Training Catalog

Motivational Interviewing (MI) has become a gold-standard communication style used in behavioral health, medical, and judicial settings. This advanced workshop is designed to offer opportunities for continued learning and practice by focusing on skill-building through practice and feedback.

Community Partner Training- Sponsored by CYFD-BHS

12 Social Work CEU | 12 Length

Learning Objective:
Cultivating Change Talk, Softening Sustain Talk, Complex Reflections and Affirmations, MI Coding and Feedback, Implementation, and Deliberate Practice and Community Learning Groups

Trainer:
Alicia Shiver, MA, LADAC, LMHC & Lindsay Worth, LMHC, MPA, MA, Motivational Interviewing Training Center (MITC)

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Participants will receive an overview of the integration of the Nurtured Heart Approach, stress management and emotional regulation, and organizational culture change.

Community Partner Training- Sponsored by CYFD-BHS

2.75 Social Work CEU | 3 Length

Learning Objective:
• Explain what is meant by “Attuned Workforce”.
• Identify one mindset that aligns with the Attuned workforce.
• Identify 2 benefits from being an attuned Workforce.
• Identify the 4 R’s of Becoming Attuned amidst chronic stress.
• Identify and contract Positive, Tolerable and Toxic stress.
• Identify 3 brain capabilities that are diminished when the brain is exposed to chronic and overwhelming stress.
• Explain 1 deference between the impact on brain functioning for a person experiencing a “Single Event Stressor” vs “complex trauma”.
• Name 3 survival skills people with trauma may utilize to cope.
• Identify 2 domains of life that are affected by trauma.
• Define what emotional regulation is.
• Identify and describe the brain state for each of the 4 zones of regulation.
• Identify the 3 parts of an adult reset strategy plan.
• Identify 3 strategies for regulating your emotional state.
• Explain what is meant by a “Negative Narrator” inner voice.
• Identify 3 attuned body language recommendations.
• Explain 3 recommended de-escalation strategies.

Trainer:
Frank Picone, LCSW, Center for Great Expectations

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Explore how babies make sense of the world around them through relationships, meaning-making, social-emotional development, the brain, and interpersonal biology. Also learn what to do when meaning-making goes awry.

Community Partner Training- Sponsored by CYFD-BHS

3 Social Work CEU | 3.15 Length

Learning Objective:
• Participants will recognize how babies make sense of the world around them
through meaning-making.
• Participants will understand the role of relationships to meaning-making and
social-emotional development.
• Participants will learn about the brain and interpersonal biology.
• Participants will recognize when meaning-making goes awry.
• Participants will be able to discuss how the mismatch-repair process in
relationships strengthens hope and resilience.

Trainer:
Jane Clarke, PhD.

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This 3-hour 15-minute seminar explores young children’s behavior and their need for adults to co-regulate and how adults can determine type of behavior before responding with cues of relational safety for young children.

Community Partner Training- Sponsored by CYFD-BHS

3 Social Work CEU | 3.15 Length

Learning Objective:
• Participants will understand why young children need adults for co-regulation.
• Participants will understand how to determine if it is top-down or bottom-up before responding to behavior.
• Participants will recognize how individual differences contribute to observable behaviors.
• Participants will learn how to provide cues of relational safety for young children.
• Participants will be able to discuss how to target relationships, not behaviors.

Trainer:
Jane Clarke, PhD.

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In this training, participants will learn to advance the awareness and skills necessary for effectively providing person-centered supervision by developing reasoning and logic skills in clinical practice and by learning the difference between facts/data, information, knowledge, understanding, and wisdom.

6 Social Work CEU | 7 Length

Learning Objective:
• Apply tools for improved supervision sessions.
• Increase ability to organize and prepare for clinical supervision.
• Recognize Habits of Mind and Biases as barriers in clinical supervision.
• Enhance clinical reasoning and case formulation processes.

Trainer:
Kate Gibbons, Ph.D., LISW, LCSW, Center of Innovation

In this 12-hour training, participants will learn how to advance person-centered practice with reasoning and logic skills, utilizing facts/data, information, knowledge, understanding, and wisdom.

12 Social Work CEU | 14 Length

Learning Objective:
• Identify Clinical Foundations, Thinking Errors, Bias, And Habits in diagnosing.
• Recognize the differences between Facts/Data, Information, Knowledge, Understanding, and Wisdom in clinical activities (assessment, treatment planning, documentation).
• Improve the clinical cohesion and practice of practicum students, supervisors, and university faculty in behavioral health settings.
• Strengthen clinical services and develop the behavioral health workforce at community-based behavioral health organizations in New Mexico.

