Training and Events Calendar

Youth Mental Health First Aid (MHFA) teaches you how to identify, understand, and respond to signs of mental health challenges and substance use disorders (SUDs) in young people. This training gives you the skills you need to reach out and provide initial support to a young person who may be developing a mental health or substance use issue and help connect them to the appropriate care. Attendees will complete a 2-hour self-paced class (pre-work) and then participate in a 4.5-hour instructor-led class using video conferencing via Zoom. Course capacity is limited, so please only register if you are able to fully attend the training.   LEARNING OBJECTIVES Participants will learn to: Identify mental health challenges and SUDs in young people Methods for outreach and support for youth Connect youth with appropriate care   CONTINUING EDUCATION Participants who fully atternd this training will be eligible to receive 5 continuing education (CE) hours certified by the Illinois Certification Board (ICB). CE certificates will be managed by ICB.   PRESENTER Natalie Maggiore, Prevention Specialist for IABH, works with the COO/VP of Programs to develop, implement and evaluate the Association’s youth leadership conference - the Cebrin Goodman Teen Institute. Natalie works with the Prevention Program Director to assist CGTI and Operation Snowball Action Teams throughout the year as they create and implement Action Plans to better their schools and communities. Natalie holds a master’s degree in journalism from the University of Missouri, Columbia, and continues to pursue expanding mental health education and awareness through that avenue. She is also a certified instructor for Youth Mental Health First Aid and Teen Mental Health First Aid (tMHFA).   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.

This is an application, and not all people who apply will be able to get in due to class size. 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 informed of acceptance before April 5, 2024. 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 Jessi Davis (she/they) is an experienced Program Coordinator and Peer Specialist with a demonstrated history of working in the Peer Support, Mental Health, and Substance Use Recovery industries. Jessi is known for work surrounding Youth and Young Adult Peer Support training, technical assistance, and leadership. Currently working at the South Southwest Mental Health Technology Transfer Center, Jessi works to provide support, technical assistance, and training to the Peer Workforce throughout the 5 states and all tribal communities within Region 6. They have spent much of their career focused on promoting access to quality Peer Specialist services across the lifespan. Darcy Kues (she/her) is a Project Manager with the South Southwest Mental Health Technology Transfer Center and the Addiction Research Institute, where she writes curricula focused on peer support and recovery services. She has over 7 years of experience in curriculum development, grant writing, and program coordination for peer support services and recovery-oriented behavioral health. Darcy has developed trainings on reentry peer support, youth and young adult peer support, trauma responsiveness, peer support supervision, LGBTQ affirming services, and more. She is committed to building a world where recovery and lived experience are centered at every level of decision-making.

Support for Students Exposed to Trauma (SSET) is an evidence-based intervention focused on managing the distress that results from exposure to trauma. It is designed to be implemented by teachers or school counselors with small groups of students. In January we trained a cohort of 20. There are 4 following TA Calls to go in depth with case consultation and problem-solving. This SSET training is specifically for non-licensed educators, school counselors, or nurses. This is a closed training. 

Description: Anyone who has tried to help a loved one obtain treatment for a substance use disorder knows how challenging it can be to find quality, affordable care that’s accessible when someone is ready for help. Even for professionals working in healthcare and related fields, evaluating the options available and navigating payment and other hurdles can be overwhelming. This workshop will help educate participants about treatment options for opioid, stimulant and other substance use disorders and how to overcome barriers to care. We’ll discuss factors to consider for treatment referrals, resources to connect people with peer support, and how services are evolving to support families and offer person-centered, trauma-informed care. We’ll also discuss the neurobiology of addiction, how brain changes can impact decision-making, and strategies to improve treatment engagement. Goals: Increase understanding of different treatments for substance use disorders (including medications for opioid use disorder), address concerns about treatment effectiveness and practices, and provide tools to help improve connections to care. Workshop Outline: Review criteria for a substance use disorder and how it is defined. Present statistics about treatment for substance use and mental health disorders, using sources such as the 2022 NSDUH and other surveys. Describe the treatment gap and how it can be addressed by removing barriers to care. Discuss goals of care for people with substance use and mental health challenges. Explain how different medications for opioid use disorder work (methadone, buprenorphine and naltrexone). Discuss options for treating stimulant use disorders, including contingency management. Discuss the neurobiology of addiction (e.g. how brain changes impact decision-making). Discuss factors to consider for treatment referrals and resources to connect people with treatment and peer support as well as services for families. Address misperceptions about treatment and how services are evolving to embrace person-centered, trauma-informed care. Trainer Bio: Susan Stellin, MPH is a writer, educator, and public health consultant focusing on health-centered responses to substance use and addiction. Since earning a master's in public health at Columbia University, she has worked on projects about ways to reduce overdose deaths, reform punitive drug policies, and expand access to harm reduction, treatment, and recovery support. Recent clients include NYU Langone’s Health x Housing Lab, the Northeast & Caribbean Addiction Technology Transfer Center, the Opioid Response Network, the NYC Department of Health and Mental Hygiene, the Overdose Prevention Program at Vital Strategies, and the Vera Institute of Justice. She regularly leads training workshops for service providers working with people experiencing substance use, mental health, and housing challenges, and has also taught undergraduate courses about media ethics, collaborative storytelling, and the history of journalism. Other Session in this Series: Session 1: Addressing Myths About Substance Use, Addiction, Treatment, and Recovery Session 2: Current Substance Use Trends and Evolving Risks Session 3: Harm Reduction Principles, Strategies and Limits

ABOUT THIS EVENT Learn to recognize signs of compassion fatigue and secondary trauma – both subtle and overt – and strategies to address them, as well as ongoing practices to care for your sense of self and connection to community in the face of emotionally challenging work. Offered in partnership with NAMI Seattle. FACILITATOR Paul Getzel, Executive Director Paul joined the NAMI Seattle team in 2022. His prior history includes work in community health, food security, HIV/AIDS, and health equity advocacy. Paul is compelled in this work by the strong belief in the power of peer-to-peer models in reducing racial and social disparities, facilitating access to mental health services, reducing stigma, and building enduring support for individuals and families pursuing their best possible mental health. 

