Products and Resources Catalog

ABOUT THIS RESOURCE In this webinar Dr. Ashley Stewart discusses prioritizing racial equity in behavior health agencies. By engaging in this webinar, participants will begin to formulate anti-racist practices critical for behavioral health agencies. We can avoid performative and siloed diversity initiatives by starting with equity, leading to a more sustainable and authentic culture shift. In this session, we will take a critical look at the pervasive and innocuous consequences of racism on health and the role of behavioral health agencies and all members of the agency in responding. We will review dominant culture and institutional biases that may uphold inequities within agencies and strategize around dealing with change fatigue and resistance to essential anti-racist practices. FIND OUT MORE ABOUT THIS SERIES ADDITIONAL RESOURCES Our facilitators always make reference to great resources during sessions.  Find their lists below.  C4 Innovations Homepage C4 Innovations develops and implements approaches that advance person-centered care, support recovery and stable housing, achieve health and wellness, and effect lasting social change. When people are able to access and engage in their own care, the results are healthier individuals and communities, more efficient systems, and reduced costs. FACILITATOR Ashley Stewart, MSW, PhD, is an Adjunct Expert, Trainer & Curriculum Development Specialist at C4 Innovations. She received her PhD from The Ohio State University, College of Social Work and her Master’s at Columbia University. She is an Assistant Professor at Temple University, College of Public Health, School of Social Work, training interdisciplinary students about social justice theories and frameworks and translational skills for anti-oppressive practice. Ashley provides racial equity training, consultation, and support and understands and respects the intricacies inherent in diversity and inclusion. Her research includes assessing the intersections of identity, structural oppression, health and mental health, and policy. In addition to the advanced study of the consequence and causes of identity-based oppression, Ashley supports the implementation of anti-oppressive practices at organizational, structural, programmatic, and clinical interventions.    Terms of use and Substance Abuse and Mental Health Services Administration (SAMHSA) disclosure statement

Download the Full Report Download an Executive Summary of the Report   ABOUT THIS RESOURCE This report describes organizational and policy strategies to improve recruitment and retention of school mental health providers. Additionally, it identifies resources developed by reputable organizations to facilitate implementation of these strategies. The report aims to provide useful guidance on developing and maintaining the school mental health workforce for organizations (e.g. schools, school districts, and community mental health agencies) and policy makers involved in school mental health efforts.

Attendees learn the Five R’s for best practices in school crisis response: readiness, response, recovery, review/evaluate, and resources. Attendees identify common barriers to implementation of best practices and ways they can incorporate these vital components into their school’s crisis planning. Learn more: https://bit.ly/mhttccrisisseries2021

Monthly e-newsletter of the Great Lakes ATTC, MHTTC, and PTTC.  The Great Lakes Current June 2021 issue features Pride Month, announces the Wellness Leadership Academy, and includes a complete calendar of events for the month.   

Recording of From Longhouse to Schoolhouse: AI/AN School Communities Coming Together. This event took place May 28th, 2021. From Longhouse to Schoolhouse: AI/AN school communities coming together in partnership to learn, collaborate, and share experiences and knowledge.

No one knows better than registered nurse Denesha McGhee-Hill that we have to lean on our connections with others to help us weather difficult experiences. McGhee-Hill started working on a medical surgical floor in February 2020 and, like many nurses at the time, quickly transitioned into treating COVID-19 patients. In addition to learning to bear the typical stressors of patient care, she was on the front lines as the world came to find out just how devastating the COVID-19 virus would be. In this episode of Burnout Busters, join us for a conversation with McGhee-Hill about how relationships — be it with a partner, family member, colleague, or mentor — provide support during difficult times in our personal and professional lives and help us maintain perspective on life. -- Denesha McGhee-Hill is a registered nurse on a medical surgical floor at Nebraska Medicine. Since early 2020, she has treated countless COVID-19 patients by day (and sometimes night) and then come home to resume her other life roles as mother, spouse, and role model. Prior to her work as a front-line nurse amid a pandemic, Denesha spent four years as a clinical licensed practical nurse (LPN), splitting her time between two Nebraska Medicine clinical sites. Her main base site at this time was the Girls Inc. Health Center. During her time here, she was the pioneer and point person for the Allied Health Professionals (AHP) program, which provided free STI testing to individuals ages 14-24. She performed these tests and educated clients on making safe and conscious decisions pertaining to consensual sexual activities. Denesha is a fierce advocate for her patients, other nurses, and herself, making her the perfect person to sit down with us and discuss techniques for managing individual well-being under strenuous circumstances. In particular, we'll hear how she leaned on personal connections and her community through these times. -- Remember, you can use the hashtag #mhttcbyebyeburnout to share your well-being journey with us and others! Learn more at https://bit.ly/BurnoutBustersThePodcast  

