Date

Course Title: New Employee Orientation for Substance Abuse Treatment
Providers
CEUs: 0

Learning Outcomes:
• Introduce new employees to the basic policies and procedures that ensure client safety and • Educate new employees on emergency and disaster management procedures
Outline:
• Client Abuse, Neglect and Exploitation • Bomb Threat/Fire/Chemical and Solvent Spills • Explosion/Fire/Water Shortage/Power Outage • Other Emergency and Disaster Scenarios
References:
Weinbach, Robert W. 2008. Social Worker as Manager: A Practical Guide to Success
Texas Department of State Health Services Rules and Regulations. Allyn and Bacon. Boston, MA.
Texas Human Resources Code
Texas Family Code
Texas Department of Family and Protective Services Rules and Regulations
Texas Civil Practice and Remedies Code
Texas Health and Safety Code
Texas Code of Criminal Procedure
Description:
This course is for behavioral healthcare professionals who provide treatment and prevention services
and is offered online. This training is used for new employees and is provided for use in conjunction
with training provided by the site. The enrollee registers for the course via the online enrollment
process and views the training and attached supplemental information. The system maintains a
transcript of all the courses taken by each enrollee for up to 5 years. The enrollee has access to
technical support through a contact button in the training or by e-mailing the training coordinator at
[email protected]. Additionally, they can contact the instructor/creator of the module
by e-mail at [email protected]. This information is located in their subscription information.
We review all feedback regarding courses and make necessary changes; in addition, we upload new
information and content semiannually.

Course Title: Nonviolent Crisis Intervention
CEUs: 4

Learning Outcomes:
• Have a complete understanding of the CPI Crisis Development Model • Have a complete understanding of the CPI Verbal Escalation Continuum • Have a complete understanding of the CPI COPING Model • Identify behaviors that can lead to a full-blown crisis • Be able to defuse behaviors that can lead to crisis using verbal techniques • Be able to demonstrate appropriate paraverbal communication • Be able to demonstrate empathic listening • Be able to demonstrate appropriate limit setting • Be able to establish therapeutic rapport after the crisis ends
Outline:
• Review of CPI Crisis Development Model • Overview and detailed explanation of the anxiety level • Review of the role of nonverbal behavior • Overview of paraverbal communication • The Psychology and Physiology of Fear
References:
Guide to Non-Violent Crisis Intervention: Crisis Prevention Institute

Description:
This course is for behavioral healthcare professionals that provide treatment and prevention services
and is offered online. The enrollee registers for the course via the online enrollment process, views
the training and attached supplemental information, takes an exam in which they must obtain 70%
correct answers for passing, submits an evaluation of the course and is then issued a certificate
which they can print. The system maintains a transcript of all the courses taken by each enrollee for
up to 5 years. The enrollee can receive feedback regarding topics that may require additional
knowledge. The enrollee has access to technical support through a contact button in the training or
by e-mailing the training coordinator at [email protected]. Additionally, they can
contact the instructor/creator of the module by e-mail at [email protected]. This information is
located in their subscription information. We review all feedback regarding courses and make
necessary changes; in addition, we upload new information and content semiannually.

Course Title: Overview: Treatment of Substance Related Disorders
CEUs: 4

Learning Outcomes:
• Gain an understanding of the goals of substance abuse treatment including:  Retention, Reduction and Abstinence  Decrease in episodes  Improved functioning • Gain and understanding and be able to identify the continuum of treatment settings available for  Hospital  Partial Hospitalization  Residential  Therapeutic Community  Aftercare  Outpatient  Case management  Legally Mandated Treatment  Employee Assistance Programs • Gain and understanding and be able to identify available psychosocial treatments for substance  Cognitive Behavioral Therapy  Motivational Enhancement Therapy  Behavior Therapy  Interpersonal Therapy  Group Therapy  Family Therapy  Self Help Groups  Brief Therapy  Self-Guided  Hypnotherapy
Outline:
 Retention, Reduction and Abstinence  Decrease in episodes  Improved functioning  Hospital  Partial Hospitalization  Residential  Therapeutic Community  Aftercare  Outpatient  Case management  Legally Mandated Treatment  Employee Assistance Programs  Role  Cognitive Behavioral therapy  Motivational Enhancement therapy  Behavior therapy  Interpersonal Therapy  Group Therapy  Family Therapy  Self help groups  Brief therapy  Self-Guided  Hypnotherapy
References:
The American Psychiatric Publishing Textbook of Substance Abuse Treatment (American Psychiatric
Press Textbook of Substance Abuse Treatment): by(Author, Editor),(Editor) Treating Substance Abuse, Second Edition: Theory and Technique (The Guilford Substance Abuse Series) (Paperback): by(Editor),(Editor),(Editor) Rethinking Substance Abuse: What the Science Shows, and What We Should Do about It
Description:
This course is for behavioral healthcare professionals that provide treatment and prevention services
and is offered online. The enrollee registers for the course via the online enrollment process, views
the training and attached supplemental information, takes an exam in which they must obtain 70%
correct answers for passing, submits an evaluation of the course and is then issued a certificate
which they can print. The system maintains a transcript of all the courses taken by each enrollee for
up to 5 years. The enrollee can receive feedback regarding topics that may require additional
knowledge. The enrollee has access to technical support through a contact button in the training or
by e-mailing the training coordinator at [email protected]. Additionally, they can
contact the instructor/creator of the module by e-mail at [email protected]. This information is
located in their subscription information. We review all feedback regarding courses and make
necessary changes; in addition, we upload new information and content semiannually.

