Products and Resources Catalog

This flyer provides an overview of Mid-America MHTTC services in the field of serious mental illness.

This infographic describes recently enacted and currently considered school-based mental health laws and executive actions.

This resource provides a tiered description of the key policies around the financing and provision of school-based mental health services that state leaders are proposing in the Southeast.

This environmental scan is a repository of evidence-based mental health programs and practices found to be effective with American Indian and Alaska Native (AI/AN) school-aged children and youth who experience adverse childhood experiences, including violence and trauma, that contribute to mental health problems. It was created in an effort to provide a repository that could be used by communities who serve Native school-age children, as well as to avoid the duplication of efforts.

This flyer provides an overview of Mid-America MHTTC services in the field of school mental health.

This flyer provides an overview of Mid-America MHTTC services in the field of integrated behavioral health and primary care.

Youth and young adults (YYA) of transition age (16-25 years of age) are an important population of focus for mental health services and supports. The resources provided in this document are intended to assist a wide array of stakeholders involved in creating better outcomes for YYA with mental health challenges and serious mental illness. These resources uphold the research-based concept that systems and services should be youth driven, developmentally and culturally appropriate, and trauma informed.

This document informs on what complicated grief is and how the Hispanic and Latino children and youth express it. It provides key aspects of Hispanic and Latino culture and three evidence-based interventions that have been proven to work to address the grieving process with Hispanic and Latino children, youths, and their families. Also, it covers how school personnel can manage this process.  

This brief document informs about the prevalence of bullying among Hispanic and Latino students in the school setting.  Although we have observed a decrease in bullying statistics, Hispanics and Latino students can be the target of these violent behaviors due to race or ethnicity. The document covers effective prevention efforts to address bullying in the school setting. English and Spanish versions are available. Spanish version

Este documento informa sobre la prevalencia del acoso escolar en los estudiantes hispanos y latinos. Aunque se ha observado un descenso en las estadísticas de bullying en esta población, los estudiantes hispanos y latinos pueden ser víctimas de conductas violentas por su raza o etnia. El documento incluye esfuerzos efectivos de prevención del acoso en el ambiente escolar. English Version

This infographic summarizes how discrimination and acculturation stress affects Hispanic and Latino children and youth mental health and the reasons for seeking mental health services. It also covers three promising evidence-based interventions that address the mental health needs of Hispanic and Latino children and youth. English and Spanish versions are available.

En esta infografía se resume como la discriminación y el estrés de aculturación afecta a los niños y jóvenes hispanos y latinos, también las razones para buscar servicios de salud mental. El documento incluye tres intervenciones prometedoras basadas en evidencia que aborda las necesidades de salud mental en esta población.

This document informs about the importance of students' mental health in school, the provision of school mental health services, and the role of social workers in the school setting. It also covers key elements for understanding and engaging Hispanic and Latino students and families into mental health care. 

The infographic highlights factors contributing to stress among Hispanic and Latino communities due to racial and ethnicity discrimination.

A fact sheet describing the need for mental health services among school age children, with data from the Youth Behavior Risk Surveillance System (Year 2018 Data).

Infographics describing health and prevention services for students and policies related to mental health screenings.

Infographics describing the mental health staffing characteristics in schools in the Southeast region.

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

This fact sheet is meant to accompany the two-part Southeast MHTTC webinar related to Mental Health Response to both natural and human-created disasters.

Prepared by Pamela Vona, MA, MPH, USC; Suzanne Dworak-Peck School of Social Work, Treatment and Services Adaptation Center for Resilience, Hope and Wellness in Schools, and University of Washington School Mental Health Assessment, Research & Training (SMART) Center In the United States, children and adolescents are exposed to violence and other traumatic events at alarming rates. Numerous studies have documented the short-and long-term consequences of exposure to violence and other traumatic events on children and adolescents. Despite these negative consequences, few children and adolescents receive appropriate care. This is particularly true for low-income, ethnic-minority youth. Schools have been shown to reduce barriers to mental health care. Given the high rates of trauma exposure and the central role schools can play enhancing access to care, it’s essential that school-based counselors and mental health providers receive training in evidence-based trauma interventions. This Practice Brief describes three of the most commonly used effective school-based interventions for trauma and the importance of creating a “trauma-informed” school community in order to optimize these interventions. Want more information and school mental health resources? Visit the Northwest MHTTC's School Mental Health page and sign up for our monthly newsletter for regular updates about events, trainings, and resources available to the Northwest region.

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

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

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

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