Products and Resources Catalog

  This toolkit offers resources and a roadmap from the National Family Support Technical Assistance Center, the Mental Health Technology Transfer Center, and the National Center for School Mental Health to move schools from the tokenism that often comes with family involvement to authentic family engagement. Learn how incorporating Family Peer Specialists on school-based mental health teams can move schools towards family-driven partnership and support for youth experiencing mental health and/or substance use challenges.

Many practitioners know "the basics" of virtual treatment and seek support in improving their effectiveness & strategies. This desk guide provides resources, information, and quick tips for practitioners working with youth in virtual settings.  This guide was created by WAFCA with funding from the Great Lakes MHTTC and is based on material presented by Lisa Anderson, LPC, CSW, in spring 2021.

This is a recording of Part 2: Young Children & Suicide Prevention for Parents and Caregivers To raise awareness and support parent and caregiver’s prevention of suicidal thoughts and behaviors (STBs) in children, our Region 9 partnered with Dr. Meagan O’Malley, Frances Marion LCSW and Jessica Palacio LCSW to release Our Young Children & Suicide Prevention: A Resource for Parents and Caregivers  (March, 2023) This resource is for schools and mental health providers to distribute to parents and caregivers so they are equipped with the tools to recognize the warning signs of STBs, and, when necessary, intervene early and effectively to keep their child safe. In Part 2 of the series, the authors of this guide walked school personnel through how to use the guide, discussed some of the risk factors for suicide, and provided coaching models for ways parents can talk with children about suicide in an age-appropriate way, as well as actions to take in securing professional help if a child is in danger. Viewers of this video can benefit from the following learning objectives: Gain a deeper understanding of risk factors and warning signs of suicide in young children. Learn developmentally appropriate ways parents and caregivers can talk with their children about suicide. Learn action steps parents and caregivers can take in responding to suicide risk in their children, including how to make their environments safer and connect children to professional support.

This is a recording of Part 1: Self-Harm and Suicide Awareness and Prevention in Childhood and Early Adolescence, that took place on April 18, 2023. To raise awareness and support prevention of suicidal thoughts and behaviors (STBs) in children, our Region 9 partnered with Dr. Meagan O’Malley, Frances Marion LCSW and Jessica Palacio LCSW to release Self-Harm and Suicide Awareness and Prevention in Childhood and Early Adolescence: A Resource for Elementary School Educators and School-Based Professionals (March, 2023) Led by the authors of this guide, this webinar video is available to provide elementary school personnel with critical knowledge and resources to help recognize, assess and respond to the warning signs of STBs in such a way that harm may be reduced and children are kept safe. Part 1 of the series offers an interactive walk through the guide with exercises and scenarios to support optimum use of the guide. Viewers of this video can benefit from the following learning objectives: Gain a deeper understanding of the risk factors and warning signs of suicide in elementary age children. Explore the protective factors against suicide, as well as tiered, school-based approaches to prevention and intervention. Learn strategies to communicate with parents/caregivers of elementary age children at risk for suicide.

  The Great Lakes Current is the e-newsletter of the Great Lakes ATTC, MHTTC, and PTTC.   The January 2023 issue honors National Birth Defects Prevention Month by sharing resources and media from SAMHSA that focus on the effects of marijuana use during pregnancy. This issue also features new products from the Great Lakes MHTTC and PTTC, HealtheKnowledge content specific to women's reproductive health, and opportunities for mental health and SUD professionals to participate in ongoing research studies.  As always, The Great Lakes Current provides links to all the upcoming events and trainings for the Great Lakes ATTC, MHTTC, and PTTC.   

July 13, 2022 The Substance Abuse and Mental Health Services Administration (SAMHSA)’ s Region 1 Office, Health Resources and Services Administration (HRSA)’s Office of Regional Operations in Region 1, and the New England MHTTC’s Childhood-Trauma Learning Collaborative have collaborated to convene the Healthcare workers and Educators Addressing and Reducing Trauma (HEART) Collective to enhance collaborations between schools and community health centers, mental and behavioral health agencies, and/or community-based organizations to support positive mental health and well-being for youth in a school-based setting.

