When attended in its entirety, this course offers 2.0 APA CEs for Psychologists or 2.0 BBS California CEUs for Social Workers, Counselors and LMFTs.
Presented by LoriAnn Stretch, PhD, Department Chair for CMHC-Online and National Counseling Curriculum Chair and Susan Foster, PhD, Director of Clinical Training, CMHC-Online
On-ground campuses are shifting courses to an online modality to combat the COVID-19 virus spread. Many on-ground faculty have limited to no training or experience in online pedagogy. Online pedagogy is different from on-ground teaching and requires knowledge of technology, course development, online course management, how to create a virtual community, and continuous development.
The presenters have 30 years of combined online teaching experience. The presenters will discuss best practices of online pedagogy, provide concrete examples of potential obstacles and solutions, and share resources. The ultimate goal of the presentation to provide the tools necessary for a smooth transition from on-ground delivery to an online modality.
After attending this intermediate-level program, participants will be able to:
- Differentiate the types of technology used in online and how to effective use specific types of technology.
- Describe the core elements of course development.
- Identify key components of effective online course management.
- Develop a plan to create a virtual community.
- Engage in ongoing continuous development of their online course offerings.
Standards and Goals:
This program meets APA’s continuing education Standard 1.3: Program content focuses on topics related to psychological practice, education, or research other than application of psychological assessment and/or intervention methods that are supported by contemporary scholarship grounded in established research procedures.
This program meets APA’s continuing education Goal 1: Program is relevant to psychological practice, education, and/or science.
LORIANN STRETCH, PhD, LCMHC-S, NCC, ACS, BC-TMH is the Department Chair Counselor Education program at the Online Campus of The Chicago School of Professional Psychology, where she founded the Virtual Clinical Training Center. She has taught in on-ground and distance education for over 20 years, served as clinical director of a multidisciplinary mental health agency, and counseled in a variety of settings including vocational rehabilitation, domestic violence/sexual assault support, court advocacy, college counseling, disability services, foster care group homes, clinical supervision, and private practice. Dr. Stretch co-edited and authored several chapters in Technology in Mental Health: Applications in Practice, Supervision, and Training. She received the first clinical supervision license in NC in recognition of her advocacy work in that state and has served as the Chair and Ethics Chair for the North Carolina Board of Licensed Professional Counselors. In addition, she served on the ACA Ethics Review Panel, as the Public Policy Chair for her state branch of AMHCA, and is a CACREP Team Lead. She currently serves as a 2-year Board Trustee with ACC, as a journal reviewer, and on various committees across several national associations.
SUSAN FOSTER, PhD, LPC-S, NCC, ACS, BC-TMHis the Director of Clinical Training for Clinical Mental Health Counseling at The Chicago School. She has taught in on-ground and virtually for 10 years. She has also counseled in a variety of settings including K-12 education, community mental health, partial hospitalization, intensive outpatient, and private practice. Dr. Foster recently co-authored several book chapters related to the group counseling, family counseling, and using metaphors and counseling. She currently serves as the webinar committee chairperson for SACES and the senior editor for the AHC newsletter entitled Infochange. She has also served as a conference proposal review for WACES and AHC. She has presented in numerous state, national and international conferences.
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Croxton, R. A. (2014). The role of interactivity in student satisfaction and persistence in online learning. Journal of Online Learning and Teaching, 10(2), 314-324. https://pdfs.semanticscholar.org/2a3c/ab58d3d0637d20d907d67fecf3c346851393.pdf
Ferrer, D. (2020). Current trends in online education. The Quad. Retrieved from https://thebestschools.org/magazine/current-trends-online-education/
Goss, S., Anthony, K., Stretch, L. S., & Nagel, D. M. (2016). Technology in mental health: Applications in practice, supervision and training. Charles C Thomas Publisher.
Halfond, J. A., Casiello, A., Cillay, D., Coleman, N., Cook, V., LaBrie, J., Niemiec, M., & Salley, W. (2015). UPCEA hallmarks of excellence in online leadership. https://upcea.edu/resources/hallmarks-online/
MarylandOnline (2018). Standards from the Quality Matters Higher Education Rubric (6th ed.). Retrieved from https://www.qualitymatters.org/sites/default/files/PDFs/StandardsfromtheQMHigherEducationRubric.pdf
Moore, M. G., & Diehl, W. C. (Eds.). (2019). Handbook of distance education (4th ed.). Routledge.
Moran, K., & Milsom, A. (2015). The flipped classroom in counselor education. Counselor Education and Supervision, 54(1), 32-43. https://doi.org/10.1002/j.1556-6978.2015.00068.x
Sanborn, H. (2016). Developing asynchronous online interprofessional education. Journal of Interprofessional Care, 30(5), 668-670. https://doi.org/10.1080/13561820.2016.1182143
Venable, M. (2019). Online trends in education report. Retrieved from https://tinyurl.com/ucwvxdo
Target Audience: Healthcare and Mental healthcare professionals, University faculty and students. Members of the TCSPP community.
Psychologists. This program, when attended in its entirety, is available for 2.0 continuing education credits. The Chicago School of Professional Psychology is committed to accessibility and non-discrimination in its continuing education activities. The Chicago School of Professional Psychology is also committed to conducting all activities in conformity with the American Psychological Association’s Ethical Principles for Psychologists. Participants are asked to be aware of the need for privacy and confidentiality throughout the program. If program content becomes stressful, participants are encouraged to process these feelings during discussion periods. If participants have special needs, we will attempt to accommodate them. Please address questions, concerns and any complaints to [email protected] There is no commercial support for this program nor are there any relationships between the CE Sponsor, presenting organization, presenter, program content, research, grants, or other funding that could reasonably be construed as conflicts of interest.
MFTs, LPCCs, and LCSWs. Course meets the qualifications for 2.0 hour of continuing education credit for MFTs, LPCCs, and/or LCSWs as required by the California Board of Behavioral Sciences. If you are licensed outside of California please check with your local licensing agency to to determine if they will accept these CEUs. The Chicago School of Professional Psychology is approved by the California Board of Behavioral Sciences (BBS) to offer continuing education programming for MFTs, LPCCs, LEPs, and/or LCSWs. The Chicago School of Professional Psychology is an accredited or approved postsecondary institution that meets the requirements set forth in Sections 4980.54(f)(1), 4989.34, 4996.22(d)(1), or 4999.76(d) of the Code.
Participation Certificate. The Chicago School of Professional Psychology is able to provide students and other participants who simply wish to have documentation of their attendance at the program a participation certificate.
Non Psychologists. Most licensing boards accept Continuing Education Credits sponsored by the American Psychological Association but non-psychologists are recommended to consult with their specific state-licensing board to ensure that APA-sponsored CE is acceptable.
*Participants must attend 100% of the program in order to obtain a Certificate of Attendance.
The Chicago School of Professional Psychology is approved by the American Psychological Association to sponsor continuing education for psychologists. The Chicago School of Professional Psychology maintains responsibility for this program and its content.