Fred Finch Youth Center Training Calendar

Transcription

1 Please note that you are receiving this because you have expressed an interest in Fred Finch Youth Center. Don't forget to add to your address book so we'll be sure to land in your inbox! You may unsubscribe if you no longer wish to receive our s. Fred Finch Youth Center Training Calendar August 2018 This Month's Trainings Energy Psychology Day 1 Energy Psychology Day 2 Thinking Differently about TAY Independence I'm All Caught Up: Eliminating Blocks to Stay on Top of Paperwork Supporting Highly Sensitive Youth... Working with Youth Who Are Separated From Their... Families Schizophrenia and Psychotic Disorders in Youth Services and Child Welfare Clinical Supervision - Day 1 Clinical Supervision Day 2 Effective Client Engagement and Negotiation in Challenging Situations Continued Education Units: CEUs will be provided for each training. CEUs will be issued 30 days from date of training. CEUs will be Fred Finch Youth Center is pleased to provide the following trainings in conjunction with Chabot-Las Positas Community College District and Alameda County through Title IV-E Funding. These trainings are open for providers who work with foster or group home youth in Alameda County at no cost. Fred Finch Youth Center is approved by the California Association of Marriage and Family Therapist to sponsor continued education for LMFTs, LCSWs, LPCCs, and LEPs. Fred Finch Youth Center maintains responsibility for this program/course and its content. To register for a training, trainings@fredfinch.org. Please include your name, address, and the county in which you work. Addressing Challenging Feelings and Behaviors through Energy Medicine and Energy Psychology with Stressed and Traumatized Children, Caregivers and Adults Date: August 2, 2018 from 9:00 AM - 4:30 PM Trainer: Rachel Michealsen, LCSW Location: Building E

2 sent via for each attendee. Training Cancellation Policy: If we cancel a training course as a result of low registration, participants will be notified by three days prior to the course start date. Where courses are cancelled for reasons beyond our control, they may be cancelled at shorter notice. Training registrants may be provided a makeup date that is scheduled for that particular training. Please note that we will not be liable for any loss, including travel and accommodation costs, suffered by or on behalf of any person who wished to attend an event, should we cancel it for any reason. Thank you. Training Disability Accommodation: Fred Finch Youth Center will make reasonable efforts during the training to accommodate qualified individuals with disabilities and/or medical conditions in accordance/compliance with the State Fair Employment and Housing Act (FEHA), Federal Americans with Disabilities Act (ADA) and applicable statutes. To request an accommodation due to a disability/medical condition during this training, please contact the Training Department (listed on the training announcement) no later than three days before the training. Wheelchair access to the training center can be facilitated. Please let us know of your needs in advance of the training date. Disabled parking is available. Training Grievance Policy: A participant has the right to seek a remedy for a dispute or disagreement through Fred Finch Youth Center's policies for filing The way we feel and behave is influenced by our past experiences. When these experiences have created stress, often our feelings about them are difficult, and our behaviors can be self-defeating, harmful to ourselves and others. Learn to regulate stress responses, and to address traumatic and difficult experiences in yourself and your clients. In this two-day course, you will learn self-regulating techniques from the field of Energy Medicine, and interventions to address emotions and behaviors through tapping from the field of Energy Psychology. You will also learn how the nervous system responds to stress, and how these techniques create a state of calm. Participants will learn how to apply these methods in their work with children and adults experiencing a variety of emotional problems and troublesome behaviors. Material will be taught through lecture, demonstrations, and dyadic practice. Unless the instructor gives permission, you must attend Day 1 in order to attend Day 2. At the end of this program, participants will be able to Explain how the nervous system is impacted by stress and trauma; Explain how Energy Medicine and Energy Psychology shift the nervous system to a state of calm from a stated of dysregulation; Demonstrate and teach at least three Energy Medicine techniques; Determine when clients are ready to utilize EFT to address symptoms; Prepare clients who are not ready to use EFT to address symptoms; Lead others in using Trauma Tapping Technique; Apply their knowledge of EFT to address an emotion, a behavior, and a trauma. Day 1 Understanding how the nervous system responds to stress and trauma How Energy Medicine and Energy Psychology positively impact the stressed nervous system Energy Medicine techniques for self-regulation Trauma Tapping Technique (TTT) Determining readiness for treatment Emotional Freedom Technique (EFT-tapping) 9-9:15 Intros/check-in/questions 9:15-9:30 How Stress and Trauma Impact the Nervous System 9:30-9:45 How Energy Medicine and Tapping impact the nervous system and address stress and trauma 9:45-10:30 Techniques for Calming Clients 10:30-10:45 Break (CEUs will not be issued at this time) 10:45-11:30 Testing 11:30-11:45 Determining clients' readiness for treatment 11:45-12:30 Getting clients ready for treatment 12:30-1:30 Lunch (CEUs will not be issued at this time) 1:30-2:00 Trauma Tapping Technique 2:00-2:45 EFT how it works 2:45-3:00 Break (CEUs will not be issued at this time) 3:00-4:15 Practice in dyads 4:15-4:30 Q&A RACHEL MICHAELSEN, LCSW, Diplomat in Comprehensive Energy Psychology, has taught Energy Psychology techniques to mental-health and social-services providers to address their own stress and trauma as well as that of their clients. She has integrated this work with a variety of holistic, energetic, and creative interventions, including at the 2015 and 2016 conferences of the Association of Comprehensive Energy Psychology (ACEP). Rachel is the Chair of the ACEP Humanitarian Committee.

