The terms "unprofessional conduct" and "negligence" can sound a bit threatening to any practitioner. However, many cases claiming negligence are brought against Marriage and Family Therapists each year.
The Business and Professions Code, Section 4982 offers examples of unprofessional conduct including by definition “negligence or incompetence in the performance of marriage and family therapy; misrepresentation involving type of license held, educational credentials, professional qualification or professional affiliations; performing, or holding oneself out as being able to perform services outside the scope of the license; failing to maintain confidentiality, except as otherwise permitted or required by law; and soliciting or paying remuneration for referrals. Unprofessional conduct is punishable by revocation or suspension of a license or an intern's registration; it is also a misdemeanor punishable by imprisonment in the county jail not exceeding six months, by a fine not exceeding $2,500, or both.”
So, what does all of this mean? The following includes a partial summary of best practice standards within the psychotherapy community
• In regards to recordkeeping, the failure to keep records consistent with sound clinical judgment, the standards of the profession, and the nature of the services being rendered is considered unprofessional conduct.
• No person may, for remuneration, engage in the practice of marriage and family therapy or social work as defined by Section 4980.02, unless he or she holds a valid license as a Marriage and Family Therapist or social worker, or unless he is specifically exempted from such requirement, nor may he advertise himself or herself as performing the services of a marriage, family, child, domestic, or marital consultant, or in any way use these or any similar titles to imply that he or she performs these services without a license.
Denial, Suspension, Revocation, Grounds
The Board may refuse to issue an intern registration or a license or may suspend or revoke the license or intern registration of any registrant or licensee if the applicant, licensee, or registrant has been guilty of unprofessional conduct. Unprofessional conduct shall include, but not be limited to:
• The conviction of a crime substantially related to the qualifications, functions, or duties of a licensee or registrant under this chapter. (d) Gross negligence or incompetence in the performance of marriage and family therapy.
• Misrepresentation as to the type or status of a license or registration held by the person
• Intentionally or recklessly causing physical or emotional harm to any client.
• The commission of any dishonest, corrupt, or fraudulent act substantially related to the qualifications, functions, or duties of a licensee or registrant.
• Engaging in sexual relations of any kind with a client.
• Failure to maintain confidentiality, except as otherwise required or permitted by law.
• Prior to the commencement of treatment, failing to disclose to the client or prospective client the fee to be charged for the professional services, or the basis upon which that fee will be computed.
• Paying, accepting, or soliciting any consideration, compensation, or remuneration, whether monetary or otherwise, for the referral of professional clients.
• Advertising in a manner which is false, misleading, or deceptive.
Unprofessional conduct shall include, but not be limited to:
• The conviction of a crime substantially related to the qualifications, functions, or duties of a licensee or registrant
• Misrepresentation as to the type or status of a license or registration held by the person
• Intentionally or recklessly causing physical or emotional harm to any client.
• The commission of any dishonest, corrupt, or fraudulent act substantially related to the qualifications, functions, or duties of a licensee or registrant.
• Engaging in sexual relations with a client, or a former client within two years following termination of therapy
• Advertising in a manner that is false, misleading, or deceptive.
• Performing or holding oneself out as being able to perform professional services beyond the scope of one's competence
• Failure to keep records consistent with sound clinical judgment
For more information on California MFT Law and Ethics, visit MFT Continuing Education
Friday, December 17, 2010
Wednesday, January 27, 2010
Managing Anxiety in Times of Crisis
Managing Anxiety in Times of Crisis
Tips for Talking
For Children and Adolescents | For Adults | For Emergency and
Disaster Response Workers
Click here to view more
information on Crisis
Counseling and CEUs
For Children and Adolescents
How Families Can Help Children Cope with Fear and Anxiety provides tips for parents to keep the lines of communication with their children open and alerts parents and other caregivers to common signs of fear and anxiety.
Helping Children Cope With Fear & Anxiety offers pointers for parents and caregivers to help children cope with tragic events.
What Teens Can Do [PDF] provides information for teens to help understand some of their reactions as well as others, to a crisis. Suggestions are also provided to help ease the unfamiliar feelings related to the event.
Tips for Talking to Children After a Disaster: A Guide for Parents and Teachers [PDF] explains how preschool age, early childhood, and adolescent children may respond to a crisis. The link is intended for parents and teachers to be informed, recognize problems, and respond appropriately to the needs of children.
Back to top
For Adults
A Guide for Older Adults provides suggestions to help older adults.
Mental Health Aspects of Terrorism describes typical reactions to terrorist events and provides suggestions for coping and helping others.
Disaster Counseling provides suggestions for disaster counselors on establishing rapport and active listening.
Self-Care Tips for Survivors of a Traumatic Event: What to Expect in Your Personal, Family, Work, and Financial Life [PDF] covers things to remember when trying to understand disaster events, signs that adults need stress management assistance, and ways to ease stress.
How to Deal With Grief discusses grief reactions and tips for maintaining mental well-being while dealing with a loss.
Tips for Talking
For Children and Adolescents | For Adults | For Emergency and
Disaster Response Workers
Click here to view more
information on Crisis
Counseling and CEUs
For Children and Adolescents
How Families Can Help Children Cope with Fear and Anxiety provides tips for parents to keep the lines of communication with their children open and alerts parents and other caregivers to common signs of fear and anxiety.
