Products and Resources Catalog

The South Southwest MHTTC Case Conceptualization Series for First Episode Psychosis (FEP) brought together FEP providers, including therapists, skills trainers, and team leaders, from across the south southwest region to learn about how case conceptualization can guide team-based, recovery-oriented FEP services. The three-part series included nine sessions and covered the basics of case conceptualization and three different evidence-based approaches for case conceptualization: Cognitive Behavior Therapy for Psychosis (CBT-P), Culturally Informed Therapy for Schizophrenia, and Compassion Focused Therapy for Psychosis.

  The Technology Transfer Centers: Dissemination and Implementation Working Group, composed of representatives across the ATTC, MHTTC, and PTTC, developed two infographics for the most common intensive technical assistance strategies used to help states, organizations, and front-line providers implement evidence-based services. The three strategies are: Learning Collaboratives External Facilitation NIATx Organizational Change Model These are three of many technical assistance strategies offered and deployed across the TTC Network. Additional infographics simply describing other strategies for consumers are in the planning stages. User-friendly infographics are expected to assist decision-makers in making more informed selections about the kinds of assistance or support they need. Access the infographics by selecting between the three options.

About this Resource: Given their shared lived experiences, Certified Peer Specialists (CPS) are crucial in offering mutually beneficial support to peers who are recovering from psychiatric and/or substance use disorders. This infographic accompanies the on-demand recording by Dr. Monty Burks on faith, spirituality, and peer support. It discusses stigma as a barrier to treatment and care, the relevance of faith and spirituality in recovery, and the crucial role of peer support in promoting lifelong recovery.

The UW SMART Center Speaker Series brought esteemed scholars virtually to elevate our understanding of issues related to school mental health and critical topics in education. This year's speaker series on Equity-Centered MTSS and Implications for School Mental Health was a success, leaving participants inspired and eager for more. The event showcased a diverse range of experts, engaging discussions, and practical insights into implementing equitable MTSS in educational settings. "More of it! This presentation was FANTASTIC!!!" "Loved the whole series of Equitable MTSS. Would love more next year!" "I liked how it was thoughtful and balanced, not only supporting students but also supporting staff in doing important work. I liked the emphasis on collecting data to inform decisions and cultural wisdom or sensitivity." "Thank you for this. I am in my studies to be a school counselor and this has given perspective!" "Great reminders to utilize data through an equity lens, and to remember that behind the data is a student"   The school mental health supplement to the Northwest MHTTC co-sponsored the UW SMART Center's 2023 Virtual Speaker Series. Full Series details can be accessed here. Learn more about the UW SMART Center here.   Want more information and school mental health resources? Visit the Northwest MHTTC's School Mental Health page and sign up for our newsletter for regular updates about events, trainings, and resources available to the Northwest region.

The New England MHTTC is one of 10 regional Centers funded by the Substance Abuse and Mental Health Services Administration (SAMHSA). Our mission is to support the dissemination of evidence-based mental health practices across Health and Human Services (HHS) Region 1, which includes the states of Connecticut, Maine, Massachusetts, New Hampshire, Rhode Island, and Vermont. Our team is led by the Yale Program for Recovery and Community Health, in partnership with the Harvard Department of Psychiatry, and C4 Innovations. Our activities are guided by a robust advisory team consisting of people with lived experience, direct care practitioners, family advocates, and organizational and state leaders. Collectively, these partnerships support our efforts to address mental health priorities across the lifespan in a manner that is responsive to the needs of all stakeholders.   This report describes our work in Year 4 from August 15, 2021 thru August 14, 2022

In today's diverse and evolving world, understanding and addressing the needs of all students, including those who identify as lesbian, gay, bisexual, transgender, queer/questioning (LGBTQ), is essential. Despite strides toward equality and acceptance, many LGBTQ youth face unique challenges in school settings. These challenges can include stigmatization, peer rejection, and violence. The 2019 National School Climate Survey by GLSEN found that nearly 70% of LGBTQ students experienced verbal harassment at school because of their sexual orientation and over half because of their gender expression. Educators, parents, and advocates have the opportunity to create a supportive, inclusive, and affirming environment for LGBTQ students to support their well-being, confidence, and academic success. Because of the many challenges faced by LGBTQ youth, many rely on their schools to be safe and affirming places. LGBTQ students who are supported at home or at school, and those whose gender identities are affirmed and respected, have significantly lower rates of mental health symptoms and suicide. Inclusive policies and practices designed to support our LGBTQ students enrich our school culture, and foster empathy, understanding, and respect among all our students.   This product is part of the Mental Health Matters Lead with Equity series. Check out other products in this series:   Equitable School Practices to Support Youth Mental Health   Supporting Diverse Educators

