This training will provide drug, alcohol, and gambling treatment providers with an overview of the client liability requirements as outlined in the DDAP Fiscal and Gambling Services Manual.

Learning Objectives

• Locate the Client Liability Tables and Forms on the DDAP website
• Identify the types of services that are exempt from liability
• Determine who the liable party is
• Identify the different types of income used in determinations
• Utilize the Client Liability Tables and Forms to determine client liability
• Complete the form to request a reduction or elimination of liability

Best practices for completing eLearning modules can be found in the TMS FAQs.

This course is design people who want to learn how to positively influence others as leaders. Participants will receive an overview of the Creative Problem Solving (CPS) model, originated by Alex Osborn (the developer of brain storming).

This workshop is designed for individuals or organizations who are considering or are in the process of considering applying for licensure as a drug and alcohol facility. It covers the licensing process and an in-depth view of the licensing standards/guidelines and requirements. It is designed to assist in the formulation of your Policy and Procedure manual. Attendance is necessary for all new applicants and optional for existing facilities which are expanding.

This workshop is designed for individuals or organizations who are considering or are in the process of considering applying for licensure as a Recovery House. It covers the licensing process and an n depth view of the licensing standards-guidelines and requirements. It is designed to assist in the formulation of your Policy and Procedure manual. Attendance is necessary for all new application and optional for existing facilities which are expanding.

The purpose of this online training is to provide a foundation from which you will build skills and gain a comprehensive understanding of case management. It is not intended to teach you everything you need to know about case management. Rather, this training will guide you through what case management is, how it came about, the core roles of case managers and resources to assist in the delivery of case management.

Learning Objectives

At the end of this training, participants will:

• Acquire skills and knowledge to deliver case management
• Know what case management is
• Know how case management was started
• Understand the core roles of case managers
• Acquire resources which can be used by case managers

Best practices for completing eLearning modules can be found in the TMS FAQs.

This training will build on the information in the online Case Management Overview training. Participants will be provided with skills needed to provide case management services to individuals. Completion of the online training is required before attending the in-person or virtual training.

The On-Demand course, Case Management Overview, must be completed before you can register for this course. Please complete the this pre-requisite course. 

This training will provide prevention staff with an in-depth review of how prevention programs, services, and populations are categorized, as well as how to select and use appropriate service codes and other categorization in the documentation and reporting of preventions services. This training is required for SCA or prevention provider staff directly involved with prevention needs assessment and planning, supervising prevention staff, monitoring prevention programming, delivering prevention services, or entering prevention services in PA WITS. The training must be completed within 12 months from the time of hire or from the time of acquiring these responsibilities. Requirement details and exemptions are outlined in the DDAP Prevention Manual.

Learning Objectives

• Understand the categories used prevention programs
• Be able to sort the prevention work that you do into those categories

Best practices for completing eLearning modules can be found in the TMS FAQs.

Effective Classroom Management and Group Facilitation Practices will support attendees in understanding the basics of classroom/behavior management to support the effective delivery of prevention programs and interventions with youth. Attendees will learn strategies to implement before problem behavior to increase the likelihood of students engaging in desired behaviors during service delivery. They will learn strategies to implement after student’s behavior to increase future desired behaviors during service delivery. Attendees will also learn about effective group facilitation and school collaboration.  

This course reviews the six principles in the Prevention Code of Ethics, as well as how to use an ethical decision-making process and to apply the Prevention Code of Ethics.

This training includes an overview of FASD, including terminology, diagnostic criteria, brain research, prevention, and the importance of recognizing an FASD.  The session examines behavioral “red flags” that may indicate a possible FASD in an individual in varied settings. Specific interventions to improve outcomes are highlighted.

This training includes a condensed overview of Fetal Alcohol Spectrum Disorders, including terminology, diagnostic criteria, brain research, prevention, and the importance of recognizing an FASD.  The session examines behavioral “red flags” that may indicate a possible FASD in an individual in varied settings. Specific interventions to improve outcomes are highlighted.

