The Certified Vermont Recovery Coach Academy Curriculum · The Vermont Recovery Coach Academy...

©The Vermont Association for Mental Health and Addiction Recovery

Strengthening Vermont’s Health and Happiness since 1939

The Certified Vermont Recovery Coach Academy Curriculum


©2017The Vermont Association for Mental Health and Addiction Recovery

Friends of Recovery Vermont and the Vermont Recovery Coach Academy are registered trade names of the Association.

This curriculum is the product of over tens years of generous investment by the Alcohol

and Drug Abuse Programs of the Vermont Department of Health. Thank you!


Our History of Certifying Peer and Recovery Coaches in Vermont

Thanks to many years of strategic grants from the Department of Health ADAP, the

Vermont Recovery Coach Academy has been training Vermonters to become Certified

Recovery Coaches for more than 10 years. To date, we have trained over 340 coaches.

Our coaches include peer workers, clinicians, social workers, community leaders, and

other individuals dedicated to helping support Vermonters in recovery from substance

use disorder.

Our Recovery Coach Academy is a comprehensive, cutting-edge, and interactive training

designed to equip participants with the basic tools, skills and resources vital to becoming

an effective recovery coach. Participants receive over 40 hours of intensive certified

training prior to the certification exam. This training is rooted in our ground-breaking

recovery coaching curriculum that offers an integrated focus on mental health and

addiction recovery for peer support.

These recovery coaches help remove personal and environmental obstacles to recovery,

forge links the newly recovered person to the recovery community, and serve as a

personal guide and mentor in the management of personal and family recovery.


Our Philosophy

The Vermont Recovery Coach Academy is a workforce development training. Its goal is

to strengthen Vermont’s trained and certified peer and ally workforce in the fields of

addiction and mental health, and to thereby provide a valuable service for people in

recovery. Short-term recovery is essential for successful long-term recovery, and long-

term recovery is the answer to preventing relapse and ensuring treatment is effective and

sustainable. Recovery coaches play a crucial role in supporting people in maintaining

their recovery and helping them find strategies to achieve their goals.

The Vermont Recovery Coach Academy is an evidence-based training program. Our

curriculum is adapted from training modules have been demonstrated to be effective and

approved by partners and funders such as SAMHSA and the Vermont Department of

Health. The content and claims in the informational subject matter about neurology,

mental health, and substance use conditions is taken only from reputable professional and

scientific sources.

The Vermont Recovery Coach Academy supports and trains its participants in all paths to

recovery, from Medication-Assisted Recovery to 12-Step and faith-based programs to

cognitive behavioral therapy. The work of a recovery coach is to support and help one’s

client maintain their own recovery and not to give preference to any one path over others.

The Vermont Recovery Coach Academy’s code of ethics treats recovery coaches as

professionals who occupy a place in the recovery continuum distinct from either

clinicians or sponsors. As professional recovery workers, graduating coaches are required

to abide by all of the ethical rules and guidelines laid out in the training and provided to

the coaches. This code is intended to protect the coach, and coach’s organization, and the

people they serve.


Lead Trainer

Peter Espenshade, MA is an individual in long-term recovery. He was named the

President of VAMHAR in 2013. VAMHAR was founded in 1939 and has grown to

become the state’s largest public health organization. As Executive Director, Mr.

Espenshade oversees an organization with a broad spectrum of services all focused on

advocating for and treating substance use disorders and mental health

conditions. Through data, policy, public education, and grants, Mr. Espenshade and the

team advance our mission to celebrate the power of recovery and of community. He has,

or is, directing grants from SAMHSA, NIMH, The State of Vermont, and major family

foundations.

Previously, Mr. Espenshade served as Vice President for Philanthropy at the Vermont

Community Foundation. In this capacity, he was the principal philanthropic advisor on

health and health education issues. Mr. Espenshade has received numerous awards in

recognition of his work, including the National e-Town award, the Corren Award, the

American Library Association Prize, and the Berkeley Prize. He is an active guest

speaker and has presented papers and talks at Oxford University, Yale University, The

University of Nantes, and the University of Vermont. Mr. Espenshade earned his

bachelor’s degree from Drew University and master’s degree from Yale University.

Mr. Espenshade has recently revised the attached curriculum to reflect current research

and best practices. This curriculum is the product of over a decade of excellent work and

information from the State of Vermont ADAP; the Vermont Recovery Network; CCAR;

SAMHSA; the Surgeon General of the United States; NIMH; UVM Medical School;

Patty McCarthy-Metcalf; Jo Romano; Hanna Rose; Rita Johnson; Dan Osman; Peter

Mallary; Brittany Kirvan; Angelica Selinger; and countless other leaders in the recovery

movement.


Introduction The Vermont Recovery Coach Certification Principles

Ethics, Conduct ,and Standards

I. The Vermont Recovery Coach Professional Oath

A. I will do no harm. I will celebrate and support all paths to recovery. I will abide by the ethical codes of recovery coaching. I will listen, motivate, and support others in their recovery and their plans for their future. My work as a recovery coach is about addressing the needs and developing the strengths of those I am lucky enough to serve.

II. Certification

A. A participant shall be considered a Certified Recovery Coach (CRC) in the state of Vermont for five (5) years after successful completion of the Vermont Recovery Coach Academy.

B. A Vermont Certified Recovery Coach’s certification may be revoked before this time only by a decision of the Vermont Association for Mental Health and Addiction: Friends of Recovery Board, if such a decision is made after a review of violations of the ethical code of conduct by the coach.

C. A Vermont Recovery Coach’s certification will be renewed if the coach acquires eight (8) hours of approved Continuing Education credits through eligible trainings and/or conferences on the subjects of peer services and coaching.

III. Fundamental Ethics and Boundaries

A. The primary responsibility of recovery coaches is to safely help individuals achieve their own needs, wants, and goals. Vermont Certified Recovery Coaches will be guided by the principle of self-determination for all.

B. Vermont Certified Recovery Coaches will maintain high standards of personal conduct. They will also conduct themselves in a manner that fosters their own recovery.

C. Vermont Certified Recovery Coaches will openly share with consumers and colleagues their recovery stories and will likewise be able to identify and describe the supports that promote their recovery.


D. While an individual is working or volunteering as a recovery coach, it is a best-practice for the individual to work on maintaining their own recovery with a recovery coach of their own.

E. Do not administer any medication legal or illegal that would impair the ability of practicing the code of conduct or boundaries.

