Sober College School of Addiction Studies (SCSAS) is an approved education provider by the Ohio Chemical Dependency Professionals Board (OCDPB). Our curriculum was developed by working addiction professionals and can help you meet all the Ohio prevention specialist requirements to become an:
- Ohio Certified Prevention Specialist Assistant (OCPSA)
- Ohio Certified Prevention Specialist Level I (OCPS-I)
- Ohio Certified Prevention Specialist Level II (OCPS-II)
Our training program is comprehensive and can be completed at your own pace or in as little as 6 months. With our one-of-a-kind training program you are well on your way to a new career in the field of substance use counseling.
Have questions about becoming an Ohio Prevention Specialist?
Call 424.229.4179 to speak with an admissions counselor.
Ohio Prevention Specialist Requirements to Become a Ohio Certified Prevention Specialist Assistant (OCPSA)
Below are the requirements for becoming an Ohio Certified Prevention Specialist Assistant (OCPSA) based on the Ohio Chemical Dependency Professionals Board (OCDPB) site.
Ohio Prevention Specialist Requirements
- Must be at least 18 years of age and hold a High School Diploma or GED
- 100 hours of AOD prevention related paid or volunteer work experience.
- 45 clock hours of prevention-related training in the specified foundations and domains
- Supervisor verification of plan and timeline to complete credentialing process.
Prevention-Specialist Education Areas
The following subject matter represents content areas appropriate for prevention education. For a more comprehensive explanation of the domain areas, please access the IC&RC Candidates Guide for the Prevention Examination. Click the Foundation below to read more.
[accordion class=”” clicktoclose=”true”][accordion-item tag=”h4″ title=”Foundation I: Foundation in Chemical Use/Abuse/Dependency”]
- Risk factors that increase risk for ATOD (illicit, prescribed and over-the-counter) drug use, abuse and substance use disorders
- Protective factors that reduce risk for ATOD use, abuse and substance use disorders
- ATOD-related health and impairment problems
- Trends and current issues related to ATOD use, abuse, substance use disorders and behavioral health
- Not allowable: Education/training on assessment or counseling techniques
[/accordion-item]
[accordion-item tag=”h4″ title=”Foundation II: Foundation in Prevention of AOD Use/Abuse/Dependency”]
- Prevention science on ATOD use, abuse, substance use disorders and other behavioral health problems
- Historical perspectives on prevention
- Prevention theory and research
- Current prevention program models
[/accordion-item][/accordion]
Ethics for Prevention
Professional code(s) of conduct/ethics related to the prevention profession. Click the Domain below to read more.
[accordion class=”” clicktoclose=”true”][accordion-item tag=”h4″ title=”Domain I: Planning & Evaluation”]
- Information gathering and data analysis techniques
- Stages of community readiness
- Assessment of community conditions
- Strategies to build community capacity
- Strategic planning processes
- Logic models as a planning and evaluation tool
- Theory of Change concepts
- Problem prioritization strategies
- Components of effective prevention program planning
- Effective, outcome-focused prevention programming development
- Prevention program evaluation instruments/models/strategies
- Validity, reliability and cultural relevancy of evaluation instruments/models
- Evaluation activities to document program fidelity
- Sustainability strategies
[/accordion-item]
[accordion-item tag=”h4″ title=”Domain II: Education & Skill Development”]
- Training and group facilitation techniques
- Prevention strategies best practices and models
- Learning styles, instructional strategies and presentation methods
- Information gathering techniques and data sources
- Training evaluation models, instruments and processes
- Current behavioral health trends and research
- Prevention resources for instructional programming
- Cultural diversity and competency
- Prevention intervention protocols
[/accordion-item]
[accordion-item tag=”h4″ title=”Domain III: Community Organization”]
- Strategies for mentoring and organizing community members
- Understanding community characteristics
- Strategies for capacity-building, engagement and collaboration
- Strategies for identifying community readiness and moving leaders to higher levels of readiness
- Advocacy strategies and promotion techniques
- Intercommunity organizational structures and patterns of communication
- Elements of formal agreements
- Negotiating skills and strategies
- Networking and outreach strategies
[/accordion-item]
[accordion-item tag=”h4″ title=”Domain IV: Public Policy & Environmental Change”]
- Political processes
- Evidence-based prevention policies
- Environmental change strategies
- Theory of Change concepts
- Socio-ecological systems theories
- Public health model
- Current behavioral health trends and research
- Advocacy and lobbying (and their differences)
[/accordion-item]
[accordion-item tag=”h4″ title=”Domain V: Professional Growth & Responsibility”]
- Basic budget requirements set by funders
- Recipient rights and informed consent
- Health disparities that impact diverse communities
- Healthy living strategies
- Conflict resolution strategies
- Organizational dynamics and characteristics
- Regulations and practices regarding ethical fundraising
- Conflicts of interest
[/accordion-item][/accordion]
Ohio Prevention Specialist Requirements to Become a Ohio Certified Prevention Specialist I (OCPS-I)
Below are the Ohio prevention specialist requirements for becoming an Ohio Certified Prevention Specialist Assistant (OCPSA) based on the Ohio Chemical Dependency Professionals Board (OCDPB) site.
