Products and Resources Catalog

About this Resource: As the future of crisis care in the United States is on the cusp of being transformed, it is important to keep under-served and marginalized populations in mind when championing the changes and improvements to those services. This brief guide serves to highlight the unique struggles and barriers that many different marginalized communities experience when trying to access crisis services, and provides a glimpse into the future of crisis care.

About this Resource:  Perspectives in Mental Health Crisis is a four-part series examining the experiences of Certified Peer Specialists (CPS) as they navigate, utilize, and provide crisis services. In part 3 of this series, peer panelists discuss the factors that have contributed to the criminalization of mental health issues and identify strategies that can help communities to decriminalize mental illness, including diversion, co-responding, and forensic peer mentoring.  Click here to learn about and register for our upcoming sessions in this series. 

Our hearts are heavy for the tragedy that occurred in Uvalde, Texas on May 24, 2022. As we look towards how to cope with he experience, this newsletter brings together a selection of resources for families, educators, and professionals working with children and families.

This is a recording of the Session 1 panel discussion in the Rising Practices & Policies in the Workforce series, that took place on May 9, 2022. The panel discussion looked at how school and mental health leaders from our region are preparing their workforce for the launch of 988, the new National Suicide Prevention Hotline. On July 16, 2022, a three-digit, national mental health crisis hotline (mandated by the federal government in October 2020) is scheduled to launch nationwide. When people call, text, or chat 988, they will be connected to trained counselors that are part of the existing National Suicide Prevention Lifeline network. The expansion of the current National Suicide Prevention Lifeline program to effectively triage, respond, and stabilize individuals experiencing a mental health crisis will require significant workforce expansion and training. This session invited regional 988 implementers to share opportunities and challenges during this transition.   In this session, panelists explored: What is 988, and what might it mean for our region? What are some promising and cautionary elements of this rising practice? How might our workforce successfully transition from the Suicide Prevention Lifeline model to the 988 model? How might we engage meaningful partnerships in this transition? 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 988 adoption and integration?   Click here to download a PDF of the panel presentation. 

About this Resource:  The Southeast MHTTC Newsletter highlights upcoming events and recently released products as well as shares information on available resources from SAMHSA and the MHTTC network.  The May 2022 issue recognizes National Mental Health Awareness Month and Asian American & Pacific Islander Heritage Month, highlights our upcoming "Perspectives in Mental Health Crisis" events and recent products, and provides resources available through the MHTTC Network and SAMHSA to connect individuals to needed treatment and support. 

This event was held on April 21st, 2022 from 12:30 p.m. - 2:00 p.m. MT.  To access slide deck and other resources, click DOWNLOAD above CLICK HERE to view the recording Event Description According to the U.S. Department of Education: Guide for developing high-quality school emergency operations plans (2013), research shows that perpetrators of targeted acts of violence engage in both covert and overt behaviors preceding their attacks. They consider, plan, prepare, share, and in some cases, move on to action. One of the most useful tools a school or facility can develop to identify, evaluate, and address these troubling signs is to develop a systematic way to addressing threats. This training will help to protect the interest of those students or people involved in the incident and assist with follow through of aftercare.   Objectives Participants will gain knowledge on when and how to address a threat made by a student.  Participants will be taught how to evaluate the seriousness of a threat and what steps need to be taken.   Participants will gain resources and templates to utilize in evaluating threats made.  Participants will understand how to evaluate threats, who needs to be contacted, what needs to be documented   Participants will receive all necessary flowcharts and threat documentation and feel comfortable utilizing the documents and materials during a threat assessment through role-play and practice and rehearsal.  Trainers Leslie Baunach, MA/CAS, NCSP                     Leslie Baunach, NCSP, was a school psychologist with Oahu Central School District for over 10 years. She is currently the National Association of School Psychologists (NASP) Delegate for the state of Hawaii and a Delegate Representative for the West Region on the NASP Board of Directors. Leslie has previously served on the Hawaii Association of School Psychologists (HASP) board of directors as Treasurer and President, and has headed up the legislative platform for nine years, currently serving as the HASP legislative co-chair. Leslie serves as the Executive Director of the School Psychology Support Network, which supports school psychologists nationally. Leslie became a NASP PREPaRE trainer in 2015 and has conducted PREPaRE workshops for the Hawaii DOE, HASP, Northern Marianas Islands schools, and Punahou School in Honolulu.     Traci Effinger, NCSP                     Traci Effinger is a Nationally Certified School Psychologists who has worked for the Hawai`i Department of Education for over 10 years. Traci has worked from preschool to high school in her daily job as a School Psychologist in addition to responding to crisis events at all levels. Traci is co-author of Crisis manual for Central district and also co-chair of the Crisis Team. She Performs data collection, progress monitoring, and professional development trainings for her district and school staff. She is one of only two people that are NASP Certified PREPaRE 3rd Edition trainers within the state of Hawaii. Traci and her colleague trained the entire country of Saipan for the CNMI Project HALIGI AWARE in PREPaRE and also presented and trained entire Punahou School District on PREPaRE Workshops 1. Traci is also a presenter in various professional development topics and has most recently presented for the Afterschool Alliance coalition on social emotional learning, behavior management, and threat assessment