Medicaid is a leading source of financing for school mental health services and programs, and in most states Medicaid-enrolled youth receive their benefits through Medicaid Managed Care plans.  This webinar will provide an enhanced understanding of how school mental health services can be paid for through Medicaid, with a special focus on Medicaid Managed Care.  Through this webinar, our presenter Dr. Adam Wilk (Emory University) will clarify how it can be determined whether a given service will be reimbursable through Medicaid, and highlight how school mental health care providers can have different experiences when working with Medicaid Managed Care plans to pay for their services.   Learning Objectives: Specify the requirements that must be met in order to bill Medicaid or Medicaid Managed Care plans for school mental health services. Discuss ways in which these requirements may vary across states as well as, within a given state, across Medicaid Managed Care plans. Describe opportunities to learn about the Medicaid Managed Care plans in your state and how to meet their requirements to pay for school mental health services.

  Due to the various barriers that children and adolescents often experience when accessing in-person mental healthcare (e.g., stigma, transportation, cost, insurance), digital interventions have been identified as an alternate and promising modality to facilitate evidence-based intervention service delivery for young people. Youth digital mental health interventions (DMHIs) are defined in this presentation as publicly available, online self-administered intervention programs that do not require a clinician or caregiver to implement. This area of literature is rapidly growing and specifically supports the effectiveness of the modification of cognitive-behavioral therapy into a digital/blended self-administered format. This presentation will outline the general evidence-base of youth DMHIs across settings, with a focus on CBT-based DMHIs and general best practices based on the current state of the literature. Specific guidance will be provided regarding which subpopulations of children and adolescents may be good candidates for DMHIs, along with subpopulations with less evidentiary support. Additionally, this presentation will provide introductory guidance for providers regarding how to use DMHIs within stepped models of care across various care settings (i.e., integrated pediatric primary care settings, schools, etc.). Further, this presentation will discuss practical considerations and limitations of using these tools in real world clinical and school settings, with step-by-step recommendations for ways to put these tools into practice. Finally, the DMHI literature will be discussed within the larger context of culturally sensitive behavioral and mental healthcare.     Presented by: Maddy Esterer Maddy has a Master's degree in School Psychology and is a Provisionally Licensed Mental Health Practitioner in Nebraska. Maddy will be earning her PhD in School Psychology in 2024. Maddy currently works for the Munroe-Meyer Institute providing behavioral health services to youth, adolescents, and families in an integrated primary care setting. Maddy has experience providing behavioral and mental health supports to youth in schools and primary care settings in both Michigan and Nebraska. Maddy is also a team member of the Mid-America Mental Health Technology Transfer Center (MHTTC) Network, which assists mental health programs and providers in establishing evidence-based programs that are locally supported and sustainable in the Mid-America region. Maddy has been building her expertise in digital interventions for mental health for several years, which complements her other interests in trauma-informed care and equitable service provision across school and clinical settings.         Target Audience This accredited continuing education activity is designed for licensed mental health providers, physicians, and social workers.   Global Objectives Discuss the evidence-based foundation of digital mental health interventions (DMHIs) within a cognitive-behavioral framework, including their efficacy and appropriateness for diverse populations and settings. Describe how to equip providers with practical skills to integrate DMHIs ethically with young people, considering cultural nuances, while valuing team expertise and prioritizing positive health outcomes. Explain how DMHIs fit into modern mental healthcare by exploring technological advancements in psychology and behavioral health.   Accredited Continuing Education   In support of improving patient care, University of Nebraska Medical Center is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC), to provide continuing education for the healthcare team.     Physicians The University of Nebraska Medical Center designates this live activity for a maximum of 1.0 AMA PRA Category 1 Credits™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.   Psychologists/ Licensed Mental Health Providers Continuing Education (CE) credits for psychologists are provided through the co-sponsorship of the American Psychological Association (APA) Office of Continuing Education in Psychology (CEP). The APA CEP Office maintains responsibility for the content of the programs. This activity has been approved for 1.0 credit hour of continuing education credit.     Social Workers As a Jointly Accredited Organization, University of Nebraska Medical Center is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved under this program. Regulatory boards are the final authority on courses accepted for continuing education credit. Social workers completing this course receive 1.0 clinical continuing education credit. The content level of this activity is intermediate.  

A learning community among state education and mental health leaders involved in Project AWARE grants in the region.

