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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

Attendees learn the Five R’s for best practices in school crisis response: readiness, response, recovery, review/evaluate, and resources. Attendees identify common barriers to implementation of best practices and ways they can incorporate these vital components into their school’s crisis planning. Learn more: https://bit.ly/mhttccrisisseries2021

  Addressing Suicidality When Crisis Shows Up in Practice; HHS Region 8 Access slide deck with the green download link above Recording coming soon   Whether you have been practicing for ten months, or ten years, providing responsive and client-centered care for individuals who are in crisis and experiencing suicidal thoughts can present unique challenges for any clinician. During this three-hour training, Dr. Mita Johnson provided a detailed review of ways to support your client and yourself when suicidality and crisis show up in your practice.    Learning Objectives:   Review current evidence-based clinical practices that support interventions for people experiencing suicidal ideation.  Learn strategies for self-regulation when caring for a client in crisis.  Explore ways to maintain a therapeutic connection with a client in crisis.  Practice de-escalation strategies to support clients in crisis.    Trainer  Mita Johnson, Ed.D., NCC, LPC, LMFT, LAC, MAC, SAP, ACS, MFT-S, BCTP-II Dr. Mita M. Johnson has been practicing in the world of counseling, and addictions counseling, for the past 30 years. Dr. Johnson has extensive experience as an addiction counselor and brings that expertise and leadership in advancing ethical practice. She is the President of NAADAC and is a member of the Executive Committee. Her academic background includes an Ed.D in counselor education and supervision. Dr. Johnson is a Licensed Professional Counselor, Masters Addiction Counselor, and Substance Abuse Professional.

Original broadcast date: 05/11/21 A national three-digit 988 behavioral health and suicide prevention crisis hotline is probably the most significant public policy initiative impacting behavioral healthcare since Medicaid expansion. Behavioral health crisis services have never had a moment like this, where the policy forces are aligning at federal state and local levels and are driving positive change.  The implementation of 988 provides us with the opportunity to build-out and finance a statewide behavioral health crisis response system that is on par with the 911 emergency medical management system.    There are many questions that this webinar addresses as an initial forum to learn about best practices to apply to 988 crisis response system optimization. Increasing our collective knowledge is best achieved by engaging with subject-matter experts, rather than expending time, energy, or other resources extracting or researching for answers in disconnected and fragmented ways. Session outcomes include new learning and insights to more effectively respond to a rapid 988 implementation trajectory.  Participants find that the content and interchange of this session is both pragmatic and enriching.

  I’ve Screened, Now What? Perinatal Depression Screening and Response; HHS Region 8 Access slide decks with the green download button above View Recording   Session Description The Mountain Plains Mental Health Technology Transfer Center and the South Dakota Department of Health presented a two-hour training session on best practices for depression screening in perinatal populations.     Screening for depression symptoms without established plans for follow-up interventions can create challenges and anxiety for providers working in a variety of settings. This training reviewed best practices when screening perinatal populations for depression, and when needed, how to implement a team-based response to patients expressing thoughts of suicide. This session also examined unique barriers experienced by perinatal persons when seeking care and discuss the importance of referral pathways for connecting individuals to care.

Suicide is a significant public health concern with suicide rates increasing over 30% in the past 10 years. Suicide is the second leading cause of death among people ages 10 to 34, the fourth among people ages 34-54, the fifth for people ages 45-54, and the tenth leading cause of death overall (www.cdc.gov/suicide). While these statistics are alarming, it’s important to remember there are factors that can protect against suicide and steps that can be taken to intervene and provide support. This guide provides the basics for assessing for risk of suicide.

The purpose of the webinar is to take a closer look at the ways in which peers are contributing to what the traditional mental health system considers “crisis” supports and ways to implement this approach into crisis services offered by traditional mental health programs. The presenters will offer examples of peer-enhanced services within mental health organizations and how these services complement and improve the outcomes of service systems. They will also provide resources to help webinar participants access additional information about peer services and the role of peer support professionals and identify ideas about how peer services can be incorporated into existing systems.   To watch the recording, click here.    Presenters: Jessica Stohlmann-Rainey, Program Development at Rocky Mountain Crisis Partners Danielle Grondin, Intentional Peer Support

Behavioral health practitioners and organizations are often required to determine whether a particular intervention meets the needs of their clients, staff, and/or funders. The Best and Promising Practice (BPP) Fact Sheet Library, developed by the MHTTC Network, is designed to provide the mental health workforce with information about a wide array of evidence-based and promising approaches. Each fact sheet in the library summarizes a specific behavioral health practice, its evidence base, and steps for successful implementation.  In this sheet, we provide an overview of the principles and practice of Coordinated Specialty Care (CSC) for First Episode Psychosis. 

