Products and Resources Catalog

Spotlight on Young Adults is a quarterly newsletter dedicated to promoting resources, perspectives, and organizations that support youth and young adult (YYA) advocates, advocates for YYA, and YYA-serving professionals.

ABOUT THIS RESOURCE This module covers skills for resilience 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.

Overcoming Mental Health Stigma - Workshop Wednesday Session Access slide decks with the green download button above View Recording   Session Description May is Mental Health Awareness Month and the Mountain Plains MHTTC hosted a session on overcoming mental health stigma. Marvis Doster, CARN, and Chris Harsell, DNP, ANP-BC, examined ways to identify and address mental health stigma. The Mountain Plains MHTTC supports research and information gathering on mental health stigma in rural communities and we invite you to learn more here.   Trainers Chris Harsell, DNP, ANP-BC Marvis Doster, CARN  

  The Northwest MHTTC presents training events in partnership with Oregon Family Support Network on Family-Led Crisis Planning and Family Partner Orientation. Dr. Ashley Stewart returns on June 9, 2021, for a new presentation on Developing Anti-Racism Strategies in Behavioral Health Agencies.    We celebrate Mental Health Action Day on May 20, 2021. Finally, we proudly share the latest webinar recordings and podcasts from our center.

Identify the social impact of stigma and shame on the “self”, identify tools to overcome the suffering and silence. The Northwest MHTTC is excited to collaborate with Aleks Martin, MSW, LSWAIC, SUDP, to deliver a webinar and podcast series as part of our support for provider well-being. Find out more about the series here. Resources View presentation slides Listening to Shame by Brene Brown Provider Lived Experience and Stigma Key Ingredients of Anti-Stigma Programs for Health Care Providers Shame: The Elephant in the Room Shame vs. Guilt Terms of use and Substance Abuse and Mental Health Services Administration (SAMHSA) disclosure statement   Presenter 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. Want more information? Visit the Northwest MHTTC's Resource Library and Websites by Topic  and sign up for our monthly newsletter for regular updates about events, trainings, and resources available to the Northwest region.

May is Asian Pacific American Heritage Month. For many Asian Americans, Asian cultures have shaped their explanatory models of health including mental health. In this event, Dr. Fan provided a brief analysis on how Asian religious and philosophical traditions affect the understanding, clinical manifestation and treatment-seeking behaviors of people with psychotic disorders and other mental illnesses. In addition, the mental health toll of anti-Asian racism and being a “model minority” will be presented. During the second part of the event, Dr. Fan lead a clinically oriented discussion to address the barriers to improve mental health care for Asian Americans.   Xiaoduo Fan, MD, MPH, MS Dr. Fan is a Professor of Psychiatry at the University of Massachusetts Medical School. He is Director of the Psychotic Disorders Clinical and Research Program and Director of the Chinese Mental Health Program at UMass. Dr. Fan received his medical degree from Peking University and MPH degree from Harvard University. In addition, Dr. Fan obtained a Master’s degree in Clinical Psychology at Rosalind Franklin University. Dr. Fan is a member of the advisory panel for the Patient-Centered Outcome Research Institute (PCORI), and a member of the American Psychiatric Association (APA) Council on International Psychiatry and Global Health. He also serves as a reviewer for various federal grant programs. We will be providing certificates of completion for a total of 1.5 hours to those who watch the recording. You will be asked to register in order to watch the recording. To watch the recording, click here. To request your certificate of participation, click here.     

  I’ve Screened, Now What? Perinatal Depression Screening and Response; HHS Region 8 Access slide decks with the green download button above View Recording   Session Description The Mountain Plains Mental Health Technology Transfer Center and the South Dakota Department of Health presented a two-hour training session on best practices for depression screening in perinatal populations.     Screening for depression symptoms without established plans for follow-up interventions can create challenges and anxiety for providers working in a variety of settings. This training reviewed best practices when screening perinatal populations for depression, and when needed, how to implement a team-based response to patients expressing thoughts of suicide. This session also examined unique barriers experienced by perinatal persons when seeking care and discuss the importance of referral pathways for connecting individuals to care.

