We can bring any of our NY State approved CE courses or workshops to your organization and will tailor them to suit your needs, including adjusting CE hours.

MPG Consulting LCSW, PLLC, SW CPE is recognized by the New York State Education Department’s State Board for Social Work, Mental Health Counselors, Creative Arts Therapists, Marriage and Family Therapists, Psychologists, and Psychoanalysts as an approved provider of continuing education.

• LCSW, LMSW #0119
• LMHC’s #0044
• LCAT #0021
• LMFT #0030
• Psychologists #0283
• Psychoanalysts #0034
• Child Abuse Identification & Reporting Provider #80125

Child Abuse Identification & Reporting Workshop Credit Hours- Two (2) Hours

According to Chapter 56 of the Laws of 2021 amended Social Services Law § 413, The State of New York requires additional training to include protocols to reduce implicit bias in decision-making processes, strategies for identifying adverse childhood experiences, and guidelines to assist in recognizing signs of abuse or maltreatment while interacting virtually within the New York State Mandated Identification and Reporting of Child Abuse and Maltreatment/Neglect coursework.

1. Understanding ACEs Impact on Communities Credit Hours: Six (6) Hours

Description of Course:

In this workshop, participants will learn and understand the concept of ACEs (Adverse Childhood Experiences) and manifestations in the communities served. They will gain awareness of how they are affected by childhood and continuing trauma, affect the health, emotional state and behavior of community members. With this understanding and awareness of the impact of ACEs, participants will be more attuned, engaged and effective.

Learning Objectives:

• Learn and understand the concept of ACEs (Adverse Childhood Experiences) and manifestations in the communities served.
• Gain awareness of how childhood and continuing trauma (ACEs) affect the health, emotional state and behavior of clients.
• Participants will use their understanding and awareness of the impact of ACEs to be more attuned, engaged and effective with clients.
• Learn to elicit and actively listen to clients’ basic, underlying needs, that are often not directly expressed.
• Learn strategies that have been used in communities to address toxic stress and develop other strategies that would be effective.

2. Restorative Circle: To Rebuild Trust and Begin Healing Credit Hours: Three (3) Hours 

Description of Course:

Through a Community Restorative Justice dialogue, we will introduce a process that works to intentionally create a compassionate/welcoming space. We will discuss very difficult or painful issues in order to build and rebuild trust and create a respectful and appreciative workplace. Our goal is to facilitate a conversation that will allow all members of the community to be heard, learn new ways to communicate, resolve differences, and improve relationships. The intent is to find resolutions that serve every member of the community so that each one feels valued and empowered to move forward with a shared mission for continuing to provide the highest quality of service to the community and clients you have committed to serve. Depending on the level of conflict and injury multiple circles may be recommended.

Learning Objectives:

Participants will have the opportunity to practice:

• Building trust
• The process of engaging in healthy, inclusive and respectful conversations across differences
• Active & empathic listening
• Being open to varying perspectives
• Tolerating discomfort in difficult conversations
• Holding shared experience

3. Healing-Centered Engagement with Adolescents of Color who are Navigating Historical & Contemporary Trauma: A Cultural Healing Approach

Credit Hours: Three (3) Hours

Description of Course:

Adolescents of Color are more inclined to engage in healing practices that resonate with who they are. Making the effort to understand the cultural frameworks that shape explanations of healing and help-seeking for Youth of Color represent ethical and culturally responsible practice. Informed by an indigenist-stress coping model, and a historical trauma and healing-centered engagement framework, this workshop provides an overview of culturally responsive strategies for clinical practice with Adolescents of Color who are navigating historical and contemporary traumatic pain. Through didactic, experiential, and interactive activities, participants will learn the significance of this approach for working with teens of color and specific strategies for collaborating with them on their journeys to heal.

Learning Objectives:

• Attendees will learn strategies for engaging Adolescents of Color about their conceptualizations of healing.
• Attendees will be able to identify and define the indigenist stress-coping, cultural healing model and explain its relevance for healing-centered practice.
• Participants will learn three cultural healing activities to implement with Adolescents of Color who are impacted by trauma.

