Program Language: Chinese

Adlerian Play Therapy (AdPT) is a therapeutic approach designed for children ages 3-10, drawing from the principles of Alfred Adler’s Individual Psychology. This approach helps children explore their emotions, beliefs, and social dynamics through play, a natural medium for self-expression. The therapy unfolds in four phases: establishing a trusting relationship, understanding the child’s lifestyle, gaining insight into their perceptions of self and others, and guiding them toward positive goals and constructive behaviors. Through these phases, AdPT is designed to support children in developing self-esteem, social interest, and problem-solving abilities. By providing a supportive and safe environment, the approach encourages children to navigate and make sense of their feelings, fostering personal growth, and helping them develop skills to interact in socially appropriate ways. The therapy aims to empower children with a sense of belonging and significance as they learn to understand and manage their relationships and emotions more effectively.

BrightLife Kids — a CalHOPE program by Brightline — supports the behavioral health of every family living in California with kids ages 0–12 at no cost. No insurance or referrals are required to access this resource.

BrightLife Kids offers:

• Personalized coaching via video sessions and secure chats
• On-demand articles and videos
• Easy access to support with bilingual (English/Spanish) coaches and live translation in 17 additional languages
• Coach Specialists that connect families who have additional needs to the right resources in their community
• Peer communities & group coaching

BrightLife Kids coaches have diverse backgrounds as well as training and experience with LGBTQ+, BIPOC, and gender-diverse populations. They help families focus on skill-building for everyday challenges by tackling anxiety, stress, sleep, disorganization, and more.

Feel free contact the program for more information (see bottom of the page).

When people forgive someone who has deeply hurt them, they let go of resentment and the urge to seek revenge, no matter how deserving of these things the wrongdoer may be. The forgiver gives the gifts of acceptance, generosity, and even love. Forgivers give these, not out of grim obligation. Rather, they are given because the forgiver has chosen to have a merciful heart. Forgiveness Therapy is designed to teach the participant how to forgive others through 4 distinct phases. It can be provided in individual or group sessions.

Project ImPACT (Improving Parents As Communication Teachers) is a parent-mediated intervention for young children with autism spectrum disorder (ASD) and related social communication delays. Parent-mediated means that a Project ImPACT coach teaches the parent techniques to be used with their child. The Project ImPACT coach uses systematic instruction to increase the parent's responsiveness to the child's behavior and teaches the parent how to use prompting and reinforcement to teach the child to use new communication, imitation, and play skills within child-led interactions. It is a naturalistic developmental behavioral intervention (NDBI). An NDBI is a newer class of intervention that has been informed by the fields of developmental and communication sciences and applied behavior analysis (ABA). Project ImPACT can be implemented in an individual or group coaching model and can be adapted for telehealth.

ParentCorps is designed to be an enhancement to public pre-K programs, specifically those in historically disinvested, low-income neighborhoods. ParentCorps offers three components:

• Professional development for educators and school staff
  
• Parenting Program for families
• Social-emotional learning program for pre-K children

The goal of ParentCorps is to strengthen the family-school connection and emotionally responsive environments at home and at school in support of children’s health and well-being.

The Body Project is delivered to groups of 6-10 participants in 4 1-hour sessions by 1 or 2 facilitators. Participants complete a series of verbal, behavioral, and written activities in which they collectively explore the negative effects of pursuing the unrealistic appearance ideal espoused for women in U.S. culture. These activities are designed to reduce pursuit of the beauty ideal, which in turn aims to reduce body dissatisfaction, unhealthy dieting, negative affect, eating disorder symptoms, risk for future onset of eating disorders, and the harmful effects of social media use.

