Title IV-E Foster Care Service Providers Trainings

Title IV-E Program offers free training to San Francisco Human Services Agency staff who work with youth in foster care, group home staff, foster family agency staff, and foster parents in San Francisco.  

Most classes can be offered at an agency’s site on weekdays, evenings, or Saturdays with a minimum of 8 guaranteed participants attending the training.  Agencies can select topics that are currently offered or request new workshops.  Our faculty can customize workshops that fit your agency's needs.

For eligibility questions and more information about scheduling classes, please contact Lynne Towe, Title IV-E Project Director at 415-267-6570 or email ltowle@ccsf.edu

To register for Title IV-E classes:  Email fcstrain@ccsf.edu.  Call 415-267-6523 if you have questions about a scheduled class.

California Board of Behavioral Sciences CEU Provider # 3002

 

Future Title IV-E Trainiings

Awareness of Our Own Reactions When Working with Youth & Their Families   6 CA BBS CEUs
Instructor Pamela Parkinson, PhD, LCSW
SW360h  Friday, August 1, 201, 10 AM - 4 PM
150 Executive Park Blvd., First Floor Conference Room


Examine the reasons why you chose to work in this field. They can be a “double-edged sword”— by being both the very things that make you excellent at your work and cause burn-out.  Explore how your own “stuff” impacts your work with youth and their families and, if you are a supervisor, how to support those you supervise with all of this.  Discuss self-disclosure with clients, explore ourselves and counter-transference, identify how we know when we are over-involved with our clients, and review ways to address this. There will be a 30 minute lunch break so please brown bag it.


Avoiding Parent/Caregiver Burn out in the Midst of Challenging Youth Behaviors:  How can we Help Caregivers?   6 CA BBS CEUS
Instructor Pamela Parkinson, PhD, LCSW
SW377h  Friday, August 8, 10 - 4 PM
150 Executive Park Blvd., First Floor Conference Room


Learn specific interventions and ways to support caregivers/parents who are struggling to manage challenging child behaviors.  While it is necessary to understand the function of the child's behaviors (since it is a communication to us) in order for ANY behavior plan to work, the focus is on how to help families implement a plan while understanding what this all means to the caregiver.  If we can’t understand and support the caregiver, they will not be able to support their kids in a healthy way!
 

Boundaries, Secondary Trauma, & Self Care in Working with Youth & Families
6 CA BBS CEUs
Instructor Paul Gibson, LCSW
Cl# SW780h     Wednesday, August 13, 2014    9 AM - 4 PM
CCSF Evans Campus Room 102: 1400 Evans St @ Mendell St.


Working with youth and families in child welfare and the juvenile justice system can be stressful; it is important for us to understand how this impacts us on a personal level and be active in taking care of ourselves.  Examine the importance of maintaining boundaries and self-care for youth service providers staying effective as helping professionals and maintain our personal well-being. Discuss personal issues that impact our work including emotional boundaries, the zone of involvement, client transference, and staff counter-transference. Review ethical practice issues and guidelines for professional helping relationships,

Study secondary traumatic stress experienced by youth service providers, including symptoms, effects, how to manage secondary trauma, and stress information and management skills.  Explore the stress response cycle, signs of stress, and coping skills for managing stress. Learn stress reduction techniques, including relaxation methods, social support, time management, assertive communication, changing negative beliefs, positive self-talk, and healthy life styles. Develop a personal care plan at the end of the class.


Working with Spanish-Speaking Families: Cultural & Language Considerations     4 CA BBS CEUs
Instructor Natalia Estassi, PsyD
Cl# SW710h   Thursday, Aug. 28, 2014   9:30 AM – 2:30 PM
CCSF Evans Campus Room 110: 1400 Evans St @ Mendell St.


Working with Latino families requires an understanding of different worldviews that may impact how individuals communicate with professionals and their own children; these worldviews shape expectations for development. Explore statistics, etiquette, family values, rituals, religion, teaching styles, and learning implications helpful to those working with Latino Families. Discuss general family beliefs regarding mental health and disabilities and other important concepts in the Latino culture. What is acculturation and how do we best understand and help Latino families through their process? Review cultural sensitivity& competence and the importance of effective professional and personal boundaries.  Learn clinical terminology and vocabulary relevant to our field.  Examine the importance of your own triggers and how to have intentional interaction vs. reactions.  Discuss the best way to manage these and create awareness for ourselves as providers making us truly effective in our roles.


