Products and Resources Catalog

Recording of the event Supports for Individuals with Serious Mental Illnesses and/or Co-Occurring Disorders Impacted by COVID-19 and other Traumas, originally held on January 11, 2021.   Slide Presentation

Recording of the event Supports for First Responders Impacted by COVID-19 and other Traumas, originally held on January 25, 2021.   Slide Presentation

Recording of the event "Exploring Cultural Awareness: The Initial Step in Providing Culturally Responsive Care Recording," originally held on January 27, 2021.   You may access the slides here.

Recording of the event "Exploring Cultural Awareness: The Initial Step in Providing Culturally Responsive Care (Mental Health Association of Maryland)," originally held on January 28, 2021.   You may access the slides here.

Recording of the event African Americans and Cough Syrup with Codeine Abuse, originally held on February 4, 2021.   Slide Presentation

Recording of the event Alcohol, Amphetamine and Cocaine Use Disorders: Update in African Americans During COVID-19, originally held on February 11, 2021.   Slide Presentation

Recording of the Rock Recovery-led event Marginalized Voices - Understanding the Presentation and Prevalence of Eating Disorders, originally held on February 25, 2021.   Slide Presentation

Recording of the Rock Recovery-led event Symptom Substitution, Trauma and the Hidden Addiction of Eating Disorders, originally held on March 4, 2021.   Slide Presentation

Recording of the Rock Recovery-led event Breaking through Shame - How Faith Communities Can Remove Mental Health Stigma and Support those with Eating Disorders, originally held on March 11, 2021.   Slide Presentation

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 3: Needs Assessment and Resource Mapping describes how to conduct and use data from needs assessment and resource mapping processes. The value of each is described as well as how they intersect to support school needs. 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: Dr. J Rocky Romero is the CEO and owner of JR Romero & Associates, a training and consulting company he started almost 21 years ago that focuses on behavioral health evaluation, consultation, and specialized training. Dr. Romero has been a trainer and consultant for the NHL-MHTTC for the last 11 years, in addition he is a national trainer for Clare|Matrix, formerly the Matrix Institute, for the last 13 years. He is focused on teaching culturally appropriate treatment approaches while focusing on reducing health disparities for people of color. Lastly, Dr. Romero continues to research and present nationally on the intersections of racism, discrimination, and the impact of racialized legal discourse on people of color. Dr. Jacque Gray is a Choctaw/Cherokee research associate professor and associate director of Indigenous Programs at the Center for Rural Health (CRH) at the University of North Dakota (UND) School of Medicine & Health Sciences. She also serves as director of the National Indigenous Elder Justice Initiative (NIEJI) a national resource center to address elder abuse in Indian Country. In addition, Gray is the lead for the Strong Heart Study Psychosocial Work Group, a longitudinal study of cardiovascular disease and metabolic disorders in American Indians that began in 1988. She has worked to address health, mental health, and health disparities across Indian Country for more than 35 years and internationally, working with Māori suicide prevention. She consults with the American Indian/Alaska Native MHTTC and SAMHSA Tribal Tech TTAC. Gray received a doctorate from Oklahoma State University in 1998 and has been at UND since 1999. Kristin Scardamalia, Ph.D. is an Assistant Professor at the University of Maryland School of Medicine National Center for School Mental Health. She has extensive experience working with high needs youth and their families as a school psychologist in both the public schools and juvenile services. Her research focuses on the intersection of the education, juvenile justice, and mental health systems such as investigating district-wide strategies to reduce exclusionary discipline practices. In addition, she provides training and technical assistance to states and school districts on developing and improving comprehensive school mental health programming. She leads the NCSMH’s training and technical assistance efforts related to staff well-being and cultural responsiveness and equity.