La salud física y la salud emocional deben ser tratadas con la misma seriedad y prioridad. En la comunidad latina el estigma hacia la salud mental puede impedir y/o el atrasar la búsqueda de los servicios de salud mental. Durante este taller platicaremos sobre la importancia de cuidar nuestra salud emocional para prevenir condiciones como la depresión y ansiedad. Los/as participantes identificarán los principales estresores psicosociales en la comunidad latina, utilizarán estrategias para el manejo efectivo de las emociones, practicarán técnicas de relajación, y desarrollarán metas para mantener un balance holístico.   OBJECTIVOS DE APRENDIZAJE Definir bienestar emocional y salud mental. Identificar factores culturales que influyen en el proceso de aculturación de las comunidades Latinas. Proveer estrategias para manejar la regulación emocional y prevenir condiciones de salud mental.   AUDIENCIA Esta plática es dirigida a promotores/as de la salud, manejadores/as de caso y consejeros.   PRESENTERS Isa I. Vélez Echevarría, PsyD  Isa Vélez es psicóloga clínica, puertorriqueña. Es la manejadora de proyecto del estado de Ohio para los Great Lakes Addiction, Mental Health, and Prevention Technology Transfer Centers,  administrados por el Center for Health Enhancement Systems Studies en la University de Wisconsin-Madison. Durante su internado predoctoral en el Children's Institute de Los Ángeles, CA, obtuvo una certificación como Clínica de Psicoterapia Interpersonal. Se capacitó en Terapia Cognitivo Conductual Centrada en el Trauma y Terapia Familiar. Además, brinda servicios de telesalud a comunidades de color en Massachusetts y Puerto Rico. Su trabajo clínico se ha centrado en servicios culturalmente adaptados e informados sobre el trauma para las comunidades latinas. Alfredo Cerrato-Lanzo Alfredo Cerrato es el Oficial Principal de Desarrollo Cultural y Laboral del Great Lakes Technology Transfer Centers, administrados por el Center for Health Enhancement Systems Studies de la Universidad de Wisconsin en Madison. También es capacitador certificado a nivel nacional en Cultura: una parte integral de los servicios de salud mental, Aplicación clínica de elementos culturales en el tratamiento de salud mental para poblaciones hispanas y latinas, por el National Hispanic and Latino Mental Health Technology Transfer Center en Puerto Rico, y un capacitador de la Asociación Nacional de Consejeros de Alcoholismo y Abuso de Drogas (NAADAC, por sus siglas en inglés) en temas culturales. El Sr. Cerrato tiene 25 años de experiencia en relaciones internacionales y se especializa en comunicaciones interculturales, resolución de conflictos y mejora de procesos. Ha llevado a cabo trabajos de defensa, políticas y ayuda en casos de desastre en Irlanda del Norte, Honduras, Perú, Brasil, Japón, Sri Lanka y otros lugares del mundo. Su enfoque principal en Wisconsin ha sido trabajar con comunidades hmong, hispanas, latinas y pueblos indígenas de América del Norte a través de asistencia y capacitación intensiva, desarrollo de currículos y el NIATx, Change Leader Academy. This training is in partnership with: HOLA (Healthy Opportunities for Latin Americans) Great Lakes MHTTC ofrece esta capacitación para personas que trabajan en la Región 5 del HHS: IL, IN, MI, MN, OH, WI. Esta capacitación se brinda en respuesta a una necesidad identificada por las partes interesadas de la Región 5.

Learn more about innovative approaches to supporting better outcomes for those who provide care as well as those seeking and receiving behavioral health care in communities of color in New England! Join us and... Take a dive deep into the stats around the mental health and well-being of individuals and communities of color. Hear from thought leaders, researchers, practitioners, faith and community-based leaders, people with lived experience, and family advocates to discuss innovative approaches to fostering inclusion and engagement. Take away tools, resources, and actionable solutions to build a positive, inclusive, and transformational culture in your community/workplace.   This regional training event will take place daily from 11 am - 1 pm ET, Monday, May 13 - Wednesday, May 15, 2024. More info on the agenda, speakers, and CE credits available. Participants are eligible to receive attendance certificates and up to 6 CE credits upon confirmation of attendance and participation. Learn more about the event and register today!   The 2024 Innovations Virtual Regional Training Event is brought to you in collaboration with partners from the New England region’s Technology Transfer Center (TTC) Network—New England Addiction TTC, the New England Prevention TTC, and the New England Mental Health TTC.   If you would like accommodations to participate in any of our events, please contact us at [email protected] ahead of the event date. For example, if you would like an ASL interpreter, please let us know 3 weeks ahead of the event date so we have sufficient time to secure the services.  

  This 3-part learning series is intended for individuals working in behavioral health who are interested in building skills that will help increase their engagement in advocacy efforts promoting Hispanic and Latino behavioral health equity. This series will begin with an overview of the importance of advocacy for promoting equity, will transition to skill-building for advocacy, and end with developing action plans for engaging in advocacy. The goal of this series is to better equip and prepare behavioral health workers to advocate for behavioral health equity for Hispanic/ Latino clients and communities at the local, state, or federal. After the 3-part webinar series, an optional follow-up learning collaborative of non-profit organizations from Region 5 (IL, IN, MI, MN, OH, WI) will share about how they are advocating for Latino communities.     LEARNING OBJECTIVES: In session 2, Skill-Building for Advocacy, participants will learn: Key strategies for effective behavioral health advocacy Skills to engage using these key strategies     TRAINING SCHEDULE: Session 1, The Role of Advocacy in Promoting Behavioral Health Equity: April 9, 12:00–1:30 PM CT Session 2, Skill-Building for Advocacy: May 14, 12:00–1:30 PM CT Session 3, Action in Advocacy: June 25, 12:00–1:30 PM CT     CERTIFICATES: Registrants who fully attend this training will receive a certificate of attendance via email within two weeks after the conclusion of the series.     PRESENTER: Marilyn Sampilo, PhD, MPH, is a licensed clinical psychologist who specializes in integrated behavioral health and health disparities among minority populations. She received her PhD in clinical child psychology with an emphasis in pediatric psychology from the University of Kansas and a Master of Public Health from the University of Kansas Medical Center, both of which allowed her to specialize in physical and mental health promotion and prevention efforts to address health disparities among underserved populations. She has extensive experience in the cultural adaptation of treatment and interventions for Hispanic/Latinx children and families and in community engagement and advocacy for this target population. She is currently a Psychologist in the Center for Pediatric Behavioral Health at Cleveland Clinic, leads the Center’s health equity and social justice initiatives, and is a consultant and trainer on issues of diversity and cultural proficiency.     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.

