Products and Resources Catalog

Recording of the event Disparities in Healthcare and in Mental Health in the Black Community, originally held on April 22, 2021.   Slide Presentation

Mindfulness doesn’t have to be complicated. In fact, sometimes all it takes is returning your awareness to the present moment. The science behind mindfulness is known worldwide and cross-culturally: Our brains are prediction-making machines, so it can take some training to prevent ourselves from jumping to conclusions about events that haven’t happened yet. This week, Steve Wengel, MD, is our guest from the “wellness biz” (his words). Dr. Wengel is a professor in the Department of Psychiatry at the University of Nebraska Medical Center (UNMC) and the assistant vice chancellor for campus wellness for UNMC and the University of Nebraska-Omaha. Join the Burnout Busters for a practical discussion about how time-pressed health care professionals can make mindfulness work for them. -- Steven Wengel, MD, is a professor in the Department of Psychiatry at the University of Nebraska Medical Center (UNMC) and the first-ever assistant vice chancellor for campus wellness for UNMC and the University of Nebraska-Omaha. Dr. Wengel is from Omaha and has been a practicing psychiatrist since 1991, specializing in geriatric psychiatry. He treats patients with a broad range of psychiatric conditions, including dementia, depression, and anxiety disorders. He is currently the director of the UNMC Division of Geriatric Psychiatry, and he previously served as the chair of the UNMC Department of Psychiatry, from 2004 to 2018. Dr. Wengel has a longstanding interest in the role of non-medication interventions for reducing stress and anxiety. He has employed meditation techniques in his personal, clinical, and academic practices for many years, and has worked with the University of Nebraska to create innovative academic and clinical programs in stress reduction. In his current role as the wellness champion for UNMC, he oversees academic programs reaching out to faculty and trainees in all disciplines. His goal is to reduce stress and burnout in health care students and staff, as well as to reach out to other populations across the state and region. -- Remember, you can use the hashtag #mhttcbyebyeburnout to share your well-being journey with us and others! Learn more at https://bit.ly/BurnoutBustersThePodcast  

Ever feel overwhelmed by messaging about self-care, or plagued by toxic positivity? What constitutes self-care, and at what point can it become unhelpful? This week, the Burnout Busters explain the meaning of stress, argue the case for a strong focus on professional well-being, and dismantle common misconceptions about well-being with Aria Fiat, PhD, one of the developers of the Adult Resilience Curriculum (ARC) and a school and pediatric psychologist, speaker, and educator based at Cincinnati Children’s Hospital Medical Center. Dr. Fiat shares simple stress-busting tactics — gratitude journaling and listening to your inner child — that she uses to redirect her thoughts during difficult times, such as the not-so-new normal (or not-normal) resulting from the COVID-19 pandemic. -- Dr. Aria Fiat is a pediatric and school psychologist devoted to promoting equitable, accessible, and culturally responsive mental health care. She is currently completing a post-doctoral fellowship at Cincinnati Children’s Hospital Medical Center, where she will soon begin her tenure as an assistant professor of pediatrics. Dr. Fiat completed her pre-doctoral internship at the Munroe Meyer Institute, providing psychological services through Omaha Children's, University of Nebraska Medical Center, and Omaha Public Schools. Dr. Fiat’s work as a clinician, researcher, educator, speaker, and advocate focuses on enhancing the capacity of systems to promote behavioral health and wellness, with an emphasis on supporting the educators and caregivers who help children thrive. She has co-authored over a dozen peer-reviewed articles, book chapters, and conference proceedings and delivered multiple keynote addresses on related topics. Dr. Fiat is the creator of The Seven C’s: A Toolkit for Caregivers Coping in a Crisis. She is also a co-developer and researcher of the Adult Resilience Curriculum (ARC). In collaboration with the Mid-America MHTTC, Dr. Fiat is striving to increase availability of the ARC to school districts throughout Nebraska, Iowa, Kansas, and Missouri. -- Remember, you can use the hashtag #mhttcbyebyeburnout to share your well-being journey with us and others! Learn more at https://bit.ly/BurnoutBustersThePodcast  

