Products and Resources Catalog

View Slide Deck Session Description: Helping professionals, such as counselors, teachers, and health professionals, are critically important to the workforce, yet we are also at great risk for helping others more than we help ourselves! In this 6 part series, we invite YOU to sit down, take a breath, replenish yourself and restore by considering strategies to help you flourish. Together, we’ll explore the importance of making our own well-being a priority, think about our work/life balance, remember our purpose, take actions to flourish, and use our strengths within a framework of healthy positivity. This 6-week collection (webinar and podcast series) will be led by experts in supporting personal recovery, wellness, and positive psychology with practical approaches that build up to a comprehensive flourishing plan. Join us for this series designed to support your flourishing. Presenter:  Michelle Zechner, PhD, MSW, LSW, CPRP, Assistant Professor at Rutgers, Department of Psychiatric Rehabilitation and Counseling Programs, has focused her career on the promotion of health and wellness for people with mental health conditions, their families, and the staff who support them for over 25 years. She has worked in a variety of settings including: academia, outpatient mental health programs, family advocacy organization, psychiatric hospitals, nursing homes, and training services. She conducts research, teaches and mentors students, and consults with state psychiatric hospitals on the implementation of evidence-based mental health practices. She is also involved in family advocacy in New Jersey.

The Yale Program for Recovery and Community Health (PRCH) LET(s)Lead Academy partnered with the New England Mental Health Technology Transfer Center (New England MHTTC) to offer its academy to emerging leaders with lived experience of recovery in New England from August 2020-April 2021.   Fourteen Fellows graduated from the New England MHTTC LET(s)Lead Academy Learning Community, after completing a 10-week course and working with faculty, staff, and mentors to develop a transformational change project in their community or organization.   Learn more about the impact of this learning community in this report.

Job development is an important component to providing best practice employment services and includes initiating and developing relationships with employers. However, many vocational services staff express discomfort and limited skills in interacting with the business community. This three-part series will provide attendees with the tools to confidently approach employers, market their employment services, and develop and maintain relationships with employers. Sessions will be interactive with opportunities to practice newly learned skills. Attendees are encouraged to attend all three sessions.

View Slide Deck Job development is an important component to providing best practice employment services and includes initiating and developing relationships with employers. However, many vocational services staff express discomfort and limited skills in interacting with the business community. This three-part series will provide attendees with the tools to confidently approach employers, market their employment services, and develop and maintain relationships with employers. Sessions will be interactive with opportunities to practice newly learned skills. Attendees are encouraged to attend all three sessions.

Session 3 will review the benefits of peer support, Core Peer Support Competencies, the Peer Support flow, and adopting a strengths-based focus.  Participants will learn about blocks to connecting and skills for effective engagement.   Margaret (Peggy) Swarbrick, Ph.D., FAOTA | Research Professor & Associate Director, Center of Alcohol & Substance Use Studies, Graduate School of Applied and Professional Psychology  Dr. Swarbrick has worked for over 35 years in a variety of healthcare settings designing and evaluating innovative peer-delivered models and training programs that promote wellness and resilience. She has created an 8-dimensional Wellness Model adopted by behavioral healthcare agencies and state authorities across the country. In addition, she has developed a wellness coaching model and wellness Self-care Programs for a variety of populations including health professionals.  Dr. Swarbrick has published extensively on a wide range of topics including health disparities, the wellness model, and health promotion approaches.  

View Slide Deck Session 3 will review the benefits of peer support, Core Peer Support Competencies, the Peer Support flow, and adopting a strengths-based focus.  Participants will learn about blocks to connecting and skills for effective engagement.   Margaret (Peggy) Swarbrick, Ph.D., FAOTA | Research Professor & Associate Director, Center of Alcohol & Substance Use Studies, Graduate School of Applied and Professional Psychology  Dr. Swarbrick has worked for over 35 years in a variety of healthcare settings designing and evaluating innovative peer-delivered models and training programs that promote wellness and resilience. She has created an 8-dimensional Wellness Model adopted by behavioral healthcare agencies and state authorities across the country. In addition, she has developed a wellness coaching model and wellness Self-care Programs for a variety of populations including health professionals.  Dr. Swarbrick has published extensively on a wide range of topics including health disparities, the wellness model, and health promotion approaches. 