This learning community is closed to select participants.  To learn more about this series, visit the homepage: Implementing Assertive Community Treatment (ACT) in Kansas  

  This series takes place on May 14, 21, 28 and June 4, 2024 from 2:30 PM–4:00 PM CT. You must attend all dates to receive your certificate.   DESCRIPTION: The NIATx Change Leader Academy (CLA) is the web-based version of the popular NIATx Change Leader Academy. The CLA has given thousands of behavioral health organizations the tools to make real changes that improve their systems of care. This interactive, expert-led program includes four weekly 90-minute learning sessions. An optional organizational consultation is available following the four sessions. This training and consultation are offered at no cost and are supported by funding from the Substance Abuse and Mental Health Services Administration (SAMHSA).     LEARNING OBJECTIVES: Participants in the virtual CLA will learn:  The NIATx principles and how they motivate positive change How to build a change team and integrate NIATx principles at the organizational level How to conduct a change project to improve a specific process within their organization     CONTINUING EDUCATION: Registrants who fully attend this event or training will be eligible to receive 6 NAADAC-certified continuing education (CE) hours. CE certificates will be sent to qualified individuals via email within two weeks after the training.       PRESENTER: Mat Roosa, LCSW-R Mat Roosa was a founding member of NIATx and has been a NIATx coach for a wide range of projects. He works as a consultant in the areas of quality improvement, organizational development, and planning, evidence-based practice implementation. His experience includes direct clinical practice in mental health and substance use services, teaching at the undergraduate and graduate levels, and human service agency administration.       The Great Lakes A/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.

SERIES DESCRIPTION The Central East MHTTC in collaboration with the National Center for School Mental Health is pleased to offer a school mental health webinar series with a focus on advancing high quality, sustainable school mental health from a multi-tiered system of support, trauma sensitive, and culturally responsive and equitable lens. To familiarize yourself with the foundations of school mental health, please review the school mental health guidance document. LEARNING OBJECTIVES Identify data sources to decrease disproportionality and promote equitable emotional, behavioral, and academic outcomes among BIPOC students Describe how to analyze data with an equity-focused lens Explore strategies to enhance data collection that are anti-racist and inclusive PRESENTERS Elizabeth Connors, PhD, is a Child-Clinical/Community Psychologist who is currently an Assistant Professor in the Yale School of Medicine, at the Yale Child Study Center, and an adjunct faculty member at the University of Maryland National Center for School Mental Health. Dr. Connors directs the Yale Program on School Mental Health Implementation Consultation and Research, which seeks to promote equitable access to high quality mental health promotion, prevention, early intervention, and treatment services in K-12 schools. She and her team have expertise in student- and family-centered, data-informed quality improvement practices and evidence-based practice implementation in schools.   Ashley Griffin Gilchrist, PhD, is an Assistant Professor and Child and Adolescent Studies Program Coordinator at Bowie State University in the Department of Behavioral Sciences and Human Services. Previously, she served as Vice President of Policy, Evaluation, and Research at the Black Teacher Collaborative (BTC), leading efforts to leverage data for developing and supporting Black educators to enhance Black children's achievements across social, emotional, and intellectual spheres. Before BTC, she directed P-12 research at the Education Trust, a civil rights organization focused on education. Dr. Gilchrist's career has been dedicated to exploring the intersections of race, education policy, and the academic experiences of Black children, families, and teachers. Her impactful work has been featured in major media outlets, including the New York Times and NPR, and she has presented at significant national conferences and Capitol Hill briefings. Dr. Gilchrist holds degrees from Georgetown and Howard Universities, including a Ph.D. in Developmental Psychology and certificates in Large Scale Assessment and Nonprofit Executive Leadership from the University of Maryland College Park and Georgetown's McCourt School of Public Policy, respectively. She is a committed scholar, advocate, and a member of Delta Sigma Theta Sorority, Inc. AUDIENCE Educators, Administrators, Health and Behavioral Health Care Professionals, Central East (Region 3) Project AWARE Grantees, Policymakers and Advocates, and Child-Serving Agency Staff

Registration is now closed. Limited space available. Priority registration will be given to those working in Region 5: IL, IN, MI, MN, OH, WI.   Motivational Interviewing (MI) is an evidence-based collaborative conversational style used to help strengthen an individual's own motivation and commitment to change. In this interactive, skills-based workshop, participants will have the opportunity to learn about and practice the spirit and relational skills of MI.   Note: Participants must complete Motivational Interviewing: Relational Skills (Level 1) to be eligible to attend the subsequent training in the MI series: Motivational Interviewing: Technical Skills (Level 2). Those who fully attend Level 1 will automatically receive an invitation to register to attend Level 2.   LEARNING OBJECTIVES: After completing Motivational Interviewing: Relational Skills (Level 1), participants will: Have an introductory level understanding of the purpose, benefits, and challenges of MI Understand and practice the four processes used in MI: planning, evoking, focusing, and engaging Recognize differences between helpful client engagement vs. harmful client engagement Prepare to apply the spirit of Motivational Interviewing to patient interactions Observe and practice the core skills of MI: listening, open-ended questions, affirmations, reflections, and summarization.   TRAINING DATES: you must attend all dates listed below in their entirety to receive CEs. May 15, 2024 from 8:30am-11:30am CT/9:30am-12:30pm ET May 22, 2024 from 8:30am-11:30am CT/9:30am-12:30pm ET May 29, 2024 from 8:30am-11:30am CT/9:30am-12:30pm ET   CONTINUING EDUCATION: Registrants who fully attend this training will be eligible to receive 9 NAADAC certified continuing education (CE) hours. CE certificates are sent via email within two weeks after the conclusion of the training.   TRAINER: Sue EckMaahs has practiced and trained Motivational Interviewing (MI) for over 30 years.  With a background in Sociology, she has provided MI implementation, training, and coaching services to thousands of professionals and over two hundred organizations, nationally & internationally.  Her audience spans mental health, substance abuse, public health & primary care, education, child protection/family reunification, workforce development, and re-entry/corrections.  On a personal note, she loves hiking with her partner Steve & dog, Cassie!     To ensure all participants get the most out of these interactive virtual trainings, we ask that everyone be prepared to do the following in every session: The Great Lakes A/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.