Prevention 101 is a 2-part training which provides a catalyst for understanding how primary prevention of Alcohol, Tobacco, and Other Drugs (ATOD) is defined and implemented in Pennsylvania. Part 1 provides an overview of prevention and its evolution, as well as an introduction of skills, competencies, and data driven decision making to understanding the Spectrum of Prevention and the basics of the Strategic Prevention Framework Model.

Part 2 expands on the basics provided in Part 1 of the course by guiding participants through an in-depth presentation of the Strategic Prevention Framework and applying it to a case study in the field.  Will include practice of skills through a fictitious case study.

Social Emotional Wellness for Prevention Professionals will discuss the five components of social emotional learning as defined by the Collaborative for Academic, Social, and Emotional Learning (CASEL) as it relates to prevention professionals. Attendees will learn about social emotional management strategies and practices using skills like body budgeting and personal resiliency. Attendees will engage in activities and receive resources they can take back to their daily lives feasibly and immediately.  

SAMHSA’s SPF Application for Prevention Success Training (SAPST) provides a foundational course in prevention, introducing the latest prevention concepts and skills. The training covers topics such as risk and protective factors, substance abuse consumption and consequences across the lifespan, and the importance of understanding prevention in the overall continuum of care.  It will also provide guidance for implementing SAMHSA’s Strategic Prevention Framework.

Supporting Staff Retention for Supervisors will provide attendees with a background on qualities that increase feelings of belonging in the workplace. The training will provide attendees with many applicable strategies supervisors can easily implement to increase the likelihood of retaining staff members. Attendees will apply the strategies in real time and determine small changes they can make to their work environments to support all staff.  

This 30-hour training session provides the required information and experience necessary to pursue international gambling counselor certification, as well as the Pennsylvania certification endorsement. Sessions will consist of live, virtual programs and OnDemand self-paced modules, to be completed by attendees within a given time frame.

This advanced training will focus on understanding what it is like to be an adolescent growing up in an actively gambling society and skills for the clinician/professional to provide prevention and treatment to adolescents at risk of or with gambling problems.

This workshop is designed to provide an overview of problem gambling issues, focusing on approaches from a faith-based perspective. By discussing warning signs, screening and assessment tools, and treatment resources, this training will assist attendees in helping members of the community suffering from this disorder.

The importance of treating the whole person from a cultural, biological, social, and spiritual perspective cannot be ignored. Having gained information on gambling, those impacted by gambling, and the unique aspects of treatment of gambling disorder, integrating, connecting, and applying these concepts to program design will be a focus. The importance of spirituality, relapse prevention, biology, and cultural strengths will be covered in their application to gambling disorder.

This advanced course will aid clinicians in working with families of problem gamblers. Identifying at risk families, the impacts of gambling on family dynamics and the recovery from gambling of the family, including individual recovery, family recovery, finances, and healthy boundaries will be covered.

This advanced course will allow clinicians to further explore and practice evidence-based gambling treatment practices. Multiple theories and approaches to gambling will be utilized to identify skills to work with recovering gamblers and their recovery.

MI/Enhancement Therapy is an evidence-based approach to counseling for many client-identified concerns including problem gambling. During this training, theory, practice, and techniques of MI/Enhancement Therapy as applied to gamblers will be discussed and practiced through discussion, case studies, and one-on-one practice exercises.

CBT is an evidence-based counseling practice that has been identified as effective in the treatment of gambling disorder. This training will focus on identifying cognitive distortions, triggers, and other thoughts that influence gambling behavior, as well as CBT techniques to address problem gambling. Using case studies, practice exercises, and interactive discussion, the application of CBT to gambling disorders will be developed.

This 3-hour session will address gambling problems and the benefits/challenges of harm reduction and risk reduction in treatment of gambling concerns. Opportunities to address this as part of the pathways to gambling recovery and how it can aid in the access to treatment, stigma, and recovery of gamblers will be identified.

