Training and Events Calendar

If a specific training offers a certificate of completion and/or continuing education credits, this will be stated directly in the event description. Please review that information. If questions, please contact the Center hosting the event. To view past events, click here.

Webinar/Virtual Training
SMI Adviser is a 6-year initiative funded by the Substance Abuse and Mental Health Services Administration and administered by the American Psychiatric Association. SMI Adviser’s vision is to transform care for people who have serious mental illness so that they can live their best lives. To date, the website has been accessed over 1.9 million times and has been a resource for over 70,000 interdisciplinary learners.  In this presentation, we will provide clinicians a guide to the resources at SMI Adviser, with a focus on resources for working with individuals with early psychosis. We will also highlight resources that are found in our Centers of Excellence section, focusing on tools in the Clozapine and Long-Acting Injectable areas. We will also guide clinicians through our consultation service and share insights from the types of questions our users most commonly ask.   At the end of this presentation, participants will be able to: Demonstrate knowledge of the available resources on SMI Adviser’s educational catalog and knowledge base. List and describe three tools in SMI Adviser’s Clozapine or Long-Acting Injectable Center of Excellence. Outline the process of accessing SMI Adviser’s consultation service, demonstrating the ability to effectively seek guidance to help make evidence-based treatment decisions. Presenters: Robert O. Cotes, MD, is an Associate Professor at Emory University School of Medicine in the Department of Psychiatry and Behavioral Sciences. He serves as Physician Expert for SMI Adviser (www.smiadviser.org), which is funded by the Substance Abuse and Mental Health Services Administration and administered by the American Psychiatric Association. SMI Adviser provides evidence-based resources to clinicians, individuals with serious mental illness, and their families. Sherin Khan, LCSW is Vice President of Operations and Strategy for Thresholds, Illinois’ oldest and largest provider of mental health services. Sherin also serves as the social work consultant as part of SMI Adviser, a SAMHSA funded clinical support system for people living with serious mental illness. She has over 10 years of experience in the non-profit sector with a focus on serving those who are disempowered. This webinar will be co-hosted by the Massachusetts Psychosis Network for Early Treatment (MAPNET, www.mapnet.online).   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.  
Webinar/Virtual Training
This 90-minute webinar will discuss effective clinical supervision for behavioral health providers. ABOUT THIS EVENT This webinar will highlight key points from the “Supervising Clinical Mental Health Providers” guide published by the University of Washington’s CoLab for Community & Behavioral Health Policy and informed by both the research literature and experiences of community providers, behavioral health leaders, and systems partners. Quality supervision is paramount to quality mental health care. Clinical supervision for behavioral health providers has three primary aims: to develop competent clinicians, to support clinicians in their own experience of the work, and to promote safe and effective therapy, thereby ensuring client welfare. Clinical supervisors are ethically responsible for evaluating and ensuring clinicians are competent and do not pose risk of harm to the clients they are serving. This webinar and the referenced guide lead from the perspective that regardless of one’s supervision style or approach, all aspects of competent and ethical supervision are inherently trauma informed, intersectional, culturally responsive, and rooted in equity. FACILITATORS Minu Ranna-Stewart, LICSW Minu Ranna-Stewart, LICSW has provided leadership and clinical oversight in multiple settings including an educational service district, accredited child advocacy center, community sexual assault program, and crime victim service center. She has provided training to mental health providers across Washington State on evidence based mental health treatment models for children and adults, participated in clinical research projects, delivered trauma and trauma informed trainings to the community, and provided direct clinical therapy services to children and adults. Minu is the co-founder of Milestone Behavioral Health Consulting where she proudly provide consultation to programs and organizations and direct services in the form of therapy services to children, adults, and families with a keen interest in treating race-based traumatic stress and ensuring race and identity are included as essential and necessary aspects of prevention, intervention, and therapeutic services. She is a certified TF-CBT therapist and supervisor.   Naomi Leong, LMHC Naomi Leong, LMHC, is a registered yoga instructor, licensed Yoga Calm instructor, and a Certified Member of the World Professional Association for Transgender Health (WPATH). Naomi also holds certifications in Trauma-Focused Cognitive Behavioral Therapy, Sports and Fitness Psychology, Diversity, Equity, and Inclusion, and is a Child Mental Health Specialist. Naomi has a long history working in community mental health and is in private practice at Browne's Addition Wellness Center in Spokane, WA.      
Webinar/Virtual Training
  About this Event: Georgia has had a reputation for being a standard bearer of peer support for many years, and that reputation has been on display over the past 36 months with the launch of the new national 988 and 988lifeline.org. In this series, '988 in Every State', presenters will do a deep dive into what 988 is—its purpose, history, goals, and mechanics, taking micro and macro views of the system by speaking with front line Certified Peer Specialists answering calls and administrators behind the scenes who helped envision and build out Georgia’s response. Throughout the 988 buildup and rollout, Georgia—who already had connected statewide crisis, resource, and warmline telephone support — provided guidance and insight to other states and national leaders. Join staff from the Georgia Mental Health Consumer Network as they share their insight and experience throughout this three-part series. Learning Objectives: Identify which number to call in different crisis and non-crisis situations Identify different ways 988 can be built to scale Describe the benefits of calling 988 ***Registration info for upcoming sessions of '988 In Every State': The People Who Show (April 15) & The Places We Go (April 29) coming soon!
