Foster Care Training

Shame often accompanies trauma and can delay one’s ability to disclose their abuse which can delay one’s healing journey as well as create barriers to utilizing one’s support system. It is crucial for social service providers to understand the connection between shame and trauma. In this training, we will talk about how shame presents in services and what we can do to combat shame. One of the strategies that will be highlighted is self-compassion. Register Here

This Anger Management and Conflict Resolution Skills for System-Involved Youth training equips probation officers, caregivers and all other support/service providers of system-involved youth with trauma-informed strategies to recognize, de-escalate, and respond effectively to anger and conflict behaviors. Participants will explore the underlying causes of anger, including trauma, shame, and unmet needs, while learning how to model emotional regulation and teach constructive coping skills. Through interactive discussions and role-play, participants will practice communication techniques that foster trust, accountability, and resilience. The training emphasizes a healing-centered and relational approach, helping adults guide youth toward positive decision-making and emotional growth.

This 4.5 hour course is designed for staff serving in Group Homes and STRTP’s when working with traumatized youth and families. The aim of the course is to assist adults who experience anger toward youth and families with self-help tools and techniques when participating in trauma-informed work.

Foster youth are at high risk of unsafe/unhealthy behaviors, so it is necessary for those who support them to learn how to most effectively do so. Harm reduction is being identified as a best practice for reducing harm and increasing safety. This training will provide an overview of harm reduction and how apply it with at-risk system-involved youth. The trainer will focus on applying harm reduction principles in alignment with the Stages of Change model with system-involved youth. The trainer will also touch on risk identification and safety planning.

While mindfulness has grown in popularity to support individuals experiencing trauma, anxiety, depression, etc., it’s starting to be recognized as a helpful tool in addressing substance use with system-involved youth and transitional age youth. Join us as we’ll talk about how to apply mindfulness strategies with individuals in substance use recovery. Please register at: https://www.eventbrite.com/e/applying-mindfulness-strategies-for-youth-who-use-substance-tickets-1975636818908?aff=oddtdtcreator

This training will focus on managing withdrawal from friends and activities, low energy or lack of motivation for everyday activities and excessive self-criticism using social and emotional learning competency domains: self-awareness, self-management and relationship skills.

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.

This training incorporates guidance from established resources, including Child Abuse and Reporting by Min Hae Cho (2017) and is based on evidence-informed best practices for child welfare and trauma-informed care, ensuring alignment with current legal and clinical standards.

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.

Topics will include: distinguishing “normal” aging changes in intellectual, cognitive and memory functioning from those which are a consequence of disease; introduction to the biopsychosocial model of assessment and psychotherapeutic treatment of older adults; and issues involved when working with the elderly and their families when they confront long-term care. You will also have a chance to challenge assumptions about your own aging and potentially look at issues that may impact how you plan for your life as a senior. It is hoped that you will exit this 2-day training knowing more about how to age well.

Topics will include: distinguishing “normal” aging changes in intellectual, cognitive and memory functioning from those which are a consequence of disease; introduction to the biopsychosocial model of assessment and psychotherapeutic treatment of older adults; and issues involved when working with the elderly and their families when they confront long-term care. You will also have a chance to challenge assumptions about your own aging and potentially look at issues that may impact how you plan for your life as a senior. It is hoped that you will exit this 2-day training knowing more about how to age well.

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 will provide an overview and introduction (or refresher) on the impact of domestic violence (DV) and intimate partner violence (IPV) on families and children for both new and experienced clinicians.

This course will provide an overview and introduction (or refresher) on the impact of domestic violence (DV) and intimate partner violence (IPV) on families and children for both new and experienced clinicians.

If you are a supervisor and are supervising unlicensed support providers who are working with system-involved youth and their families, this is an important training for you. We will focus on issues of culture in supervision and also on ethical boundaries in supervision and how this parallels boundaries that support providers need to establish and maintain their relationships with system-involved youth and their families.  We will also review the relevance of countertransference in the supervisory relationship and how to help supervisees identify this in order to stay focused on, and most effectively address, the needs of system-involved youth and their families.

This training will be provided in two parts: (Part 1) Facilitation Fundamentals and (Part 2) Advanced Facilitation. Participants can attend one or both Parts and will deepen their understanding of the importance of required elements in a Child and Family Team meeting, and be able to practice facilitation strategies and address common challenges that can arise in these meetings when working to improve outcomes for foster youth and other system-involved youth.

This training will be provided in two parts: (Part 1) Facilitation Fundamentals and (Part 2) Advanced Facilitation. Participants can attend one or both Parts and will deepen their understanding of the importance of required elements in a Child and Family Team meeting, and be able to practice facilitation strategies and address common challenges that can arise in these meetings when working to improve outcomes for foster youth and other system-involved youth.

This course is designed for supervisors of youth professionals and will begin with a review of the focus on the impact of early attachment experiences (including trauma, attachment disruptions, and connection to identity) as youth develop their Internal Working Models. Participants will then discuss how to support staff development in applying these concepts to current youth that they are serving to better understand their behavior and needs, as well as consider both potential confirming and disconfirming stances. Lastly, participants will have an opportunity to explore how attachment histories impact the supervisory relationship and strategies to form connections between supervisor and supervisee to best serve youth and families.

Topics will include the range of different forms of risk that clinicians need to be alert for, the importance of adjusting supervisory oversight with clinicians who have different levels of experience using the evidence based framework called contextualized reflective practice which has been shown to support clinicians with reaching a higher level of competence and minimizing errors in their roles, specific strategies for eliciting material related to risk, specific strategies for safely managing various forms of risk, and the problem of boundary crossings in the context of high risk settings and behaviors.

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.

As social services case planning, mental health care, and general support has become more commonly provided via telehealth, it is important that those who support system-involved youth are aware of the legal and ethical issues related to services and support provided via telehealth. In this class participants will learn: 1) California Telehealth legal codes and Telehealth professional codes of ethics including: informed consent, privacy, working with people out of state, preparing for crisis, and handling technology failure; 2) Research on Telemental Health and 3) best practices when providing online support for system-involved youth.

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.

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.

This training will support participants to strengthen their communication skills and cultural competence while developing common language and frameworks for navigating challenging conversations, practicing accountability, and building a culture of trust on their teams and in their programs.

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.

Shame often accompanies trauma and can delay one’s ability to disclose their abuse which can delay one’s healing journey as well as create barriers to utilizing one’s support system. It is crucial for social service providers to understand the connection between shame and trauma. In this training, we will talk about how shame presents in services and what we can do to combat shame. One of the strategies that will be highlighted is self-compassion. Register Here

This Anger Management and Conflict Resolution Skills for System-Involved Youth training equips probation officers, caregivers and all other support/service providers of system-involved youth with trauma-informed strategies to recognize, de-escalate, and respond effectively to anger and conflict behaviors. Participants will explore the underlying causes of anger, including trauma, shame, and unmet needs, while learning how to model emotional regulation and teach constructive coping skills. Through interactive discussions and role-play, participants will practice communication techniques that foster trust, accountability, and resilience. The training emphasizes a healing-centered and relational approach, helping adults guide youth toward positive decision-making and emotional growth.

This 4.5 hour course is designed for staff serving in Group Homes and STRTP’s when working with traumatized youth and families. The aim of the course is to assist adults who experience anger toward youth and families with self-help tools and techniques when participating in trauma-informed work.

Foster youth are at high risk of unsafe/unhealthy behaviors, so it is necessary for those who support them to learn how to most effectively do so. Harm reduction is being identified as a best practice for reducing harm and increasing safety. This training will provide an overview of harm reduction and how apply it with at-risk system-involved youth. The trainer will focus on applying harm reduction principles in alignment with the Stages of Change model with system-involved youth. The trainer will also touch on risk identification and safety planning.

