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/social-work/ceus/course/unfinished-business-our-childhoods-healing-1908
The Unfinished Business of Our Childhoods: Healing the Helper's Childhood Wounds- Part 2
The initial imprints of our earliest attachment and trauma wounds can manifest in our work and relationships as we help to heal the trauma wounds of others. This webinar is the second in a two-part series. This webinar presents a model for healing that seeks to help participants identify the trauma and attachment adaptations they developed in childhood and why they were necessary.
auditory, textual, visual
99
USD
Subscription
Unlimited COURSE Access for $99/year
OnlineOnly
Continued Social Work
www.continued.com/social-work
The Unfinished Business of Our Childhoods: Healing the Helper's Childhood Wounds- Part 2
The initial imprints of our earliest attachment and trauma wounds can manifest in our work and relationships as we help to heal the trauma wounds of others. This webinar is the second in a two-part series. This webinar presents a model for healing that seeks to help participants identify the trauma and attachment adaptations they developed in childhood and why they were necessary.
1908
Online
PT64.0002M
The Unfinished Business of Our Childhoods: Healing the Helper's Childhood Wounds- Part 2
Presented by Adam McCormick, MSW, PhD
Course: #1908Level: Advanced1.07 Hours
AK/1.25; AL/1.25; AR/1.25; ASWB ACE/1.25 General; AZ/1.25; CA/1.25; CE Broker/1.25 CE Broker #20-1092176; CO/1.25; CT/1.25; DC/1.25; DE/1.25; FL/1.25; GA/1.25; HI/1.25; IA/1.25; IACET/0.1; ID/1.25; IL/1.25; IN/1.25; KS/1.25; KY/1.25; LA/1.25; MA/1.25; MD/1.25; ME/1.25; MI/1.25; MN/1.25; MO/1.25; MS/1.25; MT/1.25; NC/1.25; ND/1.25; NE/1.25; NH/1.25; NJ/1.25; NM/1.25; NV/1.25; NY-Contact Hours/1.0 Live Online; OH/1.25; OK/1.25; OR/1.25; PA/1.25; RI/1.25; SC/1.25; SD/1.25; TN/1.25; TX/1.25; UT/1.25; VA/1.25; VT/1.25; WA/1.25; WI/1.25; WV/1.25; WY/1.25
The initial imprints of our earliest attachment and trauma wounds can manifest in our work and relationships as we help to heal the trauma wounds of others. This webinar is the second in a two-part series. This webinar presents a model for healing that seeks to help participants identify the trauma and attachment adaptations they developed in childhood and why they were necessary.
2
/social-work/ceus/course/unfinished-business-our-childhoods-healing-1907
The Unfinished Business of Our Childhoods: Healing the Helper's Childhood Trauma Wounds - Part 1
The initial imprints of our earliest attachment and trauma wounds can manifest in our work and relationships as we help to heal the trauma wounds of others. In his seminal work, The Body Keeps the Score, Bessel van der Kolk notes that "scared animals return home, regardless of whether home is safe or frightening." This webinar is part one of a two-part series. This webinar gives specific attention to the unique ways that helpers will often gravitate toward the most familiar and recognizable aspects of their childhoods.
auditory, textual, visual
99
USD
Subscription
Unlimited COURSE Access for $99/year
OnlineOnly
Continued Social Work
www.continued.com/social-work
The Unfinished Business of Our Childhoods: Healing the Helper's Childhood Trauma Wounds - Part 1
The initial imprints of our earliest attachment and trauma wounds can manifest in our work and relationships as we help to heal the trauma wounds of others. In his seminal work, The Body Keeps the Score, Bessel van der Kolk notes that "scared animals return home, regardless of whether home is safe or frightening." This webinar is part one of a two-part series. This webinar gives specific attention to the unique ways that helpers will often gravitate toward the most familiar and recognizable aspects of their childhoods.
