Products and Resources Catalog

      Hard copies of the toolkit are also available. If you'd prefer a hard copy, please reach out to us at [email protected]. Trauma Responsive Schools Theory of Change Toolkit: Version Two, National Edition  The Trauma Responsive Schools Theory of Change Toolkit is designed to guide users to develop a plan and to organize efforts to meet evidence-based practice standards in creating trauma responsive schools. The toolkit integrates knowledge about trauma into policies, procedures, and practices. Throughout, it aims to avoid re-traumatization. The toolkit provides an action-oriented guide for school administrators, staff, and teachers, along with community systems that serve children, youth, and families. The Mountain Plains Mental Health Technology Transfer Center edited and contributed to this product, ensuring the original product (developed at a state level) was appropriate for a broader, national audience.   Authors Evelin Gomez Ashley Brock-Baca Angèle Fauchier   Editor and Contributor Erin Briley, Mountain Plains Mental Health Technology Transfer Center Preferred Citation Gomez, E., Brock-Baca, A., & Fauchier, A. (2020). Trauma Responsive Schools Theory of Change Toolkit. Version 2, National Edit. Denver, Colorado: Colorado Office of Behavioral Health. Retrieved from (MHTTC product landing page) Version One and the Statewide Toolkit COACT Colorado has developed two toolkits, based on the Trauma-Responsive Schools Theory of Change and the Statewide Trauma-Responsive Theory of Change.   Access Version One or the Statewide Toolkit Here   The Trauma-Responsive Schools Theory of Change Toolkit: Version One Available for download, free of charge. This toolkit offers an action plan for implementing trauma-responsive practices to help address each school’s unique priorities using this Theory of Change. It contains guidance and recommendations based on the current research and the real-world experiences of teachers, administrators, staff, families, and communities. The Toolkit is intended to integrate trauma-responsive approaches with other initiatives, procedures, and daily activities in the education setting.   Statewide Trauma-Responsive Theory of Change Toolkit  The Statewide Trauma-Responsive Theory of Change Toolkit offers an action plan for implementing trauma-responsive practices to help address each agency’s unique priorities using this Theory of Change. The Statewide Toolkit is applicable to any agency or system that serves children, youth, and families, including behavioral health, child welfare, juvenile justice, courts, medicine, early childhood, and various non-profit organizations.  

