Products and Resources Catalog

Click here to view the recording for the session that took place on September 3rd, 2020 on Tribal Schools as they Reopen Amidst COVID 19 Part 3.

Click here to view the handouts for the session on September 3rd, 2020 for the K-12 Session for Tribal Schools as they Reopen Amidst COVID 19 #3. 

This flyer gives information on our weekly series for helping schools serving Native American and Alaska Native schools during COVID.

Student Mental Health During COVID-19: How to Prepare as Schools Reopen is a webinar geared toward emergency managers, public health professionals (state and local health departments), and school administrators who are working together to create school reopening and response plans. Session content is focused on the mental health needs of children, adolescents, and educators related to crises and how community and school organizations can partner to develop responsive plans that address these needs during the COVID-19 pandemic. Download the slides HERE. Download the FAQ document HERE. Speakers: Brandy Clarke, Ph.D., LP, is the Project Director for the Mid-America Mental Health Technology Transfer Center (MHTTC). Dr. Clarke, is also a licensed psychologist and an associate professor in the Department of Psychology at the Munroe-Meyer Institute (MMI) for Genetics and Rehabilitation at the University of Nebraska Medical Center. She has years of experience in clinical training and research related to increasing access to mental and behavioral health supports for children and adolescents in various settings, such as schools and integrated primary care.    ​   Nancy Lever, Ph.D., is a clinical psychologist with extensive clinical, research, policy, and training experience related to advancing comprehensive school mental health systems. Dr. Lever has over 20 years of experience providing and leading school mental health services and programming efforts at the local, state, and national levels. She serves as the executive director of the University of Maryland School Mental Health Program, and co-director of the National Center for School Mental Health, wherein she is working at local, state, and national levels to advance research, training, policy, and practice in school behavioral health.​ This webinar is brought to you by the Mid-America MHTTC and MHTTC Network Coordinating Office in partnership with the National Center for School Mental Health. It is being sponsored by the U.S. Department of Health and Human Services, Office of the Assistant Secretary for Preparedness and Response (ASPR) and Office of the Assistant Secretary for Health (OASH). For more information on the webinar, please click here.  

During January and February 2020, New England MHTTC staff gathered information to determine mental health and other related training needs of New England tribal populations. On March 4, 2020, we concluded this process with an in-person meeting sponsored by the Native American Indian Center of Boston. Due to COVID-19, however, further information gathering was impossible after this time as tribal health authorities and MHTTC program leaders responded to the pandemic.

This is the slide deck for The Road to Primary Care: Several Paths to Coming Home, the second session in our series Coming Home to Primary Care: Pediatric Integrated Health. This session will focus on models of integrated behavioral health care with emphasis on the Primary Care model. Speakers will present the importance of communication with the primary care team and communication strategies such as warm hand-offs and hallway consultations. The benefits of utilizing these strategies will be highlighted as ways to promote collaboration, increase attendance rates for patients, and provide the type and brevity of communication needed in a busy primary care clinic.   Learning Objectives: Identify core features of interprofessional collaborative care models and the primary care models of integrated care with a focus on behavioral health Describe considerations for selecting an integrated care model that best suits the clinic/organization Describe elements of formal and in-formal communication and collaboration amongst the primary care team related to both models of integrated care   Target Audience: Behavioral Health Providers Primary Care Providers Nurses   Learn more: https://bit.ly/ComingHometoIC  

Find our August 2020 newsletter here. In this issue, we highlight mental health and well being resources for returning to school during COVID, announce our Anxiety & Return to School webinar series, and introduce our newest team member: Nathaly Florez.   >> Click "View Resource" above Sign up for our School Mental Health Newsletter! Want more information and school mental health resources? Visit the Northwest MHTTC's School Mental Health page and sign up for our newsletter for regular updates about events, trainings, and resources available to the Northwest region.

