Products and Resources Catalog

Recording of the event Anxiety in the Black Community, originally held on April 15, 2021.   Slide Presentation

Health care workers — including but not limited to physicians, nurse practitioners, physician assistants, nurses, behavioral health providers, and administrators — experience exceptional levels of burnout and compassion fatigue as the result of packed schedules, emotional demand, and moral injury — and these stressors have only been amplified since the outbreak of the COVID-19 pandemic. In this webinar, speakers will describe how stress affects us psychologically and biologically and share research-backed strategies for overcoming barriers to well-being. These strategies are rooted in the Adult Resilience Curriculum, or ARC, a 10-module model for implementing well-being at both the individual and organizational level. The model is rooted in adult positive psychology and organizational well-being theories and has been adapted to apply across medical and educational settings.   Learning Objectives: Discuss the psychological and biological effects of stress related to well-being. Explain how Adult Resilience Curriculum (ARC) for Health Professionals can be implemented at the individual and institutional levels to help overcome barriers to well-being. Articulate how the Mid-America Mental Health Technology Transfer Center (MHTTC) resources can be utilized to assist with an individual’s professional well-being.   Speaker(s): Brittany Liebsack, PhD, LP, is a faculty trainer for the Mid-America MHTTC's school mental health team, developing and providing training and technical assistance at the universal, targeted and intensive levels. Passionate about the dissemination and implementation of evidence-based practices for children and their families, Dr. Liebsack helps our Center implement comprehensive mental health programming via the most accessible mental health providers for youths and teens: our schools. Throughout her undergraduate and post-baccalaureate research and clinical experiences, Dr. Liebsack became aware of and frustrated by the research-to-practice gap in the use of evidence-based practices in community settings and routine care. This led to her pursuit of graduate training and research interests in implementation, dissemination, and patient/family engagement in and barriers to treatment. Dr. Liebsack’s clinical interests include school mental health, integrated primary care, trauma/anxiety, and externalizing behavior. She earned her Ph.D. in Psychology at West Virginia State and completed her pre-doctoral internship at the University of Nebraska Medical Center's Munroe-Meyer Institute, where she is now a postdoctoral fellow. Christian Klepper, PsyD, LP, is a licensed psychologist and assistant professor in the Department of Psychology at the Munroe-Meyer Institute for Genetics and Rehabilitation at the University of Nebraska Medical Center. She received her Psy.D. in clinical psychology from Mercer University in Atlanta, Georgia, and completed her internship and post-doctoral training at the Munroe-Meyer Institute. Dr. Klepper is the project coordinator for the Pediatric Mental Health Care Access Program and serves as a faculty trainer for the Mid-America MHTTC. Her clinical time is spent providing behavioral health services at Children’s Physicians, Creighton University Medical Center, in Omaha. Her research interests include integrating behavioral health into primary care, increasing access to care, anticipatory guidance and integrating behavioral health into well child visits, screening in primary care, psychological flexibility, and education and training in integrated primary care. Coming Home to Primary Care: Pediatric Integrated Health   

