Fall 2011 Learning Institute Catalog - County of Santa Clara

Fall 2011 

Learning Institute Catalog 

By 

Mental Health Department and 

Department of Alcohol & Drug Services

Learning Institute 

Fall 2011 Workshop Catalog 

Welcoming Message 

In 1998, the Department of Alcohol & Drug Services (DADS) published the first Learning 

Institute Catalog. Today DADS partners with the Mental Health Department’s (MHD) 

Learning Partnership Division in providing exceptional trainings. Working in collaboration, 

both departments are providing trainings that will be available to both DADS staff 

and Mental Health staff. This collaboration has increased the number and variety of training 

opportunities for participants. 

The trainings will remain free for Santa Clara County employees and DADS and MHD 

contractors. Those needing continuing education units (CEUs), will be pleased to know 

that the CEUs fees are waived for Santa Clara County employees and DADS and MHD 

contractors WHO PRE-REGISTER FOR OUR TRAININGS. To register on-line, please 

follow the directions on page 7 and sign up for these exciting new courses. 

4. Once logged in, click on “Learning 

Institute” on left hand side. You will then 

see the list of classes by month. Click on 

the class you are interested and 

click on 

792-3900 and staff will be 

happy to 

assist you. 

2 

3

TABLE OF CONTENTS 

Welcome Message . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 

General Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 

H o w t o R e g i s t e r . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 

Workshop Locations and Maps. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8 

DEPARTMENT OF ALCOHOL AND DRUG SERVICES (DADS) 

Confidentiality, 42 CFR & HIPAA …………………………………………………...……………………10 

A Common Sense Approach to Compliance……………………………………………………………… 11 

Client Directed, Outcome Informed Treatment……………………………………………………………12 

Clinical Review for Internal Certification ………………………..………………………………………..13 

Dual Relationships Policy Review ……………………………..…………………………………………..14 

DADS Adult System of Care (ASOC) Orientation ……………………………………………………….15 

Psychopharmacology Update 2011 . …………………...……………….. . …………………………… . .16 

Working with Clients from the Middle East ………………………………………….…………………...17 

Addiction Basics: What Non-Specialists Need to Know………………..………………………………..18 

DADS Unicare Data Essentials………………………………………………..………………………….. 19 

Communicable Diseases ……………………………………………….………………………………….. 20 

Walking the Tightrope of Pain Management and Addiction…………..………………………………… 21 

3 P r i n c i p l e s ……………………………………………………………………………………………………………………………… . . . . . . . . . . . . . . . . . . . 

Rush, Rush, Rush… The Speed Trap!........................................................................………………..23 

“Transcending Difficult Relationships at Work and in Life”…………………….…………………….…24 

“Transcending the Addiction Problem & Finding True Recovery”.....................................................25 

“Resentment: A Workplace Sabotage!”………………………………………………………………26 

“Mental Multi-Tasking: Friend or Foe”…………………………………………………………...27 

“ C r u c i a l C o n v e r s a t i o n s ” ……………………………………………………………………… . . . 2 8 

“Soaring Above Unpredictability”………………………………………………………………………...29 

“Obsession of the Mind: Addiction, Relapse and the 3 Principles”……………………………………30 

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TABLE OF CONTENTS (CONTINUED) 

MENTAL HEALTH DEPARTMENT (MHD) 

Clinical Aspect of 5150 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32 

5 1 5 0 A p p l i c a t i o n t o E n roll i n T raining . . . . . . . . . . . . . . . . . . . . . . 3 3 

Motivational Interviewing 101: The Basics on Engaging People into Treatment . . . . . .34 

National Alliance on Mental Illness (NAMI) Provider Education Course . . . . . . . . . .35 

E f f e c t i v e P r a c t i t i o n e r U t i l i z a t i o n o f B i l i n g u a l S t a f f & I n t e r p r e t e r s … 3 6 

Mental Health First Aid. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37 

Cultural Complexities in Diagnosis, Assessment and Engagement . . . . . . . . . . . . . . . .38 

Introduction to Infant & Early Childhood MH: Key Concepts & Resources . . . . .39 

Milestone of Recovery Scale (MORS) Training . . . . . . . . . . . . . . . . . . .40 

Clinical Supervision Training, Foundation for Tomorrow’s Professionals . . . . . .41 

A d v a n c e d C u l t u r a l C o m p e t e n c e a n d M H S A C o r e T r a i n i n g . . . . . . . . . 4 2 

Basic Skills for a Reflective Practitioner: Learning more about ourselves from Encounters 

w i t h F a m i l i e s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 3 

Facilitating the Reflective Process in Infant-Family & Early Childhood Mental Health Work: 

An Inter-Disciplinary 2-Day Workshop for Mentors, Facilitators and Supervisors . . . . .44 

Understanding and Treating Compulsive Hoarding. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .45 

Advancing Cultural Complexities in Diagnosis, Engagement, and Successful Working 

R e l a t i onships. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46 

U nder stan ding S tr en g ths & Suppor t s for Mu l ticultur a l Eld e r s & Older Ad u lts . . . .47 

Outsmarting the Shark: Mental Health Documentation Training . . . . . . . . . . . .48 

Co-Occurring Disorders (Dual Diagnosis): Clinical Dilemmas in Assessment and Treatment . .49 

The Healing Power of Play Therapy: Connecting to the Inner Child . . . . . . . . . .50 

Wellness Recovery Action Plan (WRAP) 3-Day Overview . . . . . . . . . . . . . . . . .51 

LGBTQ Youth Space .. . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .52 

Cultural Spirituality in the Latino Community. .. . . . . . . . . . . . . . . . . . . . . . . . . .53 

African American Faith & the Mental Health Care Community: “A Bridge over Troubled Water”. .54 

Advanced Cultural Competence for Working Effectively with Multicultural Elders & Older 

Adult Communities . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .55 

EMPLOYEE DEVELOPMENT (Trainings only for Santa Clara County employees) 

Certifications at ESA/ED. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .57 

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General Information 

CONTINUING EDUCATION UNIT (CEU) CREDIT 

SCVHHS Department of Alcohol & Drug Services & Mental Health Department are an approved provider of continuingeducation 

contact hours for the following licensure agencies: 

BBS - California Board of Behavioral Sciences 

Provider Number PCE 797 (DADS) 

Provider Number PCE 3275 (MHD) 

BRN - California Board of Registered Nursing 

Provider Number CEP 12240. 

CAADAC - California Association of Alcoholism and Drug Abuse Counselors 

Provider Number 4S-95-305-0413 

CADDTP - Provider approved by California Association of 

Drinking Driver Treatment Programs, 

Provider Number 118. 

CAADE - Provider approved by California Association of 

Alcohol/Drug Educators Continuing Education Committee 

Provider Number CP30935C0814 

Workshops meet qualifications for number of hours of continuing education credit indicated under CE in workshop description, 

as required by CAADAC, CAADE, BBS, BRN, and CADDTP. To receive CEU credits and a certificate, You MUST SIGN- 

IN AND SIGN-OUT of each workshop day AND turn in your evaluation sheet (s) at the end of the workshop session. You 

MUST ATTEND THE ENTIRE WORKSHOP to receive credits; NO PARTIAL CREDITS are given. Continuing Education certificates 

will be mailed within six to eight weeks. 

CEU FEES 

CEUs are free for ALL Santa Clara County employees, & employees of agencies contracting with DADS or The Department of 

Mental Health who pre-register. There is a charge of $25 for walk-ins and other attendees not affiliated with Santa Clara 

County; these fees are non-refundable. 

TRAININGS REQUIRED BY DEPARTMENT OF ALCOHOL AND DRUG SERVICES 

The Department requires any/all staff who interact with clients and client information during the course of their work to attend 

the following mandated trainings. 

Annually: 

Confidentiality, 42 CFR, and HIPAA 

A Common Sense Approach to Compliance 

Every two years: 

Communicable Diseases (HEP-C, TB, HIV, AIDS) 

Law and Ethics 

Dual Relationships Policy Review 

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Fall 2011 Workshop Catalog

MHD Learning Partnership presents: 


Fall 2011 Workshop Catalog 

REGISTRATION 

Pre-registration is important. In the unlikely event of a workshop cancellation, pre-registered persons will be 

notified directly. Workshop enrollment is limited and early registration will insure your place in high-demand 

classes. 

How to Register On-Line 

1. Connect to Internet 

2. TYPE http://LearningPartnership.elearning.networkofcare.org 

3. If you need to create a USER ID and PASSWORD press “Start Here,” then complete the information 

needed to complete account. 

4. To LOG IN, on the top right side of the screen, click on the yellow “Login” button. 

5. Use your LOGIN NAME (USER ID) and PASSWORD to LOG IN. If you forgot your Login Name (User 

ID) and Password, click on “Forgot your password,” enter your email address and it will be sent to you. 

6. Once logged in, my eLearning homepage appears and below you will see the list of courses for the Fall. 

Click on the course you are interested. Once the course information appears, on the right side enter “1” 

in the Quantity box, click “Add items to Cart,” and then click “Complete Order” to complete the registration 

process 

7. To verify you are registered click the Home button on the top left of the page, then select “My Courses” 

to view your pre-registered courses. 

8. If you were successful in registering for the course, you will receive an e-mail notification to confirm 

your registration. Please make sure your e-mail address is correct. 

9. If you still need help, please call Learning Partnership at (408) 792-3900 and staff will be happy to assist 

you. 

WORKSHOP SIGN-IN begins half-hour before the start time of workshops and conferences. 

REGISTRATION FEES Registration is free for ALL Santa Clara County employees, contractors, and service 

providers. 

For attendees outside of Santa Clara County, registration fees are $60 for five (5) to eight (8) hour workshops 

and $30 for two (2) to four (4) hour workshops, unless otherwise specified. Please make checks payable to: 

SCVHHS Alcohol & Drug Services. 

Registration fees are nonrefundable. 

IMPORTANT NOTE 

We will accept on-line registration only. 

How to Register for a Training 

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WORKSHOP SITES 

8 

MASONIC CENTER 

2500 MASONIC DRIVE, SAN JOSE, CA 95125 

From Interstate 101--- 

1. Take the Tully Road West exit. Tully turns into Curtner 

Avenue. One block past Guadalupe Expressway 

(87), turn Left at Canoas Garden. 

2. After one block, turn Right onto Masonic Drive. Follow 

the street up the hill past Scottish Rite Center into 

large parking area in front of Masonic Center (aka San 

Jose Masonic Temple). 

3. Workshop rooms are on the first floor. 

LEARNING PARTNERSHIP-2ND FL 

1075 E. SANTA CLARA ST., SAN JOSE, CA 95116 

From Interstate 101 North--- 

1. Take the Alum Rock Exit. Turn Right Alum Rock 

turns into E. Santa Clara St. 

2. Downtown Training Center is on the Right 

3. Workshop rooms are on the 2nd floor. 

4. Parking is permitted in “C” designated slots. 

CHARCOT TRAINING CENTER 

2310 N. 1ST STREET, SAN JOSE, CA 95131 

From Interstate 101 South toward San Jose--- 

1. Take the Brokaw Rd. Exit toward first Street. 

2. Turn Left onto E. Brokaw. Turn Right onto N. 1st 

Street Arrive at Location.

Trainings sponsored by 


Department of Alcohol & 

Drug Services 

9

Confidentiality, 42 CFR & HIPAA 

Tuesday September 27, 2011 

9:00 am - 12:00 pm 

DESCRIPTION & AGENDA 

Anyone working in a federally-funded substance abuse treatment program must comply with strict confidentiality 

regulations. These regulations afford strong protections for clients, but can present challenges for those who work 

in the field. 

This workshop will provide an overview of confidentiality regulations, especially those detailed in 42 CFR (Code 

of Federal Regulations), part 2, but also others such as HIPAA (Health Insurance Portability and Accountability 

Act) which also apply. Participants will be able to gain a basic understanding of confidentiality regulations, which 

will enable them to comply with legal requirements and to identify situations where further advice should be 

sought. 

Participants will learn definitions of terms, the general rule that prohibits disclosure, exceptions to the general 

rule, about new laws, and how to respond to some problematic areas such as: subpoenas and search warrants, and 

laws that appear contradictory. 

OBJECTIVES 

1. Provide a foundational understanding of 42, CFR and HIPAA and other relevant regulations, 

which will assist participants in complying with confidentiality regulations 

2. Highlight problem areas, including some in which legal advice should be sought 

3. Provide information about other resources available to participants 

4. Review of Information for DADS Internal Certification. 

PRESENTER: STEPHEN BETTS, MS 

CFCS Division Director 

Mr. Betts is the Division Director of the Children, Family 

and Community Services Division of the Department of Alcohol 

& Drug Services. He also serves as the Department’s 

Compliance Officer, HIPAA Security Officer and Privacy 

Officer. 

LOCATION: 

The Masonic Center 

2500 Masonic Drive 

San Jose, CA 95125 

Register on line at: 

http://learningpartnership.elearning.networkofcare.org/ 

10 

Tuesday, December 6, 2011 

9:00 am - 12:00 pm 

PRESENTER: NEVSA FLIGOR, JD 

Deputy County Counsel 

Ms. Fligor is the attorney for the County of Santa Clara’s 

Department of Alcohol and Drug Services (DADS). She obtained 

her law degree from Georgetown University Law 

Center in 2000.