Strategies for Promoting Resilience, Wellness, and Coping Skills for the Campus Community October 28, 2020   Slide deck Recording In collaboration with the New York Presbyterian Youth Anxiety Center, we are proud to present a clinically based webinar training series designed primarily for campus based mental health providers. This training will focus on evidence based practices, strategies, and supports for use with college-aged youth as they return to campus during the COVID-19 pandemic. This 90 minute intensive workshop focused on best practices for working with young adults. The workshop format consisted of one hour of training with 30 minutes of experiential activity and Q & A. This workshop was limited to 25 participants. Trainers Lauren Hoffman, Psy.D. Lauren Hoffman, Psy.D., is a clinical psychologist at the Columbia University Clinic for Anxiety and Related Disorders (CUCARD) at Columbia University Medical Center, where she also completed her postdoctoral fellowship. Dr. Hoffman received her B.A. with honors in psychology from the University of Pennsylvania and her doctorate in clinical psychology from the Graduate School of Applied and Professional Psychology at Rutgers University. She completed her predoctoral clinical internship at the NYU Child Study Center and Bellevue Hospital Center. Dr. Hoffman specializes in providing cognitive behavioral therapy for anxiety and depressive disorders in children, adolescents, and young adults. She also has clinical expertise in family and school-based interventions for youth with disruptive behavior disorders, as well as extensive clinical training in dialectical behavioral therapy for adolescent emotion dysregulation and nonsuicidal self-injury. Dr. Hoffman’s research has examined parent-child agreement on treatment goals, the relationship between bullying and emotional distress, and the development of novel assessments and interventions for bullied youth. Her current research interests also include the use of novel technology, such as virtual reality, to improve access to care for youth and young adults with anxiety. Dr. Hoffman has presented her work at national conferences and published in peer-reviewed journals.     Anne Marie Albano, PhD  Anne Marie Albano is a Professor of Medical Psychology in Psychiatry at Columbia University, founder of the Columbia University Clinic for Anxiety and Related Disorders, and Clinical Site Director of New York Presbyterian Hospital's Youth Anxiety Center. She received her Ph.D. from the University of Mississippi. Dr. Albano is a Fellow of the American Psychological Association, Association for Behavioral and Cognitive Therapies (ABCT), Founding Fellow of the Academy of Cognitive Therapy, a Beck Institute Scholar, and is Board Certified in Clinical Child and Adolescent Psychology. Dr. Albano received the Herbert Pardes Faculty Fellowship (2017-2020) at Columbia University Medical Center, was the recipient of the 2015 ABCT Award for Outstanding Contributions by an Individual for Clinical Activities, and in 2008 the Rosenberry Award for service to children, adolescents and families from the University of Colorado at Denver. Dr. Albano is a past member of the Board of Directors of the Anxiety and Depression Association of America, a past president of the Society for Clinical Child and Adolescent Psychology of the American Psychological Association, and past president of the Association for Behavioral and Cognitive Therapies (ABCT). She is a past editor of Cognitive and Behavioral Practice, past associate editor of the Journal of Consulting and Clinical Psychology and founding editor of the journal "Evidence-Based Practice in Child and Adolescent Mental Health". She has published more than 200 articles and chapters and is the co-author of several cognitive behavioral treatment manuals and of the Anxiety Disorders Interview Schedule for Children, all published by Oxford University Press. As a researcher, Dr. Albano served as a Principal Investigator of a 6-site, National Institute of Mental Health-sponsored study entitled "Child/Adolescent Anxiety Multimodal Treatment Study" (CAMS) and the extended long-term follow up of CAMS (CAMELS) and was a Principle Investigator for the Treatments for Adolescents with Depression Study (TADS). Both trials examined the relative efficacy of cognitive behavioral therapy, medication, combination treatment, and pill placebo in youth. Her book with Leslie Pepper, "You and Your Anxious Child: Free Your Child from Fears and Worries and Create a Joyful Family Life," was a 2014 ABCT Self-Help Book Award winner and 2014 Self-Help Book Award winner from the American Society of Journalists and Authors. In 2015, a new ABCT award was established in Dr. Albano's name, the "Anne Marie Albano Early Career Award for Excellence in the Integration of Science and Practice."   Previous Workshops View slide decks and recordings of completed sessions in this series.   Session One - Clinical Strategies to Promote Emotional and Behavioral Health in College-aged Youth During COVID-19 Session Two - Understanding and Supporting the Mental Health Needs of Faculty, Resident Assistants, and Staff Session Three - Assessment and Treatment Strategies for Mood and Anxiety Disorders    

Esta hoja informativa se basa en el seminario web presentado por Luis Zayas, PhD. En los últimos 30 años, las jóvenes latinas han presentado tasas más altas de intentos de suicidio en comparación con otros grupos. El índice de riesgo de suicidio en los 12 meses posteriores a un intento suicida es de aproximadamente 1.6% y, alrededor de 3.9% después de 5 años, lo cual destaca la importancia de abordar las conductas suicidas. Algunas de las razones relacionadas con los intentos de suicidio en los jóvenes incluyen vulnerabilidades cognitivas y emocionales, pobres estrategias de afrontamiento, falta de conexión social y capacidad adquirida. Los clínicos que trabajan con poblaciones latinas deben considerar la aculturación, las experiencias traumáticas, los valores culturales y los modelos culturalmente sensibles al momento de diagnosticar y tratar a las comunidades latinas con historial de intentos de suicidio.

This session featured a conversation with peer support professionals and community activists about the essential role that community building and active citizenship can play in recovery. Three panelists are members of the Focus Act Connect Every-day (FACE) group, which was discussed as a model for building networks and making community-level change outside of the mental health system.  

This is a Spanish offering of our Suicide Prevention During COVID-19 and Beyond webinar. If you would like to view the recording of the English webinar, you can view it here. Este seminario web abordará las áreas clave de la prevención del suicidio. Incluyendo: mitos y realidades, señales de advertencia y estrategias de intervención y prevención. Los participantes identificarán cómo evaluar el riesgo de suicidio y aprenderán sobre los recursos y apoyos disponibles.   Objetivos: Disipar los mitos sobre el suicidio Identificar signos y síntomas de alguien que pueda tener pensamientos suicidas Identificar factores de riesgo Entender cómo tener una conversación significativa sobre el suicidio Desarrollar la conciencia de cómo intervenir y ayudar a una persona que puede tener tendencias suicidas Proporcionar recursos y fuentes de referencia    View Presentation Slides

