Products and Resources Catalog

View Session Recording The COVID-19 pandemic forced many mental health organizations to rapidly modify services that are typically provided in-person to remote delivery via telehealth. Now as social distancing restrictions are lifted, you have to decide how your services will look going forward. This series of 6 sessions will help you think about how telebehavioral health services could continue to be utilized, how to think about investing for telebehavioral health, and what you need to do now for long-term success.   Session Objectives: Why Prepare your company Prepare your staff How to be agile Prepare your workflows Prepare your data Security considerations Scale and optimize

View Session Recording The COVID-19 pandemic forced many mental health organizations to rapidly modify services that are typically provided in-person to remote delivery via telehealth. Now as social distancing restrictions are lifted, you have to decide how your services will look going forward. This series of 6 sessions will help you think about how telebehavioral health services could continue to be utilized, how to think about investing for telebehavioral health, and what you need to do now for long-term success.   Session Objectives: Why? Known issues with provider training Lessons learned Applying lessons learned

About this Resource:       Race-based health disparities have gained increased attention from health professionals, public health experts, and the public. Currently, there is momentum on addressing health inequities among Black, Indigenous, and People of Color (BIPOC). Within the movement to address health inequities, mental health must be prioritized. Opportunity barriers resulting from systemic, avoidable and unjust social and economic policies and practices impact an individual's ability to access needed mental health services. Similarly, mental health professionals often provide care, run clinical services, and design health policies without considering health inequities within their own system.  During this webinar, Dr. Holden reviews the needs of and equity barriers experienced by underserved and underrepresented populations in the Southeast. She discusses potential strategies to promote wellness, access to healing and resilience among ethnically and culturally diverse individuals.   About the Presenter:  Kisha B. Holden, PhD, MSCR, a psychologist, is the Poussaint-Satcher Endowed Chair in Mental Health and Associate Director of the Satcher Health Leadership Institute at Morehouse School of Medicine (MSM). Also at MSM, Dr. Holden is Professor and Director of Research & Scholarship for the Department of Psychiatry & Behavioral Sciences; and Professor in the Department of Community Health & Preventive Medicine. Dr. Holden has dedicated her career to encouraging mental health and well-being among ethnically and culturally diverse families through research, programmatic initiatives, and the development of innovative strategies for informing health policies. She has placed a special emphasis on addressing the needs of underserved and underrepresented populations that are often overlooked, yet prevail in contributing to the myriad of health disparities. She aims to: (1) promote excellence in community-based clinical and translational mental health research, (2) develop innovative programs that improve accessibility of individuals to comprehensive healthcare, and (3) develop culturally centered, gender specific, resilience based prevention and intervention models for individuals at risk for depression.   

Session recording for Session 1: The Future of Telebehavioral Health and Digital Mental Health Services

Recording for Session 2: The Evidence-Base for Telebehavioral Health and Digital Mental Health Services

Recording for Session 3: Return on Investment for Telebehavioral Health and Digital Mental Health Services

Recording for Session 4: Future Planning and Investment for Telebehavioral Health and Digital Mental Health Services

Recording for Session 5: What Behavioral Health and Digital Mental Health Infrastructure to Build Now and What Can Be Built Later

Recording for Session 6: Rollout Lessons: Recommendations for Training, Known Issues with Provider Training, and Lessons Learned