Replacement Behaviors  4 CA BBS CEUs
Instructor Natalia Estassi, PsyD
SW715h Thursday, Sept. 4, 2014; 9:30 AM – 2:30 PM
CCSF Evans Campus Room 110: 1400 Evans St @ Mendell St.


Explore the challenges that surface when working with youth and the most effective methods providers can use to change harmful behaviors.  Review: what replacement behaviors are; useful techniques to identify and teach appropriate behaviors; what behavior is; its roots; and the genetic and environmental effects of behavior. Study the impact of trauma on behavior and the underlying reasons why the youth we work with may exhibit such challenging behaviors. Examine various techniques used to change harmful behavior that allow us to be effective in our roles as professionals, including what youth need to embrace change and several strength-based approaches.  Discuss specific challenges and traps to avoid when working with challenging youth and receive tools and support on managing them. 


Supporting LGBTQ Youth and Families   6 CA BBS CEUs
Instructor Paul Gibson, LCSW
GL160i Thursday, Sept 11, 2014; 9 AM - 4 PM
CCSF Evans Campus Room 110: 1400 Evans St @ Mendell St.


Lesbian, gay, bisexual, transgender, and questioning youth are becoming aware of and open about their identity at an earlier age in our society, often by early to mid-adolescence. This puts them into direct conflict with family, peers, schools, and out-of-home placements. Explore an overview of LGBTQ youth including sexual identity, the coming out process, psycho-social risk factors, and their involvement in the child welfare system. Study risk factors including family rejection, peer bullying, school safety, low self-esteem, social isolation, depression, and HIV. Discuss LGBTQ youth suicide along with the It Gets Better campaign, a campaign that supports youth in developing a positive identity and support system to address the issues they face. Participate in group activities and discussions and view videos of LGBTQ youth in out-of-home care.

Discussion focuses on improving outcomes for LGBTQ youth. Examine individual and family counseling approaches and practice counseling skills with LGBTQ youth. Review best practice guidelines for youth agencies, group homes, foster homes and other caregivers, transition needs for LGBTQ youth including family reconciliation and other permanency options, community resources, housing options, health care, and other services.  We can make a difference in the lives of LGBTQ youth. Once they develop a positive identity, accept themselves, and gain support from others; they can have satisfying and fulfilling lives as LGBTQ adults.


Assessing Family Issues Using Evidence-Informed Principles: Overview   6 CA BBS CEUs
Instructor Pamela Parkinson, PhD, LCSW
Cl# SW200i     Friday, Sept. 12, 2014      10 AM – 4:30 PM   
150 Executive Park Blvd., First Floor Conference Room   SF


Staff who work directly with family systems obtain an overview of family work intervention concepts consistent with many of the principles that underlie such Evidence-Based Practices (EBP) as functional, structural, brief strategic, and multi-systemic family work. Some of the concepts/principles covered include: strengths focus; enactment; reframing; hypothesis development; genogram assessment; hierarchy; triangulation; alliances; ecological systems; etc. This introductory workshop prepares participants for the 4 week seminar that explores these concepts in more depth. Anyone who works directly with families is welcome to attend.


Challenging Behaviors: An Overview      6 CA BBS CEUs
Instructor Pamela Parkinson, PhD, LCSW
Cl# SW370i    Wednesday, Sept. 17, 2014    12:30 PM – 4:30 PM  150 Executive Park Blvd., First Floor Conference Room   SF


Obtain an overview of the important ingredients in creating a behavior plan that works for kids. In order to help kids improve their behaviors, we have to avoid power struggles, and remember that we are trying to teach them new behaviors. Learn to apply theoretical principles shown to be effective and the basics of developing such a plan.


NEW DATE: Overview of Childhood Brain Development
CL BD100i   NEW DATE: Thursday, Sept. 18, 2014   9 AM – 12 PM
Instructor Yudy Larraburo
CCSF Evans Campus #107: 1400 Evans Ave. @ Mendell St.

NEW DATE: Overview of Adolescent Brain Development
CL BD150i   NEW DATE: Thursday, Sept. 25, 2014   9 AM – 12 PM
Instructor Yudy Larraburo
CCSF Evans Campus #107: 1400 Evans Ave. @ Mendell St.

Explore an overview of developmental neuro-cognitive topics related to children, adolescents, and adults. Study the elements that support healthy brain development and factors that negatively impact optimum cognitive outcomes. Discuss topics including: neuro-social-emotional development, attention, learning, plasticity, and cognitive diversity.  Review the latest neuroscience research findings with the objective of supporting best-practice services.  The second session focuses on the similarities and differences of the adolescent brain in comparison to early childhood and adult neural development.


