Presented by Janina Kamm, Psy.D

Recorded on Thursday, October 5th, 2023

Access provided upon registration on "My Courses” page.

This course provides an overview of the diagnosis of Alzheimer's disease and other common dementias, strategies for their management and care, and effective communication methods for individuals with dementia and their caregivers.

Participants will gain an understanding of common signs and symptoms of dementia, and diagnostic criteria used in the evaluation process. A review of communication challenges faced by individuals with dementia will be offered. Additionally, this course provides insights into the management and care planning for individuals with dementia. Topics such as behavioral management techniques, pharmacological interventions, and community resources will be covered, equipping participants with the knowledge and skills to provide support for individuals with dementia and their caregivers.

Access provided upon registration on "My Courses” page.

This program, when attended in its entirety, offers 2.0 APA CEs for Psychologists, 2.0 IL CEUS for Counselors and Social Workers, or 2.0 BBS California CEUs for LPCCs, LPSW, and LMFTs.

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Presented by Helena Vissing, PsyD

Recorded on Friday, August 18, 2023

Access provided upon registration on "My Courses" Page.

Trauma-informed care (TIC) is not optional. TIC care is built on awareness of how past trauma can impact clients in the present and active measures to prevent and mitigate traumatic stress reactions related to current life circumstances. TIC is also particularly important for clients from diverse and marginalized groups who are disproportionately affected by trauma and are less likely to receive treatment. But being informed about and aware of the role of trauma does not give providers the clinical skills and tools to effectively respond to their clients who are impacted by trauma. From a biopsychosocial and somatic psychology framework, trauma-responsive clinical skills include nervous system psychoeducation that empowers clients, the ability to establish therapeutic safety through co-regulation and attunement, and the clinician’s acknowledgement of own barriers to therapeutic safety.

This presentation will explain and concretize how principles of trauma-informed care translate into clinicians’ interactions with clients through a focus on nervous system co-regulation. Clinicians must develop awareness of how their personal biases manifest on a nervous system level. Clinicians are widely trained to develop cognitive awareness of their biases and countertransference reactions, but mental awareness is not enough if the reactions cause dysregulation in the provider’s nervous system that interferes with their ability to attune to the client. Through identification of the nervous system aspects of our bias reactions as providers, we can target our self-regulation and ensure the continued therapeutic safety that makes our care trauma-responsive.

Access provided upon registration on "My Courses" Page.

When attended in full, this program offers 2.0 CEs for Psychologists, 2.0 IL CEUs for Counselors and Social Workers, or 2.0 CA BBS CEUs for Counselors, Social Workers, and Marriage and Family Therapists.

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Presented by Irina Zlatogorova-Shulman, Ph.D.

Recorded August 10, 2023

Access provided upon registration on “My Courses” page 

This webinar will provide information on how faculty and educators can use mindfulness practice to improve their mental health. Mindfulness is a quality that individuals can display while being fully aware of their immediate surroundings and noticing all things happening based on the five senses: sight, hearing, smell, taste, and touch. However,this is challenging for some individuals to experience the “being in the moment” feeling. Nevertheless, mindfulness can be integrated into classroom discussions, communications, and assignments.

In this webinar, participants will learn about the origin of mindfulness practice, the Mindfulness-Based Stress Reduction (MBSR) techniques, and the success of this approach in hospitals, industrial organizations, business corporations, schools, and colleges. Additionally, participants will be able to assess their personal responses to stressors when working under pressure and learn new strategies to help them transform adverse reactions into positive ones, significantly impacting their well-being, resilience, and stress management while teaching or working.

Access provided upon registration on “My Courses” page 

This program, when attended in its entirety, offers 1.5 CEs for Psychologists, 1.5 IL CEUS for Counselors and Social Workers, 1.5 BBS California CEUs for LPCCs, LPSWs, and LMFTs, 1.5 NASP PDCs for School Psychologists, or 1.5 ISBE PDCs for Illinois Educators

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Presented by Courtney J. Kibble, Psy.D.

This program was recorded on Friday, May 05, 2023

Access provided upon registration on “My Courses” page 

This workshop will review the competencies necessary for proper identification and treatment options for clients dealing with substance abuse concerns. Information will be provided on Substance Use Disorder concerns and symptoms. In addition, case examples will provide information about specific ways clients present themselves and the impact substance abuse can have on their mental health and daily life concerns. Finally, a discussion of appropriate skills will allow clinicians to walk away with the necessary tools and techniques for incorporating this knowledge into daily practice.

