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Webinar

S25-100 Common Child Mental Health Difficulties and Family-Based Interventions

Total Credits: 3 Category I CEs

Categories:
100 Children & Adolescents |  200 Adults, Couples & Families
Instructor:
Geetha Gopalan, LCSW, PhD
Course Levels:
Intermediate
Duration:
3 Hours 15 Minutes
Target Audience:
Social Workers, LCPCs, and Psychologists
Dates
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Description

In this training, we will review foundational knowledge important for working with families. Specific topics include the importance of families for child mental health, relevant definitions, and core concepts and general skills when working with families. Emphasis will be placed on how providers can most effectively work with culturally diverse families and how to promote service engagement. Additionally, we will discuss indicators of common emotional and behavioral difficulties for youth, including  depression, anxiety, and trauma. We will identify relevant theoretical frameworks regarding the emergence and alleviation of these common difficulties, as well as corresponding evidence-based, family-level interventions and prevention strategies. Common elements, strategies and resources that can be used in everyday practice will be emphasized.  

Instructor

Geetha Gopalan, LCSW, PhD Related Seminars and Products

Geetha Gopalan is an associate professor at the Silberman School of Social Work at Hunter College, City University of New York. Her research focuses on increasing the ability of families impacted by poverty to access and engage in evidence-based practices that enhance children’s mental health and family functioning. Her direct clinical practice experience, spanning over ten years in children’s mental health and child welfare services, drives this scholarship toward a heavy emphasis on prioritizing the needs and interests of consumers (e.g., caregivers, youth), as well as designing and evaluating interventions that can easily engage families and be implemented in low-resource, “real-world” contexts.  

Agenda & Learning Objectives

AGENDA:

8:50 – 9:00 Log On 

9:00 – 10:30  

  • Introduction  

    • About me  

    • Objectives  

  • How families can support a child’s mental health – Paul Sunseri, TedxFondduLac  

  • Foundational knowledge when working with families  

    • What is a family?  

    • Different family structures  

    • Core concepts  

    • Skills for working with families  

    • The Family Life Cycle  

    • Starting questions  

    • Cultural diversity & cultural humility  

    • Family engagement  

10:30 – 10:45 BREAK (15 minutes)  

  • Common youth emotional and behavioral difficulties  

    • Behavioral difficulties  

      • Overview of effective family-based interventions for behavioral difficulties  

    • Depression and related difficulties  

      • Overview of effective family-based interventions for depression and related difficulties  

    • Anxiety and related difficulties  

      • Overview of effective family-based interventions for anxiety and related difficulties  

    • Trauma related difficulties  

      • Overview of effective family-based interventions for trauma related difficulties  

12:15 Adjournment and Questions  

 

LEARNING OBJECTIVES:

Upon the completion of this workshop, participants will be able to:

  • Identify common signs that youth may be struggling with an emotional or behavioral difficulty.  

  • Identify youth who may be most at risk of developing an emotional or behavioral difficulty.  

  • Start trying to intervene with youth and their families to address and prevent common youth emotional and behavioral difficulties. 

Bibliography & References

BIBLIOGRAPHY & REFERENCES

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Asarnow, J. R., Scott, C. V., & Mintz, J. (2002). A Combined Cognitive-Behavioral Family Education Intervention for Depression in Children: A Treatment Development Study. Cognitive Therapy and Research, 26(2), 221–229. http://dx.doi.org.proxy.wexler.hunter.cuny.edu/10.1023/A:1014573803928 

Beauchaine, T. P., & Hinshaw, S. P. (2012). Child and adolescent psychopathology (2nd ed..). John Wiley & Sons. 

Boyer, W. (2019). Trauma-Focused Family Therapy With Children and Their Families. The Family Journal, 27(2), 175–182. https://doi.org/10.1177/1066480719832503 

Carter, B., & McGoldrick, M. (2005). Overview: The expanded family life cycle: Individual, family, and social perspectives. In Changing family life cycle (3rd ed., pp. 1–26). Pearson. 

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Cohen, J. A., & Mannarino, A. P. (2015). Trauma-focused Cognitive Behavior Therapy for Traumatized Children and Families. Child and Adolescent Psychiatric Clinics of North America, 24(3), 557–570. https://doi.org/10.1016/j.chc.2015.02.005 

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Danielson, B. (2015). Using cultural humility to navigate challenging encounters. University of Washington. 

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Goger, P., & Weersing, V. R. (2022). Family based treatment of anxiety disorders: A review of the literature (2010–2019). Journal of Marital and Family Therapy, 48(1), 107–128. https://doi.org/10.1111/jmft.12548 

Gopalan, G., Chacko, A., Franco, L. M., Rotko, L., Marcus, S., & McKay, M. M. (2015). Multiple Family Groups service delivery model to reduce childhood disruptive behavioral disorders: Outcomes at 6-months follow-up. Journal of Child and Family Studies, 24(9), 2721–2733. 

Gopalan, G., Goldstein, L., Klingenstein, K., Sicher, C., Blake, C., & Mckay, M. M. (2010). Engaging families into child mental health treatment: Updates and special considerations. Journal of the Canadian Academy of Child and Adolescent Psychiatry = Journal de l’Academie Canadienne de Psychiatrie de l’enfant et de l’adolescent, 19(3), 182. 

