Equip leaders, teams, and community partners with practical skills they can use in the environments where they work. Explore a shared catalog of 21 programs, then align the learning with your people, priorities, and implementation goals.
Every program below is featured through both MaxOut Coaching and Dent Enterprises, Inc. Choose by audience, topic, or the skills you want participants to practice.
Connect people development to organizational priorities.
Choose a focused training or combine related programs into a learning series. Begin with the behavior, practice, or capability your organization needs to strengthen, then define how progress will be reviewed.
Open any course to see its description, audience, learning objectives, expected outcomes, and participant takeaway.
Objectives and outcomes describe the intended learning for an appropriately scoped workshop or series. The final agenda identifies which objectives, practice activities, and takeaways fit the selected format. Long-term personal or organizational results are not guaranteed.
Showing all 21 programs.
No matching courses. Try a broader term or select another category.
01
Service, Peer Support & Transition
Practical learning for veterans, first responders, peer supporters, and families navigating service-related responsibilities, changing roles, and life transitions.
T01
Peer Support for Veterans, First Responders & Families
Connection, boundaries, and practical support
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Prepare participants to offer respectful, practical support grounded in shared experience. The training emphasizes listening, trust, appropriate use of personal stories, role boundaries, and connection to resources without asking peers or families to become clinicians.
Best suited for: Peer supporters, veterans, first responders, family support leaders, and agency teams.
Learning objectives
Explain the purpose and limits of nonclinical peer support.
Practice active listening, supportive questions, and consent-based sharing.
Recognize when a concern requires referral or an urgent response.
Expected outcomes
Demonstrate a supportive peer conversation in a practice scenario.
Identify appropriate boundaries and limits to confidentiality.
Create a local support and referral resource map.
Participant takeaway: Peer Support Conversation Guide and Resource Map
Format to discuss: Interactive workshop or multi-session series.
Foundational education; not a state peer-specialist credential or clinical qualification.
Treat a major transition as a purposeful passage rather than a loss of direction. Participants reflect on what is ending, what remains meaningful, and what they are ready to build while identifying practical support for their next chapter.
Best suited for: Veterans, first responders, transitioning service members, family members, and transition programs.
Learning objectives
Identify changes in roles, routines, relationships, and expectations.
Name transferable strengths and values developed through service.
Set realistic priorities for the next stage of life.
Expected outcomes
Complete a personal transition and strengths inventory.
Identify support people and practical next-step resources.
Draft a 30-day transition plan with a review date.
Participant takeaway: Next Chapter Transition Plan
Format to discuss: Interactive workshop or multi-session series.
Reconnecting with yourself and the people who matter
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Explore how to move between the demands of service and the needs of home, relationships, and personal identity. Unlike the broader Rite of Passage program, this workshop focuses on everyday decompression, communication, boundaries, and connection during or after a service career.
Best suited for: Veterans, active and retired first responders, spouses, partners, and family support groups.
Learning objectives
Recognize differences between role-based habits and relationship needs.
Practice language for discussing stress, needs, and expectations.
Develop routines that support the transition from duty to home.
Expected outcomes
Create an identity map that extends beyond the service role.
Practice a structured family or partner check-in.
Build a duty-to-home routine and support agreement.
Participant takeaway: Duty-to-Home Connection Plan
Format to discuss: Interactive workshop or multi-session series.
Leadership and relationship training that helps people communicate clearly, work through differences, establish healthy accountability, and collaborate around shared goals.
T04
The Liberated Leader
Accountability without unnecessary control
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Examine how to lead with clear expectations while giving people room to think, contribute, and take ownership. Participants practice a leadership approach that pairs empathy with accountability and replaces avoidable micromanagement with stronger agreements and follow-through.
Best suited for: Executives, supervisors, managers, pastors, educators, and emerging leaders.
Learning objectives
Distinguish clear accountability from coercion and micromanagement.
Use reflective questions and constructive feedback in leadership conversations.
Define responsibilities, decision authority, and follow-up expectations.
Expected outcomes
Identify two leadership habits to strengthen or change.
Rehearse an accountability conversation using a workplace scenario.
Create a 30-day leadership behavior and follow-through plan.
Participant takeaway: Liberated Leadership Action Plan
Format to discuss: Interactive workshop or multi-session series.
