Products and Resources Catalog

Cultural Adaptations of Evidence-Based Interventions for Latinx Populations is a publication produced by the National Hispanic and Latino Mental Health Technology Transfer Center (National Hispanic and Latino MHTTC). The main goals of the publication are to help educators and supervisors train clinicians to culturally adapt existing evidence-based treatments (EBTs) for the Latinx population they serve; describe an array of cultural adaptation models, frameworks, and methods; highlight the benefits and challenges of undertaking cultural adaptations, and provide recommendations and resources to culturally adapt and implement an existing EBT.

  ABOUT THIS RESOURCE This summary presents an overview of the Northwest MHTTC's area of focus: evidence-based practices for psychosis. Highlights include: An introduction to the Northwest MHTTC team Information on what evidence-based practices for psychosis are and why they are important Statistics on our outcomes to date in our area of focus An overview of projects from our area of focus including Assertive Community Treatment, Integrated Care, and Cognitive Behavioral Therapy for Psychosis Quotes from training participants   ADDITIONAL RESOURCES Here is information on other reports from the Northwest MHTTC and the national Network: Northwest MHTTC Year 4 Summary Northwest MHTTC summaries of annual activities Summary reports from other centers in the MHTTC network   Terms of use and Substance Abuse and Mental Health Services Administration (SAMHSA) disclosure statement

  ABOUT THIS RESOURCE This two-page document presents a summary of the Northwest MHTTC's accomplishments during our fourth year of operations, 2021 - 2022. Highlights include: Quantifying our reach through tallies of events offered, people trained, products created, and more Virtual Learning Communities Spotlight on Implementation of an Evidence-based Lifestyle Program in a Certified Community Behavioral Health Center Steps taken to center equity and inclusion in our work   ADDITIONAL RESOURCES Here is information on other reports from the Northwest MHTTC and the national Network: Northwest MHTTC summaries of annual activities Summary reports from other centers in the MHTTC network   Terms of use and Substance Abuse and Mental Health Services Administration (SAMHSA) disclosure statement

About this Resource: Evidence-based practices have become the goal for supporting recovery for people with severe mental illness. But we are not all working in environments that have the capacity to achieve full fidelity to these models. This resource guide reviews core aspects of several evidence-based psychiatric rehabilitation practices focused on practical steps participants can do now to make a difference. This resource guide serves as an accompanying product to our 6-part on-demand webinar recording series Keeping It Practical: Core Skills from Evidence Based Practices | Mental Health Technology Transfer Center (MHTTC) Network (mhttcnetwork.org). Below are the evidence-based practices reviewed as part of this series.   Tools for self-management: Lessons from Illness Management and Recovery Tools for working with clients: Lessons from Collaborative Decision Making Tools for housing and basic needs: Lessons from ACT and Supportive Housing Tools for employment: Lessons from Supported Employment  Tools for reducing substance use: Lessons from Integrated Dual Disorder Treatment Take-Away Tools: Unifying Themes Across Evidence-Based Practices

The Great Lakes MHTTC in partnership with People Incorporated Mental Health Services of Minnesota is pleased to offer this new training video on de-escalation. The video explains the importance of de-escalation and provides evidence-based de-escalation practices for service providers and mental health professionals. The content of the video was researched, compiled, and recorded by People Incorporated Training Institute.    

The Great Lakes MHTTC in partnership with People Incorporated Mental Health Services of Minnesota is pleased to offer this new training video on trauma-informed practices. The video explains the importance of using a trauma-informed approach when helping those affected by trauma and provides helpful information on the appropriate use of trauma-informed practices for service providers and mental health professionals. The content of the video was researched, compiled, and recorded by People Incorporated Training Institute.    

Illness Management and Recovery (IMR) is an 11-module manualized program designed to support people living with severe mental health conditions effectively manage mental health symptoms and achieve personally meaningful goals. The program uses psychoeducational, cognitive behavioral, and motivational interventions and techniques to support persons diagnosed with mental health conditions to set and achieve recovery goals (Mueser, 2013).

