Products and Resources Catalog

Rural Primary Care Tools and Resources for Managing Suicidal Ideation During COVID-19 COVID-19 has created additional stress on our rural and agricultural communities who were experiencing a host of stressors prior to the pandemic. Concerns about a possible increase in deaths by suicide and serving people with suicidal ideation are the source of increased distress among rural health and mental healthcare providers. This webinar offered tools for primary care providers working in rural areas to address these concerns.   Slide deck Recording   Webinar Objectives Explore mental health integration tools and resources for rural primary care providers during the COVID-19 pandemic. Discuss the operational components of implementing suicide screening and referral to services for rural primary care providers, during the COVID-19 pandemic.  Identify local, state and national resources for rural primary care providers supporting patients with suicidal ideation.    Presenters Thomasine Heitkamp, Principal Investigator Co-Director, Mountain Plains Mental Health Technology Transfer Center Director, Mountain Plains Addiction Technology Transfer Center Shawnda Schroeder, Research Associate Professor Center for Rural Health  University of North Dakota School of Medicine & Health Sciences Tammy Norville, Technical Assistance Director National Organization of State Offices of Rural Health Caitlin Peterson, Senior Project Associate Suicide Prevention Resource Center   More Resources of Farm Stress and Rural Mental Health The Mountain Plains MHTTC has developed two separate resource pages focused on Farm Stress and Mental Health, and Rural Mental Health. On these pages you will find previous webinar archives, products developed, and additional information and resources from reputable organizations. Farm Stress and Mental Health Resources Rural Mental Health Resources  

  The school mental health supplement to the Northwest MHTTC is excited to co-sponsor the UW SMART Center's 2020 Virtual Speaker Series. Originally a series of in-person events, we have moved these presentations to a virtual format due to COVID-19. >> Learn more about the UW School Mental Health Assessment, Research, and Training (SMART) Center here. << On Wednesday, May 20th from 8:30 - 9:45am Washington State Superintendent Chris Reykdal presented: "The Impact of COVID-19 on School Mental Health in Washington". About the Presenter: Superintendent Chris Reykdal was born and raised in Snohomish, Washington. He has served as a high school history teacher, local school board member, state legislator, and budget and policy executive for our state’s community and technical college system. Chris leads a team at OSPI that is working hard to ensure all students are provided equitable access to a high-quality public education. Since taking office in January 2017, Chris has led OSPI through a transformation of the state’s accountability and funding systems, a complete redesign of the way the agency shares data with the public, a rebuild of outdated rules to promote equity in student discipline, and an overhaul of the state’s graduation requirements so students can choose pathways that are aligned to their goals and interests. Chris holds a bachelor’s degree and a teaching certificate from Washington State University, and a master’s degree in public administration from the University of North Carolina–Chapel Hill. *Please feel free to distribute this event information to any interested individuals, as this speaker series will be open to all at no cost. Please contact [email protected] if you have any questions or would like more information about this event.  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.  

  The school mental health supplement to the Northwest MHTTC is excited to co-sponsor the UW SMART Center's 2020 Virtual Speaker Series. Originally a series of in-person events, we have moved these presentations to a virtual format due to COVID-19. >> Learn more about the UW School Mental Health Assessment, Research, and Training (SMART) Center here. << On Wednesday, April 29th from 8:30 - 9:45am Daniel Losen, JD, MEd, presented: "Efforts to Stop the School to Prison Pipeline: Seeking remedies to racial discipline disparities among students with disabilities".   Presentation Materials: Presentation PDF Helpful Resources & Presentation Data Sources About the Presenter: Daniel J. Losen is director of the Center for Civil Rights Remedies, an initiative at the Civil Rights Project/Proyecto Derechos Civiles (CRP).  He has worked at the Civil Rights Project since 1999, when it was affiliated with Harvard Law School, where he was a lecturer on law. Losen's work concerns the impact of law and policy on children of color and language minority students including: the reauthorization of the Elementary and Secondary Education Act with a focus on promoting diversity, access to effective teachers, and improving graduation rate accountability; the IDEA and racial inequity in special education; school discipline and revealing and redressing the “School-to- Prison Pipeline;” and protecting the rights of English learners to equal educational opportunity. On these and related topics he conducts law and policy research; publishes books, reports, and articles and works closely with federal and state legislators to inform legislative initiatives. Both for The Civil Rights Project, and independently, he provides guidance to policymakers, educators and advocates at the state and district level. Before becoming a lawyer, Mr. Losen taught in public schools for ten years, including work as a school founder of an alternative public school. *Please feel free to distribute this event information to any interested individuals, as this speaker series will be open to all at no cost. Please contact [email protected] if you have any questions or would like more information about this event.  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 handout for educators and school mental health providers provides tips for recharging after a school year cut short because of the COVID-19 pandemic.   Author(s): Franta, E., Clarke, B.L., Robinson, L./Mid-America MHTTC  

