Products and Resources Catalog

In this session of the 2022 ABC Summit, three regional entities share about the resources that they provide to school districts to support professional development, on-campus student support, and telehealth services.   Download the slides

In this session of the 2022 ABC Summit, TEA's Shane Sexton discusses the ways that the Safe Schools Division is partnering with the Mental and Behavioral Health team to ensure that districts have the processes and resources to address student needs.   Download the slides

In this session of the 2022 ABC Summit, different communities share ways that they have built strong partnerships between school districts and community treatment providers to meet the unique needs of the district and lessons in developing partnerships that last beyond specific individuals.   Download the slides

View Session Recording Long COVID is used to describe the lingering symptoms that many are left managing long after recovering from the illness itself. Some of the symptoms include those related to depression, anxiety, fatigue, PTSD, and brain fog (Centers for Disease Control and Prevention, 2022). The experience of these symptoms may affect attainment of important recovery goals, such as working, attending school, living independently, socializing, and overall emotional wellbeing. Behavioral health practitioners are in key positions to support individuals to better manage the functional implications and impact of long COVID symptoms, particularly those related to emotional wellbeing and attainment of community goals. The techniques and supports used in psychiatric rehabilitation are designed to assist people in finding hope and purpose after loss and illness. This workshop will explore established psychiatric rehabilitation tools and strategies to support individuals in establishing recovery goals, learning skills, and developing supports to live a meaningful and purposeful life. At the end of this two-part webinar, attendees will be able to: Define long COVID and its related symptoms and functional implications Review current research on the impact of long COVID on mental health Describe the benefits of using a recovery framework when addressing long COVID Explore psychiatric rehabilitation strategies that are assistive in the attainment of recovery goals despite symptoms of long COVID

ABOUT THIS RESOURCE This is a recording of the webinar held on December 6, 2022; the webinar explores the unique issues facing those doing virtual crisis management and response work such as crisis lines via phone, text, email or chat. Practical information and tools that provide support to people in these roles are enumerated.  Doing crisis line work can be extremely rewarding, and our field relies on countless people to serve as crisis staff answering phone calls and other messaging tools. The launching of the National 988 Suicide & Crisis Lifeline heightened the need for staff and leadership who have a unique set of skills. This workforce helps in immediate situations, saves lives and connects people to needed services. It performs crucial crisis intervention, suicide prevention and brief supportive counseling to people in emotional distress. They provide consultation to determine what options are appropriate and triages for safety and further evaluations. Supervisors of crisis call centers provide real-time feedback to staff, ensure exceptional customer service and effective, efficient program operations as well as stepping in for more complex scenarios. All the while, everyone strives to provide a supportive, trauma-informed, and inclusive environment.  However, many factors contribute to why these roles are challenging. Staff face highly complex topics, severe distress and trauma which can affect their well-being. Job vacancies, insufficient resources, organizational culture and inadequate training can make a difficult role feel impossible. Professional distance and self-care can suffer when hearing crisis after crisis and is exacerbated by a climate unsupportive of staff wellness and by working extra shifts.  This presentation covered topics related to the establishment and maintenance of healthy boundaries between yourself and the work, strategies for engaging active coping skills that don’t feel like more on your “to do list,” and the various stress response systems, including how to recognize and engage effective coping based on how your brain and body are responding to the stress of the work.   Goals:  Develop detailed understanding of the ways that you personally may be impacted by the stressors of virtual crisis work Understand how to create a plan for yourself in order to effectively manage stressors that you may be facing Begin to establish and maintain clear boundaries for yourself that act to protect you from additional burnout risks Outline participant needs and priorities for future trainings   RESOURCES Presentation slides Locus of Control self-assessment quiz recommended by Dr. Kira Mauseth The Evidence Base for Interventions Targeting Individuals with Work-Related PTSD: A Systematic Review and Recommendations; Volume 42, Issue 2; https://doi.org/10.1177/0145445517725048 Posttraumatic stress disorder in police, firefighters, and emergency dispatchers; https://doi.org/10.1016/j.avb.2018.08.005 SAMHSA Disaster Technical Assistance Center Supplemental Research Bulletin First Responders: Behavioral Health Concerns, Emergency Response, and Trauma Change Your Mind: Meditation Benefits for the Brain When science meets mindfulness: Researchers study how it seems to change the brain in depressed patients - The Harvard Gazette Mindfulness Improves Emotion Regulation and Executive Control on Bereaved Individuals: An fMRI Study Front. Hum. Neurosci., 28 January 2019, Sec. Cognitive Neuroscience https://doi.org/10.3389/fnhum.2018.00541 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

