Products and Resources Catalog

  Bullying is now recognized as a significant issue for youths, schools, and communities.  To access the slide deck used in this presentation, click DOWNLOAD above CLICK HERE to view the recording Event Description This webinar will describe the forms of bullying (physical, verbal, relational, and cyber) and the factors that contribute to it. Participants will learn about the short- and long-term impact of bullying on the mental health of perpetrators, targets, and bystanders. The webinar will also identify protective factors that can prevent bullying and buffer youths from its adverse impact.   Trainer Amanda Nickerson, Ph.D., NCSP       Amanda Nickerson, Ph.D., NCSP, is a professor of school psychology and director of the Alberti Center for Bullying Abuse Prevention at the University at Buffalo, the State University of New York. Her research focuses on school crisis prevention and intervention (with an emphasis on school violence and bullying), and the critical role of family, peers, and schools in preventing violence and building social-emotional strengths of youth.

On September 28, Maria O'Connell, PhD, Associate Professor, Yale School of Medicine, Department of Psychiatry, shared an overview of shared decision-making (SDM) tools and ways to inform practice. SDM interventions enable people to actively manage their own health. We examined research on the effects of SDM and review best practices, including advancing SDM practice.     To view the recording, visit: https://youtu.be/UzKepgJATp0 

ABOUT THIS RESOURCE Idaho is consistently among the states with the highest suicide rates. In 2019, Idaho had the 11th highest suicide rate in the U.S., with a rate of 20.4 per 100,00 people, more than 1.5 times the national average.  Healthcare clinicians in Idaho play a vital role in helping build resilient individuals and communities to bolster suicide prevention. Evidence demonstrates that, "overall, 64 percent of patients made some type of healthcare visit within a month before attempting suicide, 38 percent of patients within a week, and nearly 95 percent within a year."* Often, community members with mental health challenges present to primary care with alternative medical concerns and complaints. These visits provide the perfect opportunity to screen for suicide risk and intervene appropriately. In an effort to help improve suicide care in the state, the Idaho Department of Health and Welfare's Suicide Prevention Program partnered with the Northwest MHTTC to provide access to the online course, "All Patients Safe." Watch this recorded webinar to hear about this partnership and Idaho's system-wide efforts including: How Idaho launched this initiative Suicide awareness and prevention efforts across the State Results and outcomes of Idaho's initiative Lessons and recommendations for other communities, States, etc.   What is All Patients Safe? All Patients Safe is a three-hour or six-hour interactive, self-paced training course designed to provide the necessary tools to medical providers and client-facing staff for preventing and educating patients about suicide. This course was developed in response to the public health crisis that is suicide by leading experts and health care organizations through Forefront Suicide Prevention (University of WA).  All Patients Safe offers an engaging and informative option for providers and client-facing staff to become better skilled at suicide prevention. Perspectives of real patients coupled with practical skills help medical providers transfer what they learn to their practice and community. Each self-paced training module includes: Real patient stories Model provider-patient interactions Interactive patient exercises with feedback   * Ahmedani, et al. Racial/Ethnic Differences in Health Care Visits Made Before Suicide Attempt Across the United States, MED CARE 53, Issue 5, 430-435 (2015), https://doi.org/10.1097/MLR.0000000000000335 AND Ahmedani, et al.  Health Care Contacts in the Year Before Suicide Death, J GEN INTERN MED 29, 870–877 (2014), https://doi.org/10.1007/s11606-014-2767-3.   