Transition Services

Transition Services is a part of .

We work with Transition Age Youth and Young Adults in San Bernardino and Riverside Counties, providing them with vocational and employment support services that teach them employment skills to effectively move them into meaningful work.  Providing them the opportunity to obtain marketable job skills further supports their transition into adulthood.


Learn Empower Advocate Persevere (LEAP)

Learn Empower Advocate Persevere (LEAP) is a part of .

LEAP (Learn Empower Advocate Persevere) is a program that provides intensive advocacy services and evidenced based interventions to youth  involved with Riverside County Department of Social Services and Riverside County Probation. This is a strength based intervention implemented to resolve immediate family crisis and help each family and youth create support systems in their community. 


This southern California program is located in the City of Perris in Riverside County, with updated and remodeled facilities. The offices and client spaces are warm and inviting, with an emphasis on being a "resource center" for those individuals in high need of support and assistance. The location is in close proximity to major public transportation resources as well as other community facilities, retail centers, parks and city government.

Transition to Independence

Transition to Independence is a part of .

The TIP Model™ prepares youth and young adults with EBD for their movement into adult roles through an individualized process, engaging them in their own futures planning process, as well as providing developmentally-appropriate and appealing supports and services (Clark & Hart, 2009). The TIP Model™ involves youth and young adults (ages 14-29) in a process that facilitates their movement towards greater self-sufficiency and successful achievement of their goals. Young people are encouraged to explore their interests and futures as related to each of the transition domains: employment and career, education, living situation, personal effectiveness and wellbeing, and community-life functioning. The TIP system also supports and involves family members and other informal key players (e.g., parents, foster parents, an older sister, girlfriend, roommate) as relevant in meeting their needs and those of the young person.


Peer to Peer Program

Peer to Peer Program is a part of .

The goal of the Peer to Peer Program is to promote community awareness in Transition Age Youth (TAY) about mental health, link TAY to mental health services in the community and reduce the stigma associated with having mental illness. The Peer-To-Peer Program is funded by the Riverside County Department of Mental Health and the Mental Health Services Act and Prevention and Early Intervention funding. 

Outreach activities are held in the cities of Perris, Lake Elsinore and San Jacinto and are offered by individuals who are also transition age youth with some experience and/or familiarity with the mental health system.


Motivational Interviewing

Motivational Interviewing is a part of .

Motivational interviewing is a form of collaborative conversation for strengthening a person's own motivation and commitment to change. It is a person-centered counseling style for addressing the common problem of ambivalence about change by paying particular attention to the language of change.

It is designed to strengthen an individual's motivation for and movement toward a specific goal by eliciting and exploring the person's own reasons for change within an atmosphere of acceptance and compassion.

Incredible Years

Incredible Years is a part of .

Incredible Years is a set of three interlocking, comprehensive, and developmentally based training programs for children and their parents and teachers. These programs are guided by developmental theory on the role of multiple interacting risk and protective factors in the development of conduct problems. The three programs are designed to work jointly to promote emotional and social competence and to prevent, reduce, and treat behavioral and emotional problems in young children, as follows:

The Incredible Years child program. The Dinosaur School child training prevention program consists of more than 60 classroom lesson plans (approximately 45 minutes each) for three age levels, beginning in preschool through second grade (3-8 years). Lesson plans are delivered by the teacher at least twice weekly over consecutive years. The small group treatment program consists of 18-22 weekly sessions (2 hours each) offered in conjunction with the training programs for parents of preschoolers or school-age children. The child program aims to strengthen children's social and emotional competencies, such as understanding and communicating feelings, using effective problem-solving strategies, managing anger, practicing friendship and conversational skills, and behaving appropriately in the classroom. 

The Incredible Years parent programs. Three training programs are available for parents of babies and toddlers (up to 30 months), preschoolers (3-5 years), and school-age children (6-12 years). The lengths of the parent programs vary from 12 to 20 weekly group sessions (2-3 hours each). The programs focus on strengthening parent-child interactions and relationships, reducing harsh discipline, and fostering parents' ability to promote children's social, emotional, and language development. In the programs for parents of preschoolers and school-age children, participants also learn how to promote school readiness skills; in addition, these parents are encouraged to partner with teachers and become involved in their children's school experiences to promote children's academic, social skills, and emotional self-regulation and to reduce conduct problems. Each program includes protocols for use as a prevention program or as a treatment program for children with conduct problems and attention-deficit/hyperactivity disorder.

The Incredible Years teacher program. The teacher training program is delivered to early childhood and elementary school teachers of young children (3-8 years) and consists of 42 hours (6 days) of monthly workshops delivered by a trained facilitator. The program focuses on strengthening teachers' classroom management strategies; promoting children's pro social behavior, emotional self-regulation, and school readiness; and reducing children's classroom aggression and noncooperation with peers and teachers. The training also helps teachers collaborate with parents to support parents' school involvement and promote consistency between home and school.

In each program, trained facilitators use videotaped vignettes to structure the content and stimulate group discussions, problem solving, and practices related to participants' goals.

Dialectical Behavior Therapy

Dialectical Behavior Therapy is a part of .

Dialectical Behavior Therapy (DBT) is a cognitive-behavioral treatment approach with two key characteristics: a behavioral, problem-solving focus blended with acceptance-based strategies, and an emphasis on dialectical processes. "Dialectical" refers to the issues involved in treating patients with multiple disorders and to the type of thought processes and behavioral styles used in the treatment strategies. Therapists follow a detailed procedural manual and DBT has five components: 

  1. Capability enhancement (skills training); 
  2. Motivational enhancement (individual behavioral treatment plans); 
  3. Generalization (access to therapist outside clinical setting, homework, and inclusion of family in treatment); 
  4. Structuring of the environment (programmatic emphasis on reinforcement of adaptive behaviors); and 
  5. Capability and motivational enhancement of therapists (therapist team consultation group). DBT emphasizes balancing behavioral change, problem-solving, and emotional regulation with validation, mindfulness, and acceptance of patients. 



Family Assessment and Support Team

Family Assessment and Support Team is a part of .

The Family Assessment and Support Team offers intensive short-term services for stabilization to children and families who are at risk due to recent hospitalization, detention, or have issues of placement stability.

Mental health services include: 

  • Family therapy;
  • Individual and collateral services;
  • Rehabilitation and activities of daily living; and
  • Medication support services 

Intensive case management may include collaboration with educational settings and adjunctive services such as TBS and PCIT; referral and linkage in home communities to longer term services and support.