Products and Resources Catalog

This one and half-hour online session provides information on third, sixth, and eighth-largest population of Hispanic origin living in the United States. The presenter provides 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, he discusses migration trauma and its impact on mental health.   Slides are available here.

This one and half-hour part two online training was designed to provide an overview of the culturally adapted Dialectical Behavior Therapy (DBT) for Hispanic and Latino clients. During this second part, participants learn and apply fundamentals of DBT skills: Mindfulness, Distress Tolerance, Emotion Regulation, Dialectical Thinking, and Interpersonal Effectiveness. A case study of a Mexican woman presenting cultural issues and with a diagnosis of depression and anxiety will be discussed using a Spanish DBT group therapy modality. Dr. Reutter discusses types of parenting that impact Latina adolescents with suicidal behavior. Participants receive resources and recommendations regarding culturally adapted DBT for Latino clients. Slides are available here.

Learning From and With Students, Caregivers, Advocates and Systems Leaders is Session 1 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] 

This webinar will examine the language we use to describe marginalized populations and how cultural bias, prejudice, historical trauma, and socialization can impact the words we use and how they impact our students.   Webinar Objectives: Recognize how cultural bias, socialization processes, and prejudice impact our use of language Identify ways in which language use can improve mental health among Latino youth   View presentation slides and transcript

Presentation slides and transcript

/*-->*/ /*-->*/ /*--> Loss of life by suicide has been growing for the past 20 years in the United States. All of us have been impacted, yet innovation around addressing deaths of despair has been rare. What insights can be gleaned from the peer support and harm reduction communities about new ways forward? This Webinar explored the key paradigm shifts of “Alternatives to Suicide”, an approach first utilized in the Western Mass Recovery Learning Community that has now spread across the globe and been featured in academic publications, as well as popular media outlets such as O magazine. We explored concrete ways to shift the conversation around suicide by rooting dialogue in vulnerability, curiosity, meaning and collective healing. To access a copy of this presentation, please click here. 

Find our July 2020 newsletter here. In this issue, we highlight new resources and two upcoming events: a two-part learning forum on Supporting School Mental Health in the Context of Racial Violence and a webinar on Universal Screening for Internalized and Externalizing Behaviors in the COVID-19 Era.   >> 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.

In 2019, the Mid-America Mental Health Technology Transfer Center (MHTTC) and National Center for School Mental Health (NCSMH) co-facilitated an in-person workshop breaking down the National School Mental Health Best Practices: Implementation Guidance Modules for States, Districts, and Schools. Now, you, too, can follow along with the training — for free! Learn more about the modules.     PLEASE NOTE: As of April 2021, the MHTTC Network and National Center for School Mental Health (NCSMH) changed the title of the National School Mental Health Curriculum: Guidance and Best Practices for States, Districts, and Schools to the new title National School Mental Health Best Practices: Implementation Guidance Modules for States, Districts, and Schools.  

With the increase in traumatic backgrounds, coupled with continued experiences of discrimination, many affectional and gender minorities find the transition to parenthood to be difficult.  Affectional and gender minority parents find it tough to rely on social support.  Practitioners need to understand the current state of affectional and gender minority parenting and the various relationship dynamics that are affected. Once an affectional or gender minority couple have a child, it appears that they tend to experience more burdens associated with family life than heterosexual and cisgender couples. Many affectional and gender minority couples with children are twice as likely to be living in poverty as different-sex couples, despite their higher levels of education, as well as experience higher rates of unemployment. Furthermore, affectional and gender minority families face struggles when advocating for their children in the school setting, seeking appropriate medical care for their children, developing and defining their roles as parents, dividing childcare, and housework. This presentation will highlight the struggles of affectional and gender diverse families, as well as provide strategies and skills to support them.  Also, this presentation will provide resources to support practitioners in increasing their competence and providing ethical support to affectional and gender minority parents.     Webinar Objectives: Understand the multiple cultural identities of parents who identify as affectional and gender minorities Discuss how past relationships and familial traumatic experiences, feelings of oppression, and privilege shape the development as a person and as a parent Provide strategies for supporting affectional and gender diverse families   View and download presentation slides and transcript       