By actively promoting and supporting diverse educators, we can create inclusive learning environments where all students, regardless of their background, feel seen, understood, and represented. School communities are enriched and strengthened when all educators can bring their unique perspectives, experiences, and cultural competencies to the classroom. In addition to encouraging representation and inclusivity, supportingdiverse educators also plays apivotal role in addressing the mental health needs of our students. This is particularly important for students who experience identity-based marginalization, which can lead to depression, anxiety, isolation, and victimization. When diverse teachers are supported, they help break down stereotypes and biases, and foster student empathy and understanding. This cultivates an inclusive and equitable school environment where all students are able to achieve academically and socially.   This product is part of the Mental Health Matters Lead with Equity series. Check out other products in this series:     Supporting LGBTQ Students in Schools   Equitable School Practices to Support Youth Mental Health

Amid competing priorities, staff shortages, and tense environments, teachers have less time to prepare lessons, collaborate with colleagues, and assess student work than ever. With little balance between time spent with students and preparatory activities, teachers have relatively limited time to engage in the work key to successful teaching. This lopsided distribution of time places extraordinary pressure on our teachers. Insufficient time to complete tasks integral to successful teaching and other stressful conditions often lead to exhaustion. Use our "Awareness to Action" tips to inform school/workplace structures to combat burnout, reduce stress and fatigue, and put into place systems and policies that help these community stewards do the work that matters most.

Pride Month is a month long celebration of the history, culture, and contributions of lesbian, gay, bisexual, transgender, and queer people and their communities. Here are a few ways you can support and affirm LGBT students in your classroom. And remember these activities and displays should be implemented in a way that respects the individual comfort and privacy of LGBTQ students, and seeks to create an inclusive and affirming environment for all students.  

Fostering inclusivity in our schools means recognizing, valuing, and celebrating the unique cultural, racial, and socio-economic backgrounds that each student brings to the classroom. This is a foundational principle to supporting the delivery of an anti-racist curriculum that illuminates the value and importance of racial equality and justice and highlights the richness and uniqueness of diverse histories. Educators can encourage critical thinking and nurture empathy by challenging stereotypes and expanding the perspectives of their students. Additionally, accessibility to quality education for all students, irrespective of their race, ethnicity, or socio-economic status, is vital for the growth and success of both individual students and the larger society. It requires equipping underrepresented students with adequate resources and support.   This product is part of the Mental Health Matters Lead with Equity series. Check out other products in this series:   Supporting LGBTQ Students in Schools   Supporting Diverse Educators

July is recognized as Black, Indigenous, People of Color (BIPOC) mental health awareness month. To commemorate this month, we have compiled a list of resources for BIPOC individuals, practitioners, and allies. 

  Contents: Introduction and Acknowledgments Introduction to Integrated Primary Care Terminology and Definitions Developing an Integrated Primary Care Clinic Supportive Data Collection for Integrated Primary Care Business Models of Integrated Primary Care Integrated Primary Care—Implementation and Operations Characteristics and Competencies of Successful Behavioral Health Providers in Integrated Primary Care Developing Relationships in Integrated Primary Care Screening for Behavioral Health Concerns in Primary Care Diagnostic, Billing, and Insurance Considerations The Electronic Health Record (EHR) Working in the Medical Clinic—Terminology The Role of the Integrated BH Clinician in Primary Care Medication Management References     Authors: Joseph Evans, PhD, Holly Roberts, PhD, Rachel Valleley, PhD, Brandy Clarke, PhD   Editing Contributors: Christian Klepper, PsyD, Kristen Johnson, PhD, Bob Mathews, MD, Terri Mathews, PhD, APRN, Heather Agazzi, PhD, Laura Holly, BS     Learn more about our area of focus: Integrated Primary Care    

