Products and Resources Catalog

The second May issue of our newsletter spotlights the Center of Excellence on LGBTQ+ Behavioral Health Equity and announces upcoming MHTTC webinars and network events, new resources and SAMHSA news.

Recording of the Rock Recovery-led event The Truth About Food Addiction, originally held on April 25, 2023.   Slide presentation

This event is part of the UW SMART Center's 2023 Virtual Speaker Series. Learn more and register for upcoming events in the series here.  Transformative Systems through Equity - What are your powers? Description: A large component of transformative systems change is dependent upon an adopted foundational framework. MTSS is the framework to leverage equitable practices. This session will describe the power of equity, inclusion and belonging to create positive student outcomes. Objectives: Participants will identify the ways MTSS, as a framework for systems change, can be leveraged from a human-centered approach.    Materials & Resources: PowerPoint Presentation About the Presenter: Nikole Y. Hollins-Sims, Ed.D. Nikole Y. Hollins-Sims, Ed.D., is an educational consultant & strategist. She currently serves as a technical assistance coordinator for the Midwest PBIS network. Dr. Hollins-Sims is a former Special Assistant to the Secretary of Education at the Pennsylvania Department of Education (PDE). She has previously served as an educational consultant for the Pennsylvania Training and Technical Assistance Network (PaTTAN)-Harrisburg Office, where she was the co-statewide lead for the Learning Environment & Engagement initiative. Dr. Hollins-Sims is a Pennsylvania certified school psychologist and has conducted research around caregivers of children of incarcerated parents and their motivation to engage in family-school partnerships. Dr. Hollins-Sims has been awarded as a Moral and Courageous Leader for Education by Cabrini University in 2021, the 2021 American Psychology Association (APA) Anti-Racism School Psychology Emerging Professional Award and was named the 2021 Pennsylvania School Psychologist of the Year. In 2022, Dr. Hollins-Sims served as the lead author of the book titled: Creating Equitable Practices in PBIS. Dr. Hollins-Sims has also recently launched her own business, Hollins-Sims Consultation.       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.

This event is part of the UW SMART Center's 2023 Virtual Speaker Series. Learn more about the series here.  Doing the work! Ensuring Equity and Cultural Responsiveness in Urban Implementation within the MTSS framework Description: Equity and student mental health needs must be considered when utilizing the Multi-tiered system of supports (MTSS) framework. Doing the work requires educators to be aware of inequities within data and the present mental health needs of the students they serve. Intentionally connecting all available information when making decisions is key to successful  implementation of tiered systems. This presentation will address the need to incorporate equitable and culturally responsive practices when implementing systems to support students. Objectives: Explain the importance of educating the educator on student mental health. Discuss the importance of disaggregating data for disparity. State the importance of involving stakeholders in making decisions to action plan. Materials & Resources: PowerPoint Presentation   About the Presenters: Tynara Blount, M.S Director of Culturally Responsive Positive Behavior Intervention and Supports (PBIS) at The School District of Philadelphia Tynara Blount is the Director of Culturally Responsive Positive Behavior Interventions and Supports (CR-PBIS) for the School District of Philadelphia. In this role, Tynara leads a team of 20 district-level CR-PBIS coaches who support over 100 public schools in their implementation of CR-PBIS. Her post graduate career began in the Criminal Justice system where she also volunteered to teach students at a local high school the techniques required to debate a court case. It was this experience with students that inspired her to enter the education field. Fully committed to students, teachers, and leaders, Tynara has dedicated the past 19 years to  education to ensure equity and belonging are central to our collective work. Her past experiences include working as a School Transformational Facilitator at Johns Hopkins University. She also brings a wealth of knowledge from her tenure as a Director of Education, high school advanced placement teacher, District CR-PBIS Coach, Lead CR-PBIS Coach, and Assistant Director of CR-PBIS. Tynara earned a BS in Criminal Justice with a minor in Communications from West Chester University and a MS in Criminal Justice Administration from St. Joseph's University. She is a loving mother and a wife, happily married to her husband of nine years. Tynara is a champion and community-centered leader, committed to the daily support of ensuring schools work collaboratively with students, families and community members.    Tianna Bilal, M.S Assistant Director of Culturally Responsive PBIS at The School District of Philadelphia Tianna Bilal has been working in the education field for the past seven years. Prior to working in education, she spent 15 years working in the substance use/mental health field in various roles. Tianna attended The Pennsylvania State University, where she received her undergraduate degree in 2003, majoring in Human Development and Family Studies. She received her Master’s of Science degree in Criminal Justice in 2013. Tianna currently works as the Assistant Director for Positive Behavior Intervention and Supports (PBIS) for the School District of Philadelphia. In this role, she supports the implementation of PBIS in over 100 District schools.       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.

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