Products and Resources Catalog

This is the second session for Healing School Communities: Shifting the Dominant Paradigm to Center Student Wellness, a Community of Practice intended for students, families, educators and school mental health professionals who are navigating the ongoing impact of racial violence in all forms on student mental health. This session explores the limitations of schooling as a way to imagine health-centered frameworks of education. This Community of Practice session also offers opportunities for participants to: Name and examine the organizational structures that lead to Racial Violence within School Communities. Explore the various mental health implications of racial violence on school ecosystems. Identify and elevate community strengths, wisdom and voice as effective strategies for healing and place them at the center in supporting mental health. Become familiar with resources and tools to address the detrimental effects of racial violence in schools, that further build protective factors, power and agency. Download the slides for this presentation here. NOTE: This session is part of a Community of Practice running from February 8, 2022 to March 22, 2022. For more information about the other sessions in this Community of Practice, please click here. MHTTC Resources Central East MHTTC - Reimagining Wellness: Preventing Suicide Among Black Boys Central East MHTTC - Saving Young Black Lives: Reversing Suicide Trends Racial Equity and Cultural Diversity Resource Collection Responding to COVID-19 - Mental Health Disparities Responding to COVID-19 - School Mental Health Additional Resources Are We Ready for ‘School’ Abolition?: Thoughts and Practices of Radical Imaginary in Education H2O Productions Remembering an Apocalyptic Education: Revealing Life Beneath the Waves of Black Being Speaker: Tiffani Marie is the daughter of Sheryll Marie, granddaughter of Dorothy Wilson and Annette Williams, and the great-grandaughter of Artelia Green and Olivia Williams. She comes from a long line of Arkansas educators. She is passionate about learning with and from youth, sewing, music production, and connecting to the natural world. Questions? Please email Ricardo Canelo at [email protected] 

This is the third session for Healing School Communities: Shifting the Dominant Paradigm to Center Student Wellness, a Community of Practice intended for students, families, educators and school mental health professionals who are navigating the ongoing impact of racial violence in all forms on student mental health. This Community of Practice session also offers opportunities for participants to: Name and examine the organizational structures that lead to Racial Violence within School Communities. Explore the various mental health implications of racial violence on school ecosystems. Identify and elevate community strengths, wisdom and voice as effective strategies for healing and place them at the center in supporting mental health. Become familiar with resources and tools to address the detrimental effects of racial violence in schools, that further build protective factors, power and agency. Download the slides for this presentation here. NOTE: This session is part of a Community of Practice running from February 8, 2022 to March 22, 2022. For more information about the other sessions in this Community of Practice, please click here. MHTTC Resources Central East MHTTC - Reimagining Wellness: Preventing Suicide Among Black Boys Central East MHTTC - Saving Young Black Lives: Reversing Suicide Trends Racial Equity and Cultural Diversity Resource Collection Responding to COVID-19 - Mental Health Disparities Responding to COVID-19 - School Mental Health Additional Resources Cultivating Sacred Spaces: A Racial Affinity Group Approach to Support Critical Educators of Color Healing Centered Engagement - Shawn Ginwright Researching as Healing Storytelling as Resistance The Algebra Project The Pedagogy of Mind Body Wholeness: Leading Equity Podcast Speaker: Jerica Coffey teaches English and Ethnic Studies at Coliseum College Prep in East Oakland and is working to grow the next generation of critically conscious educators through City College of San Francisco's Teacher Preparation Program. Questions? Please email Ricardo Canelo at [email protected] 

This is the fourth session for Healing School Communities: Shifting the Dominant Paradigm to Center Student Wellness, a Community of Practice intended for students, families, educators and school mental health professionals who are navigating the ongoing impact of racial violence in all forms on student mental health. This Community of Practice session offers opportunities for participants to: Name and examine the organizational structures that lead to Racial Violence within School Communities. Explore the various mental health implications of racial violence on school ecosystems. Identify and elevate community strengths, wisdom and voice as effective strategies for healing and place them at the center in supporting mental health. Become familiar with resources and tools to address the detrimental effects of racial violence in schools, that further build protective factors, power and agency. Download the slides for this presentation here. NOTE: This session is part of a Community of Practice running from February 8, 2022 to March 22, 2022. For more information about the other sessions in this Community of Practice, please click here. MHTTC Resources Central East MHTTC - Reimagining Wellness: Preventing Suicide Among Black Boys Central East MHTTC - Saving Young Black Lives: Reversing Suicide Trends Racial Equity and Cultural Diversity Resource Collection Responding to COVID-19 - Mental Health Disparities Responding to COVID-19 - School Mental Health Additional Resources A Battle for the Souls of Black Girls After Appeal, Students Still Banned from Graduation for Water Gun Fight Shapeshifters: Black Girls and the Choreography of Citizenship - Aimee Meredith Cox The Games Black Girls Play - Kyra Gaunt The Magic of Black Girls' Play Theater of the Oppressed - Augusto Boal Speaker: Noor Jones-Bey is a transdisciplinary educator, researcher and artist from the Bay Area, CA. She currently lives in Brooklyn, NY where she is pursuing a PHD in Urban Education at the Steinhardt School and holds fellowships from the Ford Foundation and the Urban Doctoral Research Initiative at NYU. Noor is program director of EXCEL at NYU, a critical literacy and college access program for youth in the South Bronx housed at the Metropolitan Center for Research on Equity and the Transformation of Schools. As a scholar deeply interested in the movement between theory and practice, Noor has served as an equity consultant and serves as a founding member of the Radical Listening Project to assist educational professionals. Noor received an M.A. in Sociology of Education from New York University and a B.A. in American Studies from the University of California, Berkeley.  Noor’s interests engage across disciplines of sociology, education, Black and Native studies, and visual culture to examine issues of liminality, identity, space and power as they relate to education. Her dissertation work examines intergenerational knowing of Black womxn and girls navigating in and out of schools. In her spare time, she loves to cook, dance, run marathons, travel, and stir up good vibes. Questions? Please email Ricardo Canelo at [email protected] 

