Past Events

This 90-minute event for the University of Washington School of Social Work graduate school addresses continuing education and professional development after graduation. ABOUT THIS EVENT Speakers will discuss their organizations, professional development & continuing education, organizing efforts, and more. Graduate students are primarily from the Clinical mental health track in the Master of Social Work program. Speakers will answer questions such as: How do I keep learning after graduation? Where can I find CEUs? How do we organize and advance the profession? Where can I get practice insurance? FACILITATORS Kendra Roberson, PhD, MSW, LICSW Kendra Roberson is the immediate past president of the Clinical Social Work Association. Jeremy Arp, MSW, ACSW Jeremy Arp is the Executive Director for the Washington Chapter of the National Association of Social Workers. Christina Clayton, LICSW, SUDP Christina Clayton is the Interim Assistant Dean for the School of Social Work Office of Field Education, as well as the Co-Director of the Northwest Mental Health Technology Transfer Center

This event is part of the UW SMART Center's 2024 Virtual Speaker Series. Learn more and register for upcoming events in the series here. Please Note: Certificate of Attendance and Washington state clock hours will be available for attendees of the live session. Becoming - The Journey of a Change Agent  When: Thursday, February 8th @ 10 a.m. - 11:15 a.m. AKT | 11 a.m. - 12:15 p.m. PT | 12 p.m. - 1:15 p.m. MT Description: In part II of the series, participants will describe the value of belonging in their own self-awareness journey to creating transformative educational systems. What role will they play in the work of creating belonging for every learner? How will they create spaces in their roles to disrupt disproportionate outcomes for students and improve school climate? Ultimately, how can we create and support change agents in education? Objective: This session will offer strategies and considerations for ensuring newly recruited and current staff have empowerment to shift their climates.   About the Presenter: Nikole Y. Hollins-Sims, Ed.D. Technical Assistance Coordinator for the Midwest PBIS Network Nikole Y. Hollins-Sims, Ed.D.,is the senior educational consultant & strategist for Hollins-Sims Consultation. She formerly served as a technical assistance coordinator for the Midwest PBIS network and is a former Special Assistant to the Secretary of Education at the Pennsylvania Department of Education (PDE). Dr. Hollins-Sims has been awarded as a Moral and Courageous Leader for Education by Cabrini University in 2021, the 2021 American Psychology Association (APA) Anti-Racism School Psychology Emerging Professional Award and was named the 2021 Pennsylvania School Psychologist of the Year. One of her career highlights is serving as the lead author of the book titled: Creating Equitable Practices in PBIS.         Want more information and school mental health resources? Visit the Northwest MHTTC's School Mental Health page and sign up for our newsletter for regular updates about events, trainings, and resources available to the Northwest region.

