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Course Description: This continuing education course helps California Marriage and Family Therapists review general law and ethics requirements relevant to their profession established in various California documents such as the California Business and Professional Code, Health and Safety Code, Evidence Code, Penal Code, Welfare & Institutions Code, and Family Code. Participants will read the course text and then complete a 25 item true/false choice quiz. After the quiz is completed with a score of at least 70%, payment can be made by credit card or by check and print a certificate immediately from the web-site.

Objectives: Upon completion of this course, participants will: 1) Discuss the impact of one’s philosophy and values on ethics; 2) Understand how religious attitudes impact ethics; 3) Review how the therapist’s personal boundaries, cognitive profile, personality style, impulse control, and other factors impact personal ethics; 4) Recall the importance of evidence based practices in ethics; 5) Understand the importance of informed consent, confidentiality, privilege, HIPAA, and maintenance of records; 6) Review aspects of unprofessional conduct; 6) Recall mandatory reporting requirements; 7) Understand setting appropriate boundaries with clients.

Course Description: This continuing education course helps California Marriage and Family Therapists review confidentiality and required reporting requirements relevant to their profession established in various California documents such as the California Business and Professional Code, Health and Safety Code, Evidence Code, Penal Code, Welfare & Institutions Code, and Family Code. Participants will read the course text and then complete a 30 item true/false quiz. After the quiz is completed with a score of at least 70%, payment can be made by credit card or by check and print a certificate immediately from the web-site.

Objectives: Upon completion of this course, participants will: 1) Understand the importance of client confidentiality; 2) Analyze the guidelines for confidentiality when dealing with couples, families, and minors; 3) Clarify the legal definitions of confidentiality and privilege; 4) Identify the conditions for upholding and breaching client confidentiality; 5) Review legal cases relevant to confidentiality: 6) Review the guidelines for confidentiality in regard to HIPPA; 7) Explain the definition of, and guidelines for reporting, child and elderly abuse and neglect.

Course: Ethics for California Marriage and Family Therapists: Sexual Misconduct (6 hours)

Course Description: This course is intended to assist California Marriage and Family Therapists in understanding and complying with state law and professional ethics guidelines found in the Business and Professions Code prohibiting sexual misconduct. Section I of this course briefly discusses the incidence rates and changing legal climate regarding sexual misconduct. Section II provides a historical overview of the problem of professional sexual misconduct. Section III reviews existing studies and other data to place the problem in context. Section IV identifies characteristics common to professionals who are at risk of engaging in sexual misconduct, as well as the most common circumstances under which sexual misconduct arises. Section V discusses the harmful effects of licensee/patient sexual contact, including gender disparities and other issues. Section VI identifies relevant legal issues and potential consequences of professional sexual misconduct (including professional discipline, malpractice litigation, and criminal penalties), and discusses steps for prevention, enforcement, and rehabilitation. Section VII provides information and guidelines for California MFTs concerning the reporting of sexual misconduct. Finally, Section VIII discusses strategies for preventing professional sexual misconduct. Participants will read the course text and then complete a 25 item true/false quiz. After the quiz is completed with a score of at least 70%, payment can be made by credit card or by check and print a certificate immediately from the web-site.

Objectives: After completing this course, participants will be able to: 1) Identify the early figures of mental health alleged to have been involved with clients; 2) Review research and theories that focus on therapists’ sexual misconduct; 3) Examine warning signs of potential sexual misconduct; 4) Understand the criteria for reporting sexual misconduct; 5) Review possible legal and professional consequences of therapist sexual misconduct; 6) Identify legal cases pertinent to the issue of sexual misconduct; 7) Understand the possible consequences of California MFTs engaging in, or reporting, sexual misconduct; 8) Recall prevention issues.

