Products and Resources Catalog

New Resource! Please feel free to share with anyone that might be interested. 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. The school mental health supplement to the Northwest MHTTC co-sponsored the UW SMART Center's 2022 Virtual Speaker Series. Originally a series of in-person events, we moved these presentations to a virtual format due to COVID-19. 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.

Social Wellness fact sheet

Download the presentation slides here Session Overview:  School crises can be interrupters or the norm, depending on the school and its community context. Whether the crisis is acute, chronic, or complex, there are shared leadership practices, policies, and paradigm shifts that can support all stakeholders’ efforts to successfully navigate a crisis.  Leading school communities through crisis recovery and renewal while responding is hard and complex. We don’t need to hold this work alone (even though…we often do!). Together we explore these essential questions: What makes our leadership trauma informed- always, in the wake of, and in the aftermath of crisis?  How might we continue our trauma-informed leadership during and after a crisis has ended (e.g., COVID 19, a student death, hurricane) to strengthen our school climate?  This session is a continuation of our four-part series “Promoting School Preparedness, Community Resilience, and Recovery in the Face of Adversity” that took place in June and July of 2022. The series focused on the role of schools and school mental health providers throughout crisis planning and response and offers a framework for planning that is part of a larger trauma-informed and healing-centered approach to education and school mental health. The previous sessions covered Essentials, Improving Readiness, Response, and Recovery and Maintenance. You can review these sessions here. *The main session will be held for 60 min of teaching; we will pause at noon for those who need to exit and will then stay on for 15 more optional minutes for Q & A with the presenter.   Learning Outcomes:  Explore the ways that stress, trauma, and grief relate to our school crisis leadership approach(es) Identify what we would like to start, stop and sustain in our recovery and renewal leadership practice. Apply the principles of school crisis recovery and renewal to school site and system leadership, and larger school culture.   Speaker:    Leora Wolf-Prusan (she/hers) is the Director of Partnerships & Learning at the Center for Applied Research Solutions, serving as the Project Director for the School Crisis Recovery & Renewal (SCRR) project and as the school mental health field director for the Pacific Southwest Mental Health Technology Transfer Center (MHTTC); previous roles include serving as the national field director of a SAMHSA initiative (ReCAST) and a TA provider for the Now is The Time Initiative (Project AWARE). Wolf-Prusan is dedicated to work focused on educator mental health, wellness, and trauma-informed approaches to education and operates through a framework in which public health, social work, and education intersect. Her research examined the impact of student death on teachers, what factors contribute to teachers building resiliency, and what supports teachers need from the school system in the event of a student homicide or other traumas. She received a BA in international relations and a BA in Spanish with a minor in Social & Ethnic Relations from the University of California, Davis; a teaching credential from Mills College; and an EdD in educational leadership from the University of California, Los Angeles. Her work in school crisis recovery and renewal is motivated by and dedicated to educators and youth who envision schools as a platform for community and connection.

About this Resource: The Southeast MHTTC Newsletter highlights upcoming events and recently released products as well as shares information on available resources from SAMHSA and the MHTTC network.  The November 2022 issue recognizes Native American Heritage Month, highlights our upcoming events, celebrates efforts being done by Region IV states, and provides resources available through the MHTTC Network and SAMHSA to connect individuals to needed treatment and support. 

  Depression can affect anyone, anywhere, and at any time. This presentation will determine effective strategies to assess for depression and how to move forward from that point.  To access the slide deck for this presentation, please click DOWNLOAD above CLICK HERE to view the recording Event Description This presentation will provide an introduction to the assessment and treatment of depression. It will include general information about depression and associated diagnoses, common signs and symptoms across the lifespan, and tools to help providers with assessment and risk management. The presentation will also outline current treatment options for depression, including review of brief interventions and skills that can be taught to patients.   Trainer Lauren Hoffman, Psy.D. Lauren Hoffman, Psy.D., is an assistant professor of medical psychology in the Division of Child and Adolescent Psychiatry at Columbia University Irving Medical Center and clinical psychologist at the Columbia University Clinic for Anxiety and Related Disorders (CUCARD). Dr. Hoffman specializes in cognitive behavioral therapy for anxiety, obsessive-compulsive, and depressive disorders in children, adolescents, and young adults. Her research has examined parent-child agreement on treatment goals, the relationship between bullying and emotional distress, and the development of novel technology, such as virtual reality, to improve access to care for young adults with anxiety.     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, where she worked in outpatient, emergency department, partial hospital, and inpatient settings.

