Products and Resources Catalog

The final issue of the Northwest MHTTC March newsletter features new NW MHTTC webinars, a news update about our website, other events and resources.

Recording of the event Reducing Stigma Toward the Transgender Community, originally held on March 7, 2024. View Slides

This Fall 2023 edition of Region 9 School Mental Health Champions! newsletter was released in October, a time and month that for many school-based leaders and educators is full, often a time and month that yearns for rest and rejuvenation. Our Region 9 team extends our wishes for our readers to feel resourced and supported and we are continually grateful for the opportunity to be a resource and a support to the work that makes your love for school mental health equity visible.    In this quarter’s newsletter, we offer new programming, research, and resources, and so much more. 

Creating Affirming Environments for LGBTQ People Receiving Services provides an overview of terms, concepts, and identities that people working in the behavioral health field should know to provide affirming services and cultivate affirming environment for LGBTQ people. Based on a 2018 report from the Texas Institute for Excellence in Mental Health, titled Peers in Research: Interventions for Developing LGBTQ-Affirmative Behavioral Health Services in Texas, most providers in Texas do not hold overtly prejudicial attitudes towards LGBTQ clients, but that most providers either lack the knowledge and skills to provide appropriate care to LGBTQ clients or are not aware of the importance of LGBTQ-affirming care. This training aims to bridge the gap many providers feel by offering basic information, resources, and guidance for people working in behavioral health agencies on how to support LGBTQ people receiving services.     Co-created by: Darcy Kues, JD., and Shane Whalley, MSSW     Learning Objectives: At the end of this training, participants will be able to:    • Define many current terms used in the LGBTQ communities;    • Understand the foundation of sexual orientation and gender;    • Recognize the unique impacts of trauma on the LGBTQ communities;    • Communicate using an affirming framework with LGBTQ people receiving services; and    • Implement at least one LGBTQ-affirming organizational/environmental change.     For more information on this training, including training opportunities through the South Southwest Mental Health Technology Transfer Center or how to bring this training to your community, please email [email protected].