ADDITIONAL RESOURCES Presentation slides All Patients Safe Online Training Registration Free All Patients Safe Registration for Washington State Providers New All Patients Safe Courses Washington State Department of Health Suicide Prevention Training Resources for Health Professionals Textbook: Suicide Prevention by Christine Yu Moutier, Anthony R. Pisani & Stephen M. Stahl - mentioned during webinar Suicide Prevention Resources - A compilation of resources from the Northwest MHTTC   Related Northwest MHTTC Recorded Webinars: Maximizing Therapeutic Alliance in Suicide Risk Assessment, Management, and Treatment Overview of Clinical Suicidology: Theories, Assessment, Interventions, and Treatments  Navigating the Tough Stuff: LGBTQ Suicide Awareness for Families Navigating the Tough Stuff: LGBTQ Suicide Prevention for Families   FACILITATORS Betsy Hammar, MS  Program Specialist, Suicide Prevention Program Center for Drug Overdose and Suicide Prevention  Division of Public Health Idaho Department of Health and Welfare Betsy came to her work in suicide prevention through a lifelong passion for public service and individual wellness. Her diverse skill set developed first through business management, then non-profit management, allows her to negotiate a broad spectrum of relationships, partnerships, and stakeholder engagement. Her background includes almost ten years at the American Red Cross, supporting volunteers who deliver vital disaster response services, and the supporting services of operational and fund-raising activities. Because Idaho’s Suicide Prevention State Plan approach involves a heavy public-private element, her work at the state’s Department of Health & Welfare entails much more than education. Her business acumen facilitates projects and programs that require voluntary participation of individuals and organizations all across the state and State Plan advisory groups stand up initiatives to reduce suicide through categories like Capacity Building & Infrastructure, Advocacy & Policy, Suicide Care/Zero Suicide. Betsy also sits on the Advisory Committee for PCORI funded research to explore the role of Caring Contacts in the medical setting.   Ali Shields, LMSW Project AWARE Coordinator, Idaho Lives Project   Ali is the project coordinator for the ID-AWARE Project. Ali started her career with the Idaho Lives Project, as a regional coordinator (2018). She is well-versed in suicide prevention, intervention, and postvention strategies that specifically apply to integration at the school-level. In 2020, Ali transitioned from this position to her current position as coordinator for the ID-AWARE Project. This has expanded her focus from primarily suicide to more generalized mental health fundamental integration. Ali’s passion for mental health and suicide prevention/intervention began in 2009, as a psychiatric technician at Intermountain Hospital. From this work, she began seeking degrees in social work. Ali completed her graduate-level internship with St. Luke’s Children’s Hospital, where she worked primarily with suicidal adolescent populations. Ali obtained her bachelor’s in social work from Boise State University (Boise, Idaho) in 2016, as well as her master’s in social work, with a specialization in community mental health, from Northwest Nazarene University (Nampa, Idaho) in 2017. Ali is a certified Sources of Strength and SPFI (Suicide Prevention Fundamentals Instruction) school gatekeeper trainer. She also received ASIST (Applied Suicide Prevention Skills Training) training in September 2018.   Ben Skaggs, LCSW Program Specialist, Division of Behavioral Health Ben works for The Department of Health and Welfare Division of Behavioral Health in the Quality Assurance unit as a program specialist. In addition to his work on the Suicide Prevention (KPA), he is an LCSW graduate from Northwest University (2010) and has worked with focuses in Substance Use Disorders and treatment, private practice mental health and more recently in helping with the Mobile Crisis Response development within the state of Idaho.   Jennifer Tachell, M.Ed./Ed.S. Behavior Consultant, West Ada School District Jennifer is a Behavior Consultant for the West Ada School District, where she helps school teams and teachers build capacity to support all students academically and behaviorally. Previously, Jennifer has been a school counselor in the Boise School District, the statewide lead PBIS (Positive Behavioral Interventions and Supports) Tier 1 trainer with the Idaho Positive Behavior Network, and a psychiatric technician in adolescent residential psychiatric treatment. She has extensive experience in the areas of school counseling, coaching, PBIS implementation, Response to Intervention/MTSS, professional development, behavioral management, and curriculum design. Jennifer has a B.A. in Psychology, an M.Ed. in Education, and Ed.S. degrees in both Health Science and Educational Leadership. She maintains certification as a K-12 school counselor and as a K-12 principal. Terms of use and Substance Abuse and Mental Health Services Administration (SAMHSA) disclosure statement

