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.

To register for Title IV-E classes:  Email fcstrain@ccsf.edu.

Future Title IV-E Trainings

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Understanding Family Assessment and Diagnosis: 4 Parts Described below

Instructor Pamela Parkinson, PhD, LCSW

Please sign up for all parts listed below.

Part I: Cl# SW351k Assessing Family Relationships for Youth in the Continuum of Care

Wednesdays, January. 10, 2017 5:30 PM – 8:30 PM

Begin the seminar series by increasing your understanding of how to assess and diagnose family dynamics to gain a better understanding of how this impacts children in our continuum of care. This exploration leads to better case planning for our youth.

Part II: Cl# SW352a Common Theoretical Factors Used in Family-Focused Evidence-Based Practices

Wednesdays, January 17, 24, and Jan. 31, 2018 5:30 PM- 8:30 PM

Learn to identify common theoretical evidence-based elements used to gain a better understanding of family dynamics and to analyze the family dynamics that contribute to challenges with our youth.

Part III: Cl# SW353b Attachment Needs of Kids in Our Continuum of Care

Wednesdays, February 7, 14, and 21, 2018 5:30 PM - 8:30 PM

Obtain a better understanding of the link between attachment ruptures, child development and trauma. Learn these through the use of demonstration, description, and discussion.

Part IV: Cl# SW354b How Trauma makes Kids Anxious and Scared

Wednesdays, February 28, March 7, 14 and 21, 2018 5:30 PM - 8:30 PM

Explore the importance of the impact of family trauma on kids and how these resulting attachment ruptures, which increase anxiety and sadness, impact behavioral and other emotional disregulation issues.

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Cl# SW200A Assessment of Family Issues Using Evidence-Informed Principles: An Overview 6 CEU’s

Instructor Pamela Parkinson, PhD, LCSW

Friday, January 19, 2018; 9:30 AM - 4 PM

CCSF Evans Campus, Room 107 1400 Evans @ Mendell St.

Staff who work directly with the families of youth, who are receiving services in our continuum of care, will obtain an overview of family work concepts consistent with many of the principles that underlie such Evidence-Based Practices (EBP) as functional, structural, attachment-based, brief strategic, and multi-systemic family work. Better understand strength-based family work and the basic systemic theoretical concepts/principles including: Pain in the Heart Theory (PITH).

Participants will address case assessment specific to exploring and identifying the underlying issues in the family including family violence, family needs, strengths, and resources. This case assessment prepares the worker to move forward with an effective case plan regarding how to support the youth in the safest and healthiest manner. Helping youth with these family challenges increases successful outcomes

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CI# TR200a Attachment and Trauma 6 CEUs

Instructor: Natalia Estassi, PsyD

Wednesday, January 24, 2018; 9AM-4PM

CCSF DTN Center, 88 4th St. @ Mission St., Rm 425

Providers need to know how to work with significant amounts of trauma because it is all around us and affects all of us. Discuss the importance of understanding child abuse and trauma; its effects on attachments; and how unhealthy attachments affect our therapeutic relationship and work with youth and their families. Study research on its relevance and how to work with it. Learn what is considered a traumatic event; what events are commonly overlooked; how to diagnose and understand underlying PTSD issues; the effects of trauma on youth, their brain, ability to learn; and trauma’s effects on behavior, including the emotional, physical, and long term symptoms. Explore strength-based techniques and how to engage, facilitate, and empower our youth and families to facilitate change. Review self-awareness and self-care to avoid experiencing vicarious trauma.  

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SW770a Schizophrenia & Psychotic Disorders in Youth Services & Child Welfare 6 CEUs

Instructor: Paul Gibson, LCSW

Thursday, January 25, 2018; 9 AM - 4 PM

CCSF Evans Campus, Room 106 1400 Evans @ Mendell Street

Psychotic disorders significantly impact children, youth, and families in youth services and child welfare. This course provides an overview of schizophrenia and psychotic disorders in working with systems involved children, youth, and adults who have been diagnosed with psychotic disorders or experience psychotic symptoms. A history of schizophrenia is provided including how it became over diagnosed as a “protest psychosis” in African Americans during the 1960s and 1970s and the impact of deinstitutionalization on services for the mentally ill. Schizophrenia and other psychotic disorders are presented including brief psychosis syndrome, schizoaffective disorder, delusional disorder, substance induced psychotic disorders, and the proposed attenuated psychosis syndrome. Psychotic symptoms in children and youth and the onset of schizophrenia are reviewed.

