Products and Resources Catalog

This session featured a conversation with the organizers, directors, and actors in theater productions that focused on recovery. The facilitator lead a conversation with 4 panelists who talked about the production and their experience with the productions and its ties to the citizenship framework and social justice.   Resources: New Haven Play Project 2019 Youtube Video

Northwest MHTTC continues to honor Indigenous Peoples after celebrating Indigenous Peoples' Day on October 12, 2020. We continue to set aside time this month to appreciate the culture, resilience, and history of Native American and Alaska Native communities. We're pleased to share our upcoming events including Skills for Psychological Recovery (SPR) for Direct Service Providers and our new products, as well as two new online courses on self-care and on addressing stigma in substance use disorders.

  This one and half-hour online session discusses the Culturally Modified-Trauma-Focused Cognitive Behavioral Therapy (CM-TFT). CM-TFT is an Evidence-Based Therapy proven to be effective for Hispanic and Latino children and adolescents that experienced traumatic events. The adaptations (CM-TFT) include culture specific topics like spirituality, gender roles, family, personalism, respect, among other cultural elements. The therapy's main goals are to identify trauma experiences, provide psychoeducation, increase affect regulation, identify cultural considerations, process adverse experiences in a safe environment, in-vivo exposure and to enhance safety. During this presentation, participants will be able to recognize TF-CBT components using a case study of a 6-year-old girl from El Salvador exposed to domestic violence. Participants will learn how to include cultural adaptations while providing therapy to Latino clients and their families. Resources and recommendations regarding TF-CBT for Latino children and youth will be provided.   Download Slides Here

In Well-Being Wednesdays: Creating Safe and Supportive Environments, which aired Oct. 14, 2020, attendees learn about psychological safety in the workplace and a communication strategy they can use to help develop it in their schools. Psychological safety refers to the sense of security a worker feels knowing that they may admit mistakes or show faults without repercussion. It is most effectively instilled through leaders to create a safe working environment, and in school settings, teachers can contribute to that process in their day-to-day interactions with one another. 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

About the Presenter: Douglas Smith has been the lead instructor for the University of Wisconson's Grief Support Services certificate program, which has trained over 600 healthcare professionals in 39 states and 14 countries. He has conducted extensive grief training workshops in all 50 states, and internationally. He also has extensive personal experiences related to grief.    View Presentation Slides

Reviewing the Basics of Grief Counseling Presentation Slides

Session Description: The pandemic has highlighted the ways in which marginalized communities experience death and loss at much higher rates than white communities. Part 1 of this presentation covers the ways in which contemporary grief theory often sidelines marginal communities and highlights COVID-19 specific considerations regarding grief and loss.   Presenters: Dr. Candi Cann Michael Hebb    View Presentation Slides

Grieving in the COVID-19 Era and Beyond Presentation Slides

Key Questions: How can we understand the experience of grief? What factors complicate or mitigate the experience of grief? How can we assist grieving persons?   Presenter: Dr. Kenneth J. Doka is a Professor Emeritus, The College of New Rochelle and Senior Consultant to the Hospice Foundation of America. Dr. Doka has extensive experience in the area of grief, is a prolific author and speaker, providing keynoted addresses internationally. Dr. Doka participates in the annual Hospice Foundation of America Teleconference and has appeared on CNN and Nightline. In addition, he has served as a consultant to medical, nursing, funeral service, and hospice organizations as well as businesses and educational and social services agencies. Dr. Doka was elected President of the Association for Death Education and Counseling in 1993. In 1995, he was elected to the board of directors of the International Work Group on Dying, Death, and Bereavement and served as chair from 1997-1999. The Association for Death Education and Counseling presented him an award for Outstanding Contributions to the field of Thanatology and Hospice. His Alma Mater, Concordia College, presented him with their first Distinguished Alumnus Award. He is a recipient of the Caring Hands Award as well as the Dr. Robert Fulton CDEB Founder's Award. In 2006, Dr. Doka was grandfathered in as a Mental Health Counselor under NY state's first licensure of counselors.   View Presentation Slides 

