CEWEEKPSY • 26-Hour CE Live Weekend Event (26 Hours of Live CE PLUS Michigan Implicit Bias)

Table of Contents

CEWEEKPSY • 26-Hour CE Live Weekend Event (26 Hours of Live CE PLUS Michigan Implicit Bias)

How to Receive Credit

NetCE 2 Hour Course #9734L • Navigating Ethical Dilemmas in Couples Therapy

9734L • Navigating Ethical Dilemmas in Couples Therapy

1. INTRODUCTION

2. WEBINAR

3. WORKBOOK

Works Cited

NetCE 3 Hour Course #9602L • Family Engagement in Child Welfare: Ethics, Empathy, and Evidence-Based Practice

9602L • Family Engagement in Child Welfare: Ethics, Empathy, and Evidence-Based Practice

1. INTRODUCTION

2. WEBINAR

3. SLIDES

Works Cited

NetCE 2 Hour Course #9735L • Maintaining Professional Boundaries in Challenging Client Situations

9735L • Maintaining Professional Boundaries in Challenging Client Situations

1. INTRODUCTION

2. WEBINAR

3. WORKBOOK

Works Cited

NetCE 2 Hour Course #9173L • Find Your Silver Lining: Achieving Resiliency After Trauma

9173L • Find Your Silver Lining: Achieving Resiliency After Trauma

1. INTRODUCTION

2. WEBINAR

3. WORKBOOK

Works Cited

NetCE 2 Hour Course #9731L • Evidence-Based Pain Management: Interventions, Approaches, and Best Practices

9731L • Evidence-Based Pain Management: Interventions, Approaches, and Best Practices

1. INTRODUCTION

2. WEBINAR

3. WORKBOOK

Works Cited

NetCE 2 Hour Course #9606L • Psychedelic-Informed Practice: Ethics and Professional Boundaries

9606L • Psychedelic-Informed Practice: Ethics and Professional Boundaries

1. INTRODUCTION

2. WEBINAR

3. SLIDES

Works Cited

NetCE 2 Hour Course #9833L • Mindfulness-Based Interventions for Clinical Care

9833L • Mindfulness-Based Interventions for Clinical Care

1. INTRODUCTION

2. WEBINAR

3. SLIDES

Works Cited

NetCE 2 Hour Course #9540L • A Straightforward Look at Medications to Treat Opioid Use Disorders

9540L • A Straightforward Look at Medications to Treat Opioid Use Disorders

1. INTRODUCTION

2. WEBINAR

3. SLIDES

Works Cited

NetCE 2 Hour Course #9646L • An Overview of EMDR Therapy for Trauma-Focused Care

9646L • An Overview of EMDR Therapy for Trauma-Focused Care

1. INTRODUCTION

2. WEBINAR

3. SLIDES

Works Cited

NetCE 1 Hour Course #9689L • When One Partner Isn't Sure: Assessing and Navigating Mixed-Agenda Couples

9689L • When One Partner Isn't Sure: Assessing and Navigating Mixed-Agenda Couples

1. INTRODUCTION

2. WEBINAR

3. WORKBOOK

Works Cited

NetCE 1 Hour Course #9616L • Beyond Niceness: Rethinking Stigma Around Substance Use Disorders

9616L • Beyond Niceness: Rethinking Stigma Around Substance Use Disorders

1. INTRODUCTION

2. WEBINAR

3. SLIDES

Works Cited

NetCE 2 Hour Course #9658L • Spiritual Abuse: Recognizing and Addressing in Clinical Situations

9658L • Spiritual Abuse: Recognizing and Addressing in Clinical Situations

1. INTRODUCTION

2. WEBINAR

3. SLIDES

Works Cited

NetCE 3 Hour Course #9653L • Mastering Anger Management in Adults with ADHD: Evidence-Based Strategies for Clinicians

9653L • Mastering Anger Management in Adults with ADHD: Evidence-Based Strategies for Clinicians

1. INTRODUCTION

2. WEBINAR

3. WORKBOOK

Works Cited

NetCE 2 Hour Course #67441 • Implicit Bias: The Michigan Requirement

67441 • Implicit Bias: The Michigan Requirement

1. INTRODUCTION

2. WEBINAR

3. RESOURCES

Works Cited

CEWEEKPSY • 26-Hour CE Live Weekend Event (26 Hours of Live CE PLUS Michigan Implicit Bias)

Michal (Michelle) Goldman, LCSW

Ashley Castro, LCSW

Samantha Silverman, LCSW

Lori Schleck, DPT, APTA

Peter H. Addy, PhD

Jamie Marich, PhD, LPCC-S, REAT, RYT-500, RMT

Brooke Schaefer, MSN, MBA, FNP-C, CARN-AP, RN

Michal Goldman, LCSW

Joel Kouame, LCSW, MBA, CAMS-II

www.netce.com

Copyright © 2026 NetCE, All rights reserved.

CEWEEKPSY • 26-Hour CE Live Weekend Event (26 Hours of Live CE PLUS Michigan Implicit Bias)

Expiration Date: 09/18/2026

How to Receive Credit

To complete this Special Offer for continuing education credit please go to http://www.netce.com/specials in your browser.

For assistance with receiving continuing education credit, please contact us at help@netce.com.

9734L • Navigating Ethical Dilemmas in Couples Therapy

Michal (Michelle) Goldman, LCSW

www.netce.com

Copyright © 2026 NetCE, All rights reserved.

This live event takes place Friday, September 18, 9 am-11 am EDT (6 am-8 am PDT).

Ethical challenges in couples therapy are complex and distinct from individual therapy, yet many clinicians receive minimal formal training in this area. Research indicates that therapists often struggle with managing confidentiality, systemic neutrality, communication boundaries, and cultural responsiveness within relational work. Moreover, ethical complaints and board actions increasingly highlight relational therapy as a high-risk area for boundary violations and malpractice concerns. This course addresses an identified need for specialized education by equipping clinicians with practical strategies and ethical frameworks tailored specifically to couples therapy. By enhancing clinicians' knowledge and application of ethical boundary-setting within relational contexts, the course aims to reduce ethical risk, support therapist confidence, and promote safer, more effective therapeutic outcomes for diverse couples.

Table of Contents

9734L • Navigating Ethical Dilemmas in Couples Therapy

Course Overview

Audience

Accreditations & Approvals

Designations of Credit

Individual State Behavioral Health Approvals

Course Objective

Learning Objectives

Faculty

Faculty Disclosure

Division Planners

Division Planners Disclosure

Director of Development and Academic Affairs

Director Disclosure Statement

About the Sponsor

Disclosure Statement

Implicit Bias in Health Care

1. INTRODUCTION

2. WEBINAR

3. WORKBOOK

Works Cited

9734L • Navigating Ethical Dilemmas in Couples Therapy

Education Category. Webinars

Release Date. 07/15/2026

Expiration Date. 09/30/2026

Course Overview

This live event takes place Friday, September 18, 9 am-11 am EDT (6 am-8 am PDT).

Ethical challenges in couples therapy are complex and distinct from individual therapy, yet many clinicians receive minimal formal training in this area. Research indicates that therapists often struggle with managing confidentiality, systemic neutrality, communication boundaries, and cultural responsiveness within relational work. Moreover, ethical complaints and board actions increasingly highlight relational therapy as a high-risk area for boundary violations and malpractice concerns. This course addresses an identified need for specialized education by equipping clinicians with practical strategies and ethical frameworks tailored specifically to couples therapy. By enhancing clinicians' knowledge and application of ethical boundary-setting within relational contexts, the course aims to reduce ethical risk, support therapist confidence, and promote safer, more effective therapeutic outcomes for diverse couples.

Audience

This live webinar is designed for mental and behavioral health professionals involved in counseling couples.

Accreditations & Approvals

NetCE has been approved by NBCC as an Approved Continuing Education Provider, ACEP No. 6361. Programs that do not qualify for NBCC credit are clearly identified. NetCE is solely responsible for all aspects of the programs. As a Jointly Accredited Organization, NetCE is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved under this program. Regulatory boards are the final authority on courses accepted for continuing education credit. 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 accredited by the International Accreditors for Continuing Education and Training (IACET). NetCE complies with the ANSI/IACET Standard, which is recognized internationally as a standard of excellence in instructional practices. As a result of this accreditation, NetCE is authorized to issue the IACET CEU. NetCE is recognized by the New York State Education Department's State Board for Mental Health Practitioners as an approved provider of continuing education for licensed mental health counselors #MHC-0021. This course is considered live online by the New York State Board of Mental Health Counseling. NetCE is recognized by the New York State Education Department's State Board for Social Work as an approved provider of continuing education for licensed social workers #SW-0033. This course is considered live online, as defined by the New York State Board for Social Work. Materials that are included in this course may include interventions and modalities that are beyond the authorized practice of licensed master social work and licensed clinical social work in New York. As a licensed professional, you are responsible for reviewing the scope of practice, including activities that are defined in law as beyond the boundaries of practice for an LMSW and LCSW. A licensee who practices beyond the authorized scope of practice could be charged with unprofessional conduct under the Education Law and Regents Rules. NetCE is recognized by the New York State Education Department's State Board for Mental Health Practitioners as an approved provider of continuing education for licensed marriage and family therapists. #MFT-0015. This course is considered live online by the New York State Board of Marriage and Family Therapy. 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 live online by the New York State Board for Psychology.

Designations of Credit

NetCE designates this live event activity for 2 continuing education clock hours. NetCE designates this live event continuing education activity for 2 NBCC clock hour(s). Social workers participating in this intermediate to advanced course will receive 2 Clinical continuing education clock hours. NetCE is authorized by IACET to offer 0.2 CEU(s) for this program. NetCE designates this live continuing education activity for 2 credit(s).

Individual State Behavioral Health Approvals

In addition to states that accept ASWB, NetCE is approved as a provider of continuing education by the following state boards: Alabama State Board of Social Work Examiners, Provider #0515; Florida Board of Clinical Social Work, Marriage and Family Therapy and Mental Health Counseling, CE Broker Provider #50-2405; Illinois Division of Professional Regulation for Social Workers, License #159.001094; Illinois Division of Professional Regulation for Licensed Professional and Clinical Counselors, License #197.000185; Illinois Division of Professional Regulation for Marriage and Family Therapists, License #168.000190;

Course Objective

Couples therapy presents unique ethical challenges that are often not addressed thoroughly in standard professional ethics training, which tends to focus on individual client work. The purpose of this course is to providing foundational training to promote safer, more ethically grounded couples therapy.

Learning Objectives

Upon completion of this course, you should be able to:

1. Identify ethical challenges unique to couples therapy, including managing confidentiality and diversity in coupleships.

2. Apply relationally sensitive strategies to maintain professional boundaries with distressed couples.

3. Examine clinical scenarios in which couples therapy may be contraindicated due to relational risk factors.

4. Implement communication strategies that uphold transparency, safety, and therapeutic alliance.

5. Navigate legal and insurance considerations relevant to billing and documentation in couples therapy.

Faculty

Michal (Michelle) Goldman, LCSW, is a licensed clinical social worker and clinical therapist who is passionate about helping therapists cultivate secure, ethical boundaries and deepen their self-of-therapist awareness to provide effective, compassionate care. She specializes in work with adults and couples navigating relational challenges and holds extensive training in Emotionally Focused Therapy (EFT) and discernment counseling. In addition to her clinical practice, she writes a biweekly mental health column for a local newspaper.

Faculty Disclosure

Contributing faculty, Michal (Michelle) Goldman, LCSW, has disclosed no relevant financial relationship with any product manufacturer or service provider mentioned.

Division Planners

Kimberly Byrd, EdD, PMSW

Scott Deatherage, PhD

Division Planners Disclosure

The division planners have disclosed no relevant financial relationship with any product manufacturer or service provider mentioned.

Director of Development and Academic Affairs

Sarah Campbell

Director Disclosure Statement

The Director of Development and Academic Affairs has disclosed no relevant financial relationship with any product manufacturer or service provider mentioned.

About the Sponsor

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.

Disclosure Statement

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.

Implicit Bias in Health Care

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.

1. INTRODUCTION

Maintaining ethical boundaries in couples therapy requires more than general ethical competence. It also demands a relationally attuned, culturally responsive approach that respects both individual and systemic factors. By developing clarity around confidentiality, communication expectations, legal considerations, and relational risk factors, providers can more confidently navigate the complex dynamics inherent in couples work. This course offers foundational tools and reflective strategies to strengthen ethical decision making, reduce clinical risk, and enhance the therapeutic alliance. Continuing to deepen understanding in these areas supports professional integrity, client safety, and positive relational outcomes.

2. WEBINAR

To see this media go to http://www.NetCE.com/activities/ using a browser that supports Adobe Flash.

3. WORKBOOK

The workbook discussed in this webinar is available here.

Works Cited

1. American Psychological Association. Violence and the Family: Report of the APA Presidential Task Force on Violence and the Family. Washington, DC: American Psychological Association; 1996.

2. Davis SD, Gonzalez V, Sahibzada S. Therapeutic alliance in couple and family therapy. In: Lebow J, Chambers A, Breunlin D (eds). Encyclopedia of Couple and Family Therapy. New York, NY: Springer; 2019: 2924-2929.

3. Escudero V, Heatherington L, Diamond GM. The therapeutic alliance in couple and family therapy. Psychotherapy. 2011;48(1):25-33.

4. Gurman AS. Clinical Casebook of Couple Therapy. New York, NY: Guilford; 2010.

5. Johnson SM, Furrow JL, Bradley B, et al. Becoming an Emotionally Focused Therapist: The Workbook. New York, NY: Routledge; 2022.

6. Jordan AE, Meara NM. Ethical issues in couple and family therapy. In: McDaniel SH, Hepworth J, Doherty WJ (eds). Medical Family Therapy and Integrated Care. 2nd ed. Washington, DC: American Psychological Association; 2018:193-212.

7. Lebow JL. Couple and Family Therapy: An Integrative Map of the Territory. 2nd ed. Washington, DC: American Psychological Association; 2020.

8. Trueman D. Avoiding and preventing claims of therapist unethical or unprofessional conduct [webinar]. Nachas Consulting; April 1, 2025.

9602L • Family Engagement in Child Welfare: Ethics, Empathy, and Evidence-Based Practice

Ashley Castro, LCSW

www.netce.com

Copyright © 2026 NetCE, All rights reserved.

This live event takes place Friday, September 18, 11:30 am-2:30 pm EST (8:30 am-11:30 am PST).

This course equips mental health professionals with trauma-informed, ethical, and culturally responsive strategies for engaging families involved in the child welfare system. Participants explore the clinical impact of systemic trauma, learn to reframe "resistance" as a survival response, and strengthen communication and documentation practices that build safety and trust. Grounded in evidence-based practice, this course offers tools to enhance outcomes for families navigating CPS involvement. Through real-world case studies, reflective exercises, and applied frameworks, this course empowers clinicians to support family healing, safety, and reunification within multidisciplinary teams.

Table of Contents

9602L • Family Engagement in Child Welfare: Ethics, Empathy, and Evidence-Based Practice

Course Overview

Audience

Accreditations & Approvals

Designations of Credit

Individual State Behavioral Health Approvals

Course Objective

Learning Objectives

Faculty

Faculty Disclosure

Division Planners

Division Planners Disclosure

Director of Development and Academic Affairs

Director Disclosure Statement

About the Sponsor

Disclosure Statement

Implicit Bias in Health Care

1. INTRODUCTION

2. WEBINAR

3. SLIDES

Works Cited

9602L • Family Engagement in Child Welfare: Ethics, Empathy, and Evidence-Based Practice

Education Category. Webinars

Release Date. 07/25/2026

Expiration Date. 09/30/2026

Course Overview

This live event takes place Friday, September 18, 11:30 am-2:30 pm EST (8:30 am-11:30 am PST).

This course equips mental health professionals with trauma-informed, ethical, and culturally responsive strategies for engaging families involved in the child welfare system. Participants explore the clinical impact of systemic trauma, learn to reframe "resistance" as a survival response, and strengthen communication and documentation practices that build safety and trust. Grounded in evidence-based practice, this course offers tools to enhance outcomes for families navigating CPS involvement. Through real-world case studies, reflective exercises, and applied frameworks, this course empowers clinicians to support family healing, safety, and reunification within multidisciplinary teams.

Audience

This live webinar is designed for mental and behavioral health professionals who would benefit from enhanced knowledge of family engagement in child welfare.

Accreditations & Approvals

NetCE has been approved by NBCC as an Approved Continuing Education Provider, ACEP No. 6361. Programs that do not qualify for NBCC credit are clearly identified. NetCE is solely responsible for all aspects of the programs. As a Jointly Accredited Organization, NetCE is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved under this program. Regulatory boards are the final authority on courses accepted for continuing education credit. 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 accredited by the International Accreditors for Continuing Education and Training (IACET). NetCE complies with the ANSI/IACET Standard, which is recognized internationally as a standard of excellence in instructional practices. As a result of this accreditation, NetCE is authorized to issue the IACET CEU. NetCE is recognized by the New York State Education Department's State Board for Mental Health Practitioners as an approved provider of continuing education for licensed mental health counselors #MHC-0021. This course is considered live online by the New York State Board of Mental Health Counseling. NetCE is recognized by the New York State Education Department's State Board for Social Work as an approved provider of continuing education for licensed social workers #SW-0033. This course is considered live online, as defined by the New York State Board for Social Work. Materials that are included in this course may include interventions and modalities that are beyond the authorized practice of licensed master social work and licensed clinical social work in New York. As a licensed professional, you are responsible for reviewing the scope of practice, including activities that are defined in law as beyond the boundaries of practice for an LMSW and LCSW. A licensee who practices beyond the authorized scope of practice could be charged with unprofessional conduct under the Education Law and Regents Rules. NetCE is recognized by the New York State Education Department's State Board for Mental Health Practitioners as an approved provider of continuing education for licensed marriage and family therapists. #MFT-0015. This course is considered live online by the New York State Board of Marriage and Family Therapy. 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 live online by the New York State Board for Psychology.

Designations of Credit

NetCE designates this live event continuing education activity for 3 NBCC clock hour(s). NetCE designates this live event activity for 3 continuing education clock hours. Social workers participating in this intermediate to advanced course will receive 3 Cultural Competency continuing education clock hours. NetCE is authorized by IACET to offer 0.3 CEU(s) for this program. NetCE designates this continuing education activity for 3 credit(s).

Individual State Behavioral Health Approvals

In addition to states that accept ASWB, NetCE is approved as a provider of continuing education by the following state boards: Alabama State Board of Social Work Examiners, Provider #0515; Florida Board of Clinical Social Work, Marriage and Family Therapy and Mental Health Counseling, CE Broker Provider #50-2405; Illinois Division of Professional Regulation for Social Workers, License #159.001094; Illinois Division of Professional Regulation for Licensed Professional and Clinical Counselors, License #197.000185; Illinois Division of Professional Regulation for Marriage and Family Therapists, License #168.000190;

Course Objective

The purpose of this course is to strengthen clinicians' knowledge, skills, and practice in trauma-informed, culturally humble, and ethically transparent engagement with child welfare-involved families

Learning Objectives

Upon completion of this course, you should be able to:

1. Describe the impact of trauma on family engagement and participation in mandated services.

2. Reframe resistance and avoidance behaviors as protective trauma responses.

3. Apply ethical and documentation practices that reduce bias and support reunification.

4. Demonstrate cultural humility and awareness of systemic racism in child welfare practice.

5. Collaborate effectively with CPS social workers and other team members to support sustainable family change.

6. Integrate reflective supervision, peer consultation, and self-compassion into trauma-informed practice.

Faculty

Ashley Castro, LCSW, is a Licensed Clinical Social Worker with over a decade of experience in child welfare, behavioral health, and trauma-informed systems training. She serves as a Staff Development Officer for a Public Sector and the founder of AC Licensed Clinical Social Worker, Inc., where she provides clinical therapy, consulting, and curriculum development. Her expertise bridges direct clinical practice and system-level change, with a focus on ethics, empathy, and evidence-based engagement strategies for court-involved families.

