Past Events

We are so pleased that after a short pause, our School Mental Health Wellness Wednesdays are back. For the coming program year, we’ll offer 60-minute virtual sessions for the school mental health workforce to connect, reflect, and support each other. The Wellness Wednesdays will occur every 2nd Wednesday of each month, 2-3 p.m. PT, and will be led by Pacific Southwest MHTTC School Mental Health staff (Leora Wolf-Prusan and Oriana Ides). Please note that Wellness Wednesdays are not a sequence; you can join some or all.

The 8 Dimensions of Wellness (SAMHSA) offers a useful framework in the recovery goal planning process. During this webinar, the 8 Dimensions of Wellness will be reviewed and strategies for integrating the 8 Dimensions with individuals participating in your services will be presented. Webinar participants will have an opportunity to practice writing SMART goals that incorporate the 8 Dimensions of Wellness.    Trainer: Joni Dolce, MS, CRC, CPRP, is an assistant professor in the Department of Psychiatric Rehabilitation and Counseling Professions in the Department of Psychiatric Rehabilitation and Counseling Professions at Rutgers, School of Health Professions. Joni has several years of experience working in behavioral healthcare settings, namely supported employment. Joni teaches courses in the AS and BS in Psychiatric Rehabilitation programs as well as providing training and technical assistance to behavioral healthcare providers. Her research interests include staff training and employment services. She presents nationally on the topic of employment services and is listed as a Society for Human Resource Management (SHRM) recommended speaker on the topic of creating workplaces that support mental health.

While Native American and Alaska Native people have experienced many forms of trauma, the communities, culture, and traditions continue to provide a safe haven for people to thrive. Preserving and practicing cultural traditions provides protection for tribal members, and helps to overcome the effects of historical trauma. Join us to learn more about resilience and the way Native communities have persevered in times of crisis. We will be featuring our special guest speaker: Avis Garcia, PhD, LAT, LPC, NCC, Northern Arapaho. Wednesday, November 11th 1-2 EST . 12-1 CST . 11-12 MST . 10-11 PST . 9-10 AKST

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 clarify their values in their personal and professional lives and distinguish them from personal and professional goals. Clarifying and commitment to values helps teachers find their purpose in the day-to-day grind and can also help prioritize their many tasks in order to reduce time demands.

Learn from behavioral health experts in program development, implementation, and evaluation to position your program for sustainable success! Featuring Pam Baston, MPA, MCAP, CPP This is a free training opportunity intended for committed individuals looking to gain skills in: • Identifying and documenting needs of tribal communities • Identifying effective practices aligned with the needs of your tribal population (s) of focus • Strengthening workforce and organizational capacity • Documenting and evaluating outcomes • Bringing it all together to make the case for sustainability opportunities This training will be followed by self-directed project development assignments that will be reviewed with written feedback. A time commitment of 2 hrs. per week over a 4 week period will be required. A group of no greater than 20 highly motivated participants will be accepted on a first come, first serve basis. Weekly on Mondays, November 9-30 1-2:30 EST . 12-1:30 CST . 11-12:30 MST . 10-11:30 PST . 9-10:30 AKST Interested or have questions? Please contact: Megan Dotson, BA, Program Manager Mental Health TTC 319-384-1467 . [email protected]

