Products and Resources Catalog

SAMHSA has included Trauma-Informed Care among its designated best practices for many reasons. Trauma-Informed Care can bring about, not just change, but an actual transformation that takes place on many levels of an organization. This ongoing system-wide approach that is grounded in a scientific understanding of trauma can make service relationships much safer for both clients and staff, not only in SUD treatment facilities, but in all mental health settings. This easy-to-use and adaptable guide is designed to lead TTC consultants through the Trauma-Informed Care implementation process.

  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 Juntenen, 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.  

The switch from in-person to virtual service delivery as a result of the COVID-19 pandemic not only changed how clinical services are provided, but also the way clinical supervision is conducted. This self-paced training describes the key skills and tools necessary to provide high quality clinical supervision virtually. Topics include creative engagement strategies for the virtual format, best practices, goal setting, and a discussion about the future of clinical tele-supervision.   Steps to participate: Register for the no-cost, self-paced course. Login to your account on mtplainsattc.org. Watch the webinar. Complete the post-test with a score of at least 80%. Download your 1 CE certificate.  

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 purpose of the comprehensive training is to help a non-specialist health care provider to recognise, detect and refer patients with mental health problems. The training and manual are tailored for use by non-specialist providers of health care working with individuals and communities in HIV burdened areas in the primary health care setting of South Africa. The overall rationale of the training is to bring to the awareness of non-specialist health care providers that mental health concerns are all around us and that they may impact on us directly (ourselves) or indirectly (through those around us). Health care providers are taught that they need to find ways to recognise and express feelings, destigmatise mental illness and know how and where to access help. The focus on self-care offers a unique experience to participants and differs from traditional training on mental health, in that it places importance of self-care on the health care provider and their relationship with others, including the patient. Integrating the “spirit of motivation interviewing” (Miller and Rollnick, 2013), training participants are taught to be a “guide on the side”. This involves embodying characteristics of being: empathic, compassionate, non-judgemental and collaborative in their approach to working with patients.

The purpose of the comprehensive training is to help a non-specialist health care provider to recognise, detect and refer patients with mental health problems. The training and manual are tailored for use by non-specialist providers of health care working with individuals and communities in HIV burdened areas in the primary health care setting of South Africa. The overall rationale of the training is to bring to the awareness of non-specialist health care providers that mental health concerns are all around us and that they may impact on us directly (ourselves) or indirectly (through those around us). Health care providers are taught that they need to find ways to recognise and express feelings, destigmatise mental illness and know how and where to access help. The focus on self-care offers a unique experience to participants and differs from traditional training on mental health, in that it places importance of self-care on the health care provider and their relationship with others, including the patient. Integrating the “spirit of motivation interviewing” (Miller and Rollnick, 2013), training participants are taught to be a “guide on the side”. This involves embodying characteristics of being: empathic, compassionate, non-judgemental and collaborative in their approach to working with patients.

This training module includes PowerPoint slides and a trainer’s guide for delivering a 60-90 minute interactive presentation for support staff (i.e. front desk, schedulers) working in medical settings. The module introduces staff to the practice of Motivational Interviewing as a way to support patient-centered care and handle “challenging” patient interactions, and is intended to support MI implementation efforts in medical settings.

Staying in Touch: Using Caring Contacts to Sustain Connections with Your Clients is an online curriculum that describes a low-threshold, Caring Contacts intervention designed to help providers reduce client self-harm, increase feelings of self-efficacy, and fill treatment gaps due to health disparities or other challenges. A Caring Contact is a personalized written form of practitioner outreach to individual clients that expresses care and concern for their wellbeing. This simple, customizable intervention can be implemented at a distance during times of stress and isolation, making it a particularly useful addition to telehealth practices. This curriculum: is self-paced, with expected completion time of less than an hour; outlines the scientific support for this approach to reduce client isolation and potential self-harm; focuses, in part, on special circumstances and populations that can be hard to engage and retain in care; and includes concrete examples of Caring Contacts, as well as modifiable templates that can be downloaded and adapted for any organization’s use.   Additional Resources Suicide Prevention Resource Center (SAMHSA). Features information, tools, training, and more. CAMS-Care: Preventing Suicide. Training and certification for the CAMS suicide prevention assessment, intervention and treatment.  Now Matters Now (American Foundation for Suicide Prevention). Personal stories and research-based ways (DBT, e.g.) for managing suicidal thoughts and emotions.   