Presentation slides and transcript

The Northwest MHTTC invites you to read the second installment of our July newsletter. We continue to reflect upon the mental health experiences of Black, Indigenous and people of color. We share resources and events pertaining to the goals of this month of awareness. In addition, we describe our upcoming trainings and newest products as well as present resources from the Northwest ATTC, peer support resources, a report by the MHTTC Workforce Development Working Group on mental health workforce development and more.

In 2019, the Mid-America Mental Health Technology Transfer Center (MHTTC) and National Center for School Mental Health (NCSMH) co-facilitated an in-person workshop breaking down the National School Mental Health Best Practices: Implementation Guidance Modules for States, Districts, and Schools. Now, you, too, can follow along with the training — for free! Learn more about the modules.     PLEASE NOTE: As of April 2021, the MHTTC Network and National Center for School Mental Health (NCSMH) changed the title of the National School Mental Health Curriculum: Guidance and Best Practices for States, Districts, and Schools to the new title National School Mental Health Best Practices: Implementation Guidance Modules for States, Districts, and Schools.  

In 2019, the Mid-America Mental Health Technology Transfer Center (MHTTC) and National Center for School Mental Health (NCSMH) co-facilitated an in-person workshop breaking down the National School Mental Health Best Practices: Implementation Guidance Modules for States, Districts, and Schools. Now, you, too, can follow along with the training — for free! Learn more about the modules.     PLEASE NOTE: As of April 2021, the MHTTC Network and National Center for School Mental Health (NCSMH) changed the title of the National School Mental Health Curriculum: Guidance and Best Practices for States, Districts, and Schools to the new title National School Mental Health Best Practices: Implementation Guidance Modules for States, Districts, and Schools.  

In 2019, the Mid-America Mental Health Technology Transfer Center (MHTTC) and National Center for School Mental Health (NCSMH) co-facilitated an in-person workshop breaking down the National School Mental Health Best Practices: Implementation Guidance Modules for States, Districts, and Schools. Now, you, too, can follow along with the training — for free! Learn more about the modules.   PLEASE NOTE: As of April 2021, the MHTTC Network and National Center for School Mental Health (NCSMH) changed the title of the National School Mental Health Curriculum: Guidance and Best Practices for States, Districts, and Schools to the new title National School Mental Health Best Practices: Implementation Guidance Modules for States, Districts, and Schools.  

In 2019, the Mid-America Mental Health Technology Transfer Center (MHTTC) and National Center for School Mental Health (NCSMH) co-facilitated an in-person workshop breaking down the National School Mental Health Best Practices: Implementation Guidance Modules for States, Districts, and Schools. Now, you, too, can follow along with the training — for free! Learn more about the modules.     PLEASE NOTE: As of April 2021, the MHTTC Network and National Center for School Mental Health (NCSMH) changed the title of the National School Mental Health Curriculum: Guidance and Best Practices for States, Districts, and Schools to the new title National School Mental Health Best Practices: Implementation Guidance Modules for States, Districts, and Schools.  

In 2019, the Mid-America Mental Health Technology Transfer Center (MHTTC) and National Center for School Mental Health (NCSMH) co-facilitated an in-person workshop breaking down the National School Mental Health Best Practices: Implementation Guidance Modules for States, Districts, and Schools. Now, you, too, can follow along with the training — for free! Learn more about the modules.   PLEASE NOTE: As of April 2021, the MHTTC Network and National Center for School Mental Health (NCSMH) changed the title of the National School Mental Health Curriculum: Guidance and Best Practices for States, Districts, and Schools to the new title National School Mental Health Best Practices: Implementation Guidance Modules for States, Districts, and Schools.  

