The UNM Department of Psychiatry and Behavioral Sciences, Division of Community Behavioral Health (UNM CBH) is an approved provider for continuing
education credits/units through the American Psychological Association; the National Board of Certified Counselors; the New Mexico Counseling and Therapy
Practice Board; the University of New Mexico School of Medicine, Continuing Medical Education and Professional Development through the Accreditation
Council for Continuing Medical Education; and the University of New Mexico, College of Pharmacy, Continuing Education Accreditation through the
Accreditation Council for Pharmacy Education.
For presenters wishing to provide a webinar or training, and are requesting approval for Continuing Education credits/units through UNM CBH, please review
the criteria below. A listing of each approving body and its criteria for continuing education credit is noted below. ALL PRESENTATIONS requesting credit
through UNM CBH MUST HAVE A BEHAVIORAL HEALTH FOCUS AND OBJECTIVES THAT REFLECT THAT FOCUS. Presentations that do not meet that
requirement will not be granted approval to provide Continuing Education credits/unit.
University of New Mexico School of Medicine
Continuing Medical Education and Professional Development
CMEs
ASSESSMENT/DIAGNOSTIC
SKILL/DIFFERENTIAL
DIAGNOSIS
EVIDENCE BASED PRACTICE
(EBP)
USE OF PSYCHOTROPIC
MEDICATION
INTERDISCIPLINARY TEAMS
AND SYSTEMS OF CARE
CRISIS RESPONSE AND
ACUTE NEEDS
PROVIDER AND AGENCY
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Webinar or Training must include Behavioral Health related Focus and Objectives
Provide a foundation for assessment of child/adolescent/adult mental and substance abuse disorders
Differential Diagnosis
Enhancing interviewing skills through live demonstration, modeling, live supervision and live team consultation
Epidemiology
Clinical features
Prognosis and co-morbidities of child/adolescent/adult mental and substance abuse disorders
Evidence based psychotherapeutic treatments
Provide a foundation for the use of psychotropic medications in the management of child/adolescent/adult mental
disorders
Ongoing assessment regarding efficacy and appropriateness of psychopharmacological interventions.
Provide a framework for improving the functioning of interdisciplinary teams in caring for children/adolescents and
adults with mental disorders
Assess and manage larger systems involved in the care of children/adolescents/adults with mental disorders
Crisis intervention and triage regarding risk to self or others
Suicide clusters
Sexting
Cyber bullying
Prescription drug abuse
Special populations
Compassion fatigue
Agency burnout
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AMERICAN PSYCHOLOGICAL ASSOCIATION
(APA)
PRINCIPLE
The content of continuing education (CE) is the crucial component intended to maintain, develop, and increase conceptual and applied competencies that
are relevant to psychological practice, education, and science. All CE programs offered for CE credit for psychologists must comply with Standard D criteria.
CE programs must be grounded in an evidence-based approach. CE programs that are focused on application of psychological assessment and/or
intervention methods must include content that is credibly supported by the most current scientific evidence. CE programs may also provide information
related to ethical, legal, statutory or regulatory policies, guidelines, and standards that impact psychology.
1. Sponsors must document that the content of each CE program meets one of the following:
1.1 Program content focuses on application of psychological assessment and/or intervention methods that have overall consistent and credible empirical
support in the contemporary peer reviewed scientific literature beyond those publications and other types of communications devoted primarily to the
promotion of the approach;
1.2 Program content focuses on ethical, legal, statutory or regulatory policies, guidelines, and standards that impact psychological practice, education, or
research;
1.3 Program content focuses on topics related to psychological practice, education, or research other than application of psychological assessment and/or
intervention methods that are supported by contemporary scholarship grounded in established research procedures.
2. Sponsors are required to ensure that instructors, during each CE presentation, include statements that describe the accuracy and utility of the materials
presented, the empirical basis of such statements, the limitations of the content being taught, and the severe and the most common risks.
3. Sponsors must offer program content that builds upon the foundation of a completed doctoral program in psychology.
4. Sponsors must be prepared to demonstrate that content is relevant to psychological practice, education, and/or science.
5. Sponsors must have a process to identify any potential conflict of interest and/or commercial support for any program offered, and they must clearly
describe any commercial support for the CE program, presentation, or instructor to program participants at the time the CE program begins. Any other
relationship that could be reasonably construed as a conflict of interest also must be disclosed. Individual presenters must disclose and explain the presence
or absence of commercial support or conflict of interest at the time the CE program begins.
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National Board of Certified Counselors
CEs
Presenter Qualifications: Qualifying programs must be taught or authored by presenters who possess appropriate qualifications, as required by this Policy.
Qualified presenters and authors are classified by three (3) specific categories. The following categories identify the relevant education and/or experience
requirements for a presenter to qualify to present/author programs that are offered for NBCC continuing education credit.