ABOUT THIS RESOURCE Cultural competence is helpful when working with any community. We invite you to join our presenter, Ahmad Bennett, MA, LMFTA, MHP, a Navy Veteran and Marriage & Family Therapist in learning about the intersectionality, expectations, and experiences of the Veteran Community. Please join us in learning about this community and how we can show up. We will address:  Mental health    Transition expectations & challenges   Veteran culture   Intersectionality of veterans  ADDITIONAL RESOURCES Presentation slides Crossroads Family Therapy Website CDC Article: "Reducing Military and Veteran Suicide" Permission to Start Dreaming Foundation US Dept of Veterans Affairs Veterans Crisis Line Warrior PATHH   Related Resources from the MHTTC Network Behavioral Health Resources for Military Veterans Webinar Series: Healing the Returning Warrior: Keys to Understanding Unique Challenges and Strengths of American Indian and Alaska Native Veterans Module 1: Historical Overview of Natives in Warfare, Military Module 2: Trauma, Historical Trauma, and PTSD Modules 3 & 4: Assessment and Treatment; Traditional Beliefs and Healing Practices FACILITATOR   Ahmad Bennet, MA, LMFTA, MHP Ahmad Bennett is a Licensed Marriage and Family Therapist Associate and certified Mental Health Professional for Washington State. Ahmad completed his internship with Valley Cities Behavioral Health. After graduation he began working with Seattle Counseling Services until their closure, he then entered private practice and founded Crossroads Family Therapy PLLC. in 2022. He graduated from Antioch University Seattle with his Master of Arts in Marriage and Family Therapy. He focuses on providing individual, couple, and family therapy for communities of color, first responders, and veterans. Ahmad is also an adjunct instructor at Antioch University Seattle and teaches a Sexuality & Healthy Relationships course. Ahmad is a medically retired Navy veteran and has worked in veteran-focused social services for over a decade, including working at Lake Washington Institute of Technology for five years as their Veteran Coordinator. Ahmad specialized in housing insecurity, employment services, and veteran transition services.   Terms of use and Substance Abuse and Mental Health Services Administration (SAMHSA) disclosure statement

The November issue of Northwest News provides information on Native American Heritage Month, National Family Caregivers Month, Veterans Day, and other observances throughout the month. We also include information on an upcoming MHTTC webinar titled Intersectionality of the Transitioning Veteran, upcoming SAMHSA and partner events, online courses, free resources, and our latest podcast episode on Social Justice and Inclusion.

Dr. Casey Cragin reviews treatment approaches and clinical guidelines for clients experiencing comorbid psychosis and trauma-related disorders. Resources are shared. This event was sponsored by the New England Mental Health Technology Transfer Center Network. View the recording (70:58 minute video).   Original air date: October 21, 2022

Crisis Line Response: Helping People with Personality Disorders Recording   DESCRIPTION: A universal experience of crisis call centers is burnout among staff because of seemingly endless, often repetitive interactions with callers who are in distress and suicidal but do not respond to the usual suggestions of self-care or follow-up. An hour-long phone call can leave the worker exhausted and the caller in worse shape than at the beginning of the call. These are callers with personality disorders. They have a different agenda than the crisis worker.    This 1-hour training will provide basic information about personality disorders – specifically borderline personality, dependent personality, and histrionic personality. We will make a distinction between personality related symptoms and symptoms from primary anxiety and depression. We will also talk about the interaction patterns and some interventions that might be useful.     LEARNING OBJECTIVES: Have a good understanding of the most common interactional patterns seen in people with borderline, dependent, and histrionic personality disorders Be able to distinguish personality disorder depression from major depressive disorder Receive guidance in distinguishing an acute suicidal crisis from chronic suicidal behavior Learn how to set realistic goals for a limited interaction with personality disordered callers     SPEAKER: Dr. David Mays, MD, PhD, is a licensed physician in the state of Wisconsin, where he is a clinical adjunct assistant professor in the University of Wisconsin Department of Psychiatry. He is Board Certified by the American Board of Psychiatry and Neurology and is a Distinguished Life Fellow of the American Psychiatric Association. He is also a member of the Wisconsin Psychiatric AsSsociation. Dr. Mays has received the Distinguished Service Award from the Alliance on Mental Illness in Dane County, the Exemplary Psychiatrist Award from the National Alliance on Mental Illness, the Exceptional Performance Award from the Wisconsin Health and Family Services, the Outstanding Professional Award from the Wisconsin Association on Alcohol and Other Drug Abuse, and the Outstanding Mental Health Professional Award from the Wisconsin National Alliance on Mental Illness.      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.