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 6-hour face-to-face training curriculum was recently updated in 2019 and includes the latest in treatment options available and the impact of the opioid epidemic on HCV in the U.S. The course is designed to instruct behavioral health and medical providers on hepatitis C (HCV) epidemiology, opportunities for promoting HCV screening and testing, treatment options and considerations, and linking persons infected to HCV health care. By the end of this training, participants should be able to:   List at least three populations impacted by the opioid crisis, 2019. List at least three infections that result from injection drug use. Discuss at least two reasons why it is important to promote hepatitis C screening and confirmatory diagnostic testing. Describe at least three prevention messages that can be used when promoting hepatitis C screening and testing. List at least three treatment factors to consider and describe at least two new treatment options available for patients with HCV. Provide examples of at least three strategies to link persons infected with HCV to HCV-focused health care.   Request a Hepatitis C training by contacting the ATTC in your Region.      

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

Findings form the National Institute on Drug Abuse's Clinical Trials Network protocol documented that one Motivational Interviewing (MI) assessment interview resulted in higher retention rates during the first four MIA:STEP Brochure Coverweeks of treatment when compared to assessments as usual.The MIA:STEP Blending Team designed empirically supported mentoring products to enhance the MI skills of treatment providers, as well as supervisory tools to fortify a supervisor's ability to provide structured, focused, and effective clinical supervision. MIA:STEP introduces an effective strategy for observation-based clinical supervision, the use of which has potential to improve counselor skills beyond MI.            

The Clinical Supervision Foundations course was developed by the Addiction Technology Transfer Center (ATTC) Network as an introduction to the essential elements of supervisory practice. In response to the need for an educational program which helps supervisors qualify for credentialing, the course presents participants with the knowledge and skills necessary to assure quality of care and promote the professional development of addictions counselors. Knowing it is difficult for supervisors to be away from the worksite for extended periods, the course was intentionally designed utilizing a combination of online, face-to-face, and worksite formats to make up this 30-hour course. The 14-hour, ten module online course is self-paced, and can be taken as a standalone. It is intended to introduce basic concepts and resources, while providing a conceptual overview of the work of a clinical supervisor. The face-to-face segment, which requires the online course as a prerequisite, delves further into some of the more practical aspects of supervision and builds in opportunities for skills practice, offering a worksite aspect giving supervisors an opportunity to self-assess their knowledge and skills, as well as create a plan for continuing their professional development.    

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This interactive two-part webinar series will review the risks associated with excessive alcohol consumption, impact of alcohol on the body, population based differences in drinking patterns, and the importance of using evidence-based screening tools and culturally informed approaches when using harm reduction strategies to address risk behavior. We will also review a case study for participants to explore and practice potential strategies to apply.

There have been important advancements in the field of HIV, which will change the lives of persons with HIV/AIDS. This course will review the basics of HIV/AIDS; discuss information about treatment adherence and the importance of following the medication regimen. It will also describe the newest information for people with HIV/AIDS: U=U (Undetectable vs. Untransmittable).

This Training Toolkit, originally developed by the US Department of Health and Human Services' Indian Health Service, prepares first responders and provides critical information in responding to overdose. TRANSLATED - RUSSIAN

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 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.

Crystal methamphetamine use has increased among MSM of Color in New York City in the past few years. This webinar will introduce participants to crystal methamphetamine use among MSM. This webinar will introduce participants to crystal methamphetamine use among MSM. It will describe crystal meth, reasons why MSM of Color are using it, the effect of crystal meth on HIV, routes of administration, pharmacology, and treatment options.

Working with persons from diverse backgrounds in any discipline requires that professionals engage in a culturally responsive manner that can enhance the clinical processes used to provide individualized treatment and health care. This interactive two-part webinar (90 minutes each) will present on the importance of acknowledging our own values & beliefs.