Course Description: This course is aimed at providing clinicians the tools needed to address depression, anxiety, and other disorders using Rational Emotive Behavior Therapy. REBT was developed by Albert Ellis, Ph.D., in the 1950s and has been used effectively to treat a variety of disorders. Although many clinicians are familiar with various aspects of REBT, studies show that few use it on a regular, consistent basis in the treatment of their clients. This directive approach helps clients identify many of the self-defeating beliefs at the heart of their disorders.

Objectives: Upon completion of this course, participants will be able to: 1) Identify the primary core beliefs perpetuating many emotional disturbances; 2) Review the ABC model; 3) Understand the three basic ‘musts’ incorporated into many irrational beliefs; 4) Recall the meaning of ego anxiety and discomfort anxiety as it relates to panic attacks and general anxiety; 5) Identify some of the core beliefs involved with depression and other disorders; 6) Understand the application of REBT techniques; 7) Define the terms ‘musts’ and ‘awful’ as described by Ellis.

Substance Abuse Treatment for Persons With Co-Occurring Disorders (12 hours)

Description: This course is meant to help clinicians integrate treatment approaches for clients experiencing emotio nal and mental disorders co-occurring with substance abuse. Participants will r ead the text and then complete a 30 item true-false quiz. The text for this course is from the Substance Abuse and Mental Health Services Administration/Center for Substance Abuse Treatment (SAMHSA/CSAT) Treatment Improvement Protocol (TIP) Number 42, titled: Substance Abuse Treatment for Persons With Co-Occurring Disorders. The TIP attempts to summarize for the clinician the state-of-the-art in the treatment of co-occurring disorder (COD) in the substance abuse and mental health fields. It contains chapters on terminology, assessment, and treatment strategies and models, as well as recommendations for treatment, research, and policy planning. The primary concern of this TIP is co-occurring substance use (abuse and dependence) and mental disorders, even though it is recognized that this same vulnerable population also is subject to many other physical and social ills. The TIP includes important work on nicotine dependence, a somewhat large and separate body of work that admittedly does need further integration into the general field of COD. Nicotine dependency is treated here as an important cross-cutting issue. Finally, although the TIP does address several specific populations (i.e., homeless, criminal justice, and women), it does this briefly and does not describe programs specifically for adolescents or for such specialized populations as new Asian and Hispanic/Latino immigrants. At the same time, the authors fully recognize, and the TIP states, that all COD treatment must be culturally relevant. : The text for this course is from SAMHSA/CSAT Treatment Improvement Protocol (TIP) Number 42, titled: Substance Abuse Treatment for Persons With Co-Occurring Disorders. Found online at: http://www.ncbi.nlm.nih.gov/books/bv.fcgi?rid=hstat5.chapter.74073 KSA Dimension and Sub Element: Section 1 (Transdisciplinary Foundations), A (Understanding Addiction), 4, Knowledge (a)(b)(c)(d), Attitudes (a)(b)(c)(d).

Objectives: Upon completion of this course, participants will be able to: 1) Identify the definitions, terms, and classification systems for co-occurring disorders; 2) Recall keys to successful co-occurring disorder programming; 3) Review the basic screening, assessment, and treatment strategies for clients with co-occurring disorders; 4) Understand the traditional and special settings, models, and specific populations of co-occurring disorders; 5) Describe elements of working with substance abuse treatment clients who also have the cross-cutting issues of suicidality and nicotine dependence; 6) Identify the ways that toxic effects of substances can mimic mental illness.

Description: Mental health and medical professionals alike are increasingly propagating the value of laughter therapy in the healing of mind and body. The question whether there is a firm scientific basis remains an open question. This course evaluates the use of humor and laughter as a viable tool in therapy for emotional healing. A review of journal articles assessing humor in mental health settings are presented. Participants read the text and then complete a 20 item true/false quiz.

Objectives: Upon successful completion of this course, participants will: 1) Review some of the literature indicating the benefits and limitations of humor as an aid in physical and emotional healing; 2) Recall the application of humor in classical analysis as well as cognitive therapy; 3) Understand the practical application of laughter therapy; 4) Explain the difference between induced and spontaneous laughter; 5) Identify Albert Ellis as a major proponent of humor in the use of Rational Emotive Behavior Therapy.

