Products and Resources Catalog

This event was held on May 12th, 2022 from 1:00 p.m. - 2:30 p.m. MT.  Event Description To view the slide deck from this training, click DOWNLOAD above CLICK HERE to watch the recording Almost all people working in education would say they do what they do in order to support all students, and that they would never target disenfranchised students. However, the persistent educational disparities for students of color, students of low socio-economic backgrounds, and other students with unique needs have been a persistent source of distress for schools and districts across the nation. The practice of mindfulness may be a bridge to help educators better understand how they think, assume, and act based on implicit biases and systemic oppression. Mindfulness is a state of awareness upon the present moment in a particular way and without judgment (Kabat-Zinn, 1994). An extensive body of evidence suggests that mindfulness promotes greater self-awareness and empathy (Chambers, Lo & Allen, 2008; Kabat‐Zinn, 2003; Siegel, 2007), which may be an access point to addressing the dissonance that exists among many educators in bridging their theoretical understanding and ideals of culturally responsive pedagogy (Ladson-Billings, 1995) with their praxis. This highly interactive workshop is designed for anyone working in the education field, and will cover the conceptual foundation as well as turnkey strategies for participants to unpack the layers in which we are affected by bias and the outcomes of systemic oppression, and how these factors can cause us to unintentionally act in ways that contradict our values of equity, inclusion, and belonging. Objectives Build a foundational understanding of the ideological, interpersonal, and institutional facets of systemic oppression in education, and the negative outcomes churned out for historically marginalized and underserved communities Empower participants through an examination of mindfulness as a highly effective tool in cultivating self-awareness and implementing culturally responsive practices that address patterns of inequity in education. Provide participants with turnkey strategies they can implement beyond the session Provide participants with resources to share their learning with their teams, schools, and communities Trainer Dr. Rana Razzaque, Ed.D.                     Dr. Rana Razzaque's mission is to ensure that youth and educators have an intentional focus on honoring diverse cultures and identities, utilizing challenges as opportunities to build resilience, and holistically supporting themselves and others to equitably reach their highest potential. Rana received her Bachelor’s and Master’s degrees in English Literature from the University of Texas at Austin and Arizona State University, respectively, and focused her thesis research on the impact of literary influence on colonizing South Asia in the 17th century. In 2017, she earned her Doctorate in Educational Leadership and Policy Studies from the University of Denver while working for Denver Public Schools' Office of Social Emotional Learning. Her dissertation explored how mindfulness influences the culturally responsive practices of educators. After finishing her doctorate, Rana became the Program Development Coordinator with Sources of Strength and enjoyed supporting youth-led school climate initiatives focused on holistic resilience and belonging and grounds her current work as an Equity, Diversity and Inclusion Specialist at Jeffco Public Schools in the intersection of wellness, equity, and transformative leadership.

Over 140,000 children have experienced the death of a parent, grandparent, or caregiver from COVID-19, adding more stress to children and their families.    The purpose of this toolkit is to supply school-based mental health providers with resources to support students, parents, caregivers, and school personnel who continue to experience anxiety, grief, and/or mental fatigue as a result of the trauma and disruptions caused by COVID-19, as well as from the evolving societal changes that persist in the wake of the pandemic.  Additional resources compiled by the Mental Health Technology Transfer Center Network can be found on the Responding to COVID-19 School Mental Health website. Resources include best practices, trauma-informed care, telehealth tools, professional self-care, and much more.    

May 11, 2022 Join Kelsey Alexander, Training and Prevention Coordinator for the Connecticut Alliance to End Sexual Violence to learn about recognizing and responding in a trauma-informed way to disclosures of sexual violence, and what resources exist in Connecticut.   to watch the recording, go to: https://youtu.be/NSiO7u26Hp4

About this Resource:      This infographic serves as an accompanying product to Dr. David Pollack's presentation "The Climate Crisis and Mental Health: What Will You Do?". Climate change is a major social determinant of both physical and mental health. Psychiatric conditions and mental health issues often emerge from and are affected by climate change. This infographic reviews climate change's link to mental health, identifies social determinants of vulnerability or resilience, and suggests actions individuals and communities can take to address climate change and its impacts. 

