ESGW will leverage multiple evidenced-based practice (EBP) models via a variety of service modalities (individual, group, etc.

) to meet the shifting needs of

our population. Each participants program will be gender specific, per EBP for trauma-informed care. For women, we will utilize Helping Women Recover and
Beyond Trauma. For men, we will utilize Helping Men Recover, and the Male Trauma Recovery Empowerment Model (MTREM). Additional EBPs include Moral
Reconation Therapy (MRT) and Nurturing Program for Families in Substance Abuse Treatment and Recovery (Nurturing Families). In addition, we will use
Mindfulness in stress reduction/Dialectical Behavioral Therapy (DBT), Cognitive Self-Change Idaho Model (CSC-Idaho); and the Hazelden Co-occurring Disorders
Program (CDP).
All identified EBPs address substance abuse treatment as a prime directive. Hazeldens CDP, MRT and Nurturing Families each achieve our holistic approach for
meeting our populations needs. Hazeldens CDP is gender specific and family systems oriented. MRT is also gender specific and relationally oriented. Nurturing
Families offers interventions in the form of learning new skills, redirection of effort and recognizing healthier choices for the family unit. Hazeldens CDP program
reports their method results in an 80% abstinence rate from substance use for participants in their first year post treatment (Hazelden 2012). An 80% abstinence
rate gives our participants a head start towards successful relapse prevention and building a recovery based lifestyle.
Cognitive Behavioral Therapy (CBT) results in up to a 50% decrease in recidivism in treatment groups versus control groups.i Cognitive Self Change-Idaho Model
(CSC) is a method distilled from CBT, but designed for the participant population as a method for cognitive restructuring. MRT is designed to build intrinsic
capacity for moral reasoning, self-concept and was found to increase employment retention. Studies indicate that MRT may decrease the average number of reoffenses by approximately 20% and decrease re-incarceration rates from 1/5 to 1/3 (Little 2000). These two programs, along with Nurturing Families, will
provide our co-occurring population with the capacity and skills to fully integrate back into their families and communities.
Studies of the Nurturing Families program indicate a 73% reduction in child abuse and neglect re-occurrence in participants who have attended at least 14
sessions (Little 2000). Research has shown that there is a link between substance abuse and the child welfare system. Parenting classes play an important role in
the treatment of substance use disorders, relapse prevention, the prevention of child abuse and neglect, as well as the prevention of future substance use and
abuse by participants children.
American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders version 4 text revised (DSM-IV-TR). Washington, DC: American
Psychiatric Association.
American Society of Addiction Medicine (ASAM). (2001). Patient placement criteria for the treatment for substance-related disorders (2nd ed.). Chevy Chase,
MD: American Society of Addiction Medicine.
Dennis, M. L., Titus, J. C., White, M., Unsicker, J., & Hodgkins, D. (2003). Global Appraisal of Individual Needs (GAIN): Administration guide for the GAIN and
related measures. (Version 5 ed.). Bloomington, IL: Chestnut Health Systems. Retrieved from www.gaincc.org on January 17, 2012.
Joint Commission on Accreditation of Healthcare Organization (JCAHO). (1995). Accreditation manual for mental health, chemical dependency, and mental
retardation/developmental disabilities services: Standards. Oakbrook Terrace, IL: Author.
Andrews, Don PhD., Bonta, James PhD. (2001) Level of Service Inventory Revised (LSI-R): Users Manual and Description. N. Tonawanda, NY, Multi-Health
Systems, retrieved from www.mhs.com on March 5, 2014.

Mindfulness
DBT

Description

Program Goals
Interventions
Implementation
Training Standards
EBPP Documentation Sources
Rationale
Discharge Criteria
Exclusionary Criteria
Clinical Review

Dialectical Behavior Therapy (DBT) is a cognitive-behavioral treatment approach with two key characteristics: a behavioral,
problem-solving focus blended with acceptance-based strategies, and an emphasis on dialectical processes. "Dialectical" refers to
the issues involved in treating patients with multiple disorders and to the type of thought processes and behavioral styles used in
the treatment strategies. DBT has five components: (1) capability enhancement (skills training); (2) motivational enhancement
(individual behavioral treatment plans); (3) generalization (access to therapist outside clinical setting, homework, and inclusion of
family in treatment); (4) structuring of the environment (programmatic emphasis on reinforcement of adaptive behaviors); and
(5) capability and motivational enhancement of therapists (therapist team consultation group).
DBT emphasizes balancing behavioral change, problem-solving, and emotional regulation with validation, mindfulness, and
acceptance of patients. Therapists follow a detailed procedural manual.
DBT skills workbook, DBT volume 2 worksheets.
Clients are given this treatment option when either their initial assessment indicates the need, or when the need is identified
later in treatment.
Easter Seals Goodwill requires only DBT trained and certified therapists facilitate this group.
SAMHSA's NREPP National Register of Evidence-Based Programs (http://www.nrepp.samhsa.gov/ )
DBT is an evidenced based program that has been shown to be effective in treating trauma.
Client must successfully complete all requirements established by the curriculum in order to be evaluated for discharge from this
program.
Although the program is designed to treat trauma, it has been shown to be effective with a variety of populations to teach
distress tolerance and coping skills..
Clinical review of program effectiveness with each individual is conducted on a weekly basis through the use of staffing meeting
and notes. Progress or lack-thereof is determined and reflected in a treatment plan update.

