The training materials below are available for purchase through Applied Behavioral Health Policy. You may download the order form or call our offices at (602) 942–2247 ext. 115. Use the links below to jump to a product description.
Sample videos clips have been reduced in size and image quality to speed download times. Actual videos are DVD/VHS quality.
METHAMPHETAMINE 101:
ETIOLOGY AND PHYSIOLOGY OF AN EPIDEMIC (2004)
This video module is designed to provide an overview of the medical, psychological, and societal effects of methamphetamine abuse and dependence, and is intended to be used in conjunction with the second module addressing methamphetamine treatment.
PRESENTERS: Tom Freese, Ph.D., UCLA; Rick Rawson, Ph.D., UCLA; Michael S. Shafer, Ph.D., University of Arizona, Tucson, Arizona
LEARNING OBJECTIVES:
1) Acquire knowledge on the chemical and physiological properties of methamphetamine.
2) Develop a greater understanding of the manufacture, distribution, and sale of methamphetamine.
3) Learn about the acute and chronic effects of methamphetamine.
4) Acquire knowledge on the process of addiction and dependence.
1.70 hours training time
VHS + course materials: $75.00
DVD + course materials: $50.00
Return to Top
METHAMPHETAMINE 102:
INTRODUCTION TO EVIDENCE–BASED TREATMENTS (2004)
This module addresses foundations for a clinical approach to methamphetamine treatment with emphasis on the Matrix Model, an evidence–based treatment protocol that has withstood the rigors of clinical trial research.
The module also presents additional behavioral therapies that have been shown to be successful in treating methamphetamine abuse.
PRESENTERS: Tom Freese, Ph.D., UCLA; Jeanne Obert, MFT, MSM, Executive Director, Matrix Institute; Rick Rawson, Ph.D., UCLA; Mickey McCann, Ph.D., Associate Director, Matrix Institute; Michael S. Shafer, Ph.D., University of Arizona
LEARNING OBJECTIVES:
1) Identify evidence–based treatment approaches.
2) Gain an understanding of the Matrix Model and its foundations in evidence–based treatments.
3) Develop an understanding of how these approaches are tailored to an outpatient setting.
4) Learn about the Pavlovian process of triggers and cravings.
5) Gain practical strategies for engaging clients.
2.00 hours training time
VHS + course materials: $75.00
DVD + course materials: $50.00
Return to Top
METHAMPHETAMINE 101 & 102 COMPLETE SET – Special!
3.70 hours training time
VHS + course materials: $130.00
DVD + course materials: $85.00
Return to Top
INTEGRATED TREATMENT 101:
HOW TO RECOGNIZE CO–OCCURRING MENTAL ILLNESS AND SUBSTANCE ABUSE DISORDERS (2001)
Because persons with dual diagnosis have two different primary disorders, effective treatment must simultaneously address both disorders. It needs to be empathic, long–term treatment that is flexible in terms of intensity. Recognizing and properly assessing dual disorders is the first step towards ending the pattern of treating only half of the person's problems while supporting positive change and developing self–efficacy in the lives of the consumers with whom we work. To be able to properly recognize dual disorders, clinicians must have an awareness of both the epidemiology of both disorders, and the factors that indicate the combination of mental illness and substance use. This video provides the necessary assessment tools for dual diagnosis through the collective vantage points of researchers, consumers, and treatment practitioners.
PRESENTERS: Kim Mueser, Ph.D., New Hampshire– Dartmouth Psychiatric Research Center and Dartmout University; Patricia Penn, Ph.D., La Frontera Center, Inc., Tucson, Arizona
LEARNING OBJECTIVES:
1) Learn prevalence rates of substance use disorders in persons with serious/persistent mental illness.
2) Learn the demographic factors that influence these prevalence rates.
3) Be able to describe the Self–Medication Hypothesis.
4) Be able to describe the Stress Vulnerability Model.
5) Be able to describe the Super Sensitivity Model.
6) Learn how to appropriately assess the presence of co-occurring mental illness and substance use disorders.
7) Be able to describe the five steps of the Assessment Process, their goals and strategies.
8) Be able to name at least three Assessment Tools that can be used to assess the presence of co–occurring mental illness and substance use disorders.