F. Understand and comply with all mandated reporting requirements.

G. Work only in a stable state of mind. If you are experiencing a high stress situation in your own life you should delay your work until you are in a stable place yourself.

H. Do not continue working with a participant who consistently crosses boundaries or exhibits any sexual or other harassment behaviors.

I. Bring all serious issues in question to supervisor before taking any action.

J. Organizations should have policies in place to protect coaches and participants to avoid future confusion or complications.

K. Vermont Certified Recovery Coaches will, at all times, respect the rights and dignity of those they serve.

IV. Standards

A. A Vermont Certified Recovery Coach shall not perform services outside of his or her own area of training, expertise, competence or scope of education and training.

B. A Vermont Certified Recovery Coach shall obtain an appropriate consultation or suggest an appropriate referral when the participant issue is beyond their area of training, expertise, competence or service.

C. A Vermont Certified Recovery Coach should not in any way participate in discrimination on the basis of race, color, sex, sexual orientation, age, religion, national origin, socio-economic status, political belief or affiliation, psychiatric or psychological impairment, height, weight or physical disability.

D. A Vermont Certified Recovery Coach will never intimidate, threaten, harass, use undue influence, physical force or verbal abuse, or make unwarranted promises of benefits to the individuals they serve.

E. A Vermont Certified Recovery Coach should seek timely assistance for any psychoactive substance abuse or dependence, psychiatric or


psychological impairment, emotional distress, or for any other physical health related condition or adversity that interferes with his or her own professional functioning. Where any such condition exists and impedes his or her ability to function competently, a coach must move to an inactive status for as long as necessary or determined length of time by the Organization.

F. Vermont Certified Recovery Coaches should comply with all terms and conditions and limitations of any certification, training, or certificate they hold.

G. Vermont Certified Recovery Coaches should not engage in conduct that does not meet generally accepted standards of practice.

H. A Vermont Certified Recovery Coach shall not reveal confidential information obtained as a result of the peer relationship without prior written consent from the recipient of services, except as authorized or required by law.

I. A Vermont Certified Recovery Coach shall not permit publications of photographs, disclosure of participants’ names or any records, or the nature of services being provided without securing all releases from the participant (and/or parent or legal guardian if participant is under the age of 18) unless required by law.

J. A Vermont Certified Recovery Coach shall not discontinue service to a participant, nor shall he or she abandon the participant, without facilitating an appropriate closure of services for the participant or facilitating an appropriate referral to another coach or professional for future services.

K. Vermont Certified Recovery Coaches shall not enter into dual relationships or commitments that conflict with the interests of those they serve.

L. Vermont Certified Recovery Coaches shall not serve in their capacity as a recovery coach for a family member, intimate partner or professional colleague.


V. Unlawful Conduct

A. After beginning this work, a Vermont Certified Recovery Coach shall not be convicted of any crime relating to the individual’s ability to provide the service as determined by the organization.

B. A Vermont Certified Recovery Coach shall not be convicted of any crime that involves the possession, sale or use of any controlled substance or psychoactive substance.

VI. Sexual Misconduct

A. Vermont Certified Recovery Coaches under no circumstances shall engage in sexual activities or sexual conduct with participants, whether such contact is consensual or forced.

B. Vermont Certified Recovery Coaches shall not engage in sexual activities or sexual contact with participant’s relatives or other individuals who whom the participant maintains a close personal relationship when there is a risk of exploitation or potential harm to the participant or coach.

C. Vermont Certified Recovery Coaches shall not engage in sexual activities or sexual contact with former recipients when there is risk of exploitation or potential harm to the recipient or coach.

D. A Vermont Certified Recovery Coach shall not provide services to individuals with whom they have had a prior sexual or romantic relationship.

VII. Fraud Related Conduct

A. Vermont Certified Recovery Coaches shall not use misrepresentation in professional qualifications, education, certification, accreditation, affiliations, employment experience or the falsification of references.

B. A Vermont Certified Recovery Coach shall not use a title or document which states a qualification that does not exist and to which they are not entitled.

C. A Vermont Certified Recovery Coach shall not provide the service under a false name.

D. A Vermont Certified Recovery Coach shall not partake in the creation of any false, fraudulent, deceptive or misleading advertisement of service.


VIII. Exploitation of Clients

A. A Vermont Certified Recovery Coach shall not develop, implement, condone, or maintain exploitative relationships with individuals and/or family members.

B. A Vermont Certified Recovery Coach shall not misappropriate property from participants and/or family members.

C. A Vermont Certified Recovery Coach shall not enter into a relationship with an individual that involves financial gain to the coach or to a third party resulting from the promotion of sale of services outside of the service relationship.

D. A Vermont Certified Recovery Coach shall not promote to a participant, for the coaches personal gain, any treatment, procedure, product or service.

E. A Vermont Certified Recovery Coach shall not accept any gifts/favors/free services of substantial (as determined by organization) monetary value, or gifts that impair the integrity or efficacy of the service relationship.

F. A Vermont Certified Recovery Coach shall not accept fees or gratuities for services from a person who is entitled to such services through an institution and/or organization by which the coach is employed.

IX. Record Keeping

A. Vermont Certified Recovery Coaches shall keep timely and accurate records consistent with current standards of best practices or by organizational standards. All records must be kept in a double locked system to maintain confidentiality.

X. Assisting Unqualified/Unlicensed Practice

A. A Vermont Certified Recovery Coach shall not refer participants to a person or service that he or she knows or should have known is not qualified by training, experience, certification or license to perform the delegated professional responsibility.


XI. Confidentiality

A. Vermont Certified Recovery Coaches will make every effort to protect the confidentiality of each participant.

XII. Cooperation with Investigation/Reporting Violations

A. Vermont Certified Recovery Coaches should cooperate in any investigation conducted pursuant to the Ethical Code of Conduct of their organization.

B. A Vermont Certified Recovery Coach shall report violations of conduct of other Vermont coaches to the appropriate disciplinary authority.

TrainerNotes:Trainerwillreviewthemorningtopicswiththegroup.Eachmoduleistobeconductedinthe9meframelistedastostayontrackforallthetrainingmodules.Day 1: Props and Equipment Needed

•  ThreeTypesofHats•  5larges9ckypadsandmarkers•  NameTags•  ProjectorandScreen•  ExtraPens

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TrainerNotes:Oncethelearningenvironmentexpecta9onsarereviewedandunderstoodthetrainerwillaskthegroupifanythingelseneedstobeadded.Theaddi9onswillberecordedonalargewhitepapertobehungupinavisibleplacefortheen9retraining.Everymorningthetrainershouldinquireifthereneedtobeanyaddi9onsorchanges

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TrainerNotes:Thepar9cipantagreement,photoreleaseformandguidingprinciplesareintheleKhandpocketofthepar9cipantbinders.Youcanhandouttheothersasyougothroughthematerialorpreloadintobindersinthisorder.HavethemreadandsignthefirsttwoformsrightaKertheintroduc9onandlearningenvironmentagreement.