Course Title: Pain and the Substance User
CEUs: 3

Learning Outcomes:
• Gain an understanding of types of pain • Gain an understanding of treatment modalities • Gain an understanding of special population concerns including:  Addicted patient with pain  Alcohol dependent patient  Alcohol and opiate dependent patient  Depression  Sickle cell patient  HIV/AIDS patient  Physical/sexual abuse patient  Racial/ethnic groups  Elderly  Methadone maintained patient  Buprenorphine maintained patient  Revia maintained patient  Dental analgesia  OB/GYN procedures Outline:
 WHO STEP I  WHO STEP II/III  Principles and strategies  Addicted patient with pain  Alcohol dependent patient  Alcohol and opioid dependent patient  Depression  Sickle cell patient  HIV/AIDS patient  Physical/sexual abuse patient  Racial/ethnic groups  Elderly  Methadone maintained patient  Buprenorphine maintained patient  Revia maintained patient  Dental analgesia  OB/GYN procedures
References:
NY State OASAS CASAC Workbook
Pain and Addiction: Common Threads, ASAM 2002
Pain Management: Parts 1-4. AMA CME Program for Primary Care Physicians

Description:
This course is for behavioral healthcare professionals that provide treatment services and is offered
online. The enrollee registers for the course via the online enrollment process, views the training and
attached supplemental information, takes an exam in which they must obtain 70% correct answers for
passing, submits an evaluation of the course and is then issued a certificate which they can print.
The system maintains a transcript of all the courses taken by each enrollee for up to 5 years. The
enrollee can receive feedback regarding topics that may require additional knowledge. The enrollee
has access to technical support through a contact button in the training or by e-mailing the training
coordinator at [email protected]. Additionally, they can contact the instructor/creator
of the module by e-mail at [email protected]. This information is located in their subscription
information. We review all feedback regarding courses and make necessary changes; in addition, we
upload new information and content semiannually.

Course Title: Pharmacotherapy and Opiates
CEUs: 3

Learning Outcomes:
• Gain understanding of history, federal laws, marketing and distribution and general use trends • Gain understanding of pharmacology of opiates. • Gain understanding and identify opiate intoxication, withdrawal and overdose. • Gain understanding of specific medications and how used to treat opiate dependence. • Gain understanding of different treatment options for opiate addiction.
Outline:
 Where come from  History  Federal Laws  Morphine  Codeine  Heroin  Opiates • Intoxication, withdrawal and overdose  Treatment  Programs  Methadone Maintenance  Physician Office Based Treatment  LAAM  Buprenoprine  Naltrexone
References:
by Joseph DiPiro, Robert Talbert, Gary Yee, and
Kevin Sevarino by Allan W Graham, Terry K Schultz, Michael F Mayo-Smith, and M. Wechsberg, Jennifer J. Kasten, Nancy D. Berkman, and Amy E. Roussel by James Schaller by Eric C. Strain and Maxine L. Stitzer by Arthur W. Blume by Terry Schwinghammer, Joseph T. DiPiro, Robert L. Talbert, and
Description:
This course is for behavioral healthcare professionals that provide treatment and prevention services
and is offered online. The enrollee registers for the course via the online enrollment process, views
the training and attached supplemental information, takes an exam in which they must obtain 70%
correct answers for passing, submits an evaluation of the course and is then issued a certificate
which they can print. The system maintains a transcript of all the courses taken by each enrollee for
up to 5 years. The enrollee can receive feedback regarding topics that may require additional
knowledge. The enrollee has access to technical support through a contact button in the training or
by e-mailing the training coordinator at [email protected]. Additionally, they can
contact the instructor/creator of the module by e-mail at [email protected]. This information is
located in their subscription information. We review all feedback regarding courses and make
necessary changes; in addition, we upload new information and content semiannually.
Course Title: Poly-Drug Use
CEUs: 2

