Products and Resources Catalog

The Great Lakes Current is the e-newsletter of the Great Lakes ATTC, MHTTC, and PTTC. The May 2024 issue features content celebrating Mental Health Awareness Month, Asian Pacific American Heritage Month, Hepatitis C Awareness Month, and National Prevention Week. You will also find links to upcoming trainings focused on the therapeutic benefits of humor in treatment and recovery, prevention efforts in rural communities, and trauma-informed care for transition-age youth. Make sure you're subscribed to our email contact list so you never miss a month of The Great Lakes Current newsletter, and thank you for reading!

This course is the second session of the Human Trafficking and Trauma-Responive, Healing-Centered Care series. The session seeks to operationalize the concepts explored in the prior course and develop a deeper knowledge of what trauma-responsive care looks like. Co-learners will discuss case studies from responders to HT survivors and begin conceptualizing how to develop and implement their own trauma-responsive strategies. This is a two-fold approach to trauma-responsive care, which considers how secondary trauma manifests for HT responders. They explore methods of self-care and work with their colleagues to put this into action through engaged learning activities. View Products and Resources from Session 1 View Products and Resources from Session 3     About the Facilitators Dr. Heather Curry, PhD  Dr. Heather Curry has over a decade of experience through her scholarship, practice, and professional commitments with many of the most impactful systems of care for victims of human trafficking. She has served as Director for the Hillsborough County Commission on Human Trafficking, during which time she and the Commission, at the behest of the NFL, developed and executed the County’s plan to address Human Trafficking before, during, and over the Super Bowl. However, her approach to the phenomenon of human trafficking is always focused on what happens before, during, and after big events. She was also the Chief Liaison for Hillsborough County’s Juvenile Justice and Equity work. She holds her Doctorate. in Communication Theory from the University of South Florida. She has had teaching and research positions at the University of South Florida, Arizona State University, and Full Sail University during which she focused on social policy and homelessness, and community responses to matters of equity and vulnerability.  Dr. Curry also works with corporations, public sector clients, and non-profit organizations to address diversity, equity and inclusion. Her commitments, personally and professionally, have always been driven toward creating healthier, more responsive communities, in which issues such as human trafficking, can be prevented. Dr. Curry lives in Tampa, Florida with her two sons and two cats in an old, sometimes-lovely moneypit of a bungalow. She has made Tampa home since 2002.   Dr. Marianne Thomas, PhD  Marianne Thomas has an MA in Mental Health Counseling and a PhD in Behavioral Psychology.  As a survivor of human trafficking, Dr. Thomas used education as a way out of the life and has devoted her career to bringing awareness about the true problem of human trafficking in the United States, educating communities on the human trafficking problem in their area, and helping organizations to create or grow their own anti-trafficking program.     Early in her career, Dr. Thomas worked with women and children who experienced homelessness and with men and women within the incarceration system who also struggled with addictions.   She noticed a common thread of women who would trade their bodies for their, and their children’s, basic needs.   This recognition propelled her into the anti-trafficking movement.  Dr. Thomas began her work in the movement with the women she met within the world of homelessness.  Since then, she has worked with trafficking survivors across numerous populations. 

