Products and Resources Catalog

Original Broadcast Date: 12/14/20 This three-part webinar series is for school field leaders who are leading systems’ support for student suicide prevention. Session content focuses on providing timely, effective, competent, and evidence-based suicide prevention support to students and families. Each session will be contextualized with experience and suggestions from on-the-ground regional leadership.   Learning Objectives: Understand suicide prevention policy, the prevalence and impact of traumatic stress and its relation to suicide, and resources available to schools; Understand your role as a school leader in providing trauma informed practices when conducting a risk assessment; and, Learn how to effectively collaborate with community partners when providing follow up support to students and families.   The presenters devote the first segment of each hour-long presentation to a specific topic, then address attendee-submitted questions. Audience: System leaders, prevention specialists, educators, administrators, school site leadership district and state administrative leadership, and anyone interested. The series is led by Angela J. Castellanos, PPSC, LCSW, Pacific Southwest School Mental Health Training Specialist, and systems leaders as guest presenters.   View Part 1 and Part 2 of this series.   About the Facilitator: Angela J. Castellanos, PPSC, LCSW, serves as a School Mental Health Training Specialist. Angela Castellanos, LCSW, is an experienced mental health consultant and administrator with 25+ years of diverse and progressive expertise in the mental health care industry and school settings. As a licensed clinical social worker, she specializes in administering school mental health programs, mentoring industry professionals (local, state, and federal), developing and teaching best practices in the area of Trauma, Suicide Prevention, Crisis Response and Recovery and School Mental Health. 

The Northwest Mental Health Technology Transfer Center and the Northwest PBIS Network are collaborating to bring you a FREE, 3-part webinar series presented by WellEducator, LLC.  The Self-Care and Compassion for the Educator webinar series is part of The Back-to-School Series - Supports for Staff, Students & Families During COVID-19. Click here to learn more about our series of webinars on concrete strategies to strengthen connections, promote mental wellness and resilience, and support everyone in the return to schools during a global pandemic. About the Webinar: Webinar Objectives: Learn the benefits of mindfulness practices for educators. Understand how unhelpful habits are formed and how mindful practices can help interrupt a habit loop. Create a Committed Action Plan. Learn and experience several mindfulness/meditation exercises.   Presentation Materials: Additional Resources Reflective Notes    >> Click "View Resource" above to access the recording About the Series: At WellEducator, an educator is anyone who is professionally invested in helping students find their passions, raise their voices, and build their skills to support future generations in reaching their fullest potential.  NWPBIS is partnering with Dr. Renee VanNorman of WellEducator, LLC to bring you the most up to date research, suggestions, and exemplars on how to build wellness, and respond to life's challenging moments (in and out of the classroom) with self-compassion.  Educator stress and burnout has been reported as higher than any other profession (Stoeber, J., & Rennert, D, 2008). Stressors include lack of social/emotional training, ineffective interpersonal relationships, vicarious trauma, and unrealistic systems’ requirements. Stressors impact wellbeing and availability to effectively build high quality relationships with students. Educators inherently deserve support in nurturing their holistic wellbeing. During these workshops participants will practice skills to decrease stressors on mind/body systems to stay connected to the wonders and curiosities of teaching using evidence-based mindfulness practices, radical acceptance and values-driven goal setting. >> Learn more and register for upcoming Educator Wellness Webinars 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.

In Well-Being Wednesdays: Cultivating Awareness Through Mindfulness-Based Practices, attendees learn the difference between “mind-full” and “mindful” and how remaining present and aware in our day-to-day lives instills a sense of intentionality in our actions. Being focused on the present removes fears about past mistakes or future struggles and helps teachers remain engaged in their own work and with their students. 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

