Products and Resources Catalog

This recording is from Workshop 3 of 6 in the "Trauma-Informed, In School Sessions" Workshop Series.  This video recording provides an exploration of Narrative Exposure Therapy (NET), an evidence-based approach tailored for adults or children, particularly refugees and immigrants, with multiple traumatic experiences. Kids Narrative Exposure Therapy (KIDNET) is a therapy designed for children and adolescents who have experienced trauma, especially in conflict zones. KIDNET therapy focuses on reprocessing traumatic memories by contrasting the memories with the present feelings through narration. It focuses on helping them process their traumatic memories by creating a "lifeline" and uses techniques like storytelling, art, and role-play to aid in healing and recovery.   Led by Dr. Alejandra Acuña, this workshop guided participants towards a comprehensive understanding of NET's principles and techniques, learning how to utilize storytelling to help students process and integrate traumatic memories resulting in reduced PTSD symptoms. Viewers will walk away equipped with practical strategies and insights to provide culturally responsive support to students, fostering resilience and facilitating healing within diverse educational settings (e.g., green lights, yellow lights, and red lights of NET implementation!).   Importantly, Dr. Acuña shared not only about the evidence based approach, but how the implementation of it in itself can and should be trauma-informed and culturally responsive so that students and their families experience their recovery through the trauma-informed principles of empowerment and collaboration.

Northwest MHTTC is proud to present its Year 5 Annual Report Summary, which captures a brief snapshot of the Center's reach from September 2022 - September 2023. This includes the main "core" grant as well as a continued School Mental Health supplement. Every year Northwest MHTTC provides training and technical assistance to the behavioral health workforce in Alaska, Idaho, Oregon, and Washington. In Year 5 of our operations, we reached over 14,000 people through 150 free trainings, webinars, implementations, and other events. The result? Almost 97% of participants would recommend our trainings! Here's just some of what you'll discover in our Annual Report Summary: Core Grant Activities Learn about our work in Evidence-Based Practices for Psychosis, Intensive Training and Technical Assistance, and Responding to Regional Needs & Fostering Diverse Alliances School Mental Health Supplement Activities Discover our work in Building Systems to Support the Mental Health and Well-Being of Educators, our Alaska Workshops, and Trainings. Here are other reports concerning the Northwest MHTTC's recent work: Northwest MHTTC Year 5 Summary Northwest MHTTC School Mental Health Year 1-5 Supplement Summary  

Recording of the event Bipolar Disorder in the Black Community, originally held on March 21, 2024. View Slides

Recording of the event Myth-busting & Skill Building for Treating Binge Eating Disorder, originally held on March 28, 2024. View Slides

This 3-part learning series is intended for individuals working in behavioral health who are interested in building skills that will help increase their engagement in advocacy efforts promoting Hispanic and Latino behavioral health equity. This series will begin with an overview of the importance of advocacy for promoting equity, will transition to skill-building for advocacy, and end with developing action plans for engaging in advocacy. The goal of this series is to better equip and prepare behavioral health workers to advocate for behavioral health equity for Hispanic/ Latino clients and communities at the local, state, or federal. After the 3-part webinar series, an optional follow-up learning collaborative of non-profit organizations from Region 5 (IL, IN, MI, MN, OH, WI) will share about how they are advocating for Latino communities.   LEARNING OBJECTIVES: In session 1, The Role of Advocacy in Promoting Behavioral Health Equity, participants will learn: Why advocacy is critical to social justice and behavioral health equity for marginalized communities What are the barriers and facilitators to engaging in advocacy   TRAINING SCHEDULE: Session 1, The Role of Advocacy in Promoting Behavioral Health Equity: April 9, 12:00–1:30 PM CT Session 2, Skill-Building for Advocacy: May 14, 12:00–1:30 PM CT Session 3, Action in Advocacy: June 25, 12:00–1:30 PM CT

