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YPR EPIC facilitation training guide

YPR epic training Guide

The EPIC Training Guide is designed to equip facilitators with the tools and resources needed to deliver impactful recovery programming for young people. Developed by Young People in Recovery (YPR), the EPIC program emphasizes empowerment, leadership, and skill-building to foster recovery-ready communities nationwide. This training guide outlines YPR’s mission and vision, provides structured agendas for multi-day training, and includes comprehensive modules on substance use disorder (SUD) recovery supports, positive messaging, and multiple recovery pathways. By blending peer support, educational materials, and community-based recovery strategies, this guide enables facilitators to inspire participants, model resilience, and promote holistic, individualized recovery approaches.

Mission: Young People in Recovery changes the world so all young people in or seeking recovery are given the opportunity to become empowered.

Vision: A world where everyone can access the necessary tools to recover from substance use disorder in associated high-risk settings.

Overview: Young People in Recovery (YPR) is a national grassroots advocacy organization focused on creating recovery-ready communities throughout the nation for young people in, or seeking recovery. YPR aims to improve access to treatment, educational resources, employment opportunities, and secure, quality housing on the local, state, and national levels. By creating a national network of young people in recovery, we empower young people to get involved in their communities by providing them with the tools and support to take charge of their futures.

Programs: YPR programs are peer-led curricula that educate at-risk populations on topics such as financial literacy, leadership, and recovery messaging. Our programs serve as pipelines into our Chapter communities.

  • At-risk → from SUD, reoccurrence of use, recidivism, and foster care youth

Chapters: Our national leadership team cultivates local community-led chapters through grassroots organizing and training. Chapters support young people in, or seeking, recovery by empowering them to obtain stable employment, secure suitable housing, and explore continuing education. Chapters also advocate on the local and state levels for better accessibility of these services and other effective recovery resources.  

  • Chapter Structure
    • Chapter Lead
    • Chapter Leadership Team
    • Members
    • Supporters 

Advocacy: YPR is a national advocacy organization, which aims to influence public policy, making it easier for our youth to find and maintain their recovery from addiction. Since every community is different, chapters identify and support key policy measures that are already in place in their community, in addition to identifying needs and providing support to solutions. That support may come through attending open policy dialogues, testifying in front of their elected officials, or hosting town hall meetings. Chapter members educate their communities on the importance of supporting these policy measures, as they often deal with improving recovery-related resources. Chapter members often speak publicly about their recovery to break the stigma of substance use disorder and provide hope to those who still struggle. These individuals attend conferences, meetings, and other events where they can represent YPR on a local and national stage while pushing three of YPR’s core beliefs: advocate, educate, and collaborate. This is how YPR chapters advocate for their local communities.

Participants:

  • EPIC Workbook 

The EPIC workbook has information on all the module presentations outlined above. Each module has take-home assignments so the participants can reflect on the past module and prepare for the next. In addition, each module outlines participant goals. 

Facilitators:

  • Facilitator Guide

Within the facilitator guide, there is an outline for every module in the curriculum, excluding the Recovery Messaging module. We hope the Recovery Messaging session is facilitated as organically as possible, but you can also utilize the Recovery Messaging Workshop on YPR Connect as a reference point. Note that the Facilitator Guide is designed as a guide, not a crutch. Each Site Implementer is encouraged to spend plenty of time studying the guides and modules not only to become familiar with the material but also to develop their unique facilitation style. 

  • EPIC Presentation Slides

Each EPIC module has its own unique PowerPoint slide deck for the Site Implementer to utilize during facilitation. 

We highly recommend that you use the facilitator guide and/or PowerPoint notes to add your unique notes as well.

Now, we’ll outline the next steps for implementation. The questions below are designed as a reference point for you. If these details have been pre-determined, work with your Program Manager to confirm the details.

  • Site Implementer’s name:
  • Peer Support Specialist’s name 
  • Site point-of-contact’s name and email address: 
  • List the day of the week, time, and location of your modules:
  • How often will modules be implemented?  (i.e. weekly, bi-weekly, semi-weekly)  
  • Launch date: 
  • Will participants be sanctioned into this program or will they opt-in voluntarily?
  • What kinds of incentives will be offered to participants to encourage their participation?