4. Building Your Case Management Muscle: Becoming a Masterful Manager of Cases in a Social Work Setting Credit Hours: Three (3) Hours

Description of Course:

Case Management is a widely practiced function across multiple disciplines including child welfare, gerontology, mental and behavioral health services, corrections, poverty programs, disabilities, vocational training, etc. Due to diminished organizational resources many case managers lack the appropriate training to effectively engage with challenging clients. This training is designed to provide content that will assist case managers who work with a variety of client groups improve and/or enhance their effectiveness in the provision of client services. The Case Management Training is designed as a resource to assist social workers/case managers with offeringqualitative case management services to clients that align with the mission and philosophy of their organizations and the core values and principles of social work practice.

The training and implementation of these core competencies represents the field’s commitment to continuous quality improvement aimed at maximizing outcomes for clients who receive services

in social service settings. This 4 hour session introduces the 6 Components of Case Management (Assessment/ Reassessment, Case Planning, Service Provision, Referrals, Documentation, Closure) and will offer trainees an opportunity to practice each of the components using live case scenarios, experiential and group activities.

Learning Objectives:

• Strategies for effective client assessment and engagement
• Effective approaches to engage clients
• A model for goal setting with clients using a strength’s based perspective
• Ethical considerations in case management
• Assessment strategies for challenging and diverse client groups
• The impact of poverty, oppression and social problems on client progress
• The importance of addressing soft skill deficits with clients
• Considerations in the referral process
• Types and varied approaches to advocacy on several levels
• The importance of outcome data, evaluation, and evidenced-based services
• Strategies for burn-out professional

5. Conflict Resilience Skills Credit Hours: Four (4) Hours

Description of Course:

This workshop will provide a structural framework to address conflict that inevitably arises when an organization begins to take a serious look at racial inequity within the community. We will explore tendencies that often occur when faced with conflict or difficult conversations and gain an understanding of the process it takes to get to solutions. Participants will learn how to work through conflict constructively to create a sustainable culture of appreciation that can withstand conflict.

Learning Objectives:

• Gain an understanding of conflict tendencies
• Practice constructive communication skills
• Learn deeper listening skills
• Learn basic conflict resolution theory
• Practice basic mediation skills
• Learn to find out where the conflict lies in order to come up with solutions to move forward

6. Understanding Self-Abusive Behavior Within a Trauma Framework Credit Hours: Ten (10) Hours

Description of Course:

This course offers an exciting, fresh perspective for working with clients who engage in what is otherwise known as a challenging symptom; self-abusive behavior. Participants will be provided with a clear framework that helps them makes sense of the meaning and intent of this mysterious behavior. They will learn to differentiate between self-abuse and suicidal ideation. Participants will be provided with the concrete tools necessary for managing and alleviating this provocative, challenging symptom.

This course will help clinicians avoid the power struggles and burnout that so often arises when working with a client who engages in self-harming behavior. It teaches participants about the

defense used most frequently by those who self-abuse, projective identification. This allows participants to expand their skill set by using their own feelings to better understand what is happening in treatment.

Participants will come away from the course feeling more confident and hopeful in their ability to intervene where previously they have felt overwhelmed and confused. Participants will finally be able to help their client reduce and eliminate self-harming behaviors.

Learning Objectives:

• Participants will understand how to define self-abusive behavior what it is and what it is not.
• Participants will learn how to use tools to assess risk and differentiate between self-abusive behavior and suicidal ideation and suicidal intent.
• Participants will review normal responses to trauma such as: fight or flight, learned helplessness, dissociation and traumatic re-enactment.
• Participants will understand how a trauma framework sheds light on the purpose self-abusive behavior serves for the client.
• Participants will recognize how the helping professional’s counter-transference can provide insight into the client’s experience, as well as clues for treatment interventions.
• Participants will understand how self-abusive behavior is an attempt to regulate affect and maintain or achieve a sense of control with video clips from films, as well as real life clinical case examples.
• Participants will learn and then practice myriad treatment interventions.
• Participants will learn how to integrate treatment interventions with case examples.

