Professional Development
Course Catalogue

Keeping up with current and effective approaches to behavioral health services takes time. That is why CABHP focuses on delivering the most practical and effective treatment tools to you, as well as providing a variety of continuing education credits. Browse our current training catalogue below.

If you would like to register for a training, please visit our calendar page, or if you'd like to request a customized training for your business or organization, make a training request. To get alerted about future events, please subscribe to our newsletter.

American Society of Addiction Medicine (ASAM)

American Society of Addiction Medicine (ASAM)

Addiction therapy has a wide variety of clinical practices and admission and utilization criteria. The American Society of Addiciton Medicine (ASAM) recognized the need for a uniform set of critera to asses and treat patients and created the ASAM Critera, now the most widely used and comprehensive national guidelines for placement, continued stay and discharge of patients with alcohol and other drug problems.

The ASAM Criteria help individuals better understand the areas of their lives that have influenced and been influenced by their substance-use behavior. ASAM has classified these areas into six different dimensions. These dimensions help the individual and his or her treatment team or clinician identify the strengths, resources and functional deficits that determine the focus of services and interventions. It is ultimately these dimensions that guide the individual’s service plan in meeting his or her specific needs.

In this training, we will review the history of the ASAM PPC-2R, review the ASAM 6 and will practice in class using case studies.

Learning Objectives:

  • Demonstrate an understanding of the underlying concepts and principles of the ASAM Patient Placement Criteria
  • Discuss changes made in the revised second action of the ASAM Criteria, ASAM PPC-2R that include criteria for those with co-occurring mental and substance-related disorders
  • Apply the ASAM PPC-2R in clinical work to broaden services and better meet the needs of clients, including co-occurring clients

Applied Suicide Intervention Skills Training (ASIST)

Applied Suicide Intervention Skills Training (ASIST)

Applied Suicide Intervention Skills Training (ASIST) is for everyone 16 or older—regardless of prior experience—who wants to be able to provide suicide first aid. Shown by major studies to significantly reduce suicidality, the ASIST model teaches effective intervention skills while helping to build suicide prevention networks in the community.

Developed in 1983 and regularly updated to reflect improvements in knowledge and practice, ASIST is the world’s leading suicide intervention workshop. During the two-day interactive session, participants learn to intervene and help prevent the immediate risk of suicide. Over 1,000,000 people have taken the workshop, and studies have proven that the ASIST method helps reduce suicidal feelings for those at risk.

Workshop features:

  • Presentations and guidance from two LivingWorks registered trainers
  • A scientifically proven intervention model
  • Powerful audiovisual learning aids
  • Group discussions
  • Skills practice and development
  • A balance of challenge and safety

Trainers show two award-winning videos in the course of the workshop. Cause of Death? provides a common starting point for the discussion of attitudes about suicide, while two versions of It Begins with You illustrate the process of a suicide intervention.

ASIST has saved and changed hundreds of thousands of lives around the world.

Clinical Supervision (Foundations and Refresher)

Clinical Supervision (Foundations and Refresher)

The Clinical Supervision Foundations course was developed by the Addiction Technology Transfer Center (ATTC) Network as an introduction to the essential elements of supervisory practice.

In response to the need for an educational program which helps supervisors qualify for credentialing, the course presents participants with the knowledge and skills necessary to assure quality of care and promote the professional development of addictions counselors.

The 14-hour, ten module online course is self-paced and is intended to introduce basic concepts and resources, while providing a conceptual overview of the work of a clinical supervisor. The face-to-face segment, which requires the online course as a prerequisite, delves further into some of the more practical aspects of supervision and builds in opportunities for skills practice, offering a worksite aspect giving supervisors an opportunity to self-assess their knowledge and skills, as well as create a plan for continuing their professional development. Upon satisfactory completion of the worksite assignment, 28 contact hours of continuing education are issued.

CABHP awards 6 additional hours for participants of follow-up coaching conference calls (open to all participants in the course) during which participants have the opportunity to obtain feedback from the trainer, review progress, and discuss ideas.