A Common Sense Approach to 

Compliance 

DESCRIPTION 

Substance abuse professionals have to contend with a host of federal, state, and local 

laws and regulations. Understanding and complying with these laws and regulations 

can be very confusing and overwhelming. Failure to comply with these laws 

and regulations can lead to civil and criminal penalties, so it is important that employees 

pay serious attention to matters related to compliance. This workshop attempts 

to simplify some of these laws and regulations and to provide guidelines on 

how agencies and individuals can minimize their risk. 

OBJECTIVES 

Participants will leave with a better understanding of: 

Which areas are covered by compliance 

Why compliance is important 

How to identify areas of risk 

How to minimize personal risk and risk to their agency 

What protocols to follow when concerns about compliance arise 

PRESENTER 

Tuesday, 

September 27, 2011 

1:30pm-3:30pm 

(registration starts at 1:00pm) 

STEPHEN BETTS, MS, is the Division Director of the Children, 

Family and Community Services Division of the DADS. He also 

serves as the Department’s Compliance Officer, HIPAA Security 

Officer and Privacy Officer. 

Register on-line at http://learningpartnership.elearning.networkofcare.org/ 

11 

Location: 

Masonic Center, 

2500 Masonic Dr. 

San Jose, CA 

95125 

Tuesday, 

December 6, 2011 

1:30pm-3:30pm 

(registration starts at 1:00pm)

Client Directed, Outcome 

Informed Treatment 

DESCRIPTION: This introductory course should be taken by all counselors new to DADS. 

DADS’ commitment to individualized treatment is supported by the practice of a Client Directed Outcome 

Informed (CDOI) treatment philosophy. DADS has chosen to use the Outcome Rating Scale 

(ORS) and the Session Rating Scale (SRS) for treatment outcomes measurement. All treatment 

sites in the DADS adult system use the ORS and SRS tools with all clients regularly, throughout the 

treatment episode. 

Participants in this training will learn what makes up the “Client Directed” part of CDOI: the Common 

Factors in treatment success, the components of the Treatment Alliance, the value of a “culture of 

feedback” with clients, and what Change Data tells us. Participants will also learn the “Outcome Informed” 

part of CDOI, namely the ORS and the SRS: what they measure and their uses, administering 

and scoring the ORS and SRS, using outcomes feedback to develop clinical expertise, using 

the ORS and SRS in treatment, and the role of the ORS and SRS in clinical quality improvement. 

OBJECTIVES 

1. Understand the Client Directed and Outcome Informed components of CDOI practice and 

how they support DADS individualized treatment philosophy. 

2. Learn how to administer and score the ORS and SRS, and the basic use of the ASIST software 

program. 

3. Learn the basic uses of ORS and SRS data for treatment and professional improvement. 

PRESENTER 

Michael Hutchinson, MFT 

Clinical Standards Coordinator 

SCVHHS Dept. of Alcohol and Drug Services 

METHOD 

PowerPoint presentation, handouts, video demonstrations, question 

and answer, and discussion. 

Register on-line at http://LearningPartnership.elearning.networkofcare.org 

DATE: THURSDAY, SEPT. 29, 2011 TIME: 9:00AM-12:00PM 

LOCATION: THE LEARNING PARTNERSHIP 

1075 EAST SANTA CLARA STREET SAN JOSE, CA, 95116 

12

Clinical Review for 

Internal Certification 

OBJECTIVES 

After attending this workshop, participants will be able to: 

1. Demonstrate increased knowledge of ASAM PPC 2R 

2. Demonstrate increased knowledge of DADS Best Practices 

3. Demonstrate increased knowledge of Prohaska’s Stages of Change 

AGENDA 

1. What is ASAM PPC 2R, and why is it so important in DADS ASOC? 

2. What are DADS Best Practices? 

3. How are Prohaska’s Stages of Change used in treatment in DADS ? 

4. Review of information for DADS Internal Certification/test given 

PRESENTERS 

DADS QI Staff 

The Learning Partnership 

1075 E. Santa Clara Street, 2nd Floor 


(408) 792-3900 

The field of Alcohol and Other Drug Treatment is rapidly 

moving towards required certification of all counselors. In 

addition to the standard core competency areas in certification 

programs, DADS expects counselors to be proficient in 

“ASAM PPC 2R”, “Stages of Change” and “DADS Best Practice 

Standards”. In order to help prepare counselors in 

DADS Adult System of Care (ASOC), a review training is 

offered on these important topics. The class will be lecture/discussion 

format, with plenty of time for questions 

and answers. 

Thursday, September 29, 2011 

13 

1:30pm-3:30pm

Dual Relationships 

Tuesday, October 4, 2011 

10:00 am –12:00 pm 

DESCRIPTION 

Sometimes it can be confusing to know when a dual relationship issue is manifesting 

itself. This workshop will help identify when this might be occurring. Topics to be 

covered include the review of DADS policy on dual relationships and defining sponsor/sponsee 

exploitative relationships. 

Participants will gain understanding about DADS’ Dual Relationship Policy and 

learn how to set boundaries and avoid dual relationships with clients. Through vignettes 

and small group exercises, attendees will practice making decisions related to 

dual relationships. 

AGENDA 

Review Policy/Define “Exploitative” 

Discussion and examples related to policy 

Define Sponsor/Counselor relationships 

Brainstorming and questions 

Small Group work with vignettes 

Large Group discussion and questions 

Review of Information for DADS Internal Certification. 

Test will be given. 

Policy Review 

OBJECTIVES 

Participants will: 

1. Become knowledgeable about DADS’ Dual 

Relationships Policy 

2. Learn how to set boundaries and avoid dual 

relationships with clients at their agency 

3. Experience decision making related to dual 

relationships using vignettes 

PRESENTER: 

Cheryl Berman, Ph.D., Sr. Program Manager, Adult Outpatient Services, has a PhD in Clinical Psychology 

(Pacific Graduate School of Psychology, 1994) and is a licensed MFT. She has over 25 years of 

experience in the field of substance abuse treatment. Dr. Berman implemented the first women’s 

poly-drug abuse treatment program in Santa Clara County in 1979. She currently works at the Santa 

Clara County Department of Alcohol and Drug Services as a Sr. Program Manager overseeing adult 

residential and outpatient treatment services. In addition, she has been in private practice since 1990. 

14 

San Jose Masonic Center 


San Jose, CA 95125

OBJECTIVES 

1. To gain knowledge about the scope and 

philosophy of DADS Adult System of Care 

(ASOC) 

2. To understand the processes unique to DADS 

Adult System of Care (ASOC) 

3. To get to know the QI Team and the many 

meetings and committees that are available 

PRESENTERS: DADS QUALITY IMPROVEMENT STAFF 

Deandra Baumgartner, CADC began her career in Drug and Alcohol 

Treatment in 1990 as a counselor at CAPS Residential Program, 

where she worked for nine years. She became the DADS Lead for the 

Criminal Justice Division, which provided assessment services for clients 

receiving treatment. She joined QI in 2006. One of her primary 

tasks is monitoring Outpatient Utilization, which keeps the ASOC our 

system running smoothly. 

Pauline Casper, MS, CADC II, has worked in the field of Alcohol and 

Drug Services for 14 years as a counselor and Clinical Supervisor. 

She is currently a QI Coordinator for DADS with a special interest in 

providing improved clinical services to repeat clients. In addition, she 

has been teaching aspiring CAADAC counselors in the Alcohol and 

Drug Studies Program at San Jose City College for 10 years. 

Linh Hong, MSW, QIC II received her Masters of Social Work degree at 

UCLA and is a licensed Social Worker. She has worked at DADS for 

over 5 years and was previously the Clinical Lead at the Central Outpatient 

Treatment Program. Linh has over 16 years of experience working 

with clients of all ages and with issues including mental health, substance 

abuse, domestic abuse, and developmental disabilities. 

Jim Horrigan, BS has worked in the Drug and Alcohol Treatment field 

for over 20 years. His experience spans from working in residential 

treatment in 1990, to being the first lead at Gateway in 1996 and then 

to QI in1998. His expertise is coordinating DADS services with the 

criminal justice system. 

Edith Sona, MPH came to the United States from Cameroon, Africa in 

1985. She began working for DADS QI in 1997, and helped create the 

DADS System of Care. Edith oversees THU referrals and placements 

and plays a vital role in coordinating treatment for clients in the Dependency 

Court System. 

DADS Adult System of 

Care (ASOC) Orientation 

Quality Improvement (QI) staff will give an overview of the DADS 

Adult System of Care (ASOC). The variety of services within the 

ASOC continuum of care will be discussed. 

15 

AGENDA 

1. Adult System of Care (ASOC) Philosophy 

2. Accessing Services and the Continuum of Care 

3. Adult System of Care (ASOC) Processes 

4. Introduction to the Quality Improvement (QI) Team 

5. Staff Trainings and Meetings 

6. DADS Interface with other County Agencies 

7. Ancillary Services 

8. Review of information for DADS Internal Certification. 

Test will be given. 

THURSDAY 

OCTOBER 6, 2011 

10:00am—12:00pm 

The Learning Partnership 

Training Center 

1075 E. Santa Clara St. 


(408) 792-3900

Psychopharmacology Update 2011 

SAN JOSE MASONIC CENTER 

2500 MASONIC DRIVE 

SAN JOSE, CA 95125 

An update on current medications used 

in psychiatry & addiction medicine and a 

refresher on addiction science!!! 

with 

Mark Stanford, Ph.D 

Ali Alkoraishi, M.D. 

SEMINAR DESCRIPTION: 

From Oxycontin and cocaine to sex & lies, video gaming and gambling, the spectrum of human addictions is 

vast. But in neuroscience, they all boil down to pretty much the same thing - addiction is all about the dopamine. 

The pleasure, pain and devilish problem of control are simply the detritus left by waves of this little 

molecule surging and retreating deep in the brain. Research now shows that addiction requires two things. 

First is a genetic vulnerability, whose variables may include the quantity of dopamine receptors in the brain: 

Too few receptors and taking the drug is not particularly memorable, too many and it is actually unpleasant. 

Second, repeated assaults to the spectrum of circuits regulated by dopamine, involving motivation, expectation, 

memory and learning, among many others, appear to fundamentally alter the brain’s workings. This 

seminar will present an update on medications used for mental health. As a result of this presentation, participants 

will better understand the rationale for various medicines used in psychiatry & addictions treatment. 

GOALS OF THE SEMINAR: As a result of attending this workshop, attendees will: 

increase awareness of how different drugs act on the nervous system, the nature of compulsive addictive disorders 

and the rationale for the use of medications in addictions treatment, 

increase understanding of the treatment foundations for psychiatric illness & the medications used in psychiatry. 

PRESENTERS: 

Ali Alkoraishi, M.D. is the Medical Director for the Santa Clara County Department of Alcohol & Drug Services. He is 

also the Medical Director in Behavioral Health Services for the Catholic Charities agency. Dr. Alkoraishi is a psychiatric 

consultant on the use of the newest medications for the treatment of mental illness and dual diagnosis and has a specialty 

in child psychiatry. Dr. Alkoraishi has been teaching, consulting & practicing psychiatric medicine for twenty-five years. 

Mark Stanford, Ph.D. is the Division Director of the Santa Clara County Department of Alcohol & Drug Services Addiction 

Medicine Division. He is also a clinical research educator in the behavioral neurosciences with a specialty in psychopharmacology. 

Dr. Stanford is an Associate Professor in psychopharmacology at Cal State University East Bay and 

UC Berkeley Extension, and a lecturer at Stanford University Department of Family and Community Medicine and is the 

author of the textbook, Foundations In Behavioral Pharmacology: An Introduction to the Neuroscience of Drug Addiction 

and Mental Disorders. 

16 

DATE: Tuesday, OCTOBER 11, 2011 

TIME: 9:00 AM – 4:00 PM 

Registration online at : 

http://LearningPartnership.elearning.networkofcare.org

WORKING WITH 

CLIENTS FROM 

THE MIDDLE 

Cultural Issues in the Middle Eastern Population 

With Ali Alkoraishi, M.D. 

WORKSHOP DESCRIPTION 

This presentation will feature cultural and family dynamic issues of the Middle East in a non-political format. 

Some of the areas to be covered include religion, marriage, and socio-economic issues as well as a review of 

individual conflicts including psychological and psychiatric presentation of mental illness from a cultural perspective 

and the various attitudes about treatment. 

GOALS OF THE WORKSHOP 

� To learn about the various cultural aspects of Middle Eastern people. 

� To gain an enhanced understanding of the various conflicts experienced by the Mid East populace 

� To increase an overall cultural awareness of persons from the Middle East, their customs, concerns and 

attitudes toward treatment. 

PRESENTER 

Ali Alkoraishi, M.D. is the Medical Director and a psychiatric consultant for the Santa Clara 

County Department of Alcohol & Drug Services. He is also the Medical Director in Behavioral 

Health Services for the Catholic Charities agency. Dr. Alkoraishi is a psychiatric consultant 

on the use of the newest medications for the treatment of mental illness and dual diagnosis 

and has a specialty in child psychiatry. Dr. Alkoraishi has been teaching, consulting and practicing 

psychiatric medicine for twenty-five years. Dr. Alkoraishi was born in Iraq, his native 

language is Arabic, immigrated to the USA over 3 decades ago. 

17 

EAST 

WHEN: Tuesday, October 18, 2011 – 9AM to 12PM 

WHERE: San Jose Masonic Center 



Register on-line at http://learningpartnership.elearning.networkofcare.org/

Addiction Basics: What 

Non-Specialists Need to Know 

OBJECTIVES 

1. Discuss the disease process 

of addiction 

2. Provide a cultural, political 

and historical context for 

the disease of addiction 

3. Review recent research 

findings on alcohol and 

other common drugs of 

abuse and chemical dependency 

treatment 

4. Discuss how and why substance 

use and addiction 

impact special populations 

in society such as families, 

youth, pregnant women, 

the elderly people of color 

and others 

5. Provide resources and approaches 

for those interacting 

with substance 

abusers 

WORKSHOP DESCRIPTION 

The disease of addiction is not always recognizable in someone’s life. 

