Products and Resources Catalog

The Great Lakes MHTTC has created a supplemental discussion guide for educators who are using Classroom WISE, a free 3-part training program for K-12 teachers and school staff.   The Classroom WISE Discussion Guide contains the following information: Using the NIATx model for process improvement to implement Classroom WISE strategies in schools Best practices for collecting data and measuring change Establishing and facilitating Classroom WISE discussion groups Considerations for implementing and applying Classroom WISE strategies Book study activities for continued education, including reading recommendations Group discussion guides for each of the six Classroom WISE modules   Download the Classroom WISE Discussion Guide by clicking on the button above, and visit classroomwise.org to begin engaging in this valuable, self-paced training opportunity!  

La Comunidad LGBT+ Latinx: Las consecuencias de la interseccionalidad El material de este libro subraya la necesidad crítica de comprender cómo las intersecciones entre cultura, estatus de minoría étnica, identidad de género y la orientación sexual influyen sobre la salud psicológica y el bienestar de las poblaciones LGBTQ+ Latinx.   Celebrando la diversidad y nuestras identidades a través de año para fortalecer la salud mental

The Great Lakes Current is the e-newsletter of the Great Lakes ATTC, MHTTC, and PTTC.   The July 2022 issue features content related to Minority Mental Health Awareness Month, World Hepatitis Day (July 28), Naloxone Vending Machine (NVM) Implementation, and the new Comprehensive Culturally Responsive Glossary. You will also find links to all the upcoming events and trainings for the Great Lakes ATTC, MHTTC, and PTTC. 

The Northwest MHTTC is excited to co-sponsor the UW SMART Center's Annual 2022 Speaker Series. Originally a series of in-person events, we have moved these presentations to a virtual format due to COVID-19.  Recording & Resources: 5.25 Presentation Resources.docx 5.25 Presentation Slides PDF Spanish Subtitles Available Here   Please Note: Distorted audio improves at timestamp (00:09:20) following the introduction   Learning Objectives: Define the rate at which we are suspending young children and the disproportionality. Describe and offer a better understanding of the bias of suspension disproportionality. Collaborate with families and other educators to better serve the needs of all children.   About the Presenters: Walter Gilliam, PhD Professor of Child Psychiatry and Psychology, Director of the Edward Zigler Center in Child Development and Social Policy @Yale University Child Study Center Walter S. Gilliam is the Elizabeth Mears & House Jameson Professor of Child Psychiatry and Psychology at the Yale University Child Study Center and Director of the Edward Zigler Center in Child Development and Social Policy. Dr. Gilliam is Vice President of ZERO TO THREE, a past president of Child Care Aware of America; a board director for the Irving Harris Foundation, First Children’s Finance, and All Our Kin; and a former Senior Advisor to the National Association for the Education of Young Children. He is frequently quoted in major national and international news outlets, and actively provides consultation and invited testimony to decision-makers in the U.S. and other countries. He was co-recipient of the prestigious 2008 Grawemeyer Award in Education for the coauthored book, A Vision for Universal Preschool Education.       Tunette Powell, PhD Director of Equity, Inclusion and Community @Mirman School, Los Angeles Dr. Tunette Powell is an activist mama, storyteller and scholar of race, kinship, trauma, racism and knowledge whose current research centers on Black families with children in early childhood education and school-induced collective trauma. She currently serves as the Director of Equity, Inclusion and Community at the Mirman School in Los Angeles. Dr. Powell earned her PhD in Education from the University of California, Los Angeles. She formerly served as the interim director of the UCLA Parent Empowerment Project.         Learn more about other events in the series here Want more information and school mental health resources? Visit the Northwest MHTTC's School Mental Health page and sign up for our newsletter for regular updates about events, trainings, and resources available to the Northwest region.