7. Understanding and Effectively Working with Issues of Domestic Violence Credit Hours: Six (6) Hours

Description of Course:

Misunderstanding domestic violence can lead mental health providers to inadvertently support abusive relationships and/or blame victims. This course will provide information that will assist participants in understanding as they help victims become safe survivors. Participants will learn how to appropriately intervene with families in which intimate partner abuse issues. Participants will be expected to engage in exercises, to discuss reading assignments, and share personal experiences, insights and challenges relating to work with clients.

Learning Objectives:

• Participants will understand the definition of intimate partner abuse.
• Participants will be able to name and define three types of intimate partner abuse.
• Participants will be able to discuss the dynamics that distinguish victim from abuser.
• Participants will be able to discuss the effects of DV on children.
• Participants will be able to discuss the impact of DV on the community.
• Participants will be able to name at least six specific issues survivors of domestic violence struggle with during the healing process.

8. Mental Illness: Signs and Symptoms Credit Hours: Eight (8) Hours

Description of Course:

This course will help participants understand the continuum of mental health, from typical to atypical. This course will increase the participant’s ability to recognize major mental illness categories and their associated symptoms. Mood Disorders, Anxiety Disorders, Somatoform Disorders, Dissociative Disorders, Delusional Disorders, Personality Disorders, and Behavioral Disorders will be covered. Emphasis will be placed on disorders and symptoms participants are most likely to encounter.

Learning Objectives:

• Participants will learn how to appropriately intervene with families in which mental illness is an issue.
• Participants will be expected to actively engage in exercises, to discuss reading assignments, and share personal experiences, insights and challenges relating to work with clients.
• Participants will be able to discuss the continuum of mental health concept providing at least two examples illustrating how the severity of a symptom indicates its placement on the continuum.
• Participants will be able to describe at least one characteristic that is distinctive of each of the five categories of disorders covered in this class.
• Participants will be able to name at least three symptoms indicative of each of the five categories of disorders cover in this class.
• Participants will be able to list at least six questions they can ask a person or family to assess the severity of mental health issues.
• Participants will be able to name at least two ways to treat mental illness.
• Participants will be able to identify at least one strength and one weakness of at least two treatment methods.
• Participants will be able to identify at least two negatives associated with mental illness.
• Participants will be able to discuss at least two ways that such stigma pose barriers to receiving treatment.
• Participants will be able to discuss at least two ways issues of race, class, culture, and gender are related to mental health, mental illness, and treatment.

9. Child and Adolescent TF-CBT: A Comprehensive Overview of This Evidence-Based Practice for Clinicians Credit Hours: Ten (10) Hours

Description of Course:

The purpose of this course is to provide an orientation for clinicians who are interested in becoming certified in the evidenced-based treatment intervention Trauma Focused Cognitive Behavioral Therapy (TF-CBT).

Additionally, it will provide a refresher for those who are already certified in the model and expose others to the practice so that they are able to assess its usefulness to their clients. Social workers can also take this course in order to better provide support to clients who are engaged in TF-CBT with a collaborating clinician. Exposure to traumatic life events (such as: child abuse, domestic violence, natural disasters, war, etc.) can lead to the development of Post-Traumatic Stress Disorder (PTSD). If untreated, PTSD sufferers experience life-interfering symptoms and consequences like severe depression, isolation, substance abuse and significant impulse control and anger problems. TF-CBT is proven to improve symptoms of PTSD, Depression and Anxiety more than other treatment.

Learning Objectives:

• Participants will understand the goals of TF-CBT and the effectiveness of the model in treating They will understand how the specific components of TF-CBT address trauma symptoms and PTSD. They will understand the concept of gradual exposure and its significance in treating trauma symptoms.
• Participants will learn the following as they pertain to the model: the parent skills component (praise, prioritization, challenging cognitive distortions of the caregiver), psychoeducation of trauma types, relaxation skills, and affective management tools. They will also learn how to introduce gradual exposure into each module.
• Participants will learn to practice leading a TF CBT session in a structured They will learn the various tools and skills provided by the model and practice them through role-play and activities.
• Participants will understand when to challenge cognitive distortions and when not to within the context of the They will learn how to prepare for and conduct collateral and parallel caregiver sessions. They will understand how to assess if it is appropriate to have the child read the trauma narrative to the caregiver based on their readiness.
• Participants will understand how to introduce and collaborate with the child in writing a trauma narrative. They will understand how to process the distortions and feelings of the narrative. They will understand how to prepare the caregiver for the reading of the narrative. They will understand how to help the child and caregiver prepare for future at risk situations and trauma triggers. They will understand how to terminate according to the model.
• Participants will learn how to process a trauma narrative by using a fabricated example and going through each component with a partner.
• Participants will learn how to talk to caregiver and client about future planning and be prepared for situations through practice.