Helping professionals, such as counselors, teachers, and health professionals, are critically important to the workforce, yet we are also at great risk for helping others more than we help ourselves! In this 6 part series, we invite YOU to sit down, take a breath, replenish yourself and restore by considering strategies to help you flourish. Together, we’ll explore the importance of making our own well-being a priority, think about our work/life balance, remember our purpose, take actions to flourish, and use our strengths within a framework of healthy positivity. This 6-week collection (webinar and podcast series) will be led by experts in supporting personal recovery, wellness, and positive psychology with practical approaches that build up to a comprehensive flourishing plan. Join us for this series designed to support your flourishing.

View Slide Deck Helping professionals, such as counselors, teachers, and health professionals, are critically important to the workforce, yet we are also at great risk for helping others more than we help ourselves! In this 6 part series, we invite YOU to sit down, take a breath, replenish yourself and restore by considering strategies to help you flourish. Together, we’ll explore the importance of making our own well-being a priority, think about our work/life balance, remember our purpose, take actions to flourish, and use our strengths within a framework of healthy positivity. This 6-week collection (webinar and podcast series) will be led by experts in supporting personal recovery, wellness, and positive psychology with practical approaches that build up to a comprehensive flourishing plan. Join us for this series designed to support your flourishing. Sessions: Session 2 Session 3 Session 4 Session 5 Session 6 Related Products: Flourishing at Work Podcast Series Pause, Breathe, Move: Self-Care for Healthcare Providers Peer Support for Healthcare Providers

  Job development is an important component to providing best practice employment services and includes initiating and developing relationships with employers. However, many vocational services staff express discomfort and limited skills in interacting with the business community. This three-part series will provide attendees with the tools to confidently approach employers, market their employment services, and develop and maintain relationships with employers. Sessions will be interactive with opportunities to practice newly learned skills. Attendees are encouraged to attend all three sessions.

View Slide Deck Job development is an important component to providing best practice employment services and includes initiating and developing relationships with employers. However, many vocational services staff express discomfort and limited skills in interacting with the business community. This three-part series will provide attendees with the tools to confidently approach employers, market their employment services, and develop and maintain relationships with employers. Sessions will be interactive with opportunities to practice newly learned skills. Attendees are encouraged to attend all three sessions.

View Slide Deck One-to-one peer support programs are becoming more widespread among healthcare institutions and academic medical centers.  The ONE 2 ONE 2 CARE peer support program was developed to train faculty and physicians in peer support techniques to provide one-on-one episodic support for distressed peers who reach out to them as trusted colleagues.  Peer supporters provided on-site real-time support when challenging situations arise. Learn about our experiences and outcomes and how we are now implementing this program with residents.  Come learn about the program’s components, lessons learned, and implementation considerations.  

This infographic presents policy efforts in the Southeast U.S. to expand the school mental health workforce in 2015-2020. 

    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.   This series will start with an introduction to Classroom WISE, a new mental health literacy course developed by the MHTTC Network and the National Center for School Mental Health. Classroom WISE is a free 3-part training package that assists K-12 educators and school personnel in supporting students' mental health in the classroom and is comprised of a free self-guided online course, video library, resource collection, and website focused on educator mental health literacy. Many schools and districts are already addressing different aspects of school mental health by using various programs, practices and initiatives to support students. Classroom WISE was designed to integrate and enhance school mental health efforts to provide even greater assistance to students at both the prevention and intervention levels. Following the introduction, each webinar in this series will focus on a different school mental health framework: social emotional learning, trauma-informed practices, and multi-tiered system of support. Clear examples, tips, and discussions will help illustrate the relationship between Classroom Wise and the specific SMH framework. Participants are welcome to attend the whole series or the individual sessions most aligned with your current SMH practices. This webinar series is for educators, school mental health professionals, school and district decisions makers, and administrators.   REGISTRATION LINKS FOR ALL EVENTS IN THE SERIES: Integrating ClassroomWISE with a Social Emotional Learning (SEL) Framework November 9, 2021: 10:00–11:00 AM Central Time  Integrating ClassroomWISE with a Trauma-Informed Schools Framework November 16, 2021:  10:00 –11:00 AM Central Time Integrating ClassroomWISE with a Multi-Tiered Systems of Support (MTSS) Framework November 30, 2021:  10:00 –11:00 AM Central Time      PRESENTER  Stefanie Winfield is an Adjunct Faculty Instructor the University of Denver, Graduate School of Social work. In her past role as School Mental Health Lead for the Mountain Plains MHTTC, Stefanie focused 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.  