The Great Lakes MHTTC is offering this training for individuals working in HHS Region 5: IL, IN, MI, MN, OH, WI. This training is being provided in response to a need identified by Region 5 stakeholders.     Trauma Affect Regulation: Guide for Education and Therapy (TARGET): Universal, Selective, and Indicated Prevention and Intervention in the Schools     DESCRIPTION: Join us for this one-hour introductory webinar presentation: Trauma Affect Regulation: A Guide for Education and Therapy (TARGET).TARGET is a strengths-based and trauma-focused intervention designed for youth survivors of physical, sexual, psychological, and emotional trauma. TARGET is utilized to prevent and treat traumatic stress disorders. Dr. Julian Ford, developer of TARGET, will discuss the seven skills (FREEDOM) that students can use to regulate extreme emotional states, manage intrusive trauma memories, promote self-efficacy, and achieve lasting recovery from trauma. TARGET has also been adapted to different ages, groups, and cultures.      LEARNING OBJECTIVES: Describe the Trauma Affect Regulation: Guide for Education and Therapy (TARGET) method of psychoeducation and stress management skills. Describe how TARGET can be used in school settings for universal or selective prevention. Describe how TARGET can be used in school settings for indicated prevention in the aftermath of violent or other traumatic incidents.     SPEAKER: Julian D. Ford, Ph.D., A.B.P.P. is a board-certified clinical psychologist and Professor of Psychiatry and Law at the University of Connecticut where he directs two Treatment and Services Adaptation Centers in the National Child Traumatic Stress Network: the Center for Trauma Recovery and Juvenile Justice and the Center for the Treatment of Developmental Trauma Disorders. Dr. Ford is past President of the International Society for Traumatic Stress Studies, and a Fellow of the American Psychological Association. He has published more than 250 articles and book chapters and is the author or editor of 10 books, including Treating Complex Traumatic Stress Disorders in Children and Adolescents: Scientific Foundations and Therapeutic Models.  Dr. Ford developed and has conducted randomized clinical trial and effectiveness studies with the Trauma Affect Regulation: Guide for Education and Therapy (TARGET©) model for youths and adults.

Description: This webinar will provide an explanation of cultural competency along with the strengths and challenges of implementation. Participants will develop an understanding of both professional and consumer experiences of cultural competency within the workplace.   Learning Objectives Describe cultural competence including the challenges encountered in the workplace. Discuss strategies to incorporate cultural competence and diversity in healthcare to deliver effective quality care for all patients. Identify strengths of cultural competence in your workplace and how the team provides successful patient centered care.   Download the Toolkit: Cultural Competence Toolkit Learn more about Healing Roots: Considerations for Mental Health Accessibility and Delivery of Services Across Tribal Communities  

  Watch the webinar.    Description: This webinar will provide an explanation of cultural competency along with the strengths and challenges of implementation. Participants will develop an understanding of both professional and consumer experiences of cultural competency within the workplace.   Learning Objectives Describe cultural competence including the challenges encountered in the workplace.  Discuss strategies to incorporate cultural competence and diversity in healthcare to deliver effective quality care for all patients. Identify strengths of cultural competence in your workplace and how the team provides successful patient centered care.    Download the Toolkit: Cultural Competence Toolkit   Learn more about Healing Roots: Considerations for Mental Health Accessibility and Delivery of Services Across Tribal Communities

Watch the webinar.   Description:  Join us to learn how to leverage data collection to analyze and drive work forward. Hear about the trends in the behavioral health workforce including what has been seen during BHECN’s more than ten years of functioning and analyzing new data endeavors to better understand timely challenges facing the field.   Learning Objectives: Explain the tools used to track and survey Nebraska’s behavioral health workforce. Compare behavioral health workforce data pre and post retention efforts based on BHECN's outreach program data collection and analysis. Explain real-time data collection efforts to understand the challenges that behavioral health professionals are experiencing.   Speaker:   Shinobu Watanabe-Galloway, PhD Shinobu Watanabe-Galloway, PhD, joined BHECN as Research Director in August 2016. Dr. Watanabe-Galloway’s focus is on strengthening BHECN's workforce evaluation and reporting efforts to produce evidence-based practices. She has been instrumental in publishing a semi-annual Nebraska Behavioral Health Workforce Analysis for BHECN since 2011. This project uses data obtained from UNMC, the College of Public Health (COPH), and the Health Professions Tracking Service (HPTS) annual survey database. BHECN and COPH also developed the Nebraska Behavioral Health Workforce Dashboard, a tool designed to help policymakers, employers, and behavioral health care stakeholders understand the state of the behavioral health workforce and make decisions that impact its future. Dr. Watanabe-Galloway joined UNMC in 2004 and is also the Associate Director at Buffett Cancer Center and a professor in the College of Public Health. She was a recipient of UNMC’s 2015 Distinguished Scientist Award.    Learn more about this series: Growing More Than Corn: Nebraska Behavioral Health Workforce Development

