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  Objectives: Identify common experiences (i.e., microaggressions, burnout, and secondary trauma) of BIPOC trainees. Examine the power differentials that exist between supervisors and supervisees. Create collaborative supervision contracts highlighting cultural integration. Identify ways to adapt clinic aesthetic, policies and procedures, language, and staff representation to support trainee’s experience over the year.   Presented by: Patty Cerda-Lizarraga, Ph.D., Belinda Hinojos, PhD, LP, and Anitra Warrior, PhD, LP Patricia Cerda-Lizarraga, Ph.D., graduated from the University of California, Irvine with a double major in Cognitive Psychology and Spanish Language and Culture. She moved to the Midwest where she completed her Masters degree and doctoral degree in Counseling Psychology from the University of Nebraska-Lincoln. Patricia previously worked as a staff psychologist at UNL where she provided individual and group therapy to college students. Patricia was the diversity coordinator at Counseling and Psychological Services at UNL and has a passion to work with issues of diversity and with people of color. She recently came on board at Morningstar to work with the American Indian population in Nebraska and expand her training in working with children and families. Dr. Patty was born and raised in Southern California. Together with her two young boys and her husband they have made Lincoln, Nebraska their home. Dr. Patty enjoys family time and taking trips to California and Mexico.   Belinda Hinojos, Ph.D., received her bachelor's degree in psychology and master's degree in counseling psychology from the University of Kansas. She completed her Ph.D. in counseling psychology from the University of Nebraska-Lincoln. She is a staff psychologist and training director with Morningstar. In this role, she provides mental health services to American Indian communities in Nebraska. This includes outreach and services to the Little Priest Tribal College and the Nebraska Indian Community College. Dr. Hinojos previously held the position of training director at the University of Nebraska-Lincoln’s (UNL) Counseling and Psychological Services (CAPS). Throughout her career, Dr. Hinojos has focused on increasing access to quality mental health services for people of color. She began her work at UNL-CAPS as the Diversity Coordinator and Latinx Outreach Specialist. Prior to starting her doctoral program, Dr. Hinojos worked at a community mental health agency in Kansas City providing mental health services to the Latinx community. She is an active member of the National Latinx Psychological Association. She currently serves on the Standing Committee on Diversity through the Association of Counseling Center Training Agencies, in addition to the Training Advisory Committee for the Minority Fellowship Program through the American Psychological Association.   Dr. Anitra Warrior is the owner of Morningstar Counseling and Consultation in Lincoln, Nebraska, and is from the Ponca Tribe of Oklahoma. She earned her Ph.D. in counseling psychology in 2015 and has operated her clinic since 2012. Since receiving her Ph.D., Dr. Warrior has established four additional clinics that are now located throughout eastern Nebraska. Morningstar offers counseling on two college campuses, as well as in schools, communities, and other integrated care locations with the Omaha Tribe of Nebraska. Clinic sites are based on reservations and in rural and urban settings. Dr. Warrior specializes in treating trauma in children through the utilization of evidenced based practices that have been adapted to the American Indian population. Most recently, Morningstar has become a training site for doctoral candidates with the Munroe-Meyer Institute. This track will focus on integrated care on the reservation as well as provide additional clinical training opportunities in schools, colleges, and in the tribal communities.     Learn more about the series — Decolonizing Training and Supervision: Implementing a Culturally Responsive Model of Training    

