Courses within this category are PREapproved by CRCC designed to provide licensed professionals with the basic requirements for renewal.  If you state accepts online courses PREapproved by CRCC then these will work for you.


CRCs, please note that courses in our other categories are written to conform to POST-approval standards.  These are the only 3 that have been PRE-approved.




CBT

  • Define Cognitive Behavioral Therapy and its basic principles
  • Identify factors impacting people’s choice of behaviors
  • Explore causes and impact of thinking errors
  • Identify common thinking errors and their relationship to cognitive distortions
  • Review the concept of solution focused interventions
  • Envision how CBT can be used with patients with addictions and co-occurring disorders

Mindfulness
  • Discuss the mind-body connection and its applications in the counseling setting
  • Define Mindlessness
  • Define Mindfulness
  • Differentiate between Mindfulness and Purposeful Action
  • Identify how mindfulness can be useful in practice
  • Explore several different mindfulness techniques and activities

ACT
  • Identify the common symptoms for anxiety and depression-based disorders
  • Learn how a positive change in one area or symptom can have positive effects on all symptoms or areas.
  • Explore
  • The function of each of those symptoms
  • The potential causes of each of those symptoms
  • Interventions for each of those symptoms
  • Identify the components of ACT
  • Explore how ACT differs from other approaches to trauma treatment
  • Learn some techniques that can help people live a rich and meaningful life
  • Explore the problem of experiential avoidance and trauma
  • Learn to develop creative hopelessness
  • Help clients use self-as-context for commitment toward valued living

  • DBT
    • Review the basic premises of DBT
    • Learn about the HPA-Axis
    • Define emotion regulation
    • Identify why emotion regulation is important and how it can help clients
    • Explore emotion regulation techniques
    • Define goals of distress tolerance
      Discuss why some clients do not choose distress tolerance
      Explore a variety of Distress Tolerance and Reality Acceptance Skills including
    • STOP
    • Pros and Cons
    • TIP
    • ACCEPTS
    • Self Soothing
    • IMPROVE the Moment
    • Radical Acceptance
    • Turning the Mind
    • Define interpersonal effectiveness
    • Identify barriers to interpersonal effectiveness
    • Explore the goals of interpersonal effectiveness
    • Review techniques for improving interpersonal effectiveness

    Objectives

    Unit 1

    • Explain how trauma informed practices and trauma specific services can enhance client retention, treatment outcomes and organizational standing
    • Understand the difference between trauma-informed and trauma-specific services
    • Demonstrate knowledge of how trauma affects diverse people throughout their lifespans and with different mental health problems, cognitive and physical disabilities, and substance use issues
    • Demonstrate knowledge of the impact of trauma on diverse cultures with regard to the meanings various cultures attach to trauma and the attitudes they have regarding behavioral health treatment
    • Identify the 16 components of trauma informed care
    • Describe the impact of trauma on the individual, family and community
    • Review best practices for trauma screening and assessment




    Unit 2

    • Develop an understanding of behavior as communication which may have been learned or developed as a way of coping with trauma and will learn skills and tools to enhance rapport, motivation and client activation.
    • Demonstrate knowledge of the variety of ways clients express stress reactions
    • Describe how these reactions “make sense” from a survival/reinforcement perspective
    • Identify ways to help clients develop alternate responses while maintaining personal power and a sense of safety
    • Give examples of when clients trauma histories may have triggered the use of : Avoidance, aggression, passivity


    Unit 3

    • Learn approaches to enhance client empowerment and choice.
    • Explore approaches to trauma-informed crisis intervention
    • Identify biopsychosocial interventions that can assist in the recovery from trauma.
    • Learn ways to enhance mindfulness
    • Explore techniques for addressing cognitive distortions

