Products and Resources Catalog

This is a recording of Part 2 of the Trans 101 Workshop Series - Working with Families of Trans & Non-Binary Youth on May 24, 2023. In this final session, educator and advocate Sean Lare, addressed the wide range of responses to young people in their family or care coming out as transgender or non-binary and how affirmation is essential for the mental health, safety, and future of trans and non-binary youth. Mr. Lare used case examples, small group work and best practices to guide professionals who work with trans and non-binary youth and their caregivers or families to meet both the parent/caregivers and the young person “where they are” in their process and help identify where the adult is on the spectrum of acceptance. This webinar dove briefly into family systems work, spent time considering the short- and long-term impacts of family rejection on trans, non-binary, and gender diverse youth; and discussed methods to assess where the adults are in their ability and willingness to affirm and accept their young people. , as well as helped to guide the family unit towards attunement. Viewers of this recording will learn: The five stages of the Nelson Continuum as they relate to reactions to a person coming out as transgender or non-binary. Examples from each stage of how a person might respond and explain how that type of response might affect a transgender or non-binary person. Two different approaches used to support the youth and parent/caregiver. External resources or supports for a youth and 1-2 external resources or supports for a parent/caregiver.

Recording of the event African American Women & Mental Health: Strengths, Challenges and Opportunities for Growth, originally held on May 18, 2023.   Presentation Slides

In this interactive presentation, the Training Director for HYPE (Helping Youth on the Path to Employment) discusses HYPE as a service model that aims to prevent long-term disability in youth and young adults through a strong and early emphasis on higher education and employment. The origins, creation, philosophy, current offerings, and future directions of HYPE was discussed.   Currently the Training Director at the University of Massachusetts Chan Medical School Transitions to Adulthood Center for Research, Debbie Nicolellis has a keen interest in supporting people with mental health conditions to succeed in work and school and to have productive, meaningful careers. Debbie has a Master’s in Rehabilitation Counseling with a focus on Supported Employment and Psychiatric Rehabilitation from Boston University and is certified nationally as a Rehabilitation Counselor.   This webinar was co-hosted by the Massachusetts Psychosis Network for Early Treatment (MAPNET, www.mapnet.online)   View a recording of this 5/26/23 session here. 

This event took place on 05/10/2023.

The June issue of our newsletter celebrates Pride Month and Juneteenth, raises awareness of PTSD Awareness Month, features upcoming Northwest MHTTC, TTC Network, and partner events, and spotlights resources.

ABOUT THIS RESOURCE Human beings are not only wired to survive, but we are also wired and have the innate capacity to heal from trauma and adversity. Despite deep wisdom across cultures and generations, many current efforts to increase sensitivity and support for people impacted by trauma (trauma-informed care) have focused almost exclusively on survival and stabilization, leaving out the promise and possibility of full healing and recovery for individuals and communities. In this presentation, Elaine will share lessons learned from her own healing and work and insights about engaging mental health practitioners, programs and systems to fully support and promote trauma healing. This session will provide information and strategies for behavioral health providers on incorporating an expanded perspective and new approaches to trauma healing into their work.     Offered in collaboration with Mental Health & Addiction Association of Oregon (MHAAO).    ADDITIONAL RESOURCES Presentation slides    FACILITATOR Elaine Walters, MS Elaine Walters is the founding Executive Director and lead trainer at the Trauma Healing Project, an organization that provides professional and community training and direct healing support for survivors. Prior to this position she coordinated the Sexual Assault Nurse Examiner Program for the Attorney General’s Sexual Assault Task Force in Oregon. For the last 25 years she has been a consultant, trainer and community organizer working to address and eliminate intimate violence. She has designed and facilitated workshops and trainings on many related topics and has provided direct services and support to youth and adults impacted by violence, abuse and other forms of trauma and oppression. She is involved in the effort to expand accessible trauma healing resources and to implement trauma-informed care practices regionally and state-wide.   Terms of use and Substance Abuse and Mental Health Services Administration (SAMHSA) disclosure statement

