Products and Resources Catalog

In light of the one-year anniversary of COVID-19 in the Northwest Region, we want to show our gratitude for the strength of this community. This year has had no shortage of new challenges and school communities have consistently risen to each obstacle that has come their way. Whether navigating in-person, hybrid, or all remote learning or responding to racial violence, we are eternally grateful for every one of you who has supported one another, found new ways to stay connected, and shown resilience time and time again. Truly - thank you for all that you do. As we look forward, we are hopeful for what the coming months and next year will bring. We are excited to share we will receive a fourth year of funding and will continue our work of supporting the school mental health workforce in Region 10. See below for the latest resources and trainings and stay tuned for more to be announced soon! Sign up for our School Mental Health Newsletter!  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.

This video was recorded on March 25, 2021 as a part of the South Southwest Mental Health Technology Transfer Center Regional Advisory Board. While facing the challenges of these times,  leaders may notice that almost everyone is either overwhelmed or on the edge of overwhelm. You may not be sure of what to offer an over-taxed team. Self-care and resiliency training  will help, but it is not enough to reduce and prevent the current state of overwhelm we are experiencing. In this session, we will dive deeply into understanding overwhelm, set in the context of these times,  and explore the proactive strategies leaders can use to help themselves and their teams recover from overwhelm. Access the YouTube video above & download the PowerPoint slides here. Presenter Bio: Sarri Gilman, LMFT is a psychotherapist and author. She teaches Overwhelm Recovery for Healthcare and Human Service Providers. She is the author of The Mystery of Knowing Journal, a journal for self-care and boundaries, Transform Your Boundaries, and Naming and Taming the Overwhelm for Healthcare and Human Service Providers. Sarri ran non-profit organizations for 20 years. Two of the organizations served children and teens who were homeless. She is the founder of Cocoon House in Everett, WA. She taught leadership development for seven years. She has been in practice for 35 years and continues in private practice in her community on Whidbey Island, WA.

This video was recorded on March 25, 2021 as a part of the South Southwest Mental Health Technology Transfer Center Regional Advisory Board. Structural racism is the main driver of mental health inequities and poor mental health outcomes, and yet, few understand the outsized role that structural racism places in the identification, diagnosis, and management of mental illnesses and substance use disorders. This presentation will examine key concepts associated with structural racism, will provide clear examples of how structural racism manifests in our mental health care system, and will discuss strategies for dismantling structural racism in our communities and institutions. Access the YouTube video above & download the PowerPoint slides here. Presenter Bio: Ruth Shim, MD, MPH is the Luke & Grace Kim Professor in Cultural Psychiatry and Professor of Clinical Psychiatry in the Department of Psychiatry and Behavioral Sciences at the University of California, Davis. She also serves as Associate Dean of Diverse and Inclusive Education at the University of California, Davis School of Medicine. She serves on the Editorial Boards of JAMA Psychiatry, Psychiatric Services, Community Mental Health Journal, and American Psychiatric Publishing. She is the co-editor of the books The Social Determinants of Mental Health, and the recently published Social (In)Justice and Mental Health. She is a former fellow of the Executive Leadership in Academic Medicine (ELAM) Program and an at-large member of the National Academics of Sciences, Engineering, and Medicine Forum on Mental Health and Substance Use Disorders. Dr. Shim's research focuses on mental health disparities and inequities, and she provides clinical psychiatric care in the UC Davis Early Diagnosis and Preventative Treatment (EDAPT) Clinic.

About this Resource:  Mental health care providers currently face a variety of challenges in their work-place setting and are at a high risk for experiencing burnout – negatively impacting professional and personal outcomes. Interventions to reduce burnout in mental health care professionals are needed. One promising intervention, entitled Burnout Reduction: Enhanced Awareness, Tools, Handouts, and Education (BREATHE), supports individual providers by focusing on building individual resilience and skills. In Module 2 of this 3-part series, Michelle Salyers, PhD, focuses on identifying approaches to reclaim our time and better manage time-pressures.    About the Presenter:  Michelle P. Salyers, Ph.D., is a Professor of Psychology at Indiana University Purdue University Indianapolis (IUPUI). She directs the ACT Center of Indiana, a collaboration of academic and community partners, including researchers, administrators, clinicians, consumers, and family members who share an interest in recovery-oriented, evidence-based practices. The overarching goal of her work is to help adults with severe mental illness live meaningful lives in the community. Her research addresses both consumers of mental health services and the providers of those services. She is increasingly targeting the interaction of consumers and providers, looking for the best way to support relationships that promote recovery and well-being. Her current work involves developing effective ways to reduce staff burnout and to increase shared decision-making in mental health care. 

