© 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. Become familiar with clinical and statistical information regarding substance abuse history, DSM criteria, types of abuse, demographic characteristics, treatment, and outcomes. 2. Define substance abuse and identify its efftects. 3. Become familiar with the medical aspects of alcohol abuse/dependence and other types of chemical dependency. 4. Apply current theories of the etiology of substance abuse. 5. Recognize the role of persons and systems that support or compound the abuse. 6. Become familiar with the major treatment approaches to alcoholism and chemical dependency. 7. Learn the national legal aspects of substance abuse. 8. Obtain knowledge of certain populations at risk with regard to substance abuse. 9. Access community resources offering assessment, treatment and follow-up for the abuser and family. 10. Learn the process of referring affected persons.
Table of Contents:
1. Definitions 2. History 3. DSM Criteria 4. Types of Substance Abuse 5. Prescription Drug Addiction and Dependence 6. Demographic Characteristics 7. Substance Abuse Treatment and Outcomes 8. References
1. DEFINITIONS
Substance abuse is defined as “the overindulgence in and dependence of a drug or other chemical leading to effects that are detrimental to the individual's physical and mental health, or the welfare of others. It is characterized by a pattern of continued pathological use of a medication, non-medically indicated substance, drug or toxin, that results in repeated adverse social consequences related to drug use, such as failure to meet work, family, or school obligations, interpersonal conflicts, or legal problems. Some controversy exists regarding the precise distinctions between substance abuse and substance dependence. However, the current clinical standard distinguishes between them by defining substance dependence in terms of physiological and behavioral symptoms of substance use, and substance abuse in terms of the social consequences of substance use. Substance abuse may lead to addiction or substance dependence. Dependence requires the development of tolerance leading to withdrawal symptoms. Both abuse and dependence are distinct from addiction which involves a compulsion to continue using the substance despite the negative consequences, and may or may not involve chemical dependency. Dependence almost always implies abuse. However, abuse frequently occurs without dependence. Dependence involves added physiological processes while substance abuse reflects a complex interaction between the individual, the abused substance and society.”
2. HISTORY
Throughout history, in fact for thousands of years, substance abuse has existed. Early Egyptians drank wine while narcotics were used dating back to 4000 B.C. Medicinal use of marijuana has been dated back to 2737 B.C. in China. During the 19th century, the active substances in drugs began to be extracted. At that time, substances including morphine, laudanum, and cocaine were unregulated and prescribed by physicians for a variety of illnesses. During the American Civil War, morphine was commonly used, and wounded veterans returned home with morphine kits and hypodermic needles. Opium dens grew and by the early 1900s there were an estimated 250,000 addicts in the United States (Office of Applied Studies, Substance Abuse and Mental Health Services Administration).
January 17, 2010
January 16, 2010
Aging and Long Term Care CEUs
Copyright 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. Define aging and long term care 2. Become familiar with relevant demographic information. 3. Obtain information that includes but is not limited to, the biological, social, and psychological aspects of aging. 4. Learn the psychological impact of aging 5. Describe the relationship between aging and culture 6. Distinguish between long term and alternative types of care 7. Identify and access relevant resources Table of Contents: 1. Definitions 2. Demographic Information 3. Biological Aging 4. Aging and Culture 5. Long Term Care 6. Psychological Considerations 7. Elder and Dependent Adult Abuse Reporting 8. Resources 9. References
1. Definitions
Aging is defined as “the accumulation of changes in an organism over time.” Aging is also a multidimensional process of physical, psychological, and social change (Masoro E.J. & Austad S.N..eds: Handbook of the Biology of Aging, Sixth Edition. Academic Press. San Diego, CA, USA, 2006). Some dimensions of aging grow and expand over time, while others decline. For example, although reaction time may decrease with age, knowledge of world events and wisdom may increase. Research shows that even late in life potential exists for physical, mental, and social growth and development (Strawbridge, W.J., Wallhagen, M.I. & Cohen, R.D., 2002. Successful aging and well-being: Self-rated compared with Rowe and Kahn. The Gerontologist). Aging is an important part of all human societies which not only reflects the biological changes that occur, but also the cultural and societal conventions (Masoro E.J. & Austad S.N.. eds: Handbook of the Biology of Aging, Sixth Edition. Academic Press. San Diego, CA, USA, 2006).