Trainer:
Kate Gibbons, Ph.D., LISW, LCSW, Center of Innovation

West Coast’s Commercial Sexual Exploitation-Identification Tool is designed to improve early identification of children who are commercially sexually exploited for any provider serving youth. This training will certify professionals to use the CSE-Identification Tool to identify and possibly prevent the Commercial Sexual Exploitation of youth and young adults in New Mexico.

N/A Social Work CEU | Full Cohort Month – Length

Learning Objective:
•Become certified to use the Commercial Sexual Exploitation-Identification Tool

Trainer:
Online eLearning, West Coast Children’s Clinic

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Participants will engage in courageous conversations and conduct a critical analysis of our personal and professional responsibility for creating a vibrant community where all of our children and families thrive. This training will include specific assessments and analysis related to understanding cultural and linguistic humility and how it applies to our role as behavioral health professionals.

2.5 Cultural CEU | 4 Length

Learning Objective:
• Demonstrate the ability to engage with all clients utilizing cultural humility, embracing diversity in race culture, gender identity, and physical differences.
• Identify areas of professional growth in areas of inclusivity.

Trainer:
Enas Khaleq, MA, Center of Innovation & NM Black Leadership Council

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In this 4-hour workshop, participants will learn why culturally and linguistically appropriate services (CLAS) are needed, what the CLAS standards are, common barriers, and implementation strategies within complex systems.

Community Partner Training- Sponsored by CYFD-BHS

3.5 CEUs | 4 Length

Learning Objective:
• Review the need of cultural humility within a governmental agency serving children youth and families.
• Introduce and describe the National CLAS standards.
• Discuss how the CLAS standards facilitates culturally and linguistically appropriate work and improves outcomes.
• Outline steps and strategies to incorporate CLAS standards in organizational/agency planning.
• Discuss tools and resources to facilitate implementation of CLAS standards.

Trainer:
Fred Sandoval, MPA and Rosalie Nava, LMSW, MPH, National Latino Behavioral Health Association

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Differentiate amongst ethics, values, morals, and laws, and describe why these distinctions are important to everyday practice. Explain the relationship between privacy laws and ethical practice. Describe the purpose of professional boundaries for both providers and youth & families and how they support ethical practice. Summarize how cultural humility is relevant to ethical everyday practice. Discuss and describe professional scope and how this varies by professional title and credentials. Identify first steps for addressing colleagues’ possible ethics violations. Demonstrate ethical concepts covered by applying them to case studies. Summarize best ethical practices and the role of supervision to this practice

3.5 CEUs | 4 Length

Trainer:
CYFD-Behavioral Health Services and NM Wraparound Endorsed Coaches

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This 3.5-hour training teaches why engaging families is important; understanding the five core values of genuineness, respect, empathy, active listening and trust; learning basic skills to effectively engage families including three applied techniques; recognizing challenges and barriers to family engagement; and using strengths-based techniques and language.

3.5 CEUs | 4 Length

Learning Objectives:

• Define family engagement and family driven care; make connections between concepts and practice
• Identify collaborative members of a system of care
• Identify and overcome bias
• Build a foundation of trust and communication
• Engage families and youth in their services and support
• Be familiar with and learn about how to integrate current trauma-responsive practices including:
• Cultural Humility; Nurtured Heart Approach; Trauma-Responsive Care
• Take care of self and team

Trainer:
Enas Khaleq, MA, Center of Innovation, Francine Lopez, CYFD Behavioral Health Services, and Parents with lived expereince

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Provides general information and initial on-boarding for new provider agencies and their community stakeholders. The purpose of the Family Peer Support Program and the roles and responsibilities of the Certified Family Peer Support Workers (CFPSWs) are discussed. The benefits a CFPSW brings to both agencies and families are explored.

Trainer:
Center of Innovation and CYFD Behavioral Health Services Trainers

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This companion curriculum to the FPSW training addresses supervisory skills that will support the work of the FPSW, including creating a supportive environment, maintaining fidelity and accountability to the FPSW role, workplace wellness, and opportunities for growth and advancement. Suggested strategies and tools are provided for use in individual supervision

16.5 CEUs | 18 Length

Learning Objectives:

• Learn how to supervise a new workforce
• Learn how to develop new approaches
• Create a supportive and productive environment
• Learn how to work specifically with FPSW’s regarding Family/Work/Case Supervision
• Learn how to evaluate performance of the FPSW
• Learn how to offer professional growth

Trainer:
Center of Innovation and CYFD Behavioral Health Services Certified Family Peer Trainers

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Prepares caregivers with lived experience parenting a child, youth or young adult with emotional, behavioral and mental health challenges for certification as Family Peer Support Workers (FPSWs). It takes and in-depth look at the Parent Peer Support Practice (PPSP) Model, exploring the roles of FPSWs and the phases of the model. Confidentiality, professional boundaries, ethics and working effectively with child serving systems are discussed.

