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  To view resources from this training, click DOWNLOAD Click here to watch the recording   Event Description As part of our ongoing efforts to support the mental health needs of college students, we are proud to present a workshop focused on understanding how to effectively support young people as they move from high school into young adulthood. This workshop will provide information about anxiety in children, adolescents, and emerging adults. Attendees will gain a deeper understanding of psychosocial developmental milestones (e.g., independence, emotion regulation, identity formation) and the ways in which anxiety, stress, and sociocultural factors can interfere with the successful transition to young adulthood. Practical strategies for assessment and tools to support youth independence and college or workforce readiness will be reviewed. Dr. Lauren Hoffman will lead this training.  She is a clinical psychologist in New York City, who previously worked at the Columbia University Clinic for Anxiety and Related Disorders (CUCARD).  She has an extensive background and a passion for working with children and young adults. Please note:  This Workshop Wednesday training was moved due to scheduling conflicts.  This training will be recorded for later viewing. Trainer Lauren Hoffman, Psy.D. Clinical Psychologist Dr. Hoffman is a New York City-based licensed clinical psychologist specializing in treating anxiety, obsessive compulsive disorder, and related challenges, including perfectionism, stress, sleep issues, and school or work problems. I have expertise in Cognitive Behavioral Therapy (CBT) and Exposure and Response Prevention (ExRP), as well as mindfulness and acceptance-based techniques. I work with children, teens, and adults, with a particular emphasis on young adults navigating developmental transitions and challenges. Dr. Hoffman received her B.A. with honors in psychology from the University of Pennsylvania. She received her doctorate in clinical psychology from the Graduate School of Applied and Professional Psychology at Rutgers University. Dr. Hoffman completed her predoctoral clinical internship at NYU Child Study Center/Bellevue Hospital Center and her postdoctoral fellowship at Columbia University Clinic for Anxiety and Related Disorders at Columbia University Medical Center. Dr. Hoffman has advanced training and expertise in evidence-based treatment approaches, including Cognitive Behavioral Therapy (CBT), Exposure and Response Prevention (ExRP), and Behavioral Activation. She regularly integrates mindfulness, acceptance techniques, and values-based approaches into her practice. For more information, click here.

  Internal Family Systems (IFS, sometimes nicknamed "Parts Work") is an evidence-based model of psychotherapy that acknowledges that the mind naturally contains multiple parts with different purposes, needs, and stories. When our inner parts feel safe and have their concerns addressed, our core self knows how to heal, allowing us to become integrated and whole. Today, IFS has a legacy of effectiveness in the treatment of trauma and in addressing a variety of mental health concerns. This guide was created by WAFCA with funding from the Great Lakes MHTTC and is based on material presented by Dr. Frank Anderson on March 23, 2023 for WAFCA-CE.   WAFCA serves as the Wisconsin partner for the Great Lakes MHTTC. 

Understanding the essential pieces to effective treatment is beneficial for new and seasoned counselors alike. In each session and with each client, mental health providers work to do many things at once: build rapport, practice active listening, navigate triggers and distractions for themselves and clients, create an environment of safety, provide support and regulation, monitor time, and more. This guide was created by WAFCA with funding from the Great Lakes MHTTC and is based on material presented by Kelli Underwood on June 8, 2023, for WAFCA-CE. WAFCA serves as the Wisconsin partner for the Great Lakes MHTTC. 

Motivational interviewing (MI) provides a way to have conversations about change. Common MI and Cognitive Behavioral Therapy (CBT) interventions are both powerful and effective strategies that practitioners often find challenging to decide which intervention to use for various school-based social and emotional issues. In this session, Dr. Kristin Dempsey provided considerations for when to use common MI and CBT interventions based on the stages of change being experienced, which interventions overlap, which have specific applications, and which common MI and CBT interventions can be flexibly applied to a number of common school-based challenges.    Viewers of this video can benefit from the following learning objectives:  Identify at least four common factors shared between motivational interviewing and cognitive behavioral therapy. Create a collaborative treatment/change plan with students and parents that contains at least three change targets that can be addressed using motivational interviewing or cognitive behavioral therapy. Practice applying at least three motivational interviewing and/or cognitive behavioral interventions based on a student’s or parent’s identified concerns and stage of change for each concern. Construct a plan to use integrated motivational interviewing and cognitive behavioral interventions for at least one student/parent.

