Training at Prevention First

Medications to support recovery from opioid use disorders are critical tools in effective evidence-based addiction treatment, yet their outcomes are less than optimal because of the lack of psychosocial support typically offered to patients. Medication initiation, adherence, and persistence benefit from behavioral interventions to help patients build motivation, set goals, manage expectations, effectively communicate with their support team, overcome obstacles to staying on track, and celebrate successes along the way. This training offers an overview of the role that approved medications for opioid use disorder (MOUD) play in the “whole-person” approach to treatment and recovery with a strong emphasis on specific science-based behavioral skills that are useful as part of comprehensive medication-assisted recovery.

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.

Afterschool programs have unique challenges and incredible opportunities to provide resources and support students. A resilience-oriented and healing-centered afterschool or mentoring program is one in which students, staff, and families feel affirmed, empowered, safe, and supported. It is one in which the systemic and historical impacts of trauma and oppression are understood and addressed on multiple levels. It moves the student to recognize their resilience and resourcefulness.

Learning Objectives

After this virtual classroom training facilitated by Dr. Lisa Martin, the training participant will leave with a framework that empowers youth development workers and other professionals with knowledge and strategies for building a healthy, healing-centered afterschool program environment. The youth development worker will gain a greater understanding of:

• Educating students about emotional awareness and regulation skills
• Encouraging students to exercise problem-solving and decision-making skills,
• Empowering students to recognize their inherent self-esteem and self-efficacy,
• Strengthening the students’ social support networks and community connections.

Coursework that provides:

• practical knowledge, and develops skills in case management, monitoring, ongoing assessment, and referral of the alcoholism or substance abusing/dependent client to the appropriate services in a suitable level of care;
• knowledge of documentation of service coordination activities throughout the continuum of care and the ability to apply placement, continued stay, and discharge criteria for each modality on the continuum of care.

Trauma-informed supervision is important if youth development and violence prevention programs are to achieve success. Topics covered in this presentation include trauma-informed leadership and trauma-informed supervision using an equity lens; encouraging training and development opportunities that raise awareness of and address secondary trauma; and the role of the supervisor in promoting empathy and equity in a trauma-informed system of care.

Learning Objectives

By the end of this presentation, you will be able to:

• Promote open communication and concern among staff, students, and clients
• Provide information and insight to clinical as well as non-clinical staff
• Prioritize employee well-being as well as your own well-being
• Prevent retraumatization, recognize resilience, and celebrate compassion among employees
• Practice and elevate empathy and equity in your role as a team leader

The training aims to provide participants with the background knowledge and practical skills that they need to address suicidal risk and behaviors in clients in care for substance use disorder treatment. Participants will have the opportunity to increase their knowledge and apply practical skills in the following areas:

Approaching Your Work: Learn how to manage reactions related to suicide and maintain a collaborative, non-adversarial stance. Acquire the necessary skills to address potential conflicts between a care professional’s goal to prevent suicide and relapse and a client’s goal to eliminate psychological pain via suicidal behavior.

Understanding Suicide: Gain an understanding of the definitions and language used when talking about suicide, as well as the data that are relevant to addressing suicide in substance use disorder treatment including risk and protective factors, warning signs, and the complicating factors of substance misuse, including opioids.

Gathering Information: Identify key points in treatment where a suicide assessment should occur, what questions to ask to learn more about a client’s suicidal thoughts and behaviors past and present, and how to ask them. Participants will practice asking questions in an interactive learning environment designed to help build confidence. The training presents key scenarios, such as when to seek supervision or consultation and what to do when someone discloses suicidal thoughts during a group treatment session.

Formulating Risk: Practice synthesizing assessment information into a risk formulation that will help inform the next steps in treatment. AMSR emphasizes the importance of using a risk formulation not for prediction but as information to make a collaborative decision regarding recovery-oriented treatment planning.

Planning and Responding: Review suggested actions to take based on a risk formulation using resources from SAMHSA’s TIP 50 and evidence-based interventions. Practice having conversations related to safety planning and addressing the potential for relapse through means counseling interventions.