While mindfulness has grown in popularity to support individuals experiencing trauma, anxiety, depression, etc., it’s starting to be recognized as a helpful tool in addressing substance use with system-involved youth and transitional age youth. Join us as we’ll talk about how to apply mindfulness strategies with individuals in substance use recovery. Please register at: https://www.eventbrite.com/e/applying-mindfulness-strategies-for-youth-who-use-substance-tickets-1975636818908?aff=oddtdtcreator

This training will focus on managing withdrawal from friends and activities, low energy or lack of motivation for everyday activities and excessive self-criticism using social and emotional learning competency domains: self-awareness, self-management and relationship skills.

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.

This training incorporates guidance from established resources, including Child Abuse and Reporting by Min Hae Cho (2017) and is based on evidence-informed best practices for child welfare and trauma-informed care, ensuring alignment with current legal and clinical standards.

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.

Topics will include: distinguishing “normal” aging changes in intellectual, cognitive and memory functioning from those which are a consequence of disease; introduction to the biopsychosocial model of assessment and psychotherapeutic treatment of older adults; and issues involved when working with the elderly and their families when they confront long-term care. You will also have a chance to challenge assumptions about your own aging and potentially look at issues that may impact how you plan for your life as a senior. It is hoped that you will exit this 2-day training knowing more about how to age well.

Topics will include: distinguishing “normal” aging changes in intellectual, cognitive and memory functioning from those which are a consequence of disease; introduction to the biopsychosocial model of assessment and psychotherapeutic treatment of older adults; and issues involved when working with the elderly and their families when they confront long-term care. You will also have a chance to challenge assumptions about your own aging and potentially look at issues that may impact how you plan for your life as a senior. It is hoped that you will exit this 2-day training knowing more about how to age well.

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 will provide an overview and introduction (or refresher) on the impact of domestic violence (DV) and intimate partner violence (IPV) on families and children for both new and experienced clinicians.

This course will provide an overview and introduction (or refresher) on the impact of domestic violence (DV) and intimate partner violence (IPV) on families and children for both new and experienced clinicians.

If you are a supervisor and are supervising unlicensed support providers who are working with system-involved youth and their families, this is an important training for you. We will focus on issues of culture in supervision and also on ethical boundaries in supervision and how this parallels boundaries that support providers need to establish and maintain their relationships with system-involved youth and their families.  We will also review the relevance of countertransference in the supervisory relationship and how to help supervisees identify this in order to stay focused on, and most effectively address, the needs of system-involved youth and their families.

This training will be provided in two parts: (Part 1) Facilitation Fundamentals and (Part 2) Advanced Facilitation. Participants can attend one or both Parts and will deepen their understanding of the importance of required elements in a Child and Family Team meeting, and be able to practice facilitation strategies and address common challenges that can arise in these meetings when working to improve outcomes for foster youth and other system-involved youth.

This training will be provided in two parts: (Part 1) Facilitation Fundamentals and (Part 2) Advanced Facilitation. Participants can attend one or both Parts and will deepen their understanding of the importance of required elements in a Child and Family Team meeting, and be able to practice facilitation strategies and address common challenges that can arise in these meetings when working to improve outcomes for foster youth and other system-involved youth.

This course is designed for supervisors of youth professionals and will begin with a review of the focus on the impact of early attachment experiences (including trauma, attachment disruptions, and connection to identity) as youth develop their Internal Working Models. Participants will then discuss how to support staff development in applying these concepts to current youth that they are serving to better understand their behavior and needs, as well as consider both potential confirming and disconfirming stances. Lastly, participants will have an opportunity to explore how attachment histories impact the supervisory relationship and strategies to form connections between supervisor and supervisee to best serve youth and families.

Topics will include the range of different forms of risk that clinicians need to be alert for, the importance of adjusting supervisory oversight with clinicians who have different levels of experience using the evidence based framework called contextualized reflective practice which has been shown to support clinicians with reaching a higher level of competence and minimizing errors in their roles, specific strategies for eliciting material related to risk, specific strategies for safely managing various forms of risk, and the problem of boundary crossings in the context of high risk settings and behaviors.

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.

As social services case planning, mental health care, and general support has become more commonly provided via telehealth, it is important that those who support system-involved youth are aware of the legal and ethical issues related to services and support provided via telehealth. In this class participants will learn: 1) California Telehealth legal codes and Telehealth professional codes of ethics including: informed consent, privacy, working with people out of state, preparing for crisis, and handling technology failure; 2) Research on Telemental Health and 3) best practices when providing online support for system-involved youth.

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.

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.

This training will support participants to strengthen their communication skills and cultural competence while developing common language and frameworks for navigating challenging conversations, practicing accountability, and building a culture of trust on their teams and in their programs.

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.

Shame often accompanies trauma and can delay one’s ability to disclose their abuse which can delay one’s healing journey as well as create barriers to utilizing one’s support system. It is crucial for social service providers to understand the connection between shame and trauma. In this training, we will talk about how shame presents in services and what we can do to combat shame. One of the strategies that will be highlighted is self-compassion. Register Here

This Anger Management and Conflict Resolution Skills for System-Involved Youth training equips probation officers, caregivers and all other support/service providers of system-involved youth with trauma-informed strategies to recognize, de-escalate, and respond effectively to anger and conflict behaviors. Participants will explore the underlying causes of anger, including trauma, shame, and unmet needs, while learning how to model emotional regulation and teach constructive coping skills. Through interactive discussions and role-play, participants will practice communication techniques that foster trust, accountability, and resilience. The training emphasizes a healing-centered and relational approach, helping adults guide youth toward positive decision-making and emotional growth.

This 4.5 hour course is designed for staff serving in Group Homes and STRTP’s when working with traumatized youth and families. The aim of the course is to assist adults who experience anger toward youth and families with self-help tools and techniques when participating in trauma-informed work.

Foster youth are at high risk of unsafe/unhealthy behaviors, so it is necessary for those who support them to learn how to most effectively do so. Harm reduction is being identified as a best practice for reducing harm and increasing safety. This training will provide an overview of harm reduction and how apply it with at-risk system-involved youth. The trainer will focus on applying harm reduction principles in alignment with the Stages of Change model with system-involved youth. The trainer will also touch on risk identification and safety planning.

While mindfulness has grown in popularity to support individuals experiencing trauma, anxiety, depression, etc., it’s starting to be recognized as a helpful tool in addressing substance use with system-involved youth and transitional age youth. Join us as we’ll talk about how to apply mindfulness strategies with individuals in substance use recovery. Please register at: https://www.eventbrite.com/e/applying-mindfulness-strategies-for-youth-who-use-substance-tickets-1975636818908?aff=oddtdtcreator

This training will focus on managing withdrawal from friends and activities, low energy or lack of motivation for everyday activities and excessive self-criticism using social and emotional learning competency domains: self-awareness, self-management and relationship skills.

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.

This training incorporates guidance from established resources, including Child Abuse and Reporting by Min Hae Cho (2017) and is based on evidence-informed best practices for child welfare and trauma-informed care, ensuring alignment with current legal and clinical standards.

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.

Topics will include: distinguishing “normal” aging changes in intellectual, cognitive and memory functioning from those which are a consequence of disease; introduction to the biopsychosocial model of assessment and psychotherapeutic treatment of older adults; and issues involved when working with the elderly and their families when they confront long-term care. You will also have a chance to challenge assumptions about your own aging and potentially look at issues that may impact how you plan for your life as a senior. It is hoped that you will exit this 2-day training knowing more about how to age well.

Topics will include: distinguishing “normal” aging changes in intellectual, cognitive and memory functioning from those which are a consequence of disease; introduction to the biopsychosocial model of assessment and psychotherapeutic treatment of older adults; and issues involved when working with the elderly and their families when they confront long-term care. You will also have a chance to challenge assumptions about your own aging and potentially look at issues that may impact how you plan for your life as a senior. It is hoped that you will exit this 2-day training knowing more about how to age well.

