Fred F. Fred Finch Youth Center Training Calendar May 2017

Transcription

1 Fred F Fred Finch Youth Center Training Calendar May 2017 Fred Finch Employees, please register for training through Ascentis LMS. Understanding Multicultural Issues in Parenting while working with Families Instructor: Nes Pinar Tuesday, May 2, :00 AM 12:00 PM Fred Finch Training Center 3800 Coolidge Avenue, Oakland, CA Parenting is tough, period. When you add the cultural differences between parents, or the challenges of raising children in a culture different than the family of origin s, parenting challenges get doubled (optimistically speaking)! In addition to that, families we work with are usually involved with several systems, such as schools, juvenile justice, and child welfare, which all bring their own cultures into the mix. Last but not least, our own culture that we filter information through affects our work whether we like it or not. However, when we are able to identify how our own (or our parents ) culture of origin is shaping our lenses we see the world, understand our cultural differences with our clients or with the community we function in, we create an atmosphere for understanding and compromises, which are the essential components of effective work (and relationships in general). In this workshop, we are going to open a dialog about our own unwritten and unspoken rules about culture, in relationship to parenting practices. In a supportive environment, we are going to take a look at where our values come from, how they shape us, affect our work, and gain a deeper understanding on how cultural differences may show up in all relationships, symptoms, and behaviors. In addition, we are going to take a look at issues related to multicultural children, such as how bicultural kids shape their identities, and how to help them along the process. Please bring your open minds and open hearts with you! Measurable Objectives To identify different aspects of culture and specific ways they are affecting parenting and 1

2 relationships; To be familiar with the fundamental ways value systems are different; To review how culture affect parenting practices To review at least two unique challenges that bicultural children face; To review bicultural identity development; To review bilingual language development To experience specific interventions through experiential activities to increase awareness, understanding, and confidence utilizing the interventions with the families participants serve; Identify 2 interventions supporting a culturally responsive relationship in providing services; To reduce biases based on our own cultural values 08:45 Sign In 09:00 Summary of different aspects of culture and their relationships to parenting practices 10:00 Experiential Activity & Reflection 10:30 BREAK (No CEUs given at this time.) 10:45 Issues related to being a multicultural family and a bicultural/bilingual child & adolescent 11:30 Experiential Activity & Reflection 12:00 ADJOURNMENT Nes Pinar, LMFT is a mental health therapist who supports individuals, couples, and families to overcome struggles of life transitions in her private practice in Lafayette. She recognizes the effects of early childhood trauma on how people react and function during all kinds of life transitions and helps them to improve their life quality by increased awareness and improved regulation skills. Prior to her private practice career, Nes provided years of direct counseling services at community mental health agencies in East Bay, supporting children, adolescents, and their families who are part of Juvenile Justice and Child Welfare Systems. In addition to direct clinical services, Nes frequently facilitates Motivational Interviewing, Developmental Trauma, and Multicultural Parenting trainings. She has worked in the areas of substance abuse, community violence, prevention and intervention, diverse populations, multigenerational issues, and child abuse. Nes is passionate about supporting people around cross-cultural issues, specifically related to relationships and parenting. Nes has a counseling degree from California State University of East Bay and is a Licensed Marriage and Family Therapist. She is fluent in English and Turkish. 2

3 This course meets the qualifications for ( 2.75 ) BBS CEUs for LPCCs, LCSWs and MFTs as Radical Simple Self Care for Trauma Stewards and Front Line Caregivers! Instructor: Lea Arellano Tuesday, May 2, :00 PM 4:00 PM Fred Finch Training Center 3800 Coolidge Avenue, Oakland, CA This is an interactive 3 hour packed workshop with real tools and teachings you will be able to utilize to make your work less stressful. Without changing your life too much you can address difficulties now and make sustainable changes with these tools. Vicarious trauma will be addressed and you will be surprised to see the overall long, term effects of working in the field of foster care the good, the bad and some solutions. Art and interactivity will be alive in this workshop, come and play! Measurable Objectives Review impacts of vicarious trauma on workers. Brainstorm/review best practices in the field we utilize to deal with stressors from work.. Solutions, practices and strategies generated and shared by group and teacher. Art and writing will be utilized to demonstrate the vast intelligence untapped by human beings experienced in creative practices. 01:00 Sign in, Introductions, breathe, move, play 01:30 Review Impact on workers from vicarious trauma 02:30 BREAK (CEUs will not be given during this time) 3

4 02:45 Solutions in brainstorm and training 03:15 Art and Writing capturing your genius 4:00 ADJOURNMENT Lea Tupili Arellano is a 65 year old indigenous elder working in the foster care field. In the past worked in group homes, case manager, and emancipation specialist. Lea is working statewide as an educator and consultant in foster care/non-profit for 35 plus years. Educational approach is that everyone is a library of experience and knowledge I utilize the brilliance of my students in every training I bring. I believe in art, play and movement and bring that into every training! Everyone has magnificence, and I do my best to highlight that in the learning community by encouraging folks to share their joy and knowledge. Lea is a published writer, performance artist with word and dance. Lea has a private traditional Indigenous medicine practice Oakland. This course meets the qualifications for ( 2.75 ) BBS CEUs for LPCCs, LCSWs and MFTs as Wednesday, May 3, :00 AM 5:00 PM Leona Lodge 4444 Mountain Blvd., Oakland, CA Motivational Interviewing-Part I Instructor: Steven Malcolm Berg-Smith Motivational Interviewing (MI) offers a practical, evidence-based approach for supporting clients in making and sustaining positive behavior changes. Originally developed in the drug and alcohol field, over 300 clinical trials demonstrate the efficacy of MI across a range of populations and target behaviors.* In particular, MI has been shown to be especially effective in brief clinical encounters and for individuals not ready or unsure about change. This intensive 2-day MI introductory workshop will provide participants an overview of the theory, principles, skills, and current advances of MI. Participants will be guided through a sequence of learning activities to explore and shape MI practice behavior, and to support the on-going process for developing 4