10. Holistic Approaches to Addressing Client Stress and Burnout Credit Hours: Four (4) Hours

Description of Course:

This highly interactive workshop where we will be focusing on how to recognize the signs and symptoms of burnout in clients facing stress at work, in school, in relationships, and in parenting. The first component will be a didactic lecture where we will explore the common challenges clients face in stressful roles and situations and how it affects them physically, emotionally, socially and spiritually.

In order to fully understand how to help clients in these roles and situations, participants will first be asked to identify signs and symptoms of burnout in their respective lives. They will be given a log where they identify the various areas of their lives and will be guided through a structured assessment of their health in these areas. The group will learn the principles of developing a healthy lifestyle including; healthy eating, exercise, and healthy relationships. They will practice methods of presenting this material to clients. Elements of marital arts will be incorporated as a method of further exploring the mind body connection. Participants will be introduced to wellness resources in the city where they can refer clients for ongoing support.

Learning Objectives:

• Participants will understand the concepts of stress and burnout as they relate to client’s work, school, relationship and parenting roles.
• Participants will develop and comprehensive view of health and wellness and a method of assessing their clients’ wellness.
• Participants will develop an action plan for addressing wellness deficiencies in the lives of their clients.
• Participants will develop practical stress reduction tools that can be used for a diverse client population.

11. Managing and Supervising Across Differences Credit Hours: Four (4) Hours 

Description of Course:

This experiential and interactive workshop is designed to provide examples, support and practice in having difficult conversations across differences with supervisees and colleagues. The facilitators use their own relationship across race and culture to model working through hard conversations that foster the building of authentic, empowered and equitable relationships.

Learning Objectives:

• The forum to explore the many configurations of differences that exist in the workplace.
• The opportunity to examine the intersectionality of gender, race, culture and economic status in supervision and peer relationships.
• A space to examine both their “subjugated and privileged identities” and consider how they directly correlate to the ways we interact and engage with supervisees and colleagues.
• Concrete approaches and strategies for facilitating difficult dialogues and healthy communication.

12. Team Collaboration Across Difference Credit Hours: Four (4) Hours

Description of Course:

This workshop builds on the conversation and skills from “Managing and Supervising Across Difference.” It explores what collaborations means and looks like across race, gender and culture. Participants are asked to explore how race, culture, gender etc. impact how they show up in collaborative interactions. Facilitators will discuss the forms of Internalized Racial Oppression and have participants identify the ways that the manifestations show up in their interactions both at work and in their personal lives.

13. Assessing and Managing Depression in African Americans: Clinical and Community Strategies Credit Hours: Three (3) Hours

Description of Course:

This course will review the most current diagnostic and psycho-pharmacologic interventions for depression. Strategies to address socio-cultural barriers, such as distrust of providers, preference for psychotherapy, and economic inequalities, that disproportionately impact African Americans will be emphasized.

Participants will have the opportunity to discuss how depression impacts African American clients and discuss techniques for understanding how to retain clients in care. Principles to engage faith- and community-based organizations in mental health promotion will also be presented.

Learning Objectives:

• Participants will understand the revised diagnostic criteria for MDD in the Diagnostic and Statistical Manual-5 and risk factors for depression / suicide among African Americans.
• Participants will identify evidenced-based assessments for screening and monitoring clients’ depression treatment response.
• Participants will understand common side effects, medication combinations, and compliance challenges associated with psycho-pharmacologic treatments for MDD.
• Participants will develop strategies to engage African American individuals and communities in depression care.

14. Supervision in Child Welfare Credit Hours: Six (6) Hours

Description of Course:

The course will be taught over two (3 hour) sections. The first section will help staff members focus on the experiences, roles, and beliefs they bring to their work in child welfare. This involves exercises in self- reflection and introspection. Issues of identification, sameness and difference will be examined and compared with the client population; the impact of these identifications on the practice of direct front line staff, and in the supervision of front line staff will also be examined. This section of the course will also examine the history of child welfare practice and its impact on current norms and policies.