Presentation Slides

Woodbridge Township Suicide Prevention Training: Suicide Prevention During COVID-19 and Beyond   View Presentation Slides

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  Addressing Traumatic Brain Injury and Mental Health in Primary Care October 27, 2020 Slide deck Recording This webinar was open to anyone. The free, 90-minutes training was the final session of our six-part series on the intersection of traumatic brain injury and mental health. It focused on the primary health care community. Drawing on principles presented in previous webinars, this session addressed specific concerns of the primary health care community concluding with an overview of the series and a Q & A session.   View slide decks and recordings of sessions 1-5 on their product page. Trainers Caitlin Synovec, OTD, OTR/L Caitlin Synovec, OTD, OTR/L is an occupational therapist providing consultative services to national and state organizations. She has clinical experience in working with adults experiencing homelessness to improve quality of life and engagement in their preferred communities. She has studied and developed clinical and program resources to address the intersection of homelessness, poverty, traumatic brain injury and mental health, and their impact on health and community living.   Amber Richert, BSN, MSN, DNP Dr. Amber Richert is a Family Nurse Practitioner at Johns Hopkins Community Physicians Remington in Baltimore, MD. Amber completed her undergraduate studies in Sociocultural Anthropology at Scripps College, and earned her BSN, MSN, and DNP at Johns Hopkins University. After completing her MSN, Amber was selected to participate in Community Health Center's Nurse Practitioner residency program, an experience that has shaped the trajectory of her career and instilled in her a strong commitment to preparing future generations of health care providers.

  Suicide Assessment and Response for K-12 Populations October 27, 2020 Responding to mental health crises and risk of suicide in a school setting presents unique challenges and considerations for mental health practitioners, educators, and parents. During this free, 90-minute training, special attention was given to common screening and assessment tools used in school settings, best practices for utilizing an interdisciplinary team approach to respond to youth experiencing thoughts of suicide in a school setting, and ways to identify risk and protective factors for youth and adolescents at risk of suicide. Participants in this session learned recommended best practices for assessing children and adolescents for suicide and initiating appropriate responses to youth experiencing thoughts of suicide in a K-12 school setting   Slide Deck Recording   Trainer Erin Briley, MS, NCSP  Erin Briley works for WICHE’s Behavioral Health Program as a Research and Technical Assistant Associate as well as a Technical Trainer for the Mountain Plains MHTTC.  Ms. Briley’s work with the WICHE Behavioral Health Program includes a variety of behavioral health projects, but her primary roles involve assisting the creation and implementation of Psychology Internship Consortiums in rural western states as well as providing training and supports for school behavioral health. Prior to coming to WICHE, Ms. Briley worked for 20 years in the schools, serving primarily as a school psychologist and providing educational and behavioral health direct and indirect supports for children ages 3 through 22 of all developmental levels in California, Hawaii, and Colorado. During that timeframe, Erin also had opportunities to serve as a special education administrator, program manager for a School Based Behavioral Health program for Hawaii’s Department of Education, as well as trained and supervised paraprofessionals providing individualized supports to children with special needs. She earned her Bachelor’s in Human Development and Family Studies at Colorado State University, her Master’s in Counseling/School Psychology and a Certificate in Applied Behavior Analysis at California State University Los Angeles and is working on her PhD (ABD) in Clinical Psychology. Ms. Briley is a Nationally Certified School Psychologist. She has completed certificates in Grant Writing and is working towards her Credential in Public Leadership. 

About this Resource:  Covid-19 has been called the “patchwork pandemic” because of its uneven impact across regions and subpopulations. Emerging evidence indicates a similar pattern for the mental health effects of the pandemic. This fact sheet reviews what is currently known about Covid-19 and mental health, with a focus on populations at elevated risk of developing behavioral health problems. 

  About The Webinar Returning to school, (in person, online, or a hybrid of both), after an abrupt interruption, amplifies the need for a social-emotional wellbeing, trauma informed and ‘mental health for all’ approach. We will highlight how the Interconnected Systems Framework (ISF) focuses on a whole system response for building a resilient, culturally responsive community and acknowledging diverse populations and their needs.   Objectives Participants will be able to define how Interconnected systems framework Participants will be able to describe how ISF is being adapted to fit current context Participants will be able to describe school and district level strategies that support adult wellness   Resources       -   Interconnected Systems Framework in Virtual Conditions (PDF)       -   Strategies for Establishing or Re-Establishing Social Connections Remotely (PDF)       -   Using the Be Positive App for Distance Learning (PDF) 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.

