Products and Resources Catalog

Great Lakes MHTTC Year 2 in Review provides an overview of the regional center's activities, accomplishments and challenges.   

The Northwest MHTTC and the Pacific Southwest MHTTC collaborated in September of 2020 in the midst of unprecedented wildfires on the West Coast to provide a special virtual town hall on school mental health leadership in times of wildfire. Six principals, superintendents, county and state office of education leaders from Washington State, California, and Oregon who have experienced wildfire in the past and present offered reflections, lessons learned, and shared their stories so we could learn from and with them in this moment of need. This document provides a complete list of resources, materials, and helpful links shared - and more! 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.

Part 2: Strategies for managing emotions in children, adolescents, and caregivers during COVID-19 pandemic   This webinar discusses the main emotions experienced by children and adolescents and their manifestations and provides strategies for managing those emotions in children, adolescents, and caregivers who identify as Latinx during the COVID-19 pandemic.   Download Slides Here

Part 1: Social Distancing: dealing with the emotional aftermath of being away from others This webinar examines the difference between social distancing and social disconnection and provides strategies to manage the emotional aftermath of being away from others among children, adolescents, and caregivers with special emphasis on those who identify as Latinx.   Download Slides Here

Part 3: Grieving process: Dealing with a loss during the Pandemic This webinar identifies different types of grieving and provides strategies for managing grief in children, adolescents, and caregivers during the COVID-19 pandemic.   Download Slides Here

The New England MHTTC has as its overarching aim to use evidence-based means to disseminate evidence-based practices, and promote resilience and recovery to our region. To read more about our guiding principles, click here.

  School Mental Health Professionals Learning Series Fall 2020 To respect the privacy of our participants, recordings for this series will not be made available. Slide decks and additional resources can be found below.   Supporting Students with Special Needs - Slide deck Supporting Families to Support Students - Slide deck Distance Learning Strategies for Students with Disabilities - Slide deck Strategies for Managing Behaviors in the Classroom Remotely - Slide deck   Additional Resources: U.S. Department of Education remote learning resources Wading Through a Sea of Ambiguity: Charting a Course for Special Education Services During a Pandemic Do2Learn: resources for students with special needs Council for Exceptional Children: resources for teaching remotely   About this Series School Mental Health professionals from Region 8 (ND, SD, MT, UT, WY, CO) met twice a month from October to December 2020 to hear from experts on the following topics: trauma informed practices at home, grief and loss, behavior management for remote classrooms, supporting students with special needs, crisis planning, telehealth engagement, and more.   This was a closed event. If you are interested in similar technical assistance training, please contact Stefanie Winfield at [email protected].

Download the slides. Download the resource handout.   While it may not be too difficult for many of us to have empathy for a student who has experienced a loss, we may struggle with communicating that empathy to the student in a concrete way that supports their grief recovery process. This session is designed to provide a better understanding of grief and loss in students and to explore interventions that providers can use to support grief recovery. This session will explain the foundational principles and COVID-19-specific considerations about grief and loss. We will review grief indicators in students as well as general strategies for helping them grieve in a developmentally-appropriate way.   Speaker: Rozlyn Kwong, LMFT, Hathaway Sycamore Child and Family Services   Learn more about the Grief Sensitivity Virtual Learning Institute.  

Download the slides.   This session will provide practical suggestions on how to support grieving students in any context, as well as the unique challenges of supporting grieving students during the current pandemic. A range of topics will be covered, including what not to stay, considerations related to grief across different cultures, how to initiate conversations with grieving students, identifying and addressing guilt, appropriate academic accommodations, and managing grief triggers in the classroom. Participants will be introduced to free online professional development resources from the Coalition to Support Grieving Students. Ample time will be devoted to questions and discussion, including discussion about tiered school-based support grief services.   Speaker: David J. Schonfeld, MD, FAAP, Director, National Center for School Crisis and Bereavement   Learn more about the Grief Sensitivity Virtual Learning Institute.  

Download the slides.   The current school landscape is experiencing overwhelming psychosocial needs of students, caregivers who are uncertain how to support youth, and school systems struggling to develop a responsive plan. COVID-19 has only served to exacerbate symptoms of trauma, grief, and loss. In fact, COVID has created an environment in which there are “pre-conditions” to trauma. This session will provide an overview for school mental health professionals on how they can leverage their own resources to support students, families, and communities during these trying times. Inspired by two theoretical frameworks, the Ecobiodevelopmental and the Attachment Regulation and Competency (ARC) models, the session will promote a strengths based approach recognizing the neurobiological impact of stress on the brain, its impact on learning, and its influence on future outcomes. Discussions will revolve around effective communication and psychoeducation strategies to enhance students’ distress tolerance, support caregivers, and empower school personnel to develop creative support solutions.   Speakers: Lisa Wobbe-Veit, University of Southern California Kerry Doyle, University of Southern California   Learn more about the Grief Sensitivity Virtual Learning Institute.  

