Products and Resources Catalog

1 in 36 school-age children have autism spectrum disorder (ASD). Autistic students are much more likely than non-autistic students to experience mental health challenges, including differences with executive functioning. This infographic provides an overview of how to support common executive function differences in autistic students. For a more detailed look at executive function differences in autistic students see our other published infographics on this subject: Common Executive Function Differences in Autistic Students and Why They Matter at School Strategies to Support the Executive Function of Autistic Students: Inhibition Strategies to Support the Executive Function of Autistic Students: Planning Strategies to Support Executive Function in Autistic Students: Flexibility Strategies to Support Executive Function in Autistic Students: Emotion Regulation  

This is a recording of the Session 2 Panel for our center's Symposium on Harm Reduction, Healing Justice, and Mental Health Approaches on May 7, 2024. This video forum uplifts the wisdom and perspectives of a diverse group of mental health professionals, who all shared their lived experiences, thoughts and ideas on policies and practices that support a healing-centered approach to harm reduction. Panel speakers Gabriela Zapata-Alma, LCSW, CADC, Dylan Thomas, and Janis Whitlock, Ph.D, MPH all offered concrete strategies and guidance for family, friends, and other allies who wish to support the healing and recovery journey of a loved one. The dialogue was grounded in a few guiding questions, including:    In your experience, what are the most effective approaches for families, friends, and other allies to support the harm reduction and healing journey of a loved one?    Harm reduction has historically been thought of in relation to drug use. What additional applications of harm reduction are emerging that should be elevated?    Healing justice is conducive to harm reduction because the process is holistic and compassionate, seeking to repair harm and create change rather than punish and isolate. What does healing justice mean to you and why is it important to talk about healing-centered harm reduction?    The healing practices of our ancestors have historically been taken from us by means of slavery, imperialism, and systemic oppression. How has the reclamation of these ancestral, culturally rooted healing practices shifted the landscape of harm reduction?  

This is a recording of the Session 3 Regional Spotlights Panel for our center's Symposium on Harm Reduction, Healing Justice, and Mental Health Approaches on May 7, 2024.  This Regional Spotlights video features three professionals in the community, school and general mental health field, each based in various areas within our Pacific Southwest region, including Arizona, California, and Hawaii. The voice and experiences of the panelists: Erin Hughes, MSW, PPSC, Lilinoe Kauahikaua, MSW, and Stacey Cope all glean tangible policy and practice applications of the intersections of harm reduction and mental health. Each speaker identified peer solutions and innovative, responsive ideas partly derived from field experience within their organizations and agencies.   

This training module will assist participants in understanding the foundations of trauma-informed care, including its principles and philosophy, demonstrate why this approach to care is important, and present strategies for incorporating trauma-informed practices throughout youth peer support services. It is critical for peer providers to understand how trauma may impact the youth and young adults they serve. This training will provide concrete examples of what trauma-informed practice looks like in action and how to apply this philosophy within peer relationships. The online course was collaboratively developed and produced by the Pacific Southwest MHTTC and Youth MOVE National.   Click here to access the course   Notes All users will be directed to Moodle, our e-learning platform. If this is your first time visiting this Moodle site, you'll need to sign up for an account. To access the course, click the “MHTTC Course Enrollment” tab in the menu at the top of the page. Then, click the dropdown option of “Trauma Informed Youth Peer Support”. This will open an account setup page. All users are required to create a new account, with a username and password. Once your account is created and you start the course, you may proceed through each section and progress at your own pace. Your “work” on the course will be saved as you complete each section. Once you’ve completed the full course, you may take a final quiz and receive a certificate of completion. We ask that all users share feedback in a brief survey.

By: Danielle Castro, MSW, LISW This guide was developed to assist school counselors in identifying and supporting students with eating concerns. Eating concerns exist on a spectrum and the term can refer to an eating disorder or disordered eating. It's important that disordered eating is identified and treated in the early stages, otherwise, it can progress into an eating disorder if left unaddressed. Download this guide to learn more.     This product was created by our valued partners at the Ohio Association of County Behavioral Health Authorities (OACBHA). You can find more resources and training opportunities on their website: oacbha.org.

Recording of the event Implementing Policies and Practices to Support LGBTQ+ Youth in Schools, Part 1 originally held on June 11, 2024.

Recent prevalence estimates indicate 1 in 36 school-age children are autistic. Autistic students are much more likely than non-autistic students to experience mental health challenges, including executive function differences and co-occurring anxiety. This brief report provides an overview of key SEMHTTC resources to support the mental health of autistic students, particularly regarding anxiety, executive function, and disruptive behaviors.

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