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Course Summary 

Quizzes
Following each lesson, there is a quiz.  You must achieve a score of 70% to move on to the next lesson. The use of quizzes satisfies the CCL regulation that online courses be interactive.

Natural Supports
Natural supports can come from family, friends, work, community, or other areas. These supports can be instrumental in helping a person to assimilate into the community or workforce and can improve chances for success and fulfillment. This course will look at the benefits that natural supports can bring to individuals on the job and at home. Case studies will illustrate examples of natural supports in action in the community and the workplace.

The objectives of the course are:
To define and explain the concept of natural supports.
To explore different ways of generating and developing support.
To consider factors such as natural cues, circles of support, and optimal communities
To provide working examples of natural supports and their results.
To understand the issue of stigma and the need for acceptance.
To provide effective methods for creating and cultivating natural supports at work.
To discuss natural supports in the realms of friendship and sexuality.

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Course Summary 

Administrators and staff who work in residential care facilities are charged with maintaining healthcare records of their residents. HIPAA rules are usually associated with healthcare facilities such as hospitals and physician practices. A Google search of HIPAA shows little to no information on how HIPAA applies to nonmedical entities such as community care facilities. Administrators will learn what HIPAA is and their responsibility in protecting the privacy  resident’s  health care records.

Objectives:

Gain knowledge of the purpose of the Health Insurance Portability and Accountability Act (HIPAA) Privacy Rule

Identify how HIPAA applies to administrators of residential care homes

Review basic HIPAA definitions

Apply HIPAA basics in the practice setting

Understand exactly what a privacy breach is and how to implement policies of prevention

Gain knowledge of how social media sharing, messaging, and internet usage can violate HIPAA rules

THIS COURSE IS NOT APPROVED FOR RCFE
APPROVED FOR ARF ONLY

This course is not approved for GH or STRTP.

Quizzes
Following each lesson, there is a quiz. You must achieve a score of 70% to move on to the next lesson. The use of quizzes satisfies the CCL regulation that online courses be interactive.

Forced Timer
The CCL ACS section requires all lessons to be on a forced timer. A forced timer means that the user cannot move forward and click complete until the timer has completed. For example, a lesson may be on a forced timer for 5 minutes. You must wait until 5 minutes have passed before marking the lesson complete. If you mark complete prior to the time allotted the timer will begin again.

Abuse Reporting and Prevention: RC Zero Tolerance
Failure to report elder or dependent adult abuse in long-term health care facilities is a crime. California law Welfare and Institution Code Section 1502, requires all community care facility to provide training to all staff in recognizing and reporting abuse. “Your Legal Duty to Report Abuse curriculum was created in 1999 by Department of Social Service, DHS, and Department of Justice to implement this training mandate. The current online courses supplement the original curriculum by addressing key gaps in the content.

Developmental Disability
The original curriculum focuses largely on elderly aspects of abuse. There is little mention of adult dependent abuse and sexual abuse of developmentally disabled individuals. The current course includes both video and text specific to the abuse of developmentally disabled individuals.

2013 Changes
Since 1999 there has been one change in the law in 2013. Known as the Elder and Dependent Adult Civil Protection Act (W&I 15600). The law added “serious bodily injury to the definition of Elder and Dependent Abuse. The law requires providers to contact law enforcement within two hours of observing, obtaining knowledge or suspecting physical abuse.

In 2013 DDS Required All Regional Centers to Implement a Zero Tolerance Policy for Abuse Reporting. In the Regional Center Contract, Language DDS requires that all vendors be notified annually of the Zero Tolerance for Abuse Policy. The contract is specific in requiring that all vendors are mandated reporters and follow the Welfare and Institution Code 15630 – 15632 reporting requirements. The current online course incorporates this additional reporting requirement for Regional Center vendors.

The objectives of the course are:
Learn who is a mandated reporter.
Learn what are your legal responsibilities as a mandated reporter.
Learn what are the reporting exemptions.
Learn to identify the different types of abuse:
Physical
Financial
Isolation
Psychological
Learn how reports of abuse are investigated.
Learn how to report and 2013 guidelines for physical abuse.
Learn the penalties for not reporting and protections for reporters.

