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This fact sheet briefly covers the peer support services and peer credentialing processes available in South Carolina.

Original Webinar Date: 05/18/2020 Leadership during change is, at best, a constant learning and adapting process. It requires leaders to reflect and learn about existing challenges; find solutions collaboratively with other leaders and team members; and determine new solutions, recognizing that finding solutions is an iterative process. In times of chaos and turbulence, the work of leading through change is further buffeted by the unpredictability and severity of the challenges being confronted. At times like this, leaders need different strategies to continue to “weather the storm” and lead effectively. This presentation recording explores these new strategies, including foresight thinking, foresight planning, and ongoing communications at all levels. This training is offered to mental health leadership (e.g., agency executives, program directors, frontline managers).   About the Facilitator: Dr. Suganya Sockalingam is a Founding Partner at Change Matrix, LLC, which supports agencies in addressing diversity, cultural competence, and cross-cultural communication as well as leadership, collaboration, and conflict management. Dr. Sockalingam focuses on supporting individuals, organizations, and systems to motivate, manage, and measure systems change. Currently, she serves as a training and technical assistance provider for several national technical assistance centers, and for other federal, national, state, territorial, and community agencies. She earned her doctorate at Washington State University and has worked in many capacities in public and behavioral health, both nationally and internationally, for over 25 years.

Original Webinar Date: 05/13/2020 Implicit bias refers to the attitudes or stereotypes that affect our understanding, actions, and decisions in an unconscious manner. Everyone has them, and becoming mindful of how implicit and explicit biases impact our work with others is important. Implicit biases can lead to unfair differences in the expectations we hold for those we serve, how we interact with them, and the learning opportunities we provide. This webinar recording is part of a four-part series that explores the dynamics of implicit bias and its impact on our work in mental health. Starting with the individual, this webinar challenges you to reflect on your own implicit biases and learn ways to become self-aware regarding your own biases and microaggressions. Additional sessions in this series focus on relationships with clients, organizational culture and climate, and engagement with communities.   Viewers will be able to: Develop a shared understanding of implicit bias. Experientially grapple with the concepts of prejudice, bias, stereotypes, and attitudes. Recognize the role bias plays in responding to the mental health concerns. Learn ways to become self-aware regarding their own biases.       About the Facilitators: Dr. Rachele Espiritu is the co-director of SAMHSA's Pacific Southwest Mental Health Technology Transfer Center (Hawaii, California, Arizona, Nevada, and the Pacific Islands). Dr. Espiritu provides training, technical assistance, and capacity building at the local, territory, tribal, state, and national level in multiple systems, including mental health, substance use, public health, and education. She is a founding partner with Change Matrix LLC, a minority- and women-owned small business that motivates, manages and measures change to support systems that improve lives. She is a former School Board Member of Denver Public Schools (DPS), where she provided direction and leadership for Whole Child efforts and successfully passed a resolution for DPS to become a trauma-informed school district.   Kaitlin E. Ferrick, J.D. is a Knowledge Transfer Specialist with the Pacific Southwest MHTTC and a Change Specialist with Change Matrix. Ms. Ferrick’s work focuses on driving equitable outcomes for children and families through strategic, cross-sector systems change. Previously, Ms. Ferrick was the Head Start State Collaboration Office Director at the Michigan Department of Education where she worked to improve collaboration between the federal Head Start and state early childhood systems. Ms. Ferrick attended law school at the University of Wisconsin, where she participated in the Innocence Project and assisted an array of indigent clients with their legal matters. She also taught in Los Angeles County Head Start classrooms as a Teach for America corps member.   Dr. Suganya Sockalingam is a Founding Partner at Change Matrix, LLC, which supports agencies in addressing diversity, cultural competence, and cross-cultural communication as well as leadership, collaboration, and conflict management. Dr. Sockalingam focuses on supporting individuals, organizations, and systems to motivate, manage, and measure systems change. Currently, she serves as a training and technical assistance provider for several national technical assistance centers, and for other federal, national, state, territorial, and community agencies. She earned her doctorate at Washington State University and has worked in many capacities in public and behavioral health, both nationally and internationally, for over 25 years.

