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

Phase 1: One-Day ASAM Adolescent Core Concepts Training

This interactive training introduces participants to the foundational principles, goals, and
structure of The ASAM Criteria, Fourth Edition, Volume 2: Adolescents and Transition-Aged
Youth. It provides a comprehensive overview of the continuum of care for adolescent
substance use disorder (SUD) treatment, emphasizing developmental considerations, family
engagement, and integrated care for co-occurring conditions. Participants will examine the
guiding principles that shape admission, continued service, and transition decisions, as well
as the updated dimensional framework and standards for individualized, family-driven, and
youth-guided treatment planning.
The session also explores normal adolescent development, risk and protective factors, and
the neuroscience of addiction to contextualize clinical decision-making. The training
highlights the importance of secondary and tertiary prevention as essential components of
adolescent treatment, recognizing that early identification, timely intervention, and sustained
recovery and family support are critical to interrupting progression, reducing harm, and
promoting healthy development. Designed to be highly interactive and case-based, the
training engages participants in real-world scenarios and collaborative discussions that
apply the updated ASAM Criteria concepts in practice. These case-based exercises support
clinicians in translating theory into actionable skills, strengthening their confidence in making
level-of-care recommendations and developing individualized, developmentally attuned
treatment and prevention plans.

Objectives of the Training

1. Review the foundational principles of the ASAM Criteria and the major updates to The
   ASAM Criteria, Fourth Edition
2. Identify the content, functionality, and capabilities of the redesigned digital and print
   Tools of The ASAM Criteria
3. Recognize potential inquiries from the provider community and how to access
   resources related to standards and practices consistent with the implementation of The
   ASAM Criteria, Fourth Edition
4. Discuss and share ideas and feedback for training needs across the State.

Join us for our Supervisor Power Hours, specifically for supervisors of IDHS Substance Use Prevention Programs (SUPP). This is your space to connect with peers, share successes, talk through challenges, and learn from one another. Come ready with your insights, wins, and questions – we want to hear what’s working and where you could use support. 

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 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.

Phase 2: One-Day Advanced Clinical Case Application

This immersive, one-day advanced training is designed specifically for clinicians, supervisors, and interdisciplinary professionals who provide substance use disorder (SUD) and co-occurring mental health services to adolescents and transition-aged youth.

Facilitated by subject matter experts, the session focuses on the practical application of The ASAM Criteria, Fourth Edition, Volume 2: Adolescents and Transition-Aged Youth through interactive, case-based learning.
Participants will explore how to integrate the updated adolescent-specific criteria into real-world clinical scenarios to develop holistic, integrated, trauma sensitive and family centered service plans. The training emphasizes family-driven and youth-guided treatment planning, recognizing the critical role of family engagement and developmental considerations in adolescent care. Through guided practice, participants will refine their ability to make objective, criteria-driven decisions that align with evolving standards of care for adolescents and transition-aged youth. This highly experiential training strengthens clinical judgment, enhances consistency in level-of-care determinations, and improves treatment planning outcomes. Foundational knowledge of The ASAM Criteria, Fourth Edition, Volume 2: Adolescents and Transition-Aged Youth is strongly recommended prior to enrollment.

Objectives of the Training

1. Briefly review and reinforce key concepts from The ASAM Criteria, Fourth Edition, Volume 2: Adolescents and Transition-Aged Youth
2. Demonstrate application of the ASAM Criteria Volume 2 through structured case study exercises
3. Apply the ASAM Volume 2 Dimensional Admission Criteria for Prevention and Substance Use Disorders to diverse, complex adolescent case scenarios.
4. Conduct level-of-care assessments and formulate evidence-based recommendations that reflect the adolescent’s developmental stage, family context, strengths, and recovery goals.
5. Discuss how the Level of Care recommendation translates to individualized treatment plans that actively involve families and support systems while respecting adolescent autonomy and developmental needs

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.

Youth Mental Health First Aid teaches you how to identify, understand, and respond to signs of mental health challenges and substance use disorders in young people. This training gives you the skills you need to reach out and provide initial support to a young person who may be developing a mental health or substance use issue and help connect them to the appropriate care. 

First Aiders will complete a 2-hour self-paced class (pre-work) and then participate in a 5.5-hour instructor-led class using video conferencing via Zoom. 

After registering, participants will receive an email invitation to join MHFA Connect, the platform on which they will access their course materials and complete their pre-work. The pre-work is a prerequisite for the 5.5-hour Zoom training. The self-paced class will need to be completed at least 48 hours before the training. 

This training is interactive; please have a microphone and webcam.

Questions? Contact bryant.laiche@prevention.org

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.

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.

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.

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 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.

Join us for a conversation for those interested in networking with other prevention professionals about the Certified Prevention Specialist Certification process. We will share resources, and help prepare for the certification test.

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.