3 complaints/grievances for visitors and employees. Participants may use available informal means to have decisions reconsidered before filing a formal complaint/grievance. No retaliation of any kind shall be taken against a participant for filing a complaint/grievance. In an effort to provide the highest quality services to participants in our trainings, you are encouraged to report immediately any concerns regarding your training to the Training Director who will provide the complaint form. All participant complaints/grievances should be in writing to the Training Director, at FFYC Training Department, 3800 Coolidge Avenue, Oakland, CA or by to trainings@fredfinch.org. Once a complaint or grievance has been submitted, you can expect a response no later than ten (10) business days. Upon receipt the Training Director will conduct a formal review of the complaint/grievance and will attempt a timely resolution. If no resolution is forthcoming, or the problem is not satisfactorily resolved, the participant may direct any complaint/grievance to Sr. Director of Human Resources. This course meets the qualifications for (6) BBS CEUs for LCSWs and MFTs as required by the California Board of Behavioral Sciences & is provided by Fred Finch Youth Center, CAMFT Provider # Addressing Challenging Feelings and Behaviors through Energy Medicine and Energy Psychology with Stressed and Traumatized Children, Caregivers and Adults Date: August 3, 2018 from 9:00 AM - 4:30 PM Trainer: Rachel Michealsen, LCSW Location: Building E The way we feel and behave is influenced by our past experiences. When these experiences have created stress, often our feelings about them are difficult, and our behaviors can be self-defeating, harmful to ourselves and others. Learn to regulate stress responses, and to address traumatic and difficult experiences in yourself and your clients. In this two-day course, you will learn self-regulating techniques from the field of Energy Medicine, and interventions to address emotions and behaviors through tapping from the field of Energy Psychology. You will also learn how the nervous system responds to stress, and how these techniques create a state of calm. Participants will learn how to apply these methods in their work with children and adults experiencing a variety of emotional problems and troublesome behaviors. Material will be taught through lecture, demonstrations, and dyadic practice. Unless the instructor gives permission, you must attend Day 1 in order to attend Day 2. At the end of this program, participants will be able to Explain how the nervous system is impacted by stress and trauma; Explain how Energy Medicine and Energy Psychology shift the nervous system to a state of calm from a stated of dysregulation; Demonstrate and teach at least three Energy Medicine techniques; Determine when clients are ready to utilize EFT to address symptoms; Prepare clients who are not ready to use EFT to address symptoms; Lead others in using Trauma Tapping Technique; Apply their knowledge of EFT to address an emotion, a behavior, and a trauma. Send us an Review of Day 1 Addressing Post-Traumatic Stress Working with caregivers and parents Day 2 9-9:30 Review of Day one 9:30-10 Tapping with a Script 10-10:15 How does past trauma impact present emotions, behaviors and coping 10:15-10:30 Break (CEUs will not be issued at this time) 10:30-11:30 How to determine the past trauma that connects to the present emotions, behaviors and coping and break the behavior 11:30-12:30 Practicing in dyads 12:00-1:00 Lunch (CEUs will not be issued at this time) 1:00-1:45 Practice with different person 1:45-2:00 Working with parents and caregivers 2:00-2:30 Demonstration