Treatment approaches for working with families, caregivers and youth who have psychotic disorders are provided including cognitive behavioral approaches, assessing active psychosis, and the use of psychotropic medications. Issues in child welfare are discussed including the misdiagnosis of African Americans with psychotic disorders, the challenges faced by caregivers with psychotic disorders, psychosis in children and youth, the misuse of antipsychotic medications with youth, potential harm to youth in attenuated psychosis syndrome, and the impact of psychotic disorders on future placements and adoptions. The use of mental status exams, case studies to practice diagnosis, and mental health resources are also reviewed.

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Cl# SW545a Law and Ethics Issues in Youth Services and Child Welfare 6 CEUs

Instructor: Paul Gibson, LCSW

Wednesday, January 31, 2018; 9 AM – 4 PM

CCSF Evans Campus, Room 106 1400 Evans @ Mendell Street

Explore the legal and ethical issues for providers in youth and family services and child welfare. Topics include an overview of liability issues and how to minimize liability. Child welfare court cases are discussed. Review consent, confidentiality, practice issues in

youth and child welfare services, and mandated reporting laws. Discuss ethical best practices and ethical decision making in working with youth and families. Review the NASW and CAMFT Codes of Ethics and the California Business and Profession Code with attention to professional conduct guidelines relevant to youth services and child welfare. This course is also designed to assist interns and associates working towards their clinical license in preparing for the Law and Ethics Exam.

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CD145b Neurodevelopmental Disorders and Special Needs Youth 6 CEUs

Instructor: Paul Gibson, LCSW

Thursday, February 8, 2018; 9 AM – 4 PM

CCSF Evans Campus Room 106: 1400 Evans St @ Mendell St.

Special needs children and youth comprise up to half of all youth in the child welfare and juvenile justice system. This course provides an overview of the prevalence and types of disabilities in special education and how they impact youth in the child welfare system including developmental, physical, mental health/emotional, and learning disabilities. Four primary disabilities identified in the new Neurodevelopmental Disorders section of the DSM 5 are discussed including Intellectual Disability, Autism, Attention Deficit Hyperactive Disorder, and Specific Learning Disorder. Information about these disorders is reviewed including causes, development, symptoms and treatment approaches for working effectively with special needs youth.

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Cl# SW375b Working with Kids who have Challenging Behaviors: Understanding Behavioral and Emotional Principles 6 CEUs

Instructor Pamela Parkinson, PhD, LCSW

Friday, February 9, 2018; 9:30 AM – 4 PM

CCSF Evans Campus Room 107: 1400 Evans St @ Mendell St.

Obtain an overview of the important ingredients in creating a behavior plan and the function of the behavior that the youth is attempting to communicate. Learn what these behaviors mean in the context of school and family relationships so that we can better

support caregivers and teachers as they attempt to help our kids to be successful in school and in the home. Learn to apply theoretical principles shown to be effective, avoiding power struggles, and the basics of developing an effective plan.

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CI# SD100b Depression, Anxiety and Suicide Prevention 6 CEUs

Instructor: Natalia Estassi, PsyD

Monday, February 12, 2018; 9AM-4PM

CCSF DTN Center, 88 4th St. @ Mission St., Rm 425

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!

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Cl# SW776b The DSM 5 in Youth Services, Child Welfare, & Juvenile Justice 6 CEUs

Instructor: Paul Gibson, LCSW

Thursday, February 15, 2018; 9 AM – 4 PM

CCSF Evans Campus Room 103: 1400 Evans St @ Mendell St.

Examine a comprehensive overview of the DSM 5 with attention to changes relevant for youth service, child welfare, and juvenile justice providers. Study critical information for service providers including understanding new diagnoses working to ensure appropriate mental health services. Review the history of the DSM and the origins of mental illness. Evaluate controversies in the diagnosis and treatment of mental disorders including the rising prevalence of mental disorders, the diagnosis of children and youth, and the overuse of psychotropic medications. Examine the organizational structure and changes in the DSM 5 including the Neurodevelopmental Disorders (childhood diagnoses) and Trauma and Stressor Related Disorders. Review new diagnoses including Disruptive Mood Dysregulation Disorder, Persistent Depressive Disorder, Hoarding Disorder, and Disinhibited Social Engagement Disorder. Review revised diagnoses including Intellectual Disability, Autism Spectrum Disorder, Posttraumatic Stress Disorder, and Substance Use Disorder. Discuss implementing other DSM 5 for youth service, child welfare, and juvenile justice providers with implications for improving mental health services for children and families.