2. Demographic Information
The number of Americans age 55 and older will almost double between now and the year 2030. This number will grow from 60 million today (21 percent of the total US population) to 107.6 million (31 percent of the population) as the Baby Boomers reach retirement age. During that same period of time, the number of Americans over 65 will more than double, from 34.8 million in 2000 (12 percent of the population) to 70.3 million in 2030 (20 percent of the total population). The next generation of retirees will be the healthiest, longest lived, best educated, and most affluent in history. Americans reaching age 65 today have an average life expectancy of an additional 17.9 years (19.2 years for females and 16.3 years for males).
The likelihood that an American who reaches the age of 65 will survive to the age of 90 has nearly doubled over the past 40 years from just 14 percent of 65-year-olds in 1960 to 25 percent at present. By 2050, 40 percent of 65-year-olds are likely to reach age 90 (Fentleman, D.L., Smith, J. & Peterson, J., 1990. Successful aging in a postretirement society. In P.B. Baltes and M.M. Baltes, Eds. Successful aging: Perspectives from the Behavioural Sciences). Highest level of education achieved is increasing in the older population. Although less than one-third of today’s adults aged 70-74 have at least some college education that percentage will increase to more than 50 percent by the year 2015. Currently, older Americans possess more financial resources compared to previous generations. Households headed by persons age 65 and older reported a median income in 2000 of $32,854 ($33,467 for Caucasians, $27,952 for African-Americans, and $24,330 for Hispanics).
While one of every eight (12.1 percent) households headed by someone age 65 or older had incomes less than $15,000, nearly half (49.2 percent) had annual incomes of $35,000 or more, and nearly three in ten households (29.8 percent) had incomes greater than $50,000 per year (Fentleman, D.L., Smith, J. & Peterson, J., 1990. Successful aging in a postretirement society. In P.B. Baltes and M.M. Baltes Eds. Successful aging: Perspectives from the Behavioural Sciences).
Approximately fifty percent of Americans age 55 and over volunteered at least once in 2002. Even among those aged 75 and older, 43 percent had volunteered at some point in the previous year. Older volunteers devoted the most time to community activities amounting to almost double the national median for all ages. Compared with the U.S. median commitment of 52 volunteer hours annually, those 65 and over contributed 96 hours per year. (U.S. Department of Labor's Bureau of Labor Statistics, Volunteering in the United States, December 2002). It is Older Adults as Volunteers Age 55 to 64 Age 65 to 74 Age 75+ % of age group who volunteer 50.3 % 46.6 % 43.0 % total number of volunteers 11.9 million 8.5 million 7.1 million Avg weekly hours/volunteer 3.3 hours 3.6 hours 3.1 hours Total time volunteered annually 4.8 billion hours 1.6 billion hours 1.1 billion hours estimated that the number of older volunteers would increase significantly if more were asked to volunteer or were offered an incentive. Older Americans now view retirement as an increasingly active, engaged phase of life that includes work and public service. Factors in the Decision to Work in Retirement (%)* Pre-retirees who plan Working to work in retirement retirees Total Desire to stay mentally active 87 68 83 Desire to stay physically active 85 61 80 Desire to remain productive or useful 77 73 76 Desire to do something fun or enjoyable 71 49 66 Need health benefits 66 20 56 Desire to help other people 59 44 56 Desire to be around people 58 47 55 Need the money 54 51 53 Desire to learn new things 50 37 48 Desire to pursue a dream 32 20 29 (Source: AARP, Staying Ahead of the Curve 2003) According to a 2002 survey conducted for Civic Ventures, 59 percent of older Americans view retirement as “a time to be active and involved, to start new activities, and to set new goals.” Just 24 percent see retirement as “a time to enjoy leisure activities and take a much deserved rest.” Retirees who intend to work during their retirement identify the desire to stay active and productive, rather than economic necessity, as the primary reason. More than half of the respondents (56 percent) say civic engagement will be at least a fairly important part of retirement (Peter D. Hart Research Associates, “The New Face of Retirement: An Ongoing Survey of American Attitudes on Aging,” San Francisco: Civic Ventures, 2002).