    • Identify the organizational costs of employee turnover
    • Define trauma
    • Explore the effects of trauma and HPA-Axis dysregulation
    • Identify problematic employee behaviors and explore how they might relate to prior trauma
    • Discuss sources of trauma (or trauma re-enactment) in the workplace
    • Explain what a trauma organized system is.
    • Explain how trauma contributes to employee stress, behavioral issues and turnover.
    • Identify at least 10 common workplace stressors and bad habits that contribute to turnover
    • Explain how trauma informed processes are at work and need to be addressed not only in clients, but also staff (mitigating trauma)
    • Give at least three examples of behavior as a form of communication
    • Describe characteristics of healthy organizations
    • Identify interventions for sources of workplace stress and turnover
    • Effectively use the psychological flexibility matrix to chart helpful and unhelpful responses to situations
    • Explain behavioral principles underlying behavior and behavior change.
    • Demonstrate ability to explore the benefits and drawbacks of all behaviors to better understand how to motivate change.Learn techniques to create a healthy trauma-informed organizational culture that inspires growth and reduces turnover.
    • Learn about the SELF Model (Safety, Emotional Management, Loss, Future) and apply it to workplace events and employee behavior
    • Use the SELF Model to solve complex problems and develop a sense of purpose instead of abandoning the organization.
    • Learn ways to encourage people to grow and adapt to change
    • Provide at least 3 examples of activities to help staff create a vision of a healthy workplace and rewarding career that inspires purposeful action
    • Identify at least 5 ways to demonstrate a that diversity and participation is valued
    • Discuss ways to build a culture of democracy
    • Give at least 3 examples of ways to model nonviolence and enhance safety
    • Define emotional intelligence
    • Discuss the benefits of emotional regulation
    • Explain the benefits and process of developing a system of open communication
    • Develop a plan for how to create a commitment to growth and change based in social responsibility in their work settings
    • Demonstrate an understanding of the characteristics of healthy organizations and how to use principles of motivation and behavior change to encourage these characteristics.
    • Learn the principles of motivational interviewing
    • Demonstrate the ability to effectively use motivational interviewing with staff to address factors that impair motivation
    • Describe at least 3 interventions that can be used to enhance the development of a staff community
    • Explain the principles of positive, strengths-based management and apply those principles to scenarios based on current or past staff issues.

    Objectives:

    • Define Disability
    • Review the phases of disability adjustment
    • Explore the concept of Disability Identity
    • Identify aspects of disabilities which increase stigma
    • Explore the 5 As of intervention
    • Using ecological theory, explore the psychosocial impact of the disability on the individual and family
    • Learn about the prevalence and impact of chronic conditions such as diabetes, arthritis, Chron's disease, and depression
    • Identify the goals of various chronic care models Identify types of interventions that are unique to working with people with chronic conditions
    • Review how to set good SMART goals
    Diabetes
    • Define diabetes type 1 & 2 and Gestational Diabetes
    • Learn about complications of diabetes 1 & 2
    • Learn about the causes of diabetes 1 & 2
    • Learn how blood sugar alterations can impact mood, cognition and energy
    • Identify chronic conditions associated with uncontrolled diabetes
    • Describe emotional issues associated with having a diagnosis of diabetes
    • Describe social issues associated with having diabetes
    • Explore common treatment goals for persons with diabetes 1 or 2

    Kidney Disease

    • Identify the causes of kidney failure
    • Explore the consequences of kidney failure
    • Identify the impact of mood or concurrent health issues on morbidity.
    • Identify common issues people with CKD experience
    • Explore interventions to increase treatment compliance

    Trauma
    • Learn about the effects of trauma on the person and the family
    • Explore how these effects impact
      • Mood
      • Behavior
      • Relationships
    • Identify tools to help people navigate life while adjusting to their new reality.


    This course contains domestic violence awareness, ethics, and supervision continuing education hours.  Those categories are required by nearly every state.  It does NOT contain medical error prevention, state-specific laws and rules or multicultural issues.  AllCEUs does have courses in those areas, which you can purchase individually if you need them.

    Objectives

    • 2 Hours Domestic Violence Awareness
    • 3 hours  Ethics including a review of ACA Ethics
    • 5 Hours Clinical Supervision
    • 2 Hours Teaching Mindfulness Skills to Clients
    • 2 Hours Acceptance and Commitment Therapy Skills
    • 2 Hours Dialectical Behavior Therapy Skills
    • 2 Hours Mental Health and Addiction Relapse Prevention
    • 2 Hours Understanding Chemical and Behavioral Addictions