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As helping professionals, we often make everyone around us a priority, but not ourselves. This negatively impacts us and, in the long run, our clients. This podcast introduces you to a six-part series on flourishing strategies that you, as a helping professional, can use to focus on your own wellness. 

Join us for this monthly series where curriculum developers from the New England Mental Health Technology Transfer Center will provide intensive technical assistance around implementation of its online training course, Cultivating Compassionate School Communities that Respond to Trauma Effectively. This free 12-hour course offer recommendations on cultivating compassionate school communities that buffer against the negative effects of trauma, build student resilience, and enhance the well-being of everyone in the school building. Our course supports states, districts, and schools looking to build or refine trauma-informed comprehensive school mental health support systems. As a part of our Community of Practice gatherings, participants will hear from others using this course with their staff, gain tools to debrief and discuss course concepts, and learn how coaching can enhance efficacy around new practices. Our Community of Practice participants will also have the opportunity to inform the implementation guide being offered to support our online course.   To watch the recording, go to: https://youtu.be/gnfH6tJs-Yo   Presenters: Martha Staeheli, PhD; Dana Asby, MA, MEd; TBD PTTC presenter

  This event was held on Wednesday, January 12th, from 1:30 p.m. - 3:00 p.m. MT.   Access the slide deck from this training by clicking DOWNLOAD above CLICK HERE to view the recording   Event Description It is estimated that one in five youth will suffer from some type of mental health disorder by age 18. Anxiety is one of the most common mental health disorders, affecting 31.9% of youth. According to the American Psychological Association, the COVID-19 pandemic has affected more than 75% of caregivers and have disproportionately affected people of color. This training provided resources to school professionals on identifying anxiety in youth and provided strategies to address worry in youth around transitioning back to school. Resources were also provided to help in the identification and treatment of anxiety disorders. An important emphasis focused on culturally-adaptive anxiety and how to best meet youth needs.   Objectives 1. Consider the impact of COVID-19 on youth and caregiver mental health. 2. Identify signs of anxiety in students transitioning back to school during COVID-19. 3. Provide practical tips to assessing and addressing anxiety. 4. Distinguish clinical anxiety from worry in youth. 5. Address development and cultural adaptations to anxiety treatment. Trainer Kelsie Okamura, PhD               College of Liberal Arts - Department of Psychology B.A. in Psychology with Honors - University of Hawai’i at Mānoa M.A. in Psychology - University of Hawai’i at Mānoa Ph.D. in Psychology - University of Hawai’i at Mānoa   Dr. Kelsie H. Okamura is a Licensed Clinical Psychologist and an Assistant Professor at Hawai’i Pacific University in the Department of Psychology. She received her PhD in Clinical Psychology from the University of Hawai’i at Mānoa and completed her predoctoral internship at I Ola Lāhui Rural Hawai’i Behavioral Health and postdoctoral fellowship at the University of Pennsylvania Center for Mental Health. Dr. Okamura’s research focuses on the dissemination and implementation of evidence-based innovations in youth behavioral health, psychometrics, measurement development, and youth internalizing psychopathology. Her research has been funded by the American Psychological Foundation, Robert Wood Johnson Foundation, and the Substance Abuse and Mental Health Services Administration. She works closely with the Hawai’i State Department of Health Child and Adolescent Mental Health Division, where she received valuable clinical training and quality improvement initiative experiences. Clinically, she is trained in modular cognitive behavioral therapy, measurement-based care, health psychology, primary care, and specializes in anxiety disorders for youth. She has trained providers in the Departments of Health and Education since 2010 and has taught Psychology courses for the University of Hawai’i at the undergraduate and graduate level. Dr. Okamura is passionate about improving the lives of youth and families suffering from behavioral health disorders by creating innovations to synthesize knowledge. In her free time, she enjoys spending time with her three children and playing soccer.