ABOUT THIS RESOURCE This tipsheet provides a top ten list of tips for supporting the successful implementation of ACT services. This tipsheet is based on input gathered from ACT team leaders currently working in the field. The Northwest MHTTC partnered with the Great Lakes MHTTC to deliver ACT-related resources and training to Region 10 Assertive Community Treatment Team Leaders and other supervisors of multi-disciplinary mental health treatment teams serving a high-needs population group in our third grant year. Find out more about our collaboration here. AUTHORS   Lynette M. Studer, PhD, MSW, LCSW is a Clinical Assistant Professor at the University of Wisconsin-Madison Sandra Rosenbaum School of Social Work. She teaches MSW students in a mental health field unit as well as classes on Mental Health Policies & Services and Advanced Practice Skills in Mental Health. Prior to joining the UW-Madison faculty, she held a position as both an Agency Policy Specialist and State Administrator with the State of Minnesota Department of Human Services, Chemical and Mental Health Administration overseeing and improving policy and the provision of technical assistance for the state’s 32 Assertive Community Treatment teams who serve individuals with serious mental illness. Dr. Studer holds clinical social work licenses in both Wisconsin and Minnesota and has been a practicing clinical social worker for over 20 years.   Mimi Choy-Brown, PhD, MSW, is an Assistant Professor at the University of Minnesota School of Social Work. Informed by over a decade of practice and leadership in community mental health services, her research focuses on improving access to high quality mental health services for individuals who experience significant psychiatric disabilities and supervision-focused strategies to improve the implementation of recovery-oriented, evidence-based practices in routine care. She received her PhD from NYU and her MSW from Silberman School of Social Work at Hunter College.   Terms of use and Substance Abuse and Mental Health Services Administration (SAMHSA) disclosure statement

This presentation was developed for Organizational Well-Being in Health Care: A National Symposium held Aug. 5-6, 2021. Learn more about the symposium here. About Systems Solutions for Enhancing Professional Well-Being Dr. Grace Gengoux, PhD, BCBA-D, provides a keynote address on evidence-based practices organizations can implement to better support the well-being of behavioral health providers in a post-pandemic world and beyond. Systemic approaches are needed to mitigate risk of burnout for healthcare professionals and to enhance professional fulfillment and meaningful career impact. This address describes practical strategies for enhancing connection, flexibility, and professional growth, using a systematic approach grounded in the Stanford’s WellMD model of professional fulfillment, and identifies best practices for sustaining healthy teams and building an organizational culture of wellness. The video recording of this session may be accessed here or by clicking on the "view resource" button above. Please click here to access the slide deck for this presentation.  Speaker Bio Grace Gengoux, Ph.D., BCBA-D, is a Clinical Professor, Director of the Autism Intervention Clinic, and Well-being Director for the Department of Psychiatry and Behavioral Sciences at Stanford University. Dr. Gengoux has coauthored a book focused on professional well-being and practical strategies to promote resilience for providers of mental health care. In her work as Department Well-being Director, Dr. Gengoux leads a task force charged with developing solutions to combat burnout by improving efficiency of practice and cultivating a stronger culture of wellness in the Department of Psychiatry. Dr. Gengoux is also a licensed clinical psychologist with expertise in naturalistic developmental behavioral intervention for children with Autism Spectrum Disorder. Dr. Gengoux serves as Associate Editor for the Journal of Positive Behavior Interventions. Dr. Gengoux received her Ph.D. in Clinical Psychology from the University of California Santa Barbara and completed her clinical internship and postdoctoral fellowship at the Yale Child Study Center, before joining the Stanford University School of Medicine clinical faculty in 2010.

