Program: Trainings
All training sessions listed below occurred on Monday, June 25.
- The Basics of Fetal Alcohol Spectrum Disorders (FASD) and How Tribal Communities Can Form a FASD Task Force
- An Example of Blending Traditional and Spiritual With Evidence-Based Practice (Dialectical Behavioral Therapy)
- Fatherhood: Our Greatest Untapped Resource
- I Hurt, So I Cut: Self-Injury Training
- Impact of Post-Traumatic Stress Disorder on Families and Children
- Leading the Way Toward Integrated Treatment
- Not What the Doctor Ordered: Prescription Drug Abuse
- safeTALK: Suicide Alertness for Everyone
- Trauma-Informed Cognitive Behavioral Therapy
- Traumatic Brain Injury
- Tribal Action Plans: An Introduction to the Mobilizing for Action Through Planning and Partnerships Process
The Basics of Fetal Alcohol Spectrum Disorders (FASD) and How Tribal Communities Can Form a FASD Task Force
This training session explored the basics of fetal alcohol spectrum disorders, including diagnosis, behavioral manifestations, and strategies to improve outcomes and decrease misdiagnosis. Many individuals with FASD fail in systems of care. Understanding that the behavioral difficulties of individuals prenatally exposed to alcohol are caused by brain damage and not by willful, lazy, or noncompliant behavior is important to helping those individuals succeed. Individuals with FASD live in all our Tribal communities. It’s important for our communities to have awareness, prevention, and intervention strategies to help individuals and families living with FASD. A community-wide effort will start with the formation of a Tribal task force on FASD. This training session provided a model for forming a FASD task force and share results of the work of other Tribal task forces on FASD.
Presenter: Candace Shelton, MS, LISAC.
Presentation [PDF – 397 KB]
Time: 1:00–5:00 p.m., Monday, June 25.
Learning Objectives—At the conclusion of the session, participants were able to: (1) describe the basics of FASD, including diagnosis, misdiagnosis, and strategies to improve outcomes; (2) discuss the brain damage and the behavioral consequences of prenatal exposure to alcohol; and (3) share information about the formation of a Tribal FASD task force.
Intended audience level: entry–intermediate level.
Continuing education credits: 3.45.
An Example of Blending Traditional and Spiritual With Evidence-Based Practice (Dialectical Behavioral Therapy)
Dialectical behavior therapy (DBT) is a treatment designed specifically for individuals with self-harm behaviors, such as self-cutting, suicide thoughts, urges to suicide, and suicide attempts. Many clients with these behaviors meet the criteria for borderline personality disorder (BPD). It’s not unusual for individuals diagnosed with BPD to also struggle with depression, bipolar disorder, post-traumatic stress disorder, anxiety, eating disorders, or alcohol and drug problems. DBT is a modification of cognitive behavioral therapy.
Within DBT is the core concept of mindfulness, which is an enhanced awareness of current experiences. It’s when your awareness and attention are particularly receptive to ongoing events or activities. Mindfulness is the opposite of having your awareness of attention blunted, restricted, or divided. Mindfulness reminds us that we are all connected to each other and everything else. Through mindfulness, the introduction of spiritual, traditional Native practices is woven into the evidenced-based practice of DBT.
Participants in this presentation learned a basic overview of DBT and where they can go to get more information about this treatment approach. A case example of an adolescent substance abuse program’s attempt to integrate traditional and spiritual practices within DBT was presented.
Presenter: Joel Beckstead, PhD.
Time: 8:00 a.m.–noon, Monday, June 25.
Learning Objectives—At the conclusion of the session, participants were able to: (1) identify the differences between cognitive behavioral therapy and DBT; (2) list the core skills of DBT, including mindfulness, crisis survival, interpersonal effectiveness, and emotional regulation; and (3) explain the core skills of mindfulness and how mindfulness allows for the integration of Native spiritual and cultural practices into the DBT model.
Intended audience level: entry–intermediate level.
Continuing education credits: 3.45.
Fatherhood: Our Greatest Untapped Resource
The family is at the heart of the Native American cultures. There is no other work more important than fatherhood and motherhood.