To access resources from this training, click ATTACHMENT links Click here to watch the recording Event Description Studies have estimated that it takes approximately 17 years for research to inform practice. Implementation science is the systematic study of methods to improve the translation of research to practice. There are many implementation science studies within youth mental health that have focused on therapist training, dissemination campaigns, and cost-effectiveness of training in particular interventions based on community appropriateness. This training will go over implementation science theories, methods, and frameworks that anyone can use to guide an implementation effort. Practical examples in youth mental health implementation within school-settings will be used to highlight innovative ways people can use implementation science in their own work. Learning Objectives Define implementation science, applied implementation, and implementation research Understand theories, frameworks, and models that comprise implementation research Learn from practical school-based implementation efforts for youth mental health Commit to one action that aligns with implementation science principle Trainers Kelsie Okamura Kelsie Okamura (she/her) is an Implementation Researcher at the Baker Center for Children and Families, a Harvard Medical School affiliate, and a licensed psychologist. Dr. Okamura serves on the training, consultation, and distance learning development teams at PracticeWise, LLC. She received her BA in Psychology with Honors and PhD from the University of Hawai‘i at Mānoa. Dr. Okamura completed her predoctoral internship at I Ola Lāhui Rural Hawai‘i Behavioral Health and postdoc at the University of Pennsylvania Center for Mental Health. Dr. Okamura was both a NIMH Child Intervention, Prevention and Services (CHIPS) and Training in Dissemination and Implementation Research in Health (TIDIRH) fellow; and has more than 30 peer-reviewed journal articles and book chapters. She currently serves as Leader for the ABCT Dissemination and Implementation Science Special Interest Group and is a Diversity, Equity, and Inclusion Advisory Group Member to Implementation Research and Practice. Dr. Okamura is passionate about community-based public-sector service system implementation, particularly (a) knowledge formation, (b) quality improvement initiatives that bridge team-based technology, and (c) financial strategies to improve implementation. She is currently funded through the Substance Abuse and Mental Health Services Administration (Co-PI, System of Care Expansion Award), and has received funding through the National Institute for General Medical Services, Robert Wood Johnson Foundation, and American Psychological Foundation. As a fourth-generation daughter of Japanese and Okinawan immigrants to Hawaiʻi, Dr. Okamura has a deep appreciation of understanding diversity, culture, and contexts as they apply to youth mental health implementation. Growing up in a rural town in Oʻahu, Hawaiʻi has afforded her insight into the complexities of socioeconomic and cultural barriers that may impede successful implementation of youth psychosocial interventions.   Summer Pascual Summer Pascual (she/her) is an Implementation Research Assistant at The Baker Center for Children and Families, Implementation Research Division. Summer grew up in California and graduated cum laude from Western Washington University with a Bachelor of Science in Psychology in 2021. She was also the 2021 recipient of the WWU Presidential Scholar Award for the College of Humanities and Social Sciences as a testament to her exceptional scholarship and service to the university and community. Her undergraduate clinical research focused on eating disorders, body image, and community-based work with underserved populations. In her time at WWU, Summer also researched race, culture, and prejudice. Her understanding of equity and oppressive systems is at the forefront of all her work, and she carries this with her into her current position. At the Baker Center, Summer has worked on several implementation research projects such as the implementation evaluation of a case management system in a publicly-funded mental health system. In conjunction with her work in the IRD, she also supports various implementation projects in the Quality Care Initiative including MATCH and PCIT Learning Collaboratives. Part of her time is spent providing administrative support to the Baker Center’s internship, practicum student, and postdoc training programs. Her passion for developing, implementing, and improving mental health services for underserved communities drives all of her work.

About this Resource: Georgia has had a reputation for being a standard bearer of peer support for many years, and that reputation has been on display over the past 36 months with the launch of the new national 988 and 988lifeline.org. In this series, '988 in Every State', presenters will do a deep dive into what 988 is—its purpose, history, goals, and mechanics, taking micro and macro views of the system by speaking with front line Certified Peer Specialists answering calls and administrators behind the scenes who helped envision and build out Georgia’s response. Throughout the 988 buildup and rollout, Georgia—who already had connected statewide crisis, resource, and warmline telephone support — provided guidance and insight to other states and national leaders. Join staff from the Georgia Mental Health Consumer Network as they share their insight and experience throughout this three-part series.