This is the fifth session for Healing School Communities: Shifting the Dominant Paradigm to Center Student Wellness, a Community of Practice intended for students, families, educators and school mental health professionals who are navigating the ongoing impact of racial violence in all forms on student mental health. In this session, we attempt to better understand the underlying roots of oppression within schooling spaces (i.e. anti-blackness, colonization, etc.) and identify impactful strategies for countering, refusing, and moving away from these different manifestations of violence. This Community of Practice session also offers opportunities for participants to: Name and examine the organizational structures that lead to Racial Violence within School Communities. Explore the various mental health implications of racial violence on school ecosystems. Identify and elevate community strengths, wisdom and voice as effective strategies for healing and place them at the center in supporting mental health. Become familiar with resources and tools to address the detrimental effects of racial violence in schools, that further build protective factors, power and agency. Download the slides for this presentation here. NOTE: This session is part of a Community of Practice running from February 8, 2022 to March 22, 2022. For more information about the other sessions in this Community of Practice, please click here. MHTTC Resources Central East MHTTC - Reimagining Wellness: Preventing Suicide Among Black Boys Central East MHTTC - Saving Young Black Lives: Reversing Suicide Trends Racial Equity and Cultural Diversity Resource Collection Responding to COVID-19 - Mental Health Disparities Responding to COVID-19 - School Mental Health Additional Resources Decolonizing the Psyche If These Cells Could Talk - Apocalyptic Education Speaker: Kenjus Watson is a son, brother, nephew, cousin, uncle, father, and partner who often shares space, energy, and dreams with radical educational communities. He aims to root and bridge this work in memories that attest to the inextricable link between the wellness of Black people, our autonomy, and the abolition of school. Questions? Please email Ricardo Canelo at [email protected] 

This is the sixth session for Healing School Communities: Shifting the Dominant Paradigm to Center Student Wellness, a Community of Practice intended for students, families, educators and school mental health professionals who are navigating the ongoing impact of racial violence in all forms on student mental health. In this session, we attempt to better understand the underlying roots of oppression within schooling spaces (i.e. anti-blackness, colonization, etc.) and identify impactful strategies for countering, refusing, and moving away from these different manifestations of violence. This Community of Practice session also offers opportunities for participants to: Name and examine the organizational structures that lead to Racial Violence within School Communities. Explore the various mental health implications of racial violence on school ecosystems. Identify and elevate community strengths, wisdom and voice as effective strategies for healing and place them at the center in supporting mental health. Become familiar with resources and tools to address the detrimental effects of racial violence in schools, that further build protective factors, power and agency. Download the slides for this presentation here. NOTE: This session is part of a Community of Practice running from February 8, 2022 to March 22, 2022. For more information about the other sessions in this Community of Practice, please click here. MHTTC Resources Central East MHTTC - Reimagining Wellness: Preventing Suicide Among Black Boys Central East MHTTC - Saving Young Black Lives: Reversing Suicide Trends Racial Equity and Cultural Diversity Resource Collection Responding to COVID-19 - Mental Health Disparities Responding to COVID-19 - School Mental Health Additional Resources Pedagogy of the Oppressed Social and Emotional Learning is Hegemonic Miseducation: Students Deserve Humanization Instead Starting with Self: Teaching Autoethnography to Foster Critically Caring Literacies Speaker: Patrick Camangian is an associate professor in the Teacher Education Department at the University of San Francisco. He has been an English teacher since 1999, beginning in the Los Angeles Unified School District where he was awarded "Most Inspirational Teacher" by former mayor Richard Riordan and the school's student body. Patrick currently volunteers in the Oakland Unified School District teaching English. He has collaborated with groups such as California's People’s Education Movement, the Education for Liberation national network, and San Francisco's Teachers 4 Social Justice. Questions? Please email Ricardo Canelo at [email protected] 