Today, Native American men are often viewed as the cause of many family and social problems. The Native American Fatherhood and Families Association
takes the position that fathers are not the problem, but the solution. Fathers are the greatest untapped resource in our communities. Fathers must take the lead in keeping families together.
This training offered a unique approach to strengthening families. The Native American Fatherhood and Families Association’s approach is based on a culturally rich model that inspires and motivates fathers and mothers to devote their best efforts to teach and raise children to develop their potential and the attributes needed for success in life.
Presenter: Albert M. Pooley, MSW, MPA.
Presentation [PDF – 979 KB]
Times: 8:00 a.m.–noon and 1:00–5:00 p.m (repeat), Monday, June 25.
Learning Objectives—At the conclusion of the session, participants were able to: (1) explain the importance of parenting and its effect on families and communities; (2) explain the role fathers play in leadership of family; and (3) demonstrate how fathers are the greatest untapped resource in Native communities.
Intended audience level: entry–intermediate level.
Continuing education credits: 3.45.
I Hurt, So I Cut: Self-Injury Training
Self-injury is a serious issue that has devastating effects on both individuals and communities. The act of self-injury is a complex behavior and symptom that typically refers to a variety of behaviors in which an individual intentionally inflicts harm to his or her own body. Some forms include cutting, scratching, picking, pulling skin and hair, burning, and head banging. This presentation examined the destructive behaviors of cutting and self-mutilation that affects adolescents. This presentation allowed participants to:
- Identify what self-injury is and the mental health implications on adolescents.
- Understand the warning signs associated with self-injury.
- Explore the concepts of self-injury as an “addictive behavior pattern.”
- Learn effective treatment strategies in working with adolescents who display self-injurious behaviors.
Presenter: Lori Medina, LCSW.
Presentation [PDF – 1.43 MB]
Time: 8:00 a.m.–3:00 p.m., Monday, June 25.
Learning Objectives—At the conclusion of the session, participants were able to: (1) define what self-injury is and identify its mental health implications for adolescents; (2) understand the warning signs associated with self-injury; (3) explore the concepts of self-injury as an “addictive behavior pattern”; and ( 4) identify effective treatment strategies in working with adolescents who display self-injurious behaviors.
Intended audience level: intermediate- or advanced-level practitioners.
Continuing education credits: 5.45.
Impact of Post-Traumatic Stress Disorder on Families and Children
Post-traumatic stress disorder (PTSD) has become a prominent issue not only for returning veterans but also for their family members and the general community. The lack of skilled therapists in Indian communities and the potential unavailabilty of treatment options leads to an increased demand for these services. The negative impact of PTSD on family members can lead to increased mental health problems, including anger, sleep-related problems, depression, anxiety, and health concerns. This workshop was designed to more fully explain how PTSD symptoms can negatively affect the family, spouse, children, and community.
Presenter: James R. Tuorila, PhD, LP.
Presentation [PDF – 448 KB]
Time: 8:00 a.m.–noon, Monday, June 25.
Learning Objectives—At the conclusion of the session, participants were able to: (1) list the symptoms of PTSD; (2) predict possible negative effects of PTSD on family members; and (3) explain treatment options for PTSD.
Intended audience level: intermediate.
Continuing education credits: 3.45.
Leading the Way Toward Integrated Treatment
As programs offering integrated treatment for co-occurring disorders move from theory to practice, the field continues to learn from the successes it has had in overcoming implementation hurdles.
Most behavioral health leaders would like to provide integrated treatment and realize they will soon need to offer it. But, not as many have mapped out a concrete path to get there.
This training identified successes of some earlier adopters and explore some of the early findings of learning collaboratives currently in the field. The training provided a hands-on, interactive opportunity to share and learn from other leaders in behavioral health who are considering, or already in the process of integrating, their treatment systems for co-occurring substance use and mental health disorders.
Implementation challenges are numerous: everything from funding to organizational change to state-specific legislative, regulatory, and licensing issues. Hazelden
(along with the Dartmouth Psychiatric Research Center
) has tailored its clinical administrator training to address those concerns head-on. Attendees will receive the Clinical Administrator’s Guidebook from the Hazelden Co-occurring Disorders Program.
