• ALBERTA HEALTH BRAIN STORY CERTIFICATION

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    ALBERTA HEALTH BRAIN STORY CERTIFICATION

    • RECAP
      • COURSE GOALS
        • After taking this course learners will be able to:
          • • Explain how brains develop and how social interactions shape development.
          • • Describe the effects of stress on brain development, and the impact of adverse childhood experiences on physical and mental health outcomes, including addiction.
          • • Identify evidence-based approaches for children in the prevention, intervention, and treatment of childhood adversity.
          • • Describe the basic neurobiology of both substance and process addiction.
          • • Identify evidence-based approaches for adults in the prevention, intervention, and treatment of addiction.
          • • Identify ways to build the foundations of resilience in children and families.
      • CERTIFICATION AND ACCREDITATION
        • Certification
          • Learners who pass the evaluation questions will receive a certificate in BrainStory science.
        • Accreditation
          • The Brain Story Certification Course is eligible for accreditation through a number of professional bodies. You may be required to apply directly to your professional organization to receive credits. Please inquire for more details.
      • MODULE 1 – INTRODUCTION
        • By the end of this module, learners will be able to:
          • • Recognize the application of early brain development science as a foundation for improving outcomes for children and families.
          • • Explain why using a common language to share this knowledge is a cornerstone of creating and sustaining change.
          • • Understand how to navigate the online course environment.
          • • Understand the course evaluation and certification process.
          • Faculty
            • 1 Jack Shonkoff, MD, Centre on the Developing Child, Harvard University
            • 2 Nat Kendall-Taylor, PhD, Frameworks Institute
            • 3 Bryan Kolb, PhD, FRSC, University of Lethbridge
          • Public Engagement Resource: Palix/AFWI Video, How Brains Are Built: The Core Story of Brain Development
        • 2 pg
          • Welcome to Brain Story Certification This introduction explains how Brain Story Certification works, from the course content and faculty to the evaluation and accreditation processes. What You’ll Learn Lifelong health is determined by more than just our genes: experiences during sensitive periods of development change the brain in ways that increase or decrease risk for later physical and mental illness. The Brain Story Certification course is designed to improve your understanding of the science underpinning this process, while exploring the consequences of this knowledge for individuals, families, and communities. In Brain Story Certification you will hear from leading experts about the biological processes at play during brain development, and about how experiences and relationships shape these processes for better or for worse. You will learn how adverse early experiences can disrupt brain architecture, leading to increased risk for addiction, depression, and anxiety, and you will learn how interventions for both children and adults are being informed by this science to improve outcomes and break the intergenerational cycle of early adversity. Faculty This course synthesizes research presented at symposia hosted by the Alberta Family Wellness Initiative (AFWI) from 2010 to 2014. The speakers, who are recognized leaders in their fields, represent organizations such as the Harvard Center on the Developing Child, the National Scientific Council on the Developing Child, universities in Alberta and across North America, and leading clinical treatment centres. Meet the Faculty Using This Course The Brain Story Certification course is split into modules that focus on different brain story concepts and their real world applications. It’s designed as a cumulative learning experience and the modules should be completed in sequence. Launch modules by selecting them from the main Brain Story Certification menu. Once a module is launched, you’ll see a module menu of video lectures, documents, and illustrative videos. Click on the title of each menu item or the GO button on the right-hand side to view the content. The drop-down arrow at the left side of each menu item tracks the number of times you’ve viewed the content and whether or not the menu item has been completed. The videos and PDFs in the course modules are excerpts from longer presentations and documents and contain only the information relevant to that module. Click the Resources button to the left of the module menu to access transcripts of each video and a bibliography of the full-length videos and publications used to create the course content. Modules vary in length, but on average they each take a little more than an hour to complete. The progress bar in each module menu tracks your progress through that module. On the main menu page, you’ll see a similar progress bar that tracks your progress through the Brain Story Certification course. To leave the current menu and access your dashboard, profile, transcript, and other course-related resources, use the red drop-down menu at the top right corner of the page. Quizzes and Reflective Questions Each learning module includes a quiz section containing questions that test your knowledge and comprehension of the course information. Complete the quiz section for each module before moving on to the next. You must answer all questions correctly in order to move on and to receive certification and accreditation for the course, but don’t worry if you get some wrong at first; you can revisit module content and correct your responses. There is also feedback available after the completion of each quiz that explains why certain answers are incorrect. Tip: Read each question carefully and choose the BEST response. The introduction to each learning module also includes one or more reflective questions to help you test your own assumptions and beliefs about child and brain development and its relationship to health and social outcomes. These questions are provided to enhance your learning experience; they are not part of the course evaluation.