1. Category 1 Presenter Qualifications: In order to qualify as a Category 1 Presenter, the individual must:
(a). Hold a graduate degree in a mental health field from a regionally accredited educational institution; and,
(b). Be qualified by appropriate education, experience, and/or training to present/author the particular subject matter, or author the publication concerning
the subject matter.
2. Category 2. In order to qualify as a Category 2 Presenter, the individual must:
(a). Hold a graduate degree from a regionally accredited educational institution directly related to the subject matter presented; and,
(b). Be qualified by appropriate education, experience, and/or training to present/author the particular subject matter, or author the publication concerning
the subject matter.
3. Category 3 Presenter Qualifications. In order to qualify as a Category 3 Presenter, the individual must:
(a). Be qualified by appropriate education, experience, and/or training to present/author the particular
Counseling
 Counseling theory, principles and techniques and their application
 Category 1 Presenters Only
Theory/Practice and
in MH settings
the Counseling
 Diagnosis and Treatment
Relationship
 Wellness and prevention
 Crisis Intervention
 Psychophysiological awareness and mindfulness
 Distance counseling
Human Growth and
Behavior
 Foundation and theory incl., but not limited to personality, life span,
learning, and human development theories
 End of life issues
 Developmental crises, disabilities, and and situational, transitional,
and environmental behavior
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 Category 1 or 2 Presenter req. for following topics:
o Foundational and well estab. Theories, including
but not limited to personality, life-span, learning,
and human development theories
 Category 1,2, 3 Presenter required for following
topics:
o End of life issues within the scope of practice for
MH professionals
o Info related to developmental crises; disabilities,
& situational, transitional & environmental
factors that affect behavior
Social and Cultural
Foundations
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Group Dynamics and
Group Counseling
 Group counseling theories and leadership styles, methods and skills
 Developmental stages and related principles of group dynamics
 Group members roles and behaviors within a MH setting
Career Development
and Counseling
 Theories, principles and techniques of counseling as applied to
work/career
 Career counseling processes and resources, planning and decision
making models
 Role Transitions
 Assessment of work place environment
 Trends in job search
Multicultural competency
Societal subgroups, changes, trends and patterns
Social justice
Cross cultural effects such as acculturation, assimilation, and
multicultural and Pluralistic trends
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Cat. 1 Presenter required for Multicultural
competency as a professional counselor
 Cat 1,2,3 Presenter required for
o
Societal subgroups.
o
Societal changes and trends.
o
Mores and interaction patterns.
o
Major societal concerns.
o
Social justice.
o
Cross-cultural effects, such as acculturation,
assimilation and multicultural and pluralistic
trends
 Category 1 Presenter required for the following topics:
o Group counseling theories and group counseling
leadership styles.
o Developmental stages in group counseling and
related principles of group dynamics.
o Group counseling methods and skills.
o Group members’ roles and behaviors within a
mental health setting.
 Category 1 Presenter required for the following topics:
o Theories, principles, and techniques of counseling
as applied to work and career.
o Career counseling processes and resources,
including, but not limited to, those applicable to
specific communities and populations.
o Career/life planning and decision-making models.
o Life-work role transitions, including, but not
limited to, outplacement and retirement
counseling.
 Category 1, 2, or 3 Presenter required for the following
topics:
o Career development program planning, resources,
and program evaluation.
o Assessment of work place environment for
purposes of job placement.
o Trends in job search.
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o
Assessment
 Diagnostic interviewing and clinical assessment and interpretation
for use in treatment planning.
 Ethical strategies for selecting, administering and interpreting
assessment and evaluation instruments
 Info on the current edition of the DSM
 Implementation and interpretation of standardized assessment
instrument protocols, including new and existing assessments
 Issues related to assessment development
 Legal issues related to counselor authority to administer and
interpret tests and inventories
 Information on basic classification, indication, contraindications of
commonly prescribed psychopharmacological medications.
Research and
Program Evaluation
 Critical evaluation of research findings and clinical implications
including research design and methods
 Development of measurable outcomes for counseling interventions
 Statistics in research
 Research report development and information on disseminating
research findings
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Career avocational, educational, occupational and
labor market information, and resources and
career information systems.
 Category 1 Presenter required for the following topics:
o Diagnostic interviewing.
o Clinical assessment and interpretation for use in
treatment planning.
o Ethical strategies for selecting, administering, and
interpreting assessment and evaluation
instruments.
o Category 1 or 2 Presenter required for the
following topics:
o Information on the current edition of the
Diagnostic and Statistical Manual of Mental
Disorders (DSM).
o Implementation and interpretation of
standardized assessment instrument protocols.
o New and existing assessments.
o Issues related to assessment development.
o Legal issues related to counselor authority to
administer and interpret tests and inventories
that assess psychopathology, abilities, interests,
and career options.
o Information on basic classification, indication and
contraindications of commonly prescribed
psychopharmacological medications, in order to
make appropriate referrals for medication
evaluations, and to identify the side effects of
medication.
