Products and Resources Catalog

Participants will be able to define a school-wide crisis and an individual student emergency, understand incident management guidelines at each phase, and identify possible barriers to school emergency responses in order to positively engage leadership/staff during an emergency.

March 6 (Session 1) To view resources from this training, please click ATTACHMENT links Click here to watch the recording March 7 (Session 2) To view resources from this training, please click ATTACHMENT links Click here to watch the recording Series Description Implicit bias is insidious in nature; we all have them. Many of these biases are formed through inaccurate information, such as stereotypes, the patterns established by oppressive systems, and even by internalized oppression. Since implicit biases operate outside our conscious control, they can be harmful yet unrecognized barriers to collective liberation and to our individual wellbeing. This interactive workshop will cover concepts and strategies for participants to heal from bias and systemic racism in order to better live our values on an individual and systemic level. We will engage in various forms of mindful and contemplative practices and spend time strategizing to embed them into our lives to support our collective healing. Due to time constraints in this workshop, we will not be covering foundational concepts of DEI in these sessions. We will focus on practices to mitigate bias and to interrupt it in others. Therefore, participants must already have a baseline understanding of implicit bias, systemic oppression, social identities, intersectionality, systemic privilege and marginalization, and equity. Learning Objectives: Participants will delve deeper into how implicit bias is formed, how to recognize and redress it in one’s self, and practice talk moves to support them in addressing others’ biases. Participants will explore how to address microaggressions and strategies to scale up their response in order to establish a culture of belonging for every student, family, and staff. Participants will have an open frame to explore the culmination of their learning, delve into resources to continue their work in this topic, and examine scenarios to authentically push their theoretical understanding of implicit bias into praxis. Trainer Dr. Rana Razzaque Dr. Rana Razzaque’s commitment to improving opportunity, access, and inclusion for all children has driven her educational and professional journey. This commitment has deepened over time due to her own lived experiences and the continuous learning she seeks out on a variety of topics related to equity and inclusion, the persistent disparities for marginalized communities, and the deep need to build understanding and empathy through courageous conversations with people from multiple perspectives. Rana was born in Bangladesh, raised in Maryland, spent her adolescence in Texas, and spent a couple of years in Arizona before moving to Denver in 2011. In the warmer months, you might find Rana hiking with her husband, Rob, and her dog Eeyore. She also loves reading (especially fiction and poetry), trying out new recipes to cook, going to concerts, boxing, and indoor rock climbing (even though she is afraid of heights). Rana received her Bachelor’s and Master’s degrees in English Literature from the University of Texas at Austin and Arizona State University, respectively, and focused her thesis research on the impact of literary influence on colonizing South Asia in the 17th century. In 2017, she earned her Doctorate in Educational Leadership and Policy Studies from the University of Denver and focused her dissertation research on how mindfulness influences the culturally responsive practices of educators. Rana has served as Social Emotional Learning Partner in Denver Public Schools, Program Development Coordinator with Sources of Strength, Equity, Diversity, and Inclusion Specialist at Jeffco Public Schools, and is now the Director of Opportunity, Access, and Inclusion at Englewood Schools in Colorado. Her work intersects culturally responsive and sustaining practices with social-emotional learning and transformative educational leadership. Rana’s mission is to ensure that youth and educators have an intentional focus on honoring diverse cultures and identities, utilizing challenges as opportunities to build resilience, and holistically supporting themselves and others to equitably reach their highest potential.

Recording for the National Center for School Mental Health led event Understanding and Preventing Youth Suicide, originally held on February 13, 2024. Slide presentation

About this Resource: This is the on-demand recording from part 1 of our 4-part series that introduces participants to the tenets of Acceptance and Commitment Therapy (ACT) and guides them from the introductory stage to applied practice with different mental health conditions and scenarios. Participants learn and practice strategies from each tenet of ACT ranging from brief interventions to more in-depth processes. The first session introduces the complete ACT framework and ACT hexaflex and provides an overarching discussion of the goals of this psychotherapy orientation. Similarities and differences with other orientations are discussed to contextualize the ACT perspective. This session also introduces the area of Creative Hopelessness and begins the discussion around case conceptualization. Resources for ongoing learning are shared.