March 9, 2022 Hear from the Director of the National Center for Community Schools, Abe Fernandez, about the Community Schools Framework—a way for schools to collaborate with local partners to meet the holistic needs of the whole school community. Leaders in the community schools movement in New England will also share their journeys, as well as the challenges they overcame, the lessons they learned, and their visions for a future where community schools are viable and vital options.   Abe Fernandez, Director, National Center for Community Schools for Children's Aid (NY) Matthew DeBlois, Principal, Vergennes Union Elementary School (VT) Emily Mallozzi, Program Manager for Community Schools for Pawtucket School Department (RI) Dwayne Conway, Former Principal of Maranacook Community High School (ME) Rebecca Tatistcheff, EdD, Principal of Cabot School (VT) Martha Staeheli, PhD, Director, School Mental Health Initiative, New England Mental Health Technology Transfer Center

Suicide is a serious and real concern among children and teens. Suicide is the second leading cause of death among youth ages 10-24. Suicide attempts are often related to other mental health conditions, but not always. Particularly among younger children, suicide attempts can be impulsive. Warning signs of suicide or suicidal statements should always be taken seriously and evaluated by a mental health professional. Suicidal feelings are treatable with appropriate intervention and support.

While people used to think that depression only occurred in adults, we now know that children and adolescents can also experience depression. In fact, on average, approximately 3% of children ages 3-17 have a diagnosis of depression. That rate increases by 6-10% during adolescence. While many children experience down moods, the symptoms of depression should not be ignored.

Worry and anxiety are regular parts of life, but they can also be indications that your child needs more support. The recognition of anxiety disorders in young people has increased significantly over the past 10 years. Approximately 30% of children and adolescents will experience an anxiety disorder at some point in their young lives. Knowing the signs and seeking professional help when needed will help to interrupt a progression that can lead to depression, poor school performance, and substance use.

To watch the recording, go to: https://www.youtube.com/watch?v=mLkYsF5KOEM     The New England MHTTC's School Mental Health Initiative is excited to announce our Healthcare workers and Educators Addressing and Reducing Trauma (HEART) Webinar Series and Community of Practice!   Educators, healthcare workers, mental and behavioral health providers, and staff of community-based organizations are invited to monthly webinars and peer support hours about: Building and Maintaining a Comprehensive School Mental Health System Effective Collaborations Funding and Logistics Stakeholder Voice, Engagement, and Advocacy Equity Considerations   Earn up to 5 hours of CEUs for this 5-month series!   1st Thursday: Evidence-based Practices to Enhance Efficacy In these 60-minute sessions, experts in education, mental health, and healthcare from New England will share the evidence-based practices they have used to forge and maintain successful collaborations around comprehensive school mental health systems.   3rd Thursday: Peer Support Hours to Learn from One Another and Receive Technical Assistance For these 60-minute sessions, members of the community of practice are invited to share their own experiences around the month's topic and ask questions about specific challenges.

In this listening session, Sean Perry, Co-Founder and Executive Director of We R H.O.P.E.— an innovative Vermont-based nonprofit organization that brings free mental health supports to students in rural schools—will explore educator vulnerability. Join us to learn strategies for re-framing vulnerability as a weakness and designating it as an asset that can be embraced and used to your advantage in the classroom, generally, and as you work to connect with disengaged youth, specifically during these uncertain times. Everyone in the school building needs to connect with their real needs and emotions, embrace self-compassion, and re-charge by remembering what brought them to a youth-serving career. In fact, that's the kind of connection that may be what's most needed now—for ourselves, our youth, and our communities.   To watch the recording, go to: https://youtu.be/zjmJ1UojVpk

December 1, 2021   Join us for this listening session to gain insight on the early signs and symptoms of psychosis, review the research on early intervention, and access tools that help young people connect with care. Specialized early intervention provides the best hope for recovery and growth for teens and young adults who are starting to experience psychosis.   To download the slides, click here. To watch the recording, click on "view resource".   Presenter(s):  Kelsey Johnson, MPH Dan Johnston Raquelle Mesholam-Gately, PhD Courtney Spitzer Martha Staeheli, PhD  

