Mentor
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This document discusses key concepts in recovery mentoring including active listening, cultural competency, empathy, goal setting, resiliency, boundaries, transference, countertransference, and the responsible use of technology in recovery. Recovery mentors act as sponsors, counselors, or clergy to help mentees make dreams a reality through developing resilience and overcoming difficulties with support, respect, and compassion.
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Recovery mentoring involves active listening, cultural competency, empathy, servant leadership, goal setting, and resilience. Effective mentors understand transference and countertransference, use humility and other virtues, and respect autonomy, advocacy, and confidentiality. While technology offers some recovery support through social media, apps, blogs and online meetings, it also has disadvantages like a lack of human contact, inaccurate information, and trolls. An effective mentor does not force their views but respects each person's right to choose and models healthy behaviors to support personal growth.
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The document discusses topics related to social foundations in education administration, including understanding diversity, collaboration, and applying social science knowledge to administrative roles. It provides discussion questions about experiences applying social sciences and the importance of understanding student and faculty demographics. The document also covers concepts like subjectivity, objectivity, and different forms of communication.
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Module 6
This document discusses performance evaluation in clinical supervision. It covers:
1. The role of performance evaluation is to assess job performance, link it to criteria, engage supervisees in learning, and ensure quality of care.
2. Methods for monitoring performance include direct observation, individual supervision, group supervision, and using assessment rubrics.
3. The document provides guidance on structuring supervisory interviews, including setting an agenda, giving feedback using an ORAL model, teaching and negotiating, and securing commitment.
Module 1
This document provides an overview of a clinical supervision foundations training program. The training consists of an online part covering topics such as theories and models of supervision, the supervisory alliance, and legal/ethical issues. It then has a two-day in-person workshop covering roles and responsibilities of supervisors, assessment tools, and counselor development. The objectives are to enhance consistency across Nevada, provide a foundation for new supervisors, and refresh experienced supervisors. Modules will address defining clinical supervision, the roles and responsibilities of supervisors, characteristics of effective supervisors, and modalities of supervision.
Module 4
This document discusses different modalities and methods for clinical supervision, including individual supervision, peer supervision, and group supervision. It describes the objectives, frequency, structure, advantages, and disadvantages of each modality. Individual supervision is tailored to individual needs but labor intensive, while group supervision provides multiple perspectives in a cost-effective way but may not meet all needs. Peer supervision focuses on accountability and personal development. The document also covers methods for gathering job performance information, such as direct observation, role playing, and case consultation. It provides guidance on building support for direct observation and addressing supervisee concerns about the process.
Module 3
This document discusses the importance of the supervisory alliance between a supervisor and supervisee. It outlines key factors that strengthen the alliance such as trust, self-efficacy, and motivation for growth. Challenges to the alliance like boundary issues, power dynamics, conflicts, and resistance are also examined. The document provides tips for supervisors to establish mutuality, be open about hierarchy, and include supervisees in goal setting to build a strong alliance. It also gives guidance for managing challenges through discussion, acknowledgement, and avoiding labels.
Module 7
This document outlines the objectives and content of Module 7 of a clinical supervision foundations training. The module focuses on facilitating counselor development. It discusses establishing a common understanding of supervision, considering each supervisee's uniqueness, observing job performance, assessing strengths and areas for improvement, providing feedback, negotiating a development plan, and measuring progress. The module also addresses gaining cultural sensitivity by increasing self-awareness and using a supervisee-centered approach. Strategies are provided for building relationships and addressing cultural and contextual factors. Trainees are instructed to complete a self-assessment and create a professional development plan focused on improving one of their competencies.
Module 2
This document discusses developing a personal model of clinical supervision. It begins by outlining the learning objectives of articulating characteristics of supervision models, describing one's own theoretical approach, and defining one's model. Various supervision models are then reviewed, including competency-based, treatment-based, developmental, and integrated approaches. Participants are prompted to reflect on questions to begin defining their own supervision model, including the most attractive model type, its appealing aspects, and one's beliefs about supervision's purpose, the supervisor's role, supervisee tasks, and preferred methods. The document emphasizes that continuing to build one's model as the workshop proceeds will incorporate discussing the supervisory alliance.
