Products and Resources Catalog

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 Two: Listening to Scientists and our Grandmothers: Taking Care of a Human Being reviewed research and best practices on things that keep prolonged stress from impacting our short and long-term health  - so we can experience the health and vitality we deserve in our work with students and colleagues. The session was paired with the release of a modular video series that offers information and tips for each of seven self-care strategies. You can access the modules HERE.   

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.  Part 1 - Communication 101 for School Mental Health: Engaging Adults on Campus Who Do Not Have a Mental Health Background shared key considerations for how to communicate about children’s mental health in ways that resonate with individuals who are not mental health professionals. It provided strategies and tools for making sure that teachers, principals, parents, caregivers and other allies learn what you would like them to know about school mental health and student wellness. Download the presentation slides here

August 9, 2021 The therapeutic benefits of music have been acknowledged historically across cultures. Neuroscientific studies on understanding neural correlates of music have added scientific evidence and a deeper understanding of the myriad ways in which music impacts our behavior- neurocognitively, psychosocial, and spiritually. In this lecture, I will dwell deeper into the scientific aspect of how engaging in music both actively and passively impacts our overall health and how music can play an important role in enhancing our positive mental health. Dr. Shantala Hegde, PhD, is an Associate Professor and Consultant at the Neuropsychology Unit, Department of Clinical Psychology and Consultant to the Department of Neurorehabilitation, National Institute of Mental Health and Neuro Sciences (NIMHANS), Bengaluru. She is the Intermediate Fellow of the prestigious Wellcome Trust UK-DBT India Alliance and is a mentee to Dr. Gottfried Schlaug, former Associate Professor of Neurology and Director, Music, Neuroimaging, and Neurorehabilitation Laboratory Chief, Division of Stroke Recovery and Neuro Rehabilitation Beth Israel Deaconess Medical Center and Harvard Medical School.   To watch the recording, click here. 

Illness Management and Recovery Healtheknowledge Course This course is an introduction to the Illness Management and Recovery (IMR) program as an evidence-based practice which helps individuals develop tools to manage their mental health conditions, set meaningful goals and make progress towards their personal recovery. In this course, students will explore the relationship between illness management and recovery, and identify the core values and components of IMR that make this program unique. Students will become familiar with the educational content of IMR and examine goal setting strategies that are useful in helping participants set and achieve individualized recovery goals. Motivational, educational and cognitive behavioral strategies that IMR facilitators use to run an effective group are discussed. This course was developed by the Northeast & Caribbean Mental Health Technology Transfer Center. 3.0 Hour Certificate of Completion Available.

In this series for K-12 professionals, we will host a panel discussion on key topics of planning for reopening, social emotional learning (SEL), self-care for professionals, life post-crisis in the US, strategic planning tools, and more! We hope to bring the K-12 community together and offer mutual support as we navigate this new school year. 3-4:30 ET . 2-3:30 CT . 1-2:30 MT . 12-1:30 PT . 11-12:30 AKT

In this series for K-12 professionals, we will host a panel discussion on key topics of planning for reopening, social emotional learning (SEL), self-care for professionals, life post-crisis in the US, strategic planning tools, and more! We hope to bring the K-12 community together and offer mutual support as we navigate this new school year. 3-4:30 ET . 2-3:30 CT . 1-2:30 MT . 12-1:30 PT . 11-12:30 AKT

This workshop recording walks participants through the foundations of trauma-informed care, including its principles and philosophy, why trauma-informed care is important, and strategies for incorporating trauma-informed practices throughout youth peer support services. It is critical for peer providers to understand trauma and its impact on many of the youth and young adults they will be working with. This webinar provides concrete examples of what trauma-informed practice looks like in action and how to apply this philosophy within peer relationships. • • • • About the Presenter: Kristin Thorp, MPP, has ten years of experience in advocacy and youth leadership and program development with a special focus on the mental health and criminal justice systems. She currently serves as a Youth Program Director with Youth Move National, where she is a national technical assistance provider on the development, implementation, and sustainability of quality youth programming. She also supports organizations develop meaningful and mutual partnerships with youth, young adults, and system leaders to advance best practices for youth engagement. Kristin is an advisor on the System of Care Children’s Mental Health Initiative and supports the implementation of national evaluation efforts by conducting qualitative and quantitative research, utilizing data to determine and define technical assistance needs for grantee communities.  Kristin has utilized her own lived experience, passion, and expertise in the field of positive youth development to bridge multiple perspectives to promote trauma-informed approaches to recovery.

