Products and Resources Catalog

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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  

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  

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.

Session Three: Understanding Grief and Increasing Wellness Trauma-Informed Learning for Early Childhood Educators Series May 21, 2020 This session focused on the grief that different traumatic experiences can trigger, including the current pandemic. By understanding that the experience of grief can be used to build resilience, this session provides participants with tools needed to build and cultivate resilience within themselves to accomplish this for themselves and the children they work with. Other topics that were covered include the stages of grief and variability within those stages; the developmental psychology of grief; strategies for building and promoting resilience practices that foster connection and wellness among children, staff, and communities. Slide deck  Recording My Personal Wellness Wheel from Resilient Futures Self Care Tips Sheet Developmental Responses to COVID-19 Trauma from Resilient Futures   Learning objectives for this series: Learn evidence-based practices that teach children how to replace trauma-based coping strategies with resilience-based strategies. Understand and develop strategies to address trauma-based inequities in your systems and raise equity. Review and practice several evidence-based wellness and resilience practices.   Early Childhood Educator Training Series Session one: Understanding Trauma and Stress Session two: Cultural Humility and Responsiveness

Session Two: Cultural Humility and Responsiveness Trauma-Informed Learning for Early Childhood Educators Series May 14, 2020 This session focused on the need for understanding and integrating the practices of cultural humility into a trauma-based model. Participants learned about; the three parts of practicing cultural humility, the successful application of this model in early childhood work, and the importance of cultural humility when working from a trauma-informed approach. A focus was given to supporting participants to develop strategies that address inequities in their systems while raising equity. Finally, participants were given information on how to identify and respond to microaggressions as a bystander with privilege, and/or as adults protecting children. Slide deck  Recording Three Tips for Building Equity from Embracerace   Learning objectives for this series: Learn evidence-based practices that teach children how to replace trauma-based coping strategies with resilience-based strategies. Understand and develop strategies to address trauma-based inequities in your systems and raise equity. Review and practice several evidence-based wellness and resilience practices.   Early Childhood Educator Training Series Session one: Understanding Trauma and Stress Session three: Understanding Grief and Increasing Wellness

Presentation Slides   The focus of this webinar is to provide the support and information that teachers, supervisors, BCBAs, therapists and other professionals supporting youth during Co VID 19 have been seeking. The challenges that Co VID 19 poses to clients and students will be discussed. Strategies for reaching and supporting clients via telehealth platforms and teaching students through the virtual classroom will be identified and discussed. The main focus will be on supporting individuals with developmental disabilities and autism during this difficult time. Individuals across the Autism Spectrum have specific needs and profiles that will be discussed and the supports and strategies needed to address their specific strengths and weaknesses will be explored.   Cynthia Policastro-Smith, BCBA is both a teacher and a practicing Board Certified Behavior Analyst with over 25 years of experience. Cynthia started out in the field by providing ABA services to clients on the autism spectrum, in their homes. Cynthia moved on to teaching students with autism at both the intermediate and elementary grades. Currently, Cynthia teaches a self-contained class of students with autism for the Toms River Regional School District in New Jersey and works as a Clinical Supervisor at the Family Resource Network, where she trains and oversees staff and supervisor in-home ABA services. 

Additional Resources   The recent events surrounding the COVID-19 pandemic have impacted mental health providers and all who provide support and care in unanticipated ways. This webinar will provide attendees with a brief overview of how the body can react to the stress and trauma related to COVID-19. In this webinar, we will introduce several evidence-based strategies to reduce anxiety, distress, and hyperarousal.

To access Wellness Wednesdays presentation slides, handouts, and supplemental resources, please utilize the "View Resource" link above to browse by presentation date on Google Drive.   About Wellness Wednesdays In times of uncertainty, there is one thing we do know: educators and school mental health leadership are resilient, creative, tenacious and need support to provide support. The context of our schools is changing, and the context of our work is changing. In times of uncertainty, unpredictability, and potentially overwhelming stress, now is the time to gather and resource one another as much as possible. In collaboration with the Meaning Makers Collective, we’re pleased to offer School Mental Health Wellness Wednesdays. Each Wellness Wednesday is a 60-minute virtual session for the school mental health workforce to call in, connect, reflect, and support each other through this time period. View more information and full schedule here.

