Past Events

Please note: These events will be limited to 500 attendees. Access to the live event will be available to registered participants on a first come, first serve basis. To secure a spot, we invite you to log on 5 - 10 minutes prior to the event.   About the Webinar: Have you watched Part 1 or Part 2 of our Managing Anxiety & The Return to School webinar series? Do you have questions on how we can support staff, students, and families navigate returning to school during a global pandemic? Are you curious about how to identify problem anxiety in youth or what coping strategies may help? If so, please join us for this live, interactive Q&A session with Drs. Jennifer Blossom, Kendra Read, and Cesalie Stepney to ask your questions or listen to answers to questions others have. All are welcome to attend and you can submit your questions in advance while registering. This webinar is part of 4-part series designed to highlight what anxiety looks like and walk through evidence-based interventions for anxiety in educational settings. Learn more about the series and access presentation materials here. *Our events are open to the public and attendees from any region. Due to limited capacity, however, we kindly ask that if you are not from Region 10 (AK, ID, OR, WA) to please consider waiting to register or not attending live and watching the recording in order to prioritize space for our Region 10 participants. We have an amazing team that will post a link to the recording within a week of event. Our Presenters: Jennifer Blossom, PhD is a Clinical Child Psychologist with expertise in assessment and intervention for youth with anxiety, depression, and suicidality. Dr. Blossom has worked in some capacity in the field of clinical child psychology for over 10 years. Currently, Dr. Blossom is an Assistant Professor in the Division of Psychology and Human Development at the University of Maine at Farmington (UMF), teaching at both the undergraduate and graduate levels. Before joining UMF, Dr. Blossom completed a two-year postdoctoral fellowship at Seattle Children’s/University of Washington where she conducted research and provided clinical services within the Mood and Anxiety Program and Crisis Care Clinic. Dr. Blossom maintains an active research program related to service delivery, efficiency, and access for youth with internalizing problems, with particular emphasis on expanding behavioral interventions within integrated healthcare settings.   Kendra Read, PhD is a clinical psychologist, the Director of the Mood & Anxiety Program and Director of Anxiety Programs at Seattle Children’s. She is also the Director of Psychotherapy Training through the University of Washington School of Medicine Child Psychiatry Fellowship. She received her PhD in clinical psychology from Temple University in Philadelphia, PA under the mentorship of Philip Kendall, Ph.D., completed her internship in pediatric psychology at Nemours/A. I. duPont Hospital for Children, and her postdoctoral fellowship at the Stanford University School of Medicine in the Psychiatry and Behavioral Sciences Department. Dr. Read specializes in the treatment of youth with anxiety disorders and OCD from a cognitive behavioral therapy perspective. Her research interests include understanding factors that contribute to treatment outcome, and the dissemination and implementation of CBT for anxiety disorders.     Cesalie Stepney, PhD is a clinical psychologist at Seattle Children’s with roles in the departments of Psychiatry and Behavioral Medicine and Adolescent and Young Adult Medicine. In the psychiatry department, Dr. Stepney is the director of the Anxiety Training Clinic for first year psychiatry fellows and a provider in the anxiety clinic and Dialectical Behavioral Therapy program. In her work in adolescent medicine, she works on the integrated care and gender clinic teams. Dr. Stepney specializes in the evaluation and treatment of anxiety disorders and OCD, depression, and emotion dysregulation. She also has a strong interest in working with BIPOC populations and gender diverse youth.  Dr. Stepney received her PhD in clinical psychology from Rutgers, The State University of Jersey. She completed her internship at the Yale School of Medicine and her postdoctoral fellowship at the University of Washington in the Leadership in Adolescent Health (LEAH) program. Prior to pursuing her PhD, she also received a Master’s of Education in Risk and Prevention from the Harvard Graduate School of Education.       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.

  Description: LGBTQ populations are at higher risk for COVID-19 due in part to wildly disproportionate rates of smoking, vaping, and other forms of tobacco use. Tobacco dependence usually starts in adolescence, and studies have shown LGBTQ youth are especially vulnerable to substance misuse, predatory ad campaigns, and peer influence. This webinar will explore the rates, risks, and intersections of tobacco use and the novel coronavirus among queer and gender expansive teens and young adults.   Presenter: Kate Bishop, MSSA, the Education Coordinator at the LGBT Health Resource Center of Chase Brexton, is a seasoned professional development trainer with expertise in working with LGBTQ populations, sexual and reproductive health care, adolescent development, intimate partner violence, and sexual trauma. She is certified as a trainer through GLSEN (Gay, Lesbian, and Straight Education Network) as well as SAGE (Services and Advocacy for GLBT Elders). Before joining the Chase Brexton team, she developed the capacity building program at the University of Maryland School of Medicine’s STAR TRACK Adolescent HIV program, providing cultural responsiveness trainings for agencies that serve sexual minority youth of color. Ms. Bishop holds a Bachelor of Arts in Gender Studies from Hiram College and a Masters in Social Work from Case Western Reserve University.   Learning Objectives: Review current data on LGBTQ youth, tobacco use, and COVID-19 Examine the lung health impacts of COVID-19, smoking, and vaping in adolescents Describe the unique vulnerabilities of LGBTQ youth that influence tobacco use Explore best practices to support LGBTQ young people in avoiding or quitting their use of tobacco products   Contact Hours: 1 NAADAC   This event is provided in collaboration by the Central East PTTC, the Central East MHTTC and the Central East ATTC.