  Objectives: Review the role of colonization and historical trauma in behavioral health training. Define what it means to decolonize supervision and training. Examine the conflicting and competing worldviews that supervisors and supervisees can experience in supervision and training.   Presented by: Belinda Hinojos, PhD, LP, Anitra Warrior, PhD, LP, and Patricia Cerda-Lizarraga, Ph.D. Dr. Anitra Warrior is the owner of Morningstar Counseling and Consultation in Lincoln, Nebraska, and is from the Ponca Tribe of Oklahoma. She earned her Ph.D. in counseling psychology in 2015 and has operated her clinic since 2012. Since receiving her Ph.D., Dr. Warrior has established four additional clinics that are now located throughout eastern Nebraska. Morningstar offers counseling on two college campuses, as well as in schools, communities, and other integrated care locations with the Omaha Tribe of Nebraska. Clinic sites are based on reservations and in rural and urban settings. Dr. Warrior specializes in treating trauma in children through the utilization of evidenced based practices that have been adapted to the American Indian population. Most recently, Morningstar has become a training site for doctoral candidates with the Munroe-Meyer Institute. This track will focus on integrated care on the reservation as well as provide additional clinical training opportunities in schools, colleges, and in the tribal communities.   Belinda Hinojos, Ph.D., received her bachelor's degree in psychology and master's degree in counseling psychology from the University of Kansas. She completed her Ph.D. in counseling psychology from the University of Nebraska-Lincoln. She is a staff psychologist and training director with Morningstar. In this role, she provides mental health services to American Indian communities in Nebraska. This includes outreach and services to the Little Priest Tribal College and the Nebraska Indian Community College. Dr. Hinojos previously held the position of training director at the University of Nebraska-Lincoln’s (UNL) Counseling and Psychological Services (CAPS). Throughout her career, Dr. Hinojos has focused on increasing access to quality mental health services for people of color. She began her work at UNL-CAPS as the Diversity Coordinator and Latinx Outreach Specialist. Prior to starting her doctoral program, Dr. Hinojos worked at a community mental health agency in Kansas City providing mental health services to the Latinx community. She is an active member of the National Latinx Psychological Association. She currently serves on the Standing Committee on Diversity through the Association of Counseling Center Training Agencies, in addition to the Training Advisory Committee for the Minority Fellowship Program through the American Psychological Association.   Patricia Cerda-Lizarraga, Ph.D., graduated from the University of California, Irvine with a double major in Cognitive Psychology and Spanish Language and Culture. She moved to the Midwest where she completed her Masters degree and doctoral degree in Counseling Psychology from the University of Nebraska-Lincoln. Patricia previously worked as a staff psychologist at UNL where she provided individual and group therapy to college students. Patricia was the diversity coordinator at Counseling and Psychological Services at UNL and has a passion to work with issues of diversity and with people of color. She recently came on board at Morningstar to work with the American Indian population in Nebraska and expand her training in working with children and families. Dr. Patty was born and raised in Southern California. Together with her two young boys and her husband they have made Lincoln, Nebraska their home. Dr. Patty enjoys family time and taking trips to California and Mexico.     Learn more about the series — Decolonizing Training and Supervision: Implementing a Culturally Responsive Model of Training    

  LEARNING SUMMARY The Woes and Wonders of Recruitment and Retention in the Mental Health and School Mental Health Workforce The Pacific Southwest region is experiencing a huge rise in need for mental health services in our communities and schools, and at the same time, experiencing a large attrition rate of providers—an ongoing situation that predated the pandemic but has been exacerbated by its effects. Beginning with the premise that issues of recruitment and attrition can be better framed as a shortcoming of systems, rather than a staffing shortage, in August of 2022, our Center convened behavioral health professionals and leaders to address strategies for cultivating a healthy and sustainable mental health and school mental health workforce. Highlights from the panelists and group discussion, along with resources shared, are presented in this document. 

Session Overview:  Schools are increasingly interested and engaged in universal mental health screening for students to inform early detection and intervention to promote student well-being. However, given the increase in child and adolescent mental health needs increasing over recent decades, exacerbated by the COVID-19 pandemic, social media, racial violence and other recent events, schools are understandably concerned about how they will practically and ethically meet the mental health needs of students if they conduct universal screening. This field example comes from Dr. Natasha Scott who talks about how the Cumberland County School System in North Carolina implemented screening into their school district. View the full learning session on this topic here.    Learning Objectives: Increase understanding of how to prepare for and conduct mental health screening efforts in schools that protect against identifying more need than schools can address. Increase familiarity with strategies to address student mental health needs for those who screen in for potentially needing supports.   Promote cross-state networking and shared learning about how to address student mental health needs after screening in schools.  

