Products and Resources Catalog

ABOUT THIS RESOURCE LEND A HAND is a model for evaluating risk and determining appropriate responses. It can be used in correctional settings and in behavioral health response and recovery settings. Clinical psychologist and co-lead for the Behavioral Health Strike Team for the WA State Department of Health Dr. Kira Mauseth created the LEND A HAND model from her work over the past thirteen years in correctional and disaster behavioral health. This model also draws from research and practice in the areas of clinical psychology, community mental health, substance use intervention and treatment, and inpatient and outpatient behavioral health care. It is informed by de-escalation training in correctional settings as well as disaster behavioral health response and recovery. This Q&A document was developed from the LEND A HAND webinar held on October 6, 2021. View the recorded LEND A HAND webinar and other related resources here.     Terms of use and Substance Abuse and Mental Health Services Administration (SAMHSA) disclosure statement

Download the presentation slides here Session Overview This webinar will provide an overview of the reasons that challenging behavior may occur in students with autism spectrum disorder (ASD).  It will also provide an overview of strategies that can be used to prevent challenging behaviors in these students, and resources that can provide additional information related to managing challenging behaviors. The two presenters have expertise in supporting students with ASD and behavioral health challenges within school settings.   Learning Objectives  By the end of the webinar, participants will be able to: Describe and define common types of challenging behaviors among students with ASD. Explain three primary reasons that challenging behavior may occur among students with ASD. Discuss preventative strategies for educators and providers to prevent challenging behavior in the classroom among students with ASD. Identify online resources and training opportunities that can provide additional information on managing challenging behaviors among students with ASD.   Speakers Katherine Pickard, PhD, received her doctorate in clinical psychology from Michigan State University and completed a two-year postdoctoral fellowship at JFK Partners at the University of Colorado School of Medicine. Her primary research interest is in the translation of evidence-based treatments into community systems that are naturally positioned to serve children with autism spectrum disorders (ASD) and developmental delays. Clinically, Dr. Pickard is a licensed psychologist and has a strong background in supporting individuals with ASD and other developmental disabilities across the lifespan. She holds specific expertise in parent-mediated intervention for young children as well as cognitive behavioral therapy (CBT) for youth with ASD and co-occurring anxiety.    Deva Carrion, PhD, BCBA-D, began working with children with autism spectrum disorder (ASD) and related developmental disabilities in 2010.  She then went on to earn her doctorate in school psychology from the University of Iowa and her pre-doctoral internship at Munroe-Meyer Institute before returning to Marcus Autism Center in 2018 for her postdoctoral experience. She is a licensed psychologist and doctorate-level, board-certified behavior analyst (BCBA-D). She oversees the School Consultation Program which provides consultation, trainings, and professional development for school systems to effectively serve students with educational needs and behavioral challenges, especially those diagnosed with autism and related disorders. 

This event took place on Apr 13, 2022 at 12:00 PM Central Time (US and Canada).

This event was held on April 14th, 2022 from 1:00 p.m. - 2:00 p.m. MT/2:00 p.m. - 3:00 p.m. CT.    Access slide deck by clicking DOWNLOAD above CLICK HERE to view the recording Event Description Sexual minority people in general have an elevated risk for mental health concerns, including suicidality. Sexual minority youth have unique risk factors, particularly in households or school-settings where they are bullied or harassed for their identities (or fearful of disclosing their identity). Research has demonstrated that even one affirming adult in a child’s life can reduce their risk of suicide significantly – making it essential to have a safe and positive environment at school.      This webinar will provide information on some of the most pressing mental health concerns for sexual minority youth and a review of the best practices for mental health care and supportive intervention strategies. We take a wraparound approach to understanding interventions, offering information about individual-level intervention as well as community development and primary prevention efforts.  Trainers Keri A. Frantell, Ph.D.    Dr. Keri A. Frantell (she/her/hers) is an assistant professor in Counseling and Counseling Psychology at the University of North Dakota. She earned her doctorate in Counseling Psychology from the University of Tennessee. Her integrated program of research, teaching, service, and advocacy centers on multiculturalism and social justice. In both research and clinical practice, she has extensive experience working with suicidality and LGBTQ+ populations. She has published on factors related to transgender suicidal ideation and attempts, bisexual oppression and the impact on mental and physical health, and the connection between religiosity and suicidality for LGB young adults. She currently leads a research team actively committed to disseminating information and resources to the community.    Kamryn Holtz, B.S.    Kamryn Holtz (she/her/hers) is a second-year doctoral student in Counseling Psychology at the University of North Dakota. She earned her bachelor’s degree in Psychology at Michigan State University with minors in both Queer Studies and Youth and Society. Both her clinical practice and research is centered around the influences of interpersonal relationships and multiculturalism. Kamryn has previously presented on cultural adaptations to DBT and gender affirming healthcare. She is currently investigating the impact that Gay-Straight Alliances (GSA) have on queer identity development. Additionally, Kamryn is presently involved in research teams dedicated to increasing the accessibility of information and educational resources, as well as multicultural education practices.   

