Products and Resources Catalog

The second August issue of our newsletter features an upcoming Northwest MHTTC webinar, TTC Network events, other events of interest and resources. 

This is a recording of Session 3 of Rising Practices & Policies Revisited - Working with Youth and Families Experiencing Homelessness and Home Insecurity, which occurred on July 10, 2023. In this session, Pacific Southwest MHTTC's Co-Director Miranda March hosted and Technical Assistance Specialist Evelyn Clark facilitated a panel discussion on how community-based organizations, mental health systems, and school services are responding to the issues, challenges, and needs of home insecurity and what rising practices and policies are emerging to meet the mental and school mental health needs of people experiencing the impact of structural inequities. The Session 3 panelists included Program Specialist of Homeless Education for the Orange County Department of Education, Elida Sanchez; Executive Director of CARE Olympia, Emily Clouse; Special Projects Coordinator for McKinney-Vento & Foster Care Liaison, Hannah Etchison; and Samantha Taitano who serves as Executive Director of Manelu in Guam. In this session, we explored the following questions and more: How can we interrupt the stigmatization of homelessness and foster safe and equitable access to mental health services? How are school and community-based mental health partners utilizing the McKinney-Vento Homeless Assistance Act and other federal funding streams to maximize the workforce’s skills and support? How can we increase access to school services and supports? How can we collaborate with services that address compounding issues (e.g., interpersonal violence, the foster system) to be innovative in our approaches?

Motivational interviewing (MI) provides a way to have conversations about change. Common MI and Cognitive Behavioral Therapy (CBT) interventions are both powerful and effective strategies that practitioners often find challenging to decide which intervention to use for various school-based social and emotional issues. In this session, Dr. Kristin Dempsey provided considerations for when to use common MI and CBT interventions based on the stages of change being experienced, which interventions overlap, which have specific applications, and which common MI and CBT interventions can be flexibly applied to a number of common school-based challenges.    Viewers of this video can benefit from the following learning objectives:  Identify at least four common factors shared between motivational interviewing and cognitive behavioral therapy. Create a collaborative treatment/change plan with students and parents that contains at least three change targets that can be addressed using motivational interviewing or cognitive behavioral therapy. Practice applying at least three motivational interviewing and/or cognitive behavioral interventions based on a student’s or parent’s identified concerns and stage of change for each concern. Construct a plan to use integrated motivational interviewing and cognitive behavioral interventions for at least one student/parent.

The August issue of our newsletter observes National Grief Awareness Day and International Overdose Awareness Day, features an upcoming Northwest MHTTC webinar, MHTTC & ATTC network events, other events of interest and resources. 

The fourth July issue of our newsletter features a free e-course, our new podcast episode, and spotlights resources, TTC Network events and other events of interest.

The third July issue of our newsletter features our free e-course for case managers and spotlights resources, TTC Network events and other events of interest.

Recent prevalence estimates indicate that 1 in 36 school-age children have autism. Autistic students are much more likely than non-autistic students to experience mental health challenges, including difficulty with emotion regulation.  This infographic provides information about strategies educators can use to support autistic students that experience emotion regulation challenges in a manner that is inclusive and neurodiversity affirming.

The second July issue of our newsletter shares resources for BIPOC Mental Health Awareness Month and features our new podcast episodes, TTC Network events and other events of interest.

The July issue of our newsletter observes Disability Pride Month and Minority Mental Health Awareness Month / BIPOC Mental Health Awareness Month, features our new product & training resources, ATTC network events and other resources. 

The UW SMART Center Speaker Series brought esteemed scholars virtually to elevate our understanding of issues related to school mental health and critical topics in education. This year's speaker series on Equity-Centered MTSS and Implications for School Mental Health was a success, leaving participants inspired and eager for more. The event showcased a diverse range of experts, engaging discussions, and practical insights into implementing equitable MTSS in educational settings. "More of it! This presentation was FANTASTIC!!!" "Loved the whole series of Equitable MTSS. Would love more next year!" "I liked how it was thoughtful and balanced, not only supporting students but also supporting staff in doing important work. I liked the emphasis on collecting data to inform decisions and cultural wisdom or sensitivity." "Thank you for this. I am in my studies to be a school counselor and this has given perspective!" "Great reminders to utilize data through an equity lens, and to remember that behind the data is a student"   The school mental health supplement to the Northwest MHTTC co-sponsored the UW SMART Center's 2023 Virtual Speaker Series. Full Series details can be accessed here. Learn more about the UW SMART Center 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.