Health care professionals working with patients or clients who have endured traumatic events can expect to experience some stress related to this role. But at what point does that stress become detrimental, or even cross a line into secondary or vicarious trauma? This week, join our Burnout Busters for a conversation around trauma. Host Hannah West, PhD, talks about her work with trauma patients and with organizations on addressing trauma among caregivers, prior to and in the context of the COVID-19 pandemic. You’ll learn how to recognize trauma and take steps to respond to its symptoms, and how the “do no harm” tenet of the Hippocratic oath applies to health workers in addition to their subjects. -- Hannah West, PhD, BCBA, is a regional trainer for the Mid-America MHTTC and behavioral health provider at Sunflower Pediatric Behavioral Health in Shawnee, Kansas. Dr. West is passionate about assisting schools and districts at the systems level through consultation and coaching to match student academic, behavioral and mental health needs with resources available through the development of multi-tiered systems of support. As a trainer for the National Association of School Psychologists’ (NASP) PREPaRE curriculum, she is also passionate about working with schools to implement best-practice prevention, intervention, and postvention supports related to school crises. Dr. West received her doctorate in school psychology from Oklahoma State University. Her doctoral training and research focused on child and adolescent assessment and treatment, as well as working within the systems and environments they live to match resources to needs. -- Remember, you can use the hashtag #mhttcbyebyeburnout to share your well-being journey with us and others! Learn more at https://bit.ly/BurnoutBustersThePodcast  

  Learn how the Adult Resilience Curriculum (ARC) for Health Professionals track can help individuals and organizations implement well-being strategies.   ARC for Health Professionals Professional Well-Being

About this Resource:  Building on our Recovery-Oriented Cognitive Therapy (CT-R) on-demand recording, this infographic further examines the strengths-based treatment approach, highlights key elements, and offers strategies to enhance its adoption. 

  This month the Northwest MHTTC features resources and products in support of PTSD Awareness Month. A new webinar is announced with Ken Kraybill on Motivational Interviewing-Informed Supervision, along with other live webinar events in June and July. Finally, we proudly share the latest webinar recordings and podcasts from our center.  

Materials for this product were originally provided in March 2021. In this session, we will talk about how caring for others, as mental health practitioners do, can cause exhaustion and compassion fatigue. We will present self-compassion as a way in which we can replenish our own emotional energy reserves while caring for others. Access the accompanying exercises sheet here. Access the PowerPoint slides here.

Materials for this product were originally provided in March 2021. The concept of self-compassion will be elucidated through an experiential exercise, and the definition of self-compassion will be articulated. Several self-compassion practices will be presented. Access the accompanying exercises sheet here. Access the PowerPoint slides here.

Materials for this product were originally provided in March 2021. The concept of self-compassion will be elucidated through an experiential exercise, and the definition of self-compassion will be articulated. Several self-compassion practices will be presented. Access the accompanying exercises sheet here. Access the PowerPoint slides here.

  This webinar focuses on key aspects of mental health assessment strategies for unaccompanied minors in the United States (US). The webinar will introduce participants to a definition of assessment, provide an overview of best practices for cross-cultural assessment, and introduce participants to the Strengths and Difficulties Questionnaire (SDQ) as one measure of psychosocial wellbeing that can be implemented in multiple clinical settings. Learning objectives: 1. Participants will learn how mental health assessment has been used in research to understand the complex psychosocial needs of unaccompanied minors. 2. Participants will learn about assessment strategies that can help identify complex mental health needs of unaccompanied minors. 3. Participants will learn how the Strengths and Difficulties Questionnaire can help identify symptoms of psychosocial distress as well as prosocial behavior that unaccompanied minors may experience.

  Culturally and linguistically appropriate services are respectful of and responsive to the health beliefs, practices, and needs of diverse consumers (Office of Minority Health, 2014). By developing Latino cultural competence, services that are respectful of and responsive to the health beliefs, practices, cultural and linguistic needs of diverse students and families can be effectively delivered.

