. The most commonly prescribed medications to treat bipolar disorder are three mood stabilizers: lithium carbonate, carbamazepine, and valproate.
Depression
Description:
When a person's feelings of sadness persist beyond a few weeks, he or she may have depression. According to the National Institute for Mental Health, three to four million men are affected by depression; it affects twice as many women. Researchers do not know the exact mechanisms that trigger depression. Two neurotransmitters-natural substances that allow brain cells to communicate with one another-are implicated in depression: serotonin and norepinephrine.
Symptoms:
Changes in appetite and sleeping patterns; feelings of worthlessness, hopelessness, and inappropriate guilt; loss of interest or pleasure in formerly important activities; fatigue; inability to concentrate; overwhelming sadness; disturbed thinking; physical symptoms such as headaches or stomachaches; and suicidal thoughts or behaviors.
Formal Diagnosis:
Four or more of the previous symptoms have been present continually, or most of the time, for more than 2 weeks. The term clinical depression merely means the episode of depression is serious enough to require treatment. Major depression is marked by far more severe symptoms, such as literally being unable to drag oneself out of bed. Another form of depression, known as seasonal affective disorder, is associated with seasonal changes in the amount of available daylight.
Treatment:
Some types of cognitive/behavioral therapy and interpersonal therapy may be as effective as medications for some people who have depression. Special bright light helps many people who have seasonal affective disorder.
Three major types of medication are used to treat depression: tricyclics; the newer selective serotonin re-uptake inhibitors (SSRIs), and monoamine oxidase inhibitors (MAO inhibitors). Electroconvulsive therapy uses small amounts of electricity applied to the scalp to affect neurotransmitters in the brain. Usually referred to as ECT, this highly controversial and potentially life-saving technique is considered only when other therapies have failed, when a person is seriously medically ill and/or unable to take medication, or when a person is very likely to commit suicide. Substantial improvements in the equipment, dosing guidelines and anesthesia have significantly reduced the possibility of side effects.
For more information and referrals to specialists and self-help groups in your State, contact:
Depression and Bipolar Support Alliance (DBSA)
(formerly the National Depressive and Manic-Depressive Association)
730 N. Franklin Street, Suite 501
Chicago, IL 60601-3526
Telephone: 800-826-3632
Fax: 312-642-7243
www.dbsalliance.org
Note: These are suggested resources. It is not meant to be a complete list.
Showing posts with label Law and Ethics CEUs. Show all posts
Showing posts with label Law and Ethics CEUs. Show all posts
May 19, 2010
April 14, 2010
Evidence-Based Practices: Shaping Mental Health Services Toward Recovery
Evidence-Based Practices: Shaping Mental Health Services Toward Recovery
Illness Management and Recovery Workbook
Chapter 9
Practitioner Guidelines for Handout #8:
Coping with Problems and Symptoms
Introduction
Coping with problems effectively can help people reduce stress and their susceptibility to relapses. This module helps people to identify problems they may be experiencing, including symptoms that are distressing. Two general approaches to dealing with problems are taught:
A step-by-step method for solving problems and achieving goals
Coping strategies for dealing with specific symptoms or problems.
People can choose strategies that seem most likely to address their problems. Practicing problem-solving and using coping strategies both in the sessions and as part of homework can help people learn how to reduce their stress and discomfort.
Goals
Convey confidence that people can deal with problems and symptoms effectively.
Help people identify problems and symptoms that they experience.
Introduce a step-by-step method of solving problems and achieving goals.
Help people select and practice strategies for coping with specific problems and symptoms.
Encourage people to include family members and other supportive people in their plans for coping with problems and symptoms.
Number and pacing of sessions
“Coping with Problems and Symptoms” can usually be covered in two to four sessions. Within each session, most people find that covering one or two topics and completing a questionnaire is a comfortable amount.
Structure of sessions
Informal socializing and identification of any major problems.
Review the previous session.
Discuss the homework from the previous session. Praise all efforts and problem-solve obstacles.
Follow-up on goals.
Set the agenda for the current session.
Teach new material (or review material from the previous session if necessary).
Summarize the progress made in the current session.
Agree on homework to be completed before the next session.
Strategies to be used in each session
Motivational strategies
Most people are motivated to solve and/or cope with problems and symptoms that cause them distress. In this module, the practitioner focuses on helping the person develop effective strategies for dealing with specific problems and symptoms that he or she is experiencing. For example, if someone is troubled by persistent auditory hallucinations, the practitioner could focus on identifying and practicing strategies for dealing with hearing voices. If someone has problems related to drug or alcohol use and is interested in reducing his or her substance use, the practitioner could focus on helping the person learn strategies for achieving this goal
The following suggestions may be helpful:
“The “Common Problem Checklist” helps people identify the specific areas in which they experience problems. The practitioner can then focus on the sections of the handout that provide strategies for dealing with these problems.
