Products and Resources Catalog

It's crucial that school-based professionals have the information and skills they need to understand how student behavioral health information can be shared and protected. By creating a strong network of school professionals that understand the federal health privacy laws that impact their students, schools will be equipped to address the rising need for behavioral health services and improve health outcomes. To assist mental health professionals working in K-12 schools in understanding how the federal health privacy laws apply to student mental health information, the Mental Health Technology Transfer Center (MHTTC) Network and the Center of Excellence for Protected Health Information (CoE-PHI) hosted a 90-minute virtual training that: Described how federal health privacy laws (e.g., HIPAA and FERPA) apply to student mental health information Explained how student mental health information can be protected and shared in compliance with federal health privacy laws Discussed common scenarios involving student mental health information that arise in school settings through case study discussions led by clinical and legal experts Demonstrated how relevant resources and technical assistance can be accessed through the MHTTC Network and the CoE-PHI Please note: This learning session builds on the 2-part learning series, Federal Health Privacy Laws: Basics for School Professionals, held by the MHTTC Network and the CoE-PHI in Spring 2023. We encourage you to access the recordings from last year’s learning series! Certificates of attendance were made available to attendees who attended at least half of the session. CEUs are not available for this session. Questions? Please contact Jessica Gonzalez at [email protected].

This is a recording of the first session in the series, Rooting Young Adult Mental Health Services in Culturally Sustaining Values & Practices. This session, entitled, “Trauma-Informed Care Meets Healing-Centered Care” was led by Pacific Southwest MHTTC’s Youth & Young Adult Programming Specialist, Oriana Ides and took place on February 28, 2024. In this kickoff session, Oriana drew from concepts and work of Shawn Ginwright to amplify the ways in which a healing-centered approach dismantles the notion that trauma is simply an individual, isolated experience, while highlighting the ways trauma and healing are experienced collectively. The session highlights generative conversation with participants and tangible action steps to expand the existing orientation to the work providers do with transitional aged youth and encompass a more culturally sustaining and affirming approach. The content in this program is designed for all community-based organizations, institutions, and mental health professionals, including peer support specialists, therapists, psychologists, counselors, and others who support the mental health and wellness of transition-aged youth.

This is a recording of the second session in the series, “Rooting Young Adult Mental Health Services in Culturally Sustaining Values & Practices”. "Challenging All Forms of Oppression in Healing Work” took place on March 27, 2024, and was led by our Region 9’s Youth & Young Adult Programming Specialists, Oriana Ides and Falilah Bilal. Together, they facilitated the session’s presentation and group discussion on how to create safe and brave spaces to uplift the wisdom and leadership of historically targeted identities in healing work. Viewers of this recording may learn: • How to create brave and safe spaces for young people who are historically oppressed • Teaching advocacy to young people to ensure they know their rights and how to heal through oppression • Incorporate ways to implement healing-centered care within the workplace to work against oppression   This content was designed for all community-based organizations, institutions, and mental health professionals, including peer support specialists, therapists, psychologists, counselors, and others who support the mental health and wellness of transition-aged youth.

This recording is part three of the series "Rooting Young Adult Mental Health Services in Culturally Sustaining Values & Practices." The session "Uplifting Culturally Sustaining Practices in Substance Use Prevention," was held on April 24, 2024, and co-facilitated by our Center’s Youth & Young Adult Programming Specialists, Oriana Ides and Falilah Bilal. The discussion aimed to challenge prevalent deficit-model approaches in prevention and recovery, promoting strength-based and culturally sustaining perspectives instead. Special guest Maurice Byrd, a licensed Marriage and Family Therapist with extensive experience in harm reduction since 2004, joined the conversation. Ms. Bilal and Ms. Ides engaged Maurice in a discussion to explore his insights and experiences with culturally sustaining practices in supporting substance use prevention, harm reduction, recovery, and healing for youth and young adults. This content was designed for all community-based organizations, institutions, and mental health professionals, including peer support specialists, therapists, psychologists, counselors, and others who support the mental health and wellness of transition-aged youth.

This recording is the final session of the series "Rooting Young Adult Mental Health Services in Culturally Sustaining Values & Practices." “Honoring and Supporting Peer Support in Healing-Centered Approaches,” took place on May 22, 2024, and was co-facilitated by our Center’s Youth & Young Adult Programming Specialists, Oriana Ides and Falilah Bilal. The session focused on how YYA serving organizations might truly value, uplift, and support the wisdom and skill of young people with lived experience. Ms. Bilal and Ms. Ides co-facilitated a panel discussion with Nola Brantley, Founder & CEO of Nola Brantley Speaks and Xochtil Larios, Youth Justice Coordinator at Communities United for Restorative Youth Justice. Viewers of this recording will learn: • How YYA serving organizations can implement peer support providers, and uplift lived experience professionals • Learn about the power and benefits of peer support in a young person's life • How to implement peer support in young people's treatment plan as a way to promote employment opportunities and belonging • Examples of how to create youth leadership programming and youth voice initiatives This content was designed for all community-based organizations, institutions, and mental health professionals, including peer support specialists, therapists, psychologists, counselors, and others who support the mental health and wellness of transition-aged youth.

