36-Hour CE Suite Video Course

$490.00
In stock
SKU
1352GGSCE

Law and Ethics

A thorough understanding of current laws and ethical standards pertaining to psychotherapy is critical for therapists. This video presents a comprehensive and up-to-date information specific to recently enacted legislation as it pertains to mental health professionals in California. It also includes an overview of issues such as privilege and confidentiality, danger to self or others, treatment of minors, mandated responsibilities, telehealth, health insurance and private practice, and other legal issues related to mental health practice. Recent changes in the law are highlighted.

Instructor: Gerry Grossman, M.A., LMFT

Target Audience: Introductory to Advanced; MFTs, Social Workers, Counselors.

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

  1. Assess and manage legal responsibilities pertaining to both mandated and permitted exceptions.
  2. Assess and manage ethical responsibilities including dual relationships, establishing and maintaining clinical boundaries, managing countertransference, and engaging the client in the informed consent process.
  3. Maintain a standard of care to protect against charges of criminal, civil, and ethical wrongdoing.
  4. Describe how to consult to better uphold legal and ethical responsibilities.

Child Abuse

Almost all mental health professionals, regardless of their work settings, will at some point in their career encounter child abuse or neglect situations. By law, mental health professionals are mandated to report suspected child abuse and neglect. There is a wide range of issues pertaining to child abuse/neglect intervention, which includes identification, assessment, reporting, and treatment. For these reasons, it is critical that mental health professionals be informed about the principles and strategies helpful in these areas.

This video covers historical perspectives, an overview, four types of child abuse, therapist's responses (including reporting, assessment, and therapy), and issues of countertransference.

Principal Faculty and Credentials:
Pam Sirota, Psy.D., LMFT

Target Audience: LMFTs, Social Workers, LPCCs, Substance Abuse Counselors, Nurses, and Mental Health Practitioners.
Level: Introductory

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

  1. Identify and clinically assess for the four types of child abuse: physical abuse, sexual abuse, emotional abuse and neglect.
  2. Utilize appropriate methods and skills for counseling children and their families in cases of child abuse and neglect.
  3. Identify and apply legal and ethical considerations with regard to mandated reporting duties for suspected child abuse and neglect.
  4. Demonstrate knowledge about treatment issues and specialized interventions for specific intrapersonal, interpersonal, and developmental issues associated with child abuse.
  5. Recognize countertransferential reactions with cases of child abuse and how to obtain appropriate professional guidance and support.

This workshop integrates key concepts of mindfulness-based theory from Eastern Zen philosophy, Western Contemplative practices, Dr. Jon Kabat-Zinn’s Mindfulness-Based Stress Reduction, as well as Dr. Marsha Linehan’s Dialectical Behavior Therapy - not simply to treat anxiety disorders, but to help clients reconstruct a non-pathologizing life narrative. Core mindfulness skills such as non-judgmental self-observation, radical acceptance, balancing emotion mind with reasonable mind, nonattachment to thoughts and feelings, meditative practices, participating in reality in the moment, and affect regulation training are addressed. Practical, clinically applicable experiential exercises and case illustrations are included.


Principal Faculty and Credentials:
Andrew Teton, MA, LMFT
Patricia Patton-Lehn, Ph.D.

Target Audience: LMFTs, Social Workers, LPCCs, Substance Abuse Counselors, Nurses, and Mental Health Practitioners.
Level: Introductory

References:
Bishop, S. R., Lau, M., Shapiro, S., Carlson, L., Anderson, N., Carmody, J., … & Devins, G. (2004). Mindfulness: A proposed operational definition. Clinical Psychology: Science and Practice. 11(3), 230-241.

Brown, K. & Ryan, R. (2004). The benefits of being present: Mindfulness and its role in psychological well-being. Journal of Personality and Social Psychology. 84(4), 822-848.

Hayes, S.C. & Feldman, G. (2004). Clarifying the construct of mindfulness in the context of emotion regulation and the process of change in therapy. Clinical Psychology: Science and Practice. 11(3), 255-262.

Robins, Clive J. (2002). Zen principles and mindfulness practice in dialectical behavior therapy. Cognitive and Behavioral Practice. 9(9), 50.