Learn how a stressful work environment can be a causal factor in abuse.

Learn what are characteristics of abusive caretakers.
Become familiar with reporting tools including smart application.

Become familiar with the 2013 Regional Center Zero Tolerance Policy

Understand abuse of developmentally disabled (including sexual abuse).

Learn how to reduce the risk of abuse in both the elderly and developmentally disabled.

Source Material
“Article 3. Mandatory and Nonmandatory Reports of Abuse [15630 – 15632].” California Legislative Information, 1 Jan. 1995,
leginfo.legislature.ca.gov/faces/codes_displayText.xhtml?lawCode=WIC&division=9.&title=&part=3.&chapter=11.&article=3.

“Your Legal Duty: Reporting Elder and Adult Dependent Abuse.” California Attorney General’s Crime Office  and State of California Department of Justice-Office of the Attorney General,
oag.ca.gov/sites/all/files/agweb/pdfs/bmfea/yld_text.pdf.

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Course Summary 

This three-hour online course looks at the different kinds of depression from minor adjustment reactions to major depression and bipolar disorder. Depression can cause serious disruption to sleep, appetite, enjoyment of life, relationships with others, work, and tasks of daily living. Depression is also associated with the risk of suicide. Students will learn the causes of depression and how it differs in men and women in its incidence and symptoms. Administrators who work with children will better understand how to identify depression in young people and when to seek out treatment. Providers who work with adolescents who have autism will learn to recognize the difference between social isolation in autism and true depression. Students will also learn how the risk for depression increases in the elderly along with physical problems such as heart disease. Readers will appreciate a fascinating lesson on learned helplessness that looks at how an individual’s negative view of self can perpetuate low self-esteem and self-defeating behaviors. The final lesson covers the basics of anti-depressant medication as well as the revival of ECT for more severe depression.

Co-Location
This course is co-located for ARF, RCFE, and GH. Depression is a complex disorder that occurs over the entire lifespan. Assessing depression in an older adult begins by gathering information that includes the age of onset, family history, mental health contacts and treatments. An RCFE administrator who discovers a client had a history of depression in youth is in a better position to communicate a more meaningful history to the physician. A GH or ARF administrator can better understand the arc of depres-sion over an individual’s lifespan and more successfully identify the disorder, seek early treatment, and prevent a more severe decline.

Course Objectives:
Understand what depression is and when to seek out treatment for clients under your care.

Gain knowledge of how to differentiate the signs and characteristics of major depression vs. minor depression, bipolar disorder, and seasonal disturbances.

Gain knowledge of how to recognize how depression differs in men and women.

Develop basic competency in learning how to identify depression in children and adolescents who have autism.

Gain knowledge of both Learned Helplessness and Learned Optimism in understanding depression.

Learn the signs and symptoms of Bipolar Disorder, and it’s treatment.

Gain knowledge of antidepressant medications, their usefulness and the revival of ECT for more severe depression.

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Course Summary 

This course satisfies Title 22 Regulation 85064 that requires Adult Residential Care Administrators to complete a 4-hour course in HIV/AIDS TB within 6 months of becoming an administrator and subsequently every two years.

Quizzes
Following each lesson, there is a quiz.  You must achieve a score of 70% to move on to the next lesson. The use of quizzes satisfies the CCL regulation that online courses be interactive.

This fascinating look at HIV AIDS and TB begins in Africa where AIDS jumped from apes to humans. Students will learn how both HIV and TB are transmitted, along with current treatments. The course also describes how the stigma of HIV can impact treatment. The course covers the different impact of HIV on women and African Americans along with people who have intellectual disability and mental illness. Knowledge of both HIV and TB are critical to administrators of all Community Care Facilities. At the conclusion of the course the student will acquire knowledge of:

Basic HIV Biology
The Course of the Disease
(AIDS)Transmission
Social Stigma
Testing/Treatment (Medications)

Differing Impact on Populations
Women
Intellectual Disability
Mentally Ill
African Americans
Older People
Gay and Bisexual Males

Tuberculosis
Transmission
Precautions
Testing
Treatment

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Course Summary 

Title 22 provides federal rules for the safe preparation, storage, and service of food. It also covers sanitation of food preparation areas and provides dish washing regulations and guidelines for refrigeration and freezing. Familiarity with Title 22 rules is necessary for the provision of safe and healthy foods and the prevention of food borne illness. Students will become familiar with food service, selection, preparation, and storage regulations. Cleaning methods and contamination prevention will be covered in detail. Supplemental material will further illustrate the importance of the regulations in maintaining residents’ health and well-being.