The Power of Assessing the Family System in Our Work with At-Risk Youth:  Using Direct Observation as a Primary Means of Assessment      15 CA BBS CEUs
Instructor Pamela Parkinson, PhD, LCSW
Cl# SW260i 6 Mondays: Sept. 19, 29, Oct. 6, 13, 20, & 27, 2014     5:30 PM - 8:30 PM
Alternative Family Services: 250 Executive Park Blvd. Suite 4668, SF


Both “old-timers” in the field and newcomers, are welcome to attend this Summer Series “one-way mirror” training. Observe from behind the mirror and participate in a reflecting team with the family during the session. Study theoretical underpinnings of this systemic training, including structural, strategic, functional, behavioral, and developmental theories with a special emphasis on Pain in the Heart Assessment.


Preparing to Work with Youth in Foster Care:  Going to Graduate School
Instructor Pamela Parkinson, PhD, LCSW
CL# SW100i Friday, Sept. 26, 2014;  10 AM  - 1 PM
150 Executive Park Blvd. First Floor Conference Room


The wide variety of  options can be overwhelming for child care workers, residential counselors, case managers, teaching assistants, and anyone else working with kids in foster care and at-risk kids who are thinking of returning to school at the graduate level.  Discuss the pros and cons of obtaining an MFT, MSW, Ph.D., PsyD., M.D., etc.  Making the right choice for you is important when investing the time and effort about how you will work with kids in the future. Explore the wealth of information to help you make the right decision for you!


Understanding & Assessing Challenging Youth Behaviors in the Context of Family Issues Seminar     12 CA BBS CEUs
Instructor Pamela Parkinson, PhD, LCSW
Cl# SW375j 4 Wed, Oct. 1, 8, 15, & 22, 2014 5:30 – 8:30 PM
150 Executive Park Blvd., First Floor Conference Room

Learn specific interventions to share with families to struggling manage challenging child behaviors.  While it is necessary to understand the function of the child's behaviors (since it is a communication to us) in order for ANY behavior plan to work, the focus is on how to help families implement a plan in family meetings and between meetings.  Pre-requisite:  Positive Behavior Teaching for Challenging Behaviors:  An Overview


The Impact of Trauma on Youth        4 CA BBS CEUs
Instructor Natalia Estassi, PsyD
Cl# SW720j  Thursday, October 2, 2014  9:30 AM – 2:30 PM
CCSF Evans Campus Room 110: 1400 Evans St @ Mendell St.


Trauma affects everyone. As providers, we need to know how to work with trauma because it is all around us.  Consider the importance of understanding trauma, what is considered a traumatic event, and what is commonly overlooked.  Explore research on trauma: its importance, its relevance, how to understand it, and how to work with it.   Examine how to diagnose and understand the underlying issues of PTSD, trauma’s effects on youth, their brain, and their ability to learn.  Discuss trauma’s effects on youth behavior, including the emotional, physical, and long term symptoms of trauma. Explore strength-based interventions, trauma focused CBT, and the best ways to engage, facilitate, and empower our youth and families to facilitate change.  Review the importance of self-awareness and self-care in avoiding vicarious trauma.


Eating Disorders 4 CA BBS CEUs
Instructor Natalia Estassi, PsyD
ED100j Thursday, Oct. 9, 2014; 9:30 AM – 2:30 PM
CCSF Evans Campus Room 110: 1400 Evans St @ Mendell St
.

It is estimated that 75 million people worldwide suffer from eating disorders, including anorexia and bulimia. While most are women, about 10% - 15% are men. Teenagers and young adults are most likely to have eating disorders, but people of all ages, including young children, can have these conditions. Unfortunately, many suffer in silence, ashamed or embarrassed to seek help, or unaware that help is even out there. Eating disorders can be deadly. What can you do as a provider to help? Review various eating disorder diagnoses, including their effects and causes. Learn to recognize the warning signs of eating disorders and what to do if you suspect a youth you are working with may have one. Explore how to prevent and treat eating disorders. Learn how to put yourself in the shoes of someone with an eating disorder to truly be empathetic in our work. What's it like? Review the impact of positive self-esteem and body image and influencing factors including social, cultural, and biological influences. Study the treatment, impact, and recovery process and how to prevent eating disorders and promote health. Review some commonly asked questions and alarming statistics.