Presentation Slides Presentation Summary This presentation occurred during the 2022 South Southwest MHTTC First Episode Psychosis Conference on June 1st. Dr. Eleanor Longden was the keynote speaker for this session. Presentation Summary: Although traditionally understood as a medical condition, an increasing amount of evidence shows powerful links between painful events in people’s lives (particularly, but not exclusively, childhood abuse) and the likelihood of experiencing psychosis. This lecture drew on the presenter’s own lived experience of trauma and psychosis, as well as recent research and clinical findings, to explore how a greater emphasis on trauma-focused care may help to promote healing and recovery within mental health services. About the Speaker   Dr. Eleanor Longden (she/her/hers) Postdoctoral Service User Research Manager Greater Manchester Mental Health NHS Foundation Trust Dr. Eleanor Longden is a Postdoctoral Service User Research Manager at the Psychosis Research Unit at Greater Manchester Mental Health NHS Foundation Trust (GMMH), honorary research fellow at the University of Manchester, and co-director of GMMH’s Complex Trauma and Resilience Research Unit. Throughout her career, Dr Longden has drawn on her own experiences of recovery from trauma and psychosis to promote person-centered approaches to complex mental health problems that emphasize the lived experience and expertise of service-users. Her research focuses on the relationship between dissociation, trauma, and voice-hearing, and she has lectured and published internationally on these issues, including numerous peer-reviewed journal articles, contributions to the British Psychological Society’s landmark reports Understanding Psychosis & Schizophrenia and The Power Threat Meaning Framework, and reviewing materials for the World Health Organizations’ Quality Rights Initiative. Her 2013 TED talk on voice-hearing was named by the Guardian newspaper as one of the ‘20 Online Talks That Could Change Your Life’ and in its first year online was viewed 2.5m times and translated into 33 languages. In 2015, Dr Longden received a commendation for her work from the Deputy Prime Minister’s Mental Health Hero Awards. Along with Dr Charlie Heriot-Maitland, she is co-author of the forthcoming book Relating to Voices Using Compassion Focused Therapy: A Self-Help Companion.   Positionality Statement: I am a Postdoctoral Service User Research Manager employed by the UK’s National Health Service (NHS), predominantly working with colleagues who share my own identity as White British, cisgender, and college educated. My work is mainly focused on designing and conducting studies and, while I have experience of peer-support, am not clinically qualified and lack any formal therapeutic expertise. I am strongly influenced by my own lived experience of trauma and mental distress, which has led me to favour approaches to understanding and treating psychosis which emphasizes the impact of psychosocial factors in the origins of peoples’ difficulties. This includes, for example, the effects of interpersonal violence, such as abuse and assault, as well as systemic injustices, such as economic inequality and identity-based discrimination. However, working with research participants, fellow survivors, and/or professional colleagues has encouraged me to be more considerate of alternative understandingsfor psychosis; for example, by recognising the high value manyservice-users place in biomedical models,by developing more nuanced definitions ofwhat constitutes ‘trauma’ or ‘adversity’, and by expanding my awareness of more culturally diverse explanationsfor people’s experiences, including religious or spiritual frameworks.I receive speaking fees from both government and private sector organisations for the provision of lectures and trainingand my research is currently funded by a Development and Skills Enhancement Award from the National Institute of Health Research (NIHR). I am also a co-applicant on two projects funded by grants from the NIHR’s Health Technology Assessment Programme; however, the views expressed in my presentation are my own and do not necessarily reflect those of the NHS, the NIHR, or the Department of Health and Social Care.

  This is a downloadable version of the 30 Days of Mental Health Challenge Calendar. What started as an annual Mid-America MHTTC social media campaign is now an undated daily calendar so that you can work to better your well-being at any time of the year. This calendar is full of daily challenges that aim to build and strengthen your mental well-being and resilience in small steps.   We also have another format for this calendar! You can receive daily emails with each challenge prompt over the course of 30 days. To sign up for the email version of the 30 Days of Mental Health Challenge Calendar, click here.    

ABOUT THIS RESOURCE In June, the Northwest MHTTC celebrates and offers resources for Pride Month, Juneteenth, PTSD Awareness Month and Men's Health Month. This newsletter also includes information on two upcoming webinar series: Suicide Awareness for LGBTQ Youth & Families, and Supporting the Mental Health of Refugee & Asylee Communities. Other topics include 988 and Early Psychosis resources, the Surgeon General's Health Worker Burnout Advisory, and a new SAMHSA Tobacco-free Toolkit for behavioral health agencies.