Helping professionals, such as counselors, teachers, and health professionals, are critically important to the workforce, yet we are also at great risk for helping others more than we help ourselves! In this 6 part series, we invite YOU to sit down, take a breath, replenish yourself and restore by considering strategies to help you flourish. Together, we’ll explore the importance of making our own well-being a priority, think about our work/life balance, remember our purpose, take actions to flourish, and use our strengths within a framework of healthy positivity. This 6-week collection (webinar and podcast series) will be led by experts in supporting personal recovery, wellness, and positive psychology with practical approaches that build up to a comprehensive flourishing plan. Join us for this series designed to support your flourishing.

View Slide Deck Helping professionals, such as counselors, teachers, and health professionals, are critically important to the workforce, yet we are also at great risk for helping others more than we help ourselves! In this 6 part series, we invite YOU to sit down, take a breath, replenish yourself and restore by considering strategies to help you flourish. Together, we’ll explore the importance of making our own well-being a priority, think about our work/life balance, remember our purpose, take actions to flourish, and use our strengths within a framework of healthy positivity. This 6-week collection (webinar and podcast series) will be led by experts in supporting personal recovery, wellness, and positive psychology with practical approaches that build up to a comprehensive flourishing plan. Join us for this series designed to support your flourishing.

January 12, 2022   This lecture placed this study in the context of the knowns of stigma research. Specifically, this study’s findings indicate that CHR services should address stigma associated with symptoms quickly at first identification, given their negative impacts on outcomes. Dr. Yang will lead a discussion on how we might integrate best evidence into designing services for young people who may develop psychosis.   To watch the recording, go to: https://youtu.be/VurWStgVkgU      Presenter:  Dr. Lawrence Yang is Vice Chair and Associate Professor of the Department of Social and Behavioral Sciences at NYU- School of Global Public Health. Dr. Yang also is Founding Director of the Global Mental Health and Stigma Program where he administers a generous donor gift from the Li Ka Shing Foundation, and is Associate Director for the University-Wide Global Center for Implementation Science at NYU. He is also an Adjunct Associate Professor of Epidemiology at Columbia University. Dr. Yang received his Ph.D. in clinical psychology from Boston University and completed his clinical training at Harvard Medical School/Massachusetts Mental Health Center. He received a T32 NIMH-sponsored post-doctoral fellowship at Columbia University in psychiatric epidemiology. Dr. Yang’s research focuses on two main areas: 1) Global Mental Health, Implementation Science and Stigma; and 2) Cognition of Untreated Psychosis. Dr. Yang is currently PI of two separate R01’s and a 3-year Supplement in China, which seek to examine the cognition in the ‘natural state’ of psychosis in a large untreated, community sample of individuals with psychosis (n=400), who have not yet received any antipsychotic medications, compared with a treated sample (n=400) and healthy controls (n=400) in China. He also is PI of a third R01 implementing task sharing measures for global mental health which seeks to validate a newly-developed multi-dimensional measure that enables rapid assessment of modifiable critical factors that affect the implementation of task sharing mental health strategies. In his presentation, Dr. Yang (PI) will describe results from a recently-completed 5-year NIMH R01 grant examining the stigma associated with the "clinical high risk state for psychosis" designation, a potentially transformative new syndrome to detect psychotic signs before symptoms develop into a full psychotic disorder. Dr. Yang has over 125 peer-reviewed publications, including publications in the JAMA Psychiatry, British Journal of Psychiatry and The Lancet. Dr. Yang has received seven national awards, most recently the 2021 Maltz Prize for Innovative and Promising Schizophrenia Research from the Brain and Behavioral Research Foundation, for his work.

Many of us are constantly engaging with difficult, if not outrightly violent circumstances in our work and yet have so little space to care for ourselves. In this workshop, participants will have an opportunity to turn inwards and center their well-being.    To watch the recording, go to: https://youtu.be/b-y4mLk4eRM   Presenter: Nanee Sajeev Nanee Sajeev is a Malayalee-American writer committed to learning and growing towards liberation. Nanee is a student of many artists and leaders, whether they have been in their physical classrooms or not: Safia Elhillo, Kaveh Akbar, Hanif Abdurraqib, Fatimah Asghar, Mariame Kaba, and more. In this workshop, and in any other spaces Nanee facilitates, they hope to center patience, care, and growth.

