Alliance Course Catalog

In this course, you will learn about present danger. You will apply your understanding of this concept to many scenarios, building a robust understanding of what is and is not present danger.   A framework for assessing for and responding to present danger across cultural difference is provided, and you will apply this framework to practice scenarios, helping prepare you to serve families more equitably.

Participants register separately for each part of the module but MUST complete each session within the module in order. Participants who have not completed 1.1 will not be allowed to participate in 1.2.

Module 1 Child Safety includes:

1.1 eLearning

• Mandatory Reporter
• Ethics and Confidentiality
• Basics of Present Danger and Protective Actions

1.2 Webinar

• Child Safety: Identifying Present Danger

1.3 Webinar

• Child Safety: Taking Protective Actions

In this course, you will learn more about how Washington State defines and responds to physical abuse.  You will learn about a program connecting DCYF staff to local physicians with expertise in child maltreatment (MedCon) and hear two doctors describe the program and their roles.  You will read the policy on photographic documentation and use a scenario to ensure that you understand how, why, and what to take pictures.  In addition, you will consider how you may work with law enforcement in responding to cases of suspected physical abuse. Lastly, you will consider what steps you are required to take to work effectively with people who are not proficient in spoken English and resources to support you.

Participants register separately for each part of the module but MUST complete each session within the module in order.  Participants who have not completed 2.1 will not be allowed to participate in 2.2.

Module 2 Physical Abuse includes:

2.1 eLearning

• Intro to Physical Abuse and MedCon
• Basics of Photographic Documentation
• Limited English Proficiency

2.2 Webinar

• Physical Abuse: Sentinel Injuries

2.3 Webinar

• Physical Abuse: Serious Physical Abuse

In this session, you will learn about indicators and dynamics of serious physical abuse which produces injuries that require medical care and can cause long-term consequences or death.  This includes strangulation, abdominal injuries, abusive head trauma, burns, and fractures.  You will learn about identifying injuries or patterns that are related to each.  You will have a chance to apply this information to scenarios and discuss the best ways to move forward in situations when serious physical abuse is suspected.

Participants register separately for each part of the module but MUST complete each session within the module in order. Participants who have not completed 2.1 and 2.2 will not be allowed to participate in 2.3.

Module 2 Physical Abuse includes:

2.1 eLearning

• Intro to Physical Abuse and MedCon
• Basics of Photographic Documentation
• Limited English Proficiency

2.2 Webinar

• Physical Abuse: Sentinel Injuries

2.3 Webinar

• Physical Abuse: Serious Physical Abuse

Both neglect and sexual abuse can be difficult to identify.  In this course, you will practice distinguishing between medical child abuse, medical neglect, starvation and failure to thrive.  You will learn the indicators and dynamics of child torture and how these differ from what is typically seen in neglect or chronic maltreatment cases.  You will learn more about how to talk with children, including skills for responding when a child spontaneously discloses abuse.  You will also build on your understanding of what young people might expect when visiting a Child Advocacy Center.  This will help you respond appropriately to questions or concerns from young people and their caregivers about ‘what happens next?” 

Participants register separately for each part of the module but MUST complete each session within the module in order.  Participants who have not completed 3.1 will not be allowed to participate in 3.2.

Module 3 Neglect, Sexual Abuse and Placing Children includes:

3.1 eLearning

• Neglect and Basics of Child Interviews
• Intro to Sexual Abuse and Responding to Spontaneous Disclosure
• Placing with Unlicensed Caregivers for AHCT

3.2 Webinar

• Neglect, Sexual Abuse and Placing Children: Assessing Neglect and Sexual Abuse

3.3 Webinar

• Neglect, Sexual Abuse and Placing Children: Placing Children

Afterhours staff spend time driving with and caring for children. You will learn how to select, install, and fit a car seat correctly in this course. You will also review basic consideration for caring for youth with behavioral or medical needs. Considerations for your own safety, both in the field and when caring for young people who are in need of placement, are reviewed. Lastly, you will learn about a federal law called the Indian Child Welfare Act, which outlines the rights of federally recognized Tribes, Indian Children, and their families. The historical context and present need for this law is discussed.

