Why Choose MendEd For Your Sexual Health Education Needs
Hear from Kimberly
After years working with clients who were experiencing sexual distress and sexual dysfunctions, combined with beginning a research career in clinical psychology, Kimberly became acutely aware of a gap. A gap between the abundance of knowledge produced by professional researchers and published in academic journals that never reached many clinicians after they graduated from their graduate programs, and the public who do not have the training to read and understand academic literature. Mend Education, Inc. was born out of the passion to develop science-based sexual health courses for clinicians and the public to provide comprehensive sexuality education and evidence-based approaches to improve sexual functioning across the broad spectrum of human sexual diversity and health.
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Online Courses
Master Course:From Sexual Distress to Sexual Satisfaction: Your Foundations for Sexual Health and Pleasure
A Science-Based Approach to Pleasurable and Satisfying Sex
Module 1: Sexual Health and Sexual Dysfunction (6 CEs)
- Distinguish between different values systems that provide frameworks for judging the acceptability of sexual options.
- Assess your own sexual attitudes and experiences.
- Describe heteronormativity and its impact on definitions of sexual health.
- Compare and contrast different definitions of sexual health.
- Explain why sexual dysfunctions occur from a biopsychosocial perspective.
- Identify prevalence rates and diagnostic criteria for female and male sexual dysfunctions.
Module 2: Being in Your Body (7 CEs)
- Identify the components of mindfulness and describe how these components are part of healthy sexual functioning.
- Describe and utilize a conceptual model of a negative feedback loop to understand the absence of mindfulness in sexual dysfunction.
- Identify and describe the role of cognitive distortions, sexual concordance, and interoceptive awareness in sexual function and dysfunction.
- Distinguish and recognize the variation and experience of utilizing mindfulness meditation practices to develop self-observation, awareness of emotions, thoughts, and body sensations as it relates to sexual functioning and pleasure.
- Describe and design a conceptual model of a negative feedback loop to a positive feedback flow to integrate mindfulness exercises into sexual functioning.
Module 3: Sexual Developmental History (8 CEs)
- Compare the four quadrants of sexual health (cognitive, emotional, biological, and relational) and how each impact sexual health and function.
- Apply the negative feedback loop to a complex sex therapy presentation in the context of the four quadrants of sexual health.
- Describe and apply the cognitive schema activation in a sexual context questionnaire to understanding the role of thoughts on sexual function and dysfunction.
- Evaluate the role of sexual beliefs in the context of sexual function and dysfunction.
- Review and describe healthy sexual development and recognize human sexual rights.
- Describe and integrate the role of attachment and differentiation in sexual function and dysfunction.
- Recognize and contrast the role or absence of touch throughout the lifecycle on development of sexual function and dysfunction.
Module 4: Childhood Maltreatment (5 CEs)
- Classify and compare the different forms of childhood maltreatment.
- Categorize, analyze, and describe posttraumatic stress symptoms, posttraumatic stress disorder (PTSD), and dissociation.
- Formulate and apply conceptualizations of childhood maltreatment and posttraumatic stress disorder and related symptoms in cases of sexual dysfunction.
- Apply the ‘window of tolerance’ conceptualization to the treatment of trauma-based sexual dysfunctions.
Module 5: Sex Positive Psychoeducation (7 CEs)
- Describe and recognize male and female sexual anatomy and physiology from a pleasure-based viewpoint.
- Illustrate a pleasure-based sex therapy approach to facilitating sex positive education and genital self-exams in males and females.
- Describe male and female sexual arousal and response and apply sex positive exercises to enhance sexual arousal and response while integrating knowledge of the negative feedback loop to improve sexual function.Module 5: Sex Positive Psychoeducation (7 CEs)
- Describe and recognize male and female sexual anatomy and physiology from a pleasure-based viewpoint.
- Illustrate a pleasure-based sex therapy approach to facilitating sex positive education and genital self-exams in males and females.