Recording of the event, ADHD in the Black Community: Unmet Needs from Childhood through Adulthood, originally held on October 27, 2022.   Slide Presentation

    Missed our November newsletter? Get caught up and sign-up for our mailing list to always stay up to date!

Download the presentation slides here Session Overview  Join the School Crisis Recovery & Renewal project to explore the “fourth R” in the crisis continuum of care: Renewal. After readiness, through response and beyond recovery, renewal work asks us to focus on structural changes and procedures, coordinating policy, processes, and practices that center regeneration and healing.  Together, we explore the seven elements foundational to trauma-informed school crisis recovery and renewal, including  meaning-making (Neimeyer, 2001), building and fostering resilience (Ungar, 2011), post-traumatic growth theory (Calhoun & Tedeschi, 2006), and organizational change after crisis and healing-centered school approaches.  This session is a continuation of our four-part series “Promoting School Preparedness, Community Resilience, and Recovery in the Face of Adversity” that took place in June and July of 2022. The series focused on the role of schools and school mental health providers throughout crisis planning and response and offers a framework for planning that is part of a larger trauma-informed and healing-centered approach to education and school mental health. The previous sessions covered Essentials, Improving Readiness, Response, and Recovery and Maintenance. You can review these sessions here.   LEARNING OUTCOMES: Understand the practices to support the school crisis renewal phase, common definitions of post-traumatic growth and healing-centered schools and case examples Access and apply 1-2 individual and organizational practices to support school recovery towards the fourth R, renewal. Identify practices and approaches that your current crisis readiness and response can be expanded upon to include renewal.   Speaker:   Leora Wolf-Prusan (she/hers) is the Director of Partnerships & Learning at the Center for Applied Research Solutions, serving as the Project Director for the School Crisis Recovery & Renewal (SCRR) project and as the school mental health field director for the Pacific Southwest Mental Health Technology Transfer Center (MHTTC); previous roles include serving as the national field director of a SAMHSA initiative (ReCAST) and a TA provider for the Now is The Time Initiative (Project AWARE). Wolf-Prusan is dedicated to work focused on educator mental health, wellness, and trauma-informed approaches to education and operates through a framework in which public health, social work, and education intersect. Her research examined the impact of student death on teachers, what factors contribute to teachers building resiliency, and what supports teachers need from the school system in the event of a student homicide or other traumas. She received a BA in international relations and a BA in Spanish with a minor in Social & Ethnic Relations from the University of California, Davis; a teaching credential from Mills College; and an EdD in educational leadership from the University of California, Los Angeles. Her work in school crisis recovery and renewal is motivated by and dedicated to educators and youth who envision schools as a platform for community and connection.

The National American Indian and Alaska Native MHTTC has published its most recent newsletter. The theme for this issue is Addressing Suicide in Native Communities.  This issue focuses on tools and resources to provide culturally informed suicide prevention services, especially for Native youth and young adults.

Let’s Talk about Intimate Partner Violence: Family-Centered Approaches for Domestic Violence: Keeping Survivors' and Children's Needs in Mind (Part 5) DESCRIPTION: This webinar will focus on the foundations of family-centered work with survivors and introduce the Family Centered Toolkit for Domestic Violence Programs. Discussion will include guidance for using the toolkit and strategies for supporting well-being, safety, and the bonds between survivors of intimate partner violence and their children.     LEARNING OBJECTIVES: Describe the importance of an integrated approach that supports parent-child relationships and families with a range of culturally responsive, trauma-informed, and developmentally sensitive services Discuss ways to use the Family Centered Tooklit for Domestic Violence Programs Explain strategies to support the wellbeing, and safety of IPV survivors and their children List accessible resources for DV advocates, program staff, and supervisors to enhance and sustain family-centered services within DV programs     PRESENTER: Cathy Cave, Senior Training Consultant, The National Center on Domestic Violence, Trauma, and Mental Health   Cathy Cave has more than 30 years’ experience as an administrator, facilitator and consultant specializing in cultural inclusion, equity, anti-racism work and disparities elimination, trauma informed services and supports, organizational development, supervisory practice and leadership coaching within child welfare, juvenile justice, disaster response, health care, mental health, and substance use services. She is one of New York State’s early trauma champions, coordinating county collaboratives and clinical training trauma conferences. For the National Center on Domestic Violence, Trauma, and Mental Health, Cathy is engaged in internal and external planning, development, and change initiatives. She provides in-person and virtual training, TA, and curriculum development supporting programs, coalitions, other technical assistance centers, governmental bodies and community-based organizations. Since 2012 as a Senior Training Consultant with NCDVTMH, she utilizes her survivor, family, community and administrative perspectives to facilitate organizational change to improve service quality at local, state and national levels.       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.