  Due to technical difficulties, we were unable to process and upload the video portion of our webinar. We apologize for this inconvenience. Presentation slides are still available.   Attendees will engage in discussion with panelists on navigating context paralysis and addressing the mental well-being of LGBTQIA+ youth. Panelists are presenters from the previous sessions.   Speakers: Jordan Mix, Jabari Lyles, Shelley Craig, PhD, Leah Love, MSSA, LISW, LCSW, and Alison DeLizza, PhD   Jordan Mix (they/them) is the Director of Educational Programming at Iowa Safe Schools. They graduated from Drake University in 2016 with degrees in Law, Politics, and Society; Sociology; and Women and Gender Studies. While at Drake they were the president of Drake’s LGBTQ organization, Rainbow Union, helped establish the first all-gender bathroom on campus, and collaborated heavily in writing Drake’s Transgender Inclusion Statement. Jordan also completed their graduate studies in Gender and Sexuality Studies at the University of North Carolina Charlotte. In 2019, Jordan was the head curator of a project called Breathe, Learn, Act — the first ever virtual care package for parents and loved ones of transgender and non-binary kids. Jordan joined the Iowa Safe Schools team in March of 2020, where they work with K-12 educators to develop LGBTQ-Inclusive curriculum, facilitate an online academy for Iowa’s K-12 educators, and lead training sessions for students, educators, and other community members. When they’re not working, you can find Jordan hiking with their wife, cheering on the U.S. Women’s National Soccer Team with their cat, and honing their home barista skills.   ____   Jabari Lyles (they/them) is an unapologetically Black, fat, queer, gender non-conforming educator, community organizer, servant leader and consultant with over 15 years of experience leading initiatives which emphasize their passion for people, education and justice. A native of Maryland, Jabari has been active in LGBTQ organizing in across the state throughout their entire career. Aside from a long history with several flagship LGBTQ organizations in Baltimore and beyond, Jabari is most proud of their experience as a proud, Black and openly queer classroom teacher at public and independent schools in Baltimore City. Jabari was born in Baltimore City and raised in Baltimore County, Maryland. Their family, who were mostly educators and human service providers, encouraged them from an early age to nurture their love of learning and to be proud of any job well done. It was in high school that Jabari became involved with the local chapter of GLSEN, the country’s leading organization championing LGBTQ issues in K-12 schools. At 15, Jabari began assisting with producing the annual Youth Summit, a free conference-style event for LGBTQ youth and allies from the Greater Baltimore area. At 19, Jabari became the lead facilitator for the Safe Schools for All—Baltimore program, offering assemblies, guest lectures and workshops to elementary, middle and high school students on anti-bullying and LGBTQ inclusion, as well as professional development training to teachers and administrators on creating safer and more affirming schools for LGBTQ youth. For the next decade, Jabari would dedicate their career to helping shape Baltimore’s schools, nonprofits, government and businesses, into safe, inclusive places for all of the many identities found within the LGBTQ community. Prior to launching into a career as a full-time consultant, Jabari was the first-ever Senior Advisor and Director of LGBTQ Affairs for the Office of the Mayor in Baltimore City, a newly created position in local government, where they supported Baltimore’s three previous Mayoral administrations on the needs and interests of the LGBTQ community, while working to grow the community’s capacity and visibility. During their time in the Mayor’s Office, Jabari was instrumental in developing crucial new policies, including the city-wide Gender Neutral Restroom Act, the sex-based discrimination and transgender student rights policy in Baltimore City Public Schools and the legislation to amend the City charter to create Baltimore’s first Mayor’s Office of LGBTQ Affairs. Jabari is the former Chief Operating Officer and Senior Strategist at Baltimore Safe Haven, a nonprofit organization providing health and housing services for transgender people living in survival mode in Baltimore City. Currently, Jabari works with communities across the country providing consultation, technical assistance and guest speaking on gender, identity, leadership and inclusion in education. Jabari is retained by the Gender & Family Project at the Ackerman Institute for the Family as a Training & Capacity Building Associate, where they provide gender inclusion training for educators and service providers in New York City, including the New York City Department of Education. In October 2021, Governor Larry Hogan appointed Jabari to a four-year term on Maryland’s first-ever statewide Commission on LGBTQ Affairs, a 15-member body who will assist the state government with shaping public policy and furthering the capacity of state agencies to fully serve and represent LGBTQ Marylanders. Jabari has worked with and led local and statewide LGBTQ organizations, including becoming the first-ever executive director of GLSEN Maryland, the youngest-ever President and Executive Director of The Pride Center of Maryland, and co-chairperson of the education workgroup for Youth Equality Alliance, a policy coalition working towards positive outcomes for LGBTQ youth in Maryland convened by FreeState Justice. They are the former chairperson and executive producer of Baltimore Pride, a former elementary and middle school teacher in Baltimore City and the first-ever LGBTQ Studies teacher in the Upper School at Friends School of Baltimore. They are a seasoned diversity trainer and group facilitator, and has