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 will provide an overview and introduction (or refresher) on the impact of domestic violence (DV) and intimate partner violence (IPV) on families and children for both new and experienced clinicians.

This course will provide an overview and introduction (or refresher) on the impact of domestic violence (DV) and intimate partner violence (IPV) on families and children for both new and experienced clinicians.

If you are a supervisor and are supervising unlicensed support providers who are working with system-involved youth and their families, this is an important training for you. We will focus on issues of culture in supervision and also on ethical boundaries in supervision and how this parallels boundaries that support providers need to establish and maintain their relationships with system-involved youth and their families.  We will also review the relevance of countertransference in the supervisory relationship and how to help supervisees identify this in order to stay focused on, and most effectively address, the needs of system-involved youth and their families.

This training will be provided in two parts: (Part 1) Facilitation Fundamentals and (Part 2) Advanced Facilitation. Participants can attend one or both Parts and will deepen their understanding of the importance of required elements in a Child and Family Team meeting, and be able to practice facilitation strategies and address common challenges that can arise in these meetings when working to improve outcomes for foster youth and other system-involved youth.

This training will be provided in two parts: (Part 1) Facilitation Fundamentals and (Part 2) Advanced Facilitation. Participants can attend one or both Parts and will deepen their understanding of the importance of required elements in a Child and Family Team meeting, and be able to practice facilitation strategies and address common challenges that can arise in these meetings when working to improve outcomes for foster youth and other system-involved youth.

This course is designed for supervisors of youth professionals and will begin with a review of the focus on the impact of early attachment experiences (including trauma, attachment disruptions, and connection to identity) as youth develop their Internal Working Models. Participants will then discuss how to support staff development in applying these concepts to current youth that they are serving to better understand their behavior and needs, as well as consider both potential confirming and disconfirming stances. Lastly, participants will have an opportunity to explore how attachment histories impact the supervisory relationship and strategies to form connections between supervisor and supervisee to best serve youth and families.

Topics will include the range of different forms of risk that clinicians need to be alert for, the importance of adjusting supervisory oversight with clinicians who have different levels of experience using the evidence based framework called contextualized reflective practice which has been shown to support clinicians with reaching a higher level of competence and minimizing errors in their roles, specific strategies for eliciting material related to risk, specific strategies for safely managing various forms of risk, and the problem of boundary crossings in the context of high risk settings and behaviors.

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.

As social services case planning, mental health care, and general support has become more commonly provided via telehealth, it is important that those who support system-involved youth are aware of the legal and ethical issues related to services and support provided via telehealth. In this class participants will learn: 1) California Telehealth legal codes and Telehealth professional codes of ethics including: informed consent, privacy, working with people out of state, preparing for crisis, and handling technology failure; 2) Research on Telemental Health and 3) best practices when providing online support for system-involved youth.

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.

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.

This training will support participants to strengthen their communication skills and cultural competence while developing common language and frameworks for navigating challenging conversations, practicing accountability, and building a culture of trust on their teams and in their programs.

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.

Shame often accompanies trauma and can delay one’s ability to disclose their abuse which can delay one’s healing journey as well as create barriers to utilizing one’s support system. It is crucial for social service providers to understand the connection between shame and trauma. In this training, we will talk about how shame presents in services and what we can do to combat shame. One of the strategies that will be highlighted is self-compassion. Register Here

This Anger Management and Conflict Resolution Skills for System-Involved Youth training equips probation officers, caregivers and all other support/service providers of system-involved youth with trauma-informed strategies to recognize, de-escalate, and respond effectively to anger and conflict behaviors. Participants will explore the underlying causes of anger, including trauma, shame, and unmet needs, while learning how to model emotional regulation and teach constructive coping skills. Through interactive discussions and role-play, participants will practice communication techniques that foster trust, accountability, and resilience. The training emphasizes a healing-centered and relational approach, helping adults guide youth toward positive decision-making and emotional growth.

This 4.5 hour course is designed for staff serving in Group Homes and STRTP’s when working with traumatized youth and families. The aim of the course is to assist adults who experience anger toward youth and families with self-help tools and techniques when participating in trauma-informed work.

Foster youth are at high risk of unsafe/unhealthy behaviors, so it is necessary for those who support them to learn how to most effectively do so. Harm reduction is being identified as a best practice for reducing harm and increasing safety. This training will provide an overview of harm reduction and how apply it with at-risk system-involved youth. The trainer will focus on applying harm reduction principles in alignment with the Stages of Change model with system-involved youth. The trainer will also touch on risk identification and safety planning.

While mindfulness has grown in popularity to support individuals experiencing trauma, anxiety, depression, etc., it’s starting to be recognized as a helpful tool in addressing substance use with system-involved youth and transitional age youth. Join us as we’ll talk about how to apply mindfulness strategies with individuals in substance use recovery. Please register at: https://www.eventbrite.com/e/applying-mindfulness-strategies-for-youth-who-use-substance-tickets-1975636818908?aff=oddtdtcreator

This training will focus on managing withdrawal from friends and activities, low energy or lack of motivation for everyday activities and excessive self-criticism using social and emotional learning competency domains: self-awareness, self-management and relationship skills.

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.

This training incorporates guidance from established resources, including Child Abuse and Reporting by Min Hae Cho (2017) and is based on evidence-informed best practices for child welfare and trauma-informed care, ensuring alignment with current legal and clinical standards.

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.

Topics will include: distinguishing “normal” aging changes in intellectual, cognitive and memory functioning from those which are a consequence of disease; introduction to the biopsychosocial model of assessment and psychotherapeutic treatment of older adults; and issues involved when working with the elderly and their families when they confront long-term care. You will also have a chance to challenge assumptions about your own aging and potentially look at issues that may impact how you plan for your life as a senior. It is hoped that you will exit this 2-day training knowing more about how to age well.

Topics will include: distinguishing “normal” aging changes in intellectual, cognitive and memory functioning from those which are a consequence of disease; introduction to the biopsychosocial model of assessment and psychotherapeutic treatment of older adults; and issues involved when working with the elderly and their families when they confront long-term care. You will also have a chance to challenge assumptions about your own aging and potentially look at issues that may impact how you plan for your life as a senior. It is hoped that you will exit this 2-day training knowing more about how to age well.

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 will provide an overview and introduction (or refresher) on the impact of domestic violence (DV) and intimate partner violence (IPV) on families and children for both new and experienced clinicians.

This course will provide an overview and introduction (or refresher) on the impact of domestic violence (DV) and intimate partner violence (IPV) on families and children for both new and experienced clinicians.

If you are a supervisor and are supervising unlicensed support providers who are working with system-involved youth and their families, this is an important training for you. We will focus on issues of culture in supervision and also on ethical boundaries in supervision and how this parallels boundaries that support providers need to establish and maintain their relationships with system-involved youth and their families.  We will also review the relevance of countertransference in the supervisory relationship and how to help supervisees identify this in order to stay focused on, and most effectively address, the needs of system-involved youth and their families.

This training will be provided in two parts: (Part 1) Facilitation Fundamentals and (Part 2) Advanced Facilitation. Participants can attend one or both Parts and will deepen their understanding of the importance of required elements in a Child and Family Team meeting, and be able to practice facilitation strategies and address common challenges that can arise in these meetings when working to improve outcomes for foster youth and other system-involved youth.

This training will be provided in two parts: (Part 1) Facilitation Fundamentals and (Part 2) Advanced Facilitation. Participants can attend one or both Parts and will deepen their understanding of the importance of required elements in a Child and Family Team meeting, and be able to practice facilitation strategies and address common challenges that can arise in these meetings when working to improve outcomes for foster youth and other system-involved youth.

