Training at Prevention First

The Co-occurring Disorders Program helps organizations deliver evidence-based integrated care to clients living with co-occurring substance use and mental health conditions. The full series provides a proven, effective treatment protocol which places equal emphasis on addressing all diagnoses, yet each piece of the program can be used effectively as a stand-alone curriculum. This training will cover the complete curriculum, which includes.

• A Leader’s Guide to Implementing Services for People with Co-occurring Disorders
• Screening and Assessment
• Integrating Combined Therapies
• Cognitive-Behavioral Therapy
• Family Program
• A Guide to Living with Co-occurring Disorders (DVD)

Objectives:

1. Demonstrate core components of the Co-occurring Disorders Program.
2. Recognize value of addressing presenting concerns in an integrated manner.
3. Explore protocol-driven screening tools that consider each client’s symptoms, history, and motivation for change for best treatment planning practices.
4. Describe differences between the evidence-based skills of motivational Interviewing, cognitive behavioral therapy and twelve step facilitation.
5. Prepare learners to integrate components of the Co-occurring Disorder Program to provide comprehensive, stage-based programming.
6. Demonstrate delivery of key sections within the curriculum.
7. Use experiential practice of new skills and interventions in person and/or virtually.

* Note: This is a two-day training; to receive credit, participants must attend both days of the training.

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.

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

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

During this virtual classroom training, participants will organize, examine, and summarize local IYS data to identify concerns, priorities and outcomes. Participants will identify methods for displaying and packaging data and strategies for sharing and analyzing data with schools and stakeholders. Additionally, participants will identify ways to incorporate data into local prevention strategies.

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.

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 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.

Join us for an innovative four-day, virtual classroom training that will equip professionals with the knowledge and skills to implement effective, data-driven prevention strategies that reduce behavioral health disparities and promote overall wellness. This training is perfect for entry-level prevention specialists, individuals seeking certification, public health professionals, and health educators.

The SAPST includes a self-paced online component and virtual classroom training, totaling 31 training hours. Before registration will be approved for the in-person training, SAPST participants MUST complete the online course Introduction to Substance Abuse Prevention: Understanding the Basics.

What Does The SAPST Prepare You To Do?

• Improve Practice: Develop a comprehensive approach to prevention guided by SAMHSA's Strategic Prevention Framework.
• Reduce Disparities: Identify the needs of vulnerable populations and enhance cultural competency to reduce behavioral health disparities.
• Sustain Prevention: Collaborate effectively across sectors to address shared risk factors and improve community health and well-being.

Certified Prevention Specialist Hours:

• IC&RC's Prevention Specialist Credentialing Approved: This training offers 31 hours that can be applied toward meeting the education/training requirement.
• Continuing education hours (CEUs) are only available to participants who complete the online and in-person training components.

Note: Although some of the content is similar, the SAPTS training does not meet the IDHS SUPP New Worker training requirements of IISUP I, IISUP II, and IISUP III.         

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.*

The Co-occurring Disorders Program helps organizations deliver evidence-based integrated care to clients living with co-occurring substance use and mental health conditions. The full series provides a proven, effective treatment protocol which places equal emphasis on addressing all diagnoses, yet each piece of the program can be used effectively as a stand-alone curriculum. This training will cover the complete curriculum, which includes.

• A Leader’s Guide to Implementing Services for People with Co-occurring Disorders
• Screening and Assessment
• Integrating Combined Therapies
• Cognitive-Behavioral Therapy
• Family Program
• A Guide to Living with Co-occurring Disorders (DVD)

Objectives:

1. Demonstrate core components of the Co-occurring Disorders Program.
2. Recognize value of addressing presenting concerns in an integrated manner.
3. Explore protocol-driven screening tools that consider each client’s symptoms, history, and motivation for change for best treatment planning practices.
4. Describe differences between the evidence-based skills of motivational Interviewing, cognitive behavioral therapy and twelve step facilitation.
5. Prepare learners to integrate components of the Co-occurring Disorder Program to provide comprehensive, stage-based programming.
6. Demonstrate delivery of key sections within the curriculum.
7. Use experiential practice of new skills and interventions in person and/or virtually.

* Note: This is a two-day training; to receive credit, participants must attend both days of the training.

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.*