Filter Keyword to...

Category: Substance Abuse and Behavioral Disorder Counselor

Results Per Page :
Caring for those with Developmental Disabilities
Caring for those with Developmental Disabilities
[READ LESS]
Produced by: Ed4Online
Equip the staff with the underlying training to address the unforeseen issues with many patients and residents.
Equip the staff with the underlying training to address the unforeseen issues with many patients and residents.
[READ LESS]
Produced by: Ed4Online
Provide nationally accredited CE for Occupational and Physical Therapist alike.
Provide nationally accredited CE for Occupational and Physical Therapist alike.
[READ LESS]
Produced by: Ed4Online
Substance related disorders in staff and patients/residents.
Substance related disorders in staff and patients/residents.
[READ LESS]
Produced by: Ed4Online
Workforce Compliance for Post-Acute organizations
Workforce Compliance for Post-Acute organizations
[READ LESS]
Produced by: Ed4Online
It is believed that 70% of adolescents have tried alcohol and 50% will have tried an illegal drug by their senior year of high school. In this same period of time, 40% of adolescents will have smoked a...
[READ MORE]
It is believed that 70% of adolescents have tried alcohol and 50% will have tried an illegal drug by their senior year of high school. In this same period of time, 40% of adolescents will have smoked a cigarette and 20% will have taken prescription pills for the purpose of getting high (NIDA, 2014). As a result of the number of adolescents who are engaging in substance use, over one million adolescents in the U.S. between ages 12 and 17 are in need of treatment for substance-related disorders (Griswold, Aronoff, Kernan & Kahn, 2008). Substance use and dependence in adolescents can have devastating long-term consequences. Substance use in adolescence has been found to be a contributing factor to the development of substance dependence in adulthood. This course discusses how to recognize substance-related disorders in adolescents. Evidence-based diagnosis and treatment of adolescent substance abuse is also included in this overview of substance-related disorders in adolescence.
It is believed that 70% of adolescents have tried alcohol and 50% will have tried an illegal drug by their senior year of high school. In this same period of time, 40% of adolescents will have smoked a cigarette and 20% will have taken prescription pills for the purpose of getting high (NIDA, 2014). As a result of the number of adolescents who are engaging in substance use, over one million adolescents in the U.S. between ages 12 and 17 are in need of treatment for substance-related disorders (Griswold, Aronoff, Kernan & Kahn, 2008). Substance use and dependence in adolescents can have devastating long-term consequences. Substance use in adolescence has been found to be a contributing factor to the development of substance dependence in adulthood. This course discusses how to recognize substance-related disorders in adolescents. Evidence-based diagnosis and treatment of adolescent substance abuse is also included in this overview of substance-related disorders in adolescence.
[READ LESS]
Produced by: Ed4Online
It is believed that 70% of adolescents have tried alcohol and 50% will have tried an illegal drug by their senior year of high school. In this same period of time, 40% of adolescents will have smoked a...
[READ MORE]
It is believed that 70% of adolescents have tried alcohol and 50% will have tried an illegal drug by their senior year of high school. In this same period of time, 40% of adolescents will have smoked a cigarette and 20% will have taken prescription pills for the purpose of getting high (NIDA, 2014). As a result of the number of adolescents who are engaging in substance use, over one million adolescents in the U.S. between ages 12 and 17 are in need of treatment for substance-related disorders (Griswold, Aronoff, Kernan & Kahn, 2008). Substance use and dependence in adolescents can have devastating long-term consequences. Substance use in adolescence has been found to be a contributing factor to the development of substance dependence in adulthood. This course discusses how to recognize substance-related disorders in adolescents. Evidence-based diagnosis and treatment of adolescent substance abuse is also included in this overview of substance-related disorders in adolescence.
