Products and Resources Catalog

Dear Friends, We want to inform you that the MHTTC School Mental Health supplement will not continue after September 2024. SAMHSA funding has ended without a future opportunity.  For six years, the Northwest MHTTC School Mental Health team has served the school mental health workforce in Region 10 (Alaska, Idaho, Oregon and Washington) by curating timely and regionally-responsive events, developing tools for those in the field, and distributing critical resources. Rest assured that you can continue to access MHTTC school mental health materials, along with a broad array of additional ones, through the NWMHTTC SMH team’s home organization, the University of Washington School Mental Health Assessment, Research and Training (SMART) Center. While the supplement continues through the end of September, we invite you to start connecting with the SMART Center now. Join the UW SMART Center mailing list to continue receiving resource-rich newsletters Follow us on Facebook Engage with us on X/Twitter  Connect with us on LinkedIn Subscribe to our YouTube channel  Bookmark the UW SMART Center website From our team to yours, thank you for your partnership over the past six years. We couldn't have done it without you and credit your engagement, feedback, and support for our collective success.      “Don’t be dismayed at good-bye. A farewell is necessary before you can meet again. And meeting again, after moments or lifetimes, is certain for those who are friends.”    – Richard Bach, Illusions: The Adventures of a Reluctant Messiah  Make sure to sign up for the SMART Center newsletter to stay up to date on all things school mental health. If you have additional questions about the transition, please reach out to [email protected]. In gratitude, The NWMHTTC SMH Team Kelcey Schmitz, Eric Bruns, Clynita Grafenreed, Casey Chandler, Jennifer Cohen, Elsa Ferguson, Nathaly Florez, Mari Meador, and Rayann Silva

This event is part of the UW SMART Center's 2024 Virtual Speaker Series. Learn more and register for upcoming events in the series here. Bullying Prevention in Elementary and Middle Schools: Foundations and Student Ownership Description: Session attendants will learn about school readiness for bullying prevention, what staff and students can do to create a safe school climate, and how school members and students can teach and reinforce prosocial behaviors.   Objectives Core features of bullying prevention  Increasing student buy-in and ownership  Examples of student ownership from exemplar districts    Presentation Materials Recording Available Here! About the Presenter: Rhonda Nese, Ph.D. Associate Professor, Department of Special Education and Clinical Sciences Scientist, Prevention Science Institute Affiliate Faculty, Prevention Science Program   Rhonda Nese, Ph.D. is an Associate Professor in the Department of Special Education and Clinical Sciences at the University of Oregon and the Director of the Nese Lab. She is also a Scientist within the Prevention Science Institute, a multidisciplinary research institute at the University of Oregon. Dr. Nese’s research involves equitable intervention delivery within a multi-tiered behavior support framework focused on preventative strategies for improving student outcomes.​ Dr. Nese currently serves as the director of an IES grant to refine and test an intervention to reduce exclusionary discipline practices, improve student-teacher relationships, and increase instructional time for students in secondary settings, and co-principal investigator on additional federally-funded projects to identify factors that predict implementation and sustainability of evidence-based practices, to develop technology to improve online learning for educators, and to develop and validate an automated scoring system for oral reading fluency. Dr. Nese also provides technical assistance to state, district, and school level teams across the nation on preventative practices, including addressing implicit bias in school discipline, effective classroom behavior management strategies, bullying prevention, and alternatives to exclusionary discipline practices through the OSEP-funded National TA-Center on PBIS. Dr. Nese is the recipient of the 2022 Presidential Equity Award from the NorthWest PBIS Network and the 2022 Outstanding Early Career Award from the University of Oregon, the UO’s highest award for early career faculty to recognize and celebrate an emerging and significant record of scholarship and research.      Want more information and school mental health resources? Visit the Northwest MHTTC's School Mental Health page and sign up for our newsletter for regular updates about events, trainings, and resources available to the Northwest region.

