Products and Resources Catalog

Creating Affirming Environments for LGBTQ People Receiving Services provides an overview of terms, concepts, and identities that people working in the behavioral health field should know to provide affirming services and cultivate affirming environment for LGBTQ people. Based on a 2018 report from the Texas Institute for Excellence in Mental Health, titled Peers in Research: Interventions for Developing LGBTQ-Affirmative Behavioral Health Services in Texas, most providers in Texas do not hold overtly prejudicial attitudes towards LGBTQ clients, but that most providers either lack the knowledge and skills to provide appropriate care to LGBTQ clients or are not aware of the importance of LGBTQ-affirming care. This training aims to bridge the gap many providers feel by offering basic information, resources, and guidance for people working in behavioral health agencies on how to support LGBTQ people receiving services.     Co-created by: Darcy Kues, JD., and Shane Whalley, MSSW     Learning Objectives: At the end of this training, participants will be able to:    • Define many current terms used in the LGBTQ communities;    • Understand the foundation of sexual orientation and gender;    • Recognize the unique impacts of trauma on the LGBTQ communities;    • Communicate using an affirming framework with LGBTQ people receiving services; and    • Implement at least one LGBTQ-affirming organizational/environmental change.     For more information on this training, including training opportunities through the South Southwest Mental Health Technology Transfer Center or how to bring this training to your community, please email [email protected].

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 aspects of executive function such as planning.  This infographic provides information about strategies that can be used by educators to help autistic students build their planning skills in a manner that is inclusive and neurodiversity affirming.

Youth & Young Adults Now: Vision, Voice, and Ventures is a quarterly newsletter dedicated to promoting resources, perspectives, and organizations that support youth and young adult (YYA) advocates, advocates for YYA, and YYA-serving professionals. In this Fall Issue, our Pacific Southwest MHTTC team announces the start of two key Youth & Young Adult serving programs, initiated by our YYA team leads, Oriana Ides and Evelyn Clark. Read through this issue to see our center's uplifting of juvenile justice organizations and leaders in the field, recent product releases, and more. 

Our Center has a special focus on supporting youth and young adults (YYA) of transition age. The transition to adulthood is an important time in young people’s lives—a time for new independence, new challenges, and new opportunities for growth. It’s also a crucial time to support young people who are living with mental health challenges, who are involved in youth-serving systems, or who are at increased chance of developing mental health needs. When we amplify YYA voice, choice, and leadership, we create space for them to thrive. Our YYA Team Leads, Oriana Ides and Evelyn Clark, guide us in this work and develop each issue of Youth & Young Adults Now. This Winter 2023 issue features highlights of the Aging Out or Growing Together? Flipping the Youth Services Paradigm to Better Support Young Adulthood program, led by our Technical Assistance Specialist, Oriana Ides and details of the Creating Safe Spaces for Peer Support Providers and Incorporating Anti-racist Practices in Peer Support Delivery program, led by Evelyn Clark, Technical Assistance Specialist and JEDI consultant. Check out this special Winter 2022 issue for emerging resources from our center, our partners and the field, our spotlights to uplift a YYA peer-support specialist and organization, and more.   

Our Center has a special focus on supporting youth and young adults (YYA) of transition age. The transition to adulthood is an important time in young people’s lives—a time for new independence, new challenges, and new opportunities for growth. It’s also a crucial time to support young people who are living with mental health challenges, who are involved in youth-serving systems, or who are at increased chance of developing mental health needs.  When we amplify YYA voice, choice, and leadership, we create space for them to thrive. Each quarter, the Pacific Southwest MHTTC draws together our recent and upcoming events and other important field resources to share with our partners in this work. This Spring 2023 Edition honored Mental Health Awareness in May and highlighted timely and relevant developments from our Center and the field.

Our Center has a special focus on supporting youth and young adults (YYA) of transition age. The transition to adulthood is an important time in young people’s lives—a time for new independence, new challenges, and new opportunities for growth. It’s also a crucial time to support young people who are living with mental health challenges, who are involved in youth-serving systems, or who are at increased chance of developing mental health needs.  When we amplify YYA voice, choice, and leadership, we create space for them to thrive.  The Pacific Southwest MHTTC team spent summer months (of 2023) rounding up the last of our events and completing a special compilation of products to conclude our (fifth) project year, which ended on September 29, 2023. Check out our center's Summer 2023 edition for highlights of learnings, glimmers of hope from the YYA series, and so much more.