  This short-course presentation aims to increase awareness and advocate for occupational therapy as part of the perinatal mental health treatment team. To view resources from this presentation, please click DOWNLOAD above CLICK HERE to view the recording Event Description Occupational therapy is a profession that holistically enables the fundamentals of engagement and participation in meaningful occupations using a client-centered approach to provide, promote, and emphasize participation in daily activities, role performance, and well-being. Occupational therapy practitioners are vital and should be considered on the treatment team in the area of perinatal mental health. Transitioning to motherhood is a significant and transformative life event for women (Horne, Corr, & Earle, 2005). Whether it is a new-time mother or a seasoned mother welcoming a newborn into the family, these new changes can be disruptive to established routines and habits. The physiological and psychosocial changes a woman encounters contribute to feeling overwhelmed, pressured, exhausted, alone, and misunderstood (Kepic, 2021). Occupational therapy practitioners have the knowledge and experience to conduct screenings, assessments, and evaluations, deliver treatment and interventions, and measure progress and outcomes. Considering clients’ strengths and abilities, daily routines and habits, motivation, interests, meaningful activities, and social supports, we can collaboratively establish individualized interventions and goals during the perinatal period. This short-course presentation aims to increase awareness and advocate for occupational therapy as part of the perinatal mental health treatment team.  Trainer Mauly Her Lo Mauly Her Lo is a mother and an occupational therapist. She is a two-time alumna of the University of Wisconsin – Milwaukee (UWM) and is currently a post-professional occupational therapy doctoral student at UWM focusing on Perinatal Mental Health. After experiencing perinatal mental anxiety during both of her pregnancies, Mauly believes it is important to bring knowledge and awareness of Perinatal Mental Health to the preservice education level. She contributed to developing 3 preservice education modules for pre-occupational therapy and entry-level occupational therapy students on perinatal mental health and the benefits of occupational therapy.

Download the presentation slides here Session Overview: Medicaid is a leading source of financing for school mental health services and programs.  Looking forward, LEAs and mental health providers may be able to bill Medicaid for more services if there is better alignment between Medicaid policies and the services provided.  In this webinar event, Dr. Adam Wilk (SE MHTTC Policy Lead) will describe key processes through which Medicaid policies can be changed to increase Medicaid funding support for school mental health services.  He will provide examples of states that have pursued specific reforms, and he will also highlight important resources that can help school mental health leaders to identify what steps may be most appropriate to take in their home state.  This session is designed for those who are interested in learning more about options for changing Medicaid policy to better support school mental health systems and services.   Learning Objectives: Specify when Medicaid can be billed for school mental health services (including services that today are provided but not billed). Describe and distinguish the two main pathways for reforming state Medicaid programs in support of school mental health. Reference examples of other states that have pursued Medicaid reforms to advance school mental health systems.   Speaker:    Adam Wilk is an assistant professor in the Department of Health Policy and Management at Emory University’s Rollins School of Public health.  He is the Financial Policy Lead for the Southeast Region’s Mental Health Technology Transfer Center: Administrative Supplement on School-based Mental Health.  Dr. Wilk is a health economist and health services researcher, conducting research on Medicaid and underserved populations, physician decision-making, and the management of complex, chronically ill patients.  He received his doctorate at The University of Michigan School of Public Health in 2015.  Before his time in Michigan, Dr. Wilk worked at The Brookings Institution and as a consultant at The Lewin Group.

Prolonged educational workforce shortages perpetuate professional burnout and stress among educators and school staff. This resource guide provides tools to support the self-care and wellness of educators and staff working in school communities.    In this guide, you will find: National Education Association (NEA) 2022 member survey data Peer-reviewed research on the status of workforce shortages in education after COVID-19 Self-care assessments and strategies for wellness specific to educators, school staff, and school settings Podcasts, videos, and recorded webinars addressing self-care and wellness for educators              

