Products and Resources Catalog

Recording for the PTTC event "Engaging LGBT Elders in Prevention Programs," originally held on October 28, 2020.   You may access the original event page here.

Recording of the PTTC event The Extent and Risk Factors for Youth Vaping, originally held on December 2, 2020.   Slide Presentation

Recording for the event Policy Recommendations and Promising Practices for Addressing Youth Vaping, originally held on December 15, 2020.   Slide Presentation

Recording of the event "LGBTQ Youth Tobacco Prevention: COVID-19 and Lung Vulnerability," originally held on December 9, 2020.   You may access the original event page here.

Learning Collaboratives: A Strategy for QI and Implementation - Learning Session To educate technical assistance providers about learning collaboratives and their potential use in quality improvement and implementation, the MHTTC Network Coordinating Office commissioned a review and report conducted by the Annapolis Coalition on the Behavioral Health Workforce. The report, Learning Collaboratives: A Strategy for Quality Improvement & Implementation in Behavioral Health, addresses: what are learning collaboratives; what is the evidence for their effectiveness; what are their key elements; how have they been applied in behavioral health; and what are best practices for use in behavioral health? The review concludes with a summary of key findings and a set of recommendations for technical assistance providers. In October 2020, Michael Hoge, Manual Paris, Jr., and Heather Gotham provided a learning session on the report, including a review of the findings and recommendations, followed by facilitated discussion with technical assistance providers. For the report itself, see Learning Collaboratives: A Strategy for Quality Improvement & Implementation in Behavioral Health. For the accompanying Resources document, see Resources on Planning and Conducting Learning Collaboratives. For more information on this initiative, see our Workforce Development Training webpage.  

View Presentation Slides   It can be extremely challenging to keep kids motivated during this time. The good news is there are simple strategies parents can use at home to increase motivation and engagement. Join us as we review these easy-to-implement strategies to help keep your kids fully engaged and ready to learn.

Presentation slides

The materials attached to this product were originally aired on February 26, 2021 as a part of the South Southwest MHTTC's Wellness Workshop series. Your boundaries have one purpose: to take care of you. Understand the four steps of boundary development, how culture shapes boundaries, and how to become a boundaries expert in your life. Learn the seven patterns and how to bring balance to your own patterns. Learn skills for extreme boundary challenges – especially important during the pandemic. Access the webinar above & download the 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.

What do we understand about interventions to reduce racial and ethnic disparities in access to mental health care?  View this webinar recording for a look at integrated care and policy interventions that support equity in mental health care delivery.  This presentation illustrated an historical perspective on mental health policy and race-based inequities, and how to reduce these disparities.  Clinicians will learn deeply why they need to understand why and how systemic racism influences decisions to seek care or avoid care.  Resources Click HERE to view slides   Presenter Pamela Collins, MD, MPH, is Professor of Psychiatry and Behavioral Sciences and Professor of Global Health at the University of Washington, where she is Executive Director of I-TECH and director of the UW Global Mental Health Program, a joint effort of the Department of Psychiatry & Behavioral Sciences and the Department of Global Health. She is a psychiatrist and mixed methods researcher with 25 years of experience in global public health and global mental health research, education, training and capacity-building, and science policy leadership. Prior to her current role she directed the Office for Research on Disparities & Global Mental Health and the Office of Rural Mental Health Research at the National Institute of Mental Health (NIMH) (USA). She has served the field in diverse leadership roles, most recently as a commissioner for the Lancet Commission on Global Mental Health and Sustainable Development, a leader of the Grand Challenges in Global Mental Health initiative, co-lead of the NIMH-PEPFAR initiative on mental health and HIV, a member of the World Economic Forum’s Agenda Council on Mental Health, and the director of the RISING SUN initiative on suicide prevention in Arctic Indigenous communities. Her research has focused on social stigma related to mental illness and its relationship to HIV risk among women of color with severe mental illness; the intersections of mental health with HIV prevention, care, and treatment; and the mental health needs of diverse groups in the US, Latin America and Sub-Saharan Africa. She is currently the Principal Investigator of EQUIP Nairobi: a pilot implementation of Trauma-Focused CBT in Nairobi, Kenya, part of a more comprehensive effort to meet the mental health needs of children and adolescents in Nairobi. 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.