Practitioners should keep in mind the goals identified by people in previous sessions. Being able to solve problems (or cope with them more effectively) can help people overcome some of the obstacles they may have experienced in achieving some of their goals. For example, when someone has a goal of taking a class, having difficulty concentrating may interfere with his ability to study, which presents an obstacle to his goal of succeeding in school. Using the strategies of minimizing distractions and breaking down tasks into smaller parts might help him improve his concentration and ability to study for tests.
Practitioners can help people to make plans to achieve goals, using the Step-By-Step Problem-Solving and Goal Achievement worksheet.
Educational strategies
Educational strategies for this module focus on increasing people’s knowledge about two general approaches to dealing with problems: a step-by-step method for solving problems and achieving goals, and coping strategies for dealing with specific symptoms or problems.
The following educational strategies were discussed in detail in the Practitioner Guidelines for Educational Handout #1:
Review the contents of the handout by summarizing or taking turns reading paragraphs.
Pause at the end of each topic to check for understanding and to learn more about the person’s point-of-view.
Allow plenty of time for questions and interaction.
Pause to allow the person to complete the checklists and questionnaires.
Break down the content into manageable “pieces.”
Find a pace that is comfortable to the person.
Cognitive-behavioral strategies
Cognitive-behavioral strategies focus on helping people learn more effective strategies for solving and coping with problems.
During the sessions, practitioners can help people learn how to use the strategies of their choice by modeling and role-playing the skills.
The following examples may be helpful:
If someone who has problems with depression wanted to learn the strategy of scheduling something pleasant to do each day, the practitioner could help her set up a calendar of a week’s worth of pleasant activities. If one of the pleasant activities was going bowling with a friend, the practitioner could help her decide whom to invite and role-play a conversation making the invitation.
The practitioner should help people make plans for implementing the strategies and help them practice any aspect of the plan with which they feel uncomfortable. For example, if someone is having a problem getting along with a roommate who plays loud music late at night, he might decide to use the strategy of asking the roommate to use head phones after 11 PM. The practitioner could help him role-play how he might make the request.
Homework
Homework focuses on helping people put into action what they are learning about coping with problems and symptoms. During the session, people identify coping strategies that they would like to use in their own lives. The homework assignments follow up on this by making specific plans for people to try out the strategies on their own.
Practitioners should follow up on homework assignments in the next session by asking how it went. They should reinforce completed homework or the effort people have made to complete homework. If people are not able to complete the assignment, practitioners can explore the obstacles they encountered and help them come up with a solution for following through on the homework.
The following examples of homework may be helpful:
Working on solving a problem using the “Step-By-Step Problem-Solving and Goal Achievement” method. The person may benefit from asking family members or other supportive people to participate in helping to solve the problem.
Working on planning how to achieve a goal using the “Step-By-Step Problem-Solving and Goal Achievement” method.
Reviewing what helped and what did not help in dealing with specific problems in the past.
Using a particular coping strategy and evaluating its effectiveness. For example, someone could practice using reading to distract himself from voices.
Asking family members, friends and other supporters to participate in a coping strategy. For example, if someone plans to attend Alcoholics Anonymous (AA) as a strategy for stopping alcohol abuse, she could ask for a ride to a local AA meeting as part of a homework assignment.
Modifying coping strategies that are not effective and trying them again. For example, if someone was unsuccessful in using reading to distract himself from voices, he might try something else, like listening to music. If listening to music is not effective, he could try humming to himself to distract himself from voices.
Locating resources for implementing a coping strategy. For example, if someone wants to attend a support group as part of coping with the problem of isolation, she could call the local mental health center or look on the Internet for information about the location and times of local support groups.
Tips for common problems
People may prefer not to talk about problems.
The practitioner can help the person re-frame problems as goals, which sounds more positive. For example, “sleep problems” could be defined as “getting a good night’s sleep”; “depression” could be defined as “being in a more optimistic mood”; “lack of interest” could be defined as “developing more interests.”
The goals that were established previous sessions can also be worked on in this module. The Step-By-Step Problem-Solving and Goal Achievement method is helpful in this process.
People may find it difficult to identify a coping strategy that they want to try to deal with a problem.
Particularly when people are depressed or experience the negative symptoms of schizophrenia, they may find it hard to imagine that a coping strategy may be helpful. In such situations, the practitioner can encourage the person to keep an open mind and to “give it a try” to see what happens. For example, some people find it hard to believe that exercise can help to improve one’s mood. The practitioner can encourage someone to try a 10 to 15 minute walk, rating his mood before and after the walk.
Practitioners can also suggest that the person ask someone to join him or her in using a coping strategy. For example, as part of a coping strategy for developing interests, someone could ask a friend or relative to join her on a trip to the art museum.
