Products and Resources Catalog

This module includes the definition of school mental health funding and sustainability and opportunities to secure and leverage diverse funding sources and to sustain successful school mental health systems. Quality indicators, best practices and resources for funding and sustainability are reviewed in detail.   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.

This module explains the purpose and value of documenting and sharing information about the impact of your comprehensive school mental health system. Best practices, resources and examples focus on how to document impact of early intervention and treatment (Tiers 2/3) services on educational, social, emotional, and behavioral outcomes.   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.

About this Resource:  In this on-demand recording, Dr. Teri Brister, Director of Information & Support at National Alliance on Mental Illness (NAMI), highlights the importance of engaging and involving family members in an individual's mental health care. She focuses on person and family centered care as well as discusses models to engage individuals and family members in the treatment process.   About the Presenter:  Teri Brister, Ph.D., serves as the Director of Information & Support at National Alliance on Mental Illness (NAMI). Dr. Brister is responsible for ensuring that all content created and disseminated by NAMI attains the highest possible standards of accuracy, relevance, value and academic rigor. She is the author of NAMI Basics and co-author of the NAMI Homefront program. Since July 2018 Dr. Brister has served as the SMI Patient and Family Engagement Expert for the APA SMI Adviser project. Prior to joining NAMI in 2005, Dr. Brister worked for twenty years in the community mental health system in Mississippi, working in both clinical and administrative roles, including Assistant Executive Director in two different centers. Dr. Brister received her Ph.D. in Public Policy and Administration from Jackson State University, and her Bachelor of Science and Master of Science degrees in Counseling Psychology from the University of Southern Mississippi. She is a Licensed Professional Counselor in Mississippi.

  In Well-Being Wednesdays: Connecting Meaningfully with Others, which aired Jan. 13, 2021, attendees learn about different types of relationships vital to adult development, such as general social support (including what good social support looks and feels like), social services (like teaching), role models, mentors, and the unique teacher-student relationship. Well-Being Wednesdays: Taking Care of Educators Who Take Care of Kids is a webinar series geared toward education professionals, administrators, and stakeholders who are working together to create a culture of well-being that supports students and educators. Learn more: https://bit.ly/Well-beingWeds  

In Well-Being Wednesdays: Connecting Meaningfully with Others, which aired Jan. 13, 2021, attendees learn about different types of relationships vital to adult development, such as general social support (including what good social support looks and feels like), social services (like teaching), role models, mentors, and the unique teacher-student relationship. Well-Being Wednesdays: Taking Care of Educators Who Take Care of Kids is a webinar series geared toward education professionals, administrators, and stakeholders who are working together to create a culture of well-being that supports students and educators. Learn more: https://bit.ly/Well-beingWeds

  Effective Supports for Students with Autism Participating in Remote Learning January 13, 2021   Slide deck Recording ASD Materials, Resources, and Supports Behavioral Supports for Students with Autism Spectrum Disorder General Resources for Autism Spectrum Disorder Remote Learning Supports for Students with Autism Spectrum Disorder   In this free, one-hour training, participants learned about effective accommodations, modifications, and interventions for students with Autism Spectrum Disorder in remote learning environments. The training addressed visual supports, methods to assist with emotional and/or behavioral regulation, strategies to promote socialization, behavioral principles, reinforcement systems that can be used by teachers and caregivers in the home, and considerations to aid the student in transitioning back to in-person learning at their school. Trainer Erin Briley, MS, NCSP 

About The Webinar This 90-minute webinar will provide general guidance for providers implementing any kind of tier 2 (and in some instances tier 3) trauma interventions virtually. Though the webinar will focus on CBITS, Bounce Back and SSET the content can be generalized to other trauma-focused interventions due to the overlap in approach when using CBT. Finally, there will be an emphasis on CBITS (grades 6-10) and Bounce Back (K-5) because they are the most widely known tier 2 intervention for trauma. Examples of innovative ways to reach participants with virtual rooms and through games will be provided.    Learning Objectives Participants will learn about the challenges and opportunities when implementing virtual trauma focused group interventions. Participants will hear about ways to address common barriers including engaging students, parental involvement, and the digital divide.  Participants will learn strategies to implement trauma focused intervention components for groups using creative and innovative strategies for virtual delivery.    Resources Virtual Adaptations of SSET/Bounce Back with Beth Cooney (PDF)   About The Speaker Beth Cooney, LCSW-BACS is a Licensed Clinical Social Worker and Board Approved Clinical Supervisor with experience and knowledge in assessment and evidence-based trauma and grief interventions. She has worked for Project Fleur de Lis of Mercy Family Center, a site with the National Child Traumatic Stress Network, for 12 years. As the Director of Evidence-Based Practice, Ms. Cooney provides training, clinical supervision and oversees individual and group trauma interventions for schools in the Greater New Orleans Area. Ms. Cooney is a certified trainer in Cognitive Behavioral Intervention for Trauma in Schools (CBITS) and Bounce Back. She began using CBITS in 2006 following Hurricane Katrina and continues to implement CBITS and Bounce Back groups with a more recent focus on virtual implementation. Ms. Cooney also provides training on incorporating mindfulness 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.

