Appendix.pdf

APPENDIX

Table of Contents

#1 SAGE Organizational Charts

#2 Curricula Front Pages and Handouts

#3 Key Personnel Resumes & Licenses

#4 Pre/Post Tests: TCU Criminal Thinking Scale; TCU Drug Screen 5; and Sex Offender Treatment Intervention and Progress Scale

(SOTIPS)

#5 Contract Between SAGE & SuperCom; SuperCom Brochures

#6 SAGE Counseling ADCRR CAP Implementation Plan

#7 SAGE Counseling ADCRR Contract Non-Renewal Transition Plan

1830 S. Alma School Rd. ◼ Suite 104 ◼ Mesa, Arizona 85210

480.649.3352 ◼ Fax 480.649.3358 ◼ www.sagecounseling.net

SAGE Organizational Charts

Sr. Chief Operations Officer

Linda Cowan

Chief Operations Officer

Michael Peugnet, LASAC

HR Director

Christa Lynch

Chief Clinical Officer

Brandy Judson, LMSW

Clinical Director

Cassidy Brooking-Lang, LCSW

Outpatient

Clinical

Managers

Updated: March 2025

Case

Management

Manager

QI & Compliance Director

Justin Schans, LAMFT

QI

Specialist

Facilities

Coordinator

Maintenance

Tech & Courier

Compliance

Specialist

Administrative

Department

Manager

Administrative

Department

Supervisor

Administrative

Assistants

Client Service

Associates

IT Director

Teddy Teklearegay

IT Support

Specialist

IT

Systems

Analyst

Finance Director

Travis Moore

Sr.

Accountant

Revenue Cycle

Manager

AP/Payroll

Specialist

Billing &

Eligibility

Supervisor

Finance

Department

Specialists

Collections

Specialists

HR

Generalist

Assessment

Supervisors

Assessor

Clinicians Case

Management

Supervisor

Case

Managers

Family

Connections

Consultants

In-Home

Supervisors

In-Home

Program

Manager

Outpatient

Clinical

Supervisors

Outpatient

Clinicians

Executive Director

Steve Grams, LISAC

Peer Recovery

Support Specialist

Peer Recovery

Program Manager

Sr. Chief Operations Officer

Linda Cowan

Chief Clinical Officer

Brandy Judson, LMSW Clinical Director

Cassidy Brooking-Lang, LCSW Case Management Manager

Erica Bondar

Nicole Luna, LAC

Assessor Clinicians

Case Management Supervisor

Patrick Cogan

Outpatient Clinical Managers

Katy Berezny, LASAC

Peer Recovery Support Specialist

Peer Recovery Program Manager

Janella Barela

Brittany Schultz, LMSW

Danny Rock, LMSW

Assessment Supervisors

In-Home Program Manager

Lauren Graceffo, LMSW

Family Connections Consultants

In-Home Supervisors

Alicia

Maciejewski

Marjorie

Rodriguez

Amy Carden, LPC

Maria Rocha, LPC

Simon Burr, LPC

Makenzie

Middleton, LAC

Keely Kouts, LMSW

Outpatient Clinicians

Kati Lapan-Farina, LMSW

Talesha Madison, LMSW

Outpatient Clinical Supervisors

Case Managers

Updated: March 2025

Curricula Front Pages and Handouts

SAGE Counseling, Inc.

1830 South Alma School RD, Suite 104, Mesa, AZ 85210. Tel: 480.649.3352 https://sagecounseling.net

SAMPLE CURRICULA

PARTICIPANT

WORKSHEETS AND

HANDOUTS FOR PRE-

TREATMENT GROUPS

AWAKENING

MOTIVATION FOR

DIFFICULT CHANGES

GETTING MOTIVATED

TO CHANGE

DECISION POINTS

TCU: UNLOCK YOUR

THINKING - OPEN YOUR

MIND

A Guide to Mind Traps

THE BLAME TRAP: We get caught in the Blame Trap when we refuse to take responsibility for our decisions and our actions. Instead we try to make others responsible. The thoughts sound like: “He’s making me mad. “She made me do it.” “It’s not my fault I slipped, he’s the one who brought the dope home.” “You hurt my feelings.”

CHALLENGE WITH: I am responsible for my feelings and my actions.

Blaming others keeps me from having to look at my part. I may have an emotional reaction to someone’s behavior, but I am responsible for how I respond. Others may ask me to do things, or offer me opportunities, but no one is responsible for my decisions except me.

THE HELPLESS TRAP: We get caught in the Helpless Trap when we think and act like we are victims of circumstance and there’s nothing we can do to solve our problems. The thoughts sound like: “I can’t handle this hassle.”

“There’s nothing I can do about all my problems.” “I’ll never be able to get out of this mess.”

CHALLENGE WITH: I am capable. I can handle this. I can figure out what will work. There is no good reason why I can’t manage this situation, even if it is frightening and difficult. The solution will take time, effort, patience, and hard work, and I’m up to it.

THE CATASTROPHE TRAP: We get caught in the Catastrophe Trap when we exaggerate even our smallest troubles, turning them into major crises. In another version of this trap, we convince ourselves that everything we attempt will be doomed to failure or catastrophe. The thoughts sound like: “I can’t cope with this, it’s just too awful!” “I’ll never get over this.” and “There’s no way I can change, so why bother.” “Even if I apply for the job, I probably won’t get it.” “I don’t see why I should stay in treatment, I’ll probably not make it.”

CHALLENGE WITH: What has happened is unfortunate (annoying, irritating, unpleasant, frustrating), but it is not the end of the world. I don’t like it, but I can handle it. I know this will pass with time. On a scale of 1 to 10, how large is this problem, really? What are my options for handling this problem? Just because I’ve been disappointed in the past doesn’t mean I can never succeed. If I don’t at least try, I’ll never know what could have been.