Conflict among students, educators, and family members can derail learning and result in student and family disengagement, staff fatigue and burnout, and unfortunately, even school violence. Effective conflict resolution strategies are essential to safe and nurturing learning environments. And even the most compassionate and caring school communities can benefit from practices that promote growth, connection, and resilience while reducing damage to relationships. Join us to learn specific skills and strategies that will help you reduce conflict and respond intentionally to students, school staff, parents, and others in crisis. Our presenters will review a variety of processes relevant to conflict resolution in schools, including de-escalation tactics, active and reflective listening techniques, emotional coaching, and more.       Presenters:  Aaron Weintraub and Dana Asby, MA, MEd

    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 series will start with an introduction to Classroom WISE, a new mental health literacy course developed by the MHTTC Network and the National Center for School Mental Health. Classroom WISE is a free 3-part training package that assists K-12 educators and school personnel in supporting students' mental health in the classroom and is comprised of a free self-guided online course, video library, resource collection, and website focused on educator mental health literacy. Many schools and districts are already addressing different aspects of school mental health by using various programs, practices and initiatives to support students. Classroom WISE was designed to integrate and enhance school mental health efforts to provide even greater assistance to students at both the prevention and intervention levels. Following the introduction, each webinar in this series will focus on a different school mental health framework: social emotional learning, trauma-informed practices, and multi-tiered system of support. Clear examples, tips, and discussions will help illustrate the relationship between Classroom Wise and the specific SMH framework. Participants are welcome to attend the whole series or the individual sessions most aligned with your current SMH practices. This webinar series is for educators, school mental health professionals, school and district decisions makers, and administrators.   REGISTRATION LINKS FOR ALL EVENTS IN THE SERIES: Integrating ClassroomWISE with a Social Emotional Learning (SEL) Framework November 9, 2021: 10:00–11:00 AM Central Time  Integrating ClassroomWISE with a Trauma-Informed Schools Framework November 16, 2021:  10:00 –11:00 AM Central Time Integrating ClassroomWISE with a Multi-Tiered Systems of Support (MTSS) Framework November 30, 2021:  10:00 –11:00 AM Central Time      PRESENTER  Stefanie Winfield is an Adjunct Faculty Instructor the University of Denver, Graduate School of Social work. In her past role as School Mental Health Lead for the Mountain Plains MHTTC, Stefanie focused on providing intensive technical assistance and training to educators, teachers administrators and all school staff on ways to improve and enhance school mental health. Stefanie has extensive experience working in schools promoting youth sexual health, conflict and anger management, behavioral health education, and school-based health care. With over 20 years of experience working with nonprofits and community organizations, Stefanie has done everything from grant management and implementation, to program and outcome evaluation, training and facilitation.  

  This session will introduce the integration of behavioral health providers in primary care practices as well as the technical assistance the Mid-America MHTTC offers in this field. Speakers will demonstrate how integration efforts increase access to behavioral health, increase appointment attendance, and reduce stigma. Members of the Mid-America MHTTC Integrated Care Program will welcome requests to establish and/or enhance integration efforts in primary care. At the conclusion of this webinar, the participant should be better able to: Define integrated behavioral health care.  Identify the consequences and costs of poor health to society, particularly poor behavioral health.  Explain the importance of primary care in mental health delivery.  Describe the advantages of integrated care for patients, physicians, and providers.   Learn more about UnitedHealthcare Behavioral Health Education Series  

