Products and Resources Catalog

This is a supplement to the report, Learning Collaboratives: A Strategy for Quality Improvement & Implementation in Behavioral Health, which reviews the research base and provides results of a series of key informant interviews on learning collaboratives and their potential use in quality improvement and implementation. This supplement to the full report identifies resources that are available to assist technical assistance providers in developing and offering learning collaboratives. It contains links to the following categories of information: Institute for Healthcare Improvement Resources Guides to Conducing and Planning Collaboratives Implementation and Change Strategies Plan-Do-Study-Act (PDSA) Resources Framework for Selecting an Improvement Strategy Reporting on Learning Collaboratives Health Equity, Diversion, and Inclusion Resources Additional Recommended Readings

Learning Collaboratives: A Strategy for Quality Improvement & Implementation in Behavioral Health In 1995, The Institute for Healthcare Improvement (IHI) launched its Breakthrough Series (BTS) collaboratives to improve healthcare. These are often referred to as learning collaboratives. Key elements of these BTS learning collaboratives, as identified by IHI in its early publications, included: selecting a specific improvement topic, recruiting expert faculty, enrolling organizations and teams, face-to-face learning sessions, Plan-Do-Study-Act cycles of change, technical assistance to teams, inter-agency sharing and learning, and summation of results and lessons learned. The IHI model was widely disseminated and adopted nationally and internationally. To educate technical assistance providers about learning collaboratives and their potential use in quality improvement and implementation, the MHTTC Network Coordinating Office commissioned a review. Conducted by the Annapolis Coalition on the Behavioral Health Workforce, it addresses these questions: what are learning collaboratives; what is the evidence for their effectiveness; what are their key elements; how have they been applied in behavioral health; and what are best practices for use in behavioral health? The review concludes with a summary of key findings and a set of recommendations for technical assistance providers. For the accompanying Resources document, see Resources on Planning and Conducting Learning Collaboratives. For more information on this initiative, see our Workforce Development Training webpage.

30 Steps for Cross System Collaboration – Specific to Technology Transfer Centers This list provides guidance on steps necessary in cross-TTC collaboration. It is not all-inclusive and focuses largely on training and technical assistance, but also addresses cross-system product development. The list is in chronological order, but all items need to be considered in the initial stages of collaboration.   30 Steps for Cross System Collaboration   Additional Resources Substance Use Disorder Collaborations that Work: Findings from Providers in Region 8 Pacific Southwest Mental Health Technology Transfer Center Virtual Learning Guide

On September 30th, Dr. Guyer discussed the hardships of developing a behavioral health workforce who is knowledgeable about psychosis diagnosis and treatments across a state.  About our Presenter: Dr. Guyer works with MAPNET as the Director of the Massachusetts Department of Mental Health's Early Psychosis Initiative. She is responsible for the identification, evaluation, and dissemination of evidence based practices within the Department of Mental Health and among community providers. Dr. Guyer is a clinician and researcher who has worked with people with severe mental illness for more than 20 years.   Resources: Prevention and Recovery in Early Psychosis (PREP1): Building a public-academic partnership program in Massachusetts Development of a Boston Treatment Program forYouth at Clinical High Risk for Psychosis:Center for Early Detection, Assessment, and Response to Risk (CEDAR) NIMH White Paper - Evidence-Based Treatments for First Episode Psychosis: Components of Coordinated Specialty Care MAPNET

ISF enhances multi-tiered systems of support (MTSS) by integrating student mental health and wellness into the existing structures. It engages a broader range of partners, involves a wider scope of data, and expands interventions to address mental health. This webinar will be led by Susan Barrett, contributing author for the ISF Fact Sheet series. She will be joined by school district and system-based ISF practitioners from the Northwest and Pacific Southwest regions, Tawni Barlow (Washington State) and Natalie Sedano (California). Presenters will share their ISF implementation challenges, celebrations, and lessons learned or learning.   LEARNING OBJECTIVES: Learn how to establish an integrated ISF leadership team Understand the foundational steps to establish ISF at the school or district level Define the process of evaluating potential evidence-based practices for inclusion in schools Discuss implementation challenges, solutions, and innovations with ISF practitioners  

