bbs approved ceus online
For mental health professionals
Aspira Continuing Education’s courses are focused strictly on mental health CEU requirements. Our founders and course writers include practicing clinical mental health professionals, making our courses relevant to today’s continuing education requirements. Our courses satisfy CEU requirements for the following professions in the following states:
Marriage and Family Therapists (MFT/LMFT/MFTI)
California, Colorado, Florida, Kentucky, Louisiana, Massachusetts, Nevada, Ohio, Oregon, Texas
Clinical Social Worker (CSW/LCSW/ASW)
Arkansas, California, Colorado, Florida, Hawaii, Michigan, Missouri, New York, Oregon
Alcohol and Drug Counselors (CADC I/CADC II)
California
Prevention Specialists (CPS)
California
Clinical Supervisors (CCS)
California
Professional Counselors (LPC/CPC)
Colorado, Hawaii, Kentucky, Louisiana, Missouri, Oregon, Texas
Mental Health Counselor (MHC)
Florida
February 02, 2010
Child and Adolescent Mental Health
Child and Adolescent Mental Health
Children's and Adolescents' Mental Health
For more on this subject, click below
Online CEUs for MFTs, LCSWs, Social
Workers
Like adults, children and adolescents can have mental health disorders that interfere with the way they think, feel, and act. Mental health influences the ways individuals look at themselves, their lives, and others in their lives. Like physical health, mental health is important at every stage of life.
Child, Adolescent and Family Branch
The Child, Adolescent, and Family Branch of the Federal Center for Mental Health Services promotes and ensures that the mental health needs of children and their families are met within the context of community-based systems of care. Systems of care are developed on the premise that the mental health needs of children, adolescents, and their families can be met within their home, school, and community environments.
Caring for Every Child's Mental Health
Systems of Care the Caring for Every Child's Mental Health communications campaign is a public information and education program to:
Increase public awareness about the importance of protecting and nurturing the mental health of young people.
Foster recognition that many children have mental health problems that are real, painful, and sometimes severe.
Encourage caregivers to seek early, appropriate treatment and services.
The National Child Traumatic Stress Network
The mission of the National Child Traumatic Stress Network (NCTSN) is to raise the standard of care and improve access to services for traumatized children, their families and communities throughout the United States. This site includes an article on school planning for disasters and the aftermath of September 11, 2001.
Youth Violence Prevention
The CMHS initiative on school violence focuses on the collective involvement of families, communities, and schools to build resiliency to disruptive behavior disorders.
Make Time to Listen,
Take Time to Talk 15+
The campaign is part of the CMHS School Violence Prevention Initiative and is designed to provide practical guidance to parents and caregivers about "how to" create time to listen and take time to talk with their children.
Listening Dads Are Champs 15+
Children whose fathers are highly involved with them in a positive way do better in school, demonstrate better psychological well-being and lower levels of delinquency, and ultimately attain higher levels of education and economic self-sufficiency.
Family Guide To Keeping Youth Mentally Healthy and Drug Free
A public education Web site, developed to support the efforts of parents and other caring adults to promote mental health and prevent the use of alcohol, tobacco, and illegal drugs among 7- to 18-year-olds.
Youth Violence: A Report of the Surgeon General
This Surgeon General's report seeks to focus on action steps that all Americans can take to help address the problem, and continue to build a legacy of health and safety for our young people and the Nation as a whole.
Publications on Children and Families
Free information from the Center for Mental Health Services about children and families.
Children's and Adolescents' Mental Health
For more on this subject, click below
Online CEUs for MFTs, LCSWs, Social
Workers
Like adults, children and adolescents can have mental health disorders that interfere with the way they think, feel, and act. Mental health influences the ways individuals look at themselves, their lives, and others in their lives. Like physical health, mental health is important at every stage of life.
Child, Adolescent and Family Branch
The Child, Adolescent, and Family Branch of the Federal Center for Mental Health Services promotes and ensures that the mental health needs of children and their families are met within the context of community-based systems of care. Systems of care are developed on the premise that the mental health needs of children, adolescents, and their families can be met within their home, school, and community environments.
Caring for Every Child's Mental Health
Systems of Care the Caring for Every Child's Mental Health communications campaign is a public information and education program to:
Increase public awareness about the importance of protecting and nurturing the mental health of young people.
Foster recognition that many children have mental health problems that are real, painful, and sometimes severe.
Encourage caregivers to seek early, appropriate treatment and services.
