Past Events

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.” This introductory session will cover the what, why, and how of the Adult Resilience Curriculum (ARC). Participants will be introduced to the ARC curriculum and outline the strategies aimed at enhancing resilience and well-being.

Research has consistently documented that victimization by an intimate partner significantly increases a person’s risk for suicide and that there are higher rates of suicidality among people who experience IPV. Similarly, both clinical and population-based studies have found higher rates of IPV among people who experience psychiatric disabilities. At the same time, experiencing any type of psychiatric condition creates unique risks for survivors of IPV, risks that are important to factor into prevention, crisis intervention, and treatment services. This 1-hour session will provide an overview of research on the intersection of IPV, suicidality and psychiatric disabilities; guidance on recognizing and responding to IPV in the context of suicide prevention and other crisis calls; and practical strategies for addressing some of the unique risks faced by survivors of IPV in the context of mental health treatment. Learning Objectives By participating in this session, attendees will be able to: Describe the multi-directional relationships between IPV, suicidality, and disabling psychiatric conditions for survivors of IPV. Assess the potential presence of intimate partner violence in precipitating or exacerbating mental health crisis. Actively collaborate with survivors of IPV to develop individualized, person-centered safety strategies in mental health crisis prevention and recovery planning, including IPV-informed psychiatric advance directives. Speakers: Carole Warshaw, MD, is the Director of the National Center on Domestic Violence, Trauma & Mental Health. Dr. Warshaw has been at the forefront of developing collaborative models and building system capacity to address the mental health, substance use and advocacy concerns of survivors of DV and other trauma, and to create accessible, culturally responsive, domestic violence- and trauma-informed services and organizations. She has written and spoken extensively on these topics both nationally and internationally and has served as an advisor to numerous health, mental health and advocacy organizations and federal agencies, including the U.S. Department of Human Services, Substance Abuse and Mental Health Services Administration (SAMHSA) and the Office of the Assistant Secretary for Planning and Evaluation (ASPE). She also served on the National Research Council Committee on the Assessment of Family Violence Interventions. Dr. Warshaw has maintained a private practice in psychiatry since 1989 and is a faculty member in the Department of Psychiatry at the University of Illinois.   Gabriela Zapata-Alma, LCSW, CADC, is the Director of Policy and Practice on Domestic Violence and Substance Use at the National Center on Domestic Violence, Trauma & Mental Health, as well as faculty at The University of Chicago, where they coordinate the Advanced Alcohol and Other Drug Counselor certification program at the School of Social Service Administration. Gabriela brings over 15 years of experience supporting people impacted by violence, mental health conditions, substance use disorders, trauma, housing instability, and HIV/AIDS; providing counseling, training, advocacy, and policy consultation; and leading programs using trauma-informed approaches, Motivational Interviewing, harm reduction, gender-responsive care, Housing First, and third-wave behavioral interventions. Gabriela has been recognized with numerous awards, including Health & Medicine Policy Research Group’s 2018 Health Award, and the 2017 Rising Star Award from the Illinois chapter of the National Association for Addiction Professionals (NAADAC).   Note: This is the final session of the Working at the Intersection of Intimate Partner Violence and Mental Health Series, an online series brought to you by the MHTTC Network and the National Center for Domestic Violence, Trauma, and Mental Health. For more information on the series and access to recordings of previous sessions, please click here.

Mental Health Literacy and Student Outcomes: Merging Silos, Systems, and Synchronizing our Language for Student Wellness Are you a school [instructional] leader who wants to learn about school mental health, or a mental health provider who wants to learn about the contexts of schools and student learning outcomes? Often, the conversations between educators and mental health providers are siloed and separated. This session provides a platform to bridge the conversation so that both perspectives can learn from one another to better support the students they serve. Together we will explore common mental health issues among students (k-16) and their potential effects on learning outcomes; the relationship between socio-emotional development, student learning, and academic success; an introduction to mental health in the classroom and school, including barriers to help-seeking and provision; and how to enhance our role as supportive adults for students with mental health and emotional challenges and strengths.   About the Facilitator: Leora Wolf-Prusan, Ed.D., is the School Mental Health Lead for the Pacific Southwest Mental Health Technology Transfer Center, a project of SAMHSA that provides no-cost professional development to support the school mental health workforce in the Pacific Islands, Hawaii, California, Nevada, and Arizona. She formerly served as the field director for a SAMHSA Now Is The Time Initiative, ReCAST(Resiliency in Communities After Stress and Trauma), which involved providing support to the 10 grantee cities and counties as they built city-based resiliency plans to respond to civil unrest due to community-based trauma. In addition to these national grants, she provides consulting and training for numerous other clients around issues related to school climate and positive youth development, educator mental health and wellness, and trauma- informed approaches to education.

