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ECMH - 2019 10th Early Childhood Mental Health Conference
Mr pencil

How would you like your name to appear on your certificate?



What activities did you attend at the event?
Agreement
By completing this form, you attest that you have participated in all selected activities in thier entirety.
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
Objective 1: Review the progress made in areas of early childhood development and trauma-informed care of children and families.
By meeting the above objective my professional competence will increase because I have acquired new strategies to use in my practice.
By meeting the above objective my professional performance will improve because I should be able to implement the new strategies.
By meeting the above objective my patient outcomes should improve due to the implementation of newly-learned strategies.
The teaching methods used were appropriate to the objectives
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
Objective 2: Discuss evidence-based, cooperative strategies for how parents, family members, teachers and other can positively support a child’s developmental experience.
By meeting the above objective my professional competence will increase because I have acquired new strategies to use in my practice.
By meeting the above objective my professional performance will improve because I should be able to implement the new strategies.
By meeting the above objective my patient outcomes should improve due to the implementation of newly-learned strategies.
The teaching methods used were appropriate to the objectives
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
PHARMACIST/TECHNICIANS: If you do not provide your NABP ID AND your DATE OF BIRTH, your hours will not be uploaded to CPE Monitor.
(CPE Monitor) NABP e-Profile ID (ePID) - Example 123456:
(CPE Monitor) Date of Birth (MM/DD) - Example September 24 would be 0924:
By meeting the above objective my professional competence will increase because I have acquired new strategies to use in my practice.
By meeting the above objective my professional performance will improve because I should be able to implement the new strategies.
By meeting the above objective my patient outcomes should improve due to the implementation of newly-learned strategies.
The teaching methods used were appropriate to the objectives
The instructor used technology effectively
Identify the themes and keynote presenters over the 10 years of this conference.
Review how science, research and innovative interventions have informed our community about. the major issues facing young children and their caregivers as they recover from developmental risks including trauma, physical illness, loss of key caregivers, and experiences of excessive stress
Explore the concept of “not waiting” to intervene because the first five years of life are the most. “plastic” in terms of rapid and profound development
Examine how specific interventions applied in a timely manner have tremendous impact.
The instructor used technology effectively
Examine the science of hope and recent findings of how hope contributes to resilience.
Discover how to apply the evidence-based science of hope to your life and to your work.
The instructor used technology effectively
Identify how to quantitatively capture a hope score.
Explore practical ways to increase hope and resilience in children and families.
The instructor used technology effectively
Identify the major systems changes that have occurred in the treatment of young children in the past decade.
Review advances in theory and research in the field of infant-family and early childhood mental health.
Describe how infant, family and early childhood mental health treatment has evolved from the first WCW Conference to today.
The instructor used technology effectively
Identify adaptive and maladaptive grief responses for infants and toddlers.
Review childhood bereavement concepts and theoretical orientations.
Explore supportive age appropriate interventions.
The instructor used technology effectively
Describe how maternal postpartum depression can negatively affect the early attachment relationship.
Examine how depression in the last trimester can affect bonding.
Demonstrate an understanding of why the attachment relationship is now considered to begin in the last trimester of pregnancy.
The instructor used technology effectively
Identify the early signs of autism.
Outline the best course of action for early intervention therapy.
Explore the parent’s perspective on the impact of early intervention screening.
The instructor used technology effectively
Explore how two distinct disciplines (Trauma Therapy and Behavior Therapy) can work simultaneously within complex family systems to achieve improved family functioning.
Examine the ways in which a child with complex trauma, medical needs, behavior, and family stress presents, which often leads to the involvement of many different provider; examine how the providers can work concurrently, using a transdisciplinary model, to advance outcomes of both child and family.
Demonstrate techniques from play therapy, trauma therapy, attachment, and behavior management, to help providers think about their own complex cases and how to navigate co-treatment.
The instructor used technology effectively
Examine the complex challenges mothers experience while in custody in San Diego County.
Explore the impact of incarceration on children and families.
Identify a variety of services available to mothers incarcerated in San Diego County.
The instructor used technology effectively
Identify key components of an effective community-based toddler and preschool inclusion program.
Demonstrate understanding of the potential benefits of an inclusive setting for typically developing children and children with or at risk for ASD.
Identify unique considerations and challenges in the implementation of a community-based inclusion program.
The instructor used technology effectively
Review and identify levels of stress in children.
Explore evidence-based, cooperative strategies to positively support a child’s developmental experience.
Identify implications for partnerships between healthcare, education, behavioral health, and child welfare professionals to address children in need of services.
Examine cultural competence to ensure an ability to authentically relate and support families from diverse cultural/experiential backgrounds.
The instructor used technology effectively
Identify the differences between burn-out, compassion fatigue, and secondary trauma stress.