Sometimes, our best efforts to cultivate individual well-being just won't cut it. Instead, workplace culture needs a do-over. Clayton Cook, PhD, of the University of Minnesota helps organizations do just that. This week, our Burnout Busters talk to Dr. Cook — one of the masterminds behind the Adult Resilience Curriculum (ARC) — about what it takes to build healthier work environments. When organizations adopt a culture of well-being, he explains, employees can expend their energy working rather than tolerating their work conditions. This episode is a must-listen for both health care leadership and everyday professionals. Administrators with the capacity to implement change will learn the concrete benefits of investing in organizational well-being, and employees will learn why it’s important to advocate for change. -- Dr. Clayton Cook is the John and Nancy Peyton Endowed Chair in Child and Adolescent Wellbeing and a professor of educational psychology at the University of Minnesota. He has extensive research and practical experiences involving the implementation of equity-centered multi-tiered systems of support to promote children’s social, emotional, and behavioral well-being and development. He is the associate director of innovation and research for the Center for Applied Research and Educational Improvement at the University of Minnesota. He has received over $17 million in external grant funding from multiple agencies and foundations to conduct research on the implementation of high-quality programs and practices that promote student social, emotional, and behavioral enablers to school and life success. He also consults with school systems across the U.S. and globe to increase children’s access to the services they need. -- Remember, you can use the hashtag #mhttcbyebyeburnout to share your well-being journey with us and others! Learn more at https://bit.ly/BurnoutBustersThePodcast  

One of the most important steps we can take when investing in our well-being is identifying our values: or, as this week's guest Ali DeLizza, PhD, defines them, “the things in life that give us meaning and purpose.” Once we’ve identified our values, we can set goals that help us prioritize actions that make us feel fulfilled — even when we are experiencing stress or burnout in other parts of our professional and personal lives. Dr. DeLizza is a child psychologist and director of wellness programming at the University of Nebraska Medical Center, where she also serves as an assistant professor in the Department of Psychiatry. This week, she chats with the Burnout Busters about how living life in accordance with your values can improve your well-being, and she teaches a simple, mindful technique that can help you gain a little perspective even on a hectic day. -- Ali DeLizza, PhD, is director of wellness programming and an assistant professor at the University of Nebraska Medical Center (UNMC). As a child psychologist, Dr. DeLizza works extensively with children and teens with anxiety and depression, using approaches from acceptance and commitment therapy to help her patients improve their well-being in part by committing to valued actions. Dr. DeLizza also works with children and teens with ADHD and other behavior disorders, and with LGBTQIA+ youth. In addition to her clinical interests, she is committed to making organizational-level changes to support professional well-being at UNMC and beyond. She has been working in Nebraska since 2018, when she relocated from Western Michigan. -- Remember, you can use the hashtag #mhttcbyebyeburnout to share your well-being journey with us and others! Learn more at https://bit.ly/BurnoutBustersThePodcast  