Faculty Disclosure

Contributing faculty, Ashley Castro, LCSW, has disclosed no relevant financial relationship with any product manufacturer or service provider mentioned.

Division Planners

Scott Deatherage, PhD

Kimberly Byrd, EdD, PMSW

Division Planners Disclosure

The division planners have disclosed no relevant financial relationship with any product manufacturer or service provider mentioned.

Director of Development and Academic Affairs

Sarah Campbell

Director Disclosure Statement

The Director of Development and Academic Affairs has disclosed no relevant financial relationship with any product manufacturer or service provider mentioned.

About the Sponsor

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.

Disclosure Statement

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.

Implicit Bias in Health Care

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.

1. INTRODUCTION

Child welfare-involved families often navigate systems shaped by historical trauma, inequity, and coercive power dynamics. Research shows that families who perceive services as punitive or judgmental are less likely to engage meaningfully in therapy, resulting in higher recidivism and slower reunification rates. Mental health professionals play a crucial role in reframing these interactions through trauma-informed engagement, ethical transparency, and cultural humility. Yet, many clinicians report uncertainty about how to maintain empathy while balancing mandated responsibilities revealing a significant gap in training and confidence.

This course bridges that gap by offering a nationally relevant, evidence-based framework that integrates trauma-informed care, ethical documentation, and culturally humble collaboration. Participants will learn to view resistance as communication, documentation as advocacy, and transparency as a pathway to trust.

2. WEBINAR

To see this media go to http://www.NetCE.com/activities/ using a browser that supports Adobe Flash.

3. SLIDES

The slides from this webinar are available here.

Works Cited

1. American Psychological Association. Multicultural guidelines: an ecological approach to context, identity, and intersectionality. Published 2017. Accessed February 6, 2026. https://www.apa.org/about/policy/multicultural-guidelines.

2. Casey Family Programs. Strategies for building effective collaboration between child welfare and behavioral health systems. Published 2021. Accessed February 6, 2026. https://www.casey.org.

3. Child Welfare Information Gateway. Family engagement: partnering with families toward better outcomes. Published 2021. Accessed February 6, 2026. https://www.coloradojudicial.gov/sites/default/files/2023-06/f_fam_engagement.pdf.

4. Dettlaff AJ, Boyd R. Racial disproportionality and disparities in the child welfare system: why do they exist, and what can be done to address them? Ann Am Acad Pol Soc Sci. 2020;692(1):253-274.

5. Hook JN, Davis DE, Owen J, Worthington EL. Cultural humility: ten years of research and future directions. J Couns Psychol. 2022;69(4):441-456.

6. National Association of Social Workers. Code of Ethics of the National Association of Social Workers. Published 2021. Accessed February 6, 2026. https://www.socialworkers.org/About/Ethics/Code-of-Ethics/Code-of-Ethics-English.

7. Prochaska JO, DiClemente CC. Stages and processes of self-change of smoking: toward an integrative model of change. J Consult Clin Psychol. 1983;51(3):390-395.

8. Substance Abuse and Mental Health Services Administration. Trauma-Informed Care in Behavioral Health Services: A Treatment Improvement Protocol (TIP) Series 57. Published 2023. Accessed February 6, 2026. https://library.samhsa.gov/sites/default/files/sma14-4816.pdf.

9. Substance Abuse and Mental Health Services Administration. SAMHSA’s Concept of Trauma and Guidance for a Trauma-Informed Approach. HHS Publication No. SMA 14-4884. Published 2014. Accessed February 6, 2026. https://ncsacw.acf.hhs.gov/userfiles/files/SAMHSA_Trauma.pdf.

10. Tervalon M, Murray-García J. Cultural humility versus cultural competence: a critical distinction in defining physician training outcomes in multicultural education. J Health Care Poor Underserved. 1998;9(2):117-125.

11. U.S. Department of Health and Human Services, Administration for Children and Families, Children’s Bureau. Child welfare outcomes report data portal. Published 2023. Accessed February 6, 2026. https://www.acf.hhs.gov/cb.

9735L • Maintaining Professional Boundaries in Challenging Client Situations

Michal (Michelle) Goldman, LCSW

www.netce.com

Copyright © 2026 NetCE, All rights reserved.

This live event takes place Friday, September 18, 3 pm-5 pm EST (12 pm-2 pm PST).

This course explores the critical role of boundaries in ethical and effective psychotherapy. While most therapists understand the importance of maintaining professional boundaries, many report challenges navigating boundary decisions in complex clinical situations. Through a blend of theory, clinical case examples, and discussion of ethical principles, participants will learn to recognize subtle signs of boundary shifts, assess their own internal responses, and apply structured strategies for maintaining therapeutic integrity. Emphasis will be placed on flexible, relational, and culturally responsive boundary-setting practices, as well as when and how to seek consultation. The course includes experiential exercises and clinical reflection prompts to strengthen confidence and competence in this essential area of practice.

Table of Contents

9735L • Maintaining Professional Boundaries in Challenging Client Situations

Course Overview

Audience

Accreditations & Approvals

Designations of Credit

Individual State Behavioral Health Approvals

Course Objective

Learning Objectives

Faculty

Faculty Disclosure

Division Planners

Division Planners Disclosure

Director of Development and Academic Affairs

Director Disclosure Statement

About the Sponsor

Disclosure Statement

Implicit Bias in Health Care

1. INTRODUCTION

2. WEBINAR

3. WORKBOOK

Works Cited

9735L • Maintaining Professional Boundaries in Challenging Client Situations

Education Category. Webinars

Release Date. 07/15/2026

Expiration Date. 09/30/2026

Course Overview

This live event takes place Friday, September 18, 3 pm-5 pm EST (12 pm-2 pm PST).

This course explores the critical role of boundaries in ethical and effective psychotherapy. While most therapists understand the importance of maintaining professional boundaries, many report challenges navigating boundary decisions in complex clinical situations. Through a blend of theory, clinical case examples, and discussion of ethical principles, participants will learn to recognize subtle signs of boundary shifts, assess their own internal responses, and apply structured strategies for maintaining therapeutic integrity. Emphasis will be placed on flexible, relational, and culturally responsive boundary-setting practices, as well as when and how to seek consultation. The course includes experiential exercises and clinical reflection prompts to strengthen confidence and competence in this essential area of practice.

Audience

This live webinar is designed for mental and behavioral health professionals involved in counseling challenging clients.

Accreditations & Approvals

NetCE has been approved by NBCC as an Approved Continuing Education Provider, ACEP No. 6361. Programs that do not qualify for NBCC credit are clearly identified. NetCE is solely responsible for all aspects of the programs. As a Jointly Accredited Organization, NetCE is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved under this program. Regulatory boards are the final authority on courses accepted for continuing education credit. 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 accredited by the International Accreditors for Continuing Education and Training (IACET). NetCE complies with the ANSI/IACET Standard, which is recognized internationally as a standard of excellence in instructional practices. As a result of this accreditation, NetCE is authorized to issue the IACET CEU. NetCE is recognized by the New York State Education Department's State Board for Mental Health Practitioners as an approved provider of continuing education for licensed mental health counselors #MHC-0021. This course is considered live online by the New York State Board of Mental Health Counseling. NetCE is recognized by the New York State Education Department's State Board for Social Work as an approved provider of continuing education for licensed social workers #SW-0033. This course is considered live online, as defined by the New York State Board for Social Work. Materials that are included in this course may include interventions and modalities that are beyond the authorized practice of licensed master social work and licensed clinical social work in New York. As a licensed professional, you are responsible for reviewing the scope of practice, including activities that are defined in law as beyond the boundaries of practice for an LMSW and LCSW. A licensee who practices beyond the authorized scope of practice could be charged with unprofessional conduct under the Education Law and Regents Rules. NetCE is recognized by the New York State Education Department's State Board for Mental Health Practitioners as an approved provider of continuing education for licensed marriage and family therapists. #MFT-0015. This course is considered live online by the New York State Board of Marriage and Family Therapy. 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 live online by the New York State Board for Psychology.

Designations of Credit

NetCE designates this live event activity for 2 continuing education clock hours. NetCE designates this live event continuing education activity for 2 NBCC clock hour(s). Social workers participating in this intermediate to advanced course will receive 2 Clinical continuing education clock hours. NetCE is authorized by IACET to offer 0.2 CEU(s) for this program. NetCE designates this live continuing education activity for 2 credit(s).

Individual State Behavioral Health Approvals

In addition to states that accept ASWB, NetCE is approved as a provider of continuing education by the following state boards: Alabama State Board of Social Work Examiners, Provider #0515; Florida Board of Clinical Social Work, Marriage and Family Therapy and Mental Health Counseling, CE Broker Provider #50-2405; Illinois Division of Professional Regulation for Social Workers, License #159.001094; Illinois Division of Professional Regulation for Licensed Professional and Clinical Counselors, License #197.000185; Illinois Division of Professional Regulation for Marriage and Family Therapists, License #168.000190;

Course Objective

The purpose of this course is to provide applied strategies and discussion of common challenges to behavioral health professionals who may encounter boundary challenges.

Learning Objectives

Upon completion of this course, you should be able to:

1. Identify four types of professional boundaries in therapy (psychological, physical, containing, and executed) and their clinical applications.

2. Describe at least three indicators of being at risk of compromised boundaries and the therapist's ethical responsibility in addressing them.

3. Analyze a clinical case example to evaluate appropriate boundary-setting strategies using ethical guidelines and self-of-therapist reflection.

4. Apply at least two consultation or decision-making frameworks for responding to boundary dilemmas in clinical practice.

Faculty

Michal (Michelle) Goldman, LCSW, is a licensed clinical social worker and clinical therapist who is passionate about helping therapists cultivate secure, ethical boundaries and deepen their self-of-therapist awareness to provide effective, compassionate care. She specializes in work with adults and couples navigating relational challenges and holds extensive training in Emotionally Focused Therapy (EFT) and discernment counseling. In addition to her clinical practice, she writes a biweekly mental health column for a local newspaper.

Faculty Disclosure

Contributing faculty, Michal (Michelle) Goldman, LCSW, has disclosed no relevant financial relationship with any product manufacturer or service provider mentioned.

Division Planners

Kimberly Byrd, EdD, PMSW

Scott Deatherage, PhD

Division Planners Disclosure

The division planners have disclosed no relevant financial relationship with any product manufacturer or service provider mentioned.

Director of Development and Academic Affairs

Sarah Campbell

Director Disclosure Statement

The Director of Development and Academic Affairs has disclosed no relevant financial relationship with any product manufacturer or service provider mentioned.

About the Sponsor

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.

Disclosure Statement

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.

Implicit Bias in Health Care

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.

1. INTRODUCTION

The maintenance of professional boundaries is a cornerstone of therapeutic effectiveness and ethical practice. Yet, even seasoned therapists encounter moments where boundaries feel unclear, particularly in emotionally charged or relationally complex situations. Research suggests that therapists who struggle with boundary-setting are more vulnerable to burnout, ethical missteps, and ruptures in the therapeutic alliance. At the same time, rigid or overly cautious boundaries can hinder emotional attunement and growth within the therapeutic relationship.

This course was developed in response to a recognized gap in therapist training: While ethical codes emphasize the importance of boundaries, they often fall short of providing guidance for the nuanced, real-world dilemmas therapists face. Many clinicians are left without practical tools or structured frameworks to navigate the gray areas where professional judgment, self-awareness, and clinical intuition intersect. This course helps to bridge that gap by offering applied strategies and discussion of common challenges such as client crises, boundary-testing behavior, fee negotiations, therapist self-disclosure, and countertransference.

2. WEBINAR

To see this media go to http://www.NetCE.com/activities/ using a browser that supports Adobe Flash.

3. WORKBOOK

The workbook discussed in this webinar is available here.

Works Cited

1. Barnett JE. Setting boundaries in psychotherapy: essential skills for maintaining therapeutic integrity. Psychotherapy Bull. 2014;49(2):4-10.

2. Gabbard GO. Boundaries and Boundary Violations in Psychoanalysis. 2nd ed. Washington, DC: American Psychiatric Publishing; 2017.

3. Kleinman JY. Boundaries in clinical practice [webinar]. 2024

4. . Pope KS, Keith-Spiegel P. A practical approach to boundaries in psychotherapy: making decisions, bypassing blunders, and transforming therapist-client relationships. J Clin Psychol. 2008;64(5):638-652.

5. Prasko J, Ociskova M, Vanek J, Burkauskas J, Slepecky M, Bite I, et al. Managing transference and countertransference in cognitive behavioral supervision: theoretical framework and clinical application. Psychol Res Behav Manag. 2022;15:2129-2155.

6. Shore JT. The neurobiology of feeling safe: working with boundaries inside and out [webinar]. Academy of Therapy Wisdom; April 27, 2021.

7. Trueman D. Avoiding and preventing claims of therapist unethical or unprofessional conduct [webinar]. Nachas Consulting; April 1, 2025.

8. Yilmaz M, Turkarslan KK, Zanini L, Hasdemir D, Spitoni GF, Lingiardi V. Transference interpretation and psychotherapy outcome: a systematic review of a no-consensus relationship. Res Psychother. 2024;27(1):29-42.

9. Zur O. Boundaries in Psychotherapy: Ethical and Clinical Explorations. Washington, DC: American Psychological Association; 2017.

9173L • Find Your Silver Lining: Achieving Resiliency After Trauma

Samantha Silverman, LCSW

www.netce.com

Copyright © 2026 NetCE, All rights reserved.

This live event takes place Friday, September 18, 5:30 pm-7:30 pm EDT (2:30 pm-4:30 pm PDT).

This course offers an in-depth exploration of the process of personal growth following trauma, guiding healthcare professionals through both the journey of post-traumatic growth and the clinical interventions available to support resiliency. Participants will gain practical knowledge in trauma-informed care, with a focus on evidence-based treatment modalities tailored for clients seeking healing after trauma. Additionally, the course equips clinicians with empirically researched interventions that foster post-traumatic growth, combining theoretical insights with actionable strategies for promoting resilience and recovery in trauma survivors.

Table of Contents

9173L • Find Your Silver Lining: Achieving Resiliency After Trauma

Course Overview

Audience

Accreditations & Approvals

Designations of Credit

Individual State Behavioral Health Approvals

Course Objective

Learning Objectives

Faculty

Faculty Disclosure

Division Planners

Division Planners Disclosure

Director of Development and Academic Affairs

Director Disclosure Statement

About the Sponsor

Disclosure Statement

Implicit Bias in Health Care

1. INTRODUCTION

2. WEBINAR

3. WORKBOOK

Works Cited

9173L • Find Your Silver Lining: Achieving Resiliency After Trauma

Education Category. Webinars

Release Date. 07/20/2026

Expiration Date. 09/30/2026

Course Overview

This live event takes place Friday, September 18, 5:30 pm-7:30 pm EDT (2:30 pm-4:30 pm PDT).

This course offers an in-depth exploration of the process of personal growth following trauma, guiding healthcare professionals through both the journey of post-traumatic growth and the clinical interventions available to support resiliency. Participants will gain practical knowledge in trauma-informed care, with a focus on evidence-based treatment modalities tailored for clients seeking healing after trauma. Additionally, the course equips clinicians with empirically researched interventions that foster post-traumatic growth, combining theoretical insights with actionable strategies for promoting resilience and recovery in trauma survivors.

Audience

This live webinar is designed for mental and behavioral health professionals who would benefit from enhanced knowledge and skills related to fostering resilience after trauma.

Accreditations & Approvals

NetCE has been approved by NBCC as an Approved Continuing Education Provider, ACEP No. 6361. Programs that do not qualify for NBCC credit are clearly identified. NetCE is solely responsible for all aspects of the programs. As a Jointly Accredited Organization, NetCE is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved under this program. Regulatory boards are the final authority on courses accepted for continuing education credit. 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 accredited by the International Accreditors for Continuing Education and Training (IACET). NetCE complies with the ANSI/IACET Standard, which is recognized internationally as a standard of excellence in instructional practices. As a result of this accreditation, NetCE is authorized to issue the IACET CEU. NetCE is recognized by the New York State Education Department's State Board for Mental Health Practitioners as an approved provider of continuing education for licensed mental health counselors #MHC-0021. This course is considered live online by the New York State Board of Mental Health Counseling. NetCE is recognized by the New York State Education Department's State Board for Social Work as an approved provider of continuing education for licensed social workers #SW-0033. This course is considered live online, as defined by the New York State Board for Social Work. Materials that are included in this course may include interventions and modalities that are beyond the authorized practice of licensed master social work and licensed clinical social work in New York. As a licensed professional, you are responsible for reviewing the scope of practice, including activities that are defined in law as beyond the boundaries of practice for an LMSW and LCSW. A licensee who practices beyond the authorized scope of practice could be charged with unprofessional conduct under the Education Law and Regents Rules. NetCE is recognized by the New York State Education Department's State Board for Mental Health Practitioners as an approved provider of continuing education for licensed marriage and family therapists. #MFT-0015. This course is considered live online by the New York State Board of Marriage and Family Therapy. 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 live online by the New York State Board for Psychology.

Designations of Credit

NetCE designates this live event activity for 2 continuing education clock hours. NetCE designates this live event continuing education activity for 2 NBCC clock hour(s). Social workers participating in this intermediate to advanced course will receive 2 Clinical continuing education clock hours. NetCE is authorized by IACET to offer 0.2 CEU(s) for this program. NetCE designates this live continuing education activity for 2 credit(s).

Individual State Behavioral Health Approvals

In addition to states that accept ASWB, NetCE is approved as a provider of continuing education by the following state boards: Alabama State Board of Social Work Examiners, Provider #0515; Florida Board of Clinical Social Work, Marriage and Family Therapy and Mental Health Counseling, CE Broker Provider #50-2405; Illinois Division of Professional Regulation for Social Workers, License #159.001094; Illinois Division of Professional Regulation for Licensed Professional and Clinical Counselors, License #197.000185; Illinois Division of Professional Regulation for Marriage and Family Therapists, License #168.000190;

Course Objective

The demand for trauma-informed care has never been greater, yet there is a significant need for resources that equip providers with the skills necessary to facilitate post-traumatic growth effectively. The purpose of this course is to address this need by offering a comprehensive exploration of post-traumatic growth and the evidence-based interventions that support it.

Learning Objectives

Upon completion of this course, you should be able to:

1. Apply modern pain science concepts in clinical practice.

2. Implement comprehensive pain assessment protocols, including screening for psychological factors.

3. Analyze evidence-based treatment strategies incorporating both active and passive interventions.

4. Apply discipline-specific best practices in pain management.

Faculty

Samantha Silverman, LCSW, specializes in Post-Traumatic Growth. She is the owner of Silver Linings Mental Health, an independently owned group counseling practice, located in Colorado, focusing on trauma informed care. After she survived the 9/11 terrorist attacks in the World Trade Center, she worked for a decade with Holocaust Survivors. She is currently focusing on writing a book detailing her perseverance after the attacks as well as building the Silver Linings Institute, an online educational platform aimed at helping individuals achieve growth and resiliency after trauma.