This session will focus on models of integrated behavioral health care with emphasis on the Primary Care model. Speakers will present the importance of communication with the primary care team and communication strategies such as warm hand-offs and hallway consultations. The benefits of utilizing these strategies will be highlighted as ways to promote collaboration, increase attendance rates for patients, and provide the type and brevity of communication needed in a busy primary care clinic. Learning Objectives: Identify core features of interprofessional collaborative care models and the primary care models of integrated care with a focus on behavioral health Describe considerations for selecting an integrated care model that best suits the clinic/organization Describe elements of formal and in-formal communication and collaboration amongst the primary care team related to both models of integrated care Target Audience: Behavioral Health Providers Primary Care Providers Nurses Learn more: https://bit.ly/ComingHometoIC  

In this newsletter, we are pleased to share a study published in JAMA this month featuring the work of our Co-Director, Lydia Chwastiak, MD. As September is National Suicide Prevention Awareness Month and National Recovery Month, we share upcoming events as well as resources related to these important topics.

Peer Support and Essential Workers During COVID-19 is the third part of a three part series entitled "Sharing our Wisdom: Lived Experience and COVID-19." In this webinar we discussed the role that Peer Workers play in the COVID-19 pandemic. Participants had the opportunity to speak from their lived experiences and presenters welcomed questions from the audience. Presenters: Ana Florence, Ph.D., Keris Jän Myrick, Richard Youins, and Thomas Wexler To access a copy of this presentation, click here.

Webinar Objectives: Define trauma and the various types of trauma Explore Adverse Childhood Experiences (ACEs) and our personal ACE score Understand how trauma manifests in our lives: signs and symptoms Define and understand what a trauma-informed approach looks like Learn how we can create a trauma-informed classroom and address student behaviors to improve mental health   View presentation slides

Presentation slides   Webinar Objectives: Define trauma and the various types of trauma Explore Adverse Childhood Experiences (ACEs) and our personal ACE score Understand how trauma manifests in our lives: signs and symptoms Define and understand what a trauma-informed approach looks like Learn how we can create a trauma-informed classroom and address student behaviors to improve mental health

This flyer provides an overview of the Well-Being Wednesdays: Taking Care of Educators Who Take Care of Kids 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, airing 12-1 p.m. Central Time Sept. 9, will cover the what, why, and how of the Adult Resilience Curriculum (ARC) and present strategies aimed at enhancing resilience and well-being. Each session in this monthly series will focus on one of the 10 ARC practice modules and follow a tell-show-do approach. Session leaders will teach one skill per session, outlining the skill, providing examples, and promoting use of the skill. During the last session of the series, participants will be encouraged to identify and practice strategies that align with their personal and professional values, resulting in a “personal recipe for well-being.” Visit the series web page.

This is the slide deck for Starting Down the Integrated Care Road and How the Mid-America MHTTC Can Help, the first session in our series Coming Home to Primary Care: Pediatric Integrated Health. This session will introduce the integration of behavioral health providers in primary care practices as well as the technical assistance the Mid-America MHTTC offers in this field. Speakers will demonstrate how integration efforts increase access to behavioral health, increase appointment attendance and reduce stigma. Members of the Mid-America MHTTC Integrated Care Program will welcome requests to establish and/or enhance integration efforts in primary care.    Learning Objectives:  Define integrated behavioral health care  Identify the consequences and costs of poor health to society, particularly poor behavioral health  Explain the importance of primary care in mental health delivery  Describe the advantages of integrated care for patients, physicians, and providers   Target Audience: Behavioral Health Providers Primary Care Providers Nurses   Learn more: https://bit.ly/ComingHometoIC  

Original Webinar Date: 8/5/20   This is the second of two webinar sessions. (View Session One Instead) The Pacific Southwest MHTTC is pleased to partner with The Catalyst Center, with sponsorship from the California Department of Education and Wellness Together, to offer two webinar sessions to support the California school mental health workforce, school site leaders, and systems leaders. These sessions are presented by community-based and youth-centered organizations and agencies from whom we can learn to guide our telehealth approaches, practices, and policies. The aim of both sessions is to lift up rising practices: stories of resilience as providers innovate ways to help youth access behavioral health amidst a worldwide pandemic. COVID-19 has forced us into conditions that challenge best practices for serving the mental health needs of youth we marginalize. The school behavioral and mental health workforce has the opportunity to learn from community-based service providers who have pivoted their models of care and engagement, implementing creative methods of virtual practice to ensure communities receive the care they direly need. Through these two sessions, we hope to support California school mental health advocates, educators, administrators, and other school systems leaders in managing stress and trauma in their communities. Each session highlights voices of experience from community-based organizations that have been innovative and student-centered in their response and resilience to this moment. Their learnings help us identify, adopt, and implement innovative, student-centered telehealth strategies for our students’ equitable mental health access.   Session 1: How might we partner with and listen to youth / students whom we marginalize, specifically in their telehealth experience during COVID-19? Date: Monday, August 3, 2020   Session 2: How might community-based organizations provide student support, and what can school systems learn from them, specifically related to COVID-19 telehealth? Date: Wednesday, August 5, 2020 (Click the "View Resource" button above to access the recording)  