This presentation will use case examples to demonstrate specific tools and strategies and handouts for screening of substance abuse concerns. This presentation aims to encourage clinicians to develop competencies that enable them to better screen and intervene with substance use to ensure well-rounded care.

Access provided upon registration on “My Courses” page 

When attended in full, this program offers 2.0 CEs for Psychologists, 2.0 IL CEUs for Counselors and Social Workers, or 2.0 CA BBS CEUs for Counselors, Social Workers, and Marriage and Family Therapists.

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Presented by Veronica M. Wanzer, Ph.D. 

This program was recorded on Thursday, April 13, 2023

Access provided upon registration on “My Courses” page 

The goal of this presentation is to educate, elucidate, and encourage growth in the helping profession regarding how we can positively transition to affirmative practices with gender diverse individuals.

The presenter will provide a history of professional helping with the gender diverse community and the trajectory for professional growth.  Additionally, this program will share the outcomes of new research highlighting the clinician’s voice regarding the need for training and education to prepare for counseling with gender diverse clients. 

Access provided upon registration on “My Courses” page 

This program, when attended in its entirety, offers 1.5 CEs for Psychologists, 1.5 IL CEUS for Counselors and Social Workers, or 1.5 BBS California CEUs for LPCCs, LPSW, and LMFTs

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Presented by Darlene Viggiano, PhD (MFT) 

Recorded on Friday, April 07, 2023

Access provided upon registration on "My Courses” page 

Advanced students of hypnosis and/or psychotherapy will learn to tease out any ethical dilemmas inherent in choosing between the use of hypnosis and/or psychedelic therapy in the clinical setting. Students will learn determining factors for decision making when offering options for therapeutic care that may include hypnosis and/or psychedelic adjuncts. They will learn why such protocols are indicated and/or contraindicated and how to determine appropriate usage of these protocols.

Video-taped and other interview material will be discussed interactively in the session, so that students can then draw conclusions about the ethical merits and detractors in clinical usage of hypnosis/psychedelic therapy. Assessments of states of consciousness will be shared and critiqued interactively as well to determine the most effective use of these instruments in clinical practice with clients/patients employing hypnosis/psychedelic-assisted therapies. Ethical and practical issues regarding the use of assessments in clinical practice will also be explored, including critiquing the choice of hypnosis versus psychedelic modalities based on research data gleaned from the use of assessments.

Access provided upon registration on "My Courses” page 

This program, when attended in its entirety, offers 1.5 CEs for Psychologists, 1.5 IL CEUS for Counselors and Social Workers, or 1.5 BBS California CEUs for LPCCs, LPSW, and LMFTs

Click here to learn more about this course.

Presented by Dr. Katherine Jackson, ATR-BC & Dr. Megan Seaman, LPC, NCC

This program was recorded on Friday, November 18, 2022

Access provided upon registration on "My Courses” page 

The Expressive Therapies Continuum (ETC) and Developmental Counseling and Therapy (DCT) are two methods of understanding cognitive and emotional styles of clients. Clarification of cognitive and emotional styles can foster positive relationships with clients, and promote transformation (Graves-Alcorn & Kagin, 2017; Ivey, Ivey, Myers, & Sweeney, 2005). The ETC is a theoretical framework composed of four continuum levels, representing the modes of interaction with media (Graves-Alcorn & Kagin, 2017; Kagin & Lusebrink, 1978). Three of the ETC levels reflect established systems of human development, including Kinesthetic/Sensory, Perceptual/Affective, and Cognitive/Symbolic. Clients can use various mind states and developmental sequences that correlate to art materials in order to work on trauma, depression, anxiety and a host of other disorders (Hinz, 2015). The level or continuum of the ETC is creativity, which is seen as a synthesizing agent (Kagin & Lusebrink, 1978). Like the ETC, the DCT offers four cognitive-emotional developmental styles, which are defined as Sensorimotor/Elemental, Concrete/Situational, Formal-Operational, and Dialectic/Systemic styles (Ivey, 2006; Ivey et al., 2005).

