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.

 

HOW TO REGISTER

 

Click on https://www.tfaforms.com/4726322

 

Fill out the required online form - Click "submit" - and you will receive an email confirmation.

 

Future Title IV-E Trainings

 

Sign up for BOTH of the following seminars because together they are the Brief!                                           

SW270g Trauma Informed Assessment: Supporting Child & Family Teaming 9 CEUs

3  Wednesdays, 3  Wednesdays, July 17, 24, and 31, 5:30-8:30 PM

This is Part I.   Part II. is SW275g below.  Please sign up for both of them.

Study how to assess the youth within the context of the impact of trauma on the family system including its effects on emotional attachment for kids in our continuum of care. Understand the connection between these relationships and the behaviors that our youth exhibit and some ways to increase attachment and emotional safety in order to decrease negative child symptoms that interfere with life success for our youth.

SW275g TRAUMA Informed Practice with Youth in Our Continuum of Care & Their Families  9 CEUs

3 Wednesdays, Aug. 7, 14, and 21, 5:30-8:30 PM

This is a companion to SW270 (above). Please sign up for both.

Learn how trauma impacts the functioning of youth in our continuum of care. Obtain a better understanding of the link between past traumas, current feelings about the past trauma, and the fear of what might happen in the future. Knowing more about what the youth are experiencing helps us to adapt case planning to help kids heal from these traumatic experiences and be better able to benefit from the services we offer in our continuum of care.  

These trainings are open to anyone who works directly with families; you don’t have to be a clinician to participate.   Bring a stamped, self-addressed envelope to class to receive CEUs.

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Cl# SW385g     Strength-Based Diagnosis with Youth
in our Continuum of Care: What the Heck is this and How do I do it?     6 CEU’s

Instructor Pamela Parkinson, PhD, LCSW

Friday, July 19, 2019;  9:30 AM – 4:00 PM

Location: CCSF Evans Campus, 1400 Evans Avenue @ Mendell Street, Room 255

Strength-based, strength-based, strength-based!  Wow, this seems to be an important mantra in our field!  This is NOT a training on how to use the DSM 5 and, since all of us diagnose in our own ways, I hope that anyone working with youth and their families will attend (this is not only for clinicians)!  This training is about how we can remain strength-based when we have to use pathologizing and stigmatizing labels in order to get paid.  While I hope that we are all advocating (in our own ways) for important changes in our field that will allow us to be more strength-based and client-directed, what do we do NOW?  This training is meant to help us see the difference between DSM disorders and actual diagnosis and how they go together; the significant importance of diagnosis and how we can do it; and, ways that we can decrease the negativity of labels on our clients and still get paid!  If we can get better at this, it will be a win-win for our clients and our organizations with better outcomes that can come through allowing our diagnoses to guide our treatment/service delivery to our youth in our continuum of care!

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Cl#SW340g  Clinical Supervision in Youth Services, Mental Health and Child Welfare    6 CEUs

Instructor: Paul Gibson, LCSW

Thursday, July 25, 2019   9 AM - 4 PM

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

Clinical supervision of associates and interns has a critical role in the development of youth service, mental health and child welfare professionals. This course reviews the legal clinical supervision requirements provided by the BBS (Board of Behavioral Sciences) and the BOP (Board of Psychology) for Associate Clinical Social Workers (ASW), Associate Marriage and Family Therapists (AMFT), Associate Professional Clinical Counselors (APPC) and Psychologist Interns for obtaining their clinical licenses. 2019 BBS changes in clinical supervision will also be reviewed. Guidelines for providing clinical supervision, case consultation, supervisee evaluations, and clinical supervision best practices will be provided. Liability and legal issues in providing clinical supervision are reviewed including standards of care, minor consent, confidentiality, and mandated reporting. Ethical best practices in situations involving clients and supervisees are discussed. Information is also provided on issues related to self-awareness and care including transference, counter-transference, secondary trauma, and self-care techniques.

This course meets the BBS requirements for clinical supervisors with ASW, AMFT, and APPC to take a 6 CEU course in Clinical Supervision every 2 years

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CL# SW675g Transitional Age Youth:  Thinking Differently about “Independence and the Importance of Natural Support Systems Especially FAMILY!     6 CEUs

Instructor Pamela Parkinson, PhD, LCSW

Friday, July 26, 2019, 9:30 - 4 PM

Location: CCSF Evans Campus, 1400 Evans Avenue @ Mendell Street, Room 255

TAY are youth typically between 16-26 years of age who are transitioning from being minors and individuating into young adulthood.  For our youth in foster care and in juvenile justice continuums of care, this transition is significantly more difficult than it is for youth not in these systems.  Sadly, youth coming out of our systems have poor outcomes into adulthood.  Let’s try something different!

This training will allow us to look at some additional ways to include the extended family and other “natural” support systems in the lives of our TAY as they make this very difficult transition.  This is the single largest developmental transition that we make as we launch into adulthood and we need all the support that we can get!  For kids with poor attachments and deep traumatic attachment ruptures, many will not make this transition successfully unless we can help them with this healing.

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Cl# SW480h PCOMS (Partners for Change Outcome Management System): An Evidence Based Practice in Teaming with Youth and Families!       6 CEU’s

Instructor Pamela Parkinson, PhD, LCSW

Friday, Aug, 2, 2019      9:30 AM – 4:00 PM

Location: CCSF Evans Campus, 1400 Evans Avenue @ Mendell Street, Room 255

The root of many controversies in our field is the important question: “what works with kids”. Is success based on the use of specialized techniques or do other factors account for the change? Focus on how to interview and assess from a strength-based, family centered perspective. This premier Evidence-Based Practice, called PCOMS (Partners for Change Outcome Management System), is listed on the SAMHSA website and is a client-directed and outcome-informed process. Study the Outcome Rating and Satisfaction Rating Scales as a means of understanding your client’s needs and developing the kind of relational alliance and case plans that lead to improved success and positive outcomes.