Join us for an engaging panel discussion designed for those with lived experience working as peers and mental health professionals seeking collaborative opportunities! This panel will cover the unique perspective that individuals with lived experiences bring to the peer support role. We'll showcase how these diverse experiences enrich peer support and contribute to the effectiveness of mental health treatment and recovery. This information is particularly pertinent for mental health professionals aiming to integrate and optimize their collaborative efforts with peers in diverse professional settings.   LEARNING OBJECTIVES Explain the integral role peers play in mental health services, promoting inclusivity, understanding, and empowerment in the recovery process. Explore the unique perspective that individuals with lived experiences bring to this role, emphasizing how these experiences contribute to effective peer support and recovery. Showcase the various career pathways available for peers, including opportunities within mental health organizations, community settings, and collaborative healthcare environments.   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.   PRESENTERS Danielle Burkett, MSW, LSW, CSPR-PR, CAPRCII, MATS, CHW/CRS, Founder/Executive Director and Peer Recovery Coach, Unlikely Journeys Danielle is a passionate and accomplished professional with a Master of Social Work. Her background includes working in three county jails, work release programs, and alongside a police officer. Since 2017, she has been making a difference as a Peer Recovery Coach. However, her inspiring journey took an unexpected turn in March 2022 when she suffered a stroke. This life-altering event propelled Danielle to found Unlikely Journeys, an organization driven by the belief that time is precious, and fear is merely an illusion.   Mallory Chaffin, BS, Executive Director, Mallory's Mission Mallory, a University of Southern Indiana alumna, holds a BS in Accounting and Professional Services and has over a decade’s worth of experience in various accounting settings, including the nonprofit industry. A proud participant of the Indiana DMHA Leadership Fellows Academy (LFA) 2022-2023 program, she leveraged the experience and startup funding to establish a nonprofit business. As an adoptee and adoptive mother, Mallory's passion lies in providing trauma-informed education to foster and adoptive families. Her nonprofit also extends support to first families, particularly those affected by addiction, in their journey toward reunification with their children. The LFA program played a pivotal role in launching and nurturing her nonprofit initiative.   Yvette Markey, CHW/CRS, Y-MHFA, A-MHFA, MATS, CSPR-PR, CAPRC II-MH, CBTi, CEO/Founder, InTouch Outreach Yvette, is the Founder/CEO of InTouch Outreach (ITOR), a Recovery Community Organization and also works on the Behavioral Health Team, with a local organization providing Peer support services and Recovery Support groups as part of their newly created IOP Program. As a person with lived experiences of trauma, addiction and mental health challenges, Yvette is able to identify things that may be helpful as a person works towards their personal wellness. As a Human Services Professional that serves to connect people in need to people who care, her expertise aligns perfectly for the alignment of joining this panel. Yvette’s passion for helping people to help themselves has led her to some of the roughest streets of Indianapolis, the services she provides reach those in need. In her free time, she enjoys a good book, gardening and spending time with family, and outdoors in the warmer months enjoying nature.   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.

Event Description Review the increased nutritional needs of pregnancy and lactation. Learn about obstacles to achieving optimal dietary intake during pregnancy and after birth.  Explore the link between worsened mental health and poor or limited dietary intake in mothers and infants. Describe some steps clinicians can take to support people during the perinatal period through the lens of nutrition.    Trainer Nathaniel Johnson, PhD  Dr. Nathaniel Johnson is in his second year as an assistant professor at the University of North Dakota. He received his doctorate only a year and a half ago in Nutrition and Exercise Sciences from NDSU. He has published 14 research papers across a diverse set of journals such as Nutrition and Metabolic Insights, The Journal of Clinical Medicine, and Sensors. He is the founder and organizer of the UND Disability Affinity Network for Employees and is passionate about nutrition, disability, and equity. On a personal note, he loves his family, enjoys sports and competitions of all varieties, and has never met a dog that he doesn’t like.     