            • Public Engagement Resources
              • As you progress through the course, you’ll see short videos designed to communicate key brain story concepts to
              • public audiences. This content is provided for those interested in strategic communications around the brain story, but
              • it will not be part of the evaluation.
              • Now you’re ready to begin the course! Return to the main Brain Story Certification menu and select the next menu
              • item.
            • Accreditation
              • If you’re taking this course for professional accreditation, you must complete the questions at the end of each module.
              • Once you successfully complete all the modules, you will receive a certificate and instructions for having your accreditation recognized by various bodies. Please visit the Accreditation tile on your main dashboard to view further details.
        • QUESTIONS
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      • MODULE 2 – BRAIN ARCHITECTURE: HOW BRAINS DEVELOP
        • By the end of this module, learners will be able to:
          • • Describe key stages in pre- and postnatal brain development.
          • • Explain how experiences shape the developing brain.
          • • Order developmental ages and stages in terms of their relative plasticity.
          • • Identify the age at which the brain reaches maturity.
          • Faculty
            • 1 Tom Boyce, MD, University of British Columbia
            • 2 Charles Nelson, PhD, Harvard University
            • 3 Bryan Kolb, PhD, FRSC, University of Lethbridge
            • 4 Judy Cameron, PhD, University of Pittsburgh
          • Public Engagement Resource: Palix/AFWI Video, Brain Architecture
      • MODULE 3 – GENE SIGNATURES: HOW GENE-ENVIRONMENT INTERACTIONS SHAPE BRAIN ARCHITECTURE & OUTCOMES
        • By the end of this module, learners will be able to:
          • • Formulate a basic definition for epigenetic change.
          • • Identify one key developmental experience that produces epigenetic change.
          • • List two outcomes associated with the quality of parental care that are caused by epigenetic changes.
          • • Provide one example of how early experiences can buffer genetic influences.
          • Faculty
            • 1 Tom Boyce, MD, University of British Columbia
            • 2 Michael Meaney, PhD, McGill University
            • 3 Stephen Suomi, PhD, National Institute of Child Health and Human Development
            • 4 Judy Cameron, PhD, University of Pittsburgh
      • MODULE 4 – SERVE AND RETURN: HOW SOCIAL INTERACTIONS SHAPE BRAIN DEVELOPMENT
        • By the end of this module, learners will be able to:
          • • Recognize the importance of social interactions in healthy brain development.
          • • Explain a prototypical social interaction using the “serve and return metaphor.
          • • Describe how social competencies and temperaments influence child behaviour and outcomes.
          • • List one developmental consequence each of absent social interactions with parents and with peers.
          • Faculty
            • 1 Tom Boyce, MD, University of British Columbia
            • 2 Heather Henderson, PhD, University of Miami
            • 3 Judy Cameron, PhD, University of Pittsburgh
          • Public Engagement Resource: Palix/AFWI Video, Serve and Return
      • MODULE 5 – TOXIC STRESS: HOW EARLY LIFE STRESS SHAPES BRAIN ARCHITECTURE
        • By the end of this module, learners will be able to:
          • • Identify two brain structures involved in the stress response system.
          • • List two types of stress hormones and describe the roles of each in orchestrating the body’s response to threat.
          • • Describe the three different types of stress and classify different types of stressful events into each category.
          • • Describe three ways the brain and body adapt to toxic stress that can produce vulnerability to later health outcomes.
          • Faculty
            • 1 Matthew Hill, PhD, University of Calgary
            • 2 Judy Cameron, PhD, University of Pittsburgh
            • 3 Megan Gunnar, PhD, University of Minnesota
          • Public Engagement Resource: Palix/AFWI Video, Toxic Stress
      • MODULE 6 – AIR TRAFFIC CONTROL: THE IMPORTANCE OF BUILDING EXECUTIVE FUNCTION
        • By the end of this module, learners will be able to:
          • • List three key skills involved in executive function and provide a behavioural example of each.
          • • Explain how serve and return interactions help build executive function skills.
          • • Explain how toxic stress interferes with the development of executive function skills.
          • • List three activities and interventions that help build executive function skills.
          • Faculty
            • 1 Deborah Phillips, PhD, Georgetown University
          • Public Engagement Resource: Palix/AFWI Video, Air Traffic Control
      • MODULE 7 – INTERVENTIONS ADDRESSING CHILD MALTREATMENT & NEGLECT
        • By the end of this module, learners will be able to:
          • • List key sources of toxic stress and maltreatment in children.
          • • Identify three biological outcomes common to children in foster care.