2.75 hours training time
VHS + course materials: $75.00
DVD + course materials: $50.00
Return to Top
INTEGRATED TREATMENT 102: HOW TO TREAT CO–OCCURRING MENTAL ILLNESS AND SUBSTANCE ABUSE DISORDERS (2001)
Integrated Treatment is the simultaneous combination of mental health services and substance use treatment services. In Integrated Treatment, the same clinician, or group of clinicians in one treatment setting, provides both mental health and substance use treatment. Integrated Treatment addresses the whole person, rather than just one part, and works to foster recovery and self–efficacy in an intensive, comprehensive and long–term setting.
PRESENTERS: Kim Mueser, Ph.D., New Hampshire– Dartmouth Psychiatric Research Center and Dartmouth University; Patricia Penn, Ph.D., La Frontera Center, Inc., Tucson, Arizona
LEARNING OBJECTIVES:
1) Learn the definition of Integrated Treatment.
2) Be able to describe the four stages of Integrated Treatment, their goals and clinical strategies
3) Learn the core ingredients of Integrated Treatment.
4) Be able to state five goals of Family Intervention for persons with co–occurring disorders.
5) Learn four different models of Group Intervention for persons with co–occurring disorders.
6) Be able to describe the Blame/Demoralization Trap.
7) Learn four core group treatment methods of integrated treatment.
8) Be able to name at least ten different groups and activities that can be helpful for persons with co-occurring disorders within an integrated treatment program.
9) Learn what to look for in an Ideal Counselor for persons with co–occurring disorders within an integrated treatment program.
2.75 hours training time
VHS + course materials: $75.00
DVD + course materials: $50.00
Return to Top
INTEGRATED TREATMENT 201: MEDICATION MANAGEMENT FOR PERSONS WITH CO–OCCURRING MENTAL ILLNESS AND SUBSTANCE USE DISORDERS
Medication management for persons with co–occurring mental illness and substance use disorders is both difficult and controversial. Prescribing medications for persons with mental illness is common. Prescribing medications for substance dependence and/or abuse disorders is also common. But when a person presents with both of these problems, some difficult questions arise. This training module attempts to answer common questions associated with medication management issues in treating persons with both substance use and mental illness.
PRESENTERS: Andrea Bellot, Pharm.D.; Sarah Elmarhoumi, Pharm.D.; Martha Fankhauser, M.S. Pharm.; Philip Kanof, M.D., Ph.D., University of Arizona
LEARNING OBJECTIVES:
1) Be able to define intoxication, tolerance, withdrawal, substance dependence, and substance abuse.
2) Become familiar with the Arizona Department of Health Services, Division of Behavioral Health Services (ADHS/DBHS) Psychopharmacology Guidelines for Co–Occurring Psychiatric and Substance Disorders.
3) Be able to describe seven specific categories of substances of abuse, their effects and medication treatment issues for person with co–occurring disorders of mental illness and substance use.
4) Learn the factors that influence drug interactions.
5) Learn the factors that influence compliance with medication treatment.
6) Learn steps to take to address comorbid medical conditions.
7) Be able to describe issues in use of medications with abuse potential for persons with substance use disorders.
8) Be able to describe medication issues in 12–Step Groups.
4 hours training time
VHS + course materials: $125.00
DVD + course materials: $75.00
Return to Top
INTEGRATED TREATMENT 301: GROUP TREATMENT FOR PERSONS WITH CO–OCCURRING DISORDERS
This module introduces group intervention as a method of integrated treatment. The stages of treatment are addressed, and an overview of group treatment approaches is presented. Additionally, this module define persuasion and active treatment groups.
PRESENTERS: Kim Mueser, Ph.D., New Hampshire– Dartmouth Psychiatric Research Center and Dartmouth University
LEARNING OBJECTIVES:
1) Learn the stags of treatment.
2) Learn the goals and clinical strategies of the Engagement stage.
3) Learn the goals and clinical strategies of the Persuasion stage.
4) Learn the goals and clinical strategies of the Active Treatment stage.
5) Learn the goals and clinical strategies of the Relapse Prevention stage.
6) Be able to state the rationale for group–based treatments for dual disorders.
7) Be able to identify five common themes of group treatments for dual disorders.
8) Be able to identify and describe three different models of group interventions for dual disorder – self–help, social skills training, and stage–wise group–based
treatment.
