Products and Resources Catalog

The 2020 Southwest First Episode Psychosis Conference took place virtually on August 3rd through the 5th. In this session, Dr. Nev Jones facilitates a discussion with panelists Edith Burns and Trinity Blue to discuss their experiences with early psychosis care. Participants hear from youth and families about how to improve services and supports for persons who have experienced psychosis. Participants were also given the opportunity to ask questions and discuss pathways for implementing the ideas that arise from the panel into their own communities.

This four-hour online session, divided in two days, discuss an evidence-based modular approach to help children, adolescents, adults, and families immediately after a disaster and terrorism. It is intended to provide tools and techniques for rapid response teams, service providers, healthcare professionals, and volunteers. Cultural alerts regarding main cultural values like; familismo, respeto, and personalismo will be provided to enhance providers' skills while serving Hispanic and Latino populations.   Slides here

  This four-hour online session, divided in two days, discuss an evidence-based modular approach to help children, adolescents, adults, and families immediately after a disaster and terrorism. It is intended to provide tools and techniques for rapid response teams, service providers, healthcare professionals, and volunteers. Cultural alerts regarding main cultural values like; familismo, respeto, and personalismo will be provided to enhance providers' skills while serving Hispanic and Latino populations. Slides Here

This one and half-hour online session provide information on 10th, 11th, and 12th largest population of Hispanic origin living in the United States, the Ecuadorians, Peruvians, and Nicaraguans; each group accounted for 1% of the U.S. Hispanic population in 2017. The presenter will provide information about the languages, traditions, customs, values, spirituality, and the social, historical, and political context that led them to immigrate to the United States. Also, they discuss migration trauma and its impact on mental health.   Slides Here

Guatemalans were the sixth-largest Hispanic group living in the United States in 2017, and along with Venezuelans and Dominicans, had the fastest population growth since 2010. Guatemalan Mayas living in the United States have suffered immigration stress and cumulative trauma, strongly associated with depression, anxiety, alcohol-related disorders, and post-traumatic stress disorder (PTSD). The purpose of this factsheet is to create awareness of the Mayan population's cultural and social factors that might affect the level of engagement in mental health treatment.

With the increase in traumatic backgrounds, coupled with continued experiences of discrimination, many affectional and gender minorities find the transition to parenthood to be difficult.  Affectional and gender minority parents find it tough to rely on social support.  Practitioners need to understand the current state of affectional and gender minority parenting and the various relationship dynamics that are affected. Once an affectional or gender minority couple have a child, it appears that they tend to experience more burdens associated with family life than heterosexual and cisgender couples. Many affectional and gender minority couples with children are twice as likely to be living in poverty as different-sex couples, despite their higher levels of education, as well as experience higher rates of unemployment. Furthermore, affectional and gender minority families face struggles when advocating for their children in the school setting, seeking appropriate medical care for their children, developing and defining their roles as parents, dividing childcare, and housework. This presentation will highlight the struggles of affectional and gender diverse families, as well as provide strategies and skills to support them.  Also, this presentation will provide resources to support practitioners in increasing their competence and providing ethical support to affectional and gender minority parents.     Webinar Objectives: Understand the multiple cultural identities of parents who identify as affectional and gender minorities Discuss how past relationships and familial traumatic experiences, feelings of oppression, and privilege shape the development as a person and as a parent Provide strategies for supporting affectional and gender diverse families   View and download presentation slides and transcript       

Presentation slides and transcript

This 90-minute online session discusses concepts and skills related to family therapy as well as the cultural values that may be incorporated into therapy with Latino children and adolescents. The speakers discuss a case that illustrates the application of structural family therapy with a young Mexican girl and their family using active listening, play therapy, cultural elements of familismo, spirituality, and personalismo in treatment provision. Challenges encountered during engagement and treatment with the client and their family will be described as well as resources and recommendations for those challenges.   Slides are available here.