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 learn the difference between “mindful” and “mind full” and how remaining present and aware in our day-to-day lives creates a sense of intentionality in our actions. Being focused on the present removes fears about past mistakes or future struggles and helps teachers remain engaged in their own work and with their kids.

The COVID-19 pandemic has caused a seismic shift in how practitioners provide services. With the sudden shift to virtual services, school-based mental health professionals have been required to learn new ways of doing their essential work, but with little guidance about how to make those sessions work. Prevention Research Institute began providing virtual training services in the addictions treatment field in 2012 and since then has extended this work to prevention and helping people deliver of virtual services. This session will focus on the pragmatic questions of how to do these services with practical suggestions about what helps and what interferes with client engagement, how to prevent problems, and how to manage when challenges arise. The instructors will use a dynamic blend of didactic, discussion and activities to explore these issues and keep learners engaged.   Learning Objectives At the conclusion of the session, participants will: Articulate three steps to take before the virtual session to enhance the likelihood of success Describe three methods to enhance participant engagement Identify three important equipment considerations for virtual sessions Delineate two approaches for managing challenges in a virtual setting   Intended Audience:  School and youth mental health providers who are using telehealth to conduct group sessions   Presenters David B. Rosengren, Ph.D, President and CEO, Prevention Research Institute; MINT Member; IPPA Member                     Michelle Stephen Seigel, B.A., Director of Training and Support, Prevention Research Institute; MINT Member              

The Texas Trauma Sensitive Schools (TSS) Coaches’ Collaborative is a monthly learning collaborative of TSS coaches and is hosted by the South Southwest MHTTC, in partnership with the Texas Education Agency. With expert consultation from Kathleen Guarino, an expert from the American Institutes of Research, TSS coaches get support and guidance as they work with schools to implement the TSS framework.

In collaboration with Texas Juvenile Justice Department we're part of their SEED Virtual Live Conference Event The term institutional racism was first used with the intent of differentiating individual racist acts from policies or practices that are built into the structures of various social institutions and which continue to operate even without the active support and maintenance of individuals. Seen from this angle, discrimination, and racism more specifically, exists on a spectrum ranging from individual to the institutional to the structural. In the United States, 92% of Blacks, 78% of Latinxs, 75% of Native Americans, and 61% of Asian Americans have reported experiencing racial discrimination in the form of racial slurs, violence, threats, and harassment. Discrimination is associated with poor mental and physical health, unhealthy behaviors, declines in the utilization of care, and nonadherence to medical recommendations and treatment. This panel will discuss terms related to racism, institutional racism, and prejudice and their impact on the mental health of communities of color. Panelists will address, practices, policies, and regulations that perpetuate an imbalance of power and opportunity in mental health systems for communities of color and will provide recommendations for practitioners.;   About the presenter:      J Rocky Romero, PhD, LMSW - Dr. J Rocky Romero is the CEO and owner of JR Romero & Associates, a training and consultant company he started almost 20 years ago. In addition, Dr. Romero is a former Assistant Professor for New Mexico Highlands University School of Social Work in Albuquerque, NM. He served as the co-chair for Governor Richardson’s appointed NM Higher Education Department on Cultural Competency Task-Force. Dr. Romero has also served as an Executive Council member for the NM-Consortium for Behavioral Health Training and Research. In addition, Dr. Romero completed his doctoral studies at the University of New Mexico in Language, Literacy and Sociocultural Studies. Dr. Romero has been a trainer and consultant for the NHL-MHTTC for the last 10 years. He is focused on culturally appropriate treatment while focusing on reducing health disparities for people of color.   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.  

