Products and Resources Catalog

Suicide is a significant public health concern with suicide rates increasing over 30% in the past 10 years. Suicide is the second leading cause of death among people ages 10 to 34, the fourth among people ages 34-54, the fifth for people ages 45-54, and the tenth leading cause of death overall (www.cdc.gov/suicide). While these statistics are alarming, it’s important to remember there are factors that can protect against suicide and steps that can be taken to intervene and provide support. This guide provides the basics for assessing for risk of suicide.

Mindfulness doesn’t have to be complicated. In fact, sometimes all it takes is returning your awareness to the present moment. The science behind mindfulness is known worldwide and cross-culturally: Our brains are prediction-making machines, so it can take some training to prevent ourselves from jumping to conclusions about events that haven’t happened yet. This week, Steve Wengel, MD, is our guest from the “wellness biz” (his words). Dr. Wengel is a professor in the Department of Psychiatry at the University of Nebraska Medical Center (UNMC) and the assistant vice chancellor for campus wellness for UNMC and the University of Nebraska-Omaha. Join the Burnout Busters for a practical discussion about how time-pressed health care professionals can make mindfulness work for them. -- Steven Wengel, MD, is a professor in the Department of Psychiatry at the University of Nebraska Medical Center (UNMC) and the first-ever assistant vice chancellor for campus wellness for UNMC and the University of Nebraska-Omaha. Dr. Wengel is from Omaha and has been a practicing psychiatrist since 1991, specializing in geriatric psychiatry. He treats patients with a broad range of psychiatric conditions, including dementia, depression, and anxiety disorders. He is currently the director of the UNMC Division of Geriatric Psychiatry, and he previously served as the chair of the UNMC Department of Psychiatry, from 2004 to 2018. Dr. Wengel has a longstanding interest in the role of non-medication interventions for reducing stress and anxiety. He has employed meditation techniques in his personal, clinical, and academic practices for many years, and has worked with the University of Nebraska to create innovative academic and clinical programs in stress reduction. In his current role as the wellness champion for UNMC, he oversees academic programs reaching out to faculty and trainees in all disciplines. His goal is to reduce stress and burnout in health care students and staff, as well as to reach out to other populations across the state and region. -- Remember, you can use the hashtag #mhttcbyebyeburnout to share your well-being journey with us and others! Learn more at https://bit.ly/BurnoutBustersThePodcast  

ABOUT THIS RESOURCE This is the second webinar in a three-part webinar series related to forensic mental health. Research and policy communication experts, Sarah Walker, PhD, and Jennifer Piel, MD, JD, share scholarly perspectives and their personal experiences of working in the 'research to policy' process, including how to gauge and utilize policymakers' interests, and the research to date on tested models of evidence-informed policymaking. They discuss the importance of intentionally building relationships to create change at local, state, and national levels, and how to better find and speak to important audiences for effective dissemination of results and findings to increase reach and impact of your work. Learning Objectives Learn the most common ways research is used and research use is facilitated in policymaking Hear strategies for how to partner and tailor research to increase the likelihood that it will be used by policymakers Be able to craft the first steps for moving research forward for public health impact Find out more about our forensic mental health webinar series here. ADDITIONAL RESOURCES Download webinar slides   FACILITATORS Jennifer Piel, MD, JD   Jennifer Piel, MD, JD, is a clinical and forensic psychiatrist. She is an Associate Professor in the Department of Psychiatry and Behavioral Sciences at the University of Washington and the Director of the University’s Center for Mental Health, Policy, and the Law. She received the 2017 American Medical Association Foundation Excellence in Medicine Leadership Award, in part, for her advocacy for persons with mental illness who have criminal justice involvement. She is the Legal Digest Editor for the Journal of the Academy of Psychiatry and the Law. She specializes in psycho-legal assessment, research, and education.       Sarah Cusworth Walker, PhD Sarah Cusworth Walker, PhD, is a Research Associate Professor and Director of a research to policy center in the Department of Psychiatry and Behavioral Sciences at the University of Washington. Her center, the CoLab for Community and Behavioral Health Policy (CoLab) conducts and researches methods of bridging science and community voice to improve public health. She is the recipient of a 2014 MacArthur Foundation Champion for Change award and a 2019 Robert Wood Foundation Health Equity award for her work in juvenile justice system reform.    

