Products and Resources Catalog

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eNewsletter or Blog
The Great Lakes Current is the e-newsletter of the Great Lakes ATTC, MHTTC, and PTTC. The April 2024 issue spotlights content celebrating National Minority Health Month and Alcohol Awareness Month. It also features links to upcoming trainings focused on supporting Black students experiencing racial trauma, harnessing AI for substance misuse prevention, and process improvement. Make sure you're subscribed to our email contact list so you never miss a month of The Great Lakes Current newsletter, and thank you for reading!
Published: April 12, 2024
Interactive Resource
Comprehensive School Mental Health Case Examples Training Packet The Comprehensive School Mental Health Case Examples Training Packet was developed to be utilized with multi-disciplinary school teams, including building, district, and/or community professionals, who are tasked with assessing the academic, mental, and behavioral health needs of students.
Published: April 12, 2024
Presentation Slides
In this learning session, we: Provided an overview of the School Mental Health (SMH) Implementation Guidance Modules (including related learning extension materials, such as the SHAPE System, SMH Best Practices ‘Always and Now” Learning Series, and SMH Quality Guides), and shared how the modules are intended to be utilized by states, districts, and schools in their SMH implementation efforts. Provided specific examples of training and technical assistance that the Mid-America and South Southwest MHTTCs have provided/are providing utilizing the modules as a foundation, to support states, districts, and schools in their SMH implementation efforts. The session included a 10-minute question & answer portion with the presenters. Please note: This session was open to Project AWARE grantees only. It was developed with the new 2023 AWARE cohort in mind, but AWARE grantees from all cohorts were welcomed to attend.
Published: April 11, 2024
Multimedia
This recording is from Workshop 3 of 6 in the "Trauma-Informed, In School Sessions" Workshop Series.  This video recording provides an exploration of Narrative Exposure Therapy (NET), an evidence-based approach tailored for adults or children, particularly refugees and immigrants, with multiple traumatic experiences. Kids Narrative Exposure Therapy (KIDNET) is a therapy designed for children and adolescents who have experienced trauma, especially in conflict zones. KIDNET therapy focuses on reprocessing traumatic memories by contrasting the memories with the present feelings through narration. It focuses on helping them process their traumatic memories by creating a "lifeline" and uses techniques like storytelling, art, and role-play to aid in healing and recovery.   Led by Dr. Alejandra Acuña, this workshop guided participants towards a comprehensive understanding of NET's principles and techniques, learning how to utilize storytelling to help students process and integrate traumatic memories resulting in reduced PTSD symptoms. Viewers will walk away equipped with practical strategies and insights to provide culturally responsive support to students, fostering resilience and facilitating healing within diverse educational settings (e.g., green lights, yellow lights, and red lights of NET implementation!).   Importantly, Dr. Acuña shared not only about the evidence based approach, but how the implementation of it in itself can and should be trauma-informed and culturally responsive so that students and their families experience their recovery through the trauma-informed principles of empowerment and collaboration.
Published: April 11, 2024
Print Media
Northwest MHTTC is proud to present its Year 5 Annual Report Summary, which captures a brief snapshot of the Center's reach from September 2022 - September 2023. This includes the main "core" grant as well as a continued School Mental Health supplement. Every year Northwest MHTTC provides training and technical assistance to the behavioral health workforce in Alaska, Idaho, Oregon, and Washington. In Year 5 of our operations, we reached over 14,000 people through 150 free trainings, webinars, implementations, and other events. The result? Almost 97% of participants would recommend our trainings! Here's just some of what you'll discover in our Annual Report Summary: Core Grant Activities Learn about our work in Evidence-Based Practices for Psychosis, Intensive Training and Technical Assistance, and Responding to Regional Needs & Fostering Diverse Alliances School Mental Health Supplement Activities Discover our work in Building Systems to Support the Mental Health and Well-Being of Educators, our Alaska Workshops, and Trainings. Here are other reports concerning the Northwest MHTTC's recent work: Northwest MHTTC Year 5 Summary Northwest MHTTC School Mental Health Year 1-5 Supplement Summary  