  The HEART Training has reached the maximum attendance capacity and the application period has been closed.    The Collective for Antiracist Child and Family Systems (The Collective) and the Great Lakes MHTTC are collaborating to conduct a HEART (Healing Ethno And Racial Trauma) training for behavioral health professionals serving Hispanic and Latinx communities in HHS Region 5 (Illinois, Indiana, Michigan, Minnesota, Ohio, and Wisconsin). Developed by Hector Y. Adames, PsyD and Nayeli Y. Chavez-Dueñas, PhD, the HEART framework uses culturally-based healing modalities (i.e.; liberation psychology, trauma-informed care, and intersectionality theory) to promote self-determination, increase resilience, and strengthen healthy coping skills for People of Color and Indigenous (POCI) individuals experiencing ethno-racial-trauma caused by systemic oppression. This HEART training will teach clinicians how to use the HEART framework to address the impact of systemic oppression experienced by Hispanic and Latinx clients and promote healing by strengthening connections to ethno-cultural roots. Participants will work towards a unique goal in each phase of the training that will assist them with the implementation of the HEART framework in clinical practice when working with Hispanic and Latinx individuals, families, and communities. Additionally, each phase of this training includes information addressing trauma related to immigration and/or refugee status and stigma, as well as different ways to help Hispanic and Latinx clients strengthen resistance to and protection from the external forces that cause ethno-racial trauma.   IMPORTANT INFORMATION: You must apply by January 26, 2024 to be considered for enrollment in this training.  Applicants must work in HHS Region 5 (IL, IN, MI, MN, OH, WI) to be considered.  Applications will be reviewed and accepted on a first-come, first-served basis for those who qualify. Approved applicants will be notified by February 1, 2024.  Space is limited. Please only apply if you can commit to fully participating in the following ways: - Attend two virtual training sessions: February 29 & March 1, 2024 - Participate in three follow-up implementation consultation calls (dates TBD) - Complete a 15–20-minute research evaluation - Attend one virtual research project evaluation meeting: February 8, 2024 (attendance is optional but strongly recommended)   HOW TO APPLY: Please click the “REGISTER” button at the top of the page to apply.      LEARNING OBJECTIVES: Participants of this intensive training will learn to: Identify the ways that oppression impacts the Latinx community Describe ethno-racial trauma List the tenets of intersectionality Describe the four phases of the Healing Ethno-Racial Trauma (HEART) framework Describe what a sanctuary space is within the context of therapy Identify ways of integrating the HEART framework into their clinical practice with Latinxs Explore key ways to integrate an intersectional lens into trauma-informed care     TRAINING SCHEDULE: February 8 - Part I: Research Project Evaluation Meeting, 1:00 PM–2:00 PM CT (attendance is optional but strongly recommended) February 29 - Part II: HEART Training, Day 1, 9:00 AM–1:30 PM CT March 1 - Part III: HEART Training, Day 2, 9:00 AM–1:30 PM CT [Dates/Times TBD] - Part IV: Implementation Consultation Calls x 3 (Max. 10 participants per call)     CONTINUING EDUCATION: Participants who fully attend this intensive training series will be eligible to receive 8 continuing education (CE) hours. CE certificates will be provided by the training agency (The Collective).     TRAINERS: Hector Y. Adames, PsyD Dr. Hector Y. Adames obtained his doctorate in clinical psychology from Wright State University in Ohio. He completed an internship in neuropsychology and a postdoctoral fellowship in neuropsychology at the Boston University School of Medicine. Dr. Adames currently holds an academic appointment as Full Professor of Counseling Psychology at The Chicago School of Professional Psychology, where he teaches graduate courses in assessment, psychopathology, psychopharmacology, and research methods. He is licensed in both Illinois and New York, and is bilingual, providing clinical services in both English and Spanish. Dr. Adames co-founded and co-directs the IC-RACE Lab. He has published several books including (1) Cultural Foundations and Interventions in Latinx Mental Health: History, Theory and within Group Differences published by Routledge Press, (2) Caring for Latinxs with Dementia in a Globalized world published by Springer, (3) Ethics in Psychotherapy and Counseling: A Practical Guide published by Wiley and (4) Succeeding as a Therapists: How to Create a Thriving Practice in a Changing World published by the American Psychological Association (APA). His research focuses on how socio-race, skin-color, colorism, and ethnic and racial group membership influence wellness. He has earned several awards including the 2018 Distinguished Emerging Professional Research Award from The Society for the Psychological Study of Culture, Ethnicity, and Race, a Division of the American Psychological Association (APA) and the 2020 Distinguished Star Vega Award from the National Latinx Psychological Association (NLPA). In 2021, he was honored with a Presidential Citation from the American Psychological Association for his commitment to human rights and racial justice through his research, service, and mentorship.     Nayeli Y. Chavez-Dueñas, PhD Nayeli Y. Chavez-Dueñas, PhD,  received her PhD in Clinical Psychology from the APA accredited program at Southern Illinois University at Carbondale. She is a Full Professor at The Chicago School of Professional Psychology (TCSPP) where she serves as the faculty coordinator for the concentration in Latinx Mental Health in the Counseling Psychology Department. She is the co-founder and co-director of the IC-RACE Lab. She has authored two books including (1) Cultural Foundations and Interventions in Latinx Mental Health: History, Theory and within Group Differences published by Routledge Press, and (2) Ethics in Psychotherapy and Counseling: A Practical Guide. Her research focuses on colorism, skin-color differences, parenting styles, immigration, unaccompanied minors, and race relations. She has earned several awards including the 2018 American Psychological Association (APA) Distinguished Citizen Psychologist Award, the 2020 Distinguished Star Vega Award from the National Latinx Psychological Association (NLPA) and the 2022 Shining Star Award from the National Multicultural Conference Summit. You can follow Dr. Chavez-Dueñas on Twitter @NYChavez .     The Great Lakes A/MH/PTTC is offering this training for individuals working in HHS Region 5: IL, IN, MI, MN, OH, WI. This training is being provided in response to a need identified by Region 5 stakeholders.  

  Event Description Approximately 2.7 million youths, aged 3-17 years, meet criteria for a depressive disorder (Bitsko et al., 2022). Yet, most youths and their families struggle to recognize the signs and symptoms of depression and get connected with appropriate services. Schools play a critical role in promoting the well-being and mental health of youths, and provide a natural avenue for identifying, preventing, and treating youth depression. This training will provide resources to school professionals on identifying depression in school-aged youth and provide strategies to address cognitive, behavioral, and physiological symptoms of depression. We will also provide free resources to help in the identification and treatment of depressive disorders. An important emphasis will focus on incorporating cultural beliefs, values, and behaviors into clinical work with diverse youths and their families.   Learning Objectives: 1. Identify signs of depression in school-aged youth 2. Describe ways to assess depression in school-aged youth 3. Describe ways to address depression in school-aged youth 4. Describe ways to culturally adapt depression interventions for ethnic-racial minoritized youth   Trainers Alayna Park, PhD Alayna Park, Ph.D., is an Assistant Professor of Psychology at the University of Oregon and a licensed psychologist. She is one of the founding faculty of the department’s Diversity Science area, as well as an affiliate faculty of the Ballmer Institute for Children’s Behavioral Health. Her community-engaged research focuses on identifying strategies to improve the quality and effectiveness of mental health services for youth of color, using intervention and implementation science. Dr. Park has more than 30 peer-reviewed publications on the topics of intervention design, cultural adaptation, clinical decision making, and evidence-based psychotherapy implementation. She has received NIH funded fellowships from the Child Intervention, Prevention, and Services (CHIPS) Research Training Institute and the Health Disparities Research Institute (HDRI). In 2022, she co-edited a special issue for The Behavior Therapist on promoting diversity, equity, and inclusion in clinical training, and she was awarded Reviewer of the Year from the Association of Behavioral and Cognitive Therapies (ABCT). Her research has been recognized with numerous awards, including the Diversity Paper Award from the Society for the Advancement of Psychotherapy. Dr. Park was trained by leaders in Cognitive Behavioral Therapy (CBT), Acceptance and Commitment Therapy (ACT), Integrative Behavioral Couples Therapy (IBCT), and the Modular Approach to Therapy for Children (MATCH). She supervises Clinical Psychology PhD students in the University of Oregon Psychology Clinic and provides expert consultation to mental health professionals across the country.   Alyssa Herman Alyssa Herman (she/her/hers) is a fourth year Clinical Psychology PhD student at the University of Oregon. She graduated from the University of California, Los Angeles with a BA in psychology and a minor in Applied Developmental Psychology. She is currently researching strategies to reduce obstacles to accessing mental health services and to improve the distribution of mental health information. Clinically, Alyssa is receiving training to deliver evidence-based therapies to youth across a variety of settings.  