Este producto describe a TARGET, una intervención terapéutica y de educación que se puede adaptar para niñxs, jóvenes y familias latinas que han experimentado eventos traumáticos y/o están experimentando desafíos de salud conductual. Además, provee recomendaciones sobre la utilización de TARGET para proveedores de salud mental que trabajan con la comunidad Latinx.

This factsheet describes TARGET, a therapeutic intervention for regulating the effect of trauma that can be adapted for Latinx children, youths, and families that have experienced traumatic events and/or are experiencing behavioral health challenges. In addition, it provides recommendations for mental health providers that want to provide TARGET to Latinx communities.

Este producto describe a TARGET, una intervención terapéutica y de educación que se puede adaptar para niñxs, jóvenes y familias latinas que han experimentado eventos traumáticos y/o están experimentando desafíos de salud conductual. Además, provee recomendaciones sobre la utilización de TARGET para proveedores de salud mental que trabajan con la comunidad Latinx.

This factsheet describes TARGET, a therapeutic intervention for regulating the effect of trauma that can be adapted for Latinx children, youths, and families that have experienced traumatic events and/or are experiencing behavioral health challenges. In addition, it provides recommendations for mental health providers that want to provide TARGET to Latinx communities.

The Northwest MHTTC is excited to co-sponsor the UW SMART Center's Annual 2022 Speaker Series. Originally a series of in-person events, we have moved these presentations to a virtual format due to COVID-19.  Mindfulness for Teachers During Difficult Times: Building Resilience with Compassionate Teaching  Resilience is the capacity to successfully adapt to challenging situations without long-term negative effects, and today our students and teachers need resilience more than ever. At its core, teaching is an emotional practice. The social and emotional dynamics of the classroom play a key role in promoting student learning and fostering prosocial behavior. Drawing upon basic and applied research in the fields of neuroscience, psychology and education, this talk will provide valuable information about how mindfulness- and compassion-based approaches can help teachers manage the stressful demands of the classroom, cultivate an exceptional learning environment, and revitalize teaching and learning.  Learning Objectives: Describe the importance of emotion in education. Describe how emotion affects the brain and learning. Define mindfulness. Describe the effects of mindfulness on brain functioning and emotion regulation. Practice several simple mindfulness-based practices. Describe how mindfulness-based practices help teachers manage stress. Describe how mindfulness-based practices help teacher provide social and emotional support to their students. Describe how to introduce mindfulness practices to students to help them calm their bodies and focus their minds.   Recording & Resources: Presentation PDF Spanish Subtitles Available Here   About the Presenter: Patricia (Tish) Jennings, PhD, MEd Professor of Education at the School of Education and Human Development @University of Virginia Patricia (Tish) Jennings is an internationally recognized leader in the fields of social and emotional learning and mindfulness in education and Professor of Education at the School of Education and Human Development at the University of Virginia. Her research places a specific emphasis on teacher stress and how it impacts the social and emotional context of the classroom, as articulated in her highly cited theoretical article "The Prosocial Classroom." Jennings led the team that developed CARE, a mindfulness-based professional development program shown to significantly improve teacher well-being, classroom interactions and student engagement in the largest randomized controlled trial of a mindfulness-based intervention designed specifically to address teacher occupational stress. She is a co-author of Flourish: The Compassionate Schools Project curriculum, an integrated health and physical education program and is co-Investigator on a large randomized controlled trial to evaluate the curriculum’s efficacy. She is currently the Principal Investigator of Project CATALYZE, a study that will examine whether CARE enhances the effectiveness of a social and emotional learning curriculum funded by an Education Innovation Research grant from the US Department of Education to conduct. A member of the National Academy of Sciences Committee on Fostering Healthy Mental, Emotional, and Behavioral Development among Children and Youth, she was awarded the Cathy Kerr Award for Courageous and Compassionate Science by the Mind & Life Institute in 2018 and recently recognized by Mindful Magazine as one of "Ten Mindfulness Researchers You Should Know." Earlier in her career, Jennings spent more than 22 years as a teacher, school director and teacher educator. She is the author numerous peer-reviewed journal articles and chapters and several books: Mindfulness for Teachers: Simple Skills for Peace and Productivity in the Classroom, The Trauma-Sensitive School: Building Resilience with Compassionate Teaching, Mindfulness in the Pre-K-5 Classroom: Helping Students Stress Less and Learn More, part of Social and Emotional Learning Solutions, a book series by WW Norton of which she is editor. Her latest book, Teacher Burnout Turnaround: Strategies for Empowered Teachers, was released in December 2020. Learn more about other events in the series here Want more information and school mental health resources? Visit the Northwest MHTTC's School Mental Health page and sign up for our newsletter for regular updates about events, trainings, and resources available to the Northwest region.

