Past Events

  The pandemic has brought challenges and disruption to substance use disorder services along with opportunities. The presentation will examine these new opportunities and “how to get there.” February 15 12:00 Noon– 1:00pm Central 1:00–2:00pm Eastern    Learning Objectives Participants will: Recognize some of the opportunities that have resulted from the pandemic. Explore the role of resilience in responding to service needs during the pandemic, and as a path to opportunities.   Speaker   Sheila Weix, MSN, RN, CARN During her tenure as a leader in SUD treatment, Sheila Weix has been involved with emergencies related to the HIV epidemic, 9/11, and the 2008 economic collapse. She is currently applying this experience in an outpatient treatment service that includes medication-assisted treatment in rural Wisconsin during the COVID19 pandemic.     IN CASE YOU MISSED IT... Video: Substance Use Disorder Services in the Days of a Pandemic (Part 1) Video: Substance Use Disorder Services in the Days of a Pandemic (Part 2)

Registration for the Regional Peer Worker Support Circle is closed.   What: The Regional Peer Worker Support Circle (RPWSC) is a virtual gathering of peer workers from several U.S. states and territories that will meet every other week. The RPWSC is a safe and welcoming forum for mutual support, story sharing, discussion, and networking that unites peers from different professional and personal backgrounds. Meetings will focus on a variety of topics and issues central to peers, such as compassion fatigue, role clarity, systemic racism, self-care, and doing peer work amidst the pandemic. When: The Regional Peer Worker Support Circle will meet every other Friday from 4:00 to 5:00 pm ET. The first session will begin on Friday, February 12, 2021, and continue every other Friday through the end of August 2021. Where: The RPWSC will meet virtually via Zoom. Who Can Participate: People serving in peer worker roles are welcome to participate. Priority will be given to peer workers in the Northeast and Caribbean Region (i.e., New Jersey, New York, Puerto Rico, and the US Virgin Islands), but is not limited to individuals within the region. Schedule: 2/12; 2/26; 3/12; 3/26; 4/9; 4/23; 5/7; 5/21; 6/4; 6/18; 7/2; 7/16; 7/30; 8/6; 8/20   Facilitators: Stephanie Colon is a Bilingual Peer Specialist at the Institute for Family Health at the Center for Counseling at Walton, OnTrackNY, in the Bronx. She has been in this position since November 2017. Stephanie works with young people between the ages of 16 and 30 who have first-time altered state experiences. It is one of the most rewarding jobs that she has had in her lifetime. Stephanie is excited about being a co-facilitator of the Regional Peer Worker Support Circle. She says, “It gives me an opportunity to provide a safe/brave environment where peers feel like they are not alone and that their contribution to peer work is valuable.” Michael DeVivo is a Peer Specialist based in Syracuse, New York. He uses his lived experience with psychiatric labels to support young adults with first-episode psychosis. As a non-clinical member of a clinical team, he enjoys the challenge of improving the mental healthcare system “from the inside.” Mike is also passionate about developing the peer profession. To this end, he serves on a peer networking committee in his home region that links peer workers to foster a culture of support and solidarity, which he also hopes to promote as a co-facilitator of the Regional Peer Worker Support Circle. Outside of the peer world Mike teaches philosophy and writes music.

What has been your experience? Share important stories about what has been overwhelming during the pandemic. Unpack and explore lessons learned. Reflect on the two overwhelm workshops. Journaling and pandemic poetry will be explored as time allows. Facilitated by Sari Gilman, MA, MFT

/*-->*/ /*--> How well are our child-serving systems addressing the unmet basic, health, and education needs of children? What are some of the challenges? What are some of the opportunities? Join Ann Smith, JD, MBA, Executive Director of AFCAMP – Advocacy for Children for a listening session to answer these questions, and explore ways to meet the needs of children and families more effectively and efficiently.

The MHTTC K-12 program is offering free training sessions throughout the Covid-19 Pandemic to support education programs in Tribal Communities. Not only has the pandemic stressed our healthcare and educational systems, but it has exacerbated the effects of historical trauma. Our MHTTC K - 12 program hopes to offer support, resiliency tools, and connections that are relevant and supportive as Native American communities remain resilient. 2:00-3:30 pm Central Standard Time MHTTC K - 12 programs will continue to support our Native school communities throughout this pandemic. We will continue to offer training for the entire school community (students, parents, teachers, counselors, and principals). This training will be bi-monthly, covering topics important to you as we finish out this storm together. Each session will include a special guest speaker, key topic information, resources, and discussion with our participants. Examples of upcoming topics: Inequalities in Education Caused by Covid-19 Trauma-Related to Covid-19 The need for increased broadband infrastructure to endure access to technology in Native communities The need for family and community outreach because of Covid-19

