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DEE - 21st Annual Cape Cod Symposium on Addictive Disorders
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Please rate the expertise of the speaker - Shirley Beckett Mikell.

Please rate the expertise of the speakers Philip McCabe and Elijah Nealy.

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   The program was relevant to my work.

Please rate the teaching ability of the speaker - Shirley Beckett Mikell.

Please rate the teaching ability of the speakers Philip McCabe and Elijah Nealy.

Please rate the expertise of the speaker Corinne Gerwe.

Please rate the expertise of the speakers Gerard Schmidt and Cynthia Moreno Tuohy.

Please rate the expertise of the speaker Stephanie Covington.

Please rate the expertise of the speaker Larry Ashley.

Please rate the expertise of the speaker Patrick  DeChello.

Please rate the expertise of the speaker Anne Balboni.

Please rate the expertise of the speaker Tennie McCarty.

Please rate the expertise of the speaker Jeff Wilbee.

Please rate the expertise of the speaker Donna Corrente.

Please rate the expertise of the speaker Ariel Johanna Cohen.

Please rate the expertise of the speaker Cynthia Moreno Tuohy.

Please rate the expertise of the speaker Paul Klontz.

Please rate the expertise of the speaker Andrew Moynihan.

Please rate the expertise of the speaker Sandra Felt.

Please rate the expertise of the speaker Susan Campling.

Please rate the expertise of the speaker Stephen Wyatt.

Please rate the expertise of the speaker Marian Eberly.

Please rate the expertise of the speaker Harris Stratyner.

Please rate the expertise of the speaker David Houke.

Please rate the expertise of the speaker Mike Blackburn.

Please rate the expertise of the speakers Bill Puddicombe and Kevin McEneaney.

Please rate the expertise of the speaker Mark Greenberg.

Please rate the expertise of the speaker Tommie Ann Bower.

Please rate the expertise of the speaker Jerry Moe.

Please rate the expertise of the speakers Luis Sanchez and Douglas Gibson.

Please rate the expertise of the speaker Sam Todaro.

Please rate the expertise of the speaker Robert Weiss .

Please rate the expertise of the speaker Robert Mooney.

Please rate the expertise of the speaker Ray Daugherty.

Please rate the expertise of the speakers Paul Lemieux and Patrice Muchowski.

Please rate the expertise of the speaker Josiah Rich.

Please rate the expertise of the speaker Madelyn Bryson.

Please rate the expertise of the speaker Jane Eigner Mintz.

Please rate the expertise of the speakers Lois Hollow and Kevin Keefe.

Please rate the expertise of the speaker Stephen Sideroff.

Please rate the expertise of the speaker Michael Miller.

Please rate the expertise of the speaker Michael Fishman.

Please rate the expertise of the speaker Mark Schwartz.

Please rate the expertise of the speaker Robert Barkin.

Please rate the expertise of the speakers Marlene Warner and Jim Wuelfing .

Please rate the expertise of the speaker Randal Lyons.

Please rate the expertise of the speakers Donna White and Vanessa Sullivan.

Please rate the expertise of the speaker Noni Eden.

Please rate the expertise of the speaker Nancy Johnston.

Please rate the expertise of the speakers David Rosenker and John Lieberman.

Please rate the expertise of the speaker Michael Botticelli.

Please rate the expertise of the speaker Melissa Lee Warner.

Please rate the expertise of the speakers David Delapalme, Richard Henry, Nadya Mikdashi, Mark Publicker, Bill Puddicombe amd John Trolan.

Please rate the expertise of the speaker John Ishee.

Please rate the expertise of the speaker Jack Kuo.

Please rate the expertise of the speaker Arthur Trotzky.

Please rate the expertise of the speaker Michael Miller.

Please rate the expertise of the speaker Rokelle Lerner.

Please rate the expertise of the speaker Karen Miotto.

Please rate the expertise of the speaker Robert Ackerman.

Please rate the expertise of the speakers Stephen Ryzewicz and Steven Fischel .

Please rate the expertise of the speakers Michael Weiner, John McIlveen, Donald Mullaney, Naelys Diaz, E. Gail Horton and G. Ed Pigott.

Please rate the expertise of the speaker Rosemary Wentworth.

Please rate the expertise of the speaker Lucy Marrero.

   Teaching methods were appropriate.

Please rate the speaker's responsiveness to questions:

Please rate the speaker's responsiveness to questions:

Please rate the teaching ability of the speaker Corinne Gerwe.

