Products and Resources Catalog

This presentation from December 7, 2022 dove into what it means to have culturally responsive services and key strategies for working with families of LGBTQ+ young people. Findings from a recent systematic review on cultural adaptations, as well as important insights from SAMHSA’s guide on Adapting Evidence-Based Practices for Under-Resourced Populations, were shared. Presenters were Angela Weeks and Leah Love from the Center of Excellence on LGBTQ+ Behavioral Health Equity.

Recording of the event Mental Health in the Black Family During the Holidays, originally held on December 15, 2022.   Presentation slides

Download the presentation slides here About the Session The Community Resiliency Model (CRM)® is a skills-based wellness and prevention program that provides a biological, non-stigmatizing perspective on normal human reactions to stress and trauma.  The primary focus of this stabilization program is to learn to reset the natural balance of the nervous system. CRM skills help people understand their nervous system and learn to track sensations connected to their own wellbeing. CRM, developed at the Trauma Resource Institute by Elaine Miller-Karas is both restorative and preventive (Miller-Karas, 2015).  CRM is a low-intensity intervention which teaches easy-to-learn skills to manage the agitation, anxiety, numbness, sadness, and despair of emotional dysregulation, which can be brought on by stressful personal or professional situations. CRM is trauma-informed and resiliency-focused. CRM skills are useful for self-care. They can be taught as a peer-to-peer program in a variety of contexts. School workers, healthcare providers, educators, and other frontline helpers can apply CRM skills in any setting: schools, medical/counseling centers, pre-school settings, home visits, faith communities, and crisis situations in the field.  The skills can help prevent burnout.   CRM is a valuable resource for individuals coping with chronic stressors such as physical pain, addiction, and grief and loss.  A range of persons that suffer the effects of cumulative trauma (e.g., violence, poverty, racism, homophobia) benefit from these tools.   Objectives Describe how stress and trauma affect mental and physical health. Explore how current challenges fit into CRM’s framework for understanding stress and trauma. Describe how CRM can protect and heal via sensory-motor awareness. Explain how you can share CRM skills with others as a “CRM Guide”   Trainers Dr. Linda Grabbe, PhD, FNP-BC, PMHNP-BC, FAAN Dr. Grabbe is a board-certified Family and Psychiatric/Mental Health Nurse Practitioner and Adjunct Professor at Emory University School of Nursing. Her clinical expertise is in primary care and mental health care for homeless or incarcerated women and youth, providing Community Resilience Model (CRM) training in group settings.  Her interests include public mental health, trauma-informed care, the neurobiology of trauma and resilience, social justice, and social determinants of mental health.  Dr. Grabbe is a healthcare provider with Community Advanced Practice Nurses, a small non-profit organization that operates a network of clinics in Atlanta homeless shelters for women, children, and youth.  Dr. Grabbe’s published work includes The Trauma Resiliency Model: A “Bottom-Up” Intervention for Trauma Psychotherapy and research on the impact of a brief Community Resiliency Model training on the wellbeing of women in substance abuse treatment, as well as two randomized controlled trials of the Community Resiliency Model on wellbeing, resiliency, burnout, and secondary traumatic stress in front-line health workers. She is on the University of New Mexico ECHO team for the Behavioral Health Professional Workforce Resiliency Program: Creating Cultures of Wellness & Resiliency.   Bria Davis, BA Bria Davis has a degree in criminal justice and has taught CRM for 3 years in weekly sessions with homeless youth in Atlanta.  She has also taught CRM to groups of school counselors and social service providers across the State of Georgia, as well as justice-involved youths and their families in Atlanta.  She has assisted California’s Trauma Resource Institute leadership in week-long CRM Teacher Trainings.

In this discussion, a refugee community leader and pediatric health service researcher shared challenges and opportunities to support mental health needs of refugee and immigrant families. They highlighted promising opportunities for partnership and support for immigrant and refugee children and families through direct connection and communication with community partners and families. Watch the event recording from November 16, 2022.