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CI# CD145h Neurodevelopmental Disorders and Special Needs Youth (Intellectual Disability, Autism, ADHD, Learning Disorder & Emotional Disturbance)  6 CEUs                             

Instructor: Paul Gibson, LCSW

Thursday, August 8, 2019    9AM-4PM

CCSF Evans Campus Room 106: 1400 Evans St Room 106  @ 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. Emotional disturbance is also reviewed. Information about these disorders is reviewed including causes, development, symptoms and treatment approaches for working effectively with special needs youth.

The impact of children and youth with special needs on child welfare and youth services is discussed including challenges for caregivers, diagnosis controversies, disproportionality with youth of color, ensuring appropriate resources, permanency options, and the transition to adulthood. Service needs reviewed include early intervention, special education, family support, case management, mental health, medical care, and employment and transition. Information on systems of care is also provided with special education, regional centers, mental health services, medical care, rehabilitation, and independent living centers all providing critical support in ensuring special needs youth achieve their maximum potential and well-being in life. 

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Cl# TR210h Working with Youth who are Separated from Their Biological Families: The Impact of Traumatic Separation on Attachment!      6 CEU’s

Instructor Pamela Parkinson, PhD, LCSW

Friday, Aug. 9, 2019      9:30 AM – 4:00 PM

Location: CCSF Evans Campus, 1400 Evans Avenue @ Mendell Street, Room 255

Do we really realize the attachment trauma that family separation has on our kids of all ages?  While we seem to be very concerned about what has recently been happening at the border regarding separating kids from their families who are trying to immigrate to the U.S., what about other reasons that we are separating kids and breaking up families?

This training will look at the deep attachment ruptures that are occurring in our kids in foster care and other ruptures that are happening in their lives and which are contributing to the behaviors/symptoms for which they are being referred to us for services.

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Cl# SW120h  Missing Fathers: The Absent Parent Trauma   6 CEU’s

Instructor Pamela Parkinson, PhD, LCSW

Friday, Aug. 16, 2019                9:30 AM – 4:00 PM

Location: CCSF Evans Campus, 1400 Evans Avenue @ Mendell Street, Room 255

Develop a better understanding of the importance of fathers to our youth.  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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CI# SW715h Strength-Based Approaches to Replacement Behavior     6 CEUs

Tuesday, August 20, 2019    9AM-4PM

Instructor: Natalia Estassi, PsyD

CCSF DTN Center, 88 4th Street @ Mission, Rm 821

Explore common behavior challenges, approaches to handling challenging youth, traps to avoid, and effective methods to change harmful behaviors.  Learn what replacement behaviors are, techniques to identify and teach appropriate behaviors; the roots of certain behaviors, and how genetics and environment may affect behaviors.  Focus on the impact of trauma and behavior, how to understand these as providers, and the underlying reasons why the youth we work with may exhibit such challenging behaviors. Become more effective in your roles as a professional by learning strength-based approaches and what our youth need to embrace change.  Discuss specific challenges you may be experiencing with the youth you are working with and receive the necessary tools and support on managing these challenges.

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Cl# LF100h Cultural & Language Considerations When Working with Latino Families   6 CEUs

Instructor: Natalia Estassi PsyD

Thursday, August 22, 2019; 9 AM – 4 PM

City College of San Francisco, 88 Fourth St., San Francisco @ Mission St. Rm 821

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.

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Cl# SW760h Differential Diagnosis with Children, Youth, and Adults in Youth Services, Mental Health and Child Welfare  6 CEUs                                                                                         

Instructor: Paul Gibson, LCSW                                             

Thursday, August 22, 2019    9AM-4PM                  

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

This course is helpful to service providers, clinicians and associates preparing for their licensing exams.

Many children, youth, and adults seen in youth services, mental health and child welfare have been given multiple diagnoses. The primary goal of all recent editions of the Diagnostic Statistical Manual for mental disorders (DSM) has been to improve consistency of diagnosis provided by different providers. The quality of mental health services can be negatively impacted when there have been different diagnoses given to the same patient by different providers. This situation is made more difficult when common mental health symptoms (i.e. depression, anxiety, and aggressive behavior) overlap with multiple mental disorders.

Review the DSM 5 with attention to using differential diagnoses in improving the diagnosis of children, adolescents, and adults. Learn a step-by-step rule-out to follow at the beginning of the differential diagnosis process. Use decision trees to make differential diagnoses based on observed primary mental health symptoms. Review differential diagnosis based on the primary mental disorders seen in children, adolescents, and adults. Practice using differential diagnosis with your clients and participate in discussions of client case studies.

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Class # SW460h Supporting Child and Youth Well Being and the Role of Empathy!

Instructor Pamela Parkinson, PhD, LCSW

Friday, August 23, 2019;  9:30 AM – 4:00 PM

Location: CCSF Evans Campus, 1400 Evans Avenue @ Mendell Street, Room 255

What is the role of empathy in our work with kids and families who are receiving services within our continuum of care? This training will take you to a deep level in understanding what empathy really is and how we can actively demonstrate it in our work in a manner that show clients we really understand and care. This can motivate a client to want to work towards successful outcomes. Is empathy a skill that can be learned? I sure hope so.

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CI# TR200h Attachment and Trauma: Impact on Child Development   6 CEUs

Instructor: Natalia Estassi, PsyD

Thursday, August 29, 2019    9AM-4PM

CCSF DTN Center, 88 4th Street @ Mission, Rm 821

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.