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RECOVERY TO PRACTICE
Next Steps: Continuing Education for Experienced
Peer Support Providers
PARTICIPANT WORKBOOK
Created by
International Association of Peer Supporters (iNAPS)
www.inaops.org
REVIEW COPY | NOT FOR DISTRIBUTION
Disclaimer:
This is not intended to be an ‘entry level’ peer specialist training.
Participants should be working (or volunteering) as peer support
providers for a minimum of one year prior to attending this training.
ii Recovery to Practice for Peer Supporters―Participant Workbook Introduction REVIEW DRAFT (October 1, 2013) – NOT FOR DISTRIBUTION
RECOVERY IS THE GOAL
We are the evidence that recovery is real
and our very presence scrambles decades of academic
theories about the course of mental disorders.
We are the evidence that it is possible to live our lives,
not just our diagnoses.
Just by showing up at work
we raise the bar on service outcomes.
Mere maintenance in the community
or a life in handicaptivity is not a good outcome
and represents systemic failure, not success.
Recovery is the goal.
~ Pat Deegan
Peer Staff: Disruptive Innovators.
Keynote Address at 2012 Alternatives in Portland, OR
iii Recovery to Practice for Peer Supporters―Participant Workbook Introduction REVIEW DRAFT (October 1, 2013) – NOT FOR DISTRIBUTION
CONTENTS
Recovery is the Goal ................................................................................................... ii
Introduction .............................................................................................................. iv
Purpose ........................................................................................................................... iv
Scope ............................................................................................................................... iv
Recovery to Practice Overview ........................................................................................ v
Training Overview ...................................................................................................... vi
Training Materials ........................................................................................................... vi
What to expect .............................................................................................................. vii
Collaborative Learning .............................................................................................. xii
Helpful Resources .................................................................................................... xiv
Recovery to Practice ..................................................................................................... xiv
Self-Help and Recovery-Oriented Organizations .......................................................... xiv
National Technical Assistance Centers .......................................................................... xv
Acknowledgements ................................................................................................. xix
Sponsors, Champions, and Partners ............................................................................. xix
Major Phases ................................................................................................................. xix
Special Thanks ............................................................................................................... xxi
Links ............................................................................................................................. xxii
Steering Committee ..................................................................................................... xxii
Primary Reviewers ...................................................................................................... xxiii
Major Contributors (alphabetically) ........................................................................... xxiv
Pilot Sites and Participants .......................................................................................... xxv
Appendix A: Recovery to Practice Modules ........................................................... xxviii
iv Recovery to Practice for Peer Supporters―Participant Workbook Introduction REVIEW DRAFT (October 1, 2013) – NOT FOR DISTRIBUTION
INTRODUCTION
Purpose
The purpose of the training is to bring together peer support providers from a
variety of places (geography, philosophy, training, lived experiences, educational
backgrounds, and perspectives) to gain new skills and experiences, learn with
and from each other, and come to a common understanding of recovery
through some of the current best practices in peer support.
Scope
The training was developed under the Substance Abuse and Mental Health
Services Administration (SAMHSA) Recovery to Practice (RTP) initiative to
provide continuing education for “working” peer supporters. In this context, the
term “working” refers to a peer (someone in recovery themselves) who provides
peer support services as paid staff or as an authorized volunteer.
The training was originally developed for peer support providers in the mental
health system, but the peer support skills and recovery principles that are
practiced in this training also apply when supporting someone who is dealing
with the effects of trauma, substance use, poor physical health, or, as is
frequently the case, co-occurring or multiple conditions.
Because peer support as a practice discipline is still new and evolving, the real
experts are those who are learning by experience with each individual they
support about what works and what doesn’t work. The training is designed to
reflect on those experiences and share within the group context what
practitioners are finding to be most helpful.
Disclaimer: This is not intended to be a basic or entry level peer
support provider training. Participants should have a minimum of one
year of experience in providing and/or supervising peer support services
prior to taking the training.
v Recovery to Practice for Peer Supporters―Participant Workbook Introduction REVIEW DRAFT (October 1, 2013) – NOT FOR DISTRIBUTION
Recovery to Practice Overview
Recovery to Practice (RTP) is a Substance Abuse Mental Health Services
Administration (SAMHSA)-funded project to bring recovery practices more fully
into mental health and substance use settings.
Five professional associations were awarded grants to develop training about
recovery for their members:
• American Psychiatric Association in partnership with the American Association
of Community Psychiatrists (APA/AACP)
• American Psychological Association (APA)
• American Psychiatric Nurses Association (APNA)
• Council on Social Work Education (CSWE)
• National Association of Peer Specialists (NAPS), which became the International
Association of Peer Supporters (iNAPS) in 2013.
A sixth professional association, the Association for Addiction Professionals (NADAAC)
received a grant in the 3rd year of the project.
The National Association of Peer Specialists (NAPS) in partnership with the
Depression and Bipolar Support Alliance (DBSA) received a grant to create
training on recovery practices for the peer specialist discipline. NAPS/DBSA
followed a five-year process to analyze training needs and to design, develop,
and field-test (pilot) the training.