This guide provides mental health decision-makers (e.g., state/local mental health directors, treatment facility clinical directors, and other stakeholders) with rationale and evidence to support wide-spread expansion of Cognitive Behavioral Therapy for Psychosis (CBTp) across mental health systems. To access this resource, click here. 

  This conference acknowledged disparities, mental health challenges, strengths, and global perspectives in coping with the COVID-19 pandemic. Also, it offered strategies and resources for Latinx and other racially diverse communities affected by this pandemic. 

  This conference acknowledged disparities, mental health challenges, strengths, and global perspectives in coping with the COVID-19 pandemic. Also, it offered strategies and resources for Latinx and other racially diverse communities affected by this pandemic.

  This conference acknowledged disparities, mental health challenges, strengths, and global perspectives in coping with the COVID-19 pandemic. Also, it offered strategies and resources for Latinx and other racially diverse communities affected by this pandemic.

Join us for a conversation about your successes and struggles dealing with compassion fatigue and burnout. Learn tips and strategies to keep your stress from taking over and how to give these tools to our family members, and experience a brief mindfulness practice you can share with anyone in your life. This is an opportunity for you to come with questions about discussing mental health and well-being with your partner, children, parents, and other family members, as well as a place to share positive and negative experiences around this topic. Presenter: Dana Asby, MA, MEd This series will continue each month, with the following topics: Fostering Connection Community Wellness Addressing School-Related Trauma Sleep Hygiene  

This module provides an introduction to Motivational Interviewing. By the end of this module, participants will be able to: Define Motivational Interviewing (MI) and its use in behavioral health services Identify the intersection of MI and professional values Describe the role of providers in facilitating change - including examining your own communication styles Recognize the righting reflex and its unintended impacts Below, you will find links to the remaining modules and resources for the Motivational Interviewing Training Series. 

This session will focus on the spirit of motivational interviewing. By the end of this module, participants will be able to: Describe the four elements that make up the spirit of MI Explore how each of the four elements contributes to positive behavior change Reflect on your own individual change process Convey the spirit of MI in your work as behavioral health practitioners Below, you will find links to the remaining modules and resources for the Motivational Interviewing Training Series.

This session discusses the structure of motivational interviewing and the processes and methods it uses. By the end of this module, participants will be able to: Define the four processes of motivational interviewing Differentiate between sustain talk and change talk Practice assessing motivation for change using DARN-CAT Develop strategies for moting from change talk to plannin Below, you will find links to the remaining modules and resources for the Motivational Interviewing Training Series.

This module covers the basic interaction techniques and skills used in motivational interviewing. By the end of this module, participants will be able to: Identify the difference between open and closed-ended questions Use open-ended questions to help elicit change talk from the person making the change Generate behaviorally specific affirmations Practice using simple reflections Below, you will find links to the remaining modules and resources for the Motivational Interviewing Training Series.

This module builds on the OARS skills by focusing on complex reflections and summaries. There is also time devoted to practicing putting all of the OARS skills together. By the end of this module, participants will be able to: Differentiate between types of complex reflections Use complex reflections in a "real" play Describe various types of summaries Demonstrate the use of the combined OARS skills Below, you will find links to the remaining modules and resources for the Motivational Interviewing Training Series.

This module focuses on bringing together everything discussed so far and connecting motivational interviewing to the continuum of change that people often experience. By the end of this module, participants will be able to: Identify the elements of the continuum of change Describe the connection between the continuum of change and motivational interviewing Demonstrate how to best support someone in the change process based on place in the continuum Synthesize the spirit, processes, and skills of motivational interviewing Below, you will find links to the remaining modules and resources for the Motivational Interviewing Training Series.

