Logo1
ARHE - 2020 11th National Collegiate Recovery Conference / 19th National ARS Conference
Mr pencil

How would you like your name to appear on your certificate?



What activities did you attend at the event?
Agreement
By completing this form, you attest that you have participated in all selected activities in thier entirety.
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
Objective 1: Demonstrate the continuum of care of recovery support services through the implementation of collegiate recovery programs, recovery high schools, and alternative peer groups
By meeting the above objective my professional competence will increase because I have acquired new strategies to use in my practice.
By meeting the above objective my professional performance will improve because I should be able to implement the new strategies.
By meeting the above objective my patient outcomes should improve due to the implementation of newly-learned strategies.
The teaching methods used were appropriate to the objectives
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
Objective 2: Analyze the latest in addiction and recovery research as it relates to the emerging adult populations
By meeting the above objective my professional competence will increase because I have acquired new strategies to use in my practice.
By meeting the above objective my professional performance will improve because I should be able to implement the new strategies.
By meeting the above objective my patient outcomes should improve due to the implementation of newly-learned strategies.
The teaching methods used were appropriate to the objectives
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
Objective 3: Convene key stakeholders from the collegiate recovery, recovery high school, and alternative peer group communities to share best practices and strategize for further growth
By meeting the above objective my professional competence will increase because I have acquired new strategies to use in my practice.
By meeting the above objective my professional performance will improve because I should be able to implement the new strategies.
By meeting the above objective my patient outcomes should improve due to the implementation of newly-learned strategies.
The teaching methods used were appropriate to the objectives
The instructor used technology effectively
Use knowledge gained regarding the complex nature of addiction as a disease and that substance use disorders often cannot be resolved by the individual simply choosing to stop.
Analyze their own biases and understand the myths and stigma regarding addiction and recovery and how its negative impact deters individuals from seeking support and perpetuates irresponsible drug use.
Apply empathetic language when a person chooses to honor you by disclosing that they are struggling with substance use.
Being available to effectively listen and use tactful communication techniques to respond to those who express the need for support.
Defining and understanding that recovery is a life-time journey with multiple pathways to achieving wellness in recovery.
The instructor used technology effectively
List at least 5 words, phrases and behaviors in the limbic area of the brain and how that hampers recovery.
Describe the 5 stages that relationships tend to traverse through in romantic relationships. (Honeymoon, Disillusion, Misery, Awaking, Peace/Calm).
Describe the four types of agreements to lead persons out of the stage of misery and into more healthy relationships. (Financial, Emotional/Psychological, Spiritual, Physical/Spatial).
Participants will be able to identify the 10 tips to healthy living.
The instructor used technology effectively
Discuss how Ohio State uses the practice of wellness coaching to support students in or seeking recovery.
Analyze how motivational interviewing can increase your efficacy of engaging students in or seeking recovery.
Compare the difference between counseling and coaching, as well at the benefit each bring to a student's success in recovery.
Demonstrate an understanding of key coaching concepts through structured practice.
The instructor used technology effectively
List best practices in collegiate recovery fundraising.
Describe the opportunities with the college or university for support.
Demonstrate the most effective ways to put an effective Advisory Board together.
The instructor used technology effectively
Use knowledge gained regarding the complex nature of addiction as a disease and that substance use disorders often cannot be resolved by the individual simply choosing to stop.
Analyze their own biases and understand the myths and stigma regarding addiction and recovery and how its negative impact deters individuals from seeking support and perpetuates irresponsible drug use.
Apply empathetic language when a person chooses to honor you by disclosing that they are struggling with substance use.
Being available to effectively listen and use tactful communication techniques to respond to those who express the need for support.
Defining and understanding that recovery is a life-time journey with multiple pathways to achieving wellness in recovery.
The instructor used technology effectively
List at least 5 words, phrases and behaviors in the limbic area of the brain and how that hampers recovery.
Describe the 5 stages that relationships tend to traverse through in romantic relationships. (Honeymoon, Disillusion, Misery, Awaking, Peace/Calm).
