Products and Resources Catalog

Evidence Based Co-Occurring Disorders Treatment     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.      DESCRIPTION: In this presentation you will learn evidence-based approaches to co-occurring disorders treatment and recovery including: the use of motivational incentives; feedback informed treatment; stage-based interventions; CBT; twelve step facilitation; evidence-based family therapy and integrated approaches. Emphasis will be placed upon understanding the reason that some clinicians are more evidence based than others and how to be influenced by the evidence in your work with clients with co-occurring disorders.     LEARNING OBJECTIVES: Articulate five evidence-based approaches to co-occurring disorders treatment. Work with clients with co-occurring disorders in an evidence based, integrated manner. Be influenced by evidence-based practices in your work with clients with co-occurring disorders.       PRESENTER: Mark Sanders, LCSW, CADC, is the State Project Manager for the Great Lakes ATTC, MHTTC and PTTC. Mark has worked for 40 years as a social worker, educator, and part of the SUD workforce. He is founder of the Online Museum of African American Addictions, Treatment and Recovery and co-founder of Serenity Academy of Chicago, the only recovery-oriented high school in Illinois. Mark is also an international speaker, trainer, and consultant in the behavioral health field whose work has reached thousands throughout the United States, Europe, Canada, the Caribbean, and the British Islands.    Recently, Mark Sanders was named as the 2021 recipient of the NAADAC Enlightenment Award in recognition of his outstanding work and contributions to NAADAC, the field of SUD services, and SUD professionals. He is also the recipient of the Illinois Association for Behavioral Health’s 2021 Lawrence Goodman Friend of the Field award in honor of the many years of dedicated service Mark has provided to communities throughout his home state of Illinois.

This presentation occurred on April 7, 2022 and was facilitated by Dr. Roberto Lewis-Fernandez and Dr. Neil Krishan Aggarwal. This webinar describes the role of culture in the experience of and presentation of mental health problems by individuals seeking care and in assessments and treatments offered by providers. The value of a person-centered cultural assessment was presented, focusing on cultural concepts of distress, social determinants of mental health, and treatment planning and engagement. The Cultural Formulation Interview was introduced as a standardized method for person-centered assessment that appears in DSM-5. The Presentation Slide Deck Click Here The Cultural Formulation Interview Project Website Click Here The Core CFI Handout Click Here The CFI Informant Version Handout Click Here The CFI Supplementary Modules Handout Click Here The CFI Module Version Online Click Here

This presentation occurred on April 14, 2022 and was facilitated by Dr. Neil Krishan Aggrawal and Dr. Roberto Lewis-Fernandez. The webinar described the process that the DSM-5 Cross-Cultural Issues Subgroup followed to develop the core Cultural Formulation Interview (CFI). It summarized research evidence since the publication of the DSM-5 in 2013. It also offered recommendations for clinicians to implement the CFI with adults in their practice settings. View the links for the resources below: Presentation Slide Deck  The Cultural Formulation Interview (CFI) Project Core CFI CFI Informant Version CFI Supplementary Modules CFI Online Training Module

About this Resource:  Evidence-based practices (EBPs) 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.  In Part 6 of our this 6-part series Michelle Salyers, PhD, reviews core elements of the EBPs presented during the series, focusing on practical strategies and skills behavioral health providers can use now to make a difference in assisting clients meet substance use reduction goals. To view other on-demand recordings from the series, please visit our Keeping It Practical: Core Skills for Evidence-Based Practices page or click here. 

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.  In Part 5 of our this 6-part series Angela Rollins, PhD, reviews core aspects of Integrated Dual Disorders Treatment (IDDT), focusing on practical strategies and skills behavioral health providers can use now to make a difference in assisting clients meet substance use reduction goals. To learn more or register for other sessions in this series, please visit our Keeping It Practical: Core Skills for Evidence-Based Practices page or click here. 

