Products and Resources Catalog

Description: This readiness assessment tool is designed to help behavioral health systems improve service capacity for older adults with mental illnesses and substance use disorders. Questions are organized across four key areas to review available resources and supports, assess current policies and practices, and highlight gaps and priorities for systemic improvements.

About the Event:  A global epidemic, social unrest, racial tensions, economic uncertainty -- these are just a few of the widespread stressors impacting you and your patients as you navigate the challenges of adapting your practice to safely engage individuals who at baseline face stressors and adversity. Mental health clinicians have adapted to COVID-19 with increased use of telehealth, aided by relaxed regulatory constraints and increased willingness to adopt new technology. But how are you really doing? Dr. Glenda Wrenn provided an overview of the unique challenges created by the pandemic that impact mental health and present ways to mitigate provider fatigue and burnout while providing both telepsychiatry and in person care. She also discussed how the intersection of mental health and current racial tensions may impact your practice, with helpful tools to navigate the discomfort and uncertainty of these unprecedented times.     Key Learning Objectives:  1. Identify challenges created by the COVID-19 pandemic that impact mental health;   2. Identify ways to mitigate provider fatigue and burnout while providing telepsychiatry and in person care; and 3. Discuss how the intersection of mental health and current racial tensions may impact practice.     About the Presenter:  Dr. Glenda Wrenn is a psychiatrist and mental health policy expert with a focus on building resilience and advancing mental health equity. She currently serves as Chief Medical Officer of 180 Health Partners, an Associate Professor of Psychiatry at Morehouse School of Medicine, and was the founding Director of the Kennedy Satcher Center of Mental Health Equity in the Satcher Health Leadership Institute until 2018.     

Original Webinar Date: 8/27/20 We all have implicit biases, and it’s important that we become mindful of how they can show up and impact our work with others. Implicit biases can lead to unfair differences in the expectations we hold for those we serve, how we interact with them, and the learning opportunities we provide. In this recording of Part 4 in this series, we explore the dynamics of implicit bias and its impact on decision-making in behavioral health spaces. In the process, we grapple with the concepts of prejudice, bias, microaggressions, and stereotypes. Presented by Pacific Southwest MHTTC team members Dr. Rachele Espiritu, Kaitlin E. Ferrick, JD, and Dr. Suganya Sockalingam.   Part 4 of this recorded series will challenge you to: Reflect on your own implicit bias Recognize the role bias plays in responding to mental health concerns and in client interactions Learn ways to become self-aware of personal biases Acknowledge the way bias shows up in our organizational culture, climate, policies, and practices Examine strategies to disrupt the biases that show up in our work  

In this newsletter, we are pleased to share our upcoming events for September and October. We're proud to announce that our e-course, The Psychiatrist’s Guide to Population Management of Diabetes, is now certified to offer CME and CNE credits. We spotlight events to honor Hispanic Heritage Month, National Suicide Prevention Awareness Month and National Recovery Month.

Click here to download the handouts of the presentation on 9/10/2020 for the session for Tribal Schools as they Reopen Amidst COVID-19 #4: Native Youth Telehealth Initiative.

Slide deck

Click here to view the recording for the session for Tribal Schools as they Reopen Amidst COVID-19 #4 on 9/10/2020.