Community mental health administrators, school district student support managers, and clinical supervisors, among others, often struggled with ways to ensure the adoption of best practices and evidence-based behavioral health interventions among school- and community-based providers in a way that facilitates their application as part of normal practice in these settings. As part of Washington, DC’s Expansion of Comprehensive School Behavioral Health initiative, cross-sector partners invested in a systemic approach to reducing the unmet behavioral health needs plaguing DC youth and families, particularly those most vulnerable and confronting social, economic, or environmental challenges. A Community of Practice (CoP) was established as a part of this citywide initiative to ensure learning was co-created and happened across specialized roles, to strengthen professional relationships, and to foster alignment of initiatives across child and family agencies in order to maximize the use of effective school behavioral health practices in all 244 DC public and public charter schools. Presenters will discuss how a CoP was developed in DC, the impact of this approach on community engagement and clinical practices, and lessons learned about factors that can facilitate or hinder the adoption of this approach, especially when considering the unique circumstances faced by Latino urban families. Participants will be able to: List unique challenges and opportunities with delivering behavioral health services to Latino youth and families in Washington, DC. Describe the essential elements and value of a Community of Practice approach. Learn how a padlet can be used to create a shared learning space to advance a behavioral health practice. Identify at least one engagement strategy that can be adapted to support the well-being of Latino youth and families.   Who should attend? This is an intermediate level workshop designed for mental health providers, school mental health providers, and school administrators.   About the presenters:    Olga Acosta Price, PhD- Olga Acosta Price, Ph.D. is director of the Center for Health and Health Care in Schools at the George Washington University Milken Institute School of Public Health, and Associate Professor in the Department of Prevention and Community Health at the University. She is a clinical psychologist with postdoctoral training in school mental health. In 1999, Dr. Acosta Price became founding director of the School Mental Health Program (SMHP) at the Department of Mental Health in Washington, DC and launched the comprehensive school-based mental health programs in more than 30 public charter and DC public schools over six years. In her current capacity as director of the Center for Health and Health Care in Schools she provides leadership and direction to the Center in an effort to impact the development and quality of school health services across the U.S. Dr. Acosta Price has advocated for the expansion of school-connected and community-based prevention and intervention approaches across the US, with a focus on strengthening systems to ensure education and health equity for vulnerable populations. She is currently the chair of the board of directors for the Coalition of School Educating Boys of Color (COSEBOC), a steering committee member of the National Suicide Prevention Resource Center, and was recently co-chair of the DC Task Force on School Mental Health, among other advisory roles. Dr. Acosta Price received her Masters and Ph.D. in clinical psychology from the State University of New York at Buffalo and her undergraduate degree in psychology from Vassar College.   Inma Iglesias, LICSW- Inma Iglesias, LICSW, LCSW-C, RPT-S. Inma Iglesias is a licensed clinical social worker with over 15 years of experience working with children, families, and adults in different multicultural settings. Inma received her Master’s in Clinical Social Work from the Catholic University of America, Washington, D.C. in 2011. Inma is a board approved supervisor in Maryland, a Registered Play Therapist Supervisor, a certified Parent Child Interaction Therapist, a certified Child-Parent Psychotherapist, and a Level I Theraplay practitioner. She currently works as a Senior Clinical Manager at Mary’s Center, a large Federally Qualified Health Center (FQHC) where she provides oversight to clinical services provided by the Behavioral Health Department within the School-Based Program. Her areas of clinical expertise include trauma, anxiety, OCD, depression, ADHD, home transitions (divorce, loss of a loved one, blended families, and family reunification), and disruptive behavior in children. She completed the Physicians for Human Rights (PHR) Training in the Medical and Psychological Evaluation and Documentation of Torture and Human Rights Survivors Seeking Asylum. Inma has additional experience providing clinical supervision, training, and consultation. Some of the presentations provided include: Creating a Trauma Informed School Culture, Family Reunification, Impact of Chronic Stress in Children and Parents, Teacher Wellness and Stress Management, and Assessment and Treatment of Clients using Expressive Therapies.   Mariola Rosser, EdD- Mariola Rosser, Ed.D. Mariola Rosser is the Project Director at the Center on Health and Health Care in Schools at the George Washington University. She brings 20 years of experience in social learning, system convening and building communities of practice in education and school behavioral health. Currently, she coordinates the DC School Behavioral Health Community of Practice (DC CoP) focused on improving provider and school readiness in implementing a multi-tiered model of school based mental health prevention, early intervention, and treatment services. She is responsible for designing the CoP learning agenda, convening monthly community meetings and building relationships with CBO clinicians, school staff and community partners. Dr. Rosser worked at the National Association of State Directors of Special Education (NASDSE) supporting several projects, the National Center for Systemic Improvement (NCSI) and the IDEA Partnership. She provided Technical Assistance to four states supporting state Part C programs focused on improving the social and emotional outcomes for young children and their families and state Part B programs focused on improving the graduation rates for students with disabilities. She advised the Social and Emotional Outcomes Collaborative (15 states) around the stakeholders’ engagement and adaptive leadership. She was also involved in building cross-system capacity in states and co-facilitating national communities of practice (CoPs) around school behavioral health and transition from school to college and career. Dr. Rosser holds a Master Degree in Therapeutic Pedagogy (Maria Grzegorzewska University, Poland) and Doctorate in Education (George Washington University, Washington, DC). She is currently pursuing certification in the Science of Mindfulness Awareness (SOMA) Meditation Teacher Training (The Mindfulness Center, Bethesda MD), a certification in the Applied Neuroscience and Brain Health (The Neuroscience Academy, Australia) and the Tao of Trauma certification focused on restoring balance and regulation in survivors of traumatic stress (Integrative Healing, Silver Spring, MD).   Please read the following before registering:  The National Hispanic and Latino Mental Health Technology Transfer Center use GoToWebinar as our online event system.  Audio for the event is accessible via the internet. To receive audio, attendees must join the event by using computers equipped with speakers or dial in via telephone.  After registration, a confirmation email will be generated with instructions for joining the event. To avoid problems with log-in, please use the confirmation email to join the event.  

