Products and Resources Catalog

El Northwest MHTTC se complace en copatrocinar la serie anual de oradores 2022 del UW SMART Center. Originalmente una serie de eventos presenciales, hemos trasladado estas presentaciones a un formato virtual debido al COVID-19. Descripción: Las pandemias duales de COVID-19 y el racismo han servido como duros recordatorios de las desigualdades en nuestra sociedad. Estas pandemias han exacerbado las disparidades de los grupos más vulnerables y marginados, incluidos aquellos que ocupan la intersección de la raza y la discapacidad. Esto también es cierto para las disparidades continuas en el autismo que debemos tener en cuenta y que han contribuido a un acceso diferencial a un diagnóstico oportuno, experiencias con los servicios y peores resultados para algunos niños y familias que son racial y lingüísticamente diversos.Esta presentación abordará cómo el racismo estructural y el sesgo implícito probablemente han contribuido a estas disparidades, además de plantear soluciones potenciales y los próximos pasos para que el campo aborde estos problemas desconcertantes.   Recursos: PDF de presentación   Objetivos: Comprender las diferencias entre el sesgo implícito y el racismo estructural. Examinar las relaciones entre los prejuicios raciales y el acceso a los servicios para niños autistas minoritarios. Identificar los próximos pasos y soluciones potenciales para abordar las disparidades en la investigación y los servicios del autismo. Obtenga más información sobre otros eventos de la serie aquí  

El Northwest MHTTC se complace en copatrocinar la serie anual de oradores 2022 del UW SMART Center. Originalmente una serie de eventos presenciales, hemos trasladado estas presentaciones a un formato virtual debido al COVID-19. Atención plena para maestros durante tiempos difíciles: desarrollar resiliencia con enseñanza compasiva La resiliencia es la capacidad de adaptarse con éxito a situaciones desafiantes sin efectos negativos a largo plazo, y hoy nuestros estudiantes y maestros necesitan resiliencia más que nunca. En esencia, la enseñanza es una práctica emocional. La dinámica social y emocional del aula juega un papel clave para promover el aprendizaje de los estudiantes y fomentar el comportamiento prosocial. Basándose en la investigación básica y aplicada en los campos de la neurociencia, la psicología y la educación, esta charla proporcionará información valiosa sobre cómo los enfoques basados ​​en la atención plena y la compasión pueden ayudar a los maestros a manejar las demandas estresantes del aula, cultivar un entorno de aprendizaje excepcional y revitalizar enseñando y aprendiendo.   Recursos: PDF de presentación   Objetivos: Describir la importancia de la emoción en la educación. Describir cómo la emoción afecta el cerebro y el aprendizaje. Definir atención plena. Describir los efectos de la atención plena en el funcionamiento del cerebro y la regulación de las emociones. Practique varias prácticas simples basadas en la atención plena. Describir cómo las prácticas basadas en la atención plena ayudan a los maestros a manejar el estrés. Describir cómo las prácticas basadas en la atención plena ayudan a los maestros a brindar apoyo social y emocional a sus alumnos. Describa cómo introducir prácticas de atención plena a los estudiantes para ayudarlos a calmar sus cuerpos y enfocar sus mentes. Obtenga más información sobre otros eventos de la serie aquí  

El Northwest MHTTC se complace en copatrocinar la serie anual de oradores 2022 del UW SMART Center. Originalmente una serie de eventos presenciales, hemos trasladado estas presentaciones a un formato virtual debido al COVID-19. Recursos: PDF de presentación   Objetivos: Definir la tasa a la que estamos suspendiendo a los niños pequeños y la desproporcionalidad. Describir y ofrecer una mejor comprensión del sesgo de la desproporcionalidad de la suspensión. Colaborar con las familias y otros educadores para atender mejor las necesidades de todos los niños. Obtenga más información sobre otros eventos de la serie aquí  

Exposure to traumatic and stressful events can impact the physical and mental health as well as overall well-being of families and providers of primary care. This 1-hour webinar will define and explore the impacts of trauma and ways health care organizations can provide trauma-informed care. Objectives: Summarize foundational overview of traumatic life experiences and outcomes Discuss what it means to be trauma-informed in primary care Review trauma-informed principles and domains integral to healthcare organizations Identify strategies to successfully implement trauma-informed care Presented by: Allison “Alli” Morton, PhD, LMHP, PLP 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  