Because people often hide (or attempt to) hide a problem with alcohol or 

other drugs, it is important to understand the disease of addiction and its 

manifestations. 

This class is designed for those working with addicts and alcoholics in 

settings other than chemical dependency treatment programs. It is 

aimed at the non-specialist who works with or interacts with the substance-abusing 

population and wishes to understand the context within 

which these issues are addressed today. 

This training will describe briefly the historical trends in substance abuse 

treatment, provide an overview of the disease concept, current research 

findings on chemical dependency, and equip participants to better interact 

with and support persons affected by substance abuse and addiction. 

REGISTER ON LINE AT :http://LearningPartnership.elearning.networkofcare.org 

PRESENTER: 

Amy Brinkman, MA, MPH, 

CADCII, has worked in the field of substance abuse/addiction since 1986, and for the 

Department of Alcohol and Drug Services (DADS) and its contractors for 18 years. She has 

been a counselor, educator, program developer and manager in many types of addiction 

treatment programs. She currently is the Director of the DADS Learning Institute and a 

Prevention Specialist for DADS Children, Family and Com-munity Services division. 

DOWNTOWN TRAINING CENTER 

1075 E. SANTA CLARA STREET 

SAN JOSE, CA 95116 

FOR MORE INFORMATION CONTACT 

THE LEARNING PARTNERSHIP 

408-792-3900 

18 

THURSDAY 

OCTOBER 27, 2011 

1:30PM-4:30PM

DADS Unicare 

Data Essentials 

DESCRIPTION 

Why is data so important? How does it help me do my job? What 

are the requirements for State, Federal and other funding sources? 

This training addresses data entry into the management information 

system UniCare, used by DADS. The course is specifically targeted to 

clinicians and clerical staff. This training will include an overview of 

the DADS-specific Data Entry Forms. We will focus on filling out the 

forms, definitions of the data elements entered on the forms and why 

the data is important. The forms covered are: Registration, Admission, 

Services Rendered Document and Discharge. We will cover how 

this data is used in our system and also key problematic items. We 

will also discuss the importance of running reports to allow the treatment 

sites to monitor their own data entry and to better understand 

their client load and flow. Reports including admissions, discharges, 

length of stay and caseload information will be discussed. 

Tuesday, November 1, 2011 

9:00am-12:00pm 

19 

Overview of UniCare 

and its “Tree 

Structure” 

DADS Data Entry Forms 

Reports--how they are 

used 

Review of information 

for DADS Internal 

Certification! Test 

will be distributed. 

Learning Partnership 

1075 E . Santa Clara St. 

2nd FL 


REGISTER ON LINE AT : http://LearningPartnership.elearning.networkofcare.org

MHD Learn ing P artn ershi p pres en ts: 

Communi cable Di seases 

Monday, 

November 7, 2011 

9:00am-12:00pm 

TRAINING LOCATION: 

MASONIC CENTER 

2500 MASONIC DRIVE 

SAN JOSE, CA, 

95125 

SPONSORED 

BY: 

The SCVHHS 

Department 

of Alcohol and 

Drug Services 


408-792-3900 

COMMUNICABLE 

DISEASES 

DESCRIPTION 

Substance abusers are at increased risk for communicable diseases due to their 

weakened immune systems, limited self-care and their tendency to associate with 

high risk people and places. This workshop will illustrate how substance abusers 

are vulnerable to HIV, TB and Hepatitis, explain what educational information 

clients need to know and provide examples of effective interventions. 

The HIV Intervention Project (HIP) nurse will discuss the findings from 16 years 

of testing DADS clients, provide attendees with a communicable disease curriculum 

for use with clients, and instruct staff on HIV, TB and Hepatitis as related to 

substance abusing clients. This workshop will provide practical approaches to 

intervening with clients regarding communicable disease. Local resources will be 

shared, and opportunities for questions and discussion will be provided. 

OBJECTIVES 

At the conclusion of this workshop, participants will: 

· Understand the diseases and the methods by which they are transmitted 

· Understand the treatment method for each of the presented diseases 

· Understand the importance of education, testing and prevention for DADS 

and its clients 

· Understand the work of the HIV Intervention Project (HIP) and how it 

intervenes with DADS clients. 

PRESENTER 

OR 

Anjanette DeVito, LVN 

has been a nurse with the 

HIV Intervention Project since 1995. 

She has spent most of her career working 

in HIV and AIDS prevention. 

Anjanette provides education, testing 

and referrals at various DADS treatment 

sites; she is the liaison to Gateway regarding 

new clients with TB issues 

at intake . 

20 

Tuesday, 


9:00am-12:00pm

Walking the Tightrope 

of Pain Management and Addiction 

Masonic 

Center 

2500 

Masonic Dr 

San Jose, CA 

95125 

Friday, 


9:00am - 4:30pm 

DESCRIPTION 

Healthcare and treatment providers are on the front line to accurately assess, intervene 

upon and develop appropriate treatment plans for the chemically impaired patient 

with a chronic pain condition. This can become more difficult when prescription 

drug abuse/addiction are present often because of a mismanaged chronic pain condition 

that may be either under treated or over treated or even misdiagnosed. Using 

a conservative 10% estimate, research shows that over 10 million chronic pain sufferers 

experience substance use disorders. Therefore, a major focus of this workshop 

will center on identification and effective intervention and treatment of prescription 

drug abuse for chronic pain patients. 

AGENDA 

Overview of Roadblocks…. 

Defining Pain & Looking 

for Red Flags.... 

Denial Patterns 

Using a multidisciplinary 

approach.... 

Q & A 

PRESENTER: 

Dr. Grinstead is the Clinical Director of Training and Consultation for the Gorski- 

CENAPS ® Corporation. He is also an author and internationally recognized expert 

in preventing relapse related to chronic pain disorders and is the developer of the 

Addiction-Free Pain Management® System (please visit www.addiction-free.com 

for more information). He has been working with pain management, chemical addictive 

disorders, eating addiction and coexisting mental and personality disorders for 

over twenty-seven years. Dr. Grinstead has a Bachelors Degree in Behavioral Science, 

a Masters Degree in Counseling Psychology and a Doctorate in Addictive 

Disorders. He is a Licensed Marriage and Family Therapist, (LMFT) a California 

Certified Alcohol and Drug Counselor (CADC-II), and an Advanced Relapse Prevention 

Specialist (ACRPS). He was on the faculty of UC Santa Cruz Extension Alcohol 

and Drug Studies Program and also taught at Santa Clara University, UC 

Berkeley Extension and Stanford University Medical School. He is currently on the 

faculty of University of Utah’s School on Alcoholism and Other Drug Dependencies. 


21 

OBJECTIVES 

Identify Red Flags that indicate 

that clients are using their prescription 

medication problematically and 

learn simple interventions to address 

those problems. 

Identify the twelve (12) denial patterns 

employed by clients 

Understand and explain the unique 

needs and obstacles confronting patients 

and their families who are living 

chronic pain and other conditions 

Educate their clients about the five (5) 

types of pain and the importance of 

developing a multidisciplinary treatment 

plan to manage their pain.


Department of Alcohol & 

Drug Services 

22

Presenter: 

April J. Showers, MA 

Certified by DADS as a 3 Principles 

Community Practitioner, she has dedicated 

herself to providing services to 

children and parents since 1980. She 

has provided principles based services 

in diverse settings including women 

residential substance abuse treatment 

programs, schools, domestic violence 

programs, homeless shelters, and DUI 

programs. She also works as a substance 

abuse treatment counselor. 

Location: 

Masonic Temple 


San Jose, 95125 

Workshop Fee – $25 

(Fee waived for SCC employees, 

DADS providers and clients, students 

& veterans) 

Open to the public 

Pre-registration appreciated 

Contact: 

AJ Jaime 

3 Principles Services 

Depart of Alcohol & Drug Services 

976 Lenzen Ave., SJ, CA 95126 

408.792.5237 

Angelica.jaime@hhs.sccgov.org 

3 Principles Services Division presents: 

The Wisdom at Work Series: 

23 

August 12, 2011 

Registration 8:00 am – 8:30 am 

Workshop 8:30 am to 12:00pm 

Rush, Rush, Rush, … 

The Speed Trap! 

Has the increased demand in the workplace, in an era of downsizing, cost cutting and 

constant change, left you feeling stressed, tense and overwhelmed? Have you noticed that 

when you are feeling rushed and frantic, you make more mistakes, deal with others 

poorly, experience burnout, and lose the ability to think clearly, creatively and intelligently? 

Discover the 3 Principles and how this understanding can help us gain access to 

our own common sense, wisdom and creativity even in times of crisis and 

change. As a result, we wake up our potential to manage our time at a sane 

pace and use our creative thinking to meet the challenges at work and home 

with more ease and less struggle. 

Agenda: 

The 3 principles underlying our human experience and behavior 

Thought recognition – stress or clarity 

Making choices from a calm, present and connected state 

The connection between state of mind and job performance 

Learning Objectives: Be able to: 

Recognize the source of overwhelm and how it is created when we are 

under pressure 

Describe the relationship between thought, feeling and behavior 

Explain how our productivity and job satisfaction can increase when we 

gain insight into the “understanding” of the 3 Principles 

Teaching Methods: 

The teaching is accomplished through interactive discussions, large and small 

group discussions, dyads and a focused exploration of the 3 Principles 

Who should attend? 

Clinicians, service providers, administrators, managers, supervisors, employers, 

employees, parents, teachers and all those wanting to create a dynamic and 

productive work experience with compassion, respect and results that trans-

Presenter: 

Joe Gonzales 

is an intern and trainer of the 3PSD. He facilitates 

the Friday Community class and has built 

a community of online 3 Principles based 

groups. Joe is currently working on a Principlebased 

addiction DVD with Dr. Mark Howard, 

which will be available September 2011. He is 

pursuing his CAADC certification at SJC College. 

Marian Brown, B.S.W. 

received her Bachelor of Social Work degree 

from SJSU in 2005 and then joined the case 

management team at Julian Street Inn. In 2007, 

Marian enrolled in the 3 Principles certification 

program after observing the benefits of the 

Principles had on residents of the shelter. She 

continues to facilitate weekly classes at Julian 

St. Inn. 

Ann Baldasseroni, R.N. 

retired from the nursing profession after 41 

years, has been attending 3PSD classes for 5 

years, and is currently an intern of this the 

3PSD cert. program. She has facilitated a 3 

Principle drop-in class in San Francisco for the 

past 2 years and has experienced first hand the 

benefits of having an understanding of the 3 

Principles in her life. 

Location: 

Masonic Center 






& veterans) 


CE’s Contact AJ for information. 


Contact: 

AJ Jaime 




408.792.5237 


3 Principles Services Division presents 




“Transcending Difficult Relationships at Work and in Life” 

24 

Friday, September 9, 2011 

Are you happy with your relationships? Do you have a “less than perfect” relationship 

with your boss, employee, co-worker or someone else? Is there someone that appears to push 

your buttons? 

Any of these situations can present challenges for us in our relationships with others. 

There is a simple and effective solution to making our relationships healthier 

and more positive for all involved. The solution is an awareness of 3 Principles 

operating in all of us that can greatly enhance all of our experiences. By understanding 

these 3 Principles, you will learn how everything you need to have better 

relationships in your life is already within you. 

Agenda: 

Identify challenging relationships in your life 

Explore what is really causing frustration 

Learn how to relate to others without getting upset 

Learning Objectives: 

Learn how an awareness of 3 Principles can improve the quality of relationships 

Experience more cohesive and beneficial outcomes with those with whom we 

interact. 

Understand where the true nature of our experience comes from 






employees, parents, teachers and all those wanting to create a dynamic and productive 

work experience with compassion, respect and results that transform the 

situation for all involved

Presenter: 

Mark Howard, Ph.D. 

is a national training consultant who 

has conducted “principle based training” 

for the past 32 years in a variety of 

settings. Dr. Howard is currently a 

consultant to DADS. He provides 

training in the applications of the principles 

for all professionals including 

trainings for the DADS trainers. 

Dr. Howard is a licensed psychologist 

with a private practice in San Mateo, 

CA. 

Location: 







& veterans) 




Contact: 

AJ Jaime 



Depart. Alcohol & Drug Services 


408.792.5237 


3 Principles Services Division 

presents 




―Transcending the Addiction Problem 

& Finding True Recovery‖ 

25 

October 14, 2011 

Given the level of consciousness in the world today, it is easy to understand that 

anyone is vulnerable to an addiction problem. You name it: shopping, gambling, 

nicotine, food, alcohol or drugs can lead a person to becoming addicted. 

All it takes is for someone to believe that engaging in these behaviors leads 

them to a better feeling state. The discovery of the 3 Principles of Mind, 

Thought, and Consciousness has provided us with a new understanding in addiction 

and recovery. 

The goal of this training is to enable participants to realize the innate potential 

that all human beings have for healthy psychological functioning. As a result of 

understanding these principles, people can recognize that it is their well-being 

that allows them to live in the contentment they are seeking. 

Agenda: 

Vulnerabilities: How anyone is vulnerable to experiencing addiction problems 

Recovery through a realization of the principles of Mind, Thought and 

Consciousness 

Innate healthy mental functioning - an antidote to addiction 


Identify the 3 Principles as an alternative and effective understanding about 

addiction 

Recognize that recovery does not depend on things outside of ourselves 

Discover the “understanding” of the Principles as the change agent for addictive 

behavior 








situation for all involved .