  According to the National Institute of Mental Health, OCD "symptoms can interfere with all aspects of life, such as work, school, and personal relationships." To view resources from this presentation, please click DOWNLOAD above CLICK HERE to view the recording Event Description This presentation will cover the evidence based assessment and treatment of obsessive compulsive disorder. The intervention focus will be on cognitive behavioral therapies, including exposure and response prevention for OCD. The phenomenology of OCD will be briefly reviewed and de-identified clinical examples will be discussed. Trainer Shannon Bennett, PhD Shannon Bennett, Ph.D. is an Assistant Professor of Psychology in Clinical Psychiatry at Weill Cornell Medical College and an Attending Psychologist at New York Presbyterian Hospital. Dr. Bennett serves as the Site Clinical Director of the New York Presbyterian Hospital Youth Anxiety Center at Weill Cornell Medicine, and the Director of the Tourette Syndrome Center of Excellence at Weill Cornell. As a licensed clinical psychologist, Dr. Bennett works with children, adolescents, adults and families suffering from anxiety, tics, OCD and related conditions. She also teaches, writes, and presents internationally on these topics. Dr. Bennett’s primary research interests include the development, evaluation, and dissemination of cognitive behavioral treatments for anxiety, OCD and tic disorders, testing the efficacy of novel treatments for these disorders, and better understanding mechanisms involved in symptom change.   Dr. Bennett contributed to several cognitive-behavioral treatment and research programs at the Center for Anxiety and Related Disorders at Boston University and was a Co-Founder and Associate Director of the Pediatric OCD Intensive Treatment Program at UCLA before joining the faculty at Weill Cornell Medicine. Dr. Bennett also led a multi-disciplinary research team focused on the psychosocial needs of women who experience perinatal loss and earned a National Research Service Award for this research effort.  Dr. Bennett has been honored with a Career Development Leadership Award from the Anxiety and Depression Association of America and serves on the Medical Advisory Board for the Tourette Association of America.

The fourth May issue of our newsletter spotlights upcoming Northwest MHTTC & Network events, new resources and World Schizophrenia Day.

ABOUT THIS RESOURCE The stigma attached to mental health disorders is entrenched within the child-serving systems and extends to the family members of children living with complex behavioral health challenges. Parents and caregivers often feel dismissed, blamed for their child’s challenges, or perceived as an extension of their child’s diagnoses. This 90-minute webinar will bring awareness to the normalization of stigma and how it may manifest in unintended ways. It will present a call to action to challenge the status quo and offer strategies for addressing stigmatizing behaviors in real time. This webinar is offered in partnership with Oregon Family Support Network.   ADDITIONAL RESOURCES Presentation slides The Family Run Executive Director Leadership Association (FREDLA)   FACILITATOR Carol Dickey, MBA, MS  Carol Dickey is a parent of five children and a passionate advocate for behavioral health system transformation through elevation of the family voice and an interaction over intervention approach to service delivery. Drawing on more than three decades of experience in health-services administration and agency leadership, her advocacy efforts are driven by her family’s experiences within the child-serving systems. They are inspired by the stories of frustration, hurt, and helplessness shared by countless families so often forced to survive in crisis.              

ABOUT THIS RESOURCE The phrase lived-experience is widely used in behavioral health, but what does it really mean? Is lived-experience a code word meaning “former mental patient”? Isn’t all experience, “lived-experience” and therefore isn’t “lived-experience” redundant? Can a clinician have lived-experience? In this webinar, Pat Deegan will explore the origins of “lived-experience” in philosophy and its migration into behavioral health. She will argue that lived-experience introduces a new way of knowing that can compliment, and at times disrupt, the clinical world view.   ADDITIONAL RESOURCES Presentation slides    FACILITATOR Pat Deegan, PhD Patricia E. Deegan, PhD's mission is to help activate and empower mental health services users in their own recovery and to provide peer supporters and clinicians with the know-how to support people in their recovery journey. She is uniquely positioned to fulfill her vocation because she was diagnosed with schizophrenia as a teenager, went on to get her doctorate in clinical psychology and today leads a company run by and for people in recovery. She is a thought-leader in the field of mental health recovery, has numerous peer-reviewed publications, has held a number of academic appointments, and has carried a message of hope for recovery to audiences around the world. In addition to her work on the CommonGround Program, she consults with OnTrackNY and has helped the team at the Center for Practice Innovations develop an innovative model for engaging young people under the NIMH RAISE Study. The model is now being adopted nationally.              