This event was held on April 13th, 2022, from 1:00 p.m. - 2:30 p.m. MT.  CLICK HERE to view the recording Event Description Suicide is the second leading cause of death for youth ages 10-24 per data gathered in 2019, with rates increasing 61.7% between 2009-2018 (Ivey-Stephenson et al., 2020).  Panelists represented perspectives from professionals working with youth in crisis in both the school and community. This panel discussed how some schools and communities are responding to this increasing epidemic and considerations specific to rural communities based on learned experiences. The targeted audience for this session was school mental health professionals and educators from Region 8, which takes in Colorado, Montana, North Dakota, South Dakota, Utah, and Wyoming.  Trainers McKinley Withers, Ed.D., M.Ed.                   I have had the privilege of working as teacher, counselor, and administrator. I received a Bachelor’s Degree in Social Science Teaching from Brigham Young University, a Master’s Degree in Psychology with an emphasis in School Counseling from Utah State University, and a Doctoral Degree in Educational Leadership and Policy from the University of Utah. I currently work as Jordan District’s Health and Wellness Consultant. If you don’t find me in public schools then you’ll find me with my amazing wife and beautiful children, running (preferably on trails), or trying some other outdoor hobby. I hope to meet you out in our schools or out in the wild!    Christin "Kiki" Quarry, BSN, MSN, PHN, RN                   Kiki Quarry has been practicing in the Emergency Department as an RN for 7 years in a rural community. She has earned her accelerated BSN from Samuel Merritt University graduating cum laude in 2013. And completed her MSN from UH Manoa in public health nursing graduating cum laude in 2016. She has applied to the University of Minnesota for her PhD in nursing focusing on research disparities of rural and indigenous communities. Kiki Quarry currently works at Maui Memorial Medical Center-Kaiser run community Hosptial level three trauma center. During her time there, she has worked in behavioral health and emergency medicine in the rural community of Maui. She has also spent time working in the community for Aloha house Licensed Crisis Residential Services and detox Center. She has focused trainings in Crisis Prevention Intervention, Trauma Nursing Core Certification, Advanced Trauma Certified Nurse, and community health liaison. Currently, she is a member of the DMAT team for Hawaii deployed during disasters, an OR RN for international delegations with Aloha Medical Missions, and continues to keep her 100-ton USCG-certified master/mater Captain’s License current with 20 plus years working professionally on boats.    Tina Boteilho, LMFT                   Tina Boteilho, LMFT is a Licensed Marriage & Family Therapist. Tina was born and raised on Maui. Tina lived in California for several years but couldn’t resist the invitation to go back to Maui after college. Over the past 20 years Tina has worked for several non-profit agencies and the state of Hawaii with children 0-18 years old, children with special health needs/disabilities and their families, individuals reintegrating back into their communities and families after several years of incarceration, emergency responders, military families, individuals needing crisis interventions, and individuals with serious and persistent mental illness. Tina currently runs her own private practice, contracts with several non-profits as a qualified mental health practitioner, has created several trainings for children, adolescents, couples, families, and individuals, and volunteers with several local non-profits. Tina has been invited to several trainings and conferences as a guest speaker to talk about best practices with people experiencing trauma and crisis, grief and loss, working in isolated rural areas, community resource building, pandemic relief, blending families, coparenting, LGBTQIA issues, and cultural sensitivity. In her spare time, she enjoys spending time with her family hiking, going to the beach, landscaping, ranching, and farming.

