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Continuing Education Webinar: Life and Loss after Stroke

Cummings Graduate Institute for Behavioral Health Studies is pleased to offer an online, continuing education webinar facilitated by

Dr. Natalie Randolph, DBH and Courtney Carver, LMSW

About the Webinar

Each year, approximately 800,000 people in the United States suffer a stroke. Stroke is among the leading causes of long term disability in the United States. After being discharged from the hospital, approximately 80% of stroke survivors return home to the care of family members. These individuals often must reevaluate and remake their self-identity (i.e., from husband or wife or son or daughter) in order to assume the role of “family caregiver.” Unfortunately, this new identity of family caregiver can be fleeting, as many survivors will pass away within the first few months of the stroke. For family caregivers, this can lead to guilt, doubt, and uncertainty about the contributions they can now make since they are no longer in the caregiving role. This distress, in turn, can result in poor adjustment and poor psychosocial outcomes.

The objective of this webinar is to use a “case and frame” approach to illustrate how what we understand from empirical research on this topic expresses itself in the “real world” of mental health practitioners.

Learning Objectives

  1. List health factors that contribute to the experience of stroke in patients; be able to identify the signs of stroke.
  2. Identify the grief and loss process from a caregiver perspective, and the differences in this experience for individuals coping with a loss.
  3. Identify best practice standards in integrated health care settings that highlight opportunities behavioral health professionals may have to assist patients and their families, especially in times of a global pandemic.

To review the learning objectives in full, click here.

Webinar Schedule

  • This webinar will be offered live, Wednesday, February 17, 2021, from 2 p.m. EST/ 11 a.m. PST. to 3 p.m. EST/ Noon PST.
  • Duration: 1 hour

Who Should Attend

This webinar is open to the community at no cost. Social workers, nurses, psychologists, licensed therapists, and mental health professionals are encouraged to attend. Anyone with an interest in palliative care is welcome to attend.

Webinar Recording

A recording of the webinar presentation will be shared with all registered attendees. If you’re unable to attend during the scheduled time, you will be able to access the recording by registering for the webinar.

Program Level

Intermediate Level

Accommodations for the Differently Abled

Individuals needing special accommodations, please contact: Alicia Iniguez, ainiguez@cgi.edu, 480-285-1761 ext. 7

Continuing Education

This webinar qualifies for 1 hour of CEs/Continuing Education. It is the participant’s responsibility to check with their individual state boards to verify CE requirements for their state.

To receive the CE credit hour you must attend the live webinar in its entirety and complete a feedback survey. Once you have completed the feedback survey you will be emailed instructions on how to download the certificate of completion from Commonwealth Educational Seminars.

Continuing Education Credit is approved through Commonwealth Educational Seminars for the following professions:

  • Psychologists: Commonwealth Educational Seminars is approved by the American Psychological Association to sponsor continuing education for psychologists. Commonwealth Educational Seminars maintains responsibility for these programs and their content.
  • Licensed Professional Counselors/Licensed Mental Health Counselors: Commonwealth Educational Seminars (CES) is entitled to award continuing education credit for Licensed Professional Counselors/Licensed Mental Health Counselors. Please visit CES CE CREDIT to see all states that are covered for LPCs/LMHCs. CES maintains responsibility for this program and its content.
  • Social Workers: Commonwealth Educational Seminars (CES) is entitled to award continuing education credit for Social Workers. Please visit CES CE CREDIT to see all states that are covered for Social Workers. CES maintains responsibility for this program and its content.
  • Social Workers – New York State: Commonwealth Educational Seminars 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-0444.
  • Licensed Marriage & Family Therapists: Commonwealth Educational Seminars (CES) is entitled to award continuing education credit for Licensed Marriage & Family Therapists. Please visit CES CE CREDIT to see all states that are covered for LMFTs. CES maintains responsibility for this program and its content.
  • Nurses: As an American Psychological Association (APA) approved provider, CES programs are accepted by the American Nurses Credentialing Center (ANCC). These courses can be utilized by nurses to renew their certification and will be accepted by the ANCC. Every state Board of Nursing accepts ANCC approved programs except California and Iowa, however CES is also an approved Continuing Education provider by the California Board of Registered Nursing (Provider # CEP15567) which is also accepted by the Iowa Board of Nursing.