Let’s Talk about Intimate Partner Violence: Overdose Prevention and Intimate Partner Violence–Unique Risks, Needs, and Strategies (Part 4)     DESCRIPTION: Being abused by an intimate partner can increase the risk of accidental overdose while at the same time isolating survivors from potential sources of safety. Additionally, the stigma and criminalization of substance use is often leveraged by unsafe partners to further abuse and control survivors, increasing the risk of harm, marginalization, and overdose. This session will provide an overview of overdose risk factors and how they intersect with intimate partner violence and substance use coercion, as well as how to tailor evidence-based overdose prevention strategies to better support survivors.     LEARNING OBJECTIVES: Identify main overdose risk factors in survivors of intimate partner violence (IPV). Explain the intersections between IPV and substance user coercion. Describe evidence-based overdose prevention strategies for IPV survivors.     PRESENTER: Gabriela Zapata-Alma, LCSW, CADC, is the Associate Director at the National Center on Domestic Violence, Trauma, and Mental Health, as well as a Lecturer at the University of Chicago, where they direct the Alcohol and Other Drug Counselor Training Program. Gabriela brings over 15 years of experience supporting people impacted by structural and interpersonal violence and their traumatic effects through innovative and evidence-based clinical, housing, resource advocacy, peer-led, and HIV-integrated care programs. Currently, Gabriela authors best practices, leads national capacity-building efforts, and provides trauma-informed policy consultation to advance health equity and social justice.     The Great Lakes MHTTC is offering this training for individuals working in HHS Region 5: IL, IN, MI, MN, OH, WI. This training is being provided in response to a need identified by Region 5 stakeholders.

  A free, three-part series addressing suicide prevention, response, postvention, and safety planning.  Responding to mental health crises and the risk of suicide in a school setting presents unique challenges and considerations for mental health practitioners, educators, and parents. Suicidal thoughts do not discriminate and can affect anyone. Suicide rates have been continuously rising since 2007 and are now ranked as the 10th leading cause of death in 2017 for all age ranges and ranked second among youth ages 10-24 (Ivey-Stephenson et al., 2020). During this free, three-part series, we will address suicide prevention awareness; school-appropriate response and screening referral practices for youth experiencing suicidal ideation and/or intent; postvention as well as supports and safety planning after the child returns to school.     Session 1: Suicidal Awareness in the School Setting (September 12, 2022)  Access the slide deck by clicking DOWNLOAD above CLICK HERE to view the recording   Session 2: School-Appropriate Response and Screening Practices (September 19, 2022)  Access the slide deck by clicking DOWNLOAD above CLICK HERE to view the recording   Session 3: School Supports, Safety Planning (September 26, 2022)  Access the slide deck by clicking DOWNLOAD above CLICK HERE to view the recording Trainer Erin Briley, M.S., NCSP                   Erin Briley is the School Mental Health Coordinator for the Mountain Plains Mental Health Technology Transfer Center Network (MHTTC) and a Technical Assistant Associate for WICHE’s Behavioral Health Program.  As the school mental health lead, her work focuses on providing intensive technical assistance, resources, and training school staff to support school-based mental health. As a Technical Assistant Associate, her work is primarily focused on assisting in creating and implementing Psychology Internship Consortiums in rural western states. Ms. Briley has over 20 years of experience working in the schools, serving primarily as a school psychologist for school districts in California, Hawaii, and Colorado while providing direct and indirect supports for children ages 3 through 22 of all developmental levels. Ms. Briley has also served temporarily as a special education and a School Based Behavioral Health program administrator and trained and supervised paraprofessionals providing individualized supports to children with special needs. Ms. Briley has extensive experience with psycho-educational evaluations, classroom, and individual behavioral management, conducting Functional Behavioral Assessments, creating Behavioral Support Plans, special education legal mandates, and rights related to IDEA and Section 504, and learning needs accommodations to support. Ms. Briley earned her Bachelor’s in Human Development and Family Studies at Colorado State University, her Master’s in Counseling/School Psychology and a Certificate in Applied Behavior Analysis at California State University Los Angeles and is working on her PhD (ABD) in Clinical Psychology; she is also a Nationally Certified School Psychologist.