ABOUT THIS RESOURCE This January newsletter shares the Northwest MHTTC's wishes for your well-being in this new year and highlights upcoming events on HIV/AIDS and mental health, as well as a funding opportunity from SAMHSA regarding the roll-out of the 988 suicide prevention hotline.   Terms of use and Substance Abuse and Mental Health Services Administration (SAMHSA) disclosure statement

ABOUT THIS RESOURCE This supplemental January 2022 newsletter announces registration for February's "Grief, Exhaustion, and Finding Vitality in Behavioral Health Care" with Dr. Kira Mauseth. You may also learn about the Grief Sensitivity Virtual Learning Institute from the National MHTTC, and flip through our interactive Annual Report for the third year of our center's operations.  Terms of use and Substance Abuse and Mental Health Services Administration (SAMHSA) disclosure statement

  Release Date: 1/06/2022 Expiration Date: 1/05/2023 The estimated time to complete this enduring material is 60 minutes. Course ID: 54073   TARGET AUDIENCE This enduring material is intended for behavioral health providers (psychologists and masters level counselors), primary care providers (physicians, NPs, PAs), and Nurses (RNs).   EDUCATIONAL OBJECTIVES At the conclusion of this enduring material, the participant should be better able to: Describe measurement-based care (MBC) as an evidence-based practice. Discuss the use and characteristics of MBC for patient-centered communication and treatment engagement. Explain the use and characteristics of MBC for signaling clinicians to emergent problems or issues and monitoring treatment progress.   REQUIREMENTS FOR SUCCESSFUL COMPLETION  In order to receive continuing education credits, you must complete these steps prior to the activity expiration date. View the entire presentation Click on claim credit link Log into your UNMC CCE account or create one Complete the post-test with a score of 80% or better Complete the online evaluation Save and print your certificate. Retain for future documentation.  Any questions regarding credit, please contact Bailey Wrenn 402-559-5145 or [email protected]   ACCREDITED CONTINUING EDUCATION In support of improving patient care, University of Nebraska Medical Center is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC), to provide continuing education for the healthcare team.              The University of Nebraska Medical Center designates this enduring material for a maximum of 1.0 AMA PRA Category 1 Credit™. Physicians should claim only the credit commensurate with the extent of their participation in the activity. The University of Nebraska Medical Center designates this activity for 1.0 ANCC contact hour. Nurses should only claim credit for the actual time spent participating in the activity. Continuing Education (CE) credits for psychologists are provided through the co-sponsorship of the American Psychological Association (APA) Office of Continuing Education in Psychology (CEP). The APA CEP Office maintains responsibility for the content of the programs. This activity has been approved for 1.0 credit hour of continuing education credit.   DISCLOSURE DECLARATION As a jointly accredited provider, the University of Nebraska Medical Center (UNMC) ensures accuracy, balance, objectivity, independence, and scientific rigor in its educational activities and is committed to protecting learners from promotion, marketing, and commercial bias. Faculty (authors, presenters, speakers) are encouraged to provide a balanced view of therapeutic options by utilizing either generic names or other options available when utilizing trade names to ensure impartiality. All faculty, planners and others in a position to control continuing education content participating in a UNMC accredited activity are required to disclose all financial relationships with ineligible companies. As defined by the Standards for Integrity and Independence in Accredited Continuing Education, ineligible companies are organizations whose primary business is producing, marketing, selling, re-selling, or distributing healthcare products used by or on patients. The accredited provider is responsible for mitigating relevant financial relationships in accredited continuing education.  Disclosure of these commitments and/or relationships is included in these activity materials so that participants may formulate their own judgments in interpreting its content and evaluating its recommendations. This activity may include presentations in which faculty may discuss off-label and/or investigational use of pharmaceuticals or instruments not yet FDA-approved. Participants should note that the use of products outside currently FDA-approved labeling should be considered experimental and are advised to consult current prescribing information for FDA-approved indications. All materials are included with the permission of the faculty. The opinions expressed are those of the faculty and are not to be construed as those of UNMC.   DISCLOSURES The accredited provider has mitigated and disclosed relevant financial relationships for the following faculty, planners, and others in control of content prior to assuming their roles:   FACULTY   Susan Douglas, PhD Mirah: Clinical Strategy Director     PLANNING COMMITTEE The below planning committee have nothing to disclose: Ty Callahan, PhD, ABPP Brandy Clarke, PhD, LP Valeta Creason-Wahl, HMCC Julie Fedderson, MD Laura Holly, BS Christian Klepper, PsyD Renee Paulin, MSN, RN, CWOCN Holly Roberts, PhD Bailey Wrenn, MA   FINANCIAL SUPPORT   This webinar series is sponsored by UnitedHealthCare Community Plan.   To view the webinar, click "View Resource" in the blue box above.   Claim credit: https://cmetracker.net/UNMCCE/Publisher?page=pubOpen#/myPortal   Learn more about UnitedHealthcare Behavioral Health Education Series  

