Products and Resources Catalog

ABOUT THIS RESOURCE Individuals often believe that their pain is unchangeable and that leads to poor self-efficacy and conflict in treatment. New understanding about pain is beginning to shift pain care itself. Evidence indicates that patient and clinician knowledge of pain science can move those receiving services toward self-care and supports a more positive conversation about opioid tapers as well. This presentation will explore the use of Oregon State tools and resources for clinician and patient pain education to develop a biopsychosocial-oriented pain care treatment plan. The Oregon Pain Guidance toolkit has videos, written material and shared decision making tools that allow clients and patients to pace their own learning and care plan based on their readiness to change.   The tools can be used in self-study, or guided by anyone on the care team and can create a consistent message that decreases the burden on each team member.    Come learn a bit more about pain science and use of  state tools to easily share the information with your clients or peers. These tools are  based on principles of trauma-informed care and motivational interviewing and strive to be more inclusive of diversity. Hosted by the Northwest MHTTC in partnership with the Mental Health and Addiction Association of Oregon. ADDITIONAL RESOURCES Presentation slides Clinician module for Oregon Pain Management Commission Patient pain toolkit   FACILITATORS Nora Stern, PT, MS PT Nora Stern is a pain educator and physical therapist with 30+ years of experience in complex pain. Nora is director of Know About Pain Consultation and Educational Products and is chair of the Oregon State Pain Management Commission. With Know About Pain, Nora provides consultation and develops pain education content for inpatient and outpatient care, with a current emphasis on the acute care arena. With OPMC, she was a primary author of the popular “Changing the Conversation about Pain” module, and authored portions of the new pain toolkit for Oregon Pain Guidance. During 25 years of work at Providence Health and Services, she developed pain education innovation for the primary care continuum in her role as pain educator for Providence Oregon, and guided the Persistent Pain team within Providence Oregon Rehab Services as the Pain Program lead. Nora was an initial developer of the Providence Comprehensive Pain Services clinic, using cost-effective group treatment to serve Medicaid and Medicare, as well as conventional fee-for-service care. Nora is committed to improving clinical understanding of pain across disciplines and to helping the public to rethink pain. Michelle Marikos Michelle Marikos is a Certified Peer Support Specialist that has lived with chronic pain since 2003; she attended the Mayo Clinic’s Pain Rehabilitation Clinic (PRC) in 2012. Though the PRC program she was able to taper off of high dose opioids and benzodiazepines. Michelle then became an Oregon Pain Guidance (OPG) Steering Committee member in the Fall of 2012, worked on the Southern Oregon Pain Conference planning team 2014-2017, and became a Certified Peer Support Specialist (PSS) in May, 2013. She started and ran a Chronic Pain Support Group that was hosted at the YMCA and at Jackson County Health and Human Services, including working as a PSS at Pain Resiliency Program from 2013-2014. Additionally, Michelle is certified and worked as a Living Well educator. She has served as an Oregon Pain Guidance media campaign advisor and participant in a media campaign that won an EMMY. Michelle has also participated in Jackson Care Connects (JCC) Performance Improvement Project (PIP) call center support video, advised on the Stay Safe Oregon Campaign, participated in HealtInsight’s Medicare and chronic pain video series, and met with and worked with various public officials, including Greg Walden, U.S. Representative for Oregon, and Ron Wyden, U.S. Senator for Oregon.

Join Exhale to Inhale Lead Trainer Julie Fernandez for a discussion with Martha Staeheli, Director of the New England Mental Health Technology Transfer Center's School Mental Health Initiative about the significance of trauma-informed yoga practice.   This past year has been pivotal for most of us with life changes and added pressures brought on by the pandemic and work-from-home situations. As educators, school mental health professionals, health care workers, parents, and caregivers our roles have not stayed singular through COVID-19 and we have all experienced a strain on our capacities to support those we serve.   Based on a curriculum that was developed for survivors of domestic violence and sexual assault, Exhale to Inhale has been bringing trauma-informed yoga and education to a wider population for the past seven years. Acknowledging that we have all had lived experiences of trauma, we know that this modality can support us all to lead nourished lives.   Exhale to Inhale's dedicated teachers and trainers have been bringing this healing practice via classes and workshops, to individuals and teams at universities, hospitals, nonprofits, and companies alike with the intention of sharing these tools widely so that they can be adapted to a variety of settings.  