Each session will go from 1:00 p.m. - 2:00 p.m. MT.  Event Description Depression is a condition experienced by a significant number of individuals, from children, adolescents, and adults. With the ongoing pandemic, the prevalence of depression has increased significantly. This three-part series reviewed evidence-based screening, diagnosis, and treatment of depression within primary care settings.    Session 1 - February 15, 2022 Screening for and Diagnosis of Depression in Primary Care   View the slide deck by clicking DOWNLOAD above CLICK HERE to view the recording   Learning Objectives   Identify the use of common screening tools for depression/suicide risk in primary care  Utilize or recall common treatments for depression  Identify common medical differentials/co-morbidities of depression    Session 2 - March 1, 2022 Evidence-Based Treatment of Depression   View the slide deck by clicking DOWNLOAD above CLICK HERE to view the recording   Learning Objectives   Identify evidence-based interventions for depression and suicide response  Utilize both pharmacologic and therapeutic interventions in treating to target  Identify practices in depression prevention planning    Session 3 - March 15, 2022 Pathways of Care: Building a Depression Follow-Up Program   View the slide deck by clicking DOWNLOAD above CLICK HERE to view the recording   Learning Objectives    Identify high-risk behavioral health patients  Recognize and define the roles of providers in a collaborative care model  Utilize a registry in order to track patient response to care    Trainers Dr. Andrew McLean                     Dr. McLean is Chair of the Department of Psychiatry and Behavioral Science at UND School of Medicine and Health Sciences. He obtained his medical degree from the University of North Dakota School of Medicine, completed a psychiatry residency at the University of Wisconsin and an M.P.H. degree from the University of Minnesota. He has been recognized as a UND School of Medicine Distinguished Alumnus, has received the American Psychiatric Association Bruno Lima award for outstanding contributions to Disaster Psychiatry, and has been conferred with numerous teaching excellence awards. Dr. McLean previously was the Medical Director of the ND Department of Human Services. He has served on numerous clinical, administrative and regulatory boards including medical licensing and professional health programs. He has lectured internationally on pertinent behavioral and public health issues. Dr. McLean has a particular interest in collaborative models of care. He also is interested in individual and community resilience.    Robin Landwehr, LPCC                     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 previously served as the behavioral health director at a Federally Qualified Health Center where she helped establish a Medication Assisted Treatment Program for individuals with opioid use disorder. During her career, she has been fortunate enough to be involved in numerous writing projects, provided many 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.    Ken Flanagan                       Dr. Kenneth Flanagan is an Associate Professor in the Department of Social Work at the University of North Dakota. He currently serves as a curriculum developer for the Mountain Plains Mental Health and Addiction Technology Transfer Centers.  Dr. Flanagan holds a license as a clinical social worker and provides counseling and behavioral management services with a clinical focus on depression, anxiety, trauma, relationship issues and chronic pain. He received his MSW and Ph.D. from The Ohio State University. Dr. Flanagan has held a range of clinical and administrative positions in healthcare and community-based organizations.   

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.  In Part 4 of our this 6-part series Marina Kukla, PhD, and Amy Strasburger, MA, review core aspects of Supported Employment, focusing on practical strategies and skills behavioral health providers can use now to make a difference in assisting clients meet employment goals. To learn more or register for other sessions in this series, please visit our Keeping It Practical: Core Skills for Evidence-Based Practices page or click here. 

  Event Description   This six-session training series provided education on the fundamentals of trauma and how it emerges within our public schools.  It provided tools and perspectives on the complexities of becoming a trauma-informed school environment and explored the logistical components of implementing best-practices on a systems-level for trauma-informed supports and protocols.  Capacity Limitation This series was limited to 20 participants to ensure opportunities for participant engagement.  Sessions February 3, 2022 - HELD View slide deck by clicking DOWNLOAD above CLICK HERE to view the recording February 17, 2022 View slide deck by clicking DOWNLOAD above CLICK HERE to view the recording March 3, 2022 View slide deck by clicking DOWNLOAD above CLICK HERE to view the recording March 17, 2022 View slide deck by clicking DOWNLOAD above CLICK HERE to view the recording March 31, 2022 View slide deck by clicking DOWNLOAD above CLICK HERE to view the recording April 14, 2022 View slide deck by clicking DOWNLOAD above CLICK HERE to view the recording Each session will run from 10:00 a.m.–11:30 a.m. MT / 11:00 a.m.–12:30 p.m. CT. Trainers Tamera J. Ford, LCSW                   Tamera J. Ford, is a Licensed Clinical Social Worker (LCSW) holds 15+ years of experience providing mental health therapy and case management in a multitude of settings; residential treatment, school-based health centers, outpatient mental health, primary health care, and early intervention (Head Start children and families ages 0-5).  In addition to her training in EMDR (eye movement desensitization and reprocessing) and Synergetic Play Therapy™, Tamera has advanced standing as a student of Peter Levine’s Somatic Experiencing® approach for trauma resolution and currently provides trauma therapy in her private practice located in Wheat Ridge, Colorado.  Formerly a teacher (K-12) and more recently a Lean Process Improvement Practitioner, Tamera's passion is in offering support and guidance to individuals, groups and organizations personally and professionally. 