Describe the four types of agreements to lead persons out of the stage of misery and into more healthy relationships. (Financial, Emotional/Psychological, Spiritual, Physical/Spatial).
Participants will be able to identify the 10 tips to healthy living.
The instructor used technology effectively
Discuss how Ohio State uses the practice of wellness coaching to support students in or seeking recovery.
Analyze how motivational interviewing can increase your efficacy of engaging students in or seeking recovery.
Compare the difference between counseling and coaching, as well at the benefit each bring to a student's success in recovery.
Demonstrate an understanding of key coaching concepts through structured practice.
The instructor used technology effectively
List best practices in collegiate recovery fundraising.
Describe the opportunities with the college or university for support.
Demonstrate the most effective ways to put an effective Advisory Board together.
The instructor used technology effectively
Discuss the role of alternative peer groups, recovery high schools, and collegiate recovery programs in the continuum of care for emerging adults.
Demonstrate an understanding of how to implement recovery support services and a stronger continuum of care in their community.
The instructor used technology effectively
Describe the Middle Earth Peer Assistance Program services and infrastructure.
Describe how students in recovery engaged with allies to learn peer assistance skills and offer service to the campus and broader community under the auspices of academic credit-bearing courses and professional supervision.
Explain how students in recovery receive support and gain leadership experience within the program.
Identify ways to address challenges in applying the Middle Earth model to other types of campuses.
The instructor used technology effectively
Assess how they can explore experiential living in their own lives to grow both personally and professionally.
Discuss how to stay connected with their alma mater, give back, and continue their own healing journey after graduation through adventure-based experiences.
Describe common concerns and fears related to leaving a CRP while comparing anecdotal solutions with CRP alumni professionals.
The instructor used technology effectively
Discuss obstacles to treatment for emerging adult patients and their families.
Assess types of therapeutic interventions for emerging adults and their families.
Explain experiential interventions and provide examples.
Provide support for the use of experiential modalities with emerging adults.
Provide information about recovery for emerging adults and their families.
The instructor used technology effectively
Discuss the history of Alternative Peer Group Programs for the last 45 years.
Explain the components of the model and how they serve as best-practice for treating adolescent and young adult substance use and mental health disorders.
Describe the definition of enthusiastic recovery and how it is applied to treating adolescent and young adult substance use and mental health disorders.
Participants will learn how to create an action plan with basic tenets for developing a new or furthering an existing Alternative Peer Group Program.
The instructor used technology effectively
Assess strategies for identifying community partners and additional resources to rally community involvement when creating an Alternative Peer Group to treat adolescent and young adult substance use disorders and mental health issues.
Discuss "talent based hiring" and the need to identify staff with the specific skill set to manage an Alternative Peer Group to treat adolescent and young adult substance use disorders and mental health issues.
Apply strategies to build Alternative Peer Group program awareness in their communities.
The instructor used technology effectively
Discuss the challenges navigating recovery spaces that are often not supportive of transgender, nonbinary, and gender non-conforming identities.
Demonstrate skills and resources for connecting people to safer recovery spaces and building more inclusive and effective communities from the ground up.
Describe ways in which their own social environments are supportive or threatening to people in recovery and leave with practical tools to increase their environments' opportunities for resilience, inclusiveness, and support for people in recovery and their allies.
The instructor used technology effectively
Discuss motivation and efficacy of college students to participate in sober-active communities.
Analyze the relationship between university campuses with external recovery agencies.
Predict future partnerships and collaborations between multiple support systems that promote recovery.
The instructor used technology effectively
Describe Attendees will be able to understand the importance of language surrounding suicide, and the damaging or healing components associated with suicide in substance use recovery.
Discuss Attendees will be able to examine suicide in substance use recovery from a broader lens, understanding the phenomenon as a digression of mental health symptoms, and address any preconceived beliefs, bias, culture and stigma associated with suicide.
Assess Attendees will be able to conceptualize suicide in substance use recovery and critically examine the impact on family, peers and society through case examples.