Mindfulness-Based Stress Reduction (MBSR):

Description

Program Goals
Interventions

Mindfulness-Based Stress Reduction (MBSR), a form of psychoeducational training for adolescents and adults with emotional or
psychological distress due to medical conditions, physical pain, or life events, is designed to reduce stress and anxiety symptoms,
negative mood-related feelings, and depression symptoms; increase self-esteem; and improve general mental health and
functioning. The program is based on the core principle of "mindfulness"--a mental state whereby one attends to and
purposefully manages one's awareness of what is happening in the moment. MBSR helps participants to develop a mindful
cognitive state and incorporate it into everyday life as a coping resource to deal with intense physical, emotional, and situational
stressors. The program is theoretically grounded in secularized Buddhist meditation practices, mind-body medicine, and the
transactional model of stress, which suggests that people can be taught to Using didactic exchanges and experiential
assignments.
Learn to manage stress by adjusting their cognitive perspective and increase coping skills to build self-confidence in handling
external, stressful situations. MBSR teachers assist participants in learning to exercise increased self-regulation, empowerment,
and choice in their mental and physical health states by developing insight into the conditioned, automatic reactions and habits
that underlie and support their negative cognitive and physical health behaviors.
MBSR is structured as a 10-session, manual-driven program and includes 31 hours of instruction by professionally trained

teachers, who deliver the sessions in a group setting over 8 weeks. MBSR teachers also incorporate different meditation

Implementation

Training standards

EBPP documentation sources

Rationale
Discharge criteria
Exclusionary criteria
Clinical Review

practices in program delivery, including three primary forms:

Mindfulness meditation, a formal daily practice of introspection and self-observation without judgment. In the most
common forms of this meditation, the participant mentally focuses on the process of breathing or on the movement
of the feet while slowly walking without looking down.

Body scan, which focuses one's awareness on his or her body. While lying down or sitting, the participant directs
attention to each part of the body, noticing any pain, tension, lack of sensation, or sense of comfort, becoming more
at ease by focusing on the body instead of the mind.

Gentle yoga, a mental focusing through movement that creates a calming of the mind's continuous and ruminative
thinking. Participants use yoga postures to quiet the mind and strengthen concentration.
Clients are given this treatment option when either their initial assessment indicates the need, or when the need is identified
later in treatment.
According to NREPP, facilitators of MBSR will attend the required 7-day MBSR training. However, MBSR states a teacher would
normally have training but that this is not regulated at this time. All staff facilitating MSBR must have reviewed the curriculum
and supporting text books and be deemed competent to facilitate the group by the Clinical supervisor. It is the responsibility of
the Clinical Supervisor to ensure ongoing fidelity to the model. ESGW is looking further into obtaining these trainings to ensure
fidelity.
SAMHSA's NREPP National Register of Evidence-Based Programs (http://www.nrepp.samhsa.gov/ )
MBSR developers: http://www.mindfulnet.org/page30.htm
MBSR is an evidence based practice shown to be effective for stress reduction.
Client must successfully complete all requirements established by the curriculum in order to be evaluated for discharge from this
program.
Although studies through NREPP have centered on adult cancer patients, adult female fibromyalgia patients, and psychologically
symptomatic adolescents it has shown to be effective in working with a variety of clients needing work around stress reduction.
Clinical review of program effectiveness with each individual is conducted on a weekly basis through the use of staffing meeting
and notes. Progress or lack-thereof is determined and reflected in a treatment plan update.