Watch the session. Download the resource handout.   While it may not be too difficult for many of us to have empathy for a student who has experienced a loss, we may struggle with communicating that empathy to the student in a concrete way that supports their grief recovery process. This session is designed to provide a better understanding of grief and loss in students and to explore interventions that providers can use to support grief recovery. This session will explain the foundational principles and COVID-19-specific considerations about grief and loss. We will review grief indicators in students as well as general strategies for helping them grieve in a developmentally-appropriate way.   Speaker: Rozlyn Kwong, LMFT, Hathaway Sycamore Child and Family Services       Learn more about the Grief Sensitivity Virtual Learning Institute.  

Watch the session.   This session will provide practical suggestions on how to support grieving students in any context, as well as the unique challenges of supporting grieving students during the current pandemic. A range of topics will be covered, including what not to stay, considerations related to grief across different cultures, how to initiate conversations with grieving students, identifying and addressing guilt, appropriate academic accommodations, and managing grief triggers in the classroom. Participants will be introduced to free online professional development resources from the Coalition to Support Grieving Students. Ample time will be devoted to questions and discussion, including discussion about tiered school-based support grief services.   Speaker: David J. Schonfeld, MD, FAAP, Director, National Center for School Crisis and Bereavement   Learn more about the Grief Sensitivity Virtual Learning Institute.  

Watch the session.   The current school landscape is experiencing overwhelming psychosocial needs of students, caregivers who are uncertain how to support youth, and school systems struggling to develop a responsive plan. COVID-19 has only served to exacerbate symptoms of trauma, grief, and loss. In fact, COVID has created an environment in which there are “pre-conditions” to trauma. This session will provide an overview for school mental health professionals on how they can leverage their own resources to support students, families, and communities during these trying times. Inspired by two theoretical frameworks, the Ecobiodevelopmental and the Attachment Regulation and Competency (ARC) models, the session will promote a strengths based approach recognizing the neurobiological impact of stress on the brain, its impact on learning, and its influence on future outcomes. Discussions will revolve around effective communication and psychoeducation strategies to enhance students’ distress tolerance, support caregivers, and empower school personnel to develop creative support solutions.   Speakers: Lisa Wobbe-Veit, University of Southern California Kerry Doyle, University of Southern California   Learn more about the Grief Sensitivity Virtual Learning Institute.  

Tailoring Evaluation Designs to Training and Technical Assistance Delivery Formats by Jonathan Olson, Sarah Kopelovich, Marianne Kellogg, Jennifer Blank, Christina Clayton, & Eric J. Bruns University of Washington School of Medicine       This poster, developed by Jonathan Olson, Sarah Kopelovich, Marianne Kellogg, Jennifer Blank, Christina Clayton, & Eric J. Bruns of University of Washington School of Medicine addresses the following: What is the Northwest Mental Health Technology Transfer Center (MHTTC)?  What types of trainings are offered through Northwest MHTTC? How does the Northwest MHTTC tailor evaluation plans to individual event formats? Terms of use and Substance Abuse and Mental Health Services Administration (SAMHSA) disclosure statement

