Products and Resources Catalog

Learning Revolution invited the MHTTC Network to their Well-Being Wednesday Podcast, led by Rebecca Muller at Exceptional Circumstances for Exceptional Learners, to discuss their new school mental health training package, Classroom WISE (Well-Being Information and Strategies for Educators). Classroom WISE is a FREE 3-part training package that assists K-12 educators in supporting the mental health of students in the classroom. Developed by the Mental Health Technology Transfer Center (MHTTC) Network in partnership with the National Center for School Mental Health, this package offers evidence-based strategies and skills to engage and support students with mental health concerns in the classroom. In addition to a free online course on mental health literacy for educators and school personnel, a video library and resource collection are also available! Access Classroom WISE at https://www.classroomwise.org/. In this podcast session, Jessica Gonzalez, MHTTC SMH Coordinator, shares an overview of the MHTTC School Mental Health Initiative and discusses how Classroom WISE came to be. She is joined by Sharon Hoover, Co-Director of the National Center for School Mental Health, who co-developed the content for the Classroom WISE training package and shares about some of the content covered in the Classroom WISE online course. Erika Franta, SMH Program Director from the Mid-America MHTTC, also joins the conversation to discuss how the MHTTC Network plans to disseminate Classroom WISE and support the implementation of this training package in schools in the Mid-America region and beyond.

Dr. Janine Jones: "Culturally Responsive School Mental Health Interventions: Adapting Evidence-Based Treatments" June 2nd, 2021 This presentation includes a rationale for cultural adaptations to evidence-based interventions, content for increasing cultural literacy, and strategies for integrating cultural variables into the intervention process. Examples are shared to demonstrate the subtle and nuanced ways that culture impacts intervention efficacy. Through this workshop, school mental health providers learn ways to create a therapeutic environment that is conducive to cross-cultural counseling and subsequently increase the effectiveness of interventions for BIPOC youth.   Objectives:  Learn a rationale for implementing cultural adaptations to evidence-based treatments Learn identity affirming practices for supporting the needs of BIPOC youth Learn new tools and strategies for integrating cultural variables into the intervention process   PRESENTATION MATERIALS: Presentation PDF Recording   This recording is part of the UW SMART Center's 2021 Virtual Speaker Series. Learn more and register for upcoming events in the series here.  Dr. Janine Jones (she/her) is a Professor of School Psychology and Associate Dean for Academic Affairs in the College of Education at the University of Washington. She is a Licensed Psychologist and a Nationally Certified School Psychologist. Her research focuses on providing culturally responsive school based interventions that address the socio-emotional health of students of color. Her work is framed around the belief that providing culturally responsive services and promoting resilience within the cultural context creates the path toward serving the “whole child.” She also consults with school personnel on culturally responsive practices that enhance teacher/student relationships and reduce some of the barriers associated with intractable opportunity gaps for students of color in schools.   Want more information and school mental health resources? Visit the Northwest MHTTC's School Mental Health page and sign up for our monthly newsletter for regular updates about events, trainings, and resources available to the Northwest region.

Recording of Motivational Interviewing within Cultural Practices. This event took place on June 14th, 2021. Featuring our special MI trainer: Kathyleen M. Tomlin PhD, LPC, LMHC, CADC III.  The goals of this training event are to assist participants to support blending cultural practices with the concepts of Motivational Interviewing, (MI); an evidenced-based, culturally sensitive behavior change practice. Participants will: -Gain knowledge of key concepts of MI -Identify and practice culturally specific practices that blend well with MI -Adapt MI and learn how to enhance cultural practices to encourage healthy behavioral changes -Be open to attending post training MI mentoring to become better helpers in order to maximize healthy behavior change within their unique tribal and community life

Slides from the session Motivational Interviewing within Cultural Practices. This event took place on June 14th, 2021. Featuring our special MI trainer: Kathyleen M. Tomlin PhD, LPC, LMHC, CADC III.  The goals of this training event are to assist participants to support blending cultural practices with the concepts of Motivational Interviewing, (MI); an evidenced-based, culturally sensitive behavior change practice. Participants will: -Gain knowledge of key concepts of MI -Identify and practice culturally specific practices that blend well with MI -Adapt MI and learn how to enhance cultural practices to encourage healthy behavioral changes -Be open to attending post training MI mentoring to become better helpers in order to maximize healthy behavior change within their unique tribal and community life 