Recording of Pathway to Crisis, Recovery, and Resiliency. The National American Indian and Alaska Native Mental Health Technology Center, the K-12 Center, and the National American Indian and Alaska Native Child Traumatic Stress Initiative are pleased to announce a collaborative project with Jacqueline S. Gray, PhD, retired research associate professor, to assist in creating a crisis, recovery, and resiliency team to serve your community. After taking the training, participants will posses the knowledge and skills to go out into their Native community as a facilitator.

Slides from the session Pathway to Crisis, Recovery, and Resiliency. The National American Indian and Alaska Native Mental Health Technology Center, the K-12 Center, and the National American Indian and Alaska Native Child Traumatic Stress Initiative are pleased to announce a collaborative project with Jacqueline S. Gray, PhD, retired research associate professor, to assist in creating a crisis, recovery, and resiliency team to serve your community. After taking the training, participants will posses the knowledge and skills to go out into their Native community as a facilitator.

The National American Indian and Alaska Native Mental Health TTC is partnering with the American Red Cross to provide this informational webinar as a prelude for training the Red Cross will provide in April. The Red Cross Virtual Family Assistance Center provides individual and group support for frontline workers during COVID, facilitating groups for employees and supervisors, and providing a class on Psychological First Aid during COVID.

In our April 2022 newsletter, we highlight upcoming webinars on homelessness and mental health, multicultural perspectives in behavioral health practice, and the role of peers within a clinical team. This newsletter also provides resources for National Minority Health Month and information on evidence-based care for LGBTQI+ youth.

In our April 2022 newsletter, we highlight upcoming webinars on homelessness and mental health, multicultural perspectives in behavioral health practice, and the role of peers within a clinical team. This newsletter also provides resources for National Minority Health Month and information on evidence-based care for LGBTQI+ youth. 

On January 13, 2022, this experienced peer support panel of Arkansas peer leaders presented information on identifying and tapping into peer statewide infrastructure. Participants will hear their journey and lessons learned while developing a Peer Advisory Committee in the state of Arkansas. Objectives: Understand the need for Peer/Consumer Advisory Committees, Be able to identify the best practices to support person led advocacy, and  Learn the structure of the Arkansas Committee as a model.  PowerPoint slides can be viewed HERE.

This webinar event occurred on March 11, 2022 and was facilitated by Brent Ambacher.  In 2017, Louisiana was still an abstinence-only state as far as any treatment options were concerned for those experiencing OUD. Taking up the SAMHSA State Targeted Response (STR) Grant meant a whole new approach was required as it funded medication-assisted treatment (MAT) for the first time, and Peer Support was seen as essential from day one. Each of the state’s ten human services districts put a Peer on staff for the Grant, and each of the state’s ten OTPs hired a resource coordinator to liaise with them. This presentation encapsulates Louisiana's experiences in setting these steps in motion, the mistakes we’d avoid in future, the teething troubles we’ve experienced, and more importantly, the successes and knowledge we’ve gained along the way.  Participants will: Discover what peers add to the process in a strictly monitored treatment environment  Learn how they can both assist and anticipate the needs of the counsellors Identify specific roles that can play within an Opioid Trearment Provider (OTP) Learn about the benefits of embedding Peers in harm reduction teams and their role as links between treatment, support services, and the individuals they encounter