This is the closing session for Healing School Communities: Shifting the Dominant Paradigm to Center Student Wellness, a Community of Practice intended for students, families, educators and school mental health professionals who are navigating the ongoing impact of racial violence in all forms on student mental health. This Community of Practice session will offer opportunities for participants to: Name and examine the organizational structures that lead to Racial Violence within School Communities. Explore the various mental health implications of racial violence on school ecosystems. Identify and elevate community strengths, wisdom and voice as effective strategies for healing and place them at the center in supporting mental health. Become familiar with resources and tools to address the detrimental effects of racial violence in schools, that further build protective factors, power and agency. Download the slides for this presentation here. NOTE: This session is part of a Community of Practice running from February 8, 2022 to March 22, 2022. For more information about the other sessions in this Community of Practice, please click here. MHTTC Resources Central East MHTTC - Reimagining Wellness: Preventing Suicide Among Black Boys Central East MHTTC - Saving Young Black Lives: Reversing Suicide Trends Racial Equity and Cultural Diversity Resource Collection Responding to COVID-19 - Mental Health Disparities Responding to COVID-19 - School Mental Health Learn more about our speakers here. Questions? Please email Ricardo Canelo at [email protected]     

The transition to parenthood is a life-changing experience with significant physical and psychological adjustments for the entire family. Many parents experience mood changes and feel overwhelmed during pregnancy and/or after the birth of their child. Many health and mental health care professionals do not receive training on helping new parents identify and manage mental health symptoms. Developed by the MHTTC Network's Perinatal Mental Health Coordination Group, this document is designed to help health and mental health professionals support persons who may be experiencing mental health symptoms and disorders during the prenatal and postpartum periods.

Recognizing the need to provide person-centered, recovery-oriented services for people who experience mental distress during the perinatal period, the MHTTC Perinatal Mental Health (PMH) Coordination Group came together to provide training, develop products, increase access to research-based resources, and provide technical assistance to health and mental health professionals serving persons who experience mental health symptoms during the perinatal period. In December 2020, the MHTTC PMH Coordination Group developed and distributed an electronic needs assessment to gauge training and technical assistance needs related to PMH. The needs assessment was distributed via email and social media to health, mental health, and addiction treatment providers; community health centers; and perinatal health contact lists. This document is a summary report of responses. These results will help the PMH Coordination Group and the MHTTC Network better collaborate with health and mental health professionals and stakeholders throughout the country. Also, these results will inform the development of products, training materials, and technical assistance requests. To access the resource, please click the download link above.

Behavioral health practitioners and organizations are often required to determine whether a particular intervention meets the needs of their clients, staff, and/or funders. The Best and Promising Practice (BPP) Fact Sheet Library, developed by the MHTTC Network, is designed to provide the mental health workforce with information about a wide array of evidence-based and promising approaches. Each fact sheet in the library summarizes a specific behavioral health practice, its evidence base, and steps for successful implementation.  In this fact sheet, we provide an overview of the principles and practice of Project Venture learning. 

Behavioral health practitioners and organizations are often required to determine whether a particular intervention meets the needs of their clients, staff, and/or funders. The Best and Promising Practice (BPP) Fact Sheet Library, developed by the MHTTC Network, is designed to provide the mental health workforce with information about a wide array of evidence-based and promising approaches. Each fact sheet in the library summarizes a specific behavioral health practice, its evidence base, and steps for successful implementation.  In this sheet, we provide an overview of the principles and practice of Achieving Whole Health.

Behavioral health practitioners and organizations are often required to determine whether a particular intervention meets the needs of their clients, staff, and/or funders. The Best and Promising Practice (BPP) Fact Sheet Library, developed by the MHTTC Network, is designed to provide the mental health workforce with information about a wide array of evidence-based and promising approaches. Each fact sheet in the library summarizes a specific behavioral health practice, its evidence base, and steps for successful implementation.  In this sheet, we provide an overview of the principles and practice of Preventing Long-Term Anger and Aggression in Youth (PLAAY). 

This presentation was developed for Organizational Well-Being in Health Care: A National Symposium held Aug. 5-6, 2021. Learn more about the symposium here. About Systems Solutions for Enhancing Professional Well-Being Dr. Grace Gengoux, PhD, BCBA-D, provides a keynote address on evidence-based practices organizations can implement to better support the well-being of behavioral health providers in a post-pandemic world and beyond. Systemic approaches are needed to mitigate risk of burnout for healthcare professionals and to enhance professional fulfillment and meaningful career impact. This address describes practical strategies for enhancing connection, flexibility, and professional growth, using a systematic approach grounded in the Stanford’s WellMD model of professional fulfillment, and identifies best practices for sustaining healthy teams and building an organizational culture of wellness. The video recording of this session may be accessed here or by clicking on the "view resource" button above. Please click here to access the slide deck for this presentation.  Speaker Bio Grace Gengoux, Ph.D., BCBA-D, is a Clinical Professor, Director of the Autism Intervention Clinic, and Well-being Director for the Department of Psychiatry and Behavioral Sciences at Stanford University. Dr. Gengoux has coauthored a book focused on professional well-being and practical strategies to promote resilience for providers of mental health care. In her work as Department Well-being Director, Dr. Gengoux leads a task force charged with developing solutions to combat burnout by improving efficiency of practice and cultivating a stronger culture of wellness in the Department of Psychiatry. Dr. Gengoux is also a licensed clinical psychologist with expertise in naturalistic developmental behavioral intervention for children with Autism Spectrum Disorder. Dr. Gengoux serves as Associate Editor for the Journal of Positive Behavior Interventions. Dr. Gengoux received her Ph.D. in Clinical Psychology from the University of California Santa Barbara and completed her clinical internship and postdoctoral fellowship at the Yale Child Study Center, before joining the Stanford University School of Medicine clinical faculty in 2010.

