Products and Resources Catalog

In this evidence-based presentation, we discussed the powerful healing properties of nature. We also discussed realistic and accessible ways to engage with nature. We explored how humans are hard-wired to see beauty in nature and why teaching our children to love nature is more important than ever.   Presenters: Catherine Haines, OT, OTR (she, her) is a community based occupational therapist and consultant for the Cambridge Health Alliance Center for Mindfulness and Compassion. She is a member of the stakeholder committee for Project SUCCESS, comparing evidence-based interventions for improving functioning of people with schizophrenia-spectrum illnesses. Through UMASS Memorial Medical Center, she leads support groups for siblings of children with severe behavioral and developmental challenges. She has developed nature-based presentations for The Somerville Community Growing Center and the Earthspirit Community. She is a coordinator for a community garden in her neighborhood in Somerville, MA.   Frannie Marin (she/her) is a clinical research coordinator with the Cambridge Health Alliance Center for Mindfulness and Compassion (CMC). With CMC, she researches the impact of stress reduction training and vagus nerve stimulation for patients with chronic pain. During her time on the CBS reality competition show Survivor, Frannie spent nearly one month on the islands of Fiji with few resources and no contact with the outside world. During that time, she experienced first-hand the potent healing power of nature, even within the high-stress environment of competing against 17 other people for one million dollars. Spurred by her personal experiences, she hopes to pursue a PhD program in psychology to explore new methods to reduce stress and improve the lives of others.

Educators and school personnel play a vital role in promoting well-being and identifying and responding to emerging mental illness in children and adolescents. However, they often have not received the training and ongoing support needed to respond in the classroom. To address this need, the MHTTC Network, in partnership with the National Center for School Mental Health (NCSMH) at the University of Maryland School of Medicine, developed a FREE 3-part training package focused on educator mental health literacy. Informed by and co-developed with K-12 educators, Classroom WISE (Well-Being Information and Strategies for Educators) launched in June 2021. Since then, over 10,000 educators and school staff have completed the training! This summary highlights participant feedback as well as MHTTC's dissemination and implementation efforts for Classroom WISE since its launch.

About 4 of 5 children with mental health issues have unmet mental health needs. Key to addressing the youth mental health crisis (as declared by the U.S. Surgeon General) is identifying and addressing student mental health challenges in school settings. This poster examines how much technical assistance/implementation strategies was needed to introduce districts and schools to Classroom WISE and help them explore, plan, implement, and sustain training. NOTE: This poster was originally presented at the 15th Annual Conference on the Science of Dissemination and Implementation in Washington, DC.

