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Session Description: A primary concern in any healthcare setting is the safety of patients, staff, and visitors. This webinar will explore de-escalation techniques to help prevent harm to all parties involved, reducing the risk of physical injuries and psychological trauma and promoting a therapeutic environment conducive to healing and recovery. Responding to aggression with empathy and de-escalation techniques can help build trust, encouraging people receiving care to communicate openly and engage in their treatment. This webinar will also explore the topic of the interactions between mental health staff and people who are receiving emergency and short-term inpatient psychiatric care. We will identify research on the types of situations that commonly result in aggression between staff and people receiving care. Then, we will introduce a practical best practice model of communication that can be used to de-escalate difficult situations, encourage positive communication and promote a safer environment in outpatient settings.   Presenter Bio: Kenneth T. Kinter, MA, LPS has worked with people with mental illness throughout his 30-year career. This includes 25 years working in psychiatric emergency settings, partial care programs and in a county jail. He has worked for Rutgers University for nearly 20 years. His current faculty appointment is implementing evidence-based practices in New Jersey's state psychiatric hospitals. He has been based at Ancora Psychiatric Hospital since 2006 and the Ann Klein Forensic Center since 2019. Mr. Kinter is currently completing his Ed.D. and his dissertation involves predicting and preventing 30-day readmissions to state psychiatric hospitals. He has also published on Learn Thinking/Six Stigma, deinstitutionalization, wellness centers, inter-rater fidelity, and Illness Management and Recovery.

The first issue of our June 2024 newsletter features Pride Month resources, new upcoming Northwest MHTTC events, and disseminates other events & resources of interest to the workforce.

ABOUT THIS EVENT The Northwest MHTTC is excited to collaborate with the Mountain West AIDS Education & Training Center Program (AETC) on this webinar series related to sexual health.  Sexual Orientation and Gender Identity (SOGI) data collection and documentation are a key component of enhancing meaningful dialogue during clinical encounters and promoting the provision of high-quality care. The collection of SOGI data are a critical step in systematically documenting and addressing health disparities affecting LGBTQIA+ persons. Client-provider discussions about SOGI can facilitate a more accurate assessment of self-reported health and behaviors. Accurate SOGI data collection is a vital part of establishing a good client-provider relationship and conveys competence and humility. The second session of the series will highlight best practices for obtaining and documenting SOGI data and help build provider skills and confidence in these activities. Learning Objectives  Define and differentiate sexual orientation, gender, and sex.  Differentiate gender modality, identity, and expression.  Identify how asking questions about sexual orientation, gender, and sex improves healthcare for the patient and explain this value to others.  Describe how stigma operates in healthcare environments and identify strategies to counter stigma.  Utilize affirming language when asking sexual orientation, gender, and sex questions of all patients.  Part 2 of the Sexual Health Series (click to view all sessions in this series). Slides Oregon AETC Sexual Orientation & Gender Identity (SOGI) Resources Inclusive Questions for Older Adults: A Practical Guide to Collecting Data on Sexual Orientation and Gender Identity FACILITATORS Lydia Chwastiak, MD, MPH Dr. Chwastiak is a psychiatrist, internist and health services researcher who is a Professor in the UW Department of Psychiatry and Behavioral Sciences.  Over the past 22 years, her research has focused on improving care and outcomes for people with complex needs in low resource settings, such as low-barrier primary care clinics and community mental health centers in the US, and primary and secondary medical settings in India and Nepal. Dr. Chwastiak is co-directs the UW Behavioral Research in HIV (BIRCH) Center, an NIMH-funded AIDS Research Center, and is the PI and co-director of the Northwest Mental Health Technology Transfer Center (NW MHTTC). Dayna Morrison, BA, MHP Dayna K. Morrison, BA, MHP, brings over 20 years of experience working with people living with HIV/AIDS in Oregon and abroad. In her current role as Program Manager for the Oregon AETC and Lead Faculty for SOGI (sexual orientation/gender identity), Ms. Morrison has provided capacity building assistance to health care systems, federally qualified health centers, and clinicians in efforts to build more inclusive healthcare environments. Additionally, she has coordinated the LGBTQ+ Health Coalition of the Columbia-Willamette since 2010 representing LGBTQ+ voices in Health Equity Workgroups through the Oregon Health Authority. Previous professional positions include Director of HIV Services at Quest Center for Integrative Health, and Program Coordinator for the CDC Global AIDS Program. Rachel Greim, MPH Rachel Greim (she/her) is the Equity Manager with the Oregon AIDS Education and Training Center (AETC), located at the Oregon Primary Care Association. She is originally from southern California and moved to Portland to complete her MPH at the OHSU-PSU School of Public Health, where she focused on reproductive health, community health, and sexual and gender minority health. In her work at the AETC, she coordinates the biennial 2SLGBTQ+ Meaningful Care Conference and delivers trainings on sexual orientation and gender identity (SOGI) to clinics and other healthcare settings. Her work also supports the Oregon Health Authority’s Office of Equity and Inclusion in implementing SOGI data collection by state-funded programs. In addition to her SOGI work, Rachel coordinates trainings on antiracism and trauma-informed care for HIV care and service providers around the state of Oregon. Terms of use and Substance Abuse and Mental Health Services Administration (SAMHSA) disclosure statement

