Foster Care Training

System-Involved youth of incarcerated parents often fall through the cracks of traditional philanthropic resources and societal support systems. This interactive training will assist participants with enhancing the life outcomes and well-being of CIP by educating participants on ways to create emotionally and physically safe environments where system-involved youth can find community, self-discovery, and vital life and leadership skills. To register please email Human Resources at [email protected]

Adverse Childhood Experiences (ACEs) and trauma can have a profound impact on the lives of system-involved youth and families, but resilience can be nurtured through intentional, trauma-informed practices. This training focuses on key themes for most effectively supporting system-involved youth, including trauma-informed care, resilience-building, and understanding the unique challenges these youth face. Through breakout sessions and group interactions, participants will learn effective strategies and techniques such as active listening, de-escalation strategies, and methods for fostering trust. The training emphasizes practical skills that can be directly applied in interactions with system-involved youth to create supportive, safe, and stable environments.

AI has already been adopted for many healthcare and mental health care services. Use of AI in these contexts offers many benefits, risks, and unknowns. When working with vulnerable populations in the child welfare system, practitioners have to be especially careful when considering how best to utilize new AI tools. In this course, participants will learn what AI is and is not, ways it can be used administratively and clinically in mental health service delivery, risks and benefits of using AI, and legal and ethical considerations.

System-Involved Youth (SIY) continually face the challenge of processing non-death losses that lack clarity, definition, and finality. These Ambiguous Losses also lack official or social verification, and often complicate grief for SIY and their caregivers. This training will educate participants about ambiguous loss and provide education on how to effectively support system-involved youth and their families living with the pain and uncertainty of non-death loss. Participants will be informed through presenter instruction, a slide presentation, self-reflection, learning activities, coping strategies, break out room sharing, guided participant discussion, and Questions & Answers.

While there is a growing awareness about sexual abuse in regard to prevention and intervention, system-involved youth with disabilities are often left out of the conversation. This is problematic because system-involved youth with disabilities are at heightened risk for sexual abuse. This training will provide an overview of the prevalence of sexual abuse of system-involved youth with disabilities, risk factors, prevention, and strategies to support them.

This training will focus on differentiating causes for youth’s emotional distress, including attachment disruptions, trauma, and possible psychosis. Recommendations for stabilizing mental health will be incorporated.

Examine the reasons why you chose to work in this field. They can be a “double-edged sword”- by being both the very things that make us excellent at our work and that can also lead to compassion fatigue and vicarious trauma. Explore how our own “stuff” impacts our work with system-involved youth (SIY) and their families and, if you are a supervisor, how to support those you supervise with all of this. Discuss self-disclosure with system-involved youth and families, explore ourselves and countertransference, identify how we know when we are over-involved with those we support, and review ways to address this.

Attendees will learn about assisting clients who have dual diagnosis/co-occurring disorders, referral information and more. Attendees should leave this training with a solid understanding of how to recognize and treat people with substance-related problems and how to differentiate them from people who use drugs without significant problems. The following sources, Larimer, Palmer, and Marlatt (1999), Srebnik et al. (2013), and Miller and Rollnick (2013), will be used in this training to support best practices and improve outcomes for foster youth and families.

This course provides mental health professionals and caregivers with essential knowledge, research, and intervention strategies to effectively support individuals impacted by HIV/AIDS, particularly youth involved in systems of care.

Attendees will learn about assisting clients who have dual diagnosis/co-occurring disorders, referral information and more. Attendees should leave this training with a solid understanding of how to recognize and treat people with substance-related problems and how to differentiate them from people who use drugs without significant problems. The following sources, Larimer, Palmer, and Marlatt (1999), Srebnik et al. (2013), and Miller and Rollnick (2013), will be used in this training to support best practices and improve outcomes for foster youth and families.

This course explores legal and ethical issues for licensed professionals working in youth and family services and child welfare and different therapeutic modalities. Topics include an overview of liability issues, the sources of procedure in our work, and how to minimize liability.

This training is an introduction to implementing behavioral support strategies with children who present with a variety of challenging behaviors. It includes a discussion of basic principles of behavior modification, behavioral assessment, functional assessment and support methods.

This course was designed for supervisors of youth professionals and will begin with a review of some of the best practices in trauma treatment for youth and families. As we review a general description of the 3 stages (creating safety & connection, building resilience skills, creating meaning & connection), participants will look at strategies for supervising and coaching supervisees in working with youth and families who have experienced trauma to ensure that each youth has the connections needed for adequate support and appropriate referrals are made.

This series explores best practices for new clinicians working with youth and families in community based, school-based, or residential programs in a cohesive, cohort-based training program. The Unconditional Care Model has been used at Seneca Family of Agencies for over 30 years and outlined in “Unconditional Care: Relationship-Based, Behavioral Intervention with Vulnerable Children and Families” and “Unconditional Care in Context: Engaging with Ecological Adversity” by John Sprinson with Ken Berrick.

The purpose of this training is to create a renewed and heightened awareness of boundary issues in work with foster youth. Having boundaries is not just a matter of being professional. Appropriate boundaries are a key ingredient in providing the children in our care with the highest quality of care, which often times requires us to build trusting and healing relationships with them.

Service and support providers who work directly with at-risk children and system-involved youth (SIY) are mandated reporters of child abuse and neglect. It is critical that mandated reporters and caregivers of system-involved youth are trained to recognize the signs of different types of abuse or neglect. Additionally, a mandated reporter must fully understand how and where to report suspected abuse in accordance with their legal obligation.

Embark on a journey of understanding and empowerment with Shoshana Phoenixx in this four-hour virtual training session. Explore the intricate connection between child development stages and the grief process, gaining insights into how to effectively support system-involved youth. Learn to apply creative and artistic activities that facilitate emotional expression and communication, fostering healing and connection.

System-Involved youth of incarcerated parents often fall through the cracks of traditional philanthropic resources and societal support systems. This interactive training will assist participants with enhancing the life outcomes and well-being of CIP by educating participants on ways to create emotionally and physically safe environments where system-involved youth can find community, self-discovery, and vital life and leadership skills. To register please email Human Resources at [email protected]

Adverse Childhood Experiences (ACEs) and trauma can have a profound impact on the lives of system-involved youth and families, but resilience can be nurtured through intentional, trauma-informed practices. This training focuses on key themes for most effectively supporting system-involved youth, including trauma-informed care, resilience-building, and understanding the unique challenges these youth face. Through breakout sessions and group interactions, participants will learn effective strategies and techniques such as active listening, de-escalation strategies, and methods for fostering trust. The training emphasizes practical skills that can be directly applied in interactions with system-involved youth to create supportive, safe, and stable environments.

AI has already been adopted for many healthcare and mental health care services. Use of AI in these contexts offers many benefits, risks, and unknowns. When working with vulnerable populations in the child welfare system, practitioners have to be especially careful when considering how best to utilize new AI tools. In this course, participants will learn what AI is and is not, ways it can be used administratively and clinically in mental health service delivery, risks and benefits of using AI, and legal and ethical considerations.

