LPCC Continuing Education

LPCC Continuing Education For California LPCCs: For those interested in the new California LPCC license, there are a few different paths from which to choose. If you want an overview look at the different paths in a side by side comparison then click here on the LPCC LICENSURE PATHWAY OVERVIEW. To view the most recent information regarding this license and all corresponding links go to the CA BBS LPCC page at CA BBS - LPCC or the California Association for Licensed Professional Clinical Counselors at CALPCC - LPCC. AspiraCE is approved by the CA BBS (provider # PCE 4374) to offer online courses for LPCCs in California. To view the list of AspiraCE’s approvals and corresponding provider numbers click on AspiraCE's Approvals and Provider Numbers. For all other states with LPCCs: You can view our State Board Approved List to see if Aspira is an approved CE provider for LPCCs in your state. Aspira Continuing Education is an NBCC-Approved Continuing Education Provider (ACEPTM) and may offer NBCC-approved clock hours for events that meet NBCC requirements. The ACEP solely is responsible for all aspects of the program. (Provider #6416) Aspira Continuing Education is a California Board of Behavioral Sciences-Approved Continuing Education Provider (ACEPTM) and offers CA BBS-approved clock hours for events that meet CA BBS requirements. The ACEP solely is responsible for all aspects of the program. (Provider #PCE 4374) View our CE Courses today! View Aspira's CEU Pricing page to see how to pay for Aspira's CE courses. View Aspira's CEU Offers page to see the latest offers and discounts available. Also, see how to earn free CEUs.

What a difference a grade makes

First-graders with attention problems lag for years afterward; second-graders, less so DURHAM, N.C. -- When it comes to children's attention problems, the difference between first and second grade is profound, says a new study from Duke University. The study, which appears online in the November issue of the Journal of Attention Disorders, says the age at which attention problems emerge makes a critical difference in a child's later academic performance. When the problems emerged in first grade, children's performance suffered for years afterward. For instance, those children scored lower than their peers on reading achievement scores after fifth grade. The poor performance occurred even if the attention problems were fleeting and improved after first grade. By contrast, children who developed attention problems starting in second grade performed as well as their peers in later years. Other studies have noted the link between early attention problems and academic achievement. But the new study is the first to identify the impact of attention problems that emerge in first grade versus those that emerge just a year later. The research was conducted by Duke psychologists David Rabiner, Madeline Carrig and Kenneth Dodge, the William McDougall Professor of Public Policy and director of Duke's Center for Child and Family Policy. It draws on data from the Fast Track Project, a longitudinal study of the development of conduct problems that has followed 891 individuals in four different locales from kindergarten into adulthood. The attention study examined academic performance among a subsample of 386 children by looking at grades as well as reading and math scores before and after first grade, and again after fifth grade. The results may reflect the critical importance of first grade as an academic building block, Rabiner said. Children who suffer from attention problems in first grade fail to acquire key academic skills, and their performance suffers in later years as a result. Not all first-graders who struggle to focus in school have ADHD, Rabiner added. But whether they have diagnosable ADHD or not, he said it's important to help them at the outset of their academic careers, when they are acquiring essential building block skills. "Even when these children overcome their attention problems, they continue to struggle in school," Rabiner said. "The earlier we can identify children who are struggling with sustaining attention in the classroom and intervene to help them, the better." Professional Counselor Continuing Education The study emphasized first and second grades, but Rabiner noted that future researchers would do well to look at kindergarten as well. Data for the study was collected beginning in the early 1990s. Since that time, kindergarten has assumed a more important academic role in many schools. ### The research was supported by National Institute of Mental Health (NIMH) Grants R18 MH48043, R18 MH50951, R18 MH50952, R18 MH50953, K05MH00797, and K05MH01027; National Institute on Drug Abuse Grants DA016903, K05DA15226, and P30DA023026; and Department of Education Grant S184U30002. The Center for Substance Abuse Prevention also provided support through a memorandum of agreement with NIMH. CITATION: "Attention Problems and Academic Achievement: Do Persistent and Earlier-Emerging Problems Have More Adverse Long-Term Effects," David L. Rabiner, Madeline M. Carrig and Kenneth A. Dodge, Journal of Attention Disorders, October 18, 2013. DOI: 10.1177/1087054713507974

Anger Management: A Cognitive Behavioral Therapy Manual

Anger Management: A Cognitive Behavioral Therapy Manual

This course is designed to help you: 1. Recognize the dynamics of anger and related anger management challenges 2. Utilize appropriate cognitive behavioral anger management interventions. 3. Analyze anger management cases for power and control dynamics. 4. List potential services and interventions. 5. Promote an interdisciplinary approach. 6. Increase familiarity with group dynamics involving anger management Course Description: This manual was designed for use by qualified substance abuse and mental health clinicians who work with substance abuse and mental health clients with concurrent anger problems. The manual describes a 12-week cognitive behavioral anger management group treatment. Each of the 12 90-minute weekly sessions is described in detail with specific instructions for group leaders, tables and figures that illustrate the key conceptual components of the treatment, and homework assignments for the group participants. MFT, mft, lpc, lpcc, LCSW, lsw, CA BBS, online ceus, board approved, mental health ce courses, online ceus, ceus for MFTs, ce courses for counselors, Social Worker ceus, continuing education units for LPCs, MHC ceus, LCSW, ASW and MFT Intern ceus, Board approved ceus in many states, national board approval ceus, alcohol and drug abuse counselor ceus. See chart below for your

