Products and Resources Catalog

How might we grow (in our practice and policies)? This learning session is the second of two in the series Healing School Communities in the Context of Faith-Based Bullying, intended for students, families, educators, and school mental health professionals who are navigating the ongoing impact of faith-based bullying on student and staff mental health. Each 1.5 hour learning session featured a moderator who will engage advocates, leaders and the school mental health workforce in a conversation that focuses on: Navigating discussions which are grounded in advancing belonging and preventing/intervening in faith-based bullying both in and out of school; Elevating strategies for communicating and engaging in the ongoing work to support the mental health of students and school mental health professionals which are grounded in community wisdom and build upon protective factors, both in and out of school; Developing spaces which engender opportunities for the field to improve its commitment to fostering a workforce ready, able and willing to hold faith-based bullying as a mental health issue in a way that is founded in community strengths and wisdom while supporting and building protective factors. Introducing a set of tools to navigate this moment while minimizing more harm. Priming resources: We have curated a list of MHTTC and external resources that detail strategies to address Islamophobia and antisemitism, the effects of Islamophobia and antisemitism on students and schools, and ways to support affected students and staff. Access our priming resources here! Learn more about our panelists: View the curriculum vitae and resources for all panelists here. Questions? Please email Ricardo Canelo at [email protected]     

By: Elijah Jones, MSW, MEd and Isa Velez-Echevarria, PsyD Intersectionality provides a framework for understanding how different social identities connect and overlap to create different experiences and impacts of trauma. Download this 1-page guide to learn more.         This product was created by our valued partners at the Ohio Association of County Behavioral Health Authorities (OACBHA). You can find more resources and training opportunities on their website: oacbha.org.  

What do we know (exploring data-informed discussions and decisions)? This learning session is the first of two in the series Healing School Communities in the Context of Faith-Based Bullying, intended for students, families, educators, and school mental health professionals who are navigating the ongoing impact of faith-based bullying on student and staff mental health. Each 1.5 hour learning session featured a moderator who will engage advocates, leaders and the school mental health workforce in a conversation that focuses on: Navigating discussions which are grounded in advancing belonging and preventing/intervening in faith-based bullying both in and out of school; Elevating strategies for communicating and engaging in the ongoing work to support the mental health of students and school mental health professionals which are grounded in community wisdom and build upon protective factors, both in and out of school; Developing spaces which engender opportunities for the field to improve its commitment to fostering a workforce ready, able and willing to hold faith-based bullying as a mental health issue in a way that is founded in community strengths and wisdom while supporting and building protective factors. Introducing a set of tools to navigate this moment while minimizing more harm. Priming resources: We have curated a list of MHTTC and external resources that detail strategies to address Islamophobia and antisemitism, the effects of Islamophobia and antisemitism on students and schools, and ways to support affected students and staff. Access our priming resources here! Learn more about our panelists: View the curriculum vitae and resources for all panelists here. Questions? Please email Ricardo Canelo at [email protected]   

