Tag: SASSI-A3

The Interrelationship of Bullying, Shaming & SUD among LGBTQ Adolescents

As we approach the end of PRIDE month, we are pleased to share a short article we recently published that discusses substance misuse and explores the genesis and exacerbation of drug use among Lesbian, Gay, Bisexual, Transgender, and Queer (LGBTQ) teens. In the article, we look at the possible connection between bullying and other oppressive behavior (such as shaming) and acknowledged substance use and suicide. We hope you will take the time to read and share it. “Bullying and Oppressive Behaviors Towards LGBTQ Adolescents: Substance Use Disorders in the Making?”

We hope you will take the time to read and share it. “Bullying and Oppressive Behaviors Towards LGBTQ Adolescents: Substance Use Disorders in the Making?”

Opportunity for Experienced SASSI Users

If you enjoy sharing knowledge and have an enthusiasm for the SASSI, we invite you to consider becoming a certified SASSI trainer. We are looking for individuals to offer live in-person trainings to the public (open trainers) in their state/province of residence and possibly surrounding states/provinces, as well as individuals to provide training for their organization’s staff and their satellite offices (closed trainers).

Open trainers charge a fee to participants and advertise their training to the public (placement on SASSI website is provided). Closed trainers do not advertise to the public and do not collect a registration fee for providing the training. Both types of trainers can issue certificates of attendance with continuing education credits and all materials needed to provide training are sent at no cost.

Qualifications for trainers are as follows:

  • At least five years of experience in addictions or mental health counseling
  • Experience in assessment, group work, teaching, or workshop presentation
  • Experience using the SASSI, having screened at least 20 clients with it
  • Good verbal communication skills
  • Education: College degree or advanced degree or certification as a substance abuse professional
  • Experience in psychometrics helpful, but not required

Procedures for obtaining open trainer certification can be found here and closed trainer certification here. Please reply to scarlett@sassi.com with any questions or to apply.

SASSI Online Tips and Tricks: Volume 5 | Account Dashboard Overview

SASSI Online is our web-based platform that supports the digital administration of the Adult SASSI-4, Adolescent SASSI-A3, and Spanish SASSI. It provides a report with interpretive paragraphs outlining the decision rules and results from client responses. In this edition of SASSI Online Tips and Tricks we review the Dashboard Tabs, their functions and what the different Roles have access to.

All SASSI Online users have a Dashboard. When logged in to their account, they will see the text in the top right corner, text that reads: “Account Dashboard for [name on account]”
Below is a description of each tab:

News – This space is used to provide updates from SASSI regarding research projects, questionnaire updates, and any other information specific to SASSI customers. Including these blog posts!

My Clients – This space is used to administer questionnaires, redeliver questionnaires, view reports, view completed questionnaires, and access the support materials page; this is where most of the work happens.

Admin Tab – This tab is only available to the Primary Clinical Contact (PCC). Here they can view client reports that counselors on their account have administered. The counselors cannot see the PCC’s clients, or those that belong to other counselors on their account.

Purchasing & Distribution – This tab is available to the Purchaser only. This space is used to purchase more questionnaires and manage distribution groups. Distribution groups are self-managing but can be customized to accommodate multiple counselors/users on an account who do not share a budget. The Purchaser can create Distribution Groups to add specific quantities of available SASSI questionnaires and add only the counselors/users that should have access to them.

My Account – This workspace will provide information about your account. If you are not the PCC and/or Purchaser, information about who is, is made available here. If you are the PCC, the list of registered counselors is found on this tab. All users can change their password and update account information and access their Customer ID. The PCC can also invite Counselors and Intake Staff to register.

If you are not currently using SASSI Online and would like to experience the features of the digital platform, create an account at www.sassionline.com. If you already have an account, let us know if you have any suggestions for our next edition of SASSI Online Tips and Tricks. As a bonus for reading this blog post to the end, reach out to us at blog@sassi.com, with the code phrase: Account Dashboard, to request two free SASSI Online administrations!

Clinical Q&A and Live SASSI Training Webinar 

We are pleased that people have been joining us for our free one-hour online Clinical Q&A sessions hosted by our Clinical Director, Kristin Kimmell, LCSW, LCAC.  