Research uncovers new details about brain anatomy and language in young children

PROVIDENCE, R.I. [Brown University] — Researchers from Brown University and King's College London have gained surprising new insights into how brain anatomy influences language acquisition in young children. Their study, published in the Journal of Neuroscience, found that the explosion of language acquisition that typically occurs in children between 2 and 4 years old is not reflected in substantial changes in brain asymmetry. Structures that support language ability tend to be localized on the left side of the brain. For that reason, the researchers expected to see more myelin — the fatty material that insulates nerve fibers and helps electrical signals zip around the brain — developing on the left side in children entering the critical period of language acquisition. But that is not what the research showed. "What we actually saw was that the asymmetry of myelin was there right from the beginning, even in the youngest children in the study, around the age of 1," said the study's lead author, Jonathan O'Muircheartaigh, the Sir Henry Wellcome Postdoctoral Fellow at King's College London. "Rather than increasing, those asymmetries remained pretty constant over time." That finding, the researchers say, underscores the importance of environment during this critical period for language. O'Muircheartaigh is currently working in Brown University's Advanced Baby Imaging Lab. The lab uses a specialized MRI technique to look at the formation of myelin in babies and toddlers. Babies are born with little myelin, but its growth accelerates rapidly in the first few years of life. The researchers imaged the brains of 108 children between ages 1 and 6, looking for myelin growth in and around areas of the brain known to support language. While asymmetry in myelin remained constant over time, the relationship between specific asymmetries and language ability did change, the study found. To investigate that relationship, the researchers compared the brain scans to a battery of language tests given to each child in the study. The comparison showed that asymmetries in different parts of the brain appear to predict language ability at different ages. "Regions of the brain that weren't important to successful language in toddlers became more important in older children, about the time they start school," O'Muircheartaigh said. "As language becomes more complex and children become more proficient, it seems as if they use different regions of the brain to support it." Interestingly, the association between asymmetry and language was generally weakest during the critical language period. "We found that between the ages of 2 and 4, myelin asymmetry doesn't predict language very well," O'Muircheartaigh said. "So if it's not a child's brain anatomy predicting their language skills, it suggests their environment might be more influential." The researchers hope this study will provide a helpful baseline for future research aimed at pinpointing brain structures that might predict developmental disorders. "Disorders like autism, dyslexia, and ADHD all have specific deficits in language ability," O'Muircheartaigh said. "Before we do studies looking at abnormalities we need to know how typical children develop. That's what this study is about." "This work is important, as it is the first to investigate the relationship between brain structure and language across early childhood and demonstrate how this relationship changes with age," said Sean Deoni, assistant professor of engineering, who oversees the Advanced Baby Imaging Lab. "The study highlights the advantage of collaborative work, combining expertise in pediatric imaging at Brown and neuropsychology from the King's College London Institute of Psychiatry, making this work possible." ### Other authors on the paper include Douglas Dean, Holly Dirks, Nicole Waskiewicz, and Katie Lehman from Brown's Baby Imaging Lab, and Beth Jerskey from Brown's Alpert Medical School. The work was funded by the National Institutes of Mental Health and the Wellcome Trust. Editors: Brown University has a fiber link television studio available for domestic and international live and taped interviews, and maintains an ISDN line for radio interviews. For more information, call (401) 863-2476 ASW Continuing Education -------------------------------------------------------------------------------- [ Back to EurekAlert! ] [ Print | E-mail Share Share ] [ Close Window ] AAAS and EurekAlert! are not responsible for the accuracy of news releases posted to EurekAlert! by contributing institutions or for the use of any information through the EurekAlert! system. HOME DISCLAIMER PRIVACY POLICY TERMS & CONDITIONS CONTACT US TOP Copyright ©2013 by AAAS, the science society.