Developed by the Northeast & Caribbean Mental Health Technology Transfer center, this Motivational Interviewing: A Training of Trainers manual is designed to prepare those knowledgeable in MI to deliver motivational interviewing instruction to their peers. The motivational interviewing training is comprised of six modules designed for delivery in 60-minute in-service sessions. The trainer manual contains guidance for preparing individuals to be effective trainers, PowerPoint slides with detailed presenter notes, and activities, worksheets, and other resources referenced within the modules. Below, you will find links to the remaining modules and resources for the Motivational Interviewing Training Series.

Motivational Interviewing DARN Ruler Below, you will find links to the remaining modules and resources for the Motivational Interviewing Training Series.

About the Learning Session: The MHTTC Network is hosting an 8-part training series using the National School Mental Health Best Practices: Implementation Guidance Modules for States, Districts, and Schools. This resource was developed by the MHTTC Network in partnership with the National Center for School Mental Health (NCSMH) and aims to help states, districts and schools advance comprehensive school mental health and engage in a planning process for implementation. Module 4: Screening describes the definition, purpose and importance of mental health screening in schools. Six action steps to conduct screening are provided, as well as strategies to address common barriers. The session consists of a discussion with a small panel of education and mental health leaders from across the country (including a member from the National Center for School Mental Health team) who will provide an “always and now” application of the Implementation Guidance Modules and innovative ideas for implementation, considering the current COVID-19 pandemic and its impact on school mental health. Access the recording of this session by clicking the blue "View Resource" button above. Access presentation slides here. Access our FAQ and Resources document (that includes responses to questions asked by participants during the live event) here. Access the closed captioning transcript for this session here. Learn more about the remaining sessions in this learning series here. To learn more about the National School Mental Health Best Practices: Implementation Guidance Modules and gain access to the COMPLETE resource, click HERE. PLEASE NOTE: As of April 2021, the MHTTC Network and National Center for School Mental Health (NCSMH) changed the title of the National School Mental Health Curriculum: Guidance and Best Practices for States, Districts, and Schools to the new title 'National School Mental Health Best Practices: Implementation Guidance Modules for States, Districts, and Schools.' Session Panelists: Todd Wester is Director of Curriculum, Multi-Tiered Systems of Support, and School-Based Mental and Behavioral Health in Livingston, MT, Public Schools, and a member of the Montana Student Wellness Advisory Committee. He grew up in Montana and studied philosophy at Stanford University and K-12 Education at Montana State University. Mr. Wester works closely with school and collective impact community action coalition partners to bring a collaborative, comprehensive approach to school-based mental health. Joni Williams Splett is an Assistant Professor in the School Psychology program at the University of Florida (UF). Broadly, Dr. Splett’s research focuses on the prevention and intervention of emotional and behavioral concerns for youth in schools. She is currently working on projects related to universal mental health screening and its implementation in schools, expanding multi-tiered systems of support to be inclusive of mental health promotion, prevention and intervention (Interconnected Systems Framework), and continued development and testing of a cognitive-behavioral, self-regulatory intervention for girls in middle school demonstrating relationally aggressive behaviors and their families called GIRLSS (Growing Interpersonal Relationships through Learning and Systemic Supports). Dr. Jill Bohnenkamp is an Assistant Professor and core faculty at the National Center for School for School Mental Health within the Division of Child and Adolescent Psychiatry at the University of Maryland School of Medicine. Dr. Bohnenkamp has extensive experience in school mental health research, policy and clinical practice at the local, state and national levels. She works with individual school personnel, district, state and national leaders to advance high quality school mental health. Dr. Bohnenkamp builds on multiple years of direct clinical experience as a school mental health clinician in urban, suburban and rural school districts to inform her research and policy work. Dr. Bohnenkamp has contributed to the development of the National School Mental Health Curriculum and the School Health Assessment and Performance Evaluation (SHAPE) System. Dr. Bohnenkamp is a Licensed Clinical Psychologist in the state of Maryland and supervises trainee research and clinical practice.