The Northwest Mental Health Technology Transfer Center School Mental Health Team is excited to present the Parent & Professional Keynote on Mental Health & Autism at the Alaska Autism Resource Center's 2020 Online Autism Conference. Learn more about the full conference and available sessions here. About the Presentation: Parent & Professional Keynote on Mental Health & Autism: "Research, Resources, and Recommendations from the School Mental Health Assessment Research and Training (SMART) Center" Presented by Kelcey Schmitz & Jill Locke   November 9th, 2020 10:30 - 11:30 AM (Alaska Standard Time) Presentation Description: The University of Washington's School Mental Health Assessment, Research and Training Center is a national leader in developing and supporting implementation of evidence-based practices (EBPs) in schools, including prevention, early intervention, and intensive supports. In this session, we will share two efforts being led by the SMART Center. Jill Locke, PhD, SMART Center co-director, will share new cutting-edge autism research in schools that is part of the Autism Intervention Research on Behavioral Health (AIRB) network and the National Institute of Mental Health Advanced Laboratories for Accelerating the Reach and Impact of Treatments for Youth and Adults with Mental Illness (ALACRITY) Center. Kelcey Schmitz, MSEd, School Mental Health Lead to the Northwest MHTTC and parent of a child with ASD, will provide an overview of free training and resources available through the regional center as well as best practices for installing mental health in schools.  Our Presenters: Jill Locke, Ph.D, is an Associate Professor in the University of Washington Department of Psychiatry and Behavioral Sciences, the School Mental Health Assessment Research and Training (SMART) Center Co-Director, a licensed child psychologist, and research affiliate at the Seattle Children’s Autism Center. To date, her research has focused on the: 1) presentation of social impairment for youth with autism spectrum disorder (ASD) in inclusive school settings; 2) identification of best practices for youth with ASD; and 3) understanding of successful implementation and sustainment of evidence-based practices (EBPs) for youth with ASD in public school settings. She was the principal investigator of two foundation grants that highlighted the importance of the organizational context in successful EBP implementation for youth with autism. She also was the principal investigator on an NIMH K01 Career Development Award (K01MH100199) that used quantitative and qualitative methods to examine individual- and organizational-level factors as predictors of EBP implementation in self-contained settings for children with ASD. She is currently the: 1) principal investigator of an Institute of Education Sciences (IES) grant (R324A200033) to examine evidence-based practice use to support youth with autism in inclusive settings; 2) MPI of an IES grant (R305A200023; PIs: Lyon, Locke, and Cook) to develop and test an organization-focused implementation intervention – Helping Educational Leaders Mobilize Evidence (HELM) – to support the use of Tier 1/universal social-emotional and behavioral programs and practices, and 3) site PI of a Health Resources Services Administration Autism Intervention Research Network on Behavioral Health (AIRB) grant (UT3MC39436 PI: Kasari) to develop and test an implementation strategy (UNITED) to support the uptake and implementation of three evidence-based interventions that focus on early intervention, school-aged children, and adolescents with autism with the goal of promoting access and services for underrepresented and under-resourced communities. Her experiences have highlighted the importance of collaborating with public schools and the reality of working within the constraints of publicly funded systems, their timeline (e.g. school calendar year), and with their personnel.   Kelcey Schmitz, MSEd, is the Multi-tiered System of Supports (MTSS) and School Mental Health Training and Technical Assistance Specialist at the University of Washington School Mental Health, Assessment, Research and Training (SMART) Center where she leads the Substance Abuse and Mental Health Services Administration (SAMHSA) funded School Mental Health Team at the Northwest Mental Health Technology Transfer Center (MHTTC). The Northwest MHTTC supports the school mental health workforce in Alaska, Idaho, Oregon, and Washington.  Kelcey has been involved in many Positive Behavioral Interventions and Supports (PBIS) efforts across all three tiers providing training, coaching, and evaluation to schools, districts, families, and community organizations to support the social, emotional, and behavioral strengths and needs of students within an MTSS framework. Kelcey also is part of the Autism Intervention Research Network on Behavioral Health (AIRB) research project with Dr. Jill Locke leading the Community Advisory Board and supports other training and technical assistance efforts with schools and districts. Kelcey has a master’s degree in Special Education from the University of Kansas and is the parent of a child with autism spectrum disorder.          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.

