Recorded on Wednesday, November 16, 2022
Presented by Dr. Stephanie JW. Ford & Kayla N. Wass, BA
When attended in full, offers 1.0 CEs for Psychologists, 1.0 IL CEUs for Social Workers, or 1.0 BBS CEUs for Counselors and Social Workers.
The prevalence of neurocognitive disorders in America continues to grow. In the United States of America 6.5 million individuals will be diagnosed with a major neurocognitive disorder due to Alzheimer’s Disease (Alzheimer’s Association, 2022). When an individual is diagnosed with Alzheimer’s Disease or another neurocognitive disorder the person, their family, friends, and community members are impacted. Friends and neighbors often become caregivers to provide support to the individual and their family.
Participants will learn about reminiscence therapy (Westerhof, & Bohlmeijer, 2014) and the application of the therapy to support the wellbeing of individuals diagnosed with a neurocognitive disorder. Conference participants will learn how to assess if reminiscence therapy should be used with individuals diagnosed with a neurocognitive disorder. Individuals will learn how to use reminiscence therapy along with two interventions to support clients and their caregivers. One intervention will incorporate the use of technology in the therapeutic process. Participants will also learn how to employ the wellness wheel and wellness counseling (Clarke, et al. , 2016) in the therapeutic process to promote the wellbeing of the individual diagnosed with a neurocognitive disorder and their caregivers. A case study will be used to promote participants interaction, as they learn and apply reminiscence therapy to the case of Mae.
After completing this introductory level program, participants will be able to:
- Describe Reminiscence Therapy;
- Describe and apply interventions to be employed when using reminiscence therapy with individuals diagnosed with neurocognitive disorders.
Program Standards and Goals:
This program meets APA’s continuing education Standard 1.1: Program content focuses on application of psychological assessment and/or intervention methods that have overall consistent and credible empirical support in the contemporary peer reviewed scientific literature beyond those publications and other types of communications devoted primarily to the promotion of the approach
This program meets APA’s continuing education Goal 2: Program will enable psychologists to keep pace with the most current scientific evidence regarding assessment, prevention, intervention, and/or education, as well as important relevant legal, statutory, leadership, or regulatory issues.
Stephanie JW Ford, LP: Dr. Stephanie JW Ford is a licensed psychologist. She currently serves as a professor at Liberty University in the Counselor Education and Supervision department. She presents at local, state, and national professional conferences and for organizations. Her knowledge of counseling and psychology, along with her research and work experience in cultural humility; diversity, equity, and inclusion; major neurocognitive disorders; mental health awareness; intimate partner violence; program, and curriculum development, instruction, and leadership in online universities; engineering psychology; and her clinical skills are used to instruct, consult, and aids individuals as well as organizations’ leadership teams with achieving wellness. She holds onto an unswerving hope for all to have a future better than one can imagine.
Kayla N. Wass, BA, Graduate Student: Kayla Wass (she/her/hers) is a student from Liberty University’s Clinical Mental Health Counseling program. She is currently working toward completion of her counseling practicum at the University of Toledo’s Counseling Center where she has the privilege of working with clientele in the college-aged population. In her role, she also co-leads an Acceptance and Commitment Therapy (ACT) group and conducts a psychoeducational support group which provides resources for students and teaches them a variety of coping skills for emotional management. Prior to beginning counselor training, Kayla obtained a Master of Arts in Executive Leadership from Liberty University and earned a Bachelor of Arts in Psychology from Cedarville University.
Alzheimer’s Association. (2022, May 2). Research and progress. https://www.alz.org/alzheimers-dementia/research_progress
Clarke, P. B., Adams, J. K., Joseph, R. & Shaw, E. G. (2016). Wellness-based Counseling of persons with dementia. Journal of Mental Health Counseling, 38(3), 263-277. https://dOI:10.774/mehc.38.3.06
Westerhof, G. J., & Bohlmeijer, J. T., (2014). Celebrating fifty years of research and applications in reminiscence and life review: State of the art and directions. Journal of Aging Studies. 29, 107 – 114. https://doi.org/10.1016/ .j.jaging.2014.02.003
General Admission: $30
Target Audience: All mental health disciplines.
Psychologists. This program, when attended in its entirety, is available for 1.0 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.
Social Workers. This program, when attended in its entirety, is available for 1.0 hours of continuing education. The Chicago School of Professional Psychology is licensed by the Illinois Department of Financial and Professional Regulation (IDFPR) to provide continuing education programming for social workers. License Number: 159.001036
MFTs, LPCCs, and LCSWs. Course meets the qualifications for 1.0 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.