Upcoming Events

    • Saturday, March 16, 2024
    • 10:00 AM - 12:00 PM
    • ONLINE
    Register

    Presented by Ronald Mah, LMFT


    Includes 2 CE credits for LMFTs, LPCCs, LEPs and LCSWs.
    This event will be online only. A recording will be made available to all registrants for 3 months. For those who can't attend live, CE credit is available by watching the recording and passing a test.

    The underlying cross-cultural and development principles of the therapeutic and life games, manipulations, and seductions practiced by adolescents (with themselves, with their peers, and with adults) will be conceptualized leading to practical interventions and interactions. This will allow clinicians to successfully meet the demands of the adolescent inter-relational “game.” Clinicians will be guided in how to validate the existential world of the teen by “playing” the game successfully (gaining respect and credibility versus losing the same), and then promoting therapeutic change leading to behavior, attitude, and value development.

    The presenter will discuss cases from pragmatic, therapeutic, and theoretical perspectives from experiences with teens in a variety of clinical, consulting, and personal situations. Cross-cultural and development principles will be presented to help conceptualize the adolescent world and perspectives. This will be followed by presenting the therapeutic and life games, manipulations, and seductions practiced by adolescents (with themselves, with their peers, and with adults) that reflect their world orientation.

    Examples of teen attitudes, values, and behaviors as they are manifested in peer, social, academic, and therapeutic interactions and relationships will be presented. Each will then be examined for:

    • The adolescents’ existential foundation (adolescent cultural and developmental origins),
    • The implicit requirements made of the clinician (or parent, teacher, other family member, or peers),
    • The expected stereotypical (and unsuccessful) therapist or parental (or other adult or peer) responses, • alternative theoretically and pragmatically sound responses for therapeutic growth.

    Learning Objectives

    By the end of this course participants will be able to:

    1. Identify the four problematic approaches and the one appropriate approach to communicating with teens about alcohol and drug use.
    2. Name the core cultural principles of adolescent functioning.
    3. List the principles of the natural developmental narcissism of adolescence in contrast to adult characterological narcissism.
    4. Identify strategies for adults to shift the power dynamic of teen negativity. 
    5. Name ways adolescent culture and community create a sanctuary for teens. 
    6. Identify key strategies to connect with versus lose credibility with teens.

    Educational Goal

    Participants will learn how to communicate cultural connection with the developmental needs of teenagers for adult leadership.

    About the Presenter

    Ronald Mah is a Licensed Marriage & Family Therapist. Experiences include: author of “Difficult Behavior in Early Childhood,” 2006, “The One-Minute Temper Tantrum Solution” 2008, and “Getting Beyond Bullying and Exclusion, PreK-5, Empowering Children in Inclusive Classrooms,” 2009, Corwin Press and twenty e-books on therapy and couple therapy available at www.Smashwords.com; dvds on child development and behavior, community mental health, Severe Emotional Disturbance school programs, vocational and welfare-to-work programs, Head Start, supervising a high school mental health clinic, supervising therapists, private practice psychotherapy. Education experiences: 16 years in ECE, owner childcare center, elementary & secondary teaching credentials, college instructor, and the Board of Directors of the California Kindergarten Association. Also previously and currently on the Board of Directors of the California Association of Marriage & Family Therapists. Co-Director of the MFT Masters Program at the Western Institute for Social Research, Berkeley.

    Course Outline

    DISTINCTIONS BETWEEN STYLE, CRAFT/TECHNIQUES, STRATEGY, THEORY

    1. Definition of Culture as conservative, as survival
    2. Teenager- The Developmental Stage of Adolescence
      Lack of Historical models, recent models inadequate.
      Adolescent Egocentrism
      Magical Thinking- Magic vs. Rules vs. Concepts (Developmental Theory) Stage of Natural Narcissism
    3. Why Adolescents Don't (Can't) Invest BASIC TRUST-->

    TRUST BUILDING, HOPE BUILDING, DREAM BUILDING PURPOSE BUILDING, GOAL BUILDING

    INVESTMENT (Follow through)-----> REWARDS

    • 1.     Foundations to Relationships
    • 2.     Empathize (Receptive Communication):
    • 3.     Invest
    • 4.     Child, Teen, Adult- Coming of Age Rituals & Improvision
    • 5.     Authoritative vs. Authoritarian vs. Permissive Parenting The Principle of Scaffolding

    From Regulation to Co-regulation to Self-regulation
    Parenting Adolescents as fundamentally different than parenting children.
    Theory and Methodology to Adult and Adolescent Interactions
    Adult Gifts to Adolescents: Anger!?, Distrust!?, Abandonment!?
    Issues, Games, and Seductions

    References

    Grossman, Jennifer M.; Lynch, Alicia D.; DeSouza, Lisette M.; Richer, Amanda M. Resources for Teens' Health: Talk with Parents and Extended Family about Sex. Journal of Child & Family Studies. Feb2021, Vol. 30 Issue 2,

    Lee, Eunjung; Horvath, Adam Otto. How a Therapist Responds to Cultural Versus Noncultural Dialogue in Cross-Cultural Clinical Practice. Journal of Social Work Practice. Jun2014, Vol. 28 Issue 2, p193-217. 25p.

