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Describe the essential elements of Rape Trauma Syndrome and crisis intervention. Discuss the various profiles of assault offenders. Describe the importance of victim support and advocacy. Identify the professional resources available to the forensic examiners for victim assistance and continuing education in assault forensic practice. Discuss special considerations and approaches for dealing with issues of special populations, adolescent victims, intimate partner violence and drug facilitated assault. CE CONTACT HOURS: 40COURSE FEE: $575 Group rates are available upon request. Contact . WHO MAY TAKE THIS COURSE: Registered nurses, nurse practitioners, physician assistants, advance practice nurses, and other qualified licensed health care professionals involved with assault. PREREQUISITES: Must be a practicing registered nurse for minimum 2 yearsAVAILABILITY: Email to join our waiting list. PRESENTATION METHOD: The Blackboard Learning SystemTEACHING METHOD: This program is presented online with on going instructor participation. There is an established time frame for completion of assignments, homework, research projects, and discussion forum participation.

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Despite all the technical babble that has sweptthe world, it is still about your ability to communicate simplyand clearly. 1. Pre reading; six months to six years: Thepre reading child has some phonological awareness or sensitivityto speech sounds, rhyming and alliteration; recognizes someletters and may link some to the sounds they make; someunderstanding of books and print. 2. Initial reading or decoding; first andsecond grade: The child who is just beginning to read can soundout words one at a time and decode them slowly, carefully andaccurately. Most of his attention is devoted to decoding with fewmental resources left over for deeper comprehension. 3. Confirmation and fluency; second and thirdgrade: Gradually, as the child becomes more confident in hisdecoding skills, he reads for comprehension of the text. 4. Reading to learn new information fourththrough eighth grade: Once fluency is established, the reader canmake the shift from "learning to read" to "readingto learn. " He can acquire information from a text andcompare it to his own ideas, but he is generally limited to oneviewpoint at a time.