The seven vital conditions framework, and its role in supporting transformative change, is the focus of this 90-minute webinar. ABOUT THIS EVENT This webinar will provide an overview of the seven vital conditions for well-being and illustrate how the framework can be useful for conceptualizing holistic individual and community well-being. The presenters will demonstrate how the framework can help address issues related to a community response to mental health and well-being, substance use disorder, and substance misuse prevention in Skagit County, WA, with the North Star Initiative. The framework is used by multiple state and federal agencies, including The Federal Plan for Equitable Long-Term Recovery and Resilience as a guiding framework to organize and take action on social determinants of health. In this session, participants will: Identify the seven vital conditions (thriving natural world, basic needs for health and safety, humane housing, meaningful work and wealth, lifelong learning, reliable transportation, and belonging and civic muscle). Develop a basic understanding of each of the seven vital conditions. Learn about how a community is organizing their response to the mental health and opioid crisis using the vital conditions as a framework for promoting community well-being. Date & Time: Wednesday, February 7, 2024 12:00 p.m. – 01:30 p.m. Alaska 01:00 p.m. – 02:30 p.m. Pacific 02:00 p.m. – 03:30 p.m. Mountain (View in your time zone)   Audience & Continuing Education Prevention practitioners, allied health partners and community members working to prevent substance misuse in tribes, communities, and states in HHS Region 10 (Alaska, Idaho, Oregon, and Washington). Participants will receive a certificate of attendance of 1.5 hours for completion of this live webinar event. Resources Seven Vital Conditions for Health and Well-Being Healthy People 2030 (a health.gov initiative) Federal Plan for Equitable Long-Term Recovery and Resilience (Federal Plan for ELTRR) leverages the Vital Conditions for Health and Well-Being as the guiding framework. Questions Please contact Holly Simak ([email protected]) for any questions related to registration.  For any other questions, please contact Kathy Gardner ([email protected]). FACILITATORS Chris Kelleher Chris Kelleher is a Portland, Oregon, consultant who works at the intersection of strategy, management, and language. He has held positions with Kaiser Permanente, Oregon Health and Science University, and the University of North Carolina. His client engagements focus on achieving meaningful progress by increasing coherence in thought and action. A frequent collaborator with ReThink Health, he is dedicated to developing cases and practices that drive equitable system change. Jennifer Johnson Jennifer Johnson serves as Deputy County Administrator for Skagit County.  Ms. Johnson has worked for Skagit County since 2003 and her background spans the fields of public health, nutrition, and organizational management.  Ms. Johnson has over 28 years leadership experience, with specific interest and experience in advancing organizational and community systems to advance the development of public policy that addresses community-level health and social problems.   As the prior Public Health Director for Skagit County, Ms. Johnson was committed to creating a culture of health and wellness for all of Skagit County, with an expanded focus on social determinants of health, strengthening public-private partnerships, increasing connection between public health and clinical health, and implementing an outcomes driven approach to program and policy development.  She earned a Bachelor of Science in Nutrition and Food Management from Oregon State University in 1996, and then completed the Mid-Willamette Dietetics Residency Program, becoming a registered Dietitian in 1998.

1 in 36 school-age children are autistic. Autistic students are much more likely than non-autistic students to experience mental health challenges, including difficulty with emotion regulation and anxiety that may be exacerbated by experiences of bullying, victimization, and segregation within schools. There is an urgent need to support the mental and behavioral health of autistic students. The purpose of our two-part webinar office hours series is to provide overviews of how to identify and support anxiety in autistic students and to apply these strategies within case studies. This first webinar will be devoted to identifying anxiety and other mental health challenges in autistic students. By the end of the webinar, participants will be able to: Identify anxiety and signs of other mental health challenges in autistic students. Describe risk factors for autistic students to develop anxiety and other mental health challenges. Identify anxiety signs within two case examples of an autistic student.

This webinar is closed to select participants.   Family psychoeducation is an evidence-based intervention that has been shown to reduce rates of symptomatic relapse and hospitalization among individuals with psychotic disorders. In this presentation, we will review the components and benefits of family psychoeducation and explore different models for implementing this evidence-based intervention.   Presented by: Dr. Nicholas Breitborde is Professor and Vice Chair for Academic Affairs in the Department of Psychiatry and Behavioral Health at The Ohio State University and Director of the OSU Early Psychosis Intervention Center (EPICENTER). He serves as a Content Area Expert for the Global Burden of Disease Study and is a member of the American Psychological Association Task Force on Serious Mental Illness/Severe Emotional Disturbances. To date, his research has been cited over 40,000 times and has been funded by agencies such as the National Institute for Mental Health (NIMH) and the Substance Abuse and Mental Health Services Administration (SAMHSA).     Learn more about this series: First Episode Psychosis Webinar Series & Learning Community    

This 90-minute virtual consultation call with ACT teams and ACT stakeholders consists of a mini-didactic training on a topic of relevance and interest to ACT teams, plus opportunities to pose consultation questions and learn from other ACT teams and their shared experiences within ACT. ABOUT THIS EVENT 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. 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 another share strategies and resources for adapting team practices and communications facilitate connection to the most up-to-date resources For more information or questions, contact: Maria Monroe-DeVita, PhD, Associate Professor, Department of Psychiatry & Behavioral Sciences, University of Washington School of Medicine and Director of the Washington State Center of Excellence in First Episode Psychosis or Lorna Moser, PhD, Clinical Associate Professor, Department of Psychiatry, University of North Carolina School of Medicine, Director of the Institute for Best Practice, Center for Excellence in Community Mental Health. FIND OUT MORE ABOUT THIS SERIES FACILITATORS Lorna Moser, PhD Dr. Lorna Moser is a Clinical Associate Professor in the Department of Psychiatry, University of North Carolina School of Medicine, and the Director of the Institute for Best Practice, Center for Excellence in Community Mental Health.     Maria Monroe-DeVita, PhD Dr. Monroe-DeVita is an Associate Professor in the Department of Psychiatry & Behavioral Sciences at the University of Washington School of Medicine and the Director, Washington State Center of Excellence in First Episode Psychosis.    