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

Organizational well-being is often misunderstood as “self-care.” The COVID-19 pandemic has affected organizations and employees in myriad ways, prompting a renewed focus on the need for organizational structures, policies, and practices to support employee well-being. In particular, Black, Indigenous, and people of color (BIPOC) employees have been disproportionately affected by the pandemic, while also experiencing the impact of racial inequities in the workplace and larger society.   The New England Mental Health Technology Transfer Center has created this collection of resources to offer information, strategies, and practices to help behavioral health employers take steps to “fix the workplace” rather than “fixing the worker.” It is divided into four sections:   Understanding the Impact of COVID-19 on Workers and Organizations (p. 2) Organizational Strategies and Practices for Supporting Employee Well-Being in the Workplace (p. 5) Organizational Strategies and Practices for Supporting Employee Well-being: Resources Specific to Behavioral Health Organizations (p. 8) Organizational Strategies and Practices for Supporting Employee Well-being: Frameworks and Lessons Learned from Healthcare Settings (p. 12)     Are there resources you would like to see added to this list? Please let us know what information and resources your organization needs to better support employee well-being by emailing us at: [email protected].

Recording of From Longhouse to Schoolhouse: AI/AN School Communities Coming Together. This took place on May 13th, 2021.  From Longhouse to Schoolhouse: AI/AN school communities coming together in partnership to learn, collaborate, and share experiences and knowledge.

Avis Garcia, PhD, LAT, LPC, NCC, Northern Arapaho 1-2 ET . 12-1 CT . 11-12 MT . 10-11 PT . 9-10 AKT These are the handouts for the event took place on May 12th, 2021. Avis Garcia is an enrolled member of the Northern Arapaho Tribe, and is affiliated with the Eastern Shoshone Tribes of the Wind River Reservation in Wyoming. Avis is a Licensed Professional Counselor and Addictions Therapist. Avis holds a doctorate in Counselor Education and Supervision who specializes in Addictions treatment and work with Native Americans. Avis works with individuals of all ages and does, individual, group, couples and family therapy. She specializes in the treatment of substance use disorders and trauma. Her therapeutic approach is to privilege Indigenous knowledge and draw on the strengths of individuals and families to promoting intergenerational healing, through research and clinical work.

Original broadcast date: May 17, 2021   This session is the second 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 1: What is the what? Nuances, complications, and contributions of (Im)migrant & Latinx student mental health The number of transborder students—students that regularly cross land borders to access an education in the United States—is difficult to capture, but with 1,954 miles of borderland between the United States and Mexico, this number is easily in the thousands. Transborder students, like immigrant children, often live in the shadows. Their lives are complex, and navigating some of the busiest ports of entry in the world while balancing not being seen and at the same time being successful in school, can be tolling. This webinar addresses common school mental health challenges and celebrations of immigrant, mixed status, and transborder students. Together, we explore how to develop environments in schools that are trauma sensitive and reinforce sustainable systems of support via a cultural lens of the transborder and immigrant experience, while taking into consideration the challenges that have been exacerbated through COVID-19 and distance learning.   To deepen our awareness about (im)migrant student experiences, we:  Become more familiar with transborder student experiences. Explore the policies that impact our student population and the resources available to support us. Gain practical information that might increase confidence to provide support to transborder students and their families (including how MTSS might be adapted to border considerations).   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   Resources Session 2: Fronterismo: Supporting Transborder School Mental Health slide deck (PDF) Reflection Tool (PDF)   View Session 1 and Session 3 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.

Original Broadcast Date: May 17, 2021 In "Fronterismo - Supporting Transborder School Mental Health," the second installment of The Needs and Joys of our (Im)migrant Students, Families, and Community Partners: Exploring and Expanding our School Mental Health Practice, a special three-part series focused on (im)migrant student mental health, we:   Deepened our understanding and awareness of the unique gifts, strengths, and challenges students with (im)migration stories hold Explored practical strategies to apply and deepen our work Examined the What and How - what are the issues and how do we then take the what and impact our school mental health practice?   The number of transborder students - students that regularly cross land borders to access an education in the United States - is difficult to capture, but with 1,954 miles of borderland between the United States and Mexico, this number is easily in the thousands. Transborder students, like immigrant children, often live in the shadows. Their lives are complex, and navigating some of the busiest ports of entry in the world while balancing not being seen and at at the same time being successful in school, can be tolling. This webinar addressed common school mental health challengges and celebrations of immigrant, mixed status, and transborder students. Together, we explored how to develop environments in schools that are trauma sensitive and reinforce sustainable systems of support via a cultural lens of the transborder and immigrant experience, while taking into consideration the challenges that have been exacerbated through COVID-19 and distance learning.   To deepen our awareness about (im)migrant student experiences, we: Became more familiar with transborder student experiences Explored the policies that impact our student population and the resources available to support us Gained practical information that might increase confidence to provide support to transborder students and their families (including how MTSS might be adapted to border considerations).   Resources: Session 2: Fronterismo: Supporting Transborder School Mental Health slide deck (PDF) Reflection Tool (PDF)  

