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’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

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.

Understanding Complex Trauma and Chronic Stress {Part 1}

AND

Responding to Complex Trauma and Chronic Stress {Part 2}

Complex trauma can affect young people in a multitude of ways. During this training, participants will learn how trauma impacts behavior, cognition, self-concept, future orientation, and long-term health consequences. Participants will also discuss the effects of living with chronic community violence. An overview of the stress and anxiety young people experience when public health emergencies occur will be provided. Participants will learn about service delivery rooted in understanding a trauma-informed care approach. Participants will learn how cultural awareness, responsiveness, and knowledge need to be infused throughout every level of an organization to effectively address the needs of young people who have experienced trauma. Lastly, participants will discuss the intersection between culture and trauma, racial injustice and trauma, historical trauma, and trauma in LGBTQIA+ youth. 

*This is a training series. Participants must attend each webinar to receive CEUs.

Foundations of Teen Pregnancy Prevention Education provides a basic understanding of the components and best practices related to implementing any TPPE program. This training will increase participants’ knowledge and skills related to planning, managing, facilitating, and evaluating Teen Pregnancy Prevention Education.

Participants must attend all three sessions to receive credit.

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.

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.

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 training increases the treatment professional’s knowledge base about ethical and legal standards, ethical principles, and the application of these principles to clinical practice. Common ethical pitfalls, such as boundary crossings, as well as federal and state laws and regulations surrounding client confidentiality will be examined. The training participants will explore case studies, ethical decision-making models, and other strategies to resolve ethical challenges.

Objectives:

1. Recognize common ethical dilemmas and identify strategies for treatment professionals to effectively manage and resolve various types of ethical challenges that may arise.
2. Summarize ethical codes and Georgia-specific ethical and legal standards for treatment professionals.
3. Examine laws and regulations that protect and safeguard confidentiality for clients seeking mental health and substance use treatment.
4. Determine how treatment professionals can best maintain personal and professional boundaries as well as competency and integrity.
5. Review case studies that scrutinize ethical conflicts faced by treatment professionals.
6. Outline the fundamental steps of decision-making for treatment professionals seeking to resolve ethical dilemmas.

Join Prevention First's Mental Health Training & Technical Assistance team for a Power Hour Session during Mental Health Awareness Month. In this session, we will have an interactive discussion on how to navigate mental health stigma and the importance of mental health awareness in schools and communities.

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.