Let’s Talk about Intimate Partner Violence: Family-Centered Approaches for Domestic Violence: Keeping Survivors' and Children's Needs in Mind (Part 5) DESCRIPTION: This webinar will focus on the foundations of family-centered work with survivors and introduce the Family Centered Toolkit for Domestic Violence Programs. Discussion will include guidance for using the toolkit and strategies for supporting well-being, safety, and the bonds between survivors of intimate partner violence and their children.     LEARNING OBJECTIVES: Describe the importance of an integrated approach that supports parent-child relationships and families with a range of culturally responsive, trauma-informed, and developmentally sensitive services Discuss ways to use the Family Centered Tooklit for Domestic Violence Programs Explain strategies to support the wellbeing, and safety of IPV survivors and their children List accessible resources for DV advocates, program staff, and supervisors to enhance and sustain family-centered services within DV programs     PRESENTER: Cathy Cave, Senior Training Consultant, The National Center on Domestic Violence, Trauma, and Mental Health   Cathy Cave has more than 30 years’ experience as an administrator, facilitator and consultant specializing in cultural inclusion, equity, anti-racism work and disparities elimination, trauma informed services and supports, organizational development, supervisory practice and leadership coaching within child welfare, juvenile justice, disaster response, health care, mental health, and substance use services. She is one of New York State’s early trauma champions, coordinating county collaboratives and clinical training trauma conferences. For the National Center on Domestic Violence, Trauma, and Mental Health, Cathy is engaged in internal and external planning, development, and change initiatives. She provides in-person and virtual training, TA, and curriculum development supporting programs, coalitions, other technical assistance centers, governmental bodies and community-based organizations. Since 2012 as a Senior Training Consultant with NCDVTMH, she utilizes her survivor, family, community and administrative perspectives to facilitate organizational change to improve service quality at local, state and national levels.       The Great Lakes MHTTC is offering this training for individuals working in HHS Region 5: IL, IN, MI, MN, OH, WI. This training is being provided in response to a need identified by Region 5 stakeholders.

PURPOSE This book guides mental health providers working with Latinx communities from México, Guatemala, Honduras, and El Salvador. Specifically, it presents unique and specific experiences of Mexican, Guatemalan, Salvadoran, and Honduran communities in the country of origin and the United States and their possible impact on the mental health among these communities. A focus on the intersecting role of oppression, historical trauma, oppressive policies, and current stressors (COVID-19) is explored in the context of mental health considerations. The book serves to better inform providers and clinical educators on how historical contexts can provide unique insights into the mental health experience of Latinx communities.   STATEMENT OF NEED Latinx communities represent the largest minority group in the United States. The latest data from the US Census indicates that there are currently 60.6 million Latinxs in the US, representing 18.5% of the total US population (US Census, 2020). Latinx communities have historically been oppressed due to colonialization, modern-day oppression, and racist political agendas (both in their country of origin and the United States). Latinxs experience multiple stressors affecting their mental health and experience barriers to culturally responsive treatment.   CONTENT OF THE BOOK The book includes a unique look at the intersection of historical contexts and mental health challenges experienced among Latinx communities from México, Guatemala, Honduras, and El Salvador. The book also provides useful resources and recommendations for mental health providers and clinical educators to better serve Latinx populations. The chapters on identified countries address specific historical events of the country, migration patterns, indigenous communities, settlement patterns in the U.S., demographics, cultural values, mental health, and substance use-related issues.   BENEFITS FOR MENTAL HEALTH CLINICIANS Improve culturally responsive practices Increase engagement among Latinx populations receiving mental health services Increase wellness among Latinxs receiving mental health services Improve the therapeutic alliance with Latinx populations Recognize the intersection of historical contexts with mental health experiences Include historical contexts in conceptualizations to inform presenting concerns and interventions    

September 2, 2022 Providing diagnostic feedback and psychoeducation to Y-EP and families is important and can be beneficial to both young people and their families. When provided thoughtfully, with attention to the youth and family’s culture and experience, feedback can help youth and families to better understand their experiences, and to reduce misconceptions, worry, and shame about symptoms. Feedback can help the youth to begin learning and practicing effective coping skills and strategies. (Note- for more information on what is meant by CHR and early psychosis, see our previous clinical brief, titled, “Screening for Psychosis”).

