Products and Resources Catalog

  Social Justice and COVID-19 is the second part of a three part series entitled "Sharing our Wisdom: Lived Experience and COVID-19." In this webinar we discuss our experiences during the COVID-19 pandemic as Black and Latina women. Participants spoke from their lived experience. Presenters: Pauline Bernard, Ph.D., Ana Florence, Ph.D., Bridgett Williamson To access a copy of this presentation, please click here. 

This flyer provides an overview of the 12-1 p.m. CT Friday, Sept. 4, webinar, Student Mental Health During COVID-19: How to Prepare as Schools Reopen.

This is a link to the recording for the session presented by our MHTTC K-12 Grant on Tribal School Support for Reopening Amidst the COVID 19 Pandemic.

About this Resource:  In the wake of the COVID-19 pandemic, PK-12 schools across the United States closed and educators quickly pivoted to remote and continuous learning opportunities to protect students and society as a whole from the deadly coronavirus – COVID-19. As educational leaders across the country navigate the complexities for providing instruction during the 2020-2021 academic year, questions have arisen regarding systematic screening practices. In this presentation, we offer considerations by Lane and Oakes (2020) for conducting systematic screenings for internalizing and externalizing behaviors in the COVID-19 era. We recommend educators continue to screen, use multiple sources of data to inform programming, and screen responsibly.   >> Presentation PDF About the Presenter: Kathleen Lynne Lane, Ph.D., BCBA-D, CF-L1 Kathleen Lynne Lane is a Professor in the Department of Special Education at the University of Kansas and Associate Vice Chancellor for Research. Dr. Lane’s research interests focus on designing, implementing, and evaluating comprehensive, integrated, three-tiered (Ci3T) models of prevention to (a) prevent the development of learning and behavior challenges and (b) respond to existing instances, with an emphasis on systematic screening. She is currently the President Elect of the Council for Exceptional Children Division for Research (CEC-DR). She is the co-editor of Remedial and Special Education and Journal of Positive Behavior Interventions. Dr. Lane has co-authored 11 books and published over 200 refereed journal articles and 40 book chapters.   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 four-hour online session, divided in two days, discuss an evidence-based modular approach to help children, adolescents, adults, and families immediately after a disaster and terrorism. It is intended to provide tools and techniques for rapid response teams, service providers, healthcare professionals, and volunteers. Cultural alerts regarding main cultural values like; familismo, respeto, and personalismo will be provided to enhance providers' skills while serving Hispanic and Latino populations.   Slides here

  This four-hour online session, divided in two days, discuss an evidence-based modular approach to help children, adolescents, adults, and families immediately after a disaster and terrorism. It is intended to provide tools and techniques for rapid response teams, service providers, healthcare professionals, and volunteers. Cultural alerts regarding main cultural values like; familismo, respeto, and personalismo will be provided to enhance providers' skills while serving Hispanic and Latino populations. Slides Here

This one and half-hour online session provide information on 10th, 11th, and 12th largest population of Hispanic origin living in the United States, the Ecuadorians, Peruvians, and Nicaraguans; each group accounted for 1% of the U.S. Hispanic population in 2017. The presenter will provide information about the languages, traditions, customs, values, spirituality, and the social, historical, and political context that led them to immigrate to the United States. Also, they discuss migration trauma and its impact on mental health.   Slides Here

This one and half-hour online session provides an overview of the sociopolitical stressors impacting the psychological wellbeing of undocumented immigrants in the US, including recipients of the Deferred Action for Childhood Arrivals (DACA) program. The training also includes a review of the cultural strengths and resilience exhibited by this immigrant community. Lastly, this training provides a review of cultural competencies for clinicians to work with this community, including social justice frameworks.   Slides Here

This virtual training provides a description of the current distribution of Hispanic and Latino populations living in the United States, their characteristics, barriers to services including disparities in mental health treatment, and concepts that may be useful in the delivery of mental health treatment of Hispanics and Latinos living in the United States.   Slides Here