Explore the importance of self-care tasks and passionate pursuits to ameliorate risk of burn-out.
Practice relaxation techniques that carry over into both home and work environments.
Develop an action plan of protective factors to combat burn-out.
The instructor used technology effectively
Explore the changes made to the Child Welfare System over the past decade.
Review the progress made over the past decade in best practices for the 0-5 population.
Examine the melding of best practice with the current practice and identify what is next.
Demonstrate interventions that support providing best practices and placement stabilization.
The instructor used technology effectively
Identify common behavioral and social-emotional symptoms in young children who have experienced trauma.
Outline key differences between trauma and non-trauma diagnoses in young children.
Explore systematic clinical methods to determine if a child is presenting with a trauma reaction versus another neurobiological or mental health disorder.
The instructor used technology effectively
Identify complex stressors which may present emotionally and behaviorally in military children.
Examine the unique challenges and needs of children who are military connected.
Explore interventions found to promote resilience in military children.
The instructor used technology effectively
Recognize the struggle and decisions that families go through to seek services.
Review key points supporting hope and resiliency in the face of trauma and other challenges.
Explore current best practices that engage children and families in culturally informed, clinically effective services.
The instructor used technology effectively
Review progress that has been made in child abuse and domestic violence prevention, recognition and intervention.
Explore why family violence thrives in an atmosphere of silence, shame, and denial.
Discover the importance of engaging fathers early to increase protective factors.
Examine how a coordinated response to violence is effective in early intervention.
The instructor used technology effectively
Identify factors which contribute to risk and resiliency in violent homes and communities.
Discover ways to support, encourage and uplift the voices of children.
Explore ways providers can collaborate and improve responses to children experiencing domestic violence and other lifetime trauma in order to improve outcomes.
The instructor used technology effectively
Identify the factors that alter the relative risk of a young child becoming traumatized by an experience.
Explore the various protective factors that can serve a buffering function for children who experience potentially traumatizing events.
Examine what caregivers and clinicians can do to help provide multiple protective factors that can reduce the chance of children experiencing a traumatic reaction to an event and facilitate their growth and development despite these events.
The instructor used technology effectively
Identify when trauma may be present and affecting clinical care.
Explore practical ways to engage children and their families who have experienced trauma.
Examine how trauma-informed care becomes a trauma-responsive approach to care.
The instructor used technology effectively
Describe behaviors associated with executive functioning in toddlers and preschool age children.
Explore a model to address executive functioning using an evidence-informed curriculum for a concurrent parent education and child-focused therapy group.
Select appropriate therapeutic techniques to improve executive functioning skills in families with toddlers and preschool aged children showing early signs of executive dysfunction.
The instructor used technology effectively
Identify unique challenges faced by grandparents raising grandchildren, other kinship caregivers, and the children in their care.
Examine specific kinship support strategies ,including enhanced outreach, family enrichment opportunities, peer networks, and emergency crisis funds.
Identify opportunities and potential partnerships within individual communities to support and provide services to kinship families.
The instructor used technology effectively
Identify the reasons children are removed from families.
Review best practices in supporting families both during separation and in reunification.
Explore the complex needs of parents and children to examine ways to ensure their needs are met.
Demonstrate the importance of engagement, visitation and clear expectations as families move forward in their reunification goals.
The instructor used technology effectively
Identify the types of concerns that can be appropriately addressed by special education services.
Explore types of supports that schools offer students with special education needs or behavioral and/or academic challenges.
Review the process outlined in IDEA 2004 for students to receive special education services.
Outline how a student-centered and collaborative home/school relationship can be established.
The instructor used technology effectively
Explore the unique experiences of foster care and the impact of those experiences have on parenting.
Outline methods to interrupt the intergenerational transmission of trauma and promote healing and resilience.
The instructor used technology effectively
Identify the major functions children need by the age of five to manage themselves away from primary caregivers.
Outline the basic requirements for any therapy to be successful with young children.
Explore specific treatment interventions to help restore normal function in very young children with multiple risk factors.
The instructor used technology effectively
Identify core principles that are foundational to infant-family and early childhood mental health practice.
Distinguish between the clinical processes of countertransference, enactments, and resonance phenomena.
Understand the elements that support the use of self as an essential “instrument” of infant-family and early childhood mental health practice.
The instructor used technology effectively
Identify key components of Motivational Interviewing including OARS, the spirit and change/sustain talk.
Explore application and utility of MI with parents of children 0-5.
Practice using key components of MI.
The instructor used technology effectively
Describe the basic operations involved in San Diego County Child Welfare Services (CWS).
Identify new and ongoing initiatives within CWS that further support and guide child and family strengthening.
Outline new practices that focus specifically on early childhood mental health.
Explore partnerships and collaborations that are working together to strengthen families.