  Cognitive behavioral therapy (CBT) is an evidence-based treatment for individuals with psychotic disorders. In this presentation, we will review CBT strategies to address common symptomatic concerns experiences by individuals with psychosis, including positive symptoms, negative symptoms, depressed mood, and anxiety.   Presented by: Dr. Nicholas Breitborde is Professor and Vice Chair for Academic Affairs in the Department of Psychiatry and Behavioral Health at The Ohio State University and Director of the OSU Early Psychosis Intervention Center (EPICENTER). He serves as a Content Area Expert for the Global Burden of Disease Study and is a member of the American Psychological Association Task Force on Serious Mental Illness/Severe Emotional Disturbances. To date, his research has been cited over 40,000 times and has been funded by agencies such as the National Institute for Mental Health (NIMH) and the Substance Abuse and Mental Health Services Administration (SAMHSA).     Learn more about this series: First Episode Psychosis Webinar Series & Learning Community  

  This report is based on the research and the results of an intensive technical assistance (ITA) series hosted by our valued partners at the Wisconsin Association of Family & Children's Agencies (WAFCA). The report outlines the initial data of a multi-year intensive series being conducted with the participation of several schools in Wisconsin. For more information about the data presented in this report, please email [email protected].      For more information about the Wisconsin Association of Family & Children's Agencies, visit wafca.org.   

ABOUT THIS RESOURCE Learn about the free online courses from the Northwest MHTTC and from our wider MHTTC network on topics relevant to people working in the behavioral health field. Course topics include Cognitive Behavioral Therapy, Assertive Community Treatment, suicide prevention, clinical supervision, pharmacology, substance use disorders and treatment and more.     Terms of use and Substance Abuse and Mental Health Services Administration (SAMHSA) disclosure statement

ABOUT THIS RESOURCE Learn about the research briefs, practice briefs, articles, and other publications from the Northwest MHTTC.     Terms of use and Substance Abuse and Mental Health Services Administration (SAMHSA) disclosure statement

The South Southwest MHTTC hosted Dr. Samantha Reznik who presented on Cognitive Behavior Therapy for Psychosis (CBT-P) from October – December 2022. In these three sessions of the series, attendees were introduced to case conceptualization and building a CBT-P case conceptualization for young people in early psychosis programs. The series included both didactic and experiential components.     Facilitator: Samantha Reznik, PhD       Samantha Reznik is a licensed clinical psychologist and Research Associate with the Advancing the Early Psychosis Intervention Network in Texas (EPINET-TX) project at the Texas Institute for Excellence in Mental Health (TIEMH), University of Texas at Austin. She has specialized training in providing recovery-oriented services to individuals diagnosed with serious mental illness (SMI) and other underserved populations. She completed her PhD in Clinical Psychology at the University of Arizona. She trained in Coordinated Specialty Care (CSC) and Cognitive Behavior Therapy for Psychosis (CBT-P) at the Early Psychosis Intervention Center (EPICenter) in Tucson, Arizona. She completed an advanced clinical fellowship in rehabilitation and recovery for SMI at VA San Diego Healthcare System/University of California San Diego (VASDHS/UCSD), where she expanded her training in CBT-P and learned how to integrate Recovery-Oriented Cognitive Therapy (CT-R). She also completed a Health Resources and Services Administration (HRSA)-funded clinical internship at University of Kansas Medical Center to specialize in working with underserved populations. Visit Website Email at [email protected]  

  ABOUT THIS RESOURCE This summary presents an overview of the Northwest MHTTC's area of focus: evidence-based practices for psychosis. Highlights include: An introduction to the Northwest MHTTC team Information on what evidence-based practices for psychosis are and why they are important Statistics on our outcomes to date in our area of focus An overview of projects from our area of focus including Assertive Community Treatment, Integrated Care, and Cognitive Behavioral Therapy for Psychosis Quotes from training participants   ADDITIONAL RESOURCES Here is information on other reports from the Northwest MHTTC and the national Network: Northwest MHTTC Year 4 Summary Northwest MHTTC summaries of annual activities Summary reports from other centers in the MHTTC network   Terms of use and Substance Abuse and Mental Health Services Administration (SAMHSA) disclosure statement

