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FIT Module 11: MotivationalInterviewing and HarmReduction 2010 RFMHCBT/Social Skills TrainingFIT Module 19: CBT for CopingSkills and Problem Solving 2010 RFMHFIT Module 21: Social SkillsTraining 2010 RFMHSuicide PreventionAssessment of Suicidal RiskUsing C-SSRS 2013Safety Planning Intervention forSuicide Prevention 2013Online ClassThe first module on Motivational Interviewing introduced the basics of this valuable technique. If you're notfamiliar with Motivational Interviewing, please review that module before you continue with this one. This moduleexamines crisis management and harm reduction. You will learn when it's appropriate to use MotivationalInterviewing for harm reduction, how to use it and the ethical issues around using Motivational Interviewing.Online ClassThis module is an overview of Cognitive Behavioral Therapy (CBT) and its application in treating both addiction andmental health symptoms. You will learn the basics of CBT for co-occurring disorders, the learning theories behindCBT, principles for implementing CBT and strategies for using CBT in addiction counseling. The two fundamentalcomponents of CBT are conducting a functional analysis and teaching coping skills. You will learn how to use thefunctional analysis and the steps to teaching coping skills as well as how to apply CBT for problem solving and goalsetting.Clients with co-occurring disorders often need help learning social skills. In this module, you will learn how you canteach clients by breaking skills into smaller steps and helping them practice new behaviors. You will also understandhow social skills training can help people refuse drugs, avoid social isolation and develop healthier relationships.You will be able to download and use sample group curricula and printable lists of steps.Online ClassOnline ClassOnline ClassThe IPS Model of Supported EmploymentIPS: Introduction to theOnline ClassIndividual Placement andSupport (IPS) Model ofSupported Employment 2012Wellness Self-ManagementWellness Self-ManagementOnline Class(WSM) 2013 RFMHVideosShared Decision MakingThe Columbia Suicide Severity Rating Scale (C-SSRS) was developed to assist practitioners and others to betteridentify people at suicide risk. This module introduces the C-SSRS, discusses its importance, and providesinformation about its structure. In addition, the learner is provided with detailed instructions concerning theadministration of the scale.This module teaches the learner about the Safety Planning intervention developed by Dr. Barbara Stanley and Dr.Gregory Brown. This intervention is designed to help individuals who struggle with suicidal urges and thoughts tomanage them so that safety is maintained.This hour-long module is designed for practitioners, supervisors and program leaders who are involved in providingIPS services. It focuses on the importance of employment to persons diagnosed with a serious mental illness, therationale for IPS, IPS fundamentals, core practitioner skills, and implementing IPS in NYS. It offers video clips ofconsumer and practitioners, interactive exercises, and links to resources and web sites.This web based course is a resource for behavioral health services providers and organizations committed toproviding Wellness Self-Management (WSM) services to adults with mental health problems and/or Wellness SelfManagement Plus (WSM ) services to adults who are simultaneously dealing with mental health and substance useproblems. This course will provide learners with important information and strategies to conduct an effective WSMand/or WSM program. Specifically, learners will be able to 1) Describe the key principles, philosophy and practicesof WSM/WSM , 2) Identify the benefits of the WSM/WSM programs for consumers, practitioners andorganizations and 3) Competently conduct a WSM/WSM group. The entire course should take no more than 45minutes to complete. You don’t need to complete the course in one sitting. Your information will be saved as yougo along.