1907
Online
PT63M
The Unfinished Business of Our Childhoods: Healing the Helper's Childhood Trauma Wounds - Part 1
Presented by Adam McCormick, MSW, PhD
Course: #1907Level: Intermediate1.05 Hours
AK/1.25; AL/1.25; AR/1.25; ASWB ACE/1.25 General; AZ/1.25; CA/1.25; CE Broker/1.25 CE Broker #20-1091902; CO/1.25; CT/1.25; DC/1.25; DE/1.25; FL/1.25; GA/1.25; HI/1.25; IA/1.25; IACET/0.1; ID/1.25; IL/1.25; IN/1.25; KS/1.25; KY/1.25; LA/1.25; MA/1.25; MD/1.25; ME/1.25; MI/1.25; MN/1.25; MO/1.25; MS/1.25; MT/1.25; NC/1.25; ND/1.25; NE/1.25; NH/1.25; NJ/1.25; NM/1.25; NV/1.25; NY-Contact Hours/1.0 Live Online; OH/1.25; OK/1.25; OR/1.25; PA/1.25; RI/1.25; SC/1.25; SD/1.25; TN/1.25; TX/1.25; UT/1.25; VA/1.25; VT/1.25; WA/1.25; WI/1.25; WV/1.25; WY/1.25
The initial imprints of our earliest attachment and trauma wounds can manifest in our work and relationships as we help to heal the trauma wounds of others. In his seminal work, The Body Keeps the Score, Bessel van der Kolk notes that "scared animals return home, regardless of whether home is safe or frightening." This webinar is part one of a two-part series. This webinar gives specific attention to the unique ways that helpers will often gravitate toward the most familiar and recognizable aspects of their childhoods.
3
/social-work/ceus/course/trauma-informed-responses-supportive-movement-1884
Trauma Informed Responses & Supportive Movement
Recognizing trauma or stress responses when working with clients is essential. This webinar explores the impact of physical movement in processing stress and ways to respond to the stress reactions of others with supportive movement.
auditory, textual, visual
99
USD
Subscription
Unlimited COURSE Access for $99/year
OnlineOnly
Continued Social Work
www.continued.com/social-work
Trauma Informed Responses & Supportive Movement
Recognizing trauma or stress responses when working with clients is essential. This webinar explores the impact of physical movement in processing stress and ways to respond to the stress reactions of others with supportive movement.
1884
Online
PT61.0002M
Trauma Informed Responses & Supportive Movement
Presented by Stephanie A. F. Saunders, MEd, LMHC
Course: #1884Level: Intermediate1.02 Hours
AK/1.25; AL/1.25; AR/1.25; ASWB ACE/1.25 Clinical; AZ/1.25; CA/1.25; CE Broker/1.25 CE Broker #20-1082646; CO/1.25; CT/1.25; DC/1.25; DE/1.25; FL/1.25; GA/1.25; HI/1.25; IA/1.25; IACET/0.1; ID/1.25; IL/1.25; IN/1.25; KS/1.25; KY/1.25; LA/1.25; MA/1.25; MD/1.25; ME/1.25; MI/1.25; MN/1.25; MO/1.25; MS/1.25; MT/1.25; NC/1.25; ND/1.25; NE/1.25; NH/1.25; NJ/1.25; NM/1.25; NV/1.25; NY-Contact Hours/1.0 Live Online; OH/1.25; OK/1.25; OR/1.25; PA/1.25; RI/1.25; SC/1.25; SD/1.25; TN/1.25; TX/1.25; UT/1.25; VA/1.25; VT/1.25; WA/1.25; WI/1.25; WV/1.25; WY/1.25
Recognizing trauma or stress responses when working with clients is essential. This webinar explores the impact of physical movement in processing stress and ways to respond to the stress reactions of others with supportive movement.
4
/social-work/ceus/course/the-sociology-of-addiction-1936
The Sociology of Addiction
This course reviews present-day diagnosis and treatment of substance use disorders and the relationship between addiction theory and practice. Contemporary sociological theories are outlined, exploring the history of addiction in societies. A multi-level, holistic theoretical approach is introduced to inform the design of policy and interventions.
auditory, textual, visual
99
USD
Subscription
Unlimited COURSE Access for $99/year
OnlineOnly
Continued Social Work
www.continued.com/social-work
The Sociology of Addiction
This course reviews present-day diagnosis and treatment of substance use disorders and the relationship between addiction theory and practice. Contemporary sociological theories are outlined, exploring the history of addiction in societies. A multi-level, holistic theoretical approach is introduced to inform the design of policy and interventions.