Understanding and Managing our Reaction to COVID-19: Part II Powerpoint Slides   The recent events surrounding the COVID-19 pandemic has impacted the Rutgers University-SHP community in unanticipated ways. This webinar will provide Rutgers SHP faculty, staff, and students with a brief overview of how the body reacts to unmitigated stress and trauma related to Covid19. In this webinar, we will introduce two strategies proven to reduce anxiety, distress, and hyperarousal. This session is facilitated by Amy Banko, Giovanna Giacobbe, Brittany Stone - faculty members of the SHP Department of Psychiatric Rehabilitation and Counseling Professions.

Faculty Strategies for Supporting Students During COVID-19 Powerpoint Slides   This session is designed to offer strategies to faculty to enable them to support their students during this challenging time.  Topics will include best practices in the current teaching environment, an overview of student responses to the pandemic and related stressors, and tips on how to support students from a distance.  We will also share ideas about self-care for faculty and offer opportunities for discussion. This session is facilitated by Ken Kinter, Dawn Reinhardt-Wood, and Michelle Zechner - faculty members of the SHP Department of Psychiatric Rehabilitation and Counseling Professions.  

Session One: Understanding Trauma and Stress Trauma-Informed Learning for Early Childhood Educators Series May 7, 2020 This introductory session defined trauma and gives participants a foundational understanding of behaviors resulting from exposure to early childhood trauma. This session also addressed research on adverse childhood experiences (ACEs). Using this information, the trainers define a trauma-informed approach including what it means to be trauma-informed. Slide deck  Recording Trauma and Resilience Snapshot by Wilder Research   Learning objectives for this series: Learn evidence-based practices that teach children how to replace trauma-based coping strategies with resilience-based strategies. Understand and develop strategies to address trauma-based inequities in your systems and raise equity. Review and practice several evidence-based wellness and resilience practices. Early Childhood Educator Training Series Session two: Cultural Humility and Responsiveness Session three: Understanding Grief and Increasing Wellness

  TLC Tuesdays This online series supported behavioral health providers who are new to using telehealth. During each hour-long session, our Technology Transfer Center Network specialists spent the first 20 minutes addressing a specific topic, then answered questions submitted by TLC Tuesday registrants. Recordings of the 20-minute presentations as well as additional resources are available.   Click here to access previous recordings, slide decks, and additional materials from all five sessions.   Dates and Topics Included March 31: Telehealth Basics April 07: Telehealth Billing April 14: Telehealth Tools April 21: Telehealth with Children and Adolescents April 28: Telehealth Troubleshooting  

Campus Mental Health: Supporting College Students During a Pandemic Session two: Campus Mental Health: How do we Come Back to the New Normal? April 13, 2020 Presenters discussed what coming back to the “new normal” looks like for college students’ as they return to their respective campuses. It is anticipate that many students’ will have experienced some trauma, if not just the shock of being dispersed from campus to the actual trauma of personal or familial illness. This model is very akin to campus responsiveness post suicide or traumatic event (e.g. shootings) and presenters discussed how campuses can effectively support the return of students, providing both a place for recovery and education. Slide deck Recording Session two FAQ   Session one: Changing the Conversation about Mental Health to Support College Students During a Pandemic April 9, 2020 This session focused on the emergent pandemic and the impact it is having on college students’ mental health and wellbeing. As students are required to abruptly transition from a campus-based learning/teaching model to a technology-based teaching/learning model, the need for mental health support is even more important. Access the archived slides and recording  

Campus Mental Health: Supporting College Students During a Pandemic Session one: Changing the Conversation about Mental Health to Support College Students During a Pandemic April 9, 2020 This session focused on the emergent pandemic and the impact it is having on college students’ mental health and wellbeing. As students are required to abruptly transition from a campus-based learning/teaching model to a technology-based teaching/learning model, the need for mental health support is even more important. Slide deck Recording Session one FAQ   Session two: Campus Mental Health - How do we Come Back to the New Normal? April 13, 2020 Presenters discussed what coming back to the “new normal” looks like for college students’ as they return to their respective campuses. It is anticipate that many students’ will have experienced some trauma, if not just the shock of being dispersed from campus to the actual trauma of personal or familial illness. This model is very akin to campus responsiveness post suicide or traumatic event (e.g. shootings) and presenters discussed how campuses can effectively support the return of students, providing both a place for recovery and education. Access the archived slides and recording  

Sexual identity is just one, individualized and personally meaningful, aspect of an individual’s sexual orientation; however, is often scrutinized and misunderstood.  Individuals that identify as a sexual minority experience many barriers and healthcare obstacles, often a result of stigma, prejudice, and discrimination.  This webinar will focus on the unique needs of individuals who identify as sexual minorities to enhance services and promote more effective care.    This webinar covers the following objectives: Distinguish between sexual (affectional) and gender identity Explain the importance of the minority stress model Discuss the increase in mental health needs of sexual minorities Illustrate the reasons for underutilization of services Discuss multiple factors to consider when working with sexual (affectional) diverse individuals Describe the positive psychology framework and apply this framework to working with sexual minorities Highlight guidelines for behavioral healthcare workers when working with sexual (affectional) diverse individuals   Sexual (Affectional) Identity Webinar Recording