Faculty Disclosure

Contributing faculty, Samantha Silverman, LCSW, has disclosed no relevant financial relationship with any product manufacturer or service provider mentioned.

Division Planners

Candace Pierce, DNP, RN, CNE, COI

Kimberly Byrd, EdD, PMSW

Scott Deatherage, PhD

Division Planners Disclosure

The division planners have disclosed no relevant financial relationship with any product manufacturer or service provider mentioned.

Director of Development and Academic Affairs

Sarah Campbell

Director Disclosure Statement

The Director of Development and Academic Affairs has disclosed no relevant financial relationship with any product manufacturer or service provider mentioned.

About the Sponsor

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.

Disclosure Statement

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.

Implicit Bias in Health Care

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.

1. INTRODUCTION

This course offers an in-depth exploration of the process of personal growth following trauma, guiding healthcare professionals through both the journey of post-traumatic growth and the clinical interventions available to support resiliency. Participants will gain practical knowledge in trauma-informed care, with a focus on evidence-based treatment modalities tailored for clients seeking healing after trauma. Additionally, the course equips clinicians with empirically researched interventions that foster post-traumatic growth, combining theoretical insights with actionable strategies for promoting resilience and recovery in trauma survivors.

2. WEBINAR

To see this media go to http://www.NetCE.com/activities/ using a browser that supports Adobe Flash.

3. WORKBOOK

The workbook discussed in this webinar is available here.

Works Cited

1. Adams MK, Wagner R, Grabovac AD, Pai N, Fyfe E, Xiong J. Posttraumatic growth in undergraduate students: individual differences in coping, social support, and resilience. Journal of Loss and Trauma. 2022;1-17.

2. Brooks M, Lowe M, Graham-Keven N, Robinson S. Post-traumatic growth in students, crime survivors and trauma workers exposed to adversity. Science Direct. 2016;98:199-207

3. Danylchuk L. These 5 Domains of Posttraumatic Growth Can Help You Thrive. Available at https://www.goodtherapy.org/blog/these-5-domains-of-posttraumatic-growth-can-help-you-thrive-0611155.

4. De Leon C. How to Rewire Your Traumatized Brain. Available at https://www.nytimes.com/2018/10/18/books/review/how-to-rewire-your-traumatized-brain.html.

5. Kandola A. How Can the COVID-19 Pandemic Affect PTSD? Available at https://www.medicalnewstoday.com/articles/ptsd-and-covid-19#when-to-seek-help.

6. Metcalf L. Solution-Focused Narrative Therapy. Springer Publishing Company; 2017.

7. Nestor J. Breath: The New Science of a Lost Art. Riverhead Books; 2020.

8. Porges SW. Neuroception: a subconscious system for detecting threats and safety. Zero to Three. 2006;26(5):19-24.

9. Saleebey D (ed). The Strengths Perspective in Social Work Practice. 6th ed. Pearson; 2013.

10. Shakespeare-Finch J, Savage N. Posttraumatic growth: a outcome or process? Journal of Loss and Trauma. 2022;27(7):623-634.

11. Shapiro F. Eye movement desensitization and reprocessing (EMDR): a new treatment for post-traumatic stress disorder. Journal of Traumatic Stress. 1989;2(2):199-223.

12. Substance Abuse and Mental Health Services Administration. Trauma: What Child Welfare Attorneys Should Know. Available at https://ncsacw.acf.hhs.gov/userfiles/files/SAMHSA_Trauma.pdf.

13. Tedeschi R. Growth After Trauma. Available at https://hbr.org/2020/07/growth-after-trauma.

14. Traumatic Stress Institute. Sidran Institute. Available at https://www.traumaticstressinstitute.org/sidran-redirect/.

15. U.S. Department of Veteran Affairs. National Center for PTSD. Available at https://www.ptsd.va.gov.

16. Van der Kolk B. The Body Keeps the Score: Brain Mind and Body in the Healing of Trauma. Penguin Books; 2014.

17. Zoellner T, Maercker A. Posttraumatic growth and psychotherapy. In: Calhoun LG, Tedeschi RG (eds). Handbook of Posttraumatic Growth: Research and Practice. Lawrence Erlbaum Associates Publishers; 2016: 334-354.

9731L • Evidence-Based Pain Management: Interventions, Approaches, and Best Practices

Lori Schleck, DPT, APTA

www.netce.com

Copyright © 2026 NetCE, All rights reserved.

This live event takes place Saturday, September 19, 9 am-11 am EST (6 am-8 am PST).

This comprehensive course explores contemporary approaches to pain management, emphasizing evidence-based interventions and best practices across healthcare disciplines. Led by Dr. Lorie Schleck, DPT, an APTA clinical specialist in geriatrics, this course provides healthcare professionals with a thorough understanding of pain mechanisms, assessment strategies, and modern treatment approaches.

Table of Contents

9731L • Evidence-Based Pain Management: Interventions, Approaches, and Best Practices

Course Overview

Audience

Accreditations & Approvals

Designations of Credit

Individual State Behavioral Health Approvals

Course Objective

Learning Objectives

Faculty

Faculty Disclosure

Division Planners

Division Planners Disclosure

Director of Development and Academic Affairs

Director Disclosure Statement

About the Sponsor

Disclosure Statement

Implicit Bias in Health Care

1. INTRODUCTION

2. WEBINAR

3. WORKBOOK

Works Cited

9731L • Evidence-Based Pain Management: Interventions, Approaches, and Best Practices

Education Category. Webinars

Release Date. 07/25/2026

Expiration Date. 09/30/2026

Course Overview

This live event takes place Saturday, September 19, 9 am-11 am EST (6 am-8 am PST).

This comprehensive course explores contemporary approaches to pain management, emphasizing evidence-based interventions and best practices across healthcare disciplines. Led by Dr. Lorie Schleck, DPT, an APTA clinical specialist in geriatrics, this course provides healthcare professionals with a thorough understanding of pain mechanisms, assessment strategies, and modern treatment approaches.

Audience

This live webinar is designed for mental and behavioral health professionals who would benefit from enhanced knowledge and skills related to evidence-based approaches to pain management.

Accreditations & Approvals

NetCE has been approved by NBCC as an Approved Continuing Education Provider, ACEP No. 6361. Programs that do not qualify for NBCC credit are clearly identified. NetCE is solely responsible for all aspects of the programs. As a Jointly Accredited Organization, NetCE is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved under this program. Regulatory boards are the final authority on courses accepted for continuing education credit. 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 accredited by the International Accreditors for Continuing Education and Training (IACET). NetCE complies with the ANSI/IACET Standard, which is recognized internationally as a standard of excellence in instructional practices. As a result of this accreditation, NetCE is authorized to issue the IACET CEU. NetCE is recognized by the New York State Education Department's State Board for Mental Health Practitioners as an approved provider of continuing education for licensed mental health counselors #MHC-0021. This course is considered live online by the New York State Board of Mental Health Counseling. NetCE is recognized by the New York State Education Department's State Board for Social Work as an approved provider of continuing education for licensed social workers #SW-0033. This course is considered live online, as defined by the New York State Board for Social Work. Materials that are included in this course may include interventions and modalities that are beyond the authorized practice of licensed master social work and licensed clinical social work in New York. As a licensed professional, you are responsible for reviewing the scope of practice, including activities that are defined in law as beyond the boundaries of practice for an LMSW and LCSW. A licensee who practices beyond the authorized scope of practice could be charged with unprofessional conduct under the Education Law and Regents Rules. NetCE is recognized by the New York State Education Department's State Board for Mental Health Practitioners as an approved provider of continuing education for licensed marriage and family therapists. #MFT-0015. This course is considered live online by the New York State Board of Marriage and Family Therapy. 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 live online by the New York State Board for Psychology.

Designations of Credit

NetCE designates this live event activity for 2 continuing education clock hours. NetCE designates this live event continuing education activity for 2 NBCC clock hour(s). Social workers participating in this intermediate to advanced course will receive 2 Clinical continuing education clock hours. NetCE is authorized by IACET to offer 0.2 CEU(s) for this program. NetCE designates this live continuing education activity for 2 credit(s).

Individual State Behavioral Health Approvals

In addition to states that accept ASWB, NetCE is approved as a provider of continuing education by the following state boards: Alabama State Board of Social Work Examiners, Provider #0515; Florida Board of Clinical Social Work, Marriage and Family Therapy and Mental Health Counseling, CE Broker Provider #50-2405; Illinois Division of Professional Regulation for Social Workers, License #159.001094; Illinois Division of Professional Regulation for Licensed Professional and Clinical Counselors, License #197.000185; Illinois Division of Professional Regulation for Marriage and Family Therapists, License #168.000190;

Course Objective

Current approaches to pain management are often inadequate, with providers reporting frustration, burnout, and difficulties in patient relationships when treating chronic pain. The purpose of this course is to provide clinicians with a clear understanding of the biopsychosocial model of pain and skills to appropriately identify psychological factors affecting pain outcomes, ultimately allowing them to implement evidence-based interventions that address cognitive, emotional, and social dimensions of pain experience.

Learning Objectives

Upon completion of this course, you should be able to:

1. Apply modern pain science concepts in clinical practice.

2. Implement comprehensive pain assessment protocols, including screening for psychological factors.

3. Analyze evidence-based treatment strategies incorporating both active and passive interventions.

4. Apply discipline-specific best practices in pain management.

5. Utilize appropriate cognitive-behavioral strategies and coping skills in patient care.

Faculty

Lori Schleck, DPT, APTA, has taught numerous continuing education courses on orthopedic topics. Her DPT is from Evidence in Motion Health Institutes, which focuses on evidence-based research and manual therapy competencies. She is an APTA Clinical Specialist in Geriatrics. Her teaching style is engaging, practical, and evidence focused.

Faculty Disclosure

Contributing faculty, Lori Schleck, DPT, APTA, has disclosed no relevant financial relationship with any product manufacturer or service provider mentioned.

Division Planners

Candace Pierce, DNP, RN, CNE, COI

Kimberly Byrd, EdD, PMSW

Scott Deatherage, PhD

Leyna Antonucci, PT, DPT

Jessica Restivo, MS, OTR/L, NTMTC

Verlyn Evans, EdD, CCC/SLP

Nicholas Bertoni, MD

John Makopoulos, MD

Division Planners Disclosure

The division planners have disclosed no relevant financial relationship with any product manufacturer or service provider mentioned.

Director of Development and Academic Affairs

Sarah Campbell

Director Disclosure Statement

The Director of Development and Academic Affairs has disclosed no relevant financial relationship with any product manufacturer or service provider mentioned.

About the Sponsor

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.

Disclosure Statement

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.

Implicit Bias in Health Care

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.

1. INTRODUCTION

This comprehensive course explores contemporary approaches to pain management, emphasizing evidence-based interventions and best practices across healthcare disciplines. Key topics include:

- Current pain models and the transition from biomedical to biopsychosocial approaches

- Comprehensive pain assessment techniques and identification of red/yellow flags

- Psychological factors affecting pain, including catastrophizing, attention, and coping strategies

- Social and emotional influences on pain perception and management

- Evidence-based interventions, including cognitive-behavioral therapy, exercise prescription and physical activity guidelines, and physical modalities

2. WEBINAR

To see this media go to http://www.NetCE.com/activities/ using a browser that supports Adobe Flash.

3. WORKBOOK

The workbook discussed in this webinar is available here.

Works Cited

1. Asefi Rad, A., & Wippert, P. M. (2024). Insights into pain distraction and the impact of pain catastrophizing on pain perception during different types of distraction tasks. Frontiers in Pain Research, 5, Article 1266974.

2. Bourassa, M., Kolb, W. H., Barrett, D., & Wassinger, C. (2023). Guideline adherent screening and referral: Do third year doctor of physical therapy students identify red and yellow flags within descriptive patient cases? A United States based survey study. Journal of Manual & Manipulative Therapy, 31(4), 253-260.

3. Burston, J. J., Valdes, A. M., Woodhams, S. G., Mapp, P. I., Stocks, J., Watson, D. J. G., Gowler, P. R. W., Xu, L., Sagar, D. R., Fernandes, G., Frowd, N., Marshall, L., Zhang, W., Doherty, M., Walsh, D. A., & Chapman, V. (2019). The impact of anxiety on chronic musculoskeletal pain and the role of astrocyte activation. Pain, 160(3), 658-669.

4. de la Barra Ortiz, H. A., Avila, M. A., Miranda, L. G., & Liebano, R. E. (2023). Effect of high-intensity laser therapy in patients with non-specific chronic neck pain: Study protocol for a randomized controlled trial. Trials, 24(1), Article 563.

5. De La Rosa, J. S., Brady, B. R., Ibrahim, M. M., Herder, K. E., Wallace, J. S., Padilla, A. R., & Vanderah, T. W. (2024). Co-occurrence of chronic pain and anxiety/depression symptoms in U.S. adults: Prevalence, functional impacts, and opportunities. Pain, 165(3), 666-673.

6. Fjeld, M. K., Årnes, A. P., Engdahl, B., Morseth, B., Hopstock, L. A., Horsch, A., Stubhaug, A., Strand, B. H., Nielsen, C. S., & Steingrímsdóttir, Ó. A. (2023). Consistent pattern between physical activity measures and chronic pain levels: The Tromsø Study 2015 to 2016. Pain, 164(4), 838-847.

7. Hawk, C., Whalen, W., Farabaugh, R. J., Daniels, C. J., Minkalis, A. L., Taylor, D. N., Anderson, D., Anderson, K., Crivelli, L. S., Cark, M., Barlow, E., Paris, D., Sarnat, R., & Weeks, J. (2020). Best practices for chiropractic management of patients with chronic musculoskeletal pain: A clinical practice guideline. Journal of Alternative and Complementary Medicine, 26(10), 884-901.

8. Hsu, J. R., Mir, H., Wally, M. K., Seymour, R. B., & Orthopaedic Trauma Association Musculoskeletal Pain Task Force. (2019). Clinical practice guidelines for pain management in acute musculoskeletal injury. Journal of Orthopaedic Trauma, 33(5), e158-e182.

9. Kardash, L., Wall, C. L., Flack, M., & Searle, A. (2024). The role of pain self-efficacy and pain catastrophising in the relationship between chronic pain and depression: A moderated mediation model. PLOS ONE, 19(5), Article e0303775.

10. Khera, T., & Rangasamy, V. (2021). Cognition and pain: A review. Frontiers in Psychology, 12, Article 673962.

11. Kishner, S. (2022). Pain assessment: Practice essentials, overview, technique. Medscape. https://emedicine.medscape.com/article/1948069-overview

12. Landmark, L., Sunde, H. F., Fors, E. A., Kennair, L. E. O., Sayadian, A., Backelin, C., & Reme, S. E. (2024). Associations between pain intensity, psychosocial factors, and pain-related disability in 4285 patients with chronic pain. Scientific Reports, 14(1).

13. Lemmon, R., & Hampton, A. (2018). Nonpharmacologic treatment of chronic pain: What works? Journal of Family Practice, 67(8), 474-483.

14. Levis, B., Sun, Y., He, C., Wu, Y., Krishnan, A., Bhandari, P. M., Neupane, D., Imran, M., Brehaut, E., Negeri, Z., Fischer, F. H., Benedetti, A., Thombs, B. D., & Depression Screening Data (DEPRESSD) PHQ Collaboration. (2020). Accuracy of the PHQ-2 alone and in combination with the PHQ-9 for screening to detect major depression: Systematic review and meta-analysis. JAMA, 323(22), 2290-2300.

15. Lim, M., O'Grady, C., Cane, D., Goyal, A., Lynch, M., Beyea, S., & Hashmi, J. A. (2020). Threat prediction from schemas as a source of bias in pain perception. Journal of Neuroscience, 40(7), 1538-1548.

16. Louw, A. (2018). Pain neuroscience education: Teaching people about pain. Orthopedic Physical Therapy Products.

17. Maestre-Cascales, C., Castillo-Paredes, A., Romero-Parra, N., Adsuar, J. C., & Carlos-Vivas, J. (2022). Gradual strength training improves sleep quality, physical function and pain in women with fibromyalgia. International Journal of Environmental Research and Public Health, 19(23), Article 15662.

18. Matthias, M. S., Parpart, A. L., Nyland, K. A., Huffman, M. A., Stubbs, D. L., Sargent, C., Bair, M. J. (2010). The patient-provider relationship in chronic pain care: Providers’ perspectives. Pain Medicine, 11(11), 1688-1697. https://doi.org/10.1111/j.1526-4637.2010.00980.x

19. Meints, S. M., Edwards, R. R. (2018). Evaluating psychosocial contributions to chronic pain outcomes. Progress in Neuro-Psychopharmacology and Biological Psychiatry, 87(Pt B), 168-182. https://doi.org/10.1016/j.pnpbp.2018.01.017

20. Pardos-Gascón, E. M., Narambuena, L., Leal-Costa, C., van-der Hofstadt-Román, C. J. (2021). Differential efficacy between cognitive-behavioral therapy and mindfulness-based therapies for chronic pain: Systematic review. International Journal of Clinical and Health Psychology, 21(1), Article 100197. https://doi.org/10.1016/j.ijchp.2020.08.001

21. Physiopedia. The Flag System. (2023, November 15). https://www.physio-pedia.com/index.php?title=The_Flag_Systemoldid=344671

22. Polaski, A. M., Phelps, A. L., Kostek, M. C., Szucs, K. A., Kolber, B. J. (2019). Exercise-induced hypoalgesia: A meta-analysis of exercise dosing for the treatment of chronic pain. PLOS ONE, 14(1), Article e0210418. https://doi.org/10.1371/journal.pone.0210418

23. Pontes-Silva, A., Dibai-Filho, A. V., de Melo, T. S., Santos, L. M., de Souza, M. C., DeSantana, J. M., Avila, M. A. (2023). Effects of progressive intensity resistance training on the impact of fibromyalgia: Protocol for a blinded randomized controlled trial. BMC Musculoskeletal Disorders, 24(1), Article 816. https://doi.org/10.1186/s12891-023-06952-3

24. Quartana, P. J., Campbell, C. M., Edwards, R. R. (2009). Pain catastrophizing: A critical review. Expert Review of Neurotherapeutics, 9(5), 745-758. https://doi.org/10.1586/ern.09.34

25. Rampazo, É. P., Júnior, M. A. L., Corrêa, J. B., de Oliveira, N. T. B., Santos, I. D., Liebano, R. E., Costa, L. O. P. (2023). Effectiveness of interferential current in patients with chronic non-specific low back pain: A systematic review with meta-analysis. Brazilian Journal of Physical Therapy, 27(5), Article 100549. https://doi.org/10.1016/j.bjpt.2023.100549

26. Shi, Y., Wu, W. (2023). Multimodal non-invasive non-pharmacological therapies for chronic pain: Mechanisms and progress. BMC Medicine, 21(1), Article 372. https://doi.org/10.1186/s12916-023-03076-2

27. Simic, K., Savic, B., Knezevic, N. N. (2024). Pain catastrophizing: How far have we come? Neurological International, 16(3), 483-501. https://doi.org/10.3390/neurolint16030036

28. Stearns, Z. R., Carvalho, M. L., Beneciuk, J. M., Lentz, T. A. (2021). Screening for yellow flags in orthopaedic physical therapy: A clinical framework. Journal of Orthopaedic and Sports Physical Therapy, 51(9), 459-469. https://doi.org/10.2519/jospt.2021.10570

29. Sturgeon, J. A., Zautra, A. J. (2016). Social pain and physical pain: Shared paths to resilience. Pain Management, 6(1), 63-74. https://doi.org/10.2217/pmt.15.56

30. Vader, K., Patel, R., Doulas, T., Miller, J. (2020). Promoting participation in physical activity and exercise among people living with chronic pain: A qualitative study of strategies used by people with pain and their recommendations for health care providers. Pain Medicine, 21(3), 625-635. https://doi.org/10.1093/pm/pnz246

31. West Suffolk NHS Foundation Trust. (2021). Chronic pain self-management: Pacing and goal setting. https://www.wsh.nhs.uk/CMS-Documents/Patient-leaflets/PainService/6290-1c-Chronic-pain-self-management-pacing-and-goal-setting.pdf

32. Wu, M., Luan, L., Pranata, A., Witchalls, J., Adams, R., Bousie, J., Han, J. (2022). Is high intensity laser therapy more effective than other physical therapy modalities for treating knee osteoarthritis? A systematic review and network meta-analysis. Frontiers in Medicine, 9, Article 956188. https://doi.org/10.3389/fmed.2022.956188

33. Zah, V., Brookfield, R. B., Imro, M., Tatovic, S., Pelivanovic, J., Vukicevic, D. (2019). Healthcare costs and resource utilization in chronic pain patients treated with extended-release formulations of tapentadol, oxycodone, or morphine stratified by type of pain: A retrospective claims analysis, 2012-2016. Journal of Pain Research, 12, 3037-3048. https://doi.org/10.2147/JPR.S222617

9606L • Psychedelic-Informed Practice: Ethics and Professional Boundaries

Peter H. Addy, PhD

www.netce.com

Copyright © 2026 NetCE, All rights reserved.