1936
Online
PT60M
The Sociology of Addiction
Presented by Sophie Nathenson, PhD, Katie Kirk, PsyD, LAC
Course: #1936Level: Advanced1 Hour
AK/1.0; AL/1.0; AR/1.0; ASWB ACE/1.0 General; AZ/1.0; CA (CAADE)/1.0; CA (CADTP)/1.0; CA (CCAPP-EI)/1.0; CA/1.0; CE Broker/1.0 Counseling Theories, Knowledge Of Alcohol And Drugs, Diagnosis And Treatment Of Mental Health Disorders, CE Broker #20-1100696; CE Hours/1.0; CO/1.0; CT (CCB)/1.0; CT/1.0; DC/1.0; DE/1.0; FL/1.0; GA (ADACBGA)/1.0; GA/1.0; HI/1.0; IA/1.0; IACET/0.1; ID/1.0; IL (ICB)/1.0 Counselor I, Counselor II, Preventionist I, Preventionist II, CARS I, CARS II, CODP I, CODP II, PCGC II, CCJP II, CAAP I, CRSS I, CRSS II, CPRS I, CPRS II, MAATP I, MAATP II, CFPP II, CVSS II; IL/1.0; IN/1.0; KS/1.0; KY/1.0; LA/1.0; MA/1.0; MD/1.0; ME/1.0; MI/1.0; MN/1.0; MO (MCB)/1.0; MO/1.0; MS/1.0; MT/1.0; NAADAC/1.0 Pharmacology And Physiology; NC/1.0; ND/1.0; NE/1.0; NH/1.0; NJ (ASWB ACE)/1.0; NJ/1.0; NM/1.0; NV/1.0; NY-Contact Hours/1.0 Self-Study; OH (OCDP)/1.0 C1; OH/1.0; OK (LPC/LMFT)/1.0; OK (OBLADC)/1.0; OK/1.0; OR/1.0; PA/1.0; RI/1.0; SC/1.0; SD/1.0; TN/1.0; TX/1.0; UT/1.0; VA/1.0; VT/1.0; WA/1.0; WI/1.0; WV/1.0; WY/1.0
This course reviews present-day diagnosis and treatment of substance use disorders and the relationship between addiction theory and practice. Contemporary sociological theories are outlined, exploring the history of addiction in societies. A multi-level, holistic theoretical approach is introduced to inform the design of policy and interventions.
5
/social-work/ceus/course/parenting-programs-its-all-ice-1940
It's All Ice Cream: Common Ingredients in Parenting Programs
This course is intended to explore strategies to engage parents and change parenting approaches for children displaying oppositional behavior.
auditory, textual, visual
99
USD
Subscription
Unlimited COURSE Access for $99/year
OnlineOnly
Continued Social Work
www.continued.com/social-work
It's All Ice Cream: Common Ingredients in Parenting Programs
This course is intended to explore strategies to engage parents and change parenting approaches for children displaying oppositional behavior.
1940
Online
PT60M
It's All Ice Cream: Common Ingredients in Parenting Programs
Presented by Doug Tynan, PhD, ABPP
Course: #1940Level: Intermediate1 Hour
AK/1.0; AL/1.0; AR/1.0; ASWB ACE/1.0 Clinical; AZ/1.0; CA (CAADE)/1.0; CA (CADTP)/1.0; CA (CCAPP-EI)/1.0; CA/1.0; CE Broker/1.0 Counseling Techniques, Counseling, CE Broker #20-1099218; CE Hours/1.0; CO/1.0; CT (CCB)/1.0; CT/1.0; DC/1.0; DE/1.0; FL/1.0; GA (ADACBGA)/1.0; GA/1.0; HI/1.0; IA/1.0; IACET/0.1; ID/1.0; IL/1.0; IN/1.0; KS/1.0; KY/1.0; LA/1.0; MA/1.0; MD/1.0; ME/1.0; MI/1.0; MN/1.0; MO (MCB)/1.0; MO/1.0; MS/1.0; MT/1.0; NAADAC/1.0 Counseling Services; NC/1.0; ND/1.0; NE/1.0; NH/1.0; NJ (ASWB ACE)/1.0; NJ/1.0; NM/1.0; NV/1.0; NY-Contact Hours/1.0 Self-Study; OH (OCDP)/1.0 C5; OH/1.0; OK (LPC/LMFT)/1.0; OK (OBLADC)/1.0; OK/1.0; OR/1.0; PA/1.0; RI/1.0; SC/1.0; SD/1.0; TN/1.0; TX/1.0; UT/1.0; VA/1.0; VT/1.0; WA/1.0; WI/1.0; WV/1.0; WY/1.0
This course is intended to explore strategies to engage parents and change parenting approaches for children displaying oppositional behavior.