New Learning Community open for applications Click the "Register" button above to apply Offered in partnership with the Program for Trauma Recovery Innovations at the University of Washington Skills for Psychological Recovery (SPR) is an evidence-informed intervention designed to help individuals gain skills to reduce ongoing distress, promote resilience, and effectively cope in the weeks and months following a disaster or crisis.   Why SPR? SPR can be used in a variety of settings. SPR intervention is limited to 1-6 sessions. SPR is flexible, evidence-informed, and culturally sensitive. SPR intervention is intended for individuals needing more than a single, brief intervention by a non-specialist but not necessarily needing full treatment for depression, anxiety, or PTSD. SPR skills focus on improving social support, helpful thinking, problem-solving, managing distressing responses to disaster reminders, and increasing positive activities. This is for direct service providers such as case managers, outreach workers, shelter/housing staff, peer specialists and other behavioral health staff. We welcome and encourage applicants from the same clinic/facility/organization as that can foster connection while in this learning community.  The Learning Community is seeking applicants who meet the following criteria: Work in Region 10 (AK, WA, OR or ID) Direct Service Providers who work with clients/consumers as main role Do not have a graduate degree Are able to commit to the full training curriculum   The Learning Community will be virtual and will include a commitment to: Attend an overview webinar on 11/18 (1-2:30 Pacific) OR watch recording before kick-off meeting Review SPR materials before kick-off meeting Attend the kick-off meeting on Tue 12/8 1-2pm Pacific (live--1 hr) OR watch recording Attend live consult calls which occur twice monthly over the course of 6 months, from the week of January 11, 2021, through the week of June 14, 2021 (1 hour each = 2 hours a month) Attend a live 3-month check-in meeting in March/April 2021 (45 mins) Attend a live wrap-up meeting June/July 2021 (45 mins) Participate in evaluation surveys/feedback (which will be confidential) Although formal CEUs will not be offered as part of this Learning Community, certificates of completion will be awarded. Resources to learn more about SPR: SPR one-pager skill summary SPR two-pager cheat sheet SPR skill selection tool About the Trainers/Facilitators:   Michele Bedard-Gilligan, PhD is an Associate Professor in the UW Department of Psychiatry and Behavioral Sciences and the co-director of the Trauma Recovery Innovations program. Her program of research focuses on understanding response to traumatic events, with a focus on alcohol and substance misuse, and on building and testing interventions designed to promote recovery following trauma exposure. She is also a licensed clinical psychologist and maintains an active clinical practice.   Emily R. Dworkin, PhD, is a licensed clinical psychologist and an Acting Assistant Professor at the University of Washington School of Medicine. Her research focuses on trauma recovery, with a focus on identifying strategies to promote resilience and understanding the role of social relationships in post-trauma outcomes.       Kristen Lindgren, PhD is a Professor in the UW Department of Psychiatry and Behavioral Sciences and the Director of the Trauma Recovery Innovations program. Her research interests include addictions, post-traumatic stress disorder (PTSD), sexuality, and relationships. Her work focuses on investigating implicit (i.e., non-conscious or automatic) cognitive processes that contribute to the development and maintenance of maladaptive behavior and psychopathology.  She also serves as a consultant for dissemination projects aimed at training community-based mental health workers in Cognitive Processing Therapy and other evidence-based treatment for PTSD locally, nationally, and internationally.         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.

This event is the welcome and introduction to the Learning Community. During this event, the Facilitators will address: orienting members to the aspects of the Learning Community, engagement exercises around existing knowledge, and setting priorities.  Timeline for the Learning Community: Attend an overview webinar on November 18, 2020 (1-2:30 Pacific) or watch recording of this webinar before cohort kick-off meeting on December 8, 2020 Review SPR materials before cohort kick-off meeting Attend the cohort kick-off meeting (this event) Attend live consult calls which occur twice monthly over the course of 6 months, January - June 2021 (1 hour each = 2 hours a month) Attend a live 3-month check-in meeting March/April 2021 (45 mins) Attend a live wrap-up meeting June/July 2021 (45 mins) Participate in evaluation surveys/feedback (which will be confidential) Skills for Psychological Recovery (SPR) is an evidence-informed intervention designed to help individuals gain skills to reduce ongoing distress, promote resilience, and effectively cope in the weeks and months following a disaster or crisis. Why SPR? SPR can be used in a variety of settings. SPR intervention is limited to 1-6 sessions. SPR is flexible, evidence-informed, and culturally sensitive. SPR intervention is intended for individuals needing more than a single, brief intervention by a non-specialist but not necessarily needing full treatment for depression, anxiety, or PTSD. SPR skills focus on improving social support, helpful thinking, problem-solving, managing distressing responses to disaster reminders, and increasing positive activities. Resources to learn more about SPR: SPR one-pager skill summary SPR two-pager cheat sheet SPR skill selection tool About the Trainers/Facilitators: Michele Bedard-Gilligan, PhD is an Associate Professor in the UW Department of Psychiatry and Behavioral Sciences and the co-director of the Trauma Recovery Innovations program. Her program of research focuses on understanding response to traumatic events, with a focus on alcohol and substance misuse, and on building and testing interventions designed to promote recovery following trauma exposure. She is also a licensed clinical psychologist and maintains an active clinical practice.   Emily R. Dworkin, PhD, is a licensed clinical psychologist and an Acting Assistant Professor at the University of Washington School of Medicine. Her research focuses on trauma recovery, with a focus on identifying strategies to promote resilience and understanding the role of social relationships in post-trauma outcomes.       Kristen Lindgren, PhD is a Professor in the UW Department of Psychiatry and Behavioral Sciences and the Director of the Trauma Recovery Innovations program. Her research interests include addictions, post-traumatic stress disorder (PTSD), sexuality, and relationships. Her work focuses on investigating implicit (i.e., non-conscious or automatic) cognitive processes that contribute to the development and maintenance of maladaptive behavior and psychopathology.  She also serves as a consultant for dissemination projects aimed at training community-based mental health workers in Cognitive Processing Therapy and other evidence-based treatment for PTSD locally, nationally, and internationally.         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.

