We specialize in online learning in Cognitive Behaviour Therapy for mental (and physical) health professionals. We realize that educating professionals in CBT significantly expands the health and wellness resources available to healthcare clients.
You will work in small collaborative groups within a larger class. In fact, you can register with a group of 6-8 peers and expect to complete the entire program with that same group. Alternately, you can register individually and work with people from across the country and beyond. Your collaborative learning groups will facilitate the development of critical thinking skills, the co-creation of knowledge, meaning, reflection, and transformative learning. Reciprocal scaffolding (Holton and Thomas, 2006) is utilized where collaboratively working groups are provided with opportunities to learn from the experiences and knowledge of each other.
This online program consists of weekly video lectures, weekly discussion, frequent electronic quizzes to keep you on-track, group Case Studies, and meetings with your facilitator via Skype/Adobe Connect.
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.
Holton, D., and Clark, D. (2006). Scaffolding and metacognition. International Journal of Mathematical Education in Science and Technology, 37, 127-143.
Ramsay, J. R., & Rostain, A. L.(2015). Cognitive behavioral therapy for adult ADHD: An integrative psychosocial and medical approach. (2nd ed). New York: Routledge.
ADHD is a significantly impairing neurodevelopmental syndrome with the potential to negatively impact most domains of adaptive functioning persisting into adulthood for well over half of children diagnosed with ADHD, and this may be an underestimation (Ramsay and Rostain, 2015, p. 44).
Adults clients with ADHD experience five or more of the following symptoms of inattention for at least 6 months, that are inappropriate for developmental level:
(Often) fails to give close attention to details or makes careless mistakes at work, or with other activities; has trouble holding attention on tasks; does not seem to listen when spoken to directly; does not follow through on instructions and fails to finish chores, or duties in the workplace (e.g., loses focus, side-tracked); has trouble organizing tasks and activities; avoids, dislikes, or is reluctant to do tasks that require mental effort over a long period of time (such as schoolwork or homework); loses things necessary for tasks and activities (e.g. school materials, pencils, books, tools, wallets, keys, paperwork, eyeglasses, mobile telephones); easily distracted; forgetful in daily activities.
Five or more of the following symptoms of hyperactivity-impulsivity must be present for at least 6 months to an extent that is disruptive and inappropriate for the person’s developmental level: (Often) fidgets with or taps hands or feet, or squirms in seat; leaves seat in situations when remaining seated is expected; feels restless;
Often unable to play or take part in leisure activities quietly; "on the go" acting as if "driven by a motor"; talks excessively; blurts out an answer before a question has been completed; has trouble waiting his/her turn; interrupts or intrudes on others (e.g., butts into conversations )
In addition, the following conditions must be met: several inattentive or hyperactive-impulsive symptoms were present before age 12 years; several symptoms are present in two or more setting, (such as at home, school or work; with friends or relatives; in other activities); clear evidence that the symptoms interfere with, or reduce the quality of, social, school, or work functioning; symptoms are not better explained by another mental disorder (such as a mood disorder, anxiety disorder, dissociative disorder, or a personality disorder); symptoms do not happen only during the course of schizophrenia or another psychotic disorder (DSM-5).
Participants will Learn About Case Conceptualization for Adult ADHD
Neurobiology and Environment Interaction
Schema and Core Beliefs
Automatic Thoughts, Emotions and Behaviours
This course is designed to meet the needs of mental health professionals including social workers, nurses, counsellors/therapists, physicians, occupational therapists, and more who treat (or are considering the treatment of adult clients with ADHD). (Please note that this course is not suitable for members of the general population wishing to learn more about ADHD).
Program Pre-Approved by the Canadian Counselling & Psychotherapy Association for 42 Credit Hours
Event Code 64931036
Pre-Approved by the Canadian Addiction Counsellors Certification Federation for 51 CORE CEU Hours
What Will I Learn in This Course?
May (Now Registering)
May 28, 2018 to , Sept 28, 2018
$1300 +HST: Early Bird Discount ($75) for Registration and payment before May 1
Registration Deadline: May 15, 2018
Participants will learn about Cognitive Behaviour Therapy for ADHD in clinical practice:
The PENN CBT for ADHD Model
Reactions to ADHD Diagnosis
Motivation and Readiness for Change
Cognitive Therapeutic Alliance
How Will I Learn It?
Learn Categories of Interventions with Adult ADHD
Changing Automatic Thoughts
Changing Core Beliefs and Schemas
Acceptance Mindfulness Intervention
Overall, participants will learn to use the Evidence-Based treatment of CBT to help Adults with ADHD build the essential skills that stand in the way of effective life coping.
To Register: Download, Complete, and Fax your Completed Registration Form to (519) 488-1061,
or Download, Complete, Scan, and Email to:
Cognitive Behaviour Therapy with Adult Clients with ADHD
Learn about Adult ADHD
Oppositional Defiance Disorder
Developmental-social Learning Disorders.
Who is This Course For?
CounselCareCanada Learning Solutions
Education and Training for the World in Which You Practice!
Some of what participants will learn in this course includes the following:
The diagnostic criteria and symptoms of ADHD across the lifespan; the persistence and prevalence of ADHD; assessment and history taking with adult clients with ADHD; administering standardized ADHD symptom checklists & rating scales; determining client's motivation and readiness for change; co-morbidity of adults with ADHD; developing the collaborative therapeutic relationship with adult client with ADHD; case conceptualization of adults with ADHD including schema and core beliefs, compensatory strategies, negative automatic thoughts (NATs), emotions & behaviours; accepting that clients with ADHD often need to continue with medications; and working with clients in changing NATs, changing core beliefs and schemas, Behavioural Interventions, and Specific Interventions.