Training at Prevention First

During this presentation, Dr. Patterson will discuss the different types of groups and share creative ideas for engaging clients in the group processes. Icebreakers, engaging participants in group activities, and creating fun environments will be the focus of this enjoyable presentation.

Objectives:

- At the end of this presentation, participants will be able to:

- Provide engaging icebreaker activities to groups

- Discuss the importance of creativity in providing services

- Think outside the box of routine process groups

While many organizations are trauma-informed, becoming trauma-responsive means looking at every aspect of an organization’s programming, environment, language, and values and involving all staff in better serving clients who have experienced trauma.
Moving from Trauma-Informed to Trauma-Responsive provides program administrators and clinical directors with key resources needed to train staff and make organizational changes to become trauma-responsive. This comprehensive training program involves all staff, ensuring clients are served with a trauma-responsive approach.

Objectives:

1. Identify three examples of “Big T” and “little t” stressors
2. Describe two of the major findings from the ACE study relating childhood experience to substance use and mental
   health impairment.
3. Perform at least one technique for engaging consumers in a trauma informed approach.
4. Describe at least one impact of trauma on cognition and physiological functioning.
5. Identify one Domain of Trauma-Informed Care and how, organizationally, activating this domain enhances trauma care.

This two-day, application-focused training will provide participants with an in-depth look at some of the significant changes and improvements in the Fourth Edition. Participants will have opportunities to apply and practice key components of the Criteria, including but not limited to; the six dimensions, level of care assessment, application of Risk Ratings to each of the Five Dimensions, Dimensional Admission Criteria Decision Rules, shared decision-making and an overview of Service Characteristic Standards, Discharge and Transition Criteria.

All participants receive an in-depth electronic training journal to guide the training experience and as a resource for continuing skill application, as part of the training.

Books are not required, but highly recommended.

The Illinois Department of Human Services funds this training and is only open to license-funded treatment professionals in the state of Illinois.

Foundations of Youth Prevention Education prepares direct service providers to implement evidence-based Youth Prevention Education (YPE) programs. Participants will obtain a basic understanding of the components and best practices related to implementing any YPE model program. This training will increase participants’ knowledge and skills related to planning, managing, facilitating, and evaluating a Youth Prevention Education program.

All SUPP providers reporting hours for youth prevention education are required to complete this course.

Virtual Classroom Training Note: Regular classroom time for this course is 12 hours. Since the classroom time for this modified course is only 9 hours, participants must complete 3 hours of individual work to obtain credit for the course. Prework will be assigned for each session.

Participants will understand the relationship between the treatment plan and the use of
admission, continued stay, and transition criteria. In addition, participants will learn how to
write measurable, individualized treatment plans based on the Dimensional Drivers and
individualized needs and preferences of the person served. Participants will also have the
opportunity to explore ways in which the patient’s stage of change impacts and drives a
person-centered treatment plan and a cursory review of core motivational interviewing skills
for treatment planning conversations, shared-decision making and to support readiness for
and engagement in treatment.

Motivational Interviewing (MI) is defined as “a particular way of talking with people about change and growth to strengthen their own motivation and commitment” (Miller & Rollnick, 2023, p. 3). MI is designed to evoke and enhance the individual’s own motivation to change, using strategies that are empathetic and non-confrontational. While it has long been recognized as an effective way to promote behavior change within individuals in substance use treatment, MI has a wide range of applications beyond the clinician-client interaction. MI is designed to help draw out the individual’s own strengths and resources to help them make the behavioral changes needed to reach their goals. In this introductory training, participants will learn about spirit of MI and its basic skills and strategies, and will have the opportunity to apply and practice those core skills in an experiential skill-development training.

Objectives:

1. Describe key aspects of the spirit of motivational interviewing as well as its relation to the transtheoretical model and the importance of effective engagement
2. Describe the core skills of motivational interviewing, including open-ended questions, affirmations, reflections, and summaries
3. Generate effective responses consistent with motivational interviewing to draw out and highlight the individual’s own desire, ability, reasons, and need to change
4. Demonstrate application of concept as well as use of core motivational interviewing skills in practice activities

During this course, you will learn how to support young people in your life and your work.