Module 5
This document discusses clinical supervision and assessment of counselor performance. It introduces the Integrated Developmental Model of Supervision (IDM) which has three overriding structures: self and other awareness, motivation, and autonomy. It also describes eight domains of counselor development. The IDM identifies three levels of counselor development with characteristics for motivation, autonomy, and awareness at each level. Performance should be assessed using the TAP 21 competencies and rubrics. Supervision should be tailored to the individual counselor's needs, assessing where they are at developmentally and facilitating goal planning and training recommendations accordingly.
Powerpoint mario module3-
This document provides an overview of a training module on administering the Ages and Stages Questionnaire, third edition (ASQ-3) developmental screening. The module objectives are to teach participants how to properly prepare for, administer, score, and interpret results of the ASQ-3. The document reviews tips for administration, examples of completed ASQ-3 sections for typically developing and delayed children, sample questions, how to mark responses and score the assessment. It also lists additional training opportunities on related topics.
Module 2
This document provides an overview of early childcare provider training on developmental screening and regulations. It discusses Nevada regulations requiring developmental assessments for children in childcare facilities. It also reviews several developmental screening tools including the Ages and Stages Questionnaire, CDC Milestone Booklets, and Modified Checklist for Autism in Toddlers. The document defines key concepts like developmental milestones, screening, and provides resources for children needing further evaluation.
October 2016 telehealth tuesday 3 three part series
This document provides an overview of technology-based interventions (TBIs) for behavioral health. It defines TBIs and discusses their benefits, such as extending the reach of services. It also covers organizational, staff, and patient issues regarding TBIs, as well as common models of integration. The document reviews research on TBIs and specific technologies like interactive voice response, videoconferencing, apps, and texting. In summary, the document introduces TBIs, discusses their application and adoption, and reviews the evidence supporting their use in behavioral health services.
Recovery Support Technologies: One Answer for Rural/Frontier Areas
Recovery support services are designed to help individuals with substance use disorders enter into and navigate systems of care, stay engaged in the recovery process, and live full lives in their communities. Technology offers one more avenue by which behavioral health professionals can support patients’ recovery, thereby increasing recovery participation and decreasing the likelihood of relapse. This presentation focuses on how the reach of recovery support services can be extended through the use of technologies (e.g., the web, social media, smartphone apps, and cell phone), which is especially important for individuals residing in rural/frontier areas with limited access to services. Thus, expanding access to recovery support services through the use of technologies can help individuals achieve positive health outcomes.
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This document discusses integrating yoga postures and philosophy with the 12 steps of recovery. It outlines how various yoga poses and principles can help embody each step. For example, step 1 of admitting powerlessness is aligned with physical, energetic, and emotional surrender in yoga. Step 2 of believing in a higher power connects to changing one's awareness. The 12 steps are seen as a moving meditation to achieve union, integration, and balance of body, mind, and spirit.
Bystander Awareness
The document discusses factors that influence bystander intervention such as awareness, skills, empathy, group size, and personal responsibility. It notes that most people will witness violence but not commit violent acts, and that failing to act sends a message that the harmful behavior is acceptable. The document outlines what issues bystander intervention can help address, like sexual assault, bullying, and discrimination. It provides steps and response choices for effective bystander intervention.
Collegiate Landscape
The document summarizes statistics on substance use and substance use disorders among college students from a national survey. It finds that 31 students out of 100 would meet criteria for a substance use disorder and 24 would engage in illicit drug use. It then discusses collegiate recovery programs (CRPs) which provide support for students in recovery and are associated with higher GPAs, retention, and graduation rates. CRPs implement various recovery support models and services.
Collegiate landscape
The document summarizes statistics on substance use and substance use disorders among college students from a national survey. It finds that 31 students out of 22,000 at one college had a substance use disorder, with 6 having a substance dependency disorder and 24 engaging in illicit drug use. It then discusses collegiate recovery programs (CRPs) at various universities that provide support for students in recovery and are associated with higher GPAs, retention, and graduation rates compared to students who do not participate in recovery programs. CRPs aim to change campus culture and provide intrapersonal, interpersonal, and community support through mutual aid groups, dedicated staff, and dedicated physical spaces for students in recovery.
Improving the Customer Service Experience to Achieve Better Outcomes at a Low...
The document discusses improving the customer service experience in healthcare to achieve better outcomes at a lower cost. It covers several topics:
1) External forces like the Affordable Care Act are pushing healthcare away from just focusing on volume of services provided toward focusing on the value of care through outcomes and costs.