  Suicide prevention is an area of our work that is difficult to sustain a long-term commitment to. The emotional work takes a toll, and we must seek self-care regularly. Prevention strategies for Latinx and Indigenous populations are not singular nor is there one approach for all individuals or communities. Understanding the importance of cultural elements and the need to adapt any prevention strategies in order to be most effective is a primary task. Providers, community leaders, and parents must work together to uncover the reasons behind young people and adults reporting feelings of sadness, hopelessness, and despair. Visionaries and leaders must activate hope and compassion for those who seek a new approach to life’s problems. This session will explore strategies to encourage new approaches to prevention and treatment. Learning objectives: 1. Identify and discuss the current trends in data specific to hopelessness, feeling sad, and suicidal ideation among Latinx and Indigenous populations while considering suicidal behaviors beginning in adolescence. 2. Identify and discuss the intersections of racism and discrimination as they relate to suicide among Latinx and Indigenous populations. 3. Provide examples and resources for prevention strategies that have shown to be effective with Latinx and Indigenous populations.

  This webinar will review stressors that have been intensified due to the 2020 events. The webinar will al so identify stress management tools that can be used for school aged children and those who provide services to them in a school-based setting. Special considerations for Hispanic and Latino youth mental health will also be discussed. Learning objectives: 1. Discuss how 2020 stressors impact youth and family mental health. 2. Learn stress management tools that can be utilized in a school setting. 3. Identify basic cultural considerations for Hispanic and Latino youth and families.

  Hispanic youths are less likely to have access to mental health services and more likely to prematurely terminate services when they do engage in treatment. Common barriers to accessing mental health care include: (a) limited availability of linguistically appropriate services for Spanish-speaking children and families; (b) limited services available in rural areas; (c) lack of transportation to mental health facilities; (d) being under- or uninsured; (e) caregiver employment barriers (e.g., scheduled work hours, leave restrictions; and more recently (f) a global pandemic which has shut down most in-person mental health services for over a year. Telehealth (i.e., the use of interactive technologies such as videoconferencing via computer and/or tablet to deliver mental health services) is an alternative to office-based delivery of treatment which can address disparities in access to care. This introductory webinar will describe the state of the evidence for telehealth delivery of Trauma-Focused Cognitive Behavioral Therapy (TF-CBT) for underserved Hispanic youth, offer logistical and practical tips for getting started (e.g., equipment, procedures, documentation, ethical and safety considerations), and demonstrate culturally and linguistically tailored resources. Participants will also learn about challenges, facilitators, and special considerations for delivery of TF-CBT via telehealth with Hispanic youth before and during the COVID-19 global pandemic.   Learning objectives:    Describe the state of the evidence for telehealth delivery of Trauma-Focused Cognitive Behavioral Therapy (TF-CBT) for underserved Hispanic youth. Describe logistical and practical tips for implementing TF-CBT via telehealth (e.g., equipment, procedures, documentation, ethical and safety considerations). Describe culturally and linguistically tailored resources for implementing TF-CBT via telehealth. Describe challenges, facilitators, and special considerations for delivery of TF-CBT via telehealth with Hispanic youth before and during the COVID-19 global pandemic.

    Raising awareness of the traumatic experiences, background, developmental history, and mental health needs of unaccompanied minors (UC) and place this in the context of the child’s culture and national origin is critical. The panelists will provide an overview of what is trauma, common reactions (emotional/behavioral) observed in youth after traumatic events, and evidence-based tips and strategies to bolster resiliency and promote psychological recovery among unaccompanied minors that any individual or community member interacting with these youth can use. The webinar will include a description of mental health assessment strategies for unaccompanied minors in the United States, with a focus on how the Strengths and Difficulties Questionnaire. Barriers and facilitators to community participation and making referrals that lead to positive engagement for UC and their families and cultural and linguistic considerations when working with Hispanic/Latino UAC will be discussed.  

