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The materials and recordings attached to this webinar were originally aired on July 29, 2021. Decolonizing Self Care Practices for the Hispanic/Latinx Community is a webinar about implementing decolonizing self-care strategies while rethinking of the Hispanic and Latinx Community Culture on Wellness. We discussed Wellness and Mental Health practices as we share experiences on minority stress. Access the Webinar Slides Here (Downloadable PDF) | Access the Recording Here (YouTube) or By Clicking "View Resource" Above About the Presenter: Ari Acosta (she/ella) Ari is a Mental Health & Equity Specialist. She is currently working at the Texas Institute for Excellence in Mental Health (TIEMH) as a Behavioral Health Equity Specialist, where she provides technical assistance and trainings around Cultural Humility and Mental Health, Diversity and Inclusion, and CLAS Standards. She has two masters, one in Sexuality Counseling and another one in Women and Gender Studies, plus eight years of experience as an Assistant Professor, Clinical Psychologist and human rights specialist in Venezuela, where she’s originally from. Ari reached her 10 years of experience in the Mental Health field adding intersectional lenses to her work, while bringing her lived experience as an (im)migrant, cis-gender Latina woman in the US.

Native people define spirituality as central to their culture and traditions. Spirituality, culture, and healing ceremonies not only reinforce the core beliefs of tribal life but also restore personal balance when life stressors threaten to overwhelm. The COVID-19 pandemic added enormous anxiety and fear into many tribal communities. Tribal health care providers needed to assume expanded and urgent responsibilities, and physical isolation of tribal community members meant that they were cut off from their traditional gatherings, dances, and ceremonies. Many tribal families lost relatives and friends to COVID-19, or other tragedies, which brought new levels of grief to our communities. We are now beginning to see light at the end of the pandemic tunnel and many Native people are taking stock of the past 15 months of physical separation and emotional strain. This discussion with Native spiritual and cultural leaders provides an opportunity to applaud the bravery of our health care providers and community members, and to discuss how Native spirituality can support our ability to regain our health and balance. For many, Native spirituality can be a potential antidote that minimizes the consequences of anxiety, fear, depression, and other stresses caused during the coronavirus crisis.   To watch the recording, click here.    Other Resources: Introductory Tribal Video: “Why” Native Dads Network Terry Cross/NICWA podcast (Jan. 11, 2021): Intentional Resilience White Bison Wellbriety Native Wellness Institute Native American Music Awards   Moderator:  Holly Echo-Hawk, Pawnee Nation, Tribal Behavioral Health SME, New England MHTTC   Presenters: Chief Mutáwi Mutáhash (Many Hearts),  Dr. Marilynn “Lynn” Malerba, Mohegan Tribe Jennifer ‘Healing Waters’ Harding, Herring Pond Wampanoag Tribe, Tribal Council Member Mike Duncan, Maidu/ Wailaki / Wintun and Western Band Shoshone

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. During this learning session Dr. Elizabeth Connors provided an overview of Classroom Wise Module 4: Understanding and Supporting Students Experiencing Adversity and Distress and Module 5: Teaching Mental Health Literacy and Reducing Stigma. Dr. Connors also lead discussion around how these modules align with existing initiatives and supports and explored effective approaches to roll out the Classroom Wise in local schools. There are two 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 Modules 4 and 5 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.

