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WELCOME. Good Morning ! Welcome to Screening and Assessment of COD Instructor Training. Ben Camp, M.S.Ed. Faculty Washington Institute for Mental Illness Research and Training COD Case Management Academy Faculty Eastern Washington University School of Social Work

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WELCOME

  • Good Morning !

  • Welcome to Screening and Assessment of COD Instructor Training


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Ben Camp, M.S.Ed.

  • Faculty Washington Institute for Mental Illness Research and Training COD Case Management Academy

  • Faculty Eastern Washington University

    • School of Social Work

    • Alcohol/Drug Studies Program

    • International & Educational Outreach


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Before we get started I want you to check out the 3 people sitting nearest to you.


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Some thoughts on Parallel Process

  • Engaging training participants is like engaging clients… so much depends on it!

  • You all come into this training with skills and knowledge that needs to be validated.

  • Training, like therapy, is a dance.

  • Adult educational issues.

  • Staff change and dealing with resistance.

  • Questions and process.


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But enough about me

What are you hoping to

gain from today?


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Knowing what your participants expect from the training, especially if that is not what you expect to present, can help avoid a car crash later.


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The Adult Learner especially if that is not what you expect to present, can help avoid a car crash later.

  • They are less forgiving about poorly prepared instructors, having questionable expertise, and not having suitable supplementary materials.

  • They value their own life experience (for good reason) and want to share and discuss it in small groups and as a class.

  • As they know the world to be complex, they expect to learn multiple ways of solving problems and to have discretion in applying the material.


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  • They need the opportunity for reflection after trying out a new application or method.

  • Rote learning just won’t work for them.

  • They are practical and are usually quite disinterested in theory.

  • They demand that the materials have immediate utility and relevant application.

    (Wlodkowski, 1993; Vella, 1994)



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Dealing With Staff “Resistance” learn differently.

  • Clinical staff, like clients, may be ambivalent about change.

  • The presenter needs to “role with resistance” by validating their feelings about change.

  • It is less about change as it is about being changed.

  • Change, in this case, might mean more work.


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Training Content learn differently.

  • Break into groups of 3

  • Briefly review TIP 42, Chapter 4

  • Develop a list of what you like and dislike

  • Where are the potential conflict areas with clinicians you might be training?


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Training Modules Designed learn differently.

  • In clusters of five 60 to 90 minute sessions that build on one another.

  • To provide agencies the ability to present this information in a series of in-service trainings.

  • So that smaller agencies can combine their staff with other agency staff to deliver these trainings.

  • To provide information over a period of time with assignments between sessions to increases the potential for retention and implementation.


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Trainer Resource Disk learn differently.

  • Module Outlines and Trainer Notes

  • PowerPoint Presentations for each Module

  • RCW 71.05.027: Integrated comprehensive screening and assessment for chemical dependency and mental disorders.

  • GAIN-SS 2.0.1: This pdf file contains a copy of the screening tool adopted by the state and covered in the training.


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Trainer Resource Disk learn differently.

  • Perceptions of the Global Appraisal of Individual Needs – Short Screener (GAIN-SS): A Pilot Study:GAIN-SS Overview

  • GAIN Cover and Introduction: This is the GAIN Manual that provides a complete description of the full range of GAIN instruments and additional information for interested individuals.


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Trainer Resource Disk learn differently.

  • Adult Decision Tree for Referral to Chemical Dependency Focused COD Level of Care: Designed to assist clinicians and case managers make appropriate referrals to the substance abusing COD patient into chemical dependency focused COD treatment.

  • DSM-IV Questions: (Adapted from the Modified SADS Interview and Rating Guide; Spitzer & Endicott, 1989;and the PANSS Scale (Kay, Fiszbein & Opler, 1987).


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Trainer Resource Disk learn differently.

  • DSM-IV Diagnostic Worksheet:

  • ASAM LOC: This is a brief overview of the 6 Dimensions and the Levels of Care of the ASAM Patient Placement Criteria along with a more complete description of Level I Outpatient Services and Level IV Medically-Managed Detox and Intensive Inpatient Treatment.

  • Indicators of Medical Attention: This pdf file is intended to assist clinicians to determine when a patient is in need of medical attention to address potential withdrawal problems.


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Trainer Resource Disk learn differently.

  • Screening, Assessment, and Treatment Planning for Persons with Co-Occurring Disorders: This is a companion document to TIP 42

  • Substance Abuse Screening and Assessment Tools:

  • Brief Intervention: Provides information about evidenced-based brief intervention approaches with additional short screens for substance abuse problems.

  • COD Handouts: This document contains a variety of information designed to assist clinical staff to have a broader understanding of the clinical issues related to the treatment of COD.

  • PTSD: Provides additional information about this common COD.


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Trainer Resource Disk learn differently.

Train The Trainer Presentation

  • COD Train The Trainer PowerPoints

  • How you staff learn handout


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Trainer recognition and validation learn differently.

  • How are you feeling about any of the following

    • The training material to be covered,

    • The use of the GAIN-SS

    • Doubts about the training process

    • Any aspects of the training

  • How do you feel about becoming the expert?


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