Youth Mental Health First Aid teaches you how to identify, understand, and respond to signs of mental health and substance use challenges among adolescents ages 12-18. You will build the skills and confidence you need to reach out and provide initial support to young people who are struggling. You will also learn how to help connect them to appropriate support.

After the course, you will be able to:

• Recognize common signs and symptoms of mental health challenges, including anxiety, depression, eating disorders, and attention deficit hyperactive disorder (ADHD).
• Recognize common signs and symptoms of substance use challenges.
• Understand how to interact with a young person in crisis.
• Know how to connect a young person with help.
• Better understand trauma, suicidal ideation, substance use, self-care, and the impact of social media and bullying.

*Virtual Training* This course requires you to complete about 2 hours of pre-work on your own before the instructor-led training. 

After you register (typically within 24 hours), you will receive an email from randyl.wilkins@prevention.org with instructions on completing your pre-work. You must complete the pre-work prior to the training date to be admitted into the instructor-led training and receive your certification. 

Motivational Interviewing (MI) is defined as “a particular way of talking with people about change and growth to strengthen their own motivation and commitment” (Miller & Rollnick, 2023, p. 3). MI is designed to evoke and enhance the individual’s own motivation to change, using strategies that are empathetic and non-confrontational. While it has long been recognized as an effective way to promote behavior change within individuals in substance use treatment, MI has a wide range of applications beyond the clinician-client interaction. MI’s guiding helping style draws out the individual’s own strengths and desires to help them make the behavioral changes needed to reach their goals. Participants will learn about the guiding spirit of MI and the four tasks, and will have the opportunity to practice core skills and appropriately respond to challenges in an experiential skill-development training.

Objectives:

1. Describe key aspects of the spirit of motivational interviewing as well as the four tasks and the importance of effective engagement
2. Describe common traps and communication barriers (e.g. the persuasion trap, the wandering trap) which can arise and contribute to potential discord
3. Generate effective responses consistent with motivational interviewing to elicit change talk and to help clients explore and resolve ambivalence
4. Demonstrate use of core motivational interviewing skills, as well as the ability to identify and appropriately respond to sustain talk and discord

During this interactive virtual classroom course participants will learn how to screen and recruit participants, develop effective questions to gain useful insights, moderate focus groups successfully and confidently, and analyze the results of focus groups to bolster programming. Introduction to Focus Groups must be completed prior to registering for this course.

All SUPS and CSUPS staff reporting hours for communication campaigns who have not previously completed Conducting Focus Groups are required to complete this course.

Group therapy and group work is a common way to deliver SUD treatment interventions in various types of treatment settings. Participants enrolled in this training will develop professional knowledge and skill for group work services to and for diverse persons affected by mental health issues, substance use disorders, and other behavioral addictions. The phases of group development and intervention during the various group work stages provide a conceptual framework for the training experience. Participants will compare and contrast the group dynamics of a mutual aid framework and the eleven therapeutic factors that lead to positive outcomes in group therapy. This training is highly experiential, and participants will engage in a parallel process of being group members and examining the roles of group leadership during this training. Training participants will demonstrate how to navigate discord, member testing, mandated patients and conflict in group settings using a mutual aid framework of group work.

Objectives:

1. Recognize the benefits of developing group norms using a mutual aid framework to establish group safety and increase trust in the early stages of group.
2. Compare and contrast the group dynamics using a mutual aid framework and the eleven therapeutic factors that lead to positive outcomes in substance use disorder groups.
3. Identify the different stages of group development, and short term, long term, open and closed groups and specific interventions to foster safety, universality, and group cohesion.
4. Practice responding to conflict, discord, and responding and working with mandated patients in a group setting.
5. Discuss strategies for clinically appropriate group endings, and transitions.

This two-day, application-focused training will provide participants with an in-depth look at some of the significant changes and improvements in the Fourth Edition. Participants will have opportunities to apply and practice key components of the Criteria, including but not limited to; the six dimensions, level of care assessment, application of Risk Ratings to each of the Five Dimensions, Dimensional Admission Criteria Decision Rules, shared decision-making and an overview of Service Characteristic Standards, Discharge and Transition Criteria.

All participants receive an in-depth electronic training journal to guide the training experience and as a resource for continuing skill application, as part of the training.