This is a recording of the Session 4 panel in the Rising Practices & Policies in the Workforce series, entitled, Mental Health & Student Mental Health Workforce: The Woes & Wonders of Recruitment & Retention. View this panel event with pre-service and in-service mental health and school mental health leaders to hear their experiences and strategies on how to address the supply and demand gap. The discussions with presenters and participants address challenges, rising practices and policies, and questions to hold. In this recorded session, presenters and participants collectively explore: What are the disparities between what the field needs and what trained professionals are able to provide? What are innovative ways pre-service and in-service graduate school programs are creating, incentivizing, credentialing, and certifying? How might we onboard and retain a new wave of providers in the context of new funding?

Download the presentation slides here   Description: With natural and man-made crisis events increasing in frequency, schools and school mental health providers are being called upon to meet both the physical safety and social-emotional needs of students following exposure to a crisis event. Part of that readiness is a well-developed crisis plan combined with healing-centered and resilience-promoting policies and programming. Crisis readiness is both a school- and community-wide imperative that ideally is part of a wider trauma-informed approach already used in many schools. It requires dedicated planning and intentional implementation for which school mental health providers are particularly well suited. Advanced planning for crisis readiness and response focuses on building comprehensive plans in collaboration with school and community partners while working to build individual and community-wide resilience through trauma-informed practices. While this training focuses primarily on early intervention, it addresses both single incident crises and ongoing crises (e.g., community violence), and therefore emphasizes the development of responsive systems and procedures that are iterative and create opportunities for ongoing learning and improvement. This training will review best practices for planning and highlight resources that will help school mental health providers build their toolboxes for crisis readiness and response.   Learning Objectives: Participants will: Understand and identify the types of collective trauma students in their school may face. Increase awareness of trauma-informed and healing-centered strategies that promote individual and community resilience. Identify resources and training opportunities that will aid in the development of crisis response plans that address the social-emotional wellbeing of students prior to the onset of a collective trauma occurrence. Promote cross-state networking and shared learning about navigating toward recovery during traumatic events.   Speaker:    Berre Burch, Ph.D., is the clinical director at the Children's Bureau of New Orleans where she oversees clinical programs that serve approximately 400 children, youth, and their families each year. A school psychologist by training, Dr. Burch has spent her career providing direct clinical services and systems-level consultation and support to address issues of childhood trauma. In her current role with the Children's Bureau, Dr. Burch partners with schools and other youth-serving organizations like courts, child advocacy centers, and workforce development programs to embed and deliver evidence-based, trauma-informed care in community settings. Dr. Burch earned her doctorate at Tulane University with a specialization in Trauma-Informed School Psychology and completed her clinical internship with the National Center for School Mental Health at the University of Maryland Medical Center.

Alcohol is STILL a Drug: An Exploratory Webinar Series (February 1, 2022) Recording     The Great Lakes A/MH/PTTC 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.   DESCRIPTION  Alcohol is STILL a drug.  The opioid crisis, increase in stimulant misuse, and marijuana legalization dominate the news— yet alcohol remains the number one substance causing health, social, legal and financial problems throughout the US.  While this series will focus on the hopefulness of recovery from alcohol use disorder, we’ll also take a deep dive into what we know about the full impact of alcohol overuse and the ways it affects every person in the US.   February 2022 Session: LGBTQ+ Youth and Alcohol Use Despite gains in LGBTQ+ civil rights laws, queer youth continue to experience disparities in health, safety, and SUD issues. This virtual presentation will present what you need to know as a provider about queer youth and alcohol.     SERIES LEARNING OBJECTIVES These are the overall learning objectives for the full 10-session series:  Summarize the current impacts of problematic alcohol use in various/special populations, including pregnant women, youth, rural, and minority populations.  Assess and prioritize alcohol reduction efforts in targeted settings.  Describe the current efforts to curb problematic alcohol use, including best practices in providing treatment.    SPEAKER   De’An Roper, PhD, LCSW-S  pronouns she, her, hers    De’An Roper is a Licensed Clinical Social Worker and is an Assistant Professor of Practice in the School of Social Work at University of Texas at Arlington. Prior to her academic career, Dr. Roper worked in various systems of care for more than two decades. Her early experience was shaped by working in the LGBTQ+ community during the HIV/AIDS epidemic. Later her direct practice included working in criminal justice environments developing treatment programs for people diagnosed with co-occurring disorders. Dr. Roper’s areas of practice expertise include program development, LGBTQ+ cultural competence, service team development and, she provides advanced clinical supervision. Her research interests include, sexual and gender minority health disparities, health risk behaviors, substance abuse, mental health and criminal justice systems. 