Helping Children Cope With Fear & Anxiety offers pointers for parents and caregivers to help children cope with tragic events.
What Teens Can Do [PDF] provides information for teens to help understand some of their reactions as well as others, to a crisis. Suggestions are also provided to help ease the unfamiliar feelings related to the event.
Tips for Talking to Children After a Disaster: A Guide for Parents and Teachers [PDF] explains how preschool age, early childhood, and adolescent children may respond to a crisis. The link is intended for parents and teachers to be informed, recognize problems, and respond appropriately to the needs of children.
Back to top
For Adults
A Guide for Older Adults provides suggestions to help older adults.
Mental Health Aspects of Terrorism describes typical reactions to terrorist events and provides suggestions for coping and helping others.
Disaster Counseling provides suggestions for disaster counselors on establishing rapport and active listening.
Self-Care Tips for Survivors of a Traumatic Event: What to Expect in Your Personal, Family, Work, and Financial Life [PDF] covers things to remember when trying to understand disaster events, signs that adults need stress management assistance, and ways to ease stress.
How to Deal With Grief discusses grief reactions and tips for maintaining mental well-being while dealing with a loss.
Tuesday, January 19, 2010
Conflict Resolution
© 2009 by Aspira Continuing Education. All rights reserved. No part of this material may be transmitted or reproduced in any form, or by any means, mechanical or electronic without written permission of Aspira Continuing Education.
1. Define the process of conflict resolution 2. Learn specific conflict resolution techniques 3. Identify various theoretical approaches to conflict resolution 4. Identify the barriers to conflict resolution 5. Clinically address the barriers to conflict resolution Table of Contents: 1. Definition 2. Causes 3. Assessment and Intervention 4. Resources 5. References
1. Definition
Conflict resolution includes several techniques and processes designed to decrease or manage conflict in relationships. The term "conflict resolution" is sometimes used interchangeably with the term dispute resolution or alternative dispute resolution. Conflict resolution may sometimes include negotiation, mediation and diplomacy. Conflict resolution has been the source of research in animals such as dogs and primates (Frans de Waal, 2000). Studies have demonstrated that aggression is more common among relatives and within a group, than between groups. Instead of creating a distance between the individuals, however, the primates were more intimate in the period after the aggressive incident. These intimacies consisted of grooming and various forms of body contact. Stress responses, like an increased heart rate, usually decrease after these reconciliatory signals. Different types of primates, as well as many other species living in groups, show different types of conciliatory behavior. Resolving conflicts that threaten the interaction between individuals in a group is necessary for survival, hence has a strong evolutionary value. These findings contradicted previous existing theories about the general function of aggression, i.e. creating space between individuals (Konrad Lorenz), which seems to be more the case in group conflicts (Frans de Waal, 2000). Conflict is an unavoidable consequence of natural disagreements resulting from individuals or groups that differ in beliefs, attitudes, values or needs. Conflict may also originate from past rivalries and personality differences. Other causes of conflict include attempting to negotiate prematurely or before necessary information is available. The following includes common sources of conflict: • communication failure • personality conflict • value differences • goal differences • methodological differences • substandard performance • lack of cooperation • differences regarding authority • differences regarding responsibility
• competition over resources • non-compliance with rules
2. Causes
Structural Factors (How the conflict is set up) • Authority Relationships • Common Resources • Goal Differences • Interdependence • Jurisdictional Ambiguities • Specialization • Status inconsistencies • Personal Factors • Communication barriers • Conflict management style • Cultural differences • Emotions • Perception • Personalities • Skills and abilities • Values and Ethics There are many variables intertwined with conflict including behavioral, physiological, cognitive variables. • Behavioral- The manner in which the emotional experience is expressed which can be verbal or non-verbal and internalized or externalized. • Physiological- The bodily experience of emotion. The way emotions make us feel in relationship to our identity. • Cognitive- The concept that we "assess or appraise" an event to reveal its relevancy to ourselves.
The following three variables demonstrate that the meanings of emotional experience and expression are determined by cultural values, beliefs, and practices: • Cultural values- cultural values and norms influence, "which emotions ought to be expressed in particular situations" and "what emotions are to be felt." • Physical- This escalation results from "anger or frustration." • Verbal- This escalation results from "negative perceptions of the offender’s character." There are several principles of conflict and emotion including: 1. Conflict is emotionally defined. Conflict involves emotion because something "triggers" it. The conflict is with the parties involved and how they decide to resolve it. Events that trigger conflict are events that elicit emotion. 2. Conflict is emotionally varied. Emotion levels during conflict can be intense or less intense. The "intensity" levels "may be indicative of the importance and meaning of the conflict issues for each party”. 3. Conflict invokes a moral stance. When an event occurs it can be interpreted as moral or immoral. The judging of this morality "influences one's orientation to the conflict, relationship to the parties involved, and the conflict issues". 4. Conflict is identity based. Emotions and identity are a part of conflict. When a person knows their values, beliefs, and morals they are able to determine whether the conflict is personal, relevant, and moral. "Identity related conflicts are potentially more destructive." 5. Conflict is relational. "Conflict is relational in the sense that emotional communication conveys relational definitions that impact conflict." "Key relational elements are power and social status." (Joyce Hocker-Wilmot, William W. Wilmot, 2006. Interpersonal conflict, Iowa: Won C. Brown Com).