This training was held on April 12th, 2022. Access slide deck by clicking DOWNLOAD above CLICK HERE to view the recording Event Description This training reviews a range of evidence-based strategies for application by teachers, afterschool professionals and other support staff to reduce disruptive and challenging behaviors in their educational or out-of-school time setting. These include a number of strategies intended to help minimize the emergence of problematic behaviors and a range of those which provide positive outcomes for appropriate youth behaviors.   Objectives: 1.Participants will gain an array of research and evidence based strategies for behavior management.  2. Participants will gain an array of research and evidence based strategies for proactive classroom management.  3.Participants will gain an array of research and evidenced based reinforcement systems for behavior.  4.Participants will understand how to establish, maintain, and restore relationships and why this is important to behavior management.   5.Participants will feel comfortable, through role-play and practice and rehearsal, in practicing strategies with a student that needs behavior management.  Trainers Leslie Baunach, MA/CAS, NCSP                     Leslie Baunach, NCSP, was a school psychologist with Oahu Central School District for over 10 years. She is currently the National Association of School Psychologists (NASP) Delegate for the state of Hawaii and a Delegate Representative for the West Region on the NASP Board of Directors. Leslie has previously served on the Hawaii Association of School Psychologists (HASP) board of directors as Treasurer and President, and has headed up the legislative platform for nine years, currently serving as the HASP legislative co-chair. Leslie serves as the Executive Director of the School Psychology Support Network, which supports school psychologists nationally. Leslie became a NASP PREPaRE trainer in 2015 and has conducted PREPaRE workshops for the Hawaii DOE, HASP, Northern Marianas Islands schools, and Punahou School in Honolulu.   Traci Effinger, NCSP                     Traci Effinger is a Nationally Certified School Psychologists who has worked for the Hawai`i Department of Education for over 10 years. Traci has worked from preschool to high school in her daily job as a School Psychologist in addition to responding to crisis events at all levels. Traci is co-author of Crisis manual for Central district and also co-chair of the Crisis Team. She Performs data collection, progress monitoring, and professional development trainings for her district and school staff. She is one of only two people that are NASP Certified PREPaRE 3rd Edition trainers within the state of Hawaii. Traci and her colleague trained the entire country of Saipan for the CNMI Project HALIGI AWARE in PREPaRE and also presented and trained entire Punahou School District on PREPaRE Workshops 1. Traci is also a presenter in various professional development topics and has most recently presented for the Afterschool Alliance coalition on social emotional learning, behavior management, and threat assessment.  

   Event Description This two-part seminar series focused on how to effectively implement trans-affirmative care for transgender and nonbinary patients. In Session 1, we covered relevant research (including health disparities as they exist for transgender populations), terminology, and cisgender privilege. In Session 2, we explored barriers for healthcare providers, mental health care considerations, and ethical forms of treatment.    Session 1 – March 29, 2022  Access slide deck by clicking DOWNLOAD above CLICK HERE to view the recording   Session 2 – April 12, 2022  Access slide deck by clicking DOWNLOAD above CLICK HERE to view the recording Trainer Hannah Muetzelfeld, PhD                     Hannah Muetzelfeld, PhD received her training in Counseling Psychology at the University at Albany, State University of New York (SUNY Albany) where she co-created a trans-affirmative social justice consultation project aimed at training medical residents on how to effectively implement trans-affirmative care at the patient-level at a local family medicine clinic. While on her pre-doctoral internship at the University of Utah, she continued the project and worked to consult with medical students earlier on in their training to work both ethically and responsibly with transgender and nonbinary populations in primary care. She is currently working as a Staff Psychologist at Weber State University’s Counseling and Psychological Services Center where she continues to develop and cultivate her interests in trans-affirmative care, and fostering support spaces for LGBTQIA+ individuals.

About this Resource: Evidence-based practices (EBPs) have become the goal for supporting recovery for people with severe mental illness. But, we are not all working in environments that have the capacity to achieve full fidelity to these models.  In Part 6 of our this 6-part series Michelle Salyers, PhD, reviews core elements of the EBPs presented during the series, focusing on practical strategies and skills behavioral health providers can use now to make a difference in assisting clients meet substance use reduction goals. To view other on-demand recordings from the series, please visit our Keeping It Practical: Core Skills for Evidence-Based Practices page or click here.