Presenters: Timothy Sheehan, PhD, and Jon Hartman, MA, LADC.
Presentation [PDF – 1.16 MB]
Time: 8:00 a.m.–5:00 p.m., Monday, June 25.
Learning Objectives—At the conclusion of the session, participants were able to: (1) analyze the benefits and challenges of integrated treatment; (2) discuss the philosophy and research behind the evidence-based Hazelden Co-occurring Disorders Program (developed by faculty from the Dartmouth Medical School); (3) interpret comprehensive guides to evaluate an organization’s capability for treating patients with nonsevere co-occurring disorders—Dual Diagnosis Capability in Addiction Treatment, or DDCAT, and Dual Diagnosis Capability in Mental Health Treatment, or DDCMHT; (4) apply practical tools from real-world providers who have already implemented integrated treatment within their own programs; (5) discuss outcomes, challenges, and best practices with colleagues and other administrators currently using the DDCAT and DDCMHT to integrate their treatment programs; (6) list the top 10 leadership challenges (at the system, program, and staff levels) to the delivery of integrated services and develop specific, actionable plans to address those barriers; (7) list the top hurdles, in general and in specific to one’s own program, that are standing in the way of delivering true integrated treatment for co-occurring disorders; and (8) create specific, actionable steps that one can take for one’s own program immediately to better serve clients with co-occurring disorders.
Intended audience level: intermediate level.
Continuing education credits: 7.5.
Not What the Doctor Ordered: Prescription Drug Abuse
Abuse of prescription medications is the largest growing pattern of substance abuse among Native people in Minnesota. This course highlighted the three largest pharmacutical categories of abused medications among Natives in Minnesota: opioids, anxiolytics, and amphetamines. The course reviewed the demographics for abuse, treatment admissions, and the mortality of opioids, anxiolytics, and amphetamines. The course also reviewed intoxication and withdrawal symptoms for opioids, anxiolytics, and amphetamines. It included a differential assessment of common medical and mental health disorders.
Presenter: Rick Moldenhauer, MS, LADC, ICADC, LPCC.
Presentation [PDF – 5.43 MB]
Time: 8:00 a.m.–noon, Monday, June 25.
Learning Objectives—At the conclusion of the session, participants were able to: (1) identify the three largest categories of medication abuse among Natives in Minnesota; (2) recognize the intoxication and withdrawal symptom clusters for each of the three categories discussed; and (3) demonstrate skill in differential assessment between intoxication and withdrawal from medications and common medical and mental health issues (e.g., opioid withdrawal or generalized anxiety disorder).
Intended audience level: entry–intermediate level
Continuing education credits: 3.45.
safeTALK: Suicide Alertness for Everyone
safeTALK
teaches participants to recognize and engage individuals who might be having thoughts of suicide and connect them with community resources trained in suicide intervention. “Safe” stands for “suicide alertness for everyone.” “TALK” stands for “tell, ask, listen, and keep safe,” which are the actions one takes to help someone with thoughts of suicide.safeTALK stresses safety and challenges taboos that inhibit open talk about suicide. safeTALK is universal and appropriate for a variety of audiences—formal or informal caregivers—and it has been tested cross-culturally, including with Native, First Nations, and aboriginal communities. safeTALK is an evidence-based, suicide prevention training program created by LivingWorks Education, and it’s listed on the Best Practices Registry of the Suicide Prevention Resource Center.
The learning process in this training was highly structured and interactive. The program was designed to help participants monitor the effect of false societal beliefs that can cause otherwise caring and helpful people to miss, dismiss, or avoid suicide alerts and to practice the TALK step actions to move past these barriers. Six video scenarios were selected from a library of scenarios—including American Indian scenarios—and were strategically used in the training to provide experiential references for the participants.
Presenters: Dave Biblow.
Time: 1:00–5:00 p.m., Monday, June 25.