A 2003 survey conducted for AARP found that many Americans between the ages of 50 and 70 plan to work far into what has traditionally been viewed as their "retirement years": • Nearly half of all pre-retirees (45 percent) expect to continue working into their 70s or later. Of this group, 27 percent said they would work until they were in their 70s, and 18 percent said “80 or older,” “never stop working,” or “as long as they are able to work.” • The most common reasons given by pre-retirees for wanting to continue working in retirement were the desire to stay “mentally active” (87 percent) or “physically active” (85 percent), and the desire “to remain productive or useful” (77 percent). Slightly more than half of the pre-retirees (54 percent) indicated that their motivation was based on "a need for money.” (S. Kathi Brown, “Staying Ahead of the Curve 2003: The AARP Working in Retirement Study,” Washington, DC: AARP, 2003). • The result of these demographic trends is the emergence of a new life-stage between adulthood and true old age – which has been called the “third age” or “midcourse” or “my time.” (Source: AARP, Staying Ahead of the Curve 2003) “The third age is no longer a brief intermezzo between midlife and drastic decline… Instead, it has the potential to become the best stage of all, an age of liberation when individuals combine newfound freedoms with prolonged health and the chance to make some of their most important contributions to life.” Mark Freedman, founder of Civic Ventures, author of PrimeTime: How Baby Boomers Will Revolutionize Retirement and Transform America. “Midcourse connotes the period in which individuals begin to think about, plan for, and actually disengage from their primary career occupations and the raising of children; launch second or third careers; develop new identities and new ways to be productively engaged; establish new patterns of relating to spouses, children, siblings, parents, friends; leave some existing relationships and begin new ones…. The fact that most retirees say that they retired ‘to do other things’ suggests that midcoursers are retiring to move to something else, not simply from boring or demanding jobs.” Phyllis Moen, McKnight Presidential Chair, Sociology, University of Minnesota. “Midcourse: Navigating Retirement and a New Life Stage.” Jeylan Mortimer and Michael J. Shanahan, eds., Handbook of the Life Course. New York: Kluwer Publishers, 2003. “Something huge is happening here… The emergence of an older, more vigorous population is the most significant story of our times.”, Abigail Trafford, Washington Post health columnist and author, My Time: Making the Most of the Rest of Your Life.
1. Define aging and long term care 2. Become familiar with relevant demographic information. 3. Obtain information that includes but is not limited to, the biological, social, and psychological aspects of aging. 4. Learn the psychological impact of aging 5. Describe the relationship between aging and culture 6. Distinguish between long term and alternative types of care 7. Identify and access relevant resources Table of Contents: 1. Definitions 2. Demographic Information 3. Biological Aging 4. Aging and Culture 5. Long Term Care 6. Psychological Considerations 7. Elder and Dependent Adult Abuse Reporting 8. Resources 9. References
1. Definitions
Aging is defined as “the accumulation of changes in an organism over time.” Aging is also a multidimensional process of physical, psychological, and social change (Masoro E.J. & Austad S.N..eds: Handbook of the Biology of Aging, Sixth Edition. Academic Press. San Diego, CA, USA, 2006). Some dimensions of aging grow and expand over time, while others decline. For example, although reaction time may decrease with age, knowledge of world events and wisdom may increase. Research shows that even late in life potential exists for physical, mental, and social growth and development (Strawbridge, W.J., Wallhagen, M.I. & Cohen, R.D., 2002. Successful aging and well-being: Self-rated compared with Rowe and Kahn. The Gerontologist). Aging is an important part of all human societies which not only reflects the biological changes that occur, but also the cultural and societal conventions (Masoro E.J. & Austad S.N.. eds: Handbook of the Biology of Aging, Sixth Edition. Academic Press. San Diego, CA, USA, 2006).