5 proficiency in MI. Learning activities will include: demonstrations, videotape examples, realplays, case studies, small group exercises, and significant participant practice with feedback. Measurable Objectives Describe the spirit and key principles of Motivational Interviewing (MI) Observe and debrief demonstrations and videotape examples of MI Demonstrate and practice the interpersonal style and primary skills for evoking intrinsic motivation for positive behavior change in brief clinical encounters Receive individual feedback in MI practice behavior Develop a personal plan for practicing and incorporating the primary skills and strategies of MI into clinical practice behavior 09:00 Welcome, Introductions, and Expectations: Pre-post questionnaire; Opening exercises: Baseline confidence assessment; Role-play comfort assessment; Strategic listening (part 1); Identification of personal health behavior; Brainstorm: What works? What doesn t?; The Limits of Persuasion: Minimizing Resistance: MI Demonstration: Definition of MI: The Spirit of MI; The Four Principles of MI 10:30 BREAK (CEUs will not be offered at this time) 10:45 Introduction to OARS: Open-ended Questions; Affirmation; Reflective Listening; Summary; Asking Open-ended Questions; Opening & Closing the Conversation 12:00 LUNCH (CEUs will not be offered at this time) 01:00 Change Talk: Guiding clients towards motivation & confidence; Constructing Change Talk Focused Open-ended Questions; Negotiating the ; Creating Focus 03:00 BREAK (CEUs will not be offered at this time) 03:15 Interpersonal Style: Dancing versus Wrestling; Affirmation: Highlighting Strengths & Internal Resources; Rolling with Resistance; Wrap-up; Key Learning s 05:00 ADJOURNMENT 5

6 Steven Malcolm Berg-Smith, MS, CWP For over 27 years, Steven Berg-Smith has worked as a behavior change counselor, health educator, drug & alcohol prevention specialist, and researcher. He currently has a private practice in San Francisco as a trainer, consultant, mentor, and health counselor. A member of the International Motivational Interviewing Network of Trainers (MINT) since 1994, Steven has conducted over 650 motivational interviewing (MI) workshops and presentations throughout the US and internationally. Considered a master trainer by his peers, Steve has served as a trainer of trainers for MINT, and collaborated in the design of MI-inspired behavior change intervention protocols for numerous national clinical research trials. He has authored several frequently cited articles on how to use motivation-enhancing tools and strategies to support adolescents and adults in making positive lifestyle changes. Steven holds a MS in Community Health Education from the University of Oregon, and a BA in psychology from the University of Redlands. This course meets the qualifications for ( 6.5 ) BBS CEUs for LPCCs, LCSWs and MFTs as Thursday, May 4, :00 AM 5:00 PM Leona Lodge 4444 Mountain Blvd., Oakland, CA Motivational Interviewing-Part II Instructor: Steven Malcolm Berg-Smith Motivational Interviewing (MI) offers a practical, evidence-based approach for supporting clients in making and sustaining positive behavior changes. Originally developed in the drug and alcohol field, over 300 clinical trials demonstrate the efficacy of MI across a range of populations and target behaviors.* In particular, MI has been shown to be especially effective in brief clinical encounters and for individuals not ready or unsure about change. This intensive 2-day MI introductory workshop will provide participants an overview of the theory, principles, skills, and current advances of MI. Participants will be guided through a sequence of learning activities to explore and shape MI practice behavior, and to support the on-going process for developing 6

7 proficiency in MI. Learning activities will include: demonstrations, videotape examples, realplays, case studies, small group exercises, and significant participant practice with feedback. Measurable Objectives Describe the spirit and key principles of Motivational Interviewing (MI) Observe and debrief demonstrations and videotape examples of MI Demonstrate and practice the interpersonal style and primary skills for evoking intrinsic motivation for positive behavior change in brief clinical encounters Receive individual feedback in MI practice behavior Develop a personal plan for practicing and incorporating the primary skills and strategies of MI into clinical practice behavior 09:00 Key Learning s from Day 1; Strategic Listening (part 2); Forming Reflective Listening Statements; Assessing Readiness for Change 10:30 BREAK (CEUs will not be offered at this time) 10:45 Strategic Listening (part 3); Reflective Listening with Guidance; Exploring Ambivalence; Offering Advice 12:00 LUNCH (CEUs will not be offered at this time) 01:00 Strategic Listening (part 4); Moving from Simple to Complex Reflections; Sharing Information & Education: Explore Offer Explore; Moving from Preparation to Action 03:00 BREAK (CEUs will not be offered at this time) 03:15 Ethical Complexities; Integrating MI into Current Practice; Putting It All Together; Prepost questionnaire; Wrap-up; Key Learning s; Evaluations 05:00 ADJOURNMENT Steven Malcolm Berg-Smith, MS, CWP For over 27 years, Steven Berg-Smith has worked as a behavior change counselor, health educator, drug & alcohol prevention specialist, and researcher. He currently has a private 7