Making the Case for Trauma-Informed Care in Schools Recording   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.   DESCRIPTION: Talking about trauma in a school setting can be difficult. There may be resistance from the school or district administration. It may bring up past feelings or memories of one's own trauma history. There are many factors to plan for and address when providing training on trauma-informed practices (TIP) in your school or community. This training will provide strategies for talking about trauma in schools, tips for self-regulation and self-care for trainers and school mental health professionals and needs assessment tools to determine the most important topics to focus on. In addition, the trainer will share implementation guidance for structuring and developing effective TIP training in your school.     LEARNING OBJECTIVES: 1. Strengthen their understanding of trauma and how it impacts the classroom. 2. Gain strategies for managing the impact of trauma in the classroom. 3. Discuss implementing needs assessments to effectively design TIP training in your school.   SPEAKER:   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.

Integrating ClassroomWISE with a Multi-Tiered Systems of Support (MTSS) Framework Recording   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.   ClassroomWISE, a new mental health literacy course developed by the MHTTC Network and the National Center for School Mental Health 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. ClassroomWISE was designed to integrate and enhance school mental health efforts to provide even greater assistance to students at both the prevention and intervention levels. 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 ClassroomWISE 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.   LEARNING OBJECTIVES: Review ClassroomWISE mental health literacy resource. Explore how ClassroomWISE enhances an MTSS framework for school mental health services and supports. Identify talking points and implementation strategies to integrate ClassroomWISE into your school’s MTSS framework Participants are encouraged to visit the ClassroomWISE website in advance of the webinar.   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.  

    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.       ClassroomWISE, a new mental health literacy course developed by the MHTTC Network and the National Center for School Mental Health 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. ClassroomWISE was designed to integrate and enhance school mental health efforts to provide even greater assistance to students at both the prevention and intervention levels.   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 ClassroomWISE 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.       LEARNING OBJECTIVES:   Review ClassroomWISE mental health literacy resource. Explore how ClassroomWISE supports existing trauma informed school practices principles, and programs. Identify talking points and implementation strategies to integrate ClassroomWISE into your school’s Trauma informed practices framework Participants are encouraged to visit the ClassroomWISE website in advance of the webinar.       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.      

  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. DESCRIPTION: ClassroomWISE, a new mental health literacy course developed by the MHTTC Network and the National Center for School Mental Health 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. ClassroomWISE was designed to integrate and enhance school mental health efforts to provide even greater assistance to students at both the prevention and intervention levels. 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 ClassroomWISE 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.   LEARNING OBJECTIVES: Review Classroom WISE mental health literacy resource. Explore how Classroom WISE supports existing school SEL principles, practices and programs. Identify talking points and implementation strategies to integrate Classroom WISE into your school’s SEL framework   Participants are encouraged to visit the Classroom WISE website in advance of the webinar.   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.  

  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.  

The Mid-America Mental Health Technology Transfer Center in September 2021 sponsored a 3-session virtual learning series for mental health providers who are providing supervision to trainees in mental health training programs. The supervision series aims to introduce effective supervision models, establish a framework for supervision, and provide examples of evaluation methods for supervision.

The Mid-America Mental Health Technology Transfer Center in September 2021 sponsored a 3-session virtual learning series for mental health providers who are providing supervision to trainees in mental health training programs. The supervision series aims to introduce effective supervision models, establish a framework for supervision, and provide examples of evaluation methods for supervision.

The Mid-America Mental Health Technology Transfer Center in September 2021 sponsored a 3-session virtual learning series for mental health providers who are providing supervision to trainees in mental health training programs. The supervision series aims to introduce effective supervision models, establish a framework for supervision, and provide examples of evaluation methods for supervision.

