Products and Resources Catalog

Presentation slides   Webinar Objectives: Define trauma and the various types of trauma Explore Adverse Childhood Experiences (ACEs) and our personal ACE score Understand how trauma manifests in our lives: signs and symptoms Define and understand what a trauma-informed approach looks like Learn how we can create a trauma-informed classroom and address student behaviors to improve mental health

The C-TLC held a one-day virtual workshop to help your community learn to alleviate trauma, toxic stress, and mental health challenges for youth and those who work with them. Understanding how to cultivate a compassionate school community, using mindfulness practices and community-based visioning to address trauma, will help staff, as well as students and their families, return to school this fall with tools to overcome the mental health challenges presented by COVID-19 and amid widespread collaborative support to end racial inequity and injustice across the globe. Presenters: Martha Staeheli, PhD, Christine Mason, PhD, and Dana Asby, MA, MEd To access a copy of our participant's manual, click here. To access a copy of the morning sessions, click here. To access a copy of the afternoon sessions, click here.

The C-TLC held a one-day virtual workshop to help your community learn to alleviate trauma, toxic stress, and mental health challenges for youth and those who work with them. Understanding how to cultivate a compassionate school community, using mindfulness practices and community-based visioning to address trauma, will help staff, as well as students and their families, return to school this fall with tools to overcome the mental health challenges presented by COVID-19 and amid widespread collaborative support to end racial inequity and injustice across the globe. Presenters: Martha Staeheli, PhD, Christine Mason, PhD, and Dana Asby, MA, MEd To access a copy of our participant's manual, click here. To access a copy of the morning sessions, click here. To access a copy of the afternoon sessions, click here.

Managing Behaviors in the Classroom During Challenging Times As an unprecedented new school year began, this 60-minutes webinar addressed basic classroom management strategies with a focus on preventing undesirable behaviors and increasing awareness of challenging behaviors related to trauma, grief, and stress. Attendees learned easy-to-implement interventions to promote resiliency.   Slide deck Recording Trainer Erin Briley, M.S., NCSP School-based Technical Trainer, Mountain Plains Mental Health Technology Transfer Center Ms. Briley earned her Bachelor’s in Human Development and Family Studies at Colorado State University. She earned her Master’s in Counseling/School Psychology and a Certificate in Applied Behavior Analysis at California State University Los Angeles. She is also a Nationally Certified School Psychologist. 

Over the past decades, evidence of trauma as a root cause underlying a number of social issues continues to build. The presenters of this webinar examined how traumas ranging from adverse childhood experiences to systemic oppression to financial insecurity are implicated in rising suicide rates across the United States. Participants explored concrete ways to trauma-inform their approach towards suicide both in one-on-one dialogue and on a systems-level. This training was facilitated by individuals with their own personal history navigating experiences of trauma and suicide attempts and who have worked extensively supporting others using the internationally-recognized “Alternatives to Suicide” approach. Presenters: Caroline Mazel-Carlton, Western Mass RLC and Sara Davidow, Western Mass RLC To access a copy of this presentation, click here. 

Slides of a webinar on systems leadership approaches that embrace trauma-informed care at the district level. This series offers both the theory and practical tips to support school workforces to implement trauma informed principles in our practices, programs, and policies. Main presenter: Leora Wolf-Prusan, EdD, Director of Learning at the Center for Applied Research Solutions Guest speakers: Metro Nashville Public Schools Department of Support Services, Tennessee

Slides of a webinar on systems leadership approaches that embrace trauma-informed care at the state level. This series offers both the theory and practical tips to support school workforces to implement trauma informed principles in our practices, programs, and policies.   Main presenter: Leora Wolf-Prusan, EdD, Director of Learning at the Center for Applied Research Solutions Guest speakers: Project AWARE State Leaders (Janet Watkins, Project Coordinator, Tennessee AWARE; Miriam Silman, MSW, Project AWARE/ Trauma Informed Care Program Administrator, Kentucky; and Kathryn Tillett, MSSW, Project AWARE KY Coordinator)

Great Lakes Current July 2020 Monthly e-newsletter of the Great Lakes ATTC, MHTTC, and PTTC. 