This presentation was developed for Organizational Well-Being in Health Care: A National Symposium held Aug. 5-6, 2021. Learn more about the symposium here. About Taking an Equity First Framework: Sustainability in Diversity and Inclusion Efforts Ashley Stewart, PhD, MSW, LSW, reviews the ways in which strong organizational practices that support diversity, equity, and inclusion (DEI) lead to increased provider well-being. Structural and identity-based oppression can present compounding challenges for minority individuals working in high-stress behavioral healthcare settings. Dr. Stewart contextualizes the problems presented by structural oppression and offers solutions for how adopting DEI focused organizational practices can provide a roadmap to provider well-being for all providers. The video recording of this session may be accessed here or by clicking on the "view resource" button above. Speaker Bio Ashley Stewart, PhD, MSW, LSW is an Adjunct Expert, Trainer & Curriculum Development Specialist at C4 Innovations. She received her Ph.D. from The Ohio State University, College of Social Work and her Master’s at Columbia University. She is an Assistant Professor at Temple University, College of Public Health, School of Social Work, training interdisciplinary students about social justice theories and frameworks and translational skills for anti-oppressive practice. Ashley provides racial equity training, consultation, and support and understands and respects the intricacies inherent in equity-centered work. Her research includes assessing the intersections of identity, structural oppression, health and mental health, and policy. In addition to the advanced study of the consequence and causes of identity-based oppression, Ashley supports the implementation of anti-oppressive practices at organizational, structural, programmatic, and clinical interventions.

This presentation was developed for Organizational Well-Being in Health Care: A National Symposium held Aug. 5-6, 2021. Learn more about the symposium here. About Special Topics in Organizational Well-Being Lauren Peccoralo, MD, MPH and Colin West, MD, PhD, provide two special topics presentations on novel ways organizations can approach supporting provider well-being through growing internal leadership skills and better understanding provider distress. Dr. Peccoralo presents on programs she has created that utilize leadership development to enhance appreciation, coaching, and mentorship skills in medical providers to enhance provider well-being within organizations. Dr. West presents on his work related to understanding both provider well-being and provider distress and how his team has worked to address both concerns. The video recording of this session may be accessed here or by clicking on the "view resource" button above. Please click below to access the slide deck for Physician Well-Being: From Burnout to Thriving in Modern Medicine presented by Dr. West. Speaker Bios Originally from Seattle, Dr. Colin West received his M.D. and Ph.D. in Biostatistics from the University of Iowa in 1999. He completed residency and chief residency in internal medicine at Mayo Clinic, and joined the faculty in General Internal Medicine in 2004. He is currently Professor of Medicine, Medical Education, and Biostatistics at Mayo. He directs the evidence-based medicine curriculum for the Mayo Clinic Alix School of Medicine and is Assistant Dean for GME Scholarship at Mayo. Dr. West’s research has focused on medical education and physician well-being, and he is CoDirector of the Mayo Clinic Program on Physician Well-Being. His research has been widely published in prominent journals including Lancet, JAMA, Annals of Internal Medicine, and JAMA Internal Medicine. Lauren Peccoralo, MD, MPH, is the Senior Associate Dean for Faculty Well-Being and Development and an Associate Professor in the Departments of Medicine and Medical Education at the Icahn School of Medicine at Mount Sinai. Dr. Peccoralo earned her MD and Masters in Public Health and completed her internal medicine residency, chief residency and general medicine fellowship at the Icahn School of Medicine at Mount Sinai. Dr. Peccoralo is a practicing primary care physician and medical educator. Prior to her work in her current role, Dr. Peccoralo founded and developed the Primary Care Track, an Integrated behavioral health program in her primary care practice and a Divisional Faculty well-being program. In her current well-being role, Dr. Peccoralo has developed a robust institution-wide Faculty Well-being Program, a leadership workshop in appreciation and coaching and has worked to reduce in-basket and clerical burden through work groups and a grant program. In her faculty development role, she aims to enhance career development programs, collaborate on leadership development opportunities; and create and promote mentorship programming. Dr. Peccoralo also serves as a senior member of Mount Sinai’s COVID-19 Frontline Healthcare Worker Psychological research program. She has spoken at numerous national and international conferences on her work on the impact of COVID on Health Care worker mental health and on her Coaching and Appreciation Sessions for Leaders.