  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.   SAMHSA's Preventing Suicide: A Toolkit for High Schools is a toolkit aimed at being part of a nationwide effort to help the one out of every eleven high school students who attempted suicide in the U.S., according to the CDC Youth Risk Behavioral Survey Data Summary & Trends Report: 2009–2019.   In this workshop, school districts will be introduced to this toolkit and learn how to design and implement strategies to prevent suicide and prioritize mental health for all students. Participants will have the opportunity to assess their district's current suicide prevention policies and readiness for change. Participants will also learn about a year-long school-based suicide prevention learning collaborative that will help school districts in HHS Region 5 build capacity for measurable and sustainable change using the NIATx model of process improvement.    Learning objectives 1. Learn the key components of a school-based suicide prevention plan 2. Learn the prevention strategies that are responsive to the cultural and language needs of students in their district 3. Assess current district suicide prevention policies and readiness for change      Speaker: Tandra Rutledge Tandra M. Rutledge is a mental health and suicide prevention educator, advocate, and consultant. She is currently the Director of Healthcare Systems Initiatives for Project 2025, a national initiative of the American Foundation of Suicide Prevention to reduce the suicide rate by 20% by the year 2025. A highly regarded and trusted mental health expert, Tandra dismantles stigma and cultivates resilience through a social justice and racial equity lens. She transforms individuals, groups, and organizations by fostering deep, honest connections with diverse audiences including healthcare professionals, educators, law enforcement, employers, faith-based organizations, youth, parents, colleges and universities and many others.        

  The Great Lakes A/MH/PTTC 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. TRAILS (Transforming Research into Action to Improve the Lives of Students) is working to make effective mental health services accessible to all students with school-based solutions that are cost-effective and sustainable. Through training and ongoing support, TRAILS partners with schools to implement school-appropriate mental health programs grounded in cognitive behavioral and mindfulness practices -- techniques proven to promote students’ social and emotional competencies and reduce symptoms of anxiety and depression. Topics to be discussed include: ● Brief program history ● Multi-tiered approach to reach all students ● The TRAILS sustainability model: training + resources + support ● TRAILS replication and national scaling     LEARNING OBJECTIVES   Participants will learn how TRAILS programming can foster mental health awareness for all students, improve equity in mental health and healthcare access, and help schools more efficiently identify needing additional support and connect them to appropriate services.   PRESENTER   Elizabeth Koschmann, PhD, is a faculty member in the U-M Department of Psychiatry and the Director of TRAILS (Transforming Research into Action to Improve the Lives of Students) – a program that works to implement evidence-based mental health practices to K-12 schools. Elizabeth’s research is focused on identification of ways to improve community access to effective mental health care, particularly by training school professionals in best practices. Elizabeth’s area of clinical expertise is in the treatment of depression, anxiety, and PTSD in children and adolescents using cognitive behavioral therapy and mindfulness practices. She has worked extensively as a trainer and consultant for a variety of academic and community-based audiences, including providers working primarily with youth in foster care; and is a lead investigator on a number of state and federal research grants evaluating mental health implementation models.          

  The Great Lakes A/MH/PTTC 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. Student mental health support staff have been put in a uniquely difficult position as a result of COVID-19. Many experienced unprecedented professional challenges as they made contact with students and families, navigated unfamiliar technology, and helped their colleagues and students cope. Simultaneously, mental health professionals themselves may have experienced stress related to personal difficulties brought on by health risk or illness, loss of social connection, or competing demands of friends or family. For some, grief and traumatic stress are significant. Mental health professionals are likely to see continued high levels of stress, anxiety and depression in students and staff when school resumes in the fall. TRAILS (Transforming Research in Action to Improve the Lives of Students) will present evidence-based strategies that participants can utilize to support both their own self-care as well as the mental health and wellness of their students and fellow staff members.   LEARNING OBJECTIVES · Evidence-based self-care strategies to cope with challenging times both present and future · Caring for others in a time of crisis: Collective and vicarious trauma · Practicing what we preach: The importance of our own self-care      PRESENTER   Natalie Rodriguez-Quintana is a postdoctoral research fellow at the University of Michigan’s Department of Psychiatry working with the TRAILS (Transforming Research into Action to Improve the Lives of Students) program. Natalie’s research is focused on improving access and delivery of effective mental health services for youth.  Natalie’s clinical expertise is in the treatment of depression and anxiety across the lifespan using cognitive behavioral therapy. She has worked as a trainer, coach, and consultant in a variety of settings          