The Clinical Supervision Refresher course is designed to provider supervisors with a refresher course that focuses on current issues in supervision. This training includes statutory requirements identified in R4-6-212(J), as required by the Arizona Board of Behavioral Health Examiners.

Crisis Support Training (CST)

Crisis Support Training (CST)

Chandler Fire Department was awarded an Innovation Grant from Vitalyst Health Foundation and Arizona Community Foundation and they selected ASU's Center for Applied Behavioral Health Policy as their partner to create, deliver, and evaluate a Crisis Support Training (CST) curriculum specifically designed for firefighters and emergency medical professionals.

The project collaborates with community partners and organizations to help firefighters develop efficacy in their knowledge of serious mental illnesses and how to appropriately engage individuals in behavioral health crises. The impact of this project will help reduce the stigma of mental illness, improve patient outcomes, and increase access to appropriate care.

 Training 1: Awareness - 4 hours

This introductory training was designed to assist firefighters to create awareness and understanding regarding the cultural shift in the profession of the modern day firefighter. This is accomplished by increasing the skills of street triage, building empathy by exposing them to people with lived experience speakers, hearing voices activity, common mental illnesses, and effective communication skills.

Training 2: Advanced - 16 hours

The 16-hour advanced level training takes a deeper approach of instructing on these various topics; Access to care: 911 & Beyond, Partnering Firefighters and Police on Crisis Calls, Advanced Verbal De-escalation & Effective Communication, NAMI Family Perspective, Psychopharmacology: Street Triage, Understanding Addiction as a Disease, Addiction: Personal/Family Perspective, Assessing for Suicide, Emotional Intelligence, Scenarios Role-Plays, and Compassion Fatigue & Self-Care for Firefighters. Numerous subject matter experts are utilized to provide the instruction in each other their areas of focus and expertise.

Arizona State Fire School

This training was designed to assist firefighters and emergency medical professionals by bolstering awareness and understanding on behavioral health/substance use related calls. This is accomplished by increasing street triage skills, intensification of empathy by exposing participants to people with loved experiences, hearing voices simulation, common mental illnesses, and effective communication skills.

  • Assess to Care: 911 & Beyond Regional Behavioral Health Authority (RBHA) Systems
  • Partnering Firefighters and Police on Crisis Calls
  • Advanced Verbal De-escalation
  • Psychopharmacology on the Street: Drug Recognition
  • NAMI: Individual & Family Perspectives
  • Hearing Voices that are Distressing: Simulation
  • Understanding Addiction & Personal Perspectives
  • Debunking Suicide Myths & Suicide Lethality Assessment
  • Emotional Intelligence (EQ)
  • Compassion Fatigue & Self Care for Firefighters
  • Virtual Dementia Tour (VDT) by Second Wind Dreams
  • Roleplay & Discussions

Training of the Trainer: Within this 24-hour course will be a training of the trainer and teach-backs for the participants to take this curriculum back to their departments and teach it in their regions. This training was specifically created for the fire service and all ranks and years of service.

Compassion Fatigue & Self Care - Living in the Green

Compassion Fatigue & Self Care - Living in the Green

Compassion fatigue is a chronic issue among social service practitioners. Too often professionals become burned-out and unable to consistently empathize with clients. Many do not realize caring too much can hurt them physically, mentally, and emotionally until it is too late.

The American Institute of Stress defines compassion fatigue as ‘vicarious traumatization’ that can lead to sleep disturbance, impaired judgement, loss of self-worth, and an increase in angry outbursts. With this, behavioral health professionals have realized that self-care is one of the best ways to prevent the onset of compassion fatigue when working with trauma victims.

Sufferers can exhibit several symptoms including hopelessness, a decrease in experiences of pleasure, constant stress and anxiety, sleeplessness or nightmares, and a pervasive negative attitude. We find in the behavioral health arena it has a significant presence and can lead to negative outcomes for the helpers.