About this Resource:  This product is a Spanish language translation of our original resource on Psychiatric Advance Directives (PAD), an infographic meant to accompany the webinar on PADs given by Dr. Marvin Swartz. During the webinar, Dr. Swartz engaged participants in understanding Psychiatric Advance Directives (PADs) as a promising crisis and recovery tool. He discussed the legal origins of PADs and how they evolved for use in mental health settings. He also discussed the implementation challenges in getting PADS into routine practice. This translated resource can be used by providers who wish to share PAD information to primarily Spanish-speaking clients and patients.   Acknowledgement: A special thank you to the National Hispanic and Latino MHTTC for their assistance in developing this resource. 

ABOUT THIS RESOURCE Listen to the podcast on "Investigating Thoughts," the third session of Rebekah Demirel's series "We Make the Path by Walking" series. As we peel back the layers of our beliefs, we may be surprised by what we see. This session gives us tools to look closely at what works and what may not be serving us now. 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.    . . .  

Dr. Phillip Hawley from the Yakima Valley Farm Workers Clinic outlines the foundations of the primary care behavioral health (PCBH) model of integration in this webinar, the second in our integrated care webinar series. Dr. Hawley also discusses a variety of clinical applications to why meeting patients where they are at and working within the primary care system provides holistic and quality to patient care. The presentation includes statistics and case examples highlighting how this approach covers gaps in our healthcare system and works towards true population health strategies. Find out more about our integrated care webinar series here. Learning objectives: Understand what PCBH is and how this is defined See examples of how this model address social determinants of health to reduce healthcare disparity Learn clinical applications about how holistic primary care that encompasses behavioral health allows for improved outcomes in behavioral health and physical health metrics.   Resources Presentation slides Presenter Dr. Phillip Hawley is the Primary Care Behavioral Health Director for the Yakima Valley Farm Workers Clinic (YVFWC). Phillip is a Licensed Clinical Psychologist and has worked in primary care for the past 6 years. Phillip manages the Primary Care Behavioral Health program, consisting of 17 BHCs across Washington and Oregon who provide behavioral health service within the PCBH model of integration. Phillip’s role as director includes: Site visits and ongoing support of BHC within the organization, reporting for internal and external stakeholders, supervision for the BHC post-doctoral residents, hiring/ onboarding and training of newly hired BHCs, coordination with regional healthcare and behavioral health organizations through sub-committees and workgroups, direct patient care through same day consultation, and providing in-service trainings to assess mental health concerns to staff and the community. Phillip is focused on assisting in complete health care for patients. Phillip and his wife reside in Naches, WA. Want more information? Visit the Northwest MHTTC's Resource Library and Websites by Topic  and sign up for our monthly newsletter for regular updates about events, trainings, and resources available to the Northwest region.

