Products and Resources Catalog

Recording of Words as Seeds. How do words shape and mold us into the people we become? When we think of words as seeds, we become even more aware of the intention behind words that are planted with positivity and those that cause harm. In this talk, you’ll hear testimony on the power of words and their impact on our spirit’s traumas and triumphs. Join us for this session with speaker, Tanaya Winder (Southern Ute, Pyramid Lake Paiute, Duckwater Shoshone), for inspiring words, stories, and activities, as well as to hear Tanaya’s original poetry and song, Come Back to Me. Tanaya Winder is an author, singer/songwriter, poet, and motivational speaker. She comes from an intertribal lineage of Southern Ute, Pyramid Lake Paiute, and Duckwater Shoshone Nations where she is an enrolled citizen. Tanaya’s performances and talks emphasize “heartwork” – the life path one is meant to follow by using their gifts and passions. She blends storytelling, singing, and spoken word to teach about different expressions of love. Her specialties include youth empowerment and healing trauma through art.

Slides from the session Words as Seeds. How do words shape and mold us into the people we become? When we think of words as seeds, we become even more aware of the intention behind words that are planted with positivity and those that cause harm. In this talk, you’ll hear testimony on the power of words and their impact on our spirit’s traumas and triumphs. Join us for this session with speaker, Tanaya Winder (Southern Ute, Pyramid Lake Paiute, Duckwater Shoshone), for inspiring words, stories, and activities, as well as to hear Tanaya’s original poetry and song, Come Back to Me. Tanaya Winder is an author, singer/songwriter, poet, and motivational speaker. She comes from an intertribal lineage of Southern Ute, Pyramid Lake Paiute, and Duckwater Shoshone Nations where she is an enrolled citizen. Tanaya’s performances and talks emphasize “heartwork” – the life path one is meant to follow by using their gifts and passions. She blends storytelling, singing, and spoken word to teach about different expressions of love. Her specialties include youth empowerment and healing trauma through art.

This worksheet prompts users to consider multiple dimensions of identity when conceptualizing unique strengths and needs. This resource is an extension of the guidelines detailed in Module 1 of CIE-WISE. For more information, please visit www.classroomwise.org.

In this reflection guide, participants are asked to reflect on their own in-groups, stereotypes about their in-groups, and evidence against these stereotypes. Then, they are asked to reflect on parallel questions about their student populations. This resource is an extension of the guidelines detailed in Module 2. For more information, please visit www.classroomwise.org.

A worksheet for reflections on the self and the self in relations to others.

This is a contact sheet that educators can use to maintain information about mental health providers in the school and community. It can be useful when attempting outreach to providers for consultation and when making referrals.

This resource provides a table that lists common challenging behaviors that students demonstrate and some potential things the child may be thinking, feeling or attempting to communicate with the behaviors. This resource is intended to help educators be mindful of how behaviors are connected to emotional needs. It also provides some questions to support educators with responding to behaviors with compassion.

This reflection guide engages educators in questions about their disciplinary practices to support educators with exploring how disciplinary actions may be connected to student culture and identity. This resource also includes questions educators can use in their process of responding to student behavior with compassion.

This worksheet can be used to develop an action plan to support educators with applying a cultural inclusiveness and equity lens in addressing the needs of students experiencing distress.

This resource is a guide for engaging families. It reviews strategies and barriers for family engagement.

This is a brief resource with simple steps an educator can take to learn more about their school’s disciplinary data and to track their individual disciplinary action in their classroom.

This resource provides guidance to educators on how to integrate equitable supports in the classroom for students with mental health disorders and/or with other disabilities that impact their learning needs.