  Series Description This series of four 60-minute interactive workshops is designed to support educators and mental health professionals recognize and redress patterns of bias and inequity in their institutions, their peer networks, and themselves.  Implicit bias refers to the attitudes or stereotypes that affect our understanding, actions, and decisions in an unconscious manner (Kirwan Institute). While our brains rely on implicit processes to move efficiently throughout the world, when biases are formed through inaccurate information (such as stereotypes and outcomes of systemic oppression), these biases can be harmful barriers to establishing equal opportunities and a sense of belonging for every student. We cannot take lightly the role of implicit bias in our schools. Even among students with high standardized test scores, Black students are less likely to be assigned to gifted services in both math and reading, a pattern that persists when controlling for other background factors. Furthermore, Black children are 40% more likely to be referred for special education services than their White peers (Gordon 2017). The model minority stereotype for Asian American students leads to treatment of them as “foreigners” regardless of their upbringing, lack of support when they might need it because of assumptions around high-achievement, and marginalization leading to higher rates of depression and anxiety (Lee, 2015). According to the U.S. Department of Education, in 2017, Hispanic students represented 25% of the total school population in the US but accounted for 23% of referrals to law enforcement, Black students represented 16% of the population yet accounted for 25% of referrals to law enforcement, and this disproportionality is perhaps most punctuated by Native students who comprised 1% of the population but were referred to law enforcement at double that amount. This begins a chain reaction pushing kids into the school-to-prison pipeline, impacting their lives well beyond high school. Thus we see example after example where implicit biases, though harbored deep inside our subconscious, have the power to cause a great deal of harm to communities who are already disenfranchised.  Fortunately, there are many educators clamoring to address this issue in themselves, their peers, and their organizations, and there is a lot of evidence that implicit biases can be unlearned gradually through debiasing techniques (Staats & Patton, 2013). This learning series is designed for anyone working in the education field, and will cover the conceptual foundations of implicit bias as well as turnkey strategies for participants to unpack the layers in which we are affected by bias and the outcomes of systemic oppression, how these factors can cause us to unintentionally act in ways that contradict our values of inclusion, how to recognize and mitigate these biases in ourselves, and how to redress biases we identify in others or within our organizations.     Session 1: Role of Bias in Education Disparities (October 5, 2022) Access the slide deck by clicking DOWNLOAD above CLICK HERE to view the recording   Session 2: Recognizing and Redressing Implicit Bias (October 12, 2022) Access the slide deck by clicking DOWNLOAD above CLICK HERE to view the recording   Session 3: Impact Over Intention: Addressing Microaggressions in School (October 19, 2022) Access the slide deck by clicking DOWNLOAD above CLICK HERE to view the recording   Session 4: From Theory to Praxis: Exploring Real World Scenarios (October 26, 2022)  Access the slide deck by clicking DOWNLOAD above CLICK HERE to view the recording   Learning Objectives ● Enhance awareness of identity, culture, beliefs, and biases  ● Understand the relationship of systemic inequity, implicit bias, microaggressions, and  impact on students and families  ● Develop a plan to combat implicit bias, and systemic inequity in my school and community  ● Identify practical, turnkey strategies to implement beyond the session  Trainer 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. 