To view resources from this training, click ATTACHMENT links Click here to watch the recording Event Description Historically, school psychologists functioned in narrow roles in school districts, and many school districts lacked the mental health services students require.  Multi-tiered Systems of Support (MTSS) is based on a public health model of providing services and interventions to students as needed.  This training will discuss the components of a school-based behavioral health model that addresses students’ mental health needs from prevention/promotion to early intervention to intensive services. Learning Objectives: 1.Participants will understand the components of behavioral services in an MTSS model 2.Participants will learn about how universal behavioral health screening occurs in schools 3.Participants will learn about workforce development strategies needed to create an effective mental health workforce 4. Participants will learn how to develop partnerships required to implement comprehensive behavioral health models to schools Trainer Andria Amador, Ed.D, NCSP Andria Amador is the Senior Director of Behavioral Health Services for the Boston Public Schools (BPS).  Andria has dedicated her career to urban school psychology and began her career as a school psychologist before becoming an administrator.  Andria, along with her staff and partners, have developed the Comprehensive Behavioral Health Model (CBHM).  CBHM is a multi-tiered system of supports designed to support the behavioral health needs of students across a continuum of prevention, early-intervention and intensive services.  Implementation of CBHM requires BPS school psychologists to expand their scope of service delivery to include all NASP Domains of Practice.  Andria had the pleasure of serving as the Past President of the Massachusetts School Psychology Association.  She is the Delegate Representative for the Northeast for the National Association of School Psychologists (NASP) and is also the coordinator of the NASP Supervision Interest Group.

About this Resource: As caring and competent providers, you realize the importance of having readily available tools to share with your clients whether you are meeting for the 1st or the 15th time. Few evidence based practices offer relevant and accessible skills for decreasing distress, or the vulnerability to distress, like Dialectical Behavioral Therapy (DBT).  Although not a comprehensive DBT course, this 4 module seminar provides a snapshot of some of the foundational skills of DBT. Learn how you can integrate DBT-informed skills into your work with clients from a trauma psychologist trained in DBT approaches. Week 1: Learn how to assess clients' motivation for treatment and identify behavior in the first session Identify the three states of mind that govern behavior Analyze unhelpful behaviors to decrease their likelihood of recurring in the future Discover an overarching problem solving framework to use across situations Explore ways to integrate mindfulness practice into your work For access to all resources from this series, please visit our DBT resource page here.