The situational analysis for the training can be accessed on the iNAPS RTP
website: http://rtp4ps.org/curriculum/naps-deliverables/
The website for the overall Recovery to Practice project is located at:
www.samhsa.gov/recoverytopractice
vi Recovery to Practice for Peer Supporters―Participant Workbook Introduction REVIEW DRAFT (October 1, 2013) – NOT FOR DISTRIBUTION
TRAINING OVERVIEW
The Recovery to Practice training consists of the following parts:
• Participant Workbook
• In-Person Training Sessions
• Post-Training Assessment of Skills and Knowledge
Training Materials
Workbook - Contains a series of assignments to be completed before each
training session. The workbook assignments contain core concepts for each
session and prepare you to maximize your time in the training. Questions for
reflection help you transfer skills from the training to the real world.
Training Sessions – Consist of a series of eight cooperative learning modules that
are designed to facilitate trust, interaction, and shared wisdom that builds both
knowledge and skill through a series of transformational exercises.
Assessment of Skills and Knowledge – A self-test is provided at the end of the
training to ensure the learning objectives were met and the key concepts
understood.
IMPORTANT POINT
Certification varies from state to state. In some locations, simply attending
training and passing a test satisfies the requirement. In other locations,
additional requirements, such as an evaluation of skills and competencies,
must be met.
If you are seeking certification, it is important to check with your state for
details about what is required for certification (or recertification) in your
location.
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What to expect
Workbook assignments
This workbook contains reading assignments and questions for self-reflection to help
get prepared for the activities and discussions in the training. Plan to spend a
minimum of one hour prior to each class session to complete the associated
workbook assignments for each module.
IMPORTANT POINT
This workbook is just one component of a fully collaborative
continuing education experience. Reading assignments are helpful
for learning new concepts and building on previous knowledge, but
reading is not a substitute for interacting with other experienced
practitioners to apply and improve core skills of peer support.
If you are reading this workbook without the experiential training,
you are not receiving the full Recovery to Practice training.
Format of the training
The classroom training is highly interactive and relies on active participation from
the whole group.
Rather than lecture or give presentations, the role of the facilitator is to briefly
introduce a topic and engage the whole group in an interactive immersion activity
that is intended to get everyone interacting with – and learning from -- each other.
Sessions are built through brainstorming (or heartstorming), demonstrations, role
plays, immersion activities and interactive group discussions, small group exercises,
sharing in pairs, and a variety of energizing games that create a transforming
experience related to the topic of the session.
The basic format or structure for each module is:
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• A check-in or gathering question – to hear from each member of the group
and to facilitate trust and bonding
• An immersion activity and debrief session – to interact, reflect, gain self-
awareness, and discover deeper meanings behind the experience
• A demonstration and practice role play session – to try out new knowledge
and skills, and to share effective practices with each other
• A participant-led summary – to reinforce key points, answer questions, and
ensure learning objectives were met as participants volunteer to increase
their own skills and confidence in group facilitation
• A closing activity – to bring closure to the learning and integrate key learning
Desired outcomes
One desired outcome is for all participants to be comfortable in sharing what
they already know, get positive (affirming) feedback for trying new things, and
gain confidence to speak up and share what they’ve learned in creative ways
back on the job with supervisors, co-workers, and those who receive peer
support services. Elements of the training that support these outcomes include
the daily check-in, closing, and follow up activities.
Daily check- in
Each day of the training starts on time with a check-in. Each person briefly shares
a self-care technique or something related to the topic of the day. It is a way for
the group to build trust and help everyone in the group to get to know each
other. It also provides an opportunity to let the group know if there is anything
you might need extra help or support with during that session.
IMPORTANT POINT
Self-care ideas are shared during the check-in and emphasized
throughout the training because, like many who selflessly devote their
lives to helping others, self-care is an area many peer supporters find
challenging and can always use new ideas to put into practice.
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Daily c losing
Each training session ends with a creative and collaborative closing, which is a
fun way to reinforce and integrate what you have learned, or to share something
you found to be meaningful. Be open to these light-hearted and heart-centered
activities. Learning can be fun!
Self-ref lect ion, journal ing, and further study
Throughout the workbook there are questions for self-reflection. It is a good idea
to answer the questions as you complete each workbook assignment and bring
your answers to the training so you are prepared to participate in related
discussions and activities.
Some modules also contain journal activities and follow-up assignments to
reflect on experiences and reinforce what was learned in the training. Each
module also contains resources for further self-study beyond the training.
Self-Study
The topics in this workbook are extensive. Some have entire degree programs
devoted to them. The goal of this workbook is to offer you a starting point for
discussion and further learning beyond the training. Resources are provided at
the end of each module for self-study on these topics. We encourage you to
form study groups or look for people who have similar interests. Learning
together can be fun!
There is a whole world of recovery and related topics to explore. The amount
you can learn on your own is limited only by the time you have available and
your own curiosity!
Credibil i ty of information
As the body of knowledge about recovery continues to expand and grow, more
and more information becomes available. It’s hard to keep up!
There is already much information available about the topics in this curriculum.
And more is coming out each day. Some is relevant and can be helpful in your
peer support practice. Unfortunately, some is not.
A few things to consider as you gather information to share with others. First,
who is the audience and how credible is the source of the information? For
instance, if you are sharing information with professional colleagues and the
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source of your information is a professional journal article by a well-respected
researcher, your information is likely to be considered to be credible by your
professional colleagues. If you are sharing information with a peer support group
and the source of your information is an article from the National Mental Health
Consumers’ Self-Help Clearinghouse, the information is likely to be considered
credible by your peers because it is a recognized resource for that audience.