Self-Regulation Skills with Youth: Using Cognitive and Behavioral Strategies    6 CA BBS CEUs
Instructor Paul Gibson, LCSW
Cl# SW790j   Thursday, Oct. 16, 2014      9 AM – 4 PM
CCSF Evans Campus Room 110: 1400 Evans St @ Mendell S
t.

Self-regulation is the ability to manage our personal experience including our physical responses, emotions, thought processes, and behaviors. Self-regulation skills are first learned from caregivers. When these caregivers are unresponsive, inconsistent, abusive, or unpredictable, it negatively affects the child’s sense of safety and their relationship with the world. In the absence of reliable supports, children who experience repeated trauma develop impaired self-regulation that includes chronic distress, disconnect from emotions, limited coping skills, and a focus on survival. Review how to support youth in developing self-regulation skills and in learning cognitive and behavioral strategies to manage their personal experience, develop positive coping skills, and improve their wellbeing. Discuss the development of self-regulation skills in youth from childhood through adolescence, including the role of caregivers and the impact of trauma. Review the components of self-regulation. Study cognitive and behavioral strategies for each component, including identifying warning signs and relaxation techniques (physical response skills), monitoring emotions and recognizing triggers (emotional skills), changing negative beliefs and thinking (cognitive skills), and communication skills and evaluating choices (behavioral skills). Learn how to apply self-regulation skills when working with youth on specific issues including depression, anger, trauma, and anxiety.


Depression, Anxiety, & Suicide Prevention  4 CA BBS CEUs
Instructor Natalia Estassi, PsyD
SD100j Thursday, Oct. 23, 2014; 9:30 AM – 2:30 PM
CCSF Evans Campus Room 110: 1400 Evans St @ Mendell St.


The World Health Organization estimates that approximately 1 million people die each year from suicide. Suicide is the SECOND leading cause of death for people 10-24 years old. Suicide is the THIRD leading cause of death for college-age youth and youth 12-18 years old. Four out of five teens who attempt suicide have given clear warning signs. These alarming statistics remind us of our crucial role as providers to assess and address suicide with all our youth. Explore the misconceptions about suicide; how to address them; and common suicide risk factors for children and teens. Review the signs and symptoms of depression and anxiety; how to recognize these warning signs; and how they are directly linked to suicide. Discuss tips on preventing suicide; assessing the suicide risk level; and problems that may trigger a suicide attempt in children and teens. Learn how you can make a difference!


Boundaries, Boundaries, Darn Those Ethical Boundaries!
3 CA BBS CEUs Available
Instructor Pamela Parkinson, PhD, LCSW
CL# SW390j   Friday, October 24, 2014;     10 AM – 4 PM   
150 Executive Park Blvd., First Floor Conference Room


Do you ever struggle with how close or distant your relationships with your clients should be in order to maintain your ability to be helpful and therapeutic?  We provide services to our youth and their families in their own homes, in schools and in their communities; this can be confusing for us and for our clients as to what our roles are and what kinds of relationships are being developed with our clients.  The true helping relationship requires clear relationship boundaries so that we don't unintentionally exploit our clients or experience "burn out".  This training clarifies what we mean by boundaries, ways in which we might be overstepping them, what is meant by dual relationships, and issues regarding the boundaries relating to physical contact with our kids.

Changing Harmful Behaviors: Interventions & Guidelines 4 CA BBS CEUs
Instructor Natalia Estassi, PsyD
SD725j Thursday, Oct. 30, 2014; 9:30 AM – 2:30 PM
CCSF Evans Campus Room 110: 1400 Evans St @ Mendell St.


Children and adolescents living in foster care are a vulnerable population. Most have emotional, behavioral, developmental, and health problems that have their roots in the difficult family and environmental circumstances they came from before entering the foster care system. Many have challenging behaviors that if changed, would benefit the youth. Explore one of the best-known approaches to change, known as the "Stages of Change" model. Study: techniques for changing harmful behavior, what counts as harmful behavior, reasons why youth may hurt themselves; the effects of self-harm behavior; and how it can be addictive in nature. Explore effective communication techniques; how appropriate role modeling and self-disclosure can affect our work; the importance of positive attention for youth; and how to consistently provide this to youth. Discuss behavior contracts and the positive impact it can have to set limits for youth's behavior and to send a clear message that there are consistent consequences to the choices they make, good or bad.