In 2019, the Mid-America Mental Health Technology Transfer Center (MHTTC) and National Center for School Mental Health (NCSMH) co-facilitated an in-person workshop breaking down the National School Mental Health Best Practices: Implementation Guidance Modules for States, Districts, and Schools. Now, you, too, can follow along with the training — for free! Learn more about the modules.     PLEASE NOTE: As of April 2021, the MHTTC Network and National Center for School Mental Health (NCSMH) changed the title of the National School Mental Health Curriculum: Guidance and Best Practices for States, Districts, and Schools to the new title National School Mental Health Best Practices: Implementation Guidance Modules for States, Districts, and Schools.  

In 2019, the Mid-America Mental Health Technology Transfer Center (MHTTC) and National Center for School Mental Health (NCSMH) co-facilitated an in-person workshop breaking down the National School Mental Health Best Practices: Implementation Guidance Modules for States, Districts, and Schools. Now, you, too, can follow along with the training — for free! Learn more about the modules.     PLEASE NOTE: As of April 2021, the MHTTC Network and National Center for School Mental Health (NCSMH) changed the title of the National School Mental Health Curriculum: Guidance and Best Practices for States, Districts, and Schools to the new title National School Mental Health Best Practices: Implementation Guidance Modules for States, Districts, and Schools.  

Session three Rural but Reachable: How to Build Grief Support by Creating Community This session addressed the unique qualities of our rural environments which lend people to create community surrounding the common denominator of grief. Attendees explored the ways in which they can start developing connections in their own communities to support those in grief and individuals experiencing loss. Finally, this session discussed the ways that COVID-19 has changed community and connections in rural settings and discussed ways to support others as grief and loss become a more common experience.   Slide deck Recording   Trainer Cynthia Drake                Three-part Series on Rural Social Isolation and Loneliness  Social isolation and loneliness are complex conditions that can have increased consequences for individuals living in rural and remote communities. The current COVID-19 pandemic exacerbates the challenges faced by providers working in rural communities in identifying and responding to the needs of individuals who may be experiencing increased social isolation and loneliness. This series aims to provide an overview of the topic, and novel ways to support providers in responding to the needs of the individuals they serve.   Session one Rural Social Isolation and Loneliness: Rates, Importance, and Identifying Risk July 14, 2020 In this session, participants learned about loneliness and social isolation among older adults in rural and urban areas. Dr. Henning Smith reviewed existing data, what we know, how social isolation and loneliness are unique in rural areas, and how rural social isolation is a health and mortality risk factor. She discussed what has changed as a result of the current health pandemic, how to prepare rural providers to ask questions to determine isolation/loneliness, and what can be done for rural people who are experiencing isolation/loneliness.   Session One Resources   Trainer Carrie Henning-Smith, PhD, MPH, MSW     Session two The Evolving Nature of Social Connections: Promoting Well-Being in Times of Crisis July 22, 2020 This session addressed programs designed to make connections between and among individuals and organizations to promote well-being in the aging population. Social Connect: Mindful Stress Management is a six-session program delivered virtually through a Zoom platform or telephonically. The program was revised during the early stages of the current pandemic to address the concern of increasing isolation among the elderly population. Social Connect draws on mind-body stress management strategies, in particular, Mindfulness-Based Stress Management. The session will provide the overview of the program, conceptual foundation, program elements, and lessons learned from the first pilot offerings. Central Minnesota Council on Aging (CMCOA) is a non-profit organization designated by the Minnesota Board on Aging as the Area Agency on Aging for the 14 county Central Minnesota region. In partnership with public and private organizations, CMCOA helps older adults age successfully by building community capacity, advocating for aging issues, maximizing service effectiveness, and linking people with information.  Chisago Age Well is one of four Silos to Circles communities whose mission is to increase awareness of, access to, and satisfaction with, existing services and health resources in the community.    Session Two Resources   Trainers Natalie Matthewson, MA, LPC Rebecca Hostetler Darcy Rylander, BS, RYT, NBC-HWC Steve Hoover, PhD              Additional Resources Rural Mental Health Resources

This flyer provides an overview of The Road to Primary Care: Several Paths to Coming Home, the Friday, Aug. 28, 2020, webinar in the Coming Home to Primary Care: Pediatric Integrated Health webinar series.