Original Broadcast Date: 1/25/21 Peer Specialists bring distinct value in the engagement of people during and after suicide crisis in numerous ways, such as inspiring a sense of hope for recovery, personal understanding of barriers and solutions to mental health system navigation, and contributing to anti-stigma efforts with lived experience of mental health recovery. With a diverse panel of Peer Specialists (youth and adult) working across the crisis continuum of care from the Pacific Northwest and Southwest and New England regions of the United States, audiences will learn about the roles of Peer Specialists in promoting wellness and recovery within mobile crisis units, peer respite programs, creating self-help tools like Apps and documentary film, supporting our colleagues within the Peer workforce, and working on warm and hot lines for both youth, adults, and older populations. This recorded panel is Part 1 of a 3-webinar series about Peer Specialists’ Roles in Behavioral Health Crisis including Suicide.

Original Broadcast Date: 1/25/21 SAMHSA’s (2020) National Guidelines for Behavioral Health Crisis Care- A Best Practice Toolkit highlights the critical roles Peer Specialists hold in providing services that promote wellness and recovery, including during crises. Peer Specialists bring distinct value in the engagement of people during and after suicide crisis in numerous ways, such as inspiring a sense of hope for recovery, personal understanding of barriers and solutions to mental health system navigation, and contributing to anti-stigma efforts with lived experience of mental health recovery. With a diverse panel of Peer Specialists (youth and adult) working across the crisis continuum of care from the Pacific Northwest and Southwest and New England regions of the United States, audiences will learn about the roles of Peer Specialists in promoting wellness and recovery within mobile crisis units, peer respite programs, creating self-help tools like Apps and documentary film, supporting our colleagues within the Peer workforce, and working on warm and hotlines for both youth, adults, and older populations. This panel is part of a 3-webinar series about Peer Specialists’ Roles in Behavioral Health Crisis including Suicide.

This infographic is intended to help mental health providers identify components of a suicide risk assessment and documentation best practices as well as identify key elements of an effective crisis and safety response plan. This infographic is meant to accompany our Suicide Risk Assessment Part 1 and Part 2 webinar recording. 

About the Event:  Dr. Marvin Swartz engaged participants in understanding Psychiatric Advance Directives (PADs) as a promising crisis and recovery tool. He discussed the legal origins of PADs and how they evolved for use in mental health settings. He also discussed the implementation challenges in getting PADS into routine practice.    Key Learning Objectives:  1. List the potential benefits of Psychiatric Advance Directives (PADs).  2. Summarize the origins and rational for Psychiatric Advance Directives (PADs).  3. Discuss approaches for overcoming barriers to implementation of Psychiatric Advance Directives (PADs).    Resource: A new SAMHSA app provides an easy, step-by-step process for individuals to create and share a psychiatric advance directive (PAD). Learn more.   About the Presenter:  Marvin Swartz, MD, is a Professor in Psychiatry and Behavioral Sciences at Duke University School of Medicine. His major research interest is in examining the effectiveness of services for severely mentally ill individuals, including factors that improve or impede good outcomes. His current research includes: the effectiveness of involuntary outpatient commitment, psychiatric advance directives, criminal justice outcomes for persons with mental illnesses, violence and mental illness, and anti-psychotic medications. Dr. Swartz served as a member of the MacArthur Foundation Research Network on Mandated Community Treatment examining the role legal tools such as psychiatric advance directives may play in improving outcomes for persons with severe mental illness.     

Original Date: 8/4/20   This is the third in a three-part webinar series. (Part One, Part Two) This session summarizes the principles of psychological first aid and common reactions that may be seen in any crisis event, including the current pandemic.  It provides practical advice on how to help students and staff understand and cope with the current pandemic and prepares us for what may be needed to offer support to students when schools re-open.  The session underscores the need for professional self-care and highlights some of the barriers as well as some potential solutions.  Together, we consider how best to support students, staff, and ourselves during this evolving pandemic.   Intended audience: educators; school mental health providers and support professionals (school counselors, nurses, psychologists, and social workers); school administrators; and community-based medical and mental health professionals providing support to schools and/or children and families.   About the Presenter: David J. Schonfeld, MD, FAAP, established and directs the National Center for School Crisis and Bereavement (www.schoolcrisiscenter.org); the Center coordinates the Coalition to Support Grieving Students (www.grievingstudents.org), comprised of over 85 organizations including the major educational professional organizations. He holds a joint appointment at the Keck School of Medicine of USC. Schonfeld has authored more than 100 scholarly articles, book chapters, and books (e.g., The Grieving Student: A Teacher’s Guide, Brookes Publishing), and he has given more than 800 presentations on the topics of pediatric bereavement and crisis. He has provided consultation and training on school crisis and pediatric bereavement in the aftermath of a number of school crisis events and disasters within the United States and abroad, including school and community shootings in Newtown, CT, Marysville, WA, Aurora, CO, Chardon, OH, and Townville, SC; flooding from hurricanes Sandy in New York and New Jersey, Katrina in New Orleans, and Ike in Galveston, TX; 2008 earthquake in Sichuan, China; tornadoes in Joplin, MO, and Alabama; and Great Smoky Mountain wildfires in Sevierville, TN. He has also conducted school-based research (funded by NICHD, NIMH, NIDA, the Maternal and Child Health Bureau, William T. Grant Foundation, and other foundations) involving children’s understanding of and adjustment to serious illness and death, as well as school-based interventions to promote adjustment and risk prevention. About the National Center for School Crisis & Bereavement: In 2005, Schonfeld established the NCSCB with funding from the September 11th Children’s Fund and the National Philanthropic Trust. Further funding from the New York Life Foundation has allowed the center to provide ongoing and expanded services. The center aims to promote an appreciation of the role that schools play to support students, staff, and families at times of crisis and loss; to collaborate with organizations and agencies to further this goal; and to serve as a resource for information, training materials, consultation, and technical assistance. 1-877-53-NCSCB (1-877-536-2722) [email protected]