The instructor used technology effectively
Describe ARS Accreditation Standards.
Describe Accreditation Procedures.
Discuss Exemplary accreditation processes.
The instructor used technology effectively
Describe the need for rigorous research on adolescent peer recovery support models for adolescents suffering with substance use and mental health disorders.
Analyze the earliest research with APG participants.
Analyze the process, elements, and outcomes of recovery from substance use and mental health disorders for youth who participate in an Alternative Peer Group.
Participants will learn the purpose and main elements of the Recovery-Oriented Research Methods for Youth in an APG pilot study.
The instructor used technology effectively
Analyze how gender formation impacts ability to ask for help.
Discuss how ACE scores can transform your coping skills.
Apply prevention strategies.
The instructor used technology effectively
Create An expressive arts piece that will allow them to work through some mental health or other issues. Through creating and doing this workshop hands on, attendees will get to experience what others feel while working through these workshops.
Discuss how PeaceLove can be used in their own recovery programs.
Plan how expressive arts can be utilized in their own recovery programs and how sessions and workshops can help their program members in ways that traditional therapies may not work.
The instructor used technology effectively
Critique classroom activities and assignments that foster student interest in addiction studies and substance use disorder treatment.
Prepare and present addiction related content in a way that appeals to a wide variety of learning styles.
Design syllabi and lesson plans that include addiction focused assignments that are experiential, dynamic, and inclusive.
The instructor used technology effectively
Plan to create policies and procedures to support their students' recovery specific to their areas needs.
Analyze how the school can address a re-occurrence of use as well as students who continue to use.
Discuss a variety of different approaches to recovery supports depending on needs of the community.
The instructor used technology effectively
Analyze terms like "irresponsible" and "immature" as they are applied to teens in treatment.
Assess what adulthood has to offer teens and how to model it.
Prepare to suspend judgment and dispense insecurities.
Incorporate the essential fun that each child needs to experience into treatment programming.
The instructor used technology effectively
Explain how the explosive growth of our prison population poses a formidable threat to America's economic prosperity.
Discuss how America has relentlessly relied on incarceration as a solution to complex social problems.
Analyze the intersection of addiction and incarceration and the role of recovery support services and empowerment.
The instructor used technology effectively
Describe The effectiveness of students in recovery attending secondary and post-secondary institutions and the pressures they experience while still in a level of care.
Discuss the value of a therapeutic alliance with the university and treatment center, how to work with designated champions on the college campus, and what students in recovery can do to identify a champion on campus.
Describe how recovery is an asset to the college campus, and how competitiveness and recovery can play a role in admissions to competitive universities.
The instructor used technology effectively
Apply knowledge gained from presentation information that will help CRP professionals develop leadership curriculum and student involvement that engages CRP community leaders and community partners.
Use knowledge gained from presentation information for CRP professionals to engage with APGs and Recovery High Schools in their region in a way that creates a path to higher education.
Apply information gained from presentation in order to support CRP professionals in developing a framework and curriculum that best fits their programs needs.
The instructor used technology effectively
Create a plan for professional development opportunities to grow as a Collegiate Recovery professional.
List self-care activities that are important for themselves to continue to thrive in this field.
Explain different areas of competence important to working in the Collegiate Recovery field.
The instructor used technology effectively
Discuss the 12-steps philosophy and practices.
Describe the current research evidence on adolescents' perceptions of and outcomes of their involvement in 12-step groups.
Apply information learned to clinical decision making on whether or when to refer adolescents to 12-step programs.
The instructor used technology effectively
Analyze the history and process bringing together Plays On Tap as part of the National Collegiate Alcohol Awareness Week at Texas Tech University.
Critique performances of select one-acts and a talk back with students in recovery.
Apply the tools to mount similar productions at their campus.
The instructor used technology effectively
Demonstrate Recognizing the essential elements of being a responsible social advocate.
Create strategies for self-preservation, while promoting equity and justice in collegiate recovery.