8 practice in San Francisco as a trainer, consultant, mentor, and health counselor. A member of the International Motivational Interviewing Network of Trainers (MINT) since 1994, Steven has conducted over 650 motivational interviewing (MI) workshops and presentations throughout the US and internationally. Considered a master trainer by his peers, Steve has served as a trainer of trainers for MINT, and collaborated in the design of MI-inspired behavior change intervention protocols for numerous national clinical research trials. He has authored several frequently cited articles on how to use motivation-enhancing tools and strategies to support adolescents and adults in making positive lifestyle changes. Steven holds a MS in Community Health Education from the University of Oregon, and a BA in psychology from the University of Redlands. This course meets the qualifications for ( 6.5 ) BBS CEUs for LPCCs, LCSWs and MFTs as Friday, May 5, :00 AM 1:00 PM Fred Finch Training Center 3800 Coolidge Avenue, Oakland, CA DSM 5: Day II Refresher Instructor: Rachel Michaelson The DSM-5 (Diagnostic and Statistical Manual of Mental Disorders, 5th edition) has many significant differences from previous editions, including new diagnoses, changes to previous diagnoses, and a new classification system. In this course, participants will review the significant changes to diagnoses used for children and youth which are used for Medi-Cal specialty mental health services. They will apply their new knowledge of the DSM to their own cases and vignettes. This class is designed for people who have taken a DSM-5 but have little or no experience using the DSM-5 with their clients. Measurable Objectives: Use the new structure and organization of the DSM-5 to determine diagnoses Identify which DSM-5 diagnoses are covered by Medi-Cal specialty mental health services 8

9 Identify major changes to the DSM-IV diagnoses used with children 09:00 Introductions 09:10 DSM-5 Definition of a Mental Disorder 09:40 Changes to Diagnosing in DSM-5 09:50 Changes to Chapters 10:30 DHCS guidelines for using DSM-5 diagnoses; Diagnoses Covered by Medi-Cal specialty mental health services 10:30 BREAK (CEUs will not be given at this time.) 10:45 Criteria for covered Diagnoses and application to case vignettes and real cases Neurodevelopmental Disorders Schizophrenia Spectrum and Psychotic Disorders Bipolar and Related Disorders Depressive Disorders Anxiety Disorders Obsessive-Compulsive and Related Disorders Trauma and Stressor-Related Disorders Dissociative Disorders Somatic Symptom and Related Disorders Feeding and Eating Disorders Elimination Gender Dysphoria Disruptive, Impulse-Control and Conduct Disorders Substance Related and Addictive Disorders Personality Disorders Paraphillic Disorders 12:45 Q & A, Course eval 01:00 ADJOURNMENT Rachel Michaelsen, LCSW, is a clinical social worker who has worked in HMOs, public agencies, and private practice as both a mental-health provider and a supervisor for more than 9

10 twenty years. She has taught courses in clinical supervision, law and ethics, childhood psychopathology, and vicarious traumatization at universities, conferences, and mental-health agencies. She provides consultation to agencies, and was a Collaborating Clinical Investigator on the DSM-5 field trials. In her private practice in Oakland, California she provides clinical supervision and works with adults and couples. This course meets the qualifications for (3.75) BBS CEUs for LPCCs, LCSWs and MFTs as Working with African American Youth in the Foster Care System Instructor: Taquelia Washington Tuesday, May 9, :30 AM 12:30 PM Fred Finch Training Center 3800 Coolidge Avenue, Oakland, CA This workshop will provide a psycho-social-historical context to help give a foundational framework to working with African American Youth in the foster care system. Building off of their innate resiliency, a strength based approach will be used to help increase the types of strategies that participants use when working with this community. A variety of modalities will be utilized to teach this workshop including experiential exercises, group discussions, and lecture. Measurable Objectives Name the psycho-social-historical factors that help to contribute to the experience of African American youth, particularly those in the foster care system. List the resiliency factors and strengths commonly seen in African American youth in the foster care system. Learn 3 strategizes to use when engaging African American youth in the foster care system. 09:30 Introductions 09:35 Starting with the self Stereotype exercise 10

11 Process and transition 10:05 Education of Self Historical Context Contemporary Times 11:00 BREAK (CEUs will not be given at this time) 11:15 Creating Trauma informed culturally inclusive strategies Conceptualization Individual Intervention Suggestions School System Interventions Family and Community Interventions Importance of Self Care 12:15 Interactive Q & A 12:30 ADJOURNMENT Taquelia Washington has almost 15 years of experience in the field of Social Work. She holds a license in Clinical Social Work (LCSW) as well as a Pupil Personnel Services Credential (PPSC). Her passion is working with at risk and "hard to reach" adolescents. In addition to her direct practice work with her clients, Ms. Washington also provides supervision to aspiring mental health professionals, facilitates workshops throughout California geared toward those in the helping profession, and teaches as adjunct faculty at several bay area universities. Taquelia Washington is an engaging and dynamic speaker who brings all of herself to her individual work with youth as well as her teaching endeavors. To learn more information about Ms. Washington and the educational services that she provides, visit her online at This course meets the qualifications for ( 2.75 ) BBS CEUs for LPCCs, LCSWs and MFTs as Wednesday, May 10, :00 AM 12:00 PM Working With Latino Families and Addiction Instructor: Isabel Yanez Perez 11