Understanding & Intervening with Families of At-Risk Youth:
An Intensive Seminar Using "Live" Training with the One-Way Mirror   20 CA BBS CEUs
Instructor Pamela Parkinson, PhD, LCSW
Cl# SW350k 30 Weds: Nov. 5, 2014 - June 17, 2015  5:30 PM – 8:30 PM
250 Executive Park Blvd., fourth floor #4668   San Francisco


Prerequisites: Working with Families Using Evidence-Based Common Elements: An Overview AND The Power of Including the Family System 4-Session Seminar Intro to the Use of the One-Way Mirror.

The seminar begins with a focus on readings, discussion, case presentation, role plays and "live" observation. Review evidence-based practices including general systems theory, strategic and structural conceptualizations, genogram construction, and hypothesis development. Explore and integrate developmental, behavioral, and psychodynamic theoretical conceptualizations.  

The balance of the seminar uses the one-way mirror with "in the moment" coaching through an earpiece.   Everyone enrolled in this seminar is expected to bring in a family for the "live" earpiece training experience. Enrollment is limited. California Board of Behavioral Sciences CEU'S available to MFTs and LCSWs, though being licensed is not necessary to participating in the training. This training may be repeated.      No meetings 11/26, 12/24, or 12/31


Infant & Child Mental Health Issues       4 CA BBS CEUs
Instructor Natalia Estassi, PsyD
Cl# SW730k   Thursday, Nov. 6, 2014    9:30 AM – 2:30 PM
CCSF Evans Campus Room 110: 1400 Evans St @ Mendell St.


Mental health is an essential part of children's overall health; there is a complex interactive relationship with their physical health and their ability to succeed in school, at work, and in society.. Contrary to common belief, infants and toddlers can suffer from mental health issues; unfortunately they are unlikely to receive treatment that could prevent long-lasting detrimental developmental effects. Study the optimal social and emotional development of infants and their families in the first three years of life. Learn how cognitive development and motor skills development is part of the infant mental health picture. Discuss these issues, the importance of healthy attachments, and how the effects of trauma result in mental health issues. Explore Child Parent Psychotherapy, play, and art therapy and other best practices to work with children.


Strength-Based Family Work & Family Engagement      6 CA BBS CEUs
Instructor Pamela Parkinson, PhD, LCSW
Cl# SW380k    Friday, November 7, 2014    10 AM - 4 PM  
150 Executive Park Blvd., First Floor Conference Room   SF


For years we have been told to be “strength-based and client centered”, however, we have not typically been told what this really means.  In our field, we often focus on the negative events that have occurred or the pathology that a client and their family members seem to present with.  We forget, in the midst of all of the difficulties, that everyone has strengths and abilities and good intentions.  This training focuses on the importance of teaming with family members from the beginning and offers a variety of case plan strategies to create a family friendly process that will increase our ability to engage effectively with families who just don’t want to work with us!  We will also clarify what it means in terms of our work to be “strength-based”.  


The DSM 5 and Mental Health Issues 6 CA BBS CEUs
Instructor Paul Gibson, LCSW
Class # SW775k  Thursday, Nov. 13, 2014; 9 AM -  4 PM
CCSF Evans Campus Room 110: 1400 Evans St @ Mendell St.


The Fifth Edition of the Diagnostic Manual of Mental Disorders (DSM 5) is being released in May 2013. This information is critical for child welfare workers in understanding the mental health issues of the children and families served. Discuss an overview of the DSM 5 with attention to the revised organizational structure and changes from the DSM IV including new diagnoses. Review the potential causes of mental illness and a brief history of the DSM since it was first published in 952.  Consider controversies concerning the diagnosis and treatment of mental disorders including the rising prevalence of mental illness, the use of psychotropic medications, and issues regarding the diagnosis and treatment of children and adolescents

Study the DSM 5 new categories including Neurodevelopmental Disorders (i.e. Autism and ADHD) and Neurocognitive Disorders (formerly Delirium and Dementia) and the new sections for Bipolar Disorders, Depressive Disorders, Anxiety Disorders, Trauma and Stressor Related Disorders and Obsessive-Compulsive Disorders.  Examine the new diagnoses including Disruptive Mood Dysregulation, Binge Eating, Hoarding, and Disinhibited Social Engagement Disorders; changes to Schizophrenia, Alcohol, and Substance Use Disorders, Personality Disorders, and Conduct Disorder.


Learning Disorders 4 CA BBS CEUs
Instructor Natalia Estassi, PsyD
LD100k Thursday, Nov. 20, 2014; 9:30 AM – 2:30 PM
CCSF Evans Campus Room 110: 1400 Evans St @ Mendell St.