n/a CEUs | 40 Length

Trainer:
Center of Innovation and CYFD Behavioral Health Services Certified Family Peer Trainers

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The High-Fidelity Wraparound elements of Vision and Needs are often grasped well when explained, but can be challenging to meaningfully incorporate when working with families. Goals are often mistaken for Vision and services are often mistaken for Needs. The intent of this training is to teach skills to discover Vision and Needs, to differentiate them from other items, and to effectively apply them in an Action Plan. Building on these skills, the training will explore how to utilize Benchmarks to gauge the effectiveness of an Action Plan and honor the outcome-based value of High-Fidelity Wraparound.

6CEUs | 7 Length

Trainer:
CYFD-Behavioral Health Services and NM Wraparound Endorsed Coaches

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This training provides an overview of 10 types of self-care for staff working with families experiencing trauma. Participants will assess each of the 10 recommended self-care strategies to identifying areas of self-care where they are strong and where they want to improve.

Community Partner Training- Sponsored by CYFD-BHS

1 CEUs | 1 Length

Learning Objectives:

• Identify 3 area of self-care.
• Understand the importance of practicing self-care.
• Identify a strong area and an area they want to improve regarding self-care practice.

Trainer:
Frank Picone, LCSW, Center for Great Expectations

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This 90-minute workshop will explore the foundational principles of mindfulness as described in the Mindfulness-Based Stress Reduction program developed by John Kabat-Zinn.

Community Partner Training- Sponsored by CYFD-BHS

1.5 CEUs | 1.5 Length

Learning Objectives:

• Identify the definition of mindfulness as described in Mindfulness-Based Stress Reduction
• Discuss the impact of mindfulness on wellbeing
• Experience the effects of mindful practices including sitting and walking meditation

Trainer:
Elizabeth Bennett, LMSW,MPH, Center of Innovation

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The Nurtured Heart Approach is a relationship-based model that empowers children and adults to direct their emotional and intellectual intensity towards achievement and self-actualization. During this 6-hour training, participants will learn to use the Nurtured Heart Approach to grow connection and clarity in their personal and professional relationships.

6 CEUs | 7 Length

Learning Objectives:

• Understand Why Nurtured Heart Approach is Important
• Learn Set of Tools of NHA
• Learn to Apply NHA to Any Situation

Trainer:
Quinn Donnay, NHA Advanced Trainer, Liz Bennett, MSW, MPH, Enas Khaleq, MA, Center of Innovation

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This 3-hour and 15-minute interactive seminar explores how infants’ develop in relationship with their primary caregivers, and the adverse impact of trauma and maltreatment on their socio-emotional development.

Community Partner Training- Sponsored by CYFD-BHS

3 CEUs | 3.15 Length

Learning Objectives:

• Participants will be able to recognize how Infants ‘speak’ about their socio-emotional status in their own special language.
• Participants will understand the importance of the caregiver-child relationship.
• Participants will learn how trauma and maltreatment can interfere with parenting and development.

Trainer:
Jane Clarke, PhD.

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Recognized as an evidence-based practice, participants of this virtual workshop will learn the methods to engage, focus, evoke, and plan in an MI session, as well as the fundamentals of MI practice: understanding ambivalence, practicing with MI spirit, reflective listening, and learning the core MI skills of recognizing, evoking, and responding to a person’s “change talk”.

Community Partner Training- Sponsored by CYFD-BHS

 

12 CEUs | 12 Length

Learning Objectives:

• Explain the differences between motivational interviewing and other therapeutic methods.
• Demonstrate understanding of ambivalence and the stages of change.
• Describe the 4 processes of motivational interviewing.
• List and explain the components of the MI spirit.
• Use OARS skills to effectively engage in practice and role plays.
• Explain the difference between change talk and sustain talk.
• Identify 3 methods for evoking change talk.
• Demonstrate ability to use methods for identifying, evoking, and responding to change talk.

Trainer:
Alicia Shiver, MA, LADAC, LMHC & Lindsay Worth, LMHC, MPA, MA, Motivational Interviewing Training Center (MITC)

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MI skills [may] quickly diminish after training if nothing more is done to consolidate them (Miller, et al., 2004; Schwalbe, et al., 2014). Motivational Interviewing Coaching Sessions are 90-minute drop-in sessions that give participants an opportunity to continue learning and practicing their MI skills, as well as ask any questions and receive feedback about the practice. The group coaching sessions will include a variety of videos, demonstrations and exercises that are appropriate for people of all skill levels.

