Training Catalog

This classroom introduces new workers to the steps of screening, intake and investigation in the life of a case. Skills in interviewing and engaging families are practiced to support ongoing partnerships. Discussion and a case study are incorporated that address safety, risk, engagement, assessment, strengths and needs, culture, service plan development, and child well-being. ICWA and its application are covered as it related to ensuring active efforts for eligible cases.

This classroom focuses on further steps of a case relating to review of placement activities such as identifying relatives, development of an out of home placement plan, entering case data, and permanency planning. A case study is incorporated to practice effective case planning, evidence gathering and documentation, court involvement, and child placement. Best practices and federal and state legal mandates are covered when working with American Indian families and tribes across the life of all types of cases.

This classroom will go in further depth on worker functions and skills throughout the life of a case, including identifying maltreatment, documentation, court documentation and processes, and determining permanency options. End of permanency case management including extended foster care and youth in transition will be integrated with resources and connections to earlier classrooms. The classroom will review key guidelines in intake, screening, and permanency and resources (forms, statues, safety practice tools, and SSIS etc.) that are central to child protection practice. Worker sustainability and professionalism will also be included to model and share positive and healthy professional development practices.

This course explains how to navigate through the web-based modules of foundation training. It will also teach about the Minnesota Child Welfare Practice Model and how it applies to your practice with children and families.

Overview of federal & state regulations that impact provision of CW services. Introduces legislation that affects work with children & families of color. Content presented at introductory level; classroom builds on info learned in this module.

Introduces connections between culture, communication, ethics & family engagement – and need for workers to develop responsiveness in these areas. Topics covered more during classroom training.

Introduces & addresses family systems & stressors, general child development, adverse impacts of maltreatment on development, & child sexual abuse. Includes supplemental documents; Post-Test questions may be asked regarding the information, concepts and principles presented in the additional resources.

A series of web-based lessons covering the intake, screening, and pathway assignment of child maltreatment reports. Key elements of the Family Investigation Response to allegations of child maltreatment. Key elements of the Family Assessment Response to allegations of child maltreatment. Quiz on child maltreatment response pathway assignment. A series of web-based lessons covering the intake, screening, and pathway assignment of child maltreatment reports. An introduction and resources related to agency response pathways for child maltreatment.

Accurate assessment of child safety & risk of maltreatment is integral to all CW decision making processes. Ability to identify maltreatment risks & factors that affect safety is critical to accurate assessment. Workers must know how to use standardized assessment tools to inform & guide assessment decisions. The SDM process helps workers make objective judgments about a family’s presenting situation & guides decisions to achieve child safety.

Worker safety in the office and field; worker self-care.

Identifies service planning steps for children remaining in the home, as well as children in out-of-home placements. Learn service plan implementation & provision. Introduces best interest factors, how to prepare children, families, & resource families for placement. Concurrent permanency planning is defined, along w/identification of permanency options, & strategies to achieve permanency.

This three hour training is taken following Foundation Classroom 2. It applies policy to practice in documentation through the application of SSIS functions. Participants work through a family investigation case study. It emphasizes the early stages of a case including Intake, Transitioning to Assessment, Structured Decision Making, and Tracking Determinations from Family Assessment to Family Investigation.

This 3 hour training is taken following Foundation Classroom 3. It applies policy to practice in documentation through the application of SSIS functions. Participants work through a permanency case study. It emphasizes an overview of Indian Child Welfare Act (ICWA) and Minnesota Indian Family Preservation Act (MIFPA) Screen Functionality, Participant Folder Entry including Court Actions, Permanency Screens and Out of Home Placement Planning, and Case Management Risk Reassessment.

This course covers basic navigation of the SSIS main screen. Students will also learn about the development of SSIS, the impact use of SSIS has on clients, and get hands-on experience navigating the SSIS main screen.

Students will use the Person Search function to find individuals in SSIS. The course also covers how SSIS categorizes individuals in the database, how to search for different types of participants and navigate search criteria available to effectively find information.