The South Southwest Mental Health Technology Transfer Center (MHTTC), invites Region 6 Peer Specialists and Family Partners to participate in our monthly networking meetings. These no-cost, virtual meetings offer you the opportunity to collaborate with other Peer Specialists and Family Partners in a supportive, mentoring environment. The goal is to provide a space for resource sharing, support around ways to be most effective when working with clients, options for self-care strategies, and more! This event takes place on the first Friday of each month from 9:00 – 10:00 a.m. CT.  About the Facilitator:  Jessi Davis (she/they) is an experienced Program Coordinator with a demonstrated history of working in the Peer Support, Mental Health, and Substance Use Recovery fields. Jessi is known for work surrounding Youth and Young Adult Peer Support training, technical assistance, and leadership. Their qualifications include Mental Health Peer Specialist, Recovery Support Peer Specialist, Peer Recovery Support Specialist – Transitional Aged Youth, and Digital Peer Support certifications. Currently working at the South Southwest Mental Health Technology Transfer Center, Jessi works to provide support, technical assistance, and training to the peer workforce throughout the 5 states and all tribal communities within Region 6. They have spent much of their career focused on Youth and Young Adult Peer Support and is currently the President of the National Association of Peer Supporters.

The South Southwest MHTTC hosted the Educator Wellness and Trauma-Informed Classrooms Master Training event for Texas Education Service Centers (ESC).  This optional learning community is a space to share new resources, research, and tools to support the implementation of this training in Texas. We will provide a space to share what is working, any challenges experienced, and brainstorm ways that the South Southwest MHTTC can support the leaders implementing this training. This group meets the first Thursday of every month from 9:00 - 10:00 am CT.

  ARC for Behavioral Health Professionals: A Training of Trainers workshops are intended for behavioral health professionals — including but not limited to counselors, psychiatrists, social workers, substance use counselors, case managers, training directors, and peer support professionals interested in implementing the ARC for Health Professionals framework within their organizations. The training will: Provide an overview and foundation of the ARC for Health Professionals framework; Introduce trainers to the materials for both the core and supplemental skills; and Provide time for implementation planning.   This program meets the criteria of an approved continuing education program for mental health practice.    Teams Teams should include a minimum of 2 members, including persons responsible for implementing the program in your agency. We strongly recommend that teams include at least one leader or decision-maker, even if this person will not be leading curriculum delivery. Preference will be given to teams in HHS Region 7 (Nebraska, Iowa, Kansas, and Missouri).    2024 Workshops Winter Cohort - Feb. 1 & 2 | 9 a.m. - 3 p.m. CT  ARC for Behavioral Health Professionals A Training of Trainers Agenda.pdf   Application We have reached maximum attendee capacity, so applications for this session are closed. If you have any questions, please reach out to us at [email protected].   Learn more about the series: ARC for Behavioral Health Professionals: A Training of Trainers    

Mindful Self-Compassion for Educators is a 8-session online course that also includes an optional Retreat Session. Participants who participate in all 8 sessions will receive CEUs. This training is designed for educators, caregivers, and those who work in service of young people. There is no prerequisite or prior experience required for this course. Both beginners and those with significant mindfulness experience find this training deeply impactful.  

  Event Description It is estimated that one in five youth will suffer from some type of mental health disorder by age 18. Anxiety is one of the most common mental health disorders, affecting 31.9% of youth, and is often associated with other mental health concerns like depression and suicide (Merikangas, 2010). There are modular youth treatments that build youth skills to address these concerns. This training will provide resources to mental health and school professionals on identifying anxiety in youth and understanding different symptoms as they relate to typical developmental trajectory. The training will also provide strategies to address worry in youth, especially youth of color, with free resources to help in the identification and treatment of anxiety disorders. An important emphasis will focus on culturally adaptive anxiety and how to best meet youth needs.   Learning Objectives: Identify signs of anxiety in students Understand developmentally appropriate anxiety, stress, and worry symptoms Provide practical tips to assessing and addressing anxiety Distinguish clinical anxiety from worry in youth Address developmental and cultural adaptations to anxiety treatment Trainers Kelsie Okamura   Kelsie Okamura (she/her) is an Implementation Researcher at the Baker Center for Children and Families, a Harvard Medical School affiliate, and a licensed psychologist. Dr. Okamura serves on the training, consultation, and distance learning development teams at PracticeWise, LLC. She received her BA in Psychology with Honors and PhD from the University of Hawai‘i at Mānoa. Dr. Okamura completed her predoctoral internship at I Ola Lāhui Rural Hawai‘i Behavioral Health and postdoc at the University of Pennsylvania Center for Mental Health. Dr. Okamura was both a NIMH Child Intervention, Prevention and Services (CHIPS) and Training in Dissemination and Implementation Research in Health (TIDIRH) fellow; and has more than 30 peer-reviewed journal articles and book chapters. She currently serves as Leader for the ABCT Dissemination and Implementation Science Special Interest Group and is a Diversity, Equity, and Inclusion Advisory Group Member to Implementation Research and Practice. Dr. Okamura is passionate about community-based public-sector service system implementation, particularly (a) knowledge formation, (b) quality improvement initiatives that bridge team-based technology, and (c) financial strategies to improve implementation. She is currently funded through the Substance Abuse and Mental Health Services Administration (Co-PI, System of Care Expansion Award), and has received funding through the National Institute for General Medical Services, Robert Wood Johnson Foundation, and American Psychological Foundation. As a fourth-generation daughter of Japanese and Okinawan immigrants to Hawaiʻi, Dr. Okamura has a deep appreciation of understanding diversity, culture, and contexts as they apply to youth mental health implementation. Growing up in a rural town in Oʻahu, Hawaiʻi has afforded her insight into the complexities of socioeconomic and cultural barriers that may impede successful implementation of youth psychosocial interventions.   Tessa Palafu   Tessa Palafu (she/her) is an Implementation Research Assistant at The Baker Center for Children and Families, Implementation Research Division. Tessa grew up in Hawaiʻi and recently graduated from Hawaiʻi Pacific University with a Bachelor of Arts in Psychology and Political Science. Throughout her undergraduate career, Tessa was introduced to the world of research by wonderful mentors, like Dr. Kelsie Okamura. Her research interests include understanding Historical Trauma in Native Hawaiian and Pacific Islander (NHPI) populations and developing culturally grounded approaches to mental health services for NHPI. Tessa has worked on a variety of research projects related to examining the relationship between houselessness, historical trauma, and perceived stress in NHPI youth, understanding predictors of measurement-based care use for clinicians, and looking at barriers and facilitators to implementing a substance use prevention program within a school district. She is excited to continue her work at the Baker Center and support ongoing quality improvement initiatives.