Thursday, August 19 3-4:30 ET . 2-3:30 CT . 1-2:30 MT . 12-1:30 PT . 11-12:30 AKT Learning Objectives: 1. Define Social Emotional Learning components 2. Identify ways to implement SEL in 2021-2022 3. Predict SEL in students after 2020-2021 school year Melody Redbird-Post, PhD, is an enrolled member of the Kiowa Tribe. She has a Doctorate in Instructional Leadership and Academic Curriculum, a Master’s in Education: Early Childhood Education, a Bachelor’s in Administrative Leadership, and a dissertation on Curriculum Development in Indigenous Early Childhood Language Immersion Programs. Dr. Redbird-Post has served in various capacities within the early care and education systems of Tribal communities including Child Care and Development Fund (CCDF) and Head Start programs, and she provides training and technical assistance as part of ICF’s Early Education Services. She brings 12+ years of experience in Tribal program administration, 14+ years of experience in implementing family engagement practices in Tribal programs, Tribal communities, early childhood and K-12 school settings and 15+ years of experience in Tribal education program implementation. She currently serves on the Anadarko Public Schools Indian Education Parent Committee and resides in Anadarko, Oklahoma with her husband, their five children and three dogs. Melissa Isaac is Anishinaabe. She is sturgeon clan and a citizen of the Saginaw Chippewa Indian Tribe of Michigan. Melissa is wife to Nathan Isaac and the mother of their four children. Melissa is the Director of Education for her Tribe’s education system. Melissa also serves as the Giigdokwe for the Confederation of Michigan Tribal Education Departments (CMTED). CMTED brings the educational leaders of the 12 federally recognized tribes in Michigan together to collaborate, share ideas and advocate for the Anishinaabek learners in the State of Michigan. They are actively involved in education reform with the Michigan Department of Education. Melissa was selected by Governor Gretchen Whitmer's administration to serve on both the Return to School Advisory Council which created the MI Safe Schools: Michigan’s 2020-21 Return to School Roadmap and the Student Recovery Advisory Council of Michigan which created the MI Blueprint for Comprehensive Student Recovery. David Sullivan (Kiowa-Choctaw) has served in education as a community leader, collective action network officer, federal consultant, community trainer, district administrator, world language teacher, student equity advocate, and systemic impact leader working for intercultural, intergenerational communication between parents, students, elders, community organizations and tribal governments for over 27 years. The focus of his work centers on systemic literacy, holistic thinking, systemic impact leadership, family/community strengthening, indigenous language revitalization and partnership formation. Mr. Sullivan has carried out this work in various capacities in Oklahoma and the nation through multiple grassroots community coalitions, the University of Oklahoma American Indian Institute, the Anadarko Public Schools and numerous partnership-based projects.

This event took place on June 9th, 2021. About our Speaker: Avis Garcia, PhD, NCC, LPC, LAT Avis Garcia is an enrolled member of the Northern Arapaho Tribe, and is affiliated with the Eastern Shoshone Tribes of the Wind River Reservation in Wyoming. Avis is a Licensed Professional Counselor and Addictions Therapist. Avis holds a doctorate in Counselor Education and Supervision who specializes in Addictions treatment and work with Native Americans. Avis works with individuals of all ages and does, individual, group, couples and family therapy. She specializes in the treatment of substance use disorders and trauma. Her therapeutic approach is to privilege Indigenous knowledge and draw on the strengths of individuals and families to promoting intergenerational healing, through research and clinical work.

In this 90-minute webinar recording, representatives from the LA County Department of Mental Health (LACDMH), the San Bernardino Department of Behavioral Health (SBC DBH), the California Mental Health Oversight and Accountability Commission (MHSOAC), and Third Sector share insights, tips, and lessons learned from California’s journey to build more outcomes-focused outpatient mental health services. Over the last four years, seven California counties and the MHSOAC have worked with Third Sector, a nonprofit advisory firm, to develop a more client-centered approach to serving California’s most vulnerable residents living with serious mental illness through Full Service Partnership (FSP) programs. In California, these FSP programs partner with individuals of all ages through a “whatever it takes” model of care to provide support on the path to wellness and recovery. Currently, over 60,000 individuals are enrolled in FSP programs across the state. The presentation includes insights from LACDMH’s outcomes-focused contracting transformation, SBC DBH’s data-driven approach to local service improvement, and the MHSOAC’s role in building more consistent and human-centered programs statewide. Participants who view the webinar recording can learn: • Foundations of an outcomes-focused approach to mental health • Strategies to navigate outcomes-focused contracting and build stakeholder buy-in across the county political and provider community • Actionable recommendations to build more outcomes-focused outpatient mental health services locally • Opportunities for state leaders to support and scale local innovations and outcomes-focused strategies

