Products and Resources Catalog

ABOUT THIS RESOURCE Based on adult learning principles, our learning communities provide opportunities to learn new skills and process shared learning, featuring interactive sessions, engaging activities and follow-up reminders of key concepts and skills. After training and supporting the workforce through the COVID-19 pandemic, we were determined to offer learning opportunities that would enhance the virtual learning experience with greater connection between people-- knowing that teams will continue to face new stressors. Results from our tailored evaluations show that these virtual learning communities are well-received and provide interactive learning opportunities for participants. Learn more about the learning community model we offer and our past learning communities in this document.     Terms of use and Substance Abuse and Mental Health Services Administration (SAMHSA) disclosure statement

Learning that your elementary-aged child is thinking about self-harm or using language that signals suicide is frightening and disorienting. Thankfully, suicide is preventable and there are many things that parents and caregivers can do to help keep their children safe. This Brief, a complement to the more detailed resource, “Our Young Children & Suicide Prevention: A Resource for Parents and Caregivers” is designed to help parents and caregivers prevent suicidal thoughts and behaviors (STBs), recognize the warning signs of STBs, and, when necessary, intervene early and effectively to keep their children safe.   O’Malley, M., Marion, F., Palacio, J., & Gomez, J. (2023) Pacific Southwest Mental Health Technology Transfer Center (MHTTC).

  When children talk about death, communicate a wish to die, or hurt themselves—when they engage in suicidal thoughts and behaviors (“STBs”)—school adults may feel stunned and disoriented. Rates of reported STBs in children are rising (Burstein et al., 2019), elevating the need for up-to-date information meant to ensure educators are prepared to respond in the best possible way. This Brief, a complement to the more detailed resource, “Self-Harm and Suicide Awareness and Prevention in Childhood and Early Adolescence: A Resource for Elementary School Educators & School-Based Professionals,” is designed to provide elementary school personnel with critical knowledge and resources to help them recognize and assess the warning signs of STBs, and to respond in such a way that harm may be reduced, and children are kept safe.   O’Malley, M., Marion, F., Palacio, J., & Gomez, J. (2023) Pacific Southwest Mental Health Technology Transfer Center (MHTTC).

The South Southwest MHTTC has developed a list of mental health resources for LGBTQIA+ individuals and clinicians working with LGBTQIA+ populations.

1 in 36 school-age children have autism spectrum disorder (ASD). Autistic students are much more likely than non-autistic students to experience mental health challenges, including difficulty with executive functioning.  This infographic provides an overview of common executive function differences in autistic students and why these differences matter for school.

About this Resource: Given their shared lived experiences, Certified Peer Specialists (CPS) are crucial in offering mutually beneficial support to peers who are recovering from psychiatric and/or substance use disorders. The emotional and interpersonal understanding between a peer and CPS is crucial in the recovery journey. This fact sheet examines the unique role of CPS of color, identifies challenges they may face, and suggests recommendations an organization can implement to support CPS of color. 

LEARNING SUMMARY: RISING PRACTICES & POLICIES IN OUR WORKFORCE: REGION 9's 2022 SPRING & SUMMER FOUR PART SERIES  In the Spring and Summer of 2022, the Pacific Southwest Mental Health Technology Transfer Center Network (MHTTC) brought together regional leaders and implementers in a four-part learning series on emerging issues for the mental health and school mental health workforce with the goal of identifying considerations and elevating promising practices. This document includes a learning capture of all four sessions in this series. It includes each of the webinar recordings, highlights of the resources, ideas and learnings from the sessions.  Below are the titles of each panel event in the series. Session 1: Launching 988: What Do We Need to Know and How Might It Go? Session 2: Mitigating Distress & Maximizing Supports for Refugees from War Session 3: Working with Youth and Families Experiencing Homelessness and Home Insecurity Session 4: The Woes and Wonders of Recruitment and Retention in the Mental Health and School Mental Health Workforce  

  LEARNING SUMMARY Launching 988: What Do We Need to Know and How Might It Go? In May of 2022, MHTTC's Region 9 convened mental health crisis system professionals to learn how our region was preparing for the July 2022 launch of 988, the new front-facing number for suicide prevention and mental health crisis response. This new system operates through the existing National Suicide Prevention Lifelines, a network of 200 locally operated and funded crisis centers in the U.S. The launch of 988 created a universal entry point to trained crisis counselors and increased the nation’s capacity to circumvent law enforcement response to mental health crises. The system also reduces the number of admissions through the emergency room for people experiencing a mental health crisis, freeing up beds for other patients and reducing the cost of care. Recognizing that this once-in-a-generation opportunity requires intentional change management, MHTTC’s session explored considerations and strategies for 988 adoption and integration. Highlights from the panelists and group discussion, along with resources shared, are presented in this document. 

  LEARNING SUMMARY Session 2: Mitigating Distress & Maximizing Supports for Refugees from War   In June of 2022, MHTTC's Region 9 convened leaders in the school and mental health workforce to share strategies for responding to clients and students who are refugees from current and previous wars. Highlights from the panelists and group discussion, along with resources shared, are presented in this document. 