Recording of the event Bipolar Disorder in the Black Community, originally held on March 21, 2024. View Slides

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

To view resources from this training, click ATTACHMENT links Recording coming soon! Event Description We are excited to welcome back Alison Malmon, Founder and Executive Director of Active Minds, the nation’s premier nonprofit organization supporting mental health awareness and education for young adults, for a training that presents new insights about college mental health in 2024. While many people view the pandemic as something that has come and gone, college campuses across the country, particularly community colleges, are continuing to grapple with the ongoing, and in some cases accelerating, student mental health needs. Recent studies conducted on college campuses found that of the students interviewed, 60% of college students meet the criteria for at least one mental health condition, and 81% of students indicate that their mental health negatively impacted their academic performance in the past four weeks. Alison will present insights gathered from activities Active Minds hosts and coordinates with students on college campuses. These insights don’t necessarily dispute the statistics presented in the last paragraph but instead provide a clear picture of how effective mental health education, advocacy, and awareness are in changing the conversation around mental health, which in turn can positively impact statistics. In addition to the data Active Minds has collected, Alison will share some of the most innovative and effective approaches that Active Minds chapters use to support young adult well-being, particularly on college campuses. This training is for anyone who works with young adults and college-age youth. Trainer Alison Malmon Active Minds Founder & Executive Director

This event is part of the UW SMART Center's 2024 Virtual Speaker Series. Learn more and register for upcoming events in the series here. Becoming - The Journey of a Change Agent  Description: In part II of the series, participants will describe the value of belonging in their own self-awareness journey to creating transformative educational systems. What role will they play in the work of creating belonging for every learner? How will they create spaces in their roles to disrupt disproportionate outcomes for students and improve school climate? Ultimately, how can we create and support change agents in education? Objective: This session will offer strategies and considerations for ensuring newly recruited and current staff have empowerment to shift their climates.   About the Presenter: Nikole Y. Hollins-Sims, Ed.D. Technical Assistance Coordinator for the Midwest PBIS Network Nikole Y. Hollins-Sims, Ed.D.,is the senior educational consultant & strategist for Hollins-Sims Consultation. She formerly served as a technical assistance coordinator for the Midwest PBIS network and is a former Special Assistant to the Secretary of Education at the Pennsylvania Department of Education (PDE). Dr. Hollins-Sims has been awarded as a Moral and Courageous Leader for Education by Cabrini University in 2021, the 2021 American Psychology Association (APA) Anti-Racism School Psychology Emerging Professional Award and was named the 2021 Pennsylvania School Psychologist of the Year. One of her career highlights is serving as the lead author of the book titled: Creating Equitable Practices in PBIS.     Want more information and school mental health resources? Visit the Northwest MHTTC's School Mental Health page and sign up for our newsletter for regular updates about events, trainings, and resources available to the Northwest region.

Changing the Conversation is the official C4 Innovations podcast, where hosts and guests discuss critical and timely topics focused on equity, substance use, mental health, homelessness, and trauma. The New England MHTTC has sponsored episodes of the podcast that explore a variety of specific topics, including reaching and engaging Native youth, the importance, and benefits of fostering an authentic and inclusive environment in the workplace, and honoring lived experience. Podcast host Ashley Stewart shared behind-the-scenes discoveries and lessons learned from fascinating conversations. Ashley was joined by Ronitia Hodges, C4 Innovations Program Manager.

At the end of this event, participants will be able to: · Summarize the clinical significance of new information regarding the neurobiology and treatment of mental illness and comorbid chronic medical conditions, and integrate such data into their patient care. · Assess practice patterns relative to current best practices and modify their practice as appropriate and feasible. · Apply new developments in treatment methods to patients. Presenter: M. Mookie C. Manalili is a psychotherapist, professor, and researcher with particular interest in suffering, embodiment, meaning-making, narratives, memory, and ethics. He is a psychotherapist in a private group practice, utilizing narrative therapy, psychoanalytic approaches, mindfulness traditions, and neuroscience psychoeducation.   View a recording of this event here.   

Changing the Conversation is the official C4 Innovations podcast, where hosts and guests discuss critical and timely topics focused on equity, substance use, mental health, homelessness, and trauma. The New England MHTTC has sponsored episodes of the podcast that explore a variety of specific topics, including reaching and engaging Native youth, the importance, and benefits of fostering an authentic and inclusive environment in the workplace, and honoring lived experience. Podcast host Ashley Stewart shared behind-the-scenes discoveries and lessons learned from fascinating conversations. Ashley was joined by Ronitia Hodges, C4 Innovations Program Manager.

About this Resource: The Southeast MHTTC Newsletter highlights upcoming events and recently released products as well as shares information on available resources from SAMHSA and the MHTTC network. The January 2024 issue promotes National Human Trafficking Prevention Month. This issue also highlights our upcoming events and recently developed products, celebrates efforts being done by Region IV states, and provides resources available through the MHTTC Network and SAMHSA to connect individuals to needed treatment and support.