Shared Decision Making (SDM)Viewer GuideManualSDM IntroductionVideoSDM Chapter 1: What is SharedDecision Making?VideoSDM Chapter 2: Shared DecisionMaking in Behavioral HealthVideoSDM Chapter 3: Why SDM withYoung People?VideoSDM Chapter 4: Decision AidsVideoSDM Chapter 5: Doing sharedDecision MakingVideoSDM Chapter 6: You Are Part ofthe TeamVideoDemonstration VideosEngaging Clients aroundSubstance UseInitial Engagement in OnTrackServicesVideoVideoThis PDF document is a companion piece to the seven-shared decision making (SDM) videos in this series includingintroduction and chapters 1 to 6. The manual also provides quizzes and answer keys, and discussion questions, foreach of the chapters.This video module introduces the SDM video series and provides a brief definition of SDM and overview of each ofthe six chapters within the series. At the end of this module (and all other modules within the series), there is a selfquiz, list of discussion questions, and list of suggested resources for further learning about SDMIn this chapter, shared decision making is broadly defined as we explore its origins in general medicine. Theevidence to support the practice of shared decision making is discussed and the ethical imperative that underscoresits use is presented.In this chapter, we narrow the scope from shared decision making in general medicine, to shared decision makingin behavioral health. We discuss the question of the relevance of shared decision making for people diagnosed withserious mental illness, especially in relation to decision capacity. We also explore various crossroads and continuingcare decision points encountered in routine work. We place special emphasis on the fact that shared decisionmaking is not just for decisions about medications. Shared decision making can also be used at other decisionpoints such as deciding to return to work or school, deciding to move away from home, deciding when or if todisclose psychiatric history in a new relationship and the like.In Chapter 3, we raise the question of why shared decision making is important for teams working with youngpeople and their families. In particular, we explore the importance of a developmental approach and how toinvolve families in shared decision making, especially when working with teens.Decision aids are specially crafted tools that support shared decision making. They can be used duringappointments or prior to consultations with the team. Links to various decision aids for your use are included in thisViewer’s GuideIn Chapter 5, we look at the specifics of how to do shared decision making. We learn how to set up a lending libraryand other techniques for building a programmatic infrastructure to support shared decision making. We alsopresent a three-part method to support shared decision making that includes Choice Talk, Option Talk and DecisionTalk. Shared decision making can be done in the office, but it can also be done when working with folks out in thecommunity.Chapter 6 is a bit different than the others. Chapter 6 was created specifically for individuals and their supporters orfamily members. It explains why shared decision making is important and what to expect from the team. Clearly,being asked to collaborate in decision making will be a different kind of experience for many people. This video willhelp folks better understand the importance of being a member of the decision-making team. Although this videowas made for individuals and families, it is recommended that the team study it as well.Duration: 7min. A video demonstration for clinicians on on how to engage clients around their substance use.Exploration of pros and cons of substance use with the client in order to assess for stage of stage and matching itwith stage of treatment is demonstrated. Shared decision making and meeting the client where she/he is at, arealso illustrated.Duration: 15 min. Video illustrates how to use engagement strategies prior to client’s enrollment into an earlyintervention program, noting that while information about eligibility may be gathered at this time, it is not the goalof this session. Clinician’s objective here is to provide information about OTNY services and to engage with theyoung person and her family

Substance Use EvaluationVideoTeam MeetingVideoSkills Building in SessionVideoFamily EngagementVideoRAISE Recovery VideosVoices of RecoveryVoices of Recovery ManualOnlineResource VideosManualDuration: 15 min. Video illustrates how the ORC conducts an eligibility evaluation for a client with psychosis in thecontext of substance use by ruling out substance-induced psychosis and looking at temporal relationship betweenpsychosis and substance use by creating a timeline. A completed timeline is shown at the end of video.This video demonstrates an OnTrack team discussing one of their clients during a weekly team meeting. Each teammember discusses his or her work with the client and any challenges the client is facing, and the team develops aplan for next steps with the client and family.In this video, an OnTrack clinician engages a client in a skill-building exercise in support of the client’s recovery goalof making new friends. After helping the client identify a scenario – starting a conversation with the barista at alocal coffee shop – the clinician uses role play to work with the client on enhancing her social skills.This video demonstrates an OnTrack clinician discussing with a client how family support might be helpful to him ashe considers returning to school. After talking through some of the client’s reservations about involving his familyin this decision, the client and clinician agree on a plan to invite the client’s parents to their next s PDF document describes the 24 recovery videos and provides suggestions for using the videos with clients andfamilies, and issues to consider. The manual also provides transcripts of the videos plus questions for reflection.Pat Deegan's Introduction to First Episode