It is believed that 70% of adolescents have tried alcohol and 50% will have tried an illegal drug by their senior year of high school. In this same period of time, 40% of adolescents will have smoked a cigarette and 20% will have taken prescription pills for the purpose of getting high (NIDA, 2014). As a result of the number of adolescents who are engaging in substance use, over one million adolescents in the U.S. between ages 12 and 17 are in need of treatment for substance-related disorders (Griswold, Aronoff, Kernan & Kahn, 2008). Substance use and dependence in adolescents can have devastating long-term consequences. Substance use in adolescence has been found to be a contributing factor to the development of substance dependence in adulthood. This course discusses how to recognize substance-related disorders in adolescents. Evidence-based diagnosis and treatment of adolescent substance abuse is also included in this overview of substance-related disorders in adolescence.
[READ LESS]
Produced by: Ed4Online
Anxiety is a normal reaction to stress that arises in life that everyone has experienced. Anxiety alerts us when something is dangerous and can help prepare us to respond to situations. While similar to fear,...
[READ MORE]
Anxiety is a normal reaction to stress that arises in life that everyone has experienced. Anxiety alerts us when something is dangerous and can help prepare us to respond to situations. While similar to fear, anxiety is different in that it is focused on the anticipation of a threat at some point in the future and might be quite general in its nature. Sometimes, anxiety can become so disruptive to functioning that it becomes a disorder. Anxiety disorders are one of the most common categories of mental disorders experienced by individuals, with many effective treatment options available. This course will overview the common characteristics of anxiety disorders, risk factors, and the diagnosis and treatment of each disorder.
Anxiety is a normal reaction to stress that arises in life that everyone has experienced. Anxiety alerts us when something is dangerous and can help prepare us to respond to situations. While similar to fear, anxiety is different in that it is focused on the anticipation of a threat at some point in the future and might be quite general in its nature. Sometimes, anxiety can become so disruptive to functioning that it becomes a disorder. Anxiety disorders are one of the most common categories of mental disorders experienced by individuals, with many effective treatment options available. This course will overview the common characteristics of anxiety disorders, risk factors, and the diagnosis and treatment of each disorder.
[READ LESS]
Produced by: Ed4Online
As a result of trauma experienced within their biological families, children in foster care have often been found to demonstrate sexual, aggressive, abusive, and inappropriate behaviors. Other challenging...
[READ MORE]
As a result of trauma experienced within their biological families, children in foster care have often been found to demonstrate sexual, aggressive, abusive, and inappropriate behaviors. Other challenging behaviors commonly seen with foster children include lying, stealing, anger, running away, efforts to self-harm, sleep problems, and bed wetting. The challenging behaviors exhibited as a result of abuse can lead to instability in their foster care placements, as well as difficulties in school when foster parents and teachers are ill-equipped to manage children who act out. Behavioral management techniques are essential in addressing some of the more common behavioral outbursts and problem behaviors seen in foster children. Behavioral management techniques teach foster children problem solving and socialization skills. The use of behavioral management techniques is essential to stabilize the placement of foster children, creating more positive outcomes for them within foster care, and ensuring their overall well-being. This course will discuss models of intervention, strategies for behavioral management, and how foster parents can utilize behavioral management techniques.
As a result of trauma experienced within their biological families, children in foster care have often been found to demonstrate sexual, aggressive, abusive, and inappropriate behaviors. Other challenging behaviors commonly seen with foster children include lying, stealing, anger, running away, efforts to self-harm, sleep problems, and bed wetting. The challenging behaviors exhibited as a result of abuse can lead to instability in their foster care placements, as well as difficulties in school when foster parents and teachers are ill-equipped to manage children who act out. Behavioral management techniques are essential in addressing some of the more common behavioral outbursts and problem behaviors seen in foster children. Behavioral management techniques teach foster children problem solving and socialization skills. The use of behavioral management techniques is essential to stabilize the placement of foster children, creating more positive outcomes for them within foster care, and ensuring their overall well-being. This course will discuss models of intervention, strategies for behavioral management, and how foster parents can utilize behavioral management techniques.
[READ LESS]
Produced by: Ed4Online
One of the central concepts of mental health, health care, social work, and substance abuse treatment is the therapeutic relationship. The therapeutic relationship provides the basis for successful treatment,...
