Products and Resources Catalog

  The Great Lakes A/MH/PTTC is offering this training for individuals working in HHS Region 5: IL, IN, MI, MN, OH, WI. This training is being provided in response to a need identified by Region 5 stakeholders. Student mental health support staff have been put in a uniquely difficult position as a result of COVID-19. Many experienced unprecedented professional challenges as they made contact with students and families, navigated unfamiliar technology, and helped their colleagues and students cope. Simultaneously, mental health professionals themselves may have experienced stress related to personal difficulties brought on by health risk or illness, loss of social connection, or competing demands of friends or family. For some, grief and traumatic stress are significant. Mental health professionals are likely to see continued high levels of stress, anxiety and depression in students and staff when school resumes in the fall. TRAILS (Transforming Research in Action to Improve the Lives of Students) will present evidence-based strategies that participants can utilize to support both their own self-care as well as the mental health and wellness of their students and fellow staff members.   LEARNING OBJECTIVES · Evidence-based self-care strategies to cope with challenging times both present and future · Caring for others in a time of crisis: Collective and vicarious trauma · Practicing what we preach: The importance of our own self-care      PRESENTER   Natalie Rodriguez-Quintana is a postdoctoral research fellow at the University of Michigan’s Department of Psychiatry working with the TRAILS (Transforming Research into Action to Improve the Lives of Students) program. Natalie’s research is focused on improving access and delivery of effective mental health services for youth.  Natalie’s clinical expertise is in the treatment of depression and anxiety across the lifespan using cognitive behavioral therapy. She has worked as a trainer, coach, and consultant in a variety of settings          

  The Great Lakes A/MH/PTTC is offering this training for individuals working in HHS Region 5: IL, IN, MI, MN, OH, WI. This training is being provided in response to a need identified by Region 5 stakeholders. TRAILS (Transforming Research into Action to Improve the Lives of Students) is working to make effective mental health services accessible to all students with school-based solutions that are cost-effective and sustainable. Through training and ongoing support, TRAILS partners with schools to implement school-appropriate mental health programs grounded in cognitive behavioral and mindfulness practices -- techniques proven to promote students’ social and emotional competencies and reduce symptoms of anxiety and depression. Topics to be discussed include: ● Brief program history ● Multi-tiered approach to reach all students ● The TRAILS sustainability model: training + resources + support ● TRAILS replication and national scaling     LEARNING OBJECTIVES   Participants will learn how TRAILS programming can foster mental health awareness for all students, improve equity in mental health and healthcare access, and help schools more efficiently identify needing additional support and connect them to appropriate services.   PRESENTER   Elizabeth Koschmann, PhD, is a faculty member in the U-M Department of Psychiatry and the Director of TRAILS (Transforming Research into Action to Improve the Lives of Students) – a program that works to implement evidence-based mental health practices to K-12 schools. Elizabeth’s research is focused on identification of ways to improve community access to effective mental health care, particularly by training school professionals in best practices. Elizabeth’s area of clinical expertise is in the treatment of depression, anxiety, and PTSD in children and adolescents using cognitive behavioral therapy and mindfulness practices. She has worked extensively as a trainer and consultant for a variety of academic and community-based audiences, including providers working primarily with youth in foster care; and is a lead investigator on a number of state and federal research grants evaluating mental health implementation models.          

>>> Click on the blue 'View Resource' button to access <<< The Northwest MHTTC School Mental Health Supplement is honored to provide this series for our Region 10 (AK, ID, OR, WA) BIPOC School Mental Health Providers.  We have centered the needs, voices, and lived experiences of BIPOC School Mental Health providers through these conversations and materials. We welcome non-BIPOC providers to lean in, listen, and learn how to support our BIPOC colleagues.  This video is the second interactive workbook in the series. A flipbook version of the interactive workbook for this session can be found HERE. Additional Anchored in Our Roots materials can be found HERE.  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.

    Explore all the Adult Resilience Curriculum for Health Professionals modules: ARC for Health Professionals   You might like: ARC for Educators Professional Well-Being                

    Explore all the Adult Resilience Curriculum for Health Professionals modules: ARC for Health Professionals   You might like: ARC for Educators Professional Well-Being            

    Explore all the Adult Resilience Curriculum for Health Professionals modules: ARC for Health Professionals   You might like: ARC for Educators Professional Well-Being      

This session was part of the Southeast MHTTC series: Creating Cultures of Staff Wellness & Care for our Schools & Community Partners. You can learn more about the series HERE. Part Three: Creating Intentional Cultures of Wellness and Care Where Staff Can Thrive outlined an imperative for leadership to create workplaces where employees have a chance at being healthy,  and where they are safe from the physical and emotional damage associated with chronic stress and lack of social support. We shared research on best practices and real world examples of systems and policies that promote staff wellness so that the campus environment is supportive for all. Access slide deck here.

