Products and Resources Catalog

The state of affairs in the United States and globally currently places policies over people. The intersection of international territories and human rights is most salient in our discourse on immigration. The impact systemic policies have on families, particularly children, is profound and deeply troubling. This webinar will address the challenges immigrant children face, including unaccompanied minors, and how school-based systems can create supportive contexts for children and their families.

Prepared by Lydia Chwastiak, MD, MPH Older adults with serious mental illnesses (SMI), such as schizophrenia, schizoaffective disorder, and bipolar disorder, have more hospitalizations and 4 times greater risk of death at any given age than those without SMI. They are also 3.5 times more likely to live in a nursing home. Despite higher acute and long-term healthcare costs, adults with SMI experience greater barriers to preventive and routine health care, and often receive care that is fragmented and inadequate. These disparities highlight a need for effective and sustainable integrated care models designed specifically to support the special health care needs among older adults with SMI. This research brief provides a summary of evidence-based integrated models of care that address the mental and physical health needs of adults with SMI.  

On May 23rd, Center for Educational Improvement (CEI) in collaboration with New England -MHTTC, presented the second webinar of the Childhood-Trauma Learning Collaborative (C-TLC) Webinar Series on Parents and Compassion. This webinar explained how schools can be engaged with families that are steeped in trauma. They discussed how trauma can impact children and how the family can assist, and how to increase compassionate interactions between school and families. To download the slides, click here. 

Though the practice of civil commitment and involuntary hospitalization has markedly changed since the middle of the 20th century, it remains one of the most controversial procedures in behavioral healthcare.   This webinar explores civil commitment law through the lens of civil liberties for young adults of transition age. We consider the ethical tensions between a provider or family member's desire to help a young person experiencing serious mental illness and the young person's autonomy. Presenters will discuss the importance of shared decision making and will provide strategies for improving the process of civil commitments for youth and their families.   Learning Objectives: Understand the history of civil commitment in the US. Consider justifications for civil commitment and involuntary mental health treatment. Identify best practices and practical strategies for shared decision making with youth and families through a civil commitment process. Identify key questions for policy and agency decision makers to consider when establishing processes which may lead to civil commitment.  

Assertive Community Treatment Fidelity and Rural Considerations May 28, 2019 Dr. Hannah Koch discussed how to tweak the Assertive Community Treatment model to make it work in a rural setting. Slide deck

On May 15th, Michelle Friedman-Yakoobian PhD and Brandon Gaudiano PhD discussed Acceptance and Commitment Therapy (ACT) and its application to treating individuals with early psychosis. The webinar provided a brief overview of this approach, information about the emerging research in this area, and a case example.  

On May 16th, Center for Educational Improvement (CEI) in collaboration with New England -MHTTC, presented the first webinar of the Childhood-Trauma Learning Collaborative (C-TLC) Webinar Series on Neurobiology and Executive Functioning. This webinar discussed the neurobiology of trauma and how trauma impacts cognition, judgment, and academic learning. To download the slides, click here. 

Are you a school instructional leader who wants to learn about school mental health, or a mental health provider who wants to learn about the contexts of schools and student learning outcomes? Often, the conversations between educators and mental health providers are siloed and separated. This archived webinar bridges the conversation so that both perspectives can learn from one another to better support the students they serve.   In this recording, you’ll learn more about: Common mental health issues among students and their potential effects on learning outcomes The relationship between socio-emotional development, student learning, and academic success An introduction to mental health in the classroom and school, including barriers to help-seeking and provision How to enhance our role as supportive adults for students with mental health and emotional challenges and strengths    