About The Webinar Did you come to a session in this series and have a lingering question? Join us and some of the series faculty for extended conversations on all the topics the series covered and more!   Learning Objectives: Hear summarized messages from series presenters and answers to questions about ISF systems and practices. Generate action steps to implement school mental health within an MTSS framework taking into consideration information provided in this series.   Resources: Townhall: ISF Systems & Practices in This Moment (PDF) What Happens When Training Goes Virtual? Adapting Training and Technical Assistance for the School Mental Health Workforce in Response to COVID-19 Advancing Education Effectiveness: Interconnecting School Mental Health and School-Wide PBIS, Volume 2: An Implementation Guide Chapter 5: Installation and Initial Implementation of an Interconnected System at the School Level Treatment and Services Adaptation Center's Resiliency, Hope, and Wellness in Schools resources Leadership as an Act of Love: Leading in Dangerous Times   About The Speakers Kurt Hatch M.Ed. A former teacher, instructional coach and award-winning principal, Kurt Hatch has served as a leader in a variety of systems including Puyallup, Kent, University Place, North Thurston and Shanghai, China.  Currently based out of Olympia, Kurt serves as Associate Director at the Association of Washington School Principals.  His work includes policy analysis, advocacy, leading the Mastering Principal Leadership Network and facilitating professional learning on topics such as: Systems Improvement; Distributed Leadership; and Equity, Bias and Race. Kurt also mentors early-career principals and trains school leaders on the implementation of a school-wide student support system that has helped recapture thousands of hours of instructional time, increase teacher efficacy and eliminate the use of suspensions.   Susan Barrett, MA, serves as a Director for the Center for Social Behavior Supports Center (CSBS) at Old Dominion University and an Implementer Partner with the U.S. National Technical Assistance Center on Positive Behavioral Interventions and Supports (PBIS). She assists with large-scale implementation of PBIS; partners with researchers to evaluate the impact of PBIS on students, school staff, and school communities; and serves on the Association of Positive Behavior Supports Board of Directors. She also co-leads the development of the Interconnected Systems Framework, a mental health and PBIS expansion effort. Susan has been published in the areas of large-scale adoption of PBIS, mental health, cost-benefit analysis, advanced tier system development, and adoption of evidence-based practices in schools.   Vivien Villaverde, MS SW, PPSC, LCSW, is a Clinical Associate Professor in the Field Education Department of the University of Southern California Suzanne Dworak-Peck School of Social Work and a member of the Treatment and Services Adaptation Center for Schools. She is a trained School Social Worker who was affiliated with the Los Angeles Unified School District for about 10 years. Prof. Villaverde has expertise in trauma-informed intervention, disaster/crisis response and trauma-responsive program development. She has extensive background in collaboration and education systems change. Her expertise includes training and consultation with school districts in trauma-responsive transformation including program development, EBP training, and policy development. Prof. Villaverde collaborates with the California Department of Education and has partnered internationally with South Korea and the Republic of the Philippines. In addition, she uses the “Social Responses to the Human Impacts of Climate Change” Grand Challenge in her disaster response planning work in Asia. She is also the Teaching Institution (TI) Coordinator at the School of Social Work. As the Coordinator, she engages in different innovation to promote university-community partnership for quality MSW internship and for community capacity-building. Pamela Vona, MA, MPH, is currently the Program Manager for the Treatment and Services Adaptation Center for Resilience, Hope and Wellness in Schools. Her interests include understanding how to support the implementation of trauma practices in the school setting. Specifically, her work has focused on how web-based platforms can support training in and implementation of evidence-based practices in schools. Ms. Vona served as a lead developer of the Trauma Responsive School Implementation Assessment—an online assessment designed to help schools improve their trauma-responsiveness. She is also leading the development of the Trauma Informed Skills for Developers (TISE) curriculum designed to enhance educators’ trauma knowledge and skills. Ms. Vona serves on the School Committee Workgroup for the National Child Traumatic Stress Network (NCTSN) and previously was a member of the NCTSN Policy Task Force.   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. 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.