ABOUT THIS RESOURCE This document explores LGBTQ youth suicide prevention from the family perspective and was developed in conjunction with the "Navigating the Tough Stuff: LGBTQ Suicide Prevention for Families" webinar held on July 22, 2022. View the recorded webinar and other related resources here.   Terms of use and Substance Abuse and Mental Health Services Administration (SAMHSA) disclosure statement

ABOUT THIS RESOURCE This document explores how to increase LGBTQ youth suicide awareness from the family perspective and was developed from the "Navigating the Tough Stuff: LGBTQ Suicide Awareness for Families" webinar held on July 8, 2022. View the recorded webinar and other related resources here.   Terms of use and Substance Abuse and Mental Health Services Administration (SAMHSA) disclosure statement

To view the slide deck that was used during this event, please click DOWNLOAD above Recording coming soon! This was an all-day event on July 27th, 2022 that went from 9:00 a.m.- 4:00 p.m. MT/10:00 a.m.- 5:00 p.m. CT.  Event Description This all-day workshop offers a trauma-informed lens that can help parents and caregivers or providers respond to the emotional needs of children, youth, and adults in their care, and foster meaningful relationships that contribute to resilience for trauma-impacted individuals. The workshop will build strategies for well-being and emotion-focused communications skills for those caring for individuals with intellectual and developmental disabilities across a variety of settings.    The following topics will be covered during this workshop:    Trauma (what is it, prevalence, impact)  Signs of post-traumatic stress or other trauma-related reactions that might signal a need for intervention    Evidence-based mental health supports that can help families and individuals with I/DD dealing with post-traumatic stress (what are they, questions to ask when seeking services or making referrals).    Resilience (what is it, how can we cultivate it); Emphasis on the protective power of safe, stable, and nurturing relationships.    Overview of specific strategies for caregivers/adults who care for individuals with I/DD to build: Skills for self-care, emotional self-awareness, and regulation(parents/caregivers/providers) Skills for understanding and responding to child/youth/adult emotional needs:  Communicating about challenging topics (e.g. trauma, stressful events or family transition)  Addressing behavioral challenges  This training was limited to 30 participants. Trainer Marcela Torres Pauletic, Ph.D.   Dr. Marcela Torres Pauletic is a clinical psychologist and Senior Research Associate from the Institute of Behavioral Science, Prevention Science Program, Center for Resilience and Wellbeing at CU Boulder. She has expertise in child social-emotional development, childhood trauma and resilience, and the protective role of relationships throughout the lifespan. Dr. Torres Pauletic regularly provides training and consultation to mental health professionals in evidence-based treatments for families experiencing trauma, and to educators, parents, and other children- and family-serving professionals in relationship-based strategies for building resilience.  

  ABOUT THIS RESOURCE This webinar explores LGBTQ youth suicide prevention from the family perspective. Offered in collaboration with Oregon Family Support Network.   ADDITIONAL RESOURCES Presentation slides Highlights & Key Concepts Document  Providing Affirming Care to the LGBTQ+ Community The Trevor Project’s 2022 National Survey on LGBTQ Youth Mental Health Trans Lifeline Oregon Family Support Network Protective Factors Family Prevention Form The Trevor Project's Self-Care Guide The Family Acceptance Project: General Acceptance Poster (in English); visit the Family Acceptance Project website for posters in other languages and more information about the Family Acceptance Project The Family Acceptance Project: Conservative Acceptance Poster (in English); visit the Family Acceptance Project website for posters in other languages and more information about the Family Acceptance Project Parents’ Influence on the Health of Lesbian, Gay, and Bisexual Teens: What Parents and Families Should Know, from the National Center for HIV/AIDS, Viral Hepatitis, STD, and TB PreventionDivision of Adolescent and School Health, Centers for Disease Control Suicide Risk and Prevention for LGBTQ People, from the National LGBT Health Education Center LGBTQIA+ Behavioral Health Resources curated by the Northwest MHTTC 50 Simple Self-Care Practices for a Healthy Mind, Body, and Soul Awareness and Information Resources Fifteen Apps Parents Should Know About The 10 Life Domains Self-Care for Families and Family Members Suicide in America: Frequently Asked Questions   FACILITATOR Shawna Canaga Shawna Canaga is a Family Support Specialist and the statewide Peer Delivered Services Trainer for Oregon Family Support Network (OFSN). OFSN is a family run organization that promotes mental, behavioral, and emotional wellness for families and youth through education, support, and advocacy. Shawna comes to this position with over a decade of experience supporting youth and families, and with lived experience as a mother of an adult child with complex mental health needs. Throughout both of these journeys Shawna has cultivated a passion for supporting family-driven and person-centered care within the youth and family serving systems  

