Post-Traumatic Stress Disorder
Course #66013 -
- Participation Instructions
- Review the course material online or in print.
- Complete the course evaluation.
- Review your Transcript to view and print your Certificate of Completion. Your date of completion will be the date (Pacific Time) the course was electronically submitted for credit, with no exceptions. Partial credit is not available.
Primary care practitioners treat many civilians and veterans of all ages who exhibit symptoms of PTSD, but many lack the necessary knowledge to identify PTSD and perform differential diagnosis. Also necessary is an understanding of the circumstances that can lead to the development of PTSD and appreciation of the emotional and physical needs of that result from different traumas and different time intervals from the exposure. This course will provide the necessary knowledge and skills to appropriately identify and treat patients with acute stress disorder and PTSD. The course will also review the changes in PTSD diagnostic criteria with the DSM-5-TR and how these reflect changes in the conceptualization of the disorder itself based on the body of research.
- INTRODUCTION
- BACKGROUND
- SPECIFIC TRAUMATIZING EXPERIENCES
- PTSD, AGGRESSION, AND VIOLENCE
- PATHOPHYSIOLOGY
- ASSESSMENT AND IMMEDIATE POST-TRAUMA ACTION
- ASSESSMENT AND MANAGEMENT IN THE INTERMEDIATE POST-TRAUMA PERIOD
- ASSESSMENT AND ACTION IN THE EXTENDED POST-TRAUMA PERIOD
- GENERAL MANAGEMENT CONSIDERATIONS
- PSYCHOTHERAPY APPROACHES
- COMPLEX TRAUMA/PTSD
- PSYCHOSOCIAL REHABILITATION AND SOMATIC AND ALTERNATIVE THERAPIES
- PHARMACOTHERAPIES
- SYMPTOM-SPECIFIC AND COMORBID APPROACHES TO TREATMENT
- CONCLUSION
- Works Cited
- Evidence-Based Practice Recommendations Citations
This advanced course is designed for psychologists involved in the identification and treatment of patients with post-traumatic stress disorder.
Continuing Education (CE) credits for psychologists are provided through the co-sponsorship of the American Psychological Association (APA) Office of Continuing Education in Psychology (CEP). The APA CEP Office maintains responsibility for the content of the programs. NetCE is recognized by the New York State Education Department's State Board for Psychology as an approved provider of continuing education for licensed psychologists #PSY-0240. This course is considered self-study by the New York State Board for Psychology.
NetCE designates this continuing education activity for 15 credit(s).
The purpose of this course is to provide psychologists with the knowledge they need to effectively identify, engage, diagnose and treat patients with PTSD.
Upon completion of this course, you should be able to:
- Review the historical conceptualization of trauma reactions and post-traumatic stress disorder (PTSD).
- Analyze the models traditionally used to explain the PTSD disease process and to develop treatment modalities.
- Define terms related to trauma and stress reactions.
- Outline the epidemiology of PTSD and related comorbidities in various populations.
- Review the natural history of PTSD.
- Describe the personal and societal costs of PTSD.
- Recognize common presentation and associated comorbid conditions in combat veterans following exposure to trauma.
- Identify the possible presentations and unique provider considerations involved in the treatment of patients with PTSD following sexual assault.
- Discuss the impact of minority sexual orientation on the risk for PTSD.
- Outline the epidemiology and presentation of PTSD following natural disaster or acts of terrorism.
- Review considerations when assessing and treating PTSD in first responders and trauma care personnel.
- Describe issues that may arise in persons who develop PTSD in response to injury and/or torture.
- Analyze the relationship between PTSD and violence and aggression in various populations.
- Discuss the pathophysiology of PTSD.
- Evaluate appropriate approaches to assessment and intervention in the immediate post-trauma period.
- Outline the appropriate assessment and management of patients in the intermediate post-trauma period.
- Describe the approach to assessment, screening, and diagnosis in the extended post-trauma period, including racial and/or cultural considerations.
- Identify general management considerations when establishing a treatment plan for persons with PTSD.
- Evaluate the possible psychotherapeutic interventions for PTSD.
- Describe the optimal approach to the treatment of complex trauma.
- Compare and contrast pharmacotherapies and complementary/alternative approaches used in the treatment of PTSD.
- Discuss key points in the treatment of specific PTSD symptoms and comorbidities.
Mark Rose, BS, MA, LP, is a licensed psychologist in the State of Minnesota with a private consulting practice and a medical research analyst with a biomedical communications firm. Earlier healthcare technology assessment work led to medical device and pharmaceutical sector experience in new product development involving cancer ablative devices and pain therapeutics. Along with substantial experience in addiction research, Mr. Rose has contributed to the authorship of numerous papers on CNS, oncology, and other medical disorders. He is the lead author of papers published in peer-reviewed addiction, psychiatry, and pain medicine journals and has written books on prescription opioids and alcoholism published by the Hazelden Foundation. He also serves as an Expert Advisor and Expert Witness to law firms that represent disability claimants or criminal defendants on cases related to chronic pain, psychiatric/substance use disorders, and acute pharmacologic/toxicologic effects. Mr. Rose is on the Board of Directors of the Minneapolis-based International Institute of Anti-Aging Medicine and is a member of several professional organizations.
Contributing faculty, Mark Rose, BS, MA, LP, has disclosed no relevant financial relationship with any product manufacturer or service provider mentioned.
Margaret Donohue, PhD
The division planner has disclosed no relevant financial relationship with any product manufacturer or service provider mentioned.
Sarah Campbell
The Director of Development and Academic Affairs has disclosed no relevant financial relationship with any product manufacturer or service provider mentioned.
The purpose of NetCE is to provide challenging curricula to assist healthcare professionals to raise their levels of expertise while fulfilling their continuing education requirements, thereby improving the quality of healthcare.
Our contributing faculty members have taken care to ensure that the information and recommendations are accurate and compatible with the standards generally accepted at the time of publication. The publisher disclaims any liability, loss or damage incurred as a consequence, directly or indirectly, of the use and application of any of the contents. Participants are cautioned about the potential risk of using limited knowledge when integrating new techniques into practice.
It is the policy of NetCE not to accept commercial support. Furthermore, commercial interests are prohibited from distributing or providing access to this activity to learners.
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The role of implicit biases on healthcare outcomes has become a concern, as there is some evidence that implicit biases contribute to health disparities, professionals' attitudes toward and interactions with patients, quality of care, diagnoses, and treatment decisions. This may produce differences in help-seeking, diagnoses, and ultimately treatments and interventions. Implicit biases may also unwittingly produce professional behaviors, attitudes, and interactions that reduce patients' trust and comfort with their provider, leading to earlier termination of visits and/or reduced adherence and follow-up. Disadvantaged groups are marginalized in the healthcare system and vulnerable on multiple levels; health professionals' implicit biases can further exacerbate these existing disadvantages.
Interventions or strategies designed to reduce implicit bias may be categorized as change-based or control-based. Change-based interventions focus on reducing or changing cognitive associations underlying implicit biases. These interventions might include challenging stereotypes. Conversely, control-based interventions involve reducing the effects of the implicit bias on the individual's behaviors. These strategies include increasing awareness of biased thoughts and responses. The two types of interventions are not mutually exclusive and may be used synergistically.