Wild Leaders, Whole Leader Development Program
July 2021
• Completed all modules of the Wild Leaders Toolkit in the following areas: calling and purpose, purposeful goals, leading under pressure, transformational experiences, skills and knowledge, motivational learning, people investment, and strategic networking.

Nonprofit Essentials Training
May 2021
• Completed all courses of the Nonprofit Essentials Training in the following areas: nonprofit organizational types, terminology, roles, sources of revenue and funding, and benefits and challenges.

Management Leadership Academy, Management Development Program (MDP)
November 2017
• Graduated from competitive succession planning program designed for existing supervisors looking to promote into a management position. Program including training in critical areas ranging from the County’s administrative structure and collaborative networking to effective leadership, teamwork and workplace motivation. The program included a coaching component with incumbent managers in order to gain insight into the challenges of management.

Management Leadership Academy, Supervisory Development Program (SDP)
November 2013
• Graduated from the Supervisory Development Program, a county sponsored succession planning program that provides training using the International City/County Management Association’s (ICMA) “Effective Supervisory Practices” curriculum. Program included a mentoring component with county supervisory leaders.

Advanced Generalist Practice I
Field Practicum I-IV
Human Behavior and the Social Environment I
Mental Health First Aid
Social Work Management and Leadership
Trauma in Children
Case Management
Social Work Policy

Scholarly interests include better outcomes for youth in congregate care, preventative child welfare services, and the effectiveness of on-the-job training for child welfare social workers.

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• Arellano, L. & Lee-Johnson, C. “Student/Faculty Mentoring as a Form of Transformative Discipleship.” North American Association of Christian Social Workers Convention. November 10, 2023.
• Arellano, L. & Lee-Johnson, C. “Attracting Black and Latinx Students to Social Work Programs.” Council on Social Work Education Annual Planning Meeting. October 27, 2023.
-• Costello, J., Hays, K., Murcray, T. & Arellano, L. "Answering the Call to Teach: Preparing Doctoral Students for the Classroom." Council on Social Work Education Annual Meeting. Anaheim, CA. November 12, 2022
• Costello, J., Hays, K., Murcray, T. & Arellano, L. "Answering the Call to Teach: Preparing Doctoral Students for the Classroom." Doctor of Social Work Education Virtual Conference. April 29, 2022.
• Arellano, L., Bermejo, R., Diaz, M. Gutierrez, H. & Gordon, K. "Careers in Child Welfare Panel." California Baptist University, Riverside, CA. April 8, 2022
• Arellano, L. "Step Up to Step Down, California: Engaging Caregivers Towards Training Solutions.” Presentation, Doctor of Social Work Residency, Riverside, CA, December 8, 2021.
• Arellano, L. "A Policy Analysis on California’s AB403 Continuum of Care Reform." Presentation, Doctor of Social Work Residency, Riverside, CA, July 29, 2021.
• Arellano, L. “Bachelor of Social Work (BSW) Program- Information Sessions.” Multiple dates, including in-person and virtual sessions.
• Arellano, L. "Child Welfare" Introduction to Social Work Presentation. California Baptist University, Riverside, CA. Multiple In-Person dates.
• Arellano, L. "A Faith-Based Approach at Supporting Foster Youth into Adulthood" Presentation, Community Engagement and Social Innovation. Doctor of Social Work Residency, December 2020.
• Arellano, L. “Therapeutic Foster Care (TFC)” representing San Bernardino County’s Children and Family Services in collaboration with the Department of Behavioral Health (DBH) on the implementation of TFC, an in-home mental health services program for children needing specialty mental health services including physical and behavioral support, educational coordination, social skills support, transitional support services and community services and supports. Children’s Network Conference, September 2019.
• Arellano, L. “AB1299 and STRTP Transition Process” Speaker/Panelist for regional convening for Foster Family Agencies (FFA), Short Term-Residential Therapeutic Programs (STRTP), County Mental Health Plans, Child Welfare and Probation agencies. California Department of Social Services (CDSS) Children and Youth Specialty Mental Health Services Regional Provider Convening, February 2019.
• Arellano, L. Conference Coordinator for “2008 Student Day”, an annual child welfare conference for students in the Title IV-E BSW and MSW programs. Delegating and overseeing the major tasks of planning a conference by conducting statewide planning meetings, managing the various workgroup committees, conducting site visits to prepare for the conference, and serving as main point of contact the day of the conference. California Social Work Education Center (CalSWEC), September 2006- August 2008.

The Potter’s House Christian Fellowship Church in Moreno Valley, CA

Dr. Arellano has volunteered for many years at her local church to provide multiple supportive services including providing child care in children’s nursery, organizing community outreaches, coordinating food drives and teaching Sunday School.

Dr. Arellano and her husband are longtime residents of Riverside County and are involved in the children’s ministry at their local church, The Potter’s House. She has a passion for children involved with the child welfare system. She enjoys hiking, trying new restaurants and family get togethers with her large extended family.

I view my role as a social work educator as a higher calling. As such, my teaching philosophy is student-centered and rooted in multidimensional faith integration. My perspective is that students play a critical role in shaping their own learning environment. Aligning with constructivist and social cognitive theory, I believe that knowledge is dynamic, and the learner is an active constructor alongside their peers and myself. My teaching style is adaptable, encouraging the engagement and participation of students by using active listening and open communication. I am comfortable with the uncomfortable as I facilitate transformational experiences with students to increase self-awareness and an all-encompassing passion for working with vulnerable, oppressed, and marginalized populations.

In the competency-driven field of social work, I seek to relate my professional social work experience outside of the classroom to describe the parallel processes inside the classroom by providing real-life examples and assignments to prepare students for action-oriented practice in diverse settings. I break up class time with different instructional methods, engaging lectures, and meaningful assessments where students have the opportunities to apply their knowledge and demonstrate understanding in various ways. My goal is to create a safe and inclusive space that inspires critical thinking, questioning, and processing of challenging social work content. To actualize this, I am aware of the stages of group development and dynamics of the class. I collaboratively complete groups agreements with my students as an initial and ongoing process to guide our time together. Eliciting regular feedback from my students is routine in my classroom, illustrating the importance of obtaining feedback from our clients in practice settings to determine the effectiveness, satisfaction, and appropriateness of services provided. Accordingly, I am attentive and mindful of giving students individualized and detailed written and verbal feedback, using a strengths-based perspective.

I value the opportunities to build relationships with students, to support, inspire and mentor them through their academic journey. I acknowledge student contributions in class discussions to validate and encourage ongoing participation. I foster discussions that allow for the expression of individual identity and diversity in the classroom, so that awareness of individual experiences can add richness to the content for all students. I recognize that students come with lived experience and expertise that enhances the collective classroom environment.

A guiding scripture for me, as I approach my educational mission, is Colossians 3:24-26, which states, “Whatever you do, work at it with all of your heart, as working for the Lord, not for human masters, since you know that you will receive an inheritance from the Lord as a reward. It is the Lord Christ you are serving.” As I strive to do my best towards this higher calling, I am often captivated by the resiliency that my students show while navigating the challenges of higher education. As I see students encourage, collaborate, connect, and pray for each other, I am rewarded knowing I played a small role in their professional journey!