CONCEPT Continuing & Professional Studies Division, Palo Alto University’s Post

I am a PSYPACT member. Here is a brief description of what my certification means. "The Psychology Interjurisdictional Compact (PSYPACT) is an agreement among participating states and territories in the United States that allows licensed psychologists to practice across state lines. It aims to facilitate the provision of telepsychology services and temporary in-person services by licensed psychologists in member states, while ensuring public protection and adherence to state laws and regulations. PSYPACT establishes a streamlined process for psychologists to obtain authorization to practice in multiple states, known as the Authority to Practice Interjurisdictional Telepsychology (APIT) and Temporary Authorization to Practice (TAP). It also includes provisions for the enforcement of disciplinary actions and the resolution of complaints. By participating in PSYPACT, states can enhance access to mental health services and increase professional mobility for licensed psychologists. To join PSYPACT, a state must enact the model statute into law.

Follow in Alhagie's footsteps... 👣🎓 Level 3 Access to Health Professionals student, Alhagie Darboe, chose Stoke on Trent College because of its location, reputation and vibrant community, stating: "The experience of being a student here has boosted my self-confidence and deepened my understanding of mental health. When I complete my course I will be progressing to university to advance my career in the field of mental health nursing." Explore our Access to Higher Education courses today and begin your journey to university 📲 https://lnkd.in/ehyKdW_e

During a session of reflective practice within our clinical doctorate training, several of us pondered our less-than-ideal placement situations. It was heartening to witness my peers, demonstrate greater understanding, compassion and validation compared to clinicians at our placements. I am genuinely excited to be part of this fresh cohort and look forward to becoming a supervisor who uplifts all incoming trainees as they embark on this journey. #dclin #dclinpsy #clinicaldoctorate #psychology #clinicalpsychology

Are you ready to revolutionize psychiatric education and lead your program to new heights of excellence? Let's dive into the innovative approach of outsourcing didactics and how it can transform the learning environment for your students. → Discover the power of customized learning paths, scalability, and expertise through outsourcing didactics. Imagine the impact of tailored educational content designed by global experts to engage and empower your students. → Embrace a cultural transformation in your program with inclusive learning environments and innovative teaching methods. Outsourced didactics can introduce diversity, empathy, and active engagement to create a dynamic and enriching educational experience. → Elevate your faculty's potential with continuous professional development and mentorship opportunities. By partnering with outsourcing services, your educators can stay uptodate with the latest educational technologies and teaching strategies, ensuring they provide topnotch instruction to your students. → Streamline administrative tasks and make datadriven decisions with the support of outsourcing services. Enhance operational efficiency and student outcomes by leveraging systems that track progress, gather feedback, and drive realtime improvements. Take the leap towards a brighter future for your psychiatric education program with the transformative power of outsourcing didactics. Together, we can shape the next generation of psychiatric professionals and make a lasting impact on mental health care worldwide.

Excited to have the Clinical Load Index (CLI) Development paper published in The Journal of College Student Mental Health! This project at Center for Collegiate Mental Health (CCMH) at Penn State has been in the works for nearly 6 years and is changing the way higher education administrators think about staffing counseling centers. We have shifted from “How many staff should we have?”, to "What experiences do we want students to have when they seek counseling services?”. While there is no "ideal" CLI score, an institution can use the national CLI distribution to reflect on center characteristics and client treatment outcomes within different CLI zones. At any CLI, it is most important that higher education leadership and the counseling center are in alignment in understanding the treatment services a counseling center can provide students at their staffing level. In October 2024, CCMH will be publishing our 6th year of data: the 23-24 CLI Distribution! Ben Locke, Rebecca Janis and Brett Scofield - have we really been doing this for 6 years!? Good work, team.

Another amazing school trying to make sure they do their best for the kids in their care. Yesterday, we were working with the SNA's (special needs assistants) in Presentation Secondary School Waterford. This was a follow-on from their training day in October. This time, we focused on #SelfReflective practice and the importance of being able to look back on an event or incident objectively. We can be very hard on ourselves when a child is in distress, often blaming ourselves. But it is something we can not and must not blame ourselves for. When a child is in distress, this is a product of so many things, for example: ➡️ Overwhelm ➡️ Sensory overload ➡️ Inconsistent expectations ➡️ Difficulties at home ➡️ Neurology ➡️ Environment ➡️ Trauma To name a few! We went on to look at #SelfCare in the afternoon, and engaged in some mindful activities that can be done alone or in a whole class situation. There is so much research out there that shows the importance of good mental well-being, especially in social care and educational settings. After all, we can not pour from an empty cup! ☕️ When we are regulated, we are much better at co-regulating with a distressed child. This not only supports them through times of difficulty but teaches them how to recognise and regulate their own emotions for years to come. Could your teachers and SNA's use this training? Contact: info@tskacademy.com #Training #SNA #Trauma #Mental #WellBeing #Teachers #TSKAcademy