The interconnected systems framework (ISF) is a strategy to align all social-emotional-behavioral interventions through one system at the state or regional, district, and school level. ISF builds on the success of social service platforms and provides specific steps for integration and alignment to create healthier schools. This webinar will kick-off the ISF learning series with a look at how we can effectively implement and lead ISF installation. Presented by Susan Barrett, MA, and facilitated by the school mental health leads of the Northwest MHTTC (Kelcey Schmitz) and the Pacific Southwest MHTTC (Leora Wolf-Prusan).   LEARNING OBJECTIVES: Understand ISF and its positive impact on schools Discuss strategies to align PBIS/MTSS and student mental health Identify appropriate community-level partners Learn initial steps for implementing the ISF approach   Presenter Bio Susan Barrett, MA, is the Director of the Mid-Atlantic PBIS Network at Sheppard Pratt Health System in Baltimore Maryland. She has a Masters in Counseling Psychology and certification in Special Education, having served as a teacher, administrator and coordinator with Sheppard Pratt Health System since 1993. Mrs. Barrett serves as an Implementer Partner with the United States Office of Special Education Programs (OSEP)'s National Technical Assistance Center on Positive Behavioral Interventions and Supports (PBIS).    

At the Fifth Biennial Conference of the Society for Implementation Research Collaboration (SIRC) on September 13-14, 2019, a group representing the Northwest Mental Health Technology Transfer Center presented a research poster, “Supporting Practitioners through Workforce Development: How do Training Strategies Impact Implementation Outcomes?” The poster presentation was part of a group, “Training and D & I Competencies” on Saturday, September 14. Northwest MHTTC Co-Directors, Lydia Chwastiak and Maria Monroe-DeVita and Training Director, Sarah Kopelovich collaborated with Director of Evaluation and School Mental Health Lead, Eric Bruns and his Wraparound Evaluation and Research Team members, Jonathon Olson, Philip Benjamin, Marianne Kellogg, and Taylor Berntson. The conference took place at the University of Washington in Seattle, Washington. The goal of the 5th Biennial Conference of  SIRC was to explore the ways in which research, policy and practice intersect to advance the field and improve outcomes for populations served. From the conference website, “Where does the “rubber meet the road” and how do our advances in implementation science have a direct and relevant impact on policies and programs in real world settings? We hope that our 2019 conference provided the opportunity for implementation researchers, intermediaries, practitioners, policy makers and students to convene, share innovations and ideas, and learn from one another. We believe that, more than ever, it is important to create a space where interactive dialogue can enable us to better understand each other’s perspectives and advance our field. Terms of use and Substance Abuse and Mental Health Services Administration (SAMHSA) disclosure statement

The Pacific Southwest Mental Health Technology Transfer Center (MHTTC), in collaboration with the OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports (PBIS), has developed a three-part series of fact sheets to deepen knowledge and understanding of the ISF. All three documents provide case examples that highlight the local context in which data-based decision making occurs and reflect the diversity of school communities in the region. This particular factsheet provides an introduction to Interconnected Systems Framework, including a definition and a review of the benefits.  

The Pacific Southwest Mental Health Technology Transfer Center (MHTTC), in collaboration with the OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports (PBIS), has developed a three-part series of fact sheets to deepen knowledge and understanding of the ISF. All three documents provide case examples that highlight the local context in which data-based decision making occurs and reflect the diversity of school communities in the region.  This particular factsheet describes what will be different for educators and mental health providers when school mental health is integrated into a Multi-Tiered System of Support (MTSS).  

The Pacific Southwest Mental Health Technology Transfer Center (MHTTC), in collaboration with the OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports (PBIS), has developed a three-part series of fact sheets to deepen knowledge and understanding of the ISF. All three documents provide case examples that highlight the local context in which data-based decision making occurs and reflect the diversity of school communities in the region.  This particular factsheet describes how to use school and community data to determine what interventions to select and implement to meet the diverse needs of all students.  

Prepared by Sarah Kopelovich, PhD Cognitive Behavioral Therapy for psychosis (CBTp) is an accepted evidence-based treatment aimed at reducing the distress and impairment associated with psychotic symptoms.  CBTp has been incorporated in national Canadian and United States schizophrenia treatment guidelines. It is also a mode of treatment that can sometimes be perceived by providers as lacking emphasis on human relationships, though the basis of CBT is built upon relational factors including: validation, optimism, recovery-orientated practice and collaboration.  As a result of this perception, CBTp may not be as attractive to some practitioners, resulting in fewer trained clinicians, in turn, impacting client access to this evidence based treatment. This brief provides a summary of research to determine if CBTp is able to meet the stated needs of individuals seeking mental health services. 

Together with Veterans: A Rural Veteran Suicide Prevention Program June 20, 2019 Gina Brimner spoke to the Together With Veterans Program. Together With Veterans targets rural populations and empowers Veterans to lead community-based and evidence-informed planning efforts to address Veteran suicide locally and discuss implementation strategies. Slide deck