Health care workers — including but not limited to physicians, nurse practitioners, physician assistants, nurses, behavioral health providers, and administrators — experience exceptional levels of burnout and compassion fatigue as the result of packed schedules, emotional demand, and moral injury — and these stressors have only been amplified since the outbreak of the COVID-19 pandemic. In this webinar, speakers will describe how stress affects us psychologically and biologically and share research-backed strategies for overcoming barriers to well-being. These strategies are rooted in the Adult Resilience Curriculum, or ARC, a 10-module model for implementing well-being at both the individual and organizational level. The model is rooted in adult positive psychology and organizational well-being theories and has been adapted to apply across medical and educational settings.   Learning Objectives: Discuss the psychological and biological effects of stress related to well-being. Explain how Adult Resilience Curriculum (ARC) for Health Professionals can be implemented at the individual and institutional levels to help overcome barriers to well-being. Articulate how the Mid-America Mental Health Technology Transfer Center (MHTTC) resources can be utilized to assist with an individual’s professional well-being.   Speaker(s): Brittany Liebsack, PhD, LP, is a faculty trainer for the Mid-America MHTTC's school mental health team, developing and providing training and technical assistance at the universal, targeted and intensive levels. Passionate about the dissemination and implementation of evidence-based practices for children and their families, Dr. Liebsack helps our Center implement comprehensive mental health programming via the most accessible mental health providers for youths and teens: our schools. Throughout her undergraduate and post-baccalaureate research and clinical experiences, Dr. Liebsack became aware of and frustrated by the research-to-practice gap in the use of evidence-based practices in community settings and routine care. This led to her pursuit of graduate training and research interests in implementation, dissemination, and patient/family engagement in and barriers to treatment. Dr. Liebsack’s clinical interests include school mental health, integrated primary care, trauma/anxiety, and externalizing behavior. She earned her Ph.D. in Psychology at West Virginia State and completed her pre-doctoral internship at the University of Nebraska Medical Center's Munroe-Meyer Institute, where she is now a postdoctoral fellow. Christian Klepper, PsyD, LP, is a licensed psychologist and assistant professor in the Department of Psychology at the Munroe-Meyer Institute for Genetics and Rehabilitation at the University of Nebraska Medical Center. She received her Psy.D. in clinical psychology from Mercer University in Atlanta, Georgia, and completed her internship and post-doctoral training at the Munroe-Meyer Institute. Dr. Klepper is the project coordinator for the Pediatric Mental Health Care Access Program and serves as a faculty trainer for the Mid-America MHTTC. Her clinical time is spent providing behavioral health services at Children’s Physicians, Creighton University Medical Center, in Omaha. Her research interests include integrating behavioral health into primary care, increasing access to care, anticipatory guidance and integrating behavioral health into well child visits, screening in primary care, psychological flexibility, and education and training in integrated primary care. Coming Home to Primary Care: Pediatric Integrated Health   

In this presentation, Mid-America MHTTC specialists and partners with Omaha-based Community Alliance will demonstrate ways in which family peer support empowers families to support their loved one’s desire to live independently. In particular, participants will learn how recipients of family peer support: Learn to engage their loved ones in conversations about housing and independent living; Learn to support their loved ones with finding housing and housing supports; Learn to help their loved ones be successful with independent living.   Speakers:   Dr. Lilchandra Jai Sookram has been in the mental health field for over 40 years. At the Nebraska State Hospital, he provided psychological services to persons with serious mental illness and to their family members, and he directed clinical services including psychology, nursing, social work, therapeutic recreation, education and return-to-work programs. He is the former director of mental health services in Kansas and clinical director of a juvenile correctional facility. Currently he is manager of family and peer services at Community Alliance. Bill Baerentzen, Ph.D., CRC, LMHP, is serious mental illness program director for the Mid-America MHTTC. Much of his outreach involves promoting evidence-based practices to help people with serious mental illness (SMI) live meaningful inclusive lives. Dr. Baerentzen has worked as director of a 250-bed emergency overnight shelter; supervisor of therapists in a treatment program for persons with co-occurring disorders; and as faculty in a rehabilitation counseling program. Aileen Brady is the chief operating officer at Community Alliance, a behavioral health care organization serving Omaha and surrounding communities. Community Alliance provides an integrated health care approach with a broad range of programs for adult men and women with co-occurring mental illness and substance use conditions. Aileen earned her undergraduate degree from the University of Missouri and her master's degree in public administration from the University of Nebraska, Omaha.   Learn more about Family Peer Support: An Emerging Workforce at https://bit.ly/FPS_2020  

In this presentation, Mid-America MHTTC specialists and partners with Omaha-based Community Alliance will demonstrate ways in which family peer support empowers families to support their loved one’s desire to live independently. In particular, participants will learn how recipients of family peer support: Learn to engage their loved ones in conversations about housing and independent living; Learn to support their loved ones with finding housing and housing supports; Learn to help their loved ones be successful with independent living.   Speakers:   Dr. Lilchandra Jai Sookram has been in the mental health field for over 40 years. At the Nebraska State Hospital, he provided psychological services to persons with serious mental illness and to their family members, and he directed clinical services including psychology, nursing, social work, therapeutic recreation, education and return-to-work programs. He is the former director of mental health services in Kansas and clinical director of a juvenile correctional facility. Currently he is manager of family and peer services at Community Alliance. Bill Baerentzen, Ph.D., CRC, LMHP, is serious mental illness program director for the Mid-America MHTTC. Much of his outreach involves promoting evidence-based practices to help people with serious mental illness (SMI) live meaningful inclusive lives. Dr. Baerentzen has worked as director of a 250-bed emergency overnight shelter; supervisor of therapists in a treatment program for persons with co-occurring disorders; and as faculty in a rehabilitation counseling program. Aileen Brady is the chief operating officer at Community Alliance, a behavioral health care organization serving Omaha and surrounding communities. Community Alliance provides an integrated health care approach with a broad range of programs for adult men and women with co-occurring mental illness and substance use conditions. Aileen earned her undergraduate degree from the University of Missouri and her master's degree in public administration from the University of Nebraska, Omaha.   Learn more about Family Peer Support: An Emerging Workforce at https://bit.ly/FPS_2020  