Recording of the webinar "Guiding the Shepherd and Shepherding the Flock in the Wake of the COVID-19 Pandemic, Part 3," originally held on June 16, 2020.   Download the slides

Recording of the webinar "Evidence-Based Early Psychosis Identification and Treatment," originally held on June 23, 2020.   Download the slides

Learning From and With the School Mental Health Workforce (School Counselors, Psychologists, and Teacher Educators) is Session 2 of the two-part learning series Supporting School Mental Health in the Context of Racial Violence. This learning series is intended for students, families, educators and school mental health professionals who are navigating the impact of racial violence on student mental health. Each 1.5 hour learning session will feature a moderator who will engage advocates, leaders and the school mental health workforce in a conversation that focuses on: Strategies for supporting students’ mental health while navigating racial violence (in and out of school); Opportunities for the field to improve its commitment to fostering a workforce ready, able and willing to hold racial violence as a mental health issue; Steps we might take to advance school mental health supports for students experiencing racial violence. Download the slides for this presentation here. Learn more about our speakers here. Questions? Please email Jessica Gonzalez at [email protected].   

"Welcome to My World": Extreme Emotional States and COVID-19 is the first part of a three part series entitled "Sharing our Wisdom: Lived Experience and COVID-19." In this webinar, the presenters discussed past and current extreme emotional states and how they affect our experiences during the COVID-19 pandemic. Participants had the opportunity to speak from their lived experiences. We welcomed questions from the audience! Presenters: Ana Florence, Ph.D., Rebecca Miller, Ph.D., Claire Bien, Leslie Nelson To access a copy of this presentation, please click here.

Presentation Slides and Transcript 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

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 transcript and presentation slides

This guide provides practical strategies for increasing diversity, equity, and inclusion in your mental health organization or agency. Highlighting the specific cultures and communities of the Pacific Southwest region, this guide includes concrete examples, tools, and research-informed strategies. The guide is organized into three sections: recruitment, hiring, and retention. Each section includes a series of recommendations to help employers develop and maintain a workforce that is reflective of diverse communities and responsive to their needs.

Original Date: 8/4/20   This is the third in a three-part webinar series. (Part One, Part Two) This session summarizes the principles of psychological first aid and common reactions that may be seen in any crisis event, including the current pandemic.  It provides practical advice on how to help students and staff understand and cope with the current pandemic and prepares us for what may be needed to offer support to students when schools re-open.  The session underscores the need for professional self-care and highlights some of the barriers as well as some potential solutions.  Together, we consider how best to support students, staff, and ourselves during this evolving pandemic.   Intended audience: educators; school mental health providers and support professionals (school counselors, nurses, psychologists, and social workers); school administrators; and community-based medical and mental health professionals providing support to schools and/or children and families.   About the Presenter: David J. Schonfeld, MD, FAAP, established and directs the National Center for School Crisis and Bereavement (www.schoolcrisiscenter.org); the Center coordinates the Coalition to Support Grieving Students (www.grievingstudents.org), comprised of over 85 organizations including the major educational professional organizations. He holds a joint appointment at the Keck School of Medicine of USC. Schonfeld has authored more than 100 scholarly articles, book chapters, and books (e.g., The Grieving Student: A Teacher’s Guide, Brookes Publishing), and he has given more than 800 presentations on the topics of pediatric bereavement and crisis. He has provided consultation and training on school crisis and pediatric bereavement in the aftermath of a number of school crisis events and disasters within the United States and abroad, including school and community shootings in Newtown, CT, Marysville, WA, Aurora, CO, Chardon, OH, and Townville, SC; flooding from hurricanes Sandy in New York and New Jersey, Katrina in New Orleans, and Ike in Galveston, TX; 2008 earthquake in Sichuan, China; tornadoes in Joplin, MO, and Alabama; and Great Smoky Mountain wildfires in Sevierville, TN. He has also conducted school-based research (funded by NICHD, NIMH, NIDA, the Maternal and Child Health Bureau, William T. Grant Foundation, and other foundations) involving children’s understanding of and adjustment to serious illness and death, as well as school-based interventions to promote adjustment and risk prevention. About the National Center for School Crisis & Bereavement: In 2005, Schonfeld established the NCSCB with funding from the September 11th Children’s Fund and the National Philanthropic Trust. Further funding from the New York Life Foundation has allowed the center to provide ongoing and expanded services. The center aims to promote an appreciation of the role that schools play to support students, staff, and families at times of crisis and loss; to collaborate with organizations and agencies to further this goal; and to serve as a resource for information, training materials, consultation, and technical assistance. 1-877-53-NCSCB (1-877-536-2722) [email protected]