participated on several workgroups, boards and coalitions working towards gender, racial and sexual justice for Black people, transgender people and LGBTQ youth. Jabari has delivered guest lectures and guest speaking on LGBTQ inclusion and public service for Harvard University, Johns Hopkins University, Towson University, McDaniel College and the Maryland Institute College of Art. Their contributions have appeared in local and national publications, including the Baltimore Sun, Washington Blade, Baltimore Magazine, The New York Times, WYPR, Okayplayer and Youth Today. Their 2017 TEDx Talk, entitled Black Self/White World: Lessons on Internalized Racism gained over 200,000 views and has been featured in racial justice education and university syllabi across the globe. Jabari is a 2018 Baltimore Homecoming Hero, the only two-time recipient of the Mark Scurti Award for Outstanding Contributions to the LGBTQ Community by OUTLaw at the University of Baltimore School of Law, a 2020 Business Equality Pride Magazine LGBTQ Leader Under 40, and was recently named Emerging Leader of the Year by the Maryland LGBT Chamber of Commerce. Jabari attended The Community College of Baltimore County, and The University of Maryland—Baltimore County (UMBC) as a Sherman STEM Teacher Scholar. They have completed significant university coursework in mathematics, physical science, teacher education and gender studies, as well as a graduate certificate program in Supporting System-Involved LGBTQ Youth from Georgetown University. They currently reside in Southeast Baltimore City, where they enjoy trying out new recipes, entertaining for family and friends, dancing to loud music, the beach, and Beyoncé.   ____   Shelley L. Craig joined the Factor-Inwentash Faculty of Social Work in 2009 as an Assistant Professor. She served as an Associate Dean, Academic from 2016-2019. She is currently a full Professor and holds a Canada Research Chair in Sexual and Gender Minority Youth. Dr. Craig’s program of research focuses on cultivating resilience in marginalized populations through innovative, community-based interventions. Her primary specializations are: (1) understanding the needs of sexual and gender minority youth (SGMY), particularly the role of information and communication technologies on their mental health and wellbeing (2) developing of tailored interventions to address the mental health disparities of SGMY (3) exploring the skills and interventions used by health social workers to impact the social determinants of health (3) developing competent social work practitioners through effective social work education. Dr. Craig has developed and tested the first evidence-informed interventions for sexual and gender minority youth mental health including Strengths-First (a resilience-focused case management program for youth at risk); ASSET (an empowering group model delivered in schools), AFFIRM (an affirmative cognitive-behavioural group intervention) and AFFIRMative Caregiver (an affirmative group intervention for parents and caregivers of SGMY). She has created INQYR, The International Partnership for Queer Youth Resilience, which consists of fifty international scholars, four regional research networks and twelve students as part of the International Student Training Network. Dr. Craig has also directed a community research plan in Miami-Dade County and subsequently established a comprehensive system of care for SGMY and their families. In addition to many other research activities, she has conducted extensive research on HIV prevention interventions with juvenile detainees, newcomers and immigrants and sex workers. She is a PI on an international study of LGBTQ students in social work programs. Dr. Craig is grateful to have been funded by SSHRC, CIHR, PHAC, Lesbian Health Foundation as well as other donors. During her extensive practice history, Dr Craig has served as: Founder and Executive Director of the Alliance for LGBTQ Youth, Executive Director of ALSO for Out Youth; Medical social worker in the emergency care center of a community hospital; and Director of a domestic violence shelter as well as many other positions. She has been grateful to be the recipient multiple awards including the Ontario Association of Social Work (OASW) Inspirational Social Work Leader (2015).   ____   Leah Love (she/her) has a passion for helping others and creating a safe space for individuals to navigate through life’s barriers. Leah is an independently practicing social worker with an undergraduate degree in Applied Science and a postgraduate degree in Master of Science in Social Administration (MSSA). Leah Love, MSSA, LISW, LCSW has a hybrid role with Vita Health as Clinical Development Lead and Clinician. She is a Licensed Clinical Social Worker in the state of Ohio. She has worked in the social service field for over 10 years in both clinical and administrative roles. Leah has a passion for assisting others reach their goals, needs and fundamental happiness by intentionally creating a safe environment to work through life’s barriers. She practices from an array of theoretical perspectives utilizing various applicable interventions. Her expertise is in working with youth identifying in the LGBTQ+ community.   ____   Dr. Alison DeLizza is a child psychologist who has a special interest in working with children and teens with anxiety and depression. She has been working in Nebraska since 2018 when she relocated from Western Michigan. In addition to anxiety and depression, Dr. DeLizza also has experience working with children and teens with ADHD and other behavior disorders. Dr. DeLizza's therapy interests also include OCD and working with LGBTQIA+ youth. Dr. DeLizza completed her PhD in Clinical Psychology at Western Michigan University and her Clinical Internship at the Munroe-Meyer Institute at UNMC.         Learn more about this series: Supporting the Mental Well-being of LGBTQIA+ Youth in Schools    