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.  In Part 3 of our this 6-part series Ms. Lia Hicks reviews core aspects of Assertive Community Treatment (ACT) and Supportive Housing, focusing on practical strategies and skills behavioral health providers can use now to make a difference in assisting clients meet basic needs. To learn more or register for other sessions in this series, please visit our Keeping It Practical: Core Skills for Evidence-Based Practices page or click here. 

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.  In Part 2 of our this 6-part series Dr. Treichler reviews core aspects of Collaborative Decision Making, focusing on practical strategies and skills behavioral health providers can use now to make a difference. To learn more or register for other sessions in this series, please visit our Keeping It Practical: Core Skills for Evidence-Based Practices page or click here. 

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.  In Part 1 of our this 6-part series Dr. Salyers reviews core aspects of the Illness Management and Recovery program, focusing on practical strategies and skills behavioral health providers can use now to make a difference. To learn more or register for other sessions in this series, please visit our Keeping It Practical: Core Skills for Evidence-Based Practices page or click here. 

Each session will go from 1:00 p.m. - 2:00 p.m. MT.  Event Description 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, the following topics were addressed: 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 - January 25, 2022 Suicidal Awareness in the School Setting   Access the slide deck by clicking DOWNLOAD above CLICK HERE to view the recording     Session 2 - February 1, 2022 School-Appropriate Response and Screening Practices   Access the slide deck by clicking DOWNLOAD above CLICK HERE to view the recording   Session 3 - February 8, 2022 School Supports, Safety Planning    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.   

"I wish my whole department was present to learn."   Northwest MHTTC is proud to present its Year 3 Annual Report Summary, which captures a brief snapshot of the center's reach during August 2020 - August 2021.  We had the main "core" grant as well as a continued School Mental Health supplement and a new, one-time Provider Well-Being supplement this year.   Every year Northwest MHTTC provides training and technical assistance to the behavioral health workforce in Alaska, Idaho, Oregon, and Washington. In Year 3 of our operations, we reached close to 28,000 people through over 300 free trainings, webinars, implementations, and other events. The result? A stunning approval rate where 94% of participants would recommend our training.   Here's just some of what you'll discover in our Annual Report Summary: Core Grant Activities Learn about our work in Evidence-Based Practices for Psychosis, Intensive Training and Technical Assistance, and Addressing Equity and Health Disparities.   School Mental Health Supplement Activities Discover our work in Building Systems to Support the Mental Health and Well-Being of Educators, an innovative Speaker Series, and Supporting the Resiliency of Youth and Young Adults.   Provider Well-Being Supplement Read how we supported the work force during the continued pandemic by delivering Webinars and podcasts, support for a Healthy Healers train-the-trainer for rural Alaskan providers, Learning Communities and a Wellness Series for BIPOC School Mental Health Providers.     Here are other reports about recent work of the Northwest MHTTC and the national Network: Northwest MHTTC summaries of annual activities Summary reports from other centers in the MHTTC network Region 10's Year 3 School Mental Health summary Region 10's 2021 Provider Well-Being Supplement summary  

About this Resource:  Acceptance and Commitment Therapy (ACT) is a form of therapy that supports an individual in building motivation and momentum along their recovery journey. This infographic serves as an introduction to ACT and highlights how mental health professionals (MHP) can apply ACT in their practice. For more information, please consider watching our on-demand webinar recording entitled "Introduction to Acceptance & Commitment Therapy (ACT)".   