Webinar/Virtual Training
Event Description Statistics reveal a concerning trend: a significant number of men who have died by suicide had visited a healthcare provider within 30 days prior to their death. This alarming fact underscores the urgent need for more effective mental health interventions and support systems within rural settings. This session aims to shed light on the critical intersection of masculinity, mental health, and rural life, and explore how everyday places—such as doctors' offices, churches, workplaces, and community gatherings—can become gateways to meaningful conversations and interventions. Key topics will include: Understanding the barriers to mental health support for rural men, including stigma, limited resources, and cultural norms. Strategies for healthcare providers to initiate mental health conversations and recognize warning signs during routine visits. The role of churches and faith-based organizations in providing support and breaking down the stigma associated with mental health issues. Integrating mental health awareness and support into workplaces, especially in industries predominant in rural areas. The importance of Integrated Behavioral Health positions in creating a holistic approach to health care in rural settings. Trainer Andrew Jordan Thayer, PhD, LP
Webinar/Virtual Training
The transfer of work from a leader to their direct reports increases the efficiency of a team because now the leader can work on the things only they can do. This approach has the benefit of helping employees grow by giving them increasingly demanding and complex work. This session describes how to start delegating effectively right away.   LEARNING OBJECTIVES: Describe common barriers to delegation with solutions Determine what to delegate to whom Describe three levels of delegation with examples   CONTINUING EDUCATION: Registrants who fully attend this training will be eligible to receive 1 continuing education (CE) hour certified by the Minnesota Board of Social Work. CE certificates are provided by People Incorporated Training Institute.   PRESENTER: Russ Turner, MA, Director of the People Incorporated Training Institute During Russ’s 16-year tenure, he has written and taught thousands of hours of person-centered curriculum to help people become more effective helpers, communicators, and leaders. His audience includes workers and leaders across a wide range of organizations from human services, healthcare, and libraries, to law enforcement and corrections. He trains trainers, works with management, and has consulted and coached on training projects across multiple sectors of the economy. He has worked as an educator for three decades in a variety of countries and settings including Japan, the Czech Republic, and the UK. His teaching philosophy is that adults learn best when they are challenged, the material is applicable to work situations, and sessions are interactive and engaging.     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.
Webinar/Virtual Training
WEDNESDAY, April 3, 2024 2:30 - 4:00 p.m. PT [Find your local time zone here] Workshop 3 of 6 in the "Trauma-Informed, In School Sessions" Workshop Series (view series page for full details) The Power of a Witness: Using Narrative Exposure Therapy (an Evidence Based Approach) to Support Students' Trauma Recovery Trauma Informed Principle to Practice: Empowerment, Collaboration This workshop provides an exploration of Narrative Exposure Therapy (NET), an evidence-based approach tailored for adults or children, particularly refugees and immigrants, with multiple traumatic experiences. Kids Narrative Exposure Therapy (KIDNET) is a therapy designed for children and adolescents who have experienced trauma, especially in conflict zones. KIDNET therapy focuses on reprocessing traumatic memories by contrasting the memories with the present feelings through narration. It focuses on helping them process their traumatic memories by creating a "lifeline" and uses techniques like storytelling, art, and role-play to aid in healing and recovery.   Led by Dr. Alejandra Acuña, this workshop guides us towards a comprehensive understanding of NET's principles and techniques, learning how to utilize storytelling to help students process and integrate traumatic memories resulting in reduced PTSD symptoms. Attendees will walk away equipped with practical strategies and insights to provide culturally responsive support to students, fostering resilience and facilitating healing within diverse educational settings (e.g., green lights, yellow lights, and red lights of NET implementation!).   Importantly, Dr. Acuña will share not only about the evidence based approach, but how the implementation of it in itself can and should be trauma-informed and culturally responsive so that students and their families experience their recovery through the trauma-informed principles of empowerment and collaboration     Audience: School mental health professionals (school social workers, school psychologists, school counselors), student support services administrators and supervisors, and anyone interested.   Faculty   Alejandra Acuña, Ph.D., MSW, LCSW, PPSC (she/hers) Alejandra Acuña's career focus has been in academia, research, and practice, notably in school social work. With a Ph.D. in Social Welfare from the University of California, Los Angeles (UCLA), LCSW licensure and a PPS credential in California, she has studied stress, trauma, and resilience, particularly among adolescents and marginalized communities. Dr. Acuña has taught at UCLA and earned tenure at California State University, Northridge (CSUN). She is currently the Executive Director of Valley Nonprofit Resources, a program in the College of Social and Behavioral Sciences at CSUN.     Priming Materials   Robjant, K., & Fazel, M. (2010). The emerging evidence for narrative exposure therapy: A review. Clinical psychology review, 30(8), 1030-1039. DOI: 10.1016/j.cpr.2010.07.004 Schauer, M., Neuner, F., & Elbert, T. (2017). Narrative exposure therapy for children and adolescents (KIDNET). Evidence-based treatments for trauma related disorders in children and adolescents, 227-250. DOI: 10.1007/978-3-319-46138-0_11 Schauer, M., Neuner, F., & Elbert, T. (2011). Narrative exposure therapy: A short-term treatment for traumatic stress disorders. Hogrefe Publishing GmbH. DOI: 10.1016/B978-0-08-097086-8.21058-1    
Virtual TA Session
The South Southwest MHTTC hosted the Educator Wellness and Trauma-Informed Classrooms Master Training event for Texas Education Service Centers (ESC).  This optional learning community is a space to share new resources, research, and tools to support the implementation of this training in Texas. We will provide a space to share what is working, any challenges experienced, and brainstorm ways that the South Southwest MHTTC can support the leaders implementing this training. This group meets the first Thursday of every month from 9:00 - 10:00 am CT.