This course is designed for supervisors of youth professionals and will begin with a review of the focus on the impact of early attachment experiences (including trauma, attachment disruptions, and connection to identity) as youth develop their Internal Working Models. Participants will then discuss how to support staff development in applying these concepts to current youth that they are serving to better understand their behavior and needs, as well as consider both potential confirming and disconfirming stances. Lastly, participants will have an opportunity to explore how attachment histories impact the supervisory relationship and strategies to form connections between supervisor and supervisee to best serve youth and families.

Topics will include the range of different forms of risk that clinicians need to be alert for, the importance of adjusting supervisory oversight with clinicians who have different levels of experience using the evidence based framework called contextualized reflective practice which has been shown to support clinicians with reaching a higher level of competence and minimizing errors in their roles, specific strategies for eliciting material related to risk, specific strategies for safely managing various forms of risk, and the problem of boundary crossings in the context of high risk settings and behaviors.

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.

As social services case planning, mental health care, and general support has become more commonly provided via telehealth, it is important that those who support system-involved youth are aware of the legal and ethical issues related to services and support provided via telehealth. In this class participants will learn: 1) California Telehealth legal codes and Telehealth professional codes of ethics including: informed consent, privacy, working with people out of state, preparing for crisis, and handling technology failure; 2) Research on Telemental Health and 3) best practices when providing online support for system-involved youth.

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.

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.

This training will support participants to strengthen their communication skills and cultural competence while developing common language and frameworks for navigating challenging conversations, practicing accountability, and building a culture of trust on their teams and in their programs.

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.

Shame often accompanies trauma and can delay one’s ability to disclose their abuse which can delay one’s healing journey as well as create barriers to utilizing one’s support system. It is crucial for social service providers to understand the connection between shame and trauma. In this training, we will talk about how shame presents in services and what we can do to combat shame. One of the strategies that will be highlighted is self-compassion. Register Here

This Anger Management and Conflict Resolution Skills for System-Involved Youth training equips probation officers, caregivers and all other support/service providers of system-involved youth with trauma-informed strategies to recognize, de-escalate, and respond effectively to anger and conflict behaviors. Participants will explore the underlying causes of anger, including trauma, shame, and unmet needs, while learning how to model emotional regulation and teach constructive coping skills. Through interactive discussions and role-play, participants will practice communication techniques that foster trust, accountability, and resilience. The training emphasizes a healing-centered and relational approach, helping adults guide youth toward positive decision-making and emotional growth.

This 4.5 hour course is designed for staff serving in Group Homes and STRTP’s when working with traumatized youth and families. The aim of the course is to assist adults who experience anger toward youth and families with self-help tools and techniques when participating in trauma-informed work.

Foster youth are at high risk of unsafe/unhealthy behaviors, so it is necessary for those who support them to learn how to most effectively do so. Harm reduction is being identified as a best practice for reducing harm and increasing safety. This training will provide an overview of harm reduction and how apply it with at-risk system-involved youth. The trainer will focus on applying harm reduction principles in alignment with the Stages of Change model with system-involved youth. The trainer will also touch on risk identification and safety planning.

While mindfulness has grown in popularity to support individuals experiencing trauma, anxiety, depression, etc., it’s starting to be recognized as a helpful tool in addressing substance use with system-involved youth and transitional age youth. Join us as we’ll talk about how to apply mindfulness strategies with individuals in substance use recovery. Please register at: https://www.eventbrite.com/e/applying-mindfulness-strategies-for-youth-who-use-substance-tickets-1975636818908?aff=oddtdtcreator

This training will focus on managing withdrawal from friends and activities, low energy or lack of motivation for everyday activities and excessive self-criticism using social and emotional learning competency domains: self-awareness, self-management and relationship skills.

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.

This training incorporates guidance from established resources, including Child Abuse and Reporting by Min Hae Cho (2017) and is based on evidence-informed best practices for child welfare and trauma-informed care, ensuring alignment with current legal and clinical standards.

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.

Topics will include: distinguishing “normal” aging changes in intellectual, cognitive and memory functioning from those which are a consequence of disease; introduction to the biopsychosocial model of assessment and psychotherapeutic treatment of older adults; and issues involved when working with the elderly and their families when they confront long-term care. You will also have a chance to challenge assumptions about your own aging and potentially look at issues that may impact how you plan for your life as a senior. It is hoped that you will exit this 2-day training knowing more about how to age well.

Topics will include: distinguishing “normal” aging changes in intellectual, cognitive and memory functioning from those which are a consequence of disease; introduction to the biopsychosocial model of assessment and psychotherapeutic treatment of older adults; and issues involved when working with the elderly and their families when they confront long-term care. You will also have a chance to challenge assumptions about your own aging and potentially look at issues that may impact how you plan for your life as a senior. It is hoped that you will exit this 2-day training knowing more about how to age well.

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 will provide an overview and introduction (or refresher) on the impact of domestic violence (DV) and intimate partner violence (IPV) on families and children for both new and experienced clinicians.

This course will provide an overview and introduction (or refresher) on the impact of domestic violence (DV) and intimate partner violence (IPV) on families and children for both new and experienced clinicians.

If you are a supervisor and are supervising unlicensed support providers who are working with system-involved youth and their families, this is an important training for you. We will focus on issues of culture in supervision and also on ethical boundaries in supervision and how this parallels boundaries that support providers need to establish and maintain their relationships with system-involved youth and their families.  We will also review the relevance of countertransference in the supervisory relationship and how to help supervisees identify this in order to stay focused on, and most effectively address, the needs of system-involved youth and their families.

This training will be provided in two parts: (Part 1) Facilitation Fundamentals and (Part 2) Advanced Facilitation. Participants can attend one or both Parts and will deepen their understanding of the importance of required elements in a Child and Family Team meeting, and be able to practice facilitation strategies and address common challenges that can arise in these meetings when working to improve outcomes for foster youth and other system-involved youth.

This training will be provided in two parts: (Part 1) Facilitation Fundamentals and (Part 2) Advanced Facilitation. Participants can attend one or both Parts and will deepen their understanding of the importance of required elements in a Child and Family Team meeting, and be able to practice facilitation strategies and address common challenges that can arise in these meetings when working to improve outcomes for foster youth and other system-involved youth.

This course is designed for supervisors of youth professionals and will begin with a review of the focus on the impact of early attachment experiences (including trauma, attachment disruptions, and connection to identity) as youth develop their Internal Working Models. Participants will then discuss how to support staff development in applying these concepts to current youth that they are serving to better understand their behavior and needs, as well as consider both potential confirming and disconfirming stances. Lastly, participants will have an opportunity to explore how attachment histories impact the supervisory relationship and strategies to form connections between supervisor and supervisee to best serve youth and families.

Topics will include the range of different forms of risk that clinicians need to be alert for, the importance of adjusting supervisory oversight with clinicians who have different levels of experience using the evidence based framework called contextualized reflective practice which has been shown to support clinicians with reaching a higher level of competence and minimizing errors in their roles, specific strategies for eliciting material related to risk, specific strategies for safely managing various forms of risk, and the problem of boundary crossings in the context of high risk settings and behaviors.

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.

As social services case planning, mental health care, and general support has become more commonly provided via telehealth, it is important that those who support system-involved youth are aware of the legal and ethical issues related to services and support provided via telehealth. In this class participants will learn: 1) California Telehealth legal codes and Telehealth professional codes of ethics including: informed consent, privacy, working with people out of state, preparing for crisis, and handling technology failure; 2) Research on Telemental Health and 3) best practices when providing online support for system-involved youth.

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.

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.

This training will support participants to strengthen their communication skills and cultural competence while developing common language and frameworks for navigating challenging conversations, practicing accountability, and building a culture of trust on their teams and in their programs.