To view resources from this training, click ATTACHMENT link Click here to watch the recording Event Description This didactic lecture will review the conceptual basis and empiric evidence linking firearm access to suicide risk and provide clinicians with basic knowledge, language, and strategies to facilitate secure firearm storage solutions among patients identified as having elevated suicide risk. Trainer Joe Simonetti Joe Simonetti is a clinician investigator with the VA Rocky Mountain MIRECC for Suicide Prevention and Director of Mentorship and Education for the Firearm Injury Prevention Initiative at the University of Colorado Anschutz School of Medicine. His research focuses on developing patient-centered firearm injury prevention interventions for individuals at risk of suicide. As an educator, he works locally and nationally to support VA and community-based clinicians in delivering evidence-based and culturally informed counseling interventions.

About this Resource:  This on-demand recording is from the 2nd session in our 4-part series "Acceptance and Commitment Therapy (ACT): From Introduction to Applied Practice." Throughout the series, participants are introduced to the tenets of ACT and guided from the introductory stage to applied practice with different mental health conditions and scenarios. Participants learn and practice strategies from each tenet of ACT ranging from brief interventions to more in-depth processes. The second session focuses on Values and Committed Action in the ACT framework. Rationale, underlying processes, and strategies for practice are discussed with an opportunity for experiential practice.

About this Resource:  This on-demand recording is from the 3rd session in our 4-part series "Acceptance and Commitment Therapy (ACT): From Introduction to Applied Practice." Throughout the series, participants are introduced to the tenets of ACT and guided from the introductory stage to applied practice with different mental health conditions and scenarios. Participants learn and practice strategies from each tenet of ACT ranging from brief interventions to more in-depth processes. The third session focuses on Present Moment Awareness and Self as Context in the ACT framework. Rationale, underlying processes, and strategies for practice are discussed.

About this Resource:  This on-demand recording is from the final session in our 4-part series "Acceptance and Commitment Therapy (ACT): From Introduction to Applied Practice." Throughout the series, participants are introduced to the tenets of ACT and guided from the introductory stage to applied practice with different mental health conditions and scenarios. Participants learn and practice strategies from each tenet of ACT ranging from brief interventions to more in-depth processes. The final session focuses on Acceptance and Defusion in the ACT framework. Rationale, underlying processes, and strategies for practice are discussed.

​VIEW WEBINAR RECORDING ABOUT THIS RESOURCE White Trauma: Creating space for white people’s vulnerability with the hopes of undoing the perpetuation of structural/systemic racism. Racism, at its most basic level, is a lens though which people interpret, naturalize, and reproduce inequality. We all struggle to truly see one another due to the conditioning and trauma that has been imposed upon us, which becomes the breeding ground for implicit bias and racial disconnection. This is one of the factors that makes it so difficult for us, as mental health professionals, to have real conversations about things that matter; things that heal. Racism is not a “white” issue it is a systematic/structural issue designed to keep in place white cultural dominance. This system has caused harm to us all.  All of us have biases and they go where we go--in our homes, workspace, schools, community etc. It is critical for space to be created for white people to be able to acknowledge and address their own trauma, without shame or guilt, so true racial healing and mental health healing can begin. If the trauma in white bodies is not healed, then it will be passed on to the next generation and continue the cycle. What is in us will come out, unintentionally or intentionally, because The Body Keeps the Score. ADDITIONAL RESOURCES Presentation Resources  White Trauma Slides Race Baiting 101 Video White Fragility by Robin DiAngelo,PhD Project Implicit - IAT Implicit Association Tests Fire in the Ashes by Jonathan Kozol The Pain We Carry - Healing from Complex PTSD for People of Color by Natalie Y. Gutiérrez, LMFT Caste by Isabel Wilkerson A Space for Us - A Guide for Leading Black, Indigenous, and People of Color Affinity Groups by Michelle Cassandra Johnson Why People of Color Need Spaces Without White People by Kelsey Blackwell   FACILITATOR Sherronda Jamerson, MA, SUDP Sherronda Jamerson obtained a master’s degree in Clinical Psychology in 2012 from City University College in Seattle, WA, and became certified as a Chemical Dependency Professional in 2007. Her experiences include developing, implementing, and presenting EDI trainings to associations of healthcare professionals, healthcare providers, schools, and community-based organizations. She has also presented at state and national behavioral health conferences on the topics of DEI and Healthcare Equity. She presents with confidence and passion. Terms of use and Substance Abuse and Mental Health Services Administration (SAMHSA) disclosure statement ​

