Products and Resources Catalog

This event is part of the UW SMART Center's 2023 Virtual Speaker Series. Learn more about the series here.  The Climate of Educator Bias-based Beliefs Effect on MTSS Implementation Description: The environment of schools comprises features of practice, policies, procedures, and beliefs. This presentation will discuss the types of bias-based beliefs educators bring into school that complicate the ways in which promising practices are implemented. Specific attention to elements of MTSS implementation that can be compromised by educator bias-based beliefs.  Objectives: Understand bias-based beliefs present in educational practice. Understand ways to interrupt bias-based beliefs. Understand ways to improve MTSS implementation through interruption of bias-based beliefs.   Materials & Resources: PowerPoint Presentation   About the Presenter: Edward (Eddie) Fergus, Ph.D. Professor of Urban Education in the School of Arts and Sciences at Rutgers University – Newark Dr. Edward (Eddie) Fergus is Professor of Urban Education in the School of Arts and Sciences at Rutgers University – Newark. Prior to joining Rutgers University – Newark, Dr. Edward Fergus was Associate Professor of Urban Education and Policy at Temple University (2017-2022) and Assistant Professor of Educational Leadership and Policy at New York University (2013-2017), and Deputy Director of the Metropolitan Center for Urban Education at New York University (2004-2013).  As a former high school social studies teacher, program evaluator, and community school program director, Dr. Fergus is continuously approaching research with an attention to its application within educational settings. Dr. Fergus’ work is on the intersection of educational policy and outcomes with a specific focus on Black and Latino boys’ academic and social engagement outcomes, disproportionality in special education and suspensions, and school climate conditions. He has published more than four dozen articles, book chapters, evaluation reports, and five books including Skin Color and Identity Formation: Perceptions of Opportunity and Academic Orientation among Mexican and Puerto Rican Youth (Routledge Press, 2004), co-editor of Invisible No More: Disenfranchisement of Latino Men and Boys (Routledge Press, 2011), co-author of Schooling For Resilience: Improving Trajectory of Black and Latino boys (Harvard Education Press, 2014), author of Solving Disproportionality and Achieving Equity (Corwin Press, 2016), co-editor of forthcoming book Boyhood and Masculinity Construction in the US (Routledge Press, forthcoming), and Unpacking the Cultural Shopping Cart: The Cross-Cultural Lives to Challenge School Segregation (Corwin, forthcoming). Fergus has worked with over 120 school districts since 2004 on educational equity and school reform, specifically addressing disproportionality in special education and suspension. Fergus partners with state education departments such as California, Maryland, Connecticut, North Carolina, and Texas and serves on various boards such as NY State Governor’s Juvenile Justice Advisory Group (2010-present), appointed in 2011 to the Yonkers Public Schools Board of Education (2011-2013 and 2019-2021), National Center on Learning Disabilities (2020-present), and is an expert consultant for the U.S. Department of Justice Civil Rights Division on Educational Opportunities (2014-2016), New York State Attorney General’s Office (2022), and NAACP Legal Defense Fund (2018).  Dr. Fergus received a bachelor’s degree in Political Science and Secondary Education – Broad Field Social Studies from Beloit College and a doctorate in Educational Policy and Social Foundations from the University of Michigan.  Want more information and school mental health resources? Visit the Northwest MHTTC's School Mental Health page and sign up for our newsletter for regular updates about events, trainings, and resources available to the Northwest region.