We enjoy hearing how you are using the SASSI in your clinical practice and agencies as well as answering your questions and speaking to you all.  We have scheduled additional sessions that we hope you can join in on. You can reserve your spot and view available dates and times by clicking here. If you have profiles you would like to share with the group for discussion, please send them (de-identified) via email any time prior to the session to scarlett@sassi.com. Your contributions would be of great value. Also, a reminder that we have a live webinar on Administration & Scoring of the paper & pencil version of the SASSI on April 18th and Clinical Interpretation on April 25th. You can register by clicking here.   

Note that the Q&A sessions do not provide CEUs and are not a substitute for SASSI Training. SASSI training provides 3.5 NAADAC CEs per session. 

We hope to see you there! 

Registration Open: Adolescent-Community Reinforcement Approach

Courtney Hupp, MSW, LCSW, CADC will be presenting a live webinar on implementing the A-CRA treatment model on November 14th. On December 1st she will be presenting how to implement Family Sessions using this model.

The treatment model known as Adolescent-Community Reinforcement Approach (A-CRA) recognizes that, at least initially, alcohol and drug use is about reinforcing consequences — that make us more likely to repeat actions. This is true whether we are hanging out with friends, playing a favorite game, eating a good meal, or using alcohol or other drugs. People who use alcohol and drugs get something out of it – or they wouldn’t keep doing it.

The overall goal of A-CRA is to help individuals reconnect with or discover new sources of positive reinforcement within their community to compete with alcohol or drug use. How do A-CRA clinicians do this? By listening to and learning from their clients what is important to them. They then help them connect to pro-recovery activities that have meaning and value to their client. In addition, A-CRA clinicians help their clients identify goals and learn how to achieve them. A-CRA clients also learn a variety of new skills, such as problem-solving and positive communication (with partners, friends, and others), which help them attain a better quality of life. Practicing new skills is a critical component of the skills training used in A-CRA. Every session ends with a mutually-agreed upon homework assignment to practice skills learned during sessions. A-CRA clinicians engage caregivers or other family members to support the client and to learn skills that can be used with the entire family.

This intervention has been implemented in outpatient, intensive outpatient, schools, prevention services, and residential treatment settings. This research-tested intervention has been used in over 500 organizations across the United States and Canada. Courtney Hupp will provide an introduction to the A-CRA model, a summary of the research base, and details about how to use a variety of A-CRA skills during sessions.

What You Will Learn:
• An Introduction to the A-CRA model
• History of A-CRA research and implementation
• Goals of A-CRA treatment
• An overview of the A-CRA session structure and treatment guidelines
• How to use some of the A-CRA procedures during sessions like a Functional Analysis for substance use, Happiness Scale, Sobriety Sampling, and Increasing Prosocial Recreation
• General clinical skills necessary to implement A-CRA

FAMILY SESSIONS:
Engaging caregivers and other healthy family members into A-CRA treatment to strengthen social support. A-CRA clinicians help clients and families learn skills that can be used with the entire family. A-CRA skills are simple, behavioral, and easy for families to repeat during the family sessions and outside of treatment. In addition, the positive, supportive approach of A-CRA allows participants to focus on the positive aspects of the family and build upon family strengths to improve the relationship.

On addition to bullets above you will also learn:
• How to use the A-CRA skills during family session. Family session skills include: three positives exercise, relationship happiness scale, problem solving, communication skills, and daily reminder to be nice.

Be sure to register for one or both of these webinars at: www.sassi.com/other-training-online

FREE LIVE Clinical Q&A Registration Open

As discussed in a prior blog, we are expanding our free clinical phone service by offering free live clinical Q&A sessions online. These Q&A sessions are open to everyone. The Q&A will be hosted by our Clinical Director, Kristin Kimmell, LCSW, LCAC, and will last one-hour. We invite you to ask questions or share experiences regarding unusual or difficult profiles you may have come across, but all questions are welcome. You can also join just to listen to the group discussion.