Hosted by the MHTTC Network, in collaboration with the National Institute of Mental Health (NIMH), the Early Psychosis Intervention Network (EPINET), PEPPNET, and the Substance Abuse and Mental Health Services Administration (SAMHSA), this webinar was for providers who support individuals in coordinated specialty care clinics and environments. The Early Psychosis Intervention Network (EPINET) is a collaboration of over 100 early psychosis programs across the U.S.  All EPINET programs collect client data using the Core Assessment Battery (CAB), which is an evidence-based set of measures that are sensitive to change over time and are relevant to individuals with early psychosis. The CAB measures are publicly available and the WebCAB, a new online data collection tool, makes it easier for clinicians to adopt these measures and use these data as part of their clinical practice. This webinar introduced clinicians to the CAB, and WebCAB, and discussed how even a subset of these measures can help enhance clinical interactions with clients and foster shared decision making. Staff from early psychosis programs in Texas discussed their experience with collecting CAB measures, how to incorporate evidence-based measures into routine clinical practice, and use of these measures as a part of quality improvement initiatives among early psychosis teams. This was the first session of a 2-part series. View the slides and recording for the second session, WebCAB: A New Online Outcomes Monitoring Tool for States and Agency Administrators Working with Early Psychosis Clinics, here.  Download the presentation slides by clicking the "download" button above. Watch the video recording by clicking the play button down below. Using Evidence-Based Tools to Improve Clinical Care of Early Psychosis Clients

To view slide deck, click DOWNLOAD above Recording coming soon! This event was held on May 17th, 2022 from 11:00 a.m.-12:00 p.m. MT/12:00 p.m.-1:00 p.m. CT.  Event Description May is Maternal Mental Health Awareness month.  As many as 1 in 5 new mothers experience some type of perinatal mood and anxiety disorder (PMADs). These illnesses frequently go unnoticed and untreated, often with long-term consequences to both mother and child.  No one is immune to experiencing PMADS. Women of every culture, age, income level and race can develop perinatal mood and anxiety disorders. Symptoms can appear any time during pregnancy and the first 12 months after childbirth. There are effective and well-researched treatment options available to help women recover, but stigma often prevents women from seeking help.     Join us this month as we offer two 1-hour training sessions that address sensitive topics that are often missed in the perinatal mental health conversation: Grief and Loss, and Birth Trauma.    Learning Objectives: ·      Identify key concepts related to perinatal loss  ·      Consider the impact of grief and loss during the perinatal period  ·      Examine effective ways to support individuals who have experienced perinatal loss  Trainer Marianela Rodriguez-Reynaldo  Marianela Rodriguez-Reynaldo is a mother, postpartum doula, Certified Lactation Educator and Clinical Psychologist specialized in Perinatal Mental Health. She completed her Master’s degree at Xavier University in Ohio and went on to complete her PhD in Clinical Psychology at the Carlos Albizu University in San Juan, Puerto Rico. She has been a PSI Coordinator in Puerto Rico since 2009, has a private practice and led a monthly support group for parents who have experienced perinatal loss for 11 years. She is an activist for reproductive justice and human rights in maternal infant care. Provides training on perinatal mental health and trauma for health and birth professionals, is part of the expert panel for the Observatory of Obstetric Violence in Puerto Rico and serves as a Psychology Consultant for the Puerto Rico Health Department, Mother, Child and Adolescent Division (Title V). In 2020 she co-founded the first Center for Perinatal Mental Health in Puerto Rico that focuses on research, awareness, and service for this population. 

View the presentation here Session overview How do we approach achieving longevity of our school mental health initiatives? We face changing resources, complex challenges, and many moving parts. Adaptive leadership offers a strategic framework for how to think about the issues, generate solutions, and implement lasting change. In this first of two sessions, we will present core tenants and practices to guide your efforts for ongoing impact.   Intended Audience This session is designed for local and state champions of school mental health initiatives.  It is ideal for those with a role in leading, influencing, and/or planning for the longevity of school mental health services through implementation of systems, policies, and programs. This is an opportunity to learn how to apply leadership strategies to sustainability efforts, including in collaboration with teams/partners.   Learning Objectives Participants who join this session will be able to: Identify six core adaptive leadership tenants supporting longevity of school mental health initiatives. Practice positioning oneself to have critical perspective on leading complex change and adaptive challenges over time, including the experimental mindset. Navigate competing priorities in dynamic school mental health initiatives. Support leaders and staff when adaptive change requires loss during the sustainability phase.   Presenter  Monica Caldwell, LCSW Monica leads and supports the innovative mental health programs at RISE Wisconsin in Madison. She is the former SEA Project Director of Wisconsin’s Project AWARE grant. With 35 years of experience in schools, mental health and child welfare, she remains passionate about high quality services and supports for youth and families living with mental health challenges. Monica believes that collaboration and collective care can change the trajectory of our children’s system of care.