Understanding Grief and Loss Presentation Slides

  This virtual training provides a description of the development of an assessment and a cultural formulation using the DSM 5 Cultural Formulation Interview.   Download Slides Here

This webinar addresses the different terms that have been used to describe Latino populations and the evolution of such terms throughout history. Presenters discuss how different generations may use different terms to self-identify and variables involved in this process such as acculturation and assimilation. The presentation considers anthropological as well as psychosocial contexts in ethnic identification as well as their impact on the mental health of Latino populations.   Download Slides Here

The infographic describes a pernicious cycle through which the mental health workforce shortage leads to underuse of the Early and Periodic Screening, Diagnostic and Treatment (EPSDT) benefit in Medicaid, and how, in turn, underuse of EPSDT feeds back to a worsening mental health workforce shortage.

  Assessment and Treatment Strategies for Mood and Anxiety Disorders October 14, 2020   Slide deck Cognitive Restructuring Worksheet 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 Andrea Temkin, Psy.D. Andrea Temkin, Psy.D., is an Assistant Professor of Psychology in Clinical Psychiatry at Weill Cornell Medicine and an Assistant Attending Psychologist at New York Presbyterian Hospital. She is a licensed psychologist with expertise in cognitive behavioral therapy for anxiety, depression, attention-deficit and hyperactivity disorder (ADHD), and related conditions. Dr.  Temkin earned her Psy.D. from The Graduate School of Applied and Professional Psychology at Rutgers University where she received training at the Youth Anxiety and Depression Center. Her research focused on improving treatments for children and adolescents through technology and through the use of transdiagnostic interventions. Dr. Temkin also looked at ways to improve the dissemination and implementation of evidence-based practices through collaboration with community-based clinicians. Dr. Temkin completed her clinical internship at Bellevue Hospital Center/New York University Child Study Center. During this time she earned specialized training in treatments for ADHD and disruptive behavior disorders. Following her intern year, she was a post-doctoral fellow at the Youth Anxiety Center at Weill Cornell Medicine/New York Presbyterian where she contributed to clinical and research efforts focused on youth and young adults.     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.     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  

This brief report examines the reported prevalence of sadness and hopelessness, suicidal ideation, bullying, and fighting among high school age youth in the Southeast region’s eight states. These data are derived from the 2019 Youth Risk Behavioral Surveillance System.  

Monthly electronic newsletter of the Great Lakes ATTC, MHTTC, and PTTC.  October 2020 issue features project updates from the co-directors of each of our projects, a state spotlight on Illinois,  and the results of our National Recovery Month 2020 recovery word cloud project. 

This infographic describes the Early and Periodic Screening, Diagnostic and Treatment (EPSDT) benefit, a rich benefit mandated to be covered in all Medicaid programs for youth (age < 21). It also highlights key common misconceptions about EPSDT.

Slides from the session, "Safe at Home: Domestic Violence Awareness Series Part 1". This series helps providers and community members understand domestic violence and ways they can advocate and support those who experience violence in their homes.