Course: The Differences Between Bipolar and Borderline Personality Disorder (3 hours)

Description: The diagnoses of Bipolar Disorder and Borderline Personality Disorder are often difficult to differentiate. Understanding the similarities and differences between these diagnoses is helpful in establishing an optimum treatment regimen. This text is from several articles written by James R. Phelps, M.D. The author attempts to compare and contrast the two diagnoses and give empirical data on various therapy approaches used in the treatment of both disorders. Participants will read the text and then take a 20 item true/false quiz.

Objectives: Upon successful completion of this course participants should be able to: 1) Discuss the differences between a diagnosis and position on a spectrum; 2) Recall the diagnostic criteria for bipolar and borderline personality disorders; 3) Review the research on the overlap of bipolar disorder and borderline personality disorder; 4) Discuss some of the implications that diagnosis has on treatment i.e., medication and therapy; 5) Review studies on various psychotherapy approaches used in the treatment of Bipolar Disorder.

This text is taken from the U.S. Department of Health and Human Services, Substance Abuse and Mental Health Services Administration, National Mental Health Information Center, Center for Mental Health Services.

Course description: This course provides an introduction to help advance the goals and objectives of the National Strategy for Suicide Prevention (NSSP). The modules are designed to promote awareness of the link between substance abuse and suicide as well as other risk factors. The course includes information about tools and other resources to identify suicidal behaviors and to provide early intervention and prevention. The modules are designed to alert healthcare professionals to the latest research and strategies for effective responses.

Objectives: Upon course completion, participants will: 1) Understand the nature, scope, and severity of the problem and the connection between substance abuse and suicide; 2) Identify substance abuse as a major risk factor for those who attempt or complete suicide; 3) Recognize five suicide warning signs; 4) Differentiate between suicidal ideation, suicide planning, suicide attempt, and suicide; 5) List five examples of the biopsychosocial, environmental, and/or sociocultural dimensions of suicide; 6) Describe three protective factors; 7) Identify alcohol as the abused substance most often associated with the spectrum of suicidal behaviors and outcomes; 8) Recognize the importance of co-occurring disorders (co-existing substance abuse and mental health disorders); 9) Identify three common characteristics among people diagnosed with co-occurring disorders that increase the risk of suicide; 10) Identify the suicide risks and behaviors particular to youth, adults, and older adulthood; 11) Understand the multi-generational transmission of some suicide risk factors across the generations; 12) List common barriers or stigmas preventing individuals from seeking help for suicidal behaviors and/or substance abuse; 13) Recognize five of the special populations that have unique risks for suicide: 14) Understand that many cultural differences affect the risks for both suicide and substance abuse; 15) Identify some of the ways that members of special populations have needs that are unmet; 16) Recognize the continuum of care for prevention to early intervention and treatment; 17) Identify the key prevention and early intervention partners in the community; 18) Determine relevant prevention programs, along with private and public initiatives to prevent suicide.

The ABCs of Bullying: Addressing, Blocking, and Curbing School Aggression (6 hours)

Educators, health and mental health practitioners, parents, and community members are realizing that bullying is a serious problem that can lead to more severe long-term problems for individuals and communities. Some experts believe that bullying should be considered a special form of child abuse-sometimes called "peer abuse," the cruelty of children to each other. This course examines the causes and effects of bullying, prevention techniques and programs, screening, treatment options, and legal/ethical issues surrounding bullying.