  LEARNING SUMMARY Working with Youth and Families Experiencing Homelessness and Home Insecurity   In July of 2022, MHTTC's Region 9 convened leaders in the school and mental health workforce to share strategies for responding to youth homelessness and housing insecurity in school and community-based settings. Highlights from the panelists and group discussion, along with resources shared, are presented in this document. 

  LEARNING SUMMARY The Woes and Wonders of Recruitment and Retention in the Mental Health and School Mental Health Workforce The Pacific Southwest region is experiencing a huge rise in need for mental health services in our communities and schools, and at the same time, experiencing a large attrition rate of providers—an ongoing situation that predated the pandemic but has been exacerbated by its effects. Beginning with the premise that issues of recruitment and attrition can be better framed as a shortcoming of systems, rather than a staffing shortage, in August of 2022, our Center convened behavioral health professionals and leaders to address strategies for cultivating a healthy and sustainable mental health and school mental health workforce. Highlights from the panelists and group discussion, along with resources shared, are presented in this document. 

The South Southwest MHTTC hosted Dr. Charlie Heriot-Maitland who presented on Compassion Focused Therapy from April - June 2023. In these three sessions of the series, attendees were introduced Compassion Focused Therapy case conceptualization for young people in early psychosis programs. The series included both didactic and experiential components.   http://relatingtovoices.com/       This is the first video of The Engaging with Voices videos series. These videos are intended as inspiration and support for people interested in compassionate approaches to voices. Please find the entire series on Youtube here: https://www.youtube.com/watch?v=sdzGLNoWU8c&t=1s.   Facilitator   Charlie Heriot-Maitland, PhD, DClinPsy I am a clinical psychologist, researcher, author, and trainer at Balanced Minds, UK (balancedminds.com). I have recently spent five years researching the application of Compassion Focused Therapy (CFT) for people in United Kingdom National Health Service (NHS) who are experiencing distress in relation to psychosis as an MRC Research Fellow at King’s College London and University of Glasgow. I provide CFT therapy, supervision, consultation, and training. I have run over a hundred various compassion training workshops both nationally and internationally, and have co-authored (with Eleanor Longden) a new self-help book for voice-hearers.     Email at [email protected]  

In March 2023, the South Southwest MHTTC hosted Dr. Jason Schiffman for the webinar “Education, Special Education, and Accommodations for Students with Psychosis: Working with Youth, Families, Teachers, and Schools.” The recording from this presentation and handouts can be viewed here. During this webinar, audience members brainstormed accommodations that might assist students with psychosis.     The following list was generated from those responses. This list can serve as a guide in identifying accommodations that may be helpful for you, a loved one, or someone you are working with. This list, however, is not meant to provide any requirements or recommendations for an individual student, as each student’s needs are unique.  

The South Southwest MHTTC hosted Dr. Samantha Reznik who presented on Cognitive Behavior Therapy for Psychosis (CBT-P) from October – December 2022. In these three sessions of the series, attendees were introduced to case conceptualization and building a CBT-P case conceptualization for young people in early psychosis programs. The series included both didactic and experiential components.     Facilitator: Samantha Reznik, PhD       Samantha Reznik is a licensed clinical psychologist and Research Associate with the Advancing the Early Psychosis Intervention Network in Texas (EPINET-TX) project at the Texas Institute for Excellence in Mental Health (TIEMH), University of Texas at Austin. She has specialized training in providing recovery-oriented services to individuals diagnosed with serious mental illness (SMI) and other underserved populations. She completed her PhD in Clinical Psychology at the University of Arizona. She trained in Coordinated Specialty Care (CSC) and Cognitive Behavior Therapy for Psychosis (CBT-P) at the Early Psychosis Intervention Center (EPICenter) in Tucson, Arizona. She completed an advanced clinical fellowship in rehabilitation and recovery for SMI at VA San Diego Healthcare System/University of California San Diego (VASDHS/UCSD), where she expanded her training in CBT-P and learned how to integrate Recovery-Oriented Cognitive Therapy (CT-R). She also completed a Health Resources and Services Administration (HRSA)-funded clinical internship at University of Kansas Medical Center to specialize in working with underserved populations. Visit Website Email at [email protected]  