Presenters: Emily Carol PhD, Steve Fedele CPS, Divya Jumar PhD

Recording of the event Crisis and Suicide: Assessment, De-escalation and Referral in Early Psychosis, originally held on September 12, 2024. Slide presentation - coming soon

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 Click here to view the recording Session 2: September 17, 11am MT/12pm CT  To view resources from this training, please click ATTACHMENT links 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.  

The second issue of our September 2024 newsletter features our newest publication and events and resources of interest to the workforce.

Medicaid is an important source of funding for school mental health services. In the U.S., approximately 75% of school-aged children who receive mental health services access them in school. Medicaid policy outlines specific school mental health services that can be billed and who is eligible to bill for them. As these policies evolve, they create new opportunities to enhance and support school mental health systems and services. Over the past four years, the SMHTTC team has disseminated resources supporting school mental health services and programs. This infographic provides an overview of resources related to Medicaid and Medicaid policy.

  This is a recording of the first session in the three-part series Championing Students Through Change: Welcoming Youth Transitioning to and from School. Facilitators Oriana Ides and Melissa Smith take a deep dive into trauma-sensitive and culturally responsive strategies for welcoming students back to school from various interventions, including special education programs, juvenile justice system involvement, hospitalizations, and more. With special guest panelists, Ariael Brooks Porter and Jerica Coffey, M.Ed., this webinar recording explores practical strategies for supporting students transitioning to and from programs and institutions and offers viewers the skills to promote a sense of belonging and resilience among students during these pivotal times. Key questions in the video include: • How can school staff prepare themselves and students to welcome youth back from institutional settings? • What unique challenges do students face when returning to school? • What unique strengths do students bring to us as school leaders when returning to their school?   The content in this webinar recording is applicable to educators, administrators, school mental health professionals, and youth advocates.

In the recording of this second session in the series, Championing Students Through Change: Welcoming Youth Transitioning To and From School, facilitator Amanda Lipp focuses on trauma-sensitive and culturally responsive strategies for welcoming students back to school from hospitalization. This webinar recording offers viewers the tools and knowledge needed to create nurturing environments that uplift students and foster their resilience as they navigate these significant transitions. The video presentation and panel discussion feature Erin Hughes, MSW, PPSC and Dr. Olivia Hamrah. Tune in for an overview of practical strategies for supporting student transitions to and from programs and institutions, and a recommended set of skills to promote a sense of belonging and resilience among students during these pivotal times.   Key questions addressed in the panel recording include: • How can school staff prepare themselves and students to welcome youth back from institutional settings? • What unique challenges do students face when returning to school? • What unique strengths do students bring to us as school leaders when returning to their school?   The content is designed for educators, administrators, school mental health professionals, and youth advocates.

In the recording of this last session in the series, Championing Students Through Change: Welcoming Youth Transitioning to and from School, facilitators Oriana and Melissa delve into trauma-sensitive and culturally responsive strategies for welcoming students back to school from juvenile justice system involvement. This webinar recording offers viewers the tools and knowledge needed to create nurturing environments that uplift students and foster their resilience as they navigate these significant transitions. The video includes a presentation and panel discussion with educators and advocates Ebony Sinnamon-Johnson and Dr. Macheo Payne. Tune in to gain practical strategies for assisting students as they move to and from programs and institutions, and to learn effective skills for fostering a sense of belonging and resilience. Key questions addressed in the panel recording include: • How can school staff prepare themselves and students to welcome youth back from institutional settings? • What unique challenges do students face when returning to school? • What unique strengths do students bring to us as school leaders when returning to their school?   The content is designed for educators, administrators, school mental health professionals, and youth advocates.

This living room conversation uplifts healing-centered engagement and non-western approaches to substance use recovery and prevention for youth and young adult populations. Our MHTTC Region 9 Training and Technical Assistance Specialist, Oriana Ides, moderated this interview with Tonia Herrero, a Licensed & Board-Certified Art Therapist and Art Therapy Certified Supervisor at East Bay Art Therapy, in California. The dialogue in this video explores ways to challenge prominent deficit-model approaches which permeate prevention and recovery to make space for strength-based and culturally sustaining perspectives and practices in the field. Tune in for insights into art therapy as a trauma-informed practice and discover how ancestral wisdom and culturally healing methods can aid substance use prevention and support young people in their recovery journey.

