Products and Resources Catalog

View session recording here.   Are you supporting individuals in returning to post-secondary education? If so, you may be interested in attending this training on assessing the need for and identifying the different types of assistive technology and accommodations available for students with mental health conditions in post-secondary settings. Assistive technology and accommodations can significantly improve academic success; however, accessing these supports can be cumbersome. Additionally, there are many types of assistive technology devices/tools that students can use for academic success that range on a continuum from low to high tech. We will define assistive technology and accommodations in the post-secondary setting as well as explore the types of accommodations and assistive technology used to improve performance in post-secondary school settings. Various types of assistive technology and apps will be demonstrated. A representative from Disability Rights’ Assistive Technology Advocacy Center will also be available to provide an overview of relevant legislation and how to access assistive technology. We will utilize a service conceptualization framework and peer/expert discussions to apply the skills learned. If you wish, please come prepared to discuss an individual participating in services (Please no names or other identifying information). This training is in collaboration with the Integrated Employment Institute (IEI) at Rutgers University.   Presenters: Joni Dolce, M.S., CRC  Joni Dolce is an assistant professor in the Department of Psychiatric Rehabilitation and Counseling Professions at Rutgers School of Health Professions. Joni has many years of experience working in behavioral health services, specifically Supported Employment (SE), providing both direct services and supervising SE staff. She has authored and co-authored several articles and workbooks on employment and presents and provides webinars and trainings locally and nationally on a variety of employment related topics. She has provided training in SE on a national level, including at the NY Department of Mental Health and Hygiene, Washington State Healthcare Authority, the Veterans Administration, and SAMHSA’s Northeast and Caribbean Mental Health Technology Transfer Center (MHTTC). She has taught/co-developed the inaugural academic courses for Rutgers in SE and Supported Education. Joni was training coordinator for a Field Initiated National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR) grant evaluating the implementation of SE into Supportive Housing environments. Joni has been invited to present to Human Resource professionals on the topic of mental health in the workplace and is listed in the Society for Human Resource Management (SHRM) as a recommended speaker on this topic. She is currently a member of the MHTTC’s Dissemination and Implementation working group and is a past president of the National Rehabilitation Association’s NJ affiliate chapter and past secretary of the NJ Psychiatric Rehabilitation Association. Joni is a doctoral candidate in Psychiatric Rehabilitation further exploring the impact of disclosure decision making in employment.     Amy Banko, M.S., LAC, NCC, CPRP Amy Banko is a Lecturer in the Department of Psychiatric Rehabilitation and Counseling Professions at Rutgers University. In addition to providing course instruction, Ms.Banko is a trainer and consultant at the Integrated Employment Institute of Rutgers. Within this role, she facilitates trauma-informed, Supported Employment & Supported Education training and technical assistance to enhance practitioner competencies and program outcomes. Previously, Ms. Banko was a clinical contributor on three NIDILRR funded studies focused on education, employment,  and trauma for individuals with mental health conditions. Additionally, Ms. Banko is a co-author of a best practice manual for providing career services to transition-age youth with mental health conditions. She currently serves as Co-Investigator on two NIDILRR funded studies related to postsecondary education, mental health conditions, and trauma. Ms. Banko’s research agenda focuses on rehabilitation counseling and social/transformative justice as well as critical disability theory as she seeks to build interventions and counseling services that bolster the social determinants of health for those with mental health conditions. Her passion is addressing disability stigma, internalized stigma, ableism, and improving the social determinants of health for people with disabilities and those who experience the intersectionality of disability with other marginalized and oppressed identities. Additionally, Ms. Banko leverages her lived experience of a mental health condition to inform her research, course instruction, and counseling. Ms. Banko is currently attending her doctoral studies at Kean University for Counseling and Supervision with a focus on the treatment of trauma.

This guide is intended to accompany the three-part series, Understanding Stress, Understanding Trauma, and Understanding Trauma-Informed Care web-based modules located on HealthEKnowledge. This guide is intended for facilitators, coaches, and trauma-informed care champions of this curriculum to feel guided and supported in leading a cohort of through the content. The layout of this guide provides an overview of the objectives, materials needed, breathing & grounding exercises the facilitator can use, timing and content map for live sessions, as well as additional or supplemental exercises to support the content in the module.

Many practitioners know "the basics" of virtual treatment and seek support in improving their effectiveness & strategies. This desk guide provides resources, information, and quick tips for practitioners working with youth in virtual settings.  This guide was created by WAFCA with funding from the Great Lakes MHTTC and is based on material presented by Lisa Anderson, LPC, CSW, in spring 2021.