Session learning objectives: Provide an overview of the prevalence of mental health challenges among youth before and after the COVID-19 pandemic. Examine specific groups of youth that may be more vulnerable to mental health challenges post-pandemic. Explore pandemic-related changes in behavior patterns and coping mechanisms adopted by youth, including the role of technology. Describe ways in which schools can identify students who experience persistent challenges and implement school-based programs to best support these youth.  

Recording of the event Early-Stage Psychosis: The Basics and Best Practice Updates, originally held on February 29, 2024.    

  To view resources from this session, click DOWNLOAD Click here to watch the recording Event Description This workshop will provide participants with an overview of eating disorders (ED), including eating disorder definitions, medical complications associated with ED, eating disorder statistics and prevalence, athletes and eating disorders, causes according to the biopsychosocial model,  signs/symptoms/red flags that school workers need to be aware of, communicating with students and their families about a suspected ED, and an overview of treatment that works (Family Based Treatment). The workshop will also emphasize the schools’ involvement in ED treatment and crucial points to keep in mind when developing education plans for students in ED treatment.   Learning Objectives: At the end of this session, participants will be able to explain: 1. the difference between Anorexia, Bulimia, and Binge Eating Disorder, including warning signs 2. each element of the Biopsychosocial model that is used to understand EDs 3. how to communicate with students and their families about a suspected ED 4. a variety of school accommodations to consider when a student returns from ED treatment Trainer Wendy Price, PsyD, NCSP Dr. Price completed her doctorate in School Psychology at William James College, following a year-long clinical internship at Walden Behavioral Care (a residential eating disorders clinic). For the past 20 years, Dr. Price has worked as a school psychologist at Whitman-Hanson Regional High School, in Whitman, MA. In her role, Dr. Price is involved in a number of activities, including assessment, counseling, consultation, supervision of school psychology interns, and mentoring of staff. She is also a Crisis Team and Student/Teacher Assistance Team member. She is also an Adjunct Lecturer at UMASS Boston. Dr. Price has traveled around the country, presenting to associations and school districts on positive psychology, eating disorders, and self-injurious behaviors. Dr. Price has been involved in leadership at both the state and national level, and was the NASP President in 2020-2021.