Books are not required, but highly recommended.

The Illinois Department of Human Services funds this training and is only open to license-funded treatment professionals in the state of Illinois.

Limited spots are available.

This training provides skill-building in the use of the ASAM Criteria as a framework for determining the most appropriate intensity of services and how a harm reduction model/approach, specifically providing strategies for working with clients on goal setting, application of risk reduction skills and evaluation of treatment goals fits within the broader framework of the Criteria’s six dimensions and levels of care.

All participants receive an electronic copy of an in-depth training journal to guide the training experience and as a resource for continuing skill application as part of the training.

The link to join the training will be emailed to you prior to the training.

The Illinois Department of Human Services funds this training and is only open to license-funded treatment professionals in the state of Illinois.

Join us for an immersive and transformative workshop that delves into the dynamic interplay between peer coaching and clinical treatment in the roles of prevention and addiction recovery. Designed for professionals across the spectrum of services, including clinicians, coaches, and peer support specialists, this comprehensive session will provide valuable insights and strategies to promote prevention and support individuals on their recovery journey.

We will explore how both peer coaching and clinical treatment aim to improve lives, each offering unique perspectives and tools. You'll gain a clear understanding of the distinctions between these approaches, including who is considered “the expert in the room” and how they uniquely address the challenges their clients face. Learn how clinicians' and coaches' tools can complement each other to provide a holistic support system to bolter prevention efforts or better support those in recovery. Through real-world examples, we’ll illustrate how peer coaching and clinical treatment can work together to create a comprehensive prevention or recovery plan. 

What to expect from the session: 

• Explore various intervention strategies, from structured clinical interventions to self-guided peer coaching techniques like the Person-Activity Fit Diagnostic and the elements of The Warrior Reset to foster resilience. 
• Understand the importance of building resilience through coaching to prevent relapse and navigate the landscape of certifications and credentials for peer support specialists.
• Participants will leave with a robust toolkit of strategies and insights, enhanced by Garret Biss’s unique perspective as a retired Marine Corps Pilot, addiction recovery coach, and TEDx Speaker. 
• Empower yourself to participate in an integrated coaching-clinician team and provide more comprehensive and effective support for individuals in recovery. 

Whether you are deepening your understanding or seeking practical tools to enhance your practice, this workshop will provide valuable knowledge and inspiration to make a lasting impact on those you support. 

Learning Objectives:

• Participants will be able to identify the roles and responsibilities of both clinicians and peer coaches in developing and supporting recovery plans.
• Participants will be able to explain the differences between peer coaching and clinical treatment in the addiction recovery process.
• Participants will be able to discuss the complementary nature of peer coaching and clinical treatment and how they can work together.
• Participants will be able to utilize various coaching tools and interventions in their life and practice.
• Participants will be equipped with practical coaching tools to build resilience in individuals recovering from addiction.

Join us for an immersive and transformative workshop that delves into the dynamic interplay between peer coaching and clinical treatment in the roles of prevention and addiction recovery. Designed for professionals across the spectrum of services, including clinicians, coaches, and peer support specialists, this comprehensive session will provide valuable insights and strategies to promote prevention and support individuals on their recovery journey.

We will explore how both peer coaching and clinical treatment aim to improve lives, each offering unique perspectives and tools. You'll gain a clear understanding of the distinctions between these approaches, including who is considered “the expert in the room” and how they uniquely address the challenges their clients face. Learn how clinicians' and coaches' tools can complement each other to provide a holistic support system to bolter prevention efforts or better support those in recovery. Through real-world examples, we’ll illustrate how peer coaching and clinical treatment can work together to create a comprehensive prevention or recovery plan. 

What to expect from the session: 

• Explore various intervention strategies, from structured clinical interventions to self-guided peer coaching techniques like the Person-Activity Fit Diagnostic and the elements of The Warrior Reset to foster resilience. 
• Understand the importance of building resilience through coaching to prevent relapse and navigate the landscape of certifications and credentials for peer support specialists.
• Participants will leave with a robust toolkit of strategies and insights, enhanced by Garret Biss’s unique perspective as a retired Marine Corps Pilot, addiction recovery coach, and TEDx Speaker. 
• Empower yourself to participate in an integrated coaching-clinician team and provide more comprehensive and effective support for individuals in recovery. 