Nearly one in four youth and young adults (YYA) in the United States identify as Latinx or Hispanic. While diverse in terms of personal circumstances, heritage, language, culture, strengths, and needs, many Latinx YYA share challenges related to poverty, discrimination, and cultural identity. They are at heightened risk of depression and suicidality, and their mental health needs are often unaddressed and untreated. As Latinx people are disproportionately impacted by COVID-19 and its far-reaching effects on their families and communities, it is more important than ever for organizations and practitioners to increase their capacity to support Latinx YYA in coping with the many challenges they face. The New England Mental Health Technology Transfer Center held an interactive conversation with Juan Velez Court, Kristine Irizarry, Andrea Mendiola, and practitioners from New England and beyond.

Click here to view the second session on Tribal School Support for Reopening Amidst the COVID 19 Pandemic!

Suicide Prevention in Rural Primary Care  People who die by suicide are more likely to have been seen by a primary care provider in the 30 days prior to their death than any other health care discipline. In rural areas especially, where behavioral health resources are fewer and stigma around seeking mental health help may be greater, it is crucial that primary care providers have the knowledge, skills, and tools necessary to help prevent suicide among their clients. This webinar series introduced a simple toolkit to help put suicide prevention protocols into place in a practice or clinic, and walked participants through the screening, assessment, and intervention phases of suicide prevention. Tips for addressing suicidal issues via telehealth were also included.   Part One Office Protocols, Screening, and Assessment August 26, 2020 This session offered an overview of rural suicide issues, contributing factors to suicide rates in rural communities, primary care providers’ critical role in suicide prevention, office protocols, and patient screening and risk assessment. Slide deck Recording Suicide Prevention Toolkit for Primary Care Practices: U.S. edition   Part Two Intervention, Follow-up, and Telehealth Tips September 10, 2020 This session covered intervention including medication, safety planning, documentation, and follow-up for patients expressing suicidal ideation as well as tips for helping patients via telehealth.   Slide deck Recording   Trainer Liza Tupa, PhD Technical Trainer, Mountain Plains MHTTC Director of Education and Research, WICHE Dr. Liza Tupa is the Director of Education and Research for the Western Interstate Commission for Higher Education, Behavioral Health Program (WICHE BHP) and a technical trainer for the Mountain Plains MHTTC. A licensed clinical psychologist, her work at the WICHE BHP has included expanding rural psychology internship development to seven western states, behavioral healthcare workforce training, service delivery system and clinical consultation, statewide behavioral health needs assessments, and developing toolkits for Suicide Prevention in Primary Care and School Behavioral Health Advocacy.

This two-part series provides information on how the behavioral health system can employ the tools of population health management for planning and redesigning. Part 1 describes and provides strategies on how to implement population management.

This two-part series provides information on how the behavioral health system can employ the tools of population health management for planning and redesigning. Part 2 discusses value-based reimbursement.