Learning Outcomes:
• Be able to define poly-drug use and understand who uses poly-drug substances • Define the reasons for poly-drug use and its implications
Outline:
• Health Risks with Poly-Drug Use Chronic Users • Health Risks with Poly-Drug Use Recreational Users • Effectiveness of Approaches with Problem Users • Effectiveness of Approaches with Recreational Users • Implications for Policy Makers and Service Providers • DSM-IV Diagnosis of Poly-Substance Dependence • Clinical Example of Poly-Substance Dependence References:
Jaffe, J.H. Drug addiction and drug abuse. In: Gilman, A.G.; Goodman, L.S.; Rall, T.W.; Murad, F. (Eds), The Pharmacological Basis of Therapeutics (7th edition), p 532-581. New York: Macmillan Publishing Co., 1985.
Description:
This course is for substance abuse professionals that provide treatment and prevention services and
is offered online. The enrollee registers for the course via the online enrollment process, views the
training and attached supplemental information, takes an exam in which they must obtain 70% correct
answers for passing, submits an evaluation of the course and is then issued a certificate which they
can print. The system maintains a transcript of all the courses taken by each enrollee for up to 5
years. The enrollee can receive feedback regarding topics that may require additional knowledge.
The enrollee has access to technical support through a contact button in the training or by e-mailing
the training coordinator at [email protected]. Additionally, they can contact the
instructor/creator of the module by e-mail at [email protected]. This information is located in
their subscription information. We review all feedback regarding courses and make necessary
changes; in addition, we upload new information and content semiannually.
Course Title: Prevention Ethics: Ethics for Behavioral Healthcare Professionals
CEUs: 3

Learning Outcomes:
• Gain an understanding of Texas addiction professional ethics • Gain an understanding of ethical and unethical behavior • Identify common elements of ethics and professional ethics • Gain an understanding of the “practice” of ethical decision making • Identify the Pillars of Character and their importance to ethical behavior • Gain understanding of effective decision making • Gain understanding of obstacles to ethical decision making and strategies to avoid • Identify common ethical dilemmas and how to address
Outline:
• Ethical decision making as a practice  Trustworthiness  Respect  Responsibility  Fairness  Caring  Citizenship • Groundwork for effective decision making • Obstacles to ethical decision making
References:
Critical Incidents: Ethical Issues in the Prevention and Treatment of Addiction by William L. White by LeClair Bissell and James Royce by Gerald Corey, Marianne Schneider Corey, and Josephson Institute of Ethics: The Six Pillars of Character: Texas Department of State Health Services: Professional Licensure Division: Ethical Requirements Texas Department of State Health Services: TAC 450 related to counselor licensure ethics
Course Title: Recovery Management Competency
CEUs: 2

Learning Outcomes:
• Understand the difference between acute care and recovery management • Identify and understand the following components of the recovery management model:  Post-treatment monitoring
 Stage-appropriate recovery education
 Peer-based recovery coaching
 Early re-intervention

Outline:
• Promotional Forces Moving Us Toward Recovery Management • Premises for the Shift from Acute Care toward Recovery Management • Defining the Recovery Management Model • Principles and Values of Recovery Management • Potential Pitfalls of Recovery Management
References:
Kelly, J. F & White, W.L. (eds.) Addiction Recovery Management: Theory, Research and Practice
Description:
This course is for behavioral healthcare professionals that provide treatment and prevention services
and is offered online. The enrollee registers for the course via the online enrollment process, views
the training and attached supplemental information, takes an exam in which they must obtain 70%
correct answers for passing, submits an evaluation of the course and is then issued a certificate
which they can print. The system maintains a transcript of all the courses taken by each enrollee for
up to 5 years. The enrollee can receive feedback regarding topics that may require additional
knowledge. The enrollee has access to technical support through a contact button in the training or
by e-mailing the training coordinator at [email protected]. Additionally, they can
contact the instructor/creator of the module by e-mail at [email protected]. This information is
located in their subscription information. We review all feedback regarding courses and make
necessary changes; in addition, we upload new information and content semiannually.
Course Title: Recovery Management for People of Color Competency
CEUs: 3

Learning Outcomes:
• Be able to identify and understand the unique challenges of working with particular  American Indian/Alaskan Native
 African American
 Hispanic/Latino
 Asian and Pacific Islander

