Products and Resources Catalog

Discover the Benefits of DBT for Individuals in Substance Use Disorder Recovery   Dialectical Behavioral Therapy (DBT) has emerged as a powerful evidence-based approach to addressing the complexities of substance use disorders, offering a comprehensive toolkit that extends beyond conventional methods. In this six-hour training, participants will delve into the core principles and techniques of DBT, exploring how they enrich SUD treatment by fostering mindfulness, enhancing interpersonal skills, regulating emotions, and bolstering distress tolerance. This training package includes a 6-hour PowerPoint presentation (full curriculum) and a 13-page handout packet. There are various options for presenting the 6 hours of content, including through a 1, 2, or 3-hour workshop, a single full-day (6-hour) training session, or two 3-hour sessions, which allows for convenient scheduling while maintaining satisfactory coverage of the material. All materials contained in this training package are 508 compliant.   Learning Objectives: At the end of this training, participants will be able to: Distinguish two (2) specific behaviors that DBT is designed to treat and the origins of DBT Describe the four (4) groups of skills utilized in DBT (Mindfulness, Interpersonal Effectiveness, Emotion Regulation, and Distress Tolerance) Identify two (2) ways in which DBT skills can be useful for substance use disorders Apply one (1) specific DBT Skill pertaining to one of the four (4) DBT skills Explain two (2) specific ways in which DBT can be integrated into an SUD treatment setting In-Depth Description of Training:  Originally developed to address chronic suicidal ideation and borderline personality disorder (BPD), DBT blends cognitive behavioral therapy (CBT) with a dialectical philosophy, emphasizing acceptance and change simultaneously. Over time, research has shown its effectiveness in treating a spectrum of mood disorders including depression, post-traumatic stress disorder (PTSD), eating disorders, and importantly, substance use disorders. This training explores how DBT goes beyond its original purpose, becoming a pivotal intervention in reshaping behavioral patterns and becoming a crucial tool in reshaping behaviors, particularly concerning substance misuse. Through this structured curriculum, participants will gain insights into the four core skill sets (modules) of DBT: Mindfulness, Interpersonal Effectiveness, Emotion Regulation, and Distress Tolerance. Throughout this training, participants will examine the nuanced ways in which each skill set intertwines with SUD treatment, promoting a holistic approach toward recovery. Mindfulness, as the cornerstone of DBT, encourages individuals to embrace the present moment, detaching from harmful thought patterns and impulses. Interpersonal Effectiveness skills equip individuals with strategies for building healthy relationships, crucial in navigating support networks during recovery journeys. Emotion Regulation skills teach mechanisms for managing intense feelings, providing tools to modulate emotional responses without resorting to substance use, while distress tolerance skills empower individuals to withstand cravings and urge to use, fostering resilience in recovery. Moreover, this training underscores the importance of DBT in addressing co-occurring mental health disorders, breaking down barriers to recovery, and promoting sustained abstinence from substances. By fostering engagement, trust, and collaboration, DBT sets the stage for long-term success, enabling individuals to reclaim agency over their lives and forge a path toward lasting wellness. In summary, this six-hour training serves as a roadmap towards integrating DBT principles into SUD treatment, equipping participants with the knowledge and skills necessary to effect transformative change in the lives of those grappling with substance misuse.

  Leading and Facilitating High Performing Teams in Behavioral Health Settings   ON-DEMAND COURSE   Course Description This 5-module on-demand course focuses on the development of practice competencies for facilitating and leading a variety of meeting formats, activities, and processes to support the deliberative and inclusive actions of organizational teams. These competencies focus on activities for: conducting efficient and effective meetings, developing team comrade and trust, generating information, generating and evaluating ideas, making decisions, and developing action plans. This course is designed to provide you with a set of tools and practices that will enhance your leadership and facilitation effectiveness within various behavioral health settings. In these settings, behavioral health providers may be part of one or more ongoing or ad hoc work-place clinical teams or committees (discharge committee; high utilizer committee) and organizational work-place meetings (shift change, staff meetings). In today’s post-COVID world, many organizational teams operate both virtually and in-person.   TO VIEW AND COMPLETE MODULES 1, 2, 3, 4, and 5  PLEASE VISIT: https://psattcelearn.org/courses/leading-and-facilitating-high-performance-teams/   Structure of the Course This on-demand course is divided into five (5) modules. Each module will take one (1) hour to complete and learners can receive one (1) continuing education (CE) credit/contact hour for completing each module. Each module will require you to view 2-3 brief video lectures, read brief articles or other informational documents, and complete 1 application activity. The five (5) modules consist of:    