Mindful self-Care is all about learning how to take care of yourself and identify those issues that trigger you to act in a negative manner. This is where the real work begins. Self-care helps individuals recharge and refocus so they can continue on with their tasks. Fortunately, there are ways to personalize and fit a good self-care practice into one’s schedule such as taking more breaks, writing in a journal, training for a marathon or spending more time with loved ones, just to name a few.

Learning Objectives:

  • Define compassion fatigue and how it relates to your profession
  • Recognize signs and the physical symptoms associated with compassion fatigue
  • Hands-on assessments
  • List self-care tips
  • Discuss coping skills

Cultural Intelligence (CQ)

Cultural Intelligence (CQ)

This course is designed to introduce participants to the term Cultural Intelligence, or CQ, which is defined by the Harvard Business Review as "the ability to make sense of unfamiliar contexts and then blend in."

There are four main core components to this concept; cognitive, physical, and emotional, and motivational.

Cultural Intelligence can be understood as the capability to relate and work effectively across cultures and various disciplines. We need to explore our own self and see things through the eyes of others to achieve a higher level of acceptance.

Videos and self-reflections will be utilized to encourage participation.

DISC Behavior Assessment

DISC Behavior Assessment

DISC is a behavior assessment tool based on the DISC theory of psychologist William Moulton Marston, which centers on four different personality traits in a non-judgmental perspective that are categorized as Dominance, Influence (I), Steadiness, and Conscientiousness. This training will examine your natural and adapted styles, this helps provide a common language that people can use to better understand themselves, and adapt their behaviors with others.

If you participate in a DiSC program, you'll be asked to complete a series of questions that produce a detailed report about your personality and behavior. You'll also receive tips related to working with people of other styles. This can reduce workplace conflict and improved relationships.

Learning Objectives:

  • Increase yourself regarding how you respond to conflict, what motivates you, what causes you stress, and how you solve problems
  • Improve working relationships by recognizing the effective communication
  • Facilitate better teamwork communication

Drug-Recognition - Over the Counter, Under the Table

Drug-Recognition - Over the Counter, Under the Table

Drug Recognition: Over the Counter Under the Table familiarizes participants with drug recognition of street or prescription drugs. Review of ocular presentations for various drugs Discuss course of action for street triage and services to be provided.


  • Define and identify prescription drugs
  • Recoginze and identify the symptoms of various street drugs
  • Learn what course of action to take for people under the influence

Ethical Decision-making in the Digital Age

Ethical Decision-making in the Digital Age

Ethical Desicison-making in the Digital Age is designed to provide participants with an overview of the moral concepts of goodness, right, and obligation, and the ways in which they operate in the workplace.

The training is designed to provide an overview of technology and ethics, use of social networking websites by clinical supervisors, counselors, clients, emailing clients, conducting internet searches on clients and/or supervisors, and performing client consultations online. In today's world, healthcare professionals and counselors are facing ethical dilemmas in a high technology and social media world.

Additionally, this training will review counselor self-disclosures in the age of the internet, privacy, security, clinical supervision and technology, and ethical reasoning. An overview of the moral concepts of goodness, right, and obligation, and the ways in which they operate in society, religion, and law. These concepts are further enhanced during the classroom discussions and group work.

Hearing Voices Workshop

Hearing Voices Workshop

Have you ever heard your name called in a crowd? Turned around to see who called you only to realize the voice must have sprung from your own mind? Between 5 and 28 percent of the general population hears voices that others do not. There are many reasons how or why this happens besides mental illness, however, that doesn’t prevent it from being a taboo subject to discuss outside of hospitals or doctor offices.

Overcoming stigma is not the only issue those who hear voices must face and overcome, finding compassionate care for their condition can also be a challenge. And while many social workers, psychologists, and nurses are able to sympathize with clients, empathizing is another matter.

This curriculum has been developed and piloted for a wide range of mental health professionals including: inpatient/outpatient psychiatric nurses; psychiatrists; social workers; psychologists; family members; first responders; direct care workers in residential, day treatment and psycho-social rehabilitation programs; mental health administrators; policymakers; police officers; academic faculty; and students. Participants listen to distressing voices through headphones while completing a series of tasks, such as taking a mental status exam in a mock psychiatric emergency room.

