Training at Prevention First

This training is based on the Recovery Coach Academy (RCA). This curriculum provides a basic, introductory version of Recovery Coaching to meet the needs of those who want a general understanding of the recovery process to understand better and support the recovery of their loved ones, friends, and colleagues. Although the five-day curriculum is the preferred vehicle to learn about this very important role, we do realize that not everyone has the desire to become a recovery coach or the amount of time needed for that type of endeavor. We hope many of your questions about recovery and the recovery process will be answered. Much like the recovery journey, this training provides an emotionally rich experience combined with skills and techniques for real-life application. Whether you use it to improve your relationships with those seeking recovery or apply it to your recovery… you will be transformed.

PARTICIPANTS IN THIS COURSE WILL LEARN TO:

• Define and increase fluency in the language of recovery

• Build capacity to understand, support, and advocate for recovery

• Learn about specific skill sets key to supporting recovery

• Create a learning community to advance the recognition, acceptance, and support of recovery

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 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.

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.

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.

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.         

Dates of the training will only be four days (See dates below):

January 13

January 15

January 20

January 22

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, 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.*

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

The goal of the Choosing the Best certification training is to ensure that educators are both completely comfortable and highly effective when presenting the programs in the classroom. To achieve this goal, master trainers will educate participants about abstinence-centered education, review all Choosing the Best materials, and provide educators with “hands-on” practice in presenting the materials. Each classroom exercise will be demonstrated to help the educators become comfortable with the mechanics of these highly effective student interactions. 

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 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.*

Using treatment that has been proven to work is important, the foundation of any effective treatment is the relationship between the individual and the treatment provider. Effective treatment begins with the engagement process which requires open communication, respect and empathy. Lack of engagement and relationship results in missed appointments, non-compliance and continued illness.

Dual Disorders have their genesis in the brain but can affect all systems of the body, resulting in complex clinical presentations. Treatment and assessment are often focused on one system rather than the whole person. Individuals are often misdiagnosed or are medicated for symptoms that are caused by other co-occurring illnesses that have been overlooked.   This workshop with focused on effective treatment using a “whole person” assessment using a multidisciplinary approach and the benefits of integrated care and will review the power of social connection, authenticity and counselor attributes as they relate to compliance to treatment and recovery.

OBJECTIVES:

1. Participants will review and discuss four effective engagement strategies.
2. Participants will review three components of a "whole person" assessment.
3. Participants will be able to identify six essential assessment domains and six effective assessment tools
4. Participants will review a case study using a multidisciplinary approach

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.

During this course, participants will discuss best practices for coordinating and facilitating community coalition or collaboration meetings, keeping stakeholders engaged, and evaluating the group’s effectiveness to make improvements. 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.*

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.

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.