System-Involved Youth (SIY) continually face the challenge of processing non-death losses that lack clarity, definition, and finality. These Ambiguous Losses also lack official or social verification, and often complicate grief for SIY and their caregivers. This training will educate participants about ambiguous loss and provide education on how to effectively support system-involved youth and their families living with the pain and uncertainty of non-death loss. Participants will be informed through presenter instruction, a slide presentation, self-reflection, learning activities, coping strategies, break out room sharing, guided participant discussion, and Questions & Answers.

While there is a growing awareness about sexual abuse in regard to prevention and intervention, system-involved youth with disabilities are often left out of the conversation. This is problematic because system-involved youth with disabilities are at heightened risk for sexual abuse. This training will provide an overview of the prevalence of sexual abuse of system-involved youth with disabilities, risk factors, prevention, and strategies to support them.

This training will focus on differentiating causes for youth’s emotional distress, including attachment disruptions, trauma, and possible psychosis. Recommendations for stabilizing mental health will be incorporated.

Examine the reasons why you chose to work in this field. They can be a “double-edged sword”- by being both the very things that make us excellent at our work and that can also lead to compassion fatigue and vicarious trauma. Explore how our own “stuff” impacts our work with system-involved youth (SIY) and their families and, if you are a supervisor, how to support those you supervise with all of this. Discuss self-disclosure with system-involved youth and families, explore ourselves and countertransference, identify how we know when we are over-involved with those we support, and review ways to address this.

Attendees will learn about assisting clients who have dual diagnosis/co-occurring disorders, referral information and more. Attendees should leave this training with a solid understanding of how to recognize and treat people with substance-related problems and how to differentiate them from people who use drugs without significant problems. The following sources, Larimer, Palmer, and Marlatt (1999), Srebnik et al. (2013), and Miller and Rollnick (2013), will be used in this training to support best practices and improve outcomes for foster youth and families.

This course provides mental health professionals and caregivers with essential knowledge, research, and intervention strategies to effectively support individuals impacted by HIV/AIDS, particularly youth involved in systems of care.

Attendees will learn about assisting clients who have dual diagnosis/co-occurring disorders, referral information and more. Attendees should leave this training with a solid understanding of how to recognize and treat people with substance-related problems and how to differentiate them from people who use drugs without significant problems. The following sources, Larimer, Palmer, and Marlatt (1999), Srebnik et al. (2013), and Miller and Rollnick (2013), will be used in this training to support best practices and improve outcomes for foster youth and families.

This course explores legal and ethical issues for licensed professionals working in youth and family services and child welfare and different therapeutic modalities. Topics include an overview of liability issues, the sources of procedure in our work, and how to minimize liability.

This training is an introduction to implementing behavioral support strategies with children who present with a variety of challenging behaviors. It includes a discussion of basic principles of behavior modification, behavioral assessment, functional assessment and support methods.

This course was designed for supervisors of youth professionals and will begin with a review of some of the best practices in trauma treatment for youth and families. As we review a general description of the 3 stages (creating safety & connection, building resilience skills, creating meaning & connection), participants will look at strategies for supervising and coaching supervisees in working with youth and families who have experienced trauma to ensure that each youth has the connections needed for adequate support and appropriate referrals are made.

This series explores best practices for new clinicians working with youth and families in community based, school-based, or residential programs in a cohesive, cohort-based training program. The Unconditional Care Model has been used at Seneca Family of Agencies for over 30 years and outlined in “Unconditional Care: Relationship-Based, Behavioral Intervention with Vulnerable Children and Families” and “Unconditional Care in Context: Engaging with Ecological Adversity” by John Sprinson with Ken Berrick.

The purpose of this training is to create a renewed and heightened awareness of boundary issues in work with foster youth. Having boundaries is not just a matter of being professional. Appropriate boundaries are a key ingredient in providing the children in our care with the highest quality of care, which often times requires us to build trusting and healing relationships with them.

Service and support providers who work directly with at-risk children and system-involved youth (SIY) are mandated reporters of child abuse and neglect. It is critical that mandated reporters and caregivers of system-involved youth are trained to recognize the signs of different types of abuse or neglect. Additionally, a mandated reporter must fully understand how and where to report suspected abuse in accordance with their legal obligation.

Embark on a journey of understanding and empowerment with Shoshana Phoenixx in this four-hour virtual training session. Explore the intricate connection between child development stages and the grief process, gaining insights into how to effectively support system-involved youth. Learn to apply creative and artistic activities that facilitate emotional expression and communication, fostering healing and connection.

System-Involved youth of incarcerated parents often fall through the cracks of traditional philanthropic resources and societal support systems. This interactive training will assist participants with enhancing the life outcomes and well-being of CIP by educating participants on ways to create emotionally and physically safe environments where system-involved youth can find community, self-discovery, and vital life and leadership skills. To register please email Human Resources at [email protected]

Adverse Childhood Experiences (ACEs) and trauma can have a profound impact on the lives of system-involved youth and families, but resilience can be nurtured through intentional, trauma-informed practices. This training focuses on key themes for most effectively supporting system-involved youth, including trauma-informed care, resilience-building, and understanding the unique challenges these youth face. Through breakout sessions and group interactions, participants will learn effective strategies and techniques such as active listening, de-escalation strategies, and methods for fostering trust. The training emphasizes practical skills that can be directly applied in interactions with system-involved youth to create supportive, safe, and stable environments.

AI has already been adopted for many healthcare and mental health care services. Use of AI in these contexts offers many benefits, risks, and unknowns. When working with vulnerable populations in the child welfare system, practitioners have to be especially careful when considering how best to utilize new AI tools. In this course, participants will learn what AI is and is not, ways it can be used administratively and clinically in mental health service delivery, risks and benefits of using AI, and legal and ethical considerations.

System-Involved Youth (SIY) continually face the challenge of processing non-death losses that lack clarity, definition, and finality. These Ambiguous Losses also lack official or social verification, and often complicate grief for SIY and their caregivers. This training will educate participants about ambiguous loss and provide education on how to effectively support system-involved youth and their families living with the pain and uncertainty of non-death loss. Participants will be informed through presenter instruction, a slide presentation, self-reflection, learning activities, coping strategies, break out room sharing, guided participant discussion, and Questions & Answers.

While there is a growing awareness about sexual abuse in regard to prevention and intervention, system-involved youth with disabilities are often left out of the conversation. This is problematic because system-involved youth with disabilities are at heightened risk for sexual abuse. This training will provide an overview of the prevalence of sexual abuse of system-involved youth with disabilities, risk factors, prevention, and strategies to support them.

This training will focus on differentiating causes for youth’s emotional distress, including attachment disruptions, trauma, and possible psychosis. Recommendations for stabilizing mental health will be incorporated.

Examine the reasons why you chose to work in this field. They can be a “double-edged sword”- by being both the very things that make us excellent at our work and that can also lead to compassion fatigue and vicarious trauma. Explore how our own “stuff” impacts our work with system-involved youth (SIY) and their families and, if you are a supervisor, how to support those you supervise with all of this. Discuss self-disclosure with system-involved youth and families, explore ourselves and countertransference, identify how we know when we are over-involved with those we support, and review ways to address this.