  ABOUT THIS RESOURCE This webinar explores how to increase LGBTQ youth suicide awareness from the family perspective. Offered in collaboration with Oregon Family Support Network.   ADDITIONAL RESOURCES Presentation slides  Highlights & Key Concepts Document 50 Simple Self-Care Practices for a Healthy Mind, Body, and Soul Awareness and Information Resources Fifteen Apps Parents Should Know About The 10 Life Domains Self-Care for Families and Family Members Suicide in America: Frequently Asked Questions LGBTQIA+ Behavioral Health Resources from the Northwest MHTTC Webinar Recordings and Resources on Crisis Planning and Family Partner Training Wellness Recovery Action Plan (WRAP) Overview from the Copeland Center for Wellness and Recovery 2022 National Survey on LGBTQ Youth Mental Health from the Trevor Project Voices of Youth Count Initiative from Chapin Hall at the University of Chicago Resources on Stigma from the TTC Network Trans Lifeline Self-Paced Course: "Providing Affirming Care to the LGBTQ+ Community" on HealtheKnowledge   FACILITATOR Shawna Canaga Shawna Canaga is a Family Support Specialist and the statewide Peer Delivered Services Trainer for Oregon Family Support Network (OFSN). OFSN is a family run organization that promotes mental, behavioral, and emotional wellness for families and youth through education, support, and advocacy. Shawna comes to this position with over a decade of experience supporting youth and families, and with lived experience as a mother of an adult child with complex mental health needs. Throughout both of these journeys Shawna has cultivated a passion for supporting family-driven and person-centered care within the youth and family serving systems.  

Presentation Slides Presentation Recording Presentation Summary This presentation occurred during the 2022 South Southwest MHTTC First Episode Psychosis conference on June 2nd. Dr. Oladunni Oluwoye was the keynote speaker for this session. Presentation Summary: Family member or support person engagement is invaluable throughout care for their loved one experiencing the early stages of psychosis. From navigating pathways to services to receiving services from coordinated specialty care, engagement can be defined in various ways. In this presentation, Dr. Oladunni Oluwoye provided an overview on the importance and impact of family members or support persons on the pathway to mental health services and while receiving care for loved ones in the early stages of psychosis. She presented recent work and several strategies used to improve family engagement in early intervention services as well as culturally-informed approaches used to address racial inequities. About the Speaker Dr. Oladunni Oluwoye (she/her/hers) Co-Director Washington Center of Excellence in Early Psychosis   Dr. Oluwoye is an assistant professor in the Elson S. Floyd College of Medicine at Washington State University, Spokane, and the Co-Director of the Washington Center of Excellence in Early Psychosis. She received her B.S. in Psychology from the University of Alabama at Birmingham, an M.S. in Clinical Psychology from Alabama A&M University, and her Ph.D. in Health Promotion and Education for the University of Cincinnati. Dr. Oluwoye is the lead evaluator for New Journeys a network of coordinated specialty care programs in Washington State and is supported by multiple grants from NIMH, including a Mentored Research Scientist Career Development Award(K01). Dr. Oluwoye’s overarching research focuses on the early onset of serious mental illness, specifically psychosis among racially and ethnically diverse families, and the development of strategies to increase engagement and service utilization. Through this work, her hope is to improve pathways to care and advance the availability, acceptability, and effectiveness of mental health care among racially and ethnically diverse populations.   Positionality Statement: We should all strive to assess how our own positions in society and experiences might contribute to the research questions we ask, how we engage with those who participate in studies, and our interpretation of findings based on peoples’ lived experiences. Because of this I acknowledge my standpoint and the privilege I have as a Black woman/scholar. While I identify as Black and technically African American by naturalization, I am slightly removed from the experiences of the African American community, although I consider myself as an outside/insider. To an extent, it is through my own family’s experiences with a loved one with a serious mental illness and that of a Black individual in the US, that initiated my research focus on family engagement in early psychosis with an emphasis on improving the experiences of Black families. While, I do not have direct experience of navigating mental health services, I am fortunate enough to to have families willingly share with me their stories/experiences that paints part of the picture for me to have better understanding.