SSIS Essentials 103 covers the differences between intakes, workgroups and cases and get an overview of the characteristics of each. Students will get hands-on experience reviewing the different categories of Intake and Workgroup searches, including brief descriptions of each one.

Intakes are the first point of contact we have with any client or service provider. This course covers the initial process for entering basic information for a new intake. Understanding the intake process is beneficial to all roles, since all data entry starts with an intake. Students will complete a sample child protection intake up to the point where classroom training begins. There is also a sample adult protection intake for review.

This course in the SSIS Essentials curriculum provides an overview of the Chronology functions in a workgroup. In addition, learners will have the opportunity to create activities using both the Chronology functions and the User Activity Log for Time Reporting. Upon completion, learners may take SSIS Essentials 106 - Data Clean-up, Reminders and Alerts

This final course in the SSIS Essential curriculum covers the use of the Data Clean-up tool for workgroups as well as use of the Reminders and Alerts Log in SSIS. Once complete, agency staff may register for the SSIS Child Protection Worker or SSIS Adult Protection Worker.

No course description

This classroom introduces new workers to public child welfare with foundational reflection and interactive activities on one’s personal identities and culture, disparities and disproportionalities, communication and trauma informed practice. Best practices in engaging fathers and co-occurring maltreatment and domestic violence are included. Worker safety and self-care are introduced and incorporated throughout classrooms

This two day course is provided by the University of Minnesota Duluth’s Tribal Training and Certification Partnership, as part of a collaboration with the MNCWTA. It is now a required part of new worker Foundations training. The curriculum was developed in partnership between the TTCP at UMD along with Minnesota tribes, and its delivery by the TTCP is approved by the Indian Child Welfare Advisory Council in Minnesota. During this course, workers will recognize the historical, political, and legal underpinnings of the Indian Child Welfare Act (ICWA) and the Minnesota Indian Family Preservation Act (MIFPA); understand and apply both the spirit and letter of the ICWA and MIFPA; and understand their role in ensuring positive outcomes for American Indian children, their families, and tribes.

This classroom introduces new workers to the steps of screening, intake and investigation in the life of a case. Skills in interviewing and engaging families are practiced to support ongoing partnerships. Discussion and a case study are incorporated that address safety, risk, engagement, assessment, strengths and needs, culture, service plan development, and child well-being. ICWA and its application are covered as it related to ensuring active efforts for eligible cases.

This classroom focuses on further steps of a case relating to review of placement activities such as identifying relatives, development of an out of home placement plan, entering case data, and permanency planning. A case study is incorporated to practice effective case planning, evidence gathering and documentation, court involvement, and child placement. Best practices and federal and state legal mandates are covered when working with American Indian families and tribes across the life of all types of cases.

This classroom will go in further depth on worker functions and skills throughout the life of a case, including identifying maltreatment, documentation, court documentation and processes, and determining permanency options. End of permanency case management including extended foster care and youth in transition will be integrated with resources and connections to earlier classrooms. The classroom will review key guidelines in intake, screening, and permanency and resources (forms, statues, safety practice tools, and SSIS etc.) that are central to child protection practice. Worker sustainability and professionalism will also be included to model and share positive and healthy professional development practices.

This training will refresh the professional's knowledge and deepen understanding of the application of SDM safety and risk assessments, and strengthen connection between the safety assessment and safety planning. Additional outcomes include understanding the "why" behind the SDM assessments and how to connect engagement skills with assessments. Each day will cover an in depth look at the safety and risk assessments, and incorporate practice and engagement skills with families.

This training covers what is permanency and why it is important. This training is for individuals who have a key role in achieving permanency for children in foster care, whether through reunification, adoption, or permanent transfer of custody. County and tribal caseworkers, supervisors, managers and directors, judges, county attorneys, parent and child attorneys, GALs, foster parents, private agency staff and child-specific recruiters, and others who play a key role in achieving permanency for children and youth are invited to participate in this training. Prerequisite to PRT Roundtable Skills.