Participants for this webinar will develop an understanding of mental health inequity in rural communities and reservations. This webinar will describe unique components such as challenges to financial sustainability, integration of culture, provider recruitment and retention, and overall health conditions of these communities. Strategies to overcoming these barriers will be described by current practices of clinics in a rural and reservation setting.    Learning Objectives: Discuss overall health disparities including rates of comorbidities and factors contributing to inequities in behavioral health across rural areas and reservations.  Identify strategies for decolonizing service delivery and incorporating cultural values and norms of communities served.  Identify challenges related to the sustainability of funding and the limitations on specialty providers for the community and how each member of the interdisciplinary health care team can help strategically to maintain quality service delivery in sparsely populated areas.    Describe the benefits and challenges of telehealth during a pandemic.    Speaker(s):   Dr. Anitra Warrior is the owner of Morningstar Counseling and Consultation in Lincoln, Nebraska, and is from the Ponca Tribe of Oklahoma. She earned her Ph.D. in Counseling Psychology in 2015 and has operated her clinic since 2012. Since receiving her Ph.D., Dr. Warrior has established four additional clinics that are now located throughout eastern Nebraska. Morningstar offers counseling on two college campuses, schools, communities and in integrated care with the Omaha Tribe of Nebraska. Clinic sites are based on reservations and in rural and urban settings. Dr. Warrior specializes in treating trauma in children through the utilization of evidenced based practices that have been adapted to the American Indian population. Most recently, Morningstar has become a training site for doctoral candidates with the Munroe-Meyer Institute. This track will focus on integrated care on the reservation as well as provide additional clinical training opportunities in schools, colleges, and in the tribal communities. Kay Bond, PhD, LP, is the co-founder of Tidal Integrated Health, Inc., and co-director of Behavioral Pediatrics in Primary Care at NOVA Behavioral Healthcare Corporation in Goldsboro, N.C. Dr. Bond is passionate about providing high-quality behavioral health services to young people and their families in rural, low-income, and underserved communities. She is also an experienced behavioral health supervisor. Most recently, Dr. Bond established two pediatric integrated behavioral health clinics designed to increase children’s access to behavioral health treatment and reduce the stigma involved in participating in therapy. Dr. Bond’s clinical and research interests include sleep, elimination disorders, and disruptive behavior and noncompliance. Dr. Bond is also interested in integrating behavioral health into primary care practices and clinical supervision. She earned her Ph.D. in Pediatric School Psychology at East Carolina University in 2016, and she completed her internship and fellowship in Behavioral Pediatrics/Integrated Primary Care at the Munroe-Meyer Institute at the University of Nebraska Medical Center in 2018. Coming Home to Primary Care: Pediatric Integrated Health  

Participants for this webinar will develop an understanding of mental health inequity in rural communities and reservations. This webinar will describe unique components such as challenges to financial sustainability, integration of culture, provider recruitment and retention, and overall health conditions of these communities. Strategies to overcoming these barriers will be described by current practices of clinics in a rural and reservation setting.    Learning Objectives: Discuss overall health disparities including rates of comorbidities and factors contributing to inequities in behavioral health across rural areas and reservations.  Identify strategies for decolonizing service delivery and incorporating cultural values and norms of communities served.  Identify challenges related to the sustainability of funding and the limitations on specialty providers for the community and how each member of the interdisciplinary health care team can help strategically to maintain quality service delivery in sparsely populated areas.    Describe the benefits and challenges of telehealth during a pandemic.    Speaker(s):   Dr. Anitra Warrior is the owner of Morningstar Counseling and Consultation in Lincoln, Nebraska, and is from the Ponca Tribe of Oklahoma. She earned her Ph.D. in Counseling Psychology in 2015 and has operated her clinic since 2012. Since receiving her Ph.D., Dr. Warrior has established four additional clinics that are now located throughout eastern Nebraska. Morningstar offers counseling on two college campuses, schools, communities and in integrated care with the Omaha Tribe of Nebraska. Clinic sites are based on reservations and in rural and urban settings. Dr. Warrior specializes in treating trauma in children through the utilization of evidenced based practices that have been adapted to the American Indian population. Most recently, Morningstar has become a training site for doctoral candidates with the Munroe-Meyer Institute. This track will focus on integrated care on the reservation as well as provide additional clinical training opportunities in schools, colleges, and in the tribal communities. Kay Bond, PhD, LP, is the co-founder of Tidal Integrated Health, Inc., and co-director of Behavioral Pediatrics in Primary Care at NOVA Behavioral Healthcare Corporation in Goldsboro, N.C. Dr. Bond is passionate about providing high-quality behavioral health services to young people and their families in rural, low-income, and underserved communities. She is also an experienced behavioral health supervisor. Most recently, Dr. Bond established two pediatric integrated behavioral health clinics designed to increase children’s access to behavioral health treatment and reduce the stigma involved in participating in therapy. Dr. Bond’s clinical and research interests include sleep, elimination disorders, and disruptive behavior and noncompliance. Dr. Bond is also interested in integrating behavioral health into primary care practices and clinical supervision. She earned her Ph.D. in Pediatric School Psychology at East Carolina University in 2016, and she completed her internship and fellowship in Behavioral Pediatrics/Integrated Primary Care at the Munroe-Meyer Institute at the University of Nebraska Medical Center in 2018. Coming Home to Primary Care: Pediatric Integrated Health