Healthcare workers with all levels of education and training provide essential care and support to our New England population. Throughout the COVID-19 pandemic, this workforce has worked harder and longer to ensure that we were able to access healthcare services, often putting their physical and mental health and well-being on the line. Now, after more than a year of working during this ongoing global pandemic of coronavirus disease and managing their own personal challenges, healthcare providers are experiencing high levels of stress, vicarious trauma, emotional exhaustion, compassion fatigue, and burnout. This added burden puts them at risk for stress-related medical problems, mental conditions, and substance misuse, as well as increased risk for leaving their profession altogether. The pandemic has disproportionately affected Black, Indigenous, and People of Color (BIPOC) employees and their families, who are also experiencing racial inequality in the workplace and society. On July 28, the second webinar in our series will feature presenters that recognized the struggles faced by their BIPOC employees and colleagues during COVID-19 and took steps to address their needs proactively. Our presenters will discuss emerging and best practices specific to creating equitable supports that promote the well-being of BIPOC employees.   Event moderated by: Daryl McGraw, MS, Senior Manager of Racial Justice and Equity, C4 Innovations   Presenter(s): 1) Machiste L. Rankin was born in Syracuse, N.Y., and raised in Providence, R.I.  The youngest of seven, Machiste's father is a career U.S. Navy veteran, and his mother was a homemaker who sadly lost her battle with cancer in 1993.  Machiste attended school in the City of Providence Public School System.  A former State of R.I. Correctional Officer (13 years of service), and graduate of Bristol Community College (degree in Criminal Justice and certificate of Law Enforcement) and member of Phi Theta Kappa, he now acts as the Chairman of the Advocacy Committee for RICares (Rhode Island Communities for Addiction and Recovery Efforts), Community Engagement Coordinator, and Outreach Specialist.  He is also a former Acting Chairman, Vice-Chairman, and current member of The Providence External Review Authority. He is the father of two incredible children who inspire his every deed.  Lastly, he is a man in long-term recovery from Alcohol Use Disorder.    2) Regina P. Wilson, PhD completed her Master’s Degree and Doctorate in Clinical Psychology at the University of Connecticut.  She has been licensed by the State of Connecticut since 2000.  Dr. Wilson has been in private practice for the past 17 years but she has over 25 years of clinical work experience. In her professional career, Dr. Wilson has worked in variety of settings including child guidance, and inpatient and outpatient psychiatric facilities.  She has also provided clinical and administrative supervisor for clinical graduate students at the University of Connecticut, Department of Psychology Mental Health Clinic.   Her therapeutic approach is a more integrative, dynamic and holistic approach that involves a partnership with her clients to utilize their strengths and assets in meeting their therapeutic goals using evidence-based treatment modalities.  She tends to utilize a variety of techniques including but not limited to Trauma-informed treatment approaches, Cognitive Behavioral Therapy, Solution Focused, Psychoeducation, Behavior Modification, and Dialectic Behavioral Therapy.  While Dr. Wilson has worked with a multitude of clinical issues and diverse populations, she has specialty in the areas of trauma, sexual abuse, and domestic violence.   Besides psychotherapy, she also conducts psychological evaluations.  In addition, she is trained in EMDR. Dr. Wilson is also a board member and Vice President of the CT BIPOC Mental Health & Wellness Initiative where she has conducted numerous psychoeducational and healing forums for the BIPOC community.   In addition, she is a Level 2, Reiki healer who seeks to bridge energy healing with psychotherapy.  Dr. Wilson has sought to expand her knowledge of alternative healing practices through trainings on Shamanism, involvement in Indigenous practices such as sweat lodges, and sound healing.     

  Implementing Farm Stress Grab-n-Go Kits in HHS Region 7 and 8 Communities Access slide deck with green download button above Click here to watch the recording Farm stress is the stress experienced by farmers and their families due to the unique agricultural work environment. This past year created escalating levels of mental health distress for everyone. In response to the pandemic, farming and ranching communities already dealing with high stress levels saw incidents of drug and alcohol abuse rapidly increase, as well as rising numbers of death by suicide.   In response to the increasing need for mental health tools designed to address the specific needs of farm and ranching communities, the Mid-America Mental Health Technology Transfer Center (MHTTC), the Mid-America Addiction Technology Transfer Center (ATTC), and the Mountain Plains MHTTC collaborated to develop a set of easy-to-use ("Grab-n-Go") presentations and flyers for use by extension offices and behavioral health providers in farm communities. Based on interviews with extension agents in HHS Region 7 and HHS Region 8, the team identified four key areas of concern: mental health awareness, stigma, co-occurring disorders, and death by suicide.     During this presentation, participants will learn who could benefit from using these free resources, how to use the resources effectively, and a brief background on the conversations and research that spurred the resources' development.   After attending this session, participants can expect to:   Learn why the Farm Stress Grab-n-Go Kits were made and who can benefit from using these resources.  Learn how to effectively use the Farm Stress Grab-n-Go Kits, as well as other MHTTC Farm Stress resources.  Learn how to initiate difficult community conversations about mental health issues to support community-based solutions.    Trainers Brandy Clarke, PhD, LP, Director, Region 7 Mid-America MHTTC Erika Holliday, MPH, CHES, Sr. Program Support Coordinator, Region 7 ATTC, Maridee Shogren, DNP, CNM, CLC, University of North Dakota, Region 8 MHTTC and ATTC Genevieve Berry, Project Manager, Region 8 MHTTC 

About this Resource:  The Covid-19 pandemic continues to have a significant impact on mental health. Approximately 20% of Covid-19 survivors may experience a mental health condition within 3 months of contracting the infection. Individuals who do not contract the virus are susceptible to poor mental health due to chronic stress brought on by the pandemic.   This places additional demand for mental health care on an already-stressed system. Efforts to continue serving patients in a safe way while managing personal lifestyle upheaval has taken its toll on many health care and mental health care workers. This infographic reviews the impact of Covid-19 on individuals and mental health providers and offers strategies to help create a safe and resilient workforce. 