The Managing Anxiety & Return to School 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 this Resource: The COVID-19 pandemic is eliciting significant psychosocial concerns for youth and adults alike, especially anxiety. Educators have unique opportunities to engage with youth during this time, despite the fact that most schools are operating remotely. Identifying and implementing strategies for all (educators and youth) to cope with anxiety during this time is important. In this webinar, we will discuss how to identify anxiety, distinguish typical and problematic anxiety, and describe/utilize coping strategies for anxiety, and promote resilience in educational settings during the COVID-19 pandemic. Webinar Objectives: Distinguish typical vs. problematic anxiety within educational settings (both in-person and remote formats) during a global pandemic Apply evidence-based strategies for anxiety to these situations as an educator Learn to promote use of evidence-based strategies for anxiety for youth within an educational setting Understand how implementation of effective anxiety coping strategies can promote resilience   >> Presentation PDF >> Click "View Resource" above to access the recording This recording is about the 4-part Managing Anxiety & the Return to School webinar series. Learn more and register for upcoming Anxiety & Return to School Webinars here.  About the Presenters: Jennifer Blossom, PhD is a Clinical Child Psychologist with expertise in assessment and intervention for youth with anxiety, depression, and suicidality. Dr. Blossom has worked in some capacity in the field of clinical child psychology for over 10 years. Currently, Dr. Blossom is an Assistant Professor in the Division of Psychology and Human Development at the University of Maine at Farmington (UMF), teaching at both the undergraduate and graduate levels. Before joining UMF, Dr. Blossom completed a two-year postdoctoral fellowship at Seattle Children’s/University of Washington where she conducted research and provided clinical services within the Mood and Anxiety Program and Crisis Care Clinic. Dr. Blossom maintains an active research program related to service delivery, efficiency, and access for youth with internalizing problems, with particular emphasis on expanding behavioral interventions within integrated healthcare settings.   Kendra Read, PhD is a clinical psychologist, the Director of the Mood & Anxiety Program and Director of Anxiety Programs at Seattle Children’s. She is also the Director of Psychotherapy Training through the University of Washington School of Medicine Child Psychiatry Fellowship. She received her PhD in clinical psychology from Temple University in Philadelphia, PA under the mentorship of Philip Kendall, Ph.D., completed her internship in pediatric psychology at Nemours/A. I. duPont Hospital for Children, and her postdoctoral fellowship at the Stanford University School of Medicine in the Psychiatry and Behavioral Sciences Department. Dr. Read specializes in the treatment of youth with anxiety disorders and OCD from a cognitive behavioral therapy perspective. Her research interests include understanding factors that contribute to treatment outcome, and the dissemination and implementation of CBT for anxiety disorders.     Want more information and school mental health resources? Visit the Northwest MHTTC's School Mental Health page and sign up for our monthly newsletter for regular updates about events, trainings, and resources available to the Northwest region.

This is the slide deck for our Oct. 14, 2020, webinar, Well-Being Wednesdays: Creating Safe and Supportive Environments, part of our monthly series Well-Being Wednesdays: Taking Care of Teachers Who Take Care of Kids. Learn more about the series.

Recording of "The Effectiveness and Utilization of Telebehavioral Services: The Future is Now". This webinar includes a brief review of: telebehavioral health research and its efficacy; strategies that promote skill development; and resources related to guidelines, privacy/security, and confidentiality rules/regulations. Finally, the virtualization of behavioral health services post PHE is highlighted.

Recording of the "Safe at Home: Domestic Violence Awareness Series Part 1" session. 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.

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 2 of the Compassion Fatigue Resilience series focuses on reframing. Living with fidelity to our purpose and in alignment with our principles is equally important in developing and maintaining our professional quality of life. Trauma makes us fearful, and being fearful we mistrust each other. Mistrust leads to anger, and then we find ourselves violating our own values, the same ones that brought us to mental health and healthcare. Although we might want things to be different from what they are, resilience arises from acceptance of the world as it is, focusing instead on what meaning we make of it for ourselves. This recorded workshop will lead viewers in exercises to help them reframe and move forward within their roles with intentionality and perceptual maturation.   Learning Objectives: Define secondary traumatic stress, burnout and compassion fatigue Describe causes and effects of stress Describe and practice techniques for reframing   View Part 1: Self Regulation and Part 3: Self-Care of this series.

In 2020, the New England Mental Health Technology Transfer Center (New England MHTTC) engaged stakeholders from across the region in conversations about children’s mental health services. The conversations, which included leadership and staff from state child welfare and behavioral health offices, family-run organizations, and service providers, focused on learning about policies, initiatives, progress, and needs in each state.