The South Southwest MHTTC hosted this presentation on April 8, 2024. The program, facilitated by Dr. Heather Curry and Dr. Marianne Thomas, provided the foundations of identifying human trafficking, exploring trauma-informed and trauma-responsive interventions with victims and survivors, as well as techniques used when providing healing-centered care. About the Facilitators Dr. Heather Curry, PhD  Dr. Heather Curry has over a decade of experience through her scholarship, practice, and professional commitments with many of the most impactful systems of care for victims of human trafficking. She has served as Director for the Hillsborough County Commission on Human Trafficking, during which time she and the Commission, at the behest of the NFL, developed and executed the County’s plan to address Human Trafficking before, during, and over the Super Bowl. However, her approach to the phenomenon of human trafficking is always focused on what happens before, during, and after big events. She was also the Chief Liaison for Hillsborough County’s Juvenile Justice and Equity work. She holds her Doctorate. in Communication Theory from the University of South Florida. She has had teaching and research positions at the University of South Florida, Arizona State University, and Full Sail University during which she focused on social policy and homelessness, and community responses to matters of equity and vulnerability.  Dr. Curry also works with corporations, public sector clients, and non-profit organizations to address diversity, equity and inclusion. Her commitments, personally and professionally, have always been driven toward creating healthier, more responsive communities, in which issues such as human trafficking, can be prevented. Dr. Curry lives in Tampa, Florida with her two sons and two cats in an old, sometimes-lovely moneypit of a bungalow. She has made Tampa home since 2002.   Dr. Marianne Thomas, PhD  Marianne Thomas has an MA in Mental Health Counseling and a PhD in Behavioral Psychology.  As a survivor of human trafficking, Dr. Thomas used education as a way out of the life and has devoted her career to bringing awareness about the true problem of human trafficking in the United States, educating communities on the human trafficking problem in their area, and helping organizations to create or grow their own anti-trafficking program.     Early in her career, Dr. Thomas worked with women and children who experienced homelessness and with men and women within the incarceration system who also struggled with addictions.   She noticed a common thread of women who would trade their bodies for their, and their children’s, basic needs.   This recognition propelled her into the anti-trafficking movement.  Dr. Thomas began her work in the movement with the women she met within the world of homelessness.  Since then, she has worked with trafficking survivors across numerous populations. 

The second issue of our April newsletter spotlights Black Maternal Health week, Northwest MHTTC events, and other events & resources of interest to the workforce.

To access resources from this session, click ATTACHMENT link Click here to watch the recording Event Description Overview: The workshop places a special emphasis on combating deficit thinking by encouraging participants to recognize and rectify assumptions, biases, and evaluations in their observations. By adopting a strengths-based approach, educators can contribute to a positive learning environment and promote equity. This workshop aims to empower education professionals with practical tools to enhance their observation skills, particularly in recognizing and addressing deficit thinking. The observation protocol provided will guide participants in unpacking their observations of students, encouraging a deeper understanding and awareness of assumptions before making recommendations to support student learning. Purpose: The purpose of this 90-minute workshop is to equip participants with the knowledge, skills, and strategies to conduct better observations by avoiding deficit thinking and fostering a strengths-based approach. By practicing objective description, participants will learn to recognize and challenge assumptions, leading to more informed and equitable observations. Why Training is Important: Training is crucial for education professionals to refine their observation skills, ensuring that the assessments made are fair, unbiased, and conducive to positive learning outcomes. This workshop provides participants with a comprehensive observation protocol, helping them understand the importance of describing behaviors objectively and be mindful of where assumptions may influence interpretation and evaluation of students learning. What Training will Provide Participants: Skillsets: Objective detailing of observable behaviors. Differentiation between description, interpretation, and evaluation. Checking assumptions and biases during the observation process. Analysis of behaviors, considering alternative explanations.   Types of Resources Observation and Analysis Form for systematic recording and reflection. Guidelines for Distinguishing Description, Interpretation, and Evaluation. Practical steps on using the observation protocol effectively.   Learning Objectives: Participants will understand the concept of deficit thinking and how it can show up in learning observations (overt and nuanced ways) Participants will practice distinguishing between objective description, interpretation, and evaluation in their observations Learn One Approach for Implementing Systematic Observation and Analysis Trainer Alyson Kaneshiro, EdD Alyson Kaneshiro, Ed.D, is an educator based in the Bay Area. Currently serving as the Bay Area Regional SEED (Seeking Educational Equity and Diversity) Facilitator, she also holds the position of Associate Director of Learning Services at Urban School of San Francisco. Additionally, Alyson offers consulting and coaching services through her private practice, Learning Specialist LLC. Her extensive experience includes teaching as an adjunct professor in the Master of Arts Special Education Program at the University of San Francisco, conducting action research in Response to Intervention practices, and working in inclusive education and special education compliance at the Hawai’i Department of Education. With a rich educational background spanning 20 years, Alyson is passionate about designing equitable student support systems that prioritize relationships and compassionate care.

