Tony Redhouse is a Native American (Dine') Sound Healer; Spiritual Teacher; 2016 Inductee to the Tucson Musicians Museum; and award winning recording artist who uses his voice and music to inspire and heal lives. He has served as a traditional Native American practitioner & consultant to Native American communities and behavioral health organizations by sharing spiritual interactive workshops. Using the ancient sounds of the Voice; the Drum and the Flute; Tony Redhouse will guide us back to the simplicity and beauty of who we are and why we are here. In Native American Tradition; these primal and true expressions of our Soul allowed us to create ceremony; tell our stories and to celebrate Life. Tony will use drums and dance during interactive segments with attendees; allowing them to energetically feel the uniting of intention to support each other in their service to their communities. Mr. Redhouse will share the importance of following our heart's "beat;" to inspire us to open our lives; become vulnerable and to "soar" with the freedom and Joy that is our natural birthright!

In this interactive workshop; we will explore key elements and strategies to facilitating child and family team meetings. Participants will gain an understanding of three domains to facilitation (preparation; strength utilization and action-oriented outcomes). Participants will be provided with tangible skills to utilize in meeting facilitation; incorporating culturally considerate and integrative approaches. A key component will be around facilitating crucial conversation and educating participants on techniques for engaging families and community partners in difficult discussion

Staff employed within Wraparound programs often work with very intense and complex families which may cause greater risk of staff experiencing compassion fatigue, team conflict and burn out. In addition, due to the “whatever is takes” and the 24/7 availability Wraparound philosophies, staff may struggle with finding a balance in meeting client, program and fiscal needs on a daily basis. This presentation will detail the structure of Casa Pacifica’s Wraparound program in Santa Barbara county—in particular, the implementation of peer support supervisors titled lead supervisors and the benefits of having lead supervisors address the challenges Wraparound staff experience regularly. In addition, this presentation will detail how implementing lead supervisors in Wraparound makes good business sense from a fiscal, contract, and programmatic level.

The Department of Health Care Services (DHCS) will provide an overview of California’s Therapeutic Foster Care (TFC) which will include information on key TFC components; including the roles; responsibilities; and qualifications of the TFC Agency and the TFC Parent as well as training and documentation requirements. DHCS will also provide an implementation update and information regarding available tools and resources.

Skills-based coaching with staff will increase their integration of best practices in their practice. And yet; when we work one-on-one with staff; we come to understand the impact of stress they feel and what brings on that stress. This workshop will discuss the UC Davis Skills-Based Model and present information on how to better understand what may be happening for them using a neuroscience lens. Neuroscience has not only shown us the result of stress on behavior; but also how to help.

This workshop will discuss the success of the Integrated Wraparound Model at Inland Olivecrest for the past 10 years. We will review the challenges and strengths that come with an integrated model and what we have learned from it all.

This workshop will give a background to California’s Residentially Based Service (RBS) Pilot and focus on the experiences of implementing a different approach to providing residential care which included the incorporation of Wraparound process and roles. Lessons learned from service delivery, cultural readiness and teaming with county partners will be shared to help those impacted by the upcoming statewide reform. Participants will explore their agency and county readiness for the upcoming changes.

This workshop will outline best practices for having a Total Quality Management (TQM) Program for your Wraparound Program. This includes embracing data-driven care to be more innovative in your practice; as well as a convening a Continuous Quality Improvement (CQI) Council. A sample CQI council will be reviewed; as well as other sample components from a TQM Program. Participants will learn to change the culture and have staff and managers embrace data-driven care to improve outcomes for families.

This workshop will provide information about starting a program within Child Welfare Services to address the Commercial Sexual Exploitation of Children (CSEC). It will discuss how to utilize collaborative relationships with Law Enforcement and Community Service Providers to benefit survivors of CSEC. The workshop will also discuss the creation of a youth drop-in center to provide intervention and prevention efforts for the CSEC population.

PCIT is founded on social learning and attachment theories, and it treats children between 2 and 7 years of age with disruptive or externalizing behavior problems. Participants will examine the interpersonal aspects of child maltreatment and how PCIT is an effective intervention for these families. Participants will learn about the basic PCIT concepts and their application to several different treatment settings (clinics, home visits, school and Head Start). This workshop is for Wraparound staff, providers, clinicians, paraprofessionals, home visitors and school based professionals evaluation system. He also leads CalSWEC’s efforts to foster evidence based practice in child welfare, and to address disparities in the child welfare system.