Please note: This recording will only be available until July 26, 2024. The United Nations has set forth the 2030 Sustainable Development Goals (SDGs). In part, these goals aim to advance “a plan of action for people, planet, and prosperity” and “realize the human rights of all” by centering global efforts on health equity. This 90-minute virtual session will define health equity, identify evidence-based practices supporting health equity, review priority populations affected by health inequities, and explain the far-reaching impact(s) caused by disparities in healthcare. We will also discuss other salient health equity topics including our evolution of understanding, an expanding unit of analysis, trauma-informed care, local-to-global (dis)connections, and policy-practice implications within the context of sustainable, collective futures.   LEARNING OBJECTIVES: Participants will: Gain an understanding of what health equity is and how it has evolved Identify the impact of health inequity and health disparity Learn policy and practice implications within the context of collective futures   PRESENTER: Jean Balestrery, PhD Jean E. Balestrery holds a Joint PhD in Social Work and Anthropology from University of Michigan, a MA in Anthropology from University of Michigan, a MSW from University of Washington and a BA from Brown University. Dr. Balestrery is founder and CEO of Integrated Care Counsel, LLC, a Spirit of Eagles Hampton Faculty Fellow and a licensed independent behavioral health clinician. An interdisciplinary scholar-practitioner with more than twenty years of combined experience in research, training and practice, Dr. Balestrery has presented research nationally and internationally with a focus on holistic health and wellbeing across the life course. Dr. Balestrery is currently a National Association of Social Workers Committee Member for LGBTQ+ Issues, Substance Abuse Mental Health Services Administration (SAMHSA) Grant Reviewer and Study of Environmental Arctic Change (SEARCH) Co-Production of Knowledge discussion participant.   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 June 25, 2024 webinar provided cultural considerations and tips for culturally responsive care when working with individuals who experience psychosis. Some of the learning goals of this webinar included: Understanding the pervasive impact of culture on engagement, rapport building, assessment, and treatment outcomes. Identifying strategies to work on becoming a culturally responsive, anti-oppressive clinician outside of the therapy room. Developing a framework of development that prepares you to Receive and Respond to Feedback from people with lived experience of various different social identities and backgrounds. Building an ethic of cultural humility that centers respectful curiosity and openness to unfamiliar cultural and social concepts across the spectrum of ability, gender, sexuality, race, and culture. Differentiating between cultural humility, cultural responsiveness, and cultural competence as broader concepts that must inform a holistic idea of cultural understanding. Presenters: Vera A. Muñiz-Saurré (they/éle) is a nonbinary, queer, Peruvian public health professional of mixed Spanish and Andean ancestry working as a Program Coordinator and Peer Advocate for the Massachusetts Psychosis Prevention Partnership (M3P) and Building Bridges towards Equity in Psychosis Intervention and Careers (2B-EPIC) grants at Beth Israel Deaconess Medical Center and a Peer Counselor at the Lab for Early Psychosis at McLean Hospital. Vera is diagnosed with Schizoaffective disorder, a survivor of conversion therapy targeting their sexuality, and identifies as Mad and a psychiatric survivor. Starting in 2017, Vera helped found and admin the Psychosis Spectrum Server on Discord and still helps maintain that community! Vera’s ideology and public health approach centers abolition of long-standing oppressive systemic structures, investment in harm reduction-based support services, and reindigenization of academic knowledge systems in both theory and application. Chia Hsuan Sabrina Chang (she/her) is a psychologist, Instructor at Harvard Medical School, and site supervisor for Boston University's Center for Multicultural Training in Psychology. She is proud of her identities as a first-generation immigrant and Asian-American woman, especially in the predominantly white profession of psychology. She has published several peer reviewed papers and a book chapter on cultural psychology and gender affirming care. She is passionate about providing culturally responsive, anti-oppressive therapy and supervision, the latter of which earned her the Teaching and Mentorship Award from Beth Israel Deaconess Medical Center. She is the founder of the Anti-Racism Task Force at the Massachusetts Mental Health Center, which was bestowed the Performance Recognition Award by the Department of Mental Health. In the community, she is passionate about using her expertise as a psychologist to instigate anti-racist change and received a citation from the Massachusetts Senate for her advocacy work.

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 commuinities 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 3, Action in Advocacy, participants will learn: Components of an advocacy plan Examples of effective advocacy   TRAINING SCHEDULE: Session 1, The Role of Advocacy in Promoting Behavioral Health Equity Session 2, Skill-Building for Advocacy Session 3, Action in Advocacy   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.