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.

Shame often accompanies trauma and can delay one’s ability to disclose their abuse which can delay one’s healing journey as well as create barriers to utilizing one’s support system. It is crucial for social service providers to understand the connection between shame and trauma. In this training, we will talk about how shame presents in services and what we can do to combat shame. One of the strategies that will be highlighted is self-compassion. Register Here

This Anger Management and Conflict Resolution Skills for System-Involved Youth training equips probation officers, caregivers and all other support/service providers of system-involved youth with trauma-informed strategies to recognize, de-escalate, and respond effectively to anger and conflict behaviors. Participants will explore the underlying causes of anger, including trauma, shame, and unmet needs, while learning how to model emotional regulation and teach constructive coping skills. Through interactive discussions and role-play, participants will practice communication techniques that foster trust, accountability, and resilience. The training emphasizes a healing-centered and relational approach, helping adults guide youth toward positive decision-making and emotional growth.

This 4.5 hour course is designed for staff serving in Group Homes and STRTP’s when working with traumatized youth and families. The aim of the course is to assist adults who experience anger toward youth and families with self-help tools and techniques when participating in trauma-informed work.

Foster youth are at high risk of unsafe/unhealthy behaviors, so it is necessary for those who support them to learn how to most effectively do so. Harm reduction is being identified as a best practice for reducing harm and increasing safety. This training will provide an overview of harm reduction and how apply it with at-risk system-involved youth. The trainer will focus on applying harm reduction principles in alignment with the Stages of Change model with system-involved youth. The trainer will also touch on risk identification and safety planning.

While mindfulness has grown in popularity to support individuals experiencing trauma, anxiety, depression, etc., it’s starting to be recognized as a helpful tool in addressing substance use with system-involved youth and transitional age youth. Join us as we’ll talk about how to apply mindfulness strategies with individuals in substance use recovery. Please register at: https://www.eventbrite.com/e/applying-mindfulness-strategies-for-youth-who-use-substance-tickets-1975636818908?aff=oddtdtcreator

This training will focus on managing withdrawal from friends and activities, low energy or lack of motivation for everyday activities and excessive self-criticism using social and emotional learning competency domains: self-awareness, self-management and relationship skills.

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.

This training incorporates guidance from established resources, including Child Abuse and Reporting by Min Hae Cho (2017) and is based on evidence-informed best practices for child welfare and trauma-informed care, ensuring alignment with current legal and clinical standards.

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.

Topics will include: distinguishing “normal” aging changes in intellectual, cognitive and memory functioning from those which are a consequence of disease; introduction to the biopsychosocial model of assessment and psychotherapeutic treatment of older adults; and issues involved when working with the elderly and their families when they confront long-term care. You will also have a chance to challenge assumptions about your own aging and potentially look at issues that may impact how you plan for your life as a senior. It is hoped that you will exit this 2-day training knowing more about how to age well.

Topics will include: distinguishing “normal” aging changes in intellectual, cognitive and memory functioning from those which are a consequence of disease; introduction to the biopsychosocial model of assessment and psychotherapeutic treatment of older adults; and issues involved when working with the elderly and their families when they confront long-term care. You will also have a chance to challenge assumptions about your own aging and potentially look at issues that may impact how you plan for your life as a senior. It is hoped that you will exit this 2-day training knowing more about how to age well.

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 will provide an overview and introduction (or refresher) on the impact of domestic violence (DV) and intimate partner violence (IPV) on families and children for both new and experienced clinicians.

This course will provide an overview and introduction (or refresher) on the impact of domestic violence (DV) and intimate partner violence (IPV) on families and children for both new and experienced clinicians.

If you are a supervisor and are supervising unlicensed support providers who are working with system-involved youth and their families, this is an important training for you. We will focus on issues of culture in supervision and also on ethical boundaries in supervision and how this parallels boundaries that support providers need to establish and maintain their relationships with system-involved youth and their families.  We will also review the relevance of countertransference in the supervisory relationship and how to help supervisees identify this in order to stay focused on, and most effectively address, the needs of system-involved youth and their families.

This training will be provided in two parts: (Part 1) Facilitation Fundamentals and (Part 2) Advanced Facilitation. Participants can attend one or both Parts and will deepen their understanding of the importance of required elements in a Child and Family Team meeting, and be able to practice facilitation strategies and address common challenges that can arise in these meetings when working to improve outcomes for foster youth and other system-involved youth.

This training will be provided in two parts: (Part 1) Facilitation Fundamentals and (Part 2) Advanced Facilitation. Participants can attend one or both Parts and will deepen their understanding of the importance of required elements in a Child and Family Team meeting, and be able to practice facilitation strategies and address common challenges that can arise in these meetings when working to improve outcomes for foster youth and other system-involved youth.

This course is designed for supervisors of youth professionals and will begin with a review of the focus on the impact of early attachment experiences (including trauma, attachment disruptions, and connection to identity) as youth develop their Internal Working Models. Participants will then discuss how to support staff development in applying these concepts to current youth that they are serving to better understand their behavior and needs, as well as consider both potential confirming and disconfirming stances. Lastly, participants will have an opportunity to explore how attachment histories impact the supervisory relationship and strategies to form connections between supervisor and supervisee to best serve youth and families.

Topics will include the range of different forms of risk that clinicians need to be alert for, the importance of adjusting supervisory oversight with clinicians who have different levels of experience using the evidence based framework called contextualized reflective practice which has been shown to support clinicians with reaching a higher level of competence and minimizing errors in their roles, specific strategies for eliciting material related to risk, specific strategies for safely managing various forms of risk, and the problem of boundary crossings in the context of high risk settings and behaviors.

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.

As social services case planning, mental health care, and general support has become more commonly provided via telehealth, it is important that those who support system-involved youth are aware of the legal and ethical issues related to services and support provided via telehealth. In this class participants will learn: 1) California Telehealth legal codes and Telehealth professional codes of ethics including: informed consent, privacy, working with people out of state, preparing for crisis, and handling technology failure; 2) Research on Telemental Health and 3) best practices when providing online support for system-involved youth.

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.

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.

This training will support participants to strengthen their communication skills and cultural competence while developing common language and frameworks for navigating challenging conversations, practicing accountability, and building a culture of trust on their teams and in their programs.

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.

Shame often accompanies trauma and can delay one’s ability to disclose their abuse which can delay one’s healing journey as well as create barriers to utilizing one’s support system. It is crucial for social service providers to understand the connection between shame and trauma. In this training, we will talk about how shame presents in services and what we can do to combat shame. One of the strategies that will be highlighted is self-compassion. Register Here

This Anger Management and Conflict Resolution Skills for System-Involved Youth training equips probation officers, caregivers and all other support/service providers of system-involved youth with trauma-informed strategies to recognize, de-escalate, and respond effectively to anger and conflict behaviors. Participants will explore the underlying causes of anger, including trauma, shame, and unmet needs, while learning how to model emotional regulation and teach constructive coping skills. Through interactive discussions and role-play, participants will practice communication techniques that foster trust, accountability, and resilience. The training emphasizes a healing-centered and relational approach, helping adults guide youth toward positive decision-making and emotional growth.

This 4.5 hour course is designed for staff serving in Group Homes and STRTP’s when working with traumatized youth and families. The aim of the course is to assist adults who experience anger toward youth and families with self-help tools and techniques when participating in trauma-informed work.

Foster youth are at high risk of unsafe/unhealthy behaviors, so it is necessary for those who support them to learn how to most effectively do so. Harm reduction is being identified as a best practice for reducing harm and increasing safety. This training will provide an overview of harm reduction and how apply it with at-risk system-involved youth. The trainer will focus on applying harm reduction principles in alignment with the Stages of Change model with system-involved youth. The trainer will also touch on risk identification and safety planning.