Dr. Kira Mauseth's webinar is the first of two on the provision of health care in disasters, with a focus on the COVID-19 pandemic and the behavioral health workforce.   Download webinar slides. Webinar Learning Objectives - Participants will: Learn about disaster response and recovery trends, Understand the timeline associated with phases of disaster, Identify and understand common responses to disasters associated with each phase. Learn more about Dr. Mauseth's full series Resources: MEDIC, REST, and SAFE Models​ Families, Children, and Teens:​ Behavioral Health Toolbox for Families: Supporting Children and Teens During the COVID-19 Pandemic​ Behavioral Health Group Impact Reference Guide: Families and Children​ Emergency and Healthcare Workers:​ Coping During COVID-19 for Emergency and Healthcare Professionals​ Behavioral Health Group Impact Reference Guide:​ Healthcare, behavioral health, outreach teams, post-vent individuals​ Unique challenges/considerations​ Support strategies (organizational, supervisory, personal)​ Businesses and Workers:​ COVID-19 Guidance for Building Resilience in the Workplace​ Training:​ Health Support Team (including train-the-trainer)​ PsySTART-Responder (frontline healthcare only)​ For information on trainings, please reach out to the Behavioral Health Strike Team at [email protected]. Webpages:​ DOH – Forecasts, situation reports, guidance, and other resources:​ Behavioral Health Resources Webpage​ State – General mental health resources and infographics:​ Mental and Emotional Well-being Resources​ Infographic Library Presenter: 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. 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.

As we’re all adapting activities, meetings and content to online platforms, we want to ensure that accessibility, diversity, equity, and inclusion are a priority. This product provides a list of suggestions regarding equitable and inclusive practices for online events. It will guide you through things to consider while evaluating dates and times for your event, the registration process, marketing and communications materials, inviting speakers and reach out for attendees, trauma informed considerations and final feedback with the organizing team and participants.

About this Resource:  The Southeast MHTTC Newsletter, published quarterly, highlights upcoming events and recently released products as well as shares information on available resources from SAMHSA and the MHTTC network.  The March 2021 issue features our upcoming CCBHC webinar, our interactive mapping tools, and additional resources related to self-care best practices for the mental health workforce.

About this Resource:  The COVID-19 Pandemic has placed both mental health and public health workers on the front lines in an array of on-going stressful situations. As a result, mental health and public health agencies have had to innovate and adapt practices to support and care for their workforce and the populations they serve. This townhall event featured mental health and public health agency representatives sharing insight on ways they have addressed COVID-19 while also supporting staff, the value of Mental Health-Public Health partnerships, and the related challenges they anticipate during the first half of 2021.     About the Panelists:  Audrey Arona, MD, Chief Executive Officer / District Health Director. Dr. Audrey Arona graduated from the University of California, San Diego, with a degree in Cell Biology/Biochemistry and thereafter graduated from the University of Cincinnati College of Medicine in 1991. She completed an OB/GYN Residency at the University of Southern California in Los Angeles in 1995, began private practice thereafter in San Jose, California, and later moved to Lawrenceville, Georgia where she owned an OB/GYN private practice for 20 years. She served as a consultant to the Gwinnett-Newton-Rockdale Health Department in 2012 and in 2018 become their Medical Director. She now serves as their Chief Executive Office/District Health Director.     Jennifer Hibbard, LPC, Chief Executive Officer. Ms. Hibbard is a Licensed Professional Counselor with View Point Health for 18 years in a variety of roles including Clinician, Clinical Director, and for the past 7 years serving as CEO. In the community Ms. Hibbard serves on the Board of Directors for the Gwinnett Coalition of Health and Human Services, the Steering Committee for Leadership Gwinnett and is a past President and member of the Rotary Club of Gwinnett County. Originally from Texas, she earned her Master's Degree in Professional Counseling at Southwest Texas State University and Bachelor's Degree from the University of Texas in Austin. 