This presentation was developed for Organizational Well-Being in Health Care: A National Symposium held Aug. 5-6, 2021. Learn more about the symposium here. About National Perspectives for Improving Organizational Responses to Health Professionals’ Well-Being Panelists Lauren Peccoralo, MD, MPH, Carol Bernstein, MD, Andrew McLean, MD, MPH, Ashley Stewart, PhD, MSW, LSW, and Steve Wengel, MD, leaders in well-being from health care systems across the country, share strategies they have seen implemented at the organizational level for preventing and addressing burnout. They identify urgent system-level needs as well as lessons learned from their work in this area. Moderated by Jeffrey Gold, PhD. The video recording of this session may be accessed here or by clicking on the "view resource" button above. Speaker Bios Lauren Peccoralo, MD, MPH, is the Senior Associate Dean for Faculty Well-Being and Development and an Associate Professor in the Departments of Medicine and Medical Education at the Icahn School of Medicine at Mount Sinai. Dr. Peccoralo earned her MD and Masters in Public Health and completed her internal medicine residency, chief residency and general medicine fellowship at the Icahn School of Medicine at Mount Sinai. Dr. Peccoralo is a practicing primary care physician and medical educator. Prior to her work in her current role, Dr. Peccoralo founded and developed the Primary Care Track, an Integrated behavioral health program in her primary care practice and a Divisional Faculty well-being program. In her current well-being role, Dr. Peccoralo has developed a robust institution-wide Faculty Well-being Program, a leadership workshop in appreciation and coaching and has worked to reduce in-basket and clerical burden through work groups and a grant program. In her faculty development role, she aims to enhance career development programs, collaborate on leadership development opportunities; and create and promote mentorship programming. Dr. Peccoralo also serves as a senior member of Mount Sinai’s COVID-19 Frontline Healthcare Worker Psychological research program. She has spoken at numerous national and international conferences on her work on the impact of COVID on Health Care worker mental health and on her Coaching and Appreciation Sessions for Leaders. Carol A. Bernstein, M.D. is Professor and Vice Chair for Faculty Development and Wellbeing, Departments of Psychiatry and Behavioral Science and Obstetrics and Gynecology and Women’s Health at the Montefiore Medical Center /Albert Einstein College of Medicine. She is also a Senior Scholar in the Department of Education and Organizational Development for the Accreditation Council for Graduate Medical Education (ACGME). She was previously Vice Chair for Education and Director of Residency Training in Psychiatry at NYU. From 2001- 2011, Dr. Bernstein also served as the Associate Dean for Graduate Medical Education and the Designated Institutional Official for ACGME accredited training programs at NYU. Dr. Bernstein is a Past-President of the American Psychiatric Association and served the Association as Vice President, Treasurer and Trustee-at-Large and as the chair of multiple committees. She has served as a spokesperson for the American Psychiatric Association on many occasions and received the 1997 exemplary psychiatrist award from the National Alliance for the Mentally Ill (NAMI). She is the recipient of the APA/NIMH Vestermark Award in Psychiatric Education and the APA Alexandra Symonds Award for contributions to the advancement of women in leadership and in women’s health. In 2018, Dr. Bernstein received a special Presidential commendation from the APA for her work in educating the public about mental illness through her role on Sirius/XM Doctor Radio. In 2019, she received the John Gienapp Award for notable contributions to Graduate Medical Education from the ACGME and the Distinguished Service Award from the American College of Psychiatrists. Dr. McLean is Chair of the Department of Psychiatry and Behavioral Science at UND School of Medicine and Health Sciences. He obtained his medical degree from the University of North Dakota School of Medicine, completed a psychiatry residency at the University of Wisconsin and an M.P.H. degree from the University of Minnesota. He is the recipient of a number of awards, including the UND School of Medicine Distinguished Alumnus Award, the American Psychiatric Association Bruno Lima award for outstanding contributions to Disaster Psychiatry, and teaching excellence awards. Dr. McLean previously was the Medical Director of the ND Department of Human Services. He has served on a number of clinical, administrative and regulatory boards including medical licensing and professional health programs. He has lectured internationally on pertinent behavioral and public health issues. Dr. McLean has a particular interest in working with and advocating for individuals with serious and persistent behavioral health issues. He also is interested in individual and community resilience. Steven Wengel, MD, is a professor in the Department of Psychiatry at the University of Nebraska Medical Center (UNMC) and the first-ever assistant vice chancellor for campus wellness for UNMC and the University of NebraskaOmaha. Dr. Wengel is from Omaha and has been a practicing psychiatrist since 1991, specializing in geriatric psychiatry. He treats patients with a broad range of psychiatric conditions, including dementia, depression, and anxiety disorders. He is currently the director of the UNMC Division of Geriatric Psychiatry, and he previously served as the chair of the UNMC Department of Psychiatry, from 2004 to 2018. Dr. Wengel has a longstanding interest in the role of non-medication interventions for reducing stress and anxiety. He has employed meditation techniques in his personal, clinical, and academic practices for many years, and has worked with the University of Nebraska to create innovative academic and clinical programs in stress reduction. In his current role as the wellness champion for UNMC, he oversees academic programs reaching out to faculty and trainees in all disciplines. His goal is to reduce stress and burnout in health care students and staff, as well as to reach out to other populations across the state and region.