Original Broadcast Date: 12/07/20 This three-part webinar series is for school field leaders who are leading systems’ support for student suicide prevention. Session content focuses on providing timely, effective, competent, and evidence-based suicide prevention support to students and families. Each session is contextualized with experience and suggestions from on-the-ground regional leadership.   Learning Objectives: Understand suicide prevention policy, the prevalence and impact of traumatic stress and its relation to suicide, and resources available to schools; Understand your role as a school leader in providing trauma informed practices when conducting a risk assessment; and, Learn how to effectively collaborate with community partners when providing follow up support to students and families.   Attendees will have the opportunity to submit questions upon registration, enabling our team to shape the session content to meet your needs. The presenters will devote the first segment of each hour-long presentation to a specific topic, then address attendee-submitted questions. Audience: System leaders, prevention specialists, educators, administrators, school site leadership district and state administrative leadership, and anyone interested.   The series is led by Angela J. Castellanos, PPSC, LCSW, Pacific Southwest School Mental Health Training Specialist, and systems leaders as guest presenters.   View Part 1 and Part 3 in this series.   About the Facilitator: Angela J. Castellanos, PPSC, LCSW, serves as a School Mental Health Training Specialist. Angela Castellanos, LCSW, is an experienced mental health consultant and administrator with 25+ years of diverse and progressive expertise in the mental health care industry and school settings. As a licensed clinical social worker, she specializes in administering school mental health programs, mentoring industry professionals (local, state, and federal), developing and teaching best practices in the area of Trauma, Suicide Prevention, Crisis Response and Recovery and School Mental Health.   

In Well-Being Wednesdays: Cultivating Awareness Through Mindfulness-Based Practices, attendees learn the difference between “mind-full” and “mindful” and how remaining present and aware in our day-to-day lives instills a sense of intentionality in our actions. Being focused on the present removes fears about past mistakes or future struggles and helps teachers remain engaged in their own work and with their students. 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

Weathering the Storm: Adaptive Leadership for Resilient Mental Health Organizations in the Pacific Southwest Innovative Leadership Strategies for Mental Health Professionals Leading mental health organizations, programs, and initiatives can prove challenging in the best of times. Meeting the needs of clients in the diverse Pacific Southwest while effectively navigating the field’s evolving best practices, policies, and funding requires innovative, resilient, and adaptable leadership at all levels. COVID-19’s impact on both our personal and professional lives exacerbates the need for these skills.   The Adaptive Leadership Framework facilitates evolution and growth in response to change and challenge. Join us as we explore the principles of Adaptive Leadership and how you can apply the framework to lead more effectively.    Learning Objectives: During this three-part series, participants: Learn the principles of Adaptive Leadership and how to implement them in mental health work. Identify strategies for engaging others to initiate, make, and sustain change. Apply Adaptive Leadership principles to “weather the storm,” lead effectively, and prioritize well-being during challenging times.   Part 2: During the Storm Original Broadcast Date: 12/03/20 Leadership during chaos requires mental health providers to reflect and learn about existing challenges, find solutions collaboratively with other professionals and team members, and determine new solutions.  The unpredictability and severity of the challenges influences the strategies that mental health providers, organizations, and systems must put in place.  In this workshop, we apply new strategies and Adaptive Leadership principles to continue to “weather the storm,” and lead effectively, while addressing our own well-being. Watch Part 1: Before the Storm or register for Part 3: After the Storm of this series.   About the Presenters  Tonicia Freeman-Foster, EdD, CDP is a Certified Diversity Professional with nearly 20 years of experience in restoring hope, resiliency, and wellness through her work with underserved persons and marginalized communities, as well as managing and directing local, state, and federal funding. Dr. Freeman-Foster is passionate about and possesses extensive knowledge of the challenges related to child welfare, HIV/AIDS, substance use, mental health, as well as the unique experiences of LGBTQ2, re-entry, youth, young adults, women, and BIPOC populations. Dr. Freeman-Foster serves as a Change Specialist at Change Matrix. In this role, she provides technical assistance, training, and skills building in topics related to cultural competency, diversity, equity, and inclusion for national projects and grantees. Dr. Freeman-Foster possesses a Bachelor’s degree in Health Science Education (Community Health), a Master’s degree in Human Services (Organizational Management and Leadership), and a Doctorate degree in Education (Organizational Leadership).     Suganya Sockalingam, PhD is a Founding Partner at Change Matrix, LLC, which supports agencies in addressing diversity, cultural competence, and cross-cultural communication as well as leadership, collaboration, and conflict management. Dr. Sockalingam focuses on supporting individuals, organizations, and systems to motivate, manage, and measure systems change. Currently, she serves as a training and technical assistance provider for several national technical assistance centers, and for other federal, national, state, territorial, and community agencies. She earned her doctorate at Washington State University and has worked in many capacities in public and behavioral health, both nationally and internationally, for over 25 years.       