Attendees will learn about assisting clients who have dual diagnosis/co-occurring disorders, referral information and more. Attendees should leave this training with a solid understanding of how to recognize and treat people with substance-related problems and how to differentiate them from people who use drugs without significant problems. The following sources, Larimer, Palmer, and Marlatt (1999), Srebnik et al. (2013), and Miller and Rollnick (2013), will be used in this training to support best practices and improve outcomes for foster youth and families.

This course provides mental health professionals and caregivers with essential knowledge, research, and intervention strategies to effectively support individuals impacted by HIV/AIDS, particularly youth involved in systems of care.

Attendees will learn about assisting clients who have dual diagnosis/co-occurring disorders, referral information and more. Attendees should leave this training with a solid understanding of how to recognize and treat people with substance-related problems and how to differentiate them from people who use drugs without significant problems. The following sources, Larimer, Palmer, and Marlatt (1999), Srebnik et al. (2013), and Miller and Rollnick (2013), will be used in this training to support best practices and improve outcomes for foster youth and families.

This course explores legal and ethical issues for licensed professionals working in youth and family services and child welfare and different therapeutic modalities. Topics include an overview of liability issues, the sources of procedure in our work, and how to minimize liability.

This training is an introduction to implementing behavioral support strategies with children who present with a variety of challenging behaviors. It includes a discussion of basic principles of behavior modification, behavioral assessment, functional assessment and support methods.

This course was designed for supervisors of youth professionals and will begin with a review of some of the best practices in trauma treatment for youth and families. As we review a general description of the 3 stages (creating safety & connection, building resilience skills, creating meaning & connection), participants will look at strategies for supervising and coaching supervisees in working with youth and families who have experienced trauma to ensure that each youth has the connections needed for adequate support and appropriate referrals are made.

This series explores best practices for new clinicians working with youth and families in community based, school-based, or residential programs in a cohesive, cohort-based training program. The Unconditional Care Model has been used at Seneca Family of Agencies for over 30 years and outlined in “Unconditional Care: Relationship-Based, Behavioral Intervention with Vulnerable Children and Families” and “Unconditional Care in Context: Engaging with Ecological Adversity” by John Sprinson with Ken Berrick.

The purpose of this training is to create a renewed and heightened awareness of boundary issues in work with foster youth. Having boundaries is not just a matter of being professional. Appropriate boundaries are a key ingredient in providing the children in our care with the highest quality of care, which often times requires us to build trusting and healing relationships with them.

Service and support providers who work directly with at-risk children and system-involved youth (SIY) are mandated reporters of child abuse and neglect. It is critical that mandated reporters and caregivers of system-involved youth are trained to recognize the signs of different types of abuse or neglect. Additionally, a mandated reporter must fully understand how and where to report suspected abuse in accordance with their legal obligation.

Embark on a journey of understanding and empowerment with Shoshana Phoenixx in this four-hour virtual training session. Explore the intricate connection between child development stages and the grief process, gaining insights into how to effectively support system-involved youth. Learn to apply creative and artistic activities that facilitate emotional expression and communication, fostering healing and connection.

System-Involved youth of incarcerated parents often fall through the cracks of traditional philanthropic resources and societal support systems. This interactive training will assist participants with enhancing the life outcomes and well-being of CIP by educating participants on ways to create emotionally and physically safe environments where system-involved youth can find community, self-discovery, and vital life and leadership skills. To register please email Human Resources at [email protected]

Adverse Childhood Experiences (ACEs) and trauma can have a profound impact on the lives of system-involved youth and families, but resilience can be nurtured through intentional, trauma-informed practices. This training focuses on key themes for most effectively supporting system-involved youth, including trauma-informed care, resilience-building, and understanding the unique challenges these youth face. Through breakout sessions and group interactions, participants will learn effective strategies and techniques such as active listening, de-escalation strategies, and methods for fostering trust. The training emphasizes practical skills that can be directly applied in interactions with system-involved youth to create supportive, safe, and stable environments.

AI has already been adopted for many healthcare and mental health care services. Use of AI in these contexts offers many benefits, risks, and unknowns. When working with vulnerable populations in the child welfare system, practitioners have to be especially careful when considering how best to utilize new AI tools. In this course, participants will learn what AI is and is not, ways it can be used administratively and clinically in mental health service delivery, risks and benefits of using AI, and legal and ethical considerations.

System-Involved Youth (SIY) continually face the challenge of processing non-death losses that lack clarity, definition, and finality. These Ambiguous Losses also lack official or social verification, and often complicate grief for SIY and their caregivers. This training will educate participants about ambiguous loss and provide education on how to effectively support system-involved youth and their families living with the pain and uncertainty of non-death loss. Participants will be informed through presenter instruction, a slide presentation, self-reflection, learning activities, coping strategies, break out room sharing, guided participant discussion, and Questions & Answers.

While there is a growing awareness about sexual abuse in regard to prevention and intervention, system-involved youth with disabilities are often left out of the conversation. This is problematic because system-involved youth with disabilities are at heightened risk for sexual abuse. This training will provide an overview of the prevalence of sexual abuse of system-involved youth with disabilities, risk factors, prevention, and strategies to support them.

This training will focus on differentiating causes for youth’s emotional distress, including attachment disruptions, trauma, and possible psychosis. Recommendations for stabilizing mental health will be incorporated.

Examine the reasons why you chose to work in this field. They can be a “double-edged sword”- by being both the very things that make us excellent at our work and that can also lead to compassion fatigue and vicarious trauma. Explore how our own “stuff” impacts our work with system-involved youth (SIY) and their families and, if you are a supervisor, how to support those you supervise with all of this. Discuss self-disclosure with system-involved youth and families, explore ourselves and countertransference, identify how we know when we are over-involved with those we support, and review ways to address this.

Attendees will learn about assisting clients who have dual diagnosis/co-occurring disorders, referral information and more. Attendees should leave this training with a solid understanding of how to recognize and treat people with substance-related problems and how to differentiate them from people who use drugs without significant problems. The following sources, Larimer, Palmer, and Marlatt (1999), Srebnik et al. (2013), and Miller and Rollnick (2013), will be used in this training to support best practices and improve outcomes for foster youth and families.

This course provides mental health professionals and caregivers with essential knowledge, research, and intervention strategies to effectively support individuals impacted by HIV/AIDS, particularly youth involved in systems of care.

Attendees will learn about assisting clients who have dual diagnosis/co-occurring disorders, referral information and more. Attendees should leave this training with a solid understanding of how to recognize and treat people with substance-related problems and how to differentiate them from people who use drugs without significant problems. The following sources, Larimer, Palmer, and Marlatt (1999), Srebnik et al. (2013), and Miller and Rollnick (2013), will be used in this training to support best practices and improve outcomes for foster youth and families.

This course explores legal and ethical issues for licensed professionals working in youth and family services and child welfare and different therapeutic modalities. Topics include an overview of liability issues, the sources of procedure in our work, and how to minimize liability.

This training is an introduction to implementing behavioral support strategies with children who present with a variety of challenging behaviors. It includes a discussion of basic principles of behavior modification, behavioral assessment, functional assessment and support methods.

This course was designed for supervisors of youth professionals and will begin with a review of some of the best practices in trauma treatment for youth and families. As we review a general description of the 3 stages (creating safety & connection, building resilience skills, creating meaning & connection), participants will look at strategies for supervising and coaching supervisees in working with youth and families who have experienced trauma to ensure that each youth has the connections needed for adequate support and appropriate referrals are made.