About this Resource:  Perspectives in Mental Health Crisis is a four-part series examining the experiences of Certified Peer Specialists (CPS) as they navigate, utilize, and provide crisis services. In part 2 of this series, peer panelists discussed differing peer perspectives on and experiences with crisis, explained strategies for preventing and managing crises, and provided crisis support resources.   Click here to learn about and register for our upcoming sessions in this series.   

ABOUT THIS RESOURCE LEND A HAND is a model for evaluating risk and determining appropriate responses. It can be used in correctional settings and in behavioral health response and recovery settings. Clinical psychologist and co-lead for the Behavioral Health Strike Team for the WA State Department of Health Dr. Kira Mauseth created the LEND A HAND model from her work over the past thirteen years in correctional and disaster behavioral health. This model also draws from research and practice in the areas of clinical psychology, community mental health, substance use intervention and treatment, and inpatient and outpatient behavioral health care. It is informed by de-escalation training in correctional settings as well as disaster behavioral health response and recovery. This Q&A document was developed from the LEND A HAND webinar held on October 6, 2021. View the recorded LEND A HAND webinar and other related resources here.     Terms of use and Substance Abuse and Mental Health Services Administration (SAMHSA) disclosure statement

About this Resource:      The main purpose of the 988 number is to simplify access to suicide prevention services and mental health crisis counselors. To achieve this legislation was introduced in 2020 to create a nation-wide three-digit number (988) that will be routed through the existing National Suicide Prevention Lifeline. 988 will be available across the country by July 16, 2022.       By creating a mental health crisis number, law enforcement’s involvement in mental health crises may be reduced. This shift in mental health crisis response has the potential to break the cycle of ER visits, involvement in the criminal justice system, and experiences with homelessness, which disproportionately affect historically marginalized communities. This guide highlights benefits of 988, reviews key pieces of the federal legislation, and describes state-level efforts.        

About this Resource:  Perspectives in Mental Health Crisis is a four-part series examining the experiences of Certified Peer Specialists (CPS) as they navigate, utilize, and provide crisis services. The first session, “Defining a Mental Health Crisis,” featured a discussion by Georgia Mental Health Consumer Network and guest panelists on how different groups of people define and use the words "mental health crisis" and how these different understandings impact outcomes.

The Pacific Southwest MHTTC curated a list of resources to support mental health needs in times of crisis. These resources have been curated with social distance mandates in mind and provide many virtual or electronic options for support. The list includes relevant webinars, stress management apps, publications, and online resources.