Overview Join the Mid-America MHTTC for an informational 101 on our approach to supporting health care workers: The Adult Resilience Curriculum for Health Professionals. This webinar is geared toward health care professionals, administrators, and stakeholders interested in developing a culture of well-being. Attendees will walk away with an understanding of the what, why, and how of the Adult Resilience Curriculum (ARC), as well as the most up-to-date information on stress: how it affects us psychologically and biologically, why it is necessary in certain situations, and how it relates to our overall well-being. ARC for Health Professionals is a 10-module model for implementing well-being at both the individual and organizational level. The curriculum is rooted in adult positive psychology and organizational well-being theories and has been adapted to apply across medical and educational settings. During the webinar, our Center will also present upcoming activities and trainings related to professional well-being, including a visit from two special guests: Dr. Jordan Thayer and Dr. Hannah West, to preview their new podcast, Burnout Busters.   Speakers   Dr. Erika Franta is the school mental health program director for the Mid-America MHTTC and an assistant professor in the psychology department at the Munroe-Meyer Institute at the University of Nebraska Medical Center. Dr. Franta has specialized training in juvenile forensic assessments and treatment, which led to her passion for increasing access to mental and behavioral health care for children, adolescents, and families through school, medical, and community systems. Dr. Franta approaches her work through a strengths-based and prevention lens and takes a systems-level approach to implementation of mental health initiatives across all settings. She oversees our Center's team of faculty and regional trainers and engages in training and technical assistance with educational leadership teams and school mental health providers in implementation of comprehensive school mental health supports. Dr. Franta also provides training and supervision in psycho-educational assessments, school consultation, and integrated care. She received her doctorate in School Psychology from the University of Nebraska-Lincoln. She completed her doctoral internship at Travis County Juvenile Probation in Austin, Texas, and her post-doctoral training at the Munroe-Meyer Institute.  Brittany Liebsack, PhD, LP, is a faculty trainer for the Mid-America MHTTC's school mental health team, developing and providing training and technical assistance at the universal, targeted and intensive levels. Passionate about the dissemination and implementation of evidence-based practices for children and their families, Dr. Liebsack helps our Center implement comprehensive mental health programming via the most accessible mental health providers for youths and teens: our schools. Throughout her undergraduate and post-baccalaureate research and clinical experiences, Dr. Liebsack became aware of and frustrated by the research-to-practice gap in the use of evidence-based practices in community settings and routine care. This led to her pursuit of graduate training and research interests in implementation, dissemination, and patient/family engagement in and barriers to treatment. Dr. Liebsack’s clinical interests include school mental health, integrated primary care, trauma/anxiety, and externalizing behavior. She earned her Ph.D. in Psychology at West Virginia State and completed her pre-doctoral internship at the University of Nebraska Medical Center's Munroe-Meyer Institute, where she is now a postdoctoral fellow. Jordan Thayer, PhD, PLP, is a postdoctoral fellow at the Munroe-Meyer Institute (MMI) for Genetics and Rehabilitation at the University of Nebraska Medical Center and is a member of the research and implementation team behind the Adult Resilience Curriculum (ARC). He received his doctorate in school psychology from the University of Minnesota-Twin Cities in Minneapolis, Minnesota. In both graduate school and in his work at MMI, he has split his time between collaborative research with schools and staff and practicing school-based mental health. These experiences developed Dr. Thayer's appreciation for the real-world challenges that every teacher faces when trying to implement what we know works to help kids develop academically, socially, emotionally, and mentally — particularly when teaching children with diverse backgrounds, experiences, and cultural values. Although recognized, these challenges are not always addressed, leaving teachers stressed and overwhelmed. ARC was designed to provide a flexible, contextual approach to support teachers’ personal well-being development by incorporating various skills and strategies into their daily lives. Dr. Thayer also works with school leaders and policymakers to remove outside factors that cause educator stress so that teachers’ well-being is supported by their own skills and by their environment. Hannah West, PhD, PLP, is a regional trainer for the Mid-America MHTTC and postdoctoral behavioral health provider at Sunflower Pediatric Behavioral Health in Shawnee, Kansas. Dr. West completed an undergraduate degree in psychology at Henderson State University, a master’s degree in clinical psychology at Missouri State University, and a doctorate in school psychology at Oklahoma State University. Dr. West is passionate about assisting schools and districts at the systems level through consultation and coaching to match student academic, behavioral and mental health needs with resources available through the development of multi-tiered systems of support. As a trainer for the National Association of School Psychologists’ (NASP) PREPaRE curriculum, she is also passionate about working with schools to implement best-practice prevention, intervention, and postvention supports related to school crises. She began working with the Mid-America MHTTC's school mental health team during her predoctoral internship at the Munroe-Meyer Institute, but recently was promoted to regional trainer in Missouri and Kansas. Professional Well-Being ARC for Health Professionals  

Recording of the event "Exploring Cultural Awareness: The Initial Step in Providing Culturally Responsive Care Recording," originally held on January 27, 2021.   You may access the slides here.