This 3-hour training will address ethical considerations in addiction treatment, focusing specifically on gambling addiction. Discussion will include the functions of ethical codes, values/morals and laws impacting the gambling addiction professional, the agency and the client. Case studies and ethical decision-making models will be discussed throughout the course, as will the International Gambling Counselor Certification Board's (IGCCB) code of ethics, in order to help guide the practitioner.

Many gamblers have struggles with multiple concerns from substance use to mental health concerns. This advanced level training will focus on identifying issues that commonly occur beside and with gambling disorder, how to manage and work with multiple disorders, and effective interventions to manage co-occurring concerns effectively in treatment will be covered.

In challenging times, two activities that have offered entertainment, excitement, and, in many cases, escape, are gambling and video games. While most will enjoy these activities without developing issues, there are some who will. Having services in place, and knowing how to access them, is vital.  During this program participants will learn about the problems that may be associated with each, how the problems may develop and overlap, and what help is available for someone suffering from gambling and gaming disorder.

This training discusses how enabling behaviors develop as family members search for a way to cope with substance use disorder and fears that a family member will return to suing after a time of recovery. It will help participants understand the relationship between substance use disorder, recovery and enabling behaviors. This course will also examine how to assist family members in identifying healthy/unhealthy boundaries and how family members can communicate boundaries to their recovering loved ones.

This training will cover the foundational building blocks of the Parallel Process, and present how to use them in a manner to build relationships with our staff, as well, present the different styles of effective leadership. There is focus on developing as leaders and looking at the inherent qualities that good leaders possess. We will begin to delve into the core competencies of the peer supervision, covering Recovery Orientation and Trauma & Social/Health Care Equity, and assessing how our role as supervisor.

This training will provide the supervisor with a view of how to employ emotional intelligence in relationships with supervisees to become proficient in supervising peer service providers in a safe, healthy, and nurturing environment. Vicarious liability as a leader will be explained through various modalities which can be applied to mold and shape supervisees through the guiding principles of peer leadership.

This training is for professionals interested in applying for the Certified Recovery Specialist (CRS), the Certified Family Recovery Specialist (CFRS) and/or the Certified Recovery Specialist Supervisor (CRSS) through the Pennsylvania Certification Board (PCB). Curriculum consists of 78 instructional hours; including 66 in class hours and 12 hours of homework, designed to prepare Recovery Specialists for work in the behavioral health field. Course instructor will guide learners through all PCB pre-enrollment requirements and provide a Learner Manual prior to the training.

Participants will learn skills needed to effectively supervise CRS staff.

In this training, participants learn how substance use disorder (SUD) impacts parenting behavior, children and family functioning - both in times of active substance use and in recovery. Participants will learn strategies for providing safety to children in homes with parental substance use, as well as support for partners and caregivers of children while in treatment and early recovery.

This workshop is designed for professionals who are in a position to refer to and utilize various Twelve Step Programs (TSP’s). Both persons with TSP knowledge and experience as well as those with no or little knowledge and experience will benefit from this workshop. The history and evolution of TSP’s will be presented with a discussion of the basic concepts, philosophies and principles that contribute to TSP’s being a proven “Evidence-Based Best Practice” for treating alcoholism and addiction.

This training will provide a general examination of Addiction Interaction Disorder (AID) and the impact it has on the relapse process. Specific behavioral addictions such as sex, gambling, and workaholism will be discussed in some detail, with a broader look at food/eating, technology, and money issues. Discussion will also focus on the interaction of chemical use and behavioral addictions in active addiction in the areas of replacement, fusion, ritualization, cross tolerance, and alternating cycles.

A basic course on the theory of addiction, the effects of drugs and alcohol on the brain, and basic pharmacology.

Discussion as to how and why adolescents abuse alcohol and other drugs of abuse, current trends, supported by survey date, drug described regarding various effects, signs, symptoms, populations, who uses, toxicity, withdrawal, treatment and prevention strategies.

