train the trainer

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train the trainer

  1. 1. WELCOMEWELCOME  Good Morning !Good Morning !  Welcome toWelcome to Screening andScreening and Assessment of CODAssessment of COD Instructor TrainingInstructor Training
  2. 2. Ben Camp, M.S.Ed.Ben Camp, M.S.Ed.  Faculty Washington Institute for MentalFaculty Washington Institute for Mental Illness Research and Training COD CaseIllness Research and Training COD Case Management AcademyManagement Academy  Faculty Eastern Washington UniversityFaculty Eastern Washington University  School of Social WorkSchool of Social Work  Alcohol/Drug Studies ProgramAlcohol/Drug Studies Program  International & Educational OutreachInternational & Educational Outreach
  3. 3. Before we get started I want youBefore we get started I want you to cto check out the 3 people sittingheck out the 3 people sitting nearest to you.nearest to you.
  4. 4. Some thoughts on Parallel ProcessSome thoughts on Parallel Process  Engaging training participants is likeEngaging training participants is like engaging clients… so much depends on it!engaging clients… so much depends on it!  You all come into this training with skillsYou all come into this training with skills and knowledge that needs to be validated.and knowledge that needs to be validated.  Training, like therapy, is a dance.Training, like therapy, is a dance.  Adult educational issues.Adult educational issues.  Staff change and dealing with resistance.Staff change and dealing with resistance.  Questions and process.Questions and process.
  5. 5. But enough about meBut enough about me What are you hoping toWhat are you hoping to gain from today?gain from today?
  6. 6. Knowing what your participantsKnowing what your participants expect from the training,expect from the training, especially if that is not what youespecially if that is not what you expect to present, can helpexpect to present, can help avoid a car crash later.avoid a car crash later.
  7. 7. The Adult LearnerThe Adult Learner  They are less forgiving about poorly preparedThey are less forgiving about poorly prepared instructors, having questionable expertise, andinstructors, having questionable expertise, and not having suitable supplementary materials.not having suitable supplementary materials.  They value their own life experience (for goodThey value their own life experience (for good reason) and want to share and discuss it in smallreason) and want to share and discuss it in small groups and as a class.groups and as a class.  As they know the world to be complex, theyAs they know the world to be complex, they expect to learn multiple ways of solvingexpect to learn multiple ways of solving problems and to have discretion in applying theproblems and to have discretion in applying the materialmaterial..
  8. 8.  They need the opportunity for reflection afterThey need the opportunity for reflection after trying out a new application or method.trying out a new application or method.  Rote learning just won’t work for them.Rote learning just won’t work for them.  They are practical and are usually quiteThey are practical and are usually quite disinterested in theory.disinterested in theory.  They demand that the materials have immediateThey demand that the materials have immediate utility and relevant application.utility and relevant application. (Wlodkowski, 1993; Vella, 1994)(Wlodkowski, 1993; Vella, 1994)
  9. 9. It is also important toIt is also important to recognize that men andrecognize that men and women may learn differently.women may learn differently.
  10. 10. Dealing With Staff “Resistance”Dealing With Staff “Resistance”  Clinical staff, like clients, may be ambivalentClinical staff, like clients, may be ambivalent about change.about change.  The presenter needs to “role with resistance” byThe presenter needs to “role with resistance” by validating their feelings about change.validating their feelings about change.  It is less about change as it is about beingIt is less about change as it is about being changed.changed.  Change, in this case, might mean more work.Change, in this case, might mean more work.
  11. 11. Training ContentTraining Content  Break into groups of 3Break into groups of 3  Briefly review TIP 42, Chapter 4Briefly review TIP 42, Chapter 4  Develop a list of what you like and dislikeDevelop a list of what you like and dislike  Where are the potential conflict areas withWhere are the potential conflict areas with clinicians you might be training?clinicians you might be training?
  12. 12. Training Modules DesignedTraining Modules Designed  In clusters of five 60 to 90 minute sessions thatIn clusters of five 60 to 90 minute sessions that build on one another.build on one another.  To provide agencies the ability to present thisTo provide agencies the ability to present this information in a series of in-service trainings.information in a series of in-service trainings.  So that smaller agencies can combine their staffSo that smaller agencies can combine their staff with other agency staff to deliver these trainings.with other agency staff to deliver these trainings.  To provide information over a period of timeTo provide information over a period of time with assignments between sessions to increaseswith assignments between sessions to increases the potential for retention and implementation.the potential for retention and implementation.