This two-day hybrid conference explores progress and updates on the Massachusetts Strategic Plan for Early Psychosis (Mass-STEP). Our theme this year was Scaling Up: Access & Equity for Psychosis, and explored strategies to expand the reach of high-quality psychosis services across Massachusetts. This effort includes partners from many different backgrounds, including individuals and families, government stakeholders, researchers, clinicians, teachers, faith leaders, emergency responders, and all others who are invested in improving our statewide system of care for psychosis.   The first day of the conference highlighted our MA psychosis community with an in-person poster and award session at the Bentley University Conference Center. NIMH Senior Advisor Dr. Robert Heinssen led a keynote on translational research in psychosis.    National Trends in Specialty Care for Early Course Psychosis: Recent Advances & Future Directions Robert Heinssen, PhD National Institute of Mental Health View a recording of this 11/6/23 session here.    A Social Model of Support for Psychosis Vesper J. Moore Kiva Centers View a recording of this 11/6/23 session here. 

Download the presentation slides here 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, anxiety, and depression that may be exacerbated by experiences of bullying, victimization, and segregation within schools. There is an urgent need to support the mental and behavioral health of autistic students. In the past year, the SEMHTTC team has disseminated resources related to identifying and supporting mental health challenges in this population, including anxiety and, more recently, executive function. The purpose of this two-part series is to build on the didactic content covered in our earlier learning sessions on executive function [Part 1, Part 2] and provide more opportunity to cover a case example, engage in discussion, and have ample time for Q&A.  In each session, we will provide a very brief overview of the prior content we covered (15 minutes), have an in-depth discussion of one case example (15 minutes), and ample time for questions and open conversation related to the mental health of autistic students (25 minutes).

This two-day hybrid conference explores progress and updates on the Massachusetts Strategic Plan for Early Psychosis (Mass-STEP). Our theme this year was Scaling Up: Access & Equity for Psychosis, and explored strategies to expand the reach of high-quality psychosis services across Massachusetts. This effort includes partners from many different backgrounds, including individuals and families, government stakeholders, researchers, clinicians, teachers, faith leaders, emergency responders, and all others who are invested in improving our statewide system of care for psychosis. The second day explored different areas of health equity in psychosis, spotlighting ways to bridge service gaps in geography, race, and language.   Racial and Ethnic Disparities in Psychosis Diagnoses & Risk Deidre Anglin, PhD City University of New York View a recording of this 11/7/23 session here.   Working with Medical Interpreters: Shifting from Standards of Practice to Intersubjectivity in the Clinical Space Margaret Lanca, PhD Cambridge Health Alliance View a recording of this 11/7/23 session here.   Psychosis Care for Rural Populations Kristen Woodberry, MSW, PhD & Sarah Lynch, LCSW Maine Medical Center View a recording of this 11/7/23 session here.   Expanding & Strengthening the Mental Health and Early Psychosis Career Pipeline for Black and Latinx Youth S. Kwame Dance, PsyD, MBA Mental Health ACCESS & Boston Arts Academy View a recording of this 11/7/23 session here.      

  To view resources from this session, click DOWNLOAD Click here to watch the recording Event Description This workshop will provide foundational information regarding self-injurious behavior (SIB), including definitions, causes, prevalence, and an overview of evidence-based treatments for SIB (CBT and DBT).  The workshop will also introduce participants to the HIRE model: a tool for the informal assessment of SIB developed by Buser and Buser (2013).  Participants will also receive instruction in developing a school wide protocol for assessing/supporting self-injurers.   Learning Objectives At the conclusion of this session, participants will be able to: Describe 3 reasons why individuals self-harm Apply the HIRE model (Buser and Buser, 2013) to assess self-injurious behavior Describe the most effective therapeutic approaches to working with youth who self-injury Develop a school protocol for SIB   Trainer Wendy Price, Psy. D., NCSP Dr. Price completed her doctorate in School Psychology at William James College, following a year-long clinical internship at Walden Behavioral Care (a residential eating disorders clinic). For the past 20 years, Dr. Price has worked as a school psychologist at Whitman-Hanson Regional High School, in Whitman, MA. In her role, Dr. Price is involved in a number of activities, including: assessment, counseling, consultation, supervision of school psychology interns, and mentoring of staff. She is also a Crisis Team and Student/Teacher Assistance Team member. She is also an Adjunct Lecturer at UMASS Boston. Dr. Price has traveled around the country, presenting to associations and school districts on positive psychology, eating disorders, and self-injurious behaviors. Dr. Price has been involved in leadership at both the state and national level, and was the NASP President in 2020-2021.