ABOUT THIS RESOURCE This 90-minute webinar will cover primary themes related to effective culturally informed behavioral health support. When providing support or crisis intervention for individuals or groups of people from cultural and ethnic backgrounds different from our own, there are certain considerations to keep in mind that increase our effectiveness as clinicians and decrease the opportunities for miscommunication. We will share examples from real-world scenarios that include communication tactics and reminders, as well as content areas such as family dynamics, safety and coping mechanisms that can be addressed in a way that helps to facilitate a healthy and successful outcome across different cultures. ADDITIONAL RESOURCES Slides References and Resources for Culturally Informed Support FACILITATORS Kira Mauseth, PhD Dr. Kira Mauseth is a practicing clinical psychologist who sees patients at Snohomish Psychology Associates in Everett and Edmonds, WA, is a Teaching Professor at Seattle University and formerly served as a co-lead for the Behavioral Health Strike Team for the WA State Department of Health throughout the COVID response. She also owns Astrum Health LLC, and consults with organizations and educational groups about disaster preparedness and resilience building within local communities. Dr. Mauseth has provided training to community groups and professionals both regionally and abroad as the co-developer of the Health Support Team© program. Her work and research focus on disaster behavioral health, resilience, and recovery from trauma as well as small and large-scale critical incident response and preparation for organizations. She has worked abroad extensively with disaster survivors and refugees in Haiti, Jordan and Poland, and has trained first responders and health care workers throughout Puget Sound the United States, and currently serves in the adult mental health clinical seat on Washington State’s Disaster Medical Advisory Committee (DMAC). Salsabiel Alzubaidi, MA Salsabiel Alzubaidi is an Organizational Transformation, Leadership, and Legacy Consultant driven by her belief in justice and her appreciation for the rich tapestry of human diversity. With a lifelong passion for innovation in diversity and inclusion across social, educational, and professional realms, Salsabiel has honed her expertise in guiding organizations through transformative journeys. Her impactful contributions have left a legacy of progress at organizations such as Shift Energy Group, For9a.com, Seattle University, and Questscope, as well as governmental and numerous international social development platforms. Throughout her career, Salsabiel has distinguished herself as a dynamic HR and educational programming professional, specializing in programs that promote diversity, inclusion, and social justice. Her ability to unite diverse populations and maximize program effectiveness underscores her commitment to driving positive change.  Terms of use and Substance Abuse and Mental Health Services Administration (SAMHSA) disclosure statement

This is a recording of Session 1, entitled, Trauma-Informed Care Meets Healing-Centered Care in the series, "Rooting Young Adult Mental Health Services in Culturally Sustaining Values & Practices". The program centered services and supports for youth and young adults of transition age. Co-facilitated by the Pacific Southwest MHTTC’s Youth & Young Adult Program Team Lead, Oriana Ides, and Falilah Bilal, this four-part series offered a forum for dialogue to deepen practitioner’s ability to provide healing care to transitional-aged young people who access mental health and community-based services in Region 9 and beyond. Through generative conversation, expert panel discussions, active learning experiences, and the exploration of tangible action steps, the co-facilitators expanded the existing orientation to the work providers do with transitional aged youth to encompass a more culturally sustaining and affirming approach. This second session in the series asked: How might we create safe and brave spaces to uplift the wisdom and leadership of historically targeted identities in healing work? Viewers of this video may benefit from the following learning objectives: How to create brave and safe spaces for young people who are historically oppressed Teaching advocacy to young people to ensure they know their rights and how to heal through oppression Incorporate ways to implement healing-centered care within the workplace to work against oppression

  This 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 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   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 course is the third session of the Human Trafficking and Trauma-Responive, Healing-Centered Care series. This course builds on the prior two 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. View Products and Resources from Session 1 View Products and Resources from Session 2   About the Facilitators 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. She has had teaching and research positions at the University of South Florida, Arizona State University, and Full Sail University during which she focused on social policy and homelessness, and community responses to matters of equity and vulnerability.  Dr. Curry also works with corporations, public sector clients, and non-profit organizations to address diversity, equity and inclusion. Her commitments, personally and professionally, have always been driven toward creating healthier, more responsive communities, in which issues such as human trafficking, can be prevented. Dr. Curry lives in Tampa, Florida with her two sons and two cats in an old, sometimes-lovely moneypit of a bungalow. She has made Tampa home since 2002.   Dr. Marianne Thomas, PhD  Marianne Thomas has an MA in Mental Health Counseling and a PhD in Behavioral Psychology.  As a survivor of human trafficking, Dr. Thomas used education as a way out of the life and has devoted her career to bringing awareness about the true problem of human trafficking in the United States, educating communities on the human trafficking problem in their area, and helping organizations to create or grow their own anti-trafficking program.     Early in her career, Dr. Thomas worked with women and children who experienced homelessness and with men and women within the incarceration system who also struggled with addictions.   She noticed a common thread of women who would trade their bodies for their, and their children’s, basic needs.   This recognition propelled her into the anti-trafficking movement.  Dr. Thomas began her work in the movement with the women she met within the world of homelessness.  Since then, she has worked with trafficking survivors across numerous populations. 