  ABOUT THIS EPISODE In this episode, we talk with Dr. Akansha Vaswani-Bye and Sarah Fikre about their experiences, career paths thus far and what inspires and motivates them to keep pushing for a more equitable landscape in the mental health field. They also discuss how the Social Justice and Inclusion track in the Mental Health Institute will help providers understand that by taking a Social Justice and Inclusion approach to mental health care, we can challenge disparities and inequities in order to provide the most effective and culturally appropriate care for our patients. Listen to learn about the available sessions in the Social Justice and Inclusion Track, how Akansha and Sarah became involved in this work, and what their hopes are for the Mental Health Institute. GUESTS Akansha Vaswani-Bye, PhD Akansha Vaswani Bye, PhD, is an Acting Assistant Professor in the SPIRIT Lab (stands for Supporting Psychosis Innovation through Research, Implementation and Training) at the Department of Psychiatry and Behavioral Sciences at the University of Washington School of Medicine. She grew up in Mumbai and her first learnings as a professional came from individuals and families navigating developmental disabilities. Early in her career, she was introduced to the principles of family-centered care, early intervention, and community-based advocacy. Her interest in narrative practices and systemic change has been at the forefront as she moved into spaces as a researcher, clinician, consultant, and trainer. Her doctoral work focused on drivers of institutional corruption in psychiatry and solutions for reform, particularly the practice of deprescribing and rational prescribing grounded in informed consent. Her current research and implementation work is focused on supporting communities impacted by psychosis, building the family peer workforce, and developing and disseminating culturally responsive principles and practices. She is particularly interested in non-pathologizing interventions and interventions that account for the impact of structural and social determinants of health. Currently, her clinical work is located at the Madison Clinic, a primary care clinic for people living with HIV/AIDS.    Sarah Fikre Sarah is a Research Study Coordinator in the SPIRIT Lab, primarily working with Dr. Vaswani-Bye in supporting the newly launched Mental Health Institute. Before joining the SPIRIT Lab, she worked as a Research Assistant at the Icahn School of Medicine Department of Psychiatry, supporting an ongoing NIH-funded research study investigating the effects of supermarket discounts on shopping, food intake, body weight, and health status. She received her BA in Psychology at Columbia University in 2022 and plans to apply to medical school with the hopes of becoming a Psychiatrist and improving mental health outcomes of underserved communities.   HOST Christina N. Clayton, LICSW, SUDP, Northwest MHTTC Co-Director Christina Clayton has been working in the behavioral health field since 1993 working with people and programs addressing severe mental health issues, substance use, co-occurring issues, chronic homelessness, integrated care, outreach, physical health, trauma and diversity/equity/inclusion topics. Christina has education and licenses/credentials in clinical social work, mental health and substance use.  She is also a Clinical Assistant Professor and Field Instructor for the University of Washington School of Social Work (MSW ’97).  Learn more about MHTTC Staff & Faculty   LEARN MORE Mental Health Institute for Washington State Providers PODCAST SERIES Discover other episodes in the Putting It Together series here. 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.    

Children with an intellectual or developmental disability (IDD) are more likely to experience traumatic events and it is important to understand the impact of trauma of these children. This 1-hour webinar will define and explore trauma-informed care with children with IDD and ways to screen these children for trauma in primary care settings. Objectives: Define intellectual and developmental disabilities (IDD) Discuss how traumatic experiences may affect children with IDD Discuss trauma-informed care with children with IDD Determine ways to screen and assess for trauma with children with IDD Presented by: Allison “Alli” Morton, PhD Allison “Alli” Morton, PhD, LMHP, PLP, is a postdoctoral fellow in the Department of Psychology at the Munroe-Meyer Institute for Genetics and Rehabilitation at the University of Nebraska Medical Center. She recently earned her PhD in Clinical Psychology from Texas Tech University and completed her predoctoral internship at the University of Arkansas for Medical Sciences. Dr. Morton provides clinical services in an integrated behavioral health clinic at Children’s Physicians Creighton. Her clinical and research interests center around the implementation and dissemination of evidence-based practices with children and adolescents, particularly in relation to trauma. Dr. Morton also has an active interest in promoting resilience following traumatic events and fostering use of positive parenting practices in primary care and outpatient settings. Learn more about the series: Implementing Trauma-Informed Practices in Pediatric Integrated Primary Care  

It is not possible to parallel the number of treatment and recovery service providers who are Hispanic and Latino with the number of Hispanic and Latino people who need those services. Fortunately, providers do not have to share ethnicity with the people they serve to be culturally responsive and skilled. Providers can increase their knowledge and awareness and incorporate their knowledge into practice in daily interactions. Aware of this reality, the National Hispanic and Latino Mental Health Technology Transfer Center has a catalog of products, trainings, and technical assistance that enhances the education of the workforce with topics that contribute to the enrichment, knowledge, and competence in relevant topics for Hispanic and Latino populations.  

