Products and Resources Catalog

Find our October newsletter here. You will find links to three online trainings we've developed, now available as self-paced continuing education courses through the HealtheKnowledge platform. We call out the two other regional TTCs; the Northwest Addiction Technology Transfer Center (ATTC) and Northwest Prevention Technology Transfer Center (PTTC), and highlight upcoming webinars produced by various TTCs.  You will find links to an important survey on Serious Mental Illness and Suicide Educational Needs, as well as School Mental Health Resources, a Mental Health First Aid Course, and a Call for Presentations to the 2020 Washington Behavioral Healthcare Conference next June in Kennewick, Washington. And more! Sign Up for the Northwest MHTTC Newsletter

October is National Disability Employment Awareness Month (NDEAM). In observance, we've assembled several resources in this newsletter related to workforce inclusion and mental health disability.

This webinar series will define adverse childhood experiences and child trauma, describe how they impact student health, learning, and behavior and discuss how schools can respond by becoming trauma-informed. Please click here to access the webinar.

This webinar series will define adverse childhood experiences and child trauma, describe how they impact student health, learning, and behavior and discuss how schools can respond by becoming trauma-informed. Please click here to access the webinar.

On September 26th, Lynda Gargan led a webinar on how family members are the most consistent adults in children’s lives and have important information to share with schools which may improve the behavioral health of their children. She also discussed ways to enhance the lives of students through effective family engagement strategies designed to improve the behavioral health of children. To download the slides, click here. 

On September 19th, we kicked off the C-TLC Book Study. Based on CEI’s Heart Centered Learning® model, Mindfulness Practices explains, through research, the influential power mindfulness can have on reducing trauma and how this can positively affect a school’s climate and culture. This book study will provide educators with the opportunity to explore ways to uplift students through mindful breathing, yoga, meditation, and instruction in classrooms while building caring, kind, compassionate schools.   It was led by Christine Mason, Ph.D., Founder and Executive Director, Center for Educational Improvement (CEI) and C-TLC Project Director and Michele Rivers Murphy, Ed.D., Associate Director, Heart Centered Learning, Center for Educational Improvement. 

September 15 to October 15 is National Hispanic Heritage Month. Find resources to help build your capacity to support Latinx mental health.

September 13, 2019 The Mountain Plains Mental Health Technology Transfer Center, in partnership with the University of North Dakota Department of Occupational Therapy, hosted a half-day training symposium on suicide prevention for students and faculty of the University of North Dakota School of Medicine and Health Sciences. The training opened with a presentation of commonly used suicide assessment tools, how to have a conversation with patients regarding suicidal thoughts, and best practices for using a multi-disciplinary approach to supporting patients with active suicidal thoughts. A moderated panel discussion on suicide prevention with special populations followed. Slide deck Recording

Correcting Behaviors: Trauma-Informed Care and Practices Webinar Series This session was part three in a three-part webinar series on Trauma-Informed Care and Practices. In this session, participants learned more about sensory strategies. Dr. Tami DeCoteau, a national expert on trauma-informed care, offered insight to providers and educators interested in gaining a deeper understanding of trauma, including content on historical trauma and adverse childhood experiences. The science of trauma-informed care compels us to look more deeply into the human physiological process and understand how DNA provides evidence of intergenerational trauma. Recent research has shown that emotional trauma often affects the human nervous system long-term. Study of epigenetic DNA demonstrates that the substance use disorder need for self-regulation via alcohol or drugs is actually a physiological process and not a moral choice. Recording   Trauma-Informed Care and Practices Webinar Series Session one: Regulatory Strategies Session two: Sensory Strategies 

SOS educates teens on warning signs of depression and suicide and teaches them how to support themselves or a friend using ACT: Acknowledge, Care and Tell. SOS includes a vital screening component in order to help school student services staff identify at-risk youth and link them to needed services Presenter: Jodie Segal, MSW, Director of Education at Elyssa's Mission. Elyssa's Mission funds and implements the SOS program in high schools throughout Illinois.  Webinar Slides: Suicide Prevention in Schools Part 3 Transcript: Suicide Prevention in Schools Part 3 

In June 2019, over 280 mental health and school mental health leaders from across the Pacific Southwest region gathered in Sacramento, CA for the inagural Pacific Southwest MHTTC Summer Learning Institute. Leading faculty offered full day courses tailored to meet the needs of the region’s workforce.   This video highlights three sessions whose combined outcomes supported shared skill building: Emotionally Intelligent & Trauma-informed Leadership in the Mental Health and School Mental Health Workforce.   View now to learn about our offerings and join us for the next Institute.  

On August 15th, Center for Educational Improvement (CEI) in collaboration with New England MHTTC, held an interview-style webinar session with Dr. Yvette Jackson. She discussed how mindfulness practices, high expectations, and positivity can enhance the compassion and understanding needed to begin to heal the racial divide. This interview-style session was led by the Center for Educational Improvement’s Associate Director of Heart Centered Learning Dr. Michele Rivers Murphy. To download the slides, click here. 