  To view resources from this training, click DOWNLOAD Click here to watch the recording   Event Description As part of our ongoing efforts to support the mental health needs of college students, we are proud to present a workshop focused on understanding how to effectively support young people as they move from high school into young adulthood. This workshop will provide information about anxiety in children, adolescents, and emerging adults. Attendees will gain a deeper understanding of psychosocial developmental milestones (e.g., independence, emotion regulation, identity formation) and the ways in which anxiety, stress, and sociocultural factors can interfere with the successful transition to young adulthood. Practical strategies for assessment and tools to support youth independence and college or workforce readiness will be reviewed. Dr. Lauren Hoffman will lead this training.  She is a clinical psychologist in New York City, who previously worked at the Columbia University Clinic for Anxiety and Related Disorders (CUCARD).  She has an extensive background and a passion for working with children and young adults. Please note:  This Workshop Wednesday training was moved due to scheduling conflicts.  This training will be recorded for later viewing. Trainer Lauren Hoffman, Psy.D. Clinical Psychologist Dr. Hoffman is a New York City-based licensed clinical psychologist specializing in treating anxiety, obsessive compulsive disorder, and related challenges, including perfectionism, stress, sleep issues, and school or work problems. I have expertise in Cognitive Behavioral Therapy (CBT) and Exposure and Response Prevention (ExRP), as well as mindfulness and acceptance-based techniques. I work with children, teens, and adults, with a particular emphasis on young adults navigating developmental transitions and challenges. Dr. Hoffman received her B.A. with honors in psychology from the University of Pennsylvania. She received her doctorate in clinical psychology from the Graduate School of Applied and Professional Psychology at Rutgers University. Dr. Hoffman completed her predoctoral clinical internship at NYU Child Study Center/Bellevue Hospital Center and her postdoctoral fellowship at Columbia University Clinic for Anxiety and Related Disorders at Columbia University Medical Center. Dr. Hoffman has advanced training and expertise in evidence-based treatment approaches, including Cognitive Behavioral Therapy (CBT), Exposure and Response Prevention (ExRP), and Behavioral Activation. She regularly integrates mindfulness, acceptance techniques, and values-based approaches into her practice. For more information, click here.

To view resources from this training, click ATTACHMENT links Click here to watch the recording Event Description This presentation will provide an overview of the Multicultural Orientation (MCO) model and its pillars: Cultural Humility, Cultural Comfort, and Cultural Opportunities. The research demonstrating the strong relationship between MCO and both psychotherapeutic and supervisory processes and outcomes will be discussed. Finally, recommendations for working toward strengthening one’s MCO will be provided. Trainer Melanie Wilcox, PhD, ABPP 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.

About this Resource: In this on-demand recording presenters share ways that spirituality/religion (S/R) can promote strengths and struggles in the context of mental health challenges as well as discuss the process for offering spiritually competent care within mental health service organizations. Participants discover ways to collaborate with faith-based organizations in order to provide more holistic and long-term care as well as assess one's own clinical competence at attending to a client's spirituality/religion.

  This presentation provided a brief overview of how harm risk (suicidality and self-injury) can present in young people experiencing early psychosis. We reviewed a selection of psychotherapy strategies that can be helpful in targeting these concerns, highlighting functional analysis, distress tolerance skills, and the CAMS (Collaborative Assessment and Management of Suicidality). We discussed these strategies in the context of disguised client examples, and encouraged suggestions and case consultation from the audience.   Presenter: Michelle L. West, PhD, Director, Program for Early Assessment, Care, & Study (PEACS), Assistant Professor, Department of Psychiatry, University of Colorado – School of Medicine (CUSOM). Dr. West is a clinical psychologist who specializes in assessment, treatment, and research for young people showing possible early risk for psychotic spectrum illnesses. This webinar was presented in collaboration with the Massachusetts Mental Health Center GrandRounds series.   View a recording of this 2/23/24 session here. 

  To view resources from this training, please click DOWNLOAD Click here to watch the recording   Event Description Indigenous Americans are the first victims of Cancel Culture since before the U.S. began and have been misrepresented, objectified, stereotyped, and marginalized ever since. The misrepresentation of Indigenous Americans continues to exist in our school systems, history books, classes, national dialogue, media, and statistics. The result is a direct blow to the positive cultural developmental trajectory of Indigenous youth.  Despite this, Indigenous people survive and many thrive because of the strength, resilience, and responsiveness to change that our ancestors passed down.  We need to teach the current and generations to come, that we cannot doubt ourselves, we come from a legacy of survival that cannot be questioned (bolojko). Learning Objectives Increase knowledge of the strengths and positives of Indigenous youth and communities Identify 5 components of Genocide Explain how cultural identity and suicide prevention are connected. Identify 5 strategies to strengthen resilience and instill hope. Trainer LaVonne Fox Peltier, PhD, OTR/L Dr. LaVonne Fox Peltier, PhD, OTR/L, serves as a Research Assistant Professor within the Bureau of Evaluation & Research Service, situated in the Department of Education, Health, and Behavioral Studies at the University of North Dakota. A member of the Turtle Mountain Chippewa reservation, she remains deeply connected to her roots. Drawing from her extensive background, she has dedicated her expertise to working with children, youth, and young adults facing mental health challenges both in rural and urban areas as well within mental health facilities. Dr. Fox Peltier is particularly passionate about developing culturally rooted interventions inspired by Indigenous practices to address mental health issues. In her work, she emphasizes the importance of adopting strength-based approaches, advocating for alternatives to the commonly employed deficit-based practices. She is committed to bridging cultural understanding and mental health care for Indigenous peoples.