Participants register separately for each part of the module but MUST complete each session within the module in order. Participants who have not completed 4.1 will not be allowed to participate in 4.2.

Module 4 Caring for Children, Worker Safety and Documentation includes:

4.1 eLearning

• Caring for Children and Using Car Seats Correctly
• Worker Safety
• Indian Child Welfare: An Introduction

4.2 Webinar

• Caring for Children

4.3 Webinar

• Worker Safety and Documentation

In this course, you will identify and discuss possible worker safety threats, both in homes and while supervising youth, and options to promote everyone’s safety. You will learn how to document your work in case notes. In particular, you will learn about including relevant, objective information in your documentation and avoiding bias. You will also receive guidance on coding case notes correctly. Specific requirements related to caring for infants and assessing and supporting their caregivers is reviewed, including policy related to safe sleep, period of purple crying, and the plan of safe care.

Participants register separately for each part of the module but MUST complete each session within the module in order. Participants who have not completed 4.1 and 4.2 will not be allowed to participate in 4.3.

Module 4 Caring for Children, Worker Safety and Documentation includes:

4.1 eLearning

• Caring for Children and Using Car Seats Correctly
• Worker Safety
• Indian Child Welfare: An Introduction

4.2 Webinar

• Caring for Children

4.3 Webinar

• Worker Safety and Documentation

This short eLearning will orient participants to the four means by which this legal authority to place a child may be granted: Law enforcement protective custody, hospital holds, court order, and a voluntary placement agreed to by the child’s legal parents. Legal, policy and practice consideration for each, as well as subsequent placement requirements are reviewed. In addition, the legal and policy preference for placing children with safe, suitable relatives is reviewed.

Did you know more than half of children’s car seats are installed incorrectly? The car is a dangerous place for a child to be, but there are many resources that can help ensure you’re following all safety and legal guidelines. This brief eLearning for DCYF staff is the perfect spot to start, helping you select, fit and install the correct seat each time you need to transport a child. You will find an overview of basic requirements and Washington state laws as well as real-world installation examples and tips. The course is full of useful, surprising facts – the appropriate time to transition a child out of a booster seat might surprise you! You will also find links to many outside resources for more in-depth information.

This two-day in-service training delivered by webinar 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.

A pre-requisite to the webinar training is the Permanency Considerations (eLearning). Participants must register and complete this eLearning prior to the webinar.

This eLearning primarily features a video of a popular Child Protection Medical Consultation (MedCon) presentation for Regional Core Training. The video showcases two respected and well-known child abuse pediatricians, Dr. Rebecca Wiester and Dr. Joyce Gilbert. Dr. Wiester and Dr. Gilbert discuss important aspects of Physical Abuse, Sexual Abuse, and Neglect within the context of their expertise as child protection medial consultants.

Viewers are walked through recognizing sentinel injuries; understanding Abusive Head Trauma and its connection to the Period of PURPLE Crying; identifying when to seek medical consultation, how to submit a referral, and what information to provide; and how to locate important county protocols and policy resources online. Viewers will also be provided with a helpful Notes Worksheet, which will guide them through capturing important information needed in practice, and to pass the quiz at the end. This eLearning also provides a Facilitator Guide and can be viewed either individually, or facilitated for a small group viewing.

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 Department of Children, Youth, and Families 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 Department of Children, Youth, and Families, 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

This training is for licensed and unlicensed caregivers and relative / kinship providers to support LGTBQ+ youth in their care.

Research shows that lesbian, gay, bisexual, transgender, queer/questioning and two spirit (LGBTQ+) youth are overrepresented in the foster care system. LGBTQ+ youth in out of home care face additional challenges such as discrimination, stigma and bullying. LGBTQ+ children/youth feel unsafe and face rejection from their families, schools and community. Many times, LGBTQ+ youth do not have access to appropriate health care and mental health resources.

