Products and Resources Catalog

This is a recording of, “Session 3 of October Rising Practices Series - Interrupting Bullying & Fostering Belonging for the School Mental Health Workforce,” on October 26, 2023. In our final session in this three-part series, Region 9 School Mental Health Field Director Leora Wolf-Prusan moderated a panel discussion that offered learnings about the power of bias reduction curricula in elementary schools, and the ways in which school district and county systems can shift internal cultures to be welcoming drivers of equitable compassion. Among other themes, the session uplifted new practices of how to respond to and interrupt xenophobia and anti-immigrant hate in our classrooms.    This workshop recording features guest speakers including Drs. Carrie Langner and Linda Lee with California Polytechnic State University in San Luis Obispo, Dr. Carolyn Sattin-Bajaj with the Gevirtz Graduate School of Education at the University of California, Santa Barbara and Valerie White, LCSW, M.Ed, a licensed clinical social worker and founder of Magical Minds.    The session's guiding questions were: What might the school mental health workforce need to know about the difference and similarities between abuse, harassment, and bullying in k-12 contexts? What might be new or pressing phenomena related to bullying (e.g., anti-LGBTQIA+ bullying or the intersection of bullying and suicidality) for which we need to raise awareness? What challenges do we foresee at the workforce level, and what training, resources, or other support would help resolve these challenges? What might be some rising practices, policies and successful strategies for anti-bullying policies and practices?   This session was designed school administration, site and systems leaders, school social workers, school counselors, school psychologists, educators, instructional coaches, school climate personnel, after school program providers, child advocates, and whoever else is interested!

Download the presentation slides here 1 in 36 school-age children have autism. Autistic students are much more likely than non-autistic students to experience mental health challenges, including difficulty with emotion regulation, anxiety, and depression that may be exacerbated by experiences of bullying, victimization, and segregation within schools. There is an urgent need to support the mental and behavioral health of autistic students. In the past year, the SEMHTTC team has disseminated resources related to identifying and supporting mental health challenges in this population, including anxiety and, more recently, executive function. The purpose of this two-part series is to build on the didactic content covered in our earlier learning sessions on executive function [Part 1, Part 2] and provide more opportunity to cover a case example, engage in discussion, and have ample time for Q&A.  In each session, we will provide a very brief overview of the prior content we covered (15 minutes), have an in-depth discussion of one case example (15 minutes), and ample time for questions and open conversation related to the mental health of autistic students (25 minutes).   The first learning session will be devoted to common executive functioning differences in autistic students. Define executive functioning and its importance for autistic youth. Know the executive functioning differences that are common in autistic youth Identify executive functioning differences among autistic youth within one case study.

This is a recording of, “Interrupting Bullying & Fostering Belonging for the Youth and Young Adult Mental Health Workforce,” on October 25, 2023. Our Pacific Southwest Region’s national specialty area is the mental health of youth and young adults of transitional age; as such, on our second day of our three-part series, we examined rising practices and policies, informed by research and the field, that can expand the way we approach anti-bullying and foster belonging for youth and young adults (18-24 year olds). Panelists highlighted bullying and belonging within the context of LGBTQ+, BIPOC populations, youth leadership and peer support roles. The session also uplifted young adult perspectives with lived experience in the foster care system and the Navajo Nation, and a focus on cyberbullying within Latinx youth communities. Our Region 9's Technical Assistance and Training Specialist, Oriana Ides moderated this panel of special guests including, Ajahrain (Ajah) Yellowhair; Arc Telos Saint Amour, Executive Director of Youth MOVE National; and Dr. Guadelupe (Lupita) Espinoza, Professor in Child and Adolescent Studies at California State University, Fullerton.  This session was designed for peer support professionals, young adult advocates, psychologists, counselors, community mental health workers, social workers, pre-service graduate students and whoever else is interested.

About the Session: This 60-minute session provides a brief overview of what early psychosis is, including signs and symptoms, how symptoms occur on a continuum, treatment options, the promise of early intervention and common barriers to care, and how school providers can recognize and respond to early signs. Session slides can be accessed by clicking the DOWNLOAD button above The video recording can be accessed below Resources of interest shared during the session can be accessed here Intended Audience: This introductory-level learning series is geared toward the following school personnel from middle and high schools: School mental health providers, such as school counselors, social workers, psychologists, and other mental health professionals (those hired by the school and those who work for a community organization and come into the school to provide school mental health services) School nurses/school health aides, and other primary care partners working in schools School educators, administrators, school resource officers, and mental health peer leaders Please note: This is session 1 of a 3-part Introductory Series, Early Psychosis 101: Basics for Supporting Students. Learn more about the speakers for this session and access information about the other sessions in the series here.