12 Fred Finch Training Center 3800 Coolidge Avenue, Oakland, CA This half-day workshop will provide an overview on understanding the cultural context of working with Latino families and addiction. Focus will be on review of addiction and how it impacts the Latino family. Discussion will cover the correlation with addiction and several factors, including racism, microaggressions and oppression. Included in the discussion of stresses for Latino families will be the fear of deportation. Strategies and approaches will be described in order to work effectively with Latino families and addiction. Measurable Objectives Recognize the importance of understanding the cultural context of Latino family experiences. Identify the impact of alcohol and drug problems on the Latino family. Describe culturally responsive ways in working with Latino families and addiction. 08:45 Sign-in and Registration 09:00 Welcome, Overview, and Introductions Overview of Latino Families and Addiction 09:15 Importance of Understanding the Cultural Context of Latino Families 09:45 Latino Families and Addiction Case Vignette 10:30 Correlations of Stresses and Addiction Racism and Oppression, Microaggression Deportation Fears and Trauma in the Latino Community 11:15 Effective Tools and Strategies Working with Latino Families and Addiction 11:50 Wrap-up and Evaluations 12:00 ADJOURNMENT Isabel S. Perez-Yanez, MPH. CHES, CATE, 12

13 Isabel is a statewide/trainer consultant with over 20 years of direct and administrative experience in public health, education, and social services. She has worked in the areas of violence (gang and domestic), prevention and intervention, diverse populations, teen pregnancy, perinatal health, and the many issues related to substance abuse and culturally responsive services, especially with the Latino population. For the last twelve years she has taught in the Masters of Social Work Program at California State University East Bay (CSUEB). In addition for the last sixteen year she has taught at the College of San Mateo, in the Addictions Certificate Program. In both academic settings her focus has been on cultural responsiveness and delivery of social services, and counseling services with an emphasis on addiction issues. She has developed curriculum for statewide trainings for ONTRACK Program Resources-Community Alliance for Culturally & Linguistically Appropriate Services (CLAS), University of California Davis, Northern California Academy, State Corrections, California Hispanic Commission on Alcohol and Drugs, school districts, counties and community-based programs. In addition, she provides technical assistance on program services, development, and planning. She attended University of California Berkeley and received her undergraduate degrees from Social Welfare and Chicano/Ethnic Studies and her graduate degree from the School of Public Health. This course meets the qualifications for ( 3 ) BBS CEUs for LPCCs, LCSWs and MFTs as Exploring the Intersection between Implicit/Explicit Bias and Its Societal Implication on Race Instructor: Carlos Da Silva Thursday, May 11, :00 AM 12:00 PM Fred Finch Training Center 3800 Coolidge Avenue, Oakland, CA Implicit and Explicit racial biases that one exhibits towards another individual encroaches on the fundamental principles of one s cultural self-worth. This presentation will help us explore how biases based off characteristics such as age, appearance, race, and ethnicity can lead to systemic inequality and unfair judgments of a person. Implicit/Explicit biases that one has developed over the course of a lifetime can lead to feelings, attitudes, and action that may not truly align with their declared beliefs and ideology. To make 13

14 changes in the way that we interact with people outside of our ingroup; we must first learn how to Recognize the bias actions that reflect our attitudes and stereotypes. Only then can we Interrupt the systemic mental construct that guides our interactions with people that don t fall within our cultural circle of identity. Once we have interrupted these actions, only then can we take steps to Repair any damage that may have been caused by our actions of bias to ensure future interactions are not plagued by a negative racial, ethnic, and/or gender mindset. When you implement the RIR Protocol (Recognize, Interrupt, and Repair), you can begin to stop the cycle of implicit/explicit bias behaviors and extinguish the effects that it has on marginalized groups. Measurable Objectives Gain a foundational understanding of implicit/explicit bias and the implications it has on our interactions and relationships with one another. Practice a framework that supports and encourages an atmosphere that allows Compassionate Dialogue to become the norm. Guided practice on how to implement the steps off the RIR Protocol when engaging in dialogues about race and culture. 09:00 Introduction/Course Overview/Outline 09:05 Implicit/Explicit Bias Presentation Partner Introduction Video: What You Say -vs- What I Hear Implicit/Explicit Training Practicum Hate Crimes: Trend Overview Review: Debiasing Techniques Cross Over Exercise RIR Protocol Training/Implementation 12:00 ADJOURNMENT At a young age, Carlos Da Silva navigated through the crowded and often understaffed orphanage in his birthplace, São Paulo, Brazil. While known for its culture, cosmopolitan vibe, and melting pot of diversity and culture, the country was also void of many things that people take for granted today, such as running water, ample food, clothing, and the everyday necessities for survival. 14