Unaccompanied minors from Guatemala, Honduras, and El Salvador make up 48%, 27%, and 14%, respectively, of all unaccompanied minors arriving to the United States. Raising awareness of the traumatic experiences, background, developmental history, and mental health needs of unaccompanied minors and understanding this information in the context of the child's culture and national origin is critical to better serve their mental health needs. This factsheet provides tips for clinicians working with Hispanic unaccompanied children who have been detained and reunited with family members. 

  Casework practices in connecting UAC to culturally relevant community resources including formal and informal mental health supports and school. The presentation will cover barriers and facilitators to community participation and making referrals that lead to positive engagement for UC and their families. We will address the benefits of community collaborations and building networks as well as strategies to reduce barriers including stigma and cultural preconceptions, with the goal of increasing service utilization. As education is one of the primary needs and also one of the main locations of connection to US-born people, we will specifically address school enrollment, orientation to US school systems, and ongoing well-being in the classroom.   Learning objectives: 1. Participants will understand barriers to community participation, school enrollment, and school well-being. 2. Participants will discuss strategies for improving barriers to community participation for immigrant children. 3. Participants will learn best practices in creating welcoming schools for immigrant children.

  Casework practices in connecting UAC to culturally relevant community resources including formal and informal mental health supports and school. The presentation will cover barriers and facilitators to community participation and making referrals that lead to positive engagement for UC and their families. We will address the benefits of community collaborations and building networks as well as strategies to reduce barriers including stigma and cultural preconceptions, with the goal of increasing service utilization. As education is one of the primary needs and also one of the main locations of connection to US-born people, we will specifically address school enrollment, orientation to US school systems, and ongoing well-being in the classroom.   Learning objectives: 1. Participants will understand barriers to community participation, school enrollment, and school well-being. 2. Participants will discuss strategies for improving barriers to community participation for immigrant children. 3. Participants will learn best practices in creating welcoming schools for immigrant children.

  This interactive presentation will describe the importance of linguistic responsiveness while providing multilingual behavioral health services. It will provide information around the interaction between language, identity and culture as well as resources and recommendations while working with Spanish speaking clients.   Learning Objectives: 1. Describe the interaction between language, identity and culture. 2. Describe the impact around interpretation and translation on Mental Health services. 3. Comprehend the importance of linguistic responsive services in Mental Health.

View Slide Deck Attendees will identify the methods to assess the employment implications of mental health conditions and the ways to determine the need for supports and/or skill development. Additionally, we will describe the impact of the functional implication of a specific mental health condition on employment. Presenter: Joni N. Dolce, MS, CRC, CPRP is an Assistant Professor at Rutgers University where she provides training and technical assistance to improve career services for people with mental health conditions. Ms. Dolce has several years of experience working in Supported Employment services, providing both direct employment services and supervising staff. She speaks and provides workshops and trainings locally and nationally on a variety of employment-related topics.

Attendees will identify the methods to assess the employment implications of mental health conditions and the ways to determine the need for supports and/or skill development. Additionally, we will describe the impact of the functional implication of a specific mental health condition on employment. Presenter: Joni N. Dolce, MS, CRC, CPRP is an Assistant Professor at Rutgers University where she provides training and technical assistance to improve career services for people with mental health conditions. Ms. Dolce has several years of experience working in Supported Employment services, providing both direct employment services and supervising staff. She speaks and provides workshops and trainings locally and nationally on a variety of employment-related topics.

View Slide Deck Session 2 focuses on breathing. Taking time to focus on your breathing can change your mood and help decrease anxiety and stress. This strategy can be done at work before or after a shift, between patients, during a particularly difficult encounter, and more. Presenters: Mary Catherine Lundquist has over 25 years of clinical and administrative experience in geriatrics specializing in dementia care, supporting family caregivers, training professionals, and providing community health education. She is currently the Program Coordinator of the COPSA (Comprehensive Services on Aging) Institute for Alzheimer’s Disease and Related Disorders at Rutgers Health, University Behavioral Health Care. COPSA includes the Geriatric Assessment Center, The Memory Disorders Clinic, The Care2Caregivers Helpline, and COPSA Consultation and Education Services. Her expertise is in designing and implementing programs that enhance the quality of life for individuals with memory loss and their caregivers. She is the author of Circle of Harmony: A New Paradigm of Care for Managing Behavioral Disturbances, Bridges: A Toolkit for Family Caregivers and Foundations of Dementia Enabled Care.   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.