This course is the second session of the Human Trafficking and Trauma-Responive, Healing-Centered Care series. The session 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. View Products and Resources from Session 1 View Products and Resources from Session 3     About the Facilitators 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. She has had teaching and research positions at the University of South Florida, Arizona State University, and Full Sail University during which she focused on social policy and homelessness, and community responses to matters of equity and vulnerability.  Dr. Curry also works with corporations, public sector clients, and non-profit organizations to address diversity, equity and inclusion. Her commitments, personally and professionally, have always been driven toward creating healthier, more responsive communities, in which issues such as human trafficking, can be prevented. Dr. Curry lives in Tampa, Florida with her two sons and two cats in an old, sometimes-lovely moneypit of a bungalow. She has made Tampa home since 2002.   Dr. Marianne Thomas, PhD  Marianne Thomas has an MA in Mental Health Counseling and a PhD in Behavioral Psychology.  As a survivor of human trafficking, Dr. Thomas used education as a way out of the life and has devoted her career to bringing awareness about the true problem of human trafficking in the United States, educating communities on the human trafficking problem in their area, and helping organizations to create or grow their own anti-trafficking program.     Early in her career, Dr. Thomas worked with women and children who experienced homelessness and with men and women within the incarceration system who also struggled with addictions.   She noticed a common thread of women who would trade their bodies for their, and their children’s, basic needs.   This recognition propelled her into the anti-trafficking movement.  Dr. Thomas began her work in the movement with the women she met within the world of homelessness.  Since then, she has worked with trafficking survivors across numerous populations. 

This is a recording of Workshop 6 of 6 in the "Trauma-Informed, In School Sessions" Workshop Series.  The Heart Work: Equity-Centered Coaching Practices for Trauma-Informed Collegiality and Collective Healing Trauma Informed Principle to Practice: Cultural Humility   As systemic inequities and trauma are often intertwined, addressing their connection becomes crucial in trauma-informed school communities. Centering equity in every student interaction and adult partnership supporting the school system is essential. The capacity for the adults responsible for implementing trauma-informed practices grounded in equity is nurtured through equity-centered coaching.   In this workshop video, Pacific Southwest MHTTC's School Mental Health Specialist Melissa Smith leads an exploration of the principles of equity-centered coaching to cultivate trauma-informed school environments. Coaching conversations, grounded in active listening, cultural humility, and psychological safety, model the equitable interactions that administrators might have with educators and providers so that educators and providers can offer the same experience with their students.   Melissa brings forth opportunities to examine our own identities, assumptions, patterns, and beliefs - thereby creating space for new perspectives. This self-reflection enables us to recognize how inequities and trauma manifest in our schools. As we build self-awareness about our experiences and worldviews, we become better able to perceive concerning dynamics and interrupt cycles of harm.   This workshop recording is an invitation to envision the trauma-informed and healing-centered schools we desire – places where adults possess the tools to nurture their well-being and fully empower students. We will review evidence-based tools, rationale, and resources to foster cultural humility, mitigate systemic barriers, and build trusting partnerships across the school community.