 Category 1 Presenter required for the following topics:
o Critical evaluation of research findings and its
clinical implications.
o Development of measurable outcomes for
counseling interventions.
o Category 1 or 2 Presenter required for the
following topics:
o Foundational and well-established research design
and methods.
o Statistics in research.
o
Counselor
Professional Identity
and Practice Issues
 NBCC and/or ACA ethical codes and conduct standards in
professional counseling /counseling research
 Ethical decision making models
 NBCC certification, state licensure, and related MH public policy
 Professional organizations
 Roles and processes related to counselor advocacy on behalf of the
profession and the client
 Role and function as a member of an interdisciplinary team.
 Starting and maintaining a counseling practice
 Effective and ethical utilization of social media
 Counselor self assessment for professional growth
 Critical analysis of emerging issues in the counseling profession
 Clinical supervision models, practices and processes
 Role as a professional consultant
 Role as a forensic interviewer
 Legal issues in professional counseling/counseling research
 Grant writing for counselors and counseling programs
 Self care strategies
Research report development and information on
disseminating research findings.
o Critical evaluation of research findings.
 Category 1 Presenter required for the following topics:
o NBCC and/or ACA ethical codes and conduct
standards in professional counseling and/or
counseling research.
o Ethical decision-making models directly related to
counseling practice.
o NBCC certification, state licensure, and related
mental health public policy.
o Professional counseling organizations and
associations, limited to NBCC, CACREP, ACA and
its branches and divisions.
o Roles and processes related to counselor
advocacy on behalf of the profession and the
client.
o The counselor’s role and function as a member of
an interdisciplinary team.
o Starting and maintaining a counseling practice to
include business-planning, quality control, service
delivery, billing and reimbursement, fee-setting,
capacity-building, referrals, and ethical marketing.
o Effective and ethical utilization of social media.
o Counselor self-assessment to address areas for
ongoing professional growth.
o Critical analysis of emerging issues in the
counseling profession.
o Clinical supervision models, practices, and
processes for professional counselors.
o The counselor’s role and function as a
professional consultant.
o The counselor’s role and function as a forensic
interviewer.
 Category 1 or 2 Presenter required for the following
topic:
o Legal issues in professional counseling and/or
counseling research.
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Wellness and
Prevention
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 Category 1, 2, or 3 Presenter required for the following
topics:
o Self-care strategies and burnout prevention
appropriate to the counselor role.
o Grant writing for counselors and counseling
programs.
 Category 1, 2, or 3 Presenter required for the following
topics:
o Complementary Alternative Medicine (CAM).
o Community-based wellness initiatives.
o Conflict resolution.
o Sex education.
o Sleep hygiene.
o Nutrition.
o Anger management
Complementary Alternative Medicine (CAM).
Community-based wellness initiatives.
Conflict resolution.
Sex education.
Sleep hygiene.
Nutrition.
Anger management.
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NM Counseling and Therapy Practice Board
(CEUs)
REMINDER: Per NM Counseling and Therapy Practice Board requirements for application of CEU’s for presentations or trainings, Presenters must hold a
Master’s or Doctoral Degree AND hold one of the following disciplines: LPCC, LMFT, LPAT, LADAC with three (3) years’ experience in the field of
alcohol/drug abuse counseling (Must only provide alcohol and drug CEUs), LICENCSED PSYCHITRIST, LICENSED PSYCHOLGIST or LICENSED INDEPENDENT
SOCIAL WORKER
Complete course descriptions and objectives
Provide a foundation for the assessment of mental health symptoms and disorders and identification of resiliency factors for individuals across their
lifespan.
Provide a framework for improving the functioning of interdisciplinary health systems of care in caring for individuals with mental health symptoms and
disorders, including the integration and collaboration of behavioral health care and physical health care provider teams.
Disseminate evidence based psychotherapeutic treatments for individuals with mental health symptoms and disorders.
Explore the intersection of evidence based practice with practice based treatment approaches that are culturally grounded and culturally relevant for the
treatment of individuals with mental health symptoms and disorders.
Improve clinical diagnostic and treatment skills in child, adolescent, and adult mental health through the exploration of advances in clinical care.
Provide guidelines for diagnosis based use of medication management of mental health symptoms and disorders for individuals across their lifespan.
Provide guidelines on ethical practice in the behavioral health care field in treatment of individuals with mental health symptoms and disorders in rural,
urban and cultural settings.
Enhance interviewing skills with children, adolescents, adults and families through live demonstration, modeling, live supervision and live team consultation.