Published: April 10, 2024
Multimedia
  To access resources from this training, click ATTACHMENT links Recording coming soon!   Event Description Studies have estimated that it takes approximately 17 years for research to inform practice. Implementation science is the systematic study of methods to improve the translation of research to practice. There are many implementation science studies within youth mental health that have focused on therapist training, dissemination campaigns, and cost-effectiveness of training in particular interventions based on community appropriateness. This training will go over implementation science theories, methods, and frameworks that anyone can use to guide an implementation effort. Practical examples in youth mental health implementation within school-settings will be used to highlight innovative ways people can use implementation science in their own work. Learning Objectives Define implementation science, applied implementation, and implementation research Understand theories, frameworks, and models that comprise implementation research Learn from practical school-based implementation efforts for youth mental health Commit to one action that aligns with implementation science principle Trainers Kelsie Okamura Kelsie Okamura (she/her) is an Implementation Researcher at the Baker Center for Children and Families, a Harvard Medical School affiliate, and a licensed psychologist. Dr. Okamura serves on the training, consultation, and distance learning development teams at PracticeWise, LLC. She received her BA in Psychology with Honors and PhD from the University of Hawai‘i at Mānoa. Dr. Okamura completed her predoctoral internship at I Ola Lāhui Rural Hawai‘i Behavioral Health and postdoc at the University of Pennsylvania Center for Mental Health. Dr. Okamura was both a NIMH Child Intervention, Prevention and Services (CHIPS) and Training in Dissemination and Implementation Research in Health (TIDIRH) fellow; and has more than 30 peer-reviewed journal articles and book chapters. She currently serves as Leader for the ABCT Dissemination and Implementation Science Special Interest Group and is a Diversity, Equity, and Inclusion Advisory Group Member to Implementation Research and Practice. Dr. Okamura is passionate about community-based public-sector service system implementation, particularly (a) knowledge formation, (b) quality improvement initiatives that bridge team-based technology, and (c) financial strategies to improve implementation. She is currently funded through the Substance Abuse and Mental Health Services Administration (Co-PI, System of Care Expansion Award), and has received funding through the National Institute for General Medical Services, Robert Wood Johnson Foundation, and American Psychological Foundation. As a fourth-generation daughter of Japanese and Okinawan immigrants to Hawaiʻi, Dr. Okamura has a deep appreciation of understanding diversity, culture, and contexts as they apply to youth mental health implementation. Growing up in a rural town in Oʻahu, Hawaiʻi has afforded her insight into the complexities of socioeconomic and cultural barriers that may impede successful implementation of youth psychosocial interventions.   Summer Pascual Summer Pascual (she/her) is an Implementation Research Assistant at The Baker Center for Children and Families, Implementation Research Division. Summer grew up in California and graduated cum laude from Western Washington University with a Bachelor of Science in Psychology in 2021. She was also the 2021 recipient of the WWU Presidential Scholar Award for the College of Humanities and Social Sciences as a testament to her exceptional scholarship and service to the university and community. Her undergraduate clinical research focused on eating disorders, body image, and community-based work with underserved populations. In her time at WWU, Summer also researched race, culture, and prejudice. Her understanding of equity and oppressive systems is at the forefront of all her work, and she carries this with her into her current position. At the Baker Center, Summer has worked on several implementation research projects such as the implementation evaluation of a case management system in a publicly-funded mental health system. In conjunction with her work in the IRD, she also supports various implementation projects in the Quality Care Initiative including MATCH and PCIT Learning Collaboratives. Part of her time is spent providing administrative support to the Baker Center’s internship, practicum student, and postdoc training programs. Her passion for developing, implementing, and improving mental health services for underserved communities drives all of her work.