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TrainerNotes:1.  Havepar9cipantspairoff.2.  Seta9merfor1-minute.3.  Onepartnerwilltelltheotherpartnerwhotheyarefortheen9reminute,

star9ngwith“Iam…”4.  Reset9mer;havepartnersswitch;repeatstep3.

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TrainerNotes:•  Emphasizethatthisiss9llafairlynewmovementintherecoveryworld.•  Emphasizethatthepar9cipantsarenowmovingintoaPROFESSIONALarena

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TrainerNotes:Encouragethepar9cipantstoreadWhitespapersoncoaching.Thereisextremelyhelpfulinforma9oninallofhisdocuments.Theycanbedownloadedforfree.

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TrainerNotes:Thisslideistogivepropercredittothemajorcontributorstowhichisnowainterna9onalmovement.

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TrainerNotes:AKereveryonereadsthisslide,askthegroupwhatkeywordsstandoutforthemandrecordthemonawhiteboard.Thiswillleadintoanexercisecomingupinthenextfewslides.Beforegoingtothenextslide,askthegroupwhattheybelieveacoachtobe.Recordtheseonaseparatewhiteboard.Thiswillgivethetraineragoodanalysisofwhatthegroupsunderstandingofcoachingisandwhatmoduleswillreallyneedtobefocusedon.Forexample,ifsomeonesays“sponsor”thetrainerwillreallyneedtoexplainthedifferences.

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TrainerNotes:ThisisdocumentcanbefoundinthefrontleKpocketoftheirtrainingbinders.Havethepar9cipantsbrieflyperusethroughthedocument.Thiswillbetheirhomeworkfordayone.Theywillneedtoreaden7redocumentandbringanyques7onsforthfortheseconddayopening.

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TrainerNotes:Readaloudtogroup.

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TrainerNotes:Manypar9cipantsarenotversedinMI.Assurethematthispointthatmo9va9onalinterviewingwillbeexplainedandprac9cedthroughouttheen9retraining.MIisthebackbonetocoaching.

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TrainerNotes:OKenpar9cipantscometotheacademywithalongtermhistoryorknowledgeofa12-stepprogram.Therewillbepushbackondayone.Itwilltakeuptodaythreetomovethroughthisobstacle.Keyinstruc7onistocon7nuetoremindthemthatthisisaboutthepersontheyarecoaching.Wearenotaskingthemtochangetheirpersonalrecoveryprogram.

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TrainerNotes:Havethreedifferentkindsofhatsforprops.(Don’tneedhats).Askforthreevolunteerstocometothefrontoftheroom.Assigneachhat/par9cipantwithadifferentrole:Coach,SponsorandTherapist.Giveexamplesofconversa9onandaskthegroupwhathatneedstostepforward.Thisexperien9alexerciseishelpfulinlandingthedifferencesinallthreeroles.Examplesofconversa7on:1.  “AKerlisteningtoyourstory,Ithinkyoumightbefeelingreallydown,maybe

evendepressed”2.  “Whenyousayyouarehavingahard9mewhatdoesthatlooklike?”3.  “Makesureyoucallsomeoneifyouarefeelinglikeyouareheadedina

downwardspiral”Thesethreeexamplesareaboutthesamethingbuttheapproachisdifferent.Answers:

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TrainerNotes:•  Havethegroupsplitupintogroupsof4-5.Giveeachgroupalarges9ckynote

boardandmarker.Askthegrouptohaveadiscussiononthedifferencesoftherolesandtorecord10keypoints.Askonememberofeachsmallgrouptoscribeandanothertoreportouttothefullgroupwhendone.

•  Allowforsevenminutesofdiscussion.Havethereporterreportoutfromeach

group.Watchforanyerrorsonroledifferen9als.Beforeyoubringupanyerrorsormisconcep9onsaskthegrouptorevieweachreportandmakecomments.Thisexerciseisthebeginningofthegroupworkingtogetherandcrea9ngabond.Thisalsoisanopportunityforthemtousetheirac9velisteningskills.

•  Infullgroup,discusstheimportanceofbeingclearintheroleofarecoverycoach.•  Touchonmessagingabouttheroleascoachandtheusefulnessofanelevator

speechaboutcoaching.

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TrainerNotesThisisadiagramthattheywillhaveintheirmanualsforfuturereference.

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TrainerNotes:Oncethegrouphascomebacktogether,askforanyaddi9onalthoughtsorques9onsbeforemovingontothenextmodule.

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TrainerNotes:•  Transi9onintothismodulebyaskingforaraiseofhandsonwhobelievesthat

addic9onisabraindisease.•  Thiswillgiveyouaquicksurveyonanyvariancesinthegroup.•  Remainneutralasthetrainerandacknowledgethevariances.•  Therewillbemorethanonemindsetwithinthegroup.Don’tbetemptedtoargue

anypointsmade.TherewillbeanorganicshiKofthinkingastheweekgoeson.

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TrainerNotes:•  Thenexttwoslidesiden9fythedifferentmodelsandviewsonaddic9on

throughouthistory.•  Youdon’thavetospendtoomuch9meonthispor9onofthemodule.Itisagood

exampleofhowwe,ashumanbeings,fallintogroupmindsetsun9lsomeoneoragroupchallengethosemindsets.Justasweallbelievedthattheworldwasflatatonepointinhistory.

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TrainerNotes:•  Keypoint:Thereares9lltwoverydis9nctschoolsofthoughtaroundaddic9on

evenwithpetscansandotherscien9ficbreakthroughs.Itisbecauseofthesedifferentviewpointss9gmas9lloccurs.

•  Havethegroupcommentonthehistorybeforemovingon.

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TrainerNotes:Examplesofeachreason•  Peopletryalcoholoradruganditmakesthemfeelgoodsotheycon9nuetouse

thesubstance.•  Peopletryalcoholoradrugandtheyfeelbelerthantheydidbefore.Example:

someoneinemo9onalorphysicalpaintakesandopioidandittakesthepainaway.