  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. SEL Journeys provides age-differentiated lessons aligned to the CASEL Framework for Systemic Social and Emotional Learning. The K-12 program uses movement and cultural learning to teach and reinforce SEL concepts via a highly engaging digital platform. SEL Journeys can be used as a stand-alone program, but together with CATCH you have a one-stop solution to support kids’ physical and mental health.   LEARNING OBJECTIVES Learn about the SEL Journeys Program and how to implement it Review foundational knowledge about SEL Explore how to reinforce key SEL ideas throughout the week Learn how SEL Journeys can be a spring board for creativity and peer relationships   LEARN ABOUT AN OPPORTUNITY TO IMPLEMENT SEL JOURNEYS Through a partnership with Michigan Health Endowment Fund, CATCH Global Foundation (CGF) is looking for 12 schools in Michigan to implement SEL Journeys this school year at no cost to the school. CGF is also looking for additional schools throughout the country that are interested in piloting the program  and are willing to participate in some very basic program evaluation and data collection. Please reach out to Abby Rose [email protected] for more information.    PRESENTERS   Abby Rose joined CATCH Global Foundation as a Program Manager in 2016. She is responsible for developing and disseminating CATCH’s early childhood and school whole child programs. In addition to her work at CATCH, Abby has been a national trainer for SHAPE America’s Let’s Move! Active Schools Physical Activity Leadership initiative as well as a member of the SHAPE America Physical Activity Council. Previously, Abby was a School Wellness Specialist in the Office of Student Health and Wellness (OSHW) of Chicago Public Schools (CPS). Her main areas of focus were Comprehensive School Physical Activity Programming (CSPAP) and early childhood wellness. Abby was the founding PE teacher and Director of Health and Wellness at Namaste Charter School, a national model of school wellness as a vehicle for student success on the southwest side of Chicago. Abby lives in Chicago and enjoys dancing and staying active with her two young daughters.     Margot Toppen is a visionary leader who works at the intersection of SEL, arts, and physical education. In 2006, Margot developed Dancing with Class, now a highly sought-after program serving hundreds of schools each year. This paved the way for the development of EduMotion: SEL Journeys, a digital platform that delivers an SEL-themed movement curriculum inspired by world cultures. Margot is a dynamic presenter who frequently appears at conferences related to SEL, arts, and physical education. A graduate of Northwestern University, she recently completed Kellogg’s Non-Profit Executive Scholars program, with a focus on innovation and leadership. With a dedication to collective impact, Margot is a founding member of CASEL’s SEL Providers Council and SHAPE America’s Task Force for SEL in Health and Physical Education. She has also served on the Partnerships and Professional Learning Panel for Ingenuity, a leader in arts education advocacy and research. In 2019, she co-presented with Ingenuity at CASEL’s inaugural SEL Exchange. In a past life, Margot worked as a multimedia content producer, and she has enjoyed putting some of those skills back to use with the launch of SEL Journeys.  

In this presentation, participants will learn decision-making strategies and critical evaluation skills around the dynamic interplay of nutrition and behavioral health for school-aged youth. Participants will learn how to discern pseudoscientific practices from evidence-based practices when addressing physical wellness as part of a mental health treatment plan. Participants will also have the opportunity to engage with experts in the field through an interactive panel to discuss topics presented and pressing questions or issues from the field.   Speakers Amanda Zangrillo, PsyD, BCBA-D, is an associate professor and department director of the Severe Behavior Program at the Munroe-Meyer Institute (MMI) at the University of Nebraska Medical Center (UNMC). She has a Master of Science degree from Georgia State University in Educational Psychology and Board Certification Behavior Analyst credential, as well as a Doctorate of Psychology in School Psychology from University of Southern Maine. Dr. Zangrillo also serves as the director of training for internship and postdoctoral fellowship experiences completed in the Intensive Applied Behavior Analysis Track (iABA), which includes experiences in the Severe Behavior Program, Early Intervention Program, and Pediatric Feeding Disorders Program. Amy Drayton, PhD, is director of the Department of Pediatric Feeding Disorders at the Munroe-Meyer Institute (MMI) at the University of Nebraska Medical Center (UNMC). Dr. Drayton completed her internship in applied behavior analysis and behavioral pediatrics at MMI and a post-doctoral fellowship in pediatric psychology at the University of Michigan C.S. Mott Children’s Hospital. There, she was recruited to join the faculty at the University of Michigan Medical School to start an interdisciplinary feeding program for young children who have had difficulty learning how to eat. She recently joined the faculty at MMI.  