The first thing to consider is who you are sharing information with and whether
or not that individual or group will consider the source of your information to be
credible.
Some examples of information that might not be considered credible could
include studies conducted by those with a financial interest in the outcome, such
as pharmaceutical companies who fund research that in turn allows them to
make particular claims about their products. Another example might be
individuals who have a social or political agenda that opposes mental health
recovery or self-determination. These individuals will say there is no evidence
that recovery is real. But your own personal experience and a growing body of
research prove that recovery is not only possible, but should be expected with
the right kinds of support.
It may be helpful as you choose information for your ongoing self-study of these
topics to learn about the financial, social, and political interests both of the
source of the information and of those you choose to share information with.
Social media as a source of information
Much of what is written in blogs and on social media sites is inspirational and can
be helpful in your peer support practice in a multitude of ways. Just be aware
that it may lack credibility if you choose to share it beyond your personal use.
As you review blogs and social media, pay attention to the hidden (or perhaps
not so hidden) agendas of those who post information. What is their goal in
writing? Does it promote the concept of wellness and recovery? Or is there a
different message associated with it.
If you plan to quote or share information from social media, be aware the
information may have been copied from a plagiarized source. It may be hard to
know how reliable the original source of information was, or how it may have
been edited, and how much the person posting the information has imposed his
or her own values and beliefs into the information.
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If you are evaluating any type of resource for self-study, you can simply ask the
following questions:
• Does the material make sense?
• Does the information seem logical?
• Does it propose a different or unusual theory or conclusion?
• Are there citations to respected journal articles and studies?
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COLLABORATIVE LEARNING
The following article by iNAPS Executive Director, Steve Harrington, describes the
training approach used in the in-person Recovery to Practice (RTP) training sessions.
Traditional learning can be described as “I am the expert, I speak. You listen.”
This is the didactic (lecture) approach most of us experienced throughout school.
Performance-based learning moves from “tell me” to a “let me,” providing the
learner with practice in the skills one needs to be successful. A teacher or expert
creates lessons with opportunities to practice based on what the learners need to
do to perform a job or task successful.
Collaborative learning is somewhat similar to performance-based learning, as
learners practice needed skills, but rather than a teacher or expert pre-
determining the lesson and its content, the whole group (sometimes known as a
community of practice) contributes to, participates in, and provides (through the
sharing of their stories) the learning experience.
In collaborative learning, the facilitators focus on setting up group experiences
(exercises, energizers, group discussions, role plays and debriefing questions that
help the group to deeply understand and synthesize what was learned). Ideally,
facilitators take turns participating as full members of the group.
What sometimes happens when groups attempt to adapt traditional training to
be more interactive is that they simply insert activities into lectures.
While this approach is a move in the right direction, problems remain.
Specifically, it is still the traditional, “I speak. You listen. You participate as I
decide,” which perpetuates the power differential (a “teacher” or expert, remains
at the head of the group). Even with an occasional activity, the result is still
mostly passive learning with little development of skills that can be transferred to
the job. People seldom leave this kind of experience with a clear understanding of
how to apply what they have learned.
Collaborative learning is different. It is closer to self-directed learning. There is no
teacher or expert with the right answers. Instead, “process facilitators”
encourage open, candid, and frank discussion – but leadership is shared with all
group members. Open-ended questions initiate the discussion and ensure key
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concepts are addressed. Facilitators become co-learners and they sit among the
group (not standing or at the head of the group).
Challenges faced by facilitators include: 1) ensuring the learning environment is
welcoming and comfortable, 2) ensuring key topics are covered, 3) ensuring time
constraints are known and observed, 4) ensuring discussion is not “monopolized”
by a few, and 5) ensuring all learners are respected.
During the discussion, the facilitator must also be aware of opportunities for
spontaneous experiential learning. For example, during a discussion, issues
regarding cultural differences may arise. The facilitator might ask some learners
to assume roles in a hypothetical situation to demonstrate ways in which these
cultural differences can be addressed in practice.
After each experience, it is important for the facilitator to thoroughly debrief the
players and the audience for the experience and bring it back to what it means to
the practice of peer support. As the training unfolds, learners with specific
challenges on the job may choose to create their own experiential learning
process to find solutions to address those real-world challenges. Again, in the
debrief, the whole group can give different perspectives and new ways to look at
difficult challenges.
Learners quickly catch on that the learning experience is theirs and the more they
participate, the more the whole group benefits. Collaborative learning is based
on the philosophy that:
• Everyone is an expert in something through formal or informal education
and/or experience.
• Expertise is sought, recognized and honored.
• Participation is maximized.
• Everyone is a learner.
• Power differentials are minimized.
• Group wisdom is more powerful than a single perspective.
• All participants and opinions are respected.
• Facilitator sharing and candor “permits” others to do the same.
• Key concepts/skills are addressed by the group through effective
facilitation and the use of open-ended questions.
• Ample resource materials are readily available for all learners.
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HELPFUL RESOURCES
Recovery to Practice
The following links provide information about the Recovery to Practice project
and the development of this peer support provider continuing education and
training program.
