Training at Prevention First

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 training is recommended to have a copy of the ASAM 4th Edition Criteria textbook available. If one is not available, an excerpt link will be provided for use in the training. The excerpt cannot be printed or saved. 

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.

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.

This training is recommended to have a copy of the ASAM 4th Edition Criteria textbook available. If one is not available, an excerpt link will be provided for use in the training. The excerpt cannot be printed or saved. 

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.

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.

Limited spots are available.

This training provides skill-building in the use of the ASAM Criteria as a framework for determining the most appropriate intensity of services and how a harm reduction model/approach, specifically providing strategies for working with clients on goal setting, application of risk reduction skills and evaluation of treatment goals fits within the broader framework of the Criteria’s six dimensions and levels of care.

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.

The link to join the training will be emailed to you prior to the training.

The Illinois Department of Human Services funds this training and is only open to license-funded treatment professionals in the state of Illinois.

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 Illinois-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.

Foundations of Youth Prevention Education prepares direct service providers to implement evidence-based Youth Prevention Education (YPE) programs. Participants will obtain a basic understanding of the components and best practices related to implementing any YPE model program. This training will increase participants’ knowledge and skills related to planning, managing, facilitating, and evaluating a Youth Prevention Education program.

All SUPP providers reporting hours for youth prevention education are required to complete this course.

Virtual Classroom Training Note: Regular classroom time for this course is 12 hours. Since the classroom time for this modified course is only 9 hours, participants must complete 3 hours of individual work to obtain credit for the course. Prework will be assigned for each session.