About this Resource:  The recent pandemic has created a confluence of uncertainty, social isolation, and disruptions in services and supports important to children. The nature and extent of the mental health impact on this age group depends on pre-existing vulnerabilities, contextual issues related to their COVID experiences, and the effectiveness of response efforts. In this on-demand recording risks and protective factors are identified. Effective strategies for promoting recovery from pandemic related distress are explored using a developmental lens and a social-ecological framework.  Co-sponsored with the Region IV Public Health Training Center.                       About the Presenter:  Ginny Sprang, PhD, is a professor in the College of Medicine, Department of Psychiatry at the University of Kentucky, and the Executive Director of the University of Kentucky Center on Trauma and Children.  She is the Principal Investigator of the SAMHSA-funded Category II Secondary Traumatic Stress Innovations and Solutions Center, the Category III Child and Adolescent Trauma Treatment and Training Institute, and Chair Emeritus of the Secondary Traumatic Stress Collaborative group. She has or currently holds national leadership positions in the National Child Traumatic Stress Network as a steering committee member and the International Society for Traumatic Stress Studies Special Interest Group Chair for the Terrorism and Disaster Committee. Dr. Sprang has over 125 publications on topics such as child trauma, trauma informed care, the commercial sexual exploitation of minors, implementation and sustainability, disaster response, and secondary traumatic stress. 

Attendees will define reasonable accommodations under the Americans with Disabilities Act. Additionally, attendees will apply supports and accommodations based on the functional implications related to the mental health condition. Attendees will also gain an understanding of the resources available to help with identifying and requesting a reasonable accommodation.  

Dr. Ilene Schwartz & Ginger Kwan: "Using a Racial Equity Theory of Change (RETOC) to Facilitate Collaboration Between University Researchers and a Community Based Organization​" April 7th, 2021 Open Doors for Multicultural Families and the Haring Center for Inclusive Education have been working together to increase the capacity of programs and provides to meet the needs of diverse children and families who have disabilities. Recently they have worked through a process to create a joint Racial Equity Theory of Change (RETOC). In this presentation they shared how this collaboration between a community based organization (CBO) and a university-based program came to be and what they do to support this partnership. They also introduced the RETOC process and share the results of our process. Objectives: Become familiar with the RETOC process Increase knowledge of variables that support the collaboration between CBOs and university-based organizations.   PRESENTATION MATERIALS: Presentation PDF 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. Ginger Kwan, Executive Director of Open Doors for Multicultural Families Ilene S. Schwartz, Ph.D., BCBA-D Dr. Ilene Schwartz is a professor in the Area of Special Education at the University of Washington and the Director of the Haring Center for Research and Training in Education at UW. She earned her Ph.D. in child and developmental psychology from the University of Kansas and is a board certified behavior analyst (BCBA-D). Dr. Schwartz has an active research and professional training agenda with primary interests in the area of autism, inclusive education, and the sustainability of educational interventions. She has had consistent funding from the U.S. Department of Education since 1990 and serves on a number of editorial review boards including the Topics in Early Childhood Special Education and the Journal of Early Intervention. Dr. Schwartz is the director of Project DATA, a model reschool program for children with autism that has been in operation since 1997; and is currently working on projects to improve the quality of inclusive educational services in Washington state for students in P-12. 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 the event "Reducing the Effects of Implicit Bias," originally held on May 20, 2021.   You mas access the slides here.