The National Child Traumatic Stress Network
The mission of the National Child Traumatic Stress Network (NCTSN) is to raise the standard of care and improve access to services for traumatized children, their families and communities throughout the United States. This site includes an article on school planning for disasters and the aftermath of September 11, 2001.
Youth Violence Prevention
The CMHS initiative on school violence focuses on the collective involvement of families, communities, and schools to build resiliency to disruptive behavior disorders.
Make Time to Listen,
Take Time to Talk 15+
The campaign is part of the CMHS School Violence Prevention Initiative and is designed to provide practical guidance to parents and caregivers about "how to" create time to listen and take time to talk with their children.
Listening Dads Are Champs 15+
Children whose fathers are highly involved with them in a positive way do better in school, demonstrate better psychological well-being and lower levels of delinquency, and ultimately attain higher levels of education and economic self-sufficiency.
Family Guide To Keeping Youth Mentally Healthy and Drug Free
A public education Web site, developed to support the efforts of parents and other caring adults to promote mental health and prevent the use of alcohol, tobacco, and illegal drugs among 7- to 18-year-olds.
Youth Violence: A Report of the Surgeon General
This Surgeon General's report seeks to focus on action steps that all Americans can take to help address the problem, and continue to build a legacy of health and safety for our young people and the Nation as a whole.
Publications on Children and Families
Free information from the Center for Mental Health Services about children and families.
February 01, 2010
LPC Licensed Professional Counselor CEU Resources
LPC Licensed Professional Counselor CEU Resources
What is the difference between an Online Interactive CE Course and a Homestudy Course?
If you submit a completed course/exam to the CE provider via regular mail, then you have taken a homestudy course. If the course/exam is completed and submitted online, then the hours are approved as regular continuing education. Many state boards, such as the California Board of Behavioral Services, allow all required continuing education to be earned from online interactive continuing education courses. Check with your respective board to determine the amount of hours/units are permitted online.
What is the difference between an Online Interactive CE Course and a Homestudy Course?
If you submit a completed course/exam to the CE provider via regular mail, then you have taken a homestudy course. If the course/exam is completed and submitted online, then the hours are approved as regular continuing education. Many state boards, such as the California Board of Behavioral Services, allow all required continuing education to be earned from online interactive continuing education courses. Check with your respective board to determine the amount of hours/units are permitted online.
LCSW CEU Requirements
LCSW CEU Requirements
The Board of Behavioral Sciences for California has determined that all ceus may be earned by homestudy.
What is the difference between an Online Interactive CE Course and a Homestudy Course?
If you submit a completed course/exam to the CE provider via regular mail, then you have taken a homestudy course. If the course/exam is completed and submitted online, then the hours are approved as regular continuing education. Many state boards, such as the California Board of Behavioral Services, allow all required continuing education to be earned from online interactive continuing education courses. Check with your respective board to determine the amount of hours/units are permitted online.
The Board of Behavioral Sciences for California has determined that all ceus may be earned by homestudy.
What is the difference between an Online Interactive CE Course and a Homestudy Course?
If you submit a completed course/exam to the CE provider via regular mail, then you have taken a homestudy course. If the course/exam is completed and submitted online, then the hours are approved as regular continuing education. Many state boards, such as the California Board of Behavioral Services, allow all required continuing education to be earned from online interactive continuing education courses. Check with your respective board to determine the amount of hours/units are permitted online.
mft ceu online
mft ceu online
The Board of Behavioral Sciences for California has determined that all ceus may be earned by homestudy.
What is the difference between an Online Interactive CE Course and a Homestudy Course?
If you submit a completed course/exam to the CE provider via regular mail, then you have taken a homestudy course. If the course/exam is completed and submitted online, then the hours are approved as regular continuing education. Many state boards, such as the California Board of Behavioral Services, allow all required continuing education to be earned from online interactive continuing education courses. Check with your respective board to determine the amount of hours/units are permitted online.
The Board of Behavioral Sciences for California has determined that all ceus may be earned by homestudy.
What is the difference between an Online Interactive CE Course and a Homestudy Course?
If you submit a completed course/exam to the CE provider via regular mail, then you have taken a homestudy course. If the course/exam is completed and submitted online, then the hours are approved as regular continuing education. Many state boards, such as the California Board of Behavioral Services, allow all required continuing education to be earned from online interactive continuing education courses. Check with your respective board to determine the amount of hours/units are permitted online.