About this Resource: Given the large geographic area and diverse population of the Southeast region, the Southeast MHTTC recognizes that mental health priorities and training needs vary across providers, centers, communities, and states. With this context in mind, we assessed the mental health priorities of our region to inform our future TTA offerings. This infographic briefly outlines key findings from our assessment report that will guide the enhancement of our TTA offerings. For additional information, the full assessment report can be found here.

To view resources from this training, click ATTACHMENT links Recording coming soon!   Event Description Statistics reveal a concerning trend: a significant number of men who have died by suicide had visited a healthcare provider within 30 days prior to their death. This alarming fact underscores the urgent need for more effective mental health interventions and support systems within rural settings. This session aims to shed light on the critical intersection of masculinity, mental health, and rural life, and explore how everyday places—such as doctors' offices, churches, workplaces, and community gatherings—can become gateways to meaningful conversations and interventions. Key topics will include: Understanding the barriers to mental health support for rural men, including stigma, limited resources, and cultural norms. Strategies for healthcare providers to initiate mental health conversations and recognize warning signs during routine visits. The role of churches and faith-based organizations in providing support and breaking down the stigma associated with mental health issues. Integrating mental health awareness and support into workplaces, especially in industries predominant in rural areas. The importance of Integrated Behavioral Health positions in creating a holistic approach to health care in rural settings. Trainer Andrew Jordan Thayer, PhD, LP

SMI Adviser is a 6-year initiative funded by the Substance Abuse and Mental Health Services Administration and administered by the American Psychiatric Association. SMI Adviser’s vision is to transform care for people who have serious mental illness so that they can live their best lives. To date, the website has been accessed over 1.9 million times and has been a resource for over 70,000 interdisciplinary learners.  In this presentation, we will provide clinicians a guide to the resources at SMI Adviser, with a focus on resources for working with individuals with early psychosis. We will also highlight resources that are found in our Centers of Excellence section, focusing on tools in the Clozapine and Long-Acting Injectable areas. We will also guide clinicians through our consultation service and share insights from the types of questions our users most commonly ask.   At the end of this presentation, participants were able to: Demonstrate knowledge of the available resources on SMI Adviser’s educational catalog and knowledge base. List and describe three tools in SMI Adviser’s Clozapine or Long-Acting Injectable Center of Excellence. Outline the process of accessing SMI Adviser’s consultation service, demonstrating the ability to effectively seek guidance to help make evidence-based treatment decisions. Presenters: Robert O. Cotes, MD, is an Associate Professor at Emory University School of Medicine in the Department of Psychiatry and Behavioral Sciences. He serves as Physician Expert for SMI Adviser (www.smiadviser.org), which is funded by the Substance Abuse and Mental Health Services Administration and administered by the American Psychiatric Association. SMI Adviser provides evidence-based resources to clinicians, individuals with serious mental illness, and their families. Sherin Khan, LCSW is Vice President of Operations and Strategy for Thresholds, Illinois’ oldest and largest provider of mental health services. Sherin also serves as the social work consultant as part of SMI Adviser, a SAMHSA funded clinical support system for people living with serious mental illness. She has over 10 years of experience in the non-profit sector with a focus on serving those who are disempowered. This webinar was co-hosted by the Massachusetts Psychosis Network for Early Treatment (MAPNET, www.mapnet.online).