While mindfulness has grown in popularity to support individuals experiencing trauma, anxiety, depression, etc., it’s starting to be recognized as a helpful tool in addressing substance use with system-involved youth and transitional age youth. Join us as we’ll talk about how to apply mindfulness strategies with individuals in substance use recovery. Please register at: https://www.eventbrite.com/e/applying-mindfulness-strategies-for-youth-who-use-substance-tickets-1975636818908?aff=oddtdtcreator

This training will focus on managing withdrawal from friends and activities, low energy or lack of motivation for everyday activities and excessive self-criticism using social and emotional learning competency domains: self-awareness, self-management and relationship skills.

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.

This training incorporates guidance from established resources, including Child Abuse and Reporting by Min Hae Cho (2017) and is based on evidence-informed best practices for child welfare and trauma-informed care, ensuring alignment with current legal and clinical standards.

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.

Topics will include: distinguishing “normal” aging changes in intellectual, cognitive and memory functioning from those which are a consequence of disease; introduction to the biopsychosocial model of assessment and psychotherapeutic treatment of older adults; and issues involved when working with the elderly and their families when they confront long-term care. You will also have a chance to challenge assumptions about your own aging and potentially look at issues that may impact how you plan for your life as a senior. It is hoped that you will exit this 2-day training knowing more about how to age well.

Topics will include: distinguishing “normal” aging changes in intellectual, cognitive and memory functioning from those which are a consequence of disease; introduction to the biopsychosocial model of assessment and psychotherapeutic treatment of older adults; and issues involved when working with the elderly and their families when they confront long-term care. You will also have a chance to challenge assumptions about your own aging and potentially look at issues that may impact how you plan for your life as a senior. It is hoped that you will exit this 2-day training knowing more about how to age well.

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 will provide an overview and introduction (or refresher) on the impact of domestic violence (DV) and intimate partner violence (IPV) on families and children for both new and experienced clinicians.

This course will provide an overview and introduction (or refresher) on the impact of domestic violence (DV) and intimate partner violence (IPV) on families and children for both new and experienced clinicians.

If you are a supervisor and are supervising unlicensed support providers who are working with system-involved youth and their families, this is an important training for you. We will focus on issues of culture in supervision and also on ethical boundaries in supervision and how this parallels boundaries that support providers need to establish and maintain their relationships with system-involved youth and their families.  We will also review the relevance of countertransference in the supervisory relationship and how to help supervisees identify this in order to stay focused on, and most effectively address, the needs of system-involved youth and their families.

This training will be provided in two parts: (Part 1) Facilitation Fundamentals and (Part 2) Advanced Facilitation. Participants can attend one or both Parts and will deepen their understanding of the importance of required elements in a Child and Family Team meeting, and be able to practice facilitation strategies and address common challenges that can arise in these meetings when working to improve outcomes for foster youth and other system-involved youth.

This training will be provided in two parts: (Part 1) Facilitation Fundamentals and (Part 2) Advanced Facilitation. Participants can attend one or both Parts and will deepen their understanding of the importance of required elements in a Child and Family Team meeting, and be able to practice facilitation strategies and address common challenges that can arise in these meetings when working to improve outcomes for foster youth and other system-involved youth.

This course is designed for supervisors of youth professionals and will begin with a review of the focus on the impact of early attachment experiences (including trauma, attachment disruptions, and connection to identity) as youth develop their Internal Working Models. Participants will then discuss how to support staff development in applying these concepts to current youth that they are serving to better understand their behavior and needs, as well as consider both potential confirming and disconfirming stances. Lastly, participants will have an opportunity to explore how attachment histories impact the supervisory relationship and strategies to form connections between supervisor and supervisee to best serve youth and families.

Topics will include the range of different forms of risk that clinicians need to be alert for, the importance of adjusting supervisory oversight with clinicians who have different levels of experience using the evidence based framework called contextualized reflective practice which has been shown to support clinicians with reaching a higher level of competence and minimizing errors in their roles, specific strategies for eliciting material related to risk, specific strategies for safely managing various forms of risk, and the problem of boundary crossings in the context of high risk settings and behaviors.

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.

As social services case planning, mental health care, and general support has become more commonly provided via telehealth, it is important that those who support system-involved youth are aware of the legal and ethical issues related to services and support provided via telehealth. In this class participants will learn: 1) California Telehealth legal codes and Telehealth professional codes of ethics including: informed consent, privacy, working with people out of state, preparing for crisis, and handling technology failure; 2) Research on Telemental Health and 3) best practices when providing online support for system-involved youth.

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.

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.

This training will support participants to strengthen their communication skills and cultural competence while developing common language and frameworks for navigating challenging conversations, practicing accountability, and building a culture of trust on their teams and in their programs.

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.

Shame often accompanies trauma and can delay one’s ability to disclose their abuse which can delay one’s healing journey as well as create barriers to utilizing one’s support system. It is crucial for social service providers to understand the connection between shame and trauma. In this training, we will talk about how shame presents in services and what we can do to combat shame. One of the strategies that will be highlighted is self-compassion. Register Here

This Anger Management and Conflict Resolution Skills for System-Involved Youth training equips probation officers, caregivers and all other support/service providers of system-involved youth with trauma-informed strategies to recognize, de-escalate, and respond effectively to anger and conflict behaviors. Participants will explore the underlying causes of anger, including trauma, shame, and unmet needs, while learning how to model emotional regulation and teach constructive coping skills. Through interactive discussions and role-play, participants will practice communication techniques that foster trust, accountability, and resilience. The training emphasizes a healing-centered and relational approach, helping adults guide youth toward positive decision-making and emotional growth.

This 4.5 hour course is designed for staff serving in Group Homes and STRTP’s when working with traumatized youth and families. The aim of the course is to assist adults who experience anger toward youth and families with self-help tools and techniques when participating in trauma-informed work.

Foster youth are at high risk of unsafe/unhealthy behaviors, so it is necessary for those who support them to learn how to most effectively do so. Harm reduction is being identified as a best practice for reducing harm and increasing safety. This training will provide an overview of harm reduction and how apply it with at-risk system-involved youth. The trainer will focus on applying harm reduction principles in alignment with the Stages of Change model with system-involved youth. The trainer will also touch on risk identification and safety planning.

While mindfulness has grown in popularity to support individuals experiencing trauma, anxiety, depression, etc., it’s starting to be recognized as a helpful tool in addressing substance use with system-involved youth and transitional age youth. Join us as we’ll talk about how to apply mindfulness strategies with individuals in substance use recovery. Please register at: https://www.eventbrite.com/e/applying-mindfulness-strategies-for-youth-who-use-substance-tickets-1975636818908?aff=oddtdtcreator

This training will focus on managing withdrawal from friends and activities, low energy or lack of motivation for everyday activities and excessive self-criticism using social and emotional learning competency domains: self-awareness, self-management and relationship skills.

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.

This training incorporates guidance from established resources, including Child Abuse and Reporting by Min Hae Cho (2017) and is based on evidence-informed best practices for child welfare and trauma-informed care, ensuring alignment with current legal and clinical standards.

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.

Topics will include: distinguishing “normal” aging changes in intellectual, cognitive and memory functioning from those which are a consequence of disease; introduction to the biopsychosocial model of assessment and psychotherapeutic treatment of older adults; and issues involved when working with the elderly and their families when they confront long-term care. You will also have a chance to challenge assumptions about your own aging and potentially look at issues that may impact how you plan for your life as a senior. It is hoped that you will exit this 2-day training knowing more about how to age well.

Topics will include: distinguishing “normal” aging changes in intellectual, cognitive and memory functioning from those which are a consequence of disease; introduction to the biopsychosocial model of assessment and psychotherapeutic treatment of older adults; and issues involved when working with the elderly and their families when they confront long-term care. You will also have a chance to challenge assumptions about your own aging and potentially look at issues that may impact how you plan for your life as a senior. It is hoped that you will exit this 2-day training knowing more about how to age well.