Review Questions
At the end of this module, the practitioner can use either open-ended questions or multiple-choice questions to assess how well the person understands the main points.
Open-ended questions
What are some of the important steps in solving a problem?
What is a problem that you experience?
What strategy could you use to cope with the problem you identified in question #2?
Multiple choice and true/false questions
In solving problems, it is important to consider more than one possible solution. True or False
Which two of the following items are examples of common problems?
Feeling anxious
Trouble concentrating
Having too much money
Which of the following is an effective strategy for sleeping better?
Going to bed at different times every night
Doing something relaxing in the evening
Napping during the day
Which of the following is an effective strategy for coping with depression?
Set goals for daily activities
Keep your feelings inside
Remind yourself of your faults
Illness Management and Recovery Workbook
Chapter 9
Practitioner Guidelines for Handout #8:
Coping with Problems and Symptoms
Introduction
Coping with problems effectively can help people reduce stress and their susceptibility to relapses. This module helps people to identify problems they may be experiencing, including symptoms that are distressing. Two general approaches to dealing with problems are taught:
A step-by-step method for solving problems and achieving goals
Coping strategies for dealing with specific symptoms or problems.
People can choose strategies that seem most likely to address their problems. Practicing problem-solving and using coping strategies both in the sessions and as part of homework can help people learn how to reduce their stress and discomfort.
Goals
Convey confidence that people can deal with problems and symptoms effectively.
Help people identify problems and symptoms that they experience.
Introduce a step-by-step method of solving problems and achieving goals.
Help people select and practice strategies for coping with specific problems and symptoms.
Encourage people to include family members and other supportive people in their plans for coping with problems and symptoms.
Number and pacing of sessions
“Coping with Problems and Symptoms” can usually be covered in two to four sessions. Within each session, most people find that covering one or two topics and completing a questionnaire is a comfortable amount.
Structure of sessions
Informal socializing and identification of any major problems.
Review the previous session.
Discuss the homework from the previous session. Praise all efforts and problem-solve obstacles.
Follow-up on goals.
Set the agenda for the current session.
Teach new material (or review material from the previous session if necessary).
Summarize the progress made in the current session.
Agree on homework to be completed before the next session.
Strategies to be used in each session
Motivational strategies
Most people are motivated to solve and/or cope with problems and symptoms that cause them distress. In this module, the practitioner focuses on helping the person develop effective strategies for dealing with specific problems and symptoms that he or she is experiencing. For example, if someone is troubled by persistent auditory hallucinations, the practitioner could focus on identifying and practicing strategies for dealing with hearing voices. If someone has problems related to drug or alcohol use and is interested in reducing his or her substance use, the practitioner could focus on helping the person learn strategies for achieving this goal
The following suggestions may be helpful:
“The “Common Problem Checklist” helps people identify the specific areas in which they experience problems. The practitioner can then focus on the sections of the handout that provide strategies for dealing with these problems.
Practitioners should keep in mind the goals identified by people in previous sessions. Being able to solve problems (or cope with them more effectively) can help people overcome some of the obstacles they may have experienced in achieving some of their goals. For example, when someone has a goal of taking a class, having difficulty concentrating may interfere with his ability to study, which presents an obstacle to his goal of succeeding in school. Using the strategies of minimizing distractions and breaking down tasks into smaller parts might help him improve his concentration and ability to study for tests.
Practitioners can help people to make plans to achieve goals, using the Step-By-Step Problem-Solving and Goal Achievement worksheet.
Educational strategies
Educational strategies for this module focus on increasing people’s knowledge about two general approaches to dealing with problems: a step-by-step method for solving problems and achieving goals, and coping strategies for dealing with specific symptoms or problems.
The following educational strategies were discussed in detail in the Practitioner Guidelines for Educational Handout #1:
Review the contents of the handout by summarizing or taking turns reading paragraphs.
Pause at the end of each topic to check for understanding and to learn more about the person’s point-of-view.
Allow plenty of time for questions and interaction.
Pause to allow the person to complete the checklists and questionnaires.
Break down the content into manageable “pieces.”
Find a pace that is comfortable to the person.
Cognitive-behavioral strategies
Cognitive-behavioral strategies focus on helping people learn more effective strategies for solving and coping with problems.
During the sessions, practitioners can help people learn how to use the strategies of their choice by modeling and role-playing the skills.
The following examples may be helpful:
If someone who has problems with depression wanted to learn the strategy of scheduling something pleasant to do each day, the practitioner could help her set up a calendar of a week’s worth of pleasant activities. If one of the pleasant activities was going bowling with a friend, the practitioner could help her decide whom to invite and role-play a conversation making the invitation.