Many persons may experience perinatal mental health concerns during the prenatal and postpartum periods. Practitioners play an important role in supporting birthing individuals 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 first session, Awareness and Detection of Perinatal Mental Health Concerns belonging to the 2-part series. Dr. Joia Crear-Perry leads this discussion about the importance of increasing awareness and screening for perinatal mental health concerns. A focus on the disparities and racism experienced by Black women and the subsequent impact on maternal health and mortality, and specifically perinatal mental health, is brought to light during this webinar. Strategies to address these concerns are included.

Recording of the event Central Nervous System Effects of COVID-19 - An Evolving Science, originally held on May 13, 2021.   Slide Presentation

  The Great Lakes MHTTC and PTTC present this training for behavioral health and prevention practitioners in HHS Region 5: IL, IN, MI, MN, OH, and WI. This session presents the Adverse Community Experiences and Resilience framework as a lens to understand community-level trauma, with a focus on its application in preventing and addressing substance misuse and mental health crisis. The session will outline skills needed for a prevention workforce prepared to accelerate equity, justice, and community-trauma-informed approaches within vulnerable communities. Learning Objectives:  Share the Adverse Community Experiences and Resilience (ACE|R) framework to identify how community-level trauma contributes to high rates of substance misuse and mental health crisis. Identify why an equity and justice orientation is essential to upstream prevention approaches. Highlight the skills and role for preventionists in applying health equity principles in their work across multiple systems, and discuss aspects of community change for mental health and wellbeing.   Speakers Sheila Savannah, MA, Managing Director at Prevention Institute, has over 30 years of experience in supporting multisector collaborations and community change initiatives. Her focus has always emphasized the necessity of mobilizing youth, families and courageous leadership to address the norms and conditions that lead to disproportionate outcomes in health, safety and wellbeing. Much of this work is currently done through multiple national and regional communities of practice – all of which use a primary prevention approach to reduce multiple forms of violence and improve mental wellbeing. Based in Houston, Sheila provides leadership on projects that work to improve community environments and address problems of mental health, trauma, substance misuse, and violence. Previously, Sheila was a division manager with the Houston Public Health Department and the Office of Adolescent Health and Injury Prevention. Sheila holds a BJ in Journalism from the University of Texas at Austin and a master’s degree in Psychology from the University of Houston at Clear Lake.    Ruben Cantu, BA, Program Manager, has over 20 years’ experience in public health, health equity, racial justice, program and organizational management, and technical assistance and capacity building. At Prevention Institute, he leads projects on community trauma and mental health and wellbeing. Ruben provides training, coaching, and strategic support on policy development, sustainability, partner development, and communications. Prior to joining Prevention Institute in 2016, Ruben was Associate Director at the California Pan-Ethnic Health Network, where, among other accomplishments, he authored the state’s strategic plan for reducing mental health disparities. Ruben has consulted with community organizations across the U.S.

Recording of Preparing Your Behavioral Health Program for Funding Opportunities.  This free training series, featuring Pam Baston, MPA, MCAP, CPP, will guide participants through a step-by-step process in how to strengthen their behavioral health programs and their readiness to successfully compete for funding. Practical tips and tools will be provided, and participants will be encouraged to engage in some self-directed activities between each training session to maximize their success. 

Avis Garcia, PhD, LAT, LPC, NCC, Northern Arapaho 1-2 ET . 12-1 CT . 11-12 MT . 10-11 PT . 9-10 AKT This event took place on May 12th, 2021. Avis Garcia is an enrolled member of the Northern Arapaho Tribe, and is affiliated with the Eastern Shoshone Tribes of the Wind River Reservation in Wyoming. Avis is a Licensed Professional Counselor and Addictions Therapist. Avis holds a doctorate in Counselor Education and Supervision who specializes in Addictions treatment and work with Native Americans. Avis works with individuals of all ages and does, individual, group, couples and family therapy. She specializes in the treatment of substance use disorders and trauma. Her therapeutic approach is to privilege Indigenous knowledge and draw on the strengths of individuals and families to promoting intergenerational healing, through research and clinical work.