  Description: This webinar will discuss the impact of alcohol, cocaine, and amphetamine use during the COVID-19 pandemic. It will review the physiological effects of substance use disorders (SUD) and heightened susceptibility to COVID-19, and discuss the impact on the African American population. This session will also cover recent increases in alcohol sales and consumption, discuss available treatment options for SUD, and review myths about alcohol during the current pandemic. Download Flyer   Presenter: Michael Ingram, M.D. has worked in the field of psychiatry more than 25 years. He is a Past President of the Black Psychiatrists of America, and the current Director of Behavioral Health at Great Lakes Bay Health Care. He is the former Medical Director of the Behavioral Unit at McLaren Bay Psychiatric Associates. He graduated from Michigan State University, where he received both a Bachelor’s degree in Microbiology and his Medical degree from the College of Human Medicine. Dr. Ingram completed his residency training in Psychiatry at Lafayette Clinic and Wayne State University. He is board-certified in psychiatry. Dr. Ingram was recertified by the American Board of Psychiatry and Neurology in 2009, and accepted as a Fellow of the American Psychiatric Association (FAPA) in 2016. He is also a former Vice President of Michigan Psychiatric and Behavioral Associates, one of the largest medical groups north of metropolitan Detroit.   Learning Objectives: Describe the effects of COVID-19 on alcohol, amphetamine, and cocaine on the body Specify the impact of COVID-19 on incidence of alcohol use Discuss the risk factors for alcohol, amphetamine, and cocaine in the African American population Discuss fact vs. fiction of alcohol, amphetamine, and cocaine use disorders Summarize treatment options for alcohol, amphetamine, and cocaine use disorders   Who Should Attend? Clinicians, caseworkers, peer recovery support staff, administrators, and others who work on behalf of adults with serious mental illnesses and or co-occurring substance use disorders impacted by COVID-19.   Certificates of attendance will be available to viewers of 50% (30 minutes) or more of the live webinar (via email within 30 business days post-event). CEUs are not offered for this session. Webinar slide presentations and recordings will be posted to the website.   This event is provided in collaboration by the Central East PTTC, the Central East MHTTC and the Central East ATTC.

Everyone can support the foundational principles of recovery: choice, self-determination and the importance of relationships. However, translating these principles into real world practice can be difficult. How we negotiate professional boundaries will either help or hinder recovery. In this webinar, Patricia Deegan will detail a 5-part method for building relationships that are both consistent and flexible, while also being “human” and responsive to the needs of the individual and the provider. Learn more about the webinar series here. Presenter Patricia E. Deegan, PhD'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.       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.  

The First Episode Psychosis (FEP) monthly mentoring call hosted by the South Southwest MHTTC provides technical assistance and an open discussion platform for mental health workers offering services for FEP and clinical high risk populations.