Download the slide deck here Today’s economic crisis, driven by the COVID-19 pandemic and social distancing measures, poses significant challenges for state budget-makers. This webinar, led by health care financing expert Dr. Adam Wilk, will discuss those challenges in the context of school and school district leaders’ efforts to finance school mental health programs. Leaders must look for opportunities to sustain these programs using new funding (e.g., federal) sources and, when possible, anticipate which previously counted-on funding sources may see the largest cuts.   By the end of the webinar, participants will be able to: 1. Identify new sources of financing for school-based mental health services derived from governmental responses to the COVID-19 pandemic. 2. Discuss the potential implications of state budget crises for school-based mental health financing. 3. Illustrate the importance of state, federal, and local sources for financing school-based mental health services in different states and communities in the Southeast.

Mental health professionals are bracing for what may be an epidemic of clinical depression related to COVID-19. In this webinar, Dr. Jonathan Kanter will: 1. Review the science on risk factors for depression that cause this grave warning, 2. Share the latest information on how individuals are responding to the current crisis, and 3. Propose best practices for depression prevention and treatment moving forward. Although actual rates of future depression are hard to predict, organizations will need innovative and scalable solutions, given that our mental health services delivery systems are underpowered to meet demands before this crisis. The presentation will highlight online strategies that include disseminating evidence-based mental health tips, identifying and targeting risk groups, and conducting stepped-care treatment groups, stepping to individual treatment as needed.   Presenter  Dr. Jonathan Kanter is Director of the University of Washington’s Center for the Science of Social Connection. Over the course of his career, Dr. Kanter has investigated psychosocial interventions for depression, including how to disseminate culturally appropriate, easy-to-train, evidence-based approaches, with emphasis on evidence-based treatments such as Behavioral Activation for groups who lack resources and access to care. More recently, the Center has produced research on how to improve relationships and social connectedness and on relational processes that predict relational well-being and quality of life. Dr. Kanter has published over 100 scientific papers and 9 books on these topics and his work has been funded by NIH, SAMHSA, state governmental organizations, foundations, and private donors. He is regularly invited to give talks and workshops nationally and internationally. When the COVID-19 crisis hit Seattle, the Center pivoted its resources to understand and mitigate the relational and mental health consequences of the crisis, to assist with public health efforts, and to inform the public dialogue with scientifically informed advice. Dr. Kanter has been asked to comment on the relational and mental health consequences of the crisis by, and the Center’s response to the crisis has been featured on, NPR, the BBC, the New York Times, the Huffington Post, National Geographic, and other local and national news outlets. PPT_ClinicalDepressionandCOVID19_Kanter_6.11.20 Transcript_ClinicalDepressionandCOVID19_Kanter_6.11.20

The Family Peer Support: An Emerging Workforce Webinar airing 12-1 p.m. Thursday, August 20, will introduce family peer support as a profession, explore its roles and functions, and highlight specific training needs.   Visit the webinar web page to learn more.  

The Mental Health Toll on Law Enforcement: Burnout, Compassion Fatigue and Secondary Traumatic Stress Presentation Slides, Transcript, and Resources

Psychological First Aid (PFA) is an evidence-informed prevention strategy aimed at reducing distress and increasing resilience during and following mass disasters, including natural disasters and pandemics. PFA provides a flexible framework for specialty and non-specialty providers to support affected individuals and help them mobilize their natural, adaptive coping strategies. The Trauma Recovery Innovations program at the University of Washington has been adapting PFA to support members of the health care work force amidst the COVID-19 pandemic. Download the Presentation here View Video Here Presenters Michele Bedard-Gilligan, PhD, Associate Professor, UW Dept of Psychiatry & Behavioral Sciences Emily R. Dworkin, PhD, Acting Assistant Professor, UW Dept of Psychiatry & Behavioral Sciences   Resources UW Medicine Department of Psychiatry and Behavioral Sciences COVID-19: Resources to Promote Mental Well-Being For Providers: Psychological First Aid (PFA) Cheat Sheet PFA Coping Infographic PFA Core Skills Infographic  PFA Grounding Infographic   For Leadership: PFA Core Skills for Managers PFA Coping Infographic  PFA Grounding Infographic