Recording of the event LGBT Elders after COVID: Healing, Emerging, Connecting, originally held on May 11, 2021.   You may access the slides here.

Dr. Anne Gregory: "Strengthening Relationships and Repairing Harm: A Paradigm Shift in School Discipline Practice and Research" March 3rd, 2021 In her presentation, Dr. Gregory will discuss school and district efforts to reduce punitive approaches to discipline, decrease racial disparities in suspensions, and increase access to social emotional learning and restorative practices. Drawing from interviews with educational leaders engaged in discipline reform, she will describe their challenges with school staff buy-in and their strategies for changing mindsets. Dr. Gregory will further discuss researcher social positionality and ways of conducting equity-oriented research from the stance of strengthening relationships and repairing harm.   Objectives: Participants will learn about research on school-based Restorative Practice initiatives. Participants will learn about ways to center equity in school discipline reform. Participants will learn about 12 indicators of RP implementation and strategic considerations for roll-out.   PRESENTATION MATERIALS: Presentation PDF  12 Indicators of Restorative Practices Implementation 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. Anne Gregory, Ph.D., is a professor in the Graduate School of Applied and Professional Psychology at Rutgers University. Dr. Gregory is a researcher in the area of racial and gender disparities in discipline and is currently examining school-wide restorative practices and equity-oriented social and emotional learning. She has authored over 60 peer-reviewed journal articles and numerous book chapters. Publications include The promise of restorative practices to transform teacher-student relationships and achieve equity in school discipline, and Social-emotional learning and equity in school discipline. Dr. Gregory recently received the Joseph E. Zins Early Career Contributions Award from the Collaborative for Academic, Social, and Emotional Learning (CASEL) 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.

ABOUT THIS RESOURCE This webinar session focuses on defining equity and examining actionable steps toward inclusive practices. The presenter will briefly review relationships between equity and recovery and facilitate a space for open and productive dialogue that honors the narratives of people experiencing marginalization in recovery spaces. Throughout the session, participants will discuss the barriers to talking about equity and recovery and will have the opportunity to lean into and practice authentic equity-focused conversations. In this session, we acknowledge that systemically marginalized communities continue to demonstrate their strength and resilience and we take accountability to make the critical culture shift necessary to reduce harm, starting with identifying the sources of oppression.  Find out more about our provider well-being series with C4 Innovations here. ADDITIONAL RESOURCES Download webinar slides Terms of use and Substance Abuse and Mental Health Services Administration (SAMHSA) disclosure statement FACILITATOR Ashley Stewart, MSW, PhD Dr. Ashley Stewart 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.      

In Well-Being Wednesdays: Rejuvenating Through Relaxation, Recreation, and Routines, which aired May 12, 2021, attendees learn the Three R’s, recreation, relaxation, and routines, and how to incorporate these vital and flexible strategies and practices into their daily lives. Well-Being Wednesdays: Taking Care of Educators Who Take Care of Kids is a webinar series geared toward education professionals, administrators, and stakeholders who are working together to create a culture of well-being that supports students and educators. Learn more: https://bit.ly/Well-beingWeds

In Well-Being Wednesdays: Rejuvenating Through Relaxation, Recreation, and Routines, which aired May 12, 2021, attendees learn the Three R’s, recreation, relaxation, and routines, and how to incorporate these vital and flexible strategies and practices into their daily lives. Well-Being Wednesdays: Taking Care of Educators Who Take Care of Kids is a webinar series geared toward education professionals, administrators, and stakeholders who are working together to create a culture of well-being that supports students and educators. Learn more: https://bit.ly/Well-beingWeds

Enhancing Schoolwide Social Emotional Learning from Distance to In-Person Learning: A Framework in Action; HHS Region 8 Access slide deck by clicking DOWNLOAD above CLICK HERE for the recording    This training provided a framework and tools for school-wide social-emotional learning (SEL) implementation, utilizing the School-wide SEL Rubric and other resources from the Collaborative for Academic, Social, and Emotional Learning (CASEL). The trainer shared examples of working with school teams to integrate and improve school-wide SEL implementation and provide models for distance and in-person learning. The training included strategies and resources school staff can utilize to begin planning their schools' improvement efforts.   Learning objectives:   Describe the CASEL Rubric and Guide to Schoolwide SEL. Examine examples of school-wide SEL implementation efforts. Identify strategies and resources that multi-disciplinary school staff can utilize to begin planning their schools' improvement efforts.