This season, I’ve been reflecting on the Loteria card La Rosa (The Rose). At first glance, it represents beauty, love, tenderness, and growth. But we can’t forget that every rose has its thorns.
 
La Rosa (The Rose) feels especially meaningful in our CANS and TCOM work. We are constantly asked to hold complexity. To see strengths and needs at the same time. To notice what is blooming while also tending to what is sharp, guarded, or hurting.
 
In many of the children and families we work with, the “thorns” often show up first. A youth may present with anger, withdrawal, defiance, or hypervigilance. A caregiver may appear disengaged, overwhelmed, or resistant. But if we pause and look more closely, those thorns are rarely random. They are protective. They formed for a reason.

​With youth or caregivers, you might ask:

• What feels like it’s blooming in your life right now?
• What strengths are growing, even if they’re small?
• Where do you feel prickly or overprotective?
• What do your “thorns” protect?

In Supervision, La Rosa (The Rose) can guide reflective conversations:

• Are we seeing only the thorns in this case?
• Where is the beauty that may be harder to notice?
• How are we honoring both resilience and pain in our ratings?

 
In team meetings, this metaphor can help reframe difficult behaviors. Instead of asking, “Why are they acting this way?” we might ask, “What has this thorn been protecting?”
 
This shift aligns deeply with the TCOM principles: understanding context, centering the person’s story, and using shared language to drive meaningful care planning.

Growth Takes Tending
Roses don’t bloom without care. They need water, sunlight, pruning, and protection. Healing works the same way.
 
When we identify actionable needs in the CANS, we’re not labeling a family; we’re identifying where tending is needed. When we identify strengths, we’re naming the blossoms that can be nurtured.
 
La Rosa (The Rose) also reminds us that growth is seasonal. There are times of blooming, and times that feel dormant. That doesn’t mean growth has stopped; it may simply be happening underground.
​

Looking Ahead
As we move forward into this next season, I invite you to carry La Rosa (The Rose) into your work.
 
Notice the blossoms. Honor the thorns. Tend to what needs care. And remember that even in the most complex cases, something is always growing.

​Spanish TCOM and CANS Manuals
One of the most important features of the site is access to Spanish-language manuals, including Praed Foundation framework materials and tools such as the Child and Adolescent Needs and Strengths (CANS) tool.
 
Having the manual available in Spanish supports:

• More accurate translations of concepts during supervision and team meetings.
• Stronger engagement with Spanish-speaking caregivers.
• Greater confidence among bilingual providers implementing the tool.

 
Language matters, especially when discussing needs, strengths, trauma, and resilience.
​

​Metaphors can make TCOM Understandable
Another highlight of Hablemos TCOM is its collection of metaphors and explanatory tools designed to make TCOM and CANS concepts easier to discuss with families.
 
TCOM is not “just an assessment.” It’s a communication tool, a shared decision-making framework, and a way to tell a child or family’s story in a structured, collaborative way. Metaphors can shift the narrative from:

• “Scoring a child” → to “Understanding what helps them thrive.”
• “Checking boxes” → to “Mapping the path forward together.”

 
These kinds of tools are especially helpful when introducing TCOM in culturally responsive ways, honoring families’ lived experiences, and reducing defensiveness or fear in the early stages of information-gathering.
​

Why This Matters
For Spanish-speaking families navigating complex systems, language access can either be a bridge or a barrier. A site like Hablemos TCOM reinforces a core value of TCOM itself: shared understanding.
 
When we can explain needs and strengths clearly, in someone’s primary language, we increase collaboration, trust, and meaningful engagement.
 
If you supervise bilingual clinicians, work in community-based settings, or partner with Spanish-speaking caregivers, this site is worth bookmarking and sharing.
 
Let’s keep building systems where communication truly connects.

If you have a hankering for more insight into the philosophical underpinnings of the CANS, are curious about the use of the CANS across the US and worldwide, or just want to expand the usefulness of the CANS in your own practice with youth and families there is a resource for you!