ABOUT THIS RESOURCE The Social Development Research Group’s (SDRG) Northwest Center for Family Support (NCFS) was established to build capacity and increase access to family-focused evidence-based interventions (EBIs) for families impacted by opioid use disorder (OUD) in the state of Washington.  Learn about how NCFS is working to increase statewide capacity to deliver EBIs that braid recovery and treatment support for caregivers with OUD and prevention for their children, ages 0-14.  Learning objectives:  Review potential adverse outcomes for children living with a caregiver with OUD  Understand the EBIs supported by NCFS and how they can mitigate potential adverse outcomes for children and support caregiver recovery  Understand NCFS’s approach to expanding access to family-focused EBIs  Gain a deeper understanding of UW’s Social Development Research Group’s 45+ years of leadership in prevention science    ADDITIONAL RESOURCES Presentation slides NCFS Fact Sheet Word cloud responses: How is everyone doing today? & What comes to mind when you hear the word prevention?   FACILITATORS Margaret Kuklinski, PhD Margaret Kuklinski, PhD, is Director of the Social Development Research Group (SDRG), Acting Director of the Center for Communities That Care, and Endowed Associate Professor of Prevention in Social Work in the School of Social Work at the University of Washington. At SDRG and the Center for CTC, she oversees multidisciplinary staff dedicated to promoting healthy development and preventing substance misuse and other problem behaviors in young people through rigorous prevention science and dissemination of effective preventive interventions. Her own NIH- and foundation-funded research focuses on demonstrating the long-term impact of effective community-based and family-focused substance use prevention interventions; partnering with communities, agencies, and services systems to implement and scale them; and building policy support for preventive interventions by demonstrating their benefits and costs.  She is the Principal Investigator of a Foundation for Opioid Response Efforts grant that established the Northwest Center for Family Support to increase access to family-focused evidence-based interventions for families impacted by opioid use disorder.  Under NIDA’s HEAL Prevention Initiative she co-chairs the Health Economics Working Group, which is examining the cost-effectiveness of a set of projects aimed at developing effective approaches to preventing opioid misuse in adolescents and young adults.  Dr. Kuklinski is a member of the Board on Children Youth and Families at the National Academies of Science, Engineering, and Medicine. She previously served on the board of the Society for Prevention Research. As a health economist, she has helped set methodological standards for cost, benefit-cost, and cost-effectiveness analyses of preventive interventions for children, youth, and families through efforts led by the National Academies of Sciences, Engineering, and Medicine and the Society for Prevention Research. Dr. Kuklinski received a PhD in Psychology from the University of California, Berkeley, and an AB in Economics from Harvard University.    Jim Leighty, MSW, LICSW Jim Leighty, MSW, LICSW, is the Project Director for the Northwest Center for Family Support (NCFS) within the Social Development Research Group (SDRG) at the University of Washington’s School of Social Work.  NCFS was created, via a grant from the Foundation for Opioid Response Efforts, to build capacity and increase access to family-focused evidence-based intervention for families impacted by opioid use disorder.   Prior to joining SDRG, he worked in and managed various multidisciplinary community mental health programs working with adults with serious mental illness and co-occurring disorders in two assertive community treatment programs and adolescents in inpatient and juvenile justice settings.  Before joining the social work world, Jim served 20 years in the US Marine Corps.  Jim received his MSW from the University of Washington, an MS in Management (Finance) from the Naval Postgraduate School, and a BA in Economics & Political Science from the University of Rochester.    Ashton Gatsby, BA Ashton Gatsby is the Project Coordinator for the Northwest Center for Family Support. Their focus is on increasing data driven engagement and outreach. In addition, they work as a Research Coordinator for SDRG's Survey Research Division.      Terms of use and Substance Abuse and Mental Health Services Administration (SAMHSA) disclosure statement

ABOUT THIS RESOURCE Join us for a panel of speakers from WA SPEAKS (Statewide Peer Engagement and Advocacy Keynote Speakers) who will share their lived experiences traversing or navigating systems of care for mental health and recovery. By sharing these journeys by using person-first, recovery-centered, and strengths-based language we aim to shatter stigma. The panelists will also take questions from the audience.   ADDITIONAL RESOURCES HCA Office of Recovery Partnerships WA SPEAKS-Portraits of Hope and Wellness in Recovery YouTube playlist   FACILITATORS Karen Kelly Karen Kelly is the Washington State Community Connectors Project Director.   Garrett Leonard   Terms of use and Substance Abuse and Mental Health Services Administration (SAMHSA) disclosure statement

About the Session: This 60-minute session is a case-based discussion covering the process of assessing readiness for college, accessing accommodations, and preparing youth with a history of psychosis to transition to college. Many young people are interested in higher education but are unsure of what that may look like after receiving a diagnosis of a primary psychotic disorder. We hope to equip attendees with basic knowledge of psychosis spectrum disorders, considerations for a transition to college, and resources for supporting these young adults in achieving success! Session slides can be accessed by clicking the DOWNLOAD button above The video recording can be accessed below Resources of interest shared during the session can be accessed here Intended Audience: This introductory-level learning series is geared toward the following school personnel from middle and high schools: School mental health providers, such as school counselors, social workers, psychologists, and other mental health professionals (those hired by the school and those who work for a community organization and come into the school to provide school mental health services) School nurses/school health aides, and other primary care partners working in schools School educators, administrators, school resource officers, and mental health peer leaders Please note: This is session 3 of a 3-part Introductory Series, Early Psychosis 101: Basics for Supporting Students. Learn more about the speakers for this session and access information about the other sessions in the series here.