ABOUT THIS RESOURCE Rebekah Demirel continues her provider well-being series in this seventh event. For many of us working in the fields of mental health services or teaching, we may notice that the very issues we help our clients with, are things we recognize in ourselves. We’ll discuss how this useful teaching tool in our work not only gives us empathy, but can help us heal our own wounds. The Northwest MHTTC is excited to collaborate with Rebekah Demirel L.Ac. MPCC to deliver a webinar and podcast series. Learn more about this series here. ADDITIONAL RESOURCES Presentation slides John Turvey biographical information Ignite Project Homeless video featuring Rebekah Demirel The Body Rondo Book: 12 Body Percussion Rondos, Elementary to Advanced by Jim Solomon FACILITATOR Rebekah Demirel, L.Ac. MPCC   Rebekah Demirel L.Ac.  MPCC is the founder and director of Trauma Integration Programs, with more than a decade as an ambulance paramedic, twenty-two years as a paramedic trainer, eighteen years of mental health counseling experience, specializing in traumatic stress and she is a licensed East Asian medicine practitioner and acupuncturist. Rebekah’s unique skill set and experience are informed by her own traumatic childhood and teen years spent on the street and in the foster care system, giving her a special familiarity and empathy for trauma and loss.     

ABOUT THIS RESOURCE Listen to the podcast on "Head, Heart and Gut," the fourth session of Rebekah Demirel's series "We Make the Path by Walking" series. This session looked at how we can retrieve our deep instincts, through observation and self-care. If we learn to pay attention, our bodies can inform us how to make wise decisions, though early trauma may have shut down some of that knowing. Find out more about her series here. ADDITIONAL RESOURCES View the webinar recording and access accompanying resources     FACILITATOR Rebekah Demirel L.Ac., MPCC   Rebekah Demirel L.Ac., MPCC is the founder and director of Trauma Integration Programs, with more than a decade as an ambulance paramedic, twenty-two years as a paramedic trainer, eighteen years of mental health counseling experience, specializing in traumatic stress and she is a licensed East Asian medicine practitioner and acupuncturist. Rebekah’s unique skill set and experience are informed by her own traumatic childhood and teen years spent on the street and in the foster care system, giving her a special familiarity and empathy for trauma and loss.    . . .  