Join us for a three-part webinar series for school field leaders who are leading systems’ support for student suicide prevention. Session content will focus on providing timely, effective, competent, and evidence-based suicide prevention support to students and families. Each session will be contextualized with experience and suggestions from on-the-ground regional leadership.   Learning Objectives: Understand suicide prevention policy, the prevalence and impact of traumatic stress and its relation to suicide, and resources available to schools; Understand your role as a school leader in providing trauma informed practices when conducting a risk assessment; and, Learn how to effectively collaborate with community partners when providing follow up support to students and families.   Attendees will have the opportunity to submit questions upon registration, enabling our team to shape the session content to meet your needs. The presenters will devote the first segment of each hour-long presentation to a specific topic, then address attendee-submitted questions. Audience: System leaders, prevention specialists, educators, administrators, school site leadership district and state administrative leadership, and anyone interested. The series will be led by Angela J. Castellanos, PPSC, LCSW, Pacific Southwest School Mental Health Training Specialist, and systems leaders as guest presenters.   Continuing Education Hours Available: An optional 2.0 Continuing Education Hours are available for each event in this series (6.0 total). There is no fee to attend this event; a processing fee of $25 for each event will be payable to Center for Applied Research Solutions (CARS) if you would like CEHs. CEHs are available for ASW, BRN, LCSW, LEP, LMFT, LPCC, and/or PPS as required by the CA Association of Marriage and Family Therapists (CAMFT) and CA Board of Registered Nursing (BRN). CARS is an approved provider for CA BRN #16303 and CAMFT #131736.   Sign up for additional sessions in this series! Part 1: A Comprehensive Approach to Suicide Prevention and Policy  December 1, 6-8 p.m. ET / 3-5 p.m. PT / 1-3 p.m. HT Register here Part 3: Setting the Stage:  Collaboration and Risk Assessment December 14, 6-8 p.m. ET / 3-5 p.m. PT / 1-3 p.m. HT  Register here   About the Facilitator: Angela J. Castellanos, PPSC, LCSW, serves as a School Mental Health Training Specialist. 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), developing and teaching best practices in the area of Trauma, Suicide Prevention, Crisis Response and Recovery and School Mental Health.     

Description: This three-part series examines challenges specific populations experience in response to COVID and other traumatic events. Part 1 focuses on transition-aged young adults (ages 16-24 years old). Many mental illnesses first become evident during this age range. Psychological and social challenges around identity, independence, sexuality, work/career coincide at a time when they decrease seeking support from parents or guardians. This webinar will discuss the challenges faced by this population, as well as resources that can help them reach a stable sense of self and confidence. A Community of Practice session will follow for practitioners to discuss related experiences and approaches specific to transition-aged adults. Download flyer   Presenters: Philip H. Rainer, M.S.W., LCSW-R, is a senior program associate at Advocates for Human Potential (AHP). He is highly skilled with more than 35 years of experience focused on clinical social work and demonstrated success in staff development; corporate training; program development and management based on promising and best practices; community education; public relations; and individual, group, and marital therapy. He has held leadership positions at several mental and community health organizations in the Albany, NY area. Mr. Rainer holds an M.S.W. from the State University of New York at Albany.  Tara Fischer, M.S.W., LICSW, is a senior program associate at Advocates for Human Potential (AHP). She brings 10 years of experience designing, implementing, and monitoring behavioral healthcare service improvements for public sector organizations serving some of Massachusetts’ most vulnerable children and their families. Her experience includes providing community-based services under MassHealth’s Children’s Behavioral Health Initiative (CBHI). Ms. Fischer earned her B.S. in psychology from Worcester State University and her M.S.W. from Simmons University.   Learning Objectives: Describe how COVID-19 and other traumatic experiences are impacting the mental health of transition aged young adults Identify resources young adults find effective and preferable to manage their health and well-being Identify strategies to effectively connect young adults with resources to support successful transitions to adulthood   __________________________________________________________________________________________________________ The COVID webinars and follow-up communities of practice sessions continue in January 2021. Part 2 will focus on work with adults with serious mental illness and co-occurring disorders. Part 3 will address work with first responders.