  13. 13. TIP Chapter 4: AssessmentTIP Chapter 4: Assessment  Module I  Introduction to Screening and Assessment of Persons with Co-Occurring Disorders: Overview and Focus on GAIN-SS  Module II  Screening and Assessment, Step 1 and Step 2  Module III  Screening and Assessment Process: Step 3 – Step 7  Module IV  Screening and Assessment Process: Step 8 – Step 12  Case studies, review of relevant appendices, and key considerations in treatment matching.  Module V  Case presentation and completion of the GAIN-SS and the 12 Step process
  14. 14. Trainer Resource DiskTrainer Resource Disk  Module Outlines and Trainer NotesModule Outlines and Trainer Notes  PowerPoint Presentations for each ModulePowerPoint Presentations for each Module  RCW 71.05.027RCW 71.05.027:: Integrated comprehensiveIntegrated comprehensive screening and assessment for chemicalscreening and assessment for chemical dependency and mental disorders.dependency and mental disorders.  GAIN-SS 2.0.1GAIN-SS 2.0.1: This pdf file contains a copy: This pdf file contains a copy of the screening tool adopted by the state andof the screening tool adopted by the state and covered in the training.covered in the training.
  15. 15. Trainer Resource DiskTrainer Resource Disk  Perceptions of the Global Appraisal ofPerceptions of the Global Appraisal of Individual Needs – Short Screener (GAIN-Individual Needs – Short Screener (GAIN- SS): A Pilot Study:SS): A Pilot Study: GAIN-SS OverviewGAIN-SS Overview  GAIN Cover and Introduction:GAIN Cover and Introduction: This is theThis is the GAIN Manual that provides a completeGAIN Manual that provides a complete description of the full range of GAINdescription of the full range of GAIN instruments and additional information forinstruments and additional information for interested individuals.interested individuals.
  16. 16. Trainer Resource DiskTrainer Resource Disk  Adult Decision Tree for Referral to ChemicalAdult Decision Tree for Referral to Chemical Dependency Focused COD Level of Care:Dependency Focused COD Level of Care: Designed to assist clinicians and case managers makeDesigned to assist clinicians and case managers make appropriate referrals to the substance abusing CODappropriate referrals to the substance abusing COD patient into chemical dependency focused CODpatient into chemical dependency focused COD treatment.treatment.  DSM-IV Questions:DSM-IV Questions: (Adapted from the Modified(Adapted from the Modified SADS Interview and Rating Guide; Spitzer &SADS Interview and Rating Guide; Spitzer & Endicott, 1989;and the PANSS Scale (Kay, FiszbeinEndicott, 1989;and the PANSS Scale (Kay, Fiszbein & Opler, 1987).& Opler, 1987).
  17. 17. Trainer Resource DiskTrainer Resource Disk  DSM-IV Diagnostic Worksheet:DSM-IV Diagnostic Worksheet:  ASAM LOC:ASAM LOC: This is a brief overview of the 6This is a brief overview of the 6 Dimensions and the Levels of Care of the ASAMDimensions and the Levels of Care of the ASAM Patient Placement Criteria along with a morePatient Placement Criteria along with a more complete description of Level I Outpatient Servicescomplete description of Level I Outpatient Services and Level IV Medically-Managed Detox andand Level IV Medically-Managed Detox and Intensive Inpatient TreatmentIntensive Inpatient Treatment..  Indicators of Medical Attention:Indicators of Medical Attention: This pdf file isThis pdf file is intended to assist clinicians to determine when aintended to assist clinicians to determine when a patient is in need of medical attention to addresspatient is in need of medical attention to address potential withdrawal problems.potential withdrawal problems.
  18. 18. Trainer Resource DiskTrainer Resource Disk  Screening, Assessment, and Treatment Planning forScreening, Assessment, and Treatment Planning for Persons with Co-Occurring Disorders:Persons with Co-Occurring Disorders: This is a companionThis is a companion document to TIP 42document to TIP 42  Substance Abuse Screening and Assessment Tools:Substance Abuse Screening and Assessment Tools:  Brief Intervention:Brief Intervention: Provides information about evidenced-Provides information about evidenced- based brief intervention approaches with additional shortbased brief intervention approaches with additional short screens for substance abuse problems.screens for substance abuse problems.  COD Handouts:COD Handouts: This document contains a variety ofThis document contains a variety of information designed to assist clinical staff to have a broaderinformation designed to assist clinical staff to have a broader understanding of the clinical issues related to the treatment ofunderstanding of the clinical issues related to the treatment of COD.COD.  PTSD:PTSD: Provides additional information about this commonProvides additional information about this common COD.COD.
  19. 19. Trainer Resource DiskTrainer Resource Disk Train The Trainer PresentationTrain The Trainer Presentation  COD Train The Trainer PowerPointsCOD Train The Trainer PowerPoints  How you staff learn handoutHow you staff learn handout
  20. 20. Trainer recognition and validationTrainer recognition and validation  How are you feeling about any of the followingHow are you feeling about any of the following  The training material to be covered,The training material to be covered,  The use of the GAIN-SSThe use of the GAIN-SS  Doubts about the training processDoubts about the training process  Any aspects of the trainingAny aspects of the training  How do you feel about becoming the expert?How do you feel about becoming the expert?

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