Substance use disorder and recovery supports

Substance use disorders fall under the mental health disorder category in the DSM V, a diagnostic manual for medical professionals (American Psychiatric Association). This language affirms that addiction is a diagnosable and treatable mental health condition, which is why it is important to avoid terms like substance abuse or alcoholism and replace them with substance use disorder, substance misuse, dependence, etc.

Substance use disorder symptoms may include:

  • Use of alcohol or other drugs that leads to problems at work, school, or home or to legal problems or damage to health
  • Dependence on alcohol or other drugs, that is, needing increased amounts over time to get the same effect, difficulty in controlling or reducing use, being unable to cope without using the substance, and giving up reducing important social, occupational, or recreational activities because of substance use (American Psychiatric Association)

 

What might you notice if a young person has substance use problems? They may:

  • Show a decline in grades or work performance
  • Have difficulty maintaining focus and concentration
  • Spend more time with friends who use substances rather than those who do not
  • Seem to have a different personality when using substances compared with their usual self
  • Use more substances than what is considered usual in their social setting (Youth Mental Health First Aid, 109-110)

 

Co-Occurring Disorders

  • Among young people who are diagnosed with a drug problem, up to 82 percent also have a conduct disorder; approximately half have a mood disorder; and 6-38 percent have an anxiety disorder (Youth Mental Health First Aid, 104).
  • Since most people in recovery from S.U.D. experience other mental health challenges, it’s important to recognize that recovery ought to be holistic. The process is multi-faceted, and many individuals may require additional support.

 

Note: It is not your responsibility as a peer to diagnose anyone with a S.U.D. or any other mental health disorder. This information is intended to help you recognize the signs and symptoms so that you can connect your peers to the resources and support they might need.

The process of recovery is highly personal and occurs via many pathways. It may include clinical treatment, medications, faith-based approaches, peer support, family support, self-care, and other approaches.

The process of recovery is supported through relationships and social networks. This often involves family members who become the champions of their loved one’s recovery. They provide essential support to their family member’s journey of recovery and similarly experience the moments of positive healing as well as the di cult challenges. Families of people in recovery may experience adversities in their social, occupational, and financial lives, as well as in their overall quality of family life. These experiences can lead to increased family stress, guilt, shame, anger, fear, anxiety, loss, grief, and isolation. The concept of resilience in recovery is also vital for family members who need access to intentional support that promotes their health and well-being. The support of peers and friends is also crucial in engaging and supporting individuals in recovery.

Recovery support is provided through treatment, services, and community-based programs by behavioral health care providers, peer providers, family members, friends and social networks, the faith community, and people with experience in recovery. Recovery support services help people enter and navigate systems of care, remove barriers to recovery, stay engaged in the recovery process, and live full lives in communities of their choice.

Recovery support services include culturally and linguistically appropriate services that assist individuals and families working toward recovery from mental and/or substance use problems. They incorporate a full range of social, legal, and other services that facilitate recovery, wellness, and linkage to and coordination among service providers, and other supports shown to improve the quality of life for people in and seeking recovery and their families.

  1. Recovery support services also include access to evidence-based practices such as supported employment, education, and housing; assertive community treatment; illness management; and peer-operated services. Recovery support services may be provided before, during, or after clinical treatment or may be provided to individuals who are not in treatment but seek support services. These services, provided by professionals and peers, are delivered through a variety of community and faith-based groups, treatment providers, schools, and other specialized services. (Substance Abuse and Mental Health Services Administration).

 

For further information regarding mental health and substance use recovery, please visit the Substance Abuse and Mental Health Services Administration (SAMHSA) website at samhsa.gov.

Recovery is not a “one-size-fits-all” process. Sharing our similarities and connecting over lived experience is normal, but we enter dangerous territory when we assume our solutions are identical across the board.