Strengthening Resilience: Promoting Positive School Mental Health Among Indigenous Youth January 13, 2021 This free training, hosted by LaVonne Fox, PhD, OTR/L, Sarah Nielsen, PhD, OTR/L, and Thomasine Heitkamp, LCSW, provided participants with context and information related to the new publication developed by the Mountain Plains MHTTC entitled: Strengthening Resilience: Promoting Positive School Mental Health Among Indigenous Youth. This training provided participants with a chance to learn more about how to adapt the recommendations of this toolkit in their schools. Slide Deck Access the Toolkit Recording   Learning Outcomes Understand how to use resilience and culturally responsive practices to support the unmet needs of Indigenous youth.  Develop a deeper understanding of how trauma impacts Indigenous youth, including historical trauma.  Advance participants' understanding of the cultural context of Indigenous youth and how this relates to a school setting.  Learn strategies for incorporating traditional practices such as the Seven Teachings and Circle of Courage into a K-12 setting.    Trainers LaVonne Fox, PhD, OTR/L Sarah Nielsen, PhD, OTR/L Thomasine Heitkamp, LCSW

In collaboration with the Children’s Commission and the Texas Health and Human Services Commission (HHSC), this document has been created to provide trauma-informed care training resources for caregivers (LMHA, CASAs, etc.)

In collaboration with the Children’s Commission and the Texas Health and Human Services Commission (HHSC), this document has been created to provide trauma-informed care training resources for schooling professionals.

In collaboration with the Children’s Commission and the Texas Health and Human Services Commission (HHSC), this document has been created to provide trauma-informed care training resources for juvenile justice professionals.

In collaboration with the Children’s Commission and the Texas Health and Human Services Commission (HHSC), this document has been created to provide trauma-informed care training resources for legal professionals. 

In collaboration with the Children’s Commission and the Texas Health and Human Services Commission (HHSC), this document has been created to provide trauma-informed care training resources for mental and behavioral health professionals 

In collaboration with the Children’s Commission and the Texas Health and Human Services Commission (HHSC), this document has been created to provide trauma-informed care training resources for child welfare professionals and advocates

In collaboration with the Children’s Commission and the Texas Health and Human Services Commission (HHSC), this document has been created to provide trauma-informed care training resources for victim services professionals.

This module provides an overview of the National School Mental Health Curriculum as well as the definition and core features of comprehensive school mental health. Alignment between the Curriculum and the School Mental Health Quality Assessment in The SHAPE System is described, as well as district successes with advancing school mental health systems.   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.

It might be happening now – your children are looking to you to help them understand what’s going on, but you’re trying to figure it out and process it yourself. You are not alone.  In the days and weeks following the attack on the U.S. Capitol, some parents and guardians may wonder how to talk to their children about what happened. Not being sure where or how to start is normal in light of the situation, so do not feel embarrassed, frustrated, or guilty for not knowing exactly what to do and say. Having an open and honest talk with your children s important, but it’s also important to also take a moment for yourself before embarking on this journey. Here are some suggestions for how to start talking about this with your children and answer some of their questions.   Access PDF  

About this Resource:  Region IV is the largest HHS region, comprised of eight states and 26% of the U.S. population. These states have large rural populations, high poverty rates, and face racial and cultural disparities in care. In addition the Southeast states have considerable clinical, geographic, workforce, and health system differences and often score below the median on state rankings from advocacy groups including the National Alliance on Mental Illness (NAMI) and Mental Health America (MHA). These factors are important considerations when planning mental health care and support services; however, understanding these influences separately can be challenging. The Southeast MHTTC Data Visualization Project provides information on Region IV priorities in an easy to understand graphical format.   Potential Impact of Tele-Health on Mental Health Care Access Relevant Factors: Availability of mental health professionals and household access to broadband How to Use: Click on "VIEW RESOURCE" to access interactive map and visualize the intersection of these factors as well as identify potential areas for impactful tele-health implementation by Region IV State or County.  

About this Resource:  Region IV is the largest HHS region, comprised of eight states and 26% of the U.S. population. These states have large rural populations, high poverty rates, and face racial and cultural disparities in care. In addition the Southeast states have experienced considerable growth in Hispanic and Latinx communities and populations in recent decades. Cultural and linguistic factors are important considerations when planning mental health care and support services for clients and families in these communities. Visualizing influences such as country of origin, race/ethnicity, and access to linguistically and culturally competent care can be a challenge in a large, diverse region. The Southeast MHTTC Data Visualization Project provides information on Region IV priorities in an easy to understand graphical format.   Hispanic and Latinx Communities and Mental Health Care Access Relevant Factors: Countries of origin, cultural elements, and mental health facilities providing services in Spanish. How to Use: Click on "VIEW RESOURCE" to access interactive map and visualize the intersection of these factors by Region IV State or County.       Be sure to check out our other interactive mapping resources: Tele-Health Impact

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 January 2021 issue features resources and information on self-care best practices for the mental health workforce, a shared focus this year for the Southeast MHTTC and the MHTTC Network.  

During Year One (August 2018 to August 2019), we have focused on building relationships with key stakeholders in the New England region (Region 1), deepening our understanding of the region’s needs, and developing high-quality training and technical assistance products to promote the dissemination of evidence-based practices.

Mexicans represent 62% of all immigrants with Latin American origins living in the United States. Mexican indigenous families often experience isolation, deportation, and numerous challenges caused by family members' migration, often diminishing mental health. This factsheet aims to create awareness of the cultural factors and what you should know about engaging Mexicans in mental health treatment.

About this Resource:  This infographic summarizes eight (8) factors associated with effective tele-supervision.   

We began Year 2 (August 2019 to August 2020) by deepening our relationships around the region, forging new connections, and continuing our training and technical assistance efforts. When the COVID-19 pandemic began, we rapidly shifted our work to focus on supporting people’s mental health and well-being during a time of fear, loss, uncertainty, and social isolation.