2. Demographic Information
The number of Americans age 55 and older will almost double between now and the year 2030. This number will grow from 60 million today (21 percent of the total US population) to 107.6 million (31 percent of the population) as the Baby Boomers reach retirement age. During that same period of time, the number of Americans over 65 will more than double, from 34.8 million in 2000 (12 percent of the population) to 70.3 million in 2030 (20 percent of the total population). The next generation of retirees will be the healthiest, longest lived, best educated, and most affluent in history. Americans reaching age 65 today have an average life expectancy of an additional 17.9 years (19.2 years for females and 16.3 years for males).
The likelihood that an American who reaches the age of 65 will survive to the age of 90 has nearly doubled over the past 40 years from just 14 percent of 65-year-olds in 1960 to 25 percent at present. By 2050, 40 percent of 65-year-olds are likely to reach age 90 (Fentleman, D.L., Smith, J. & Peterson, J., 1990. Successful aging in a postretirement society. In P.B. Baltes and M.M. Baltes, Eds. Successful aging: Perspectives from the Behavioural Sciences). Highest level of education achieved is increasing in the older population. Although less than one-third of today’s adults aged 70-74 have at least some college education that percentage will increase to more than 50 percent by the year 2015. Currently, older Americans possess more financial resources compared to previous generations. Households headed by persons age 65 and older reported a median income in 2000 of $32,854 ($33,467 for Caucasians, $27,952 for African-Americans, and $24,330 for Hispanics).
While one of every eight (12.1 percent) households headed by someone age 65 or older had incomes less than $15,000, nearly half (49.2 percent) had annual incomes of $35,000 or more, and nearly three in ten households (29.8 percent) had incomes greater than $50,000 per year (Fentleman, D.L., Smith, J. & Peterson, J., 1990. Successful aging in a postretirement society. In P.B. Baltes and M.M. Baltes Eds. Successful aging: Perspectives from the Behavioural Sciences).
Approximately fifty percent of Americans age 55 and over volunteered at least once in 2002. Even among those aged 75 and older, 43 percent had volunteered at some point in the previous year. Older volunteers devoted the most time to community activities amounting to almost double the national median for all ages. Compared with the U.S. median commitment of 52 volunteer hours annually, those 65 and over contributed 96 hours per year. (U.S. Department of Labor's Bureau of Labor Statistics, Volunteering in the United States, December 2002). It is Older Adults as Volunteers Age 55 to 64 Age 65 to 74 Age 75+ % of age group who volunteer 50.3 % 46.6 % 43.0 % total number of volunteers 11.9 million 8.5 million 7.1 million Avg weekly hours/volunteer 3.3 hours 3.6 hours 3.1 hours Total time volunteered annually 4.8 billion hours 1.6 billion hours 1.1 billion hours estimated that the number of older volunteers would increase significantly if more were asked to volunteer or were offered an incentive. Older Americans now view retirement as an increasingly active, engaged phase of life that includes work and public service. Factors in the Decision to Work in Retirement (%)* Pre-retirees who plan Working to work in retirement retirees Total Desire to stay mentally active 87 68 83 Desire to stay physically active 85 61 80 Desire to remain productive or useful 77 73 76 Desire to do something fun or enjoyable 71 49 66 Need health benefits 66 20 56 Desire to help other people 59 44 56 Desire to be around people 58 47 55 Need the money 54 51 53 Desire to learn new things 50 37 48 Desire to pursue a dream 32 20 29 (Source: AARP, Staying Ahead of the Curve 2003) According to a 2002 survey conducted for Civic Ventures, 59 percent of older Americans view retirement as “a time to be active and involved, to start new activities, and to set new goals.” Just 24 percent see retirement as “a time to enjoy leisure activities and take a much deserved rest.” Retirees who intend to work during their retirement identify the desire to stay active and productive, rather than economic necessity, as the primary reason. More than half of the respondents (56 percent) say civic engagement will be at least a fairly important part of retirement (Peter D. Hart Research Associates, “The New Face of Retirement: An Ongoing Survey of American Attitudes on Aging,” San Francisco: Civic Ventures, 2002).