Join Aleks as she helps us identify stigmas and stereotypes of mental illness and then adopt a mental wellness perspective that promotes positivity into practice. The Northwest MHTTC is excited to collaborate with Aleks Martin, MSW, LSWAIC, SUDP, to deliver a webinar and podcast series as part of our support for provider well-being. Find out more about the series here. Resources Mental Wellness vs. Mental Illness Presentation Slides Yes, There Is a Big Difference Between Mental Health and Mental Illness Creating a Healthier Life: A Step-By-Step Guide to Wellness Stigma, Prejudice and Discrimination Against People with Mental Illness, American Psychiatric Association   Presenter Aleks Martin (S/he pronouns, but they is ok) has been in the health and social service field for over 20 years. Aleks was drawn to the LGBTQI2+ community in their mid-twenties working for a national HIV-prevention study with youth called, Young Asian Men’s Study (YAMS). This exposed them to the great work of HIV workers from other organizations and how community-based programs are critical in reaching out to the most vulnerable populations. During this time, they worked as a Disease Intervention Specialist with Public Health - Seattle & King County for 7 years, including working on the pilot study for the Rapid HIV Test Kit (then a 20-minute test). A big portion of their professional career was spent at Seattle Counseling Service, a behavioral health agency for the LGBTQ community. From 2003 to 2019, Aleks started as Database Manager, Health Educator, Program Coordinator to Chemical Dependency Counselor and Addictions Program Supervisor. This was the safe space where their yearning for higher education was cultivated so they could serve their community further. As a graduate of the University of Washington’s School of Social Work - Masters Program, Aleks developed their skills as a mental health clinician and social justice advocate. Aleks’ perspectives where shifted and allowed them to have a wider lens for diversity, inclusion and equity. Aleks was inspired to start a private practice to address the special needs of the LGBTQI2+ and BBIPOC (Black, Brown, Indigenous and People of Color), particularly Queer and Trans Asian and Pacific Islander people dealing with unique and special issues that intersect with race/culture and gender/sexuality like coming out, spiritual conflicts, cultural dissonance, gender transition, social navigation at work and other environments, interpersonal relationships from intimacy to friendships, understanding relationships with non-LGBTQI2+ partner(s), and so on. 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.

E-newsletter of the Great Lakes ATTC, MHTTC, and PTTC.  March 2021 issue features include the Counselor's Corner, a state spotlight on Indiana, and a calendar of events covering March 16-31, 2021. 

This document presents a general landscape of state telemental health policies in responses to the COVID-19 emergency. This document was updated on September 3, 2021 to include the up-to-date telemental health policies in the Southeast. Many of the policies included in the document are time-sensitive and, therefore, may not remain in effect beyond the listed dates.

View Presentation Slides   Do you want to prepare your children to become healthy, productive, contributing adults that will allow them to navigate an increasingly complex and changing world? Join us as we explore how to create resilient children who can overcome adversity and view challenges as opportunities for growth and creativity. We will identify ways that parents can accomplish this task from the doorways of their very own homes.

Presentation slides

Supporting LGBTQ+ Youth in Schools This webinar provided an overview of the school experiences of LGBTQ+ secondary school students. GLSEN’s Senior Manager of Youth Programs, a.t. furuya, provided basic terminology on LGBTQ+ youth, such as the differences between gender identity and sexual orientation. GLSEN Research Institute Senior Research Associate, Nhan Truong, provided an overview of research on LGBTQ+ students’ school experiences nationally and in the Southeast, including hostile school climate indicators and LGBTQ+ related supportive school resources. LGBTQ+ youth from GLSEN’s National School Council spoke about their school experiences and the challenges they face. a.t. discussed how LGBTQ+ youth experiences help inform the work of GLSEN’s Education Youth Programs.  

The trauma-informed care model acknowledges the prevalence and impact of trauma on clients and the importance of developing culturally responsive mental health services. Latino populations' experiences related to the immigration process prior, during, and after arriving in the United States could be perceived as a traumatic event. This booklet defines main trauma-related concepts and provides key components of Hispanic and Latinx clients' traumatic experiences like trauma-specific treatment service and identifies trauma-related risk factors. Provision and implementation of trauma-informed approaches and trauma-specific treatment services considering the application of cultural elements may increase clients’ engagement, satisfaction, and treatment outcomes.