Zettle, R. D. (2005). The evolution of a contextual approach to therapy: From comprehensive distancing to ACT. International Journal of Behavioral Consultation and Therapy. 1(2), 77-89.

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

  1. Identify historical antecedents and a clinical definition of core mindfulness, as well as its application in psychotherapy.
  2. Apply Dialectical Behavior Therapy’s (DBT) Core Mindfulness Skills to the treatment of anxiety.
  3. Utilize the various therapeutic applications of Jon Kabat-Zinn’s Mindfulness-Based Stress Reduction (MBSR) Program in relation to treat anxiety.
  4. Integrate treatment strategies from Acceptance and Commitment Therapy with Cognitive Behavioral Therapy and Mindfulness to treat Anxiety Disorders.
  5. Understand treatment models for Panic Disorder, Generalized Anxiety Disorder, PTSD, and child and adolescent anxiety disorders.

• The nature and prevalence of depression
• DSM-5 criteria for Bipolar-Related Disorders and Depressive Disorders
• The manifestation of depressive symptoms in men and women
• Depression assessment techniques
• The effect of behavior and thinking on depression
• Cognitive-behavioral treatment of depression
• Client treatment non-compliance
• A problem-solving approach to depression
• Depression and insomnia
• Adolescent depression and treatment

Methodology:

• Video with accompanying powerpoint and handouts
• Focus questions and rationales follow video sections to highlight and enhance the retention of information.
• Vignettes are utilized for class discussion and application of the presented concepts.

Principal Faculty and Credentials:
Pam Sirota, Psy.D., LMFT

Target Audience: LMFTs, Social Workers, LPCCs, Substance Abuse Counselors, Nurses, and Mental Health Practitioners.
Level: Introductory

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

  1. Differentiate between Seasonal Affective Disorder, Bipolar Depression, Chronic Depression and other depressive. disorders.
  2. Analyze the causes of depression with a special emphasis on exogenous and endogenous factors.
  3. Compare three evidence-based treatment modalities recommended for clients diagnosed with depressive disorders.
  4. Utilize five simple interventions to treat clients exhibiting depressive symptoms.
  5. Summarize some of the consequences of untreated depression including the dangers of depression co-occurring with drug and/or alcohol abuse.

With this video course, students will obtain an online education on DSM-5. The course consists of 18 segments with each segment followed by a focus quiz to demonstrate student understanding. Each segment consists of 10-20 minutes of instruction on several of the classifications of the DSM-5. The course includes a printable file of 26 DSM-5 classification charts for use during the video and in clinical practice. Rocio ("Cio) Hernandez, LMFT, LPCC, uses her engaging teaching style and broad field experience to provide timely and culturally relevant ways to use DSM-5.


Principal Faculty and Credentials:
Gerry Grossman, MA, LMFT
Nancy Klein, MA, LMFT
Rocio Elisa Hernandez, MS, LMFT, LPCC

References:
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.
American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders (4th ed., text rev.). Washington, DC: Author.

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

  1. List DSM-5 new diagnoses, new diagnostic criteria, and classifications.
  2. Identify how previous diagnoses have been renamed, revised and reclassified in the DSM-5.
  3. Apply their understanding of the DSM-5 to assessments and diagnosis in complex psychosocial contexts.
  4. Explain the cultural, theoretical and practical implications of the diagnostic revisions and additions.

Emotional resiliency became a growing topic of research in the aftermath of disasters such as 9/11, Hurricane Katrina, and economic crises. As with almost any type of behavior, resiliency can be learned to help people rebound quickly and more efficiently from any traumatic situation. Resiliency also incorporates recruiting outside resources for support. People who practice resiliency skills are better able to convert experiences of hardships into experiences of increased empowerment, inner strength, and personal meaning. This course defines emotional resilience and differentiates it from survival skills. It identifies many of the core qualities and attitudes of resiliency, and explores specific goals and interventions that help to develop characteristics associated with resiliency. Mindfulness principles that promote resiliency will be discussed.


Principal Faculty and Credentials:
Patricia Patton-Lehn, Ph.D.