About The Webinar This webinar will address the impact of traumatic stress on educators. The webinar is designed to teach educators and other school staff about signs and symptoms of burnout, compassion fatigue, and secondary traumatic stress (STS). It will review risk factors for STS and provide educators with strategies to prevent or mitigate STS. Finally, the webinar will address system wide approaches to address STS including ways that teachers can help other teachers reach out when they recognize that a colleague may be exhibiting signs of STS.   Resources Secondary Traumatic Stress and Educator Well Being (PDF) Organizational Resilience: Reducing the Impact of Secondary Trauma on Front Line Human Services Staff (PDF) 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 programming to deepen your ISF work and contextualize ISF to this moment of COVID-19 and beyond.  Led by Susan Barrett, MA, and University of Southern California trauma informed specialists Steve Hydon, Pamela Vona, and Vivien Villaverde, we invite you to explore the ISF framework by examining systems change (structures and leadership) and the practices (services and supports) needed to ensure student support equity. 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. About The Speakers:  Steve Hydon, MSW, EdD, is a clinical professor in field education and serves as chair of the Pupil Personnel Services Credential program. His interests are in child welfare, secondary traumatic stress and social work practice in schools. Hydon developed a secondary traumatic stress survey for teachers and mental health practitioners in schools and is a consultant to the U.S. Department of Education as an educator resilience facilitator. He has trained nationwide on secondary traumatic stress, compassion fatigue, educator resilience and the Psychological First Aid - Listen, Protect, Connect, Model, and Teach curriculum for school personnel. He is a member of the National Child Traumatic Stress Network and the Trauma and Services Adaptation Center for Resiliency, Hope and Wellness in Schools. He also serves as the liaison to the NCTSN’s Terrorism and Disaster Center and sits on the board of the American Council on School Social Work. Previously, he served as a board member of the School Social Work. 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.

Learning Collaboratives: A Strategy for Quality Improvement & Implementation in Behavioral Health In 1995, The Institute for Healthcare Improvement (IHI) launched its Breakthrough Series (BTS) collaboratives to improve healthcare. These are often referred to as learning collaboratives. Key elements of these BTS learning collaboratives, as identified by IHI in its early publications, included: selecting a specific improvement topic, recruiting expert faculty, enrolling organizations and teams, face-to-face learning sessions, Plan-Do-Study-Act cycles of change, technical assistance to teams, inter-agency sharing and learning, and summation of results and lessons learned. The IHI model was widely disseminated and adopted nationally and internationally. 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. Conducted by the Annapolis Coalition on the Behavioral Health Workforce, it addresses these questions: 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. 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.

This is a supplement to the report, Learning Collaboratives: A Strategy for Quality Improvement & Implementation in Behavioral Health, which reviews the research base and provides results of a series of key informant interviews on learning collaboratives and their potential use in quality improvement and implementation. This supplement to the full report identifies resources that are available to assist technical assistance providers in developing and offering learning collaboratives. It contains links to the following categories of information: Institute for Healthcare Improvement Resources Guides to Conducing and Planning Collaboratives Implementation and Change Strategies Plan-Do-Study-Act (PDSA) Resources Framework for Selecting an Improvement Strategy Reporting on Learning Collaboratives Health Equity, Diversion, and Inclusion Resources Additional Recommended Readings