1. Define the process of conflict resolution 2. Learn specific conflict resolution techniques 3. Identify various theoretical approaches to conflict resolution 4. Identify the barriers to conflict resolution 5. Clinically address the barriers to conflict resolution Table of Contents: 1. Definition 2. Causes 3. Assessment and Intervention 4. Resources 5. References
1. Definition
Conflict resolution includes several techniques and processes designed to decrease or manage conflict in relationships. The term "conflict resolution" is sometimes used interchangeably with the term dispute resolution or alternative dispute resolution. Conflict resolution may sometimes include negotiation, mediation and diplomacy. Conflict resolution has been the source of research in animals such as dogs and primates (Frans de Waal, 2000). Studies have demonstrated that aggression is more common among relatives and within a group, than between groups. Instead of creating a distance between the individuals, however, the primates were more intimate in the period after the aggressive incident. These intimacies consisted of grooming and various forms of body contact. Stress responses, like an increased heart rate, usually decrease after these reconciliatory signals. Different types of primates, as well as many other species living in groups, show different types of conciliatory behavior. Resolving conflicts that threaten the interaction between individuals in a group is necessary for survival, hence has a strong evolutionary value. These findings contradicted previous existing theories about the general function of aggression, i.e. creating space between individuals (Konrad Lorenz), which seems to be more the case in group conflicts (Frans de Waal, 2000). Conflict is an unavoidable consequence of natural disagreements resulting from individuals or groups that differ in beliefs, attitudes, values or needs. Conflict may also originate from past rivalries and personality differences. Other causes of conflict include attempting to negotiate prematurely or before necessary information is available. The following includes common sources of conflict: • communication failure • personality conflict • value differences • goal differences • methodological differences • substandard performance • lack of cooperation • differences regarding authority • differences regarding responsibility
• competition over resources • non-compliance with rules
2. Causes
Structural Factors (How the conflict is set up) • Authority Relationships • Common Resources • Goal Differences • Interdependence • Jurisdictional Ambiguities • Specialization • Status inconsistencies • Personal Factors • Communication barriers • Conflict management style • Cultural differences • Emotions • Perception • Personalities • Skills and abilities • Values and Ethics There are many variables intertwined with conflict including behavioral, physiological, cognitive variables. • Behavioral- The manner in which the emotional experience is expressed which can be verbal or non-verbal and internalized or externalized. • Physiological- The bodily experience of emotion. The way emotions make us feel in relationship to our identity. • Cognitive- The concept that we "assess or appraise" an event to reveal its relevancy to ourselves.
The following three variables demonstrate that the meanings of emotional experience and expression are determined by cultural values, beliefs, and practices: • Cultural values- cultural values and norms influence, "which emotions ought to be expressed in particular situations" and "what emotions are to be felt." • Physical- This escalation results from "anger or frustration." • Verbal- This escalation results from "negative perceptions of the offender’s character." There are several principles of conflict and emotion including: 1. Conflict is emotionally defined. Conflict involves emotion because something "triggers" it. The conflict is with the parties involved and how they decide to resolve it. Events that trigger conflict are events that elicit emotion. 2. Conflict is emotionally varied. Emotion levels during conflict can be intense or less intense. The "intensity" levels "may be indicative of the importance and meaning of the conflict issues for each party”. 3. Conflict invokes a moral stance. When an event occurs it can be interpreted as moral or immoral. The judging of this morality "influences one's orientation to the conflict, relationship to the parties involved, and the conflict issues". 4. Conflict is identity based. Emotions and identity are a part of conflict. When a person knows their values, beliefs, and morals they are able to determine whether the conflict is personal, relevant, and moral. "Identity related conflicts are potentially more destructive." 5. Conflict is relational. "Conflict is relational in the sense that emotional communication conveys relational definitions that impact conflict." "Key relational elements are power and social status." (Joyce Hocker-Wilmot, William W. Wilmot, 2006. Interpersonal conflict, Iowa: Won C. Brown Com).
Sunday, January 17, 2010
Anxiety Disorders CEUS fror LMFTs LCSWs
© 2009 by Aspira Continuing Education. All rights reserved. No part of this material
may be transmitted or reproduced in any form, or by any means, mechanical or
electronic without written permission of Aspira Continuing Education.
1. Define various anxiety disorders
2. Evaluate and diagnose various anxiety disorders
3. Identify common causes of various anxiety disorders
4. Distinguish between different anxiety disorders
5. Utilize effective treatment approaches and techniques
Table of Contents:
1. Definitions
2. Diagnosis
3. Causes
4. Types
5. Treatment
6. Resources
7. References
1. Definitions
“Anxiety disorder” is a general term including several different forms of
abnormal, pathological anxieties, fears, and phobias. For clinical purposes,
"fear", "anxiety" and "phobia" have distinct meanings. Anxiety is distinctive
from fear because fear occurs in the presence of an external threat. Anxiety
is a psychological and physiological state characterized by cognitive,
somatic, emotional, and behavioral components. These components combine
to create an unpleasant feeling that is typically associated with uneasiness,
fear, or worry. Additionally, fear is related to the specific behaviors of
escape and avoidance, whereas anxiety is the result of threats that are
perceived to be uncontrollable or unavoidable. Anxiety is a normal reaction
to stress. It may help a person to deal with a difficult situation, for example
at work or at school, by prompting one to cope with it (American Psychiatric
Association. 2000. Diagnostic and Statistical Manual of Mental Disorders,
Fourth Edition, Text Revision. Washington DC: American Psychiatric
Association).