This comprehensive training course is designed for drug & alcohol counselors & mental health professionals who wish to specialize in providing therapy to adult children of alcoholics (ACoAs). Participants will gain an understanding of the unique challenges & characteristics common to ACoAs such as issues of trust, fear of abandonment, difficulty expressing emotions, and a tendency towards perfectionism or self-neglect.

This is a practical, skill acquisition workshop that will provide numerous demonstrations of specific creative techniques, strategies and exercises that are effective when used in a drug and alcohol group setting. Special emphasis will be given to specific group leadership skills including cutting off, drawing out, group structure and utilizing a theory-driven approach. The goal of the workshop is to demonstrate group skills and strategies that enhance the effectiveness of the participant.

This training presents treatments and techniques to help individuals who have co-occurring anxiety and substance use disorders. Research and models that describe the co-occurrence of these disorders will be provided. Concepts and techniques of cognitive-behavioral therapy and acceptance and commitment therapy will be presented. There will be an overview of recommendations to support you in implementing mindfulness meditation in your work. Interactions with case examples will be used throughout the training, and there will be opportunities to practice the techniques for yourself.

Learning Objectives

• Identify symptoms of anxiety disorders
• Discuss how anxiety disorders interact with substance use disorders
• Describe how research-based interventions treat comorbid anxiety and substance use disorders
  

This training will provide drug and alcohol assessors and counselors an overview of risk rating as used in The ASAM Criteria, 2013, and a summary walkthrough of how to apply risk rating.

• Establish the basics for assessing risk
• Applying the risk rating
• Define risk rating
• Learn the importance of conducting a risk rating

Best practices for completing eLearning modules can be found in the TMS FAQs.

This training is designed to teach the inexperienced counselor theory and methods for group counseling. It will be a combination of didactic teaching and opportunities for experiential learning through practice. Topics include stages of group development, selecting group members, member roles, creating a therapeutic environment in groups, role of the facilitator/co-facilitator; content versus process in groups, specific group counseling techniques, and implication of chemical dependency in group processes.

The pharmacological fundamentals of drug abuse; includes basic brain chemistry, terms and concepts, routes of administration, physical effects, and processes. The major categories of drugs will be reviewed and discussed.

The gay, lesbian, bisexual, transgender, and queer/questioning community of individuals is identified as a special needs population. This workshop provides a first level of competency for substance abuse treatment with this population.  This workshop employs two modalities: didactic and experiential. The training will address a continuum of gender and sexual orientation, the connections between the lesbian, gay, bisexual, and transgender person and their unique experience with addiction and recovery issues.

This training is Level One of the Cognitive-Behavioral Strategies for Treating Individuals with Substance Use Disorders training program developed by DDAP and the Cognitive Behavioral Institute. The online module will discuss historical developments and research regarding the efficacy of cognitive-behavioral therapies (CBT) for substance use disorders, as well as provide information on the conceptual application of CBT, the effective elements of evaluation and treatment planning, and interventions associated with CBT.

Learning Objectives

• Recite the historical developments of cognitive-behavioral therapies
• Describe the research regarding the efficacy of cognitive-behavioral therapies for substance use disorders
• Recite concepts of foundational theories in the four areas of development for cognitive-behavioral therapies
• Explain the conceptual application of cognitive-behavioral therapies
• Describe the effective elements of evaluation and treatment planning
• Identify interventions associated with cognitive-behavioral therapies

Participants will be provided the opportunity to apply the concepts and skills learned in Level One. Small group activities will be used to apply cognitive-behavioral concepts to better understand the individual and develop treatment plans.

Participants will bring to class a completed case conceptualization and recording of a session with an actual client. The participant's skills will be evaluated during this class.

This course is only offered as a virtual training.

This training provides ongoing training for participants to continue to develop in terms of their clinical abilities at implementing cognitive-behavioral strategies. Participants must bring a completed case conceptualization of a client, which will be reviewed and evaluated.