  The Great Lakes MHTTC School-based Supplement hosted this webinar focused on helping educators and families recognize signs of anxiety in youth. As we continue to wade through these changing and challenging times, our students are also facing the uncertainty of what the upcoming school year brings. Now, more than ever it is important that we are attuned to our students' mental health needs. Topics covered include: How ongoing stress can cause health problems Brain development and the impact of stress in teens Common anxiety disorders in youth, including signs and symptoms Self-help strategies for depression and anxiety How to encourage professional help   Speaker: Angela Begres, LMSW Co-Founder Partners for Healthy Lives Angela is a licensed clinical social worker who obtained her MSW at the University of Chicago. She is an experienced trainer and presenter contracted both independently and through various nonprofits in the Chicago area, Michigan, and others, with experience integrating mental health education programs into the curriculum for students and staff within the Chicago and West Cook County public schools. In partnership with the National Alliance for Mental Health (NAMI) Metro Suburban, Angela also developed a program to help decrease student stress and implement mindfulness in the classrooms. She has also worked with Chicago Family Services (DCFS) providing parenting education, with efforts to help parents reunite with their children.   Click "download" above to access additional resources: PPT_RecognizingAnxietyinYouth_Begres_8.31.20 Transcript_RecognizingAnxietyinYouth_Begres_8.31.20 Q/A_RecognizingAnxietyinYouth_Begres_8.31.20 Recognizing Anxiety In Youth - Fact Sheet.pdf Recognizing Anxiety in Youth - Frequently Asked Questions.pdf Recognizing Anxiety in Youth - Mindfulness.pdf Recognizing Anxiety in Youth - Resources.pdf Recognizing Anxiety in Youth - Self Care Action Plan.pdf Recognizing Anxiety in Youth - Supporting Youth with Symptoms of Anxiety.pdf

Research has consistently documented that victimization by an intimate partner significantly increases a person’s risk for suicide and that there are higher rates of suicidality among people who experience IPV. Similarly, both clinical and population-based studies have found higher rates of IPV among people who experience psychiatric disabilities. At the same time, experiencing any type of psychiatric condition creates unique risks for survivors of IPV, risks that are important to factor into prevention, crisis intervention, and treatment services.    Slide Deck Learning Objectives By participating in this session, attendees will be able to: Describe the multi-directional relationships between IPV, suicidality, and disabling psychiatric conditions for survivors of IPV. Assess the potential presence of intimate partner violence in precipitating or exacerbating mental health crisis. Actively collaborate with survivors of IPV to develop individualized, person-centered safety strategies in mental health crisis prevention and recovery planning, including IPV-informed psychiatric advance directives.   Speakers Carole Warshaw, MD, is the Director of the National Center on Domestic Violence, Trauma & Mental Health. Dr. Warshaw has been at the forefront of developing collaborative models and building system capacity to address the mental health, substance use and advocacy concerns of survivors of DV and other trauma, and to create accessible, culturally responsive, domestic violence- and trauma-informed services and organizations. She has written and spoken extensively on these topics both nationally and internationally and has served as an advisor to numerous health, mental health and advocacy organizations and federal agencies, including the U.S. Department of Human Services, Substance Abuse and Mental Health Services Administration (SAMHSA) and the Office of the Assistant Secretary for Planning and Evaluation (ASPE). She also served on the National Research Council Committee on the Assessment of Family Violence Interventions. Dr. Warshaw has maintained a private practice in psychiatry since 1989 and is a faculty member in the Department of Psychiatry at the University of Illinois.   Gabriela Zapata-Alma, LCSW, CADC, is the Director of Policy and Practice on Domestic Violence and Substance Use at the National Center on Domestic Violence, Trauma & Mental Health, as well as faculty at The University of Chicago, where they coordinate the Advanced Alcohol and Other Drug Counselor certification program at the School of Social Service Administration. Gabriela brings over 15 years of experience supporting people impacted by violence, mental health conditions, substance use disorders, trauma, housing instability, and HIV/AIDS; providing counseling, training, advocacy, and policy consultation; and leading programs using trauma-informed approaches, Motivational Interviewing, harm reduction, gender-responsive care, Housing First, and third-wave behavioral interventions. Gabriela has been recognized with numerous awards, including Health & Medicine Policy Research Group’s 2018 Health Award, and the 2017 Rising Star Award from the Illinois chapter of the National Association for Addiction Professionals (NAADAC).   Note: This is the final session of the Working at the Intersection of Intimate Partner Violence and Mental Health Series, an online series brought to you by the MHTTC Network and the National Center for Domestic Violence, Trauma, and Mental Health. For more information on the series and to access recordings and resources from previous sessions, please click here.

