Products and Resources Catalog

This fact sheet defines structural racism and identifies examples of how it manifests in health, justice, education, housing and environmental inequities.

About this Resource:  In this webinar recording, presenters Ann DiGirolamo and Ursula Davis introduce attendees to the Georgia Recovery-Oriented Cognitive Therapy (CT-R) Initiative which expanded the capacity of mental health providers to address the needs of individuals suffering from severe and persistent mental illness, who often hold unhelpful beliefs about themselves and the world around as a result of negative experiences. The presenters also discuss tools providers can use to engage and motivate individuals as well as review the strategies that conceptualize, promote, and support recovery in a system of care. View our accompanying Recovery-Oriented Cognitive Therapy Infographic to learn more about the key elements of this strengths-based treatment approach.   

In Well-Being Wednesdays: Feeling Good Physically Through Nutrition, Movement and Sleep, which aired April 14, 2021, attendees learn new perspectives on the importance of nutrition, movement, and sleep in our lives and how these functions can directly influence our thoughts, feelings, and emotions. They also learn a new skill to help establish effective practices in these life domains. Well-Being Wednesdays: Taking Care of Educators Who Take Care of Kids is a webinar series geared toward education professionals, administrators, and stakeholders who are working together to create a culture of well-being that supports students and educators. Learn more: https://bit.ly/Well-beingWeds

ABOUT THIS RESOURCE After the harrowing year of 2020, understanding and addressing trauma is more relevant than ever. In supporting people who have survived trauma, our focus is commonly – and appropriately – focused on how we can alleviate the suffering associated with posttraumatic stress disorder and other painful consequences of traumatic experiences. Reducing suffering, however, may not be the only way that we can help people live well after loss, trauma, and adversity. It may also be possible to support people in uncovering opportunities for personal growth during their recovery process. Posttraumatic growth (PTG) refers to the positive psychological changes that can sometimes emerge as a result of struggling with adversity and trauma. These positive changes are different than the absence of, or recovery from, posttraumatic stress. In recent years there have been great efforts to better understand and foster PTG in individuals who have experienced adversity. In this webinar, participants will learn a research-informed perspective on what PTG is; how PTG is similar to and different than resilience or recovery; the promise and the pitfalls of addressing PTG with our clients; and how we might be able to facilitate PTG for the people we serve.  Find out more about our provider well-being series with C4 Innovations here. ADDITIONAL RESOURCES Download webinar slides   FACILITATOR Ann Marie Roepke, PhD Ann Marie Roepke, Ph.D. (she/her) is a clinical psychologist, trainer, and consultant based in Seattle, WA. Her areas of expertise include resilience, well-being, motivation, cognitive-behavioral therapies, and the impact of trauma – including both posttraumatic stress and posttraumatic growth. Dr. Roepke strives to help people live well in the face of challenging circumstances, and has developed and tested multiple psychosocial interventions to foster growth after loss and trauma. She is dedicated to using interactive learning approaches to empower professionals to help others while tending to their own well-being. Dr. Roepke earned her doctorate in psychology at the University of Pennsylvania Positive Psychology Center under the mentorship of Martin Seligman, founder of the field of positive psychology, and Angela Duckworth, expert on grit. She is an active member of the American Psychological Association, the Society of Consulting Psychology, and the Motivational Interviewing Network of Trainers, and host of the podcast Psychological Resilience in the Time of Coronavirus. More information is available at www.evoketrainingandconsulting.com. 