4 2:30-2:45 break (CEUs will not be issued at this time) 2:45-3:30 Practicing in dyads 3:30-3:45 Debrief 3:45-4:15 Practice in dyads anything your want to and debrief 4:15-4:30 Q&A RACHEL MICHAELSEN, LCSW, Diplomat in Comprehensive Energy Psychology, has taught Energy Psychology techniques to mental-health and social-services providers to address their own stress and trauma as well as that of their clients. She has integrated this work with a variety of holistic, energetic, and creative interventions, including at the 2015 and 2016 conferences of the Association of Comprehensive Energy Psychology (ACEP). Rachel is the Chair of the ACEP Humanitarian Committee. This course meets the qualifications for (6) BBS CEUs for LCSWs and MFTs as required by the California Board of Behavioral Sciences & is provided by Fred Finch Youth Center, CAMFT Provider # Transitional Age Youth - Thinking Differently about Transitional Age Youth and 'Independence': The Importance of Natural Support Systems, Especially FAMILY! Date: August 7, 2018 from 10:00 AM - 4:30 PM Trainer: Pamela Parkinson, Ph.D., LCSW Location: Training Center TAY are youth typically between years of age who are transitioning from being minors and individuating into young adulthood. For our youth in foster care and in juvenile justice continuum 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. The training will include PowerPoint, small group work, video, brainstorming, discussion, Q & A, and handouts Participants will: 1. Review the history and basics of what is meant by TAY and why we have developed programs focused on this group. 2. Learn the TAY Challenges and how we are doing in our service delivery to this population. 3. Identify the natural support systems in our lives that should be in place to help TAY individuate. 4. Identify 3 strategies for how to heal the natural resource of the family relationships as the most important support system for our youth. 1. ID 3 ways to reach out to extended family 2. ID 1 technique for starting to heal attachment ruptures 3. ID 1 strategy to help sustain new family connections

5 1. Identify blocks to staying caught up with paperwork; 9:45 Sign In 10:00 What is TAY? How are we doing? Where do we need to head in order to improve our positive outcomes? 11:30 BREAK (CEUs will not be issued at this time) 11:45 Why is the family an important support system? What is PITH and how can it help a young adult continue to individuate and to become productive with education, work, housing, etc. All those adult things that we have theoretically been preparing for our whole childhoods! 1:00 LUNCH (CEUs will not be issued at this time) 1:30 Exploring PITH and the family relational pain that all of our TAY are carrying in their hearts. 3:00 BREAK (CEUs will not be issued at this time) 3:45 Small Group work to explore strategies for using our therapeutic alliance with our TAY to help us reach out to their extended families and do some healing. This healing is what will motivate them to use those great skills that we are so good at teaching them! 4:30 ADJOURNMENT PAMELA PARKINSON, PhD, LCSW, is a clinical psychologist and clinical social worker, whose specialty area is working with youth and their families. Dr. Parkinson is also a certified PCOMS evidence-based practice trainer. She currently works as a child/family consultant to CBO's in the Bay Area and Pamela has worked in level 14 residential, NPS, hospitals, and a variety of community-based settings including outpatient clinics, schools, diversion, kinship, etc. This course meets the qualifications for (5.5) BBS CEUs for LCSWs and MFTs as required by the California Board of Behavioral Sciences & is provided by Fred Finch Youth Center, CAMFT Provider # I'm All Caught Up: Eliminating Blocks to Stay on Top of Paperwork Date: August 10, 2018 from 9:00 AM - 12:15 PM Trainer: Rachel Michaelsen, LCSW Location: Training Center Paperwork (progress notes, case plans, billing) tends to be everyone's least favorite activity and tends to be a monkey on our backs. Upon further inspection, it is often the case that we have an emotional reason for resisting paperwork (it reminds us of homework, it raises our authority issues, it challenges our perfectionism, we fear criticism). In this course, participants will have the opportunity to explore their blocks to staying organized and on top of the paperwork used to serve youth and families. They will also learn strategies to focus and eliminate the root causes of avoidance and procrastination in order to provide better care to the youth and families served. This course is designed to help participants:

6 2. Eliminate underlying causes of procrastination, disorganization and resistance to completion of paperwork; 3. Implement skills for maintaining focus and organization related to timely completion of paperwork. 1. Understand the characteristics, strengths and challenges of HSPs; 8:45 Sign In 9:00 Introductions, Course Overview, Opening Exercise 9:30 Causes of getting behind in paperwork 10:00 Ways to address causes of getting behind in paperwork 10:45 Break (CEUs will not be issued at this time) 11:00 Exercise: addressing underlying causes 11:30 Stategies for staying on top of paperwork 12:00 Develop a written plan to stay on top of paperwork 12:15 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 twenty-five years. She has taught courses in DSM-5, clinical supervision, law and ethics, childhood psychopathology, vicarious traumatization and energy psychology at universities, conferences, and mental-health agencies. This course meets the qualifications for (3) BBS CEUs for LCSWs and MFTs as required by the California Board of Behavioral Sciences & is provided by Fred Finch Youth Center, CAMFT Provider # Supporting Highly Sensitive Youth in Their Home and School Date: August 16, 2018 from 9:00 AM - 12:15 PM Trainer: Rachel Michaelsen, LCSW Location: Building E Did you know that 20% of the population are highly sensitive? A Highly Sensitive Person (HSP) has sensory processing sensitivities which is characterized by a high level of sensitivity to external stimuli. These sensitivities can be to sound, light, touch. HSPs perceptual threshold may be lower and process stimuli cognitively deeper than non-hsps. When raised in warm and secure environments, HSPs do better than the average person, but put under stress and confronted with trauma, HSPs have a more difficult time than the average person. Learn to differentiate between HSP traits versus mental health and behavioral issues. Develop strategies to help HSPs thrive in their homes and school and help caregivers and teachers understand and nurture the HSP youth. This course is designed to help participants:

7 2. Differentiate between HSP characteristics and other mental and behavioral issues; 3. Educate clients, caretakers and educators about HSPs characteristics and special needs; 4. Develop plans for to support HSPs at home, school and the community. 8:45 Sign In 9:00 Intros and Course Overview and opening exercise 9:30 Lecture and video defining Highly Sensitive People and their challenges 10:30 Break (CEUs will not be issued at this time) 10:45 Intervention to address challenges for Highly Sensitive youth 11:45 Case Vignettes 12:15 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 twenty-five years. She has taught courses in DSM-5, clinical supervision, law and ethics, childhood psychopathology, vicarious traumatization and energy psychology at universities, conferences, and mental-health agencies. This course meets the qualifications for (3) BBS CEUs for LCSWs and MFTs as required by the California Board of Behavioral Sciences & is provided by Fred Finch Youth Center, CAMFT Provider # Working with Youth who are Separated from their Biological Families: The Impact of Traumatic Separation on Attachment Date: August 21, 2018 from 10:00 AM - 4:30 PM Trainer: Pamela Parkinson, LCSW Location: Training Center 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. The training will include PowerPoint, small group work, brainstorming, Q & A, and handouts. Participants will 1. Review what is meant by the trauma of loss and the attachment ruptures that these traumatic losses create. 2. Learn how these original attachment ruptures create trauma in our kids, how this results in ongoing retraumatization, and ways that we can decrease the pain of these ruptures. 3. Identify the benefits of finding safe ways to keep families "intact" and offer services without breaking them up