Description:   Primary care staff and behavioral health providers working in integrated care settings are up against a slate of novel challenges posed by the COVID-19 pandemic. Join the Mid-America MHTTC for Responsive Care During a Pandemic: How to Sustain Pediatric Integrated Practice, a panel discussion among health care workers in our region who have developed strategies for responding to these emergent issues.   Speakers:           Holly Roberts, PhD, LP, is an associate professor in the Department of Psychology at the Munroe-Meyer Institute for Genetics and Rehabilitation. Dr. Roberts is a faculty trainer and a member of the Mid-America MHTTC’s integrated care team. Dr. Roberts is the clinic liaison for the Department of Psychology where she leads clinical expansion and maintenance efforts in integrated care across Nebraska. She practices as an integrated care psychologist in the Omaha Children’s Clinic, an integrated pediatric primary care clinic in Omaha, NE. Dr. Roberts has extensive experience facilitating didactic and practical instruction in clinic development as well as utilizing telehealth in clinical practice.         Tawnya Meadows, PhD, BCBA-D, is board certified in behavioral analysis. She completed her graduate school training at Mississippi State University and her internship and postdoc at University of Nebraska Medical Center at the Munroe-Meyer Institute. She joined UNMC’s faculty in 2004 in rural Nebraska before joining Geisinger in 2011. She serves as Director of Pediatric PCBH for Geisinger and is the Central Region clinic lead. In addition, she works in the interdisciplinary sleep clinic alongside pulmonology, gastroenterology, and neurology.         Blake Lancaster, PhD, LP, is a pediatric psychologist and clinical assistant professor at Michigan Medicine at the University of Michigan in Ann Arbor. Dr. Lancaster received his PhD in child clinical psychology from Western Michigan University, and completed his internship and post-doctoral training at the Munroe-Meyer Institute at the University of Nebraska Medical Center, where he also served as a junior faculty member from 2008-2012. Dr. Lancaster’s clinical practice focuses on providing behavioral health services in primary care pediatric settings using the integrated behavioral health co-location model.         Nicholle Bruhn, APRN, CPNP-PC, IBCLC, is a pediatric nurse practitioner at Omaha Children’s Clinic. Bruhn earned her master’s degree in pediatric nursing from the University of Nebraska Medical Center in 2017. She is also a certified pediatric emergency nurse, a sexual assault nurse examiner, and an international board certified lactation consultant. Bruhn has a passion for caring for children and their families, loves to teach, and believes good communication is the key to success in medicine.         Pat Steinhauer, MD, is a physician at Village Pointe Pediatrics in Omaha. Dr. Steinhauer received his MD from the University of Nebraska Medical Center after completing his residency at Creighton-Nebraska University Health Foundation. He is board certified by the American Board of Pediatrics and a fellow of the American Academy of Pediatrics.         Katie Kottmann, RN, is a triage nurse at Omaha Children’s Clinic. Before joining OCC, she earned bachelor’s degrees in psychology and in nursing, and worked with acute care and surgical patients at Methodist Hospital. Kottmann feels she is able to find a balance using her educational background to assist in the care of her patients both physically and mentally, advocating for the best possible outcomes for everyone.         Jaime White is a receptionist at Omaha Children’s Clinic. White’s role revolves around keeping paperwork up to date and scheduling appointments in a way that ensures all patients receive quality care. She is a skilled multitasker who understands that communication and teamwork are essential to proper functioning and safety of all patients and co-workers in these trying times. Passionate about helping others, White recently returned to school and aims to become a nurse.         Deidra Cecil is a receptionist at Omaha Children’s Clinic and Certified Medication Aide. As a CMA, she sees much of what goes on at the clinic, from the check-in process to direct patient care. She is conscious of the importance of teamwork in addressing day-to-day needs at the small private practice.   Learn more about this panel.  

This infographic is intended to help mental health providers identify components of a suicide risk assessment and documentation best practices as well as identify key elements of an effective crisis and safety response plan. This infographic is meant to accompany our Suicide Risk Assessment Part 1 and Part 2 webinar recording. 

The Pacific Southwest MHTTC School Mental Health Quarterly Newsletter shares resources, events, and insights to support school leadership, educators, and staff throughout HHS Region 9.

Cultural competence is essential to achieve patient-centered or client-centered care. This workshop continues the work of enhancing skills and knowledge to work more effectively in a multicultural setting. Participants explore stereotypes and enhance skills for interrupting bias. Sometimes we hear others say demeaning, degrading, or hurtful comments and lack skills to interrupt and redirect the intentional or unintentional behavior. This workshop provides skills to interrupt bias in a healthcare setting using a video titled “Ouch! That Stereotype Hurts,” and concludes with points on what it means to be culturally competent. Learning Objectives Define stereotypes, bias and oppression Describe the Ladder of Oppression Learn skills for interrupting bias, stereotypes and derogatory remarks or jokes Intended Audience: Mental Health Professionals and Healthcare Professionals   Watch Recording of Part 1.   About the Presenter  Joel Jackson serves as a subject matter expert for several programs at the Chicago Center for HIV Elimination. Through Truth, Racial Healing and Transformation of Greater Chicago, Joel serves as a Racial Healing Practitioner. In this role, Joel co-facilitates Racial Healing Circles across Chicagoland, helping to provide space for healing and connection and to reaffirm the humanity in all of us. He is also the UChicago Medicine Assistant Director of Inclusion and Training for the Urban Health Initiative Office of Diversity, Inclusion and Equity. He coordinates the hospital’s cultural competence training strategy and is the lead facilitator of the UChicago Medicine Cultural Competence Course. Joel is also helping to coordinate the hospital’s Resilience Based Care training strategy, which will include a focus on compassion fatigue resilience and a focus on trauma-informed care. He is a Certified Compassion Fatigue Professional and the 2020 Staff Diversity Leadership Award recipient for the University of Chicago.