Published: April 9, 2024
Multimedia
  To access resources from this session, click ATTACHMENT link Recording coming soon!   Event Description Overview: The workshop places a special emphasis on combating deficit thinking by encouraging participants to recognize and rectify assumptions, biases, and evaluations in their observations. By adopting a strengths-based approach, educators can contribute to a positive learning environment and promote equity. This workshop aims to empower education professionals with practical tools to enhance their observation skills, particularly in recognizing and addressing deficit thinking. The observation protocol provided will guide participants in unpacking their observations of students, encouraging a deeper understanding and awareness of assumptions before making recommendations to support student learning. Purpose: The purpose of this 90-minute workshop is to equip participants with the knowledge, skills, and strategies to conduct better observations by avoiding deficit thinking and fostering a strengths-based approach. By practicing objective description, participants will learn to recognize and challenge assumptions, leading to more informed and equitable observations. Why Training is Important: Training is crucial for education professionals to refine their observation skills, ensuring that the assessments made are fair, unbiased, and conducive to positive learning outcomes. This workshop provides participants with a comprehensive observation protocol, helping them understand the importance of describing behaviors objectively and be mindful of where assumptions may influence interpretation and evaluation of students learning. What Training will Provide Participants: Skillsets: Objective detailing of observable behaviors. Differentiation between description, interpretation, and evaluation. Checking assumptions and biases during the observation process. Analysis of behaviors, considering alternative explanations.   Types of Resources Observation and Analysis Form for systematic recording and reflection. Guidelines for Distinguishing Description, Interpretation, and Evaluation. Practical steps on using the observation protocol effectively.   Learning Objectives: Participants will understand the concept of deficit thinking and how it can show up in learning observations (overt and nuanced ways) Participants will practice distinguishing between objective description, interpretation, and evaluation in their observations Learn One Approach for Implementing Systematic Observation and Analysis Trainer Alyson Kaneshiro, EdD Alyson Kaneshiro, Ed.D, is an educator based in the Bay Area. Currently serving as the Bay Area Regional SEED (Seeking Educational Equity and Diversity) Facilitator, she also holds the position of Associate Director of Learning Services at Urban School of San Francisco. Additionally, Alyson offers consulting and coaching services through her private practice, Learning Specialist LLC. Her extensive experience includes teaching as an adjunct professor in the Master of Arts Special Education Program at the University of San Francisco, conducting action research in Response to Intervention practices, and working in inclusive education and special education compliance at the Hawai’i Department of Education. With a rich educational background spanning 20 years, Alyson is passionate about designing equitable student support systems that prioritize relationships and compassionate care.
Published: April 5, 2024
Print Media
About this Resource: Given the large geographic area and diverse population of the Southeast region, the Southeast MHTTC recognizes that mental health priorities and training needs vary across providers, centers, communities, and states. With this context in mind, we assessed the mental health priorities of our region to inform our future TTA offerings. This infographic briefly outlines key findings from our assessment report that will guide the enhancement of our TTA offerings. For additional information, the full assessment report can be found here.
Published: April 4, 2024
Presentation Slides
Description: How did you learn about substance use, addiction, treatment and recovery? What are the sources of information that shaped your views? This workshop will discuss how news, entertainment, and social media, as well as personal experience, influence how people understand substance use disorders and different pathways to recovery. It will also address common beliefs like, “You have to hit rock bottom” and “Recovery is rare,” and explain how attitudes, practices, and data collection have evolved. Information from the 2022 National Survey on Drug Use and Health and other sources will be presented, including prevalence of illicit substance use, substance use disorders, and co-occurring mental health challenges. Goals: Encourage participants to examine the sources of their attitudes and beliefs about substance use, addiction, treatment and recovery, reconsider any misperceptions, and expand their understanding of these topics by presenting current research and statistics. Workshop Outline: Discuss where participants learned about addiction, treatment and recovery (personal experience, news and entertainment media, etc.). Highlight themes that often appear in films, TV shows, books, music, and social media, including overview of research findings. Discuss critiques of media coverage of these topics. Address common beliefs and whether they’re supported by evidence (hitting rock bottom, enabling and co-dependency, tough love). Discuss how personal experience influences attitudes and beliefs. Present graphics illustrating types of substance use (experimental, social, risky, etc.). Discuss different reasons people use drugs, and how that varies for different substances over time. Present substance use and mental health statistics, using sources such as the 2022 NSDUH. Discuss criteria for diagnosing a substance use disorder (mild, moderate or severe). Trainer Bio: Susan Stellin, MPH is a writer, educator, and public health consultant focusing on health-centered responses to substance use and addiction. Since earning a master's in public health at Columbia University, she has worked on projects about ways to reduce overdose deaths, reform punitive drug policies, and expand access to harm reduction, treatment, and recovery support. Recent clients include NYU Langone’s Health x Housing Lab, the Northeast & Caribbean Addiction Technology Transfer Center, the Opioid Response Network, the NYC Department of Health and Mental Hygiene, the Overdose Prevention Program at Vital Strategies, and the Vera Institute of Justice. She regularly leads training workshops for service providers working with people experiencing substance use, mental health, and housing challenges, and has also taught undergraduate courses about media ethics, collaborative storytelling, and the history of journalism. Session Recording:
Published: April 2, 2024
Multimedia
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
Published: March 28, 2024
Print Media
By adopting trauma-informed practices, schools can create environments that empower students, support healing, and break the cycle of bullying. This infographic illustrates the different approaches to address bullying in schools.