Design a plan for self-evaluation and analyze the quality of connections in one's circle of influence.
The instructor used technology effectively
Describe commonalities in recovery operationalization across CRPs, as well as where their own programs may diverge in unique ways.
Describe the critical elements, personnel, and boundaries of how recovery is enacted in the CRP setting.
Explain how definitions of recovery and recovery operationalization differ both generally and in their specific CRP setting.
The instructor used technology effectively
Analyze how disparity in different communities was created in regards to recovery resources.
Demonstrate how to conduct a community needs assessment.
Discuss program design to combat disparities in different communities.
The instructor used technology effectively
Create a culture of care across university offices for students challenged by substance use as well as academic difficulties.
Demonstrate a better understanding of the unique challenges faced by students with academic and substance use difficulties.
Compile a group of key stakeholders at their respective universities to engage in creating solutions around this topic.
The instructor used technology effectively
Apply insights from WVU CRP's Outdoor Programming to their own program.
Discuss the benefits and concerns of utilizing outdoor programming for CRPs.
Design outdoor programming for their CRPs.
The instructor used technology effectively
Analyze whether there is a relationship between knowing someone in recovery and personal alcohol consumption.
Discuss possible intervention strategies utilizing student social networks.
Discuss the possible implications of recovery status disclosure by members of collegiate recovery programs.
The instructor used technology effectively
Understand gains we have made and obtained over the past year toward an operational recovery high school.
Understand losses we have encountered in our journey toward establishing a recovery high school.
Apply Understand and relate to our lessons learned, where we are now in our journey toward our recovery high school destination and discuss how we can all apply this information on our unique roads toward establishment of successful recovery high schools.
The instructor used technology effectively
List the characteristics of APG groups that foster recovery and those that hinder recovery.
Describe strategies for monitoring the health of the APG.
Apply lessons learned to create and maintain a strong pro-recovery social climate in their APG.
The instructor used technology effectively
Describe ways to begin and/or further a relationship with elected officials.
Explain the importance of engaging in the policy conversation as a constituent - in the role of person in recovery, service provider, student, and VOTER.
Discuss current state and national policy and legislative issues pertinent to those in recovery and family members, treatment providers, recovery support organizations, and collegiate recovery communities.
Plan 3 or 4 activities to connect with legislators locally to build a relationship.
The instructor used technology effectively
Discuss culturally appropriate teachings to assist parents, professional and grassroots service providers in developing approaches for treatment, recovery and prevention for adults, youth and families.
Explain culturally appropriate teachings that address concerns about issues that undermine the recovery process, such as intergenerational and historical trauma, dealing with shame and stigma, and solutions in dealing with these issues.
Describe the process and steps for systemic community development.
The instructor used technology effectively
Analyze how grief interacts with substance use, addiction recovery, and relapse.
Explain the dynamics that can contribute to unexpressed or long term grief.
Compare the roles of resolution and acceptance in the grieving process.
The instructor used technology effectively
Describe RHS role in the recovery movement.
Describe Data that shows prevalence of teenagers with substance use disorders and decline in students who need treatment since 2002 (year ARS was founded), and data that shows effectiveness of RHS.
Discuss The meaning of these data for current and future recovery high schools, as well as the need for better data systems to track student enrollments and evaluate programs.
The instructor used technology effectively
Discuss the most common pitfalls that attend starting and managing an APG. This will include a chance to hear from line operators.
Analyze some pressing questions to the presenters from previous presentations. These questions will set the stage for breakout planning sessions in following times.
Write notes for the following breakout planning sessions to follow.
The instructor used technology effectively
Describe trends in substance use among the student veteran population.
Describe strengths and challenges related to student veterans, and how these are related to military culture, determinants of health, and unique needs.
Discuss approaches that collegiate recovery program can utilize to become more veteran inclusive and provide culturally competent services.
The instructor used technology effectively
Discuss possible reasons for the lack of Black women administrators in the Collegiate Recovery Field.