Description: How did you learn about substance use, addiction, treatment and recovery? What are the sources of information that shaped your views? This workshop will discuss how news, entertainment, and social media, as well as personal experience, influence how people understand substance use disorders and different pathways to recovery. It will also address common beliefs like, “You have to hit rock bottom” and “Recovery is rare,” and explain how attitudes, practices, and data collection have evolved. Information from the 2022 National Survey on Drug Use and Health and other sources will be presented, including prevalence of illicit substance use, substance use disorders, and co-occurring mental health challenges. Goals: Encourage participants to examine the sources of their attitudes and beliefs about substance use, addiction, treatment and recovery, reconsider any misperceptions, and expand their understanding of these topics by presenting current research and statistics. Workshop Outline: Discuss where participants learned about addiction, treatment and recovery (personal experience, news and entertainment media, etc.). Highlight themes that often appear in films, TV shows, books, music, and social media, including overview of research findings. Discuss critiques of media coverage of these topics. Address common beliefs and whether they’re supported by evidence (hitting rock bottom, enabling and co-dependency, tough love). Discuss how personal experience influences attitudes and beliefs. Present graphics illustrating types of substance use (experimental, social, risky, etc.). Discuss different reasons people use drugs, and how that varies for different substances over time. Present substance use and mental health statistics, using sources such as the 2022 NSDUH. Discuss criteria for diagnosing a substance use disorder (mild, moderate or severe). Trainer Bio: Susan Stellin, MPH is a writer, educator, and public health consultant focusing on health-centered responses to substance use and addiction. Since earning a master's in public health at Columbia University, she has worked on projects about ways to reduce overdose deaths, reform punitive drug policies, and expand access to harm reduction, treatment, and recovery support. Recent clients include NYU Langone’s Health x Housing Lab, the Northeast & Caribbean Addiction Technology Transfer Center, the Opioid Response Network, the NYC Department of Health and Mental Hygiene, the Overdose Prevention Program at Vital Strategies, and the Vera Institute of Justice. She regularly leads training workshops for service providers working with people experiencing substance use, mental health, and housing challenges, and has also taught undergraduate courses about media ethics, collaborative storytelling, and the history of journalism. Session Recording:

ABOUT THIS RESOURCE This webinar will highlight key points from the “Supervising Clinical Mental Health Providers” guide published by the University of Washington’s CoLab for Community & Behavioral Health Policy and informed by both the research literature and experiences of community providers, behavioral health leaders, and systems partners. Quality supervision is paramount to quality mental health care. Clinical supervision for behavioral health providers has three primary aims: to develop competent clinicians, to support clinicians in their own experience of the work, and to promote safe and effective therapy, thereby ensuring client welfare. Clinical supervisors are ethically responsible for evaluating and ensuring clinicians are competent and do not pose risk of harm to the clients they are serving. This webinar and the referenced guide lead from the perspective that regardless of one’s supervision style or approach, all aspects of competent and ethical supervision are inherently trauma informed, intersectional, culturally responsive, and rooted in equity. ADDITIONAL RESOURCES Presentation Resources  Slides Guide: “Supervising Clinical Mental Health Providers” Behavioral health needs of youth in WA state Black women talk about stereotypical transference enactments in cross-cultural supervision FACILITATORS Minu Ranna-Stewart, LICSW Minu Ranna-Stewart, LICSW has provided leadership and clinical oversight in multiple settings including an educational service district, accredited child advocacy center, community sexual assault program, and crime victim service center. She has provided training to mental health providers across Washington State on evidence based mental health treatment models for children and adults, participated in clinical research projects, delivered trauma and trauma informed trainings to the community, and provided direct clinical therapy services to children and adults. Minu is the co-founder of Milestone Behavioral Health Consulting where she proudly provide consultation to programs and organizations and direct services in the form of therapy services to children, adults, and families with a keen interest in treating race-based traumatic stress and ensuring race and identity are included as essential and necessary aspects of prevention, intervention, and therapeutic services. She is a certified TF-CBT therapist and supervisor. Naomi Leong, LMHC Naomi Leong, LMHC, is a registered yoga instructor, licensed Yoga Calm instructor, and a Certified Member of the World Professional Association for Transgender Health (WPATH). Naomi also holds certifications in Trauma-Focused Cognitive Behavioral Therapy, Sports and Fitness Psychology, Diversity, Equity, and Inclusion, and is a Child Mental Health Specialist. Naomi has a long history working in community mental health and is in private practice at Browne's Addition Wellness Center in Spokane, WA. Terms of use and Substance Abuse and Mental Health Services Administration (SAMHSA) disclosure statement ​