This webinar provides an overview of some the risks, consequences, and intervention strategies related to a child’s exposure to conflict and coercion in the home to support clinical efforts to address these situations, especially with the added challenges posed by COVID-19. A current case example in which telehealth is being used illustrates some key assessment, monitoring, and treatment tools that might help practitioners minimize or prevent the impact of these exposures. Additional practical suggestions are outlined to provide a context for encouraging family safety and well-being. Download the webinar slides HERE. Download the FAQ document HERE. Speakers: David J. Kolko, Ph.D., ABPP, is a Professor of Psychiatry, Psychology, Pediatrics, and Clinical and Translational Science, at the University of Pittsburgh School of Medicine. He directs the Special Services Unit at UPMC Western Psychiatric Hospital, a program devoted to promoting the implementation of evidence-based practices for children/adolescents who are victims and/or perpetrators of physical/sexual aggression being served in diverse community settings, such as juvenile justice, child welfare, pediatric primary care, and mental health. He is co-developer of Alternatives for Families: A Cognitive Behavioral Therapy (AF-CBT), an intervention to improve family relationships for those experiencing high conflict/coercion, harsh/punitive discipline, child physical abuse, and/or child behavior problems.   Ashley Fiore, MSW, LCSW, is a licensed clinical social worker with 25 years of experience treating childhood trauma in Children’s Advocacy Centers and Domestic Violence/Sexual Assault agencies. She provides evidence-based mental health trauma treatment to children and their families and disseminates evidence-based treatment practices. Ms. Fiore is endorsed as a master trainer by the developers of Trauma-Focused Cognitive Behavioral Therapy (TF-CBT) and serves as clinical faculty for the NC Child Treatment Program at Duke University’s Center for Child and Family Health, a Category III center of the NCTSN. Ms. Fiore is also certified in Alternatives for Families Cognitive Behavioral Therapy (AF-CBT). Note: This is the third session of the Preventing and Responding to Family Violence During COVID-19 Series, an online series brought to you by the MHTTC Network and the National Child Traumatic Stress Network. For more information on the series, please click here.

This one and half-hour online session provides information on the largest Hispanic and Latino population in the United States, the Mexican population. The presenter provides information about the languages, traditions, customs, values, spirituality, and the social, historical, and political context that led them to immigrate to the United States. Also, they will discuss how to engage them in the assessment, evaluation, and diagnosis of mental health illness.   Slides are available here.

Families dealing with COVID-19 are facing a myriad of stressors that pile on top of their already complex lives, raising the risks for family conflict and violence. This webinar explores the added safety risks families are coping with and outlines a variety of strategies that can be successfully implemented using telehealth to strengthen families’ capacities for managing this pandemic safely. In this session, participants will learn assessment and safety considerations in the time of self-isolation and quarantine and gain tools and skills to use with families to build protective skills and resources.   View slide deck View FAQ View recording Speakers: Vikki Rompala, LCSW is a Licensed Clinical Social Worker with over 20 years of social work practice and management experience. She has been an Affiliate of NCTSN since 2011 and was the former chair of the NCTSN Partnering with Youth and Families committee from 2007-2011.   Laurel Kiser, PhD, MBA, University of Maryland, Baltimore School of Medicine, is a Psychologist working in the field for over 40 years. She leads the Family Informed Trauma Treatment (FITT) Center, a Category II Center in the National Child Traumatic Stress Network. Along with a dedicated team of clinicians and families, she developed Strengthening Family Coping Resources (SFCR), an intervention designed specifically for families coping with chronic and severe stress and trauma.   Note: This is the second session of the Preventing and Responding to Family Violence During COVID-19 Series, an online series brought to you by the MHTTC Network and the National Child Traumatic Stress Network. For more information on the series, please click here.