This course is only offered as a virtual training.

This in-person training will build on the information provided in the online training and provide participants with the opportunity to practice their clinical supervision skills. Participants will also be provided with tools to assist in assessing and working with their supervisees.

Upcoming CST Events:  DDAP schedules 6 to 8 CST events per calendar year.  As we confirm event details (dates, trainers, locations, etc.), the events will be added to the Upcoming Training for registration.  We try to schedule events across the state, so if a scheduled event is not currently in your area, please keep checking back for additional events to be added.  If you are not able to find an event but need to complete training to fulfill licensing regulation requirements, DDAP has approved additional options for completing this requirement (link below).

Additional options for completing the Clinical Supervision Training requirement

BEFORE TAKING THIS TRAINING: DDAP requires this training to be completed no earlier than 3 months prior to completing the in-person skills training. Please keep this in mind before registering for this training.

This online training will provide a foundation from which clinical supervisors will learn about the basics of clinical supervision, including:

• Regulations that govern supervision;
• Definitions of supervision
• Developmental theories of counselor and supervisor development;
• Models of supervision;
• Contextual factors/multicultural supervision;
• Legal and ethical issues in supervision;
• Methods of supervision; and
• Supervision across clinical processes

Learning objectives are provided for each module within the training.

Best practices for completing eLearning modules can be found in the TMS FAQs.

Good communication skills are just not good enough! This interactive workshop offers information that will improve your ability to communicate effectively by ensuring that the message received is the message you intended to send. Barriers to effective communication will also be considered. This workshop will even challenge your listening skills! Whether with our words, body language, use of space, or modes of dress and facial expressions we communicate volumes.

Using both didactic and experiential components, this workshop will explore how conflict escalates, methods to achieve cooperative resolution, and rules for assertive and open communication. In addition, the workshop will focus on methods for giving and receiving constructive feedback that assists one in avoiding conflict and how to mediate conflicts that arise among others.

Co-occurring Conditions are no longer the exception but the expectation, requiring our programs to design services that address the inter-relationship among complex physical, psychiatric, and substance use conditions. This curriculum will review up to date principles, terminology, screening, assessment, treatment considerations, and programming guidelines. This interactive program will engage participants through discussion and small group exercise.

This course is only offered as a two session virtual training (two 3-hour sessions). 

This in-person training will help individuals understand the importance of creating an individualized treatment plan from the perspective of the client, the funder, oversight entities, and the clinician themselves.  We will explore the treatment planning process, and practice writing person-centered goals and objectives designed to walk an individual through the change process.  Numerous ASAM Criteria consistent resources will be made available to assist in the experiential components of this training.

To assist addiction professionals in exploring their beliefs, through thoughts and attitudes about people of diverse cultural backgrounds. It will help them explore the dynamic impact of culture, race, ethnicity, sexual orientation, gender, and social class in therapeutic environments and on well-being, behavior, and social beliefs. Participants will become more sensitive to and effective in their work and interactions with clients of different cultural, racial, and ethnic backgrounds.

This is a moderately difficult course that introduces four treatments for depression: behavioral activation, interpersonal psychotherapy, cognitive therapy and mindfulness-based cognitive therapy. Each treatment’s core theoretical components and treatment activities will be applied in the context of treating depression that cooccurs with substance use disorders. Additionally, this course provides an overview of conceptual models of depression and substance use disorders, the diagnostic criteria of depressive disorders, and related research. Professionals who have an advanced degree, and provide direct counseling and therapy to individuals with substance use disorders, will get the most out of this training.

When you have completed a module press 'save and exit'. Do NOT 'x' out of the training, otherwise the next module will not unlock.

This course will address ethical considerations in addiction treatment. In protecting the client, the agency and the counselor from litigation, the counselor must have knowledge and understanding of State and Federal laws and regs governing treatment of the person with substance use disorder, and the HIV positive client. The topic of court mandated clients will be addressed, as well as general concerns about counselor/client limitations and boundaries. Boundary violations will be discussed.

