Accredited Courses
Accredited courses are hosted on the University of Calgary’s D2L platform.
Accreditation Information
These courses are Accredited Group Learning Activities (Section 1) as defined by the Maintenance of Certification Program of the Royal College of Physicians and Surgeons of Canada and approved by the University of Calgary Office of Continuing Medical Education and Professional Development. You may claim a maximum of 16 hours (credits are automatically calculated).
Claiming your credits: Visit MAINPORT https://mainport.royalcollege.ca
Through an agreement between the Royal College of Physicians and Surgeons of Canada and the American Medical Association, physicians may convert Royal College MOC credits to AMA PRA Category 1 Credits™. Information on the process to convert Royal College MOC credit to AMA credit can be found at www.ama-assn.org/go/internationalcme.
Course List
CPD_2302
Supporting an Adolescent’s Attendance in School
By the end of this course, participants will be equipped to:
- Differentiate between school refusal and truancy in adolescents through an understanding of a functional model of student non-attendance.
- Identify students at-risk and assess the individual factors contributing to school non-attendance using evidence informed measures.
- Provide appropriate treatment interventions that will support an adolescent’s attendance in school from a biopsychosocial perspective.
By the end of this course, participants will be equipped to:
- Differentiate between school refusal and truancy in children through an understanding of a functional model of student non-attendance.
- Identify students at-risk and assess the individual factors contributing to school non-attendance using evidence informed measures.
- Provide appropriate treatment interventions that will support a child’s attendance in school from a biopsychosocial perspective.
By the end of this course, participants will be equipped to:
- Describe the theory and purpose of eye movements in processing somatic trauma in the body and trauma in the brain.
- Explain the differences and similarities of Accelerated Resolution Therapy and EMDR.
- Describe the evidence-based Accelerated Resolution Therapy (ART) and the reconciliation process in the brain.
By the end of this course, participants will be equipped to:
- Explain what is considered an eating disorder and the complex nature of these illnesses.
- Describe potential risks and consequences of an eating disorder.
- Describe basic engagement techniques and considerations for treatment.
By the end of this course, participants will be equipped to:
- Describe how EMDR can be a suitable mental health treatment for many students/clients to address unresolved events from the past (e.g., trauma, car accidents), reduce stressors in the present (e.g., a needle phobia) and prepare for future events (e.g., exam, sports competition). In addition, outline when EMDR may not be a suitable intervention.
- Recognize the various phases of the EMDR treatment after observing parts of an EMDR session conducted by Dawn McBride.
- Describe the EMDR triangle (Leeds, 2009; McBride, 2015), and how this triangle can be shared with students/clients to help them make an informed choice to accept a referral for EMDR.
- Describe two emotional regulation and grounding strategies (i.e., resources) that workers/adults can teach and practice with those waiting to receive EMDR treatment.
By the end of this course, participants will be equipped to:
- Describe the diagnostic criteria, clinical features and prevalence of Borderline Personality Disorder (BPD).
- Describe the psychosocial impacts of BPD.
- Explain treatment approaches and interventions for BPD.
- Apply skills to engage individuals with BPD in treatment.
By the end of this course, participants will be equipped to:
- Describe the theoretical foundation and key components of Dialectical Behavior Therapy (DBT).
- Explain how DBT techniques can be applied to the treatment of child and adolescent mental health issues.
- Describe the effectiveness of DBT and its limitations.
- Apply practical skills for implementing DBT in clinical practice.
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