Random moment sampling is a survey method used by Child Welfare to determine the amount of time employees spend on various activities. The purpose of the sample is to determine how administrative costs and funding should be allocated. This training video explains the importance of random moment sampling to support Title IV-E funding for DCFS and how to code for the appropriate RMS activity.

Participants will: Discuss the importance of parental self-care; Gain an understanding of the impact of adversity and toxic stress on children throughout their development; and Learn strategies to decrease the impact of toxic stress and build resilience with children. Bulleted List of learning objectives: * Introduction to Trauma-Informed Care * The Parent Child Relationship as a Space for Healing * Introduction to Trauma-Informed Education * The Brain Architecture Game * Resilience Film Screening * I'm not sure activity

This foundational session introduces the core concepts of collaborative prevention, emphasizing that child abuse prevention is not the job of a single agency, but a shared community responsibility. Using data, case examples, and success stories, the webinar will illustrate how strong interagency partnerships can reduce risk factors, strengthen protective factors, and intervene earlier in the cycle of harm. Participants will leave with a clear understanding of how to build or enhance coordinated networks of care that prioritize child and family well-being.  View flyer. Learning Objectives:  Understand the scope and root causes of child abuse and neglect.  Identify key partners (schools, healthcare providers, community organizations) in prevention.  Learn frameworks for sustainable, child-centered collaboration.

This training will equip participants with the knowledge and skills necessary to understand and effectively play the role of standardized clients. Additionally, during this session, we will emphasize the importance of self-care. Child Welfare Professionals will be encouraged to protect their well-being and explore the impact of burnout and secondary trauma. In preparation for their roles as standardized clients, the facilitators will provide participants with self-care tools to equip them to manage triggers and stressful situations they may encounter. In addition, the trainers will share tools and strategies to support trainees in recognizing the emotional and physical toll of working with children and families who experience trauma. After completing this training, participants will be able to: - Explain the role of standardized clients. - Demonstrate the skills of standardized clients. - Discuss the importance of self-care. - Identify the benefits of self-care for child welfare professionals. - Explain and discuss the barriers to self-care and strategies to overcome them.

This course involves reading "The Whole-Brain Child, 12 Revolutionary Strategies to Nurture Your Child's Developing Mind". The book describes twelve strategies for encouraging healthy brain development in young and school aged children. Each of the strategies is linked to brain development and is illustrated with examples. For instance, one of the first strategies is to connect and re-direct; the caregiver connects through empathy and validating feelings then re-direct to teach life lessons. Individuals must complete the pre and post test to complete the course and receive training credit.

This orientation is meant to guide the IV-E scholars through the process of their internship. It will include discussions of policy, the contract, and other pertinent information needed for the internship. Scholars will also have the opportunity to meet potential supervisors, DCFS liaisons, and university liaisons. Supervisors will have the opportunity to review the I-VE manual, policy, and understand what is expected from them as well as their interns.