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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Cl# SW351/352/353/354 Understanding Family Assessment and Diagnosis: 4 Parts Described below

Instructor: Pamela Parkinson, PhD, LCSW

Location: Some at MUB and some at AFS.

Part II Cl# SW352 Common Theoretical Factors Used in Family-Focused Evidence-Based Practices

Wednesdays, Jan. 9, 16, 23 and again on April 3, 10 and 17.      5:30–8:30 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#SW353 Attachment Needs of Kids in Our Continuum of Care

Wednesdays, Jan. 30, Feb. 6, and 13, and again on April 24, May 1 and 8, 2019 5:30-8:30 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#SW354 How Trauma makes Kids Anxious and Scared

Wednesdays, Feb. 20, 27, March 6, and again on May 15, 22 and 29, 2019 5:30-8:30 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.

Part I Cl# SW351: Assessing Family Relationships for Youth in the Continuum of Care

Wednesdays, March 13, 20 and 27 5:30-8:30 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. 

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Cl# SW375c Working with Kids who have Challenging Behaviors: Understanding Behavioral and Emotional Principles 6 CEU’s

Instructor: Pamela Parkinson, PhD, LCSW

Friday, March 15, 2019; 9:30 AM – 4:00 PM

Location: CCSF Evans Campus, Room 254, 1400 Evans Avenue @ Mendell Street

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 behaviros 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#SW775C The DSM and Mental Health Issues in Working with Children, Youth and Families      6 CEUs

Instructor: Paul Gibson, LCSW

Thursday, March 21, 2019; 9AM-4PM

Location: CCSF Evans Campus, Rm 106 (1400 Evans @ Mendell)

Licensed Clinicians. This course provides extensive information in understanding and developing accurate mental health diagnoses with youth and adults. 

Clinical Associates. This course includes extensive information on mental health diagnoses that will assist you with your licensing exam.

This course provides a comprehensive overview of the DSM 5 and mental health issues in working with youth and families. The history of the DSM and theories on the origins of mental illness are reviewed including genetics, biochemical imbalance, and the environment. Controversies in mental health services are discussed including the verification of mental disorders, the overdiagnosis and medication of people in our society, the harmful influence of the pharmaceutical industry, the effectiveness of antidepressants, the overuse of antipsychotic medications with low income youth, the false epidemic of bipolar disorder in youth, the misdiagnosis of schizophrenia in African Americans, and the overdiagnosis of youth of color with behavior disorders. 

The organizational structure and changes in the DSM 5 are reviewed. New sections of the DSM 5 discussed include the Neurodevelopmental Disorders; Trauma and Stressor Related Disorders; Disruptive, Impulse-Control, and Conduct Disorders, and Neurocognitive Disorders. New diagnoses reviewed include Disruptive Mood Dysregulation Disorder, Persistent Depressive Disorder, Hoarding Disorder, and Disinhibited Social Engagement Disorder. Revised diagnoses include Intellectual Disability, Autism Spectrum Disorder, Schizophrenia, Posstraumatic Stress Disorder, Conduct Disorder, and Substance Use Disorder. The impact of the DSM 5 on services to children, youth, and familites will be discussed. 

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Cl# SW120d Missing Fathers: The Absent Parent Trauma 6 CEU’s

Instructor: Pamela Parkinson, PhD, LCSW

Friday, April 5, 2019; 9:30 AM – 4:00 PM

Location: CCSF Evans Campus, Room 254, 1400 Evans Avenue @ Mendell Street

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#GL160d Supporting LGBTQQI Youth and Young Adults 6 CEUs

Instructor: Paul Gibson, LCSW

Thursday, April 11, 2019; 9AM-4PM

Location: CCSF Evans Campus, Rm 106 (1400 Evans @ Mendell)

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# SD730d Infant & Child Mental Health        6 CEUs

Instructor: Natalia Estassi PsyD

Wednesday, April 17, 2019; 9 AM – 4 PM

CCSF DTN Center, 88 Fourth St., San Francisco @ Mission St. Room 425

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. Both physical and mental health affect how we think, feel and act on the inside and outside. It is estimated that over 15 million of our nation's young people can currently be diagnosed with a mental health disorder. Many more are at risk of developing a disorder due to risk factors in their biology or genetics; within their families, schools, and communities; and among their peers. There is a great need for mental health professionals to provide the best available care based on scientific evidence, good clinical expertise, and that takes into account the unique characteristics of the infant, child or adolescent.