  Treatment for Individuals who Use Stimulants TRUST A Protocol Using Empirically-Supported Behavioral Treatments for People with Stimulant Use Disorders     Purpose of the TRUST-MAIN Manual The authors of this manual have been involved in StimUD-related research, treatment, and training efforts for over 30 years. Over this period, the research on StimUD and its treatment has vastly increased and there is a great interest in better understanding StimUD and providing effective treatment for people who use cocaine and methamphetamine. We have produced this manual to promote the use of research-supported strategies for StimUD treatment. The manual attempts to combine a number of strategies into a framework that is appropriate for use by clinicians in settings where people with StimUD receive treatment. This manual is not intended to be a cookbook and the materials used and the framework for their use are not intended to be an inflexible, one-size-fits-all prescription. At the end of the manual, we list a variety of treatment materials (see Appendix) that can be added or substituted for the ones we are recommending. We provide the contents of this manual and the framework for combining these treatment materials as one example for how research-supported strategies can be combined into a structured treatment experience. The manual was developed at a time when CM with adequate incentives was considered impossible in the U.S. Hence, this manual was produced to offer a possible, albeit a non-evidence-based and certainly less effective alternative to CM. As evidence-based CM protocols using adequate incentives are increasingly being developed and implemented in the U.S., there is interest in having CM delivered within a framework of other evidence-based behavioral support. The use of the materials in the TRUST Manual to augment CM treatment is another possible use of the manual, either in the form of a 12-week framework, or as ad hoc behavioral support materials. The audience for the manual includes healthcare professionals who provide treatment services for individuals with StimUD. One category of these professionals who we particularly hope will benefit are therapists and other behavioral health clinicians who work in substance use disorder specialty care treatment programs. The manual has been written with this group in mind.   The manual intends to: Provide new information about the use and effects of cocaine and methamphetamine. Present several key clinical challenges that clinicians face when treating this population. Review the evidence-based treatment strategies for StimUD treatment. Discuss how motivational interviewing (MI) is central to the effective engagement of individuals in treatment and to assisting them with behavior change during treatment. Present how elements of community reinforcement approach (CRA) and cognitive behavioral therapy (CBT) can be used to assist individuals with StimUD to reduce/discontinue their drug use and prevent relapse. Describe a procedure for incorporating positive incentives into the treatment milieu and/or support the use of CM for the treatment of StimUD. Provide information and guidance for how physical exercise can benefit individuals who are attempting to reduce/discontinue their use of methamphetamine and cocaine. Describe a plan for providing continuing care to assist individuals to sustain the progress they have made in a structured treatment program. List an array of manuals and training resources for other research-supported substance use disorder treatment approaches.   For those working with people receiving care for Opioid Use Disorder, an adapted version is available Treatment for Individuals who Use Stimulants while on MOUD TRUST—MOUD THERAPIST MANUAL & PATIENT WORKBOOK       Purpose of the TRUST-MOUD Manual The TRUST MOUD Manual is intended to be used with patients who are struggling with stimulant (cocaine/amphetamine) use while in treatment for OUD with methadone, buprenorphine, or naltrexone. Working with patients presenting in MOUD treatment is a challenging, yet incredibly rewarding experience. While it is rewarding, it can also be frustrating. Stimulant use among these patients is common and many patients don’t see their use as problematic. In fact, for some patients who use stimulants sporadically, they may not need treatment. But certainly, for some patients on MOUD, cocaine/meth use is extremely detrimental to the effectiveness of their MOUD treatment and is a serious health problem. However, in many cases, regardless of the severity of use, the patients often don’t recognize their stimulant use as a problem, and they are not interested in intensive treatment. The materials in the TRUST MOUD Manual attempt to provide this patient population with a useful set of information in a format that they find acceptable. The materials adopt CRA, CBT, and MI content and present it in a clear and relevant form that addresses the challenges they face while in MOUD treatment. We try to avoid long, didactic, lecturing materials, but rather try to create accessible topics and examples. TRUST was developed with flexibility in mind to optimize patient engagement and retention. TRUST materials can be presented in 1:1 sessions and can be scheduled with patients or in on-going stimulant treatment groups. Topics can be presented in a sequence and frequency that lets therapists select content to meet patient needs. The 24 TRUST worksheets can be used in a flexible manner to be relevant and useful to patients. Consistency is important when using the TRUST Manual. Set and adhere to meeting days and times. Start and end sessions on time. If used in a group format, have some group participation guidelines. Adhering to a specific session format and timing will enhance patients’ understanding of the group/individual session process and will allow them to focus on acquisition of new material. Patients using stimulants will undoubtedly experience cognitive impairment as they participate