15 Growing up as an adopted child, Carlos learned to find his purpose in the world. He took the values and experiences with equity that he gained from his multicultural upbringing and put it to good use. As a young adult, he worked as an advocate for youth in the mental health industry for nearly a decade. As a supervisor and training coordinator, he helped fight against the stigma and disparities often imposed on those struggling with mental health illnesses. Carlos also introduced dance therapy as an effective and fun communication technique for the youth in the treatment programs. By allowing their movement to tell a story, dance provided a new and positive forum for the children to express themselves. Carlos continues to pursue his passion for dance today. Carlos views cultural competency awareness as the number one most important element for advancing peace in the world. He is very excited to work with the Epoch Education Team to bring about new ways of thinking through diversity training and multi-cultural outreach. As an Epoch Education Consultant, Carlos endeavors to foster and continue to build upon the valuable equity found in his cultural pedigree. This course meets the qualifications for ( 3 ) BBS CEUs for LPCCs, LCSWs and MFTs as Supporting Youth Empowerment in Child Welfare System Instructor: Natalie Thoreson Friday, May 12, :00 AM 4:00 PM Fred Finch Training Center 3800 Coolidge Avenue, Oakland, CA Young people in the child welfare system are often faced with real and perceived disempowerment as they are forced into care, excluded from the decision making process, and multiply impacted by systemic oppression. Adultism, racism, classism, and heterosexism are just a few of the isms faced by youth whose for a variey of reasons find themselves clients in our social service agencies. The process of youth empowerment involves identifying ways to relinquish power and provide knowledge in order to allow young people to become increasingly independent, strong, confident, and in control of their own lives and destinies. During this interactive session participants will work to unearth the roles that we play in the disempowerment of youth in care, and explore ways to empower youth. This will include 15

16 learning practical steps and practices we can take to relinquish and share power, educate youth in care, challenge our own internalized oppression, and provide education for change Measurable Objectives Learn basic language necessary for this discourse Identify impacts of systemic oppression on youth in care Unearth our own internalized oppression, specifically our internalized dominance Develop practical tools to relinquish power to and provide opportunities for youth empowerment 09:00 Sign In, Settle In, Nametags 09:15 Group agreements 09:30 Group introductions/icebreaker 09:45 Disempowerment of youth in care 10:30 BREAK (CEUs will not be given at this time) 10:45 Cycle of oppression and impacts of oppression on youth in care 12:00 LUNCH (CEUs will not be given at this time) 12:30 Internalized dominance and sharing power 01:45 BREAK (CEUs will not be given at this time) 02:00 Tools for engaging and empowering youth in care 04:00 ADJOURNMENT invision Consulting's sole proprietor and primary consultant, Natalie Thoreson, has designed and facilitated social justice, anti-oppression, and liberation workshops for over 15 years. Natalie organically nurtures a sense of community with her unrivaled skills in shaping safe, welcoming, creative, and productive spaces based on understanding, respect, and authentic support. Natalie provides tools to allow participants to think critically about their own 16

17 backgrounds and biases, while simultaneously dissecting concepts like oppression, prejudice, and stereotyping. In her hands, sensitive topics that often leave participants feeling raw and wounded, become relatable and accessible. Natalie's constant goal of creating open, trusting, and fun educational environments are based on her first hand experiences as a multi-ethnic, multi-racial, multi-gendered, queer individual living in the margins of identity. Natalie believes that creating safe space for all is the heart of true revolutionary change. This course meets the qualifications for ( 5.75 ) BBS CEUs for LPCCs, LCSWs and MFTs as Non Verbal and Somatic Strategies for Working with Youth Instructor: Gabriel Kram Monday, May 15, :00 AM 1:00 PM Fred Finch Training Center 3800 Coolidge Avenue, Oakland, CA It is often observed that non-verbal communication, including vocal tone and body language, plays a far greater role in our understanding of what someone is communicating than the words they use, especially when these elements are not congruent with the spoken content. This class explores vocal tone, posture, gesture, facial expression, eye gaze, and emotional resonance: cues that can expand our toolbox for accurately interpreting what a client is trying to express. We will examine the kinds of information that can be derived from non-verbal channels, and what specific signals these communications may transmit. We will also examine what our own non-verbal signals may be communicating to clients. In addition, we will look at spatial power dynamics that result from position, height, and other factors and how we can use these intentionally in our interventions. Our goal is to become more mindful of the ways that nonverbal communication of information plays out in our interactions, and become more adept at extracting information from these channels to support attunement and healing. Measurable Objectives Participants will conceptualize and discuss the importance of non-verbal communication in their interactions with clients Participants will identify at least 3 actionable observations they can make about each of the following categories in interactions with clients: posture, gesture, eye gaze, vocal tone, and 17

18 facial expression Participants will practice mindfulness exercises designed to increase emotional resonance with clients Participants will identify 4 types of spatial power dynamics and learn to use them to support client s felt sense of safety and regulation. 08:45 Sign In 09:00 Introduction/ background of the work 09:15 Mindfulness practice 09:30 Dan Siegel- critical micromoments of interaction and a bottom-up approach 10:00 Conversation exercise, noting non-verbal elements 10:30 Posture/ Gesture 11:00 BREAK (CEUs will not be issued at this time) 11:15 Gesture/ Symmetry/ Eye Gaze 11:45 Voice tone/ Facial Expression/ Timing 12:15 Emotional Resonance/ Spatial Power Dynamics 12:45 Discussion 01:00 ADJOURNMENT Gabriel Kram helps professionals develop greater wellbeing, emotional balance, and overcome the effects of toxic stress and vicarious trauma through the development of a trauma-informed approach to mindful awareness. He also has extensive experience helping youth develop the inner life skills of mindfulness and self-awareness, and training providers in a neurobiologicallysavvy mindfulness approach to working with young people. Gabriel has a deep and abiding interest in and practice of mindfulness, emotional self- 18