Recording of the event "Exploring Cultural Awareness: The Initial Step in Providing Culturally Responsive Care (Mental Health Association of Maryland)," originally held on January 28, 2021.   You may access the slides here.

Recording of the event African Americans and Cough Syrup with Codeine Abuse, originally held on February 4, 2021.   Slide Presentation

Recording of the Rock Recovery-led event Marginalized Voices - Understanding the Presentation and Prevalence of Eating Disorders, originally held on February 25, 2021.   Slide Presentation

Recording of the Rock Recovery-led event Symptom Substitution, Trauma and the Hidden Addiction of Eating Disorders, originally held on March 4, 2021.   Slide Presentation

Recording of the Rock Recovery-led event Breaking through Shame - How Faith Communities Can Remove Mental Health Stigma and Support those with Eating Disorders, originally held on March 11, 2021.   Slide Presentation

About this Resource:  CCBHCs are designed to increase access to mental health and substance use disorder treatment, expand states' capacity to address the overdose crisis, promote partnerships with law enforcement, schools, and hospitals to improve care, reduce recidivism and prevent hospital readmissions. Today, 340 CCBHCs are operating in 40 states, plus Washington, DC and Guam. This webinar provided a snapshot of CCBHCs across the country, described the changes and investments that clinics made to become CCBHCs for the national demonstration program, and discussed the various funding avenues available to states and clinics to support the CCBHC model.   About the Presenters:  Rebecca Farley David is Senior Director of Public Policy and Special Initiatives at the National Council for Behavioral Health. She has worked to advance and support the CCBHC model for more than 10 years, from introduction of the original authorizing legislation through implementation of the demonstration and expansion grants. She currently oversees the National Council's CCBHC Success Center, an initiative to support states, clinics and other stakeholders throughout CCBHC implementation and ongoing operations.      Jonathan Brown is a Senior Fellow and Director of Behavioral Health at Mathematica where his work focuses on improving the quality and outcomes of behavioral health services. He directs an ongoing national evaluation of the CCBHC demonstration for the Office of the Assistant Secretary for Planning and Evaluation and recently completed a national evaluation of the Primary and Behavioral Health Care Integration program for SAMHSA. He provides evaluation-related technical assistance for state Medicaid demonstrations and has worked with states, health plans, consumer organizations, and community mental health centers to develop and use behavioral health quality measures. Dr. Brown is a native of Alabama and currently lives in Atlanta.    