    Mental Health Issues in the Latino Communities Latino communities are at significant risk for mental health problems, including anxiety, depression, suicide attempt, and are less likely to access culturally responsive mental health services. Immigration, cultural identity, poverty, and discrimination create high levels of stress among Latinos. Mental health issues that are undiagnosed or untreated can lead to negative outcomes for Latinos, including negative interactions at school and with authorities, increased disconnection from family and society, and exposure to the criminal justice system. Culture plays an important role in the lives of Latino communities. Equity Mental Health: Breaking barriers to access mental health treatment & increase community awareness about the Latino populations Culturally and linguistically appropriate services are respectful of and responsive to diverse consumers' health beliefs, practices, and needs" (Office of Minority Health). By developing Latino cultural competence, the services can be effectively delivered in a sense of respect and responsive to the health beliefs, practices, cultural and linguistic needs of diverse students and families. In that regard, we will discuss barriers and facilitators to community participation and the importance of making referrals that lead to positive engagement for Hispanic and Latino families considering cultural and linguistic characteristics.

    Understanding culture-specific risk and protective factors associated with mental health among Latinos is essential. Unaccompanied children and youths are a particularly significant risk for psychological distress, including depression, anxiety, and posttraumatic stress and are less likely to access culturally responsive mental health services and continue to be undiagnosed or untreated. This can lead to negative outcomes such as negative interactions at school and with authorities, increased disconnection from family and society, and exposure to the criminal justice system. Even when released to the community, Latino unaccompanied children (UC) and youths often struggle to find a safe haven and are susceptible to abuse, crime victimization, difficulties adjusting to a new language and culture, and lack of needed educational, medical, mental health, and legal resources. Also, the provision of psychoeducation services to unaccompanied minors and their families about the stressors faced during the pre-migration, in-journey, and post-migration can serve to validate their experiences and help them navigate obstacles over time. Challenges that can be encountered during engagement with the client and their family will be discussed as well as resources and recommendations.   Learning objectives:   1. Recognize the effects of immigration detention and family separation on the attachment reactions of Hispanic unaccompanied children and youths.   2. Discuss Hispanic and Latino culture-specific risk and protective factors associated with mental health.   3. Consider the use of psychoeducation interventions to engage Hispanic unaccompanied children and youths and their parents into mental health and community services.  

Through this webinar, participants will understand how we all can learn a common language between mental health and school communities, recognize why student’s mental health is important to consider in the school settings, and the importance that mental health providers understand how to engage the Hispanic and Latino community. Learning objectives: 1. Devise communication and negotiation tools to promote positive interaction between social workers and school staff. 2. List steps to successfully navigate a multi-tiered system of support in schools. 3. Describe how effective collaboration across integrated systems of care can lead to improved mental health supports for students and educators alike. 4. Outline best practices in school mental health collaboration and work alongside school staff to improve school climate and learning environment.

About the Learning Session: The MHTTC Network is hosting an 8-part training series using the National School Mental Health Best Practices: Implementation Guidance Modules for States, Districts, and Schools. This resource was developed by the MHTTC Network in partnership with the National Center for School Mental Health (NCSMH) and aims to help states, districts and schools advance comprehensive school mental health and engage in a planning process for implementation.  Module 8: Impact explains the purpose and value of documenting and sharing information about the impact of your comprehensive school mental health system. 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. Access the closed captioning transcript for this session here. This session wraps up this series! To access previous recordings from this series, please click here. To learn more about the National School Mental Health Best Practices: Implementation Guidance Modules and gain access to the COMPLETE resource, click HERE. PLEASE NOTE: As of April 2021, the MHTTC Network and National Center for School Mental Health (NCSMH) changed the title of the National School Mental Health Curriculum: Guidance and Best Practices for States, Districts, and Schools to the new title 'National School Mental Health Best Practices: Implementation Guidance Modules for States, Districts, and Schools.' Session Panelists: Amber Fox has been a member of the Kent School Services Network Administrative team in Kent County, Michigan since 2014. She has a Master's in Social Work and more than 20 years of experience in the fields of Youth Development, Education and Social Work. Previously, she served as the Kent ISD program coordinator for Michigan’s Project AWARE (2014-2018). In her current role of Director of Integrated Supports and Team Lead Supervisor, she co-coaches and co-develops a team of 40 community school coordinators and 5 team leads, serving 45 schools in 9 school districts. She is a certified Youth Mental Health First Aid trainer and Youth Program Quality External Assessor. Dr. Louis Laffitte, Jr., is an instructional trailblazer who partners with thought leaders across the country to improve outcomes for learners of all ages and demographics. With more than two decades dedicated to the field of education, Dr. Laffitte’s critical insight into what drives teaching and learning has benefited students and colleagues alike. With a career path focused on empowering the disenfranchised, Laffitte has been a voice and advocate for change, which has benefited the many leadership roles he’s undertaken as an educator. These roles have included principal, special education director, human resources director and assistant superintendent.