Contrary to common belief, infants and toddlers can suffer from mental health issues, and despite this are unlikely to receive treatment that could prevent long lasting developmental plans This class will discuss these issues and the importance of healthy attachments and the effects of trauma, resulting in mental health issues. Child Parent Psychotherapy, play, and art therapy and other ways to best work with children will be will be explored

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Cl# AS100d Self-Awareness & Resiliency when Working with Youth in Foster Care  6 CEUs

Instructor: Natalia Estassi PsyD

Tuesday, April 23, 2019; 9 AM – 4 PM

CCSF DTN Center, 88 Fourth St., San Francisco @ Mission St. Room 425

As a provider we are the vehicles for our work; this can put a lot of strain on us as a provider. Support is here! Explore how the importance of reflecting on your own experiences and developmental stages helps when working with our youth. Create awareness of your strengths and weaknesses to impact positively your professional development. Review the importance of boundaries, self-care, cultural sensitivity, and tips to approach self-disclosure to positively impact relationships with youth in foster care. Study research on resiliency and tips to become more resilient.

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CI#AA100d Helping Youth Manage Anger and Aggression 6 CEUs 

Instructor: Paul Gibson, LCSW

Thursday, April 25, 2019; 9AM-4PM

Location: CCSF Evans Campus, Rm 106 (1400 Evans @ Mendell)

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 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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Cl# SW540d Clinical Supervision Focused on Child and Youth Well Being 6 CEU’s

Instructor: Pamela Parkinson, PhD, LCSW

Friday, April 26, 2019; 9:30 AM – 4:00 PM

Location: CCSF Evans Campus, Room 254, 1400 Evans Avenue @ Mendell Street

This training is for those supervising MFT/LPCC Interns and ASW’s who are working with our youth receiving services in our continuum of care! We will review any changes to the supervision requirement, the general qualifications to be a supervisor of clinicians working on their BBS hours for licensure, and the resources and BBS forms that are required for all supervisors. So, regardless of your license, if you are supervising folks towards BBS hours, this is an important training. Of course, in addition to the BBS requirements, we will also cover how to develop a strong Supervisory relationship with your supervisee and ways to discuss the challenging issues of cultural differences and identifying countertransference. This is important to the supervisory relationship if we want our supervisees to be able to do this with their clients. It is a parallel process. You will even get a glimpse into PCOMS, an evidence-based practice!

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CI# SW170e Facilitation Skills for Child Welfare Workers Navigating Conversations on Racism and Oppression: Engaging in Critical Dialogues with Love and Compassion    6 CEUs

Instructor:    Natalie J Thoreson, M.Ed

Tuesday, May 7, 2019; 9AM-4PM

Location:    CCSF Downtown Center, 88 4th Street @ Mission, Rm 425

In our current social climate, we are increasingly responsible for facilitating uncomfortable and challenging conversations with youth, families, and colleagues. Whether a new or veteran facilitator, challenges arise in leading these discussions. In this interactive workshop, attendees will learn facilitation skills to effectively address disengagement, arguments, and divisiveness with love and compassion. As part of our exploration, we will examine our social identities (race, gender, etc.) and explore how youth and families in the child welfare system are impacted by oppression. Addressing oppression, as a roof of facilitation challenges will enable you to overcome nuanced issues that derail conversations, empower you to create a safe space, and allow you to manage common facilitation challenges effectively and successfully. While facilitating these conversations with love and compassion will create room for connection, healing, forgiveness of self and others, and positive individual/social change.

During this whole day workshop, participants will explore and practice facilitation skills and methodologies needed to engage meaningful, effective, 1:1, and small intergroup conversations related to oppression and privilege from a place of love and compassion. We will cultivate a critical and compassionate understanding of the difference between "safe" and "comfortable" conversations and learn how to push through discomfort to engage these important learning opportunities. We will increase our skill in compassionately discussing the construction and impacts of oppression to youth, families, and colleagues who are at varying levels of experience, and who may not share our beliefs and values. And we will deepen our ability to effectively engage these conversations to connect across difference and being deconstructing the culture of oppression. 