This 1-hour module provides an overview of obsessive-compulsive disorder among children and adolescents, including diagnostic features, prevalence, and course. It addresses identification of pediatric OCD in primary care, including brief assessment strategies, and evidence-based treatment appropriate for use in integrated primary care. Learn more about HealtheKnowledge here: HealtheKnowledge Courses Authors and Contributors Christian Klepper, PsyD - primary author Rachel Valleley, PhD - primary author Holly Roberts, PhD - contributor Kristen Johnson, PhD - contributor Alli Morton, PhD - contributor Erika Franta, PhD - contributor Britt Liebsack, PhD - contributor Hannah West, PhD - contributor Nichole Baker, MA- contributor Brandy Clarke, PhD - contributor  

About the Community of Practice:  In a crisis, school mental health leaders help a school community build a collective coping system; navigate overwhelming situations; and stay attuned to how various members are activated by different events, experience shared events differently, and have varying recovery and renewal needs. And, this work can be incredibly overwhelming, lonely, and isolating. It doesn’t have to be though: our greatest source of support comes from creating space to resource ourselves, resource each other, and to then resource the school communities we lead.   Join the Southeast MHTTC for the first session in a three-part coaching series for school leaders. Facilitated by the School Crisis Recovery & Renewal project, we are offering three sessions to engage in self & collective reflection. The series is an extended learning opportunity following Parts 1-6 of the collective trauma webinar series; you do not need to have attended all the webinars to attend the CoP, though it is highly recommended. You can view parts 1-6 here.   What can you expect from these CoP sessions? Application of theory, interactive breakouts, peer coaching, and bringing the frameworks to life (including workshopping how to translate framework language like “healing” into the contexts and communities in which you lead).   Session Overview: Session 2 offers a deeper study into the fourth “R” of the crisis continuum: “Renewal.” Together, we explore how we might reimagine hurt and harm into healing. We will explore how to identify root causes of crisis, engage in collective storytelling, lead the redefinition of ourselves and our organizations, and repair ( i.e., address harm that arises in crisis and post crisis). Session Objectives: Enhance knowledge, skills and capacities related to school crisis recovery & renewal leadership Identify 1-3 practices to begin or continue implementing that strengthen a trauma-informed crisis leadership approach

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  Anxiety can be present in all of us, but, for some, it can be a daunting hurdle to overcome each and every day. Event Description Access resources used in this presentation by clicking DOWNLOAD above CLICK HERE to view the recording Anxiety and Anxiety Disorders appear to be increasing.  This presentation will review the commonalities and differences between “anxiety” and “anxiety disorders,” and provide an overview of evidence-based practices related to diagnosis and treatment.  Trainer Andrew McLean Dr. McLean is Chair of the Department of Psychiatry and Behavioral Science at UND School of Medicine and Health Sciences. He obtained his medical degree from the University of North Dakota School of Medicine, completed a psychiatry residency at the University of Wisconsin and an M.P.H. degree from the University of Minnesota. He has been recognized as a UND School of Medicine Distinguished Alumnus, has received the American Psychiatric Association Bruno Lima award for outstanding contributions to Disaster Psychiatry, and has been conferred with numerous teaching excellence awards. Dr. McLean previously was the Medical Director of the ND Department of Human Services. He has served on numerous clinical, administrative and regulatory boards including medical licensing and professional health programs. He has lectured internationally on pertinent behavioral and public health issues. Dr. McLean has a particular interest in collaborative models of care. He also is interested in individual and community resilience.

About this Resource:  The prevalence and impact of trauma is undeniable. Statistics show that as many as 90% of the people who enter the public behavioral health system have experienced trauma. The adverse childhood experiences study (ACE) demonstrates the correlation between early childhood adversity and negative health outcomes in adulthood, including heart disease, cancer, substance misuse and mental health challenges. Our series Trauma and the Peer Perspective will examine the myriad of way trauma is defined, and how trauma is often addressed within behavioral health systems. We will explore how systems can create trauma and/or retraumatize those seeking help and how trauma informed peer support and services can be a game changer. Trauma and 988/Crisis Services Response (Part 2) Description: Everyone is familiar with 911, 411, and even 211, but what about the 988 Suicide and Crisis Lifeline? Four years in the making, 988 is now a national reality. Trauma is very often the catalyst for crisis and providing trauma informed support is critical during times of crisis. Learning objectives: 1. Learn what’s working well with the 988 Suicide and Crisis Lifeline 2. Gain insight on what could be different with the 988 Suicide and Crisis Lifeline 3. Understand the ways that the 988 Suicide and Crisis Lifeline responds to trauma

This infographic summarizes the impact of the South Southwest MHTTC in the 2021-2022 grant year, including activities through the core grant and the school supplement.