Learning Objectives—At the conclusion of the session, participants were able to: (1) challenge attitudes that inhibit open talk about suicide; (2) recognize a person who might be having thoughts of suicide; (3) engage someone in direct and open talk about suicide; (4) listen to a person’s feelings about suicide to show that he or she is taken seriously; and (5) move quickly to connect a person at risk with someone trained in suicide intervention.
Intended audience level: entry level.
Continuing education credits: 3.45.
Trauma-Informed Cognitive Behavioral Therapy
Trauma affects Native American children at 2.5 times the rate of that of their peers, according to BigFoot, Willmon-Haque, and Braden (2008)
[PDF – 140 KB]. To a community affected on many different levels by trauma, having effective, short-term treatment modalities is critical for individual victims and for rebuilding strength and a sense of wellness to the entire Tribal culture. Trauma-informed cognitive behavioral therapy (TI-CBT) combines progressive exposure and cognitive behavioral therapy techniques to treat post-traumatic stress disorder (PTSD). Both of these modalities are evidenced-based and recommended treatment modalities for PTSD by the American Psychiatric Association
. This training session defined trauma and PTSD, then described the basic components of TI-CBT. It was intended as an introduction to the treatment modality and was appropriate for both clinicians and nonclinicians. Participants wishing to apply the modality in their own practices were encouraged to seek further training and supervision prior to implementation.
Presenter: Traci W. Pirri, LCSW.
Times: 8:00 a.m.–noon and 1:00–5:00 p.m. (repeat), Monday, June 25.
Learning Objectives—At the conclusion of the session, participants were able to: (1) define trauma; (2) define PTSD and identify symptoms; and (3) list the basic components of TI-CBT.
Intended audience level: intermediate level.
Continuing education credits: 3.45.
Traumatic Brain Injury
Each year, more than 1.7 million people in the United States suffer a traumatic brain injury (TBI). Unintentional causes of TBI include falls, motor vehicle accidents, sports, and recreational activities. Intentional causes include attempted and completed suicides and homicides, as well as intimate partner violence, child abuse, violent crime, and combat-related trauma. TBI is a leading cause of disability and death among Native Americans, who are at much greater risk for motor vehicle and pedestrian injuries, compared to other populations. This training reviewed the epidemiology and the acute and long-term consequences of TBI.
Presenter: Francesca LaVecchia, PhD.
Presentation [PDF – 2.77 MB]
Time: 8:00 a.m.–3:00 p.m., Monday, June 25.
Learning Objectives—At the conclusion of this session, participants were able to: (1) list the common causes of TBI; (2) differentiate the acute symptoms and pathophysiology of concussion and moderate-to-severe TBI, as well as factors affecting outcome; (3) describe the specific consequences of blast TBI associated with combat-related trauma and improvised explosive devices; (4) describe the neurobehavioral, neuropsychiatric, and neurocognitive aftereffects of TBI and the correlation of these impairments with the sites and severity of injury to the brain; (5) list the common comorbid conditions and disorders associated with TBI (such as, substance abuse and homelessness); and (6) describe the case management and other post-acute, community-based support and service needs of persons with TBI.
Intended audience level: entry–intermediate level.
Continuing education credits: 5.45.
Tribal Action Plans: An Introduction to the Mobilizing for Action Through Planning and Partnerships Process
Mobilizing for Action through Planning and Partnerships (MAPP) is a community-driven strategic planning process for improving community health. This framework helps communities apply strategic thinking to prioritize public health issues and identify resources to address them. The MAPP process is an interactive process that can improve the efficiency, effectiveness, and, ultimately, performance of local public health systems.
Presenter: Joan H. Ellison, RN, MPH.
Presentation [PDF – 1.48 MB]
Time: 1:00–5:00 p.m., Monday, June 25.
Learning Objectives—At the conclusion of the session, participants were able to: (1) demonstrate a basic understanding of the MAPP strategic planning process; (2) describe the importance of community stakeholders’ active involvement in the MAPP strategic planning process; (3) assess community-level challenges and opportunities to identify strategic issues; (4) apply MAPP concepts to the prioritization and development of public health interventions; and (5) apply the basics of planning, implementing, and evaluating strategic action steps.
Intended audience level: entry–intermediate level.
Continuing education credits: 3.45.