This live event takes place Saturday, September 19, 11:30 am-1:30 pm EDT (8:30 am-10:30 am PDT).

As psychedelic use becomes increasingly prevalent and legal access expands, mental health professionals urgently need guidance on ethical practice boundaries. This course prepares clinicians to competently support clients who use psychedelics independently or seek integration support without crossing into illegal facilitation or exceeding scope of practice.

The course distinguishes between psychedelic therapy (providing or facilitating experiences) and psychedelic-informed practice (supporting clients who use substances independently). Drawing on clinical case studies, participants develop practical frameworks for responding when clients disclose psychedelic use, creating therapeutic environments that invite openness without endorsement, and implementing harm reduction approaches that respect client autonomy while maintaining professional boundaries.

Table of Contents

9606L • Psychedelic-Informed Practice: Ethics and Professional Boundaries

Course Overview

Audience

Accreditations & Approvals

Designations of Credit

Individual State Behavioral Health Approvals

Course Objective

Learning Objectives

Faculty

Faculty Disclosure

Division Planners

Division Planners Disclosure

Director of Development and Academic Affairs

Director Disclosure Statement

About the Sponsor

Disclosure Statement

Implicit Bias in Health Care

1. INTRODUCTION

2. WEBINAR

3. SLIDES

Works Cited

9606L • Psychedelic-Informed Practice: Ethics and Professional Boundaries

Education Category. Webinars

Release Date. 07/25/2026

Expiration Date. 09/30/2026

Course Overview

This live event takes place Saturday, September 19, 11:30 am-1:30 pm EDT (8:30 am-10:30 am PDT).

As psychedelic use becomes increasingly prevalent and legal access expands, mental health professionals urgently need guidance on ethical practice boundaries. This course prepares clinicians to competently support clients who use psychedelics independently or seek integration support without crossing into illegal facilitation or exceeding scope of practice.

The course distinguishes between psychedelic therapy (providing or facilitating experiences) and psychedelic-informed practice (supporting clients who use substances independently). Drawing on clinical case studies, participants develop practical frameworks for responding when clients disclose psychedelic use, creating therapeutic environments that invite openness without endorsement, and implementing harm reduction approaches that respect client autonomy while maintaining professional boundaries.

Audience

This live webinar is designed for therapists, counselors, social workers, psychologists, and other mental health professionals encountering clients with psychedelic experiences.

Accreditations & Approvals

NetCE has been approved by NBCC as an Approved Continuing Education Provider, ACEP No. 6361. Programs that do not qualify for NBCC credit are clearly identified. NetCE is solely responsible for all aspects of the programs. As a Jointly Accredited Organization, NetCE is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved under this program. Regulatory boards are the final authority on courses accepted for continuing education credit. 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 accredited by the International Accreditors for Continuing Education and Training (IACET). NetCE complies with the ANSI/IACET Standard, which is recognized internationally as a standard of excellence in instructional practices. As a result of this accreditation, NetCE is authorized to issue the IACET CEU. NetCE is recognized by the New York State Education Department's State Board for Mental Health Practitioners as an approved provider of continuing education for licensed mental health counselors #MHC-0021. This course is considered live online by the New York State Board of Mental Health Counseling. NetCE is recognized by the New York State Education Department's State Board for Social Work as an approved provider of continuing education for licensed social workers #SW-0033. This course is considered live online, as defined by the New York State Board for Social Work. Materials that are included in this course may include interventions and modalities that are beyond the authorized practice of licensed master social work and licensed clinical social work in New York. As a licensed professional, you are responsible for reviewing the scope of practice, including activities that are defined in law as beyond the boundaries of practice for an LMSW and LCSW. A licensee who practices beyond the authorized scope of practice could be charged with unprofessional conduct under the Education Law and Regents Rules. NetCE is recognized by the New York State Education Department's State Board for Mental Health Practitioners as an approved provider of continuing education for licensed marriage and family therapists. #MFT-0015. This course is considered live online by the New York State Board of Marriage and Family Therapy. 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 live online by the New York State Board for Psychology.

Designations of Credit

NetCE designates this live event activity for 2 continuing education clock hours. NetCE designates this live event continuing education activity for 2 NBCC clock hour(s). Social workers participating in this intermediate to advanced course will receive 2 Clinical continuing education clock hours. NetCE is authorized by IACET to offer 0.2 CEU(s) for this program. NetCE designates this live continuing education activity for 2 credit(s).

Individual State Behavioral Health Approvals

In addition to states that accept ASWB, NetCE is approved as a provider of continuing education by the following state boards: Alabama State Board of Social Work Examiners, Provider #0515; Florida Board of Clinical Social Work, Marriage and Family Therapy and Mental Health Counseling, CE Broker Provider #50-2405; Illinois Division of Professional Regulation for Social Workers, License #159.001094; Illinois Division of Professional Regulation for Licensed Professional and Clinical Counselors, License #197.000185; Illinois Division of Professional Regulation for Marriage and Family Therapists, License #168.000190;

Course Objective

The purpose of this course is to provide behavioral health professionals with the knowledge and skills necessary to effectively treat clients who use psychedelic substances.

Learning Objectives

Upon completion of this course, you should be able to:

1. Identify client safety factors, contraindications, and readiness when clients disclose psychedelic use.

2. Apply evidence-based harm reduction interventions that respect client autonomy.

Faculty

Peter H. Addy, PhD, is a licensed psychotherapist, approved clinical supervisor, and ketamine-assisted psychotherapist with a PhD in clinical psychology and 15 years of experience in psychedelic science and consciousness research. He conducted pioneering research on psychedelics at Yale University, where he co-founded the Yale Psychedelic Science Group and studied atypical psychedelic substances. Dr. Addy has authored numerous scientific articles and book chapters on psychedelics, substance use treatment, and transpersonal psychology and is an internationally recognized speaker on psychedelic science and clinical applications. He recently founded Psychedelic Affirming Education, which provides psychedelic-informed professional training for mental health clinicians.

Faculty Disclosure

Contributing faculty, Peter H. Addy, PhD, has disclosed no relevant financial relationship with any product manufacturer or service provider mentioned.

Division Planners

Kimberly Byrd, EdD, PMSW

Scott Deatherage, PhD

Division Planners Disclosure

The division planners have disclosed no relevant financial relationship with any product manufacturer or service provider mentioned.

Director of Development and Academic Affairs

Sarah Campbell

Director Disclosure Statement

The Director of Development and Academic Affairs has disclosed no relevant financial relationship with any product manufacturer or service provider mentioned.

About the Sponsor

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.

Disclosure Statement

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.

Implicit Bias in Health Care

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.

1. INTRODUCTION

Client exposure to and use of psychedelics is increasing, as evidenced by state legal offerings, municipal decriminalization, and expanding ketamine treatment options. Clinicians need to collaborate with clients to identify risks and potential benefits and provide professional and ethical care. Clinicians who understand the risks of psychedelic use will take all measures needed to ensure that clients receive harm reduction and have informed consent. This course will discuss the risks and potential benefits of psychedelic use and the clinician's role in caring for clients who use psychedelics. Clinicians require education and skills training about clients who use psychedelics, yet they may not receive sufficient education about this population. This updated CE training provides background information needed to increase clinician understanding of clients who use psychedelics and the responsibilities associated with caring for clients who use psychedelics.

2. WEBINAR

To see this media go to http://www.NetCE.com/activities/ using a browser that supports Adobe Flash.

3. SLIDES

The slides from this webinar are available here.

Works Cited

1. American Psychedelic Practitioners Association; BrainFutures. Professional Practice Guidelines for Psychedelic-Assisted Therapy. 1st ed. Published 2023. Accessed February 6, 2026. https://www.brainfutures.org/wp-content/uploads/2023/08/Professional-Practice-Guidelines-for-Psychedelic-Assisted-Therapy-Aug-2023.pdf.

2. Bathje GJ, Majeski E, Kudowor M. Psychedelic integration: an analysis of the concept and its practice. Front Psychol. 2022;13:824077.

3. Carbonaro TM, Bradstreet MP, Barrett FS, et al. Survey study of challenging experiences after ingesting psilocybin mushrooms: acute and enduring positive and negative consequences. J Psychopharmacol. 2016;30(12):1268-1278.

4. Chaves TV, Wilffert B, Sanchez ZM. Overdoses and deaths related to the use of ketamine and its analogues: a systematic review. Am J Drug Alcohol Abuse. 2023;49(2):141-150.

5. Dore J, Turnipseed B, Dwyer S, et al. Ketamine assisted psychotherapy (KAP): patient demographics, clinical data and outcomes in three large practices administering ketamine with psychotherapy. J Psychoactive Drugs. 2019;51(2):189-198.

6. Drozdz SJ, Goel A, McGarr MW, et al. Ketamine assisted psychotherapy: a systematic narrative review of the literature. J Pain Res. 2022;15:1691-1706.

7. Fang S, Yang X, Zhang W. Efficacy and acceptability of psilocybin for primary or secondary depression: a systematic review and meta-analysis of randomized controlled trials. Front Psychiatry. 2024;15:1359088.

8. Food and Drug Administration. FDA warns patients and health care providers about potential risks associated with compounded ketamine products, including oral formulations, for the treatment of psychiatric disorders. Published 2023. Accessed February 6, 2026. https://www.fda.gov/drugs/human-drug-compounding/fda-warns-patients-and-health-care-providers-about-potential-risks-associated-compounded-ketamine.

9. Gukasyan N, Griffiths RR, Yaden DB, Antoine D, Nayak SM. Serotonergic antidepressant use is associated with weaker psilocybin effects. OSF Preprints. Published online 2022.

10. Kopra EI, Ferris JA, Winstock AR, Young AH, Rucker JJ. Adverse experiences resulting in emergency medical treatment seeking following the use of magic mushrooms. J Psychopharmacol. 2022;36(8):965-973.

11. McAlpine RG, Blackburne G, Kamboj SK. Development and psychometric validation of a novel scale for measuring "psychedelic preparedness." Sci Rep. 2024;14(1):3280.

12. McGuire AL, Cohen IG, Sisti D, et al. Developing an ethics and policy framework for psychedelic clinical care: a consensus statement. JAMA Netw Open. 2024;7(6):e2414650.

13. Modlin NL, Williamson V, Goodwin GM, et al. Investigational psilocybin treatment for post-traumatic stress disorder: a qualitative study of participant experience, trauma engagement, and differences from standard treatment. EClinicalMedicine. 2025;90:103692.

14. Nayak SM, Gukasyan N, Barrett FS, Erowid E, Erowid F, Griffiths RR. Classic psychedelic coadministration with lithium, but not lamotrigine, is associated with seizures: an analysis of online psychedelic experience reports. Pharmacopsychiatry. 2021;54(5):240-245.

15. Neumann J, Dimov K, Azatsian K, Hofmann B, Gergs U. Effects of psilocin and psilocybin on human 5-HT4 serotonin receptors in atrial preparations of transgenic mice and humans. Life Sci. 2024;398:55-64.

16. Oregon Health Authority. Oregon psilocybin services data dashboard. Accessed January 14, 2026. https://www.oregon.gov/oha/PH/PREVENTIONWELLNESS/Pages/Psilocybin-Data-Dashboard.aspx.

17. Palmer M, Maynard OM. Are you tripping comfortably? Investigating the relationship between harm reduction and the psychedelic experience. Harm Reduct J. 2022;19(1):81.

18. Sabé M, Sulstarova A, Glangetas A, et al. Reconsidering evidence for psychedelic-induced psychosis: an overview of reviews, a systematic review, and meta-analysis of human studies. Mol Psychiatry. 2025;30(3):1223-1255.

19. Simonsson O, Goldberg SB, Osika W, et al. Longitudinal associations of naturalistic psychedelic use with psychotic and manic symptoms. Psychol Med. 2025;55:e99.

20. Vizgan G, Huamán M, Rychik K, Edeson M, Blaivas JG. Ketamine-induced uropathy: a narrative systemic review of surgical outcomes of reconstructive surgery. BJUI Compass. 2023;4(4):377-384.

21. Wsół A. Cardiovascular safety of psychedelic medicine: current status and future directions. Pharmacol Rep. 2023;75(6):1362-1380.

22. Yao Y, Guo D, Lu TS, et al. Efficacy and safety of psychedelics for the treatment of mental disorders: a systematic review and meta-analysis. Psychiatry Res. 2024;335:115886.

9833L • Mindfulness-Based Interventions for Clinical Care

Jamie Marich, PhD, LPCC-S, REAT, RYT-500, RMT

www.netce.com

Copyright © 2026 NetCE, All rights reserved.

This live event takes place Saturday, September 19, 2 pm-4 pm EDT (11 am-1 pm PDT).

Mindfulness, considered the heart of Buddhist meditation, is a practice that allows people to develop present-moment awareness both on meditation cushions and in daily life. Other spiritual traditions, including Christianity, also contain practices that foster mindful living and engagement. Clinical uses of mindfulness have piqued the interest of the clinical professions in the last 25 years, with more secular applications becoming popular. In this course, Dr. Jamie Marich, a teacher of mindfulness and spiritual practices and trauma specialist, guides clinicians through the fundamentals of mindful practice. Special attention is paid to practicing and implementing practical applications of skills. This is not a course where you will be bogged down by slide after slide of research and theory. You will gain no fewer than 10 skills in the areas of grounding, stabilization, body awareness, breath work, self-soothing, and crisis management that you can take back to your clinical setting tomorrow. Learn how to adapt techniques to serve clients who traditionally “resist” affect regulation and stabilization strategies. Additionally, you will not be asked to reinvent the wheel of your existing clinical practice; rather, you will be shown how to build on what you already know. Become more trauma-informed in your clinical practice through work with simple, effective mindfulness-informed approaches.

Table of Contents

9833L • Mindfulness-Based Interventions for Clinical Care

Course Overview

Audience

Accreditations & Approvals

Designations of Credit

Individual State Behavioral Health Approvals

Course Objective

Learning Objectives

Faculty

Faculty Disclosure

Division Planners

Division Planners Disclosure

Director of Development and Academic Affairs

Director Disclosure Statement

About the Sponsor

Disclosure Statement

Implicit Bias in Health Care

1. INTRODUCTION

2. WEBINAR

3. SLIDES

Works Cited

9833L • Mindfulness-Based Interventions for Clinical Care

Education Category. Webinars

Release Date. 07/25/2026

Expiration Date. 09/30/2026

Course Overview

This live event takes place Saturday, September 19, 2 pm-4 pm EDT (11 am-1 pm PDT).

Mindfulness, considered the heart of Buddhist meditation, is a practice that allows people to develop present-moment awareness both on meditation cushions and in daily life. Other spiritual traditions, including Christianity, also contain practices that foster mindful living and engagement. Clinical uses of mindfulness have piqued the interest of the clinical professions in the last 25 years, with more secular applications becoming popular. In this course, Dr. Jamie Marich, a teacher of mindfulness and spiritual practices and trauma specialist, guides clinicians through the fundamentals of mindful practice. Special attention is paid to practicing and implementing practical applications of skills. This is not a course where you will be bogged down by slide after slide of research and theory. You will gain no fewer than 10 skills in the areas of grounding, stabilization, body awareness, breath work, self-soothing, and crisis management that you can take back to your clinical setting tomorrow. Learn how to adapt techniques to serve clients who traditionally “resist” affect regulation and stabilization strategies. Additionally, you will not be asked to reinvent the wheel of your existing clinical practice; rather, you will be shown how to build on what you already know. Become more trauma-informed in your clinical practice through work with simple, effective mindfulness-informed approaches.

Audience

This live webinar is designed for professional clinicians, including counselors, social workers, and therapists, who work with clients on a regular basis who may benefit from the integration of mindfulness into their treatment plans.

Accreditations & Approvals

NetCE has been approved by NBCC as an Approved Continuing Education Provider, ACEP No. 6361. Programs that do not qualify for NBCC credit are clearly identified. NetCE is solely responsible for all aspects of the programs. As a Jointly Accredited Organization, NetCE is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved under this program. Regulatory boards are the final authority on courses accepted for continuing education credit. 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 accredited by the International Accreditors for Continuing Education and Training (IACET). NetCE complies with the ANSI/IACET Standard, which is recognized internationally as a standard of excellence in instructional practices. As a result of this accreditation, NetCE is authorized to issue the IACET CEU. NetCE is recognized by the New York State Education Department's State Board for Mental Health Practitioners as an approved provider of continuing education for licensed mental health counselors #MHC-0021. This course is considered live online by the New York State Board of Mental Health Counseling. NetCE is recognized by the New York State Education Department's State Board for Social Work as an approved provider of continuing education for licensed social workers #SW-0033. This course is considered live online, as defined by the New York State Board for Social Work. Materials that are included in this course may include interventions and modalities that are beyond the authorized practice of licensed master social work and licensed clinical social work in New York. As a licensed professional, you are responsible for reviewing the scope of practice, including activities that are defined in law as beyond the boundaries of practice for an LMSW and LCSW. A licensee who practices beyond the authorized scope of practice could be charged with unprofessional conduct under the Education Law and Regents Rules. NetCE is recognized by the New York State Education Department's State Board for Mental Health Practitioners as an approved provider of continuing education for licensed marriage and family therapists. #MFT-0015. This course is considered live online by the New York State Board of Marriage and Family Therapy. 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 live online by the New York State Board for Psychology.

Designations of Credit

NetCE designates this live event activity for 2 continuing education clock hours. NetCE designates this live event continuing education activity for 2 NBCC clock hour(s). Social workers participating in this intermediate to advanced course will receive 2 Clinical continuing education clock hours. NetCE is authorized by IACET to offer 0.2 CEU(s) for this program. NetCE designates this live continuing education activity for 2 credit(s).