Cognitive Self Change Idaho Model

Description

Program Goals

Interventions
Implementation
Training standards
EBPP documentation sources

Cognitive Self Change is a cognitive behavioral program seeks to reduce recidivism by teaching participants the connection
between thinking, feeling and behavior, and how patterns of thinking can drive habitual and automatic ways of behaving.
Educational goals are broken up into 5 components:
Offense chain or cognitive-behavioral chain
Relapse rehearsal
Identify high-risk situations
Self-efficacy
Coping skills
CSC stages 1 and 2 over approximately 15-18 months in duration
Clients are given this treatment option when either their initial assessment indicates the need, or when the need is identified
later in treatment.
Easter Seals Goodwill requires only CSC trained therapists facilitate this group.
Not evidence based at this time, however it is used by IDOC:

Rationale
Discharge criteria
Exclusionary criteria
Clinical Review

http://www.idoc.idaho.gov/content/document/program_descriptions
CSC Idaho Model is designed to address habitual and automatic thoughts that lead to maladaptive behavior.
Client must successfully complete all requirements established by the curriculum in order to be evaluated for discharge from this
program.
Adults 18 or older and although there are no other exclusionary requirements it is best used with individuals with maladaptive
thinking patterns.
Clinical review of program effectiveness with each individual is conducted on a weekly basis through the use of staffing meeting
and notes. Progress or lack-thereof is determined and reflected in a treatment plan update.

Moral Reconation Therapy (MRT)

Description

Program Goals

Interventions
Implementation
Training standards
EBPP documentation sources
Rationale
Discharge criteria
Exclusionary criteria
Clinical Review

Moral Reconation Therapy (MRT) is a systematic treatment strategy that seeks to decrease recidivism among juvenile and adult
criminal offenders by increasing moral reasoning. Its cognitive-behavioral approach combines elements from a variety of
psychological traditions to progressively address ego, social, moral, and positive behavioral growth.
The MRT workbook is structured around 16 objectively defined steps (units) focusing on seven basic treatment issues:
confrontation of beliefs, attitudes, and behaviors; assessment of current relationships; reinforcement of positive behavior and
habits; positive identity formation; enhancement of self-concept; decrease in hedonism and development of frustration
tolerance; and development of higher stages of moral reasoning.
Participants meet in groups once or twice weekly and can complete all steps of the MRT program in a minimum of 3 to 6 months
working steps 1-16.
Clients are given this treatment option when either their initial assessment indicates the need, or when the need is identified
later in treatment.
Easter Seals Goodwill requires only MRT trained and certified therapists facilitate this group.
SAMHSA's NREPP National Register of Evidence-Based Programs (http://www.nrepp.samhsa.gov/ )
MRT is an evidence based practice used to teach higher levels of reasoning needed to avoid relapse and recidivism.
Client must successfully complete all requirements established by the curriculum in order to be evaluated for discharge from this
program.
Designed for ages 13-55, has been adapted for use in criminal justice populations, no specific exclusionary criteria noted.
Clinical review of program effectiveness with each individual is conducted on a weekly basis through the use of staffing meeting
and notes. Progress or lack-thereof is determined and reflected in a treatment plan update.

Thinking for a Change (TFAC)

Description

Program Goals
Interventions

Thinking for a Change (T4C) is an integrated, cognitive behavioral change program for offenders that includes cognitive
restructuring, social skills development, and development of problem solving skills.
Thinking for a Change program includes the following 6 components:
Offense chain or cognitive-behavioral chain
Relapse rehearsal
Advanced relapse rehearsal
Identify high-risk situations
Self-efficacy
Coping skills
The TFAC program takes an average of 12 to 16 weeks to complete, and consists of 22, two-hour (48

Implementation
Training standards
EBPP documentation sources
Rationale
Discharge criteria
Exclusionary criteria
Clinical Review

Early Recovery

hrs.) lessons that integrate three cognitive based approaches: Cognitive Self-Change, Social Skills, and problem solving.
Clients are given this treatment option when either their initial assessment indicates the need, or when the need is identified
later in treatment.
All staff facilitating TFAC must attend TFAC training prior to being deemed competent to do so by the Clinical supervisor. It is the
responsibility of the Clinical Supervisor to ensure ongoing fidelity to the model.
National Institute of corrections http://nicic.gov/library/025057
Thinking for a Change is an EBP that addresses the cognitive, social, and emotional needs of offender populations.
Client must successfully complete all requirements established by the curriculum in order to be evaluated for discharge from this
program.
Designed for delivery to small groups in 25 lessons, the T4C program can be expanded to meet the needs of specific participant
groups. Members of prisons, jails, community corrections, probation, and parole supervision settings can all use the T4C
program. Participants can include adults and juveniles or males and females.
Clinical review of program effectiveness with each individual is conducted on a weekly basis through the use of staffing meeting
and notes. Progress or lack-thereof is determined and reflected in a treatment plan update.

**this uses both MI and Matrix model

Motivational Interviewing
Description
Program Goals

Interventions

Implementation
Training standards
EBPP documentation sources
Rationale

Motivational Interviewing (MI) is a goal-directed, client-centered counseling style for eliciting behavioral change by helping
clients to explore and resolve ambivalence.
The operational assumption in MI is that ambivalent attitudes or lack of resolve is the primary obstacle to behavioral change, so
that the examination and resolution of ambivalence becomes its key goal
Although many variations in technique exist, the MI counseling style generally includes the following elements:

Establishing rapport with the client and listening reflectively.