    Sibley, Margaret H.; Rodriguez, Lourdes; Coxe, Stefany; Page, Timothy; Espinal, Kisbel. Parent–Teen Group versus Dyadic Treatment for Adolescent ADHD: What Works for Whom?Journal of Clinical Child & Adolescent Psychology. Jul-Aug2020, Vol. 49 Issue 4, p476-492. 17p.

    Taufique, Shilpa R.; Weller, Rachel E.; Johnson, Brandon; Herring, Jennifer. CARES: an innovative approach to treating adolescents with co-occurring mental health and substance use disorders. Children's Health Care. Jan-Mar2023, Vol. 52 Issue 1, p23-44. 22p. 1 Diagram, 7 Charts. DOI: 10.1080/02739615.2021.1984241.

    This is an advanced level course.
    TARGET AUDIENCE: LCSWs, LMFTs, LPCCs, LEPs

    If you miss any of the presentation, you will not be eligible for the CEUs. This course meets the qualifications of 2 continuing education credits for LMFTs, LPCCs, LEPs and/or LCSWs as required by the California Board of Behavioral Sciences.
    SCV-CAMFT is a CAMFT-approved continuing education provider (CEPA 052466).

    The views expressed in presentations made at SCV-CAMFT meetings or events are those of the speaker and not, necessarily, of SCV-CAMFT. Presentations at SCV-CAMFT events do not constitute an endorsement of the vendor or speaker's views, products or services.

    Event Policy Information

    • Friday, April 05, 2024
    • 1:00 PM - 4:15 PM
    • ONLINE
    Register

    Presented by Jessica Sorci, LMFT and Rebecca Geshuri, LMFT

    Includes 3 CE credits for LMFTs, LPCCs, LEPs and LCSWs.
    This event will be online only. A recording will be made available to all registrants for 3 months. For those who can't attend live, CE credit is available by watching the recording and passing a test.

    Much of what constitutes maternal depression and anxiety throughout the long span of motherhood (not just postpartum), are feelings and beliefs surrounding failure. Mothers are highly motivated to be “good moms” and to avoid being “bad moms,” and while this notion may strike you as over-simplified and unduly black and white, our research and clinical experience validate its ubiquitous presence in moms who feel miserable. By applying our knowledge of Internal Family Systems, specifically the nature and intentions of common “Mom Parts,” we have created the Good Mom/Bad Mom Loop, an original concept that illustrates a feedback loop common in and particular to motherhood.

    The Good Mom/Bad Mom Loop is initiated and led by mom’s parts, specifically mom’s parts that don’t believe or trust that she has what it takes to mother well. Those parts jump into action, both defensive and offensive, to try to keep her on task and to avoid specific kinds of failure. As these protective parts take on leadership roles in moms’ system, they do so from a position of fear and mistrust, requiring her to manage or inhibit other parts. And these other parts, who are generally associated with moms’ self-interest, begin to grumble. Tensions escalate internally resulting in an outburst or an inburst of words and actions that impact mom’s close relationships and are often felt as deeply regrettable. Moms struggle to break out of this cycle of intense inner management, suppression, reactivity and shame and miss out on the experience of mothering from an authentic, relaxed and confident place.

    Join Jessica Sorci, LMFT, PMH-C and Rebecca Geshuri, LMFT, PMH-C, both Certified Internal Family Systems Therapists for a 3 hour experiential & educational workshop designed to offer an application of Internal Family Systems, specific to motherhood, with a focus on parts that cycle together around juggling the competing needs of mothers and their children.

    Program Goals

    The goal of this experiential workshop is to integrate an expanded awareness of “parts” into treatment of maternal depression and anxiety. The Good Mom/Bad Mom Loop describes a parts-driven cycle established early in motherhood, when moms’ inner systems naturally divide into polarized teams of protector parts that unwittingly perpetuate ongoing mental health challenges. By implementing Internal Family Systems concepts, participants will be able to identify components of the client’s (and the therapist’s own) inner system that feed such cycles, and interact with those parts in meaningful, healing ways, allowing for novel, healthy outcomes. Participants will learn about “Self-led mothering” and be given a more compassionate and empowered perspective for understanding common reactive and “scary” protectors in moms, including rage, panic, perfectionism and regret. This workshop is excerpted from the larger Mothercentric™️ Approach training, that depathologizes mental health struggles of moms and offers powerful new ways of working with “Mom Parts.”