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UNM School of Pharmacy Continuing Education
Pharmacy CPE
Psychosocial Intervention
Webinar or Training must include Behavioral Health related Focus and Objectives
Pain and Addiction
 Demonstrate the ability to safely prescribe/monitor opiate and non-opiate pain medications.
 Describe Federation guidelines that regulate the use and prescription of controlled substances.
 Discuss strategies to identify and treat the patient who is addicted to opiate analgesics.
 Discuss special considerations needed for children and adolescents who require treatment for
chronic pain.
 Discuss chronic pain and unintentional opioid overdoses deaths as two of the most pressing
public health issues in the United States today.
Advances in clinical
practice
Ethics and
professionalism
 Identify evidence based and practice based psychosocial practices for treatment and
prevention of behavioral health conditions
 List essential components of implementation of evidence based and practice based
psychosocial practices for treatment and prevention of behavioral health conditions
 Develop a foundation for the assessment of mental health symptoms and disorders and
identification of resiliency factors for individuals across their lifespan.
 Disseminate evidence based psychotherapeutic treatments for individuals with mental health
symptoms and disorders.
 Explore the intersection of evidence based practice with practice based treatment approaches
that are culturally grounded and culturally relevant for the treatment of individuals with mental
health symptoms and disorders.
 Improve clinical diagnostic and treatment skills in child, adolescent, and adult mental health
through the exploration of advances in clinical care.
 Enhance interviewing skills with children, adolescents, adults and families through live
demonstration, modeling, live supervision and live team consultation.
 Assess ethical and environmental considerations in the diagnosis and treatment of individuals
and families with behavioral and mental health illnesses
 Assess ethical and environmental considerations in the diagnosis and treatment of potentially
vulnerable populations including geriatric, pregnant women, and
 Discuss assumptions about human behavior, values, biases, preconceived notions, and
personal limitations that may impact clinical decision making
 Explain the world view of culturally diverse populations (values, assumptions, practices,
communication styles, group norms, biases, experiences, perspectives, etc. of culturally
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Behavioral Health In
Primary Care
Child and Adolescents
Pharmacology in
Behavioral Health
Advances in Clinical
Practice
diverse faculty, colleagues, staff, patients and her/his families, and the communities they are
from).
Develop and practice appropriate relevant and sensitive strategies and skills in working with
culturally diverse populations.
Discuss the concept that cultural proficiency is a continuum.
Develop Advocacy on behalf of the needs of the diverse populations
Provide guidelines on ethical practice in the behavioral health care field in treatment of
individuals with mental health symptoms and disorders in rural, urban and cultural settings.
 Identify evidence based and practice based psychosocial practices for treatment and
prevention of behavioral health conditions
 Develop essential components of implementation of evidence based and practice based
psychosocial practices for treatment and prevention of behavioral health conditions
 Provide a framework for improving the functioning of interdisciplinary health systems of care
in caring for individuals with mental health symptoms and disorders, including the integration
and collaboration of behavioral health care and physical health care provider teams.
 Demonstrate the ability to identify and understand the purpose of psychiatric medications
prescribed to children and adolescents with behavioral and mental health illnesses.
 Describe assessment and criteria for DSM V mental health diagnoses of children and
adolescents.
 Identify evidence based treatments for behavioral and mental health illnesses in children and
adolescents.
 Assess ethical and environmental considerations in the diagnosis and treatment of children
and adolescents with behavioral and mental health illnesses
Behavioral Health in
Primary Care
 Discuss and understand importance of identifying co morbid medical issues to comprehensively
and accurately diagnose and treat children and adolescents with behavioral and mental health
illnesses.
 Recognize the prevalence of behavioral and mental health illnesses in children and adolescents
and costs associated with their healthcare.
Advances in Clinical
Practice
 Review how to prescribe common psychotropic medications
 Determine best evidence based psychopharmacological treatment of psychiatric illness in
pregnancy.
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 Describe safe psychotropic prescribing practices in the geriatric population based on inventory
of all medications, screening for duplicates, define clear indication for each drug, educate
about their medication, assess compliance and reassess on an ongoing basis.
 Recognize and diagnose cognitive syndromes in the geriatric population and understand what
medications are used to treat these syndromes.
 Demonstrate the ability to identify and understand the purpose of psychiatric
medications prescribed to children and adolescents with behavioral and mental health illnesses.
 Provide guidelines for diagnosis based use of medication management of mental health
symptoms and disorders for individuals across their lifespan
Behavioral Health in
Primary Care
 Review how to prescribe common psychotropic medications
 Identify and differentially diagnose common psychiatric syndromes in clinical settings
 List common but not serious and uncommon but serious side effects of risks of psychotropic
medications.
 Define and recognize psychiatric emergencies and determine treatment based on available
evidence.
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