THE GUILT TRAP: We get caught in the Guilt Trap when we have thoughts that are unfairly harsh and critical about ourselves. We may think we are responsible for external events or for other people’s feelings and actions. Or we may think anything we do that is short of perfection makes us a bad person. The thoughts sound like: “I should have done a better job.” “If I were a better person I’d call my mother more often.” “It’s my fault my husband is so unhappy.” “I’m so stupid! I should have remembered my appointment.”

CHALLENGE WITH: I am a human being. Human beings make mistakes and are not perfect. I am not obligated to be perfect, only to do the best I can. I will not call myself harsh, critical names, instead I will say “I’m imperfect and I make mistakes, just like everyone else.” I am not responsible for everything that goes wrong.

THE ALL OR NOTHING TRAP: We get caught in the All or Nothing Trap when we overreact to people or events by assuming they are totally one way or totally the other.

We label things as good-bad, black-white, yes-no, success-failure, either-or, and ignore the full range of possibilities in between. The thoughts sound like: “He’s always late.” “She never can get it right.” I’m always in a hurry.” “The whole dinner is ruined because I burned the rolls!”

CHALLENGE WITH: Am I being honest? Am I being fair? Am I overreacting? I know he often is late, but that’s different than always. I know she sometimes makes mistakes, but that’s different than never getting it right.

Am I really always in a hurry? Just because one thing is not quite right, that doesn’t mean the whole thing is wrong.

Key Steps for Challenging Mind Traps

1. Realize that some of your negative or uncomfortable feelings and emotional states may be caused by how and what you think.

2. Recognize and keep track of what you are thinking, and how you are feeling.

3. If your thoughts sound like mind traps, challenge them.

Remember, it’s possible to get caught up in more than one mind trap at a time.

4. Challenge your thoughts by disputing them. Learn to talk back to the little voice inside your head. You’ll find suggestions on your handout.

5. Talk it out! Share your thoughts and feelings with someone you can trust and who supports your recovery such as your counselor, AA or NA sponsor, partner, or a close friend or family member.

BUILDING BETTER LIFE

APPLYING THE GOOD LIVES AND

SELF-REGULATION MODELS TO

SEX OFFENDER TREATMENT: A

PRACTICAL GUIDE FOR

CLINICIANS

MORAL RECONATION

THERAPY (MRT): HOW

TO ESCAPE YOUR

PRISON

CLIENT NAME: ----------~

MRT® STEP CHECKLIST

Date comple·eo Counselo s I '-'-" l Pyramid of Lzfe Exercise [in group] Testimony [3 tries; those> step 1 vote]

Redo Step 1 Date: ____ Cslr: _ _ _

2 Shield & Lzfe Mash Exercise [in group] Lzfe Wheel Exercise [in group] Testimony [3 tries; those > step 2 vote]

Redo Step 2 Date: _ _ __ Cslr: __ _

3 Worries, Wants, & Needs Exercise [in group] Program Rules Acceptance [those> step 3 vote]

Redo Step 3 Date: ____ Cslr: __ _

4 Things in My Lzfe Exercise [in group] Major Lzfe Categories [counselor only]

Redo Step 4 Date: ____ Cslr: __ _

5 Circle of Relationships Exercise [in group] Best of Times/Worst of Times Exercise [in group] .Important Relationships [counselor]

6 10 Hours of Helping Others [counselor] One-on-One Discussions [counselor] ............ , .......... ........ ____ _ Trading Places Exercise [group]

7 One Year To Live Exercise [counselor]........................... . ____ _ Five Years to Live Exercise [counselor] Ten Years to Live Exercise [counselor]. .. .................... : ...

Master Goal Plan [counselor]

8 CJne-Year Action Plan [counselor]

9 10 New Hours of Helping Others [counselor] New One-on-One Discussions [counselor] Action Plan review [counselor]

10 Moral Assessment [counselor] My 5 Biggest Problem Areas [counselor] Trading Places Exercise - repeat [group]

11 Circle of Relationships Exercise - repeat [group] Best of Times/Worst of Times Exercise - repeat [group]. ____ _ Assess .Important Relationships In My Lzfe [counselor]. ____ _ Summary of Things Learned in Steps [counselor] ......... . ____ _

Testimony [group, all members vote , majority rules]

12 New Master Goal Plan [counselor]

Steps 13-16-Evaluate relationship between Inner Self and personality

/t1/kl"/'d/'c) - Step 12- Choosing moral goals

/ ck/J( /41/jrty/'rVl? J

Step l ]- Keeping moral commitments

Step I 0- Maintain positive change

Step 9-Commitment to change ( /~f,r.f 1/ /c"{ti/j)

Step 8-Short-term goals & consistency

Step 7-Long-term goals and identity

MRT@ FREEDOM LADDER

GRACE

Few persons reach this state where a person sees others a s an extension of self. Rea ch ing grace means one must give oneself to a major cause. In this stage, a person 's identi ty fuses with others as well as a social cause. Doing the right things . in t he right ways , is a primary concern. Val ue is placed on human life , justice, dignity, and freedom. Gan dhi, King, and Mother Theresa are a few examples.

NORMAL

People who ex perience this state have incorpora ted their identity into how they live thei r lives. Thus, they have their n eeds fulfilled without a gr eat deal of effort. To som eone in this stage, work is not work . However. their identity nearly always invol ves the welfare of others, whether it is the welfare of their employees or fam il y. They often become involved in social ca uses and lrnve genuine concern for others. They give great consideration t o their own conduct and are not quick to judge others. They attempt to keep all their relationships on honest, trus tworth y levels where they are held accountable. lt is clear that people in th is stage have chosen the right identity (set of goals) . Moral judgments are based about half and half on soci etal and ethical princip les.