[READ MORE]
One of the central concepts of mental health, health care, social work, and substance abuse treatment is the therapeutic relationship. The therapeutic relationship provides the basis for successful treatment, and it is guided by the ethical guidelines identified in each specialty of behavioral health. Therapeutic boundaries and conflicts of interest typically arise together during treatment, and both can strongly impact the success of therapy. This overview of therapeutic conflicts of interest explores these ethical areas and how boundary violations can damage the therapeutic relationship. Included in this overview are examples of conflicts of interest and boundary violations, as well as how to avoid them.
One of the central concepts of mental health, health care, social work, and substance abuse treatment is the therapeutic relationship. The therapeutic relationship provides the basis for successful treatment, and it is guided by the ethical guidelines identified in each specialty of behavioral health. Therapeutic boundaries and conflicts of interest typically arise together during treatment, and both can strongly impact the success of therapy. This overview of therapeutic conflicts of interest explores these ethical areas and how boundary violations can damage the therapeutic relationship. Included in this overview are examples of conflicts of interest and boundary violations, as well as how to avoid them.
[READ LESS]
Produced by: Ed4Online
This course will present a consise overview of important terms and aspects of treatment for co-occurring substance related and mental disorders.  It will provide definitions for terms associated with...
[READ MORE]
This course will present a consise overview of important terms and aspects of treatment for co-occurring substance related and mental disorders.  It will provide definitions for terms associated with co-occurring disorders and their treatment.  It will also address some of the stages of integrated treatment for co-occurring disorders.
This course will present a consise overview of important terms and aspects of treatment for co-occurring substance related and mental disorders.  It will provide definitions for terms associated with co-occurring disorders and their treatment.  It will also address some of the stages of integrated treatment for co-occurring disorders.
[READ LESS]
Produced by: Ed4Online
Crisis intervention is a currently evolving field as we face an increase of workplace violence and aggression as well as societal changes. Professionals working with people on a regular basis will experience...
[READ MORE]
Crisis intervention is a currently evolving field as we face an increase of workplace violence and aggression as well as societal changes. Professionals working with people on a regular basis will experience conflict at some point. For those working in medical or behavioral health settings, it is also likely that a crisis on a small or potentially larger scale will be experienced at some point. Being prepared to address conflict and crisis as a clinician as well as a professional working in non-clinical settings is a necessity. Therefore, it is important to know how to handle conflict effectively to prevent escalation as well as what to do when a situation has resulted in a crisis. This course will discuss what constitutes a crisis and explore different techniques and strategies to intervene in a crisis, including de-escalation techniques.
Crisis intervention is a currently evolving field as we face an increase of workplace violence and aggression as well as societal changes. Professionals working with people on a regular basis will experience conflict at some point. For those working in medical or behavioral health settings, it is also likely that a crisis on a small or potentially larger scale will be experienced at some point. Being prepared to address conflict and crisis as a clinician as well as a professional working in non-clinical settings is a necessity. Therefore, it is important to know how to handle conflict effectively to prevent escalation as well as what to do when a situation has resulted in a crisis. This course will discuss what constitutes a crisis and explore different techniques and strategies to intervene in a crisis, including de-escalation techniques.
[READ LESS]
Produced by: Ed4Online
Crisis intervention is a currently evolving field as we face an increase of workplace violence and aggression as well as societal changes. Professionals working with people on a regular basis will experience...
[READ MORE]
Crisis intervention is a currently evolving field as we face an increase of workplace violence and aggression as well as societal changes. Professionals working with people on a regular basis will experience conflict at some point. For those working in medical or behavioral health settings, it is also likely that a crisis on a small or potentially larger scale will be experienced at some point. Being prepared to address conflict and crisis as a clinician as well as a professional working in non-clinical settings is a necessity. Therefore, it is important to know how to handle conflict effectively to prevent escalation as well as what to do when a situation has resulted in a crisis. This course will discuss what constitutes a crisis and explore different techniques and strategies to intervene in a crisis, including de-escalation techniques.
Crisis intervention is a currently evolving field as we face an increase of workplace violence and aggression as well as societal changes. Professionals working with people on a regular basis will experience conflict at some point. For those working in medical or behavioral health settings, it is also likely that a crisis on a small or potentially larger scale will be experienced at some point. Being prepared to address conflict and crisis as a clinician as well as a professional working in non-clinical settings is a necessity. Therefore, it is important to know how to handle conflict effectively to prevent escalation as well as what to do when a situation has resulted in a crisis. This course will discuss what constitutes a crisis and explore different techniques and strategies to intervene in a crisis, including de-escalation techniques.