A learning disorder, is not a problem with intelligence.  Children  with learning disabilities cannot try harder, pay closer attention, or improve motivation on their own; they need help to learn how to do those things. Examine how learning disorders are caused by a difference in the brain that affects how information is received, processed, or communicated. Explore different learning disorders, their symptoms, and the social and emotional difficulties that result from these. Review the challenges of poverty and learning disorders; what Executive Functioning is; and how it affects learning disorders.  Learn the differences between Verbal and Nonverbal Learning Disorders and their warning signs. Discuss how with early recognition and targeted intervention, children with learning disabilities can achieve as well as other children.

Awareness of Our Reactions When Working with Youth & their Families   6 CA BBS CEUs
Instructor Pamela Parkinson, PhD, LCSW
Cl# SW360k    Friday, November 21, 2014   10 AM - 4 PM
150 Executive Park Blvd., First Floor Conference Room   SF

Examine the reasons why you chose to work in this field. They can be a “double-edged sword”— by being both the very things that make you excellent at your work and cause burn-out.  Explore how your own “stuff” impacts your work with youth and their families and, if you are a supervisor, how to support those you supervise.  Discuss self-disclosure with clients, explore ourselves and counter-transference, identify how we know when we are over-involved with our clients, and review ways to address this.


Understanding Bullying and Cyber-Bullying  CA BBS CEUs
Instructor Natalia Estassi, PsyD
BU100L Thursday, Dec. 4, 2014; 9:30 AM – 2:30 PM
CCSF Evans Campus Room 110: 1400 Evans St @ Mendell St
.

Explore the meaning of bullying and cyber-bullying, their consequences, the roles that youth play, and what can be done to intervene and support bullies, victims, and bystanders. Discuss sexting and how it relates to cyber-bullying.  Bullying can emerge in early childhood; children as young as 3 can and do participate in it. Review how bullying develops, how we can prevent early childhood bullying, who is most at risk, and gender-specific bullying.  Discuss several interventions we can apply to prevent and stop bullying, including assertiveness and empathy activities and teachable moments with youth.

Clinical Supervision: Law and Ethics Issues 6 CA BBS CEUs
Instructor Paul Gibson, LCSW
SW335L  Thursday, Dec. 11, 2014; 9 AM - 4 PM
CCSF Evans Campus Rm. 110: 1400 Evans Ave. @ Mendell St.


Clinical supervision of trainees and associates is critical to developing outstanding mental health professionals. Review the California BBS (Board of Behavioral Sciences) and BOP (Board of Psychology) legal supervision and licensure requirements for Licensed Marriage and Family Therapists (LMFT), Licensed Clinical Social Workers (LCSW), Licensed Professional Clinical Counselors (LPPC) and Licensed Psychologists. Examine your role in preparing associates and interns for being mental health clinicians including: developing an effective supervisory relationship; supervisory skills and competencies; and case consultation guidelines. Explore legal and ethical issues involved in providing supervision and client care including: sources of procedures; supervisor and intern liability issues; mandated reporting; and ethical best practices. Support trainees in understanding ethical issues related to self-awareness and care including: transference, count-transference, and secondary trauma. Meets CA BBS CEU requirement for Clinical Supervision required every 2 years for supervisors of LMFTs, LPCCs, and Psychology interns & associates. Also meets CA BBS CEU requirements for Law and Ethics required every 2 years.


Saying Good-bye: Effective Termination; Planned, Unplanned, & Kids Aging Out of Services      4 CA BBS CEUs
Instructor Pamela Parkinson, PhD, LCSW
Cl# SW280L   Wed.,  Dec. 12, 2014    12:30 PM – 4:30 PM
150 Executive Park Blvd., First Floor Conference Room   SF

Termination brings with it many wonderful and sometimes frightening issues related to both the treatment process that has occurred and what the future will hold. It may be planned or unplanned. Either way, it is a stressful process for the client, staff members, family members, and peers of the individual who is terminating. Explore the importance of termination throughout treatment, what to expect as termination grows closer, and some ways to support a healthy termination process for everyone even if the termination is unplanned.


SW740a PTSD, Complex Trauma, and Attachment Disorders: Youth Impact and Treatment Approaches  6 CA BBS CEUs
Instructor Paul Gibson, LCSW
Wednesday, Jan 7, 2015; 9 AM - 4 PM
CCSF Evans Campus Room TBA: 1400 Evans St @ Mendell St.