Participants will utilize strengths-based strategies in case planning with complex families in the child welfare system. Participants will create case plan goals and tasks that are culturally appropriate and safety-focused.

This two day workshop will cover the basic principles, skill, and tools of Sign of Safety (SofS). This will include, but not be limited to: A Signs of Safety overview and brief history; Appreciative Inquiry; The Questioning Approach; Harm and Danger Statements and Safety Goals; Three Houses, Safety House; Mapping; Safety Planning and Safety Networks.

Participants will receive a homework sheet at the end of the first two days of Signs of Safety training that they will bring back for the third day with the expectation they have used the SOS model and can return with a case or aspects of using the model to discuss and consult about. (What is working and what can I do better.)

This course explains how to navigate through the web-based modules of foundation training. It will also teach about the Minnesota Child Welfare Practice Model and how it applies to your practice with children and families.

Overview of federal & state regulations that impact provision of CW services. Introduces legislation that affects work with children & families of color. Content presented at introductory level; classroom builds on info learned in this module.

Introduces connections between culture, communication, ethics & family engagement – and need for workers to develop responsiveness in these areas. Topics covered more during classroom training.

Introduces & addresses family systems & stressors, general child development, adverse impacts of maltreatment on development, & child sexual abuse. Includes supplemental documents; Post-Test questions may be asked regarding the information, concepts and principles presented in the additional resources.

A series of web-based lessons covering the intake, screening, and pathway assignment of child maltreatment reports. Key elements of the Family Investigation Response to allegations of child maltreatment. Key elements of the Family Assessment Response to allegations of child maltreatment. Quiz on child maltreatment response pathway assignment. A series of web-based lessons covering the intake, screening, and pathway assignment of child maltreatment reports. An introduction and resources related to agency response pathways for child maltreatment.

Accurate assessment of child safety & risk of maltreatment is integral to all CW decision making processes. Ability to identify maltreatment risks & factors that affect safety is critical to accurate assessment. Workers must know how to use standardized assessment tools to inform & guide assessment decisions. The SDM process helps workers make objective judgments about a family’s presenting situation & guides decisions to achieve child safety.

Worker safety in the office and field; worker self-care.

Identifies service planning steps for children remaining in the home, as well as children in out-of-home placements. Learn service plan implementation & provision. Introduces best interest factors, how to prepare children, families, & resource families for placement. Concurrent permanency planning is defined, along w/identification of permanency options, & strategies to achieve permanency.

This training provides an introduction to a number of common mental health diagnoses that foster and adoptive children often present within the child welfare system. Each diagnosis is discussed in terms of origins, symptoms, behaviors, treatment, interventions, and cultural considerations. It also includes information and helpful tips about common co-occurring or dual diagnoses. This course meets the training requirement in 245A.

This training provides an overview of a common mental health diagnosis that foster and adoptive children often present within the child welfare system. Anxiety will be discussed in terms of main origins, symptoms, behaviors, treatment, interventions, and cultural considerations. This course meets the annual training requirement in MN Statute 245A.

This training provides an overview of a common mental health diagnosis that foster and adoptive children often present within the child welfare system. Attention Deficit Hyperactivity Disorder (ADHD) will be discussed in terms of origins, symptoms, behaviors, treatment, interventions, and cultural considerations. This course meets the annual training requirement in MN Statute 245A.

This training provides an overview of a common mental health diagnosis that foster and adoptive children often present within the child welfare system. Depression will be discussed in terms of origins, symptoms, behaviors, treatment, interventions and cultural considerations. This course meets the annual training requirement in MN Statute 245A.

This training provides an overview of a common mental health diagnosis that foster and adoptive children may present within the child welfare system. Obsessive Compulsive Disorder (OCD) will be discussed in terms of origins, symptoms, behaviors, treatment, interventions and cultural considerations. This course meets the annual training requirement in MN Statute 245A.