About this Event:  Join us for the second session in our 4-part series "Acceptance and Commitment Therapy (ACT): From Introduction to Applied Practice." Throughout the series, the instructor will introduce participants to the tenets of ACT and guided them from the introductory stage to applied practice with different mental health conditions and scenarios. Participants will learn and practice strategies from each tenet of ACT ranging from brief interventions to more in-depth processes. Case examples will be used throughout, and participants will also have the opportunity to practice different strategies and processes with guided prompts.   Session 2: Intentional Commitment to Behavior Change: Values and Committed Action  The second session will focus on Values and Committed Action in the ACT framework. Rationale, underlying processes, and strategies for practice will be discussed. Opportunities for experiential practice will also be introduced. To learn more or join other sessions, please click here!

TUESDAY, JANUARY 30, 2024 10:00 - 11:15 a.m. HT / 12:00 - 1:15 p.m. PT / 1:00 p.m. - 2:15 p.m. MT / 2:00 - 3:15 p.m. CT / 3:00 - 4:15 p.m. ET (view your time zone / vea su zona horaria) Session 1 of 8 in the "Provider Plática Learning Collaborative" Series / Sesión 1 de 8 de la Serie "Colaboración de Aprendizaje para una Plática entre Profesionales" (view series main page for full details / consultar la página principal de la serie para ver toda la información) Provider Plática Learning Collaborative: Supporting the Training Needs of Practitioners of Spanish Language Mental Health Services Colaboración de Aprendizaje para una Plática entre Profesionales: Respaldando las Necesidades de Capacitación de los Profesionales que Prestan Servicios de Salud Mental en Español January 30: Session 1 / 30 de enero: Sesión 1   Welcome to Session 1 in this series! / ¡Bienvenidos a la Sesión 1 de esta serie!   Collaboratively held by the National Training & Technical Assistance Center (NTTAC) and the Pacific Southwest MHTTC this Provider Platica program is a monthly collaborative space for peer learning and resourcing. This session and all that follow are an open, bilingual space for members of the mental health workforce to share common challenges and experiences when providing services to Spanish-speaking communities with Limited English Proficiency (LEP) as well as high-quality resources and innovative solutions. All levels of Spanish language proficiency and comfort are welcome. Este programa de Plática entre Profesionales, llevado a cabo colaborativamente por el Centro Nacional de Capacitación y Asistencia Técnica (NTTAC por sus siglas en inglés) y el Centro de Transferencia de Tecnología de Salud Mental del Sudoeste del Pacífico (MHTTC por sus siglas en inglés), es un espacio mensual de colaboración para el aprendizaje entre pares y la facilitación de recursos. Esta y todas las demás sesiones son un espacio abierto y bilingüe donde los miembros de la fuerza laboral de salud mental podrán compartir desafíos y experiencias en común a la hora de prestar servicios a las comunidades de habla hispana con un Dominio Limitado del Inglés (LEP por sus siglas en inglés), así como recursos de alta calidad y soluciones innovadoras. Son bienvenidas las personas con cualquier nivel de dominio del español y comodidad con el mismo.   Audience / Audiencia Mental health professionals across the country and U.S. territories, including clinicians, peer counselors and others who provide services to Spanish-speaking individuals with Limited English Proficiency (LEP). We welcome providers in a wide range of professional settings, including clinical, community and government agencies, education, private practice, and more. Profesionales de la salud mental de todo Estados Unidos y sus territorios, incluidos médicos clínicos, consejeros entre pares y otras personas que prestan servicios a hablantes de español con un Dominio Limitado del Inglés (LEP por sus siglas en inglés). Les damos la bienvenida a profesionales provenientes de una amplia variedad de entornos, que incluye instituciones clínicas, comunitarias, gubernamentales, educativas, consultorios privados y demás.   About the Facilitators / Conozcan a las Facilitadoras Lisa Teyechea (she/her) is highly skilled and experienced in technical assistance, training, and project developer in areas of public health, prevention, and behavioral health. Other skills include evaluation and grant writing. More than 20 years designing and implementing systems of care and programming at agency and community levels, while approaching work with a trauma-informed lens. Lisa Teyechea (ella) está altamente capacitada y posee una enorme experiencia en asistencia técnica, capacitación y desarrollo de proyectos en las áreas de salud pública, prevención y salud conductual. Entre otras habilidades suyas se incluyen la evaluación y redacción de solicitudes de subvenciones. Posee más de 20 años de experiencia diseñando e implementando sistemas de atención y programas a nivel institucional y comunitario, abordando su labor desde una perspectiva informada sobre el trauma.     Kristi Silva (she/her) has over 15 years’ experience providing culturally responsive training and technical assistance – especially for Latine and Native American communities – at the local, state, and national level. In addition to subject matter expertise in health equity and policy, Ms. Silva is an experienced researcher and evaluator, with specialization in community-developed best practices requiring an adapted evaluation methodology. She has worked in partnership with communities impacted by pan-generational trauma to develop strengths-based policies and practices that are sustainable and rooted in a social justice framework. As a professional who now serves communities like the one she comes from, Ms. Silva brings an essential lens of lived experience to the work. Kristi Silva (ella) tiene más de 15 años de experiencia brindando capacitación y asistencia técnica culturalmente receptiva —especialmente a comunidades latinas e indígenas norteamericanas— a nivel local, estatal y nacional. Además de ser experta en asuntos de equidad y políticas de salud, la Srta. Silva es una evaluadora e investigadora experimentada, especializada en mejores prácticas desarrolladas por la comunidad que requieran una metodología de evaluación adaptada. Ha trabajado junto con comunidades impactadas por el trauma pangeneracional para desarrollar prácticas y políticas basadas en las fortalezas que sean sostenibles y se fundamenten en un marco de justicia social. Como una profesional que ahora atiende a comunidades similares a aquellas de donde proviene, la Srta. Silva lleva a cabo su trabajo con una perspectiva fundamental de experiencias de vida.     (view series main page for full details / consultar la página principal de la serie para ver toda la información)  