About this Resource: This webinar will provide an overview of clinical suicidology, including the prevailing theories, assessment, interventions, and treatments. Dr. David Jobes walks participants through several suicide risk assessment tools and provides additional information about ethics and systems of care issues. Finally, Dr. Jobes provides an overview of empirically-supported treatments for managing and treating suicidality, and illustrates the use of the Collaborative Assessment and Management of Suicide (CAMS).   About the Presenter: David A. Jobes, Ph.D., ABPP, is a Professor of Psychology, Director of the Suicide Prevention Laboratory, and Associate Director of Clinical Training at The Catholic University of America. He is also an Adjunct Professor of Psychiatry, School of Medicine, at Uniformed Services University. He has published six books and numerous peer-reviewed journal articles. Dr. Jobes is a past President of the American Association of Suicidology (AAS) and he is the recipient of various awards for his scientific work including the 1995 AAS “Shneidman Award” (early career contribution to suicidology), the 2012 AAS “Dublin Award” (for career contributions in suicidology), and the 2016 AAS “Linehan Award” (for suicide treatment research). He has been a consultant to the Centers for Disease Control and Prevention, the Institute of Medicine of the National Academy of Sciences, the National Institute of Mental Health, the Federal Bureau of Investigation, the Department of Defense, and Veterans Affairs. Dr. Jobes is member of the Scientific Council and the Public Policy Council of the American Foundation for Suicide Prevention (AFSP). He is a Fellow of the American Psychological Association and is Board certified in clinical psychology (American Board of Professional Psychology). Dr. Jobes maintains a private clinical, consulting, and forensic practice in Washington DC.   Additional Resources Ask Suicide Screening Questionnaire Patient Health Questionnaire 9 Columbia Suicide Screening Rating Scale

The MHTTC News May 2019 includes: Recovery-Oriented Trauma-Informed Care Webinar Series and Learning Collaborative Training and Events Calendar How to Access our Services Mental Health Resources: State Profiles And much more!   

On May 22nd, we held our first Evidence-Based Practices (EBP) Series webinar on "SBIRT for Adolescents". Laura Winn discussed how Screening, Brief Intervention, and Referral to Treatment (SBIRT), can be geared towards adolescents and its results. 

Hispanics and Latinos' cultural values are essential for a competent mental health services, assessment and treatment.

  The Great Lakes MHTTC Suicide Prevention Guide provides local and state specific resources for school personnel in the Great Lakes MHTTC Region (IL, IN, MI, MN, OH, and WI). The resources in this guide highlight intervention services available for immediate support. All states have access to 24/7 free, confidential support via telephone and text. Many areas have mobile crisis response units available for immediate in-person assessment and intervention.

We're looking forward to a summer of learning in our region! Next month is Summer 2019 Learning Institute in Sacramento, CA, and we are excited to announce our new Adaptive Leadership trainings in Phoenix, AZ. We have more onsite sessions and communities of practice coming up soon. We hope you will join us.

On May 13th through May 16th, New England MHTTC and the Connecticut Department of Mental Health and Addiction Services sponsored the International Recovery and Citizenship Collective (IRCC) 2019 Symposium. The IRCC is a global collaborative of policy makers, health care providers, persons with lived experience, advocates, researchers, and other stakeholders. The IRCC focuses on bi-directional learning and the sharing of policy, service delivery, workforce, and other mental health and addictions innovations designed to promote recovery, citizenship, and health care system development and transformation. The IRCC envisions a world in which people thrive, are connected to their communities, and live meaningful lives.

Join The Teaching Well and Camino Nuevo Charter Academy leadership as we bring together diverse school site roles to share ways they have collaborated to create healthy and sustainable school climate for students, teachers and staff. Learning directly from teachers, school site personnel, and school leaders, together we consider the possibilities of integrating wellness into whole school staff development, leadership approaches, collaborative conversations, and support spaces for both teachers and students. Participants hear firsthand accounts of the personal and professional benefits when school staff make wellness a central focus in their work plans, relational strategies, and overall school culture. This webinar uplifts the concept that whole school wellness is best as a multi-year collaborative and iterative process between all members of a campus community. Participants: Define personal sustainability in the context of schools Explore the relationship between personal sustainability and professional sustainability Learn how specific school site roles can lead sustainably Learn best practices and practical strategies for integrating a wellness focus into school culture Explore the links between school leader wellness, teacher wellness, and student outcomes This webinar is most helpful for new and veteran teachers; administrators who seek to lead sustainably; and school site wellness staff such as social workers, inclusion specialists, counselors, and paraeducators or teachers on special assignment.   This is the third session in the Mental Health Literacy & Student Learning Outcomes webinar series.  

This presentation by Southeast MHTTC Director, Dr. Ben Druss, and Deputy Director, Dr. Janet Cummings gives an overview of the center's scope of work, areas of focus, and activities. 