Webinar/Virtual Training
  DESCRIPTION Our culture is obsessed with weight loss and idolizes thinness, equating it to health. This westernized view of "health" has contributed to serious harms and deficiencies in care delivery across disciplines. Weight-inclusive care, grounded in the principles of Health At Every Size ® (HAES), is a contemporary framework that challenges our assumptions about weight and health, and offers an inclusive, alternative approach to the treatment and care of bodies at all sizes.  This 90-minute webinar will explore the problems and harms associated with the dominant, weight-centric paradigm and approach to care, especially for those in larger bodies. Attendees will learn how to address those problems and expand their understanding of what it means to provide weight-inclusive care. Attendees will learn the principles of Health At Every Size ®, learn how to identify their own biases around size and health, and move towards creating a more inclusive treatment environment for all bodies.   LEARNING OBJECTIVES Explain the dominant, weight-centric paradigm, and identify the problems and harms associated with it Define anti-fat bias and understand it's underpinnings and effects Recognize the tenets and benefits of a weight-inclusive paradigm Define the concept of Social Determinants of Health, and connect this concept to weight-inclusive care Describe the principles of Health At Every Size ® (HAES)  Identify five or more practical applications to immediately increase weight-inclusivity in care   PRESENTERS Heather Clark, LCPC, LPC, MA is a licensed counselor, focusing on disordered eating, including binge eating disorder, bulimia, anorexia, orthorexia, body dissatisfaction, and diet culture. She is the Clinical Director for Rock Recovery, an eating disorder nonprofit based in Arlington, Virginia. She blends several approaches, including Acceptance and Commitment Therapy, the Internal Family Systems Model, and Relational-Cultural Therapy, and always centers weight-inclusivity and trauma-informed care. She also enjoys counseling those dealing with anxiety, shame, self-compassion, and Christian spirituality/spiritual trauma. Heather is currently working towards becoming a Certified Body Trust® Provider, which helps equip her to support folks journeying toward freedom with food and a deep sense of being at home in their bodies. Heather earned her B.A. in Mass Communications in 2007, and her M.A. in Professional Counseling in 2015.       Natasia James, MS is a Resident in Counseling with Rock Recovery. She received her Master's in Clinical Mental Health Counseling in 2021 at the University of Kentucky. She has a wide breadth of experience in the mental health field, including experience with both adolescents and adults with eating disorders in the Partial Hospitalization and Intensive Outpatient levels of care.  Her approach is to create a space for clients to feel comfortable and safe, encourage self-exploration to resolve core issues regarding their disordered eating/negative body image, and help clients to evolve in their authenticity. She is passionate about creating inclusive spaces, and access to high quality of care for under-resourced communities.                
Online Course
The South Southwest Mental Health Technology Transfer Center (MHTTC), invites Region 6 Peer Specialists and Family Partners to participate in our monthly networking meetings. These no-cost, virtual meetings offer you the opportunity to collaborate with other Peer Specialists and Family Partners in a supportive, mentoring environment. The goal is to provide a space for resource sharing, support around ways to be most effective when working with clients, options for self-care strategies, and more! This event takes place on the first Friday of each month from 9:00 – 10:00 a.m. CT.  About the Facilitator:  Jessi Davis (she/they) is an experienced Program Coordinator with a demonstrated history of working in the Peer Support, Mental Health, and Substance Use Recovery fields. Jessi is known for work surrounding Youth and Young Adult Peer Support training, technical assistance, and leadership. Their qualifications include Mental Health Peer Specialist, Recovery Support Peer Specialist, Peer Recovery Support Specialist – Transitional Aged Youth, and Digital Peer Support certifications. 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 Youth and Young Adult Peer Support and is currently the President of the National Association of Peer Supporters.