Course participants also learn how to teach self-help skills to voice hearers and how to provide educational services that can help reduce the fear and stigma associated with the condition.

Learning Objectives:

  • Empathize more deeply with the challenges faced by persons who hear voices
  • Reduce the fear and stigma surrounding the voice-hearing experience
  • Learn to teach self-help skills to persons who hear voices

MAT Waiver Training

MAT Waiver Training

To prescribe buprenorphine, one of three medications approved by the FDA for the treatment of opioid use disorder, physicians are required to complete 8 hours of training in order to apply to the Drug Enforcement Agency for a waiver.

This free course will provide prescribers with the 8 hours of required MAT training. Following completion of the course, attendees will be given a link to complete the remainder of the training at no cost from the Providers Clinical Support System (PCSS). Nurse Practitioners (NP) and Physician assistants (PA) are required to complete 24 hours of training including the 8 hour MAT training. 

At the conclusion of this activity participants should be able to:

  • Review addiction treatment in office-based practices
  • Discuss the pharmacological treatments of opioid use disorder
  • Determine what medical record documentation must be followed
  • Discuss the process of buprenorphine induction as well as stabilization and maintenance techniques
  • Describe how to take a patient history and evaluation
  • Review safety concerns and drug interactions

This event has been approved by the Office of Continuing Medical Education and has been awarded a maximum of 8 AMA PRA Category 1 Credit(s). Please contact with any questions. Accreditation and Continuing Education Unit Information 

American Academy of Addiction Psychiatry is the Data Sponsor for this training. Funding for this course was made possible (in part) by 1H79TI081968 from SAMHSA. The views expressed in written conference materials or publications and by speakers and moderators do not necessarily reflect the official policies of the Department of Health and Human Services; nor does mention of trade names, commercial practices, or organizations imply endorsement by the U.S. Government

Additional Funding Attribution: Arizona State Opioid Response (SOR) grant, Arizona Health Care Cost Containment System, Substance Abuse and Mental Health Services Administration, grant #T1081709-01.


Mental Health First Aid (MHFA)

Mental Health First Aid (MHFA)

You may know CPR. You can call 911. But can you administer first aid in a mental health crisis? Mental Health First Aid is a course where you will learn how to help someone who is developing a mental health problem or experiencing a mental health crisis.

Just as CPR helps you assist an individual having a heart attack, Mental Health First Aid helps you assist someone experiencing a mental health or substance use related crisis. In the Mental Health First Aid course, you learn risk factors and warning signs for mental health and addiction concerns, strategies for how to help someone in both crisis and non-crisis situations, and where to turn for help.

Did you know, on average, there are 123 suicides a day? Or that nearly 1 in 5 U.S. adults lives with a mental illness? Mental Health First Aid teaches how to identify, understand, and respond to signs of mental illnesses and substance use disorders over the course of an 8-hour training. It will give you the skills to reach out and provide initial support to someone who may be at risk for developing a mental health or substance use problem and to connect them to the appropriate care. This course is designed for anyone in the community, especially community leaders, faith leaders, first responders, hospital staff, police officers, employers, teachers, or any caring individual who wants to be ready to make a difference in their community. First Aid saves lives. Mental Health First Aid saves lives.

Motivational Interviewing (MI)

Motivational Interviewing (MI)

Motivational Interviewing is collaborative, goal-oriented method of communication with particular attention to the language of change.

It is intended to strengthen personal motivation for achieving a goal by eliciting and exploring an individual's own arguments for change. This evidenced-based practice is used in numerous settings including: addictions and mental health care, primary care, emergency rooms, public health care, criminal justice, street outreach and shelters, and child welfare.

The CABHP offers a number of courses related to Motivational Interviewing, including day-long Basics and Intermediate courses, as well as three-day Academies.

Continue to develop your Motivational Interviewing skills through our virtual ASU MI Coding Lab. 

With our innovative and secure MI Portal, you may upload video and audio samples for review, coaching, and fidelity checks to improve your Motivational Interviewing techniques. Individuals, groups, and agencies use the MI Portal for ongoing work sample submission, to track progress and develop their MI skills over time.