Slides form the session Motivational Interviewing within Cultural Practices. This event took place on June 17th, 2021. Featuring our special MI trainer: Kathyleen M. Tomlin PhD, LPC, LMHC, CADC III.  The goals of this training event are to assist participants to support blending cultural practices with the concepts of Motivational Interviewing, (MI); an evidenced-based, culturally sensitive behavior change practice. Participants will: -Gain knowledge of key concepts of MI -Identify and practice culturally specific practices that blend well with MI -Adapt MI and learn how to enhance cultural practices to encourage healthy behavioral changes -Be open to attending post training MI mentoring to become better helpers in order to maximize healthy behavior change within their unique tribal and community life

Recording of the event Combating Loneliness, originally held on June 14, 2021.

Recording of the event Autism Spectrum Disorder in the Black Community, originally held on June 17, 2021.   Presentation slides.

About the Session: In this second 90-minute session of the Culturally Responsive Evidence-Based and Community-Defined Practices for Mental Health Series, we will: Discuss how Familia Adelante (FA) is being implemented with various cultural groups across the Network/in different regions. Highlight additional culturally responsive “FA practices” being utilized across the Network/in different regions. Share lessons learned during the implementation of FA (i.e., Balancing FA 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. Familia Adelante Brochure Familia Adelante Program Overview MHTTC Familia Adelante Factsheet Access the closed captioning transcript for this session here. To access other sessions in this series, please click here. Session Facilitators and Panelists: Isa I.  Vélez  Echevarría, PsyD is a clinical psychologist. She obtained a certification as Interpersonal Psychotherapy Clinician, was trained in Trauma-Focused Cognitive Behavioral Therapy, and Family Therapy. She completed a post-doctoral fellowship at Community Services Institute in Boston, MA., where she provided home-based and school-based psychotherapy for communities of color. She is currently working as a Training and Content Specialist for the National Hispanic and Latino MHTTC, at the Universidad Central del Caribe, in Bayamon, PR. Richard Cervantes, PhD is Research Director of Behavioral Assessment, Inc. He served as Research Psychologist at the UCLA Spanish Speaking Mental Health Research Center, and held a full-time faculty appointment in the USC School of Medicine, Department of Psychiatry and Behavioral Sciences. Dr. Cervantes was the Principal Investigator for the NIH funded study, “Development of the Hispanic Stress Inventory-2” and PI on the recently completed study “Familia Adelante: A multi risk Prevention Program for Hispanic Youth”. Dr. Cervantes is also a leader in evaluation science with special expertise in cultural competency and cross-cultural instrument development. Ari Acosta (she/ella) is the bilingual Behavioral Health Equity Specialist for the South Southwest MHTTC, housed at the University of Texas at Austin, where her work entails the coordination of training and technical assistance to behavioral health, health, and social services providers on culturally and linguistically appropriate services, addressing behavioral health disparities, and promoting health equity to diverse communities. She has a background in Social and Clinical Psychology and three masters degrees (Women and Gender Studies, Sexuality Counseling and Women’s Human Rights) plus eight years of experience as an Assistant Professor and Human Rights Specialist in Venezuela, where she’s originally from. Ari has provided many trainings and presentations around Identity, Culture and Mental Health as well as technical assistance on how to apply the CLAS Standards and promoting equitable mental health services in Texas. Darice Orobitg, PhD is a clinical psychologist. Dr. Orobitg worked at the PR Rape Crisis Center where, she was a therapist for children, adolescent, and adult survivors of sexual violence. At the PRRCC she was also a clinical supervisor and coordinator of clinical services. Darice is currently the Training and Content Consultant for the National Hispanic and Latino Mental Health Technology Transfer Center. Adriana Avila-DiBello joined the AAMA family in 2006, with over 25 years working in the HIV and Communicable Diseases field and training as a Disease Intervention Specialist/Public Health Investigator. Mrs. DiBello has current oversight of the Minorities Action Program (MAP) and is committed to prevention education and maintaining a productive climate through motivating, mobilizing, and coaching employees and community to meet high performance standards in life.