Webinar/Virtual Training
  The goal of this webinar is to advance practitioners’ knowledge of and sensitivity to Judaism and the greater Jewish community. Judaism is not only a religion, but a culture as well, and this presentation will highlight the diverse range of Jewish identity and expression. We will discuss Judaism’s values, beliefs, traditions, rituals, and worldviews will be discussed and how these cultural elements manifest in everyday life. This is an important training for those who work closely with the Jewish community, have clients with Jewish family members, and/or for those who are interested in increasing their cultural competency of Judaism and Jewish Communities in general.     LEARNING OBJECTIVES: At the end of this webinar, attendees will be able to: Identify several Jewish identities and their expression in everyday life Apply new strategies when working with individuals from the Jewish community Summarize cultural-specific issues that may arise when working with Jewish clients Identify Jewish myths and stereotypes and also recall factual data and statistics related to the Jewish population     CERTIFICATES: Participants who fully attend this event will be eligible to receive 1.5 hours of continuing education (CE) certified by Ohio Mental Health and Addiction Services. CE certification will be managed by the hosting agency for this training (OACBHA).     PRESENTER: Moshe Moeller, PhD Moshe Moeller, PhD, is a licensed clinical psychologist specializing in cross-cultural fatherhood, parenting, couples, family and group therapy, and paternal mental health. He is an Attending Psychologist at Montefiore Medical Center and Assistant Professor in the Department of Psychiatry and Behavioral Sciences at Albert Einstein College of Medicine. Dr. Moeller is currently the Associate Program Director of Montefiore's Supporting Healthy Relationships and HERO Dads programs. These are two family strengthening programs funded by the Administration for Children and Families, Office of Family Assistance (OFA), Health Marriage and Responsible Fatherhood (HMRF) grants. Over the past decade he has been conducting and presenting fatherhood and relationship education research an has been providing clinical services for fathers and families from diverse backgrounds. Dr. Moeller received his bachelor's degree in psychology from Queens College and his master's and doctoral degrees in Clinical Psychology from Adelphi University, Gordon F. Derner School of Psychology. He also received his First Talmudic Degree from Sh'or Yoshuv Institute. He has specialized training in psychodynamic therapy, Emotionally Focused Couples Therapy (EFT) and Gottman Method Couple Therapy and is a Certified PREP 8.0, Nurturing Fathers, and 24/7 Dad Facilitator. Outside of work he enjoys playing piano, spending time outdoors, reading, cooking, painting, and spending time with his family. Dr. Moeller and his wife live in Stony Point, NY with their 3 children.     This training is provided by our valued partners at the Ohio Association of County Behavioral Health Authorities. 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.
Online Course
  Event Description Overview: The workshop places a special emphasis on combating deficit thinking by encouraging participants to recognize and rectify assumptions, biases, and evaluations in their observations. By adopting a strengths-based approach, educators can contribute to a positive learning environment and promote equity. This workshop aims to empower education professionals with practical tools to enhance their observation skills, particularly in recognizing and addressing deficit thinking. The observation protocol provided will guide participants in unpacking their observations of students, encouraging a deeper understanding and awareness of assumptions before making recommendations to support student learning. Purpose: The purpose of this 90-minute workshop is to equip participants with the knowledge, skills, and strategies to conduct better observations by avoiding deficit thinking and fostering a strengths-based approach. By practicing objective description, participants will learn to recognize and challenge assumptions, leading to more informed and equitable observations. Why Training is Important: Training is crucial for education professionals to refine their observation skills, ensuring that the assessments made are fair, unbiased, and conducive to positive learning outcomes. This workshop provides participants with a comprehensive observation protocol, helping them understand the importance of describing behaviors objectively and be mindful of where assumptions may influence interpretation and evaluation of students learning. What Training will Provide Participants: Skillsets: Objective detailing of observable behaviors. Differentiation between description, interpretation, and evaluation. Checking assumptions and biases during the observation process. Analysis of behaviors, considering alternative explanations.   Types of Resources Observation and Analysis Form for systematic recording and reflection. Guidelines for Distinguishing Description, Interpretation, and Evaluation. Practical steps on using the observation protocol effectively.   Learning Objectives: Participants will understand the concept of deficit thinking and how it can show up in learning observations (overt and nuanced ways) Participants will practice distinguishing between objective description, interpretation, and evaluation in their observations Learn One Approach for Implementing Systematic Observation and Analysis Trainer Alyson Kaneshiro, EdD Alyson Kaneshiro, Ed.D, is an educator based in the Bay Area. Currently serving as the Bay Area Regional SEED (Seeking Educational Equity and Diversity) Facilitator, she also holds the position of Associate Director of Learning Services at Urban School of San Francisco. Additionally, Alyson offers consulting and coaching services through her private practice, Learning Specialist LLC. Her extensive experience includes teaching as an adjunct professor in the Master of Arts Special Education Program at the University of San Francisco, conducting action research in Response to Intervention practices, and working in inclusive education and special education compliance at the Hawai’i Department of Education. With a rich educational background spanning 20 years, Alyson is passionate about designing equitable student support systems that prioritize relationships and compassionate care.