Original Webinar Date: 02/20/2020 As our population becomes increasingly diverse, mental health organizations and providers see the value of employing diverse staff that reflect the people they serve. The Pacific Southwest MHTTC has developed a self-assessment instrument to help mental health organizations identify and implement workforce diversity strategies in six critical areas. This presentation recording highlights the importance of increasing workforce diversity for achieving health equity. Presenters briefly outline the purpose of the six areas in strengthening workforce diversity. Then participants had the opportunity to complete the tool and explore the different aspects of each area. This recording is geared towards those in mental health organizations who are interested in assessing the importance of a culturally responsive workforce and taking action.   Viewers will: Explore the importance and benefits of a diverse workforce in effectively addressing mental health disparities for community populations. Describe the critical components needed to assess the successes and challenges for mental health organizations in building a diverse workforce. Identify how your organization is doing in each area and overall to identify areas of focus. Identify action steps to address areas where organizations are more limited and incorporate these action steps into an existing organizational plan (e.g., strategic, cultural competency, or diversity plan).

This webinar focuses on important points to consider when hiring or contracting with youth peer support specialists. This includes the pros and cons of partnering with an outside agency, conducting internal hires, considering full or part-time positions, recommended policies and procedures, etc. The webinar is hosted by Maria Hermsen-Kritz and Caitlin Baird, two experienced youth peer support specialists and supervisors.   Resources Slides available for download here Assessment of Youth / Young Adult Voice at the Agency Level (Y-VAL)   Trainers: Caitlin Baird Caitlin Baird is a Project Manager and Trainer with Pathways RTC at Portland State University. Caitlin has experience working directly with transition-aged youth and young adults as a peer support specialist and as a supervisor for peer support specialists in wraparound and other mental health settings.       Maria Hermsen-Kritz Maria Hermsen-Kritz is a Research Assistant with Pathways RTC at Portland State University. She has experience providing peer support for transition-aged youth,supervising youth peer support specialists,and managing a youth drop-in center program.      

This fact sheet explains the differences between mental health disparities and mental health inequities, and explores how things like structural racism and inequality contribute to mental health inequities.

This brief report begins with an overview of mental health workforce challenges in the region. It then offers strategies for workforce recruitment and retention, as well as shares Region IV resources for mental health professionals.

This fact sheet briefly covers the peer support services and accreditation process available in North Carolina.

This fact sheet briefly covers the peer support services and accreditation processes available in Tennessee.

This fact sheet provides an overview of how peer support and recovery specialists can maintain a connection with their clients, even during COVID-19. The difference between "social distancing" and "physical distancing" is explained, and peers are provided with important technological and social considerations that will be helpful as they seek to continue their services during the pandemic.

The Northwest Mental Health Technology Transfer Center and the Northwest PBIS Network are collaborating to bring you a FREE, 4-part webinar series presented by WellEducator, LLC.    The Educator Wellness Webinar Series is 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 WEBINAR: Compassion is how you respond in the face of someone’s suffering, including your own. Educators can experience compassion fatigue as they care for students experiencing difficulties expressing their emotions in healthy and productive ways. Compassion fatigue can affect school communities and cause friction between staff and students, amongst colleagues and between staff and administration. Building compassion takes practice and can lead to many positive benefits including stronger communities. In this webinar, participants will learn the benefits of a practice of mindful compassion on wellbeing, how to practice mindful compassion to cultivate strong school communities, and how to practice self-compassion to enhance resiliency and combat compassion fatigue. Webinar Objectives: Identify the benefits of a practice of mindful compassion and self-compassion on the wellbeing of self and school community. Learn 3 self-compassion exercises to enhance personal wellbeing. Learn 3 mindful compassion exercises to build a strong, compassionate school community.   >> Guided Notes PDF >> Click "View Resource" above to access the recording   ABOUT THE 4-PART SERIES: At WellEducator we wholeheartedly believe that nurturing others begins by nurturing oneself. This Educator Wellness Series is designed for you, the educator, to take a break from what can feel like an overwhelming hustle to prepare, deliver, and support your students and focus on your own wellbeing. We also believe EVERY educator is doing the best they can, and there is always room for growth and development. We designed this 4 Session Series to support you in tapping into your resiliency skills, increasing your self-compassion, creating self-care routines, building a practice of gratitude and appreciation and celebrating - even those small successes - to support your wellbeing. We know you are showing up for your students, that’s what you do! It’s time to take a time out just for you!   >> Learn more and register for upcoming Educator Wellness Webinars here.    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.

April 2020 issue of the Great Lakes Current, with a special focus on responding to COVID-19.  Includes links to resources and information produced by the Great Lakes ATTC, MHTTC, and PTTC, as well as the other TTC programs across the country. 