              This course is the third session of the Human Trafficking and Trauma-Responive, Healing-Centered Care series. This course builds on the prior two courses, following the path from trauma-informed to trauma-responsive and arriving at healing-centered approaches for those working with survivors of human trafficking. We explore the foundations of healing-centered responses with the understanding that healing-centered is the objective. If trauma informed aims for awareness, and trauma responsive aims toward the care it takes to respond, healing centered will focus on the deep relational elements of collective healing. We develop strategies and methods for responders that engage the responders as part of a care partnership with survivors. We focus on healing as a process that is always unfolding and possible between people. View Products and Resources from Session 1 View Products and Resources from Session 2   About the Facilitators Dr. Heather Curry, PhD  Dr. Heather Curry has over a decade of experience through her scholarship, practice, and professional commitments with many of the most impactful systems of care for victims of human trafficking. She has served as Director for the Hillsborough County Commission on Human Trafficking, during which time she and the Commission, at the behest of the NFL, developed and executed the County’s plan to address Human Trafficking before, during, and over the Super Bowl. However, her approach to the phenomenon of human trafficking is always focused on what happens before, during, and after big events. She was also the Chief Liaison for Hillsborough County’s Juvenile Justice and Equity work. She holds her Doctorate. in Communication Theory from the University of South Florida. She has had teaching and research positions at the University of South Florida, Arizona State University, and Full Sail University during which she focused on social policy and homelessness, and community responses to matters of equity and vulnerability.  Dr. Curry also works with corporations, public sector clients, and non-profit organizations to address diversity, equity and inclusion. Her commitments, personally and professionally, have always been driven toward creating healthier, more responsive communities, in which issues such as human trafficking, can be prevented. Dr. Curry lives in Tampa, Florida with her two sons and two cats in an old, sometimes-lovely moneypit of a bungalow. She has made Tampa home since 2002.   Dr. Marianne Thomas, PhD  Marianne Thomas has an MA in Mental Health Counseling and a PhD in Behavioral Psychology.  As a survivor of human trafficking, Dr. Thomas used education as a way out of the life and has devoted her career to bringing awareness about the true problem of human trafficking in the United States, educating communities on the human trafficking problem in their area, and helping organizations to create or grow their own anti-trafficking program.     Early in her career, Dr. Thomas worked with women and children who experienced homelessness and with men and women within the incarceration system who also struggled with addictions.   She noticed a common thread of women who would trade their bodies for their, and their children’s, basic needs.   This recognition propelled her into the anti-trafficking movement.  Dr. Thomas began her work in the movement with the women she met within the world of homelessness.  Since then, she has worked with trafficking survivors across numerous populations. 

This event is part of the UW SMART Center's 2024 Virtual Speaker Series. Learn more about other sessions from the series here. Bullying Prevention in Elementary and Middle Schools: Leveraging Experts in Your Building Description: Session attendants will learn about the types of bullying, strategies to disrupt bullying in schools, and focus specifically on how to leverage school resource officers, bus drivers, and other safety personnel in your bullying prevention efforts. Objectives: Participants will be able to describe at least four different types of bullying and their characteristics Participants will be able to identify a schoolwide strategy to disrupt bulying Participants will be able to train school resource officers, bus drivers, and other safety personnel in the schoolwide prevention strategy   Presentation Materials Recording Now Available!   About the Presenter: Sara McDaniel, Ph.D. Professor of Special Education in the Department of Special Education and Multiple Abilities, and Director of the Center for Interconnected Behavioral and Mental Health Systems at the University of Alabama Dr. McDaniel is a professor of Special Education in the Department of Special Education and Multiple Abilities at the University of Alabama and is the Director of the Center for Interconnected Behavioral and Mental Health Systems (CIBMHS). The CIBMHS is a research center that engages in rigorous research in schools and focuses on supporting schools and districts in implementing Positive Behavioral Interventions and Supports (PBIS) and school-based mental health services. Dr. McDaniel conducts research and teaches in the areas of: (a) PBIS, (b) classroom management assessment and coaching, (c) Tier 2 social, emotional, and behavioral supports, and (d) preventative treatments for diverse populations of students placed at high risk.       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.

Recording for the National Center for School Mental Health led event Strategies for Discussing Race, Racial Discrimination, and Racial Trauma with Youth, originally held on March 12, 2024. Presentation Slides

This is a recording of Workshop 6 of 6 in the "Trauma-Informed, In School Sessions" Workshop Series.  The Heart Work: Equity-Centered Coaching Practices for Trauma-Informed Collegiality and Collective Healing Trauma Informed Principle to Practice: Cultural Humility   As systemic inequities and trauma are often intertwined, addressing their connection becomes crucial in trauma-informed school communities. Centering equity in every student interaction and adult partnership supporting the school system is essential. The capacity for the adults responsible for implementing trauma-informed practices grounded in equity is nurtured through equity-centered coaching.   In this workshop video, Pacific Southwest MHTTC's School Mental Health Specialist Melissa Smith leads an exploration of the principles of equity-centered coaching to cultivate trauma-informed school environments. Coaching conversations, grounded in active listening, cultural humility, and psychological safety, model the equitable interactions that administrators might have with educators and providers so that educators and providers can offer the same experience with their students.   Melissa brings forth opportunities to examine our own identities, assumptions, patterns, and beliefs - thereby creating space for new perspectives. This self-reflection enables us to recognize how inequities and trauma manifest in our schools. As we build self-awareness about our experiences and worldviews, we become better able to perceive concerning dynamics and interrupt cycles of harm.   This workshop recording is an invitation to envision the trauma-informed and healing-centered schools we desire – places where adults possess the tools to nurture their well-being and fully empower students. We will review evidence-based tools, rationale, and resources to foster cultural humility, mitigate systemic barriers, and build trusting partnerships across the school community.