  Brought to you by Northwest MHTTC in collaboration with C4 Innovations     The Northwest MHTTC is excited to sponsor 25 spots for Region 10 workforce members to participate in this Learning Community hosted by our partner, C4 Innovations.  Please note: We are no longer taking applications and the wait list is full. Providing high-quality supervision is critical to fostering personal and professional development, enhancing clinical and technical skills, implementing best practices, ensuring accountability, and most importantly, improving client outcomes. Whether you’re experienced, new, or not yet a supervisor, you are invited to participate in this 5-week live virtual learning community to explore trauma-informed supervision—why it matters, useful frameworks and skills to enhance supervisory practice, and specific strategies to help staff thrive in their work. Please note: This 5-week Live Learning Community will be held over 5 Thursdays: February 11-March 11, 2021, at 10-11:15 AM Pacific Time. This opportunity is limited to members of the workforce in Alaska, Idaho, Oregon, and Washington State (HHS Region 10.)  Additional Note RE: PROCESS: Apply via the "register" button above. We will only notify those who have been accepted or have been added to the wait list. Once your application has been approved, you will get registration information from C4 Innovations. This registration is required by January 29 as the training starts February 11. After completing the course you will be asked to complete an evaluation survey and a follow-up survey at 4-6 weeks later. You will be offered a gift card for completing this follow-up survey.   Target Audience: Current supervisors in the health and human service fields Individuals interested in becoming supervisors in the health and human service fields Individuals from organizations who are interested in implementing best practices   Learning Objectives: Name three reasons for providing trauma-informed supervision Identify and describe four main functions of supervision Describe the CLEAR model for exploring topics in supervision Explain how to respond to secondary trauma responses of staff Demonstrate skills in providing information and feedback   Training Certificates and Formal CEUs Available:  Certificates of Completion will be awarded to participants who have attended all five live webcasts (or watched the webcast recordings in their entirety), completed all required learning activities, scored higher than 80% on each weekly quiz, and completed the course evaluation form and the certificate request form. Six (6) hours of continuing education credit will be awarded upon completion of this course through ASWB and NBCC. Ten (10) hours of continuing education credit will be awarded upon completion of this course through NAADAC. Certificates will be emailed directly to participants roughly two weeks after completion of the final session. Facilitators: Ken Kraybill, MSW, has worked in healthcare, behavioral health, homelessness, and housing for the past 35 years. He is a Senior Trainer at C4 Innovations and is dedicated to improving the quality of care provided to marginalized and vulnerable people. Ken develops curricula and facilitates in-person and online training nationally on topics including Motivational Interviewing, trauma-informed care, outreach and engagement, clinical case management, peer integration, Critical Time Intervention, and supervision. Ken has a Master of Social Work from the University of Washington in Seattle and an undergraduate degree from Goshen College in Indiana. Ann Marie Roepke, PhD, is a clinical psychologist, trainer, and consultant. She has provided training, consulting, and coaching services to diverse audiences on resilience, self-care, and burnout prevention; workplace communication; resilient responses to the COVID-19 pandemic; and evidence-based practices including Cognitive Behavioral Therapy and Motivational Interviewing. As a psychotherapist in private practice, she focuses on helping people not only survive, but thrive, in challenging circumstances. She provides continuing education trainings, workshops, and presentation for professionals in “helping professions.” Ann Marie is an active member of the American Psychological Association, Society of Consulting Psychology, and Motivational Interviewing Network of Trainers (MINT). She earned her doctorate in psychology at the University of Pennsylvania Positive Psychology Center. Learn More: Trauma-Informed Supervision, podcast episode with Ken Kraybill Fundamentals of Trauma-Informed Care, self-paced online training TICOMETER, a scientifically validated instrument that measures the levels of trauma-informed care in health and human service organizations Safety in Support: An Interactive eBook on Trauma-Informed Care Trauma-Informed Care 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.

The Great Lakes MHTTC and ATTC offer this training for behavioral health professionals in HHS Region 5: IL, IN, Mi, MN, OH, and WI. Motivational Interviewing (MI) technical skills is an evidence-based practice used to help people overcome their ambivalence about change.  In this interactive, skills-based workshop, participants will have the opportunity to learn about and practice the spirit of MI.  Prerequisite  Participants in the Technical Skills training are required to complete Motivational Interviewing Foundation Relational Skills prior the Technical Skills training series:  Motivational Interviewing Foundation: Relational Skills (Jan. 21, 28, and Feb. 4, 2021)  Learning Objectives Define and summarize the processes of focusing and evoking Identify different strategies for focusing and prepare to apply them to client interactions Define and recognize change talk, sustain talk and discordance Differentiate between client cues of readiness, ambivalence, and discordance Construct effective responses to different client cues Design a plan for advancing individual MI skills This is a three-part series, and participants will need to attend all three sessions.  The trainings dates and times are:  February 11, 2021 February 18, 2021 February 25, 2021 All trainings will be from 8:30–11:30 AM CST CEUS: 9 NAADAC CEUs will be awarded to participants who attend all three sessions. Partial credit will not be awarded. Trainer:  Laura A. Saunders, MSSW, is the Wisconsin State Project Manager for the Great Lakes Addiction, Mental Health and Prevention Technology Transfer Centers. Her position is housed at the UW–Madison, where she’s worked since 1988. Since 2001, Laura has provided SBIRT and Motivational Interviewing training to physicians, nurses, medical students, psychologists, specialty addiction treatment providers, social workers, physical therapists, health educators, and staff who work in correctional settings. She has provided feedback and coaching to hundreds of social workers, correctional staff, and other human service providers who are interested in using evidence-based practices with fidelity. Laura joined the international group of Motivational Interviewing Network of Trainers (MINT) in 2006 (Sophia, Bulgaria) and is an active member of the Wisconsin MINT group.