This flyer provides an overview of Ready to Hit the Pavement: How to Dive Into Primary Care, the Friday, Sept. 25, 2020, webinar in the Coming Home to Primary Care: Pediatric Integrated Health webinar series.

This flyer provides an overview of Considerations in Maintaining Equity on Our Path to Pediatric Primary Care, the Friday, Oct. 30, 2020, webinar in the Coming Home to Primary Care: Pediatric Integrated Health webinar series.

Suicide Risk Assessment Part 2 is an interactive training targeted to Master's level and licensed mental health clinicians who provide counseling and/or assessment in a variety of settings. The training will highlight the importance of suicide risk assessment and demonstrate ways clinicians can recognize, assess, and intervene when working with at-risk clients. By the end of the webinar participants will be able to: Describe and implement the components of effective suicide risk assessment;  Discuss the elements of suicide risk assessment that have been determined to be "best practice;"  Discuss key elements in completing an effective crisis and safety plan; and   Identify appropriate agency, professional, clinical, and social resources to engage during a crisis or risk assessment. Key take-home skills that participants can apply in their work: Participants will be knowledgeable about personal views of suicide and increase sensitivity towards suicidal ideation and suicidal behaviors; Participants will be able to complete crisis and safety planning for clients; and Participants will be able to complete the C-SSRS tool for evaluation.

‌‌‌Original Webinar Date: 7/20/20 Telehealth has been in use for years across multiple settings, but in the age of COVID has seen an unprecedented and unexpected explosion in popularity. Many mental health providers who previously utilized only traditional face-to-face encounters now find themselves forced by circumstance to adapt to new technologies and new ways of interacting with their patients. This recorded session discusses some of the benefits of a telehealth practice, as well as reviewing the risks. Dr. James Armontrout places particular emphasis on discussions of potential pitfalls, both legal and clinical, that may be encountered in the telehealth setting. This presentation discusses tips for improving the telehealth experience for both patient and provider, gleaned from a review of relevant literature and from Dr. Armontrout’s own experience providing telehealth services in settings ranging from outpatient clinics to high security correctional settings. The recording also includes questions from participants related to their own experience with telehealth.   Learning Objectives Explore strengths and limitations of telehealth visits compared to traditional visits. Learn ways to manage expected challenges, including emergencies, when running a telehealth clinic. Understand risks of telehealth, including risks to privacy and situations that might give rise to legal liability.   Audience: Any clinical mental health professionals with an interest in telehealth.   Dr. James Armontrout is a staff psychiatrist with the VA Palo Alto Health Care System. He works full-time in a residential treatment program specializing in treating PTSD, other trauma-based disorders, and substance abuse. He also instructs and supervises Stanford medical students and residents completing rotations in the Trauma Recovery Program. Dr. Armontrout also has a private practice performing Independent Medical Evaluations of individuals involved in legal proceedings. Among other scholarly interests Dr. Armontrout has authored articles about the risks of mobile mental health applications (mHealth) and has served as a member of the Technology Committee with the American Academy of Psychiatry and the Law since 2017. Dr. Armontrout received both his B.A. in Psychology and his M.D. from the University of Virginia. He completed residency training in Psychiatry at the Harvard Longwood Psychiatry Residency Training Program, followed by fellowship training in Forensic Psychiatry at the University of California, San Francisco. He is board certified in Psychiatry with Added Qualification in Forensic Psychiatry by the American Board of Psychiatry and Neurology.