1. WELCOMEWELCOME
 Good Morning !Good Morning !
 Welcome toWelcome to
Screening andScreening and
Assessment of CODAssessment of COD
Instructor TrainingInstructor Training

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. 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. 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. But enough about meBut enough about me
What are you hoping toWhat are you hoping to
gain from today?gain from today?

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.

8. 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..

9.  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)

10. It is also important toIt is also important to
recognize that men andrecognize that men and
women may learn differently.women may learn differently.

12. 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.

13. 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?

14. 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.

15. 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

16. 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.

17. 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.

18. 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).

19. 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.

20. 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.

21. 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

22. 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?