  What does emotional eating look like? Does it always look the same? Who can it affect? Learn all about it in this free series! Event Description Do you ever feel guilty for eating?   Do you ever feel anxious around food?   Do you ever feel anxious around food?   Do you ever feel a sense of a loss of control or impulsivity around food?   Do you ever judge yourself for what you eat?   Do you use food to cope, distract, or numb out?   Do you fear eating certain foods or label certain foods as good/bad?   Do you feel like you’re on a rollercoaster with your eating?   Do you feel like there is no way to trust your intuition and your body to guide your eating?   If you answered yes to any of these questions, you’re in luck! We are offering a 4-week emotional eating program starting April 13th, 2023.     Emotional eating is a struggle that many of us have faced, particularly when feeling isolated, anxious, bored, empty, frustrated, or even excited. Join Laura MacLachlan, registered psychotherapist, in a 4-week educational course that will offer you the knowledge and practical strategies on conquering emotional eating and making peace with food. Laura helps people learn how to change their relationship with food and how to listen to their bodies. This course is for people who struggle with cravings, and emotional eating, or who have started a diet but haven’t been able to stick to it. Laura’s approach is grounded in cognitive behavior therapy and intuitive eating. She focuses on supporting people in understanding their desire to cope with their emotions using food while providing strategies to manage emotional discomfort without breaking healthy commitments. Additionally, this course will offer an understanding of the myths in society that promote weight gain and how the reptilian brain is involved in food addiction.   Dates Session 1: April 13th, 2023 View resources used during this session by clicking DOWNLOAD above Session 2: April 20th, 2023 View resources used during this session by clicking DOWNLOAD above Session 3: April 27th, 2023 View resources used during this session by clicking DOWNLOAD above Session 4: May 4th, 2023 View resources used during this session by clicking DOWNLOAD above Trainer Laura MacLachlan, Psychotherapist, BSc., MCP, RP Laura MacLachlan is a registered psychotherapist with the College of Registered Psychotherapists of Ontario. She uses evidence-based interventions drawing from cognitive behaviour therapy, mindfulness, and intuitive eating, while liaising with other care providers to ensure a holistic approach to intervention. She is passionate about working with individuals and families affected by mood and anxiety disorders, emotional eating, and relationship difficulties. In her work with clients who struggle with emotional eating, recovery involves addressing the many issues that contribute to it, such as shame, relationship problems, perfectionism, and past traumas. When meeting first-time clients, Laura says, “I’m confident that together we can work to help equip you with the necessary tools to help you face and overcome the challenges you are facing. Whether you’re struggling with anxiety, depression, or emotional eating, it is important that you know you don’t have to be alone in this journey.”

  The Great Lakes Current is the e-newsletter of the Great Lakes ATTC, MHTTC, and PTTC.   The April-May 2023 issue honors National Mental Health Awareness Month, National Children's Mental Health Awareness Week, National Asian American and Pacific Islanders Heritage Month, and National Prevention Week by sharing events and resources on these topics. This issue also features an upcoming in-person conference and an exciting, new intensive technical assistance training series sponsored by the Great Lakes ATTC, MHTTC, and PTTC.    As always, you will find links to all the upcoming events and trainings for the Great Lakes ATTC, MHTTC, and PTTC in The Great Lakes Current.     

About this Resource: The Southeast MHTTC Newsletter highlights upcoming events and recently released products as well as shares information on available resources from SAMHSA and the MHTTC network.  The May 2023 issue promotes May Awareness events (National Mental Health Awareness Month & Asian American and Pacific Islander Heritage Month), highlights our upcoming events and recently developed products, celebrates efforts being done by Region IV states, and provides resources available through the MHTTC Network and SAMHSA to connect individuals to needed treatment and support. 

Recording Slides (click on the Download button above) Using Fidelity Scales for Evidence-Based Practices April 25, 2023 Description: During this session, we will cover what evidence-based practices (EBP) are and why we should use EBP. We will explore how we can make sure we are using EBP according to fidelity scales and how we can integrate EBP into existing services.

Motivational interviewing is an evidence-based technique for engaging ambivalent patients in conversations about behavior change. Dr. Kline presents her research on adapting motivational interviewing for family caregivers of adolescents and young adults with first episode psychosis and other mental health and substance use disorders.   Dr. Emily Kline is a clinical psychologist and assistant professor of psychiatry at Boston University School of Medicine. She serves as the Director of Psychological Services for the Wellness and Recovery After Psychosis team and leads the Motivational Interviewing for Loved Ones lab at Boston Medical Center.   This webinar was co-hosted by the Massachusetts Psychosis Network for Early Treatment (MAPNET, www.mapnet.online)   View a recording of this 4/28/23 session here. 