•  Peopletakedrugsthatenhanceperformancetodothingsbeler,faster,stronger

ormorefocused.•  Peopletakedrugsordrinkbecausetheyarecurious.YouthandYoungadultsoKen

fallintothiscategorywhichisdangerousformanyreasonsincludingabrainstructurethatisnotfullydeveloped.

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TrainerNotes:Ini9alusecanbevoluntaryornot.Askthegroupwhatsitua9onwouldbeanexampleofinvoluntaryini9aluseofasubstancebeforegivinganyexamples.Examples:•  PainkillersaKersurgery.•  Drugsgivenwithoutthepersonknowingtheyaretakingthem.•  Involuntaryhospitaliza9onandmedica9on.Medica9ons(andstreetdrugs)aresopowerfultodaythattheyaretakingovermuchfaster.Someofthedesignerdrugsavailablecanhavesomeoneaddictedtheveryfirst9metheytryit.Thephysicalchangesinthebrainiden9fiedonthisslide,areallareasthatareneededtomakelogicalchoices.Iftheyarealleffectedinanega9vewayitmakesthepowerandabilityofchoicedeclineandunavailabletotheperson.

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TrainerNotesThisisjustaninforma9onalslideforthepar9cipantstoreview.

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TrainerNotes:•  Ascoaches,weneedtolookatpeoplethroughawiderlens.Weneedtosee

beyondbehaviorandtrytounderstandthewholeperson.Wehavetotakeintoconsidera9on(withoutdiagnosisorsugges9ons)thatmanypeoplewiththediseaseofaddic9onmayalsohaveexperiencedsometraumaearlyinlife.

•  Manypeopleusesubstancesandregardthemasasolu9ontowhatevertheyare

facinginlife.MoreoKenthannot,individualsmayhaveexperiencedsometypeoftraumaandhavenoideawhatitcandotothestructureofthebrain.

•  Childneglectforexampleeliminatestheac9vityinthebrainthatis

essen9altolearning.Resultsfromtraumacanleadtoallsortsofissuesincludinglearning,socialinterac9onsandhighriskbehaviorsincludingsubstanceuse.

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XXXTrainerNotes:Usethebelowanalogytomaketheconceptofbraincommunica9oneasytounderstand:•  Whenwespeak,someoneelsehears.Wearethetransmilerandtheyarethe

receiver.•  Thebrainsendsmessagesinelectricalimpulsesinthesameway.Thearesentby

neurotransmilers.•  Theneurotransmileralachestoaspecializedsiteonthereceivingcellareceptor.

Kindoflikeakeyandlock.•  EachreceptorwillforwardtheappropriatemessageonaKerinterac9ngwiththe

rightkindoftransmiler.

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TrainerNotes:Giveexamplebelowfirst.Runningamilecancreatemoredopamineinyourbrain.Thisiswhypeoplearemo9vatedtoexercisemoreoncetheyareinvolvedinanexerciseprogram.TheyalwaysfeelbeleraKertheymove.Theyarehappier,theycanthinkclearer,theyaremo9vatedtorepeattheprocess,andtheyfeelpleasure.Substancescreatehighleveldopaminerushes.AsktheGroup“Whathappenstoyouremo9onswhenyoudrinktoomuch?”“Howwellcanyouwalkifyoudrinktoomuch?”“Howmo9vatedwouldyoufeelifyousmokedalotofpot?”

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TrainerNotes:•  Gobacktotheexampleofea9ngorexercise.Welearntocon9nuethathealthy

behaviorwithouteventhinkingaboutit.•  Drugss9mulatethatsamecircuitsothedruguserlearnstousedrugsinthesame

waywithamuchmorepowerfulmessage.

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TrainerNotes:

•  Muchhigherpercentageofdopamineisreleased.

•  IVdrugusersareabletogetthereleaseimmediately.

•  Thisfeelingissointenseindividualsaremo9vatedtodothedrugagainandagain.

•  OKenpeopleinearlyrecoveryfeelveryflatandnothingnaturalgivesthemmuch

pleasure.Thisisduetotheovers9mula9onofdopamineoveraperiodof9me.Itis

alsoamo9va9ontouseagain.

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TrainerNotes:Ourbrainsareincredibleandtheyrememberimportanteventssuchasadopamineflood.Thebrainwantsthisrepeatedoverandover.

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TrainerNotes:•  Andhereliesthenatureofaddic9on.•  Havingtousemoreandmoreofthesubstanceinordertogethigh.•  Thebodyandbrainadjusttothelevelssotheindividualneedstousemoreeven

tofeelthesame.

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TrainerNotes:•  Useanexampleofsomeonewhohasbeenabs9nentfor10yearsandreturnsto

theirhometownandvisitsahousewheretheyusedtousesubstances.•  Justavisualcue,smell,soundorcircumstancecansetoffacravingasifsomeone

hadjuststoppedusing2daysprior.

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TrainerNotes:Youcanusethefollowingasananalogy:Withdrawaloccursbecauseyourbrainworkslikeaspringwhenitcomestoaddic7on.Drugsandalcoholarebraindepressantsthatpushdownthespring

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TrainerNotes:NotmanypeoplehaveknowledgeoforunderstandPAWS.Wehighlyrecommendthatyouresearchpostacutewithdrawalsyndromeandgetafirmunderstandingbythemiddleoftheweek.Wecanhaveadiscussionaboutitduringthesession.

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TrainerNotes:•  Na9onaldrugsurveysindicatethatchildrenareusingdrugsbyage12.•  Brainsareverydifferentinayoungpersonandmuchmorevulnerabletoaddic9on

un9ltheageof25.•  Tweensandteenshaveatendencyforimpulsecontrolproblemsduetoaprocess

developingintheirbrain(myelina9onprocess).•  Myelina9on:Thisprocesstakesplacewhenasubstancecalledmyelin,whichis

madeupoffalylipidsandproteins,accumulatesaroundnervecells,orneurons.•  Theprefrontalcortexisthelastpartofthebraintogothroughthisprocessso

theirlogicandreasoningisnotfullydeveloped;frontallobedoesn'treachmaturityun9labouttheageof25.