in sessions and utilize the TRUST materials. Slowing down to allow patients to gather their thoughts and express themselves during group or individual sessions is important. In addition, using multi-media and repetition can be helpful for patients to grasp new concepts. Use of Motivational Interviewing as a fundamental style and interpersonal approach is essential to success when using TRUST materials. Ideally, TRUST session attendance should be paired with medication visit attendance to reduce the travel burden on patients. This is especially true in rural areas, where public transportation is non-existent, or when a patient has employment, education, or homemaking responsibilities. When possible, patients should have an opportunity to determine therapy visit days and times based upon their scheduling needs. Research has shown that aerobic exercise improves cognitive capacity, reduces depression and anxiety, and improves cardiac and pulmonary function for individuals with stimulant use disorder. Several of the TRUST worksheets discuss the benefits of exercise as part of a treatment effort to reducing stimulant use. Encouraging patients to exercise will also help them to manage emotional highs and lows and help them structure their day. Getting patients to exercise is often difficult and requires ongoing encouragement and support. The TRUST materials and their use with patients on MOUD should be used with a strong harm reduction foundation. The #1 priority for this group of patients is retention in treatment with MOUD. Participation in treatment activities with TRUST materials, when appropriate, should be encouraged, rewarded, and praised. In our opinion, requiring treatment attendance with TRUST materials, with a threat of MOUD discontinuation is never justified. In an era of lethal drugs including fentanyl, retention on MOUD is essential. Other harm reduction activities should be combined with TRUST materials. Access to safe injection supplies, ready access to naloxone and fentanyl test strips, and as new drugs emerge (e.g., xylazine), it is critical to provide new information and test strips as they become available. Many patients in MOUD treatment have multiple life challenges, including use of numerous drugs and alcohol, food insecurity, being unhoused, unemployment, as well as both mental health and physical health issues. To be successful, patients will need to be retained in treatment for a significant period of time, if not for a lifetime. These issues are not going to be resolved overnight, but rather through consistent and prolonged effort. We hope these materials can be useful to your work with patients on MOUD.   Authors Richard Rawson, PhD Richard A. Rawson, PhD, is Professor Emeritus at the UCLA Department of Psychiatry and a Research Professor at the Vermont Center for Behavior and Health at the University of Vermont. He received a Ph.D. in experimental psychology from the University of Vermont in 1974. Dr. Rawson conducted numerous clinical trials on pharmacological and psychosocial addiction treatment and extensive system evaluation activities in a number of states and countries. He has led addiction research and training projects for the United Nations, the World Health Organization, and the U.S. State Department, exporting science-based knowledge to many parts of the world. Dr. Rawson has published 3 books, 40 book chapters, and over 250 peer-reviewed articles and has, for almost 50 years, conducted workshops, paper presentations, and training sessions in many areas of the world.   Albert Hasson, MSW Albert L. Hasson received his MSW from UCLA and has worked in the field of addiction medicine as a researcher and a treatment provider since 1977. Mr. Hasson participated in the development of the evidence-based Matrix Model, a cognitive behavioral intervention for StimUD Treatment, and established the Matrix Institute on Addictions, Los Angeles opioid treatment program. Along with his administrative and clinical experience, Mr. Hasson has extensive experience in implementing and evaluating behavioral and pharmacologic interventions. He has served as a project director and trainer for the Pacific Southwest Addiction Technology Transfer Center at the UCLA Integrated Substance Abuse Programs.   Janice Stimson, PsyD Janice Stimson, PsyD, has worked in the field of addiction treatment since 1998. For 20 years she has worked at the Matrix Institute on Addictions in the role of Clinic Director, overseeing and managing the clinic, seeing clients and supervising staff. At the clinic private adolescent and adult treatment programs coexisted along-side national research studies. Dr. Stimson held key positions in those studies and was responsible for ensuring the success of fulfilling recruitment, training, supervision, and protocol requirements.   Michael McCann, MA Michael McCann, M.A., is one of the founders of the Matrix Institute on Addictions and creators of the Matrix Model. He has overseen the operation of Matrix clinics as well as the integration of many research projects within these sites. He has over 40 years of experience in substance use disorder treatment and research, and has authored or co-authored over 40 articles, books, and manuals. He has trained and lectured extensively on evidence-based behavioral interventions, pharmacologic treatments, methamphetamine dependence, opioid dependence, and on the implementation of evidence-based treatments into clinical practice   Acknowledgements The authors would like to acknowledge the assistance provided by Thomas E. Freese, PhD, Beth Rutkowski, MPH, Gloria Miele, PhD, and Valerie P Antonini, MPH. Christine Morgan provided invaluable support with the production of the manual, along with editing support from Victoria T. Norith and Benjamin Nguyen, MSW, CPH. The materials in this manual include content and worksheets from the Matrix Model Therapist Manual (SAMHSA, 2006); from the Community Reinforcement Approach, plus Vouchers Manual (NIDA, 2020).