January 30, 2010
LPCC and MFTs
LPCC Track for Pre-Licensed MFTs
Click here for online
CE Courses for MFT Interns
and LMFTs
In 2009, the Licensed Professional Clinical Counselor licensure law was passed and signed here in California . For already licensed MFTs, grandparenting is available from January 1, 2011 through June 30, 2011. For interns who expect to be licensed before June 30, 2011, they too will have the option to apply for LPCC grandparenting. However, pre-licensed members who wish to obtain their LPCC license, and who are already in the pipeline (but will not be licensed by June 30, 2011) will need to adhere to specific education and experience requirements, as well as take the required licensing examinations.
For those who are outside of the grandparenting timeframe, the required education and experience is reviewed below. However, the specific regulations still need to be drafted by the Board of Behavioral Sciences. For example, can you count any and all supervised hours of experience towards both LPCC and MFT licensure? Will the BBS require national and/or state-developed examinations? Will the BBS allow more than one course to satisfy a particular required core course content area? These types of questions still need to be addressed through regulation, and we will share that information as the regulations evolve. As to the general education and experience required, please see the summary below[i]:
Education Requirements
Experience Requirements
· Masters or doctoral degree that is counseling or psychotherapy in content obtained from an accredited or approved institution containing not less than 48 graduate semester or 72 graduate quarter units of instruction.
· Three semester units or four and one-half quarter units of graduate study in each of following nine (9) areas: counseling and psychotherapeutic theories and techniques; human growth and development; career development; group counseling; assessment, appraisal, and testing of individuals; multicultural counseling; principles of the diagnostic process; research and evaluation; and, law and ethics.[ii] NOTE: An applicant whose degree is deficient in no more than two of the required nine (9) areas of study listed above, may satisfy those deficiencies by successfully completing post-master’s or postdoctoral degree coursework at an accredited or approved institution.
· A minimum of 12 semester units or 18 quarter units of advanced coursework to develop knowledge of specific treatment issues, special populations, application of counseling constructs, assessment and treatment planning, clinical interventions, therapeutic relationships, psychopathology, or other clinical topics.
· Six semester units or nine quarter units of supervised practicum or field study experience.[iii]
· A minimum of 15 contact hours of instruction in alcoholism and other chemical substance abuse dependency.
· A minimum of 10 contact hours of training or coursework in human sexuality.
· A two semester unit or three quarter unit survey course in psychopharmacology (at an accredited or approved institution).
· A minimum of 15 contact hours of instruction in spousal or partner abuse assessment, detection, and intervention strategies.
· A minimum of seven contact hours of training or coursework in child abuse assessment and reporting.
· A minimum of 18 contact hours of instruction in California law and ethics (school coursework may count towards this requirement.)
· A minimum of 10 contact hours of instruction in aging and long-term care.
· A minimum of 15 contact hours of instruction in crisis or trauma counseling.
Click here for online
CE Courses for MFT Interns
and LMFTs
In 2009, the Licensed Professional Clinical Counselor licensure law was passed and signed here in California . For already licensed MFTs, grandparenting is available from January 1, 2011 through June 30, 2011. For interns who expect to be licensed before June 30, 2011, they too will have the option to apply for LPCC grandparenting. However, pre-licensed members who wish to obtain their LPCC license, and who are already in the pipeline (but will not be licensed by June 30, 2011) will need to adhere to specific education and experience requirements, as well as take the required licensing examinations.
For those who are outside of the grandparenting timeframe, the required education and experience is reviewed below. However, the specific regulations still need to be drafted by the Board of Behavioral Sciences. For example, can you count any and all supervised hours of experience towards both LPCC and MFT licensure? Will the BBS require national and/or state-developed examinations? Will the BBS allow more than one course to satisfy a particular required core course content area? These types of questions still need to be addressed through regulation, and we will share that information as the regulations evolve. As to the general education and experience required, please see the summary below[i]:
Education Requirements
Experience Requirements
· Masters or doctoral degree that is counseling or psychotherapy in content obtained from an accredited or approved institution containing not less than 48 graduate semester or 72 graduate quarter units of instruction.
· Three semester units or four and one-half quarter units of graduate study in each of following nine (9) areas: counseling and psychotherapeutic theories and techniques; human growth and development; career development; group counseling; assessment, appraisal, and testing of individuals; multicultural counseling; principles of the diagnostic process; research and evaluation; and, law and ethics.[ii] NOTE: An applicant whose degree is deficient in no more than two of the required nine (9) areas of study listed above, may satisfy those deficiencies by successfully completing post-master’s or postdoctoral degree coursework at an accredited or approved institution.