This eLearning course was developed from Connecting, a prevention-focused program specifically for foster parents and relative caregivers, and teens in out of home care. Connecting was created using input and advice from social workers, caregivers, and LGBTQ+ foster youth.

This eLearning will provide caregivers an overview of the:

• Myths and stereotypes about LGBTQ+ children/youth and will provide facts and realities;
• Fundamental facts and terms about LGBTQ+ children/youth;
• Provide opportunities for activities for caregivers and children/youth;
• Address safety issues and develop plans for children/youth safety; and
• Learn how to promote the health, safety and well-being of the children/youth in care. 

This eLearning will allow the caregiver to complete activities on their own as well as together with the LGBTQ+ children/youth in their care.

Participants will learn about the importance of contract monitoring, the Contract Monitoring Team, the purpose of a Compliance Agreement, and what to do if there are concerns about a contractor’s performance.

This training is designed for social workers who are serving children placed with Kinship Caregivers, and their supervisors.  The class will prepare you to recognize and address the issues that Kinship Caregivers are most likely to confront, and those that often lead to placement disruption or impact child wellbeing.  Participants will leave with a host of written resources that may be helpful as they talk with caregivers about their needs and about the child’s needs, and as they guide caregivers in connecting to resources within and outside the department that will decrease stress and increase support for them and their families.  Participants will also practice discussing issues of concern with relative caregivers, so that they can be best prepared to have these discussions frequently and successfully with Kinship Caregivers.

As a meeting facilitator you have an important role in achieving safety, permanency and well-being for children in out of home care. Permanency planning meetings can be emotionally charged. This eLearning will help you learn how more effectively manage a situation that has become a crisis and may involve threats to someone’s safety. The key insights in this course are identifying a crisis, verbal strategies to help de-escalate situations and managing your own reaction, as well as specific stay-safe strategies and considerations during and after a crisis. There are many opportunities within the course to examine real-life situations and practice applying the information. Upon completing the course, you will be better prepared to respond in a crisis and prevent safety issues from occurring. You will have a better understanding of what to do when staff safety threats do occur, and what to do after such incidents.

Children and youth in care who identify as LGBTQ+ face challenges that can affect their quality of life far beyond their experiences in the child welfare system. Because of this, it is especially important that Licensing Division Foster Care employees can assess providers’ and caregivers’ ability to provide a welcoming and affirming environment for LGBTQ+ children and youth.

The training first takes you through an exercise that allows you to reflect on possible personal biases that may affect your evaluation of prospective caregivers, children and youth during the licensing process. You will then go through a learning around SOGIE/LGBTQ+ terminology and discuss how to talk to children, youth and providers about LGBTQ+ culture, a critical component of interviewing.

A key component of the course is the focus on being able to review and apply the laws and minimum licensing requirements around assessing a provider’s ability (not just willingness) to care and support children and youth who identify as LGBTQ+, as well as the provider’s level of knowledge pertaining to LGBTQ+ children and youth, and their interest in expanding that knowledge as needed. This learning includes defining welcoming and affirming environments. You will learn characteristics of those spaces, such as open conversations with children and youth, and talk about how to support caregivers in providing positive and affirming surroundings.

Finally, you will dive in for a deep look at nondiscrimination-focused RCWs, WACs, and Policies, Practices and Procedures, and discuss how to apply them in licensing and investigations. You will have an opportunity to build skills formulating and applying questions based on current licensing standards and mandates.

At the close of the training, you will have a personal and professional action plan that outlines what you have studied and the steps you will take to best engage with, learn from and advocate for your clients.

Drug testing practices and their use in child welfare assessment of safety and risk is covered in this course.  Participants learn the guidelines for the frequency and duration of testing, practices at drug collection sites, detection of adulterated samples and interpreting drug test results. Participants will know what to test and how to include this in the assessments of parents involved in the child welfare system, focusing on the behavior of parents, and knowing what a drug test can tell us is emphasized.