Youth involved in the child welfare and juvenile justice systems often experience extensive trauma in their backgrounds. Review the impact of trauma on youth development, including mental health and behavioral consequences. Discuss trauma related disorders including post-traumatic stress disorder (PTSD); complex trauma; reactive attachment disorder; disinhibited social engagement disorder; depression, and borderline personality. Review best practices for working with these youth such as building the relationship; meeting basic needs; motivating youth; and increasing the core competencies of self-esteem, communications, and coping skills. Explore treatment approaches and evidence-based practices for working with youth who have trauma-related disorders. Review cognitive and behavioral interventions and self-regulation skills that can support youth impacted by trauma.

* * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *

Instructor Jennifer Baity, LCSW, LAADC (Licensed Advanced Alcohol and Drug Counselor), is a licensed clinical social worker, currently works as a Co-Occurring Disorders Specialist at the San Francisco Behavioral Health Center at San Francisco General Hospital. She provides individual, group, and family treatment for adults with serious and persistent mental illness who also have problematic substance use histories; provides staff and intern supervision and training; and co-developed the co-occurring disorders (dual diagnosis) program at SFBHC. She has provided in-depth training to clinicians providing services to youth and adults since 1991 and regularly trains staff in mental health and substance abuse programs throughout the San Francisco Bay Area. She specializes in training on diagnosis and treatment of individuals with co-occurring mental health and substance use conditions and motivational interviewing.

Instructor Paul Gibson, LCSW,, LCSW is a therapist and program consultant with 35 years of experience working with culturally diverse youth and families in residential, mental health, and public health settings. He has been a licensed therapist for 28 years and has provided extensive training for youth and family service providers on topics related to adolescent mental health issues. Mr. Gibson currently has a private practice in San Francisco and provides clinical supervision to mental health professionals and child welfare workers seeking licensure.

Instructor Yudy Larraburo is currently a candidate for a Master of Science degree in Physiology and Behavioral Biology with an emphasis on Neurosciences.  She has dedicated the last ten years to the study of child development and cognitive neuroscience. Yudy Larraburo works as a bilingual (Spanish & English) certified trainer for the Program for Infants and Toddlers Caregivers and as an independent consultant/educator since 2006. She has provided seminars for agencies including: CCSF, Children Council of SF, San Mateo 4C’s, and the San Mateo Department of Education.

Instructor Pamela Parkinson, Ph.D., LCSW, is a licensed clinical psychologist and a licensed clinical social worker who specializes in family therapy with youth who are receiving the highest level of service delivery.  She received her Ph.D. from Georgia State University and her MSW from the University of Southern California (USC).  Dr. Parkinson trains, supervises, and consults for CBO’s in the Bay Area and has worked in level 14 residential, NPS, hospitals, and a variety of community-based settings including outpatient clinics, schools, diversion, kinship, etc. She runs the Bay Area Family Institute of Training in the San Francisco Bay Area and is known for her trainings using the one-way mirror for family work.

Dr. Parkinson is also a nationally certified trainer in the SAMHSA reviewed Evidence Based Practice of Partners for Change Outcome Management Systems (PCOMS).  In this capacity, she assists direct service providers and supervisors in the implementation of PCOMS with youth and their families in the foster care system, juvenile justice system, and in the county mental health system.  Dr. Parkinson works closely with community-based private non-profit organizations that serve the most challenging youth behaviors in day treatment, residential, wrap around, schools, and other community-based settings.  She also works closely with county systems that refer these youth, training and consulting in the area of youth and family therapy. 

Pre-registration is required. Class size is limited. Children are NOT allowed in class. This class is free to San Francisco (SF) Human Services Agency Staff who work with foster children, staff of group homes in SF, and to SF Foster Family Agency Staff.  Your agency or department will be billed a $25 no-show fee (per student) if a staff member does not attend and does not withdraw in advance. Another staff member may replace the registered student if necessary. 

To Register:  Email the information requested below to fcstrain@ccsf.edu

To Withdraw:  Email fcstrain@ccsf.edu at least three business days before class begins.

Pre-registration is required. Class size is limited. Children are NOT allowed in class. This class is free to San Francisco (SF) Human Services Agency Staff who work with foster children, staff of group homes in SF, and to SF Foster Family Agency Staff.  Your agency or department will be billed a $25 no-show fee (per student) if a staff member does not attend and does not withdraw in advance. Another staff member may replace the registered student if necessary.  

Contract Education
Title IV-E Foster Care Staff Registration Form

To Register:  Email the information requested below to fcstrain@ccsf.edu

To Withdraw:  Email fcstrain@ccsf.edu at least 3 business days before class begins.