Emotional Intelligence from a Biblical Perspective
Self-awareness, wisdom, and relational maturity
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Connect emotional intelligence with biblical reflection on wisdom, patience, humility, compassion, and self-control. Participants explore how to recognize emotions, respond thoughtfully, and handle conflict without equating emotional struggle with a lack of faith.
Best suited for: Church leaders, ministry teams, faith-based organizations, and adults seeking Christian learning.
Learning objectives
Identify personal emotional cues and common triggers.
Apply biblical reflection to empathy, self-regulation, and boundaries.
Practice listening and constructive responses in difficult conversations.
Expected outcomes
Complete an emotional-awareness reflection.
Develop a personal pause-and-response practice.
Draft a faith-informed communication and growth plan.
Participant takeaway: Emotional Intelligence Reflection and Practice Plan
Format to discuss: Interactive workshop or multi-session series.
Explicitly Christian content. Faith-based delivery is selected intentionally with the host.
Help teams move from working alongside one another to working together with greater clarity. Participants examine handoffs, communication habits, competing priorities, and recurring friction, then develop practical agreements for collaboration and shared problem-solving.
Best suited for: Cross-functional teams, department staff, human resources teams, and organizational leaders.
Learning objectives
Identify communication and workflow barriers in a team scenario.
Practice listening, clarification, and collaborative problem-solving.
Define shared expectations for handoffs, meetings, and follow-through.
Expected outcomes
Map a recurring collaboration challenge.
Draft a team working agreement with clear responsibilities.
Select one team practice to test and review within 30 days.
Participant takeaway: Team Synergy Working Agreement
Format to discuss: Interactive workshop or multi-session series.
Focus on the leadership decisions that shape collaboration across an organization. Participants align priorities, clarify decision-making, and examine how inconsistent messages or competing leadership agendas affect the teams they lead.
Best suited for: Executive teams, management groups, boards, ministry leadership teams, and department heads.
Learning objectives
Identify gaps in leadership alignment and shared expectations.
Clarify decision roles and communication responsibilities.
Establish a practical rhythm for joint review and accountability.
Expected outcomes
Develop a shared leadership priorities map.
Document decision ownership for a current initiative.
Create a leadership alignment agreement and review schedule.
Participant takeaway: Leadership Alignment Charter
Format to discuss: Interactive workshop or multi-session series.
Build practical skills for relationships in which people can express needs, listen carefully, and address differences respectfully. This educational workshop emphasizes mutual choice and boundaries; collaboration never requires someone to accept intimidation, abuse, or unsafe conditions.
Best suited for: Adults, couples education groups, peer teams, community programs, and relationship-focused groups.
Learning objectives
Identify needs, expectations, and unhelpful communication patterns.
Practice listening, clear requests, and respectful boundary-setting.
Differentiate ordinary disagreement from situations requiring specialized support.
Expected outcomes
Use a structured conversation guide in a practice scenario.
Write a clear request and a personal boundary statement.
Identify an appropriate next step for connection or outside support.
Participant takeaway: Relationship Communication and Boundaries Guide
Format to discuss: Interactive workshop or multi-session series.
Relationship education, not couples therapy or a substitute for abuse-related safety support.
Create space for families and community partners to identify shared priorities and rebuild practical cooperation. Participants examine barriers to participation, strengthen communication, and plan small, realistic actions without assuming that every conflict can or should be resolved through reconciliation.
Best suited for: Family-serving organizations, community coalitions, schools, faith communities, and neighborhood leaders.
Learning objectives
Identify strengths, participation barriers, and shared concerns.
Practice inclusive dialogue and clear agreements.
Assign realistic roles for a family or community initiative.
Expected outcomes
Complete a family or community strengths-and-needs map.
Draft a shared communication and participation agreement.
Outline a 30-day action with an owner and progress check.
Participant takeaway: Family and Community Synergy Action Map
Format to discuss: Interactive workshop or multi-session series.
Education for people and organizations seeking safer interactions, clearer support boundaries, stronger referral practices, and more consistent trauma-informed approaches.
T10
Building a Trauma-Informed Community
From shared understanding to coordinated practice
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Help organizations translate trauma awareness into everyday interactions and coordinated support. The workshop introduces educational applications of Choice Theory, Reality Therapy, Acceptance and Commitment Therapy (ACT), and Mental Freedom alongside safety, voice, choice, and collaboration.
Best suited for: Community coalitions, schools, agencies, nonprofits, public safety partners, and service leaders.
Learning objectives
Identify practices that support safety, trust, voice, and choice.