This online seminar provides a general understanding of common emotional responses to the pandemic – worry, anxiety, demoralization, moral distress -- and offers efficient strategies to deal with them.  A focus will be on the witnessing model, developed by Kaethe Weingarten, PhD that describes four different witness positions that affect people in their daily lives.  Ways of moving into the only effective position are suggested.  Concrete ideas for remaining in one’s resilient zone, not stuck too high, not stuck too low, are also be described.  A prevention approach to the development of PTSD is also shared. • • • • About the Facilitator  Kaethe Weingarten, Ph.D., directs the Witness to Witness Program (W2W) whose goal is to help the helpers, primarily serving health care workers, attorneys, domestic violence advocates and journalists working with vulnerable populations.  She was an Associate Clinical Professor of Psychology in the Harvard Medical School Department of Psychiatry from 1981-2017 and a faculty member of the Family Institute of Cambridge where she founded and directed the Program in Families, Trauma and Resilience.  She has published six books and over 100 articles and essays. 

About the Session: In this fifth 90-minute session of the Culturally Responsive Evidence-Based and Community-Defined Practices for Mental Health Series, we: Discuss how Achieving Whole Health (AWH) is being implemented with various cultural groups across the Network/in different regions. Highlight additional culturally responsive “AWH practices” being utilized across the Network/in different regions. Share lessons learned during the implementation of AWH (i.e., Balancing AWH and the cultural needs of the people served). Session Materials: Access the recording of this session by clicking the blue "View Resource" button above. Access presentation slides here. Access our FAQ and Resources document (that includes responses to questions asked by participants during the live event) here. MHTTC Achieving Whole Health Fact Sheet is available here. Access the audio transcript for this session here. To access other sessions in this series, please click here. Session Facilitators and Panelists: Dr. Pata Suyemoto is a feminist scholar, writer, educator, diversity trainer, mental health activist, jewelry designer, and avid bicyclist. She is the co-chair for the Greater Boston Regional Suicide Prevention Coalition and the chair of the Massachusetts Coalition for Suicide Prevention (MCSP) Alliance for Equity’s People of Color Caucus. Pata is a co- author of Widening the Lens: Exploring the Role of Social Justice in Suicide Prevention – A Racial Equity Toolkit. She has spoken and written about her struggles with depression and is a co-founder of The Breaking Silences Project, which is an artistic endeavor that educates about the high rates of depression and suicide among Asian American young women. She is also a long-time volunteer for Asian Women for Health and is a trainer and wellness coach for the National Asian American Pacific Islander Mental Health Association’s (NAAPIMHA) Achieving Whole Health program. 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. Dr. Martha Staeheli is the School Mental Health Site Lead for the New England MHTTC and an Instructor in the Yale School of Medicine Department of Psychiatry.

About the Session: In this final 90-minute session of the Culturally Responsive Evidence-Based and Community-Defined Practices for Mental Health Series, we: Discuss how Preventing Long-Term Anger and Aggression in Youth (PLAAY) is being implemented with various cultural groups across the Network/in different regions. Highlight additional culturally responsive “PLAAY practices” being utilized across the Network/in different regions. Share lessons learned during the implementation of PLAAY (i.e., Balancing PLAAY and the cultural needs of the people served). Session Materials: Access the recording of this session by clicking the blue "View Resource" button above. Access presentation slides here. Access our FAQ and Resources document (that includes responses to questions asked by participants during the live event) here. MHTTC Preventing Long-Term Anger and Aggression in Youth Fact Sheet is available here. Access the audio transcript for this session here. To access other sessions in this series, please click here. Session Facilitators and Panelists: Brendan Turner, LMSW is a Certified Master Level PLAAY Trainer and the PLAAY at CfR Program Coordinator at the Center for Resilience (CfR), a therapeutic day treatment center that works with children with significant emotional and behavioral challenges. Additionally, Brendan is a Racial Literacy Trainer with the Lion’s Story, an organization that supports nonprofits, small and large businesses, government entities and community organizations across the nation to learn, develop and use the skills to have productive conversations about race. He began his work in PLAAY (Preventing Long Term Anger and Aggression in Youth) at the Racial Empowerment Collaborative (REC) 2017 workshop with Dr. Howard Stevenson at the University of Pennsylvania. Brendan went on to facilitate PLAAY groups for children and train CfR staff for the past four years as the Senior Counselor at CfR. Brendan recognized the children’s positive emotional and behavioral response to PLAAY and spearheaded the effort to create PLAAY at CfR in 2019, the sister organization to Dr. Stevenson’s REC and Lion’s Story. PLAAY at CfR’s mission is to maximize opportunities for the youth of the New Orleans region to experience PLAAY.

