In-Person Workshops

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.

For additional information on the ANSA, please see: http://www.dshs.texas.gov/mhsa/trr/ansa/
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: support@tcomtraining.com

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: support@tcomtraining.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.

ASIST is a two-day, two-trainer, workshop designed for members of all caregiving groups. Family, friends, and other community members may be the first to talk with a person at risk, but have little or no training. ASIST can also provide those in formal helping roles with professional development to ensure that they are prepared to provide suicide first aid help as part of the care they provide.

The emphasis is on teaching suicide first-aid to help a person at risk stay safe and seek further help as needed. Participants learn to use a suicide intervention model to identify persons with thoughts of suicide, seek a shared understanding of reasons for dying and living, develop a safeplan based upon a review of risk, be prepared to do follow-up, and become involved in suicide-safer community networks. The learning process is based on adult learning principles and highly participatory. Graduated skills development occurs through mini-lectures, facilitated discussions, group simulations, and role plays.

Assertive Community Treatment (ACT) is an evidence-based practice that employs a "shared caseload" team-approach designed to provide comprehensive, community-based psychiatric treatment, rehabilitation, and support to persons with serious and persistent mental illness. ACT has been extensively researched and evaluated and has proven clinical and cost effectiveness. Among the services ACT teams provide are 24-hour on call; crisis services; case management; psychosocial rehabilitation; supported employment and permanent supportive housing services; family support and education; substance abuse services; and other services and supports critical to an individual's ability to live successfully in the community. This training is designed for frontline staff and is not intended to be a “train-the-trainer” workshop.

Occasional defiant behavior is commonplace in children and teens. But when such behavior occurs to a degree that is frequent, developmentally inappropriate, and leads to functional impairment in major life activities or harm to affected youth, a child or teen may have Oppositional Defiant Disorder (ODD). Defiant behavior is among the leading reasons for referral of children and teens to child mental health professionals and is a major cause of parental distress in raising children. This workshop will first discuss the nature of ODD as a two-dimensional condition (emotional dysregulation, social conflict) that arises both directly and indirectly out of the interplay of four major factors. The four factors are described in some detail along with the reciprocal nature of parent-child interactions involving noncompliance and defiance and the important role played by negative reinforcement in generating, sustaining, and even escalating the frequency and severity of such interactions through a process of family social coercion. The implications of this model for the management of child defiant behavior and parent-child conflicts will be discussed.

The workshop will then cover Dr. Barkley’s two parent training programs for managing ODD, Defiant Children which applies to children 2-12 years of age, and Defiant Teens, which is better suited to youth 14 years of age or older. He will discuss each of the steps or methods involved in these two family training programs, how they are to be implemented, and what are the most common problems likely to be encountered in training families in these methods. Participants will be provided with a copy of the two published training manuals for use as handouts to this workshop. These manuals contain information about ODD and especially step-by-step instructions on how clinicians are to implement each session of the program. Handouts given to parents as part of this program are also included in these manuals and can be photocopied for use with families in the professional’s clinical practice.

After completing this lecture, professionals will be able to:

• Understand the nature of defiant, oppositional, or noncompliant behavior in children and teens
• Describe the four major factors that contribute to such behavior, known as the four-factor model of defiant behavior
• Appreciate the implications of this model for evaluating children with this behavior pattern
• State the treatment implications that arise from an understanding of this model
• Understand each of the steps in each program (Defiant Children, Defiant Teens), how they are to be implemented, and issues that may arise in doing so with particular families

This workshop is adapted from Dr. Barkley’s books, Defiant Children: A Clinician’s Manual for Assessment and Parent Training. New York: Guilford Press, 2012; and Defiant Teens: A Clinicians Manual for Family Training (2nd ed.), NY: Guilford Press, 2013.

CAT is an evidence-based psychosocial intervention designed to bypass cognitive and motivational impairments associated with serious mental illness in an effort to improve functional outcomes. CAT interventions include environmental supports such as signs, checklists, alarms, pill containers, and the organization of belongings to cue and sequence adaptive behaviors in the individual’s home. The interventions are individualized based upon a standardized assessment of each person's needs and challenges. CAT has been shown to decrease rates of relapse and to improve multiple functional outcomes.

