Speaker(s):

Dena Sneed, OTR/L

Rev. Roxanne Pendleton, MDiv

Presentation: This training will engage participants to explore the impact of specific kinds of trauma upon the family as well as ways that trauma is experienced and re-enacted within the family. Participants will come away with specific, empowering strategies for improving family dynamics.

Objectives:

• Define and explore the impact of cultural, historical and intergenerational trauma
• Explain the varying experiences of trauma within the family system
• Identify re-enactment or the “drama triangle”, including reasons, roles and re-scripting strategies

Slides and Handouts:

Sneed and Pendleton_Understanding Family Trauma HANDOUT

 

 

 

 

 

 

 

Speaker(s):

Shane Young, MSW

Presentation: In the news we hear weekly examples of ethical boundary violations that lead to the end of careers and imprisonment. Is it possible that these events could have been prevented? This training will help look at ways to prevent the development of these situations and how we can incorporate habits of professionalism and integrity that will allow professionals to know how to do their jobs in a way that they can make a positive impression without violating the rules created. We will discuss what it takes to be a professional. We will look at the vulnerabilities that influence boundary conflicts. We will look at common myths about boundaries that exist and the most common violations. We will look at how rural environments can create opportunities or boundary violations. We will process some sample scenarios to better explain and look at boundary violations. We will also educate the audience on healthy alternatives for managing your professional lives.

Objectives:

• Identify the role of a professional
• Discuss the vulnerabilities that influence boundary conflicts
• Describe myths about boundaries and the most common violations
• Explain how to manage rural (acquaintance) relationships professionally
• Review sample scenarios to better identify signs of boundary violations
• Introduce healthy alternatives for managing your professional life

 

 

 

 

 

 

 

 

Speaker(s):

Rachel Winograd, PhD

Presentation: Funds from the Federal 21st Century Cures Act were distributed to all states by SAMHSA in Spring, 2017 and will continue through Spring, 2019, to address the opioid crisis in the form of State Targeted Response to the Opioid Crisis (STR) grants. This talk will review the landscape of opioid use and overdose deaths in Missouri and how the Opioid STR grant efforts have aimed to curb the trend of increasing death rates and change the system of care in our state. Though the goals of STR span initiatives in the realms of prevention, treatment, and recovery support, this talk will focus mostly on treatment. Specifically, the treatment of opioid use disorder through Missouri’s STR “Medication First” treatment model, which prioritizes timely access to stabilizing medications, reduced barriers to medication across diverse treatment settings, and the availability of medication maintenance treatment for as long as a person benefits from it. This talk will also provide an early summary of findings from the first year of STR treatment implementation and highlight current and upcoming opioid-related updates, including a review of the new implanted and injectable formulations of buprenorphine.

Objectives:

• Identify the most promising medical and harm reduction practices being used around the world to decrease opioid-related morbidity and mortality, including an introduction to new formulations of buprenorphine products (implants and injections) for maintenance treatment
• Identify the key role the “Medication First” treatment model plays in managing Opioid Use Disorder
• Describe the recent Missouri trends in opioid overdose and treatment utilization, including early findings from Missouri’s State Targeted Response grant efforts

Slides and Handouts:

STI_Winograd_2018_2

 

 

 

 

 

 

Speaker(s):

Rachel Morgan, EdD, CAS

Presentation: This presentation is an overview of the current doctoral research Rachel just completed. We will explore the perceptions and perspectives of leaders and practitioners with regards to learners with autism engaged in inclusive educational settings. At a time when inclusive education is acknowledged as best practice, there is still a concern that many learners with disabilities are receiving most of their supports in a segregated setting. Additional concerns noted in the current research relate directly to the beliefs, values, and attitudes towards inclusive education for learners with disabilities. No distinct study, until now, has been done with regards to the perceptions and perspectives on the outcomes and process of teaching learners with autism in inclusive settings.

A standalone intervention experience for the study participants was utilized by offering two self-assessments and a discussion group with time for self-reflection. The stakeholders of the project included leaders, those that are in positions of authority in providing supports to practitioners that work with learners with autism, and practitioners, who are responsible to implement the supports for those learners. A qualitative program evaluation was the research design utilized to measure both the program outcomes and processes. Eight themes emerged from the research analysis as barriers for inclusive education: support and preparedness, team collaboration, defined roles and responsibilities, learner engagement, communication differences, valuing learners with autism point of view, belief in learners with autism, and transformative learning/change. The program evaluation found that andragogy learning theory provides support towards transformative change in beliefs, attitudes, and values with regards to learners with autism engaged in inclusive opportunities. Ultimately, the experience of critical self-reflection through self-assessment provided the leaders and practitioners a different perspective regarding their assumptions of the preschool learner with autism and their capabilities in participating in an inclusive educational experience.

Objectives:

• Define Inclusive Education
• Identify the real barriers to inclusive education
• Provide current research on perceptions and perspectives of leaders and practitioners in the field of disabilities
• Utilize Andragogical Theory & Methodology to address beliefs, values, & attitudes

Slides and Handouts:

Morgan_Inclusive Education

 

 

 

 

 

 

 

Speaker(s):

Patricia (Pat) Stilen, MSW

Sarah Knopf-Amelung, MA-R

Presentation: Implement family-centered care in your agency and community today! This workshop will provide an introduction to family-centered care for pregnant and postpartum women with substance use disorders. In a family-centered approach, services are provided to the whole family to make recovery possible; although the mother is the entry point, the family becomes the client. Workshop participants will learn about the family-centered care model through didactics, a documentary on family-centered care, and activities to explore the degree to which their agencies are already family-centered. They will leave the training with tools to help implement family-centered care at their agencies.

Objectives:

• Define family-centered care and explain why it matters
• Evaluate the impact of language, myths, and stigma on care for pregnant and postpartum women with substance use disorders and their families
• Analyze how the principles of family-centered care were applied to a program in California
• Examine application of family-centered care principles in your own work