June 2, 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 toward 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.   to watch the recording, go to: https://youtu.be/eNQLYlIHT2o

The Northwest MHTTC’s School Mental Health Team has curated some additional free resources to support youth, staff, communities and district systems to support our region as we respond to these traumatic events. 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.

This resource highlights how Kingwood Elementary School implemented Classroom WISE, as part of the Classroom WISE School TA Opportunity. To learn more about Classroom WISE, visit www.classroomwise.org.

This resource highlights how Maplewood High School implemented Classroom WISE, as part of the Classroom WISE School TA Opportunity. To learn more about Classroom WISE, visit www.classroomwise.org.

Since its release in June 2021, over 10,000 participants have completed the Classroom WISE online course. This map provides a geographic breakdown of where participants are completing the course. Note: This map is updated quarterly, with the last update occurring on March 31, 2024.    

ABOUT THIS RESOURCE This month, we celebrate Mental Health Month, Asian and Pacific American Heritage Month and several other May observances. We also highlight upcoming events, recently released webinar recordings and a new maternal mental health hotline in this newsletter.

El Northwest MHTTC se complace en copatrocinar la Serie de Oradores Anuales 2022 del UW SMART Center. Originalmente una serie de eventos presenciales, hemos trasladado estas presentaciones a un formato virtual debido al COVID-19. Descripción: Los servicios escolares de salud mental aumentan el acceso a la atención de salud mental para niños y adolescentes. Sin embargo, siguen existiendo disparidades significativas en la adecuación, calidad, eficacia y resultados de los servicios de salud mental en las escuelas, en particular entre los estudiantes de grupos raciales/étnicos marginados y/o familias de bajos ingresos. La pandemia de COVID-19 ha aumentado los desafíos de salud mental entre los estudiantes y ha exacerbado las disparidades en los servicios de salud mental en las escuelas. El propósito de esta presentación es proporcionar estrategias para abordar las disparidades en salud mental y promover la equidad en salud mental en las escuelas.   Recursos: PDF de presentación   Objetivos: Explicar la carga de los desafíos de salud mental entre niños y adolescentes y las disparidades asociadas en la atención de salud mental escolar Declarar la importancia de involucrar a las partes interesadas en el desarrollo, selección, adaptación, implementación y evaluación de intervenciones escolares de salud mental basadas en evidencia Discutir ejemplos de políticas, intervenciones y estrategias de implementación para promover la equidad en salud mental en las escuelas Describir las estrategias de adaptación para promover el alcance de la implementación y el marco de equidad   Obtenga más información sobre otros eventos de la serie aquí  

About this Resource:  The Southeast MHTTC Newsletter highlights upcoming events and recently released products as well as shares information on available resources from SAMHSA and the MHTTC network.  The May 2022 issue recognizes National Mental Health Awareness Month and Asian American & Pacific Islander Heritage Month, highlights our upcoming "Perspectives in Mental Health Crisis" events and recent products, and provides resources available through the MHTTC Network and SAMHSA to connect individuals to needed treatment and support. 