The Caminos Translational Project will review results from the Caminos Research Study and translate key findings for numerous stakeholder groups that would benefit from increased awareness of outcomes associated with this research. The goal of this project is to increase awareness of the unique experiences of Latino youth and families, including the risk/protective factors and contextual variables, associated with the emotional well-being and academic success of participants in the research study. A total of four factsheets and 1 booklet resulted from this initiative.  The Caminos Research Study examines how stressors and supports in youth’s social environments shape family functioning and a range of indicators of adolescent health and well-being. Adolescents’ mental health outcomes are measured by internalizing symptoms (e.g., depression, anxiety) and externalizing symptoms (e.g., conduct disorder, aggression, rule-breaking). Other adolescent outcomes include substance use, prosocial behaviors, and grade point average. Stressors examined include ethnic discrimination, COVID-19, and immigration threats. Supports examined include teacher, peer, and parent support. Additional factors assessed include traditional Latino cultural values as well as cultural gaps between parents and their children and between parents and the school. 

The Caminos Translational Project will review results from the Caminos Research Study and translate key findings for numerous stakeholder groups that would benefit from increased awareness of outcomes associated with this research. The goal of this project is to increase awareness of the unique experiences of Latino youth and families, including the risk/protective factors and contextual variables, associated with the emotional well-being and academic success of participants in the research study. A total of four factsheets and 1 booklet resulted from this initiative.  The Caminos Research Study examines how stressors and supports in youth’s social environments shape family functioning and a range of indicators of adolescent health and well-being. Adolescents’ mental health outcomes are measured by internalizing symptoms (e.g., depression, anxiety) and externalizing symptoms (e.g., conduct disorder, aggression, rule-breaking). Other adolescent outcomes include substance use, prosocial behaviors, and grade point average. Stressors examined include ethnic discrimination, COVID-19, and immigration threats. Supports examined include teacher, peer, and parent support. Additional factors assessed include traditional Latino cultural values as well as cultural gaps between parents and their children and between parents and the school. 

The Caminos Translational Project will review results from the Caminos Research Study and translate key findings for numerous stakeholder groups that would benefit from increased awareness of outcomes associated with this research. The goal of this project is to increase awareness of the unique experiences of Latino youth and families, including the risk/protective factors and contextual variables, associated with the emotional well-being and academic success of participants in the research study. A total of four factsheets and 1 booklet resulted from this initiative.  The Caminos Research Study examines how stressors and supports in youth’s social environments shape family functioning and a range of indicators of adolescent health and well-being. Adolescents’ mental health outcomes are measured by internalizing symptoms (e.g., depression, anxiety) and externalizing symptoms (e.g., conduct disorder, aggression, rule-breaking). Other adolescent outcomes include substance use, prosocial behaviors, and grade point average. Stressors examined include ethnic discrimination, COVID-19, and immigration threats. Supports examined include teacher, peer, and parent support. Additional factors assessed include traditional Latino cultural values as well as cultural gaps between parents and their children and between parents and the school. 

The Caminos Translational Project will review results from the Caminos Research Study and translate key findings for numerous stakeholder groups that would benefit from increased awareness of outcomes associated with this research. The goal of this project is to increase awareness of the unique experiences of Latino youth and families, including the risk/protective factors and contextual variables, associated with the emotional well-being and academic success of participants in the research study. A total of four factsheets and 1 booklet resulted from this initiative.  The Caminos Research Study examines how stressors and supports in youth’s social environments shape family functioning and a range of indicators of adolescent health and well-being. Adolescents’ mental health outcomes are measured by internalizing symptoms (e.g., depression, anxiety) and externalizing symptoms (e.g., conduct disorder, aggression, rule-breaking). Other adolescent outcomes include substance use, prosocial behaviors, and grade point average. Stressors examined include ethnic discrimination, COVID-19, and immigration threats. Supports examined include teacher, peer, and parent support. Additional factors assessed include traditional Latino cultural values as well as cultural gaps between parents and their children and between parents and the school. 

