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Understanding ADHD, Diagnosing, and Current Research (3HR)

Attention Deficit/Hyperactivity Disorder (ADHD) is an ever-growing field of study. Our understanding of ADHD has changed as scientific research tools such as fMRI machines have improved. Important updates because of the latest research require a change in the tools for the management of symptoms that professionals use. This course will review the evidence and breakthroughs provided by research as well as misconceptions and errors in past research. Practice on diagnosis as well as reviewing the complications such as comorbidity with trauma that can arise will be completed. Identifying common problems with misdiagnosis as well as issues related to treatment with comorbidity will be briefly covered and completed with a focus on correctly diagnosing to create better treatments. Steps for treatment/symptom management will be broken down into obtainable steps with time to discuss complications and considerations of using accommodations in school settings.

Upon completion of this training, participants will be able to:

  • Identify one reason for the use of clinical scales
  • Identify steps for diagnosing ADHD
  • Provide psychoeducational about the impact of ADHD on the brain and behavior
  • Identify steps to differentiate attentional or hyperactive problems due to other disorders of due to ADHD

This course qualifies for 3 CE hours of Clinical, General Skill Building and Evidence-Based training.

Understanding ADHD, Diagnosing, and Current Research (3HR)
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Defying Hopelessness: Addressing Suicidal Thoughts and Dangerous Symptoms of Depression (3HR)

Hopelessness is defined as a continued state of despair, helplessness, and the belief that life will never get better. Often when we see clients who struggle with hopelessness it will show up as apathy, dysthymia, and thoughts of death. Hopelessness can be one of the biggest catalysts for suicidal thoughts, making it a dangerous symptom of depression. In this seminar we will delve into the reasons for hopelessness, how it looks in our clientele, and what we can do to help alleviate the pain of hopelessness. We will discuss modalities and tools we can introduce into sessions to help people find that spark and continue to work on stoking the blaze of hope to help it arise again.

Upon completion of this training, participants will be able to:

  • Define hopelessness and the causes of its development.
  • Explain the science to understand its impact and presentation.
  • Determine how to defy hopelessness with therapeutic tools and different modalities.
  • Practice skills used to help increase hope and resilience.

This course qualifies for 3 CE hours of Clinical, Evidence-Based, and General Skill Building training.

Understanding ADHD, Diagnosing, and Current Research (3HR)
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Gender Diversity 101: Developing Competency and Best Practices for Working with Adult Transgender and Non-Binary Clients (3HR)

This training will provide clarity and guidance for how to best support and serve gender-diverse clients. You will learn the differences between transgender and non-binary identities, as well as how to incorporate language that welcomes these clients to your clinical practice. We will explore common issues that impact gender-diverse clients, including coming out to family and employers. You will also learn how to write referral letters for transgender and non-binary clients who are seeking medical treatment for their gender dysphoria. Please note, this workshop will only focus on adults; there is a separate workshop that focuses on gender-diverse children and adolescents.

Upon completion of this training, participants will be able to:

  • Identify the differences between transgender and non-binary identities
  • Understand how to provide an affirming therapeutic environment for gender-diverse clients
  • Utilize inclusive language when serving gender-diverse clients
  • Implement strategies for providing respectful care to gender-diverse clients

This course qualifies for 3 CE hours of Evidence-Based Practices, General Skill Building, and LGBTQ training.

Understanding ADHD, Diagnosing, and Current Research (3HR)
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Understanding Children with Sexually Reactive Behaviors (3HR)

Children often re-enact trauma and imitate behaviors they are exposed to, including adult sexual behaviors. In this important training, you will learn the continuum of healthy to problematic sexual behaviors across developmental stages of childhood, methods for effectively collaborating with parents/caregivers, treatment goals and strategies, and creating customized safety plans.  We will apply our learning to case examples and discuss them. Behavioral health needs more practitioners to help kids with problematic sexual behaviors.

Upon completion of this training, participants will be able to:

  • Determine features of healthy sexual development across childhood.
  • Distinguish all the avenues that children can derail from healthy sexual development.
  • Explain the red flags for when behaviors raise concerns.
  • Describe the assessment questions for ok vs. not okay touching for kids.
  • Practice teaching family members what messages to send.

This course qualifies for 3 CE hours of Clinical and General Skill Building training.

Understanding ADHD, Diagnosing, and Current Research (3HR)
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Maternal Mental Health in Minority Women (3HR)

In this training, we will focus on perinatal mood concerns in women. Participants will learn the signs and symptoms of postpartum depression, anxiety, and other perinatal mood concerns. We will discuss the importance of delegating tasks, utilizing support systems, and practicing self-care.

Upon completion of this training, participants will be able to:

  • List the types of pregnancy and postpartum mood and anxiety disorders.
  • Name 3 evidence-based models used to treat perinatal mood disorders.
  • List validated screening tools for PMDs.
  • Identify resources for community and systems development for perinatal mental health systems.

This course qualifies for 3 CE hours of Clinical, Cultural Competence, General Skill Building, and Evidence-Based training.

Understanding ADHD, Diagnosing, and Current Research (3HR)
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FIND ME SOMEBODY TO LOVE: Correlating substance use with attachment theory (3HR)

The last decades have seen substantial growth in studies on attachment and SUDs. Despite methodological problems, the general link between insecure attachment and SUD today is well established. Attachment theory might contribute to the understanding and treatment of SUDs in a significant way. But to do so, a lot of open questions have to be answered. We will need more carefully designed longitudinal studies, more studies connecting psychological data with brain processes, and more clinical trials.