  The Great Lakes MHTTC offers this event for school mental health personnel and behavioral health professionals in HHS Region 5: IL, IN, MI, MN, OH, and WI Attention Deficit Hyperactivity Disorder (ADHD) is one of the most common neurodevelopmental disorders of childhood. It is estimated that 6.4 million children in the United States ages 4-19 have been diagnosed with ADHD. Without early identification, treatment and support, children with ADHD can have significant impairments in school, home, and other aspects of life including interpersonal and social skills. For children from racial and ethnic minority groups with ADHD, barriers to ADHD diagnosis and treatment can place them at greater risk of poor health and educational outcomes than their white peers. Teachers play a critical role in understanding these disparities and the impact of ADHD on learning and academic performance of all children.   Learning Objectives: 1. Describe ADHD symptoms, causes, and how ADHD affects children in the classroom. 2. Explain racial and ethnic disparities in the identification, diagnosis, and treatment of ADHD in children. 3. Outline best-practice classroom strategies to support the success of all students. 4. Highlight the importance of school-home collaboration to foster ongoing communication and support for children and their families   Presenter:  Tandra Rutledge is the Director of Business Development at Riveredge Hospital, a free-standing psychiatric facility in Illinois. Tandra is a mental health advocate and suicide prevention educator. She promotes wellness and resilience through a social justice and racial equity lens. Tandra serves on the Board of Directors of the Illinois Chapter of the American Foundation for Suicide Prevention (AFSP) and is a member of the Illinois Suicide Prevention Alliance. She is an AMSR trainer (Assessing and Managing Suicide Risk), a certified suicide prevention educator for the QPR Institute, an adult Mental Health First Aid (MHFA) instructor, and a Crisis Intervention Team (CIT) instructor with the Chicago Police Department. 

  This one-hour webinar is the third in a series of four webinars focused on the pivotal role of team leaders in Assertive Community Treatment (ACT). This webinar seeks to engage in a dialogue with team leaders around external challenges (e.g., varying levels of agency support, state policy shifts) and strategies (e.g., collective action) to sustain high fidelity ACT. Presenters will share lessons learned from the team leader listening sessions conducted over this year on this topic as well as relevant research findings in this area. ACT team leaders from across the United States will have the opportunity to engage with the presenters and other participants to share their insights.    Learning Objectives Describe challenges in the external environment to sustaining ACT  Understand existing knowledge of team leader strategies for sustainability from research and practice  Identify at least one action step for team leaders to build the sustainability of ACT   Target Audience  Primarily Assertive Community Treatment Team Leaders, and other supervisors of multi-disciplinary mental health treatment teams serving a high-needs population group.   Presenters: Lynette M. Studer, PhD, MSW, LCSW, 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. Mimi Choy-Brown , PhD, MSW 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.

As May and Mental Health Awareness Month come to a close we are hopeful for what the future (short and long term) has in store. This last year has brought significant attention to our individual and collective mental health and well-being. We are excited to share the May newsletter and the new resources, information, training, along with the opportunity for you to let us know how we can support your school mental health efforts in Year 4 of our supplement funding that will begin in mid-August.  We invite you to reflect on this school year as it also comes to an end and commit to changes you can make across classrooms, school buildings, and districts to create more equitable, nurturing, inclusive, and positive environments for students, families, and staff. We'd love to hear ways you have prioritized the mental health and well-being for everyone so that we can collect examples to share out. Please email us your examples.  Sign up for our School Mental Health Newsletter!  Want more information and school mental health resources? Visit the Northwest MHTTC's School Mental Health page and sign up for our newsletter for regular updates about events, trainings, and resources available to the Northwest region.

This Family Compassionate Conversation focused on wellness in Latinx families. This session, conducted in Spanish, offered positive wellness practices for families. We offered tips on ways to share practices and tools with others in your circle. Participants also experienced a brief mindfulness practice that can be shared with others in their lives.    