6
/social-work/ceus/course/disaster-mental-health-psychological-first-1846
Disaster Mental Health: Psychological First Aid on Disaster Assignment
This course explores Psychological First Aid (PFA) concepts, how best to use PFA to support survivor needs, and self-care strategies for responders.
auditory, textual, visual
99
USD
Subscription
Unlimited COURSE Access for $99/year
OnlineOnly
Continued Social Work
www.continued.com/social-work
Disaster Mental Health: Psychological First Aid on Disaster Assignment
This course explores Psychological First Aid (PFA) concepts, how best to use PFA to support survivor needs, and self-care strategies for responders.
1846
Online
PT61.9998M
Disaster Mental Health: Psychological First Aid on Disaster Assignment
Presented by Jennifer Carlson, MSW, PhD, CEM, LCSW
Course: #1846Level: Intermediate1.03 Hours
AK/1.25; AL/1.25; AR/1.25; ASWB ACE/1.25 Clinical; AZ/1.25; CA/1.25; CE Broker/1.25 CE Broker #20-1046568; CO/1.25; CT/1.25; DC/1.25; DE/1.25; FL/1.25; GA/1.25; HI/1.25; IA/1.25; IACET/0.1; ID/1.25; IL/1.25; IN/1.25; KS/1.25; KY/1.25; LA/1.25; MA/1.25; MD/1.25; ME/1.25; MI/1.25; MN/1.25; MO/1.25; MS/1.25; MT/1.25; NC/1.25; ND/1.25; NE/1.25; NH/1.25; NJ/1.25; NM/1.25; NV/1.25; NY-Contact Hours/1.0 Live Online; OH/1.25; OK/1.25; OR/1.25; PA/1.25; RI/1.25; SC/1.25; SD/1.25; TN/1.25; TX/1.25; UT/1.25; VA/1.25; VT/1.25; WA/1.25; WI/1.25; WV/1.25; WY/1.25
This course explores Psychological First Aid (PFA) concepts, how best to use PFA to support survivor needs, and self-care strategies for responders.
7
/social-work/ceus/course/advance-care-planning-for-individuals-1873
Advance Care Planning for Individuals with Intellectual and Developmental Disabilities: Navigating Planning for the Future
Individuals with intellectual and developmental disabilities (IDD) are often forgotten when it comes to conversation, planning, and services in adulthood. This webinar provides a framework for understanding the multi-faceted nature of advance care planning, barriers to advance care planning, and reasons for advance care planning to support individuals with IDD.
auditory, textual, visual
99
USD
Subscription
Unlimited COURSE Access for $99/year
OnlineOnly
Continued Social Work
www.continued.com/social-work
Advance Care Planning for Individuals with Intellectual and Developmental Disabilities: Navigating Planning for the Future
Individuals with intellectual and developmental disabilities (IDD) are often forgotten when it comes to conversation, planning, and services in adulthood. This webinar provides a framework for understanding the multi-faceted nature of advance care planning, barriers to advance care planning, and reasons for advance care planning to support individuals with IDD.
1873
Online
PT61.0002M
Advance Care Planning for Individuals with Intellectual and Developmental Disabilities: Navigating Planning for the Future
Presented by Christina Marsack-Topolewski, PhD, MSW, LMSW
Course: #1873Level: Intermediate1.02 Hours
AK/1.25; AL/1.25; AR/1.25; ASWB ACE/1.25 General; AZ/1.25; CA/1.25; CE Broker/1.25 CE Broker #20-1079410; CO/1.25; CT/1.25; DC/1.25; DE/1.25; FL/1.25; GA/1.25; HI/1.25; IA/1.25; IACET/0.1; ID/1.25; IL/1.25; IN/1.25; KS/1.25; KY/1.25; LA/1.25; MA/1.25; MD/1.25; ME/1.25; MI/1.25; MN/1.25; MO/1.25; MS/1.25; MT/1.25; NC/1.25; ND/1.25; NE/1.25; NH/1.25; NJ/1.25; NM/1.25; NV/1.25; NY-Contact Hours/1.0 Live Online; OH/1.25; OK/1.25; OR/1.25; PA/1.25; RI/1.25; SC/1.25; SD/1.25; TN/1.25; TX/1.25; UT/1.25; VA/1.25; VT/1.25; WA/1.25; WI/1.25; WV/1.25; WY/1.25
Individuals with intellectual and developmental disabilities (IDD) are often forgotten when it comes to conversation, planning, and services in adulthood. This webinar provides a framework for understanding the multi-faceted nature of advance care planning, barriers to advance care planning, and reasons for advance care planning to support individuals with IDD.
