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This 4-hour focused topic training for caregivers, social workers and supervisors teaches participants to understand the complexity of caring for African American and biracial hair and skin.  Participants will gain skills and knowledge to be culturally responsive to the needs of the children/youth in their care.  The provider will demonstrate how to properly wash, dry and style (including braiding) for African American children and youth in their care.  The provider will give resource tools on how participants get the appropriate hair and skin products for children/youth.  The participants will gain knowledge, skills and tools to utilize with the children/youth in their care.  Participants will learn how to seek necessary resources and support to promote a healthy self-concept for the children/youth in their care.

SAKS Salon Owners – Theresa Johnson & Shelly Gaines are Washington State Board Licensed Cosmetologists with over 27 years of experience.  They are Avalon Hair Technicians with experience as trainers for of all products and application to all types of hair.  They have advanced training including:  Dudley’s University, Mizani Certified, Affirm, KMS, John Paul Mitchel and Nioen Hair Care Systems, and specializing in Natural Haircare, biracial haircare and African American hair and skin care.

This 6 hour focused topic training for caregivers will focus on how children with substance abuse in their life have an increased chance of experiencing many effects, such as poor social, cognitive and emotional development, physical, mental and health issues, depression, anxiety, concentration and learning difficulties, trouble controlling their responses, as well as other traumatic issues. The goal of this workshop is to identify and address the impacts drugs have on children and setting up a successful environment and coping skills. The takeaway from this training is feeling empowered to care for a drug impacted child as they grow through childhood, teenage years and beyond.

This session orients participants to the definitions of child abuse and neglect in Washington state, as well as practical guidance and considerations specific to how you might identify and respond to various types of child maltreatment. Policy and practical considerations for photographing injuries and conditions in children are reviewed. We briefly discuss forensic interviewing, child advocacy centers, and how to respond to a spontaneous disclosure of sexual abuse or serious physical abuse. We review indicators and dynamics of child torture and distinguishing these dynamics from those more common with malnutrition or failure to thrive cases. Throughout, emphasis is placed on the importance of collaboration with community partners, particularly medical professionals and law enforcement.

This session will provide a basic review of the Safety Framework and an overview of the Specialized Domestic Violence Assessment, focusing on the most salient issues in screening and assessment for child welfare workers.  Participants will then consider a case example of a family experiencing domestic violence (a live case or the case scenario provided in the attachment) and apply the safety framework to determine whether the children in question are safe or unsafe.  Important issues regarding best practices for visitation and other important decisions will be touched on but are not covered in depth in this brief session.

As a result of participating in this workshop participants will:

1. Know the child safety threats most likely to be present when domestic violence endangers child safety.
2. Know CA policy regarding screening for DV and managing cases where DV is identified, including what information workers must attempt to collect to properly assess child safety in families impacted by DV.

Improve skills at assessing child safety in cases where domestic violence is occurring.

This two hour In-Service builds upon information received in the Regional Core Training (RCT) on assessing parents, others in the family household, those who may have frequent unsupervised access to children, and Safety Plan participants.  Learners will review Children’s Administration policy, including who, when and what types of screenings are required.  Additional assessment tools, including the gathering questions and the Structured Decision Making Risk Assessment will also be explored.  The current CFSR and Case Review Tool compliance criteria for assessing all individuals in the home and those with frequent unsupervised access to children will be reviewed and practiced in small groups. 

The purpose of this e-learning is to provide foundational information about what domestic violence is, and how it can affect child safety. This eLearning also highlights CA’s domestic violence policies and best practices, found in CA’s Social Worker’s Practice Guide to Domestic Violence. It’s recommended that staff complete this e-learning prior to attending “Domestic Violence and Child Welfare”.

This 6 hour focused topic training for caregivers provides foster parents, caregivers, relatives and fictive kin with basic information on bullying and working with at-risk youth who have the potential of being bullied. The training will cover how to identify and determine if your child/youth is being bullied and how to work with at-risk youth who have the potential of being bullied.  Bullying basics are covered in layman’s terms.  During this workshop we’ll look at the true definition of bullying, discover ways to recognize it and understand why it happens.  You’ll learn ways to prevent it from happening and what to do when it does - both for the bully and the youngster being picked on.  