Individual State Behavioral Health Approvals

In addition to states that accept ASWB, NetCE is approved as a provider of continuing education by the following state boards: Alabama State Board of Social Work Examiners, Provider #0515; Florida Board of Clinical Social Work, Marriage and Family Therapy and Mental Health Counseling, CE Broker Provider #50-2405; Illinois Division of Professional Regulation for Social Workers, License #159.001094; Illinois Division of Professional Regulation for Licensed Professional and Clinical Counselors, License #197.000185; Illinois Division of Professional Regulation for Marriage and Family Therapists, License #168.000190;

Course Objective

The purpose of this course is to provide mental health professionals with an appreciation of the benefits of mindfulness approaches. Many therapeutic mindfulness techniques will be presented that can be safely and effectively incorporated into clinical practice.

Learning Objectives

Upon completion of this course, you should be able to:

1. Define mindfulness from both a spiritual lens and a secular lens.

2. Describe what makes an intervention both trauma/dissociation-informed and mindfulness-informed.

3. Implement at least three to five mindfulness-informed skills in clinical settings that can be woven into many modalities for clinical practice.

4. Address challenges that clients might have in practicing mindfulness-informed intervention through proper modifications and attention to trauma-informed elements of care.

Faculty

Jamie Marich, PhD, LPCC-S, REAT, RYT-500, RMT, (she/they) travels internationally speaking on topics related to EMDR therapy, trauma, addiction, expressive arts, and mindfulness while maintaining a private practice and online education operation, the Institute for Creative Mindfulness, in her home base of northeast Ohio. She is the developer of the Dancing Mindfulness approach to expressive arts therapy and the developer of Yoga for Clinicians. Dr. Marich is the author of numerous books, including EMDR Made Simple, Trauma Made Simple, and EMDR Therapy and Mindfulness for Trauma Focused Care (written in collaboration with Dr. Stephen Dansiger). She is also the author of Process Not Perfection: Expressive Arts Solutions for Trauma Recovery. In 2020, a revised and expanded edition of Trauma and the 12 Steps was released. In 2022 and 2023, Dr. Marich published two additional books: The Healing Power of Jiu-Jitsu: A Guide to Transforming Trauma and Facilitating Recovery and Dissociation Made Simple. Dr. Marich is a woman living with a dissociative disorder, and this forms the basis of her award-winning passion for advocacy in the mental health field.

Faculty Disclosure

Contributing faculty, Jamie Marich, PhD, LPCC-S, REAT, RYT-500, RMT, has disclosed no relevant financial relationship with any product manufacturer or service provider mentioned.

Division Planners

Kimberly Byrd, EdD, PMSW

Scott Deatherage, PhD

Division Planners Disclosure

The division planners have disclosed no relevant financial relationship with any product manufacturer or service provider mentioned.

Director of Development and Academic Affairs

Sarah Campbell

Director Disclosure Statement

The Director of Development and Academic Affairs has disclosed no relevant financial relationship with any product manufacturer or service provider mentioned.

About the Sponsor

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.

Disclosure Statement

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.

Implicit Bias in Health Care

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.

1. INTRODUCTION

Mindfulness is not a simple relaxation technique. When the full meaning of mindfulness is considered, mindfulness is about learning to embrace whatever life brings in the present moment and to respond rather than to react. Mindfulness-based interventions are not one-size-fits-all in their use within clinical work. A skilled clinician is able to adapt and modify the use of mindfulness-informed interventions within their settings. And skillful use generally starts with clinicians having their own mindfulness practices.

2. WEBINAR

To see this media go to http://www.NetCE.com/activities/ using a browser that supports Adobe Flash.

3. SLIDES

The slides from this webinar are available here.

Works Cited

1. Bishop SR, Lau M, Shapiro S, et al. Mindfulness: a proposed operational definition. Clin Psychol Sci Pract. 2004;11:230-241.

2. Dou J, Lian Y, Lin L, Asmuri SNB, Wang P, Durai R. Effectiveness of mindfulness-based interventions on burnout, resilience and sleep quality among nurses: a systematic review and meta-analysis of randomized controlled trials. BMC Nurs. 2025;24:739.

3. Du S, Ning Z. Exploring mindfulness interventions across cultures: a comparative meta-analysis of mindfulness interventions for athletes in Western and Eastern contexts. Front Psychol. 2024;15:1449886.

4. Forner C. What mindfulness can learn from dissociation and dissociation can learn from mindfulness. J Trauma Dissociation. 2019;20(1):1-15.

5. Garland E, Howard O. Mindfulness-based treatment of addiction: current state of the field and envisioning the next wave of research. Addict Sci Clin Pract. 2018;13(1):14.

6. Kabat-Zinn J. Mindfulness-based interventions in context: past, present, and future. Clin Psychol Sci Pract. 2003;10(2):144-156.

7. Kabat-Zinn J. Wherever You Go, There You Are. 10th ed. Hyperion; 2005.

8. Kabat-Zinn J. Mindfulness for Beginners: Reclaiming the Present Moment—and Your Life. Sounds True Books; 2011.

9. Lang AJ, Hamblen JL, Holtzheimer P, et al. A clinician’s guide to the 2023 VA/DoD clinical practice guideline for management of post-traumatic stress disorder and acute stress disorder. J Trauma Stress. 2023;37:19-34.

10. Li W, Howard MO, Garland EL, McGovern P, Lazar M. Mindfulness treatment for substance misuse: a systematic review and meta-analysis. J Subst Abuse Treat. 2017;75:62-96.

11. Marich J. Dissociation Made Simple: A Stigma-Free Guide to Embracing Your Dissociative Mind and Navigating Daily Life. North Atlantic Books; 2023.

12. Marich J, Dansiger S. EMDR Therapy and Mindfulness for Trauma-Focused Care. Springer Publishing Company; 2018.

13. Mace RA, Stauder MJ, Hopkins SW, et al. Mindfulness-based interventions targeting modifiable lifestyle behaviors associated with brain health: a systematic review and meta-analysis. Am J Lifestyle Med. 2024;19(3):476-492.

14. van der Kolk B. The Body Keeps the Score: Brain, Mind, and Body in the Healing of Trauma. Viking; 2014.

9540L • A Straightforward Look at Medications to Treat Opioid Use Disorders

Brooke Schaefer, MSN, MBA, FNP-C, CARN-AP, RN

www.netce.com

Copyright © 2026 NetCE, All rights reserved.

This live event takes place Saturday, September 19, 4:30 pm-6:30 pm EDT (1:30 pm-3:30 pm PDT).

Whether you work in recovery support, housing, or case management, or just want to learn more, this course breaks down the science in a simple, approachable way—no medical degree required. Together, we'll explore how these medications work, why they matter, and how understanding them can help reduce stigma and support long-term recovery. The goal? To equip everyone with the knowledge and confidence to be part of the solution.

Table of Contents

9540L • A Straightforward Look at Medications to Treat Opioid Use Disorders

Course Overview

Audience

Accreditations & Approvals

Designations of Credit

Individual State Behavioral Health Approvals

Course Objective

Learning Objectives

Faculty

Faculty Disclosure

Division Planners

Division Planners Disclosure

Director of Development and Academic Affairs

Director Disclosure Statement

About the Sponsor

Disclosure Statement

Implicit Bias in Health Care

1. INTRODUCTION

2. WEBINAR

3. SLIDES

Works Cited

9540L • A Straightforward Look at Medications to Treat Opioid Use Disorders

Education Category. Webinars

Release Date. 07/15/2026

Expiration Date. 09/30/2026

Course Overview

This live event takes place Saturday, September 19, 4:30 pm-6:30 pm EDT (1:30 pm-3:30 pm PDT).

Whether you work in recovery support, housing, or case management, or just want to learn more, this course breaks down the science in a simple, approachable way—no medical degree required. Together, we'll explore how these medications work, why they matter, and how understanding them can help reduce stigma and support long-term recovery. The goal? To equip everyone with the knowledge and confidence to be part of the solution.

Audience

This live webinar is designed for all members of the interprofessional team of professionals who want to better understand the medications used to treat opioid use disorder.

Accreditations & Approvals

NetCE has been approved by NBCC as an Approved Continuing Education Provider, ACEP No. 6361. Programs that do not qualify for NBCC credit are clearly identified. NetCE is solely responsible for all aspects of the programs. As a Jointly Accredited Organization, NetCE is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved under this program. Regulatory boards are the final authority on courses accepted for continuing education credit. 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 accredited by the International Accreditors for Continuing Education and Training (IACET). NetCE complies with the ANSI/IACET Standard, which is recognized internationally as a standard of excellence in instructional practices. As a result of this accreditation, NetCE is authorized to issue the IACET CEU. NetCE is recognized by the New York State Education Department's State Board for Mental Health Practitioners as an approved provider of continuing education for licensed mental health counselors #MHC-0021. This course is considered live online by the New York State Board of Mental Health Counseling. NetCE is recognized by the New York State Education Department's State Board for Social Work as an approved provider of continuing education for licensed social workers #SW-0033. This course is considered live online, as defined by the New York State Board for Social Work. Materials that are included in this course may include interventions and modalities that are beyond the authorized practice of licensed master social work and licensed clinical social work in New York. As a licensed professional, you are responsible for reviewing the scope of practice, including activities that are defined in law as beyond the boundaries of practice for an LMSW and LCSW. A licensee who practices beyond the authorized scope of practice could be charged with unprofessional conduct under the Education Law and Regents Rules. NetCE is recognized by the New York State Education Department's State Board for Mental Health Practitioners as an approved provider of continuing education for licensed marriage and family therapists. #MFT-0015. This course is considered live online by the New York State Board of Marriage and Family Therapy. 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 live online by the New York State Board for Psychology.

Designations of Credit

NetCE designates this live event activity for 2 continuing education clock hours. NetCE designates this live event continuing education activity for 2 NBCC clock hour(s). Social workers participating in this intermediate to advanced course will receive 2 Clinical continuing education clock hours. NetCE is authorized by IACET to offer 0.2 CEU(s) for this program. NetCE designates this live continuing education activity for 2 credit(s).

Individual State Behavioral Health Approvals

In addition to states that accept ASWB, NetCE is approved as a provider of continuing education by the following state boards: Alabama State Board of Social Work Examiners, Provider #0515; Florida Board of Clinical Social Work, Marriage and Family Therapy and Mental Health Counseling, CE Broker Provider #50-2405; Illinois Division of Professional Regulation for Social Workers, License #159.001094; Illinois Division of Professional Regulation for Licensed Professional and Clinical Counselors, License #197.000185; Illinois Division of Professional Regulation for Marriage and Family Therapists, License #168.000190;

Course Objective

The purpose of this course is to enhance healthcare professionals' understanding of medications used in the treatment of opioid use disorder (OUD) by reviewing their mechanisms of action, clinical indications, and role within comprehensive, evidence-based treatment strategies.

Learning Objectives

Upon completion of this course, you should be able to:

1. Describe the clinical differences between methadone, buprenorphine, and naltrexone, including their mechanisms of action and ideal patient profiles.

2. Apply evidence-based strategies to initiate and manage medications for opioid use disorder (MOUD) in outpatient or residential settings, accounting for real-world barriers.

3. Challenge common misconceptions and stigma surrounding MOUD using person-centered language and harm reduction principles.

Faculty

Brooke Schaefer, MSN, MBA, FNP-C, CARN-AP, RN, lives in central Indiana with her family and runs a small homestead with a menagerie of animals. She runs CHOICE: Recovery for Mothers through Community Health Network, and is the founder of Lily Pond, a patient comfort closet, and Legacy, a continuation of CHOICE programming. She is a family nurse practitioner, a certified addictions nurse practitioner, and has an MBA.

Faculty Disclosure

Contributing faculty, Brooke Schaefer, MSN, MBA, FNP-C, CARN-AP, RN, has disclosed no relevant financial relationship with any product manufacturer or service provider mentioned.

Division Planners

Kimberly Byrd, EdD, PMSW

Scott Deatherage, PhD

Abimbola Farinde, PharmD, PhD

Nicholas Bertoni, MD

John Makopoulos, MD

Division Planners Disclosure

The division planners have disclosed no relevant financial relationship with any product manufacturer or service provider mentioned.

Director of Development and Academic Affairs

Sarah Campbell

Director Disclosure Statement

The Director of Development and Academic Affairs has disclosed no relevant financial relationship with any product manufacturer or service provider mentioned.

About the Sponsor

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.

Disclosure Statement

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.

Implicit Bias in Health Care

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.

1. INTRODUCTION

There is a critical and well-documented need for improved education on medications for opioid use disorder (MOUD) among healthcare professionals. Despite strong evidence supporting the use of MOUD, it remains underutilized because of stigma, provider discomfort, and lack of training. National data show that only about 11% of individuals with opioid use disorder (OUD) receive MOUD, despite it being the gold standard of care. A 2021 survey by the American Society of Addiction Medicine found that 61% of primary care providers reported feeling unprepared to manage OUD, and fewer than half had received formal training in MOUD. Additionally, research highlights the role of implicit and explicit biases that lead to reduced access and engagement. Within my organization and through national conference feedback, there is consistent demand for engaging, practical, and stigma-reducing education on MOUD delivery in both primary care and behavioral health settings. This session aims to fill these gaps through an accessible, evidence-based presentation that dispels myths, builds clinical confidence, and empowers providers to expand access to life-saving treatment.

2. WEBINAR

To see this media go to http://www.NetCE.com/activities/ using a browser that supports Adobe Flash.

3. SLIDES

The slides from this webinar are available here.

Works Cited

1. Abdel-Latif ME, Pinner J, Clews S, Cooke F, Lui K, Oei J. Effects of breast milk on the severity and outcome of neonatal abstinence syndrome among infants of drug-dependent mothers. Pediatrics. 2006;117(6):e1163-e1169.

2. American College of Obstetricians and Gynecologists. Opioid use and opioid use disorder in pregnancy. Obstet Gynecol. 2017;130(2):e81-e394.

3. American College of Obstetricians and Gynecologists. Breastfeeding challenges and substance use disorders. Obstet Gynecol. 2021;137(2):e38-e44.

4. Becker SJ, Scott K, Helseth SA, et al. Effectiveness of medication for opioid use disorders in transition-age youth: a systematic review. J Subst Abuse Treat. 2022;132:108494.

5. Chan B, Gean E, Arkhipova-Jenkins I, et al. Retention strategies for medications for opioid use disorder in adults: a rapid evidence review. J Addict Med. 2021;15(1):74-84.

6. Fouladvand S, Talbert J, Dwoskin LP, et al. Predicting Opioid Use Disorder from Longitudinal Healthcare Data Using Multistream Transformer (MUPOD) [Preprint]. Available at http://arxiv.org/abs/2103.08800. Last accessed March 5, 2026.

7. Jansson LM, Velez M. Neonatal abstinence syndrome. Curr Opin Pediatr. 2012;24(2):252-258.

8. Jones HE, Kaltenbach K, Heil SH, et al. Neonatal abstinence syndrome after methadone or buprenorphine exposure. N Engl J Med. 2010;363(24):2320-2331.

9. Reece-Stremtan S, Marinelli KA; Academy of Breastfeeding Medicine. ABM clinical protocol #21: guidelines for breastfeeding and substance use or substance use disorder, revised 2015. Breastfeed Med. 2015;10(3):135-141.

10. Schiff DM, Nielsen T, Hoeppner BB, et al. Methadone and buprenorphine discontinuation among postpartum women with opioid use disorder. Am J Obstet Gynecol. 2021;225(5):538.e1-538.e10.

11. Substance Abuse and Mental Health Services Administration. Clinical Guidance for Treating Pregnant and Parenting Women With Opioid Use Disorder and Their Infants. Available at https://library.samhsa.gov/sites/default/files/sma18-5054.pdf. Last accessed March 5, 2026.

12. Tran TH, Griffin BL, Stone RH, Vest KM, Todd TJ. Methadone, buprenorphine, and naltrexone for the treatment of opioid use disorder in pregnant women. Pharmacotherapy. 2017;37(7):824-839.

13. Wachman EM, Byun J, Philipp BL. Breastfeeding rates among mothers of infants with neonatal abstinence syndrome. Breastfeed Med. 2010;5(4):159-164.

14. World Health Organization. Guidelines for the Identification and Management of Substance Use and Substance Use Disorders in Pregnancy. Available at https://www.who.int/publications/i/item/9789241548731. Last accessed March 5, 2026.

15. Wymore EM, Palmer C, Wang GS, et al. Persistence of Δ-9-tetrahydrocannabinol in human breast milk. JAMA Pediatr. 2021;175(6):632-634.

16. Zedler BK, Mann AL, Kim MM, et al. Buprenorphine compared with methadone to treat pregnant women with opioid use disorder: a systematic review and meta-analysis of safety in the mother, fetus, and child. Addiction. 2016;111(12):2115-2128.

9646L • An Overview of EMDR Therapy for Trauma-Focused Care

Jamie Marich, PhD, LPCC-S, REAT, RYT-500, RMT

www.netce.com

Copyright © 2026 NetCE, All rights reserved.

This live event takes place Sunday, June 1, 9 am-11 am EDT (6 am-8 am PDT).

EMDR therapy is one of the most popular therapies available today for the treatment of trauma-related concerns, appearing in the evidence-based treatment guidelines of many prominent organizations. Since its introduction to the therapeutic world in 1989, EMDR therapy has helped millions of people worldwide. In this course, professionals are introduced not just to the fundamentals of EMDR therapy, but also to how EMDR therapy conceptualizes trauma through the lens of what is called the adaptive information processing (AIP) model. This conceptualization can be useful to all professionals who want to operate in a more trauma-focused way in their clinical work, whether or not they go on to do a full training in EMDR therapy. The session ends with an explanation of the full training process, helping you to determine if fully adding EMDR therapy to your clinical repertoire is a good fit.

Table of Contents

9646L • An Overview of EMDR Therapy for Trauma-Focused Care

Course Overview

Audience

Accreditations & Approvals

Designations of Credit

Individual State Behavioral Health Approvals

Course Objective

Learning Objectives

Faculty

Faculty Disclosure

Division Planners

Division Planners Disclosure

Director of Development and Academic Affairs

Director Disclosure Statement

About the Sponsor

Disclosure Statement

Implicit Bias in Health Care

1. INTRODUCTION

2. WEBINAR

3. SLIDES

Works Cited

9646L • An Overview of EMDR Therapy for Trauma-Focused Care

Education Category. Webinars

Release Date. 07/25/2026

Expiration Date. 09/30/2026

Course Overview

This live event takes place Sunday, June 1, 9 am-11 am EDT (6 am-8 am PDT).

EMDR therapy is one of the most popular therapies available today for the treatment of trauma-related concerns, appearing in the evidence-based treatment guidelines of many prominent organizations. Since its introduction to the therapeutic world in 1989, EMDR therapy has helped millions of people worldwide. In this course, professionals are introduced not just to the fundamentals of EMDR therapy, but also to how EMDR therapy conceptualizes trauma through the lens of what is called the adaptive information processing (AIP) model. This conceptualization can be useful to all professionals who want to operate in a more trauma-focused way in their clinical work, whether or not they go on to do a full training in EMDR therapy. The session ends with an explanation of the full training process, helping you to determine if fully adding EMDR therapy to your clinical repertoire is a good fit.

Audience

This live webinar is designed for mental and behavioral health professionals who would benefit from enhanced knowledge of EMDR therapy and its role in the treatment of clients with trauma histories.