•  Thisiswhyateenagerismorelikelytosayokayifofferedasubstance.•  OKenyoungpeoplewithaddic9onhaveco-occurringdisorderssuchas

depression,anxiety,ADDandBi-polardisorder.•  Brainscanscannowdeterminewhetherproblembehaviorsareanormalpartof

growinguporaresultofanunderlyingbraindysfunc9on.•  Whenusebeginsundertheageof15,teensaredamagingcircuitsthatarenot

fullyformed.Anythingthatdisruptsthemyelina9onprocesscanpoten9ally

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TrainerNotes:

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TrainerNotes:Asweallknow,noteveryonefitsinapar9cularboxordoesstagesinperfectorder.Thestageofchangemodel,however,doesreflectcommonandresearchedpalernsofhumanbehavioraroundaddic9onandco-occurringcondi9ons.TheStagesofChangeModelwasoriginallydevelopedinthelate1970’sandearly1980’sbyJamesProchaskaandCarloDiClementeattheUniversityofRhodeIslandwhentheywerestudyinghowsmokerswereabletogiveuptheirhabitsofaddic9on.TheconceptoftheStagesofChangeModelisthatbehaviorchangedoesnothappeninonestep.Rather,peopletendtoprogressthroughdifferentstagesontheirwaytosuccessfulchange.Also,eachofusprogressthroughthestagesatourownrate.Forexample:tellingsomeonethattheyneedtogotoacertainamountofAAmee9ngsinacertain9meperiodisrathernaïve(andoKencounterproduc9ve)becausetheyarejustnotreadytochange.

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TrainerNotes:Denial:Atfirst,onewoulddenythefactthatheorshemightbesufferingfromthediseaseofaddic9onandwouldmakeexcusestocoverforhisorheracts.Onewouldhideitfromhisorherfamilyandmakeitseemlikeeverything'sperfectlynormal.Anger:Whenconfrontedoraskedaboutthesymptomsofhisorheraddic9on,onetendstobedefensiveandwouldarguetojus9fyhisorherac9ons.Anindividualmayevenblockoutsomefamilyandfriendsandtrytoresolvetheproblemonhisorherown.Bargaining:Seeinghowhisorhercondi9onisaffec9ngone'scareer,rela9onships,andpersonallife,anaddictmaypromisenottodoitagain,butfallstothebadhabitanyway.Depression:Unabletofinallyputastoptothehabitthat'sbeencausingastrainonone'sfamilyandpersonallife,thepersonmayfeelthatheorshehasnochoiceorcontroloverthings.Heorshethenfallsintodepression.

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TrainerNotes:Thiswillbetheirfirstintroduc9ontomo9va9onalinterviewingwhichisthebackboneofcoaching.Askingpermission:Any9meacoachisworkingwithsomeonetheywanttomakesuretheyaskpermissionfirstbeforeeitheraskingaques9onorofferingmul9pleop9ons.Open-EndedQues7ons:Theseareques9onsthatcannotbeansweredinafewwordsorless.

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TrainerNotes:1)Thegree7ng:Matchtheperson’senergy.Iftheyareampedupandnervous,standupandbeintheirhighenergy.Don’taskthemtositdownandrelax.Thiswillonlyincreasetheirenergy.Iftheyareshy,quietorlookscaredtobethere,matchthatenergybybeingquiet,mirrortheirstanceandseeiftheywanttositdown.Alwaysgivechoiceonwheretheywanttosit2)Theexplana7on:Askthepersonyouwillbecoachingwhatbroughtthemthere.Iftheysaytheyarenotsureaskthemiftheywouldliketoknowmoreaboutcoaching.3)The7ming:Askthemhowmuch9metheyhave.Youdonothavetodoanhour-longcoachingsession.Thismaybetoolongforalotofpeople.Honortheir9me.4)Thepaperwork:Thereisminimalpaperworkincoaching.Notesarenotallowed.Coachesarenottherapistsanddonotkeepfilesonpeople.Coachingisjustaconversa9on.Peoplefeelveryuncomfortablewhenpeoplewritethingsdown.Youarenotac9velisteningifyouarewri9ng.Checkwithyourhomeorganiza9ononwhatisrequiredfordocumenta9on.

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TrainerNotes:•  Askforavolunteerfromthegroupandhavethemcometothefrontoftheroom.•  Askthemtobethepersonwhoiscomingtobecoached.•  Letthemactoutwhoevertheywanttobe.

•  Demonstratethewholeprocessofopeningtheini9alsessionthewrongwayandthentherightway.

•  Thisisanotherfacilita9onskillthathelpsadultstolearnandstoreinforma9on.

Havefunwiththis.Beridiculous.•  Onceyouhavecompletedbothdemonstra9onshavethegrouppairoffandhave

themprac9cethis.•  Allowfor3-minutesforeachperson.

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TrainerNotes:Trainerwillreviewthemorningtopicswiththegroup.Eachmoduleistobeconductedinthe9meframelistedastostayontrackforallthetrainingmodules.Day 2: Props and Equipment Needed•  ProjectorandScreen

•  Larges9ckypadsandmarkers

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RecapofyesterdayVideoclipallofmeTheFivePillarsExtraCreditvideocliphlps://www.youtube.com/watch?v=Q6W5IrZH7tcYourHomeworkBodylanguage:hlps://www.youtube.com/watch?v=Ks-_Mh1QhMcGotostar9ngasession

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TrainerNotes:Readaloudtogether!

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TrainerNotes:Explaintothepar9cipantsthattodayisthemostacademicdayoftheacademy.Ethicsandprofessionalboundariesarekeyelementstoasuccessfulrecoverycoachprogramandtheyaredesignedtonotonlyprotectthosebeingcoachedbutthosecoachingandtheirorganiza9on.Theethicsthatwillbepresentedinthismodulearespecifictocoachingandadaptedfromsocialworkethicalcodesofconduct.WilliamWhitewasaleaderincrea9ngacoachingcodeofethics.ResearchwasalsodoneforthismodulefrommodelsinAustraliaandtheUK.

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TrainerNotes:KeyPoint:Asmen9onedindayoneofthetraining,thepar9cipantsaremovingintoaprofessionalrole.Thosecomingtobecoachedarevulnerableandthecoachesnowhavearoledifferen9al(notapowerdifferen9al).Theyhavetofollowthecodeofethicsdiligentlytoprotectallfromharm.

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TrainerNotes:Labelsheetsfromgiants9ckypadwitheachofthesewords.Havealendeesbreakupinto4-5groups.Havegroupseachstartataseparateword.Havegroupsspend1-2minutesateachword,wri9ngdowndefini9ons/descrip9ons.

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TrainerNotes:AKerreviewingthesethreeslidesaskthepar9cipantsiftheyhaveanyques9onsbeforemovingontothenextslide.