Psychosis: Her StoryPat Deegan: Introduction videoVideoThis video introduces Pat Deegan, PhD, a psychologist and independent consultant who specializes in research onthe topics of recovery and empowerment of people diagnosed with mental illness. She is an activist in the disabilityrights movement, a lecturer at Dartmouth and at Boston College, and a frequent collaborator with OnTrackNY. Inthis series of videos, she shares her own recovery journey after being diagnosed with schizophrenia in her teens.Pat Deegan: The Experience ofVideoPat talks about experiencing the onset of symptoms of schizophrenia as a high school student and her efforts toFirst Episode Psychosismake sense of and cope with her experience. She offers a number of suggestions for clinicians working with peopleexperiencing psychosis, including attending to the person’s basic needs for food, water, and safety; using simple,clear language; and remaining curious and respectful.Pat Deegan: Help That HurtsVideoIn this video, Pat addresses the concept of “toxic help” -- messages that can be damaging to clients, leading tohopelessness and despair. She recalls her experience of being told that she will need to take medication for therest of her life, for a condition from which people do not recover. She encourages clinicians to avoid focusing onclients’ medication “compliance” and to approach their clients with a willingness to walk alongside them in a spiritof humility and collaboration.Pat Deegan: Early RecoveryVideoHere, Pat recalls the turning point in her recovery: her decision that she was “not going to do this anymore notgoing to be a schizophrenic” and that she would instead “become Dr. Deegan and change the mental health systemso that no one gets hurt in it again.” Several months later, she took the first step toward this goal, which was toaccompany her grandmother on a trip to the grocery store. As she continued on her journey, she began to realizethe power of “personal medicine” – one’s own strategies for managing symptoms and staying well – and theimportance of finding the right balance between personal medicine and psychiatric medicine.Pat Deegan: RecoveryVideoIn the final video of this series, Pat talks about her recovery journey: the role of mental health treatment, includingtherapy and medication; the importance of her marriage, her relationship with her daughter, and her connection toa higher power; recovery as transformation rather than restoration to a former self; and the value of peer support.The Spirit of OnTrack

SPIRIT OF ONTRACK: Viewer’sGuideManualSpirit of OnTrack: IntroductionVideoSpirit of OnTrack: Chapter 1 –RecoveryVideoSpirit of OnTrack: Chapter 2 –Coming to Terms with aDiagnosis of PsychosisVideoSpirit of OnTrack: Chapter 3 –Navigating the Duty to Care andDignity of RiskVideoSpirit of OnTrack: Chapter 4 –Creating a Culture of RespectVideoSpirit of OnTrack: Chapter 5 –Professional Boundaries as aMeans of Building RelationshipsVideoSpirit of OnTrack: Chapter 6 –From Compliance to PartnershipVideoWebinarsSubstance AbuseOTNY SA Webinar 1: Overviewof OnTrackNY Team Approach toSubstance Use for Young PeopleVideoThis PDF document is a companion piece to the seven Spirit of OnTrack videos in this series including introductionand chapters 1 to 6. The manual also provides quizzes and answer keys, and discussion questions, for each of thechapters.This video module introduces the Spirit of OnTrack video series and provides a brief overview of each of the sixchapters within the series. This series was created to present the culture, vision, and spirit of how dedicatedrecovery oriented clinicians reach out, engage and support the recovery of young people with early psychosis. Atthe end of this module (and all other modules within the series), there is a self-quiz, list of discussion questions, andlist of suggested resources for further learning.In this chapter, we establish recovery as one of the core clinical concepts underlying the work of OnTrack teams.We distinguish between cure and recovery and describe the importance of conveying hope to families andindividuals. Learning to see the young person with psychosis as are salient individual with which the team cancollaborate is a central focus of this video.This chapter focuses on the effort of young people and families to make sense of the experience of psychosis.OnTrack teams do not insist that all individuals adopt a medical understanding of their condition. Instead, teamsseek to support individuals and families as they grapple with the existential meaning of this unanticipated turn ofevents. Clinicians are not expected to abandon their perspective and understanding of psychotic disorders. Rather,the task is to help young people and families find an understanding of the condition that empowers them to gaincontrol and make good choices for recovery.In Chapter 3, we begin by asking how to do recovery oriented work with people who appear to be making a selfdefeating choice. Do we just “let people” make a self-defeating choice? Is it better to persuade, or somehow stopthe person from making a bad choice? In many respects, this chapter gets to the heart of the work and offers teamsa method for navigating risk management.Research has shown young people can be especially attuned to issues of respect and confidentiality. OnTrackteams are encouraged to take very specific steps to build a culture of respect, including modifying the physicalspace of the program and being very aware of respectful communication. In our experience, creating a culture ofrespect is a sensitive topic many teams would rather avoid. However, we encourage you to accept the challenge,develop a detailed plan for transforming your team culture, and stick with it over time. The result will be a morepositive and healing experience for individuals and families. It will also result in better team morale and mutualrespect.In Chapter 5, we deconstruct some assumptions about professional boundaries. We