Instructional Packet Institute for Professional & Continuing Studies 9/29/2014

Transcription

1 Instructional Packet Institute for Professional & Continuing Studies 9/29/2014

2 Table of Contents: I. CE Sponsorship Approval Deadlines II. III. IV. Checklist for approving Continuing Education Credits Sample CE advertisement Instructor s Agreement V. Guidelines for Writing Learning Objectives VI. VII. Criteria and Processes for Determining CE Eligibility Additional Requirements a. Attendance Requirements for Continuing Education Credit b. After the event: Submission Requirements VIII. Fee Structure 1

3 CE Sponsorship Approval Deadlines External Co-Sponsors: All materials are due to the CE Coordinator 60 days prior to CE event Internal Co-Sponsors (registration fee): All materials are due to the CE Coordinator 60 days prior to CE event Internal Co-Sponsors (no registration fee): All materials are to the CE Coordinator 30 days prior to CE event 2

4 Checklist for Submitting Programs for Approval Continuing Education Credits All advertisement must contain the following I. BASIC INFORMATION Sponsor (and co-sponsor, if applicable) Title of program Brief program description (brief paragraph) Time (beginning & ending), date, location Schedule of events for the program with start and end times of each presentation with a listing of breaks Presenter name Presenter affiliation Presenter bio and CV Identified target audience (psychologists, LCSWs, MFTs, LCPCs, all mental health disciplines, etc ) 3-6 Scholarly references, in APA-format (1 reference per hour of CE credit) Signed Instructor s Agreement (see attached) Inclusion of Office of Continuing Education logo on marketing Instructional level of program (Introductory/Intermediate/Advanced) II. LEARNING OBJECTIVES 1 learning objective per hour of CE credit offered Learning objectives must be phrased as observable behaviors and highlight the professional and scientific gains that would be expected to accrue as a result of the program o Instructions from APA: o o III. FEE & REFUND POLICY Fee is listed What is included in fee (ex: food)? Refund policy IV. CONTINUING EDUCATION INFORMATION The number of CE credit and/or CEU s offered and the appropriate CE language for either psychologists or other Participants must attend 100% of the program in order to obtain a Certificate of Attendance For CE s, the following verbiage is required on all advertising: Psychologists. This program, when attended in its entirety, is available for 3 continuing education credits. The Chicago School of Professional Psychology is approved by the American Psychological Association to sponsor continuing education for psychologists. The Chicago School of Professional Psychology maintains responsibility for this program and its content. The Chicago School of Professional Psychology is committed to accessibility and non-discrimination in its continuing education activities. The Chicago School of Professional Psychology is also committed to conducting all activities in conformity with the American Psychological Association s Ethical Principles for Psychologists. Participants are asked to be aware of the need for privacy and confidentiality throughout the program. If program content becomes stressful, participants are encouraged to process these feelings during discussion periods. If participants have special needs, we will attempt to accommodate them. Please address questions, concerns and any complaints to Moira Jackson at All presenters will discuss the utility/validity of the content discussed including the validity and utility as well as the limitations of the approach and the most common (and severe) risks as relevant. There is no commercial support for this program nor are there any relationships between the CE Sponsor, presenting organization, presenter, program content, research, grants, or other funding that could reasonably be construed as conflicts of interest. Non Psychologists: Most licensing boards accept Continuing Education Credits sponsored by the American Psychological Association but non-psychologists are recommended to consult with their specific state-licensing board to ensure that APA-sponsored CE is acceptable. *Participants must attend 100% of the program in order to obtain a Certificate of Attendance. 3