Asking open-ended questions to explore the client's own motivations for change.

Affirming the client's change-related statements and efforts.

Eliciting recognition of the gap between current behavior and desired life goals.

Asking permission before providing information or advice.

Responding to resistance without direct confrontation. (Resistance is used as a feedback signal to the therapist
to adjust the approach.)

Encouraging the client's self-efficacy for change.

Developing an action plan to which the client is willing to commit

Clients are given this treatment option when either their initial assessment indicates the need, or when the need is identified
later in treatment.
All staff must be deemed competent to do so by the Clinical supervisor. It is the responsibility of the Clinical Supervisor to
ensure competency.
SAMHSA's NREPP National Register of Evidence-Based Programs (http://www.nrepp.samhsa.gov/ )
Motivational Interviewing is an EBP that addresses motivation to change.

Discharge criteria
Exclusionary criteria
Clinical Review

Client must successfully complete all requirements established by the curriculum in order to be evaluated for discharge from this
program.
MI has been applied to a wide range of problem behaviors related to alcohol and substance abuse as well as health promotion,
medical treatment adherence, and mental health issues
Clinical review of program effectiveness with each individual is conducted on a weekly basis through the use of staffing meeting
and notes. Progress or lack-thereof is determined and reflected in a treatment plan update.

Matrix
Description
Program Goals

Interventions

Implementation
Training standards
EBPP documentation sources
Rationale
Discharge criteria
Exclusionary criteria
Clinical Review

The Matrix Model is an intensive outpatient treatment approach for stimulant abuse and dependence that was developed
through 20 years of experience in real-world treatment settings.
The intervention consists of relapse-prevention groups, education groups, social-support groups, individual counseling, and urine
and breath testing delivered over a 16-week period.
Patients learn about issues critical to addiction and relapse, receive direction and support from a trained therapist, become
familiar with self-help programs, and are monitored for drug use by urine testing. The program includes education for family
members affected by the addiction. The therapist functions simultaneously as teacher and coach, fostering a positive,
encouraging relationship with the patient and using that relationship to reinforce positive behavior change. The interaction
between the therapist and the patient is realistic and direct, but not confrontational or parental.
Clients are given this treatment option when either their initial assessment indicates the need, or when the need is identified
later in treatment.
All staff facilitating Matrix must first observe the group to become familiar with the curriculum. They must be deemed competent
to do so by the Clinical supervisor to facilitate this group and undergo monthly observation and supervision. It is the responsibility
of the Clinical Supervisor to ensure ongoing fidelity to the model.
SAMHSA's NREPP National Register of Evidence-Based Programs (http://www.nrepp.samhsa.gov/ )
Matrix model is an EBP focused on recovery from substance abuse and addiction.
Client must successfully complete all requirements established by the curriculum in order to be evaluated for discharge from this
program.
Designed for young adult-adult men and women who struggle with addictions.
Clinical review of program effectiveness with each individual is conducted on a weekly basis through the use of staffing meeting
and notes. Progress or lack-thereof is determined and reflected in a treatment plan update.

Relapse Prevention
Description
Program Goals

Interventions

Relapse Prevention Therapy (RPT) is a behavioral self-control program that teaches individuals with substance addiction how to
anticipate and cope with the potential for relapse.
RPT can be used as a stand-alone substance use treatment program or as an aftercare program to sustain gains achieved during initial
substance use treatment
Coping skills training is the cornerstone of RPT, teaching clients strategies to:
Understand relapse as a process
Identify and cope effectively with high-risk situations such as negative emotional states, interpersonal conflict, and social
pressure
Cope with urges and craving

Implementation
Training standards
EBPP documentation sources
Rationale
Discharge criteria
Exclusionary criteria
Clinical Review

Implement damage control procedures during a lapse to minimize negative consequences

Stay engaged in treatment even after a relapse
Learn how to create a more balanced lifestyle
Behavioral techniques include the use of lifestyle modifications such as meditation, exercise, and spiritual practices to strengthen a
client's overall coping capacity.
Clients are given this treatment option when either their initial assessment indicates the need, or when the need is identified later in
treatment.
All staff facilitating relapse prevention must first observe the group to become familiar with the curriculum. They must be deemed
competent to do so by the Clinical supervisor to facilitate this group and undergo monthly observation and supervision. It is the
responsibility of the Clinical Supervisor to ensure ongoing fidelity to the model.
SAMHSA's NREPP National Register of Evidence-Based Programs (http://www.nrepp.samhsa.gov/ )
RPT is an evidence Based Practice focused on increasing coping skills to avoid relapse for individuals with substance abuse and use
disorders.
Client must successfully complete all requirements established by the curriculum in order to be evaluated for discharge from this
program.
Designed for adult men and women who struggle with substance abuse and use disorders.
Clinical review of program effectiveness with each individual is conducted on a weekly basis through the use of staffing meeting and
notes. Progress or lack-thereof is determined and reflected in a treatment plan update.