8 4. Identify 3 strategies for healing this trauma after separation has occurred! Treatment approaches for working with caregivers and youth who have psychotic disorders are provided including cognitive behavioral approaches, assessing active psychosis, and the use of psychotropic 9:45 Sign In 10:00 Discussion of what we mean by the trauma of loss through family separation and what is meant by attachment rupture? 11:30 BREAK (CEUs will not be issued at this time) 11:45 Review and describe why the healing of these family relationships are important whether the kids live with their families or not. 1:00 LUNCH (CEUs will not be issued at this time) 1:30 Explore PITH in relation to helping youth recover from the trauma of family separation. 3:00 BREAK (CEUs will not be issued at this time) 3:45 Small Group work to explore strategies for healing the attachment ruptures that our youth experience during and after family separation! Ways we can advocate on behalf of this healing and how important it is to be addressed! 4:30 ADJOURNMENT PAMELA PARKINSON, PhD, LCSW, is a clinical psychologist and clinical social worker, whose specialty area is working with youth and their families. Dr. Parkinson is also a certified PCOMS evidence-based practice trainer. She currently works as a child/family consultant to CBO's in the Bay Area and Pamela has worked in level 14 residential, NPS, hospitals, and a variety of community-based settings including outpatient clinics, schools, diversion, kinship, etc. This course meets the qualifications for (5.5) BBS CEUs for LCSWs and MFTs as required by the California Board of Behavioral Sciences & is provided by Fred Finch Youth Center, CAMFT Provider # Schizophrenia and Psychotic Disorders in Youth Services and Child Welfare Date: August 23, 2018 from 9:00 AM - 4:30 PM Trainer: Paul Gibson, LCSW Location: Training Center Psychotic disorders significantly impact children, youth, and families in youth services and child welfare. This course provides an overview of schizophrenia and psychotic disorders including challenges and approaches for 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 social unrest of the 1960's and 1970's 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.

9 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, the potential harm to youth of the proposed attenuated psychosis disorder, and the impact of psychotic disorders on future placements and adoptions. Mental status exams, case studies to practice diagnosis, and mental health resources are also reviewed. As a result of this workshop, participants will Describe the history of schizophrenia and how it became over diagnosed in African Americans Identify the symptoms of schizophrenia and other psychotic disorders including psychotic symptoms in children and youth and the onset of schizophrenia Describe issues in child welfare related to families, caregivers and youth with psychotic symptoms and disorders Identify treatment approaches and psychotropic medications for working with persons who have psychotic disorders 8:45 AM Sign In 9:00 AM A Brief History of Schizophrenia Early History and Treatment The 20th Century and Rise of Asylums A Harmless Disease Deinstitutionalization Community Mental Health Recriminalization The Protest Psychosis: How Schizophrenia Became Over Diagnosed in African Americans 9:45 AM Schizophrenia The Schizophrenia Spectrum Schizophrenia Information Schizophrenia in Children and Youth Onset of Schizophrenia Schizophrenia Treatment Approaches 10:30 AM Break (CEUs will not be issued at this time) 10:45 AM Other Psychotic Disorders and Treatment Approaches Schizoaffective Disorder Delusional Disorder Substance Induced Psychotic Disorders Disorders with Psychotic Features Attenuated Psychosis Syndrome Psychotropic Medications 11:30 AM Group Discussion - Experiences with Psychotic Disorders 12:00 PM Lunch (CEUs will not be issued at this time) 1:00 PM Child Welfare Issues and Psychotic Disorders Misdiagnosis in African American Families Challenges for Caregivers with Psychotic Disorders Psychosis in Children and Youth Misuse of Antipsychotic Medications Implications for Placement and Adoption 2:00 PM Issues with Psychosis Psychosis and Self Harm Antipsychotic Medications Reasons for Noncompliance Assessing Active Psychosis 2:30 PM Break (CEUs will not be issued at this time)