Overall Project
www.samhsa.gov/recoverytopractice
Peer Specialist Discipline
www.inaops.org
Questions
[email protected] | [email protected]
Self-Help and Recovery-Oriented Organizations
Abraham Low Self Help Systems (formerly Recovery-Inc. www.recovery-inc.com)
American Foundation for Suicide Prevention (AFSP) (www.afsp.org)
American Self-Help Group Clearinghouse (www.selfhelpgroups.org)
Compeer (http://compeer.org)
Copeland Center (http://copelandcenter.com)
Depression and Bipolar Support Alliance (DBSA) (www.dbsalliance.org)
Mental Health America (www.nmha.org)
National Association of State Mental Health Program Directors
(www.nasmhpd.org)
National Alliance on Mental Illness (www.nami.org)
National Coalition for Mental Health Recovery (NCMHR) (http://ncmhr.org)
National Empowerment Center (www.power2u.org)
National Mental Health Consumers’ Self-Help Clearinghouse
(http://mhselfhelp.org)
National Suicide Prevention Hotline (www.suicidepreventionlifeline.org)
Recovery Innovations (http://recoveryinnovations.org)
Recover Resources (www.recoverresources.com)
Substance Abuse and Mental Health Services Administration (www.samhsa.gov)
US Psychiatric Rehabilitation Association (www.uspra.org)
Veterans Administration (www.va.gov)
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National Technical Assistance Centers
Bringing Recovery Supports to Scale Technical Assistance (BRASS TACS)
-- http://www.samhsa.gov/brss-tacs/
Bringing Recovery Supports to Scale Technical Assistance Center Strategy
(BRSS TACS) is a SAMHSA-funded project to promote the widespread
adoption of recovery concepts and practices throughout the United
States. BRSS TACS serves as a coordinated effort to facilitate the adoption
and implementation of recovery concepts, policies, practices, and
services, leveraging previous and current accomplishments by SAMHSA
and other leaders in the behavioral health recovery movement.
Cafe TA Center
http://cafetacenter.net/
The CAFÉ TA Center is a program of The Family Café, a cross-disability
organization that has been connecting individuals with information,
training and resources for more than twelve years. The Center is
supported by SAMHSA to operate one of its five national technical
assistance centers; providing technical assistance, training, and resources
that facilitate the restructuring of the mental health system through
effective consumer directed approaches for adults with serious mental
illnesses across the country.
NAMI Star Center
http://www.consumerstar.org/
The STAR Center provides Support, Technical Assistance and Resources to
assist consumer-operated and consumer-supporter programs in meeting
the needs of under-served populations. Specifically, the STAR Center’s
focus areas are cultural competence and diversity in the context of
mental health recovery and consumer self-help and self-
empowerment. Although we are a national technical assistance center,
the following regions have been designated as STAR Center focus
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regions/states: Washington DC, Rhode Island, New Mexico, and Puerto
Rico.
National Association of State Mental Health Program Directors
-- http://www.nasmhpd.org/TA/NTAC.aspx
The National Association of State Mental Health Program Directors
(NASMHPD), is the only member organization representing state
executives responsible for the $37.6 billion public mental health service
delivery system serving 7.1 million people annually in all 50 states, 4
territories, and the District of Columbia. NASMHPD operates under a
cooperative agreement with the National Governors Association.
National Center for Trauma-Informed Care
-- http://www.nasmhpd.org/TA/NCTIC.aspx
The National Center for Trauma-Informed Care (NCTIC) promotes
trauma-informed practices in the delivery of services to people who have
experienced violence and trauma and are seeking support for recovery
and healing. They may or may not have a diagnosis of mental health or
substance use disorders, and may experience traumatic impacts from the
experiences of violence that have strained social connections in the
family, in the workplace, in childrearing, in housing – and that may have
led to consequent health problems – all of which need to be addressed in
a trauma-integrated manner. NCTIC is guided by the following
fundamental beliefs.
• People with lived experience of trauma can and do recover and
heal;
• Trauma-Informed Care is the hallmark of effective programs to
promote recovery and healing through support from peers,
consumers, survivors, ex-patients, and recovering persons and
mentoring by providers; and
• Leadership teams of peers and providers charting the course for
the implementation of Trauma-Informed Care are essential.
National Empowerment Center (NEC) Technical Assistance Center
http://www.power2u.org/
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NEC staff bring unique experience in organizing and developing
consumer-run organizations, and helping individuals and groups develop
the knowledge and ability to transform the mental health service system
toward a more recovery-oriented and consumer-and family-driven
approach. Each has experience running organizations, nurturing the
process of recovery in individuals and groups, and strong skills as
educators. This team is available to individuals, organizations, service
systems, and family members looking for a speaker or for technical
assistance, training, and consultation.
National Mental Health Consumers' Self-Help Clearinghouse
http://www.mhselfhelp.org/
The Clearinghouse works to foster consumer empowerment through our
website, up-to-date news and information announcements, a directory of
consumer-driven services, electronic and printed publications, training
packages, and individual and onsite consultation. We help consumers
organize coalitions, establish self-help groups and other consumer-driven
services, advocate for mental health reform, and fight the stigma and
discrimination associated with mental illnesses. We also strive to help the
movement grow by supporting consumer involvement in planning and
evaluating mental health services, and encouraging traditional providers
and other societal groups to accept people with psychiatric disabilities as
equals and full partners in treatment and in society.