Hazeldens Co-Occurring disorders treatment

Description
Program Goals
Interventions
Implementation
Training standards
EBPP documentation sources
Rationale
Discharge criteria
Exclusionary criteria
Clinical Review

Hazeldens co-occurring disorders treatment is a cognitive behavioral program designed to address the ways in which mental health
and substance use disorders interact and exacerbate symptoms.
Clients develop the knowledge and skills to continue practicing evidence-based CBT techniques on their own.

8 modules of cognitive behavioral therapy for people with co-occurring disorders in manualized, workbook form.
Clients are given this treatment option when either their initial assessment indicates the need, or when the need is identified later
in treatment.
All staff facilitating Co-Occurring must first observe the group to become familiar with the curriculum. They must be deemed
competent to do so by the Clinical supervisor to facilitate this group and undergo monthly observation and supervision It is the
responsibility of the Clinical Supervisor to ensure ongoing fidelity to the model.
http://www.hazelden.org/web/go/cooccurring
Hazeldens co-occurring treatment curriculum is an EBP that uses the most current research in using integrated approaches to
treating individuals with co-occurring disorders.
Client must successfully complete all requirements established by the curriculum in order to be evaluated for discharge from this
program.
Designed for Adults with coexisting mental health and substance use disorders.
Clinical review of program effectiveness with each individual is conducted on a weekly basis through the use of staffing meeting and
notes. Progress or lack-thereof is determined and reflected in a treatment plan update.

Trauma

**Womens Trauma groups may utilize seeking safety OR TREM curriculum depending on the facilitator running the group. The two curricula are not mixed.

Helping Women Recover & Beyond Trauma

Description

Program Goals

Interventions

Implementation
Training standards
EBPP documentation sources
Rationale
Discharge criteria
Exclusionary criteria
Clinical Review

Helping Women Recover: A Program for Treating Substance Abuse and Beyond Trauma: A Healing Journey for Women are manualdriven treatment programs that, when combined, serve women in criminal justice or correctional settings who have substance use
disorders and are likely to have co-occurring trauma histories (i.e., sexual or physical abuse). The counselors use a strengths-based
approach with a focus on personal safety to help clients develop effective coping skills, build healthy relationships that foster growth,
and develop a strong, positive interpersonal support network.
The goals of the intervention for women in a criminal justice or correctional setting are to reduce substance use, encourage
enrollment in voluntary aftercare treatment upon parole, and reduce the probability of reincarceration following parole.
The two programs are delivered conjointly as one intervention by female counseling staff in groups of no more than 10 females.
Helping Women Recover and Beyond Trauma sessions use cognitive behavioral skills training, mindfulness meditation, experiential
therapies (e.g., guided imagery, visualization, art therapy, movement), psychoeducation, and relational techniques to help women
understand the different forms of trauma, typical reactions to abuse, and how a history of victimization interacts with substance use
to negatively impact lives. The intervention is delivered through 1.5-hour sessions that occur once or twice each week. The Helping
Women Recover program consists of 17 sessions
Clients are given this treatment option when either their initial assessment indicates the need, or when the need is identified later in
treatment.
All staff facilitating Helping women recover must first observe the group to become familiar with the curriculum. They must be
deemed competent to do so by the Clinical supervisor to facilitate this group and undergo monthly observation and supervision It is
the responsibility of the Clinical Supervisor to ensure ongoing fidelity to the model.
SAMHSA's NREPP National Register of Evidence-Based Programs (http://www.nrepp.samhsa.gov/ )
HWR and BT are EBPs focused on working with women who have experienced trauma.
Client must successfully complete all requirements established by the curriculum in order to be evaluated for discharge from this
program.
Although the intervention in the research reviewed by NREPP was designed for women in a criminal justice or correctional setting, a
community version of the intervention also is available. The community version has been delivered in residential and outpatient
substance abuse treatment settings, mental health clinics, and domestic violence shelters.
Clinical review of program effectiveness with each individual is conducted on a weekly basis through the use of staffing meeting and
notes. Progress or lack-thereof is determined and reflected in a treatment plan update.