The one-hour Reclaiming Native Psychological Brilliance virtual series provides an opportunity for participants to: Gain skills on strength-based approaches in partnership with Native People to enhance Native behavioral health, and Discuss ways that Native brilliance is demonstrated and supports behavioral health, and Learn about Native brilliance examples to share with behavioral health and other health care staff, as well as with local Tribal Nation citizens The concept of Native psychological brilliance will be celebrated through Native music videos and Native spoken word performances as part of each session of the Reclaiming Native Psychological Brilliance series.   August's topic was "Centers for Disease Control and Prevention (CDC) Support for Building on Tribal Practices for Wellness in Indian Country."  

The one-hour Reclaiming Native Psychological Brilliance virtual series provides an opportunity for participants to: Gain skills on strength-based approaches in partnership with Native People to enhance Native behavioral health, and Discuss ways that Native brilliance is demonstrated and supports behavioral health, and Learn about Native brilliance examples to share with behavioral health and other health care staff, as well as with local Tribal Nation citizens The concept of Native psychological brilliance will be celebrated through Native music videos and Native spoken word performances as part of each session of the Reclaiming Native Psychological Brilliance series.   September's topic was "Action Steps: Cultural Healing and Behavioral Health."

The one-hour Reclaiming Native Psychological Brilliance virtual series provides an opportunity for participants to: Gain skills on strength-based approaches in partnership with Native People to enhance Native behavioral health, and Discuss ways that Native brilliance is demonstrated and supports behavioral health, and Learn about Native brilliance examples to share with behavioral health and other health care staff, as well as with local Tribal Nation citizens The concept of Native psychological brilliance will be celebrated through Native music videos and Native spoken word performances as part of each session of the Reclaiming Native Psychological Brilliance series.   October's topic was "Responding and Moving Past Tribal Community Crisis."

This November, in honor of Children's Grief Awareness Month, the MHTTC Network hosted a two-day, no-cost, training experience for the mental health and school mental health workforce. We worked with leading grief experts across the country to strengthen grief sensitivity skills, techniques, and interventions. This resource page includes all session recordings and materials from Day 1 of the Institute geared toward the general mental health workforce with a special focus on gender-based violence, institutional violence, community violence and grief. The theme for our 2023 GSVLI was Working with grief in the context of violence: Strengthening our skills to strengthen ourselves Access the slide deck from Day 1 here or by clicking on the "download" button above. The full video recording is embedded below. Keynote (start at 18:50) Panel 1: Grieving through and due to Institutional and Community Violence (start at 53:30) Panel 2: Grieving through and due to Gender Based Violence (GBV) and Interpersonal Violence (IPV) (start at 2:14:11) Workshop Practice Session: Supporting Youth, Families, and Communities Grieving Homicide Death, and Closing of Day 1 (start at 3:39:45) View the MHTTC GSVLI 2023 Faculty Curriculum Vitae & Resources here.  Please note: This was a 2-day event. More information on both days can be found on the GSVLI 2023 landing page. Who? The Institutes are for Community Mental Health Practitioners, Social Workers, Psychologists, Therapists, School Mental Health Personnel, School Counselors, Educators, School Administrators, and anyone interested in enhancing their grief sensitivity. You can view recordings from either day and any session no matter your role to support your interests and learning. The populations you serve may be discussed across each Institute day, settings, and sessions. How? Both days of the GSVLI were rich with faculty who offer grounding and foundations for grief sensitivity for the mental health or school mental health workforces and its intersection with violence. Faculty shared where we have been as a field, where we are now, and where we are going (new research, findings, and learnings to impact our practice). Each day began with a grounding keynote, offered two panels to deepen our learning, and a workshop session.