This Holiday Resource Guide provides a one-stop-shop for approaching the holiday season in the midst of a pandemic. Learn to address grief and loss, social isolation, and other mental health concerns unique to the pandemic era, as well as celebrate with friends and family virtually or in small gatherings in accordance with CDC guidelines, utilize technology to host a virtual celebration, and devise creative strategies for celebrating with family virtually. This product was developed in collaboration with the Mid-America Addiction Technology Transfer Center (ATTC) and Prevention Technology Transfer Center (PTTC) Author(s): Johnson, K./Mid-America MHTTC; Klepper, C./Mid-America MHTTC; Robinson, L./Mid-America MHTTC; West, H./Mid-America MHTTC; Sherry, B./Mid-America ATTC; Stilen, P./Mid-America ATTC; Closson, D./Mid-America PTTC  

This hour presentation provided an overview of Supported Employment in CT, strategies that have assisted with positive employment outcomes, the value of interagency collaboration, and the importance of support and encouragement from all providers.   Demonstrate an understanding of Supported Employment in CT Understand the importance of interagency collaboration (DMHAS and the Bureau of Rehabilitation Services) Demonstrate an understanding of the support need for Person’s in Recovery to be successful in employment Demonstrate an understanding of Employment as a Health Outcome, a part of recovery   Presenters: Ellen Econs, LICSW & Kathy Marchione Facilitator: Mark Costa, MD, MPH

Weathering the Storm: Adaptive Leadership for Resilient Mental Health Organizations in the Pacific Southwest Innovative Leadership Strategies for Mental Health Professionals Leading mental health organizations, programs, and initiatives can prove challenging in the best of times. Meeting the needs of clients in the diverse Pacific Southwest while effectively navigating the field’s evolving best practices, policies, and funding requires innovative, resilient, and adaptable leadership at all levels. COVID-19’s impact on both our personal and professional lives exacerbates the need for these skills.   The Adaptive Leadership Framework facilitates evolution and growth in response to change and challenge. Join us as we explore the principles of Adaptive Leadership and how you can apply the framework to lead more effectively.    Learning Objectives: During this three-part series, participants: Learn the principles of Adaptive Leadership and how to implement them in mental health work. Identify strategies for engaging others to initiate, make, and sustain change. Apply Adaptive Leadership principles to “weather the storm,” lead effectively, and prioritize well-being during challenging times.   Part 1: Before the Storm Original Broadcast Date: 11/18/20 Leadership during chaos requires mental health providers to reflect and learn about existing challenges, find solutions collaboratively with other professionals and team members, and determine new solutions.  The unpredictability and severity of the challenges influences the strategies that mental health providers, organizations, and systems must put in place.  In this workshop, we apply new strategies and Adaptive Leadership principles to continue to “weather the storm,” and lead effectively, while addressing our own well-being. Watch Part 2: During the Storm or Register for Part 3: After the Storm of this series.   About the Presenters  Tonicia Freeman-Foster, EdD, CDP is a Certified Diversity Professional with nearly 20 years of experience in restoring hope, resiliency, and wellness through her work with underserved persons and marginalized communities, as well as managing and directing local, state, and federal funding. Dr. Freeman-Foster is passionate about and possesses extensive knowledge of the challenges related to child welfare, HIV/AIDS, substance use, mental health, as well as the unique experiences of LGBTQ2, re-entry, youth, young adults, women, and BIPOC populations. Dr. Freeman-Foster serves as a Change Specialist at Change Matrix. In this role, she provides technical assistance, training, and skills building in topics related to cultural competency, diversity, equity, and inclusion for national projects and grantees. Dr. Freeman-Foster possesses a Bachelor’s degree in Health Science Education (Community Health), a Master’s degree in Human Services (Organizational Management and Leadership), and a Doctorate degree in Education (Organizational Leadership).     Suganya Sockalingam, PhD is a Founding Partner at Change Matrix, LLC, which supports agencies in addressing diversity, cultural competence, and cross-cultural communication as well as leadership, collaboration, and conflict management. Dr. Sockalingam focuses on supporting individuals, organizations, and systems to motivate, manage, and measure systems change. Currently, she serves as a training and technical assistance provider for several national technical assistance centers, and for other federal, national, state, territorial, and community agencies. She earned her doctorate at Washington State University and has worked in many capacities in public and behavioral health, both nationally and internationally, for over 25 years.       