About the Session: In this first 90-minute session of the Culturally Responsive Evidence-Based and Community-Defined Practices for Mental Health Series, panelists: Discuss what evidence-based and community-defined practices are Define the terms culturally responsive and culturally inclusive Discuss the strengths and challenges of the term “EBP” Provide a CLAS Standards overview Discuss cultural values EBPs should take into consideration Gather information from the participants regarding EBPs being implemented and/or adapted in their communities Highlight additional practices that may not be defined officially as EBPs, but are being utilized in the community (i.e. home-grown/ community defined) 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. Access the closed captioning transcript for this session here. To access other sessions in this series, please click here. Session Facilitators and Panelists: Christina N. Clayton, LICSW, CDP has been working in the behavioral health field since 1993. She has primarily served adults who live with severe mental health issues, substance use, experience chronic homelessness, suffer from poor physical health, trauma and any number of co-occurring issues. Christina has education and licenses/credentials in clinical social work, mental health and substance use, and highly values her direct service experience. She has spent 25 years working in and managing numerous clinical programs including: HIV/AIDS housing and health care, school-based mental health, substance use outreach and treatment, homeless mental health outreach, intensive case management, assertive community treatment, crisis respite, integrated care, housing first and other Evidence-Based Practices. She currently serves as the Co-Director of the Northwest MHTTC. Maria E. Restrepo-Toro, BNS, M.S. is an Educator at Yale University, Department of Psychiatry, Program for Recovery and Community Health. She is a nationally recognized leader, trainer and facilitator in the fields of Latino behavioral health recovery, psychiatric rehabilitation and cultural competence. She brings her expertise in 1) workforce development in recovery-oriented practices such us person-centered, trauma-informed care and psychiatric rehabilitation interventions; 2) development of peer-run initiatives, training and technical assistance on peer integration practices; and 3) development of culturally appropriate curriculums and web-based training tools. She currently serves as the Co-Director of the New England MHTTC. Jessica Gonzalez, MSW, is the School Mental Health Coordinator for the MHTTC Network Coordinating Office at Stanford University School of Medicine. Jessica coordinates the work of 12 centers that provide training and technical assistance to the mental health and school mental health workforce to increase the use of evidence-based mental health prevention, treatment, and recovery support services for students across the United States. Jessica has worked in the community as a social worker providing mental health services in school and outpatient clinic settings to children and adolescents of diverse socioeconomic, cultural and ethnic backgrounds. Shannon Wiltsey-Stirman, PhD Shannon Wiltsey Stirman is a clinical psychologist and implementation researcher in the Dissemination and Training Division, and an Associate Professor at Stanford University’s Department of Psychiatry and Behavioral Sciences. Her clinical work and research focus on training, implementation, and adaptation of cognitive behavioral therapies for individuals with PTSD, depression, suicidality, and anxiety. She regularly provides CBT and Cognitive Processing therapy training and consultation to therapists in the community and in the VA. Alfredo Cerrato is the Senior Cultural and Workforce Development Officer for the Great Lakes Technology Transfer Centers, managed by the Center for Health Enhancement Systems Studies at the University of Wisconsin-Madison. He is also a nationally certified trainer on Culture: An Integral Part of Mental Health Services, Clinical Application of Cultural Elements in Mental Health Treatment for Hispanic and Latino Populations by the National Hispanic and Latino Mental Health Technology Transfer Center in Puerto Rico, and a national trainer for the National Association for Alcoholism and Drug Abuse Counselors (NAADAC) on cultural topics. Mr. Cerrato has 25 years of international relations experience and specializes in cross-cultural communications, conflict resolution, and process improvement topics. He has conducted advocacy, policy, and disaster relief work in Northern Ireland, Honduras, Peru, Brazil, Japan, Sri Lanka, and other locations across the globe. Diana Padilla is a Research Project Manager at New York State Psychiatric Institute, Columbia University Medical Center, and Senior Staff Trainer and the SBIRT, (Screening, Brief Intervention, and Referral to Treatment) Intensive Technical Assistance program manager for the Northeast & Caribbean Addiction Transfer Technology Center Network (NeCATTC),  Ms. Padilla managed and trained nationally on Cultural Proficiency in Drug Court Practice, statewide Cultural Competency in HIV Prevention, and Culturally Informed Practice in addiction treatment and recovery services. She is a faculty/trainer for the National Association for Drug Court Professionals providing expert trainings on the Hispanic, Latino, Latinx communities.  Questions? Contact Jessica Gonzalez, MHTTC Coordinator, at [email protected].