Caregiver Core Training (CCT) is the mandatory training for Washington State’s caregivers to become licensed. Caregiver Core Training can be taken two ways – online or in the classroom.

If you prefer to use a self-paced, online eLearning, please consider the general guidelines for online trainings listed below, and then scroll down to Registration Instructions and click the link to start the online course.

If you prefer to take the course in a classroom (conducted at various locations around the state) click this link to register.

Both the online and classroom training cover the same critical content.

Each participant must register separately: if a couple plans to complete the training together, each member must still register and go through the online course individually.

CCT Online Version

The 24-hour Caregiver Core Training is made up of eight sessions (each about three hours long) and a field experience, which can be completed at any point during the online portion. There is also a mandatory coaching session after the online portion is completed.

Session 1: Introduction to the Child Welfare System
Session 2: Working as a Member of a Team
Session 3: Working with Birth Families
Session 4: Cultural Connections and Advocacy
Session 5: Growing Up with Trauma, Grief, and Loss
Session 6: Understanding and Managing Behavior
Session 7: Communication and Crisis Management
Session 8: Getting Ready and the Effects on the Caregiving Family

Field Experience: Participants will learn outside the classroom by choosing an activity that will give them more awareness of the experience of children within the system or of the role of a caregiver for children in the system.

The sessions are designed to help you understand how the system works, what your role is as a member of the team, how to effectively work with birth families in order to best support the child, how caregiving may impact your own family, child development and the impact of trauma, all about attachment, how to incorporate and honor a child's culture into your own family, and more.  The sessions include the voices of former foster youth, current caregivers and birth parents who have been involved with the system.

Each session includes resources and additional information. Here are the handouts that will also be provided in each session.

You have one year to complete the course including the online training, field experience and coaching call. We will let the Department of Children, Youth, and Families (DCYF) Licensing Division and the foster care Recruitment and Retention Contractors in your area know about your progress through the course so they can offer you additional support if needed. We don’t track or share any information about how you responded to activities or quiz questions within the online training. We simply want to make sure you have the support you need to complete the training.

CCT online general guidelines

The online version works best for people who:

• Have regular access to a tablet, laptop, or desktop computer
• Are comfortable with technology
• Don’t mind reading on a screen
• Have high-speed internet access that allows them to participate in the online course and play videos

If this isn’t for you, or if you start the course online and then change your mind, you are always welcome to take the classroom version of CCT instead. Click here to register.

Need technical help with registering for or completing CCT Online? Click here to submit a request.

This 2 hour coaching session for Caregivers builds upon information contained in Caregivers Core Training (CCT) and provides detailed training related to the writing and submitting of the Caregiver’s Report to the Court (DCFS 15-313).  Participants will understand the caregiver’s role in the court process and how to effectively communicate with the court and other parties through the Caregiver’s Report to the Court.  During the session the caregiver will have the opportunity to compose an actual court report about the child in their care and receive specific feedback from the Child Welfare Trainer.

Coaching sessions are utilized to address a caregiver's specific needs and build specific skills at their convenience. Just contact us to request a time for session to be scheduled.

This 6 hour in-service training for caregivers provides a foundation for caregiving and behavior management for children in out-of-home care who struggle with sexual behaviors.  Participants will explore values and beliefs before reviewing typical child development and the impacts of trauma, abuse, and neglect on development.  Participants will then explore in-depth how sexual abuse specifically can impact various development domains, as well as the child’s self-image, and the household supporting them. Sexual development is explored throughout childhood including what is typical, what may be “red flags”, how some experiences can lead to sexual behavior problems, and how to intervene and respond safely.  Caregivers will learn about their role in promoting healthy sexual development, positive messaging, suggestions for prevention education, the importance of establishing house rules, and other ideas to maintain safety while also helping to prevent false allegations in their home.

Additional Resources

In addition to the 6-hour, in-person training, you can also watch a 1-hour video, Working with Children Exhibiting Sexual Behavioral Problems, with information to help manage a child who is sexually acting out in your home, and to help you create a safe and nurturing environment.