Session Recording: Description: With increasing overdose rates, a more lethal drug supply, and more prescription medications in many homes, it’s important to educate a wider audience about harm reduction and what it means: essentially, reducing the negative consequences of potentially risky behaviors. This workshop will present different definitions of harm reduction, highlight how we all practice harm reduction in our lives, and explain how harm reduction strategies are implemented in different settings, including syringe service programs and psychotherapy. It will also address community concerns and hesitations about harm reduction, ways to reduce the harms of stigma surrounding drug use, and opportunities to build bridges between harm reduction and treatment for people with substance use disorders Goals: Increase participants’ understanding of harm reduction principles and strategies, address myths and misperceptions about harm reduction, and explore how harm reduction can be part of the continuum of care. Workshop Outline: Different ways of defining harm reduction (National Harm Reduction Coalition, SAMHSA, NIDA). Harm reduction principles. How we all practice harm reduction (including bike helmets, sunscreen, designated drivers). Harm reduction services provided by syringe service programs (SSPs), overdose prevention centers (OPCs) and mobile units in some communities. Who harm reduction services may not be reaching (different population groups). Harm reduction psychotherapy (key practitioners and principles, including embracing goals like reduced substance use). Hesitations about harm reduction (traditional objections, like it “enables” drug use, vs. newer concerns, e.g. it’s “not enough” for people with complex needs). Building bridges between harm reduction and treatment for people with substance use disorders. Reducing harm by addressing stigma (types of stigma, avoiding stigmatizing terms). Trainer Bio: Susan Stellin, MPH is a writer, educator, and public health consultant focusing on health-centered responses to substance use and addiction. Since earning a master's in public health at Columbia University, she has worked on projects about ways to reduce overdose deaths, reform punitive drug policies, and expand access to harm reduction, treatment, and recovery support. Recent clients include NYU Langone’s Health x Housing Lab, the Northeast & Caribbean Addiction Technology Transfer Center, the Opioid Response Network, the NYC Department of Health and Mental Hygiene, the Overdose Prevention Program at Vital Strategies, and the Vera Institute of Justice. She regularly leads training workshops for service providers working with people experiencing substance use, mental health, and housing challenges, and has also taught undergraduate courses about media ethics, collaborative storytelling, and the history of journalism.

Many state leaders have it as a goal to empower students and support their mental wellbeing, and in many states they are advancing this goal by passing or introducing legislation on school absences for mental health reasons. This infographic illustrates recent policy developments on this topic across the Southeast.

This is a recording of Workshop 5 of 6 in the "Trauma-Informed, In School Sessions" Workshop Series.  "You Can Talk to Me": A Family Guide to Support Students' Mental Health and Well-Being Trauma Informed Principle to Practice: Trustworthiness & Transparency, Collaboration & Mutuality    How might we partner with parents, caregivers and families through trauma informed approaches to support the mental health and well-being of the children and teens in their lives? In 2023, Project Cal-Well (a cross-agency mental health initiative led by the California Department of Education to promote mental health awareness and wellness among California's K-12 students) designed the Family Guide to Supporting Young People’s Mental Health and Well-Being for parents and other caregivers (available in English and Spanish), with input from families, educators, mental health professionals, and youth. By sharing tips for families on how to have conversations about social media use, mental health, anti-LGBTQ experiences, bullying and more, this guide provides parents and other caregivers with information and easy-to-use strategies to support their children’s overall well-being and mental health.   How did the guide’s authors partner with students and their families to create this guide? How might we support students and families to dig into its information and leverage this resource to partner with parents and other caretakers? View this workshop recording to explore these questions, and the guide itself, while learning from several of its authors about how the guide’s development process was trauma informed.   Viewers of this workshop video will: (1) learn about the development and content of the guide; (2) have the opportunity to consider how to get the guide and related local resources into the hands of families; and (3) generate ideas for how to use individual sections of the guide to align with a school’s continuum of trauma-informed approaches and social, emotional, and behavioral supports.