  Research has indicated that youth may experience racism, prejudice, and bias as early as preschool. In this workshop, participants will have the opportunity to reflect on their experiences of working with their students and learn strategies to help students navigate a culturally complex world. We will discuss how implicit bias may influence and impact expectations and interactions with youth. Participants will walk away with strategies to discuss these important issues with youth and learn how to support students as they encounter racism and racial trauma.   LEARNING OBJECTIVES: Identify the impact of racial stress and trauma. Explore the impact of prejudice, bias, and privilege. Discuss strategies to support students who are impacted by racial stress and trauma   PRESENTERS: Jessica S. Henry, PhD, is a licensed clinical psychologist in Washington, DC, Maryland, and Georgia. She is the cofounder and vice president of program development and evaluation for the Black Mental Wellness Corp., and founder and CEO of Community Impact: Consultation & Psychological Services—a trauma-informed organization whose mission is to provide trauma-informed services to individuals and organizations affected by traumatic events. Henry is the previous senior director of behavioral health for one of Washington, DC’s largest Federally Qualified Health Centers, clinical director of a level-5 close security male prison and Georgia’s largest youth homeless shelter. Overall, Henry is passionate about the mental health of individuals in Black and under resourced communities and has specialized in increasing access to treatment and providing the highest quality of evidence-based mental health treatment services to underserved youth, families, and adults exposed to traumatic events (e.g., community violence, abuse, neglect). She received her BS from Howard University, MA from Columbia University, and PhD in clinical psychology from The George Washington University. She is from the greater Washington, DC metropolitan area. For more information about Henry, please visit BlackMentalWellness.com or ImpactTheCommunity.com. She can also be found on Instagram @BlackMentalWellness or @CommunityImpact_CP. Dana L. Cunningham, PhD, is a licensed psychologist and cofounder and vice president of community outreach and engagement at Black Mental Wellness, Corp. She is also program director at the National Center for School Mental Health in the Department of Psychiatry at the University of Maryland School of Medicine. Cunningham is passionate about increasing access to culturally responsive and antiracist mental health care for underserved youth and uplifting the voices of marginalized populations. Cunningham also authored a children’s book, A Day I’ll Never Forget, to support children who have been impacted by the incarceration of a loved one. Additionally, Cunningham owns a private practice in the greater Washington, DC area, where she resides. Cunningham received a BA in psychology from Spelman College and obtained her MA and PhD in clinical psychology from Southern Illinois University at Carbondale. To learn more about Cunningham, please visit BlackMentalWellness.com. This training is in partnership with Black Mental Wellness. 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.

  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   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.

  In this training, you'll gain knowledge, practical communication strategies, and insights into cultural nuances to help you navigate interactions with respect and understanding. The workshop also explores current political and humanitarian issues impacting the Middle East and North Africa (MENA) region, fostering your awareness of the complex realities individuals and communities are facing. You’ll acquire valuable tools to enhance your ability to provide culturally competent services and contribute meaningfully to the well-being of the Middle Eastern community.   LEARNING OBJECTIVES Develop culturally sensitive communication skills to effectively engage with Muslim individuals within the Middle Eastern community. Identify cultural nuances and sensitivities within the Middle Eastern community that may impact social work practices and interventions. Gain an understanding of the political and humanitarian issues affecting the MENA region.   PRESENTER Jasmin Abu-Hummos, MSW, LSW and Walaa Kanan, MSW, LSW Jasmin Abu-Hummos is a Palestinian American licensed social worker who has been practicing social work for four years. She is the founder of Yusuf Mental Health, a mental health agency that provides services to the underserved population of Arabic-speaking and Muslim individuals in Ohio. Jasmin also works per diem at Toledo Hospital in their pediatric psychiatric unit. Outside of work, Jasmin dedicates her time to initiatives around the city that educate underserved communities about de-stigmatizing mental health. She also serves as an advocate for human rights and equity initiatives globally.   Walaa Kanan is a master's level licensed social worker currently providing therapy through private practice. Wall is a second generation, immigrant and proud Palestinian who utilizes her cultural background to inform her practice. Wall's focus with clients revolves around trauma, gender-based, violence, relationship dynamics, and working through a decolonizing lens. Outside of work, Wall serves as an advocate attempting to bring attention to the various issues she is passionate about, including consent, equal access, and liberation.     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.

This is a recording of Workshop 5 of 6 in the "Trauma-Informed, In School Sessions" Workshop Series.  "You Can Talk to Me": A Family Guide to Support Students' Mental Health and Well-Being Trauma Informed Principle to Practice: Trustworthiness & Transparency, Collaboration & Mutuality    How might we partner with parents, caregivers and families through trauma informed approaches to support the mental health and well-being of the children and teens in their lives? In 2023, Project Cal-Well (a cross-agency mental health initiative led by the California Department of Education to promote mental health awareness and wellness among California's K-12 students) designed the Family Guide to Supporting Young People’s Mental Health and Well-Being for parents and other caregivers (available in English and Spanish), with input from families, educators, mental health professionals, and youth. By sharing tips for families on how to have conversations about social media use, mental health, anti-LGBTQ experiences, bullying and more, this guide provides parents and other caregivers with information and easy-to-use strategies to support their children’s overall well-being and mental health.   How did the guide’s authors partner with students and their families to create this guide? How might we support students and families to dig into its information and leverage this resource to partner with parents and other caretakers? View this workshop recording to explore these questions, and the guide itself, while learning from several of its authors about how the guide’s development process was trauma informed.   Viewers of this workshop video will: (1) learn about the development and content of the guide; (2) have the opportunity to consider how to get the guide and related local resources into the hands of families; and (3) generate ideas for how to use individual sections of the guide to align with a school’s continuum of trauma-informed approaches and social, emotional, and behavioral supports.