The New England MHTTC is one of 10 regional Centers funded by the Substance Abuse and Mental Health Services Administration (SAMHSA). Our mission is to support the dissemination of evidence-based mental health practices across Health and Human Services (HHS) Region 1, which includes the states of Connecticut, Maine, Massachusetts, New Hampshire, Rhode Island, and Vermont. Our team is led by the Yale Program for Recovery and Community Health, in partnership with the Harvard Department of Psychiatry, and C4 Innovations. Our activities are guided by a robust advisory team consisting of people with lived experience, direct care practitioners, family advocates, and organizational and state leaders. Collectively, these partnerships support our efforts to address mental health priorities across the lifespan in a manner that is responsive to the needs of all stakeholders.   This report describes our work in Year 4 from August 15, 2021 thru August 14, 2022

Amid competing priorities, staff shortages, and tense environments, teachers have less time to prepare lessons, collaborate with colleagues, and assess student work than ever. With little balance between time spent with students and preparatory activities, teachers have relatively limited time to engage in the work key to successful teaching. This lopsided distribution of time places extraordinary pressure on our teachers. Insufficient time to complete tasks integral to successful teaching and other stressful conditions often lead to exhaustion. Use our "Awareness to Action" tips to inform school/workplace structures to combat burnout, reduce stress and fatigue, and put into place systems and policies that help these community stewards do the work that matters most.

Fostering inclusivity in our schools means recognizing, valuing, and celebrating the unique cultural, racial, and socio-economic backgrounds that each student brings to the classroom. This is a foundational principle to supporting the delivery of an anti-racist curriculum that illuminates the value and importance of racial equality and justice and highlights the richness and uniqueness of diverse histories. Educators can encourage critical thinking and nurture empathy by challenging stereotypes and expanding the perspectives of their students. Additionally, accessibility to quality education for all students, irrespective of their race, ethnicity, or socio-economic status, is vital for the growth and success of both individual students and the larger society. It requires equipping underrepresented students with adequate resources and support.   This product is part of the Mental Health Matters Lead with Equity series. Check out other products in this series:   Supporting LGBTQ Students in Schools   Supporting Diverse Educators

The fifth June issue of our newsletter shares resources for PTSD Awareness Month and features upcoming partner events and other resources.

This is a recording of Session 2 of Rising Practices & Policies Revisited - Uplifting Supports, Strengths, and Healing for Refugees from War. The session was held on June 12, 2023. In this session, Region 9’s Technical Assistance Specialist, Oriana Ides, facilitated a panel that focused on trauma informed and sensitive approaches to service for clients and students who are refugees from current and previous crises. The panel included speakers across our region who have lived experience with the impact of war and whose practices and policies reflect attunement to war-recovery needs. These special guests included José Patiño, Dr. Natalya (Natasha) Bogopolskaya, and Stephanie Noriega, who all shared strategies for working with individuals who have survived wars and navigated the ensuing primary, secondary, and vicarious traumas that resulted from this experience. In this session, we explored the following questions and more: What are fundamental elements of providing care and services to those who are war impacted? What are ways that experiencing secondary or vicarious war impacts survivors’ recovery (e.g., how does seeing the war in Ukraine impact the mental health of Afghani refugees in California, Ecuadorian asylees in Arizona, or native Pacific Islanders in Guam)? How can therapists, peer specialists, social workers, and other providers adapt services to ensure cultural humility and responsiveness? What practices and policies have emerged in the past year to help us help?

The Caminos Translational Project will review results from the Caminos Research Study and translate key findings for numerous stakeholder groups that would benefit from increased awareness of outcomes associated with this research. The goal of this project is to increase awareness of the unique experiences of Latino youth and families, including the risk/protective factors and contextual variables, associated with the emotional well-being and academic success of participants in the research study. A total of four factsheets and 1 booklet resulted from this initiative.  The Caminos Research Study examines how stressors and supports in youth’s social environments shape family functioning and a range of indicators of adolescent health and well-being. Adolescents’ mental health outcomes are measured by internalizing symptoms (e.g., depression, anxiety) and externalizing symptoms (e.g., conduct disorder, aggression, rule-breaking). Other adolescent outcomes include substance use, prosocial behaviors, and grade point average. Stressors examined include ethnic discrimination, COVID-19, and immigration threats. Supports examined include teacher, peer, and parent support. Additional factors assessed include traditional Latino cultural values as well as cultural gaps between parents and their children and between parents and the school. 