Recording of the webinar titled "Guiding the Shepherd and Shepherding the Flock in the Wake of the COVID-19 Pandemic, Part 1," originally held on May 26, 2020.   Download the slides

This document presents a general landscape of state mental health licensing board responses to the COVID-19 public health emergency related to telemental health services and payment. It is important to note that many of these provisions are time-sensitive, and so may not remain in effect beyond the listed dates (or the date when states declare the end of the COVID-19 public health emergency). *This document was updated on September 9, 2020 to include the most up-to-date COVID-19 policies in the Southeast.

This one-hour online session focuses on the importance of co-developing the Training of Trainers (TOT) curriculum with the direct participation of community members. One academic institution and two non-profit organizations collaborated to co-develop a TOT about the intersection of domestic violence, trauma, and mental health among Latinx families and children. We will review the implementation of the TOT and the preliminary results, as well as for the creative ways of disseminating the TOT under the nation's COVID-19 crisis. Participants will learn about the importance of partnering with grassroots organizations to develop psychoeducational curricula and become familiar with the impact of the intersection of domestic violence, trauma, and mental health in Latinx children and families. The presenter will provide innovative ways of disseminating a TOT curriculum online.

The current worldwide public health emergency has prompted many mental health providers to adapt to an online method of service delivery. In response to the changes demanded by COVID-19, this webinar provides general guidance on the integration of Latinx cultural values and motivational interviewing principles via telehealth. Specifically, this webinar focus on providing strategies for adapting motivational interviewing through a culturally affirming lens to enhance engagement and facilitate change.

This one-hour online session focus on the identification and description of common barriers to treatment when working with traumatized Hispanics and Latinos. The presenter will provide practical treatment strategies for overcoming these barriers during the COVID-19 pandemic, strategies for effective and efficient trauma processing, and a concrete model for rapid crisis de-escalation based on a case study of a Hispanic client.

Aims: Minority groups are underrepresented in the research on coordinated specialty care (CSC). New Mexico (NM) has the highest percentage of Hispanics and Latinos (48.8%) and the second-highest percent of Native Americans (8.7%) in the U.S. Therefore, NM is in a unique position to better understand the socio-demographic and clinical characteristics of Hispanics and other minorities (H&OM) referred to and enrolled in CSC and to learn about the communities in which they live. Methods: A cross-sectional design was used to explore differences among 67 White Non-Hispanics and 113 H&OMs referred to CSC. Several variables were explored, such as age at referral, history of substance use, referral source, and enrollment status. Zip code data were also examined to explore differences in poverty and high school graduation rates. Results: H&OMs were significantly more likely than non-Hispanics to (i) be referred from inpatient and outpatient mental health services rather than communities sources (86% vs 65%), (ii) have a history of substance use (69% vs .46%), (iii) be lost to follow-up after initial referral (64% vs. 28%), and (iv) reside in communities with higher rates of poverty (20% vs. 16%) and lower rates of high school graduates (85% vs. 91%). Conclusions: These exploratory findings suggest the importance of (i) increasing psychosis literacy among H&OM families and community agencies that serve these individuals, and (ii) identifying ways to engage H&OMs referred to CSC. The community-level differences also suggest that H&OMs may benefit more than their non-Hispanics counterparts from vocational services within CSC and linkage to other community resources, such as food stamps.