This training provides an overview of a common mental health diagnosis that foster and adoptive children may present within the child welfare system. Autism will be discussed in term of origins, symptoms, behaviors, treatment, interventions and cultural considerations. This course meets the annual training requirement in MN Statute 245A.

Fulfill the abusive head trauma and SUIDS training requirements at one class. The abusive head trauma training is an overview of the facts of abusive head trauma and the factors that contribute to shaking a young child. The training will also focus on prevention strategies for providers. The SUIDS training will provide accurate information on best practices related to safe sleep environments and infant care.

No course description available

This three hour training is taken following Foundation Classroom 2. It applies policy to practice in documentation through the application of SSIS functions. Participants work through a family investigation case study. It emphasizes the early stages of a case including Intake, Transitioning to Assessment, Structured Decision Making, and Tracking Determinations from Family Assessment to Family Investigation.

This 3 hour training is taken following Foundation Classroom 3. It applies policy to practice in documentation through the application of SSIS functions. Participants work through a permanency case study. It emphasizes an overview of Indian Child Welfare Act (ICWA) and Minnesota Indian Family Preservation Act (MIFPA) Screen Functionality, Participant Folder Entry including Court Actions, Permanency Screens and Out of Home Placement Planning, and Case Management Risk Reassessment.

This course covers basic navigation of the SSIS main screen. Students will also learn about the development of SSIS, the impact use of SSIS has on clients, and get hands-on experience navigating the SSIS main screen.

Students will use the Person Search function to find individuals in SSIS. The course also covers how SSIS categorizes individuals in the database, how to search for different types of participants and navigate search criteria available to effectively find information.

SSIS Essentials 103 covers the differences between intakes, workgroups and cases and get an overview of the characteristics of each. Students will get hands-on experience reviewing the different categories of Intake and Workgroup searches, including brief descriptions of each one.

Intakes are the first point of contact we have with any client or service provider. This course covers the initial process for entering basic information for a new intake. Understanding the intake process is beneficial to all roles, since all data entry starts with an intake. Students will complete a sample child protection intake up to the point where classroom training begins. There is also a sample adult protection intake for review.

This course in the SSIS Essentials curriculum provides an overview of the Chronology functions in a workgroup. In addition, learners will have the opportunity to create activities using both the Chronology functions and the User Activity Log for Time Reporting. Upon completion, learners may take SSIS Essentials 106 - Data Clean-up, Reminders and Alerts

This final course in the SSIS Essential curriculum covers the use of the Data Clean-up tool for workgroups as well as use of the Reminders and Alerts Log in SSIS. Once complete, agency staff may register for the SSIS Child Protection Worker or SSIS Adult Protection Worker.

This 3 hour training is taken following Foundation Classroom 3. It applies policy to practice in documentation through the application of SSIS functions. Participants work through a permanency case study. It emphasizes an overview of Indian Child Welfare Act (ICWA) and Minnesota Indian Family Preservation Act (MIFPA) Screen Functionality, Participant Folder Entry including Court Actions, Permanency Screens and Out of Home Placement Planning, and Case Management Risk Reassessment.

This classroom introduces new workers to public child welfare with foundational reflection and interactive activities on one’s personal identities and culture, disparities and disproportionalities, communication and trauma informed practice. Best practices in engaging fathers and co-occurring maltreatment and domestic violence are included. Worker safety and self-care are introduced and incorporated throughout classrooms

Participants will build on existing knowledge, assessment strengths and skills in Child Protection investigations. They will gain specialized knowledge of the investigation processes to assess alleged maltreatment in a facility (child foster care, family child care, or juvenile correctional facilities located within an agency’s jurisdiction). The course explores the “gray areas” unique to facility investigations and the differing and complementary roles and responsibilities of the child protection Investigator and the facility Licensor. Participants review the process for facility investigations, including the intake process, evidence gathering, determining the appropriate disposition, and completing determination notices. It is expected that participants will have completed Child Welfare Foundation Training and is preferred if participants have completed forensic child interviewing training.