List strategies to help retain Black women administrators in the Collegiate Recovery Field.
Assess how they can advocate for more diversity in the Collegiate Recovery Field.
The instructor used technology effectively
Demonstrate a thorough understanding of Adverse Childhood Experiences (ACEs) and the following negative health outcomes.
Utlize techniques to develop resiliency as a way to counteract the negative health outcomes resulting from exposure to childhood trauma.
Discuss ways that communities can collaborate to ensure that residents are resilient and interact in a trauma-informed manner.
Attendees will understand that childhood trauma can be quantified and used as an important preventative measure. Evidence-based screening tools will be shared and resiliency will be developed as a way to combat the negative effects of trauma.
The instructor used technology effectively
Describe how a recovery high school uses a comprehensive support program that is embedded into every fabric of the school culture.
Explain how a recovery high school provides help for families learning how to live with and provide support for their sons/daughters entering into a sober lifestyle.
List how a recovery high school addresses recovery and support for students: The school staff reports that they are providing recovery support and relapse prevention practices that meet the needs of their students, The students believe that the current recovery support and relapse prevention, practices are meeting their needs, There are clear and regular lines of communication between school staff members regarding student needs for recovery support and relapse prevention, Students report that they are making progress in their recovery efforts.
The instructor used technology effectively
Describe Attachment theory as it relates to teens and young adults.
Utlize attachment theory to better understand and enhance alliance with clients.
Demonstrate techniques to engage clients in recovery focused peer support programs.
The instructor used technology effectively
Assess barriers to supporting people with marginalized identities in collegiate recovery: ways in which people with marginalized identities are excluded/not supported.
Analyze why we should support people in marginalized communities: these people contribute a lot to the community, so it's worthwhile to support them because they give so much back and can in turn lift others up.
Discuss how to support marginalized individuals: inclusivity guidelines, language, different mutual aid groups, additional support because the poc community is less accepting of people with a SUD or mental health issue. mental health support, exercise and nutrition, professional development/scholarship
The instructor used technology effectively
Discuss the core definitional aspects of forgiveness as a broad multidimensional construct, and differences based on particular dimensions of forgiveness.
Explain the theoretical nature of the relationship between forgiveness and health, in general, and forgiveness and addiction recovery, in particular.
Describe the evidence base regarding the role of forgiveness in addiction recovery, including the relative importance of different dimensions of forgiveness.
The instructor used technology effectively
Discuss the strengths and challenges of starting and building a CRC at HBCUs.
Assess culturally relevant programming.
Analyze ways to seek opportunities such as inter-professional collaborations or developing focused programming to serve the needs of diverse students.
The instructor used technology effectively
Assess the importance of a cost-benefits analysis associated with a CRP.
Explain the valuation of tangible and intangible benefits in a CRP and what role they play in a cost benefit analysis.
Analyze cost benefit findings to implement future cost benefits of CRPs on an individual basis.
The instructor used technology effectively
Describe commonalities in recovery operationalization across RHSs, as well as where their own programs may diverge in unique ways.
Describe the critical elements, personnel, and boundaries of how recovery is enacted in the RHS setting.
Explain how definitions of recovery and recovery operationalization differ both generally and in their specific RHS setting.
The instructor used technology effectively
Describe the importance of offering parent programming that is parallel to the adolescent programs.
Compile important experiential aspects of an effective family recovery program in an APG.
Describe the major components of family programming in an APG and the rationale for each.
The instructor used technology effectively
Discuss the designated state agency for SAMHSA funding and will consider strategies for partnering with these agencies. Attendees will discuss the benefits of collaboration with state and federal funding entities.
Discuss the technical assistance resources that have been provided to sub-grantee schools. Attendees will discuss the variety of tools and resources provided as they related to the two projects being highlighted in the session.
Discuss the advantages created through state-wide learning partnerships.
The instructor used technology effectively
Explain the importance of cultivating spaces that encourage student voices. This includes overcoming specific administrative barriers and professional attitudes that can inadvertently inhibit student contributions.