About The Webinar Committing to equity means committing to disrupting harm interpersonally as well as institutionally. This session centers the experience and wellness needs of BIPOC Educators and highlights the connection between radical self-care, cultural humility, collective and systemic care and secondary traumatic stress intervention in our school systems.     Learning Objectives Participants will be able to define what Secondary Traumatic Stress looks, feels and sounds like in schools as well as identify common symptoms and risk factors unique to BIPOC educators. Participants will explore the ways in which Secondary Traumatic Stress impacts BIPOC educators across life domains.  Participants will be able to identify personal, organizational and communal protective factors to improve institutional safety and wellness for BIPOC school staff  Participants will locate collective wisdom and cultural strengths within BIPOC educators when navigating spaces of crisis/traumatic systems    Resources Secondary Traumatic Stress and BIPOC Educator Wellbeing (PDF) Resources on Secondary Traumatic Stress and BIPOC Educator Wellbeing (PDF)   About The Series  The Northwest MHTTC and the Pacific Southwest MHTTC are continuing our partnership to provide and extend deeper technical assistance on the Interconnected Systems Framework (ISF). Interconnected Systems Framework (ISF) is a structure and process that maximizes effectiveness and efficiency by blending the strengths of school and community mental health with strengths of the multi-tiered framework of PBIS (Barrett, Eber, Weist, 2013) This past year, we offered three webinars on the Interconnected Systems Framework (see below for recordings) and followed the learning series up with monthly discussion hours led by Susan Barrett and field leaders from our region. This year, we are offering more programming to deepen your ISF work and contextualize ISF to this moment of COVID-19 and beyond. Our fall offering is made up of four modules and ends with a town hall for you to be able to ask faculty your questions and resource one another. Each module includes teaching from Susan Barrett and field leaders on ISF systems, and USC faculty on ISF practices. About The Speakers:   Steve Hydon, MSW, EdD, is a clinical professor in field education and serves as chair of the Pupil Personnel Services Credential program. His interests are in child welfare, secondary traumatic stress and social work practice in schools. Hydon developed a secondary traumatic stress survey for teachers and mental health practitioners in schools and is a consultant to the U.S. Department of Education as an educator resilience facilitator. He has trained nationwide on secondary traumatic stress, compassion fatigue, educator resilience and the Psychological First Aid - Listen, Protect, Connect, Model, and Teach curriculum for school personnel. He is a member of the National Child Traumatic Stress Network and the Trauma and Services Adaptation Center for Resiliency, Hope and Wellness in Schools. He also serves as the liaison to the NCTSN’s Terrorism and Disaster Center and sits on the board of the American Council on School Social Work. Previously, he served as a board member of the School Social Work.   Candice Valenzuela is a proud Afro-Latinx native of Watts, CA. She has worked at the crossroads of education and healing for 16 years. Candice earned a Bachelor of Arts in Humanities and a minor in Philosophy at Loyola Marymount University, received a teaching credential from Alliant University, and a Master of Arts in East-West Psychology at the California Institute for Integral Studies. Candice is certified as a trauma-informed yoga and mindfulness instructor through the Niroga Institute. Candice is currently training as a Marriage and Family Therapist in California. Candice believes that ancestral, community and ecological healing are the most urgent issues of our time. She coaches administrators, trains teachers and leads professional development at schools throughout the nation in addition to teaching in the Teacher Education department at University of San Francisco.     Katrina Traylor Rice is the Whole Child Initiative Manager for Alder Graduate School of Education, working to ensure that all Alder residents become whole child educators. Katrina is a National Board-Certified Teacher with over 15 years of teaching experience in urban secondary classrooms. She began her career at June Jordan School for Equity, in San Francisco, where she also worked as an administrator. Katrina then worked at her former high school, Jesse M. Bethel High School, in Vallejo, where she spent six years as the lead teacher of the Law Academy. Katrina has taught English and history at all grade levels and loves teaching students to be engaged readers of history, literature, and the world around them. Katrina is deeply passionate about creating healing-centered classrooms through trauma informed care practices including restorative justice, mindfulness, and culturally sustainable curriculum. She holds a M.A. in Education from Stanford’s Teacher Education Program, and a B.A. from UC Santa Cruz in American Studies.   Dr. Alan Green joined Rossier in July 2009 as Associate Professor of Clinical Education. Prior to USC he was on the faculty at Johns Hopkins University School of Education, where he served most recently as chair of the Department of Counseling and Human Services. He earned a doctorate in counseling psychology from Howard University in Washington, DC and a master's degree in school and community counseling from California State University in Sacramento. Dr. Green has served as project evaluator and consultant to educational and community-based organizations across the United States and the Caribbean. Dr. Green was a recipient of the 2006 Counselors for Social Justice 'Ohana Honors Award for his efforts to affirm diversity and advocate for social justice. More recently he was a 2014 recipient of the USC Mellon Mentoring award for his work with graduate students. Learn more about the full series schedule and access all recordings & presentation materials here. Want more information and school mental health resources? Visit the Northwest MHTTC's School Mental Health page and sign up for our monthly newsletter for regular updates about events, trainings, and resources available to the Northwest region.