This presentation was developed for Organizational Well-Being in Health Care: A National Symposium held Aug. 5-6, 2021. Learn more about the symposium here. The video recording of this session may be accessed here or by clicking on the "view resource" button above. Speaker Bios Dr. Scardamalia’s research builds on her extensive experience as a school psychologist working with high needs youth and their families. In addition to providing services for traditional public school campuses, Dr. Scardamalia has worked as a school psychologist in juvenile justice settings including juvenile detention and post-adjudication residential treatment. Dr. Scardamalia has conducted research on factors influencing determinations of special education eligibility under the disability category of emotional disturbance. Her current research focuses on the intersection of the public education, juvenile justice, and mental health systems and their contribution to the disproportionate number of minorities impacted by the school to prison pipeline. Dr. Scardamalia’s research addresses universal prevention and intervention through her work on the development of a modularized, classroom based, social emotional learning curriculum and through her research on district-wide strategies to reduce exclusionary discipline practices. In addition to conducting school-based research, she provides training, technical assistance, and consultation support to school districts and educational leaders at local, state and national levels. Dominique Charlot-Swilley, Ph.D. is Assistant Professor, Senior Research Policy at the Center for Child & Human Development, Department of Pediatrics at the Georgetown University School of Medicine and the Director of Provider Wellbeing for Early Childhood Innovation Network (ECIN). Dr. Charlot-Swilley’s work is co-situated at Children’s National Medical Center and the early childhood sector. Dr. Charlot-Swilley operated as one of the lead psychologists to implement HealthySteps in Washington, DC at Children’s Medical Center. She now serves as a Technical Assistant Specialist to other HealthySteps sites in the District of Columbia. During her work at Children’s, she and her colleagues developed a Provider Wellbeing Program for medical providers to help address compassion fatigue, burnout, and vicarious trauma. Dr. Charlot-Swilley has transitioned her wellness work to the early childhood workforce. She is also coprincipal investigator of the SAMHSA Awareness grant for early childhood which aims to increase the capacity of early childhood educators to recognize and appropriately respond to the social emotional health of young children. Prior to joining Georgetown and Children’s, Dr. Charlot-Swilley served as a faculty member at Johns Hopkins University, adjunct professor at Howard University, George Washington University, and Montgomery College, Takoma Park, and was Assistant Director of a private practice in Maryland. Dr. Charlot-Swilley completed her M.S. and Ph.D. in Clinical Child Psychology at Howard University with a focus on ethnic minority mental health. Her early research work was on parent- child attachment among Caribbean mothers at Jackson Memorial Hospital, University of Miami. She has conducted training on trauma and youth violence prevention in Haiti and South Africa. She is married and the mother of three daughters, a singleton, and identical twins.

This resource reviews signs that signal a student is in distress and provides relevant intervention strategies that educators and school staff can implement. Additional considerations for supporting students in elementary settings and secondary settings are included for each domain. To learn more about Classroom WISE, visit www.classroomwise.org.

About the Session: In this final 90-minute session of the Culturally Responsive Evidence-Based and Community-Defined Practices for Mental Health Series, we: Discuss how Preventing Long-Term Anger and Aggression in Youth (PLAAY) is being implemented with various cultural groups across the Network/in different regions. Highlight additional culturally responsive “PLAAY practices” being utilized across the Network/in different regions. Share lessons learned during the implementation of PLAAY (i.e., Balancing PLAAY and the cultural needs of the people served). Session Materials: Access the recording of this session by clicking the blue "View Resource" button above. Access presentation slides here. Access our FAQ and Resources document (that includes responses to questions asked by participants during the live event) here. MHTTC Preventing Long-Term Anger and Aggression in Youth Fact Sheet is available here. Access the audio transcript for this session here. To access other sessions in this series, please click here. Session Facilitators and Panelists: Brendan Turner, LMSW is a Certified Master Level PLAAY Trainer and the PLAAY at CfR Program Coordinator at the Center for Resilience (CfR), a therapeutic day treatment center that works with children with significant emotional and behavioral challenges. Additionally, Brendan is a Racial Literacy Trainer with the Lion’s Story, an organization that supports nonprofits, small and large businesses, government entities and community organizations across the nation to learn, develop and use the skills to have productive conversations about race. He began his work in PLAAY (Preventing Long Term Anger and Aggression in Youth) at the Racial Empowerment Collaborative (REC) 2017 workshop with Dr. Howard Stevenson at the University of Pennsylvania. Brendan went on to facilitate PLAAY groups for children and train CfR staff for the past four years as the Senior Counselor at CfR. Brendan recognized the children’s positive emotional and behavioral response to PLAAY and spearheaded the effort to create PLAAY at CfR in 2019, the sister organization to Dr. Stevenson’s REC and Lion’s Story. PLAAY at CfR’s mission is to maximize opportunities for the youth of the New Orleans region to experience PLAAY.