Critique various styles of collaboration across relationships with power differentials utilizing different social work skills.
Demonstrate how unique leadership styles can work to collaborate as to enhance the voices of students in the recovery community.
The instructor used technology effectively
Apply Why the need for collaboration (show how it bridges some of the gaps in the collegiate recovery movement).
Plan How to collaborate (what kind of events can be done, how to talk to local leaders and college/university staff/faculty that will help enhance the collegiate recovery movement, how to make an impact in the community).
Use What works in collaborating (discuss the impact GBCR has made in its grassroots movement)
The instructor used technology effectively
Discuss how to identify various stakeholders in the APG model.
Prepare strategies for creating relationships with stakeholders to further the mission of APGs.
Compare two case studies exposing the pitfalls and successes with managing stakeholder relationships.
Participants will learn approaches for maintaining relationships with stakeholders for long-term support.
The instructor used technology effectively
Describe Statistical risk factors for AOD issues/Substance Use Disorders within the LGBTQIA Community.
Explain The importance of inclusive supports for LGBTQIA+ students.
Assess The services available on campus for LGBTQIA inclusivity and create a basic framework to improve services.
Attendees will additionally be able to describe the depth and breadth of the LGBTQIA+ community and defend against common complaints around gender diversity.
The instructor used technology effectively
Apply content on how to cultivate leadership development for CRP community members.
Utlize knowledge gained through the presentation on how to support incoming freshmen and transfer students in a way that promotes recovery and academic success in their transition into a CRP.
Apply presentation information on how to create interpersonal effectiveness for SOS participants.
The instructor used technology effectively
Analyze barriers to disclosure for students in higher education and opportunities to reduce stigma for students in recovery.
Discuss how to reduce barriers to disclosure and give examples of challenges you have experienced in supporting students in recovery in the classroom.
Compile an appreciation for the complexity of being a student in recovery and how to support these students' success in higher education.
The instructor used technology effectively
Describe commonalities in recovery operationalization across APGs, as well as where their own programs may diverge in unique ways.
Describe the critical elements, personnel, and boundaries of how recovery is enacted in the APG setting.
Explain how definitions of recovery and recovery operationalization differ both generally and in their specific APG setting.
The instructor used technology effectively
Describe current research regarding the collateral consequences of criminal justice involvement.
Explain barriers, stigma, and harmful policies relating to prior justice involvement on college campuses.
Apply collaborations with college administrators, health promotion specialists, clinicians, and diversity departments to provide support for CRP members with conviction histories.
To introduce attendees to the sequential intercept model and discuss its application for CRPs.
Engage attendees in a discussion on what CRP's can do to make their programs more welcoming for students with criminal histories.
The instructor used technology effectively
Discuss the role of evidence-based prevention programming within the substance misuse continuum.
Demonstrate the importance of at-risk screening to identify suitable prevention-education levels and/or proper referrals to additional/adjunct sources of assistance.
Apply secondary prevention delivery methods for college-aged individuals using harm reduction approaches, including MI, CBT and psycho-education.
The instructor used technology effectively
Analyze how peer-leaders, educators and administrators can develop recovery-based educational programming which can foster the successful engagement and retention of students in recovery. Concurrently, this team can build the recovery capital of the students in recovery from substance use disorder and the collegiate institution. This will develop a recovery-competent environment.
Discuss a prototype of trauma-informed, collegiate recovery programming to characterize how undergraduate and graduate schools can build recovery-informed growth and train individuals and systems to learn and implement recovery-inclusive language and treatment methods and modalities and even pedagogical modifications.
Compare methods of how collegiate recovery programs can map development of recovery capital onto other, campus-wide growth processes to build a broader, inclusive coalition of students upon implementing collegiate recovery programming. This topic will also include an exercise to collectively consider options in addition to those in this protype.
The instructor used technology effectively
List resources available for managing educational campaigns that enhance program visibility and support. This may include marketing, media support, access to technology, etc.?