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ItemsNeeded:Rope(helpfultocreatelinetostandon)ListofEthicalDilemmasBelowDirec7ons:Haveeveryonelineupincenterofroom,onebehindanother.Assigneachsideoftheropewitheither“Ethical”or“Unethical.”Asyoureadthefollowingdilemmas,havepar9cipantssteptoeithersideoftherope,ortostayontheropeiftheyfeelbothwaysaboutthedilemma.Ques7onsforthisexercise:1.Accep9nggiKsfromthoseyouworkwith.2.GivinggiKstothoseyouworkwith.3.Lendingmoneytothoseyouworkwith.4.Accep9ngmoneyfromthoseyouworkwith.5.Givinghugstothoseyouworkwith.

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TrainerNotes:ASerreviewingthisslide,askthepar7cipantswhythesecouldbeharmfulforthecoachingprogram.Ifthecoachhasminimalrecovery9metheymaybecomeover-involvedwiththepersontheyarecoachingandbreakcodesofethicsorcouldusecoachingaspartoftheirrecoveryprogramandendupwithsymptomrecurrence.Theorganiza9ondoesnotgivepropertrainingor

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TrainerNotes:ASerreviewingthisslide,askthepar7cipantswhythesecouldbeharmfulforthecoachingprogram.•  Lackofselfcare=possibleproblemswiththecoachmentallyandphysically.•  PersonalImpairment=notgoodrolemodelingandlackofclaritywhencoaching.•  Lapseorsymptomrecurrence=notinaplacetoassistothers,needstostepdowncoachingun9lfeelinggroundedintheirownrecovery.

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TrainerNotes:ASerreviewingthisslide,askthepar7cipantswhythesecouldbeharmfulforthecoachingprogram.•  Choice=doesnotallowforchoiceinop9onsorpathwaystorecovery.•  Emo9onalexploita9on=suggestsoralludestoanythingthatcreatesconflictinthepersonbeingcoachedemo9onalwellbeing.•  Friendship=crossesthecoachrole-abreachinethicalcodeofconduct-confusingforthepersonbeing

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TrainerNotes:•  Coachdoesnotrespondtounethicalconductbrought

upincoachingbyotherserviceproviders.Inthiscase,anyques9onsshouldbebroughttotheirsupervisorandtogethertheycanhandletheissue.

•  Coachmisrepresentsthemselvesasmorethanarecoverycoach.

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TrainerNotes:RoleClarity=beingunclearormisrepresen9ngyourroletoothercommunitypartners.Discre9on=offeringsugges9onsthatcouldbepoten9allyharmfultopersonbeingcoached(i.e.-sugges9ngmee9ngstoawomanwhohasahistoryofbeingvulnerabletopredatorymenwhereyouknowfirsthandthatthemee9ngyousuggestedhasthatgoingonorsugges9nganagencythatisnotstrengthbasedtowardthosewiththediseaseofaddic9on.)Anonymity=breakingconfiden9alitywithoutarelease

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TrainerNotes:Defini7on:Resul9ngfromtheac9vityofahealthcareproviderorins9tu9on;saidofanyadversecondi9oninapa9entresul9ngfromtreatmentbyaphysician,nurseoralliedhealthprofessional.Applica7onincoaching:Anythingacoachdoesthatheorshethinksishelpfulbutactuallycreatesharmforthepersonbeingcoached.

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TrainerNotes:ThistermisoKenusedinthefinancialworld.Ifsomeonegivesafamilymemberapowerofalorney,thatfamilymemberhasafiduciaryresponsibilitytothatperson.Inthebiggersense,coachesnowhaveafiduciaryresponsibilitytothosetheycoach.Withintheirroletheynowhaveaspecialdutyandobliga9ontothepersontheycoach.Oncetheyhavea9tle,volunteerorpaidthereisnowaroledifferen9al.

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TrainerNotes:Thecoachistheoneresponsibleformanagingboundaries.Thehomeorganiza9onwillhavespecificboundarieswithintheircodeofethicsandpolicies.Forexample,arecoverycentermayhaveaboundaryarounddrivingsomeonetoappointments.Duetoinsuranceandsafetythismaybeagainsttherules.Youasthecoach,mustabidebythatruleevenifitdoesn'tfeelrighttoyou.PoliciesareoKencreatedbecausetherehasbeenanissueinthepastorthereisgoodreasontohaveit.Whenyoureturntoyourorganiza9on,sitdownwith

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TrainerNotes:Thecoachwillneedtothinkthrougheverythingtheysayordo(ornotdo)whencoaching.ThisiswhyweusetheMo9va9onalInterviewingapproach.Askingques9onsissafe.Thisallowsforpeopletocomeupwiththeirownsolu9onswiththecoachhelpingthembringforwardwhattheyalreadyhaveinsideofthem.Makingspecificsugges9onscanbedangerousasthecoachdoesnotknowwhocouldbeharmed.Intheapplica9onmen9oned,ifthecoachmen9onsarela9onshipproblemtosomeoneoutsideofthecoachingrela9onshipitcould

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TrainerNotes:Thisnextseriesofslidesarethecorecoachingvaluesneededforsuccessfulandmeaningfulcoaching.Recoverycoachesneedtoadheretoeachandeveryvaluelistedhere.Therehasbeenmuchworkdonetocreatethesevalues.Gothroughtheslideseries,stoppingateachonetoaskthepar9cipantsiftheyhaveanyques9ons.

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TrainerNotes:Reviewofprofessionalboundariesspecifictorecoverycoaching.Emphasizethattheymaydifferfrompersonalboundaries.

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TrainerNote:Excellentquotetohavethegroupreflecton.

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TrainerNotes:Askthegroupfortheiranswersonthesethreeques9ons.Thiswillgiveyouaquickassessmentonwhatmaterialthatwasdeliveredindaytwolanded.Dothisingrouppopcornstyle.

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TrainerNotes:Reviewtheslide

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TrainerNotes:Reviewtheslide

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TrainerNotes:Reviewtheslideandaskthegroupiftheycanthinkofanyotherconsequences.Writeaddi9onalconsequencesonas9ckypad.

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TrainerNotes:Usethis9metosummarizeandansweranyques9onsthegroupmayhavebeforebreakandmovingontothenextac9vity.

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TrainerNotes:Materials:Plentyof“stones”cutoutofconstruc9onpaper.MarkersDirec9ons:Havepar9cipantsbreakinto3-5groups.Haveeachgroupbrainstormmul9plepathwaystorecovery,wri9ngonepathoneachstone.Thepossibili9esareendless.

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TrainerNotes:Sta9s9csfromNa9onalCouncilonAlcoholismandDrugDependence(NCADD).