· A minimum of 12 semester units or 18 quarter units of advanced coursework to develop knowledge of specific treatment issues, special populations, application of counseling constructs, assessment and treatment planning, clinical interventions, therapeutic relationships, psychopathology, or other clinical topics.
· Six semester units or nine quarter units of supervised practicum or field study experience.[iii]
· A minimum of 15 contact hours of instruction in alcoholism and other chemical substance abuse dependency.
· A minimum of 10 contact hours of training or coursework in human sexuality.
· A two semester unit or three quarter unit survey course in psychopharmacology (at an accredited or approved institution).
· A minimum of 15 contact hours of instruction in spousal or partner abuse assessment, detection, and intervention strategies.
· A minimum of seven contact hours of training or coursework in child abuse assessment and reporting.
· A minimum of 18 contact hours of instruction in California law and ethics (school coursework may count towards this requirement.)
· A minimum of 10 contact hours of instruction in aging and long-term care.
· A minimum of 15 contact hours of instruction in crisis or trauma counseling.
January 29, 2010
Disaster/Trauma PTSD
Disaster/Trauma
Browse and Read Publications
For more information
on PTSD click here
A Guide to Managing Stress in Crisis Response Professionals (SMA05-4113)
Booklet
Crisis response workers and managers—which include first responders, public health workers, construction workers, transportation workers, utilities workers, and volunteers—are unique in that they are repeatedly exposed to extraordinarily stressful events. This easy-to-use pocket guide focuses on general principles of stress management and offers simple, practical strategies that can be incorporated into the daily routine of managers and workers. It also provides a concise orientation to the signs and symptoms of stress.
After a Disaster: Self-Care Tips for Dealing With Stress (KEN01-0097)
Fact Sheet
Covers things to remember when trying to understand disaster events, signs that adults need stress management assistance, and ways to ease stress.
After a Disaster: What Teens Can Do (KEN01-0092)
Brochure
Provides information for teens to help understand some of their reactions as well as others, to the terrorist events. Suggestions are also provided to help ease the unfamiliar feelings related to the event.
Anniversary Reactions to a Traumatic Event: The Recovery Process Continues (NMH02-0140)
Fact Sheet
Anniversary Reactions to a Traumatic Event: The Recovery Process Continues describes common anniversary reactions among victims of traumatic events and explains how these reactions can be a significant part of the recovery process.
Anxiety Disorders (KEN98-0045)
Fact Sheet
Anxiety disorders range from feelings of uneasiness most of the time to immobilizing bouts of terror. This fact sheet briefly describes generalized anxiety disorder, panic disorder, phobias, and post-traumatic stress disorder. It is intended only as a starting point for gaining an understanding of anxiety disorders.
Center for Mental Health Services Division of Prevention Traumatic Stress and Special Programs Emergency Mental Health and Traumatic Stress Services Branch (KEN95-0011)
Fact Sheet
This fact sheet explains the role of the Emergency Services and Disaster Relief Branch in helping to safeguard the mental health of people affected by disasters, especially those in high-risk groups. Discusses the relationship between the Branch and Federal, State, and local agencies. 1998.1 pp.
Communicating in a Crisis: Risk Communication Guidelines for Public Officials (SMA02-3641)
Booklet
Communicating in a Crisis: Risk Communications Guidelines for Public Officials is a brief, readable primer that describes basic skills and techniques for clear, effective crisis communications and information dissemination, and provides some of the tools of the trade for media relations.
Cómo ayudar a los niños a enfrentar el miedo y la ansiedad (KEN01-0099)
Fact Sheet
En situaciones en que las tragedias afectan a su familia de modo personal o llegan a su hogar por medio de la prensa o televisión, usted puede ayudar a los niños a controlar la ansiedad causada por situaciones de violencia, muerte o desastres.
Creating Trauma Services for Women With Co-occurring Disorders (NMH03-0157)
Article
Many women with co-occurring mental health and substance abuse disorders and histories of trauma are parents who value their roles as mothers and bring skills to the task. Treatment for these women can be optimized by acknowledging their roles as parents and incorporating this reality into service design and delivery.