A 2003 survey conducted for AARP found that many Americans between the ages of 50 and 70 plan to work far into what has traditionally been viewed as their "retirement years": • Nearly half of all pre-retirees (45 percent) expect to continue working into their 70s or later. Of this group, 27 percent said they would work until they were in their 70s, and 18 percent said “80 or older,” “never stop working,” or “as long as they are able to work.” • The most common reasons given by pre-retirees for wanting to continue working in retirement were the desire to stay “mentally active” (87 percent) or “physically active” (85 percent), and the desire “to remain productive or useful” (77 percent). Slightly more than half of the pre-retirees (54 percent) indicated that their motivation was based on "a need for money.” (S. Kathi Brown, “Staying Ahead of the Curve 2003: The AARP Working in Retirement Study,” Washington, DC: AARP, 2003). • The result of these demographic trends is the emergence of a new life-stage between adulthood and true old age – which has been called the “third age” or “midcourse” or “my time.” (Source: AARP, Staying Ahead of the Curve 2003) “The third age is no longer a brief intermezzo between midlife and drastic decline… Instead, it has the potential to become the best stage of all, an age of liberation when individuals combine newfound freedoms with prolonged health and the chance to make some of their most important contributions to life.” Mark Freedman, founder of Civic Ventures, author of PrimeTime: How Baby Boomers Will Revolutionize Retirement and Transform America. “Midcourse connotes the period in which individuals begin to think about, plan for, and actually disengage from their primary career occupations and the raising of children; launch second or third careers; develop new identities and new ways to be productively engaged; establish new patterns of relating to spouses, children, siblings, parents, friends; leave some existing relationships and begin new ones…. The fact that most retirees say that they retired ‘to do other things’ suggests that midcoursers are retiring to move to something else, not simply from boring or demanding jobs.” Phyllis Moen, McKnight Presidential Chair, Sociology, University of Minnesota. “Midcourse: Navigating Retirement and a New Life Stage.” Jeylan Mortimer and Michael J. Shanahan, eds., Handbook of the Life Course. New York: Kluwer Publishers, 2003. “Something huge is happening here… The emergence of an older, more vigorous population is the most significant story of our times.”, Abigail Trafford, Washington Post health columnist and author, My Time: Making the Most of the Rest of Your Life.
January 10, 2010
Tips for Easing Money Worries
These tips can help create a sense of
calm and well-being.
1. Give yourself a break. It takes
time to get used to diminished
circumstances. Accept your
feelings and talk to yourself in
soothing ways.
2. Focus on the good. When fear arises,
remind yourself of the stability in
your life: your savings, spouse’s
income, your own good health.
3. Exercise. Physical activity can
raise the mood and discharge
anxious energy.
4. Try yoga and meditation. Both have
been proven to lower stress.
5. Spend time in hot water. Warm
baths and hot tubs can soothe the
nervous system.
6. Talk to peaceful friends. Talking to
someone who doesn’t react to your
anxiety and who is in a different
frame of mind can remind you that
contentment is possible.
7. Find engaging sources of recreation. A
light-hearted or funny movie can
shift your entire mood.
