WHY INFANT-PRESCHOOLER MENTAL HEALTH?
This 6-month training series focuses on supporting early childhood mental health practitioners in understanding the social, emotional, and behavioral health needs of young children and their families. Training participants will cultivate clinical skills, including reflective capacity, cultural responsiveness, and genuine curiosity. Additionally, this series will prepare practitioners to utilize attachment-based, and relationship-focused interventions to increase protective factors against early childhood adversity (ACEs) as the best outcomes for young children occur when families are supported in their mental, emotional, and social well-being during pregnancy, birth, infancy, and early childhood.
Series Schedule
2021
JANUARY-
01/14/2021: Support Early Relationships: Attachment, Connections, and Community
01/28/2021: The Amazing Infant (0-12 months): Developing within the context of relationships
FEBRUARY-
02/11/2021: The Dynamic Toddler: Toddler Development (1-3 years) for IMH practitioners
02/25/2021: The Impact of Early Childhood Trauma on Brain, Attachment, and Behavior
MARCH-
03/11/2021: Addressing and Mitigating Risk Factors in Infant-Preschooler Mental Health
03/25/2021: Resiliency and Protective Factors: Improving Infant-Preschooler Mental Health Outcomes
APRIL-
04/08/2021: Observation & Screening: Infant-Preschooler Mental Health
04/22/2021: Assessment: Infant-Preschooler Mental Health:
MAY-
05/06/2021: Psychopathology: Infants and Young Children
05/20/2021: Play Therapy with Young Children
JUNE-
06/03/2021: Attachment-Focused Interventions and Strategies
06/17/2021: Collaboration/Multi-Disciplinary Teaming
JULY-
07/01/2021: Best Practices: Ethics in Early Childhood Mental Health
Series Description: Participants will learn the principles and practices of quality Infant-Family and Early Childhood Mental Health (IFECMH) practice. Key concepts such as primary attachment relationships, risk/resiliency factors, maternal mental health and biopsychosocial factors will be reviewed. The research, theory and history behind IFECMH will be examined. Participants will learn the value of emotional and relational connections. Developmentally appropriate, evidence-based and best practice approaches to serving young children and families will be explored. Participants will discover the importance of reflective capacity, genuine empathy and cultural humility in the practice of infant-family and early childhood mental health. Additionally, participants will review the role trauma, attachment disruption and stress play on health, wellness and learning outcomes. Participants will learn the global impact of developmental trauma, early childhood adversity and prolonged, unaddressed stress. This series will describe symptoms and behaviors common to traumatized children and will offer strategies to address these concerns. This series will cover the importance of healthy attachment relationships, co-regulation and joint/mutual engagement. Additionally, this series will review how to use observation, screening and assessment to determine necessary components of care for the individual infant, young child, and family. Participants will review the use of components of assessment including observations, interviews, standardized and non-standardized tests, and other professional reports, as appropriate, to provide multidimensional assessment. Lastly, participants will explore cross-disciplinary collaboration and ethically working with infant, young children and families.
Who should attend: This series is designed for mental health professionals providing or interested in providing services and support to young children and families.
Presenter: Julie Torok-Mangasarian, is a licensed marriage and family therapist, Registered Play Therapist-Supervisor, Endorsed Infant-Family and Early Childhood Mental Health Specialist, Reflective Practice Mentor (RPM) and certified educator of infant massage (CEIM). Julie specializes in use of attachment-focused, relationship-based interventions and play therapies to treat complex and developmental trauma in young children. She has been in practice for 15+ years and is the clinical director of an outpatient mental health clinic in Fresno, CA. Julie is the owner of Meraki-Minded Professional Development, an agency designed to offer quality and affordable consultation, supervision and continuing education.
CE’s: Attendance to this training series meets the qualifications for 26 hours of continuing education credit for LMFT’s, LCSW’s, LPCC’s and/or LEP’s as required by the California Board of Behavioral Sciences. Meraki-Minded Professional Development is approved by the California Association of Marriage and Family Therapists to sponsor continuing education for LMFT’s, LCSW’s, LPCC’s and LEP’s. Meraki-Minded Professional Development maintains responsibility for this course and its content. Prov. # 76629.