2. Diagnosis
Clinically, a phobia is defined in the Diagnostic and Statistical Manual of
Mental Disorders, 4th edition (DSM-IV-TR) as a "persistent or irrational
fear." Clinically, fear is defined as an emotional and physiological response
to a recognized external threat. Anxiety is an unpleasant emotional state, the
sources of which are less readily identified. Distinguishing among different
anxiety disorders is important, since accurate diagnosis is more likely to
result in effective treatment and a better prognosis. Some surveys have
indicate that as many as 18% of Americans may be affected by anxiety
disorders. Anxiety disorders are frequently accompanied by physiological
symptoms that may lead to fatigue or even exhaustion. Anxiety can be
accompanied by headache, sweating, muscle spasms, palpitations, and
hypertension. Clinical depression is frequently comorbid with anxiety
disorders. Anxiety disorders are often debilitating chronic conditions, which
can be present from an early age or begin suddenly after a triggering event.
They are prone to flare up at times of high stress (American Psychiatric
Association. 2000. Diagnostic and Statistical Manual of Mental Disorders,
Fourth Edition, Text Revision. Washington DC: American Psychiatric
Association).
Thorough assessment is essential for the initial diagnosis of an anxiety
disorder, preferably using a standardized interview or questionnaire and a
mental status exam. A medical examination is recommended in order to
identify possible medical conditions that may produce anxiety symptoms. A
family history of anxiety disorders increases the likelihood of an anxiety
disorder. Clients with an anxiety disorder may exhibit symptoms of clinical
depression and vice-versa (American Psychiatric Association. 2000.
Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition, Text
Revision. Washington DC: American Psychiatric Association).
3. Causes
Clinical and animal studies suggest a correlation between anxiety disorders
and difficulty in maintaining balance. A possible mechanism is malfunction
in the parabrachial nucleus, a structure in the brain that among other
functions, coordinates signals from the amygdala with input concerning
balance. The amygdala is involved in the emotion of fear. The basolateral
amygdala has been implicated in anxiety generation. A relationship between
anxiety and dendritic arborization of the amygdaloid neurons is well known.
SK2 potassium channels mediate inhibitory influence on action potentials
and reduces arborization. By over expressing SK2 in basolateral amygdala
anxiety was reduced and stress-induced corticosterone secretion at a
systemic level lowered, in a test model. Mutations in related SK3 are
suspected to be a possible underlying cause for several neurological
disorders, including anxiety. A low level of GABA, a neurotransmitter that
reduces over activity in the central nervous system, contributes to anxiety. A
number of anxiolytics achieve their effect by modulating the GABA
receptors (The role of GABA in anxiety disorders. J Clin Psychiatry. 2003.
PMID : 12662130).
Selective serotonin reuptake inhibitors, the drugs most commonly used to
treat depression, are also frequently considered as a first line treatment for
anxiety disorders. A recent study using functional brain imaging techniques
suggests that the effects of SSRIs in alleviating anxiety may result from a
direct action on GABA neurons rather than as a secondary consequence of
mood improvement (The role of GABA in anxiety disorders. J Clin
Psychiatry. 2003. PMID : 12662130).
It is estimated that approximately half of all patients receiving mental health
services for anxiety disorders such as panic disorder or social phobia are the
result of alcohol or benzodiazepine dependence. Sometimes anxiety preexisted
alcohol or benzodiazepine dependence but the alcohol or
benzodiazepine dependence act to keep the anxiety disorders going and
often progressively making them worse. Many people who are addicted to
alcohol or prescribed benzodiazepines when it is explained to them they
have a choice between ongoing ill mental health or quitting and recovering
from their symptoms decide on quitting alcohol and/or their
benzodiazepines. It was noted that every individual has an individual
sensitivity level to alcohol or sedative hypnotic drugs and what one person
can tolerate without ill health another will suffer very ill health and that even
moderate drinking can cause rebound anxiety syndromes and sleep
disorders. A person who is suffering the toxic effects of alcohol or
benzodiazepines will not benefit from other therapies or medications as they
do not address the root cause of the symptoms which is a "poisoned brain".
Recovery from benzodiazepines tends to take a lot longer than recovery
from alcohol but people can regain their previous good health. Symptoms
may temporarily worsen however, during alcohol withdrawal or
benzodiazepine withdrawal. There is some evidence that prolonged
exposure to organic solvents in the work environment may be associated
with anxiety disorders. Painting, varnishing and carpet laying are some of
the jobs in which significant exposure to organic solvents may occur.
may be transmitted or reproduced in any form, or by any means, mechanical or
electronic without written permission of Aspira Continuing Education.