The 2022 Leadership Institute presented by the Mid-America Addition Technology Transfer Center (ATTC), Mid-America Mental Health Technology Transfer Center (MHTTC), and Mid-America Prevention Technology Transfer Center (PTTC) is open to persons who work in behavioral health, mental health, or recovery agencies in Iowa, Kansas, Missouri, and Nebraska. Candidates must complete the Candidate Application Form and be nominated by leadership within their agency using the Agency Nomination Form. Both forms must be submitted no later than February 4, 2022. For more information on the Leadership Institute, please download the forms by clicking the "DOWNLOAD" button above.

1st Thursday: Evidence-based Practices to Enhance Efficacy In these 60-minute sessions, experts in education, mental health, and healthcare from New England will share the evidence-based practices they have used to forge and maintain successful collaborations around comprehensive school mental health systems.   To watch the recording, go to: https://www.youtube.com/watch?v=Oihhu8Zq95U

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 January 2022 issue raises awareness of Human Trafficking Prevention Month, highlights Southeast MHTTC upcoming events and recent products, and provides resources available to connect individuals to needed treatment and support. 

This presentation provides an orientation to Internet as a Social Determinant of Health. You will: Learn how internet access is related to physical and mental health Learn how to assess for internet access and problems related to health literacy Learn how to adjust communication to address low levels of health literacy    Learn more about Context Clues: Using Social Determinants of Health (SDOH) to Enhance Treatment

This presentation provides an orientation to Transportation and Social Support as Social Determinants of Health. You will: Discuss the effects of lack of reliable transportation and social support on health and healthcare utilization. Identify two screening tools to assess for access to transportation and social support. Identify local and national resources to address lack of transportation.    Learn more about Context Clues: Using Social Determinants of Health (SDOH) to Enhance Treatment

Watch the webinar. This presentation provides an orientation to Transportation and Social Support as Social Determinants of Health. You will: Discuss the effects of lack of reliable transportation and social support on health and healthcare utilization. Identify two screening tools to assess for access to transportation and social support. Identify local and national resources to address lack of transportation.   Watch corresponding presentation Internet Access  Learn more about Context Clues: Using Social Determinants of Health (SDOH) to Enhance Treatment  

Watch the webinar. This presentation provides an orientation to Internet as a Social Determinant of Health. You will: Learn how internet access is related to physical and mental health Learn how to assess for internet access and problems related to health literacy Learn how to adjust communication to address low levels of health literacy   Watch corresponding presentation Transportation  Learn more about Context Clues: Using Social Determinants of Health (SDOH) to Enhance Treatment  