This session will support staff in caring for and keeping children safe when children must be transported by or cared for by afterhours staff.  Participants will review basic considerations for caring for children across developmental stages, including children who have challenging behaviors or exceptional care needs.  An introduction to car seats, including recommendations and mandates for their use and overall installation process is provided to further support staff in keeping children safe.  Participants will identify and discuss general worker safety considerations, both in the field and while supervising youth in our care, as well as ways to respond early to support everyone’s safety.  Lastly, an overview of professional writing for case notes is provided.

This two-day in-service training will prepare new CFWS caseworkers and experienced CFWS caseworkers who wish to improve their practice to engage parents and families from the point of transfer or case assignment. Participants will learn how to make the most of the first meeting and monthly visits with the parent in building a working relationship geared toward safe reunification and timely permanency. Participants will explore engaging children and caregivers during monthly visits, best interest considerations and permanency planning. Participants will be provided tools to improve the quality of court reports in addressing policy requirements and good practice.

****All participants are required to bring their tablets to the training. ****

This presentation is a culmination of information collected through individual interviews with American Indian/Alaskan Native resource parents, youth, and tribal professionals and the results of a comprehensive systematic literature review. This mixed methods study produced 16 characteristics and 13 competencies that were considered to be critical to successfully parent American Indian/Alaskan Native children who are placed in out of home care. These 16 characteristics include having a strong cultural identity; and for nontribal caregivers, those that are culturally sensitive; having an appreciation for diversity and other worldviews, having confidence, being respectful, being patient, having a positive attitude/being optimistic, having a good sense of humor, being generous, being adaptive/resilient, being someone that embraces learning/open to new knowledge development, having a loving/caring spirit, being a trustworthy person, being willing to keep siblings together, being willing to access tribal and non-tribal social service programs, a willingness to access kin and family as a resource for support. The 13 critical competencies that resources parents need to successfully parent AI/AN children include having an understanding of child development, traditional child rearing practices, skills in parent/child relationship building and attachment, having an understanding of traditional/alternative discipline strategies/behavior management, learning self-care strategies, coping, and building and maintaining strong support systems, developing cultural competency, humility, understanding the economy of generosity and reciprocity, traditional communication styles, learning how to assess health and wellness from an indigenous perspective, and having an understanding of history, laws and policies that contributed to the development and implementation of the Indian Child Welfare Act.

Learning Objectives:

1. Introduce the WA child welfare workforce to a Children’s Bureau developed and supported state of the art, national foster/adoptive parent training curriculum
2. Prepare the child welfare workforce to recruit/retain AI/AN and non-tribal foster/adoptive parents who can successfully parents AI/AN children placed in out of home care
3. Prepare the child welfare workforce to work with AI/AN grandparents and other relatives raising children in Indian Country

Angelique Day
Associate Professor of University of Washington School of Social Work

Angelique Day received her PhD in interdisciplinary health science in 2011 from Western Michigan University in Kalamazoo. She earned an MSW from Michigan State University in 2005 and a BS summa cum laude in sociology/psychology from Central Michigan University.  Much of her research focuses on foster care youth, including examining the differences in college retention rates between foster care youth and other low-income first-generation college students, and examining “youth voice” and its impact on child welfare, education and health policy reform. From 2011–2016, she was an assistant professor of social work at Wayne State University, where she taught both undergraduate and graduate classes. She’s been an evaluator, principal investigator or project coordinator on major studies funded by the U.S. Department of Health and Human Services, Michigan Department of Health and Human Services, W. K. Kellogg Foundation, and McGregor Fund, among others.  Day has received many awards and honors, including a year-long congressional fellowship awarded during the 2016–2017 academic year by the Society for Research on Child Development and the American Association for the Advancement of Science. She was assigned to the office of Congressman Danny K. Davis where she helped develop the congressman’s child welfare and higher education legislative portfolios.

The Child Information and Placement Referral (CIPR, DSHS form 15-300) captures the most essential information about the needs, strengths and interests of a child placed in foster care. This information enables placement desk staff to match children with available placement resources, and empowers caregivers with the information they need to support successful out of home placements.  This eLearning provides information on the policies and required timelines. Participants will also receive a step by step demonstration of the entire ChIPR process including creating the document in FamLink, and how to successfully document in FamLink that the ChIPR was provided.