As schools prepare to return to learning—in the classroom and virtually, they can help create a sense of safety that supports staff and student mental health by cultivating a culture of joy and forming positive connections in the school community. Leaders from the New England Mental Health Technology Transfer Center's Childhood-Trauma Learning Collaborative (C-TLC), Dr. Christine Mason, Dr. Martha Staeheli, and Life is Good Playmakers Founder and Chief Playmaker Steve Gross held this conversation.   In the life changing relationship business, optimism is a required, pragmatic, and evidence-based approach to overcoming adversity. The Life is Good Playmakers take an optimism-infused approach to trauma-informed care. Steve Gross is a pioneer in utilizing playful engagement and meaningful relationships to overcome the devastating impact of early childhood trauma.   Thank you for joining our discussion with three thought leaders as they shared how their work in the fields of education, recovery-oriented care, and trauma recovery overlap to provide practical strategies to school staff and community members who care deeply about addressing the trauma that will be prevalent this fall. Caring leaders must seek to support each other in turning our tragedies into growth, recognizing the joys among the ongoing and profound difficulties, and re-establishing school communities to serve everyone, with greater justice and equity. To access a copy of this presentation, click here.

Through a case example of a family with young children who are at risk for continued experiences of domestic violence, this 1-hour webinar: Discusses how to integrate a diversity and equity-informed stance that acknowledges sociocultural and historical trauma while addressing risk within families Demonstrates how to assess risk Identifies points of entry for intervention in partnership with families to prevent escalation of violence Provides practical safety strategies Reviews ways to engage in supportive conversations with parents and children about violence Download the webinar slides HERE. Download the FAQ document HERE. Speakers: Dr. Chandra Ghosh Ippen is the Associate Director and Dissemination Director of the Child Trauma Research Program at the University of California, San Francisco and the Early Trauma Treatment Network, a member of the National Child Traumatic Stress Network. She has worked on seven longitudinal studies and has conducted treatment outcome research on the effectiveness of psychosocial intervention programs with Spanish-speaking children and parents. As a first-generation East Indian/Japanese American, she is committed to examining how culture and context affect perception and mental health systems. Dr. Carla Stover is a licensed clinical psychologist and Associate Professor at the Yale Child Study Center. Her clinical work has included acute/peri-traumatic responses to families impacted by violence and long-term evidence-based treatments including Trauma Focused Cognitive Behavioral Therapy and Child Parent Psychotherapy. Dr. Stover developed Fathers for Change, an intervention for fathers with histories of use of family violence and is conducting outpatient, residential treatment, and community implementation studies on the effectiveness of the intervention. Note: This is the first session of the Preventing and Responding to Family Violence During COVID-19 Series, an online series brought to you by the MHTTC Network and the National Child Traumatic Stress Network. For more information on the series, please click here.

Find our June 2020 newsletter here. In this issue, we highlighted new resources for returning to school after COVID-19, resources for supporting LGBTQ students and resources for supporting student mental health in the context of racial inequity and violence.   >> Click "View Resource" above Sign up for our School Mental Health Newsletter! 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.

The Family Peer Support: An Emerging Workforce Webinar airing 12-1 p.m. Thursday, August 20, will introduce family peer support as a profession, explore its roles and functions, and highlight specific training needs.   Visit the webinar web page to learn more.  

The Northwest Mental Health Technology Transfer Center is partnering with Forefront Suicide Prevention Center & DBT in Schools to bring you online DBT STEPS-A lessons and 2 Q&A sessions with the trainers. About this Resource: Have you been watching the Mazza's live or online videos as they support their kids and your kids in developing DBT, otherwise known as, critical life skills? Do you have any questions about their lessons might translate into your own home? A school setting? Have you read their book or attended their past training on DBT in schools? Well, don't miss the opportunity to ask whatever questions you may have of them when they do live Q&A sessions on May 19th and June 16th, 2020.   Audience: Parents, students, educators, and more!   >> Access all Q&A sessions & recorded DBT STEPS-A lessons here. << Interested in watching live? Tune into the DBT in Schools YouTube channel every Tuesday and Thursday morning at 10am for the live sessions. Registration is not required.   Want more information about DBT in Schools? Visit their website and sign up for their newsletters here. The DBT STEPS-A lessons are part of The Well-Being Series - Connections During COVID-19: Mental Wellness Webinars for Families and Educators. Click here to learn more about our series of webinars for kids, parents, and educators, focusing on mental wellness and suicide prevention. About the Presenters: Dr. James J. Mazza is the co-author of the DBT STEPS-A social emotional learning curriculum for middle and high school students. He received his masters and Ph.D. in school psychology from the University of Wisconsin – Madison. He is a professor at the University of Washington – Seattle where he has been for over 20 years teaching and conducting research in the field of adolescent mental health.       Dr. Elizabeth Dexter-Mazza is a certified DBT therapist and co-author of the DBT STEPS-A social emotional learning curriculum for middle and high school students. She received her doctoral degree from the School of Professional Psychology at Pacific University in 2004, and completed her predoctoral internship at the Albert Einstein College of Medicine/Montefiore Medical Center’s Adolescent Depression and Suicide Program. Dr. Dexter-Mazza completed her postdoctoral fellowship under the direction of Dr. Marsha Linehan at the University of Washington.   Want more information and school mental health resources? Visit the Northwest MHTTC's School Mental Health page and sign up for our monthly newsletter for regular updates about events, trainings, and resources available to the Northwest region.