This presentation was developed for Organizational Well-Being in Health Care: A National Symposium held Aug. 5-6, 2021. Learn more about the symposium here. About Taking an Equity First Framework: Sustainability in Diversity and Inclusion Efforts Ashley Stewart, PhD, MSW, LSW, reviews the ways in which strong organizational practices that support diversity, equity, and inclusion (DEI) lead to increased provider well-being. Structural and identity-based oppression can present compounding challenges for minority individuals working in high-stress behavioral healthcare settings. Dr. Stewart contextualizes the problems presented by structural oppression and offers solutions for how adopting DEI focused organizational practices can provide a roadmap to provider well-being for all providers. The video recording of this session may be accessed here or by clicking on the "view resource" button above. Speaker Bio Ashley Stewart, PhD, MSW, LSW is an Adjunct Expert, Trainer & Curriculum Development Specialist at C4 Innovations. She received her Ph.D. from The Ohio State University, College of Social Work and her Master’s at Columbia University. She is an Assistant Professor at Temple University, College of Public Health, School of Social Work, training interdisciplinary students about social justice theories and frameworks and translational skills for anti-oppressive practice. Ashley provides racial equity training, consultation, and support and understands and respects the intricacies inherent in equity-centered work. Her research includes assessing the intersections of identity, structural oppression, health and mental health, and policy. In addition to the advanced study of the consequence and causes of identity-based oppression, Ashley supports the implementation of anti-oppressive practices at organizational, structural, programmatic, and clinical interventions.

This presentation was developed for Organizational Well-Being in Health Care: A National Symposium held Aug. 5-6, 2021. Learn more about the symposium here. About Special Topics in Organizational Well-Being Lauren Peccoralo, MD, MPH and Colin West, MD, PhD, provide two special topics presentations on novel ways organizations can approach supporting provider well-being through growing internal leadership skills and better understanding provider distress. Dr. Peccoralo presents on programs she has created that utilize leadership development to enhance appreciation, coaching, and mentorship skills in medical providers to enhance provider well-being within organizations. Dr. West presents on his work related to understanding both provider well-being and provider distress and how his team has worked to address both concerns. The video recording of this session may be accessed here or by clicking on the "view resource" button above. Please click below to access the slide deck for Physician Well-Being: From Burnout to Thriving in Modern Medicine presented by Dr. West. Speaker Bios Originally from Seattle, Dr. Colin West received his M.D. and Ph.D. in Biostatistics from the University of Iowa in 1999. He completed residency and chief residency in internal medicine at Mayo Clinic, and joined the faculty in General Internal Medicine in 2004. He is currently Professor of Medicine, Medical Education, and Biostatistics at Mayo. He directs the evidence-based medicine curriculum for the Mayo Clinic Alix School of Medicine and is Assistant Dean for GME Scholarship at Mayo. Dr. West’s research has focused on medical education and physician well-being, and he is CoDirector of the Mayo Clinic Program on Physician Well-Being. His research has been widely published in prominent journals including Lancet, JAMA, Annals of Internal Medicine, and JAMA Internal Medicine. Lauren Peccoralo, MD, MPH, is the Senior Associate Dean for Faculty Well-Being and Development and an Associate Professor in the Departments of Medicine and Medical Education at the Icahn School of Medicine at Mount Sinai. Dr. Peccoralo earned her MD and Masters in Public Health and completed her internal medicine residency, chief residency and general medicine fellowship at the Icahn School of Medicine at Mount Sinai. Dr. Peccoralo is a practicing primary care physician and medical educator. Prior to her work in her current role, Dr. Peccoralo founded and developed the Primary Care Track, an Integrated behavioral health program in her primary care practice and a Divisional Faculty well-being program. In her current well-being role, Dr. Peccoralo has developed a robust institution-wide Faculty Well-being Program, a leadership workshop in appreciation and coaching and has worked to reduce in-basket and clerical burden through work groups and a grant program. In her faculty development role, she aims to enhance career development programs, collaborate on leadership development opportunities; and create and promote mentorship programming. Dr. Peccoralo also serves as a senior member of Mount Sinai’s COVID-19 Frontline Healthcare Worker Psychological research program. She has spoken at numerous national and international conferences on her work on the impact of COVID on Health Care worker mental health and on her Coaching and Appreciation Sessions for Leaders.

