Products and Resources Catalog

Wednesday, May 6, 11am - 12pm -- Training #5: Creating a Clinical Workflow for Telehealth Access slides here View recording here Presenter:  Jennifer Erickson, DO, Acting Assistant Professor in the UW Department of Psychiatry and Behavioral Sciences Learning objectives: List the four components of a telemedicine clinic work flow.

This is the third and final session of the three-part webinar series, Making a Good Connection: Engaging Students and Families in School Tele-Mental Health, that is geared toward providers who are making the transition from in-person to telehealth services. Session content focuses on practical strategies and equity concerns related to engaging children, adolescents and families using distance technology. The presenters devote the first segment of each hour-long presentation to a specific topic, then address attendee-submitted questions. To view the recording, click on the "View Resource" button above. Download the slides here. Download the FAQ Sheet here. If you'd like access to recordings and resources for all session in this series, click here.

The US has a major shortage of mental health providers, as well as barriers to accessing evidence-based and culturally and linguistically responsive care among diverse subpopulations. Curated by the MHTTC Workforce Development Working Group, this document defines the mental health workforce and workforce development, identifies major needs of the mental health workforce, and highlights projects of the MHTTC Network designed to address those needs.

Find our May 2020 newsletter here. In this issue, we highlighted Mental Health Month and shared newly-posted recordings for our webinars in our Well Being Series.   >> 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.

The Northwest Mental Health Technology Transfer Center and the Northwest PBIS Network are collaborating to bring you a FREE, 4-part webinar series presented by WellEducator, LLC.    The Educator Wellness Webinar Series is part of The Well-Being Series - Connections During COVID-19: Mental Wellness Webinars for Families and Educators. Click here to learn more about our series of webinars for kids, parents, and educators, focusing on mental wellness and suicide prevention.  ABOUT THE WEBINAR: As the end of the school year approaches it’s the perfect time for celebration and appreciation, which will also lay the foundation for resilience for the days ahead. There are many benefits to expressing appreciation and gratitude including strengthening social connections and increasing self-confidence. A practice of gratitude shifts our attention from the negative to the positive. The ability to make this shift is a useful skill to have in your back pocket throughout the school day and beyond! Come learn how to create a practice of gratitude and appreciation for yourself and others, how to receive and “take in” appreciation and learn a bit about what the research has to say about the benefits of a practice of gratitude and appreciation for both self and your school community. Webinar Objectives: Learn strategies to create a practice of gratitude and appreciation in your daily routine within a school community. Learn how to receive - really “take in” - and apply appreciation to boost resiliency especially at the end of a school year. Identify several benefits to a practice of gratitude and appreciation to both self and within a school community.   >> Guided Notes PDF >> Click "View Resource" above to access the recording ABOUT THE 4-PART SERIES: At WellEducator we wholeheartedly believe that nurturing others begins by nurturing oneself. This Educator Wellness Series is designed for you, the educator, to take a break from what can feel like an overwhelming hustle to prepare, deliver, and support your students and focus on your own wellbeing. We also believe EVERY educator is doing the best they can, and there is always room for growth and development. We designed this 4 Session Series to support you in tapping into your resiliency skills, increasing your self-compassion, creating self-care routines, building a practice of gratitude and appreciation and celebrating - even those small successes - to support your wellbeing. We know you are showing up for your students, that’s what you do! It’s time to take a time out just for you!   >> Learn more about all our Educator Wellness webinars here. 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.

CEI and Yale conducted an interim evaluation in 2019 to assess the C-TLC Fellows’ involvement in capacity building in New England using Heart Centered Learning (HCL, Mason, et al., 2019, 2020) and providing compassionate responses to students’ needs and well-being. This report is based on the Fellows’ responses to a 15 item survey as well as feedback shared as a part of individual phone interviews.