LEARNING SUMMARY: RISING PRACTICES & POLICIES IN OUR WORKFORCE: REGION 9's 2022 SPRING & SUMMER FOUR PART SERIES  In the Spring and Summer of 2022, the Pacific Southwest Mental Health Technology Transfer Center Network (MHTTC) brought together regional leaders and implementers in a four-part learning series on emerging issues for the mental health and school mental health workforce with the goal of identifying considerations and elevating promising practices. This document includes a learning capture of all four sessions in this series. It includes each of the webinar recordings, highlights of the resources, ideas and learnings from the sessions.  Below are the titles of each panel event in the series. Session 1: Launching 988: What Do We Need to Know and How Might It Go? Session 2: Mitigating Distress & Maximizing Supports for Refugees from War Session 3: Working with Youth and Families Experiencing Homelessness and Home Insecurity Session 4: The Woes and Wonders of Recruitment and Retention in the Mental Health and School Mental Health Workforce  

  LEARNING SUMMARY Launching 988: What Do We Need to Know and How Might It Go? In May of 2022, MHTTC's Region 9 convened mental health crisis system professionals to learn how our region was preparing for the July 2022 launch of 988, the new front-facing number for suicide prevention and mental health crisis response. This new system operates through the existing National Suicide Prevention Lifelines, a network of 200 locally operated and funded crisis centers in the U.S. The launch of 988 created a universal entry point to trained crisis counselors and increased the nation’s capacity to circumvent law enforcement response to mental health crises. The system also reduces the number of admissions through the emergency room for people experiencing a mental health crisis, freeing up beds for other patients and reducing the cost of care. Recognizing that this once-in-a-generation opportunity requires intentional change management, MHTTC’s session explored considerations and strategies for 988 adoption and integration. Highlights from the panelists and group discussion, along with resources shared, are presented in this document. 

  LEARNING SUMMARY Session 2: Mitigating Distress & Maximizing Supports for Refugees from War   In June of 2022, MHTTC's Region 9 convened leaders in the school and mental health workforce to share strategies for responding to clients and students who are refugees from current and previous wars. Highlights from the panelists and group discussion, along with resources shared, are presented in this document. 

  LEARNING SUMMARY Working with Youth and Families Experiencing Homelessness and Home Insecurity   In July of 2022, MHTTC's Region 9 convened leaders in the school and mental health workforce to share strategies for responding to youth homelessness and housing insecurity in school and community-based settings. Highlights from the panelists and group discussion, along with resources shared, are presented in this document. 

  LEARNING SUMMARY The Woes and Wonders of Recruitment and Retention in the Mental Health and School Mental Health Workforce The Pacific Southwest region is experiencing a huge rise in need for mental health services in our communities and schools, and at the same time, experiencing a large attrition rate of providers—an ongoing situation that predated the pandemic but has been exacerbated by its effects. Beginning with the premise that issues of recruitment and attrition can be better framed as a shortcoming of systems, rather than a staffing shortage, in August of 2022, our Center convened behavioral health professionals and leaders to address strategies for cultivating a healthy and sustainable mental health and school mental health workforce. Highlights from the panelists and group discussion, along with resources shared, are presented in this document. 

About this Resource:  Regardless of clinical orientation or technique, effective therapy hinges on the quality of the therapeutic relationship and of the therapist's ability to create and nurture factors of trust, empathy, warmth, non judgment, collaboration, presence and empowerment for the client. Although we would like to believe that we all naturally foster these characteristics in our work, our ability to do this effectively, depends on our ability to know, regulate and challenge ourselves. Radical introspection draws upon the traditions of mindfulness, self inquiry and reflective writing to bring the clinician into a deeper awareness of themselves so they can create more impactful and meaningful therapeutic work.   Please click here to access presenter materials. 

The May issue of our newsletter raises awareness of Mental Health Awareness Month and celebrates Asian and Pacific American Heritage Month, features announcements of upcoming MHTTC network and partner events, and spotlights new resources and funding opportunities.

The aim of Think Trauma: A Training for Working with Justice Involved Youth is to make creating trauma-informed juvenile justice systems easier to implement. Many youth in the juvenile justice system have survived horrific traumatic experiences including chronic exposure to violence that has profoundly shaped how they think, behave, and respond. Direct care professionals working with youth in juvenile justice-related facilities have very challenging and emotionally draining roles; they are responsible for preserving their safety and the safety of others and serve as parent, counselor, mentor, role model, disciplinarian, and advocate. Goals of the training: To educate juvenile justice professionals about the impact of trauma on the development and behavior of youth in the juvenile justice system. To provide juvenile justice professionals with the knowledge and skills needed to: Respond appropriately to the behavioral and emotional challenges of traumatized youth Help traumatized youth develop the ability to recognize trauma or loss reminders Help traumatized youth recognize and develop their strengths Help traumatized youth recognize survival coping strategies and develop positive coping strategies needed to grow into healthy, productive, and functional adults  Take care of themselves and seek support from others To learn strategies for supporting youth reintegration into the community Understand the role of intergenerational, historical, and system-induced trauma on youth behavior Develop strategies for adjusting agency practices and procedures to more effectively address the impact of trauma on youth, their families, and staff Review the role of youth cultural experiences for building resilience among traumatized youth   Day one's theme was "Trauma and Justice Involvement."   View a recording of this 4/11/23 session here. 