Event Description WHEN:  Every Wednesday, May 15 – June 12, 2024 from 12:00 – 1:30 PM Mountain/1:00 – 2:30 PM Central  LEARNING OBJECTIVES:  At the end of the series, participants will be able to:  Identify the key components of effective, trauma-informed crisis intervention and suicide prevention strategies within diverse communities.  Apply evidence-based techniques in crisis intervention to reduce risk factors and increase protective factors in acute suicidality.  Recognize and address the unique cultural and societal factors influencing mental health crises.  Utilize practical skills in empathetic communication, assessment, safety planning, and transitioning care in crisis situations.  Develop and implement an action plan for integrating crisis intervention and suicide prevention best practices into their professional setting.  INTENDED AUDIENCE:  Mental health professionals who are located in the Mountain Pains MHTTC region (HHS Region 8 includes CO, MT, ND, SD, UT, and WY).  PARTICIPANT COMMITMENT & EXPECTATIONS:  Attend a live 1-hour Orientation Session on May 15 at 12pm MT/1pm CT  Commit to 4-weeks of training for 1.5 hours weekly from May 22 – June 12  Complete 1-hour of weekly self-study learning activities  Access to appropriate technology to utilize online videoconferencing platform (i.e., an internet connection, webcam, computer/tablet, speakers, and microphone)  Be prepared and actively engage while on camera during the scheduled series time.    THERE IS NO COST TO PARTICIPATE  Registration for this series is limited to 35 mental health/behavioral health professionals who work in HHS Region 8 states on a first come first served basis (Region 8 includes Colorado, Montana, North Dakota, South Dakota, Utah, and Wyoming). Once the 35 spots have been filled, registration will be closed. Due to limited enrollment, if you cannot commit to the full requirements, please defer this opportunity to others.  Note: It is expected that participants will have access to the appropriate technology to be able fully participate and be on camera during the session. This is not a webinar series and active participation is required to gain/improve skills.  CONTINUING EDUCATION:  The series has been approved for a total of 11 contact hours (10-hours content instruction and 1-hour orientation session). No credit will be awarded for non-attendance. The knowledge and skills learned should be applied within the framework of any applicable Operating and/or Credentialing regulations in your State of practice.  Trainer Bianca D. McCall, LMFT 

The Community Resiliency Model (CRM) is a skill-based wellness and prevention program that provides a biological, non-stigmatizing perspective on normal human reactions to stress and trauma. In this webinar we will apply CRM to schools by teaching skills for educators, administrators, and the school mental health workforce to reduce burnout and promote staff retention. Attendees will gain knowledge of concepts to understand stress responses in themselves and others as well as learn skills to help regain emotional balance after experiencing strong negative emotions. The knowledge and skills gained will help attendees avoid burn-out and promote cultures of resiliency in schools to better support student mental health.   Learning objectives: 1. Describe how stress and trauma affect mental and physical health. 2. Describe how CRM can protect and heal via sensory-motor awareness. 3. Explain the 6 CRM skills. 4. Understand how CRM can help reduce burnout and promote resiliency.

The Person-Centered Recovery Planning (PCRP) Consultation Corner is a 6-month learning series featuring a monthly webinar on the “FAQs” of PCRP; offering practical tools and resources to support quality PCRP at the level of both individual service delivery and organizational systems change; and providing follow-up “office hours” through smaller-group technical assistance for webinar participants who wish to take a “deeper dive” on a given topic. The topic of webinar session 3 is "Peer Specialist Roles in PCRP-Aligning with Peer Ethics & Values." At the end of the series, participants will be able to: Define PCRP and its essential elements Increase familiarity with existing and emerging state and federal requirements regarding PCRP Articulate a minimum of three differences between traditional methods of treatment planning and best-practice PCRP Learn more about how the MHTTC PCRP Consultation Corner series can provide tools and resources to support the implementation of PCRP at your organization   While the Consultation Corner’s webinar series is open to a national audience, priority for technical assistance office hours following this webinar session on May 15 will be given to webinar participants from the New England (Massachusetts, Connecticut, Vermont, Maine, Rhode Island, New Hampshire) and South Southwest (Arkansas, Louisiana, Oklahoma, New Mexico, Texas) regions.   Presenters: Janis Tondora and Amy Pierce Janis Tondora, Psy.D., is an Associate Professor in the Department of Psychiatry at the Yale School of Medicine.  Her work involves supporting the implementation of person-centered practices that help people with behavioral health concerns and other disabilities to get more control over decisions about their services so they can live a good life as they define it. She has provided training and consultation to over 25 states seeking to implement Person-Centered Recovery Planning and has shared her work with the field in dozens of publications, including her 2014 book, Partnering for Recovery in Mental Health: A Practical Guide to Person-Centered Planning. Janis’ consultation and publications have been widely used by both public and private service systems to advance the implementation of recovery-oriented practices in the U.S. and abroad. She is a life-long resident of Connecticut where she lives with her husband and beloved labradoodles after recently becoming an empty-nester with two children in college.   Amy Pierce (she/her) is an international trainer and consultant has been working in the Peer Movement in the State of Texas for over two decades. She currently serves as Recovery Institute Associate Director at Via Hope by serving as a subject matter expert on the implementation of peer services and other recovery-oriented practices. She has extensive experience in the peer support sector, having started the first peer support program in the state hospitals in Texas, working as a peer support worker in a community mental health agency, and working as the Program Coordinator for a transitional peer residential housing project.   This series is co-sponsored by the New England and South Southwest MHTTCs. More information about the series.   Continuing Education Units for this event are offered by the Office of Professional Development, Steve Hicks School of Social Work, The University of Texas at Austin: · Social Work · Licensed Professional Counselor (LPC) · Licensed Marriage and Family Therapist (LMFT)   Continuing Education Units for this event are offered by the Texas Institute for Excellence in Mental Health/South Southwest Mental Health Technology Transfer Center, The University of Texas at Austin as recognized by the Texas Certification Board: · Mental Health Peer Specialist (MHPS) · Recovery Support Peer Specialist (RSPS) · Re-Entry Peer Specialist (JI-RPS) · Peer Specialist Supervisor (PSS) · Certified Family Partner (CFP)   These entities are recognized as providers of continuing education credits, however, attendees are responsible for checking with their licensing or credentialing board to ensure acceptance of the CEUs issued. If you have questions about CEUs for a credential that you do not see listed here, contact [email protected].     If you would like accommodations to participate in any of our events, please contact us at [email protected] ahead of the event date. For example, if you would like an ASL interpreter, please let us know 3 weeks ahead of the event date so we have sufficient time to secure the services.  

