A continuing education course for 15 ces
Fulfills BBS mandatory prelicensure requirement for California Social Workers
and taking a post-test on:
Screening and Assessing Adolescents For Substance Use Disorders
Treatment Improvement Protocol (TIP) Series 31
Treatment of Adolescents With Substance Use Disorders
Treatment Improvement Protocol (TIP) Series 3
Learning Objectives in this 15 unit course:
1. Clinicians will learn to recognize the 'red flags', for assessment, detection, and signs of adolescent substance abuse.
2. Clinicians will learn techniques for identifying, screening, and assessing adolescents for substance abuse.
3. Clinicians will learn techniques for treatment planning with addicted adolescents.
4. Clinicians will learn about current procedures and instruments for detecting substance abuse among adolescents.
Clinicians will learn about conducting comprehensive assessments.
American Psychological Association to sponsor continuing education for psychologists - www.psychceu.com maintains responsibility for this program and its content.
maintains responsibility for the program.
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Adolescents differ from adults both physiologically and emotionally as they make the transition from child to adult. Although experimentation with substances is common with this population, substance abuse can seriously impair development, leaving an adolescent unprepared for the demands of adulthood. Therefore, it is important for a wide range of professionals who come into regular contact with adolescents to recognize the signs of substance use. This TIP focuses on the most current procedures and instruments for detecting substance abuse among adolescents, conducting comprehensive assessments, and beginning treatment planning.
Fulfills BBS mandatory prelicensure requirement for California Social Workers
Excerpt: Substance Use Disorder Treatment and AdolescentsIn 1997, substance use among 12- to 17-year-old children rose to 11.4 percent with illicit drug use among 12- and 13-year-olds increasing from 2.2 to 3.8 percent, according to the 1997 National Household Survey on Drug Abuse conducted by the Substance Abuse and Mental Health Services Administration. Moreover, perceived risk of harm from substance use is falling while the availability of drugs is climbing. These trends indicate a major national problem, especially as the social and economic costs of adolescent substance use are becoming better understood. The onset of substance use is occurring at younger ages, resulting in more adolescents entering treatment for substance use disorders with greater developmental deficits and perhaps much greater neurological deficits than have been observed in the past. Other consequences of substance use and abuse include alcohol- and drug-related traffic accidents, delinquency, sexually risky behavior, and psychiatric disorders. Adolescent users differ from adults in many ways. Their drug and alcohol use often stems from different causes, and they have even more trouble projecting the consequences of their use into the future. In treatment, adolescents must be approached differently than adults because of their unique developmental issues, differences in their values and belief systems, and environmental considerations (e.g., strong peer influences). At a physical level, adolescents tend to have smaller body sizes and lower tolerances, putting them at greater risk for alcohol-related problems even at lower levels of consumption. The use of substances may also compromise an adolescent's mental and emotional development from youth to adulthood because substance use interferes with how people approach and experience interactions. The treatment process must address the nuances of each adolescent's experience, including cognitive, emotional, physical, social, and moral development. An understanding of these changes will help treatment providers grasp why an adolescent uses substances and how substance use may become an integral part of an adolescent's identity. Regardless of which specific model is used in treating young people, there are several points to remember when providing substance use disorder treatment: In addition to age, treatment for adolescents must take into account gender, ethnicity, disability status, stage of readiness to change, and cultural background. Some delay in normal cognitive and social-emotional development is often associated with substance use during adolescence. Treatment for adolescents should identify such delays and their connections to academic performance, self-esteem, or social interactions. Programs should make every effort to involve the adolescent client's family because of its possible role in the origins of the problem and its ability to change the youth's environment. Although it may be necessary in certain geographic areas where availability of adolescent treatment programs is limited, using adult programs for treating youth is ill-advised. If this must occur, it should be done only with great caution and with alertness to inherent complications that may threaten effective treatment for these young people. Many adolescents have explicitly or implicitly been coerced into attending treatment. Coercive pressure to seek treatment is not generally conducive to the behavior change process. Treatment providers should be sensitive to motivational barriers to change at the outset of intervention. Several strategies can be used for engaging reluctant clients to consider behavioral change. Tailoring Treatment to The Adolescent
Adolescent substance use occurs with varying degrees of severity. The degree of substance involvement is an important determinant of treatment, as are any coexisting disorders, the family and peer environment, and the individual's stage of mental and emotional development.
TIP, Treatment of Adolescents With Substance Use Disorders,
updates TIP 4, published in 1993, and presents information
on substance use disorder treatment for adolescent clients.
Adolescents differ from adults both physiologically and emotionally
as they make the transition from child to adult and, thus,
require treatment adapted to their needs. The onset of substance
use is occurring at younger ages, resulting in more adolescents
entering treatment for substance use disorders than has been
observed in the past. In order to treat this population effectively,
treatment providers must address the issues that play significant
roles in an adolescent's life, such as cognitive, emotional,
physical, social, and moral development, and family and peer
environment. This TIP focuses on ways to specialize treatment
for adolescents, as well as on common and effective program
components and approaches being used today.
Is a TIP?
Treatment Improvement Protocols (TIPs) are best practice guidelines for the treatment of substance use disorders, provided as a service of the Substance Abuse and Mental Health Services Administration's (SAMHSA) Center for Substance Abuse Treatment (CSAT). CSAT's Office of Evaluation, Scientific Analysis and Synthesis draws on the experience and knowledge of clinical, research, and administrative experts to produce the TIPs, which are distributed to a growing number of facilities and individuals across the country. The audience for the TIPs is expanding beyond public and private treatment facilities for substance use disorders as substance use disorders are increasingly recognized as a major problem.
All material appearing in this volume except that taken directly from copyrighted sources is in the public domain and may be reproduced or copied without permission from the Substance Abuse and Mental Health Services Administration's (SAMHSA) Center for Substance Abuse Treatment (CSAT) or the authors. Citation of the source is appreciated.
of the 15 unit course is $165
We do adhere to the American Psychological Association's Ethical Principles of Psychologists. Our courses are carefully screened by the Planning Committee to adhere to APA standards. We also require authors who compose Internet courses specifically for us follow APA ethical standards.
Many of our courses contain case material, and may use the methods of qualitative research and analysis, in-depth interviews and ethnographic studies. The psychotherapeutic techniques depicted may include play therapy, sandplay therapy, dream analysis, drawing analysis, client and therapist self-report, etc. The materials presented may be considered non-traditional and may be controversial, and may not have widespread endorsement within the profession. www.psychceu.com maintains responsibility for the program and its content.
included in this course is either in the public domain, or used with
All material included in this course is either in the public domain, or used with express permission.