Skills for Psychological Recovery (SPR) is an evidence-informed intervention designed to help individuals gain skills to reduce ongoing distress, promote resilience, and effectively cope in the weeks and months following a disaster or crisis. SPR intervention is intended for individuals needing more than a single, brief intervention by a non-specialist but not necessarily needing full treatment for depression, anxiety, or PTSD. SPR can be used in a variety of settings and the SPR intervention is limited to 1-6 sessions. SPR is flexible, evidence-informed, and culturally sensitive. SPR skills focus on improving social support, helpful thinking, problem-solving, managing distressing responses to disaster reminders, and increasing positive activities. This webinar is for direct service providers such as case managers, outreach workers, shelter/housing staff, peer specialists and other behavioral health staff. Resources  Presentation slides SPR one-pager skill summary SPR two-pager cheat sheet SPR skill selection tool Skills for Psychological Recovery (SPR) Field Operations Guide, National Child Traumatic Stress Network Skills for Psychological Recovery Free Online Training from the National Child Traumatic Stress Network More SPR resources are available at the National Center for PTSD, US Department of Veterans Affairs webpage COVID Coach App, National Center for PTSD, US Department of Veterans Affairs.This app was created for everyone, including Veterans and Service members, to support self-care and overall mental health during the coronavirus (COVID-19) pandemic. Department of Psychiatry & Behavioral Sciences, University of Washington School of Medicine COVID resource page WA Listens, an online resources & non-clinical support line: 1-833-681-0211     Facilitators   Michele Bedard-Gilligan, PhD is an Associate Professor in the UW Department of Psychiatry and Behavioral Sciences and the co-director of the Trauma Recovery Innovations program. Her program of research focuses on understanding response to traumatic events, with a focus on alcohol and substance misuse, and on building and testing interventions designed to promote recovery following trauma exposure. She is also a licensed clinical psychologist and maintains an active clinical practice.       Emily R. Dworkin, PhD, is a licensed clinical psychologist and an Acting Assistant Professor at the University of Washington School of Medicine. Her research focuses on trauma recovery, with a focus on identifying strategies to promote resilience and understanding the role of social relationships in post-trauma outcomes.       Kristen Lindgren, PhD, is a Professor in the UW Department of Psychiatry and Behavioral Sciences and the Director of the Trauma Recovery Innovations program. Her research interests include addictions, post-traumatic stress disorder (PTSD), sexuality, and relationships. Her work focuses on investigating implicit (i.e., non-conscious or automatic) cognitive processes that contribute to the development and maintenance of maladaptive behavior and psychopathology.  She also serves as a consultant for dissemination projects aimed at training community-based mental health workers in Cognitive Processing Therapy and other evidence-based treatment for PTSD locally, nationally, and internationally.       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.