[READ LESS]
Produced by: Ed4Online
Both Anxiety and Obsessive Compulsive Disorders can be diagnosed in childhood or adulthood. There are many different types of anxiety disorders, depending on the type of object or situation that provokes the...
[READ MORE]
Both Anxiety and Obsessive Compulsive Disorders can be diagnosed in childhood or adulthood. There are many different types of anxiety disorders, depending on the type of object or situation that provokes the excessive or inappropriate response. Like Anxiety Disorders, Obsessive-Compulsive and Related Disorders can also have a pervasive negative impact on the quality of life. While we have all experienced some aspect of anxiety and obsessive-compulsive symptoms, these disorders concern symptoms that dominate the person’s behavior to such an extent that they cause significant distress and/or interfere with major areas of functioning. This course will discuss both Anxiety and Obsessive-Compulsive and Related Disorders, their symptoms, diagnoses included, and major features of each diagnosis.
Both Anxiety and Obsessive Compulsive Disorders can be diagnosed in childhood or adulthood. There are many different types of anxiety disorders, depending on the type of object or situation that provokes the excessive or inappropriate response. Like Anxiety Disorders, Obsessive-Compulsive and Related Disorders can also have a pervasive negative impact on the quality of life. While we have all experienced some aspect of anxiety and obsessive-compulsive symptoms, these disorders concern symptoms that dominate the person’s behavior to such an extent that they cause significant distress and/or interfere with major areas of functioning. This course will discuss both Anxiety and Obsessive-Compulsive and Related Disorders, their symptoms, diagnoses included, and major features of each diagnosis.
[READ LESS]
Produced by: Ed4Online
An entire chapter in the DSM-5 is devoted to depressive disorders. Depressive disorders are among the most frequently diagnosed mental disorders that clinicians are likely to encounter in their practice....
[READ MORE]
An entire chapter in the DSM-5 is devoted to depressive disorders. Depressive disorders are among the most frequently diagnosed mental disorders that clinicians are likely to encounter in their practice. However, not only the underlying causes and presenting symptoms but the duration and pervasiveness of the illness and degree of impairment vary greatly. All depressive disorders are characterized by the presence of a sad, empty, or irritable mood with accompanying cognitive and somatic changes that can significantly impair level of functioning. What distinguishes one disorder from another is primarily the duration, timing, and presumed etiology. This course will discuss new diagnoses in depressive disorders found in the DSM-5 as well as both descriptions of and distinguishing criteria for different types of depressive disorders.
An entire chapter in the DSM-5 is devoted to depressive disorders. Depressive disorders are among the most frequently diagnosed mental disorders that clinicians are likely to encounter in their practice. However, not only the underlying causes and presenting symptoms but the duration and pervasiveness of the illness and degree of impairment vary greatly. All depressive disorders are characterized by the presence of a sad, empty, or irritable mood with accompanying cognitive and somatic changes that can significantly impair level of functioning. What distinguishes one disorder from another is primarily the duration, timing, and presumed etiology. This course will discuss new diagnoses in depressive disorders found in the DSM-5 as well as both descriptions of and distinguishing criteria for different types of depressive disorders.
[READ LESS]
Produced by: Ed4Online
An entire chapter in the DSM-5 is devoted to depressive disorders. Depressive disorders are among the most frequently diagnosed mental disorders that clinicians are likely to encounter in their practice....
[READ MORE]
An entire chapter in the DSM-5 is devoted to depressive disorders. Depressive disorders are among the most frequently diagnosed mental disorders that clinicians are likely to encounter in their practice. However, not only the underlying causes and presenting symptoms but the duration and pervasiveness of the illness and degree of impairment vary greatly. All depressive disorders are characterized by the presence of a sad, empty, or irritable mood with accompanying cognitive and somatic changes that can significantly impair level of functioning. What distinguishes one disorder from another is primarily the duration, timing, and presumed etiology. This course will discuss new diagnoses in depressive disorders found in the DSM-5 as well as both descriptions of and distinguishing criteria for different types of depressive disorders.
