Search Results
Objectives:
- Review the literature related to diverse sexual practices and perception of pathology (including the DSM V)
- Explore the prevalence of sexual diversity
- Review issues experienced by people who are sexually diverse in public and with medical, spiritual and mental health practitioners
- Highlight why embracing diversity is imperative to providing trauma informed, culturally responsive care.
- Define kink in general
- Learn about the 5 stages of kink identity development
- Identify benefits of kink (empowerment, communication, self-exploration)
- The importance of consent
-
Review the differences between abuse and kink
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Learn about bondage, discipline, sadistic and masochistic practices in general
- Personality traits of BDSM practitioners
- Understanding subspace
- The importance of aftercare
- Types of Dominant/submissive relationships dominant/submissive, master/slave, owner/pet, Daddy/little, Female Led Relationships
- Bedroom vs. Lifestyle relationships
- Define asexuality, polyamory and open relationships
- Learn about the prevalence of each
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Explore the research related to effects of the practice of each on mental health
Based in part on the Counselor Toolbox Podcast Series on Human Sexuality, Kink and Polyamory
$30.00 for 90 daysObjectives:
- Define Thinking Errors
- Explore the different types of thinking errors: Cognitive distortions, Irrational Thoughts
- Evaluate how thinking errors can play into our basic fears: Rejection, isolation, the unknown, loss of control, failure
- Identify ways to
- Increase awareness of thinking errors
- Address thinking errors
- Address basic fears
$6.00 for 90 days- Objectives:
- Define vulnerabilities
- Identify some of the most common vulnerabilities
- Explore their effects ways to prevent them
$3.00 for 90 days Objectives:
- Learn about hepatitis and its prevalence
- Identify the consequences of hepatitis
- Explore the impact of hepatitis on mental health and effective interventions
$6.00 for 90 days- Objectives • Concepts of social, political, economic, and cultural systems and their impact on drug taking activity. • The history of licit and illicit drug use. • Research reports and other literature identifying risk and resiliency factors for substance use. • Statistical information regarding the incidence and prevalence of substance use disorders in the general population and major demographic groups.$12.00 for 90 days
- Objectives
- Define child development
- Define atypical development
- Identify one characteristic of fetal development that occurs during each stage (first trimester, second trimester, third trimester)
- Describe each of the major domains of child development: motor/physical, cognitive, social/emotional, communication/language, and self-help/adaptive
- Describe the typical (normal) sequences of child development as it pertains to the major domains
- Differentiate between qualitative and quantitative differences in child development
- Explain egocentrism and its influence on social relationships in infancy
- Describe trends in the physical development of children from birth to age 3
- Describe how thinking changes from birth to age 3
- Explain why it is important to look at child development from a culturally relevant perspective.
$45.00 for 90 days - oObjectives
- Discuss the federal legislation for Part C and references made to teams therein. (FDOH A3, A4)
- Define the differences between
- Multidisciplinary teams
- Interdisciplinary teams
- Transdisciplinary teams (FDOH C2, D1, E4)
- Describe the roles of team members, including family members. (FDOH D2)
- Describe teaming as it relates to
- Intake and screening
- Evaluation and assessment in natural environments
- Providing feedback to families following evaluation/assessment
- Report writing
- Developing the IFSP
- Intervention planning in natural environments
- Service delivery (ongoing) in natural environments
- IFSP updates
- Reassessment
- Transition planning
(FDOH C3, C4, C9-11, E2, E3, E4, E6, G1-3, F1-3, 6)
- Give reasons for and benefits of teaming when considering
- Benefits for children
- Benefits for families
- Benefits for providers (FDOH D3)
- Describe procedures for conducting effective team meetings
- Ground rules and roles
- Clear goals and objectives
- Decision making process (FDOH E6)
- Describe the major functions of the professional disciplines and related personnel who may be involved in teaming during the early intervention process, for example: nurse, ITDS, parent, physical therapist, speech/language pathologist, psychologist. (FDOH D4)
- Discuss attributes of successful team members, such as:
- Accepting differences in skills and approaches
- Ability to work toward consensus
