New Hire Training

We are pleased that you have joined our team. We look forward to working with you in our commitment to enhancing the lives of our clients.

After reading/studying this material, you should be able to :

•  Define abuse and neglect.

• Define sexual abuse

• Describe external signs of possible abuse and neglect.

• Describe how to ensure a person’s safety following an incident of abuse or neglect.

• Describe the protocol for suspected child or vulnerable adult abuse

• Complete the required reporting of abuse and neglect.

A Mental Health Advance Directive (MHAD) is a legal document that allows a person with a mental illness to state their wishes and preferences in advance of a mental health crisis. MHAD guides care when a person’s attending physician and a second doctor who is not directly involved in the patient’s care, certify that someone is incapable of making informed decisions about their mental health treatment. A Mental Health Advance Directive may be written in any form. As long as it is signed by the individual, it will remain valid until the individual changes or revokes it. The MHAD form that the Mental Health Association of Maryland provides represents the combined work of many mental health professionals, consumers, and family members to develop a friendly and comprehensive document. Anyone is welcome to use this MHAD or to revise it so that it best supports the person who wishes to have a MHAD.

Learning Objectives:

After reading/studying this material, you should be able to:

• Define the difference between the codes of ethics and code conduct.

• Describe the areas that are vulnerable to violations.  

• Give examples of unethical behavior and practices.

• Describe the reporting procedures for code ethics and conduct violations. 

• Describe how employees’ actions outside of the workplace can conflict with the professional boundaries requirements of the organization.

• Describe examples of  “crossing the line” of professionalism in regard to persons served.

 Learning Objectives: 

After reading/studying this material, you should be able to:

• Define the terms grievance and complaint.

• Explain the importance of cultivating and maintaining an environment of inclusiveness.

• Identify investigation components of the grievance policy.

• Explain how to complete and submit a grievance.

• Describe how to implement the "level one"  Intervention.  

Learning Objectives: 

After reading/studying this material, you should be able to: 

• Define Confidentiality 

• Identify the components of a valid Release of Information

• Explain when confidential information can be release

• Describe circumstances when ROI is not required by law

• Define PHI (Protected Health Information)

• Define EPHI (Electronic Protected Health Information)

• Define your responsibility regarding confidentiality 

View video in its entirety and answer quiz that follows.

Learning Objectives: 

After reading/studying this material, you should be able to:

• Define critical incidents

• Describe types of events that would be deemed a critical incident

• Define the required response upon discovery of a critical incident

• Demonstrate the ability to complete a Critical Incident Form

• Describe responsibilities regarding the confidentiality of critical incident reports

• Describe the reporting process of critical incidents and timelines. 

 Learning Objectives:  

After reading/studying this material, you should be able to:

• Define Culture and Inclusion

• Define Cultural / Inclusion Competency

• Describe how cultural competency benefit provided services

• Define the organization’s responsibility regarding cultural competency

• Describe the negative impact in the absence of cultural competence within a organization

Learning Objectives: 

After reading/studying this material, you should be able to:

• Describe customer service

• Describe the importance of customer service

• Explain “The customer is always right” practice

• Define “Effective listening”

• Describe ways to improve customer services

• Define customers

Adult elopement is defined as a 24-hour period during which there has been an absence of contact from/ interaction with the program participant. Consider the participant's age or disabilities and if the elopement can place the individual's health, safety, or welfare at risk.

The performance appraisal provides a means for discussing, planning and reviewing the performance of each employee.

 Learning Objectives:  

After reading/studying this material, you should be able to:

• Describe actions to be taken during an evacuation.

• Describe when an evacuation should be carried out.

• Cite the location of the centralized meeting place.

• Define the actions of emergency preparedness.

• Define OSHA protocols of universal precautions. 

• Cite examples of office safety protocols and practices. 

Policy Title:            Medication Administration

Policy #:             MED002

 DLCP Inc will secure orders and ensure the proper administration of medication to supported individuals.

Learning Objectives:

After your reading/study of  this material, you should be able to:

• Define the agency’s policy on seclusion and restraints.

• Define the terms seclusion and restraints.

• Describe the difference between seclusion and secluded.

• Define non - violent de-escalation.

Learning Objectives:  

After reading/studying this material, you should be able to:

• Identify the rights of participants’.