This course includes information on diagnosis that is helpful for clinical associates and interns preparing for their licensing exams.

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CL# SW390b Continuum of Care: Supporting Healthy Boundaries for Youth and Family Well Being 6 CEUs

Instructor Pamela Parkinson, PhD, LCSW

Friday, February 23, 2018; 9:30 AM - 4 PM

CCSF Evans Campus, Room 107 1400 Evans @ Mendell St.

Do you ever struggle with how close or distant our relationships with our clients should be in order to maintain our ability to be helpful and therapeutic within our continuum of care services? If you work as part of a team, do you all agree on what healthy relationship boundaries with our clients should look like? 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. The true helping relationship requires clear relationship boundaries so we don't unintentionally exploit our clients, undermine our team members, or experience our own "burn out". This training clarifies what we mean by boundaries, ways in which we might be over-stepping them, what is meant by dual relationships, & issues regarding the boundaries relating to physical contact with our kids. Do you ever struggle with how close or distant our relationships with our clients should be in order to maintain our ability to be helpful and therapeutic within our continuum of care services?

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CI# CH140b Impact of Sexual Abuse & Trauma on Youth 6 CEUs

Instructor: Natalia Estassi, PsyD

Wednesday, February 28, 2018 9AM-4PM

CCSF DTN Center, 88 4th St. @ Mission St., Rm 425

Examine the definition of sexual abuse and learn how to recognize signs and symptoms related to sexual abuse and trauma in children at various stages of their development. Study Information presented on sexual abuse and the traumatic impact it can have on children and adolescents. Explore factors affecting the impact of sexual abuse on behavior, learning, relationships, and cognition. Discuss the connections between sexual abuse and sexual exploitation, reproductive health issues, and how to talk to teens about healthy relationships. Review research on prevalence of STI's and teen pregnancy. For youth in foster care, the changes in adolescence occur in settings where they may lack the support of a trusted adult, the autonomy to make decisions about their well-being, or an awareness of health care resources. Discuss guidelines to understand and support youth who have experienced sexual trauma through these changes and help ensure their healthy transition to adulthood.

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Cl# SW340c Clinical Supervision in Youth Services and Child Welfare 6 CEUs

Instructor: Paul Gibson, LCSW

Thursday, March 1, 2018; 9 AM - 4 PM

CCSF Evans Campus Room 103; 1400 Evans St @ Mendell St.

Clinical supervision of trainees and associates has a critical role in the development of mental health professionals. Review the legal clinical supervision requirements provided by the BBS (Board of Behavioral Sciences) and the BOP (Board of Psychology) for Licensed Marriage and Family Therapists (LMFT), Licensed Clinical Social Workers (LCSW), Licensed Professional Clinical Counselors (LPPC) and Licensed Psychologists. Describe the role of the clinical supervisor and the foundations for developing an effective supervisory relationship. Learn supervisory skills and competencies including case consultation and supervisee evaluation guidelines will be provided. Review liability and legal issues including standards of care, minor consent, confidentiality, and mandated reporting. Discuss ethical best practices in situations involving clients and supervisees. Review issues related to self-awareness and care including transference, counter-transference, secondary trauma, and self-care techniques.

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Cl# GL160c Supporting LGBTQQI Youth & Young Adults 6 CEUs

Instructor: Paul Gibson, LCSW

Thursday, March 15, 2018; 9 AM - 4 PM

CCSF Evans Campus Room 103: 1400 Evans St @ Mendell St.

Lesbian, gay, bisexual, transgender, queer, questioning, and intersex youth and young adults face extensive challenges in developing a positive identity, gaining acceptance and support, and making a successful transition to adulthood. Explore an overview of LGBTQQI sexual identify development, the coming out process, involvement in the child welfare system, LGBTQQI youth of color and transgender youth. Discuss psychosocial risk factors including family rejection, school safety, peer bullying and isolation, depression, suicide, and HIV. Participate in discussions and activities including videos

of LGBTQQI youth in out of home care. Review individual and family counseling approaches and residential care best practice guidelines for working effectively with LGBTQQI youth and young adults. Discuss how to support LGBTQQI youth in improving outcomes and making a successful transition to adulthood. We can make a positive difference in the lives of LGBTQQI youth and young adults.