Session 2 focuses on breathing. Taking time to focus on your breathing can change your mood and help decrease anxiety and stress. This strategy can be done at work before or after a shift, between patients, during a particularly difficult encounter, and more. Presenters: Mary Catherine Lundquist has over 25 years of clinical and administrative experience in geriatrics specializing in dementia care, supporting family caregivers, training professionals, and providing community health education. She is currently the Program Coordinator of the COPSA (Comprehensive Services on Aging) Institute for Alzheimer’s Disease and Related Disorders at Rutgers Health, University Behavioral Health Care. COPSA includes the Geriatric Assessment Center, The Memory Disorders Clinic, The Care2Caregivers Helpline, and COPSA Consultation and Education Services. Her expertise is in designing and implementing programs that enhance the quality of life for individuals with memory loss and their caregivers. She is the author of Circle of Harmony: A New Paradigm of Care for Managing Behavioral Disturbances, Bridges: A Toolkit for Family Caregivers and Foundations of Dementia Enabled Care.   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.

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 6: Early Intervention and Treatment (Tiers 2 and 3) reviews the importance of early intervention and treatment services and supports for students with mild distress, functional impairment, or at risk. 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. Cunningham is a Faculty Consultant at the University of Maryland School of Medicine in the Department of Psychiatry. In her role with the National Center for School Mental Health, Dr. Cunningham has served as the Director of the Prince George's School Mental Health Initiative (PGSMHI) since 2006. The PGSMHI is designed to provide intensive school-based counseling and support services to students in special education in Prince George’s County Public Schools. Dr. Cunningham has extensive experience providing direct clinical service in urban school districts and often provides training, technical assistance, and consultation to local and State-level education and mental health agencies. Dr. Cunningham’s clinical and research interests include trauma, resilience, children of incarcerated parents, and empirically supported treatment for Black youth. Angela Castellanos, PPSC, 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), developing and teaching best practices in the area of Trauma, Suicide Prevention, Crisis Response and Recovery and School Mental Health. Angela serves as a School Mental Health Training Specialist for the Pacific Northwest MHTTC. Dr. Mindy Chadwell, PhD, LP, BCBA is an Assistant Professor, Licensed Psychologist, and Board Certified Behavior Analyst in the Psychology Department at Munroe Meyer Institute at UNMC, where she also serves as the school mental health coordinator specializing in establishing successful school mental health partnerships. Dr. Chadwell provides services and training in comprehensive school-based mental health and evidence-based interventions to masters level trainees, predoctoral interns, and postdoctoral fellows. She is also a faculty trainer for the Mid-America MHTTC.

ABOUT THIS RESOURCE Listen to the podcast on "Walking the Path We Make," the eighth session of Rebekah Demirel's series "We Make the Path by Walking" series. In this final webinar of the series, we look at how we move forward, changed by what we have experienced and continuing to feel as we go and see what path appears as the dust settles and we build a new world. Find out more about her series here. ADDITIONAL RESOURCES View the webinar recording and access accompanying resources     FACILITATOR Rebekah Demirel L.Ac., MPCC   Rebekah Demirel L.Ac., MPCC is the founder and director of Trauma Integration Programs, with more than a decade as an ambulance paramedic, twenty-two years as a paramedic trainer, eighteen years of mental health counseling experience, specializing in traumatic stress and she is a licensed East Asian medicine practitioner and acupuncturist. Rebekah’s unique skill set and experience are informed by her own traumatic childhood and teen years spent on the street and in the foster care system, giving her a special familiarity and empathy for trauma and loss.    . . .  