About the Session: In this fifth 90-minute session of the Culturally Responsive Evidence-Based and Community-Defined Practices for Mental Health Series, we: Discuss how Achieving Whole Health (AWH) is being implemented with various cultural groups across the Network/in different regions. Highlight additional culturally responsive “AWH practices” being utilized across the Network/in different regions. Share lessons learned during the implementation of AWH (i.e., Balancing AWH and the cultural needs of the people served). Session Materials: Access the recording of this session by clicking the blue "View Resource" button above. Access presentation slides here. Access our FAQ and Resources document (that includes responses to questions asked by participants during the live event) here. MHTTC Achieving Whole Health Fact Sheet is available here. Access the audio transcript for this session here. To access other sessions in this series, please click here. Session Facilitators and Panelists: Dr. Pata Suyemoto is a feminist scholar, writer, educator, diversity trainer, mental health activist, jewelry designer, and avid bicyclist. She is the co-chair for the Greater Boston Regional Suicide Prevention Coalition and the chair of the Massachusetts Coalition for Suicide Prevention (MCSP) Alliance for Equity’s People of Color Caucus. Pata is a co- author of Widening the Lens: Exploring the Role of Social Justice in Suicide Prevention – A Racial Equity Toolkit. She has spoken and written about her struggles with depression and is a co-founder of The Breaking Silences Project, which is an artistic endeavor that educates about the high rates of depression and suicide among Asian American young women. She is also a long-time volunteer for Asian Women for Health and is a trainer and wellness coach for the National Asian American Pacific Islander Mental Health Association’s (NAAPIMHA) Achieving Whole Health program. Dr. Rachele Espiritu is the co-director of SAMHSA's Pacific Southwest Mental Health Technology Transfer Center (Hawaii, California, Arizona, Nevada, and the Pacific Islands). Dr. Espiritu provides training, technical assistance, and capacity building at the local, territory, tribal, state, and national level in multiple systems, including mental health, substance use, public health, and education. She is a founding partner with Change Matrix LLC, a minority- and women-owned small business that motivates, manages and measures change to support systems that improve lives. She is a former School Board Member of Denver Public Schools (DPS), where she provided direction and leadership for Whole Child efforts and successfully passed a resolution for DPS to become a trauma-informed school district. Dr. Martha Staeheli is the School Mental Health Site Lead for the New England MHTTC and an Instructor in the Yale School of Medicine Department of Psychiatry.

This is one of five recorded Virtual Learning Sessions, part of the MHTTC National School Mental Health Learning Community. To access the recording, please click the "VIEW RESOURCES" button above. A transcript is available here. The recorded Virtual Learning Sessions took place between April and August 2019. Each Virtual Learning Session is about 75 minutes long and includes a deeper dive into the content from the MHTTC National School Mental Health Best Practices: Implementation Guidance Modules (formerly known as the National School Mental Health Curriculum). This resource was developed by the MHTTC Network Coordinating Office and National Center for School Mental Health to help states, districts, and schools advance comprehensive school mental health, as well as engage in a planning process around implementation of services. The Implementation Guidance Modules focus on the following core components of comprehensive school mental health: Educators and Student Instructional Support Personnel Collaboration and Teaming Multi-Tiered System of Supports Evidence-Informed Services and Supports Cultural Responsiveness and Equity Data-Driven Decision Making The modules are intended to be used by district teams to influence, develop, and oversee school mental health systems at the school district- and building-levels. District teams may include: School District Leaders (e.g., Superintendent, School Board) School Administrators (e.g., Principal, Assistant Principal) District Mental Health Director or Student Services Supervisor (e.g., Director of Student Services, District Supervisor School Psychologists/Social Workers/Counselors) Community Behavioral Health Agency Supervisor/Director (e.g., Clinical Director of an agency that provides school-based services in the district) Youth/Family Advocate or Consumer The modules align with the national performance domains and indicators established as part of the National Quality Initiative on School Health. Each module includes resources and tools to support learning extensions and can be adapted and built upon to be contextualized to regions, states, and districts. Access to this FREE resource is available HERE.

This is one of five recorded Virtual Learning Sessions, part of the MHTTC National School Mental Health Learning Community. To access the recording, please click the "VIEW RESOURCES" button above. A transcript is available here. The recorded Virtual Learning Sessions took place between April and August 2019. Each Virtual Learning Session is about 75 minutes long and includes a deeper dive into the content from the MHTTC National School Mental Health Best Practices: Implementation Guidance Modules (formerly known as the National School Mental Health Curriculum). This resource was developed by the MHTTC Network Coordinating Office and National Center for School Mental Health to help states, districts, and schools advance comprehensive school mental health, as well as engage in a planning process around implementation of services. The Implementation Guidance Modules focus on the following core components of comprehensive school mental health: Educators and Student Instructional Support Personnel Collaboration and Teaming Multi-Tiered System of Supports Evidence-Informed Services and Supports Cultural Responsiveness and Equity Data-Driven Decision Making The modules are intended to be used by district teams to influence, develop, and oversee school mental health systems at the school district- and building-levels. District teams may include: School District Leaders (e.g., Superintendent, School Board) School Administrators (e.g., Principal, Assistant Principal) District Mental Health Director or Student Services Supervisor (e.g., Director of Student Services, District Supervisor School Psychologists/Social Workers/Counselors) Community Behavioral Health Agency Supervisor/Director (e.g., Clinical Director of an agency that provides school-based services in the district) Youth/Family Advocate or Consumer The modules align with the national performance domains and indicators established as part of the National Quality Initiative on School Health. Each module includes resources and tools to support learning extensions and can be adapted and built upon to be contextualized to regions, states, and districts. Access to this FREE resource is available HERE.