  The purpose of the sessions is to support tribal health care providers, and non-tribal health care providers who serve tribal people, in today’s critical environment. Trauma, stress, fear, and anxiety touches health care workers, just as it is felt by the patient or person you are helping. Longer hours and extra shifts, and the deep concern for family and patients, can weigh heavy on us as we continue to do our jobs. Our goal is to continue the supportive environment we enjoyed last month; where we remembered our strengths and learned new ways to renew during the most stressful of times, enriched by a series of Native music videos.   To watch the recording, click here.   Other resources: Nakoa Heavy Runner - Warriors Prayer  Twin Flames - Human Tunchai Redvers - "You Matter" Spoken Word Poem 9 Terms to Avoid in Communications with Indigenous Peoples  

During the 2020-2021 school year and Year 3 of the Childhood-Trauma Learning Collaborative (C-TLC) Fellowship Program, Fellows demonstrated tremendous resilience, compassion, and creativity in their response to the challenges of the COVID-19 pandemic. Review results of the C-TLC's 2020-2021 Survey of Fellows Report—a compiled analysis of responses from our 24 Fellows to our 12-item survey and information collected through individual phone conversations with each Fellow. Our evaluation efforts are designed to help us assess Fellows' progress in implementing compassionate school practices and to learn their level of satisfaction and any improvements that could be made to the program for Year 4.

About this Resource:       Self-care is an important part of life for many peer specialists. What that looks like will vary from peer specialist to peer specialist (just as it differs from person to person). Learning from a peer specialist what self-care looks like for them is important in establishing and managing expectations for the peer specialist, their supervisor, and their organization. Serving as an accompaniment to the Peer Workforce Well-Being on-demand recording, this infographic reviews challenges to and strategies for supporting and enhancing peer workforce well-being. 

Download the slides. This presentation provides an orientation to Z-codes and how they are utilized in primary care settings to improve care. You will:​ Learn what Z-codes are​ Learn how Z-codes are predictive of health status​ Learn to utilize Z-codes to track, report, and make referrals to address social determinants of health   Watch corresponding presentation Food Insecurity  Learn more about Context Clues: Using Social Determinants of Health (SDOH) to Enhance Treatment

Download the slides. This presentation will introduce food insecurity. You will learn: Food insecurity's impact on health How to identify food insecurity How to address food insecurity   Watch corresponding presentation Orientation to Z Codes  Learn more about Context Clues: Using Social Determinants of Health (SDOH) to Enhance Treatment

Watch the webinar. This presentation provides an orientation to Z-codes and how they are utilized in primary care settings to improve care. You will:​ Learn what Z-codes are​ Learn how Z-codes are predictive of health status​ Learn to utilize Z-codes to track, report, and make referrals to address social determinants of health    Learn more about Context Clues: Using Social Determinants of Health (SDOH) to Enhance Treatment

Watch the webinar. This presentation will introduce food insecurity. You will learn: Food insecurity's impact on health How to identify food insecurity How to address food insecurity    Learn more about Context Clues: Using Social Determinants of Health (SDOH) to Enhance Treatment