This series explores best practices for new clinicians working with youth and families in community based, school-based, or residential programs in a cohesive, cohort-based training program. The Unconditional Care Model has been used at Seneca Family of Agencies for over 30 years and outlined in “Unconditional Care: Relationship-Based, Behavioral Intervention with Vulnerable Children and Families” and “Unconditional Care in Context: Engaging with Ecological Adversity” by John Sprinson with Ken Berrick.

The purpose of this training is to create a renewed and heightened awareness of boundary issues in work with foster youth. Having boundaries is not just a matter of being professional. Appropriate boundaries are a key ingredient in providing the children in our care with the highest quality of care, which often times requires us to build trusting and healing relationships with them.

Service and support providers who work directly with at-risk children and system-involved youth (SIY) are mandated reporters of child abuse and neglect. It is critical that mandated reporters and caregivers of system-involved youth are trained to recognize the signs of different types of abuse or neglect. Additionally, a mandated reporter must fully understand how and where to report suspected abuse in accordance with their legal obligation.

Embark on a journey of understanding and empowerment with Shoshana Phoenixx in this four-hour virtual training session. Explore the intricate connection between child development stages and the grief process, gaining insights into how to effectively support system-involved youth. Learn to apply creative and artistic activities that facilitate emotional expression and communication, fostering healing and connection.

System-Involved youth of incarcerated parents often fall through the cracks of traditional philanthropic resources and societal support systems. This interactive training will assist participants with enhancing the life outcomes and well-being of CIP by educating participants on ways to create emotionally and physically safe environments where system-involved youth can find community, self-discovery, and vital life and leadership skills. To register please email Human Resources at [email protected]

Adverse Childhood Experiences (ACEs) and trauma can have a profound impact on the lives of system-involved youth and families, but resilience can be nurtured through intentional, trauma-informed practices. This training focuses on key themes for most effectively supporting system-involved youth, including trauma-informed care, resilience-building, and understanding the unique challenges these youth face. Through breakout sessions and group interactions, participants will learn effective strategies and techniques such as active listening, de-escalation strategies, and methods for fostering trust. The training emphasizes practical skills that can be directly applied in interactions with system-involved youth to create supportive, safe, and stable environments.

AI has already been adopted for many healthcare and mental health care services. Use of AI in these contexts offers many benefits, risks, and unknowns. When working with vulnerable populations in the child welfare system, practitioners have to be especially careful when considering how best to utilize new AI tools. In this course, participants will learn what AI is and is not, ways it can be used administratively and clinically in mental health service delivery, risks and benefits of using AI, and legal and ethical considerations.

System-Involved Youth (SIY) continually face the challenge of processing non-death losses that lack clarity, definition, and finality. These Ambiguous Losses also lack official or social verification, and often complicate grief for SIY and their caregivers. This training will educate participants about ambiguous loss and provide education on how to effectively support system-involved youth and their families living with the pain and uncertainty of non-death loss. Participants will be informed through presenter instruction, a slide presentation, self-reflection, learning activities, coping strategies, break out room sharing, guided participant discussion, and Questions & Answers.

While there is a growing awareness about sexual abuse in regard to prevention and intervention, system-involved youth with disabilities are often left out of the conversation. This is problematic because system-involved youth with disabilities are at heightened risk for sexual abuse. This training will provide an overview of the prevalence of sexual abuse of system-involved youth with disabilities, risk factors, prevention, and strategies to support them.

This training will focus on differentiating causes for youth’s emotional distress, including attachment disruptions, trauma, and possible psychosis. Recommendations for stabilizing mental health will be incorporated.

Examine the reasons why you chose to work in this field. They can be a “double-edged sword”- by being both the very things that make us excellent at our work and that can also lead to compassion fatigue and vicarious trauma. Explore how our own “stuff” impacts our work with system-involved youth (SIY) and their families and, if you are a supervisor, how to support those you supervise with all of this. Discuss self-disclosure with system-involved youth and families, explore ourselves and countertransference, identify how we know when we are over-involved with those we support, and review ways to address this.

Attendees will learn about assisting clients who have dual diagnosis/co-occurring disorders, referral information and more. Attendees should leave this training with a solid understanding of how to recognize and treat people with substance-related problems and how to differentiate them from people who use drugs without significant problems. The following sources, Larimer, Palmer, and Marlatt (1999), Srebnik et al. (2013), and Miller and Rollnick (2013), will be used in this training to support best practices and improve outcomes for foster youth and families.

This course provides mental health professionals and caregivers with essential knowledge, research, and intervention strategies to effectively support individuals impacted by HIV/AIDS, particularly youth involved in systems of care.

Attendees will learn about assisting clients who have dual diagnosis/co-occurring disorders, referral information and more. Attendees should leave this training with a solid understanding of how to recognize and treat people with substance-related problems and how to differentiate them from people who use drugs without significant problems. The following sources, Larimer, Palmer, and Marlatt (1999), Srebnik et al. (2013), and Miller and Rollnick (2013), will be used in this training to support best practices and improve outcomes for foster youth and families.

This course explores legal and ethical issues for licensed professionals working in youth and family services and child welfare and different therapeutic modalities. Topics include an overview of liability issues, the sources of procedure in our work, and how to minimize liability.

This training is an introduction to implementing behavioral support strategies with children who present with a variety of challenging behaviors. It includes a discussion of basic principles of behavior modification, behavioral assessment, functional assessment and support methods.

This course was designed for supervisors of youth professionals and will begin with a review of some of the best practices in trauma treatment for youth and families. As we review a general description of the 3 stages (creating safety & connection, building resilience skills, creating meaning & connection), participants will look at strategies for supervising and coaching supervisees in working with youth and families who have experienced trauma to ensure that each youth has the connections needed for adequate support and appropriate referrals are made.

This series explores best practices for new clinicians working with youth and families in community based, school-based, or residential programs in a cohesive, cohort-based training program. The Unconditional Care Model has been used at Seneca Family of Agencies for over 30 years and outlined in “Unconditional Care: Relationship-Based, Behavioral Intervention with Vulnerable Children and Families” and “Unconditional Care in Context: Engaging with Ecological Adversity” by John Sprinson with Ken Berrick.

The purpose of this training is to create a renewed and heightened awareness of boundary issues in work with foster youth. Having boundaries is not just a matter of being professional. Appropriate boundaries are a key ingredient in providing the children in our care with the highest quality of care, which often times requires us to build trusting and healing relationships with them.

Service and support providers who work directly with at-risk children and system-involved youth (SIY) are mandated reporters of child abuse and neglect. It is critical that mandated reporters and caregivers of system-involved youth are trained to recognize the signs of different types of abuse or neglect. Additionally, a mandated reporter must fully understand how and where to report suspected abuse in accordance with their legal obligation.

Embark on a journey of understanding and empowerment with Shoshana Phoenixx in this four-hour virtual training session. Explore the intricate connection between child development stages and the grief process, gaining insights into how to effectively support system-involved youth. Learn to apply creative and artistic activities that facilitate emotional expression and communication, fostering healing and connection.