Upon completion of this training, participants will be able to:

  • Educate clients on the concepts of attachment theory according to John Bowlby and Mary Ainsworth.
  • Correlate how behaviors occur because of unconscious urges and instinctual biological drives that increase their chances of survival.
  • Identify possible deficiencies and challenges of unmet needs of attachment.
  • Apply attachment principles to the basic principles of substance use disorder and how they affect individuals in the recovery process.

This course qualifies for 3 CE hours of Evidence-Based Practices and General Skill Building training.

Understanding ADHD, Diagnosing, and Current Research (3HR)
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Advance Care Planning for Individuals with Lifelong Disabilities (3HR)

Individuals with intellectual and developmental disabilities (IDD) are often forgotten when it comes to conversation, planning, and services in adulthood. COVID-19 provided a wakeup call for professionals, family caregivers, and broader caregiving networks to support individuals with IDD in planning for life for when their health changes and for their final days. This 2-hour training will provide a framework for understanding the multi-faceted nature of advance care planning, barriers to advance care planning, and reasons for advance care planning to support individuals with IDD. The number of older adults with IDD continues to increase; therefore, it is essential to carve out time to support individuals with IDD and their caregivers to plan for the future.   training will devote 1.0 hours to ethical practice and will discuss how to intentionally integrate ethical practice advocacy for advance care planning. This session will provide practical information to integrate advance care planning in work that is already being done to best meet the needs of adults with IDD throughout the life course.

Upon completion of this training, participants will be able to:

  • Articulate what advance care planning entails and the dimensions of advance care planning.
  • Illustrate the barriers to advance care planning.
  • Understand the reasons for advance care planning.
  • Understand the utility of using a team approach when developing advance care plans.
  • Develop strategies to integrate advance care planning into the person-centered planning process.
  • Develop knowledge and tools to advocate for practices and approaches to advance care plan.

This course qualifies for 3 CE hours of Ethics and General Skill Building training.

Understanding ADHD, Diagnosing, and Current Research (3HR)
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The Body Can Change the Score: Exploring Somatic Interventions for Trauma (3HR)

As humans, we store memories, experiences, and emotions on a cellular level. Somatic approaches focus on body awareness and how to cultivate it in and around the body. Providing clients with interventions to address how trauma is stored and experienced in the body is essential. This training will present an overview of how trauma is experienced in the body. Specific somatic interventions such as resourcing, grounding, dual awareness, and sequencing will be presented. Learners will view the application of somatic interventions by analyzing case studies and video demonstrations. Discover methods to help your clients release trauma and negative emotions from the body through a trauma-informed care lens.

Upon completion of this training, participants will be able to:

  • Identify specific ways that trauma is experienced somatically in the body.
  • Discover at least five somatic interventions for trauma and formulate interventions for clients.
  • Describe two methods of fostering dual awareness in clients experiencing trauma-induced dissociation.

This course qualifies for 3 CE hours of Clinical, Trauma, Evidence-Based Practices, and General Skill Building training.

Understanding ADHD, Diagnosing, and Current Research (3HR)
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A Blueprint for Disease, A Blueprint for Healing based on the book by Gabor Maté (3HR)

In his book “The Myth of Normal” Gabor Maté argues that the cause of mental illness and chronic health problems is society’s idea of “normal,” claiming that there is a strong link between trauma, capitalism and illness. In this interactive and experiential training, we will explore Maté’s book in depth, first discussing his belief that it is our very culture itself that creates the stressors that keep people ill. We will then examine Mate’s wide-ranging and creative suggestions for returning to health and wholeness.

Upon completion of this training, participants will be able to:

  • Identify the connection between chronic stress and mental illness/chronic disease
  • Identify the connection between trauma and mental illness/chronic disease
  • Discuss how our dominant culture generates chronic stress and the conditions for illness
  • Discuss how trauma impacts childhood development
  • Understand Gabor Mate’s assertion that “healing is about finding a pathway to wholeness”

This course qualifies for 3 CE hours of General Skill Building and Trauma training.

Understanding ADHD, Diagnosing, and Current Research (3HR)
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Team Divorce: Helping Parents Separate Together (3HR)

About 50% of children will go through their parents’ divorce; almost half of them will witness a second. Divorce is blamed for a range of scary statistics regarding children’s emotional, psychological, physical, and academic functioning, including significantly higher rates of suicide, substance abuse, early pregnancy, and high school drop-out. However, it is not divorce itself but high-conflict divorce rife with loyalty binds that leads to these unfavorable outcomes for children. If you see people in your practice, you will see divorce. Knowing how to help parents carry out a “team divorce” for the sake of the child is a much-needed skill set regardless of the population you serve. This 3-hour webinar offers a step-by-step process for guiding parents through a healthy separation. You will leave with the knowledge and skillset you need to grow your business with this fulfilling counseling niche while helping parents set their children up for adulthood unfettered by divorce trauma.

Upon completion of this training, participants will be able to:

  • Guide two grieving parents onto a divorce team.
  • Educate parents on children in divorce and how to transition their family into two homes in a healthy way.
  • Guide parents in developing a custody plan and a separation plan.
  • Coach parents in how to tell their children they are divorcing and how to handle future conversations in a healthy, age-appropriate way.
  • Provide parents with basic co-parenting tenets and tools.

This course qualifies for 3 CE hours of Evidence-Based Practices and General Skill Building training.

Understanding ADHD, Diagnosing, and Current Research (3HR)