The instructor used technology effectively
Differentiate stress, trauma, secondary trauma, vicarious trauma (VT) and burn out.
Identify the areas of the brain that are impacted by stress and trauma and how they vary in responsiveness.
Explore how stress and trauma affect behavior in children and families and potentially in ourselves.
Identify who is at risk of VT.
Explore ways to mediate the effects of VT.
The instructor used technology effectively
Review factors contributing to behavior problems.
Examine differences between dynamic and static skills and ways to teach them.
Explore key components of a relationship-based approach.
The instructor used technology effectively
Identify ways that teachers, coaches and counselors transform the lives of children with trauma.
Discover how the power of mentorship can impact hope and contribute to breaking the cycle of violence in homes and communities.
Discuss practices that can better confront family violence, child abuse, bullying, and teen dating violence in our educational systems, and how healthcare providers can contribute.
The instructor used technology effectively
Discuss the impact of school and peer support programs on resiliency and recovery.
Examine innovative components of Angel Faces, an organization that serves girls who have endured trauma.
Identify how teachers, clinicians, and healthcare providers can collaborate to serve girls who have endured trauma.
Discover ways to create programs in schools and community settings.
The instructor used technology effectively
Identificar los cinco factores de protección.
Explorar maneras de incorporarlos en su area de trabajo.
Practicar fortaleciendo a las familias.
The instructor used technology effectively
Discuss how brain development impacts social and emotional development.
Identify age appropriate social/emotional competencies.
Describe techniques that will prevent and support the reduction of challenging behaviors.
The instructor used technology effectively
Explore of the impact that excessive use of technology can have on children's development.
Examine the impact that technology can have on students' academic success.
Consider how to balance the use of technology to support the whole child.
The instructor used technology effectively
Identify the connection between art, behavior, and mental health.
Outline the benefits of using art as a tool to work on behavioral goals.
Examine evidence of the positive impact that art and behavior therapy have on child development.
The instructor used technology effectively
Identify the types of concerns that can be appropriately addressed by special education services.
Explore types of supports that schools offer students with special education needs or behavioral and/or academic challenges.
Review the process outlined in IDEA 2004 for students to receive special education services.
Outline how a student centered and collaborative home/school relationship can be established.
The instructor used technology effectively
Identify five protective factors that can strengthen and stabilize families.
Explore ways to work with parents to build protective factors to decrease risk of maltreatment.
Outline the evidence-based practices of the Strengthening Families framework.
The instructor used technology effectively
Discutir como el desarrollo del cerebro impacta el desarrollo del área socio-emocional.
Identificar prácticas apropiadas sobre el desarrollo del área socio-emocional.
Describar técnicas que prevengan y ayuden a reducir comportamientos retantes de niños de edad temprana.
The instructor used technology effectively
Explore of the impact that excessive use of technology can have on children's development.
Examine the impact that technology can have on students' academic success.
Consider how to balance the use of technology to support the whole child.
The instructor used technology effectively
Identify what it means to be a trauma-sensitive school.
Outline and examine the five core values of a trauma-sensitive school.
Explore the importance of being trauma-sensitive.
The instructor used technology effectively
Identify key contributing factors of preschool expulsion.
Explore adoption of recommended best practices.
Please rate the following:
The program was relevant to my work.
Content matched stated objectives.
Usefulness of handouts/AV.
Quality of facilities and facility accommodations.
How well did the educational sessions give a balanced view of therapeutic options, including the use of generic names?
If you rated any of the above questions with 'fair,' 'poor,' 'disagree,' or 'strongly disagree' please explain in detail (e.g. session title, speaker name, situtation):
Please tell us about any sessions you found particularly good or bad
Please tell us about any objectives you feel we accomplished well or poorly 
Please tell us about any presenters you found particularly good or bad
Please answer the following:
Do you believe this activity was appropriate for the scope of your professional activities?
Was the educational content scientifically sound?
If faculty spoke about off-label or investigational uses of a product, was that information disclosed to you?
Was the mode of education effective to learning?
If you answered "No" to any of the above questions, please explain.
Did you perceive any product/service/company/commercial bias in any educational session you attended or materials you received?
If you answered "Yes" to the above question, please detail the situation below (e.g. session title, speaker name):
Were you solicited by sales personnel in an educational room (other areas do not matter) while you attended this educational activity?
If you answered "Yes" to the above question, please explain in detail (e.g. who, when, where):
How much did you learn as a result of this education program?
What specifically did you learn during this activity that you intend to integrate into your practice?

What questions have arisen in your practice for which you need answers/strategies that you can implement?

What patient/client problems or patient/client challenges do you feel you are not able to address appropriately or to your satisfaction?
What problems are your patients/clients communicating to you that need attention or follow up?

Are you interested in basic, intermediate or advanced level trainings?

What barriers might you have that would interfere with implementation of new information learned from this training?

How can this training (the overall meeting) be improved to better impact competence, performance and/or patient/client outcomes?

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