View the slide deck.   Description:  Join us to learn how to leverage data collection to analyze and drive work forward. Hear about the trends in the behavioral health workforce including what has been seen during BHECN’s more than ten years of functioning and analyzing new data endeavors to better understand timely challenges facing the field.   Learning Objectives: Explain the tools used to track and survey Nebraska’s behavioral health workforce. Compare behavioral health workforce data pre and post retention efforts based on BHECN's outreach program data collection and analysis. Explain real-time data collection efforts to understand the challenges that behavioral health professionals are experiencing.   Speaker:   Shinobu Watanabe-Galloway, PhD Shinobu Watanabe-Galloway, PhD, joined BHECN as Research Director in August 2016. Dr. Watanabe-Galloway’s focus is on strengthening BHECN's workforce evaluation and reporting efforts to produce evidence-based practices. She has been instrumental in publishing a semi-annual Nebraska Behavioral Health Workforce Analysis for BHECN since 2011. This project uses data obtained from UNMC, the College of Public Health (COPH), and the Health Professions Tracking Service (HPTS) annual survey database. BHECN and COPH also developed the Nebraska Behavioral Health Workforce Dashboard, a tool designed to help policymakers, employers, and behavioral health care stakeholders understand the state of the behavioral health workforce and make decisions that impact its future. Dr. Watanabe-Galloway joined UNMC in 2004 and is also the Associate Director at Buffett Cancer Center and a professor in the College of Public Health. She was a recipient of UNMC’s 2015 Distinguished Scientist Award.    Learn more about this series: Growing More Than Corn: Nebraska Behavioral Health Workforce Development

This handout complements Workforce Development: How Your Training is Challenged With Cultural Competence, part of the webinar series Healing Roots: Considerations for Mental Health Accessibility and Delivery of Services Across Tribal Communities.  

/*-->*/ /*--> There is limited research addressing the needs of gender-expansive individuals in the context of psychosis-spectrum illnesses and treatment. As first episode and clinical high-risk for psychosis (CHR-p) assessment and treatment become more accessible to increasingly diverse populations, there is a need for clinicians to demonstrate greater clinical competency working with individuals across diverse social backgrounds and identities. This talk (a) reviews the diagnostic profile of gender-expansive individuals seeking assessment at the CEDAR Clinic between 2017 and 2020, (b) outlines gender-expansive practices implemented by this clinic to support clinician competency and improve care for gender-expansive patients, and (c) discusses areas for future research on psychosis risk in gender-expansive populations.   To watch the recording, please go: https://youtu.be/o5noKFh2dh0

Recording of the event titled Trauma-Informed Approaches: Returning Adult Citizens Part 1, originally held on May 3, 2022.   Slide Presentation

View the recording here: CEU Version  CME Version  Non-Credit Certificate of Attendance  Session Overview In this session, hosted in collaboration with the Center of Excellence on LGBTQ+ Behavioral Health Equity, we provide helpful tips on working with families and other caregivers of LGBTQ+ youth. Some families may struggle to understand their child or youth’s sexual orientation or gender identity. Some may fear rejection from their own communities or fear what the future may hold for their family. During this session, attendees will hear about the importance of family support, strategies for helping families process their feelings, and promising programs that are making strides towards creating evidence-based programs for families of LGBTQ+ youth. For more information on LGBTQ+ youth mental health, view our toolkit here.

May 5, 2022 Coordinated specialty care for early psychosis is an evidence-based treatment model aimed at fostering resilience and recovery for individuals who have experienced a first episode of psychosis or are at clinical high risk for developing psychosis. Each webinar will be co-presented by a professional with expertise in that component of care, as well as an individual with lived experience who can speak to how this aspect of care was meaningful in their journey towards recovery. This series is geared toward any individuals that are new to working on an Early Psychosis Specialty Team – including students, clinicians, prescribers, supported employment specialists, family clinicians, and peer specialists.   To watch the recording, please go to: https://youtu.be/5H0QaNFN40o    

May 5, 2022 Creating a culture of change requires transformative leadership. Watch this interactive session, an extended opportunity to discuss the traits of transformational leaders, with speakers from our 4/28/ REACH Session. Learn strategies to help create and communicate your organization’s vision, and then inspire, motivate, and empower others to achieve that vision.   To watch the recording, please go to: https://youtu.be/-TvphoMyeBw    

ABOUT THIS RESOURCE This newsletter highlights recorded webinars, podcast episodes and free online courses offered by Northwest MHTTC.