Original Date: 8/3/20   This is the first of two webinar sessions. (View Session Two Instead) The Pacific Southwest MHTTC was 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 were 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 was 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 aimed 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: Wednesday, August 3, 2020 (Click the "View Resource" button above to access the recording)   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  

Over the past decades, evidence of trauma as a root cause underlying a number of social issues continues to build. The presenters of this webinar examined how traumas ranging from adverse childhood experiences to systemic oppression to financial insecurity are implicated in rising suicide rates across the United States. Participants explored concrete ways to trauma-inform their approach towards suicide both in one-on-one dialogue and on a systems-level. This training was facilitated by individuals with their own personal history navigating experiences of trauma and suicide attempts and who have worked extensively supporting others using the internationally-recognized “Alternatives to Suicide” approach. Presenters: Caroline Mazel-Carlton, Western Mass RLC and Sara Davidow, Western Mass RLC To access a copy of this presentation, click here. 

Abuse by an intimate partner is associated with a range of mental health consequences, further amplified in the context of structural inequities, ongoing danger, and coercive control. While more research is needed on IPV-specific treatment interventions, evidence indicates that interventions that are adapted to meet the specific needs of survivors of IPV are most effective. This 1-hour session provided a framework for mental health treatment in the context of IPV, including IPV-specific treatment strategies, trauma treatment in the context of IPV, and strategies for incorporating an IPV- and trauma-informed approach.   Slide Deck FAQ Document (coming soon) Learning Objectives By participating in this session, attendees will be able to: Identify at least three strategies for increasing their responsiveness to survivors of IPV within existing mental health services.  Become familiar with evidence-based, evidence-informed, and promising practices for the treatment of trauma in the context of IPV.  Describe at least three components of adapting evidence-based practices to be more responsive to the needs of survivors of IPV. Actively collaborate with survivors of IPV to develop individualized, person-centered safety strategies in the context of mental health services. Navigate the tools, strategies, and resources in NCDVTMH’s Coercion Related to Mental Health and Substance Use in the Context of Intimate Partner Violence Toolkit. 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 second 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 other upcoming sessions, please click here.

Slides of a webinar on systems leadership approaches that embrace trauma-informed care at the district level. This series offers both the theory and practical tips to support school workforces to implement trauma informed principles in our practices, programs, and policies. Main presenter: Leora Wolf-Prusan, EdD, Director of Learning at the Center for Applied Research Solutions Guest speakers: Metro Nashville Public Schools Department of Support Services, Tennessee

Slides of a webinar on systems leadership approaches that embrace trauma-informed care at the state level. This series offers both the theory and practical tips to support school workforces to implement trauma informed principles in our practices, programs, and policies.   Main presenter: Leora Wolf-Prusan, EdD, Director of Learning at the Center for Applied Research Solutions Guest speakers: Project AWARE State Leaders (Janet Watkins, Project Coordinator, Tennessee AWARE; Miriam Silman, MSW, Project AWARE/ Trauma Informed Care Program Administrator, Kentucky; and Kathryn Tillett, MSSW, Project AWARE KY Coordinator)

This is the recording for the MHTTC session, Understanding Suicide Part 3: Tools for providers to help someone experiencing suicidal ideation. 

Click the link to receive an pdf handout from the MHTTC session: Understanding Suicide Part 3: Tools for providers to help someone experiencing suicidal ideation.