To access slide deck, please click DOWNLOAD above CLICK HERE to view the recording Event Description COVID-19 changed how people access healthcare, how people receive healthcare, and how healthcare professionals deliver care. Regardless of your professional role during COVID-19 or your personal feelings about COVID, the pandemic has been a collective trauma in our history and the residue on health professionals is real. While trauma is often experienced individually, a collective experience has both protective and risk elements which will be articulated in this presentation. Placing your personal experience over the past couple of years in a larger perspective can facilitate a deeper understanding of both our own and others’ reactions, as well as discover effective strategies to heal and even grow from the events of the past couple of years.  Learning Objectives 1. Understand the experience of trauma, vicarious trauma, and secondary  stress as it relates to being a healthcare provider during the pandemic  2. Apply the principles of trauma exposure to understand the personal impact  on one’s mind, emotions, behaviors, and the body  3. Learn and practice self-regulation techniques to mitigate activation in the body.  Trainer Christine Runyan, PhD, ABPP    Christine Runyan is a clinical health psychologist, the Co-Founder of Tend Health, and  Professor in the Department of Family Medicine and Community Health at the University  of Massachusetts Medical School. After starting her career as a psychologist in the US Air  Force, she focused her research, clinical service, and teaching on behavioral science in  family medicine as well as promoting models of integrated primary care. Dr. Runyan is also  a mindfulness teacher at the University of Massachusetts Center for Mindfulness. At the  height of the pandemic, recognizing the undeniable need for expert mental health services  for healthcare professionals, she launched Tend Health. Tend Health provides specialized,  private, and accessible mental health care and education to healthcare professionals and  consultation to healthcare organizations willing to invest in their most precious resources.

The South Southwest MHTTC hosted Lyn Legere, MS who presented during our Peer Support Advisory Committee for Region 6 on Recurrence of Use and Peer Certification Boards' Rights and Responsibilities. This presentation focused on helping to clarify roles when supporting the Peer Workforce regarding recurrence of use.

This is a recording of the Session 4 panel in the Rising Practices & Policies in the Workforce series, entitled, Mental Health & Student Mental Health Workforce: The Woes & Wonders of Recruitment & Retention. View this panel event with pre-service and in-service mental health and school mental health leaders to hear their experiences and strategies on how to address the supply and demand gap. The discussions with presenters and participants address challenges, rising practices and policies, and questions to hold. In this recorded session, presenters and participants collectively explore: What are the disparities between what the field needs and what trained professionals are able to provide? What are innovative ways pre-service and in-service graduate school programs are creating, incentivizing, credentialing, and certifying? How might we onboard and retain a new wave of providers in the context of new funding?

This podcast was produced as part of promotions for the upcoming webinar, Promoting Equity and Inclusion in the Workforce: Examining Bias in Hiring Practices hosted by Dr. Anitra Warrior & Dr. Belinda Hinojos.   Webinar description: Mitigating bias in hiring and promoting practices in the behavioral health field is a priority.  Behavioral health practitioners are required now more than ever to pay closer attention to these challenges in the workplace. Join us for a discussion around increasing awareness, effectively navigating challenges, and moving towards action.   About the presenters:  Dr. Anitra Warrior is the owner of Morningstar Counseling and Consultation in Lincoln, Nebraska, and is from the Ponca Tribe of Oklahoma. She earned her Ph.D. in counseling psychology in 2015 and has operated her clinic since 2012. Since receiving her Ph.D., Dr. Warrior has established four additional clinics that are now located throughout eastern Nebraska. Morningstar offers counseling on two college campuses, as well as in schools, communities, and other integrated care locations with the Omaha Tribe of Nebraska. Clinic sites are based on reservations and in rural and urban settings. Dr. Warrior specializes in treating trauma in children through the utilization of evidenced based practices that have been adapted to the American Indian population. Most recently, Morningstar has become a training site for doctoral candidates with the Munroe-Meyer Institute. This track will focus on integrated care on the reservation as well as provide additional clinical training opportunities in schools, colleges, and in the tribal communities.   Belinda Hinojos, Ph.D., received her bachelor's degree in psychology and master's degree in counseling psychology from the University of Kansas. She completed her Ph.D. in counseling psychology from the University of Nebraska-Lincoln. She is a staff psychologist and training director with Morningstar. In this role, she provides mental health services to American Indian communities in Nebraska. This includes outreach and services to the Little Priest Tribal College and the Nebraska Indian Community College. Dr. Hinojos previously held the position of training director at the University of Nebraska-Lincoln’s (UNL) Counseling and Psychological Services (CAPS). Throughout her career, Dr. Hinojos has focused on increasing access to quality mental health services for people of color. She began her work at UNL-CAPS as the Diversity Coordinator and Latinx Outreach Specialist. Prior to starting her doctoral program, Dr. Hinojos worked at a community mental health agency in Kansas City providing mental health services to the Latinx community. She is an active member of the National Latinx Psychological Association. She currently serves on the Standing Committee on Diversity through the Association of Counseling Center Training Agencies, in addition to the Training Advisory Committee for the Minority Fellowship Program through the American Psychological Association.   Learn more about this series: Leadership Institute Community of Practice                   