Seeking Safety
Description
Program Goals

Interventions
Implementation

Seeking Safety is a present-focused treatment for clients with a history of trauma and substance abuse.
Seeking Safety focuses on coping skills and psychoeducation and has five key principles: (1) safety as the overarching goal (helping
clients attain safety in their relationships, thinking, behavior, and emotions); (2) integrated treatment (working on both
posttraumatic stress disorder (PTSD) and substance abuse at the same time); (3) a focus on ideals to counteract the loss of ideals in
both PTSD and substance abuse; (4) four content areas: cognitive, behavioral, interpersonal, and case management; and (5) attention
to clinician processes (helping clinicians work on countertransference, self-care, and other issues).
The treatment was designed for flexible use: group or individual format, male and female clients, and a variety of settings (e.g.,
outpatient, inpatient, residential).
Clients are given this treatment option when either their initial assessment indicates the need, or when the need is identified later in

Training standards
EBPP documentation sources
Rationale
Discharge criteria
Exclusionary criteria
Clinical Review

treatment.
All staff facilitating Seeking safety must first observe the group to become familiar with the curriculum. They must be deemed
competent to do so by the Clinical supervisor to facilitate this group and undergo monthly observation and supervision It is the
responsibility of the Clinical Supervisor to ensure ongoing fidelity to the model.
SAMHSA's NREPP National Register of Evidence-Based Programs (http://www.nrepp.samhsa.gov/ )
Seeking safety is an EBP that centers on healing of Trauma and substance abuse.
Client must successfully complete all requirements established by the curriculum in order to be evaluated for discharge from this
program.
Designed for ages 13-55 male and female with trauma experience who struggle with Substance related disorders.
Clinical review of program effectiveness with each individual is conducted on a weekly basis through the use of staffing meeting and
notes. Progress or lack-thereof is determined and reflected in a treatment plan update.

Helping Men Recover

Trauma Recovery and Empowerment Model (for men) M-TREM
Description
Program Goals
Interventions
Implementation
Training standards
EBPP documentation sources
Rationale
Discharge criteria
Exclusionary criteria
Clinical Review

The Trauma Recovery and Empowerment Model (TREM) is a fully manualized group-based intervention designed to facilitate trauma
recovery among women with histories of exposure to sexual and physical abuse
MTREM goals center around decreasing negative symptoms related to violent victimization, PTSD, depression and Substance abuse.
Fully manualized 24-29 session group using skills-training techniques
Clients are given this treatment option when either their initial assessment indicates the need, or when the need is identified later in
treatment.
All staff facilitating M-TREM must first observe the group to become familiar with the curriculum. They must be deemed competent
to do so by the Clinical supervisor to facilitate this group and undergo monthly observation and supervision It is the responsibility of
the Clinical Supervisor to ensure ongoing fidelity to the model.
SAMHSA http://www.samhsa.gov/
MTREM is an EBP focused on treating men who have experienced trauma.
Client must successfully complete all requirements established by the curriculum in order to be evaluated for discharge from this
program.
Adapted from Trauma and Recvovery ane empowerment Model originally designed for adult females. M-TREM is esigned for men
24- to 29-session group with clients who have experienced the consequences of violent victimization, including mental health
symptoms, especially posttraumatic stress disorder (PTSD) and depression, and substance abuse.
Clinical review of program effectiveness with each individual is conducted on a weekly basis through the use of staffing meeting and
notes. Progress or lack-thereof is determined and reflected in a treatment plan update.

EMDR
Description
Program Goals
Interventions

Eye Movement Desensitization and Reprocessing (EMDR) is a one-on-one form of psychotherapy

Designed to reduce trauma-related stress, anxiety, and depression symptoms associated with posttraumatic stress disorder (PTSD)
and to improve overall mental health functioning.
Treatment is provided by an EMDR therapist, who first reviews the client's history and assesses the client's readiness for EMDR.

During the preparation phase, the therapist works with the client to identify a positive memory associated with feelings of safety or
calm that can be used if psychological distress associated with the traumatic memory is triggered. The target traumatic memory for
the treatment session is accessed with attention to image, negative belief, and body sensations. Repetitive 30-second dualattention exercises are conducted in which the client attends to a motor task while focusing on the target traumatic memory and
then on any related negative thoughts, associations, and body sensations. The most common motor task used in EMDR is side-toside eye movements that follow the therapist's finger; however, alternating hand tapping or auditory tones delivered through
headphones can be used. The exercises are repeated until the client reports no emotional distress. The EMDR therapist then asks
the client to think of a preferred positive belief regarding the incident and to focus on this positive belief while continuing with the
exercises. The exercises end when the client reports with confidence comfortable feelings and a positive sense of self when recalling
the target trauma. The therapist and client review the client's progress and discuss scenarios or contexts that might trigger
psychological distress. These triggers and positive images for appropriate future action are also targeted and processed. In addition,
the therapist asks the client to keep a journal, noting any material related to the traumatic memory, and to focus on the previously
identified positive safe or calm memory whenever psychological distress associated with the traumatic memory is triggered

Implementation
Training standards
EBPP documentation sources
Rationale
Discharge criteria
Exclusionary criteria
Clinical Review