Community Partner Training- Sponsored by CYFD-BHS 

1 CEUs | 1 Length

Trainer:
Alicia Shiver, MA, LADAC, LMHC & Lindsay Worth, LMHC, MPA, MA, Motivational Interviewing Training Center (MITC)

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The New Mexico CANS Certified Trainer Training workshop is designed for individuals who have completed the New Mexico CANS Orientation and TCOM Overview and are interested in coaching and/or training their staff on the CANS. Key concepts and skills will be practiced through small group discussions, exercises and activities.

Community Partner Training- Sponsored by CYFD-BHS

11 CEUs | 14 Length

Learning Objectives:

• Articulate the context in which the CANS is being used in New Mexico.
• Describe the key principles of a communimetric tool and its application in rating the New
Mexico CANS items.
• Demonstrate the understanding of core TCOM concepts through:
* Develop examples illustrating the Six key principles of a communimetric tool
* Develop CANS domain level vignettes providing practice on identifying specific domain items and application of the action levels based on vignette description
* Produce one training vignette for the CANS with recommended action levels and rationale
*Develop an action plan with a Theory of Change based on the trainer developed vignette and action levels.
• Provide a general overview training on the CANS that leads to reliable completion of the CANS and certification.

Trainer:
University of Kentuky’s Center for Innovation in Population Health

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The CANS is a collaboratively completed measures of child and and their family strengths and needs. These evidence-based, standardized assessments were developed to support decision-making, including level of care and action planning, to facilitate quality improvement initiatives, and to allow for the monitoring of outcomes. Using these communication tools facilitates the linkage between the assessment process and the design of individualized service plans. The Overview Training workshop is designed for individuals are interested in coaching and/or training on the use of the tools, Key concepts and skills will be practiced through small group discussions, exercises and activities.

6 CEUs | 7 Length

Learning Objectives:

• Articulate an introduction to TCOM and the CANS to be delivered to clients and their families
• Develop examples of the Six Key Principles of a communimetric tool
• Develop CANS domain level mini-vignettes to help in identification of specific domain items and determine action levels
• Develop and submit one original vignettes with recommended action levels and rationale using the CANS.
• Develop a treatment plan using the corresponding action levels from the trainer developed vignette
• Achieve a CANS certification reliability of .70 or above

Trainer:
Center of Innovation and CYFD Behavioral Health Services Certified Trainers

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During this 1/2 day training participants will learn the philosophy of QSR, cornerstones of best-practice, and become familiar with the QSR protocol and the process for applying QSR focus measures and indicator scoring.

2.75 CEUs | 3 Length

Trainer:
Kate Gibbons LISW, LCSW, Ph.D, Center of Innovation

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This training builds off the foundational information given in the Introduction to QSR, and further teaches participants planning to be QSR Reviewers or seeking to understand the review process more in-depth and how to apply QSR measures and demonstrate scoring of QSR measures. The training process to become a Quality Service Review reviewer combines classroom learning with hands-on experience. After attending training, if ready to move forward with becoming a reviewer, the trainee is assigned to a seasoned QSR reviewer to serve as mentor. Working as a team, the reviewer-in-training is provided opportunities for observation and gradually takes on a more active role. Training activities are designed to provide inter-rater reliability, ensuring accuracy in the resulting data.

12 CEUs | 14 Length

Learning Objectives:

1. Gather, analyze, and interpret, and assess information relevant to the case review process from case files and interviews in the time allowed.
2. Evaluate the effectiveness of practice using the QSR protocol.
3. Explain the QSR process to interviewees
4. Identify and apply a range of QSR interviewing techniques, balancing the need to gather accurate information with the needs and background of the interviewee.
5. Consistently achieve scoring concurrence of 90% or more with mentor-reviewer.
6. Communicate an understanding of the practice model that underpins the QSR.
7. Use a strength-based, culturally responsive approach during interactions with agency staff, person/youth and family and other interview participants.
8. Provide an effective verbal summary of review findings.
9. Provide an effective written summary of review findings in the form prescribed.
10. Identify and continually assess learning needs, ask questions of mentor/reviewer, and respond constructively to developmental feedback.
11. Demonstrate awareness of reviewer role, boundaries, and responsibilities.

Trainer:
Kate Gibbons LISW, LCSW, Ph.D , Rebecca Tarango-McCabe, Center of Innovation

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Question Persuade Refer (QPR) Gatekeeper Training teaches 3 simple steps anyone can learn to help save a life from suicide by offering hope to those contemplating suicide.

2 CEUs | 2 Length

Learning Objectives:

• Questioning young people about suicidal intention/plan
• Persuading a young people to live
• Referring young people to services

Trainer:
Enas Khaleq, MA and Bob Brazell, Center of Innovation

This workshop presents an integrative framework for understanding and communicating across systems about how trauma can affect a child, a family, and a system. The Ripple Effect translates complex trauma concepts using metaphor, visual models, common language, and rich case example.