The Embracing Authenticity: A Guide to Authenticity and Cultural Awareness at Work webinar series provided guidance and support for the use and implementation of the accompanying workbook, which is intended to be used as a guide for deeper levels of processing and to support healthier conversations in the workplace around identity and wellness. This resource can be used as a tool to address the unique experiences of work-related stress compounded with being a person of color and also as a resource for folks seeking to be more accountable for reducing harm and creating a more equitable work environment. This comprehensive guide is designed to support you in cultivating authenticity, promoting inclusion, and prioritizing wellness in the workplace. Whether you're an organizational leader, a colleague, or an individual who has experienced marginalization, this workbook provides practical insights, exercises, and resources to make meaningful progress.   Presenters:  Ashley Stewart, PhD, MSSW, LSW, Director of the Center for Health Equity, C4 Innovations Ronitia Hodges, Senior Project Manager, C4 Innovations   View a recording of this 11/15/23 session here. 

This Fall 2023 edition of Region 9 School Mental Health Champions! newsletter was released in October, a time and month that for many school-based leaders and educators is full, often a time and month that yearns for rest and rejuvenation. Our Region 9 team extends our wishes for our readers to feel resourced and supported and we are continually grateful for the opportunity to be a resource and a support to the work that makes your love for school mental health equity visible.    In this quarter’s newsletter, we offer new programming, research, and resources, and so much more. 

This Summer Region 9 School Mental Health Champions! newsletter edition was released in June, 2023 - for some of our readers, this is a time of break, vacation, and restoration. For others, it might be a time of closing the school year and preparing for a new one - of taking stock and exhaling after what may have been a busy year. Wherever this newsletter finds you, we hope you can take an inhale and exhale and honor the work of this past year. This newsletter provides new programming and products from our center, upcoming school mental health conferences and learning opportunities from the network and field, and recent research and scholarship to support our school mental health practices and policies. We’re happy to share that our region’s school mental health website is up to date and ready to support you: https://mhttcnetwork.org/centers/pacific-southwest-mhttc/school-mental-health Please contact us with specific requests, feedback, or your own resources you’d like us to share with your regional colleagues: [email protected]. We would love to hear from you!

  To view resources from this session, click DOWNLOAD Click here to watch the recording Event Description This presentation will provide an overview of protective and risk factors for both individuals and communities in the phases of disaster. Trainer Andrew McLean, MD, MPH Dr. McLean is Chair of the Department of Psychiatry and Behavioral Science at UND School of Medicine and Health Sciences. He obtained his medical degree from the University of North Dakota School of Medicine, completed a psychiatry residency at the University of Wisconsin, and an M.P.H. degree from the University of Minnesota. He has been recognized as a UND School of Medicine Distinguished Alumnus, has received the American Psychiatric Association Bruno Lima award for outstanding contributions to Disaster Psychiatry, and has been conferred with numerous teaching excellence awards. Dr. McLean previously was the Medical Director of the ND Department of Human Services. He has served on numerous clinical, administrative, and regulatory boards, including medical licensing and professional health programs. He has lectured internationally on pertinent behavioral and public health issues. Dr. McLean has a particular interest in collaborative models of care. He also is interested in individual and community resilience.

Creating Affirming Environments for LGBTQ People Receiving Services provides an overview of terms, concepts, and identities that people working in the behavioral health field should know to provide affirming services and cultivate affirming environment for LGBTQ people. Based on a 2018 report from the Texas Institute for Excellence in Mental Health, titled Peers in Research: Interventions for Developing LGBTQ-Affirmative Behavioral Health Services in Texas, most providers in Texas do not hold overtly prejudicial attitudes towards LGBTQ clients, but that most providers either lack the knowledge and skills to provide appropriate care to LGBTQ clients or are not aware of the importance of LGBTQ-affirming care. This training aims to bridge the gap many providers feel by offering basic information, resources, and guidance for people working in behavioral health agencies on how to support LGBTQ people receiving services.     Co-created by: Darcy Kues, JD., and Shane Whalley, MSSW     Learning Objectives: At the end of this training, participants will be able to:    • Define many current terms used in the LGBTQ communities;    • Understand the foundation of sexual orientation and gender;    • Recognize the unique impacts of trauma on the LGBTQ communities;    • Communicate using an affirming framework with LGBTQ people receiving services; and    • Implement at least one LGBTQ-affirming organizational/environmental change.     For more information on this training, including training opportunities through the South Southwest Mental Health Technology Transfer Center or how to bring this training to your community, please email [email protected].