8. Seek out other sources of income.
Bringing in even small amounts of
money, such as with consignment,
can remind you that you are
resourceful and that you will be okay.
9. Use your downtime from work. Take a
class, brush up your skills, pursue
creative projects, or simply get
more rest.
10. Plan for the future. Deal with the
realities of today, but keep making
plans for the future. Assure yourself
that things will get better. [
calm and well-being.
1. Give yourself a break. It takes
time to get used to diminished
circumstances. Accept your
feelings and talk to yourself in
soothing ways.
2. Focus on the good. When fear arises,
remind yourself of the stability in
your life: your savings, spouse’s
income, your own good health.
3. Exercise. Physical activity can
raise the mood and discharge
anxious energy.
4. Try yoga and meditation. Both have
been proven to lower stress.
5. Spend time in hot water. Warm
baths and hot tubs can soothe the
nervous system.
6. Talk to peaceful friends. Talking to
someone who doesn’t react to your
anxiety and who is in a different
frame of mind can remind you that
contentment is possible.
7. Find engaging sources of recreation. A
light-hearted or funny movie can
shift your entire mood.
8. Seek out other sources of income.
Bringing in even small amounts of
money, such as with consignment,
can remind you that you are
resourceful and that you will be okay.
9. Use your downtime from work. Take a
class, brush up your skills, pursue
creative projects, or simply get
more rest.
10. Plan for the future. Deal with the
realities of today, but keep making
plans for the future. Assure yourself
that things will get better. [
January 09, 2010
Living a Guilt-Free Life!
Forms of Addiction Denial
Few of us are eager to admit that our
spouse, child, or friend has an addiction.
Often we don’t recognize the
problem until authorities are involved.
Then we ask how we could have missed
the signs. Here are 10 guises that
denial can take, adapted from Avoiding
Relapse: Catching Your Inner Con, by
Lynn Namka.
1. Denial of the facts. The guidance
counselor doesn’t know what she is
talking about. Our son is fine—he’s
getting straight-As.
2. Denial of the significance of the facts.
I’ve never blacked-out or been
drunk at work. I’m not a wino.
3. Denial of the duration of the
problem. Once I get my degree, I’ll
stop taking stimulants.
4. Denial that fosters false hope for
future use. After I break the habit, I
can drink again at parties.
5. Denial of emotions. I need wine to
deal with the stress. You’d drink,
too, if you had my life.
6. Denial regarding control. I don’t
need those self-help meetings. I’m
doing fine on my own.
7. Denial of family secrets. No one at
the new school needs to know that
our daughter was in rehab.
8. Denial of lifestyle hazards. I don’t
take drugs anymore; I’m just
hanging out with my friends.
9. Denial of responsibility. I use, but
it’s not my fault. I get so much
pressure from everyone.
10. Denial of shame-based feelings. I
can’t let myself know how bad I
feel.
Guilt is handed on, person to
person, as surely as the baton
in a relay race. Each generation
receives it and passes it on to the
next. Parents, teachers, spouses,
businesses, governments, and
religions have used it—consciously
or not—for behavior modification or
punishment. It is such a part of the
fabric of our culture that we don’t
question its validity.
What is Guilt?
“Guilt is the source of sorrow, the
avenging fiend…with whips and
stings,” wrote the 17th century
dramatist, Nicholas Rowe. Rowe’s
words are hardly over-dramatized.
Guilt is like a ball and chain that
weighs us down and keeps us from
being who we are.
Guilt is a secondary emotion.
That means it’s a feeling that stems
from other thoughts or feelings.
Guilt comes from thinking that you
have done, or want to do, something
wrong. These thoughts of guilt infect
and suppress your real feelings, such
as anger, grief, desire, or happiness.
Typically, we deal with feelings
of guilt by denying them. However,
denied feelings don’t disappear; they
submerge and stay unconscious,
continuing to show up in negative
patterns of behavior.