Alcohol is STILL a Drug: An Exploratory Webinar Series (December 7, 2021) Recording   The Great Lakes A/MH/PTTC 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.     DESCRIPTION  Alcohol is STILL a drug.  The opioid crisis, increase in stimulant misuse, and marijuana legalization dominate the news— yet alcohol remains the number one substance causing health, social, legal and financial problems throughout the US. While this series will focus on the hopefulness of recovery from alcohol use disorder, we’ll also take a deep dive into what we know about the full impact of alcohol overuse and the ways it affects every person in the US.   The December 7, 2021 session will focus on Alcohol Use Disorder Treatment. In this workshop, Joe Rosenfeld will briefly discuss the constant nature of alcohol as an epidemic and the early (pre-1950’s) efforts at treatment and recovery. Then present the emergence of the current Alcohol Use Disorder Treatment system and identify an array of evidence supported practices currently in use.   In the process, Joe will “slay” a long-held treatment practice. But you’ll have to watch to learn which one.   SPEAKER Dr. Joseph Rosenfeld, Psy.D., CRADC., HS-BCP Dr. Rosenfeld is a Licensed Clinical Psychologist, a Certified Reciprocal Alcoholism and Other Drug Counselor, and Human Services - Board Certified Professional.  He is a Professor in the Addiction Counselor Training Program within the Human Services Department at Elgin Community College.   SERIES LEARNING OBJECTIVES These are the overall learning objectives for the full 10-session series:  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. 

Download the presentation slides here Social and emotional learning (SEL) and life skills development through classroom activities and routines is foundational to students’ academic success. SEL is increasingly recognized as a component of promoting student engagement, positive school climate, and trauma sensitive schools. Many schools are especially noticing a need for SEL supports this school year, as students across the country are coping with variety of natural disasters, community stressors and disruptions to routine at school, home and in the community. At the same time, schools are busier than ever trying to catch students up academically and regain a sense of normalcy while simultaneously supporting student and staff needs. This session will highlight a targeted, feasible approach to implement SEL during a crisis with “SEL Kernels”. SEL Kernels are evidence-based, flexible, practical strategies to promote student SEL skill development, coping and resilience. In this learning session, we will detail the steps of assessing student SEL needs, identifying SEL Kernels to meet those needs, and implementing the SEL Kernels. Ms. Dawn Capes, a district leader from Bay District Schools, Florida will share how this approach is implemented as part of their Trauma Sensitive Classroom Project which started after Hurricane Michael. We will share resources including a teacher-reported SEL skill needs assessment survey, a free, searchable SEL Lessons Library, and relevant tools from Classroom Wise.   Learning Objectives After this learning session, participants will be able to: Understand SEL skill domains and how to conduct a needs assessment to identify priority areas for student SEL skill development. Locate free or low-cost SEL lessons or practices that can be flexibly implemented by teachers with mental health staff coaching and consultation supports. Integrate SEL implementation approaches that are practical, feasible, and effective during times of crisis or community-wide stress.   About the speakers Elizabeth Connors, PhD Elizabeth Connors is an Assistant Professor at Yale University, Division of Prevention and Community Research and at the Child Study Center. She is also a faculty member with the University of Maryland National Center for School Mental Health, where she is the Director of Quality Improvement and a developer of The SHAPE System. Dr. Connors received her Ph.D. in Clinical Child and Community Psychology and her work focuses on improving access to high-quality mental health promotion, prevention and intervention services and supports for underserved children, adolescents, young adults and their families in critical access points such as schools and community settings. Michael Strambler, PhD Michael Strambler is an Associate Professor at Yale University, Division of Prevention and Community Research and Director of Child Well-Being and Education Research at The Consultation Center at Yale. Dr. Strambler received his Ph.D. in Clinical Psychology and his work focuses on the role of social environments in the academic, psychological, social, and behavioral well-being of children and youth. He also studies whether and how school-based programs improve the academic performance and health of children. Dr. Strambler is an enthusiast of practical approaches to use data to inform practices and policies.        