About this Resource: As caring and competent providers, you realize the importance of having readily available tools to share with your clients whether you are meeting for the 1st or the 15th time. Few evidence based practices offer relevant and accessible skills for decreasing distress, or the vulnerability to distress, like Dialectical Behavioral Therapy (DBT).  Although not a comprehensive DBT course, this 4 module seminar provides a snapshot of some of the foundational skills of DBT. Learn how you can integrate DBT-informed skills into your work with clients from a trauma psychologist trained in DBT approaches. Week 2: Learn skills for helping clients validate their emotions  Discuss the importance of sensing, naming and managing emotions Identify ways to engage clients in their own assessment of their emotions Identify techniques to assist clients in developing practical strategies for addressing their emotions appropriately   For access to all resources from this series, please visit our DBT resource page here.

About this Resource: As caring and competent providers, you realize the importance of having readily available tools to share with your clients whether you are meeting for the 1st or the 15th time. Few evidence based practices offer relevant and accessible skills for decreasing distress, or the vulnerability to distress, like Dialectical Behavioral Therapy (DBT).  Although not a comprehensive DBT course, this 4 module seminar provides a snapshot of some of the foundational skills of DBT. Learn how you can integrate DBT-informed skills into your work with clients from a trauma psychologist trained in DBT approaches. Week 3: Learn skills for helping clients regulate their emotions  Discuss the purpose of emotions from a DBT informed perspective List at least two ways clients may benefit from improved emotion regulation Identify techniques to assist clients in developing practical strategies for regulating their emotions appropriately   For access to all resources from this series, please visit our DBT resource page here.

About this Resource: As caring and competent providers, you realize the importance of having readily available tools to share with your clients whether you are meeting for the 1st or the 15th time. Few evidence based practices offer relevant and accessible skills for decreasing distress, or the vulnerability to distress, like Dialectical Behavioral Therapy (DBT).  Although not a comprehensive DBT course, this 4 module seminar provides a snapshot of some of the foundational skills of DBT. Learn how you can integrate DBT-informed skills into your work with clients from a trauma psychologist trained in DBT approaches. Week 4: Learn skills for setting boundaries, practicing assertiveness and advocating for clients' needs  Differentiate characteristics of healthy vs unhealthy relationships Identify strategies to help clients clarify goals and objectives in interpersonal situations   For access to all resources from this series, please visit our DBT resource page here.

The final issue of our May 2024 newsletter features new upcoming Northwest MHTTC events, and disseminates other events & resources of interest to the workforce.