Whether you’re a counselor, teacher, or social worker, serving children is hard. You’re taking care of everyone, and often feel exhausted. This series of 12 self-compassion sessions teach you how to care for yourself in the moment that you most need it. Research has shown that those who are more self-compassionate experience less stress, anxiety, and depression, are more resilient, and better able to deal with emotional challenges. Drawn from the internationally-acclaimed Mindful Self-Compassion program, which was created by Dr. Kristin Neff (educational psychologist at University of Texas, Austin) and Dr. Chris Germer, (clinical psychologist, Harvard University), the sessions will be comprised of didactic presentations, guided practices, and discussions which will offer specific tools that you can use to give yourself the support you deserve.

 “Strategies of Support for Mental Health Providers” - Empowering one another during times of crisis This is the 20th session of a weekly open forum to listen and share suggestions and 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 next 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

California School Mental Health Collaborative: Adapting the National School Mental Health Curricula for Your Students How might we adapt a national school mental health curricula to create a statewide model and professional development approach unique to California? Intended Audience: • Teachers• School District and State Administrators• School Counselors and Psychologists• Licensed Mental Health Clinicians• Superintendents and District Leadership• School Board Members•Project Cal Well leadership•Community-Based Organizations (training agencies, etc.)•PBIS leadership teams, School Climate Transformation teams•And open to all interested!Note: We are recommending, though not requiring, bringing 2-3 team members per organization. Background: The National Coordinating Office of the Mental Health Technology Transfer Center (MHTTC) and the University of Maryland’s Center for School Mental Health recently released the SAMHSA-funded National School Mental Health Curriculum (July 2019). The curriculum is an exciting new national resource for developing and overseeing school mental health systems at the school district and building levels. The curriculum focuses on the following core components of comprehensive school mental health: Educators and Student Instructional Support Personnel Collaboration and Teaming Multi-Tiered System of Supports Evidence-Informed Services and Supports Cultural Responsiveness and Equity Data-Driven Decision Making The modules align with the national performance domains and indicators established as part of the National Quality Initiative on School Health. The curriculum contains: A trainer manual and a participant manual 8 slide decks – each module is designed for delivery in one-hour, in-person sessions The Invitation: In partnership with Wellness Together School Mental Health, the California Department of Education, and Project Cal-Well, join us to adapt and contextualize each module’s resources and tools to reflect our California landscape; complement our state systems’ and districts’ strengths; and align with existing school mental health initiatives (PBIS, Safe Schools, ACEs, etc.). Join the California School Mental Health Collaborative workshop session (12:30-3:30) to learn more about the curriculum; become familiarized with the train-the-trainer content; join a module workgroup; and be invited to participate in up to 5 virtual collaborative sessions to share resources, updates, implementation reflections, and more! About the Facilitator: Leora Wolf-Prusan, Ed.D., is the School Mental Health Lead for the Pacific Southwest Mental Health Technology Transfer Center, a project of SAMHSA that provides no-cost professional development to support the school mental health workforce in the Pacific Islands, Hawaii, California, Nevada, and Arizona. She formerly served as the field director for a SAMHSA Now Is The Time Initiative, ReCAST(Resiliency in Communities After Stress and Trauma), which involved providing support to the 10 grantee cities and counties as they built city-based resiliency plans to respond to civil unrest due to community-based trauma. In addition to these national grants, she provides consulting and training for numerous other clients around issues related to school climate and positive youth development, educator mental health and wellness, and trauma- informed approaches to education.

About the Event:  A global epidemic, social unrest, racial tensions, economic uncertainty -- these are just a few of the widespread stressors impacting you and your patients as you navigate the challenges of adapting your practice to safely engage individuals who at baseline face stressors and adversity. Mental health clinicians have adapted to COVID-19 with increased use of telehealth, aided by relaxed regulatory constraints and increased willingness to adopt new technology. But how are you really doing? Dr. Glenda Wrenn will provide an overview of the unique challenges created by the pandemic that impact mental health and present ways to mitigate provider fatigue and burnout while providing both telepsychiatry and in person care. She will also discuss how the intersection of mental health and current racial tensions may impact your practice, with helpful tools to navigate the discomfort and uncertainty of these unprecedented times.     Key Learning Objectives:  1. Identify challenges created by the COVID-19 pandemic that impact mental health;   2. Identify ways to mitigate provider fatigue and burnout while providing telepsychiatry and in person care; and 3. Discuss how the intersection of mental health and current racial tensions may impact practice.     About the Presenter:  Dr. Glenda Wrenn is a psychiatrist and mental health policy expert with a focus on building resilience and advancing mental health equity. She currently serves as Chief Medical Officer of 180 Health Partners, an Associate Professor of Psychiatry at Morehouse School of Medicine, and was the founding Director of the Kennedy Satcher Center of Mental Health Equity in the Satcher Health Leadership Institute until 2018.     