Published: March 26, 2024
Multimedia
To view resources from this training, click ATTACHMENT links Click here to watch the recording Event Description This training is designed to help leaders prevent and address burnout in the Mountain Plains behavioral health workforce. Participants will learn about holistic integration of their physical, mental, and spiritual well-being to help improve engagement and presence in their leadership. By providing a space for facilitated group learning, reflection, and support, the goal is to identify opportunities for self-management and personal development and improve performance outcomes. After this training, participants will learn the following, Describe how attention to holistic wellness can reduce Behavioral health workforce burnout and impact on the lives of their communities. Learn ways to apply resilience and compassion as a part of their leadership style to nurture, promote, and cultivate healthier work environments. Develop increased self-awareness to recognize how strengths, aptitudes, and potential areas of growth can impact day-to-day functioning and work outcomes Trainer Lamarr Lewis Lamarr Lewis, is a dedicated advocate, author, and agent of change. With a focus on community-based mental and public health, he works with diverse groups including individuals living with psychiatric disabilities, people in recovery from substance abuse, and at-hope youth (He does not use the term at-risk). He is an alumnus of Wittenberg University graduating with a Bachelor of Arts in Sociology with minors in Africana Studies and Religion. He later received his master’s degree in clinical mental health counseling from Argosy University. His career spans over twenty years with experience as a therapist, consultant, public speaker, facilitator, trainer, and human service professional. He has been a featured expert for such organizations as; Boeing, Region IV Public Health Training Center, Fulton County Probate Court, Mississippi Department of Health, the Mississippi Band of Choctaw Indians, and many more. His lifelong mission is to leave the world better than how he found it.
Published: March 26, 2024
Multimedia
To view resources from this training, click ATTACHMENT links Click here to watch the recording Event Description This presentation will provide an overview of the Structural Competencies model, which was first articulated in the medical education literature and more recently has been proposed for a more culturally and structurally responsive approach of mental health. The five principles of structural competencies will be discussed, and examples provided of how the structural competencies approach differs from the multicultural competencies approach. Trainer Melanie Wilcox, PhD, ABPP Dr. Melanie Wilcox is an Assistant Professor in the Department of Psychological Sciences, Institute of Public and Preventive Health, and Department of Psychiatry at Augusta University. She is also a licensed psychologist and board certified in counseling psychology and works part-time in private practice providing both therapy and assessment via telehealth. Her clinical areas of expertise include culturally responsive and trauma-informed care as well as substance abuse and addiction. Her research focuses on culturally response and antiracist psychotherapy and training, racial and socioeconomic inequity in higher education, and racial and social justice more broadly. She is in her final year as a member of the American Psychological Association’s Board of Educational Affairs, which she chaired in 2020, and is currently President Elect-Elect of APA Division 17, the Society of Counseling Psychology.
Published: March 25, 2024
Multimedia
To view resources from this training, click ATTACHMENT links Click here to watch the recording Event Description This training focuses on building collaboration and cultivating a culture of inclusivity where everyone feels valued and heard. By learning how to invest in meaningful relationships, participants will work to create a positive and sustainable impact on their workplace environment. The hope is that they will learn ways to identify common goals and interests and empower all members to be a part of the change-making process. Learning Objectives: - Identify opportunities for collaboration and person-centered engagement. - Develop openness towards different perspectives to create a culture of shared decision making. - Enhance communication to reduce misunderstanding and achieve identified goals. Trainer Lamarr Lewis Lamarr Lewis, is a dedicated advocate, author, and agent of change. With a focus on community-based mental and public health, he works with diverse groups including individuals living with psychiatric disabilities, people in recovery from substance abuse, and at-hope youth (He does not use the term at-risk). He is an alumnus of Wittenberg University graduating with a Bachelor of Arts in Sociology with minors in Africana Studies and Religion. He later received his master’s degree in clinical mental health counseling from Argosy University. His career spans over twenty years with experience as a therapist, consultant, public speaker, facilitator, trainer, and human service professional. He has been a featured expert for such organizations as; Boeing, Region IV Public Health Training Center, Fulton County Probate Court, Mississippi Department of Health, the Mississippi Band of Choctaw Indians, and many more. His lifelong mission is to leave the world better than how he found it.