  What Providers Needs to Know About Inhalants   The tip sheet provides information on commons types of inhalants, signs of misuse, common slang terms, short-term health effects, a description of Sudden Sniffing Death Syndrome, and treatment options for address inhalant use.     For questions about this tip sheet, please contact Andrew Kurtz, MA, LMFT ([email protected]).  

On-Demand Course: Dismantling Stigma: Addiction, Treatment, and Policy   Course Description This on-demand course will review briefly the new knowledge gained during the past 50 years and describe how this has led to shifts in cultural understanding of addiction that has given rise to new research and approaches that can help reduce stigma and discrimination. During the past 50 years, a great deal has been learned about the etiology, epidemiology, typology, and phenomenology of addiction that has uncovered its complex causes, natural history, and highly variable presentation and clinical course. These novel findings have given rise to a number of clinical paradigm shifts and increased awareness of the many pathways through and out of addiction and into remission and long-term recovery. These findings have helped reduce stigmatization of addiction but challenges still remain.   At the conclusion of the on-demand course, participants will be able to: Identify at least two (2) dimensions that underlie stigma related to addiction. Recall at least two (2) factors that inhibit successful recovery from addiction. Distinguish three (3) strategies that are helpful to address addiction stigma. Launch Date: December 12, 2022   Instructions for Continuing Education Credits How to receive a CE/CME certificate: For Continuing Medical Education (CME) for physicians, physician assistants, nurses, and nurse practitioners only, you will receive a link to complete the course evaluation for CME after watching the video for this course, and you will receive your CE certificate via email within six to eight weeks. If you have any UCLA ISAP CME-related questions, please contact Kimberly Valencia at [email protected]. For other disciplines, you must pass the final test with a minimum of 80% correct. Once you pass the final test, you will be given links to complete a follow-up course evaluation. Choose the link that corresponds with the type of license you have. The link will take you to a course evaluation. Once you submit this required course evaluation, you will receive your CE certificate via email within six to eight weeks. If you have any CE-related questions, please contact Darren Manley at [email protected].   CME Statements: Please view the linked CME Learner Handout for more information about how to obtain CME credit. The training course meets the qualifications for the provision of one (1.0) continuing medical education credit/contact hour (CME/CEH). UCLA Integrated Substance Abuse Programs (ISAP) is accredited by the California Medical Association (CMA) to provide continuing medical education for physicians. UCLA Integrated Substance Abuse Programs (ISAP) designates this on-demand course for a maximum of one (1.0) AMA PRA Category 1 CreditTM. Physicians should claim only the credit commensurate with the extent of their participation in the activity. The California Board of Registered Nursing recognizes that Continuing Medical Education (CME) is acceptable for meeting RN continuing education requirements as long as the course is certified for AMA PRA Category 1 CreditsTM (rn.ca.gov). Nurses will receive a Certificate of Participation following this activity that may be used for license renewal. Continuing medical education will be awarded within 6-8 weeks following completion of the on-demand course.   Continuing Education: The on-demand course meets the qualifications for the provision of one (1.0) continuing education credit/contact hour (CE/CEH). UCLA Integrated Substance Abuse Programs (ISAP) is approved by the American Psychological Association to sponsor continuing education for psychologists. UCLA ISAP maintains responsibility for this program and its content . UCLA ISAP is approved by the California Association of Marriage and Family Therapists to sponsor continuing education for LMFTs, LCSWs, LPCCs, and/or LEPs (Provider #64812). UCLA ISAP maintains responsibility for this program/course and its content. Course meets the qualifications for one (1.0) hour of continuing education credit for LMFTs, LCSWs, LPCCs, and LEPs as required by the California Board of Behavioral Sciences. UCLA ISAP is also an approved provider of continuing education for RADTs I/II, CADCs-CASs, CADCs I/II, CADCs-CSs, and LAADCs (CCAPP, #2N-21-339-1223), CATCs (ACCBC/ CAADE, #CP40 872 C 0825), and CAODCs (CADTP, #151). CE credit will be awarded at the conclusion of the training. Upon completing the final module, you must pass the final test with a minimum of 80% correct. Once you pass the final test, it will display a link to complete a course evaluation and submit the required information for your CE certificate. Upon completing this required course evaluation, you will receive your CE certificate via email within six to eight weeks. If you have any CE-related questions, please contact Darren Manley at [email protected]. Estimated time to complete the course: This course should take approximately 1.0 hour to complete. Cost: Free Disclosure statements: John Kelly, PhD, ABPP None of the presenters, planners, or others in control of content for this educational activity have relevant financial relationships to disclose with ineligible companies whose primary business is producing, marketing, selling, re-selling, or distributing healthcare products used by or on patients.   Trainer: John Kelly, PhD, ABPP Elizabeth R. Spallin Professor of Psychiatry in Addiction Medicine, Harvard Medical School, Founder and Director MGH Recovery Research Institute   Recommended Audience: This online course is recommended for medical, behavioral health, and substance use disorder clinicians and administrative staff who are involved in providing multidisciplinary care to persons with opioid, stimulant, and other substance use disorders, including, but not limited to: Physicians Physician Assistants Nurse Practitioners Registered Nurses and LVNs Psychologists Marriage and Family Therapists Social Workers Alcohol and Other Drug and Mental Health Counselors Case Managers Medical Assistants   Instructions for Requesting Accommodations for Disability: If you need a disability-related reasonable accommodation/alternative format for this event, please contact Darren Manley at [email protected].   Instructions for Filing a Grievance Concerning UCLA ISAP’s Continuing Education Program: Please contact Dr. Thomas E. Freese, CE Program Administrator, in writing:(UCLA ISAP, 10911 Weyburn Ave, Suite 200, Los Angeles, CA 90024) or by phone (310-267-5397). Alternately, you may contact Dr. Gloria Miele or Dr. James Peck, ISAP-affiliated doctoral-level psychologists responsible for program planning for the ISAP CE Program. Drs. Miele and Peck can be reached in writing at: 10911 Weyburn Ave, Suite 200, Los Angeles, CA 90024 or by phone at: 310-267-5888 (Miele) or 310-267-5346 (Peck).

  SUD Keys to Education is a product for educators and clinical supervisors developed in 2022 by the Mountain Plains and Pacific Southwest Addiction Technology Transfer Centers (MPATTC and PSATTC). This product was developed to help community college/university faculty, as well as clinical supervisors and recovery support staff to have access to brief, science-based content with the goal of providing materials that can be easily infused into existing substance use disorder and related courses (e.g., social work, nursing, criminal justice, foundation of addiction courses, ethics, counseling courses, etc.) and for clinical and recovery staff use in in-service meetings. Individuals can select the specific content to infuse into existing curricula/materials depending on specific needs of their learners. Each slide in the slide decks contain notes to provide guidance on the topics along with references and handouts where appropriate. All of the stimulant-specific slide decks also have a video (MP4) of the content narrated by subject matter experts as an alternative way of presenting the materials.   The main developers of the SUD Keys are: MPATTC, HHS Region 8: Cindy Juntunen, PhD, LP, Nancy Roget, MS, Trisha Dudkowski, BA, Kenneth Flanagan, PhD, Terra Hamblin, MA, Shannon McCarty, BS, Kim Miller, MS, Abby Roach-Moore, MSW, and Maridee Shogren, DNP PSATTC, HHS Region 9: Thomas E. Freese, PhD, and Beth Rutkowski, MPH.   Funding for this product was made possible (in part) by SAMHSA Cooperative Agreement numbers UR1 TI080200 (MPATTC) and UR1 TI080211 (PSATTC). The views expressed in these materials do not necessarily reflect the official policies of the Department of Health and Human Services, nor does mention of trade names, commercial practices, or organizations imply endorsement by the U.S. Government.