This training will refresh the professional's knowledge and deepen understanding of the application of SDM safety and risk assessments, and strengthen connection between the safety assessment and safety planning. Additional outcomes include understanding the "why" behind the SDM assessments and how to connect engagement skills with assessments. Each day will cover an in depth look at the safety and risk assessments, and incorporate practice and engagement skills with families.

This in person training will focus on the application of knowledge and skills in understanding the players & their roles in a courtroom; engaging the family in reasonable efforts, and testifying in court. Objectives include describing the roles in a courtroom, relationship each role has with the case worker, and demonstrating the role of the case worker as it relates to courtroom participation and engagement.

FGDM is a decision-making process that increases the use of kinship care, capitalizes on family strengths and affirms cultural diversity. It creates a partnership between the family and service providers and other professionals, and recognizes that families can make well-informed decisions about themselves. Families are engaged and empowered by child welfare agencies to make decisions and develop plans that nurture their children and youth and protect them from further abuse and neglect. An overview of the principles and phases of Family Group Decision Making, including which cases are appropriate for referral to the Family Group Decision Making process, is provided.

Individuals will learn the specific skills, strategies and techniques fundamental to facilitating and coordinating Family Group Decision Making (FGDM) meetings in the context of child welfare. The training will include a review of the history, philosophy, and practice elements of FGDM. Prerequisite: FGDM Orientation.

This training covers what is permanency and why it is important. This training is for individuals who have a key role in achieving permanency for children in foster care, whether through reunification, adoption, or permanent transfer of custody. County and tribal caseworkers, supervisors, managers and directors, judges, county attorneys, parent and child attorneys, GALs, foster parents, private agency staff and child-specific recruiters, and others who play a key role in achieving permanency for children and youth are invited to participate in this training. Prerequisite to PRT Roundtable Skills.

The prerequisite for this course is the Value of Permanency training. The training is an orientation to the Permanency Roundtable process. Permanency Roundtables are a structured case consultation that can be used to achieve permanency for all children. This training is for counties that will facilitate Permanency Roundtables. Case Workers, Supervisors, Permanency Consultants (Internal/External), Facilitators and Scribes are invited to participate in this training.

Participants will utilize strengths-based strategies in case planning with complex families in the child welfare system. Participants will create case plan goals and tasks that are culturally appropriate and safety-focused.

This course is designed to help county and tribal child welfare workers enhance their capacity to identify and engage fathers of children in the child welfare/child protection system. The training offers opportunities for participants to: examine their personal and organizational barriers toward all fathers; develop effective strategies that promote father involvement; enhance opportunities for healthy co-parenting; learn and apply legal requirements for working with fathers; and increase child safety, permanency and well-being.

This two-day module helps provide new workers with strategies to: engage prospective resource families in a mutual assessment process; identify families who will have a high probability of long-term success in parenting children who are adopted, are in foster or are in Permanent Transfer of Physical and Legal Custody (Kinship care); and provide assessment criteria needed to complete the Minnesota Adoption and Foster Care Study. Assessors will receive strategies to assess the social and emotional functioning of children, their developmental needs, and readiness for adoptive/TLPC placement. Finally, the workshop presents information regarding selection and matching in foster care, adoption and TLPC, including clarification of the requirements of both the Indian Child Welfare Act, the Multi-Ethnic Placement Act and the Minnesota Indian Family Preservation Act.

This course will provide an overview of human trafficking and sexually exploitation of children in Minnesota, including identifying risk factors, red flags and best practices for working with Sexually Exploited Youth. Participants will learn the Department of Human Services’ guidance on responding to Sexually Exploited Youth within Minnesota’s Child Welfare System in the context of legislative efforts including Public Law 114-22, Justice for Victims of Trafficking Act, and Minnesota’s Safe Harbor Law and No Wrong Door Model.

Participants will learn the Department of Human Services’ guidance on responding to Sexually Exploited Youth within Minnesota’s Child Welfare System in the context of legislative efforts including Public Law 114-22, Justice for Victims of Trafficking Act, and Minnesota’s Safe Harbor Law and No Wrong Door Model.