Download the presentation slides here Throughout the variety of in-person, virtual, and hybrid learning occurring throughout the Southeast and the United States this school year, schools and districts are working hard to promote resilience, mental health and wellbeing for their communities as a foundation to academic success. This Virtual Learning Session is designed to support school and district leaders, educators, student support personnel and other professionals to promote safe, supporting learning environments during these transitions. This session follows a Listening and Learning Session that occurred on May 10th, and will include strategies and address questions raised during that session. We will feature practical, cost-free, evidence-informed strategies being put into place right now in the Southeast and nationwide to support student and staff wellbeing during this complex and dynamic time. Objectives: Increase understanding of strategies and best practices for school systems to promote student resilience, wellbeing and success following COVID-related school closures. Increase understanding of strategies and best practices for school systems to promote staff resilience, wellbeing and success following COVID-related school closures. Promote cross-state networking and shared learning about best practices, successes and challenges of supporting student and staff resilience and wellbeing during learning modality transitions.

As part of our series focused on “Addressing Stress-Related Mental Health Consequences of the Pandemic in Health Care Workers”, this workshop introduced healthcare workers to Mindfulness and Acceptance Practices, which have a growing evidence base for helping people to live richer, fuller, and more meaningful and productive lives. These practices help people to identify their personal values and to overcome obstacles that can get in the way of acting in ways that are consistent with those values. This workshop provided an introduction to these practices and involved taking part in brief activities and exercises within the workshop aimed at starting to apply these practices in their own lives. We also shared information about free and low-cost resources for learning more!   To watch the recording, click here.  Speaker bio: Dr. Friedman-Yakoobian has almost 20 years of experience treating teens, young adults and families and practices from an acceptance and commitment therapy and self-compassion perspective. Dr. Friedman-Yakoobian is the director of a clinic for youth at risk for psychosis and has conducted research on the development of effective treatments for youth and families. She is an Assistant Professor in Psychiatry at Harvard Medical School and has supervised dozens of clinicians in training at the Massachusetts Mental Health Center Public Psychiatry Division of the Beth Israel Deaconess Medical Center. Dr. Friedman-Yakoobian earned her undergraduate degree in Human Development and Family Studies at Cornell University and her doctorate in Clinical Psychology at the University of Massachusetts Boston.

About this Resource:  In this on-demand recording, Dr. Raymond Kotwicki examines two ramifications of the worldwide Covid-19 pandemic. The first centers on individuals who directly contracted the virus and how it affects their own mental health. Preliminary data suggest that between 20% and 30% of people infected with Covid-19 will develop some mental illness within 90 days of infection. Such additional demand will place an even greater burden on an already-stressed mental health care system. The experience of addressing demand for evidence-based, timely and respectful mental health care at a private, non-profit residential and intensive out-patient treatment facility serves as a case example of the second, indirect impact of the pandemic. Efforts to continue serving patients in a safe way while managing personal lifestyle upheaval has taken its toll on many health care workers including mental health clinicians. Strategies to help create a safe and resilient workforce are offered.    About the Presenter:  Dr. Raymond Kotwicki is the Charles B. West Chief Medical Officer at Skyland Trail, a nationally acclaimed private, nonprofit residential and day treatment organization for adults and adolescents with mental illnesses in Atlanta, Georgia. In this role, Dr. Kotwicki oversees all the clinical, educational, quality, and research activities within the organization. Dr. Kotwicki trained as a Department of Energy Fellow, and was a Medical Scholar at the University of Wisconsin Medical School. He had post-graduate training at Harvard Medical School, the Boston University School of Medicine, and Emory University, where he earned a Master in Public Health degree in Health Policy and Management. He remains an adjunctive Associate Professor at the Emory University School of Medicine.   Over his career, Dr. Kotwicki has presented over 350 invited lectures, symposia, and seminars to tens of thousands of attendees. He regularly appears on television, radio and in newspaper articles discussing issues related to mental health and integrated medical care. 

View Slide Deck 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. Facilitators: Michelle Zechner, Ph.D., LSW, CPRP is an Assistant Professor at Rutgers-SHP, Department of Psychiatric Rehabilitation and Counseling Programs and has focused her career on helping people and their families recover from mental illness for over 25 years, with special expertise in health promotion initiatives. She has worked in a variety of community and inpatient settings, including nursing homes, outpatient mental health services, state psychiatric hospitals, and community services for older adults. In her current role, she has focused on the implementation of evidence-based psychosocial practices in psychiatric hospitals, developing and testing health and wellness promotion interventions in community settings, teaching students, training diverse mental health staff on best practice interventions for older persons with mental health conditions, and conducting research. Dr. Zechner’s research includes the development of programs focused on multi-domain wellness for people with mental health conditions, promotion of and adherence to physical activity in persons with mental illness, use of peer health coaching strategies, and identifying best practices for use with older adults with mental health conditions. She has co-authored peer-reviewed and technical publications on health promotion for persons with mental illness and has presented her work at local, national, and international conferences. She is passionate about supporting older people with mental health conditions to improve their mental and physical health.   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.