System-Involved youth of incarcerated parents often fall through the cracks of traditional philanthropic resources and societal support systems. This interactive training will assist participants with enhancing the life outcomes and well-being of CIP by educating participants on ways to create emotionally and physically safe environments where system-involved youth can find community, self-discovery, and vital life and leadership skills. To register please email Human Resources at [email protected]

Adverse Childhood Experiences (ACEs) and trauma can have a profound impact on the lives of system-involved youth and families, but resilience can be nurtured through intentional, trauma-informed practices. This training focuses on key themes for most effectively supporting system-involved youth, including trauma-informed care, resilience-building, and understanding the unique challenges these youth face. Through breakout sessions and group interactions, participants will learn effective strategies and techniques such as active listening, de-escalation strategies, and methods for fostering trust. The training emphasizes practical skills that can be directly applied in interactions with system-involved youth to create supportive, safe, and stable environments.

AI has already been adopted for many healthcare and mental health care services. Use of AI in these contexts offers many benefits, risks, and unknowns. When working with vulnerable populations in the child welfare system, practitioners have to be especially careful when considering how best to utilize new AI tools. In this course, participants will learn what AI is and is not, ways it can be used administratively and clinically in mental health service delivery, risks and benefits of using AI, and legal and ethical considerations.

System-Involved Youth (SIY) continually face the challenge of processing non-death losses that lack clarity, definition, and finality. These Ambiguous Losses also lack official or social verification, and often complicate grief for SIY and their caregivers. This training will educate participants about ambiguous loss and provide education on how to effectively support system-involved youth and their families living with the pain and uncertainty of non-death loss. Participants will be informed through presenter instruction, a slide presentation, self-reflection, learning activities, coping strategies, break out room sharing, guided participant discussion, and Questions & Answers.

While there is a growing awareness about sexual abuse in regard to prevention and intervention, system-involved youth with disabilities are often left out of the conversation. This is problematic because system-involved youth with disabilities are at heightened risk for sexual abuse. This training will provide an overview of the prevalence of sexual abuse of system-involved youth with disabilities, risk factors, prevention, and strategies to support them.

This training will focus on differentiating causes for youth’s emotional distress, including attachment disruptions, trauma, and possible psychosis. Recommendations for stabilizing mental health will be incorporated.

Examine the reasons why you chose to work in this field. They can be a “double-edged sword”- by being both the very things that make us excellent at our work and that can also lead to compassion fatigue and vicarious trauma. Explore how our own “stuff” impacts our work with system-involved youth (SIY) and their families and, if you are a supervisor, how to support those you supervise with all of this. Discuss self-disclosure with system-involved youth and families, explore ourselves and countertransference, identify how we know when we are over-involved with those we support, and review ways to address this.

Attendees will learn about assisting clients who have dual diagnosis/co-occurring disorders, referral information and more. Attendees should leave this training with a solid understanding of how to recognize and treat people with substance-related problems and how to differentiate them from people who use drugs without significant problems. The following sources, Larimer, Palmer, and Marlatt (1999), Srebnik et al. (2013), and Miller and Rollnick (2013), will be used in this training to support best practices and improve outcomes for foster youth and families.

This course provides mental health professionals and caregivers with essential knowledge, research, and intervention strategies to effectively support individuals impacted by HIV/AIDS, particularly youth involved in systems of care.

Attendees will learn about assisting clients who have dual diagnosis/co-occurring disorders, referral information and more. Attendees should leave this training with a solid understanding of how to recognize and treat people with substance-related problems and how to differentiate them from people who use drugs without significant problems. The following sources, Larimer, Palmer, and Marlatt (1999), Srebnik et al. (2013), and Miller and Rollnick (2013), will be used in this training to support best practices and improve outcomes for foster youth and families.

This course explores legal and ethical issues for licensed professionals working in youth and family services and child welfare and different therapeutic modalities. Topics include an overview of liability issues, the sources of procedure in our work, and how to minimize liability.

This training is an introduction to implementing behavioral support strategies with children who present with a variety of challenging behaviors. It includes a discussion of basic principles of behavior modification, behavioral assessment, functional assessment and support methods.

This course was designed for supervisors of youth professionals and will begin with a review of some of the best practices in trauma treatment for youth and families. As we review a general description of the 3 stages (creating safety & connection, building resilience skills, creating meaning & connection), participants will look at strategies for supervising and coaching supervisees in working with youth and families who have experienced trauma to ensure that each youth has the connections needed for adequate support and appropriate referrals are made.

This series explores best practices for new clinicians working with youth and families in community based, school-based, or residential programs in a cohesive, cohort-based training program. The Unconditional Care Model has been used at Seneca Family of Agencies for over 30 years and outlined in “Unconditional Care: Relationship-Based, Behavioral Intervention with Vulnerable Children and Families” and “Unconditional Care in Context: Engaging with Ecological Adversity” by John Sprinson with Ken Berrick.

The purpose of this training is to create a renewed and heightened awareness of boundary issues in work with foster youth. Having boundaries is not just a matter of being professional. Appropriate boundaries are a key ingredient in providing the children in our care with the highest quality of care, which often times requires us to build trusting and healing relationships with them.

Service and support providers who work directly with at-risk children and system-involved youth (SIY) are mandated reporters of child abuse and neglect. It is critical that mandated reporters and caregivers of system-involved youth are trained to recognize the signs of different types of abuse or neglect. Additionally, a mandated reporter must fully understand how and where to report suspected abuse in accordance with their legal obligation.

Embark on a journey of understanding and empowerment with Shoshana Phoenixx in this four-hour virtual training session. Explore the intricate connection between child development stages and the grief process, gaining insights into how to effectively support system-involved youth. Learn to apply creative and artistic activities that facilitate emotional expression and communication, fostering healing and connection.

System-Involved youth of incarcerated parents often fall through the cracks of traditional philanthropic resources and societal support systems. This interactive training will assist participants with enhancing the life outcomes and well-being of CIP by educating participants on ways to create emotionally and physically safe environments where system-involved youth can find community, self-discovery, and vital life and leadership skills. To register please email Human Resources at [email protected]

Adverse Childhood Experiences (ACEs) and trauma can have a profound impact on the lives of system-involved youth and families, but resilience can be nurtured through intentional, trauma-informed practices. This training focuses on key themes for most effectively supporting system-involved youth, including trauma-informed care, resilience-building, and understanding the unique challenges these youth face. Through breakout sessions and group interactions, participants will learn effective strategies and techniques such as active listening, de-escalation strategies, and methods for fostering trust. The training emphasizes practical skills that can be directly applied in interactions with system-involved youth to create supportive, safe, and stable environments.

AI has already been adopted for many healthcare and mental health care services. Use of AI in these contexts offers many benefits, risks, and unknowns. When working with vulnerable populations in the child welfare system, practitioners have to be especially careful when considering how best to utilize new AI tools. In this course, participants will learn what AI is and is not, ways it can be used administratively and clinically in mental health service delivery, risks and benefits of using AI, and legal and ethical considerations.