Providing equitable mental health and substance use prevention, treatment, and recovery services means engaging with all communities to make sure all people feel welcome and supported. This resource list, compiled by SAMHSA’s Technology Transfer Centers (TTCs), includes community engagement resources developed by the TTCs and other reputable organizations, and is sorted alphabetically by title within the following categories: Community Engagement Strategies, Cultural Competency, Health Equity, Population-Specific Interventions, and Research Supporting Community Engagement. For additional information, please visit our colleagues at the National Network to Eliminate Disparities in Behavioral Health (NNED), and their NNEDshare - a collaborative space to share resources and intervention efforts to improve the delivery of behavioral health care interventions in diverse populations, learn about resources and innovative community efforts across the country, and connect with others to learn from their efforts.

The Northern Triangle (NT) is the region in Central America integrated by Guatemala, Honduras, and El Salvador. Indigenous populations from the northern triangle living in the United States have suffered pre and post-experiences that increased the risk of trauma and PTSD symptoms. This factsheet aims to create awareness of the diverse cultural and linguistic diversity of the northern triangle indigenous population and promote cultural humility among mental health service providers.

This document provides information on upcoming trainings and resources regarding self-help and self-care resources for Native Americans and Alaska Natives. 

About The Webinar Research has demonstrated that race-related stressors undermine the psychological health and academic adjustment of youth of color, and this is particularly salient for African American and Latinx adolescents. School is an important context to understand and address students’ racial experiences given the significant amount of time students spend there and the frequency in which youth also report encountering and processing race-based incidents in school. It is is critical to recognize the unique role that schools can potentially have in providing racial socialization, reducing racial stress, and promoting a healthy racial climate. As such, the current webinar will provide an overview of racial stress and trauma (RST) and its consequences for students of color, with a focus on African American and Latinx adolescents. The presentation will highlight methods that teachers, school counselors, and school leadership can use to discuss race, promote resilience in the face of RST, and implement a school wide approach to address RST.   Learning Objectives: Develop an understanding of racial stress and trauma (RST) and how it manifests in schools Learn skills to discuss race and RST with students Discuss tools that can be applied in schools to promote resilience, empowerment, and healing from experiences of RST   Resources: Understanding Racial Stress and Trauma and Schools: Responding by Addressing and Affirming Race with Farzana Saleem (PDF)   About The Speaker Dr. Farzana Saleem is a University of California Chancellor’s Postdoctoral Research Fellow at the University of California Los Angeles. Dr. Saleem has a joint appointment in the Semel Institute for Neuroscience and Human Behavior and the Graduate School of Education and Information Studies, with affiliation in the Ralph J. Bunche Center for African American Studies. She received her PhD in the Clinical-Community Psychology doctoral program at the George Washington University and completed a child and adolescent clinical internship, with a specialization in trauma, at Children’s Hospital Los Angeles. Dr. Saleem conducts community and school-based research focused on identifying factors across contexts that can reduce the effects of racial discrimination on the psychological adjustment of adolescents, with a focus on understanding ethnic-racial socialization in families and schools. She is interested in conducting empirical research and creating programs/interventions focused on reducing racial stress, eradicating mental health and academic racial disparities, and promoting the well-being of marginalized and racially diverse youth, families, and communities. 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.

Ethics in Practice 2021 - HHS Region 8   Access resources with the download button above   Recognizing the challenges faced by mental health professionals practicing in rural and remote areas, the Mountain Plains MHTTC hosted Dr. Mita Johnson, President of the National Association for Alcoholism and Drug Abuse Counselors (NAADAC), to review ethical best practices for mental health professionals. Dr. Johnson brings over 30 years of experience as a professional counselor to this training.   Topics Boundary issues and dual relationships Maintaining scope of practice Safe and ethical use of technology Appropriate referral to treatment Being an ethical professional Maintaining a culture of ethical practice  

Recording of the March 11th session of Trauma Informed Therapy: Part 2.  We will be featuring our special guest speaker: Avis Garcia, PhD, LAT, LPC, NCC, Northern Arapaho.

Slides for the session Trauma Informed Therapy: Part 2.  We will be featuring our special guest speaker: Avis Garcia, PhD, LAT, LPC, NCC, Northern Arapaho.