Behavioral Health and Public Safety: A Partnership Model to Support our Protectors - Operation Honoring and Supporting our Modern Day Protectors December 7, 2020 12:30 - 2:30 pm MST | 1:30 - 3:30 pm CST The Choctaw Nation of Oklahoma recently began a new program which they hope will prove to be an effective model for behavioral health programs to support public safety departments. This program initiated a partnership between behavioral health and public safety with the intent of supporting the mental wellness of their tribal officers. The presentation will cover the program specifics including the successes and challenges. The presentation will be made by program staff and public safety officers who have participated in the program and can share their insights. This training series is open only to members of the Bureau of Indian Affairs Justice Services Division.   Training developed in collaboration with the following agencies:  

National ACT Virtual Meetings & Discussion Forum to Address Impact of COVID-19 Assertive Community Treatment (ACT) is a multidisciplinary, team-based model that provides intensive community-based and outreach-oriented services to people who experience the most severe and persistent mental illness. The vast majority also have a co-occurring substance use disorder and many experience comorbid medical illnesses as well as homelessness. This is a vulnerable population and their providers – ACT teams – are at elevated risk themselves during the COVID-19 pandemic. Virtual Meetings The Northwest MHTTC is partnering with the Institute for Best Practices at the University of North Carolina to host and facilitate regular meetings for ACT teams. Goals of the meetings are to: connect with one other share strategies and resources for adapting team practices and communications    facilitate connection to the most up-to-date resources during the COVID-19 pandemic.   Virtual Discussion Forum In addition to the meet-up, we have also created a Virtual Discussion Forum to help organize information, resources, and strategies used across teams. You can participate in the forum as a guest, or sign up as a member. Within the Discussion Forum are specific board topics: Support for ACT Service Recipients; Support for ACT Team Staff; Info and Updates: Federal Sources; Info and Updates: State and Local Sources; ACT Fidelity and COVID-19 Pandemic; and Words of Encouragement. Click on a board of interest to read existing threads, react to threads, or post new threads. Recordings of prior meetings are also posted at this forum.   Guest Speaker/Topic "2020 in the Rearview Mirror" and "Planning for Holiday Supports"   For more information or questions, contact: Maria Monroe-DeVita or Lorna Moser, PhD, Director of the UNC ACT Technical Assistance Center in the UNC Department of Psychiatry’s Center for Excellence in Community Mental Health; and Coordinator of the North Carolina ACT Coalition.  

Youth Mental Health First Aid is designed to teach parents, family members, caregivers, teachers, school staff, peers, neighbors, health and human services workers, and other caring citizens how to help an adolescent (age 12-18) who is experiencing a mental health or addictions challenge or is in crisis. Youth Mental Health First Aid is primarily designed for adults who regularly interact with young people. This Youth Mental Health First Aid is a train-the-trainer event to prepare trainers to offer this outstanding training to others.

The South Southwest Mental Health Technology Transfer Center (MHTTC), in collaboration with PEPPNET, invites Region 6 Peer Specialists and Family Partners working in FEP and Coordinated Specialty Care (CSC) teams to participate in our newly established monthly networking meetings. These no-cost, virtual meetings offer you the opportunity to collaborate with other FEP/CSC Team Peer Specialists and Family Partners in a supportive, mentoring environment. The goal is provide a space for resource sharing, support around ways to be most effective when working with FEP/CSC clients, options for self-care strategies, and more!