This Childhood-Trauma Learning Collaborative (C-TLC) resource guide shares results of the reflective conversations we have had with C-TLC Fellows - a unique group of district leaders, educators, and school-based mental health professionals with whom we have built a sense of trust and community over the past 18 months. In 2020, as we shelter in place as a result of COVID-19, stress, anxiety, uncertainty, and fears about our future are high. School communities are impacted not only by fears of the contagion but also by broad, rapid shifts they are making to deliver equitable remote learning services as seamlessly as possible. Educators, students, and families are adjusting to the ubiquitous 2020 version of home schooling as parents balance becoming surrogate teachers while attempting to work their normal jobs—sometimes feeling inadequate in both roles. Despite the hardships we are experiencing, some schools, across a variety of situations, are using this pause to reimagine what a more equitable and trauma-informed school might look like when children and teachers finally return to school buildings. The outcomes reported in our issue brief resonate with what others are saying nationally and internationally about needs, concerns, and ways of coping right now. 

Talking about death and dying is always difficult, but communicating to families during pandemics like COVID-19 poses special challenges. This presentation discusses strategies for respectfully communicating with Latino families about COVID related end of life issues.

This one-hour online session discusses the intersection between posttraumatic stress disorder (PTSD) and intimate partner violence (IPV) in Latino military families. IPV is a public health problem in the United States that manifests at significantly higher rates and differently in military populations than their civilian counterparts as they are exposed to trauma who evidence symptoms of PTSD and other mental health conditions. As this presentation illustrates, evidence indicates that the development of posttraumatic psychopathology, and particularly PTSD, is strongly associated with the development of violence and abusive behavior in relationships. The intersection between PTSD and Trauma and the development of family violence manifests uniquely among mono and interracial Latino families. In addition to the review of research on the association between PTSD and IPV in Latino military families, in this presentation, we discuss information processing models explaining the link between PTSD and IPV and potential moderators of this association, as well as strategies to prevent and treat IPV in this population. Recommendations for future work in this area of investigation and program development are also provided. Slides are available here.  

Presentation Slides    Webinar's FAQ   COVID-19 has impacted so many individuals physically, psychologically, socially, and financially. Many individuals from the Latino population have been significantly impacted due to the ongoing disparities in health care and resource availability. Telehealth services have been a way to provide desperately needed services in a safe way, but there are significant challenges to providing services that consider the cultural needs of the individual as well. In this webinar, we will discuss the challenges of treating Latino clients during the COVID crisis, and we will discuss how to assess and provide interventions to meet the needs of Latino individuals using telehealth modalities.

Debra A. Pinals, MD, Brian Hepburn, MD, and Joseph Parks, MD will speak about the response of behavioral health systems and facilities to the COVID-19 Pandemic. Their presentation will cover preparedness and response for state hospitals, crisis services, residential & community treatment services, and the criminal & civil justice interface. They will also speak about the challenges regarding financing for community providers, providing medication, adapting to changing technology, and special behavioral health populations such as people experiencing homelessness, children, and older adults.

The National American Indian and Alaska Native Mental Health Technology Transfer Center would like to share with you Volume 2, Issue 1 of our newsletter, Mental Health in our Native American Communities for Summer 2020: Caring for Our Relations: Post-Traumatic Stress Disorder in Indian Country. Please take a few moments to explore this issue.

Every day, school and community leaders navigate unpredictable events. These events are called “crises” when they exceed a threshold of harm. To navigate a crisis successfully, school mental health leaders need the skills to contain the crisis, minimize subsequent trauma, and restore equity and equanimity in the school environment. Their leadership is integral across the continuum of crisis readiness, response, recovery, and renewal. To help schools navigate our current crises and prepare for future crises, the Pacific Southwest MHTTC asked educators and school mental health leaders in Region 9 to share their experiences in leading school systems, communities, and sites through crisis. These leaders shared: what did they wish they knew at the time of crisis? What have they learned? What did they take with them? "School Mental Health Crisis Leadership Lessons: Voices of Experience from Leaders in the Pacific Southwest Region" highlights how school mental health leaders can – and do – work with and through crises. The "School Mental Health Crisis Leadership Lessons" guide provides an overview of the crisis continuum; explores the intersection between school crises and school mental health leadership; and examines each component of the school crisis continuum (readiness, response, recovery and renewal) by learning from voices of experience from the field. A complementary Reflection Worksheet is designed to help readers work through the guide. The guide was developed by Leora Wolf-Prusan, EdD, Pacific Southwest MHTTC School Mental Health Lead, and David Schonfeld, MD, FAAP, National Center for School Crisis and Bereavement, with contributions from 18 partner organizations and school mental health leaders from our region and the two population focused MHTTCs: the National Hispanic and Latino and the National American Indian and Alaska Native MHTTCs.    