Building Capacity  A Presentation Given at the National Center for School Mental Health 25th Annual Conference   Schools serving American Indian Youth face unique challenges when addressing the mental health of students. This presentation described a Communities of Practice (CoP) Model pilot project targeting implementation of a multi-tiered approach in three schools serving American Indian youth, across three states.    Presenters discussed:  A CoP approach. Adaptations to ensure the program is culturally responsive. Strengths and weaknesses of the CoP process.  View Presentation Presenters Sarah Nielsen, PhD LaVonne Fox, PhD OTRL Thomasine Heitkamp, MSSW, LCSW Additional Resource Strengthening Resilience: Promoting Positive School Mental Health Among Indigenous Youth Toolkit

Presentation Slides Description: This webinar highlighted the importance of sustaining the school mental health workforce for achieving the goals of an effective, high-quality school mental health services system.  Dr. Mark Weist and Dr. Janet Cummings discussed recruitment and retention approaches that community mental health providers and local education agencies may want to consider implementing to support these goals, the current evidence concerning these approaches, and key resources to inform implementation efforts.   Learning Objectives: Understand the essential roles of workforce in achieving high-quality school mental health services systems Describe potential approaches to improve recruitment and retention of the school mental health workforce Discuss the evidence about best practices in recruiting and retaining school mental health providers Identify key resources on developing the school mental health workforce  

About The Webinar This webinar will be a 90-minute overview of the Trauma-informed Skills for Educators (TISE) Curriculum. The TISE intervention is designed to enhance educators' knowledge about trauma and its impact on students, as well as enhance educators' ability to engage with youth who've been exposed to trauma. The training addresses various types of trauma, the neurological impact of trauma on students, signs, and symptoms of trauma, and describes how trauma can manifest in the classroom and impact student learning. Additionally, the webinar provides concrete strategies to help educators support students in a more trauma-responsive way including: foster a trauma-sensitive classroom climate, communicate with students about trauma, de-escalate disruptive incidents; and foster trauma responsiveness throughout the school community. Virtual adaptations to these skills will be addressed.    Objectives Review traumatic experiences, their prevalence, and impacts on students' emotional, social, and academic functioning Review of trauma-responsive skills and strategies for educators Learn remote implications and considerations   Resources Virtual Adaptations of Trauma Informed Skills for Educators with Vivien Villaverde (PDF) Recording   About The Speaker 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. 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.

Recording of the webinar "Health and Professional Well-Being: Understanding and Combating Compassion Fatigue. Part 1 – Compassion Fatigue and how it Manifest," originally held on October 27, 2020. Download the slides

Based on a framing that integrates social justice, diversity, and trauma-informed practices, this webinar will provide an overview of the impact of the intersection of structural inequities and the pandemic on children from zero to five years in Latin American families. Intimate partner violence will be addressed in this context, as well as its implications from the perspective of the young child, caregiver/parent, and attachment relationships. Support/intervention strategies based on relationship, development, and socio-cultural context will be discussed to promote security, stabilization, restoration of attachment relationships, and protective factors in these families. Considerations at the level of advocacy and public policy will also be discussed. A combination of teaching presentations, case vignettes, and group reflection will be used to discuss the material. Download slides here. Download the FAQ here. Speakers: Carmen Rosa Noroña, LICSW, MSW, MS. Ed., IECMH-E® (Infant and Early Childhood Mental Health Mentor-Clinical), is originally from Ecuador. For over 25 years, she has provided clinical services to young children and their families in a variety of settings. She currently is the Child Trauma Clinical Services and Training Lead at Child Witness to Violence Project and the Associate Director of the Boston Site Early Trauma Treatment Network at Boston Medical Center, an NCTSN Category II center. She is a Child-Parent Psychotherapy National Trainer, an expert faculty of the Diagnostic Classification of Mental Health and Developmental Disorders of Infancy and Early Childhood Training (DC: 0-5) and one of the developers of the Harris Professional Development Network Diversity Informed Tenets for Work with Infants Children and Families Initiative and of the Boston Medical Center Family Preparedness Plan for Immigrant Families. She is a former co-chair of the Culture Consortium of the National Child Traumatic Stress Network, and has adapted and translated materials for Spanish-speaking families affected by trauma. Carmen Rosa has also contributed to the literature in infant and early childhood mental health, diversity and immigration. Wanda Vargas, Ph.D., is currently the Senior Psychologist at New York Presbyterian’s Family PEACE Trauma Treatment Center, an NCTSN Category III center, dedicates herself to improving the safety and well-being of underserved young children and caregivers who have been exposed to trauma. Dr. Vargas immigrated to the United States from the Dominican Republic at the young age of 3, and later earned a Ph.D. in the combined Clinical and School Psychology program at Hofstra University where she developed an interest in maternal stress and mother-child dyads. Through her leadership at Family PEACE, Dr. Vargas has been working on creating a trauma-informed approach to identifying at-risk young children and developing programming that is client-centered and culturally attuned to the needs of the community, in the hopes of fulfilling a dream of one day being able to break the intergenerational transmission of trauma for our nation’s children. Note: This session is part of the Preventing and Responding to Family Violence During COVID-19 Series, an online series brought to you by the MHTTC Network and the National Child Traumatic Stress Network. For more information on the series and to access recordings and resources from previous sessions, please click here.