Download the presentation slides here   Introduction to measurement-based care for more personalized, collaborative, and effective school mental health interventions  Student mental health early intervention (Tier 2) and treatment (Tier 3) services and supports are a vital component of any comprehensive school mental health system, but how student centered, evidence-based and effective are they? In this session, Dr. Connors provides guidance on how your school or district team can integrate measurement-based care (MBC) in your Tier 2 and 3 services to improve service quality, track outcomes, and sustain these crucial services for students with emerging or existing mental health needs. MBC is the ongoing use of student-, parent- and teacher-reported progress measures to inform personalized, collaborative, effective interventions. This session provided information on what MBC is, why it is useful for schools, how to locate free and low-cost progress measures, and best practices in training and implementation support for school professionals. Relevant, free resources were hand selected and shared from the National School Mental Health Best Practices: Implementation Guidance Modules for States, Districts, and Schools. Learning Objectives: Increase understanding of measurement-based care and its value for improving and sustaining high quality school mental health Tier 2 and 3 services. Increase familiarity with free or low-cost progress measure options and best practices in training and implementation support for school professionals. Promote cross-state networking and shared learning about best practices, successes and challenges of tracking and reporting on the impact of Tier 2 and 3 services.   Elizabeth Connors, PhD Elizabeth Connors is an Assistant Professor at Yale University, Division of Prevention and Community Research and at the Child Study Center. She is also a faculty member with the University of Maryland National Center for School Mental Health, where she is the Director of Quality Improvement and a developer of The SHAPE System. Dr. Connors received her Ph.D. in Clinical Child and Community Psychology and her work focuses on improving access to high-quality mental health promotion, prevention and intervention services and supports for underserved children, adolescents, young adults and their families in critical access points such as schools and community settings.

  An Introduction to Classroom WISE and Mental Health Literacy; HHS Region 8 Access slide deck with the green download button above Click here to watch the recording   Session Description   Educators and school personnel play a vital role in promoting mental health and well-being and identifying and responding to emerging mental illness in children and adolescents. However, they often have not received the education, training, or ongoing support needed to respond in the classroom. To address this need, the MHTTC Network, in partnership with the National Center for School Mental Health at the University of Maryland School of Medicine, developed a free self-guided online course, video library, resource collection, and website focused on educator mental health literacy. This webinar will introduce participants to Classroom WISE, a free 3-part training package that assists K-12 educators and school personnel in supporting students' mental health in the classroom. Building the case for mental health literacy training in your schools or districts and training implementation support will also be provided.     Participants of this session can expect to:   Learn about Classroom WISE, a free 3-part training package for K-12 educators and school personnel on mental health awareness. Learn strategies to promote student well-being and support students experiencing adversity, distress, and mental health challenges in the classroom. Identify talking points and implementation ideas to support Classroom WISE utilization in schools or districts.   Trainer Stefanie Winfield, MSW Stefanie Winfield is the School Mental Health Coordinator for the Mountain Plains MHTTC and a Research and Technical Assistance Associate with the WICHE Behavioral Health Program. As the school mental health lead, her work focuses on providing intensive technical assistance and training to educators, teachers administrators and all school staff on ways to improve and enhance school mental health. Stefanie has extensive experience working in schools promoting youth sexual health, conflict and anger management, behavioral health education, and school-based health care. With over 20 years of experience working with nonprofits and community organizations, Stefanie has done everything from grant management and implementation, to program and outcome evaluation, training and facilitation.

Behavioral health practitioners and organizations are often required to determine whether a particular intervention meets the needs of their clients, staff, and/or funders. The Best and Promising Practice (BPP) Fact Sheet Library, developed by the MHTTC Network, is designed to provide the mental health workforce with information about a wide array of evidence-based and promising approaches. Each fact sheet in the library summarizes a specific behavioral health practice, its evidence base, and steps for successful implementation.  In this fact sheet, we provide an overview of the principles and practice of Project Venture learning. 

Behavioral health practitioners and organizations are often required to determine whether a particular intervention meets the needs of their clients, staff, and/or funders. The Best and Promising Practice (BPP) Fact Sheet Library, developed by the MHTTC Network, is designed to provide the mental health workforce with information about a wide array of evidence-based and promising approaches. Each fact sheet in the library summarizes a specific behavioral health practice, its evidence base, and steps for successful implementation.  In this sheet, we provide an overview of the principles and practice of Achieving Whole Health.