Crisis Counseling Assistance and Training Program (CCP) (SMA09-4373)
Brochure
Developing Cultural Competence in Disaster Mental Health Programs (SMA03-3828)
Booklet
Designed to supplement information already available through CMHS, SAMHSA, and other sources, Developing Cultural Competence in Disaster Mental Health Programs highlights important common issues relating to cultural competence and to disaster mental health. Disaster mental health providers and workers can use and adapt the guidelines set forth in this document to meet the unique characteristics of individuals and communities affected directly or indirectly by a full range of natural and human-made disasters.
Disaster Counseling (KEN01-0096)
Brochure
Disaster counseling involves both listening and guiding. Survivors typically benefit from both talking about their disaster experiences and being assisted with problem-solving and referral to resources. The following section provides "nuts-and-bolts" suggestions for workers.
Disaster Mental Health: Crisis Counseling Programs for the Rural Community (SMA99-3378)
Booklet
The Emergency Services and Disaster Relief Branch (ESDRB) of the Center for Mental Health Services (CMHS) works in partnership with the Federal Emergency Management Agency in overseeing national efforts to provide emergency mental health services to survivors of Presidentially declared disasters.
Field Manual for Mental Health and Human Service Workers in Major Disasters (ADM90-0537)
Booklet
For mental health workers and other human service providers who assist survivors following a disaster. This pocket reference provides the basics of disaster mental health, with numerous specific and practical suggestions for workers.
Helping Children Cope with Fear and Anxiety (CA-BKMARKR02)
Bookmarker
This bookmark lists ways that parents can help their children cope with fear and anxiety after a tragic event.
Helping Your Child With: Anxiety Disorders (CA-0007)
Fact Sheet
This fact sheet defines anxiety disorders, identifies warning signs, discusses risk factors, describes types of help available, and suggests what parents or other caregivers can do. 1997. 3 pp.
How Families Can Help Children Cope With Fear and Anxiety (CA-0022)
Article
This reproducible drop-in article provides tips for parents to keep the lines of communication with their children open and alerts parents and other caregivers to common signs of fear and anxiety. 2002. 1 p.
How to Deal with Grief (KEN01-0104)
Brochure
This short brochure provides information on grief and how to deal with it.
Major Depression in Children and Adolescents (CA-0011)
Fact Sheet
This fact sheet describes depression and its signs, identifies types of help available, and suggests what parents or other caregivers can do. 1997. 2 pp.
Mental Health All-Hazards Disaster Planning Guidance (SMA03-3829)
Booklet
It is possible, with sound, integrated planning, to fill the new, complex roles of identifying disease outbreaks, integrating health and mental health response, and conducting epidemiological surveillance-all of which are necessary in the new age of bioterrorism threats.
Mental Health Aspects on Terrorism (KEN01-0095)
Brochure
Describes typical reactions to terrorist events and provides suggestions for coping and helping others.
Mental Health Response to Mass Violence and Terrorism, A Field Guide (SMA05-4025)
Booklet
Mood Disorders (KEN98-0049)
Fact Sheet
This fact sheet provides basic information on the symptoms, formal diagnoses, and treatment for bipolar disorder (also known as manic depressive illness) and depression. 1998. 3 pp.
Older Adults (KEN01-0094)
Brochure
Provides suggestions for older adults attempting to understand the recent terrorist events.
Psychosocial Issues for Children and Adolescents in Disasters (ADM86-1070R)
Booklet
The materials discussed in this booklet will give crisis response workers essential information about the impact of disasters on individuals, how the trauma associated with such events impacts children, the unique world of children, and the diversity of family structures in which children reside.
Psychosocial Issues for Older Adults in Disasters (SMA99-3323)
Booklet
This guide to caring for the elderly who survive disasters defines “elderly” and describes what makes older adults vulnerable to disasters. Covers the nature of disasters and human responses to them. Includes a list of resources and a glossary of terms. 1999. 68 pp.
Reaction of Children to a Disaster (KEN01-0101)
Fact Sheet
This fact sheet, which is broken down by age, describes the ways in which children react to a disaster and what adults can do to help.
Recovering Your Mental Health: Dealing With the Effects of Trauma - A Self-Help Guide (SMA-3717)
Booklet
This is one of seven mental health self-help booklets. It focuses on helping individuals cope with traumatic events and makes suggestions of how they can take charge of their own recovery. It also provides a list of additional resources.
Responding to the Needs of People With Serious and Persistent Mental Illness in Times of Major Disasters (SMA96-3077)
Booklet
This manual addresses the need for specialized strategies to ensure that persons with serious mental illness who experience disasters receive services. Designed for State and local mental health administrators, planners, and care providers, it presents practical suggestions for disaster preparedness. Discusses the basic principles of disaster recovery programs and community support systems. 1996. 65 pp.