  This workshop will introduce participants to the theory and practice of using theater in therapeutic ways to facilitate self-expression, support self-esteem, cultivate supportive communities, and challenge stereotypes among incarcerated and re-entry populations.     During our time together, we will explore the theoretical underpinnings of Drama Therapy, provide concrete examples of Drama Therapy applications with incarcerated and re-entry populations, and engage in several simple and transformative Drama Therapy exercises. Two individuals who have been formerly incarcerated will also share their experiences participating in therapeutic theater programs, both in prison and after returning home.     • • • •   INTENDED AUDIENCE This training is intended to serve clinical practitioners, including marriage and family therapists, psychologists, psychiatrists, licensed clinical social workers, drug recovery counselors, psychiatric nurses, as well as those in training or internship programs for their respective licenses.   • • • •   LEARNING OUTCOMES Participants will be able to: Explain why Drama Therapy is an effective intervention for incarcerated and re-entry populations. Articulate two ways in which theater and/or Drama Therapy can support  incarcerated and re-entry populations. Identify one similarity and one difference between “Drama Therapy” and “Theater as Therapy.” Learn and practice two Drama Therapy exercises that can be used in working with incarcerated and re-entry populations and articulate one benefit of each.   • • • •   **1.5 continuing education hours (CEH's) are available through full participation in this workshop.   • • • •   ABOUT THE FACULTY & PANEL SPEAKERS    Suraya Keating, MFT, RDT (she/hers) Suraya Keating, MFT (#43996), REAT, RDT is a bilingual (Spanish-English) Registered Expressive Arts Therapist, Registered Drama Therapist and master trainer in Expressive Arts and Drama Therapy.  Suraya has worked as Shakespeare for Social Justice Director for Marin Shakespeare Company since 2005, and helped expand Marin Shakespeare’s prison programs from a single prison (San Quentin) to 14 California prisons. She also co-founded Marin Shakespeare’s Returned Citizens’ Theater Troupe, a theater program for artists returning home from incarceration. She has worked as an adjunct professor at the California Institute of Integral Studies, John F Kennedy University and Santa Rosa Junior College, and supervised an Expressive Arts Therapy Program at Contra Costa Health Services, where she provided training and supervision to MFT associates in the use of therapeutic arts practices with multiple populations. Suraya loves facilitating Expressive Arts and Drama Therapy processes with individuals and groups in schools, prisons, hospitals, juvenile halls and in private practice, and has heavily focused her work on populations who are marginalized and oppressed. An avid practitioner of Playback Theater as well as a life-story performance coach, Suraya believes in the healing power of sharing and listening to each others’ life stories. She also has extensive experience in somatic practices including 5 Rhythms Dance, Open Floor Dance and Yoga. www.suraya.org   Photo credit: Peter Merts Photography Tony Cyprien  Tony hails from Watts in southern California but spent most of his adolescence and all of his adulthood incarcerated. He was paroled from prison in 2011 and since then found opportunity for expression of his life experience through improv and storytelling. His stories have been performed at the Castro Theater, Herbst Theater, at a podcast festival in Anaheim, and two broadcasts on Moth Radio. He found support from Marin Shakespeare’s Returned Citizens Group and Formerly Incarcerated People’s Performance Project, has acted in “Train Stories” at the Marsh Theater in Berkeley and the Afro Solo Arts Festival in San Francisco, which culminated in a nomination for Best Performer in a Play from Broadway World San Francisco Bay Area Aware. He has enjoyed creating and performing both long and short solo performance pieces at small theaters and stages throughout the San Francisco Bay Area.   Photo credit: Peter Merts Photography Preston “Zoe” Gardner My name is Preston Gardner. Many people call me Zoe. I was born in Richmond, California, where I went to many schools. I always wanted to be an artist. My life is grand of as of now, though growing up was kind of hard. I was incarcerated at 21 years old. I’ve changed a lot in my life from when I was 21. I'm looking forward to living my life the best way I know how through God, who gives me strength.

This presentation presents evidence-based interventions as critical in mental health and substance use treatment. Through case scenarios, real-life stories, and discussion, we will work to identify specific barriers to treatment progress and explore strategies and cultural adaptations to address them. Attendees will engage in discussion, review case scenarios, and hear real life scenarios in order to: Review the code of ethics to examine how institutional racism has influenced the implementation of ethics and practical strategies for advancing racial equity within the social work profession. Obtain up-to-date, data-driven, meaningful, real-world applications for implementing culturally specific strategies within evidence-based practices. Consider how the use of evidence-based practices and cultural adaptation impacts client success in meeting goals relating to mental health and recovery. Important Note: A recording of this webinar will NOT be provided. Please only register for this event if you are able to attend live.   LEARNING OBJECTIVES After attending this training, participants will be able to: Discuss the 10 elements of culture and their influence on providing competent care Explain fidelity and cultural adaptation's purpose in behavioral health Determine effective strategies for culturally adapting Evidence-based interventions (EBI) Obtain practical strategies for advancing racial equity through ethical behavior   CONTINUING EDUCATION Participants who fully attend this virtual training will be eligible to receive 4 continuing education (CE) hours certified by NBCC. The hosting agency (WAFCA) will manage the dissemination of CE certificates after the conclusion of the event.   PRESENTER Chardé Hollins, LCSW Chardé Hollins is a licensed clinical social worker with over a decade of experience in healthcare, corrections, education, and grant management. Her remarkable contributions have propelled her to the forefront of the industry, earning her a seat on numerous advisory committees, including the distinguished Ohio Governor's Behavioral Health Workforce Advisory Council the Strategic Prevention Framework for Prescription Drugs in Ohio. As a keynote speaker and presenter for national organizations and state conferences, she captivates audiences with her insights and transformative strategies. Chardé groundbreaking initiatives have paved the way for monumental change, leading to the placement of mental health services in 100% of Ohio's second-largest county and setting a new precedent in school districts. With her invaluable consultation and technical assistance, she ensures proper program implementation and addresses challenges in early childhood mental health, prevention education, school-based services, and suicide prevention. Known for her exceptional ability to build rapport and provide innovative strategies for culturally adapting evidence-based practices, Chardé is sought after in various fields to support organizations in evaluating DEI practices, increasing cultural competence, and promoting mental health. Her transformative work in corrections has resulted in a remarkable increase in client treatment engagement and a significant reduction in violent behavior through the implementation of tailored curriculum and strategic partnerships. With a passion for uplifting minority-owned non-profits, Chardé goes beyond her clinical work to secure funding through grant writing. Under her exceptional leadership, her firm has secured over $4.5 Million in funding, specializing in crafting proposals that elevate the stories and amplify the voices of the people living in the communities they serve. This unique gift not only showcases her unwavering commitment to inclusivity but also strengthens her ability to support others in identifying ways to better support BIPOC communities. Beyond her professional achievements, Chardé is featured in national publications and recognized for her dedication to creating lasting impact and enhancing the continuum of care.     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.

