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: http://www.TCOMtraining.com
For any questions regarding online certification, TCOMtraining.com site access, coupons, or problems registering for TCOMTraining.com, please email: email@example.com
NOTE: Centralized Training does NOT oversee TCOMtraining.com. For questions or concerns regarding ANSA or CANS online only certification available on TCOMtraining.com please contact the Praed Foundation via email: firstname.lastname@example.org
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.
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.
Cognitive Behavioral Therapy (CBT) for children and adolescents is an empirically supported treatment in which the clinician works together with the child/youth to identify and solve problems using a cognitive model that helps the individual overcome difficulties by addressing thinking patterns, behaviors and emotional responses. It targets children and adolescents, ages 7-18. It is commonly used as the primary line of treatment for children and youth with depression, but empirical evidence has shown it to be effective in a wide range of psychiatric symptoms in children including anxiety and disruptive behaviors among others.
Cognitive Behavioral Therapy (CBT) for depression and anxiety targets adults with depression or anxiety. Interventions integrate the rationale and techniques from both cognitive therapy and behavioral therapy, taking advantage of their complimentary relationship. Treatment aims to help individuals recognize their faulty automatic thoughts that negatively affect behavior.
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 minimum of a masters degree to attend this training.
DBT is a research-based, cognitive behavioral treatment to help clients with suicidal and self-harm behaviors often seen in borderline personality disorder. DBT has been modified as a treatment for other complex and challenging behavioral health disorders that involve emotional dysregulation, such as dual diagnoses, PTSD, eating disorders and severe mood disorders. The term "dialectical" comes from the idea that bringing together two opposites in therapy, acceptance and change, brings better results than either one alone.
This workshop is Part 1 of Motivational Interviewing.
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. 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.
Upon completion of the training you will be:
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:
The tertiary prevention-treatment programs of Nurturing parenting are skills training protocols for the parent or caregiver of children and youth exposed to abuse neglect or that experience family dysfunction that impacts the child's mental health. It treats abusive or neglecting parent-child dysfunctional interactions and develops caregiver's pro-social skills that will help the functioning of the child and caregiver. It also increases the parents/caregiver's understanding of abuse, neglect they experienced and how this impact their beliefs and the patterns that are passed to the child. It address increasing the parent ability to address the child/youth's needs. If a child grows up believing that its needs will be met, it will be more confident when facing challenges.
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.
PSH is based on the philosophy that people with psychiatric diagnoses can live in their own housing with the same rights and responsibilities as anyone else, regardless of their support needs. PSH is characterized by individual choice of housing; functional separation of housing and services; decent, safe and affordable housing; access to housing; and flexible, voluntary and recovery-focused services. There are no pre-requisites to attend this training.
Day 1 - Participants will be able to:
Day 2 - Participants will be able to:
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 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:
Seeking Safety is a present-focused treatment for clients with a history of trauma and substance abuse. The treatment was designed for flexible use in a variety of settings. Seeking Safety focuses on coping skills and psychoeducation and has five key principles: (1) safety as the overarching goal, (2) integrated treatment, (3) a focus on ideals to counteract the loss of ideals in both PTSD and substance abuse, (4) four content areas: cognitive, behavioral, interpersonal, and case management, and (5) attention to clinician processes.
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:
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.
Wraparound is an intensive, holistic method of engaging with individuals with complex needs (most typically children, youth, and their families) so that they can live in their homes and communities and realize their hopes and dreams. Wraparound has been most commonly conceived of as an intensive, individualized care planning and management process. The wraparound process aims to achieve positive outcomes by providing a structured, creative and individualized team planning process that, compared to traditional treatment planning, results in plans that are more effective and more relevant to the child and family. It targets the needs of the child or youth with significant involvement with multiple child serving systems that has identified behavioral and/or emotional treatment needs and is also likely at risk of out of home placement.