Electronic newsletter of the Great Lakes ATTC, MHTTC, and PTTC.  August 2021 issue features Counselor's Corner blog, new products, and complete calendar of events for each program. 

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 One: In this Moment: Nudging Ourselves Towards Inner Calm and Connection was grounded in supporting healthy stress management for feeling safe and connected, rather than feeling like we need an escape hatch. Download presentation slides here.

Recording of School Mental Health: Mindful Movement Series. This event took place on August 3rd, 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]

  Identifying and Addressing Youth Anxiety in School-based Settings; HHS Region 8 Access slide deck by clicking DOWNLOAD above CLICK HERE for the recording   Experts estimate that one in five youths will suffer from a mental health disorder by age 18. Anxiety is one of the most common mental health disorders, affecting 31.9% of youth (Merikangas, 2010). This training provided free resources designed to assist school professionals in identifying anxiety in young people and provide strategies that address these anxieties and underlying worries. A significant focus of this presentation was on culturally adaptive-anxiety, and the mental health practices used to help youth address those issues.   Attendee Learning Objectives:   Identify signs of anxiety in students Provide practical tips for assessing and addressing anxiety Distinguish clinical anxiety from worry Address development and cultural adaptations to anxiety treatment   Trainer Dr. Kelsie Okamura 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 Ph.D. in Clinical Psychology from the University of Hawai’i at Mānoa. She 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 disseminating and implementing evidence-based innovations in youth behavioral health, psychometrics and measurement development, and youth internalizing psychopathology. 

ABOUT THIS RESOURCE This 90-minute webinar on harm reduction is presented by the Northwest MHTTC in partnership with the Mental Health and Addiction Association of Oregon and Outside In. ADDITIONAL RESOURCES Presentation slides FACILITATOR Haven Wheelock Haven Wheelock has been advocating for the health and safety of people who use drugs since 2002. Currently she is the Drug Users Health Services Program Coordinator at Outside In in Portland Oregon. She provides in direct service with people who use drugs and has also been involved in creating policy that improves the health in Oregon. She completed a MPH as a Fellow at Johns Hopkins as part of the Bloomberg American Health Initiative focusing on Overdose and Addiction Policy. She was also a Chief Petitioner for ballot measure 110, which was a first in the nation initiative to decriminalize drugs in the state of Oregon.  

      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        

Download the presentation slides here Classroom WISE is a free, 6-hour mental health literacy online course for teachers and school staff with brief, high-impact training videos and accompanying website (www.classroomwise.org ). This course was developed with input from educators, students, and school mental health leaders, co-developed by the National Center for School Mental Health and the SAMHSA-funded Mental Health Technology Center Network. This learning session will provide an overview of Classroom Wise Module 6: Classroom Strategies to Support Students Experiencing Distress. Join us to discuss how this modules aligns with your existing initiatives and supports and explore effective approaches to roll out the Classroom Wise in your local schools. Following this event, there is one additional live sessions this summer to support Classroom WISE implementation in the Southeast, register for our last session and view past sessions here! Learning Objectives: 1. Increase understanding of Classroom WISE Module 6 structure and content. 2. Increase understanding of best practices to effectively support Classroom WISE adoption and implementation in local school systems. 3. Promote cross-state networking and shared learning about best practices in school mental health system implementation of school staff training materials.

  LGBTQ communities face health disparities linked to stigma, discrimination, and denial of their civil and human rights. LGBTQ individuals have higher rates of psychiatric disorders, substance use, violence, and suicide and may encounter lack of acceptance by their family members and the society which. affects their mental health and personal safety. This webinar series will be served to explore how bias impact our worldview and the work with the LGBTQ population, to identify health disparities among LGTBQ population, and to explore interventions to create a safe space and minimize the impact of implicit bias.