Find all of our 2019 - 2020 school mental health recordings in one spot! These are all free, self-paced professional development learning opportunities for school staff, educators, parents, caregivers, and more.  New events are always being added to our schedule. Be sure to visit our School Mental Health website to stay up to date with our latest events & training opportunities as well! 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 3-part School Leader Series is focused on the role of the school leader in creating and maintaining a positive climate and culture virtually during the global pandemic and in the building upon the return to school. This document provides a complete list of all links and resources shared during the third webinar in the series, a live Q&A session with presenters and school leaders. 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.

On June 16th, Dana Asby, M.A., M.Ed., the Center for Educational Improvement's (CEI) Director of Innovation and Research Support, shared more about trauma-informed yoga and related mindfulness practices like breath work, mantras, visualization, and mindful awareness exercises. The Childhood-Trauma Learning Collaborative (C-TLC )is being conducted as part of the New England Mental Health Technology Transfer Center (New England MHTTC). The collaborative is designed to foster alliances to address the needs of children and youth who have experienced/are at risk of experiencing significant trauma.   To access the powerpoint slides to the presentation, click here. 

For a subset of individuals affected by COVID-19, events related to the global pandemic may lead to PTSD symptoms. For others, the pandemic and related stressors may exacerbate existing PTSD symptoms. This 1 hour webinar guides attendees through what the state of the science is to date on PTSD and COVID-19, and how it may affect implementation of treatment of existing or new PTSD symptoms.   Download the slides here.   Read the FAQs here.

This one-hour online session discusses the intersection between posttraumatic stress disorder (PTSD) and intimate partner violence (IPV) in Latino military families. IPV is a public health problem in the United States that manifests at significantly higher rates and differently in military populations than their civilian counterparts as they are exposed to trauma who evidence symptoms of PTSD and other mental health conditions. As this presentation illustrates, evidence indicates that the development of posttraumatic psychopathology, and particularly PTSD, is strongly associated with the development of violence and abusive behavior in relationships. The intersection between PTSD and Trauma and the development of family violence manifests uniquely among mono and interracial Latino families. In addition to the review of research on the association between PTSD and IPV in Latino military families, in this presentation, we discuss information processing models explaining the link between PTSD and IPV and potential moderators of this association, as well as strategies to prevent and treat IPV in this population. Recommendations for future work in this area of investigation and program development are also provided. Slides are available here.  

Original Webinar Date: 05/26/2020 Times of crisis necessitate health care leaders to balance competing priorities, including patient need, staff wellbeing, and one’s own health. While it can be difficult to reflect in the midst of a crisis - like in the case of the COVID-19 pandemic - this recorded session dedicates time to exploring strategies to improve leadership’s response in times of crisis. This webinar video explores the Crisis Leadership Continuum (readiness, response, recovery and renewal), highlighting health care leadership approaches and strategies integral to ensuring staff wellbeing through crisis.   LEARNING OBJECTIVES Explore and examine the four stages of the Crisis Leadership Continuum: readiness, response, recovery and renewal. Using reflective questions, identify 2-3 leadership crisis strengths and growth points to enhance organizational resilience. Identify 2-3 applicable strategies in the short term and long term to address staff wellbeing through crisis.   This webinar was hosted by our partner, California Primary Care Association (CPCA), and was facilitated by Leora Wolf-Prusan, the School Mental Health Lead at the Pacific Southwest MHTTC.

This one-hour online session focuses on the importance of co-developing the Training of Trainers (TOT) curriculum with the direct participation of community members. One academic institution and two non-profit organizations collaborated to co-develop a TOT about the intersection of domestic violence, trauma, and mental health among Latinx families and children. We will review the implementation of the TOT and the preliminary results, as well as for the creative ways of disseminating the TOT under the nation's COVID-19 crisis. Participants will learn about the importance of partnering with grassroots organizations to develop psychoeducational curricula and become familiar with the impact of the intersection of domestic violence, trauma, and mental health in Latinx children and families. The presenter will provide innovative ways of disseminating a TOT curriculum online.