Panel Presentation Recording Panel Presentation Summary This panel presentation occurred during the 2022 South Southwest MHTTC First Episode Psychosis conference on June 2nd. Dr. Molly Lopez was the panel moderator and the panel members were Angie Tyler, Clayton Carrier, and Hiram Cortes. Presentation Summary: Coordinated specialty care (CSC) for early psychosis offers a range of multidisciplinary services, including medication management, recovery coaching, family support, peer support, supported employment and education, and psychotherapy. Growing research and lived experience highlights the integral nature of peer and family support roles within these teams. However, peer support specialists have identified the importance of role clarity and teamwork to be effective in their roles. This panel explored strategies for effective multidisciplinary collaboration that centers peer and family support roles. Panelists discussed peer and family support roles, role clarity and collaboration, and overcoming barriers to effective centering of these roles. About the Panelists Moderator   Dr. Molly Lopez (she/her/hers) Director Texas Institute for Excellence in Mental Health   Molly Lopez is the Director of the Texas Institute for Excellence in Mental Health, a licensed clinical psychologist, and a research associate professor at the University of Texas at Austin, Steve Hicks School of Social Work. Her research interests include child and adolescent service systems, implementation of evidence-based practices, and mental health systems development and policy. She has led a number of initiatives focused on enhancing the effectiveness of systems that interact with children, youth, and adults with significant mental health challenges and their families. Dr. Lopez currently serves as a director of the South Southwest Mental Health Technology Transfer Center (MHTTC) and principal investigator on the Early Psychosis Intervention Network in Texas (EPINET-TX). Panelists     Angie Tyler (she/her/hers) Certified Bilingual Family Partner Integral Care   Angie Tyler has been working with Integral Care RA1SE Team for 5 years and 7 months. She is part of a team in Austin, TX. As a Certified Bilingual Family Partner, she is able to share her lived experience with families and help them navigate through community resources. Her work background includes working with Travis County Juvenile Probation, Caseworker at Lifeworks for Homeless foster Youth, and Arc of the Capital Area working with IDD services as well as with the Juvenile Justice Program. The work she feels most proud of is with Integral Care RA1SE team because it has allowed her the honor to walk with so many families through their own journey and to give them hope and encouragement in their most challenging moments.     Clayton Carrier (he/him/his) Peer Support Specialist Integral Care   Clayton Carrier works with young people in a First Episode Psychosis program in Austin.             Hiram Cortes (he/him/his) Program Manager Integral Care   Hiram Cortes is currently working with Austin/Travis County integral Care with the RA1SE FEP program. He has training in CBT, CBTp, and CPT, trainings that help inform services for RA1SE clients. Part of his experience is collaborating with the multidisciplinary team including PEERS and Family Partner to deliver comprehensive and person-centered care to our population. He has previously worked at The Harris Center, in Houston, Tx where he first came to know about FEP programs via their Early Onset team.   Positionality Statement: The population served by RA1SE limits participants to range of 15-30, making it a very young population. The age of the population I serve is definitely something I keep in mind as I am very close to this age group myself. I am oh Hispanic culture (Mexican) and have interacted with some of those we serve as well as their families who have a similar cultural background. Being bi-lingual (Spanish) has also helped to facilitate rapport building and buy-in to the RA1SE program for some of these individuals. I am also aware that I am a first generation in my family to attend higher education and join the mental health field, giving me a unique perspective to families and individuals we serve as the majority come from low SES circumstances. My experience as a LPC and working specifically with trauma and CBT has allowed me to connect with a variety of populations, but working with the population served by RA1SE gives me an opportunity to work with individuals who have time to alter their lie course and increase their chances at “normalizing” their life trajectory. Alternatives to early intervention have been demonstrated to include homelessness, severe substance use, and/or being involved with the justice system. While there are many community relations and systems in place to help out the community at large, the programs currently available for the FEP population is minimal and not well known but for those in the mental health field. I see it as a great honor to also include in my work the duty of being an ambassador to our work and raise awareness of the services we provide and the results we have seen including individuals getting their GED’s/higher education, becoming employed, establishing careers, sobriety, and establishing a support system.

Our hearts are heavy for the tragedy that occurred in Uvalde, Texas on May 24, 2022. As we look towards how to cope with he experience, this newsletter brings together a selection of resources for families, educators, and professionals working with children and families.