Please use the "View Resource" button above to download this worksheet. The guide "School Mental Health Crisis Leadership Lessons: Voices of Experience from Leaders in the Pacific Southwest Region" offers reflection questions throughout each section to give readers supportive space to process, connect, and reflect on their personal and organizational strengths and areas for growth. This complementary Reflection Worksheet captures these questions so that readers can use them for note-taking, quote capturing, and enhancing their experience of the guide.      

Original Webinar Date: 06/05/2020 ‌This presentation focuses on understanding the environment in which suicidality is possible. The presenter reviews key elements of the psychological and social environment that increase likelihood of suicidality. To make a nuanced assessment, we must understand relevant cultural factors and their impact on an individual’s suicide risk. To that end, the presenter also provides a brief review of special risk factors for populations at increased risk for suicide. The target audience for this presentation is mental health professionals, including licensed and non-licensed staff.   Learning Objectives Identify three elements critical to assessing the psychological environment for suicide. Understand essential factors for stratifying suicide risk. Learn about culturally specific risk factors for suicide.   Presenter Bio Tiara Peterkin, LCSW, is an advanced practice clinical social worker who has been working in the field for 8 years. Ms. Peterkin started her journey into social work in 2007 as a Peace Corps Volunteer serving as a Youth Development Volunteer in Costa Rica. After completing her social work degree with a concentration in mental health and military social work, she worked in several Veterans Affairs social work programs, including homeless outreach, combat PTSD, the emergency department, homeless case management, suicide prevention, and outpatient mental health. Under her stewardship, the suicide prevention program was able to increase outreach and engagement activities throughout the Pacific Basin and has received supplemental funding from the national office to demonstrate innovative practices in suicide prevention. Ms. Peterkin is passionate about suicide prevention and is thrilled to share her knowledge with the audience.        

This previously recorded webinar aims to increase participants’ understanding of the diversity of gender expression, gender identity, and biological sex. We will strive to expand attendees’ knowledge beyond the gender binary by providing an overview of community experiences, identity markers and meanings, research related to the construct of gender minority stress, and potential differences in journeys for binary transgender and non-binary transgender persons. We will also touch on current events and how transgender community members are being impacted by the COVID-19 crisis.

Disparities in health care and mental health care are more evident than ever. Some areas of concern include limited access to high-quality care and the availability of culturally grounded evidence-based treatment and services for Hispanics and Latinos. Addressing these disparities, the National Hispanic and Latino MHTTC developed this booklet. It emphasizes the social determinants of health (SDOH), as well as non-medical health-related social needs (HRSN) and their impact on mental health outcomes. It offers recommendations for mental health providers, researchers, and consumers to reduce disparities among Latino communities, including increasing awareness and the importance of being trained in culturally grounded evidence-based interventions. Treatment works! Most Latinos who seek specialty mental health care do get better.

This document describes the “Free Care Rule” in Medicaid and discusses how the recently changed federal interpretation of this rule can affect local education agencies’ capacity to leverage Medicaid to finance health services, including school-based mental health services.  It also includes links to key resources on the Free Care Rule change in 2014 and active state efforts to act on this change.  

This document describes the funding of school-based mental health services under the Individuals with Disabilities Education Act (IDEA).  It includes basic information about IDEA and individualized education programs (IEPs), and it offers more specific guidance around IDEA and the funding of school-based mental health services for parents, for local education agencies, and for providers.