The Youth and Young Adult Peer Support training is a three-day training (19.5 hours of classroom time) for peer supporters on the topics of youth voice and issues specific to youth navigating mental health or substance use challenges. The Youth and Young Adult Peer Support training is available for anyone who works, or is interested in working, as a peer specialist. This training provides participants with a foundation for youth experience with mental health and substance use challenges, the unique issues for youth navigating recovery and youth-serving systems, and best practices and tools for peer specialists looking to support youth. The training will also encourage participants to consider how to use their own lived experience when supporting youth through structured reflection, group discussion, and interactive activities.     The Youth and Young Adult Peer Support training is appropriate for anyone working or volunteering (or interested in working or volunteering) as a peer specialist. The only prerequisite to attendance is that participants must have previous formal training in peer support practice (e.g., their state’s Peer Specialist certification training, Intentional Peer Support, etc.).     Learning Objectives: At the end of this training, it is envisioned that participants will be able to: Define the term “youth” Identify and practice effective ways of meeting youth and young people “where they are” Build authentic connections with young people based on lived experience, regardless of differences in age or other experiences Identify stigmatizing language used to describe young people and effectively reframe such language through the lens of peer values Understand how resistance or other actions may be forms of self-advocacy, communication, or responses to trauma Identify common responses to trauma that young people experience Support young people in exploring different ways to heal from trauma Utilize foundational knowledge of power and privilege to support youth experiencing oppression Assist young people in learning to advocate for themselves within the settings that young people must navigate Set and hold boundaries with persons served and coworkers Identify challenges and ethical boundaries for supporting family members of a young person     A special thanks to Via Hope, the organization where initial development of the Youth and Young Adult Peer Support training took place.     For more information on this training, including training opportunities through the South Southwest Mental Health Technology Transfer Center or how to bring this training to your community, please email [email protected].

Recent prevalence estimates indicate that 1 in 36 school-age children have autism. Autistic students are much more likely than non-autistic students to experience mental health challenges, including difficulty with aspects of executive function such as planning.  This infographic provides information about strategies that can be used by educators to help autistic students build their planning skills in a manner that is inclusive and neurodiversity affirming.

Youth & Young Adults Now: Vision, Voice, and Ventures is a quarterly newsletter dedicated to promoting resources, perspectives, and organizations that support youth and young adult (YYA) advocates, advocates for YYA, and YYA-serving professionals. In this Fall Issue, our Pacific Southwest MHTTC team announces the start of two key Youth & Young Adult serving programs, initiated by our YYA team leads, Oriana Ides and Evelyn Clark. Read through this issue to see our center's uplifting of juvenile justice organizations and leaders in the field, recent product releases, and more. 

Our Center has a special focus on supporting youth and young adults (YYA) of transition age. The transition to adulthood is an important time in young people’s lives—a time for new independence, new challenges, and new opportunities for growth. It’s also a crucial time to support young people who are living with mental health challenges, who are involved in youth-serving systems, or who are at increased chance of developing mental health needs. When we amplify YYA voice, choice, and leadership, we create space for them to thrive. Our YYA Team Leads, Oriana Ides and Evelyn Clark, guide us in this work and develop each issue of Youth & Young Adults Now. This Winter 2023 issue features highlights of the Aging Out or Growing Together? Flipping the Youth Services Paradigm to Better Support Young Adulthood program, led by our Technical Assistance Specialist, Oriana Ides and details of the Creating Safe Spaces for Peer Support Providers and Incorporating Anti-racist Practices in Peer Support Delivery program, led by Evelyn Clark, Technical Assistance Specialist and JEDI consultant. Check out this special Winter 2022 issue for emerging resources from our center, our partners and the field, our spotlights to uplift a YYA peer-support specialist and organization, and more.   