Description: This conference (with four linked modules) will focus on the integration efforts that support practical applications of comprehensive screening. Participants will build their knowledge across substance use, behavioral health, sexual health, HIV and infectious disease. Professionals working in these areas will be able to increase their knowledge of logistics updates in an interprofessional environment. This series is provided in collaboration with the MidAtlantic AIDS Education Training Center, the Danya Institute and the Johns Hopkins University STD/HIV Prevention Training Center.   Presenters: Speakers to be announced   Who Should Attend? Physicians, physicians assistants, nurses, nurse practitioners, case managers, social workers, students of health professions, and other members of the healthcare team. Professionals and students in infectious disease, sexual health and family planning, substance use, behavioral health, mental health, and primary care   Module 1: Integrated Screening Processes February 2, 2021, 8:30am – 11:30am ET REGISTER Module 2: Assessment and Referral Processes February 4, 2021, 8:30am – 11:30am ET REGISTER Module 3: Outbreak Risk and Response February 9, 2021, 8:30am – 11:30am ET REGISTER Module 4: Reducing Health Disparities February 11, 2021, 8:30am – 11:30am ET REGISTER  

Building Capacity of School Personnel to Promote Positive Mental Health in Native American Children and Youth - Spring 2021 Part 2 This free series consists of five separate two-hour sessions from January 2021 to May 2021. Attendance is critical, so please carefully consider your availability to attend all five sessions.   The goal of this multi-state initiative is to build capacity of school teams to promote positive mental health in children/youth throughout the school day using a multi-tiered approach. Specifically, the Mountain Plains Mental Health Technology Transfer Center (MHTTC) will build capacity of school personnel to learn about and implement model programs, such as Every Moment Counts and Circle of Courage, and embedded strategies emphasizing mental health promotion and prevention.   Read about Turtle Mountain Elementary School's positive experience with this series!   Please think about the benefits of participating in this project and your availability to attend the five virtual sessions. Please contact LaVonne Fox at [email protected] or Sarah Nielsen at [email protected] or at 701 777-2208 to indicate your interest in participating no later than December 15, 2020.   Please note that enrollment in this training is open only to school teams in HHS Region 8 states (Colorado, Montana, North Dakota, South Dakota, Utah, and Wyoming). Only applications by school teams will be accepted.    If you agree to participate, you will be expected to: Identify 3-6 interdisciplinary team members to be a part of a Community of Practice (CoP) at your school. The CoP should be an interdisciplinary team including any of the following: teacher, paraprofessional, occupational therapist, administrator/counselor, nurse, speech language pathologists, social workers or school psychologists. It is strongly recommended that the team include a classroom teacher and be interdisciplinary in nature as training emphasizes application in the classroom and interdisciplinary collaboration. The CoP will participate in all five, two-hour virtual training sessions (see schedule overview below). Attendance is critical. Each CoP will develop a strategic plan identifying gaps or opportunities to improve mental health promotion throughout the school day and identify strategies to implement change.     Mountain Plains MHTTC will: Provide the training described above and any technical assistance during development of the strategic plan and implementation. Provide continuing education credits to the CoP members (20 hours). If your state requires transcripted credit, the Mountain Plains MHTTC will have the training approved, but the transcripted fee is the responsibility of the teacher. Provide required readings and resources to the CoP. Follow up on the implementation plan.     Benefits to you include: Enhanced capacity of all school personnel through enhanced understanding of how to apply knowledge about children’s mental health in the school. Free resources for each CoP. Free educational sessions and online discussions regarding mental health promotion. Feeling connected to other schools implementing the projects. Continuing education credits (20 contact hours for CoP team members).   Sessions Part One: Introduction to Intergenerational Trauma, Historical Loss, and Communities of Practice Process January 13, 2021 4:00pm - 6:00pm CST | 3:00pm - 5:00pm MST Part Two: Understanding Multi-Tiered Approaches to School Mental Health and Embedded Service Delivery February 10, 2021 4:00pm - 6:00pm CST | 3:00pm - 5:00pm MST Part Three: Culturally Relevant Embedded Programs that Support Social and Emotional Well-being March 3, 2021 4:00pm - 6:00pm CST | 3:00pm - 5:00pm MST Part Four: Mental Health Literacy April 14, 2021 4:00pm - 6:00pm CST | 3:00pm - 5:00pm MST Part Five: Indigenous Programs to Support Students and Final Reflections May 12, 2021 4:00pm - 6:00pm CST | 3:00pm - 5:00pm MST   Trainers LaVonne Fox, PhD, OTR/L  Dr. LaVonne (Poitra) Fox was born and raised on the Turtle Mountain Chippewa reservation. She taught for over 26 years at the University of North Dakota and is currently employed at the Turtle Mountain Community College in Belcourt, ND. She is currently developing a Master in Education program that will emphasize the decolonization of the educational institutions and related educational processes both at school and in the community. The Mission is to prepare reflective leaders, as change agents, who will promote the development of Indigneous culture-based education within the school, home and community.  She has considerable experience researching Indigenous Youth programs for positive mental health and wellness connected to identity. Sarah Nielsen, PhD, OTR/L Dr. Nielsen is an associate professor at the University of North Dakota in Grand Forks, ND, in the Department of Occupational Therapy, School of Medicine and Health Sciences. Sarah has over 20 years of experience working with children, youth, and young adults with mental health issues in communities and schools. Her clinical practice included developing and implementing trauma-informed approaches in mental health care. She assisted students transitioning from mental health programs back to public schools where she trained and assisted schools in this effort.