Our first free Q&A session is scheduled for Tuesday, October 4th from 1-2 pm ET. Click here to register today. Due to time restraints, the session will be limited to the first 25 registrants. As new dates are added we will post them to our blog or you can check the registration page via the link above in this blog.

Note that this Q&A does not provide CEUs and is not a substitute for SASSI Training.

We hope you will join us!

Coming Soon: LIVE Clinical Q&A Sessions

Since the release of the original SASSI in the late 80’s we have had the pleasure of providing free clinical consultation and support for those using our instruments via our toll-free phone line. Our clinicians have enjoyed speaking with professionals about SASSI results and strive to make it a useful and pleasant experience. We are planning to expand on this service by offering free live clinical Q&A sessions online. We invite users of our instruments, those considering implementing our instruments, and students, to join our Clinical Director, Kristin Kimmell, LCSW, LCAC, for these FREE live one-hour sessions. Here you will be able to ask questions or share experiences regarding unusual or difficult profiles you may have come across, but all questions are welcome. You can also join in simply to listen to the group discussion and are not required to ask questions.

We hope this will be a useful expansion of our clinical service and look forward to having engaging group discussions. We believe we can learn from you as well and these discussions will help us be sure that our research is up to date with current concerns in the field of SUD. We will be announcing the date, time and registration information for our first Clinical Q&A next month on our Blog so be on the lookout for it!

LGBTQA issues: What side of the Profile Sheet to use in cases where gender is in question?

We receive regular phone inquiries regarding which side of the Profile Sheet to use in scoring either the Adolescent or Adult SASSI when the client identifies as transgender or neither male nor female. This comes up whether one is using the paper and pencil or the online version.

To affirm one’s self-identity can be powerful and empowering so a discussion with a client who is either questioning their gender identification or sexual orientation or is very clear about either one can be a very supportive encounter. The message given is one of sensitivity, respect, and validation for their choices.

As a way of addressing this issue the adult SASSI-4, adolescent SASSI-A3, and Spanish SASSI ask for ‘gender’ in the demographics rather than ‘sex.’ This allows the client to indicate their self-identity. What side of the profile sheet used for scoring purposes should either (1) conform most closely to what the client indicates or (2) after discussion with the client, what they feel most comfortable with given the gender limitations of M/F on the SASSI.  The research is based on binary identification and as such, we are limited in adding additional categories. Future research will undoubtedly be more inclusive. Regardless, the results are valid. The overall goal of the inventory is to give both the administrator and the client a compass to follow with useful information regarding the extent that substance use may or may not be a problem.

To be clear, score the side of the profile sheet that the transgender client self-identifies with. Not when or if they started hormones, or in a current state of transitioning, or they identified as a different gender when the legal offense happened.

A client may express a preference to not identify in any way and decline any gender identification. In that case, the administrator may want to score both sides of the SASSI to see if there is any difference in the result. More often than not, the result will be the same. The primary differences in M/F are in the FVA/FVOD scales which impact Rule 1 and Rule 10 in SASSI-4. There are no differences in the SASSI-A3.

The following is a list of LGBTQA terminology and definitions provided from the Prism Youth Community, part of Bloomington PRIDE here in Indiana:

These definitions were borrowed and adapted from several sources including the University of California- LA LGBT Campus Resource Center, the University of California Berkeley Gender Equity Resource Center, the University of Michigan Spectrum Center, and the University of Wisconsin Milwaukee LGBT Resource Center.

Definitions may vary with location, era, and culture. It is very important to respect people’s desired self-identifications. One should never assume another person’s identity based on that person’s appearance. It is always best to ask people how they identify, including what pronouns they prefer and to respect their wishes.

Ally – Typically any non-LGBT person who supports and stands up for the rights of LGBT people, though LGBT people can be allies, such as a lesbian who is an ally to a transgender person.

Androgyne – A person appearing and/or identifying as neither man nor woman, presenting a gender either mixed or neutral.

Asexual – A person who is not sexually attracted to any gender or does not have a sexual orientation. Asexuality is not the same as celibacy.

Bisexual or Bi – A person emotionally, physically, and/or sexually attracted to males/men and females/women. This attraction does not have to be equally split between genders and there may be a preference for one gender over others.