There is no known commercial support nor conflict of interest for this program.

For further information please contact Commonwealth Educational Seminars, 1 (800) 376-3345, CommonwealthSeminars@gmail.com.

Registration 

Registration is required to attend. There is no fee to register or participate in this webinar. The registration deadline is February 16th, 2021. Please register below.

REGISTER

 

About the Facilitators

Dr. Natalie Randolph DBH, LCSW

Dr. Natalie Randolph completed her BSW from Northern Arizona University in 2000, while her MSW was obtained from Arizona State University in 2005.  In 2016, Ms Randolph completed her Doctorate in Behavioral Health from Arizona State University.  She is also a Licensed Clinical Social Worker.  Dr. Randolph has served in private, non-profit, and government agencies for the past 20 years; individual, family, group, leadership and consultation work was demonstrated within these roles.  Despite, the variety of roles Dr. Randolph has assumed, she developed an area of specialty in the field of substance abuse through her various roles working with: families and adolescents involved in the child welfare system, collaborating discharges with patients on an adult psychiatric unit, providing consultation services with behavioral health staff on a remote reservation combating severe substance abuse issues, and serving as a school social worker in an alternative school setting.  She has collaborated with NAU for over a decade to oversee internships for BSW students, in addition to serving as an adjunct professor for the BSW Department.  As of August 2017, Dr. Randolph assumed the role of an Assistant Clinical Professor for the BSW Program.  The subsequent year, Dr. Randolph aided with the development and implementation of NAU’s MSW Program.  Dr. Randolph also serves a therapist at Back2Basics, a private residential substance abuse agency providing psycho-education, individual, group, and family therapy.  Dr. Randolph also engages in community service work through her role as a board member at Cummings Graduate Institute.

Courtney Carver, MSW, LMSW

Courtney Carver received her Bachelor’s Degree in Social Work from NAU, and later earned her Master’s Degree in Social Work from ASU. While pursuing her Master’s degree, she worked with DCS teaching foster care classes and assisting children and parents in the family preservation and reunification programs. She has worked as a school counselor and as a neuro social worker for brain injury survivors. Most recently, she practiced medical social work in the palliative field and in the emergency department. In addition, she works in private practice specializing in trauma, life transitions, anxiety, and end of life. Through her diverse experiences, Courtney discovered her passion for teaching, and began teaching part-time in March 2017 at Northern Arizona University. As of August 2017, she became a full-time faculty member with NAU.

 

Terms of Use

Complaints/Grievances Process 

The Institute hopes to provide you with a positive Continuing Education experience. We continually evolve through responses provided through Course Evaluations and other forms of feedback.

If you are dissatisfied with any aspect of your learning experience, please review the following procedures to address any concerns or grievances. Specifically, please inform us of any issues concerning complaints about course content or instructor, dissatisfaction with facilities used for education events, issues pertaining to non-receipt of certificates, or any other occurrences.

We value your input and hope to resolve any grievances in a fair and timely manner.

  1. Submit a  Grievance Form via email at Complaint/Grievance Form

  2. Submitted Grievance Forms will be reviewed by our organizational Compliance Team

  3. The Compliance Team will respond in writing in a timely manner to arrange a time to discuss the issue

  4. Participants will be provided the opportunity to support allegations however brief or informal, if needed

  5. It is CGI’s goal to make a fair decision to achieve a resolution

  6. Information from the grievance will be used to improve future courses and education experiences

Contact: Compliance Team

Email: Compliance@cgi.edu, Call: 480-285-1761

Mail: Cummings Graduate Institute for Behavioral Health Studies, 2111 East Baseline Road, Suite E1, Tempe, AZ 85283

Refunds 

Your satisfaction with the Program is important to us. However, because of the extensive time, effort, preparation and care that goes into creating and providing the Program we have a no refund policy. Unless otherwise provided by law, you acknowledge that we do not offer refunds for any portion of your payment for any of our Program and no refunds will be provided to you at any time. By using and/or purchasing our Program, you understand and agree that all sales are final and no refunds will be provided.