This is one of five recorded Virtual Learning Sessions, part of the MHTTC National School Mental Health Learning Community. To access the recording, please click the "VIEW RESOURCES" button above. A transcript is available here. The recorded Virtual Learning Sessions took place between April and August 2019. Each Virtual Learning Session is about 75 minutes long and includes a deeper dive into the content from the MHTTC National School Mental Health Best Practices: Implementation Guidance Modules (formerly known as the National School Mental Health Curriculum). This resource was developed by the MHTTC Network Coordinating Office and National Center for School Mental Health to help states, districts, and schools advance comprehensive school mental health, as well as engage in a planning process around implementation of services. The Implementation Guidance Modules focus on the following core components of comprehensive school mental health: Educators and Student Instructional Support Personnel Collaboration and Teaming Multi-Tiered System of Supports Evidence-Informed Services and Supports Cultural Responsiveness and Equity Data-Driven Decision Making The modules are intended to be used by district teams to influence, develop, and oversee school mental health systems at the school district- and building-levels. District teams may include: School District Leaders (e.g., Superintendent, School Board) School Administrators (e.g., Principal, Assistant Principal) District Mental Health Director or Student Services Supervisor (e.g., Director of Student Services, District Supervisor School Psychologists/Social Workers/Counselors) Community Behavioral Health Agency Supervisor/Director (e.g., Clinical Director of an agency that provides school-based services in the district) Youth/Family Advocate or Consumer The modules align with the national performance domains and indicators established as part of the National Quality Initiative on School Health. Each module includes resources and tools to support learning extensions and can be adapted and built upon to be contextualized to regions, states, and districts. Access to this FREE resource is available HERE.

This is one of five recorded Virtual Learning Sessions, part of the MHTTC National School Mental Health Learning Community. To access the recording, please click the "VIEW RESOURCES" button above. A transcript is available here. The recorded Virtual Learning Sessions took place between April and August 2019. Each Virtual Learning Session is about 75 minutes long and includes a deeper dive into the content from the MHTTC National School Mental Health Best Practices: Implementation Guidance Modules (formerly known as the National School Mental Health Curriculum). This resource was developed by the MHTTC Network Coordinating Office and National Center for School Mental Health to help states, districts, and schools advance comprehensive school mental health, as well as engage in a planning process around implementation of services. The Implementation Guidance Modules focus on the following core components of comprehensive school mental health: Educators and Student Instructional Support Personnel Collaboration and Teaming Multi-Tiered System of Supports Evidence-Informed Services and Supports Cultural Responsiveness and Equity Data-Driven Decision Making The modules are intended to be used by district teams to influence, develop, and oversee school mental health systems at the school district- and building-levels. District teams may include: School District Leaders (e.g., Superintendent, School Board) School Administrators (e.g., Principal, Assistant Principal) District Mental Health Director or Student Services Supervisor (e.g., Director of Student Services, District Supervisor School Psychologists/Social Workers/Counselors) Community Behavioral Health Agency Supervisor/Director (e.g., Clinical Director of an agency that provides school-based services in the district) Youth/Family Advocate or Consumer The modules align with the national performance domains and indicators established as part of the National Quality Initiative on School Health. Each module includes resources and tools to support learning extensions and can be adapted and built upon to be contextualized to regions, states, and districts. Access to this FREE resource is available HERE.