Mental health providers serving Latino groups should consider how culture influences the way Latinos experience, understand and describe mental health issues, including the current stressors being faced by Latino communities. Some of the struggles that Latino communities and immigrants are facing include concerns of COVID-19 contagion, acculturative stress, economic status, and poverty, fear of deportation, loss, and trauma. Also, children and adolescents are facing struggles adjusting to virtual classes. This booklet offers culturally responsive strategies to manage the stress that practitioners that serve Latino populations during the pandemic could implement.

This webinar addressed recovery-oriented and culturally-sensitive services in mental illness and overcoming stigma and other challenges faced by Latinx/Hispanic people. Our presenters Dr. Esperanza Diaz and Dr. Andrea Mendiola also shared the story of an immigrant woman receiving services at the Hispanic Clinic, New Haven, CT

This webinar addressed recovery-oriented and culturally-sensitive services in mental illness and overcoming stigma and other challenges faced by Latinx/Hispanic people. Our presenters Dr. Esperanza Diaz and Dr. Andrea Mendiola also shared the story of an immigrant woman receiving services at the Hispanic Clinic, New Haven, CT

This webinar addressed recovery-oriented and culturally-sensitive services in mental illness and overcoming stigma and other challenges faced by Latinx/Hispanic people. Our presenters Dr. Esperanza Diaz and Dr. Andrea Mendiola also shared the story of an immigrant woman receiving services at the Hispanic Clinic, New Haven, CT  

As agency leaders, directors, and supervisors, how do we stay grounded and focused during these hard times? How do we bring forth our humanity and strengths to support employees? What challenges/learning opportunities are staff experiencing? What do they need? How do we listen and respond well? Join us in identifying principles and practices to help staff adapt and thrive in this extraordinary period of our lives.   Learn in this webinar recording:  Name two personal practices to stay grounded and focused  Describe three challenges/learning opportunities staff are currently experiencing   Name two guiding principles for supporting staff  Identify three specific practices to employ to help staff adapt and thrive   Click here for the Slide Deck Presenter Ken Kraybill, MSW, Senior Trainer at C4 Innovations, has worked in healthcare, behavioral health, homelessness, and housing for more than 35 years. Ken has 18 years of experience working as a behavioral health practitioner in homeless services. For the past two decades, he has been developing curricula and facilitating in-person and online training nationally on topics including motivational interviewing, trauma-informed care, outreach and engagement, case management, critical time intervention, and supervision. He also has experience facilitating strategic planning processes and providing staff retreats focused on finding resiliency and renewal for care providers. Ken is a member of the international Motivational Interviewing Network of Trainers (MINT). He has a Master of Social Work degree from the University of Washington.   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.