Please rate the teaching ability of the speakers Gerard Schmidt and Cynthia Moreno Tuohy.

Please rate the teaching ability of the speaker Stephanie Covington.

Please rate the teaching ability of the speaker Larry Ashley.

Please rate the teaching ability of the speaker Patrick  DeChello.

Please rate the teaching ability of the speaker Anne Balboni.

Please rate the teaching ability of the speaker Tennie McCarty.

Please rate the teaching ability of the speaker Jeff Wilbee.

Please rate the teaching ability of the speaker Donna Corrente.

Please rate the teaching ability of the speaker Ariel Johanna Cohen.

Please rate the teaching ability of the speaker Cynthia Moreno Tuohy.

Pleaes rate the teaching ability of the speaker Paul Klontz.

Please rate the teaching ability of the speaker Andrew Moynihan.

Please rate the teaching ability of the speaker Sandra Felt.

Please rate the teaching ability of the speaker Susan Campling.

Please rate the teaching ability of the speaker Stephen Wyatt.

Please rate the teaching ability of the speaker Marian Eberly.

Please rate the teaching ability of the speaker Harris Stratyner.

Please rate the teaching ability of the speaker David Houke.

Please rate the teaching ability of the speaker Mike Blackburn.

Please rate the teaching ability of the speakers Bill Puddicombe and Kevin McEneaney.

Please rate the teaching ability of the speaker Mark Greenberg.

Please rate the teaching ability of the speaker Tommie Ann Bower.

Please rate the teaching ability of the speaker Jerry Moe.

Please rate the teaching ability of the speakers Luis Sanchez and Douglas Gibson.

Please rate the teaching ability of the speaker Sam Todaro.

Please rate the teaching ability of the speaker Robert Weiss .

Please rate the teaching ability of the speaker Robert Mooney.

Please rate the teaching ability of the speaker Ray Daugherty.

Please rate the teaching ability of the speakers Paul Lemieux and Patrice Muchowski.

Please rate the teaching ability of the speaker Josiah Rich.

Please rate the teaching ability of the speaker Madelyn Bryson.

Please rate the teaching ability of the speaker Jane Eigner Mintz.

Please rate the teaching ability of the speakers Lois Hollow and Kevin Keefe.

Please rate the teaching ability of the speaker Stephen Sideroff.

Please rate the teaching ability of the speaker Michael Miller.

Please rate the teaching ability of the speaker Michael Fishman.

Please rate the teaching ability of the speaker Mark Schwartz.

Please rate the teaching ability of the speaker Robert Barkin.

Please rate the teaching ability of the speakers Marlene Warner and Jim Wuelfing.

Please rate the teaching ability of the speaker Randal Lyons.

Please rate the teaching ability of the speakers Donna White and Vanessa Sullivan.

Please rate the teaching ability of the speaker Noni Eden.

Please rate the teaching ability of the speaker Nancy Johnston.

Please rate the teaching ability of the speakers David Rosenker and John Lieberman.

Please rate the teaching ability of the speaker Michael Botticelli.

Please rate the teaching ability of the speaker Melissa Lee Warner.

Please rate the teaching ability of the speakers David Delapalme, Richard Henry, Nadya Mikdashi, Mark Publicker, Bill Puddicombe amd John Trolan.

Please rate the teaching ability of the speaker John Ishee.

Please rate the teaching ability of the speaker Jack Kuo.

Please rate the teaching ability of the speaker Arthur Trotzky.

Please rate the teaching ability of the speaker Michael Miller.

Please rate the teaching ability of the speaker Rokelle Lerner.

Please rate the teaching ability of the speaker Karen Miotto.

Please rate the teaching ability of the speaker Robert Ackerman.

Please rate the teaching ability of the speakers Stephen Ryzewicz and Steven Fischel.

Please rate the teaching ability of the speakers Michael Weiner, John McIlveen, Donald Mullaney, Naelys Diaz, E. Gail Horton and G. Ed Pigott.

Please rate the teaching ability of the speaker Rosemary Wentworth.

Please rate the teaching ability of the speaker Lucy Marrero.

Please rate the speaker's responsiveness to questions:

Please rate the speakers responsiveness to questions:

Please rate the speaker's responsiveness to questions:

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Discuss ethical issues and their impact on clients and addiction professionals.
Compare case studies.
Relate workshop topics with legal ramifications for addiction professionals.

