I see the positive impact of mastery with young learners TK-12 every school year. Mental health providers are often trained to believe that when children feel better emotionally, they will do better – in the classroom, on the playground, and on the playing field.
This is true and important, however, we also train interns (MFT, MSW, PsyD), to use a “strength-based youth-resiliency approach.” When children do well at something, they develop a sense that accomplishment is possible, even if it’s not not fully achieved yet. How many times have we heard children say, “That’s impossible,” only to discover that they actually could do it. Tenacity and determination are skills that can be learned. When this happens, children’s sense of confidence and emotional well being improves.
When children and teenagers see and feel that it’s possible to achieve their goals, their spirits are lifted, and they become more hopeful. Teachers of youth with special needs see this every day. Mastery and grit in the classroom, on the field and in the gym supports healthy mind, body and spirit in youth.
The combination of people working together to support healthy youth development leads to lasting positive change in the lives of young people. It’s why we do what we do.
– James Wogan
Published by James Wogan MFT LCSW
James Wogan, MFT, LCSW, is a child and family therapist in Rockridge Oakland, CA. James brings a unique combination of experience, knowledge and skills into his private practice counseling office. James also teaches, leads trainings / professional development, and works for equity and community health as a school administrator in public education. James developed and administered highly successful and state-recognized programs such as School-based Wellness Centers, Foster Youth Services, the Homeless Outreach Program for Education (HOPE), Interagency Collaboration / Integrated Care, Expulsion Diversion / District Positive Behavior Team, and Youth Employment Services (WIOA YES) to strengthen workforce readiness for people beginning rewarding careers after high school. James wrote the framework and has trained hundreds of staff members in trauma informed practice through the lens of equity and School Coordinated Care Teams, the Multi-Tiered System of Support (MTSS) used for the delivery of support services in school settings. James lived in Tokyo, Japan where he was a child and family therapist serving students who attended international schools. James’ career in family therapy, social work and public education has included program development, publications and workshops on adolescent mental health, suicide prevention, parenting, expatriate family dynamics, interagency collaboration, LGBTQ youth, Adverse Childhood Experiences (ACE), and trauma-informed practices.
James brings stakeholders from diverse backgrounds to the table and engages openly in conversations about race and privilege. His work has earned recognition from the United States Congress, California Senate and Assembly, and awards from the PTA Association of California, and NASW Northern California for developing outstanding internship / field placement training for BSW and MSW candidates at San Francisco State University, San Jose State University, CSU East Bay, and UC Berkeley. James is an active advocate for equity and inclusion, bringing youth, parent, and caregiver voice to local and state government.
James graduated from UC Berkeley (MSW) and Guilford College in North Carolina (B.S. with honors). He also studied at CSU-East Bay, the California School of Professional Psychology, San Francisco State University, and the University of North Carolina (UNC Chapel Hill and UNC Greensboro). James provides clinical supervision for candidates pursuing licensure as LCSW or LMFT. He enjoys time with his amazing wife and two boys in the Bay Area, CA.
Email: email@example.com i-mobile: 925.250.5500 Twitter: @jameswogan
LinkedIn: jameswogan FlipBoard® Magazines: Child and Adolescent Mental Health, Suicide Prevention, Interagency Collaboration, Foster Youth Education
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