This presentation by Sheila Weix, MSN, RN, CARN was recorded on April 1, 2020 and is a follow-up to her PART 1 presentation released on March 20, 2020. Viewers will be provided with updated information on the ever-changing challenges facing healthcare providers under the restrictions of the COVID-19 pandemic, as well as best practices for reducing exposure risks, maximizing limited resources, and safely managing treatment during this difficult time.   Transcript

Providing SUD services during a pandemic requires a mix of disaster preparedness, safety precautions, telehealth, and ethics. During her tenure as a leader in SUD treatment, Sheila Weix has been involved with emergencies related to the HIV epidemic, 9/11, and the 2008 economic collapse. She is currently applying this experience in an outpatient treatment service that includes medication-assisted treatment in rural Wisconsin during the COVID19 pandemic. Webinar participants will learn about: Safety precautions How to move all services to telehealth Reimbursement contingencies Leadership actions underway to address this rapidly changing situation    Transcript

Trauma-informed care is a belief system that can be adopted by ourselves and our community partners which empowers every member involved to thrive. Becoming trauma informed is oftentimes a non-linear process that consists of four distinct phases and uses six guiding principles. In this webinar we will explore those phases and principles, how they relate to the parallel process, and why trauma-informed care is imperative to our peers, our organizations, our community partners, and ourselves. Resources and References Slides available for download here References and additional resources cited in this presentation are available here   Speaker Kristin Griffey, PSS, PWS, CRM Kristin Griffey, PSS, PWS, CRM is a trauma-informed care specialist as well as a community and workplace traumatologist and compassion fatigue specialist. Empowering others in the wake of trauma and/or severe life stressors is one of Kristin's greatest joys. A mother, a friend, and a fierce advocate, Kristin roots her lived experience in Portland, Oregon. She believes deeply in trauma-informed care and providing space for those who may be struggling with compassion fatigue.

The fact sheet provides a brief overview of the peer support services and credentialing process available in Alabama.

This fact sheet provides an overview of the peer support services and credentialing available in Kentucky.

Prepared by Maria Hermsen-Kritz, Research and Training Center for Pathways to Positive Futures  Peer support is fast emerging as a promising and widely endorsed addition to the array of mental health services available to young people experiencing serious mental health conditions. This practice brief offers strategies for supporting youth peer support specialists and addressing common challenges they face. This brief was prepared in collaboration with the Research and Training Center for Pathways to Positive Futures, Portland State University and supported by grant SM 08171 from the Department of Health and Human Services, Substance Abuse and Mental Health Services Administration.

Executive Summary: Mental Health Training and Technical Assistance Needs among Probation and Parole Officers This is an executive summary of the larger report: Mental Health Training and Technical Assistance Needs: Findings, Implications, and Summary of a Survey of Probation and Parole Officers in Region 8.   The Mountain Plains Mental Health and Technology Transfer Center (MHTTC) team, in partnership with the Substance Abuse and Mental Health Services Administration, and state probation and parole offices, conducted an electronic survey in November and December 2019. The survey was distributed electronically to probation and parole officers in all six states located in the United States Department of Health & Human Services Region 8 in order to identify specific mental health training needs. Results will assist the Mountain Plains MHTTC staff to better serve correctional officers and stakeholders throughout the region. Additionally, the survey results will inform the development of new products, training materials, and technical assistance requests. This work includes expanding collaborations with entities serving probation and parole staff to address the training needs described. Authors Shawnda Schroeder Thomasine Heitkamp Desirae Martinefski

This fact sheet provides a brief overview of the peer support services that are available in the state of Georgia, including the history of peers and the certification process for peers in the state.

This fact sheet provides a brief overview of the peer support services available in Florida, including how to become certified within the state.

The Pacific Southwest MHTTC School Mental Health Monthly shares resources, events, and insights to support school leadership, educators, and staff throughout HHS Region 9.

The Pacific Southwest MHTTC Monthly Bulletin provides resources, events, and news that are relevant to the diverse mental health workforce in HHS Region 9. Each Monthly Bulletin includes a spotlight section on youth and young adult mental health, our national area of focus.

More agencies are seeing the benefits of the youth peer support specialist role, and are working hard to integrate this role within their mental health services. One challenge that many agencies have is mitigating the high level of burnout for youth peer support specialists while growing the workforce within their organization and/or community. In this webinar, two experienced youth peer support specialists (and youth peer support specialist supervisors) discuss concrete strategies for retaining and growing the youth peer support workforce. Resources Slides available for download here.   Trainers Caitlin Baird Caitlin Baird is a Project Manager and Trainer with Pathways RTC at Portland State University. Caitlin has experience working directly with transition-aged youth and young adults as a peer support specialist and as a supervisor for peer support specialists in wraparound and other mental health settings.       Maria Hermsen-Kritz Maria Hermsen-Kritz is a Research Assistant with Pathways RTC at Portland State University. She has experience providing peer support for transition-aged youth,supervising youth peer support specialists,and managing a youth drop-in center program.