System-Involved Youth (SIY) continually face the challenge of processing non-death losses that lack clarity, definition, and finality. These Ambiguous Losses also lack official or social verification, and often complicate grief for SIY and their caregivers. This training will educate participants about ambiguous loss and provide education on how to effectively support system-involved youth and their families living with the pain and uncertainty of non-death loss. Participants will be informed through presenter instruction, a slide presentation, self-reflection, learning activities, coping strategies, break out room sharing, guided participant discussion, and Questions & Answers.

While there is a growing awareness about sexual abuse in regard to prevention and intervention, system-involved youth with disabilities are often left out of the conversation. This is problematic because system-involved youth with disabilities are at heightened risk for sexual abuse. This training will provide an overview of the prevalence of sexual abuse of system-involved youth with disabilities, risk factors, prevention, and strategies to support them.

This training will focus on differentiating causes for youth’s emotional distress, including attachment disruptions, trauma, and possible psychosis. Recommendations for stabilizing mental health will be incorporated.

Examine the reasons why you chose to work in this field. They can be a “double-edged sword”- by being both the very things that make us excellent at our work and that can also lead to compassion fatigue and vicarious trauma. Explore how our own “stuff” impacts our work with system-involved youth (SIY) and their families and, if you are a supervisor, how to support those you supervise with all of this. Discuss self-disclosure with system-involved youth and families, explore ourselves and countertransference, identify how we know when we are over-involved with those we support, and review ways to address this.

Attendees will learn about assisting clients who have dual diagnosis/co-occurring disorders, referral information and more. Attendees should leave this training with a solid understanding of how to recognize and treat people with substance-related problems and how to differentiate them from people who use drugs without significant problems. The following sources, Larimer, Palmer, and Marlatt (1999), Srebnik et al. (2013), and Miller and Rollnick (2013), will be used in this training to support best practices and improve outcomes for foster youth and families.

This course provides mental health professionals and caregivers with essential knowledge, research, and intervention strategies to effectively support individuals impacted by HIV/AIDS, particularly youth involved in systems of care.

Attendees will learn about assisting clients who have dual diagnosis/co-occurring disorders, referral information and more. Attendees should leave this training with a solid understanding of how to recognize and treat people with substance-related problems and how to differentiate them from people who use drugs without significant problems. The following sources, Larimer, Palmer, and Marlatt (1999), Srebnik et al. (2013), and Miller and Rollnick (2013), will be used in this training to support best practices and improve outcomes for foster youth and families.

This course explores legal and ethical issues for licensed professionals working in youth and family services and child welfare and different therapeutic modalities. Topics include an overview of liability issues, the sources of procedure in our work, and how to minimize liability.

This training is an introduction to implementing behavioral support strategies with children who present with a variety of challenging behaviors. It includes a discussion of basic principles of behavior modification, behavioral assessment, functional assessment and support methods.

This course was designed for supervisors of youth professionals and will begin with a review of some of the best practices in trauma treatment for youth and families. As we review a general description of the 3 stages (creating safety & connection, building resilience skills, creating meaning & connection), participants will look at strategies for supervising and coaching supervisees in working with youth and families who have experienced trauma to ensure that each youth has the connections needed for adequate support and appropriate referrals are made.

This series explores best practices for new clinicians working with youth and families in community based, school-based, or residential programs in a cohesive, cohort-based training program. The Unconditional Care Model has been used at Seneca Family of Agencies for over 30 years and outlined in “Unconditional Care: Relationship-Based, Behavioral Intervention with Vulnerable Children and Families” and “Unconditional Care in Context: Engaging with Ecological Adversity” by John Sprinson with Ken Berrick.

The purpose of this training is to create a renewed and heightened awareness of boundary issues in work with foster youth. Having boundaries is not just a matter of being professional. Appropriate boundaries are a key ingredient in providing the children in our care with the highest quality of care, which often times requires us to build trusting and healing relationships with them.

Service and support providers who work directly with at-risk children and system-involved youth (SIY) are mandated reporters of child abuse and neglect. It is critical that mandated reporters and caregivers of system-involved youth are trained to recognize the signs of different types of abuse or neglect. Additionally, a mandated reporter must fully understand how and where to report suspected abuse in accordance with their legal obligation.

Embark on a journey of understanding and empowerment with Shoshana Phoenixx in this four-hour virtual training session. Explore the intricate connection between child development stages and the grief process, gaining insights into how to effectively support system-involved youth. Learn to apply creative and artistic activities that facilitate emotional expression and communication, fostering healing and connection.

System-Involved youth of incarcerated parents often fall through the cracks of traditional philanthropic resources and societal support systems. This interactive training will assist participants with enhancing the life outcomes and well-being of CIP by educating participants on ways to create emotionally and physically safe environments where system-involved youth can find community, self-discovery, and vital life and leadership skills. To register please email Human Resources at [email protected]

Adverse Childhood Experiences (ACEs) and trauma can have a profound impact on the lives of system-involved youth and families, but resilience can be nurtured through intentional, trauma-informed practices. This training focuses on key themes for most effectively supporting system-involved youth, including trauma-informed care, resilience-building, and understanding the unique challenges these youth face. Through breakout sessions and group interactions, participants will learn effective strategies and techniques such as active listening, de-escalation strategies, and methods for fostering trust. The training emphasizes practical skills that can be directly applied in interactions with system-involved youth to create supportive, safe, and stable environments.

AI has already been adopted for many healthcare and mental health care services. Use of AI in these contexts offers many benefits, risks, and unknowns. When working with vulnerable populations in the child welfare system, practitioners have to be especially careful when considering how best to utilize new AI tools. In this course, participants will learn what AI is and is not, ways it can be used administratively and clinically in mental health service delivery, risks and benefits of using AI, and legal and ethical considerations.

System-Involved Youth (SIY) continually face the challenge of processing non-death losses that lack clarity, definition, and finality. These Ambiguous Losses also lack official or social verification, and often complicate grief for SIY and their caregivers. This training will educate participants about ambiguous loss and provide education on how to effectively support system-involved youth and their families living with the pain and uncertainty of non-death loss. Participants will be informed through presenter instruction, a slide presentation, self-reflection, learning activities, coping strategies, break out room sharing, guided participant discussion, and Questions & Answers.

While there is a growing awareness about sexual abuse in regard to prevention and intervention, system-involved youth with disabilities are often left out of the conversation. This is problematic because system-involved youth with disabilities are at heightened risk for sexual abuse. This training will provide an overview of the prevalence of sexual abuse of system-involved youth with disabilities, risk factors, prevention, and strategies to support them.

This training will focus on differentiating causes for youth’s emotional distress, including attachment disruptions, trauma, and possible psychosis. Recommendations for stabilizing mental health will be incorporated.

Examine the reasons why you chose to work in this field. They can be a “double-edged sword”- by being both the very things that make us excellent at our work and that can also lead to compassion fatigue and vicarious trauma. Explore how our own “stuff” impacts our work with system-involved youth (SIY) and their families and, if you are a supervisor, how to support those you supervise with all of this. Discuss self-disclosure with system-involved youth and families, explore ourselves and countertransference, identify how we know when we are over-involved with those we support, and review ways to address this.