  The Great Lakes MHTTC School-Based Mental Health supplement offers this training for parents, school-based mental health professionals, and other behavioral health professionals in HHS Region 5: IL, IN, MI, MN, OH, and WI.   “My child has ADHD. Now what?”  Many parents of children with Attention Deficit Hyperactivity Disorder (ADHD) have asked themselves that question. ADHD is one of the most common neurological disorders in childhood. Children with ADHD often have difficulty paying attention, controlling impulsive behaviors, and can be overly active. For parents of children with ADHD, it can become frustrating to cope with some of the behaviors associated with their child’s ADHD, but there are ways to make life (and parenting) easier.  Along with behaviors such as hyperactivity and procrastination, there are positive aspects that often accompany ADHD including creativity, empathy, and passion. Learn the common dos and don’ts of parenting a child with ADHD and practical strategies to help your child tap into their “superpowers.”     Learning Objectives Identify common behavior challenges associated with ADHD Learn strategies to support positive behavior and build on your child’s strengths   Speaker:  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.

Objectives: 1-The participants will receive an overview of the current concept of what is called Schizophrenia 2-The limitations of the current name Schizophrenia as an appropriate title for this illness will be reviewed 3-Several alternative names are Schizophrenia will be listed along with results of a recent survey by our group, followed by discussion   Slides:      Presenters: Raquelle Mesholam-Gately, PhD Matcheri Keshavan, MD  

Recording of the event ADHD in African American Children and Youth, originally held on April 29, 2021.   Slide Presentation

Comprehensive mental health services for unaccompanied minors should consider the context of immigration among Central American youths, migration trauma, common emotional and behavioral reactions by development stages after experiencing traumatic events. This product provides evidence-based tips and strategies to bolster resiliency and promote psychological recovery among unaccompanied minors during the therapeutic encounter. The factsheet also includes psychosociocultural considerations for clinicians working with Hispanic unaccompanied minors and their families.

Many community college students juggle competing work and family demands, and as many as half experience mental health conditions. At the same time, community colleges often have fewer resources than four-year institutions to support student wellbeing. According to the Hope Center for College, Community, and Justice’s #Real College 2021: Basic Needs Insecurity During the Ongoing Pandemic report, growing numbers of students are living without adequate food or stable housing. Rates of anxiety, depression, and suicidality – particularly amongst BIPOC students – are also increasing. The Steve Fund’s Adapting and Innovating to Promote Mental Health and Emotional Well-being of Young People of Color: COVID-19 and Beyond report documents these and other challenges facing BIPOC students this year, including enormous stress related to COVID, racism, and social unrest.    The Hope Center for College, Community, and Justice shared findings and recommendations from their #Real College 2021: Basic Needs Insecurity During the Ongoing Pandemic report, and participants will connect with one another for facilitated discussions.   To watch the recording, click here.  To access the resource list, click on "download."

Resource list for the Supporting BIPOC Community College Students through Summer & Beyond convening held on May 6, 2021. 

Learning Points Hear from Latinx panelists how their cultural knowledge helped transform challenging lived experiences into careers “making a living while making a difference”. Learn about culturally affirming UMB resources promoting the educational success, wellness, resilience, recovery and leadership of Latinx students to achieve goals and develop meaningful career paths. Discover the many employers and professional settings seeking staff with cultural knowledge promoting equity and social justice for all our communities. Learn how a minor in Latinx studies can support your academic and career success, complementing other experiences and amplifying positive personal and community impacts of your education. And, more!

The Northwest Mental Health Technology Transfer Center is excited to partner with A Mindful State and support the statewide campaign. Presentation Materials Available Here! The "Connections We Need" session on April 16, 2021, served as a kick-off for a series of summer professional development opportunities led by youth that will help expanded learning opportunity programs and school staff, support them where they are, as they navigate the impacts from the pandemic, trauma, and interruption of their social emotional journey.   The event featured several speakers including 3 Washington students who shared not only the challenges they've experienced during the pandemic but ways they have been supporting one another and ways adults can support our youth during and after the global pandemic.   From participants: "Today's event spurs me on to have important conversations and to create community bridges for better connections." "I will share the recording with my staff so that they can hear from the young people and experience what a fully supportive interaction and embracing of social-emotional wellbeing looks and feels like." "It's helpful to hear from the students what their concerns were, what has been helpful for coping, and what is still needed." A Mindful State is a people-powered effort to provide help, offer hope and build resilience for all the people across Washington State — regardless of our beliefs, ethnicity, gender identity, political persuasion, sexual orientation, income-level or age. This campaign is committed to the simple truth: We need each other. Visit A Mindful State Website Here! 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.