The practitioner should help people make plans for implementing the strategies and help them practice any aspect of the plan with which they feel uncomfortable. For example, if someone is having a problem getting along with a roommate who plays loud music late at night, he might decide to use the strategy of asking the roommate to use head phones after 11 PM. The practitioner could help him role-play how he might make the request.
Homework
Homework focuses on helping people put into action what they are learning about coping with problems and symptoms. During the session, people identify coping strategies that they would like to use in their own lives. The homework assignments follow up on this by making specific plans for people to try out the strategies on their own.
Practitioners should follow up on homework assignments in the next session by asking how it went. They should reinforce completed homework or the effort people have made to complete homework. If people are not able to complete the assignment, practitioners can explore the obstacles they encountered and help them come up with a solution for following through on the homework.
The following examples of homework may be helpful:
Working on solving a problem using the “Step-By-Step Problem-Solving and Goal Achievement” method. The person may benefit from asking family members or other supportive people to participate in helping to solve the problem.
Working on planning how to achieve a goal using the “Step-By-Step Problem-Solving and Goal Achievement” method.
Reviewing what helped and what did not help in dealing with specific problems in the past.
Using a particular coping strategy and evaluating its effectiveness. For example, someone could practice using reading to distract himself from voices.
Asking family members, friends and other supporters to participate in a coping strategy. For example, if someone plans to attend Alcoholics Anonymous (AA) as a strategy for stopping alcohol abuse, she could ask for a ride to a local AA meeting as part of a homework assignment.
Modifying coping strategies that are not effective and trying them again. For example, if someone was unsuccessful in using reading to distract himself from voices, he might try something else, like listening to music. If listening to music is not effective, he could try humming to himself to distract himself from voices.
Locating resources for implementing a coping strategy. For example, if someone wants to attend a support group as part of coping with the problem of isolation, she could call the local mental health center or look on the Internet for information about the location and times of local support groups.
Tips for common problems
People may prefer not to talk about problems.
The practitioner can help the person re-frame problems as goals, which sounds more positive. For example, “sleep problems” could be defined as “getting a good night’s sleep”; “depression” could be defined as “being in a more optimistic mood”; “lack of interest” could be defined as “developing more interests.”
The goals that were established previous sessions can also be worked on in this module. The Step-By-Step Problem-Solving and Goal Achievement method is helpful in this process.
People may find it difficult to identify a coping strategy that they want to try to deal with a problem.
Particularly when people are depressed or experience the negative symptoms of schizophrenia, they may find it hard to imagine that a coping strategy may be helpful. In such situations, the practitioner can encourage the person to keep an open mind and to “give it a try” to see what happens. For example, some people find it hard to believe that exercise can help to improve one’s mood. The practitioner can encourage someone to try a 10 to 15 minute walk, rating his mood before and after the walk.
Practitioners can also suggest that the person ask someone to join him or her in using a coping strategy. For example, as part of a coping strategy for developing interests, someone could ask a friend or relative to join her on a trip to the art museum.
Review Questions
At the end of this module, the practitioner can use either open-ended questions or multiple-choice questions to assess how well the person understands the main points.
Open-ended questions
What are some of the important steps in solving a problem?
What is a problem that you experience?
What strategy could you use to cope with the problem you identified in question #2?
Multiple choice and true/false questions
In solving problems, it is important to consider more than one possible solution. True or False
Which two of the following items are examples of common problems?
Feeling anxious
Trouble concentrating
Having too much money
Which of the following is an effective strategy for sleeping better?
Going to bed at different times every night
Doing something relaxing in the evening
Napping during the day
Which of the following is an effective strategy for coping with depression?
Set goals for daily activities
Keep your feelings inside
Remind yourself of your faults
February 23, 2010
LCSW CEUS
LCSW CEUS
Online Continuing Education for LMFT, MFTI, LCSW, ASW
Satisfy your CE requirements conveniently anywhere you have online access.
Take your test and even print your completion certificate at any time.
Take as much time as needed to complete the exam.
Take the exam as many times necessary to receive a 70% passing score.
Pay only after you have passed your exam.
Earn hours for passing exams based on books you may have already read.
Listen to selected audio courses directly from your computer or MP3 player.
Take some time to browse our courses, and become a part of the Aspira family.
Course Listing:
Domestic Violence/Spousal and Partner Abuse
Substance Abuse and Dependence
Law and Ethics (Califonia only)
HIV and Aids
Aging and Long Term Care
Child Abuse
Crisis Counseling
Cross Cultural Counseling
Managed Care
PTSD
Anxiety Disorders
Depressive Disorder
Medical Necessity
Cognitive Behavioral Therapy
Pychopharmacology
BipolarDisorder
Conflict Resolution
Anger Management
Assessment and Diagnosis
Elder Abuse
Family Therapy
Group Therapy
Human Sexuality
Online Continuing Education for LMFT, MFTI, LCSW, ASW
Satisfy your CE requirements conveniently anywhere you have online access.