This session will cover the challenges of meeting linguistic needs in mental health services with an emphasis on integrated systems of care. It will first discuss the scope of the problem of linguistic barriers to care. It will cover the importance of improving access to linguistically and culturally appropriate services and how that may function differently in various interpretation models. It will also provide concrete recommendations for working with interpreters.   Learning Objectives: Describe barriers to care due to inequalities in linguistic abilities when providing mental health services within an integrated healthcare system. Discuss how various interpreter models and functions help to overcome the challenges of meeting linguistic and cultural needs within the pediatric mental health integrated system of care. Discuss recommendations to consider when working with interpreters to address pediatric mental health needs.   Speakers: Gloria Gonzalez-Kruger, PhD, is an associate clinical professor who is currently serving as the director of clinical services at Drexel University Couple and Family Therapy Clinic. She is a graduate of Michigan State University, where she earned her two master’s degrees, one in Family and Child Ecology and the second in Marriage and Family Therapy. Her doctoral degree is in Family and Child Ecology with a specialization in Marriage and Family Therapy. She was an assistant professor at the University of Nebraska-Lincoln in the Department of Family and Consumer Sciences and the Marriage and Family Therapy program. She is an approved “clinical” supervisor through the Association for Marriage and Family Therapy. Most recently, she was the director of behavioral health at a primary care clinic that is a Federally Qualified Health Center (FQHC), OneWorld Community Health Centers, Inc. This clinic provided integrated primary/behavioral healthcare to minority, underserved and marginalized populations. As a clinician, clinical supervisor, community advocate, educator, family scientist and researcher, her goal is to engage in activities that ultimately contribute to enhancing the quality of life of people in minority, under-served, vulnerable and marginalized communities. Her focus has been on increasing access, utilization and delivery of culturally relevant and competent educational and health-related services that serve to decrease health disparities and improve or enhance the overall well-being of individuals, couples and families across the life cycle. 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. Dr. Trey Andrews is an assistant professor at the University of Nebraska-Lincoln in the Clinical Psychology Ph.D. program and is joint-appointed in Psychology and Ethnic Studies. He earned his Ph.D. in Clinical Psychology in 2014 from the University of Arkansas. As a graduate student, he helped solidify an integrated care practice that was in its second year and re-establish an additional site at an FQHC. He completed his internship (2014) and NIMH-funded postdoctoral fellowship (2016) at the Medical University of South Carolina with a focus on traumatic stress. While there, he laid the groundwork for integrated primary care practices in conjunction with family practice resident training and consulted with a local FQHC that was beginning its integrated care program. He now supervises students at an FQHC in Nebraska and has previously supervised students in another primary care clinic in Nebraska. Overall, the majority of the clinical services he provided and supervised have occurred in Spanish with Latinx populations. Beyond his practical experience, he has collaborated and led the publication of multiple research articles evaluating equity in primary care. Coming Home to Primary Care: Pediatric Integrated Health  

This session will cover the challenges of meeting linguistic needs in mental health services with an emphasis on integrated systems of care. It will first discuss the scope of the problem of linguistic barriers to care. It will cover the importance of improving access to linguistically and culturally appropriate services and how that may function differently in various interpretation models. It will also provide concrete recommendations for working with interpreters.   Learning Objectives: Describe barriers to care due to inequalities in linguistic abilities when providing mental health services within an integrated healthcare system. Discuss how various interpreter models and functions help to overcome the challenges of meeting linguistic and cultural needs within the pediatric mental health integrated system of care. Discuss recommendations to consider when working with interpreters to address pediatric mental health needs.   Speakers: Gloria Gonzalez-Kruger, PhD, is an associate clinical professor who is currently serving as the director of clinical services at Drexel University Couple and Family Therapy Clinic. She is a graduate of Michigan State University, where she earned her two master’s degrees, one in Family and Child Ecology and the second in Marriage and Family Therapy. Her doctoral degree is in Family and Child Ecology with a specialization in Marriage and Family Therapy. She was an assistant professor at the University of Nebraska-Lincoln in the Department of Family and Consumer Sciences and the Marriage and Family Therapy program. She is an approved “clinical” supervisor through the Association for Marriage and Family Therapy. Most recently, she was the director of behavioral health at a primary care clinic that is a Federally Qualified Health Center (FQHC), OneWorld Community Health Centers, Inc. This clinic provided integrated primary/behavioral healthcare to minority, underserved and marginalized populations. As a clinician, clinical supervisor, community advocate, educator, family scientist and researcher, her goal is to engage in activities that ultimately contribute to enhancing the quality of life of people in minority, under-served, vulnerable and marginalized communities. Her focus has been on increasing access, utilization and delivery of culturally relevant and competent educational and health-related services that serve to decrease health disparities and improve or enhance the overall well-being of individuals, couples and families across the life cycle. 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. Dr. Trey Andrews is an assistant professor at the University of Nebraska-Lincoln in the Clinical Psychology Ph.D. program and is joint-appointed in Psychology and Ethnic Studies. He earned his Ph.D. in Clinical Psychology in 2014 from the University of Arkansas. As a graduate student, he helped solidify an integrated care practice that was in its second year and re-establish an additional site at an FQHC. He completed his internship (2014) and NIMH-funded postdoctoral fellowship (2016) at the Medical University of South Carolina with a focus on traumatic stress. While there, he laid the groundwork for integrated primary care practices in conjunction with family practice resident training and consulted with a local FQHC that was beginning its integrated care program. He now supervises students at an FQHC in Nebraska and has previously supervised students in another primary care clinic in Nebraska. Overall, the majority of the clinical services he provided and supervised have occurred in Spanish with Latinx populations. Beyond his practical experience, he has collaborated and led the publication of multiple research articles evaluating equity in primary care.   Target Audience: Behavioral Health Providers Primary Care Providers Nurses   Learn more: https://bit.ly/ComingHometoIC