9) Be able to describe how to conduct a curriculumbased Persuasion group.
2.5 hours training time
VHS + course materials: $75.00
DVD + course materials: $50.00
Return to Top
INTEGRATED TREATMENT 401 & 402 (2 parts):
401 – INTRODUCTION TO RELAPSE PREVENTION FOR PERSONS WITH CO–OCCURRING DISORDERS INTEGRATED TREATMENT
402 – APPROACHES TO RELAPSE PREVENTION FOR PERSONS WITH CO–OCCURRING DISORDERS
INTEGRATED TREATMENT 401 – This training module focuses on helping consumers, families and professionals use evidence–based relapse prevention strategies for both mental illness and substance use in an integrated manner. Effective Relapse Prevention for Persons with Co–Occurring Disorders of Mental Illness and Substance Use attempts to answer these questions – What is relapse prevention? How is it different from treatment? When should relapse prevention begin? When should it end? Can the same skills be used to prevent relapse from mental illness and substance use simultaneously? What do "the experts" say? What is the evidence–base for relapse prevention treatment for mental illness? For substance use? For co–occurring disorders of mental illness and substance use? What does work for effective relapse prevention of co–occurring disorders of mental illness and substance use?
LEARNING OBJECTIVES:
1) Learn how treatment for co–occurring disorders is similar to treatment for chronic medical conditions.
2) Learn the differences between treatment and relapse prevention for persons with co–occurring disorders.
3) Learn the ultimate goal of relapse prevention for persons with co–occurring disorders.
4) Learn the key elements that should be included in relapse prevention for persons with co–occurring disorders.
INTEGRATED TREATMENT 402 – This training module focuses on helping consumers, families and professionals use evidence–based relapse prevention strategies for both mental illness and substance use in an integrated manner. In this second part of Effective Relapse Prevention for Persons with Co–Occurring Disorders of Mental Illness and Substance Use, we present training on specific relapse prevention skills such as identification of warning signs or triggers, problem solving skills to create alternatives to feeling bad or using substances, and social and communication skills that effectively enhance relapse prevention. We interweave learning exercises and consumer interviews throughout the modules to demonstrate the methods presented.
LEARNING OBJECTIVES:
1) Learn how to identify triggers and warning signs of potential relapse.
2) Be able to describe how to conduct a Functional Analysis.
3) Be able to describe how to assist a person with a co–occurring disorder in self–monitoring for identification of triggers and warning signs of potential relapse.
4) Learn a number of approaches to problem solving for the persons with co–occurring disorders.
5) Be able to describe the SOAP method of organizing problem solving.
6) Be able to give an example of a behavioral intention.
7) Learn an approach to improving social and communication skills for persons with co–occurring disorders.
8) Learn the 15–second rule.
PRESENTER: Robert Rhode, Ph.D., University of Arizona
5 hours training time
VHS + course materials: $130.00
DVD + course materials: $85.00
Return to Top
EMPLOYMENT SERVICE SERIES
The Employment Intervention Demonstration Program (EIDP) was created and funded to answer the following primary research questions:
- What is the relative effectiveness of different models of vocational rehabilitation in establishing competitive employment?
- What environmental factors impact on the effectiveness of interventions?
- What service recipient characteristics are related to intervention effectiveness?
- What is the relative impact of specific components of different interventions on employment outcomes?
- What are the direct costs of the interventions?
- What is the nature of reasonable accommodations provided for workers with psychiatric disabilities?
This video series presents the research behind these questions and disseminates the research findings in order to impact practice and policy in employment intervention strategies.
EIDP 101: OVERVIEW AND PRELIMINARY FINDINGS OF THE EMPLOYMENT INTERVENTION DEMONSTRATION PROGRAM (2001)
PRESENTERS: Crystal Blyler, Ph.D.; Judith Cook, Ph.D.; H. Stephen Leff, Ph.D.; Michael S. Shafer, Ph.D., The University of Arizona
CONTENTS:
1) Introductions & Overview of the Training Session – Michael S. Shafer, Ph.D.
2) Overview of Cross–Site Studies & Structure of EIDP – Crystal Blyler, Ph.D.
3) Methodology & Program Descriptions – Judith Cook, Ph.D.