EMERGENCY

A sense of u rgen cy in com pl etin g goal s domina tes t his stage because the individual is tota ll y co mmitted to fulfilling their personal goals. l'he goals of a person in this sta ge are more br oad and include the welfare of others rather than goals \ming narrow and self.

servin g. They feel in control of their li ves, but often feel t hat t hey have over-committed and are in risk of failure if they slow down. ?vlost of their decisions are ba sed on what is best for society and their organization , but they show much h igh er, idea lized ethical princip'Jes as well. In addition . they so meti mes 'sli p'' to lower level s of r easonin g and attempt to rectify this as soon as they realize it.

DANGER

T he major distinction between danger an d non -existence is t hat those in danger have com mitted to long-term goals. Th ey feel the risk of da nger and have communicated their desires to others. Th ey fee l a definite direction in life and see relationships as necessary.

important. and satisfying. They usually gai n their identity from their long-term goals and recognize the requirements of situations quickly. TvJost of these people make their moral judgments from the societal contract level and law and order . Tvlanv of them 'slip' to lower stages of r easonin g and feel a sense of per sonal letdown when this occu r s.

NON-EXISTENCE

Those in non-exi stence do n ot have a firm sen se of identity and do not feel connected to the world. They often feel little purpose in their life, but do feel responsible for what hap pens to them. While they feel somewhat alienated , they can have sati sfying r elationshi ps. Moral judgments can be made from law and or der , plea sing others, reciprocity . or pleasure/pa in.

------•t-------------------:----------------

Step 6-Helping others (/tfn)

Step 5- Heali ng damaged / relationships

INJURY

People in this stage know when they have hurt others or themselves and feel res pon sible for it. Low self-esteem. gu ilt, and feelings of inadequacy often predomina te. \i\lhile the!· seem to ·Jet down' others and self frequently , they recognize that they a r e t he source of tht' probl em. This is the first stage that positive relationships can occur. ·People in injur!' have trouble following through on their goals and commitments . Moral judgrnents are based on p1easing others, pleasure/pain , and reciprocity.

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Step 4- Raising awareness

Step 3-Acceptance

LJNCERTAINTY

A person in this stage may lie , cheat, and steal, but they are uncertain if they shou ld.

They typically have no long-term goals and usually don't know if there is a di r ection that is right for them . They show rapidly changing beliefs and a ba sic uncertai nty about other peop]e . They say '] don't know' a Jot and someti mes a r e uncertain whether th ey should or can change. Thjs sta ge typically doesn't last long. Thei r mora] judgments are based on pleasing others as well as pleasu r e/pain and reciprocity.

OPPOSITION

Peo ple in opposition are quite similar to those in disl oyalty. However. those in opposition are somewhat more honest about it; they pretend less. Those in opposition tend t o blame society. the rules. or the unfairness of others for their prohlt>ms and state in life. 'The!' are in open opposition lo established order. Th ey tend to be rigid and unadaptal,le a nd are more confrontational , hostile, and open ly· manipulative. Constant conflict is often seen .

Moral judgments come from pleasure/pa in and reciprocity.

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Step 2- Trust

Step ]- Honesty

DISLOYALTY

The stage of di sloyalty is th e lowest moral and behavioral stage in which a person can functio n. Lyi ng. cheating. s tealing. betraying, blaming others. victimizing. and pretense (pretending) are the behaviors chara cterizin g it. Negatjve emotions includi ng anger.

jealousy. resentment. hatred a nd depression dominate. Hela tionshi ps are ex ploitative.

Peo ple in disloyalty view the world as a place that cannot be trusted and believe that everyone e lse bes . cheats . steals , and feels negative emotions. TVJoral judgments an~ made on the bas is of pl easure/pain and r eciprocit!·· .

rf,a/ tYJtJ.lf inc.~ J

CBT WITH JUSTICE-

INVOLVED CLIENTS:

INTERVENTIONS FOR

ANTISOCIAL AND SELF-

DESTRUCTIVE

BEHAVIORS

HANDOUT 27: 5 STEPS OF COGNITIVE RESTRUCTURING INSTRUCTIONS

The 5 Steps of Cognitive Restructuring (CR) is a skill for carefully examining your thinking when you are feeling upset or distressed about something. You can use it to deal with any situation in which you are experiencing negative feelings. If a close evaluation of your distressing thought indicates that it is not accurate, you will change it to a more accurate and less distressing thought. If your evaluation indicates that your distressing thought is accurate, then you will come up with an Action Plan to deal with the situation.

This handout provides instructions for each of the 5 Steps of CR. Handout 28 provides a worksheet for using the 5 Steps of CR to address an upsetting feeling in a specific situation.

STEP 1: THE SITUATION

In Step 1, you write down the upsetting situation. The situation might be an actual event, such as going to the grocery store, or having an argument with someone, or a memory of an event such as thinking about the disaster. In either case, just write one sentence describing the situation.

STEP 2: THE FEELING

In Step 2, you want to identify the most upsetting feeling you had in the situation. Sometimes you may have had more than one feeling in the situation, but you should focus on identifying the strongest and most upsetting feeling. It is easiest to focus on four broad feelings:

• fear and anxiety

• sadness and depression

• guilt and shame

• anger

Pick one of these four feelings and work through all 5 steps with this feeling. For example, fear might be the strongest feeling associated with going to the grocery store, while guilt might be the strongest feeling associated with the thought of not evacuating from the flood soon enough.

If you have more than one strong feeling about a given situation, complete a CR on the first feeling and then a second CR on the next feeling.