Sensory Strategies: Trauma-Informed Care and Practices Webinar Series This session was part two in a three-part webinar series on Trauma-Informed Care and Practices. In this session, participants learned more about sensory strategies. Dr. Tami DeCoteau, a national expert on trauma-informed care, offered insight to providers and educators interested in gaining a deeper understanding of trauma, including content on historical trauma and adverse childhood experiences. The science of trauma-informed care compels us to look more deeply into the human physiological process and understand how DNA provides evidence of intergenerational trauma. Recent research has shown that emotional trauma often affects the human nervous system long-term. Study of epigenetic DNA demonstrates that the substance use disorder need for self-regulation via alcohol or drugs is actually a physiological process and not a moral choice. Recording   Trauma-Informed Care and Practices Webinar Series Session one: Regulatory Strategies Session three: Correcting Behaviors

In this newsletter, you'll find useful resources for our region, as well as news about suicide prevention policies at the national level.

This webinar, presented by Dr. Adam Wilk, aims to clarify how it can be determined whether a given school based mental health service will be reimbursable through Medicaid and by Medicaid Managed Care plans. Dr. Wilk also offers insights as to how school districts and school based mental health program leaders might think about Medicaid as a potentially important source of financing.

Prepared by Pamela Vona, MA, MPH, USC; Suzanne Dworak-Peck School of Social Work, Treatment and Services Adaptation Center for Resilience, Hope and Wellness in Schools, and University of Washington School Mental Health Assessment, Research & Training (SMART) Center In the United States, children and adolescents are exposed to violence and other traumatic events at alarming rates. Numerous studies have documented the short-and long-term consequences of exposure to violence and other traumatic events on children and adolescents. Despite these negative consequences, few children and adolescents receive appropriate care. This is particularly true for low-income, ethnic-minority youth. Schools have been shown to reduce barriers to mental health care. Given the high rates of trauma exposure and the central role schools can play enhancing access to care, it’s essential that school-based counselors and mental health providers receive training in evidence-based trauma interventions. This Practice Brief describes three of the most commonly used effective school-based interventions for trauma and the importance of creating a “trauma-informed” school community in order to optimize these interventions. Want more information and school mental health resources? Visit the Northwest MHTTC's School Mental Health page and sign up for our monthly newsletter for regular updates about events, trainings, and resources available to the Northwest region.

The Pacific Southwest Mental Health Technology Transfer Center (MHTTC), in collaboration with the OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports (PBIS), has developed a three-part series of fact sheets to deepen knowledge and understanding of the ISF. All three documents provide case examples that highlight the local context in which data-based decision making occurs and reflect the diversity of school communities in the region. This particular factsheet provides an introduction to Interconnected Systems Framework, including a definition and a review of the benefits.  

The Pacific Southwest Mental Health Technology Transfer Center (MHTTC), in collaboration with the OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports (PBIS), has developed a three-part series of fact sheets to deepen knowledge and understanding of the ISF. All three documents provide case examples that highlight the local context in which data-based decision making occurs and reflect the diversity of school communities in the region.  This particular factsheet describes what will be different for educators and mental health providers when school mental health is integrated into a Multi-Tiered System of Support (MTSS).  

The Pacific Southwest Mental Health Technology Transfer Center (MHTTC), in collaboration with the OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports (PBIS), has developed a three-part series of fact sheets to deepen knowledge and understanding of the ISF. All three documents provide case examples that highlight the local context in which data-based decision making occurs and reflect the diversity of school communities in the region.  This particular factsheet describes how to use school and community data to determine what interventions to select and implement to meet the diverse needs of all students.  

      Hard copies of the toolkit are also available. If you'd prefer a hard copy, please reach out to us at [email protected]. This guide provides resources specific to addressing the unique mental health training and technical assistance needs of schools serving rural and remote communities. School administrators, faculty, and support staff are facing increasing pressure to respond to a host of unmet mental health needs of students in K-12 and higher education. In response, the Substance Abuse and Mental Health Services Administration (SAMHSA) and the Centers for Medicare and Medicaid Services (CMS) recently released a resource to assist states and schools in addressing mental health and substance use disorders. Underscoring the purpose of the document was a recognition that schools, communities, and families often lack “comprehensive treatment and services for children and youth.” That is particularly true in rural communities. Authors Thomasine Heitkamp Sarah Nielsen Shawnda Schroeder

Regulatory Strategies: Trauma-Informed Care and Practices Webinar Series This session was part one in a three-part webinar series on Trauma-Informed Care and Practices. In this session, participants learned more about regulatory strategies.   Dr. Tami DeCoteau, a national expert on trauma-informed care, offered insight to providers and educators interested in gaining a deeper understanding of trauma, including content on historical trauma and adverse childhood experiences. The science of trauma-informed care compels us to look more deeply into the human physiological process and understand how DNA provides evidence of intergenerational trauma. Recent research has shown that emotional trauma often affects the human nervous system long-term. Study of epigenetic DNA demonstrates that the substance use disorder need for self-regulation via alcohol or drugs is actually a physiological process and not a moral choice. Recording   Trauma-Informed Care and Practices Webinar Series Session two: Sensory Strategies Session three: Correcting Behaviors

An overview of key constraints on Medicaid reimbursement for School Mental Health Services.

Eligibility and enrollment in Medicaid in the Southeast.

Medicaid Managed Care and Behavioral Benefit Administration in the Southeast.