Socio-cultural trauma is a form of trauma that is not often talked about yet experienced daily by marginalized and oppressed people. The impact of toxic stress on people living with unresolved trauma has been observed to trigger a trauma response of either fight, flight, or freeze. In people of color (BIPOC), these responses have often been mislabeled as defiant rather than protective, oppositional rather than guarded, disinterested but more accurately assessed as emotionally numb. Among mental health providers, awareness of socio-cultural trauma is vital, and treatments must be based on a comprehensive, culturally responsive, trauma-informed approach for individuals, families, and children. This guide was created with funding from the Great Lakes Mental Health Technology Transfer Center and is based on material presented by Patricia Parker and Dawn Shelton-Williams on May 18, 2021. WAFCA serves as the Wisconsin partner for the Great Lakes Mental Health Technology Transfer Center.

This 12 hour course offers recommendations to cultivate a compassionate school community that will buffer against the negative effects of trauma, build resilience for all students, and provide stress-relief and enhanced well-being for teachers and other school personnel as well as students. Participants will learn how to implement the Compassionate School Mental Health model being used to enhance services to schools and districts in the New England Mental Health Technology Transfer Center's Childhood Trauma-Learning Collaborative. Learn about the neurobiology of trauma and toxic stress, how it affects staff and student well-being, and best practices for preventing, responding to, and alleviating the effects of trauma. Get guidance on developing a vision to transform into a compassionate school community that includes the voices of many stakeholders. Gain an understanding of how a compassionate school mental health support system can help schools create systems, policies, and protocols to prevent, address, and recover from tragedies and crises including staff or student suicide, school violence, natural disasters, and global pandemics. All of these activities, including case studies, will allow for knowledge application and prepare participants to consider implications for schoolwide implementation.   This course was developed by the New England Mental Health Technology Transfer Center with funding by the Substance Abuse and Mental Health Services Administration (SAMHSA).   12-hour CEs available

ABOUT THIS RESOURCE “Person and Family-Centered Planning” is not just a catchy new phrase in the mental health world for families. During this webinar we will highlight the importance of family members having active participation, and an active role, in the design of their mental health crisis plan. Together we will focus on how the family and youth perspective, lived experience, and culture can guide efficacious holistic crisis planning within all 12 life domains. Learning Objectives Understand mental health crisis planning from the Family Perspective. Distinguish crisis stabilization versus crisis planning. Navigate the paradigm shift from system led crisis planning to consumer led crisis planning. Discuss crisis planning from a holistic view and how all life domains are incorporated. Navigate strategies that assist in creating effective family crisis plans.   FIND OUT MORE ABOUT THIS SERIES. ADDITIONAL RESOURCES Our facilitators always make reference to great resources during sessions.  Find their lists below.  Presentation Slides FACILITATOR Shawna Canaga is a Family Support Specialist and the statewide Peer Delivered Services Trainer for Oregon Family Support Network (OFSN). OFSN is a family run organization that promotes mental, behavioral, and emotional wellness for families and youth through education, support, and advocacy. Shawna comes to this position with over a decade of experience supporting youth and families, and with lived experience as a mother of an adult child with complex mental health needs. Throughout both of these journeys Shawna has cultivated a passion for supporting family-driven and person-centered care within the youth and family serving systems.     Terms of use and Substance Abuse and Mental Health Services Administration (SAMHSA) disclosure statement

In this virtual event, experts from the New England MHTTC for a special session designed to help middle and high school students—and the adults who support them—better understand mental health, self-care, and how to raise their voices to educate others about these important topics. Learn more about the differences between stress and trauma; how they both relate to our mental health; ways we can cope with stress, trauma, and mental health challenges; and how young people can advocate for their families, schools, and other organizations to make changes that support youth mental health.   Presenter(s):  Martha Staeheli, PhD and Dana Asby, MA, MEd  

This product provides resources available to support early childhood educators in their quest to foster and enhance the social-emotional development of children in early childhood education settings. Early childhood educators spend a significant amount of time with children and have opportunities to observe daily behavior and identify and respond to mental health issues. These resources can be used for professional development training, learning collaboratives, or individual personal growth.