Download the presentation slides here Session Overview 1 in 44 school-age children have autism spectrum disorder (ASD). Autistic students are much more likely than non-autistic students to experience mental health challenges, including difficulty with emotion regulation, anxiety, and depression 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. In the past year, the SEMHTTC team has disseminated resources related to identifying and supporting mental health challenges in this population, with a specific emphasis on anxiety here. The purpose of this two-part series is to build on the didactic content covered in our earlier learning sessions (learning session 1, learning session 2) and provide more opportunity to cover a case example, engage in discussion, and have ample time for Q&A. In each sessions, we will provide a very brief overview of the prior content we covered (15 minutes), have an in-depth discussion of one case example (15 minutes), and ample time for questions and open conversation related to the mental health of autistic students (25 minutes).    Learning Objectives  Identify anxiety and signs of other mental health challenges in autistic students. Describe risk factors for autistic students to develop anxiety and other mental health challenges. Identify anxiety signs within one case example of an autistic student.   About the Speaker: Katherine Pickard, PhD, received her doctorate in clinical psychology from Michigan State University and completed a two-year postdoctoral fellowship at the University of Colorado School of Medicine. She is currently an assistant professor and licensed psychologist at Emory University and the Marcus Autism Center. Her primary focus is the translation of evidence-based practices into community systems that are naturally positioned to serve children with autism spectrum disorder (ASD) and developmental delays. Dr. Pickard’s research is grounded in community-engaged research models and guided by dissemination and implementation science. Dr. Pickard leads and collaborates on research examining mechanisms that foster the adoption, implementation and sustainment of evidence-based practices within a variety of community systems, including early intervention and public school systems. She is particularly interested in the role of families and community stakeholders in shaping interventions as they are implemented within the community, and in other factors that impact the reach and sustainability of translation efforts. Clinically, Dr. Pickard has a strong background in supporting individuals with ASD and other developmental disabilities across the lifespan. She holds specific expertise in parent-mediated interventions for young children with autism and their families, as well as cognitive behavioral therapy (CBT) for youth with ASD and co-occurring anxiety. In our products, we choose to use identity first language (i.e., autistic students) in response to the preference of many autistic individuals and in an effort to avoid ableist ideologies. We recognize that this is not the language preference of every individual. For more information on the rationale for our language choice, please see the Bottema-Beutel et al., 2021.  

This previously recorded webinar will highlight findings from SAMHSA’s guide titled, Addressing Burnout in the Behavioral Health Workforce through Organizational Strategies, which explores evidence-based, organization-level strategies and promising practices to address burnout within the behavioral health workforce. Following an overview of the goals of SAMHSA’s Evidence-Based Resource Guide Series by SAMHSA’s Humberto Carvalho, MPH; Candice Chen, MD, MPH, George Washington University, from the guide’s technical expert panel will discuss this guide’s development. Ellen Childs, PhD, Abt Associates, will provide an overview of the framing of the guide, describing factors leading to burnout, and relevant evidence-based strategies to address it. Representatives from organizations featured in the guide’s case studies will discuss development of their policies or programs to address burnout. Download the slides for this presentation here. Access the guide here.

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

  The causes of suicide are complex and determined by multiple combinations of factors. Learn more from this important training.  To view the slide deck used during this presentation, click DOWNLOAD above CLICK HERE to view the recording Event Description This training will review models of suicide behavior, assessment tools, and ways to mitigate suicide risk through clinical and cultural intervention.   Trainer Julio Brionez, Ph.D. Julio Brionez, Ph.D., is a licensed psychologist in Wyoming, Colorado, and Montana. He primarily serves at the UWYO university counseling center and in his private practice, JB LLC. Dr. Brionez is a first-generation college student, identifies as Latino, male, and uses he/him pronouns. He specializes in the treatment and prevention of suicide and uses interventions from acceptance and commitment therapy and cognitive therapies. 

Primary care can serve as a key entry point for children exposed to trauma to receive access to mental health services. This 1-hour webinar with discuss the use of trauma assessments in primary care and strategies to implement screening and overcome possible barriers. Objectives: Determine trauma screeners and their use in primary care Discuss who should be screened for trauma in primary care Identify possible trauma screeners and assessments Discuss the role of primary care team members in screening and assessment Presented by: Hanna Grandgenett, PhD & Allison “Alli” Morton, PhD Hanna Grandgenett, PhD, PLP, is a postdoctoral fellow at the Munroe-Meyer Institute Department of Psychology at UNMC. She received her Ph.D. from the University of Nebraska-Lincoln Clinical Psychology Program in Lincoln, NE and completed her predoctoral internship at the Munroe Meyer Institute. Prior to her postdoctoral fellowship, Dr. Grandgenett has provided clinical services in a variety of environments including outpatient services, child advocacy centers, Early Head Start/Head Start programs, and a residential facility. Dr. Grandgenett has clinical training in evidence-based practice (including Cognitive Behavior Therapy, Acceptance and Commitment Therapy, and Behavioral Parent Training). She loves helping children and families work together as a team to attain their treatment goals. Dr. Grandgenett also has specialized training in the assessment and treatment of childhood trauma. She has provided individual and group treatment to children and adolescents who have experienced sexual and physical abuse and has conducted in-depth diagnostic assessments on children and adolescents who have experienced significant abuse and neglect. She collaboratively approaches trauma work with patients, using evidence-based approaches to help clients and families overcome the negative effects of trauma. Her clinical work is informed by her research, which focuses on supportive responses to sexual violence disclosure and prevention of sexual violence. In particular, in her research she is interested in developing prevention programs through the bystander intervention framework, which motivates all individuals to prevent sexually risky situations.   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  