This November, in honor of Children's Grief Awareness Month, the MHTTC Network hosted a two-day, no-cost, training experience for the mental health and school mental health workforce. We worked with leading grief experts across the country to strengthen grief sensitivity skills, techniques, and interventions. This resource page includes all session recordings and materials from Day 2 of the Institute geared toward the school mental health workforce with a special focus on school violence & grief. The theme for our 2023 GSVLI was Working with grief in the context of violence: Strengthening our skills to strengthen ourselves Access the slide deck from Day 2 here or by clicking on the "download" button above. Please note: To access Dr. Roberto Rivera's slides for the Keynote presentation, please click here (you must create a login to access content). The full video recording is embedded below.  Keynote (start at 18:23) Panel 1 - Grief Sensitive School Crisis Response (start at 1:01:18 ) Panel 2 - Unpacking the Uncomfortable: Cultural Humility's Role in our School-Based Grief Work (start at 2:12:59) Workshop Practice Session - Growing Through Grief: Understanding and Supporting Youth Exposed to Loss, and Closing of Day 2 (start at 3:34:21) View the MHTTC GSVLI 2023 Faculty Curriculum Vitae & Resources here.  Please note: This was a 2-day event. More information on both days can be found on the GSVLI 2023 landing page. Who? The Institutes are for Community Mental Health Practitioners, Social Workers, Psychologists, Therapists, School Mental Health Personnel, School Counselors, Educators, School Administrators, and anyone interested in enhancing their grief sensitivity. You can view recordings from either day and any session no matter your role to support your interests and learning. The populations you serve may be discussed across each Institute day, settings, and sessions. How? Both days of the GSVLI were rich with faculty who offer grounding and foundations for grief sensitivity for the mental health or school mental health workforces and its intersection with violence. Faculty shared where we have been as a field, where we are now, and where we are going (new research, findings, and learnings to impact our practice). Each day began with a grounding keynote, offered two panels to deepen our learning, and a workshop session.

Download the presentation slides here Medicaid is a leading source of financing for school mental health services and programs.  As Medicaid policies change, there may be greater opportunities for mental health providers to bill Medicaid for more services in schools.  In this two-part webinar event, Dr. Adam Wilk (SE MHTTC Policy Lead) will describe key policies that govern Medicaid funding for school mental health services, and how they can be changed to increase school mental health funding.  He will provide examples of states that have pursued specific reforms, and he will also highlight important resources that can help school mental health leaders to identify what steps may be most appropriate to take in their home state.  This series is designed for school mental health leaders who are interested in learning 1) about the fundamentals of Medicaid financing of school mental health services and 2) about options for changing Medicaid policy to better support school mental health systems and services. Part 1 will focus on policies related to who is eligible for Medicaid coverage and what services Medicaid covers.   Learning Objectives: Specify when Medicaid can be billed for school mental health services. Discuss how Medicaid policies affect who may be eligible for coverage under Medicaid and what services may be covered by Medicaid. Describe and distinguish the two main pathways for reforming state Medicaid eligibility and service coverage policies in support of school mental health.  

  The Great Lakes Current is the e-newsletter of the Great Lakes ATTC, MHTTC, and PTTC.   The November 2023 issue honors National Native American Heritage Month, National Homelessness Awareness Month, and a brand-new Trauma-Focused Cognitive Behavioral Therapy intensive technical assistance opportunity. As always, you will also find links to all upcoming events and trainings hosted by the Great Lakes ATTC, MHTTC, and PTTC.   Make sure you're subscribed to our email contact list, so you never miss a month of The Great Lakes Current newsletter and thank you for reading!