The TCOM Channel on YouTube is full of short, informative videos and even recordings of presentations from the annual CANS Conferences. This includes some real gems to deepen your understanding about all things CANS, from what really is “masking” (the Masking Principle: https://www.youtube.com/watch?v=pTQiBPz6mUo), to cultural considerations in using the CANS (Culture Conversations https://www.youtube.com/watch?v=1g-PWFhacVM), to integrating the CANS with Motivational Interviewing (Motivational Interviewing with Children & Families https://www.youtube.com/watch?v=Nip2dLsQdOs).

Q1: Where can I get the manuals and rating sheets in English and the County’s threshold languages?

A1: The Birth-24 manuals and rating sheets have been translated into the county’s threshold languages. (Please visit Manuals & Scoresheets - ALAMEDA TCOM COLLABORATIVE) to access these documents, which are downloadable in MS Word. At this time, the IP-CANS manual is only in English, but the rating sheets have been translated into Spanish. The County is working to get the IP-CANS and rating sheets translated into the county’s threshold languages. Stay tuned. 
​

Q2: Why can’t I create an assessment in Objective Arts?

A2: There can be multiple reasons you may not be able to create an assessment in OA. For example: Missing/Expired/Invalid Certification. Check to see that your CANS certification is “Valid.” If your certification has expired, please recertify as soon as possible.

When a certification expires, that user account is deactivated by the Praed Foundation after 90 days. If you need assistance to reset their password or reactivate the account, they may contact Praed support at support@tcomtraining.com. 
​

Q3: Is there a way to print ONLY the IP-CANS questions? 

A3: In Objective Arts, you can select a new print option from the drop-down on the lower left corner of the screen. You can select print and “IP-CANS Scoresheet”. Please print “IP-CANS Scoresheet” if a placing Agency (Probation or Child Welfare) requests a copy of the CANS. See the screenshot below:

​Q4: Did you miss the new ACBHD memo regarding Indirect Note Updates in Clinician’s Gateway: ​

A4: The Indirect Note template was updated to work the same way as an individual (direct) note template, where a user selects a client first and then a program. In addition, logic was added to allow a user to finalize and transfer an Indirect Note to SmartCare using the AAA/Indirect Client, but retain the actual Client Identification in Clinician’s Gateway for medical record continuity.
 
The memo was sent out via email on March 10, 2026. For questions about this memo, please contact Information Systems Support, achsupport@acgov.org.
​

Participants loved the hands-on approach of the session. Many noted how deeply these questions reach, how much we ask young people to reflect on, and how easy it is to forget the emotional lift required. Playing through the experience allowed everyone to feel the depth, not just think about it.
 
Why Play Matters in CANS Work
One of the biggest takeaways (for the participants) was this: if we ask clients to do something, we should try it ourselves.
 
Play-based methods make the experience more accessible, relational, authentic, AND more ethical (meeting the developmental needs of children and youth when assessing and gathering information). When we feel what it’s like to answer difficult questions in a “game,” we become more attuned to how we ask, pace ourselves, and support youth through the process.
 
Standing on the Shoulders…and Reimagining Moving Forward
Both sessions felt like a natural blending of my two worlds: Play Therapy and CANS. I left the conference feeling energized by the feedback. People felt motivated to integrate games into their work. They appreciated the blend of clinical depth and cultural responsiveness. And many said it helped them reconnect with the humanity at the heart of assessment.
 
That’s the legacy we stand on: innovation rooted in relationship, safety, culture, and care.
 
Want This Training At Your Agency?
If you’re interested in bringing CANS + Games (Jenga, Uno, Lotería, or other playful tools) to your staff or program, we’d love to come teach. Contact us here. Let’s bring play, culture, and connection into your CANS practice.
 
Thank you for growing in this work with us. Here’s to standing strong on shoulders….and building new ones!

​The CANS identifies the needs and strengths that guide our work and treatment, so the better the assessment, the better the plan to support. This is the roadmap for our work. Rather than a reactive approach to whatever comes up that day, a robust and accurate CANS grounds us in where the client is now and where they want to go, allowing the treatment team to identify areas of focus, plan interventions, and all travel down the same, coordinated path to wellness with our clients.