Lumina practitioners will share how our personality aspects influence our leadership traits. Participants will be guided through an interactive experience to create a unique picture of their personalities, strengths, weaknesses, and overextensions that will lead to improving team communication and collaboration. Additionally, participants will learn the 5 thinking styles and uncover how to quickly build rapport with each. Finally, this session will guide the participants through an exercise that helps them identify what helps them be at their best and identify barriers that keep them from being their best.   Learning Objectives: Examine individuals' own multi-faceted personality, strengths and growth opportunities to improve team communication and collaboration. Recognize the diversity and strengths of each individual team member and what they bring to the table. Identify individuals’ overextensions and examine strategies for personal growth. Describe the 5 thinking styles and strategies to quickly build rapport with each.   Presented By: Dave Closson Dave Closson is the owner of DJC Solutions, LLC, a modern-day consulting company with a combined focus of serving substance misuse prevention professionals, law enforcement officers, and military veterans. DJC Solutions connects others to sustainable habits, aligned experiences, and next-level excellence. Dave is the author of “Motivational Interviewing for Campus Police” and was chosen as one of the few Veterans of Foreign Wars (VFW) #StillServing Heroes nationwide. Dave was most recently the Co-Director of the Mid-America Prevention Technology Transfer Center which is funded by the Substance Abuse and Mental Health Services Administration. His PTTC served as a prevention catalyst, empowering individuals and fostering partnerships to promote safe, healthy, and drug-free communities across Missouri, Iowa, Nebraska, and Kansas. He was previously a Training/Technical Assistance Specialist for SAMHSA’s Center for the Application of Prevention Technologies (CAPT). Before joining CAPT, Dave was Assistant Director of the Illinois Higher Education Center for Alcohol, Other Drug, and Violence Prevention. Dave brings a unique experience to substance misuse prevention, having served as a university police officer at Eastern Illinois University. Dave was deployed as part of Operation Iraqi Freedom. While spending a year in Iraq with his infantry battalion and his recon team, he earned the Combat Infantryman’s Badge and was awarded two Army Commendation Medals (one for valor and one for meritorious service). Training, coaching, and helping others is what he does best!   Learn more about the series: Leadership Institute Community of Practice    

  This is part of our Workshop Wednesday series that is held on the third Wednesday of each month.  To access the slide deck used in this session, click DOWNLOAD above CLICK HERE to view the recording Event Description Approximately 45% of persons who complete suicide visited their primary care provider within in a month of their death, whereas only 20% visited an actual mental health professional in that same time period. This single statistic highlights why suicide prevention in primary care must be integrated into clinic workflows to provide good, comprehensive clinical care. This training will provide information about suicide risk screening and assessment, brief interventions using an SBIRT and behavioral health consultant model, policies and procedures, and care models that clinics may be interested in implementing.   Trainer Robin Landwehr                     Robin is a Licensed Professional Clinical Counselor (LPCC) who holds a Master of Science degree in mental health counseling from Capella University, and a Doctor of Behavioral Health (DBH) degree from Arizona State University. She currently serves as the Integrated Care Director at a Federally Qualified Health Center, and has a small private practice.  During her career, Robin has been fortunate enough to be involved in numerous writing projects and trainings, practiced as part of a collaborative care team, and provided clinical supervision. Her experience as a clinical counselor includes assisting individuals struggling with trauma, depression, anxiety, health behaviors, substance abuse, and other issues. She is a certified instructor in the Question, Persuade, Refer (QPR) and Counseling on Access to Lethal Means (CALM) suicide prevention programs.  