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Cl# SW110e Family History and Life Cycle Development: The Best Assessment!  6 CEUs

Instructor: Pamela Parkinson, PhD, LCSW

Friday, May 10, 2019; 9:30 AM – 4:00 PM

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

Learn how the history of the biological families of our youth impacts their current functioning and how a family's life cycle developmental challenges are intricately related to a youth's own developmental challenges. We will review the importance of utilizing genograms and timelines with families in order to learn about their culture/stressors/life experiences and develop a full assessment. This information guides our case planning and service provision of all kinds. Without context, we cannot possibly understand what the behaviors of our kids mean or how we might go about intervening in ways that will decrease those behaviors. 

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Cl# SW740e ADHD, ODD, Conduct Disorders, & PTSD  6 CEUs

Instructor: Natalia Estassi PsyD

Tuesday, May 14, 2019; 9 AM – 4 PM

CCSF DTN Center, 88 Fourth St., San Francisco @ Mission St. Room 425

We all work with significant amounts of trauma and children with acting out behaviors in our field; as providers we need to know how to best understand, intervene and support the youth and families we work with.  Review the different diagnosis of ADHD, ODD, Conduct Disorders, and PTSD. Potential origins of these diagnosis and underlying issues. 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-care and self-awareness practices in avoiding burnout and vicarious trauma.

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Cl# SW280e Saying Good-Bye: Effective Termination for Youth Served in our Continuum of Care 6 CEUs

Instructor: Pamela Parkinson, PhD, LCSW

Friday, May 17, 2019; 9:30 AM – 4:30 PM

Location: CCSF Evans Campus, Room 254, 1400 Evans Avenue @ Mendell Street

Termination brings with it many wonderful and sometimes frightening issues for our youth receiving services in our continuum of care. These issues are 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 that significantly impacts the well-being of our clients, staff members, family members, and peers of the individual who is terminating. Explore the importance of termination throughout service delivery, what to expect as termination grows closer, and some ways to support a healthy termination process and warm hand-off for everyone even when the termination is unplanned. 

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Cl# SW180e Unearthing and Challenging Implicit Bias to Reduce Microaggressions & Better Support Youth in Care 6 CEUs

Instructor: Natalie J Thoreson, M.Ed

Tuesday, May 21, 2019; 9AM-4PM

Location: CCSF Dowtown Center, 88 4th Street @ Mission, Rm 425

How do a person's race, sex, age, and other social identities influence how we are treated, as well as how we see and treat others, even when we are genuinely working to be unbiased? Implicit bias. Project Implicit defines (implicit bias) as the "thoughts and feelings that occur outside of conscious awareness or control." And these thoughts are often the foundation for our behavior and interactions with one another. The result is that even the most well-intentioned people sometimes say and do things that are discriminatory and oppressive. 

Because our implicit bias may be out of our control, does not mean that we are not responsible for the microaggressions that result. In this interactive two-pare workshop series, we will work to unearth our own implicit biases, and explore ways to make the implicit more explicit. This will include learning practical steps and practices we can take to reduce implicit bias and bias related discrimination. Through activities and large and small group discussion, we will also gain tools, language and practice in effectively and compassionately interrupt implicit bias, discrimination, and oppression perpetuated by our colleagues and students to better support students and colleagues of color, as well as those with other marginalized identities. 

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Cl #: GR100e Grief & Loss: When New Losses Occur & Old Losses Resurface 6 CEUs

Instructor: Natalia Estassi, PsyD

Wednesday, May 22; 9 AM - 4 PM

CCSF DTN Center, 88 Fourth St., San Francisco @ Mission St. Room 425

Explore reoccurring losses that happen to children, youth, and their caregivers and effective methods to manage these.  What is Grief & Loss and how are they related to Trauma? Examine the effects of grief, loss, and trauma on brain functioning, behavior, and thinking. Review attachment theory and the impact this has on reoccurring losses. Discuss triggers such as anniversary dates, smells, counter-transference; how to anticipate and manage these; and childhood traumatic grief and loss symptoms related to grief.  Study genetic and environmental statistical correlations between mental health, trauma, and loss.  Focus on their impact; understanding this reminds us of the underlying reasons why the youth we work with may exhibit such challenging behaviors. Explore the impact of Holidays for our youth. Review several strength-based techniques used to work with reoccurring loss that allow us to be effective in our professional roles, including the importance of self-care and self-awareness to avoid burn-out and experiencing secondary trauma. Discuss specific losses your youth and families may be experience and receive the necessary tools and support to manage these occurrences.