Discuss how their CRP can plan and implement campus projects utilizing their students' talents and interests thereby enhancing their students ownership in the CRP and programming.
Predict how implementing a stigma reduction project can impact their CRP students, campus faculty, and community members while attracting new members.
The instructor used technology effectively
Demonstrate the different stages in developing on-line dialogue via digital means in the collegiate recovery arena. The audience will have the opportunity to learn how to address the different stages that can be encountered in establishing a virtual collegiate recovery community. Additionally, there will be discussion about the obstacles faced in the development of social media avenues when seeking approval from the university.
Discuss the importance of student leadership and the amount of involvement necessary to maintain sustainability of an online presence in a collegiate recovery community. The audience will hear directly from the students who are on the forefront of progressively developing a model for the future of collegiate recovery where inclusivity extends beyond campus to reach online students nationwide.
Analyze the asset of streamlined digital communication in collegiate recovery communities. The audience will have the opportunity to collaboratively learn while engaging in an open discussion of modernized approaches to collegiate recovery.
The instructor used technology effectively
Discuss incorporating technology within their CRP.
Analyze networking tools within the CRP realm.
The instructor used technology effectively
List their own personal professional development needs and those of their own staff.
Describe professional development needs for incoming CRP professionals in the field.
Explain list their own assets that allow them to contribute meaningfully to the collegiate recovery field.
The instructor used technology effectively
Describe how the ADA Act and Section 504 protections should extend to students in recovery from substance use disorders.
List potential accommodations that may supplement CRP support through academic channels.
Design at least one strategy for developing these supports on their campus.
Group will seek to develop a comprehensive list of CRPs who currently have ADA accommodations available to their CRP students; and a list of types of accommodations available.
The instructor used technology effectively
Discuss Basics of starting and building programs.
Discuss The necessary internal and external relationships required for successful development and implementation.
Discuss Key funding and sustainability issues.
Acquiring addiction treatment and recovery resources for faculty, staff and students.
The instructor used technology effectively
Discuss the importance of diversity (in both research settings and participants) on collegiate recovery programs (CRPs) to inform long-term interventions that enhance social justice, health equity, and inclusion among CRPs.
Analyze the richness of community-based participatory research and community deliberative democracy forums on CRPs.
Revise revise prioritized research topics that can inform the design, needs, and future research about CRPs.
The instructor used technology effectively
Discuss The grass roots development of the Tennessee Collegiate Recovery Initiative (TNCRI) and how it developed backing from the Tennessee Department of Mental Health and Substance Abuse Services.
Assess their campus capacity and willingness for program startup using the model utilized by the TNCRI.
Demonstrate A firm understanding of the Initiative and its goals so that an action plan may be developed for their own state. Attendees will also demonstrate a firm understanding of the potential for partnerships within one's community to further campus prevention and recovery efforts.
The instructor used technology effectively
Describe systems that exist at different schools in order to compare how these function at differing intuitions.
Analyze current systems, or lack thereof, at attendants' respective campuses.
Plan to use the information discussed be able to practice updated methods at home schools.
The instructor used technology effectively
Use the qualitative research findings about recovery to determine a goal for their recovery program and/or self.
Discuss how the challenges identified by research participants impacts their work in recovery.
Explain recovery meanings from the results identified by research participants.
The instructor used technology effectively
List three signs of patient opioid and benzodiazepine addiction.
Describe situations that call for medically supervised detoxification for opiates and benzodiazepines.
Apply three critical components in overcoming physical addictions to opiates and benzodiazepines.
The instructor used technology effectively
Prepare Remembering the journey of starting a CRC and outlining what was learned along the way and what mistakes can be avoided.
Utilize Understanding that the field of collegiate recovery is unique in that most programs and professionals are willing to assist. Use the help that is freely given and then assist others in doing the same.
Plan Remembering that the process is long and tedious. Be prepared for the long haul.
The instructor used technology effectively
Discuss The literature on Hope to understand how it can improve therapeutic outcomes.