If you have any questions please contact Maddie Seigfried by email madison.mccormick@prevention.org or by phone 217.993.2889.

Trauma-informed supervision is essential if youth development and violence prevention programs are to achieve success. Topics covered in this presentation include trauma-informed leadership and trauma-informed supervision using an equity lens, encouraging training and development opportunities that promote cultural competence; and the supervisor's role in establishing an environment of cultural responsiveness.

Learning Objectives

By the end of this presentation, the program supervisor or coordinator will be able to:

• Check and correct their own unconscious biases and encourage employees to do the same
• Communicate regularly with staff, students, and families in a culturally-responsive manner
• Create an environment where cultural beliefs and behaviors are validated and valued
• Connect families with trusted community resources

This workshop is designed for supervisors to provide an overview of the role of integrated supervision, the models of supervision and the tools available to assess the effectiveness of supervision of integrated treatment for co-occurring disorders.

Objectives:

1. Participants will review the qualities/traits of the supervisor that have been identified to be the most effective in the supervision of co-occurring disorders.
2. Participants will review the complex clinical profiles of individuals and how to help staff meet these challenges.
3. Participants will 3 models of supervision and 3 supervision tools

This free virtual panel of young people in Illinois aims to educate adults who work with youth about how to authentically engage them in addressing prevention using data-driven strategies. Participants will gain insights, share experiences, and learn how to support and advocate for authentically engaging youth in all aspects of prevention – data collection, analysis, development, implementation, and evaluation.

Trauma and substance use disorders run in families across generations and are often fueled by dark family secrets. Topics covered in this presentation include the role of youth development, prevention, and clinical professionals in breaking intergenerational patterns of trauma, substance use disorders, and dark family secrets; breaking intergenerational patterns by focusing on the unique needs of children of parents with substance use disorders and children on the FASD spectrum; the role of parents and persons in recovery in breaking intergenerational patterns; mobilizing the entire community to help break intergenerational patterns of trauma and substance use disorders. You will learn about successful programs that break intergenerational patterns in Iceland, Native American, metropolitan, and rural communities.

By the end of this presentation, you will be able to:

• Articulate the importance of prevention and treatment providers working together to break intergenerational patterns.
• Address the unique needs of children of parents with substance use disorders.
• Implement strategies to help break generational patterns of trauma, substance use disorders, and dark family secrets in your role as a behavioral health provider or prevention specialist.
• Learn strategies to break intergenerational patterns in urban, suburban, and rural communities.

The training aims to provide participants with the background knowledge and practical skills that they need to address suicidal risk and behaviors in clients in care for substance use disorder treatment. Participants will have the opportunity to increase their knowledge and apply practical skills in the following areas:

Approaching Your Work: Learn how to manage reactions related to suicide and maintain a collaborative, non-adversarial stance. Acquire the necessary skills to address potential conflicts between a care professional’s goal to prevent suicide and relapse and a client’s goal to eliminate psychological pain via suicidal behavior.

Understanding Suicide: Gain an understanding of the definitions and language used when talking about suicide, as well as the data that are relevant to addressing suicide in substance use disorder treatment including risk and protective factors, warning signs, and the complicating factors of substance misuse, including opioids.

Gathering Information: Identify key points in treatment where a suicide assessment should occur, what questions to ask to learn more about a client’s suicidal thoughts and behaviors past and present, and how to ask them. Participants will practice asking questions in an interactive learning environment designed to help build confidence. The training presents key scenarios, such as when to seek supervision or consultation and what to do when someone discloses suicidal thoughts during a group treatment session.

Formulating Risk: Practice synthesizing assessment information into a risk formulation that will help inform the next steps in treatment. AMSR emphasizes the importance of using a risk formulation not for prediction but as information to make a collaborative decision regarding recovery-oriented treatment planning.

Planning and Responding: Review suggested actions to take based on a risk formulation using resources from SAMHSA’s TIP 50 and evidence-based interventions. Practice having conversations related to safety planning and addressing the potential for relapse through means counseling interventions.

If you have any questions please contact Maddie Seigfried by email madison.mccormick@prevention.org or by phone 217.993.2889.