Accreditations & Approvals

NetCE has been approved by NBCC as an Approved Continuing Education Provider, ACEP No. 6361. Programs that do not qualify for NBCC credit are clearly identified. NetCE is solely responsible for all aspects of the programs. As a Jointly Accredited Organization, NetCE is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved under this program. Regulatory boards are the final authority on courses accepted for continuing education credit. 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 accredited by the International Accreditors for Continuing Education and Training (IACET). NetCE complies with the ANSI/IACET Standard, which is recognized internationally as a standard of excellence in instructional practices. As a result of this accreditation, NetCE is authorized to issue the IACET CEU. NetCE is recognized by the New York State Education Department's State Board for Mental Health Practitioners as an approved provider of continuing education for licensed mental health counselors #MHC-0021. This course is considered live online by the New York State Board of Mental Health Counseling. NetCE is recognized by the New York State Education Department's State Board for Social Work as an approved provider of continuing education for licensed social workers #SW-0033. This course is considered live online, as defined by the New York State Board for Social Work. Materials that are included in this course may include interventions and modalities that are beyond the authorized practice of licensed master social work and licensed clinical social work in New York. As a licensed professional, you are responsible for reviewing the scope of practice, including activities that are defined in law as beyond the boundaries of practice for an LMSW and LCSW. A licensee who practices beyond the authorized scope of practice could be charged with unprofessional conduct under the Education Law and Regents Rules. NetCE is recognized by the New York State Education Department's State Board for Mental Health Practitioners as an approved provider of continuing education for licensed marriage and family therapists. #MFT-0015. This course is considered live online by the New York State Board of Marriage and Family Therapy. 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 live online by the New York State Board for Psychology.

Designations of Credit

NetCE designates this live event activity for 2 continuing education clock hours. NetCE designates this live event continuing education activity for 2 NBCC clock hour(s). Social workers participating in this intermediate to advanced course will receive 2 Clinical continuing education clock hours. NetCE is authorized by IACET to offer 0.2 CEU(s) for this program. NetCE designates this live continuing education activity for 2 credit(s).

Individual State Behavioral Health Approvals

In addition to states that accept ASWB, NetCE is approved as a provider of continuing education by the following state boards: Alabama State Board of Social Work Examiners, Provider #0515; Florida Board of Clinical Social Work, Marriage and Family Therapy and Mental Health Counseling, CE Broker Provider #50-2405; Illinois Division of Professional Regulation for Social Workers, License #159.001094; Illinois Division of Professional Regulation for Licensed Professional and Clinical Counselors, License #197.000185; Illinois Division of Professional Regulation for Marriage and Family Therapists, License #168.000190;

Course Objective

The purpose of this course is to provide behavioral health professionals with valuable insight into EMDR therapy's model for conceptualizing trauma, the adaptive information processing (AIP) model, which they can use alongside any other therapeutic modality in helping them to better understand their clients.

Learning Objectives

Upon completion of this course, you should be able to:

1. Define trauma through the lens of the adaptive information processing (AIP) model, the theoretical underpinning of EMDR therapy.

2. Discuss the origins, history, and development of EMDR therapy.

3. Identify which clients on one's caseload can most optimally benefit from EMDR therapy.

4. Determine if further training in EMDR therapy can enhance one's clinical repertoire.

Faculty

Jamie Marich, PhD, LPCC-S, REAT, RYT-500, RMT, (she/they) travels internationally speaking on topics related to EMDR therapy, trauma, addiction, expressive arts, and mindfulness while maintaining a private practice and online education operation, the Institute for Creative Mindfulness, in her home base of northeast Ohio. She is the developer of the Dancing Mindfulness approach to expressive arts therapy and the developer of Yoga for Clinicians. Dr. Marich is the author of numerous books, including EMDR Made Simple, Trauma Made Simple, and EMDR Therapy and Mindfulness for Trauma Focused Care (written in collaboration with Dr. Stephen Dansiger). She is also the author of Process Not Perfection: Expressive Arts Solutions for Trauma Recovery. In 2020, a revised and expanded edition of Trauma and the 12 Steps was released. In 2022 and 2023, Dr. Marich published two additional books: The Healing Power of Jiu-Jitsu: A Guide to Transforming Trauma and Facilitating Recovery and Dissociation Made Simple. Dr. Marich is a woman living with a dissociative disorder, and this forms the basis of her award-winning passion for advocacy in the mental health field.

Faculty Disclosure

Contributing faculty, Jamie Marich, PhD, LPCC-S, REAT, RYT-500, RMT, has disclosed no relevant financial relationship with any product manufacturer or service provider mentioned.

Division Planners

Kimberly Byrd, EdD, PMSW

Scott Deatherage, PhD

Division Planners Disclosure

The division planners have disclosed no relevant financial relationship with any product manufacturer or service provider mentioned.

Director of Development and Academic Affairs

Sarah Campbell

Director Disclosure Statement

The Director of Development and Academic Affairs has disclosed no relevant financial relationship with any product manufacturer or service provider mentioned.

About the Sponsor

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.

Disclosure Statement

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.

Implicit Bias in Health Care

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.

1. INTRODUCTION

EMDR therapy is one of the leading and most discussed modalities used in psychotherapy today in addressing trauma-related disorders. Although it can seem odd or unusual on the surface, there is a tremendous evidence base and rooting in Indigenous knowledge that helps to frame it as an effective option for many people. While extensive training in EMDR therapy may not be for every clinician, having a basic understanding in the principles of EMDR therapy can help all clinicians better conceptualize trauma and thus serve their clients. Clinicians taking this introductory course may find themselves interested in getting more extensively trained in EMDR therapy to enhance their clinical repertoire.

2. WEBINAR

To see this media go to http://www.NetCE.com/activities/ using a browser that supports Adobe Flash.

3. SLIDES

The slides from this webinar are available here.

Works Cited

1. American Psychiatric Association. Diagnostic and Statistical Manual of Mental Disorders. 4th ed, text rev. American Psychiatric Association; 2000.

2. American Psychiatric Association. Diagnostic and Statistical Manual of Mental Disorders. 5th ed. American Psychiatric Association; 2013.

3. Donovan F, producer; Nalepinski B, director. EMDR: Looking Through Hemispheres [documentary]. Fran Donovan Productions; 1999.

4. Hammond M, Ryan C, Dwyer A. Clients’ experiences of eye movement desensitization and reprocessing. J EMDR Pract Res. 2023;17(4):250-264.

5. Laliotis D, Luber M, Oren U, et al. What is EMDR therapy: past, present and future directions. J EMDR Pract Res. 2021;15(4).

6. Shapiro F. Eye Movement Desensitization and Reprocessing: Basic Principles, Protocols, and Procedures. 3rd ed. The Guilford Press; 2018.

7. World Health Organization. Assessment and Management of Conditions Specifically Related to Stress: mhGAP Intervention Guide Module. World Health Organization; 2013. Accessed February 5, 2026. http://apps.who.int/iris/bitstream/10665/85623/1/9789241505932_eng.pdf?ua=1

9689L • When One Partner Isn't Sure: Assessing and Navigating Mixed-Agenda Couples

Michal Goldman, LCSW

www.netce.com

Copyright © 2026 NetCE, All rights reserved.

This live event takes place Sunday, September 20, 11:30 am-12:30 pm EDT (8:30 am-9:30 am PDT).

This course introduces therapists to the clinical, ethical, and emotional complexities of working with mixed-agenda couples—where one partner is leaning out of the relationship and the other wants to preserve it. These couples often present for therapy without shared goals, making traditional couples work potentially ineffective or even harmful. The course explores strategies for early assessment, introduces a structured approach to support decision-making, and highlights how to avoid common pitfalls. Participants will leave with a clearer understanding of how to ethically and effectively guide couples in the early stages of treatment.

Table of Contents

9689L • When One Partner Isn't Sure: Assessing and Navigating Mixed-Agenda Couples

Course Overview

Audience

Accreditations & Approvals

Designations of Credit

Individual State Behavioral Health Approvals

Course Objective

Learning Objectives

Faculty

Faculty Disclosure

Division Planners

Division Planners Disclosure

Director of Development and Academic Affairs

Director Disclosure Statement

About the Sponsor

Disclosure Statement

Implicit Bias in Health Care

1. INTRODUCTION

2. WEBINAR

3. WORKBOOK

Works Cited

9689L • When One Partner Isn't Sure: Assessing and Navigating Mixed-Agenda Couples

Education Category. Webinars

Release Date. 07/25/2026

Expiration Date. 09/30/2026

Course Overview

This live event takes place Sunday, September 20, 11:30 am-12:30 pm EDT (8:30 am-9:30 am PDT).

This course introduces therapists to the clinical, ethical, and emotional complexities of working with mixed-agenda couples—where one partner is leaning out of the relationship and the other wants to preserve it. These couples often present for therapy without shared goals, making traditional couples work potentially ineffective or even harmful. The course explores strategies for early assessment, introduces a structured approach to support decision-making, and highlights how to avoid common pitfalls. Participants will leave with a clearer understanding of how to ethically and effectively guide couples in the early stages of treatment.

Audience

This live webinar is intended for counselors, marriage and family therapists, psychologists, social workers, and other behavioral health professionals engaged in relational or couples therapy.

Accreditations & Approvals

NetCE has been approved by NBCC as an Approved Continuing Education Provider, ACEP No. 6361. Programs that do not qualify for NBCC credit are clearly identified. NetCE is solely responsible for all aspects of the programs. As a Jointly Accredited Organization, NetCE is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved under this program. Regulatory boards are the final authority on courses accepted for continuing education credit. 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 accredited by the International Accreditors for Continuing Education and Training (IACET). NetCE complies with the ANSI/IACET Standard, which is recognized internationally as a standard of excellence in instructional practices. As a result of this accreditation, NetCE is authorized to issue the IACET CEU. NetCE is recognized by the New York State Education Department's State Board for Mental Health Practitioners as an approved provider of continuing education for licensed mental health counselors #MHC-0021. This course is considered live online by the New York State Board of Mental Health Counseling. NetCE is recognized by the New York State Education Department's State Board for Social Work as an approved provider of continuing education for licensed social workers #SW-0033. This course is considered live online, as defined by the New York State Board for Social Work. NetCE is recognized by the New York State Education Department's State Board for Mental Health Practitioners as an approved provider of continuing education for licensed marriage and family therapists. #MFT-0015. This course is considered live online by the New York State Board of Marriage and Family Therapy. 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 live online by the New York State Board for Psychology.

Designations of Credit

NetCE designates this live event continuing education activity for 1 NBCC clock hour(s). NetCE designates this live event activity for 1 continuing education clock hours. Social workers participating in this intermediate to advanced course will receive 1 Clinical continuing education clock hours. NetCE is authorized by IACET to offer 0.1 CEU(s) for this program. NetCE designates this live continuing education activity for 1 credit(s).

Individual State Behavioral Health Approvals

In addition to states that accept ASWB, NetCE is approved as a provider of continuing education by the following state boards: Alabama State Board of Social Work Examiners, Provider #0515; Florida Board of Clinical Social Work, Marriage and Family Therapy and Mental Health Counseling, CE Broker Provider #50-2405; Illinois Division of Professional Regulation for Social Workers, License #159.001094; Illinois Division of Professional Regulation for Licensed Professional and Clinical Counselors, License #197.000185; Illinois Division of Professional Regulation for Marriage and Family Therapists, License #168.000190;

Course Objective

The purpose of this course is to provide behavioral health professionals with the knowledge and practical tools to recognize mixed-agenda dynamics early, assess for ethical and clinical fit, and make informed decisions about next steps.

Learning Objectives

Upon completion of this course, you should be able to:

1. Identify clinical signs that a couple may be experiencing mixed-agenda dynamics.

2. Describe at least three ethical concerns related to beginning therapy with unclear relational commitment.

3. Outline steps for assessing each partner's level of motivation and engagement.

4. Compare potential pathways forward, including individual work, couples therapy, and decision-making interventions.

Faculty

Michal Goldman, LCSW, is a licensed clinical social worker specializing in relational therapy and therapist development. She is passionate about helping clinicians cultivate secure, ethical boundaries and deepen their self-of-therapist awareness to enhance their work with couples. Michal holds extensive training in Emotionally Focused Therapy (EFT) and discernment counseling, with a focus on supporting couples through relational challenges. In addition to her clinical work, she writes a biweekly mental health column for a local newspaper, where she shares insights on relational health and ethical practice. Her teaching emphasizes compassionate care, cultural humility, and clinically sound decision-making in complex therapeutic settings.

Faculty Disclosure

Contributing faculty, Michal Goldman, LCSW, has disclosed no relevant financial relationship with any product manufacturer or service provider mentioned.

Division Planners

Kimberly Byrd, EdD, PMSW

Scott Deatherage, PhD

Division Planners Disclosure

The division planners have disclosed no relevant financial relationship with any product manufacturer or service provider mentioned.

Director of Development and Academic Affairs

Sarah Campbell

Director Disclosure Statement

The Director of Development and Academic Affairs has disclosed no relevant financial relationship with any product manufacturer or service provider mentioned.

About the Sponsor

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.

Disclosure Statement

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.

Implicit Bias in Health Care

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.

1. INTRODUCTION

Couples therapy often assumes both partners are equally motivated to repair and maintain the relationship. However, many therapists encounter "mixed-agenda" couples—where one partner is leaning out of the relationship while the other is motivated to preserve it. Without appropriate assessment and intervention strategies, therapists may inadvertently proceed with emotionally vulnerable work that can cause harm, rupture trust, or lead to premature dropout. This course will discuss how to identify and treat these couples.

2. WEBINAR

To see this media go to http://www.NetCE.com/activities/ using a browser that supports Adobe Flash.

3. WORKBOOK

The workbook discussed in this webinar is available here.

Works Cited

1. Doherty WJ, Harris SM, Wilde JL. Discernment counseling for couples considering divorce: helping people navigate the ambivalence in high-stakes relationships. Journal of Marital and Family Therapy. 2016;42(3):467-475.

2. Doherty Relationship Institute. Discernment Counseling: How to Best Help the Mixed-Agenda Couple. Available at https://discernmentcounseling.com. Last accessed October 23, 2025.

3. Doss BD, Roddy MK, Wiebe SA, Johnson SM. A review of the research during 2010–2019 on evidence-based treatments for couple relationship distress. Journal of Marital and Family Therapy. 2022;48(2):283-306.

4. Gurman AS, Fraenkel P. The history of couple therapy: a millennial review. Family Process. 2002;41(2):199-260.

5. Lebow J, Chambers AL, Christensen A, Johnson SM. Research on the treatment of couple distress. Journal of Marital and Family Therapy. 2012;38(1):145-168.

6. Lebow J, Snyder DK. Couple therapy in the 2020s: current status and emerging developments. Family Process. 2022;61(4):1359-1385.

7. Zoppolat G, Faure R, Alonso-Ferres M, Righetti F. Mixed and conflicted: the role of ambivalence in romantic relationships in light of attractive alternatives. Emotion. 2022;(22):81-89.

9616L • Beyond Niceness: Rethinking Stigma Around Substance Use Disorders

Brooke Schaefer, MSN, MBA, FNP-C, CARN-AP, RN

www.netce.com

Copyright © 2026 NetCE, All rights reserved.

This live event takes place Sunday, September 20, 1 pm-2 pm EDT (10 am-11 am PDT).

Explore the widespread stigma that people with substance use disorder (SUD) face when seeking treatment. This live webinar will shine a light on the complex aspects of stigma in healthcare and how it affects patients' experiences. We'll dig into the various challenges individuals encounter and how societal attitudes, biases in healthcare, and self-perceptions contribute to this complex issue. Join us as we uncover the layers of stigma that can make it harder for people to get the help they need for SUD and hinder their journey to recovery.

Table of Contents

9616L • Beyond Niceness: Rethinking Stigma Around Substance Use Disorders

Course Overview

Audience

Accreditations & Approvals

Designations of Credit

Individual State Behavioral Health Approvals

Course Objective

Learning Objectives

Faculty

Faculty Disclosure

Division Planners

Division Planners Disclosure

Director of Development and Academic Affairs

Director Disclosure Statement

About the Sponsor

Disclosure Statement

Implicit Bias in Health Care

1. INTRODUCTION

2. WEBINAR

3. SLIDES

Works Cited

9616L • Beyond Niceness: Rethinking Stigma Around Substance Use Disorders

Education Category. Webinars

Release Date. 07/20/2026

Expiration Date. 09/30/2026

Course Overview

This live event takes place Sunday, September 20, 1 pm-2 pm EDT (10 am-11 am PDT).

Explore the widespread stigma that people with substance use disorder (SUD) face when seeking treatment. This live webinar will shine a light on the complex aspects of stigma in healthcare and how it affects patients' experiences. We'll dig into the various challenges individuals encounter and how societal attitudes, biases in healthcare, and self-perceptions contribute to this complex issue. Join us as we uncover the layers of stigma that can make it harder for people to get the help they need for SUD and hinder their journey to recovery.

Audience

This live webinar is designed for mental and behavioral health professionals who would benefit from enhanced knowledge of the role of stigma in substance use disorder treatment.

Accreditations & Approvals

NetCE has been approved by NBCC as an Approved Continuing Education Provider, ACEP No. 6361. Programs that do not qualify for NBCC credit are clearly identified. NetCE is solely responsible for all aspects of the programs. As a Jointly Accredited Organization, NetCE is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved under this program. Regulatory boards are the final authority on courses accepted for continuing education credit. 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 accredited by the International Accreditors for Continuing Education and Training (IACET). NetCE complies with the ANSI/IACET Standard, which is recognized internationally as a standard of excellence in instructional practices. As a result of this accreditation, NetCE is authorized to issue the IACET CEU. NetCE is recognized by the New York State Education Department's State Board for Mental Health Practitioners as an approved provider of continuing education for licensed mental health counselors #MHC-0021. This course is considered live online by the New York State Board of Mental Health Counseling. NetCE is recognized by the New York State Education Department's State Board for Social Work as an approved provider of continuing education for licensed social workers #SW-0033. This course is considered live online, as defined by the New York State Board for Social Work. NetCE is recognized by the New York State Education Department's State Board for Mental Health Practitioners as an approved provider of continuing education for licensed marriage and family therapists. #MFT-0015. This course is considered live online by the New York State Board of Marriage and Family Therapy. 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 live online by the New York State Board for Psychology.

Designations of Credit

NetCE designates this live event continuing education activity for 1 NBCC clock hour(s). NetCE designates this live event activity for 1 continuing education clock hours. Social workers participating in this intermediate to advanced course will receive 1 Clinical continuing education clock hours. NetCE is authorized by IACET to offer 0.1 CEU(s) for this program. NetCE designates this live continuing education activity for 1 credit(s).

Individual State Behavioral Health Approvals

In addition to states that accept ASWB, NetCE is approved as a provider of continuing education by the following state boards: Alabama State Board of Social Work Examiners, Provider #0515; Florida Board of Clinical Social Work, Marriage and Family Therapy and Mental Health Counseling, CE Broker Provider #50-2405; Illinois Division of Professional Regulation for Social Workers, License #159.001094; Illinois Division of Professional Regulation for Licensed Professional and Clinical Counselors, License #197.000185; Illinois Division of Professional Regulation for Marriage and Family Therapists, License #168.000190;

Course Objective

The purpose of this course is to provide the healthcare professionals with the knowledge and skills necessary to sensitively care of persons with substance use disorder, reducing stigma, promoting empathy, and ultimately improving outcomes.

Learning Objectives

Upon completion of this course, you should be able to:

1. Identify misconceptions surrounding substance use disorder (SUD), particularly those contributing to stigma, such as the perception of addiction as a result of moral weakness or lack of willpower.

2. Identify and articulate specific knowledge gaps revealed in the needs assessment, with a focus on understanding the complex interplay of genetic, environmental, and neurobiological factors contributing to SUD.