1. Define various anxiety disorders
2. Evaluate and diagnose various anxiety disorders
3. Identify common causes of various anxiety disorders
4. Distinguish between different anxiety disorders
5. Utilize effective treatment approaches and techniques
Table of Contents:
1. Definitions
2. Diagnosis
3. Causes
4. Types
5. Treatment
6. Resources
7. References
1. Definitions
“Anxiety disorder” is a general term including several different forms of
abnormal, pathological anxieties, fears, and phobias. For clinical purposes,
"fear", "anxiety" and "phobia" have distinct meanings. Anxiety is distinctive
from fear because fear occurs in the presence of an external threat. Anxiety
is a psychological and physiological state characterized by cognitive,
somatic, emotional, and behavioral components. These components combine
to create an unpleasant feeling that is typically associated with uneasiness,
fear, or worry. Additionally, fear is related to the specific behaviors of
escape and avoidance, whereas anxiety is the result of threats that are
perceived to be uncontrollable or unavoidable. Anxiety is a normal reaction
to stress. It may help a person to deal with a difficult situation, for example
at work or at school, by prompting one to cope with it (American Psychiatric
Association. 2000. Diagnostic and Statistical Manual of Mental Disorders,
Fourth Edition, Text Revision. Washington DC: American Psychiatric
Association).
2. Diagnosis
Clinically, a phobia is defined in the Diagnostic and Statistical Manual of
Mental Disorders, 4th edition (DSM-IV-TR) as a "persistent or irrational
fear." Clinically, fear is defined as an emotional and physiological response
to a recognized external threat. Anxiety is an unpleasant emotional state, the
sources of which are less readily identified. Distinguishing among different
anxiety disorders is important, since accurate diagnosis is more likely to
result in effective treatment and a better prognosis. Some surveys have
indicate that as many as 18% of Americans may be affected by anxiety
disorders. Anxiety disorders are frequently accompanied by physiological
symptoms that may lead to fatigue or even exhaustion. Anxiety can be
accompanied by headache, sweating, muscle spasms, palpitations, and
hypertension. Clinical depression is frequently comorbid with anxiety
disorders. Anxiety disorders are often debilitating chronic conditions, which
can be present from an early age or begin suddenly after a triggering event.
They are prone to flare up at times of high stress (American Psychiatric
Association. 2000. Diagnostic and Statistical Manual of Mental Disorders,
Fourth Edition, Text Revision. Washington DC: American Psychiatric
Association).
Thorough assessment is essential for the initial diagnosis of an anxiety
disorder, preferably using a standardized interview or questionnaire and a
mental status exam. A medical examination is recommended in order to
identify possible medical conditions that may produce anxiety symptoms. A
family history of anxiety disorders increases the likelihood of an anxiety
disorder. Clients with an anxiety disorder may exhibit symptoms of clinical
depression and vice-versa (American Psychiatric Association. 2000.
Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition, Text
Revision. Washington DC: American Psychiatric Association).
3. Causes
Clinical and animal studies suggest a correlation between anxiety disorders
and difficulty in maintaining balance. A possible mechanism is malfunction
in the parabrachial nucleus, a structure in the brain that among other
functions, coordinates signals from the amygdala with input concerning
balance. The amygdala is involved in the emotion of fear. The basolateral
amygdala has been implicated in anxiety generation. A relationship between
anxiety and dendritic arborization of the amygdaloid neurons is well known.
SK2 potassium channels mediate inhibitory influence on action potentials
and reduces arborization. By over expressing SK2 in basolateral amygdala
anxiety was reduced and stress-induced corticosterone secretion at a
systemic level lowered, in a test model. Mutations in related SK3 are
suspected to be a possible underlying cause for several neurological
disorders, including anxiety. A low level of GABA, a neurotransmitter that
reduces over activity in the central nervous system, contributes to anxiety. A
number of anxiolytics achieve their effect by modulating the GABA
receptors (The role of GABA in anxiety disorders. J Clin Psychiatry. 2003.
PMID : 12662130).
Selective serotonin reuptake inhibitors, the drugs most commonly used to
treat depression, are also frequently considered as a first line treatment for
anxiety disorders. A recent study using functional brain imaging techniques
suggests that the effects of SSRIs in alleviating anxiety may result from a
direct action on GABA neurons rather than as a secondary consequence of
mood improvement (The role of GABA in anxiety disorders. J Clin
Psychiatry. 2003. PMID : 12662130).
It is estimated that approximately half of all patients receiving mental health
services for anxiety disorders such as panic disorder or social phobia are the
result of alcohol or benzodiazepine dependence. Sometimes anxiety preexisted
alcohol or benzodiazepine dependence but the alcohol or
benzodiazepine dependence act to keep the anxiety disorders going and
often progressively making them worse. Many people who are addicted to
alcohol or prescribed benzodiazepines when it is explained to them they
have a choice between ongoing ill mental health or quitting and recovering
from their symptoms decide on quitting alcohol and/or their
benzodiazepines. It was noted that every individual has an individual
sensitivity level to alcohol or sedative hypnotic drugs and what one person
can tolerate without ill health another will suffer very ill health and that even
moderate drinking can cause rebound anxiety syndromes and sleep
disorders. A person who is suffering the toxic effects of alcohol or
benzodiazepines will not benefit from other therapies or medications as they
do not address the root cause of the symptoms which is a "poisoned brain".