  Attendees will learn evidence-based, individual and family therapy practices for LGBTQIA+ youth. This session will highlight creating an inclusive therapeutic context and recognizing intersectional identities of individual students.   Presented by: Leah Love, MSSA, LISW, LCSW Leah Love (she/her) has a passion for helping others and creating a safe space for individuals to navigate through life’s barriers. Leah is an independently practicing social worker with an undergraduate degree in Applied Science and a postgraduate degree in Master of Science in Social Administration (MSSA). Leah Love, MSSA, LISW, LCSW has a hybrid role with Vita Health as Clinical Development Lead and Clinician. She is a Licensed Clinical Social Worker in the state of Ohio. She has worked in the social service field for over 10 years in both clinical and administrative roles. Leah has a passion for assisting others reach their goals, needs and fundamental happiness by intentionally creating a safe environment to work through life’s barriers. She practices from an array of theoretical perspectives utilizing various applicable interventions. Her expertise is in working with youth identifying in the LGBTQ+ community.     Learn more about this series: Supporting the Mental Well-being of LGBTQIA+ Youth in Schools    

The October issue of our newsletter spotlights Mental Illness Awareness Week, October 1-7, features two upcoming Northwest MHTTC webinars, MHTTC & ATTC network events, other events of interest and resources. October is also National Substance Abuse Prevention Month, National Hispanic Heritage Month, LGBTQ+ History Month, Disability Employment Awareness Month, and more. Upcoming weekly newsletters will feature additional resources and ways to get involved.

  Attendees will learn evidence-based, small group practices for LGTBQIA+ youth. Attendees will understand core components for small group therapy and identify components that can be modified to be inclusive of LGBTQIA+ youth. Attendees will also hear about a small group intervention that was specifically designed for LGBTQIA+ youth.   Presented by: Shelley Craig, PhD Shelley L. Craig joined the Factor-Inwentash Faculty of Social Work in 2009 as an Assistant Professor. She served as an Associate Dean, Academic from 2016-2019. She is currently a full Professor and holds a Canada Research Chair in Sexual and Gender Minority Youth. Dr. Craig’s program of research focuses on cultivating resilience in marginalized populations through innovative, community-based interventions. Her primary specializations are: (1) understanding the needs of sexual and gender minority youth (SGMY), particularly the role of information and communication technologies on their mental health and wellbeing (2) developing of tailored interventions to address the mental health disparities of SGMY (3) exploring the skills and interventions used by health social workers to impact the social determinants of health (3) developing competent social work practitioners through effective social work education. Dr. Craig has developed and tested the first evidence-informed interventions for sexual and gender minority youth mental health including Strengths-First (a resilience-focused case management program for youth at risk); ASSET (an empowering group model delivered in schools), AFFIRM (an affirmative cognitive-behavioural group intervention) and AFFIRMative Caregiver (an affirmative group intervention for parents and caregivers of SGMY). She has created INQYR, The International Partnership for Queer Youth Resilience, which consists of fifty international scholars, four regional research networks and twelve students as part of the International Student Training Network. Dr. Craig has also directed a community research plan in Miami-Dade County and subsequently established a comprehensive system of care for SGMY and their families. In addition to many other research activities, she has conducted extensive research on HIV prevention interventions with juvenile detainees, newcomers and immigrants and sex workers. She is a PI on an international study of LGBTQ students in social work programs. Dr. Craig is grateful to have been funded by SSHRC, CIHR, PHAC, Lesbian Health Foundation as well as other donors. During her extensive practice history, Dr Craig has served as: Founder and Executive Director of the Alliance for LGBTQ Youth, Executive Director of ALSO for Out Youth; Medical social worker in the emergency care center of a community hospital; and Director of a domestic violence shelter as well as many other positions. She has been grateful to be the recipient multiple awards including the Ontario Association of Social Work (OASW) Inspirational Social Work Leader (2015).       Learn more about this series: Supporting the Mental Well-being of LGBTQIA+ Youth in Schools     Co-sponsored by:  