Tips for Educators: Supporting Parents During this Pandemic April 2, 2020 The current pandemic requires rapid and complex changes to the way children and adults learn and live. In this session, Dr. Tami DeCoteau offered strategies for educators to use in supporting parents as they transition to a new and uncertain role in providing daily instruction for their children. She spoke to assisting parents in ensuring structure and routine, strengths-based strategies to assist in building parents' confidence, and creative approaches to assisting parents with tasks at home. Slide deck Recording  

Recovery from SMI has been studied and documented by researchers, practitioners, and individuals with lived experience around the world and across time. Recovery is real. Recovery can be supported by practices and services that encourage participant engagement, community inclusion, valued social roles, and overall wellness. This webinar series will introduce you to recovery from SMI and many of the evidence-based and promising practices that support recovery. This session focuses on illness management and recovery.   This webinar covers the following objectives: Learn what IMR is and its relation to recovery Become familiar with IMR contents and core values Identify goal-setting strategies Review strategies for IMR clinicians Motivational, educational, cognitive-behavioral   View session recording Illness Management and Recovery SAMHSA Toolkit  

Psychosocial Impacts of Disasters: Assisting Community Leaders (with annotations for pandemics) This recording and accompanying slide set presentation is a resource to assist community leaders, mental health, and health care providers in responding to the psychosocial impacts created by disasters. This presentation includes additional notations for adapting and responding to pandemics and the unique mental health challenges presented by this type of disaster. Dr. Andrew J. McLean, MD, MPH, provides a review of best practices for responding to the psychosocial effects of disasters. In 2011, Dr. McLean received the American Psychiatric Association Bruno Lima Award for Outstanding Contributions to Disaster Psychiatry and brings this notable experience to the session. Recording Slide deck   Key Learning Objectives Understand the phases of disaster and how it pertains to mental health. Review the importance of risk communication and its ability to mitigate mental health problems during disaster. Review protective and risk factors of individuals and communities in the phases of disaster.   Trainer Information Dr. Andrew J. McLean, MD, MPH is Chair of the Department of Psychiatry and Behavioral Science at the University of North Dakota School of Medicine and Health Sciences. He also serves as a technical trainer for the Mountain Plains Mental Health Technology Transfer Center.  

This webinar provides a foundation regarding the importance of using appropriate terminology and language when working with everyone, including affectional and gender diverse individuals, as well as why language evolves. Additionally, we will begin to understand the current language to use when working with members of affectional and gender diverse populations.   Learning Objectives: Describe the reasons why using appropriate language is important. Recognize how language naturally evolves. Highlight and define appropriate language when working with affectional and gender diverse individuals.  Identify general guidelines for behavioral healthcare workers.      View session recording  

According to SAMHSA, “Permanent Supportive Housing offers voluntary, flexible supports to help people with psychiatric disabilities choose, get, and keep housing that is decent, safe, affordable, and integrated into the community. Central to the approach is a belief that people with psychiatric disabilities should have the right to live in a home of their own, without any special rules or service requirements.” (SAMHSA Brochure)   This webinar covers the following objectives:  Describe Permanent Supportive Housing (PSH)   Describe how PSH can support a recovery journey Identify the evidence-based and promising practices that can support PSH   View session recording Permanent Supportive Housing SAMHSA Toolkit SAMHSA Tools for Tenants

Click here to view the handouts for Healing the Returning Warrior: Historical Overview of Natives in Warfare, Military

Supported Education is a recovery-oriented support service that increases the ability for people with mental illnesses to access and participate in postsecondary education. The principles of Supported Education are similar to those of Supported Employment. This webinar provides an overview of Supported Education, the need for this type of service, and what it looks like in practice.    Learning Objectives: Understand the rationale for Supported Education Define Supported Education Learn the practice principles of Supported Education Discuss the practice of Supported Education   View session recording

African Americans have lower rates of retention in substance use disorder treatment than the general population. In this one-hour webinar, Mark Sanders, LCSW, CSC, presents an overview of the factors that prevent African Americans from engaging in treatment, along with strategies that treatment organizations can use to increase engagement.  Presented on February 5, 2020.  Download the presentation slides.