Due to technical difficulties, we were unable to process and upload the video portion of our webinar. We apologize for this inconvenience. Presentation slides are still available. Attendees will engage in discussion with panelists on navigating context paralysis and addressing the mental well-being of LGBTQIA+ youth. Panelists are presenters from the previous sessions. Speakers: Jordan Mix, Jabari Lyles, Shelley Craig, PhD, Leah Love, MSSA, LISW, LCSW, and Alison DeLizza, PhD   Jordan Mix (they/them) is the Director of Educational Programming at Iowa Safe Schools. They graduated from Drake University in 2016 with degrees in Law, Politics, and Society; Sociology; and Women and Gender Studies. While at Drake they were the president of Drake’s LGBTQ organization, Rainbow Union, helped establish the first all-gender bathroom on campus, and collaborated heavily in writing Drake’s Transgender Inclusion Statement. Jordan also completed their graduate studies in Gender and Sexuality Studies at the University of North Carolina Charlotte. In 2019, Jordan was the head curator of a project called Breathe, Learn, Act — the first ever virtual care package for parents and loved ones of transgender and non-binary kids. Jordan joined the Iowa Safe Schools team in March of 2020, where they work with K-12 educators to develop LGBTQ-Inclusive curriculum, facilitate an online academy for Iowa’s K-12 educators, and lead training sessions for students, educators, and other community members. When they’re not working, you can find Jordan hiking with their wife, cheering on the U.S. Women’s National Soccer Team with their cat, and honing their home barista skills. ____   Jabari Lyles (they/them) is an unapologetically Black, fat, queer, gender non-conforming educator, community organizer, servant leader and consultant with over 15 years of experience leading initiatives which emphasize their passion for people, education and justice. A native of Maryland, Jabari has been active in LGBTQ organizing in across the state throughout their entire career. Aside from a long history with several flagship LGBTQ organizations in Baltimore and beyond, Jabari is most proud of their experience as a proud, Black and openly queer classroom teacher at public and independent schools in Baltimore City. Jabari was born in Baltimore City and raised in Baltimore County, Maryland. Their family, who were mostly educators and human service providers, encouraged them from an early age to nurture their love of learning and to be proud of any job well done. It was in high school that Jabari became involved with the local chapter of GLSEN, the country’s leading organization championing LGBTQ issues in K-12 schools. At 15, Jabari began assisting with producing the annual Youth Summit, a free conference-style event for LGBTQ youth and allies from the Greater Baltimore area. At 19, Jabari became the lead facilitator for the Safe Schools for All—Baltimore program, offering assemblies, guest lectures and workshops to elementary, middle and high school students on anti-bullying and LGBTQ inclusion, as well as professional development training to teachers and administrators on creating safer and more affirming schools for LGBTQ youth. For the next decade, Jabari would dedicate their career to helping shape Baltimore’s schools, nonprofits, government and businesses, into safe, inclusive places for all of the many identities found within the LGBTQ community. Prior to launching into a career as a full-time consultant, Jabari was the first-ever Senior Advisor and Director of LGBTQ Affairs for the Office of the Mayor in Baltimore City, a newly created position in local government, where they supported Baltimore’s three previous Mayoral administrations on the needs and interests of the LGBTQ community, while working to grow the community’s capacity and visibility. During their time in the Mayor’s Office, Jabari was instrumental in developing crucial new policies, including the city-wide Gender Neutral Restroom Act, the sex-based discrimination and transgender student rights policy in Baltimore City Public Schools and the legislation to amend the City charter to create Baltimore’s first Mayor’s Office of LGBTQ Affairs. Jabari is the former Chief Operating Officer and Senior Strategist at Baltimore Safe Haven, a nonprofit organization providing health and housing services for transgender people living in survival mode in Baltimore City. Currently, Jabari works with communities across the country providing consultation, technical assistance and guest speaking on gender, identity, leadership and inclusion in education. Jabari is retained by the Gender & Family Project at the Ackerman Institute for the Family as a Training & Capacity Building Associate, where they provide gender inclusion training for educators and service providers in New York City, including the New York City Department of Education. In October 2021, Governor Larry Hogan appointed Jabari to a four-year term on Maryland’s first-ever statewide Commission on LGBTQ Affairs, a 15-member body who will assist the state government with shaping public policy and furthering the capacity of state agencies to fully serve and represent LGBTQ Marylanders. Jabari has worked with and led local and statewide LGBTQ organizations, including becoming the first-ever executive director of GLSEN Maryland, the youngest-ever President and Executive Director of The Pride Center of Maryland, and co-chairperson of the education workgroup for Youth Equality Alliance, a policy coalition working towards positive outcomes for LGBTQ youth in Maryland convened by FreeState Justice. They are the former chairperson and executive producer of Baltimore Pride, a former elementary and middle school teacher in Baltimore City and the first-ever LGBTQ Studies teacher in the Upper School at Friends School of Baltimore. They are a seasoned diversity trainer and group facilitator, and has