Terminations/Cancellations

The Institute reserves the right in its sole discretion to refuse or terminate your access to the Program and Content, in full or in part, at any time without notice. In the event of cancellation or termination, you are no longer authorized to access the part of the Program or Content affected by such cancellation or termination. The restrictions imposed on you in these TOU with respect to the Program and its Content will still apply now and in the future, even after termination by you or the Institute.

Nondiscrimination Statement

Cummings Graduate Institute does not and shall not discriminate on the basis of race, color, religion (creed), gender, gender expression, age, national origin (ancestry), disability, marital status, sexual orientation, or military status, in any of its activities or operations.

To view the full Terms and Conditions of Use, visit: https://cgi.thinkific.com/pages/terms

Testimonials

“The totally online DBH program offered by Cummings Graduate Institute of Behavioral Health Studies is focused on the professional I have grown into: a synergistic disrupter for the healthcare industry, who is passionate about Wholistic Healthcare (e.g., health, behavioral health, and Social Determinants of Health and Mental Health), rendered skillfully through interprofessional teams. The program pillars of medical literacy, integrated behavioral health interventions, and entrepreneurship resonate loudly with me. The healthcare industry will continue to change, with doctoral level professionals needed to play a major role in any successful transformation. My goal is to further advance my knowledge-base, professional standing, and industry commitment to be part of these transformational efforts. In this way I can heed the Quadruple Aim: assuring quality-driven patient-centric care is rendered at the right time, through the right population-based treatment processes, at the right cost, and by empowered professionals embracing the work and committed to their charge.”

Ellen Fink-Samnick MSW, ACSW, LCSW, CCM, CRPDBH Candidate, Cummings Graduate Institute for Behavioral Health Studies - March 11, 2020

“In the time that I have been a student at CGI, I have learned that integrated healthcare is no longer the exception; providers want behavioral health clinicians on their team. My courses demonstrate that the services that a DBH can offer are valuable and the opportunities abound. I’m learning that as a DBH, I can work to create a new norm in healthcare, one that promotes holistic care provided by a collaborative team delivering diverse services. I now view behavioral healthcare as a crucial piece of the medical care puzzle, rather than a separate entity. I can see the gaps in care that a DBH can fill and why including a DBH in treatment is critical. I am beginning to see how I will play a role in disrupting healthcare to provide quality treatment while advocating for my patients. Although I may still have to explain my role at times, I am learning that once I do, others will seek out my services. I am gaining confidence in what I bring to the medical team and am continuously expanding my knowledge of what else I can do.”

Jennifer KellyDBH Candidate, Cummings Graduate Institute for Behavioral Health Studies - July 26, 2020

“As a Social Worker, I believe my main mission includes advocating for and empowering patients. The DBH degree will allow me to fully integrate the “medical side of the house” with the “behavioral health side”. My experience working side-by-side with medical providers (PCM’s, ED docs, Hospitalists, etc…) has shown that most of them do not understand behavioral health issues nor how medical symptoms or diagnoses can effect a patients’ mental health and vice-versa. Alternatively, I have worked with a multitude of behavioral health providers who have very limited knowledge of how medical issues might affect their clients. I have often wondered how many patients I have had who were diagnosed with depression or anxiety or other DSM-V diagnosis when in reality the origin was medical. Earning a DBH will allow me to push the envelope when it comes to consulting with medical providers and promote the inclusion of “behavioral healthcare” within “healthcare” as its ALL healthcare! As Mahatma Ghandi said “be the change you wish to see in the world”; earning a DBH will enhance my ability to “change the world” – even if it’s one medical provider or one patient at a time.”