References:
Denny, S., Clark, T.C., Fleming, T., Wall, M. Emotional resilience: risk and protective factors for depression among alternative education students in New Zealand. American Journal of Orthopsychiatry (2004). 74(2):137-149.
Hammond, C. (2004). Impacts of lifelong learning upon emotional resilience, psychological and mental health: fieldwork evidence. Oxford Review of Education. 30(4):551-568
Mayer, J. & Salovey, P. (1989). “Emotional Intelligence,” Imagination, Cognition, and Personality 9, 185-211.

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

  1. Define the concept of emotional resilience and distinguish it from survival skills.
  2. Identify the underlying qualities and attitudes that develop resilience.
  3. Explore specific goals and interventions that cultivate many of the major characteristics of resilience.
  4. Apply mindfulness techniques to increase resiliency in every day life situations.

Andrew Teton, MA, LMFT, presents the concepts of Interpersonal Neurobiology in a clear, engaging manner that synthesizes the ideas and interventions that characterize this new paradigm to the delivery of mental health services. Andrew's years of studying this topic and his passion for Interpersonal Neurobiology are clearly evident in his articulate and humorous manner of delivery. This presentation provides a general overview of the ways in which mental processes are grounded in the brain, describes how neuropsychology is most commonly used in applied settings, and discusses some of the ways in which people are learning to harness the power of mental processes to change the brain in order to improve outcomes and quality of life.

Principal Faculty and Credentials:
Andrew Teton, MA, LMFT

Target Audience: LMFTs, Social Workers, LPCCs, Substance Abuse Counselors, Nurses, and Mental Health Practitioners.
Level: Introductory

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

  1. Define and discuss the principles and implications of interpersonal neurobiology.
  2. Define and discuss the functions of the mind compared to functions the brain and both the embodied and relational aspects of the mind as both to self and dyadic attunement and dyadic regulation of clients.
  3. Define and discuss the concept of mental health and integration from the Interpersonal Neurobiological perspective.
  4. Define and discuss the nine domains of integration and the role of linkage and differentiation among and between these domains in terms of promoting mental health.
  5. Examine the techniques available to therapists to help clients become more integrated and flexible in their lives through stimulating neuronal activation and growth. How to teach clients to improve their own mental health and sense of well-being by becoming attuned to their own emotional and mental life while becoming skillful as their own neural sculptors so they can use their minds to change their brain for the benefit of their own mind.
  6. Examine the principles of being mindfully attuned therapist and how this can facilitate therapeutic engagement and promote insight while promoting dyadic regulation.

Humor in psychotherapy, if sensitively used, can be an effective diagnostic tool and intervention to help clients reach therapeutic goals. This course provides therapists with some perspectives on the use of humor. It provides information on the sensitive adjustment of humor to the client(s)' needs, and contraindications for the use of humor for certain clients. It provides ways to use humor can help clients reframe their situation, provide relief from anxiety, and provide a distraction from strong emotion such that a perspective shift may occur. In addition to working with individual clients, the general dynamics of group therapy can be enriched with humor, and techniques for using humor to improve group cohesion and role modeling are described.

Principal Faculty and Credentials:
Andrew Teton, MA, LMFT

Target Audience: LMFTs, Social Workers, LPCCs, Substance Abuse Counselors, Nurses, and Mental Health Practitioners.
Level: Introductory

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

  1. Identify how humor can be used as a diagnostic tool and intervention to improve cognitive and emotional functioning.
  2. Identify clients for whom humor would be ineffective or counterproductive.
  3. Assess for the “pathological” use of humor by clients; identify unhealthy targets of humor.
  4. Assess for therapist-based limitations of humor: e.g., unmanaged countertransference, using humor too soon, not client-centered.
  5. Know the benefits of humor as applied to special clients, such as groups, veterans, etc.

Please note:

  • Video courses are filmed at live GGS classes and separated into segments of 30 minutes or less.
  • Online courses offer the post-test online for instant course completion.
  • You can repeat the post-test if you don't pass.
  • Online courses are available to you immediately after purchase.
  • California LMFTs, LCSWs, LPCCs and LEPs can fulfill 100% of their CE hours online.
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