participated on several workgroups, boards and coalitions working towards gender, racial and sexual justice for Black people, transgender people and LGBTQ youth. Jabari has delivered guest lectures and guest speaking on LGBTQ inclusion and public service for Harvard University, Johns Hopkins University, Towson University, McDaniel College and the Maryland Institute College of Art. Their contributions have appeared in local and national publications, including the Baltimore Sun, Washington Blade, Baltimore Magazine, The New York Times, WYPR, Okayplayer and Youth Today. Their 2017 TEDx Talk, entitled Black Self/White World: Lessons on Internalized Racism gained over 200,000 views and has been featured in racial justice education and university syllabi across the globe. Jabari is a 2018 Baltimore Homecoming Hero, the only two-time recipient of the Mark Scurti Award for Outstanding Contributions to the LGBTQ Community by OUTLaw at the University of Baltimore School of Law, a 2020 Business Equality Pride Magazine LGBTQ Leader Under 40, and was recently named Emerging Leader of the Year by the Maryland LGBT Chamber of Commerce. Jabari attended The Community College of Baltimore County, and The University of Maryland—Baltimore County (UMBC) as a Sherman STEM Teacher Scholar. They have completed significant university coursework in mathematics, physical science, teacher education and gender studies, as well as a graduate certificate program in Supporting System-Involved LGBTQ Youth from Georgetown University. They currently reside in Southeast Baltimore City, where they enjoy trying out new recipes, entertaining for family and friends, dancing to loud music, the beach, and Beyoncé. ____   Shelley L. Craig joined the Factor-Inwentash Faculty of Social Work in 2009 as an Assistant Professor. She served as an Associate Dean, Academic from 2016-2019. She is currently a full Professor and holds a Canada Research Chair in Sexual and Gender Minority Youth. Dr. Craig’s program of research focuses on cultivating resilience in marginalized populations through innovative, community-based interventions. Her primary specializations are: (1) understanding the needs of sexual and gender minority youth (SGMY), particularly the role of information and communication technologies on their mental health and wellbeing (2) developing of tailored interventions to address the mental health disparities of SGMY (3) exploring the skills and interventions used by health social workers to impact the social determinants of health (3) developing competent social work practitioners through effective social work education. Dr. Craig has developed and tested the first evidence-informed interventions for sexual and gender minority youth mental health including Strengths-First (a resilience-focused case management program for youth at risk); ASSET (an empowering group model delivered in schools), AFFIRM (an affirmative cognitive-behavioural group intervention) and AFFIRMative Caregiver (an affirmative group intervention for parents and caregivers of SGMY). She has created INQYR, The International Partnership for Queer Youth Resilience, which consists of fifty international scholars, four regional research networks and twelve students as part of the International Student Training Network. Dr. Craig has also directed a community research plan in Miami-Dade County and subsequently established a comprehensive system of care for SGMY and their families. In addition to many other research activities, she has conducted extensive research on HIV prevention interventions with juvenile detainees, newcomers and immigrants and sex workers. She is a PI on an international study of LGBTQ students in social work programs. Dr. Craig is grateful to have been funded by SSHRC, CIHR, PHAC, Lesbian Health Foundation as well as other donors. During her extensive practice history, Dr Craig has served as: Founder and Executive Director of the Alliance for LGBTQ Youth, Executive Director of ALSO for Out Youth; Medical social worker in the emergency care center of a community hospital; and Director of a domestic violence shelter as well as many other positions. She has been grateful to be the recipient multiple awards including the Ontario Association of Social Work (OASW) Inspirational Social Work Leader (2015). ____   Leah Love (she/her) has a passion for helping others and creating a safe space for individuals to navigate through life’s barriers. Leah is an independently practicing social worker with an undergraduate degree in Applied Science and a postgraduate degree in Master of Science in Social Administration (MSSA). Leah Love, MSSA, LISW, LCSW has a hybrid role with Vita Health as Clinical Development Lead and Clinician. She is a Licensed Clinical Social Worker in the state of Ohio. She has worked in the social service field for over 10 years in both clinical and administrative roles. Leah has a passion for assisting others reach their goals, needs and fundamental happiness by intentionally creating a safe environment to work through life’s barriers. She practices from an array of theoretical perspectives utilizing various applicable interventions. Her expertise is in working with youth identifying in the LGBTQ+ community. ____   Dr. Alison DeLizza is a child psychologist who has a special interest in working with children and teens with anxiety and depression. She has been working in Nebraska since 2018 when she relocated from Western Michigan. In addition to anxiety and depression, Dr. DeLizza also has experience working with children and teens with ADHD and other behavior disorders. Dr. DeLizza's therapy interests also include OCD and working with LGBTQIA+ youth. Dr. DeLizza completed her PhD in Clinical Psychology at Western Michigan University and her Clinical Internship at the Munroe-Meyer Institute at UNMC. Learn more about this series: Supporting the Mental Well-being of LGBTQIA+ Youth in Schools  