The Northwest MHTTC School Mental Health Team invited Dr. Sabine Thomas and Katrice Thabet-Chapin M.Ed., Ed.S., NCSP to come back for the Anchored in Our Roots Series Finale. As the end of the school year was approaching in June 2022, we listened to the co-authors share about the lessons learned though their virtual community healing sessions that have promoted wholesome practices through turbulent times, and resources to use to further strengthen ancestral healing connections.   Learning Objective: Participants were invited to identify and apply at least one of their own ancestral self-care practices that can be integrated into their daily or weekly routine. >>> Click Here to Learn More and Access All Learning Materials <<< 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.

About this Resource:  Staff turnover has long been a problem in the mental health field and can be costly for organizations, mental health workers, and the clients they serve. While we know a great deal about why people leave, less is known about why mental health workers stay. This infographic serves as an accompaniment to our on-demand recording "Why People Stay: Workforce Retention in Community Behavioral Health" presented by Dr. Michelle Salyers. It reviews reasons for staff turnover and identifies potential factors that may support long term retention.   

  ABOUT THIS RESOURCE This document addresses equity and how to create organizational change and was developed in conjunction with the "Talking About Equity in Action" webinar held on July 21, 2022. View the recorded webinar and other related resources here.     Terms of use and Substance Abuse and Mental Health Services Administration (SAMHSA) disclosure statement

  ABOUT THIS RESOURCE This document addresses trauma-informed practices for promoting equity and was developed in conjunction with the "Truth, Trauma and Equity-Informed Solutions" webinar held on July 28, 2022. View the recorded webinar and other related resources here.     Terms of use and Substance Abuse and Mental Health Services Administration (SAMHSA) disclosure statement

This is toolkit accompanies the Cultural Competence and Community Inclusion webinar. Watch the webinar and view the presentation here.  

August 11, 2022 Coordinated specialty care for early psychosis is an evidence-based treatment model aimed at fostering resilience and recovery for individuals who have experience a first episode of psychosis or are at clinical high risk for developing psychosis. Each webinar will be co-presented by a professional with expertise in that component of care, as well as an individual with lived experience who can speak to how this aspect of care was meaningful in their journey towards recovery. This series is geared towards any individuals that are new to working on an Early Psychosis Specialty Team – including students, clinicians, prescribers, supported employment specialists, family clinicians, and peer specialists.

Contingency Management (CM) is an evidence-based behavioral therapy model focused on reinforcing desired behavior with tangible rewards. Although recognized as an important and effective intervention for individuals with substance use disorders, CM can also be used to support behavior change in people with serious mental illness and co-occurring disorders (CODs). This guide provides an overview of what CM is and how providers can use the technique effectively in mental health treatment settings.

Medicaid is an important source of financing for school mental health services. In this report, we discuss how schools can finance school mental health services through Medicaid by answering some frequently asked questions. Among our answers, we describe the requirements for seeking Medicaid reimbursement for school metal health services, we discuss additional complexity in the context of Medicaid Managed Care, and we highlight examples of how states have leveraged Medicaid State Plan Amendments and Medicaid Waivers to expand coverage of school mental health services under Medicaid.

Every state’s Medicaid program has different requirements for reimbursing school mental health (SMH) services. In many cases, expanding coverage of SMH services in Medicaid requires seeking approval from the federal government for a State Plan Amendment (SPA) and/or a Medicaid waiver to make changes to these requirements. In this short report, we introduce SPAs and Medicaid waivers, and we give examples of how states have leveraged SPAs and Medicaid waivers to expand coverage of SMH services in their Medicaid programs.

This report summarizes federal and state guidance on using the Elementary and Secondary School Emergency Relief (ESSER) funds, approved as part of multiple federal COVID-19 relief bills (2020-2021), to provide school mental health services and supports.  Information about state-level guidance is focused on the eight states in the Southeast region (HHS Region 4).