Triple P - Positive Parenting Program® - Level 3 Primary Care (Level 3 Triple P Primary Care) is one of the interventions within the Triple P - Positive Parenting Program® System (System Triple P) which is designed to help parents learn strategies to promote social competence and self-regulation in children as well as decrease problem behavior. Level 3 Triple P Primary Care is typically delivered as 1-4 brief, individual sessions with parents. Parents set personal goals, develop their own parenting plans, and learn to use positive parenting strategies to encourage children to learn the skills and competencies they need. Level 3 Triple P Primary Care is designed as brief, early intervention strategies to be offered by those in a community in regular contact with families of children and may include such settings as health care clinics, schools or early childhood education programs, childcare facilities, community libraries, and/or by other providers in various family-serving community agencies. One of the other Level 3 Triple P interventions, Triple P - Positive Parenting Program® - Level 3 Discussion Group, has been rated a 2 – Supported by Research Evidence on the CEBC Scientific Rating Scale and Triple P - Positive Parenting Program® - Level 4 (Level 4 Triple P) has been rated a 1 – Well-Supported by Research Evidence on the same scale.

Selected Seminars Triple P is one of the interventions within the Triple P – Positive Parenting Program® System (System Triple P) which is designed to help parents learn strategies to promote social competence and self-regulation in children as well as decrease problem behavior. It involves a series of positive parenting presentations designed to reach a large group of parents (20 to 200). The seminars address common parenting problems and provide parents with suggestions to try at home. Parents are taught how to use positive parenting to encourage children to learn the skills and competencies they need to promote their health, development, and well-being. There are three seminar topics, with each taking around 60 minutes to present, plus 30 minutes for question time. In Seminar 1 – The Power of Positive Parenting – practitioners introduce parents to five key principles of positive parenting. In Seminar 2 – Raising Confident, Competent Children – parents are introduced to six core building blocks that are designed to help children to become confident and successful at school and beyond. Seminar 3 – Raising Resilient Children – introduces six additional core building blocks for parents to use when helping their children to manage their feelings and coping skills. Other Triple P interventions have been rated on the CEBC. Triple P – Positive Parenting Program® – Level 4 (Level 4 Triple P) has been rated a 1 – Well-Supported by Research Evidence CEBC on the CEBC Scientific Rating Scale. Triple P – Positive Parenting Program® – Level 3 Discussion Group, has been rated a 2 – Supported by Research Evidence on the same scale. Triple P – Positive Parenting Program® – Level 3 Primary Care (Level 3 Triple P Primary) has also been rated.

CCGPT is designed to be a developmentally responsive, play-based mental health intervention for young children ages 3 to 10 who are experiencing social, emotional, behavioral, and relational disorders. The program aims to utilize play (the natural language of children) and the therapeutic relationship to provide a safe, consistent therapeutic environment. In this environment, a child can ideally experience full acceptance, empathy, and understanding from the counselor and, at the same time, process inner experiences and feelings through play and symbols. Additionally, CCGPT allows for children to experience social interactions with 2-3 group members which hopefully enable the children to learn and practice new social and coping skills. CCGPT is appropriate for children who struggle with peer or sibling relationships, as well as emotional and behavioral problems. In CCGPT, a child's experience within the counseling relationship is designed to be the factor that is most healing and meaningful in creating lasting, positive change. Based on person-centered principles, overarching goal of CCGPT is to unleash the child's potential to move toward functional relationships and self-enhancing ways of being. Child outcome goals include decreased symptomatic behaviors and improvement in overall functioning.

CPS is a treatment model that is designed to help parents/caregivers and children learn to collaboratively and proactively solve the problems that contribute to the children’s challenging behaviors, with the goal of improving family communication, cohesion, and relationships. It is made up of four modules that teach parents: (a) to identify lagging skills and unsolved problems that contribute to oppositional episodes; (b) to prioritize which unsolved problems to focus on first; (c) about the Plans framework—the three potential responses to solving problems: Plan A (solving a problem unilaterally, by imposing the adult will), Plan B (solving a problem collaboratively and proactively), and Plan C (setting aside the problem for now); and (d) how to implement Plan B with their child by gathering information from the child to get a clear understanding of their concern or perspective, defining the adult concern on the same unsolved problem, and finally having the child and adult brainstorm solutions to arrive at a plan of action that is both realistic and mutually satisfactory. The clinician actively guides the initial problem-solving process, however, the goal of treatment is to help the child and parents become independent in solving problems together. In general, parent(s) and child are in attendance at all of the sessions, although there are times when a clinician may feel that it would be beneficial to discuss certain issues with the child or parent(s) individually.