          • • Describe the key elements of the Nurse Family Partnership (NFP),
          • • Describe the key elements of Child-Parent Psychotherapy (CPP), a two-generation intervention for maltreated children.
          • Faculty
            • 1 Harriet MacMillan, MD, McMaster University
            • 2 Patricia Van Horn, JD, PhD, University of California, San Francisco
            • 3 Philip Fisher, PhD, University of Oregon
      • MODULE 8 – CHILDREN’S MENTAL HEALTH PART A:THE INFLUENCE OF CHILD TEMPERAMENTS ON ANXIETY & ADHD
        • By the end of this module, learners will be able to:
          • • List two brain circuits that mediate behavioural inhibition and anxiety disorders.
          • • Explain how behavioural inhibition can lead to anxiety disorders in some children.
          • • Identify the key features of attention deficit hyperactivity disorder (ADHD).
          • • List two brain circuits that mediate inattention and impulsivity.
          • • Describe how ADHD increases vulnerability to adolescent and young adult psychopathology.
          • Faculty
            • 1 Nathan Fox, PhD, University of Maryland
            • 2 Stephen Hinshaw, PhD, University of California, Berkeley
      • MODULE 9 – CHILDREN’S MENTAL HEALTH PART B:IMPROVING SERVICES
        • By the end of this module, learners will be able to:
          • • Define an evidence-based practice and give three examples currently being used in children’s mental health services.
          • • Identify two challenges of applying evidence-based practices in real-world clinical settings.
          • • Describe two ways to overcome these challenges.
          • • Describe why it is important to provide prevention programs for children of parents with depression.
          • • Identify three key elements of successful prevention programs.
          • Faculty
            • 1 William Beardslee, MD, Harvard University
            • 2 John Weisz, PhD, ABPP, Judge Baker Children’s Center, Harvard University
            • 3 John Steven March, MD, MPH, Duke University
      • MODULE 10 – ACES PART A: THE IMPACT OF ADVERSE CHILDHOOD EXPERIENCES ON A RANGE OF ADULT HEALTH OUTCOMES
        • By the end of this module, learners will be able to:
          • • List ten different types of common adverse childhood experiences (ACEs).
          • • List five different health and social outcomes that are associated with the presence of ACEs.
          • • Explain one possible pathway to adult heart disease that is mediated by the presence of ACEs.
          • • Explain one possible pathway to addictive disorders that is mediated by the presence of ACEs.
          • Faculty
            • 1 Vincent Felitti, MD, Kaiser Permanente
            • 2 Robert Anda, MD, MS, U.S. Centers for Disease Control and Prevention
            • 3 Andrea Danese, MD, PhD, King’s College London
      • MODULE 11 – ACES PART B: USING THE SCIENCE OF ACES IN PRACTICE
        • By the end of this module, learners will be able to:
          • • Describe how adverse childhood experiences (ACEs) can lead to poor learning and social outcomes in children and adults.
          • • Describe two ways to ask patients about ACEs in health care settings.
          • • Describe the key elements of the Healthy Steps Program.
          • Faculty
            • 1 Robert Anda, MD, MS, U.S. Centers for Disease Control and Prevention
            • 2 Vincent Felitti, MD, Kaiser Permanente
            • 3 Rahil Briggs, PsyD, Healthy Steps at Montefiore
      • MODULE 12 – ACES PART C: THE IMPACT OF ADVERSE CHILDHOOD EXPERIENCES ON PTSD & DEPRESSION
        • By the end of this module, learners will be able to:
          • • Explain how ACEs contribute to posttraumatic stress disorder (PTSD) in adulthood.
          • • Identify two key brain areas involved in PTSD.
          • • Describe the effects of dysregulated emotions that commonly accompany PTSD.
          • • Identify key brain structures involved in depression.
          • • Describe the link between depression and other physical health problems.
          • Faculty
            • 1 Ruth Lanius, MD, PhD, University of Western Ontario
            • 2 Glenda MacQueen, MD, PhD, FRCPC, University of Calgary
      • MODULE 13 – ADDICTION & THE BRAIN PART A:A NEUROBIOLOGICAL PERSPECTIVE
        • By the end of this module, learners will be able to:
          • • Describe a three-stage conceptual model of addiction that can be applied to both drugs of abuse and behaviours.
          • • Identify the key brain structures and functions involved in the binge/ intoxication stage.
          • • Identify the key brain structures and functions involved in the withdrawal/ negative affect stage.
          • • Identify the key brain structures and functions involved in the preoccupational/anticipation stage.
          • • Recognize that drugs of abuse act on discrete brain systems but share a common neurochemical effect on the reward system.
