DESCRIPTION Individuals who experience psychosis discuss a wide range of experiences, including crises and suicidality. This 90-minute webinar will focus on assessment of risk and de-escalation techniques, along with guidance on treatment considerations. LEARNING OBJECTIVES Understand the difference between suicide assessment and screening Identify and implement crisis de-escalation techniques Name current treatment recommendations for suicide including identification of resources for PRESENTER Christian Kohler, MD, is the co-director of HeadsUp. Dr. Kohler grew up in Austria and obtained a doctorate in medicine from Innsbruck University. He completed residencies in psychiatry at Wright State University and neurology at the University of Cincinnati, and subsequently a post-doctoral fellowship at the University of Pennsylvania. Dr. Kohler has been on the faculty at the University of Pennsylvania since the late 1990’s and he is currently professor of psychiatry and neurology. He has participated in research on emotional processing, brain related studies and novel treatments resulting in over 100 publications to date. Dr. Kohler has extensive experience in the treatment of severe mental   illness and, in particular, of young persons with recent onset of psychosis - a challenging and rewarding area to pursue improvement in clinical symptoms and functioning.

Behavioral Activation (BA) is an evidence-based psychotherapy to help patients engage in productive, healthy, and value-driven activities. While BA was initially developed for major depression, numerous studies have demonstrated BA’s effectiveness for other co-morbid conditions across age and diverse population. BA as a behavioral strategy is an element of many other treatment modalities such as Dialectical Behavior Therapy (DBT), Cognitive and Behavioral Therapy (CBT), and Acceptance and Commitment Therapy. This training focuses on strategies to implement core BA strategies guided by a cultural humility approach. Training components include interactive didactic to introduce BA strategies, experiential exercises to observe and practice BA core skills, and collaborative discussion to discuss applicability and implementation strategies.   LEARNING OBJECTIVES: Describe the behavioral model of depression and the rationale of BA. Describe patient population for whom BA is effective guided by existing scientific findings. Describe the components of multicultural orientation model. List and describe core BA strategies.   CERTIFICATES: Registrants who fully attend this event or training will receive a certificate of attendance via email within two weeks after the event or training.   TRAINER: Ajeng Puspitasari, PhD, LP, ABPP Dr. Puspitasari is a clinical psychologist whose work focuses on the implementation of evidence-based psychotherapies (EBPs) for adults with serious mental illness, which include Behavioral Activation (BA), Acceptance and Commitment Therapy (ACT) and Dialectical Behavior Therapy (DBT). Currently, she is a clinical professor and the director of clinical training at the University of Wisconsin-Milwaukee Department of Psychology. She is also the founder and director of the Center of Evidence-Based Practice that provides outpatient psychotherapy and behavioral health consultation services. She is board certified through the American Board of Professional Psychology (ABPP) with a specialty in Behavioral and Cognitive Psychology. As a scientist practitioner, Dr. Puspitasari’s research focuses on the dissemination and implementation of EBPs in diverse behavioral health settings. She has provided BA training for clinicians both in the United States and internationally.   The Great Lakes MHTTC is offering this training for individuals working in HHS Region 5: IL, IN, MI, MN, OH, WI. This training is being provided in response to a need identified by Region 5 stakeholders.

