CURRICULUM

Consistent psychoeducational curriculum from agency to agency,
from group to group, and from service provider to service provider.

Most therapists, counselors, and other service providers have been primarily trained or educated along one track, either in mental health disorders or in substance use disorders. The integrated treatment approach calls for each field to develop the capability of providing simultaneous services for persons with co-occurring psychiatric and substance use disorders.

This can be a daunting task for many service providers and program curriculum developers. While the availability of cross-training is expanding, the ability of most providers to revamp their current curriculum is limited owing to current high case loads, low budgets, and/or constraints on staff and other resources.

It’s completely understandable why the treatment curriculum of psychiatric and substance use disorders varies from one professional to another, from agency to agency, and from group to group – even within the same facility. Service providers are often placed in the situation of working from outdated material that was previously designed to treat single disorders in either the mental health field or the chemical dependency field.

Develop a completely comprehensive curriculum about the basics of integrated treatment. Design the curriculum to benefit the individuals who have these disorders and to benefit service providers working with individuals with dual diagnoses. Simultaneously eliminate the need for the professional to translate education that’s written directly to them into a useful format of conversational language spoken directly to the person in treatment.

Provide a “ready to present” curriculum that simultaneously cross-trains the professional as they learn how to provide treatment to the dually diagnosed population. Bridge the gap – if and when it exists – to connect with both the mental health and the chemical dependency service providers. Write the curriculum in a motivational interviewing style and person-centered approach along with an ample amount of empathy and hope.

Extensively research thousands of references to put evidence-based practices into action. Draw from the dedicated work of distinguished professionals, such as Kenneth Minkoff, M.D. and Chris Cline, M.D. (CCISC Model), J. O. Prochaska, Ph.D. and C. C. DiClemente, Ph.D. (Stages of Change Model), William Miller, Ph.D. and StephenRollnick, Ph.D. (Motivational Interviewing), and David Mee-Lee, M.D. (The Change Companies), and many others. Build on the vast amount of education and knowledge from prominent professional organizations such as SAMHSA (Substance Abuse and Mental Health Services Administration), NAADAC, The Association for Addiction Professionals, NIMH (National Institute of Mental Health), and NIDA (National Institute on Drug Abuse) …to name just a few.

Organize the curriculum to include:

  •   Detailed Lesson Content and Handouts for Groups; and
  •   Topics and Information for Individual Sessions; and
  •   Cross-Training for Mental Health and Chemical Dependency Professionals.

Design THE BASICS, Second Edition based on Science & Evidence Based Practices that include:
Integrated System of Care; Universal Dual Diagnosis Capabilities; Principles of Empathy and
Hope; Motivational Interviewing Approach; Stages of Change Model Design; Strength Based;
Skill Building; Solution Focused; Neurochemistry Based Disorders of the Brain; Symptom
Identification; Symptoms Management; Relapse Prevention & Crisis Coping; Best Practices
Curriculum Topics (i.e. Nutrition, Stress Management, Cognitive Behavioral, and many more).

 

The Basics