“The phrase styles of recovery depicts variations in beliefs and recovery support rituals that exist within particular pathways of recovery. For example, Twelve-Step programs constitute one of the major pathways of recovery from addiction, but the close observation of several Twelve-Step groups would reveal wide variation in styles of ‘working the program,’ e.g., patterns of meeting attendance, approaches to ‘Step work,’ conceptualizations of ‘Higher Power,’ and utilization of sponsors.” – William White

Recovery pathways may include (but are not limited to):

  • Professional clinical treatment
  • Use of medications
  • Support from families and schools
  • Faith-based approaches
  • Peer support (SAMHSA, 5)
  • Your role as a peer is to be a living example of hope to individuals in or seeking recovery – not to dole out specific advice or push an agenda. Through positive messaging, you can take ownership of your personal recovery journey and encourage others to do the same. Helping others find their individualized path should be our goal.

 

How to encourage multiple pathways:

  • Become familiar with multiple support groups in your area so you can suggest a variety of options for meetings
  • Ask others about what kind of support has worked for them in the past, who inspires and encourages them, and the activities they enjoy
  • When speaking about your experience, remember to highlight how your process is highly individualized too
  • Avoid definitive statements about the “right” way to recovery and instead talk about how recovery applies to you

 

These are common messages and misperceptions regarding recovery pathways and examples of positive alternatives:

I’m a real alcoholic.

Alternative: “I had the opportunity to access recovery through clinical treatment, which was a positive experience for me.”

I went ‘back out’ for three years after I relapsed because I wasn’t doing the work.”

Alternative: “My recovery pathway wasn’t a good fit, which led to a reoccurrence of use. Fortunately, three years later, I found what worked for me.”

Methadone is a cop-out. I got sober on my own, and if I can do that, anyone can.

There is great power in how a person shares their recovery story with friends, family, media, and public policymakers. A positive recovery message focuses on the empowerment of individuals.

YPR adapted and modified this training from Faces & Voices of Recovery to fit the needs of youth, young adults, allies, family, and friends.

Grounded in Research:

  • 88% believe it is very important for the American public to see that thousands get well every day
  • A majority of Americans (63%) have been affected by addiction
  • A majority (67%) believe that there is a stigma toward people in recovery
  • A majority (74%) say that attitudes & policies must change

Conducted by Peter D. Hart & Associates & Robert M. Teeter’s Coldwater Corporation
Survey of the recovery community, a survey of the general public, focus groups of the recovery community & the general public (8 groups in 4 cities)

It’s clear that the majority of people are impacted by addiction and want the stigma to change, yet the stigma still exists. Our goal through this training is to change the culture so it reflects peoples’ real experiences.

Why we need positive recovery messaging: Many people do not believe recovery is possible. Discriminatory policies still exist. The public and policymakers often don’t understand recovery. Putting a young person’s face and voice into the recovery movement helps breaks down misperceptions and stigma to change attitudes.

The process of unlearning is a challenge. Your language might not change overnight, and that’s okay. Be patient and correct when you slip back into old language habits. Remember that the best way to create new habits is to practice!


Additionally, we ought to avoid telling others how they should identify. Each individual has the right to decide for themselves.

  1. What does the word recovery mean to you?
  2. How do you support recovery? (This could apply to your recovery, and/or the recovery of others)

The graphic below outlines a few examples of negative words and phrases we can replace with positive ones. Circle which positive words/phrases you already use, add a star next to the words/phrases that are new to you, and underline the negative words/phrases that you think will be most challenging for you to change.

Use Recovery Messaging to create your introduction. In the space below, highlight your unique life experiences to personalize the message in a way that makes you feel empowered.

Components of an effective recovery message:

  • Your definition of recovery
  • What recovery has given you
  • Why you’re speaking out
  • What you’ve accomplished because of recovery, and hope/goals for the future. 

Tips:

  • Make your message personal to build credibility and break down misperceptions/stigma.
  • We encourage people in recovery to focus on their stories of success rather than sharing solely about their struggles.
  • Remember that this message isn’t set in stone and doesn’t have to be a strict script – your message can be adapted to fit your new experiences and knowledge.