5 SAMPLE ADVERTISEMENT The Chicago School of Professional Psychology Presents Jennifer DeFeo, Ph.D. Understanding and Utilizing the DSM-5 and ICD-10 Diagnostic and Statistical Systems SCHEDULE 10:00 AM Registration and refreshments 10:30 AM Lecture, Jennifer DeFeo, PhD 12:30 PM Break 12:40 PM Lecture, Jennifer DeFeo, PhD 2:40 PM Complete evaluations 4 CE s Friday March 7, :30am 2:30pm The Chicago School of Professional Psychology 325 N Wells St, Rooms 407 & 412 Chicago, IL EDUCATIONAL OBJECTIVES After attending this introductory-level program, participants should be able to: 1. List specific changes from DSM-IV-TR to DSM-5 2. List specific changes and transition of ICD-9 to ICD-10 code systems 3. Describe the general diagnostic criteria of the DSM-5 4. Discuss ways to transition to DSM-5 and ICD-10 in their clinical practice PROGRAM DESCRIPTION This workshop aims to educate the student and professional population on the changes and additions to the DSM 5 and ICD-10 systems and how to incorporate them into both clinical and educational settings. Controversies and new American Psychiatric Association (APA) assessments, such as the Cultural Formulation Interview (CFI) and World Health Organization Disability Assessment Scale (WHODAS) will also be discussed. PRESENTER Jennifer DeFeo, Ph.D., a native New Yorker, graduated with her Master s Degree in Clinical Psychology (Marriage and Family Therapy) from Antioch University, Santa Barbara in 2002 and Doctorate of Philosophy in Clinical Psychology with a Health Track from the California School of Professional Psychology (Alliant) in Specializing in working with the severely mentally ill populations in both inpatient and outpatient care, as well as in the New York State psychiatric hospital system, and multiple forensic settings. Dr. DeFeo s specialty additionally extends to children and adolescents, family, gangs, LGBT, and HIV/AIDS populations. Dr. DeFeo is noted as one of the leading experts of the DSM-5 in the State of California. She has conducted over 15 state and national trainings on the topic. Dr. DeFeo was the highlighted presenter at the 18 th Annual International Violence, Abuse, and Trauma Conference in San Diego in September, 2013 to conduct a full 8 hour workshop to educate on the DSM-5 and ICD-10 diagnostic systems. Dr. DeFeo presently is a California 4

6 licensed psychologist and core faculty for the Chicago School of Professional Psychology in Irvine, Californa where she has been working since SAMPLE ADVERTISEMENT (CONTINUED) References: American Psychiatric Association. (1980). Diagnostic and statistical manual of mental disorders(3rd ed.). Washington, DC: Author. American Psychiatric Association. (1994). Diagnostic and statistical manual of mental disorders (4th ed.). Washington, DC: Author. American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author. The British psychological society still has concerns over the DSM-5. Retrieved from: Drescher, J. (2012). Gender dysphoria diagnosis to be moved out of sexual disorders chapter of the DSM-5. Retrieved from: DSM: History of the manual. (n.d.). Retrieved from: Lev, A. I., & Sennott, S. (2012). Understanding gender nonconformity and transgender identity: A sex-positive approach. In P. J. Kleinplatz (Ed.), New directions in sex therapy: Innovations and alternatives (2nd ed. (pp ). New York, NY: Taylor & Francis Group. Sanders, J.L., (2010). A distinct language and a historic pendulum: The evolution of the diagnostic and statistical manual of mental disorders. Archives of Psychiatric Nursing, Tartakovsky, M. (2011). How the DSM Developed: What You Might Not Know. Psych Central. Retrieved on October 28, 2013, from CONFERENCE FEES $99.00 REFUND POLICY 75% of tuition is refundable up to 7 days before the program. Within 7 days of program, tuition is nonrefundable. REGISTRATION To register, go to CONTINUING EDUCATION Psychologists: This program, when attended in its entirety, is available for 4 continuing education credits. The Chicago School of Professional Psychology is approved by the American Psychological Association to sponsor continuing education for psychologists. The Chicago School of Professional Psychology maintains responsibility for this program and its content. The Chicago School of Professional Psychology is committed to accessibility and non-discrimination in its continuing education activities. The Chicago School of Professional Psychology is also committed to conducting all activities in conformity with the American Psychological Association s Ethical Principles for Psychologists. Participants are asked to be aware of the need for privacy and confidentiality throughout the program. If program content becomes stressful, participants are encouraged to process these feelings during discussion periods. If participants have special needs, we will attempt to accommodate them. Please address questions, concerns and any complaints to Jennifer DeFeo, Ph.D. at All presenters will discuss the utility/validity of the content discussed including the validity and utility as well as the limitations of the approach and the most common (and severe) risks as relevant. 5

