CFEP Training

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The Child/Family Evaluation Program (formerly known as the Child Forensic Evaluation Program) has now replaced the Child Mental Health Evaluation Program (CMHEP) as of 6/30/06. The CFE Program represents an improvement and update of the CMHE Program in the following ways:

  1. Examiners are required to participate in a two-day workshop on brief child/family evaluations for initial credentialing in the program;
  2. The use of forensic standards appropriate to brief child/ family evaluations is emphasized;
  3. The fee structure has been revised (i.e. $100 per hour for up to 15 hours of professional time per evaluation).

Doctoral-level mental health professionals licensed in the state of North Carolina are eligible to serve as CFEP examiners.  Individuals with masters-level degrees in psychology, social work, or related clinical fields typically serve as associate examiners with varying levels of responsibility in the evaluation process. Masters-level clinicians with significant experience in the forensic assessment of abuse allegations can apply to be re-classified as full examiners.  In order to be considered for re-classification, the associate examiner must meet certain criteria that are listed in the CFEP Guidelines.

To become a rostered examiner or associate examiner with CFEP, mental health professionals must take the two-day workshop entitled Brief Child Forensic Evaluations in Cases of Alleged Abuse (see below for more information).

All examiners are required to submit documentation of a minimum of 10 C.E. hours in the area of child abuse or neglect every two years.  This continuing education requirement can be fulfilled in a number of ways such as conferences, training workshops, on-line or home-study C.E. programs and the CFEP coursepak of readings:

1) Conferences and training workshops. The number of C.E. units received is set by the conference or workshop organizer. Those who re-attend the initial credentialing workshop “Brief Child/Family Evaluations in Cases of Alleged Abuse” will be given 3 C.E. hours.

2) CFEP Coursepak. Credit for 6 C.E. hours will be given for reading several articles (Honor system). Please call 919-843-9365 or e-mail cmep@med.unc.edu to request the coursepak be sent to you.

3) On-line or “home study” C.E. programs. The number of C.E. units received is determined by the program sponsor.

4) Suggested CFEP reading list. Credit for 7 C.E. hours will be given for each book and 2 C.E. hours will be given for each journal article that is read (Honor system.)

Suggestion:  The APSAC Handbook on Child Maltreatment, which can be ordered here.

5) Peer consultation. Up to 6 hours of the biennial 10 C.E. unit requirement can be fulfilled through peer consultation, with a maximum of 3 hours credited per case. Credit is given for participation in either the consultant or consultee roles involving case review and feedback on the evaluation process as well as the report for a current CFEP evaluation. Consultants must be selected from the list of rostered CFEP examiners and cannot be a current supervisor or consultee. Individual examiners electing the C.E. option are expected to make their own peer consultation arrangements. Our office will provide a list of rostered examiners.


Upcoming Training Opportunities

(Click on a link to jump to details of a particular workshop):

Brief Child Forensic Evaluations In Cases of Alleged Abuse (no dates available at this time)

Child Forensic Interviewing:  Introduction to the RADAR Interview Protocol (4/24/2017 - 4/28/2017 and 6/26/2017 - 6/30/2017 at Wake AHEC)

Symposium at Lake Junaluska (Fall 2017)

International Symposium on Child Abuse (March 27-30, 2017 in Huntsville, Alabama)

Learning Collaborative in Trauma-Focused Cognitive Behavioral Therapy (Various dates and locations)

Brief Child/Family Evaluations in Cases of Alleged Abuse

(This course is the prerequisite for becoming a CFEP Examiner or Associate Examiner)

There are no future dates available for this workshop, but we will update the website as soon as we have them! 
Here is a description of our last workshop:

June 1-2, 2016

Eastern AHEC
Greenville, NC

Register HERE
Brochure HERE

 

 

 

Description:
This two-day workshop is designed primarily for mental health and social services professionals who conduct assessments of child maltreatment allegations, including professionals who have an interest in becoming rostered evaluators in the North Carolina Child/Family Evaluation Program (CFEP). The workshop will focus on distinctions between forensic and clinical evaluations, common components of the forensic evaluation process, appropriate standards of practice, and relevant ethical issues. Workshop methods will include didactic presentations and case discussions. A major component of the workshop will be a small group exercise that involves planning and conducting a mock evaluation based on the case characteristics provided.

Audience:
Psychologists, DSS Child Protective Service workers, counselors, social workers, therapists, case managers, and other professionals who conduct assessments of child maltreatment allegations, including professionals who have an interest in becoming rostered evaluators in the North Carolina Child/Family Evaluation Program (CFEP)

Objectives:
1. Discuss different evaluation models, including the distinction between forensic and clinical evaluations
2. Describe the appropriate components of a brief child forensic evaluation in cases of alleged abuse
3. Plan a brief forensic evaluation based on case characteristics
4. Discuss ethical guidelines and multiple role issues in conducting evaluations in cases of alleged abuse



Child Forensic Interviewing:
Introduction to RADAR and RADAR Jr.

4/24/2017 9:00 AM - 4/28/2016 5:00 PM Wake AHEC

Registration here


6/26/2017 9:00 AM - 6/30/2016 5:00 PM Wake AHEC

Registration here

About the Workshop

Child forensic interviewing in cases of alleged abuse has become an increasingly specialized field. Part of the specialization is the development and use of research-based, structured interview protocols. This five-day workshop provides an introduction to the RADAR and RADAR JR Interview Protocols. RADAR (Recognizing Abuse Disclosure types and Responding) is a research-based, best practices protocol for interviewing children and adolescents who are being assessed for possible sexual or physical abuse. RADAR is structured to ensure interview quality and ease of learning, while offering enough flexibility to be effective with children of differing ages and disclosure histories. RADAR is adapted in part from the NICHD Investigative Interview Protocol. RADAR JR is a semi-structured interview protocol for preschool-age children. The workshop includes hands-on role play practice as well as a required reading assignment of three articles.

Class size limited. Register soon!

Objectives
At the conclusion of this educational activity, participants should be able to:
1. Discuss the conceptual rationale for the RADAR and RADAR JR Interview
Protocols.
2. Describe how to use the RADAR and RADAR JR Interview Protocols in
interviewing
children about sexual and physical abuse.
3. Develop a familiarity with the RADAR and RADAR JR Protocols through
hands-on roleplay practice.
4. Apply these skills in daily practice.
Target Audience

A. Beginning child forensic interviewers in Child Protective Services, Law Enforcement, Mental Health and related fields

B. More experienced child forensic interviewers who want to strengthen their interview skills

C. Rostered evaluators in the Child/Family Evaluation Program as well as eligible psychologists

 


33rd International Symposium on Child Abuse


March 27-30, 2017
Huntsville, Alabama

Information here

 


 

Annual Symposium on Child Abuse and Neglect

Fall 2017
Lake Junaluska, near Waynesville, NC
Watch the Child Advocacy Centers of NC website for information on the 2016 Symposium:  cacnc.org

 

Learning Collaborative in Trauma-Focused Cognitive Behavioral Therapy

Since 2006, NC CTP has successfully conducted six Learning Collaboratives in TF - CBT. We have learned that clinicians achieve the greatest training success when they participate as a member of a team, supported by a Senior Leader. Thus, the Class of 2012/2013 will include: ~ 12 teams, comprised of affiliated indi- viduals (5 clinicians + 1 senior leader). Affiliation can be based upon: common employer/agency, new or established referral networks, and/or other profes- sional relationships. When reviewing applications, preference will be given to committed teams with a highly supportive Senior Leader, and at least one clini- cal supervisor among the clinician - trainees.

Information Here