The aim of Think Trauma: A Training for Working with Justice Involved Youth is to make creating trauma-informed juvenile justice systems easier to implement. Many youth in the juvenile justice system have survived horrific traumatic experiences including chronic exposure to violence that has profoundly shaped how they think, behave, and respond. Direct care professionals working with youth in juvenile justice-related facilities have very challenging and emotionally draining roles; they are responsible for preserving their safety and the safety of others and serve as parent, counselor, mentor, role model, disciplinarian, and advocate. Goals of the training: To educate juvenile justice professionals about the impact of trauma on the development and behavior of youth in the juvenile justice system. To provide juvenile justice professionals with the knowledge and skills needed to: Respond appropriately to the behavioral and emotional challenges of traumatized youth Help traumatized youth develop the ability to recognize trauma or loss reminders Help traumatized youth recognize and develop their strengths Help traumatized youth recognize survival coping strategies and develop positive coping strategies needed to grow into healthy, productive, and functional adults  Take care of themselves and seek support from others To learn strategies for supporting youth reintegration into the community Understand the role of intergenerational, historical, and system-induced trauma on youth behavior Develop strategies for adjusting agency practices and procedures to more effectively address the impact of trauma on youth, their families, and staff Review the role of youth cultural experiences for building resilience among traumatized youth   Day two's theme was "Understanding Trauma's Impact on Development."   View a recording of this 4/13/23 session here. 

The aim of Think Trauma: A Training for Working with Justice Involved Youth is to make creating trauma-informed juvenile justice systems easier to implement. Many youth in the juvenile justice system have survived horrific traumatic experiences including chronic exposure to violence that has profoundly shaped how they think, behave, and respond. Direct care professionals working with youth in juvenile justice-related facilities have very challenging and emotionally draining roles; they are responsible for preserving their safety and the safety of others and serve as parent, counselor, mentor, role model, disciplinarian, and advocate. Goals of the training: To educate juvenile justice professionals about the impact of trauma on the development and behavior of youth in the juvenile justice system. To provide juvenile justice professionals with the knowledge and skills needed to: Respond appropriately to the behavioral and emotional challenges of traumatized youth Help traumatized youth develop the ability to recognize trauma or loss reminders Help traumatized youth recognize and develop their strengths Help traumatized youth recognize survival coping strategies and develop positive coping strategies needed to grow into healthy, productive, and functional adults  Take care of themselves and seek support from others To learn strategies for supporting youth reintegration into the community Understand the role of intergenerational, historical, and system-induced trauma on youth behavior Develop strategies for adjusting agency practices and procedures to more effectively address the impact of trauma on youth, their families, and staff Review the role of youth cultural experiences for building resilience among traumatized youth   Day three's theme was "Coping in Context."   View a recording of this 4/25/23 session here. 

The aim of Think Trauma: A Training for Working with Justice Involved Youth is to make creating trauma-informed juvenile justice systems easier to implement. Many youth in the juvenile justice system have survived horrific traumatic experiences including chronic exposure to violence that has profoundly shaped how they think, behave, and respond. Direct care professionals working with youth in juvenile justice-related facilities have very challenging and emotionally draining roles; they are responsible for preserving their safety and the safety of others and serve as parent, counselor, mentor, role model, disciplinarian, and advocate. Goals of the training: To educate juvenile justice professionals about the impact of trauma on the development and behavior of youth in the juvenile justice system. To provide juvenile justice professionals with the knowledge and skills needed to: Respond appropriately to the behavioral and emotional challenges of traumatized youth Help traumatized youth develop the ability to recognize trauma or loss reminders Help traumatized youth recognize and develop their strengths Help traumatized youth recognize survival coping strategies and develop positive coping strategies needed to grow into healthy, productive, and functional adults  Take care of themselves and seek support from others To learn strategies for supporting youth reintegration into the community Understand the role of intergenerational, historical, and system-induced trauma on youth behavior Develop strategies for adjusting agency practices and procedures to more effectively address the impact of trauma on youth, their families, and staff Review the role of youth cultural experiences for building resilience among traumatized youth   Day four's theme was "Staff Wellness and Addressing Organizational Stress."   View a recording of this 4/27/23 session here. 