- Describe male and female sexual arousal and response and apply sex positive exercises to enhance sexual arousal and response while integrating knowledge of the negative feedback loop to improve sexual function.
Module 6: Course Wrap-Up (1 CE)
- Describe a conceptualization of sexual function and dysfunction through a developmental viewpoint utilizing the positive sexual feedback flow to enhance sexual function.
Sexual Dysfunction Series
Premature Ejaculation
Learning Objectives
- Name and recognize the prevalence rates of the various forms of premature ejaculation (PE).
- Describe the etiologies of PE from a biopsychosocial perspective.
- Evaluate and explain the history of PE diagnostic criteria, current DSM-5-TR criteria, and diagnostic considerations.
- Analyze and contrast psychological factors involved in individuals with PE, including: temperament and character, metacognition, attachment relationships, perception of control, alexithymia, sexual orientation, history of childhood maltreatment, and posttraumatic stress.
- Distinguish and review interdisciplinary treatments for PE, including medical interventions, urological treatments, and sex therapy.
- Evaluate and employ the functional-sexocorporal sex therapy approach in the treatment of PE.
- Identify a sex therapy roadmap for treating patients with PE.
- Analyze a case study and explain a treatment plan utilizing an interdisciplinary approach to treat PE.
- Name and recognize the prevalence rates of the various forms of premature ejaculation (PE).
- Describe the etiologies of PE from a biopsychosocial perspective.
- Evaluate and explain the history of PE diagnostic criteria, current DSM-5-TR criteria, and diagnostic considerations.
- Analyze and contrast psychological factors involved in individuals with PE, including: temperament and character, metacognition, attachment relationships, perception of control, alexithymia, sexual orientation, history of childhood maltreatment, and posttraumatic stress.
- Distinguish and review interdisciplinary treatments for PE, including medical interventions, urological treatments, and sex therapy.
- Evaluate and employ the functional-sexocorporal sex therapy approach in the treatment of PE.
- Identify a sex therapy roadmap for treating patients with PE.
- Analyze a case study and explain a treatment plan utilizing an interdisciplinary approach to treat PE.
Individual Supervision or Consultation for Therapists and Counselors
Kimberly Keiser
Clinical Research Interests
Throughout my career as a psychotherapist specializing in sex therapy and trauma therapy, I have come to understand that there are critical psychological and physiological processes at work that that manifest themselves into the symptoms that clients have when seeking my services.
As I continued to explore this clinical inquiry through reading, clinical training, and ongoing case work, I began to see similar processes in many of my clients undergoing trauma therapy for sexual health-related symptoms. I became more convinced of the importance of not only scientifically understanding what was happening, but also systematically producing a body of work based on empirical evidence. Only with the integration of medicine and psychology, mind and body, can we truly provide relief to those patients suffering from psychosomatic symptoms associated with Posttraumatic Stress Disorder (PTSD), specifically in the field of sex therapy.
Beyond that, I delight in the possibility that it will be possible to understand the intersection of human psychology and physiology and the specific pathways and mechanisms by which psychological trauma manifests itself in physical symptoms. Clinical experience continues to lend itself toward this metaphorical pattern in which physiological pathways and associated symptoms carry untold stories.
My long-term research goals include conducting and publishing research in the field of psychosomatic medicine, specifically as it relates to sexual dysfunctions and PTSD. It is my sincere desire to continue to provide psychotherapy and to conduct and publish research, making untold stories known.
As I continued to explore this clinical inquiry through reading, clinical training, and ongoing case work, I began to see similar processes in many of my clients undergoing trauma therapy for sexual health-related symptoms. I became more convinced of the importance of not only scientifically understanding what was happening, but also systematically producing a body of work based on empirical evidence. Only with the integration of medicine and psychology, mind and body, can we truly provide relief to those patients suffering from psychosomatic symptoms associated with Posttraumatic Stress Disorder (PTSD), specifically in the field of sex therapy.