ABOUT THIS RESOURCE Learn about the research briefs, practice briefs, articles, and other publications from the Northwest MHTTC.     Terms of use and Substance Abuse and Mental Health Services Administration (SAMHSA) disclosure statement

ABOUT THIS RESOURCE Learn about the free online courses from the Northwest MHTTC and from our wider MHTTC network on topics relevant to people working in the behavioral health field. Course topics include Cognitive Behavioral Therapy, Assertive Community Treatment, suicide prevention, clinical supervision, pharmacology, substance use disorders and treatment and more.     Terms of use and Substance Abuse and Mental Health Services Administration (SAMHSA) disclosure statement

ABOUT THIS RESOURCE Based on adult learning principles, our learning communities provide opportunities to learn new skills and process shared learning, featuring interactive sessions, engaging activities and follow-up reminders of key concepts and skills. After training and supporting the workforce through the COVID-19 pandemic, we were determined to offer learning opportunities that would enhance the virtual learning experience with greater connection between people-- knowing that teams will continue to face new stressors. Results from our tailored evaluations show that these virtual learning communities are well-received and provide interactive learning opportunities for participants. Learn more about the learning community model we offer and our past learning communities in this document.     Terms of use and Substance Abuse and Mental Health Services Administration (SAMHSA) disclosure statement

About this Resource:  This 4-part series takes a look at mental health respite care from the peer perspective, including discussions on its history and future direction, when and how it is being used (both in the Southeast and nationally), and the ways it can benefit one's recovery journey. In part 1 of the series, presenters from Georgia Mental Health Consumer Network (GMHCN) provide an introduction of the Consumer/Survivor/Ex-Patient Movement, with a case study example from Georgia. The historical perspectives on peer-run alternatives and recovery-oriented services are discussed.   To learn more about this series and register for upcoming sessions, please click here. 

We are alone if we choose to be, but we are also seamlessly part of everything, since that is the way of nature! This is the True knowledge, to see ourselves as integral part of the eternal and ever-present universe. The goal is to feel good through self-compassion but also work towards peace and harmony of all, limitlessly. We are subjective when we see ourselves as isolated individuals. We become increasingly objective when we are under self-control (in our physical/material world), with non-attachment (in our emotions), and liberated in our thoughts from all that bind and isolate us as “I” or individuals. We gain this true knowledge when we realize that all that is cognitive and all their enablers (laws of nature) are like two sides of a coin, like the waves on the surface and the deep ocean below - coexisting, inseparable, and enabling the other.   This talk was based on the recent book (2023): by Dr. Krishnamoorthy (Subbu) Subramanian Spirituality In Practice: Exploration for peace and harmony within as well as collaboration and cohesiveness with all that surrounds us. Presenters: Dr. Krishnamoorthy (Subbu) Subramanian, born and raised in Southern India, received his Ph. D from MIT, Cambridge, MA. USA in 1977. He has over 45 years of experience working in the global manufacturing sector. His work has focused on research, new business development, innovation, and mentoring. Dr. Matcheri Keshavan is Stanley Cobb Professor of Psychiatry at the Beth Israel Deaconess Medical Center (BIDMC); Harvard Medical School (HMS), a position he assumed in April 2008. He is also the academic head of psychiatry at BIDMC, and a senior psychiatric advisor for the Massachusetts Mental Health Center. This webinar was presented in collaboration with the Massachusetts Mental Health Center GrandRounds series.   View a recording of this 5/17/23 session here.

Learning that your elementary-aged child is thinking about self-harm or using language that signals suicide is frightening and disorienting. Thankfully, suicide is preventable and there are many things that parents and caregivers can do to help keep their children safe. This Brief, a complement to the more detailed resource, “Our Young Children & Suicide Prevention: A Resource for Parents and Caregivers” is designed to help parents and caregivers prevent suicidal thoughts and behaviors (STBs), recognize the warning signs of STBs, and, when necessary, intervene early and effectively to keep their children safe.   O’Malley, M., Marion, F., Palacio, J., & Gomez, J. (2023) Pacific Southwest Mental Health Technology Transfer Center (MHTTC).