Sample Policies for the Delivery of SUD-related Services  via Audio-Only Telehealth    The Pacific Southwest and Mountain Plains Addiction Technology Transfer Centers created a new product to assist behavioral health providers and peer support specialists that provide services to People with Substance Use Disorders (PWSUDs) using the telephone (mobile, landline, or internet phones). This document provides sample policies and recommended practices that behavioral health providers and peer support specialists can use and/or adapt to help guide the delivery of Audio-Only Telehealth (AOTs). Many behavioral health treatment and peer support experts predict that patients/clients/peers will receive services in a hybrid delivery mode (in-person, videoconferencing, and telephone) in the near future. As such, behavioral health providers and peer support specialists will need to expand their skills and competencies while agencies and/or organizations will need policies and practices in place to guide service delivery utilizing AOTs. This product can be used as a starting point to assist in the implementation of AOTs or to enhance current AOTs. Additional products, infographics with tips, and training events regarding AOTs will be coming soon.

The purpose of this introductory training is to provide HIV clinicians (including, but not limited to physicians, dentists, nurses, and other allied medical staff, therapists and social workers, and counselors, specialists, and case managers) with an overview of the challenges and strategies for change in working with individuals with HIV/AIDS and a diagnosis of an opioid use disorder. Given the potentially broad array of health disciplines, this presentation uses the terms “patient” and “client” interchangeably to refer to the individuals a training participant may be working with in their organization. The duration of the training is approximately 180 minutes (3 hours), depending on whether the trainer chooses to present all of the slides, or a selection of slides, and whether the trainer chooses to present and discuss both case studies.   The training package includes a 90-minute PowerPoint presentation (abridged curriculum), a 3-hour PowerPoint presentation (full curriculum), a fully articulated trainer guide for the full curriculum, and a two-page fact sheet. All of the training package components are 508 compliant.

Substance Use Disorder Evidence-Based Practice (EBP) Video Demonstration Series   This six-part Substance Use Disorder Evidence-Based Practice (EBP) Video Demonstration Series was developed in 2022 by the Pacific Southwest ATTC (SAMHSA Grant No. TI080211), in partnership with the UCLA Integrated Substance Abuse Programs Training Department. We thank the Northwest ATTC for conceptual contributions to the development of the video demonstration series (you can access additional Telehealth Video Demonstrations at: https://attcnetwork.org/centers/northwest-attc/telehealth-video-demonstrations), and James Peck, PsyD, Grant Hovik, MA, Andrew Kurtz, MA, LMFT, Victoria Norith, Ken Booker, Lenwood Patterson, LCSW, Eric Borja, and Jaysa Jones, LCSW, for their contributions to the production of this series.   The EBP Video Demonstration Series intends to show how a clinical providers can utilize several different evidence-based practices (e.g., cognitive behavioral therapy, motivational interviewing, and trauma-informed care) in a virtual counseling environment. The videos can be viewed as stand-alone resources or in sequence. Viewers are welcome to use the videos as a personal resource, or as a teaching or clinical supervision tool in clinic practice. We ask that you give proper attribution to the Pacific Southwest ATTC and UCLA ISAP when using any portion of the video demonstrations.   Brief video demonstrations are available for the following topics: Cognitive Behavioral Therapy – Relapse Analysis Trauma-Informed Care – Adverse Childhood Experiences Motivational Interviewing – Working with Ambivalence to Change Motivational Interviewing – Evoking Motivation to Change Trauma-Informed Care – Initiating a Safe Conversation Motivational Interviewing – OARS

Recovery Incentives: California’s Contingency Management Program Contingency Management (CM) Overview Training Sponsored By: UCLA Integrated Substance Abuse Programs and the California Department of Health Care Services   Instructions for Registering for an Account and Accessing the Course: To Register for an account, please visit the PSATTC e-Learn Site: https://www.psattcelearn.org Step 1. Click on link above. Step 2. If you don’t have an Account already, you will need to create your Account by clicking “Create and Account.” Step 3. Fill out the registration questions, which include Name Email, Organization, Occupation, and Type of Continuing Education credit needed (if applicable). You will also create a username and password for your account. Please save your username and password.   Once you are registered, you can access the course at: https://psattcelearn.org/courses/recovery-incentives-californias-contingency-management-program-contingency-management-overview-training/ This two-hour on-demand course is free and is open to staff who are interested in learning more about Recovery Incentives, including: •    CM Coordinators, Back-Up CM Coordinators, and CM Supervisors (this training is required) •    Program Administrators •    Physicians, Nurse Practitioners, and Physician Assistants •    Psychologists •    LMFTs and LCSWs •    Registered Nurses •    Certified Substance Use Disorder Treatment Counselors •    Other Behavioral Health Specialists/Clinicians   Course Description: Contingency management is one of the only evidence-based behavioral interventions shown to be effective in treating stimulant use disorder (StimUD). Contingency management provides monetary incentives (such as gift cards) for meeting treatment goals, including stimulant non-use as measured by negative urine drug tests (UDTs), rewarding individuals for changing their behaviors. Substance use offers a powerful, immediate reinforcement. Contingency management confronts this challenge by offering immediate financial awards that can help activate the brain’s reward system, thus encouraging the replacement of stimulants with the incentive to achieve a dopamine release. This course is a two-hour self-paced online training designed to provide a broad overview of contingency management for treating individuals with a stimulant use disorder (StimUD). The course includes a brief Introduction and seven (7) Modules. You can complete one Module at a time as your schedule permits. Completion of this course is required for individuals who are serving as a CM Coordinator, Back-Up CM Coordinator, or CM Supervisor within their agency.    Learning Objectives:  At the end of the course, participants will be able to:  1.    Recall at least three (3) patterns and trends regarding the scope of stimulant use in California and beyond. 2.    Identify at least three (3) acute and three (3) chronic effects of psychostimulant drugs on the brain. 3.    Specify at least three (3) key principles of operant conditioning. 4.    Formulate a list of the four (4) essential elements of an evidence-based, protocol-driven Recovery Incentives Program to address stimulant use.    