About the Event: In the final session of our 'Ready for Re-entry' series, we will discuss the practical application of the Forensic Peer Mentor service delivery model is explored and discussed by active FPM, their leadership and their community stakeholders. Learning Objectives: By the end of this program participants will be able to 1) Identify the roles a Forensic Peer Mentor may play in the successful reentry of a forensic peer 2) Identify the challenges and opportunities faced by supervisors and leadership across behavioral health, criminal justice and other stakeholders 3) Determine the need and capacity for a Forensic Peer Mentor program within the community   Click here to learn more about the other sessions in this 4-part series!

  The Great Lakes Mental Health Technology Transfer Center will host a virtual Trauma-Focused Cognitive Behavioral Therapy (TF-CBT) training and 12 consultation calls (dates to be determined) for 24 behavioral health professionals and school mental health counselors in HHS Region 5 (Illinois, Indiana, Michigan, Minnesota, Ohio, and Wisconsin).   TF-CBT is an evidence-based treatment for children and adolescents from 3- to-18-year-old. TF-CBT aims to help children, adolescents, and their caregivers overcome adverse events such as sexual abuse, domestic violence, child maltreatment, discrimination, and other types of traumatic events. It is a components-based treatment model that incorporates trauma-sensitive interventions with cognitive behavioral, family, and humanistic principles and techniques. The presenter will provide strategies and adaptations that are culturally responsive for diverse communities.       IMPORTANT INFORMATION: You must submit an application to be considered for enrollment in this training. Applicants must work in HHS Region 5 (IL, IN, MI, MN, OH, WI) to be considered. Applications will be reviewed and accepted on a first-come, first-serve basis for those who qualify. Limited space is available. Please only apply if you can commit to fully participating in the two virtual training sessions (January 29 & 30, 2024) and the 12 follow-up consultation calls.     HOW TO APPLY: Please click the “Register” button at the top of the page to apply.     APPLICATION DEADLINE: Applications must be submitted by December 4, 2023. Approved applicants will be notified by December 11, 2023.     LEARNING OBJECTIVES: Understand and implement “PRAC” skills for youth safety and stabilization in addition to basic coping skills. Understand and implement a Trauma Narration process to conduct deeper level exploration and restructuring of traumatic experiences for youth. Integrate caregivers into the TFCBT model to maximize the effectiveness of the model and be consistent with the empirical literature. Discuss the effects of secondary trauma and burnout in working with child trauma populations. Complete 12 consultation calls for the purpose of facilitating the implementation of TF-CBT into practice.     CERTIFICATES: Participants who fully attend this training series will receive a certificate of attendance via email within two weeks after the conclusion of training.      PRESENTER: Michael Gomez, PhD, has held multiple positions in the field of mental health. He was previously on staff at Bradley Hospital, Lifespan Institute, one of the teaching hospitals for the Warren Alpert Medical School at Brown University. Dr. Gomez was also previously director of the Adversity and Resilience Community Center (ARCC), a child trauma behavioral health clinic in the West Texas area where he was also Adjunct Professor at Texas Tech University Psychological Sciences; the Texas Tech University College of Education; and the TTUHSC School of Nursing. He was previously faculty at the Center on Child Abuse and Neglect/Child Study Center Department of Developmental and Behavioral Pediatrics at the OU Health and Sciences Center in Oklahoma City. He specializes in Trauma-Focused CBT, treatment of adolescents with problematic sexual behaviors (PSB), PCIT, TARGET, and assessment of autism spectrum disorders. He is a Nationally Certified TF-CBT Trainer; of which he is one of 70 in the world.  Additionally, he is a Nationally Certified CE-CERT Trainer, a model for addressing burnout and vicarious trauma in providers, of which he is one of 10 in the US. He is also a nationally certified PCIT therapist.  He is trained in assessment and diagnostics of Autism Spectrum Disorder (ASD). He is one of the three founders of the National Child Traumatic Stress Network’s (NCTSN) Trauma and Intellectual and Developmental Disabilities (IDD) Workgroup (formerly the NCTSN Trauma and ASD Community of Practice). He was also a member of the NCTSN Steering Committee, the NCTSN Affiliate Program, and the NCTSN Youth Action Committee.      The Great Lakes MHTTC is offering this training for individuals working in HHS Region 5: IL, IN, MI, MN, OH, WI. This training is being provided in response to a need identified by Region 5 stakeholders.