Recording of the event Return of the Repressed: Re-emergence of Either/or Thinking as a Defense Against Racial Awakening, originally held on April 20, 2023.   Presentation slides

  RECORDING: Applying the Research: Practical Supports for Suicide Prevention in Schools   DESCRIPTION: Efforts to prevent suicide at the individual and community level are important for reducing suicide among youth. Suicide is complex with no single cause. This webinar addresses three factors for consideration when focusing on suicide prevention. The speakers will share findings and practical takeaways from their AFSP funded research. One important factor related to mental health and wellness among school aged youth is sleep. Dr. Tina Goldstein will share insights and data regarding the relationship between sleep and suicide. Next, Dr. Anna Mueller will review what she has learned from her research about important ingredients for suicide prevention in schools. Finally, Dr. Marisa Marraccini will describe how to facilitate a student’s return to school after hospitalization for suicidal behavior. There are many considerations to help students and schools adapt to support students in this process of transition. The goal of the webinar is to share insights to build an informed and active community working together for suicide prevention.     LEARNING OBJECTIVES: Describe How sleep patterns may impact mental health and wellness Provide 3 actions that can be taken to facilitate a student’s return to school after hospitalization for suicidal behavior Enumerate strategies for suicide prevention that can be used in schools     PRESENTERS: Tina Goldstein, PhD, clinical and research interests focus on understanding the etiology and psychosocial treatment for youth with, and at-risk for, mood disorders and suicide. Her research program is supported by grant funding from federal and private foundations, and she is the author of over 150 manuscripts and book chapters. Her contributions to the field have been recognized with numerous awards, including the Klerman Young Investigator Award from the Depression and Bipolar Support Alliance (DBSA) and the Presidential Early Career Award for Scientists and Engineers (PECASE).       Anna S. Mueller, PhD, is the Luther Dana Waterman Associate Professor in the Department of Sociology at Indiana University Bloomington. She received her BA from Wellesley College in 2002 and her PhD in sociology in 2011 from the University of Texas at Austin. Using both quantitative and qualitative methodologies, Mueller’s research examines (1) the social roots of adolescent suicide; (2) the experience of suicide bereavement in adolescence, and (3) how organizational science can help improve suicide prevention in schools. Her research on youth suicide has won numerous awards for its contribution to knowledge, including the Edwin Shneidman Early Career Award from the American Association of Suicidology. In 2020, she was named one of Science News’s Top 10 Early Career Scientists to Watch. Her research is funded by the National Institute of Mental Health, the American Foundation for Suicide Prevention, and the Western Colorado Community Foundation, among others. She is passionate about helping schools, families, and communities find better ways to prevent youth suicide and to heal after suicide losses.     Marisa Marraccini, PhD, specializes in promoting the mental health and well-being of students and preventing health risk behaviors. Trained as a school psychologist, she became interested in supporting high-risk adolescents to prevent suicide and other health risk behaviors during her internship at a rural high school. Recognizing a critical need to better support these students, she sought out advanced training in suicide assessment research through a postdoctoral fellowship at the Department of Psychiatry and Human Behavior in the Warren Alpert Medical School of Brown University. Currently, Marraccini is an Implementation Research Fellow through the Implementation Science Research Institute at Washington University of St. Louis.     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.