Cisgender – A person who feels comfortable with the gender identify and gender expression expectations assigned to them based on their physical sex.

Gender Expression – The way in which a person expresses their gender identity through clothing, behavior, posture, mannerisms, speech patterns, activities, and more.

Gender Identity – A person’s sense of being masculine, feminine, or other gendered.

Genderqueer A gender variant person whose gender identity is neither male nor female, is between or beyond genders, or is some combination of genders.

Homosexual or Gay – A person primarily emotionally, physically, and/or sexually attracted to members of the same sex.

Intersex – A person whose sexual anatomy or chromosomes do not fit with the traditional markers of “female” and “male”. For example: people born with both “female” and “male” anatomy (penis, testicles, vagina, uterus); people born with XXY.

Lesbian – A female-identified person attracted emotionally, physically, and /or sexually to other female-identified people.

LGBTIQA+  – Lesbian, gay, bisexual, transgender, intersex, queer, asexual or ally, and other identities.

Pansexual – A person who is sexually attracted to all or many gender expressions.

Partner – A significant other in an intimate relationship; a gender-neutral alternative to boyfriend/girlfriend, husband/wife, or other binary-based relationships terms.

Queer – 1. An umbrella term for people who are not heterosexual or cisgender. 2. A reclaimed word that was formerly used solely as a slur but that has been semantically overturned by some members of the LGBTIQA+ community, who use it as a term of defiant pride.

Sex – A medical term designating a certain combination of gonads, chromosomes, external gender organs, secondary sex characteristics and hormonal balances.

Sexual Orientation – The desire for intimate emotional and/or sexual relationships with people of the same gender/sex, another gender/sex, or multiple genders/sexes.

Sexuality – A person’s exploration of sexual acts, sexual orientation, sexual pleasure, and desire.

Trans – An abbreviation that is sometimes used to refer to a gender variant person. This use allows a person to state a gender variant identity without having to disclose hormonal or surgical status/intentions.

This term is sometimes used to refer to the gender variant community as a whole.

Transgender – An umbrella term for a person whose gender identity, expression or behavior is different from those typically associated with their assigned sex at birth.

Recent Article Investigating Denial Among Mandated Adolescents

The SASSI Institute is proud to announce our newest manuscript addressing adolescent substance
abuse. The title of this article is Mandated Treatment for Troubled Adolescents and Substance Use Disorder: Identifying and Breaking Through Defensiveness and Denial. It provides an investigation of the defensiveness demonstrated by teens who are mandated to participate in treatment as compared to their non-mandated peers. Part of the data set we collected for The Substance Abuse Subtle Screening Inventory (SASSI) Institute’s third iteration of the Adolescent SASSI-A3, the present study focused on data from 164 mandated teens that participated in the principal study. As in the principal study, these cases were drawn from substance use treatment, criminal justice programs, community corrections, and private clinical practices, among other venues, and all cases were provided by clinicians working within these service settings throughout all U.S. Census Regions.

In addition, we review cases demonstrating high-levels of defensiveness and denial in these mandated teen clients, and ethical ways to break through that barrier towards effective treatment engagement. Finally, we present two brief de-identified treatment case studies, aptly demonstrating defensiveness and denial from a clinical standpoint. We at The SASSI Institute are very proud of this work, and I want to personally thank my co-authors for making this work possible. The article is available free of charge as it was submitted as an open-access article distributed under Creative Commons Attribution 4.0 International License (CC BY 4.0), which allows readers to copy, redistribute, remix, transform, and reproduce in any medium or format, as long as the original authors are properly cited. You can read this article, as well as other articles related to the SASSI, on our References page.

This article also apears in the Indiana Criminal Justice Association’s, The Comment, Spring Edition.

SASSI Online Tips and Tricks: Volume 2 | Delivery Options

In this edition of SASSI Online Tips and Tricks we highlight setting up a questionnaire and the delivery options. When administering a questionnaire, you have six options. This volume will cover the first five in depth. The last one, SASSI to Go, will get its own volume, so watch for that!

Read more