Job Development is an important component of providing best-practice employment services and includes initiating and developing relationships with employers. However, many vocational services staff express discomfort and limited skills in interacting with the business community. This training will provide attendees with the tools to approach employers and market their employment services confidently.

Download the presentation slides here 1 in 36 school-age children are autistic. Autistic students are much more likely than non-autistic students to experience mental health challenges, including difficulty with emotion regulation and anxiety that may be exacerbated by experiences of bullying, victimization, and segregation within schools. There is an urgent need to support the mental and behavioral health of autistic students. The purpose of our two-part webinar office hours series is to provide overviews of how to identify and support anxiety in autistic students and to apply these strategies within case studies. This webinar will center on evidence-based approaches and practices that can be used within schools to help manage anxiety in autistic students. By the end of the webinar, participants will be able to: Describe evidence-based approaches to support anxiety in autistic students. Understand different ways that mental health programming can be delivered to autistic students in schools. Identify strategies that may support an autistic student as illustrated within two case examples.

  To view resources from this training, click DOWNLOAD Click here to watch the recording Event Description This training will focus on addressing behavioral health provider burnout by enhancing the well-being of those on the frontlines of community based mental health care. Participants will develop a comprehensive, multi-faceted approach that considers their self-care needs to continue the delivery of high-quality services. By taking proactive steps to promote holistic well-being and resilience, participants can help to create a healthier and more sustainable work environment for dedicated mental health professionals and those they serve. After this training, participants will learn the following, - Foster a positive and supportive work culture that emphasizes open communication, teamwork, and mutual respect. - Address any systemic issues contributing to burnout, such as inadequate resources, communication problems, or lack of support. - Recognize signs of burnout to acquire appropriate assistance for themselves and others. Trainer Lamarr Lewis Lamarr Lewis, is a dedicated advocate, author, and agent of change. With a focus on community-based mental and public health, he works with diverse groups including individuals living with psychiatric disabilities, people in recovery from substance abuse, and at-hope youth (He does not use the term at-risk). He is an alumnus of Wittenberg University graduating with a Bachelor of Arts in Sociology with minors in Africana Studies and Religion. He later received his master’s degree in clinical mental health counseling from Argosy University. His career spans over twenty years with experience as a therapist, consultant, public speaker, facilitator, trainer, and human service professional. He has been a featured expert for such organizations as; Boeing, Region IV Public Health Training Center, Fulton County Probate Court, Mississippi Department of Health, the Mississippi Band of Choctaw Indians, and many more. His lifelong mission is to leave the world better than how he found it.

About this Resource: The Community Resiliency Model (CRM)® is a skills-based wellness and prevention program that provides a biological, non-stigmatizing perspective on human reactions to stress and trauma. The primary focus of this stabilization program is to learn to reset the natural balance of the nervous system, using the body itself. CRM skills help people understand their nervous system and learn to track sensations connected to their own wellbeing. This low-intensity intervention teaches easy-to-learn skills to manage difficult emotions which can be brought on by stressful personal or professional situations. In this 1.5 hour on-demand recording, presenters share their knowledge of concepts to understand their own and others' stress responses and the skills to regain emotional balance when buffeted by strong negative emotions.