The Caminos Translational Project will review results from the Caminos Research Study and translate key findings for numerous stakeholder groups that would benefit from increased awareness of outcomes associated with this research. The goal of this project is to increase awareness of the unique experiences of Latino youth and families, including the risk/protective factors and contextual variables, associated with the emotional well-being and academic success of participants in the research study. A total of four factsheets and 1 booklet resulted from this initiative.  The Caminos Research Study examines how stressors and supports in youth’s social environments shape family functioning and a range of indicators of adolescent health and well-being. Adolescents’ mental health outcomes are measured by internalizing symptoms (e.g., depression, anxiety) and externalizing symptoms (e.g., conduct disorder, aggression, rule-breaking). Other adolescent outcomes include substance use, prosocial behaviors, and grade point average. Stressors examined include ethnic discrimination, COVID-19, and immigration threats. Supports examined include teacher, peer, and parent support. Additional factors assessed include traditional Latino cultural values as well as cultural gaps between parents and their children and between parents and the school. 

The COVID-19 pandemic has disproportionately impacted Latinx communities and highlighted how preexisting health disparities increase mental health conditions (Fortuna & Tolou-Shams, 2020). Challenges faced by Latinx families such as bereavement, food insecurity, reduced access to mental health services, and housing instability emphasize the critical need to translate and apply the best practices at the intersection of behavioral health, comprehensive school mental health systems, and Hispanic cultures. The purpose of this product is to share the lessons learned in implementing behavioral health strategies during the pandemic and exchange ideas for future responses and programs’ needs for improving Latinx communities’ mental health. The resource is a collaboration among the National Hispanic and Latino MHTTC, Central East MHTTC, National Center for School Mental Health, and the Milken Institute School of Public Health at George Washington University.

  This report is based on the research and the results of an intensive technical assistance (ITA) series hosted by our valued partners at the Wisconsin Association of Family & Children's Agencies (WAFCA). The report outlines the initial data of a multi-year intensive series being conducted with the participation of several schools in Wisconsin. For more information about the data presented in this report, please email [email protected].      For more information about the Wisconsin Association of Family & Children's Agencies, visit wafca.org.   

Asian American and Pacific Islander populations (AAPI) are an integral part of the American diaspora and represent a wide range of diversity. There are approximately 50 distinct ethnic groups speaking over 100 languages, with connections to Chinese, Indian, Japanese, Filipino, Vietnamese, Korean, Hawaiian, and other Asian and Pacific Islander ancestries. Learn key facts about the mental health experiences within Asian American and Pacific Islander communities. Consider ways you can promote recovery and resilience through culturally relevant practices that meet the needs of diverse populations. This product is part of the Mental Health Matters Lead with Equity series. Check out other products in this series:   Equitable School Practices to Support Youth Mental Health   Supporting LGBTQ Students in Schools   Supporting Diverse Educators

ABOUT THIS RESOURCE This summary describes the goals, processes, challenges and results Northwest MHTTC and partners faced implementing an evidence-based lifestyle intervention at a Certified Community Behavioral Health Center (CCBHC) as well as lessons and considerations that can be applied to other implementation projects.    ADDITIONAL RESOURCES All materials created for the STRIDE lifestyle intervention implementation project including self-paced courses, a curriculum package and more information about the STRIDE lifestyle intervention.   Terms of use and Substance Abuse and Mental Health Services Administration (SAMHSA) disclosure statement

This resource seeks to guide Brazilian families residing in Massachusetts on the importance of recognizing what trauma is, learning about the different forms of violence, understanding how recovery strategies help to promote resilience, discussing stigma, and providing information about the network of services available to the Brazilian community. The guide is a result of a series of technical assistance requests to develop webinars, community conversations, and presentations at conferences about mental health, trauma, and recovery. It represents 4 years of collaboration between New England MHTTC and Federation for Children with Special Needs.  

ABOUT THIS RESOURCE Learn about the research briefs, practice briefs, articles, and other publications from the Northwest MHTTC.     Terms of use and Substance Abuse and Mental Health Services Administration (SAMHSA) disclosure statement

ABOUT THIS RESOURCE Learn about the free online courses from the Northwest MHTTC and from our wider MHTTC network on topics relevant to people working in the behavioral health field. Course topics include Cognitive Behavioral Therapy, Assertive Community Treatment, suicide prevention, clinical supervision, pharmacology, substance use disorders and treatment and more.     Terms of use and Substance Abuse and Mental Health Services Administration (SAMHSA) disclosure statement