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)

This is Section 4 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 course will prepare you to lead and guide permanency planning meetings. You will learn about the permanency planning meeting process and participant engagement. The term “participant” is used rather than just parent engagement as the success of enhanced permanency planning meetings is dependent on the engagement of all parties: parents, youth, relatives, caregivers, significant supports, key case participants, and the assigned caseworker. As you progress through the sessions, you will learn how to build your own facilitation toolkit that can be applied to all interactions. In the final session there will opportunities to practice new facilitation tools and skills by using role play based on a case scenario.

Family time is an essential part of supporting a child’s ongoing relationships while they are in out-of-home care. When a parent is incarcerated, there are specific policies and processes that need to be followed to ensure continuation of family time. This training will help you understand from start to finish the process of completing a visitation at a Washington Department of Corrections (DOC) prison, and how to supplement contact in other appropriate ways.

This eLearning will walk you through the myriad requirements and details involved in these types of visitations, in an easy-to-understand way. You will learn how to navigate DOC websites, schedule visitation, and which forms you will need to secure and why. You also will review the requirements and steps to arranging electronic/telephonic contact, which are additional tools you can use to support the connection between parent and child. You will have multiple opportunities throughout to test your knowledge with real-life scenarios.

The course also covers information you will need to prepare a child, the caregiver and the family time supervisor in advance of a visit to an incarcerated parent. This learning includes why it’s important to “debrief” with the child after family time.

At the close, you will get the complete resources you will need going forward, and you will take a final quiz to ensure you have fully grasped all of the information.

This online learning course will help you develop skills to support virtual family time. In this training you are provided with structured support, guidance and training to:

• Connect with the caseworker to prepare for remote supervised visits that will, to some extent, include both parent and foster/relative caregiver(s)
• Prepare the parent(s) for positive remote supervised visitation with their children
• Prepare the foster or relative caregiver(s) for how to support the child in their care in having positive remote supervised visitation with their parent(s)
• Hold a virtual Family Time Partnership meeting between the parent(s) and foster/relative caregiver(s) prior to supervised visits taking place to plan and prepare for virtual visits by getting to know one another, setting expectations and agreements and plan for and provide some structure for the remote visits
• Support the parent(s) and caregiver(s) in having positive and productive remote supervised visits and supervise the visits
• Create a plan to debrief one-on-one with the parent(s) and the caregiver(s) to celebrate success

In addition, two videos developed by Fostering Connections for Families will be shared that model a family time partnership meeting as well and an example of what a virtual family time could look like. 

“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. This course is for those who are not yet supervisors or in leadership positions. 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 3-hour webinar is part 2 of a 2-part series, and will provide participants with an understanding of substance use and when it affects the safety of children in the family, how to safety plan with families who have children of all ages (0-18), how to support clients in their treatment programs, and how to measure progress sufficient to have mitigated the safety threats to the children.

Participants are required to complete the Part 1 webinar before attending the webinar for Part 2.

Participants will be engaged to consider their own thoughts, beliefs, and biases about mental illness; understand basic definitions associated with parental mental illness and child safety; and identify family assessment strategies that can focus on the intersection between parental mental illness and child safety. Additionally, ideas and tools for drafting effective case plans and objectives to achieve child safety with parental mental illness is a factor will also be discussed. Finally, participants will receive resources for services and interventions that promote the reduction of risk associated with parental mental illness and enhance protective factors for family well-being.

The Period of PURPLE Crying will provide social workers with an understanding of the importance of assessing for both prolonged crying in infancy and the caregiver’s ability to manage long periods of crying. Emphasis will be placed on safety in terms of the connection between prolonged crying and child abuse/neglect, as well as completion of the Period of PURPLE Crying Training Certification through dontshake.org (if not previously completed). The focus of this course is to provide instruction around assessment, and opportunities for demonstration, practice, and feedback pertaining to meeting the practice and policy requirements for this component of the Infant Safety Education and Intervention Policy.