August 9, 2022 There is growing evidence that exercise has numerous benefits beyond improving physical health, including enhancing cognitive functioning and well-being, and increasing resiliency in response to stress. This presentation will review research on the mental health benefits of exercise. Practical tips for integrating more exercise into one’s personal lifestyle will be provided. Couch potatoes are encouraged to attend!   To watch the recording, go to: https://youtu.be/Cl7Gzm_JK4Q   Presenter(s):  Kim T. Mueser, PhD is Professor of Occupational Therapy, Psychological and Brain Sciences, and Psychiatry, and researcher at the Center for Psychiatric Rehabilitation at Boston University, and Adjunct Professor of Psychiatry at the Geisel School of Medicine at Dartmouth. His research interests are on the development and evaluation of psychosocial interventions for persons with major mental illnesses. His work has involved a range of different interventions, including cognitive behavioral therapy for posttraumatic stress disorder in a range of populations, teaching illness self-management, family psychoeducation, cognitive remediation, comprehensive treatment of first episode psychosis, integrated treatment for co-occurring substance use disorders, and supported employment,. He has published over 400 publications in peer reviewed journals, and co-authored over ten books and 100 book chapters. His research has been supported by the National Institute of Mental Health, the National Institute on Drug Abuse, the Substance Abuse and Mental Health Services Administration, the Patient Centered Outcomes Research Institute, and the Brain and Behavior Research Foundation. In 2017 he was given the Michael S. Neale Award by Division 18 (Psychologists in Public Service) of the American Psychological Association.    Susan R. McGurk, PhD is clinical and neuropsychologist, Professor of Occupational Therapy, and Psychological and Brain Sciences, and researcher at the Center for Psychiatric Rehabilitation at Boston University. Her research interests focus on the treatment and rehabilitation of persons with schizophrenia and other serious mental illnesses. She has published over 100 publications in peer reviewed journals. Her research has been supported by the National Institute of Mental Health, National Institute of Disability and Rehabilitation Research, and the Brain and Behavior Research Foundation. She was given the Gerard E. Hogarty Excellence in Schizophrenia Award, University of Pittsburgh, and the Rehabilitation Practitioner of Distinction Award, National Rehabilitation Association.   

Download the presentation slides here Session Overview:  Schools are increasingly interested and engaged in universal mental health screening for students to inform early detection and intervention to promote student well-being. However, given the increase in child and adolescent mental health needs increasing over recent decades, exacerbated by the COVID-19 pandemic, social media, racial violence and other recent events, schools are understandably concerned about how they will practically and ethically meet the mental health needs of students if they conduct universal screening. This learning session will provide practical information about evidence-informed screening practices to help protect school systems from identifying more student mental health need than they can reasonably address. This includes activities school can engage in prior to screening (e.g., resource mapping, surveillance screening) as well as during the screening process (e.g., gradual scale-up). We will also discuss strategies to address student mental health needs that go beyond referral to mental health treatment (i.e., “Tier 3”), with a focus on options available to low-resource settings that experience barriers to care such as mental health professional shortages. Field examples of mental health screening and how student needs were addressed will be provided to facilitate shared learning. View the field example here.    Learning Objectives: Increase understanding of how to prepare for and conduct mental health screening efforts in schools that protect against identifying more need than schools can address. Increase familiarity with strategies to address student mental health needs for those who screen in for potentially needing supports.   Promote cross-state networking and shared learning about how to address student mental health needs after screening in schools.   Speaker:    Elizabeth Connors, PhD is an Assistant Professor at Yale University, Division of Prevention and Community Research and at the Child Study Center. She is also a faculty member with the University of Maryland National Center for School Mental Health, where she is the Director of Quality Improvement and a developer of The SHAPE System. Dr. Connors received her Ph.D. in Clinical Child and Community Psychology and her work focuses on improving access to high-quality mental health promotion, prevention and intervention services and supports for underserved children, adolescents, young adults and their families in critical access points such as schools and community settings.

This 2-hour self-paced course is designed to introduce the evidence-based practice of Assertive Community Treatment (ACT) for ACT team members, and those who oversee ACT teams at various levels (e.g., agency, state). Covering the origins and philosophy, and core elements of high-fidelity ACT, this course provides an overview for those new to the model or who have limited experience with ACT. It can also be used as a 'refresher' training for existing team members. The model is discussed in application through three fictional ACT service recipients, that have been informed by decades of experience by the course creators, Lorna Moser, PhD (UNC), and Maria Monroe-DeVita, PhD (UW).   Learning Outcomes Describe how ACT originated within the mental health system Identify the population for whom ACT is intended to serve Name at least 4 key features of ACT     List at least four team member roles within a fully staffed ACT team Describe the importance of fidelity to the ACT model   Certificate of Completion/Contact Hours Available  Physicians, physician assistants, primary care ARNPs, psychologists, and other health care providers may be eligible for CME or CEUs for completing the course. Retain your Certificate of Completion and verify its suitability for CME/CEUS with your licensing/credentialing entity.  The University of Washington is an approved provider of continuing education for DOH licensed social workers, licensed mental health counselors, licensed marriage and family therapists, psychologists, chemical dependency professionals, nurses and physicians under the provisions of: WAC 246-809-610, WAC 246-809-620,WAC 246-811-200, WAC 246-840-210, WAC 246-919-460 and WAC 246-924-240.   Trainers     Lorna Moser, PhD, Lorna Moser, PhD, Clinical Associate Professor, Department of Psychiatry, University of North Carolina School of Medicine, Director of the Institute for Best Practice, Center for Excellence in Community Mental Health.         Maria Monroe-DeVita, PhD, Associate Professor, Department of Psychiatry & Behavioral Sciences, University of Washington School of Medicine, Co-Director of the SPIRIT Lab and the Washington State Center of Excellence in Early Psychosis.   Registration and Technical Support How to register for a course at HealtheKnowledge and how to get technical support This online course was created by the Northwest Region 10 Mental Health Technology Transfer Center (MHTTC) with support from the Substance Abuse and Mental Health Services Administration (SAMHSA). Want more information? Visit the Northwest MHTTC's Resource Library and Websites by Topic  and sign up for our monthly newsletter for regular updates about events, trainings, and resources available to the Northwest region.