  Attendees will learn about federal policies and procedures that impact trans, nonbinary, and gender expansive youth. Attendees will receive examples of inclusive policies that states, districts, and schools have implemented that impact the mental well-being of LGBTQIA+ youth.   Presented by: Jabari Lyles Jabari Lyles (they/them) is an unapologetically Black, fat, queer, gender non-conforming educator, community organizer, servant leader and consultant with over 15 years of experience leading initiatives which emphasize their passion for people, education and justice. A native of Maryland, Jabari has been active in LGBTQ organizing in across the state throughout their entire career. Aside from a long history with several flagship LGBTQ organizations in Baltimore and beyond, Jabari is most proud of their experience as a proud, Black and openly queer classroom teacher at public and independent schools in Baltimore City. Jabari was born in Baltimore City and raised in Baltimore County, Maryland. Their family, who were mostly educators and human service providers, encouraged them from an early age to nurture their love of learning and to be proud of any job well done. It was in high school that Jabari became involved with the local chapter of GLSEN, the country’s leading organization championing LGBTQ issues in K-12 schools. At 15, Jabari began assisting with producing the annual Youth Summit, a free conference-style event for LGBTQ youth and allies from the Greater Baltimore area. At 19, Jabari became the lead facilitator for the Safe Schools for All—Baltimore program, offering assemblies, guest lectures and workshops to elementary, middle and high school students on anti-bullying and LGBTQ inclusion, as well as professional development training to teachers and administrators on creating safer and more affirming schools for LGBTQ youth. For the next decade, Jabari would dedicate their career to helping shape Baltimore’s schools, nonprofits, government and businesses, into safe, inclusive places for all of the many identities found within the LGBTQ community. Prior to launching into a career as a full-time consultant, Jabari was the first-ever Senior Advisor and Director of LGBTQ Affairs for the Office of the Mayor in Baltimore City, a newly created position in local government, where they supported Baltimore’s three previous Mayoral administrations on the needs and interests of the LGBTQ community, while working to grow the community’s capacity and visibility. During their time in the Mayor’s Office, Jabari was instrumental in developing crucial new policies, including the city-wide Gender Neutral Restroom Act, the sex-based discrimination and transgender student rights policy in Baltimore City Public Schools and the legislation to amend the City charter to create Baltimore’s first Mayor’s Office of LGBTQ Affairs. Jabari is the former Chief Operating Officer and Senior Strategist at Baltimore Safe Haven, a nonprofit organization providing health and housing services for transgender people living in survival mode in Baltimore City. Currently, Jabari works with communities across the country providing consultation, technical assistance and guest speaking on gender, identity, leadership and inclusion in education. Jabari is retained by the Gender & Family Project at the Ackerman Institute for the Family as a Training & Capacity Building Associate, where they provide gender inclusion training for educators and service providers in New York City, including the New York City Department of Education. In October 2021, Governor Larry Hogan appointed Jabari to a four-year term on Maryland’s first-ever statewide Commission on LGBTQ Affairs, a 15-member body who will assist the state government with shaping public policy and furthering the capacity of state agencies to fully serve and represent LGBTQ Marylanders. Jabari has worked with and led local and statewide LGBTQ organizations, including becoming the first-ever executive director of GLSEN Maryland, the youngest-ever President and Executive Director of The Pride Center of Maryland, and co-chairperson of the education workgroup for Youth Equality Alliance, a policy coalition working towards positive outcomes for LGBTQ youth in Maryland convened by FreeState Justice. They are the former chairperson and executive producer of Baltimore Pride, a former elementary and middle school teacher in Baltimore City and the first-ever LGBTQ Studies teacher in the Upper School at Friends School of Baltimore. They are a seasoned diversity trainer and group facilitator, and has participated on several workgroups, boards and coalitions working towards gender, racial and sexual justice for Black people, transgender people and LGBTQ youth. Jabari has delivered guest lectures and guest speaking on LGBTQ inclusion and public service for Harvard University, Johns Hopkins University, Towson University, McDaniel College and the Maryland Institute College of Art. Their contributions have appeared in local and national publications, including the Baltimore Sun, Washington Blade, Baltimore Magazine, The New York Times, WYPR, Okayplayer and Youth Today. Their 2017 TEDx Talk, entitled Black Self/White World: Lessons on Internalized Racism gained over 200,000 views and has been featured in racial justice education and university syllabi across the globe. Jabari is a 2018 Baltimore Homecoming Hero, the only two-time recipient of the Mark Scurti Award for Outstanding Contributions to the LGBTQ Community by OUTLaw at the University of Baltimore School of Law, a 2020 Business Equality Pride Magazine LGBTQ Leader Under 40, and was recently named Emerging Leader of the Year by the Maryland LGBT Chamber of Commerce. Jabari attended The Community College of Baltimore County, and The University of Maryland—Baltimore County (UMBC) as a Sherman STEM Teacher Scholar. They have completed significant university coursework in mathematics, physical science, teacher education and gender studies, as well as a graduate certificate program in Supporting System-Involved LGBTQ Youth from Georgetown University. They currently reside in Southeast Baltimore City, where they enjoy trying out new recipes, entertaining for family and friends, dancing to loud music, the beach, and Beyoncé.     Learn more about this series: Supporting the Mental Well-being of LGBTQIA+ Youth in Schools     Co-sponsored by:  