About this Resource:       Acceptance and Commitment Therapy (ACT) is a behavioral therapy incorporating values-guided and mindful action. An individual participating in ACT identifies their values, desires, and aspirations; they then use that information to motivate behavioral change. Individuals fully engage in their experiences and remain open to creating a full, meaningful life while accepting the challenges one inevitably encounters in life. In the second part of this 2-part series, Dr. Waford reviews the six main tenets of ACT and discusses strategies to use when working with individuals living with psychosis.            This is Part II of a 2-part series on Acceptance and Commitment Therapy. To learn more about Part I "An Introduction to Acceptance and Commitment Therapy", please click here.        About the Presenter:       Rachel Waford is a licensed clinical psychologist practicing in the Atlanta area. She primarily serves individuals and families who have recently experienced their first psychotic episodes or first bipolar episodes. She seeks to help individuals and families understand and recover from these experiences, while also finding meaning from these experiences as they progress toward their personal visions for the future. Dr. Waford practices Acceptance and Commitment Therapy with all of her clients and finds that this approach offers significant support by empowering individuals to make meaningful changes in their lives. Dr. Waford has developed a number of resources to serve this community, including co-authoring a text entitled, The Psychosis Response Guide: How to help young people in psychiatric crises, as well as a TEDx talk entitled Building a Broader Mental Health Community.

The Person-Centered Recovery Planning (PCRP) Learning Collaborative ran from December 2019 until April of 2021, with five behavioral health organizations representing the states of Maine, New Hampshire, andRhode Island, selected through a formal application process. Each agency convened a change team to attend a series of knowledge-dissemination webinars, a two-day in-person training, individual agency and small group technical assistance sessions, and whole group learning and discussion sessions over the course of the learning collaborative. Read this report to learn the impact of learning collaborative activities on the agencies' implementation of person-centered planning practices.  

Obsessive Compulsive Disorder is a common and often debilitating condition. OCD is among the top ten causes of disability, impacting about 1 in 40 individuals in the United States each year. The compulsions and obsessions characteristic of OCD can be time-consuming and distressing, sometimes causing significant impairments in an individual’s personal and professional life. Some sources estimate that it can take, on average, more than nine years for individuals to receive a correct diagnosis of OCD. Successful treatment requires that professionals are knowledgeable about OCD and well-equipped to provide best-practice care.  This guide was created with funding from the Great Lakes Mental Health Technology Transfer Center. It is based on material presented by Dr. Bradley Riemann on March 16, 2021, for WAFCA-CE, with funding support from the MHTTC.  WAFCA serves as the Wisconsin partner for the Great Lakes Mental Health Technology Transfer Center. Click "Download" above to download the two-sided PDF.

About this Resource:       Acceptance and Commitment Therapy (ACT) is a behavioral therapy incorporating values-guided and mindful action. An individual participating in ACT identifies their values, desires, and aspirations; they then use that information to motivate behavioral change. Individuals fully engage in their experiences and remain open to creating a full, meaningful life while accepting the challenges one inevitably encounters in life. In the first part of this 2-part series, Dr. Waford provides an overview of ACT, including the six main tenets of the practice and discusses the process in using ACT with clients. The presentation slide deck (pdf) for this event is available here.                This is Part I of a 2-part series on Acceptance and Commitment Therapy. To learn more about Part II of our series, please click here.      About the Presenter:       Rachel Waford is a licensed clinical psychologist practicing in the Atlanta area. She primarily serves individuals and families who have recently experienced their first psychotic episodes or first bipolar episodes. She seeks to help individuals and families understand and recover from these experiences, while also finding meaning from these experiences as they progress toward their personal visions for the future. Dr. Waford practices Acceptance and Commitment Therapy with all of her clients and finds that this approach offers significant support by empowering individuals to make meaningful changes in their lives. Dr. Waford has developed a number of resources to serve this community, including co-authoring a text entitled, The Psychosis Response Guide: How to help young people in psychiatric crises, as well as a TEDx talk entitled Building a Broader Mental Health Community.