At this session of the 2022 ABC Summit, Julie Wayman and Dr. Molly Lopez provide an overview of the Texas school mental health framework and highlight resources available to support Texas districts and campuses in developing a comprehensive school mental health system. Ashton Millet and Chelsea Sorensen highlight new resources that support districts in selecting evidence-based practices, programs, and training and identifying community-based resources.   Download the slides

At this session of the 2022 ABC Summit, representatives different divisions of TEA share ways they are partnering to support school mental health and highlight different resources available to local districts and campuses. Representatives include the Director for Restorative Discipline Practices, Program Manager for Counselor Support, Program Manager for Special Education, State Coordinator from the Highly Mobile and At-Risk Division, and the State Coordinator from the Project AWARE Expansion Consortium.   Download the handout TIER Mental Health Module Guide TIER Behavior Module Guide

In this session of the 2022 ABC Summit, district leaders across four communities share the universal supports that have been put in place for students through Project AWARE in Texas, the barriers they experienced, how they overcame those barriers, and some of their lessons for others looking to put universal school mental health practices in place.

In this session of the 2022 ABC Summit, Round Rock ISD leaders shares their model of collaboration between the district police force and mental health providers to support student success. The presenters discuss the different ways in which they are working to avoid the school-to-prison pipeline with mentoring, student supports, and advocacy.   Download the slides

Latinos experience similar rates of mental health distress as other groups. However, disparities exist in access to mental health services and the provision of culturally responsive mental health services. This desk reference was developed for mental health care professionals interested in learning how to integrate cultural traditions and beliefs to implement culturally centered interventions when working with Hispanic and Latinx populations, thus increasing equity and quality of services. The content derives from Module 4 of the Trainer’s Guide for Clinical Applications of Cultural Elements When Working with Hispanic and Latino Populations.

This session defines dissemination and implementation (D&I) science and describes how D&I science can help guide the development of training and technical assistance topics, activities, formats, evaluation, etc., based on implementation stage and readiness. You can also access the slides here. Note: This session is part of a 3-session internal learning community hosted by the MHTTC's Dissemination and Implementation Working Group. Click here to access materials from the other sessions!

This session discusses how to understand the drivers and barriers (context) and readiness for implementation, and how those factors impact your decisions about level of technical assistance. It also discusses how to map out specific implementation/technical assistance strategies and adjust to any challenges encountered. You can also access the slides here. Note: This session is part of a 3-session internal learning community hosted by the MHTTC's Dissemination and Implementation Working Group. Click here to access materials from the other sessions!

This session helps you analyze how key concepts from D&I science can assist in evaluating technical assistance and training activities. You can also access the slides here. Note: This session is part of a 3-session internal learning community hosted by the MHTTC's Dissemination and Implementation Working Group. Click here to access materials from the other sessions!

The MHTTC Dissemination & Implementation Working Group, with input from the ATTCs and PTTCs, developed the Implementation Project Template. The template is based on the D&I concepts explored in this guide. Use the Implementation Project Template to plan and track the progress of intensive TA projects. We recommend meeting with your team to complete the template prior to starting a project, as it can help you think through project components, information you may want to gather from participants, and which implementation strategies/TA activities fit with the specific practice and its context.  

This guide was developed from a three-session learning community held for the Technology Transfer Centers in Summer 2022. The purpose of this guide is to demonstrate how TA purveyors can use D&I science findings, models, and frameworks to provide the most effective training and technical assistance to accelerate practice change. The guide includes real-world TA examples, exercises that can be used by TA purveyor teams to learn about how to apply D&I science to their work, and an implementation project template that helps a TA purveyor plan and track an intensive TA activity.

View Session Recording Long COVID is used to describe the lingering symptoms that many are left managing long after recovering from the illness itself. Some of the symptoms include those related to depression, anxiety, fatigue, PTSD, and brain fog (Centers for Disease Control and Prevention, 2022). The experience of these symptoms may affect attainment of important recovery goals, such as working, attending school, living independently, socializing, and overall emotional wellbeing. Behavioral health practitioners are in key positions to support individuals to better manage the functional implications and impact of long COVID symptoms, particularly those related to emotional wellbeing and attainment of community goals. The techniques and supports used in psychiatric rehabilitation are designed to assist people in finding hope and purpose after loss and illness. This workshop will explore established psychiatric rehabilitation tools and strategies to support individuals in establishing recovery goals, learning skills, and developing supports to live a meaningful and purposeful life. At the end of this two-part webinar, attendees will be able to: Define long COVID and its related symptoms and functional implications Review current research on the impact of long COVID on mental health Describe the benefits of using a recovery framework when addressing long COVID Explore psychiatric rehabilitation strategies that are assistive in the attainment of recovery goals despite symptoms of long COVID

Recording of the event Diabetes and Depression Comorbidity in the Black Community, originally held on November 17, 2022.   Presentation slides

The following manual provides clinicians from differing backgrounds and disciplines with information on Hispanic and Latinx youth experiencing a first episode of psychosis (FEP). The main objectives include: Providing an overview of the current literature regarding early psychosis specific to Hispanic and Latinx youth and differences with the rest of the United States population. Discussing clinician growth and awareness in their ability to assess and explore cultural/ ethnic identity, engage clients and families, and build rapport. Reviewing current evidence-based psychosocial and pharmacological interventions for FEP and applicability to this unique population.