A three-part training on the National Standards for Culturally and Linguistically Appropriate Services (CLAS) in Health and Health Care.  Participants MUST attend all three sessions to earn CEUs.  Intended Audience: Behavioral Health Workforce. CEU credits will be offered for full attendance. This interactive training will help participants learn about the National Standards for Culturally and Linguistically Appropriate Services (CLAS), and how they can be implemented to improve culturally informed care, reduce racial and ethnic disparities, and advance equity and inclusion in behavioral health care. There is a limited capacity for this training. LEARNING OBJECTIVES: Discuss the rationale for culturally-informed practice in behavioral health settings. Define health equity and inclusion and how they correlate to patient and provider challenges in service delivery. State benefits of integrating CLAS in potential technological approaches to patient care and support. Assess your role in implementing the National CLAS Standards. Identify strategies to help clients achieve their full health potential. Intended Audience: Behavioral Health Workforce Presenters:  Diana Padilla is a Research Project Manager at NYSPI, Columbia University Medical Center, facilitates the Screening, Brief Intervention, and Referral to Treatment Intensive Technical Assistance and Implementation program. She is a Senior Trainer for the Northeast & Caribbean Addiction Transfer Technology Center Network. Ms. Padilla  has worked in public health for over 22 years with a major focus on diversity and issues of culture.  As such, she is a member and advocate of the ATTC Culturally and Linguistically Appropriate Services Standards committee. With more than 22 years of public health service, she instructs behavioral health professionals, prevention specialists, and drug court practitioners on addiction and recovery support best practices.     Alfredo Cerrato is the Senior Cultural and Workforce Development Officer for the Great Lakes Mental Health, Addiction, and Prevention Technology Transfer Centers. He is also a nationally-certified trainer on Culture: An Integral Part of Mental Health Services for Hispanic and Latino Populations. Mr. Cerrato has 25 years of international relations and development experience and specializes in cross-cultural communications, cultural dynamics, conflict resolution, and process improvement topics. His international work includes building orphan care models for children and the elderly in housing, healthcare, and economic aid. In addition, he has conducted advocacy, policy, and disaster relief work in Northern Ireland, Honduras, Peru, Brazil, Japan, Sri Lanka, and other locations across the globe, producing innovative models of care for underrepresented populations.  Mr. Cerrato’s work at the Great Lakes projects focuses on working with Hmong, Hispanic and Latino, African American, and Native American communities. CEU credits will be offered for full attendance.  

The Northwest MHTTC is pleased to deliver in collaboration with Northwest ATTC, The Behavioral Health Institute, and Center for Practice Innovation Enhanced Illness Management and Recovery (E-IMR) Training. Please note: this training is for Region 10 providers (Alaska, Idaho, Oregon, and Washington). We are not accepting new registrations at this time. What is E-IMR? An emerging evidence-informed intervention, Enhanced Illness Management and Recovery (E-IMR) helps practitioners integrate care for mental and substance use disorders. Innovative and effective, this new care model combines two proven practices: Integrated Dual Disorder Treatment (IDDT) and Illness Management and Recovery (IMR). Practitioners gain a shared language and proven strategies to use when delivering care to individuals with co-occurring disorders (CODs). This new approach helps practitioners, and the individuals they serve, identify the interaction between substance use and mental illness. This individualized and integrated care delivers education and skills to address both disorders. Project Overview/Goals Provide and support a virtual training for Enhanced Illness Management and Recovery (E-IMR) Intervention to a cohort of practitioners. Recruit participating partners and practitioners. Cohort of 20 practitioners trained to provide the E-IMR intervention and supported through consultation calls. Training begins the week of 11/09/20 and will finish week of 02/03/21 (9 weeks of training x 3 hrs/week; skipping certain holiday weeks) Monthly consultation calls to begin in January 2021 and will be ongoing for 10 months.    

The Safety Planning Intervention Training is a 6 hour face-to-face training. It is didactic in nature with opportunities for observation and practice. Participants will have the chance to work in small groups and will participate in role-playing exercises. 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.

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: Psychological first aid (PFA) began as a tool to help first responders cope with victims experiencing trauma on the scene. There are several models of PFA, but Psychological First Aid - Listen, Protect, Connect (PFA - LPC) was developed in response to a series of school shootings in the 1990s. The five-step crisis response strategy was intended to guide teachers and staff members in helping traumatized students deal with the aftermath of senseless violence. PFA-LPC helps educational staff support students through the process of recovery, especially when students encounter traumatic reminders of being in danger or of experiencing loss or trauma. Virtual adaptations to this work will be addressed.  Learn more about our presenters and access all presentation materials & recordings here. About the Series: 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. 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.

RoundTable 3: The Essential Role of Peer Support in Citizenship Work | Nov. 5 at 2PM EST This session will feature a conversation about peer support and its role in supporting people in living a full life in their community outside of the mental health system. The facilitator will lead a conversation with other leaders in the peer support movement, peer support practitioners, and other people in recovery focused on the unique role of peer support in community-based citizenship work, including examples from the experiences of panelists.   RoundTable 4: Advocacy and the Citizenship Framework | Nov. 17 at 2PM EST This session will feature a conversation about advocating for changes in the societal conditions and oppressive structures that impact mental health, which is a cornerstone of the citizenship framework. The panel will feature community activists and people in recovery sharing their own experiences with advocating for change through collective efforts, and what impact that work outside the system has had on their lives and recovery journeys.