Take your test and even print your completion certificate at any time.
Take as much time as needed to complete the exam.
Take the exam as many times necessary to receive a 70% passing score.
Pay only after you have passed your exam.
Earn hours for passing exams based on books you may have already read.
Listen to selected audio courses directly from your computer or MP3 player.
Take some time to browse our courses, and become a part of the Aspira family.
Course Listing:
Domestic Violence/Spousal and Partner Abuse
Substance Abuse and Dependence
Law and Ethics (Califonia only)
HIV and Aids
Aging and Long Term Care
Child Abuse
Crisis Counseling
Cross Cultural Counseling
Managed Care
PTSD
Anxiety Disorders
Depressive Disorder
Medical Necessity
Cognitive Behavioral Therapy
Pychopharmacology
BipolarDisorder
Conflict Resolution
Anger Management
Assessment and Diagnosis
Elder Abuse
Family Therapy
Group Therapy
Human Sexuality
February 09, 2010
law and ethics ceus
For more ceu information and/or the
full law and ethics ceu text/exam
click link below
law and ethics ceus
Law and Ethics (6 hours)
Description
Identify scope of practice issues and definitions
Increase familiarity with the characteristics of unprofessional conduct, negligence, and standard of care
Explore the legal issues of privilege, confidentiality, treatment of minors, record retention/storage, termination, informed consent, malpractice, and sex with clients.
Increase familiarity with HIPAA and third party reimbursement
Explore professional ethics information including CAMFT and NASW Ethical Standards.
full law and ethics ceu text/exam
click link below
law and ethics ceus
Law and Ethics (6 hours)
Description
Identify scope of practice issues and definitions
Increase familiarity with the characteristics of unprofessional conduct, negligence, and standard of care
Explore the legal issues of privilege, confidentiality, treatment of minors, record retention/storage, termination, informed consent, malpractice, and sex with clients.
Increase familiarity with HIPAA and third party reimbursement
Explore professional ethics information including CAMFT and NASW Ethical Standards.
February 07, 2010
Continuing Education CEUS for MFT, LCSW, and LPC License Renewal
Our Continuing Education courses encompass all areas of mental health practice. Whether you are completing CEUs for your certification or maintain your license, our online continuing education courses provide the fastest, lowest cost, most convenient way to fulfill your CEU requirements. We offer courses in the following subjects:
Aging and Long Term Care CEUs
Alcoholism and Substance Abuse Dependency CEUs
Anger Management CEUs
Anxiety Disorders CEUs
Assessment and Diagnosis CEUs
Bipolar Disorder CEUs
Boundaries CEUs
Boundaries in Marriage CEUs
Child Abuse Assessment and Reporting CEUs
Cognitive Behavioral Therapy CEUs
Conflict Resolution CEUs
Crisis Counseling CEUs
Depressive Disorders CEUs
Family Therapy CEUs
From Panic to Power CEUs
Group Therapy CEUs
HIV and AIDS CEUs
How To Build a Thriving Fee-for-Service Practice CEUs
Human Sexuality CEUs
Law and Ethics CEUs
Managed Care CEUs
Mom's House, Dad's House CEUs
Panic Disorder CEUs
Post Traumatic Stress Disorder CEUs
Psychopharmacology CEUs
Spousal and Partner Abuse CEUs
Step-Wives CEUs
Aging and Long Term Care CEUs
Alcoholism and Substance Abuse Dependency CEUs
Anger Management CEUs
Anxiety Disorders CEUs
Assessment and Diagnosis CEUs
Bipolar Disorder CEUs
Boundaries CEUs
Boundaries in Marriage CEUs
Child Abuse Assessment and Reporting CEUs
Cognitive Behavioral Therapy CEUs
Conflict Resolution CEUs
Crisis Counseling CEUs
Depressive Disorders CEUs
Family Therapy CEUs
From Panic to Power CEUs
Group Therapy CEUs
HIV and AIDS CEUs
How To Build a Thriving Fee-for-Service Practice CEUs
Human Sexuality CEUs
Law and Ethics CEUs
Managed Care CEUs
Mom's House, Dad's House CEUs
Panic Disorder CEUs
Post Traumatic Stress Disorder CEUs
Psychopharmacology CEUs
Spousal and Partner Abuse CEUs
Step-Wives CEUs
January 26, 2010
Law and Ethics CEUs
LAW AND ETHICS CEU COURSE
Click here for full text
(10 Hours/CEUs)© 2009 by Aspira Continuing Education. All rights reserved. No part of this material may be transmitted or reproduced in any form, or by any means, mechanical or electronic without written permission of Aspira Continuing Education.