STEP 3: THE THOUGHT

In Step 3, you identify your thoughts about the situation that are underlying your upsetting feelings. If you are unsure what those thoughts are, ask yourself the following questions, depending on what your upsetting feelings were:

• For fear or anxiety, ask yourself, “What bad thing do I expect to happen?” “What kind of danger am I in?”

• For sadness or depression, ask yourself, “What have I lost hope in?” “What is missing in my life or in me?”

• For guilt or shame, ask yourself, “What bad thing have I done?” “What is wrong with me?”

• For anger, ask yourself, “What is unfair about this situation?” “Who has wronged me?”

These questions can help you identify the thoughts that are upsetting you. For example, anxiety about going to the grocery store might be related to the thought “I won’t be able to get out if someone starts shooting;” feeling guilty about not evacuating soon enough might be related to the thought “If I had evacuated sooner, I would have saved my father’s life.”

Try to be as specific as possible when identifying upsetting thoughts. For example, the thought “There could be a shooter in the grocery store and I wouldn’t be able to get out alive” is more specific than the thought “Something bad might happen in the grocery store.” Similarly, the thought “If I had evacuated sooner, I would have been able to save my father’s life” is more specific than the thought “I am a bad person.”

You may have several upsetting thoughts related to the situation. The following questions may help you identify other upsetting thoughts about the situation:

• What would it mean to you if XX happened?

• If XX happened, what would happen then?

• What would be so bad about XX happening?

Write down all the upsetting thoughts about the situation on the worksheet that you can think

of. When you are done, go through each thought and choose the one that is most upsetting or distressing to you. Circle the thought on the worksheet—that is the thought you will be working on for the remaining steps.

After identifying your most upsetting thought, consider whether it might be one of the Problematic Thinking Styles listed on the worksheet. That is, ask yourself whether your thought might be a common but inaccurate way of reaching conclusions in a situation. For example, the thought “There could be a shooter in the grocery store and I wouldn’t be able to get out alive” might be an example of the Overestimating Risk thinking style. If you think your thought may be one (or more) of the Problematic Thinking Styles listed, circle which ones on the worksheet. If not or you are unsure, you don’t have to circle any of them.

STEP 4: EVALUATE THE THOUGHT

In Step 4 you want to evaluate the accuracy of your upsetting thought as carefully and objectively as possible. To do this, first think of all of the evidence you can that supports your thought or makes you think it is accurate. For example, for the thought “There could be a shooter in the grocery store and I wouldn’t be able to get out alive” the person could ask, “Why do I think there will be a shooter in the grocery store?” and “If there was a shooter there, why do I think I wouldn’t be able to get out alive?” Write all the evidence down on the worksheet.

Then, think of all the evidence you can that does not support your thought, or suggests it may not be accurate. Consider as many reasons as you can for why your thought might not be correct.

Then, write all the evidence against the thought down on the worksheet.

One way of helping you come up with evidence against the thought is to go back to Step

3 and examine whether you decided that the thought might be a Problematic Thinking

Style. If you did, and you circled one or more of the specific Problematic Thinking Styles, then it means that you believe the thought may be inaccurate, and you can ask yourself why you believed that. For example, if the person identifying the thought in Step 3 about the shooter (“There could be a shooter in the grocery store and I wouldn’t be able to get out alive”) indicated that it was an example of the Overestimating Risk thinking style, they could ask themselves “Does thinking that a shooter could be in the grocery store overestimate the real chances of such a thing occurring?” and “Realistically, what are the chances that a shooter will show up at the grocery store when I go shopping?” Answers to these questions are evidence against the thought being accurate, and should be recorded.

Another way of identifying evidence that does not support the thought is to ask yourself questions that may help you look at the situation and your thought differently. Some good questions to ask are:

1. Is there another way of looking at the situation?

2. Is there an alternative explanation for what happened?

3. How would someone else think about the situation?

4. Is my concern based more on how I feel than the actual facts in the situation?

5. Am I placing unrealistic and unobtainable standards on myself that I would never expect other people to achieve?

6. Am I overestimating how much control and responsibility I have in this situation?

7. What would be the worst thing that could happen if my fear were true?

8. Am I not considering everything I can do to deal with the problem or situation?

9. Am I thinking that because a low-probability event happened to me, that it is very likely to happen again to me?

As an example of coming up with all the evidence for and against a thought, the person evaluating the thought “There could be a shooter in the grocery store and I wouldn’t be able to get out alive” might list the following evidence supporting the accuracy of the thought:

• Shootings can happen in public places.

• I was afraid.

• There was a man wearing a backpack in the store which could have had a weapon.

• If a shooting happened it would be hard to get to the exit without drawing attention to myself.

The person might then list the following evidence against the thought:

• I have been to the grocery store many times and nothing bad has happened.

• I feel afraid in a lot of situations where nothing bad happens.

• Carrying a backpack doesn’t mean the man had a gun.

• Mass shootings in public places like grocery stores occur very rarely, and such an event is very unlikely to happen.

STEP 5: MAKE A DECISION

Step 5 involves making a decision about whether your thought is accurate or not, based on all the evidence you have listed in Step 4, and then taking action based on your decision. When considering the evidence for and against the accuracy of your thought, you should place the greatest weight on strong evidence that is objective and based on facts, and give less attention to weak evidence that is based only on feelings or beliefs. Being objective when evaluating your thought is important, since you want your understanding of the situation to be as accurate as possible so that any actions you take are informed and effective.

When trying to be objective, you can think of yourself like a scientist who is evaluating the evidence supporting the effectiveness of a new treatment and is primarily interested in objective facts. Or you can think of yourself like a lawyer, presenting the evidence for or against a case to an impartial jury, based on the facts. You can also ask yourself whether you could convince another person that the thought is true (or false).