This is one of five recorded Virtual Learning Sessions, part of the MHTTC National School Mental Health Learning Community. To access the recording, please click the "VIEW RESOURCES" button above. A transcript is available here. The recorded Virtual Learning Sessions took place between April and August 2019. Each Virtual Learning Session is about 75 minutes long and includes a deeper dive into the content from the MHTTC National School Mental Health Best Practices: Implementation Guidance Modules (formerly known as the National School Mental Health Curriculum). This resource was developed by the MHTTC Network Coordinating Office and National Center for School Mental Health to help states, districts, and schools advance comprehensive school mental health, as well as engage in a planning process around implementation of services. The Implementation Guidance Modules focus on the following core components of comprehensive school mental health: Educators and Student Instructional Support Personnel Collaboration and Teaming Multi-Tiered System of Supports Evidence-Informed Services and Supports Cultural Responsiveness and Equity Data-Driven Decision Making The modules are intended to be used by district teams to influence, develop, and oversee school mental health systems at the school district- and building-levels. District teams may include: School District Leaders (e.g., Superintendent, School Board) School Administrators (e.g., Principal, Assistant Principal) District Mental Health Director or Student Services Supervisor (e.g., Director of Student Services, District Supervisor School Psychologists/Social Workers/Counselors) Community Behavioral Health Agency Supervisor/Director (e.g., Clinical Director of an agency that provides school-based services in the district) Youth/Family Advocate or Consumer The modules align with the national performance domains and indicators established as part of the National Quality Initiative on School Health. Each module includes resources and tools to support learning extensions and can be adapted and built upon to be contextualized to regions, states, and districts. Access to this FREE resource is available HERE.

This is one of five recorded Virtual Learning Sessions, part of the MHTTC National School Mental Health Learning Community. To access the recording, please click the "VIEW RESOURCES" button above. A transcript is available here. The recorded Virtual Learning Sessions took place between April and August 2019. Each Virtual Learning Session is about 75 minutes long and includes a deeper dive into the content from the MHTTC National School Mental Health Best Practices: Implementation Guidance Modules (formerly known as the National School Mental Health Curriculum). This resource was developed by the MHTTC Network Coordinating Office and National Center for School Mental Health to help states, districts, and schools advance comprehensive school mental health, as well as engage in a planning process around implementation of services. The Implementation Guidance Modules focus on the following core components of comprehensive school mental health: Educators and Student Instructional Support Personnel Collaboration and Teaming Multi-Tiered System of Supports Evidence-Informed Services and Supports Cultural Responsiveness and Equity Data-Driven Decision Making The modules are intended to be used by district teams to influence, develop, and oversee school mental health systems at the school district- and building-levels. District teams may include: School District Leaders (e.g., Superintendent, School Board) School Administrators (e.g., Principal, Assistant Principal) District Mental Health Director or Student Services Supervisor (e.g., Director of Student Services, District Supervisor School Psychologists/Social Workers/Counselors) Community Behavioral Health Agency Supervisor/Director (e.g., Clinical Director of an agency that provides school-based services in the district) Youth/Family Advocate or Consumer The modules align with the national performance domains and indicators established as part of the National Quality Initiative on School Health. Each module includes resources and tools to support learning extensions and can be adapted and built upon to be contextualized to regions, states, and districts. Access to this FREE resource is available HERE.

This is one of five recorded Virtual Learning Sessions, part of the MHTTC National School Mental Health Learning Community. To access the recording, please click the "VIEW RESOURCES" button above. A transcript is available here. The recorded Virtual Learning Sessions took place between April and August 2019. Each Virtual Learning Session is about 75 minutes long and includes a deeper dive into the content from the MHTTC National School Mental Health Best Practices: Implementation Guidance Modules (formerly known as the National School Mental Health Curriculum). This resource was developed by the MHTTC Network Coordinating Office and National Center for School Mental Health to help states, districts, and schools advance comprehensive school mental health, as well as engage in a planning process around implementation of services. The Implementation Guidance Modules focus on the following core components of comprehensive school mental health: Educators and Student Instructional Support Personnel Collaboration and Teaming Multi-Tiered System of Supports Evidence-Informed Services and Supports Cultural Responsiveness and Equity Data-Driven Decision Making The modules are intended to be used by district teams to influence, develop, and oversee school mental health systems at the school district- and building-levels. District teams may include: School District Leaders (e.g., Superintendent, School Board) School Administrators (e.g., Principal, Assistant Principal) District Mental Health Director or Student Services Supervisor (e.g., Director of Student Services, District Supervisor School Psychologists/Social Workers/Counselors) Community Behavioral Health Agency Supervisor/Director (e.g., Clinical Director of an agency that provides school-based services in the district) Youth/Family Advocate or Consumer The modules align with the national performance domains and indicators established as part of the National Quality Initiative on School Health. Each module includes resources and tools to support learning extensions and can be adapted and built upon to be contextualized to regions, states, and districts. Access to this FREE resource is available HERE.