The National Hispanic and Latino Mental Health Technology Transfer Center is proud to present Mental Health Bytes; a series of short videos discussing mental health topics around Hispanic and Latinos.   We know that you are busy, that is why we are giving you bytes of information to be acquainted for and for your clients.   In this video, Dr. Zayas shares valuable insight on young Latinas regarding suicide attempt, and some strategies that you can implement as providers.  If you want more information here are some resources:   Zayas, L. (2011). Latinas attempting suicide: When cultures, families, and daughters collide. New York, NY: Oxford University Press.    Zayas, L. (2015). Forgotten citizens: Deportation, children, and the making of American exiles and orphans. New York, NY: Oxford University Press.   If someone needs help you can share the Suicide Prevention Lifeline: 1-800-273-8255 (English) 1-888-628-9454 (Spanish).

Are you in a position to guide policies and practice for treatment of Co-occurring Disorders (COD)? Do you have questions or ideas about how to achieve this effectively? Watch this interactive, guided discussion intended for director or leadership level staff at mental health service agencies in the Pacific Southwest. The purpose of this peer learning forum is to build collective awareness regarding the region's needs and opportunities related to effectively identifying and addressing COD. This forum is part of a COD learning series offered through the PS MHTTC.   Please join our discussion leader, Dr. Heather Gotham of Stanford University School of Medicine's MHTTC Network Coordinating Office, as she engages participants on the following aspects of our work: What's the problem we're trying to address? What's the impetus for building capacity? Patients are struggling in treatment Patients have difficulty access services across systems What needs to be different? Practices Policies Research What training and technical assistance would be helpful to achieve that change? Resources Training Advocacy   ABOUT THE PRESENTER Heather J. Gotham, PhD, is the Director of the SAMHSA-funded Mental Health Technology Transfer Center (MHTTC) Network Coordinating Office, and a Licensed Clinical Psychologist and Clinical Associate Professor at Stanford University School of Medicine. Dr. Gotham's research focuses on implementation of evidence-based substance use and mental health treatments for adolescents and adults, including treatment fidelity for co-occurring mental health and substance use disorders. She provides technical assistance to states and treatment agencies on implementing evidence-based practices and assessments. Dr. Gotham assisted in the development of the Dual Diagnosis Capability in Addiction Treatment (DDCAT) index with Mark McGovern, and led the development of the Dual Diagnosis Capability in Mental Health Treatment (DDCMHT) index. She co-authored practice guidelines for co-occurring disorders treatment in the State of Missouri, and led the evaluation for Missouri's COSIG (Co-occurring State Infrastructure Grant) grant as well as another foundation-funded multi-site co-occurring disorders initiative.

This resource highlights key suicide statistics per state in the South Southwest Region 6, along with best practices and resources.

To address the educational and vocational needs young people experiencing psychosis, the CEDAR Individualized Vocational and Educational Support and Training (CEDAR InVEST) is an approach that helps clients get back on track with educational and vocational goals. CEDAR INVEST coaches are Bachelor’s level clinicians or college student volunteers that are supervised by a licensed clinician. In this brief, we describe some of the strategies that INVEST coaches use to help clients meet their education and vocational goals. Many of these strategies can be implemented by providers outside of a coordinated specialty program (CSC) like CEDAR – such as therapeutic mentors, vocational specialists, peer advocates, or other undergraduate or Bachelor’s level program staff.

      Hard copies of the toolkit are also available. If you'd prefer a hard copy, please reach out to us at [email protected]. This toolkit is a blueprint for school mental health services and will guide community members, schools, local leaders, and districts through 10 best practices, including strategies for implementing, funding, and sustaining mental health services in both rural and urban schools.

  It is estimated that 14-23% of women will experience depressive disorders during pregnancy; many of which will be misdiagnosed, undiagnosed and go untreated. This slide deck provides a brief overview of perinatal depression. An accompanying podcast enhances the slide content. To have the slides automatically advance in line with the presentation:       Select “Slide Show” from the menu bar Select “From Beginning” Once playing, do NOT advance slides on your own or the recording will stop Authors Maridee Shogren

Training and Technical Assistance Needs Findings from a Survey of Professionals Who Serve Individuals with Mental Illness in Region 8 The Mountain Plains MHTTC team conducted an electronic survey in March 2019 to identify the mental health technical assistance and trainings needs of Region 8. The survey was distributed electronically to individuals in Region 8 who serve persons with mental illness. Results presented in this report will help the Mountain Plains MHTTC staff better collaborate with providers and stakeholders throughout the region. Additionally, the survey results will inform the development of new products, training materials, and technical assistance requests. The report identifies aggregate training needs as well as state specific requests and variation between rural and urban respondents. Authors Shawnda Schroeder Thomasine Heitkamp