  Traumatic Brain Injury and Mental Health in the Veterans Community This is an intensive, online, workshop focuses on issues around traumatic brain injury (TBI) and mental health that are most prevalent within the veterans community. This workshop is limited to 20 participants. It will be 90 minutes and consist of a presentation, an interactive exercise, and Q & A. This format is designed to facilitate experiential learning and problem solving. This workshop will be led by a nationally recognized subject matter expert.     Registration for this workshop is full.   Certificates of Attendance will be issued for this workshop.   Trainer Lisa A. Brenner, Ph.D   Lisa A. Brenner, Ph.D., is a Board-Certified Rehabilitation Psychologist, a Professor of Physical Medicine and Rehabilitation (PM&R), Psychiatry, and Neurology at the University of Colorado, Anschutz Medical Campus, and the Director of the Department of Veterans Affairs Rocky Mountain Mental Illness Research, Education, and Clinical Center (MIRECC). Dr. Brenner is the Past President of Division 22 (Rehabilitation Psychology) of the American Psychological Association (APA) and an APA Fellow. She is also the Vice Chair of Research for the Department of PM&R. Dr. Brenner serves as an Associate Editor of the Journal of Head Trauma Rehabilitation. Her primary areas of research interest is traumatic brain injury, co-morbid psychiatric disorders, and negative psychiatric outcomes including suicide. Dr. Brenner has numerous peer-reviewed publications, participates on national advisory boards, and has recently co-authoring a book titled: Suicide Prevention After Neurodisability: An Evidence-Informed Approach.     Intensive Workshops There are two additional intensive workshops directed towards specific populations. The series will conclude with a final general session, again open to anyone, focused on screening in primary health care. The intensive workshops are intended for individuals and providers who support the mental health, substance abuse, veterans, and school-age communities.  The intensive workshops are limited to 20 participants each. Each workshop consist of a presentation, an interactive exercise, and Q & A. This format is designed to facilitate experiential learning and problem solving. Each workshop will be led by a nationally recognized subject matter expert.   Workshops                                       Traumatic Brain Injury and Mental Health for the Mental/Behavioral Health Community September 10, 2020       9:00 am - 10:30 am MT Trainer: Dr. Kim Gorgens, University of Denver   This workshop is full but you can still Learn More about the topics and presenter.  Traumatic Brain Injury and Mental Health in the K-12 Education Community  October 6, 2020 11:00 am - 12:30 pm MT Trainer: Dr. Karen McAvoy   This workshop is full but you can still Learn More about the topics and presenter. Open Session Webinar: Traumatic Brain Injury and Mental Health for the Primary Health Care Community October 27, 2020          1:00 pm - 2:30 pm MT Trainers: Caitlin Synovec, OTD, OTR/L and Amber Richert, BSN, MSN, DNP   This workshop is open to anyone. Learn more and register.     

The worldwide outbreak of COVID-19 has led to millions of people experiencing unprecedented challenges. Psychological first aid (PFA) is an evidence-informed approach for providing basic psychological care in the short-term aftermath of a traumatic event. The Central East MHTTC and Addiction Technology Transfer Center (ATTC) have collaborated with subject matter experts in the region to develop and deliver this advanced eight-session PFA training. Participants will gain skills and knowledge needed for responding to Anne Arundel County, Maryland residents who have and/or who are concerned about COVID-19.   Learning Objectives: Ability to understand and apply advanced scientific and evidence/knowledge Increased confidence in applying advanced Psychological First Aid and Applied Positive Psychology Ability to show compassion in crisis situations   Presenters: George, S. Everly. Jr., PhD, ABPP, FACLP; Professor, Johns Hopkins University Bloomberg School of Public Health Caren M. Carney, Ph.D., C.OD-E Advisors   Closed Registration