This is a 2-day workshop consisting of classroom teaching each morning followed by practicing learned skills each afternoon within the individual’s home. In-home visits consist of conducting assessments and establishing supports according to the treatment manual. This training is best suited for field based staff who provide regular in-home visits to individuals over a prolonged period of time.

Prerequisites: You must complete the CAT eLearning course prior to the in-person workshop. If you do not successfully complete the eLearning course prior to the in-person workshop you will be asked to reschedule for a later date.

Please go to https://store.centralizedtraining.com/product?catalog=Cognitive-Adaptation-Training-Nov-2019 and enroll in the course. This course provides 3.6 hours of Continuing Education Credits for the following licenses: Psychologist, Professional Counselor, Psychological Associate, Social Work, Marriage and Family Therapist and Chemical Dependency Counselor. Upon successful completion of this online course, you will earn a certificate of completion and (if applicable) continuing education credit.

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.

Prerequisites: Registrants must hold minimum of a masters degree to attend this training.

Cognitive processing therapy (CPT) is an adaptation of cognitive behavioral therapy used by practitioners to help clients explore recovery from post traumatic stress disorder (PTSD) or other trauma related conditions. CPT is a manualized 12 session cognitive behavioral treatment for PTSD which offers an alternative to purely exposure based interventions.

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.

Prerequisites: None required, but knowledge of Cognitive Behavioral Therapy (CBT) is helpful.

Cognitive Behavioral Therapy (CBT) for anxiety and depression are a gold standard of treatment that is supported by decades of research. This course will focus on providing an overview of the treatment and experiential learning on how to apply CBT theory to conceptualize your clients and cognitive and behavioral interventions to reduce symptoms and enhance recovery. This course is geared towards clinicians with varying levels of experience, will focus on practical application of evidence-based therapies, and will be presented in an applied manner by a trainer from the Academy of Cognitive Therapy.

Prerequisites: Registrants must hold minimum of a Master’s degree to attend this training.

This training meets the HHSC training requirements. However, it does NOT meet criteria for CBT Certification. Certification is a separate process through the Academy of Cognitive Therapy.

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.

This workshop is Part 1 of Motivational Interviewing.

MI is a client-centered counseling approach that engages clients' intrinsic motivation to change toward healthier behavior. MI counselors use a set of specific, teachable techniques within a non-judgmental, non-confrontational atmosphere to increase clients' awareness of the problems and of the consequences and risks associated with the unhealthy behavior in question. MI has a shown robust evidence of effectiveness in improving a range of health behavior problems, including substance use disorders, treatment non-adherence and smoking. MI can be delivered flexibly, in short- or long-term intervention formats.

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. We will offer a 2nd installment of MI training focusing on continued skill attainment and coaching. Special thanks to the Home and Community Based Services Program for sponsoring this training.

This workshop is Part 2 of Motivational Interviewing.

You must have completed Part 1 "Motivational Interviewing - Introduction" to enroll in Part 2.

Motivational Interviewing - Advanced focuses on advancing skill and practicing in the core strategies of Motivational Interviewing.

Upon completion of the training you will be:

• Be able to more effectively and strategically use complex reflections
• Be able to identify and attend to change talk and response to sustain talk
• Negotiate conversation toward the development of a change plan

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.

The goal of the Training of the Trainers (TOT) process is to give new Organizational (OT) and National (T/C) trainers/consultants background knowledge, research, skills and experience to provide the Nurturing Parenting Program 3-day facilitator training, technical assistance and consulting to facilitators and community providers.

Parent-Child Interaction Therapy (PCIT) is a therapeutic intervention that the focus is to support and strengthen the relationship between the child and caregiver as a vehicle for restoring the child's sense of safety, attachment, appropriate affect and to improve the child's cognitive, behavioral and social functioning. It targets children ages 3 - 7 years old and their caregivers by emphasizing the improvement of the quality of the parent-child relationship.

This 2-day training event provides a comprehensive overview of supportive housing, including multiple program types such as rapid re-housing and permanent supportive housing. Day 1 is focused on exploring the many ways to provide supportive housing services and the basics of program operations. Day 1 includes detailed material on accessing housing resources such as vouchers and subsidized housing. Day 2 explores barriers to implementation, including supporting choice in both housing and services. Day 2 also includes detailed information about providing supports and services and the importance of clinical skills.