Our Center has a special focus on supporting youth and young adults (YYA) of transition age. The transition to adulthood is an important time in young people’s lives—a time for new independence, new challenges, and new opportunities for growth. It’s also a crucial time to support young people who are living with mental health challenges, who are involved in youth-serving systems, or who are at increased chance of developing mental health needs.  When we amplify YYA voice, choice, and leadership, we create space for them to thrive. Each quarter, the Pacific Southwest MHTTC draws together our recent and upcoming events and other important field resources to share with our partners in this work. This Spring 2023 Edition honored Mental Health Awareness in May and highlighted timely and relevant developments from our Center and the field.

Our Center has a special focus on supporting youth and young adults (YYA) of transition age. The transition to adulthood is an important time in young people’s lives—a time for new independence, new challenges, and new opportunities for growth. It’s also a crucial time to support young people who are living with mental health challenges, who are involved in youth-serving systems, or who are at increased chance of developing mental health needs.  When we amplify YYA voice, choice, and leadership, we create space for them to thrive.  The Pacific Southwest MHTTC team spent summer months (of 2023) rounding up the last of our events and completing a special compilation of products to conclude our (fifth) project year, which ended on September 29, 2023. Check out our center's Summer 2023 edition for highlights of learnings, glimmers of hope from the YYA series, and so much more.

ABOUT THIS RESOURCE Latina immigrant women are at increased risk of depression and anxiety symptoms, due to the many social and economic stressors they face, as well as significant barriers to accessing quality mental health care. Join us as India Ornelas, professor of health systems and population health at the University of Washington School of Public Health, presents results from the Amigas Latinas Motivando el Alma (ALMA) intervention studies, including efforts to disseminate the program to Latinas living in the Yakima Valley of Washington State.    ADDITIONAL RESOURCES Presentation slides Promoting mental health in Latina immigrant women: Results from the Amigas Latinas Motivando el Alma intervention trial India J. Ornelas, Deepa Rao, Cynthia Price, Gary Chan, Anh Tran, Gino Aisenberg, Georgina Perez, Serena Maurer, Adrianne Katrina Nelson PMID: 36809698 PMCID: PMC9998361 (available on 2024-03-01) DOI: 10.1016/j.socscimed.2023.115776 Amigas Latinas Motivando el Alma: In-Person and Online Delivery of an Intervention to Promote Mental Health Among Latina Immigrant Women India J. Ornelas, PhD, MPH, Georgina Perez, MSW, Serena Maurer, PhD, Silvia Gonzalez, Veronica Childs, Cynthia Price, PhD, Adrianne Katrina Nelson, MPH, MSC, S. Adriana Perez Solorio, Anh Tran, PhD, MPH, and Deepa Rao, PhD PMID: 35723668 PMCID: PMC9595613 DOI: 10.1089/jicm.2022.0491   FACILITATOR India J. Ornelas, PhD Dr. India J. Ornelas teaches in the MPH program and is the Director of the MPH Core Curriculum. Her research focuses on understanding how social and cultural factors influence the health of Latino and American Indian communities. She collaborates with communities to develop and test culturally relevant interventions in the areas of mental health, substance use and cancer prevention.     Terms of use and Substance Abuse and Mental Health Services Administration (SAMHSA) disclosure statement