Peerlink National Technical Assistance Center
http://www.peerlinktac.org/
Peerlink National Technical Assistance Center is a project of Mental
Health America of Oregon, a 501(c) (3) organization and is a federally
funded national consumer/survivor technical assistance center through
the Substance Abuse and Mental Health Services Administration
(SAMHSA). Peerlink works to strengthen the capacity and infrastructure
of peer-run programs and traditional mental health organizations. We
also work with generic community agencies to increase their capacity to
provide services to people diagnoses with mental illness that facilitate
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and promote social inclusion. We offer training in organizational
development, employment, financial self-sufficiency and wellness
services to people who use/have used mental health services and generic
community agencies. Peerlink facilitates peer-run programs to move
beyond focusing on general support and advocacy to promoting social
inclusion strategies. We believe that people diagnosed with mental illness
are empowered by working, having financial resources, and participating
in their communities as informed and healthy citizens.
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ACKNOWLEDGEMENTS
Recovery to Practice (RTP) is the shared vision of forward-looking people from
many different disciplines who see recovery as a vital part of personal and
system transformation. The project architects recognized the potential peer
supporters bring to the recovery process we are grateful that they included peer
support as an equal discipline. Those of us who have been involved in this
project owe a debt of gratitude to leaders past and present in the recovery and
human rights movements who have worked tirelessly for social change and
justice so that everyone with a mental health, trauma, or substance use
condition can enjoy the same rights and freedoms as everybody else.
Sponsors, Champions, and Partners
We especially want to thank our champions, mentors, and guides within the
Substance Abuse and Mental Health Services Administration (SAMHSA): Paolo
del Vecchio, Wilma Townsend, and Steven Fry, and RTP project director, Larry
Davidson for their ongoing efforts to transform the system from one where
recovery is rarely seen to one where recovery is everywhere
We are grateful for our partnership with the Depression and Bipolar Support
Alliance (DBSA), especially Lisa Goodale who has been an integral and invaluable
part of the RTP NAPS team since the start of the grant. We also deeply
appreciate the ongoing direction, support, coordination, and guidance from DSG
(Development Services Group), the project management team: Alan Bekelman,
Deidra Dain, Cheryl Tutt, and Julie Schaefer.
The collaborative nature of the project has been clearly demonstrated by
members of the Recovery to Practice Steering Committee, as well as those in
each of the six practice disciplines who have offered inspiration and practical
suggestions throughout the design and development of this training.
Major Phases
There were three major phases and different contributors to acknowledge at
each phase: The situational analysis, the development phase, and the pilot
testing phase. Following are the individuals and organizations that made major
contributions to the success of this project.
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Situational Analysis
Those who contributed to the situational analysis which became the basis for
determining the training content include (alphabetically), Bill Anthony, Peter
Ashenden, Dennis Bach, Andy Bernstein, Gayle Bluebird, Lena Caballero-Phillips,
Jack Cameron, Jean Campbell, Cathy Cave, Gladys Christian, Laurie Coker, Zack
Corcoran, Rita Cronise, Mark Davis, Matthew Federici, Beth Filson, Dan Fisher,
Lisa Goodale, Patrick Kaufmann, Ed Knight, Antonio Lambert, Lyn Legere, Chacku
Mathai, Daniel O’Brien-Mazza, Jennifer Padron, Mike Roaleen, Anthony
Stratford, and Bruce VanDusen. Organizations that aided include (alphabetically):
Boston University Center for Psychiatric Rehabilitation, CenterPoint Human
Services of North Carolina, Consumer Support Providers of New Jersey (CSP-NJ),
Copeland Center for Wellness and Recovery, Depression and Bipolar Support
Alliance (DBSA), Mind (Australia), National Association of State Mental Health
Program Directors (NASMHPD), National Center for Trauma Informed Care
(NCTIC), National Empowerment Center (NEC), New York Association of
Psychiatric Rehabilitation Services (NYAPRS), The Hope Concept Wellness Center,
The Ohio Empowerment Center, The Recovery Academy of Grand Rapids, The
Recovery Center of Hamilton County, The Transformation Center, USPRA,
Veterans Administration (VA), ViaHOPE, and the Wisconsin Center for
Independent Services.
Design and Development Phase
Based on the situational analysis, a detailed content outline was written by Steve
Harrington (project lead writer) with input, through a public invitation process,
from (alphabetically): Andy Bernstein, Sara Bobo, Gladys Christian, Dennis
Coppola, Jr., Rita Cronise, Sammetta Culter, Anne Dox, Lael Ewy, Melissa Farrell,
Milt Geek, Lisa Goodale, Sara Goodman, Debra Kindervatter, Cynde Kinyon,
Steve Kiosk, Renee Kopache, Carolyn Kristoff, Antonio Lambert, Lyn Legere,
Chacku Mathai, Daniel O’Brien-Mazza, Ed Madara, Kristen Phillips, Yoshita
Pinnaduwa, Mark Salzer, John Snape, David Taylor, Violet Taylor, Sandy Tolkacz,
Pat Welch, Cindy Wilson, Michael Uraine, and Tina Wydeen.
Next, a draft of the training was created by Steve Harrington with assistance
from Rita Cronise, Lisa Goodale, and Lyn Legere. Reviewers included: Gladys
Christian, Deidra Dain, Steve Kiosk, Antonio Lambert, Joe Lunievicz, Chacku
Mathai, Jim McNulty, and Maria E. Restrepo-Toro.
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Pilot Testing Phase
The draft training was field (pilot) tested with a total of 154 participants in five
locations: Philadelphia (69 participants), Cincinnati (20 participants), New York
City (15 participants), Rochester (22 participants), Syracuse (16 participants), and
Grand Rapids (12 participants). Each location provided unique lessons learned,
many of which were included in the final draft of the training.