This training was held on Monday, May 16th from 1:00-2:00 p.m. MT / 2:00-3:00 p.m. CT.  To access slide deck, click DOWNLOAD above CLICK HERE to view the recording Event Description Therapists are not always conscious of the beliefs they hold about themselves and their clients. Clients bring their conscious and unconscious beliefs into the therapeutic relationship. During this training, facilitators will present examples of implicit bias and arguments critical of the theory. Participants will examine one’s own self-understanding of implicit bias and reflect on thoughts and feelings when implicit bias is experienced in the workplace. Participants will review workplace mission statements to compare with personal work and life values. Facilitators will introduce the developmental process of identifying and challenging cultural bias. Facilitators will discuss how trauma-informed treatment can only be provided by therapists with antiracist values and interventions. Participants will be able to share clinical interview examples of racial sensitivity to exchange and adopt from other work teams. Additional references, resources, and tools will be provided.  Trainers Terri Davis, Ph.D.                     Terri M Davis, Ph.D. is a licensed psychologist and program director of the PsyD in Clinical Psychology program at the University of Denver. She teaches classes, including a year-long required sequence for second-year doctoral students focused on culturally immersive and historically problematic and evolving concepts, interactions between personal and social realities, and implications for therapists’ growth and use of self in psychotherapy for individual clients, families, and communities. Dr. Davis is currently Chair of the Minority Fellowship Program (MFP) Training Advisory Committee. The MFP provides mentorship, funding, and community for master’s, doctoral, and postdoctoral students of color.   Helen Hsu, Psy.D.                     Helen Hsu, Psy.D. is Director of Outreach at Stanford University. She is President-elect of the American Psychological Association Div. 45 (Society for the Study of Race, Culture and Ethnicity), a past president of the Asian American Psychological Association (AAPA), and past Chair of the Training Advisory Committee at the American Psychological Association (APA) Minority Fellowship Program. Helen also served on the APA Committee on Sexual Orientation and Gender Expression.  As a bi-cultural, bi-lingual clinician, Helen has worked within the Alameda County Behavioral Healthcare system overseeing K-12 school based clinical services. Her work has focused primarily on intersectional diverse communities, culturally responsive treatment, parenting education, school-based clinical services, grief and loss, and mentorship and leadership training of psychology students. Helen is on the advisory board for the JED foundation which focuses on teen and young adult suicide prevention. She consults extensively with corporate, educational, and clinical training sites.  

This event occurred on April 29, 2022, and was facilitated by Dr. Cécile Rousseau, MD. This session described the usefulness of the CFI with families, how to integrate this approach in assessments of families, and how to reflect on the complexity of cultural formulation with families. Access the resources for this session below: Session 4: Working with Families with the CFI Slide Deck Session 4: Working with Families with the CFI Webinar Recording

This is a recording of the Session 1 panel discussion in the Rising Practices & Policies in the Workforce series, that took place on May 9, 2022. The panel discussion looked at how school and mental health leaders from our region are preparing their workforce for the launch of 988, the new National Suicide Prevention Hotline. On July 16, 2022, a three-digit, national mental health crisis hotline (mandated by the federal government in October 2020) is scheduled to launch nationwide. When people call, text, or chat 988, they will be connected to trained counselors that are part of the existing National Suicide Prevention Lifeline network. The expansion of the current National Suicide Prevention Lifeline program to effectively triage, respond, and stabilize individuals experiencing a mental health crisis will require significant workforce expansion and training. This session invited regional 988 implementers to share opportunities and challenges during this transition.   In this session, panelists explored: What is 988, and what might it mean for our region? What are some promising and cautionary elements of this rising practice? How might our workforce successfully transition from the Suicide Prevention Lifeline model to the 988 model? How might we engage meaningful partnerships in this transition? 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 988 adoption and integration?   Click here to download a PDF of the panel presentation. 