View Session Recording Session 1: The Future of Telebehavioral Health and Digital Mental Health Services 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.

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

ABOUT THIS RESOURCE This month, Northwest MHTTC features a variety of resources designed to support providers who treat patients with substance use disorders or who are at-risk of overdose. Keep reading to learn about our upcoming events, special events with the MHTTC Network, and newly published products.   Terms of use and Substance Abuse and Mental Health Services Administration (SAMHSA) disclosure statement.

ABOUT THIS RESOURCE For the final installment, Aleks Martin reviews each of the topics from her previous webinars, from the midst of the pandemic and to where we are now. Participants from previous webinars will have an opportunity to check-in on what worked or didn't work for them, and how these skill sets help them in ensuring "provider well-being" moves forward into the future. The Northwest MHTTC is excited to collaborate with Aleks Martin, MSW, LSWAIC, SUDP, to deliver a webinar and podcast series as part of our support for provider well-being. Find out more about the series here. ADDITIONAL RESOURCES Our facilitators always make reference to great resources during sessions.  Find their lists below.  Presentation Slides Prior Session Recordings: Session 1: Self-Care Support for Providers Session 2: Mindfulness Practice for Providers Session 3: Mental Wellness vs. Mental Illness Session 4: Impostor Syndrome: Am I Good Enough? Session 5: Stigma, Shame, and Self Session 6: Diversity & Difference Session 7: Fostering Resilience, Avoiding Burnout FACILITATOR Aleks Martin, MSW, LSWAIC, SUDP Aleks Martin (S/he pronouns, but they is ok) has been in the health and social service field for over 20 years. Aleks was drawn to the LGBTQI2+ community in their mid-twenties working for a national HIV-prevention study with youth called, Young Asian Men’s Study (YAMS). This exposed them to the great work of HIV workers from other organizations and how community-based programs are critical in reaching out to the most vulnerable populations. During this time, they worked as a Disease Intervention Specialist with Public Health - Seattle & King County for 7 years, including working on the pilot study for the Rapid HIV Test Kit (then a 20-minute test). A big portion of their professional career was spent at Seattle Counseling Service, a behavioral health agency for the LGBTQ community. From 2003 to 2019, Aleks started as Database Manager, Health Educator, Program Coordinator to Chemical Dependency Counselor and Addictions Program Supervisor. This was the safe space where their yearning for higher education was cultivated so they could serve their community further. As a graduate of the University of Washington’s School of Social Work - Masters Program, Aleks developed their skills as a mental health clinician and social justice advocate. Aleks’ perspectives where shifted and allowed them to have a wider lens for diversity, inclusion and equity. Aleks was inspired to start a private practice to address the special needs of the LGBTQI2+ and BBIPOC (Black, Brown, Indigenous and People of Color), particularly Queer and Trans Asian and Pacific Islander people dealing with unique and special issues that intersect with race/culture and gender/sexuality like coming out, spiritual conflicts, cultural dissonance, gender transition, social navigation at work and other environments, interpersonal relationships from intimacy to friendships, understanding relationships with non-LGBTQI2+ partner(s), and so on. Contact Aleks Martin 206-886-2627 [email protected] www.aleksmartinclinicalservices.com Terms of use and Substance Abuse and Mental Health Services Administration (SAMHSA) disclosure statement

  Best Practices and Helpful Considerations for Responding to Traumatic Stress in Schools for School Staff; HHS Region 8 Access slide deck with green download button above Click here to watch the recording   Trauma can result in immediate emotional and behavioral concerns, adversely impacting both staff and student mental health and the learning environment. The pandemic has added to these stress responses, with traumatic stressors including loss of loved ones, familial financial losses, isolation, loss of stability, perception of danger, and fear of the unknown. This training addressed the adverse impact of traumatic stress on staff, including best practices and helpful considerations for use when responding to traumatic stress in schools. This training is for administrators, teachers, and support providers.    After attending this session, participants can expect to:   Increase their knowledge of the impact of traumatic stress.  Identify potential triggers and behaviors signaling traumatic stress.  Learn tips to manage and support behaviors at an individual and school-wide level.    Trainer  Erin Briley, MS, NCSP  Erin Briley is a Technical Trainer for the Mountain Plains MHTTC and works for WICHE’s Behavioral Health Program as a Research and Technical Assistant Associate. Ms. Briley’s primary role with the WICHE Behavioral Health Program involves assisting the creation and implementation of Psychology Internship Consortiums in rural western states and providing training and supports for school behavioral health. Ms. Briley has worked in schools for 20 years, serving primarily as a school psychologist and providing educational and behavioral health support for children ages 3 through 22. Erin earned her Bachelor’s in Human Development and Family Studies at Colorado State University, her Master’s in Counseling/School Psychology, and a Certificate in Applied Behavior Analysis at California State University Los Angeles. She is currently earning her PhD (ABD) in Clinical Psychology.    