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 will provide an overview and introduction (or refresher) on the impact of domestic violence (DV) and intimate partner violence (IPV) on families and children for both new and experienced clinicians.

This course will provide an overview and introduction (or refresher) on the impact of domestic violence (DV) and intimate partner violence (IPV) on families and children for both new and experienced clinicians.

If you are a supervisor and are supervising unlicensed support providers who are working with system-involved youth and their families, this is an important training for you. We will focus on issues of culture in supervision and also on ethical boundaries in supervision and how this parallels boundaries that support providers need to establish and maintain their relationships with system-involved youth and their families.  We will also review the relevance of countertransference in the supervisory relationship and how to help supervisees identify this in order to stay focused on, and most effectively address, the needs of system-involved youth and their families.

This training will be provided in two parts: (Part 1) Facilitation Fundamentals and (Part 2) Advanced Facilitation. Participants can attend one or both Parts and will deepen their understanding of the importance of required elements in a Child and Family Team meeting, and be able to practice facilitation strategies and address common challenges that can arise in these meetings when working to improve outcomes for foster youth and other system-involved youth.

This training will be provided in two parts: (Part 1) Facilitation Fundamentals and (Part 2) Advanced Facilitation. Participants can attend one or both Parts and will deepen their understanding of the importance of required elements in a Child and Family Team meeting, and be able to practice facilitation strategies and address common challenges that can arise in these meetings when working to improve outcomes for foster youth and other system-involved youth.

This course is designed for supervisors of youth professionals and will begin with a review of the focus on the impact of early attachment experiences (including trauma, attachment disruptions, and connection to identity) as youth develop their Internal Working Models. Participants will then discuss how to support staff development in applying these concepts to current youth that they are serving to better understand their behavior and needs, as well as consider both potential confirming and disconfirming stances. Lastly, participants will have an opportunity to explore how attachment histories impact the supervisory relationship and strategies to form connections between supervisor and supervisee to best serve youth and families.

Topics will include the range of different forms of risk that clinicians need to be alert for, the importance of adjusting supervisory oversight with clinicians who have different levels of experience using the evidence based framework called contextualized reflective practice which has been shown to support clinicians with reaching a higher level of competence and minimizing errors in their roles, specific strategies for eliciting material related to risk, specific strategies for safely managing various forms of risk, and the problem of boundary crossings in the context of high risk settings and behaviors.

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.

As social services case planning, mental health care, and general support has become more commonly provided via telehealth, it is important that those who support system-involved youth are aware of the legal and ethical issues related to services and support provided via telehealth. In this class participants will learn: 1) California Telehealth legal codes and Telehealth professional codes of ethics including: informed consent, privacy, working with people out of state, preparing for crisis, and handling technology failure; 2) Research on Telemental Health and 3) best practices when providing online support for system-involved youth.

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.

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.

This training will support participants to strengthen their communication skills and cultural competence while developing common language and frameworks for navigating challenging conversations, practicing accountability, and building a culture of trust on their teams and in their programs.

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.

Shame often accompanies trauma and can delay one’s ability to disclose their abuse which can delay one’s healing journey as well as create barriers to utilizing one’s support system. It is crucial for social service providers to understand the connection between shame and trauma. In this training, we will talk about how shame presents in services and what we can do to combat shame. One of the strategies that will be highlighted is self-compassion. Register Here

This Anger Management and Conflict Resolution Skills for System-Involved Youth training equips probation officers, caregivers and all other support/service providers of system-involved youth with trauma-informed strategies to recognize, de-escalate, and respond effectively to anger and conflict behaviors. Participants will explore the underlying causes of anger, including trauma, shame, and unmet needs, while learning how to model emotional regulation and teach constructive coping skills. Through interactive discussions and role-play, participants will practice communication techniques that foster trust, accountability, and resilience. The training emphasizes a healing-centered and relational approach, helping adults guide youth toward positive decision-making and emotional growth.

This 4.5 hour course is designed for staff serving in Group Homes and STRTP’s when working with traumatized youth and families. The aim of the course is to assist adults who experience anger toward youth and families with self-help tools and techniques when participating in trauma-informed work.

Foster youth are at high risk of unsafe/unhealthy behaviors, so it is necessary for those who support them to learn how to most effectively do so. Harm reduction is being identified as a best practice for reducing harm and increasing safety. This training will provide an overview of harm reduction and how apply it with at-risk system-involved youth. The trainer will focus on applying harm reduction principles in alignment with the Stages of Change model with system-involved youth. The trainer will also touch on risk identification and safety planning.

While mindfulness has grown in popularity to support individuals experiencing trauma, anxiety, depression, etc., it’s starting to be recognized as a helpful tool in addressing substance use with system-involved youth and transitional age youth. Join us as we’ll talk about how to apply mindfulness strategies with individuals in substance use recovery. Please register at: https://www.eventbrite.com/e/applying-mindfulness-strategies-for-youth-who-use-substance-tickets-1975636818908?aff=oddtdtcreator

This training will focus on managing withdrawal from friends and activities, low energy or lack of motivation for everyday activities and excessive self-criticism using social and emotional learning competency domains: self-awareness, self-management and relationship skills.

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.

This training incorporates guidance from established resources, including Child Abuse and Reporting by Min Hae Cho (2017) and is based on evidence-informed best practices for child welfare and trauma-informed care, ensuring alignment with current legal and clinical standards.

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.

Topics will include: distinguishing “normal” aging changes in intellectual, cognitive and memory functioning from those which are a consequence of disease; introduction to the biopsychosocial model of assessment and psychotherapeutic treatment of older adults; and issues involved when working with the elderly and their families when they confront long-term care. You will also have a chance to challenge assumptions about your own aging and potentially look at issues that may impact how you plan for your life as a senior. It is hoped that you will exit this 2-day training knowing more about how to age well.

Topics will include: distinguishing “normal” aging changes in intellectual, cognitive and memory functioning from those which are a consequence of disease; introduction to the biopsychosocial model of assessment and psychotherapeutic treatment of older adults; and issues involved when working with the elderly and their families when they confront long-term care. You will also have a chance to challenge assumptions about your own aging and potentially look at issues that may impact how you plan for your life as a senior. It is hoped that you will exit this 2-day training knowing more about how to age well.

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 will provide an overview and introduction (or refresher) on the impact of domestic violence (DV) and intimate partner violence (IPV) on families and children for both new and experienced clinicians.

This course will provide an overview and introduction (or refresher) on the impact of domestic violence (DV) and intimate partner violence (IPV) on families and children for both new and experienced clinicians.

If you are a supervisor and are supervising unlicensed support providers who are working with system-involved youth and their families, this is an important training for you. We will focus on issues of culture in supervision and also on ethical boundaries in supervision and how this parallels boundaries that support providers need to establish and maintain their relationships with system-involved youth and their families.  We will also review the relevance of countertransference in the supervisory relationship and how to help supervisees identify this in order to stay focused on, and most effectively address, the needs of system-involved youth and their families.

This training will be provided in two parts: (Part 1) Facilitation Fundamentals and (Part 2) Advanced Facilitation. Participants can attend one or both Parts and will deepen their understanding of the importance of required elements in a Child and Family Team meeting, and be able to practice facilitation strategies and address common challenges that can arise in these meetings when working to improve outcomes for foster youth and other system-involved youth.

This training will be provided in two parts: (Part 1) Facilitation Fundamentals and (Part 2) Advanced Facilitation. Participants can attend one or both Parts and will deepen their understanding of the importance of required elements in a Child and Family Team meeting, and be able to practice facilitation strategies and address common challenges that can arise in these meetings when working to improve outcomes for foster youth and other system-involved youth.