ABOUT THIS EVENT It’s estimated that 50 million adults in the United States have chronic daily pain and approximately 19.6 million of those adults are experiencing high impact chronic pain that interferes with daily life or work activities. Nation-wide the cost of chronic pain is estimated to be between $560-635 billion annually and our nation is facing an opioid crisis that, over the past two decades, has resulted in an unprecedented wave of overdose deaths associated with prescription opioids, heroin, and synthetic opioids. Multidisciplinary and biopsychosocial pain management has long been the gold standard for the treatment of care, yet most allied behavioral health professionals are not trained in evidence-based interventions for chronic pain. This 90-minute workshop will utilize the shared knowledge of the University of Washington Center for Pain Relief’s multidisciplinary team to provide education and training on evidence-based interventions to support those in chronic pain. ADDITIONAL RESOURCES Slides painTRAINER - a free online tool for learning to manage pain TEDxAdelaide - Lorimer Moseley - Why Things Hurt Full Catastrophe Living (Revised Edition) by Jon Kabat-Zinn Palouse Mindfulness - a free online self directed MBSR course FACILITATORS Kaitlin Touza, PhD Kaitlin Touza is a pain psychologist and acting assistant professor at the University of Washington’s Center for Pain Relief. She provides evidence-based individual and group intervention, including CBT, ACT, EAET, and PRT.  She also provides consultation to a broad population in the Pacific Northwest region and Alaska through UW’s TelePain program. Kaitlin is fellowship trained at Stanford in clinical pain psychology and is committed to multidisciplinary care and education in pain management. She is passionate about educational outreach and program development for patients, family members, and healthcare providers, with the goal of improving access to specialized multidisciplinary pain management in rural and underserved populations. She believes in a patient-centered, evidence-based, and biopsychosocial approach to intervention, program development, and assessment.   Bethany Pester, PhD Bethany Pester is a pain psychologist and acting assistant professor at the University of Washington’s Center for Pain Relief. Her patient-centered approach incorporates evidence-based psychological treatments for chronic pain, such as CBT, ACT, EAET, and PRT, while partnering with each patient to understand their unique needs and tailor treatment accordingly. Bethany has collaborated with research teams at UW/Seattle Children’s Hospital, Harvard Medical System, Medical University of South Carolina, and academic medical centers across Michigan to study biopsychosocial approaches to understand, treat, and prevent acute and chronic pain. She is passionate about advancing research to better understand these complex conditions and translate discoveries into effective personalized treatments for children, adolescents, and adults.   Eric Wanzel, MSW, LICSW Eric Wanzel is a masters-level therapist at the University of Washington’s Center for Pain Relief.  Eric has a special interest in the intersections between chronic pain and PTSD and provides evidence-based interventions to this population including CBT, ACT, PRT, CPT, PE, and WET.  He received his foundational training at the State University of New York and specialized training with the Neuro Orthopaedic Institute Australasia (i.e. noigroup) in pain neuroscience education and graded motor imagery.  Eric strives to provide whole person and multidisciplinary healthcare to underserved populations in addition to educational outreach and training for healthcare providers.   Elisabeth Powelson, MD, MSc Elisabeth Powelson is trained in anesthesia and pain medicine and treats patients at the University of Washington’s Center for Pain Relief and Harborview Medical Center. Additionally, she is an acting assistant professor in Anesthesiology and Pain Medicine and a T32 Research Fellow at the Pediatric and Sleep Innovations Lab.  She has a special interest in post-traumatic pain, PTSD, and pain in older adults. She believes that pain treatment requires a comprehensive multimodal approach and focuses on a partnership with her patients to improve their overall wellness and improve their quality of life.  Terms of use and Substance Abuse and Mental Health Services Administration (SAMHSA) disclosure statement ​

ABOUT THIS EVENT Housing isn't "one size fits all," and tenants with mental or behavioral health conditions might need adjustments to their housing so they, too, can have a stable, healthy home. Reasonable accommodations and modifications can help tenants make these necessary adjustments to their rental so their house can become a home. During this presentation, attorneys will review what reasonable accommodations and modifications are, how to talk to landlords about them, and provide tips on handling difficult cases. The Northwest MHTTC is proud to offer this webinar in partnership with the Tenant Law Center. ADDITIONAL RESOURCES Slides RA guide for medical professionals Washington Low Income Housing Alliance - want to get involved with WLIHA? Please email [email protected] King County Tenant Resource Line, open M-F (except holidays) from 9 AM to 1 PM: (206) 580-0762 Solid Ground classes: Webinars for tenants  FACILITATORS Elizabeth Powell, Staff Attorney Elizabeth Powell has been actively practicing law since she was admitted to the Washington Bar in 2000. She volunteered for the King County Housing Justice Project for years and took the knowledge she gained representing tenants facing evictions into her private practice, where she litigated well over a thousand cases in the last 23 years. She was solo counsel on Thoreson Homes v Prudhon, a Div I published decision which reversed the trial court. She has presented at CLE’s geared towards landlord-tenant litigation and has assisted with litigation and/or settlement of housing cases all over the state. She has handled grievance hearings with PCHA, THA, SHA, and KCHA. She has litigated matters involving the WSLAD, the ADA and service animals, and reasonable accommodation. Kasey Burton, Senior Staff Attorney Kasey Burton is a Senior Staff Attorney at the Tenant Law Center, which provides eviction prevention and tenant advocacy services to King County. Kasey has spent several years practicing landlord-tenant law as both a right-to-counsel attorney for tenants facing eviction and providing eviction prevention assistance, which has allowed her to pursue her passion for housing justice.  Kasey attended the University of Washington for both her Bachelor’s in Political Science, with a minor in Law, Societies, and Justice, and her Juris Doctorate. She is currently working on her Master’s in Public Administration at the University of Colorado Denver and hopes to use this degree to facilitate her engagement in policy change that provides Washington citizens who are tenants or unhoused with the protections they deserve. Terms of use and Substance Abuse and Mental Health Services Administration (SAMHSA) disclosure statement ​

