The Adult Needs and Strengths Assessment (ANSA) and the Child and Adolescent Needs and Strengths Assessment (CANS) are communimetric tools that are used by providers to help structure the treatment planning and review process. The ANSA is a multi-purpose tool developed for an adult's behavioral health services to support decision making, including level of care and service planning, to facilitate quality improvement initiatives, and to allow for the monitoring of outcomes of services. The CANS Comprehensive version of Texas is an open domain assessment tool for the use in service delivery systems that address the mental health of children, adolescents and their families. It was developed to support care planning and level of care decision making, to facilitate quality improvement efforts and to allow for the monitoring of outcomes of services. It facilitates the linkage between the assessment process of identifying the needs and strength of the child and the caregiver and the creation of individualized service plans and the selection of evidence based practices used.
This one-day training will enhance the knowledge of certified users by developing skills in using the instrument(s) to engage individuals in care, translate identified needs into treatment/recovery goals, and monitor outcomes at the individual and local level. The CANS/ANSA Local Expert trainings will target team leads, supervisors, or staff members who will be designated as the "Local Expert" in the CANS or ANSA. Both the ANSA and CANS will be covered within this one-day training.
For additional information on the ANSA, please see: https://www.dshs.state.tx.us/mhsa/trr/cans/
For additional information on the CANS, please see: https://www.dshs.state.tx.us/mhsa/trr/cans/
To become trained/certified on the CANS or ANSA, please go to: https://www.schoox.com/academy/CANSAcademy/register
For any questions regarding online certification, Praed Foundation Collaborative Training Website site access, coupons, or problems registering for Praed Foundation Collaborative Training Website, please email: firstname.lastname@example.org
NOTE: Centralized Training does NOT oversee Praed Foundation Collaborative Training Website. For questions or concerns regarding ANSA or CANS online only certification available on Praed Foundation Collaborative Training Website please contact the Praed Foundation via email: email@example.com
To become certified as a ANSA or CANS SuperUser you must attend a face to face training. For SuperUser (face to face) training, please see the training calendar available on this website for any upcoming workshops.
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Cognitive Behavior Therapy for Psychosis (CBTp) is based on the original CBT assertion of, how you think leads to changes in how you feel and what you do. However, CBTp focus adds to this understanding by helping to reduce the distress caused by positive symptoms, including hallucinations and unusual thoughts/delusions. In CBTp training, clinicians learn how to help clients interpret the event that causes distress rather than the event itself, then check the accuracy of the interpretation. CBTp also teaches to investigate how current behaviors may be maintaining the problem, and to check the helpfulness of those behaviors. CBTp also targets: Symptoms of depression and anxiety, Past traumatic events, Social skills, Negative symptoms including lack of motivation, Problem solving and decision making, Developing coping skills and Relapse prevention planning. The research evidence base will also be reviewed during this training.
Registrants must hold a minimum of a master's degree to attend this training.
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This workshop is an introduction to Dialectical Behavior Therapy (DBT) intended for mental health professionals who wish to acquaint themselves with the treatment. The dialectical nature of DBT is explained via the balance between change-based technology (behavior therapy) with acceptance-based principals (validation). It highlights the structure of DBT and defines the modes and functions of comprehensive DBT. This workshop is appropriate for mental health professionals interested in learning about DBT at an introductory level. Methods of instruction include lecture, treatment demonstrations, and practice exercises to illustrate the principles and strategies of DBT.
CBT is a broad framework, and within that framework, elements of DBT can be utilized and support people’s recovery efforts. For example, if mindfulness is discussed as part of a CBT session, specific DBT mindfulness skills could be used if it would be helpful and support the person’s recovery needs. CBT will remain the HHSC supported EBP for LOC 2 and will not be replaced with DBT.
None required, but knowledge of Cognitive Behavioral Therapy (CBT) is helpful.
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MDFT is a comprehensive, compassion and respect-based family therapy that is primarily used for working with adolescents struggling with substance use and related problem behaviors. MDFT focuses on eliminating substance use and the behaviors that often accompany it such as delinquency, aggressive behaviors, crime and problems in school and the home. The therapy promotes change within the adolescent, within the adolescent’s parents, the family system and the family’s involvement in the community. MDFT has 30years of research supporting it as an Evidenced Based Therapy and has been implemented in over 100 public and private settings in the US, Canada, and Europe to improve: treatment engagement, family functioning, substance abuse, school performance, criminal and delinquent behavior, family stability and mental health symptoms related to their behavioral problems. MDFT is a versatile therapy that can be implemented in a variety of levels of care including drug abuse and mental health inpatient and outpatient settings, juvenile justice systems, child welfare settings, and more.
This 2-day training is an introduction to basic MDFT principles and interventions to provide attendees with skills to implement in their clinical work; however, does not provide certification in MDFT. The focus will be on youth and family engagement and how to conduct parent and family sessions.
There are no pre-requisites for attendance at this workshop. This training targets direct service staff and is not intended to follow a train the trainer model. The three-day training focuses on understanding the philosophy of nurturing parenting, assessing high risk parenting beliefs and environments, creating competency-based parenting lessons and programs tailored to meet the individual parenting needs of families, and implementing programs at the primary, secondary, and tertiary levels of prevention. Participants will also learn how to monitor the success of families through on-going process evaluation strategies designed to measure the attainment of parenting knowledge and skills. Participants will experience hands on approach to implementing home based, group based and a combination home-based and group-based program models; learn how to administer and score the online version of the Adult-Adolescent Parenting Inventory (AAPI-2) and how to select the best Nurturing Program model for your agency.
This in-person workshop is available by invitation only to staff at the San Antonio State Hospital (SASH)
Motivational Interviewing (MI) focuses on exploring and resolving ambivalence and centers on motivational processes within the individual that facilitate change. This method differs from other externally-driven methods for motivating change as it does not impose changing, but rather supports change in a manner congruent with the person’s own values and concerns.
While this practice is not explicitly required in your performance contracts, the tools learned from this workshop help therapists and case managers in elevating therapeutic skills and helping clients attain recovery goals. We highly recommend this workshop for all therapists, case managers and supervisors. There are no prerequisites for this training.
Upon completion of the training you will be:
· Familiar with the fundamental spirit and principles of MI
· Acquainted with relevant evidence of efficacy
· Directly experience the MI approach and contrast it with others