4) Key Findings: Achieving Employment Outcomes – Judith Cook, Ph.D.
5) Key Findings: Services Analysis – H. Stephen Leff, Ph.D.
6) Discussion – Michael S. Shafer, Ph.D., facilitator
7) Take Home Messages/Policy Implications – Panel Discussion
2.00 hours training time
VHS + course materials: $65.00
DVD + course materials: $40.00
EIDP 102: ENGAGING MENTAL HEALTH CONSUMERS IN EMPLOYMENT SERVICES (2001)
PRESENTERS: Laura Blankertz, Ph.D. Research Consultant; Michael S. Shafer, Ph.D., University of Arizona
CONTENTS:
1) Introductions & Overview of the Broadcast
2) Overview of EIDP: Framing the Issue of Engagement – Michael S. Shafer, Ph.D.
3) Principles & Strategies of Engagement: Stages of Treatment – Laura Blankertz, Ph.D.
4) Clubhouses as an Organizational Engagement Model: Alliance House, Salt Lake City, Utah (video) – Michael S. Shafer, Ph.D.
5) Key Approaches to Employment Engagement – Laura Blankertz, Ph.D.
6) Discussion – Michael S. Shafer, Ph.D., facilitator
7) Take Home Messages/Policy Implications – Panel Discussion
2.00 hours training time
VHS + course materials: $65.00
DVD + course materials: $40.00
EIDP 103: INTEGRATING EMPLOYMENT SERVICES WITHIN A CLINICAL MENTAL HEALTH SETTING (2002)
PRESENTERS: William McFarlane, M.D., University of Vermont and the Maine Medical Center; Neil Meisler, M.S.W., Medical University of South Carolina; Michael S. Shafer, Ph.D., University of Arizona
CONTENTS:
1) Introductions & Overview of the Broadcast – Michael S. Shafer, Ph.D.
2) An Introduction to Programs of Assertive Community Treatment (PACT) and the Individual Placement & Support Model of Supported Employment – Neil Meisler, M.S.W.
3) An Introduction to Family Psychoeducation and Family Aided Assertive Community Treatment – William McFarlane, M.D.
4) Discussion – Michael S. Shafer, Ph.D., facilitator
5) Key Outcomes from an Integration of ACT & IPS – Neil Meisler, M.S.W.
6) Key Outcomes from Family Aided Assertive Community Treatment & An Employer Consortium – William McFarlane, M.D.
7) Take Home Messages/Policy Implications – Panel Discussion
2.00 hours training time
VHS + course materials: $65.00
DVD + course materials: $40.00
EIDP 104: PROMOTING LONG–TERM EMPLOYMENT FOR MENTAL HEALTH CONSUMERS (2002)
PRESENTERS: Richard Goldberg, Ph.D., University of Maryland; Michael S. Shafer, Ph.D., University of Arizona
CONTENTS:
1) Introductions & Overview of the Broadcast
2) An Introduction to the Issue of Long–Term Employment for Mental Health Consumers – Michael S. Shafer, Ph.D.
3) Preliminary Findings from the EIDP Regarding Job Tenure – Richard Goldberg, Ph.D.
4) Key Design & Outcomes form the Baltimore Study – Richard Goldberg, Ph.D.
5) Discussion – Michael S. Shafer, Ph.D., facilitator
6) The Role of Job Support and Engagement in Promoting Job Retention – Richard Goldberg, Ph.D.
7) Promoting Job Retention: Strategies for Success – Michael S. Shafer, Ph.D.
2.00 hours training time
VHS + course materials: $65.00
DVD + course materials: $40.00
Return to Top
MOTIVATIONAL INTERVIEWING SERIES
Designed to provide concrete examples of motivation, this module defines motivation and how it differs for each individual, and helps participants realize differences in learning styles. Previous treatment modalities that advised clients repeatedly to "just stop" their destructive behaviors have been ineffective. This module helps practitioners recognize motivation, or lack thereof, identify what influences or changes motivation, and define the importance of motivation in the behavior change process.
MODULE 1: MODELS OF MOTIVATION
PRESENTER: Robert Rhode, Ph.D., University of Arizona
LEARNING OBJECTIVES:
1) Recognize how motivation is part of addictive behaviors.
2) Identify assumptions often made about motivation.