ABOUT THIS RESOURCE Those dealing with behavioral health problems face a lot of challenges, but housing shouldn’t be one of them. Tenants have rights—including those with health issues. Such rights can help keep someone housed or make them more comfortable in their homes.   This Tenant Law Center presentation will provide an overview of tenant rights related to behavioral health issues, including a discussion about the Americans with Disabilities Act and Washington Law Against Discrimination. It will also discuss reasonable accommodations and modifications and walk providers through the process of helping clients make these requests. Finally, providers will be able to ask legal experts all of their burning questions about how to help clients dealing with housing instability.    ADDITIONAL RESOURCES Presentation Resources  Presentation slides Guidance for Health Care and Qualified Professionals: Verifying Reasonable Accommodation and Modification Requests Northwest Access Fund HUD Provides Guidance on Service and Support Animals for People with Disabilities Washington State Washington Law Help Washington State Residential Landlord-Tenant Resources Tenants Union of Washington State Washington Low Income Alliance Resident Action Project Oregon State Oregon Law Center Other Resources  State-by-state Tenant Rights Reporting Housing Discrimination Guide to Tenant Rights, Services & Resources Fair Housing for Individuals with Mental Health, Intellectual, or Developmental Disabilities: A Guide for Housing Providers Northwest Hoarding Coalition Joint HUD/DOJ statement on reasonable accommodations   FACILITATORS Elizabeth Powell, Staff Attorney Elizabeth Powell has been actively practicing law since she was admitted to the Washington Bar in 2000. She volunteered for the King County Housing Justice Project for years and took the knowledge she gained representing tenants facing evictions into her private practice, where she litigated well over a thousand cases in the last 23 years. She was solo counsel on Thoreson Homes v Prudhon, a Div I published decision which reversed the trial court. She has presented at CLE’s geared towards landlord-tenant litigation and has assisted with litigation and/or settlement of housing cases all over the state. She has handled grievance hearings with PCHA, THA, SHA, and KCHA. She has litigated matters involving the WSLAD, the ADA and service animals, and reasonable accommodation.      Kasey Burton, Senior Staff Attorney Kasey Burton is a Senior Staff Attorney at the Tenant Law Center, which provides eviction prevention and tenant advocacy services to King County. Kasey has spent several years practicing landlord-tenant law as both a right-to-counsel attorney for tenants facing eviction and providing eviction prevention assistance, which has allowed her to pursue her passion for housing justice.  Kasey attended the University of Washington for both her Bachelor’s in Political Science, with a minor in Law, Societies, and Justice, and her Juris Doctorate. She is currently working on her Master’s in Public Administration at the University of Colorado Denver and hopes to use this degree to facilitate her engagement in policy change that provides Washington citizens who are tenants or unhoused with the protections they deserve. Andra Kranzler, Directing Attorney Andra Kranzler is the Directing Attorney with the Tenant Law Center. Prior to joining TLC, Andra practiced employment and labor law focusing on race and gender equity in employment. She served as a legislative assistant for City of Seattle Councilmember Lisa Herbold and staffed the City of Seattle’s Source of Income Discrimination, Move-in Fees and Fair Chance Housing legislation. Andra earned her J.D. from Seattle University School of Law. Andra has a B.A. in Urban and Regional Planning from Eastern Washington University. Andra currently serves as the President for the Purpose, Dignity and Action and currently serves as a member at large for the Loren Miller Bar Association. Prior to attending law school Andra was an advocate for people living homeless. Terms of use and Substance Abuse and Mental Health Services Administration (SAMHSA) disclosure statement

This two-day hybrid conference explores progress and updates on the Massachusetts Strategic Plan for Early Psychosis (Mass-STEP). Our theme this year was Scaling Up: Access & Equity for Psychosis, and explored strategies to expand the reach of high-quality psychosis services across Massachusetts. This effort includes partners from many different backgrounds, including individuals and families, government stakeholders, researchers, clinicians, teachers, faith leaders, emergency responders, and all others who are invested in improving our statewide system of care for psychosis.   The first day of the conference highlighted our MA psychosis community with an in-person poster and award session at the Bentley University Conference Center. NIMH Senior Advisor Dr. Robert Heinssen led a keynote on translational research in psychosis.    National Trends in Specialty Care for Early Course Psychosis: Recent Advances & Future Directions Robert Heinssen, PhD National Institute of Mental Health View a recording of this 11/6/23 session here.    A Social Model of Support for Psychosis Vesper J. Moore Kiva Centers View a recording of this 11/6/23 session here. 