ABOUT THIS RESOURCE There is so much to celebrate this June: Pride Month, which honors the contributions of LGBTQ+ individuals, and the establishment of Juneteenth as a federal holiday. Northwest MHTTC honors the strength and diversity of the LGBTQ+ and Black communities, while also recognizing that we cannot allow injustices to persist. We invite everyone to celebrate the progress and freedoms achieved so far, AND to use this month as a catalyst to speak out and advocate for equity.  In this newsletter, find a preview of upcoming events, as well as resources that support Juneteenth and Pride Month. Terms of use and Substance Abuse and Mental Health Services Administration (SAMHSA) disclosure statement

Attendees learn best practices in school-based suicide prevention and intervention. Attendees gain knowledge on conducting skillful assessment in their buildings, as well as consultation, communication, and safety planning for suicide intervention.  Learn more: https://bit.ly/mhttccrisisseries2021

Original broadcast date: June 21, 2021   This session is the third in a three-part series focused on (im)migrant student mental health.   Please note that while this program has a special focus on students who identify as Latino/a/x,  Chican@, and Mexican-American, all are welcome and much can be related to other student identities with shared experiences.    Session 3: School Mental Health Strategies to Support Newcomers: CBITS and Community Building Circles  The plight of newcomers (students who have recently arrived to the United States) continues to be an issue that impacts their educational journey and is even more exacerbated during the pandemic. Students' experiences vary, but they may include feelings of isolation, integration, and adapting to new cultural norms.  This session will highlight a student’s experience and what school systems can offer to support students in traditional and distance learning settings.  The session examines shared risk and protective factors for vulnerable populations and outlines school programs like CBITS and restorative justice Community Building Circles, highlighting cultural adaptations of both models.    To deepen our awareness about (im)migrant student experiences, we:  Build understanding of: the impact of mental health on newcomer students and its relation to their learning, adapting to the American school system, and resources to support their growth. Explore myths and misconceptions about newcomer students and build empathetic partnerships for their academic and social emotional growth. Examine the risk factors and increase support systems to enhance protective factors such as CBITS and restorative justice Community Building Circles.   Priming Resources Priming Resources for Needs and Joys of Our (Im)migrant* Students, Families, and Community Partners: Exploring and Expanding our School Mental Health Practice (Spring 2021) Resources to Support the Mental Health of Asylum Seekers Northern Triangle Unaccompanied Children and Families Seeking Asylum: Traumatic Effects on Children's Attachment and Reunification Psychological First Aid for Unaccompanied Children by NCTSN   Session 3 Resources Session 3: School Mental Health to Support Newcomers: CBITS and Community Building Circles slide deck (PDF)   View Session 1 and Session 2 of this series.     Our Learning Series and Community of Practice Faculty Angela Castellanos, PPSC, LCSW  Angela J. Castellanos serves as a School Mental Health Training Specialist for the Pacific Southwest MHTTC. Angela Castellanos, LCSW, is an experienced mental health consultant and administrator with 25+ years of diverse and progressive expertise in the mental health care industry and school settings. As a licensed clinical social worker, she specializes in administering school mental health programs; mentoring industry professionals (local, state, and federal); and developing and teaching best practices in the area of Trauma, Suicide Prevention, Crisis Response and Recovery, and School Mental Health. As a direct practitioner, Angela has developed programs and services for newcomers in a school district setting.  Internationally, she has provided trauma based work in El Salvador.    Alicia Arambula, MSW, ASW, PPSC Alicia Arambula is a Latinx School Social Worker in the south San Diego region. As a School Social Worker, Arambula has developed a mental health program to address youth mental health by providing professional learning opportunities for staff, establishing systems of support utilizing restorative practices and bridging the gap for students to access mental health counseling in or outside of school. Arambula has a Master of Social Work from San Diego State University with a pupil personnel services credential in social work. Arambula has over ten years of experience serving youth and their families in various capacities such as addressing diverse needs including substance dependency, immigration, and education. Arambula is a fronteriza, a hybrid culture that exists within border regions, which directly impacts her theoretical approach in serving her community.    Claudia Gonzalez, LCSW, PPSC-SW Claudia Gonzalez is the lead child and adolescent mental health clinician at a Federally Qualified Health Center in South San Diego. She has a Master of Social Work and Pupil Personnel Services Credential from San Diego State University. She has over 10 years of experience working along the U.S.-Mexico border close to her hometown of San Ysidro. Her personal experience and work in the border region have afforded Claudia the opportunity to understand the intersection of the communities social, sexual, and family ties in both countries.       Claudia Rojas, MA Claudia Rojas earned her BA in Sociology from UCR, an MA in Education from UCLA, and an Administrative Credential from CSUDH; she has been an educator since 2003 and has always worked at high need schools in Los Angeles. Currently, Claudia serves as a Newcomer Coach and previously she served as a Restorative Justice Teacher Advisor. From 2012-2018, she served as a founding high school principal located in the heart of South Central Los Angeles. The school focused on mental and behavioral health and is a student-centered, teacher-driven school. Claudia is committed to student voice, social justice, equity and access, innovation, and community collaboration.