This facilitated meeting provides information, education, skill building and support regarding Minnesota Department of Human Services policies and practices to child welfare workers throughout the state. These meetings are rooted in best practice and supports safety, permanency and well-being outcomes for children and families involved in the child welfare system.

This two day workshop will cover the basic principles, skill, and tools of Sign of Safety (SofS). This will include, but not be limited to: A Signs of Safety overview and brief history; Appreciative Inquiry; The Questioning Approach; Harm and Danger Statements and Safety Goals; Three Houses, Safety House; Mapping; Safety Planning and Safety Networks.

Participants will receive a homework sheet at the end of the first two days of Signs of Safety training that they will bring back for the third day with the expectation they have used the SOS model and can return with a case or aspects of using the model to discuss and consult about. (What is working and what can I do better.)

During this two day training, child welfare workers will develop knowledge and understanding of the impact of trauma on the development and behavior of children. Participants will be able to identify strategies to support children and their families who have experienced trauma. Participants will gain knowledge on how and when to intervene in a trauma-sensitive manner and make strategic referrals. Participants will also understand the impact of secondary traumatic stress (STS) on child welfare workers and identify techniques for effective self-care.

The development of secondary traumatic stress (STS) is recognized as a common occupational hazard for professionals working with traumatized children. Studies show that up to 50% of child welfare workers and from 6% to 26% of therapists working with traumatized populations are at high risk of secondary traumatic stress or the related conditions of PTSD and vicarious trauma. This course will help workers understand STS and how organizational characteristics and workloads create traumatic stress. Trainees will create improvement strategies that help and heal.

Gay, lesbian, bisexual, transgender and queer/questioning (GLBTQ) youth and families live in all regions of the state and are often invisible to communities and institutions, including the child welfare system. Like all youth and families, GLBTQ youth and families have strengths and challenges, and are members of all racial and ethnic cultures, communities, and religious backgrounds. GLBTQ individuals have been subjected to historical discrimination and oppression, causing attendant challenges to their well-being. GLBTQ youth in out-of-home care are especially vulnerable to discrimination and stigma. This training is intended to increase the awareness, knowledge, skills and abilities of social workers and supervisors to work effectively with this unique population.

Data increasingly shows the role that poverty plays in child neglect and maltreatment. This class will help workers recognize the myths about poverty, and also understand how economic realities affect everyday living for the families they serve. Workers will gain an understanding of socioeconomic statistics, trends, and the impact of poverty in Minnesota and the United States, including poverty research and the ability to apply this knowledge to the practice of social work. Strategies will be presented for building effective communication to educate and to form relationships in order to assess, build and connect families to resources. In addition, effective strategies to positively impact the cycles of poverty will be introduced.

This course explains how to navigate through the web-based modules of foundation training. It will also teach about the Minnesota Child Welfare Practice Model and how it applies to your practice with children and families.

Overview of federal & state regulations that impact provision of CW services. Introduces legislation that affects work with children & families of color. Content presented at introductory level; classroom builds on info learned in this module.

Introduces connections between culture, communication, ethics & family engagement – and need for workers to develop responsiveness in these areas. Topics covered more during classroom training.

Introduces & addresses family systems & stressors, general child development, adverse impacts of maltreatment on development, & child sexual abuse. Includes supplemental documents; Post-Test questions may be asked regarding the information, concepts and principles presented in the additional resources.

A series of web-based lessons covering the intake, screening, and pathway assignment of child maltreatment reports. Key elements of the Family Investigation Response to allegations of child maltreatment. Key elements of the Family Assessment Response to allegations of child maltreatment. Quiz on child maltreatment response pathway assignment. A series of web-based lessons covering the intake, screening, and pathway assignment of child maltreatment reports. An introduction and resources related to agency response pathways for child maltreatment.

