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Peer Recovery Support Series, Section V: Supervision and Management

Peer Recovery Support Series, Section V: Supervision and Management
A Recorded Webinar
Recorded on Friday, April 24, 2020

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The Peer Recovery Support Series is provided as a collaborative effort between the Great Lakes ATTC and NAADAC.


This webinar is sponsored by Sober Peer.
Description
To support a successful peer program, effective supervision is essential. Equipping supervisors with knowledge of the day to day functions, including practice boundaries specific to the peer role, will increase job satisfaction and retention, reduce communication breakdowns, and lead to better outcomes for the individuals served. For Peer Recovery Support Specialists (PRSS), supervision typically has two components: administrative and supportive. Administrative supervision works with the needs of the agency (scheduling, benefits, etc.). Supportive supervision provides direct guidance, encouragement, and professional development opportunities. Having a plan in place of who, what, when, and where the supervision will occur will create a supportive and safe environment for peers to do their best, most effective work.
Learning Objectives
  • Cite supervision models, supervisor skills and capacities.
  • Explain effective elements of PRSS supervision, consistency, and performance reviews.
  • Propose a plan for PRSS retention.

Presenters
Kris Kelly, BS

Kris Kelly, BS, is the Minnesota State Project Manager for the Great Lakes Addiction, Mental Health, and Prevention Technology Transfer Centers, a woman in long-term recovery, and subject matter expert on peer-based recovery support services. She has worked with state and local government, recovery community organizations, treatment courts, withdrawal management/detoxification, and clinical treatment developing best practices for integrating recovery supports into systems and services. As a former executive director and director of programs of a Minnesota-based recovery community organization, Kelly is a leader in the peer support movement in Minnesota. Kelly has presented at state and national conferences on topics ranging from supervision in peer-based recovery support services and integrating peer support services into behavioral health organizations to recovery-oriented systems of care.
Jenna Neasbitt, MS, LCDC, MAT-R

Jenna Neasbitt, MS, LCDC, MAT-R, is a person in long term recovery using her expertise in personnel, clinical, policy, program analysis, and administration to enhance recovery-oriented systems of care in behavioral health. Neasbitt holds a Master of Science degree in Industrial/Organizational Psychology, works with the SAMHSA-Funded Opioid Response Network, is a volunteer site reviewer with the Council on Accreditation for Peer Recovery Support Services (CAPRSS), and is a Training Adjunct at the National Recovery Institute with Faces & Voices of Recovery. Her author contributions include the Texas Peer Recovery Coach Certification Training curriculum, the Recovery Coaching a Harm Reduction Pathway training curriculum, and a recent article published in Addictive Behaviors: An International Journal in 2019 titled “Responding to the Opioid and Overdose Crisis with Innovative Services: The Recovery Community Center Office-Based Opioid Treatment (RCC-OBOT) Model.” Neasbitt is also a member of the Board of Directors at a recovery community organization in Austin, TX.
Wes Van Epps, SAC-IT, PRC

Wes Van Epps, SAC-IT, PRC, is an Outreach Specialist for Wisconsin Voices for Recovery. In long-term recovery, Van Epps is a Wisconsin SAC-IT, Recovery Coach, Recovery Coach Trainer, and Supervisor. Van Epps is also actively involved in the peer-to-peer delivery of recovery management services throughout the State of Wisconsin. Van Epps has helped establish and currently manages two Recovery Community Centers, one in Waupaca, WI and the other in Waukesha, WI. Van Epps has had the opportunity to supervise over 40 peer recovery coaches since working with Project WisHope.

Interactivity
Polls and Q&A.

Price
Education is FREE to all professionals.
Earn 1.5 Continuing Education Hours (CEs)
To earn a CE Certificate for viewing this webinar, you must view the webinar in its entirety, pass the CE quiz, and complete the online survey evaluation.

  1. Upon completing the webinar, you will have access to the CE quiz within the course you are taking. Find the CE quiz and click “purchase.” NAADAC members will be prompted to register for the CE quiz for free, while non-members will be prompted to pay a $20 processing fee to access the quiz.
  2. A score of 80% or higher is required to pass the CE quiz and access your CE certificate. You have 10 opportunities to pass the quiz. If you are unable to pass the quiz in the allocated number of tries, then you must retake the course.
  3. Upon passing the CE quiz, you will be required to complete the survey evaluation for the course. Once that is completed, your CE certificate will be immediately available to print. All certificates will be stored in the NAADAC Education Center under your profile name. Click here for instructions on how to access your CE certificates.

Click here for a complete list of organizations who approve NAADAC to provide continuing education hours.

This webinar is approved by ASAP-NYCB for continuing education credits (CARC, CRPA).
This webinar is not eligible for ASWB ACE CE hours.

Who Should Attend
Addiction professionals, employee assistance professionals, social workers, mental health counselors, professional counselors, psychologists, and other helping professionals that are interested in learning about addiction-related matters.
Accessibility
Live closed captioning is available and the captioning capabilities are in compliance with the practices defined in Worldwide Web Consortium’s (W3C) Web Content Accessibility Guidelines (WCAG) and Section 508 of the Rehabilitation Act. In addition, transcripts are available for on-demand webinars recorded on and after March 27, 2019.

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This presentation is for individual use only and may not be reproduced without permission from NAADAC.

Section 2