ADOLESCENT COOCCURRING DISORDERS

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ADOLESCENT CO-OCCURRING DISORDERS

• TRAINING of TRAINERS
• Holiday Inn, Grantville
• November 19-20, 2008

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Training Goal

• Develop a cadre of trained professionals
  (educators, clinicians, other professionals) that
  can transfer/train the larger workforce across
  the state thus, alleviating the barrier of
  access to adolescent co-occurring training
  resources

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Purpose

• assist those who provide training to clinicians
  working specifically with the adolescent
  population
• integrating assessment and treatment approaches
• the transfer of evidence-based and promising
  practices that support integrated treatment
  interventions

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Selection Process

• 25 selected professionals selected from 58
  applicants
• previous training experience
• expertise in treating the adolescent population
  with mental health or substance use disorders, or
  co-occurring disorders.

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Training Introductions

• Meaningful meeting of participants v. rote
  introductions
• Illustrate the importance of initial positive
  engagement by having participants DO it
• First impressions of agencies by clients
• Demonstrate people remember more about interests
  and commonalities than names and roles

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Overview of Training Modules in Groups

• Brief Overview of Co-Occurring Disorders
• Best Practice
• Adolescent Development
• Substance Abuse
• Mental Health
• Integrated Assessment
• Recommendations from Evidence-Based Approaches
• Cross Systems Collaboration

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Brief Overview of Co-Occurring Disorders

• Case examples and interpretations
• Growing evidence of links and impact on course of
  illness
• Impact that substance abuse has on course of
  treatment for mental illness
• Substance abuse treatment for clients with
  co-occurring mental illness and substance abuse
  disorders can be beneficial for clients with
  serious mental illness
• General statistics and trends among adolescent
  population
• National Treatment Improvement Evaluation Study
• ( NTIES)
• Decreased suicide attempts year following
  substance abuse treatment

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Best Practices vs. Promising Practices Evidence
Based Practices

• Treatment approaches
• Historical
• Sequential-treat one disorder than the other
• Parallel-treated at same time by different
  professionals
• Integrated treatment
• Treatment interventions are combined w/i context
  of primary treatment relationship or service
  setting.
• Treat the Whole person-combining interventions to
  address and treat both MH and SA related problems
  

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Level of Care Quadrants

SAMHSA, A
Treatment Improvement Protocol-TIP 42
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Guiding Principles
SAMHSA, A Treatment Improvement Protocol-TIP 42

• Employ a recovery perspective
• Adopt a multi-problem viewpoint
• Develop a phased approach to treatment
• Address specific real life problems early in
  treatment
• Plan for cognitive and functional impairments
• Use support systems to maintain and extend
  treatment effectiveness

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Delivery of Services

• Provide Access
• Complete a full assessment
• Provide appropriate level of care
• Achieve integrated treatment
• Treatment planning and review
• Psychopharmacology
• Provide comprehensive services
• Supportive and ancillary wrap services
• Ensure continuity of care
• Extended care, Halfway Homes and other residence
  alternatives

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Additional Module Highlights

• Adolescent Development
• Normal and Maladaptive adolescent development
• Biopsychosocial issues and changes
• Substance Abuse
• Importance of applying adolescent specific
  criteria to substance abuse diagnosis
• Risk factors
• Mental Health
• Increase precision of diagnostic considerations
  and treatment planning
• Increased knowledge and ability to communicate
  about these disorders across disciplines

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Additional Module Highlights(contd.)

• Assessment
• Describe domains, strategies and tools for
  assessment
• Discuss value and application of assessment
• Recommendations form Evidence Based Approaches
• Effective treatment program characteristics
• Evidence based interventions
• Characteristics of Evidence Based Practices
• Cross System Collaboration
• Clinical and Program barriers
• Obstacles for clients accessing services
• Local strategies across the country

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Teach Back (Groups)

• Each module broken down and taught to larger
  group
• Illustrate understanding of module content
• Demonstrate ability of each group member to apply
  various training methods and techniques based on
  content and audience.

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Areas for Curriculum Revision
(2004)

• Current research on Adolescent Brain Development
• GLTQB considerations
• Cultural Competency
• Family Involvement

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Recognition

• Adolescent Co-Occurring Trainers for PA
• OMHSAS
• Department of Health
• Listed on BDAP training website
• Resource to train agency staff/service provider
  Adolescent Co-Occurring services
• Resource for Community training
• Independent consultants/trainers for Adolescent
  Co-Occurring

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Additional Resources

• http//www.ireta.org/
• Products Page-down load trainers manual
• On-line training