Participant will:

• Become familiar with Acts 63 and 148
• Become familiar with 42 CFR
• Become familiar with at least two ethical theories
• Discuss their own ethical limitations and boundaries

This course will address ethical considerations in addiction treatment. In protecting the client, the agency and the counselor from litigation, the counselor must have knowledge and understanding of State and Federal laws and regs governing treatment of the person with substance use disorder, and the HIV positive client. The topic of court mandated clients will be addressed, as well as general concerns about counselor/client limitations and boundaries. Boundary violations will be discussed.

Participant will:

• Become familiar with Acts 63 and 148
• Become familiar with 42 CFR
• Become familiar with at least two ethical theories
• Discuss their own ethical limitations and boundaries

This course will investigate the various categories of recreational drugs, including the more recent substances that are being abused. There will be a special concentration on the problem with opiates and methamphetamine. Participants will review the categories of drugs and their effects, learn the names and street terms for these substances, explore various drug trends, modes of administration and drug combinations.

The purpose of this workshop is to provide substance use disorder counselors with theoretical models and techniques for working with forensic clients.

This workshop is designed to help people to understand the difference between forgiveness and reconciliation. Working on the process of forgiving to overcome shame. Learn techniques and activities to help address the topic of forgiveness.

Harm Reduction is a non-abstinence based treatment and/or prevention approach to high risk behaviors. This workshop will include a brief discussion of the historical perspective from which Harm Reduction has emerged, the model and its underlying assumptions and beliefs, and examples of the practical application of the model in addressing high-risk behaviors.

This training covers topics such as the history of HIV/AIDS, the causal virus and transmission methods, testing and treatment, treatment/prevent for HIV, and confidentiality regulations related to HIV information.

This course has been approved for 6 hours of PCB credit.

Learning Objectives

By the end of this training, participants will be able to:

• Identify key elements of the National HIV/AIDS Strategy
• Identify national and state HIV epidemiological trends
• Understand HIV infection and its causal virus
• Explain the basic concepts of HIV risk and harm reduction
• Understand how social determinants of health intersect HIV-related behavioral risk, prevention, and care
• Appreciate the connection between SUD and HIV infection
• Demonstrate the fundamental principles to guide HIV infection prevention efforts with individuals with SUD and their sexual partners
• Utilize the CDC Risk Reduction Tool to assist individuals in assessing and accepting their personal level of risk
• Understand the importance of HIV prevention counseling, motivational interviewing strategies, and cultural humility in the delivery of client-focused prevention and care services
• Incorporate HIV prevention and care into their ongoing work

Best practices for completing eLearning modules can be found in the TMS FAQs.

This workshop explores sociocultural variables that have promoted the use of the opioids into the mainstream of America. Among the substances that are investigated are Opium, Heroin, Morphine, Methadone, OxyContin, Fentanyl, and Vicodin. Negative consequences of substance use disorder are discussed. Treatment strategies and recommendations, both current and historic, are discussed.

Given the conflict in treating pain during SUD treatment, the student will gain insight into the need for a non-medicinal approach to pain management. Reviewing the effects opiates have on other drugs of choice, the student will be able to share why treating pain with opiates while in SUD treatment works against recovery goals. Moving beyond Mindfulness and engaging the process that includes CBT and ACT, in addition to mindfulness, will allow the student new avenues to assist clients with chronic pain.

In an exploration of using the 12-step program in a clinical setting, this training will review each step, the clinical issues that typically arise during each step, and provide practical interventions to help facilitate reconciling those issues. It is a way to bridge the gap between a client’s step work and therapeutic work that may otherwise get lost.

Introduction to Substance Use Disorders is a basic course on the theory of substance use disorders, the effects of drugs & alcohol on the brain, basic pharmacology, principles of recovery, common treatment approaches, & treatment within Pennsylvania.