Each of the four styles of DCT is a unique way of processing information. The therapist supports the client by matching her/his/their DCT style, and then helps the client expand her/his/their cognitive/emotional experience through horizontal movement in a particular style, or by facilitating challenge with vertical movement to a DCT style where there may be a block or underuse (Daniels, 1993; Ivey et al., 2005). A person can function in one style most of the time or in multiple styles. Both the ETC and DCT offer opportunities for growth and transformation based on increased insight of the individual. Additionally, both ETC and DCT allow the therapist to meet the client in the developmental mode that she/he/they are in, so that the necessary trust and relationship can be built to foster eventual client-directed transformation (Ivey et al., 2005). Researchers have found that the integration of DCT with creative strategies has been a promising approach to working with disorders such as trauma, depression, terminal illness, eating disorders, substance use problems, and anxiety disorders (Ivey et al., 2005; Myers, 1998). Combining talk therapy through the DCT with art therapy utilizing the ETC may foster holistic awareness and intentional action in clients suffering from anxiety and depression. Additionally, using ETC and DCT with children and adolescents who face some of the biggest transitions of development may offer a unique and holistic approach for youth who are facing developmental changes and mental health concerns (Crespi & Generali, 1995; Fernandez, Serrano, & Tongson, 2014; Myers, Shaffner, & Briggs, 2002). In this presentation 4 case studies will be presented using both approaches to decrease depression and anxiety, specifically in teens. Art work and therapeutic skills will be shown and highlighted.

Access provided upon registration on "My Courses” page 

This program, when attended in its entirety, offers 1.5 CEs for Psychologists, 1.5 IL CEUS for Counselors and Social Workers, or 1.5 BBS California CEUs for LPCCs, LPSW, and LMFTs.

Click here to view full course information.

Presented by Dr. Bina Parekh

This program was recorded on Friday, November 18, 2022

Access provided upon registration on “My Courses” page 

Mental health professionals routinely provide care to individuals with significant trauma histories. The incessant responsiveness and empathic regard that is required when giving care to trauma clients can result in the therapist being traumatized as well. This presentation will focus on vicarious trauma and how it manifests both as burnout and compassion fatigue. An understanding of vicarious trauma will be discussed based on the seminal research of Pearlman & Saakitvne. Additionally, vicarious trauma will be linked to collective trauma. The conceptualization of collective trauma will be based on the formulations of sociologist Kai Erikson. The presentation will also highlight the symptoms of vicarious trauma and specific empirically validated tools like the Malsch Burnout Inventory and Moreover, information will be delineated to underscore those mental health workers who are more at risk for suffering from vicarious trauma.

A secondary aspect of the presentation will focus on ways to navigate the effects of impactful trauma work. Examining various self-care techniques to manage burnout and psychological distress will be addressed. An essential aspect that will be considered is the importance of moving from vicarious trauma to a place of growth and strength. The areas of vicarious resilience and vicarious transformation will be explored to demonstrate the positive impact that trauma work can have on therapists.

Access provided upon registration on “My Courses” page 

This program, when attended in its entirety, offers 1.0 CEs for Psychologists, 1.0 IL CEUS for Counselors and Social Workers, or 1.0 BBS California CEUs for LPCCs, LPSW, and LMFTs.

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Presented by Dr. Susan Foster, Dr. Jaymie VanMeter, and Dr. Ruth Moore

This program was recorded on Thursday, Nov. 17, 2022

Access provided upon registration on "My Courses” page 

​According to the American Psychological Association (2022), the number of immigrant and undocumented youth make up a significant number of immigrant and undocumented populations. While the view of immigrants is mostly positive, immigrant children and youth face a host of challenges. They can be the subject of racial and ethnic profiling, discrimination and harassment, gang involvement, arbitrary policing of documentation status, removal from their families and placement outside of their homes, and entry into the foster care system. Considerations for initial placement-related disruption include child demographic characteristics, child risk factors, the child’s case history, and placement characteristics (Sattler, Font, & Gershoff, 2018).