19 awareness, and somatics work. Over the past eighteen years, these modalities have transformed his life, and he is committed to training organizations and individuals in these tools to transform quality of life and organizational culture. He is the founder of Applied Mindfulness, Inc., an intervention design, training, and consulting firm that provides transformative experiential training to empower clients of all ages to discover and cultivate the inner resources, tools, and competencies to live healthier, more fulfilling, and effective lives. He previously directed The Mind Body Awareness Project, whose innovative mindfulness-based interventions for incarcerated youth are being scaled into new national models of rehabilitation, and are the subject of both dissertations and peer-review journal articles. Gabriel studied neurobiology at Yale College, and narrative at Stanford University. He brings a reverence for indigenous culture, eighteen years of mindfulness practice, ten years of mindful movement, and a lifetime of wilderness exploration, nature awareness, and creative expression to his work. He is the author of Inner Life Skills for Youth and Transformation through Feeling: Awakening the Felt Sensibility. This course meets the qualifications for ( 3.75 ) BBS CEUs for LPCCs, LCSWs and MFTs as Tuesday, May 16, :00 AM 5:00 PM Fred Finch Training Center 3800 Coolidge Avenue, Oakland, CA Child Abuse and Reporting Instructor: Marcy Williamson Child abuse is more than bruises. While physical abuse often leaves visible scars, not all abuse is as obvious, but can do just as much harm. It is important that individuals working with and around children be able to know what constitutes child neglect or abuse and know how to identify potential signs. This course will enable mandated reporters to identify, assess, and report child abuse. This course will discuss the legal responsibilities of the mandated reporter in the State of California. It will identify what mandated reporters should consider when child abuse or neglect is suspected, including physical indicators, behavioral indicators, and cultural considerations. The legal protections related to immunity to the mandated reporter will be discussed as well as potential liability for failing to report. Additionally, this course will also provide an overview of how Public Child Welfare is structured in California and what happens to a report once a mandated reporter has made a report. 19

20 Measurable Objectives Define the four types of child abuse and neglect according to California State law. Describe the risk factors contributing to the four types of child abuse. Recognize behavioral and physical indicators of child abuse and neglect in children and parents or caregivers. Explain the legal protections afforded to mandated reporters as well as the potential consequences of failing to report. Describe the cultural considerations of child abuse and neglect. Discuss what happens after a child abuse report is made to a public child welfare agency. 08:45 Sign In 09:00 Welcome, Introductions, and Overview of the training 09:15 Child Abuse Statistics and Legal History 09:45 Requirements of a mandated reporter in California 10:00 Identifying and defining Child Abuse; physical and behavioral indicators of Physical Abuse 10:30 BREAK (CEUs will not be given at this time) 10:45 Physical and behavioral indicators of Severe Neglect and Physical Abuse, con t. 12:00 LUNCH (CEUs will not be given at this time) 01:00 Physical and behavioral indicators of General Neglect, Sexual Abuse, and Emotional Abuse 02:30 BREAK (CEUs will not be given at this time) 02:45 Child abuse in a cultural context; What is not child abuse, Cultural responsiveness 03:45 Mandating Reporting Procedures; Obstacles to reporting; Liability and Immunity 20

21 04:00 After the report is made: Public Child Welfare in California 04:45 Wrap up and evaluations 05:00 ADJOURNMENT Marcy Williamson has worked in public child welfare since She has provided case management and support to children and families dealing with child abuse and neglect as a front line social worker in continuing services and dependency investigations/court units as well as supervised a unit of emergency response social workers. She currently supervises the child welfare staff development department in Contra Costa County, providing supervision and training to newly hired social workers and MSW interns. Ms. Williamson has been training on many different child welfare topics, including mandated reporting of child abuse and neglect since This course meets the qualifications for ( 6.5 ) BBS CEUs for LPCCs, LCSWs and MFTs as Transitional Aged Young Men of Color - What Works With This Population? Instructors: Jon Gilgoff, Brothers on the Rise and Prince White, Urban Peace Movement Thursday, May 18, :00 AM 12:00 PM Fred Finch Training Center 3800 Coolidge Avenue, Oakland, CA The needs of male-identified TAY are great, and barriers to their success many. Numerous strategies exist, however, to help young men achieve their goals in spite of these challenges. Come learn methods to engage and retain TAY while meeting targeted outcomes around education, employment, finance and housing. We will also preview a curriculum outlining individual and group oriented strategies, which is being authored not only by workshop facilitators, but also leading experts from La Clinica de la Raza, The Unity Council, Alameda County Behavioral Health Care Services and Youth Employment Partnership. 21

22 Measurable Objectives Review challenges particular to transitional aged young men of color Based on gender socialization Based on life experience Based on systemic factors Explore individually and group tailored strategies for male identified TAY To develop healthy gender and cultural identity, communication, conflict resolution and coping skills To move towards in(ter)dependent living and avoid (further) involvement with the criminal justice system To gain greater agency through critical thinking and social action around issues impacting transitional aged young men of color To examine, experience and provide inputs for a curriculum which will Outline proven, emerging and innovative practices with this population Become a resource to TAY serving providers in coming years 08:50 Sign In and Introductions 09:00 Workshop and curriculum overview, team builder, expectations, opening rituals 09:30 Section I: Identifying needs of transitional aged young men of color 10:10 Break and networking (No CEUs will be issued at this time) 10:20 Section II: Strategies and resources to serve transitional aged young men of color 11:30 Section III: Feedback on how curriculum can be an ongoing resource for those present 11:45 Closing rituals and written evaluations 12:00 ADJOURNMENT Jon Gilgoff, L.C.S.W., is founder and Senior Director of Brothers on the Rise (BOTR), a direct service and systems change organization working with male youth of color and providing 22