Ohio Prevention Specialist Requirements
- One year (2,000 hours) of AOD prevention related paid or volunteer work experience.
- At least an Associate’s degree in a prevention related field of study OR an associate’s degree in an unrelated field and 90 hours of human behavior related studies.
- 100 clock hours of prevention-related training in the specified foundations and domains.
- Completion of 120 practical experience hours in the five performance domain areas.
- Successful completion of the IC&RC Prevention Examination. Examination Information
Prevention-Specific Education Areas
The following subject matter represents content areas appropriate for prevention education. For a more comprehensive explanation of the domain areas, please access the IC&RC Candidates Guide for the Prevention Examination.
[accordion class=”” clicktoclose=”true”][accordion-item tag=”h4″ title=”Foundation I: Foundation in Chemical Use/Abuse/Dependency”]
- Risk factors that increase risk for ATOD (illicit, prescribed and over-the-counter) drug use, abuse and substance use disorders
- Protective factors that reduce risk for ATOD use, abuse and substance use disorders
- ATOD-related health and impairment problems
- Trends and current issues related to ATOD use, abuse, substance use disorders and behavioral health
- Not allowable: Education/training on assessment or counseling techniques
[/accordion-item]
[accordion-item tag=”h4″ title=”Foundation II: Foundation in Prevention of AOD Use/Abuse/Dependency”]
- Prevention science on ATOD use, abuse, substance use disorders and other behavioral health problems
- Historical perspectives on prevention
- Prevention theory and research
- Current prevention program models Ethics for Prevention
- Professional code(s) of conduct/ethics related to the prevention profession
[/accordion-item][/accordion]
Ethics for Prevention
Professional code(s) of conduct/ethics related to the prevention profession. Click the domain below to read more.
[accordion class=”” clicktoclose=”true”][accordion-item tag=”h4″ title=”Domain I: Planning & Evaluation”]
- Information gathering and data analysis techniques
- Stages of community readiness
- Assessment of community conditions
- Strategies to build community capacity
- Strategic planning processes
- Logic models as a planning and evaluation tool
- Theory of Change concepts
- Problem prioritization strategies
- Components of effective prevention program planning
- Effective, outcome-focused prevention programming development
- Prevention program evaluation instruments/models/strategies
- Validity, reliability and cultural relevancy of evaluation instruments/models
- Evaluation activities to document program fidelity
- Sustainability strategies
[/accordion-item]
[accordion-item tag=”h4″ title=”Domain II: Education & Skill Development”]
- Training and group facilitation techniques
- Prevention strategies best practices and models
- Learning styles, instructional strategies and presentation methods
- Information gathering techniques and data sources
- Training evaluation models, instruments and processes
- Current behavioral health trends and research
- Prevention resources for instructional programming
- Cultural diversity and competency
- Prevention intervention protocols
[/accordion-item]
[accordion-item tag=”h4″ title=”Domain III: Community Organization”]
- Strategies for mentoring and organizing community members
- Understanding community characteristics
- Strategies for capacity-building, engagement and collaboration
- Strategies for identifying community readiness and moving leaders to higher levels of readiness
- Advocacy strategies and promotion techniques
- Intercommunity organizational structures and patterns of communication
- Elements of formal agreements
- Negotiating skills and strategies
- Networking and outreach strategies
[/accordion-item]
[accordion-item tag=”h4″ title=”Domain IV: Public Policy & Environmental Change”]
- Political processes
- Evidence-based prevention policies
- Environmental change strategies
- Theory of Change concepts
- Socio-ecological systems theories
- Public health model
- Current behavioral health trends and research
- Advocacy and lobbying (and their differences)
[/accordion-item]
[accordion-item tag=”h4″ title=”Domain V: Professional Growth & Responsibility”]
- Basic budget requirements set by funders
- Recipient rights and informed consent
- Health disparities that impact diverse communities
- Healthy living strategies
- Conflict resolution strategies
- Organizational dynamics and characteristics
- Regulations and practices regarding ethical fundraising
- Conflicts of interest
[/accordion-item][/accordion]
Ohio Prevention Specialist Requirements to Become a Ohio Certified Prevention Specialist II (OCPS II)
Below are the Ohio prevention specialist requirements for becoming an Ohio Certified Prevention Specialist II (OCPS-II) based on the Ohio Chemical Dependency Professionals Board (OCDPB) site.