To access resources used during this event, please click DOWNLOAD above Recording coming soon! Event Description Change is a constant in the work setting – developing new services, adapting to new requirements, responding to environmental issues like COVID, and conducting ongoing program improvement all create pressures to adapt. In this training, you will learn how to prepare yourself and your team for change. We’ll also talk about attitudes towards change, leadership qualities that facilitate change, crucial needs for effective transformation, strategic planning, and tools to support the change processes.    Ms. Gina Brimner and Mr. Robert Dare led this seminar. Ms. Brimner and Mr. Dare have extensive leadership experience in their respective fields, Behavioral Health, and the United States military.  They have facilitated the Mountain Plains MHTTC Leadership Academy for the past two years. Trainers Gina Brimner Robert Dare

Slides from the session Native Medicine: Cultivating Mental Health Resilience and Deep Rooted Vitality for AI/AN Youth. Join us to activate (y)our full presence, power, and resilience. We will be guided by Gera Marin, a Traditional Healing Arts Practitioner, Sacred Runner (Chaski), urban farmer, and Coach guide us in a 6 class journey where he will share techniques to generate emotional stability amidst the storms. Whether you are an educator, parent, organizer, or tribal leader, this series will support you with physical and mental fitness tools to assist you in sustaining your highest potentials in service of AI/AN youth communities. Through a combination of guided movement, mindfulness practices, and neuro linguistic reconditioning; participants will release self-limiting thought patterns inflicted by the colonial capitalistic dominant society and restore their innate resilience. This series is designed to lovingly support and create a space for those of you that serve in inequitable and challenging conditions, a space for you to regenerate, while reinvigorating your personal practices/routines. Session #4

This is a recording of the Session 3 panel in the Rising Practices & Policies in the Workforce series, entitled, “Working with Youth and Families Experiencing Homelessness and Home Security.” The panel discussion brought together speakers from across our region to examine ways in which community-based organizations, mental health systems, and school services are responding to the issues, challenges, and needs of this critical experience and offer learning for all providers. Watch this video to hear from providers throughout our region as they look at the alarming structural issue of home insecurity and what rising practices and policies are emerging to meet the needs in our region. The recorded session addresses the following questions: How might we interrupt the stigmatization of homelessness and foster safe and equitable access to mental health services that are needed because of home insecurity? How are school and community-based mental health partners utilizing the McKinney-Vento Homeless Assistance Act and other federal funding streams to maximize the workforce’s skill and support? How might we increase access to school services and supports that reduce barriers to student engagement? How might we collaborate with services that address compounding issues (e.g., interpersonal violence, the foster system) to be innovative in our approaches?

The Northeast and Caribbean MHTTC is offering a self-paced, online, three-part HealtheKnowledge course, Wellness Matters: Self-Care for Mental Health Providers. We know that mental health care professionals commit time and energy to the care of others everyday, yet it can be difficult to find the time and energy to address their own self-care. This course offers self-care strategies and wellness frameworks, along with practices to increase resilience and flourish in one's personal and professional life. Resources are provided along with many opportunities for self-reflection. This course consists of 3 one-hour modules with interactive exercises and assessments focusing on: Self-Care Strategies to Survive and Thrive: Why does it matter? Wellness Frameworks and Strategies: The Dimensions Personal and Professional Resilience: Coming back stronger than ever Download flyer

The Northeast and Caribbean MHTTC is offering a self-paced, online, three-part HealtheKnowledge course. This course is an introduction to the Illness Management and Recovery (IMR) program as an evidence-based practice that helps individuals develop tools to manage their mental health conditions, set meaningful goals, and make progress towards their personal recovery.   This course consists of three modules: IMR: An Overview Educational Modules and Goal Setting Practical Strategies for IMR Clinicians Download flyer

Functional Contextual Thinking (FCT) is a framework for addressing school related internalized and externalized problem behaviors by selecting effective strategies and supports for students. FCT is a user-friendly, brief, and informal method designed to quickly help school professionals hypothesize the function of the student’s behavior as part of their regular practice. Responding to challenging behaviors based on the scientific understanding of behavior rather than pre-existing assumptions will lead to better outcomes for students. Each module introduces new content and builds skills in a step-by-step fashion, along with opportunities to practice and helpful resources. Throughout the modules, application examples and case scenarios help attendees practice the use of the FCT framework. Strategies are provided to minimize and discourage problem behavior and teach replacement skills.   Download flyer