  ABOUT THIS RESOURCE This two-page document presents a summary of the Northwest MHTTC's accomplishments during our fourth year of operations, 2021 - 2022. Highlights include: Quantifying our reach through tallies of events offered, people trained, products created, and more Virtual Learning Communities Spotlight on Implementation of an Evidence-based Lifestyle Program in a Certified Community Behavioral Health Center Steps taken to center equity and inclusion in our work   ADDITIONAL RESOURCES Here is information on other reports from the Northwest MHTTC and the national Network: Northwest MHTTC summaries of annual activities Summary reports from other centers in the MHTTC network   Terms of use and Substance Abuse and Mental Health Services Administration (SAMHSA) disclosure statement

Download the presentation slides here   Session Overview:  1 in 44 school-age children have autism spectrum disorder (ASD). Autistic students are much more likely than non-autistic students to experience mental health challenges, including difficulty with emotion regulation, anxiety, and depression that may be exacerbated by experiences of bullying, victimization, and segregation within schools. There is an urgent need to support the mental and behavioral health of autistic students. In the past year, the SEMHTTC team has disseminated resources related to identifying and supporting mental health challenges in this population, with a specific emphasis on anxiety here. The purpose of this two-part series is to build on the didactic content covered in our earlier learning sessions (learning session 1, learning session 2) and provide more opportunity to cover a case example, engage in discussion, and have ample time for Q&A. In each sessions, we will provide a very brief overview of the prior content we covered (15 minutes), have an in-depth discussion of one case example (15 minutes), and ample time for questions and open conversation related to the mental health of autistic students (25 minutes).    Learning Objectives:  Describe evidence-based approaches to support anxiety in autistic students. Understand different ways that mental health programming can be delivered to autistic students in schools. Identify strategies that may support an autistic student as described within a case example.   About the Speaker:  Katherine Pickard, PhD, received her doctorate in clinical psychology from Michigan State University and completed a two-year postdoctoral fellowship at the University of Colorado School of Medicine. She is currently an assistant professor and licensed psychologist at Emory University and the Marcus Autism Center. Her primary focus is the translation of evidence-based practices into community systems that are naturally positioned to serve children with autism spectrum disorder (ASD) and developmental delays. Dr. Pickard’s research is grounded in community-engaged research models and guided by dissemination and implementation science. Dr. Pickard leads and collaborates on research examining mechanisms that foster the adoption, implementation and sustainment of evidence-based practices within a variety of community systems, including early intervention and public school systems. She is particularly interested in the role of families and community stakeholders in shaping interventions as they are implemented within the community, and in other factors that impact the reach and sustainability of translation efforts. Clinically, Dr. Pickard has a strong background in supporting individuals with ASD and other developmental disabilities across the lifespan. She holds specific expertise in parent-mediated interventions for young children with autism and their families, as well as cognitive behavioral therapy (CBT) for youth with ASD and co-occurring anxiety.

Download the presentation slides here Session Overview 1 in 44 school-age children have autism spectrum disorder (ASD). Autistic students are much more likely than non-autistic students to experience mental health challenges, including difficulty with emotion regulation, anxiety, and depression that may be exacerbated by experiences of bullying, victimization, and segregation within schools. There is an urgent need to support the mental and behavioral health of autistic students. In the past year, the SEMHTTC team has disseminated resources related to identifying and supporting mental health challenges in this population, with a specific emphasis on anxiety here. The purpose of this two-part series is to build on the didactic content covered in our earlier learning sessions (learning session 1, learning session 2) and provide more opportunity to cover a case example, engage in discussion, and have ample time for Q&A. In each sessions, we will provide a very brief overview of the prior content we covered (15 minutes), have an in-depth discussion of one case example (15 minutes), and ample time for questions and open conversation related to the mental health of autistic students (25 minutes).    Learning Objectives  Identify anxiety and signs of other mental health challenges in autistic students. Describe risk factors for autistic students to develop anxiety and other mental health challenges. Identify anxiety signs within one case example of an autistic student.   About the Speaker: Katherine Pickard, PhD, received her doctorate in clinical psychology from Michigan State University and completed a two-year postdoctoral fellowship at the University of Colorado School of Medicine. She is currently an assistant professor and licensed psychologist at Emory University and the Marcus Autism Center. Her primary focus is the translation of evidence-based practices into community systems that are naturally positioned to serve children with autism spectrum disorder (ASD) and developmental delays. Dr. Pickard’s research is grounded in community-engaged research models and guided by dissemination and implementation science. Dr. Pickard leads and collaborates on research examining mechanisms that foster the adoption, implementation and sustainment of evidence-based practices within a variety of community systems, including early intervention and public school systems. She is particularly interested in the role of families and community stakeholders in shaping interventions as they are implemented within the community, and in other factors that impact the reach and sustainability of translation efforts. Clinically, Dr. Pickard has a strong background in supporting individuals with ASD and other developmental disabilities across the lifespan. She holds specific expertise in parent-mediated interventions for young children with autism and their families, as well as cognitive behavioral therapy (CBT) for youth with ASD and co-occurring anxiety. In our products, we choose to use identity first language (i.e., autistic students) in response to the preference of many autistic individuals and in an effort to avoid ableist ideologies. We recognize that this is not the language preference of every individual. For more information on the rationale for our language choice, please see the Bottema-Beutel et al., 2021.  