  The Great Lakes MHTTC offers this event for school mental health personnel and behavioral health professionals in HHS Region 5: IL, IN, MI, MN, OH, and WI Attention Deficit Hyperactivity Disorder (ADHD) is one of the most common neurodevelopmental disorders of childhood. It is estimated that 6.4 million children in the United States ages 4-19 have been diagnosed with ADHD. Without early identification, treatment and support, children with ADHD can have significant impairments in school, home, and other aspects of life including interpersonal and social skills. For children from racial and ethnic minority groups with ADHD, barriers to ADHD diagnosis and treatment can place them at greater risk of poor health and educational outcomes than their white peers. Teachers play a critical role in understanding these disparities and the impact of ADHD on learning and academic performance of all children.   Note: You may access What Teachers Should Know about ADHD: Supporting Diverse Students & Families (Part 2) here.   Learning Objectives: 1. Describe ADHD symptoms, causes, and how ADHD affects children in the classroom. 2. Explain racial and ethnic disparities in the identification, diagnosis, and treatment of ADHD in children. 3. Outline best-practice classroom strategies to support the success of all students. 4. Highlight the importance of school-home collaboration to foster ongoing communication and support for children and their families.   Presenter:  Tandra Rutledge is the Director of Business Development at Riveredge Hospital, a free-standing psychiatric facility in Illinois. Tandra is a mental health advocate and suicide prevention educator. She promotes wellness and resilience through a social justice and racial equity lens. Tandra serves on the Board of Directors of the Illinois Chapter of the American Foundation for Suicide Prevention (AFSP) and is a member of the Illinois Suicide Prevention Alliance. She is an AMSR trainer (Assessing and Managing Suicide Risk), a certified suicide prevention educator for the QPR Institute, an adult Mental Health First Aid (MHFA) instructor, and a Crisis Intervention Team (CIT) instructor with the Chicago Police Department.  

View Slide Deck Attendees will define reasonable accommodations under the Americans with Disabilities Act. Additionally, attendees will apply supports and accommodations based on the functional implications related to the mental health condition. Attendees will also gain an understanding of the resources available to help with identifying and requesting a reasonable accommodation.

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 7: Funding and Sustainability includes the definition of school mental health funding and sustainability and opportunities to secure and leverage diverse funding sources and to sustain successful school mental health systems.    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. Learn more about the remaining sessions in this learning series 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: Dr. Lynn Beshear graduated from the North Carolina Baptist Hospital School of Nursing in Winston Salem, N.C. She has worked with groups of students and adults in prejudice reduction and diversity, having received training from the National Coalition Building Institute. She previously served on the Initiating Committee for Envision 2020: the community-driven strategic planning effort involving citizens and leaders in the central Alabama counties for the purpose of developing and implementing shared goals to improve the quality of life in the River Region through the use of active partnerships. She served as the Commissioner of the Alabama Department of Mental Health from 2017-2020. Ashley Harris (she/her) is the Georgia Department of Education’s Director of Whole Child Supports and Strategic Partnerships, a role created to cement the Department’s shift toward a common framework of improvement with the whole child at the center. Harris leads the Department’s efforts to address students’ wellbeing in the learning process, address the non-academic factors that impact student achievement, and maximize educational opportunities for students. Prior to her current role, Harris served as Director of Partnerships and Community Education for Georgia’s Chief Turnaround Office, and as an Accountability Specialist for the Technical College System of Georgia, overseeing program evaluation for twenty-two state technical colleges. She has more than 15 years of experience in education administration, beginning in higher education and progressing to her current work in K-12. Dr. Wilk is a health economist and a health policy researcher at Emory University's Rollins School of Public Health in the Health Policy and Management Department. He has 15 years of experience in Medicaid consulting, technical assistance, and research. Dr. Wilk's research focuses on access to care for low-income and underserved populations, particularly those with chronic illnesses, and state financing and policy related to providers’ operations and care.