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.

This is Session 1.2 of the Intake In-Service course, which will support new staff working at Intake to gain the knowledge and skills they need to be effective in gathering and documenting information and in screening intakes. The course is divided into three modules which occur at different times during the employee’s first six months at Intake.

Participants will learn critical information about how to make screening decisions using the standardized tools in FamLink – the sufficiency screen and the SDM for Intake. Participants will learn about the state definitions of child abuse and neglect, and the SDM Intake tool, which helps ensure accurate and consistent screening decisions for screened in CPS Intakes. During much of the training, participants will be applying what they have learned to a series of intake scenarios, and will receive feedback on their work.

This is Session 1.4 of the Intake In-Service course, which will support new staff working at Intake to gain the knowledge and skills they need to be effective in gathering and documenting information and in screening intakes. The course is divided into three modules which occur at different times during the employee’s first six months at Intake.

This training will identify the problem of racial disproportionality in our state’s child welfare system, focusing on disproportionality at intake. The importance of Cultural competence for intake workers is presented, and practical tips related to Intake’s role in child welfare are provided. Participants will learn how they can work to best serve persons with Limited English Proficiency. Additionally, the training will provide guidance about Intake’s role in complying with the Indian Child Welfare Act and in supporting early identification of children who are Native American.

This is Session 1.6 of the Intake In-Service course, which will support new staff working at Intake to gain the knowledge and skills they need to be effective in gathering and documenting information and in screening intakes. The course is divided into three modules which occur at different times during the employee’s first six months at Intake.

This brief e-leaning will orient you to some basic considerations related to screening intakes which involve licensed or other state regulated facilities.

This is Session 2.2 of the Intake In-Service course, which will support new staff working at Intake to gain the knowledge and skills they need to be effective in gathering and documenting information and in screening intakes. The course is divided into three modules which occur at different times during the employee’s first six months at Intake.

This e-learning will help you ask the screening questions most likely to provide you with information about domestic violence if its occurring, identify domestic violence based upon the information you have gathered, consider the impact of identified domestic violence on the child’s safety, and adequately document the information you obtain.

In this eLearning participants will review the stages of an adult FVS/CFWS interview and the information they need to gather in each stage; read a case summary; and view an interview with the parents related to the case.

This training helps social workers understand the legal requirements that must be met in order for a court to terminate a parents’ rights to their children.   Social workers also learn to separate myths from facts in the area of termination and regarding their role in preparing and submitting a termination referral to their local Assistant Attorney General or other legal representative. A score of 80% is required to complete this course.

Mandatory reporters play a key role in ensuring the safety of vulnerable children. These professionals are obligated to report concerns about abuse or neglect, and this eLearning will guide you as mandated reporter through the process of identifying and documenting those concerns.

This training breaks the process down into three parts: Recognize, Record and Report. Through the training, you will understand what indicators of abuse to look for; how to appropriately record and what information to have; and what happens when a report is filed.

You will consider the impact of biases on reporting possible child abuse and neglect, and learn about the problem of racial disproportionality in our state’s child welfare system. The training also covers the federal requirement of identification of Indian heritage and affiliation with federally recognized tribes.

At the conclusion of the training, you will feel confident in understanding your role in keeping children safe.

Training provides an overview of successful case planning for children in foster care.  Course topics include referring to the mental health services,  use of screening tools, characteristics and behavior indicators of developmental and mental health concerns, use psychotropic medications with children in foster care, case management techniques with mental health service providers, understanding  the elements and criteria of Evidence-Based and Promising Practices, and matching available EBP’s with specific client needs.  This course will also describe key signs, symptoms and impacts of trauma, disrupted attachment, and childhood adversity and ways to incorporate trauma informed care into their day-to-day work.