Sponsored by: California Department of Health Care Services (CA DHCS), Opioid and Stimulant Implementation Support-Training and Technical Assistance (OASIS-TTA)-MAT Expansion Project, UCLA Integrated Substance Abuse Programs (UCLA ISAP), Pacific Southwest Addiction Technology Transfer Center (PSATTC), HHS Region 9, & Opioid Response Network STR-TA   Course Description This session will address “The Fourth Wave” of the opioid epidemic, including recent data on rising mortality due to fentanyl alone and in combination with methamphetamine. The rise of polysubstance use, including the use of the so called “goofball,” has implications for morbidity and mortality and raises the complexity of treatment. Treatment options, including use of medications, will be discussed. The session will also cover harm reduction strategies including naloxone, drug surveillance, and drug checking. This session will also include training on how to use fentanyl test strips, as part of a comprehensive public health and harm reduction strategy. Fentanyl test strips are a practical and effective tool for people who use drugs as means to encourage overdose risk education and reduce risk of death. Training will include discussion on distribution, limitations, sourcing, messaging amongst other considerations in the application and administration of use. Launch Date: November 12, 2021   At the conclusion of the training, participants will be able to: 1. Recall the history, epidemiology and use patterns of two (2) drug classes, including synthetic opioids and stimulants. 2. Explain two (2) poly-drug use patterns involving synthetic opioids and methamphetamines and develop treatment strategies. 3. Propose three (3) harm reduction measures to prevent overdose deaths due to synthetic opioids. 4. Identify two (2) steps required when testing drug supply using Fentanyl Test Strips. CME Statements: The training course meets the qualifications for the provision of two (2.0) continuing medical education credits/contact hours (CMEs/CEHs). Continuing Education: The training course meets the qualifications for the provision of two (2.0) continuing education credits/contact hours (CEs/CEHs). Estimated time to complete the course: This course should take approximately 2 hours to complete. Cost: Free Disclosure statements: Dan Ciccarone, MD, MPH – University of California, San Francisco DISCLOSURES: Dr. Ciccarone is on the Scientific Advisory Board of Celero Systems and an expert witness in federal opioid litigation for Motley Rice LLC. All of the relevant financial relationships listed have been mitigated. Amanda Cowan, MS – CLARE|MATRIX DISCLOSURES: Reported no relevant financial relationships with commercial entities. Trainers: Dan Ciccarone, MD, MPH – University of California, San Francisco Amanda Cowan, MS – CLARE|MATRIX

The purpose of this introductory training, developed in 2021 by the Pacific Southwest Addiction Technology Transfer Center, in partnership with the Pacific AIDS Education and Training Center, is to provide HIV clinicians (including, but not limited to physicians, dentists, nurses, and other allied medical staff, therapists and social workers, and counselors, specialists, and case managers) with an overview of the challenges and strategies for change in working with individuals with HIV/AIDS and a diagnosis of a substance use disorder. Given the potentially broad array of health disciplines, this presentation uses the terms “patient,” “client,” and “consumer” interchangeably to refer to the individuals a training participant may be working with in their organization. The duration of the training is approximately 180 minutes (3 hours), depending on whether the trainer chooses to present all of the slides, or a selection of slides. Brief group discussions and a case study have been inserted throughout the presentation to encourage dialogue among the training participants, and to illustrate how the information contained within the presentation can be used clinically.   The training package includes a 1-hour PowerPoint presentation (abridged curriculum), a 3-hour PowerPoint presentation (full curriculum), a fully articulated trainer guide for the full curriculum, and a two-page fact sheet. All of the training package components are 508 compliant.

  The current COVID-19 Public Health Emergency (PHE) epitomizes the importance for behavioral health professionals and peer support specialists to engage in self-care activities. However, many training and technical assistance (TA) requests from stakeholders focus more on skill-building activities and implementation support than self-care. As such, the Pacific Southwest (Region 9) ATTC, in collaboration with the ATTC Network Coordinating Office (NCO), created a brief PowerPoint presentation on self-care strategies. This presentation can be added to or plugged-in to the beginning, middle, or end of the presentation materials for any training/TA event.   The goal of the Plug-In model is to provide adult learners with useful tips on important topics in a brief format that can be easily added to other training/TA events. As one of the adult learning principles says… “adults are most interested in learning topics that have immediate relevance to their work and/or personal lives” (Center for Excellence in Educational Leadership and the Colorado Association of School Executives, 2013). This Self-Care Plug-In meets this principle. The Self-Care Plug-In may also be used by primary care, mental health, and substance use disorder (SUD) treatment and recovery program staff, namely clinical supervisors and program directors, during staff supervision or in-service sessions. The Self-Care Plug-In was developed in 2020 by the Pacific Southwest Addiction Technology Transfer Center (Pacific Southwest ATTC) in conjunction with the ATTC Network Coordinating Office. The main developers included Nancy Roget, MS, Joyce Hartje, PhD, and Beth Rutkowski, MPH, with additional guidance and editing support provided by Thomas E. Freese, PhD, and Laurie Krom, MS. Trainers, TA providers, clinical supervisors, and other program administrators can use all or a few of the slides depending on specific needs of the learners. Each slide contains notes for the presenter to provide guidance, as necessary. References are included for each slide, as are additional resources and additional articles for suggested reading. If you require further information on this topic, please do not hesitate to contact the Pacific Southwest ATTC (http://www.psattc.org). You are free to use these slides and pictures, but please give credit to the Pacific Southwest ATTC and the ATTC NCO.   To view and download the CIP, please visit: http://uclaisap.org/html2/top-five-tips-for-self-care.html

This 90-minute web training will provide an overview of the various formulations of buprenorphine (including tablet, film, implantable, and injectable) for the treatment of opioid use disorder.  Larissa Mooney, MD, and David Grelotti, MD, will discuss the differences in the delivery of each formulation as well as provide their clinical practice experiences with each formulation. A consumer will discuss finding the right formulation for his treatment.