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   The program content matched the stated objectives.

   Usefulness of handouts/AV.

Discuss the issues and barriers faced by lesbian, gay, bisexual, and transgender (LGBT) persons in need of substance use disorder-related services.
Describe the interaction between LGBT issues and substance use and abuse.
Explain how to offer sensitive, affirmative, culturally relevant, and effective treatment to LGBT clients in substance use disorders treatment.
Discuss how feelings, physical symptoms, core memory details, and behavior that become intrinsically interrelated during certain highly intense developmental experiences can develop into problematic patterns that persist into adolescence/adulthood and are a major force in relapse.
Explain how to help clients identify and explore the nature of pivotal lifespan experiences/responses and their connection to persistent high risk/maladaptive patterns of behavior related to addiction susceptibility and relapse.
Use the Orchestration Method in individual and small group sessions.
Explain how to engage client participation and collaboration while addressing individual needs of the client using the G-OM.
Use G-OM case management tools in diagnosis, treatment planning, prognosis, aftercare planning/referral, integrating G-OM with ASAM dimensional criteria.
Integrate G-OM with the 12 Step Program and with existing treatment programs.

Discuss medication-assisted treatment.

Identify and discuss different medications and research.
Match therapies where appropriate to the correct client.
Identify various kinds of combat related stress.
Discuss  the relationship between addictive disorders and PTSD.
Identify treatment approaches relative to combat related trauma.
Discuss the history of women’s treatment.
Integrate current theoretical perspectives.
Discuss treatment environment.
Examine the multiple issues in women’s recovery.
Compare the multiple etiologies of disorder.
Explain when medication is a viable option.
Identify side-effects.
Discuss when medications are used for their positive side effects.
Discuss issues of addiction to medications.
Identify reasons for failure to respond to medications.
Compare the various types of medications and their common uses and doses.
Identify when there is a need for dosage adjustment.
Identify drug seeking behavior in clients.
Identify when dosage adjustment is necessary.
Evaluate cultural explanations regarding medication uses.
Identify the appropriate role of the clinician in the medication relationship.
Summarize how clients’ mask/hide their eating disorders by the use of other addictive behaviors.
Explain why it is fundamental to the treatment of eating disorders to go to the core pain to reduce the tendency of relapse and the switching of addiction.
Explain how to engage the emotional side of the client not just engage the mechanics.
Review the spiritual side of treatment and its importance.
Review the Hero’s/Recovery Journey.
Review the Stages of Change.
Explain how the Journey, Stages of Change and the Recovery Process interact.
Identify their own need to change, to ward off complacency, as we move forward in the therapeutic field.
Describe the general nature of HIV and Hep C disease processes and health concerns.
Discuss of infectious disease implications and management, including environmental and psychosocial concerns.
Review management of patients with diagnoses of HIV/Hep C in the treatment setting and in recovery.
Discuss the bio-chemical nature of the brain’s reactions to conflicts.
Outline healthy and unhealthy conflict.
Utilize tools that help them manage and resolve conflicts.
Identify methods of helping clients identify the “money scripts” that drive their financial behaviors.
Practice tools used to assist clients who are dealing with self-defeating/self-destructive financial behaviors change their financial template.
Identify the role of trauma in a client’s self-defeating/self-destructive financial behaviors.
Summarize research that supports the efficacy of the tools and techniques demonstrated in this workshop used to help clients change their self-defeating/self-destructive money behaviors.
Describe Human motivation as evolutionary and exclusive from instincts.
List evidence based reviews of motivation and the current theoretical understanding of motivation and interpretation of choices and movement towards change.
Identify the role of clinicians regarding their client’s motivational state during treatment.
Describe PMI as a clinical concept and intervention in the treatment of addictions.
Identify and assess the behaviors and treatment effects of the three basic patterns of relating to clients.
Identify which of the three ways they generally use to relate to their clients by observing certain specific behavioral reactions from their clients.
Identify at least three specific tools for relating directly to a client’s sense of self to better insure a deeper level of safety and connection for the client, thereby reducing resistance, preventing relapse, and strengthening the client’s sense of self to improve treatment outcome for permanent change.
Identify addictive common to domestic violence and the sexual addictions.
Identify who is at risk for developing.
Discuss how to screen clients/patients for these disorders.
Name treatment options for persons with sexual addictions and domestic violence patterns.
Discuss the principles of screening before prescribing opioids.
List principles of monitoring the patient while they are taking opioids.
Explain how to avoid problems of abuse and dependence.
Identify exit strategies.
Describe alternative pain management possibilities.
Review research on resilience.
Describe what constitutes  resiliency-building conditions in their lives.
Identify tools to help clients and families develop resiliency skills.
Utilize the “Carefrontation” model.
Utilize cognitive behavioral techniques geared towards individuals with co-occurring (psychiatric and substance abuse) disorders, which intern will modify behaviors that reinforce new ways of thinking.
Demonstrate how to deal with such defense mechanisms as projective identification and splitting that are often seen in the DSM-IV AXIS 2 Cluster B personality disorders such as borderline personality disorder and antisocial personality disorder.
Discuss Stratyner’s concept of selective autonomy which plays a critical role in designing treatment plans that are evidenced-based and outcome oriented.
Discuss and discover shared difficulties providers have experienced in their attempts to involve family in the treatment and recovery of our patients/clients.
Identify and learn to apply several effective interventions to increase family involvement.
Identify and discuss essential elements of family education topics.
Examine effective family support opportunities.
Identify follow-up assessment tools to document the  effectiveness of family intervention.