After 10 years of research, Proud & Empowered has shown efficacy to support its use in school and community settings. The 10-week small group intervention uses a mix of didactic learning strategies to support LGBTQ+ youth as they navigate their family, peer, school and other community environments. Hosted in partnership with the Center of Excellence on LGBTQ+ Behavioral Health Equity (CoE-LGBTQ+) and the MHTTC Network Coordinating Office, this presentation offers an overview of the intervention and allows for Q&A.

  All public schools in California are required to offer Identity Support Plans (IDSP) for LGBTQ+ students in elementary, middle, and high school.  This tool guides California public middle and high schools through the development of a plan to support LGBTQ+ students’ identity, success, and safety at school. It is designed for school staff, caregivers, and the student to work together to complete the document. This tool supports districts’ commitment to making educational spaces safe and supportive for ALL students, regardless of gender, sexual orientation, gender identity, or expression.   All available IDSP tools and supporting documents can be accessed on the main product page. 

  All public schools in California are required to offer Identity Support Plans (IDSP) for LGBTQ+ students in elementary, middle, and high school.  The IDSP for secondary schools supports public middle and high school staff in California to work with gender-diverse students, and potentially their caregivers, to identify ways in which the student’s identity is respected and supported at school. The IDSP process fosters an educational environment that is safe and supportive for ALL students, and it serves as an effective tool to help guide school staff through conversations with families, other caregivers, and children.  This document explains the IDSP process, provides guidance about how to use the IDSP tool, and offers strategies and discussion tips that school staff can use when working with caregivers and students.   All available IDSP tools and supporting documents can be accessed on the main product page. 

  All public schools in California are required to offer Identity Support Plans (IDSP) for LGBTQ+ students in elementary, middle, and high school.  This Identity Support Plan for Elementary (IDSPE) is a form designed to be filled out collaboratively by school staff, the student, and the student’s caregiver(s) to ensure that students feel safe in classrooms and across the school environment.  The IDSPE tool was created to help gender-diverse students share anything that might make them feel unsafe or uncomfortable. It also gives students a chance to share and express how they feel about their name and gender expression or identity. You can also access the corresponding Identity Support Plan for Elementary (IDSPE) Explainer, which explains the IDSPE process, provides guidance about how to use the IDSPE tool, and offers strategies and discussion tips that school staff can use when working with caregivers and students.   All available IDSP tools and supporting documents can be accessed on the main product page. 