Diane Scott, MSW, LCSWDBH Candidate, Cummings Graduate Institute for Behavioral Health Studies - August 7, 2020

“My friend and I were talking about the challenges and frustrations that we face daily in our careers with the clear divide between mental health and physical health and how we wished we had the knowledge and skills to shake up healthcare and bridge the gap. She brought up researching doctorate programs and how interested she was in the DBH. My reponse was, “What on earth is a DBH?” She laughed and said it was a newer doctorate degree in behavioral health, that focused directly on integrated care and doing exactly what we were dreaming of doing….shaking up healthcare and bridging the gap and treating the person as a whole. I had a hard time believing her. It sounded too good to be true. How was there a degree out there that fit my goals and aspirations to a T without me knowing about it? I had been looking periodically throughout my 20 year journey in behavioral health for a program that resonated with me. It was here all this time? How had I missed it? I immediately spent hours scouring the internet to find any crumb of information that I could about the Doctorate of Behavioral Health and the programs associated with it. Then I hit the jackpot. I found the Cummings Graduate Institute for Behavioral Health Studies.”

Amy McConnell, LCSWDBH Candidate, Cummings Graduate Institute for Behavioral Health Studies - September 18, 2020

“During my tenure as a student at CGI, I wrote a book review that was published in the International Journal of Integrated Care. One of my papers became a newsletter article, a pitch for my population health class became a poster presented at a CFHA conference, a book chapter was developed based on a paper I wrote for my independent study, and I am submitting my CP project to a journal this weekend. So, everything that you write during the program is potentially publishable! You have the advantage of having faculty read and give you feedback on it before submitting it. Take risks! The worst that can happen if you submit a paper for publication is receiving a rejection letter. Well, if you don’t send it you’re already acting as if the paper had been rejected. 😉 Plus, if you receive a rejection letter, it usually comes with feedback, so you can improve your paper and send it again!”

Dr. Liliane de Aguiar-Rocha, DBH, BCBADBH Alumni, Cummings Graduate Institute for Behavioral Health Studies - October 9, 2020

“There is a substantial need for integrating care between our physical, and mental health. The gap between these domains are more so overlooked among those with developmental delays and intellectual disabilities – the very population I serve as a Behavior Analyst. Filling these gaps entails work that demands for a DBH who is competent, empathetic, and altruistic.”

Pauline Pablo, BCBADBH Candidate, Cummings Graduate Institute for Behavioral Health Studies - November 11, 2020

“My interest in a DBH degree grew out of frustration and hope. On one hand, I grew frustrated with the quality of care my clients with intellectual and developmental disabilities were receiving. As members of a marginalized population who lack the skills to advocate for themselves, the clients I serve receive subpar medical care, mental health care, and behavioral health care. Many healthcare providers are not trained to address the unique language and cognitive challenges present when serving a person with Autism and I/DD.

On the other hand, as I learned more about the DBH program, a potential solution came into view. I believe this program will allow me to acquire the knowledge and skills to become a better advocate for my clients, and new job opportunities will open up in positions in which I will be able to make a bigger impact on a system level, thus improving quality of life for many clients. A DBH degree will command interest and respect from other healthcare professionals who are evaluating their practices and noticing areas in which they are not being effective, namely the behavioral health side of the equation. As we are learning in our first classes about the Biodyne Model, the Integrated Care Model is not widely accepted or known in the healthcare field, despite its proven track record. I believe a DBH degree provides the necessary tool to change the landscape of healthcare provision by arming my passion for this topic with knowledge and concrete strategies.”

Valeria ParejoDBH Candidate, Cummings Graduate Institute for Behavioral Health Studies - January 15, 2021

“As a Doctorate of Behavioral Health (DBH) student my vision for healthcare is to disrupt the current model, close gaps to care and create healthcare improvements. In the evolving world of healthcare I believe behavioral healthcare providers (BCP) are essential to the development of integrative healthcare. Once I obtain a DBH degree, I know I will gain a leadership role and be able to add quality to the creation of integration efforts worldwide. I know I will graduate with the essential tools I need to stand at the forefront of integrated healthcare. I want to create healthcare improvements for marginalized populations that are typically underserved or forgotten. As an individual of two minority groups; woman and African American, I am very passionate about helping reduce cultural, ethnic, social economic and geographic disparities within healthcare systems.”