Taking the stage at the "Strengthening Mental Health Support in Universities - A Way Forward" conference was truly a privilege. It provided an invaluable opportunity to delve into the critical topic of #mental_health support in #higher_education, allowing us to share our expertise with colleagues in the field. In my talk, I delved into the vital topic of nurturing #psychological_wellbeing specifically for medical students. Drawing from a qualitative study conducted at Nottingham University Medical School, I highlighted the challenges faced by medical students in accessing #support_services and proposed recommendations for improvement. As we move forward, let's unite in our shared commitment to cultivating an environment where every student's mental health is prioritized and supported. The active engagement and valuable insights during the discussion underscore the collective effort needed to enhance mental health support for #students in universities. #medical_students #psychological_wellbeing #mental_health #support_services #higher_education #OpenForumEvents

Many of you may have heard me talk about the Applied Educational Neuroscience graduate certificate program at Butler University. It is an amazing program that was started by Dr. Lori Desautels. Some exciting news! Butler University, College of Education, is exploring a new online master's degree program (based on AEN) to provide youth-serving professionals with the tools to create safe, trauma-responsive spaces for children and adolescents to thrive. In addition to foundational coursework in applied educational neuroscience to explore issues such as the language of the nervous system and co-regulation, a critical emphasis on the well-being of youth-serving professionals is woven throughout the program, and effective, evidence-based strategies are provided for preventing and responding to common disruptions such as discipline referrals and kick-outs. Butler University seeks input and feedback to continue developing the program and studying its feasibility. They seek input from professionals who support K-12 students, such as teachers, mental health professionals, occupational therapists, social workers, counselors, behavioral specialists, and educational administrators. If you are willing to provide feedback, the survey is linked below. It should take no longer than 10 minutes. We appreciate your time and any feedback you are willing to provide. Survey Link: https://lnkd.in/ejtb2y_z #EndSeclusion

This week, CAYP's founder and managing director Daniel Weisberg, and Assistant Psychologist Ruby Cole met with Lymm High School to discuss how we can best support the children and young people we work with by providing detailed and effective diagnostic reports. We explored how these reports help ensure that young people receive the appropriate support when it comes to exams. For many students, exams are a stressful experience, but for neurodiverse individuals, the challenges can be even greater, including difficulties with sensory overload or unclear and ambiguous questions. A key part of our discussion was the JCQ criteria, which allows students to access exam adjustments. We focused on how CAYP, in collaboration with schools, ensures that each young person is granted the specific adjustments they need for exam success. At CAYP, we work closely with schools and all relevant bodies to make sure that every young person has the right measures in place to support their individual needs. If you'd like to arrange a meeting with us, please reach out to ruby@cayp-psychology.com. 🌟 Tips to support a neurodiverse child during exams 🌟 • Use Social Stories: These can help students prepare for tricky situations and manage expectations around the exam process. • Visual aids over verbal instructions: During times of stress, use schedules, cue cards, or comic strips instead of relying solely on verbal communication. • Create sensory-friendly environments: Minimise distractions and offer sensory tools (like noise-cancelling headphones) to reduce overwhelm. • Clear and concise instructions: Simplify instructions, break down tasks, and clarify any ambiguities in exam questions when possible. • Practice under exam conditions: Rehearsing in a quiet room or using mock exams with adjusted settings can help reduce anxiety. By working collectively to understand and address student’s needs, we can help young people achieve their best during exam time. 🚀

Angelique Foran, our director at Supported Minds, recently sat down with Melanie Walker, our experienced clinical psychologist who provides learning assessments at Supported Minds, to discuss signs that may indicate the need for an assessment. Here are some questions she suggests considering: * Does your child avoid certain subjects for an extended period? * Are they consistently struggling with tests, assignments, and receiving low grades? * Do they show reluctance or refusal to go to school? * Does academic work seem particularly challenging for them? * Have they been part of an academic intervention group for math or spelling with little improvement? * Are they transitioning to high school soon and struggled academically in primary school? These questions can help pinpoint whether an academic assessment might be beneficial in understanding your student's learning strengths and challenges. If you're curious about how Melanie can support your child, we'd love to discuss your specific needs. Reach out to us via phone at 7081 5855 or email info@supportedminds.com.au.