Topics: * Evidence Base for Application of Yoga in Mental Health Disorders: Focus on work done by NIMHANS during the COVID-19 Pandemic * Panel Discussion/ Brief Q&A Session * Practice of Cyclic Meditation Technique for Stress Management Bios: Dr. B N Gangadhar, MD (Psychiatry), D.Sc. (Yoga), is currently the President of Ethics & Medical Registration Board, National Medical Commission, Government of India. Dr. Shivarama Varambally, MD (Psychiatry), MAMS, D.Sc. (Yoga), is a Professor of Psychiatry and current Head of the Department of Integrative Medicine at NIMHANS. Dr. Hemant Bhargav, MD (Yoga and Rehabilitation), PhD (Yoga), is a conventional medicine doctor with MD and PhD in Yoga therapy. He is currently working as Assistant Professor of Yoga, Department of Integrative Medicine, National Institute of Mental Health and Neurosciences (NIMHANS), Bengaluru, India.   To watch the recording, click here. 

Recording of the event Opiate Use Disorder Diagnosis and Treatment in African Americans, originally held on May 27, 2021.   Presentation slides.

Recording of the event Adult ADHD in the Black Community, originally held on June 10, 2021.   Slide Presentation

  Building Resilience Among Providers During a Global Health Pandemic (4-Part Series) Access slide decks and toolkit with the green download link above Session descriptions and recordings below   Providing physical or behavioral healthcare to others during the global health pandemic can lead to increased levels of stress, fear, anxiety, burnout, frustration, and other strong emotions. It is imperative that physical and behavioral healthcare providers recognize personal signs of mental fatigue, are given supports in their organization to ensure continued productivity and quality care, and are provided with tools to learn how to cope and build resilience. This training series has been developed to encourage self-care and to assist in building resilience among physical and behavioral healthcare providers amidst the global health pandemic.   Session One: Understanding the Impact of a Public Health Crisis on Medical and Behavioral Healthcare Providers   This session will outline common terms, introduce compassion fatigue, and discuss the impact of moral injury and traumatic stress. Speakers will also present a toolkit that has been developed to assist providers and their organizations in building resiliency.   Watch the recording here   Session Two: Home Life, Clinical Care, and Work Relationships: Causes of Stress and Resiliency Building for Providers   Presenters will discuss home life stressors, challenges of managing work relationships during a time of crisis, and the current issues facing providers as they work to provide quality care during a public health emergency. This session will also offer specific solutions and key resources for fostering resilience and balancing demands of home life, clinical care, and professional relationships during a pandemic.   Watch the recording here   Session Three: Preventing and Responding to Grief, Loss, and Secondary Traumatic Stress among Providers   Providers are experiencing loss of normalcy, loss of routine, and other ambiguous loss. Many may also be dealing with grief over the loss of a loved one, or the loss of numerous patients. Compounding this sense of loss and grief, providers commonly carry their patients’ stories with them. It is important that providers connect with their patients. If providers feel nothing, then they cannot connect as strongly and may not be able to optimize patient care. However, this connection, especially during a pandemic, can lead to secondary traumatic stress (STS). This session will address signs and symptoms of grief and loss among providers that have been present during the pandemic, and will describe secondary traumatic stress. Presenters will also offer ways to prevent and respond to these experiences at both an organizational and individual level.   Watch the recording here   Session Four: Promoting Resiliency at an Organizational Level   Research indicates that, although efforts to promote resilience at an individual level are important, addressing characteristics of the external environment are at least as important. Absence of organizational and leadership support for provider distress during COVID-19 may adversely impact organizational resilience, patient safety, and staff retention. Providers cannot sustain their own well-being without the support of their leadership. Targets for improvement at the organizational level include ensuring:   Organizational efficiency through identifying inefficient workplace processes. A transformational work culture. Correction of any negative leadership behaviors.   Watch the recording here

