Menu
Home
Training Schedule
Training Team
Learning Objectives
Sponsors
More Info
Purchasing Recordings
Select your time zone
:
(UTC-12:00) International Date Line West
(UTC-11:00) Coordinated Universal Time-11
(UTC-10:00) Aleutian Islands
(UTC-10:00) Hawaii
(UTC-09:30) Marquesas Islands
(UTC-09:00) Alaska
(UTC-09:00) Coordinated Universal Time-09
(UTC-08:00) Baja California
(UTC-08:00) Coordinated Universal Time-08
(UTC-08:00) Pacific Time (US & Canada)
(UTC-07:00) Arizona
(UTC-07:00) La Paz, Mazatlan
(UTC-07:00) Mountain Time (US & Canada)
(UTC-07:00) Yukon
(UTC-06:00) Central America
(UTC-06:00) Central Time (US & Canada)
(UTC-06:00) Easter Island
(UTC-06:00) Guadalajara, Mexico City, Monterrey
(UTC-06:00) Saskatchewan
(UTC-05:00) Bogota, Lima, Quito, Rio Branco
(UTC-05:00) Chetumal
(UTC-05:00) Eastern Time (US & Canada)
(UTC-05:00) Haiti
(UTC-05:00) Havana
(UTC-05:00) Indiana (East)
(UTC-05:00) Turks and Caicos
(UTC-04:00) Asuncion
(UTC-04:00) Atlantic Time (Canada)
(UTC-04:00) Caracas
(UTC-04:00) Cuiaba
(UTC-04:00) Georgetown, La Paz, Manaus, San Juan
(UTC-04:00) Santiago
(UTC-03:30) Newfoundland
(UTC-03:00) Araguaina
(UTC-03:00) Brasilia
(UTC-03:00) Cayenne, Fortaleza
(UTC-03:00) City of Buenos Aires
(UTC-03:00) Montevideo
(UTC-03:00) Punta Arenas
(UTC-03:00) Saint Pierre and Miquelon
(UTC-03:00) Salvador
(UTC-02:00) Coordinated Universal Time-02
(UTC-02:00) Greenland
(UTC-02:00) Mid-Atlantic - Old
(UTC-01:00) Azores
(UTC-01:00) Cabo Verde Is.
(UTC) Coordinated Universal Time
(UTC+00:00) Dublin, Edinburgh, Lisbon, London
(UTC+00:00) Monrovia, Reykjavik
(UTC+00:00) Sao Tome
(UTC+01:00) Casablanca
(UTC+01:00) Amsterdam, Berlin, Bern, Rome, Stockholm, Vienna
(UTC+01:00) Belgrade, Bratislava, Budapest, Ljubljana, Prague
(UTC+01:00) Brussels, Copenhagen, Madrid, Paris
(UTC+01:00) Sarajevo, Skopje, Warsaw, Zagreb
(UTC+01:00) West Central Africa
(UTC+02:00) Athens, Bucharest
(UTC+02:00) Beirut
(UTC+02:00) Cairo
(UTC+02:00) Chisinau
(UTC+02:00) Gaza, Hebron
(UTC+02:00) Harare, Pretoria
(UTC+02:00) Helsinki, Kyiv, Riga, Sofia, Tallinn, Vilnius
(UTC+02:00) Jerusalem
(UTC+02:00) Juba
(UTC+02:00) Kaliningrad
(UTC+02:00) Khartoum
(UTC+02:00) Tripoli
(UTC+02:00) Windhoek
(UTC+03:00) Amman
(UTC+03:00) Baghdad
(UTC+03:00) Damascus
(UTC+03:00) Istanbul
(UTC+03:00) Kuwait, Riyadh
(UTC+03:00) Minsk
(UTC+03:00) Moscow, St. Petersburg
(UTC+03:00) Nairobi
(UTC+03:00) Volgograd
(UTC+03:30) Tehran
(UTC+04:00) Abu Dhabi, Muscat
(UTC+04:00) Astrakhan, Ulyanovsk
(UTC+04:00) Baku
(UTC+04:00) Izhevsk, Samara
(UTC+04:00) Port Louis
(UTC+04:00) Saratov
(UTC+04:00) Tbilisi
(UTC+04:00) Yerevan
(UTC+04:30) Kabul
(UTC+05:00) Ashgabat, Tashkent
(UTC+05:00) Astana
(UTC+05:00) Ekaterinburg
(UTC+05:00) Islamabad, Karachi
(UTC+05:30) Chennai, Kolkata, Mumbai, New Delhi
(UTC+05:30) Sri Jayawardenepura
(UTC+05:45) Kathmandu
(UTC+06:00) Bishkek
(UTC+06:00) Dhaka
(UTC+06:00) Omsk
(UTC+06:30) Yangon (Rangoon)
(UTC+07:00) Bangkok, Hanoi, Jakarta
(UTC+07:00) Barnaul, Gorno-Altaysk
(UTC+07:00) Hovd
(UTC+07:00) Krasnoyarsk
(UTC+07:00) Novosibirsk
(UTC+07:00) Tomsk
(UTC+08:00) Beijing, Chongqing, Hong Kong, Urumqi
(UTC+08:00) Irkutsk
(UTC+08:00) Kuala Lumpur, Singapore
(UTC+08:00) Perth
(UTC+08:00) Taipei
(UTC+08:00) Ulaanbaatar
(UTC+08:45) Eucla
(UTC+09:00) Chita