Presented by: Angela Schindler-Berg, MS, LMHP Angela Schindler-Berg is a Licensed Mental Health Practitioner and has worked with primary care clinics and integrated community-based mental health services for over 25 years.   As the Nebraska Project Lead for HealthTeamWorks, Angie promotes healthcare delivery that utilizes evidence based mental health practices, effective team-based care, care management resources, quality improvement processes, and strategic population health to improve the quality of health/life for individuals.  As a practice facilitator Ms. Schindler-Berg has worked on CMS/CMMI initiatives such as the Comprehensive Primary Care (CPC+) and with SAMHSA on the Primary and Behavioral Health Care Initiative (PBHCI).   Currently, Ms. Schindler-Berg supports the University of Nebraska Medical Center-Munroe Meyer Institute as a contracted Regional Trainer with the Region 7 Mid-America Mental Health Technical Transfer Center (MHTTC) She facilitates a collaborative network of supports, focusing on resource development and dissemination, training and technical assistance, and workforce development for the mental health field.  Angie received her Master of Science with Drake University in Rehabilitation Administration and Clinical Rehabilitation Counseling. She brings expertise in integrated care, mental health, care management, crisis intervention and trauma informed care.    Learn more about this Learning Community: First Episode Psychosis Learning Community  

To view resources from this training, click ATTACHMENT links Click here to view the recording Event Description This presentation will define and describe adverse childhood experiences (ACEs) and review the substantial empirical evidence on their mental and physical health effects. Multiple ways of understanding and assessing for ACEs will be discussed, as will how to identify and address them in clinical practice.    Trainer Melanie Wilcox Dr. Melanie Wilcox is an Assistant Professor in the Department of Psychological Sciences, Institute of Public and Preventive Health, and Department of Psychiatry at Augusta University. She is also a licensed psychologist and board certified in counseling psychology and works part-time in private practice providing both therapy and assessment via telehealth. Her clinical areas of expertise include culturally responsive and trauma-informed care as well as substance abuse and addiction. Her research focuses on culturally response and antiracist psychotherapy and training, racial and socioeconomic inequity in higher education, and racial and social justice more broadly. She is in her final year as a member of the American Psychological Association’s Board of Educational Affairs, which she chaired in 2020, and is currently President Elect-Elect of APA Division 17, the Society of Counseling Psychology.  

Dear Friends, We want to inform you that the MHTTC School Mental Health supplement will not continue after September 2024. SAMHSA funding has ended without a future opportunity.  For six years, the Northwest MHTTC School Mental Health team has served the school mental health workforce in Region 10 (Alaska, Idaho, Oregon and Washington) by curating timely and regionally-responsive events, developing tools for those in the field, and distributing critical resources. Rest assured that you can continue to access MHTTC school mental health materials, along with a broad array of additional ones, through the NWMHTTC SMH team’s home organization, the University of Washington School Mental Health Assessment, Research and Training (SMART) Center. While the supplement continues through the end of September, we invite you to start connecting with the SMART Center now. Join the UW SMART Center mailing list to continue receiving resource-rich newsletters Follow us on Facebook Engage with us on X/Twitter  Connect with us on LinkedIn Subscribe to our YouTube channel  Bookmark the UW SMART Center website From our team to yours, thank you for your partnership over the past six years. We couldn't have done it without you and credit your engagement, feedback, and support for our collective success.      “Don’t be dismayed at good-bye. A farewell is necessary before you can meet again. And meeting again, after moments or lifetimes, is certain for those who are friends.”    – Richard Bach, Illusions: The Adventures of a Reluctant Messiah  Make sure to sign up for the SMART Center newsletter to stay up to date on all things school mental health. If you have additional questions about the transition, please reach out to [email protected]. In gratitude, The NWMHTTC SMH Team Kelcey Schmitz, Eric Bruns, Clynita Grafenreed, Casey Chandler, Jennifer Cohen, Elsa Ferguson, Nathaly Florez, Mari Meador, and Rayann Silva