The second roundtable focuses on the importance of self-care and family care. The discussion asks three questions: Why are self-care and healing so important yet so difficult? What are culturally responsive strategies to support well-being? What are key approaches for self-care during this period of the COVID pandemic and increasing anti-Asian hate crimes and incidents? View the slides here! Additional Resources: 12th Annual Asian American Mental Health Forum: Connecting During COVID: Mental Health Innovations and Positive Adaptations Click here for more information Achieving Whole Health – NAAPIMHA Asian Mental Health Collective Asian Women for Health – Anti-Racism Resources Together Empowering Asian Minds (TEAM) Teen Resource Center – Mental Wellness PSA Widening the Lens: Exploring the Role of Social Justice and Racial Equity in Suicide Prevention

This is part 1 of a three-part virtual roundtable that addresses the impact of historical and present day trauma and social injustice on their mental health, provides self-care strategies, and identifies long term community engagement strategies to address the mental health of Asian American, Native Hawaiian, and Pacific Islander communities. In part 1, learn what it means to be part of the AA, NH & PI communities; how each community self-identifies, unique strengths and challenges, and different mental health and social inequities associated with the COVID pandemic. View the slides here!

Many persons may experience perinatal mental health concerns during the prenatal and postpartum periods. Practitioners play an important role in supporting birthing families through the detection, assessment and treatment of perinatal mental health symptoms as well as the delivery of sensitive and culturally competent care. Perinatal Mental Health Learning Series: Strategies and Considerations for Behavioral Health and Health Care Providers is a virtual learning series intended for health and behavioral health providers who work with individuals affected by mental health symptoms during the perinatal period. Expert speakers emphasize increasing awareness and screening methods in perinatal mental health and health care, as well as psychotherapeutic treatment. This is the second session, Evidence-Based Treatment for Perinatal Mental Health Disorders, belonging to the 2-part series. Presenter Mara Acel-Green, MSW, LICSW, leads the discussion about the importance of using evidence-based treatment when treating individuals with perinatal health disorders. The application of CBT for perinatal emotional complications is focused on in this discussion and as well as being mindful of risks for women of color. Strategies to address these concerns are included. Access the slides here Resources Highlighted During the Session Edinburgh Postnatal Depression Scale (EPDS) Perinatal Anxiety Screening Scale (PASS) Ted Talk- Miriam Zoila Perez- How Racism Harms Pregnant Women and What Can Help Feeling list Birthing Healthier Families: Post-Graduate Certificate Using CBT for Perinatal Emotional Complications  Reference list You can find more information and resources regarding Perinatal Mental Health at: https://mhttcnetwork.org/centers/global-mhttc/perinatal-mental-health-resources

ABOUT THIS RESOURCE This module covers skills for resilence in the reconstruction and recovery phase of the COVID-19 pandemic. This is the recording of a live event which offered a small group training setting with breakout rooms and a facilitated learning environment. This module is part of our Disaster Response and Behavioral Health series with Dr. Kira Mauseth. Learn more about the series here. ADDITIONAL RESOURCES Presentation slides COVID-19 Behavioral Health Group Impact Reference Guide​ Behavioral Health Toolbox for Families: Supporting Children and Teens During the COVID-19 Pandemic​  Coping during COVID-19: A guide for emergency and health care professionals​   COVID-19 Guidance for Building Resilience in the Workplace Behavioral Health Resources Webpage​, Washington State Department of Health    Mental and Emotional Well-being Resources​ Washington State Coronavirus Response Infographic Library​ Washington Listens hotline: 1-833-681-0211   FACILITATOR Dr. Kira Mauseth Dr. Kira Mauseth is a practicing clinical psychologist who sees patients at Snohomish Psychology Associates, teaches as a Senior Instructor at Seattle University and serves as a co-lead for the Behavioral Health Strike Team for the WA State Department of Health. Her work and research interests focus on resilience, trauma and disaster behavioral health. She has worked extensively in Haiti with earthquake survivors, in Jordan with Syrian refugees and with first responders and health care workers throughout Puget Sound the United States. Dr. Mauseth also conducts trainings with organizations and educational groups about disaster preparedness and resilience building within local communities.