An entire chapter in the DSM-5 is devoted to depressive disorders. Depressive disorders are among the most frequently diagnosed mental disorders that clinicians are likely to encounter in their practice. However, not only the underlying causes and presenting symptoms but the duration and pervasiveness of the illness and degree of impairment vary greatly. All depressive disorders are characterized by the presence of a sad, empty, or irritable mood with accompanying cognitive and somatic changes that can significantly impair level of functioning. What distinguishes one disorder from another is primarily the duration, timing, and presumed etiology. This course will discuss new diagnoses in depressive disorders found in the DSM-5 as well as both descriptions of and distinguishing criteria for different types of depressive disorders.
[READ LESS]
Produced by: Ed4Online
The decision of the DSM-5 manual authors to present the chapter on Feeding and Eating Disorders immediately following Somatic Symptoms Disorders makes sense since both categories of disorders are...
[READ MORE]
The decision of the DSM-5 manual authors to present the chapter on Feeding and Eating Disorders immediately following Somatic Symptoms Disorders makes sense since both categories of disorders are predominantly manifested by symptoms that are not just behavioral but physiological. Feeding and eating disorders entail a persistent disturbance in behavior associated with eating, resulting in the altered consumption of and absorption of food, which in turn adversely impacts physical health and/or psychosocial functioning. This course provides an overview of feeding and eating disorders and clarifies diagnostic criteria for all included disorders.
The decision of the DSM-5 manual authors to present the chapter on Feeding and Eating Disorders immediately following Somatic Symptoms Disorders makes sense since both categories of disorders are predominantly manifested by symptoms that are not just behavioral but physiological. Feeding and eating disorders entail a persistent disturbance in behavior associated with eating, resulting in the altered consumption of and absorption of food, which in turn adversely impacts physical health and/or psychosocial functioning. This course provides an overview of feeding and eating disorders and clarifies diagnostic criteria for all included disorders.
[READ LESS]
Produced by: Ed4Online
The decision of the DSM-5 manual authors to present the chapter on Feeding and Eating Disorders immediately following Somatic Symptoms Disorders makes sense since both categories of disorders are...
[READ MORE]
The decision of the DSM-5 manual authors to present the chapter on Feeding and Eating Disorders immediately following Somatic Symptoms Disorders makes sense since both categories of disorders are predominantly manifested by symptoms that are not just behavioral but physiological. Feeding and eating disorders entail a persistent disturbance in behavior associated with eating, resulting in the altered consumption of and absorption of food, which in turn adversely impacts physical health and/or psychosocial functioning. This course provides an overview of feeding and eating disorders and clarifies diagnostic criteria for all included disorders.
The decision of the DSM-5 manual authors to present the chapter on Feeding and Eating Disorders immediately following Somatic Symptoms Disorders makes sense since both categories of disorders are predominantly manifested by symptoms that are not just behavioral but physiological. Feeding and eating disorders entail a persistent disturbance in behavior associated with eating, resulting in the altered consumption of and absorption of food, which in turn adversely impacts physical health and/or psychosocial functioning. This course provides an overview of feeding and eating disorders and clarifies diagnostic criteria for all included disorders.
[READ LESS]
Produced by: Ed4Online
This course provides a basic but comprehensive overview of one of the American Psychiatric Association’s major publications, the Diagnostic and Statistical Manual of Mental Disorders (DSM). Although previous...
[READ MORE]
This course provides a basic but comprehensive overview of one of the American Psychiatric Association’s major publications, the Diagnostic and Statistical Manual of Mental Disorders (DSM). Although previous editions of the manual will be referred to briefly in the discussion as background material, the focus will be on the latest revised version. This is the edition published in May, 2013, and currently being used by psychiatrists, psychologists, and students of these disciplines all over the world, DSM-5. This course includes a brief description of the editions that preceded it to lay the groundwork for understanding both the present need for a DSM-5 and how it came to be.