Download the presentation slides here Session Overview This webinar will provide an overview of the reasons that challenging behavior may occur in students with autism spectrum disorder (ASD).  It will also provide an overview of strategies that can be used to prevent challenging behaviors in these students, and resources that can provide additional information related to managing challenging behaviors. The two presenters have expertise in supporting students with ASD and behavioral health challenges within school settings.   Learning Objectives  By the end of the webinar, participants will be able to: Describe and define common types of challenging behaviors among students with ASD. Explain three primary reasons that challenging behavior may occur among students with ASD. Discuss preventative strategies for educators and providers to prevent challenging behavior in the classroom among students with ASD. Identify online resources and training opportunities that can provide additional information on managing challenging behaviors among students with ASD.   Speakers Katherine Pickard, PhD, received her doctorate in clinical psychology from Michigan State University and completed a two-year postdoctoral fellowship at JFK Partners at the University of Colorado School of Medicine. Her primary research interest is in the translation of evidence-based treatments into community systems that are naturally positioned to serve children with autism spectrum disorders (ASD) and developmental delays. Clinically, Dr. Pickard is a licensed psychologist and has a strong background in supporting individuals with ASD and other developmental disabilities across the lifespan. She holds specific expertise in parent-mediated intervention for young children as well as cognitive behavioral therapy (CBT) for youth with ASD and co-occurring anxiety.    Deva Carrion, PhD, BCBA-D, began working with children with autism spectrum disorder (ASD) and related developmental disabilities in 2010.  She then went on to earn her doctorate in school psychology from the University of Iowa and her pre-doctoral internship at Munroe-Meyer Institute before returning to Marcus Autism Center in 2018 for her postdoctoral experience. She is a licensed psychologist and doctorate-level, board-certified behavior analyst (BCBA-D). She oversees the School Consultation Program which provides consultation, trainings, and professional development for school systems to effectively serve students with educational needs and behavioral challenges, especially those diagnosed with autism and related disorders. 

Recording of the Rock Recovery-led event Family Based Therapy in the Treatment of Adolescent Eating Disorders - What Parents Need to Know, originally held on March 30, 2022.   Presentation slides

  Adolescent substance use is a major public health problem that concerns parents, schools, clinicians, and policymakers. Hispanic/Latinx youth and other youth of color with substance use problems are at particular risk for disparate health outcomes and disrupted education.     At the end of this webinar the participant will be able to:    1. Identify school-based prevention programs that are evidence-based, are culturally responsive and trauma-informed  2. Consider the impact of school drug policies and practices on student outcomes, particularly for racial-ethnic minoritized students   3. List clinical signs and symptoms of substance impairment   4. Describe and implement best practices for referral and engaging adolescents who are using substances in treatment interventions  5. Describe and implement evidence-based clinical approaches for addressing adolescent substance use

Disparities in academic achievement for Latinx youth and the trajectories may be influenced by adversity and trauma experiences that impact mental health. This presentation will include an overview of theories, practice, and research with children, adolescents, and families, and will focus on intersectional factors for minoritized Latinx youth and families that exacerbate trauma-related symptoms that are too often untreated and misinterpreted as misbehaviors and/or temporary and chronic maladjustment. Using the Garcia Coll et al. (1996) Integrative Model, these factors will be discussed as situated in an ecological framework, comprised of promoting and inhibiting environments, with consideration of internal and external/environmental influences that can have direct and indirect effects on academic outcomes.  Learning Objectives: • Discuss the educational disparities for Latinx youth and the social determinants of these disparities. • Discuss the impact of adversity and trauma on cognitive and psychological processes that interfere with learning and achievement. • Discuss intersecting identity and positionality of Latinx youth that may be affected by a systemic bias that disadvantages opportunities for educational supports and increases the risk of disproportionality.

The transition to parenthood is a life-changing experience with significant physical and psychological adjustments for the entire family. Many parents experience mood changes and feel overwhelmed during pregnancy and/or after the birth of their child. Many health and mental health care professionals do not receive training on helping new parents identify and manage mental health symptoms. Developed by the MHTTC Network's Perinatal Mental Health Coordination Group, this document is designed to help health and mental health professionals support persons who may be experiencing mental health symptoms and disorders during the prenatal and postpartum periods.

This factsheet describes the main emotions experienced by Hispanic and Latino children and adolescents and their manifestations during the COVID-19 pandemic. In addition, it provides strategies for managing those emotions in children, adolescents, and caregivers.

Este producto describe las emociones y sus manifestaciones de los niños y adolescentes hispanos durante la pandemia de COVID-19. Además, el mismo ofrece estrategias para manejar las emociones en niños, adolescentes y cuidadores.

Este producto describe las emociones y sus manifestaciones de los niños y adolescentes hispanos durante la pandemia de COVID-19. Además, el mismo ofrece estrategias para manejar las emociones en niños, adolescentes y cuidadores.

Este producto describe las emociones y sus manifestaciones de los niños y adolescentes hispanos durante la pandemia de COVID-19. Además, el mismo ofrece estrategias para manejar las emociones en niños, adolescentes y cuidadores.