Coaching sessions are utilized to enhance a learner’s specific skill attainment in an identified area of practice.  Coaching sessions are provided to Children’s Administration workforce to help workers attain specific skills pertinent to their daily work/practice in child welfare.  Identified goals are created and progress towards those goals is measured by both the learner and the coach after each session. 

Ad Hoc field based coaching topics include:

Tasks such as AFCARS, redaction, case closure, and entering ICWA/NAIR information into FamLink, filing of documentation into case files.

Coaching sessions are utilized to enhance a learner’s specific skill attainment in an identified area of practice.  Coaching sessions are provided to Children’s Administration workforce to help workers attain specific skills pertinent to their daily work/practice in child welfare.  Identified goals are created and progress towards those goals is measured by both the learner and the coach after each session. 

Case Organization and Prioritization field based coaching topics include:

How to prioritize the daily work, including:  using outlook, desk calendars, and reminders; prioritization of caseload activities, assessments and due dates for different programs; reassessing safety and updating safety assessments at pivotal points in the case.

Coaching sessions are an opportunity for participants to receive training and support on critical topics that is flexible enough to respond to their current needs.  Coaching sessions can involve one or several workers, and may be delivered in person, on the phone or by other real time collaboration (face-time, etc).  Preferably, they allow material to be understood within a context of an actual case, and completion of current work.

This coaching session opportunity for staff will aim at compliance with ICWA, give recommendations for working with Tribes and Tribal families, revisit the Federal Act, State ICW codes and current policies/procedures when ICWA applies or is being considered.  

This session will revisit current practices in CA, specialized units and steps available for staff, including tailored topics such as:

1. Initial Intake (ICW Procedures at initial contact) 
2. Tribal/State Agreements 
3. Inquiry and Verification of Child’s Indian Status 
4. Disclosure of Confidential Records/Information to Tribes
5. Child Protective Services for Indian Children 
6. Casework Activities for Court Proceedings – forms Legal Notice, FamLink Response from NAIR eLearning, Monthly Progress report, 
7. Indian Child Placement Preferences and Relative Search
8. Adoption
9. Interstate Compact on the Placement of Indian Children
10. Local Indian Child Welfare Advisory Committees 
11. Payments for Services for Children in Tribal Care or Custody
12. Casework Services for Children and Families of Non-Federally Recognized Tribes and Canadian First Nations

Coaching for Supervisors provides a one-on-one professional development opportunity and is an essential element in supporting the daily work supervisors do with their units and staff. Sessions can be scheduled in 30 minute intervals and can cover:

• Observation and feedback on monthly supervisory case reviews
• Use of Supervisor Review Tool in FamLink
• Documentation / Assessment review and approvals
• Observation and feedback on skills used to engage with staff
• Organization and Prioritization of work

This course provides information on the service contract process and the role of Social Workers, Fiduciaries, Program Managers, and Contract Managers. Participants will learn how to identify what types of services do and do not require contracts, how to determine if a contract is already in place, how to access contracted providers appropriately, how CA Contract Managers develop contracts and the Social Worker’s role in the process, as well as the process for paying for contracted services through FamLink.

Using objective evidence, recognizing patterns of behavior, considering families’ perspectives, and utilizing collaterals can improve decision-making in child welfare.  Skills to ensure incorporation of new information and to identify biases, including confirmation bias, will be examined in this course to improve decision making.

Qualifications of presenter: Dee Wilson has worked in the child welfare field since 1971. Mr. Wilson worked as a caseworker in public child welfare in Colorado Springs, Colorado from 1971-74 and in Canon City, Colorado from 1974-78. From 1978-2004, Dee Wilson worked in various capacities for Washington State's child welfare system: CPS caseworker (1978-85), CPS supervisor (1985-89), area administrator in the Spokane office (1989-1995), training director (1995-97) and regional administrator in southwest Washington (1997-2004).  Since 2004, Mr. Wilson worked at the University of Washington and then went to work at Casey Family Programs as a consultant in child protection.