Community Partner Training- Sponsored by CYFD-BHS

9.5 CEUs | 11 Length

Learning Objectives:

• Participants will be able to name at least 3 domains of functioning that may be affected by trauma.
• Participants will be able to name at least 2 core concepts related to the mechanism through which trauma affects development.
• Participants will become familiar with the C.O.PE.S. framework.
• Participants will be able to name two practice elements to enhance emotion regulation.
• Participants will use the framework to identify at least three ways in which their current practice currently addresses the core trauma concepts.
• Participants will use the framework to identify 2 ways in which they may make changes in practice to further address core concepts.

Trainer:
Chandra Ghosh Ippen, PhD

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This 3-hour 15-minute interactive seminar will explore risk factors that compromise brain development and impact developmental outcomes. We will then consider how coordinated social behavior is a marker of resilience. Finally, we will look at videos to understand more precisely the impact of risk factors, and review ways to support resilience through coordinated social behavior.

Community Partner Training- Sponsored by CYFD-BHS

3 CEUs | 3.15 Length

Learning Objectives:

• Participants will be able to recognize how prenatal, perinatal and postnatal risk factors can affect a young child’s development. • Participants will understand the importance of the caregiver-child relationship in support of resilience.
• Participants will learn how coordinated social behavior is a marker of resilience.
• Participants will be able to discuss an assessment and interventions that support coordinated social behavior and resilience

Trainer:
Jane Clarke, PhD.

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Safe Zone trainings are an opportunity to learn about LGBTQ+ identities, gender and sexuality, and examine prejudice, assumptions, and privilege. Safe Zone better equips your team to affirm and support LGBTQ+ customers, participants, students & community members.

Community Partner Training

2.75 CEUs | 3 Length

Learning Objectives:

• Learn about LGBTQ+ identities, gender and sexuality
• Examine prejudice, assumptions, and privilege
• Become equipped to affirm and support LGBTQ+ customers, participants, students, and community members

Trainer:
Families and Youth Innovations +

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Borrowing from the work of Stephen Covey, John Kotter, Howard Glasser and Marcus Buckingham, this training provides an overview of the seven foundational intentions for formal and informal leaders to adopt that contribute to positive and motivating work cultures for all staff in the clinical environment.

Community Partner Training- Sponsored by CYFD-BHS

2.75 CEUs | 3 Length

Learning Objectives:

• Define what a positive culture is.
• Identify 3 traits in a mentoring leader.
• Understand the power of a work culture.
• List 3 of the recommended guiding intentions
• Share the self-care practice they do well and most desire to improve.
• Explain the circles of influences and concern.
• Identify the 3 areas you can control in the workplace.
• Define and contrast early, middle, and late adopters.
• Define what is meant by “feed the Flowers and not the Weeds.”
• Identify 3 strategies to help identify the staff that are the best fit for the organization.
• Define what rigorous debriefing is.
• Explain what is meant by meaningful metrics.

Trainer:
Frank Picone, LCSW, Center for Great Expectations

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These 30-minute presentations by CYFD-BHS Program Staff provide a brief introduction to the program or approach and information on how to learn more. Currently SHORTS are developed on the following topics: Child and Adolescent Needs and Strengths, Family Peer Support, NM High Fidelity Wraparound, and Youth Peer Support

n/a CEUs | 0.5 Length

Learning Objectives:

• Recognize program elements and resource avenues

Trainer:
CYFD Behavioral Health Services

This 3-hour 15-minute seminar will explore how the development of social-emotional skills first begins with the fundamental understanding that children need supportive relationships to develop the capacity for self-regulation. Diverse cultures impart to children how to manage and regulate emotions, socialize, and engage with others, but the effects of trauma and adversity can derail that transmission.

Community Partner Training- Sponsored by CYFD-BHS

3 CEUs | 3.15 Length

Learning Objectives:

• Participants will recognize the central themes and phases of Social-Emotional
Development and Regulation.
• Participants will understand the relational perspective and the role of parenting
in fostering Social-Emotional Development and Regulation.
• Participants will be able to identify how trauma interferes with sensitive
parenting and can derail Social-Emotional Development and Regulation.
• Participants will be able to discuss how to support Sensitive and Responsive
Parent-Child Relationships that foster Social-Emotional Development and
Regulation.

Trainer:
Jane Clarke, PhD.

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Explore the importance of social engagement and connection to a young child’s development and how interruptions to parent-child interactions due to technology are like the Still-Face paradigm and can affect interactions between parents and child.