Please note: These events will be limited to 500 attendees. Access to the live event will be available to registered participants on a first come, first serve basis. To secure a spot, we invite you to log on 5 - 10 minutes prior to the event.   About the Webinar: The Northwest MHTTC and the Pacific Southwest MHTTC are continuing our partnership to provide and extend deeper technical assistance on the Interconnected Systems Framework (ISF). This year, we are offering programming to deepen your ISF work and contextualize ISF to this moment of COVID-19 and beyond. Interconnected Systems Framework (ISF) is a structure and process that maximizes effectiveness and efficiency by blending the strengths of school and community mental health with strengths of the multi-tiered framework of PBIS (Barrett, Eber, Weist, 2013). This webinar is part of our ISF West Coast Party Webinars: Enhancing MTSS - Integrating Student Mental Health and Wellness Through Systems, Data, and Practices. This series consists of four modules and ends with a town hall for you to be able to ask faculty your questions and resource one another. Each module includes teaching from Susan Barrett and field leaders on ISF systems and USC faculty on ISF practices.  Mental Health is Everyone’s Job. Come learn how the Interconnected Systems Framework approach supports students, staff and families. Learn more about our presenters and access all presentation materials & recordings here. Series Schedule:  You can register for multiple events using the registration button above. You are welcome to attend as much or little as desired, though we do recommend attending the systems sessions (in blue) before the practices sessions (in green).   Module 1: ISF in Virtual Conditions 10/20/20 - ISF Systems in Virtual Conditions w/Susan Barrett 10/22/20 - Secondary Traumatic Stress and Educator Well Being w/Steve Hydon   Module 2: ISF + Trauma Informed Approaches 10/27/20 - ISF Systems & Trauma-Informed Approaches w/Susan Barrett 11/5/20 - Virtual Adaptations of Psychological First Aid w/Marleen Wong 11/17/20 - Virtual Adaptations of Trauma Informed Skills for Educators w/Pamela Vona & Vivien Villaverde   Module 3: ISF + Tiers 2 & 3 12/1/20 - ISF Systems and Tiers 2 & 3 w/Susan Barrett 12/3/20 - Virtual adaptations of SSET/Bounce Back w/ Pamela Vona & Vivien Villaverde   Module 4: ISF & Equity 1/12/21 - Secondary Traumatic Stress & BIPOC Educator Well Being w/Steve Hydon & Guests 1/19/21 - ISF Systems & Equity w/Susan Barrett 1/21/21 - Racial Violence and Trauma and Schools w/USC faculty & Guests   ISF West Coast Town Hall 1/26/21 - ISF systems & practices in this moment with Susan Barrett & USC Faculty *Our events are open to the public and attendees from any region. Due to limited capacity, however, we kindly ask that if you are not from Region 9 (AZ, CA, HI, NV, and U.S. Pacific Islands of American Samoa, Guam, Marshall Islands, Northern Mariana Islands, Federated States of Micronesia, and Palau) or Region 10 (AK, ID, OR, WA) to please consider waiting to register or not attending live and watching the recording in order to prioritize space for our Region 10 participants. We have an amazing team that will post a link to the recording within a week of event.

Weathering the Storm: Adaptive Leadership for Resilient Mental Health Organizations in the Pacific Southwest Innovative Leadership Strategies for Mental Health Professionals Leading mental health organizations, programs, and initiatives can prove challenging in the best of times. Meeting the needs of clients in the diverse Pacific Southwest while effectively navigating the field’s evolving best practices, policies, and funding requires innovative, resilient, and adaptable leadership at all levels. COVID-19’s impact on both our personal and professional lives exacerbates the need for these skills.   The Adaptive Leadership Framework facilitates evolution and growth in response to change and challenge. Join us as we explore the principles of Adaptive Leadership and how you can apply the framework to lead more effectively.    Learning Objectives: During this three-part series, participants will: Learn the principles of Adaptive Leadership and how to implement them in mental health work. Identify strategies for engaging others to initiate, make, and sustain change. Apply Adaptive Leadership principles to “weather the storm,” lead effectively, and prioritize well-being during challenging times.   Part 2: During the Storm December 3 ~ 2-4 p.m. PT Leadership during chaos requires mental health providers to reflect and learn about existing challenges, find solutions collaboratively with other professionals and team members, and determine new solutions.  The unpredictability and severity of the challenges influences the strategies that mental health providers, organizations, and systems must put in place.  In this workshop, we will apply new strategies and Adaptive Leadership principles to continue to “weather the storm,” and lead effectively, while addressing our own well-being. Register for Part 1: Before the Storm and Part 3: After the Storm of this series.   Continuing Education Hours Available: An optional 2 Continuing Education Hours are available for each event in this series (6 CE Hours total). There is no fee to attend this event; a processing fee of $25 for each event will be payable to Center for Applied Research Solutions (CARS) if you would like CEHs. CEHs are available for ASW, BRN, LCSW, LEP, LMFT, LPCC, and/or PPS as required by the CA Association of Marriage and Family Therapists (CAMFT) and CA Board of Registered Nursing (BRN). CARS is an approved provider for CA BRN #16303 and CAMFT #131736.   About the Presenters  Tonicia Freeman-Foster, EdD, CDP is a Certified Diversity Professional with nearly 20 years of experience in restoring hope, resiliency, and wellness through her work with underserved persons and marginalized communities, as well as managing and directing local, state, and federal funding. Dr. Freeman-Foster is passionate about and possesses extensive knowledge of the challenges related to child welfare, HIV/AIDS, substance use, mental health, as well as the unique experiences of LGBTQ2, re-entry, youth, young adults, women, and BIPOC populations. Dr. Freeman-Foster serves as a Change Specialist at Change Matrix. In this role, she provides technical assistance, training, and skills building in topics related to cultural competency, diversity, equity, and inclusion for national projects and grantees. Dr. Freeman-Foster possesses a Bachelor’s degree in Health Science Education (Community Health), a Master’s degree in Human Services (Organizational Management and Leadership), and a Doctorate degree in Education (Organizational Leadership).     Suganya Sockalingam, PhD is a Founding Partner at Change Matrix, LLC, which supports agencies in addressing diversity, cultural competence, and cross-cultural communication as well as leadership, collaboration, and conflict management. Dr. Sockalingam focuses on supporting individuals, organizations, and systems to motivate, manage, and measure systems change. Currently, she serves as a training and technical assistance provider for several national technical assistance centers, and for other federal, national, state, territorial, and community agencies. She earned her doctorate at Washington State University and has worked in many capacities in public and behavioral health, both nationally and internationally, for over 25 years.       