Published: March 21, 2024
Multimedia
To view resources from this training, click ATTACHMENT links Click here to watch the recording Event Description Students with Autism Spectrum Disorder and/or ADHD often experience areas of significant executive dysfunction, which can adversely impact their educational performance. In order for these students to meet with more success in school, they will likely require evidence-based intervention, specific to their areas of executive dysfunction, to be implemented. This presentation will help participants to gain a broad understanding of what executive functions are, and how areas of executive dysfunction can negatively impact a student in school if interventions are not in place to assist them. It will take a deeper look at the areas of executive dysfunction commonly associated with Autism Spectrum Disorder and ADHD, and finally, it will discuss best practices (evidence-based interventions) to assist with the specific areas of executive dysfunction often found in students with Autism Spectrum Disorder and ADHD. After attending this session, participants will be able to: 1. Obtain a general understanding of what executive functions (EFs) are. 2. Be able to identify specific areas of executive dysfunction commonly associated with Autism Spectrum Disorder and ADHD, and understand how they may adversely impact a student’s educational performance. 3. Gain an understanding of best practices (evidence-based interventions) to implement to assist students with Autism Spectrum Disorder or ADHD, specific to their areas of executive dysfunction. Trainer Amanda Garrett, Psy.D., NCSP Dr. Amanda Garrett is a Nationally Certified School Psychologist who has practiced School Psychology for the Department of Education (DOE) for over 16 years across New Jersey, Pennsylvania, and Hawaiʻi. After earning her Ed.S. in School Psychology at Rider University (NJ), she continued on to obtain her doctorate in School Psychology at Philadelphia College of Osteopathic Medicine (PA). Dr. Garrett’s doctoral program had an emphasis in School Neuropsychology, which became an area of passion for her. In addition to working for the DOE, Dr. Garrett spent three years as the Southeast Delegate on the executive board of the Association of School Psychologists of Pennsylvania (ASPP), and she is currently in her sixth year as an executive board member of the Hawaiʻi Association of School Psychologists (HASP), where she has served multiple positions, including Past President.
Published: March 21, 2024
Multimedia
To view resources from this training, click ATTACHEMENT links Click here to watch the recording Event Description In this presentation, we will explore the dual nature of diagnoses as both helpful tools in healthcare and limiting labels that can impact self-perception and societal perception. We will examine the limitations of defining oneself or someone solely by a diagnosis and emphasize the importance of embracing a multifaceted identity. By recognizing the complexity and diversity of individuals' experiences, strengths, and aspirations, the goal is to empower individuals to advocate for themselves and others in matters related to mental health and well-being. Ultimately, we want to promote a broader understanding of identity that goes beyond labels and diagnoses, fostering a more inclusive and supportive environment for all. Trainer LaVonne Fox Peltier Dr. LaVonne Fox Peltier serves as a Research Assistant Professor within the Bureau of Evaluation & Research Service, situated in the Department of Education, Health, and Behavioral Studies at the University of North Dakota. A member of the Turtle Mountain Chippewa reservation, she remains deeply connected to her roots. Drawing from her extensive background, she has dedicated her expertise to working with children, youth, and young adults facing mental health challenges both in rural and urban areas as well as within mental health facilities. Dr. Fox Peltier is particularly passionate about developing culturally rooted interventions inspired by Indigenous practices to address mental health issues. In her work, she emphasizes the importance of adopting strength-based approaches, advocating for alternatives to the commonly employed deficit-based practices. She is committed to bridging cultural understanding and mental health care for Indigenous peoples.
Published: March 14, 2024
Multimedia
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.
Published: March 12, 2024
Print Media
About this Resource: Given the large geographic area and diverse population of the Southeast region, the Southeast MHTTC recognizes that mental health priorities and training needs vary across providers, centers, communities, and states. With this context in mind, we assessed the mental health priorities of our region to inform our future TTA offerings. We focused on the ways in which we could further align the expertise and capacity of the Southeast MHTTC with the priorities and TTA needs of the providers and leaders in the Region IV States. This report outlines key findings from our assessment that will guide the enhancement of our TTA offerings and expand upon the reach of our current work.