23 community capacity building for Bay Area schools and agencies. Jon holds his B.A. from Tufts and M.S.W. from Columbia University. Areas of focus include youth development, conflict resolution, and gender/culturally responsive work with males. He is a bilingual Spanish speaker, a published writer of articles and poetry, and former Progressive Jewish Alliance and LeaderSpring Fellow. Jon has been designing, delivering, directing, training and consulting on youth programming for over twenty years. Prince White, Ph.D., works for Urban Peace Movement and facilitates their DetermiNation Black Men's Group which provides media arts training, cultural education, and social justice activism training for young Black men ages in Oakland. He earned a Ph.D. in Mass Communication and Media Studies from Howard University, a master s degree from Bowie State University in organizational communication, and a B.A. from University of the Pacific in political science. His passion is working to advance the interests of boys of men and color and advocates for policies that end the criminalization of youth and increase access to jobs, housing and education. This course meets the qualifications for ( 3 ) BBS CEUs for LPCCs, LCSWs and MFTs as The Mis-Bereavement of the Racialized Black Male: Unmasking Black Male Grief Reaction to Loss and Racialization Instructor: Allen Lipscomb Friday, May 19, :00 AM 12:00 PM Fred Finch Training Center 3800 Coolidge Avenue, Oakland, CA One of the many disturbing aspects of grieving is experiencing a variety of unexpected or seemingly uncontrollable emotions and/or physical sensations. Often Black Males who mourn fear that they are going crazy or somehow abnormal in how they are responding to their loss(es). This process can look vastly different for African American Men compared to others. This training is designed to provide an overview to consumers, professionals and other community providers in learning how to view grief reactions in Black men. In addition, effective ways to assist Black men in their grieving process will be addressed. The training will also focus on practice elements and techniques for providing grief counseling services to Black men. The 23

24 goal of the presentation is to teach, inform and encourage others to provided appropriate and culturally sensitive clinical services to Black men who are experiencing loss. Measurable Objectives Review of Grief, Bereavement and Trauma Stages of grief and loss Traumatic loss and racialization Cultural Considerations for working with Black Men who are grieving Identify unique experiences around loss among Black Men Research on BMGR Symptoms and Behaviors Critical Race Theory Identify 3 interventions to support Black men who are grieving 08:45 Sign In 09:00 Part 1: Introduction to Black Male Grief Reaction to Loss 10:30 BREAK (CEUs will not be issued at this time) 10:45 Part 2: Break Out in Groups 11:15 Part 3: Discussion Follow-Up 11:30 Part 4: Q & A 12:00 ADJOURNMENT Allen Lipscomb, PsyD, LCSW, has his doctorate in psychology with a clinical emphasis in marriage, family and child psychotherapy. Dr. Lipscomb is a Licensed Clinical Social Worker in the State of California who specializes in providing mental health services to individuals, children, youth and families of color. His areas of research are centered on the psychiatric epidemiology among racialized individuals who have experienced trauma. He is currently working on his next research project, which explores the utilization of E.M.D.R. psychotherapy to reduce the psychological effects of racebased trauma among people of color. 24

25 Dr. Lipscomb has taught both undergraduate and graduate courses at California State University Northridge, Pacific Oaks College and the University of Southern California in the School of Social Work. In the Fall of this year he will be starting his tenure track position as Assistant Professor in College of Social and Behavioral Sciences--specifically in the Department of Social Work at CSUN. This course meets the qualifications for ( 2.75 ) BBS CEUs for LPCCs, LCSWs and MFTs as Countertransference when Working with Substance Users Instructor: Cynthia Hoffman Monday, May 22, :00 AM 1:00 PM Fred Finch Training Center 3800 Coolidge Avenue, Oakland, CA Many complicated feelings can arise when working with those who use substances. We may have bias s that we are aware of or we may have bias s not yet recognized. It is important that we are able to identify our bias as well as our feelings. Feelings can arise if we recognize ourselves, our family members or other of our own life situations. It is important that we are aware of those feelings so we can actively decide which of those are useful in our work with those who use substances, and which are feelings that we as providers need to work on ourselves. This training will help you to recognize your feelings, bias and possible re-enactments that occur when working with those who use substances. Working to deal with your feelings, bias and re-enactments appropriately help to maintain the crucial alliance necessary to work with those with substance use disorders as well as helping to deter the effects of vicarious traumatization. Measurable Objectives Participant will be able to identify bias that they may have when working with those who use substances. Participant will learn about and be able to identify the 2 main types of countertransference; objective and subjective as well as identifying any vicarious or secondary traumatization. 25