The purpose of the webinar is to take a closer look at the ways in which peers are contributing to what the traditional mental health system considers “crisis” supports and ways to implement this approach into crisis services offered by traditional mental health programs. The presenters will offer examples of peer-enhanced services within mental health organizations and how these services complement and improve the outcomes of service systems. They will also provide resources to help webinar participants access additional information about peer services and the role of peer support professionals and identify ideas about how peer services can be incorporated into existing systems.   To watch the recording, click here.    Presenters: Jessica Stohlmann-Rainey, Program Development at Rocky Mountain Crisis Partners Danielle Grondin, Intentional Peer Support

In Well-Being Wednesdays: Feeling Good Physically Through Nutrition, Movement and Sleep, which aired April 14, 2021, attendees learn new perspectives on the importance of nutrition, movement, and sleep in our lives and how these functions can directly influence our thoughts, feelings, and emotions. They also learn a new skill to help establish effective practices in these life domains. Well-Being Wednesdays: Taking Care of Educators Who Take Care of Kids is a webinar series geared toward education professionals, administrators, and stakeholders who are working together to create a culture of well-being that supports students and educators. Learn more: https://bit.ly/Well-beingWeds

View Presentation Slides In this presentation, we explore the varied manifestations that generate moral injury (often applied to frontline professionals), moral distress (usually used with healthcare professionals), and soul injury (often described in police or military combatants and referring to losses that are not mourned and guilt and shame that is associated with the loss). All of these situations arise from inner conflicts that arise from feeling that one’s professional practice does not follow standards of professional practice or ethical principles. Special attention is given to moral suffering in the current pandemic. In the presentation, we identify factors responsible for moral suffering as well as strategies for self-help as well as interventive strategies for clients designed to ease moral suffering.      Presenter: Dr. Kenneth J. Doka is a Professor Emeritus, The College of New Rochelle, and Senior Consultant to the Hospice Foundation of America. Dr. Doka has extensive experience in the area of grief, is a prolific author and speaker, providing keynoted addresses internationally.  Dr. Doka participates in the annual Hospice Foundation of America Teleconference and has appeared on CNN and Nightline. In addition, he has served as. a consultant to medical, nursing, funeral service, and hospice organizations as well as businesses and educational and social service agencies. Dr. Doka was elected President of the Association for Death Education and Counseling in 1993. In 1995, he was elected to the Board of Directors of the International Work Group on Dying, Death, and Bereavement and served as chair from 1997-1999. The Association for Death Education and Counseling presented him with an Award for Outstanding Contributions in the Field of Death Education in 1998 and Significant Contribution to the Field of Thanatology in 2014. In 2000 Scott and White presented him an award for Outstanding Contributions to Thanatology and Hospice. His Alma Mater Concordia College presented him with their first Distinguished   Alumnus Award. He is a recipient of the Caring Hands Award as well as the Dr. Robert Fulton CDEB Founder’s Award. In 2006, Dr. Doka was grandfathered in as a Mental Health Counselor under NY State’s first licensure of counselors. In addition, Dr. Doka is an ordained Lutheran Minister.  

Download and view presentation slides above.

ABOUT THIS RESOURCE This is the first of a three-part webinar series related to forensic mental health. This presentation provides an overview of forensic mental health services and introduces participants to the University of Washington’s Center for Mental Health, Policy, and the Law. The Center has three primary arms: education and training; research and policy; and service. The three Center arms are discussed in this presentation with particular emphasis on training and education in forensic mental health. Subsequent lectures in the webinar series illustrate work relevant to other arms of the Center. Learning Objectives Participants will become familiar with forensic mental health and unique roles of forensic mental health clinicians Participants will learn about the University of Washington Center for Mental Health, Policy, and the Law (CMHPL) Participants will gain appreciation for the role for increased training in forensic mental health Find out more about our forensic mental health webinar series here. ADDITIONAL RESOURCES Download webinar slides   FACILITATOR 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.        