This one-hour online session focus on the identification and description of common barriers to treatment when working with traumatized Hispanics and Latinos. The presenter will provide practical treatment strategies for overcoming these barriers during the COVID-19 pandemic, strategies for effective and efficient trauma processing, and a concrete model for rapid crisis de-escalation based on a case study of a Hispanic client.

School Mental Health Professional Series  This is a bi-weekly group for school counselors, social workers, and psychologists formed to address the current and immediate needs of school mental health professionals in Region 8, due to the pandemic. Participants met every other week and received training on different topics related to school mental health before walking through a case presentation. This was a closed group. If you are interested in similar programming, please contact Stefanie Winfield at [email protected].   Archived Training May 4, Suicide Screening Remotely Erin Briley, MA, with the Western Interstate Commission for Higher Education (WICHE), provided a brief overview of the considerations for remote suicide screening and prevention during quarantine as well as an overview of best practices for suicide screening. Slide deck   May 18, Coping in Unprecedented Times Liza Tupa, PhD, with the Western Interstate Commission for Higher Education (WICHE), addressed coping skills for adults during the time of COVID-19. She provided concrete skills and strategies that address harmful or unproductive thinking. Slide deck   June 1, Trauma-Informed Practices at Home Sarah Younggren, LCSW, with Mental Health Colorado, discussed the ways in which the current pandemic has increased stress levels and impacted the mental health of both children and adults. Unique suggestions and resources for trauma-informed parenting were provided. Slide deck Recording   June 15, Telehealth with Youth Mindy Chadwell, PhD, with Mid-America MHTTC, offered tips and suggestions for providing telehealth services to adolescents. Considerations for transitioning back to school and family engagement in telehealth services were also discussed. Slide deck Recording   June 29, Planning for School Mental Health Supports Sharon Hoover, PhD, with the National Center for School Mental Health, discussed considerations for returning to school using an "always and now" framework for school mental health. Participants were provided with an overview of the Multi-tier System of Support and how it can be applied to the coming return to school. Slide deck Recording  

Original Webinar Date: 5/15/20   COVID-19 has had a profound impact on the mental health of countless individuals, including Asian and Pacific Islanders (API). For some, it may spark an old trauma and PTSD associated with being a refugee or immigrant. Some may experience severe depression due to the loss of a job or isolation from one’s support system because of social distancing. Sadly, there also continues to be the emotional trauma brought on by racist attacks on API. In honor of May as both Asian Pacific American Heritage Month and Mental Health Awareness Month, this national round table discusses the mental health impact of COVID-19 on API communities. While we must address the serious problems our communities are facing, it is also important to celebrate who we are as APIs - this, too, is mental health.   This round table is the first of a series that addresses key issues including: The mental health implications for APIs, including the impact of racism The relationship between mental and physical health Strategies to cope with COVID-19 and trauma Creating healthy communities beyond the current pandemic

Original Webinar Date: 05/19/2020 This webinar was hosted by our partner, California Primary Care Association (CPCA), and facilitated by Leora Wolf-Prusan, the School Mental Health Lead at the Pacific Southwest MHTTC. Health center staff are constantly asked to prioritize the patients’ need, sometimes resulting in overwhelming feelings of stress, compassion fatigue, and burn-out. In order to fully show up for those they serve, professionals need structural policy supports and practice changes that balances self and collective wellbeing. This archived webinar explores how we can create and maintain health care work cultures - now and always - where staff are resourced and ready to care for patients. Presenters discuss frameworks for why supporting health care professionals through practice and policy changes is critical to preventing burn-out, secondary stress, and compassion fatigue.   LEARNING OBJECTIVES Identify methods to assess areas of strength and areas of growth in support for health care professionals’ sustainability. Identify strategies to apply self and collective care through both practices and structural policies. Understand how self and collective care intersects with trauma-informed and resilience oriented workplace and culture.

