Recovery Support
Recovery Support Ethics
DESCRIPTION
Recovery support ethics is a two-day, interactive discussion around the ethical domains and criteria that recovery support professionals should follow to maximize outcomes for everyone the recovery support professional supports. All participants will learn more about how to maintain ethical standards around the digital media age, boundary management and self-care. Upon completion of the course, participants will be able to maintain appropriate peer recovery ethical standards in recovery support services.
LEARNING OBJECTIVES
- Define Ethics and how they relate to recovery support services
- Understand recovery support core competencies
- Learn various skills necessary to provide ethical services
- Identify processes for ethical decision making
- Create strategies for ethical decision making
Duration
16 hours (2-days)
CEU Credits
16
Presented by
Recovery Support Fundamentals: A Foundational Skills-Based Approach
DESCRIPTION
Recovery Support Fundamentals: A Foundational Skills Based Approach is an immersive and interactive exploration of what it means to provide person-centered, ethical, and professional recovery support in addictive, mental health, and crisis related situations. Skills such as motivational interviewing, supporting multiple pathways of recovery/wellness, providing culturally responsive services and other skills will be explored and discussed. Join us to learn the fundamental skills to become an effective and supportive recovery support professional.
LEARNING OBJECTIVES
- Recognize how professional recovery support differs from personal recovery support.
- Identify skills domains of professional recovery support.
- Understand the role of recovery support related to a person’s substance use.
- Understand the role of recovery support related to a person’s mental health.
- How to recognize and respond to crisis situations.
- Learn how social determinates of health impact a person’s life.
- Explore the spectrum of harm reduction.
- Apply the stages of change.
- Demonstrate motivational interviewing.
- Develop effective group facilitation skills.
- Understand de-escalation techniques.
- Recognize how culture impacts relationships and service delivery.
- Explore cultural competence and cultural humility.
- Identify methods to support those living with behavioral addictions and justice involvement.
- Practice skills used to provide professional recovery support.
- Explore credentialing and career development.
Duration
35 hours (5-days)
CEU Credits
35
Presented by
Recovery Support Supervision Fundamentals
DESCRIPTION
Recovery Support Supervision fundamentals is a two-day exploration of the skills and knowledge required to provide supportive, and ethical, leadership to recovery support professionals. This includes providing strength-based, supportive leadership for a professional recovery support team. Ethical leadership is based upon a non-clinical approach to empowering the recovery support professional to provide person-centered support.
LEARNING OBJECTIVES
- Define recovery support professionals, their role, and their ethical responsibilities
- Identify how to provide support and education to recovery support professionals
- Identify skills necessary to provide quality and ethical recovery support professional leadership
- Develop a plan of action to effectively lead and support a recovery support professional team
Duration
14 hours (Two days)
CEU Credits
14
Presented by
Cultural Competency for Service Providers
DESCRIPTION
Participants will discuss past, present and potential future cultural competency practices and/or experiences. Attendees will consider messages received regarding differences and determine how this experience might influence current thinking. A comprehensive view of diversity dimensions will be shared. Participants will review several aspects of diversity, both within groups and across groups. Existing diversity in one’s environment will be explored. Participants will consider communication styles of several generational groups. A description of microaggressions and the impact of these actions will be shared. Attendees will conclude the day with a personal plan for continued growth in this area.
LEARNING OBJECTIVES
- Identify how past experiences have affected current thinking regarding: gender, age, race, sexual orientation, and religion.
- Identify: primary, secondary, organizational, and cultural aspects of cultural competency using Loden, Gardenschwartz and Rowe’s illustration.
- Review Peter Bell’s model of Interpersonal Styles and consider implications for application to clients regarding acculturated, bi-cultural, culturally immersed and traditional identities.
- Complete and discuss the Diversity Within The Environment Inventory.
- View a Microaggressions video and apply concepts to personal experiences.
- Design a personal plan for continued cultural competency growth.