This interactive webinar will discuss how to facilitate hope and develop skills that will facilitate the recovery journey of Hispanic/Latinx people with Lived Experience by using motivational interviewing principles.   Presenter(s): Oscar Rojas Perez and Maria E. Restrepo-Toro

The Stigma Effect describes a conundrum where good-intentioned behavioral approaches to a social problem actually lead to worse effects. Research on stigma change may find itself at this point. Advocates have developed and implemented multiple approaches to changing stigma; might some of these be shown to have a more beneficial impact than others? This presentation examines both the benefits and the negative unintended consequences of stigma change programs, considering the effects of education versus contact on the stigma of mental illness.  Webinar Objectives: Identify the structures and types of stigma as they relate to the target in order to assess the damaging effects on the individual and the group Compare the processes of enforcing stigma change and demonstrate the effectiveness of each technique Describe the curriculum of the Honest Open Proud program and identify its aim to combat the self-stigma associated with mental illness   Presenter: Patrick Corrigan is a Distinguished Professor and Associate Chairperson for Research in the Department of Psychology at Illinois Tech. Previously, he was a Professor of Psychiatry at the University of Chicago, where he directed its Center for Psychiatric Rehabilitation. Patrick is the Institute of Translational Medicine's Illinois Institute of Technology (Illinois Tech) Affiliate Leader. He is the principal investigator of the National Consortium for Stigma and Empowerment, a collaboration of investigators and advocates from more than a dozen institutions. NCSE research has been supported by NIH for more than 20 years. He also heads projects examining integrated primary and behavioral health care in a health disparities framework, supported by PCORI and NIMHD. He has written more than 400 peer-reviewed articles, is editor emeritus of the American Journal of Psychiatric Rehabilitation, and editor of a new journal published by the American Psychological Association, Stigma, and Health. Corrigan has authored or edited seventeen books, most recently, The Stigma Effect published by Columbia University Press. He also headed the team that developed the Honest, Open, Proud series of anti-stigma programs. He was a 2019 recipient of the Presidential Medal from the UK Royal College of Psychiatrists in recognition of his work. 

  Description:  Trauma unfortunately is more universal than once thought. The lived experience of traumatic events can vary greatly, which makes it vital to have basic trauma competence as a healthcare provider. This workshop will introduce participants to the potential impact trauma can have on individuals throughout the lifespan. In addition, participants will gain basic knowledge in utilizing a trauma-informed approach at the individual and community level. Download Flyer   Presenter: Matthew Walsh, Ph.D., LPC, NCC has 18 years of experience in higher education. He is a full-time psychotherapist and Coordinator of Community Engagement at Duquesne University’s Counseling Services. In addition, Dr. Walsh is a consultant and adjunct faculty member at two universities. He has co-created a new community-based intervention called, Trauma-informed Community Development with the Neighborhood Resilience Project in Pittsburgh, PA. Dr. Walsh obtained his Ph.D. from Duquesne University.   Learning Objectives: Acquire introductory knowledge of the nature of trauma Explain potential impact trauma can have on persons in care  Describe fundamental aspects of trauma-informed approach to care

Well-Being Wednesdays is a webinar series geared toward education professionals, administrators, and stakeholders, who are working together to create a culture of well-being that supports not only the students in their buildings, but the educators too! Each monthly session will outline each of the 10 ARC practice modules and follow a tell-show-do approach. Content will focus on one skill per session, outlining the skills, providing examples, and encouraging use of the skill. During the last session of the series, participants will be encouraged to identify and practice strategies that align with their personal and professional values, resulting in a “personal recipe for well-being.” In this session, attendees will distinguish between pleasant and difficult emotions and thoughts, and the importance of proactively fostering our more pleasant experiences. Attendees will learn of a skill that can be used to broaden their awareness to these moments and to engagement with them deeply in ways that provide joy or meaning to the moments. 