Beyond that, I delight in the possibility that it will be possible to understand the intersection of human psychology and physiology and the specific pathways and mechanisms by which psychological trauma manifests itself in physical symptoms. Clinical experience continues to lend itself toward this metaphorical pattern in which physiological pathways and associated symptoms carry untold stories.
My long-term research goals include conducting and publishing research in the field of psychosomatic medicine, specifically as it relates to sexual dysfunctions and PTSD. It is my sincere desire to continue to provide psychotherapy and to conduct and publish research, making untold stories known.
Clinical Supervisor’s Scope of Competence
I have a bachelor’s degree in Psychology. I have a master’s degree in General Psychology (with a heavy concentration in psychodynamic-oriented theory and practice) and a master’s degree in Counseling Psychology (with heavy concentrations in Rogerian, cognitive behavioral therapy (CBT), and family systems theory and practice). I have also studied premedical sciences in a postbaccalaureate premedical program. I am currently pursuing coursework toward earning a Ph.D. in Clinical Psychology, and am a researcher in Dr. Kristine Jacquin’s clinical forensic neuropsychology lab at Fielding Graduate University.
I am a licensed professional counselor in the State of South Dakota (license #LPC-MH2246) and a Board Certified Supervisor in the State of South Dakota. I have met all requirements to be an AASECT Certified Sex Therapist, and AASECT Certified Sex Therapist Supervisor and an EMDRIA Certified EMDR Therapist. I am currently working toward becoming an AASECT Certified Supervisor.
I have advanced training in Gottman Levels I and II and in Internal Family Systems (IFS). I currently hold two adjunct teaching positions in the departments of Psychology and Counseling at the University of South Dakota and South Dakota State University. I have worked as a counselor in private practice, a mental health clinic, and an EAP program for the past 10 years; I currently work full time in private practice.
I have worked in supportive clinical roles (e.g. volunteer or pre-licensure status) since 1999. I also worked in the academic and commercial spheres in a clinical research capacity for seven years. I was heavily involved in personal coaching through Landmark Education for more than 10 years.
My theoretical orientation is eclectic as I draw upon multiple theoretical and practice frameworks. I lean heavily toward a foundation in psychodynamic theory and practice for case conceptualization, utilizing other modalities as instruments of change.
I am a licensed professional counselor in the State of South Dakota (license #LPC-MH2246) and a Board Certified Supervisor in the State of South Dakota. I have met all requirements to be an AASECT Certified Sex Therapist, and AASECT Certified Sex Therapist Supervisor and an EMDRIA Certified EMDR Therapist. I am currently working toward becoming an AASECT Certified Supervisor.
I have advanced training in Gottman Levels I and II and in Internal Family Systems (IFS). I currently hold two adjunct teaching positions in the departments of Psychology and Counseling at the University of South Dakota and South Dakota State University. I have worked as a counselor in private practice, a mental health clinic, and an EAP program for the past 10 years; I currently work full time in private practice.
I have worked in supportive clinical roles (e.g. volunteer or pre-licensure status) since 1999. I also worked in the academic and commercial spheres in a clinical research capacity for seven years. I was heavily involved in personal coaching through Landmark Education for more than 10 years.
My theoretical orientation is eclectic as I draw upon multiple theoretical and practice frameworks. I lean heavily toward a foundation in psychodynamic theory and practice for case conceptualization, utilizing other modalities as instruments of change.
Approach to Clinical Supervision
Supervision is designed to assist you in improving your counseling skills, case conceptualization skills, personal growth, and professional identity. As your supervisor, I will function in four roles during our sessions: teacher, consultant, counselor, and evaluator. I will support your choice of counseling theory and expose you to additional approaches where appropriate.
I use a number of supervision models in my approach to supervision:
Parallel Process Model: Examines the supervisee’s experience with clients in how that is also reflected in the relationship with the supervisor and vice versa. Supervision looks at both relationships with an assumption that relationships on any given level influence those on another level. The supervisor can use the dynamics observed in the supervisee’s cases to talk about the dynamic of what is happening in supervision and how that might be preventing supervision from being effective. In addition, whatever issues the supervisee and supervisor are experiencing have a significant probability of showing up in therapy. This systemic approach looks at the parallel process to develop skills.