The second section of this course will teach supervisors how to strengthen and buffer direct service staff in consistently challenging child welfare work. Increase and integrate self-care strategies into individual direct supervision and group supervision practices. Help prevent burn out and worker fatigue through early warning sign recognition and responsive supervisory practice. Create an environment of team work and support, and integrate professional development into supervision, team and practice.

15. Creative School Counseling: Engaging Challenging Youth and Shaping School Culture Credit Hours- Six (6) hours

Description of course:

The course will focus on developing clinician self-awareness through exploring their countertransference when working with challenging youth and how this affects the therapeutic relationship. This session will also focus on helping clinicians expand their knowledge base of the psychosocial issues affecting urban youth and understanding of how mental health disorders manifest themselves in school settings. Clinicians will be empowered to begin to assess school culture and alter and influence the culture to support students in more positive ways.

The course will also focus on building practical skills. Clinicians will be given the opportunity to practice utilizing creative expressive modalities of treatment to engage challenging youth in the therapeutic process to explore clinical issues, teach coping skills, build self-esteem and empower youth to adjust their behavior.

Clinicians will also learn how to implement positive behavioral interventions to teach social skills and build community.

Learning Objectives:

Self-Awareness, Social Understanding and Influencing the System

• Exploring Countertransference: Participants will develop self-awareness through exploring their thoughts, feelings and challenges about working with challenging youth.
• Clinician Resistance: Participants will examine how their thoughts and feelings impact their ability to engage challenging youth and affect the therapeutic relationship.
• Clinical Understanding: Participants will develop a deeper clinical understanding of the social environment/ social issues affecting urban youth that lead to the development of mental health issues that go undiagnosed in school settings. (ADHD, ODD, Conduct Disorders, Learning Disabilities, Depression).
• Assessing and Shaping School Culture: Participants will gain an understanding of how school culture also influences and reinforces student disruptive/maladaptive behavior and how they can aid in shifting school culture to support their counseling goals of helping student make positive behavioral changes.

Creative Engagement and Counseling

• Participants will acquire the ability to use non-traditional creative-expressive modalities to engage resistant/challenging youth in individual or group counseling.
• Participants will learn how to use music, art, poetry and movement to explore clinical issues, build self- esteem, empower youth and build community.
• Participants will learn how to implement positive behavioral interventions develop social skills and shape school culture.

16. Can We Talk About Sex? The When, Why, and How of Doing So with Our Clients Credit Hours: Six (6) Hours

Description of Course:

Sexuality is in the news more than ever today. Ads about erectile dysfunction, debates about marriage equality, low sexual desire, increased HIV rates among youth, young adults, and seniors, violence against members of the LGBTQ community. Yet many social workers do not regularly explore clients’ sexual histories or concerns unless clients present with a specific sexual concern, even though sexuality is an integral aspect of identity.

Social workers will become more comfortable in taking a sexual history for individuals and couples of any age or orientation. Participants will discuss the timing of sexual history taking, different approaches, and the challenges. Workshop content will include sexual behavior, sexual identity, sexual orientation, and different models of human sexual response for men and women.

Participants will discuss the range of clients’ sexual concerns and dysfunctions. Participants will practice sexual history taking and different intervention approaches.

Learning Objectives:

Participants will:

• Recognize that sexuality is essential to one’s sense of self – to one’s identity.
• Enhance their comfort level and reduce their fears of listening and talking to clients about sexuality.
• Enhance their knowledge of human sexuality: behavior, identity, orientation and different models of response.
• Enhance their capacity to take a sexual history with people of different ages and sexual orientations.
• Practice sexual history taking.

17. Transgender and Non-Conforming (TGNC) Pronoun Training Credit Hours: Three (3) Hours

Description of Course:

This workshop is a focus on the intersections of emotion and trauma response, colonization patterns of gender and the ways this impacts Transgender and Gender Non-Conforming (TGNC) individuals. The facilitators will then pivot to providing concrete suggestions for implementing positive pronoun policies that uplift and support all people across the organization. Additionally, they will address effective ways of external and internal advocacy, as well as how to be an effective ally in pronoun advocacy.