Presenter: 

A z r a S i m o n e t t i , B . A . , 

M . E d . is a certified trainer who 

teaches the 3 Principles model in Santa 

Clara County correctional facilities as 

well as homeless shelters, schools, rehabilitation 

centers and parenting groups. 

She has facilitated extended seminars 

for teachers, parents, and students, 

managers administrators as well as for 

the general public. 

Location: 





(Fee waived for SCC employees, DADS 

providers and clients, students & veterans) 


CE’s. Contact AJ for information. 


Contact: 

AJ Jaime 




408.792.5237 



presents 




“Resentment: A Workplace Sabotage!” 


Professional Performance Enhancement Series—Part I 

Have you ever experienced resentment in the workplace? Very often in our working 

experience resentments build up. These resentments can dramatically impact 

our daily performance and our ability to effectively work with others. Not understanding 

resentment, how we create it and how we can let it go can make us 

vulnerable to stress, overwhelm and physical and mental exhaustion. It can have 

a serious negative impact in our working relationships with our clients and/or 

patients and ultimately even impact our ability to advance in our chosen careers. 

An understanding of the three Principles of Mind, Thought, and Consciousness can 

provide us with new and profound insights as to how and why we innocently 

hold on to things such as resentments, and how letting go can be one of the most 

powerful things we will ever do. 

Agenda: 

Causes of resentment and its impact on work performance 

Clearing the air 

The effect of workplace resentment on our clients/patients 

The 3 Principles of Mind, Thought and Consciousness 

Learning Objectives: Be able to 

Describe a new understanding of how resentment is created via the 3 Principles 

Describe the role Thought plays in sabotaging or supporting a successful work 

environment 

Experience healthier relationships in the workplace with coworkers and clients 




Who Should Attend? 


employees, parents, and all those wanting to create a dynamic and productive 

work experience with compassion, respect and results that transform the situation 

for all involved 

26

Presenter: 

Catherine Casey, M.A. Clinical 

Psychology, is an international training 

consultant who has conducted 

“principle based” training for the past 

16 years in a variety of settings. More 

recently, Catherine has been teaching 

in the corporate world. Topics include: 

Leadership, Work Life Balance, 

Resiliency in the Workplace, Performing 

at Optimum Levels, and Delighting 

the Customer. Catherine also 

has a passion for teaching the 3 Principles 

to inmates in the Santa Clara 

County Department of Corrections. 

Location: 




Workshop Fees – $25 


DADS & Mental Health providers 

and clients, students & veterans) 




Contact: 

AJ Jaime 




408.792.5237 


27 


presents 




“Mental Multi-Tasking: Friend or Foe” 

January 13, 2012 

Do you feel overwhelmed by all you are asked to do at work? Do you lose track of your important 

papers and files or miss deadlines and meetings? Do you find it difficult to take on the non 

routine tasks that mean the difference between just coping with your day-to-day work and 

being able to make changes to improve things? Does thinking about all you have to do make 

you short tempered and keep you awake at night? 

At one time multi-tasking seemed to be a good idea. It kept us constantly busy, filled 

with tons of information. Multi-tasking gave us the illusion of being in control or 

on top of things. What researchers are finding is that this constant state of mental 

multi-tasking decreases productivity and actually causes burnout and forgetfulness. 

With the understanding of the Principles of Mind, Thought and Consciousness we 

gain a new behind the scenes perspective of how our mind really works. This allows 

us to realize that we are actually more efficient and effective without the illusion 

of multi-tasking, both in our work and personal life. 

Agenda: 

Professional Performance Enhancement Series—Part II 

- Multi-tasking: What do we think it gets us 

- The power of a clear mind: Why it is always accessible 

- The Principles of Mind, Thought and Consciousness 

- Why work can be effortless regardless of our circumstances 


- Explain that our moment to moment experience of any situation is coming from the 3 

Principles Recognize the mechanism that lets us know when we ourselves, our coworkers 

or our clients and/or patients are in overwhelm 

- Articulate the myth of multi-tasking verses handling multiple tasks with less stress and 

more efficiency 


The teaching is accomplished through interactive discussions, large and small group 

discussions, dyads and a focused exploration of the 3 Principles 


Clinicians, service providers, administrators, managers, supervisors, employers, employees, 

parents, teachers and all those wanting to create a dynamic and productive 

work experience with compassion, respect and results that transform the situation for 

all involved

Presenter: 

Christine Baucus, M.A. , is a Human 

Resources professional with 25+ years of 

operational and executive level experience. 

She has been a student of the 3 Principles 

since 1996 and is a certified practitioner. 

Christine is a principal at Baucus Associates, 

providing professional human resources 

services to nonprofits and is cofounder 

of Transformative Research and 

Consulting – Stories and Stats – Truth and 

Proof. She specializes in crisis intervention, 

leadership development, transformation, 

listening and laughing. It is her abiding 

fascination with paradox - thoughts contrary 

to perceived fact that may yet in actuality 

also be true - which sustains her lighthearted 

yet, admittedly wicked sense of 

humor. 

Location: 










Contact: 

AJ Jaime 


Depart Alcohol & Drug Services 


408.792.5237 

28 


presents 




“Crucial Conversations ” 

Creating Conversations that Bridge Gaps in the Workplace 

February 10 , 2012 

Do crucial conversations make you nervous or make you sweat? Crucial Conversations are 

those conversations that need to happen when we are confronted with difficult and 

emotional circumstances that need to be addressed; when delivering bad news to a 

client, when working as a team, or when dealing with family issues. Facing up to the 

situation will require the very best in us. Anytime emotions are high or you find 

yourself stuck, there is a crucial conversation that needs to happen. 

In this workshop, you will learn about the natural, human dynamics behind life, 

how crucial conversations are created, how this experience unfolds and how we can 

transform the challenging every day events of our lives into an experience that is 

both productive and rewarding. We will explore the path to and through the art of 

understanding how to have crucial conversations with anyone in your life. 

Agenda: 

Professional Performance Enhancement Series—Part III 

Recognizing when a crucial conversation is needed 

Making it safe to talk about almost anything with anyone 

Focusing on what really matters most 

Speaking neutrally not aggressively to get the results you need 

The Principles of Mind, Thought and Consciousness and how our experience is 

formed from moment to moment 


Describe the benefit of rapport as a key element of any association Identify what 

can sabotage a crucial conversation 

Demonstrate how to hold a crucial conversation with anyone 


The teaching is accomplished through interactive discussions, large and small group 

discussions, dyads and a focused exploration of the 3 Principles 


Clinicians, service providers, administrators, managers, supervisors, employers, employees, 

parents, teachers and all those wanting to create a dynamic and productive 

work experience with compassion, respect and results that transform the situation for 

all involved

Presenter: 

Rachel Quilter has been a certified 3 

Principles facilitator since 2009. She has 

taught the 3 Principles at Inn Vision 

Women’s Shelter, presented to Santa 

Clara County Social Services and has lead 

a series of workshops, offered to the public, 

at her retreat center in Almaden Valley, 

Ca. She is currently teaching a class 

on the 3 Principles at Pathways, a substance 

abuse treatment program. 

Location: 










Contact: 

AJ Jaime 




408.792.5237 



presents 



Workshop 8:30 am to noon 

―Soaring Above Unpredictability‖ 

29 

April 13, 2012 

Our dreams, our hopes, our desires - we all have visions how things 

should be in our life. However, when we experience the unpredictable 

nature of life and are confronted with challenges due to physical limitations, 

disappointments, and other trials, we can feel as though we are unable 

to soar above the storms. 

At this workshop, we will explore what keeps us from soaring above these 

life storms and the inborn resources we have as human beings to handle 

the unpredictable. This workshop on the 3 Principles re-introduces us to 

who we really are, leaving us with an awareness of how to create our own 

experience of what life presents to us, moment to moment. 

Agenda: 

Rising above what may be seen as an impossible situation 

Seeing past perceived limitations 

Our clients/patients: seeing the possibilities and not the liabilities 

The 3 Principles of Mind, Thought and Consciousness 

Learning Objectives: Be able to 

Identify how we can minimize the impact the external world has on us 

Describe our psychological well-being as not dependent on something outside 

of ourselves 

Recognize that neither we nor our clients are limited by our past or present 

circumstances 








situation for all involved

Presenter: 

Marilyn Wendler is a certified practitioner 

in the 3 Principles, and has taught 

the Principles at Mariposa Lodge since 

2003. She previously taught first offender 

DUI classes in the county system, and has 

studied the science of addiction extensively. 

She is the author of two books 

about the Principles, “Life Happened 

Here” and “Realizing Life.” 

Location: 










Contact: 

AJ Jaime 


Depart Alcohol & Drug Services 


408.792.5237 



presents 



Workshop 8:30 am to noon 

“Obsession of the Mind: 

Addiction, Relapse and the 3 Principles” 

30 

Friday, May 11, 2012 

An increasing number of people in the field of addiction are asking questions and 

searching for answers on how to help those people suffering with issues of 

addiction. 

The 3 Principles, a new paradigm in the field of psychology and addiction, 

has been extremely helpful to many former addicts and alcoholics. The understanding 

that this training conveys about our human psychological functioning 

has a profound impact on people’s lives and their relationship to a 

healthy and happy state of mind. There is a continuous positive improvement 

in relationship to addiction with the people who begin to see the power of 

thought in their daily lives. This simple understanding empowers people to 

gain insights about their own behavior, producing long lasting and permanent 

changes. 

Agenda: 

- The 3 Principles underlying our human experience 

- Understanding and awareness: The key change agent that diminishes psychological 

dependence and frees former addicts from obsessive reactions 

to life situations 

- The thought structures of relapse and “failure” 

- Improve interactions with the newly recovered and those struggling in 

their recovery 


- Articulate an understanding of the 3 Principles and how this understanding 

improves the psychology of chemical dependence 

- Recognize the role that thought plays in the recovery and relapse cycle 

process 

- Understanding the source of the innate nature of human resiliency serving 

as a antidote to addiction 






employees, parents, teachers and all those wanting to create a dynamic and 

productive work experience with compassion, respect and results that transform 

the situation for all involved



Mental Health Department 

31

Mental Health Department Learning Partnership presents: 

Clinical Aspect of 5150 

This training will provide 

an introduction to legal 

and ethical issues as they 

relate to involuntary de- 

tention. It will include clini- 

cal components that en- 

compass several learning 

modalities, such as small 

group discussion and ac- 

tive participation. Manda- 

tory for clinical staff to 

be designated to evalu- 

ate for involuntary de- 

tention. 

Training Dates: 




9:00am-1:00pm 

Sign-in starts at 8:30am 

Objectives: 

As a result of this training, participants should be able to: 

1. Describe the impact of the Lanterman-Petris-Short Act on the 

rights of the mentally ill 

2. Articulate who has authority to initiate an involuntary detention 

form and understand the scope of that authority 

3. Articulate the responsibility inherent in initiating involuntary 

detention and the ramifications of that responsibility 

4. Describe the fundamental law and criteria involving involuntary 

detention 

5. Identify the legal and ethical issues of initiating involuntary 

detention in the community 

6. Operationalize and problem-solve some of the clinical and behavioral 

issues that may arise while conducting 5150 assessments 

Dr. Agi Schenley of Pacific Grove, California is a Clinical/Forensic Psychologist 

and a Licensed Marriage and Family Therapist who has been 

specializing in Law Enforcement and Public Safety since 2003. 

Katherine Boyle Dunn, J.D., is a Staff Attorney in Patients’ Rights 

Unit at MH Advocacy Project, where she assists clients in resolving their 

legal issues with the mental health system of care and provides personal 

representation for patients in the civil commitment system. 

James Raphael works for MH Advocacy Project where he represents 

involuntary psychiatric patients at administrative hearings regarding 

detention and capacity to refuse medications; intake, investigation and 

resolution of complaints of alleged violations/denials of statutory patients’ 

rights in acute, sub-acute, and residential facilities. 

Learning Partnership Training Center 

1075 E Santa Clara St. 2nd Fl. San Jose, CA 95116 

Phone: 408-792-3900 

Web: http://LearningPartnership.elearning.networkofcare.org 

** This course meets the qualifications for 4 hours of continuing education for LCSW’s and LMFT’s as required by the CA Board of Behavioral 

Sciences. 

32

Motivational Interviewing 101: 

The Basics on Engaging People into Treatment 

OBJECTIVES: 


1. Review how people change and basic Motivational Interviewing principles to engage the client in 

collaborative care. 

2. Identify how to better assess people's readiness to change and how to quickly develop the treatment 

contract. 

3. Apply techniques and interventions that enhance the client's motivation to make lasting change. 

DESCRIPTION: 

Client hostility and resistance occur in many clinical situations and make it hard to reach clients and 

help them change. People with co-occurring mental and substance-related disorders; adolescents and 

others mandated for treatment; and assisting clients to function in the community are all situations 

that can challenge engagement skills. Helping people change involves engaging them into a collaborative 

and accountable treatment plan. 

This workshop will focus on the basics of Motivational Interviewing and stages of change assessment 

and treatment. It will provide concepts and techniques on ways to quickly engage clients into treatment 

and increase their interest in changing. There will be opportunity to discuss case examples and 

participants are encouraged to bring clinical situations and vignettes for role playing and consultation. 

** This course meets the qualifications for 6 hours of continuing education for LCSW’s and LMFT’s as required by the 

CA Board of Behavioral Sciences. 