  The Great Lakes MHTTC offers this event for school mental health personnel and behavioral health professionals in HHS Region 5: IL, IN, MI, MN, OH, and WI Attention Deficit Hyperactivity Disorder (ADHD) is one of the most common neurodevelopmental disorders of childhood. It is estimated that 6.4 million children in the United States ages 4-19 have been diagnosed with ADHD. Without early identification, treatment and support, children with ADHD can have significant impairments in school, home, and other aspects of life including interpersonal and social skills. For children from racial and ethnic minority groups with ADHD, barriers to ADHD diagnosis and treatment can place them at greater risk of poor health and educational outcomes than their white peers. Teachers play a critical role in understanding these disparities and the impact of ADHD on learning and academic performance of all children.   Learning Objectives: 1. Describe ADHD symptoms, causes, and how ADHD affects children in the classroom. 2. Explain racial and ethnic disparities in the identification, diagnosis, and treatment of ADHD in children. 3. Outline best-practice classroom strategies to support the success of all students. 4. Highlight the importance of school-home collaboration to foster ongoing communication and support for children and their families   Presenter:  Tandra Rutledge is the Director of Business Development at Riveredge Hospital, a free-standing psychiatric facility in Illinois. Tandra is a mental health advocate and suicide prevention educator. She promotes wellness and resilience through a social justice and racial equity lens. Tandra serves on the Board of Directors of the Illinois Chapter of the American Foundation for Suicide Prevention (AFSP) and is a member of the Illinois Suicide Prevention Alliance. She is an AMSR trainer (Assessing and Managing Suicide Risk), a certified suicide prevention educator for the QPR Institute, an adult Mental Health First Aid (MHFA) instructor, and a Crisis Intervention Team (CIT) instructor with the Chicago Police Department. 

  The Great Lakes MHTTC offers this event for school mental health personnel and behavioral health professionals in HHS Region 5: IL, IN, MI, MN, OH, and WI Attention Deficit Hyperactivity Disorder (ADHD) is one of the most common neurodevelopmental disorders of childhood. It is estimated that 6.4 million children in the United States ages 4-19 have been diagnosed with ADHD. Without early identification, treatment and support, children with ADHD can have significant impairments in school, home, and other aspects of life including interpersonal and social skills. For children from racial and ethnic minority groups with ADHD, barriers to ADHD diagnosis and treatment can place them at greater risk of poor health and educational outcomes than their white peers. Teachers play a critical role in understanding these disparities and the impact of ADHD on learning and academic performance of all children.   Note: You may access What Teachers Should Know about ADHD: Supporting Diverse Students & Families (Part 2) here.   Learning Objectives: 1. Describe ADHD symptoms, causes, and how ADHD affects children in the classroom. 2. Explain racial and ethnic disparities in the identification, diagnosis, and treatment of ADHD in children. 3. Outline best-practice classroom strategies to support the success of all students. 4. Highlight the importance of school-home collaboration to foster ongoing communication and support for children and their families.   Presenter:  Tandra Rutledge is the Director of Business Development at Riveredge Hospital, a free-standing psychiatric facility in Illinois. Tandra is a mental health advocate and suicide prevention educator. She promotes wellness and resilience through a social justice and racial equity lens. Tandra serves on the Board of Directors of the Illinois Chapter of the American Foundation for Suicide Prevention (AFSP) and is a member of the Illinois Suicide Prevention Alliance. She is an AMSR trainer (Assessing and Managing Suicide Risk), a certified suicide prevention educator for the QPR Institute, an adult Mental Health First Aid (MHFA) instructor, and a Crisis Intervention Team (CIT) instructor with the Chicago Police Department.  