Throughout the training, the facilitators will focus on shifting the paradigms of how we approach building and supporting inclusive, effective spaces with the understanding that this process can be applied to a variety of social, cultural, and interpersonal situations. With the importance of intersectionality in all social advocacy, the facilitators continue to utilize a lens that actively challenges white supremacy, sexism, and classism, discussing how overlapping systems of oppression can impact effective pronoun policy implementation.

18. Motivational Interviewing in Clinical Social Work Practice with Groups, Families and Couples, Treatment and Supervision

Credit Hours: Sixteen (16) Hours

 Description of Course:

This course will explore the skills and experiential application of motivational interviewing (MI) as it applies to clinical work with Group, Family and Couples. It will cover an introduction and review of MI and its application to work groups, working in MI as it applies to group therapy, exploring using MI in family and couples therapy, and exploring and applying MI to supervising a group, family and/or couples therapist.

Teaching Methods:

The course is geared to adult learners and will use verbal, written and/or PowerPoint presentation of material by the instructor; interactive large group discussion of concepts and of participants practice; small group work involving experiential exercises, sharing of personal, clinical and professional experiences, sharing of work experiences with instructor facilitated feedback, and responses to material presented; reading assignments and discussion of the reading; handouts of resources and tools. Audio and video taped examples of clinical work and experiential exercises may be used with consent.

Learning Objectives:

• Introduction to Motivational Interviewing in Work Groups – Part One
• Students will learn and/or review (1) The underlying principles of (2) They will both learn and practice the use of MI’s basic skills in work groups. & (3) The students will learn how to begin to hear change talk in work groups.
• Introduction to Motivational Interviewing in Work Groups – Part Two
• Students will explore and learn (1) Techniques for addressing the work group’s change (2) Practice moving a work group from one phase of change to another phase of change. (3) How to create a collaborative action plan with the work group.
• Motivational Interviewing in Group Practice – Part One
• Students will practice and learn motivational interviewing as it applies to group work by (1) Working with a script of a Group therapy case example. (2) Demonstrating MI as a group leader in a small group.(3) Each small group will present one of their group interactions using MI to the whole class & receive feedback from the instructor.
• Motivational Interviewing in Group Practice – Part Two
• Students will discuss and learn (1) Working with a group script that includes change (2) Each small group will role play how to move a client in their group therapy example through one phase of change to the client’s next phase of change. & (3) Each small group will create an action plan for their group therapy case in a small group and present the action plan for feedback from the instructor.
• Psychotherapy and Cognitive Behavioral Group models will be
• Motivational Interviewing in Family and Couples Therapy – Part One – Students will understand Family and Couples Therapy can include Motivational Interviewing. (1) How motivational interviewing enhances the phases of treatment in Family and Couples therapy. (2) How to hear change talk in Family and Couples therapy. (3) How to create an action plan in Family and Couples therapy.
• Motivational Interviewing in Family and Couples Therapy – Part Two – Students will practice and learn (1) How to use the action plan in Family and Couples therapy. (2) How to move an individual and/or a family or couples through a phase of change. (3) How to document motivational interviewing interventions in Family and Couples therapy.
• Supervising Motivational Interviewing for Groups, Family & Couple Treatment – Part One Students will learn how to improve their ability to (1) Self-Assess a Motivational Interviewing application with a group, family or couple using case example scripts. (2) Demonstrate applying MI to a group, family or couple’s supervision in a small group. (3) Present one of the small group’s applications of MI to group, family or couple’s supervision for the Instructor’s feedback.
• Supervising Motivational Interviewing for Self, Supervisees & Programs – Part Two – Students will learn how to (1) Apply Motivational Interviewing to help a supervisee doing group, family or couple’s therapy to hear change talk and move toward the next phase of change. (2) Document their application of MI to group, family or couple’s therapy supervision. (3) Develop a supervisee’s treatment plan with a Group, Family or Couple’s MI application focus.