Connect needs, self-evaluation, and values-based action to nonclinical support.
Identify organizational barriers and opportunities for coordinated improvement.
Expected outcomes
Complete a focused review of one service or interaction.
Map partner roles, support resources, and referral gaps.
Develop a 90-day improvement plan with owners and review points.
Participant takeaway: Trauma-Informed Community Action Plan
Format to discuss: Interactive workshop or multi-session series.
Educational application of frameworks; not clinical treatment training or a clinical credential.
Understanding stress, behavior, and supportive responses
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Explore how traumatic stress may influence attention, memory, emotions, relationships, and behavior. Participants learn to approach observable distress with curiosity rather than labels while recognizing that experiences differ and a training participant should not diagnose another person.
Best suited for: Educators, supervisors, peer supporters, helping professionals, families, and community members.
Learning objectives
Describe common stress responses and individual differences.
Recognize situations that may intensify distress or reduce felt safety.
Select supportive communication and appropriate referral options.
Expected outcomes
Explain a stress response in clear, non-stigmatizing language.
Practice a consent-based supportive response to a scenario.
Identify when concerns exceed the limits of the participant's role.
Participant takeaway: Trauma-Aware Response and Referral Guide
Format to discuss: Interactive workshop or multi-session series.
Examine the personal and organizational demands of supporting others through stress and adversity. Participants identify warning signs, strengthen boundaries, and develop realistic recovery practices while recognizing that self-care alone cannot correct unsafe workloads or inadequate organizational support.
Best suited for: First responders, peer supporters, educators, ministry leaders, healthcare staff, and helping professionals.
Learning objectives
Recognize personal stress signals and work-related sources of strain.
Distinguish individual self-care needs from organizational responsibilities.
Plan sustainable boundaries, support, and recovery routines.
Expected outcomes
Complete a personal stress-and-support inventory.
Identify one boundary and one workplace support request.
Create a practical wellness plan with a regular check-in.
Participant takeaway: Personal Wellness and Support Plan
Format to discuss: Interactive workshop or multi-session series.
Apply Dr. Charles Dent's integrative educational framework to practical decisions about support, relationships, and organizational response. Participants connect trauma-informed principles with needs, self-evaluation, values, and responsible planning through guided scenarios rather than diagnosis or automated risk scoring.
Best suited for: Educators, program leaders, supervisors, peer support teams, and human services organizations.
Learning objectives
Describe how the framework connects awareness, relationships, and action.
Apply its educational concepts to a realistic workplace or service scenario.
Identify professional limits, referral needs, and follow-up responsibilities.
Expected outcomes
Complete a structured case-reflection worksheet.
Draft an appropriate response with clear role boundaries.
Select one practice change and a way to review its use.
Participant takeaway: Trauma-Informed Practice Application Worksheet
Format to discuss: Interactive workshop or multi-session series.
An educational framework, not a validated diagnostic tool, predictive algorithm, or treatment protocol.
Recognize concerns, offer initial support, connect to help
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A standardized Mental Health First Aid course focused on recognizing mental health or substance use concerns, offering initial support, and encouraging appropriate help. Learning follows the approved curriculum and MHFA Action Plan rather than a custom clinical intervention.
Best suited for: Employees, educators, community members, public-facing staff, and organizational support teams.
Learning objectives
Recognize signs of possible mental health or substance use concerns.
Explain and practice the MHFA Action Plan in course scenarios.
Identify appropriate professional, community, and self-help resources.
Expected outcomes
Practice a supportive, nonjudgmental response.
Identify the limits of the mental health first aider role.
Demonstrate course learning and meet applicable completion requirements.
Participant takeaway: Approved MHFA learning materials and completion documentation, as applicable
Format to discuss: Standardized course; duration, pre-work, and delivery follow the authorized curriculum.
Participant training, not instructor certification. Course version and current instructor authorization are confirmed before booking.
Introduce the QPR approach to recognizing possible suicide warning signs, asking directly about suicide, encouraging acceptance of help, and connecting someone with appropriate support. The course prepares gatekeepers to take an initial helpful step, not to provide clinical risk assessment or treatment.
Best suited for: Employees, community members, educators, faith leaders, peer supporters, and public-facing teams.
Learning objectives
Recognize possible warning signs and situations that warrant concern.
Practice the Question, Persuade, Refer approach within course guidance.
Identify crisis resources and appropriate referral steps.