The Northwest MHTTC is excited to co-sponsor the UW SMART Center's Annual 2022 Speaker Series. Originally a series of in-person events, we have moved these presentations to a virtual format due to COVID-19.  Description: The dual pandemics of COVID-19 and racism have served as stark reminders of longstanding inequities in our society. These pandemics have exacerbated disparities for more vulnerable and marginalized groups, including those occupying the intersection of race and disability. This is also true for the ongoing disparities in autism that we must reckon with and that have contributed to differential access to a timely diagnosis, experiences with services, and poorer outcomes for some children and families who are racially and linguistically diverse. This presentation will address how structural racism and implicit bias have likely contributed to these disparities as well as pose potential solutions and next steps for the field to address these vexing issues.    Recording & Resources: Presentation PDF Spanish Subtitles Available Here   Objectives: Understand differences between implicit bias and structural racism Examine relationships between racial biases and service access for minoritized autistic children Identify potential next steps and solutions to address disparities in autism research and services     About the Presenter: Brian Boyd, Ph.D. Professor and Director of the Juniper Gardens Children’s Project @University of Kansas Dr. Brian Boyd is Professor and Director of the Juniper Gardens Children’s Project at the University of Kansas. As Director of a community-based, applied research center focused on child development, he has been heavily engaged in research that involves the most vulnerable, and often marginalized, populations. As a special educator by training, much of his research has involved the development and evaluation of evidence-based practices that could be implemented within school-based contexts. This work led to some of the first comparative efficacy studies of classroom-based interventions for preschool-aged children on the autism spectrum. His more recent work has focused on how issues of implicit bias and race affect the lives and outcomes of families and autistic individuals of color, and strategies to address known racial / ethnic disparities. Dr. Boyd’s work has been continuously funded by both the Institute of Education Sciences and the National Institutes of Health. Currently, he serves on multiple national boards that are dedicated to improving the outcomes of individuals with disabilities and those from historically underserved communities. Learn more and register for other events in the series here Want more information and school mental health resources? Visit the Northwest MHTTC's School Mental Health page and sign up for our newsletter for regular updates about events, trainings, and resources available to the Northwest region.

We are in the home stretch of the school year. The score is tied, and the bases are loaded. It’s time to knock it out of the park for a grand slam. But first, take a time out for a quick pick me up. As always, we are here with the provisions – and not just peanuts!   We’ve got tools for talking with students about events in Ukraine. You’ll find trainings on mental health equity, wellness, and incorporating student voice into your work detailed below. Plus, check out the multitude of resources to enhance your critical work.  With a standing ovation, we honor and thank you for the work you do each day. Please let us know how we can support you.  May the increased light and fresh blooms spark happiness and renewal in you.  Sign up for our School Mental Health Newsletter!  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.

The Classroom WISE (Well-Being Information and Strategies for Educators) training package provides knowledge and skills that are effective and applicable for educators, school personnel, and school health and mental health professionals. We know that training alone is not enough to create practice change. Taking the Classroom WISE online course and reviewing the videos and resources are only the first steps. It’s up to you and your school team to decide how to use the Classroom WISE materials to implement actual changes and enhance how your school promotes student mental health and identifies and responds to students with mental health concerns. The Classroom WISE Implementation Guide helps school teams develop a plan for implementing Classroom WISE. We have updated this guide to include examples of how four school teams implemented Classroom WISE in their respective schools. You can view these Classroom WISE Implementation Stories below! Click here to view the Classroom WISE Implementation Story for Buffalo Grove High School. Click here to view the Classroom WISE Implementation Story for Kingwood Elementary School. Click here to view the Classroom WISE Implementation Story for Maplewood High School. Click here to view the Classroom WISE Implementation Story for Provisional Accelerated Learning Academy.

The Great Lakes Current is the e-newsletter of the Great Lakes ATTC, MHTTC, and PTTC.   The June 2022 issue features content related to Pride Month and Posttraumatic Stress Disorder (PTSD) Awareness Month, the Counselor's Corner blog, the Checking In Podcast: Understanding PTSD in First Responders, and a complete calendar of events.