David Mee-Lee, M.D. is a board-certified psychiatrist, and is certified by the 

American Board of Addiction Medicine (ABAM). He trains and consults both 

nationally and internationally. Dr. Mee-Lee is Chief Editor of the Revised Second 

Edition of the ASAM Criteria and is Senior Vice President of The Change 

Companies. Dr. Mee-Lee has over thirty years experience in person centered 

treatment and program development for people with co-occurring mental health 

and substance use conditions. 

Register on-line at: http://LearningPartnership.elearning.networkofcare.org 


1075 E Santa Clara St. 2nd fl. 


34 

Thursday, September 15, 2011 

9:00am-4:30pm 

Registration starts at 8:30am

DESCRIPTION 

National Alliance on Mental Illness 

(NAMI) Provider Education Course 

This five week course was designed for line staff at public agencies working directly with individuals with severe 

and persistent brain disorders. It explores four major areas: 

Understanding consumer/family culture and the lived trauma experience; 

Responding effectively to consumers and families; 

Inside the experience of mental illness with emotional adjustments and coping strategies; 

A bio-psychosocial model of collaborative treatment. 

This course will provide a clinical picture of collaborative secondary intervention strategies (pragmatic, concrete, 

practical steps) which staff can use in practice. A teaching team of 5 members includes family, consumers 

and mental health professional. 

This workshop is held for five (5) consecutive weeks, for 3 hours per session. The curriculum format is composed 

of short lectures, followed by discussion of the teaching points. Weekly class and homework handouts 

are compiled into a Course Notebook for future reference. 

**Completing this course meets the qualifications for 15 hours of continuing education for LCSW’s and LMFT’s as required by the 

CA Board of Behavioral Sciences. 

PRESENTERS: 

Lillian Marcus, Ph.D., MFT works at Biofeedback Associates in Palo Alto, as a Biofeedback Therapist, and Psychotherapist. 

She received her doctorate degree in Clinical Psychology from Western Graduate School of Psychology, Palo 

Alto, CA. Dr. Marcus worked for Santa Clara County Mental Health and Santa Clara County Alcohol Services, as a 

Marriage, Family and Child Counselor, along with other positions in the community. 

Ann McDonald Rice, R.N., M.A. is licensed marriage and family therapist with a private practice. She worked for 

Santa Clara University as a group therapist for graduate students in the counseling program. She received her Nursing 

degree from Mercy Hospital School of Nursing, B.S. in Behavioral Science from the College of Notre Dame, and a M.A. 

in Marriage, Family and Child Counseling. 

Amy Williams, LCSW works at Hope Services, Counseling Center in San Jose, CA with adults and children with developmental 

disabilities. Prior to that, she worked for Community Solutions in Morgan Hill, CA with families, children, 

and adults as a therapist. She attended San Jose State University and received a BA in Behavioral Sciences with a double 

major in Psychology as well as a Master of Social Work degree. Amy has taught the NAMI provider course for over 2 

years. 

John Scott Fisher is a licensed Marriage & Family Therapist. He is currently in private practice in San Jose, CA. He 

specializes in PTSD, couples & individual therapy. He is certified as a team member in the NAMI Provider Training. 

At this time he also supervises interns who are working toward their CA State licensing exams. Over the last 10 years he 

has also worked in non-profit agencies as an addiction counselor, mental health counselor, and clinical supervisor. 


Trainings are only on Fridays 

September 9, 2011—October 7, 2011 

October 14, 2011—November 18, 2011 

9:00am-12:00pm 

Registration starts at 8:30am 

35 


1075 E Santa Clara St. 2nd Fl 

San Jose, CA 95116


Effective Practitioner Utilization of 

Bilingual Staff & Interpreters* 

*Specific Target Group: Service providers working with interpreters 

COURSE DESCRIPTION: 

The linguistic and communication needs of those who seek services are among our service 

mandates. Research and description of clinical practices has emphasized how linguistic competence 

can make large or even subtle differences in effective mental health and health care 

practices. Beyond the spoken word, there are denotations and connotations and specific colloquial 

terms and phrases that can complicate understanding in critical relationship building 

and eventual clinical outcomes. 

Interpreters are central to a clinical team at a time when language diversity is increasing 

and becoming more complex. In order to form effective working relationships among teams 

there are important facets of working with interpreters that can increase overall clinical provider 

competence. Consumers and family members may have increased competence and opportunities 

towards reaching wellness and recovery in having confidence that their service 

providers are clearly communicating, attending to their own processes and always returning 

to what is optimal for their well being. 

OBJECTIVES: 


Review models and processes for effective utilization of interpreters; 

Discuss contextual challenges in use of interpreters in clinical situations along with potential 

strategies to address them; 

List some (at least 2) state-of-the-art research findings on use of interpreters in helping 

relationships; 

Apply skills increasing their awareness, knowledge and relational use of interpreters in 

clinical situations; 

Learn ways to improve use of interpreters and ways interpreters will work effectively 

with service providers and as part of the treatment team. 

** This course meets the qualifications for 3 hours of CE for LCSW’s and LMFT’s as required by the CA 

Board of Sciences. 

Dr. Matthew R. Mock received his BA degree in psychology from Brow n University and his Doctorate and 

Masters degrees in clinical and consulting psychology from the California School of Professional Psychology 

(CSPP). In addition practicing privately in Berkeley as a psychotherapist and consultant, he w as the Director 

of the Center for Multicultural Development w ith the California Institute for Mental Health in Sacramento. 

Just prior to this, he w as Director of the Family, Y outh, Children's and Multicultural Services for the City of 

Berkeley MH Division w here he w as practicing for over 20 years. He is also Director of the Cross Cultural 

Program, and Professor of Psychology w ith the Graduate School of Professional Psychology at John F. Kennedy University focusing 

on diverse children and families. As an Adjunct Faculty w ith the California School of Professional Psychology, Alameda, he focuses 

on the teaching of socio-cultural and psychotherapeutic considerations w ith Asian-Pacific Americans. 



1075 E Santa Clara St, 2nd Fl. 


36 


9:00am-12:00pm 



September 21 & 22, 2011 

November 16 & 17, 2011 

9:00am-4:30pm 




1075 E Santa Clara St. 2nd Fl. 


MHD Learning Partnership Presents: 

M E N T A L H E A L T H 

F I R S T A I D 

Course Description 

The Mental Health First Aid program is an interactive session which runs 12 hours. It 

can be conducted as one two-day seminar, two one day events spaced over a short 

period of time or as four 3-hour sessions. Mental Health First Aid certification must 

be renewed every three years, and introduces participants to risk factors and warning 

signs of mental health problems, builds understanding of their impact and overviews 

common treatments. 

Objectives: 

The potential risk factors and warning signs for a range of mental health problems, 

including: depression, anxiety/trauma, psychosis and psychotic disorders, eating 

disorders, substance use disorders, and self-injury 

An understanding of the prevalence of various mental health disorders in the U.S. 

and the need for reduced stigma in their communities 

A 5-step action plan encompassing the skills, resources and knowledge to assess 

the situation, to select and implement appropriate interventions, and to help the 

individual in crisis connect with appropriate professional care 

The appropriate professional, peer, social, and self-help resources available to help 

someone with a mental health problem. 

** This course meets the qualifications for 12 hours of continuing education for 

LCSW’s and LMFT’s as required by the CA Board of Sciences. 

** This is a two day training; you must attend both days to complete this training. 

Melody Hames is the Ethnic and Cultural Community Advisory 

Committee (ECCAC) Family Community Coordinator for the 

African Heritage Mental Health Outreach Coalition (AHMHOC). 

She has been working with the ECCAC since October of 2009. 

Her work consists of advocacy, outreach and education, creating 

and implementing prevention and early intervention strategies 

to reach the un-served and underserved African American 

population. As a Certified Mental Health First Aid (MHFA) 

Trainer, she works in collaboration with the other ECCAC communities 

and together they bring a unique perspective and voice to the Santa Clara 

County Mental Health System. 

37 

Raymond T. Fiddler of the Cheyenne River Sioux/Standing 

Rock Tribe, is the Ethnic and Cultural Community Advisory 

Committee (ECCAC) Family Community Coordinator for Native 

Family Outreach and Engagement (NFOE), and has worked 

with his group since October 2007. He practices his Native 

Culture and traditions, which help keep balance. Raymond is a 

certified MHFA trainer and first-aider. 

Register on-line at http://LearningPartnership.elearning.networkofcare.org

M H D L E A R N I NG P A R T N E R SH I P PR E S E N T S : 

Cultural Complexities in Diagnosis, 

Assessment and Engagement 

Description 

Successful mental health service outcomes are predicated on accurate clinical assessment, diagnosis, 

treatment planning and service delivery. Acknowledging culture and diversity in all of its 

ways has become a clinical mandate. The increased diversity of community seeking services 

challenges providers to address cultural complexities at the outset of clinical engagement. In this 

training, a cultural framework for all who seek mental health services will be presented. This 

framework for systematically addressing individual, family and community needs will lead to a 

formal process to provide assessment and arrive at diagnoses. The DSM-IV TR Cultural Formulation 

will be presented along with clinical vignettes that will enrich its use. In addition to 

practical information provided to attendees, there will be practical application exemplified 

through videotape materials, written clinical descriptions, potential role plays, etc. This workshop 

is also being held with an understanding of the importance of cultural competence, wellness, 

resilience, recovery, person-centered care and family-driven services, and other principles 

of the Mental Health Services Act. 

Objectives 

By the end of the workshop, participants will: 

Identify clinical and ethical reasons (at least 3) for integrating cultural competence into assessment, 

diagnosis and treatment; 

Describe a core systematic structure for acknowledging cultural diversity in all aspects of 

mental health care; 

List the five (5) core components of the DSM-IV TR Outline for Cultural Formulation; 

Demonstrate increased group competence through practical application of the Cultural Formulation 

through clinical vignettes. 

** This course meets the qualifications for 6 hours of continuing education for LCSW’s and LMFT’s as required 

by the CA Board of Sciences. 


Dr. Matthew R. Mock received his BA degree in psychology 

from Brown University and his Doctorate and Masters degrees in 

clinical and consulting psychology from the California School of 

Professional Psychology (CSPP). In addition practicing privately in 

Berkeley as a psychotherapist and consultant, he was the Director 

of the Center for Multicultural Development with the California 

Institute for Mental Health in Sacramento. Just prior to this, he 

was Director of the Family, Youth, Children's and Multicultural Services for the City 

of Berkeley MH Division where he was practicing for over 20 years. He is also Director 

of the Cross Cultural Program, and Professor of Psychology with the Graduate 

School of Professional Psychology at John F. Kennedy University focusing on 

diverse children and families. As an Adjunct Faculty with the California School of 

Professional Psychology, Alameda, he focuses on the teaching of socio-cultural and 

psychotherapeutic considerations with Asian-Pacific Americans. 


9:00am-4:30pm 


38 



San Jose, CA 95116


Introduction to Infant and Early Childhood 

Mental Health: Key Concepts and Resources 


Research provides converging evidence for the importance of early experiences on child outcomes 

for optimal brain, body, and socio-emotional development. This lively and interactive 

training will offer an overview of the Infant and Early Childhood Mental Health field. Participants 

will learn about multidisciplinary approaches to understanding the needs of 0-5 population 

for optimal development. Key concepts such as Centrality of Relationships to understanding 

brain development and emotional regulation will be addressed. Appropriate screening 

tools and resources will also be reviewed. Through the use of video, small and large group 

experiential exercises, role play, and vignettes, participants will explore how early relationships 

influence the child’s trajectory for success. 

OBJECTIVES FOR PARTICIPANTS: 

1. Receive an overview of key concepts of Infant and Early Childhood MH 

2. Recognize the significance of the interconnection of the neurobiological and 

the socio-emotional development within the context of the relationship. 

3. Gain understanding of the different patterns of parent-infant interaction and 

attachment and their impact on child outcomes. 

4. Be introduced to specific screening tools that assist in determining the need 

for further evaluation. 

5. Receive information regarding appropriate resources to support and promote 

family well-being and optimal development. 

** This course meets the qualification for 6 hours of continuing education for LCSW’s 

and LMFT’s as required by the CA Board of Sciences. 

Maretta Juarez, LCSW, Student Intern Program and Career Pathways 

Program Coordinator; Maretta has been a licensed clinician 

since 1988 and has been providing services to diverse populations 

and cultural groups. She began her career working with young children 

traumatized by abuse, neglect and abandonment. The last 

seven years her passion has been her work in the infant and early 

childhood mental health field. 

Zelia Faria-Costa, LMFT, is a Reflective Practice Facilitator for Infant 

and Parent Early Childhood MH Program of Santa Clara County. 

She specializes in working with 0-5 age group, is experienced in Reflective 

Supervision, systems assessment, and uses eclectic treatment 

modalities and provides consultations on cross-systems and 

multidisciplinary teams. 

Sharla Kibel, LMFT, is a lead clinician/supervisor at KidScope. 

She offers consultation, assessment and treatment for families with 

young children as part of FIRST 5 System of Care. She participated in 

the 0-5 strategy team for MHSA in SCC and represented the MHD on 

the Inclusion Collaborative team that designed the 

KidsConnections service model. 


1075 E. Santa Clara Street, 2nd Fl. 


39 

Tuesday, September 2 7, 2011 

9:00 a.m. - 4:30 p.m. 

Registration starts at 8:30 a.m. 