In this time of changing methods to deliver services, everyone is looking to make sure they have the skills and knowledge to provide clients with the best possible experience.  This webinar will provide an overview on how to facilitate a virtual support group with practical advice and experiences from two current facilitators. Presenters:  Vivian Flanagan joined NAMI Fox Valley in 2017 after taking the 12-week Family to Family class. The many challenges she and her husband were facing as they dealt with their son’s mental illness drew them to seek education and support from the NAMI organization. Presently, Vivian serves as the Family Program Coordinator for NAMI Fox Valley. She holds a degree in Human Growth and Development from University of Wisconsin Green Bay with a teaching certification in ECE and grades K-6. Vivian, who taught 4K for 30 years in the Kaukauna School District, began as a volunteer receptionist for NAMI Fox Valley before joining the staff and continues to fill that role one morning per week. She has also been trained to facilitate Family Support Groups.  In addition, her training includes Mental Health Chat, a presentation for school-age children. Her responsibilities as Family Program Coordinator include organizing and scheduling the Family-2-Family, NAMI Basics, Familia-2-Familia, and NAMI and Friends education classes. She also oversees the Family and Parent/Caregiver Support Groups.  Her responsibilities include offering support to family members in person, email or by phone. To keep her facilitators informed and to recognize the work they do as volunteers, Vivian plans quarterly dinner meetings, bringing in speakers and providing pertinent updates about NAMI Fox Valley.  "NAMI, through years of challenges, helped my family navigate the roller coaster rides that mental illness presented to us. That is why I work here.  My desire is that my experiences will give others hope."   Vicki Rivera joined NAMI Fox Valley’s staff in 2016 after completing their Peer Specialist Training. She started her career as a Peer Companion at Iris Place-a program of NAMI Fox Valley and progressed to her current role as Peer Program Coordinator. In this role, Vicki Rivera is responsible for all peer education and support groups. Having a close working relationship with Vivian Flanagan helps in the success of NAMI Fox Valley’s family and peer programs. Vicki holds a Bachelor of Science in both Psychology and Human Services from Upper Iowa University and certified in LGBTQ Mental Health from the University of Wisconsin-Milwaukee.   Guide for Offering NAMI Programs Online PPT_Ins&OutsVirtualSupportGroups_V.Flanagan,V.Rivera_6.8.20 Q/A_Ins&OutsVirtualSupportGroups_V.Flanagan,V.Rivera_6.8.20 Transcript_Ins&OutsVirtualSupportGroups_V.Flanagan,V.Rivera_6.8.20