10 2:45 PM Psychotic Disorder Resources Mental Status Exam Case Study - I am Vishnu Case Study - Foster Mother Mental Health Resources 4:15 PM Closure and Evaluations 4:30 PM Adjournment PAUL GIBSON, LCSW is a therapist and program consultant with 40 years of experience working with culturally diverse youth and families in residential, mental health, and public health settings. He has been a licensed therapist for 33 years and has provided extensive training for youth service providers on topics that include youth mental health issues, clinical supervision, and law and ethics. He currently has a private therapy practice in San Francisco and provides individual and group clinical supervision to professionals seeking licensure. This course meets the qualifications for (6) BBS CEUs for LCSWs and MFTs as required by the California Board of Behavioral Sciences & is provided by Fred Finch Youth Center, CAMFT Provider # Clinical Supervision - Meeting the Requirements for Supervising ASWs and AMFTs working with Youth, Families and Caregivers (Day 1) Date: August 30, 2018 from 9:00 AM - 5:30 PM Trainer: Rachel Michaelsen Location: TBD Supervision is a task that requires a range of skills including teaching, modeling, supporting and guiding. In this course participants will learn the basic and advanced topics for providing competent clinical supervision including: * Boards of Behavioral Sciences (BBS) supervision requirements; * developmental stages of supervisees and supervisors; * assessment of supervisees skill level and learning style; * planning how to make an individualized supervision plan; * models and techniques of supervision; * supervision versus psychotherapy; * evaluation; * supervision record keeping; * legal and ethical issues; * how to address supervisee's anxiety; * cross-cultural and multicultural issues in supervision; * group supervision; * termination; * supervising trauma work and addressing vicarious traumatization in supervision; * leadership styles; * identifying and addressing difficult problems * teaching supervisees how to apply theory to practice. This two-day course meets the one time, 15-hour requirement for providing clinical supervision to ASWs and more than meets the requirement (one 6 hour class every two years) for providing clinical supervision to AMFTs and APCCs.

11 At the end of this two-day program, participants will be able to 1) Explain and follow BBS supervision requirements: 2) Assess their own stage of development as a supervisor; 3) Assess supervisees skill level and learning style in order to make a supervision plan; 4) Choose and use various supervisory models and techniques; 5) Distinguish the line between supervision and psychotherapy; 6) Develop an understanding of how to complete constructive evaluations; 7) Recognize and address anxiety in supervisees; 8) Apply their new knowledge and understanding of legal and ethical issues in supervision to the supervisee/client relationship and the supervisee/supervisor relationship. 9) Increase their cultural sensitivity in supervisory relationships; 10) Develop a group supervision model; 11) Prepare supervisee for clinically appropriate termination; 12) Apply a theoretical understanding to supervision of trauma cases; 13) Address and prevent vicarious traumatization in both supervisee and the supervisor; 14) Distinguish types of leadership styles to use in different supervisory situations; 15) Address difficult supervisory situations 16) Teach supervisees how to apply theory to their clinical interventions. 9-9:15 Intros/check-in/questions/Group check-in 9:15-10:15 Boards of Behavioral Sciences (BBS) supervision requirements; Didactic 10:15-10:45 Developmental stages of supervisees and supervisors; Didactic 10:45-11:00 Break (CEUs will not be issued at this time) 11:00-12:00 Assessment of supervisees skill level and learning style; Didactic, self-assessment, small and large group discussion 12:00-12:30 How to make an individualized supervision plan; Didactic 12:30-1:30 lunch (CEUs will not be issued at this time) 1:30-2:00 models and techniques of supervision; Didactic 2:00-2:30 supervision versus psychotherapy; Didactic and vignette 2:30-3:00 supervision record keeping; Didactic and Individual Exercise 3:00-3:15 break (CEUs will not be issued at this time) 3:15-5:30 legal and ethical issues; Didactic and Vignettes Rachel B. Michaelsen, LCSW, is a clinical social worker who has supervised mental health professionals for over 20 years. She started teaching classes on supervision in 2000 and has taught these courses at Alliant International University, JFK University, Smith College, NASW, CAMFT, Seneca Center, A Better Way, Fred Finch Youth Center and Contra Costa County Behavioral Health Services. She is a California Association of Marriage and Family Therapists (CAMFT)-certified supervisor, and has a Certificate in Advanced Clinical Supervision from Smith College School for Social Work. Ms. Michaelsen in the chair of the Association of Energy Psychology's Humanitarian Committee and has a private practice in Berkeley. This course meets the qualifications for seven (7) BBS CEUs for Licensed Clinicians as required by the California Board of Behavioral Sciences & is provided by Fred Finch Youth Center, CAMFT Provider #