Watch the webinar 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. The introductory session, which aired Sept. 9, 2020, covers the what, why, and how of the Adult Resilience Curriculum (ARC) and presents strategies aimed at enhancing resilience and well-being. Learn more: https://bit.ly/Well-beingWeds

Mental health professionals and school mental health personnel often do not receive intensive training on helping patients manage grief, loss, and bereavement, particularly grief related to situations seen during this pandemic. This series of fact sheets, developed by the MHTTC Network, is designed to help mental health professionals and school mental health personnel support patients, students, and families who may be experiencing grief at any time, including during the COVID-19 pandemic. In this sheet, we define grief and differentiate between normative or uncomplicated grief from prolonged or complicated grief. Below, you can find the links to the other fact sheets in the series: Fact Sheet #2 - Responses to Grief Across the Lifespan: In this sheet, we discuss differences in grief reactions based on developmental level. Fact Sheet #3 - Preventive Strategies and Protective Factors: In this sheet, we discuss preventive strategies and protective resources for complicated grief. Fact Sheet #4 - Cultural Responsiveness: In this fact sheet, we describe differences in cultural expressions of grief. Fact Sheet #5 - Evidence-Based Treatments for Grief: In this sheet, we highlight evidence-based treatments for managing grief.

Mental health professionals and school mental health personnel often do not receive intensive training on helping patients manage grief, loss, and bereavement, particularly grief related to situations seen during this pandemic. This series of fact sheets, developed by the MHTTC Network, is designed to help mental health professionals and school mental health personnel support patients, students, and families who may be experiencing grief at any time, including during the COVID-19 pandemic. In this sheet, we discuss differences in grief reactions based on developmental level. Below, you can find the links to the other fact sheets in the series: Fact Sheet #1 - Introduction to the Fact Sheet Series and Defining Grief: In this sheet, we define grief and differentiate between normative or uncomplicated grief from prolonged or complicated grief. Fact Sheet #3 - Preventive Strategies and Protective Factors: In this sheet, we discuss preventive strategies and protective resources for complicated grief. Fact Sheet #4 - Cultural Responsiveness: In this fact sheet, we describe differences in cultural expressions of grief. Fact Sheet #5 - Evidence-Based Treatments for Grief: In this sheet, we highlight evidence-based treatments for managing grief.

Mental health professionals and school mental health personnel often do not receive intensive training on helping patients manage grief, loss, and bereavement, particularly grief related to situations seen during this pandemic. This series of fact sheets, developed by the MHTTC Network, is designed to help mental health professionals and school mental health personnel support patients, students, and families who may be experiencing grief at any time, including during the COVID-19 pandemic. In this sheet, we discuss preventive strategies and protective resources for complicated grief. Below, you can find the links to the other fact sheets in the series: Fact Sheet #1 - Introduction to the Fact Sheet Series and Defining Grief: In this sheet, we define grief and differentiate between normative or uncomplicated grief from prolonged or complicated grief. Fact Sheet #2 - Responses to Grief Across the Lifespan: In this sheet, we discuss differences in grief reactions based on developmental level. Fact Sheet #4 - Cultural Responsiveness: In this fact sheet, we describe differences in cultural expressions of grief. Fact Sheet #5 - Evidence-Based Treatments for Grief: In this sheet, we highlight evidence-based treatments for managing grief.

Mental health professionals and school mental health personnel often do not receive intensive training on helping patients manage grief, loss, and bereavement, particularly grief related to situations seen during this pandemic. This series of fact sheets, developed by the MHTTC Network, is designed to help mental health professionals and school mental health personnel support patients, students, and families who may be experiencing grief at any time, including during the COVID-19 pandemic. In this sheet, we describe differences in cultural expressions of grief. Below, you can find the links to the other fact sheets in the series: Fact Sheet #1 - Introduction to the Fact Sheet Series and Defining Grief: In this sheet, we define grief and differentiate between normative or uncomplicated grief from prolonged or complicated grief. Fact Sheet #2 - Responses to Grief Across the Lifespan: In this sheet, we discuss differences in grief reactions based on developmental level. Fact Sheet #3 - Preventive Strategies and Protective Factors: In this sheet, we discuss preventive strategies and protective resources for complicated grief. Fact Sheet #5 - Evidence-Based Treatments for Grief: In this sheet, we highlight evidence-based treatments for managing grief.