Course Objectives:

Learn safe food preparation and handling to prevent the spread of food borne illness.

Become familiar with correct hand washing, personal hygiene, and kitchen and dish room sanitation techniques.

Become familiar with the temperature “danger zone” for bacterial growth.

Know required refrigerator and freezer temperatures, as well as storage areas and time periods for both perishable and nonperishable items.

Learn about odor control and the shelf life of refrigerated foods.

Understand refrigeration and the importance of proper cleaning and ventilation.

Learn how to purchase healthy food and ensure its safety utilizing thorough inspection and optimal transportation and storage.

Develop ongoing protocols and systems in the facility to ensure food is properly prepared.

Learn proper cooking methods, in particular best temperature, for different types of food.

Understand safe selection, handling, storage, and preparation of meat.

Learn the importance of safe seafood and shellfish selection, storage, preparation, and service.

Know how to prevent contamination and what to do with contaminated food.

Gain thorough knowledge of bacteria and foodborne illness; understand the two different types of bacteria and their effects on food.

Learn proper care of garbage and how to procure and maintain properly designated garbage containers.

Understand rules for proper storage of toxic substances and keeping them away from food preparation areas.

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Course Summary 

Quizzes
Following each lesson, there is a quiz. You must achieve a score of 70% to move on to the next lesson. The use of quizzes satisfies the CCL regulation that online courses be interactive.

Course Description
Fragile X is a known genetic cause of autism. Individuals with Fragile X have learning problems, developmental delays, and high rates of epilepsy and sensory problems. This fascinating course provides a up-close look at exactly what Fragile X is along with how families cope with raising a child with Fragile X. On conclusion of the course, the student will have solid knowledge of how Fragile X impacts the social and emotional lives of families who are raising a child with Fragile X.
Course Objectives:
Understand the genetics and inheritance link in Fragile X.
Identify the physical features of Fragile X including facial features and loss of muscle tone.
Identify the emotional and behavioral aspects of Fragile X.
Gain knowledge of current research into drug treatments for Fragile X.

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Course Summary 
Quizzes
Following each lesson, there is a quiz.  You must achieve a score of 70% to move on to the next lesson. The use of quizzes satisfies the CCL regulation that online courses be interactive.

Course Description

There are many ways a resident can contract a food-borne illness. Even the most rigorous inspection cannot guard against an outbreak of food-borne illness.  Despite the best efforts of County and Federal inspectors, food enters our food system already contaminated with deadly bacteria such as E. Coli or Salmonella.

Food safety and prevention of illness is the highest priority in caring for residents of community care facilities.  The FDA defines “highly susceptible populations” as persons who are more likely than other people in the general population to experience food-borne disease because they are:

Immunocompromised; preschool children, or older adults; and obtaining FOOD at a facility that provides services such as custodial care, health care, or assisted living, such as a child or adult day care center, kidney dialysis center, hospital or nursing home, or nutritional or socialization services such as a senior center.

The course provides an overview of the major foodborne illnesses, how they spread, and what steps the administrator can take to minimize and eliminate the risk of illness. Protocols for food storage, refrigeration, and cooking are covered in detail.

The objectives of the course are:
Learn the following  major foodborne illnesses including symptoms and treatment.
E. Coli
Norovirus
Listeriosis
Campylobacter
Salmonella

Learn  New USDA Standards for Salmonella and Campylobacter.
Learn how to evaluate seafood along with proper storage, thawing and preparation.
Gain knowledge and understand how food becomes contaminated.
Gain knowledge and understand how food-borne illness outbreaks are investigated.

Welcome to the Smart Seminars online practice questions.

The practice questions are largely drawn from Title 22

Multiple choice answers may have more than one correct answer.  Choose all that are correct.

Focus on the content.   The practice questions are a study guide.

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