This is a psychopharmacology consultation line with Dr. Rajiv Tandon & Dr. Matcheri Keshavan.   Slides:           

Behavioral health practitioners and organizations are often required to determine whether a particular intervention meets the needs of their clients, staff, and/or funders. The Best and Promising Practice (BPP) Fact Sheet Library, developed by the MHTTC Network, is designed to provide the mental health workforce with information about a wide array of evidence-based and promising approaches. Each fact sheet in the library summarizes a specific behavioral health practice, its evidence base, and steps for successful implementation.  In this sheet, we provide an overview of the principles and practice of Coordinated Specialty Care (CSC) for First Episode Psychosis. 

Behavioral health practitioners and organizations are often required to determine whether a particular intervention meets the needs of their clients, staff, and/or funders. The Best and Promising Practice (BPP) Fact Sheet Library, developed by the MHTTC Network, is designed to provide the mental health workforce with information about a wide array of evidence-based and promising approaches. Each fact sheet in the library summarizes a specific behavioral health practice, its evidence base, and steps for successful implementation.  In this sheet, we provide an overview of the principles and practice of Dialectical Behavioral Therapy. 

Behavioral health practitioners and organizations are often required to determine whether a particular intervention meets the needs of their clients, staff, and/or funders. The Best and Promising Practice (BPP) Fact Sheet Library, developed by the MHTTC Network, is designed to provide the mental health workforce with information about a wide array of evidence-based and promising approaches. Each fact sheet in the library summarizes a specific behavioral health practice, its evidence base, and steps for successful implementation.  In this sheet, we provide an overview of the principles and practice of Family Psychoeducation.

Behavioral health practitioners and organizations are often required to determine whether a particular intervention meets the needs of their clients, staff, and/or funders. The Best and Promising Practice (BPP) Fact Sheet Library, developed by the MHTTC Network, is designed to provide the mental health workforce with information about a wide array of evidence-based and promising approaches. Each fact sheet in the library summarizes a specific behavioral health practice, its evidence base, and steps for successful implementation.  In this sheet, we provide an overview of the principles and practice of Motivational Interviewing.

Behavioral health practitioners and organizations are often required to determine whether a particular intervention meets the needs of their clients, staff, and/or funders. The Best and Promising Practice (BPP) Fact Sheet Library, developed by the MHTTC Network, is designed to provide the mental health workforce with information about a wide array of evidence-based and promising approaches. Each fact sheet in the library summarizes a specific behavioral health practice, its evidence base, and steps for successful implementation. In this sheet, we provide an overview of the principles and practice of Supported Employment.

ABOUT THIS RESOURCE This module focuses on learning skills for effective communication and de-escalation techniques with colleagues, patients, staff and community members. This is the recording of a live event which offered a small group training setting with breakout rooms and a facilitated learning environment. This module is part of our Disaster Response and Behavioral Health series with Dr. Kira Mauseth. Find out more about our Disaster Response and Behavioral Health series here. ADDITIONAL RESOURCES Download webinar slides.   FACILITATOR Dr. Kira Mauseth Dr. Kira Mauseth is a practicing clinical psychologist who sees patients at Snohomish Psychology Associates, teaches as a Senior Instructor at Seattle University and serves as a co-lead for the Behavioral Health Strike Team for the WA State Department of Health. Her work and research interests focus on resilience, trauma and disaster behavioral health. She has worked extensively in Haiti with earthquake survivors, in Jordan with Syrian refugees and with first responders and health care workers throughout Puget Sound the United States. Dr. Mauseth also conducts trainings with organizations and educational groups about disaster preparedness and resilience building within local communities.  