          • Faculty
            • 1 Mark Gold, MD, University of Florida
            • 2 George Koob, PhD, National Institute on Alcohol Abuse and Alcoholism
            • 3 Pat Levitt, PhD, University of Southern California
      • MODULE 14 – ADDICTION & THE BRAIN PART B:PROCESS ADDICTIONS
        • By the end of this module, learners will be able to:
          • • Explain the similarities between the brain changes associated with compulsive drug use, obesity, and problematic sexual behaviour.
          • • Describe key ways in which eating and sexual behaviour have changed in the past 30 years that might make individuals more susceptible to these addictions.
          • • Describe three ways that multiple addictions interact with each other.
          • • Explain the role of trauma in addiction interactions.
          • Faculty
            • 1 Mark Gold, MD, University of Florida
            • 2 James Montgomery, MD, Pine Grove Behavioral Health and Addiction Services
            • 3 Patrick Carnes, PhD, CAS, International Institute for Trauma and Addiction
          • Professionals
      • MODULE 15 – THE EFFECTS OF TOXIC STRESS, ADDICTION, & DEPRESSION ON PARENTING
        • By the end of this module, learners will be able to:
          • • Explain the roles of the reward and executive function systems in producing appropriate, supportive, parental behaviour.
          • • Describe three changes that occur in the reward and/or executive function systems as a result of becoming a parent.
          • • Explain how maternal depression interferes with normal parenting behaviour.
          • • Explain how maternal addiction interferes with normal parenting behaviour.
          • • Identify the key element of two interventions for depressed and substance abusing mothers that can improve parent-child attachment.
          • Faculty
            • 1 Linda Mayes, MD, Yale School of Medicine
      • MODULE 16 – ADDICTION TREATMENT PART A: FAMILY-BASED APPROACHES
        • By the end of this module, learners will be able to:
          • • Explain how addiction affects a family system.
          • • Describe how parents and spouses change their behaviour to support an addicted family member.
          • • Describe how children change their behaviour to support an addicted family member and how this influences their developmental outcomes and trajectories.
          • • Describe the significant milestones of family reorganization that occur after the addicted person stops using.
          • Faculty
            • 1 Claudia Black, PhD, The Meadows Treatment Center
            • 2 Ariella Goodwine Fisher, MFT, The Addictions Institute
      • MODULE 17 – ADDICTION TREATMENT PART B: SPECIALIZED APPROACHES FOR WOMEN & INDIGENOUS POPULATIONS
        • By the end of this module, learners will be able to:
          • • List four elements that should be present in comprehensive treatment for women.
          • • Define trauma-informed services.
          • • Describe the major difference between how men and women experience trauma in childhood, adolescence, and adulthood.
          • • Explain how the residential school system affected parenting in indigenous communities.
          • • Define historical trauma.
          • • Explain how key aspects of the Wellbriety movement can be used to support whole-community healing.
          • Faculty
            • 1 Stephanie Covington, PhD, LCSW, Center for Gender and Justice
            • 2 Don Coyhis, White Bison Inc.
      • MODULE 18 – ADDICTION TREATMENT PART C: IMPROVING SERVICES
        • By the end of this module, learners will be able to:
          • • Describe the basic differences in services provided for addiction compared to other chronic diseases.
          • • Describe key aspects of the Physician Health Program (PHP) treatment model.
          • • Identify three ways in which PHPs apply chronic-disease management principles in their addiction treatment services.
          • • Identify five key steps in the NIATx process improvement model.
          • • Describe three ways in which integrating substance use screening in primary care could improve population health outcomes.
          • Faculty
            • 1 Thomas McLellan, PhD, Treatment Research Institute
            • 2 Dianne Maier, MD, Alberta Medical Association
            • 3 Michael Kaufmann, MD, Ontario Medical Association
            • 4 David Gustafson, PhD, University of Wisconsin-Madison
      • MODULE 19 – USING THE SCIENCE OF EARLY BRAIN DEVELOPMENT TO BUILD RESILIENT CHILDREN, FAMILIES & COMMUNITIES
        • By the end of this module, learners will be able to:
          • • Define resilience and explain how it works.
          • • Explain how building adult skills can lead to better outcomes for children.
          • • Describe the translational research cycle and how it can be used to inform the development of new interventions.
          • • Describe a theory of change and how it can be used to inform program evaluation.
          • Faculty
            • 1 Jack Shonkoff, MD, Center on the Developing Child, Harvard University
            • 2 Melanie Berry, PsyD, University of Oregon
            • 3 Robert Anda, MD, MS, U.S. Centers for Disease Control and Prevention
          • Public Engagement Resource: Palix/AFWI Video, Brains: Journey to Resilience