Recovery from benzodiazepines tends to take a lot longer than recovery
from alcohol but people can regain their previous good health. Symptoms
may temporarily worsen however, during alcohol withdrawal or
benzodiazepine withdrawal. There is some evidence that prolonged
exposure to organic solvents in the work environment may be associated
with anxiety disorders. Painting, varnishing and carpet laying are some of
the jobs in which significant exposure to organic solvents may occur.
Saturday, January 16, 2010
Human Sexuality CEUs
Copyright 2009 by Aspira Continuing Education. All rights reserved. No part of this material may be transmitted or reproduced in any form, or by any means, mechanical or electronic without written permission of Aspira Continuing Education.
1. Define the different study/research areas of human sexuality. 2. Increase familiarity with concepts related to the psychology of sex 3. Identify and evaluate clinical perspectives related to sexual activity and lifestyles. 4. Explore the impact religious belief systems on sex. 5. Learn specific laws related to sex and sexual crimes. 6. Identify the causes and symptoms of STDs 7. Increase familiarity with sexual disorders Table of Contents: 1. Definition 2. Psychology and Sex 3. Sexual Activity and Lifestyles 4. Religion and Sex 5. The Law and Sex 6. Sexually Transmitted Diseases 7. Masters and Johnson 8. Sexual Disorders 9. References
1. Definition
Human sexuality can be defined as the manner in which people experience and express themselves as sexual beings. There are many facets in the study of human sexuality including: • Biological • Emotional • Physical • Sociological • Philosophical (Ellen Ross, Rayna Rapp Sex and Society: A Research Note from Social History and Anthropology Comparative Studies in Society and History). From a biological perspective, sexuality is defined as “the reproductive mechanism as well as the basic biological drive that exists in all species and can encompass sexual intercourse and sexual contact in all its forms”. There are also emotional or physical perspectives of sexuality, which refers to the “bond that exists between individuals, which may be expressed through profound feelings or emotions, and which may be manifested in physical or medical concerns about the physiological or even psychological aspects of sexual behavior”. Sociologically, it includes the cultural, political, and legal aspects of sexual behavior. Philosophically, it emphasizes the moral, ethical, theological, spiritual or religious aspects of sexual behavior (Ellen Ross, Rayna Rapp Sex and Society: A Research Note from Social History and Anthropology Comparative Studies in Society and History).
Human sexuality research has revealed that sexual variables are significant in developing one’s identity and to social evolution of individuals: “Human sexuality is not simply imposed by instinct or stereotypical conducts, as it happens in animals, but it is influenced both by superior mental activity and by social, cultural, educational and normative characteristics of those places where the subjects grow up and their personality develops. Consequently, the analysis of sexual sphere must be based on the convergence of several lines of development such as affectivity, emotions and relations” (Ellen Ross, Rayna Rapp Sex and Society: A Research Note from Social History and Anthropology Comparative Studies in Society and History). The biological aspects of human sexuality include human reproduction and other aspects such as organic and neurological responses, heredity, hormonal issues, gender issues and sexual dysfunction (Ellen Ross, Rayna Rapp Sex and Society: A Research Note from Social History and Anthropology Comparative Studies in Society and History).
Additionally, human sexuality can be conceptualized as inclusive of the social life of humans, governed by implied rules of behavior. Of course, this involves cultural and societal influences including media such as politics and the mass media. Historically, media has caused significant changes in sexual social norms such as the sexual revolution (Ellen Ross, Rayna Rapp Sex and Society: A Research Note from Social History and Anthropology Comparative Studies in Society and History). 2. Psychology and Sex Human sexual experience can include significant emotional and psychological responses. Research studies on sexuality focus on psychological influences that impact sexual behavior and experience. Early psychological analyses were conducted by Sigmund Freud. He also introduced the concepts of erogenous zones, psychosexual development, and
the Oedipus complex (Ellen Ross, Rayna Rapp Sex and Society: A Research Note from Social History and Anthropology Comparative Studies in Society and History). Behaviorists including John B. Watson and B. F. Skinner evaluate the connection between behavior theory and sex. For example, they might study a child who is punished for sexual exploration and see if they grow up to associate negative feelings with sex in general.