EMDR is typically delivered in 60- to 90-minute sessions, although shorter sessions have been used successfully. The number of
sessions varies with the complexity of the trauma being treated. For an isolated, single traumatic event, one to three sessions may
be sufficient for treatment. However, when the trauma involves repeated traumatic events, such as combat trauma and physical,
sexual, or emotional abuse, many more sessions may be needed for comprehensive treatment
Clients are given this treatment option when either their initial assessment indicates the need, or when the need is identified later
in treatment.
Easter Seals Goodwill requires only EMDR trained and certified therapists facilitate this intervention.
SAMHSA's NREPP National Register of Evidence-Based Programs (http://www.nrepp.samhsa.gov/ )
EMDR is an EBP used to elicits negative beliefs, emotions, or somatic symptoms to replace with more adaptive set of beliefs,
emotions, and somatic responses, it is stored again, overwriting the original memory of the trauma.
Client must successfully complete all requirements established by the curriculum in order to be evaluated for discharge from this
program.
A trained EMDR therapist assesses each individual for appropriateness of the intervention.
Clinical review of program effectiveness with each individual is conducted on a weekly basis through the use of staffing meeting and
notes. Progress or lack-thereof is determined and reflected in a treatment plan update.

Family & Relationships

Nurturing programs for families in Substance abuse treatment and recovery (Nurturing Families)
Description

The Nurturing Parenting Programs (NPP) are family-based programs for the prevention and treatment of child abuse and neglect. The
programs were developed to help families who have been identified by child welfare agencies for past child abuse and neglect or who
are at high risk for child abuse and neglect. The goals of NPP are to:
Increase parents' sense of self-worth, personal empowerment, empathy, bonding, and attachment.
Increase the use of alternative strategies to harsh and abusive disciplinary practices.
Increase parents' knowledge of age-appropriate developmental expectations.

Program Goals

Interventions
Implementation
Training standards
EBPP documentation sources
Rationale
Discharge criteria
Exclusionary criteria
Clinical Review

Relationships

Reduce abuse and neglect rates.

NPP focuses on "re-parenting," or helping parents learn new patterns of parenting to replace their existing, learned, abusive patterns. ,
Participants learn how to nurture themselves as individuals and in turn build their nurturing family and parenting skills as dads, moms,
sons, and daughters. Participants develop their awareness, knowledge, and skills in five areas: (1) age-appropriate expectations; (2)
empathy, bonding, and attachment; (3) nonviolent nurturing discipline; (4) self-awareness and self-worth; and (5) empowerment,
autonomy, and healthy independence. Participating families attend sessions either at home or in a group format with other families.
NPP instruction is based on psychoeducational and cognitive-behavioral approaches. In incorporates questionnaires and participating in
discussion, role-play, and audiovisual exercises Group sessions combine concurrent separate experiences for parents and children with
shared "family nurturing time."
Clients are given this treatment option when either their initial assessment indicates the need, or when the need is identified later in
treatment.
All staff facilitating Nurturing families must first observe the group to become familiar with the curriculum. They must be deemed
competent to do so by the Clinical supervisor to facilitate this group and undergo monthly observation and supervision It is the
responsibility of the Clinical Supervisor to ensure ongoing fidelity to the model.
SAMHSA's NREPP National Register of Evidence-Based Programs (http://www.nrepp.samhsa.gov/ )
Nurturing Families is an EBP that addresses parenting skills for families of abuse
Client must successfully complete all requirements established by the curriculum in order to be evaluated for discharge from this
program.
NPP: in Substance Abuse Treatment and Recovery is an adaptation ESGW uses specifically to address our SUD population.
Clinical review of program effectiveness with each individual is conducted on a weekly basis through the use of staffing meeting and
notes. Progress or lack-thereof is determined and reflected in a treatment plan update.

**Group uses primarily inside out curriculum. The addition of Perspectives allows the group to address maladaptive sexual behaviors as well.

Change Companies Perspective

Description
Program Goals
Interventions
Implementation
Training standards
EBPP documentation sources
Rationale
Discharge criteria
Exclusionary criteria
Clinical Review

Perspective explores the psychological, emotional and physical effects alcohol and other drugs can have on sexual behavior,
providing participants with the tools necessary for positive, personal change.
This Interactive Journal allows participants in drug and alcohol treatment programs to address co-occurring sexual behavior issues
Journal system, manualized for group setting.
Clients are given this treatment option when either their initial assessment indicates the need, or when the need is identified later
in treatment.
Facilitators using the interactive journal will participate in 1-day on site required training. It is the responsibility of the Clinical
Supervisor to ensure ongoing fidelity to the model.
SAMHSA's NREPP National Register of Evidence-Based Programs (http://www.nrepp.samhsa.gov/ )
Perspectives specifically targets unhealthy sexual behaviors that often co-occur with SUD and/or inmate populations.
Client must successfully complete all requirements established by the curriculum in order to be evaluated for discharge from this
program.
Gender specific.
Clinical review of program effectiveness with each individual is conducted on a weekly basis through the use of staffing meeting and
notes. Progress or lack-thereof is determined and reflected in a treatment plan update.