Webinar/Virtual Training
Overview: This series examines human trafficking from the perspective of equity. Trafficking is viewed as one indicator of community vulnerabilities such as housing shortages, lack of mental health resources, lack of consistent, viable employment and career opportunities; insufficient or absent transportation opportunities, lack of language support and resources, communities in which neighbors and residents have precarious or no documentation. Session 1 Topic: Human Trafficking (HT) and the Impact on School Communities, Parts I & II Date: April 8, 2024 Time: 10:00 am - 2:30 pm CST | 3.5 Content Hours | 1hr Break Human Trafficking, and the Impact on School Communities is the first of three sessions. The program aims to provide foundations of identifying human trafficking, exploring trauma informed and trauma responsive interventions with victims and survivors, as well as techniques used when providing healing centered care. Co-learners in these sessions will have the chance to reflect on and then apply presented concepts into action through engaged pre and post learning activities in the second and third sessions of the series. Registration for Session 1: Click Here Note: Registrations will be processed in numerical order as seats for the session are limited. Sessions 2 and 3 participants must attend and complete Session 1, Human Trafficking and the Impact on School Communities. Session 2 Topic: Responding to Victim and Survivor Trauma Workshop                                Date: April 15, 2024 Time: 10:00 am - 2:30 pm CST | 3.5 Content Hours | 1hr Break This course seeks to operationalize the concepts explored in the prior course and develop a deeper knowledge of what trauma-responsive care looks like. Co-learners will discuss case studies from responders to HT survivors and begin conceptualizing how to develop and implement their own trauma-responsive strategies. This is a two-fold approach to trauma-responsive care, which considers how secondary trauma manifests for HT responders. They explore methods of self-care and work with their colleagues to put this into action through engaged learning activities. Session 3 Topic: Healing-Centered Care Workshop April 22, 2024 Time: 10 am - 2:30 pm CST | 3.5 Content Hours | 1hr Break This course builds on prior short courses, following the path from trauma-informed to trauma-responsive and arriving at healing-centered approaches for those working with survivors of human trafficking. We explore the foundations of healing-centered responses with the understanding that healing-centered is the objective. If trauma informed aims for awareness, and trauma responsive aims toward the care it takes to respond, healing centered will focus on the deep relational elements of collective healing. We develop strategies and methods for responders that engage the responders as part of a care partnership with survivors. We focus on healing as a process that is always unfolding and possible between people. About the Facilitator Dr. Heather Curry, PhD  Dr. Heather Curry has over a decade of experience through her scholarship, practice, and professional commitments with many of the most impactful systems of care for victims of human trafficking. She has served as Director for the Hillsborough County Commission on Human Trafficking, during which time she and the Commission, at the behest of the NFL, developed and executed the County's plan to address Human Trafficking, before, during, and over the Super Bowl. However, her approach to the phenomenon of human trafficking is always focused on what happens before, during, and after big events. She was also the Chief Liaison for Hillsborough County's Juvenile Justice and Equity work. She holds her Doctorate in Communication Theory from the University of South Florida.  
Webinar/Virtual Training
  This is session 3 of the Mindful Monday series, running from March 11 to May 20. Event Description We are excited to announce that Christina Ruggiero, RP, is returning to lead our first Mindful Monday series, Mindful Monday – Experiential Mental Health Practice, for Spring 2024.      Join us as we continue to explore and experience different mindfulness practices related to the topics of creativity, rest, and self-care. This series is for anyone who desires to improve their overall well-being, resilience, and mental health.  The practices that are presented in the training are designed for quick and effective implementation both personally and professionally.  For mental and behavioral health practitioners these techniques can be easily incorporate into their practice.  Mindfulness practices are varied and can last anywhere from a couple of minutes to an hour or more. Vishen Lakhiani, Meditation Expert and CEO of Mindvalley, states “You can take a one- to three-minute dip into peacefulness, and you can see remarkable results. The biggest benefits are going to happen in the first few minutes.”     Attendees who have participated in past Mindful Monday series have the following to say about the training:  “Incredibly validating experience”, “Love doing this- can we do it indefinitely”, “Thank you for this training. It is hard to recognize we also deserve to be heard, have needs/wants and slow down and breathe for a while.”    This is a 30-minute interactive training that begins on March 11th and will run every other week through May 20th, 2024.  Each training will feature exercises from different mindfulness disciplines. At the beginning of each session, participants will spend a few minutes grounding and learning about the practice for that day and then spend approximately 15-20 minutes in experiential practice, leaving a few minutes at the end for reflection and discussion.   Trainer Christina Ruggiero Master’s Counselling Psychology  Registered Psychotherapist
Webinar/Virtual Training
The Northwest MHTTC is excited to partner with Sherronda Jamerson, MA, SUDP, to offer a live learning community about racial trauma and trauma-informed treatment in clinical settings. 8 hours of CE contact hours available* (see below.) ABOUT THE LEARNING COMMUNITY Racial trauma, or race-based traumatic stress, is the cumulative effects of racism on an individual’s mental and physical health. Trauma induced anxiety arrests the vocal process and blocks the creative flow of authentic self-expression. The trauma affects the involuntary nervous system, body, brain, and memory function. It is hard to recognize this level of trauma therefore clients are mislabeled as oppositional defiant, difficult to engage, or resistant. A lack of knowledge compromises clinical discussions and outcomes. It is imperative for a safe environment to be created where individuals can be seen fully as they are, without pretense. People of color, traditionally, don't feel welcomed and tend to avoid mainstream clinical resources and consequently are unable to access much needed sometimes critical resources. Learning Objectives: Increase awareness of how trauma shows up in the body and impacts mental health Learn the difference between voicelessness and silence Create a safe and supportive clinical environment for the voiceless Decrease harm to marginalized communities seeking mental health services Eligibility Members of the mental health/behavioral health workforce who are based in the states of Alaska, Oregon, Idaho & Washington (HHS Region 10) Commitment to attend the whole series is required Each individual must have access to computer/web camera/audio to participate Seats are limited, and applications are due by Friday, March 22. We will notify you of your application status by March 29. Questions: For questions about this series, including eligibility and registration please contact the Northwest MHTTC at [email protected]. SESSIONS: Mondays, April 8-29, 2024  1:00-3:00 pm AK / 2:00 - 4:00pm PT / 3:00 - 5:00pm MT   April 8: Trauma and the Nervous System Trauma affects the involuntary nervous system, body, brain, and memory function. It is difficult to recognize this level of trauma, therefore client’s trauma symptoms are often mislabeled or dismissed. Objective: Learn how to identify and treat symptoms related to trauma in the body.   