  To view the white paper, please click DOWNLOAD above   Description The Mountain Plains Leadership Academy staff and trainers collaborated to produce a white paper, Lessons in Rural Leadership, that summarizes lessons learned from conducting the Mountain Plains MHTTC Leadership Academy for the past four years. Currently, there does not exist a specialized leadership program tailored to the unique needs of individual rural behavioral health leaders.  Lessons in Rural Leadership provides an insightful commentary on the complex nature of leadership in rural communities. The paper presents a treatise on internal and external challenges individuals face when taking on a leadership role and the strategies the Academy staff have developed to address these challenges and support new and emerging leaders in rural communities. The key challenges identified include resources and access to resources, staffing, and “battlefield commissions” or rapid promotion without formal preparation or training. Understanding these challenges was critical to developing a program that delivered needed support rapidly. The paper also includes several program components participants identified as instrumental in supporting their leadership development. The paper concludes with two stories from Leadership Academy participants who have become facilitators at the Leadership Academy. Authors Genevieve Berry Bob Dare Lindsey McCarthy Josh B. Spinney, LPC Ivory Tubbs, PhD

  In the wake of the recent mass shooting in Lewiston, Maine, it’s vital to remember that recovery and healing take time, compassion, and support. Recognizing that everyone affected by this tragedy will navigate grief and trauma uniquely, the New England Mental Health Technology Transfer Center is offering specific behavioral health resources to support survivors, their loved ones, as well as the larger community.   For an easy-to-understand overview of the disaster trauma recovery process: Disaster Behavioral Health: Response and Recovery Considerations. Reaching out for help can be the first step towards hope.

This is a recording of, “Session 3 of October Rising Practices Series - Interrupting Bullying & Fostering Belonging for the School Mental Health Workforce,” on October 26, 2023. In our final session in this three-part series, Region 9 School Mental Health Field Director Leora Wolf-Prusan moderated a panel discussion that offered learnings about the power of bias reduction curricula in elementary schools, and the ways in which school district and county systems can shift internal cultures to be welcoming drivers of equitable compassion. Among other themes, the session uplifted new practices of how to respond to and interrupt xenophobia and anti-immigrant hate in our classrooms.    This workshop recording features guest speakers including Drs. Carrie Langner and Linda Lee with California Polytechnic State University in San Luis Obispo, Dr. Carolyn Sattin-Bajaj with the Gevirtz Graduate School of Education at the University of California, Santa Barbara and Valerie White, LCSW, M.Ed, a licensed clinical social worker and founder of Magical Minds.    The session's guiding questions were: What might the school mental health workforce need to know about the difference and similarities between abuse, harassment, and bullying in k-12 contexts? What might be new or pressing phenomena related to bullying (e.g., anti-LGBTQIA+ bullying or the intersection of bullying and suicidality) for which we need to raise awareness? What challenges do we foresee at the workforce level, and what training, resources, or other support would help resolve these challenges? What might be some rising practices, policies and successful strategies for anti-bullying policies and practices?   This session was designed school administration, site and systems leaders, school social workers, school counselors, school psychologists, educators, instructional coaches, school climate personnel, after school program providers, child advocates, and whoever else is interested!