School Mental Health Professional Series  This is a bi-weekly group for school counselors, social workers, and psychologists formed to address the current and immediate needs of school mental health professionals in Region 8, due to the pandemic. Participants met every other week and received training on different topics related to school mental health before walking through a case presentation. This was a closed group. If you are interested in similar programming, please contact Stefanie Winfield at [email protected].   Archived Training May 4, Suicide Screening Remotely Erin Briley, MA, with the Western Interstate Commission for Higher Education (WICHE), provided a brief overview of the considerations for remote suicide screening and prevention during quarantine as well as an overview of best practices for suicide screening. Slide deck   May 18, Coping in Unprecedented Times Liza Tupa, PhD, with the Western Interstate Commission for Higher Education (WICHE), addressed coping skills for adults during the time of COVID-19. She provided concrete skills and strategies that address harmful or unproductive thinking. Slide deck   June 1, Trauma-Informed Practices at Home Sarah Younggren, LCSW, with Mental Health Colorado, discussed the ways in which the current pandemic has increased stress levels and impacted the mental health of both children and adults. Unique suggestions and resources for trauma-informed parenting were provided. Slide deck Recording   June 15, Telehealth with Youth Mindy Chadwell, PhD, with Mid-America MHTTC, offered tips and suggestions for providing telehealth services to adolescents. Considerations for transitioning back to school and family engagement in telehealth services were also discussed. Slide deck Recording   June 29, Planning for School Mental Health Supports Sharon Hoover, PhD, with the National Center for School Mental Health, discussed considerations for returning to school using an "always and now" framework for school mental health. Participants were provided with an overview of the Multi-tier System of Support and how it can be applied to the coming return to school. Slide deck Recording  

During this webinar, the authors of Visioning Onward provided inspiration, insights, exercises, and Q&A to prepare you to vision with your schools and districts. In this time of COVID-19, visioning is a critical part of planning for our future. We learned about visioning by examining the work of Starbucks, Amazon, and other corporate giants. Participants received a study guide to take our virtual approach back to your schools and districts to conduct your own visioning sessions. They guided you through our 8-step iterative visioning approach, explaining the importance of visioning for success in business and in education, and helping you plan for visioning with your staff and local communities. We did this with an eye towards the neurobiology of trauma and ways to foster self-care and the well-being of staff and students that are signature components of CEI’s Heart Centered Learning® approach to social emotional learning and mindfulness. To download a copy of this presentation, click here. Presenter (s): Chris Mason, Ph.D., Paul Liabenow, & Melissa Patschke, Ed.D.

This guide will help school leaders implement recommendations from our guided discussion series in their own schools and districts.    Module I: Visioning Amid COVID-19 Why Visioning Matters and How to Introduce it in Schools Module II: Our 8-Step Visioning Process (Starting with Steps 1-4) Module III: Implementing Steps 3 & 4 Module IV: Creative Considerations for Visioning Module V: Implementing Step 5 Module VI: Steps 6-8 of the Visioning Process Mission and Goal Setting Barriers and Sustainability and the Future of Visioning

Original Webinar Date: 5/15/20   COVID-19 has had a profound impact on the mental health of countless individuals, including Asian and Pacific Islanders (API). For some, it may spark an old trauma and PTSD associated with being a refugee or immigrant. Some may experience severe depression due to the loss of a job or isolation from one’s support system because of social distancing. Sadly, there also continues to be the emotional trauma brought on by racist attacks on API. In honor of May as both Asian Pacific American Heritage Month and Mental Health Awareness Month, this national round table discusses the mental health impact of COVID-19 on API communities. While we must address the serious problems our communities are facing, it is also important to celebrate who we are as APIs - this, too, is mental health.   This round table is the first of a series that addresses key issues including: The mental health implications for APIs, including the impact of racism The relationship between mental and physical health Strategies to cope with COVID-19 and trauma Creating healthy communities beyond the current pandemic

This fact sheet briefly describes the peer support services and peer credentialing opportunities available in Mississippi.

This fact sheet briefly covers the peer support services and peer credentialing processes available in South Carolina.