Community Partner Training- Sponsored by CYFD-BHS

3 CEUs | 3.15 Length

Learning Objectives:

• Participants will understand the importance of social engagement and
connection to a young child’s development.
• Participants will recognize how interruptions to parent-child interactions due to technology are similar to the Still-Face paradigm.
• Participants will recognize how the intimacy barrier can affect parent-child
interactions.
• Participants will learn how opportunities for face-to-face interactions with a caregiver are necessary for the development of social-communication skills.
• Participants will learn how to promote screen-free time periods for parent–child interactions to support a young child’s development.

Trainer:
Jane Clarke, PhD.

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When people become emotionally escalated and highly stressed whether in the workplace, in a treatment environment or at home the chance for damaged relationships and danger grows. This training will introduce the crisis cycle to use as a tool to identify safe and well-regulated base line, pre-crisis, crisis and post crisis and the warning signs so staff can prevent escalation and use effective attuned strategies to resort calm and safety.

Community Partner Training- Sponsored by CYFD-BHS

2.75 CEUs | 3 Length

Learning Objectives:

• Have a basic understanding of the components of a well-regulated environment.
• Recognize early warning signs of an impending crisis.
• Identify strategies for de-escalating youth and gaining cooperation.
• Apply strategies relevant to early warning signs of an impending crisis, de-escalating youth and gaining cooperation in role play.
• Understand how behavior is affected as a result of the brain’s development and response to experiences in the environment, including traumatic experiences.
• Be able to name two components of a well-regulated environment.
• Name the three stages of the crisis cycle.
• List three interventions one can use in pre-crisis stage.

Trainer:
Frank Picone, LCSW, Center for Great Expectations

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When people become emotionally escalated and highly stressed whether in the workplace, in a treatment environment or at home the chance for damaged relationships and danger grows. This training will introduce the crisis cycle to use as a tool to identify safe and well-regulated base line, pre-crisis, crisis and post crisis and the warning signs so staff can prevent escalation and use effective attuned strategies to resort calm and safety.

Community Partner Training- Sponsored by CYFD-BHS

2.75 CEUs | 3 Length

Learning Objectives:

• Have a basic understanding of the components of a well-regulated environment.
• Recognize early warning signs of an impending crisis.
• Identify strategies for de-escalating youth and gaining cooperation.
• Apply strategies relevant to early warning signs of an impending crisis, de-escalating youth and gaining cooperation in role play.
• Understand how behavior is affected as a result of the brain’s development and response to experiences in the environment, including traumatic experiences.
• Be able to name two components of a well-regulated environment.
• Name the three stages of the crisis cycle.
• List three interventions one can use in pre-crisis stage.

Trainer:
Frank Picone, LCSW, Center for Great Expectations

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Explore the impact of substance use disorders on parenting, child development, and the early parent-child relationship. Supporting parental reflective functioning, addressing relational trauma, and improving coordinated social behaviors, have the potential to counter the impact and tip the balance from vulnerability to resilience.

Community Partner Training- Sponsored by CYFD-BHS

3 CEUs | 3.15 Length

Learning Objectives:

• Participants will be able to recognize how substance use disorders affect
parenting.
• Participants will be able to discuss how prenatal drug exposure and caregiver
substance use affect child development.
• Participants will learn how parental reflective functioning and coordinated social
behavior have implications for intervention with substance use disorders.
• Participants will be able to discuss how to support moment-to-moment
caregiver-child interactions and promote resilience.

Trainer:
Jane Clarke, PhD.

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Our response to escalated children or adults will either help them calm or escalate them further. This training will share 12 effective ways to interact with escalated youth and adults that will have a calming and de-escalating impact.

Community Partner Training- Sponsored by CYFD-BHS

1.5 CEUs | 1.5 Length

Learning Objectives:

• Identify 4 recommended de-escalation strategies for escalated youth and adults.

Trainer:
Frank Picone, LCSW, Center for Great Expectations

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Trauma responsive care and the Attuned Workforce Approach takes time, attention, and practice. Bring your specific questions, challenges, and success stories to the consultation and collaboration call where Frank Picone is available to answer questions and talk through the needs and potential strategies related to agency-specific concerns.

1 CEUs | 1 Length

Learning Objectives:

• Talk through the needs and potential strategies related to agency-specific concerns

Trainer:
Frank Picone, LCSW, Center for Great Expectations

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Explore the relationship between maltreatment, trauma, and the symptoms of attention deficit hyperactivity disorder (ADHD) and how the similarities can make it difficult to differentiate between them. Certain environmental and social conditions can affect the appearance of ADHD symptoms.