This eLearning will teach the participant the steps for identifying Indian Children, address practical steps to input information into FamLink, give Department of Children, Youth, and Families staff tips on completing Ancestry Charts and submitting referrals to the Native American Inquiry Request (NAIR) unit to fulfill the requirements of the Federal ICWA, as well as reviewing State Law and Department of Children, Youth, and Families policies.

The NCAST Parent-Child Interaction (PCI) Feeding Scales are designed for parents/caregivers and children age birth-1 year (12 months). The PCI Feeding Scales are an assessment tool which provides valid and reliable measurements of parent-child interactions. When used in child-welfare, these scales can provide recommendations for services to strengthen parent-child interactions, and serve as reliable pre-/post- measures of progress made through service engagement.

Once individuals become certified to use the PCI Feeding Scales, they must prove reliable through annual re-certification. This one-day course provides participants with the opportunity to achieve annual reliability in the use of this tool. Re-certification will allow individuals to maintain certification in the use of the PCI Feeding Scales.

Current Certification as an NCAST Assessor

The NCAST Parent-Child Interaction (PCI) scales are designed for parents/caregivers and children age birth-3 years (36 months). The PCI scales consist of two measures – a Feeding Scale and a Teaching Scale. Both scales are assessment tools which provide valid and reliable measurements of parent-child interactions. When used in child welfare, either assessment can provide recommendations for services to strengthen parent-child interactions, both scales can also serve as reliable pre and post measures of progress made through service engagement.

In this training, you will learn how to use NCAST PCI scales as a tool to gather pertinent information about the parent-child dyad, assessment of parent-child interactions, and intervening with parents and young children. You will also gain a host of skills and knowledge to apply to your everyday interactions with children and families both inside, and outside the scope of these assessment scales.

As a result of the successful completion of this training, you can become certified assessors in one or both the Feeding Scales or the Teaching Scales. The Feeding Scales can be used with parents/caregivers and infants age 0-12 months (1 year old), the Teaching Scales can be used with parents/caregivers and infants age 0-36 months (3 years old). The scales can be used with all parenting and family scenarios (biological, adopted, blended, foster care, relative care, fictive kin, etc.) Certification, or reliability, is obtained through first practicing, and then scoring videos developed by the Parent-Child Relationship Program at the University of Washington. The videos depict parent-child interactions in both feeding and teaching scenarios.

The NCAST/PCI scales are a prominent tool that child welfare workers use to gather information when assessing parent-child interactions and intervening with parents and young children. Being certified in the use of this tool supports workers’ ongoing assessment, case planning and permanency planning efforts with families. There are two scales, Feeding and Teaching, which often are used together.

The NCAST/Parent-Child Interaction Teaching Scales Recertification course supports your knowledge-building with the opportunity to achieve reliability and to maintain your certification in the use of this tool.

Partners Make Better Decisions brings together social workers and caregivers in a dynamic environment of dialogue, small-group activities and scenario discussions. This course mimics the way the child welfare process works, with many voices at the table, with the goal of building understanding and relationships through finding commonality and mutual respect.

Building partnerships and finding common ground with others is integral to achieving the best outcomes for children and families. When approaching decision making, it is vital that you can work effectively with all parties involved, and this training provides you the foundation for making that happen.

You will start the training by sharing and hearing from other participants about why they do the work they do, likely finding many shared values. The training also will guide you through a conversation about communication and potential barriers and breakdown points, with special consideration of the high stakes and complicated dynamics involved in this work. Finally, you will learn some tools and strategies for working together and remaining focused on the “main thing,” the interest of the child, even when distractions or disagreements arise.

When you leave the training, you will have a new understanding of and appreciation for your partners on the child’s care team, and a plan for communicating and working together.

The focus of this course is on the role of the CFWS caseworker in achieving permanency for children taking into consideration how safety threats, risk factors and protective factors apply to achieving timely permanency. You will explore how to work a case from the beginning to achieve permanency through concurrent planning, having difficult conversations with parents about concurrent planning and the permanency process, how to assess for reunification, including the conditions for return home, determining best interest and choosing alternate plans.