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TrainerNotes:AquickoverviewwasgivenonDayOne.Mo9va9onalinterviewingisthebackboneofcoaching.

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TrainerNotes:Doaquickreviewonopenendedques9onsandgivethemthetwodocumentsregardingMI(orpreloadintothepar9cipantbinders).

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TrainerNotes:Open-EndedQues7ons:Questions that cannot be answered in a few words or less. Youbringvaluetoyourprospects,clients,andyourselfthroughtheques7onsyouask--butonlyifthey'regoodques7ons.

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TrainerNotes:Affirma7ons:Statementsthatrecognizetheindividual’sstrengths.Thesehelptheindividualseethemselvesinamoreposi9velight.Thesemayhelptheindividualfeelthatchangeispossible.Inorderforthesetowork,theyhavetobesincereandgenuine.Theaffirma9onsinvolvereframingbehaviorsorconcernsasevidenceoftheindividual’sposi9vequali9es.

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TrainerNotes:Reflec7veListening:ThisisthemostcrucialskillinMo9va9onalInterviewing.Ithastwopurposes.Thefirstpurposeisto“bringtolife”expressingempathy.Bycarefullisteningandappropriatereflec9veresponses,theindividualcomestofeelthatthecoachunderstandstheissuesfromtheirperspec9ve.Thesecondpurposeistousereflec9velisteningasacoreinterven9ontowardguidingtheindividualtowardchange.Thisisdonebythecoachfocusingonthenega9veaspectsoftheissueandtheposi9vesofmakingchange.Somereflec9onsaremorehelpfulat9mesof“resistance”whileothersaremoreappropriatewhentheindividualoffersstatementsmoreindica9veofcommitmenttochange.

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TrainerNotes:Summaries:Theseareaspecialtypeofreflec9velistening,whenthecoachrecapswhathashappenedinthecoachingsession.Summariescommunicateinterest,understandingandcallalen9ontoimportantelementsofchange.TheymaybeusefultohelptheindividualtoshiKalen9onordirec9onandhelptheindividual“moveon”.Coachescanstrategicallyselectwhatinforma9onshouldbeincludedandwhatcanbeminimizedorexcluded.WewillgoovermoreonhowtocloseasessiononDayFive.

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TrainerNotes:Havethefullgroupoffersugges9onspopcornstyleonturningtheseclosedques9onsaround.ReplacementExamples:

Whathasbeenthebestpartofyourdaytoday?

Whoareallthepeoplethatmakeupyourfamily?

Whatarethreeideasyouhavethoughtaboutinsolvingthisproblem?

Whataresomeofthefeelingyouarehavingrightnow?Describetomewhatthey

looklike.

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TrainerNotes:Onceyouhaveintroducedmo9va9onalinterviewingskills,havethegroupsplitupintogroupsofthree.Haveonepersonbethecoach,onebethecoach-eeandoneobserver.Eachpersonwillspend5minutesintheserolesandthenrotatesobytheendoftheprac9ceeveryonehashadaturnbeingallthree.Gatherthegroupbacktogetheronceeveryonehashadachancetoplayallthreeroles.GroupDiscussiononwhattheyexperienced.

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TrainerNotes:History:StartedinMerseyside,Englandinthemid-1980’s.Increasingawarenessoftheconnec9onbetweeninjec9ngdruguseandriseofHIVandHepa99s.Needleexchangesbegan.MethadoneMaintenance.SexualHealthEduca9onPrograms.Bri9shColumbiaHarmReduc9onStrategiesandServices(HRSS)commileeprovidedastructuretofacilitatecoordina9onofevidencebasedharmreduc9onstrategiesandservices.Remember,harmreduc9onworksincoopera9onwithtreatment,preven9on,andenforcement.Thefourpillarsworktogether.Thereisgreatevidencethatharmreduc9onworks.(Ex.decreaseinSTDs,HIVandHepa99s.)Harmreduc9onhasneverbeenfullydefined.Canbeappliedtootherissuessuchasalcoholabuse,smoking,diet,exercise.Commonsense.

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TrainerNotes:Gothrougheachprincipleanddiscussitsmeaning.Keepreemphasizingthatiftheyareinacurrentprogramthatisabs9nencethatisEXCELLENT.Wearetalkingaboutthepeoplethathavenotbeensuccessfulwiththatorneedanothermodeltobesuccessful.

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TrainerNotes:Gothrougheachprincipleanddiscussitsmeaning.Keepreemphasizingthatiftheyareinacurrentprogramthatisabs9nencethatisAWESOME.Wearetalkingaboutthepeoplethathavenotbeensuccessfulwiththatorneedanothermodeltobesuccessful.

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TrainerNotes:1.Thisisrootedinthebeliefthatdrugusershavetohit“rockbolom”beforetheyareabletoescapefromapalernofaddic9onandthatharmreduc9onactually“protects”themfromthisexperience.Harmreduc9onisoKenthefirstlinkoronlylinktothehealthandsocialservicesystem.Forthosewhodonotwanttoquit,cannotquitorregressbacktodruguseharmreduc9oncaneffec9velypreventHIV,Hepa99sandotherdrugrelatedharms.Harmreduc9onalsowillincreasethepossibilityofdruguserswillre-engagewithabroadersociety,leadproduc9velivesandquitusingdrugs.Thiswouldbeinsteadofcontrac9ngandtransmiyngdiseaseandsuccumbingtooverdoseordeath.2.Basedontheno9onthat“harmreduc9onsendsoutthewrongsignal”andunderminesprimarypreven9onefforts.Somepeopleactuallyfeelthatifwehelpdrugusers“stayalive”,reducetheirexposuretoriskandbecomehealthiermayencouragenondruguserstoregarddruguseassafeandwanttonowusedrugs.Thisviewpointtotallyunderes9matesthecomplexityoffactorsthatdrapeoverpeoplesdecisiontododrugsinthefirstplace.Itisblackandwhitethinkingallowingnoroomforpeopletotakesmallintegralstepstowardahealthierlife.Itisasifsayingthatif

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TrainerNotes:Talkabouthowshamebasedrelapsecanbeforsome.Talkabouttheideathattheyhavetostartallover.Talkaboutthemindsetthatcanhappenwhensomeonehasaslip.Whataretheresultsofthatpar9cularmindset.Haveweconsideredaco-occurringissue?Weretheyusingalcoholtoselfmedicate?Didtheyhaveahorriblelossandnotenoughsupportaroundthem?Newtorecovery?Otherideas.

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TrainerNotes:Givethemthehandout:StagesofChange.ShouldalreadybeinbinderunderDay1.

