Products and Resources Catalog

The Georgia Mental Health Consumer Network presented a two-part webinar on Elevating Language, both hosted by the Southeast MHTTC. The first webinar focused on the importance of recovery-oriented language in behavioral health, and the second webinar guided peers through the process of crafting a elevator message to be used in advocacy work. The purpose of this toolkit is to increase awareness of the language used when talking about mental health and to guide peers through the process of crafting their own elevator message. The second part of the toolkit includes steps to follow when developing an elevator message as well as a worksheet to facilitate the process.

Back to School After COVID-19: Supporting Student and Staff Mental Health Educators across the world are wondering how school will look when they return to the buildings that they left suddenly earlier this spring.  This toolkit is designed to help guide conversations to include a trauma-informed, equitable, and compassionate lens to providing mental health supports to every member of the school community. Because we will all return to school as different people than when we left, caring leaders are seeking to support each other in turning our tragedies into growth, recognizing the joys amongst the ongoing and profound difficulties, and re-establishing school communities to serve everyone, with greater justice and equity.

This guide will help school leaders implement recommendations from our guided discussion series in their own schools and districts.    Module I: Visioning Amid COVID-19 Why Visioning Matters and How to Introduce it in Schools Module II: Our 8-Step Visioning Process (Starting with Steps 1-4) Module III: Implementing Steps 3 & 4 Module IV: Creative Considerations for Visioning Module V: Implementing Step 5 Module VI: Steps 6-8 of the Visioning Process Mission and Goal Setting Barriers and Sustainability and the Future of Visioning

This guide will help school leaders implement recommendations from our guided discussion series in their own schools and districts.    Module I: Visioning Amid COVID-19 Why Visioning Matters and How to Introduce it in Schools Module II: Our 8-Step Visioning Process (Starting with Steps 1-4) Module III: Implementing Steps 3 & 4 Module IV: Creative Considerations for Visioning Module V: Implementing Step 5 Module VI: Steps 6-8 of the Visioning Process Mission and Goal Setting Barriers and Sustainability and the Future of Visioning

The Telehealth Toolbox for School Personnel is a practical and concise guide to incorporating telehealth into your routine as a provider working with students.   Author(s): Franta, E., Morse, M., Chadwell, M., Hoff, N., Clarke, B.L., Robinson, L./Mid-America MHTTC

Links to these websites are for informational and educational purposes only. If you need legal advice, please consult a legal professional. These websites do not necessarily represent the opinions of the New England Mental Health Technology Transfer Center or the Yale Program for Recovery and Community Health.

  This document was created to use when developing policies that support advance directives in recovery-oriented systems.   

This document was created to help assess and implement policies in systems.  

This guide will help school leaders implement recommendations from our guided discussion series in their own schools and districts.    Module I: Visioning Amid COVID-19 Why Visioning Matters and How to Introduce it in Schools Module II: Our 8-Step Visioning Process (Starting with Steps 1-4) Module III: Implementing Steps 3 & 4 Module IV: Creative Considerations for Visioning Module V: Implementing Step 5 Module VI: Steps 6-8 of the Visioning Process Mission and Goal Setting Barriers and Sustainability and the Future of Visioning

Depression, Alcohol and Farm Stress: Addressing Co-Occurring Disorders in Rural America This guide provides resources specific to screening for co-occurring disorders experienced by farmers, farmworkers and farm families in rural communities. Healthcare providers, behavioral health professionals, and social workers are facing increasing pressure to respond to a host of unmet substance use and mental health needs of rural communities. In response, with support from the Substance Abuse and Mental Health Services Administration (SAMHSA), the Mountain Plains ATTC and the Mountain Plains MHTTC have collaborated to release a resource guide to assist rural healthcare providers with screening and assessment of alcohol use disorder and depression. The guide uses a case scenario to illustrate the most common barriers encountered in identifying co-occurring disorders and underscores the unique needs of rural communities that are home to agricultural producers. Authors Maridee Shogren Robin Landwehr David Terry Abby Roach-Moore Andrew McLean   If you would like to request a hardcopy version of this product please contact Susan Mickelson  

The Childhood-Trauma Learning Collaborative (C-TLC) released a resource guide to support educators who are looking to become more trauma-informed and improve their understanding of the neurobiology of trauma. The guide offers updates on the role of mental health in schools and the universality of trauma and toxic stress and shares a best practice model featuring the Comprehensive Behavioral Health Model (CBHM) being implemented in Boston Public Schools. Their guide is designed to help educators understand the need for and nature of becoming more trauma-sensitive and considerations for working with trauma and trauma-impacted youth.

School Mental Health Initiative: Childhood Trauma Learning Collaborative (C-TLC)   Mental Health Resources for New England Educators: The C-TLC is a part of the New England Mental Health Technology Transfer Center’s (MHTTC) School Mental Health Initiative. The C-TLC  is designed to strengthen mental health supports that address the needs of children who have experienced/are at risk of experiencing significant trauma. The School Mental Health Initiative, which includes collaborations with Harvard University and C4 Innovations, provides training and technical assistance to school-based mental health professionals in the six states that are a part of the Region 1 grouping for activities: Connecticut, Maine, Massachusetts, New Hampshire, Rhode Island, and Vermont. Our aim is to enhance school culture and prepare school personnel to improve the mental health of school-aged children in the New England region.   C-TLC Toolkit Resource: Released December 2019 Seasonal Affective Disorder (SAD): Responding to the Winter Blues in the Classroom This toolkit is designed to provide educators in Region 1 and beyond with practical advice for preventing, recognizing the symptoms of, and addressing Seasonal Affective Disorder (SAD) in the school building and community.        Authors Christine Mason, Ph.D. Program Director, Childhood-Trauma Learning Collaborative New England MHTTC   Martha Staeheli, Ph.D. Director, School Mental Health Supplement Initiative Yale Program for Recovery and Community Health   Dana Asby, M.A., M.Ed. Director of Innovation and Research Support Center for Educational Improvement   Didi Dunin, M.A. Intern Center for Educational Improvement  

      Hard copies of the toolkit are also available. If you'd prefer a hard copy, please reach out to us at [email protected]. This guide provides resources specific to addressing the unique mental health training and technical assistance needs of schools serving rural and remote communities. School administrators, faculty, and support staff are facing increasing pressure to respond to a host of unmet mental health needs of students in K-12 and higher education. In response, the Substance Abuse and Mental Health Services Administration (SAMHSA) and the Centers for Medicare and Medicaid Services (CMS) recently released a resource to assist states and schools in addressing mental health and substance use disorders. Underscoring the purpose of the document was a recognition that schools, communities, and families often lack “comprehensive treatment and services for children and youth.” That is particularly true in rural communities. Authors Thomasine Heitkamp Sarah Nielsen Shawnda Schroeder

      Hard copies of the toolkit are also available. If you'd prefer a hard copy, please reach out to us at [email protected]. This toolkit is a blueprint for school mental health services and will guide community members, schools, local leaders, and districts through 10 best practices, including strategies for implementing, funding, and sustaining mental health services in both rural and urban schools.