This presentation was developed for Organizational Well-Being in Health Care: A National Symposium held Aug. 5-6, 2021. Learn more about the symposium here. About National Perspectives for Improving Organizational Responses to Health Professionals’ Well-Being Panelists Lauren Peccoralo, MD, MPH, Carol Bernstein, MD, Andrew McLean, MD, MPH, Ashley Stewart, PhD, MSW, LSW, and Steve Wengel, MD, leaders in well-being from health care systems across the country, share strategies they have seen implemented at the organizational level for preventing and addressing burnout. They identify urgent system-level needs as well as lessons learned from their work in this area. Moderated by Jeffrey Gold, PhD. The video recording of this session may be accessed here or by clicking on the "view resource" button above. Speaker Bios Lauren Peccoralo, MD, MPH, is the Senior Associate Dean for Faculty Well-Being and Development and an Associate Professor in the Departments of Medicine and Medical Education at the Icahn School of Medicine at Mount Sinai. Dr. Peccoralo earned her MD and Masters in Public Health and completed her internal medicine residency, chief residency and general medicine fellowship at the Icahn School of Medicine at Mount Sinai. Dr. Peccoralo is a practicing primary care physician and medical educator. Prior to her work in her current role, Dr. Peccoralo founded and developed the Primary Care Track, an Integrated behavioral health program in her primary care practice and a Divisional Faculty well-being program. In her current well-being role, Dr. Peccoralo has developed a robust institution-wide Faculty Well-being Program, a leadership workshop in appreciation and coaching and has worked to reduce in-basket and clerical burden through work groups and a grant program. In her faculty development role, she aims to enhance career development programs, collaborate on leadership development opportunities; and create and promote mentorship programming. Dr. Peccoralo also serves as a senior member of Mount Sinai’s COVID-19 Frontline Healthcare Worker Psychological research program. She has spoken at numerous national and international conferences on her work on the impact of COVID on Health Care worker mental health and on her Coaching and Appreciation Sessions for Leaders. Carol A. Bernstein, M.D. is Professor and Vice Chair for Faculty Development and Wellbeing, Departments of Psychiatry and Behavioral Science and Obstetrics and Gynecology and Women’s Health at the Montefiore Medical Center /Albert Einstein College of Medicine. She is also a Senior Scholar in the Department of Education and Organizational Development for the Accreditation Council for Graduate Medical Education (ACGME). She was previously Vice Chair for Education and Director of Residency Training in Psychiatry at NYU. From 2001- 2011, Dr. Bernstein also served as the Associate Dean for Graduate Medical Education and the Designated Institutional Official for ACGME accredited training programs at NYU. Dr. Bernstein is a Past-President of the American Psychiatric Association and served the Association as Vice President, Treasurer and Trustee-at-Large and as the chair of multiple committees. She has served as a spokesperson for the American Psychiatric Association on many occasions and received the 1997 exemplary psychiatrist award from the National Alliance for the Mentally Ill (NAMI). She is the recipient of the APA/NIMH Vestermark Award in Psychiatric Education and the APA Alexandra Symonds Award for contributions to the advancement of women in leadership and in women’s health. In 2018, Dr. Bernstein received a special Presidential commendation from the APA for her work in educating the public about mental illness through her role on Sirius/XM Doctor Radio. In 2019, she received the John Gienapp Award for notable contributions to Graduate Medical Education from the ACGME and the Distinguished Service Award from the American College of Psychiatrists. 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 is the recipient of a number of awards, including the UND School of Medicine Distinguished Alumnus Award, the American Psychiatric Association Bruno Lima award for outstanding contributions to Disaster Psychiatry, and teaching excellence awards. Dr. McLean previously was the Medical Director of the ND Department of Human Services. He has served on a number of 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 working with and advocating for individuals with serious and persistent behavioral health issues. He also is interested in individual and community resilience. 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 NebraskaOmaha. 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.