Series Description We invite you to take a few minutes this summer to explore the benefits of developing or expanding a personal mindfulness practice, by joining us for our bi-weekly experiential mindfulness training. This is a great opportunity to try different activities and practices, and to acquire mindful tools and skills to apply in your everyday life either personally or professionally!    Studies show the practice of mindfulness can reduce stress levels, help us manage our emotions and reactions, tune in better to how we and others are feeling, and cultivate compassion for ourselves and others. This helps us make wiser choices, can boost our relationships, and mean we feel happier and calmer.    According to the American Psychological Association (APA) a mindfulness practice can help with the ability to relate to others and oneself with kindness, acceptance, and compassion.  By connecting to themselves, individuals have reported having stronger social connections and reduced feelings of loneliness and isolation.    This series of Mindful Monday sessions will feature a wide range of evidence-based practices from different disciplines, related to Self-Compassion, Intentional Visualization, and Creativity.     This is a 30-minute interactive training that begins on June 26th and will run every other week through September 25th, 2023,     Each month will have a specific theme/focus with exercises from that discipline. At the beginning of each session, participants will spend a few minutes grounding and learning about the practice for that day and then spend approximately 15-20 minutes in experiential practice, leaving a few minutes at the end for reflection and discussion.   Dates July 10th - Compassion 1   To view resources from this session, click DOWNLOAD above Click here to watch the recording July 24th - Compassion 2  To view resources from this session, click DOWNLOAD above Click here to watch the recording August 21st - Intentional Visualization 1 To view resources from this session, click DOWNLOAD above Click here to watch the recording August 28th - Intentional Visualization 2 To view resources from this session, click DOWNLOAD above Click here to watch the recording   September 11th - Creativity 1  To view resources from this session, click DOWNLOAD above Click here to watch the recording  September 25th - Creativity 2 To view resources from this session, click DOWNLOAD above Click here to watch the recording    Participants only need to register once to be able to attend any number of sessions. The same link will be used for all sessions. Upon completion of your registration, you will receive the session link in a confirmation email.  Trainer Genevieve Berry

  All public schools in California are required to offer Identity Support Plans (IDSP) for LGBTQ+ students in elementary, middle, and high school.  This tool guides California public middle and high schools through the development of a plan to support LGBTQ+ students’ identity, success, and safety at school. It is designed for school staff, caregivers, and the student to work together to complete the document. This tool supports districts’ commitment to making educational spaces safe and supportive for ALL students, regardless of gender, sexual orientation, gender identity, or expression.   All available IDSP tools and supporting documents can be accessed on the main product page. 

  All public schools in California are required to offer Identity Support Plans (IDSP) for LGBTQ+ students in elementary, middle, and high school.  The IDSP for secondary schools supports public middle and high school staff in California to work with gender-diverse students, and potentially their caregivers, to identify ways in which the student’s identity is respected and supported at school. The IDSP process fosters an educational environment that is safe and supportive for ALL students, and it serves as an effective tool to help guide school staff through conversations with families, other caregivers, and children.  This document explains the IDSP process, provides guidance about how to use the IDSP tool, and offers strategies and discussion tips that school staff can use when working with caregivers and students.   All available IDSP tools and supporting documents can be accessed on the main product page. 

  All public schools in California are required to offer Identity Support Plans (IDSP) for LGBTQ+ students in elementary, middle, and high school.  This Identity Support Plan for Elementary (IDSPE) is a form designed to be filled out collaboratively by school staff, the student, and the student’s caregiver(s) to ensure that students feel safe in classrooms and across the school environment.  The IDSPE tool was created to help gender-diverse students share anything that might make them feel unsafe or uncomfortable. It also gives students a chance to share and express how they feel about their name and gender expression or identity. You can also access the corresponding Identity Support Plan for Elementary (IDSPE) Explainer, which explains the IDSPE process, provides guidance about how to use the IDSPE tool, and offers strategies and discussion tips that school staff can use when working with caregivers and students.   All available IDSP tools and supporting documents can be accessed on the main product page. 

  All public schools in California are required to offer Identity Support Plans (IDSP) for LGBTQ+ students in elementary, middle, and high school.  An Identity Support Plan for Elementary (IDSPE) supports public school staff in California to work with gender-diverse students, and potentially their caregivers, to identify strategies for ensuring that their identity is respected and supported. The IDSPE process fosters an educational environment that is safe and supportive for ALL students, and it serves as an effective tool to help guide school staff conversations with families, other caregivers, and children. This document explains the IDSPE process, provides guidance about how to use the IDSPE tool, and offers strategies and discussion tips that school staff can use when working with caregivers and students.   All available IDSP tools and supporting documents can be accessed on the main product page. 