The Pacific Southwest MHTTC is pleased to provide the recording of Session 1 in the series on Motivational Interviewing skills to benefit our school and mental health workforce. Motivational interviewing (MI) provides us with a way to have conversations about change. In the five-part series, viewers can learn the basics of how to apply MI to both typical and challenging clinical situations.  Session 1, Monday, 7/25: An Introduction to Motivational Interviewing Motivational Interviewing (MI) is an evidence based practice that helps individuals have conversations about change. MI is used as an engagement tool to help promote focus, exploration, and goal development among individuals and help foster behavioral change. Viewers of this video may benefit from the following learning objectives:  Summarize the four components of the “spirit” of MI Define the four processes of MI Practice the five micro skills of MI Distinguish the difference between “preparatory” and “commitment” change talk Plan how to immediately use at least two MI skills in the current work environment   Click here to download the presentation.

The Pacific Southwest MHTTC is pleased to provide the recording of Session 2 in this series on Motivational Interviewing to improve our school and mental health workforce skills. Motivational interviewing (MI) provides us with a way to have conversations about change. In this recorded series, viewers can learn the basics of how to apply MI to both typical and challenging clinical situations.    Session 2, Tuesday, 7/26: Trauma Informed Motivational Interviewing   Trauma-informed care has been implemented in many health care settings to help individuals overcome trauma and avoid being retraumatized. The values that form the basis of MI - collaboration, acceptance, compassion, and empowerment- are all consistent with the tenants of trauma-informed care, making MI an essential tool for providers.   Viewers of this video can benefit from the following learning objectives: Compare the tenants of trauma-informed care and the spirit of MI in order to provide the most effective trauma-informed interventions Identify the MI skills promoting empathy that help clients feel empowered to make their own decisions about change Apply the MI skills of information exchange in order to provide clients with choice   Click here to download the presentation.

The Pacific Southwest MHTTC is pleased to provide the recording of Session 3 in the five-part series on Motivational Interviewing which offers skills for our school and mental health workforce. Motivational interviewing (MI) provides us with a way to have conversations about change. In this series, participants will learn the basics of how to apply MI to both typical and challenging clinical situations.  Session 3, Wednesday, 7/27: Cognitive Behavioral Therapy (CBT) & Motivational Interviewing   Motivational Interviewing and cognitive behavioral therapy work well together; MI helps providers engage individuals in change and CBT assists in the active thought and behavior change process.   Viewers of this recording can benefit from the following learning objectives:    Describe the stages of change model and determine when MI should be used vs. when CBT is the best intervention Identify what components of MI contain elements of CBT intervention and when such interventions are best applied in session List five to seven CBT and BT interventions that help promote change during the action stage of treatment   Click here to download the presentation.

The Pacific Southwest MHTTC is pleased to provide the Session 4 recording from this series on Motivational Interviewing to improve our school and mental health workforce skills. Motivational interviewing (MI) provides us with a way to have conversations about change. In this recorded series, participants will learn the basics of how to apply MI to both typical and challenging clinical situations.  Session 4, Thursday, 7/28: Developmental Reflective Motivational Interviewing   Motivational Interviewing and cognitive behavioral therapy work well together; MI helps providers engage individuals in change and CBT assists in the active thought and behavior change process.   Viewers of this recording can benefit from the following learning objectives:  Describe the stages of change model and determine when MI should be used vs. when CBT is the best intervention Identify what components of MI contain elements of CBT intervention and when such interventions are best applied in session List five to seven CBT and BT interventions that help promote change during the action stage of treatment   Click here to download the presentation.