This course is designed for supervisors of youth professionals and will begin with a review of the focus on the impact of early attachment experiences (including trauma, attachment disruptions, and connection to identity) as youth develop their Internal Working Models. Participants will then discuss how to support staff development in applying these concepts to current youth that they are serving to better understand their behavior and needs, as well as consider both potential confirming and disconfirming stances. Lastly, participants will have an opportunity to explore how attachment histories impact the supervisory relationship and strategies to form connections between supervisor and supervisee to best serve youth and families.

Topics will include the range of different forms of risk that clinicians need to be alert for, the importance of adjusting supervisory oversight with clinicians who have different levels of experience using the evidence based framework called contextualized reflective practice which has been shown to support clinicians with reaching a higher level of competence and minimizing errors in their roles, specific strategies for eliciting material related to risk, specific strategies for safely managing various forms of risk, and the problem of boundary crossings in the context of high risk settings and behaviors.

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.

As social services case planning, mental health care, and general support has become more commonly provided via telehealth, it is important that those who support system-involved youth are aware of the legal and ethical issues related to services and support provided via telehealth. In this class participants will learn: 1) California Telehealth legal codes and Telehealth professional codes of ethics including: informed consent, privacy, working with people out of state, preparing for crisis, and handling technology failure; 2) Research on Telemental Health and 3) best practices when providing online support for system-involved youth.

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.

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.

This training will support participants to strengthen their communication skills and cultural competence while developing common language and frameworks for navigating challenging conversations, practicing accountability, and building a culture of trust on their teams and in their programs.

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.

Shame often accompanies trauma and can delay one’s ability to disclose their abuse which can delay one’s healing journey as well as create barriers to utilizing one’s support system. It is crucial for social service providers to understand the connection between shame and trauma. In this training, we will talk about how shame presents in services and what we can do to combat shame. One of the strategies that will be highlighted is self-compassion. Register Here

This Anger Management and Conflict Resolution Skills for System-Involved Youth training equips probation officers, caregivers and all other support/service providers of system-involved youth with trauma-informed strategies to recognize, de-escalate, and respond effectively to anger and conflict behaviors. Participants will explore the underlying causes of anger, including trauma, shame, and unmet needs, while learning how to model emotional regulation and teach constructive coping skills. Through interactive discussions and role-play, participants will practice communication techniques that foster trust, accountability, and resilience. The training emphasizes a healing-centered and relational approach, helping adults guide youth toward positive decision-making and emotional growth.

This 4.5 hour course is designed for staff serving in Group Homes and STRTP’s when working with traumatized youth and families. The aim of the course is to assist adults who experience anger toward youth and families with self-help tools and techniques when participating in trauma-informed work.

Foster youth are at high risk of unsafe/unhealthy behaviors, so it is necessary for those who support them to learn how to most effectively do so. Harm reduction is being identified as a best practice for reducing harm and increasing safety. This training will provide an overview of harm reduction and how apply it with at-risk system-involved youth. The trainer will focus on applying harm reduction principles in alignment with the Stages of Change model with system-involved youth. The trainer will also touch on risk identification and safety planning.

While mindfulness has grown in popularity to support individuals experiencing trauma, anxiety, depression, etc., it’s starting to be recognized as a helpful tool in addressing substance use with system-involved youth and transitional age youth. Join us as we’ll talk about how to apply mindfulness strategies with individuals in substance use recovery. Please register at: https://www.eventbrite.com/e/applying-mindfulness-strategies-for-youth-who-use-substance-tickets-1975636818908?aff=oddtdtcreator

This training will focus on managing withdrawal from friends and activities, low energy or lack of motivation for everyday activities and excessive self-criticism using social and emotional learning competency domains: self-awareness, self-management and relationship skills.

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.

This training incorporates guidance from established resources, including Child Abuse and Reporting by Min Hae Cho (2017) and is based on evidence-informed best practices for child welfare and trauma-informed care, ensuring alignment with current legal and clinical standards.

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.

Topics will include: distinguishing “normal” aging changes in intellectual, cognitive and memory functioning from those which are a consequence of disease; introduction to the biopsychosocial model of assessment and psychotherapeutic treatment of older adults; and issues involved when working with the elderly and their families when they confront long-term care. You will also have a chance to challenge assumptions about your own aging and potentially look at issues that may impact how you plan for your life as a senior. It is hoped that you will exit this 2-day training knowing more about how to age well.

Topics will include: distinguishing “normal” aging changes in intellectual, cognitive and memory functioning from those which are a consequence of disease; introduction to the biopsychosocial model of assessment and psychotherapeutic treatment of older adults; and issues involved when working with the elderly and their families when they confront long-term care. You will also have a chance to challenge assumptions about your own aging and potentially look at issues that may impact how you plan for your life as a senior. It is hoped that you will exit this 2-day training knowing more about how to age well.

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 will provide an overview and introduction (or refresher) on the impact of domestic violence (DV) and intimate partner violence (IPV) on families and children for both new and experienced clinicians.

This course will provide an overview and introduction (or refresher) on the impact of domestic violence (DV) and intimate partner violence (IPV) on families and children for both new and experienced clinicians.

If you are a supervisor and are supervising unlicensed support providers who are working with system-involved youth and their families, this is an important training for you. We will focus on issues of culture in supervision and also on ethical boundaries in supervision and how this parallels boundaries that support providers need to establish and maintain their relationships with system-involved youth and their families.  We will also review the relevance of countertransference in the supervisory relationship and how to help supervisees identify this in order to stay focused on, and most effectively address, the needs of system-involved youth and their families.

This training will be provided in two parts: (Part 1) Facilitation Fundamentals and (Part 2) Advanced Facilitation. Participants can attend one or both Parts and will deepen their understanding of the importance of required elements in a Child and Family Team meeting, and be able to practice facilitation strategies and address common challenges that can arise in these meetings when working to improve outcomes for foster youth and other system-involved youth.

This training will be provided in two parts: (Part 1) Facilitation Fundamentals and (Part 2) Advanced Facilitation. Participants can attend one or both Parts and will deepen their understanding of the importance of required elements in a Child and Family Team meeting, and be able to practice facilitation strategies and address common challenges that can arise in these meetings when working to improve outcomes for foster youth and other system-involved youth.

This course is designed for supervisors of youth professionals and will begin with a review of the focus on the impact of early attachment experiences (including trauma, attachment disruptions, and connection to identity) as youth develop their Internal Working Models. Participants will then discuss how to support staff development in applying these concepts to current youth that they are serving to better understand their behavior and needs, as well as consider both potential confirming and disconfirming stances. Lastly, participants will have an opportunity to explore how attachment histories impact the supervisory relationship and strategies to form connections between supervisor and supervisee to best serve youth and families.

Topics will include the range of different forms of risk that clinicians need to be alert for, the importance of adjusting supervisory oversight with clinicians who have different levels of experience using the evidence based framework called contextualized reflective practice which has been shown to support clinicians with reaching a higher level of competence and minimizing errors in their roles, specific strategies for eliciting material related to risk, specific strategies for safely managing various forms of risk, and the problem of boundary crossings in the context of high risk settings and behaviors.

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.

As social services case planning, mental health care, and general support has become more commonly provided via telehealth, it is important that those who support system-involved youth are aware of the legal and ethical issues related to services and support provided via telehealth. In this class participants will learn: 1) California Telehealth legal codes and Telehealth professional codes of ethics including: informed consent, privacy, working with people out of state, preparing for crisis, and handling technology failure; 2) Research on Telemental Health and 3) best practices when providing online support for system-involved youth.

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.

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.

This training will support participants to strengthen their communication skills and cultural competence while developing common language and frameworks for navigating challenging conversations, practicing accountability, and building a culture of trust on their teams and in their programs.

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.