Pacific Behavioral Health Collaborating Council (PBHCC) IC&RC Alcohol and Drug Counselor (ADC) Academy Curriculum Developed by the Pacific Southwest Addiction Technology Transfer Center and UCLA Integrated Substance Abuse Programs The IC&RC Alcohol and Drug Counselor (ADC) Academy curriculum is a weeklong training designed to prepare individuals based in the six U.S.-affiliated Pacific Jurisdictions to successfully pass the IC&RC ADC certification exam. The duration of the ADC Academy is forty hours of content spread across five full days of training. Funding for the development of the ADC Academy was provided by the Pacific Behavioral Health Collaborating Council (PBHCC). The curriculum is broken into five modules/days, which include: • Day 1: Introduction to the IC&RC ADC Performance Domains and Review of Psychoactive Drugs • Day 2: Core Competencies of Addiction Counselors – Knowledge and Skill Acquisition of Screening, Intake, Orientation, Assessment, Treatment Planning, and Counseling • Day 3: Core Competencies of Addiction Counselors – Knowledge and Skill Acquisition of Case Management, Crisis Intervention, Client and Family Education, Referral, Report and Record Keeping, and Consultation • Day 4: Core Competencies of Addiction Counselors – Prevention and Treatment of HIV/AIDS and Sexually Transmitted Infections • Day 5: Course Review and Test-Taking Strategies To view and download the IC&RC ADC Academy Curriculum, please visit: http://uclaisap.org/slides/icrc-adc-academy-curriculum.html Acknowledgements: This training was developed by Dr. Thomas E. Freese, PhD (Director of Training of UCLA ISAP and Director of the Pacific Southwest ATTC), Alex R. Ngiraingas, MEd, CSAC II, ICADC, ICPS, and Dr. Christopher C. C. Rocchio, PhD, LCSW, CSAC, ICADC (Clinical Specialist, UCLA) in August of 2018 under contract number 2018-002 by the University of California Los Angeles, Integrated Substance Abuse Programs (UCLA ISAP) and the Pacific Southwest Addiction Technology Center (PSATTC) for the Pacific Behavioral Health Collaborating Council (PBHCC). Additional resource provided by SAMHSA, grant number UR1TI080211. *All PowerPoint presentations and trainer guides are 508 compliant.

This 5-part Curriculum Infusion Package (CIP) on Compassion Fatigue and the Behavioral Health Workforce was developed in 2020 by the Pacific Southwest Addiction Technology Transfer Center (PSATTC). The main developers included Nancy Roget, MS, Joyce Hartje, PhD, and Terra Hamblin, MA, with additional guidance and editing support provided by Beth Rutkowski, MPH, Thomas E. Freese, PhD, and Michael Shafer, PhD. The Compassion Fatigue CIP was created to help college and university faculty infuse brief, science-based content into existing substance use disorder-related course syllabi (e.g., foundation of addiction courses, ethics, counseling courses, etc.). Instructors can select the specific content to infuse throughout the duration of the course depending on specific needs of the learners. Each slide contains notes for the instructor to provide guidance as necessary. References are included for each slide and handouts when possible. Part 1 provides a brief overview of the behavioral health workforce and associated shortages, and introduces the demands on the workforce. Part 2 focuses on compassion fatigue and secondary traumatic stress. Part 3 provides a brief overview of how organizations can help individuals avoid experiencing burnout. Part 4 focuses on actions that behavioral health professionals can take to prevent compassion fatigue. And Part 5 focuses on self-care as an ethical duty in order to manage compassion fatigue.  The slide decks are designed to be used by academic faculty in behavioral health programs, trainers, behavioral health providers, and state/county agency staff members for a variety of audiences. If you require further information on this topic, please do not hesitate to contact the Pacific Southwest ATTC (http://www.psattc.org). You are free to use these slides and the pictures, but please give credit to the Pacific Southwest ATTC when using them by keeping the logo on each slide and referencing the Pacific Southwest ATTC at the beginning of your presentation. The Pacific Southwest ATTC (HHS Region 9) is part of the SAMHSA-funded ATTC network that offers training/technical assistance (TA) services through a partnership with UCLA Integrated Substance Abuse Programs, Arizona State University School of Social Work , and University of Nevada-Reno Center for the Application of Substance Abuse Technologies. HHS Region 9 is comprised of Arizona, California, Hawaii, Nevada, and the six U.S.-affiliated Pacific Jurisdictions (American Samoa, Commonwealth of the Northern Mariana Islands, Federated States of Micronesia, Guam, Republic of the Marshall Islands, and Republic of Palau). For additional information, please access its website at http://www.psattc.org.  