Original Broadcast Date: 11/12/20 The pandemic has highlighted the ways in which marginalized communities experience death and loss at much higher rates than white communities, and yet grief theory remains dominated by white and Protestant thought. In this session, participants will explore solution-based grief tools for marginalized communities, and present options for professionals and their clients to utilize in grief sensitivity and recovery. Particular attention is given to both low-tech grief rituals such as meals that center on honoring the dead, and high-tech solutions centered on www.eol.community, Michael Hebb’s recently launched website with hundreds of resources for all stages of dying, death and grief. Download the slides HERE.   Speaker Bios:   Michael Hebb: Michael Hebb is the founder of Death Over Dinner, a Partner at global wellbeing organization RoundGlass and the founder of Convivium, a creative agency that specializes in the ability to shift culture through the use of thoughtful food and discourse-based gatherings. Convivium has worked closely with thought/cultural leaders and many foundations/institutions (e.g., The World Economic Forum, Bill and Melinda Gates Foundation, Apple, United Nations Foundation). His writings have appeared in popular magazines (e.g., GQ, Food and Wine, City Arts). Watch his TED Talk here: What happens when death is what’s for dinner?     Candi Cann received her Ph.D. and A.M. from Harvard University following an M.A. from the University of Hawaii. She currently serves as an Associate Professor and Faculty of Residence at Baylor University. Her research focuses on death and dying, and the impact of remembering (and forgetting) in shaping how lives are recalled, remembered, and celebrated. Currently, she is researching diversity in death, examining the whitening of the funeral industry and death studies, and arguing that the field of death and grief has been heavily influenced by white and Protestant worldviews. Check out her website: www.candikcann.com, Academic CV and follow her on Twitter:@CandiCann.     This webinar was one of the sessions of November's Grief Sensitivity Virtual Learning Institute (GSVLI). For more information on how to access resources from September's and November's GSVLI, please click here.

Distanciamiento social: manejo de los efectos emocionales de estar lejos de los demás Este seminario web examinará la diferencia entre el distanciamiento social y la desconexión social y proporcionará estrategias para lidiar con las secuelas emocionales de estar lejos de los demás entre los niños, adolescentes y cuidadores, especialmente enfocado en aquellos que se identifican como latinx.   Download Slides Here.

Parte 2: Estrategias para manejar las emociones en niños, adolescentes y cuidadores durante la pandemia de COVID-19 Este seminario web discutirá las emociones y sus manifestaciones y brindará estrategias para manejar las emociones en niños, adolescentes y cuidadores que se identifican como latinx durante la pandemia de COVID-19.   Download Slides Here.

Parte 3: Proceso de duelo: lidiar con las pérdidas durante una pandemia Este seminario web identificará los tipos de duelo y proporcionará estrategias para manejar el duelo en niños, adolescentes y cuidadores que se identifican como latinx durante la pandemia de COVID-19.   Download Slides Here.

The State of New Mexico Office of Peer Recovery and Engagement and the National Hispanic & Latino Mental Health Technology Transfer Center will offer a peer focused webinar that considers cultural elements of the Hispanic and Latino populations with indigenous perspectives and approaches. The goal of this virtual training is to increase the awareness and abilities of peer workers on integrating cultural factors into the diagnosis of mental health disorders and the use of culturally centered interventions.   Download Slides Here.