When you have completed a module press 'save and exit'. Do NOT 'x' out of the training, otherwise the next module will not unlock.

This course discusses how to effectively combine medication with counseling to create a recovery plan for individuals with opioid use disorder. The course consists of three modules and takes approximately one hour to complete. The first module is an introduction and overview of opioid use disorder. The second module discusses the three Federal Drug Administration approved medications for treating opioid use disorder. Finally, the third module discusses how to shape a patient centered medication assisted treatment program, including how to put medication and psychosocial interventions together to make a more complete recovery system.

Learning Objectives

• Identify functions of the ASAM Placement Criteria.
• Distinguish the difference between the three FDA approved medications for the treatment of opioid use disorder.
• Identify requirements and characteristics of Narcotic Treatment Programs (NTPs) in Pennsylvania.
  Understand all components of Patient Centered Medication Assisted Treatment.

Best practices for completing eLearning modules can be found in the TMS FAQs.

This training will review the history of medication use in opioid dependence, as well as help participants understand the biological responses to opioids and the basis for medication use. Participants will become familiar with medications used, including their use in treatment, pharmacology, and best practice guidelines. The training will include a review of evidence and clinical trials of each medication and the outcomes data.

This 2-day training will give participants the information to respond to individuals with empathic, reflective statements, and to identify change talk within individual speech. Participants will understand when and how to use open-ended questions to elicit change talk. This training is followed by an optional and invitational series of 8 monthly learning collaboratives. Inquire with trainer for more information.

This workshop will examine the neurobiological impact of opiate abuse and its current trends of use. Emphasis will be placed upon pharmacological and treatment models whose treatment efficacy for opiate abuse/addiction is supported by current research.

Description regarding current epidemic/trend involving abuse of prescription drugs.  Role of internet and other contributing factors presented as well as how drugs obtained, used; signs, symptoms of use, type, toxicity, treatment and prevention.

An overview of Pain Management, specifics, assessment, and alternatives regarding pain management for addicted patients. Understand the role of a variety of pain treatment approaches in addressing both acute and chronic pain syndromes. Develop a rational pain treatment plan for clients.

This course reviews the many situations and conditions that lead to relapse; relapse determinants, co-morbidity, myths, misconceptions, and assumptions about relapse will be discussed.

This course addresses the requirements for drug and alcohol screening and assessment of adults in the Commonwealth of Pennsylvania. The required components of each tool, emergent care issues, screening options, level of case management determination, interviewing techniques and review of the DSM-5 Criteria for Substance Use Disorders will be covered.

Managing stress as a result of COVID-19 adds real intensity to the need for self-care. This live virtual session will help you identify feelings of stress and burnout. It will define compassion and the importance of self-compassion. Finally, it will offer a variety of simple techniques that you can build into your day to help you manage stress during tough times.

This course is designed to assist counselors with communicating to individuals how a spirituality program can benefit people in their recovery. Present the spirituality concept in its basic form to promote understanding and adoption of use.

This introductory level curriculum provides participants with information about central nervous system stimulants and their impact on the user's brain, body, and behavior. Topics include the scope of stimulant use in the United States; The impact of use on cognition; Stimulant use and psychosis; Short- and long-term physical and mental health consequences; The intersection of stimulant use and HIV risk; Effective evidence-based behavioral treatment interventions and recovery supports.

This training is part 2 and will discuss where the church is going and how it will get there since the last time they met. What tools they are using and have they been effective. Determine the roles of clergy and congregations in offering information hope and recovery support for those affected by alcohol and drug abuse. Participants will also review core competencies for clergy and congregational leaders in understanding and addressing alcohol and drug abuse.

This workshop will look at stress, burnout, time management and our work as helping professionals. The focus will be on looking at how we can be active and involved in our self care.