This short video (3.12) shares the story of a teacher who alters the life trajectory of a 10-year-old boy who is getting into trouble regularly at school. It is heartwarming and touches our aspirations as mental health practitioners, but more importantly, it embodies a strength-based approach in the following ways:

​1.  By reframing a problematic behavior as an asset that has the potential to become a talent. In CANS terms, it takes a “2” rated strength and builds into a “0” rated strength.
2.  By reinforcing the belief that every behavior has meaning and serves a purpose – it just may have been difficult to uncover until now.
3.  By centering connection as a significant agent of change. The innate transformational impact of seeing each youth as more than their struggles is enormous.
4.  By reminding us of our crucial function as holders of hope that things can be different.

We don’t know if every child will become a rock star, however, it is imperative to approach each child with the belief that their future has limitless possibilities. 

This year at the TCOM Conference in Chicago, one of the most moving and energizing talks was delivered by Dr. David Fakunle in a powerful presentation titled: “Reaffirming Humanity: How Storytelling Uplifts Contexts, Healing, and Truth.” His message was clear, bold, and deeply worded in ancestral wisdom: storytelling is healing … and it always has been.
 
The Ancestral Legacy of Storytelling
One of the themes that stood out the most was Dr. Fakunle’s reminder that BIPOC communities have used storytelling, ritual, art, rhythm, and cultural practices as healing tools for centuries. These practices were foundational.
 
What’s happening now is not the discovery of something new; it’s simply that modern data is finally catching up to what so many communities have always known. This affirms the importance of integrating cultural practices into assessment, engagement, and healing, not as add-ons, but as the roots of the work.
 
Storytelling and the CANS: Seeing the Whole Person
While Dr. Fakunle didn’t talk about the CANS directly, the connections were immediately apparent and powerful. He emphasized that storytelling allows us to see the whole person, understand their world, honor their truth, and uplift the context around their experience. That is exactly what the CANS is meant to do. The CANS is more than an assessment tool: it is a framework for hearing a person’s story fully, respectfully, and with nuance.
 
Every time we ask a question, every time a youth checks in with us, every time a caregiver shares a detail from their day, they are already storytelling. Our role is not just to listen, but to receive the story with care.
 
Dr. Fakunle said something that was particularly powerful: “For good storytelling, there must be good story receiving.” And that is the heart of the CANS practice. It’s not just about documenting needs, it’s about being present enough, attuned enough, and culturally responsive enough to receive someone’s narrative as they offer it.
 
The Stories That Heal Us
Dr. Fakunle shared several stories throughout his keynote, but the one about “the story of the precious stone” was really aligned with the theme of integrating stories with CANS practice.
 
An old woman finds a valuable stone. A man sees it and asks for it, and without hesitation, she gives it to him. The man returns to ask for the inner quality that allowed her to give it so freely.
 
The message was profound: it’s never about “the thing.” It is about the person, the essence, the lived experience behind it. In the same way, CANS ratings are not about the numbers. They are about the human being behind every item, and their courage and context.
 
“Until the Lion Tells Their Side of the Story …”
Dr. Fakunle ended with one of the most important quotes of the day: “Until the lion tells their side of the story, the tale of the hunt will always glorify the hunter.”
The CANS must be a tool that centers the voices of our clients, a tool that helps youth and families reclaim authorship of their experiences, a tool that ensures their version of the story is not only heard, but honored.
 
Bringing It Back To Practice
This keynote reaffirmed why the CANS matters and why story-based, culturally grounded approaches are essential. Whether through games, play, conversation, or reflection, our goal is to invite their story, receive their story, and help youth and caregivers make meaning from it.

​Contribution by Alameda TCOM member and conference presenter/attendee C.A.

Q1: If my agency transitions from using the Alameda County CANS 0-24 to the California Integrated Practice (IP) CANS, do I need to certify in the CA IP-CANS right away?

A1a: No. In this scenario, your Alameda County CANS 0-24 certification is sufficient. Plan to certify in the CA IP-CANS after your current certification expires.
A1b: For best practice, you should certify in the CANS version your agency is currently using. If your agency continues to use the Alameda County CANS 0-24, you should certify in the Alameda County CANS 0-24.

​[See previous Newsflash for more info on this.]

Q2: If I get certified in the CA IP-CANS, will my certification automatically sync to Objective Arts (OA)?