  When children talk about death, communicate a wish to die, or hurt themselves—when they engage in suicidal thoughts and behaviors (“STBs”)—school adults may feel stunned and disoriented. Rates of reported STBs in children are rising (Burstein et al., 2019), elevating the need for up-to-date information meant to ensure educators are prepared to respond in the best possible way. This Brief, a complement to the more detailed resource, “Self-Harm and Suicide Awareness and Prevention in Childhood and Early Adolescence: A Resource for Elementary School Educators & School-Based Professionals,” is designed to provide elementary school personnel with critical knowledge and resources to help them recognize and assess the warning signs of STBs, and to respond in such a way that harm may be reduced, and children are kept safe.   O’Malley, M., Marion, F., Palacio, J., & Gomez, J. (2023) Pacific Southwest Mental Health Technology Transfer Center (MHTTC).

The South Southwest MHTTC has developed a list of mental health resources for LGBTQIA+ individuals and clinicians working with LGBTQIA+ populations.

1 in 36 school-age children have autism spectrum disorder (ASD). Autistic students are much more likely than non-autistic students to experience mental health challenges, including difficulty with executive functioning.  This infographic provides an overview of common executive function differences in autistic students and why these differences matter for school.

  May 3rd was World Maternal Mental Health Day. Be sure to watch this one-hour webinar to learn more about maternal mental health and what was discussed. To view all resources from this training, please click DOWNLOAD above Click here to watch the recording Event Description May 3rd was World Maternal Mental Health Day. To support providers and families living and working in the HHS Region 8 states of Colorado, Montana, North Dakota, South Dakota, Utah, and Wyoming, who are involved with maternal healthcare and perinatal mental health, we are proud to host the exciting Workshop Wednesday training, “An Interprofessional Tool for Perinatal Mental Health”. This workshop will be led by Abbey Marinucci, an OT doctoral candidate at the University of North Dakota, who has been interviewing practicing providers from many fields involved with perinatal healthcare, with a focus on perinatal mental health. From her research, Abbey will present an evidence-based product that will ultimately serve to inform providers of the perinatal population to expand the interdisciplinary approach to perinatal healthcare This interdisciplinary tool will help to streamline healthcare for mothers. This resource will assist providers in effectively referring mothers to appropriate members of the interdisciplinary team. This resource guide may be a helpful resource to current healthcare providers and professionals serving the perinatal population as well as additional healthcare professionals who provide education to mothers through community-based programs such as early intervention. Join us as we introduce Abbey’s important contribution to the field of perinatal mental health. Objectives After attending this training, participants will: 1. Identify the need for interdisciplinary support for promoting perinatal mental health. 2. Understand a resource product for facilitating referrals to the perinatal interdisciplinary team. 3. Be familiar with patient handouts for the referral process. 4. Identify how to access the resource product. Trainer Abbey Marinucci OT Doctrinal Candidate University of North Dakota

  Learning Objectives: List criteria for skin picking and other repetitive behavior disorders, and common differential diagnoses. Discuss the evidence and basis for Habit Reversal Therapy, and applications of behavioral intervention for repetitive behavior disorders. Describe evidence-based medication interventions for skin picking and repetitive behavior disorders.   Presented by: Alison DeLizza, PhD and Ryan T. Edwards, MD Dr. DeLizza is a child psychologist who has a special interest in working with children and teens with anxiety and depression. She has been working in Nebraska since 2018 when she relocated from Western Michigan. In addition to anxiety and depression, Dr. DeLizza also has experience working with children and teens with ADHD and other behavior disorders. Dr. DeLizza's therapy interests also include OCD and working with LGBTQIA+ youth. Dr. DeLizza completed her PhD in Clinical Psychology at Western Michigan University and her Clinical Internship at the Munroe-Meyer Institute at UNMC.   Dr. Ryan Edwards is a Board-Certified Child & Adolescent Psychiatrist. As a native Nebraskan, he earned his medical degree from the University of Nebraska Medical Center. He then completed both his residency and post-graduate fellowship training at the University of Michigan in Ann Arbor. His clinical interests include outpatient-based child & adolescent psychiatry, obsessive-compulsive disorder, complex anxiety disorders of childhood, and integrative and collaborative care across healthcare disciplines. He greatly enjoys teaching the next generation of medical professionals, and as a professional cyclist in a past life, he is also interested in the mental healthcare of young athletes.     Learn more about this series: Tele-Behavioral Health Consultation (TBHC) Primary Care Webinar Series