Download the presentation slides here 1 in 36 school-age children have autism. Autistic students are much more likely than non-autistic students to experience mental health challenges, including difficulty with emotion regulation, anxiety, and depression that may be exacerbated by experiences of bullying, victimization, and segregation within schools. There is an urgent need to support the mental and behavioral health of autistic students. In the past year, the SEMHTTC team has disseminated resources related to identifying and supporting mental health challenges in this population, including anxiety and, more recently, executive function. The purpose of this two-part series is to build on the didactic content covered in our earlier learning sessions on executive function [Part 1, Part 2] and provide more opportunity to cover a case example, engage in discussion, and have ample time for Q&A.  In each session, we will provide a very brief overview of the prior content we covered (15 minutes), have an in-depth discussion of one case example (15 minutes), and ample time for questions and open conversation related to the mental health of autistic students (25 minutes).

This two-day hybrid conference explores progress and updates on the Massachusetts Strategic Plan for Early Psychosis (Mass-STEP). Our theme this year was Scaling Up: Access & Equity for Psychosis, and explored strategies to expand the reach of high-quality psychosis services across Massachusetts. This effort includes partners from many different backgrounds, including individuals and families, government stakeholders, researchers, clinicians, teachers, faith leaders, emergency responders, and all others who are invested in improving our statewide system of care for psychosis. The second day explored different areas of health equity in psychosis, spotlighting ways to bridge service gaps in geography, race, and language.   Racial and Ethnic Disparities in Psychosis Diagnoses & Risk Deidre Anglin, PhD City University of New York View a recording of this 11/7/23 session here.   Working with Medical Interpreters: Shifting from Standards of Practice to Intersubjectivity in the Clinical Space Margaret Lanca, PhD Cambridge Health Alliance View a recording of this 11/7/23 session here.   Psychosis Care for Rural Populations Kristen Woodberry, MSW, PhD & Sarah Lynch, LCSW Maine Medical Center View a recording of this 11/7/23 session here.   Expanding & Strengthening the Mental Health and Early Psychosis Career Pipeline for Black and Latinx Youth S. Kwame Dance, PsyD, MBA Mental Health ACCESS & Boston Arts Academy View a recording of this 11/7/23 session here.      

  To view resources from this session, click DOWNLOAD Click here to watch the recording Event Description This workshop will provide foundational information regarding self-injurious behavior (SIB), including definitions, causes, prevalence, and an overview of evidence-based treatments for SIB (CBT and DBT).  The workshop will also introduce participants to the HIRE model: a tool for the informal assessment of SIB developed by Buser and Buser (2013).  Participants will also receive instruction in developing a school wide protocol for assessing/supporting self-injurers.   Learning Objectives At the conclusion of this session, participants will be able to: Describe 3 reasons why individuals self-harm Apply the HIRE model (Buser and Buser, 2013) to assess self-injurious behavior Describe the most effective therapeutic approaches to working with youth who self-injury Develop a school protocol for SIB   Trainer Wendy Price, Psy. D., NCSP Dr. Price completed her doctorate in School Psychology at William James College, following a year-long clinical internship at Walden Behavioral Care (a residential eating disorders clinic). For the past 20 years, Dr. Price has worked as a school psychologist at Whitman-Hanson Regional High School, in Whitman, MA. In her role, Dr. Price is involved in a number of activities, including: assessment, counseling, consultation, supervision of school psychology interns, and mentoring of staff. She is also a Crisis Team and Student/Teacher Assistance Team member. She is also an Adjunct Lecturer at UMASS Boston. Dr. Price has traveled around the country, presenting to associations and school districts on positive psychology, eating disorders, and self-injurious behaviors. Dr. Price has been involved in leadership at both the state and national level, and was the NASP President in 2020-2021.

The second November issue of our newsletter spotlights three Northwest MHTTC webinars happening this week, MHTTC & ATTC network events, other events of interest and resources.