We all have to manage personal information in our professional lives and make decisions about what, when, how, and with whom to share. It's important for providers to assist job seekers with decisions about managing their personal information and disclosure related to their mental health condition.

Title I of the Americans with Disabilities Act (ADA) requires employers to make reasonable accommodations that allow qualified applicants or employees with disabilities to perform the job. Accommodations are considered reasonable if they don’t create an undue hardship on the functioning of the business. People with a mental health disability can also qualify for reasonable accommodations. Knowing employee rights and the available resources can be instrumental in supporting job seekers with gaining and maintaining employment. Being aware of what accommodations are available and how to access an accommodation is an important component of employment planning.

  Suicide among LGBTQ+ people is rampant. Help spread awareness on this critical topic. To access the slide deck used in this presentation, click DOWNLOAD above CLICK HERE to view the recording Event Description People who identify as LGBTQ+ have higher rates of both suicide attempts and suicidal ideation. LGBTQ+ youth, in particular, have seen significant increases in suicide attempts in the recent years, often aligning with the passing of discriminatory laws or policies. While LGBTQ+ people share many risk factors and clinical needs with heterosexual or cisgender peers, the development and implementation of preventative care and interventions should also address the additional minority stressors facing this community.   This webinar will provide an overview of the critical risk and protective factors, considerations for risk assessment, and intervention strategies specific to LGBTQ+ people. Trainer Keri Frantell   Dr. Keri A. Frantell (she/her/hers) is a licensed psychologist working with university counseling students. She earned her doctorate in Counseling Psychology from the University of Tennessee. Her integrated program of practice, research, teaching, and advocacy centers on multiculturalism and social justice. In both research and clinical practice, she has extensive experience working with suicidality and LGBTQ+ populations. She has published on factors related to transgender suicidal ideation and attempts, bisexual oppression and the impact on mental and physical health, and the connection between religiosity and suicidality for LGB young adults. 

  The Great Lakes ATTC, MHTTC, and PTTC have created an online flipbook for the Alcohol is STILL a Drug series. Alcohol is STILL a Drug is comprised of ten 30-minute videos recorded between September 2021–August 2022. Each video addresses the impacts of alcohol use disorder (AUD) and is presented by a leading professional in that field.    You can view the flipbook online or you can download a PDF version. The videos and supplemental resources are accessible in either format.      ABOUT THE SERIES: The opioid crisis, increasing stimulant misuse, and marijuana legalization often dominate the news—yet alcohol remains the number one substance negatively impacting physical health, mental health, social engagement, and financial stability for individuals throughout the US.   While this series will focus on the hopefulness of recovery from AUD, it will also take a deep dive into what we know about the full impact of alcohol overuse and the ways it affects everyone, even those who do not personally misuse alcohol.   The Alcohol Is Still a Drug series offers viewers the following learning objectives: Summarize the current impacts of problematic alcohol use in various/special populations, including pregnant women, youth, rural, and minority populations Assess and prioritize alcohol reduction efforts in targeted settings Describe the current efforts to curb problematic alcohol use, including best practices in providing treatment Understand the importance of person-centered approaches to treatment and recovery  

Slides from the session Trauma Informed Care in Indian Country. Click HERE to view the event recording. This event took place on September 14, 2022. 

Research suggests that supporting gender diverse youth has significant physical and emotional health benefits. Lack of support increases stress, isolation, and some risky health behaviors (I.e., access to hormones without the guidance of a medical provider). Experts recommend providing comprehensive care for gender diverse youth which includes increased health care access, improved awareness from individuals working with youth (I.e., school personnel), and gender affirming laws and policies (Dowshen et al., 2016). Authors: Johnson, K., Garcia, A., Young, R., Roberts, H., & Clarke, B.  

Research suggests that supporting gender diverse youth has significant physical and emotional health benefits. Lack of support increases stress, isolation, and some risky health behaviors (I.e., access to hormones without the guidance of a medical provider). Experts recommend providing comprehensive care for gender diverse youth which includes increased health care access, improved awareness from individuals working with youth (I.e., school personnel), and gender affirming laws and policies (Dowshen et al., 2016). Authors: Roberts, H., Johnson, K., & Clarke, B.  