Community Partner Training- Sponsored by CYFD-BHS

3 CEUs | 3.15 Length

Learning Objectives:

• Participants will learn about the relationship between maltreatment, trauma, and
the symptoms of attention deficit hyperactivity disorder (ADHD).
• Participants will understand how similarities can make it difficult to differentiate
between maltreatment, trauma or ADHD in young children.
• Participants will learn that certain environmental and social conditions can affect
the appearance of ADHD symptoms.
• Participants will recognize how more play opportunities can support young
children to stop, look, listen and feel.
• Participants will be able to discuss how to support coordinated social behavior and resilience despite a label.

Trainer:
Jane Clarke, PhD.

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This training focuses on understanding of the impact of chronic stress on brain function and behavior of youth impacted by trauma.

Community Partner Training- Sponsored by CYFD-BHS

2 CEUs | 2 Length

Learning Objectives:

• Identify the stress response.
• Explain the difference between single event and Complex trauma experiences.
• Identify at least 3 types of adaptive (survival skills) peoples with trauma utilize to cope.

Trainer:
Frank Picone, LCSW, Center for Great Expectations

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This training experience will address the vital importance of individuals being well-regulated and trauma attuned in the way they interact with and manage the treatment environment of the milieu. With this knowledge individuals are empowered to create and maintain a trauma attuned culture optimizing the staff and youth feeling safe, supported, and the youth better able to begin the process of trauma recovery.

2.75 CEUs | 3 Length

Learning Objectives:

• Explain what is meant by “Attuned Workforce”.
• Identify one mindset that aligns with the Attuned workforce.
• Identify 2 benefits from being an attuned Workforce.
• Identify the 4 R’s of Becoming Attuned amidst chronic stress.
• Identify and contract Positive, Tolerable and Toxic stress.
• Identify 3 brain capabilities that are diminished when the brain is exposed to chronic and overwhelming stress.
• Explain 1 deference between the impact on brain functioning for a person experiencing a “Single Event Stressor” vs “complex trauma”.
• Name 3 survival skills people with trauma may utilize to cope.
• Identify 2 domains of life that are affected by trauma.
• Define what emotional regulation is.
• Identify and describe the brain state for each of the 4 zones of regulation.
• Identify the 3 parts of an adult reset strategy plan.
• Identify 3 strategies for regulating your emotional state.
• Explain what is meant by a “Negative Narrator” inner voice.
• Identify 3 attuned body language recommendations.
• Explain 3 recommended de-escalation strategies.

Trainer:
Frank Picone, LCSW, Center for Great Expectations

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This training introduces High-Fidelity Wraparound to individuals who are not familiar with it. This training defines Wraparound, explains its place in the continuum of care and presents Wraparound’s supporting evidence and outcomes. Participants will learn the set of values that guide the Wraparound philosophy and the core elements that structure the process.

3 CEUs | 3.25 Length

Trainer:
CYFD-Behavioral Health Services and NM Wraparound Endorsed Coaches

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NM High-Fidelity Wraparound uses instruments to evaluate fidelity and outcome measures: The WFI EZ, the TOM, the DART are tools developed with the High-Fidelity Wraparound Evidence Research Team (WERT) from the University of Washington. This training is designed to orient Wraparound Facilitators on the domains these tools measure and how to utilize the results to improve practice.

4 CEUs | 4 Length

Trainer:
CYFD-Behavioral Health Services and NM Wraparound Endorsed Coaches

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Participants will learn how to use the High-Fidelity Wraparound model to create a strength-based Crisis and Stability plan that is built around the cycle of Predict, Prevent, Protect and Predict. Participants will also learn how to integrate this into the Action plan and tie safety and stability issues to underlying needs. The documentation training will review all of the tools used in the New Mexico High-Fidelity Wraparound process and instruct on the processes, protocols and documentation expectations that guide the NM High-Fidelity Wraparound process.

6 CEUs | 7 Length

Trainer:
CYFD-Behavioral Health Services and NM Wraparound Endorsed Coaches

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Engagement is the foundation of the High-Fidelity Wraparound process. Ultimately Wraparound will not be successful without meaningful engagement. In this training, a Wraparound Facilitator will learn key skills to enhance the practice of engagement, drawing strongly on models such as the Nurtured Heart Approach and Motivational Interviewing. Facilitator will learn to identify the signs of strong or weak engagement, and creative strategies for when engagement is faltering. Participants will also learn about teaming and the process of moving from teams that rely on formal supports to teams that are primarily composed of natural and informal supports. Participants will explore how to manage conflict in the context of the High-Fidelity Wraparound approach and how to use conflict creatively to build an effective Action Plan.