This session will cover the challenges of meeting linguistic needs in mental health services with an emphasis on integrated systems of care. It will first discuss the scope of the problem of linguistic barriers to care. It will cover the importance of improving access to linguistically and culturally appropriate services and how that may function differently in various interpretation models. It will also provide concrete recommendations for working with interpreters.   Learning Objectives: Describe barriers to care due to inequalities in linguistic abilities when providing mental health services within an integrated healthcare system. Discuss how various interpreter models and functions help to overcome the challenges of meeting linguistic and cultural needs within the pediatric mental health integrated system of care. Discuss recommendations to consider when working with interpreters to address pediatric mental health needs.   Speakers: Gloria Gonzalez-Kruger, PhD, is an associate clinical professor who is currently serving as the director of clinical services at Drexel University Couple and Family Therapy Clinic. She is a graduate of Michigan State University, where she earned her two master’s degrees, one in Family and Child Ecology and the second in Marriage and Family Therapy. Her doctoral degree is in Family and Child Ecology with a specialization in Marriage and Family Therapy. She was an assistant professor at the University of Nebraska-Lincoln in the Department of Family and Consumer Sciences and the Marriage and Family Therapy program. She is an approved “clinical” supervisor through the Association for Marriage and Family Therapy. Most recently, she was the director of behavioral health at a primary care clinic that is a Federally Qualified Health Center (FQHC), OneWorld Community Health Centers, Inc. This clinic provided integrated primary/behavioral healthcare to minority, underserved and marginalized populations. As a clinician, clinical supervisor, community advocate, educator, family scientist and researcher, her goal is to engage in activities that ultimately contribute to enhancing the quality of life of people in minority, under-served, vulnerable and marginalized communities. Her focus has been on increasing access, utilization and delivery of culturally relevant and competent educational and health-related services that serve to decrease health disparities and improve or enhance the overall well-being of individuals, couples and families across the life cycle. Kay Bond, PhD, LP, is the co-founder of Tidal Integrated Health, Inc., and co-director of Behavioral Pediatrics in Primary Care at NOVA Behavioral Healthcare Corporation in Goldsboro, N.C. Dr. Bond is passionate about providing high-quality behavioral health services to young people and their families in rural, low-income, and underserved communities. She is also an experienced behavioral health supervisor. Most recently, Dr. Bond established two pediatric integrated behavioral health clinics designed to increase children’s access to behavioral health treatment and reduce the stigma involved in participating in therapy. Dr. Bond’s clinical and research interests include sleep, elimination disorders, and disruptive behavior and noncompliance. Dr. Bond is also interested in integrating behavioral health into primary care practices and clinical supervision. She earned her Ph.D. in Pediatric School Psychology at East Carolina University in 2016, and she completed her internship and fellowship in Behavioral Pediatrics/Integrated Primary Care at the Munroe-Meyer Institute at the University of Nebraska Medical Center in 2018. Dr. Trey Andrews is an assistant professor at the University of Nebraska-Lincoln in the Clinical Psychology Ph.D. program and is joint-appointed in Psychology and Ethnic Studies. He earned his Ph.D. in Clinical Psychology in 2014 from the University of Arkansas. As a graduate student, he helped solidify an integrated care practice that was in its second year and re-establish an additional site at an FQHC. He completed his internship (2014) and NIMH-funded postdoctoral fellowship (2016) at the Medical University of South Carolina with a focus on traumatic stress. While there, he laid the groundwork for integrated primary care practices in conjunction with family practice resident training and consulted with a local FQHC that was beginning its integrated care program. He now supervises students at an FQHC in Nebraska and has previously supervised students in another primary care clinic in Nebraska. Overall, the majority of the clinical services he provided and supervised have occurred in Spanish with Latinx populations. Beyond his practical experience, he has collaborated and led the publication of multiple research articles evaluating equity in primary care. Coming Home to Primary Care: Pediatric Integrated Health  