ABOUT THIS EPISODE We welcome back Dr. Kira Mauseth to discuss best practices for addressing behavioral health in the context of natural and human-caused disasters as well as critical incidents.  GUEST Kira Mauseth, PhD Dr. Kira Mauseth is a practicing clinical psychologist who sees patients at Snohomish Psychology Associates in Everett and Edmonds, WA, teaches as an Associate Teaching Professor at Seattle University and serves as a co-lead for the Behavioral Health Strike Team for the WA State Department of Health. She also owns Astrum Health, LLC, and consults with organizations and educational groups about disaster preparedness and resilience building within local communities. Dr. Mauseth has provided training to community groups and professionals both regionally and abroad as the co-developer of the Health Support Team© program. Her work and research focus on disaster behavioral health, resilience, and recovery from trauma as well as small and large-scale critical incident response and preparation for organizations. She has worked abroad extensively with disaster survivors and refugees in Haiti, Jordan and Poland, and has trained first responders and health care workers throughout Puget Sound the United States, and currently serves in the adult mental health clinical seat on Washington State’s Disaster Medical Advisory Committee (DMAC).   HOST Christina N. Clayton, LICSW, SUDP, Northwest MHTTC Co-Director Christina Clayton has been working in the behavioral health field since 1993 working with people and programs addressing severe mental health issues, substance use, co-occurring issues, chronic homelessness, integrated care, outreach, physical health, trauma and diversity/equity/inclusion topics. Christina has education and licenses/credentials in clinical social work, mental health and substance use.  She is also a Clinical Assistant Professor and Field Instructor for the University of Washington School of Social Work (MSW ’97).  Learn more about MHTTC Staff & Faculty   LEARN MORE Webinar recording, slides & resources: "Responding to Disasters: Principles and Considerations for Behavioral Health" PODCAST SERIES Discover other episodes in the Putting It Together series here. Terms of use and Substance Abuse and Mental Health Services Administration (SAMHSA) disclosure statement

ABOUT THIS EPISODE We speak with Jennifer Springsteen about grief and the importance of tending to it as mental & behavioral health professionals. GUEST Jennifer Springsteen Jennifer Springsteen is a writer and a teacher in Portland, Oregon. She is in her final year of seminary seeking her Masters of Divinity and is currently serving as the intern minister at Unitarian Universalist Church of Vancouver, Washington. She has been offering grief workshops for the past five years to writers, folx identifying as dually diagnosed, seminarians, and congregants.   HOST Christina N. Clayton, LICSW, SUDP, Northwest MHTTC Co-Director Christina Clayton has been working in the behavioral health field since 1993 working with people and programs addressing severe mental health issues, substance use, co-occurring issues, chronic homelessness, integrated care, outreach, physical health, trauma and diversity/equity/inclusion topics. Christina has education and licenses/credentials in clinical social work, mental health and substance use.  She is also a Clinical Assistant Professor and Field Instructor for the University of Washington School of Social Work (MSW ’97).  Learn more about MHTTC Staff & Faculty   LEARN MORE Webinar recording, slides & resources: "The Geography of Grief" PODCAST SERIES Discover other episodes in the Putting It Together series here. Terms of use and Substance Abuse and Mental Health Services Administration (SAMHSA) disclosure statement

  This free webinar was presented in collaboration with the SAMHSA-funded National Center for Excellence for Eating Disorders (NCEED).  To access resources from this presentation, please click DOWNLOAD above CLICK HERE to view the recording Event Description This webinar will review eating disorder diagnoses/signs and symptoms, list screening tools used to identify eating disorders, describe evidenced-based treatments and best practices for non-specialist management of eating disorders, and provide resources to share with patients and families.   Trainer Jean Doak Dr. Jean Doak is a Professor of Psychiatry and Clinical Director in the Center of Excellence for Eating Disorders at the University of North Carolina at Chapel Hill (UNC). Dr. Doak has held various positions in academic medicine, non-profit, and for-profit organizations and within various levels of care. She earned a Bachelor of Science in Psychology and Biology from Houston Baptist University, a Master of Arts in Psychology from University of Houston – Clear Lake, and a Doctorate in Counseling Psychology from the University of Houston. Dr. Doak completed her clinical internship at the University of Texas Medical Branch with a specialization in pediatric psychology and completed a LEAH (Leadership in Education and Adolescent Health) post-doctoral fellowship at Baylor College of Medicine/Texas Children’s Hospital, focusing on education, training and clinical practice in adolescent medicine/mental health with a specialization in eating disorders.  She has extensive training in Cognitive Behavior Therapy (CBT), Enhanced Cognitive Behavior Therapy (CBT-E) for Eating Disorders through the Centre for Research on Eating Disorders at Oxford, and Maudsley Family-Based Treatment (FBT). In addition to clinical practice, her work has focused on clinical training, consultation, program development, research/training/practice integration, and clinical operations. Dr. Doak’s most recent positions include: Assistant Professor at Baylor College of Medicine/Texas Children’s Hospital and Regional Director at Cleveland Center for Eating Disorders/The Emily Program. 