Burnout is a general term that describes the chronic and cumulative effect of different stresses at work and how it negatively impacts the worker’s health and wellbeing. If unaddressed, the various stresses of Human Services work contribute to an erosion of compassion and empathy which reduces a worker’s effectiveness in helping others, rendering the worker ineffective and lacking confidence. This class builds awareness of the signs and stages of Compassion Fatigue and Burnout and offers strategies for cultivating compassion satisfaction for the individual and in team dynamics.   LEARNING OBJECTIVES Recognize warning signs of burnout and compassion fatigue Review of the “why” of caregiver work Assess current potential for compassion satisfaction Introduce strategies for reducing burnout in an individual and team   CONTINUING EDUCATION Registrants who fully attend this training will be eligible to receive 2 continuing education (CE) hours certified by the Minnesota Board of Social Work. CE certificates are provided by People Incorporated Training Institute.   PRESENTER Raymond Young, CPS, BA, has 15 years of experience training diverse groups of adult, youth, and adolescent learners prior to joining the Training Institute at People Incorporated Mental Health Services. He has trained mental health workers, police officers, transportation professionals, business partners, and clients. Ray received his certification as a Certified Peer Specialist from the Minnesota Department of Human Services in 2017 and has since worked with individuals with various mental health conditions and behavioral health concerns. He has also studied Drug and Alcohol Counseling. Ray has a passion for working with youth in Youth Leadership Programs and as a mentor in the community.   This training is provided by our valued partners at the People Incorporated Training Institute.   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.

Regardless of the form of therapy a practitioner may utilize or population worked with, it is likely that most mental health professionals will come into contact with individuals who struggle with an eating disorder or disordered eating. In this training, participants will learn the difference between disordered eating and a diagnosable eating disorder, when to refer out to a specialty provider as well as what to say and what not to say when working with an individual suffering from an eating disorder. Participants will also learn key characteristics of the most common eating disorder diagnoses as well as discussing key treatment objectives for each. A short overview of different treatment approaches for eating disorders will also be provided. A time for Q&A will be facilitated for the last portion of the training.   LEARNING OBJECTIVES Be able to identify the most common eating disorders based on symptoms Know the difference between disordered eating and an eating disorder Be able to create goals and objectives for treatment of an individual with an eating disorder Identify when it is appropriate to continue seeing a client suffering from an eating disorder and when to refer out Have the knowledge of helpful vs unhelpful things to say to someone struggling with food or their body Have knowledge of different popular approaches used in treating eating disorders   CONTINUING EDUCATION Participants who fully attend this training will be eligible to receive 1.5 continuing education (CE) hours certified by Ohio MHAS. CE certificates will be managed by the Ohio Association of County Behavioral Health Authorities (OACBHA).   PRESENTER Danielle Castro, MSW, LISW-S Dani holds a master’s degree in social work from the University of Toledo as well as an LISW-S license (Licensed Independent Social Worker with supervisory designation). She is passionate about treating eating disorders and body image/self-esteem concerns after healing from her own eating disorder. She is trained in FBT (Family Based Treatment) as well as CBT-e (Enhanced Cognitive Behavioral Therapy) both to treat eating disorders. She has worked in the field of eating disorders since 2017 and also treats conditions that frequently co-occur with disordered eating such as anxiety, depression, OCD, perfectionism, self-esteem issues and body image concerns. She is also trained in IBCT (Integrative Behavioral Couples Therapy) and offers couples counseling. Dani utilizes a strengths-based, solution-focused approach to therapy and utilizes a mixture of Cognitive Behavioral Therapy, Acceptance and Commitment Therapy and Dialectical Behavioral Therapy based on the needs of each individual.​ Dani believes that the relationship between therapist and client is an important part of the healing process. She operates from a faith-based approach if this is of interest to each individual. She is currently open for appointments Wednesdays, Thursdays and Fridays with morning, afternoon, and evening availability. She currently is accepting only self-pay clients and is able to provide a super bill to submit to insurance companies for reimbursement. She can see clients aged 16 and above. ​Outside of being a therapist, Dani enjoys spending time with her husband, baby and dog as well as running, teaching yoga, being outdoors, reading and exploring new coffee shops and restaurants.   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.