The first April issue of the Northwest MHTTC Newsletter highlights upcoming events with NAMI Seattle, Tenant Law Center, and Rebekah Demirel; provides resources for April observances; and other events and resources of interest.

These documents provide information about Peer Specialists in crisis settings, including general competencies for Peer Specialists in crisis work, Peer Run Warmlines, Peer Navigation, Crisis Respite programs, Mobile Crisis Units, and Crisis Stabilization Units. Subject Matter Experts were consulted on this project and are referenced within each document in quotes as well as recognized as contributors. The content provided in these documents is not exhaustive. Contributors provided expertise; their contribution does not imply endorsement nor does it imply opposition to the document.

Raúl Condemarín shares culturally responsive strategies that he uses as a psychiatrist with host Lola Nedic. This podcast episode is sponsored by the New England Mental Health Technology Transfer Center Network (MHTTC).

The Person-Centered Recovery Planning (PCRP) Consultation Corner is a 6-month learning series featuring a monthly webinar on the “FAQs” of PCRP; offering practical tools and resources to support quality PCRP at the level of both individual service delivery and organizational systems change; and providing follow-up “office hours” through smaller-group technical assistance for webinar participants who wish to take a “deeper dive” on a given topic.   Participants were able to: Define PCRP and its essential elements Increase familiarity with existing and emerging state and federal requirements regarding PCRP Articulate a minimum of three differences between traditional methods of treatment planning and best-practice PCRP Learn more about how the MHTTC PCRP Consultation Corner series can provide tools and resources to support the implementation of PCRP at your organization Presenters: Janis Tondora, Amy Pierce, and Amanda Bowman   Janis Tondora, Psy.D., is an Associate Professor in the Department of Psychiatry at the Yale School of Medicine.  Her work involves supporting the implementation of person-centered practices that help people with behavioral health concerns and other disabilities to get more control over decisions about their services so they can live a good life as they define it. She has provided training and consultation to over 25 states seeking to implement Person-Centered Recovery Planning and has shared her work with the field in dozens of publications, including her 2014 book, Partnering for Recovery in Mental Health: A Practical Guide to Person-Centered Planning. Janis’ consultation and publications have been widely used by both public and private service systems to advance the implementation of recovery-oriented practices in the U.S. and abroad. She is a life-long resident of Connecticut where she lives with her husband and beloved labradoodles after recently becoming an empty-nester with two children in college.   Amy Pierce (she/her) is an international trainer and consultant has been working in the Peer Movement in the State of Texas for over two decades. She currently serves as Recovery Institute Associate Director at Via Hope by serving as a subject matter expert on the implementation of peer services and other recovery-oriented practices. She has extensive experience in the peer support sector, having started the first peer support program in the state hospitals in Texas, working as a peer support worker in a community mental health agency, and working as the Program Coordinator for a transitional peer residential housing project.   Amanda Bowman, LCSW-S, PSS (she/her) is a clinical social worker, certified peer specialist supervisor, and WRAPⓇ facilitator, using her professional and lived experience with mental health challenges to promote person-centered practices in behavioral health care. Coming from direct social work practice and administrative leadership within the public mental health system, she joined Via Hope in 2013, where she served as Recovery Institute Director until 2023. In this role, she oversaw the development and delivery of organizational change programs, which included statewide initiatives to support the implementation of person-centered planning, peer support services, and trauma-responsive work environments. As the owner of Sidecar Consulting, Amanda now facilitates collaborative learning events and serves as a subject matter expert for programs designed to support change within and across agencies. Outside of work, you may find Amanda with her family hiking the Barton Creek Greenbelt or enjoying live music.   This series is co-sponsored by the New England and South Southwest MHTTCs. More information about the series.  