  El estrés es un factor común en nuestra sociedad que nos impacta diariamente. Este factor de estrés es mayor en comunidades marginalizadas. Por décadas, el Estado ha marginalizado y estigmatizado a la comunidad LGBT+. Para comunidades latinx, el ser parte de este grupo minoritario también aumenta los niveles de estrés. Este webinar discutirá el Modelo de Estrés Minoritario el cual aborda el estrés excesivo al cual individuos de categorías sociales estigmatizadas se exponen al ser parte de su posición social y el impacto de estas variables e la salud mental. Además el presentador discutirá cómo los valores sociales pueden formar los mecanismos de manejo que se utilizan para manejar dichos estresores. Se presentará el Modelo Afirmativo LGBT+ como acercamiento recomendado para trabajar con comunidades latinx LGBT+ que experimentan dificultades de saludmnetal. Este modelo trabaja primeramente con la acceptación de la orientación sexual e identidad de género / expression de la persona y requiere conocimiento y sensitividad de parte de los proveedores de servicios de salud mental que trabajan con las comunidades.

About this Resource:  A certified peer specialist is a person who self identifies as living with a behavioral health concern or diagnosis and who is in recovery. Peers work from the perspective of their lived experience to build connections and promote hope, recovery, and self-determination in the communities where they serve. Their ability to share their lived experience in a way that promotes hope for recovery and wellness in others is one of the talents of peer specialists that distinguishes them from other members of a care team. However, barriers to and support for their recovery and well-being are often overlooked. 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. In this on-demand recording, certified peer specialists discuss challenges to and strategies for supporting and enhancing peer workforce well-being.  Key Learning Objectives:  1. Discuss and identify barriers to recovery and wellness commonly experienced by the peer workforce.   2. Identify actions peer support providers, their supervisors, and their organizations can take to support peer workforce well-being. 3. Distinguish the benefits and objectives of recovery and wellness trainings such as Whole Health Action Management and Wellness Recovery Action Planning.      About the Facilitators:  The Georgia Mental Health Consumer Network believes in the ability of everyone living with mental health concerns to enjoy lives of purpose, meaning, productivity, and wellness. Since it was founded in 1991, this grassroots nonprofit organization has been led and run by mental health peers—people in mental health recovery. At its core, the basis of peer support—one person using their lived experience to support another—is not new; in fact, it is the basis of human growth and development. Mental health peers with special training are now able to use their lived recovery experience in clinical settings to provide something beyond a diagnosis or medication.     Roslind D. Hayes, BS, CPS-AD, CARES, WHWC is the Statewide Coordinator of the GMHCN's Peer Support, Wellness, and Respite Centers. She is a trainer/facilitator for the Certified Peer Specialist Project, Peer Zone, and Intentional Peer Support.  Chris Johnson, MFA, CPS, CPS-AD is GMHCN's Director of Communications. He is responsible for sharing information about recovery and wellness opportunities to behavioral health peers and providers across Georgia. 

LGBTQ communities face health disparities linked to stigma, discrimination, and denial of their civil and human rights. LGBTQ individuals have higher rates of psychiatric disorders, substance use, violence, and suicide and may encounter lack of acceptance by their family members and the society which. affects their mental health and personal safety. This webinar series will be served to explore how bias impact our worldview and the work with the LGBTQ population, to identify health disparities among LGTBQ population, and to explore interventions to create a safe space and minimize the impact of implicit bias.

  An Introduction to Classroom WISE and Mental Health Awareness; HHS Region 8 Access slide deck with the green download button above Recording coming soon   Session Description Educators and school personnel play a vital role in promoting mental health and well-being, and identifying and responding to emerging mental illness in children and adolescents. However, they often have not received the education, training, or ongoing support needed to respond in the classroom. To address this need, the Mental Health Technology Transfer Network, in partnership with the National Center for School Mental Health at the University of Maryland School of Medicine, developed a free, self-guided online course, video library, resource collection, and website focused on educator mental health awareness. This webinar will introduce participants to Classroom WISE, a free, 3-part training package that assists K-12 educators and school personnel in supporting students' mental health in the classroom. This training is open to anyone who works with children or is interested in promoting mental health wellness in their local schools.   Participants of this session can expect to:   Learn about Classroom WISE, a free 3-part training package for K-12 educators and school personnel on mental health awareness. Learn strategies to promote student well-being and support students experiencing adversity, distress, and mental health challenges in the classroom. Identify talking points and implementation ideas to support Classroom WISE utilization in schools or districts.   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.