Self-Care Tips for Emergency & Disaster Response Workers (KEN01-0098)
Fact Sheet
Provides suggestions for those who are at the scene. It outlines facts, indicators of stress, and stress management strategies.
Stress Prevention and Management Approaches For Rescue Workers in the Aftermath of Terrorist Acts (KEN01-0112)
Fact Sheet
This fact sheet provides information for rescue workers on recovering from working at the site of terrorist acts. It also provides a hotline for more information.
Suicide Prevention: National Suicide Prevention Lifeline wallet card (Spanish) (SVP05-0126SP)
Card
Señales de Suicidio
Suicide Prevention: National Suicide Prevention Lifeline Brochure: When It Seems Like Tthere Is No Hope, There Is Help. (SVP06-0141)
Brochure
Tips for Survivors of a Traumatic Event: What to Expect in Your Personal, Family, Work, and Financial Life (NMH02-0139)
Fact Sheet
The Long-term Impact of a Traumatic Event: What to Expect in Your Personal, Family, Work, and Financial Life cites examples of personal uncertainties, family relationship changes, work disruptions, and financial worries that may contribute to the long-term impact of a traumatic event. Also includes tips on how to survive the road to recovery from a traumatic event.
Tips for Talking to Children After a Disaster: A Guide for Parents and Teachers (KEN01-0091)
Fact Sheet
Offers tips to parents on how to talk to children about the terrorist events.
Tips for Talking to Children After a Disaster: A Guide for Parents and Teachers (KEN01-0093)
Brochure
Explains how preschool age, early childhood, and adolescent children may respond to the terrorist events.
Tips for Talking to Children in Trauma: Interventions at Home for Preschoolers to Adolescents (NMH02-0138)
Fact Sheet
Age-specific Interventions at Home for Children in Trauma: From Preschool to Adolescence suggests activities arranged by age group to help children share recovery feelings and experiences at home. Includes activities for preschoolers, elementary age children, and pre-adolescents and adolescents.
Tips for Teachers in Time of Disaster: Taking Care of Yourselves and Each Other (KEN01-0103)
Fact Sheet
Teachers directly deal with children's reactions to disaster. They may also be impacted by the disaster. It is extremely important to recognize for them to recognize that, like children, they are under particular stress and vulnerable to "burnout". This facts sheet provides helpful hints on how to stay mentally healthy.
Training Manual for Mental Health and Human Service Workers in Major Disasters (SMA96-0538)
Pamphlet
This training manual explains how survivors respond to and recover from disasters and highlights the importance of tailoring disaster response to individual communities and populations. Intended for use by instructors, it describes effective interventions for responding to disasters and strategies for stress prevention and management among mental health and human service workers.
Browse and Read Publications
For more information
on PTSD click here
A Guide to Managing Stress in Crisis Response Professionals (SMA05-4113)
Booklet
Crisis response workers and managers—which include first responders, public health workers, construction workers, transportation workers, utilities workers, and volunteers—are unique in that they are repeatedly exposed to extraordinarily stressful events. This easy-to-use pocket guide focuses on general principles of stress management and offers simple, practical strategies that can be incorporated into the daily routine of managers and workers. It also provides a concise orientation to the signs and symptoms of stress.
After a Disaster: Self-Care Tips for Dealing With Stress (KEN01-0097)
Fact Sheet
Covers things to remember when trying to understand disaster events, signs that adults need stress management assistance, and ways to ease stress.
After a Disaster: What Teens Can Do (KEN01-0092)
Brochure
Provides information for teens to help understand some of their reactions as well as others, to the terrorist events. Suggestions are also provided to help ease the unfamiliar feelings related to the event.
Anniversary Reactions to a Traumatic Event: The Recovery Process Continues (NMH02-0140)
Fact Sheet
Anniversary Reactions to a Traumatic Event: The Recovery Process Continues describes common anniversary reactions among victims of traumatic events and explains how these reactions can be a significant part of the recovery process.
Anxiety Disorders (KEN98-0045)
Fact Sheet
Anxiety disorders range from feelings of uneasiness most of the time to immobilizing bouts of terror. This fact sheet briefly describes generalized anxiety disorder, panic disorder, phobias, and post-traumatic stress disorder. It is intended only as a starting point for gaining an understanding of anxiety disorders.
