Products and Resources Catalog

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.

The first issue of our September 2024 newsletter features events and resources of interest to the workforce, and spotlights resources for Suicide Prevention Month.

ABOUT THIS RESOURCE This presentation will review the ways in which climate change threatens human wellbeing. Bearing in mind the interdependence of mental and physical health, we will start with an overview of health impacts in general. We will then go into more detail about the different ways in which climate change can affect mental health, summarizing recent research on direct, indirect, and vicarious impacts. Finally, we will draw from some Canadian research to describe specific examples of communities where mental health has been affected by events associated with climate change. ADDITIONAL RESOURCES Presentation slides FACILITATORS Kristie Ebi, PhD, MPH Kristie Ebi has been conducting research on the health risks of climate variability and change for over 30 years, focusing on estimating current and future health risks of climate change; designing adaptation policies and measures to reduce these risks in multi-stressor environments; and quantifying the health co-benefits of mitigation policies. She has worked with multiple countries worldwide in assessing their vulnerability and implementing adaptation measures. She was a lead author for the 6th Intergovernmental Panel on Climate Change assessment cycle; edited four books on aspects of climate change; and has more than 200 peer-reviewed publications. Susan Clayton, PhD Susan Clayton is the Whitmore-Williams Professor and Chair of Psychology at the College of Wooster in Ohio. Dr. Clayton’s research examines people’s relationship with the natural environment, how it is socially constructed, and how a healthy relationship with nature can be promoted. She has written about the effects of climate change on mental health and has developed a scale to assess climate anxiety. She is author or editor of six books, including Identity and the Natural Environment, Conservation Psychology, and Psychology and Climate Change, and is currently the editor of the Cambridge Elements series in Applied Social Psychology. A fellow of the American Psychological Association and the International Association of Applied Psychology, she was a lead author on the Sixth Assessment Report of the Intergovernmental Panel on Climate Change.  Sherilee Harper, MSc, PhD Sherilee Harper is a Canada Research Chair in Climate Change and Health, Kule Scholar, and Professor in the School of Public Health at the University of Alberta.  Her research investigates associations between weather, environment, and health equity in the context of climate change, and she collaborates with partners across sectors to prioritize climate-related health actions, planning, interventions, and research. She was a Lead Author on two Intergovernmental Panel on Climate Change (IPCC) reports; served on the Gender Task Group for the IPCC; Lead Author on Health Canada's 2022 Climate Change and Health Assessment; and Co-chaired the Government of Canada's Health and Wellbeing Advisory Table for the National Adaptation Strategy. Terms of use and Substance Abuse and Mental Health Services Administration (SAMHSA) disclosure statement

Recording of the event Maternal Mental Health and Grief in the Black Community, originally held on August 15, 2024. Slide presentation

Recording for the event Natural Approaches to Improve Depression, originally held on August 13, 2024. Slide presentation

About this Resource:  Region IV is the largest HHS region, comprised of eight states and 26% of the U.S. population. These states have large rural populations, high poverty rates, and face racial and cultural disparities in care. In addition, the Southeast states have considerable clinical, geographic, workforce, and health system differences that often impact access to care.   These factors are important considerations when planning mental health care and support services as well as identifying the availability of other potential community resources that could temporarily fill gaps in care if needed. The Southeast MHTTC Data Visualization Project provides information on Region IV priorities in an easy to understand graphical format. Click on the "View Resource" button to access this map and learn more about the availability of community pharmacies. Community Pharmacy Locations Relevant Factors: Location of community pharmacies, availability of additional health services (i.e., walk-in clinic), and distance to local community mental health facility. Helpful Tips: To view each map in this visualization series, scroll using the gray scroller bar or gray arrows. You may also click on each of the gray boxes (or tabs). Map 1 shows the distribution of pharmacy locations in each state based on data from the National Council for Prescription Drug Programs (NCPDP). Map 2 shows the locations of mental health facilities and NCPDP pharmacies. Map 3 shows the distribution of mental health facilities and pharmacies within each county. References for Data Sources: ​​Substance Abuse and Mental Health Services Administration (SAMHSA) Behavioral Health Treatment Locator National Council for Prescription Drug Programs (NCPDP)