Original broadcast date: April 19, 2021   This three-part series was followed by a four-part learning community focused on (im)migrant student mental health.   Please note that while this program has a special focus on students who identify as Latino/a/x,  Chican@, and Mexican-American, all are welcome and much can be related to other student identities with shared experiences.    Session 1: What is the what? Nuances, complications, and contributions of (Im)migrant & Latinx student mental health Our opening session featured all four faculty providing an introduction to core concepts and issues that impact (Im)migrant and Latinx student mental health. Together, the group discussed the concepts of triple trauma (leaving, migration, arrival); microaggressions + bias and racism; COVID-19 nuances to service delivery; and the strengths and joys of (im)migrant student mental health.    To create awareness about (im)migrant student experiences, we:  Learned how stress, anxiety, and trauma impact (im)migrant students. Defined the policies that impact our families and students (e.g., TPS, McKinney-Vento, DACA, U-Visas, Public Charge, Deportations, and AB2121). Explored how status affects students, families, and schools.    Priming Resources Priming Resources for Needs and Joys of Our (Im)migrant* Students, Families, and Community Partners: Exploring and Expanding our School Mental Health Practice (Spring 2021) Resources to Support the Mental Health of Asylum Seekers Northern Triangle Unaccompanied Children and Families Seeking Asylum: Traumatic Effects on Children's Attachment and Reunification Psychological First Aid for Unaccompanied Children by NCTSN   Resources from the Series Session 1: What is the what? Nuances, complications, and contributions of (Im)migrant and Latinx student mental health slide deck (PDF) Reflection Tool (PDF)   View Session 2 and Session 3 of this series.   Our Learning Series and Community of Practice Faculty   Angela Castellanos, PPSC, LCSW  Angela J. Castellanos serves as a School Mental Health Training Specialist for the Pacific Southwest MHTTC. Angela Castellanos, LCSW, is an experienced mental health consultant and administrator with 25+ years of diverse and progressive expertise in the mental health care industry and school settings. As a licensed clinical social worker, she specializes in administering school mental health programs; mentoring industry professionals (local, state, and federal); and developing and teaching best practices in the area of Trauma, Suicide Prevention, Crisis Response and Recovery, and School Mental Health. As a direct practitioner, Angela has developed programs and services for newcomers in a school district setting. Internationally, she has provided trauma based work in El Salvador.    Alicia Arambula, MSW, ASW, PPSC Alicia Arambula is a Latinx School Social Worker in the south San Diego region. As a School Social Worker, Arambula has developed a mental health program to address youth mental health by providing professional learning opportunities for staff, establishing systems of support utilizing restorative practices and bridging the gap for students to access mental health counseling in or outside of school. Arambula has a Master of Social Work from San Diego State University with a pupil personnel services credential in social work. Arambula has over ten years of experience serving youth and their families in various capacities such as addressing diverse needs including substance dependency, immigration, and education. Arambula is a fronteriza, a hybrid culture that exists within border regions, which directly impacts her theoretical approach in serving her community.      Claudia Gonzalez, LCSW, PPSC-SW Claudia Gonzalez is the lead child and adolescent mental health clinician at a Federally Qualified Health Center in South San Diego. She has a Master of Social Work and Pupil Personnel Services Credential from San Diego State University. She has over 10 years of experience working along the U.S.-Mexico border close to her hometown of San Ysidro. Her personal experience and work in the border region have afforded Claudia the opportunity to understand the intersection of the communities social, sexual, and family ties in both countries.       Claudia Rojas, MA Claudia Rojas earned her BA in Sociology from UCR, an MA in Education from UCLA, and an Administrative Credential from CSUDH; she has been an educator since 2003 and has always worked at high need schools in Los Angeles. Currently, Claudia serves as a Newcomer Coach and previously she served as a Restorative Justice Teacher Advisor. From 2012-2018, she served as a founding high school principal located in the heart of South Central Los Angeles. The school focused on mental and behavioral health and is a student-centered, teacher-driven school. Claudia is committed to student voice, social justice, equity and access, innovation, and community collaboration. 

In this presentation, Mid-America MHTTC specialists and partners with Omaha-based Community Alliance will demonstrate ways in which family peer support empowers families to support their loved one’s desire to work. In particular, participants will learn how recipients of family peer support: Learn to engage their loved ones in conversations about employment and help them become motivated to work; Learn to support their loved ones with job development and seek referral for vocational rehabilitation and supported employment; Learn to help their loved ones thrive and find independence at work.   Speakers:   Dr. Lilchandra Jai Sookram has been in the mental health field for over 40 years. At the Nebraska State Hospital, he provided psychological services to persons with serious mental illness and to their family members, and he directed clinical services including psychology, nursing, social work, therapeutic recreation, education and return-to-work programs. He is the former director of mental health services in Kansas and clinical director of a juvenile correctional facility. Currently he is manager of family and peer services at Community Alliance. Bill Baerentzen, Ph.D., CRC, LMHP, is serious mental illness program director for the Mid-America MHTTC. Much of his outreach involves promoting evidence-based practices to help people with serious mental illness (SMI) live meaningful inclusive lives. Dr. Baerentzen has worked as director of a 250-bed emergency overnight shelter; supervisor of therapists in a treatment program for persons with co-occurring disorders; and as faculty in a rehabilitation counseling program. Cecilia Losee is a financial planner who specializes in working with special needs families. Her own disability and that of her adult daughter give her a unique perspective into what it takes to plan for the future. With over 10 years in the industry she uses many different tools, such as special needs trusts, to ensure the protection of government benefits while maximizing the amount left to take care of your loved ones.     Learn more about Family Peer Support: An Emerging Workforce at https://bit.ly/FPS_2020  