But the good news is that guilt
is simply a conditioned response—
which means we can change it.
Getting a Handle on Guilt
First, remember that we are here
to learn. Our culture has taught us
that making mistakes is bad, but
mistakes are simply a way of learning
and growing, and provide excellent
feedback.
Acknowledge the guilt. Become aware
of the guilty feelings that overlay your
true feelings. Listen to the “you should”
and “you shouldn't” messages that
guilt whispers in your ear.
Question your guilt. Don’t take it for
granted. You were taught to feel
guilty for feeling or behaving in
a certain way. Are you willing to
unlearn this behavior, and to release
it? Examine what guilt is costing you
and if it offers any positive results in
your life.
Recognize the difference between your
conscience and guilt. Our conscience
provides us with a self-assured sense
of right and wrong and is a helpful
guide to behavior, while guilt is a
form of brainwashing that erodes
self-worth and our ability to make
good judgments. Those “should”
messages are a good indicator of the
difference.
Experience the feeling that guilt is
suppressing. Healing occurs when
feelings are acknowledged and
experienced. Jackie had been
taught as a child that anger was an
unacceptable emotion. Feeling angry
with her husband, she became aware
of the guilt–“I shouldn’t be angry”–
that was stopping her from speaking
up. With that realization, Jackie’s
guilt evaporated. She expressed
herself and, for the first time in her
life, knew what guilt-free anger felt
like: alive, clean, and clear.
Move the guilt out of your body. Identify
where in your body you feel guilt;
imagine all your guilt gathered there.
See it now as if in a balloon, floating
out of your body, into space. Or, write
down all the reasons you “should”
feel guilty—all those things you did
or failed to do. Then burn the list.
Living your life forever feeling bad
about yourself benefits nobody, least
of all you. And the world is robbed of
the fullness of who you are.***
Visit us CEU, CEUs, MFT,
Few of us are eager to admit that our
spouse, child, or friend has an addiction.
Often we don’t recognize the
problem until authorities are involved.
Then we ask how we could have missed
the signs. Here are 10 guises that
denial can take, adapted from Avoiding
Relapse: Catching Your Inner Con, by
Lynn Namka.
1. Denial of the facts. The guidance
counselor doesn’t know what she is
talking about. Our son is fine—he’s
getting straight-As.
2. Denial of the significance of the facts.
I’ve never blacked-out or been
drunk at work. I’m not a wino.
3. Denial of the duration of the
problem. Once I get my degree, I’ll
stop taking stimulants.
4. Denial that fosters false hope for
future use. After I break the habit, I
can drink again at parties.
5. Denial of emotions. I need wine to
deal with the stress. You’d drink,
too, if you had my life.
6. Denial regarding control. I don’t
need those self-help meetings. I’m
doing fine on my own.
7. Denial of family secrets. No one at
the new school needs to know that
our daughter was in rehab.
8. Denial of lifestyle hazards. I don’t
take drugs anymore; I’m just
hanging out with my friends.
9. Denial of responsibility. I use, but
it’s not my fault. I get so much
pressure from everyone.
10. Denial of shame-based feelings. I
can’t let myself know how bad I
feel.
Guilt is handed on, person to
person, as surely as the baton
in a relay race. Each generation
receives it and passes it on to the
next. Parents, teachers, spouses,
businesses, governments, and
religions have used it—consciously
or not—for behavior modification or
punishment. It is such a part of the
fabric of our culture that we don’t
question its validity.
What is Guilt?
“Guilt is the source of sorrow, the
avenging fiend…with whips and
stings,” wrote the 17th century
dramatist, Nicholas Rowe. Rowe’s
words are hardly over-dramatized.
Guilt is like a ball and chain that
weighs us down and keeps us from
being who we are.
Guilt is a secondary emotion.
That means it’s a feeling that stems
from other thoughts or feelings.