  Interactional and Dynamic Relationships - Workshop Wednesday Session Access slide deck with the green download button above Click here to watch the recording   Session Description This training examined the interactional nature of relationships and how mirror neurons, the group of brain cells that activate when we see someone doing something, contribute to our interpretation and reactions to intentional and unintentional messages from our shared environment. Some common examples of how mirror neurons work in our daily lives include:   Mirror neurons are responsible for yawning when we see someone else yawn. These neurons also act when we see someone sad or crying, and in turn, feel sad.  The same thing happens with smiling or laughing. The way laughter can be contagious.   Debra Brownlee, Ph.D., explored how our human design predisposes us to impact and be impacted by others and how we understand and misunderstand the actions of others. As we move closer to post-pandemic life, achieving a better understanding of the messages we send and receive from our environment can help us to support one another more fully.   After attending this session, participants can expect to:   Understand what mirror neurons are and how they influence our shared environments, particularly our relationships.  Recognize how the signals we may be sending can result in unintentional misunderstandings in our work and personal relationships. Learn strategies designed to support ourselves and others as we transition into post-pandemic life.     Trainer Debra Brownlee, PhD

Session 4 introduces the idea of nourishing your thoughts and body. Taking in good nutrients and focusing on positive thoughts both help to nourish us. Good food, plenty of water, and positive thoughts can be very helpful to our overall well-being.  

Healthcare providers do such important work helping those in need of healing, yet many are stressed, overwhelmed, and worried especially given recent challenges and pressures. To continue providing high-quality care while remaining resilient in the face of ongoing challenges, self-care is critical. Self-care is a set of planned and deliberate actions that you take daily or weekly to manage your stress and create or re-create a feeling of wellness. Self-care activities are what you do to get well, feel well, and stay well. Remember caring for yourself is as important as caring for others! Related Products: Flourishing at Work Webinar Series Flourishing at Work Podcast Series Pause, Breathe, Move: Self-Care for Healthcare Providers

ABOUT THIS RESOURCE In this webinar, Aleks Martin presents on the topic of Diversity & Difference. Participants will learn to identify diversity ​in racial and ethnic, socioeconomic, geographic, and academic/professional backgrounds, including different opinions, religious beliefs, political beliefs, sexual orientations, heritage, and life experience; and learn skills from an inclusion and equity perspective. Self-care is presented as a tool for supporting the provider in his/her/their well-being. This webinar is part of the Provider Well-Being series. Find out more about the series here. ADDITIONAL RESOURCES Our facilitators always make reference to great resources during sessions.  Find their list below.  Presentation slides View a copy of the slides used in the presentation. Self-Care Looks Different Every Day Author Kaitlyn Leaf encourages the reader to use self-care as a way to "check in with where you are, on that day, in that moment." Find a list of questions that encourage self-reflection. Self Care Looks Different for Everyone and That’s Okay Self-care is all about making intentional time to care for yourself in any way you can. This article encourages you to incorporate self-care into your day in simple ways. Self-Care Is Different For Everyone Author Linda Larkin, MA, LPC, ATR, explores the multiple facets of self-care, including emotional, physical, intellectual, social, spiritual, practical, and professional self-care. 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. Terms of use and Substance Abuse and Mental Health Services Administration (SAMHSA) disclosure statement