The attendee should be able to:

• Analyze time use patterns
• Distinguish A priorities from B and C task
• Learn and begin to practice the important time management skills
• Identify difficult spots on the job
• Use positive problem solving to explore solutions

Data and contributing factors demonstrating substance abused elderly as a major health problem. Alcohol & other drugs described with attention to greater susceptibility to toxic effect in the elderly. Discussion regarding age-specific treatment issues, distinguishing between delirium and dementia; how to treat, educate, and present this abuse discussed.

This training provides the information needed in order to comply with the applicable confidentiality laws and is a foundation course for anyone working in the field of substance use disorder treatment.

Learning Objectives

• Gain knowledge of relevant laws and regulations protecting privacy
• Understand the rationale and importance of confidentiality protections
• Identify individuals and entities to whom these laws apply
• Demonstrate the ability to apply laws to case studies

Best practices for completing eLearning modules can be found in the TMS FAQs.

Esta capacitación proporciona la información necesaria para cumplir con las leyes de confidencialidad aplicables y es un curso básico para cualquier persona que trabaje en el campo del tratamiento del trastorno por uso de sustancias.

Objetivos de aprendizaje

• Conozca las leyes y regulaciones relevantes que protegen la privacidad
• Comprender la lógica y la importancia de las protecciones de confidencialidad
• Identificar a las personas y entidades a las que se aplican estas leyes
• Demostrar la capacidad de aplicar las leyes a los estudios de casos

Las mejores prácticas para completar los módulos de aprendizaje electrónico se pueden encontrar en las preguntas frecuentes de TMS.

This training focuses on knowledge, treatments, and strategies for helping individuals who have comorbid PTSD and SUD. Research regarding the prevalence of PTSD, risk factors, and outcomes are provided to help participants understand the impact of PTSD within the context of SUD treatment. Diagnostic criteria and conceptual models are presented to describe the development and maintenance of PTSD symptoms and the relationship of PTSD symptoms to SUD. Overviews of empirically supported treatments are presented to help clinicians make informed decisions regarding future clinical and training opportunities. Evidence-based practices and skills are presented in the context of trauma treatment so that clinicians can promptly begin implementing new treatment methods. This module will provide 3 hours of continuing education.

Learning Objectives

Upon completion, participants will be able to:

• Recite research related to the prevalence and risk factors of PTSD and SUDs
• Describe models to conceptualize PTSD and SUDs for diagnosis and treatment
• Discuss empirically supported and manualized treatments for PTSD
• Describe evidence-based practices for treating PTSD and supporting PTSD treatment

Best practices for completing eLearning modules can be found in the TMS FAQs.

Provides clinician with knowledge regarding the most common infectious and communicable diseases and modes of transmission. Protective measures will also be covered.

Minimize some of the confusion that results from the behavior of those individuals caught up in addiction by revealing what science has learned about the changes that take place in the brain as the disease of addiction progresses.  The normal brain areas and basic functions will be presented and then contrasted with the changes caused by addiction. The resulting behavior will be understood considering these changes. The participant will consider the changes that are needed for the individual to be success.

This workshop is designed to help non-clinical staff at all levels, in all roles to understand trauma, its effects and the need to provide a safe, healing, respectful atmosphere that minimizes the risk of re-traumatization for all. It provides a broad understanding of what trauma is, where it comes from, what it does to the brain, the body, and the behaviors we are likely to see. It also raises awareness of vicarious trauma in staff and self-care efforts that minimize their risk.

Person centered, action oriented, and strength-based treatment plans rooted in an ASAM multi-dimensional assessment must replace plans based on program participation and prescribed lengths of stay. A quality treatment plan is a collaborative working document between provider and client. This training will review the tenants of a proper treatment plan and identify common pitfalls, all through case conceptualization.

The course participants will develop a working definition of addiction and spirituality.

This training looks at addiction issues specific to women including the initiation use, physiological differences, childhood trauma and PTSD, co-dependence, treatment barriers and treatment for women in the criminal justice system.

This training will provide participants with information regarding a new drug additive, Xylazine, as well as how to assist an individual who may be overdosing from the additive.