  The Great Lakes Current is the e-newsletter of the Great Lakes ATTC, MHTTC, and PTTC.   The September 2023 issue honors National Recovery Month, National Hispanic Heritage Month, Addiction Professionals Appreciation Day (September 20), and the 10th anniversary of the ATTC/NIATx Service Improvement Blog! As always, you will also find links to all upcoming events and trainings hosted by the Great Lakes ATTC, MHTTC, and PTTC!  

Available in both English and Español! Los cuidados de salud mental culturalmente sensibles e informados en trauma, son dos enfoques que se reconocen cada vez más como necesarios para brindar servicios de forma eficaz y equitativa. Las comunidades latinas en Ohio enfrentan varios desafíos, incluyendo la accesibilidad limitada a los servicios de salud primarios, en particular los servicios de salud mental, y la falta de clínicos multiculturales y multilingües. La implementación de enfoques culturalmente sensibles y basados en el trauma puede ayudar de manera efectiva a los profesionales de la salud mental a abordar las necesidades de las poblaciones hispanas y latinas en Ohio. Al brindar atención accesible, sensible y personalizada, los profesionales pueden promover la búsqueda de ayuda, sanación, resiliencia y de bienestar dentro de estas comunidades.      

Available in both English and Español! Trauma-informed care and culturally responsive care are two important mental health service delivery approaches that are increasingly recognized as necessary for providing effective and equitable mental health care. Latino communities in Ohio face several challenges, including limited accessibility to healthcare services, particularly mental health care, and a lack of multicultural and multilingual clinicians. Implementing culturally responsive and trauma-informed approaches can effectively support mental health professionals to address the needs of Hispanic and Latino populations in Ohio. By providing accessible, sensitive, and tailored care, professionals can promote help-seeking behaviors, healing, resilience, and well-being within these communities.      

This brief report examines the reported prevalence of sadness and hopelessness, suicidal ideation, bullying, fighting, and current substance use among high school age youth in the Southeast region’s eight states. These data are derived from the 2021 Youth Risk Behavioral Surveillance System.

This brief report examines the reported prevalence of sadness and hopelessness, suicidal ideation, bullying, fighting, and current drug and alcohol use among high school age youth in the Southeast region’s eight states. These data are derived from the 2021 Youth Risk Behavioral Surveillance System.

This comprehensive guide is designed to support BIPOC employees, allies, and leadership in fostering a more inclusive and supportive workplace environment. By recognizing and addressing the unique challenges faced by People of Color, promoting allyship, and empowering leadership, we can create a workplace where everyone feels valued, supported, and able to thrive.   This guide provides practical strategies, exercises, and resources to enhance well-being and promote equity within your organization. View a series of webinars for guidance and support for the use and implementation of the guide: Day 1 recording Day 2 recording Day 3 recording

Participants learned how to:  Describe how both positive and negative attentional biases may contribute to suicide risk  Describe the Broaden and Build theory of positive emotions  Describe specific strategies to increase one's attention to positive emotions and experiences   Presenter: Shirley Yen, PhD, Associate Professor, Psychology, Harvard Medical School This hybrid event was co-hosted by Sadhguru Center for a Conscious Planet.

The language of the written word is too limiting for efforts to communicate mental health awareness. Image and sound, which have been used to communicate and teach since ancient times, are much more powerful. Film and other audiovisual media are important ways to promote mental health and reduce stigma and can help enhance emotional and intellectual harmony. Presenter: Mohan Agashe, MD   View a recording of this 8/25/23 session here. 

A joint project of the National Federation of Families, National Family Support Technical Assistance Center, and the New England Mental Health Technology Transfer Center, this tip sheet provides vetted resources and links for school, family, and community leaders to address school culture and climate. Access this publication for tips on what families, parents, caregivers, individual educators, family peer specialists, and mental health providers can do to address the young person engaging in bullying behavior while school and family leaders address school culture and climate and support the child being bullied.