Identify the benefits of Employee Assistance Programs (EAP’s).

Discuss how systems can affect the work of people at service delivery level.

Practice using criteria for evaluating systems and policy in its effects on service to end user.
Critically question their management and leadership practice.
Describe practical examples in Human Resource management that will enhance their leadership skills.

Identify the special needs of male clients/patients in the treatment and recovery of addiction.

Describe the interaction between early trauma, ADHD, and stimulant addiction.
Identify the main arguments in the controversy regarding the use of medications in the context of abstinence-based treatment and recovery.
Describe several characteristics of men in the recovery process from alcohol and other drug addiction.

List useful and effective outcome collection strategies to prepare for NOMS and the impact of pay for performance incentives.

Review the eight current domains of the National Outcome Measures for substance abuse treatment.
Describe examples of easy-to-collect data for each domain.
Utilize the six data point strategy to determine access and retention.

List the healing stages for children challenged by family addiction.

Describe two activities to facilitate the healing process for youth.

Describe current approaches to assessment and monitoring physicians.

Identify the signs and symptoms of illnesses and disorders which can affect physicians.
List resources available to assess physicians with health problems and how to make a referral.
Identify methods of education and prevention for physician health issues.

Review the steps necessary to establish an EAP (Employee Assistance Program or MAP (Member Assisted Program).

Identify and manage cases involving sexually addictive and cybersex addictive behavior patterns.

Review available assessment and history taking tools useful in diagnosing Sexual Addiction and online sexual problems.
Define healthy sexual behavior from addictive sexuality.
Examine the relationship of sexual addiction to childhood trauma and multiple addictions.
Discuss general treatment strategies for Sexual Addiction treatment – both online and off.
Discuss the stages of treatment and specific intervention techniques for individuals and spouses.
Explain the historical perspective for alcoholism as a disease.
Recite at least one definition of addiction.

List three positive diagnostic criteria of an alcoholic.

Summarize the impact of the public stereotype of alcoholism.
Identify how challenging research findings make perfect sense once we separate the paradigms of alcoholism/addiction from the paradigm of dependence.
Describe how alcoholism/addiction and dependence represent different paradigms and are thus not synonymous.

Identify why it is important to differentiate dependence from alcoholism/addiction in clinical work.