Module 1 is titled School Bullying: What It Is and Why It Hurts . This introductory module provides a brief discussion of bullying so read ers can understand the severity of bullying, the short- and long-term consequen ces of bullying, and the benefit of community-wide prevention efforts. Module 2 is titled The Role of Bullies, Victims, and Witnesses. Direct bullying information in t his module is explored with greater depth and detail. Readers will learn the ch aracteristics of children involved in bullying, methods used in bullying, the e ffect of bullying on the bully, victim and witness, as well as popular myths re garding bullying. Module 3, Factors Contributing to Bullying and Violence, discusses bullying in the larger context of the child's world - including his or her family and community. Psychosocial and other factors relating to aggressive behavior are discussed, as well as protective factors that help promote resiliency. Module 4 regards screening and assessment. Screenings and assessments are used in elementary and middle schools to examine areas such as physical health, mental and emotional health, and behavioral problems. Readers will learn important techniques when talking with kids, as well as the common issues found during the elementary and middle school years. Sample screening and assessment tools also are provided. Module 5 - Treatment for Children and Adolescents: There are different theoretical and treatment approaches that mental health professionals can use when working with children who are involved in bullying or other forms of victimization. This module examines some of those perspectives and clinical interventions, as well as highlighting play therapy with children. Module 6 is titled Prevention and Intervention. Successful bullying intervention must be comprehensive throughout the entire school and neighboring community. This module highlights specific bullying prevention strategies for schools, teachers, parents and mental health professionals. Brief highlights of prevention programs are included at the end. Module discusses Federal and State laws that have been enacted to ensure equal and safe learning environments for students across the country. Some of these laws are discussed, and some State laws specifically pertaining to bullying are highlighted. Issues of confidentiality and informed consent also are touched on.

Course Objectives: At the end of thi s course, participants will be able to: 1) Recognize the severity of bullying as a problem in elementary, middle, and high schools. 2) Understand the short- and long-term consequences of bullying for individuals and communities. 3) Describe two myths of bullying; 4) Identify three types of children who bully and children who are bullied. 5) Recognize three methods of bullying. 6) Recognize three general characteristics of a bully and a victim. 7) Differentiate the impact bullying has on the bully, victim, and witness; 8) Understand bullying within the larger context of a child's school and family environment. 9) Recognize the factors that contribute to aggressive behavior, including bullying; 10) Identify three protective factors that can reduce the likelihood of aggressive behavior; 11) List two strategies for promoting resiliency; 12) Recognize two reasons why assessment is important in elementary school. 13) List two methods used to facilitate talking with kids. 14) Describe three of the most common issues mental health professionals face when working with kids in late elementary and middle school years; 15) Identify two theoretical perspectives for bullying/victimization: 16) Describe two clinical interventions used with children and adolescents affected by bullying and victimization; 17) Discuss two benefits of play therapy for students; 18) Identify three strategies for schools to use to decrease and/or prevent bullying; 19) Illustrate two ways in which parents can help their children combat bullying; 20) List three ways in which the entire school community (including health and mental health professionals, and students) can provide a climate of learning and eliminate the "fear factor.": 21) Identify Federal laws affecting schools/families regarding school violence; 22) Describe features of two State statutes; 23) Recognize two concerns related to confidentiality that mental health professionals need to know when working with children and adolescents.

Course Description: Every year, millions of older people are at risk of physical, psychological, or other forms of elder abuse and neglect. Yet, elder abuse remains a largely hidden problem. Contrary to popular belief, most elder abuse occurs within family settings. Elder abuse is preventable. Effective responses are needed to address the causes of the abuse, regardless of the setting and circumstance. As with other forms of violence, one of the most common factors that put older people at risk is the victim's or perpetrator's abuse of alcohol or other substances. This course examines substance abuse and other risk factors for elder abuse and identifies intervention techniques and effective prevention activities at the individual, family, and community level. This online course provides an introduction to elder abuse in the family and institutional settings. Although laws and responsibilities may vary among these settings, practitioners stress the importance of defining and addressing elder abuse across the spectrum -- whether at home or in a long-term care setting. (Research shows that although elder self-neglect shares common risk factors with other forms of elder abuse, additional complexities indicate an in-depth discussion of self-neglect requires separate study.) This online course uses definitions developed by the National Elder Abuse Incidence Study, the nation's first major report examining the extent of elder abuse. These definitions are applied to abuse within the family and institutional settings.