Estimaciones recientes de prevalencia indican que 1 de cada 36 niños en edad escolar tiene el autismo. Los estudiantes con el autismo tienen muchas más probabilidades que los estudiantes sin el autismo de experimentar problemas de salud mental, incluidas dificultades con aspectos de la función ejecutiva. Esta infografía proporciona información sobre estrategias que pueden utilizar los educadores para ayudar a los alumnos con el autismo a desarrollar sus habilidades de función ejecutiva de una manera que sea inclusiva y que afirme la neurodiversidad.

Estimaciones recientes de prevalencia indican que 1 de cada 36 niños en edad escolar tiene el autismo. Los estudiantes con el autismo tienen muchas más probabilidades que los estudiantes sin el autismo de experimentar problemas de salud mental, incluidas dificultades con aspectos de la función ejecutiva como la regulación de las emociones. Esta infografía proporciona información sobre estrategias que pueden utilizar los educadores para ayudar a los alumnos con el autismo a desarrollar sus habilidades de regulación de las emociones de una manera que sea inclusiva y que afirme la neurodiversidad.

Estimaciones recientes de prevalencia indican que 1 de cada 36 niños en edad escolar tiene el autismo. Los estudiantes con el autismo tienen muchas más probabilidades que los estudiantes sin el autismo de experimentar problemas de salud mental, incluidas dificultades con aspectos de la función ejecutiva como la flexibilidad. Esta infografía proporciona información sobre estrategias que pueden utilizar los educadores para ayudar a los alumnos con el autismo a desarrollar sus habilidades de flexibilidad de una manera que sea inclusiva y que afirme la neurodiversidad.

Estimaciones recientes de prevalencia indican que 1 de cada 36 niños en edad escolar tiene el autismo. Los estudiantes con el autismo tienen muchas más probabilidades que los estudiantes sin el autismo de experimentar problemas de salud mental, incluidas dificultades con aspectos de la función ejecutiva como la planificación. Esta infografía proporciona información sobre estrategias que pueden utilizar los educadores para ayudar a los alumnos con el autismo a desarrollar sus habilidades de planificación de una manera que sea inclusiva y que afirme la neurodiversidad.

Estimaciones recientes de prevalencia indican que 1 de cada 36 niños en edad escolar tiene el autismo. Los estudiantes con el autismo tienen muchas más probabilidades que los estudiantes sin el autismo de experimentar problemas de salud mental, incluidas dificultades con aspectos de la función ejecutiva como la inhibición. Esta infografía proporciona información sobre estrategias que pueden utilizar los educadores para ayudar a los alumnos con el autismo a desarrollar sus habilidades de inhibición de una manera que sea inclusiva y que afirme la neurodiversidad.

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 brief report provides an overview of how to support common executive function differences in autistic students.  

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. 

"This is a recording of, “The Nuts & Bolts of Reflective Supervision / Consultation” Part 1 of the two-part series in Fostering Trust & Employee Wellbeing Through Reflective & Relational-Based Supervision, that took place on July 23, 2004. In this session, our guest facilitator Rouba Otaky reviews the building blocks for foundational, conceptual, and applied information related to reflective facilitation/supervision. Viewers of this recording will learn: Three key components of reflective supervision and how to apply appropriate skills within different roles and responsibilities as supervisors. Four techniques that will address the needs of supervisees to be responsive to cultural and contextual needs and continue to develop a set of skills that helps supervisees build these skills. Three ways that supervisors will strengthen and support skills that allow supervisees to explore ways that their own belief systems or internal reactions might be impacting care. This workshop was designed for the following roles: supervisors, managers, directors, administrators and leadership of school mental health, mental health organizations, clinical supervisors, human resources professionals, mental health and school mental health providers, trauma informed professionals and anyone else interested in reflective supervision and consultation.

This is a recording of “A Deeper Dive into Reflective Supervision”, Part 2 of the program: Fostering Trust & Employee Wellbeing Through Reflective & Relational-Based Supervision, which took place on July 25, 2024. In this session, our center's guest faculty, Rouba Otaky, provided a deeper dive into reflective supervision and delved into cultural considerations, limitations, and sample cases. This session was designed for supervisors, managers, directors, administrators and leadership of school mental health, mental health organizations, clinical supervisors, human resources professionals, mental health and school mental health providers, trauma informed professionals and anyone else interested in reflective supervision and consultation.

About this Resource: The Southeast MHTTC Newsletter highlights upcoming events and recently released products as well as shares information on available resources from SAMHSA and the MHTTC network. The September 2024 issue promotes National Suicide Prevention Month and National Recovery Month. This issue also highlights our recently developed products, celebrates efforts being done by Region IV states, and provides resources available through the MHTTC Network and SAMHSA to connect individuals to needed treatment and support.