The Caminos Translational Project will review results from the Caminos Research Study and translate key findings for numerous stakeholder groups that would benefit from increased awareness of outcomes associated with this research. The goal of this project is to increase awareness of the unique experiences of Latino youth and families, including the risk/protective factors and contextual variables, associated with the emotional well-being and academic success of participants in the research study. A total of four factsheets and 1 booklet resulted from this initiative.  The Caminos Research Study examines how stressors and supports in youth’s social environments shape family functioning and a range of indicators of adolescent health and well-being. Adolescents’ mental health outcomes are measured by internalizing symptoms (e.g., depression, anxiety) and externalizing symptoms (e.g., conduct disorder, aggression, rule-breaking). Other adolescent outcomes include substance use, prosocial behaviors, and grade point average. Stressors examined include ethnic discrimination, COVID-19, and immigration threats. Supports examined include teacher, peer, and parent support. Additional factors assessed include traditional Latino cultural values as well as cultural gaps between parents and their children and between parents and the school. 

The Caminos Translational Project will review results from the Caminos Research Study and translate key findings for numerous stakeholder groups that would benefit from increased awareness of outcomes associated with this research. The goal of this project is to increase awareness of the unique experiences of Latino youth and families, including the risk/protective factors and contextual variables, associated with the emotional well-being and academic success of participants in the research study. A total of four factsheets and 1 booklet resulted from this initiative.  The Caminos Research Study examines how stressors and supports in youth’s social environments shape family functioning and a range of indicators of adolescent health and well-being. Adolescents’ mental health outcomes are measured by internalizing symptoms (e.g., depression, anxiety) and externalizing symptoms (e.g., conduct disorder, aggression, rule-breaking). Other adolescent outcomes include substance use, prosocial behaviors, and grade point average. Stressors examined include ethnic discrimination, COVID-19, and immigration threats. Supports examined include teacher, peer, and parent support. Additional factors assessed include traditional Latino cultural values as well as cultural gaps between parents and their children and between parents and the school. 

The Caminos Translational Project will review results from the Caminos Research Study and translate key findings for numerous stakeholder groups that would benefit from increased awareness of outcomes associated with this research. The goal of this project is to increase awareness of the unique experiences of Latino youth and families, including the risk/protective factors and contextual variables, associated with the emotional well-being and academic success of participants in the research study. A total of four factsheets and 1 booklet resulted from this initiative.  The Caminos Research Study examines how stressors and supports in youth’s social environments shape family functioning and a range of indicators of adolescent health and well-being. Adolescents’ mental health outcomes are measured by internalizing symptoms (e.g., depression, anxiety) and externalizing symptoms (e.g., conduct disorder, aggression, rule-breaking). Other adolescent outcomes include substance use, prosocial behaviors, and grade point average. Stressors examined include ethnic discrimination, COVID-19, and immigration threats. Supports examined include teacher, peer, and parent support. Additional factors assessed include traditional Latino cultural values as well as cultural gaps between parents and their children and between parents and the school. 

The Caminos Translational Project will review results from the Caminos Research Study and translate key findings for numerous stakeholder groups that would benefit from increased awareness of outcomes associated with this research. The goal of this project is to increase awareness of the unique experiences of Latino youth and families, including the risk/protective factors and contextual variables, associated with the emotional well-being and academic success of participants in the research study. A total of four factsheets and 1 booklet resulted from this initiative.  The Caminos Research Study examines how stressors and supports in youth’s social environments shape family functioning and a range of indicators of adolescent health and well-being. Adolescents’ mental health outcomes are measured by internalizing symptoms (e.g., depression, anxiety) and externalizing symptoms (e.g., conduct disorder, aggression, rule-breaking). Other adolescent outcomes include substance use, prosocial behaviors, and grade point average. Stressors examined include ethnic discrimination, COVID-19, and immigration threats. Supports examined include teacher, peer, and parent support. Additional factors assessed include traditional Latino cultural values as well as cultural gaps between parents and their children and between parents and the school. 

The fourth June issue of our newsletter commemorates Juneteenth and features upcoming Northwest MHTTC and partner events and webinars, our new podcast episode and other resources.

  This report is based on the research and the results of an intensive technical assistance (ITA) series hosted by our valued partners at the Wisconsin Association of Family & Children's Agencies (WAFCA). The report outlines the initial data of a multi-year intensive series being conducted with the participation of several schools in Wisconsin. For more information about the data presented in this report, please email [email protected].      For more information about the Wisconsin Association of Family & Children's Agencies, visit wafca.org.   

The third June issue of our newsletter features Pride Month resources, upcoming Northwest MHTTC and partner events and webinars, our new podcast episode, resources and SAMHSA Notice of Funding Opportunities.

During this interactive, virtual training, participants learned more about the current state and federal funding utilized in New York for behavioral health in schools. Participants will identify needs, gaps, and opportunities to garner buy-in and leverage existing funding to implement and sustain school behavioral health efforts.