Session Three: Understanding Grief and Increasing Wellness Trauma-Informed Learning for Early Childhood Educators Series May 21, 2020 This session focused on the grief that different traumatic experiences can trigger, including the current pandemic. By understanding that the experience of grief can be used to build resilience, this session provides participants with tools needed to build and cultivate resilience within themselves to accomplish this for themselves and the children they work with. Other topics that were covered include the stages of grief and variability within those stages; the developmental psychology of grief; strategies for building and promoting resilience practices that foster connection and wellness among children, staff, and communities. Slide deck  Recording My Personal Wellness Wheel from Resilient Futures Self Care Tips Sheet Developmental Responses to COVID-19 Trauma from Resilient Futures   Learning objectives for this series: Learn evidence-based practices that teach children how to replace trauma-based coping strategies with resilience-based strategies. Understand and develop strategies to address trauma-based inequities in your systems and raise equity. Review and practice several evidence-based wellness and resilience practices.   Early Childhood Educator Training Series Session one: Understanding Trauma and Stress Session two: Cultural Humility and Responsiveness

Original Webinar Date: 05/11/2020 Moving towards a trauma-informed and resilient organization involves intentional and equitable approaches to systemic and organizational change. This includes focusing on the well-being of all the adults within a system so that they can bring their whole, human selves to the important work they do to care for others. View the Pacific Southwest MHTTC’s recorded webinar on systems and agency leadership approaches that embrace trauma-informed care. This video can help leaders to understand the fundamentals of leading their organization towards becoming more trauma-informed and resilience-oriented. The content blends brain science, principles for building a safe environment, and practices for trauma-informed systems.

The Northwest Mental Health Technology Transfer Center and the Treatment and Services Adaptation Center for Resiliency, Hope, and Wellness in Schools at the University of Southern California are collaborating to bring you a FREE, 6-part webinar series on Creating Trauma-Responsive Schools. Click here to access all 6 webinars in the series. About the Webinar: This training was specifically designed as a five-step crisis response strategy based on communication skills that educators and school staff use every day. Although initially introduced in response to targeted school violence, such as school shootings and other acts of violence on a school campus, the goals of Psychological First Aid for Schools – Listen Protect Connect/Model and Teach have relevance to the COVID-19 pandemic which has seriously disrupted the daily lives over children and adults all over the world. The closure of schools and businesses adds to the health risks faced by all which contribute to the stresses that students and adults face under orders of physical distancing, stay at home directives or quarantine conditions. Given the levels of internet and web connectivity for students, being at home doesn’t have to mean being cut off from teachers, school support staff, classmates and friends. Note: This webinar was originally focused on the topic of evidenced-based approaches to trauma in schools. As a result of the global pandemic, we are now offering a more timely training on psychological first aid. This webinar is now available for up to 500 registrants. We will reschedule the original webinar for a later date.   Presentation Materials Presentation PDF Listen, Protect, Connect 1-Pager USDOE PFA Helpful Hints Handout PFA COVID-19 Sample Questions   This webinar is part of The Well-Being Series - Connections During COVID-19: Mental Wellness Webinars for Families and Educators. Click here to learn more about our series of webinars for kids, parents, and educators, focusing on mental wellness and suicide prevention.  Presenter Bios 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. 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.

Session Two: Cultural Humility and Responsiveness Trauma-Informed Learning for Early Childhood Educators Series May 14, 2020 This session focused on the need for understanding and integrating the practices of cultural humility into a trauma-based model. Participants learned about; the three parts of practicing cultural humility, the successful application of this model in early childhood work, and the importance of cultural humility when working from a trauma-informed approach. A focus was given to supporting participants to develop strategies that address inequities in their systems while raising equity. Finally, participants were given information on how to identify and respond to microaggressions as a bystander with privilege, and/or as adults protecting children. Slide deck  Recording Three Tips for Building Equity from Embracerace   Learning objectives for this series: Learn evidence-based practices that teach children how to replace trauma-based coping strategies with resilience-based strategies. Understand and develop strategies to address trauma-based inequities in your systems and raise equity. Review and practice several evidence-based wellness and resilience practices.   Early Childhood Educator Training Series Session one: Understanding Trauma and Stress Session three: Understanding Grief and Increasing Wellness

Find our April 2020 newsletter here. In this issue, we highlight The Well Being Series, our response to COVID-19, and OSPI's Virtual MTSS Fest.   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.