As agency leaders, directors, and supervisors, how do we stay grounded and focused during these hard times? How do we bring forth our humanity and strengths to support employees? What challenges/learning opportunities are staff experiencing? What do they need? How do we listen and respond well? Join us in identifying principles and practices to help staff adapt and thrive in this extraordinary period of our lives. Learning Objectives  Participants will be able to: Name two personal practices to stay grounded and focused Describe three challenges/learning opportunities staff are currently experiencing Name two guiding principles for supporting staff Identify three specific practices to employ to help staff adapt and thrive   Presenter   Ken Kraybill, MSW, Senior Trainer, has worked in healthcare, behavioral health, homelessness, and housing for more than 35 years. Ken has 18 years of experience working as a behavioral health practitioner in homeless services. For the past two decades, he has been developing curricula and facilitating in-person and online training nationally on topics including motivational interviewing, trauma-informed care, outreach and engagement, case management, critical time intervention, and supervision. He also has experience facilitating strategic planning processes and providing staff retreats focused on finding resiliency and renewal for care providers. Ken is a member of the international Motivational Interviewing Network of Trainers (MINT). He has a Master of Social Work degree from the University of Washington.         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.

  General concerns and anxieties can be difficult to manage during the best of situations, but what happens when you are trying to manage them during an international pandemic and provide supportive leadership? This workshop will provide leaders and supervisors with a brief overview on how anxiety can impact our general functioning, our functioning in crisis, and different strategies to use to adapt your leadership style to minimize the impact of anxiety on your staff during this unprecedented time in our country and lives. February 10, 2021 11:00–12:30pm Central 12:00– 1:30pm Eastern   Learning Objectives  By the end of this webinar, participants will be able to: 1. Recognize the impact anxiety has on general functioning 2. Identify two leadership interventions you can implement to manage the impact of anxiety on your staff 3. Learn how to set up daily routines to help manage anxiety. Speaker Elizabeth Guroff, MA, LCMFT Director, Trauma-Informed Services The National Council for Behavioral Health       This presentation is co-sponsored by Great Lakes MHTTC and ASPIN 

Responding to Provider Stress and Burnout - Cultivating Hope and Compassion February 9, 2021 1:00 - 2:30 pm MST | 2:00 - 3:30 pm CST Providers of all occupations are experiencing increased levels of on-the-job stress as they work to respond to the many needs of the individuals they serve during the COVID-19 pandemic. Acknowledging these challenges and securing appropriate supports are crucial to promoting the well-being of all providers. This training will provide attendees with detailed information on the impact of chronic stress and compassion fatigue as well as strategies to cultivate hope, compassion, and resilience.   Learning Outcomes Recognize the signs and symptoms of stress. Recognize the signs and symptoms of compassion fatigue. Identify practical strategies to cultivate hope, compassion, and resilience in the workplace.   Trainers LaVonne Fox, PhD, OTR/L Dr. Fox was born and raised on the Turtle Mountain Chippewa reservation. She has considerable experience working with children, youth, and young adults with mental health issues in communities. Dr. Fox is currently serving as a technical trainer for the Mountain Plains MHTTC and is the lead trainer on the tribal school's Community of Practice program serving communities across Health and Human Services (HHS) Region 8. Shawnda Schroeder, PhD Shawnda Schroeder is a Research Associate Professor. With the Mountain Plains MHTTC she focuses on access to care, rural mental health, and provider well-being.  Thomasine Heitkamp, LCSW Chester Fritz Distinguished Professor, Thomasine Heitkamp is the PI and Co-Director of the Mountain Plains MHTTC. She currently leads two teams of faculty and staff who provide their expertise to behavioral health practitioners to ensure positive treatment outcomes that support sustainability.  