Download the presentation slides here 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, anxiety, and depression that may be exacerbated by experiences of bullying, victimization, and segregation within schools. There is an urgent need to support the mental and behavioral health of autistic students. In the past year, the SEMHTTC team has disseminated resources related to identifying and supporting mental health challenges in this population, including anxiety and, more recently, executive function. The purpose of this two-part series is to build on the didactic content covered in our earlier learning sessions on executive function [Part 1, Part 2] and provide more opportunity to cover a case example, engage in discussion, and have ample time for Q&A.  In each session, we will provide a very brief overview of the prior content we covered (15 minutes), have an in-depth discussion of one case example (15 minutes), and ample time for questions and open conversation related to the mental health of autistic students (25 minutes).   The first learning session will be devoted to common executive functioning differences in autistic students. Define executive functioning and its importance for autistic youth. Know the executive functioning differences that are common in autistic youth Identify executive functioning differences among autistic youth within one case study.

  Series Description This three-part series focuses on understanding the cognitive impairments associated with mental illness and the impact on participation and performance in everyday life. The series will provide an overview of cognitive impairment and its influence on participation, the evaluation process and intervention approaches.     October 3  Session 1:  Cognitive Impairment and Influence on Performance  The purpose of session 1 is to provide an overview of the types of cognitive impairments associated with DSM-5 diagnoses and the impact of these impairments on participation and performance in daily life.   To view resources from this session, click DOWNLOAD Click here to watch the recording   October 10 Session 2:  Evaluation of Cognitive Impairment The purpose of session 2 is to provide an understanding of reason for referral for evaluation and the purpose of the evaluation process.   To view resources from this session, click DOWNLOAD Click here to watch the recording   October 24 Session 3:  Interventions for Cognitive Impairment The purpose of session 3 is to provide an understanding of types of intervention approaches including compensation, environmental modification or remediation.   To view resources from this session, click DOWNLOAD Click here to watch the recording   Trainers Jessa Hulteng, PhD, OTR/L Jessa Hulteng is an assistant professor in occupational therapy at the University of North Dakota. She teaches courses related to mental functions and interventions to promote occupational performance. Jessa has advanced knowledge in neurorehabilitation and functional cognition.   Taylor LaVoi, MOT, OTR/L Taylor LaVoi is an occupational therapist currently working at Sanford Health in Fargo, North Dakota on the inpatient psychiatric unit. Their background is in neurorehabilitation with experience in various settings including: acute hospitalization, outpatient, skilled nursing rehabilitation, and orthopedic care. Taylor takes pride in the opportunity to serve on the ethics committee at Sanford in Fargo. They’re grateful for the privilege to serve members of the community through occupational therapy services.   Sarah Nielsen, PhD, OTR/L, FAOTA Sarah Nielsen is professor and chair at the University of North Dakota in Grand Forks, ND, in the Department of Occupational Therapy, School of Medicine and Health Sciences.  Sarah has over 20 years of experience working with children, youth and young adults with mental health issues in communities and schools. Her clinical practice included developing and implementing trauma-informed approaches and cognition in mental health care.

  To view resources from this session, click DOWNLOAD Event Description The purpose of this session is to provide the participant with increased awareness and knowledge about transgender and gender diversity, in general; gaining insight into specific school experiences of transgender and gender diverse students; and considering strategies participants can employ to support transgender and gender diverse students in their work in education and other settings. Learning will be supported through direct instruction and videos to support webinar content. Learning Objectives: To enhance participant's awareness of gender identity and gender diversity matters in schools from multiple perspectives. To enrich the participant's knowledge base or to assist the participant in beginning to construct a knowledge base regarding gender diversity. To highlight strategies participants can employ to support transgender, and gender diverse students.   Trainer Todd A. Savage, Ph.D., NCSP Todd A. Savage, Ph.D., NCSP is a professor in the school psychology program at the University of Wisconsin-River Falls (UWRF); he is also a past president of the National Association of School Psychologists (NASP). Dr. Savage's scholarly research interests include culturally responsive practice; social justice matters; lesbian, gay, bisexual, transgender, and queer (LGBTQ+) issues in education; and school safety and crisis prevention, preparedness, and intervention.