During this course, supervisors will learn and practice a feedback approach that is respectful, supports reflective practice, and supports staff in growing their clinical skills. The approach is based on Debriefing with Good Judgment, which is rooted in and supported by the science of adult learning and of organizational psychology. We will review the idea of psychological safety and its impact on how staff learn and grow. Supervisors will learn about “frames,” how they drive our thoughts and actions, as well as how they are critical places for intervention when we don’t understand why a staff (or client) is approaching a problem the way they are. Supervisors will then learn the building blocks of this feedback approach, and also anticipate some possible challenges they might face in the learning conversations they have with staff. This course is designed to provide several opportunities to learn, practice the skill with real staff, and get feedback. It includes an eLearning, two half-day classroom sessions, and a live online session. All components must be completed in order to receive credit for the course.

Important Note: You will need to complete the eLearning BEFORE your first classroom session. To access the eLearning, click the icon below.

This 3-hour in-service training will provide foster parents, caregivers, relatives and fictive kin with information about DLR/CPS and how DLR/CPS works with caregivers and the community to ensure child safety.  Participants will learn about mandated reporting, definitions and differences between allegations of abuse and/or neglect and licensing infractions, the flow of the investigative process when allegations are received, outcomes of investigations, and how caregivers can take steps to protect themselves in the process.

Registration is required. Need help? Call 1-866-577-1915 or email help@acwe.on.spiceworks.com
Please include your name, phone number or email, and the course title in your request for assistance.

Inscribirse para asistir a la clase es necesario.Call 1-866-577-1915 or email help@acwe.on.spiceworks.com
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During this six hour training, the dynamics of domestic violence will be discussed including the psychological and neurological impact of abusive/neglectful environments on children and family unit, advocacy and coordinated response, myths about causation, co-occurrence substance use, cultural stereotypes, accurate assessment and effective interventions.  Particular attention is paid to assessing the difference between anger management problems and domestic violence, and effective management of perpetrators and victims of domestic violence.

Instructor Contact Information
Rose M. Roberson MS, LMHC
(509) 249-0120
Choice_Counseling@msn.com

Ms. Roberson is a licensed mental health counselor who has been in private practice for the past 20 years in the Yakima area.  Her work has been weighted in providing counseling services to domestic violence perpetrators and their victims, and those suffering from single incident as well as complex trauma.  She entered to field of mental health counseling in 1995 after having served as a Sheriff’s Deputy for the Yakima County sheriff’s department for a period of approximately 10 years.  During her tenure with the sheriff’s department she spent several years investigating crimes against children, adult sex crimes and homicides.  She also served on the lower valley child protection team providing consultation from the law enforcement perspective.  She is a current member of the Washington state’s domestic violence treatment provider’s oversight committee which oversees the provision of domestic violence perpetrator treatment programs.  She has been a speaker for Heritage College, Eastern Washington University’s school of social work, Central Washington University’s criminal justice program, the University of Washington’s Alliance for Child Welfare Excellence, the Yakima YWCA, the Red Cross, local law enforcement and fire service’s agencies related to trauma, post trauma recovery, and domestic violence.  Ms. Roberson also serves as a crisis intervention specialist for two national and international crisis response teams. 

Participants in this two-day training will increase their knowledge and understanding of early childhood development, neuroscience associated with brain development in early childhood, Adverse Childhood Experiences (ACEs), attachment & relationships, and the effects of trauma and maltreatment on development. In addition, participants will gain skills to directly impact the development of this vulnerable population through case management activities and identifying resources and interventions available in communities across Washington State. The following six modules serve as the foundation of instruction, with a final focus on how to best support the development of young children in public child welfare, and locally accessible resources to support early childhood development in your community.

Module 1: Why Early Childhood Matters
Module 2: Understanding the Science of Brain Development
Module 3: Understanding the Science of Attachment
Module 4: Understanding the impact of maltreatment, stress, and separation on development.
Module 5: Helping Children Thrive
Module 6: Informing Child Welfare

If you have young children on your caseload, or you are caring for young children in your home, you will find the information in this training invaluable in supporting your work with children aged birth-five.

This course focuses on DCYF Education Policy and Procedures to achieve positive educational outcomes through solid education planning throughout the child's experience in out-of-home care. Caseworkers will understand education case planning and documentation requirements as well as how to engage with schools on enrollment, transportation plans, and potential cost sharing agreements. Information sharing processes and Post-Secondary Education and Training resources are also provided.