For example, after weighing the evidence for and against the thought that the person might encounter a shooter at the grocery store (“There could be a shooter in the grocery store and I wouldn’t be able to get out alive”), the person decided that the thought was not supported by the evidence and was inaccurate. The strongest pieces of evidence against the thought were the fact that the person had been to the grocery store many times before and nothing happened, lots of people wear backpacks that don’t carry guns, and mass shootings in public places are very rare.

After deciding whether the thought is accurate or not (and checking the designated box on the worksheet), you then take action, depending on your decision. If you concluded that the evidence does not support the thought, then you come up with a new and more accurate thought to replace your old inaccurate thought. This new thought is recorded on the worksheet. New and more accurate thoughts are almost always associated with a reduction in distress compared to the original, inaccurate thought.

For example, the person who concluded that their thought about encountering a shooter at the grocery store was inaccurate came up with the following more accurate thought: “Even though I feel anxious when I go to the grocery store, it is very unlikely that there will be a shooting. It is safe for me to shop there.” This new thought was written down on the worksheet

On the other hand, if you concluded that the evidence does support the thought, and therefore that the thought is accurate, it means that you have a good reason for feeling upset about the situation. In this case, taking action involves developing an Action Plan for dealing with the upsetting situation, and changing it somehow. An Action Plan can be developed with the help of a separate worksheet (see Handout 29), which breaks the planning down into four steps: 1) define the problem, 2) brainstorm possible solutions and select the best one(s), 3) make a plan to implement the selected solution(s), 4) follow the plan and set a time to follow up on whether it was implemented successfully.

In some situations, you might first go through the 5 Steps of CR and conclude that an upsetting thought was inaccurate, and then come up with a new and more accurate thought which is less upsetting, but which is nevertheless still somewhat distressing. In this case, you can then develop an Action Plan to deal with the distressing situation. Thus, in some situations you may need to both correct inaccurate thinking to make it more accurate and create an Action Plan to address a genuine problem.

Facts /Behavior Thoughts/Interpretation Feelings

HAZELDEN: A NEW DIRECTION:

CRIMINAL AND ADDICTIVE

THINKING; ALCOHOL AND

OTHER DRUG EDUCATION;

SOCIALIZATION; RELAPSE

PREVENTION; AND PREPARING

FOR RELEASE

MAPPING YOUR

RE-ENTRY

HANDBOOK FOR

SEXUAL ABUSER

ASSESSMENT AND

TREATMENT

Key Personnel Resumes & Licenses

Terrance A Morgan (602)647-4357 Morganterrance1982@gmail.com

Phoenix, AZ 85008

Career Profile I have a mission, to help and serve as many people as I possibly can. I want to be a part of a team dynamic.

Utilizing my skills in personal development as well as assisting others in finding their true value.

Skills Summary- All examples, keep what applies to you, delete and replace those that do not apply to you

• Certified Personal Trainer • Written and Verbal Communication

• National Academy of Sports Medicine • Leadership Skills

• Microsoft Suites • Soft Skills

• Customer Service • Scheduling

• Forklift Operator • Time Management

Professional Experience

SAGE COUNSELING INC. June 2024-

• Peer and Recovery Support Specialist

• Working with the population that are transitioning from prison

• Taking and submitting notes via Credible

• Assuring compliance protocols via AHCCCS Standards

Angry Crab Shack - Happy Valley April 2024 – January 2025

• Fry/ Boil Cook

• Prepare all Seafood items for proper portion

• Working Expo to assure fine quality service

• Maintain a clean and safe environment

Department of Corrections – Florence, AZ November 2023 – March 2024

• Prepared meals according to predetermined menus, ensuring proper portion control and adherence to dietary requirements.

• Maintained surfaces and kitchen area, keeping work area organized, including washing dishes, sanitizing surfaces, and maintaining equipment.

• Followed strict hygiene and sanitation protocols to prevent foodborne illnesses, including proper handling, storage, and cooking of food.

• Adhered to all prison regulations and safety procedures, including security protocols and inmate behavior guidelines.

Groundskeeper – Department of Corrections – Douglas, AZ August 2022 – October 2023

• Performed routine maintenance tasks such as mowing lawns, trimming bushes, and raking leaves to keep facility’s grounds neat and tidy.

• Collected and disposed of litter and debris from outdoor spaces.

• Cleaned and maintained groundskeeping equipment and tools to ensure they are in good working condition.

• Reported any maintenance issues, equipment malfunctions, or safety concerns to supervisors promptly.

General Manager– Anytime Fitness – Renton, WA December 2018 – July 2020

• Provided strong leadership and guidance to staff members, fostering a positive and motivating work environment.

• Oversaw day-to-day operations of the fitness center, including scheduling, facility maintenance, and cleanliness.

• Ensured exceptional customer service by addressing member inquiries, resolving complaints, and maintaining high standards of cleanliness and safety.

• Recruited, trained, and supervised fitness instructors, personal trainers, front desk staff, and other employees, ensuring they adhere to company policies and procedures.

Sales– Orange Theory – Seattle, WA October 2019 – March 2020

• Proactively generated leads, followed up on inquiries, and conducted tours of the facility to showcase amenities, equipment, and services to prospective members.

• Effectively communicated the benefits of membership packages, including pricing, perks, and promotions, to encourage sign-ups and achieve sales targets.

• Provided exceptional customer services throughout the sales process, from initial contact to membership enrolment, ensuring a positive experience for every prospective member.

• Accurately completed membership paperwork, process payments, and maintained electronic records in the membership database systems.

Sorter– DTG Recycling – Renton, WA February 2019 – July 2019

• Sorted incoming recyclable material, such as paper, plastic, glass, and metal, into appropriate categories based on material type and quality.

• Inspected materials for contaminants, such as non-recyclable items or hazardous materials, removed them from sorting line to ensure the quality of recyclable material.