ABOUT THIS RESOURCE Peer specialists are not clinicians, yet work as members of clinical teams. What are the role responsibilities that colleagues can expect peer specialists to fulfill? What are signs of drift from the role of peer specialist and what does assimilation into clinical look like? In this webinar Pat Deegan discusses the unique and unduplicated contribution of peer specialists working as members of clinical teams. This webinar is relevant to, not just peer specialists, but to all members of the clinical team. ADDITIONAL RESOURCES Presentation slides Highlights & Key Concepts Document My Power Statement handout My Power Statement handout in Spanish: Mi Power Statement (en español)   FACILITATOR Pat Deegan, PhD Patricia E. Deegan, PhD's mission is to help activate and empower mental health services users in their own recovery and to provide peer supporters and clinicians with the know-how to support people in their recovery journey. She is uniquely positioned to fulfill her vocation because she was diagnosed with schizophrenia as a teenager, went on to get her doctorate in clinical psychology and today leads a company run by and for people in recovery. She is a thought-leader in the field of mental health recovery, has numerous peer-reviewed publications, has held a number of academic appointments, and has carried a message of hope for recovery to audiences around the world. In addition to her work on the CommonGround Program, she consults with OnTrackNY and has helped the team at the Center for Practice Innovations develop an innovative model for engaging young people under the NIMH RAISE Study. The model is now being adopted nationally. Terms of use and Substance Abuse and Mental Health Services Administration (SAMHSA) disclosure statement

Summer camp is beneficial for youth in many ways, including the development of important social, emotional, and cognitive skills. Moreover, usually children who attend summer camps create memories to last a lifetime! They develop lifelong skills, promotes independence, teaches teamwork and resiliency, provides screen free time, and encourage play time, fosters growth and self-esteem, connect with nature, keeps youth intellectually engaged, and gives them a sense of purpose. Providing a routine is key for them to maintain a healthy life. This session will offer parents and families ideas to keep children active with healthy and safe opportunities during the summer months.

Recording of the event Coping with Grief and Loss, originally held on April 28, 2022.   Slide Presentation

About this Resource:  The Southeast MHTTC Newsletter highlights upcoming events and recently released products as well as shares information on available resources from SAMHSA and the MHTTC network.  The May 2022 issue recognizes National Mental Health Awareness Month and Asian American & Pacific Islander Heritage Month, highlights our upcoming "Perspectives in Mental Health Crisis" events and recent products, and provides resources available through the MHTTC Network and SAMHSA to connect individuals to needed treatment and support. 

The Northwest MHTTC is excited to co-sponsor the UW SMART Center's Annual 2022 Speaker Series. Originally a series of in-person events, we have moved these presentations to a virtual format due to COVID-19.  Description: The dual pandemics of COVID-19 and racism have served as stark reminders of longstanding inequities in our society. These pandemics have exacerbated disparities for more vulnerable and marginalized groups, including those occupying the intersection of race and disability. This is also true for the ongoing disparities in autism that we must reckon with and that have contributed to differential access to a timely diagnosis, experiences with services, and poorer outcomes for some children and families who are racially and linguistically diverse. This presentation will address how structural racism and implicit bias have likely contributed to these disparities as well as pose potential solutions and next steps for the field to address these vexing issues.    Recording & Resources: Presentation PDF Spanish Subtitles Available Here   Objectives: Understand differences between implicit bias and structural racism Examine relationships between racial biases and service access for minoritized autistic children Identify potential next steps and solutions to address disparities in autism research and services     About the Presenter: Brian Boyd, Ph.D. Professor and Director of the Juniper Gardens Children’s Project @University of Kansas Dr. Brian Boyd is Professor and Director of the Juniper Gardens Children’s Project at the University of Kansas. As Director of a community-based, applied research center focused on child development, he has been heavily engaged in research that involves the most vulnerable, and often marginalized, populations. As a special educator by training, much of his research has involved the development and evaluation of evidence-based practices that could be implemented within school-based contexts. This work led to some of the first comparative efficacy studies of classroom-based interventions for preschool-aged children on the autism spectrum. His more recent work has focused on how issues of implicit bias and race affect the lives and outcomes of families and autistic individuals of color, and strategies to address known racial / ethnic disparities. Dr. Boyd’s work has been continuously funded by both the Institute of Education Sciences and the National Institutes of Health. Currently, he serves on multiple national boards that are dedicated to improving the outcomes of individuals with disabilities and those from historically underserved communities. Learn more and register for other events in the series 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.

Slides from the session Your Self Care and Psychological First Aid in Your Care for Others During COVID. 

  This presentation provides an overview of the role of adherence as a social determinant of health. Attendees will:​ Define adherence and nonadherence Identify barriers to adherence and factors related to nonadherence Discuss strategies for identifying and improving adherence in primary care   Learn more about the series: Context Clues: Using Social Determinants of Health to Enhance Treatment  

  This presentation provides an overview of the role of adherence as a social determinant of health. Attendees will:​ Define adherence and nonadherence Identify barriers to adherence and factors related to nonadherence Discuss strategies for identifying and improving adherence in primary care   Learn more about the series: Context Clues: Using Social Determinants of Health to Enhance Treatment