Social-learning theorists use similar concepts, but focus on cognitive activity and modeling (Ellen Ross, Rayna Rapp Sex and Society: A Research Note from Social History and Anthropology Comparative Studies in Society and History). Gender identity is “a person's own sense of identification as female, male, both, neither, or somewhere in between”. The social construction of gender has been discussed by a wide variety of scholars, Judith Butler notable among them. Recent contributions consider the influence of feminist theory and courtship research (Ellen Ross, Rayna Rapp Sex and Society: A Research Note from Social History and Anthropology Comparative Studies in Society and History). Human sexual behavior encompasses the search for a partner or partners, interactions between individuals, physical, emotional intimacy, and sexual contact. Unprotected sex may result unwanted pregnancy or sexually transmitted diseases. Prior to reliable contraception methods, controlling sexual behavior was practically important to parents in some societies. The methodologies employed by parents to try to prevent their children from prematurely becoming parents themselves could have a profound effect on the minds of those children (Ellen Ross, Rayna Rapp Sex and Society: A Research Note from Social History and Anthropology Comparative Studies in Society and History). Sexual behavior Sexual function is impacted significantly by cognitive process. Male sexual dysfunction includes inability to achieve an erection, penile insensitivity, premature ejaculation. Female sexual dysfunction includes inability to achieve orgasm and vaginismus. The dysfunctions described may contribute to the development of secondary problems. For example, sufferers may self medicate with substances. Sexual dysfunction clinical focus may include addressing low self esteem, guilt, and self-destructive impulses.
Freud claimed that neither predominantly different, nor same-sex sexuality was the norm. instead he argued that bisexuality is the normal human condition thwarted by society. A 1901 medical dictionary lists heterosexuality as "perverted" different-sex attraction, while by the 1960s its use in all forums referred to "normal" different-sex sexuality. In 1948 Alfred Kinsey publishes Sexual Behavior in the Human Male, popularly known as the Kinsey Reports (Ellen Ross, Rayna Rapp Sex and Society: A Research Note from Social History and Anthropology Comparative Studies in Society and History). For many years, homosexuality was classified as a psychiatric disorder. In 1973 homosexuality was declassified as a mental illness in the United Kingdom. In 1986 homosexuality as a psychiatric disorder was removed from the Diagnostic and Statistical Manual of Mental Disorders (DSM) of the American Psychiatric Association (Ellen Ross, Rayna Rapp Sex and Society: A Research Note from Social History and Anthropology Comparative Studies in Society and History).
1. Define the different study/research areas of human sexuality. 2. Increase familiarity with concepts related to the psychology of sex 3. Identify and evaluate clinical perspectives related to sexual activity and lifestyles. 4. Explore the impact religious belief systems on sex. 5. Learn specific laws related to sex and sexual crimes. 6. Identify the causes and symptoms of STDs 7. Increase familiarity with sexual disorders Table of Contents: 1. Definition 2. Psychology and Sex 3. Sexual Activity and Lifestyles 4. Religion and Sex 5. The Law and Sex 6. Sexually Transmitted Diseases 7. Masters and Johnson 8. Sexual Disorders 9. References
1. Definition
Human sexuality can be defined as the manner in which people experience and express themselves as sexual beings. There are many facets in the study of human sexuality including: • Biological • Emotional • Physical • Sociological • Philosophical (Ellen Ross, Rayna Rapp Sex and Society: A Research Note from Social History and Anthropology Comparative Studies in Society and History). From a biological perspective, sexuality is defined as “the reproductive mechanism as well as the basic biological drive that exists in all species and can encompass sexual intercourse and sexual contact in all its forms”. There are also emotional or physical perspectives of sexuality, which refers to the “bond that exists between individuals, which may be expressed through profound feelings or emotions, and which may be manifested in physical or medical concerns about the physiological or even psychological aspects of sexual behavior”. Sociologically, it includes the cultural, political, and legal aspects of sexual behavior. Philosophically, it emphasizes the moral, ethical, theological, spiritual or religious aspects of sexual behavior (Ellen Ross, Rayna Rapp Sex and Society: A Research Note from Social History and Anthropology Comparative Studies in Society and History).
Human sexuality research has revealed that sexual variables are significant in developing one’s identity and to social evolution of individuals: “Human sexuality is not simply imposed by instinct or stereotypical conducts, as it happens in animals, but it is influenced both by superior mental activity and by social, cultural, educational and normative characteristics of those places where the subjects grow up and their personality develops. Consequently, the analysis of sexual sphere must be based on the convergence of several lines of development such as affectivity, emotions and relations” (Ellen Ross, Rayna Rapp Sex and Society: A Research Note from Social History and Anthropology Comparative Studies in Society and History). The biological aspects of human sexuality include human reproduction and other aspects such as organic and neurological responses, heredity, hormonal issues, gender issues and sexual dysfunction (Ellen Ross, Rayna Rapp Sex and Society: A Research Note from Social History and Anthropology Comparative Studies in Society and History).
Additionally, human sexuality can be conceptualized as inclusive of the social life of humans, governed by implied rules of behavior. Of course, this involves cultural and societal influences including media such as politics and the mass media. Historically, media has caused significant changes in sexual social norms such as the sexual revolution (Ellen Ross, Rayna Rapp Sex and Society: A Research Note from Social History and Anthropology Comparative Studies in Society and History). 2. Psychology and Sex Human sexual experience can include significant emotional and psychological responses. Research studies on sexuality focus on psychological influences that impact sexual behavior and experience. Early psychological analyses were conducted by Sigmund Freud. He also introduced the concepts of erogenous zones, psychosexual development, and
the Oedipus complex (Ellen Ross, Rayna Rapp Sex and Society: A Research Note from Social History and Anthropology Comparative Studies in Society and History). Behaviorists including John B. Watson and B. F. Skinner evaluate the connection between behavior theory and sex. For example, they might study a child who is punished for sexual exploration and see if they grow up to associate negative feelings with sex in general.