This e-learning on Prudent Parenting is for both Caregivers and Social Workers. This training discusses the parenting decisions that fall to the Caregiver according to the Prudent Parent Law, provides a few additional considerations when making prudent parenting decisions for children in care, and presents several scenarios that address frequently asked questions related to the Prudent Parent Law.

During this two-hour workshop, you will learn what characteristics make up a quality contact with children and youth during initial and on-going assessment and/or out-of-home placement, and why quality contacts matter. You will have an opportunity to watch a social worker conduct a health and safety visit with a youth, and then you will apply skills observed to a case scenario. Throughout the workshop, Alliance coaches will support the integration of quality contacts into social work practice.

Participants will leave this training with a common language and understanding of what is meant by cultural competence and the work they need to do to grow their ability to effectively engage across cultures, an understanding of Racial Microaggressions and why they are problematic, and an increased ability to have courageous conversation about difference and to effectively engage racial tension.

This training is presented by Dr. Caprice Hollins, co-founder of Cultures Connecting, LLC.  Dr. Hollins received her doctorate in clinical psychology with an emphasis in multicultural and community psychology in 1998.   She has over 14 years of experience teaching graduate courses, working with historically marginalized populations, researching, studying, and facilitating race related conversations. Her experience includes opening and directing the Department of Equity & Race Relations for Seattle Public Schools, developing and implementing district-wide and school-based trainings, while utilizing her background in psychology to assist district leaders and staff, institutionalize change to promote equity and social justice. She also currently works as a part-time core faculty in the department of counseling at The Seattle School of Theology & Psychology.

Following this eLearning you will be able to define the key elements in Random Moment Time Study (RMTS) and the role it plays in the agency’s work, as well as, your role and responsibility in completing the study. You will learn how to locate the RMTS notifications, determine proper coding for tasks completed during the sample, and properly document associated details into FamLink.

This eLearning will teach the participant the steps to initiate and monitor efforts completed by the Relative Search unit.  When a child is in need of out of home care, the Department should be actively seeking placement of children with relatives. The centralized Relative Search unit assists staff to locate and identify relatives and this training will help staff learn about the process, required forms and how to gather detailed information from FamLink.

This 3-hour course will help DCYF social workers and supervisors who do ongoing work in the child welfare system with identification of and responses to secondary trauma. The training will increase knowledge and understanding of the levels of secondary trauma, its impact, and how to manage the impact in our environment.

Phoebe Mulligan, LICSW serves as the Clinical Program Director at HopeSparks Family Services in Pierce County.  Through her role as Clinical Director, Ms. Mulligan is committed to creating a team of therapists that are culturally responsive; current on best practices in the field; and building integrated systems that seek to respond holistically to children and adults who have been victims of trauma. Ms. Mulligan is regularly invited to speak regionally on Evidence-Based Practices (EBP), effects of trauma on children and adults; and as an expert on anxiety and trauma.  Her audiences range from clinicians to judges and she is often a guest lecturer in social work master's programs. A graduate of Social Work program at the University of Washington, Seattle, Ms. Mulligan is passionate about reframing the legal paradigm of response to child trauma victims to be child-centric and creating systemic partnerships that remove barriers for children.

Christina R Fajardo, MA, LMHC is a licensed Mental Health Counselor and a Child & Family Therapist at HopeSparks, Tacoma, WA. She is responsible for providing individual/ family counseling using evidence based and best practices for mental health treatment of children and families. She is a certified instructor for the Incredible Years parenting program. 

This course is designed to teach social workers how to identify the service needs of families when trying to prevent out-of-home placement or to support reunification. Working through scenarios social workers actively engage in the decision-making process for appropriate services. Workers will learn the fundamentals of the referral process, engagement with providers and families as well as documentation.

LEARN is a suicide awareness training that helps participants identify and act on signs of suicide.  The training was developed in the School of Social Work by noted Suicidologist, Dr. Jennifer Stuber, and is based on best practices outlined by the federal Substance Abuse and Mental Health Administration (SAMHSA). LEARN is designed to empower individuals to help others move in the direction of hope, recovery, and survival.