Examples:

For a person in recovery:

I’m a young person in long-term recovery, which means…

  • My health and wellness are my top priorities in life.
  • I’ve been able to restore relationships with my family and friends, creating a solid support system for my recovery.
  • I’m speaking out to show others that recovery is possible.
  • Now, I’m enrolled in school and plan to complete my undergraduate degree by next year. Reconnecting with my passion for learning is something I never could’ve predicted.

Note: If a person just beginning to enter or seek the recovery lifestyle, encourage them to focus on what want their recovery to look like and the future goals they hope to achieve.

For a family member:

My family and I are in long-term recovery, which means…

  • It has brought stability to their life/our lives.
  • We’ve become healthier together, enjoying family life in our home.
  • I want to help make it possible for other young people and their families to heal without shame.
  • Long-term recovery has given my family and my new purpose and hope for the future.

Note: Even if their loved one hasn’t found recovery yet, a family member can still focus on their role as an advocate and their hope for the future.

For an ally:

I work with/interact with this group/young people, who are a part of our community, and living in long-term recovery, which means…

  • It has brought a sense of stability to their lives and the lives of others.
  • They are part of a community that helps empower and enhance our collective experiences.
  • I’m speaking out so that other communities can become recovery-ready and advocate for change.
  • Our program makes it possible for people in or seeking recovery to enhance their quality of life and pursue their personal goals.

 

additional resources

You probably won’t encounter situations where you need to report others’ behavior, but it’s critical we review setting boundaries and necessary reporting so you can feel comfortable doing so if needed. Let’s walk through a few scenarios to learn about healthy boundaries and what to do if lines are crossed. 

First, let’s review personnel resources you can access for help if you have questions/concerns about setting boundaries, how to address problems, and when to report. 

  • Site Point-of-Contact and other site staff members
  • i.e. Problem-solving- court coordinator, probation officer, case manager, social worker

Each location/site may have specific policies, and it’s important you’re familiar with all of them. The Program Manager will distribute and review these policies with you on an individualized basis as needed. 

Please feel free to pose any questions you may have regarding any issue to your Program Manager; it is always better to be safe than sorry, so bouncing a concern or a question off of a trusted leader is critical. 

A note about social media communication:

As a representative of YPR, we ask that your social media presence is professional and tactful. If you choose to keep your profiles completely independent of YPR, the Phoenix program, and program participants, we recommend utilizing appropriate privacy settings. Always establish consistent boundaries among participants online by using your best discretion and report any discomfort/red flags to your Program Manager.

The Program Manager will distribute one-page handouts for you to share with participants. This sheet lists a few key resources for education, employment, finances, and housing. Each site has a unique handout so that participants can access local, relevant assets in their specific communities. Our next activity will help you identify additional resources as needed and gain an understanding of asset mapping.

  • Go to YPR Shared – Program Folder – EPIC – EPIC Curriculum
    • Download all PowerPoint slides and open them in Microsoft Powerpoint
    • Follow the instructions in Font Installation folder 
    • You can also find electronic copies of the EPIC Workbook and Facilitator Guide here (instead of the facilitator guide, I recommend you use PowerPoint notes instead)
    • Closely review 
      • Resources (for you and for participants)
      • Participant rosters and attendance tracking
      • All-recovery meeting attendance tracking
      • Follow-up tracking
      • Asset mapping notes
      • Check-in meeting notes
      • Checklists
  • In preparation for Day 2 or pre-arranged time with Program Manager and Peer Support Specialist: Please choose one module to review and meet with the Peer Support Specialist one-on-one and role-play the module facilitation with Program Manager.
  • Watch Chapter Orientation videos, follow along with the leadership handbook, and write down questions to review with Program Manager during your next meeting
    • The program manager will send these materials via email

Curriculum facilitation

In this section, we’ll discuss and practice the communication skills necessary to facilitate and support this program. This way, we can engage our participants to the best of our abilities.

  • Introduce yourself and your role, and ask an icebreaker question
  • Allow participants to introduce themselves and answer the icebreaker question
  • Give an overview of the program, what participants can expect, how often they’ll be meeting, etc. 
  • Begin the first module, and pause on the “Working Agreements” slide. Ask participants to add to this list and return to the expectations they brainstormed every time you meet. If you have a whiteboard handy, use it!