This is one of five recorded Virtual Learning Sessions, part of the MHTTC National School Mental Health Learning Community. To access the recording, please click the "VIEW RESOURCES" button above. A transcript is available here. The recorded Virtual Learning Sessions took place between April and August 2019. Each Virtual Learning Session is about 75 minutes long and includes a deeper dive into the content from the MHTTC National School Mental Health Best Practices: Implementation Guidance Modules (formerly known as the National School Mental Health Curriculum). This resource was developed by the MHTTC Network Coordinating Office and National Center for School Mental Health to help states, districts, and schools advance comprehensive school mental health, as well as engage in a planning process around implementation of services. The Implementation Guidance Modules focus on the following core components of comprehensive school mental health: Educators and Student Instructional Support Personnel Collaboration and Teaming Multi-Tiered System of Supports Evidence-Informed Services and Supports Cultural Responsiveness and Equity Data-Driven Decision Making The modules are intended to be used by district teams to influence, develop, and oversee school mental health systems at the school district- and building-levels. District teams may include: School District Leaders (e.g., Superintendent, School Board) School Administrators (e.g., Principal, Assistant Principal) District Mental Health Director or Student Services Supervisor (e.g., Director of Student Services, District Supervisor School Psychologists/Social Workers/Counselors) Community Behavioral Health Agency Supervisor/Director (e.g., Clinical Director of an agency that provides school-based services in the district) Youth/Family Advocate or Consumer The modules align with the national performance domains and indicators established as part of the National Quality Initiative on School Health. Each module includes resources and tools to support learning extensions and can be adapted and built upon to be contextualized to regions, states, and districts. Access to this FREE resource is available HERE.

This is one of five recorded Virtual Learning Sessions, part of the MHTTC National School Mental Health Learning Community. To access the recording, please click the "VIEW RESOURCES" button above. A transcript is available here. The recorded Virtual Learning Sessions took place between April and August 2019. Each Virtual Learning Session is about 75 minutes long and includes a deeper dive into the content from the MHTTC National School Mental Health Best Practices: Implementation Guidance Modules (formerly known as the National School Mental Health Curriculum). This resource was developed by the MHTTC Network Coordinating Office and National Center for School Mental Health to help states, districts, and schools advance comprehensive school mental health, as well as engage in a planning process around implementation of services. The Implementation Guidance Modules focus on the following core components of comprehensive school mental health: Educators and Student Instructional Support Personnel Collaboration and Teaming Multi-Tiered System of Supports Evidence-Informed Services and Supports Cultural Responsiveness and Equity Data-Driven Decision Making The modules are intended to be used by district teams to influence, develop, and oversee school mental health systems at the school district- and building-levels. District teams may include: School District Leaders (e.g., Superintendent, School Board) School Administrators (e.g., Principal, Assistant Principal) District Mental Health Director or Student Services Supervisor (e.g., Director of Student Services, District Supervisor School Psychologists/Social Workers/Counselors) Community Behavioral Health Agency Supervisor/Director (e.g., Clinical Director of an agency that provides school-based services in the district) Youth/Family Advocate or Consumer The modules align with the national performance domains and indicators established as part of the National Quality Initiative on School Health. Each module includes resources and tools to support learning extensions and can be adapted and built upon to be contextualized to regions, states, and districts. Access to this FREE resource is available HERE.

Recording of the event Maternal Child Mental Health in the Black Community, originally held on May 6, 2021.   Presentation slides.

Recording of the event Combating Early Psychosis Stigma, originally held on June 23, 2021.   Presentation slides.

Description: This resource offers guidance on finding committed psychiatrists to work in Community Mental Health Center and Federally Qualified Health Center settings.

This is one of five recorded Virtual Learning Sessions, part of the MHTTC National School Mental Health Learning Community. To access the recording, please click the "VIEW RESOURCES" button above. A transcript is available here. The recorded Virtual Learning Sessions took place between April and August 2019. Each Virtual Learning Session is about 75 minutes long and includes a deeper dive into the content from the MHTTC National School Mental Health Best Practices: Implementation Guidance Modules (formerly known as the National School Mental Health Curriculum). This resource was developed by the MHTTC Network Coordinating Office and National Center for School Mental Health to help states, districts, and schools advance comprehensive school mental health, as well as engage in a planning process around implementation of services. The Implementation Guidance Modules focus on the following core components of comprehensive school mental health: Educators and Student Instructional Support Personnel Collaboration and Teaming Multi-Tiered System of Supports Evidence-Informed Services and Supports Cultural Responsiveness and Equity Data-Driven Decision Making The modules are intended to be used by district teams to influence, develop, and oversee school mental health systems at the school district- and building-levels. District teams may include: School District Leaders (e.g., Superintendent, School Board) School Administrators (e.g., Principal, Assistant Principal) District Mental Health Director or Student Services Supervisor (e.g., Director of Student Services, District Supervisor School Psychologists/Social Workers/Counselors) Community Behavioral Health Agency Supervisor/Director (e.g., Clinical Director of an agency that provides school-based services in the district) Youth/Family Advocate or Consumer The modules align with the national performance domains and indicators established as part of the National Quality Initiative on School Health. Each module includes resources and tools to support learning extensions and can be adapted and built upon to be contextualized to regions, states, and districts. Access to this FREE resource is available HERE.