This is an application, and not all people who apply will be able to get in due to class size. The South Southwest Mental Health Technology Transfer Center (MHTTC) invites peer specialists from across Region 6 to apply for the Youth and Young Adult Peer Specialist training. The Youth and Young Adults Peer Support training was developed to train peer supporters on the topics of youth voice and issues specific to youth navigating mental health or substance use challenges. The Youth and Young Adults Peer Support training is available for anyone who works, or is interested in working, as a peer specialist. This three-day training provides participants with a foundation for youth experience with mental health and substance use challenges, the unique issues for youth navigating recovery and youth-serving systems, and best practices and tools for peer specialists looking to support youth. The training will also encourage participants to consider how to use their own lived experience when supporting youth through structured reflection, group discussion, and interactive activities. There is no age requirement for participating in this training. Applicants will be informed of acceptance before January 1st, 2024. Applicants will be accepted on a rolling basis, so we encourage interested folks to apply early since space in the training may fill up quickly. Not all applicants will be accepted as we have limited seats available.     The Youth and Young Adult Peer Support training is appropriate for anyone working or volunteering (or interested in working or volunteering) as a peer specialist. The only prerequisite to attendance is that participants must have previous formal training in peer support practice (e.g., their state’s Peer Specialist certification training, Intentional Peer Support, etc.). Priority consideration will be given to people who are interested in attending the YAYAPS Training of Trainers so that they may facilitate the Youth and Young Adult Peer Support Training in their communities. Learning Objectives At the end of this training, it is envisioned that participants will be able ​​to:  Define the term “youth”  Identify and practice effective ways of meeting youth and young people “where they are”  Build authentic connections with young people based on lived experience, regardless of differences in age or other experiences  Identify stigmatizing language used to describe young people and effectively reframe such language through the lens of peer values  Understand how resistance or other actions may be forms of self-advocacy, communication, or responses to trauma  Identify common responses to trauma that young people experience  Support young people in exploring different ways to heal from trauma  Utilize foundational knowledge of power and privilege to support youth experiencing oppression  Assist young people in learning to advocate for themselves within the settings that young people must navigate  Set and hold boundaries with persons served and coworkers  Identify challenges and ethical boundaries for supporting family members of a young person      Facilitators Jessi Davis (she/they) is an experienced Program Coordinator and Peer Specialist with a demonstrated history of working in the Peer Support, Mental Health, and Substance Use Recovery industries. Jessi is known for work surrounding Youth and Young Adult Peer Support training, technical assistance, and leadership. Currently working at the South Southwest Mental Health Technology Transfer Center, Jessi works to provide support, technical assistance, and training to the Peer Workforce throughout the 5 states and all tribal communities within Region 6. They have spent much of their career focused on promoting access to quality Peer Specialist services across the lifespan.   Darcy Kues (she/her) is a Project Manager with the South Southwest Mental Health Technology Transfer Center and the Addiction Research Institute, where she writes curricula focused on peer support and recovery services. She has over 7 years of experience in curriculum development, grant writing, and program coordination for peer support services and recovery-oriented behavioral health. Darcy has developed trainings on reentry peer support, youth and young adult peer support, trauma responsiveness, peer support supervision, LGBTQ affirming services, and more. She is committed to building a world where recovery and lived experience are centered at every level of decision-making.

Dr. Gagen will review a metacognitive framework for understanding psychosis and will discuss a specific psychotherapeutic intervention--Metacognition Reflection and Insight Therapy. We will discuss the definition of metacognition and the four main domains that are measured, the relationship between metacognitive capacity and psychological distress, and the research evidence that supports this approach.   Presenter: Emily Gagen, Ph.D., is a licensed clinical psychologist at the Brookline Community Mental Health Center. She is the director of the Massachusetts Psychosis Access and Triage Hub (M-PATH) and a member of the team at the Center for Early Detection, Assessment, and Response to Risk (CEDAR). Dr. Gagen has worked with individuals with psychosis and schizophrenia-spectrum disorders for 15 years and specializes in the treatment of young adults with early psychosis.

This learning community is closed to select participants.  To learn more about this series, visit the homepage: Implementing Assertive Community Treatment (ACT) in Kansas  