This one and half-hour online session will focus on culturally responsive programmatic efforts to improve access and utilization of behavioral health services among the Hispanic/Latinx community. The session will describe how these programs and strategies reduce disparities by addressing often cited barriers and promote behavioral health equity. The concept of cultural brokering and its use in across settings will be discussed and considerations and implementation of community mental health navigator programs will be described. This session will also outline lessons learned from implementation and recommendations for future work.   Download Slides Here.

About this Resource:  This infographic provides an overview of Psychiatric Advance Directives, including the challenges and benefits of implementing within a clinical setting and the statutes allowing for psychiatric advance instructions within the Region IV states. 

  Original Broadcast Date: 12/01/20 This three-part webinar series is for school field leaders who are leading systems’ support for student suicide prevention. Session content focuses on providing timely, effective, competent, and evidence-based suicide prevention support to students and families. Each session is contextualized with experience and suggestions from on-the-ground regional leadership.   Learning Objectives: Understand suicide prevention policy, the prevalence and impact of traumatic stress and its relation to suicide, and resources available to schools; Understand your role as a school leader in providing trauma informed practices when conducting a risk assessment; and, Learn how to effectively collaborate with community partners when providing follow up support to students and families.   Attendees will have the opportunity to submit questions upon registration, enabling our team to shape the session content to meet your needs. The presenters will devote the first segment of each hour-long presentation to a specific topic, then address attendee-submitted questions. Audience: System leaders, prevention specialists, educators, administrators, school site leadership district and state administrative leadership, and anyone interested.   The series is led by Angela J. Castellanos, PPSC, LCSW, Pacific Southwest School Mental Health Training Specialist, and systems leaders as guest presenters.   View Part 2 and Part 3 in this series.   About the Facilitator: Angela J. Castellanos, PPSC, LCSW, serves as a School Mental Health Training Specialist. Angela Castellanos, LCSW, is an experienced mental health consultant and administrator with 25+ years of diverse and progressive expertise in the mental health care industry and school settings. As a licensed clinical social worker, she specializes in administering school mental health programs, mentoring industry professionals (local, state, and federal), developing and teaching best practices in the area of Trauma, Suicide Prevention, Crisis Response and Recovery and School Mental Health.   

Original Broadcast Date: 11/13/20 Dr. Aaminah Norris, a professor of teacher education, and Babalwa Kwanele, a licensed mental health therapist working with school communities to engage in examining grief and the double pandemics of racial violence and COVID-19. In Part 2, participant reflects on their own experiences with counseling, teaching and learning during the double pandemics and learn ways to incorporate culturally responsive pedagogies that create healing and learning spaces. Participants learn humanizing strategies for working through grief that address and disrupt racism and anti-blackness. Download the slides HERE.   Speaker Bios:   Dr. Aaminah Norris, Associate Professor at Sacramento State University, is Founder and CEO of UnHidden Voices LLC, a Black woman-owned educational consultancy with a mission of building empathy and disrupting the invisibility of Black children, students, and families. She has more than 25 years of experience supporting schools and non- profit organizations in addressing issues of educational equity for low-income students from historically marginalized communities. She researches, teaches, and advocates the digital literacies of Black girls and women, with a particular interest in their STEM practices, culturally responsive pedagogies particularly as they connect to maker education, and the pedagogies of Black women teachers.     Babalwa Kwanele is a licensed mental health therapist (LMFT), with over 30 years of professional experience working with culturally diverse youth, children, and families in community mental health and school - based settings. Her work and research has a special focus on prevention and intervention, with the goal of improving academic outcomes and the social determinants of health. She has extensively studied the neurobiology of trauma and the effects of racism and poverty on communities, families, individuals, and complex systems. Kwanele’s areas of specialization are complex multigenerational trauma, Cognitive Behavioral Therapy (CBT), trauma-informed school based mental health, impact of secondary trauma on educators and learning, complex family systems, cultural humility, and culturally responsive care.     This webinar was one of the sessions of November's Grief Sensitivity Virtual Learning Institute (GSVLI). For more information on how to access resources from September's and November's GSVLI, please click here.