“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

Description: The challenge of bringing a good psychiatrist into a public service setting, where there are constraints on income and amenities due to the nature of public service, is considerable. The issues of recruitment break down to two issues. The first one is designing a job that an excellent psychiatrist would want to do. The second is finding that excellent psychiatrist. This presentation will address both concerns.   Presenter: Kenneth S. Thompson, MD, Psychiatrist, grew up in Pittsburgh and was educated at Kenyon College and Boston University School of Medicine, where he was a National Health Service Corps Scholar. He was a resident in psychiatry at the Albert Einstein College of Medicine in the Bronx, NY, and did a postdoctoral fellowship in mental health services research at Yale University. He has served as faculty at Yale University and the University of Pittsburgh School of Medicine and Graduate School of Public Health. He has been the Director of the Institute for Public Health and Psychiatry at Pitt, the Chief Medical Officer of Harrisburg State Hospital, the Director for Medical Affairs at the Center for Mental Health Services in SAMHSA and the Medical Director of Recovery Innovations. He is the Chief Medical Officer of the Pennsylvania Psychiatric Leadership Council. He practices in and oversees the mental health program at the Squirrel Hill Health Center, a Federally Qualified Health Center. Dr. Thompson also provides psychiatric services at Milestone Community Mental Health Center and the Center for Inclusion Health in the Allegheny Health Network. He is a Soros Physician Advocate Fellow. Throughout his career he has focused on social medicine and community psychiatry. He has written extensively and consults and lectures globally on issues pertaining to public service, leadership and advocacy, personal and community recovery and resiliency, behavioral health and primary medical care "fusion" and mental health, public health and the struggle for health equity.   Learning Objectives: •    Understand the importance of job design •    Appreciate need to support career development •    Learn where to find interested psychiatrists   Who Should Attend? Pennsylvania Association of Community Health Centers (PACHC) human resources and administration staff; behavioral health leaders in PACHC   Closed Registration

In this monthly meeting for superintendents of the 33 school districts within Iowa's Northwest Area Education Agency, Mid-America MHTTC trainers Brenda Bassingthwaite and Sara Wise will present Reflections in Mental Health Promotion During a Pandemic.

                                      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 Register   Wednesday, October 7, 2020, 3:00-4:00 PM ET Supporting LGBTQ+ Youth Register   Wednesday, November 4, 2020, 3:00-4:00 PM ET Promoting Educator Well-Being: Understanding and Combatting Compassion Fatigue, Burnout and Secondary Traumatic Stress Register   Wednesday, December 2, 2020, 3:00-4:00 PM ET Addressing Racial Stress and Trauma Register 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

Suicide is the second leading cause of death in the U.S. among people ages 10-24 years old, and has disproportionately increased in Latinx and Hispanic adolescents and young adults, who have elevated rates of suicidal behaviors. This 1.5 hour online session will provide information about identifying suicide-related risk in Latinx and Hispanic youth and review evidence-based practices to screen for risk across various settings. Learning objectives: • Recognize trends in suicide, suicidal thoughts and behaviors in Hispanic/Latinx adolescents and young adults in the U.S. • Identify risk and protective factors associated with suicidal thoughts and behaviors • Highlight culture-specific risk and protector factors associated with suicide-related risk • Understand how some suicide prevention programs have integrated culture-specific experiences into their strategies • Resources to screen for suicide-related risk in youth   Who should attend? This is a basic level webinar designed for mental health providers including psychologists, clinical social workers, mental health counselors, and graduate level students in the mental health field who are interested in learning about the vulnerabilities and uniqueness of this period.   About the presenter:    Lillian Polanco-Roman, PhD - Dr. Polanco-Roman is a licensed clinical psychologist in New York and Assistant Professor of Clinical Psychology at The New School for Social Research. She has worked with racial and ethnic minority, immigrant and Spanish-speaking youth and their families across various clinical settings including inpatient and outpatient psychiatry departments at hospitals, community-based mental health clinics, and college counseling centers. Her research focuses on the cultural risk and protective factors associated with suicide-related risk in racial and ethnic minority adolescents and young adults including Latinx/Hispanic youth. She has published over a dozen peer-reviewed research articles, co-authored several book chapters, and teaches about culture and mental health to undergraduate and graduate students.   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.  