  Mindfulness is for Everyone; HHS Region 8 Access slide deck by clicking DOWNLOAD above CLICK HERE to watch the recording   Session Description Mindfulness is an often-misunderstood practice that can do that very thing. Perhaps now more than ever, people need to build, or maintain, skills that can help them cope with anxiety and manage the daily challenges of work, home, and health. Join presenter Robin Landwehr, DBH, LPCC, NCC and the Mountain Plains Mental Health Technology Transfer Center for a 90 minute training to develop and practice these skills!    This training was provided by the Mountain Plains Mental Health Technology Transfer Center in collaboration with the North Dakota Center for Persons with Disabilities at Minot State University and the Community Staff Training Program. 

  Addressing Suicidality When Crisis Shows Up in Practice; HHS Region 8 Access slide deck with the green download link above Recording coming soon   Whether you have been practicing for ten months, or ten years, providing responsive and client-centered care for individuals who are in crisis and experiencing suicidal thoughts can present unique challenges for any clinician. During this three-hour training, Dr. Mita Johnson provided a detailed review of ways to support your client and yourself when suicidality and crisis show up in your practice.    Learning Objectives:   Review current evidence-based clinical practices that support interventions for people experiencing suicidal ideation.  Learn strategies for self-regulation when caring for a client in crisis.  Explore ways to maintain a therapeutic connection with a client in crisis.  Practice de-escalation strategies to support clients in crisis.    Trainer  Mita Johnson, Ed.D., NCC, LPC, LMFT, LAC, MAC, SAP, ACS, MFT-S, BCTP-II Dr. Mita M. Johnson has been practicing in the world of counseling, and addictions counseling, for the past 30 years. Dr. Johnson has extensive experience as an addiction counselor and brings that expertise and leadership in advancing ethical practice. She is the President of NAADAC and is a member of the Executive Committee. Her academic background includes an Ed.D in counselor education and supervision. Dr. Johnson is a Licensed Professional Counselor, Masters Addiction Counselor, and Substance Abuse Professional.

Original broadcast date: 05/11/21 A national three-digit 988 behavioral health and suicide prevention crisis hotline is probably the most significant public policy initiative impacting behavioral healthcare since Medicaid expansion. Behavioral health crisis services have never had a moment like this, where the policy forces are aligning at federal state and local levels and are driving positive change.  The implementation of 988 provides us with the opportunity to build-out and finance a statewide behavioral health crisis response system that is on par with the 911 emergency medical management system.    There are many questions that this webinar addresses as an initial forum to learn about best practices to apply to 988 crisis response system optimization. Increasing our collective knowledge is best achieved by engaging with subject-matter experts, rather than expending time, energy, or other resources extracting or researching for answers in disconnected and fragmented ways. Session outcomes include new learning and insights to more effectively respond to a rapid 988 implementation trajectory.  Participants find that the content and interchange of this session is both pragmatic and enriching.