• Operated machinery and equipment, such as conveyor belts, sorting screens, and balers, safely and efficiently to facilitate the sorting and processing of recyclable material.

• Adhered to safety protocols and procedures, including the use of personal protective equipment, to minimize the risk of accidents and injuries in the workplace.

Owner– Transformation Fitness With T – Renton, WA July 2017 – October 2020

• Founded and established Transformation Fitness With T from inception, overseeing all aspects of business operations including business development, marketing, financial management, and staff supervision.

• Developed and implemented strategic marketing initiatives.

• Cultivated a positive and inclusive gym culture, fostering a supportive environment for clients of all fitness levels and backgrounds.

• Implemented effective cost-control measures to optimize profitability while maintaining high standards of service and facility maintenance.

Certifications Peer and Recovery Support Specialist Solution Focused Brief Therapy Motivational Interviewing Trauma Informed Care Adult/Infant CPR/AED/First Aid Food Handlers Card

Education Accounting Diploma Business Management Diploma Professional Personal Trainer Diploma

State of Arizona Board of Behavioral Health Examiners

Be it Known That

Having Exhibited to the Board of Behavioral Health Examiners satisfactory evidence of having met requirements to practice as prescribed by law, is hereby licensed as a

The Arizona Board of Behavioral Health Examiners hereby grants this

License Number:

Under its seal and signatures, Issue Date:

Expiration Date:

Board Chair: Executive Director:

Brandy Judson

Licensed Master Social Worker (LMSW)

LMSW-22649

02/01/2025 01/31/2027

GabrielMcCay(CA) Stamp

GabrielMcCay(CA) Stamp

BRANDY JUDSON, LMSW

JUDSONB@SAGECOUNSELING.NET 503-516-2213

EDUCATION:

Master of Social Work, Portland State University June 2007

Bachelor of Arts, University of Portland May 2005

EXPERIENCE:

SAGE Counseling, October 2015 – Current (various positions) 1830 S Alma School Rd. #104, Mesa, AZ. 85210 Chief Clinical Officer, January 19th – Current Revenue Cycle Manager, August 2022 – January 18th Quality Improvement & Compliance Manager/Quality Improvement Specialist, September 2018 – July 2022 Clinical Director, January 2016 – August 2018 / Clinical Supervisor, October 2015 – December 2015

□ Provide oversight and direction for all outpatient clinical services

□ Review and approve clinical documentation ensuring compliance with State licensure & federal Medicaid requirements

□ Prepare and submit reports to SAGE Executive team on process changes and outcomes from key performance indicators

□ Work with staff to communicate expectations and assist staff in improving compliance with agency policies and oversight regulations.

□ Provide consultation on treatment recommendations

□ Provide training to clinical staff on documentation and service delivery expectations

□ Provide clinical oversight to behavioral health technicians

□ Complete customer reports including service delivery outcomes and demographics

□ Complete management reports including days to first service, treatment recommendations, compliance and productivity

□ Ensure quality & compliance in billing procedures with federal Medicaid, Arizona AHCCCS Health Plan, and

Contract payers.

□ Identify and rectify quality improvement & compliance concerns related to fraud, waste and abuse.

□ Develop and implement compliance projects, such as contract refund/rebill, claims resubmissions, and Medicaid repayments.

□ Review and project Medicaid claims and billing estimates on a monthly basis

□ Oversee all functions with the Revenue Cycle, including billing and eligibility

□ Provide direct supervision and oversight to billing and eligibility supervisor, monitoring day to day operations

□ Develop and compile reports on billing functions, quality improvement projects, and monthly revenue, including paid, rejected and pending claims

□ Develop, review and submit contract invoices

□ Complete all credentialing functions, including those related to facility and independent practitioner.

□ Monitor and ensure continued compliance with facility and practitioner Medicaid and contract requirements

□ Provide assistance and at times lead proposal development to secure additional contracts through the Request for Proposals (RFP) process.

□ Develop agency quality improvement and compliance plan in collaboration with compliance committee.

□ Develop and oversee agency quality improvement monitors, including those related to billing, payroll, human resources and clinical service delivery.

□ Lead annual compliance risk assessment and review process

□ Lead quality improvement and compliance committee and assign/monitor sub-committee work

□ Manage agency’s quality improvement plan and provide management reports on progress

□ Identify billing errors and support SAGE’s finance team in Medicaid billing and claims resolution

□ Complete all credentialing functions, including those related to facility and independent practitioner.

□ Monitor and ensure continued compliance with facility and practitioner Medicaid and contract requirements

Independent Contractor, Substance Abuse and Mental Health Services Administration (SAMSHA) Grant Reviewer, 2016 – Current

□ Review, score and provide feedback on grant applications;

o 2016 Suicide Crisis Line o 2016 Systems of Care Expansion o 2016 Campus Suicide Prevention o 2017 Native Connections o 2017 National Strategy for Suicide Prevention o 2017 Zero Suicide o 2019 Crisis Center Follow Up Expansion o 2019 Native Youth Suicide Prevention o 2021 Certified Community Behavioral Health Clinic Expansion Grant o 2021 Community Mental Health Centers o 2021 GLS Campus Suicide o 2021 Native Connections o 2022 Cooperative Agreements for States & Territories o 2022 Certified Community Behavioral Health Clinic o 2022 Strategic Prevention Framework o 2023 National Child Traumatic Stress o 2023 Crisis Center Follow Up o 2023 Zero Suicide o 2024 Native Connections

Native Americans for Community Action Director of Community Development, September 2014 – September 2015 / Project Manager, October 2011 – September 2014

2717 N Steves Blvd, Suite 11, Flagstaff, AZ. 86004

□ Provided management, direction, and oversight for the Community Development Department

□ Ensured compliance with grant requirements and budgetary restrictions.