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. During this learning session Dr. Nancy Level provided an overview of Classroom WISE Module 3: Fostering Social Emotional Competencies and Well-Being. Dr. Lever also lead discussion around how these modules align with existing initiatives and supports and explored effective approaches to roll out the Classroom Wise in local schools. There are three additional sessions this summer to support Classroom WISE implementation in the Southeast, register for upcoming sessions here!   Session 2 Learning Objectives: 1. Increase understanding of Classroom WISE Module 3 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.

Family psychoeducation is an evidence-based treatment for individuals with psychotic disorders. In this introductory presentation, we will review the common elements of family psychoeducation and benefits of this intervention. We will also discuss specific considerations for clinicians providing family psychoeducation to relatives of individuals early in the course of a psychotic disorder.

Family psychoeducation is an evidence-based treatment for individuals with psychotic disorders. In this introductory presentation, we will review the common elements of family psychoeducation and benefits of this intervention. We will also discuss specific considerations for clinicians providing family psychoeducation to relatives of individuals early in the course of a psychotic disorder.

This presentation will focus on discussing the importance of integrating cultural humility and structural competence within the Coordinated Specialty Care service delivery framework. We will review the Cultural Formulation Interview and discuss ways in which it can be effectively used when working with program participants and family members to gain a better understanding of the individual's cultural context and inform treatment practices.   To watch the recording, click here.  Presenter: Iruma Bello is a clinical psychologist, Co-Director, and Clinical Training Director of OnTrackNY, and an Assistant Professor of Psychology in Psychiatry at the Columbia University Vagelos College of Physicians and Surgeons. Iruma received her Ph.D. in clinical psychology from the University of Hawaii at Manoa and completed her clinical internship and post-doctoral training at the Massachusetts General Hospital, Harvard Medical School. She has a broad background in public sector clinical psychology with specialized training in evidence-based practices and cognitive behavioral therapy. Iruma’s career has focused on research and practice aimed at improving outcomes for individuals diagnosed with first-episode psychosis. As the Clinical Training Director of OnTrackNY, she is responsible for helping to develop effective implementation strategies through the delivery of technical assistance and consultation, to support the dissemination of the OnTrackNY treatment model both in New York and across the United States.

About the Session: In this fourth 90-minute session of the Culturally Responsive Evidence-Based and Community-Defined Practices for Mental Health Series, we will: Discuss how Motivational Interviewing (MI) is being implemented with various cultural groups across the Network/in different regions. Highlight additional culturally responsive “MI practices” being utilized across the Network/in different regions. Share lessons learned during the implementation of MI (i.e., Balancing MI 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 Motivational Interviewing 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. Henry Gregory is a clinical psychologist with a wealth of experience as a clinician, educator, trainer, and researcher. He currently is an assistant professor at the University of Maryland, School of Nursing where he teaches, among other subjects, Motivational Interviewing at the undergraduate and graduate levels. He has served as a facilitator/mentor at Georgetown University’s National Center for Cultural Competence, as the Assistant Director at the University of Maryland, Baltimore County’s Center for Community Collaboration and as the Cultural Competence Coordinator for MDCARES, a SAMHSA funded system of care. Laura A. Saunders, MSSW is with the University of Wisconsin-Madison, College of Engineering, Center for Health Enhancement System Studies, Great Lakes ATTC, PTTC and MHTTC and an independent consultant. Since 2001, Laura has designed, facilitated, and delivered MI and SBIRT training and coaching in person, online, and via distance learning in the fields of health care, human services, public health, and criminal justice. She has provided feedback and coaching to hundreds of learners who are interested in using evidence based practices to fidelity. Laura has also conducted train the trainer events. She joined the International group of Motivational Interviewing Network of Trainers (MINT) in 2006 and is an active Member of Wisconsin Motivational interviewing group. Dave Brown is the Senior Associate for School-based Training and Behavioral Health Equity at the Danya Institute/Central East Mental Health Technology Transfer Center (MHTTC). Prior to his role with the Danya Institute/MHTTC, Dave spent more than 25 years as an educator, nonprofit leader and community capacity building advocate.