  Transition to Middle School - Best Practices; HHS Region 8 Access slide deck by clicking DOWNLOAD above CLICK HERE to watch the recording   Current literature indicates mental health challenges are increasingly prevalent among children and adolescents, with 15% of all individuals experiencing a mental health disorder before the age of 18. Adolescence is a period of time which presents an influx of change and stress to the person; putting the individual at heightened risk of experiencing mental health challenges such as depression or anxiety. Particularly challenging is the academic transition between elementary and middle school which presents increased social, academic, and environmental demands. This presentation provides an overview of challenges experienced by adolescents and best practices to address these challenges during the transition from elementary to middle school. Specifically, detailed information will be provided about middle school advisory as a tool for addressing social and emotional challenges of middle school students.     Attendee learning objectives:   Identify common challenges and needs of adolescent youth transitioning to middle school Identify best practices for addressing adolescent youth transitioning to middle school Describe advisory as a best practice Identify 1-2 strategies for implementing successful advisory programs   Download the free resource, "Facilitating Successful Transition to Middle School: Implementing Effective Advisories."   Trainers Taylor Anderson, MOT Emily Annen, MOT Seira Dick, MOT Sarah Nielsen, PhD, OTR/L, FAOTA

Recording of School Mental Health: Mindful Movement Series. This event took place on August 10th, 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 sessions will be recorded and can later be used for teachers to use as a resource whenever needed.

This 12 hour course offers recommendations to cultivate a compassionate school community that will buffer against the negative effects of trauma, build resilience for all students, and provide stress-relief and enhanced well-being for teachers and other school personnel as well as students. Participants will learn how to implement the Compassionate School Mental Health model being used to enhance services to schools and districts in the New England Mental Health Technology Transfer Center's Childhood Trauma-Learning Collaborative. Learn about the neurobiology of trauma and toxic stress, how it affects staff and student well-being, and best practices for preventing, responding to, and alleviating the effects of trauma. Get guidance on developing a vision to transform into a compassionate school community that includes the voices of many stakeholders. Gain an understanding of how a compassionate school mental health support system can help schools create systems, policies, and protocols to prevent, address, and recover from tragedies and crises including staff or student suicide, school violence, natural disasters, and global pandemics. All of these activities, including case studies, will allow for knowledge application and prepare participants to consider implications for schoolwide implementation.   This course was developed by the New England Mental Health Technology Transfer Center with funding by the Substance Abuse and Mental Health Services Administration (SAMHSA).   12-hour CEs available

This resource reviews signs that signal a student is in distress and provides relevant intervention strategies that educators and school staff can implement. Additional considerations for supporting students in elementary settings and secondary settings are included for each domain. To learn more about Classroom WISE, visit www.classroomwise.org.

This series, Communicating About School Mental Health, provided state and local education agencies with information about how to most effectively communicate about school mental health to audiences who may not have a background in education or mental health. It provided strategies and tools that help navigate pitfalls and craft messaging likely to raise awareness, increase engagement, and convey the value of improving student wellness. You can learn more about the series HERE. Making Sense of School Mental Health: A New Graphic Tool on the Role of Teachers provided recommendations on how to translate complex concepts about children’s mental health and school mental health into visual aides to enhance understanding. In this session, we provided a new graphic tool designed to help you communicate with teachers about their role and the role of other adults on campus in supporting school mental health. Participants will be able to access and implement the graphic tool with a full suite of support tools. Download the presentation slides here

Welcome to the seven-module series, Listening to Scientists and our Grandmothers: Taking Care of Human Beings. The series is part of a larger project titled, Creating Cultures of Staff Wellness and Care for our Schools and Community Partners. The videos in the series may be used selectively as independent learning modules in any sequence, or as a cohesive set. Learn more about the series at this link There are seven evidence-based self-care strategies currently most recommended to mitigate the impacts of stress. Each of these reduces stress hormones, enhances neuroplasticity, and reduces inflammation....which all play important roles in counteracting the body’s stress response, and improving health and well-being. In this module, we focus on the practice of mindfulness. We’re hopeful that after watching this video you will: Better understand how mindfulness impacts the brain and body. Recognize strategies to support self and colleagues in quieting the mind. Consider how caring for human needs can help buffer stress from impacting health.