Outline:
• Acute Care and Recovery Management Models • Recovery Management Solution: Personal, Family and Community Renewal • Indigenous Healers: Institutions and the Recovery Management Team • People of Color and the Criminal Justice and Child Welfare Systems • Expanded Menu of Services and Catalytic Metaphors • Culturally Nuanced Research and Evaluation
References:
White, W.L. & Sanders, M.S. Recovery Management and People of Color: Redesigning Addiction
Treatment for Historically Disempowered Communities
Description:
This course is for behavioral healthcare professionals that provide treatment and prevention services
and is offered online. The enrollee registers for the course via the online enrollment process, views
the training and attached supplemental information, takes an exam in which they must obtain 70%
correct answers for passing, submits an evaluation of the course and is then issued a certificate
which they can print. The system maintains a transcript of all the courses taken by each enrollee for
up to 5 years. The enrollee can receive feedback regarding topics that may require additional
knowledge. The enrollee has access to technical support through a contact button in the training or
by e-mailing the training coordinator at [email protected]. Additionally, they can
contact the instructor/creator of the module by e-mail at [email protected]. This information is
located in their subscription information. We review all feedback regarding courses and make
necessary changes; in addition, we upload new information and content semiannually.

Course Title: Risk and Resiliency
CEUs: 3

Learning Outcomes:
• Gain an understanding of risk and protective factors including:  Defining risk  Identifying protective factors  Identifying in-child risk factors  Identifying family risk factors • Gain an understanding of resiliency including:  Identifying personal characteristics  Developmental issues in early years  Cognitive superiority  Autonomy  Androgyny  Social skills  Internal locus of control  Identifying family environmental factors  Identifying academic environmental factors  Fostering resilience  Promoting self-esteem  Supportive adults  Reducing impact of risk  Stopping negative chain reactions  Positive cognitive processing
Outline:
• Understanding risk and protective factors  Defining risk  Predicting outcomes  Protective factors  In-child risk factors  Family risk factors  Application  Cautions  Personal characteristics  Early years  Cognitive superiority  Autonomy  Androgyny  Social skills  Internal locus of control  Family environmental factors  Academic environmental factors  Fostering resilience  Promoting self-esteem  Opportunities  Supportive adults  Reducing impact of risk  Stopping negative chain reactions  Positive cognitive processing
References:
Substance Abuse Prevention: The Intersection of Science and Practice by Julie Hogan, Kristen
Gabrielsen, Nora Luna, and Denise Grothaus Understanding Substance Abuse Prevention: Toward the 21st Century : A Primer on Effective Programs by Paul J. Brounstein, Janine M., Ph.D. Zweig, Karol L. Kumpfer, and Nelba R., Ph.D. Chavez Helping Students Overcome Substance Abuse: Effective Practices for Prevention and Intervention by Jason J. Burrow-Sanchez and Leanne S. Hawken
Risk and Resilience in Childhood: An Ecological Perspective by Mark W. Fraser
Promoting resilience in an "At Risk" world.: An article from: Childhood Education by Angela Oddone
Handbook of Resilience in Children by Sam Goldstein and Robert B. Brooks
Drug Abuse Prevention for At-Risk Groups by Karol L. Kumpfer

Description:
This course is for behavioral healthcare professionals that provide prevention services and is offered
online. The enrollee registers for the course via the online enrollment process, views the training and
attached supplemental information, takes an exam in which they must obtain 70% correct answers for
passing, submits an evaluation of the course and is then issued a certificate which they can print.
The system maintains a transcript of all the courses taken by each enrollee for up to 5 years. The
enrollee can receive feedback regarding topics that may require additional knowledge. The enrollee
has access to technical support through a contact button in the training or by e-mailing the training
coordinator at [email protected]. Additionally, they can contact the instructor/creator
of the module by e-mail at [email protected]. This information is located in their subscription
information. We review all feedback regarding courses and make necessary changes; in addition, we
upload new information and content semiannually.