  Event Description This is a four-part virtual training series on working with youth, parents, and other professionals during a global pandemic. This series is focused on mental health in uncertain times, thinking outside the box to support people virtually and in-person, and resource development for providers. Participants can gain resources, tools, and contacts to use while developing professional skills.   Objectives Be able to identify and connect internally to how each worker is experiencing/feeling and what they are going through before, during, and after working with the youth.  Provide practical tips to assess and address burn out, grief/loss, and crisis.  Distinguish crisis from substance abuse and mental health symptoms while working with parents.  Have tools to address needs of youth/parents who are living in rural areas and have limited access to care or specialists.   Possess options and opportunities to reach out to resources and expertise on cultural knowledge, the LGBTQIA community, and educational opportunities not offered in their area.   Feel more confident in alternative ways to connect with the youth when in person or virtual learning changes suddenly.    Session 1 - February 4, 2022 Identifying Burn Out, Grief/Loss, and Crisis While Providing Support for Others    View slide deck by clicking DOWNLOAD above CLICK HERE to view the recording   Since the beginning of the pandemic, employees reported a 21% increase in burnout, feelings of grief and loss, and not knowing how to manage crisis situations. Burn out, grief and loss, and crisis can cause an increase in physical symptoms of stress like muscle tension, fatigue, and illness. They also add work-life balance challenges and overall job stress. Burn out is a state of emotional, physical, and mental exhaustion caused by excessive and prolonged stress. It occurs when you feel overwhelmed, emotionally drained, and unable to meet constant demands. This training will provide knowledge on how to identify mild, moderate, and severe symptoms of burn out, grief and loss, and crisis. It will also provide tools to de-escalate crises, address grief and loss, and reduce burn out. The training will teach participants how to maintain compassion and empathy in a time when COVID fatigue is affecting them and the youth they are trying to support.    Session 2 - February 11, 2022 Supporting Passionate Parents and De-Escalating Parents in Crisis   View slide deck by clicking DOWNLOAD above CLICK HERE to view the recording   44.3% of parents with children living at home reported worse mental health as a result of the COVID-19 pandemic. 27% of parents reported increased alcohol/drug consumption. 8% of parents reported an increase in suicidal thoughts/feelings, and 11% of parents reported more stress about being safe from physical/emotional domestic violence. 24.8% of parents reported their children’s mental health had worsened since the pandemic, while 22% of parents also reported more frequent negative interactions with their children due to the pandemic. This training will provide skills to de-escalate parents who are in crisis and provide support for parents in burn out. The training will also teach skills on how to identify root issues that are happening and how to support the parent in supporting the child. It will also teach tools to identify differences of parents in crisis or burn out compared to parents who may have substance abuse or mental health symptoms.    Session 3 - February 18, 2022 Connecting With Children and Teens in These Uncertain Times    View slide deck by clicking DOWNLOAD above CLICK HERE to view the recording   93% of school-aged children reported some type of virtual learning during COVID-19. Students didn't just lose academic learning quality time during the pandemic. Some of them lost family members, while others had caregivers who lost their jobs and sources of income. Almost all students experienced social isolation. This training will provide options to engage with young people both in person and virtually. We will discuss ways to talk, engage, and inspire students to participate again. Resources will be provided on how to build and maintain social skills during both in-person and virtual learning.    Session 4 - February 25, 2022 Creating a Sense of Community and Finding Resources in Your Area   View slide deck by clicking DOWNLOAD above CLICK HERE to view the recording   Rural areas constitute 97% of America's land mass, accounting for a large portion of the country's vital natural resources. Moreover, rural areas are crucial sources of water, food, energy, and recreation for all Americans. While being vital to us, rural areas have challenges such as scarcity of primary care providers and specialists, lack of access to mental health and other behavioral health services, emergency medical services, and other essential services. This training is intended to identify children and teens who are facing challenges such as bullying, having body image concerns, being from a different culture, identifying as LGBTQIA, feeling targeted, or feeling isolated. This training will give providers tools that can be used to create and maintain safe spaces, as well as offer other resources to use and share. The training will also review HIPAA laws, confidentiality requirements, and handling matters appropriately with children and teens.  Trainer Tina Boteilho, LMFT                                 Tina Boteilho is a Licensed Marriage & Family Therapist. Tina was born and raised on Maui. Tina lived in California for several years but couldn’t resist the invitation to go back to Maui after college. Over the past 20 years Tina has worked for several non-profit agencies and the state of Hawaii with children 0-18 years old, children with special health needs/disabilities and their families, individuals reintegrating back into their communities and families after several years of incarceration, emergency responders, military families, individuals needing crisis interventions, and individuals with serious and persistent mental illness. Tina currently runs her own private practice, contracts with several non-profits as a qualified mental health practitioner, has created several trainings for children, adolescents, couples, families, and individuals, and volunteers with several local non-profits. Tina has been invited to several trainings and conferences as a guest speaker to talk about best practices with people experiencing trauma and crisis, grief and loss, working in isolated rural areas, community resource building, pandemic relief, blending families, coparenting, LGBTQIA issues, and cultural sensitivity. In her spare time, she enjoys spending time with her family hiking, going to the beach, landscaping, ranching, and farming.  