This course provides a basic but comprehensive overview of one of the American Psychiatric Association’s major publications, the Diagnostic and Statistical Manual of Mental Disorders (DSM). Although previous editions of the manual will be referred to briefly in the discussion as background material, the focus will be on the latest revised version. This is the edition published in May, 2013, and currently being used by psychiatrists, psychologists, and students of these disciplines all over the world, DSM-5. This course includes a brief description of the editions that preceded it to lay the groundwork for understanding both the present need for a DSM-5 and how it came to be.
[READ LESS]
Produced by: Ed4Online
The chapter in DSM-5 immediately following Substance-Related and Addictive Disorders is devoted to a group of mental conditions categorized as neurocognitive disorders (NCDs). These illnesses were classified...
[READ MORE]
The chapter in DSM-5 immediately following Substance-Related and Addictive Disorders is devoted to a group of mental conditions categorized as neurocognitive disorders (NCDs). These illnesses were classified as “Dementia, Delirium, Amnestic, and Other Cognitive Disorders” in DSM-IV. The common underlying feature in all of these diagnoses is a clinical deficit in cognitive functioning that is acquired following a period of higher cognitive functioning, rather than being present from birth or very early in life. This course includes an overview of neurocognitive disorders, how to identify commonalities and differences, and expands upon diagnostic criteria for disorders in this category.
The chapter in DSM-5 immediately following Substance-Related and Addictive Disorders is devoted to a group of mental conditions categorized as neurocognitive disorders (NCDs). These illnesses were classified as “Dementia, Delirium, Amnestic, and Other Cognitive Disorders” in DSM-IV. The common underlying feature in all of these diagnoses is a clinical deficit in cognitive functioning that is acquired following a period of higher cognitive functioning, rather than being present from birth or very early in life. This course includes an overview of neurocognitive disorders, how to identify commonalities and differences, and expands upon diagnostic criteria for disorders in this category.
[READ LESS]
Produced by: Ed4Online
Paraphilia refers to intense and persistent sexual interests that fall outside the realm of what is considered phenotypically normal. In addition to clinical disorders in DSM-5, there are also several small...
[READ MORE]
Paraphilia refers to intense and persistent sexual interests that fall outside the realm of what is considered phenotypically normal. In addition to clinical disorders in DSM-5, there are also several small sections devoted to other disorders and considerations for diagnosis. Those will be included in this course. This course, then, will include an overview of disorders that warrant consideration, paraphilic disorder, and other disorders and conditions that should be part of a diagnostic assessment.
Paraphilia refers to intense and persistent sexual interests that fall outside the realm of what is considered phenotypically normal. In addition to clinical disorders in DSM-5, there are also several small sections devoted to other disorders and considerations for diagnosis. Those will be included in this course. This course, then, will include an overview of disorders that warrant consideration, paraphilic disorder, and other disorders and conditions that should be part of a diagnostic assessment.
[READ LESS]
Produced by: Ed4Online
These two chapters in the DSM-5 may have little in common in terms of symptoms, but they are both chapters that include disorders that impact a broad cross-section of the population and include physical...
[READ MORE]
These two chapters in the DSM-5 may have little in common in terms of symptoms, but they are both chapters that include disorders that impact a broad cross-section of the population and include physical symptoms manifesting cognitive and emotional distress. Somatic Symptom Disorder and the other related disorders that are grouped together all focus on disorders that manifest through somatic symptoms. Elimination disorders, typically occurring in childhood, are characterized by elimination of urine or feces that is inappropriate given the individual’s age and level of development. While both of these chapters include disorders with symptoms that likely will lead to a trip to the primary doctor first, all of these disorders have underlying psychological causes that create significant impairment in daily life. This course will discuss diagnostic criteria, primary symptoms, and differentiation between all of the included disorders in both of these categories.
These two chapters in the DSM-5 may have little in common in terms of symptoms, but they are both chapters that include disorders that impact a broad cross-section of the population and include physical symptoms manifesting cognitive and emotional distress. Somatic Symptom Disorder and the other related disorders that are grouped together all focus on disorders that manifest through somatic symptoms. Elimination disorders, typically occurring in childhood, are characterized by elimination of urine or feces that is inappropriate given the individual’s age and level of development. While both of these chapters include disorders with symptoms that likely will lead to a trip to the primary doctor first, all of these disorders have underlying psychological causes that create significant impairment in daily life. This course will discuss diagnostic criteria, primary symptoms, and differentiation between all of the included disorders in both of these categories.