This event is part of the UW SMART Center's 2024 Virtual Speaker Series. Learn more and register for upcoming events in the series here. Bullying Prevention in Elementary and Middle Schools: Foundations and Student Ownership Description: Session attendants will learn about school readiness for bullying prevention, what staff and students can do to create a safe school climate, and how school members and students can teach and reinforce prosocial behaviors.   Objectives Core features of bullying prevention  Increasing student buy-in and ownership  Examples of student ownership from exemplar districts    Presentation Materials Recording Available Here! About the Presenter: Rhonda Nese, Ph.D. Associate Professor, Department of Special Education and Clinical Sciences Scientist, Prevention Science Institute Affiliate Faculty, Prevention Science Program   Rhonda Nese, Ph.D. is an Associate Professor in the Department of Special Education and Clinical Sciences at the University of Oregon and the Director of the Nese Lab. She is also a Scientist within the Prevention Science Institute, a multidisciplinary research institute at the University of Oregon. Dr. Nese’s research involves equitable intervention delivery within a multi-tiered behavior support framework focused on preventative strategies for improving student outcomes.​ Dr. Nese currently serves as the director of an IES grant to refine and test an intervention to reduce exclusionary discipline practices, improve student-teacher relationships, and increase instructional time for students in secondary settings, and co-principal investigator on additional federally-funded projects to identify factors that predict implementation and sustainability of evidence-based practices, to develop technology to improve online learning for educators, and to develop and validate an automated scoring system for oral reading fluency. Dr. Nese also provides technical assistance to state, district, and school level teams across the nation on preventative practices, including addressing implicit bias in school discipline, effective classroom behavior management strategies, bullying prevention, and alternatives to exclusionary discipline practices through the OSEP-funded National TA-Center on PBIS. Dr. Nese is the recipient of the 2022 Presidential Equity Award from the NorthWest PBIS Network and the 2022 Outstanding Early Career Award from the University of Oregon, the UO’s highest award for early career faculty to recognize and celebrate an emerging and significant record of scholarship and research.      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.

To view resources from this training, click ATTACHMENT links Click here to view the recording   Event Description Reducing access to lethal means, such as firearms, can determine whether a person at risk for suicide lives or dies. This session will provide rationale for lethal means safety, recommendations on who and when should receive lethal means safety information, and an introduction to lethal means counseling for Veterans at risk for suicide. In addition, the session will provide information on basic firearm safety and safe storage practices.  Trainers Chad Pitts & Sarah Kemp-Tabbut   Chad Pitts is a Veteran of the U.S. Army with over 10 years of organization and program management experience. He is currently the Program Manager for ND HOPES, a suicide prevention project in Western ND focused on Veterans, LGBTQIA2S+ youth, and rural residents. Chad has previously held positions within the NDUS focused on equity and diversity initiatives for disproportionately affected populations including LGBTQIA2S+ and Veterans. While in the Army Chad served as the Non-Commissioned Officer In Charge for multiple domestic and global missions with the 82nd Airborne Division.   Sarah Kemp Tabbut is the Community Engagement and Partnerships Coordinator at the Fargo VA.  She is a Licensed Clinical Social Worker with over 8 years of hands-on and public health experience in mental health and suicide prevention.  Sarah is well-versed in suicide prevention best practices, including safety planning, lethal means safety, and community-based interventions and is a Counseling on Access to Lethal Means (CALM) Trainer.  She also partners throughout North Dakota with communities to create and strengthen community coalition efforts for mental health, suicide prevention, and Veteran/Military issues. 

Session Recording: Description: For those who grew up associating drugs with natural sources like marijuana plants, poppy fields, and cocoa leaves, it can be tough to keep up with the shift to synthetic drugs made of chemicals some people may not know they’re ingesting. This workshop will help participants understand the current drug landscape, including stimulants (e.g. methamphetamine and cocaine), powerful opioids like fentanyl and nitazines, and xylazine, an animal tranquilizer increasingly showing up in the drug supply in some regions. It will also cover drug use trends, such as increasing polysubstance use, higher potency drugs, and the risks of mixing illicit drugs, alcohol, and medications. Participants will learn about factors that have contributed to rising overdose rates—including nonfatal overdoses—strategies to minimize risks, and how to recognize and respond to an overdose, as well as where to obtain naloxone. Goals: Increase participants’ awareness of current drug use patterns, the increasing potency of both plant-based and synthetic drugs, and how to prevent, recognize, and respond to an overdose. Workshop Outline: Discuss drug use trends (increasing polysubstance use, shift to synthetics vs. plant-based drugs, mixing prescription medications & illicit drugs, increasing stimulant use). Present graphics depicting increasing strength and potency of illicit drugs (cannabis, methamphetamine, etc.) and effects of different drugs. Overview of fentanyl and xylazine as well as other drugs like nitazines + kratom. Overdose statistics and definitions (opioid vs stimulant ODs). Risk factors for an overdose (including nonfatal overdoses). Strategies to reduce overdose risks. Signs of an overdose. Naloxone – brief overview and where to get it, plus sources for additional training. Good Samaritan laws protecting people who respond to an overdose. Trainer Bio Susan Stellin, MPH is a writer, educator, and public health consultant focusing on health-centered responses to substance use and addiction. Since earning a master's in public health at Columbia University, she has worked on projects about ways to reduce overdose deaths, reform punitive drug policies, and expand access to harm reduction, treatment, and recovery support. Recent clients include NYU Langone’s Health x Housing Lab, the Northeast & Caribbean Addiction Technology Transfer Center, the Opioid Response Network, the NYC Department of Health and Mental Hygiene, the Overdose Prevention Program at Vital Strategies, and the Vera Institute of Justice. She regularly leads training workshops for service providers working with people experiencing substance use, mental health, and housing challenges, and has also taught undergraduate courses about media ethics, collaborative storytelling, and the history of journalism.