This session will cover the challenges of meeting linguistic needs in mental health services with an emphasis on integrated systems of care. It will first discuss the scope of the problem of linguistic barriers to care. It will cover the importance of improving access to linguistically and culturally appropriate services and how that may function differently in various interpretation models. It will also provide concrete recommendations for working with interpreters.   Learning Objectives: Describe barriers to care due to inequalities in linguistic abilities when providing mental health services within an integrated healthcare system. Discuss how various interpreter models and functions help to overcome the challenges of meeting linguistic and cultural needs within the pediatric mental health integrated system of care. Discuss recommendations to consider when working with interpreters to address pediatric mental health needs.   Speakers: Gloria Gonzalez-Kruger, PhD, is an associate clinical professor who is currently serving as the director of clinical services at Drexel University Couple and Family Therapy Clinic. She is a graduate of Michigan State University, where she earned her two master’s degrees, one in Family and Child Ecology and the second in Marriage and Family Therapy. Her doctoral degree is in Family and Child Ecology with a specialization in Marriage and Family Therapy. She was an assistant professor at the University of Nebraska-Lincoln in the Department of Family and Consumer Sciences and the Marriage and Family Therapy program. She is an approved “clinical” supervisor through the Association for Marriage and Family Therapy. Most recently, she was the director of behavioral health at a primary care clinic that is a Federally Qualified Health Center (FQHC), OneWorld Community Health Centers, Inc. This clinic provided integrated primary/behavioral healthcare to minority, underserved and marginalized populations. As a clinician, clinical supervisor, community advocate, educator, family scientist and researcher, her goal is to engage in activities that ultimately contribute to enhancing the quality of life of people in minority, under-served, vulnerable and marginalized communities. Her focus has been on increasing access, utilization and delivery of culturally relevant and competent educational and health-related services that serve to decrease health disparities and improve or enhance the overall well-being of individuals, couples and families across the life cycle. Kay Bond, PhD, LP, is the co-founder of Tidal Integrated Health, Inc., and co-director of Behavioral Pediatrics in Primary Care at NOVA Behavioral Healthcare Corporation in Goldsboro, N.C. Dr. Bond is passionate about providing high-quality behavioral health services to young people and their families in rural, low-income, and underserved communities. She is also an experienced behavioral health supervisor. Most recently, Dr. Bond established two pediatric integrated behavioral health clinics designed to increase children’s access to behavioral health treatment and reduce the stigma involved in participating in therapy. Dr. Bond’s clinical and research interests include sleep, elimination disorders, and disruptive behavior and noncompliance. Dr. Bond is also interested in integrating behavioral health into primary care practices and clinical supervision. She earned her Ph.D. in Pediatric School Psychology at East Carolina University in 2016, and she completed her internship and fellowship in Behavioral Pediatrics/Integrated Primary Care at the Munroe-Meyer Institute at the University of Nebraska Medical Center in 2018. Dr. Trey Andrews is an assistant professor at the University of Nebraska-Lincoln in the Clinical Psychology Ph.D. program and is joint-appointed in Psychology and Ethnic Studies. He earned his Ph.D. in Clinical Psychology in 2014 from the University of Arkansas. As a graduate student, he helped solidify an integrated care practice that was in its second year and re-establish an additional site at an FQHC. He completed his internship (2014) and NIMH-funded postdoctoral fellowship (2016) at the Medical University of South Carolina with a focus on traumatic stress. While there, he laid the groundwork for integrated primary care practices in conjunction with family practice resident training and consulted with a local FQHC that was beginning its integrated care program. He now supervises students at an FQHC in Nebraska and has previously supervised students in another primary care clinic in Nebraska. Overall, the majority of the clinical services he provided and supervised have occurred in Spanish with Latinx populations. Beyond his practical experience, he has collaborated and led the publication of multiple research articles evaluating equity in primary care.   Target Audience: Behavioral Health Providers Primary Care Providers Nurses   Learn more: https://bit.ly/ComingHometoIC

The materials attached to this product were originally aired on February 19, 2021 as a part of the South Southwest MHTTC's Wellness Workshop series. Your boundaries have one purpose: to take care of you. Understand the four steps of boundary development, how culture shapes boundaries, and how to become a boundaries expert in your life. Learn the seven patterns and how to bring balance to your own patterns. Learn skills for extreme boundary challenges – especially important during the pandemic. Access the webinar above & download the slides HERE Presenter Bio: Sarri Gilman, LMFT is a psychotherapist and author. She teaches Overwhelm Recovery for Healthcare and Human Service Providers. She is the author of The Mystery of Knowing Journal, a journal for self-care and boundaries, Transform Your Boundaries, and Naming and Taming the Overwhelm for Healthcare and Human Service Providers. Sarri ran non-profit organizations for 20 years. Two of the organizations served children and teens who were homeless. She is the founder of Cocoon House in Everett, WA. She taught leadership development for seven years. She has been in practice for 35 years and continues in private practice in her community on Whidbey Island, WA.