Positionality refers to the social positions we hold in our society that influence how we interact with the world. As mental health providers, researchers, and advocates, our social positions influence our approach to our work, and reflection on positionality can allow us to identify our limitations and advance equity. The Positionality Project at the South Southwest Mental Health Technology Transfer Center (MHTTC) aims to provide resources for the mental health workforce in Region 6 to understand and integrate positionality into their work. This brochure includes foundational information for mental health providers, researchers, and advocates to understand positionality. It provides a metaphor to understand positionality, explores how positionality can be used in mental health, provides a hypothetical example of applying positionality, and shares guiding questions for developing a positionality statement, which is one method for reflecting on positionality. A glossary of terms is provided at the end of the brochure. We hope that the brochure provides an introduction to this critical topic and inspires further learning.

This is a recording of Workshop 4 in the Back to School Series, entitled, “Trauma Informed Suicide Prevention for Administrators,” on September 13, 2023. In the penultimate workshop session, CARS own Training and Technical Assistance Specialists, and former school site and district administrators, Tina Rocha and Angela Castellanos discussed how to build an understanding of suicide prevention policy, the prevalence and impact of traumatic stress and its relation to suicide, and resources available to schools. This session was designed for system leaders, prevention specialists, educators, administrators, school site leadership, district and state administrative leadership, and anyone interested in growing their knowledge, skills, and approaches to suicide prevention in their practice.

  Attendees will learn evidence-based, individual and family therapy practices for LGBTQIA+ youth. This session will highlight creating an inclusive therapeutic context and recognizing intersectional identities of individual students.   Presented by: Leah Love, MSSA, LISW, LCSW Leah Love (she/her) has a passion for helping others and creating a safe space for individuals to navigate through life’s barriers. Leah is an independently practicing social worker with an undergraduate degree in Applied Science and a postgraduate degree in Master of Science in Social Administration (MSSA). Leah Love, MSSA, LISW, LCSW has a hybrid role with Vita Health as Clinical Development Lead and Clinician. She is a Licensed Clinical Social Worker in the state of Ohio. She has worked in the social service field for over 10 years in both clinical and administrative roles. Leah has a passion for assisting others reach their goals, needs and fundamental happiness by intentionally creating a safe environment to work through life’s barriers. She practices from an array of theoretical perspectives utilizing various applicable interventions. Her expertise is in working with youth identifying in the LGBTQ+ community.     Learn more about this series: Supporting the Mental Well-being of LGBTQIA+ Youth in Schools    

From wildfires to school shootings, we need to be prepared to support the mental health of students, staff and families in our school communities when disaster strikes. This concise resource is a critical tool in building your response plans.   Access The Disaster Behavioral Health: Response and Recovery Considerations Document Here >    Want more information and school mental health resources?  Visit the Northwest MHTTC's School Mental Health page and sign up for our newsletter for regular updates about events, trainings, and resources available to the Northwest region.

  ABOUT THIS EPISODE Hear about how 206 South co-founder Adrianna Kara was able to translate a tumultuous childhood and high ACE score into building a community center where she mentors youth, and travels the country teaching weightlifting. GUEST Adrianna Kara, MBA Adrianna Kara has been in the fitness industry since 2012. She has a Masters in Business Administration from Seattle University, and a Bachelor's degree from the University of Victoria in British Columbia, Canada. Adrianna has coached and developed programming for a variety of individuals, including elementary age, high school students, Masters athletes, adaptive athletes, athletes on the spectrum, and tactical athletes. She runs 206 South, a Seattle-based non-profit organization with her co-founder, Zach Filer. She began her own journey in Kettlebell Sport in 2016. She holds a Master of Sport in the 20kg Long Cycle, and 844 reps in the 16kg Marathon (60 min) Long Cycle, which set an unofficial World Record. She teaches courses to other coaches around the country through Power Monkey Fitness and Conjugate Tactical.   HOST Christina N. Clayton, LICSW, SUDP, Northwest MHTTC Co-Director Christina Clayton has been working in the behavioral health field since 1993 working with people and programs addressing severe mental health issues, substance use, co-occurring issues, chronic homelessness, integrated care, outreach, physical health, trauma and diversity/equity/inclusion topics. Christina has education and licenses/credentials in clinical social work, mental health and substance use.  She is also a Clinical Assistant Professor and Field Instructor for the University of Washington School of Social Work (MSW ’97).  Learn more about MHTTC Staff & Faculty   LEARN MORE Webinar recording, slides, & resources: "Physical Activity to Improve Mental Health in Adolescents" PODCAST SERIES Discover other episodes in the Putting It Together series here. Terms of use and Substance Abuse and Mental Health Services Administration (SAMHSA) disclosure statement

