Maintaining a Healthy Marriage: Implications for Counselors
Course #76843 - $15 -
- Participation Instructions
- Review the course material online or in print.
- Complete the course evaluation.
- Review your Transcript to view and print your Certificate of Completion. Your date of completion will be the date (Pacific Time) the course was electronically submitted for credit, with no exceptions. Partial credit is not available.
Although the divorce rate has stabilized at about 50%, this course will not focus on unhealthy marriages or factors that contribute to divorce. Rather, the course will focus on maintaining a healthy marriage and long-term relationships. From a theoretical perspective, Sternberg identified the components of two types of long-lasting relationships: companionate or consummate loves. Within the theoretical perspective, the course will highlight specific communication patterns and affects and the impact that self-care can have in maintaining healthy, long-term relationships. In addition, the course will also draw attention to cultural differences in maintaining a healthy marriage, as most relationship research has focused on majority populations. As such, the course will summarize some of the literature about populations not typically studied in relationship research. Finally, concrete implications for mental health professionals working with couples will also be discussed.
This course is designed for licensed mental health professionals, including counselors, therapists, and social workers, working with couples or individuals in long-term relationships.
The purpose of this course is to outline techniques to support and promote a healthy long-term relationship, with the ultimate goal of enhancing clients' clinical experience and marriage.
Upon completion of this course, you should be able to:
- Compare and contrast different theories of relationships.
- Discuss the impact of individual thoughts and affect states in maintaining healthy relationships.
- Outline strategies for promoting relational health.
- Consider diverse populations and cultural implications in maintaining healthy relationships.
Michael E. Considine, PsyD, LPC, is a licensed professional counselor in New Jersey and Delaware and a New Jersey Certified School Psychologist. He received his PsyD from Chestnut Hill College in Philadelphia, Pennsylvania, in 2009 and his Master's degree from Georgian Court College Graduate School in Lakewood, New Jersey. He works with children of all ages, adults, couples, and families with a wide range of emotional and behavioral issues. As a school psychologist, Dr. Considine also conducts full psycho-educational batteries and has acted as a consultant for parents of children with special needs. Most recently, he has been facilitating trainings and workshops for hospitals and schools. Dr. Considine is currently employed as an independent contractor through Mid Atlantic Behavioral Health in Newark, Delaware.
Contributing faculty, Michael E. Considine, PsyD, LPC, has disclosed no relevant financial relationship with any product manufacturer or service provider mentioned.
Alice Yick Flanagan, PhD, MSW
Margaret Donohue, PhD
The division planners have disclosed no relevant financial relationship with any product manufacturer or service provider mentioned.
Sarah Campbell
The Director of Development and Academic Affairs has disclosed no relevant financial relationship with any product manufacturer or service provider mentioned.
The purpose of NetCE is to provide challenging curricula to assist healthcare professionals to raise their levels of expertise while fulfilling their continuing education requirements, thereby improving the quality of healthcare.
Our contributing faculty members have taken care to ensure that the information and recommendations are accurate and compatible with the standards generally accepted at the time of publication. The publisher disclaims any liability, loss or damage incurred as a consequence, directly or indirectly, of the use and application of any of the contents. Participants are cautioned about the potential risk of using limited knowledge when integrating new techniques into practice.
It is the policy of NetCE not to accept commercial support. Furthermore, commercial interests are prohibited from distributing or providing access to this activity to learners.
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The role of implicit biases on healthcare outcomes has become a concern, as there is some evidence that implicit biases contribute to health disparities, professionals' attitudes toward and interactions with patients, quality of care, diagnoses, and treatment decisions. This may produce differences in help-seeking, diagnoses, and ultimately treatments and interventions. Implicit biases may also unwittingly produce professional behaviors, attitudes, and interactions that reduce patients' trust and comfort with their provider, leading to earlier termination of visits and/or reduced adherence and follow-up. Disadvantaged groups are marginalized in the healthcare system and vulnerable on multiple levels; health professionals' implicit biases can further exacerbate these existing disadvantages.
Interventions or strategies designed to reduce implicit bias may be categorized as change-based or control-based. Change-based interventions focus on reducing or changing cognitive associations underlying implicit biases. These interventions might include challenging stereotypes. Conversely, control-based interventions involve reducing the effects of the implicit bias on the individual's behaviors. These strategies include increasing awareness of biased thoughts and responses. The two types of interventions are not mutually exclusive and may be used synergistically.