The COVID-19 pandemic is heightening awareness of health care disparities, with the virus affecting minority populations disproportionately. Racially-motivated attacks related to the pandemic add additional stress for Asian American communities, including Hmong communities.    Providing mental health services in the present and future conditions will require a new consideration for cultural elements and linguistic tools when serving culturally diverse communities. Dr. Pang Foua Yang Rhodes will discuss how cultural values, historical trauma, and acculturation may influence how Hmong individuals and communities respond to large scale crises such as the COVID-19 pandemic.  Objectives: 1) Identify relevant Hmong-specific factors influencing crisis response at the individual, interpersonal, community, and societal levels 2) Understand the challenges Hmong may experience during COVID-19 from a trauma-informed lens 3) Explain culturally relevant communications approaches and mental health services     PPT_Providing Culturally Relevant Crisis Services During COVID-19: Culturally Responsive Factors to Consider for the Hmong Population Transcript_Providing Culturally Relevant Crisis Services During COVID-19: Culturally Responsive Factors to Consider for the Hmong Population Hmong Transcript_Providing Culturally Relevant Crisis Services During COVID-19: Culturally Responsive Factors to Consider for the Hmong Population

The infographic covers the psychological impact of pandemics like COVID-19, and shares coping strategies which people can use to stay healthy and resilient during public health emergencies.

The emergence of mental health as a talking point in media reports and conversations around COVID-19 has demonstrated how language can be a barrier to wellness and recovery. “Elevating Language through COVID-19” provides a 360-degree view of the language of behavioral health. In the training, we take a peer-centered look at how language is used by others to describe us, how we use language to describe ourselves, and how language can increase or decrease stigma and access to quality mental health recovery and wellness supports. In “Part Two: Creating the Elevating Message,” participants will develop a two-minute message of behavioral health hope and possibility to use when advocating for behavioral health supports and services.

The coronavirus pandemic has disrupted life as we know it. The impact of it is felt in the mental health of children and families worldwide. Prevention strategies used to stop the spread of the coronavirus pose challenges to the education system, school-age children, and the families trying to support their education. More than at any other time in history, families are feeling the challenges of supporting the health and emotional well-being of the children in their care. At the same time, they are grappling with many unknowns and changes in many other areas of life.

This webinar focuses on behavioral lifestyle strategies for helping persons with serious mental illness (SMI) manage their weight. This includes using simple messaging and repetition to help ensure clients’ comprehension of weight loss strategies, setting high impact weight management behavioral goals, and tracking to increase client awareness and accountability. Objectives: Identify key lifestyle behaviors for weight management Learn the importance of using simple messaging and repetition when discussing weight management with persons with SMI Understand the value of "high impact" behavior goal setting Recognize the value of and strategies to increase client accountability   Presenter Dr. Gail Daumit is Samsung Professor of Medicine in the Division of General Internal Medicine at Johns Hopkins University School of Medicine and directs the Johns Hopkins ALACRITY Center for Health and Longevity in Mental Illness. Her work focuses on improving physical health and decreasing premature mortality in populations with serious mental illness using health services research, clinical trials, and implementation science methods.       Resources Presentation Physical Activity Readiness Questionnaire (PAR-Q) questionnaire  

Providing Culturally Relevant Crisis Services during COVID-19   Part II Culturally Responsive Factors to Consider in Times of Crisis Providing mental health services in the present and future conditions will require a new consideration for cultural elements and linguistic tools via a re-imagined perspective on policy and technology when serving culturally diverse communities. Dr. Michelle Evans will guide us through the use of these tools, the challenges, and the opportunities we now have amid a crisis.    PPT_Providing Culturally Relevant Crisis Services (PART 2, Factors To Consider)_M.Evans_04_17_20.pdf Transcript:Providing Culturally Relevant Crisis Services during COVID-19 Part II  

The coming out process is a unique and individualized process, preferably driven by the client. Often times, many individuals that identify as a sexual or gender minority face the coming out process multiple times. This webinar will highlight the impact of coming out and how to best support someone through this process.   View presentation slides and transcript

The Coming Out Process: Presentation Slides and Transcript   The coming out process is a unique and individualized process, preferably driven by the client. Often times, many individuals that identify as a sexual or gender minority face the coming out process multiple times. This webinar will highlight the impact of coming out and how to best support someone through this process.