The Great Lakes Current is the e-newsletter of the Great Lakes ATTC, MHTTC, and PTTC. The April 2024 issue spotlights content celebrating National Minority Health Month and Alcohol Awareness Month. It also features links to upcoming trainings focused on supporting Black students experiencing racial trauma, harnessing AI for substance misuse prevention, and process improvement. Make sure you're subscribed to our email contact list so you never miss a month of The Great Lakes Current newsletter, and thank you for reading!

The Comprehensive School Mental Health Case Examples Training Packet was developed to be utilized with multi-disciplinary school teams, including building, district, and/or community professionals, who are tasked with assessing the academic, mental, and behavioral health needs of students.

In this learning session, we: Provided an overview of the School Mental Health (SMH) Implementation Guidance Modules (including related learning extension materials, such as the SHAPE System, SMH Best Practices ‘Always and Now” Learning Series, and SMH Quality Guides), and shared how the modules are intended to be utilized by states, districts, and schools in their SMH implementation efforts. Provided specific examples of training and technical assistance that the Mid-America and South Southwest MHTTCs have provided/are providing utilizing the modules as a foundation, to support states, districts, and schools in their SMH implementation efforts. The session included a 10-minute question & answer portion with the presenters. Please note: This session was open to Project AWARE grantees only. It was developed with the new 2023 AWARE cohort in mind, but AWARE grantees from all cohorts were welcomed to attend.

This recording is from Workshop 3 of 6 in the "Trauma-Informed, In School Sessions" Workshop Series.  This video recording provides an exploration of Narrative Exposure Therapy (NET), an evidence-based approach tailored for adults or children, particularly refugees and immigrants, with multiple traumatic experiences. Kids Narrative Exposure Therapy (KIDNET) is a therapy designed for children and adolescents who have experienced trauma, especially in conflict zones. KIDNET therapy focuses on reprocessing traumatic memories by contrasting the memories with the present feelings through narration. It focuses on helping them process their traumatic memories by creating a "lifeline" and uses techniques like storytelling, art, and role-play to aid in healing and recovery.   Led by Dr. Alejandra Acuña, this workshop guided participants towards a comprehensive understanding of NET's principles and techniques, learning how to utilize storytelling to help students process and integrate traumatic memories resulting in reduced PTSD symptoms. Viewers will walk away equipped with practical strategies and insights to provide culturally responsive support to students, fostering resilience and facilitating healing within diverse educational settings (e.g., green lights, yellow lights, and red lights of NET implementation!).   Importantly, Dr. Acuña shared not only about the evidence based approach, but how the implementation of it in itself can and should be trauma-informed and culturally responsive so that students and their families experience their recovery through the trauma-informed principles of empowerment and collaboration.

Northwest MHTTC is proud to present its Year 5 Annual Report Summary, which captures a brief snapshot of the Center's reach from September 2022 - September 2023. This includes the main "core" grant as well as a continued School Mental Health supplement. Every year Northwest MHTTC provides training and technical assistance to the behavioral health workforce in Alaska, Idaho, Oregon, and Washington. In Year 5 of our operations, we reached over 14,000 people through 150 free trainings, webinars, implementations, and other events. The result? Almost 97% of participants would recommend our trainings! Here's just some of what you'll discover in our Annual Report Summary: Core Grant Activities Learn about our work in Evidence-Based Practices for Psychosis, Intensive Training and Technical Assistance, and Responding to Regional Needs & Fostering Diverse Alliances School Mental Health Supplement Activities Discover our work in Building Systems to Support the Mental Health and Well-Being of Educators, our Alaska Workshops, and Trainings. Here are other reports concerning the Northwest MHTTC's recent work: Northwest MHTTC Year 5 Summary Northwest MHTTC School Mental Health Year 1-5 Supplement Summary  