The materials for this product originally aired July 21, 2021. A Psychiatric Advance Directive (PAD) is a legal document that details preferences for future mental health treatment, services, and supports. This webinar will present the core elements of a PAD, and the role and benefits of Peer Specialists facilitating and supporting their development. Presented by experts in the field, this panel discussion will share how PADs are having positive impacts on mental health and crisis services. Learning Objectives: 1. List at least 5 core elements of a Psychiatric Advanced Directive (PAD): 2. Identify the benefits of developing a PAD to quality of care, community safety, and cultural responsiveness 3. Describe the role of Peer Specialists and benefits of peer-facilitated PADs

The materials for this Product originally aired on July 22, 2021. Developing cultural competence is an aspirational journey. This training will support your efforts to increase your understanding of Native culture. The training will also provide clinicians with practical tips for improving engagement with this population, in order to improve clinical outcomes with your American Indian/Alaska Native clients. Speaker Resources: Access the Webinar Slides  Access the Webinar Here or Click View Resource Above Using DBT in the AI/AN Population  Book Resource on BPD: Acceptance and Commitment Therapy for Borderline Personality Disorder: A Flexible Treatment Plan for Clients with Emotion Dysregulation Paperback | December 1, 2020 by Patricia E. Zurita Ona PsyD  (Author), Dr. Russ Harris (Foreword) Speaker bio: John Jewett, MA John Jewett (he/him) is a member of the Oglala Lakota Nation and a member of the Advisory Council for the Native Center for Behavioral Health. He's a Board Certified Clinical Counselor and Certified Addictions Specialist, has spent his entire psychotherapy career in Indian Country and is currently practicing at the Indian Health Service in Albuquerque, NM.

ABOUT THIS RESOURCE Using medication to support recovery is more than learning to swallow pills on schedule. In this webinar, Pat will conclude presenting 8 challenges on the journey to use medications optimally to support recovery and practical strategies for supporting folks on this journey. Learn more about the webinar series here. ADDITIONAL RESOURCES Presentation slides Handouts for Part 1 and Part 2: Meds and My Health; en español Los medicamentos y mi salud My Concerns about Meds; en español Mis preocupaciones sobre los medicamentos My Personal Medicine; en español Mi Personal Medicine Finding Personal Motivation to Use Psych Meds; en español Encontrar la motivación personal para utilizar la medicina psiquiátrica My Side Effect Plan; en español Mi plan para efectos secundarios How I Will Know Medicine is Helping Me: Mood Stabilizing Meds; en español Cómo sabré que la medicina me está ayudando: medicamentos estabilizadores del estado de ánimo How I Will Know Medicine is Helping Me: Antipsychotic Meds; en español Cómo sabré que la medicina me está ayudando: medicamentos antipsicóticos How I Will Know Medicine is Helping Me: Antidepressant Meds; en español Cómo sabré que la medicina me está ayudando: medicamentos antidepresivos How I Will Know Medicine is Helping Me: Anti-Anxiety Meds; en español Cómo sabré que la medicina me está ayudando: medicamentos contra la ansieda Balancing My Beliefs and Values; en español Equilibrando mis creencias y valores Med Fatigue: Advocating for Deprescribing; en español Medicación Fatiga A Message to My Future Self; en español Un mensaje para mi yo futuro Psychiatric Medicine and Me; en español Medicina psiquiátrica y yo Racial Bias and My Self-Care Plan; en español Sesgo racial y mi plan de cuidado personal   FACILITATOR Patricia E. Deegan, PhD Patricia "Pat" Deegan's mission is to help activate and empower mental health services users in their own recovery and to provide peer supporters and clinicians with the know-how to support people in their recovery journey. She is uniquely positioned to fulfill her vocation because she was diagnosed with schizophrenia as a teenager, went on to get her doctorate in clinical psychology and today leads a company run by and for people in recovery. She is a thought-leader in the field of mental health recovery, has numerous peer-reviewed publications, has held a number of academic appointments, and has carried a message of hope for recovery to audiences around the world. In addition to her work on the CommonGround Program, she consults with OnTrackNY and has helped the team at the Center for Practice Innovations develop an innovative model for engaging young people under the NIMH RAISE Study. The model is now being adopted nationally.