emphasize the need to balanceclinicians’ personal and professional boundaries with the needs of young people to know clinicians and feelconnected with the team. We then offer a 5-part algorithm to guide clinicians in establishing boundaries that areconsistent but flexible and responsive to individual needs. This, in turn, will help the team build strongerrelationships with families and young people.In this chapter, we argue that the framework of compliance actually disempowers clinicians and can lead to lesseffective practice. Learning to use treatment optimally is a journey that takes time. It is a dynamic processthroughout which individuals and families need the ongoing support and guidance of the team. Partnering withpeople on this journey is an important role of OnTrack teams.A 74-min recorded webinar providing an overview on motivational Interviewing as a way to work with people whoare not yet committed to change. Address substance use in young people with psychosis by matching stage ofchange with stage of treatment is presented, with the following general guidelines: Use MI strategies and shared

with FEP and MotivationalInterviewing for Young PeopleFamily ProgramsOnTrack: A Family Friendly andFamily Centered Programdecision making for clients with any use/low readiness; offering skills for limiting use when client has low-moderateuse with high readiness; offering behavioral treatment strategies for high severity of use and high readiness.VideoOnTrack: Overview of theOnTrackNY Family ProgramVideoOnTrack: Engaging and Workingwith FamiliesVideoOnTrack: Monthly FamilyPsychoeducational GroupTrainingVideoTools for Clinical Work (Documents)Designated ObserverDocumentFinding Personal MotivationDocumentSurviving StressPsychiatric Medicine and MeDocumentDocumentPreparing to TalkDocumentImproving Concentration TipsDocumentFidelity Evaluation and Data CollectionOnTrackNY Data CollectionVideoSystem TrainingAcquire Demo SlidesPresentationAcquire EDC Quick GuideManualOnTrackNY Admission PacketDocumentOnTrackNY Referral PacketDocumentIn the first of a four-part series, Dr. Lisa Dixon M.D. and Helle Thorning Ph.D., describe how a family friendly andfamily centered program should look like for the OnTrack team. The topics covered are; why consider family,defining who family can be, the impact of psychosis on the family, core principles and components of the OnTrackNY family program, key considerations and the benefits when involving families.In the second of this four-part series, Dr. Lisa Dixon M.D. and Amy Drapalski Ph.D., outline the OnTrack NY familyprograms. They talk about the context and basic approach in providing family services in OnTrack. They discusswhat a family friendly team looks like and set the stage on how to work with families through engaging with them.They also talk about specific family services that are offered as part of the OnTrack team.In the third of this four-part series, Helle Thorning Ph.D. and Amy Drapalski Ph.D., discuss engaging and workingwith families around young people with psychosis. They offer suggestions around talking with the young personabout family involvement and provide tools to assist the young person when they are deciding on whether theywant to include family. They also go into detail about key considerations when engaging with families and talkingto them about being involved in the young persons’ care.In the final video of this four-part series, Helle Thorning Ph.D. and Amy Drapalski Ph.D., discuss the benefits offamily groups. They provide an overview of the monthly family psychoeducational group structure and its context.They offer suggestions on things to consider when starting a family group. They also discuss potential challengesand opportunities for problem-solving.A worksheet for clients who wish to involve another person, such as a family member or friend, when makingmedication changes. The role of the designated observer is to notice any differences in the client’s interactionswith others, mood, attitude, personality, symptoms, or side effects, and to log these observations for review withthe client.A worksheet to help clients explore what might motivate them to take medication: goals, activities they would liketo resume, relationships that are important to them.Stress management tips and tools.A worksheet to help clients communicate how they see themselves when they are doing well; areas where theywould like to grow and improve; their hopes and fears about medication use; and how medication is or is notworking for them.A worksheet for clients to complete before a visit to their psychiatrist, therapist, or other team member, to helpensure that the issues most important to the client are discussed in the session and that the client and team arecollaborating on treatment decisions.Suggestions for improving concentration skills.

OnTrackNY Discharge PacketOnTrackNY Follow-up PacketOnTrackNY Readmitted PacketOnTrackNY ProgramComponents Quarterly DataCollectionOnTrackNY Time FramesOnTrack Schedule NextAssessment AppointmentCalendarTitleManualsRecovery Coaching ManualArticlesTopic: Co-Occurring DisordersA Systematic Review ofPsychosocial Research articleTopic: Family InvolvementInvolving Families in the Care ofPersons with SchizophreniaarticleTopic: Psychosocial TreatmentsThe 2009 Schizophrenia PORTarticleTopic: Social Skills/ Social tDocumentTypeOnTrackNY: Resources for Recovery CoachingDescriptionManualThe Recovery Coaching manual provides a comprehensive and detailed description of behavioral interventions thatclinicians can work on with clients and their families. These behavioral interventions include social skills training,substance use treatment, coping skills, and behavioral activation. The manual also contains tool and templates

OnTrackNY: Resources for All Team Members Title Type Description Manuals Team Manual Manual The OnTrackNY Team manual provides a detailed overview of the clinical concepts and administrative processes