  All public schools in California are required to offer Identity Support Plans (IDSP) for LGBTQ+ students in elementary, middle, and high school.  An Identity Support Plan for Elementary (IDSPE) supports public school staff in California to work with gender-diverse students, and potentially their caregivers, to identify strategies for ensuring that their identity is respected and supported. The IDSPE process fosters an educational environment that is safe and supportive for ALL students, and it serves as an effective tool to help guide school staff conversations with families, other caregivers, and children. This document explains the IDSPE process, provides guidance about how to use the IDSPE tool, and offers strategies and discussion tips that school staff can use when working with caregivers and students.   All available IDSP tools and supporting documents can be accessed on the main product page. 

  Attendees will learn foundational terminology and history related to gender and sexuality. Attendees will identify strategies in supporting LGBTQIA+ youth in schools.   Presented by: Jordan Mix Jordan Mix (they/them) is the Director of Educational Programming at Iowa Safe Schools. They graduated from Drake University in 2016 with degrees in Law, Politics, and Society; Sociology; and Women and Gender Studies. While at Drake they were the president of Drake’s LGBTQ organization, Rainbow Union, helped establish the first all-gender bathroom on campus, and collaborated heavily in writing Drake’s Transgender Inclusion Statement. Jordan also completed their graduate studies in Gender and Sexuality Studies at the University of North Carolina Charlotte. In 2019, Jordan was the head curator of a project called Breathe, Learn, Act — the first ever virtual care package for parents and loved ones of transgender and non-binary kids. Jordan joined the Iowa Safe Schools team in March of 2020, where they work with K-12 educators to develop LGBTQ-Inclusive curriculum, facilitate an online academy for Iowa’s K-12 educators, and lead training sessions for students, educators, and other community members. When they’re not working, you can find Jordan hiking with their wife, cheering on the U.S. Women’s National Soccer Team with their cat, and honing their home barista skills.     Learn more about this series: Supporting the Mental Well-being of LGBTQIA+ Youth in Schools     Co-sponsored by:

This is a recording of the Social Media & Youth: Perils, Powers, and Pathways to Resilience panel on August 1, 2023. The Pacific Southwest MHTTC gathered a group of leaders in the fields of social science research, mental health and youth advocacy including Senior Research Scientist and Director of Youth, Media & Wellbeing Research Lab at Wellesley College, Linda Charmaraman; Founder/CEO of Log OFF Movement, Emma Lembke; Assistant Professor of Equity, Diversity and Justice in Education at University of Colorado, Boulder, Tiera Tanksley; and Outpatient Therapist, Skyler Blankenship. Together, they presented and discussed the risk factors and benefits of social media for young people. The session focused on strategies for fostering a more empowered, healthier relationship with digital technology and provided a nuanced view of both the perils and powers of social media use for youth.   This session is designed for providers who work with youth, young adults and their families and viewers of this video can benefit from the following learning objectives:  Understand the positive and negative psychological impact of social media on youth and young adults Identify strategies mental health providers can use in supporting youth to reflect on their social media use, make meaning of it, and develop coping responses to harmful exposure  Learn about available tools and resources to support diversion and self-regulation in social media use Understand risk factors and impacts to specific populations of youth around social media harms  Support community efforts and advocate for improved monitoring and filtering of social media while supporting healthy social development

In today's diverse and evolving world, understanding and addressing the needs of all students, including those who identify as lesbian, gay, bisexual, transgender, queer/questioning (LGBTQ), is essential. Despite strides toward equality and acceptance, many LGBTQ youth face unique challenges in school settings. These challenges can include stigmatization, peer rejection, and violence. The 2019 National School Climate Survey by GLSEN found that nearly 70% of LGBTQ students experienced verbal harassment at school because of their sexual orientation and over half because of their gender expression. Educators, parents, and advocates have the opportunity to create a supportive, inclusive, and affirming environment for LGBTQ students to support their well-being, confidence, and academic success. Because of the many challenges faced by LGBTQ youth, many rely on their schools to be safe and affirming places. LGBTQ students who are supported at home or at school, and those whose gender identities are affirmed and respected, have significantly lower rates of mental health symptoms and suicide. Inclusive policies and practices designed to support our LGBTQ students enrich our school culture, and foster empathy, understanding, and respect among all our students.   This product is part of the Mental Health Matters Lead with Equity series. Check out other products in this series:   Equitable School Practices to Support Youth Mental Health   Supporting Diverse Educators

