May 7, 2025 – Day 2 Discount, Spring 2025 Seminar Series, Live Online Streaming Classes (7 CEs)

Description

SESSION 1: Neurocognitive Disorders Across the Life Span: Traumatic & Toxic Substance-Induced
Time: 9 AM – 12 Noon (3 Contact Hours or CEs)
Course Approval: 124 0345-37554 (GH); 124 0345-37555 (STRTP); 124 0343-37563 (ARF); 124 0349-37564 (RCFE)

The New York Times broke the story in September 2009 about the football-related head trauma-dementia link, and providedevidence of the role that head trauma plays in various forms of cognitive impairment and neurocognitive disorders (dementia syndrome). As a result, there remains substantial public concern of the head-trauma role in professional and amateur sports, and the evidence that even minor head trauma in childhood sports may result in permanent and progressive dementia syndromes. Twenty years earlier, PG&E toxic waste dumping was seeping into the water supply of a small California town, Hinkley. This was exposed after discovering that nearly every citizen in the area had developed severe health issues, including cancer. The Flint Water Crisis in April of 2014 alerted the public to the dangers of lead and other toxins in the water supply, whether from the water source itself, or deteriorating waterlines leading up to or within the American household. Now, decades of scientific research highlight the crucial role of substance-induced neurocognitive disorder from prescription and non-prescription drugs, along with the success of Harm Reduction strategies. This program is designed to provide Administrators with current information on causes of neurocognitive disorders due to traumatic brain injury and substance/medication induced neurocognitive disorders across the age span. We will review guidance regarding promotion of “head health,” preventing head injury, and methods to reduce the impact of environmental and substance-induced toxins. Content will compare and contrast trauma and substance-induced neurocognitive disorders with other neurologic and vascular causes of neurocognitive disorder. The goal of this presentation is to provide residential care professionals with best practices on preventing traumatic and substance induced risk of harm, including strategies of Harm Reduction. Group Home Core of Knowledge Section on Physical Needs: Recreation, STRTP Core of Knowledge Section on Physical & Psychosocial Needs: Recreation. ARF Core of Knowledge Section on Psycho-Social Needs: Dementia. RCFE Core of Knowledge Section on Alzheimer’s Disease and Related Dementias.

Course Objectives:

Upon successful completion of this session, participants will be able to:
• Discuss the role of head trauma and Traumatic Brain Injury as a precursor to neurocognitive disorders.
• Identify at least four major categories of neurocognitive disorders.
• Discuss the role of environmental and psychoactive substances (toxins) in Neurocognitive Disorders.
• Describe preventative approaches for traumatic and toxic cognitive impairment and neurocognitive disorders.
• Discuss the role of Public Policy Advocacy in preventing head trauma

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SESSION 2: People Puzzles: A Multidimensional Approach to Understanding People
(2 Contact Hours or CEs)
Wednesday, May 7, 2025 – Time: 1 PM – 2:50 PM
CCL Course Approval: 124 0242-37737 (GH); 124 0242-37738 (STRTP); 124 0242-37739 (ARF); 124 0242-37740 (RCFE)

We are all different. Understanding those differences can improve communication with family, customers, coworkers and even bosses. Drawing on the work of many researchers, this course will explore ways of understanding people so that we can find a common language. This course is specifically designed to address the core of knowledge section on Management/Supervision of staff. Upon completion of this course, the student will be able to:
• Differentiate between typical right brain and left brain activities,
• Identify four styles of learning as described by Ian Fleming,
• Identify five sources of motivation as described by Abraham Maslow,
• Identify six bases of social power as described by French & Raven,
• Identify seven kinds of intelligence described by Howard Gardner, and
• Identify eight stages of human development described by Erik Erikson.

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