Join Dana Asby, MA, MEd, New England MHTTC's Education Coordinator, for this interactive webinar. You will not only learn about actions to take to weave evidence-based self-care practices into your daily routines; you'll practice them, too! Come prepared to be fully present in this hour of self-care, including: Breath work Meditation Trauma-informed chair yoga Mindful habit formation Other self-care practices If you are not able to resist multi-tasking during this hour, we encourage you to register for the event so that you receive the recording to use during an hour without distraction.   To watch the recording, click here. 

Mid-America MHTTC trainer Holly Roberts, PhD, LP, sits down with Jason Medows of Ag State of Mind to talk about rural mental health and telehealth. Episode description: Back to interview podcasts today. A few months ago, Elizabeth Lewan from American Psychological Association reached out to me regarding the impact COVID has had on America’s farmers. She put me in contact with Dr. Holly Roberts from the Psychology Department at University of Nebraska Medical Center. Holly and I chatted about her background in a farming community and how getting mental health care treatment into farming communities is often a challenge. We discuss that although COVID is a challenge, it also produced the opportunity to showcase that Telehealth can really work. I am very flattered that APA reached out to me and put me in touch with Holly. I’m also quite impressed that APA is recognizing this need and is going to work on it. To get in contact with Holly send her a message at [email protected]. Learn more about Ag State of Mind

Topics: * Neurobiology of Yoga in Mental Health Disorders * Yogic Understanding of Stress and Approach towards its Management * Orientation to important Yoga techniques for Stress Management during the COVID-19 Pandemic   To watch the recording, click here. 

View Slide Deck Session 5 introduces the importance of sleep for well-being. This session will review how pausing, breathing, and moving mindfully during the day can all help promote sleep.  Presenters: Peggy Swarbrick, Ph.D., FAOTA, is the Associate Director of the Center of Alcohol and Substance Use Studies and a Research Professor in the Applied Department of Graduate School of Applied and Professional Psychology at Rutgers. She developed a strength-based 8-dimensional wellness model to promote recovery from mental health and substance use and has created self-care wellness programs for people in recovery, caregivers, families, youth, and professionals. As a co-investigator, consultant, and collaborator on Patient-Centered Outcomes Research Institute (PCORI) grants as well as the National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR), National Institute of Mental Health (NIMH), and the Substance Abuse and Mental Health Administration (SAMHSA) grants, she has contributed to research and been a lead for developing training and intervention manuals for many of these projects. Dr. Swarbrick was a co-investigator on Perspectives on the International Classification of Diseases (11th revision); Using lived experience to improve mental health diagnoses in the United States: INCLUDE – US Study. She worked for many years at the Collaborative Support Programs of New Jersey Wellness Institute. Mary Catherine Lundquist has over 25 years of clinical and administrative experience in geriatrics specializing in dementia care, supporting family caregivers, training professionals, and providing community health education. She is currently the Program Coordinator of the COPSA (Comprehensive Services on Aging) Institute for Alzheimer’s Disease and Related Disorders at Rutgers Health, University Behavioral Health Care. COPSA includes the Geriatric Assessment Center, The Memory Disorders Clinic, The Care2Caregivers Helpline, and COPSA Consultation and Education Services. Her expertise is in designing and implementing programs that enhance the quality of life for individuals with memory loss and their caregivers. She is the author of Circle of Harmony: A New Paradigm of Care for Managing Behavioral Disturbances, Bridges: A Toolkit for Family Caregivers and Foundations of Dementia Enabled Care.

Session 5 introduces the importance of sleep for well-being. This session will review how pausing, breathing, and moving mindfully during the day can all help promote sleep.