Compare The 5 constructs of Reasonable Hope and how to apply them with patients.
Apply Through experiential group process the techniques of Reasonable Hope.
The instructor used technology effectively
Apply the narratives of college students in recovery to their policy and practice at their own institutions.
Describe The social and academic experiences of students in collegiate recovery programs (CRPs).
Create Research designs to duplicate this study will be explored including data collection, sample interview questions, ethical considerations, recommended technology, and analysis of research findings.
The instructor used technology effectively
Describe the ways in which African American college students experience recovery in collegiate recovery communities.
Discuss research findings from the qualitative study within the breakout session that will include themes and interview data on African American college students in recovery utilizing CRPs.
Apply effective strategies and multicultural considerations when working with African American college students in recovery in CRCs, clinical settings and/or higher education environments.
The instructor used technology effectively
Assess ED and SUD recovery research and the value of a non-abstinence approach for ED behaviors in long-term recovery.
Analyze the similarities and differences between ED and SUD recovery, and the implications this has on collegiate recovery communities.
Apply personal experiences from individuals who have recovered from co-occurring SUD and ED to give practical examples of how non-abstinence recovery language can support long-term recovery from both ED and SUD.
The instructor used technology effectively
Describe their current status and share their goals for the future.
Discuss possible strategies to ensure a program that is viable and sustainable.
Plan future conversations, site visits, and meetings to continue to create, build, and support recovery schools.
The instructor used technology effectively
Analyze the different definitions of recovery housing, challenges of recovery housing, and federal, state and local recovery housing landscape.
Compare recovery living environments on campus and out in the community, in order to identify the discrepancies in housing models.
Plan a strategy to advocate for recovery housing on your campus by using your lived experience.
The instructor used technology effectively
Describe the categories of adverse childhood experiences.
List the ten components of trauma informed care.
Analyze implementation strategies for delivery of evidence-based care modalities by both clinical and non-clinical staff.
The instructor used technology effectively
Analyze which key partnerships need to be prioritized.
Discuss examples of two low-input, high-output collaborative partnerships.
Assess participation in committees, tasks forces, and advisory councils that help further their mission and that of others.
Please rate the following:
The program was relevant to my work.
Content matched stated objectives.
Technology user friendly.
Course material presented the course content effectively.
How well did the educational sessions give a balanced view of therapeutic options, including the use of generic names?
If you rated any of the above questions with 'fair,' 'poor,' 'disagree,' or 'strongly disagree' please explain in detail (e.g. session title, speaker name, situtation):
Please tell us about any sessions you found particularly good or bad
Please tell us about any objectives you feel we accomplished well or poorly 
Please tell us about any presenters you found particularly good or bad
Please answer the following:
Do you believe this activity was appropriate for the scope of your professional activities?
Was the educational content scientifically sound?
If faculty spoke about off-label or investigational uses of a product, was that information disclosed to you?
Was the mode of education effective to learning?
If you answered "No" to any of the above questions, please explain.
Did you perceive any product/service/company/commercial bias in any educational session you attended or materials you received?
If you answered "Yes" to the above question, please detail the situation below (e.g. session title, speaker name):
Were you solicited by sales personnel in an educational room (other areas do not matter) while you attended this educational activity?
If you answered "Yes" to the above question, please explain in detail (e.g. who, when, where):
How much did you learn as a result of this education program?
What specifically did you learn during this activity that you intend to integrate into your practice?

What questions have arisen in your practice for which you need answers/strategies that you can implement?

What patient/client problems or patient/client challenges do you feel you are not able to address appropriately or to your satisfaction?
What problems are your patients/clients communicating to you that need attention or follow up?

Are you interested in basic, intermediate or advanced level trainings?

What barriers might you have that would interfere with implementation of new information learned from this training?

How can this training (the overall meeting) be improved to better impact competence, performance and/or patient/client outcomes?

Additional comments:

Where did you attened this webinar? Choose one: Live Online or Enduring (Recorded) Online
Mr question
Provided by amedco