Pilot site sponsors, coordinators, facilitators, and evaluators included
(alphabetically): Eric C. Arauz MLER, Ann Canastra, Steve Coe, Sara Columbo,
Lynn Chapman, Jan Chavan, Rita Cronise, Kathy Curtis-Rubin, Deidra Dain,
Deborah Donohue, Robert Dempsey, Julie Desfosses, Jonathan Edwards, Jason
Erwin, Susan Furey, Lisa Goodale, Dennis Green, Sharon Hall, Steve Harrington,
Patrick Hayes, Yumiko Ikuta, Ken Jones, Cynde Kinyon, Judy Lombard-Newell,
Elizabeth Louer-Thompson, Renee Kopache, Antonio Lambert, Lyn Legere, Heidi
Levy, Chacku Mathai, Dwayne Mayes, Brenda Middleton, Pamela Moore, Mike
Murphy, Diane O’Brien, Angela Ostholthoff, Alysia Pascaris, Chris Pedoto, Noelle
Pollet, Nancy Price, Kathy Roaleen, Mike Roaleen, Diann Schutter, Colleen
Sheehan, Val Way, Veronica Weider, and Mary Beth Williams.
Special Thanks
Special thanks go to Community Access (parent organization of Howie the Harp
Advocacy Center) and Heidi Levy, who was the coordinator, facilitator, and host
for the New York City Pilot.
In November of 2012, Hurricane Sandy hit New York City and flooded the
building where the pilot training was scheduled to be held. Heidi Levy spent long
hours (during the storm, the aftermath, and through other extenuating
circumstances) to make sure the training could still happen in New York City,
which finally did take place four months after the originally scheduled date.
Another significant contributor to the cooperative learning method was Noelle
Pollet of Heart Circle Consulting, who provided activities and facilitation support
from Peace Work, a repertoire of interactive exercises based on twenty years as
a volunteer facilitator with the Alternatives to Violence Project (AVP). Noelle
xxii Recovery to Practice for Peer Supporters―Participant Workbook Introduction REVIEW DRAFT (October 1, 2013) – NOT FOR DISTRIBUTION
collaborated with the curriculum development team to integrate immersion
activities intended to “bring alive” the core topics in deeply meaningful ways.
And finally, the lion’s share of success goes to the unwavering vision and
dedication of iNAPS Executive Director Steve Harrington and his partner Zack
who continue to work (and play) together toward the inclusion of peer support
everywhere.
Respectfully submitted with great hope for the future of peer supporters
everywhere and all those they support,
Rita Cronise,
iNAPS Instructional Design Consultant
Links
• SAMHSA Recovery to Practice (RTP)
– www.samhsa.gov/recoverytopractice
• Development Services Group (DSG)
– http://www.dsgonline.com/RecoveryToPractice
• RTP Steering Committee
-- http://www.samhsa.gov/recoverytopractice/RTPSteeringCommittee.aspx
• RTP Discipline Awardees
-- http://www.samhsa.gov/recoverytopractice/ProfnlDisciplineAwardees.aspx
• RTP Peer Specialist Situational Analysis and Content Outline
-- http://rtp4ps.org/curriculum/naps-deliverables/
Steering Committee
• Nora Barrett, MSW, University of Medicine & Dentistry of New Jersey
• Mary Ann Beall, Fairfax Falls Church Community Services Board
• Carl Bell, MD, Community Mental Health Council (CMHC) and the University of Illinois at Chicago
• Ronald J. Diamond, MD, University of Wisconsin
• Matthew Federici, Copeland Center for Wellness and Recovery
• Michael Flaherty, Ph.D., Clinical Psychologist and Founder, Institute for Research, Education and Training in the Addictions (IRETA), Pittsburgh, PA
xxiii Recovery to Practice for Peer Supporters―Participant Workbook Introduction REVIEW DRAFT (October 1, 2013) – NOT FOR DISTRIBUTION
• Daniel B. Fisher, MD, PhD, National Empowerment Center
• Philip Floyd, Rockbridge Area Community Services
• Barbara Ford, MPA, Jefferson Center for Mental Health
• Frederick Frese, PhD, Northeastern Ohio Universities College of Medicine
• Robert Glover, PhD, National Association of State Mental Health Program Directors (NASMHPD)
• Kevin Huckshorn, MSN, RN, Division of Substance Abuse and Mental Health (DSAMH) for the State of Delaware
• D.J. Ida, PhD, National Asian American Pacific Islander Mental Health Association
• Dolores Jimerson, MSW, Yellowhawk Circles of Care
• Neil Kaltenecker, M.S. , Advocate for recovery support services