3) Increase awareness of some research studies that describe the course of addiction.
4) Experiment with thinking of motivation as something the client does, not a trait.
5) Learn four ways of thinking about motivation (Maslow, Rokeach, Rogers, Kanfer).
6) Identify the five principles of motivational interviewing.
3.00 hours training time
MODULE 2: CONTINUUM OF CHANGE
PRESENTER: Robert Rhode, Ph.D., University of Arizona
LEARNING OBJECTIVES:
1) Identify the principles of brief treatments, including motivational interviewing (feedback, responsibility, advice, menu of choices, empathy, self–efficacy).
2) Be able to describe a general outline of motivational interview sequence (learn the story, increase discrepancy, help client resolve ambivalence in favor
of health promoting alternative).
3) Recognize ambivalence as a common human experience.
4) Recognize dimensions of ambivalence.
5) Recognize reactance as a common human experience.
6) Practice using reactance to facilitate client modifying his or her responses.
7) Identify client readiness using the Stages of Change model.
8) Practice responding to clients in different stages.
9) Become familiar with using paraphrasing to respond to a client who is almost non–verbal.
10) Learn the good and not–so–good approach to enhancing motivation.
2.75 hours training time
MODULE 3: RESPONDING TO RESISTANCE
PRESENTER: Robert Rhode, Ph.D., University of Arizona
LEARNING OBJECTIVES:
1) Discuss a case example.
2) Become familiar with some studies showing the usefulness of motivational interviewing.
3) Identify a Standard Drink Unit.
4) Learn how to respond to resistance.
5) Measure empathy using the Helpful Response Questionnaire.
6) Practice avoiding the question and answer pattern.
7) Practice reflective listening.
8) Practice responding to client resistance behaviors.
2.75 hours training time
MODULE 4: DEVELOPING DISCREPANCY
PRESENTER: Robert Rhode, Ph.D., University of Arizona
LEARNING OBJECTIVES:
1) Learn five ways to develop discrepancy.
2) Learn how to respond to resistance.
3) Practice ways to facilitate the client saying change talk or self–motivational statements.
2.50 hours training time
MODULE 5: ACCESSING ASSESSMENT
PRESENTER: Robert Rhode, Ph.D., University of Arizona
LEARNING OBJECTIVES:
1) Learn two more ways to develop discrepancy.
2) Learn a quick way to assess readiness to change.
3) Learn ways to assess drinking impact.
4) Learn a model for giving feedback from assessment results.
5) Learn how to make the transition to create a plan of action.
3.25 hours training time
– 14.25 hours total training time –
VHS + course materials: $300.00
DVD + course materials: $250.00
Return to Top
CULTURAL COMPETENCY
Intended to showcase local research and treatment providers within the community, this teleconference encourages discussion of interventions and their diffusion into practice. This module will present current research in HIV/AIDS prevention, specifically with Hispanic drug injectors.
PROVIDING CULTURALLY INNOVATIVE INTERVENTIONS FOR HISPANIC DRUG INJECTORS (2000)
PRESENTER: Antonio Estrada, Ph.D., MSPH, University of Arizona
LEARNING OBJECTIVES:
1) Understand the epidemiology of HIV/AIDS in Hispanic populations.
2) Identify the injection–related and sexually related HIV/AIDS risk behaviors.
3) Understand the four major theoretical models used in HIV/AIDS prevention: The Health Belief model, Social Learning Theory, Theory of Reasoned Action,
and the Stages of Behavior Change.
4) Understand the Theorists Workshop Consensus on Eight Areas in the theoretical models.
5) Identify the Guidelines for Provider Counseling Actions as Suggested by the four health behavior change theories.
6) Distinguish between cultural sensitivity and cultural competency in providing interventions for Hispanic drug injectors.
7) Recognize steps for developing culturally appropriate interventions.
8) Understand the eleven Hispanic cultural concepts to be used to derive the culturally innovative interventions.
9) Learn the elements of one–to–one intervention guidelines.
10) Identify the four stages of the HIV Prevention Model for Hispanic injection drug users.
11) Recognize the stages of HIV/AIDS risk management.
12) Understand the behavioral model of HIV risk reduction for Hispanic injection drug users.
2.00 hours training time
VHS + course materials: $65.00
DVD + course materials: $40.00
Return to Top