This is Section 1 of the 3-hour in-service level training for Social Workers that explores the principles of child development across the age ranges of birth to three years, three to five years, five to 11 years, and 11 to 17 years.  In each age range, factors that affect development across physical, social, emotional, cognitive and reproductive domains, as well as the developmental effects of abuse and neglect on those domains are examined through videos, worksheets, and case scenarios.  Information is provided about services and resources to support Social Workers and children in care.

Participants can view and get credit for completion of all or only specific sections of the elearning:

• Section 1: Foundational Concepts of Child Development (30 minutes)
• Section 2: Birth to Three Years (60 minutes)
• Section 3: Three to Five Years (30 minutes)
• Section 4: Five to 11 Years (30 minutes)
• Section 5: 11 to 17 Years (30 minutes)

This is Section 3 of the 3-hour in-service level training for Social Workers that explores the principles of child development across the age ranges of birth to three years, three to five years, five to 11 years, and 11 to 17 years.  In each age range, factors that affect development across physical, social, emotional, cognitive and reproductive domains, as well as the developmental effects of abuse and neglect on those domains are examined through videos, worksheets, and case scenarios.  Information is provided about services and resources to support Social Workers and children in care.

Participants can view and get credit for completion of all or only specific sections of the elearning:

• Section 1: Foundational Concepts of Child Development (30 minutes)
• Section 2: Birth to Three Years (60 minutes)
• Section 3: Three to Five Years (30 minutes)
• Section 4: Five to 11 Years (30 minutes)
• Section 5: 11 to 17 Years (30 minutes)

This is Section 5 of the 3-hour in-service level training for Social Workers that explores the principles of child development across the age ranges of birth to three years, three to five years, five to 11 years, and 11 to 17 years.  In each age range, factors that affect development across physical, social, emotional, cognitive and reproductive domains, as well as the developmental effects of abuse and neglect on those domains are examined through videos, worksheets, and case scenarios.  Information is provided about services and resources to support Social Workers and children in care.

Participants can view and get credit for completion of all or only specific sections of the elearning:

• Section 1: Foundational Concepts of Child Development (30 minutes)
• Section 2: Birth to Three Years (60 minutes)
• Section 3: Three to Five Years (30 minutes)
• Section 4: Five to 11 Years (30 minutes)
• Section 5: 11 to 17 Years (30 minutes)

Washington States Extended Foster Care Program allows dependent youth in placement at age 18 to continue to receive services including placement resources until age 21, in order to complete their education and ease the transition to adulthood. In this eLearning, case carrying Supervisors and Social Service Specialists will become familiar with the evolution of this program as well as its current Policy and Practice and learn how to document various EFC Services in FamLink.

This 3-hour Faculty Led workshop focuses on the increased use of opioids and the impact to child welfare in Washington State.  When you are wondering how to tell if someone is using drugs, physical signs can be your first indicator. This course will review some of the most common symptoms, physically, that someone could be on drugs or abusing drugs.

While there certainly tend to be some physical symptoms present when someone is on drugs, it is also important to look for signs of substance abuse that are behavioral and psychological.

As someone’s drug addiction continues, it often becomes more severe, and their behavior will be almost entirely focused on obtaining their next dose of drugs, and maintaining their high. We will explore how to engage with parents using drugs.

While it can be troublesome to see the signs of drug abuse, it is also important to realize you should not jump to conclusions. Instead, you should try to learn more about signs of abuse, and then explore professional care options.

This two-day in-service training will prepare new Family Voluntary Services (FVS) caseworkers and experienced FVS caseworkers who wish to improve their practice to engage parents and families from the point of transfer or case assignment. Participants will learn how to make the most of the first meeting and monthly visits with the parent in building a working relationship geared to reducing or mitigating safety threats and risk. Participants will be provided opportunity to improve the quality of case plans by linking services to behavior changes. Participants will learn policy expectations and good practice strategies for family engagement.

*****Participants are required to bring their tablets to the training.

“Growing a Leader” In Service training for DCYF employees is designed for child welfare social service employees who are interested in advancing to leadership roles within the Department. Participants will learn about their potential new role, what it means to be a supervisor and a leader in the child welfare system, their leadership styles and the responsibilities of the supervisory or leadership positions.