Identify the benefits to clients of offering two treatment paths with wholly different goals: Discovery and Recovery.
Develop different treatment strategies depending on whether the individual has alcoholism/addiction vs. dependence.
Identify why a substantial percentage of people who qualify for a DSM Dependence diagnosis can be best served as an Indicated Prevention audience rather than a Treatment audience.
Identify three psychoeducational topics to utilize when conducting co-occurring disorder groups.
Identify two clinical interventions to enhance treatment of such patients in their own setting.
Evaluate the impact to their own treatment program when treating patients with co-occurring disorders.
Discuss the implications of an HIV diagnosis.
Evaluate the basics of current treatment for HIV.
Compare the prognosis of HIV both treated and untreated.
Describe the unique manifestations of HIV in the setting of co-occurring addiction and other related diseases.
Identify the characteristics of addiction as they relate to trauma survivors.
Evaluate counter transference as an intervention in strengthening the “neutral observing ego".
Utilize of counter-transference interventions to explore the “perpetrator”, “rescue”, and “victim” roles.
Practice skills in the appropriate use of confrontation with this population.
Identify appropriate applications of DBT and EMDR methods.
Discuss the danger of flight when rejecting counter-transference.
Identify assessment techniques and interviewing strategies for complex populations.
Explain how to plan a safe intervention for unstable clients.
Explain how to work with Police, EMS and Emergency Rooms and assess levels of crisis.
Discuss evidence-based data that supports efficacy of Family Education and Support (FES).
Name the target population this model was designed for and how facilities can adapt the model to fit their needs.
Explain the format for FES sessions.
Describe the content of FES sessions (including examples of handouts use for educational sessions).
Describe how to formulate and use a “comfort agreement".
Explain how the sessions are conducted, providing a role play to elucidate a communication skills training session.
Problem-solve how to manage difficult clinical situations (i.e., increased affect, and acting out behavior).
Explain how a solution-focused process such as FES allows for greater safety for clients and families, as well as professionals.
Describe what neurofeedback is.
Describe how neurofeedback can be integrated into substance abuse treatment.
Evaluate results of controlled research using neurofeedback in a substance abuse program.
Identify probable mechanisms for the effectiveness of Neurofeedback Presentation description.
Construct a framework/conceptual model regarding the spectrum of patterns of use of opioids.
Discuss the need for ongoing assessment of risks and benefits during initiation, continuation, and discontinuation of opioid treatment plans.
Identify risky behaviors/statements by patients that should raise their index of suspicion regarding non-medical use of opioids they prescribe.
List street names of drugs.
Describe the possibility of “family sabotage".
Discuss possible long term consequence of drug & alcohol use.
Discuss various medications used in treating cravings.
Describe the structure of the GABA (A) receptor.
Discuss the effects of alcohol and other drugs at the GABA (A) receptor.
Describe neurosteroid effects at the GABA (A) receptor.
Discuss the importance of the GABA (A) receptor as a target for the development on new pharmacologic agents for the treatment of addiction.
Discriminate immunoassay from liquid chromatography  & mass spectrometric.
Discuss drug seeking patients and the need for controlled substance agreements.
Assess false positives of immunoassay.
Identify the difference between gambling & problem gambling .
Identify different types of gambling.
Describe growth/expansion of gambling in the U.S. .
Identify signs/symptoms and risk factors of problem gambling.
Explain similarities/differences between substance abuse & problem gambling.
Identify sources for assessment, referrals & resources.
Discuss policy considerations for integration of gambling treatment into a substance abuse agency.
Summarize an holistic view of addictions.
Describe how trauma affects the whole person in very specific ways.
Define terms and ideas that connect the body, mind and spirit.
List reasons & incentives to include Oriental Medicine in the treatment of addictions.
Define disability and chronicity and how it impacts the treatment of concurrent disorders a person lives with.
Describe how the stigma of being a person with 2 disorders can potentially impede the humane treatment when seeking help.
Identify strategies for recovery and rehabilitation techniques that are viable for a person working towards a healthy lifestyle who has an addictive disorder and a chronic physical disability.

Discuss the role an eating disorder plays in a clients life.