12 Clinical Supervision - Meeting the Requirements for Supervising ASWs and AMFTs working with Youth, Families and Caregivers (Day 2) Date: August 31, 2018 from 9:00 AM - 5:30 PM Trainer: Rachel Michaelsen Location:TBD Supervision is a task that requires a range of skills including teaching, modeling, supporting and guiding. In this course participants will learn the basic and advanced topics for providing competent clinical supervision including: * Boards of Behavioral Sciences (BBS) supervision requirements; * developmental stages of supervisees and supervisors; * assessment of supervisees skill level and learning style; * planning how to make an individualized supervision plan; * models and techniques of supervision; * supervision versus psychotherapy; * evaluation; * supervision record keeping; * legal and ethical issues; * how to address supervisee anxiety; * cross-cultural and multicultural issues in supervision; * group supervision; * termination; * supervising trauma work and addressing vicarious traumatization in supervision; * leadership styles; * identifying and addressing difficult problems * teaching supervisees how to apply theory to practice. This two-day course meets the one time, 15-hour requirement for providing clinical supervision to ASWs and more than meets the requirement (one 6 hour class every two years) for providing clinical supervision to AMFTs and APCCs. Objectives At the end of this program, participants will be able to 1) Explain and follow BBS supervision requirements: 2) Assess their own stage of development as a supervisor; 3) Assess supervisees skill level and learning style in order to make a supervision plan; 4) Choose and use various supervisory models and techniques; 5) Distinguish the line between supervision and psychotherapy; 6) Develop an understanding of how to complete constructive evaluations; 7) Recognize and address anxiety in supervisees; 8) Apply their new knowledge and understanding of legal and ethical issues in supervision to the supervisee/client relationship and the supervisee/supervisor relationship. 9) Increase their cultural sensitivity in supervisory relationships; 10) Develop a group supervision model; 11) Prepare supervisee for clinically appropriate termination; 12) Apply a theoretical understanding to supervision of trauma cases; 13) Address and prevent vicarious traumatization in both supervisee and the supervisor; 14) Distinguish types of leadership styles to use in different supervisory situations; 15) Address difficult supervisory situations 16) Teach supervisees how to apply theory to their clinical interventions. 9:00-9:45 How to address supervisees' anxiety; Didactic and Small Group Activity