The training focuses on gaining an understanding styles of leadership and management; hiring and on-boarding new employees; supervisory case management expectations; providing feedback and effective communication with employees; tracking and documenting employee performance; engaging with community partners; and managing and resolving conflict.

Growing A Leader is a comprehensive training program containing three (3) in person training sessions over a three month period, laying the foundation for continuous on-the-job learning and professional development critical to developing competent, confident, and effective child welfare professionals.”

This 7-hour course will provide participants with an overall understanding of the concept of Harm Reduction, substance use and how it affects the safety of children in the family, including inter-generational use. It covers how to utilize harm reduction plans and how to measure progress sufficiently to have mitigated the safety threats to the children with families who have children of all ages (0-18 years). The training provides an in-depth look at how workers can best support families and clients in recovery. Additionally, it will share how to connect families to appropriate resources.

In this 2 1/2 hour training, caregivers become effective educational advocates by learning how to navigate education systems, including steps to take to address a youth's suspected disabilities and the basics of establishing/maintaining positive school relationships.

Perhaps more than any other population, youth in foster care are in desperate need of high-quality public education.  Unfortunately, most youth in foster care experience barriers that interfere with their ability to access that education.  Youth in foster care often have unmet learning needs before coming into care and once in care they may experience frequent moves prompting school changes continuing to create barriers to accessing appropriate school services.

All children deserve the best start in life and new scientific discoveries deepen our understanding of how to create the best environments for children. The team at I-LABS creates new and effective ways to bridge the gap between the science and the practice of learning by disseminating the latest science of child development. Our team shares the latest scientific discoveries in relevant and actionable ways with those who can best put it into practice: early learning professionals, parents, and policymakers. Partners use cutting-edge research to create evidence-based policies, practices, and programs that grow the next generation of lifelong learners.

This hour long class covers the following points:

• School-readiness starts from birth. Early cognitive and social experiences play an important role in children’s early development.
• Children are particularly attuned to other people, and learn best from face-to-face interactions.
• Children are incredibly social.  Using eye-gaze, pointing, infant-directed speech, and contingent actions can draw children’s attention to their environment and support learning.

All children deserve the best start in life and new scientific discoveries deepen our understanding of how to create the best environments for children. The Institute for Learning & Brain Sciences at the University of Washington (I-LABS) is an interdisciplinary center dedicated to discovering the fundamental principles of human learning, with a special emphasis on early learning and brain development.

This hour long class covers the following points:

• Children take cues from other people to guide their emotions and behavior, especially in new situations (social referencing).
• Children even learn from interactions they’re not directly involved in – they pick up on emotional states of others just from watching and listening.
• In their second year of life, children begin managing their own emotions or behaviors (self-regulation), often using others’ reactions to guide their actions.

All children deserve the best start in life and new scientific discoveries deepen our understanding of how to create the best environments for children. The Institute for Learning & Brain Sciences at the University of Washington (I-LABS) is an interdisciplinary center dedicated to discovering the fundamental principles of human learning, with a special emphasis on early learning and brain development.

This hour long class covers the following points:

• Babies have a biological need for loving care. They begin forming an emotional bond with their caregivers at birth. Infants form an attachment to primary caregivers by the end of their first year.
• The quality of attachment relationships is different for each child. Child and family factors can affect attachment quality.
• Attachment relationships during infancy can have lasting effects on children’s development. Yet, attachment quality can improve with proper support.

All children deserve the best start in life and new scientific discoveries deepen our understanding of how to create the best environments for children. The team at I-LABS creates new and effective ways to bridge the gap between the science and the practice of learning by disseminating the latest science of child development. Our team shares the latest scientific discoveries in relevant and actionable ways with those who can best put it into practice: early learning professionals, parents, and policymakers. Partners use cutting-edge research to create evidence-based policies, practices, and programs that grow the next generation of lifelong learners.

This hour long class covers the following points:

• From birth, children show interest in other people. By late infancy, they engage with others through joint attention. Joint attention is sharing attention between objects and other people.
• Around one year of age, children recognize the importance of other people’s eyes. They begin to follow others’ eye gaze.
• Children’s gaze following predicts other developmental outcomes, like language development. Sharing eye gaze doesn’t come as naturally to children with Autism Spectrum Disorder (ASD). This can affect their language and communication skills.