6 CEUs | 7 Length

Trainer:
CYFD-Behavioral Health Services and NM Wraparound Endorsed Coaches

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Describes the value-based philosophy that differentiates High-Fidelity Wraparound from other practices. The High-Fidelity Wraparound process according to its core elements and their implementation towards practice is explored and participants will have an opportunity to practice. Wraparound Facilitators will be equipped with the necessary skills and knowledge to begin working with youth and families.

23.5 CEUs | 27.25 Length

Trainer:
CYFD-Behavioral Health Services and NM Wraparound Endorsed Coaches

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This Youth Co-Facilitated Training is designed to educate systems partners on how to build trust, and authentically engage with Young People. The first half of the training is geared toward imparting Youth-Driven values to those who participate in the training. The second part of the training is designed to educate participants on how to use social media as a tool to engage with young people.

3.5 Cultural CEUs | 4 Length

Learning Objectives:

• Understand the concept of Youth-driven
• Develop strategies for building trust with Youth
• Recognize the importance of listening effectively
• Discuss how to keep Youth engaged
• Understand social media etiquette and engagement strategies

Trainer:
Elizabeth Bennett LMSW, MPH, Center of Innovation & Youth Partners

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This training will prepare youth to help co-facilitate the Youth Engagement Training that educates systems partners on how to build trust and authentically engage with young people. Participants will review best practices for training facilitation and will practice strategic sharing around training themes that are important to them.

n/a CEUs | 3 Length

Learning Objectives:

• Understand Youth Engagement and the required competencies to co-facilitate

Trainer:
Elizabeth Bennett LMSW, MPH, Center of Innovation & Youth Partners

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Adapting content from the Jim Casey Youth Opportunities Initiative and Annie E. Casey Foundation’s “Keys to Your Financial Future”, these financial literacy workshops offer youth ages 16-26 throughout New Mexico opportunities to learn how to make better informed financial decisions.

Community Partner Training

n/a CEUs | 1.5 Length

Trainer:
Ann Chavez, NUSENDA

Youth Mental Health First Aid is designed to teach parents, family members, caregivers, teachers, school staff, peers, neighbors, health and human services workers, and other caring citizens how to help an adolescent (age 12-18) who is experiencing a mental health or addictions challenge or is in crisis.

5.5 CEUs | 7 Length

Learning Objectives:

• Describe the purpose of YMHFA and the role of the Youth Mental Health First Aider.
• Recognize the signs and symptoms of mental health or substance use problems that may impact youth.
• Explain the impact of traumatic experiences and the role of resilience on adolescent development.
• Apply the appropriate steps of the MHFA Action Plan (ALGEE) in a crisis and non-crisis scenario.
Practice appropriate methods for self-care following the application of YMHFA in a crisis or non-crisis situation.​

Trainer:
Enas Khaleq, MA, Center of Innovation

This 90 minute training provides a general overview of Youth Peer Support as a service and the importance of peer support tailored specifically to youth. The role of a Youth Peer Support Specialist (YPSS) within an agency and best practices for incorporating a YPSSs into the agency as a whole will also be discussed.

n/a CEUs | 1.5 Length

Trainer:
Elizabeth Bennett, LMSW, MPH, Center of Innovation, CYFD Beahvioral Health Serivces and Youth Partners

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This training will prepare CYPSS in New Mexico to become facilitators to educate and lead topics for future YPS Certification Trainings. Trainers will learn facilitation skills to engage in constructive discussions with participants as well as utilize anecdotes from their experiences as CYPSS to convey how the training’s topics and theories have applied to their peer support.

n/a CEUs 

Trainer:
Elizabeth Bennett, LMSW/MPH, Enas Khaleq, MA, Molly Baird

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This training is required for certification as a Youth Peer Support Specialist and covers important topics such as professionalism, ethics, diversity, personal wellness, adolescent development, and mental health. Youth who participate will gain experience in how to use their own lived experience as a guide for others while maintaining personal boundaries and encouraging self-sufficiency and independence.

n/a CEUs | 40 Length

Trainer:
Elizabeth Bennett, LMSW, MPH, Enas Khaleq, MA, Center of Innovation, Youth Peer Partners, Molly Baird, & Sarah Winger, LPCC

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This training drills down to the heart of what Youth Peer Support is and what it is not. The training also covers how YPSS Supervisors can create a safe and supportive environment where Specialists can effectively utilize their expertise and develop professionally.

5.5 CEUs | 6 Length

Learning Objectives:

• Understand Youth Peer Support as a Service and the Required Competencies for Youth Peer Support Specialists
• Understand how to best support YPSS through onboarding, training and supervision
• Understand how to adapt supervision style to meet the needs of young professionals with lived experience

Trainer:
Elizabeth Bennett, LMSW, MPH, Cener of Innovation & Sarah Winger, LPCC

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