Thursday, August 19 3-4:30 ET . 2-3:30 CT . 1-2:30 MT . 12-1:30 PT . 11-12:30 AKT Learning Objectives: 1. Define Social Emotional Learning components 2. Identify ways to implement SEL in 2021-2022 3. Predict SEL in students after 2020-2021 school year Melody Redbird-Post, PhD, is an enrolled member of the Kiowa Tribe. She has a Doctorate in Instructional Leadership and Academic Curriculum, a Master’s in Education: Early Childhood Education, a Bachelor’s in Administrative Leadership, and a dissertation on Curriculum Development in Indigenous Early Childhood Language Immersion Programs. Dr. Redbird-Post has served in various capacities within the early care and education systems of Tribal communities including Child Care and Development Fund (CCDF) and Head Start programs, and she provides training and technical assistance as part of ICF’s Early Education Services. She brings 12+ years of experience in Tribal program administration, 14+ years of experience in implementing family engagement practices in Tribal programs, Tribal communities, early childhood and K-12 school settings and 15+ years of experience in Tribal education program implementation. She currently serves on the Anadarko Public Schools Indian Education Parent Committee and resides in Anadarko, Oklahoma with her husband, their five children and three dogs. Melissa Isaac is Anishinaabe. She is sturgeon clan and a citizen of the Saginaw Chippewa Indian Tribe of Michigan. Melissa is wife to Nathan Isaac and the mother of their four children. Melissa is the Director of Education for her Tribe’s education system. Melissa also serves as the Giigdokwe for the Confederation of Michigan Tribal Education Departments (CMTED). CMTED brings the educational leaders of the 12 federally recognized tribes in Michigan together to collaborate, share ideas and advocate for the Anishinaabek learners in the State of Michigan. They are actively involved in education reform with the Michigan Department of Education. Melissa was selected by Governor Gretchen Whitmer's administration to serve on both the Return to School Advisory Council which created the MI Safe Schools: Michigan’s 2020-21 Return to School Roadmap and the Student Recovery Advisory Council of Michigan which created the MI Blueprint for Comprehensive Student Recovery. David Sullivan (Kiowa-Choctaw) has served in education as a community leader, collective action network officer, federal consultant, community trainer, district administrator, world language teacher, student equity advocate, and systemic impact leader working for intercultural, intergenerational communication between parents, students, elders, community organizations and tribal governments for over 27 years. The focus of his work centers on systemic literacy, holistic thinking, systemic impact leadership, family/community strengthening, indigenous language revitalization and partnership formation. Mr. Sullivan has carried out this work in various capacities in Oklahoma and the nation through multiple grassroots community coalitions, the University of Oklahoma American Indian Institute, the Anadarko Public Schools and numerous partnership-based projects.

Recording of School Mental Health: Mindful Movement Series. This event took place on August 17th, 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.

The Great Lakes Wave podcast channel is available on all of the top podcasting platforms, including Anchor,  Apple Podcasts, Spotify, Google Podcasts, and Breaker.  New episodes and podcast series are added regularly!  

Communities contain many solutions to their own mental health needs and already have many techniques to encourage resilience and wellness. In this conversation, we'll talk about ways that families can engage in community wellness. We'll also give families strategies for partnering with schools to improve community wellness.   To watch the recording, click here. 

  Making the Case for Trauma-Informed Practices in Schools - Workshop Wednesday Session Access slide deck with the green download button above Click here to watch the recording   Session Description Talking about trauma in a school setting can be difficult. There may be resistance from the school or district administration. It may bring up past feelings or memories of one's own trauma history. There are many factors to plan for and address when providing training on trauma-informed practices (TIP) in your school or community. This training provided strategies for talking about trauma in schools, tips for self-regulation and self-care for trainers, and needs assessment tools to determine the most important topics to focus on. In addition, the trainer shared implementation guidance for structuring and developing effective TIP training in your school.    Participants can expect to:   Strengthen their understanding of trauma and how it impacts the classroom.  Gain strategies for managing the impact of trauma in the classroom.  Discuss implementing needs assessments to effectively design TIP training in your school.    Trainer Stefanie Winfield, MSW Stefanie Winfield is the School Mental Health Coordinator for the Mountain Plains MHTTC and a Research and Technical Assistance Associate with the WICHE Behavioral Health Program. As the school mental health lead, her work focuses on providing intensive technical assistance and training to educators, teachers administrators and all school staff on ways to improve and enhance school mental health. Stefanie has extensive experience working in schools promoting youth sexual health, conflict and anger management, behavioral health education, and school-based health care. With over 20 years of experience working with nonprofits and community organizations, Stefanie has done everything from grant management and implementation, to program and outcome evaluation, training and facilitation.