Training at Prevention First

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 interactive virtual classroom course participants will learn about the steps and best practices involved in planning and implementing a locally designed communication campaign. Participants will become familiar with print ad principles and obtain tips, tools, and resources for designing and pilot testing materials.

All SUPS and CSUPS staff implementing locally-designed communication campaigns who have not previously completed Planning and Implementing Communication Campaigns are required to complete this course.

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

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.

Self-care for Providers is a dynamic, interactive workshop that addresses the healing and self-care needs of providers, supervisors, and others who are of vital assistance to individuals, children, and families navigating substance use and mental health challenges. Topics include secondary traumatic stress, burnout, vicarious trauma, compassion fatigue, and building resilience on the individual and organizational level.

Objectives:

1. Understand and define the elements of compassion fatigue, secondary trauma, and stress
2. Understand and define burnout and how it relates to organizational characteristics
3. Describe and prepare strategies to build emotional resilience at an individual and organizational level
4. Define the process by which individuals and organizations can move from reactivity to resilience through the use of assessment, prevention, and intervention

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.

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.

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.

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.

This virtual classroom training introduces Illinois Department of Human Services (IDHS) Substance Use Prevention Program (SUPP) providers to the prevention specialist’s role in service delivery. Participants will be introduced to strategies for program planning, capacity-building, implementation, and evaluation. Participants will also learn about their role in prevention, including an exploration of ethical issues related to their personal and professional conduct.

Veterans have their own culture and rich life experiences that can present unique challenges and opportunities to civilian community mental health care providers. It is crucial to be informed on culturally humble practices and have a basic understanding of co-occurring disorders that are seen when working with this population, as well as resources available to mental health clinicians. This interactive training will provide an overview of what makes the Veteran population truly unique including the impact of rank, enlistment, branch of service and potential deployments. Special populations will be discussed along with the impact of Military Sexual Trauma, Posttraumatic Stress Disorder, and Mental Health and Substance Use Disorders. This training will assist community providers in making an effort to understand key aspects of the Veteran experience which may help to establish a connection, build trust and inform treatment planning.

Objectives:

1. Identify the factors that contribute to military culture and that lead to the development of Veteran identity and the camaraderie among this population.
2. Acquire knowledge regarding the potential higher risk of suicide among Veterans.
3. Increase understanding of co-occurring mental health and substance use disorders that are commonly treated among Veterans.
4. Gain awareness of resources available to civilian mental health clinicians.
5. Increase knowledge of frequently used interventions, including CBT, MI, and safety planning

During this interactive virtual classroom course, participants will learn about the steps and best practices involved in campaign planning and implementation.

All SUPS and CSUPS staff reporting hours for communication campaigns who have not previously completed Planning and Implementing Communication Campaigns are required to complete this course.