To view resources from this training, click ATTACHMENT links Recording coming soon! Event Description We are excited to welcome back Alison Malmon, Founder and Executive Director of Active Minds, the nation’s premier nonprofit organization supporting mental health awareness and education for young adults, for a training that presents new insights about college mental health in 2024. While many people view the pandemic as something that has come and gone, college campuses across the country, particularly community colleges, are continuing to grapple with the ongoing, and in some cases accelerating, student mental health needs. Recent studies conducted on college campuses found that of the students interviewed, 60% of college students meet the criteria for at least one mental health condition, and 81% of students indicate that their mental health negatively impacted their academic performance in the past four weeks. Alison will present insights gathered from activities Active Minds hosts and coordinates with students on college campuses. These insights don’t necessarily dispute the statistics presented in the last paragraph but instead provide a clear picture of how effective mental health education, advocacy, and awareness are in changing the conversation around mental health, which in turn can positively impact statistics. In addition to the data Active Minds has collected, Alison will share some of the most innovative and effective approaches that Active Minds chapters use to support young adult well-being, particularly on college campuses. This training is for anyone who works with young adults and college-age youth. Trainer Alison Malmon Active Minds Founder & Executive Director

The Healing & Power in Peer Support training provides an overview of Healing-Centered Engagement and its principles as ways to deepen and advance the practice of peer support. Participants will explore concepts like holding space, radical acceptance, meaning-making, and power dynamics through deep reflection, experiential activities, and facilitated discussion. This curriculum is helpful for new peer supporters or any peer supporters who are looking to refresh and deepen their skills. This curriculum should be facilitated by experienced peer specialists who are looking to support the peer support workforce in their community. Healing & Power in Peer Support is the prerequisite training for the Virtual Facilitation through a Healing-Centered Lens training, another curriculum created by the South Southwest Mental Health Technology Transfer Center. Learning Objectives At the end of this training, participants will be able to: Integrate the principles of Healing-Centered Engagement in peer support practice; Practice radical acceptance in relation to self and others; Employ Healing-Centered techniques when facilitating difficult conversations in peer support groups; and Analyze power dynamics within interpersonal and group relationships to promote autonomy and self-determination. This curriculum package includes: a Facilitator Manual, participant handouts, and a training slide deck. For questions about the Healing & Power in Peer Support curriculum or how to implement this training in your community, please contact the South Southwest Mental Health Technology Transfer Center at [email protected].

The Community Resiliency Model (CRM) is a skill-based wellness and prevention program that provides a biological, non-stigmatizing perspective on normal human reactions to stress and trauma. In this webinar we will apply CRM to schools by teaching skills for educators, administrators, and the school mental health workforce to reduce burnout and promote staff retention. Attendees will gain knowledge of concepts to understand stress responses in themselves and others as well as learn skills to help regain emotional balance after experiencing strong negative emotions. The knowledge and skills gained will help attendees avoid burn-out and promote cultures of resiliency in schools to better support student mental health.   Learning objectives: 1. Describe how stress and trauma affect mental and physical health. 2. Describe how CRM can protect and heal via sensory-motor awareness. 3. Explain the 6 CRM skills. 4. Understand how CRM can help reduce burnout and promote resiliency.

By adopting trauma-informed practices, schools can create environments that empower students, support healing, and break the cycle of bullying. This infographic illustrates the different approaches to address bullying in schools.

  Additional resource: National School Mental Health Implementation Guidance Modules and Related Projects   Presented by: Jessica Christensen, M.Ed, holds a bachelor’s degree in Secondary English Education and a master’s in Education. With over a decade of middle school teaching experience, she moved from the classroom to the non-profit sector. Following the conclusion of Please Pass the Love in May 2023, she transitioned from Please Pass the Love to a full-time role at MHTTC. Jessica offers valuable insights to enhance mental well-being in education, empowering educators, and guiding districts to strengthen their mental health frameworks.