8
/social-work/ceus/course/how-to-diffuse-difficult-conversations-1943
How to Diffuse Difficult Conversations
At times, communication can cause bumps in the road in any setting, especially when working on diverse and/or interdisciplinary teams. This course explores how to diffuse difficult conversations when there are many standpoints present and what to do to turn a difficult conversation into a positive experience. It will additionally explore how to repair a conversation when your intentions do not go as planned.
auditory, textual, visual
99
USD
Subscription
Unlimited COURSE Access for $99/year
OnlineOnly
Continued Social Work
www.continued.com/social-work
How to Diffuse Difficult Conversations
At times, communication can cause bumps in the road in any setting, especially when working on diverse and/or interdisciplinary teams. This course explores how to diffuse difficult conversations when there are many standpoints present and what to do to turn a difficult conversation into a positive experience. It will additionally explore how to repair a conversation when your intentions do not go as planned.
1943
Online
PT63M
How to Diffuse Difficult Conversations
Presented by Marva Mount, MA, CCC-SLP, FNAP
Course: #1943Level: Intermediate1.05 Hours
AK/1.25; AL/1.25; AR/1.25; ASWB ACE/1.25 General; AZ/1.25; CA (CAADE)/1.0; CA (CADTP)/1.0; CA (CCAPP-EI)/1.0; CA/1.25; CE Broker/1.25 Counseling Techniques, Verbal Communication, Industrial-Organizational Psychology, CE Broker #20-1099034; CE Hours/1.0; CO/1.25; CT (CCB)/1.0; CT/1.25; DC/1.25; DE/1.25; FL/1.25; GA (ADACBGA)/1.0; GA/1.25; HI/1.25; IA/1.25; IACET/0.1; ID/1.25; IL/1.25; IN/1.25; KS/1.25; KY/1.25; LA/1.25; MA/1.25; MD/1.25; ME/1.25; MI/1.25; MN/1.25; MO (MCB)/1.0; MO/1.25; MS/1.25; MT/1.25; NAADAC/1.0 Counseling Services, Legal Ethical And Professional Development; NC/1.25; ND/1.25; NE/1.25; NH/1.25; NJ (ASWB ACE)/1.25; NJ/1.25; NM/1.25; NV/1.25; NY-Contact Hours/1.0 Self-Study; OH (OCDP)/1.0 P3, TR1; OH/1.25; OK (LPC/LMFT)/1.0; OK (OBLADC)/1.0; OK/1.25; OR/1.25; PA/1.25; RI/1.25; SC/1.25; SD/1.25; TN/1.25; TX/1.25; UT/1.25; VA/1.25; VT/1.25; WA/1.25; WI/1.25; WV/1.25; WY/1.25
At times, communication can cause bumps in the road in any setting, especially when working on diverse and/or interdisciplinary teams. This course explores how to diffuse difficult conversations when there are many standpoints present and what to do to turn a difficult conversation into a positive experience. It will additionally explore how to repair a conversation when your intentions do not go as planned.
9
/social-work/ceus/course/spiritual-assessment-in-social-work-1877
Spiritual Assessment in Social Work
This course helps develop skills in spiritually sensitive practice and assists social workers in discerning the benefits and burdens of spiritual and religious views in the context of mental health. It provides definitions of spirituality and religion accepted by the profession and provides ways to approach a spiritual assessment. In addition, spiritual assessment tools are identified and discussed.
auditory, textual, visual
99
USD
Subscription
Unlimited COURSE Access for $99/year
OnlineOnly
Continued Social Work
www.continued.com/social-work
Spiritual Assessment in Social Work
This course helps develop skills in spiritually sensitive practice and assists social workers in discerning the benefits and burdens of spiritual and religious views in the context of mental health. It provides definitions of spirituality and religion accepted by the profession and provides ways to approach a spiritual assessment. In addition, spiritual assessment tools are identified and discussed.