• Describe the organization's philosophy regarding participants’ rights. 

• Give examples of rights violations.

• Describe employees’ responsibility regarding reporting of violations.

Learning Objectives: 

After reading/studying this material, you should be able to:

• Describe the role of Peer Recovery Specialist

• Describe how to implement the “expertise” of Peer Recovery Specialist 

• Describe the type of support PRS can provide to participants.

Learning Objectives: 

After the study of this information  you will be able to describe/identify:

• Person-Centered Planning  

•  How Person-Centered Planning supports the person served

• The importance of identifying natural supports

• Organizational responsibility to Person-Centered Planning and Supports

Learning Objectives: 

After reading/studying this material, you should be able to:

• Describe appropriate procedures for search and seizures

• Define what constitutes contraband  

• Cite when a search should be conducted

• Define prohibitions of a search  

• Describe the process of confiscated contraband

Learning Objectives: 

After the review of this information   you will be able to describe/identify:

• Driver responsibilities when operating an agency  vehicle

• How to conduct safety inspections of vehicles 

• Guidelines for transporting  and securing clients safety 

• Response to a MVA

• Reporting of a MVA

Learning Objectives: 

After reading/studying this training material, you should be able to

• Describe categories of unique/special needs

• Give examples of unique/special needs 

• Obtain resources to support persons with unique/special needs

• How to engage in effective communication with persons with unique/special needs.

Learning Objectives: 

After reading/studying this training material, you should be able to 

• Describe categories of unique/special needs

• Give examples of unique/special needs 

• Obtain resources to support persons with unique/special needs

• How to engage in effective communication with persons with unique/special needs.

This is a 3 part lesson. Follow the slides and continue to next section when completed 

Part 2 of 3

Part 3 of 3

This is a 3 part lesson. Follow the slides and continue to next section when completed Part 1

Part 2

Part 3

Learning Objectives:

After the completion of this training material, you should be able to:

• Symptoms of withdrawal
• Symptoms of “uppers and downers” intoxication.
• Name medications and their use in the treatment of withdrawal.

Learning Objectives:

After the completion of this training material, you should be able to:

• Symptoms of withdrawal
• Symptoms of “uppers and downers” intoxication.
• Name medications and their use in the treatment of withdrawal.

View training video

Refer to reference materials for this lesson 

Learning Objectives:

After the completion of this training material, you should be able to:

• Define Wellness
• Describe the dimensions of wellness.
• Give examples of each dimension of wellness.

Learning Objectives:

After the completion of this training material, you should be able to:

Symptoms of withdrawal

Symptoms of “uppers and downers” intoxication.

Name medications and their use in the treatment of withdrawal.

The following training material will serve as a resource to provide you, the employee, with information regarding your responsibilities and accountabilities when providing telehealth supports and services and your daily use of technology at the workplace and lastly how to decrease our exposure to cyber threats and attacks.

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Naloxone is a medicine that rapidly reverses an opioid overdose. It is an opioid antagonist, which means that it attaches to opioid receptors and reverses and blocks the effects of other opioids. Naloxone can quickly restore normal breathing to a person if their breathing has slowed or stopped because of an opioid overdose. But, Naloxone has no effect on someone who does not have opioids in their system, and it is not a treatment for opioid use disorder. Examples of opioids include heroin, fentanyl, oxycodone (OxyContin®), hydrocodone (Vicodin®), codeine, and morphine.

How to Use Narcan (naloxone) Nasal Spray

Learning Objectives:

After the completion of this training material, you should be able to:

● Define Recovery

● Describe the ten principles of recovery.

● Give an example of each principle of recovery

Learning Objectives:

After the completion of this training material, you should be able to:

● Define Recovery

● Describe the ten principles of recovery.

● Give an example of each principle of recovery

Learning Objectives: 

After reading/studying this material, you should be able to: 

• Describe barriers to effective communication
• Describe components of effective communication
• Describe organizational and employees’ responsibility regarding language barriers
• Cite strategies to communicate effectively.
• Describe the organization's guidelines when an interpreter is needed

Review the slides below

Follow the slides below

Follow the slides below

Follow the slides below

Follow the slides below

Follow the slides below

Listing of training modules completed in this training

Final Notes