Training fee: $27
Instructor: Christopher M. Owens, MA, LPC, CCTP

Traumatic events are a nearly universal human experience, and their aftermath can leave people with vulnerabilities that frequently lead to trigger responses. This workshop is designed to add to the helper’s toolkit for assisting people who are experiencing in-the-moment trauma responses, such as dissociation, anxiety and emotional/behavioral outbursts. A brief overview of PTSD and possible post-trauma reactions will be provided. Additionally, this training will enhance your ability to recognize, prevent and compassionately respond to trauma triggers, equipping you with practical strategies for immediate intervention.

Learning Objectives

By the end of this training, participants will be able to:

• Discuss the signs and symptoms of potential trauma responses.
• List several strategies to prevent a person from becoming overwhelmed by a reminder of trauma.
• Describe a compassionate interpersonal style needed when intervening with a person who is struggling to cope.
• Identify effective interventions to assist a person who is overwhelmed by a trauma trigger.

CE Credits:
APA-3; CPRP-3; LSW/LCSW/LPC/LMFT-3; NBCC-3; PA Act48-3; PCB-3; PSNA-3; IACET-.3

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Training fee: $18
Instructor: Christopher M. Owens, MA, LPC, CCTP

In 1964, presidential candidate Barry Goldwater was deemed psychologically unfit by 1,189 psychiatrists in a published survey. In an eventual response (1973), the APA created the “Goldwater Rule” to prevent this type of situation from repeating. Since then, other professional organizations have created Goldwater-issue positions in their codes of ethics, while other entities include nothing specific to this issue. As we’re now well into the 21st century, our concept of “public” and “media” has changed dramatically, and being asked about the mental fitness of a person we have not examined can put us in an uncomfortable position.

This workshop will examine the ethical considerations and implications of violating the Goldwater Rule, including when commenting on the mental fitness of presidential candidates.

Learning Objectives

By the end of this training, participants will be able to:

• Examine the history and reasoning behind the APA’s “Goldwater Rule,” which addresses the ethics of commenting on the mental status of public figures.
• Describe at least three positions (or lack thereof) that other professional organizations have taken regarding situations addressed by the Goldwater Rule.
• Discuss the ethics and consequences of commenting about mental health issues specific to a public figure.

CE Credits:
APA-2; CPRP-2; LSW/LCSW/LPC/LMFT-2; NBCC-2; PA Act48-2; PCB-2; PSNA-2; IACET-.2

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Training fee: $45
Instructor: Lindsay Martin, PhD, LPC, NCC, CIMHP

Traumatic events are a near-ubiquitous human experience substantiating the need for a trauma-informed system of care. In this course, traumatic responses will be reviewed, including the ways in which these responses may manifest over time. Principles of trauma-informed care will be addressed, with an emphasis on increased awareness and universal screening. Trauma-informed practices will be summarized, and empirically supported trauma-specific modalities will be described. Resiliency factors will be identified in terms of prevention and intervention. Post-traumatic growth will be explored as a means of developing new meaning and insight following traumatic experiences.  

Learning Objectives

By the end of this training, participants will be able to:

• Discuss trauma-related disorders, including developmental trauma disorder and complex post-traumatic stress disorder.  
• Explain how trauma impacts the individual.
• Define trauma-informed care and its utility in the helping professions.
• Describe trauma-informed practices and trauma-specific treatment. 
• Evaluate the role of resilience and post-traumatic growth in trauma services.

CE Credits:
APA-5; CPRP-5; LSW/LCSW/LPC/LMFT-5; NBCC-5; PA Act48-5; PCB-5; PSNA-5; IACET-.5

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Training fee: $27
Instructor: Lindsay Martin, PhD, LPC, NCC, CIMHP

Suicide risk assessment serves a crucial purpose: identifying individuals at risk and guiding them toward necessary treatment and resources for safety maintenance. However, research consistently highlights the inherent challenge of accurately predicting suicide, even among those deemed high risk. Relying solely on evidence-based tools often yields imprecise results, marked by both false positives and false negatives, contributing to clinician uncertainty and apprehension. Nevertheless, when practitioners feel confident and competent in their assessment abilities, they become pivotal agents in crisis intervention, capable of crafting effective plans to restore hope and vitality to those in distress.

This course is designed to empower practitioners with the skills necessary to conduct thorough suicide inquiries. Through the immersive exploration of key factors and techniques in suicide risk assessment, participants will engage in interactive discussions, case studies, and practical exercises. By the end of the course, attendees will be equipped with a robust understanding of suicide assessment principles and ready to implement evidence-based strategies in their practice while promoting the safety and well-being of their clients.