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Cl# VT100c Vicarious Trauma 6 CEUs

Instructor: Natalia Estassi, PsyD

Thursday, March 15, 2018 9 AM - 4 PM

CCSF DTN Center, 88 4th St. @ Mission St., Rm 425

Mental health care providers who work with grief, loss and trauma, often hear detailed stories about the unfair, undeserved and often unimaginable traumatic experiences that their youth and families have endured. As a result, we are at risk for vicarious trauma, also known as secondary traumatization, secondary stress disorder, or insidious trauma. Vicarious Trauma can not only have a negative impact on providers, but on client care. Explore techniques to maintain appropriate self-disclosure when working with foster youth and their families. Learn how to create self-awareness in recognizing symptoms related to VT. Understand the difference between being burnout and stressed out. Discuss the importance of self-care, boundaries, and positive role modeling. Create your own self care plan, to best prevent VT. This class will include lecture, discussion and experiential exercises. This is a class you cannot afford to miss! Come take care of you so you can continue to care for others.

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CL# SW120c The Absent Parent Trauma: Missing Fathers

Instructor Pamela Parkinson, PhD, LCSW

Friday, March 16, 2018; 9:30AM - 4:00 PM

CCSF Evans Campus Room 107: 1400 Evans St @ Mendell St.

Develop a better understanding of the importance of fathers to youth in foster care. This epidemic of the often-absent father doesn’t mean that the father doesn’t fulfill an important role in a child’s and family’s life. We often leave the paternal side of the youth’s family completely out of an assessment when developing our case plans even though the father is very much a part of the youth’s “picture” and impacts their day- to-day functioning.

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AA100c Helping Youth Manage Anger and Aggression 6 CEUs

Instructor: Paul Gibson, LCSW

Thursday, March 22, 2018; 9 AM - 4 PM

CCSF Evans Campus, Room 106 1400 Evans @ Mendell Street

Many youth in the child welfare and juvenile justice systems experience anger and aggression. Understand contributing factors to anger in youth including the impact of trauma, the experience of multiple losses, learned behavior, and complex trauma. Review the social development of anger in early childhood, middle childhood, and adolescence. Learn mental health issues associated with anger from childhood through adolescence including depression, posttraumatic stress disorder, behavior disorders, and substance use. Participate in group discussions on challenges in working with youth who have anger and aggression.

Discuss the behavior change process with youth including how to evaluate anger and aggression and how to motivate youth to initiate change. Learn physical, emotional, cognitive, and behavioral self -regulation skills for helping youth manage anger and including relaxation exercises and self nurturance, identifying and expressing emotions, positive self -talk, thinking ahead to consequences, and positive options in situations. Review guidelines for teaching youth positive social skills for managing their anger and helping other people. Practice developing a behavior change plan with youth to help them manage their anger and aggression.

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CI# AT100c Attachment Theory 6 CEUs

Instructor: Natalia Estassi, PsyD

Wednesday, March 28, 2018; 9AM-4PM

CCSF DTN Center, 88 4th St. @ Mission St., Rm 425

Why is Working with Attachment so Important?

Understanding Attachment is the key to working with children and their families.

Components of attachment theory help build strategies for working with young children and their parents and caregivers who have both witnessed domestic violence and have disrupted attachment to an adult.

The strategies will focus on the way trauma affects the child’s connection to family and how to build safety and effect regulation

Attachment theory is a psychological, evolutionary and ethological theory concerning relationships between humans. The most important tenet of attachment theory is that a young child needs to develop a relationship with at least one primary caregiver for normal social and emotional development. The theory was formulated by psychiatrist and psychoanalyst John Bowlby.

Research by Mary Ainsworth underpinned the basic concepts, introduced the concept of the "secure base" and developed a theory of a number of attachment patterns in infants: secure attachment, avoidant attachment and anxious attachment. A fourth pattern, disorganized attachment, was identified later.

Safety in Home-Visiting and Community Work

6 CEUs        Instructor: Natalia Estassi, PsyD

CI# GS200j

Tuesday, November 28, 2017    9AM-4PM

CCSF DTN Center, 88 4th Street @ Mission, Rm 425