About The Webinar This session provides opportunities for participants to think about ways school systems help or harm students, families, and staff, and how the Interconnected Systems Framework promotes wellness, healing, and equitable mental health supports in schools. Committing to equity means committing to disrupting harm interpersonally as well as institutionally.   Learning Objectives: Learn about inequitable school systems and the impacts educational inequities have on student mental health and well-being. Understand how the Interconnected Systems Framework supports equity, promotes wellness and a healing approach to school mental health. Learn about vulnerable decision points and neutralizing routines. Be able to access resources to support their efforts to dismantle inequitable and harmful systems and promote wellness and healing   Resources Leadership, ISF, and Equity: Do Our Systems Harm or Help! with Susan Barrett, Kurt Hatch, and Jessica Swain-Bradway (PDF)   About The Speakers Dr. Jessica Swain-Bradway is the Executive Director for Northwest PBIS Network. Her work in school-wide positive behavioral interventions and supports (SW-PBIS) and multi-tiered systems of support (MTSS) focuses on equipping teachers with high leverage strategies for instruction, relationship-building, and designing effective learning environments. She has extensive experience supporting districts and states to build capacity for PBIS implementation and working across agencies to maximize resources for developing the organizational health of the school environment. Dr. Swain-Bradway also has expertise aligning restorative practices, mental health practices, including trauma informed care, and academic RtI into the SWPBIS framework.   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.   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.

This learning session is one of two in the series Healing School Communities in the Context of Racial Violence: Where do we go from here?, intended for students, families, educators and school mental health professionals who are navigating the ongoing impact of racial violence in all forms on student mental health. This 1.5 hour learning session will feature a moderator who will engage advocates, leaders and the school mental health workforce in a conversation that focuses on: Navigating discussions which are grounded in advancing racial equity and inclusion both in and out of school; Elevating strategies for communicating and engaging in the ongoing work to support the mental health of students and school mental health professionals which are grounded in community wisdom and build upon protective factors, both in and out of school; Developing spaces which engender opportunities for the field to improve its commitment to fostering a workforce ready, able and willing to hold racial violence as a mental health issue in a way that is founded in community strengths and wisdom while supporting and building protective factors. Download the slides for this presentation here. Learn more about our speakers here. Questions? Please email Ricardo Canelo at [email protected] 

In this month's newsletter, we want to highlight the Healing School Communities Impacted by Racial Violence Two-Part Series, it is a follow-up to this past summer's series on Supporting School Mental Health in the Context of Racial Violence. Be sure to check out our newsletter for all the details.  We also want to highlight that February is Black History Month. While we all have an ongoing commitment to center, celebrate, and elevate BIPOC voices, Black History Month serves as an important reminder to learn more about the history and contributions of Black communities throughout our daily lives. Mental Health America's Black History Month webpage and the University of Washington's recent Black History Month blog post are great places to start.  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.

About The Webinar It is important that investments in training school personnel about trauma can be linked to student outcomes. This session will describe how district and school leaders can incorporate trauma-informed practices within a PBIS framework to ensure efficiency and effectiveness with multi-tiered practices to support students impacted by trauma. Recommendations for how to adjust the PBIS framework to support trauma-informed practices are included.   Objectives Participants will be able to describe how district and school leaders can incorporate trauma-informed practices and social emotional behavior competencies within a Positive Behavioral Interventions and Supports (PBIS) framework.   Resources Interconnected Systems Framework + Trauma Informed Approaches with Susan Barrett Integrating a Trauma-Informed Approach within a PBIS Framework   About The Speaker 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. 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.