Recording of the event Using Data to Promote Equity, originally presented on 5/14/2024. Slide presentation

With the onset of the COVID-19 pandemic, many healthcare providers found themselves abruptly thrust into the world of telehealth services delivery. As agencies, clinicians, and clients increased the use of these new technologies and methods of clinical practice and collaboration, an apparent need for ethical best practices within this modality arose. This presentation will emphasize ethical best practices using technology and telehealth, ethical responses to unique challenges faced by clients and providers using this modality, and ethical concerns unique to using virtual methods in clinical practice.   LEARNING OBJECTIVES: Upon completion of this educational activity, learners will be able to: Identify ethical concerns specific to virtual service delivery in their clinical practice. Identify ethical responses to challenges associated with the use of virtual technologies. Identify and mitigate limitations in the use of technology and virtual platforms in their work.   PRESENTER:  Dr. Jill D. Stinson is a licensed clinical psychologist and Associate Professor in the Department of Psychology at East Tennessee State University. She received her dual doctorate in Clinical Psychology and Psychology, Policy, and Law from the University of Arizona prior to serving as the Director of Sex Offender Treatment at Fulton State Hospital with the Missouri Department of Mental Health. Her teaching focuses on professional ethics, forensic psychology, and psychological assessment, while her research focuses on serious mental illness, personality disorders, self-regulatory problems, and histories of early childhood maltreatment in persons who have committed violent and sexual offenses, as well as issues related to community re-entry, stigma, and suicidality in justice-involved populations. Dr. Stinson has authored three books related to etiology and treatment of sexual offending and motivation to engage in therapy. She is the incoming Editor-in-Chief for Sexual Abuse, Chair of the ETSU Campus IRB, and Secretary of the Board of the Council of University Directors of Clinical Psychology.   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.

To view resources from this training, click ATTACHMENT links Click here to view the recording Event Description This online webinar offers a focused exploration into implementing Focused Acceptance and Commitment Therapy (FACT) within settings necessitating brief, effective interventions (e.g., Integrated Behavioral Health positions). This 60-minute session, split between didactic learning and hands-on practice, is designed for clinicians seeking effective, short-term therapeutic strategies that encourage long-term patient engagement. Learn the fundamentals of FACT, its application in IBH or similar settings for addressing a wide range of issues quickly and effectively, and techniques to boost patient retention and follow-up. Ideal for mental health professionals in fast-paced settings, this webinar will equip you with the skills to make a lasting impact in brief clinical encounters.    This training is in response to questions we received from participants at our April training,  Rural Resilience:  Bridging Mental Health Support for Men in the Heartland  Trainer Andrew Jordan Thayer, PhD, LP 

Suicide is a global public health concern, and the need for robust prevention infrastructure is more critical than ever. This learning session delved into the multi-faceted approach the Suicide Prevention Resource Center (SPRC) has taken to support states and territories in building effective and sustainable suicide prevention infrastructure. During this session, we explored the intersection of community behavioral health services and suicide prevention infrastructure through shared risk and protective factors, crisis supports, and focus on social determinants of health. Participants learned about: SPRC’s Recommendations for State Suicide Prevention Infrastructure including the six essential elements of prevention infrastructure Evaluating suicide prevention infrastructure using the State and Territorial Suicide Prevention Needs Assessment (SNA) Current national priority areas and key findings of the 2023 SNA SPRC resources and tools to support comprehensive suicide prevention infrastructure A case study demonstrating how effective suicide prevention infrastructure tangibly reduces suicide rates During this session, we also briefly touched upon the broader significance of these elements within the wider suicide prevention landscape. This session aims to equip participants with the knowledge, tools, and inspiration to address shared gaps in effective suicide prevention and promote progress towards sustainable suicide prevention infrastructure. NOTE: During the session, the term shift from gatekeeper to community helper was discussed. See the statement below: Moving forward, SPRC will transition from using the term "gatekeeper" to "community helper" in all references related to our training or programming. This change is rooted in our ongoing effort to use language that reflects our values of inclusivity and support. The term "gatekeeper" has been identified as carrying an exclusionary connotation, and we believe "community helper" more accurately describes the vital role individuals play in suicide prevention within their communities. This update is not just about changing a term; it's about ensuring our language fosters a sense of belonging and support for everyone involved in the critical work of suicide prevention. Additional resources shared during the session are available below: Mentimeter responses to “How do you think your work may intersect with suicide prevention?” Mentimeter responses to “One key step you heard Utah take to build their suicide prevention infrastructure” based on the video here Suicide Prevention Resource Center State Suicide Prevention Infrastructure State/Territory Suicide Prevention Resources State and Territorial Suicide Prevention Needs Assessment Homepage 2024 National Strategy for Suicide Prevention