Why choose the ASU MyMI coding lab? 

Arizona State University exemplifies a new prototype for the New American University, and is ranked #1 in innovation*. The ASU Center for Applied Behavioral Health Policy’s MI coding lab, in operation for over a decade, includes members of the Motivational Interviewing Network of Trainers (MINT), and public research university MI subject matter experts. Our MI coders complete ongoing and extensive training in the Motivational Interviewing Treatment Integrity (MITI) fidelity instrument. ASU coders participate in ongoing inter-rater reliability assessments to ensure quality control and the delivery of consistent feedback and coaching. Our MI Portal provides you with rapid feedback on your work samples in a secure online environment.

*U.S. News and World Report 2016, 2017 & 2018

What will I get out of the MyMI Portal? 

You will receive an assessment of your current MI integrity and fidelity. Once you upload video or audio work samples, you will receive individualized feedback and coaching from our MI coding lab, and you can track your progress over time with user-friendly feedback. Your MI certificate of proficiency reflects your fidelity scores, and can be used to demonstrate your MI skill level to clinical supervisors, employers, and potential employers. 


Purchase Coding Services / Access MI Portal ATTC Affiliates

Ongoing Coaching and Implementation Assistance

Organizational coaching and implementation assistance is available upon request.

Motivational Interviewing Resources


Naloxone (Narcan)

Naloxone (Narcan)

Arizona is currently in the midst of an opioid epidemic, with record numbers of overdose deaths and other drug-related harms occurring. This crisis spans across all age and socioeconomic groups, and has the largest impact on people who use prescription opioid painkillers. Medication has proven to be an indispensable tool in reducing preventable overdose deaths, both as treatment for opioid use disorders, and as an emergency response tool when an overdose occurs.

In this Naloxone workshop, you will learn about the various medications used in substance abuse treatment, how to educate patients and clients on opioid safety and overdose prevention, how to recognize an overdose, and how to utilize naloxone (Narcan) to revive an overdose victim. Workshop participants will also be exposed to strategies for incorporating overdose prevention programming into your respective agency and streamlining naloxone distribution for your patients and clients. 

Learning Objectives:

  • Describe Arizona’s current opioid epidemic and the extent of societal impact
  • List three medications used to treat opioid use disorders
  • Explain the concept of harm reduction for engaging with high-risk clients
  • Communicate overdose risks and naloxone use to clients
  • Identify ways to implement harm reduction or overdose prevention into various clinical settings

Screening, Brief Intervention and Referral to Treatment (SBIRT)

Screening, Brief Intervention and Referral to Treatment (SBIRT)

SBIRT is an evidence-based, effective method to identify and assist individuals who misuse alcohol or drugs. SBIRT builds on the screening approach used in healthcare for a range of lifestyle issues (e.g. smoking cessation, blood pressure, weight loss, and medication compliance) and screening for drug and alcohol use becomes part of every medical exam.

It can be implemented during routine medical visits and in a variety of healthcare settings, including traditional & specialty clinics, emergency departments, trauma centers and dental clinics. SBIRT provides simple tools to help at-risk patients who are engaging in problematic behavior make positive changes.

Learning Objectives:

  • Administer brief screening tools to assess for problem substance use
  • Employ a motivational approach during brief interventions
  • Provide referrals to higher levels of substance abuse treatment in a manner that enhances follow-through
  • Describe solutions to SBIRT implementation challenges

Stages of Change

Stages of Change

The Stages of Change theory states that people will transition through a series of stages as they seek to modify behaviors.

There are six main stages of change that will be reviewed. These stages are not a linear process, but are listed as pre-contemplation, contemplation, preparation, action, maintenance, and reoccurrence/relapse. Using Motivational Interviewing skills alongside the Stages of Change will enhance a person’s journey and will address the ambivalence to change. It is a conversational approach designed to help people identify their readiness, willingness, and ability to change and to make use of their own change-talk.