Dr. Pauline Boss will explain ambiguous loss, its effects, its differences from ordinary loss and PTSD, and its complicating grief. She presents six culturally inclusive guidelines for treatment and intervention, useful regardless of your discipline. She also addresses self-of-the-therapist issues for these uncertain times. Dr. Boss is the author of many books, including  Loss, Trauma, and Resilience: Therapeutic Work with Ambiguous Loss (W.W. Norton, 2006) and Ambiguous Loss: Learning to Live with Unresolved Grief (Harvard University Press, 2000) Presenter:  Dr. Pauline Boss is an educator and researcher who is widely recognized for her groundbreaking research on what is now known as the theory of ambiguous loss. Dr. Boss is known as a pioneer in the interdisciplinary study of family stress. For over 30 years, her work has focused on connecting family science and sociology with family therapy and psychology. Her multidisciplinary perspective has allowed her to work as a scientist-practitioner to develop theory that guides practice.The importance of her work on ambiguous loss is validated by her election to three different professional organizations: the American Psychological Association, the American Association of Marriage and Family Therapy, and the National Council on Family Relations. Read Dr. Boss’s complete bio here.   PPT_AmbiguousLoss_Dr.Boss_6.12.20 Q/A_AmbiguousLoss_Dr.Boss_6.12.20 Transcript_AmbiguousLoss_Dr.Boss_6.12.20

/*-->*/ /*-->*/ /*-->*/ /*--> In collaboration with the Opioid Response Network and the New England Region 1 Mental Health Technology Transfer Center, CCSME offered this two-part series to address the relationships between infant and adolescent trauma, and the risk and potential for a substance use disorder outcome. Participants in this webinar learned how to name brain systems impacted by exposure to adverse childhood experiences, how to describe three social, emotional, and behavioral impacts of exposure to ACEs during adolescence, and how to identify stigma in self and in others. To download a copy of this presentation, click here. Presenters: Dr. Hilary Hodgdon and Dr. Jeffrey Goldsmith 

In collaboration with the Opioid Response Network and the New England Region 1 Mental Health Technology Transfer Center, CCSME offered this two-part series to address the relationships between infant and adolescent trauma, and the risk and potential for a substance use disorder outcome. Participants in this webinar learned about the various ways addiction impacts the maternal and infant brain, how to identify prevention strategies, how to describe the significance of attachment parenting to promote infant resilience, and discussed the risk of inherited genetics. To access a copy of this presentation, click here Presenter (s):  Katie Volk and Dr. Jeffrey Goldsmith

This one-hour online session discusses the intersection between posttraumatic stress disorder (PTSD) and intimate partner violence (IPV) in Latino military families. IPV is a public health problem in the United States that manifests at significantly higher rates and differently in military populations than their civilian counterparts as they are exposed to trauma who evidence symptoms of PTSD and other mental health conditions. As this presentation illustrates, evidence indicates that the development of posttraumatic psychopathology, and particularly PTSD, is strongly associated with the development of violence and abusive behavior in relationships. The intersection between PTSD and Trauma and the development of family violence manifests uniquely among mono and interracial Latino families. In addition to the review of research on the association between PTSD and IPV in Latino military families, in this presentation, we discuss information processing models explaining the link between PTSD and IPV and potential moderators of this association, as well as strategies to prevent and treat IPV in this population. Recommendations for future work in this area of investigation and program development are also provided. Slides are available here.  

The Northwest Mental Health Technology Transfer Center is partnering with Forefront Suicide Prevention Center & DBT in Schools to bring you online DBT STEPS-A lessons and 2 Q&A sessions with the trainers. About this Resource: Doctors Jim & Lizz Mazza & their family in their living room as they teach kids the basics of emotional regulation and specific skills such as mindfulness, distress tolerance and interpersonal effectiveness—essential skills at any time, but even more critical during COVID-19. Our kids -- all of us -- are upended emotionally right now. Tune in with your kids to help you reduce conflict and to keep this pandemic in perspective.    Audience: Parents, students, educators, and more!   This recording is one of nineteen recorded DBT STEPS-A lessons. It is not necessary to watch the DBT STEPS-A online lessons in order.    >> Access all DBT STEPS-A recorded lessons here. << Interested in watching live? Tune into the DBT in Schools YouTube channel every Tuesday and Thursday morning at 10am for the live sessions. Registration is not required.   Want more information about DBT in Schools? Visit their website and sign up for their newsletters here. The DBT STEPS-A lessons are part of The Well-Being Series - Connections During COVID-19: Mental Wellness Webinars for Families and Educators. Click here to learn more about our series of webinars for kids, parents, and educators, focusing on mental wellness and suicide prevention. About the Presenters: Dr. James J. Mazza is the co-author of the DBT STEPS-A social emotional learning curriculum for middle and high school students. He received his masters and Ph.D. in school psychology from the University of Wisconsin – Madison. He is a professor at the University of Washington – Seattle where he has been for over 20 years teaching and conducting research in the field of adolescent mental health.       Dr. Elizabeth Dexter-Mazza is a certified DBT therapist and co-author of the DBT STEPS-A social emotional learning curriculum for middle and high school students. She received her doctoral degree from the School of Professional Psychology at Pacific University in 2004, and completed her predoctoral internship at the Albert Einstein College of Medicine/Montefiore Medical Center’s Adolescent Depression and Suicide Program. Dr. Dexter-Mazza completed her postdoctoral fellowship under the direction of Dr. Marsha Linehan at the University of Washington.   Want more information and school mental health resources? Visit the Northwest MHTTC's School Mental Health page and sign up for our monthly newsletter for regular updates about events, trainings, and resources available to the Northwest region.  