Whether you are deepening your understanding or seeking practical tools to enhance your practice, this workshop will provide valuable knowledge and inspiration to make a lasting impact on those you support. 

Learning Objectives:

• Participants will be able to identify the roles and responsibilities of both clinicians and peer coaches in developing and supporting recovery plans.
• Participants will be able to explain the differences between peer coaching and clinical treatment in the addiction recovery process.
• Participants will be able to discuss the complementary nature of peer coaching and clinical treatment and how they can work together.
• Participants will be able to utilize various coaching tools and interventions in their life and practice.
• Participants will be equipped with practical coaching tools to build resilience in individuals recovering from addiction.

During this course, participants will discuss how to establish the function and purpose of community coalitions and collaborations, and identify strategies for recruiting a diverse group of stakeholders. To maximize learning opportunities, participants should have a specific collaboration in mind when completing training activities.

*This course is 3 hours, and an additional 30 minutes of prework is required.*

During this course, participants will discuss how to establish the function and purpose of community coalitions and collaborations, and identify strategies for recruiting a diverse group of stakeholders. To maximize learning opportunities, participants should have a specific collaboration in mind when completing training activities.

*This course is 3 hours with an additional 30 minutes of prework required.*

This two-day, application-focused training will provide participants with an in-depth look at some of the significant changes and improvements in the Fourth Edition. Participants will have opportunities to apply and practice key components of the Criteria, including but not limited to; the six dimensions, level of care assessment, application of Risk Ratings to each of the Five Dimensions, Dimensional Admission Criteria Decision Rules, shared decision-making and an overview of Service Characteristic Standards, Discharge and Transition Criteria.

All participants receive an in-depth electronic training journal to guide the training experience and as a resource for continuing skill application, as part of the training.

Books are not required, but highly recommended.

The Illinois Department of Human Services funds this training and is only open to license-funded treatment professionals in the state of Illinois.

The goal of this presentation is to describe Seeking Safety, an evidence-based model for trauma and/or addiction (clients do not have to have both issues). By the end of the training, participants can implement Seeking Safety in their setting if they choose to. Seeking Safety teaches present-focused coping skills to help clients attain safety in their lives.  It is highly flexible and can be conducted in any setting by a wide range of counselors and also peers. There are 25 treatment topics, each representing a safe coping skill relevant to both trauma and addiction, such as “Asking for Help,” “Creating Meaning,” “Compassion,” and “Healing from Anger.” Topics can be done in any order and the treatment can be done using as few or many of them as time allows. Seeking Safety strives to increase hope through an emphasis on ideals; it offers exercises, emotionally evocative language, and quotations to engage patients and provides concrete strategies to build recovery skills.  In this training, we cover (a) background on trauma and addiction (rates, presentation, models and stages of treatment, clinical challenges); (b) an overview of Seeking Safety, including its evidence-base; and (c) clinical implementation, such as the use of the model with specific populations. Assessment and treatment resources are provided. The training is highly experiential, with role-plays and exercises to “learn by doing”; methods also include PowerPoint, video, and discussion.

Objectives:

1. To describe current understanding of trauma, addiction, and their combination.
2. To increase empathy and understanding of trauma and addiction.
3. To describe Seeking Safety, an evidence-based model for trauma and/or addiction.
4. To identify how to apply Seeking Safety for specific populations, such as homeless, adolescents, criminal justice, HIV, military/veteran, etc.
5. To discuss adaptation based on setting, provider, and client factors (e.g., age, socioeconomics, culture, gender).
6. To provide assessment and treatment resources.

During this course, participants will discuss how to structure and organize a community coalition or collaboration for success and infuse cultural respect and responsiveness into their processes. To maximize learning opportunities, participants should have a specific collaboration in mind when completing training activities.

*This course is 3 hours; an additional 30 minutes of prework is required.*

During this course, participants will discuss how to structure and organize a community coalition or collaboration for success and infuse cultural respect and responsiveness into their processes. To maximize learning opportunities, participants should have a specific collaboration in mind when completing training activities.

*This course is 3 hours with an additional 30 minutes of prework required.*