Attendees will learn about assisting clients who have dual diagnosis/co-occurring disorders, referral information and more. Attendees should leave this training with a solid understanding of how to recognize and treat people with substance-related problems and how to differentiate them from people who use drugs without significant problems. The following sources, Larimer, Palmer, and Marlatt (1999), Srebnik et al. (2013), and Miller and Rollnick (2013), will be used in this training to support best practices and improve outcomes for foster youth and families.

This course provides mental health professionals and caregivers with essential knowledge, research, and intervention strategies to effectively support individuals impacted by HIV/AIDS, particularly youth involved in systems of care.

Attendees will learn about assisting clients who have dual diagnosis/co-occurring disorders, referral information and more. Attendees should leave this training with a solid understanding of how to recognize and treat people with substance-related problems and how to differentiate them from people who use drugs without significant problems. The following sources, Larimer, Palmer, and Marlatt (1999), Srebnik et al. (2013), and Miller and Rollnick (2013), will be used in this training to support best practices and improve outcomes for foster youth and families.

This course explores legal and ethical issues for licensed professionals working in youth and family services and child welfare and different therapeutic modalities. Topics include an overview of liability issues, the sources of procedure in our work, and how to minimize liability.

This training is an introduction to implementing behavioral support strategies with children who present with a variety of challenging behaviors. It includes a discussion of basic principles of behavior modification, behavioral assessment, functional assessment and support methods.

This course was designed for supervisors of youth professionals and will begin with a review of some of the best practices in trauma treatment for youth and families. As we review a general description of the 3 stages (creating safety & connection, building resilience skills, creating meaning & connection), participants will look at strategies for supervising and coaching supervisees in working with youth and families who have experienced trauma to ensure that each youth has the connections needed for adequate support and appropriate referrals are made.

This series explores best practices for new clinicians working with youth and families in community based, school-based, or residential programs in a cohesive, cohort-based training program. The Unconditional Care Model has been used at Seneca Family of Agencies for over 30 years and outlined in “Unconditional Care: Relationship-Based, Behavioral Intervention with Vulnerable Children and Families” and “Unconditional Care in Context: Engaging with Ecological Adversity” by John Sprinson with Ken Berrick.

The purpose of this training is to create a renewed and heightened awareness of boundary issues in work with foster youth. Having boundaries is not just a matter of being professional. Appropriate boundaries are a key ingredient in providing the children in our care with the highest quality of care, which often times requires us to build trusting and healing relationships with them.

Service and support providers who work directly with at-risk children and system-involved youth (SIY) are mandated reporters of child abuse and neglect. It is critical that mandated reporters and caregivers of system-involved youth are trained to recognize the signs of different types of abuse or neglect. Additionally, a mandated reporter must fully understand how and where to report suspected abuse in accordance with their legal obligation.

Embark on a journey of understanding and empowerment with Shoshana Phoenixx in this four-hour virtual training session. Explore the intricate connection between child development stages and the grief process, gaining insights into how to effectively support system-involved youth. Learn to apply creative and artistic activities that facilitate emotional expression and communication, fostering healing and connection.

System-Involved youth of incarcerated parents often fall through the cracks of traditional philanthropic resources and societal support systems. This interactive training will assist participants with enhancing the life outcomes and well-being of CIP by educating participants on ways to create emotionally and physically safe environments where system-involved youth can find community, self-discovery, and vital life and leadership skills. To register please email Human Resources at [email protected]

Adverse Childhood Experiences (ACEs) and trauma can have a profound impact on the lives of system-involved youth and families, but resilience can be nurtured through intentional, trauma-informed practices. This training focuses on key themes for most effectively supporting system-involved youth, including trauma-informed care, resilience-building, and understanding the unique challenges these youth face. Through breakout sessions and group interactions, participants will learn effective strategies and techniques such as active listening, de-escalation strategies, and methods for fostering trust. The training emphasizes practical skills that can be directly applied in interactions with system-involved youth to create supportive, safe, and stable environments.

AI has already been adopted for many healthcare and mental health care services. Use of AI in these contexts offers many benefits, risks, and unknowns. When working with vulnerable populations in the child welfare system, practitioners have to be especially careful when considering how best to utilize new AI tools. In this course, participants will learn what AI is and is not, ways it can be used administratively and clinically in mental health service delivery, risks and benefits of using AI, and legal and ethical considerations.

System-Involved Youth (SIY) continually face the challenge of processing non-death losses that lack clarity, definition, and finality. These Ambiguous Losses also lack official or social verification, and often complicate grief for SIY and their caregivers. This training will educate participants about ambiguous loss and provide education on how to effectively support system-involved youth and their families living with the pain and uncertainty of non-death loss. Participants will be informed through presenter instruction, a slide presentation, self-reflection, learning activities, coping strategies, break out room sharing, guided participant discussion, and Questions & Answers.

While there is a growing awareness about sexual abuse in regard to prevention and intervention, system-involved youth with disabilities are often left out of the conversation. This is problematic because system-involved youth with disabilities are at heightened risk for sexual abuse. This training will provide an overview of the prevalence of sexual abuse of system-involved youth with disabilities, risk factors, prevention, and strategies to support them.

This training will focus on differentiating causes for youth’s emotional distress, including attachment disruptions, trauma, and possible psychosis. Recommendations for stabilizing mental health will be incorporated.

Examine the reasons why you chose to work in this field. They can be a “double-edged sword”- by being both the very things that make us excellent at our work and that can also lead to compassion fatigue and vicarious trauma. Explore how our own “stuff” impacts our work with system-involved youth (SIY) and their families and, if you are a supervisor, how to support those you supervise with all of this. Discuss self-disclosure with system-involved youth and families, explore ourselves and countertransference, identify how we know when we are over-involved with those we support, and review ways to address this.

Attendees will learn about assisting clients who have dual diagnosis/co-occurring disorders, referral information and more. Attendees should leave this training with a solid understanding of how to recognize and treat people with substance-related problems and how to differentiate them from people who use drugs without significant problems. The following sources, Larimer, Palmer, and Marlatt (1999), Srebnik et al. (2013), and Miller and Rollnick (2013), will be used in this training to support best practices and improve outcomes for foster youth and families.

This course provides mental health professionals and caregivers with essential knowledge, research, and intervention strategies to effectively support individuals impacted by HIV/AIDS, particularly youth involved in systems of care.

Attendees will learn about assisting clients who have dual diagnosis/co-occurring disorders, referral information and more. Attendees should leave this training with a solid understanding of how to recognize and treat people with substance-related problems and how to differentiate them from people who use drugs without significant problems. The following sources, Larimer, Palmer, and Marlatt (1999), Srebnik et al. (2013), and Miller and Rollnick (2013), will be used in this training to support best practices and improve outcomes for foster youth and families.

This course explores legal and ethical issues for licensed professionals working in youth and family services and child welfare and different therapeutic modalities. Topics include an overview of liability issues, the sources of procedure in our work, and how to minimize liability.

This training is an introduction to implementing behavioral support strategies with children who present with a variety of challenging behaviors. It includes a discussion of basic principles of behavior modification, behavioral assessment, functional assessment and support methods.

This course was designed for supervisors of youth professionals and will begin with a review of some of the best practices in trauma treatment for youth and families. As we review a general description of the 3 stages (creating safety & connection, building resilience skills, creating meaning & connection), participants will look at strategies for supervising and coaching supervisees in working with youth and families who have experienced trauma to ensure that each youth has the connections needed for adequate support and appropriate referrals are made.