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ABOUT THIS RESOURCE 206 South is a Seattle-based non-profit organization that provides weightlifting and martial arts training to youth and adults. Hear about how 206 South co-founder Adrianna Kara was able to translate a tumultuous childhood and high ACE score into building a community center where she mentors youth, and travels the country teaching weightlifting. Learning Objectives:  Review Adverse Childhood Experiences (ACEs) and outcomes for youth with high ACEs Understand the benefits of a trauma-informed approach to coaching & teaching Learn the key objectives of program design for adolescents to maximize buy-in   ADDITIONAL RESOURCES Presentation slides Word cloud responses   FACILITATOR Adrianna Kara, MBA Adrianna Kara has been in the fitness industry since 2012. She has a Masters in Business Administration from Seattle University, and a Bachelor's degree from the University of Victoria in British Columbia, Canada. Adrianna has coached and developed programming for a variety of individuals, including elementary age, high school students, Masters athletes, adaptive athletes, athletes on the spectrum, and tactical athletes. She runs 206 South, a Seattle-based non-profit organization with her co-founder, Zach Filer. She began her own journey in Kettlebell Sport in 2016. She holds a Master of Sport in the 20kg Long Cycle, and 844 reps in the 16kg Marathon (60 min) Long Cycle, which set an unofficial World Record. She teaches courses to other coaches around the country through Power Monkey Fitness and Conjugate Tactical.   Terms of use and Substance Abuse and Mental Health Services Administration (SAMHSA) disclosure statement

  The Great Lakes Current is the e-newsletter of the Great Lakes ATTC, MHTTC, and PTTC.   The October 2023 issue honors National Domestic Violence Awareness Month, National Youth Substance Use Prevention Month, Hispanic Heritage Month, World Mental Health Day (October 10), and the newest installment of the NIATx in New Places blog series on the ATTC/NIATx Service Improvement Blog! As always, you will also find links to all upcoming events and trainings hosted by the Great Lakes ATTC, MHTTC, and PTTC!  

The October issue of our newsletter spotlights Mental Illness Awareness Week, October 1-7, features two upcoming Northwest MHTTC webinars, MHTTC & ATTC network events, other events of interest and resources. October is also National Substance Abuse Prevention Month, National Hispanic Heritage Month, LGBTQ+ History Month, Disability Employment Awareness Month, and more. Upcoming weekly newsletters will feature additional resources and ways to get involved.

The Northwest Mental Health Technology Transfer Center and the UW SMART Center presented the 2024 Virtual Speaker Series to the school mental health workforce. The six-session series features discussions on ways to create a positive school climate for students and staff. Through this series, we spotlight evidenced-based strategies to address universal screening, staff retention, and bullying and its intersection with youth mental health and violence. Please feel free to share the series flyer with your colleagues!   Learn more and register for upcoming events in the series here.    Check out the history of this series! SMART Center 2023 Speaker Series SMART Center 2022 Speaker Series SMART Center 2021 Speaker Series   Learn more about the UW SMART Center here.   Want more information and school mental health resources? Visit the Northwest MHTTC's School Mental Health page and sign up for our newsletter for regular updates about events, trainings, and resources available to the Northwest region.

Download the presentation slides here Are you feeling supported at work? Is there synergy amongst your staff? Is your school on the same page with your community partners and parents? With the importance of focusing on our students’ success, it’s easy to put off attending to ourselves and our colleagues. In this session, we review practical recommendations and resources that put a campus culture of resilience within reach. Creating a climate of respect and compassion and sustaining a culture that values adults as allies in the shared mission of the school does not have to be an after-thought. Together, we will identify practices that are practical, accessible, and impactful for your school community’s well-being.  This is part of a learning series intended to help you reset and restore your own sense of wellness, and to help inform the way districts and schools promote cultures of care that benefit staff and partners. This session is for school and district staff including administrators, coordinators, school mental health and health staff, community partners, and other champions of staff well-being – with a role in influencing the engagement of staff, school community partners, and students' families.