To access resources from this training, click ATTACHMENT links Click here to watch the recording Event Description Studies have estimated that it takes approximately 17 years for research to inform practice. Implementation science is the systematic study of methods to improve the translation of research to practice. There are many implementation science studies within youth mental health that have focused on therapist training, dissemination campaigns, and cost-effectiveness of training in particular interventions based on community appropriateness. This training will go over implementation science theories, methods, and frameworks that anyone can use to guide an implementation effort. Practical examples in youth mental health implementation within school-settings will be used to highlight innovative ways people can use implementation science in their own work. Learning Objectives Define implementation science, applied implementation, and implementation research Understand theories, frameworks, and models that comprise implementation research Learn from practical school-based implementation efforts for youth mental health Commit to one action that aligns with implementation science principle Trainers Kelsie Okamura Kelsie Okamura (she/her) is an Implementation Researcher at the Baker Center for Children and Families, a Harvard Medical School affiliate, and a licensed psychologist. Dr. Okamura serves on the training, consultation, and distance learning development teams at PracticeWise, LLC. She received her BA in Psychology with Honors and PhD from the University of Hawai‘i at Mānoa. Dr. Okamura completed her predoctoral internship at I Ola Lāhui Rural Hawai‘i Behavioral Health and postdoc at the University of Pennsylvania Center for Mental Health. Dr. Okamura was both a NIMH Child Intervention, Prevention and Services (CHIPS) and Training in Dissemination and Implementation Research in Health (TIDIRH) fellow; and has more than 30 peer-reviewed journal articles and book chapters. She currently serves as Leader for the ABCT Dissemination and Implementation Science Special Interest Group and is a Diversity, Equity, and Inclusion Advisory Group Member to Implementation Research and Practice. Dr. Okamura is passionate about community-based public-sector service system implementation, particularly (a) knowledge formation, (b) quality improvement initiatives that bridge team-based technology, and (c) financial strategies to improve implementation. She is currently funded through the Substance Abuse and Mental Health Services Administration (Co-PI, System of Care Expansion Award), and has received funding through the National Institute for General Medical Services, Robert Wood Johnson Foundation, and American Psychological Foundation. As a fourth-generation daughter of Japanese and Okinawan immigrants to Hawaiʻi, Dr. Okamura has a deep appreciation of understanding diversity, culture, and contexts as they apply to youth mental health implementation. Growing up in a rural town in Oʻahu, Hawaiʻi has afforded her insight into the complexities of socioeconomic and cultural barriers that may impede successful implementation of youth psychosocial interventions.   Summer Pascual Summer Pascual (she/her) is an Implementation Research Assistant at The Baker Center for Children and Families, Implementation Research Division. Summer grew up in California and graduated cum laude from Western Washington University with a Bachelor of Science in Psychology in 2021. She was also the 2021 recipient of the WWU Presidential Scholar Award for the College of Humanities and Social Sciences as a testament to her exceptional scholarship and service to the university and community. Her undergraduate clinical research focused on eating disorders, body image, and community-based work with underserved populations. In her time at WWU, Summer also researched race, culture, and prejudice. Her understanding of equity and oppressive systems is at the forefront of all her work, and she carries this with her into her current position. At the Baker Center, Summer has worked on several implementation research projects such as the implementation evaluation of a case management system in a publicly-funded mental health system. In conjunction with her work in the IRD, she also supports various implementation projects in the Quality Care Initiative including MATCH and PCIT Learning Collaboratives. Part of her time is spent providing administrative support to the Baker Center’s internship, practicum student, and postdoc training programs. Her passion for developing, implementing, and improving mental health services for underserved communities drives all of her work.