DSM-5 Diagnosis: Best Practices in a Community Health Center Environment  This event is open only to providers working in clinics that are members of the Association for Utah Community Health Network. If you are interested in attending a similar training please contact David Terry at [email protected] The Mountain Plains MHTTC, in collaboration with the Association for Utah Community Health (AUCH), is pleased to host a two-part intensive training series on providing DSM-5 Diagnoses in a Community Health Center Environment. Mental health practitioners and primary care providers working in integrated care environments often experience increased pressure to render accurate DSM-5 diagnoses in a short amount of time. This training series will give attendees an opportunity to identify the primary elements in DSM-5 diagnoses and the challenges presented by rendering these diagnoses in a community health center environment. Session Two of this series will provide attendees with a structured Q&A session to explore, in detail, topics introduced during Session One. You can access information for Session Two here.  

Please join us in our weekly open forum to listen and share suggestions/resources. Special attention will be paid to resiliency, strength, overcoming challenges of social distancing, and supporting mental health professionals in their efforts to adapt their delivery of services. Times for this session: 11:00am – 12:00pm AKDT 12:00pm – 1:00pm PDT 1:00pm – 2:00pm MDT 2:00pm – 3:00pm CDT 3:00pm – 4:00pm EDT

Integrating a Trauma-Informed Approach in Behavioral Health Settings Every Tuesday, November 3 - December 15, 2020 12:00pm - 1:30pm US/Mountain Time 1:00pm - 2:30pm US/Central Time This training is free and offers Continuing Education Credits. Over the past 20 years, a growing understanding of the pervasive and harmful impact of traumatic events on individuals, families and communities has led to the emergence of research on the effects of trauma and treatment strategies to address mental health. According to SAMSHA, trauma is a widespread, harmful and costly public health problem, occurring as a result of violence, abuse, neglect, loss, disaster, war and other emotionally harmful experiences. While many people who experience a traumatic event do not have lasting negative effects, others experience more difficulty with traumatic stress reactions. Emerging research has documented the relationships among exposure to traumatic events, impaired neurodevelopmental and immune systems responses and subsequent health risk behaviors resulting in chronic physical or behavioral health disorders. Studies in the criminal justice and child welfare systems reveal high rates of mental health disorders. There are no boundaries when it comes to trauma with regard to age, gender, socioeconomic status, race, ethnicity, geography or sexual orientation.   This 7-week online learning series will increase the skill level of behavioral health professionals to define and recognize trauma in individuals. Practitioners who are able to help participants manage their symptoms using a strength-based approach minimize the retraumatization and provide supports that are trauma-informed. Learning Objectives Describe the core components of trauma Identify initial and ongoing reactions to trauma Describe the effects of trauma on learning Outline the Polyvagal Theory to conceptualize trauma Identify the key principles of a trauma-informed approach for treating mental health disorders using DSM 5 criteria Review common experiences that produce traumatic impact and posttraumatic growth Review the relationship between childhood trauma and suicidal ideation Discuss treatment planning for trauma using strength-based approaches   Participant Commitment and Expectations Due to limited enrollment, if you cannot commit to the full participant requirements, please defer this registration opportunity to others. Attend one-hour online orientation session Commit to 6-weeks of live online training for 1.5 hours weekly  Complete weekly self-study learning activities Access to appropriate technology to utilize videoconferencing platform (e.g., internet connection, webcam, laptop/tablet, speakers, and microphone) Be prepared and actively engage during scheduled series time   Registration for this series is limited to 35 providers who work in Region 8 states on a first come first served basis (Region 8 includes Colorado, Montana, North Dakota, South Dakota, Utah, and Wyoming).  It is expected participants will view the 20-minute video tutorial: attend the live technology training; be prepared for and join each session; and actively engage in group discussions.   Note: Registrants enrolled in this series are required to attend the orientation and Week 1 sessions. If you cannot attend these sessions, you will forfeit your attendance. In addition, it is expected that participants will have access to the appropriate technology by November 17th to be able fully participate and be on camera during the session. This is not a webinar series and active participation is required to gain/improve skills. Continuing Education The series has been approved for a total of 16 contact hours (15-hours content instruction and 1-hour orientation session). No credit will be awarded for non-attendance or partial attendance. The knowledge and skills learned should be applied within the framework of any applicable Operating and/or Credentialing regulations in your State of practice. Questions? Please email Trisha Dudkowski at [email protected] or by phone 775-784-6265 Trainer Kate Speck, PhD, MAC, LADC