April 15: Racial Trauma Race-based traumatic stress is the cumulative effect of racism on an individual’s mental and physical health. Trauma induced anxiety arrests the vocal process and blocks the creative flow of authentic self-expression. Objective: Education on race-based trauma and how to recognize symptoms in clients, while assisting them in recovering their authentic voice and self-expression.   April 22: Who has Trauma? If you were born and/or raised in the United States it is highly likely you have trauma. If this trauma is not addressed, it can get trapped inside your body. How trauma reveals itself varies from person-to-person and culture-to-culture. Objective: Learn how trauma can invade the body and how symptoms of chronic trauma can affect individuals, communities and a culture.   April 29: Trauma Informed Care Recognize the presence of trauma symptoms and acknowledge the role trauma may play in the division of this country. Objective: Understanding generational, race-based trauma, how it can affect social division, and understanding the importance of your professional role with clients. FACILITATOR Sherronda Jamerson, MA, SUDP Sherronda Jamerson obtained a master’s degree in Clinical Psychology in 2012 from City University College in Seattle, WA, and became certified as a Chemical Dependency Professional in 2007. Her experiences include developing, implementing, and presenting EDI trainings to associations of healthcare professionals, healthcare providers, schools, and community-based organizations. She has also presented at state and national behavioral health conferences on the topics of DEI and Healthcare Equity. She presents with confidence and passion.   *Continuing Education Contact Hours Details Physicians, physician assistants, primary care ARNPs, psychologists, and other health care providers may be eligible for CME or CEUs for completing the course. Retain your Certificate of Completion and verify its suitability for CME/CEUs with your licensing/credentialing entity. The University of Washington is an approved provider of continuing education for DOH licensed social workers, licensed mental health counselors, licensed marriage and family therapists, psychologists, substance use disorder professionals, nurses and physicians under the provisions of: WAC 246-809-610, WAC 246-809-620, WAC 246-811-200, WAC 246-840-210, WAC 246-919-460 and WAC 246-924-240.
Webinar/Virtual Training
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 1, The Role of Advocacy in Promoting Behavioral Health Equity, participants will learn: Why advocacy is critical to social justice and behavioral health equity for marginalized communities What are the barriers and facilitators to engaging in advocacy   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.
Webinar/Virtual Training
About this Event: The Community Resiliency Model (CRM)® is a skills-based wellness and prevention program that provides a biological, non-stigmatizing perspective on human reactions to stress and trauma. The primary focus of this stabilization program is to learn to reset the natural balance of the nervous system, using the body itself. CRM skills help people understand their nervous system and learn to track sensations connected to their own wellbeing. This low-intensity intervention teaches easy-to-learn skills to manage difficult emotions which can be brought on by stressful personal or professional situations. In this 1.5 hour training, presenters share their knowledge of concepts to understand their own and others' stress responses and the skills to regain emotional balance when buffeted by strong negative emotions.
Webinar/Virtual Training
  Event Description Studies have estimated that it takes approximately 17 years for research to inform practice. Implementation science is the systematic study of methods to improve the translation of research to practice. There are many implementation science studies within youth mental health that have focused on therapist training, dissemination campaigns, and cost-effectiveness of training in particular interventions based on community appropriateness. This training will go over implementation science theories, methods, and frameworks that anyone can use to guide an implementation effort. Practical examples in youth mental health implementation within school-settings will be used to highlight innovative ways people can use implementation science in their own work. Learning Objectives Define implementation science, applied implementation, and implementation research Understand theories, frameworks, and models that comprise implementation research Learn from practical school-based implementation efforts for youth mental health Commit to one action that aligns with implementation science principle Trainers Kelsie Okamura Kelsie Okamura (she/her) is an Implementation Researcher at the Baker Center for Children and Families, a Harvard Medical School affiliate, and a licensed psychologist. Dr. Okamura serves on the training, consultation, and distance learning development teams at PracticeWise, LLC. She received her BA in Psychology with Honors and PhD from the University of Hawai‘i at Mānoa. Dr. Okamura completed her predoctoral internship at I Ola Lāhui Rural Hawai‘i Behavioral Health and postdoc at the University of Pennsylvania Center for Mental Health. Dr. Okamura was both a NIMH Child Intervention, Prevention and Services (CHIPS) and Training in Dissemination and Implementation Research in Health (TIDIRH) fellow; and has more than 30 peer-reviewed journal articles and book chapters. She currently serves as Leader for the ABCT Dissemination and Implementation Science Special Interest Group and is a Diversity, Equity, and Inclusion Advisory Group Member to Implementation Research and Practice. Dr. Okamura is passionate about community-based public-sector service system implementation, particularly (a) knowledge formation, (b) quality improvement initiatives that bridge team-based technology, and (c) financial strategies to improve implementation. She is currently funded through the Substance Abuse and Mental Health Services Administration (Co-PI, System of Care Expansion Award), and has received funding through the National Institute for General Medical Services, Robert Wood Johnson Foundation, and American Psychological Foundation. As a fourth-generation daughter of Japanese and Okinawan immigrants to Hawaiʻi, Dr. Okamura has a deep appreciation of understanding diversity, culture, and contexts as they apply to youth mental health implementation. Growing up in a rural town in Oʻahu, Hawaiʻi has afforded her insight into the complexities of socioeconomic and cultural barriers that may impede successful implementation of youth psychosocial interventions.   Summer Pascual Summer Pascual (she/her) is an Implementation Research Assistant at The Baker Center for Children and Families, Implementation Research Division. Summer grew up in California and graduated cum laude from Western Washington University with a Bachelor of Science in Psychology in 2021. She was also the 2021 recipient of the WWU Presidential Scholar Award for the College of Humanities and Social Sciences as a testament to her exceptional scholarship and service to the university and community. Her undergraduate clinical research focused on eating disorders, body image, and community-based work with underserved populations. In her time at WWU, Summer also researched race, culture, and prejudice. Her understanding of equity and oppressive systems is at the forefront of all her work, and she carries this with her into her current position. At the Baker Center, Summer has worked on several implementation research projects such as the implementation evaluation of a case management system in a publicly-funded mental health system. In conjunction with her work in the IRD, she also supports various implementation projects in the Quality Care Initiative including MATCH and PCIT Learning Collaboratives. Part of her time is spent providing administrative support to the Baker Center’s internship, practicum student, and postdoc training programs. Her passion for developing, implementing, and improving mental health services for underserved communities drives all of her work.