People define their spirituality, faith, and religion as being a process involving growth, addressing existential questions about meaning and sense in life, life satisfaction, well-being, a sense of purpose, hope, and optimism. During the COVID-19 pandemic, individuals and communities have started to explore more personal and collective connections with spiritual, faith, and religious resources as coping mechanisms. They seem to be a potential antidote that minimizes the consequences of anxiety, depression, and any other mental or physical stress caused during the coronavirus crisis.   In this context, the proposed panel and conversation series on spirituality, faith, and religion: creating a time and space for connection, wellness, and hope can be a tool for healthcare professionals, patients, family, and communities to reconnect with themselves, provide the most comprehensive care possible, benefit from spiritual practice, build social support, and share stories of hope and resilience.   Our community conversation series will offer comfort and safe space through structured and innovative conversation focusing on spiritual beliefs and coping. Activities facilitate verbal expression and appropriate social interaction and build a sense of belonging. We discuss activities and themes from these webinars within a recovery-oriented “emotion-focused coping” framework. A faith community member will lead this series.   Moderator: Thomas Burr, Community and Affiliate Relations Manager, NAMI Connecticut   Panelists for June 3rd, 2021   Pastor Marylin Rodriguez Congregation: Church Oasis of Blessing Christian Center   Pastor Marilyn Rodriguez was born in Mayagüez, Puerto Rico, and raised in a Christian home. In 1996, Pastor Rodriquez received her bachelor’s degree in visual arts and moved to New Britain, Connecticut, where she met her future husband, Jose Rodriguez. She has always been active in her church, and in 1999 she graduated from the Hispanic Bible Institute. In 2014, Pastor Rodriguez graduated from the Latin-American Bible Institute and went on to teach there for 2 years. For the last 8 years, she and her husband have worked at the Church Oasis of Blessing Christian Center. Pastor Rodriguez and her husband Jose have eight children. Pastor Kelcy G. L. Steele Congregation: Varick Memorial African Methodist Episcopal (AME) Zion Church   A native of Rock Hill, South Carolina, Rev. Steele is the 43rd pastor of Varick Memorial AME Zion Church. He is author of the book The Sound of Revival: 7 Powerful Prophetic Proclamations, which explores prophetic preaching in the Wesleyan tradition. He earned his master of divinity degree at United Theological Seminary in Dayton, Ohio, in 2018. Governor Ned Lamont appointed Pastor Steele to the Connecticut Board of Pardons and Paroles in 2020. Pastor Steele is CEO of the Varick Center for Empowerment and an Imani Breakthrough Project Leader. He serves on the Board of Directors of Booker T. Washington Academy and is Cultural Ambassador of the Yale Center for Clinical Investigation. Pastor William L. Mathis Congregation: Springs of Life-Giving Water Church (The Springs) A native of Albany, Georgia, after graduating from Morehouse College with a bachelor’s degree in political science and accounting, Pastor Mathis joined the staff of the Select Committee on Narcotics Abuse and Control for the U. S. House of Representatives.   Afterwards, he pursued his interest in law at Boston College, earning his JD degree in 1989 and serving as the National Chair of the Black Law Students Association in the wake of increasing minority presence in the profession. He served first as a judicial law clerk and then as Baltimore City Assistant State’s Attorney. While in these positions, he worked to ameliorate the plight of juvenile delinquents and to develop preventive programs and supporting environments. During this time, he was called to the ministry and began ministering through public policies. Before he entered Harvard University, he served as chaplain, counselor, and teacher at The Baraka School, a school for inner-city male youth based in Kenya, East Africa. Pastor Mathis received his MDiv from Harvard in 2002.   The Springs is an American Baptist Church in New Haven, Connecticut. Pastor Mathis seeks to help individuals view and develop each life experience as empowering and directional for their purposed lives as they become all that God intends. In line with his assignment, Pastor Mathis is CEO of WLM Ministries, a nonprofit organization devoted to providing consulting services to create community and faith-based initiatives focused on criminal justice, neighborhood safety, community building, youth empowerment, social justice, and African diaspora collaboration.    These are additional positions and affiliations for Pastor Mathis: Immediate past president, American Baptist Churches of Connecticut (ABCCONN), 2019–2020 Member, Baptist World Alliance’s Justice and Freedom Commission Consultant, Brazilian faith-based communities and non-governmental organizations working to empower Afro-Brazilian communities Member, Kingdom Association of Covenant Pastors Founding and steering committee member, New Haven 828, an organization devoted to bringing pastors and para-church leaders together for prayer and the formation of collaborative initiatives to address social ills Advisory board member, New Haven’s Juvenile Review Board Member, New Haven’s Reentry Initiative Roundtable Member, New Haven Community Violence Response Group