Guidelines such as power points or note outlines are designed to help you. Be mindful though – these tools can become burdensome or distracting. It’s critical to familiarize yourself with all material prior to facilitation.

Remember:

  • Read and closely study each module
    • Compare the slides and workbook next to one another and make note of different places throughout the presentation when the workbook can be referenced (with page numbers too)
    • Make note of different places throughout the presentation where the PSS should step in
      • For example, “PSS provides an example from their experience here,” or, “PSS leads engagement activity here”
      • PSS can be especially helpful in leading group discussions and providing their own personal experiences as it relates to the material 
  • PRACTICE presenting the material
    • Consider using a timer to gauge how quickly or slowly you move through slides and engagement activities
  • Focus on smooth transitions
  • As you become more comfortable with the material, remember to use the guide as an outline as much as possible, rather than reading the script
  • Provide real-life examples when applicable

Avoid…

  • Reading your notes/directly from presentation slides
  • Ignoring participants who share ideas/questions/experiences
  • Arriving unprepared

Do…

  • Utilize the workbook as much as possible 
  • Use a notecard with keywords, take notes in the facilitator guide, or add notes to Powerpoint notes to help you remember important takeaways from your presentation
  • Education

Overview: As a person enters the recovery process, there is no reason they should have to choose between education and recovery. Pursuing and attaining higher education goals is empowering, and will provide new skill sets that allow for professional and personal success. With that being said, young adults in recovery ought to approach their educational pursuits while simultaneously pursuing active recovery. 

  • Employment I & II

Overview: Employment is a critical dimension in life. People in recovery may have an especially challenging experience when seeking employment. Preparing oneself with interview tips, identifying personal skills/interests, and utilizing recovery messaging may lead to greater job security. 

  • Empowerment 

Overview: While we are working to better ourselves through our recovery process, we begin to see life’s possibilities. We continue to grow and develop as individuals and as professionals. This workshop demonstrates a means to utilize our recovery as an empowerment tool in our own lives and in our communities. After all, we are changing everything in our lives to become healthy and whole individuals, therefore, our stories have power. 

  • Financial Literacy 

Overview: Knowing how to pay bills is a challenge in and of itself. Setting a budget and saving money can be even more challenging. Recovery helps us become well-rounded individuals and productive members of our community, and financial stability helps us maintain independence. Independence comes with responsibility. Financial freedom may look different for each individual, but knowing how to master a budget and prepare for those “rainy days” often saves us from future stress.

  • Housing 

Overview: A stable housing situation can help ensure a continuum of care necessary for a healthy lifestyle. This section explores many housing options (including several levels of recovery residences), how to begin the housing search process, and conflict resolution strategies among roommates and neighbors. 

  • Leadership 

Overview: At some point, all individuals play the role of a leader whether they realize it or not. Leaders are those who take responsibility for achievements and setbacks. This module helps participants see their potential as role models in recovery.

  • Recovery Messaging 

Overview: Participants will learn the purpose of positive recovery messaging and create their own messages. We’ll discuss how reducing stigma through language can be applied in all settings. 

  • Did the facilitator seem confident and comfortable? How could you tell?
  • What was the facilitator’s body language like (i.e. open, closed off, attentive, distracted, nervous, etc.)?
  • What are some ways in which the facilitator personalized the material? Are there areas of improvement?
  • How did the facilitator engage the participants? What are some additional tactics they could’ve used?
  • When asking questions to the group, did the facilitator seem to “fish” for answers? What were some effective questions versus ineffective questions?
  • Provide examples of inclusive, recovery-positive language the facilitator used
  • Overall, what were the facilitator’s most prominent strengths and areas for improvement?

what's next?

  • Go through Cultural Competency training (Program Manager will email to you) and review it during your next meeting with Program Manager
  • Review all the material to become familiar, but prepare more in-depth the week before each module
  • Coordinate with PSS to schedule a regular time to touch base before each session for approximately 30 minutes 
    • During these meetings, you’ll walk through and compare the notes each of you took, decide where the PSS should take the lead
  • Coordinate with the Program Manager to schedule a regular check-in time