Register on-line at: http://LearningPartnership.elearning.networkofcare.org





Training Dates 


1:00pm to 5:00pm 

Registrations starts at 12:30pm 


8:30am to 12:30pm 



Milestone of Recovery Scale 

(MORS) Training 

DESCRIPTION 

This training course will introduce participants to the Milestones of Recovery 

Scale (MORS), a method of evaluating where consumers with severe and 

persistent mental illnesses are in the recovery process. The system is 

based on assessing the consumer's status on 3 distinct variables: level of 

risk, level of engagement with the mental health system, and level of skills 

and supports. 

Based on where they fall on these three variables, consumers are assigned 

to a stage of recovery ranging from "extreme risk," in which it is unlikely that 

they can be served safely in the community, all the way up to "advanced recovery," 

in which they graduate from the community mental health system 

and are indistinguishable from their non-disabled neighbors. 

OBJECTIVES 

As a result of attending this workshop, the participants will be able to: 

1. Understand the difficulties in measuring recovery 

2. Distinguish between subjective and objective measures of recovery 

3. Understand how levels of risk, engagement, and skills and supports 

combine to form a client’s rating on the Milestones of Recovery Scale 

4. Reliably rate their clients on the Milestones of Recovery Scale. 


LCSW's and LMFT's as required by the California Board of Behavioral Sciences. 

Picha Watkins, iMFT, Picha has been working for Momentum for Mental 

Health for over 4 years. Picha is currently the manager for 

R.E.A.C.H. 

Amanda R. Vierra, MHRS, CADC-II, LAADC, has been working with Momentum 

for Mental Health for over 5 years. Amanda is currently Manager 

of Alameda Programs & leads various trainings specific to documentation 

and Motivational Interviewing. 

Kalam Lok, MFTI, has been working with Momentum for Mental Health 

since 2009, but has been working in the mental health field since 

2007. Kalam is currently the Clinician in the Eastside Outpatient 

Team. 

Dylan Schmidt, PSC, recently began working at Momentum for Mental 

Health in January 2011. Currently Dylan works as a Personal Services 

Coordinator for the Momentum Full Service Partnership Program. 

R e g i s t e r o n -l i n e a t h t tp : / / L e a r n i ng Pa r t ne r s h ip . e l e a r n i n g . n e t w o r k o f c a r e . o r g 

40

Clinical Supervision Training, Foundation 

for Tomorrow's Professionals 

DESCRIPTION 

MHD L earn ing Par t ners hip pr esen ts: 

This lively and interactive workshop on Clinical Supervision meets the BBS requirements for 

Clinical Supervision training for LMFT, LCSW and Psychologists. The training will provide participants 

with techniques, ideas, and opportunities to share their knowledge, challenges and rewards. 

Through the use of vignettes, problem solving, lecture and role-plays, we will explore this 

very important relationship of supervisor and supervisee. Bring your wisdom and your humor. 

OBJECTIVES 

By the end of the workshop participants will: 

Become familiar with 3 stages of supervision and be able to identify characteristics of each 

stage. 

Recognize that how we see ourselves can strengthen our capacity to supervise all supervisees. 

Discover how personal identity, gender, ethnicity and cultural awareness enhance our ability 

to supervise all supervisees. 

Be knowledgeable about the legal and ethical issues in clinical practice. 

Have a personal style of supervising that re-enforces focusing on drawing out the strengths of 

the supervisees. 

Recognize the positive and negative signs in the supervisee’s clinical development. 

Carry out supervision sessions that are mutually beneficial, clinically sound and ethically 

aware. 

Be able to be the best supervisor he/she can be while taking care of him/herself and feeling 

great about it. 

** Attendance at October 3, 2011 and October 4, 2011 

trainings fulfill the required 15 hours of Clinical 

Supervision training for supervising MSW Interns and 

ASWs. 

PRESENTER: Melanie Stern, LCSW, is a social worker, therapist, trainer and 

consultant. She presently provides training and consultation throughout the state in 

areas of Clinical Supervision, Management & Supervision, Teambuilding, Intercultural 

Awareness, Stress Management, Law & Ethics and Group Facilitation. For 

twelve years, she was Program Manager/Clinical Supervisor at Pajaro Valley Prevention 

and Student Assistance, a dedicated non-profit to the Pajaro Unified School 

District where she developed and managed programs serving young people and their 

families. She has a private practice in Santa Cruz specializing in work with individuals, couples, children 

and cross cultural issues. 




41 

** October 3, 2011 training fulfills the required 

6 hours of Clinical Supervision training for 

supervising MFT Interns and Trainees. It also 

fulfills the renewal requirement. 


Monday, October 3, 2011 


9:00 am- 4:30 pm 

Registrations starts at 8:30 am 


M H D L e a r n i n g P a r t n e r s h i p p r e s e n t s : 

Advanced Cultural Competence and 

MHSA Core Trainings 

*Recommended Prerequisite: Cultural Competence Core Foundation Training 


Cultural competence is not a simple end destination but an ongoing developmental process. Core components 

of cultural competence include having awareness, attitude, knowledge and skills that enables the service 

provider to work effectively in cross cultural situations. These foundational elements are central to 

beginning cultural competence development. Staff and practitioners must not only maintain a conscious 

awareness of cultural competence but also advance their level of sophistication and practical use. This 

course will deepen attendees’ integration of cultural competence in their work in the context of Mental 

Health Services Act initiatives. There will be a presentation of different levels of complexities arising in culturally 

diverse situations accompanied by effective strategies to address them. 

OBJECTIVES: 


understand (and describe) cultural competence commitments in the context of MHSA initiatives; 

improve their skills in being able to address culturally challenging situations; 

understand characteristics of culturally competent leaders, supervisors, clinicians and administrators; 

list (at least 3) stances and/or behaviors of a cultural competent provider; 

describe (at least 3) current evidence and research findings indicating factors central for consideration in 

forming cross-cultural working relationships. 



Dr. Matthew R. Mock received his BA degree in psychology from Brow n 

University and his Doctorate and Masters degrees in clinical and consulting 

psychology from the California School of Professional Psychology 

(CSPP). In addition practicing privately in Berkeley as a psychotherapist 

and consultant, he w as the Director of the Center for Multicultural 

Development w ith the California Institute for Mental Health in Sacramento. 

Just prior to this, he w as Director of the Family, Y outh, Children's 

and Multicultural Services for the City of Berkeley MH Division w here he w as practicing 

for over 20 years. He is also Director of the Cross Cultural Program, and Professor of 

Psychology w ith the Graduate School of Professional Psychology at John F. Kennedy University 

focusing on diverse children and families. As an Adjunct Faculty w ith the California School 

of Professional Psychology, Alameda, he focuses on the teaching of socio-cultural and psychotherapeutic 

considerations w ith Asian-Pacific Americans. 

42 



1075 E Santa Clara St. 2nd. Fl. 



Friday, October 7, 2011 

Monday, November 7, 2011 

9:00am-4:30pm 


R e g i s t e r o n - l i n e a t h t t p : / / L e a r n i n g P a r t n e r s h i p . e l e a r n i n g . n e t w o r k o f c a r e . o r g

M H D L e a r n in g p a r tn er s h ip pr e s e n ts : 

Basic Skills for a Reflective Practitioner: 

Learning More About Ourselves from Encounters with Families 


This workshop is designed for providers that work with infant, young children, and/or parents, and will focus 

on reflective practice as a strategy for enhancing skills, understanding our reactions when working with others, 

and examining the emotional content of our experiences in ways that can reduce work stress, and improve 

our sense of competence and well-being. Simple ways to expand our reflective activities will be discussed 

and the relationship between our own reflective capacities and our ability to support others in their 

journey will be explored. 

Course Objectives 

As a result of this training, participants will be able to: 

1. Describe the differences in reacting and responding in the context of encounters with families; 

2. Inventory activities that support practitioners in exploring, enhancing, and understanding their work; 

3. Discuss the benefits of reflective activities; 

4. Identify opportunities for reflecting on their work; 

5. Describe the relationship of reflective activities to reflective practice; and, 

6. Explain the concept of “Parallel Process” in working with families. 

**This course meets the qualifications for 6 hours of continuing education for LCSW’s and LMFT’s as required 

by the CA Board of Behavioral Sciences. 

Presenter: Dr. Kristie Brandt is Director of the Parent-Infant 

& Child Institute in Napa, CA and an Assistant Clinical Profes- 

sor of Pediatrica VF at U.C. Davis School of Medicine. She is a 

Child Trauma Academy Teaching Fellow with Dr. Bruce Perry 

in Houston, TX and faculty with the Brazelton Institute at Chil- 

dren’s Hospital Boston where she provides training in the New- 

born Behavioral Assessment Scale. With Dr. Ed Tronick, Di- 

rector of the Child Development Unit of Boston Children’s Hos- 

pital, she co-developed and now directs the University of Mas- 

sachusetts Boston Infant-Parent Mental Health Post-Graduate 

Certificate Program in Napa, CA, a national award winning 15– 

month training program for professionals. 

43 


1075 E. Santa Clara St., 2nd Fl. 





9:00am to 4:30pm 




MHD LEARNING PARTNERSHIP PRESENTS: 

Facilitating the Reflective Process in Infant- 

Family & Early Childhood Mental Health Work: 

An Inter-Disciplinary 2-Day Workshop for 

Mentors, Facilitators & Supervisors 

This course is designed for professionals responsible for or moving into the role of facilitating the reflective process with groups and 

individuals of all disciplines. The workshop will focus on the legal issues, ethical concerns, neurobiological concepts, com petencies, 

skills, and goals related to supporting other providers in their reflective process. This program will also focus on each reflective facilitator’s 

personal journey relevant to the role of working with individuals and groups as they experience, examine, and expand their 

work with children 0-5, their families, and other caregivers. 


As a result of this training, participants will be able to: 

1. Cite the basics of Reflective Practice and Reflective Mentorship: core concepts, opportunities for reflection, and principle s underlying 

reflection as a professional development process; 

2. Participate in an experiential encounter with Reflective Process; 

3. Identify the methods and strategies for building reflective capacities; 

4. Comment on the process of reflection “on action” and reflection “in action”; 

5. Discuss the complexity and depth of making meaning , responding and reacting; 

6. State and understanding of the implications of culture in all interactions, including those of mentors, mentees and clients; 

7. Cite the ethical and legal implications of facilitating the reflective process; 

8. Explain the role of mentorship or reflective facilitation in developing and advancing the workforce serving children age 0 -5, their 

families, and other caregivers; 

9. Describe the parallel process of mentorship and client care; 

10. Describe centrality of relationships in the infant -parent field; and, 

11. Have the necessary didactic training required to be endorsed in California as a Reflective Practice Facilitator. 

**This course meets the qualifications for 12 hours of continuing education for LCSW’s and LMFT’s as required by the CA Board of 

Behavioral Sciences. 

Presenter: Dr. Kristie Brandt is Director of the Parent-Infant & Child Institute 

in Napa, CA and an Assistant Clinical Professor of Pediatrica VF at 

U.C. Davis School of Medicine. She is a Child Trauma Academy Teaching 

Fellow with Dr. Bruce Perry in Houston, TX and faculty with the Brazelton 

Institute at Children’s Hospital Boston where she provides training in the 

Newborn Behavioral Assessment Scale. With Dr. Ed Tronick, Director of 

the Child Development Unit of Boston Children’s Hospital, she codeveloped 

and now directs the University of Massachusetts Boston Infant 

-Parent Mental Health Post-Graduate Certificate Program in Napa, CA, a 

national award winning 15– month training program for professionals. 


44 




Wednesday, October 12, 2011 & 

Thursday, October 13, 2011 

9:00am to 4:30pm both days 



Understanding & Treating 

Compulsive Hoarding 

COURSE DESCRIPTION 

Compulsive hoarding is the acquisition and failure to discard a large 

number of possessions that appear to be useless or of limited value in attempt 

to postpone or decrease distress or anxiety. Compulsive hoarding 

is a feature of several psychiatric disorders, including obsessivecompulsive 

disorder (OCD), and is a significant problem for about 4-5% of 

the population. Understanding and Treating Compulsive Hoarding presents 

the essential features of compulsive hoarding, describes treatment 

options for the condition, including cognitive behavioral therapy, which is 

a promising psychological treatment for the condition. Participants will 

learn the cognitive-behavioral model of compulsive hoarding; how to 

evaluate hoarding behavior; how to develop a treatment plan; and, 

how to carry out typical cognitive behavioral strategies for the condition. 

OBJECTIVES FOR PARTICIPANTS 

Attendees will learn the cognitive behavioral model of compulsive 

hoarding. 

Attendees will learn to evaluate and develop a treatment plan for 

hoarding behavior. 

Attendees will learn typical cognitive behavioral interventions for 

compulsive hoarding. 


LCSW’s and LMFT’s as required by the CA Board of Behavioral Sciences. 


45 

PRESENT ER: Michael A. Tompkins, Ph.D. 

is a licensed psychologist (PSY 13822), a 

founding partner of the San Francisco Bay 

Area Center for Cognitive Therapy, Assistant 

Clinical Professor at the University of 

California, Berkeley, and a Diplomate and 

Founding Fellow of the Academy of Cognitive 

Therapy. Dr. Tompkins specializes in 

the treatment of anxiety and mood disorders 

in adults, adolescents, and children. 

He is the author or co-author of numerous 

articles and chapters on cognitive-behavior 

therapy and related topics, as w ell as four 

books, including Digging Out: Helping Y our 

Loved One Manage Clutter, Hoarding, and 

Compulsive Acquiring (w ith Tamara L. Hartl) 

(New Harbinger, 2009), w hich has been 

praised as a seminal w ork on the topic of 

compulsive hoarding. In addition, Dr. Tompkins 

is w orking on Clinician’s Guide to Extreme 

Hoarding: A Harm Reduction Approach, 

a book for clinicians w ho w ork w ith 

people w ith extreme hoarding behavior that 

Springer Publications w ill publish. Dr. 