The Pacific Southwest MHTTC is pleased to provide the Session 5 recording in this series on Motivational Interviewing to improve our school and mental health workforce skills. Motivational interviewing (MI) provides us with a way to have conversations about change. In this recorded series, participants will learn the basics of how to apply MI to both typical and challenging clinical situations.  Session 5, Friday, 7/29: Macro Motivational Interviewing: Integrating Individual Techniques for Socially Produced Trauma     Motivational Interviewing is typically an intervention used to help individuals engage in change, but what if it is the system that needs to change and not the individual? Many individuals are caught up in systems that create and exacerbate their individual trauma. Macro MI is an application of MI that empowers individuals to engage in activism, advocacy, and consciousness raising to address larger systemic issues that impact their lives and influence their wellness. Viewers of this video can benefit from the following learning objectives:  Define “socially produced trauma” List the components of the SHARP model that address the macro features clinicians need to address in order to support systems change Identify the MI skills to use that help promote the SHARP model in session   Click here to download the presentation. 

  The Latinx LGBT+ Community: The consequences of intersectionality The material in this curriculum underscores the critical need to understand how intersections between culture, ethnic minority status, gender identity, and sexual orientation influence the psychological health and wellbeing of LGBTQ+ Latinx populations.   Celebrating diversity and our identities throughout the year to strengthen mental health

This panel was a collaborative event with The College of Behavioral Health Leadership. Access the panel recoding HERE Workshop Description:  Latinx youths are at significant risk for mental health problems, including anxiety, depression, and suicide attempts. Latinx youths are also less likely to access culturally responsive mental health services and continue to be undiagnosed or untreated. This can lead to negative outcomes such as negative interactions at school and with authorities, increased disconnection from family and society, and exposure to the criminal justice system. This presentation will review related stressors and gaps that impact Latino youth and families. Special considerations for Hispanic and Latino youth mental health will be discussed. .   About the Speaker:   Angel D.S. Casillas Carmona, MHS Project Manager National Hispanic and Latino MHTTC Angel Casillas-Carmona, M.H.S. completed his graduate studies at Universidad Central del Caribe (UCC) in 2020 and obtained his Master's in Health Sciences in Substance Abuse Counseling. He currently stands as Project Manager for the National Hispanic and Latino Mental Health Technology Transfer Center (MHTTC), subsidized by SAMHSA, emphasizing the Hispanic and Latino populations in the United States and its territories. He began his professional development as a Technology Transfer Specialist at the Institute of Research Education and Services of Addiction (IRESA) of UCC. He oversees coordinating training services and education and provided technical assistance for the SAMHSA-subsidized Opioid Response Network (ORN) for Puerto Rico and the Virgin Islands. He is a volunteer coordinator for Gua'kia pa la calle, an independent harm reduction and syringe exchange program

Este producto describe a TARGET, una intervención terapéutica y de educación que se puede adaptar para niñxs, jóvenes y familias latinas que han experimentado eventos traumáticos y/o están experimentando desafíos de salud conductual. Además, provee recomendaciones sobre la utilización de TARGET para proveedores de salud mental que trabajan con la comunidad Latinx.

This factsheet describes TARGET, a therapeutic intervention for regulating the effect of trauma that can be adapted for Latinx children, youths, and families that have experienced traumatic events and/or are experiencing behavioral health challenges. In addition, it provides recommendations for mental health providers that want to provide TARGET to Latinx communities.

Este producto describe a TARGET, una intervención terapéutica y de educación que se puede adaptar para niñxs, jóvenes y familias latinas que han experimentado eventos traumáticos y/o están experimentando desafíos de salud conductual. Además, provee recomendaciones sobre la utilización de TARGET para proveedores de salud mental que trabajan con la comunidad Latinx.

This factsheet describes TARGET, a therapeutic intervention for regulating the effect of trauma that can be adapted for Latinx children, youths, and families that have experienced traumatic events and/or are experiencing behavioral health challenges. In addition, it provides recommendations for mental health providers that want to provide TARGET to Latinx communities.

In the U.S., approximately 2% of youth have Autism Spectrum Disorder (ASD). Anxiety disorders are much more common among autistic youth. This infographic displays anxiety symptoms that are commonly experienced by autistic students.   In our products, we choose to use identity first language (i.e., autistic students) in response to the preference of many autistic individuals and in an effort to avoid ableist ideologies. We recognize that this is not the language preference of every individual. For more information on the rationale for our language choice, please see the Bottema-Beutel et al., 2021.