Guilt comes from thinking that you
have done, or want to do, something
wrong. These thoughts of guilt infect
and suppress your real feelings, such
as anger, grief, desire, or happiness.
Typically, we deal with feelings
of guilt by denying them. However,
denied feelings don’t disappear; they
submerge and stay unconscious,
continuing to show up in negative
patterns of behavior.
But the good news is that guilt
is simply a conditioned response—
which means we can change it.
Getting a Handle on Guilt
First, remember that we are here
to learn. Our culture has taught us
that making mistakes is bad, but
mistakes are simply a way of learning
and growing, and provide excellent
feedback.
Acknowledge the guilt. Become aware
of the guilty feelings that overlay your
true feelings. Listen to the “you should”
and “you shouldn't” messages that
guilt whispers in your ear.
Question your guilt. Don’t take it for
granted. You were taught to feel
guilty for feeling or behaving in
a certain way. Are you willing to
unlearn this behavior, and to release
it? Examine what guilt is costing you
and if it offers any positive results in
your life.
Recognize the difference between your
conscience and guilt. Our conscience
provides us with a self-assured sense
of right and wrong and is a helpful
guide to behavior, while guilt is a
form of brainwashing that erodes
self-worth and our ability to make
good judgments. Those “should”
messages are a good indicator of the
difference.
Experience the feeling that guilt is
suppressing. Healing occurs when
feelings are acknowledged and
experienced. Jackie had been
taught as a child that anger was an
unacceptable emotion. Feeling angry
with her husband, she became aware
of the guilt–“I shouldn’t be angry”–
that was stopping her from speaking
up. With that realization, Jackie’s
guilt evaporated. She expressed
herself and, for the first time in her
life, knew what guilt-free anger felt
like: alive, clean, and clear.
Move the guilt out of your body. Identify
where in your body you feel guilt;
imagine all your guilt gathered there.
See it now as if in a balloon, floating
out of your body, into space. Or, write
down all the reasons you “should”
feel guilty—all those things you did
or failed to do. Then burn the list.
Living your life forever feeling bad
about yourself benefits nobody, least
of all you. And the world is robbed of
the fullness of who you are.***
Visit us CEU, CEUs, MFT,
January 02, 2010
Continuing Education CEUS Hours MFT, LMFT, LCSW, LPC Licenses in many states including California, Florida, and Nevada
Visit Aspira Continuing Education and become a part of the Aspira family today!! All course material is free!!
June 17, 2009
CEUS Continuing Education for LMFT, LCSW, and LPC Licenses in many states including California
Why choose Aspira? 
Aspira's commitment to excellence means that the mental health and social work online courses we offer are the best you'll find. We offer a broad range of course subjects that are board approved for many professions including MFT, LCSW, and LPC. The process is as simple as selecting a course, completing and passing the online exam, and receiving/printing your certificate issued immediately with your payment.
"Great value in a NO-NONSENSE approach to Continuing Education Units required for
professional licensure. No fluff or filler, just the facts in a clear and
concise format...I'd gladly use them again..."
B.C., MA, LMFT, California
Aspira's commitment to excellence means that the mental health and social work online courses we offer are the best you'll find. We offer a broad range of course subjects that are board approved for many professions including MFT, LCSW, and LPC. The process is as simple as selecting a course, completing and passing the online exam, and receiving/printing your certificate issued immediately with your payment.
With Aspira, you can:
- 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.
"Great value in a NO-NONSENSE approach to Continuing Education Units required for
professional licensure. No fluff or filler, just the facts in a clear and
concise format...I'd gladly use them again..."
B.C., MA, LMFT, California
Save with our referral program...
Our number one form of advertising is word-of-mouth. We want to make sure that you are happy, so that you will spread the word! We also like to reward our loyal customers who tell others about our service. Visit aspirace.com to learn more about how our referral rewards program saves you money!
Subscribe to:
Posts (Atom)
