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DSM5 Module 6 LPCA, CEUConcepts, yourceus.com, Inc. American College of Psychotherapy, and EAP Works present Psychopathology, Differential Diagnosis, and the DSM-5: A Comprehensive Overview Copyright CEUConcepts, yourceus, LPCAGA, EAPWorks, TMHPros, ACOPSY 2 This training meets the requirements established under SB 319 /ACT377 and Composite Board Rule 135-12-.01 CE Approved by: ASWB #1239 ASWB #1104 Online LPCA(6923-30-17M) NBCC (#6762) #6071 Online/YourCEUs.com Copyright CEUConcepts, yourceus, LPCAGA, EAPWorks, TMHPros, ACOPSY 3 Psychopathology and Differential Diagnosis Course, 8 Modules 1. Module I: Introduction to the DSM-5 (5 core & 2 ethics) 2. Module II: Medical Conditions, and Lifestyle Contributing Mental Health Concerns (5 core & 1 ethics) 3. Module III: Neurocognitive Disorders, Schizophrenia Spectrum and Other Psychotic Disorders, and Bipolar and Related Disorders (5 core & 1 ethics hours) 4. Module IV: Obsessive-Compulsive and Related Disorders, Dissociative Disorders, and Trauma and Stressor Related Disorders (5 hours) Copyright CEUConcepts, yourceus, LPCAGA, 4 EAPWorks, TMHPros, ACOPSY Psychopathology and Differential Diagnosis Course, 8 Modules 5. Module V: Anxiety Disorders and Depressive Disorders (5 core & 1 ethics hours) 6. Module VI: Somatic Symptom and Related Disorders, Neurodevelopmental Disorders, Elimination Disorders, and Feeding and Eating Disorders (5 hours) 7. Module VII: Paraphilic Disorders, Sexual Functioning Disorders, and Gender Dysphoria Disorders (5 core hours) 8. Module VIII: Substance Use Disorders, Impulse Control and Conduct Disorders, and Personality Disorders (5 core hours) Copyright CEUConcepts, yourceus, LPCAGA, 5 EAPWorks, TMHPros, ACOPSY Psychopathology, Differential Diagnosis, and the DSM-5: A Comprehensive Overview Module 6: Obsessive-Compulsive and Related Disorders, Dissociative Disorders, and Trauma and Stressor Related Disorders (4 Core & 1 Ethics Hours) Copyright CEUConcepts, yourceus, LPCAGA, EAPWorks, TMHPros, ACOPSY 6 DSM-5, Module 6 - Course Objectives Upon completion of this program trainees will: 1.Learn the etiology of obsessive-compulsive and related disorders based on current research 2.Comprehend the complexities of diagnosis for this disorder 3.Grasp appropriate assessment processes for determining obsessive-compulsive and related disorders, role clarification and differentiation for master’s level clinicians, and appropriate referrals to other professionals in establishing obsessive- compulsive and related disorders diagnoses 4.Comprehend differential diagnosis from other disorders with similar presentations 5.Apply common specifiers for obsessive-compulsive and related disorders 6.Learn appropriate treatment strategies based upon diagnosis Copyright CEUConcepts, yourceus, 7 LPCAGA, EAPWorks, TMHPros, ACOPSY DSM-5, Module 6 - Course Objectives Upon completion of this program trainees will: 7.Learn the etiology of dissociative disorders based on current research 8.Comprehend the complexities of diagnosis for this disorder 9.Grasp appropriate assessment processes for determining dissociative disorders, role clarification and differentiation for master’s level clinicians, and appropriate referrals to other professionals in establishing dissociative disorders diagnoses 10.Comprehend differential diagnosis with other disorders with similar presentations 11.Apply common specifiers for dissociative disorders 12.Learn appropriate treatment strategies based upon diagnosis Copyright CEUConcepts, yourceus, 8 LPCAGA, EAPWorks, TMHPros, ACOPSY DSM-5, Module 6 - Course Objectives Upon completion of this program trainees will: 11.Learn the etiology of trauma and stressor related disorders based on current research 12.Comprehend the complexities of diagnosis for this disorder 13.Grasp appropriate assessment processes for determining trauma and stressor related disorders, role clarification and differentiation for master’s level clinicians, and appropriate referrals to other professionals in establishing trauma and stressor related disorders diagnoses 14.Comprehend differential diagnosis with other disorders with similar presentations 15.Apply common specifiers for trauma and stressor related disorders 16.Learn appropriate treatment strategies based upon diagnosis Copyright CEUConcepts, yourceus, 9 LPCAGA, EAPWorks, TMHPros, ACOPSY Your Presenters Becky Beaton, PhD Dr. Becky Beaton is the Founder and Director of The Anxiety & Stress Management Institute in Atlanta. She has taught numerous workshops both nationally and internationally. In 2005, she was voted Counselor Educator of the Year by the Licensed Professional Counselor's Association of Georgia. Charlie Safford, LCSW President, yourceus.com, Inc. 10 Purposes Behind Diagnosis • Accurate diagnosis allows for consistency and standardization throughout all disciplines that address mental health concerns: medical, nursing, psychiatric, psychological, counseling, social work, marriage and family therapy • Accurate diagnosis allows for common ground to be established in terms of research concerning the effectiveness of various kinds of treatment • Accurate diagnosis can be used for shaping the client's treatment plan, aligning the treatment approaches research has determined to be most effective with the various diagnostic categories 11 Boundaries around Assessment: Who Makes the Diagnosis for Complex Disorders? 