26 08:45 Sign In 09:00 Section I: What is countertransference? 10:30 Short BREAK (CEUs will not be given at this time) 10:45 Section II: Identifying bias 11:50 Short BREAK (CEUs will not be given at this time) 12:05 Vignettes: Using countertransference as a way to help see what is happening with your clients and yourselves. 01:00 ADJOURNMENT Cynthia Hoffman, MFT, is a psychotherapist in private practice with over 16 years of extensive experience in both agency and private practice settings, working from harm reduction, psychodynamic, mindfulness and cognitive behavioral perspectives. She can help you to identify what you want and what you don't want from your drug and alcohol use. She is an effective, compassionate and directive couple therapist. She sees individuals, couples and adolescents. She runs small, discreet, Harm Reduction Groups in her private practice office. She provides a variety of trainings in Harm Reduction and provides Harm Reduction supervision and consultation. Website : This course meets the qualifications for ( 3.5 ) BBS CEUs for LPCCs, LCSWs and MFTs as Dissociation and Dissociative Identity Disorders in Children Instructor: Robert Grant Tuesday, May 23, :00 AM 4:00 PM Fred Finch Training Center 3800 Coolidge Avenue, Oakland, CA

27 It is not uncommon for children with histories of long term and repetitive child abuse and trauma, especially when it involves repeated incidents of emotional and physical abuse, neglect and/or sexual violence, to dissociate and/or split or fragment the structure of their identities in order to cope with the overwhelming effects of such violence. In addition, a large percentage of mental health professionals and/or foster parents are inexperienced when it comes to noticing, assessing, referring and treating children and adolescents that overly rely on dissociation as a primary coping strategy and/or develop a Dissociative Identity Disorder (DID). This is especially true of children before they reach the ages of 6 or 7. Measurable Objectives Understand what dissociation is Learn about different types of dissociation Address the causal factors involved in the development of dissociation and a Dissociative Identity Disorder Become familiar with the behavioral signs and symptoms that are associated with a dissociative disorder Gain insight into how children with dissociative personality systems are organized internally, i.e., become familiar with personality parts and their functions. Obtain an overview of what is involved in the diagnosis treatment of a dissociative disorder in a child. 08:45 Sign In 09:00 Examine the causal factors involved when dissociation is regularly used as a copying strategy and leads to the development of Dissociative Identity Disorder Large group discussion 10:30 Morning BREAK (CEUs will not be given at this time) 10:45 Address what dissociation is and its functions, as well as, how it manifests in a number of different ways, e.g., amnesia, depersonalization, derealization, a fugue state and fragmented identity structure. 27

28 Large group discussion 12:00 LUNCH (CEUs will not be given at this time) 01:00 Discussion of psychological phenomenon and various psychological disorders in which dissociation is involved, e.g., self-mutilation, a Borderline Personality Disorder, PTSD, an eating disorder and/or addiction. Large group discussion 02:30 BREAK (CEUs will not be given at this time) 02:45 Overview of what is involved in the diagnosis and treatment of dissociative phenomena and/or a dissociative disorder for the purposes of understanding a child s behavior and/or making an appropriate referral. Large group discussion 04:00 ADJOURNMENT Robert Grant Ph.D., is a clinical psychologist who specializes in the areas of trauma, cross cultural issues, human malevolence and spirituality. He is also author of Healing the Soul of the Church (Ministers Facing Their Histories of Abuse and Trauma) 1994, The Way of the Wound (A Spirituality of Trauma and Transformation) 1998, Living and Working in Environments of Violence (A Resource Manual for Humanitarian Workers) 2002, A Healing Response to Terrorism (A Handbook for Psychological and Spiritual First Responders) 2004, Vicarious Trauma (A Handbook for Professionals and Organizations Regularly Working with Victims of Trauma) Complicated Trauma (An Integrative Approach to the Diagnosis and Treatment of Trauma) 2007, I Love a War Veteran (A Handbook for Professionals, Veterans and Family Members Who Support War Veterans). 2007, Growth through Adversity (Coming Out the Other Side of Trauma, Illness and Loss), 2008, The Challenge of Forgiveness (As Faced by Victims of Betrayal and Abuse) 2009 Anger, Healing and Forgiveness 6 hour Presentation, The Dissociation Handbook He can be reached and/or rw_grant@hotmail.com. This course meets the qualifications for ( 5.5 ) BBS CEUs for LPCCs, LCSWs and MFTs as 28

29 Understanding Latino Families and the Challenges of the "Invisible Borders" Instructor: Peggy Arevalo Thursday, May 25, :00 AM 4:30 PM Fred Finch Training Center 3800 Coolidge Avenue, Oakland, CA Latino Families may share some common characteristics; there are significant variabilities within and between groups. Who are Latinos? Why is it so hard to engage Latino Families into receiving treatment? How can we break through many of these barriers? In order to address these questions this workshop will focus on the considering each sub- group of Latinos (e.g., refugees, those with varying socioeconomic status, geographical origins, or levels of acculturation). And we will address the "invisible border", which are the challenges that Latino families must face on a day-to-day basis. These challenges can include a lack of familiarity and comfort with the dominant culture (especially the English language); conflicting ideals and personal values; frequent exposure to ethnic and racial discrimination (both practical and institutional); competing social demands from family members, teachers, and peers; and feelings of isolation and a sense of discomfort interacting in public settings. This workshop will focus on current strategies to address the psychotherapeutic barriers that prevent Latino families from receiving mental health services. Measurable Objectives Identify interventions that are considered best practices for counseling Hispanic/Latino families Identify strategies to make counseling culturally sensitive to the values of the Hispanic/Latino culture Identify and address barriers faced by Hispanics and Latinos around access and readiness for treatment. Develop specific techniques to build a therapeutic alliance with Latino Families 08:45 Sign In/Introduction 29