Welcome to the seven-module series, Listening to Scientists and our Grandmothers: Taking Care of Human Beings. The series is part of a larger project titled, Creating Cultures of Staff Wellness and Care for our Schools and Community Partners. The videos in the series may be used selectively as independent learning modules in any sequence, or as a cohesive set. Learn more about the series at this link There are seven evidence-based self-care strategies currently most recommended to mitigate the impacts of stress. Each of these reduces stress hormones, enhances neuroplasticity, and reduces inflammation....which all play important roles in counteracting the body’s stress response, and improving health and well-being. In this module, we focus on the practice of quality sleep. We’re hopeful that after watching this video you will: Better understand how sleep supports the brain. Choose strategies to support self and colleagues in prioritizing quality sleep. Consider how caring for human needs can help buffer stress from impacting health.

Welcome to the seven-module series, Listening to Scientists and our Grandmothers: Taking Care of Human Beings. The series is part of a larger project titled, Creating Cultures of Staff Wellness and Care for our Schools and Community Partners. The videos in the series may be used selectively as independent learning modules in any sequence, or as a cohesive set. Learn more about the series at this link There are seven evidence-based self-care strategies currently most recommended to mitigate the impacts of stress. Each of these reduces stress hormones, enhances neuroplasticity, and reduces inflammation....which all play important roles in counteracting the body’s stress response, and improving health and well-being. In this module, we focus on the practice of supportive relationships. We’re hopeful that after watching this video you will: Better understand how supportive relationships support our wellness. Choose strategies to strengthen connections at work and outside the workplace. Consider how caring for human needs can help buffer stress from impacting health.

Welcome to the seven-module series, Listening to Scientists and our Grandmothers: Taking Care of Human Beings. The series is part of a larger project titled, Creating Cultures of Staff Wellness and Care for our Schools and Community Partners. The videos in the series may be used selectively as independent learning modules in any sequence, or as a cohesive set. Learn more about the series at this link There are seven evidence-based self-care strategies currently most recommended to mitigate the impacts of stress. Each of these reduces stress hormones, enhances neuroplasticity, and reduces inflammation....which all play important roles in counteracting the body’s stress response, and improving health and well-being. In this module, we focus on the importance of mental health. We’re hopeful that after watching this video you will: Better understand how self-compassion supports the brain. Choose strategies to support self and colleagues in prioritizing self-compassion. Consider how caring for human needs can help buffer stress from impacting health.

Welcome to the seven-module series, Listening to Scientists and our Grandmothers: Taking Care of Human Beings. The series is part of a larger project titled, Creating Cultures of Staff Wellness and Care for our Schools and Community Partners. The videos in the series may be used selectively as independent learning modules in any sequence, or as a cohesive set. Learn more about the series at this link There are seven evidence-based self-care strategies currently most recommended to mitigate the impacts of stress. Each of these reduces stress hormones, enhances neuroplasticity, and reduces inflammation....which all play important roles in counteracting the body’s stress response, and improving health and well-being.  In this module, we focus on the practice of accessing nature. We’re hopeful that after watching this video you will: Better understand how exposure to nature impacts the brain and body. Choose strategies to support self and colleagues to access nature indoors or outdoors. Consider how caring for human needs can help buffer stress from impacting health.

Welcome to the seven-module series, Listening to Scientists and our Grandmothers: Taking Care of Human Beings. The series is part of a larger project titled, Creating Cultures of Staff Wellness and Care for our Schools and Community Partners. The videos in the series may be used selectively as independent learning modules in any sequence, or as a cohesive set. Learn more about the series at this link There are seven evidence-based self-care strategies currently most recommended to mitigate the impacts of stress. Each of these reduces stress hormones, enhances neuroplasticity, and reduces inflammation....which all play important roles in counteracting the body’s stress response, and improving health and well-being. In this module, we focus on the practice of physical activity. We’re hopeful that after watching this video you will: Better understand how physical activity impacts the brain and body. Choose strategies to support self and colleagues in moving around more. Consider how caring for human needs can help buffer stress from impacting health.

Welcome to the seven-module series, Listening to Scientists and our Grandmothers: Taking Care of Human Beings. The series is part of a larger project titled, Creating Cultures of Staff Wellness and Care for our Schools and Community Partners. The videos in the series may be used selectively as independent learning modules in any sequence, or as a cohesive set. Learn more about the series at this link There are seven evidence-based self-care strategies currently most recommended to mitigate the impacts of stress. Each of these reduces stress hormones, enhances neuroplasticity, and reduces inflammation....which all play important roles in counteracting the body’s stress response, and improving health and well-being. In this module, we focus on the practice of balanced nutrition. We’re hopeful that after watching this video you will: Better understand how the food we choose impacts the brain and body. Choose nutrition strategies to support self and colleagues in their wellness. Consider how caring for human needs can help buffer stress from impacting health.