• Barbara Limandri, DNS, Linfield College School of Nursing
• Francis Lu, MD, University of California, Davis
• Pierluigi (Paolo) Mancini, Ph.D., CEO, CETPA
• Steven Onken, PhD, University of Hawaii at Manoa
• Frances Priester, JD, MS, New York State Office of Mental Health
• Eduardo Vega, MA, Los Angeles County Department of Mental Health
Primary Reviewers
• Eric C. Arauz MLER, Arauz Inspirational Enterprises -- http://ericarauz.com/
• Maria Restrepo-Toro, Boston University Center for Psychiatric Rehabilitation
-- http://cpr.bu.edu/about/directory/maria-restrepo-toro
• Joe Lunievicz, Center for Technology and Behavioral Health
-- http://www.c4tbh.org
• Chacku Mathai, New York Association of Psychiatric Rehabilitation Services
-- (NYAPRS) -- www.nyaprs.org
• Jim McNulty, Mental Health Consumer Advocates of Rhode Island (MHCARI)
-- www.mhca-ri.org
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Major Contributors (alphabetically)
• Boston University Center for Psychiatric Rehabilitation (Zlatka Russinova)
-- http://cpr.bu.edu/
• Center Point Human Services (Gladys Christian)
-- http://www.cphs.org/
• Community Access (Howie the Harp) Pilot Training (Steve Coe | Alysia Pascaris)
-- http://www.communityaccess.org/
• Copeland Center for Wellness and Recovery (Matthew Federici)
-- http://www.copelandcenter.org
• MHA Rochester Creative Wellness Coalition (pilot site)
-- http://www.mharochester.org/Default.aspx?RD=1801
• Depression and Bipolar Support Alliance (Lisa Goodale)
-- http://www.dbsalliance.org
• Envisions of Life (Antonio Lambert)
-- http://www.envisionsoflife.com/
• Heart Circle Consulting (Noelle Pollet)
-- http://www.heartcircleconsulting.com/
• The HOPE Concept Wellness Center (Magdalena Y. Caballero-Phillips)
-- www.thehopeconcept.com
• Indiana Division of Mental health and Addiction (DMHA) (Bruce VanDusen)
-- http://www.in.gov/fssa/dmha/4521.htm
• International Initiative for Mental Health Leadership
-- http://www.iimhl.com/
• Missouri Institute of Mental Health (Jean Campbell)
-- http://www.mimh.edu/PeopleCenters/JeanCampbell/tabid/134/Default.aspx
• National Association of State Mental Health Program Directors (NASMHPD)
(Gayle Bluebird)
-- http://www.nasmhpd.org/index.aspx
• National Center for Trauma Informed Care (Cathy Cave)
-- http://www.samhsa.gov/nctic/
• National Coalition for Mental Health Recovery (Dan Fisher)
-- http://ncmhr.org/
• National Consumer Supporter Technical Assistance Center (NCSTAC)
– Mental Health America -- http://www.ncstac.org/
• National Empowerment Center (NEC) (Dan Fisher)
-- http://www.power2u.org
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• National Mental Health Consumers’ Self-Help Clearinghouse (Joseph Rogers)
-- http://www.mhselfhelp.org/
• New York Association of Psychiatric Rehabilitation Services (Chacku Mathai)
– http://www.nyaprs.org
• North Carolina Mental Health Consumers' Organization (Laurie Coker)
-- http://www.ncmhco.org/
• Recovery Academy of Grand Rapids, Michigan (Mike Roaleen)
-- http://www.recoveryacademy.net/
• The Recovery Center of Hamilton County, Cincinnati, Ohio (Chris Pedoto and
Angela Ostholthoff) -- http://recoverycenterhc.org/
• Mental Health and Recovery Community Services Board of Hamilton County,
Cincinnati, Ohio (Renee Kopache) - http://www.mhrecovery.com/
• The Transformation Center (Lyn Legere)
-- http://transformation-center.org/
• US Psychiatric Rehabilitation Association (former chair, Peter Ashenden)
– http://www.uspra.org
• ViaHOPE (Dennis Bach)
-- http://www.viahope.org/
Pilot Sites and Participants
• 2013 National Peer Specialist Conference (Philadelphia, PA)
• Recovery Center of Hamilton County (Cincinnati, Ohio)
• Community Access (Howie the Harp) in partnership with Kings County Hospital
and The University of Medicine and Dentistry of New Jersey (New York City, NY)
• MHA of Rochester Creative Wellness Coalition (Rochester, New York)
• Hutchings Psychiatric Sunrise Recovery Center (Syracuse, New York)
• Harrington and Corcoran Recovery and Retreat Center (Sparta, Michigan)
Preview – September 2012
2012 National Peer Specialist Conference | Philadelphia, PA
90 minute previews of the eight training modules then under development.