Person Centered Recovery Planning (PCRP) is, "A highly individualized comprehensive approach to assessment and services that is founded on an understanding of the person's history, strengths, needs, and vision of his or her own recovery and includes attention to issues of culture, spirituality, trauma, and other factors"; (Institute of Medicine). The shift to a PCRP process requires essential, fundamental shifts in system, culture, and practice transformation and is mutually reinforcing with other changes in the field, such as the ANSA and CANS, Illness Management and Recovery, and required outcomes related to such factors as reduced hospital readmissions.

Please go to www.centralizedtraining.com/online-courses and click on the CTI-EBP Online Courses and enroll in each of the courses below. You will receive 2.5 hours of Continuing Education Credits are provided for the following two modules:

• Module 1: “Introduction to Recovery and Recovery-Oriented Practices"
• Module 2: “Introduction to Peer Support"

The goal of this training is to describe Seeking Safety, an evidence-based model for the treatment of individuals who have experienced trauma and/or substance use disorders (may be one or the other, not necessary both). Seeking Safety teaches present-focused coping skills to help clients attain safety in their lives. It is highly flexible and can be conducted in any setting by a wide range of clinicians and peers. There are 25 treatment topics, each representing a safe coping skill relevant to both trauma and/or substance use, such as “Asking for Help”, “Creating Meaning”, “Compassion”, and “Healing from Anger”. Topics can be completed in any order and the treatment may continue for a few, or as many, sessions as time allows. Seeking Safety strives to increase hope through emphasis on ideals; it offers exercises, emotionally-evocative language, and quotations to engage patients; attends to clinician processes; and provides concrete strategies to build recovery skills. In this training we cover (a) background on trauma and substance use (rates, presentation, models and stages of treatment, clinical challenges); and (b) overview of Seeking Safety including evidence-base; and (c) clinical implementation with specific populations. Assessment tools and national resources are also described.

Aggression replacement techniques are intended to help children and youth improve social skills and decision making to better manage anger and reduce aggressive behavior. It targets the reduction of behavior problems, reduce criminal behavior, increase pro-social behaviors and improve anger control. Aggression Replacement Training®; is a multi-component cognitive treatment that promotes pro-social behavior by addressing factors that contribute to aggression.

This treatment features three coordinated and integrated components:

• Social Skills Training: Teaches consumers what to do, helping them replace antisocial behaviors with positive alternatives.
• Anger Control: Teaches consumers what not to do, helping them respond to anger in a non-aggressive manner and rethink anger-provoking situations.
• Moral Reasoning: Helps raise consumers' level of fairness, justice, and concern for the needs and rights of others and how this relates to decision making.

This course is intended for employment specialists, IPS practitioners, supervisors and vocational rehabilitation counselors, agency leaders, state leaders and IPS trainers. Day One will include an IPS overview and IPS program fidelity. Day Two will include information on how to help people to consider employment and engagement strategies and in the afternoon the session will be devoted to job development.

Trauma-Focused Cognitive Behavioral Therapy (TF-CBT) is a conjoint child and parent psychotherapy approach for children and adolescents who are experiencing significant emotional and behavioral difficulties related to traumatic life events. TF-CBT is a components-based treatment model that incorporates trauma-sensitive interventions with cognitive behavioral, family, and humanistic principles and techniques. Children and parents learn new skills to help process thoughts and feelings related to traumatic life events; manage and resolve distressing thoughts, feelings, and behaviors related traumatic life events; and enhance safety, growth, parenting skills, and family communication.

TF-CBT Advanced is a one-day workshop designed for those who have previously completed the two-day TF-CBT workshop and the 12 weeks of consultation calls. The workshop reviews complex trauma, current events that may be stressful for children (immigration and deportation, extreme weather, natural disasters, etc.), special populations (young children, children of military families, children with developmental disabilities, minority populations, etc), crisis of the week, caregiver issues, and any other issues that may have been discussed during consultation calls. Advanced trainings are typically tailored to the audience and there is ample time for questions and discussion. In many ways it’s almost an extension of the consultation calls.

Participants will learn how to:

• Best integrate gradual exposure in every model component.
• Engage and retain caregivers in treatment, and how to manage caregiver challenges.
• Adapt the model for different populations in different settings.