This presentation was developed for Organizational Well-Being in Health Care: A National Symposium held Aug. 5-6, 2021. Learn more about the symposium here. The video recording of this session may be accessed here or by clicking on the "view resource" button above. Speaker Bios Dr. Scardamalia’s research builds on her extensive experience as a school psychologist working with high needs youth and their families. In addition to providing services for traditional public school campuses, Dr. Scardamalia has worked as a school psychologist in juvenile justice settings including juvenile detention and post-adjudication residential treatment. Dr. Scardamalia has conducted research on factors influencing determinations of special education eligibility under the disability category of emotional disturbance. Her current research focuses on the intersection of the public education, juvenile justice, and mental health systems and their contribution to the disproportionate number of minorities impacted by the school to prison pipeline. Dr. Scardamalia’s research addresses universal prevention and intervention through her work on the development of a modularized, classroom based, social emotional learning curriculum and through her research on district-wide strategies to reduce exclusionary discipline practices. In addition to conducting school-based research, she provides training, technical assistance, and consultation support to school districts and educational leaders at local, state and national levels. Dominique Charlot-Swilley, Ph.D. is Assistant Professor, Senior Research Policy at the Center for Child & Human Development, Department of Pediatrics at the Georgetown University School of Medicine and the Director of Provider Wellbeing for Early Childhood Innovation Network (ECIN). Dr. Charlot-Swilley’s work is co-situated at Children’s National Medical Center and the early childhood sector. Dr. Charlot-Swilley operated as one of the lead psychologists to implement HealthySteps in Washington, DC at Children’s Medical Center. She now serves as a Technical Assistant Specialist to other HealthySteps sites in the District of Columbia. During her work at Children’s, she and her colleagues developed a Provider Wellbeing Program for medical providers to help address compassion fatigue, burnout, and vicarious trauma. Dr. Charlot-Swilley has transitioned her wellness work to the early childhood workforce. She is also coprincipal investigator of the SAMHSA Awareness grant for early childhood which aims to increase the capacity of early childhood educators to recognize and appropriately respond to the social emotional health of young children. Prior to joining Georgetown and Children’s, Dr. Charlot-Swilley served as a faculty member at Johns Hopkins University, adjunct professor at Howard University, George Washington University, and Montgomery College, Takoma Park, and was Assistant Director of a private practice in Maryland. Dr. Charlot-Swilley completed her M.S. and Ph.D. in Clinical Child Psychology at Howard University with a focus on ethnic minority mental health. Her early research work was on parent- child attachment among Caribbean mothers at Jackson Memorial Hospital, University of Miami. She has conducted training on trauma and youth violence prevention in Haiti and South Africa. She is married and the mother of three daughters, a singleton, and identical twins.

Objectives: - examine the negative mental health consequences for healthcare workers of COVID and in general/intro to the idea that resilience can be increased/prior evidence that brief resilience-enhancing interventions can improve outcomes in healthcare workers. -explore specific interventions to build resilience incorporating such skills as mindfulness and self-compassion. Finally, we will examine different modalities in which these interventions are offered such as via zoom, in-person, and pre-recorded video sessions.   To watch the recording, click here. Slides coming soon!   Other resources shared: https://www.resilienceandprevention.com/healthcare-providers  https://www.resilienceandprevention.com/exercises