Tompkins serves on the Advisory Board of 

Magination Press, the children’s press of 

the American Psychological Association, 

and is a recipient of the 1994 Outstanding 

Teacher of the Y ear Aw ard by the California 

Pacific Medical Center, San Francisco and 

the 2005-2006 Distinguished Instructor 

Aw ard, University of California Berkeley 

Extension. He has been featured in The New 

Y ork Times, W all Street Journal, and on 

television (The Learning Channel, Arts & 

Entertainment, KTVU) and radio (KQED, 

KPFA, KISS-FM). Dr. Tompkins has presented 

widely on the topic of cognitive behavioral 

therapy, hoarding, and other topics. 


1075 E. Santa Clara Street, 2nd Fl. 



9:00am to 12:00pm 

Registration begins at 8:30am

M H D L E A R N I N G P A R T N E R S H I P P R E S E N T S : 

Advancing Cultural Complexities in Diagnosis, 

Engagement and Successful Working Relationships* 

*Recommended Prerequisite: Cultural Complexities in Assessment and Engagement 


Service providers assume large responsibilities w hen engaging in helping relationships. The increasing diversity of consumers, 

family members and communities that w e partner w ith furthers our mandate to be cultural competent throughout 

our w ork. While this is a fundamental responsibility, there are added complexities w hen cultural competence is actually 

put into clinical practice. Current contextual forces, such as areas of required reporting and documentation, and demand 

for services impact our w ork. The Cultural Formulation (along w ith Culturally Bound Syndromes) in the DSM-IV TR provides 

a framew ork or lens for clinicians to conduct their therapeutic w ork. This formulation is certainly valuable for all from the 

beginning of building a helping relationship, from initial greeting, evaluation and engagement. But its use must not stop 

there. Infusion, inclusion and integration of cultural conversations throughout the w orking relationship can lead to more 

successful outcomes and more satisfying healing relationships. In order to increase participants’ expertise and evidencebased 

practices, there w ill be multi-model methods including didactic training, role plays, clinical vignettes, and videotape 

materials representing many of the clinical challenges but ultimately clinical opportunities. More advanced and complex 

situations w ill be covered along w ith potential strategies and solutions that contributed to successful mental health and 

relationship outcomes. 

OBJECTIVES: 

Participants w ill: 

Further demonstrate increased competence in effectively utilizing the DSM-IV Cultural Formulation; 

List w ays (at least 3) in w hich the DSM-IV TR Cultural Formulation can be used at different levels throughout the clinical 

relationship; 

Demonstrate improved skills in addressing complex w orking relationships through a variety of different diverse cultural 

situations including culture, ethnicity, race, social class, sexual orientation, age, spiritual beliefs, etc.; 

Apply skills for documenting aspects of the culturally responsive relationship in the clinical record. 

** T his course meets the qualifications for 6 hours of CE for LCSW’s and LMFT ’s as required by the CA Board of Sciences. 

Dr. Matthew R. Mock received his BA degree in psychology from Brow n University and his Doctorate and Masters 

degrees in clinical and consulting psychology from the California School of Professional Psychology (CSPP). In 

addition practicing privately in Berkeley as a psychotherapist and consultant, he w as the Director of the Center 

for Multicultural Development w ith the California Institute for Mental Health in Sacramento. Just prior to this, he 

was Director of the Family, Youth, Children's and Multicultural Services for the City of Berkeley MH Division w here 

he w as practicing for over 20 years. He is also Director of the Cross Cultural Program, and Professor of Psychology 

w ith the Graduate School of Professional Psychology at John F. Kennedy University focusing on diverse children 

and families. As an Adjunct Faculty with the California School of Professional Psychology, Alameda, he focuses 

on the teaching of socio-cultural and psychotherapeutic considerations w ith Asian-Pacific Americans. 

Re gis te r on- li ne a t http: // Le a rni ngP a rtne rs hi p. el e a rning. ne tw ork ofca re . org 




Friday, October 14, 2011 

Friday, November 18, 2011 

9:00am-4:30pm 


46

Learning Partnership Training 

Center 



Monday, October 17, 2011 

1:00pm to 5:00pm 

Registration starts at 12:30pm 


Understanding Strengths and 

Supports for 

Multicultural Elders and Older Adults 

WORKSHOP DESCRIPTION: 

Our culture is our individual, family and community identity throughout our lifespan. Stage 

models discuss how our cultural identity is formed, shaped and influenced by our families, 

peers and other social influences. As we become older our relationships to others including 

children, co-workers, significant others often changes. As service providers we have 

become much more aware of the health and mental health needs of growing older, of seniors 

and elders. In addition to strengths there are also risk issues of isolation, depression 

and changing health and potential social status. 

Elders experience a range of issues of potential interest clinically including: accumulation 

of lifetime stressors; immigration; loss; family dynamics and changes; economic downturn; 

unresolved life experiences and dilemmas; health and health care needs and more all 

through the lens of their diverse cultures and backgrounds. 

Cultural competence means understanding all persons in context. Research and studies 

of seniors and elders in families discuss an array of issues including cultural viewpoints on 

aging, membership in extended families and communities, social and relational challenges, 

dealing with life changes, physical health, mental health and other aspects of the 

life cycle. This workshop will address several of these issues through an array of multicultural 

lenses including ethnicity, social class, sexual orientation, different abilities and 

more. 

Objectives: 


1. Describe and list ways in which culture plays a role in aging and relationships among 

older adults; 

2. List current needs and at-risk issues for seniors from a variety of cultural backgrounds; 

3. Discuss effective models of care and support that are culturally responsive that meet 

the needs of supporting elders; 

4. Describe examples of programs and systems models that incorporate cultural perspectives 

into health and mental health wellness. 

5. Learn about necessary skill sets to effectively work with seniors and elders of diverse 

backgrounds. 

** This course meets the qualifications for 4 hours of continuing education for LCSW’s 

and LMFT’s as required by the CA Board of Sciences. 

Dr. Matthew R. Mock received his BA degree in psychology from 

Brown University and his Doctorate and Masters degrees in clinical and 

consulting psychology from the California School of Professional 

Psychology (CSPP). In addition practicing privately in Berkeley as a 

psychotherapist and consultant, he was the Director of the Center for 

Multicultural Development with the California Institute for Mental 

Health in Sacramento. Just prior to this, he was Director of the Family, 

Youth, Children's and Multicultural Services for the City of Berkeley MH 

Division where he was practicing for over 20 years. He is also Director of the Cross Cultural 

Program, and Professor of Psychology with the Graduate School of Professional Psychology 

at John F. Kennedy University focusing on diverse children and families. As an 

Adjunct Faculty with the California School of Professional Psychology, Alameda, he focuses 

on the teaching of socio-cultural and psychotherapeutic considerations with Asian -Pacific 

Americans. 


47


OUTSMARTING THE SHARK: 

MENTAL HEALTH 

DOCUMENTATION TRAINING 


This is a basic course in Medi-Cal documentation. The content focuses on 

the California Department of Mental Health and Santa Clara County 

Mental Health Department’s clinical record documentation standards for 

outpatient services. This training will focus on the way to write assessments, 

treatment plans and progress notes. Facilitators and participants 

will also re-visit specific mental health services, discuss what constitutes 

medical necessity, go over the definition of non-reimbursable services, and 

take another look at lockouts. Last but definitely not least, we will address 

compliance items through the eyes of a reviewer. 

LEARNING OBJECTIVES: 

At the conclusion of this training, participants will: 

Understand the link between medical necessity, assessments/diagnoses, treatment plans 

and progress notes 

Identify the timelines for assessments, treatment plans and billings 

Be proficient in the key elements in a treatment plan, including important signatures 

Recognize the eight types of Billing and Service Activities 

Distinguish between the seven types and subtypes of Mental Health Services 

Become an expert in the three essential components of a progress note 

Learn what is needed in a group progress note and how to calculate the correct billing for 

each client in the group 

Be keenly aware of the difference between a billable and non-billable service 

Document to Medi-Cal standards to keep you out of shark-infested waters. 


by the CA Board of Behavioral Sciences. 




Tuesday, December 6, 2011 

9:00am-12:00pm 


48 



San Jose, CA 95116


Co-Occurring Disorders (Dual Diagnosis): 

Clinical Dilemmas in Assessment & Treatment 

Presenter: David 

Mee-Lee, M.D. is a 

board-certified psychiatrist 

and is certified 

by the American 

Board of Addiction 

Medicine (ABAM). He 

is based in Davis, CA 

and is involved in fulltime 

training and consulting 

both nationally 

and internationally. 

Dr. Mee-Lee is Chief 

Editor of the Revised 

Second Edition of the 

ASAM Criteria, ASAM 

PPC-2R, which includes 

criteria for cooccurring 

mental and 

substance-related 

disorders. He is a 

Senior Advisor to The 

Change Companies. 

Dr. Mee-Lee has over 

thirty years experience 

in treatment 

and program development 

for people with 

co-occurring mental 

and substance use 

disorders. 


A large proportion of individuals suffering from alcoholism and drug dependence also 

suffer from psychiatric problems and vice versa. Because clinicians often lack training 

in both addiction and mental health treatment, clients with co-occurring mental and 

substance-related disorders frequently receive inadequate care, caught in the gap 

between the mental health and addiction treatment systems. Clinicians can feel ill 

equipped to face the increasing population of multi-problem and dual diagnosis patients. 

The workshop will focus on diagnostic and treatment strategies to address these dilemmas. 

The issues of motivation, resistance and poor follow through with treatment 

will be addressed. Because many dual diagnosis patients are not ready to change 

their substance use and/or follow their mental health treatment, there will also be 

some focus on motivational interviewing and engaging people into participatory treatment. 

Course Objectives: 


● Identify the attitude and value system changes required to work with 

dual diagnosis clients. 

● Discuss assessment strategies, techniques and priorities to determine 

treatment options and interventions. 

● Apply treatment and motivational strategies necessary to develop a 

treatment plan that meets the client's individual multidimensional 

needs and stage of change. 

● Apply treatment and motivational strategies necessary to develop a 

treatment plan that meets the client's individual multidimensional 

needs and stage of change. 

** This course meets the qualifications for 6 hours of CE for LCSW’s and LMFT’s as required by the 

CA Board of Sciences. 



9:00 am-4:30 pm 

Registration starts at 8:30 am 

49 



San Jose, CA 95116

M HD LEARNING PARTNERSH IP PRES ENTS: 

The Healing Power of Play Therapy: 

Connecting to the Inner Child 



1075 E. Santa Clara St. 2nd Fl 



9:00am to 4:30pm 


Course Description: 

Play Therapy is a theoretically based approach to therapy that builds on the normal communicative 

and learning processes of children. Therapists strategically utilize play therapy 

to help children express their inner world when they do not have the verbal language. In 

play therapy, safe psychological distance is provided as toys become the children’s words 

and the play becomes the language. The reparative and corrective emotional experiences 

necessary for healing illustrate the curative powers inherent in play. The effectiveness of 

play therapy is supported by extensive research. 

This training will be fun and interactive. Participants must come prepared to play as there 

will be hands-on activities and experiential exercises. There will be a combination of lecture, 

case examples, video, and experientials that will provide participants with a comprehensive 

opportunity to expand their knowledge of play therapy. Participants will leave with 

an array of play therapy techniques to incorporate into their clinical practice. 

** This course meets the qualifications for 6 hours of continuing education for LCSW’s 

and LMFT’s as required by the CA Board of Behavioral Sciences. 

Targeted Audience: 

Mental Health Clinicians, Social Workers, Marriage, Family, and Child Therapists, Psychologists, 

MSW interns, MFT trainees. 

Outcome Objectives for Participants: 

1. Understand the theoretical underpinnings for play therapy. 

2. Be able to explain why play therapy is a treatment of choice for working with children. 

3. Identify at least 3 intervention techniques to utilize with children. 

4. Articulate the difference between directive and non-directive play therapy. 

Register on-line at: http://LearningPartn ership.elearning.networkofcare.org 

Maretta Juarez, LCSW, IF-ECMH RPF II, RPT-S, is a Licensed Clinical Social 

Worker, Infant-Family Early Childhood Mental Health Reflective Practice Facilitator 

II, and a Registered Play Therapist-Supervisor specializing in infant mental 

health as well as using play therapy in clinical practice with children who have 

been traumatized. She has over 25 years in the field. She is an accomplished 

trainer on infant and early childhood mental health and a recognized instructor on 

play therapy. She is a Certified Sandplay Practitioner and is published in the 

Journal of Sandplay Therapy, Sandplay Therapists of America. Maretta has been a guest lecturer 

and has trained on a local, state, national, and international level. 

Lourdes Adorno, LMFT, works for KidScope, Santa Clara County Mental 

Health Department providing consultation, assessment, treatment for families 

with young children 0-5 y/o, victims of domestic violence and child molestation. 

She has expertise in expressive therapy modalities such as sand tray, art, and psychodrama. 

She also teaches the Incredible Years Parenting Series workshop in 

Spanish and English. She is a graduate of The Harris Training ECMH Seminar of 

Oakland Children’s Hospital. 

50


Wellness Recovery Action Plan 

3-Day Overview 

COURSE DESCRIPTION 

This three (3) day course is open to anyone who wants to increase their understanding of 

WRAP and mental health recovery concepts and skills. 