  Responding to Provider Stress and Burnout - Cultivating Hope and Compassion Providers of all occupations are experiencing increased levels of on-the-job stress as they work to respond to the many needs of the individuals they serve during the COVID-19 pandemic. Acknowledging these challenges and securing appropriate supports are crucial to promoting the well-being of all providers. This training provided attendees with detailed information on the impact of chronic stress and compassion fatigue as well as strategies to cultivate hope, compassion, and resilience. Contact David Terry with any questions.    Slides and Recording Access slides using the download button above Recording   Additional Resources Voices from the Field: A Blog about Resilience during the Pandemic Provider Well Being: Program Goals and Resources   Trainers LaVonne Fox, PhD, OTR/L Dr. Fox was born and raised on the Turtle Mountain Chippewa reservation. She has considerable experience working with children, youth, and young adults with mental health issues in communities. Dr. Fox is currently serving as a technical trainer for the Mountain Plains MHTTC and is the lead trainer on the tribal school's Community of Practice program serving communities across Health and Human Services (HHS) Region 8.   Shawnda Schroeder, PhD Shawnda Schroeder is a Research Associate Professor. With the Mountain Plains MHTTC she focuses on access to care, rural mental health, and provider well-being.    Thomasine Heitkamp, LCSW Chester Fritz Distinguished Professor, Thomasine Heitkamp is the PI and Co-Director of the Mountain Plains MHTTC. She currently leads two teams of faculty and staff who provide their expertise to behavioral health practitioners to ensure positive treatment outcomes that support sustainability.   David Terry, BA David is the Program Coordinator for the Mountain Plains MHTTC and is the lead for the latest effort to address provider well-being during the global health pandemic.  

  Riding the Wave of Stress and Trauma to Enhance Self-Care Resources Access slides using the download button above Recording   Providers of all occupations are experiencing increased levels of on-the-job stress as they work to respond to the many needs of the individuals they serve during the COVID-19 pandemic. This training provided a metaphor for riding the wave of stress, trauma, and grief. It examined how integrating the brain and body response can heal during times of crisis. A focus was provided on maintaining healing practices and building new pathways to enhance self-care. Traditional Indigenous trauma processing and the importance of grief rituals were explored with a discussion of commonalities of cultures.  

This session will describe the two-fold workforce development needs for creating mental health equity in integrated primary care: creating an equitable workforce and training for creating equitable clinical structures. Speakers will discuss the unique approaches that have been successful in recruiting and retaining individuals from the communities in which they serve as well as ways to engage community support.   Learning Objectives: Identify innovative approaches for recruitment and retention of your workforce team with the intent to create mental health equity within an integrated primary care system.  Discuss how to generate a more representative workforce along with more equitable outcomes as identified from research efforts involving the pediatric population. Describe the importance of obtaining support from the community including identification of resources and community agencies in order to foster growth for the future workforce.    Target Audience: Behavioral Health Providers Primary Care Providers Nurses   Learn more: https://bit.ly/ComingHometoIC

This session will describe the two-fold workforce development needs for creating mental health equity in integrated primary care: creating an equitable workforce and training for creating equitable clinical structures. Speakers will discuss the unique approaches that have been successful in recruiting and retaining individuals from the communities in which they serve as well as ways to engage community support.   Learning Objectives: Identify innovative approaches for recruitment and retention of your workforce team with the intent to create mental health equity within an integrated primary care system.  Discuss how to generate a more representative workforce along with more equitable outcomes as identified from research efforts involving the pediatric population. Describe the importance of obtaining support from the community including identification of resources and community agencies in order to foster growth for the future workforce.    Target Audience: Behavioral Health Providers Primary Care Providers Nurses   Learn more: https://bit.ly/ComingHometoIC

Recording of the webinar Healthy vs Unhealthy Coping Mechanisms, originally held on November 10, 2020.   Slide Presentation

Recording of the event Developing a Personalized Stress Plan, originally held on November 17, 2020.   Slide Presentation

Recording of the webinar Stress and the Holidays, originally held on November 25, 2020.   Slide Presentation

Recording of the webinar "Health and Professional Well-Being: Understanding and Combating Compassion Fatigue. Part 1 – Compassion Fatigue and how it Manifest," originally held on October 27, 2020. Download the slides