Published: March 12, 2024
Multimedia
To view resources from this training, click ATTACHMENT links Click here to watch the recording Event Description This workshop will focus on learning how to demonstrate awareness of diversity, equity, and inclusion in service provision through strategies such as cultural humility. Participants will learn to acknowledge and improve responsiveness about decisions, actions, and policies that are shaped by their personal cultural perspective. The goal is for participants to develop an orientation and active engagement towards transitioning to more open and understanding healing environments while improving client engagement. Learning Objectives: Learn ways to validate the experience of others while identifying your own “blind spots” to increase empathy for those we serve. Acknowledge the need for cultural awareness and understanding, through self-reflection to create change and more supportive healing environments. Develop the ability to reframe interactions with others as one of collaborative equals. Trainer Lamarr Lewis Lamarr Lewis, is a dedicated advocate, author, and agent of change. With a focus on community-based mental and public health, he works with diverse groups including individuals living with psychiatric disabilities, people in recovery from substance abuse, and at-hope youth (He does not use the term at-risk). He is an alumnus of Wittenberg University graduating with a Bachelor of Arts in Sociology with minors in Africana Studies and Religion. He later received his master’s degree in clinical mental health counseling from Argosy University. His career spans over twenty years with experience as a therapist, consultant, public speaker, facilitator, trainer, and human service professional. He has been a featured expert for such organizations as; Boeing, Region IV Public Health Training Center, Fulton County Probate Court, Mississippi Department of Health, the Mississippi Band of Choctaw Indians, and many more. His lifelong mission is to leave the world better than how he found it.
Published: March 12, 2024
Multimedia
    Session 1 - March 11 To view resources from this training, please click ATTACHMENT links Click here to view the recording Session 2 - March 25 To view resources from this training, please click ATTACHMENT links Recording coming soon! Session 3 - April 15 Resources coming soon! Recording coming soon! Session 4 - April 22 Resources coming soon! Recording coming soon! Session 5 - May 6 Resources coming soon! Recording coming soon! Session 6 - May 20 Resources coming soon! Recording coming soon! Series Description We are excited to announce that Christina Ruggiero, RP, is returning to lead our first Mindful Monday series, Mindful Monday – Experiential Mental Health Practice, for Spring 2024. Join us as we continue to explore and experience different mindfulness practices related to the topics of creativity, rest, and self-care. This series is for anyone who desires to improve their overall well-being, resilience, and mental health.  The practices that are presented in the training are designed for quick and effective implementation both personally and professionally.  For mental and behavioral health practitioners these techniques can be easily incorporate into their practice.  Mindfulness practices are varied and can last anywhere from a couple of minutes to an hour or more. Vishen Lakhiani, Meditation Expert and CEO of Mindvalley, states “You can take a one- to three-minute dip into peacefulness, and you can see remarkable results. The biggest benefits are going to happen in the first few minutes.” Attendees who have participated in past Mindful Monday series have the following to say about the training: “Incredibly validating experience”, “Love doing this- can we do it indefinitely”, “Thank you for this training. It is hard to recognize we also deserve to be heard, have needs/wants and slow down and breathe for a while.” This is a 30-minute interactive training that begins on March 11th and will run every other week through May 20th, 2024.  Each training will feature exercises from different mindfulness disciplines. At the beginning of each session, participants will spend a few minutes grounding and learning about the practice for that day and then spend approximately 15-20 minutes in experiential practice, leaving a few minutes at the end for reflection and discussion. Trainer Christina Ruggiero Master’s Counselling Psychology  Registered Psychotherapist 
Published: March 11, 2024
Print Media
The New England MHTTC’s area of focus is the resilience and recovery of persons (and their loved ones) at risk for, living with or recovering from mental health challenges. During the reporting period, we continued to support and enhance the region’s capacity to provide equity-focused, recovery-oriented care across several dimensions. Our training and technical assistance (T/TA) explicitly aim to help promote recovery-oriented behavioral health systems of care and to move these systems beyond an acute care model to better meet the needs of persons with prolonged mental illness or substance use disorders (Davidson et al., 2021). A central aspect of recovery-oriented systems of care is the inclusion of people with lived experience at all levels of partnership–from service users, families, and direct peer support service providers to clinicians, managers, and administrators. Our T/TA aims to honor and promote those with lived experience in all our activities. The content and process of our work is grounded in our Guiding Principles on Resilience and Recovery. Consistent with these principles, we take an equity-minded approach to recovery-oriented care which recognizes that even the most progressive treatment systems exist within a social context where people of color and other historically marginalized groups often experience—both individually and collectively—an additional layer of trauma that has devastating consequences on their health and well-being. We are committed to proactively advancing social justice and racial equity as an essential component of recovery-oriented systems transformation across the New England region.