  To view resources from this session, click DOWNLOAD Click here to watch the recording Event Description Rural behavioral health practice has unique challenges, two of which are the high provider turnover rate and provider recruitment. Join us to learn how focusing on organizational wellness can bolster both the recruitment and retention of rural behavioral health providers. While this webinar will briefly discuss the reasons for high provider turnover, it will emphasize why workers stay in their jobs. We will then focus on practical suggestions for creating a workplace climate of wellness focused on care, respect, compassion, shared values as well as sustaining such a climate that benefits all healthcare providers and staff alike. Trainers Rachel Navarro, PhD, LP Topaza Yu

Author: Dr. Nicholas Breitborde, Ph. D. Dr. Nicholas Breitborde is Professor and Vice Chair for Academic Affairs in the Department of Psychiatry and Behavioral Health at The Ohio State University and Director of the OSU Early Psychosis Intervention Center (EPICENTER). He serves as a Content Area Expert for the Global Burden of Disease Study and is a member of the American Psychological Association Task Force on Serious Mental Illness/Severe Emotional Disturbances. To date, his research has been cited over 40,000 times and has been funded by agencies such as the National Institute for Mental Health (NIMH) and the Substance Abuse and Mental Health Services Administration (SAMHSA). Learn more about this Learning Community: First Episode Psychosis Learning Community

  To view resources from this session, click DOWNLOAD Click here to watch the recording Event Description Approximately 2.7 million youths, aged 3-17 years, meet criteria for a depressive disorder (Bitsko et al., 2022). Yet, most youths and their families struggle to recognize the signs and symptoms of depression and get connected with appropriate services. Schools play a critical role in promoting the well-being and mental health of youths, and provide a natural avenue for identifying, preventing, and treating youth depression. This training will provide resources to school professionals on identifying depression in school-aged youth and provide strategies to address cognitive, behavioral, and physiological symptoms of depression. We will also provide free resources to help in the identification and treatment of depressive disorders. An important emphasis will focus on incorporating cultural beliefs, values, and behaviors into clinical work with diverse youths and their families.   Learning Objectives: 1. Identify signs of depression in school-aged youth 2. Describe ways to assess depression in school-aged youth 3. Describe ways to address depression in school-aged youth 4. Describe ways to culturally adapt depression interventions for ethnic-racial minoritized youth   Trainers Alayna Park, PhD Alayna Park, Ph.D., is an Assistant Professor of Psychology at the University of Oregon and a licensed psychologist. She is one of the founding faculty of the department’s Diversity Science area, as well as an affiliate faculty of the Ballmer Institute for Children’s Behavioral Health. Her community-engaged research focuses on identifying strategies to improve the quality and effectiveness of mental health services for youth of color, using intervention and implementation science. Dr. Park has more than 30 peer-reviewed publications on the topics of intervention design, cultural adaptation, clinical decision making, and evidence-based psychotherapy implementation. She has received NIH funded fellowships from the Child Intervention, Prevention, and Services (CHIPS) Research Training Institute and the Health Disparities Research Institute (HDRI). In 2022, she co-edited a special issue for The Behavior Therapist on promoting diversity, equity, and inclusion in clinical training, and she was awarded Reviewer of the Year from the Association of Behavioral and Cognitive Therapies (ABCT). Her research has been recognized with numerous awards, including the Diversity Paper Award from the Society for the Advancement of Psychotherapy. Dr. Park was trained by leaders in Cognitive Behavioral Therapy (CBT), Acceptance and Commitment Therapy (ACT), Integrative Behavioral Couples Therapy (IBCT), and the Modular Approach to Therapy for Children (MATCH). She supervises Clinical Psychology PhD students in the University of Oregon Psychology Clinic and provides expert consultation to mental health professionals across the country.   Alyssa Herman Alyssa Herman (she/her/hers) is a fourth year Clinical Psychology PhD student at the University of Oregon. She graduated from the University of California, Los Angeles with a BA in psychology and a minor in Applied Developmental Psychology. She is currently researching strategies to reduce obstacles to accessing mental health services and to improve the distribution of mental health information. Clinically, Alyssa is receiving training to deliver evidence-based therapies to youth across a variety of settings.