The Northwest Mental Health Technology Transfer Center is partnering with Forefront Suicide Prevention Center & DBT in Schools to bring you online DBT STEPS-A lessons and 2 Q&A sessions with the trainers. About this Resource: Have you been watching the Mazza's live or online videos as they support their kids and your kids in developing DBT, otherwise known as, critical life skills? Do you have any questions about their lessons might translate into your own home? A school setting? Have you read their book or attended their past training on DBT in schools? Well, don't miss the opportunity to ask whatever questions you may have of them when they do live Q&A sessions on May 19th and June 16th, 2020.   Audience: Parents, students, educators, and more!   Presentation Materials: Presentation PDF   >> Access all Q&A sessions & recorded DBT STEPS-A lessons here. << Interested in watching live? Tune into the DBT in Schools YouTube channel every Tuesday and Thursday morning at 10am for the live sessions. Registration is not required.   Want more information about DBT in Schools? Visit their website and sign up for their newsletters here. The DBT STEPS-A lessons are part of The Well-Being Series - Connections During COVID-19: Mental Wellness Webinars for Families and Educators. Click here to learn more about our series of webinars for kids, parents, and educators, focusing on mental wellness and suicide prevention. About the Presenters: Dr. James J. Mazza is the co-author of the DBT STEPS-A social emotional learning curriculum for middle and high school students. He received his masters and Ph.D. in school psychology from the University of Wisconsin – Madison. He is a professor at the University of Washington – Seattle where he has been for over 20 years teaching and conducting research in the field of adolescent mental health.       Dr. Elizabeth Dexter-Mazza is a certified DBT therapist and co-author of the DBT STEPS-A social emotional learning curriculum for middle and high school students. She received her doctoral degree from the School of Professional Psychology at Pacific University in 2004, and completed her predoctoral internship at the Albert Einstein College of Medicine/Montefiore Medical Center’s Adolescent Depression and Suicide Program. Dr. Dexter-Mazza completed her postdoctoral fellowship under the direction of Dr. Marsha Linehan at the University of Washington.   Want more information and school mental health resources? Visit the Northwest MHTTC's School Mental Health page and sign up for our monthly newsletter for regular updates about events, trainings, and resources available to the Northwest region.

Access this three-part series and join the authors of Visioning Onward for inspiration, insights, exercises, and Q&A as they prepare you to vision with your schools and districts. In this time of COVID-19, visioning is a critical part of planning for our future. Learn about visioning by examining the work of Starbucks, Amazon, and other corporate giants. Participants received a study guide to take our virtual approach back to your schools and districts to conduct your own visioning sessions. We will guide you through our 8-step iterative visioning approach, explaining the importance of visioning for success in business and in education, and helping you plan for visioning with your staff and local communities. We did this with an eye towards the neurobiology of trauma and ways to foster self-care and the well-being of staff and students that are signature components of CEI’s Heart Centered Learning® approach to social emotional learning and mindfulness.   Presenter (s): Chris Mason, Ph.D., Paul Liabenow, & Melissa Patschke, Ed.D.