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. This session-recording is designed to decrease burnout and compassion fatigue, as well as increase satisfaction and resilience. Part 1 focuses on the skill of Self-Regulation and teaches resilience techniques to help participants self-regulate their nervous systems. Learning Objectives: Define secondary traumatic stress, burnout and compassion fatigue Describe the physiological effects of compassion fatigue Describe and practice techniques for self-regulation   View recordings of Part 2: Reframing and Part 3: Self-Care in this series.       About the Presenter  Joel Jackson serves as a subject matter expert for several programs at the Chicago Center for HIV Elimination. Through Truth, Racial Healing and Transformation of Greater Chicago, Joel serves as a Racial Healing Practitioner. In this role, Joel co-facilitates Racial Healing Circles across Chicagoland, helping to provide space for healing and connection and to reaffirm the humanity in all of us. He is also the UChicago Medicine Assistant Director of Inclusion and Training for the Urban Health Initiative Office of Diversity, Inclusion and Equity. He coordinates the hospital’s cultural competence training strategy and is the lead facilitator of the UChicago Medicine Cultural Competence Course. Joel is also helping to coordinate the hospital’s Resilience Based Care training strategy, which will include a focus on compassion fatigue resilience and a focus on trauma-informed care. He is a Certified Compassion Fatigue Professional and the 2020 Staff Diversity Leadership Award recipient for the University of Chicago.

This Mental Health Byte features Luis R. Torres, Ph.D. from the University of Texas in Rio Grande Valley. Dr. Torres is a Latino social worker committed to increasing equity in mental health care to communities of color. In this short video, Dr. Torres provides an overview of the main health and mental health care disparities that Hispanic and Latino populations’ are facing daily. It includes social determinants of health, specific types of mental health disparities like; rates of psychiatric disorders, access to high quality, evidence-based and culturally grounded treatment, and treatment outcomes. At the end of the presentation, Dr. Torres provides recommendations to mental health providers, researchers, and consumers of mental health services to focus on reducing disparities, and share-trusted resources.   Download our booklet on this same topic. MHB on Suicide Prevention mentioned in this video.  

The Northwest MHTTC honors Indigenous Peoples' Day to celebrate the many cultures and lands across our region of Alaska, Idaho, Oregon, and Washington. We share resources as starting points for reflection in honor of Indigenous Peoples' Day and discuss the practice of land acknowledgments. We also spotlight our upcoming events, events within the TTC network, and a new SAMHSA mobile app for creating and sharing a psychiatric advance directive (PAD).

This handout visualizes three core skills central to the Adult Resilience Curriculum, or ARC.

“One size does not fit all: The Latinx community is as diverse as any other community in our country.” This two-part booklet was developed to honor the celebration of National Hispanic Heritage Month. Hispanic Heritage Month is the perfect moment to discuss and highlight issues and challenges that agencies, organizations, and mental health providers face regarding Latino clients' mental health services. This booklet is intended to be a culturally appropriate resource for diverse mental health professionals serving Latinx clients. Part I: Unpacking What It Means to Work with Latinx Clients and their Families, explains some of the significant differences that are fundamental to take into consideration during treatment delivery in the remarkably diverse Latinx community. Recommendations to increase health equities and to combat stigma about mental health conditions and treatment are provided.

Suicide is the second leading cause of death in the U.S. among people ages 10-24 years old and has disproportionately increased Latinx and Hispanic adolescents and young adults, who have elevated rates of suicidal behaviors. This 1.5 hour online session provides information about identifying suicide-related risk in Latinx and Hispanic youth and review evidence-based practices to screen for risk across various settings. • Recognize trends in suicide, suicidal thoughts, and behaviors in Hispanic/Latinx adolescents and young adults in the U.S. • Identify risk and protective factors associated with suicidal thoughts and behaviors • Highlight culture-specific risk and protector factors associated with suicide-related risk • Understand how some suicide prevention programs have integrated culture-specific experiences into their strategies • Resources to screen for suicide-related risk in youth Download Slides Here