    Learning Objectives

    By the end of this course participants will be able to:

    1. Name the so-called “part” of moms’ inner systems that is the driving force of the Good Mom/Bad Mom Loop.
    2. Identify the two teams that moms’ systems split into in early motherhood, in an effort to meet physical, spiritual and emotional needs.
    3. Articulate at least three of the components of the Good Mom/Bad Mom Loop.

          About the Presenters

          Rebecca Geshuri (left) and Jessica Sorci are both Licensed Marriage and Family Therapists, Certified Internal Family Systems Therapists and also Perinatal Mental Health Certified. As Co-Founders of Family Tree Wellness in Silicon Valley, California, Rebecca and Jessica lead their one-of-a-kind IFS-informed group psychotherapy practice that provides counseling, education and support for people who are in the family building phase of life. They are wildly enthusiastic about supporting other therapists who want to deepen their knowledge and skill with using IFS and working in Reproductive Mental Health. Their comprehensive Mothercentric Approach is being integrated into a book called MOM PARTS, and is currently being offered annually, alongside Mom Parts Salons and a Mothercentric Continuum consultation group. Most importantly, Rebecca and Jessica are mothers who bring their own personal experiences with grief and growing, mixed with creative expression and spirituality to their work. Their goal is nothing short of healing humanity's intergenerational burdens.

          This is an intermediate level course.
          TARGET AUDIENCE: LCSWs, LMFTs, LPCCs, LEPs

          If you miss any of the presentation, you will not be eligible for the CEUs. This course meets the qualifications of 3 continuing education credits for LMFTs, LPCCs, LEPs and/or LCSWs as required by the California Board of Behavioral Sciences.
          SCV-CAMFT is a CAMFT-approved continuing education provider (CEPA 052466).

          The views expressed in presentations made at SCV-CAMFT meetings or events are those of the speaker and not, necessarily, of SCV-CAMFT. Presentations at SCV-CAMFT events do not constitute an endorsement of the vendor or speaker's views, products or services.


          Event Policy Information

          • Wednesday, April 17, 2024
          • 9:00 AM - 12:00 PM
          • ONLINE

          Presented by  Bradley J. Muldrow, Esq. CAMFT Staff Attorney
          CE 3


          REGISTER HERE

          Athough mandated child abuse reporting is one of the most common legal issues therapists encounter in practice, it can be one of the trickiest to navigate. This workshop will provide a comprehensive overview of the mandated reporting procedures outlined in California’s Child Abuse and Neglect Reporting Act (CANRA), including the different types of reportable child abuse, the types of California agencies that receive mandated child abuse reports, and how much time mandated reporters have to make these reports.

          The workshop will also address some of the most complex reporting issues therapists face, including: distinguishing between lawful vs. unlawful corporal punishment, when / whether to report consensual sexual activity with and between minors, and how CANRA’s mandated reporting rules apply to sexting between minors.

          Educational Goals

          • Participants will become familiar with the categories of reportable child abuse, under CANRA.
          • Participants will understand the procedures for making mandated child abuse reports, under CANRA.
          • Participants will further understand how much time California mandated reporters have to complete and submit mandated child abuse reports.

          Measurable Learning Objectives

          Upon completion of this workshop, attendees will be able to:

          • Identify the five categories of child abuse California mandated reporters are required to report.
          • Identify the three types of California agencies that are authorized to receive mandated child abuse reports.
          • Distinguish the amount of time California mandated reporters have to make initial phone reports of child abuse vs. written follow-up reports of child abuse.
          • State which form of child abuse is optional (as opposed to mandated) for mandated reporters to report, under CANRA.

                About the Presenter

                As a CAMFT staff attorney, Bradley J. Muldrow, Esq. takes member phone calls regarding law and ethics issues and contributes articles on those subjects to CAMFT's publication, the Therapist. Prior to joining CAMFT’s legal team, Brad worked on litigation and regulatory matters as an attorney for San Diego Gas & Electric Company. 

                Since becoming an attorney, Brad has given law and ethics presentations to attorneys and judges as a member of the J. Clifford Wallace Inn of Court. He has also served as a board member for the Earl B. Gilliam Bar Foundation, a San Diego-based nonprofit.

                TARGET AUDIENCE: LCSWs, LMFTs, LPCCs, LEPs

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              Friday, February 23, 2024 Cinema Therapy Club
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              Thursday, September 29, 2022 Private Practice 102: How to Grow your Practice (Marketing Fundamentals)
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              Thursday, August 25, 2022 Private Practice 101: Fundamentals of Starting a Practice
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              Friday, October 22, 2021 What's Missing From Your Documentation: Writing Great Progress Notes
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              Friday, September 14, 2018 Law and Ethics Workshop
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