The third issue of our May 2024 newsletter features Asian American, Native Hawaiian, and Pacific Islander Heritage Month, upcoming Northwest MHTTC events, and disseminates other events & resources of interest to the workforce.

    Session 1 - March 11 To view resources from this training, please click ATTACHMENT links Click here to view the recording Session 2 - March 25 To view resources from this training, please click ATTACHMENT links Click here to view the recording Session 3 - April 15 To view resources from this training, please click ATTACHMENT links Click here to view the recording Session 4 - April 22 To view resources from this training, please click ATTACHMENT links Click here to view the recording Session 5 - May 6 Resources coming soon! Click here to view the recording Session 6 - May 20 To view resources from this training, please click ATTACHMENT links Click here to view the recording Series Description We are excited to announce that Christina Ruggiero, RP, is returning to lead our first Mindful Monday series, Mindful Monday – Experiential Mental Health Practice, for Spring 2024. Join us as we continue to explore and experience different mindfulness practices related to the topics of creativity, rest, and self-care. This series is for anyone who desires to improve their overall well-being, resilience, and mental health.  The practices that are presented in the training are designed for quick and effective implementation both personally and professionally.  For mental and behavioral health practitioners these techniques can be easily incorporate into their practice.  Mindfulness practices are varied and can last anywhere from a couple of minutes to an hour or more. Vishen Lakhiani, Meditation Expert and CEO of Mindvalley, states “You can take a one- to three-minute dip into peacefulness, and you can see remarkable results. The biggest benefits are going to happen in the first few minutes.” Attendees who have participated in past Mindful Monday series have the following to say about the training: “Incredibly validating experience”, “Love doing this- can we do it indefinitely”, “Thank you for this training. It is hard to recognize we also deserve to be heard, have needs/wants and slow down and breathe for a while.” This is a 30-minute interactive training that begins on March 11th and will run every other week through May 20th, 2024.  Each training will feature exercises from different mindfulness disciplines. At the beginning of each session, participants will spend a few minutes grounding and learning about the practice for that day and then spend approximately 15-20 minutes in experiential practice, leaving a few minutes at the end for reflection and discussion. Trainer Christina Ruggiero Master’s Counselling Psychology  Registered Psychotherapist 

To view resources from this training, click ATTACHMENT links Click here to watch the recording Event Description Executive function symptoms are common effects of everyday stress, myriad psychological concerns and, crucially, trauma and adverse childhood experiences (ACEs). Yet, Criterion E—that ADHD is a diagnosis of exclusion—is often ignored. How can we adequately assess for ADHD given the pervasiveness of trauma? Best practice considerations will be discussed.     Trainer Melanie Wilcox, PhD, ABPP  Dr. Melanie Wilcox is an Assistant Professor in the Department of Psychological Sciences, Institute of Public and Preventive Health, and Department of Psychiatry at Augusta University. She is also a licensed psychologist and board certified in counseling psychology and works part-time in private practice providing both therapy and assessment via telehealth. Her clinical areas of expertise include culturally responsive and trauma-informed care as well as substance abuse and addiction. Her research focuses on culturally response and antiracist psychotherapy and training, racial and socioeconomic inequity in higher education, and racial and social justice more broadly. She is in her final year as a member of the American Psychological Association’s Board of Educational Affairs, which she chaired in 2020, and is currently President Elect-Elect of APA Division 17, the Society of Counseling Psychology. 