Event Description This is Session 2 of 2 of Understanding College Mental Health Needs and Solutions in 2024. This 2-part webinar series addresses the current trends of mental health on college campuses and technology-based options that can effectively address them. As colleges and universities move to address the ever-growing student mental health needs on and off campus, coupled with complex hybrid learning environments as a result of the pandemic, many institutions are now offering a plethora of student support resources across multiple modalities. Despite the increases in offered services, many counseling centers continue to be stretched thin. The causes are many including, but not limited to continuously increasing student behavioral health needs (with onsets both prior to and post-enrollment), disconnected messaging of offered services; and unintentional systemic barriers that can disproportionately impact underrepresented student populations. Given these dynamics, it is essential that campus communities focus on behavioral health models that meet students on their terms, connecting them with the right level of care at the right time. In Session 2, we will follow up with an explanation of the benefits of implementing an integrated multi-modal stepped-care model to support and sustain student mental health and well-being. These models ensure effective use of available student support resources, decrease institutional/systemic barriers with a “no wrong door approach,” and thus increase engagement, health outcomes, and student success. This will be presented through case studies of several campuses highlighting successes, challenges, and replicable insights. Several interactive components will be utilized including live polls and interactive whiteboarding allowing participants to identify strengths, growth, edges, and ways to impart change on their campuses in real time. Learning Objectives: Analyze macro behavioral health trends on campus over the past decade, leading to correlated changes in student help-seeking behaviors and expectations of available support services on campus. Reflect upon participants’ campus strengths and growth edges with respect to mental health and wellness offerings. Evaluate the benefits of implementing a stepped-care model to decrease stigma, increase student engagement, and maximize available mental health and well-being resources to support student health and subsequent success. Analyze the benefits, as well as challenges, of offering evidence-based, inclusive, multiple-modality student support services on campus aimed at supporting mental health and well-being. Trainer Nathaan Demers, Psy.D., Director of Strategic Partnerships, Mantra Health Nathaan is a clinical psychologist with experience in a variety of clinical settings including community mental health, therapeutic boarding schools, integrated primary care, and most notably college counseling. In addition to his clinical work, he has implemented a variety of programs at the state/regional/national level, and completed his dissertation on the construct of “maturity” with adolescent and young adult populations. For the past decade, Nathaan has been a thought leader, national speaker, and innovator in the digital behavioral health space, specifically researching and developing holistic behavioral health interventions for institutions of higher education. Currently, Nathaan is the Director of Strategic Partnerships with Mantra Health, the preeminent digital mental health provider bringing accessible, high-quality mental health and wellness solutions to colleges and universities.

About the Event: The Community Resiliency Model (CRM)® is a skills-based wellness and prevention program that provides a biological, non-stigmatizing perspective on human reactions to stress and trauma. The primary focus of this stabilization program is to learn to reset the natural balance of the nervous system, using the body itself. CRM skills help people understand their nervous system and learn to track sensations connected to their own wellbeing. This low-intensity intervention teaches easy-to-learn skills to manage difficult emotions which can be brought on by stressful personal or professional situations. In this 1.5 hour training, attendees will gain knowledge of concepts to understand their own and others' stress responses and the skills to regain emotional balance when buffeted by strong negative emotions. Learning Objectives: 1) Describe how stress and trauma affect mental and physical health 2) Explore how current challenges fit into CRM's framework for understanding stress and trauma 3) Describe how CRM can protect and heal via sensory-motor awareness. 4) Explain how you can share CRM skills with others as a "CRM Guide"

 Learn to recognize the warning signs of a suicide crisis in this suicide prevention training. ABOUT THIS EVENT QPR stands for Question, Persuade, and Refer — 3 simple steps anyone can learn to help save a life from suicide. Just as people trained in CPR and the Heimlich Maneuver help save thousands of lives each year, people trained in QPR learn how to recognize the warning signs of a suicide crisis and how to question, persuade, and refer someone to help. This 2-hour session is meant for anyone interested in an overview of suicide awareness and intervention, and to practice asking loved ones and friends difficult questions.   Learn more about QPR Gatekeeper training and how to receive training on your own if we are not able to accept your application.   ELIGIBILITY, EXPECTATIONS & APPLICATION Members of the behavioral health/mental health workforce who are based in the states of Alaska, Oregon, Idaho & Washington (HHS Region 10) are eligible to participate Each individual must have access to computer/web camera/audio to participate Seats are very limited, please apply by Friday, January 12, 2024. We will notify you on the status of your application by Wednesday, January 17, 2024. Questions: please contact the Northwest MHTTC at [email protected]. RESOURCES National Institute of Mental Health Center for Disease Control - Suicide Data and Statistics CDC WISQARS Data Mental Health America 2023 State of Mental Health Report Mental Health America "Alla Data" 2023 with filter function Mental Health Technical Transfer Center 988 and Crisis Resources Native and Strong Lifeline: The Nation’s First 988 Crisis Line for Indigenous People   FACILITATOR Anna Guida, MPA Anna Guida (she/her), MPA, has worked in the public health and environmental health space for the last 8 years and has held QPR Instructor certification since 2018. Anna is passionate about education as a tool for empowerment and progress. She believes focusing on the entire person in the pursuit of wellness, specifically mental well-being, is integral to long term healing and growth. Outside of work, Anna enjoys attending concerts, cooking for friends and family, and exploring the beautiful Pacific Northwest with her dog Smokey.  

Event Description Many school-age students receive their mental health care in schools.  As a vital part of the mental health system, school districts must prepare their staff to provide high quality mental health services to students.  School districts must also partner with community organizations to provide a continuum of mental health care to our students.  This training will assist both school staff and community partners in understanding how to establish these partnerships, address barriers and collaborate in mental health workforce development. Learning Objectives 1.Participants will learn strategies for mental health workforce development 2.Participants will learn about important procedures for formalizing school-community mental health partnerships. 3.Participants will learn about strategies for joint advocacy for mental health services for children 4. Participants will learn strategies to address the barriers to school-community mental health partnerships. Trainer Andria Amador, Ed.D NCSP Andria Amador is the Senior Director of Behavioral Health Services for the Boston Public Schools (BPS).  Andria has dedicated her career to urban school psychology and began her career as a school psychologist before becoming an administrator.  Andria, along with her staff and partners, have developed the Comprehensive Behavioral Health Model (CBHM).  CBHM is a multi-tiered system of supports designed to support the behavioral health needs of students across a continuum of prevention, early-intervention and intensive services.  Implementation of CBHM requires BPS school psychologists to expand their scope of service delivery to include all NASP Domains of Practice.  Andria had the pleasure of serving as the Past President of the Massachusetts School Psychology Association.  She is the Delegate Representative for the Northeast for the National Association of School Psychologists (NASP) and is also the coordinator of the NASP Supervision Interest Group.