Social-learning theorists use similar concepts, but focus on cognitive activity and modeling (Ellen Ross, Rayna Rapp Sex and Society: A Research Note from Social History and Anthropology Comparative Studies in Society and History). Gender identity is “a person's own sense of identification as female, male, both, neither, or somewhere in between”. The social construction of gender has been discussed by a wide variety of scholars, Judith Butler notable among them. Recent contributions consider the influence of feminist theory and courtship research (Ellen Ross, Rayna Rapp Sex and Society: A Research Note from Social History and Anthropology Comparative Studies in Society and History). Human sexual behavior encompasses the search for a partner or partners, interactions between individuals, physical, emotional intimacy, and sexual contact. Unprotected sex may result unwanted pregnancy or sexually transmitted diseases. Prior to reliable contraception methods, controlling sexual behavior was practically important to parents in some societies. The methodologies employed by parents to try to prevent their children from prematurely becoming parents themselves could have a profound effect on the minds of those children (Ellen Ross, Rayna Rapp Sex and Society: A Research Note from Social History and Anthropology Comparative Studies in Society and History). Sexual behavior Sexual function is impacted significantly by cognitive process. Male sexual dysfunction includes inability to achieve an erection, penile insensitivity, premature ejaculation. Female sexual dysfunction includes inability to achieve orgasm and vaginismus. The dysfunctions described may contribute to the development of secondary problems. For example, sufferers may self medicate with substances. Sexual dysfunction clinical focus may include addressing low self esteem, guilt, and self-destructive impulses.
Freud claimed that neither predominantly different, nor same-sex sexuality was the norm. instead he argued that bisexuality is the normal human condition thwarted by society. A 1901 medical dictionary lists heterosexuality as "perverted" different-sex attraction, while by the 1960s its use in all forums referred to "normal" different-sex sexuality. In 1948 Alfred Kinsey publishes Sexual Behavior in the Human Male, popularly known as the Kinsey Reports (Ellen Ross, Rayna Rapp Sex and Society: A Research Note from Social History and Anthropology Comparative Studies in Society and History). For many years, homosexuality was classified as a psychiatric disorder. In 1973 homosexuality was declassified as a mental illness in the United Kingdom. In 1986 homosexuality as a psychiatric disorder was removed from the Diagnostic and Statistical Manual of Mental Disorders (DSM) of the American Psychiatric Association (Ellen Ross, Rayna Rapp Sex and Society: A Research Note from Social History and Anthropology Comparative Studies in Society and History).
Sunday, January 10, 2010
Barriers to Self Growth
Change can be scary as we feel new
things, entertain different thoughts, perhaps
leave old ways behind. Here are
10 obstacles that can hinder self-growth.
1. Denial. It’s difficult to grow when
you don’t see the need. Listen to
the quiet voice inside and to what
your loved ones are saying. Get the
support you need to see the truth.
2. Seeing yourself as a victim. If you’re
always one-down, you can’t
become the empowered person
you are meant to be.
3. Substance abuse. Whether you’re
self-medicating or seeking escape,
the problems just don’t go away
without the willingness to face them.
4. Self-loathing. Nothing banishes selfhatred
faster than self-care. Choose
in any moment the kindest path.
5. Blame. If we always point the
finger at another, we never see our
own role.
6. Defensiveness. This is a racket we
swing against anything that suggests
we might be at fault. Try to see
“faults” as opportunities to grow.
7. Fear. Acknowledge the frightened
parts of yourself, praise your courage,
and be gentle.
8. Rage. Rage is a call for attention
to our triggers, but sometimes
we get stuck there. Accepting
and working creatively with the
feelings can help free you.
9. Busyness. Constantly moving
allows no time for the reflection that
lays the foundation for self-growth.
10. Unwillingness to admit error. As
with defensiveness, if we stop
judging “error” as wrong, an everexpanding
life awaits.**
things, entertain different thoughts, perhaps
leave old ways behind. Here are
10 obstacles that can hinder self-growth.
1. Denial. It’s difficult to grow when
you don’t see the need. Listen to
the quiet voice inside and to what
your loved ones are saying. Get the
support you need to see the truth.
2. Seeing yourself as a victim. If you’re
always one-down, you can’t
become the empowered person
you are meant to be.
3. Substance abuse. Whether you’re
self-medicating or seeking escape,
the problems just don’t go away
without the willingness to face them.
4. Self-loathing. Nothing banishes selfhatred
faster than self-care. Choose
in any moment the kindest path.
5. Blame. If we always point the
finger at another, we never see our
own role.
6. Defensiveness. This is a racket we
swing against anything that suggests
we might be at fault. Try to see
“faults” as opportunities to grow.
7. Fear. Acknowledge the frightened
parts of yourself, praise your courage,
and be gentle.
8. Rage. Rage is a call for attention
to our triggers, but sometimes
we get stuck there. Accepting
and working creatively with the
feelings can help free you.
9. Busyness. Constantly moving
allows no time for the reflection that
lays the foundation for self-growth.
10. Unwillingness to admit error. As
with defensiveness, if we stop
judging “error” as wrong, an everexpanding
life awaits.**
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