The Person-Centered Recovery Planning (PCRP) Consultation Corner is a 6-month learning series featuring a monthly webinar on the “FAQs” of PCRP; offering practical tools and resources to support quality PCRP at the level of both individual service delivery and organizational systems change; and providing follow-up “office hours” through smaller-group technical assistance for webinar participants who wish to take a “deeper dive” on a given topic. The topic of webinar session 3 was "Peer Specialist Roles in PCRP-Aligning with Peer Ethics & Values." We know that in person-centered recovery planning (PCRP), the person receiving services makes decisions and takes ownership of their plan for recovery. This can be a new and uncomfortable role for people initially, for a variety of reasons. Peer supporters join with individuals to discover and advocate for what they want and need. This does not mean that the peer provider will always agree with people’s choices — however, it’s ALWAYS their ethical responsibility to support individuals in their unique recovery journey as that individual defines it. This 90-min webinar highlighted the mutually beneficial relationship between PCRP and peer support, as well as how staff at clinical provider organizations can intentionally enhance this connection. Participants were invited to explore tensions that arise when peer professionals work to maintain their never-directive, non-clinical stance while immersed in an environment that is heavily defined by clinical professionals, processes and services.   At the end of the session, participants were able to: Describe a “must do” and a “must not do” related to the role of peer support in PCRP, Name one way that professional peer support ethics supports a person-centered approach, and Identify two resources to support and promote peer provider role clarity in PCRP.   Presenters: Janis Tondora, Amy Pierce, and Amanda Bowman Janis Tondora, Psy.D., is an Associate Professor in the Department of Psychiatry at the Yale School of Medicine.  Her work involves supporting the implementation of person-centered practices that help people with behavioral health concerns and other disabilities to get more control over decisions about their services so they can live a good life as they define it. She has provided training and consultation to over 25 states seeking to implement Person-Centered Recovery Planning and has shared her work with the field in dozens of publications, including her 2014 book, Partnering for Recovery in Mental Health: A Practical Guide to Person-Centered Planning. Janis’ consultation and publications have been widely used by both public and private service systems to advance the implementation of recovery-oriented practices in the U.S. and abroad. She is a life-long resident of Connecticut where she lives with her husband and beloved labradoodles after recently becoming an empty-nester with two children in college.   Amy Pierce (she/her) is an international trainer and consultant has been working in the Peer Movement in the State of Texas for over two decades. She currently serves as Recovery Institute Associate Director at Via Hope by serving as a subject matter expert on the implementation of peer services and other recovery-oriented practices. She has extensive experience in the peer support sector, having started the first peer support program in the state hospitals in Texas, working as a peer support worker in a community mental health agency, and working as the Program Coordinator for a transitional peer residential housing project.   This series is co-sponsored by the New England and South Southwest MHTTCs.  

About this Resource: Georgia has had a reputation for being a standard bearer of peer support for many years, and that reputation has been on display over the past 36 months with the launch of the new national 988 and 988lifeline.org. In this series, '988 in Every State', presenters explore the emerging needs and implementation of peer support services in areas where the traditional medical model remains dominant.

To view resources from this training, click ATTACHMENT links Click here to watch the recording Event Description Review the increased nutritional needs of pregnancy and lactation. Learn about obstacles to achieving optimal dietary intake during pregnancy and after birth.  Explore the link between worsened mental health and poor or limited dietary intake in mothers and infants. Describe some steps clinicians can take to support people during the perinatal period through the lens of nutrition.    Trainer Nathaniel Johnson, PhD  Dr. Nathaniel Johnson is in his second year as an assistant professor at the University of North Dakota. He received his doctorate only a year and a half ago in Nutrition and Exercise Sciences from NDSU. He has published 14 research papers across a diverse set of journals such as Nutrition and Metabolic Insights, The Journal of Clinical Medicine, and Sensors. He is the founder and organizer of the UND Disability Affinity Network for Employees and is passionate about nutrition, disability, and equity. On a personal note, he loves his family, enjoys sports and competitions of all varieties, and has never met a dog that he doesn’t like.     