Center for Mental Health Services Division of Prevention Traumatic Stress and Special Programs Emergency Mental Health and Traumatic Stress Services Branch (KEN95-0011)
Fact Sheet
This fact sheet explains the role of the Emergency Services and Disaster Relief Branch in helping to safeguard the mental health of people affected by disasters, especially those in high-risk groups. Discusses the relationship between the Branch and Federal, State, and local agencies. 1998.1 pp.
Communicating in a Crisis: Risk Communication Guidelines for Public Officials (SMA02-3641)
Booklet
Communicating in a Crisis: Risk Communications Guidelines for Public Officials is a brief, readable primer that describes basic skills and techniques for clear, effective crisis communications and information dissemination, and provides some of the tools of the trade for media relations.
Cómo ayudar a los niños a enfrentar el miedo y la ansiedad (KEN01-0099)
Fact Sheet
En situaciones en que las tragedias afectan a su familia de modo personal o llegan a su hogar por medio de la prensa o televisión, usted puede ayudar a los niños a controlar la ansiedad causada por situaciones de violencia, muerte o desastres.
Creating Trauma Services for Women With Co-occurring Disorders (NMH03-0157)
Article
Many women with co-occurring mental health and substance abuse disorders and histories of trauma are parents who value their roles as mothers and bring skills to the task. Treatment for these women can be optimized by acknowledging their roles as parents and incorporating this reality into service design and delivery.
Crisis Counseling Assistance and Training Program (CCP) (SMA09-4373)
Brochure
Developing Cultural Competence in Disaster Mental Health Programs (SMA03-3828)
Booklet
Designed to supplement information already available through CMHS, SAMHSA, and other sources, Developing Cultural Competence in Disaster Mental Health Programs highlights important common issues relating to cultural competence and to disaster mental health. Disaster mental health providers and workers can use and adapt the guidelines set forth in this document to meet the unique characteristics of individuals and communities affected directly or indirectly by a full range of natural and human-made disasters.
Disaster Counseling (KEN01-0096)
Brochure
Disaster counseling involves both listening and guiding. Survivors typically benefit from both talking about their disaster experiences and being assisted with problem-solving and referral to resources. The following section provides "nuts-and-bolts" suggestions for workers.
Disaster Mental Health: Crisis Counseling Programs for the Rural Community (SMA99-3378)
Booklet
The Emergency Services and Disaster Relief Branch (ESDRB) of the Center for Mental Health Services (CMHS) works in partnership with the Federal Emergency Management Agency in overseeing national efforts to provide emergency mental health services to survivors of Presidentially declared disasters.
Field Manual for Mental Health and Human Service Workers in Major Disasters (ADM90-0537)
Booklet
For mental health workers and other human service providers who assist survivors following a disaster. This pocket reference provides the basics of disaster mental health, with numerous specific and practical suggestions for workers.
Helping Children Cope with Fear and Anxiety (CA-BKMARKR02)
Bookmarker
This bookmark lists ways that parents can help their children cope with fear and anxiety after a tragic event.
Helping Your Child With: Anxiety Disorders (CA-0007)
Fact Sheet
This fact sheet defines anxiety disorders, identifies warning signs, discusses risk factors, describes types of help available, and suggests what parents or other caregivers can do. 1997. 3 pp.
How Families Can Help Children Cope With Fear and Anxiety (CA-0022)
Article
This reproducible drop-in article provides tips for parents to keep the lines of communication with their children open and alerts parents and other caregivers to common signs of fear and anxiety. 2002. 1 p.
How to Deal with Grief (KEN01-0104)
Brochure
This short brochure provides information on grief and how to deal with it.
Major Depression in Children and Adolescents (CA-0011)
Fact Sheet
This fact sheet describes depression and its signs, identifies types of help available, and suggests what parents or other caregivers can do. 1997. 2 pp.
Mental Health All-Hazards Disaster Planning Guidance (SMA03-3829)
Booklet
It is possible, with sound, integrated planning, to fill the new, complex roles of identifying disease outbreaks, integrating health and mental health response, and conducting epidemiological surveillance-all of which are necessary in the new age of bioterrorism threats.
Mental Health Aspects on Terrorism (KEN01-0095)
Brochure
Describes typical reactions to terrorist events and provides suggestions for coping and helping others.
Mental Health Response to Mass Violence and Terrorism, A Field Guide (SMA05-4025)
Booklet
Mood Disorders (KEN98-0049)
Fact Sheet
This fact sheet provides basic information on the symptoms, formal diagnoses, and treatment for bipolar disorder (also known as manic depressive illness) and depression. 1998. 3 pp.