1. SCOPE OF PRACTICE
1A. MFT SCOPE OF PRACTICE
1B. LCSW SCOPE OF PRACTICE
2. UNPROFFESIONAL CONDUCT, NEGLIGENCE, LAW, ETHICS, AND STANDARD OF CARE
2A. UNPROFESSIONAL CONDUCT AND NEGLIGENCE
2B. LAW
2C. ETHICS
2D. STANDARD OF CARE
3. LEGAL ISSUES
3A. PRIVILEGE
3B. CONFIDENTIALITY
3C. EXCEPTIONS TO CONFIDENTIALITY: CHILD ABUSE, DEPENDENT ADULT & ELDER ABUSE , TARASOFF, DANGER TO SELF
3D. TREATMENT OF MINORS
3E. SEX WITH CLIENTS
3F. RECORD RETENTION AND STORAGE
3G. TERMINATION
3H. INFORMED CONSENT
3I. MALPRACTICE
4. HIPAA AND THIRD PARTY REIMBURSEMENT FOR MENTAL HEALTH SERVICES
5. CONTINUING EDUCATION
6. PROFESSIONAL ETHICS
6A. CAMFT ETHICAL STANDARDS PT II SECTION D
6B. REVISED CAMFT ETHICAL STANDARDS
6C. NASW ETHICAL STANDARDS
7. REFERENCES
1. Scope of Practice
The Attorney General describes scope of practice as the following:
1. MFTs and LCSWs “may practice psychotherapy” as it relates to the treatment of relational issues and social adjustments.
2. MFTs and LCSWs may diagnose and treat mental disorders as it relates to the treatment of relational issues and social adjustments.
3. MFTs and LCSWs may administer psychological tests, as long as the testing instrument used is within a therapist’s scope of competence as established by education, training, or experience and as long as the test is administered within the context of providing therapy. In other words, stand-alone testing of persons who are not psychotherapy clients would be outside the scope of practice for MFTs and LCSWs.
Circumstances exist in which a “special relationship” is presumed by law to exist when one person is particularly vulnerable and dependent on another person who, correspondingly, has some control over the person’s welfare (Kockelman v. Segal, 1998). The relationship between a therapist and his or her patient constitutes this type of relationship. This special relationship imposes an affirmative duty on the therapist to protect others from either the therapist’s own negligence or from the client’s dangerousness towards self or others.
1A. MFT Scope of Practice
MFT scope of practice is defined in Section 4980.02 of the California Business and Professions Code, “For the purposes of this chapter, the practice of marriage, family, and child counseling shall mean that service performed with individuals, couples, or groups wherein interpersonal relationships are examined for the purpose of achieving more adequate, satisfying, and productive marriage and family adjustments. This practice includes relationship and pre-marriage counseling. The applications of marriage, family, and child counseling principles and methods includes, but is not limited to, the use of applied psychotherapeutic techniques, to enable individuals to mature and grow within marriage and the family, and the provision of explanations and interpretations of the psychosexual and psychosocial aspects of relationships.” Pursuant to Business and Professions Code Section 4980.08, effective July 1, 1999, the title "licensed marriage, family and child counselor" or "marriage, family and child counselor" is hereby renamed "licensed marriage and family therapist" or "marriage and family therapist," respectively. Any reference in any statute or regulation to a "licensed marriage, family and child counselor" or "marriage, family and child counselor" shall be deemed a reference to a "licensed marriage and family
therapist" or "marriage and family therapist."
1B. LCSW Scope of Practice
LCSW scope of practice is defined in Section: 4996.9 of the California Business and Professions Code, “The practice of clinical social work is defined as a service in which a special knowledge of social resources, human capabilities, and the part that unconscious motivation plays in determining behavior, is directed at helping people to achieve more adequate, satisfying, and productive social adjustments. The application of social work principles and methods includes, but is not restricted to, counseling and using applied psychotherapy of a non-medical nature with individuals, families, or groups; providing information and referral services; providing or arranging for the provision of social services; explaining or interpreting the psychosocial aspects in the situations of individuals, families, or groups; helping communities to organize, to provide, or to improve social or health services; or doing research related to social work. “Psychotherapy, within the meaning of this chapter, is the use of psychosocial methods within a professional relationship, to assist the person or persons to achieve a better psychosocial adaptation, to acquire greater human realization of psychosocial potential and adaptation, to modify internal and external conditions which affect individuals, groups, or communities in respect to behavior, emotions, and thinking, in respect to their intrapersonal and interpersonal processes.”
Click here for full text
(10 Hours/CEUs)© 2009 by Aspira Continuing Education. All rights reserved. No part of this material may be transmitted or reproduced in any form, or by any means, mechanical or electronic without written permission of Aspira Continuing Education.