13 9:45-10:30 cross-cultural and multicultural issues in supervision; Didactic and Small Group Activity 10:45-11:30 cross-cultural and multicultural issues in supervision; Didactic and Small Group Activity 11:30-12:00 group supervision; Didactic 12:00-12:30 termination; Didactic 12:30-1:00 lunch (CEUs will not be issued at this time) 1:30-3:00 supervising trauma work and addressing vicarious traumatization in supervision; Didactic, Case Vignette 3:00-3:15 leadership styles; Didactic 3:30-4:30 identifying and addressing difficult problems; Didactic and Small Group Activity 4:30-5:30 teaching supervisees how to apply theory to practice; Didactic and Small Group Discussion Rachel B. Michaelsen, LCSW, is a clinical social worker who has supervised mental health professionals for over 20 years. She started teaching classes on supervision in 2000 and has taught these courses at Alliant International University, JFK University, Smith College, NASW, CAMFT, Seneca Center, A Better Way, Fred Finch Youth Center and Contra Costa County Behavioral Health Services. She is a California Association of Marriage and Family Therapists (CAMFT)-certified supervisor, and has a Certificate in Advanced Clinical Supervision from Smith College School for Social Work. Ms. Michaelsen in the chair of the Association of Energy Psychology's Humanitarian Committee and has a private practice in Berkeley. This course meets the qualifications for eight (8) BBS CEUs for Licensed Clinicians as required by the California Board of Behavioral Sciences & is provided by Fred Finch Youth Center, CAMFT Provider # Effective Client Engagement and Negotiation in Challenging Situations Date: August 31, 2018 from 9:00 AM - 4:00 PM Trainer: Dr. Lauren Szyper Location: Training Center Effectively engaging with clients can be challenging, especially when services are mandated and when the client is under a heightened amount of stress. The intention of this training is to understand potential obstacles to effective client engagement and improve your ability to confidently work with clients who may be hesitant around receiving services. Participants will: 1. Develop a clear understanding of effective versus ineffective engagement 2. Identify at least 3 barriers to effective engagement and determine appropriate responses 3. Identify warning signs when collaborative negotiation is at risk of becoming a power struggle 4. Identify at least 2 ways to improve client follow through

14 8:45 Sign In 9:00-10:30 Overview of the morning, what you hope to get out of the training Defining engagement What does effective engagement look like for you? What does ineffective engagement look like? Discussion of actual cases with the opportunity for group think and coaching 10:30-10:45: Break (CEUs will not be issued at this time) 10:45-12:00 Collaborative negotiation versus power struggles Voluntary vs. automated cases Identifying barriers Verbal and non-verbal communication Bias, assumptions, feeling burned out Note: The first step is to catch yourself doing it When stuck, look for missing information, examine assumptions, and consult. Importance of being okay with not knowing and remaining conscious of becoming frustrated if unable to assist them. Staff communication is critical to help reduce human error as much as is feasible. Impact on meeting outcomes Finding common ground with the client Questions on what has been discussed so far One technique or insight that you will apply with a client this coming week Areas that would like to be addressed next week 12:00-1:00:LUNCH (CEUs will not be issued at this time) 1:00-2:30 Clarify any information from the morning Personalizing our clients' actions Having a different perspective on the client's actions Contributing factors to a client's lack of follow through that does not involve laziness 2:30-2:45: Break (CEUs will not be issued at this time) 2:45-4:00 Becoming present to what drew you to this type of work Importance of self-care Opportunities for questions, assuring training objectives were met Closing: Identifying something that really impacted you and how it will influence your future work with your clients Complete evaluations 4:00: ADJOURNMENT Lauren Szyper holds a doctorate in clinical psychology. She has worked full time in community mental health for about 15 years now, serving a diverse high-risk population overcoming challenges related to mental illness, addiction, homelessness, immigration status, and the like. Lauren has worked with children, teens, adults, and seniors with complex trauma and have worked closely with the child welfare system. She has facilitated clinical trainings for numerous years on topics ranging from crisis intervention and de-escalation, understanding the child welfare system, to trainings on professional boundaries, and working with the LGBTQ communities. This course meets the qualifications for (5.5) BBS CEUs for Licensed Clinicians as required by the California Board of Behavioral Sciences & is provided by Fred Finch Youth Center, CAMFT Provider #

15 Thank you for supporting the Training Department at Fred Finch Youth Center. If you would like to bring a training to your site, please contact: trainings@fredfinch.org.