Ebony WatsonDBH Candidate, Cummings Graduate Institute for Behavioral Health Studies - March 30, 2021

“Since beginning my studies at CGI, I have been awakened to how much I truly did not know and understand despite my specialty training in Social Work and behavioral health needs. The classes at CGI allow me to explore topics that I may not have thought to investigate and encourage me to question and think outside the “normal” delivery of behavioral health services. Services that I previously thought were quality and designed to meet the needs of special populations, I now believe to be woefully inadequate to serve the needs of the patients. Patients cannot receive the best quality, efficient, and timely care they need and deserve within institutions that are not integrated. Institutions that continue to silo and do not encourage collaboration and integration are not focused on the needs of the patient.”

Amanda BarnardDBH Candidate, Cummings Graduate Institute for Behavioral Health Studies - March 30, 2021

“I believe, as a DBH, I will disrupt the current healthcare systemby promotingguaranteed health care for allasa right, not a privilege.I willadvocate fora national, rather than state, licensing of providers. This will allow clinicians (medical,behavioral health, etc…) to provide care across state lines using telemedicine.Finally, the skills I have learned at Cummings Graduate Institute for Behavioral Health Studies allow me to identify healthcare delivery concerns, propose alternative interventions and cost–effective solutions and evaluate theirreturn on investment.”

Diane ScottDBH Candidate, Cummings Graduate Institute for Behavioral Health Studies - March 29, 2021

“Since entering CGI, I have more confidence in discussing the need for healthcare systems to have a population health approach to care, and to put in place “upstream” programming. I have always been proud of working in a hospital and delivering care, working as a multidisciplinary team member, and making a difference. I now realize I have been part of healthcare’s focus of “treating the sick” rather than being an influencer for preventative care.

Preventative care can be part of service delivery from a hospital system; we should not rely only on public health programs to tackle social determinants of health. COVID-19 is not only impacting mental health but also how we are delivering medical care. Could COVID-19 be an unintended force for healthcare policy change? Apostolopoulos et al. (2020) reports the complexity presented to the health care system by COVID-19 has created change that will continue in healthcare for years to come. The needed changes to delivery and access will require a policy shift in all levels of healthcare (Apostolopoulos et al., 2020).”

Billie RatliffDBH Candidate, Cummings Graduate Institute for Behavioral Health Studies - December 13, 2021

“The DBH is exactly the type of doctorate degree that I’ve been searching for. A doctorate that is clinical focused is where my interest lies. I am motivated to pursue this degree, and courses like Pathophysiology, Psychopharmacology, Neuropathophysiology, only add to that excitement. One must be motivated to complete any degree program. The Doctor of Behavioral Health fits that bill for me. In fact, I would say that I am beyond motivated.”

Arthur Williams IIIDBH Candidate, Cummings Graduate Institute for Behavioral Health Studies - July 8, 2022

“As a member of the AAPI community, I’m very familiar with the barriers to mental health services and the need to break through the glass wall of cultural stigma that prevents many from receiving potentially life–saving treatment. I was the only Asian American person in my master’s cohort, the only Asian American person in many of my clinical work settings, the only Asian American person to walk into many of the professional settings that I pushed myself to show up to. In my current practice, I’m constantly reminded by my patients of how difficult it is to find an Asian American mental health provider, though this reminder constantly informs me that more needs to be done for my community. Day after day, I read stories of Asian American people who die by suicide as a consequence of our culture’s avoidance of mental health topics. As a DBH, my biggest goal is to use my expertise in whole–person care to amplify the conversation around mental health and help my community understand that mental healthcare is not a privilege that we are not entitled to, it is a crucial part of our healthcare that will manifest differently in us than what many Western psychology or psychiatry textbooks will describe, and that our unique experience of mental health issues are valid, important, and is time to be part of the larger conversation.”

Willam ChumDBH Candidate, Cummings Graduate Institute for Behavioral Health Studies - September 16, 2022

“Pursuing a doctorate in behavioral health is essential in helping to transform my thinking as a healthcare provider; moving from a more traditional mindset, embracing change and a “different world view” of tools for successful client outcomes. This type of advanced study will equip me with the clinical and leadership skills to be a leader on the cutting edge of behavioral health. This type of training would make me an asset to the healthcare workplace; specifically to function effectively as a change agent for the successful outcomes of the workplace and its clients.”

Judith AllenDBH Candidate, Cummings Graduate Institute for Behavioral Health Studies - September 23, 2022 Previous Slide

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