This event is part of the UW SMART Center's 2024 Virtual Speaker Series. Learn more and register for upcoming events in the series here. School Mental Health through a Multi-tiered System Framework Description: This session will provide participants with an overview of the Interconnected Systems Framework and how it supports the implementation of School Mental Health. Objective: Participants will develop an understanding of the Interconnected Systems Framework and the importance of a single system of delivery.   Presentation Materials   About the Presenter: Clynita Grafenreed, Ph.D. Training and Technical Assistance Coordinator at the Northwest MHTTC/ UW SMART Center Clynita Grafenreed, Ph.D., is a Licensed Psychologist (LP) and a Licensed Specialist in School Psychology (LSSP). She earned her Bachelor of Science in Psychology (1993) and Ph.D. in Psychology (1998) from Texas A&M University in College Station. While she is a LP, Clynita considers herself first as an educator, having spent 24 years in education as a School Psychologist. For 12 years, Clynita worked as a LSSP in several Houston area school districts and then 12 years as an Education Specialist at Region 4 Education Service Center (Region 4) in the Department of Special Education Solutions. While at Region 4, the largest Education Service Center in Texas, Clynita led the Texas Behavior Support Network, a Texas Education Agency sponsored statewide network designed to build capacity in Texas schools through the provision of Positive Behavioral Interventions and Supports (PBIS) to all students for ten years. Clynita has expertise in the areas of equity, school discipline, mental health, and behavioral supports and interventions.     Want more information and school mental health resources? Visit the Northwest MHTTC's School Mental Health page and sign up for our newsletter for regular updates about events, trainings, and resources available to the Northwest region.

School mental health staff play a vital role in promoting mental health and well-being and identifying and responding to emerging mental illness in children and adolescents. Partnering with educators is essential; however, they often have not received the education, training, and/or ongoing support needed to respond in the classroom. Learn how school mental health staff can use the free Classroom WISE suite of tools to move school mental health forward. NOTE: This was originally presented at the School Social Work Association of America's 2022 Annual Conference in Chicago, IL.

Developing and disseminating effective educator and school personnel training packages does not necessarily lead to their use and implementation. This session demonstrates Classroom WISE, a free 3-part package (online course, video series, resource library) focused on educator mental health literacy, and presents evaluation results for the package and a technical assistance project that examines differences in uptake of the Classroom WISE based on the level of implementation support. NOTE: This was originally presented virtually at the 2022 Advancing School Mental Health Conference, hosted by the National Center for School Mental Health.

Educators and school personnel play a vital role in promoting well-being and identifying and responding to emerging mental illness in children and adolescents. However, they often have not received the training and ongoing support needed to respond in the classroom. To address this need, the MHTTC Network, in partnership with the National Center for School Mental Health (NCSMH) at the University of Maryland School of Medicine, developed a FREE 3-part training package focused on educator mental health literacy. Informed by and co-developed with K-12 educators, Classroom WISE (Well-Being Information and Strategies for Educators) launched in June 2021. Since then, over 10,000 educators and school staff have completed the training! This summary highlights participant feedback as well as MHTTC's dissemination and implementation efforts for Classroom WISE since its launch.

This poster uses an Implementation Research model to examine how contextual factors (e.g., leadership and climate; steps taken by the school to incorporate the content into professional development activities) affect implementing a mental health literacy training, Classroom WISE, in K-12 schools, and how to leverage facilitators to increase program uptake. NOTE: This poster was originally presented at the School Social Work Association of America's 2023 Annual Conference in Broomfield, CO.

About 4 of 5 children with mental health issues have unmet mental health needs. Key to addressing the youth mental health crisis (as declared by the U.S. Surgeon General) is identifying and addressing student mental health challenges in school settings. This poster examines how much technical assistance/implementation strategies was needed to introduce districts and schools to Classroom WISE and help them explore, plan, implement, and sustain training. NOTE: This poster was originally presented at the 15th Annual Conference on the Science of Dissemination and Implementation in Washington, DC.

