Products and Resources Catalog

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

Social media literacy is necessary for equitable mental health and the mental health workforce can help their clients build these skills. As a first step, mental health providers should pursue their own social media literacy, the “the practical, cognitive, and affective competences required to access, analyze, evaluate, and create content on social media in a variety of contexts.”   When providers are themselves digitally literate, they are prepared to support youth, young adults, and caregivers to develop and maintain healthy relationships with social media.  These skills can assist the mental health workforce in helping clients set appropriate boundaries, recognize mis- or disinformation, and protect themselves from the negative consequences of exposure to damaging content.    As the research summaries provided in this resource list indicate, social media can be both a powerful tool for connection and support and a space that can cause or extenuate mental health inequities.   This resource is a part of our Pacific Southwest MHTTC’s suite of programming, aimed to enhance the mental and school mental health workforce’s skills, knowledge, and awareness of how the positive and negative psychological impact of social media on youth and young adults.   We offer this list of resources, guidelines, and tips to support healthy use of social media.  These free, publicly accessible links give mental health providers information about the risks and benefits of social media for adolescents and youth. The links are offered as resources to be distributed to providers’ clients, including youth and their family/caregivers. 

This comprehensive guide is designed to support BIPOC employees, allies, and leadership in fostering a more inclusive and supportive workplace environment. By recognizing and addressing the unique challenges faced by People of Color, promoting allyship, and empowering leadership, we can create a workplace where everyone feels valued, supported, and able to thrive.   This guide provides practical strategies, exercises, and resources to enhance well-being and promote equity within your organization. View a series of webinars for guidance and support for the use and implementation of the guide: Day 1 recording Day 2 recording Day 3 recording

Issues stemming from race and other cultural matters are broad and varied. Individuals and organizations will find that they are quite knowledgeable and proficient in some aspects of cultural competence, and yet, may neglect asking crucial questions in another area. For instance, we may be acutely aware of making focus group (or other) accommodations for the hearing impaired community, but may not have a cache of options to make public health programs accessible to non-native English speakers. When you begin to consider your approach to engagement with diverse communities, you can gauge how and why mainstream strategies have a lower effectiveness and work from a more culturally responsive foundation. Ultimately, the more your work stems from relevant aspects of racial and cultural identity, the greater your chances for effective outcomes and increased, sustainable engagement from a broader, more diverse community. In assessing your agency/organization's capacity for cultural responsiveness, it is useful to have a tool that is focused on core ways to interpret the wide range of behaviors and attitudes that are expressed in the policies and practices of an organization. Our Process of Gaining Cultural Competence represents a continuum into which we can place behaviors, attitudes, policies, and practices. This is intended to be a dynamic tool, since there is always room for growth and development in individuals, organizations, and institutionalized policies and practices.

At the New England MHTTC, we believe that agencies and organizations can benefit from applying a racial equity lens to their structure and activities. “A racial equity lens is a set of questions we ask ourselves when we are planning, developing or evaluating a policy, program or decision. It helps us assess if we are taking in the perspectives of the racially diverse people and communities we intend to serve, and whether our policies and programs are resulting in equitable or inequitable outcomes. An equity lens helps us see where challenges and opportunities exist, so that we can make intentional steps to ensure more equitable outcomes for all individuals and communities.” Asking meaningful questions is key. In order to compile the questions for consideration below, the TTC Network conducted a review of approximately 50 organizational and community assessment tools and resources available from the website, Racial Equity Tools. We pulled and synthesized questions from these materials, as well as direct resources from the New England MHTTC, to determine questions most applicable for our work. By providing this resource, we are not signifying that this is a complete list of questions to consider in order to achieve racial equity. We aim to spur thinking and action among the agencies, organizations, and collaborators in our community and we acknowledge that this is just one step in a longer, more integrated and comprehensive process.

Primary care can serve as a key entry point for children exposed to trauma to receive access to mental health services. This toolkit accompanies Screening and Assessing for Trauma in Primary Care. Learn more about the series: Implementing Trauma-Informed Practices in Pediatric Integrated Primary Care  

Prolonged educational workforce shortages perpetuate professional burnout and stress among educators and school staff. This resource guide provides tools to support the self-care and wellness of educators and staff working in school communities.    In this guide, you will find: National Education Association (NEA) 2022 member survey data Peer-reviewed research on the status of workforce shortages in education after COVID-19 Self-care assessments and strategies for wellness specific to educators, school staff, and school settings Podcasts, videos, and recorded webinars addressing self-care and wellness for educators              

The Trauma-Informed Teacher Tip Guide is a new resource to help educators more effectively and empathetically respond to students experiencing ongoing stress and trauma. This tip guide provides methods teachers can use to understand signs of dysregulation, decode student behaviors related to trauma, and apply evidence-based tools that help students move to a place of emotional regulation.   Download The Trauma-Informed Teacher Tip Guide to learn more about creating safe and trauma-informed learning environments!   This product was developed by Becky Haas and our partners at the Ohio Association of County Behavioral Health Authorities (OACBHA).    

A toolkit for behavioral health prevention and treatment providers, recovery community organizations, and individuals in recovery with practical information and tools to enhance their capacity to engage in effective stigma reduction efforts.

About this Resource: Structural competency is a term used in health education to describe the ability of health care providers to appreciate how symptoms, clinical problems, diseases and their own attitudes toward their patients are influenced by the social determinants of health. This guide is meant to provide a framework for incorporating structural competency into provider interactions with certified peer specialists and into their interactions with the populations that they serve.