Please join us for our weekly sessions at 2- 3pm CST. “Throughout their history, tribes have faced numerous and dark challenges, and they have always managed to overcome…It’s been a story of resilience and perseverance.” — Eric Henson With schools re-opening just around the corner and many complications still unknown, tribal schools and communities are faced with making very tough decisions about moving forward. The challenge posed by this crisis adds to existing issues present in some Native communities such as teacher shortages and the lack of infrastructure for high speed internet, which further impedes their ability to offer appropriate distance learning programs. For teachers, who are held accountable for getting students ready for college or careers, COVID-19 has added to their already jam-packed workloads and responsibilities as we look to them to teach and practice preventative safety measures to avoid any exposure to COVID-19. Some of these added responsibilities will be to ensure and instruct students in effective social distancing, wearing face coverings, and practicing appropriate hygiene. For students, school is their most sought-after place to socialize. As students return to school, they will be introduced to another form of socialization at a six-foot distance. Understandably, these changes can lead to confusion, anxiety, and other challenges. The MHTTC K-12 program invites the entire school community (students, parents, teachers, counselors, and principals) to our special weekly listening sessions covering topics that are important for you as we go through this new school year together. Examples of upcoming session topics: Hear from other tribal schools as they re-open Is Your School Ready? COVID -19 Toolkit Best Practices in Teaching Hygiene Self-Care for Teachers What Parents Have to Say Telehealth in Schools Rise in Mental Outcomes and Crisis Intervention Serving Students with Disabilities Protecting the Health and Safety of Students

December 3, 2020 12:00–1:00 pm, CST The Great Lakes MHTTC and Northwest MHTTC offer this training for Assertive Community Team Leads. This one-hour webinar is intended for Assertive Community Treatment (ACT) team leads and will examine what we currently know about the pivotal role of the team leader to the implementation of the ACT model.  We will share concepts around what some effective ACT team leaders do to contribute to high-fidelity ACT in the day-to-day running of the program.   Learning Objectives  Participants will: Be introduced to the role of the ACT Team Lead according to fidelity standards Be able to identify at least two key elements that contribute to high-fidelity ACT (through the work of the team lead) Identify one action step they can take to improve fidelity to the ACT model   Target Audience Primarily Assertive Community Treatment Team Leaders and other supervisors of multi-disciplinary mental health treatment teams serving a high-needs population group.   Presenters Mimi Choy-Brown , PhD, MSW is an Assistant Professor at the University of Minnesota School of Social Work. Informed by over a decade of practice and leadership in community mental health services, her research focuses on improving access to high quality mental health services for individuals who experience significant psychiatric disabilities and supervision-focused strategies to improve the implementation of recovery-oriented, evidence-based practices in routine care. She received her PhD from NYU and her MSW from Silberman School of Social Work at Hunter College.           Lynette M. Studer, PhD, MSW, LCSW is a Clinical Assistant Professor at the University of Wisconsin-Madison Sandra Rosenbaum School of Social Work. She teaches MSW students in a mental health field unit as well as classes on Mental Health Policies & Services and Advanced Practice Skills in Mental Health. Prior to joining the UW-Madison faculty, she held a position as both an Agency Policy Specialist and State Administrator with the State of Minnesota Department of Human Services, Chemical and Mental Health Administration overseeing and improving policy and the provision of technical assistance for the state’s 32 Assertive Community Treatment teams who serve individuals with serious mental illness. Dr. Studer holds clinical social work licenses in both Wisconsin and Minnesota and has been a practicing clinical social worker for over 20 years.    