Learning Objectives

By the end of this training, participants will be able to:

• Describe the essential components of the suicide risk assessment, including risk factors, protective factors and warning signs.
• Utilize evidence-based techniques and assessment tools to conduct thorough suicide inquiries.
• Discuss decision-making skills for accurately determining suicide risk level and implementing appropriate interventions to promote safety.

CE Credits:
APA-3; CPRP-3; LSW/LCSW/LPC/LMFT-3; NBCC-3; PA Act48-3; PCB-3; PSNA-3; IACET-.3

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Training fee: $27
Instructor: Christopher M. Owens, MA, LPC, CCTP

With an understanding of the spirit as the heart of motivational interviewing (MI), this training will examine and apply select skills to enhance the helper’s ability to make connections with those they serve. Specifically, open-ended questions (inviting conversation) will be contrasted with closed-ended questions. Following that, reflective listening will be presented as one of the most vital techniques used by an MI practitioner. Lastly, affirmations will be differentiated from the MI-inconsistent use of praise.

This training will involve interactive applications of essential MI elements and can serve as an introduction to MI for beginning helpers, as well as a refresher for seasoned practitioners.

Learning Objectives

By the end of this training, participants will be able to:

• Explain the importance of the spirit of MI.
• Utilize open-ended questions as a means to facilitate discussion.
• Demonstrate the use of reflective listening statements to enhance engagement and understanding of diverse perspectives.
• Describe the difference between praise and affirmations.

CE Credits:
APA-3; CPRP-3; LSW/LCSW/LPC/LMFT-3; NBCC-3; PA Act48-3; PCB-3; PSNA-3; IACET-.3

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Training fee: $27
Instructor: Lindsay Martin, PhD, LPC, NCC, CIMHP

Working with clients experiencing suicidal thoughts and behaviors is one of the greatest challenges faced by behavioral health practitioners. Increasing suicide rates, misguided prevention efforts, and the lack of accessible assessment tools and treatments create a sense of turmoil among many helpers. We are charged with balancing the desire to support those suffering with incredible psychic pain while navigating the expectations and constraints of the law and professional ethics.

The legal and ethical duty to protect individuals at risk for suicide often leads to overestimation of risk due to fears related to loss of life, liability and malpractice claims. The competing expectations of protecting a person’s civil liberties while also following federal and state statutes and adhering to professional ethics often result in the use of coercive and involuntary practices. Many argue that the duty to protect life overrides the obligation to honor an individual’s Constitutional rights. Others believe suicidality and the desire to die is an indication of mental illness and question an individual’s capacity to make informed decisions about their life and death. 

In this course, we will consider the concept of suicidality in the context of its historical origins and evolution through modern times in terms of cultural and societal values, morals, ethics, law and approaches to suicide intervention by behavioral health professionals. We will examine whether death by suicide and physician-assisted suicide is a human right among those with and those without mental illness. Finally, we will contemplate the use of involuntary and coercive practices to determine their utility in managing those experiencing suicidal thoughts and the desire to end their lives within the bounds of legal and ethical obligations.

Learning Objectives

By the end of this training, participants will be able to:

• Discuss the importance and impact of personal ethical, moral and value beliefs regarding suicide in clinical practice. 
• Analyze the risks and benefits associated with coercive practices in the management of clients presenting with suicidal thoughts and behaviors. 
• Identify the practitioner’s legal and ethical responsibilities when working with those at risk for suicide.

CE Credits:
APA-3; CPRP-3; LSW/LCSW/LPC/LMFT-3; NBCC-3; PA Act48-3; PCB-3; PSNA-3; IACET-.3

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Training fee: $45
Instructor: Lindsay Martin, PhD, LPC, NCC, CIMHP

Being a teenager is challenging enough, but what happens when trauma enters the picture? Rapid developmental changes combined with trauma-related psychological and behavioral issues become an added difficulty for adolescents and their support networks. The struggle to make sense of it all may trigger substance use, self-injury and sensation-seeking behaviors as efforts to cope. These factors also strain relationships, lead to inaccurate diagnoses and result in misguided interventions.

This training will discuss trauma-related symptoms and developmental influences, as well as current evidence-based approaches to treatment and strategies for partnering with caregivers. The power of resiliency and hope are highlighted as practical reminders that growth and change are always possible!

Learning Objectives

By the end of this training, participants will be able to:

• Identify trauma-related symptoms and behaviors in adolescent youth. 
• Explain cultural and individual variables that affect adolescents who have experienced trauma.  
• Discuss core issues related to developmental trauma disorder, including the impact on intrapersonal, interpersonal, regulatory and neurocognitive competencies. 
• Describe appropriate, evidence-based interventions for this population. 
• Examine ways to partner with caregivers to assist in better managing trauma-induced symptoms.  
• Implement each intervention as relevant to one’s own professional practice. 