Hirshfeld-Becker, D. R., Masek, B., Henin, A., Blakely, L. R., Pollock-Wurman, R. A., McQuade, J., DePetrillo, L., Briesch, J., Ollendick, T. H., Rosenbaum, J. F., & Biederman, J. (20100726). Cognitive behavioral therapy for 4- to 7-year-old children with anxiety disorders: A randomized clinical trial. Journal of Consulting and Clinical Psychology, 78(4), 498. https://doi.org/10.1037/a0019055 

Hooper, LisaM., Stockton, P., Krupnick, JaniceL., & Green, BonnieL. (2011). Development, Use, and Psychometric Properties of the Trauma History Questionnaire. Journal of Loss & Trauma, 16(3), 258–283. https://doi.org/10.1080/15325024.2011.572035 

International Society for Traumatic Stress Studies. (2013). CPSS-5-Scoring-Psychometrics.pdf. Child PTSD Symptom Scale for DSM-5 (CPSS-5). https://istss.org/getattachment/Clinical-Resources/Assessing-Trauma/Child-PTSD-Symptom-Scale-for-DSM-5-(CPSS-5)/CPSS-5-Scoring-Psychometrics.pdf?lang=en-US 

Kaslow, N. J., Broth, M. R., Smith, C. O., & Collins, M. H. (2012). Family‐based interventions for child and adolescent disorders. Journal of Marital and Family Therapy, 38(1), 82–100. https://doi.org/10.1111/j.1752-0606.2011.00257.x 

Katerelos, M., Hawley, L. L., Antony, M. M., & McCabe, R. E. (2008). The Exposure Hierarchy as a Measure of Progress and Efficacy in the Treatment of Social Anxiety Disorder. Behavior Modification, 32(4), 504–518. https://doi.org/10.1177/0145445507309302 

Kendall, P. C., Hudson, J. L., Gosch, E., Flannery-Schroeder, E., & Suveg, C. (2008). Cognitive-behavioral therapy for anxiety disordered youth: A randomized clinical trial evaluating child and family modalities. Journal of Consulting and Clinical Psychology, 76(2), 282. https://doi.org/10.1037/0022-006X.76.2.282 

Kiser, L. J., Backer, P. M., Winkles, J., & Medoff, D. (2015). Strengthening Family Coping Resources (SFCR): Practice-based evidence for a promising trauma intervention. Couple and Family Psychology: Research and Practice, 4(1), 49–59. https://doi.org/10.1037/cfp0000034 

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McKay, M. M., & Bannon, W. M. J. (2004). Engaging families in child mental health services. Child and Adolescent Psychiatric Clinics of North America, 13(4), 905–921. 

McKay, M. M., Gonzales, J., Quintana, E., Kim, L., & Abdul-Adil, J. (1999). Multiple Family Groups: An Alternative for Reducing Disruptive Behavioral Difficulties of Urban Children. Research on Social Work Practice, 9(5), 593–607. https://doi.org/10.1177/104973159900900505 

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Sunseri, P. (2021, September 27). How families can support a child’s mental health. https://www.youtube.com/watch?v=dDQ5tgd1_HY 

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Tompson, M. C., Langer, D. A., Hughes, J. L., & Asarnow, J. R. (2017). Family-Focused Treatment for Childhood Depression: Model and Case Illustrations. Cognitive and Behavioral Practice, 24(3), 269–287. https://doi.org/10.1016/j.cbpra.2016.06.003 

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Course Completion & CE Information

Category I Maryland BSWE Requirement

The Office of Continuing Professional Education at the University Of Maryland School Of Social Work is authorized by the Board of Social Work Examiners in Maryland to sponsor social work continuing education programs. This workshop qualifies for  3 Category I Continuing Education Units. The Office of Continuing Professional Education is also authorized by the Maryland Board of Psychologists and the Maryland Board of Professional Counselors to sponsor Category A continuing professional education.


Please refer to the tab "Live Interactive Webinar Policies & FAQs" for UMSSW Office of CPE policies regarding all live interactive webinar related matters.

Target Audience

Social Workers, LCPCs, and Psychologists

We welcome anyone interested in the topic!

 

Late Fees and Refunds

The base price is $70, which includes CE credit.  

Late Fee: On 2/7/2025, a non-refundable late fee of $20 is added to the base price. Late fees cannot be refunded or applied to account credit.  

Cancellations: **ALL cancellations will be subjected to a $35.00 administration fee.**  To be eligible for a refund or CPE account credit, cancellations must be made at least 24 hours before the workshop. 

For more information, please read the general policies on our website.  

 

Live Interactive Webinar Platforms

LIVE INTERACTIVE WEBINAR PLATFORMS

The Office of Continuing Professional Education hosts Live Interactive Webinars through Zoom. This platform offers a high quality and user-friendly webinar platform for our registrants.

System Requirements:

  • Operating Systems: Windows XP or higher; MacOS 9 or higher; Android 4.0 or higher.
  • Internet Browser: Google Chrome; Firefox 10.0 or higher.

Our system is not compatible with the Safari web browser.

  • Broadband Internet Connection: Cable, High-speed DSL and any other medium that is internet accessible.

**Please have your device charging at all times to ensure that your device does not lose power during the webinar.

Course Interaction Requirements:

To participate in Live Interactive Webinars, you MUST have a device that allows you to view the presentation on screen and hear the instructor at all times. We do not allow participants to call-in from their phones or mobile devices and solely listen to the presentation. Participation in Live Interactive Webinars is mandatory.

Our webinar policies can be found on our website by clicking here.

Webinar Policies & FAQs

Click The Link to View The Webinar Policies & FAQs

https://umbsswcpe.ce21.com/Page/live-interactive-webinar-procedures-policies-4129

 

 

ADA Accommodations

If you are requesting ADA accommodations, please contact our office via email at least two weeks prior to the workshop date. Requests after that date may not be fulfilled.  

Our email address is cpe@ssw.umaryland.edu.  

Evaluation

Participants will have access to the evaluation after attendance has been verified. Evaluations will be available for one (1) week after the workshop has ended.  

After one (1) week, participants will no longer have access to the evaluation and will have to contact CPE about reactivation.

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