Watch the webinar.   Objectives: Discuss suicide prevalence rates in tribal communities  Identify suicide prevention strategies and programs for tribal communities  Identify interventions to use when a member of the community is experiencing suicidal ideation  Discuss culturally appropriate strategies to implement after a suicide occurs    Speakers:   Patricia Cerda-Lizarraga, Ph.D., graduated from the University of California, Irvine with a double major in Cognitive Psychology and Spanish Language and Culture. She moved to the Midwest where she completed her Masters degree and doctoral degree in Counseling Psychology from the University of Nebraska-Lincoln. Patricia previously worked as a staff psychologist at UNL where she provided individual and group therapy to college students. Patricia was the diversity coordinator at Counseling and Psychological Services at UNL and has a passion to work with issues of diversity and with people of color. She recently came on board at Morningstar to work with the American Indian population in Nebraska and expand her training in working with children and families. Dr. Patty was born and raised in Southern California. Together with her two young boys and her husband they have made Lincoln, Nebraska their home. Dr. Patty enjoys family time and taking trips to California and Mexico.     Dr. Katie Doud, Ph.D., Licensed Psychologist, attended the University of Nebraska-Lincoln, where she completed her Bachelor of Psychology, and received her Master’s in Counseling Psychology. She completed her PhD in Counseling Psychology from Loyola University-Chicago. She works providing mental health services to the American Indian communities in Nebraska. Her previous experiences include; psychologist at the University of Nebraska-Lincoln college counseling center, a local private practice, Cook County Hospital and a pediatric developmental center in Chicago, domestic violence shelter and sexual assault and domestic violence crisis center. Katie’s areas of practice include working with individuals from diverse backgrounds, children, trauma, crisis management, survivors of interpersonal violence and sexual assault, family of origin issues, anxiety, depression and grief.    Learn more about Healing Roots: Considerations for Mental Health Accessibility and Delivery of Services Across Tribal Communities    