In this presentation, Mid-America MHTTC specialists and partners with Omaha-based Community Alliance will demonstrate ways in which family peer support empowers families to support their loved one’s desire to work. In particular, participants will learn how recipients of family peer support: Learn to engage their loved ones in conversations about employment and help them become motivated to work; Learn to support their loved ones with job development and seek referral for vocational rehabilitation and supported employment; Learn to help their loved ones thrive and find independence at work.   Speakers:   Dr. Lilchandra Jai Sookram has been in the mental health field for over 40 years. At the Nebraska State Hospital, he provided psychological services to persons with serious mental illness and to their family members, and he directed clinical services including psychology, nursing, social work, therapeutic recreation, education and return-to-work programs. He is the former director of mental health services in Kansas and clinical director of a juvenile correctional facility. Currently he is manager of family and peer services at Community Alliance. Bill Baerentzen, Ph.D., CRC, LMHP, is serious mental illness program director for the Mid-America MHTTC. Much of his outreach involves promoting evidence-based practices to help people with serious mental illness (SMI) live meaningful inclusive lives. Dr. Baerentzen has worked as director of a 250-bed emergency overnight shelter; supervisor of therapists in a treatment program for persons with co-occurring disorders; and as faculty in a rehabilitation counseling program. Cecilia Losee is a financial planner who specializes in working with special needs families. Her own disability and that of her adult daughter give her a unique perspective into what it takes to plan for the future. With over 10 years in the industry she uses many different tools, such as special needs trusts, to ensure the protection of government benefits while maximizing the amount left to take care of your loved ones.     Learn more about Family Peer Support: An Emerging Workforce at https://bit.ly/FPS_2020  

Ever feel overwhelmed by messaging about self-care, or plagued by toxic positivity? What constitutes self-care, and at what point can it become unhelpful? This week, the Burnout Busters explain the meaning of stress, argue the case for a strong focus on professional well-being, and dismantle common misconceptions about well-being with Aria Fiat, PhD, one of the developers of the Adult Resilience Curriculum (ARC) and a school and pediatric psychologist, speaker, and educator based at Cincinnati Children’s Hospital Medical Center. Dr. Fiat shares simple stress-busting tactics — gratitude journaling and listening to your inner child — that she uses to redirect her thoughts during difficult times, such as the not-so-new normal (or not-normal) resulting from the COVID-19 pandemic. -- Dr. Aria Fiat is a pediatric and school psychologist devoted to promoting equitable, accessible, and culturally responsive mental health care. She is currently completing a post-doctoral fellowship at Cincinnati Children’s Hospital Medical Center, where she will soon begin her tenure as an assistant professor of pediatrics. Dr. Fiat completed her pre-doctoral internship at the Munroe Meyer Institute, providing psychological services through Omaha Children's, University of Nebraska Medical Center, and Omaha Public Schools. Dr. Fiat’s work as a clinician, researcher, educator, speaker, and advocate focuses on enhancing the capacity of systems to promote behavioral health and wellness, with an emphasis on supporting the educators and caregivers who help children thrive. She has co-authored over a dozen peer-reviewed articles, book chapters, and conference proceedings and delivered multiple keynote addresses on related topics. Dr. Fiat is the creator of The Seven C’s: A Toolkit for Caregivers Coping in a Crisis. She is also a co-developer and researcher of the Adult Resilience Curriculum (ARC). In collaboration with the Mid-America MHTTC, Dr. Fiat is striving to increase availability of the ARC to school districts throughout Nebraska, Iowa, Kansas, and Missouri. -- Remember, you can use the hashtag #mhttcbyebyeburnout to share your well-being journey with us and others! Learn more at https://bit.ly/BurnoutBustersThePodcast  