Course Title: Screening and Assessment for Behavioral Healthcare
Professionals
CEUs: 8

Learning Outcomes:
• Understand the admission criteria and observable behavior, symptoms and conditions that • Understand the DSM IV criteria for substance abuse or dependence • Know when in the process a QCC must be involved in the evaluation • Understand the concepts of least restrictive environment and justification for admission • Understand referral practices for applicants who do not qualify for admission and the use of • Understand documentation requirements for admission note • Understand how to conduct a financial assessment • Understand the required information that has to be documented • Understand the releases of information and to be able to accurately fill out all forms
Outline:
• Review the admission criteria and observable behavior, symptoms and conditions that • Review the DSM IV criteria for substance abuse or dependence • Review when in the process a QCC must be involved in the evaluation • Review the concepts of least restrictive environment and justification for admission • Review referral practices for applicants who do not qualify for admission and the use of a • Review documentation requirements for admission note • Review how to conduct a financial assessment • Review the required information that has to be documented • Review the releases of information and to be able to accurately fill out all forms
References:

Stephens, Christy K. Scott, and Randolph D. Muck
Assessment and Treatment of Chemical Dependency by Gennaro Ottomanelli

Description:
This course is for behavioral healthcare professionals that provide treatment and prevention services
and is offered online. The enrollee registers for the course via the online enrollment process, views
the training and attached supplemental information, takes an exam in which they must obtain 70%
correct answers for passing, submits an evaluation of the course and is then issued a certificate
which they can print. The system maintains a transcript of all the courses taken by each enrollee for
up to 5 years. The enrollee can receive feedback regarding topics that may require additional
knowledge. The enrollee has access to technical support through a contact button in the training or
by e-mailing the training coordinator at [email protected]. Additionally, they can
contact the instructor/creator of the module by e-mail at [email protected]. This information is
located in their subscription information. We review all feedback regarding courses and make
necessary changes; in addition, we upload new information and content semiannually.

Course Title: Seeking Safety
CEUs: 3

Learning Outcomes:
• Understand the purpose of Lisa Najavits’ Seeking Safety training • Understand and be able to identify the symptoms of trauma • Understand the difference between simple PTSD and complex PTSD • Understand the link between trauma and substance abuse • Understand how to implement the Seeking Safety training in a group setting Outline:

References:
American Psychological Association (2000). Diagnostic and Statistical Manual of Mental Disorders IV-
TR. Washington, DC: American Psychological Association Press. Gray, S.W. & Zide, M.R. (2008). Psychopathology: A competency-based assessment model for social Najavits, L.M. (2002). Seeking safety: A treatment manual for PTSD and substance abuse. New Najavits, L.M. (2002). Seeking Safety: Therapy for trauma and substance abuse. Corrections Today. Najavits, L.M. (2003). Seeking Safety: An new psychotherapy for posttraumatic stress disorder and substance use disorder. Trauma and Substance Abuse. Washington, DC: American Psychological Association, pp. 147-169. Najavits, L.M. (2009). Seeking safety: An implementation guide. In A. Rubin and D. W. Springer, The Clinician’s Guide to Evidence-Based Practice. Hoboken, NJ: John Wiley.
Description:
This course is for behavioral healthcare professionals that provide treatment and prevention services
and is offered online. The enrollee registers for the course via the online enrollment process, views
the training and attached supplemental information, takes an exam in which they must obtain 70%
correct answers for passing, submits an evaluation of the course and is then issued a certificate
which they can print. The system maintains a transcript of all the courses taken by each enrollee for
up to 5 years. The enrollee can receive feedback regarding topics that may require additional
knowledge. The enrollee has access to technical support through a contact button in the training or
by e-mailing the training coordinator at [email protected]. Additionally, they can
contact the instructor/creator of the module by e-mail at [email protected]. This information is
located in their subscription information. We review all feedback regarding courses and make
necessary changes; in addition, we upload new information and content semiannually.

Course Title: Sexual Harassment in the Workplace
CEUs: 2

Learning Outcomes:
• Be able to describe the scope and severity of the sexual harassment problem • Examine and understand pertinent federal law governing sexual harassment in the workplace • Be able to suggest policies and procedures for establishing and implementing a sexual Outline:

References:
Barry S. Roberts & Richard A. Mann, Sexual Harassment in the Workplace: A Primer

Description:
This course is for behavioral healthcare professionals that provide treatment and prevention services
and is offered online. The enrollee registers for the course via the online enrollment process, views
the training and attached supplemental information, takes an exam in which they must obtain 70%
correct answers for passing, submits an evaluation of the course and is then issued a certificate
which they can print. The system maintains a transcript of all the courses taken by each enrollee for
up to 5 years. The enrollee can receive feedback regarding topics that may require additional
knowledge. The enrollee has access to technical support through a contact button in the training or
by e-mailing the training coordinator at [email protected]. Additionally, they can
contact the instructor/creator of the module by e-mail at [email protected]. This information is
located in their subscription information. We review all feedback regarding courses and make
necessary changes; in addition, we upload new information and content semiannually.

Source: http://www.bhctraining.com/courses/NewEmployeeOrientationForSubstanceAbuseTreatmentProviders.pdf