Training & Consultation
The Child Witness to Violence Project offers trainings for social workers, mental health clinicians, school counselors, school psychologists, marriage and family therapists and other social service providers. Trainings focus on clinical interventions for young children affected by Domestic Violence and other Trauma.
CPP Trainers Carmen Rosa Noroña, LICSW, MSW, MS. Ed., IECMH-E® and Cassie Yackley, MS, Psy.D. will host this 18-month virtual Child-Parent Psychotherapy (CPP) Learning Collaborative (LC) focused on the use of reflective practice (RP) to address racial and social justice (RSJ) within the context of CPP intervention in New England. Ms. Noroña is the Child Trauma Clinical Services and Training Lead at Child Witness to Violence Project, the Associate Director of the Boston Site Early Trauma Treatment
Network at Boston Medical Center, and an Assistant Professor of Pediatrics at Boston University School of Medicine. Dr. Yackley is a licensed psychologist and the Founder and Director of the Center for Trauma-Responsive Practice Change. Together, Carmen and Cassie bring over 60 years of experience in trauma, early childhood, and justice, diversity, equity, and inclusion.
For more information including Training Eligibility, Required Training Elements, Training Materials, Faculty Biographies, and much more, click here.
Network at Boston Medical Center, and an Assistant Professor of Pediatrics at Boston University School of Medicine. Dr. Yackley is a licensed psychologist and the Founder and Director of the Center for Trauma-Responsive Practice Change. Together, Carmen and Cassie bring over 60 years of experience in trauma, early childhood, and justice, diversity, equity, and inclusion.
For more information including Training Eligibility, Required Training Elements, Training Materials, Faculty Biographies, and much more, click here.
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CHILD-PARENT PSYCHOTHERAPY OVERVIEW
CPP is an intervention model for children aged 0-5 who have experienced traumatic events and/or are experiencing mental health, attachment, and/or behavioral problems. A central goal is to support and strengthen the caregiver-child relationship as a vehicle for restoring and protecting the child’s mental health. Treatment also focuses on contextual factors that may affect the caregiver-child relationship (e.g. cultural norms and socioeconomic and immigration-related stressors). For children exposed to trauma, caregiver and child are guided over the course of treatment to create a joint narrative of the traumatic
event and to identify and address trauma triggers that lead to dysregulated affect and behavior. Therapeutic sessions include the child and parent or primary caregiver. If clinically indicated, treatment may include multiple caregivers and/or siblings with the format of sessions determined jointly with the caregivers after learning about the needs of different family members during the Foundational Phase of treatment. (For information about CPP please visit the website: http://childparentpsychotherapy.com) CPP LEARNING COLLABORATIVE OVERVIEW
A Child-Parent Psychotherapy Learning Collaborative (CPP LC) is an 18-month training that is intensive enough to allow most practitioners to adopt CPP. The LC model was adapted from the National Child Traumatic Stress Network Learning Collaborative model. The Learning Collaborative (LC) model is the dissemination strategy used by the National Child Traumatic Stress Network to support uptake of best practices. What sets an LC apart from traditional training is the intensive focus on learning-by doing. An LC includes in-person/videoconference trainings or “learning sessions”, intensive consultation, and peer-to-peer learning within and across organizations. This training meets criteria for an Implementation-Level CPP Course. Participants who complete training will be eligible for the roster of trained CPP clinicians. Trainees who complete CPP LC will be eligible for at
least 45 CEUs from NASW NH at the conclusion of the training sessions. Key Dates:
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DIVERSITY-INFORMED REFLECTIVE PRACTICE OVERVIEW
The Child-Parent Psychotherapy (CPP) community believes that holding a Diversity, Equity, Inclusion and Racial Justice lens is central to our work as CPP Trainers, Supervisors, and Providers. This stance is a core aspect of clinical skills and reflective practice that we seek to strengthen actively and continuously The Training Program for in diversity-informed reflective practice provides an opportunity for CPP clinicians to build skills in the use of reflective consultation/supervision as a tool for racial and social justice in the context of Child-Parent Psychotherapy. CPP LC trainees, and fellow CPP practitioners from New England, will participate in training and consultation experiences focused on how to best implement CPP with communities who have been historically marginalized because of their identities and/or who as a result of intersectionality have been the target of systems of oppression. Participants will learn how to use reflective practice as a method to promote and sustain antiracist and diversity-informed practice, especially in the CPP consultation/supervision relationship. The diversity-informed reflective practice training program will run concurrently to the CPP LC and will involve readings, individual and group reflective exercises, and case-vignette discussions.
TRAINING PROGRAM IN DIVERSITY-INFORMED REFLECTIVE PRACTICE OVERVIEW
Predominant models of practice and understanding of Reflective Supervision/Consultation in infant and early childhood mental health do not fully integrate the perspectives of culturally and racially diverse practitioners and families.
Moreover, because these models are rooted in Eurocentric and colonized paradigms, (Hernandez-Wolfe, 2011; Ramirez, Chin & Graham, 2019) they have reproduced harmful patterns of inequity and exclusion. Here the interests, values, beliefs, and practices of dominant Western-European groups have been protected in terms of who holds leadership, knowledge and power in the field and in detriment of minoritized groups. Diversity-Informed Reflective Practice (including supervision and consultation) is vital to promoting and sustaining antiracist practices when working with young children and their caregivers. It allows for the examination of how our social positionality, as well as social and institutional structures and policies shape our existence, social interactions and work practices. Diversity-Informed Reflective Practice facilitates the development of self-awareness, critical consciousness and critical self-reflection (increased awareness of how systems of power and privilege operate in different contexts and our role in maintaining systems of oppression or seeking liberation) in changing frameworks and catalyzing transformative actions towards social and racial justice change (Noroña, 2020, 2022; Noroña, Lakatos, Wise-Kiprani & Williams). Key Dates:
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Interested in Applying?
Submit a registration request at New England CPP JEDI LC Registration Request.
Application Deadline is March 15, 2023.
Submit a registration request at New England CPP JEDI LC Registration Request.
Application Deadline is March 15, 2023.