  SERIES DESCRIPTION: Universal mental health screening is gaining recognition as an effective way to identify early warning signs of youth mental health needs. However, it can be an overwhelming process! In this 3-part series, participants will learn how to implement school mental health screening, with attention to readiness, follow-up, and sustainability.     PART 1 RECORDING: How Do We Start? Creating a Plan for School Mental Health Screening Handouts:       PART 1 DESCRIPTION: Universal mental health screening is gaining recognition as an effective way to identify early warning signs of youth mental health needs. However, it can be an overwhelming process! In this 3-part series, participants will learn how to implement school mental health screening, with attention to readiness, follow-up, and sustainability. In session 1, best practices to enhance readiness for universal mental health screening in the school setting will be presented. Specifically, webinar attendees will learn best practices for teaming, identifying needs and screening targets, and selecting a screening tool. Materials to support planning and tool selection will be available to attendees.   LEARNING OBJECTIVES: Identify teaming and collaboration best practices for mental health screening.  Understand needs assessment and screening target selection. Identify a procedure for selecting a mental health screening tool.       PART 2 RECORDING: How Do We Respond? Legal and Ethical Follow-Up for School Mental Health Screening Handouts:         PART 2 DESCRIPTION: Universal mental health screening is gaining recognition as an effective way to identify early warning signs of youth mental health needs. However, it can be an overwhelming process! In this 3-part series, participants will learn how to implement school mental health screening, with attention to readiness, follow-up, and sustainability. In this second session, participants will learn what to do with school mental health screening results. Specifically, legal and ethical follow up using a tiered system for intervention and referral will be described. Webinar attendees will learn how to organize follow-up assessments, map screening results to existing interventions, and to delve into school- and class-level trends. Materials to support timely follow-up will be available to attendees.   LEARNING OBJECTIVES: Understand legal and ethical obligations associated with mental health screening in schools Identify follow-up assessment procedures Identify needs assessment procedures for aligning mental health screening with intervention and referral Understand mechanisms for pinpointing and intervening on school- and class-level trends in mental health screening data       PART 3 RECORDING: How Do We Continue? Organization and Sustainability for School Mental Health Screening Handouts:   SBMH Screening Part 3 Handout_Zahn_508_kms.pdf   PART 3 DESCRIPTION: Universal mental health screening is gaining recognition as an effective way to identify early warning signs of youth mental health needs. However, it can be an overwhelming process! In this 3-part series, participants will learn how to implement school mental health screening, with attention to readiness, follow-up, and sustainability. In the third session, participants will learn how to organize data and build lasting systems. Specifically, systems for progress monitoring and tracking of follow-up will be presented. Webinar attendees will learn how to store and re-visit screening data effectively and efficiently to serve youth over the long run. Materials to support data management will be available to attendees.   LEARNING OBJECTIVES: Identify progress monitoring systems for mental health screening Understand recommended timelines for ongoing mental health screening Recognize the need for sustainable data organization for long-term screening implementation       PRESENTER: Miranda Zahn, PhD, NCSP, is an Assistant Professor of School Psychology at the University of South Dakota. She conducts research, training, and technical assistance in school-based mental health services. Specifically, Miranda focuses on social justice and the role of teachers in school supports for youth mental health. In addition, Miranda is a school psychologist and school mental health provider at Nebraska’s Educational Service Unit #1, where she provides direct services to youth as well as training and systems consultation to schools.        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.

The South Southwest MHTTC hosted Dr. Charlie Heriot-Maitland who presented on Compassion Focused Therapy from April - June 2023. In these three sessions of the series, attendees were introduced Compassion Focused Therapy case conceptualization for young people in early psychosis programs. The series included both didactic and experiential components.   http://relatingtovoices.com/       This is the first video of The Engaging with Voices videos series. These videos are intended as inspiration and support for people interested in compassionate approaches to voices. Please find the entire series on Youtube here: https://www.youtube.com/watch?v=sdzGLNoWU8c&t=1s.   Facilitator   Charlie Heriot-Maitland, PhD, DClinPsy I am a clinical psychologist, researcher, author, and trainer at Balanced Minds, UK (balancedminds.com). I have recently spent five years researching the application of Compassion Focused Therapy (CFT) for people in United Kingdom National Health Service (NHS) who are experiencing distress in relation to psychosis as an MRC Research Fellow at King’s College London and University of Glasgow. I provide CFT therapy, supervision, consultation, and training. I have run over a hundred various compassion training workshops both nationally and internationally, and have co-authored (with Eleanor Longden) a new self-help book for voice-hearers.     Email at [email protected]