Expected outcomes
Rehearse a direct, compassionate opening question.
Identify a route to professional or emergency help.
Explain the boundaries of the gatekeeper role.
Participant takeaway: Approved QPR participant resources and local referral information
Format to discuss: Standardized gatekeeper course; timing follows current QPR requirements.
Participant training, not instructor certification. Current instructor authorization and course requirements are confirmed before booking.
Strengths-based learning that connects identity, recovery, cultural resilience, purpose, and everyday habits with realistic plans for personal and professional growth.
T16
MaxOut Coaching
Self-leadership, purpose, and practical growth
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Translate personal reflection into purposeful action through MaxOut's focus on self-awareness, self-leadership, self-assessment, and disciplined follow-through. Participants clarify what matters, examine current habits, and choose realistic steps toward growth without treating coaching as mental health treatment.
Best suited for: Adults, workforce participants, emerging leaders, employee groups, and community learning programs.
Learning objectives
Connect personal values and strengths to a meaningful goal.
Identify habits, supports, and obstacles affecting follow-through.
Use reflection and self-assessment to adjust an action plan.
Expected outcomes
Complete a personal priorities and strengths review.
Define one goal with milestones and support needs.
Build a 30-day action plan and accountability check-in.
Participant takeaway: MaxOut Personal Growth Plan
Format to discuss: Interactive workshop, coaching-informed group series, or individual engagement.
Help participants look beyond limiting labels and one-size-fits-all expectations. This recovery-focused workshop explores individual strengths, values, and support needs so that personal goals reflect the person's circumstances rather than comparisons with someone else's progress.
Best suited for: Men and women in recovery, recovery community organizations, reentry programs, and peer-led groups.
Learning objectives
Identify strengths and needs that shape an individual recovery journey.
Challenge comparison-based expectations and limiting self-descriptions.
Explore how thoughts, emotions, values, and everyday choices relate to recovery goals. Participants practice noticing internal experiences without shame, identifying available options, and seeking support. Personal agency is emphasized without suggesting that addiction, trauma, or emotional distress is simply a matter of choice.
Best suited for: Men and women in recovery, peer support groups, recovery programs, and community reentry initiatives.
Learning objectives
Notice thoughts and emotional cues without treating them as instructions.
Identify values and available choices within real-life constraints.
Practice a pause, support-seeking step, and values-aligned response.
Expected outcomes
Complete a thought-and-response reflection.
Rehearse a supported response to a challenging situation.
Create a values-based daily practice and support plan.
Participant takeaway: Recovery Reflection and Values-to-Action Plan
Format to discuss: Interactive workshop or multi-session series.
Educational support, not psychotherapy or a substitute for individualized recovery care.
Identity, cultural strengths, and collective wellbeing
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A strengths-based learning experience exploring Black identity, cultural resources, community connection, and resilience. Participants consider both personal agency and structural barriers while rejecting the expectation that strength requires silence, constant endurance, or managing adversity alone.
Best suited for: Black-serving organizations, community leaders, educators, mentoring groups, and culturally responsive programs.
Learning objectives
Identify personal, cultural, relational, and community sources of strength.
Examine how context and access shape opportunities for wellbeing.
Connect cultural strengths with support-seeking and practical action.
Expected outcomes
Complete a cultural strengths and support map.
Identify one personal goal and one community support need.
Develop a resilience plan that includes rest, connection, and resources.
Participant takeaway: Cultural Resilience and Community Support Map
Format to discuss: Interactive workshop or multi-session series.
Presented as a training topic and strengths-based lens, not a diagnostic theory or validated clinical model.
Create a respectful learning environment for discussing emotional expression, identity, stress, relationships, and help-seeking. The workshop centers varied lived experiences rather than stereotypes and helps participants consider what strength, support, and wellbeing can look like in their own lives.
Best suited for: Black men and men of color, men's groups, mentoring initiatives, workforce programs, and community partners.
Learning objectives
Recognize messages that shape emotional expression and help-seeking.
Practice language for discussing feelings, needs, and boundaries.
Identify supportive relationships and accessible mental health resources.
Expected outcomes
Develop a personal vocabulary for describing emotional needs.
Rehearse a supportive conversation or request for help.
Create a mental wellness and connection plan.
Participant takeaway: Mental Wellness and Connection Plan
Format to discuss: Interactive workshop or multi-session series.
Participants may reflect privately and are never required to disclose personal trauma.