  In the U.S., approximately 2% of youth have Autism Spectrum Disorder (ASD). Mental health challenges are much more common among autistic youth. This infographic displays how anxiety symptoms make school participation difficult for autistic youth, and evidence-based practices to support anxiety symptoms.   In our products, we choose to use identity first language (i.e., autistic students) in response to the preference of many autistic individuals and in an effort to avoid ableist ideologies. We recognize that this is not the language preference of every individual. For more information on the rationale for our language choice, please see the Bottema-Beutel et al., 2021.  

As many as 50 percent of autistic youth experience anxiety. This brief report discusses best practices in supporting the mental health of autistic students, with an emphasis on school-based treatments for anxiety.   "In our products, we choose to use identity first language (i.e., autistic students) in response to the preference of many autistic individuals and in an effort to avoid ableist ideologies. We recognize that this is not the language preference of every individual. For more information on the rationale for our language choice, please see the Bottema-Beutel et al., 2021.  

The Pacific Southwest MHTTC is pleased to provide the recording of Session 3 in the five-part series on Motivational Interviewing which offers skills for our school and mental health workforce. Motivational interviewing (MI) provides us with a way to have conversations about change. In this series, participants will learn the basics of how to apply MI to both typical and challenging clinical situations.  Session 3, Wednesday, 7/27: Cognitive Behavioral Therapy (CBT) & Motivational Interviewing   Motivational Interviewing and cognitive behavioral therapy work well together; MI helps providers engage individuals in change and CBT assists in the active thought and behavior change process.   Viewers of this recording can benefit from the following learning objectives:    Describe the stages of change model and determine when MI should be used vs. when CBT is the best intervention Identify what components of MI contain elements of CBT intervention and when such interventions are best applied in session List five to seven CBT and BT interventions that help promote change during the action stage of treatment   Click here to download the presentation.

About this Resource:  Building on our Recovery-Oriented Cognitive Therapy (CT-R) on-demand recording, this infographic further examines the strengths-based treatment approach, highlights key elements, and offers strategies to enhance its adoption. 

  This one and half-hour online session discusses the Culturally Modified-Trauma-Focused Cognitive Behavioral Therapy (CM-TFT). CM-TFT is an Evidence-Based Therapy proven to be effective for Hispanic and Latino children and adolescents that experienced traumatic events. The adaptations (CM-TFT) include culture specific topics like spirituality, gender roles, family, personalism, respect, among other cultural elements. The therapy's main goals are to identify trauma experiences, provide psychoeducation, increase affect regulation, identify cultural considerations, process adverse experiences in a safe environment, in-vivo exposure and to enhance safety. During this presentation, participants will be able to recognize TF-CBT components using a case study of a 6-year-old girl from El Salvador exposed to domestic violence. Participants will learn how to include cultural adaptations while providing therapy to Latino clients and their families. Resources and recommendations regarding TF-CBT for Latino children and youth will be provided.   Download Slides Here

The 2020 Southwest First Episode Psychosis Conference took place virtually on August 3rd through the 5th. In this presentation, Dr. Aaron Brinen, Assistant Professor of Psychology at the Drexel University College of Medicine, shares practical strategies for addressing distressing hallucinations using Recovery-Oriented Cognitive Therapy. Download the session slides.

The 2020 Southwest First Episode Psychosis Conference took place virtually on August 3rd through the 5th. In this session, Dr. Aaron Brinen, Assistant Professor Psychiatry at Drexel College of Medicine, discusses the obstacle that negative symptoms can pose to recovery for individuals with psychosis. Dr. Brinen shares innovative strategies to overcoming challenges of motivation and connection. Download the session slides.