The fourth September issue of our newsletter spotlights the MHTTC Network Newsletter, features two upcoming Northwest MHTTC webinars, MHTTC & ATTC network events, other events of interest and resources. 

School violence, including school-based gun violence, is a major public health issue that has negative consequences for students, families, schools, and communities (Basile et al., 2020; Peterson et al., 2021). One approach that schools have adopted to address school violence is behavioral threat assessment (BTA). Based on a request from our funder, the Substance Abuse and Mental Health Services Administration (SAMHSA), we developed a report on behavioral threat assessment and its intersection with youth mental health. This report aims to: Describe the problem of school violence and how BTA became a widely implemented school violence prevention strategy; Report on the current state of BTA implementation and its effectiveness; Discuss considerations for the fit and appropriateness of using BTA in schools; and Offer recommendations for schools, policymakers, funders, researchers, and SAMHSA on addressing BTA use in schools.

  This toolkit offers resources and a roadmap from the National Family Support Technical Assistance Center, the Mental Health Technology Transfer Center, and the National Center for School Mental Health to move schools from the tokenism that often comes with family involvement to authentic family engagement. Learn how incorporating Family Peer Specialists on school-based mental health teams can move schools towards family-driven partnership and support for youth experiencing mental health and/or substance use challenges.

The third September issue of our newsletter spotlights Hispanic Heritage Month, features an upcoming Northwest MHTTC webinar, MHTTC & ATTC network events, other events of interest and resources. 

Many practitioners know "the basics" of virtual treatment and seek support in improving their effectiveness & strategies. This desk guide provides resources, information, and quick tips for practitioners working with youth in virtual settings.  This guide was created by WAFCA with funding from the Great Lakes MHTTC and is based on material presented by Lisa Anderson, LPC, CSW, in spring 2021.

After 10 years of research, Proud & Empowered has shown efficacy to support its use in school and community settings. The 10-week small group intervention uses a mix of didactic learning strategies to support LGBTQ+ youth as they navigate their family, peer, school and other community environments. Hosted in partnership with the Center of Excellence on LGBTQ+ Behavioral Health Equity (CoE-LGBTQ+) and the MHTTC Network Coordinating Office, this presentation offers an overview of the intervention and allows for Q&A.

  All public schools in California are required to offer Identity Support Plans (IDSP) for LGBTQ+ students in elementary, middle, and high school.  This tool guides California public middle and high schools through the development of a plan to support LGBTQ+ students’ identity, success, and safety at school. It is designed for school staff, caregivers, and the student to work together to complete the document. This tool supports districts’ commitment to making educational spaces safe and supportive for ALL students, regardless of gender, sexual orientation, gender identity, or expression.   All available IDSP tools and supporting documents can be accessed on the main product page. 

  All public schools in California are required to offer Identity Support Plans (IDSP) for LGBTQ+ students in elementary, middle, and high school.  The IDSP for secondary schools supports public middle and high school staff in California to work with gender-diverse students, and potentially their caregivers, to identify ways in which the student’s identity is respected and supported at school. The IDSP process fosters an educational environment that is safe and supportive for ALL students, and it serves as an effective tool to help guide school staff through conversations with families, other caregivers, and children.  This document explains the IDSP process, provides guidance about how to use the IDSP tool, and offers strategies and discussion tips that school staff can use when working with caregivers and students.   All available IDSP tools and supporting documents can be accessed on the main product page. 

  All public schools in California are required to offer Identity Support Plans (IDSP) for LGBTQ+ students in elementary, middle, and high school.  This Identity Support Plan for Elementary (IDSPE) is a form designed to be filled out collaboratively by school staff, the student, and the student’s caregiver(s) to ensure that students feel safe in classrooms and across the school environment.  The IDSPE tool was created to help gender-diverse students share anything that might make them feel unsafe or uncomfortable. It also gives students a chance to share and express how they feel about their name and gender expression or identity. You can also access the corresponding Identity Support Plan for Elementary (IDSPE) Explainer, which explains the IDSPE process, provides guidance about how to use the IDSPE tool, and offers strategies and discussion tips that school staff can use when working with caregivers and students.   All available IDSP tools and supporting documents can be accessed on the main product page.