To access resources from this session, click ATTACHMENT link Click here to watch the recording Event Description Overview: The workshop places a special emphasis on combating deficit thinking by encouraging participants to recognize and rectify assumptions, biases, and evaluations in their observations. By adopting a strengths-based approach, educators can contribute to a positive learning environment and promote equity. This workshop aims to empower education professionals with practical tools to enhance their observation skills, particularly in recognizing and addressing deficit thinking. The observation protocol provided will guide participants in unpacking their observations of students, encouraging a deeper understanding and awareness of assumptions before making recommendations to support student learning. Purpose: The purpose of this 90-minute workshop is to equip participants with the knowledge, skills, and strategies to conduct better observations by avoiding deficit thinking and fostering a strengths-based approach. By practicing objective description, participants will learn to recognize and challenge assumptions, leading to more informed and equitable observations. Why Training is Important: Training is crucial for education professionals to refine their observation skills, ensuring that the assessments made are fair, unbiased, and conducive to positive learning outcomes. This workshop provides participants with a comprehensive observation protocol, helping them understand the importance of describing behaviors objectively and be mindful of where assumptions may influence interpretation and evaluation of students learning. What Training will Provide Participants: Skillsets: Objective detailing of observable behaviors. Differentiation between description, interpretation, and evaluation. Checking assumptions and biases during the observation process. Analysis of behaviors, considering alternative explanations.   Types of Resources Observation and Analysis Form for systematic recording and reflection. Guidelines for Distinguishing Description, Interpretation, and Evaluation. Practical steps on using the observation protocol effectively.   Learning Objectives: Participants will understand the concept of deficit thinking and how it can show up in learning observations (overt and nuanced ways) Participants will practice distinguishing between objective description, interpretation, and evaluation in their observations Learn One Approach for Implementing Systematic Observation and Analysis Trainer Alyson Kaneshiro, EdD Alyson Kaneshiro, Ed.D, is an educator based in the Bay Area. Currently serving as the Bay Area Regional SEED (Seeking Educational Equity and Diversity) Facilitator, she also holds the position of Associate Director of Learning Services at Urban School of San Francisco. Additionally, Alyson offers consulting and coaching services through her private practice, Learning Specialist LLC. Her extensive experience includes teaching as an adjunct professor in the Master of Arts Special Education Program at the University of San Francisco, conducting action research in Response to Intervention practices, and working in inclusive education and special education compliance at the Hawai’i Department of Education. With a rich educational background spanning 20 years, Alyson is passionate about designing equitable student support systems that prioritize relationships and compassionate care.

About this Resource: Given the large geographic area and diverse population of the Southeast region, the Southeast MHTTC recognizes that mental health priorities and training needs vary across providers, centers, communities, and states. With this context in mind, we assessed the mental health priorities of our region to inform our future TTA offerings. This infographic briefly outlines key findings from our assessment report that will guide the enhancement of our TTA offerings. For additional information, the full assessment report can be found here.

Session Recording: Description: How did you learn about substance use, addiction, treatment and recovery? What are the sources of information that shaped your views? This workshop will discuss how news, entertainment, and social media, as well as personal experience, influence how people understand substance use disorders and different pathways to recovery. It will also address common beliefs like, “You have to hit rock bottom” and “Recovery is rare,” and explain how attitudes, practices, and data collection have evolved. Information from the 2022 National Survey on Drug Use and Health and other sources will be presented, including prevalence of illicit substance use, substance use disorders, and co-occurring mental health challenges. Goals: Encourage participants to examine the sources of their attitudes and beliefs about substance use, addiction, treatment and recovery, reconsider any misperceptions, and expand their understanding of these topics by presenting current research and statistics. Workshop Outline: Discuss where participants learned about addiction, treatment and recovery (personal experience, news and entertainment media, etc.). Highlight themes that often appear in films, TV shows, books, music, and social media, including overview of research findings. Discuss critiques of media coverage of these topics. Address common beliefs and whether they’re supported by evidence (hitting rock bottom, enabling and co-dependency, tough love). Discuss how personal experience influences attitudes and beliefs. Present graphics illustrating types of substance use (experimental, social, risky, etc.). Discuss different reasons people use drugs, and how that varies for different substances over time. Present substance use and mental health statistics, using sources such as the 2022 NSDUH. Discuss criteria for diagnosing a substance use disorder (mild, moderate or severe). Trainer Bio: Susan Stellin, MPH is a writer, educator, and public health consultant focusing on health-centered responses to substance use and addiction. Since earning a master's in public health at Columbia University, she has worked on projects about ways to reduce overdose deaths, reform punitive drug policies, and expand access to harm reduction, treatment, and recovery support. Recent clients include NYU Langone’s Health x Housing Lab, the Northeast & Caribbean Addiction Technology Transfer Center, the Opioid Response Network, the NYC Department of Health and Mental Hygiene, the Overdose Prevention Program at Vital Strategies, and the Vera Institute of Justice. She regularly leads training workshops for service providers working with people experiencing substance use, mental health, and housing challenges, and has also taught undergraduate courses about media ethics, collaborative storytelling, and the history of journalism.