  The Great Lakes MHTTC School-Based Mental Health supplement offers this training for parents, school-based mental health professionals, and other behavioral health professionals in HHS Region 5: IL, IN, MI, MN, OH, and WI.   “My child has ADHD. Now what?”  Many parents of children with Attention Deficit Hyperactivity Disorder (ADHD) have asked themselves that question. ADHD is one of the most common neurological disorders in childhood. Children with ADHD often have difficulty paying attention, controlling impulsive behaviors, and can be overly active. For parents of children with ADHD, it can become frustrating to cope with some of the behaviors associated with their child’s ADHD, but there are ways to make life (and parenting) easier.  Along with behaviors such as hyperactivity and procrastination, there are positive aspects that often accompany ADHD including creativity, empathy, and passion. Learn the common dos and don’ts of parenting a child with ADHD and practical strategies to help your child tap into their “superpowers.”     Learning Objectives Identify common behavior challenges associated with ADHD Learn strategies to support positive behavior and build on your child’s strengths   Speaker:  Tandra Rutledge is the Director of Business Development at Riveredge Hospital, a free-standing psychiatric facility in Illinois. Tandra is a mental health advocate and suicide prevention educator. She promotes wellness and resilience through a social justice and racial equity lens. Tandra serves on the Board of Directors of the Illinois Chapter of the American Foundation for Suicide Prevention (AFSP) and is a member of the Illinois Suicide Prevention Alliance. She is an AMSR trainer (Assessing and Managing Suicide Risk), a certified suicide prevention educator for the QPR Institute, an adult Mental Health First Aid (MHFA) instructor, and a Crisis Intervention Team (CIT) instructor with the Chicago Police Department.

  The Great Lakes MHTTC offers this event for school mental health personnel and behavioral health professionals in HHS Region 5: IL, IN, MI, MN, OH, and WI In the wake of COVID-19 school closures, educators, parents, and students across the globe are coping with a new reality. In this webinar series we will explore research on belonging and connectedness, they key tenants of virtual communication for educators, and effective strategies for building virtual connectedness. Our ability to stay connected and generate a sense of “home” and safety is critical during the pandemic, as well as beyond. Feeling connected is a key factor that impacts our well-being, productivity, engagement, and our ability to reduce internal stress. We may have to shelter-in-place and practice distancing, but there are still ways we can connect and practice inclusion. Learning Objectives Define the need for belonging and the impact of COVID-19 to our mental health, Discuss the short- and long-term effects of social distancing Provide key strategies for maintaining a culture of belonging in a virtual environment.   Speaker: Angela Begres Angela is a licensed clinical social worker who obtained her MSW from the University of Chicago. She is an experienced trainer and presenter contracted both independently and through various nonprofits in the Chicago area, Michigan, and others, with experience integrating mental health education programs into the curriculum for students and staff within the Chicago and West Cook County public schools. In Partnership with the National Alliance for Mental Health (NAMI) Metro Suburban, Angela also developed a program to help decrease student stress and implement mindfulness in the classrooms. She has also worked with Chicago Family Services (DCFS) providing parenting education, with efforts to get parents reunited with their children.  

  The Great Lakes MHTTC offers this event for school mental health personnel and behavioral health professionals in HHS Region 5: IL, IN, MI, MN, OH, and WI In the wake of COVID-19 school closures, educators, parents, and students across the globe are coping with a new reality. In this webinar series we will explore research on belonging and connectedness, they key tenants of virtual communication for educators, and effective strategies for building virtual connectedness.   LEARNING OBJECTIVES: Many youths are experiencing high levels of stress as school schedules change due to the coronavirus pandemic. Youth are frequently finding themselves separated from friends and “stuck” at home, as well as worrying about their health and getting sick. Youth whose families are experiencing financial worries or illness are especially vulnerable during these trying times. There are ways you can support youth socially and emotionally even if they’re not physically in your classroom every day. This workshop will focus on defining social emotional learning (SEL), the benefit if teaching SEL, and strategies to incorporate SEL into lessons in order to help students learn more effectively. Speaker: Angela Begres Angela is a licensed clinical social worker who did her training at the University of Chicago, where she obtained her MSW. She is an experienced trainer and presenter contracted both independently and through various nonprofits in the Chicago area, Michigan, and others, with experience integrating mental health education programs into the curriculum for students and staff within the Chicago and West Cook County public schools. In Partnership with the National Alliance for Mental Health (NAMI) Metro Suburban, Angela also developed a program to help decrease student stress and implement mindfulness in the classrooms. She has also worked with Chicago Family Services (DCFS) providing parenting education, with efforts to get parents reunited with their children.

Resource list developed for our Supporting the Mental Health of BIPOC Community College Students Convening that took place on February 11, 2021.