Download the presentation slides here Social Emotional Learning (SEL) programs are arguably more important now than ever to support student mental health, interpersonal skill development and academic success using a universal public health approach in education. However, many schools and communities question what SEL programs are and face challenges to assess SEL program quality and alignment with local education priorities. This learning session will provide practical information about how to communicate what SEL is, including an overview of free, reputable resources that can be used to assess SEL program components and evidence. We will offer resources and facilitated discussion related to challenges communicating about SEL to equip participants with skills to lead discussions and answer questions about SEL in their communities.  Learning Objectives: Increase understanding of how to communicate about what social emotional learning programs are and evidence supporting their contribution to student academic success. Increase familiarity with free, reputable resources to assess the evidence and application of social emotional learning programs for your local school community.  Promote cross-state networking and shared learning about communicating the value of social emotional learning in schools.   Speaker  Elizabeth Connors, PhD Elizabeth Connors is an Assistant Professor at Yale University, Division of Prevention and Community Research and at the Child Study Center. She is also a faculty member with the University of Maryland National Center for School Mental Health, where she is the Director of Quality Improvement and a developer of The SHAPE System. Dr. Connors received her Ph.D. in Clinical Child and Community Psychology and her work focuses on improving access to high-quality mental health promotion, prevention and intervention services and supports for underserved children, adolescents, young adults and their families in critical access points such as schools and community settings.

This event took place on May 11, 2022 at 12:00 PM Central Time (US and Canada) Please join us for our monthly MHTTC webinar series featuring Avis Garcia, PhD, LAT, LPC, NCC, Northern Arapaho, in collaboration with the South Puget Intertribal Planning Agency in Tacoma, WA. Avis Garcia, PhD, L.P.C. L.A.T. is an enrolled member of the Northern Arapaho Nation and affiliated with the Eastern Shoshone Tribe of Wyoming. She earned a doctorate in counselor education and supervision at the University of Wyoming, and is also a Licensed Professional Counselor, and Licensed Addictions Therapist. For 19 years she has been a mental health provider in the treatment of American Indian youth and families. She is also an advocate of education in Indian Country, a resource provider for promoting cultural enhancement of evidence-based practices and practice-based evidence of treatment approaches for American Indian children and their families exposed to trauma. She is knowledgeable about the concerns of implementation and adaptation of evidenced-based practices being introduced into Indian Country. Avis is currently employed as an executive director of a nonprofit substance abuse treatment center in Cheyenne, Wyoming.

This event took place on May 11, 2022 at 12:00 PM Central Time (US and Canada) Please join us for our monthly MHTTC webinar series featuring Avis Garcia, PhD, LAT, LPC, NCC, Northern Arapaho, in collaboration with the South Puget Intertribal Planning Agency in Tacoma, WA. Avis Garcia, PhD, L.P.C. L.A.T. is an enrolled member of the Northern Arapaho Nation and affiliated with the Eastern Shoshone Tribe of Wyoming. She earned a doctorate in counselor education and supervision at the University of Wyoming, and is also a Licensed Professional Counselor, and Licensed Addictions Therapist. For 19 years she has been a mental health provider in the treatment of American Indian youth and families. She is also an advocate of education in Indian Country, a resource provider for promoting cultural enhancement of evidence-based practices and practice-based evidence of treatment approaches for American Indian children and their families exposed to trauma. She is knowledgeable about the concerns of implementation and adaptation of evidenced-based practices being introduced into Indian Country. Avis is currently employed as an executive director of a nonprofit substance abuse treatment center in Cheyenne, Wyoming.

El Northwest MHTTC se complace en copatrocinar la Serie de Oradores Anuales 2022 del UW SMART Center. Originalmente una serie de eventos presenciales, hemos trasladado estas presentaciones a un formato virtual debido al COVID-19. Descripción: Los servicios escolares de salud mental aumentan el acceso a la atención de salud mental para niños y adolescentes. Sin embargo, siguen existiendo disparidades significativas en la adecuación, calidad, eficacia y resultados de los servicios de salud mental en las escuelas, en particular entre los estudiantes de grupos raciales/étnicos marginados y/o familias de bajos ingresos. La pandemia de COVID-19 ha aumentado los desafíos de salud mental entre los estudiantes y ha exacerbado las disparidades en los servicios de salud mental en las escuelas. El propósito de esta presentación es proporcionar estrategias para abordar las disparidades en salud mental y promover la equidad en salud mental en las escuelas.   Recursos: PDF de presentación   Objetivos: Explicar la carga de los desafíos de salud mental entre niños y adolescentes y las disparidades asociadas en la atención de salud mental escolar Declarar la importancia de involucrar a las partes interesadas en el desarrollo, selección, adaptación, implementación y evaluación de intervenciones escolares de salud mental basadas en evidencia Discutir ejemplos de políticas, intervenciones y estrategias de implementación para promover la equidad en salud mental en las escuelas Describir las estrategias de adaptación para promover el alcance de la implementación y el marco de equidad   Obtenga más información sobre otros eventos de la serie aquí  