Anger Management:
Description

Anger Management for Substance abuse and mental health clients is a manualized curriculum used to address anger and violence
that often coexist with substance abuse and use.

Hazelden Inside Out

Description
Program Goals
Interventions
Implementation
Training standards
EBPP documentation sources
Rationale
Discharge criteria
Exclusionary criteria
Clinical Review

From the Inside Out is a twelve-week curriculum that provides clients with tools to build, strengthen, and maintain relationships
Helps inmates discover tools to build healthily relationships, and develop skills needed to make relationships work.
Provides concrete examples, specific advice, inmate testimonials, and role plays to teach inmates how to improve relationships by taking
responsibility for themselves.

Clients are given this treatment option when either their initial assessment indicates the need, or when the need is identified later in
treatment.
All staff facilitating Inside out must first observe the group to become familiar with the curriculum. They must be deemed competent
to do so by the Clinical supervisor to facilitate this group and undergo monthly observation and supervision It is the responsibility of
the Clinical Supervisor to ensure ongoing fidelity to the model.
National Institute of corrections http://nicic.gov/library/025057
Designed for individuals in institutional settings and community corrections

Client must successfully complete all requirements established by the curriculum in order to be evaluated for discharge from this
program.
Although this curriculum is designed for individuals with a history of incarceration, it has shown effective in community based
treatment as well.
Clinical review of program effectiveness with each individual is conducted on a weekly basis through the use of staffing meeting and
notes. Progress or lack-thereof is determined and reflected in a treatment plan update.

Program Goals
Interventions

Implementation
Training standards
EBPP documentation sources
Rationale
Discharge criteria
Exclusionary criteria
Clinical Review

Clients learn ways to use coping skills to avoid maladaptive anger expression.
The manual describes a 12-week cognitive behavioral anger management group treatment.
Relaxation interventions, which target emotional and physiological components of anger.
Cognitive interventions, which target cognitive processes such as hostile appraisals and attributions, irrational beliefs, and
inflammatory thinking. Communication skills interventions, which target deficits in assertiveness and conflict resolution skills.
Combined interventions, which integrate two or more CBT interventions and target multiple response domains
Clients are given this treatment option when either their initial assessment indicates the need, or when the need is identified later
in treatment.
All staff facilitating Anger Management must first observe the group to become familiar with the curriculum. They must be deemed
competent to do so by the Clinical supervisor to facilitate this group and undergo monthly observation and supervision It is the
responsibility of the Clinical Supervisor to ensure ongoing fidelity to the model.
National Institute of corrections http://nicic.gov/library/026782
Designed to treatment anger and violence that often coexists with substance use and trauma.
Client must successfully complete all requirements established by the curriculum in order to be evaluated for discharge from this
program.
Designed for a variety of clinical settings and not specific to gender or age.
Clinical review of program effectiveness with each individual is conducted on a weekly basis through the use of staffing meeting and
notes. Progress or lack-thereof is determined and reflected in a treatment plan update.

Social Supports
Description

Program Goals

Interventions
Implementation
Training Standards
EBPP Documentation Sources
Rationale
Discharge Criteria
Exclusionary Criteria
Clinical Review

This group is required by the courts and is in development. ESGW is working to determine a workable EBP that may address the
goals laid out by the court.
This group aligns with the goals of Phase IV
Contribute and support the development of others
Demonstrate ability to identify relapse issues and intervene
Show continued effective performance of socially accepted life roles
Demonstrate internalized recovery skills with reduced program support
This group is set up to include discussion topics appropriate to group development phase such : Report on your current sober
support system, identify triggers youve had this week as well as coping skills youve used, when you graduate, what is in place to
support your recovery? Etc. The group is heavily focused on process.
Group discussion, problem solving and networking.
Facilitators of Social supports must be deemed competent to do so by the Clinical supervisor and undergo monthly observation
and supervision It is the responsibility of the Clinical Supervisor to ensure ongoing effectiveness.
None at this time, this group is required by the courts. ESGW is working to find appropriate EBP that will be effective in
addressing goals as stated above.
Social supports is a group required by the court, and is one aspect of the step down process, providing drug court individuals a
titrated system to prepare them for graduation.
Client must successfully complete all requirements of the court in order to be evaluated for discharge from this program.
Individuals must have reached Phase IV in the drug court in order to be admitted to this group.
Clinical review of program effectiveness with each individual is conducted on a weekly basis through the use of staffing meeting
and notes. Progress or lack-thereof is determined and reflected in a treatment plan update.