□ Completed comprehensive grant applications to expand the department.

o Grants Awarded 9/30/2014 from the Substance Abuse and Mental Health Services Administration

(SAMHSA), Garrett Lee Smith Grant. $3,675,000.00 over five years Awarded 9/30/2014 from SAMHSA, Circles of Care Grant: $1,199,892.00 over three years

□ Administered all facets of the Suicide Prevention and Circles of Care programming

□ Monitored program budget and provided supervision and leadership to a twelve-person department

□ Oversaw and directed program goals, objectives and related activities

□ Provided immediate crisis assessment and intervention as needed

□ Directed implementation of the Zero Suicide Initiative, which included screening, brief intervention, referral and follow-up.

SKILLS/CERTIFICATIONS:

Licensed Master Social Worker (LMSW- 22649 -Arizona) February 2025 - Current Licensed Master Social Worker (LMSW-13688 - Arizona) September 2012 – August 2022 safeTALK T4T (Train the Trainer), Facilitator Workshop, Living Works March 2012 ASIST T4T (Train the Trainer) Facilitator Workshop, Living Works April 2011

□ Strong interpersonal and communication skills

□ Skilled in Microsoft Office programs

□ Experienced & skilled in project management and implementation

□ Proficient in revenue cycle review and problem solving

□ Significant experience in management and team building

□ Significant experience working in compliance and QI

Be it Known That

Having Exhibited to the Board of Behavioral Health Examiners satisfactory evidence of having met requirements to practice as prescribed by law, is hereby licensed as a

The Arizona Board of Behavioral Health Examiners hereby grants this

License Number:

Under its seal and signatures, Issue Date:

Expiration Date:

Board Chair: Executive Director:

Cassidy Brooking-Lang

Licensed Clinical Social Worker (LCSW)

LCSW-19443

05/01/2021 04/30/2027

ARIZONA STA TE

az Board of Behavioral

Health Examiners

GabrielMcCay(CA) Stamp

CASSIDY BROOKING-LANG, LCSW

4502 N 2nd Ave, Phoenix AZ 85013 � (925)360-7670 � contact@cassidybrookinglang.com

PROFESSIONAL SUMMARY

Bilingual LCSW and supervisor with experience providing supervision, direct service, crisis intervention, and program development to diverse populations across forensic, field, and outpatient settings.

EDUCATION

University of California, Los Angeles June 2014 Master of Social Work. GPA : 3.9

University of California, Berkeley May 2011 Bachelor of Arts in Spanish and Ethnic Studies. GPA: 3.9

SKILLS AND CERTIFICATIONS

Certifications Clinical Trauma Specialist-Addiction (Trauma Institute International) Cognitive Behavioral Therapy (Academy of Cognitive Therapy) Sex Offender Apprentice-Level Provider(California Sex Offender Management Board) Clinical Supervisor registered with Arizona Board of Behavioral Health Examiners

Skills Fluent in Spanish, including in clinical settings

RELEVANT WORK EXPERIENCE

Clinical Director June 2023 - Present SAGE Counseling, Inc, Phoenix AZ

· Oversee clinical programming, including outpatient clinical services, in-custody clinical services, and case management for justice-involved adults

· Provide consultation on program development, strategic policy development, implementation, and evalua-tion in conjunction with referral partners.

• Provide staff training on clinical, contractual and licensure issues

• Review and respond to concerns or grievances raised by funding sources or BMFL.

• Ensure program fidelity, appropriate documentation, and general ensurance of quality of care according to best practices and service lines.

Clinical Supervisor of Case Management and Medication Assisted Treatment progams October 2021 - June 2023 Neighborhood Outreach Access to Health, Phoenix AZ

· Supervise the case management team (9 Bachelor’s-level staff, 1 Associate clinician) in the behavioral health department of a federally qualified health center

· Develop and lead clinical programming with the organization’s Medication Assisted Treatment program that provides clinical and case management services to patients with substance use disorders

• Provide clinical supervision (including toward licensure, when applicable) to providers who complete behavioral health intakes and case management to behavioral health patients. Ensure quality assurance by reviewing all documentation and treatment planning according to AHCCCS and clinical standards

• Design workflow and provide oversight for the behavioral health component of the Medication Assisted Treatment program, a collaboration that provides counseling, nutrition, medical care, and medication assisted treatment (e.g. naltrexone, suboxone) to patients with opioid and alcohol use disorders

• Provide direct service to patients with complex clinical needs, including crisis resolution, clinical support and linkage to higher level of care (e.g. due to psychosis or suicidality), and completing Serious Mental Illness (SMI) evaluations. In addition, maintain a caseload of about 40 patients across varied populations (typically, experiencing psychosis, substance use concerns, or criminal justice involvement history)

Cassidy Brooking-Lang, LCSW · 1/2

Mental Health Specialty Courts Supervisor July 2017 - August 2021 San Mateo Co. Behavioral Health and Recovery Services: Pathways Mental Health Court, Belmont CA

· Supervised two clinicians and four case managers, as well as provide direct clinical service, for the county’s mental health court, trial competency, and veterans’ treatment court programs

• Provided clinical supervision and training to multidisciplinary staff, including clinical consultation to program partners in probation, superior court, district attorney, and defense attorney departments

• Developed programs that align with policy changes, including treatment protocols for California’s mental health diversion legislation supporting clients with severe mental illness

• Conducted and present written clinical reports to the superior court; tasks include psychosocial assess-ment, treatment planning, and collaboration among probation, attorneys, and the presiding judge

• Designed and implement curriculum for competency restoration to incompetent-to-stand-trial clients

• Provided interventions including CBT, social skills development, and crisis response ( approx. 60 clients)