NAB Unveils Youth Mental Health Awareness Campaign

The National Association of Broadcasters (NAB) launched “OK2TALK,” a campaign to increase understanding and awareness about mental health in youth. The Tumblr-based community campaign includes television and radio ads in English and Spanish that feature teens and young adults opening up about their experiences with mental health. These ads aim to prompt conversation and let people know that help is available and effective. The site also encourages young adults and teens to share their personal stories of recovery, tragedy, struggle, or hope, and includes resources for those seeking help. The “OK2TALK” campaign is inspired in part by the personal struggles of NAB President and former U.S. Senator Gordon Smith’s 22-year-old son, Garrett, who wrestled with depression and ultimately took his own life. One in five Americans experience a mental health issue, yet only one in three reach out to receive mental health services, according to the Centers for Disease Control and Prevention. President Obama called for a national dialogue on mental health, a year-long initiative that will bring together 200 mental health experts, 40 organizations, a dozen members of Congress, and celebrities like Glenn Close and Bradley Cooper to facilitate nationwide discussions about youth and mental health. The White House also launched a website, mentalhealth.gov, with its tag line “Let’s talk about it.” LSW Continuing Education

NIMH Grantee Receives 2013 Nobel Prize

Congratulations to current NIMH grantee Thomas C. Südhof, M.D., at Stanford University School of Medicine, for winning the Nobel Prize in Physiology or Medicine for his work on how the brain sends and receives chemical messages. Thomas C. Südhof, M.D. Thomas C. Südhof, M.D. Stanford University School of Medicine “We are extremely proud of Dr. Südhof,” said National Institute of Mental Health (NIMH) Director Thomas Insel, M.D. “NIMH has supported Dr. Südhof's ground-breaking research for more than two decades as part of our commitment to understanding the fundamental mechanisms of brain function." The human brain houses about 100 billion neurons—about half the number of stars in the Milky Way. Each of these neurons “converses” with, on average, thousands of other neurons, sending molecular messages in a matter of milliseconds, about the same timeframe as a camera flash. How these messages are sent in such a rapid and precise manner has long been a mystery to neuroscientists. When these messages go awry, mental disorders such as schizophrenia, autism, and depression may arise. Specifically, Dr. Südhof parsed the proteins that are used in a synapse—the gap between neurons where one neuron reaches out to talk to another via chemical messengers known as neurotransmitters. These specialized spaces are comprised of three components: the messenger or presynaptic neuron, the recipient or postsynaptic neuron, and the cleft or space between these two neurons. Dr. Südhof’s work identified key molecules involved in the rapid release of neurotransmitters from the terminals of presynaptic neurons and revealed how electrical signals in the form of calcium ions instruct a protein called synaptotagmin. Once calcium binds to synaptotagmin, the protein serves as a switch for neurotransmitter-carrying cellular shuttles called vesicles to fuse with the outer surface of the presynaptic neuron and release these chemical messengers into the synaptic cleft. Upon release, the neurotransmitters cross the synaptic cleft and bind to docking sites or receptors on the postsynaptic neuron, triggering an electrical signal to pulse through it. Südhof’s work revealed that synaptotagmins also act as universal calcium sensors in non-neuronal cells, functioning, for example, in the release of hormones such as insulin from pancreatic beta cells. Dr. Südhof shares the world’s most prestigious science award with James E. Rothman, Ph.D., at Yale University, and Randy W. Schekman, Ph.D., at the University of California, Berkeley. Dr. Rothman unraveled protein machinery that allows vesicles to fuse with their targets to permit transfer of cargo. Dr. Schekman discovered a set of genes that were required for vesicle traffic. The researchers will share a prize that totals roughly $1.2 million USD. Previously, Dr. Südhof and Richard H. Scheller, Ph.D., at Genentech, collected the 2013 Albert Lasker Basic Medical Research Award for their work. Known as “America’s Nobels,” the Lasker Awards often predict future Nobel Prize recipients. The National Institutes of Health (NIH) has supported Dr. Südhof’s research over the past 22 years. In turn, Dr. Südhof has served on several study sections at the NIH Center for Scientific Review, in addition to the Molecular, Cellular, and Developmental Neuroscience study section at NIMH. Over the years, Dr. Südhof’s work on the neurotransmitter release machinery has been supported with research program grants as well as center grants from NIMH. He is also the recipient of an NIMH MERIT (Method to Extend Research in Time) award, which along with an additional NIMH grant and funding from the Howard Hughes Medical Institute helped support his Nobel work. MERIT awards provide up to 10 years of stable research support for highly productive outstanding investigators working on projects well aligned with the mission of NIMH Social Worker Continuing Education Dr. Südof also holds an NIH TR01 award for work to facilitate the creation of neurons from non-neuronal cells (skin fibroblasts of human patients). This work is anticipated to provide a novel way for scientists to study the biological effects of gene mutations associated with neuropsychiatric diseases

PBS Documentary “Brains on Trial”

A convenience store robbery goes horribly wrong: A teenager high on cocaine stands trial for attempted murder. Brains on Trial PBS documentaryUsing this fictional crime, a two-episode PBS program titled “Brains on Trial” explores the brains of the key courtroom players—defendant, witnesses, jurors, and judge. Is a witness lying or telling the truth? How can two people see the same event and yet remember it so differently? These and other questions are what neuroscience currently is being asked to do using brain scans. Join host Alan Alda as he visits and conducts brain scan experiments with neuroscientists, such as the National Institute of Mental Health (NIMH)’s Jay Giedd, M.D., in the quest to answer how brain research can influence and reform the criminal justice system. Dr. Giedd is chief of the Unit on Brain Imaging in the Child Psychiatry Branch at NIMH LCSW Continuing Education