2) Payment models are shifting from fee-for-service toward shared risk models like accountable care organizations and bundled payments to encourage improved outcomes at lower costs.
3) Access to behavioral healthcare treatment is improving through initiatives like certified community behavioral health clinics and health homes.
Teleh poster final
Individuals residing in frontier, rural, and remote areas of the country may have similar prevalence rates of drug and alcohol dependence as their urban colleagues, but their mortality rates and risks for suicide are higher and in general their alcohol and drug problems more severe. This is due, in part, to delays in seeking help due to limited access to substance use disorders (SUDs) treatment and recovery services.
Uvu hamblin 2015_presentation_for_posting
This workshop will expose clinicians and administrators to research-based technology-assisted care interventions that practitioners can add to their tool kit to complement treatment services. Technology-based care is a rapidly evolving field that may: use different formats, such as audio, video, animations, and/or other multimedia; be customized to patients; and be web-based and accessed using computers, tablets, or smart phones. The presenter will provide an introduction to technology-assisted care and show case at least two interventions for substance abuse treatment providers.
Telehealth Foundation - Counselors
The document discusses the history and increasing use of technology in mental health treatment, known as e-therapy or telehealth. It outlines some of the key considerations for counselors providing telehealth services, including developing competency with the various technologies, ensuring informed consent from clients that addresses limitations of virtual care, and establishing guidelines around issues like verifying client identity and location, assessing appropriateness for remote care, managing emergencies, and maintaining confidentiality. Overall, the document suggests that with proper training, guidelines and informed consent, meaningful therapeutic relationships can be developed through telehealth even without in-person interaction.
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- Video recording of this lecture in English language: https://youtu.be/kqbnxVAZs-0
- Video recording of this lecture in Arabic language: https://youtu.be/SINlygW1Mpc
- Link to download the book free: https://nephrotube.blogspot.com/p/nephrotube-nephrology-books.html
- Link to NephroTube website: www.NephroTube.com
- Link to NephroTube social media accounts: https://nephrotube.blogspot.com/p/join-nephrotube-on-social-media.html
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Despite these headwinds, industry leaders and investors remain confident that cell therapies are poised to address significant unmet need in patients suffering from autoimmune disorders. However, the extent of this impact on the treatment landscape remains to be seen, as the industry rapidly approaches an inflection point.
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Mentor
- 6. Active Listening Cultural Competency (Continuum) Empathy Servant Leadership Goal Setting Resiliency
- 7. “ ” One of the most sincere forms of respect is actually listening to what another has to say. Bryant H. McGill
- 9. the ability to understand and share the feelings of another
- 11. Making dreams a reality
- 12. the capacity to recover quickly from difficulties • • •
- 15. Boundaries, cont. • Know and share limits • Stay tuned into feelings • Be direct • Be permeable • Allow for change
- 16. Transference : Student to Peer Mentor (Projection of past feelings of a significant other onto peer) Countertransference :Peer Mentor to student (Projection of feelings due to personal experiences)
- 18. • • • • • • • • • Use of Self • Humility • Loyalty • Hope • Respect • Tolerance • Autonomy • Advocacy • Stewardship • Acceptance • Protection • Discretion Adapted fromWilliamWhite 2011.
- 19. We cannot ignore the use of technology and it's relationship with recovery. Social Media: Sober Spot, Sober Grid Applications: 12 Step Companion, ACHESS Blogs: It's a Lush Life, She Recovers Podcasts : Bubble Hour,That Sober Guy, Recovery Roundtable Calls/Texting Web-based
- 20. Realities of Utilizing Technology Advantages 24/7 Support Privacy Access to positive support Cost effective No geographical barriers Anonymity Diversity Disadvantages Trolls Loss of human contact Inaccurate information
- 21. Does not force or coerce Respects the rights to choose May also choose to NOT work with someone Tells stories strategically Models recovery behaviors Helps others attain personal growth Strength based perspective Connects with others where and as they are Does not evaluate or assess others Recognizes injustices and encourages to overcome Supports exploration of change and advocate for it Respects privacy and confidentiality
- 22. If you want to go fast, go alone. If you want to go far, go together. – African proverb
Editor's Notes
- Final clip of Sheri’s tape