[READ LESS]
Produced by: Ed4Online
The DSM-5 chapter immediately following Disruptive, Impulse-Control, and Conduct Disorders is a very extensive chapter on Substance Related and Addictive Disorders. The substance-related and addictive...
[READ MORE]
The DSM-5 chapter immediately following Disruptive, Impulse-Control, and Conduct Disorders is a very extensive chapter on Substance Related and Addictive Disorders. The substance-related and addictive disorders are in some respects very similar to the disruptive, impulse-control, and conduct disorders because, like the latter, they are characterized by a tendency to act impulsively without regard to the consequences. In fact, many individuals with a history of early onset conduct disorder become substance users. In contrast to the numerous substance-related disorders covered in this chapter, only one non-substance-related disorder is discussed, which is gambling disorder. This course includes the necessary information to help you understand all of these disorders, starting with a broad overview of substance-related disorders in general, and then more detailed coverage of disorders for specific substances. Lastly, you will find a full description of the addictive behavioral pattern that meets the diagnostic criteria for gambling disorder.
The DSM-5 chapter immediately following Disruptive, Impulse-Control, and Conduct Disorders is a very extensive chapter on Substance Related and Addictive Disorders. The substance-related and addictive disorders are in some respects very similar to the disruptive, impulse-control, and conduct disorders because, like the latter, they are characterized by a tendency to act impulsively without regard to the consequences. In fact, many individuals with a history of early onset conduct disorder become substance users. In contrast to the numerous substance-related disorders covered in this chapter, only one non-substance-related disorder is discussed, which is gambling disorder. This course includes the necessary information to help you understand all of these disorders, starting with a broad overview of substance-related disorders in general, and then more detailed coverage of disorders for specific substances. Lastly, you will find a full description of the addictive behavioral pattern that meets the diagnostic criteria for gambling disorder.
[READ LESS]
Produced by: Ed4Online
This course presents information pertaining to the Health Insurance Portability and Accountability Act of 1996 (HIPAA), particularly Titles I & II.  The course is for substance abuse care providers, a primary...
[READ MORE]
This course presents information pertaining to the Health Insurance Portability and Accountability Act of 1996 (HIPAA), particularly Titles I & II.  The course is for substance abuse care providers, a primary care-giver responsible for applying HIPAA rules many times each day.  In addition to a general discussion of HIPAA, the course contains case studies in three areas important to nursing professionals: Protected Health Information, Electronic Transactions Security, and Physical Safeguards.
This course presents information pertaining to the Health Insurance Portability and Accountability Act of 1996 (HIPAA), particularly Titles I & II.  The course is for substance abuse care providers, a primary care-giver responsible for applying HIPAA rules many times each day.  In addition to a general discussion of HIPAA, the course contains case studies in three areas important to nursing professionals: Protected Health Information, Electronic Transactions Security, and Physical Safeguards.
[READ LESS]
Produced by: Ed4Online
For frontline medical professionals, preventing medication errors begins with the preparation of the medication and continues with administration and documentation. For anyone administering medication to...
[READ MORE]
For frontline medical professionals, preventing medication errors begins with the preparation of the medication and continues with administration and documentation. For anyone administering medication to another individual, there are many checks along the way to ensure that medication administration is done without error. This course will overview the basics of pharmacology and the role of the healthcare team in preventing medication errors. In addition, this course discusses procedures for medication administration as well as the appropriate documentation.
For frontline medical professionals, preventing medication errors begins with the preparation of the medication and continues with administration and documentation. For anyone administering medication to another individual, there are many checks along the way to ensure that medication administration is done without error. This course will overview the basics of pharmacology and the role of the healthcare team in preventing medication errors. In addition, this course discusses procedures for medication administration as well as the appropriate documentation.
[READ LESS]
Produced by: Ed4Online