El impacto de la pandemia del COVID-19 ha iluminado las inequidades existentes con la carga de la crisis recayendo en las personas representando minorías raciales y étnicas y otros grupos marginalizados. Partiendo de un encuadre que integra la justicia social y las prácticas informadas en la diversidad y el trauma, esta charla virtual ofrecerá una visión general sobre el impacto de la intersección de las inequidades estructurales y la pandemia en los niños de cero a cinco años en familias Latinoamericanas. Se abordará la violencia de pareja en este contexto y sus implicaciones desde la perspectiva del niño pequeño, el cuidador / padre y las relaciones de apego. La presentación está disponible AQUÍ. El documento de FAQ está disponible AQUÍ. Speakers: Carmen Rosa Noroña, LICSW, MSW, MS. Ed., IECMH-E® (Infant and Early Childhood Mental Health Mentor-Clinical), is originally from Ecuador. For over 25 years, she has provided clinical services to young children and their families in a variety of settings. She currently is the Child Trauma Clinical Services and Training Lead at Child Witness to Violence Project and the Associate Director of the Boston Site Early Trauma Treatment Network at Boston Medical Center, an NCTSN Category II center. She is a Child-Parent Psychotherapy National Trainer, an expert faculty of the Diagnostic Classification of Mental Health and Developmental Disorders of Infancy and Early Childhood Training (DC: 0-5) and one of the developers of the Harris Professional Development Network Diversity Informed Tenets for Work with Infants Children and Families Initiative and of the Boston Medical Center Family Preparedness Plan for Immigrant Families. She is a former co-chair of the Culture Consortium of the National Child Traumatic Stress Network, and has adapted and translated materials for Spanish-speaking families affected by trauma. Carmen Rosa has also contributed to the literature in infant and early childhood mental health, diversity and immigration. Wanda Vargas, Ph.D., is currently the Senior Psychologist at New York Presbyterian’s Family PEACE Trauma Treatment Center, an NCTSN Category III center, dedicates herself to improving the safety and well-being of underserved young children and caregivers who have been exposed to trauma. Dr. Vargas immigrated to the United States from the Dominican Republic at the young age of 3, and later earned a Ph.D. in the combined Clinical and School Psychology program at Hofstra University where she developed an interest in maternal stress and mother-child dyads. Through her leadership at Family PEACE, Dr. Vargas has been working on creating a trauma-informed approach to identifying at-risk young children and developing programming that is client-centered and culturally attuned to the needs of the community, in the hopes of fulfilling a dream of one day being able to break the intergenerational transmission of trauma for our nation’s children. Note: This is the final session of the Preventing and Responding to Family Violence During COVID-19 Series, an online series brought to you by the MHTTC Network and the National Child Traumatic Stress Network. For more information on the series and to access recordings and resources from previous sessions, please click here.

Families of persons with serious mental illness play an important role in the lives of their loved ones. In addition to being caring siblings, parents or spouses, they often function as caregivers and can be an asset to any mental health team to assure optimal benefit of treatment. A new workforce is emerging to support these families. Family Peer Support workers are persons with a lived experience trained to provide support to other family members who are caring for a person with a serious mental illness. This webinar from Aug. 20, 2020, introduces family peer support as a profession, explore its roles and functions, and highlight specific training needs.   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. Cecilia Losee is a financial planner who specializes in working with special needs families. Her own disability and that of her adult daughter give her a unique perspective into what it takes to plan for the future. With over 10 years in the industry she uses many different tools, such as special needs trusts, to ensure the protection of government benefits while maximizing the amount left to take care of your loved ones.   Rich Kalal is a parent of a loved one with serious mental illness. A retiree of IBM, Kalal works as a volunteer at Community Alliance, in particular on family education programs along with Dr. Jai Sookram. On many occasions, Kalal has spoken to University of Nebraska Medical Center residents of psychiatry and family medicine and medical students about being a family member of a person with a serious mental illness.     Learn more about Family Peer Support: An Emerging Workforce at https://bit.ly/FPS_2020

The C-TLC held a one-day virtual workshop to help your community learn to alleviate trauma, toxic stress, and mental health challenges for youth and those who work with them. Understanding how to cultivate a compassionate school community, using mindfulness practices and community-based visioning to address trauma, will help staff, as well as students and their families, return to school this fall with tools to overcome the mental health challenges presented by COVID-19 and amid widespread collaborative support to end racial inequity and injustice across the globe. Presenters: Martha Staeheli, PhD, Christine Mason, PhD, and Dana Asby, MA, MEd To access a copy of our participant's manual, click here. To access a copy of the morning sessions, click here. To access a copy of the afternoon sessions, click here.

The C-TLC held a one-day virtual workshop to help your community learn to alleviate trauma, toxic stress, and mental health challenges for youth and those who work with them. Understanding how to cultivate a compassionate school community, using mindfulness practices and community-based visioning to address trauma, will help staff, as well as students and their families, return to school this fall with tools to overcome the mental health challenges presented by COVID-19 and amid widespread collaborative support to end racial inequity and injustice across the globe. Presenters: Martha Staeheli, PhD, Christine Mason, PhD, and Dana Asby, MA, MEd To access a copy of our participant's manual, click here. To access a copy of the morning sessions, click here. To access a copy of the afternoon sessions, click here.