Developmental Model: Takes into account that not everyone should be supervised in the same way. Throughout an assessment process during supervision, the supervisor identifies each supervisee’s skills and then supervises them in a fashion that helps the supervisee attain the next level of their development. Supervision plans are individualized and will change over time, consistent with the growth and development of the supervisee.
Holistic Model: Focuses on providing an atmosphere of safety, trust, and learning by focusing on building the strengths of the supervisee. The supervisor identifies the things that the supervisee is naturally good at and develops those abilities so that they can be used therapeutically in the room with clients.
Supervision has both benefits and risks. Benefits include personal and professional growth and increased comfort and skills in counseling and case conceptualization. Risks include experiencing discomfort due to challenge, anxiety, frustration, or confusion.
I believe that discomfort is part of your growth process. I see it as an opportunity to broaden mental health resources in the world and a privilege to support and train future generations of clinicians.
I use a number of supervision models in my approach to supervision:
Parallel Process Model: Examines the supervisee’s experience with clients in how that is also reflected in the relationship with the supervisor and vice versa. Supervision looks at both relationships with an assumption that relationships on any given level influence those on another level. The supervisor can use the dynamics observed in the supervisee’s cases to talk about the dynamic of what is happening in supervision and how that might be preventing supervision from being effective. In addition, whatever issues the supervisee and supervisor are experiencing have a significant probability of showing up in therapy. This systemic approach looks at the parallel process to develop skills.
Developmental Model: Takes into account that not everyone should be supervised in the same way. Throughout an assessment process during supervision, the supervisor identifies each supervisee’s skills and then supervises them in a fashion that helps the supervisee attain the next level of their development. Supervision plans are individualized and will change over time, consistent with the growth and development of the supervisee.
Holistic Model: Focuses on providing an atmosphere of safety, trust, and learning by focusing on building the strengths of the supervisee. The supervisor identifies the things that the supervisee is naturally good at and develops those abilities so that they can be used therapeutically in the room with clients.
Supervision has both benefits and risks. Benefits include personal and professional growth and increased comfort and skills in counseling and case conceptualization. Risks include experiencing discomfort due to challenge, anxiety, frustration, or confusion.
I believe that discomfort is part of your growth process. I see it as an opportunity to broaden mental health resources in the world and a privilege to support and train future generations of clinicians.
Virtual Group Supervision
Join Kimberly Keiser for AASECT approved group supervision each Wednesday. As the owner of Kimberly Keiser & Associates, Kimberly has been practicing as an AASECT certified sex therapist since 2012 and providing supervision and training for therapists specializing in sex therapy since 2015. Kimberly’s specialty areas are male and female sexual dysfunctions, couples sex therapy, individual and group OCSB therapy, LGBTQ+, sex offender treatment, the impacts of childhood maltreatment and PTSD on sexual functioning, sexual abuse recovery, and trauma therapy.
AASECT allows 25 of 50 hours for sex therapists and 15 of 30 hours for sexuality counselors. Interactions between group members fosters a deeper level of training and insight. Learning through other’s case presentations will only develop the scope of your knowledge in treating complex sex therapy cases. Relevant resources and supporting educational materials will be emailed to the group members after each supervision.
If you have questions, please contact Kimberly directly at kimberly@mendeducation.com
AASECT allows 25 of 50 hours for sex therapists and 15 of 30 hours for sexuality counselors. Interactions between group members fosters a deeper level of training and insight. Learning through other’s case presentations will only develop the scope of your knowledge in treating complex sex therapy cases. Relevant resources and supporting educational materials will be emailed to the group members after each supervision.
If you have questions, please contact Kimberly directly at kimberly@mendeducation.com