7 Instructor s Agreement By agreeing to present a continuing education activity, presenters commit to the following: Presenters should be familiar with the ethical principles established in the American Psychological Association s Ethical Principles for Psychologists, a copy of which will be furnished upon request. Presenters must respect the need for privacy and confidentiality throughout the program and assume responsibility for reminding participants of this, as needed. Presenters must anticipate the possibility of stress related to program content and to allow time for participants to process these feelings should the need arise. Presenters will offer information on the scientific or professional basis of the content presented. This is to include the validity and utility of the content and associated materials, the basis of such statements about validity/utility, and the limitations of and risks (severe and most common) associated with the content, if any. This can be done through references that support the content from the scientific or professional literature and/or through the program learning objectives and/or verbally during the activity. Presenters must disclose any commercial support (for the program, presenter, or product reviewed) and any other relationship that could reasonably be construed as a conflict of interest. Instructor/Presenter s Signature: X 6

8 Guidelines for Writing Learning Objectives Verbs to consider when writing learning objectives: o List, describe, recite, write, compute, discuss, explain, predict, apply, demonstrate, prepare, use, analyze, design, select, utilize, compile, create, plan, revise, assess, compare, rate, critique. Verbs to avoid when writing learning objectives: o Know, understand, learn, become aware of, become familiar with, appreciate. Distinguishing Insufficient and Sufficient Learning Objectives (from American Psychological Association s Standards and Criteria for Approval of Sponsors of Continuing Education for Psychologists, February 2009): For a program entitled, Succeeding in an Academic Career, the following are INSUFFICIENT LEARNING OBJECTIVES which DO NOT meet the American Psychological Association s criteria: At the conclusion of this program, participants will be able to: 1. Identify the advantages in advancing one s career of having a systematic research program. 2. Manage the complexities of scheduling research assistants, supervisees and other helpers. 3. Negotiate the ins and outs of getting publications and grants. 4. Discharge advising obligations while still having time to write. 5. Increase chances for retention, tenure, and promotion through understanding academic policies and the administrative structure. The learning objectives listed below, however, are ACCEPTABLE, SUFFICIENT and DO meet the American Psychological Association s criteria: At the conclusion of this intermediate-level program, participants will be able to: 1. Identify the practical applications for teaching effectiveness of building a systematic research program. 2. Identify relevant ethical codes associated with research, clinical, or academic supervision with students. 3. Negotiate the regulatory and ethical information regarding publication and grant writing with colleagues or students. 4. Apply appropriate mentoring skills for maximal student growth. 5. Use an understanding of academic policies and the administrative structure to create more efficient classrooms and labs. Insufficient learning objectives identify the advantages that might accrue to the individual faculty member, but fail to link these to improved services and the broader regulatory, ethical or professional issues that might also serve broader constituents within this context. By contrast, the acceptable learning objectives effectively tie the knowledge gains associated with this program to the effective functioning of the students and the administrative units associated with the faculty s functioning, and highlight the professional and scientific gains that would be expected to accrue as a result of the program. 7

9 Guidelines for Writing Learning Objectives (Continued) Second illustrative example for program entitled BUILDING YOUR PRACTICE Insufficient learning objectives Acceptable learning objectives Compare advantages and disadvantages of buying versus Identify the professional, legal and ethical renting office space. issues related to buying versus renting office space. Learn to read a financial report. List three regulatory issues concerning electronic medical records and billing systems. Maximize income from managed care. Negotiate contracts for managed care services which maximize patient care. Develop successful strategies for locating sublettors for office Analyze and minimize confidentiality space. concerns involving shared office space. Maximize case load through successful marketing. Create ethically sound marketing tools and techniques. Design promotions to attract the self-pay clientele. Provide effective client advocacy to third party payors. 8