Trauma Informed Engagement is a 6-hour course applying lessons from trauma studies to child welfare practice for children, youth, and adults. Participants will discuss practice guidelines crucial to trauma informed practice in any setting. Participants will learn to distinguish trauma from other adversities and suffering; describe the characteristics, dynamics and effects of trauma; and emphasize the ways in which chronic trauma and complex trauma compromise normal functioning. Participants will learn to recognize and respond to situations involving the loss of control of body, mind, and emotions associated with trauma. Participants will practice, and commit to trauma informed engagement strategies, utilizing themes of empowerment, advocacy, and building resilience in children, youth, and adults.

In this two-session training, we will follow the flow of a Child Welfare case and how workers need to incorporate ICWA.  DCYF has revised ICW Policies and Procedures and attendees will strengthen their foundational base about ICWA and learn about changes in policy and procedure as it applies to ICWA practice in Washington State.

In this course, participants learn the policies, procedures and best practices for using interpreter and translation services when working with Department of Children, Youth, and Families clients with limited English proficiency. Participants learn how interpreter services assist in helping families achieve permanency by enhancing communication between families and the social worker.  Participants also learn how to appropriately and accurately document the use of interpreter and translation services for LEP clients in FamLink, as well as how to navigate the Department of Children, Youth, and Families Intranet to identify LEP tools and resources in order to best meet the language and communication needs of clients.

When considering removal of an Indian child from their home, various perspectives are reviewed, including those of Qualified Expert Witnesses (QEWs). This training will help you understand how to find, develop, and prepare QEWs to testify in Indian Child Welfare Act (ICWA) cases and implement ICWA effectively in your work. This content is best suited for DCYF staff who are familiar with ICWA, and Tribal workers.

A QEW is a professional qualified to testify regarding whether the child’s continued custody by the parent or Indian custodian is likely to result in serious emotional or physical damage to the child. QEWs provide testimony in ICWA cases and have substantial knowledge of the prevailing social and cultural standards and child rearing practices within a Tribal or Indian community. QEW court testimony is required upon removal of an Indian child from their home to prevent placement, and a QEW also provides testimony about efforts made toward reunification of child(ren) to their parent(s) or custodian.

This course begins with guiding you through developing an understanding of the historic relationship between Indian children and the United States child welfare policy, which led to ICWA. You will learn how to implement ICWA effectively, and how it is intended to keep an Indian child with their family.

This 4-part eLearning series provides an interactive, deeper dive, into the roles and responsibilities of the major programs within DCYF; CPS Investigations and CPS Family Assessment Response, Family Voluntary Services, and Child and Family Welfare Services. Participants will have an opportunity to review the flow of a case and better understand the structure of DCYF offices and the roles of those who work around them. Finally, participants will walk through the basic parts of their job as CPS, FVS, or CFWS workers, including which policies and laws often guide their choices. This eLearning is offered in four distinct modules:

In this module, you’ll ...

• Identify the role of child welfare in Washington State.
• Better understand the basic organizational structure of DCYF Child Welfare.
• Feel more confident in your understanding of your role within the child welfare system.

This 4-part eLearning series provides an interactive, deeper dive, into the roles and responsibilities of the major programs within DCYF; CPS Investigations and CPS Family Assessment Response, Family Voluntary Services, and Child and Family Welfare Services. Participants will have an opportunity to review the flow of a case and better understand the structure of DCYF offices and the roles of those who work around them. Finally, participants will walk through the basic parts of their job as CPS, FVS, or CFWS workers, including which policies and laws often guide their choices. This eLearning is offered in four distinct modules:

In this module, you’ll:

• Identify the role of child welfare in Washington State.
• Better understand the basic organizational structure of DCYF Child Welfare.
• Feel more confident in your understanding of your role within the child welfare system.