19. Understanding the Adolescent: Typical and Atypical Development Credit Hours: Six (6) Hours

Description of Course:

This will assist participants in understanding the physical, mental, and psychosocial transition between childhood and adulthood. In addition, the course will address how typical adolescent development can be thrown off track by physical and environmental circumstances such as gestational drug exposure and childhood trauma. Participants will be expected to actively engage in exercises, to discuss reading assignments, and share personal experiences, insights and challenges relating to work with adolescent clients.

Course Outline

Management Workshops

20. Principles of Non-Profit Fiscal Management During Uncertain Times Credit Hours: Seven (7) Hours

Description of Course:

The course will cover (1) the importance of the general ledger and why it must be properly created and maintained for any non-profit organization to function, (2) the critical nature of keeping taxes current and why a PEO (Professional Employer Organization) can be a lifesaver, (3) understanding and utilizing budgets and why they provide the guide to keeping a non-profit healthy and high functioning, (4) how the trial balance provides a comprehensive financial view of the non-profit organization from one period to the next, and (5) the necessity of certified public accountants, what is a yearend closing, what is needed for a proper yearend closing, and the preparation of financial statements.

The course will examine (1) the types of insurance coverage that are necessary to protect the sustainability of a non-profit organization and its assets, as well as meet the needs of internal and external agents, (2) using the bidding process to select vendors and the best approach to putting a bidding policy/process in place, (3) managing vendor relationships to create great public relations and discounts on much needed goods and services, (4) the essentials of putting a purchasing policy and procedures in place and why they are necessary,

(5) maintaining records and accounting software packages necessary to support the organizational needs of a non-profit,

and (6) customer service, team work, deadlines, and consultants and how they can be managed effectively as critical elements in a non-profit fiscal function.

Learning Objectives:

• Participants will understand basic concepts of accounting and fiscal management.
• Participants will be able to demonstrate a working knowledge of budgets and contracts.
• Participants will understand how to minimize tax and other liabilities.
• Participants will understand how vendor relationships are developed and managed.
• Participants will understand the critical nature and capabilities of financial management and accounting software.
• Participants will learn why teamwork is so important to the fiscal health of a non-profit.

21. The Building Blocks of Management in Uncertain Times: The Role, Project Planning, Management, and Forecasting

Credit Hours: Three (3) Hours

• Determining mission, vision, and inspiration.
• Transforming from a manager to a leader.
• Managing Stakeholder relationships (staff, clients, funders, communities served).
• How to manage up, down, and across.
• Learning to identify the roles power, privilege, rank and culture play within management and your team.
• Understanding and addressing office politics.

22. Protocols for Progressive Discipline Credit Hours: Three (3) Hours
    • Understanding organization-wide protocols for progressive discipline.
    • Clearly communicating organizational protocols for progressive discipline with your team.
    • Partnering with HR.
23. Communications for Effective Leadership Credit Hours: Three (3) Hours
    • Techniques to communicate clearly and efficiently with your team.
    • Building culture and community.
    • Learn to identify and acknowledge conflict.
    • Establish protocols for addressing conflict.
    • Create a team value to communicate directly and authentically.
    • Creating collective team values and agreements.
24. The Importance of Basic Financial Awareness Credit Hours: Three (3) Hours
    • Effective management control systems
    • Financial analysis and budgeting- identifying and mitigating ethical and leadership dilemmas
    • Conducting cost analysis of programs and projects and setting pricing structure
    • Risk and financial management assessments
    • Differentiating between financial and performance audits and their requirements
25. Building and Sustaining a Robust Team Credit Hours: Three (3) Hours
    • Hiring and talent development: how to recruit, hire, support, develop and retain a robust
    • Team building (engaging with staff).
    • Offering professional development opportunities for future leaders – invite guest speakers and lecturers.
    • Promoting a culture of belonging.
    • Creating Psychological Safety for your team.
    • Psychological safety should be interwoven throughout all levels of leadership. The question for leaders is how do you build a community that allows staff to feel safe expressing their ideas, questions, worries and concerns while getting the work done?

26. Adaptive and Systems-Change Management Credit Hours: Three (3) Hours
    • Managing in a hybrid work environment.
    • Systemic “impact” work.
    • Facing and holding anxiety in times of uncertainty.