ABOUT THIS RESOURCE Staff from the Lummi Tribal Health Center describe and discuss the unique challenges to providing psychiatric care in a coordinated and collaborative way to a tribal community during the coronavirus pandemic. Learning Objectives briefly describe intergenerational trauma experienced by Native Americans understand complex components to behavioral health and medical services as a part of some tribal health systems review how Lummi Psychiatry adapted to the pandemic and how this has provided challenges and opportunities Find out more about our integrated care webinar series here. ADDITIONAL RESOURCES Our facilitators always make reference to great resources during sessions.  Presentation slides   FACILITATORS George "Bud" Vana, MD George "Bud" Vana, MD, is a Triple Boarder – having taken three board exams as a general pediatrician, adult psychiatrist and child psychiatrist – practicing at the Lummi Tribal Health Center in Bellingham, Washington.  He and his psychiatric team are integrated and collocated (before coronavirus) in the medical clinic, substance abuse program, pediatrics department, school based health clinic and behavioral health department. He finished his BA and MA at Harvard University in Near Eastern Languages and Civilization. He completed medical school at the University of Vermont and completed residency training at Brown University in Providence, Rhode Island. He completed his outpatient psychiatry training at the Providence Rhode Island Veterans Administration.  He has worked to develop a telehealth infrastructure at the Lummi Tribal Health Center as well as a child psychiatry consultation service for other tribal health clinics. His other professional interests include family-based psychiatry, acceptance and commitment therapy, treatment of co-occurring disorders, treatment of developmental disabilities and integrated medical and behavioral healthcare. Outside of work he enjoys canoeing, hiking and curling (as in the Olympic ice sport) with his family in Bellingham. Jessica McLendon, CMA Born and raised in the Pacific Northwest, Jessica first received her Bachelor of Arts in Anthropology and Global Studies at Pacific Lutheran University. After moving to Bellingham, she started working in the non-profit field for Big Brothers Big Sisters of Northwest Washington and later, at Northwest Youth Services, a housing provider for homeless youth. In 2017 she completed her certification in Medical Assisting and started working at Lummi Tribal Health Clinic in 2018. Jessica is passionate about witnessing peoples’ stories and connecting individuals to the appropriate resources to help them achieve their goals. Cedric Robertston Cedric Robertson serves as a Peer Recovery Coach at the Lummi Tribal Health Center.

In this hour we discussed what principals need to do for their schools right now to address the trauma of the last year and looking ahead. We focused on the preparation, planning, and practice needed to ensure teachers and principals are better prepared to address and advocate for the social-emotional and mental health needs of everyone in the school community. We started the healing by decoding what we've learned about the power and drawbacks of remote learning, the resources needed to improve school leadership, and how to mitigate the impact of the past year with appropriate social-emotional and mental health supports. We looked at how school staff at the Pre-K-12 grade levels can embed interventions to prioritize mental health support. And most importantly, how this prioritization might impact educational and leadership preparation programs.   To watch the recording, click here.    Facilitator: Martha Staehli, PhD, Director, New England MHTTC, School Mental Health Initiative, Instructor, Yale School of Medicine Department of Psychiatry Featured Speakers: Jill Flanders, Consultant, Massachusetts Department of Elementary and Secondary Education, Massachusetts Department of Early Education and Care Kathleen Sciarappa, EdD, Board of Directors, International Mentoring Association Member, New England MHTTC Advisory Team

About this Resource: Region IV is the largest HHS region, comprised of eight states and 26% of the U.S. population. These states have large rural populations which tend to have reduced access to mental health care.  Assessing the availability and accessibility of mental health services, in particular evidence-based practices, for rural residents can be challenging. The Southeast MHTTC Data Visualization Project provides information on Region IV priorities in an easy to understand graphical format.   Potential Impact of Rurality on Mental Health Care Access Relevant Factors: Mental health facility availability and evidence-based practice offerings How to Use: Click on "VIEW RESOURCE" to access interactive map and visualize the intersection of these factors by county, state or region.

  The Great Lakes MHTTC offers this training for school mental health professionals and other 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. Research has demonstrated just how vital school and teacher connections are for students. Students who feel connected to their school are less likely to be truant or have disciplinary issues and are more likely to succeed academically, as well as graduate.   LEARNING OBJECTIVES: Discuss the benefits of developing meaningful connections with students by providing effective relationship-building strategies for educators. Discuss utilizing weekly “check-ins” to measure student’s emotional well-being, as well as the importance of stimulating peer-to-peer connections.   Speaker: Angela Begres Angela is a licensed clinical social worker who obtained her MSW at 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.    

This interactive webinar discussed how to facilitate hope and develop skills that will facilitate the recovery journey of Hispanic/Latinx people with Lived Experience by using motivational interviewing principles.

This interactive webinar discussed how to facilitate hope and develop skills that will facilitate the recovery journey of Hispanic/Latinx people with Lived Experience by using motivational interviewing principles.

This interactive webinar discussed how to facilitate hope and develop skills that will facilitate the recovery journey of Hispanic/Latinx people with Lived Experience by using motivational interviewing principles.