Download the slides   Objectives: Discuss suicide prevalence rates in tribal communities  Identify suicide prevention strategies and programs for tribal communities  Identify interventions to use when a member of the community is experiencing suicidal ideation  Discuss culturally appropriate strategies to implement after a suicide occurs    Speakers:   Patricia Cerda-Lizarraga, Ph.D., graduated from the University of California, Irvine with a double major in Cognitive Psychology and Spanish Language and Culture. She moved to the Midwest where she completed her Masters degree and doctoral degree in Counseling Psychology from the University of Nebraska-Lincoln. Patricia previously worked as a staff psychologist at UNL where she provided individual and group therapy to college students. Patricia was the diversity coordinator at Counseling and Psychological Services at UNL and has a passion to work with issues of diversity and with people of color. She recently came on board at Morningstar to work with the American Indian population in Nebraska and expand her training in working with children and families. Dr. Patty was born and raised in Southern California. Together with her two young boys and her husband they have made Lincoln, Nebraska their home. Dr. Patty enjoys family time and taking trips to California and Mexico.     Dr. Katie Doud, Ph.D., Licensed Psychologist, attended the University of Nebraska-Lincoln, where she completed her Bachelor of Psychology, and received her Master’s in Counseling Psychology. She completed her PhD in Counseling Psychology from Loyola University-Chicago. She works providing mental health services to the American Indian communities in Nebraska. Her previous experiences include; psychologist at the University of Nebraska-Lincoln college counseling center, a local private practice, Cook County Hospital and a pediatric developmental center in Chicago, domestic violence shelter and sexual assault and domestic violence crisis center. Katie’s areas of practice include working with individuals from diverse backgrounds, children, trauma, crisis management, survivors of interpersonal violence and sexual assault, family of origin issues, anxiety, depression and grief.    Learn more about Healing Roots: Considerations for Mental Health Accessibility and Delivery of Services Across Tribal Communities  

About this Resource:  Given the ever-expanding inclusion of the term “crisis” by entities describing offerings that do not truly function as no-wrong-door safety net services, we must define what crisis services are and what they are not. Crisis services are for anyone, anywhere and anytime. In addition to 911 calls and support, law enforcement, and fire & rescue, crisis services include crisis lines, mobile crisis teams, and crisis receiving and stabilization facilities. Leaders from Behavioral Health Link and the Georgia Crisis and Access Line discuss key components of SAMHSA's Crisis Now Model, implications of 988, and a "crisis now model" in action using Georgia as an example.  For additional information on crisis service availability in the Southeast and across the US, be sure to check out our related interactive data map: Suicide and Crisis Services Access.   .

Download the presentation slides here Social and emotional learning (SEL) and life skills development through classroom activities and routines is foundational to students’ academic success. SEL is increasingly recognized as a component of promoting student engagement, positive school climate, and trauma sensitive schools. Many schools are especially noticing a need for SEL supports this school year, as students across the country are coping with variety of natural disasters, community stressors and disruptions to routine at school, home and in the community. At the same time, schools are busier than ever trying to catch students up academically and regain a sense of normalcy while simultaneously supporting student and staff needs. This session will highlight a targeted, feasible approach to implement SEL during a crisis with “SEL Kernels”. SEL Kernels are evidence-based, flexible, practical strategies to promote student SEL skill development, coping and resilience. In this learning session, we will detail the steps of assessing student SEL needs, identifying SEL Kernels to meet those needs, and implementing the SEL Kernels. Ms. Dawn Capes, a district leader from Bay District Schools, Florida will share how this approach is implemented as part of their Trauma Sensitive Classroom Project which started after Hurricane Michael. We will share resources including a teacher-reported SEL skill needs assessment survey, a free, searchable SEL Lessons Library, and relevant tools from Classroom Wise.   Learning Objectives After this learning session, participants will be able to: Understand SEL skill domains and how to conduct a needs assessment to identify priority areas for student SEL skill development. Locate free or low-cost SEL lessons or practices that can be flexibly implemented by teachers with mental health staff coaching and consultation supports. Integrate SEL implementation approaches that are practical, feasible, and effective during times of crisis or community-wide stress.   About the speakers Elizabeth Connors, PhD Elizabeth Connors is an Assistant Professor at Yale University, Division of Prevention and Community Research and at the Child Study Center. She is also a faculty member with the University of Maryland National Center for School Mental Health, where she is the Director of Quality Improvement and a developer of The SHAPE System. Dr. Connors received her Ph.D. in Clinical Child and Community Psychology and her work focuses on improving access to high-quality mental health promotion, prevention and intervention services and supports for underserved children, adolescents, young adults and their families in critical access points such as schools and community settings. Michael Strambler, PhD Michael Strambler is an Associate Professor at Yale University, Division of Prevention and Community Research and Director of Child Well-Being and Education Research at The Consultation Center at Yale. Dr. Strambler received his Ph.D. in Clinical Psychology and his work focuses on the role of social environments in the academic, psychological, social, and behavioral well-being of children and youth. He also studies whether and how school-based programs improve the academic performance and health of children. Dr. Strambler is an enthusiast of practical approaches to use data to inform practices and policies.        