In this presentation, Mid-America MHTTC specialists and partners with Omaha-based Community Alliance review the outcomes and benefits of family peer support. Participants will learn how family peer support can: Improve the subjective experiences (well-being) of family members; Ease the objective realities (life roles) many family members experience; and Help families balance and establish family and caregiver roles.   Speakers:   Dr. Lilchandra Jai Sookram has been in the mental health field for over 40 years. At the Nebraska State Hospital, he provided psychological services to persons with serious mental illness and to their family members, and he directed clinical services including psychology, nursing, social work, therapeutic recreation, education and return-to-work programs. He is the former director of mental health services in Kansas and clinical director of a juvenile correctional facility. Currently he is manager of family and peer services at Community Alliance. Bill Baerentzen, Ph.D., CRC, LMHP, is serious mental illness program director for the Mid-America MHTTC. Much of his outreach involves promoting evidence-based practices to help people with serious mental illness (SMI) live meaningful inclusive lives. Dr. Baerentzen has worked as director of a 250-bed emergency overnight shelter; supervisor of therapists in a treatment program for persons with co-occurring disorders; and as faculty in a rehabilitation counseling program. Jon Thomsen is a certified peer support and wellness specialist and is the supervisor for two peer support programs with Community Alliance. Jon is a certified facilitator in WRAP and RentWise, has previously facilitated support groups such as NAMI Connections, and has recently established Safe Harbor’s first support group Spiritual Recovery. Jon is involved in Crisis Intervention Training for the Omaha Police Department as well as the training of peer support specialists in the state of Nebraska. His primary goals are to support individuals who struggle with their personal well-being, to share the knowledge he has gained in his own recovery, and to walk with people while they explore their authentic self. Joe and Nancy Pawloski have been married for 46 years and were blessed with two sons. Joe was in real estate for 43 years, and Nancy taught elementary school for over 30 years. When the Pawloskis’ son Tim was in his 20s, he began to have issues with alcoholism and drug abuse, and by his 30s, he struggled with mental illness. After a stay at Lasting Hope, the Pawloskis were directed to Dr. Jai Sookram. The Pawloskis attended Dr. Jai’s family-to-family class and learned more about the issues facing their own family. Now, drawing from their own experiences with their son, the Pawloskis help others who are facing similar challenges.   Learn more about the webinar series Family Peer Support: An Emerging Workforce.

About the Event:  In this webinar, the findings from our recent listening session, “Hearing the Truth about Racism in Recovery” were presented.  Participants will learn about how race is impacting recovery supports in the community and the behavioral health system; will learn about how race creates barriers to recovery and wellness; and will learn immediate actions peer support providers can take to identify and remedy these barriers.   Key Learning Objectives:  1. Describe how race impacts recovery supports in the community and the behavioral health system.  2. Discuss how race creates barriers to recovery and wellness.  3. Identify immediate actions peer support providers can take to recognize and remedy barriers.    About the Presenters:  The Georgia Mental Health Consumer Network believes in the ability of everyone living with mental health concerns to enjoy lives of purpose, meaning, productivity, and wellness. Since it was founded in 1991, this grassroots nonprofit organization has been led and run by mental health peers—people in mental health recovery. At its core, the basis of peer support—one person using their lived experience to support another—is not new; in fact, it is the basis of human growth and development. Mental health peers with special training are now able to use their lived recovery experience in clinical settings to provide something beyond a diagnosis or medication.   Roslind D. Hayes, BS, CPS-AD, CARES, WHWC is the Statewide Coordinator of the GMHCN's Peer Support, Wellness, and Respite Centers. She is a trainer/facilitator for the Certified Peer Specialist Project, Peer Zone, and Intentional Peer Support.  Chris Johnson, MFA, CPS, CPS-AD is GMHCN's Director of Communications. He is responsible for sharing information about recovery and wellness opportunities to behavioral health peers and providers across Georgia. 

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: Understand stressors affecting educator wellbeing. Learn simple, but not always easy ways to decrease stressors. Create a Self-care Committed Action Plan. Learn and experience 3 mindfulness/meditation exercises.   Presentation Materials: Reflective Notes  Committed Action Plan  NWPBIS Additional Resources   >> 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.

Spotlight on Young Adults is a quarterly newsletter dedicated to promoting resources, perspectives, and organizations that support youth and young adult (YYA) advocates, advocates for YYA, and YYA-serving professionals.