Mental health professionals and school mental health personnel often do not receive intensive training on helping patients manage grief, loss, and bereavement, particularly grief related to situations seen during this pandemic. This series of fact sheets, developed by the MHTTC Network, is designed to help mental health professionals and school mental health personnel support patients, students, and families who may be experiencing grief at any time, including during the COVID-19 pandemic. In this sheet, we highlight evidence-based treatments for managing grief. Below, you can find the links to the other fact sheets in the series: Fact Sheet #1 - Introduction to the Fact Sheet Series and Defining Grief: In this sheet, we define grief and differentiate between normative or uncomplicated grief from prolonged or complicated grief. Fact Sheet #2 - Responses to Grief Across the Lifespan: In this sheet, we discuss differences in grief reactions based on developmental level. Fact Sheet #3 - Preventive Strategies and Protective Factors: In this sheet, we discuss preventive strategies and protective resources for complicated grief. Fact Sheet #4 - Cultural Responsiveness: In this fact sheet, we describe differences in cultural expressions of grief.

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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 enhance safety. During this presentation, participants will 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. Finally, participants will familiarize themselves with resources and recommendations on TF-CBT for Latinos children and youth. Download Slides Here

This webinar series is a collaboration between the Northeast and Caribbean MHTTC, the Northeast and Caribbean ATTC, and the Northeast and Caribbean PTTC.   Building off the psychological framework of unconscious bias as discussed in the first session, this second presentation will review and inform on how unconscious bias is reflected in words, communications, and relations toward persons of color through case scenarios reflecting its impact in the addiction, mental health, and prevention settings. The elusiveness of cognitive bias underscores provider assumptions and perceptions and affect judgment that leads to prejudice, micro-aggressions, and even discriminatory practices in care. The discussion will also identify commonly experienced pressures of personal and ‘on the job’ stress, and other bias risk factors that affect decision making, interactions, and client/patient outcomes in behavioral health. 

Monthly e-newsletter of the Great Lakes ATTC, MHTTC, and PTTC.  September 2020 focus: National Recovery Month. 

This is a list of resources that has been compiled (and continues to be updated) during the National American Indian and Alaska Native MHTTC's ongoing series: Special Weekly Series for Tribal Schools as they Reopen Amidst COVID-19. This guide is tailored for providers and school personnel who are Native and/or are working with American Indian and Alaska Native students. Topics include: general resources, telehealth, COVID-19, health, and other. To download this resource guide, please use the "DOWNLOAD" button located above.

About the Event:  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. Dr. Benjamin Druss reviewed what is currently known about COVID-19 and mental health, with a focus on which populations are at elevated risk of developing behavioral health problems. He addressed the complementary roles that clinicians and public health practitioners can play in addressing the mental health consequences of the pandemic. This webinar is co-sponsored by the Region IV Public Health Training Center.   Key Learning Objectives:  1. Understand the rates of mental health consequences of the COVID-19 pandemic;  2. Identify the subpopulations at highest risk for mental health consequences of the COVID-19 pandemic; and 3. Address roles for clinicians and public health practitioners in addressing the mental health consequences of the COVID-19 pandemic.    About the Presenter:  Benjamin Druss, MD, MPH is Professor and Rosalynn Carter Chair in Mental Health in the Department of Health Policy and Management at Rollins School of Public Health, Emory University and Director of the Southeast Mental Health Technology Transfer Center. Dr. Druss is working to integrate mental health, physical health, and public health. His research has focused on understanding and improving access, quality, and outcomes of care for populations with serious mental illnesses and medical comorbidity. This work has included epidemiological studies, intervention trials, and health policy and public health research.