Download the presentation slides here This 90-minute session introduced the NOMs data collection and reporting process and discussed how it can be implemented within a school-based or school-linked mental health services setting. The session provided an overview of the NOMs Client-level Measurement Tool and domains, reviewed key stakeholder roles and responsibilities, and detailed data collection and management practices. The session was designed for AWARE SEA and LEA team members who have a role in collecting or reporting NOMS data. LEARNING OBJECTIVES: Understand the purpose and structure of NOMs Clarify key roles and expectations for school and community service providers in the collection of NOMs data Identify data collection and management “best practices” and review minimum requirements for grantee compliance Anticipate barriers or challenges to collecting NOMs data and explore potential solutions.   Presenter Victoria Stuart-Cassel, MPPA, is the President of EMT Associates, Inc. She brings more than 25 years of experience providing evaluation, policy research and technical assistance and training services for the behavioral health, education, and criminal justice fields. She has led numerous federal, state, and local research and policy studies, including the evaluations of three state AWARE grants with the Tennessee Department of Education. She brings extensive knowledge and experience with federal performance reporting for SAMHSA funded projects and initiatives. Ms.Cassel has authored or co-authored technical reports, research and policy briefs, and journal articles; has produced training curricula, resource guides and other technical assistance and training tools, and has presented at professional conferences and on technical assistance webinars targeting national audiences.

ABOUT THIS RESOURCE This is the first of three webinars on the topic of Increasing Cultural Connection with Hispanic and Latinx Clients offered in collaboration with the National Hispanic and Latino MHTTC. This webinar discusses cultural needs and treatment adaptations that can best serve the Hispanic and Latinx populations. Culture has proven to be the foundation of the working relationship with all populations. A positive cultural connection has been proven to increase the success of clinical interventions and prevent early termination. In this workshop, participants will have the opportunity to gain awareness of the cultural needs and treatment adaptations that can best serve the Hispanic and Latinx populations. In addition to identifying cultural needs, this workshop will also provide options for cultural assessment in the client-clinician-supervisor relationship and within the organization. Lastly, this presentation will provide guidance as to specific cultural adaptations that clinicians can make to their evidence-based practices to increase the success of treatment. Participants in this workshop will be able to: Identify specific cultural needs of the Hispanic and Latinx clients Assess the cultural dynamic of the client-clinician-supervisor relationship Assess the organizational environment to identify cultural adaptation needs Incorporate strategies to effectively engage and intervene with Hispanic and Latinx clients   ADDITIONAL RESOURCES Presentation slides Highlights & Key Concepts Document  Addressing Latinx Health Disparities in the U.S. Book: ¿Quiénes somos y de dónde venimos? A Historical Context to Inform Mental Health Services with Latinx Populations U.S. Census Bureau QuickFacts   FACILITATOR Michelle Evans, DSW, LCSW, CADC Dr. Michelle Evans is a Licensed Clinical Social Worker, Certified Alcohol and Drug Counselor, and Licensed Sex Offender Treatment Provider and Evaluator. She has worked in primarily with the Latinx population throughout her career as a child welfare specialist and forensic evaluator and treatment provider. She is currently the Hospital Administrator for Elgin Mental Health Center in Elgin, Illinois, a state forensic psychiatric hospital. She is in private practice at Nickerson & Associates, PC as a bilingual therapist where she treats adults and adolescents with mental health issues, substance abuse issues and sex addictions. She also teaches on these topics at Aurora University and University of Chicago. Previously, she was the Assistant Dean for Health Professions and Public Service at Waubonsee Community College, and she has held other positions within private psychiatric hospitals. Throughout her career, she has worked to increase equity, justice and cultural awareness in these institutions. Michelle Evans earned a Doctor of Social Work and a Master of Social Work degree from Aurora University in Aurora, Illinois.