Sometimes, our best efforts to cultivate individual well-being just won't cut it. Instead, workplace culture needs a do-over. Clayton Cook, PhD, of the University of Minnesota helps organizations do just that. This week, our Burnout Busters talk to Dr. Cook — one of the masterminds behind the Adult Resilience Curriculum (ARC) — about what it takes to build healthier work environments. When organizations adopt a culture of well-being, he explains, employees can expend their energy working rather than tolerating their work conditions. This episode is a must-listen for both health care leadership and everyday professionals. Administrators with the capacity to implement change will learn the concrete benefits of investing in organizational well-being, and employees will learn why it’s important to advocate for change. -- Dr. Clayton Cook is the John and Nancy Peyton Endowed Chair in Child and Adolescent Wellbeing and a professor of educational psychology at the University of Minnesota. He has extensive research and practical experiences involving the implementation of equity-centered multi-tiered systems of support to promote children’s social, emotional, and behavioral well-being and development. He is the associate director of innovation and research for the Center for Applied Research and Educational Improvement at the University of Minnesota. He has received over $17 million in external grant funding from multiple agencies and foundations to conduct research on the implementation of high-quality programs and practices that promote student social, emotional, and behavioral enablers to school and life success. He also consults with school systems across the U.S. and globe to increase children’s access to the services they need. -- Remember, you can use the hashtag #mhttcbyebyeburnout to share your well-being journey with us and others! Learn more at https://bit.ly/BurnoutBustersThePodcast  

One of the most important steps we can take when investing in our well-being is identifying our values: or, as this week's guest Ali DeLizza, PhD, defines them, “the things in life that give us meaning and purpose.” Once we’ve identified our values, we can set goals that help us prioritize actions that make us feel fulfilled — even when we are experiencing stress or burnout in other parts of our professional and personal lives. Dr. DeLizza is a child psychologist and director of wellness programming at the University of Nebraska Medical Center, where she also serves as an assistant professor in the Department of Psychiatry. This week, she chats with the Burnout Busters about how living life in accordance with your values can improve your well-being, and she teaches a simple, mindful technique that can help you gain a little perspective even on a hectic day. -- Ali DeLizza, PhD, is director of wellness programming and an assistant professor at the University of Nebraska Medical Center (UNMC). As a child psychologist, Dr. DeLizza works extensively with children and teens with anxiety and depression, using approaches from acceptance and commitment therapy to help her patients improve their well-being in part by committing to valued actions. Dr. DeLizza also works with children and teens with ADHD and other behavior disorders, and with LGBTQIA+ youth. In addition to her clinical interests, she is committed to making organizational-level changes to support professional well-being at UNMC and beyond. She has been working in Nebraska since 2018, when she relocated from Western Michigan. -- Remember, you can use the hashtag #mhttcbyebyeburnout to share your well-being journey with us and others! Learn more at https://bit.ly/BurnoutBustersThePodcast  

This resource includes definitions for key terms used throughout the Classroom WISE (Well-Being Information and Strategies for Educators) online course. To learn more about Classroom WISE, visit www.classroomwise.org.

This resource describes what community building activities are, how and when to use them, and includes a community building activity that educators can implement with their students. To learn more about Classroom WISE, visit www.classroomwise.org.

This resource is a guide to active listening skills and strategies, which provides ways to help make students feel heard and understood. To learn more about Classroom WISE, visit www.classroomwise.org.

This resource describes the importance of using positive affirmations to create a safe and supportive classroom. To learn more about Classroom WISE, visit www.classroomwise.org.

This resource is an overview of the engagement strategies detailed in Module 1. To learn more about Classroom WISE, visit www.classroomwise.org.

This resource provides ideas for warmly welcoming students to the classroom, which can encourage engagement. To learn more about Classroom WISE, visit www.classroomwise.org.

This resource is a list of questions that can be used to better understand students and their interests, which helps students feel safe and supported. To learn more about Classroom WISE, visit www.classroomwise.org.

This resource provides an overview of the classroom safety strategies detailed in Module 1. To learn more about Classroom WISE, visit www.classroomwise.org.

This resource describes the importance of displaying inclusivity symbols in the classrooms to signal the classroom is a safe and supportive space to students. To learn more about Classroom WISE, visit www.classroomwise.org.

This resource explains how to create a Take What You Need Poster, as well as the benefits of including this poster in a classroom. To learn more about Classroom WISE, visit www.classroomwise.org.

This resource is a guide to creating a safe space in the classroom where students to take a moment away from potential triggers and practice self-regulation skills. To learn more about Classroom WISE, visit www.classroomwise.org.

This resource includes both sample and blank rules within the routines matrix for use in applying classroom rules across contexts. To learn more about Classroom WISE, visit www.classroomwise.org.

This resource explains the benefits of teaching mental wellness activities and lists mental wellness activities. To learn more about Classroom WISE, visit www.classroomwise.org.