This is a recording of Workshop 4 of 6 in the "Trauma-Informed, In School Sessions" Workshop Series.  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, joined this series to share how to anchor and apply trauma-informed principles in school counseling practices, programs, and policies. In the workshop video, she discusses a high-level overview of trauma, its impacts on students, and different strategies school mental health providers can implement to support young people in counseling settings.   Utilizing trauma informed school counseling practices, providers can support young people in regulating their own nervous system and support them in accessing their education. Watch this workshop video and join in reflections on our unique school and personal practices, in order to enhance our trauma-informed support of students.   Viewers will walk away with practical tools to use in sessions with students, families, and school-wide. Most importantly, and in Zeyda’s words, this workshop aims to offer school counselors “more creativity, courage and confidence in yourself as a counselor and a commitment to caring for yourself.”

The Great Lakes Current is the e-newsletter of the Great Lakes ATTC, MHTTC, and PTTC. The April 2024 issue spotlights content celebrating National Minority Health Month and Alcohol Awareness Month. It also features links to upcoming trainings focused on supporting Black students experiencing racial trauma, harnessing AI for substance misuse prevention, and process improvement. Make sure you're subscribed to our email contact list so you never miss a month of The Great Lakes Current newsletter, and thank you for reading!

This recording is from Workshop 3 of 6 in the "Trauma-Informed, In School Sessions" Workshop Series.  This video recording 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 guided participants 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. Viewers 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 shared 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.

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

Raúl Condemarín shares culturally responsive strategies that he uses as a psychiatrist with host Lola Nedic. This podcast episode is sponsored by the New England Mental Health Technology Transfer Center Network (MHTTC).

To view resources from this training, click ATTACHMENT links Click here to watch the recording Event Description This presentation will provide an overview of the Structural Competencies model, which was first articulated in the medical education literature and more recently has been proposed for a more culturally and structurally responsive approach of mental health. The five principles of structural competencies will be discussed, and examples provided of how the structural competencies approach differs from the multicultural competencies approach. Trainer Melanie Wilcox, PhD, ABPP Dr. Melanie Wilcox is an Assistant Professor in the Department of Psychological Sciences, Institute of Public and Preventive Health, and Department of Psychiatry at Augusta University. She is also a licensed psychologist and board certified in counseling psychology and works part-time in private practice providing both therapy and assessment via telehealth. Her clinical areas of expertise include culturally responsive and trauma-informed care as well as substance abuse and addiction. Her research focuses on culturally response and antiracist psychotherapy and training, racial and socioeconomic inequity in higher education, and racial and social justice more broadly. She is in her final year as a member of the American Psychological Association’s Board of Educational Affairs, which she chaired in 2020, and is currently President Elect-Elect of APA Division 17, the Society of Counseling Psychology.

The Great Lakes Current is the e-newsletter of the Great Lakes ATTC, MHTTC, and PTTC. The March 2024 issue spotlights content celebrating Women's History Month and National Social Work Month. It also features updated versions of the Sustainability Planning in Prevention Guidebook and Sustainability Planning in Prevention Toolkit, as well as upcoming trainings focused on provider well-being and culturally responsive services for Middle Eastern and North African (MENA) clients. As always, you will also find links to all scheduled events and trainings hosted by the Great Lakes ATTC, MHTTC, and PTTC! Make sure you're subscribed to our email contact list so you never miss a month of The Great Lakes Current newsletter, and thank you for reading!

Hosts Joey Rodriguez and Lola Nedic discuss culturally responsive strategies and the future of culturally responsive care. This podcast episode is sponsored by the New England Mental Health Technology Transfer Center Network (MHTTC).