About this Resource:  Life, as we knew it just a few weeks ago, has been completely turned upside down. That feeling you are feeling but can’t seem to describe in words may be grief. People are experiencing the loss of jobs, school, hugs, social connections, sports, graduations, weddings, funerals, it seems that every area of our life has been touched. We can’t even go to the grocery store without worry and stress. And if we were already grieving a loss, coping can be complicated. What do we do with this surreal feeling of disorientation? How do we recognize the signs and symptoms of grief and how do we cope? This webinar will give you an overview of what grief looks like at any time but especially during a time of ambiguous loss. We will talk about how to care for yourself and others in a time of uncertainty.   >> Presentation PDF >> Q&A Document   Key Learning Objectives: To define ambiguous loss To identify the signs and symptoms of grief To understand the difference between grief and mourning To identify ways of coping with grief To know when and how to ask for support   Learn more about the event here. The Northwest Mental Health Technology Transfer Center is partnering with Forefront Suicide Prevention Center to bring you training and Q&A session with Charlene Ray on Ambiguous Loss: Grieving in the Time of COVID-19, Followed by Live Q&A Session. This event is part of The Well-Being Series - Connections During COVID-19: Mental Wellness Webinars for Families and Educators. Click here to learn more about our series of webinars for kids, parents, and educators, focusing on mental wellness and suicide prevention. 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 is the second session of the three-part webinar series, Making a Good Connection: Engaging Students and Families in School Tele-Mental Health, that is geared toward providers who are making the transition from in-person to telehealth services. Session content focuses on practical strategies and equity concerns related to engaging children, adolescents and families using distance technology. The presenters devote the first segment of each hour-long presentation to a specific topic, then address attendee-submitted questions. To view the recording, click on the "View Resource" button above. Download the slides here. Download the FAQ Sheet here. For more information about the remaining sessions for this series, click here.

Original Webinar Date: 05/26/2020 Times of crisis necessitate health care leaders to balance competing priorities, including patient need, staff wellbeing, and one’s own health. While it can be difficult to reflect in the midst of a crisis - like in the case of the COVID-19 pandemic - this recorded session dedicates time to exploring strategies to improve leadership’s response in times of crisis. This webinar video explores the Crisis Leadership Continuum (readiness, response, recovery and renewal), highlighting health care leadership approaches and strategies integral to ensuring staff wellbeing through crisis.   LEARNING OBJECTIVES Explore and examine the four stages of the Crisis Leadership Continuum: readiness, response, recovery and renewal. Using reflective questions, identify 2-3 leadership crisis strengths and growth points to enhance organizational resilience. Identify 2-3 applicable strategies in the short term and long term to address staff wellbeing through crisis.   This webinar was hosted by our partner, California Primary Care Association (CPCA), and was facilitated by Leora Wolf-Prusan, the School Mental Health Lead at the Pacific Southwest MHTTC.

Original Webinar Date: 05/28/2020 This is the second in a three-part webinar series. (Part One, Part Three)   Bereavement outside the context of a crisis is common – the vast majority of children experience the death of a close family member or friend. These deaths have a significant and often long-term impact on learning, social and emotional development, behavior, and adjustment. This presentation provides practical suggestions on how schools can talk with and support grieving children in general. The current pandemic is associated with a large and growing number of deaths. Physical distancing, including lengthy school closures, makes it difficult for schools to provide support to grieving students using traditional means. This presentation also highlights the unique challenges for supporting students during the pandemic and describe free resources from the Coalition to Support Grieving Students that can be used to address these challenges.   By participating in the session, participants will be able to: Explain death to a young child Advise educators on what not to say and how to initiate conversations Feel comfortable supporting a student of a different cultural background Describe ambiguous loss and understand how knowledge of grief applies to loss other than bereavement, including during the current pandemic Recommend accommodations for grieving students, which is also relevant for students adjusting to the pandemic or other traumatic experiences Understand secondary losses and the impact they have on grieving students Anticipate and address grief triggers in school settings

This webinar discussed the foundations of collective citizenship framework and some ideas for putting collective citizenship into action.   Learning Objectives: Review history and framework of collective citizenship, including summary of 2019 paper on the topic Describe how Focus Act Connect Everyday (FACE) and Witnesses to Hunger were organized, and the work they do Explain how Focus Act Connect Everyday (FACE) and Witnesses to Hunger operationalize the collective citizenship framework Provide a platform to engage webinar participants in discussion about how collective citizenship might work in their organizations To access a copy of this presentation, click here. Presenter (s): Billy Bromage, Lecturer in Psychiatry; Director of Community Organizing, Yale University & PRCH Bridgett Williamson, Recovery Wellness Support, Yale University & PRCH