Pride Month is a month long celebration of the history, culture, and contributions of lesbian, gay, bisexual, transgender, and queer people and their communities. Here are a few ways you can support and affirm LGBT students in your classroom. And remember these activities and displays should be implemented in a way that respects the individual comfort and privacy of LGBTQ students, and seeks to create an inclusive and affirming environment for all students.  

Transgender people experience higher levels of depression, anxiety, and suicidality than cisgender people, and the highest rates of mental health challenges among people who identify as LGBTQIA+. Presenters speak about their work in New England, share their strategies for and experiences with supporting mental health for transgender populations and answer questions from participants. Presenters: Layne Alexander Gianakos (he/him), Program Coordinator, Office of Health Equity Research at Yale School of Medicine Kirill Ivan Staklo (he/him), Program Director, PeerPride Dr. Heather Kim, MD (she/they), Department of Psychiatry at Massachusetts General Hospital   View a recording of this 6/21/23 event here.    Check out our additional resources: Supporting LGBTQ Students in Schools Supporting Diverse Educators

  The Great Lakes Current is the e-newsletter of the Great Lakes ATTC, MHTTC, and PTTC.   The June 2023 issue honors National Pride Month, National PTSD Awareness Month, and Men's Health Month by sharing events and resources on these topics. As always, you will find links to all upcoming events and trainings hosted by the Great Lakes ATTC, MHTTC, and PTTC!  

This is a recording of Part 1 of the Trans 101 Workshop Series - Foundations of Knowledge & Action on May 17, 2023. In Part 1, the trainer, Arc Telos Saint Amour reviewed common terms and explored examples of how anti-transgender prejudice intersects with other forms of oppression. The session modeled how to navigate conversations with transgender and non-binary people using up-to-date and affirming language. The trainer reviewed essential guidelines for supporting transgender and non-binary people in all spaces. Viewers of this recording will learn strategies that can be implemented immediately for affirming of the transgender and non-binary community! Learning objectives include: An accurate explanation on the difference between sex assigned at birth, gender identity, gender expression, and sexual orientation. Examples of affirming and supportive language, and examples of language that can be considered disrespectful, a microaggression, or non-affirming. Potential strategies for personally and professionally being able to better support transgender and non-binary people.

This is a recording of Part 2 of the Trans 101 Workshop Series - Working with Families of Trans & Non-Binary Youth on May 24, 2023. In this final session, educator and advocate Sean Lare, addressed the wide range of responses to young people in their family or care coming out as transgender or non-binary and how affirmation is essential for the mental health, safety, and future of trans and non-binary youth. Mr. Lare used case examples, small group work and best practices to guide professionals who work with trans and non-binary youth and their caregivers or families to meet both the parent/caregivers and the young person “where they are” in their process and help identify where the adult is on the spectrum of acceptance. This webinar dove briefly into family systems work, spent time considering the short- and long-term impacts of family rejection on trans, non-binary, and gender diverse youth; and discussed methods to assess where the adults are in their ability and willingness to affirm and accept their young people. , as well as helped to guide the family unit towards attunement. Viewers of this recording will learn: The five stages of the Nelson Continuum as they relate to reactions to a person coming out as transgender or non-binary. Examples from each stage of how a person might respond and explain how that type of response might affect a transgender or non-binary person. Two different approaches used to support the youth and parent/caregiver. External resources or supports for a youth and 1-2 external resources or supports for a parent/caregiver.

The South Southwest MHTTC has developed a list of mental health resources for LGBTQIA+ individuals and clinicians working with LGBTQIA+ populations.

Recording of the event Barriers and Risk Factors for Black LGBTQ+ Youth: Suggestions for Improving their Lived Experiences, originally held on May 2, 2023.   Slide presentation