(UTC+09:00) Osaka, Sapporo, Tokyo
(UTC+09:00) Pyongyang
(UTC+09:00) Seoul
(UTC+09:00) Yakutsk
(UTC+09:30) Adelaide
(UTC+09:30) Darwin
(UTC+10:00) Brisbane
(UTC+10:00) Canberra, Melbourne, Sydney
(UTC+10:00) Guam, Port Moresby
(UTC+10:00) Hobart
(UTC+10:00) Vladivostok
(UTC+10:30) Lord Howe Island
(UTC+11:00) Bougainville Island
(UTC+11:00) Chokurdakh
(UTC+11:00) Magadan
(UTC+11:00) Norfolk Island
(UTC+11:00) Sakhalin
(UTC+11:00) Solomon Is., New Caledonia
(UTC+12:00) Anadyr, Petropavlovsk-Kamchatsky
(UTC+12:00) Auckland, Wellington
(UTC+12:00) Coordinated Universal Time+12
(UTC+12:00) Fiji
(UTC+12:00) Petropavlovsk-Kamchatsky - Old
(UTC+12:45) Chatham Islands
(UTC+13:00) Coordinated Universal Time+13
(UTC+13:00) Nuku'alofa
(UTC+13:00) Samoa
(UTC+14:00) Kiritimati Island
Learning Objectives
Participants in this training will be able to:
Identify at least three differences between a clinical and forensic role.
Identify statutes and case law relevant to parenting plan evaluations.
Create a checklist of the critical components of parenting plan evaluations.
Evaluate the pros and cons of collecting various types of data for inclusion in the evaluative process.
Identify at least four functional parenting skills and competencies to assess in parenting plan evaluations.
Explain at least four considerations for interviewing children during parenting plan evaluations.
Describe the impact of IPV on adults, children, parenting, and coparenting.
Describe a screening and assessment process to evaluate IPV in a child custody evaluation.
Identify at least four factors that could contribute to a child’s resistance or refusal to see a parent.
Describe a continuum of parent-child contact problems.
Describe the most current research regarding the effects of divorce on children.
Identify various dimensions of gatekeeping.
Identify three considerations when crafting parenting plans for young children.
Describe how mental illness, including personality disorders, and substance misuse impact parenting.
Describe the relevance of hypothesis testing.
Describe how to use hypothesis from psychological tests in parenting plan evaluations.
Describe three biases/heuristics that can influence decision-making.
Describe how to apply the concept of cultural humility to parenting plan evaluations.
Analyze cases to identify diversity considerations that are relevant to parenting plan evaluations.
Identify factors to consider in developing appropriate parenting plans.
Describe specific recommendations to ensure safe and peaceful transitions.
Identify factors to consider in deciding which tests to employ in parenting plan evaluations.
Describe how to interpret psychological tests accurately in the context of parenting plan evaluations.
Identify risk and protective factors for child maltreatment.
Identify multiple hypotheses that may apply to a case that involves allegations of sexual abuse.
Describe how parenting plans may need to be modified for children with special needs.
Identify at least five best practices for presenting information and opinions in reports and testimony.
Analyze and synthesize data to form opinions and relay those opinions to a court in a logical and sound manner.
Purchasing Recordings
General Information
Join AFCC
AFCC Home
Program Brochure