CE Credits:
APA-5; CPRP-5; LSW/LCSW/LPC/LMFT-5; NBCC-5; PA Act48-5; PCB-5; PSNA-5; IACET-.5

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Training fee: $27
Instructor: Karin C. Gladney, PhD, CAADC

Grief is a complex and universal human experience, but for some, it can develop into a debilitating and prolonged condition known as prolonged grief disorder (PGD). An estimated 7-10% of bereaved adults and approximately 5-10% of children and adolescents will experience persistent symptoms of prolonged grief disorder, which extend beyond what is considered the normal course of mourning.

The addition of PGD to the Trauma and Stressor-Related Disorders chapter of the DSM-5-TR has sparked controversy and debate about the pathologizing of grief. In this workshop, we will review the latest research on grief theory to help clinicians differentiate between “normal” and pathological forms of grief.

Attendees will gain a comprehensive understanding of PGD, including its diagnostic criteria, prevalence, etiology and risk factors. This course will provide practical skills in assessing and managing PGD, including evidence-based assessment tools and treatment approaches designed for working with those struggling with severe and prolonged grief reactions.

Learning Objectives

By the end of this training, participants will be able to:

• Describe prolonged grief disorder (PGD), including symptoms, prevalence, diagnostic criteria and potential risk factors.
• Discuss at least two tools to assess and diagnose those with PGD using a culturally sensitive and empathic approach.
• Identify several evidence-based interventions to help individuals with PGD manage symptoms and improve overall functioning. 

CE Credits:
APA-3; CPRP-3; LSW/LCSW/LPC/LMFT-3; NBCC-3; PA Act48-3; PCB-3; PSNA-3; IACET-.3

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Training fee: $45
Instructor: Karin C. Gladney, PhD, CAADC

** This one course is offered via webinar over the span of two days at a cost of $45. You MUST attend both days to receive CE credits.

This course is designed to provide an in-depth exploration of race-related traumatic stress, which refers to the psychological impact of exposure to racial discrimination, racism and prejudice. The course will provide an overview of the historical and social context of racism, the manifestations of racism in contemporary society, and the ways in which racism can impact an individual's mental health. 

The course will cover the key concepts and theories related to race-related traumatic stress, including the impact of chronic and acute stress on the body, the role of cognitive and emotional processes in coping with racism, and the intersectionality of racism with other forms of oppression. Participants will also learn about the assessment and diagnosis of race-related traumatic stress, as well as evidence-based interventions for addressing this type of trauma.

Overall, this course will provide participants with a comprehensive understanding of the impact of racism on mental health and equip them with the knowledge and skills needed to support individuals who have experienced race-related traumatic stress.

Learning Objectives

By the end of this training, participants will be able to:

• Critically reflect on personal biases and assumptions related to race, racism and privilege, and how they may impact one's professional practice.
• Develop an understanding of the historical and social context of racism and its impact on mental health.
• Identify and describe the different manifestations of racism and discrimination in contemporary society, including microaggressions, institutional racism and internalized racism.
• Discuss the physiological and psychological effects of chronic and acute stress on the body, particularly as they relate to experiences of racism and discrimination, as well as the cognitive and emotional processes in coping with racism and discrimination, including the impact of trauma on one's sense of self and identity.
• Understand the challenges associated with assessing and diagnosing race-related stress, particularly within diverse communities.
• Develop knowledge of evidence-based interventions and strategies for creating culturally sensitive and trauma-informed interventions for addressing race-related trauma, including trauma-informed care, mindfulness-based interventions and cognitive-behavioral therapy stress, with an emphasis on empowering individuals and communities.

CE Credits:
APA-5; CPRP-5; LSW/LCSW/LPC/LMFT-5; NBCC-5; PA Act48-5; PCB-5; PSNA-5; IACET-.5

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Training fee: $45
Instructor: Christopher M. Owens, MA, LPC, CCTP

The impact on the entire family when any member experiences trauma and post-traumatic stress disorder (PTSD) is often overlooked. This course examines the range of responses in family members, the concept and reality of secondary trauma, and current approaches for treatment and related interventions for family members.

Learning Objectives

By the end of this training, participants will be able to:

• Distinguish between family therapy and family psychoeducation in their efficacy for helping family members.
• Examine cultural factors in a family’s response to trauma. 
• Discuss the manifestations of secondary trauma in family members. 
• Describe risk factors for co-occurring disorders such as substance-related disorders.
• Use information about current effective intervention approaches with families.

CE Credits:
APA-5; CPRP-5; LSW/LCSW/LPC/LMFT-5; NBCC-5; PA Act48-5; PCB-5; PSNA-5; IACET-.5

Register for the webinar