Experiential Ways to Build Up Your Mental Health and Resilience - Workshop Wednesday Session Access slide deck with the green download button above Click here to watch the recording   Session Description This training focused on improving mental health wellness by teaching participants to recognize when they are thriving or languishing and provided skills and strategies for building and increasing resilience. Christina Ruggiero gave an overview of the foundations of mental health wellness and guided participants through exercises that support self-reflection, relaxation, and the development of a personalized self-care plan. Christina closed the session by reviewing additional resources that participants can use to establish self-care strategies to cope with uncontrollable events.     After attending this session, participants will:    Understand the difference between Thriving Mental Health and Languishing Mental Health. Recognize the significant role mental health plays in overall health and well-being. Have practiced and become familiar with exercises to improve mental health using relaxation and self-care.   Develop self-care strategies to help manage COVID-19 uncertainty.   Trainer Christina Ruggiero, CCC, RP Christina Ruggiero (she/her) is a Registered Psychotherapist in Ontario, Canada, currently working full-time as a mental health counsellor for students attending Queens, University. She obtained her Honours Bachelor of Science in Psychology at the University of Toronto, before pursuing her Master’s degree in Counselling Psychology at Adler University in Vancouver, BC. She finds great meaning in educating individuals about mental health, and reducing the stigma associated with mental illness. During her graduate degree, she created an anti-stigma training module for students and staff to use at Simon Fraser University, believing that change involves education and experiential components, including self-awareness and reflection. She continues this method training students and staff at Queens in mental health awareness, compassion fatigue, and distress support.

ABOUT THIS RESOURCE This fourth and final webinar in our series "Team Leaders Making a Difference! Conversations on Leadership and Supervision in ACT" presents lessons learned from the listening sessions conducted over the last year with Assertive Community Team Leads as well as results from the needs assessment survey. We engage in a dialogue with team leaders around the findings and next steps for the project. Target Audience Primarily Assertive Community Treatment Team Leaders and other supervisors of multi-disciplinary mental health treatment teams serving a high-needs population group. Hosted jointly by the Northwest MHTTC and the Great Lakes MHTTC. ADDITIONAL RESOURCES Presentation slides   FACILITATORS Mimi Choy-Brown, PhD, MSW Mimi Choy-Brown is an Assistant Professor at the University of Minnesota School of Social Work. Informed by over a decade of practice and leadership in community mental health services, her research focuses on improving access to high quality mental health services for individuals who experience significant psychiatric disabilities and supervision-focused strategies to improve the implementation of recovery-oriented, evidence-based practices in routine care. She received her PhD from NYU and her MSW from Silberman School of Social Work at Hunter College.       Maria Monroe-DeVita, PhD Maria Monroe-DeVita is an Associate Professor in the Department of Psychiatry & Behavioral Sciences at the University of Washington, School of Medicine, and the Director of the Washington State Center of Excellence in First Episode Psychosis. Her expertise is in implementation and services research related to evidence-based practices for adults with serious mental illness, particularly the Assertive Community Treatment (ACT) model. She has served as the Principal Investigator on several projects with the Washington State Division of Behavioral Health and Recovery, including the development, implementation, and fidelity assessment of 10 new ACT teams, and several Illness Management and Recovery (IMR) and Integrated Dual Disorder Treatment (IDDT) pilots across the state. She is also in the process of developing and testing novel approaches to better serving people with serious mental illness. She received a collaborative R34 grant from the National Institute of Mental Health (NIMH) to develop and pilot-test the integration of IMR within ACT teams and is working to better define and implement integrated primary care services within ACT. She is also the lead author of the new ACT fidelity tool – the Tool for Measurement of Assertive Community Treatment (TMACT) – which has been disseminated and pilot-tested in several U.S. states and countries.   Lynette M. Studer, PhD, MSW, LCSW Lynette M. Studer is a Clinical Assistant Professor at the University of Wisconsin-Madison Sandra Rosenbaum School of Social Work. She teaches MSW students in a mental health field unit as well as classes on Mental Health Policies & Services and Advanced Practice Skills in Mental Health. Prior to joining the UW-Madison faculty, she held a position as both an Agency Policy Specialist and State Administrator with the State of Minnesota Department of Human Services, Chemical and Mental Health Administration overseeing and improving policy and the provision of technical assistance for the state’s 32 Assertive Community Treatment teams who serve individuals with serious mental illness. Dr. Studer holds clinical social work licenses in both Wisconsin and Minnesota and has been a practicing clinical social worker for over 20 years.