Research suggests that supporting gender diverse youth has significant physical and emotional health benefits. Lack of support increases stress, isolation, and some risky health behaviors (I.e., access to hormones without the guidance of a medical provider). Experts recommend providing comprehensive care for gender diverse youth which includes increased health care access, improved awareness from individuals working with youth (I.e., school personnel), and gender affirming laws and policies (Dowshen et al., 2016). Authors: Johnson, K., Roberts, H., & Clarke, B.  

Research suggests that supporting gender diverse youth has significant physical and emotional health benefits. Lack of support increases stress, isolation, and some risky health behaviors (I.e., access to hormones without the guidance of a medical provider). Experts recommend providing comprehensive care for gender diverse youth which includes increased health care access, improved awareness from individuals working with youth (I.e., school personnel), and gender affirming laws and policies (Dowshen et al., 2016). Authors: Young, K., Johnson, S., & Clarke, B.  

Research suggests that supporting gender diverse youth has significant physical and emotional health benefits. Lack of support increases stress, isolation, and some risky health behaviors (I.e., access to hormones without the guidance of a medical provider). Experts recommend providing comprehensive care for gender diverse youth which includes increased health care access, improved awareness from individuals working with youth (I.e., school personnel), and gender affirming laws and policies (Dowshen et al., 2016). Author: Johnson, K., Garcia, A., Young, K., Roberts, H., & Clarke, B.  

  Research suggests that supporting gender diverse youth has significant physical and emotional health benefits. Lack of support increases stress, isolation, and some risky health behaviors (I.e., access to hormones without the guidance of a medical provider). Experts recommend providing comprehensive care for gender diverse youth which includes increased health care access, improved awareness from individuals working with youth (I.e., school personnel), and gender affirming laws and policies (Dowshen et al., 2016).    Authors: Johnson, K., Roberts, H., & Clarke, B.

Hispanic Heritage Month is celebrated annually from September 15 to October 15 in the United States to recognize the contributions and influence of Hispanic Americans in the United States. While Hispanics have made and continue to make significant contributions to society, health inequities persist. This year, join the Ohio Association of County Behavioral Health Authorities (OACBHA) and the Great Lakes MHTTC in our learning challenge as we seek to gain a better understanding of the Hispanic heritage, culture, barriers to behavioral health care, and how to address the systemic inequities faced by this growing population.   Connect with us on Facebook and share your most impactful and motivating takeaways from participating in the challenge!   This educational resource was created by OACBHA in partnership with the Great Lakes MHTTC. 

September 14, 2022 This interactive webinar provided an overview of key strategies to move person-centered care from theory to reality through the practice of Person-Centered Recovery Planning (PCRP). Critical components of PCRP will be addressed including philosophy, process, planning documentation, and purpose. Practical coaching was offered for how to maintain a strengths-based, person-centered orientation within a comprehensive plan which simultaneously meets rigorous fiscal and regulatory standards. Participants had the opportunity to “build” a recovery plan through interactive polls and breakout groups and will hear directly from individuals with lived experience about the necessity of person-centered approaches in supporting self-determination and recovery. A variety of take-home tools and resources are available for those interested in more intensive learning on this topic.   To watch the recording, go to: https://youtu.be/b_dDrQ_5C64

Mental health training in the workplace can be “culture changing.” The goal of such trainings should be to open conversations about mental health, to normalize its prevalence in the workplace; and to equip people with tools to create a safe, engaged, productive workplace. This course is designed to educate people on common mental illnesses, symptoms and behaviors associated with mental health conditions. In addition, we focus on stigma surrounding mental health and serious mental illness and how to combat it as well as how to approach people experiencing difficulty with their mental health. The aim of mental health awareness training is to help participants recognize potential signs of distress. The idea is not for them to become experts in mental health, but to identify if someone may need support, to express empathy and point the individual towards potential resources.   This module along with the rest of its series (Behavioral Health and Substance Use Awareness in the Workplace) are available on HealtheKnowledge. Learn more about HealtheKnowledge & sign up for modules here: HealtheKnowledge Courses