  This 3-part learning series is intended for individuals working in behavioral health who are interested in building skills that will help increase their engagement in advocacy efforts promoting Hispanic and Latino behavioral health equity. This series will begin with an overview of the importance of advocacy for promoting equity, will transition to skill-building for advocacy, and end with developing action plans for engaging in advocacy. The goal of this series is to better equip and prepare behavioral health workers to advocate for behavioral health equity for Hispanic/ Latino clients and communities at the local, state, or federal. After the 3-part webinar series, an optional follow-up learning collaborative of non-profit organizations from Region 5 (IL, IN, MI, MN, OH, WI) will share about how they are advocating for Latino communities.   LEARNING OBJECTIVES: In session 2, Skill-Building for Advocacy, participants will learn: Key strategies for effective behavioral health advocacy Skills to engage using these key strategies   TRAINING SCHEDULE: Session 1, The Role of Advocacy in Promoting Behavioral Health Equity Session 2, Skill-Building for Advocacy: May 14, 12:00–1:30 PM CT Session 3, Action in Advocacy: June 25, 12:00–1:30 PM CT   PRESENTER: Marilyn Sampilo, PhD, MPH, is a licensed clinical psychologist who specializes in integrated behavioral health and health disparities among minority populations. She received her PhD in clinical child psychology with an emphasis in pediatric psychology from the University of Kansas and a Master of Public Health from the University of Kansas Medical Center, both of which allowed her to specialize in physical and mental health promotion and prevention efforts to address health disparities among underserved populations. She has extensive experience in the cultural adaptation of treatment and interventions for Hispanic/Latinx children and families and in community engagement and advocacy for this target population. She is currently a Psychologist in the Center for Pediatric Behavioral Health at Cleveland Clinic, leads the Center’s health equity and social justice initiatives, and is a consultant and trainer on issues of diversity and cultural proficiency.   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 Massachusetts Psychosis Network for Early Treatment (MAPNET) and the New England Mental Health Technology Transfer Center (MHTTC) host a virtual monthly “Early Psychosis Prescriber Consultation Series” led by Dr. Matcheri Keshavan on prescribing practices for early psychosis, including a review of a selected monthly topic. Our May topic was “Long-Acting Injectable Antipsychotics (LAIs)." ​​Dr. Keshavan is Stanley Cobb Professor of Psychiatry at the Beth Israel Deaconess Medical Center, Harvard Medical School, as well as Academic Head of the department. He is the Editor-in-Chief of Schizophrenia Research (Elsevier) and serves on the editorial board for journals such as Early Intervention in Psychiatry and Asian Journal of Psychiatry. His main areas of research include the neurodevelopmental basis of schizophrenia, neuroimaging, and early intervention. He has an active clinical practice.

The Community Resiliency Model (CRM) is a skill-based wellness and prevention program that provides a biological, non-stigmatizing perspective on normal human reactions to stress and trauma. In this webinar we will apply CRM to schools by teaching skills for educators, administrators, and the school mental health workforce to reduce burnout and promote staff retention. Attendees will gain knowledge of concepts to understand stress responses in themselves and others as well as learn skills to help regain emotional balance after experiencing strong negative emotions. The knowledge and skills gained will help attendees avoid burn-out and promote cultures of resiliency in schools to better support student mental health.   Learning objectives: 1. Describe how stress and trauma affect mental and physical health. 2. Describe how CRM can protect and heal via sensory-motor awareness. 3. Explain the 6 CRM skills. 4. Understand how CRM can help reduce burnout and promote resiliency.