12 Ethics in Tools and Assessment • What are the legal and ethical boundaries for Master’s level clinicians? • How do we differentiate, ethically and legally, the diagnostic criteria in assessment? • When do we refer for further testing and diagnostics? • To whom do we refer for further assessment? 13 GA Composite Board states: Rule 135-7-.05. Assessment Instruments (c) Using unsupervised or inadequately supervised test-taking techniques with clients, such as testing through the mail, unless the test is specifically self- administered or self-scored. (d) Administering test instruments either beyond the licensee’s competence for scoring and interpretation or outside of the licensee’s score of practice, as defined by law; 14 From the Social Work Code of Ethics 1.04 Competence (a) Social workers should provide services and represent themselves as competent only within the boundaries of their education, training, license, certification, consultation received, supervised experience, or other relevant professional experience. 15 Psychological Testing by Law O.C.G.A. 377 states: “‘Psychological testing’ means the use of assessment instruments to both: (A) Measure mental abilities, personality characteristics, or neuropsychological functioning; and (B) Diagnose, evaluate, classify, or render opinions regarding mental and nervous disorders and illnesses, including, but not limited to, organic brain disorders, brain damage, and other neuropsychological conditions.” 16 • Determining Your Educational Eligibility 17 Qualifications for Ordering Tests • Qualification Level A: There are no special qualifications to purchase these products • Qualification Level B: Tests may be purchased by individuals with: – A master’s degree in psychology, education, occupational therapy, social work, counseling, or in a field closely related to the use of the assessment, and formal training in the ethical administration, scoring and interpretation of clinical assessments (www.pearsonclinical.com) 18 Qualification Level B, cont’d OR - Certification by full or active membership in a professional organization that requires training and experience in the relevant area of assessment OR - A degree or license to practice in the healthcare or allied healthcare field OR - Formal, supervised mental health, speech/language, occupational therapy, social work, counseling, and/or educational training specific to assessing children, or in infant and child development, and formal training in the ethical administration, scoring and interpretation of clinical assessments. 19 - Licensure or certification to practice in your state in a field related to the purchase. OR - Certification by or full active membership in a professional organization (such as APA, NASP, NAN, INS) that requires training and experience in the relevant area of assessment. 20 • Qualification Level C – Tests with a C qualification require a high level of expertise in test interpretation, and can be purchased with: – A doctorate degree in psychology, education, or closely related field with formal training in the ethical administration, scoring, and interpretation of clinical assessments related to the intended use of the assessment. OR 21 - Certification by or full active membership in a professional organization (such as APA, NASP, NAN, INS) that requires training and experience in the relevant area of assessment. - EXAMPLE: Minnesota Multiphasic Personality Inventory – 2 www.pearsonclinical.com 22 Understanding 135-12-.01 and 135-12-.02 and Their Implications 23 GA Composite Board Rule 135-12-.01 (5) The use of these testing and assessment instruments (a) By persons licensed as Professional Counselors, Social Workers, or Marriage and Family Therapists may include, but is not limited to, administering and interpreting educational and vocational tests; functional assessments; interest inventories; tests that evaluate marital and family functioning; and mental health symptom screening and assessment instruments that evaluate emotional, mental, behavioral, and interpersonal problems or conditions including substance abuse, health, and disability, provided that the use of these instruments does not include rendering
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