Discuss the importance of understanding, researching, and treating codependence in-and-of itself and in relationship to the treatment of addictions in others.
Utilize a treatment model that can help the clinician organize their work in their treatment of the intra- and inter-personal dynamics of codependence.
Discuss generational issues and their impact on current use and trends.
Explain why kids use.
Summarize first time use trends and impact on future use.
Name current drugs of choice.
Summarize the current prescription drug use trends nationally and in Massachusetts.
Discuss the impact on and challenges of developing appropriate systems of viable prevention, intervention and treatment programs and practices.
Describe how current medical research about addiction verifies references in Alcoholics Anonymous.
List examples from the Big Book of Alcoholics Anonymous that demonstrate the innate understanding the founders of AA had of alcoholism.
Identify the contributions that Dr. William Silkworth and Bill Wilson, founders of AA, have given to the field of addiction medicine.
Identify where American, European, Middle and Far Eastern policies and practices overlap.
Differentiate where they significantly differ in the areas of substance abuse prevention and treatment as well as harm reduction efforts.
State at least three differences between traditional religion and spirituality.
State three ways to contrast healthy and unhealthy spirituality.
Write a one-sentence definition about how their assumptions about spirituality affect their therapeutic practice.
List three cautions that are appropriate regarding spirituality in therapeutic practice.
List six actions to take to integrate healthy spirituality into therapeutic practice.
Discuss the extent to which videogame addiction conforms to currently accepted scientific definitions of addiction.
Describe the epidemiology of videogame addiction.
List proposed diagnostic criteria for videogame addiction.
Compare existing and suggested modalities for treatment of videogame addiction.
Discuss the evidence-based support for inclusion of videogame addiction as a formal diagnosis.
Summarize research supporting the efficacy of humor as a medium in healing and examine psychological theories that incorporate paradox and exaggeration in their applications.
Describe the specific benefits of humor in reducing the risks for fatigue and burnout in their individual lives and in their professional practices.
Review humorous interventions and will understand the theoretical rationale supporting their uses.
Describe how humor, paradox and exaggeration can be integrated into treatment interventions and will be motivated to incorporate these behaviors and attitudes into their practices.
Evaluate the importance of the unique role physicians play in addressing problems of substance use and addiction in our nation, including opioid misuse, diversion, addiction, and overdose.
Discuss the need for physicians to exhibit professionalism in taking the lead in improving patient care and public understanding of issues of substance use, misuse, and addiction.
Utilize patient/family education as a means of generating results in turning the tide of unhealthy substance use and addiction.
Define the differences between sanctuary and process trauma.
Identify the presenting symptoms and clinical strategies for traumatic pleasure, traumatic repetition and traumatic shame.
Demonstrate specific tools of engagement for addicts/alcoholics in trauma work.
Describe trends in prescription drug problems.
Identify pharmacological properties and safety issues in the use of opioids.
Specify resources for methadone treatment including the Physician Clinical Support System.
Identify common strengths that help people to survive trauma.
Examine various methods of motivating clients.
Identify a least five factors that indicate a client is getting better.
Apply techniques to help clients relate to positive behaviors beyond victimization.
Discuss the unique challenges associated with alcohol withdrawal treatment in a general hospital setting.
Discuss the risks and benefits pertaining to using symptom-triggered withdrawal treatment in a general hospital population.
Discuss the pros and cons of using benzodiazepines for alcohol withdrawal treatment, and the differences between some of the commonly used agents.
Discuss the role of adjunctive medications to assist with the treatment of alcohol withdrawal.
Identify Depression and Dysthymia as mood disorders that need to be addressed in treatment and in early recovery.
Diagnose Dysthymia by identifying at least two symptoms that have occurred over a two year period.
Diagnose Depression by identifying at least five symptoms that have occurred over the same two week period.
Distinguish between Depression and Dysthymia.
Utilize or recommend spiritual and light/sound neurostimulation as appropriate interventions for treating addicts with Depression and/or Dysthymia.
Integrate these interventions into a treatment plan for residential treatment and continued outpatient care.
Summarize research literature using art therapy as a modality in substance addiction counseling.
Utilize basics of imaging to explore difficult emotions.
Identify basics of creative dialogue with images.
Describe how to ask  process questions with reference to body sensations.
Name basic mindfulness techniques.
List the benefits of uniting community organizations to work together toward substance prevention and treatment programming for youth.
Explain how to build a three-pronged adolescent program that includes prevention, education, and treatment.
Discuss the interrelation of pro-social behavior, academic achievement, social belonging, suicide/violence prevention, and substance prevention.
Discuss the advantage in obtaining grants as well as technical grant writing techniques to fund an all inclusive community consortium lifestyle program for adolescents.
Identify sources of trauma in the workplace.
Discuss necessary responses to workplace trauma.
Evaluate behavioral repercussions of workplace trauma.

Discuss the impact of mental health and wellness on employee productivity.

Review the different models of Employee Assistance Programs.

Discuss the necessary steps to implement a EAP or MAP program.

Review structure, partnerships and outreach as they relate to the success of a program.

Discuss the pros and cons of different types of programs.

Demonstrate how the use of a unique combined therapy modality can help patients.

Discuss the necessary steps clients need in order to begin the healing process.

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   increased your professional knowledge?

   will increase your professional competence?

   will result in performance changes in your professional practice?

   was appropriate for the scope of your professional activities?

   will result in your ability to improve your practice?

List any perceived practice "gaps" which you would like to see the focus of future trainings.

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