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TrainerNotes:GooverhandoutfromtheHAMSwebsite.Givepropercredit.NaturalleadintotheHamsslide.

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TrainerNotes:LowThresholdService:donotrequireabs9nence.Theyworktowardsengagingpar9cipantswhoac9velyusedrugswhilereducingdrugrelatedharm.Doyouhavealowthresholdservicewithininahigherthresholdorganiza9on?Examples:Allowpeopletobecoachedbeforetheyareabs9nent,holdharmreduc9ongroups,havemedica9onassistedtreatment/MMTservicesorgroups.Resourcestootherlowthresholdgroups:PathwaystohousingexampleMMTmaybethoughtofasalongtermtreatmentforheroinaddic9onasinsulinisalongtermtreatmentfordiabetes.Arewes9llmakingitamoralissue?

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TrainerNotes:Impulsivityistheinclina9ontoactuponsuddenurgesordesireswithoutconsideringpoten9alconsequences.Some9mespeopledescribeimpulsivityaslivinginthepresentmomentwithoutregardtothefuture.Compulsivityisabehaviorthatanindividualfeelsdriventoperformtorelieveanxiety.Onceapersonperformsthecompulsivebehavior,theanxietygoesawayandrestorescomfort.Thus,thepresenceofthesebehavioralcharacteris9csinaddictedpersonsindicatesthatchangestotheprefrontalcortexhaveoccurred.Unfortunately,thesechangesalsomakethediscon9nua9onofdrugusemoredifficult.Addic9onisaprocessthatcoordinatesthetransi9onfromimpulsivetocompulsivebehavior.Impulsivityoccursduringtheearlystagesofaddic9on.Duringthisphase,peopleimpulsivelyactonpowerfulurgestoexperiencethepleasureoftheiraddic9on.Anxietyisnotassociatedwiththeurgesduringtheseearlystages.Instead,addic9onreflectsac9ngonimpulsivedesiretoreceiveimmediatepleasurefromthedrugorac9vity.Peoplearenotconsideringthefutureconsequences.Asaddic9onprogressesashiKbeginstooccur.Atthispoint,thecompulsiveaspectof

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TrainerNotes:Theprefrontalcortexenablesustomakera9onal,sounddecisions.Italsohelpsustooverrideimpulsiveurges.Ifactedupon,theseimpulsesurgescancauseustoactwithoutthinking.Thisisusuallynotinourbestinterest.Forinstance,supposeI'vehadabaddayatwork.ImayhaveanimpulsiveurgetotellmybossexactlywhatIthinkofher.Toactonthisimpulseisnotinmybestinterest.Fortunately,myprefrontalcortexisfunc9oningquitewell.Is9llhavemyjob!Obviously,thisabilitytoinhibitimpulsesisveryhelpful.Itenablesustofunc9onwellinsociety.Itprotectsusfromharmbyallowingustoconsidertheconsequencesofourac9ons.However,whenthepre-frontalcortexisnotfunc9oningcorrectly,theoppositeoccurs.Addic9oncauseschangestotheprefrontalcortex.Thesechangesaccountfortwocharacteris9csofaddic9on:impulsivityandcompulsivity.Anotherwaytodescribethepre-frontalcortexistothinkofitasabrakingsystem.Thepre-frontalcortexactsasthebrain'sbrakes.Itsendsoutsignalstoinhibitpar9cularbehaviorsorac9ons.Whenaddic9ondamagesthisbrainarea,itlimitsthebrain'sabilitytocontrolotherbehavioralsystemsaswell.Imaginehowdifficultitwouldbetooperateacarwithoutbrakes.Atthispoint,wemightsaythebrainis"high-jacked"

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DarfurisaregioninSudan,Africathathadapopula9onofapproximately6millionpeoplepriorto2003.In2003,tworebelgroups,SudanLibera9onArmy/Movement(SLA/M)andtheJus9ceandEqualityMovement(JEM)launchedafull-scalerebellionagainsttheSudanesegovernmentforreasonsofongoingeconomicmarginaliza9onandinsecurity.TheSudanesegovernmentrespondedtotherebellionwiththeArabmili9a(akaJanjaweed)withviolentalacksonvillagesthroughoutthecountry.Sincebeginningin2003,anes9mated400,000peoplehavedieddirectlyorindirectlyfromthealacks.Agenocideisthedeliberateandsystema9cextermina9onofana9onal,racial,poli9cal,orculturalgroup.TheviolenceinDarfurisconsideredagenocidebecauseitisracially-based.TheArabSudanesedisplacedandmurderedtheBlackSudanese.InSeptember2004,USSecretaryofStateColinPowelldeemedtheDarfurconflictagenocideandcalledittheworsthumanitariancrisisofthe21stcentury.Thisisthe

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TrainerNotes:ThesetopicsareareviewfromDays1and3.Asktheclasstodefineeachofthese,usingexampleswherenecessary.

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TrainerNotes:*Thisac9vitytookplaceonDay3.Trytohavepeoplewhohaven’tworkedtogetheryet,worktogether.*Onceyouhavereviewedmo9va9onalinterviewingskills,havethegroupsplitupintogroupsofthree.Haveonepersonbethecoach,onebethecoach-eeandoneobserver.Eachpersonwillspend5-10minutesintheserolesandthenrotatesobytheendoftheprac9ceeveryonehashadaturnbeingallthree.Gatherthegroupbacktogetheronceeveryonehashadachancetoplayallthreeroles.GroupDiscussiononwhattheyexperienced,strength-basedobserva7onsandcri7calfeedback.

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TrainerNotes:SpiritualPrac9ces:Religion/Church,Medita9on,breathingtechniques,laughing,beinginnature,singing,chan9ng(mantras),readinganupliKingbook,ea9ngordrinkingsomethingnutri9ousanddelicious,spreadinglove,gra9tudeandcompassion,andendlesspossibili9es!FindwhatYOUlovetodo,createyourownlist,andplaceitaroundyourhomeasareminder.Havefun.Play!

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TrainerNotes:From:hlp://www.webmd.com/diet/ss/slideshow-sugar-addic9on

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TrainerNotes:FromDr.MarkHyman:hlp://drhyman.com/blog/2013/06/27/5-clues-you-are-addicted-to-sugar/

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The Certified Vermont Recovery Coach Academy Curriculum · The Vermont Recovery Coach Academy...

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Transcript of The Certified Vermont Recovery Coach Academy Curriculum · The Vermont Recovery Coach Academy...