  This is a recording of Workshop 2 in the Back to School Series, “Giving Voice to Youth Psychological Strengths: A Photovoice Partnership Project,” that took place on August 16, 2023.   In this second session, faculty from California State University, Sacramento’s School Psychology Program and staff and students from Natomas Pacific Pathways Preparatory (NP3) High School showcased the Photovoice Partnership Project, “Giving Voice to Youth Psychological Strengths.”   CSUS Anchor University Grant-funded this project, and it was carried out in a collaboration between the NP3 High School students, counselors, and school psychologists; and CSUS School Psychology faculty, undergraduate, and graduate students. The webinar celebrates the outcome of this project, that entailed a timeline of ten weeks in which NP3 students worked to (a) define psychological strengths such as self-efficacy, self-awareness, empathy, optimism, and gratitude; (b) examine sources of psychological strength in their school, peer, and family networks; and (c) produce photovoice projects illustrating their “world of strengths.”   View this video for a brief introduction to the project, featuring individual project presentations by each of the students, tools used to ground the activities, such as the CoVitality strengths-based mental health screener, and a question and answer discussion with the faculty, Dr. Meagan O'Malley and Jeremy Greene, MA, NCSP, LEP.   

At the New England MHTTC, we believe that agencies and organizations can benefit from applying a racial equity lens to their structure and activities. “A racial equity lens is a set of questions we ask ourselves when we are planning, developing or evaluating a policy, program or decision. It helps us assess if we are taking in the perspectives of the racially diverse people and communities we intend to serve, and whether our policies and programs are resulting in equitable or inequitable outcomes. An equity lens helps us see where challenges and opportunities exist, so that we can make intentional steps to ensure more equitable outcomes for all individuals and communities.” Asking meaningful questions is key. In order to compile the questions for consideration below, the TTC Network conducted a review of approximately 50 organizational and community assessment tools and resources available from the website, Racial Equity Tools. We pulled and synthesized questions from these materials, as well as direct resources from the New England MHTTC, to determine questions most applicable for our work. By providing this resource, we are not signifying that this is a complete list of questions to consider in order to achieve racial equity. We aim to spur thinking and action among the agencies, organizations, and collaborators in our community and we acknowledge that this is just one step in a longer, more integrated and comprehensive process.

Compassionate Listening is... A personal practice – to cultivate inner strength, self awareness, self regulation and wisdom. A skill set – to enhance interpersonal relations and navigate challenging conversation. A process – to bring individuals or groups together to bridge their differences and transform conflict A healing gift – to offer a compassionate listening session to a person who feels marginalized or in pain.   These principles, adapted with permission from the Compassionate Listening Project,, guide the engagements of the New England MHTTC's Racial Equity and Advancing Cultural Humility (REACH) for Organizational Change Learning Collaborative. We encourage you to use these principles as you engage in frank and honest conversations in the workplace. The principles are designed to keep the dialogue grounded so that you can focus your energy on cultivating compassion and respect for others; serving as a witness to another's truth; and listening and speaking from the heart.  

Issues stemming from race and other cultural matters are broad and varied. Individuals and organizations will find that they are quite knowledgeable and proficient in some aspects of cultural competence, and yet, may neglect asking crucial questions in another area. For instance, we may be acutely aware of making focus group (or other) accommodations for the hearing impaired community, but may not have a cache of options to make public health programs accessible to non-native English speakers. When you begin to consider your approach to engagement with diverse communities, you can gauge how and why mainstream strategies have a lower effectiveness and work from a more culturally responsive foundation. Ultimately, the more your work stems from relevant aspects of racial and cultural identity, the greater your chances for effective outcomes and increased, sustainable engagement from a broader, more diverse community. In assessing your agency/organization's capacity for cultural responsiveness, it is useful to have a tool that is focused on core ways to interpret the wide range of behaviors and attitudes that are expressed in the policies and practices of an organization. Our Process of Gaining Cultural Competence represents a continuum into which we can place behaviors, attitudes, policies, and practices. This is intended to be a dynamic tool, since there is always room for growth and development in individuals, organizations, and institutionalized policies and practices.

This social media toolkit includes six posts that each debunk a different myth around suicide. Feel free to share on your own networks!

Despite impacting tens of thousands of people each year, there are still many misconceptions surrounding suicide. It is of utmost importance that we begin to breakdown these misunderstandings by providing up-to-date information and education. The South Southwest MHTTC has put together four posts for social media that offer a unique "fast fact." Please feel free to share these posts across your social networks.

Many people who are considering suicide display warning signs. Warning signs of suicide include identifiable indicators, such as changes in behaviors, talk, and mood. The South Southwest MHTTC has put together a handout that highlights common warning signs of suicide.