The purpose of this introductory training is to provide HIV clinicians (including, but not limited to physicians, dentists, nurses, and other allied medical staff, therapists and social workers, and counselors, specialists, and case managers) with a detailed overview of alcohol abuse and the behavioral and medical approaches for treating individuals with an alcohol use disorder. The introductory training (which was initially developed in 2012) has been updated, and includes a 126-slide PowerPoint presentation, Trainer Guide, and a companion 2-page fact sheet. The duration of the training is approximately 3 hours, if the trainer chooses to present all of the slides. The training duration can be shortened slightly by eliminating select slides. For example, slides 50-58 represent a general introduction of HIV/AIDS, and can be eliminated if your audience already has a broad knowledge base with regards to HIV/AIDS education.  “Test Your Knowledge” questions have been inserted at the beginning and end of the presentation to assess a change in the audience’s level knowledge after the key content has been presented. An answer key is provided in the Trainer’s notes for slides 7-11 and slides 121-125. Poll Everywhere, or a similar audience polling system can be utilized, if available, when facilitating the Test Your Knowledge question sessions. For more information, visit: https://www.polleverywhere.com/.  In addition, a series of case studies (slide 74 and slide 115) and additional questions (slides 96-99) have been inserted throughout the presentation to encourage dialogue among the training participants, and to illustrate how the information presented can be used clinically. 

ANNOUNCING A New Training package! Motivational interviewing for hiv clinicians: Supporting behavior change The purpose of this introductory daylong training is to provide HIV clinicians (including, but not limited to physicians, dentists, nurses, and other allied medical staff, therapists and social workers, and counselors, specialists, and case managers) with a detailed overview of the use of Motivational Interviewing to support behavior change in patients living with HIV/AIDS. The curriculum reviews the rationale of using Motivational Interviewing with this population including some of the evidence to support its use. The training then introduces the core foundations of Motivational Interviewing spirit and the core skills needed to do Motivational Interviewing. The curriculum reviews important aspects of the Motivational Interviewing spirit and helping style; reviews the essential skills in utilizing MI; several opportunities for skill practice are woven throughout the curriculum. Four brief group videos have been inserted throughout the presentation to encourage dialogue among the training participants, and to illustrate how the information contained within the presented can be used clinically. The duration of the training is approximately 6 hours of content delivery time (one full day). The introductory training includes a PowerPoint presentation, Trainer Guide, and two-page fact sheet. What Does the Training Package Contain? ·    Training Slides (PPT) ·    Trainer Guide (PDF) ·    2-page Fact Sheet (PDF) To view and download the training package, please visit: http://www.uclaisap.org/slides/motivational-interviewing-for-HIV-clinicians-supporting-behavior-change.html

This 5-part Curriculum Infusion Package (CIP) on Opioid Use Disorders (OUD) was developed in 2019 by the Pacific Southwest Addiction Technology Transfer Center. The main developers were Beth Rutkowski, MPH, and Nancy Roget, MS, with additional guidance and editing support provided by Drs. Thomas E. Freese and Michael Shafer. The OUD CIP was developed for college and university faculty to infuse brief, science-based OUD-specific content into existing substance use disorder-related course syllabi (e.g., foundations of addiction, screening and assessment, etc.). Instructors can select the specific content to infuse throughout the duration of the course, depending on specific needs of the learners. Each slide contains notes for the instructor to provide guidance, as necessary. References are included in each slide and handouts when possible. Part 1 provides a brief overview of addiction as a brain disease, a description of opioids and how they work in the brain and body, the acute and chronic effects of opioid use, the epidemiology of the opioid epidemic, and resources for continued learning. Part 2 provides a brief overview of the importance of integrated, holistic care for people with OUDs, tools to address the opioid epidemic, the difference between an opioid agonist and antagonist, a review of FDA-approved medications for OUD, and resources for continued learning. Part 3 provides a brief overview of opioid overdose and prevention strategies. Part 4 provides a brief overview of the importance of using language that helps decrease stigma associated with SUDs. And Part 5 provides a brief overview of recovery supports and treatment recommendations for people with opioid use disorders. The slide decks are designed to be used by academic faculty in behavioral health programs, trainers, behavioral health providers, and state/county agency staff members for a variety of audiences. If you require further information on this topic, please do not hesitate to contact the Pacific Southwest ATTC (http://www.psattc.org). You are free to use these slides and the pictures, but please give credit to the Pacific Southwest ATTC when using them by keeping the logo on each slide and referencing the Pacific Southwest ATTC at the beginning of your presentation. To view and download the CIP, please visit: http://uclaisap.org/html2/curriculum-infusion-package-on-oud.html

The purpose of this training is to provide HIV clinicians with an overview of the challenges and strategies for change in working with individuals living with HIV/AIDS and a diagnosis of a substance use disorder. This training is a companion to and can be conducted in conjunction with the “Nature of Addiction and HIV” training curriculum.

The purpose of this introductory training is to provide HIV clinicians with a detailed overview of the neurobiology of addiction, the impact of HIV on the brain and central nervous system (CNS), and the detrimental impact of the intersectionality of multiple stigmatized identities. This training is a companion to, and can be conducted in conjunction with the “How Change Happens: Substance Use Disorders and HIV/AIDS” training curriculum.

The purpose of this introductory training is to provide HIV clinicians (including, but not limited to physicians, dentists, nurses, and other allied health professionals, therapists and social workers, and counselors, specialists, and case managers) with an overview of the opioid epidemic and HIV. The duration of the training is approximately 120-150 minutes (2-2 ½ hours), depending on whether the trainer chooses to present all of the slides, or a selection of slides.

The purpose of this introductory training is to provide HIV clinicians (including, but not limited to physicians, dentists, nurses, and other allied health professionals, therapists and social workers, and counselors, specialists, and case managers) with an overview of the opioid epidemic and HIV. The duration of the training is approximately 120-150 minutes (2-2 ½ hours), depending on whether the trainer chooses to present all of the slides, or a selection of slides.

The purpose of this introductory training is to provide HIV clinicians (including, but not limited to physicians, dentists, nurses, and other allied medical staff, therapists and social workers, and counselors, specialists, and case managers) with a detailed overview of HIV and psychotropic medications.