  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    

  Students are reporting overall mental health decline, including increases in anxiety and persistent sadness. Aligning school-based mental health supports within existing structures and building skills of educators can increase access to evidence-based interventions. This session will highlight: best practices in school-based mental health; specific function-based interventions at the classroom, group, and individual levels; and access to free resources from the Mid-America MHTTC.   Presented by: Hannah West, PhD, BCBA, is a regional trainer for the Mid-America MHTTC and behavioral health provider at Sunflower Pediatric Behavioral Health in Shawnee, Kansas. Dr. West is passionate about assisting schools and districts at the systems level through consultation and coaching to match student academic, behavioral and mental health needs with resources available through the development of multi-tiered systems of support. As a trainer for the National Association of School Psychologists’ (NASP) PREPaRE curriculum, she is also passionate about working with schools to implement best-practice prevention, intervention, and postvention supports related to school crises. Dr. West received her doctorate in school psychology from Oklahoma State University. Her doctoral training and research focused on child and adolescent assessment and treatment, as well as working within the systems and environments they live to match resources to needs.   Jessica Christensen, M.Ed, holds a bachelor’s degree in Secondary English Education and a master’s in Education. With over a decade of middle school teaching experience, she moved from the classroom to the non-profit sector. Following the conclusion of Please Pass the Love in May 2023, she transitioned from Please Pass the Love to a full-time role at MHTTC. Jessica offers valuable insights to enhance mental well-being in education, empowering educators, and guiding districts to strengthen their mental health frameworks.     Learn more about our School Mental Health program.     

Positionality refers to the social positions we hold in our society that influence how we interact with the world. As mental health providers, researchers, and advocates, our social positions influence our approach to our work, and reflection on positionality can allow us to identify our limitations and advance equity. The Positionality Project at the South Southwest Mental Health Technology Transfer Center (MHTTC) aims to provide resources for the mental health workforce in Region 6 to understand and integrate positionality into their work. This brochure includes foundational information for mental health providers, researchers, and advocates to understand positionality. It provides a metaphor to understand positionality, explores how positionality can be used in mental health, provides a hypothetical example of applying positionality, and shares guiding questions for developing a positionality statement, which is one method for reflecting on positionality. A glossary of terms is provided at the end of the brochure. We hope that the brochure provides an introduction to this critical topic and inspires further learning.

From wildfires to school shootings, we need to be prepared to support the mental health of students, staff and families in our school communities when disaster strikes. This concise resource is a critical tool in building your response plans.   Access The Disaster Behavioral Health: Response and Recovery Considerations Document Here >    Want more information and school mental health resources?  Visit the Northwest MHTTC's School Mental Health page and sign up for our newsletter for regular updates about events, trainings, and resources available to the Northwest region.

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The Northwest Mental Health Technology Transfer Center and the UW SMART Center presented the 2024 Virtual Speaker Series to the school mental health workforce. The six-session series features discussions on ways to create a positive school climate for students and staff. Through this series, we spotlight evidenced-based strategies to address universal screening, staff retention, and bullying and its intersection with youth mental health and violence. Please feel free to share the series flyer with your colleagues!   Learn more and register for upcoming events in the series here.    Check out the history of this series! SMART Center 2023 Speaker Series SMART Center 2022 Speaker Series SMART Center 2021 Speaker Series   Learn more about the UW SMART Center here.   Want more information and school mental health resources? Visit the Northwest MHTTC's School Mental Health page and sign up for our newsletter for regular updates about events, trainings, and resources available to the Northwest region.

NAMI has many free support and educational programs. This talk reviews these programs and discuss NAMI's first book You Are Not Alone, where people who have lived with mental health conditions use their names and share what they have learned. They do so to reduce the isolation and shame so common with mental health conditions and to make meaning of their experience. Their lessons include ways they have found to live with symptoms, give to others, and build a life. Families who have learned to communicate and cope with loss will also share what they learned.   Presenter: Ken Duckworth, MD, is the chief medical officer of the National Alliance on Mental Illness (NAMI). Ken is board certified in adult psychiatry and child and adolescent psychiatry, and is an assistant professor of psychiatry at Harvard Medical School.   View a recording of this 9/13/23 session here. 

This guide is intended to accompany the three-part series, Understanding Stress, Understanding Trauma, and Understanding Trauma-Informed Care web-based modules located on HealthEKnowledge. This guide is intended for facilitators, coaches, and trauma-informed care champions of this curriculum to feel guided and supported in leading a cohort of through the content. The layout of this guide provides an overview of the objectives, materials needed, breathing & grounding exercises the facilitator can use, timing and content map for live sessions, as well as additional or supplemental exercises to support the content in the module.