Cancelations/Grievances/ADA: Programs are accessible to persons with disabilities. If you have a special need, please allow as much advance notice as is possible. Refunds will be provided with 3-day written notice of cancelation. Cancelations less than 3 days prior to the event or in cases of non-attendance refunds will not be granted. If you have questions or to report a grievance, please contact Julie Torok-Mangasarian at julie@meraki-minded.com.
This training series takes into consideration ZERO TO THREE Competencies for Prenatal to Age 5 (P-5) Professionals™(2018) and aligns with the California Training Guidelines and Personnel Competencies for Infant-Family and Early Childhood Mental Health (2016):
A: Parenting, Caregiving, Family Functioning and Parent-Child Relationships (2 hours)
B: Infant, Toddler and Preschool Development (4 hours)
C: Biological and Psychosocial Factors Impacting Outcomes (2 hours)
D: Risk and Resiliency (4 hours)
E: Observation, Screening, and Assessment (4 hours)
F: Diagnosis and Intervention (6 hours)
G: Interdisciplinary/Multidisciplinary Collaboration (2 hours)
H: Ethics (2 hours)
Total: 26 CE hours
BENEFITS
REGISTRATION TO THIS SERIES OFFERS 26 CE HOURS IN INFANT-PRESCHOOLER MENTAL HEALTH. THE REGISTRANT WILL GAIN ACCESS TO AN INFANT-MENTAL HEALTH COMMUNITY AND REFLECTIVE PRACTICE OPPORTUNITIES.
Location/Format:
This series is offered through virtual/distance learning. Each course is offered via real-time webinar but can also be viewed anytime through July 15, 2021. To receive CE credits for recorded courses, the participant must complete a quiz (and receive a score of 80% or better) after the course is viewed.
Time:
Every other Thursday, 1-3pm from January 14th-July 1st 2021.
All courses must be viewed by July 15, 2021 for CE Credit.
Series Cost: $420.00 (CE Certificate Included)
Each course can be attended individually for $40.00 and can be found at https://meraki-minded.com/store
Registration fee includes a Certificate of Attendance, reference materials, and access to training recordings through July 15, 2021.
Reflective Practice Facilitation Training
Reflective practice is an essential component of Infant-Family and Early Childhood Mental Health (IFECMH) and, for many years, has been known to also benefit individuals and organizations in nursing, education, and business. This reflective practice workshop will utilize remote learning to examine the foundational knowledge and skills of reflective practice. This workshop will distinguish the difference between learning the components of reflective practice and participating in the experience of reflective practice. Participants will explore the principles of capable reflection such as the fundamentals of creating the reflective space, listening, observation, and responsive skills that comprise the reflective experience as well as consider the ethical questions that may arise when engaging in reflective practice.
Who should attend: This course is designed for professionals working in the field of early childhood mental health who are interested in developing a foundational understanding of reflective practice.
Learning Objectives:
Define reflective practice facilitation/consultation/supervision.
Understand how to create and maintain an inviting, safe reflective space.
Identify at least three components of skillful reflective practice facilitation.
Identify at least two factors that impact the effectiveness of reflective practice.
Recognize issues and challenges in reflective practice facilitation (groups and individuals).
Understand ethical considerations in reflective practice.
Distinguish the difference between learning the components of reflective practice and participating in the experience of reflective practice.
Presenter: Debbie Duncan, LMFT, RPT-S, RPM is a Reflective Practice Mentor who has more than twenty years of experience working with children. She has taught, mentored, and consulted in the field of child therapy and early intervention. Debbie worked at Fresno County Mental Health with court-ordered infants and children, then was co-located at the Assessment Center for Children where she continued to work with young children and families. She is a Registered Play Therapist/Supervisor, endorsed Infant-Family Early Childhood Mental Health Specialist/Reflective Practice Mentor, and is a Circle of Security Parenting Facilitator.
IMH Hours: Workshop is aligned with the California Training Guidelines and Personnel Competencies for Infant-Family and Early Childhood Mental Health (2009). 10 hours in the basic training workshop for reflective practice.