Accurate assessment of child safety & risk of maltreatment is integral to all CW decision making processes. Ability to identify maltreatment risks & factors that affect safety is critical to accurate assessment. Workers must know how to use standardized assessment tools to inform & guide assessment decisions. The SDM process helps workers make objective judgments about a family’s presenting situation & guides decisions to achieve child safety.

Worker safety in the office and field; worker self-care.

Identifies service planning steps for children remaining in the home, as well as children in out-of-home placements. Learn service plan implementation & provision. Introduces best interest factors, how to prepare children, families, & resource families for placement. Concurrent permanency planning is defined, along w/identification of permanency options, & strategies to achieve permanency.

This course was designed as an initial step-by-step training for new fiscal workers. Participants learn hands-on SSIS functionality during class.

This course covers basic navigation of the SSIS main screen. Students will also learn about the development of SSIS, the impact use of SSIS has on clients, and get hands-on experience navigating the SSIS main screen.

Students will use the Person Search function to find individuals in SSIS. The course also covers how SSIS categorizes individuals in the database, how to search for different types of participants and navigate search criteria available to effectively find information.

SSIS Essentials 103 covers the differences between intakes, workgroups and cases and get an overview of the characteristics of each. Students will get hands-on experience reviewing the different categories of Intake and Workgroup searches, including brief descriptions of each one.

Intakes are the first point of contact we have with any client or service provider. This course covers the initial process for entering basic information for a new intake. Understanding the intake process is beneficial to all roles, since all data entry starts with an intake. Students will complete a sample child protection intake up to the point where classroom training begins. There is also a sample adult protection intake for review.

This course in the SSIS Essentials curriculum provides an overview of the Chronology functions in a workgroup. In addition, learners will have the opportunity to create activities using both the Chronology functions and the User Activity Log for Time Reporting. Upon completion, learners may take SSIS Essentials 106 - Data Clean-up, Reminders and Alerts

This final course in the SSIS Essential curriculum covers the use of the Data Clean-up tool for workgroups as well as use of the Reminders and Alerts Log in SSIS. Once complete, agency staff may register for the SSIS Child Protection Worker or SSIS Adult Protection Worker.

This training provides an introduction to a number of common mental health diagnoses that foster and adoptive children often present within the child welfare system. Each diagnosis is discussed in terms of origins, symptoms, behaviors, treatment, interventions, and cultural considerations. It also includes information and helpful tips about common co-occurring or dual diagnoses. This course meets the training requirement in 245A.

This training provides an overview of a common mental health diagnosis that foster and adoptive children often present within the child welfare system. Anxiety will be discussed in terms of main origins, symptoms, behaviors, treatment, interventions, and cultural considerations. This course meets the annual training requirement in MN Statute 245A.

This training provides an overview of a common mental health diagnosis that foster and adoptive children often present within the child welfare system. Attention Deficit Hyperactivity Disorder (ADHD) will be discussed in terms of origins, symptoms, behaviors, treatment, interventions, and cultural considerations. This course meets the annual training requirement in MN Statute 245A.

This training provides an overview of a common mental health diagnosis that foster and adoptive children often present within the child welfare system. Depression will be discussed in terms of origins, symptoms, behaviors, treatment, interventions and cultural considerations. This course meets the annual training requirement in MN Statute 245A.

This training provides an overview of a common mental health diagnosis that foster and adoptive children may present within the child welfare system. Obsessive Compulsive Disorder (OCD) will be discussed in terms of origins, symptoms, behaviors, treatment, interventions and cultural considerations. This course meets the annual training requirement in MN Statute 245A.

This training provides an overview of a common mental health diagnosis that foster and adoptive children may present within the child welfare system. Autism will be discussed in term of origins, symptoms, behaviors, treatment, interventions and cultural considerations. This course meets the annual training requirement in MN Statute 245A.

Fulfill the abusive head trauma and SUIDS training requirements at one class. The abusive head trauma training is an overview of the facts of abusive head trauma and the factors that contribute to shaking a young child. The training will also focus on prevention strategies for providers. The SUIDS training will provide accurate information on best practices related to safe sleep environments and infant care.

No course description available