Sarah Kopelovich, PhD, core faculty for the Northwest Mental Health Technology Transfer Center, conducted a virtual session at NAMICon on July 13, 2020: "CBT for Psychosis: Evidence-based Training Program for Family and Caregivers." Dr. Kopelovich is an Assistant Professor and holds a Professorship in Cognitive Behavioral Therapy for Psychosis (CBTp) in the Department of Psychiatry and Behavioral Sciences at the University of Washington. She has served as the Principal Investigator on foundation-, state-, and federally funded projects related to implementation of evidence-based treatments for psychosis. She oversees the Northwest CBTp Network, is a founding member and communications officer for the North American CBTp Network. CBT for psychosis (CBTp), an evidence-based treatment for schizophrenia spectrum disorders, emphasizes the involvement of family members in the treatment course. In addition, best practice dictates that natural supports are engaged in broader team-based care efforts. Unfortunately, these recommendations are poorly aligned with common practice. Psychosis REACH (Recovery by Enabling Adult Careers at Home) is a training for family members in CBTp-informed principles and skills. With philanthropic support, Drs. Doug Turkington (Newcastle University), Kate Hardy (Stanford University), Maria Monroe-DeVita and Sarah Kopelovich (University of Washington) launched Psychosis REACH in the U.S. Roughly 200 family members participated in the May, 2019 training; 30 received intensive training and consultation, and Train the Trainer planning is currently underway with guidance from a local Family and Caregiver Advisory Board. Family members were referred from agencies that comprise Washington State’s CBTp Provider Network, as well as by those without CBTp-trained providers. This presentation reports on the mental health outcomes among trainees up to 4-months post-training, which suggest that the training was helpful in reducing depression, anxiety, caregiver fatigue, and in improving attitudes toward psychosis. Resources Presentation slide deck

The Northwest MHTTC invites you to read our second newsletter for June 2020. In this newsletter we honor Juneteenth and address mental health disparities. We share our newest products, including webinars on telehealth and cognitive behavioral therapy for psychosis (CBTp), psychological first aid, integrated care and weight management, and children and family well-being during the COVID-19 pandemic.  

The COVID-19 pandemic has presented a formidable challenge to care continuity for community mental health clients with serious mental illness. Providers have had to quickly pivot the modes of delivering critical services. What does this look like for practitioners who are delivering cognitive behavioral therapeutic (CBT) interventions for psychosis? This hour-long webinar serves to help practitioners consider critical intervention targets and high-yield motivational, cognitive, and behavioral strategies that are amenable to telephonic encounters, telehealth, or digital accompaniment. The strategies that were selected are appropriate for delivery in any combination of the above-mentioned modalities. Companion clinical tip sheets and self-directed CBT for psychosis learning resources will be provided to webinar participants. Objectives: Identify key psychosis drivers during the COVID-19 pandemic. Walk through high-yield strategies that are amendable to remote administration of CBTp or CBTp-Informed care Discuss evidence-based and evidence-informed digital augmentation of clincial services for individuals with psychosis   Download slides here   Resources COVID-19 PDF - COVID-19 Resources for those with Serious Mental Illness Cognitive Behavior Theory and Treatment Academy of Cognitive and Behavioral Therapies The Beck Institute Cognitive Behavior Therapy for Psychosis (CBTp) SMI Advisor - 1 hour webinar orientation 3 Hour E-Primer course on HealtheKnowledge North American CBTp Network Video - Stress Bucket Analogy  

This recorded webinar discusses: How is group CBTp different or the same via teletherapy? What problems can arise and how to resolve them? Does it work as well as in person?   Speaker Tania Lecomte, PhD, is Full Professor in the Department of Psychology at the Université de Montréal, senior researcher at the CR-IUSMM, and registered clinical psychologist. Dr. Lecomte has helped develop and validate assessment tools as well as several group interventions for individuals with severe mental illness (self-esteem enhancement group, CBT for psychosis, WITH – CBT for parents of individuals with psychosis, CBT for supported employment, CBT for romantic relationships in early psychosis, as well as mindfulness, acceptance and compassion groups). Some of these interventions are now being used across the globe. Dr. Lecomte has received several grants (CIHR) and salary awards over the years and has published more than 120 articles and published four books on CBT for psychosis or psychiatric rehabilitation (some in French).