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 outbreak.   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. Speakers Thava Mahadevan, MS, Director of Operations, UNC Center for Excellence in Community Mental Health Jacob Schonberg, CPSS, Social Work Practitioner, UNC Center for Excellence in Community Mental Health Topic Accessing Technology for Services During COVID 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.  

**This is a private training not opened to our community** Restorative practices focus on repairing the harm caused, engaging victims and relevant school community members in the decision-making process, and preventing similar actions in the future. Restorative justice (RJ) practices, including enhanced school safety, have been shown to reduce discipline problems and other behavioral referrals. RJ programs can be implemented in a variety of ways to meet the social, emotional, and mental health needs of Latinx students. This training will: Discuss RJ as a culturally responsive approach to address the social, emotional, and mental health needs of Latinx students during the COVID-19 pandemic. Address the implication of violence exposure among Latinx students and risk factors for mental health. Discuss restorative justice Tier 1, Tier 2, and Tier 3 activities that can be implemented in the school setting.   Who should attend?  This is an intermediate level workshop designed for mental health providers, school mental health providers, and school administrators.   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.  

Based on a framing that integrates social justice, diversity, and trauma-informed practices, this webinar will provide an overview of the impact of the intersection of structural inequities and the pandemic on children from zero to five years in Latin American families. Intimate partner violence will be addressed in this context, as well as its implications from the perspective of the young child, caregiver/parent and attachment relationships. Support/intervention strategies based on relationship, development and socio-cultural context will be discussed to promote security, stabilization, restoration of attachment relationships and protection factors in these families. Considerations at the level of advocacy and public policy will also be discussed. A combination of teaching presentation, case vignettes, and group reflection will be used to discuss the material. ... This session is part of a series led by the MHTTC Network in partnership with the National Child Traumatic Stress Network (NCTSN).     About the presenters:  Carmen Rosa Noroña, LICSW, MSW, MS. Ed., an IECMH-E® Infant and Early Childhood Mental Health Mentor-Clinical - Carmen Rosa Noroña is originally from Ecuador. For over 25 years, she has provided clinical services to young children and their families in a variety of settings. She currently is the Child Trauma Clinical Services and Training Lead at Child Witness to Violence Project and the Associate Director of the Boston Site Early Trauma Treatment Network at Boston Medical Center, an NCTSN Category II center. She is a Child-Parent Psychotherapy National Trainer, an expert faculty of the Diagnostic Classification of Mental Health and Developmental Disorders of Infancy and Early Childhood Training (DC: 0-5) and one of the developers of the Harris Professional Development Network Diversity Informed Tenets for Work with Infants Children and Families Initiative (https://diversityinformedtenets.org) and of the Boston Medical Center Family Preparedness Plan for Immigrant Families.   Wanda Vargas, Ph.D.- Dr. Wanda Vargas, currently the Senior Psychologist at New York Presbyterian’s Family PEACE Trauma Treatment Center, an NCTSN Category III center, dedicates herself to improving the safety and well-being of underserved young children and caregivers who have been exposed to trauma. Dr. Vargas immigrated to the United States from the Dominican Republic at the young age of 3, and later earned a Ph.D. in the combined Clinical and School Psychology program at Hofstra University where she developed an interest in maternal stress and mother-child dyads. Through her leadership at Family PEACE, Dr. Vargas has been working on creating a trauma-informed approach to identifying at-risk young children and developing programming that is client-centered and culturally attuned to the needs of the community, in the hopes of fulfilling a dream of one day being able to break the intergenerational transmission of trauma for our nation’s children.    

This session will cover considerations associated with racial equity in primary care settings. It is important to ensure that efforts are made to increase access to behavioral health services in primary care clinics. Speakers will identify ways to improve, enhance, and maintain an equitable integrated care practice.