- Interest in teaching, learning and working across disciplines
- Willingness to invest time and energy for the benefit of all
- Commitment to working in full partnership with families
- Openness to diversity in learning styles
- Role release and the ability to let go of control
- Ability to brainstorm and problem-solve
- Demonstration of personal and professional maturity (FDOH D5)
- Discuss the stages of team development
- Forming
- Storming
- Norming
- Performing
- Transforming (FDOH D6)
- Understand the principles of collaborative consultation and discuss methods and strategies when using a consultative model in providing early intervention services to:
- Increase provider knowledge and skills
- Improve quality of early intervention services
- Promote teaming (FDOH D7)
- Discuss components of effective communication as well as behaviors that interfere with effective communication. (FDOH E1)
- Discuss adult learning principles that promote maximum involvement of family members and child care personnel. (FDOH C12)
$54.00 for 90 days - Objectives
- Describe formal and informal assessments including observation techniques during free and structured play as a part of daily routines and use of assessment information for developing and evaluating Individualized Family Support Plans (IFSP). (FDOH C7, C8, E5, E7, E9, E10)
- Demonstrate an understanding of assessment terminology (e.g. mean, reliability, validity). (FDOH C5, E3)
- Demonstrate an understanding of the diagnostic process and assessment model/approaches, including strength-based and family-driven assessment principles (FDOH C1, C2, C3)
- Describe typical norm-referenced, criterion referenced and informal measures utilized in early intervention settings for various functions (screening, diagnosis, instructional planning). (FDOH C5)
- Describe the functions of various assessment activities in early intervention including child find, screening, eligibility determination, ongoing assessment, and monitoring progress in intervention. (FDOH A5, E5)
- Demonstrate an understanding of the following influences on assessment and identify resources to meet the unique needs of families. (FDOH C4)
- Identify the use of open and focused observation, curriculum and norm-referenced tests, criterion-referenced checklists, interviews and parent report for data collection appropriate to different assessment functions and eligibility/program planning. (FDOH C5, E5, E9)
- Describe the uses and abuses of assessment instruments and the limitations to administration and interpretation of assessments as applied to young children with special needs. (FDOH C5)
- Identify alternative approaches to designing data collection systems to collect developmental and behavioral information on young children, including family-based assessment and transdisciplinary assessment. (FDOH C2, C3)
- Describe approaches for observing child/environment interactions, including play environments daily routines, parent/infant and child/child interactions. (FDOH C2, E5)
- Identify at least one instrument in each of several types of approaches to data collection (screening instrument, developmental assessment, informational interview, behavior rating, parent-child interaction scale, play observation). (FDOH C5, C6)
- Identify and discuss the development of an IFSP and its importance in partnership with family members, incorporating both family goals and approaches, appropriate to the cognitive, affective, language and motor needs of the child. (FDOH C9, F1, F2, F5, G1, G12)
- Discuss knowledge of assessment strategies to determine family concerns, priorities, and resources (FDOH C9)
$45.00 for 90 days Objectives
- Define Internet and Gaming Addiction
- Explore how these behaviors can develop into addictions
- Identify risk factors in individuals more predisposed to becoming addicted
- Identify characteristics of video games and online activities that make it addictive
- Review the most commonly accepted goals for treatment of internet and gaming addiction
- Review the most common biopsychosocial interventions to address internet and gaming addiction
$9.00 for 90 days- Objectives
- Differentiate between the function of screening and assessment.
- Complete an accurate screening and assessment.
- Identify multiple sources of information for the assessment.
- Describe the purpose of the assessment.
- Identify types of questions for each area of the mental status exam.
- Describe the LOCUS and ASAM patient placement criteria.
- Accurately make a placement of a client using information from the assessment and LOCUS and/or ASAM.
- Identify characteristics of mood and addictive disorders.
- Identify differences in assessment between age groups (adolescents, adults, elderly).
- Identify considerations to assess validity/reliability and usefulness of various objective testing instruments.
$12.00 for 90 days