The South Southwest MHTTC hosted Dr. Amy Weisman de Mamani who presented on Culturally Informed Therapy for Schizophrenia (CIT-S) from January – March 2023. In these three sessions of the series, attendees were introduced to building a CIT-S case conceptualization for young people in early psychosis programs. The series included both didactic and experiential components.     Learning Objectives Conceptualize and treat people with schizophrenia and their family members using a systems framework that shifts blame away from any one person in the family system and instead helps the family view themselves as a team with shared mutual goals. Draw upon clients’ cultural, religious, and spiritual beliefs, traditions, and practices in helping them cope with symptoms of mental illness and live a healthier, happier life. Assist clients by helping them establish communication patterns and problem-solving skills that will allow them to better manage their mental health and advocate for themselves effectively and respectfully, in a manner that aligns with their cultural values.         Amy Weisman de Mamani, PhD Amy Weisman de Mamani is a Professor at the University of Miami and a licensed clinical psychologist. She earned her doctorate at The University of Southern California and completed her clinical internship at UCLA. Her research is focused on family and cultural factors that influence the course and outcome of serious mental illness. She has published approximately 100 manuscripts in areas related to culture and mental illness. In 2021, she published a treatment manual on her Culturally Informed Therapy for Schizophrenia, in the Treatments that Work Series by Oxford University Press. Her research has been funded by NIMH, The John Templeton foundation, APA, and other agencies. In 2018, she was the recipient of the Stanley Sue Award for Distinguished Contributions to Diversity in Clinical Psychology by APA’s Division 12 (Clinical Psychology). In 2021, she received the Trailblazer Award from ABCT’s Psychosis and Schizophrenia Spectrum Special Interest Group. Visit Work Website View Curriculum Vitae View Flyer for Culturally Informed Therapy for Schizophrenia: A Family-Focused Cognitive Behavioral Approach, Clinician Guide Email at [email protected]  

American Indians and Alaska Natives are less likely than any other racial or ethnic group to use alcohol at all. At the same time, alcohol is the most-used substance among Native peoples. According to the National Survey on Drug Use and Health, 3 in 10 Native American young adults (age 18-25) report binge drinking (consuming five or more drinks in 2 hours); 1 in 11 report heavy alcohol use (binge drinking on 5 or more days in the past month); and 1 in 10 have an alcohol use disorder (2018). Moreover, 1 in 6 Native youth (age 12-17) engage in underage drinking, the highest rate of alcohol use of all racial/ethnic groups (SAMHSA, 2019). The high prevalence of alcohol use among Native Americans is attributed to factors stemming from colonization, including poverty, historical and intergenerational traumas, and health inequities. The era of boarding schools has also contributed to higher and long-term alcohol use disorders with AI/AN populations (2012).

This infographic provides restorative self-care practices that specifically focus on attuning, refueling, structuring, and “boundarying.”

About this Resource: This 'Trauma and the Peer Perspective' Infographic reviews information from the 3-part series hosted by the Southeast MHTTC. It examines the myriad of ways trauma is defined, how trauma is often addressed within behavioral health systems, the ways systems can create trauma and/or re-traumatize those seeking help, and how trauma informed peer support services can be a game changer. To view on-demand recordings from the 3-part series, please click here. 

About this Resource: Public mental health stigma is pervasive and has many negative impacts. One consequence is that it can lead to self-stigma among mental health service users, including people with severe mental illness. This infographic discusses how self-stigma can impact identity development of service users and shares ways that mental health staff can help combat mental health stigma.

This handout was prepared for the South Southwest Mental Health Technology Transfer Center (MHTTC) for Coordinated Specialty Care (CSC) for First Episode Psychosis (FEP) providers in region 6. This contains a list of resources to help CSC providers support young people in CSC to access the best school accommodations possible for their needs. As each young person experiencing psychosis needs something different, the list describes education law and a range of possible accommodations.  

The UW SMART Center partnered with the Northwest MHTTC to create a document that includes resources to Addressing the Impact of Racism and Associated Trauma in order to Support Youth in Schools and at Home. Intended for caregivers and educators to use as a resource to help students process feelings and stress associated with racial trauma. Research shows that acts of racism and discrimination negatively impacts students’ mental health and well-being (Malone et al., 2022). 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.

ABOUT THIS RESOURCE Abstract Behavioral health professionals are charged with providing effective outpatient services while addressing patient and public safety, yet training in empirically-informed violence risk assessment strategies remains inaccessible. The authors developed and evaluated an online distance learning (ODL) course on clinical risk assessment targeting frontline providers and trainees in the United States. The ODL consisted of three modules: confidentiality, duty to third parties, and clinical assessment of violence risk. We evaluated the response characteristics and reach among different disciplines, as well as training satisfaction, change in knowledge, self-perceived competence, and self-reported impact on practice at six-week follow-up among 221 learners. Self-perceptions of competence and knowledge in the focal areas increased immediately after completing the training; self-perceived competence increased again by a significant margin at six-week follow-up. Participants reported a moderate-high positive impact of the training on practice. Kopelovich, S., Olson, J., Michaelsen, K., & Wasser, T. (2023). Effects of online distance learning on clinicians' violence risk knowledge and competencies. Journal of the American Academy of Psychiatry and the Law. doi: https://doi.org/10.29158/JAAPL.230008-23 Terms of use and Substance Abuse and Mental Health Services Administration (SAMHSA) disclosure statement

Parental involvement in schools is associated with students’ academic success and positive socioemotional and mental health outcomes. This infographic provides strategies to integrate Latino parents into the school system based on the Parental Involvement Model developed by Joyce Epstein. 

Please feel free to share with anyone that might be interested in registering. The UW SMART Center Speaker Series is bringing esteemed scholars virtually to elevate our understanding of issues related to school mental health and critical topics in education. The School Mental Health Supplement to the Northwest Mental Health Technology Transfer Center is co-sponsoring the SMART Center 2023 Virtual Speaker Series: Equity-Centered MTSS and Implications for School Mental Health. 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.