​In the state of California, the Reuniting Immigrant Families Act (SB 1064) aims to address some challenges to reunification that immigrant families in the child welfare system face. Though the policy provides a solid foundation for change, several barriers, including, but not limited to, a lack of understanding of cultural needs, immigration, and cultural resources based on familial culture and parenting, a lack of resource use due to lack of transportation, multicultural understanding, and fears of system services or removal once the system is involved, parenting education is less effective when basic needs are not being met, neglect not being clearly defined, a lack of access to services and family court proceedings, systemic bias in education and prevention services and policies and policy and reunification involvement is not accessible for caregivers remain. To effect change, policy, prevention and intervention must all be taken into consideration. This presentation, while looking through this lens of intersection, looks at empirically based prevention strategies. Specifically, strategies will be explored that aim to address the individual, the family, and the system.

Access provided upon registration on "My Courses” page 

This program, when attended in its entirety, offers 1.0 CEs for Psychologists, 1.0 IL CEUS for Counselors and Social Workers, 1.0 BBS California CEUs for LPCCs, LPSW, and LMFTs, or 1.0 NASP CPDs for School Psychologists.

Click here to view full course information.

Presented by Dr. Cassandra Ferreira, Dr. Stephanie JW Ford, Dr. John Ferreira, and Dr. LaShonda Fuller

This program was recorded on Wednesday, November 16, 2022

Access provided upon registration on "My Courses” page 

Personal cultural awareness is a critical component for creating an effective learning environment (Counsel for Accreditation of Counseling and Related Educational Programs, CACREP, F.2.h; Kumi-Yeboah et al., 2020). Self- exploration is one avenue that an instructor can use for becoming culturally aware (Desai et al., 2019). This panel presentation engages the audience by using Johari’s Window (Luft, 1969) as a framework to discuss intrapersonal processes. The panel will discuss Giddings (2007) book on When and Where I Enter and how the text was instrumental for the development of the When and Where I Enter self-awareness exercise to increase cultural awareness.

Participants will learn and engage in the self-awareness exercise for exploring cultural awareness through self- exploration. Specifically, presenters explore literature supported evidence on the benefits of instructor cultural awareness demonstrated in the learning environment. In addition, research is presented on the importance of self-reflective practices to increase personal self-awareness and consequently enhance cultural awareness. Then, the panel demonstrates the When and Where I am Enter self-exploration exercise to use as a tool for developing stronger cultural awareness through self-exploration. Finally, the panel members and attendees discuss and explore the experience of using the When and Where I Enter self-exploration exercise for developing cultural awareness which can be applied in all areas of life.

Access provided upon registration on "My Courses” page 

This program, when attended in its entirety, offers 1.0 CEs for Psychologists, 1.0 IL CEUS for Counselors and Social Workers, or 1.0 BBS California CEUs for LPCCs, LPSW, and LMFTs.

Click here to view full course information.

Presented by Dr. Stephanie JW. Ford & Kayla N. Wass, BA

This program was recorded on Wednesday, November 16, 2022

Access provided upon registration on "My Courses” page 

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.

Access provided upon registration on "My Courses” page 

This program, when attended in its entirety, offers 1.0 CEs for Psychologists, 1.0 IL CEUS for Counselors and Social Workers, or 1.0 BBS California CEUs for LPCCs, LPSW, and LMFTs.

Click here to view full course information.

Presented by Tonya Sawyer-McGee, DNP, MBA, MSN, MSN, RN, ACNP-BC

This program was recorded on August 14, 2021

Access provided upon registration on “My Courses” page 

Nurse burnout is becoming an increasing problem, especially with the onset of the COVID-19 pandemic, more nurses are leaving the profession abruptly or suffering mental and physical ailments. The need to educate nurses on how to recognize burnout for proper intervention and treatment is needed for optimal mental, spiritual, and physical health.

Participants in this program will be able to define burnout and discuss different types of stressors that contribute to burnout common among nurses and other healthcare professionals. Participants will learn about signs and symptoms of burnout, promoting a healthy workplace setting, the effects of burnout on the body, and symptoms and stages of burnout. Identify individual and organizational prevention strategies and actions for responding to burnout. Applicable for nurses, healthcare leaders, and mental health professionals working in a healthcare setting.

Access provided upon registration on “My Courses” page 

This program, when attended in its entirety, offers 1.5 CEs for Psychologists, 1.5 IL CEUS for Counselors and Social Workers, or 1.5 BBS California CEUs for LPCCs, LPSW, and LMFTs.

Click here to view full course information.