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Continuing Education and Training

A Center of Excellence in Research, Education and Training

As a leader in the treatment of substance use, we are committed to educating the public about the disease of addiction and co-occurring disorders. To that end, we have expanded our professional education and training program to professionals who are interested in learning more about behavioral health, and the future of recovery. All sessions are conducted in our state-of-the-art Conference Center, and led by professionals from Eagleville Hospital and other organizations. Currently we offer the following courses:

Pennsylvania Certification Board (PCB):

  • Certified Alcohol and Drug Counselor (CADC) credits through PCB

Social Work CEUs:

  • Continuing education hours are awarded for Social Work and Professional Counselors
  • Provided in conjunction with Bryn Mawr College Graduate School of Social Work

For more information, fees, or to register, e-mail Paul Toth, Ph. D. Staff Development Manager & Clinical Supervisor, or call 610-635-7458 610-635-7458

2018 Training Schedule

Psychopharmacology with Craig Strickland, Ph.D

When: 2/16/2018

Time: 9am-4pm

Presenter: Craig Strickland,Ph.D

Hours Approved: 6

This seminar reviews basic classes of psychoactive medications (including newer ones), their uses and limitations, potential major side effects and possible serious interactions. Actions of the medication in the brain and body are presented in a simplified form, as are cultural-ethnic variations connected to biology, beliefs and practices when prescribing specific medications. The use of the Physician’s Desk Reference and the pharmacist for information is explained, and the role of the physician/psychiatrist as a collaborative treatment team member (as presented in the SAMHSA tool kit “Medication Management Approaches in Psychiatry”) is referenced. Partnering with the person (and family) to assist with managing adherence to a medication regimen is discussed in terms of the person’s overall recovery management.

OBJECTIVES: Participants will be able to:

1. Review basic brain structure and function and the potential effects of brain-based disorders, including major mental and substance-related disorders;

2. Identify classes of psychotropic medications, including their uses, side effects, and risks;

3. List potential interactions of classes of psychotropic medications with alcohol and street drugs, including level of risk;

4. Examine current evidence-based practice techniques for prescribing and monitoring psychotropic medications, including collaborative work with the person taking these medications (and their family members);

5. Discuss means of working with persons and family members across cultures to support knowledge-based choices about medications, including factors related to adherence

Recovery, Rehabilitation & Self Help; When & How?

When: 2/21/2018

Time: 1pm-4pm

Hours Approved: 3

This seminar focuses on the internal processes and stages of recovery and possible supports needed. It discusses the structures and uses of psychiatric rehabilitation for facilitating recovery and providing needed skills and alternative coping strategies. The diverse forms of self-help are reviewed and the necessity for the availability of choices discussed. The current focus of PA OMHSAS on the creation of recovery-oriented systems and programs is reviewed. The importance of work in people’s lives is referenced, and the SAMHSA tool kit on “Supported Employment” is cited. Housing issues will also be discussed.p>

OBJECTIVES: Participants will be able to:

1. Cite research-based findings regarding personal recovery and what supports this process;

2. Describe ways different activities (e.g., 12-step programs, drop-in centers, clubhouses, psychoeducational groups) can support personal recovery;

3. Examine the values and principles of psychiatric rehabilitation, the importance of meaningful work and/or related activities, and how these related to persons with CODs;

4. Identify ways of working with individuals who have CODs that are collaborative rather than “expert” means for establishing a relationship and supporting the person’s active choice;

5. Discuss the importance of Hope for both the person and those who provide treatment and support services.

Approaches to Assessment, Treatment & Supports

When: 3/7/2018

Time: 1pm-4pm

Hours Approved: 3

This seminar builds on material discussed in the Introduction and Engagement seminars. The first half of the course examines screening and assessment needs and means of acquiring the data needed for useful clinical decision-making. The second half provides an overview of the types of treatment approaches that may be most useful for persons with differing disorders and levels of symptom severity, including examination of cultural/ethnic variations, environmental supports and stressors, and peer supports.p>

OBJECTIVES: Participants will be able to:

1. Explain components of assessment and the assessment process;

2. Identify attitudes and skills needed by those conducting COD assessments;

3. Review some existing treatment approaches found useful for persons with different diagnostic combinations, change readiness, and levels of symptom severity;

4. Discuss means of identifying, locating and linking other needed supports;

5. Describe cultural elements to be considered in exploring specific approaches and supports.

Principles of Engagement with Person, Family and Others

When: 3/14/2018

Time: 1pm-4pm

Hours Approved: 3

This seminar examines the importance of creating a working relationship with all involved: people beginning treatment; their family members; and other support persons. Participants will examine their own engagement skills and review principles of strengths-based and culturally-responsive practices. A brief overview of change theory and Motivational Interviewing skills is presented, as are general attitudinal and behavioral attributes needed in order to be welcoming and respectful. Practice in sustaining a recovery-oriented environment is included

OBJECTIVES: Participants will be able to:

1. Describe components of a welcoming environment and its opposite;

2. Identify specific behaviors that demonstrate welcome and respect;

3. Review basic principles and components of strengths-based practice, change theory and Motivational Interviewing;

4. Self-evaluate personal strengths and needs regarding engagement skills;

5. Practice engagement skills in a safe and supportive setting.

Working Respectfully w/Family Members and SO’s

When: 3/21/2018

Time: 1pm-4pm

Hours Approved: 3

This seminar is focused on working in partnership with family members rather than continuing cycles of blame and misunderstanding. The importance of understanding cultural variations, creating a welcoming, inclusive atmosphere, and understanding the particular and valuable expertise of family members is discussed. Means of connecting families with systems that meet their multiple needs are reviewed, as is providing program components to assist family members in helping their ill member. The SAMHSA tool kit “Family Psychoeducation” is referenced.

OBJECTIVES: Participants will be able to:

1. Examine the role and dynamics of the family, especially in relation to coming to terms with having a member with a COD;

2. Explore both the benefits of, and barriers to, working in partnership with family members and significant others to acquire educational resources and other supports;

3. Identify personal biases and cultural variations that affect work with family members/significant others, including the feelings and thoughts that support these biases;

4. Discuss steps needed for meeting family members/others in welcoming and respectful ways and involving them as collaborative team members;

5. Assist family members in evaluating their own responses and in finding ways to reduce risks both to the person having a COD and the family.

Treatment Planning & Documentation Issues

When: 4/4/2018

Time: 1pm-4pm

Hours Approved: 3

This seminar provides an opportunity for participants to review current evidence supported principles of collaborative treatment planning, including: working from a comprehensive assessment; using stage of change theory; identifying and mutually setting long- and short-term goals; identifying steps for accomplishing goals, the persons responsible, and a defined time line; and reviewing and altering such plans when necessary. Progress tracking is reviewed, including how to write clear and concise notes, and the principles for what to include and who may review them. Building on previous seminars, this course focuses on effective engagement and treatment principles and the practices of writing and reviewing plans and related documentation. It will not address details of how to write your agency’s forms.

OBJECTIVES: Participants will be able to:

1. Review the principles and processes which support thorough and accurate assessment and diagnosis, including cross cultural issues;

2. Explore each step in treatment/service planning, its rationale, and the similarities and differences in service and treatment planning;

3. Discuss the use of change theory and motivational interviewing in “planning to plan;”

4. Define the components of integrated planning from a recovery and strengths perspective, including the principles of collaboration and choice;

5. Identify means of writing brief and useful progress notes and using them with the person to assess progress and use strategies that support movement towards positive outcomes.

Crisis Prevention, Intervention & Relapse Planning

When: 4/18/2018

Time: 1pm-4pm

Hours Approved: 3

This seminar briefly reviews the cycle of crisis vulnerability, crisis state, and resolution. It also explores means of preventing crisis-creating situations, designing interventions for lowering arousal, and creating opportunities for teaching new coping skills in the direct aftermath of a crisis. Factors influencing aggression-prone reactions are discussed, as is the difference between “acting out” and purposeful or predatory violent acts. The relationships among stress and symptom management and relapse prevention are explored. Relapse prevention planning processes are presented that are useful for persons with CODs.

OBJECTIVES: Participants will be able to:

1. Define “crisis” and “emergency” and identify major symptoms and stressors that contribute to higher risk potential for a crisis;

2. Identify means of quickly assessing the person, the environment and oneself in order to promote safety and limit the duration and severity of the crisis situation;

3. List stages of a crisis and some specific interventions most useful at each stage;

4. Design individual and group interventions and use tools to help persons recognize their own crisis risks and to create relapse prevention plans;

5. Discuss ways in which crises can be learning and growth-producing experiences for persons with CODs and how practitioners can facilitate this process.

Groups and Group Skills

When: 5/2/2018

Time: 1pm-4pm

Hours Approved: 3

This seminar briefly reviews principles and skills needed in developing specific kinds of group modalities (including one-session, stand-alone groups) and for developing group goals, norms and processes. The needs of persons with various combinations of dual and multiple disorders are discussed, and means of matching group processes and leader activities to the specific needs of group members are presented (including variations in communication, learning, etc. style considerations and having members assist with focus/topic selection). Psychoeducational, skills-based, and cognitive behavioral groups are briefly reviewed. Participants explore the use of tool kits such as the SAMSHA EBP “Illness Management and Recovery,” TIP #42, and how to locate and use existing curricula. The therapeutic value of groups and the use of coleaders are also discussed.

OBJECTIVES: Participants will be able to:

1. Identify the multiple uses of group approaches and the potential benefits and risks of group membership, including peer support groups;

2. Examine diagnostic combinations and individual characteristics that may suggest using individual or group approaches to provide interventions matched to stage of change;

3. Define the components and uses of psychoeducational, skills-building and CBT groups and their expected results for participants;

4. Outline leadership skills required for conducting groups whose members have cognitive impairments and/or mood instability and how these may differ from traditional groups;

5. Discuss resources for helping leaders with group process/content and how to locate them.