This series explores best practices for new clinicians working with youth and families in community based, school-based, or residential programs in a cohesive, cohort-based training program. The Unconditional Care Model has been used at Seneca Family of Agencies for over 30 years and outlined in “Unconditional Care: Relationship-Based, Behavioral Intervention with Vulnerable Children and Families” and “Unconditional Care in Context: Engaging with Ecological Adversity” by John Sprinson with Ken Berrick.

The purpose of this training is to create a renewed and heightened awareness of boundary issues in work with foster youth. Having boundaries is not just a matter of being professional. Appropriate boundaries are a key ingredient in providing the children in our care with the highest quality of care, which often times requires us to build trusting and healing relationships with them.

Service and support providers who work directly with at-risk children and system-involved youth (SIY) are mandated reporters of child abuse and neglect. It is critical that mandated reporters and caregivers of system-involved youth are trained to recognize the signs of different types of abuse or neglect. Additionally, a mandated reporter must fully understand how and where to report suspected abuse in accordance with their legal obligation.

Embark on a journey of understanding and empowerment with Shoshana Phoenixx in this four-hour virtual training session. Explore the intricate connection between child development stages and the grief process, gaining insights into how to effectively support system-involved youth. Learn to apply creative and artistic activities that facilitate emotional expression and communication, fostering healing and connection.

System-Involved youth of incarcerated parents often fall through the cracks of traditional philanthropic resources and societal support systems. This interactive training will assist participants with enhancing the life outcomes and well-being of CIP by educating participants on ways to create emotionally and physically safe environments where system-involved youth can find community, self-discovery, and vital life and leadership skills. To register please email Human Resources at [email protected]

Adverse Childhood Experiences (ACEs) and trauma can have a profound impact on the lives of system-involved youth and families, but resilience can be nurtured through intentional, trauma-informed practices. This training focuses on key themes for most effectively supporting system-involved youth, including trauma-informed care, resilience-building, and understanding the unique challenges these youth face. Through breakout sessions and group interactions, participants will learn effective strategies and techniques such as active listening, de-escalation strategies, and methods for fostering trust. The training emphasizes practical skills that can be directly applied in interactions with system-involved youth to create supportive, safe, and stable environments.

AI has already been adopted for many healthcare and mental health care services. Use of AI in these contexts offers many benefits, risks, and unknowns. When working with vulnerable populations in the child welfare system, practitioners have to be especially careful when considering how best to utilize new AI tools. In this course, participants will learn what AI is and is not, ways it can be used administratively and clinically in mental health service delivery, risks and benefits of using AI, and legal and ethical considerations.

System-Involved Youth (SIY) continually face the challenge of processing non-death losses that lack clarity, definition, and finality. These Ambiguous Losses also lack official or social verification, and often complicate grief for SIY and their caregivers. This training will educate participants about ambiguous loss and provide education on how to effectively support system-involved youth and their families living with the pain and uncertainty of non-death loss. Participants will be informed through presenter instruction, a slide presentation, self-reflection, learning activities, coping strategies, break out room sharing, guided participant discussion, and Questions & Answers.

While there is a growing awareness about sexual abuse in regard to prevention and intervention, system-involved youth with disabilities are often left out of the conversation. This is problematic because system-involved youth with disabilities are at heightened risk for sexual abuse. This training will provide an overview of the prevalence of sexual abuse of system-involved youth with disabilities, risk factors, prevention, and strategies to support them.

This training will focus on differentiating causes for youth’s emotional distress, including attachment disruptions, trauma, and possible psychosis. Recommendations for stabilizing mental health will be incorporated.

Examine the reasons why you chose to work in this field. They can be a “double-edged sword”- by being both the very things that make us excellent at our work and that can also lead to compassion fatigue and vicarious trauma. Explore how our own “stuff” impacts our work with system-involved youth (SIY) and their families and, if you are a supervisor, how to support those you supervise with all of this. Discuss self-disclosure with system-involved youth and families, explore ourselves and countertransference, identify how we know when we are over-involved with those we support, and review ways to address this.

Attendees will learn about assisting clients who have dual diagnosis/co-occurring disorders, referral information and more. Attendees should leave this training with a solid understanding of how to recognize and treat people with substance-related problems and how to differentiate them from people who use drugs without significant problems. The following sources, Larimer, Palmer, and Marlatt (1999), Srebnik et al. (2013), and Miller and Rollnick (2013), will be used in this training to support best practices and improve outcomes for foster youth and families.

This course provides mental health professionals and caregivers with essential knowledge, research, and intervention strategies to effectively support individuals impacted by HIV/AIDS, particularly youth involved in systems of care.

Attendees will learn about assisting clients who have dual diagnosis/co-occurring disorders, referral information and more. Attendees should leave this training with a solid understanding of how to recognize and treat people with substance-related problems and how to differentiate them from people who use drugs without significant problems. The following sources, Larimer, Palmer, and Marlatt (1999), Srebnik et al. (2013), and Miller and Rollnick (2013), will be used in this training to support best practices and improve outcomes for foster youth and families.

This course explores legal and ethical issues for licensed professionals working in youth and family services and child welfare and different therapeutic modalities. Topics include an overview of liability issues, the sources of procedure in our work, and how to minimize liability.

This training is an introduction to implementing behavioral support strategies with children who present with a variety of challenging behaviors. It includes a discussion of basic principles of behavior modification, behavioral assessment, functional assessment and support methods.

This course was designed for supervisors of youth professionals and will begin with a review of some of the best practices in trauma treatment for youth and families. As we review a general description of the 3 stages (creating safety & connection, building resilience skills, creating meaning & connection), participants will look at strategies for supervising and coaching supervisees in working with youth and families who have experienced trauma to ensure that each youth has the connections needed for adequate support and appropriate referrals are made.

This series explores best practices for new clinicians working with youth and families in community based, school-based, or residential programs in a cohesive, cohort-based training program. The Unconditional Care Model has been used at Seneca Family of Agencies for over 30 years and outlined in “Unconditional Care: Relationship-Based, Behavioral Intervention with Vulnerable Children and Families” and “Unconditional Care in Context: Engaging with Ecological Adversity” by John Sprinson with Ken Berrick.

The purpose of this training is to create a renewed and heightened awareness of boundary issues in work with foster youth. Having boundaries is not just a matter of being professional. Appropriate boundaries are a key ingredient in providing the children in our care with the highest quality of care, which often times requires us to build trusting and healing relationships with them.

Service and support providers who work directly with at-risk children and system-involved youth (SIY) are mandated reporters of child abuse and neglect. It is critical that mandated reporters and caregivers of system-involved youth are trained to recognize the signs of different types of abuse or neglect. Additionally, a mandated reporter must fully understand how and where to report suspected abuse in accordance with their legal obligation.

Embark on a journey of understanding and empowerment with Shoshana Phoenixx in this four-hour virtual training session. Explore the intricate connection between child development stages and the grief process, gaining insights into how to effectively support system-involved youth. Learn to apply creative and artistic activities that facilitate emotional expression and communication, fostering healing and connection.