Bring a stamped, self-addressed envelope to class to receive California Board of Behavioral Sciences CEU’s,

Student Name:
License #
Agency:
Email:
Cell Phone:
Landline phone:

____ Cl# SW360h   Awareness of Our Own Reactions …           Fri., Aug. 1, 2014     10 AM – 4:30  PM  

____ Cl# SW377h   Avoiding Parent/Caregiver Burn out in the Midst  …       Fri., Aug. 6, 2014     10 AM – 4:30  PM  

____ Cl# SW780h   Boundaries, Secondary Trauma, & Self Care               Wed,  Aug 13,  2014           9 AM –  4 PM 

____ Cl# SW710h   Working with Latino Families    Thurs, Aug. 28, 2014          9:30 AM – 2:30 PM  

____ Cl# SW715h  Replacement Behaviors Thurs, Sept. 4, 2014; 9:30 AM – 2:30 PM  \

10____ Cl# GL160i    Supporting LGBTQ Youth & Families   Thurs, Sept. 11, 2014; 9 AM - 4 PM  Evans  Rm. 110

____ Cl#:SW200i    Assessing Family Issues…         Friday,  Sept. 12, 2014           10 AM – 4:30 PM      

____ Cl# SW370i    Challenging Behaviors: An Overview          Wed., Sept. 17, 2014 
 
____ Cl# BD100i    Overview of Human Brain  Development      Thurs, Sept. 18, 2014,     9 AM – 12 PM    

____ Cl# SW260i    Assessing the Family System  Mon., Sept. 19 – Oct. 27      5:30 PM – 8:30 PM 

____ Cl# BD150i    Overview of Adolescent Brain Development     Thurs, Sept. 25, 2014,     9 AM – 12 PM

____ Cl# SW100i     Working Preparing to Work with Youth in FC  Fri.,  Sept.  26, 20143        10 AM – 1 PM

____ Cl# SW375j    Understanding & Assessing Challenging… Behaviors…:  4 Wed., Oct. 1 – 22, 2014        1PM – 4 PM

____ Cl# SW400j   Working with Multi-Stressed Families         Wed., Oct 1 - 22, 2014       5:30 – 8:30PM

____ Cl# SW720j    The Impact of Trauma on Youth     Thurs, Oct. 2, 2014         9:30 AM – 2:30 PM

____ Cl# ED100j  Eating Disorders  Thurs, Oct. 9, 2014; 9:30 AM – 2:30

____ Cl# SW790j   Self-Regulation Skills with Youth       Thurs, Oct. 16, 2014; 9 AM - 4 PM  Evans Rm. 1
10
____ Cl# SD100j  Depression, Anxiety, & Suicide Prevention  Thurs, Oct. 23, 2014; 9:30 AM – 2:30 PM

____Cl# SW390j     Boundaries, … Ethical Boundaries!           Fri., Oct. 24, 2014;         10 AM – 4 PM

____ Cl# SW725j  Changing Harmful Behaviors: Interventions …Thurs, Oct. 30, 2014; 9:30 AM – 2:30 PM

____ Cl# SW350k    Understanding. Intervening w Families…At-Risk Youth   Wed., Nov.  5, 2014   5:30 – 8:30 PM 

____ Cl# SW730k    Infant & Child Mental Health Issues        Thurs,  Nov. 6,  2014      9:30 AM – 2:30 PM

____ Cl# SW380k    Strength-Based Family Work & Family Engagement         Fri., Nov 7, 2014        10 AM – 4 PM  

____ Cl# SW775k  The DSM 5 & Mental Health Issues, Thurs.,  Nov. 13,  2014; 9 AM - 4 PM  Evans Rm. 110

____ Cl# LD100k     Learning Disorders   Thurs, Nov. 20, 2014           9:30 AM – 2:30 PM

____ Cl# SW360k    Awareness of Our Reactions   Fri., Nov 21, 2014       10 AM – 4 PM

____ Cl# BU100L     Understanding Bullying and Cyber-Bullying     Thurs, Dec. 4, 9:30 AM – 2:30 PM

____ Cl# SW335L  Clinical Supervision: Law & Ethics,    Thurs., Dec. 11,  9 AM - 4 PM CCSF Evans Rm 110

____ Cl# SW280L Saying Good-bye: Effective Termination; Planned,  …: Wed., Dec. 12, 2014, 12:30 – 4:30 PM

____ SW740a  PTSD, Complex Trauma, Attachment Disorders…, Wed,  Jan 7,  2015; 9 AM - 4 PM  Evans Campus