About the Event:  Certified Peer Specialists have a unique and comprehensive perspective of our recovery communities, not only providing but also receiving support in diverse settings that frequently reflect the values, beliefs, and practices of the communities where we live and work.  This session will focus on resiliency. Please join the Southeast Mental Health Technology Transfer Center and the Georgia Mental Health Consumer Network as we continue our discussion about how Certified Peer Specialists can better understand and support peers facing complex barriers to recovery, wellness, and well-being.   Key Learning Objectives:  1. Describe how race impacts recovery supports in the community and the behavioral health system.  2. Discuss how race creates barriers to recovery and wellness.  3. Identify actions peer support providers can take to improve recovery and wellness outcomes.    About the Facilitators:  The Georgia Mental Health Consumer Network believes in the ability of everyone living with mental health concerns to enjoy lives of purpose, meaning, productivity, and wellness. Since it was founded in 1991, this grassroots nonprofit organization has been led and run by mental health peers—people in mental health recovery. At its core, the basis of peer support—one person using their lived experience to support another—is not new; in fact, it is the basis of human growth and development. Mental health peers with special training are now able to use their lived recovery experience in clinical settings to provide something beyond a diagnosis or medication.   Roslind D. Hayes, BS, CPS-AD, CARES, WHWC is the Statewide Coordinator of the GMHCN's Peer Support, Wellness, and Respite Centers. She is a trainer/facilitator for the Certified Peer Specialist Project, Peer Zone, and Intentional Peer Support.  Chris Johnson, MFA, CPS, CPS-AD is GMHCN's Director of Communications. He is responsible for sharing information about recovery and wellness opportunities to behavioral health peers and providers across Georgia. 

View Flyer The MHTTC Network is hosting an 8-part training series using the National School Mental Health Curriculum: Guidance and Best Practices for States, Districts, and Schools. Each session will include a  pre-session video, live panel session, and post-session regional breakout. The Curriculum was developed by the MHTTC Network in partnership with the National Center for School Mental Health (NCSMH). It is intended to help states, districts and schools advance comprehensive school mental health and engage in a planning process for implementation. We will contextualize the content to utilize ‘always and now,’ considering the current pandemic and its impact on school mental health.

About the Learning Session: The MHTTC Network is hosting an 8-part training series using the National School Mental Health Curriculum: Guidance and Best Practices for States, Districts, and Schools. The Curriculum was developed by the MHTTC Network in partnership with the National Center for School Mental Health (NCSMH). It is intended to help states, districts and schools advance comprehensive school mental health and engage in a planning process for implementation. Module 1: Foundations of Comprehensive School Mental Health provides an overview of the National School Mental Health Curriculum as well as the definition and core features of comprehensive school mental health.   Each session in the series includes a pre-session video, live panel session, and post-session regional breakout. Access the pre-session video for Module 1: Foundations of Comprehensive School Mental Health HERE. Please watch the video PRIOR to the live session. The purpose of watching the pre-session video is to familiarize yourself with the Curriculum material for Module 1. Live sessions consist of a discussion with a small panel of education and mental health leaders from across the country (including a member from the National Center for School Mental Health team) who will provide an “always and now” application of the Curriculum and innovative ideas for implementation, considering the current COVID-19 pandemic and its impact on school mental health. The post-session Regional Breakout sessions are intended for participants to have an informal discussion regarding content from the live session, contextualized for their specific region. Access to the Regional Breakout sessions will be provided to all participants during the live sessions. To learn more about the National School Mental Health Curriculum and gain access to the COMPLETE curriculum, click HERE. Session Panelists:   Pia Escudero a mental health leader and social work professional with over 30 years of experience in mental health and health programs for the Los Angeles Unified School District, the second largest school district in the United States. As Executive Director of the Student Health and Human Services (SHHS) Division, she directs the services of over 2000 school mental health and health professionals including social workers, nurses, pediatricians, child psychiatrists, human relations and restorative practices experts, wellness programs and positive behavior intervention and supports district wide. Her expertise includes the development, implementation, and evaluation of high-quality interventions that promote resiliency, healing, and lifelong health.   Dr. Dana Milakovic is a mental health and trauma specialist with experience in school mental health, community mental health, pediatric neuropsychology, school administration, and school psychology.  In her current role, she is focused on strengthening schools by applying neuropsychological research to mental health integration in schools, trauma-sensitive schools, school climate, substance use disorders, and improving mental health services for children across Pennsylvania. Prior to her work at PDE, Dr. Milakovic spent over 19 years working on behalf of children with special needs as a community mental health evaluator, school psychologist, and administrator.     Dr. Sharon Hoover is a licensed clinical psychologist and a Professor at the University of Maryland School of Medicine, Division of Child and Adolescent Psychiatry, and Co-Director of the National Center for School Mental Health. She currently leads NCSMH efforts to support states, districts and schools in the adoption of national performance standards for quality and sustainability of comprehensive school mental health systems. Dr. Hoover has led and collaborated on multiple federal and state grants, with a commitment to the study and implementation of quality children’s mental health services.     Dr. Nancy Lever is a clinical psychologist with extensive clinical, research, policy, and training experience related to advancing comprehensive school mental health systems. Dr. Lever has over 20 years of experience providing and leading school mental health services and programming efforts at the local, state, and national levels. She serves as the executive director of the University of Maryland School Mental Health Program, and co-director of the National Center for School Mental Health, wherein she is working at local, state, and national levels to advance research, training, policy, and practice in school behavioral health.