Young foster children are at high risk for mental health difficulties; which may make adjusting to a new home difficult and imperil the security of the placement. Indeed; externalizing behaviors in young children are one of the strongest predictors of placement disruption; and having one disruption increases the risk of future disruptions. In an effort to stabilize placements and reduce children’s mental health difficulties; we offer Parent-Child Care (PC-CARE); a 6-week parenting intervention; to all newly placed foster children aged 1-5 years in Sacramento County. In this presentation; we will describe the PCCARE model and present results of the effectiveness of the program.

In 2015; Santa Clara County developed a county-wide response to Commercially Sexually Exploited Children and Youth. In this workshop; you will be introduced to the Santa Clara County Model; and you will learn about successful interventions as well as barriers that have been encountered. Integration of trauma; survival and resiliency; as well as systemic challenges; will be discussed.

Toddler-Food-PyramidHealthy eating is about having a varied, balanced diet and enjoying lots of different foods. The food pyramid will help you choose a healthy and varied diet for your child.Children can decide how much food they need, so don’t make them eat until their plates are empty.The Toddler Food Pyramid:Sparingly; Others2: Meat, Fish and Alternatives.3: Milk, Cheese, and Yoghurt.2-4: Fruit and Vegetables.4: Cereals, Bread and Potatoes.Food groupsThe following are suggested servings from each of the Food Pyramid shelves. Offer the recommended serving from each Food Pyramid shelf every day.

This resource provides access to the Northern California Training Academy's Family Service Worker training on health and mental health issues in children.

The Factoring module is separated into two parts -- factoring numbers and factoring algebraic expressions.  Each part has subtopics. Each subtopic has a video lecture and a practice assignment.  The video lecture page includes guided notes in pdf form and videos that follow the guided notes.  Each video lecture page also includes supplemental YouTube videos which are optional for students and may be used if further instruction is needed.  The practice assignment is a set of exercises in Derivita that correspond to the skills covered in the video lecture.This work, by Magdalene (Maxie) Inigo, is licensed under a Creative Commons Attribution 4.0 International License.Links to an external site.CC-BY

We put together this guidebook for instructors to use as a foundation for course and assessment design.  Appendixes include sample assignments, quizzes, and discussion prompt.  There is also a checklist for faculty to read and consider.  

Outlines course objectives and week-by-week lesson plans including links to syllabus and other OER materials for class use.

Required Course Objectives
1. Discuss theories and research supporting a family-centered approach to early childhood education.
2. Articulate the role of cultural context in attitudes, beliefs, values, and child-rearing practices.
3. Analyze personal values, beliefs, and cultural biases that influence their work with families.
4. Demonstrate knowledge and understanding of the IFSP/IEP process and the impact this process has on families.
5. Identify strategies that support and assist families to identify their priorities, resources, and concerns for their children.
6. Identify specific components of IDEA that support families in the special education process.
7. Continue to identify themselves with the early childhood profession and will exhibit the attributes of a collaborative educational leader including the acquisition of appropriate knowledge, skills, and dispositions.

Utilizing a culturally responsive lens, this course focuses on strategies for developing family and community partnerships to benefit young children ages birth-5th grade of all abilities. Theories and research that support family-centered practices are explored with a focus on highlighting BIPoC authors and researchers. This course takes a family-centered perspective and emphasizes the role of collaborative planning with families and caregivers to create an inclusive environment.

This course is designed as a six week asynchronous online course. The weekly video supports students by providing the flexibility to stop and start the video. This can be a supportive tool for students who might not have uninterrupted time to absorb content. The paired slides also provide a visual support which aids various types of learning styles. The Reading Evidence assignment is student centered which allows each student to explore and identify a system that works best for them. Which supports the modeling of a Universal Design for Learning strategy that students can utilize in their own setting. Lastly, the learning activities are designed to be "field ready" tools that allow students to utilize their classwork as tangible real world tools for family and community partnerships.

This resource is a chart of definitions and examples of terms used to describe the features of a graph.