After this course you will have a personal understanding of how WRAP works. You will also 

see the benefits of having this as a tool for those who receive services, supporters, providers, 

family members and the community at large. This powerful wellness tool helps those who use it 

focus on wellness and wholeness instead of illness and sickness. 

OBJECTIVES 

This course is designed to help participants learn: 

mental health recovery concepts and skills 

how to develop a Wellness Recovery Action Plan (WRAP) 

** This course meets the qualifications for 18 hours of continuing education for LCSW’s & LMFT’s as required by 

the CA BBS. 

BJ North, CRE, ITE, MHRS 

BJ North works as a consultant to build bridges across uncommon grounds 

such as those from businesses to community, individuals to community resources, 

and agencies to consumers. She has been able to assist various 

community agencies to service better those they work with by helping people 

to hear and speak to one anther in the spirit of mutual respect. She 

uses a common foundation for her approach in teaching this, the use of 

language from cultural perspectives and working with individuals’ self-knowledge 

Register Online at: http://LearningPartnership.elearning.networkofcare.org 


November 2, 2011 to November 4, 2011 

9:00am-4:30pm 


51 


1075 E Santa Clara St. 2nd Fl 

San Jose, CA 95116

LGBTQ Youth Space 

A day of learning, collaboration and dynamic interactive fun with 

the LGBTQA youth and staff 

This course meets the qualifications 

for 3 hours of continuing 

education for LCSW’s 

and LMFT’s as required by 

the CA Board of Behavioral 

Sciences. 



1075 E Santa Clara St. 



1:30pm - 4:30pm 

Registration starts at 1:00pm 

DESCRIPTION 

The LGBTQ Youth Space, a program of Family and Children Services, invites 

you to an introductory training on issues of importance to LGBTQ 

youth. In this training, participants will discuss common terms and 

definitions used in LGBTQ youth and young adult communities. We’ll 

provide a brief introduction to some social and structural barriers 

faced by LGBTQ young people and discuss how individuals can interrupt 

these systems of oppression. Participants have the opportunity to 

share their thoughts, questions, and experiences as we gain skills in 

advocacy and inclusion for LGBTQ youth. 

OBJECTIVES 

To have a general understanding of how to work and advocate for LGBTQ 

youth 

To have an understanding of common terms and definitions used in the 

LGBTQ community 

To have an introduction to youth development and empowerment including 

understanding social theory and anti-oppression 

How to foster a positive youth and adult identity 

How to manage and create a safe space or drop-in space for LGBTQ youth 

Listen to the voices of LGBTQ youth with a Q & A 

**Register on-line at http://LearningPartnership.elearning.networkofcare.org 

PRESENTERS: 

Youth and Young Adult Panelists/Trainers 

Youth panelists will be selected from the Youth Space volunteer speakers’ bureau. 

Each panelist is trained to offer insights on their identity and experiences as members 

of the LGBTQ community. 

Bert Berja, MSW, has served as the LGBTQ Specialist for the County of Santa Clara 

for the past two years. He brings 17 years of experience in the field of social work. 

Bert is as an available resource for social workers, youth, foster parents and community 

partners in regards to LGBTQ rights and resources. 

Cassie Blume, BA, is the Manager of Youth Outreach Services at the LGBTQ Youth 

Space: A program of FCS. She has been affiliated with the Billy De Frank Community 

Center and its youth programs since 2006. Prior to that time, Cassie held community 

organizing roles with the LGBT Community Center of New York City, Equality 

California, and her High School’s Gay-Straight Alliance. 

Kristi Espinoza, BSW, is the Outreach Coordinator for the LGBTQ Youth Space. She 

has been involved in queer activism and social justice movements since age 15. 

Before joining the team at the LGBTQ Youth Space, she worked in the fields of domestic 

violence, sexual assault, substance use, and campus organizing. 

52

M HD L e arn in g P artn e rsh ip p re s en ts : 

Cultural Spirituality in the Latino 

Community 


As an immigrant Latino psychologist and former pastor, I will explore the variety of ways that Latino 

communitie(s) express their spirituality. Drawing from my experiences, I will discuss how a 

connection to a spiritual life informs and is central to our cultural identity and healing. I will discuss 

how “La Cultura Cura,” or culture cures, and does so through a connection with the spirit, spirituality, 

and religious expression. Also, traditional sayings or refrains are fundamental to reduce 

anxieties and raise self-esteem. 

The presentation will help the audience discover simple keys to attract Latinos through outreach, 

engagement and retention efforts. Traditional Latino customs, food, music and art will be discussed 

as part of why Latinos emigrate to the U.S. and how immigrants resolve problems, utilizing sayings 

and faith. What are some challenges that clinicians have in working with the Latino community? 

The experience of Berkeley’s Latino collective will be shared (workshops every month with over 70 

families, early intervention groups, couple groups, men’s groups, women’s groups, and family 

groups). 



Learn the differences & similarities in the experiences of immigrant Latinos and of those born in 

the United States 

Learn how important it may be to help the Latino community connect with their cultural & 

spiritual experience as part of their healing process 

Elucidate ways to approach spirituality and religion with Latino clients 

Integrate strengths, barriers, & strategies to outreach, retain, and engage with Latino consumers, 

families and communities. 

** This course meets the qualification for 3 hours of continuing education for LCSW’s and LMFT’s as required 


After training as both elementary school teacher and psychologist in his native El 

Salvador, Hugo Lucero moved to Sweden in 1988. There he worked as a preschool 

teacher and recreation specialist with refugee families from Eastern Europe, Africa, 

the Middle East, and Latin America, helping them integrate into their new culture 

and society. He also taught Spanish to Swedes in adult school and through private 

tutoring. He worked for three years in Contra Costa County as a bilingual schoolteacher 

before shifting to the City of Berkeley. There he worked as a public health 

educator in a variety of programs, then transferred to the Mental Health Division. His positions 

and responsibilities have included counseling, crisis response, community outreach, cultural competence 

specialist, leadership development with Latinos in Berkeley/Albany, and as Co-Chair of the 

Bay Area Cultural Competence/Ethnic Services Managers of the California Mental Health Directors 

Association. 


1075 E. Santa Clara St., 2nd Fl, 


53 

Thursday, November 10, 2011 

9:00am to 12:00pm 





1075 E. Santa Clara St, 2nd Fl 



1:30pm to 4:30pm 

Registration begins at 1:00pm 

MHD LEARN ING PARTNERSH IP PRESENTS: 

AFRICAN AMERICAN FAITH & THE MENTAL 

HEALTH CARE COMMUNITY 

―A BRIDGE OVER TROUBLED WATER‖ 


Addressing how mental health care providers and the spiritual needs of the African 

American community can construct a bridge over the troubling waters of disparities 

in the diagnosis and treatment of the African American and the African American 

community 


Participants will : 

Learn to explain the historical role of faith and spirituality in the lives and 

journey of African Americans from Slave ships to the White House. 

Describe the advocacy needed for African-Americans to integrate spirituality 

into their treatment as part of culturally responsive practices 

Learn to build collaboration with the mental health provider community to 

improve mental health outcomes for African Americans 

**This course meets the qualifications for 3 hours of continuing education for LCSW’s 

and LMFT’s as required by the CA Board of Behavioral Services. 


Pastor Horacio Jones is a graduate of Mt. Pleasant High 

School, San Jose, Ca. He is currently finishing his educational 

goal to complete his Undergraduate work and his graduate 

work at Golden Gate Baptist Theological Seminary. Groomed 

and mentored, he served diligently as Youth Pastor of Em 

manuel Baptist Church, San Jose and Minister of Education at 

Pilgrim Rest Baptist Church in Oakland, CA. He was ordained in 1986, answered 

the call of pastorate and founded Fremont Bible Fellowship church in 

Fremont, California, which has grown since its inception in 1988, from 35 members 

to over 1,300 active members. 

His passion, compassion and purpose in life has lead him to utilize his twentynine 

years of ministry to partner with Behavioral Health Care professionals and 

CBO‟s to build a bridge connecting the clinical approach to mental health 

treatment with the spiritual roots and lives of consumers, family members, clients 

and the faith community. He has pioneered the curriculum, “African 

American Faith and Mental Health Care Services, „A Bridge Over Troubled 

Waters”. He currently serves as a Cultural Broker with Alameda County Behavioral 

Health Care Services specifically focusing on the African American 

Faith Perspective. 

54

Dr. Matthew R. 

Mock received 

his BA degree in 

psychology from 

Brown University 

and his Doctorate 

and Masters degrees 

in clinical and consulting psychology 

from the California School of 

Professional Psychology (CSPP). In 

addition practicing privately in Berkeley 

as a psychotherapist and consultant, 

he was the Director of the Center 

for Multicultural Development with 

the California Institute for Mental 

Health in Sacramento. Just prior to 

this, he was Director of the Family, 

Youth, Children's and Multicultural 

Services for the City of Berkeley MH 

Division where he was practicing for 

over 20 years. He is also Director of 

the Cross Cultural Program, and Professor 

of Psychology with the Graduate 

School of Professional Psychology 

at John F. Kennedy University focusing 

on diverse children and families. 

As an Adjunct Faculty with the California 

School of Professional Psychology, 

Alameda, he focuses on the teaching 

of socio-cultural and psychotherapeutic 

considerations with Asian- 

Pacific Americans. 



1075 E Santa Clara St, 2nd Fl 


Friday, December 2, 2011 

9:00am to 4:30pm 



Advanced Cultural Competence for 

Working Effectively with 

Multicultural Elders and Older Adult 

Communities* 

*(Note: This advanced cultural competence workshop for working with older adults is to 

be ideally taken after attending the cultural competence core foundation training, core 

assessment and engagement workshop and understanding strengths and supports of multicultural 

elders and older adults training. 

Workshop Description: 

This advanced workshop extends and deepens the cultural competence work 

necessary for working effectively with multicultural elders. The needs of elders 

with different cultural backgrounds often raise complex issues in working with 

multiple systems. Collaboration with family and the cultural community identified 

by the elder are often critical in providing support and culturally responsive 

interventions. In order to optimally identify the components of quality of life 

which contribute to maintaining independence, social inclusion, mental health 

and overall well-being of older adult populations, cultural competence must be 

practiced. 

Elders of all cultural, ethnic, racial and linguistic backgrounds may experience a 

range of issues of clinical and service importance. These include an accumulation 

of lifetime stressors, several types of loss, change within their family structure, 

potential economic stress, unresolved interpersonal experiences as well as 

changing health and mental health care needs. Ethnogerontology, ethnogeriatics 

and transcultural health must all be understood simultaneously to address problems 

that present themselves differently due to ethnicity and culture. An array of 

cultural strategies and programs are often ideal. 

This workshop will cover advanced core curricula for serving cultural elders 

through a variety of significant lenses including ethnicity, social class, sexual 

orientation, different abilities and more. Several complex case examples will be 

presented and practiced by participants in order to put retained cultural competent 

knowledge into actual practice. 

** This course meets the qualifications for 6 hours of CE for LCSW’s and LMFT’s as required 


Objectives: 


1. Understand (and describe) the importance of community-defined practice 

evidence versus only evidence-based practices for effectively serving older 

adults; 

2. Be able to articulate culturally-based perspectives and principles that are 

critical in addressing the needs of older adults; 

3. Identify and describe culturally competent model programs and their components 

that enhance well-being among diverse older people; 

4. Directly apply more advanced culturally-competent attitudes, knowledge, 

skills and behaviors for effectively providing services to culturally diverse 

elders, their family and community. 


55


Employee Development 

Trainings only for Santa Clara County employees 

56

Employee Development is launching 4 new certificate 

Certifications at ESA/ED 

Employee Development is launching 4 new Certificate 

Programs starting October 2011 to help County 

employees succeed with today’s challenges. Each 

Certificate has 5 courses. 

Skillful Business Writing 

Each course is designed to help you 

polish your writing skills for more 

success in communicating the intended 

message. You will learn effective writing 

skills to enhance and enrich your career. 

You will become more of an asset to 

your department with your ability to write clearly and 

to the point. 

Business Writing Essentials 

Editing and Proofreading 

Effective Business e-Mail Writing 

Writing Effective Business Documents 

Word 2007, Level 2 

Powerful Project Management 

Confidently lead and manage 

projects with accurate budget, 

proactive troubleshooting and 

strong relationship building. 

Project Management Essentials 

Project Problem Solving, Team Decision 

Making 

Managing Conflict 

Accomplishing More with Less 

Excel 2007, Level 

57 

Customer Service Advantage 

Customer Service Essentials 

Cross Cultural Communication 

Participants who take this 

program will improve their 

performance when 

responding to the needs of 

internal and external 

customers. 

Customer Service in Writing 

Self Care for People Helping Others 

Teamwork & Customer Service 

Effective Communicator 

This program teaches 

participants best practices 

for communicating 

effectively in the 

workplace and promotes 

the practices of effective 

dialog, setting boundaries, confidentiality and ethics. 

Communications Essentials 

Managing Conflict 

Cross Cultural Communication 

Presentation Skills 

Personality Styles 

FOR MORE INFORMATION AND TO REGISTER: 

From work, go to: http://training.sccgovatwork 

From home, go to: http://ed.sccgov.org 

Click on the “Employee Development Certificate 

Programs” box

SCVHHS 

Learning Institute Fall 2011 Catalog 

1075 E. Santa Clara Street, 2nd Floor 


(408) 792-3900 

http://LearningPartnership.elearning.networkofcare.org 

58

Fall 2011 Learning Institute Catalog - County of Santa Clara

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