p = participants only | n = total number involved | ** = facilitator
(p = 69 | n = 72 - Listed alphabetically)
Diana Babcock, Kenneth Blackman, Ph.D., Anthony Buckson, Brian Byerly, Terri Byrne,
Cherene Caraco, Deborah Caroll, Sylvia Cottmon, Rita Cronise,** Carla Daugherty, Rocco
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DelConte, Rhonda Dennis, Lois Dowell, Koleen Garrison, Daniel Giacobbe, Lisa
Goodale,** Paul Grehl, Kimberly Gwinner, Samuel Hargrove, Kathleen Hatos, Joseph
Hatos, Yolanda Herring, Carnette Hudson, Dennis Hughes, Melodie Jackson, Sharon
Jones, Demitrius Jorden, Deborah Kellis, Edward Kinworthy, Patricia Lee, Lyn Legere,**
Karin Lettau, Heidi Levy, Michael Little, Kim MacDonald-Wilson, Donna Macomber-
Cassidy, Dwayne Mayes,** Michael McCormick, Timothy Miller, Vicky Molta, Joseph
Morgan, Nakia Nedab, Mary Neubauer, Dhanfu O’Kapoku-Agyemann, Michelle Owens,
Jennifer Padron, Gary Parker, Alice Pauser, Cazie Perry, Carol Pickens-Strong, Roger
Pipkins, Crystal Pritchett, Emily Purvis, Tracey Riper, Sherri Rushman, John Royall,
Samantha Sandland, Jason Scolnick, Russell Soehner, David Son, Tina Smith, Ronald
Sneed, Anthony Stratford, Pilot Tansy, Michael Uraine, Victoria Vogt, Judith Ann
Wahsner, Abraham Walters, Wayne Washington, David Weene, Richard Whitaker, Chris
Whittington, Cassandra Williams,
Pilot #1 – November 2012
Recovery Center of Hamilton County, Cincinnati, Ohio 5 day, 40-hour on-site training
(p = 20 | n = 24 - Listed alphabetically) p = participants only | n = total number involved | ** = organizers or facilitators
Mary Bleisch, Michelle Chaney, Rita Cronise,** Bruce Englert, Lisa Goodale,**
Kimberly Gwinner, Steve Harrington,** Pat Hayes,** Cindy Heitman, Ken Jones,**
Renee Kopache,** David Kreate, Heidi Levy,** Christine Maloff, Angela Ostholthoff,**
Scott Page, Donna Peeples, Catherine Pickering, Julie Powers, Stephanie Rich-Ozbun,
Jennipher Simon, Holli Thiam, Rose Vogt, and Cindy Volgelsong.
Pilot #2 – March 2013
Recovery to Practice Pilot – New York City 5 day, 40-hour on-site training
p = participants only | n = total number involved | ** = organizers or facilitators
(p = 15 | n = 27 - Listed alphabetically)
Dessie Allison, Eric C. Arauz, MLER,** Sarah Brown, Ashley Carrion, Steve Coe,** Rita Cronise,** Deidra Dain,** Jonathan Edwards,** Sara Goodman,** Anthony Gross, Steve Harrington,** Samantha Headley, Yumiko lkuta,** Antonio Lambert,** Heidi Levy,** Nancy Lewis, Dwayne Mayes,** Leo McKinnis, Eric Nicasio, Noelle Pollet,** Thalia Powell, Nafis Rashed, Latoya Robinson, Vernell Robinson, Colleen Sheehan,** Aronda Vereen, and Joanne Wolff.
xxvii Recovery to Practice for Peer Supporters―Participant Workbook Introduction REVIEW DRAFT (October 1, 2013) – NOT FOR DISTRIBUTION
Note: This training was a partnership between Howie the Harp Advocacy Center (Parent
Organization: Community Access), Kings County Hospital, and the University of Medicine
and Dentistry of New Jersey (UMDNJ).
Pilot #3 - May/June 2013
Upstate New York (MHA Rochester Creative Wellness Coalition
and the Sunrise Recovery Center in Syracuse) Extended Session – Held at two sites. Training completed over one month.
p = participants only | n = total number involved | ** facilitator or organizer
(p = 38 | n = 52 - Listed alphabetically)
John Adams, David Andrews, Jeri Arcuri, Rebecca Battoe, Evelyn Cammarano,
Ann Canastra,** Lynn Chapman,** Jan Chavan, Sara Colombo,** Marty Connelley,
Rita Cronise,** Kathy Curtis-Rubin,** Robert Dempsey,** Julie Desfosses, Deborah
Donohue,** Jason Erwin,** Bonnie Feldman, Denise Foy, Susan Furey,** Jack Goldstein,
Dennis Green,** John Kelsey, Cynde Kinyon,** Judy Lombard-Newell,** Elizabeth
Louer-Thompson,** Karen Marshall, Betsy McKee, Pamela Moore,** Michael
Murphy,** Karen Nelson, Alan Nemerow, Diane O’Brien,** Noelle Pollet,** Nancy
Price,** Karen Rheinstein, Racheal Richardson, Peter Schafer, Kim Scheurer, Justin Scott,
Lisa Silvestri, Sharon Stettner, Susan Sullivan, Steven Thompson, Guillermo (Willie)
Torres, Jr., Paul Tucci, Bryan VanBlarcom, Deresa Walters, Val Way,** Veronica
Weider,** David Welch, and Mary Beth Williams.**
Note: Weekly on Thursday (Rochester) and Friday (Syracuse) for 4 hours per session.
Combined training – both groups met in a single location on two 8-hr. Saturdays.
Pilot #4 -- June/July 2013
Sparta (Grand Rapids), Michigan Two weekend retreat.
p = participants only | n = total number involved | ** Observer, organizer, or facilitator
(p = 12 | n = 18 - Listed alphabetically)
Karen Aranjo, Zack Corcoran,** Rita Cronise,** Sharon Hall,** Steve Harrington,** Eva Kovach,** Heidi Levy,** Brenda Middleton,** Jacque Morrison, Scott Niese,
Joshua Phillips, Noelle Pollet,** Shelley Rebollar, Kathy Roaleen,** Mike Roaleen,** Diann Schutte,**and Cyndy Viars.
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APPENDIX A: RECOVERY TO PRACTICE MODULES
Module 1: The Transforming Power of Recovery Module 2: The Complex Simplicity of Wellness Module 3: The Effects of Trauma on Recovery Module 4: The Influence of Culture on Recovery Module 5: From Dual Recovery to Recovery of the Whole Person Module 6: Peer Specialist Principles Module 7: Strengthening Workplace Relationships Module 8: Recovery Relationships