This toolkit can be used by psychologists, social workers, counselors, clinic staff, interpreters, outreach workers (promotoras), peer navigators, and other advocates in the community. The content of this toolkit will focus on particular considerations for Hispanic/Latinx mental health professionals working in settings that service Hispanic/Latinx populations, as these providers face additional challenges when taking on the role of cultural and linguistic broker. This self-care toolkit will increase your awareness of the negative consequences of mental health work and will help you plan self-care activities that align with your values and lifestyle. The toolkit also contains resources to help you measure your levels of stress, identify your values, and select self-care activities to prevent burnout.

Exposure to traumatic and stressful events can impact the physical and mental health as well as overall well-being of families and providers of primary care. This 1-hour webinar will define and explore the impacts of trauma and ways health care organizations can provide trauma-informed care.   Watch the webinar   Objectives: Summarize foundational overview of traumatic life experiences and outcomes Discuss what it means to be trauma-informed in primary care Review trauma-informed principles and domains integral to healthcare organizations Identify strategies to successfully implement trauma-informed care   Learn more about Implementing Trauma-Informed Practices in Pediatric Integrated Primary Care     Authors: Grandgenett, H. M., Morton, A., and Clarke, B.  Contributors: Zivny, S., Albin, A., West, H., Burt, J., and Roberts, H.    

Cultural Adaptations of Evidence-Based Interventions for Latinx Populations is a publication produced by the National Hispanic and Latino Mental Health Technology Transfer Center (National Hispanic and Latino MHTTC). The main goals of the publication are to help educators and supervisors train clinicians to culturally adapt existing evidence-based treatments (EBTs) for the Latinx population they serve; describe an array of cultural adaptation models, frameworks, and methods; highlight the benefits and challenges of undertaking cultural adaptations, and provide recommendations and resources to culturally adapt and implement an existing EBT.

  Research suggests that supporting gender diverse youth has significant physical and emotional health benefits. Lack of support increases stress, isolation, and some risky health behaviors (I.e., access to hormones without the guidance of a medical provider). Experts recommend providing comprehensive care for gender diverse youth which includes increased health care access, improved awareness from individuals working with youth (I.e., school personnel), and gender affirming laws and policies (Dowshen et al., 2016).    Authors: Young, K., Johnson, S., & Clarke, B.

  Research suggests that supporting gender diverse youth has significant physical and emotional health benefits. Lack of support increases stress, isolation, and some risky health behaviors (I.e., access to hormones without the guidance of a medical provider). Experts recommend providing comprehensive care for gender diverse youth which includes increased health care access, improved awareness from individuals working with youth (I.e., school personnel), and gender affirming laws and policies (Dowshen et al., 2016).     Authors: Johnson, K., Garcia, A., Young, R., Roberts, H., & Clarke, B.

  Research suggests that supporting gender diverse youth has significant physical and emotional health benefits. Lack of support increases stress, isolation, and some risky health behaviors (I.e., access to hormones without the guidance of a medical provider). Experts recommend providing comprehensive care for gender diverse youth which includes increased health care access, improved awareness from individuals working with youth (I.e., school personnel), and gender affirming laws and policies (Dowshen et al., 2016).     Authors: Roberts, H., Johnson, K., & Clarke, B.

  Research suggests that supporting gender diverse youth has significant physical and emotional health benefits. Lack of support increases stress, isolation, and some risky health behaviors (I.e., access to hormones without the guidance of a medical provider). Experts recommend providing comprehensive care for gender diverse youth which includes increased health care access, improved awareness from individuals working with youth (I.e., school personnel), and gender affirming laws and policies (Dowshen et al., 2016).    Authors: Johnson, K., Roberts, H., & Clarke, B.

  Research suggests that supporting gender diverse youth has significant physical and emotional health benefits. Lack of support increases stress, isolation, and some risky health behaviors (I.e., access to hormones without the guidance of a medical provider). Experts recommend providing comprehensive care for gender diverse youth which includes increased health care access, improved awareness from individuals working with youth (I.e., school personnel), and gender affirming laws and policies (Dowshen et al., 2016).     Authors: Johnson, K., Roberts, H., & Clarke, B.

  Research suggests that supporting gender diverse youth has significant physical and emotional health benefits. Lack of support increases stress, isolation, and some risky health behaviors (I.e., access to hormones without the guidance of a medical provider). Experts recommend providing comprehensive care for gender diverse youth which includes increased health care access, improved awareness from individuals working with youth (I.e., school personnel), and gender affirming laws and policies (Dowshen et al., 2016).     Author: Johnson, K., Garcia, A., Young, K., Roberts, H., & Clarke, B.

  This is toolkit accompanies the Cultural Competence and Community Inclusion webinar.  Watch the webinar and view the presentation here. 

Over 140,000 children have experienced the death of a parent, grandparent, or caregiver from COVID-19, adding more stress to children and their families.    The purpose of this toolkit is to supply school-based mental health providers with resources to support students, parents, caregivers, and school personnel who continue to experience anxiety, grief, and/or mental fatigue as a result of the trauma and disruptions caused by COVID-19, as well as from the evolving societal changes that persist in the wake of the pandemic.  Additional resources compiled by the Mental Health Technology Transfer Center Network can be found on the Responding to COVID-19 School Mental Health website. Resources include best practices, trauma-informed care, telehealth tools, professional self-care, and much more.    

This handout complements Workforce Development: How Your Training is Challenged With Cultural Competence, part of the webinar series Healing Roots: Considerations for Mental Health Accessibility and Delivery of Services Across Tribal Communities.

This handout complements Workforce Development: How Your Training is Challenged With Cultural Competence., part of the webinar series Healing Roots: Considerations for Mental Health Accessibility and Delivery of Services Across Tribal Communities.

          Young, K., Chadwell, M.R., Scanlan, L., Zivny, S. & Clarke, B. (2022). Executive Functioning in Schools. Mid-America Mental Health Technology Transfer Center.