3. Identify common misconceptions and inaccurate stereotypes surrounding individuals with SUD, such as viewing addiction as a result of moral weakness, a lack of willpower, or a choice rather than a medical condition.

4. Summarize a comprehensive set of advocacy strategies to effectively promote accurate understanding of SUD and reduce associated stigma.

Faculty

Brooke Schaefer, MSN, MBA, FNP-C, CARN-AP, RN, lives in central Indiana with her family and runs a small homestead with a menagerie of animals. She runs CHOICE: Recovery for Mothers through Community Health Network, and is the founder of Lily Pond, a patient comfort closet, and Legacy, a continuation of CHOICE programming. She is a family nurse practitioner, a certified addictions nurse practitioner, and has an MBA.

Faculty Disclosure

Contributing faculty, Brooke Schaefer, MSN, MBA, FNP-C, CARN-AP, RN, has disclosed no relevant financial relationship with any product manufacturer or service provider mentioned.

Division Planners

Kimberly Byrd, EdD, PMSW

Scott Deatherage, PhD

Candace Pierce, DNP, RN, CNE, COI

Robin McCormick, DNP, RN

Division Planners Disclosure

The division planners have disclosed no relevant financial relationship with any product manufacturer or service provider mentioned.

Director of Development and Academic Affairs

Sarah Campbell

Director Disclosure Statement

The Director of Development and Academic Affairs has disclosed no relevant financial relationship with any product manufacturer or service provider mentioned.

About the Sponsor

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.

Disclosure Statement

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.

Implicit Bias in Health Care

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.

1. INTRODUCTION

Explore the widespread stigma that people with substance use disorder (SUD) face when seeking treatment. This live webinar will shine a light on the complex aspects of stigma in healthcare and how it affects patients' experiences. We'll dig into the various challenges individuals encounter and how societal attitudes, biases in healthcare, and self-perceptions contribute to this complex issue. Join us as we uncover the layers of stigma that can make it harder for people to get the help they need for SUD and hinder their journey to recovery.

2. WEBINAR

To see this media go to http://www.NetCE.com/activities/ using a browser that supports Adobe Flash.

3. SLIDES

The slides from this webinar are available here.

Works Cited

1. American Psychiatric Association. Opioid Use Disorder. Available at https://www.psychiatry.org/patients-families/opioid-use-disorder.

2. Centers for Disease Control and Prevention. Medications for Opioid Use Disorder (MOUD). Available at https://www.cdc.gov/opioids/framework/surveillance-research/moud-study.html.

3. Centers for Disease Control and Prevention. Stigma Reduction. Available at https://www.cdc.gov/stopoverdose/stigma/index.html.

4. Johns Hopkins Medicine. Stigma of Addiction. Available at https://www.hopkinsmedicine.org/stigma-of-addiction.

5. National Institute on Drug Abuse. Medications to Treat Opioid Use Disorder Research Report: Overview. Available at https://nida.nih.gov/publications/research-reports/medications-to-treat-opioid-addiction/overview.

6. Substance Abuse and Mental Health Services Administration. SAMHSA's National Helpline. Available at https://www.samhsa.gov/find-help/helplines/national-helpline.

9658L • Spiritual Abuse: Recognizing and Addressing in Clinical Situations

Jamie Marich, PhD, LPCC-S, REAT, RYT-500, RMT

www.netce.com

Copyright © 2026 NetCE, All rights reserved.

This live event takes place Sunday, September 20, 2:30 pm-4:30 pm EDT (11:30-1:30 pm PDT).

Spiritual abuse is not just relevant for those who have been members of the cults that get documentaries made about them. Spiritual abuse is a very real condition that can impact individuals who struggle with mental health, substance use, or relationship issues. In this workshop, theories of spiritual abuse and approaches to understanding it are explored through pastoral, developmental, and clinical lenses. Generally defined as the use of God or religion as tools to gain power and control by the abuser, spiritual abuse is one of the most overlooked forms of abuse in clinical settings. However, the willingness to address it will give clinicians added insight into many of their clients and how to more effectively and holistically address treatment. Case studies, personal reflection, and other critical thinking activities will help participants understand how the construct of spiritual abuse is relevant to clinical practice and apply this knowledge to assessment and treatment planning.

Table of Contents

9658L • Spiritual Abuse: Recognizing and Addressing in Clinical Situations

Course Overview

Audience

Accreditations & Approvals

Designations of Credit

Individual State Behavioral Health Approvals

Course Objective

Learning Objectives

Faculty

Faculty Disclosure

Division Planners

Division Planners Disclosure

Director of Development and Academic Affairs

Director Disclosure Statement

About the Sponsor

Disclosure Statement

Implicit Bias in Health Care

1. INTRODUCTION

2. WEBINAR

3. SLIDES

Works Cited

9658L • Spiritual Abuse: Recognizing and Addressing in Clinical Situations

Education Category. Webinars

Release Date. 07/15/2026

Expiration Date. 09/30/2026

Course Overview

This live event takes place Sunday, September 20, 2:30 pm-4:30 pm EDT (11:30-1:30 pm PDT).

Spiritual abuse is not just relevant for those who have been members of the cults that get documentaries made about them. Spiritual abuse is a very real condition that can impact individuals who struggle with mental health, substance use, or relationship issues. In this workshop, theories of spiritual abuse and approaches to understanding it are explored through pastoral, developmental, and clinical lenses. Generally defined as the use of God or religion as tools to gain power and control by the abuser, spiritual abuse is one of the most overlooked forms of abuse in clinical settings. However, the willingness to address it will give clinicians added insight into many of their clients and how to more effectively and holistically address treatment. Case studies, personal reflection, and other critical thinking activities will help participants understand how the construct of spiritual abuse is relevant to clinical practice and apply this knowledge to assessment and treatment planning.

Audience

This live webinar is designed for professional clinicians of any kind who may encounter victims of spiritual abuse, including counselors, social workers, therapists, and psychologists.

Accreditations & Approvals

NetCE has been approved by NBCC as an Approved Continuing Education Provider, ACEP No. 6361. Programs that do not qualify for NBCC credit are clearly identified. NetCE is solely responsible for all aspects of the programs. As a Jointly Accredited Organization, NetCE is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved under this program. Regulatory boards are the final authority on courses accepted for continuing education credit. 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 accredited by the International Accreditors for Continuing Education and Training (IACET). NetCE complies with the ANSI/IACET Standard, which is recognized internationally as a standard of excellence in instructional practices. As a result of this accreditation, NetCE is authorized to issue the IACET CEU. NetCE is recognized by the New York State Education Department's State Board for Mental Health Practitioners as an approved provider of continuing education for licensed mental health counselors #MHC-0021. This course is considered live online by the New York State Board of Mental Health Counseling. NetCE is recognized by the New York State Education Department's State Board for Social Work as an approved provider of continuing education for licensed social workers #SW-0033. This course is considered live online, as defined by the New York State Board for Social Work. Materials that are included in this course may include interventions and modalities that are beyond the authorized practice of licensed master social work and licensed clinical social work in New York. As a licensed professional, you are responsible for reviewing the scope of practice, including activities that are defined in law as beyond the boundaries of practice for an LMSW and LCSW. A licensee who practices beyond the authorized scope of practice could be charged with unprofessional conduct under the Education Law and Regents Rules. NetCE is recognized by the New York State Education Department's State Board for Mental Health Practitioners as an approved provider of continuing education for licensed marriage and family therapists. #MFT-0015. This course is considered live online by the New York State Board of Marriage and Family Therapy. 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 live online by the New York State Board for Psychology.

Designations of Credit

NetCE designates this live event activity for 2 continuing education clock hours. NetCE designates this live event continuing education activity for 2 NBCC clock hour(s). Social workers participating in this intermediate to advanced course will receive 2 Clinical continuing education clock hours. NetCE is authorized by IACET to offer 0.2 CEU(s) for this program. NetCE designates this live continuing education activity for 2 credit(s).

Individual State Behavioral Health Approvals

In addition to states that accept ASWB, NetCE is approved as a provider of continuing education by the following state boards: Alabama State Board of Social Work Examiners, Provider #0515; Florida Board of Clinical Social Work, Marriage and Family Therapy and Mental Health Counseling, CE Broker Provider #50-2405; Illinois Division of Professional Regulation for Social Workers, License #159.001094; Illinois Division of Professional Regulation for Licensed Professional and Clinical Counselors, License #197.000185; Illinois Division of Professional Regulation for Marriage and Family Therapists, License #168.000190;

Course Objective

The purpose of this course is to provide clinicians with an appreciation for the impact of spiritual abuse on clients and the skills necessary to assess and address the experience of spiritual abuse.

Learning Objectives

Upon completion of this course, you should be able to:

1. Define spiritual abuse from a pastoral, developmental, and clinical perspective.

2. Identify the common themes amongst religious denominations and spiritual practices that have led to abuse experiences in individuals.

3. Assess for commonly encountered negative cognitions acquired by those who have been spiritually abused in the context of clinical symptomology.

4. Develop a trauma-informed treatment or service plan that is sensitive to the needs of clients who have experienced spiritual abuse.

5. Identify components of healthy spirituality that can assist in the recovery process within any clinical or human services approach.

Faculty

Jamie Marich, PhD, LPCC-S, REAT, RYT-500, RMT, (she/they) travels internationally speaking on topics related to EMDR therapy, trauma, addiction, expressive arts, and mindfulness while maintaining a private practice and online education operation, the Institute for Creative Mindfulness, in her home base of northeast Ohio. She is the developer of the Dancing Mindfulness approach to expressive arts therapy and the developer of Yoga for Clinicians. Dr. Marich is the author of numerous books, including EMDR Made Simple, Trauma Made Simple, and EMDR Therapy and Mindfulness for Trauma Focused Care (written in collaboration with Dr. Stephen Dansiger). She is also the author of Process Not Perfection: Expressive Arts Solutions for Trauma Recovery. In 2020, a revised and expanded edition of Trauma and the 12 Steps was released. In 2022 and 2023, Dr. Marich published two additional books: The Healing Power of Jiu-Jitsu: A Guide to Transforming Trauma and Facilitating Recovery and Dissociation Made Simple. Dr. Marich is a woman living with a dissociative disorder, and this forms the basis of her award-winning passion for advocacy in the mental health field.

Faculty Disclosure

Contributing faculty, Jamie Marich, PhD, LPCC-S, REAT, RYT-500, RMT, has disclosed no relevant financial relationship with any product manufacturer or service provider mentioned.

Division Planners

Kimberly Byrd, EdD, PMSW

Scott Deatherage, PhD

Division Planners Disclosure

The division planners have disclosed no relevant financial relationship with any product manufacturer or service provider mentioned.

Director of Development and Academic Affairs

Sarah Campbell

Director Disclosure Statement

The Director of Development and Academic Affairs has disclosed no relevant financial relationship with any product manufacturer or service provider mentioned.

About the Sponsor

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.

Disclosure Statement

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.

Implicit Bias in Health Care

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.

1. INTRODUCTION

Whether you call it spiritual abuse, religious trauma, high control religion, or cultic impact, the use of God or other spiritual constructs as a weapon is not going away any time soon: in homes, in faith communities, or at the level of the state. Clinicians must be prepared to work with the impact of spiritual and religious wounds, especially if they endeavor to be more trauma informed. This enhanced practice can start with simple validation and education of the client's lived experience as a basis for solid care. From there, treatment plans must be built to honor the individual and their struggle around spiritual and/or religious wounding.

2. WEBINAR

To see this media go to http://www.NetCE.com/activities/ using a browser that supports Adobe Flash.

3. SLIDES

The slides from this webinar are available here.

Works Cited

1. Bagwell-Gray ME, Thaller J, Messing JT, Durfee A. Women’s reproductive coercion and pregnancy avoidance: associations with homicide risk, sexual violence, and religious abuse. Violence Against Women. 2021;27(12-13):2294-2312.

2. Blue K. Healing Spiritual Abuse. InterVarsity Publishing; 1993.

3. Brown J. Grounded Spirituality. Enrealment Press; 2019.

4. Center for Unhindered Living. Qualities of healthy spirituality. Published 2012. Accessed 2012.

5. Cloitre M, Courtois CA, Ford JD, et al. The ISTSS Expert Consensus Treatment Guidelines for Complex PTSD in Adults. 2012.

6. Davis M, Johnson M. Exploring Black clergy perspectives on religious/spiritual related domestic violence: first steps in facing those who wield the sword abusively. J Aggress Maltreat Trauma. 2021;30(7):950-971.

7. Ellis HM, Hook J, Zuniga S, Hodge AS, Ford KM, Davis DE, van Tongeren DR. Religious/spiritual abuse and trauma: a systematic review of the empirical literature. Spiritual Clin Pract. 2022;9(4):213-231.

8. Fowler J. Stages of Faith: The Psychology of Human Development. Viking/HarperCollins; 1981.

9. Hobson WW, Enroth R, Langone M, Giambalvo C. Suffer the Little Children: Understanding and Overcoming Spiritual Abuse. 2012. Kindle edition.

10. Koch D, Edstrom L. Development of the spiritual harm and abuse scale. J Sci Study Relig. 2022;61(2):476-506.

11. Kramer JK, Alstad D. The Guru Papers: Masks of Authoritarian Power. North Atlantic Books; 1993.

12. Landers AL, Danes SM, Campbell AR, Hawk SW. Abuse after abuse: the recurrent maltreatment of American Indian children in foster care and adoption. Child Abuse Negl. 2021;111:104805.

13. Langone MD, ed. Recovery From Cults: Help for Victims of Psychological and Spiritual Abuse. W.W. Norton and Co; 1993.

14. Levis RV, Siniego LB. An integrative framework for EMDR therapy as an anti-oppression endeavor. In: Nickerson MI, ed. Cultural Competence and Healing Culturally-Based Trauma With EMDR Therapy: Innovative Strategies and Protocols. Springer Publishing Company; 2016.

15. Marich J. EMDR in addiction continuing care: a phenomenological study of women in recovery. Psychol Addict Behav. 2010;24(3):498-507.

16. Marich J. EMDR Made Simple: Four Approaches to Using EMDR With Every Client. PESI Publishing; 2011.

17. Marich J. No longer trapped: insights on spiritual abuse recovery. Christian Feminism Today. Published 2018. Accessed February 5, 2026. https://eewc.com/spiritual-abuse/

18. National Domestic Violence Hotline. What is spiritual abuse? Accessed July 25, 2022. https://www.thehotline.org/resources/what-is-spiritual-abuse/

19. Oakley L, Kinmond K, Humphreys J, Dioum M. Safeguarding children who are exposed to abuse linked to faith or belief. Child Abuse Rev. 2019;28(1):27-38.

20. Orlowski K. Spiritual Abuse Recovery: Dynamic Research on Finding a Place of Wholeness. Wipf and Stock Publishing; 2010.

21. Plante T. Clericalism contributes to religious, spiritual, and behavioral struggles amongst Catholic priests. Religions. 2020;11(5):217.

22. Purcell BC. Spiritual Terrorism: Spiritual Abuse From the Womb to the Tomb. AuthorHouse; 2008.

23. Riley R. Post Traumatic Church Syndrome: One Woman’s Desperate, Funny, and Healing Journey to Explore 30 Religions Before Her 30th Birthday. Howard Books; 2015.

24. Ryan D, Ryan J. Rooted in God’s Love. InterVarsity Publishing; 1992.

25. Shaw D. Traumatic Narcissism: Relational Systems of Subjugation. Routledge; 2014.

26. Simmons BW. Coming Out Mormon: An Examination of Religious Orientation, Spiritual Trauma, and PTSD Among Mormon and Ex-Mormon LGBTQA Adults. Doctoral dissertation. University of Georgia; 2017. Accessed February 5, 2026. https://getd.libs.uga.edu/pdfs/simmons_brian_w_201712_phd.pdf

27. Stein A. Terror, Love and Brainwashing: Attachments in Cults and Totalitarian Systems. Routledge; 2021.

28. Van Vonderen J, Johnson D. The Subtle Power of Spiritual Abuse: Recognizing and Escaping Spiritual Manipulation and False Authority Within the Church. Bethany House Publishers; 1991.

9653L • Mastering Anger Management in Adults with ADHD: Evidence-Based Strategies for Clinicians

Joel Kouame, LCSW, MBA, CAMS-II

www.netce.com

Copyright © 2026 NetCE, All rights reserved.

This live event takes place Sunday, September 20, 5 pm-8 pm EDT (2 pm-5 pm PDT).

Adults with ADHD frequently encounter challenges with executive functioning that impede self-regulation and increase the propensity for anger. This presentation examines how these deficits disrupt not only emotional regulation but also the execution of daily tasks—stemming from inattention, difficulties in initiating tasks, dysregulation when tasks lack sufficient stimulation, and time blindness. Consequently, uncompleted tasks lead to recurring episodes of frustration that are internalized, heightening vulnerability to future triggers, and often resulting in self-directed anger for having ADHD. Drawing on evidence-based interventions, this workshop integrates multiple theoretical frameworks—including parts work, Cognitive Behavioral Therapy (CBT), metacognitive approaches, somatic work, and the constraint-led approach—to provide clinicians with a comprehensive toolkit.

Table of Contents

9653L • Mastering Anger Management in Adults with ADHD: Evidence-Based Strategies for Clinicians

Course Overview

Audience

Accreditations & Approvals

Designations of Credit

Individual State Behavioral Health Approvals

Course Objective

Learning Objectives

Faculty

Faculty Disclosure

Division Planners

Division Planners Disclosure

Director of Development and Academic Affairs

Director Disclosure Statement

About the Sponsor

Disclosure Statement

Implicit Bias in Health Care

1. INTRODUCTION

2. WEBINAR

3. WORKBOOK

Works Cited

9653L • Mastering Anger Management in Adults with ADHD: Evidence-Based Strategies for Clinicians

Education Category. Webinars

Release Date. 07/15/2026

Expiration Date. 09/30/2026

Course Overview

This live event takes place Sunday, September 20, 5 pm-8 pm EDT (2 pm-5 pm PDT).

Adults with ADHD frequently encounter challenges with executive functioning that impede self-regulation and increase the propensity for anger. This presentation examines how these deficits disrupt not only emotional regulation but also the execution of daily tasks—stemming from inattention, difficulties in initiating tasks, dysregulation when tasks lack sufficient stimulation, and time blindness. Consequently, uncompleted tasks lead to recurring episodes of frustration that are internalized, heightening vulnerability to future triggers, and often resulting in self-directed anger for having ADHD. Drawing on evidence-based interventions, this workshop integrates multiple theoretical frameworks—including parts work, Cognitive Behavioral Therapy (CBT), metacognitive approaches, somatic work, and the constraint-led approach—to provide clinicians with a comprehensive toolkit.

Audience

This live webinar is designed for mental and behavioral health professionals caring for adult clients with ADHD.