1. SCOPE OF PRACTICE
1A. MFT SCOPE OF PRACTICE
1B. LCSW SCOPE OF PRACTICE
2. UNPROFFESIONAL CONDUCT, NEGLIGENCE, LAW, ETHICS, AND STANDARD OF CARE
2A. UNPROFESSIONAL CONDUCT AND NEGLIGENCE
2B. LAW
2C. ETHICS
2D. STANDARD OF CARE
3. LEGAL ISSUES
3A. PRIVILEGE
3B. CONFIDENTIALITY
3C. EXCEPTIONS TO CONFIDENTIALITY: CHILD ABUSE, DEPENDENT ADULT & ELDER ABUSE , TARASOFF, DANGER TO SELF
3D. TREATMENT OF MINORS
3E. SEX WITH CLIENTS
3F. RECORD RETENTION AND STORAGE
3G. TERMINATION
3H. INFORMED CONSENT
3I. MALPRACTICE
4. HIPAA AND THIRD PARTY REIMBURSEMENT FOR MENTAL HEALTH SERVICES
5. CONTINUING EDUCATION
6. PROFESSIONAL ETHICS
6A. CAMFT ETHICAL STANDARDS PT II SECTION D
6B. REVISED CAMFT ETHICAL STANDARDS
6C. NASW ETHICAL STANDARDS
7. REFERENCES
1. Scope of Practice
The Attorney General describes scope of practice as the following:
1. MFTs and LCSWs “may practice psychotherapy” as it relates to the treatment of relational issues and social adjustments.
2. MFTs and LCSWs may diagnose and treat mental disorders as it relates to the treatment of relational issues and social adjustments.
3. MFTs and LCSWs may administer psychological tests, as long as the testing instrument used is within a therapist’s scope of competence as established by education, training, or experience and as long as the test is administered within the context of providing therapy. In other words, stand-alone testing of persons who are not psychotherapy clients would be outside the scope of practice for MFTs and LCSWs.
Circumstances exist in which a “special relationship” is presumed by law to exist when one person is particularly vulnerable and dependent on another person who, correspondingly, has some control over the person’s welfare (Kockelman v. Segal, 1998). The relationship between a therapist and his or her patient constitutes this type of relationship. This special relationship imposes an affirmative duty on the therapist to protect others from either the therapist’s own negligence or from the client’s dangerousness towards self or others.
1A. MFT Scope of Practice
MFT scope of practice is defined in Section 4980.02 of the California Business and Professions Code, “For the purposes of this chapter, the practice of marriage, family, and child counseling shall mean that service performed with individuals, couples, or groups wherein interpersonal relationships are examined for the purpose of achieving more adequate, satisfying, and productive marriage and family adjustments. This practice includes relationship and pre-marriage counseling. The applications of marriage, family, and child counseling principles and methods includes, but is not limited to, the use of applied psychotherapeutic techniques, to enable individuals to mature and grow within marriage and the family, and the provision of explanations and interpretations of the psychosexual and psychosocial aspects of relationships.” Pursuant to Business and Professions Code Section 4980.08, effective July 1, 1999, the title "licensed marriage, family and child counselor" or "marriage, family and child counselor" is hereby renamed "licensed marriage and family therapist" or "marriage and family therapist," respectively. Any reference in any statute or regulation to a "licensed marriage, family and child counselor" or "marriage, family and child counselor" shall be deemed a reference to a "licensed marriage and family
therapist" or "marriage and family therapist."
1B. LCSW Scope of Practice
LCSW scope of practice is defined in Section: 4996.9 of the California Business and Professions Code, “The practice of clinical social work is defined as a service in which a special knowledge of social resources, human capabilities, and the part that unconscious motivation plays in determining behavior, is directed at helping people to achieve more adequate, satisfying, and productive social adjustments. The application of social work principles and methods includes, but is not restricted to, counseling and using applied psychotherapy of a non-medical nature with individuals, families, or groups; providing information and referral services; providing or arranging for the provision of social services; explaining or interpreting the psychosocial aspects in the situations of individuals, families, or groups; helping communities to organize, to provide, or to improve social or health services; or doing research related to social work. “Psychotherapy, within the meaning of this chapter, is the use of psychosocial methods within a professional relationship, to assist the person or persons to achieve a better psychosocial adaptation, to acquire greater human realization of psychosocial potential and adaptation, to modify internal and external conditions which affect individuals, groups, or communities in respect to behavior, emotions, and thinking, in respect to their intrapersonal and interpersonal processes.”
January 25, 2010
Law and Ethics CEUs
Law and Ethics Ceus Click here for full course text
© 2009 by Aspira Continuing Education. All rights reserved. No part of this material may be transmitted or reproduced in any form, or by any means, mechanical or electronic without written permission of Aspira Continuing Education.