This no-cost, online Safety Planning Intervention Train-the-Trainer event is didactic in nature with opportunities for observation and practice. Region 6 participants will have the chance to work in zoom breakout groups and will participate in role-playing exercises. It is important to remember that safety planning is an intervention, not just a form to complete. This training emphasizes the skills necessary to make safety planning a collaborative process so the resulting product is meaningful to the individual at potential risk of self-harm. As a train-the-trainer event, this workshop will also provide guidance and tools to train and support staff members in developing the competencies needed to effectively perform this intervention. Participants will receive a certificate of achievement upon completion of the training.

  SERIES DESCRIPTION The Central East MHTTC in collaboration with the National Center for School Mental Health is pleased to offer a school mental health webinar series with a focus on advancing high quality, sustainable school mental health from a multi-tiered system of support, trauma sensitive, and culturally responsive and equitable lens. To familiarize yourself with the foundations of school mental health, please review the school mental health guidance document. Download the Series flyer here.   OBJECTIVES Gain increased awareness of high quality, sustainable multi-tiered system of school mental health supports and services Support trauma-informed systems in schools Discover the impacts of social determinants of health on student academic and social-emotional-behavioral success Learn to provide more culturally responsive and equitable services and supports Hear perspectives on school mental health from school, district and state levels Obtain insight into how youth, families, schools and communities can best work together to address student mental health needs   WHO SHOULD ATTEND? Educators, Administrators, Health and Behavioral Health Care Professionals, Child-Serving Agency Staff, Policymakers and Advocates interested in improving high quality, sustainable school mental health across a multi-tiered system of support.   Scheduled Webinars for September 2020 – January 2021 Wednesday, September 2, 2020, 3:00-4:00 PM ET Integrating Social-Emotional Learning into the Classroom Recording   Slides   Wednesday, October 7, 2020, 3:00-4:00 PM ET Supporting LGBTQ+ Youth Recording   Slides   Wednesday, November 4, 2020, 3:00-4:00 PM ET Promoting Educator Well-Being: Understanding and Combatting Compassion Fatigue, Burnout and Secondary Traumatic Stress Recording   Slides   Wednesday, December 2, 2020, 3:00-4:00 PM ET Addressing Racial Stress and Trauma Recording   Slides Wednesday, January 6, 2021, 3:00-4:00 PM ET Trauma Responsive Care for Younger Students Register   Registration questions, Dr. Sylvia McCree-Huntley, [email protected] 410-706-0981

  Description: This webinar will examine data on the rise and scope of vaping, and how it contrasts with previous tobacco and marijuana use data. It will examine the known risk factors that contributed to this rise, such as ease of availability, low perceptions of harm, and lack of environmental strategies to prevent use. The webinar will also discuss the issue and current status of acute lung injuries caused by vaping. This webinar is an update to the Preventing Youth Vaping Part I webinar that was offered on June 25, 2020.   Presenters: Josh Esrick, MPP is a Senior Policy Analyst with Carnevale Associates. Josh has extensive experience in substance use prevention; researching, writing, and presenting on best practice and knowledge development publications, briefs, and reference guides; and developing and providing training and technical assistance to numerous organizations at the Federal, state, and local levels. He developed numerous SAMHSA Center for the Application of Prevention Technologies’ (CAPT) products on strategies to prevent opioid misuse and overdose, risk and protective factors for substance use, youth substance use prevention strategies, youth substance use trends, emerging substance use trends, the potential regulations surrounding marijuana legalization, as well as numerous other topics. Emily Patton, MSc, PgDip holds a Master’s of Science in Abnormal and Clinical Psychology from Swansea University and a Postgraduate Degree in Criminology and Criminal Justice from the University of Edinburgh. She offers significant professional experience in the fields of public policy development and analysis, criminal justice research, data collection and analysis, program development, and performance management.   Learning Objectives: Explain the importance of youth vaping as a prevention priority Explore prevalence data on vaping, tobacco, and marijuana product use  Discuss known risk factors for vaping use Identify areas where further research is required   Contact Hours: 1 NAADAC This event is provided in collaboration by the Central East PTTC, the Central East MHTTC and the Central East ATTC.