The South Southwest Mental Health Technology Transfer Center (MHTTC) invites peer specialists from across Region 6 to apply for the Youth and Young Adult Peer Specialist training. The Youth and Young Adults Peer Support training was developed to train peer supporters on the topics of youth voice and issues specific to youth navigating mental health or substance use challenges. The Youth and Young Adults Peer Support training is available for anyone who works, or is interested in working, as a peer specialist. This three-day training provides participants with a foundation for youth experience with mental health and substance use challenges, the unique issues for youth navigating recovery and youth-serving systems, and best practices and tools for peer specialists looking to support youth. The training will also encourage participants to consider how to use their own lived experience when supporting youth through structured reflection, group discussion, and interactive activities. There is no age requirement for participating in this training. Applicants will be accepted on a rolling basis, so we encourage interested folks to apply early since space in the training may fill up quickly. Not all applicants will be accepted as we have limited seats available. The Youth and Young Adult Peer Support training is appropriate for anyone working or volunteering (or interested in working or volunteering) as a peer specialist. The only prerequisite to attendance is that participants must have previous formal training in peer support practice (e.g., their state’s Peer Specialist certification training, Intentional Peer Support, etc.). Priority consideration will be given to people who are interested in attending the YAYAPS Training of Trainers so that they may facilitate the Youth and Young Adult Peer Support Training in their communities. Learning Objectives: At the end of this training, it is envisioned that participants will be able ​​to: Define the term “youth” Identify and practice effective ways of meeting youth and young people “where they are” Build authentic connections with young people based on lived experience, regardless of differences in age or other experiences Identify stigmatizing language used to describe young people and effectively reframe such language through the lens of peer values Understand how resistance or other actions may be forms of self-advocacy, communication, or responses to trauma Identify common responses to trauma that young people experience Support young people in exploring different ways to heal from trauma Utilize foundational knowledge of power and privilege to support youth experiencing oppression Assist young people in learning to advocate for themselves within the settings that young people must navigate Set and hold boundaries with persons served and coworkers Identify challenges and ethical boundaries for supporting family members of a young person Facilitators Amey Dettmer Amey Dettmer has nearly fifteen years of experience in the peer support workforce. She has worked as a peer support specialist in direct service settings, as a peer supervisor, and as a nationally recognized peer support educator. Amey is a well known leader in the peer support movement and has worked with peer supporters in all 50 states and from around the World. She was recognized by the National Association of Peer Supporters(N.A.P.S.)  in 2018 with the “Disruptive Innovator Award” highlighting her work in youth peer leadership and honoring her as a young adult who has made a significant transformative contribution to the field of Peer Support through leadership, programming, and activism.  Amey is distinguished as an Advanced Level Facilitator, an Organizational Intentional Peer Support Trainer, a Youth and Young Adult Peer Support Trainer, and an Alternatives to Suicide group facilitator. She currently is employed with Pathways Vermont as a statewide training specialist. Currently, she serves as chair of the Vermont Protection and Advocacy for Individuals with Mental Illness (PAIMI) Council and is a Board Member of Disability Rights Vermont.   When not pursuing her passion for peer support, Amey is focusing her energy on motherhood and raising her children in the Northeast Kingdom of Vermont. She enjoys hiking, kayaking, watching wildlife and building meaningful connections in her local community. Vanessa Williams Vanessa Williams (she/her) is a Certified Peer and Recovery Support Specialist, trainer, and mental health advocate. Since beginning her journey in 2010 as a Warm Line specialist and supervisor, Vanessa has made significant strides in the field of peer support. She has presented at several behavioral health agencies and conferences on the importance of employment opportunities for behavioral health peer support specialists.She offers continuing education training courses for Peer Specialists and facilitates support groups to support and uplift the Black community. Vanessa also serves as the Board President for the National Association of Peer Supporters (N.A.P.S.).  Specializing in the application of accessibility, justice, equity, diversity, and inclusion (A-JEDI) principles, Vanessa helps organizations enhance their workplace culture, leading to improved representation, productivity, and employee retention. Her expertise extends to peer support leadership, mentoring, and coaching from a trauma-informed perspective. Vanessa's contributions to healthcare education have earned her recognition as a finalist for The Phoenix Business Journal’s Health Care Heroes awards in 2016 and 2017.   In addition to her peer specialist work, she returned to college and earned an AAS in Organizational Management from Rio Salado College, a BAS in Public Administration from Northern Arizona University, and a MS in Leadership from Grand Canyon University. She is currently working on a Ph.D. in Industrial/Organizational Psychology.

1 in 36 school-age children have autism spectrum disorder (ASD). Autistic students are much more likely than non-autistic students to experience mental health challenges, including differences with executive functioning. This infographic provides an overview of how to support common executive function differences in autistic students. For a more detailed look at executive function differences in autistic students see our other published infographics on this subject: Common Executive Function Differences in Autistic Students and Why They Matter at School Strategies to Support the Executive Function of Autistic Students: Inhibition Strategies to Support the Executive Function of Autistic Students: Planning Strategies to Support Executive Function in Autistic Students: Flexibility Strategies to Support Executive Function in Autistic Students: Emotion Regulation  

About this Resource: Approximately 22 million individuals identifying as Asian American reside in the United States, representing origins from over 20 countries across the Asian continent. It is important to understand that while “Asian” is used as a general race identifier, there are several ethnicities that comprise this identity, each of which sustain several unique, cultural ideologies and values that need to be accounted for in terms of ‘why’ mental health problems are experienced between ethnicities. This report examines the current state of mental health among Asian-Americans, including utilization of care, barriers to care, and potential directions for advancing mental health equity for this population. 

Event Description This training provides participants with tools and techniques to implement strength-based goal setting within behavioral health practices. By focusing on clients' inherent strengths, rather than deficits, this approach empowers individuals to set and achieve meaningful, personalized goals that foster resilience and recovery. Participants will learn how to collaborate effectively with clients to identify strengths, set achievable goals, and track progress. This training is ideal for behavioral health professionals seeking to enhance client outcomes through a positive, empowering framework.  Learning Outcomes:  Participants will learn ways to identify and leverage client strengths to develop personalized, achievable goals in behavioral health settings.  Participants will identify at least 2 techniques for facilitating collaborative goal-setting conversations that empower clients and foster engagement.  Participants will gain strategies for tracking and adjusting goals to ensure continuous client progress and motivation.    Session 1: September 10, 11am MT/12pm CT  To view resources from this training, please click ATTACHMENT links Recording coming soon! Session 2: September 17, 11am MT/12pm CT  Resources coming soon! Recording coming soon! Session 3: September 24, 11am MT/12pm CT  Resources coming soon! Recording coming soon! Trainer Lamarr Lewis is a dedicated advocate, author, and agent of change. With a focus on community-based mental and public health, he works with diverse groups including individuals living with psychiatric disabilities, people in recovery from substance abuse, and at-hope youth (He does not use the term at-risk).    He is an alumnus of Wittenberg University graduating with a Bachelor of Arts in Sociology with minors in Africana Studies and Religion. He later received his master’s degree in clinical mental health counseling from Argosy University.    His career spans over twenty years with experience as a therapist, consultant, public speaker, facilitator, trainer, and human service professional. He has been a featured expert for such organizations as; Boeing, Region IV Public Health Training Center, Fulton County Probate Court, Mississippi Department of Health, the Mississippi Band of Choctaw Indians, and many more.    His lifelong mission is to leave the world better than how he found it.