ABOUT THIS RESOURCE The supervisory relationship in behavioral health is critical for fostering employees' personal and professional development, enhancing clinical skills, implementing best practices, ensuring accountability, promoting self-care and wellness, and most importantly, improving client outcomes. Motivational Interviewing (MI) provides a valuable foundation and approach for providing quality supervision. In this session we’ll explore ways in which the MI spirit, core skills, and four processes can enhance supervision. Three MI-based supervisory models will be presented along with vignettes. Whether you’re experienced, new, or not yet a supervisor, you are invited to explore what is MI-informed supervision, why it matters, and how to apply specific strategies to help staff thrive in their work. This webinar is part of the Provider Well-Being Series with C4 Innovations. Find out more about this series with C4 Innovations. LEARNING OBJECTIVES: Participants will be able to:  Describe how the “mindset and heart-set” of MI applies to supervision Name the four MI processes to help structure exploratory conversations Explain how to use the E-O-E approach to provide information and feedback Describe how to use the B-E-E-R model to take corrective action ADDITIONAL RESOURCES Our facilitators always make reference to great resources during sessions.  Find Ken Kraybill's list below.  Presentation slides | View the slides Motivational Interviewing: Helping People Change by William R. Miller & Stephen Rollnick Description: This book is the authoritative presentation of motivational interviewing. It elucidates the four processes of motivational interviewing -- engaging, focusing, evoking, and planning -- and vividly demonstrates what they look like in action.   First, Break All the Rules: What the World's Greatest Managers Do Differently by Marcus Buckingham & Curt Coffman Description: "Great managers are revolutionaries," the authors write. "This book will take you inside the minds of these managers to explain why they have toppled conventional wisdom and reveal the new truths they have forged in its place. Tattoos on the Heart: The Power of Boundless Compassion by Gregory Boyle  Description: Presenter Ken Kraybill referenced a quote from this book, which states, “Here is what we seek: a compassion that can stand in awe at what the poor have to carry rather than stand in judgment at how they carry it.” FACILITATOR Ken Kraybill, MSW, Senior Trainer Ken Kraybill, MSW, Senior Trainer, has worked in healthcare, behavioral health, homelessness, and housing for more than 35 years. Ken has 18 years of experience working as a behavioral health practitioner in homeless services. For the past two decades, he has been developing curricula and facilitating in-person and online training nationally on topics including motivational interviewing, trauma-informed care, outreach and engagement, case management, critical time intervention, and supervision. He also has experience facilitating strategic planning processes and providing staff retreats focused on finding resiliency and renewal for care providers. Ken is a member of the international Motivational Interviewing Network of Trainers (MINT). He has a Master of Social Work degree from the University of Washington.     Terms of use and Substance Abuse and Mental Health Services Administration (SAMHSA) disclosure statement

Professionals in general healthcare, behavioral healthcare, and educational settings are trained to support, educate, and inspire others. While they are wonderful at caring for others they may have difficulty tending to their own well-being.   Burnout and compassion fatigue can lead to poor job performance which can negatively impact colleagues, patients/clients, and students, as well as family and friends.  Attention to self-care and simple daily practices can build resilience and increase a person’s overall wellness.   This Self-Care Facilitation Manual (“the Manual”) will help professionals in a range of disciplines and settings facilitate brief self-care sessions with their peers and colleagues. The Manual includes information for facilitating each session. There is a session plan provided for each session as well as a detailed outline of what the facilitator will say and do during each session.   Related Products: Pause, Breathe, Move: Self-Care for Healthcare Providers Taking Care of Yourself While Taking Care of Others Movement Video Series Peer Support for Healthcare Providers

Original broadcast date: June 8, 2021 This webinar recording describes steps and strategies to establishing a virtual private practice. Viewers will learn about the use of social media and websites, gain insight into billing procedures, and managing crisis protocols when establishing a virtual private practice. This presentation is particularly tailored to the distinct need for and challenges of establishing a virtual private practice during the COVID-19 pandemic. Learn from a licensed clinical social worker with over 10 years of clinical experience who developed a thriving online practice with over 4.5K followers on Instagram and at least 20 consistent clients. This presentation provides Ms. Osborne’s lessons learned, recommendations, and best practices developed over the past 1.5 years in the private practice world.

Local Education Agencies generally have two staffing approaches to provide school-based mental health services: (1) hire their own personnel, and (2) partner with community-based providers. This infographic outlines the advantages of each staffing approach in regard to administrative burden, access to services, and revenue.