About this Resource: Region IV is the largest HHS region, comprised of eight states and 26% of the U.S. population. According to the Centers for Disease Control and Prevention (CDC), suicide continues to be a leading cause of death and rates are increasing across the US, including the Southeast region. Populations at risk in Region IV states may face geographical disparities in accessing care, in particular crisis services. Visualizing relevant factors such as county-level suicide rates and available resources (e.g., crisis services), can be a challenge in a large, diverse region. The Southeast MHTTC Data Visualization Project provides information on Region IV priorities in an easy to understand graphical format.   Suicide and Crisis Services Access Relevant Factors: County level suicide rates, behavioral health facilities providing crisis services. To view each map in this visualization series, scroll using the grey scroller bar or grey arrows below. You may also click on each of the grey boxes (or tabs) below. Map 1 shows the suicide rates by county. Map 2 shows the availability of crisis intervention teams. Map 3 shows the availability of emergency mobile services. References for data sources are provided in the last tab.

ABOUT THIS RESOURCE This is a recording of the live 75-minute webinar on LEND A HAND, a crisis management, triage, and de-escalation model with Dr. Kira Mauseth. This crisis management model provides specific information on how to assess and support people in crisis in any number of professional, clinical, or social circumstances that we may encounter. With attention to issues of diversity, perception, and self-awareness for providers, LEND A HAND includes intervention and communication strategies that are derived from evidence-based best practices in safety and de-escalation.   Participants in the LEND A HAND webinar will be able to: Identify where someone is on the crisis and recovery trajectory.  Assess the most immediate concerns, through a lens of equity and self-awareness. Apply evidence-based communication and de-escalation techniques. Engage in appropriate self-care and recovery strategies for long term success.     RESOURCES Presentation slides LEND A HAND worksheet Highlights and Key Concepts document National Guidelines for Behavioral Health Crisis Care – A Best Practice Toolkit from SAMHSA Resources from Northwest MHTTC related to this topic: Behavioral Health Crisis Response Systems webinar series Dr. Mauseth’s previous series with the Northwest MHTTC: Disaster Response and Behavioral Health Brief Behavioral Skills: DBT Distress Tolerance Skills    FACILITATOR Kira Mauseth, PhD Dr. Kira Mauseth is a practicing clinical psychologist who splits her professional time between seeing patients at Snohomish Psychology Associates, teaching as a Senior Instructor at Seattle University and serving as a co-lead for the Behavioral Health Strike Team for the WA State Department of Health. She also serves on the state’s Disaster Medical Advisory Committee (DMAC). Her work and research interests focus on resilience and recovery from trauma as well as well as disaster behavioral health. She has worked abroad extensively in disaster response and with first responders and health care workers throughout United States. Dr. Mauseth also conducts trainings and provides presentations to organizations and educational groups about disaster preparedness and resilience building within local communities.   Terms of use and Substance Abuse and Mental Health Services Administration (SAMHSA) disclosure statement

Classroom Well-Being Information and Strategies for Educators, or Classroom WISE, is a free three-part training package that assists K-12 educators in supporting the mental health of students in the classroom. Developed by the Mental Health Technology Transfer Center (MHTTC) Network in partnership with the National Center for School Mental Health (NCSMH), this package offers evidence-based strategies and skills to engage and support students with mental health concerns in the classroom. This webinar provides a free presentation on Classroom WISE as well as our 2021-2022 Promoting Educator Mental Health Literacy: A Mid-America MHTTC Regional Learning Community. We'll provide an overview of Classroom WISE, teach you how to access the modules, and help you prepare to apply what you learn to your work with children and adolescents.