Private Practice (part-time, concurrent) March 2017 - Present California Sex Offender Management Board-certified treatment for sex offenders, Redwood City CA

· • Provide individual and group therapy to sex offender clients using the Containment Model

Correctional Health Lead Clinician July 2016 - July 2017 San Mateo Co. Correctional Health: Maple Street Correctional Center, Redwood City CA

· Lead clinician for the Behavioral Health Pod, a program for incarcerated women with severe mental illness

• Provided individual and group interventions, such as CBT and Seeking Safety, and discharge planning

• Assisted with program development, including developing protocols and tools to measure client gains

• Conducted risk assessments of inmates jail-wide; initiated 5150 holds when indicated

Psychiatric Social Worker: Outpatient and Crisis Response October 2014 - June 2016 Los Angeles Dept. of Mental Health: Hollywood Clinic and Psychiatric Mobile Response, Los Angeles CA

· Concurrent roles: (1) Clinician full-time for the CalWORKs unit, a program to help parents stabilize symptoms and obtain employment; and (2) on-call for a mobile unit conducting community risk assessments

• Conducted field-based crisis response and risk assessments for the initiation of LPS 5150/5585 holds

• Provided individual therapy using CBT and facilitated a parenting process group to a caseload of 45

• Conducted intake assessments for new clients, including risk assessment and service linkage

Clinical Social Worker September 2013 - September 2014 Downtown Women’s Center, Los Angeles CA

· Clinical social worker (intern then promoted to employee) for a permanent supportive housing program serving dually diagnosed, chronically homeless women

• Provided individual and group therapy utilizing trauma-informed interventions, including Seeking Safety

• Provided weekly supervision for bachelor’s-level social work intern

• Facilitated in-service clinical trainings to interdisciplinary staff

School-based Social Work Intern September 2012 - June 2013 Lennox School District, Lennox Educational Neighborhood Zone, Lennox CA

· Social work intern for a program providing school-based clinical support to children with trauma history with a goal of reducing symptoms and improving school functioning

• Provided school-based Trauma-Focused CBT to elementary school students and families

• Designed and facilitated process group for at-risk 5th grade girls

Cassidy Brooking-Lang, LCSW · 2/2

Be it Known That

Having Exhibited to the Board of Behavioral Health Examiners satisfactory evidence of having met requirements to practice as prescribed by law, is hereby licensed as a

The Arizona Board of Behavioral Health Examiners hereby grants this

License Number:

Under its seal and signatures, Issue Date:

Expiration Date:

Board Chair: Executive Director:

Katy Berezny

Licensed Associate Substance Abuse Counselor (LASAC)

LASAC-15552

08/01/2024 07/31/2026

ARIZONA STA TE

az BoardofBehavioraJ

Health Examiners

GabrielMcCay(CA) Stamp

Katy Berezny, MS, LASAC Therapist Sierra Vista, AZ 85650 katyberezny@gmail.com +1 520 224 8098

Professional Summary

I have an eclectic career within addiction counseling, nursing home social work, family and individual counseling, inner healing ministry and volunteer counseling outreach for victims of sex trafficking, education, outsourcing, and service industry. I am proficient in the transferable soft skills that can be adapted to roles related to caring, volunteering and counseling as well as customer services for diverse sectors.

Authorized to work in the US for any employer

Work Experience

Clinical Supervisor SAGE Counseling, Inc-Mesa, AZ September 2024 to Present

I'm clinical supervisor for our clinicians working with SAGE prison contract.

I work in person and virtually with inmates, facilitating substance abuse group counseling and psycho education.

I work with cooccurring disorders as well as individual trauma therapy.

Clinician 1 SAGE Counseling, Inc-Mesa, AZ May 2022 to September 2024

ADCRR Clinician. I facilitate group counseling for Arizona prison inmates. I facilitate virtual substance abuse, domestic violence and anger management groups. I maintain documentation for clients.

Therapist Community Partners-Benson, AZ December 2021 to May 2022

I worked as a therapist for multiple populations. Conducting individual a well as couples and children’s counseling.

Social Services Director Good Samaritan Society-Benson, AZ April 2019 to December 2021

With this position, I coordinate the admission process with new residents. My job also includes social work. I am an advocate for the residents, when they have concerns. I perform SLUMS assessments, mood and memory assessments. Once a month I facilitate a Wellness Meeting. I submit therapy orders to insurance companies. I also do marketing when census is low. I coordinate with the care plan team and have weekly care plan meetings.

COUNSELOR

Treatment Center Newnan-Newnan, GA November 2017 to March 2019

Managed a caseload of 40 patients with substance dependence and co-occurring Axis I and Axis II disorders.

• Recorded client information on special flow sheets, accurately indicating suicidal precautions, sleep flow and restraints.

• Led up to 25 individual sessions per week.

• Assessed patient behavior, moods and other responses to determine correct diagnosis and devise treatment plans.

• Provided comprehensive case management services, including creating treatment plans and connecting clients and families to appropriate resources.

• Facilitated smooth discharge by encouraging and reassuring clients throughout transitions.

• Helped patients to deal with realities of opioid addiction and develop coping skills.

• Guided clients in effective therapeutic exercises integrated from Cognitive Behavior Therapy.

• Trained in substance abuse, co-occurring disorders, and the effect of employment and housing issues on mental health.

• Connected clients with community service and resource agencies.

• Developed and implemented treatment plans and modified when needed.

MENTAL HEALTH SPECIALIST

Southern Health Partners. Inc-Greenville, GA March 2018 to December 2018

• Monitored patients and assessed suicide risks.

• Documented client progress in confidential files.

• Delivered client assessments for those struggling with addiction or relationship issues and implemented strategies based on client needs.

• Assessed mental…