1. SCOPE OF PRACTICE
1A. MFT SCOPE OF PRACTICE
1B. LCSW SCOPE OF PRACTICE
2. UNPROFFESIONAL CONDUCT, NEGLIGENCE, LAW, ETHICS, AND STANDARD OF CARE
2A. UNPROFESSIONAL CONDUCT AND NEGLIGENCE
2B. LAW
2C. ETHICS
2D. STANDARD OF CARE
3. LEGAL ISSUES
3A. PRIVILEGE
3B. CONFIDENTIALITY
3C. EXCEPTIONS TO CONFIDENTIALITY: CHILD ABUSE, DEPENDENT ADULT & ELDER ABUSE , TARASOFF, DANGER TO SELF
3D. TREATMENT OF MINORS
3E. SEX WITH CLIENTS
3F. RECORD RETENTION AND STORAGE
3G. TERMINATION
3H. INFORMED CONSENT
3I. MALPRACTICE
4. HIPAA AND THIRD PARTY REIMBURSEMENT FOR MENTAL HEALTH SERVICES
5. CONTINUING EDUCATION
6. PROFESSIONAL ETHICS
6A. CAMFT ETHICAL STANDARDS PT II SECTION D
6B. REVISED CAMFT ETHICAL STANDARDS
6C. NASW ETHICAL STANDARDS
7. REFERENCES
© 2009 by Aspira Continuing Education. All rights reserved. No part of this material may be transmitted or reproduced in any form, or by any means, mechanical or electronic without written permission of Aspira Continuing Education.
1. SCOPE OF PRACTICE
1A. MFT SCOPE OF PRACTICE
1B. LCSW SCOPE OF PRACTICE
2. UNPROFFESIONAL CONDUCT, NEGLIGENCE, LAW, ETHICS, AND STANDARD OF CARE
2A. UNPROFESSIONAL CONDUCT AND NEGLIGENCE
2B. LAW
2C. ETHICS
2D. STANDARD OF CARE
3. LEGAL ISSUES
3A. PRIVILEGE
3B. CONFIDENTIALITY
3C. EXCEPTIONS TO CONFIDENTIALITY: CHILD ABUSE, DEPENDENT ADULT & ELDER ABUSE , TARASOFF, DANGER TO SELF
3D. TREATMENT OF MINORS
3E. SEX WITH CLIENTS
3F. RECORD RETENTION AND STORAGE
3G. TERMINATION
3H. INFORMED CONSENT
3I. MALPRACTICE
4. HIPAA AND THIRD PARTY REIMBURSEMENT FOR MENTAL HEALTH SERVICES
5. CONTINUING EDUCATION
6. PROFESSIONAL ETHICS
6A. CAMFT ETHICAL STANDARDS PT II SECTION D
6B. REVISED CAMFT ETHICAL STANDARDS
6C. NASW ETHICAL STANDARDS
7. REFERENCES
January 23, 2010
CEUs for MFTs License Renewal
Continuing Education CEUs for MFTs
Aging and Long Term Care CEUs
Alcoholism and Substance Abuse Dependency CEUs
Anger Management CEUs
Anxiety Disorders CEUs
Assessment and Diagnosis CEUs
Bipolar Disorder CEUs
Boundaries CEUs
Boundaries in Marriage CEUs
Child Abuse Assessment and Reporting CEUs
Cognitive Behavioral Therapy CEUs
Conflict Resolution CEUs
Crisis Counseling CEUs
Depressive Disorders CEUs
Family Therapy CEUs
From Panic to Power CEUs
Group Therapy CEUs
HIV and AIDS CEUs
How To Build a Thriving Fee-for-Service Practice CEUs
Human Sexuality CEUs
Law and Ethics CEUs
Managed Care CEUs
Mom's House, Dad's House CEUs
Panic Disorder CEUs
Post Traumatic Stress Disorder CEUs
Psychopharmacology CEUs
Spousal and Partner Abuse CEUs
Aging and Long Term Care CEUs
Alcoholism and Substance Abuse Dependency CEUs
Anger Management CEUs
Anxiety Disorders CEUs
Assessment and Diagnosis CEUs
Bipolar Disorder CEUs
Boundaries CEUs
Boundaries in Marriage CEUs
Child Abuse Assessment and Reporting CEUs
Cognitive Behavioral Therapy CEUs
Conflict Resolution CEUs
Crisis Counseling CEUs
Depressive Disorders CEUs
Family Therapy CEUs
From Panic to Power CEUs
Group Therapy CEUs
HIV and AIDS CEUs
How To Build a Thriving Fee-for-Service Practice CEUs
Human Sexuality CEUs
Law and Ethics CEUs
Managed Care CEUs
Mom's House, Dad's House CEUs
Panic Disorder CEUs
Post Traumatic Stress Disorder CEUs
Psychopharmacology CEUs
Spousal and Partner Abuse CEUs
Subscribe to:
Posts (Atom)
