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All courses offered by DATA of Rhode Island are accepted for continuing education credits for Chemical Dependence and Mental Health professionals. Content Developed by: Frank Sparadeo, Ph.D. and Joseph Hyde LMHC, CAS. Training Materials Developed by Joseph Hyde, LMHC, CAS
This course focuses on creating an Understanding Mental Illness, Cognitive Impairment and Addiction, in order to create this understand we must first dispel myths and stigma associated with mental illness. Then participants will gain further understanding of several mental disorders such as Depression, Anxiety, Psychosis, Bipolar Disorder, and Personality Disorders. Participants will also be able to define and recognize cognitive disorder symptoms. Additionally addictive disorders are discussed. Lastly participants will learn the theoretical models associated with behavioral health disorders and co-occurring disorders.
Content Developed by: Thomas Broffman Ph.D. Training Materials Developed by Joseph Hyde, LMHC, CAS
This course focuses on process addictions and specifically gambling. Participants will learn the similarities and differences between substance addictions and process addictions. Participants will learn the components of gambling, types of gambling, and reasons that people may gamble. Then Rhode Island gambling trends will be identified. Lastly the continuum of gambling and its components will be explored, as well as how to screen for problem gambling.
Content Developed by: Louis Cerbo Ph.D. and Joseph Hyde LMHC, CAS Training Materials Developed by Joseph Hyde, LMHC, CAS
This course opens will allow participants to fully understand the screening and assessing for mental disorders process. Participants will gain greater understanding of the clients approach to the process as well as the workers approach. The characteristics of effective worker and effective interviewing skills, will be explored. Secondly participants will learn the phases of the interviewing process and how to incorporate collateral information. Participants will also develop several interview techniques. Lastly participants will gain knowledge of mental status screening.
Content Developed by: Thomas Broffman Ph.D. Training Materials Developed by Joseph Hyde, LMHC, CAS
Part One of Enhancing Motivation for Change focuses on a general understanding of Motivational Interviewing (MI) which is a person-centered counseling style with goal- oriented psychological methods. First this section explores the reasons for change. Participants will then gain understanding of the four basic MI skills and explore how to use open-ended questions. Secondly part one will explore the Stages of Change Model. Part Two of Enhancing Motivation for Change first opens with the remaining Stages of Change and explores Negotiating Achievable Goals. Secondly participants will then gain a deeper understanding of Motivational Interviewing including the General Principles of MI. Throughout this section expressing empathy, developing discrepancy, dealing with client resistance, and supporting self-efficacy are explored. Finally this segment ends with a summary of Tools for Effective MI.
This course introduces the changing definition of “family,” the concept of family in the United States, and the family as an ecosystem within the larger context of society. The course discusses the evolution of family therapy as a component of substance abuse treatment, outlines primary models of family therapy, and explores this approach from a systems perspective.
Family structures in America have become more complex—growing from the traditional nuclear family to single-parent families, stepfamilies, foster families, and multigenerational families. Therefore, when a family member abuses substances, the effect on the family may differ according to family structure. This course discusses treatment issues likely to arise in different family structures that include a person abusing substances.
This course provides information about several specific populations: children, adolescents, and older adults; women; cultural, racial, and ethnic groups; gays and lesbians; people with physical and cognitive disabilities; people in rural locations; and people with co-occurring substance use and mental disorders. Each section discusses relevant background issues and applications to family therapy.
In families in which one or more members has a substance abuse problem, substance abuse treatment and family therapy can be integrated to provide effective solutions to multiple problems. Counselors and therapists from the two disciplines seldom share similar professional training; consequently, the integrated treatment models described in this course can serve as a guide for conjoint treatment approaches.
The purpose of this home study course is to prepare professionals in the field of substance abuse prepare to become recognized as Substance Abuse Professionals(SAP) as recognized by the Department of Transportation (DOT) regulation -- 49. CFR Part 40
The purpose of this distance education recertification course is to help Substance Abuse Professionals (SAPs) as recognized by the Department of Transportation (DOT) regulation -- 49 CFR Part 40 meet their continuing education requirement. As will be referenced later, during each three-year period from the date on which you satisfactorily complete the official qualification examination, you must complete continuing education consisting of at least 12 professional development hours (e.g., CEUs) relevant to performing SAP functions.
This course links research to practice by providing counselors, therapists, and others who may be called on to intervene with a person who has substance abuse problems with up-to-date information on brief interventions and therapies. These interventions and therapies are less costly yet have proven effective in substance abuse treatment. Clinicians, clinical researchers, and policymakers have increasingly focused on them as tools to fill the gap between primary prevention efforts and more intensive treatment for persons with serious substance abuse disorders. Brief interventions can be used as a method of providing more immediate attention to clients on waiting lists for specialized programs, as an initial treatment for nondependent at-risk and hazardous substance users, and as adjuncts to more extensive treatment for substance-dependent persons. Brief therapies can be used to effect significant changes in clients' behaviors and their understanding of them.
Many funding opportunities exist. With increasing competition, however, it is essential to know how to prepare an effective proposal. Anyone with a good wellplanned idea, the ability to effectively communicate in writing, and knowledge of funding availability, can do a successful job of preparing a request for funding proposal. This guide is intended as a basic primer to share some techniques and experience that may assist the writer in developing a more successful proposal. This course includes a workbook.
Each year over 400,000 Americans die prematurely from a smoking-related illness more deaths than those caused by suicide, homicide, automobile fatalities, alcohol, illicit drugs, and HIV/AIDS combined. While adult tobacco use has been declining, tobacco use among youth has increased. This course is designed to offer general guidance in the planning and implementation of community-based strategies for the prevention of tobacco use among youth.
While many people with chemical addictions eventually achieve and maintain permanent sobriety, others do not. Relapse--the resumption of substance use after a period of abstinence--is a frustrating but frequent part of the recovery process. The purpose of this course is to describe relapse prevention strategies which help clients anticipate and cope with possible relapse, modify lifestyles to reduce their exposure to high-risk situations, and strengthen overall coping capability.
The course provides strategies designed to help teachers, juvenile justice, health and human services, and substance use disorder treatment personnel better identify, screen, and assess people 11 to 21 years old who may be experiencing substance related problems. It details warning signs of substance use disorders among adolescents, when to screen, when to assess, what domains besides substance use to assess, and how to involve the family. Also covered are the legal issues of screening and assessing teenagers, including confidentiality, duty to warn, and how to communicate with other agencies. Included is a chapter specifically for those working in the juvenile justice system that want to improve their screening and assessment procedures. A large number of screening and assessment instruments are summarized in the appendix, allowing the professional to review and select the tools most appropriate for their needs. Summaries include: purpose, content, administration, time required for completion, training needed by assessor, how the instrument can be obtained, and approximate cost. Most measures included were developed specifically for young people, and all have established reliability and validity.
Perceived risk of harm from substance use is falling while the availability of drugs is climbing. These trends are a major national problem, especially as the social and economic costs of adolescent substance use are becoming better understood. The onset of substance use is occurring at younger ages, resulting in more adolescents entering treatment for substance use disorders with greater developmental deficits and perhaps much greater neurological deficits than have been observed in the past. This course begins by defining the unique treatment needs of the adolescent and by providing a full description of the severity continuum.
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