Trauma-informed Care and Response (TIC)

Trauma-informed Care and Response (TIC)

Trauma-informed care is an integrative organizational approach to engaging individuals with histories of traumatic experiences, and providing them support, coping strategies, and self-empowerment.

Trauma-informed care recognizes the presence of trauma symptoms in individuals, and acknowledges the role that trauma plays in an individual's thoughts, feelings, and behaviors. Many individuals who seek behavioral health and health services have histories of physical and sexual abuse, mental illness, childhood maltreatment, neglect, family dysfunction, as well as other types of trauma-inducing experiences such as accidents or natural disasters. Individuals who survive traumatic events often later develop mental health and co-occurring disorders, chronic health conditions, substance use, eating disorders, HIV/AIDS, and involvement in crime.

The Centers for Disease Control and Prevention and Kaiser Permanente conducted the Adverse Childhood Experiences (ACE) study on over 17,000 Kaiser patients who were followed over time. The research study uncovered associations between childhood maltreatment and later-life health problems. ACE researchers found that the more trauma an individual experiences as a child, the greater the likelihood an individual will develop adverse physical and mental health effects later in life. These include alcohol and drug abuse, depression, suicide, domestic violence, sexually transmitted diseases, unplanned pregnancies, and diseases affecting the heart, liver, and lungs.

Trauma-informed care services, programs, and specific interventions address the affects of trauma and accommodate the needs of trauma survivors to offer support and facilitate healing. The trauma-informed care approach adopts a broad range of services including mental health, substance use, domestic violence, victim assistance, housing, vocational or employment support, and peer support.


SAMHSA National Center for Trauma-Informed Care 

SAMHSA's National Center for Trauma-Informed Care (NCTIC) is a technical assistance center dedicated to building awareness of trauma-informed care and promoting the implementation of trauma-informed practices in programs and services.

CDC's Adverse Childhood Experiences (ACE) Study

The Adverse Childhood Experiences (ACE) Study is one of the largest investigations ever conducted to assess associations between childhood maltreatment and later-life health and well-being.

Resilience Trumps ACES

The Children’s Resilience Initiative™ is working to increase the positive, resilience-building experiences in the lives of the children, parents and families in our community. This site is designed to give you tools and a model of services based on the elements of a thriving community showing our community’s response to ACEs and Resilience.

Safe Start Center

It's Safe Start's mission to broaden the knowledge of and promote community investment in evidence-based strategies for preventing and reducing the impact of children's exposure to violence.

Crisis Prevention Institute, Inc.

Top 10 Recommended Trauma-Informed Care Online Resources.


ACES Too High News, 04/23/2012

Tips for Survivors of a Traumatic Event, 02/01/2012

Tips for Talking to Children and Youth After Traumatic Events, 12/02/2001

Dealing with the Effects of Trauma - a Self-Help Guide, 12/02/2001

The N-SSATS Report, 12/02/2001

Virtual Services

Virtual Services

Telemedicine, telehealth, or other types of virtual services have been provided in the United States alone for nearly 50 years. Its existence has been bolstered by modern technology that brought with it a slew of complications from consents, policies, and procedures to billing, documentation, electronic security and enhanced IT needs.

Once all of this has been in place, the services must still be provided in a manner that is engaging, productive, effective, and adherent to the tenets of clinical practice. How does one provide trauma-informed, engaging, and effective services in the virtual world?

Verbal De-escalation and Effective Communication

Verbal De-escalation and Effective Communication

Verbal De-escalation and Effective Communication is a type of communication intervention. It can be used for people who may be at risk for aggressive or emotional behaviors.

By using a calm language, along with other communication techniques, to diffuse, re-direct, or de-escalate a conflict situation. It is important for the helper to have good communication skills and a strong sense of self-awareness to manage any personal provocation, emotionally challenges and professional deprecation that often accompany such emotionally charged encounters.

Learning Objectives

• Discuss and define the concept of verbal de-escalation
• Learn strategies to reduce the risk of situations becoming dangerous
• Apply verbal de-escalation techniques and resolution strategies by using effective communication skills