Covid-19 has impacted many lives globally. With this drastic and sudden change in our world, caregivers in all areas are more likely to experience compassion fatigue. Many workers have been pushed to the limit as they seek to adjust to a “new normal.” This presentation defines and identifies the signs and symptoms of compassion fatigue while also offering suggestions in avoiding and/or overcoming compassion fatigue. Our presenter further discusses healthy self-care activities while also developing boundaries and balance between work and home life. Click here to view our accompanying Compassion Fatigue Fact Sheet. 

Every day, school and community leaders navigate unpredictable events. These events are called “crises” when they exceed a threshold of harm. To navigate a crisis successfully, school mental health leaders need the skills to contain the crisis, minimize subsequent trauma, and restore equity and equanimity in the school environment. Their leadership is integral across the continuum of crisis readiness, response, recovery, and renewal. To help schools navigate our current crises and prepare for future crises, the Pacific Southwest MHTTC asked educators and school mental health leaders in Region 9 to share their experiences in leading school systems, communities, and sites through crisis. These leaders shared: what did they wish they knew at the time of crisis? What have they learned? What did they take with them? "School Mental Health Crisis Leadership Lessons: Voices of Experience from Leaders in the Pacific Southwest Region" highlights how school mental health leaders can – and do – work with and through crises. The "School Mental Health Crisis Leadership Lessons" guide provides an overview of the crisis continuum; explores the intersection between school crises and school mental health leadership; and examines each component of the school crisis continuum (readiness, response, recovery and renewal) by learning from voices of experience from the field. A complementary Reflection Worksheet is designed to help readers work through the guide. The guide was developed by Leora Wolf-Prusan, EdD, Pacific Southwest MHTTC School Mental Health Lead, and David Schonfeld, MD, FAAP, National Center for School Crisis and Bereavement, with contributions from 18 partner organizations and school mental health leaders from our region and the two population focused MHTTCs: the National Hispanic and Latino and the National American Indian and Alaska Native MHTTCs.    

Please use the "View Resource" button above to download this worksheet. The guide "School Mental Health Crisis Leadership Lessons: Voices of Experience from Leaders in the Pacific Southwest Region" offers reflection questions throughout each section to give readers supportive space to process, connect, and reflect on their personal and organizational strengths and areas for growth. This complementary Reflection Worksheet captures these questions so that readers can use them for note-taking, quote capturing, and enhancing their experience of the guide.      

Original Webinar Date: 05/28/2020 This is the second in a three-part webinar series. (Part One, Part Three)   Bereavement outside the context of a crisis is common – the vast majority of children experience the death of a close family member or friend. These deaths have a significant and often long-term impact on learning, social and emotional development, behavior, and adjustment. This presentation provides practical suggestions on how schools can talk with and support grieving children in general. The current pandemic is associated with a large and growing number of deaths. Physical distancing, including lengthy school closures, makes it difficult for schools to provide support to grieving students using traditional means. This presentation also highlights the unique challenges for supporting students during the pandemic and describe free resources from the Coalition to Support Grieving Students that can be used to address these challenges.   By participating in the session, participants will be able to: Explain death to a young child Advise educators on what not to say and how to initiate conversations Feel comfortable supporting a student of a different cultural background Describe ambiguous loss and understand how knowledge of grief applies to loss other than bereavement, including during the current pandemic Recommend accommodations for grieving students, which is also relevant for students adjusting to the pandemic or other traumatic experiences Understand secondary losses and the impact they have on grieving students Anticipate and address grief triggers in school settings

During this webinar, the authors of Visioning Onward provided inspiration, insights, exercises, and Q&A to prepare you to vision with your schools and districts. In this time of COVID-19, visioning is a critical part of planning for our future. We learned about visioning by examining the work of Starbucks, Amazon, and other corporate giants. Participants received a study guide to take our virtual approach back to your schools and districts to conduct your own visioning sessions. They guided you through our 8-step iterative visioning approach, explaining the importance of visioning for success in business and in education, and helping you plan for visioning with your staff and local communities. We did this with an eye towards the neurobiology of trauma and ways to foster self-care and the well-being of staff and students that are signature components of CEI’s Heart Centered Learning® approach to social emotional learning and mindfulness. To download a copy of this presentation, click here. Presenter (s): Chris Mason, Ph.D., Paul Liabenow, & Melissa Patschke, Ed.D.