The Northeast and Caribbean Mental Health Technology Transfer Center (MHTTC) at Rutgers University will provide monthly webinars to support you in developing your school-based mental health services and supports. During these sessions, the MHTTC in collaboration with school mental health experts and New Jersey district exemplars will focus on the following core features of effective school mental health: Developing your Multi-Tiered Systems of Support Needs Assessment and Resource Mapping Establishing Universal Prevention Establishing Tiered Supports (Tier 2 & Tier 3) System Partners Risk Assessment Funding Comprehensive School-based Mental Health Staff Self-Care Intended Audience: The webinars are intended to help support school/district mental health teams that will develop and influence school mental health programming. This includes, but is not limited to: Administrators (school principals/vice-principals) School mental health professionals (e.g., school counselors, social workers, etc.) District Mental Health Director or Student Services Coordinator Community Behavioral Health Agencies

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The South Southwest MHTTC presents its newsletter for January 2022. This newsletter was originally sent to contacts on January 3, 2022.   If you are interested in joining our newsletter list, please email us at [email protected].

This webinar was originally recorded on December 14, 2021 as a part of the Creating Supportive Environments for LGBTQIA2+ Students and Staff in Schools webinar series. >> View Session IV Here << This webinar series brings professionals from the school mental health field to share knowledge, lived experiences, affirming practices and resources to create supportive spaces for the LGBTQIA2+ community in schools in our region. Sessions include content about understanding gender identity and language with a safe space to practice pronouns, exploring gender affirming support practices in schools for students, school communities, families and school staff as well as a session dedicated to a Q & A. NOTE: One of our panelists was unable to answer a question live. Please read their answer below. Key ways to change district policy: As educators, you have direct access to school administration and leadership. This access is crucial in advocating for a change in district or school policy. One way to advocate for a change in policy is to organize a group of like-minded educators to meet with your school’s leadership. Depending on your specific situation, you may be advocating for a change in anti-bullying policy, a change in curriculum priorities, or other relevant changes. Approaching your administration with a model policy around these topics, whether anti-bullying or curriculum, is an effective conversation-starter. Another key way to change district policy would be to advocate directly to the school board. Organizing a group of like-minded educators and possibly a group of parents who feel similarly could increase the likelihood of a successful ask to the school board. Depending on the school district, you may feel comfortable attending a school board meeting and speaking during the open mic portion, or perhaps you submit feedback to the school board via their website. Bringing statistics from this policy brief on safe schools for LGBTQ+ students may help your case. Reach out to GLSEN Austin if you would like to request a free training for your school/school district on LGBTQ-inclusive school policies. We are available for sessions up to 6 hours in length and have nationally-trained volunteers prepared to help in whatever area your school community requests. For more information reach out to: [email protected].

Recording of School Mental Health: Mindful Movement Series. This event took place on December 21, 2021. Mindful Movement is a 30 minute meditation space for individuals to ground themselves, release any built up tension, prepare for the week ahead, etc.. It will be led by Victoria Marie, Wáčhiŋhiŋ Máza Wíŋyaŋ (Iron Plume Woman) (https://indigenouslotus.com/about) and is for all school personnel to attend and benefit from. Questions? Please email [email protected]

Recording of School Mental Health: Mindful Movement Series. This event took place on December 21, 2021. Mindful Movement is a 30 minute meditation space for individuals to ground themselves, release any built up tension, prepare for the week ahead, etc.. It will be led by Victoria Marie, Wáčhiŋhiŋ Máza Wíŋyaŋ (Iron Plume Woman) (https://indigenouslotus.com/about) and is for all school personnel to attend and benefit from. Questions? Please email [email protected]

About this Resource:  Given the ever-expanding inclusion of the term “crisis” by entities describing offerings that do not truly function as no-wrong-door safety net services, we must define what crisis services are and what they are not. Crisis services are for anyone, anywhere and anytime. In addition to 911 calls and support, law enforcement, and fire & rescue, crisis services include crisis lines, mobile crisis teams, and crisis receiving and stabilization facilities. Leaders from Behavioral Health Link and the Georgia Crisis and Access Line discuss key components of SAMHSA's Crisis Now Model, implications of 988, and a "crisis now model" in action using Georgia as an example.  For additional information on crisis service availability in the Southeast and across the US, be sure to check out our related interactive data map: Suicide and Crisis Services Access.   .