A2a: Yes! It will automatically transfer to OA.  
A2b: If your certificate does not automatically sync, please check that your staff ID/ SmartCare ID number is entered correctly on OA and Schoox/TCOM Training. If not, please correct the information. 
A2c: Every user can manually transfer their certification to OA following the steps below:

• Click on the top right corner ‘Certificates’, select ‘Import Schoox Certificate’, scroll to the bottom of the page and select the box ‘I agree to import certifications only from my own Schoox account’.

Consult w/ your supervisor, agency CANS point persons, and Jessica.Vigil2@acgov.org as needed. 

Q3: For all Alameda providers, will Schoox/TCOM Training be adding a course for the CA IP-CANS, including supporting materials/manual? 

A3: Yes. Training materials are available on Schoox/TCOM Training under the California, Behavioral Health-Alameda bundle. You’ll see three courses to choose from (see screenshot below).

• If you want to certify or re-certify in the CA IP-CANS, please enroll in the California Integrated Practice CANS course.
• If you want to certify or re-certify in the Alameda County CANS 0-24, please enroll in the Alameda County CANS 0-24 course.

Q4: If using Objective Arts for CANS data entry, how will I know which questions are required (CA IP-CANS items)?

A4: All CA IP-CANS questions are required for submission and will have an asterisk* next to the category/question. If the question does not have an asterisk*, it is optional.

Q5: Will the CSV upload format change, and will Objective Arts still accept all CANS scores?

A5: The CSV format will not change. OA will accept all CANS scores, including optional ones (additional Alameda County CANS 0-24 items).

Q6: What are the client age ranges for the CA IP-CANS?

A6: 0-5 (Early Childhood Module), 6-20. Alameda providers are required to complete CANS for children/youth ages 0 up to 21.

• For children ages 0-5, in either CANS version, you only need to complete the 0-5 module/0-5 items (which include, in part, Potentially Traumatic/Adverse Childhood Experiences). ​

To: ACBHD All Providers
From: Laphonsa Gibbs, Director, ACBHD Child and Young Adult System of Care

Memo Highlights:
Effective October 6, 2025, under your contract, the Child and Adolescent Needs and Strengths (CANS) requirements will change. Only the IP-CANS questions will be required as part of the transition toward implementing a “One CANS per youth” model for ages 6-21 years. The CANS must be completed by the mental health provider at intake, every 6 months, at discharge, and annually. ...
​
... ACBHD will require completion of the IP-CANS. At the same time, we recognize that individual agencies may choose the approach that best fits their practice. Agencies may continue encouraging staff to complete the full Alameda Birth-24 CANS version, or they may decide to focus on completing only the IP-CANS items. Our goal is to provide flexibility while ensuring consistency on required elements. ...

See memo for more details including Data Entry of CANS and PSC-35- CHANGES TO OA.

​Please contact Jessica Vigil if you have any questions related to CANS or Objective Arts navigation support at Jessica.Vigil2@acgov.org. 

Attachments
• IP-CANS Rating Sheet- English | Spanish (pdf) (other threshold languages will be coming soon)
• IP-CANS Manual English (other threshold languages will be coming soon)

>>> Specific to the Alameda Birth-24 CANS (not included in the IP-CANS): 
All Extension Modules:

• A. Daycare/Preschool (Ages 0-5)
• B. School (Ages 6-24)
• C. Developmental Needs (All Ages)
• D. Substance Use Disorder (Ages 6-24)
• E. Suicide Risk (Ages 6-24)
• F. Dangerousness/Violence (Ages 6-24)
• ​G. Vocational/Career (Ages 18-24)

The Following Domains:

• 6. Developmental Factors/Milestones (Optional, Ages 6-24)
• 9. Traumatic Stress Symptoms (Ages 6-24)
• 10. Transition Age Youth (Ages 18-24)

The Following Items in the Behavioral/Emotional Needs Domain (Ages 0-5): 

• Motor, Aggression, Autism Spectrum

The Following Items in the Risk Behaviors & Factors Domain (Ages 0-5):

• Maternal/Primary Caregiver Availability

​The Following Item in the Cultural Factors Domain (Ages 0-24):

• Cultural Diffs. within the Family