10 Criteria and Processes for Determining Proposed Programs CE-Eligibility Acceptable programs must adhere to the definition of continuing education in that they improve service to the public and enhance contributions to the profession. Programs that address the personal or professional well-being of the psychologist must also demonstrate how they meet the above definition. Determination of eligibility is not made on the basis of topic alone: The responsibility is on the applicant to adequately establish the bridge between program content and the elements of the criteria. The more distant a topic appears from core disciplinary knowledge, the greater the responsibility of the sponsor to demonstrate the connection to improvement of services to the public and contributions to the profession. The CE Approval Committee will use the Standards and Criteria for Approval of Sponsors of Continuing Education for Psychologists to evaluate proposals. In so doing, they will employ the following evaluative steps: Intent: Will it help psychologists better serve the public and enhance the profession? Yes No REJECT Can it be understood as building on a doctoral degree in psychology? Yes No REJECT Is it credible (e.g., theoretically; empirically; accepted conventional practice) or does it address legal, ethical, or regulatory professional standards? Yes No REJECT Proceed to Evaluation Using Additional Criteria Regarding the first two questions posted in the above-described decision tree, local chapters must demonstrate that CE-programs are based on a methodological, theoretical, research, or practice knowledge base. To meet this requirement, AT LEAST ONE of the following must be true: (APA Criterion 1.1) Program content has obtained credibility, as demonstrated by the involvement of the broader psychological practice, education, and science communities in studying or applying the findings, procedures, practices, or theoretical concepts; (APA Criterion 1.2) Program content has been studied according to established procedures of scientific scrutiny that can be reasonably relied upon; (APA Criterion 1.3) Program content has peer reviewed, published support beyond those publications and other types of communications devoted primarily to the promotion of the approach; (APA Criterion 1.4) Program content is related to ethical, legal, statutory or regulatory policies, guidelines, and standards that impact psychology. For example, if a presentation is largely based upon the broad tradition of psychoanalysis, the program meets Criterion 1.1. The program s description, learning objectives and associated references should demonstrate that the program is within that broad tradition. Psychoanalysis itself need not be justified, but the content of the program must be shown to be a part of that larger literature of credible thought. Similarly, a program based upon empirical research that was published in a reputable journal may be considered to meet Criterion 1.3; the program description, learning objectives and content-related references bear out the assertion that the program is acceptable under this criterion. 9

11 Additional Requirements: 1. Attendance Requirements for Continuing Education Credit (this should be announced to participants at the beginning of all CE events) Full attendance is required at all programs, and no partial credit may be provided to attendees. Attendees must sign in and out to assure attendance of full program. Attendees will only receive a certificate of completion upon attending the entirety of the program and completing an online evaluation after the event. If, for any reason, you are not able to complete an online evaluation, please see the event coordinator at the completion of the event. 2. After the Event-Required Documentation Evaluations: If using paper evaluations, all evaluations must be returned to the CE Coordinator within 3 days of the event. Sign-in sheets: the CE Coordinator the number of attendees and the scanned sign-in sheets as proof of attendance within 3 days of the event. Evaluations and sign-in sheets must be scanned and ed and/or mailed with proof of delivery. 10

12 Institute for Professional & Continuing Studies Fee Structure All presentations facilitated by the Chicago School of Professional Psychology (Chicago, DC, and LA campuses) will engage in a financial contract with the event presenter(s). The financial breakdown will be determined based on sponsorship status: Full sponsorship by the Institute for Professional & Continuing Studies (IPCS) will result in a 75% (IPCS)/25% (presenter) split of total proceeds. Co-sponsorship by the Institute for Professional & Continuing Studies will result in a 25% (IPCS)/75% (presenter) split of total proceeds. If the event is offered without charge to attendees, the Chicago School will provide sponsorship based on the availability of services, and the degree of support required by event facilitators. 11