Duration
6 hours (one day)
CEU Credits
6
Presented by
Cultural Humility
DESCRIPTION
This interactive and didactic course explores the concept of cultural humility and identifies strategies for increasing understanding and implementation of the principles. Cultural Humility is defined by the National Institute of Health as: “a lifelong process of self-reflection and self-critique whereby the individual not only learns about another’s culture, but one starts with an examination of her/his own beliefs and cultural identities.” During this learning experience, participants will have the opportunity to consider the personal application of cultural humility. The fluidity of cultural humility will be explored. The difference between cultural humility and cultural competency will be discussed. The importance of a historical context regarding cultures will be addressed. The QUAN Model will be used to provide a framework for this concept. The five R’s of Cultural Humility will be introduced as steps in assuring implementation of cultural humility practices.
LEARNING OBJECTIVES
- Review and consider personal application of the National Institute of Health definition of Cultural Humility.
- Discuss six key attributes of cultural humility, including: openness, self-awareness, supportive interaction, mitigating power imbalances, self-reflection and critique, and institutional accountability.
- View several videos used to illustrate the relationship between cultural competency and cultural humility
- Identify how the historical context influences cultural responses.
- Consider strategies for implementation of the five R’s of Cultural Humility. These are: Reflection, Respect, Regard, Relevance, and Resilience.
- Utilize the QUAN Model to evaluate cultural humility practices
Duration
6 hours (one day)
CEU Credits
6
Presented by
Diversity, Equity, and Inclusion
DESCRIPTION
During this three-hour didactic and interactive course, the concepts of diversity, equity, and inclusion (DEI) will be explored. The contrast between equity and equality practices will be considered. A humorous video which illustrates inclusiveness challenges in the workplace will be viewed. Differences between diversity programs and DEI programs will be reviewed. Participants will have the opportunity to examine the personal impact of inclusive behaviors. Those attending will review evidenced-based data regarding the benefits of diversity equity and inclusion programs. The advantages of diverse teams will be explored. Successful DEI strategies, as well as pitfalls to avoid will be shared.
LEARNING OBJECTIVES
- Review the concepts of diversity, equity and inclusion and consider application to the workplace.
- Identify the differences between Diversity and DEI programs
- View a video which illustrates DEI challenges in the workplace.
- Discuss the contrast between equality, equity, and justice concepts
- Identify six primary benefits of a diverse team
- Discuss the 3R+ model of benefits of DEI programs
- Review seven practices to avoid in successful DEI efforts
Duration
3 hours
CEU Credits
3
Presented by
Adult Mental Health First Aid
DESCRIPTION
Teaches participant how to help someone who is developing a mental health problem or experiencing a mental health crisis. The training helps participant identify, understand, and respond to signs of addictions and mental illnesses.This two-day interactive training will provide the participant with the knowledge and skills necessary to provide strength-based, supportive supervision for a peer recovery support team. Proper supervision based upon the peer recovery role, and not a clinical approach, is vital to supporting the outcomes of the populations served and the recovery support professional. We encourage every person providing leadership to recovery professionals to attend this course.
LEARNING OBJECTIVES
- Recognize potential risk factors and warning signs for several mental health problems
- Use 5-step action plan to assist individuals to connect with professional help
- Interpret the prevalence of mental health disorders I the U.S.
- Apply knowledge of appropriate resources
- Assess their own thoughts and values around mental health disorders
Duration
8 hours
CEU Credits
8
Presented by
HIV/AIDS Education & Risk Reduction
DESCRIPTION
Training assist addiction professionals in helping their clients identify “high risk” activities/life styles that may increase the risk of exposure to HIV and/or the risk of transmitting HIV to others. The goal of this training is to improve the ability of addiction professionals in a variety of settings to support individuals in making behavior changes that will reduce their risk of acquiring and/or transmitting HIV as well as other health related conditions such as Hepatitis C.
LEARNING OBJECTIVES
- Understanding HIV
- Understanding Risk
- Understanding AIDS
- Understanding Hepatitis C
Duration
6 hours
CEU Credits
6
Presented by