About this Resource:      The main purpose of the 988 number is to simplify access to suicide prevention services and mental health crisis counselors. To achieve this legislation was introduced in 2020 to create a nation-wide three-digit number (988) that will be routed through the existing National Suicide Prevention Lifeline. 988 will be available across the country by July 16, 2022.       By creating a mental health crisis number, law enforcement’s involvement in mental health crises may be reduced. This shift in mental health crisis response has the potential to break the cycle of ER visits, involvement in the criminal justice system, and experiences with homelessness, which disproportionately affect historically marginalized communities. This guide highlights benefits of 988, reviews key pieces of the federal legislation, and describes state-level efforts.        

April 10, 2022 The HEART Collective—a group of leaders in education, healthcare, and lived experience advocacy in New England—developed a list of best practices for collaborations on school-based mental health services and systems between schools and healthcare centers, mental and behavioral health agencies, community-based organizations, and other entities, using the Childhood-Trauma Learning Collaborative’s Compassionate School Mental Health Model as a foundation. These recommendations help enhance collaborations to ensure that they are trauma-responsive, strengths-based, and equity-focused.  

This interactive presentation was facilitated on March 17, 2022 by Rita Cronise and Gita Enders.  In this presentation, you will learn about the origin and values of peer support, the introduction and inclusion of peer support services in traditional service settings, the role of the supervisor in helping peer staff to remain true to peer support values, and some best practices for supervisors of this unique workforce. After the presentation, participants will be able to: Describe mutual support and the core values of peer support Compare clinical services with non-clinical peer support Communicate the benefits of supervisors who have experience as peer support workers Utilize best practices in the supervision of peer support workers.   Download the Powerpoint slides here.   

April 10, 2022   The HEART Collective—a group of leaders in education, healthcare, and lived experience advocacy in New England—discussed barriers to collaboration school-based mental health services and systems between schools and healthcare centers, mental and behavioral health agencies, community-based organizations, and other entities in committee-style meetings. In these discussions, leaders shared how their schools and organizations overcame these barriers and developed recommendations to support systems and individuals in working towards more effective collaborations. This document summarizes the findings of the HEART Collective on how to overcome these barriers to collaboration.  

Hispanic and Latinx populations in the U.S confront particular structural barriers to receiving accessible and responsive mental health care services (e.g. lack of culturally and linguistically appropriate services, lack of insurance, lack of transportation, lack of awareness of the mental health system). Due to such factors, mental health care providers require the knowledge and skills to identify and help address the societal and community-level barriers that negatively impact behavioral health care outcomes among Hispanic and Latinx communities. A crucial step towards helping increase health equity and accessibility of services among Hispanic and Latinx groups is building upon programs and strategies which promote and strengthen community-driven mental health services and which can deliver culturally oriented practices.   Objectives 1) Discuss the structural level of barriers that impact mental health care services, access, and outcomes of Hispanic and Latinx communities. 2) Address models, programs, and resources that help improve the accessibility of culturally grounded and responsive mental health care services for Hispanic and Latinx communities. 3) Discuss means, strategies, and recommendations to develop and implement advocacy initiatives and connect individuals to community-based support which improves the prevention of mental health conditions and reduces behavioral health disparities among Hispanic and Latinx communities.

National American Indian & Alaska Native MHTTC School of Mental Health - K-12 Program guide. 

    Download our activity guide for American Indian and Alaska Native families who still may be dealing with quarantine rules associated with the COVID-19 pandemic.  

Recording of the event titled Youth Mental Health Stigma, originally held on April 6, 2022.   Slide presentation

Overview  This training series is for all employees working on an Assertive Community Treatment (ACT) team. Participants will learn foundational skills for their specific role, how to work on a multi-disciplinary team, and how to advance the lives of persons with serious mental illness.   Target Audience  Certified Community Behavioral Health Centers (CCBHCs) that are implementing Assertive Community Treatment (ACT) in Kansas.   About the Presentation:  The Orientation to Assertive Community Treatment (ACT) provides an overview of the evidence-based practice. We will discuss the principles and practices of an effective ACT team, review the ACT Fidelity Assessment and highlight the feasibility of implementing the model. Learn more about this series by visiting the Implementing Assertive Community Treatment (ACT) in Kansas webpage.