  Best Practices and Helpful Considerations for Responding to Traumatic Stress in Schools for School Staff; HHS Region 8 Access slide deck with green download button above Click here to watch the recording   Trauma can result in immediate emotional and behavioral concerns, adversely impacting both staff and student mental health and the learning environment. The pandemic has added to these stress responses, with traumatic stressors including loss of loved ones, familial financial losses, isolation, loss of stability, perception of danger, and fear of the unknown. This training addressed the adverse impact of traumatic stress on staff, including best practices and helpful considerations for use when responding to traumatic stress in schools. This training is for administrators, teachers, and support providers.    After attending this session, participants can expect to:   Increase their knowledge of the impact of traumatic stress.  Identify potential triggers and behaviors signaling traumatic stress.  Learn tips to manage and support behaviors at an individual and school-wide level.    Trainer  Erin Briley, MS, NCSP  Erin Briley is a Technical Trainer for the Mountain Plains MHTTC and works for WICHE’s Behavioral Health Program as a Research and Technical Assistant Associate. Ms. Briley’s primary role with the WICHE Behavioral Health Program involves assisting the creation and implementation of Psychology Internship Consortiums in rural western states and providing training and supports for school behavioral health. Ms. Briley has worked in schools for 20 years, serving primarily as a school psychologist and providing educational and behavioral health support for children ages 3 through 22. Erin earned her Bachelor’s in Human Development and Family Studies at Colorado State University, her Master’s in Counseling/School Psychology, and a Certificate in Applied Behavior Analysis at California State University Los Angeles. She is currently earning her PhD (ABD) in Clinical Psychology.    

Attendees learn about best practices in reintegration, including supporting students transitioning from a mental health-related crisis back into the school setting. Attendees gain knowledge on the role of educators in this transition, as well as strategies for implementing this in their school buildings. Learn more: https://bit.ly/mhttccrisisseries2021

Attendees learn best practices in school-based suicide prevention and intervention. Attendees gain knowledge on conducting skillful assessment in their buildings, as well as consultation, communication, and safety planning for suicide intervention.  Learn more: https://bit.ly/mhttccrisisseries2021

Attendees learn how to assess their current crisis planning documents, identify areas for growth, and progress monitor changes made to readiness and response efforts throughout the school year. Learn more: https://bit.ly/mhttccrisisseries2021

ABOUT THIS RESOURCE “Person and Family-Centered Planning” is not just a catchy new phrase in the mental health world for families. During this webinar we will highlight the importance of family members having active participation, and an active role, in the design of their mental health crisis plan. Together we will focus on how the family and youth perspective, lived experience, and culture can guide efficacious holistic crisis planning within all 12 life domains. Learning Objectives Understand mental health crisis planning from the Family Perspective. Distinguish crisis stabilization versus crisis planning. Navigate the paradigm shift from system led crisis planning to consumer led crisis planning. Discuss crisis planning from a holistic view and how all life domains are incorporated. Navigate strategies that assist in creating effective family crisis plans.   FIND OUT MORE ABOUT THIS SERIES. ADDITIONAL RESOURCES Our facilitators always make reference to great resources during sessions.  Find their lists below.  Presentation Slides FACILITATOR Shawna Canaga is a Family Support Specialist and the statewide Peer Delivered Services Trainer for Oregon Family Support Network (OFSN). OFSN is a family run organization that promotes mental, behavioral, and emotional wellness for families and youth through education, support, and advocacy. Shawna comes to this position with over a decade of experience supporting youth and families, and with lived experience as a mother of an adult child with complex mental health needs. Throughout both of these journeys Shawna has cultivated a passion for supporting family-driven and person-centered care within the youth and family serving systems.     Terms of use and Substance Abuse and Mental Health Services Administration (SAMHSA) disclosure statement