Indian Health Care Providers Series This recorded webinar, held on September 17, 2020, features an open engagement/discussion among participants focused on addressing barriers and highlighting innovations in telebehavioral health, e.g., identify barriers with the delivery of telehealth such as access to technology, privacy, issues with physical location and comfort for providers and clients; highlight innovations being explored and discuss the positive outcomes rising to the surface during this rapid onset of telehealth. Presentation from this webinar is available for download here Organizing Partners include the Behavioral Health Training, Workforce and Policy Innovation Center of the University of Washington's Behavioral Health Institute in partnership with the WA State Health Care Authority (HCA).  Key Tribal Partners include the Indian Health Service's Telebehavioral Health Center of Excellence (TBHCE), the American Indian Health Commission (AIHC) of Washington State and others. Partners & Presenters Chris Fore, Ph.D, Director, IHS TeleBehavioral Health Center of Excellence at Indian Health Service Melody McKee, MS, SUDP, Program Director for the Behavioral Health Training, Workforce and Policy Innovation Center through Harborview Medical Center’s Behavioral Health Institute Cara Towle, MSN, RN, MA, Associate Director for Telepsychiatry at the University of Washington Kathryn Akeah and Jen Olsen, American Indian Health Commission Mike Longnecker, Tribal Operations and Compliance Manager, WA HCA Kristi Woodard, LICSW, Behavioral Health Consultant, Portland Area Indian Health Service (IHS) Lucilla Mendoza, MSW, CPP Tribal Behavioral Health Administrator, Office of Tribal Affairs, WA HCA 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.

Indian Health Care Providers Series This recorded webinar, held on September 24, 2020, features Dr. Chris Fore, Director, IHS TeleBehavioral Health Center of Excellence at Indian Health Service. Dr. Fore will present “Introduction to Telebehavioral Health for IHCPs”, covering topics such as defining telehealth, workflow considerations, configuring the space and privacy issues, billing and reimbursement and special considerations and more. The focus will be informed by the previous session’s discussion. Lucilla Mendoza, tribal behavioral health administrator with the Washington State Health Care Authority (HCA), will attend as the HCA billing/IHCP expert to attend and help field questions. Presentation from this webinar is available for download here Organizing Partners include the Behavioral Health Training, Workforce and Policy Innovation Center of the University of Washington's Behavioral Health Institute in partnership with the WA State Health Care Authority (HCA).  Key Tribal Partners include the Indian Health Service's Telebehavioral Health Center of Excellence (TBHCE), the American Indian Health Commission (AIHC) of Washington State and others. Partners & Presenters Chris Fore, Ph.D, Director, IHS TeleBehavioral Health Center of Excellence at Indian Health Service Melody McKee, MS, SUDP, Program Director for the Behavioral Health Training, Workforce and Policy Innovation Center through Harborview Medical Center’s Behavioral Health Institute Cara Towle, MSN, RN, MA, Associate Director for Telepsychiatry at the University of Washington Kathryn Akeah and Jen Olsen, American Indian Health Commission Mike Longnecker, Tribal Operations and Compliance Manager, WA HCA Kristi Woodard, LICSW, Behavioral Health Consultant, Portland Area Indian Health Service (IHS) Lucilla Mendoza, MSW, CPP Tribal Behavioral Health Administrator, Office of Tribal Affairs, WA HCA                 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.

Recording of the session "Safe at Home: Domestic Violence Awareness Series: Part 2" presented by Dr. Avis Garcia. In honor of Domestic Violence Awareness Month in October, we are hosting this series to help providers and community members understand domestic violence and ways they can advocate and support those who experience violence in their homes.

Slides from the session: "Safe at Home: Domestic Violence Awareness Series Part 2", presented by Dr. Avis Garcia. This series helps providers and community members understand domestic violence and ways they can advocate and support those who experience violence in their homes.

Compassion Fatigue Resilience Series Compassion fatigue includes elements of burnout (work demands that outpace psychological resources), secondary traumatic stress (vicarious traumatization), direct traumatic stress (the experience of fear when treating patients), and prior traumatic stress history (Figley et al., 2004). Its signs resemble those seen in post-traumatic stress disorder (PTSD), and include physiological hyper-arousal, anxiety, avoidance, social withdrawal, irritability, and persistent thoughts about difficult, “traumatic” clinical experiences. Part 3 of the Compassion Fatigue Resilience series focuses on self-care. Self-care gives us the fuel we need to be effective within our formal, professional roles. We cannot take care of others if we are not taking care of ourselves. Trauma makes us fearful, and being fearful we can mistrust each other. Mistrust leads to shame, and we may find ourselves withdrawing or reacting in anger. Self-care is about nourishing your mind and body and accessing an important source of strength: each other. This workshop-recording explores different elements of self-care and helps viewers build strategies for ongoing self-care tactics to enhance personal and professional resilience. Learning Objectives: Define secondary traumatic stress, burnout and compassion fatigue Describe the negative and positive impacts of our work Describe and practice techniques for self-care   View Part 1: Self Regulation and Part 2: Reframing of this series.