Older Adults (KEN01-0094)
Brochure
Provides suggestions for older adults attempting to understand the recent terrorist events.
Psychosocial Issues for Children and Adolescents in Disasters (ADM86-1070R)
Booklet
The materials discussed in this booklet will give crisis response workers essential information about the impact of disasters on individuals, how the trauma associated with such events impacts children, the unique world of children, and the diversity of family structures in which children reside.
Psychosocial Issues for Older Adults in Disasters (SMA99-3323)
Booklet
This guide to caring for the elderly who survive disasters defines “elderly” and describes what makes older adults vulnerable to disasters. Covers the nature of disasters and human responses to them. Includes a list of resources and a glossary of terms. 1999. 68 pp.
Reaction of Children to a Disaster (KEN01-0101)
Fact Sheet
This fact sheet, which is broken down by age, describes the ways in which children react to a disaster and what adults can do to help.
Recovering Your Mental Health: Dealing With the Effects of Trauma - A Self-Help Guide (SMA-3717)
Booklet
This is one of seven mental health self-help booklets. It focuses on helping individuals cope with traumatic events and makes suggestions of how they can take charge of their own recovery. It also provides a list of additional resources.
Responding to the Needs of People With Serious and Persistent Mental Illness in Times of Major Disasters (SMA96-3077)
Booklet
This manual addresses the need for specialized strategies to ensure that persons with serious mental illness who experience disasters receive services. Designed for State and local mental health administrators, planners, and care providers, it presents practical suggestions for disaster preparedness. Discusses the basic principles of disaster recovery programs and community support systems. 1996. 65 pp.
Self-Care Tips for Emergency & Disaster Response Workers (KEN01-0098)
Fact Sheet
Provides suggestions for those who are at the scene. It outlines facts, indicators of stress, and stress management strategies.
Stress Prevention and Management Approaches For Rescue Workers in the Aftermath of Terrorist Acts (KEN01-0112)
Fact Sheet
This fact sheet provides information for rescue workers on recovering from working at the site of terrorist acts. It also provides a hotline for more information.
Suicide Prevention: National Suicide Prevention Lifeline wallet card (Spanish) (SVP05-0126SP)
Card
Señales de Suicidio
Suicide Prevention: National Suicide Prevention Lifeline Brochure: When It Seems Like Tthere Is No Hope, There Is Help. (SVP06-0141)
Brochure
Tips for Survivors of a Traumatic Event: What to Expect in Your Personal, Family, Work, and Financial Life (NMH02-0139)
Fact Sheet
The Long-term Impact of a Traumatic Event: What to Expect in Your Personal, Family, Work, and Financial Life cites examples of personal uncertainties, family relationship changes, work disruptions, and financial worries that may contribute to the long-term impact of a traumatic event. Also includes tips on how to survive the road to recovery from a traumatic event.
Tips for Talking to Children After a Disaster: A Guide for Parents and Teachers (KEN01-0091)
Fact Sheet
Offers tips to parents on how to talk to children about the terrorist events.
Tips for Talking to Children After a Disaster: A Guide for Parents and Teachers (KEN01-0093)
Brochure
Explains how preschool age, early childhood, and adolescent children may respond to the terrorist events.
Tips for Talking to Children in Trauma: Interventions at Home for Preschoolers to Adolescents (NMH02-0138)
Fact Sheet
Age-specific Interventions at Home for Children in Trauma: From Preschool to Adolescence suggests activities arranged by age group to help children share recovery feelings and experiences at home. Includes activities for preschoolers, elementary age children, and pre-adolescents and adolescents.
Tips for Teachers in Time of Disaster: Taking Care of Yourselves and Each Other (KEN01-0103)
Fact Sheet
Teachers directly deal with children's reactions to disaster. They may also be impacted by the disaster. It is extremely important to recognize for them to recognize that, like children, they are under particular stress and vulnerable to "burnout". This facts sheet provides helpful hints on how to stay mentally healthy.
Training Manual for Mental Health and Human Service Workers in Major Disasters (SMA96-0538)
Pamphlet
This training manual explains how survivors respond to and recover from disasters and highlights the importance of tailoring disaster response to individual communities and populations. Intended for use by instructors, it describes effective interventions for responding to disasters and strategies for stress prevention and management among mental health and human service workers.
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