1877
Online
PT61.0002M
Spiritual Assessment in Social Work
Presented by Holly Nelson-Becker, PhD, MSW, LCSW, ACSW
Course: #1877Level: Introductory1.02 Hours
AK/1.25; AL/1.25; AR/1.25; ASWB ACE/1.25 Clinical; AZ/1.25; CA/1.25; CE Broker/1.25 CE Broker #20-1080812; CO/1.25; CT/1.25; DC/1.25; DE/1.25; FL/1.25; GA/1.25; HI/1.25; IA/1.25; IACET/0.1; ID/1.25; IL/1.25; IN/1.25; KS/1.25; KY/1.25; LA/1.25; MA/1.25; MD/1.25; ME/1.25; MI/1.25; MN/1.25; MO/1.25; MS/1.25; MT/1.25; NC/1.25; ND/1.25; NE/1.25; NH/1.25; NJ/1.25; NM/1.25; NV/1.25; NY-Contact Hours/1.0 Live Online; OH/1.25; OK/1.25; OR/1.25; PA/1.25; RI/1.25; SC/1.25; SD/1.25; TN/1.25; TX/1.25; UT/1.25; VA/1.25; VT/1.25; WA/1.25; WI/1.25; WV/1.25; WY/1.25
This course helps develop skills in spiritually sensitive practice and assists social workers in discerning the benefits and burdens of spiritual and religious views in the context of mental health. It provides definitions of spirituality and religion accepted by the profession and provides ways to approach a spiritual assessment. In addition, spiritual assessment tools are identified and discussed.
10
/social-work/ceus/course/adhd-in-young-children-development-1949
ADHD in Young Children: Development and Diagnosis
Attention Deficit Hyperactivity Disorder (ADHD) is the most common behavioral diagnostic group in children and adolescents. Signs and symptoms emerge, in most cases, in the second year of life. However, all children are very active and tend to have short attention spans in the preschool years. Diagnosis must be carried out within the context of the range of typical behaviors at each age. Interventions also need to be age-appropriate. While ADHD is often referred to as a mental disorder, it may be far more useful to think of it as a developmental delay with intervention focused on the development of skills rather than the amelioration of a disorder.
auditory, textual, visual
99
USD
Subscription
Unlimited COURSE Access for $99/year
OnlineOnly
Continued Social Work
www.continued.com/social-work
ADHD in Young Children: Development and Diagnosis
Attention Deficit Hyperactivity Disorder (ADHD) is the most common behavioral diagnostic group in children and adolescents. Signs and symptoms emerge, in most cases, in the second year of life. However, all children are very active and tend to have short attention spans in the preschool years. Diagnosis must be carried out within the context of the range of typical behaviors at each age. Interventions also need to be age-appropriate. While ADHD is often referred to as a mental disorder, it may be far more useful to think of it as a developmental delay with intervention focused on the development of skills rather than the amelioration of a disorder.
1949
Online
PT121.0002M
ADHD in Young Children: Development and Diagnosis
Presented by Doug Tynan, PhD, ABPP
Course: #1949Level: Intermediate2.02 Hours
AK/2.25; AL/2.25; AR/2.25; ASWB ACE/2.25 Clinical; AZ/2.25; CA (CAADE)/2.0; CA (CADTP)/2.0; CA (CCAPP-EI)/2.0; CA/2.25; CE Broker/2.25 Human Growth And Development, Counseling, Diagnosis And Treatment Of Mental Health Disorders, CE Broker #20-946139; CE Hours/2.0; CO/2.25; CT (CCB)/2.0; CT/2.25; DC/2.25; DE/2.25; FL/2.25; GA (ADACBGA)/2.0; GA/2.25; HI/2.25; IA/2.25; IACET/0.2; ID/2.25; IL/2.25; IN/2.25; KS/2.25; KY/2.25; LA/2.25; MA/2.25; MD/2.25; ME/2.25; MI/2.25; MN/2.25; MO (MCB)/2.0; MO/2.25; MS/2.25; MT/2.25; NAADAC/2.0 Clinical Intake And Screening, Counseling Services, Clinical Assessment; NC/2.25; ND/2.25; NE/2.25; NH/2.25; NJ (ASWB ACE)/2.25; NJ/2.25; NM/2.25; NV/2.25; NY-Contact Hours/2.0 Self-Study; OH (OCDP)/2.0 C4; OH/2.25; OK (LPC/LMFT)/2.0; OK (OBLADC)/2.0; OK/2.25; OR/2.25; PA/2.25; RI/2.25; SC/2.25; SD/2.25; TN/2.25; TX/2.25; UT/2.25; VA/2.25; VT/2.25; WA/2.25; WI/2.25; WV/2.25; WY/2.25
Attention Deficit Hyperactivity Disorder (ADHD) is the most common behavioral diagnostic group in children and adolescents. Signs and symptoms emerge, in most cases, in the second year of life. However, all children are very active and tend to have short attention spans in the preschool years. Diagnosis must be carried out within the context of the range of typical behaviors at each age. Interventions also need to be age-appropriate. While ADHD is often referred to as a mental disorder, it may be far more useful to think of it as a developmental delay with intervention focused on the development of skills rather than the amelioration of a disorder.