Learning Collaborative
This learning community is closed to select participants.  To learn more about this series, visit the homepage: Implementing Assertive Community Treatment (ACT) in Kansas  
Webinar/Virtual Training
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 Define the components of mental health literacy Describe the importance of promoting mental health literacy across diverse youth-serving settings Identify outcomes associated with improved mental health literacy PRESENTERS Sean Perry Founder and President, We R H.O.P.E. Inc. Mr. Perry is a trailblazer in the field of youth mental health coaching. With two decades of experience under his belt and a wealth of knowledge and expertise, he has been on the front lines of addressing the inequalities in mental health support services. But he didn’t just sit back and observe, he took action. He co-founded We R H.O.P.E. Inc (www.werhope.org), an organization that is revolutionizing the way we approach mental health by bringing support to young people at an early age and breaking the stigma surrounding mental illness at the school and community level.     Abbie Rosenberg, PMHNP-BC, RN Founder and Executive Director, Mental Health Collaborative Ms. Rosenberg is a psychiatric nurse practitioner with over 30 years of experience providing individuals and families with psychotherapy, psychopharmacology and psychoeducational services. Abbie earned her Bachelor of Science in nursing degree from Boston University, her Master of Science and Nurse Practitioner Degree from University of California, Los Angeles and completed coursework at the Heller School for Social Policy and Management at Brandeis University. In 2019, Abbie founded Mental Health Collaborative (www.mentalhealthcollaborative.org), a nonprofit organization dedicated to building resilient communities through mental health education and awareness. Abbie is a passionate advocate of universal mental health literacy.   Annie Sleaze, M.Ed. Co-Founder, The Mental Health Literacy Collaborative Ms. Sleaze (she/her) is co-founder of the Mental Health Literacy Collaborative (www.TheMHLC.org). Inspired by her personal experiences, Annie repurposed her 25-year teaching career into mental health advocacy, championing upstream solutions, and directing advocacy and education efforts for Delaware’s NAMI chapter for nearly 6 years before co-founding the MHLC. In addition to her national work with the MHLC, Annie continues to contribute to various Delaware initiatives, including as a board member of the Delaware School-Based Health Alliance, Core team member of the Delaware Recovery Ready Workplace Initiative, Community Advisor for Delaware’s CCBHC project, and appointee of the Governor serving on the Delaware Behavioral Health Consortium as Advocate.   AUDIENCE Educators, Administrators, Health and Behavioral Health Care Professionals, Central East (Region 3) Project AWARE Grantees, Policymakers and Advocates, and Child-Serving Agency Staff
Webinar/Virtual Training
Description: For those who grew up associating drugs with natural sources like marijuana plants, poppy fields, and cocoa leaves, it can be tough to keep up with the shift to synthetic drugs made of chemicals some people may not know they’re ingesting. This workshop will help participants understand the current drug landscape, including stimulants (e.g. methamphetamine and cocaine), powerful opioids like fentanyl and nitazines, and xylazine, an animal tranquilizer increasingly showing up in the drug supply in some regions. It will also cover drug use trends, such as increasing polysubstance use, higher potency drugs, and the risks of mixing illicit drugs, alcohol, and medications. Participants will learn about factors that have contributed to rising overdose rates—including nonfatal overdoses—strategies to minimize risks, and how to recognize and respond to an overdose, as well as where to obtain naloxone. Goals: Increase participants’ awareness of current drug use patterns, the increasing potency of both plant-based and synthetic drugs, and how to prevent, recognize, and respond to an overdose. Workshop Outline: Discuss drug use trends (increasing polysubstance use, shift to synthetics vs. plant-based drugs, mixing prescription medications & illicit drugs, increasing stimulant use). Present graphics depicting increasing strength and potency of illicit drugs (cannabis, methamphetamine, etc.) and effects of different drugs. Overview of fentanyl and xylazine as well as other drugs like nitazines + kratom. Overdose statistics and definitions (opioid vs stimulant ODs). Risk factors for an overdose (including nonfatal overdoses). Strategies to reduce overdose risks. Signs of an overdose. Naloxone – brief overview and where to get it, plus sources for additional training. Good Samaritan laws protecting people who respond to an overdose. 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 3: Harm Reduction Principles, Strategies and Limits Session 4: Understanding Addiction and Options for Care
Webinar/Virtual Training
ABOUT THIS EVENT Leading, managing and supervising in the behavioral health field can be demanding work, requiring attention, organizational skills, quick thinking and creative problem solving. With all of these demands, it can be difficult to remain stable and flexible, while navigating interpersonal relationships, in and out of work. Individuals can often feel discouraged and frustrated, which can affect desired outcomes and add another layer of personal stress. Leading and advocating for change is intense work. All too often, an individual's mental health and wellness will take a back seat, and over time, burnout can occur. In this training a broader picture is revealed as we examine personal responses to life through a Polyvagal lens. With a collection of fresh ideas, plus a bit of tender encouragement, participants can discover new nervous system awareness, resilience and some much needed soul-nurturing to inspire confidence for the challenges of leadership and advocacy. Learning Objectives Understand the foundations of polyvagal theory Self-identify personal nervous system states through a polyvagal lens Cultivate broader awareness and connection with self and others Gain increased skill and confidence for effective leadership and advocacy   FACILITATOR Rebekah Demirel, L.Ac MPCC Rebekah Demirel L.Ac. MPCC, is the founder and director of Trauma Integration Programs, with more than a decade as an ambulance paramedic, twenty-two years as a paramedic trainer, eighteen years of mental health counseling experience, specializing in traumatic stress, and she is a licensed East Asian medicine practitioner and acupuncturist. Rebekah’s unique skill set and experience are informed by her own traumatic childhood and teen years spent on the street and in the foster care system, giving her a special familiarity and empathy for trauma and loss.