Ohio Prevention Specialist Requirements
- Three years (6,000 hours) of paid work experience in AOD prevention services of which 4,000 hours are administrating or supervising the services
- At least a bachelor’s degree in a prevention related field of study OR a bachelor’s degree in an unrelated field and 90 hours of human behavior related studies.
- 100 clock hours of prevention-related training in the specified foundations and domains.
- 90 hours of administrative or supervisory related education of which 45 hours each are in human resource management and fiscal management
- Completion of 120 practical experience hours in the five performance domain areas.
- Successful completion of the IC&RC Prevention Examination. Examination Information
Prevention-Specific Education Areas
The following subject matter represents content areas appropriate for prevention education. For a more comprehensive explanation of the domain areas, please access the IC&RC Candidates Guide for the Prevention Examination.
[accordion class=”” clicktoclose=”true”][accordion-item tag=”h4″ title=”Foundation I: Foundation in Chemical Use/Abuse/Dependency”]
- Risk factors that increase risk for ATOD (illicit, prescribed and over-the-counter) drug
use, abuse and substance use disorders - Protective factors that reduce risk for ATOD use, abuse and substance use disorders
- ATOD-related health and impairment problems
- Trends and current issues related to ATOD use, abuse, substance use disorders and behavioral health
- Not allowable: Education/training on assessment or counseling techniques
[/accordion-item]
[accordion-item tag=”h4″ title=”Foundation II: Foundation in Prevention of AOD Use/Abuse/Dependency”]
- Prevention science on ATOD use, abuse, substance use disorders and other behavioral health problems
- Historical perspectives on prevention
- Prevention theory and research
- Current prevention program models
[/accordion-item][/accordion]
Ethics for Prevention
Below is the breakdown and the requirements for the Professional code(s) of conduct/ethics related to the prevention profession. Click on a domain to learn more.
[accordion class=”” clicktoclose=”true”][accordion-item tag=”h4″ title=”Domain I: Planning & Evaluation”]
- Information gathering and data analysis techniques
- Stages of community readiness
- Assessment of community conditions
- Strategies to build community capacity
- Strategic planning processes
- Logic models as a planning and evaluation tool
- Theory of Change concepts
- Problem prioritization strategies
- Components of effective prevention program planning
- Effective, outcome-focused prevention programming development
- Prevention program evaluation instruments/models/strategies
- Validity, reliability and cultural relevancy of evaluation instruments/models
- Evaluation activities to document program fidelity
- Sustainability strategies
[/accordion-item]
[accordion-item tag=”h4″ title=”Domain II: Education & Skill Development”]
- Training and group facilitation techniques
- Prevention strategies best practices and models
- Learning styles, instructional strategies and presentation methods
- Information gathering techniques and data sources
- Training evaluation models, instruments and processes
- Current behavioral health trends and research
- Prevention resources for instructional programming
- Cultural diversity and competency
- Prevention intervention protocols
[/accordion-item]
[accordion-item tag=”h4″ title=”Domain III: Community Organization”]
- Strategies for mentoring and organizing community members
- Understanding community characteristics
- Strategies for capacity-building, engagement and collaboration
- Strategies for identifying community readiness and moving leaders to higher levels of readiness
- Advocacy strategies and promotion techniques
- Intercommunity organizational structures and patterns of communication
- Elements of formal agreements
- Negotiating skills and strategies
- Networking and outreach strategies
[/accordion-item]
[accordion-item tag=”h4″ title=”Domain IV: Public Policy & Environmental Change”]
- Political processes
- Evidence-based prevention policies
- Environmental change strategies
- Theory of Change concepts
- Socio-ecological systems theories
- Public health model
- Current behavioral health trends and research
- Advocacy and lobbying (and their differences)
[/accordion-item]
[accordion-item tag=”h4″ title=”Domain V: Professional Growth & Responsibility”]
- Basic budget requirements set by funders
- Recipient rights and informed consent
- Health disparities that impact diverse communities
- Healthy living strategies
- Conflict resolution strategies
- Organizational dynamics and characteristics
- Regulations and practices regarding ethical fundraising
- Conflicts of interest
[/accordion-item][/accordion]