Define better performance in terms of meaningful priorities, consistent habits, and sustainable effort rather than constant overwork. Participants examine where attention and energy are going and build a simple system for focused action, feedback, and adjustment.
Best suited for: Employees, leaders, workforce participants, coaches, and personal-development groups.
Learning objectives
Define success using values, responsibilities, and realistic capacity.
Identify habits and competing demands that affect execution.
Create measurable priorities and a regular review routine.
Expected outcomes
Choose one priority and a practical measure of progress.
Design a weekly habit and focus plan.
Set a review date and an adjustment strategy.
Participant takeaway: Higher-Level Performance and Habit Plan
Format to discuss: Interactive workshop or multi-session series.
Planning focus: An individualized recovery map and a values-based action plan.
Choose the right depth
From a focused session to applied learning.
Discuss an in-person or virtual format suited to your audience and goals. Timing, travel, fees, accessibility, and deliverables are confirmed in the engagement proposal.
45-75 minutes
Keynote or awareness session
Introduce a focused idea, shared language, and a practical next step.
90 minutes
Interactive workshop
Explore a defined topic through reflection, discussion, and introductory practice.
Half-day or full-day
Applied training
Add case scenarios, skill practice, participant tools, and action planning.
Multi-session engagement
Learning and implementation series
Build skills over time with practice, feedback, and agreed implementation support.
These formats apply to custom programs. Mental Health First Aid and QPR retain their own curriculum, timing, and completion requirements.
Responsible learning. Clear scope.
Educational services. Training and coaching are educational and developmental services. They do not provide diagnosis, psychotherapy, medical treatment, or emergency care. Participation does not confer clinical competence or professional licensure.
Voluntary participation. Personal disclosure is voluntary. Scenarios can be discussed without sharing trauma histories. Accessibility needs, cultural context, and faith-based preferences are considered during planning.
Faith-informed options. General programs are delivered without religious content unless a faith-informed version is requested. Emotional Intelligence from a Biblical Perspective is explicitly Christian.
Credentials and credit. Continuing education credit, professional certification, and state peer-support credentials are not implied. Any approved credit or credential is identified in the written engagement agreement.
Mental Health First Aid and QPR follow their respective program requirements and are not compressed or combined with custom content in ways that alter the required curricula. Course version, instructor authorization, prerequisites, materials, and completion requirements are confirmed before booking.
Plan for application
Define what happens after the session.
01
Clarify the need.
Identify the audience, existing strengths, current challenge, and the behavior or practice you want to strengthen.
02
Practice the skill.
Use relevant scenarios, guided reflection, and an agreed participant tool to connect learning with everyday responsibilities.
03
Review the application.
Choose a realistic progress check, such as a completed action plan, observed skill practice, or a 30-day implementation review.
Evaluation and follow-up services are included only as specified in the written engagement agreement. A satisfaction rating or confidence score alone is not evidence of lasting behavior change.
Bring the learning to your organization
Start with the people. Define the next step.
Share your organizational goals, intended participants, preferred format, and desired timing. Training content and facilitation planning can be coordinated with Dr. Charles Dent.
Please provide business and event information only. Do not include diagnoses, trauma histories, or confidential participant information in a training inquiry.
This page is not monitored for emergencies. In the United States, call or text 988 for crisis support. Call 911 for an immediate emergency.
Before you book
Common planning questions.
Can a program be tailored to our organization?
Custom workshops can be planned around your audience, examples, goals, and accessibility needs. Final deliverables are set in the proposal. Mental Health First Aid and QPR must preserve their required curricula.
Will participants receive certification or continuing education credit?
Continuing education credit, professional certification, and state peer-support credentials are not implied. Any approved credit or credential is identified in the written engagement agreement. Mental Health First Aid and QPR participant completion is distinct from instructor certification.
Are participants expected to share personal experiences?
Personal disclosure is voluntary. Scenarios can be discussed without sharing trauma histories. Accessibility needs, cultural context, and faith-based preferences are considered during planning.
Are these therapy or clinical treatment programs?
Training and coaching are educational and developmental services. They do not provide diagnosis, psychotherapy, medical treatment, or emergency care. Participation does not confer clinical competence or professional licensure. Recovery-focused programs are intended to complement existing care and support.
How are fees and scheduling determined?
Fees depend on the selected program, scope, audience size, format, materials, travel, and agreed follow-up. Submit a training inquiry to discuss fit and receive an engagement proposal.