Accreditations & Approvals

NetCE has been approved by NBCC as an Approved Continuing Education Provider, ACEP No. 6361. Programs that do not qualify for NBCC credit are clearly identified. NetCE is solely responsible for all aspects of the programs. As a Jointly Accredited Organization, NetCE is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved under this program. Regulatory boards are the final authority on courses accepted for continuing education credit. 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 accredited by the International Accreditors for Continuing Education and Training (IACET). NetCE complies with the ANSI/IACET Standard, which is recognized internationally as a standard of excellence in instructional practices. As a result of this accreditation, NetCE is authorized to issue the IACET CEU. NetCE is recognized by the New York State Education Department's State Board for Mental Health Practitioners as an approved provider of continuing education for licensed mental health counselors #MHC-0021. This course is considered live online by the New York State Board of Mental Health Counseling. NetCE is recognized by the New York State Education Department's State Board for Social Work as an approved provider of continuing education for licensed social workers #SW-0033. This course is considered live online, as defined by the New York State Board for Social Work. Materials that are included in this course may include interventions and modalities that are beyond the authorized practice of licensed master social work and licensed clinical social work in New York. As a licensed professional, you are responsible for reviewing the scope of practice, including activities that are defined in law as beyond the boundaries of practice for an LMSW and LCSW. A licensee who practices beyond the authorized scope of practice could be charged with unprofessional conduct under the Education Law and Regents Rules. NetCE is recognized by the New York State Education Department's State Board for Mental Health Practitioners as an approved provider of continuing education for licensed marriage and family therapists. #MFT-0015. This course is considered live online by the New York State Board of Marriage and Family Therapy. 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 live online by the New York State Board for Psychology.

Designations of Credit

NetCE designates this live event continuing education activity for 3 NBCC clock hour(s). NetCE designates this live event activity for 3 continuing education clock hours. Social workers participating in this intermediate to advanced course will receive 3 Cultural Competency continuing education clock hours. NetCE designates this live continuing education activity for 3 credit(s). NetCE is authorized by IACET to offer 0.3 CEU(s) for this program.

Individual State Behavioral Health Approvals

In addition to states that accept ASWB, NetCE is approved as a provider of continuing education by the following state boards: Alabama State Board of Social Work Examiners, Provider #0515; Florida Board of Clinical Social Work, Marriage and Family Therapy and Mental Health Counseling, CE Broker Provider #50-2405; Illinois Division of Professional Regulation for Social Workers, License #159.001094; Illinois Division of Professional Regulation for Licensed Professional and Clinical Counselors, License #197.000185; Illinois Division of Professional Regulation for Marriage and Family Therapists, License #168.000190;

Course Objective

The purpose of this course is to equip clinicians with the practical tools needed to support clients in overcoming these challenges, enabling them to lead more balanced and fulfilling lives .

Learning Objectives

Upon completion of this course, you should be able to:

1. Discuss the neuropsychology of anger and how it manifests.

2. Explain the neuropsychology of ADHD, how it manifests in people, and why anger and ADHD can exacerbate each other.

3. Discuss the difficulty of anger management for a person with ADHD.

4. Discuss strategies to aid in managing anger and ADHD.

Faculty

Joel Kouame, LCSW, MBA, CAMS-II, is a licensed psychotherapist, clinical supervisor, and founder of JK Counseling—a virtual group practice specializing in a variety of stress disorders. He is well trained in a number of evidence-based approaches including EMDR, IFS, Ego State, and the Gottman Method. When he is not practicing, he is serving as a social science professor, teaching a myriad of courses on human behavior. In addition, he is the founder and writer of The Shworker, a newsletter that examines social issues through a clinical lens.

Faculty Disclosure

Contributing faculty, Joel Kouame, LCSW, MBA, CAMS-II, has disclosed no relevant financial relationship with any product manufacturer or service provider mentioned.

Division Planners

Scott Deatherage, PhD

Kimberly Byrd, EdD, LMSW

Division Planners Disclosure

The division planners have disclosed no relevant financial relationship with any product manufacturer or service provider mentioned.

Director of Development and Academic Affairs

Sarah Campbell

Director Disclosure Statement

The Director of Development and Academic Affairs has disclosed no relevant financial relationship with any product manufacturer or service provider mentioned.

About the Sponsor

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.

Disclosure Statement

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.

Implicit Bias in Health Care

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.

1. INTRODUCTION

Dive deep into the complex interplay between adult attention-deficit/hyperactivity disorder (ADHD), executive dysfunction, and anger. This practical workshop explores how inattention, task initiation difficulties, dysregulation, and time blindness contribute to daily frustrations, internalized anger, and heightened trigger sensitivity in adults with ADHD. Clinicians will gain a comprehensive understanding of this cycle and learn to apply an integrated therapeutic model drawing from Parts Work, cognitive-behavioral therapy (CBT), metacognitive approaches, somatic work, and the Constraint-Led Approach.

2. WEBINAR

To see this media go to http://www.NetCE.com/activities/ using a browser that supports Adobe Flash.

3. WORKBOOK

The workbook discussed in this webinar is available here.

Works Cited

1. Beheshti A, Chavanon M, Christiansen H. Emotion dysregulation in adults with attention deficit hyperactivity disorder: a meta-analysis. BMC Psychiatry. 2020;20:120.

2. Consolini J, Sorella S, Grecucci A. Evidence for lateralized functional connectivity patterns at rest related to the tendency of externalizing or internalizing anger. Cogn Affect Behav Neurosci. 2022;22(4):788-802.

3. Davids K, Button C, Bennett S. Dynamics of Skilled Performance: A Constraint-Led Perspective. New York, NY: Human Kinetics; 2018.

4. Diamond A. Executive functions. Annu Rev Psychol. 2021;72:135-168.

5. Hasler R, Preti MG, Meskaldji DE, et al. Inter-hemispherical asymmetry in default-mode functional connectivity and BAIAP2 gene are associated with anger expression in ADHD adults. Psychiatry Res Neuroimaging. 2017;269:54-61.

6. Kofler MJ, Irwin LN, Soto EF, et al. Executive functioning heterogeneity in pediatric ADHD. J Abnorm Child Psychol. 2019;47(2):273-286.

7. Kuhfuß M, Maldei T, Hetmanek A, Baumann N. Somatic experiencing – effectiveness and key factors of a body-oriented trauma therapy: a scoping literature review. Eur J Psychotraumatol. 2021;12(1):1929023.

8. McDonagh T, Travers Á, Bramham J. Do neuropsychological deficits predict anger dysregulation in adults with ADHD? Int J Forensic Ment Health. 2019;18(3):200-211.

9. Quessy F, Bittar T, Blanchette LJ, Lévesque M, Labonté B. Stress-induced alterations of mesocortical and mesolimbic dopaminergic pathways. Sci Rep. 2021;11(1):1-13.

10. Shaw P, Stringaris A, Nigg J, Leibenluft E. Emotion dysregulation in attention deficit hyperactivity disorder: a review. Am J Psychiatry. 2021;178(4):356-364.

11. Siep N, Tonnaer F, van de Ven V, et al. Anger provocation increases limbic and decreases medial prefrontal cortex connectivity with the left amygdala in reactive aggressive violent offenders. Brain Imaging Behav. 2019;13(5):1311-1323.

12. Smith JR, Lee A. Somatic and metacognitive interventions for anger management in adults with ADHD. J Psychother Integr. 2022;32(1):45-59.

13. Zarbo C, Tasca GA, Cattafi F, Compare A. Integrative psychotherapy works. Front Psychol. 2016;6:2021.

67441 • Implicit Bias: The Michigan Requirement

Alice Yick Flanagan, PhD, MSW

www.netce.com

Copyright © 2025 NetCE, All rights reserved.

The role of implicit biases on healthcare outcomes has become a concern as some cite that implicit biases contribute to health disparities, professionals' attitudes toward and interactions with patients, quality of care, diagnoses, and treatment decisions. This course will explore definitions of implicit and explicit bias, the nature and dynamics of implicit biases, and how they can affect health outcomes. Because implicit biases are unconscious, strategies will be reviewed to assist in raising professionals' awareness of and interventions to reduce them.

Table of Contents

67441 • Implicit Bias: The Michigan Requirement

Course Overview

Audience

Accreditations & Approvals

Designations of Credit

Special Approvals

Course Objective

Learning Objectives

Faculty

Faculty Disclosure

Division Planner

Division Planner Disclosure

Director of Development and Academic Affairs

Director Disclosure Statement

About the Sponsor

Disclosure Statement

Implicit Bias in Health Care

1. INTRODUCTION

2. WEBINAR

3. RESOURCES

MINDFULNESS RESOURCES

Works Cited

67441 • Implicit Bias: The Michigan Requirement

Education Category. Webinars

Release Date. 06/01/2025

Expiration Date. 05/31/2027

Course Overview

The role of implicit biases on healthcare outcomes has become a concern as some cite that implicit biases contribute to health disparities, professionals' attitudes toward and interactions with patients, quality of care, diagnoses, and treatment decisions. This course will explore definitions of implicit and explicit bias, the nature and dynamics of implicit biases, and how they can affect health outcomes. Because implicit biases are unconscious, strategies will be reviewed to assist in raising professionals' awareness of and interventions to reduce them.

Audience

This introductory course is designed for psychologists working in all practice settings in Michigan.

Accreditations & Approvals

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.

Designations of Credit

NetCE designates this continuing education activity for 2 credit(s).

Special Approvals

This course meets the Michigan requirement for implicit bias training.

Course Objective

The purpose of this course is to provide psychologists with an overview of the impact of implicit biases on clinical interactions and decision making.

Learning Objectives

Upon completion of this course, you should be able to:

1. Define implicit and explicit biases and related terminology.

2. Evaluate the strengths and limitations of the Implicit Association Test.

3. Describe how different theories explain the nature of implicit biases, and outline the consequences of implicit biases.

4. Discuss best practices for providing culturally competent care to various patient populations.

5. Discuss strategies to raise awareness of and mitigate or eliminate one's implicit biases.

Faculty

Alice Yick Flanagan, PhD, MSW, received her Master’s in Social Work from Columbia University, School of Social Work. She has clinical experience in mental health in correctional settings, psychiatric hospitals, and community health centers. In 1997, she received her PhD from UCLA, School of Public Policy and Social Research. Dr. Yick Flanagan completed a year-long post-doctoral fellowship at Hunter College, School of Social Work in 1999. In that year she taught the course Research Methods and Violence Against Women to Masters degree students, as well as conducting qualitative research studies on death and dying in Chinese American families.

Previously acting as a faculty member at Capella University and Northcentral University, Dr. Yick Flanagan is currently a contributing faculty member at Walden University, School of Social Work, and a dissertation chair at Grand Canyon University, College of Doctoral Studies, working with Industrial Organizational Psychology doctoral students. She also serves as a consultant/subject matter expert for the New York City Board of Education and publishing companies for online curriculum development, developing practice MCAT questions in the area of psychology and sociology. Her research focus is on the area of culture and mental health in ethnic minority communities.

Faculty Disclosure

Contributing faculty, Alice Yick Flanagan, PhD, MSW, has disclosed no relevant financial relationship with any product manufacturer or service provider mentioned.

Division Planner

Margaret Donohue, PhD

Division Planner Disclosure

The division planner has disclosed no relevant financial relationship with any product manufacturer or service provider mentioned.

Director of Development and Academic Affairs

Sarah Campbell

Director Disclosure Statement

The Director of Development and Academic Affairs has disclosed no relevant financial relationship with any product manufacturer or service provider mentioned.

About the Sponsor

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.

Disclosure Statement

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.

Implicit Bias in Health Care

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.

1. INTRODUCTION

The role of implicit biases on healthcare outcomes has become a concern as some cite that implicit biases contribute to health disparities, professionals' attitudes toward and interactions with patients, quality of care, diagnoses, and treatment decisions. This webinar will explore definitions of implicit and explicit bias, the nature and dynamics of implicit biases, and how they can affect health outcomes. Because implicit biases are unconscious, strategies will be reviewed to assist in raising professionals' awareness of and interventions to reduce them.

2. WEBINAR

Learners should engage with the archived webinar, below, and the provided resources to explore the topics covered in this course. Addressing implicit bias requires that each professional honestly examine their own biases and those that influence the systems in which they work.

The following webinar, produced by NetCE, provides an in-depth discussion of implicit bias and the provision of culturally sensitive and responsive care.

To see this media go to http://www.NetCE.com/activities/ using a browser that supports Adobe Flash.

3. RESOURCES

Implicit bias and culturally responsive health care are complex subjects. The following resources are provided in the event that you are interested in further exploring the topic, or even trying some of the approaches discussed in this webinar.

Project Implicit

https://implicit.harvard.edu/implicit

Think Out Loud Podcast

https://www.opb.org/article/2020/10/30/young-black-people-share-their-experiences-growing-up-in-portland

George Takei: Growing Up Asian-American

https://www.pbs.org/wnet/pioneers-of-television/video/george-takei-growing-up-asian-american

Seattle Public Library LGBTQ Staff Picks

https://www.spl.org/programs-and-services/social-justice/lgbtq/lgbt-staff-picks

American Bar Association Diversity and Inclusion Center

Toolkits and Projects

https://www.americanbar.org/groups/diversity/resources/toolkits

National Implicit Bias Network

https://implicitbias.net/resources/resources-by-category

The Ohio State University

The Women's Place: Implicit Bias Resources

https://womensplace.osu.edu/resources/implicit-bias-resources

The Ohio State University

Kirwan Institute for the Study of Race and Ethnicity

http://kirwaninstitute.osu.edu

University of California, Los Angeles

Equity, Diversity, and Inclusion: Implicit Bias

https://equity.ucla.edu/know/implicit-bias

University of California, San Francisco, Office of Diversity and Outreach

Unconscious Bias Resources

https://diversity.ucsf.edu/resources/unconscious-bias-resources

Unconscious Bias Project

https://unconsciousbiasproject.org

MINDFULNESS RESOURCES

University of California, San Diego Center for Mindfulness

https://medschool.ucsd.edu/som/fmph/research/mindfulness

University of California, Los Angeles Guided Meditations

https://www.uclahealth.org/marc/mindful-meditations

Mindful: Mindfulness for Healthcare Professionals

https://www.mindful.org/mindfulhome-mindfulness-for-healthcare-workers-during-covid

Norfolk and Suffolk NHS Foundation Trust

The STOPP Technique

https://www.youtube.com/watch?v=tStXi7f7Vgk

Works Cited

1. Institute of Medicine Committee on Understanding and Eliminating Racial and Ethnic Disparities in Health Care, Smedley BD, Stith AY, Nelson AR (eds). Unequal Treatment: Confronting Racial and Ethnic Disparities in Healthcare. Washington, DC: National Academies Press; 2003.

2. Amodio DM. The social neuroscience of intergroup relations. Eur Rev Soc Psychol. 2008;19(1):1-54.

3. The Joint Commission, Division of Health Care Improvement. Quick Safety 23: Implicit Bias in Health Care. Available at https://www.jointcommission.org/-/media/tjc/documents/newsletters/quick-safety-issue-23-apr-2016-final-rev.pdf. Last accessed May 23, 2025.

4. Edgoose J, Quiogue M, Sidhar K. How to identify, understand, and unlearn implicit bias in patient care. Fam Pract Manag. 2019;26(4):29-33.

5. Georgetown University National Center for Cultural Competence. Conscious and Unconscious Biases in Health Care. Available at https://nccc.georgetown.edu/bias. Last accessed May 23, 2025.

6. FitzGerald C, Hurst S. Implicit bias in healthcare professionals: a systematic review. BMC Med Ethics. 2017;18(1):19.

7. Blair IV, Steiner JF, Havranek EP. Unconscious (implicit) bias and health disparities: where do we go from here? Perm J. 2011;15(2): 71-78.

8. Hall WJ, Chapman MV, Lee KM, et al. Implicit racial/ethnic bias among health care professionals and its influence on health care outcomes: a systematic review. Am J Public Health. 2015;105(12):e60-e76.

9. Matthew DB. Toward a structural theory of implicit racial and ethnic bias in health care. Health Matrix. 2015;5(1):61-85.

10. Baron AS, Banaji MR. The development of implicit attitudes: evidence of race evaluations from ages 6 and 10 and adulthood. Psychol Sci. 2006;17(1):53-58.

11. Ogungbe O, Mitra AK, Roberts JK. A systematic review of implicit bias in health care: a call for intersectionality. IMC Journal of Medical Science. 2019;13(1):1-16.

12. Georgetown University National Center for Cultural Competence. What the Literature Is Telling Us. Available at https://nccc.georgetown.edu/bias/module-2/2.php. Last accessed May 23, 2025.

13. FitzGerald C, Martin A, Berner D, Hurst S. Interventions designed to reduce implicit prejudices and implicit stereotypes in real world contexts: a systematic review. BMC Psychol. 2019;7(1):29.

14. DeAngeles T. In Search of Cultural Competence. Available at https://www.apa.org/monitor/2015/03/cultural-competence. Last accessed May 23, 2025.

15. Lekas H-M, Pahl K, Lewis CF. Rethinking cultural competence: shifting to cultural humility. Health Services Insights. 2020;13:1178632920970580.

16. Velott D, Sprow FK. Toward health equity: mindfulness and cultural humility as adult education. New Directions for Adult & Continuing Education. 2019;161:57-66.

17. Allport GW. The Nature of Prejudice. New York, NY: Bacon Press; 1954.

18. Feagin J, Feagin CBR. Racial and Ethnic Relations. 9th ed. Boston, MA: Pearson; 2011.

19. Essed P. Everyday Racism: Reports for Women of Two Cultures. Dutch ed. Claremont, CA: Hunter House; 1990.

20. Lum D. Culturally Competent Practice: A Framework for Understanding Diverse Groups and Justice Issues. 4th ed. Belmont, CA: Cengage; 2010.

21. Baker DL, Schmaling K, Fountain KC, Blume AW, Boose R. Defining diversity: a mixed-method analysis of terminology in faculty applications. The Social Science Journal. 2016;53(1):60-66.

22. Crenshaw K. Mapping the margins: intersectionality, identity politics, and violence against women of color. Stanford Law Rev. 1991;43(6):1241-1299.

23. Diller JV. Cultural Diversity: A Primer for the Human Services. 5th ed. Stamford, CT: Cenage Learning; 2014.

24. Gasner B, McGuigan W. Racial prejudice in college students: a cross-sectional examination. College Student Journal. 2014;48(2):249-256.

25. Kitano HHL. Race Relations. 5th ed. Upper Saddle River, NJ: Prentice Hall; 2007.

26. Harawa NT, Ford CL. The foundation of modern racial categories and implications for research on Black/White disparities in health. Ethn Dis. 2009;19(2):209-217.

27. Ross JP. The indeterminacy of race: the dilemma of difference in medicine and health care. Soc Theory Health. 2016;15(1):1-24.

28. Okazaki S, Saw A. Culture in Asian American community psychology: beyond the East-West binary. Am J Community Psychol. 2011;47(1-2):144-156.

29. Wijeyesinghe CL, Griffin P, Love B. Racism-curriculum design. In: Adams M, Bell LA, Griffin P (eds). Teaching for Diversity and Social Justice. 2nd ed. New York, NY: Routlege; 2007: 123-144.

30. Quillian L. Does unconscious racism exist? Soc Psychol Q. 2008;71(1):6-11.

31. Gee G, Ford C. Structural racism and health inequities: old issues, new directions. Du Bois Review: Social Science Research on Race. 2011;8(1):115-132.

32. Johnson TJ. Intersection of bias, structural racism, and social determinants with health care inequities. Pediatrics. 2020;146(2):e2020003657.

33. Greenwald AG, McGhee DE, Schwartz JLK. Measuring individual differences in implicit cognition: the Implicit Association Test. Journal of Personality and Social Psychology. 1998;74(6):1464-1480.

34. Blair IV, Steiner FJ, Fairclough DL, et. al. Clinicians implicit ethnic/racial bias and perceptions of care among Black and Latino patients. Ann Fam Med. 2013;11(1):43-52.

35. Dehon E, Weiss N, Jones J, Faulconer W, Hinton E, Sterling S. A systematic review of the impact of physician implicit racial bias on clinical decision making. Acad Emerg Med. 2017;24(8):895-904.

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