View Session Recording Webinar Description: This webinar will support the implementation of a recovery-oriented system of care that aligns with Hispanic and Latino/é cultural values. The goal of mental health services is to cultivate an environment in which individuals with lived experiences of mental health concerns feel comfortable seeking care, engaging in treatment, and supported on their journey towards recovery. Understanding the various barriers to recovery-oriented reform (individual, cultural, and structural), developing recovery-oriented competencies, and communicating recovery-oriented messages within Hispanic and Latino/é communities can enhance a recovery-oriented system of care.   Presenters: Oscar F. Rojas Perez, Darice Orobitg, Katty Rivera, Caribel Sanbria Velez, Graziela Reis, Maria E. Restrepo-Toro, and Kristine Irizarry   Intended Audience: Mental health practitioners, peer providers, individuals with lived experience, and family members.   Learning Objectives: Understand structural challenges to supporting mental health recovery in Hispanic and Latino/é communities. Recognize recovery-oriented staff competencies to enhance and promote recovery with Hispanic and Latino/é individuals. Identify strategies on how to integrate Hispanic and Latino/é cultural elements and values with principles of recovery. Learn from a peer leader about the impact of peer support mental health services in supporting recovery among Hispanic and Latino/é communities.   This interactive webinar is a collaboration among the following Mental Health Technology Transfer Centers: New England, Northeast & Caribbean, and National Hispanic and Latino.   *Latiné (pronounced la·ˈ​ti·​ne) is a gender-neutral form of the word Latino, created by LGBTQIA+, gender non-binary, and feminist communities in Spanish speaking countries. The objective of the term Latiné is to remove gender from the Spanish word Latino, by replacing it with the gender-neutral Spanish letter é.

Download presentation slides Webinar Description: This webinar will support the implementation of a recovery-oriented system of care that aligns with Hispanic and Latino/é cultural values. The goal of mental health services is to cultivate an environment in which individuals with lived experiences of mental health concerns feel comfortable seeking care, engaging in treatment, and supported on their journey towards recovery. Understanding the various barriers to recovery-oriented reform (individual, cultural, and structural), developing recovery-oriented competencies, and communicating recovery-oriented messages within Hispanic and Latino/é communities can enhance a recovery-oriented system of care.   Presenters: Oscar F. Rojas Perez, Darice Orobitg, Katty Rivera, Caribel Sanbria Velez, Graziela Reis, Maria E. Restrepo-Toro, and Kristine Irizarry   Intended Audience: Mental health practitioners, peer providers, individuals with lived experience, and family members.   Learning Objectives: Understand structural challenges to supporting mental health recovery in Hispanic and Latino/é communities. Recognize recovery-oriented staff competencies to enhance and promote recovery with Hispanic and Latino/é individuals. Identify strategies on how to integrate Hispanic and Latino/é cultural elements and values with principles of recovery. Learn from a peer leader about the impact of peer support mental health services in supporting recovery among Hispanic and Latino/é communities.   This interactive webinar is a collaboration among the following Mental Health Technology Transfer Centers: New England, Northeast & Caribbean, and National Hispanic and Latino.   *Latiné (pronounced la·ˈ​ti·​ne) is a gender-neutral form of the word Latino, created by LGBTQIA+, gender non-binary, and feminist communities in Spanish speaking countries. The objective of the term Latiné is to remove gender from the Spanish word Latino, by replacing it with the gender-neutral Spanish letter é. Other related resources: Walking in Recovery Cards (English) Caminando en Recuperación (Español) Trajetória de Recovery (Portuguese)

  The Great Lakes Current is the e-newsletter of the Great Lakes ATTC, MHTTC, and PTTC.   The October 2022 issue closes out our celebration of National Hispanic Heritage Month (observed Sept.15-Oct.15) with new episodes of the Checking In Podcast. This issue also features information and resources that support National Domestic Violence Awareness Month and National Bullying Prevention Month. You will also find links to all the upcoming events and trainings for the Great Lakes ATTC, MHTTC, and PTTC.