Webinar/Virtual Training
WEDNESDAY, April 10, 2024 2:30 - 4:00 p.m. PT [Find your local time zone here] Workshop 4 of 6 in the "Trauma-Informed, In School Sessions" Workshop Series (view series page for full details) Counseling with Care: Trauma Informed School Counseling Practices Trauma Informed Principle to Practice: Peer Support, Empowerment Are you a school counselor, becoming a school counselor, or someone who teams/works with school counselors? Zeyda Garcia, founder of Healing Aguas Wellness Solutions and school counseling professor, joins our series to share how we can anchor and apply trauma-informed principles in school counseling practices, programs, and policies. In this workshop we will discuss a high-level overview of trauma, its impacts on students, and different strategies we can implement to support young people in counseling settings.   Utilizing trauma informed school counseling practices, we can support young people in regulating their own nervous system and support them in accessing their education. Join us as we reflect on our unique school and personal practices, in order to enhance our trauma-informed support of students.   Participants will walk away with practical tools they can use in sessions with students, families, and school-wide. Most importantly, and in Zeyda’s words, the workshop hopes to offer school counselors with “more creativity, courage and confidence in yourself as a counselor and a commitment to caring for yourself.”       Audience:  School counselors, school-based clinicians, counselor educators, counselor supervisors, mental health counselors, and anyone interested.   Faculty   Zeyda Garcia, M.A., LPCC (she/hers) Zeyda Garcia is a licensed therapist, school counselor, founder  and counselor educator dedicated to ensuring all students have access to counseling services in schools. She is a systems driven, community oriented thinker and clinical supervisor who has created multiple counseling programs within the school setting. Zeyda is a highly esteemed adjunct professor at University of San Francisco where she has trained hundreds of graduate students to be community responsive counselors. She is also the Founder of Healing Aguas Wellness Solutions, LLC,  which provides mental health consulting, counselor coaching  and socio-emotional curriculum to schools.     Priming Materials   The School Counselor and Trauma-Informed Practice (ASCA, 2022) The Basics of Being a Trauma-Informed School Counselor (Povall, 2022) A Trauma-Informed Approach to School Counseling (2018)     
Webinar/Virtual Training
This 2-hour webinar will discuss how to enhance motivation and engagement in treatment. ABOUT THIS EVENT   This 2-hour webinar will focus on enhancing participants’ ability to improve an individual's motivation and engagement in treatment. Participants will learn ways to empower their clients to change by drawing out their meaning, importance, and capacity for change. The hope is that through these methods, participants will gain tools and knowledge to help motivate their clients to improve their health and wellness, live self-directed lives, and strive to reach their full potential. Offered in collaboration with Lewis Family Consulting. FACILITATOR Lamarr Lewis, MA, LAPC, CPRP Lamarr Lewis is a dedicated advocate, author, and agent of change. With a focus on community-based mental 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, and human service professional. He has been a featured expert and trainer for such organizations as; Boeing, Fulton County Probate Court, Georgia Mental Health Consumer Network, Mississippi Department of Health, the Mississippi Band of Choctaw Indians, Region IV Public Health Training Center, the Ruby Neeson Diabetes Awareness Foundation, and more. His lifelong mission is to leave the world better than how he found it.  
Webinar/Virtual Training
Session Objectives: Understand the importance of family and community engagement within a CSMH system. Consider family and community engagement through a culturally sensitive, trauma-informed lens. Be able to discuss implementation steps to creating effective School-Family-Community partnerships to support student mental health.   Facilitator: Tania Leonard has 20+ years of experience identifying and connecting resources for schools, districts, and urban communities. She has a rich history working in the mental health field and education leadership and has worked tirelessly with child servicing agencies at the city and state levels. Tania has provided leadership, guidance, and coaching to schools. She has supported school teams with implementing evidence-based support, responding to behavioral health emergencies, and managing the aftermath of school and community crises. Tania is committed to providing quality services to the most vulnerable populations.
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