Objectives: Upon completing this course, participants will: Part I: 1) Understand the nature, scope, and severity of elder abuse; 2) Identify substance abuse as a major risk factor contributing to elder abuse. 3) Recognize the societal and cultural context of elder abuse; Part II: 4) Identify three types of abuse suffered by older adults; 5) Recognize the role of family in elder abuse trends; 6) List three consequences of abuse and neglect for the older adult, the abuser, and society; Part III: 7) Recognize substance abuse as a major risk factor associated with elder abuse and neglect; 8) Identify three substance abuse patterns that practitioners have observed in victims of elder abuse and their perpetrators; 9) List three barriers to intervention in substance abuse-related elder abuse. Part IV: 10) Identify three indicators that could signal elder abuse; 11) Identify two warning signs of problem alcohol use that mimic signs of aging; 12) List three barriers to identifying elder abuse. Part V: 13) Recognize the role that Adult Protective Services and the Long-Term Care Ombudsman Program play in intervention and treatment of elder abuse; 14) Identify a range of methods for intervention; 15) Identify health and mental health and other services to help victims of abuse. Part VI: 16) Identify two protective factors to help older people build resiliency and avoid abuse; 17) Identify two approaches to help prevent abuse among families and caregivers; 18) Define the multidisciplinary team approach toward elder abuse prevention and its benefits.

Course Description: This continuing education course helps California Licensed Clinical Social Workers review confidentiality and required reporting requirements relevant to their profession established in various California documents such as the California Business and Professional Code, Health and Safety Code, Evidence Code, Penal Code, Welfare & Institutions Code, and Family Code. Participants will read the course text and then complete a 20 item true/false quiz. After the quiz is completed with a score of at least 70%, payment can be made by credit card or by check and print a certificate immediately from the web-site.

Objectives: Upon completion of this course, participants will: 1) Understand the importance of client confidentiality; 2) Analyze the guidelines for confidentiality when dealing with couples, families, and minors; 3) Clarify the legal definitions of confidentiality and privilege; 4) Identify the conditions for upholding and breaching client confidentiality; 5) Review legal cases relevant to confidentiality: 6) Review the guidelines for confidentiality in regard to HIPPA; 7) Explain the definition of, and guidelines for reporting, child and elderly abuse and neglect.

Course:Law and Ethics for California Licensed Clinical Social Workers: Boundaries (6 hours)

Course Description: This course is intended to assist California Licensed Clinical Social Workers in understanding and complying with state law and professional ethics guidelines found in the Business and Professions Code regarding Boundaries and prohibiting sexual misconduct. This course briefly discusses the incidence rates and changing legal climate regarding boundary violations. It provides a historical overview of the problem of professional sexual misconduct and reviews existing studies and other data to place the problem in context. This course helps to identify characteristics common to professionals who are at risk of engaging in sexual misconduct, as well as the most common circumstances under which sexual misconduct arises. The guidelines for California LCSWs dealing with known sexual misconduct is provided. Participants will read the course text and then complete a 25 item true/false quiz. After the quiz is completed with a score of at least 70%, payment can be made by credit card or by check and print a certificate immediately from the web-site.

Objectives: : After completing this course, participants will be able to: 1) Identify the early figures of mental health alleged to have violated boundaries with clients; 2) Review research and theories that focus on therapists’ sexual misconduct; 3) Examine warning signs of potential boundary violations; 4) Understand the criteria for reporting sexual misconduct; 5) Review possible legal and professional consequences of therapist boundary violations; 6) Identify legal cases pertinent to the issue of sexual misconduct; 7) Understand the possible consequences of California MFTs engaging in, or reporting, sexual misconduct; 8) Recall prevention issues.

Course Descriptions