Published: March 8, 2024
Multimedia, Presentation Slides
Participants will be able to define a school-wide crisis and an individual student emergency, understand incident management guidelines at each phase, and identify possible barriers to school emergency responses in order to positively engage leadership/staff during an emergency.
Published: March 7, 2024
Multimedia
March 6 (Session 1) To view resources from this training, please click ATTACHMENT links Click here to watch the recording March 7 (Session 2) To view resources from this training, please click ATTACHMENT links Click here to watch the recording Series Description Implicit bias is insidious in nature; we all have them. Many of these biases are formed through inaccurate information, such as stereotypes, the patterns established by oppressive systems, and even by internalized oppression. Since implicit biases operate outside our conscious control, they can be harmful yet unrecognized barriers to collective liberation and to our individual wellbeing. This interactive workshop will cover concepts and strategies for participants to heal from bias and systemic racism in order to better live our values on an individual and systemic level. We will engage in various forms of mindful and contemplative practices and spend time strategizing to embed them into our lives to support our collective healing. Due to time constraints in this workshop, we will not be covering foundational concepts of DEI in these sessions. We will focus on practices to mitigate bias and to interrupt it in others. Therefore, participants must already have a baseline understanding of implicit bias, systemic oppression, social identities, intersectionality, systemic privilege and marginalization, and equity. Learning Objectives: Participants will delve deeper into how implicit bias is formed, how to recognize and redress it in one’s self, and practice talk moves to support them in addressing others’ biases. Participants will explore how to address microaggressions and strategies to scale up their response in order to establish a culture of belonging for every student, family, and staff. Participants will have an open frame to explore the culmination of their learning, delve into resources to continue their work in this topic, and examine scenarios to authentically push their theoretical understanding of implicit bias into praxis. Trainer Dr. Rana Razzaque Dr. Rana Razzaque’s commitment to improving opportunity, access, and inclusion for all children has driven her educational and professional journey. This commitment has deepened over time due to her own lived experiences and the continuous learning she seeks out on a variety of topics related to equity and inclusion, the persistent disparities for marginalized communities, and the deep need to build understanding and empathy through courageous conversations with people from multiple perspectives. Rana was born in Bangladesh, raised in Maryland, spent her adolescence in Texas, and spent a couple of years in Arizona before moving to Denver in 2011. In the warmer months, you might find Rana hiking with her husband, Rob, and her dog Eeyore. She also loves reading (especially fiction and poetry), trying out new recipes to cook, going to concerts, boxing, and indoor rock climbing (even though she is afraid of heights). Rana received her Bachelor’s and Master’s degrees in English Literature from the University of Texas at Austin and Arizona State University, respectively, and focused her thesis research on the impact of literary influence on colonizing South Asia in the 17th century. In 2017, she earned her Doctorate in Educational Leadership and Policy Studies from the University of Denver and focused her dissertation research on how mindfulness influences the culturally responsive practices of educators. Rana has served as Social Emotional Learning Partner in Denver Public Schools, Program Development Coordinator with Sources of Strength, Equity, Diversity, and Inclusion Specialist at Jeffco Public Schools, and is now the Director of Opportunity, Access, and Inclusion at Englewood Schools in Colorado. Her work intersects culturally responsive and sustaining practices with social-emotional learning and transformative educational leadership. Rana’s mission is to ensure that youth and educators have an intentional focus on honoring diverse cultures and identities, utilizing challenges as opportunities to build resilience, and holistically supporting themselves and others to equitably reach their highest potential.
Published: March 6, 2024
Multimedia
To view resources from this training, click ATTACHMENT link Click here to watch the recording Event Description This didactic lecture will review the conceptual basis and empiric evidence linking firearm access to suicide risk and provide clinicians with basic knowledge, language, and strategies to facilitate secure firearm storage solutions among patients identified as having elevated suicide risk. Trainer Joe Simonetti Joe Simonetti is a clinician investigator with the VA Rocky Mountain MIRECC for Suicide Prevention and Director of Mentorship and Education for the Firearm Injury Prevention Initiative at the University of Colorado Anschutz School of Medicine. His research focuses on developing patient-centered firearm injury prevention interventions for individuals at risk of suicide. As an educator, he works locally and nationally to support VA and community-based clinicians in delivering evidence-based and culturally informed counseling interventions.
Published: March 5, 2024
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