Student Mental Health During COVID-19: How to Prepare as Schools Reopen is a webinar geared toward emergency managers, public health professionals (state and local health departments), and school administrators who are working together to create school reopening and response plans. Session content is focused on the mental health needs of children, adolescents, and educators related to crises and how community and school organizations can partner to develop responsive plans that address these needs during the COVID-19 pandemic. Download the flyer for this webinar here.   Attendees will have the opportunity to submit questions upon registration, enabling our Mental Health Technology Transfer Center (MHTTC) Network specialists to shape content to meet audience needs. Presenters will devote the first segment of the hour-long presentation to the topic, then address attendee-submitted questions.   Please note: Certificates of completion are available to viewers of 50% or more of the live webinar. This webinar is brought to you by the Mid-America MHTTC and MHTTC Network Coordinating Office in partnership with the National Center for School Mental Health. It is being sponsored by the U.S. Department of Health and Human Services, Office of the Assistant Secretary for Preparedness and Response (ASPR) and Office of the Assistant Secretary for Health (OASH).   Questions? Please email Jessica Gonzalez at [email protected]   

Student Mental Health During COVID-19: How to Prepare as Schools Reopen is a webinar geared toward emergency managers, public health professionals (state and local health departments), and school administrators who are working together to create school reopening and response plans. Session content is focused on the mental health needs of children, adolescents, and educators related to crises and how community and school organizations can partner to develop responsive plans that address these needs during the COVID-19 pandemic. Download the flyer for this webinar here.   Attendees will have the opportunity to submit questions upon registration, enabling our Mental Health Technology Transfer Center (MHTTC) Network specialists to shape content to meet audience needs. Presenters will devote the first segment of the hour-long presentation to the topic, then address attendee-submitted questions.   Please note: Certificates of completion are available to viewers of 50% or more of the live webinar. This webinar is brought to you by the Mid-America MHTTC and MHTTC Network Coordinating Office in partnership with the National Center for School Mental Health. It is being sponsored by the U.S. Department of Health and Human Services, Office of the Assistant Secretary for Preparedness and Response (ASPR) and Office of the Assistant Secretary for Health (OASH).   Questions? Please email Shelbie Johnson at [email protected].  

“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 and Teachers Best Ways to Handle Truancy Weekly on Thursdays, beginning August 20 3-4 EDT . 2-3 CDT . 1-2 MDT . 12-1 PDT . 11-12 ADT

This webinar series is a collaboration between the Northeast and Caribbean MHTTC, the Northeast and Caribbean ATTC, and the Northeast and Caribbean PTTC.   Building off the psychological framework of unconscious bias as discussed in the first session, this second presentation will review and inform on how unconscious bias is reflected in words, communications, and relations toward persons of color through case scenarios reflecting its impact in the addiction, mental health, and prevention settings. The elusiveness of cognitive bias underscores provider assumptions and perceptions and affect judgment that leads to prejudice, micro-aggressions, and even discriminatory practices in care. The discussion will also identify commonly experienced pressures of personal and ‘on the job’ stress, and other bias risk factors that affect decision making, interactions, and client/patient outcomes in behavioral health. 

Please note we are not accepting new registrations at this time   Project Overview Twelve family members of individuals with psychosis who were trained in 2019 in Psychosis REACH (www.psychosisreach.org) will be serving in the role of Psychosis REACH Family Ambassadors in 2020-21.  These Family Ambassadors will be working with caregivers from this year’s Psychosis REACH training to further their understanding of the p-REACH model through psychosis psychoeducation, caregiver self-care tips, and education on the CBTp-informed skills. Following this year’s virtual Psychosis REACH training, Family Ambassadors will continue to receive support from the training team via monthly "Train the Trainer" consultation calls as they work with the second generation of family trainees. Family Ambassador consultation calls will take place starting in September 2020 for 12 months.

                                      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

Part of a 10-hour Motivational Interviewing class that will be held in 2-hour sessions on a weekly basis for 5 weeks. Training objectives for family home visiting staff include: Learn how to help families increase motivation related to their goals and identify barriers to growth. Gain helpful tools that can guide participants to reach their goals. Introduction to Motivational Interviewing concepts such as: focusing on growing opportunities, recognizing change talk and feeling out of balance (ambivalence), adjusting to resistance, and supporting confidence and hope.  *This is a closed event and only available to those that applied ahead of time. Please reach out to [email protected] with any questions. 

The Nebraska Rural Health Conference is the state's largest conference, created specifically for anyone with an interest in rural health care, including rural health practitioners, hospital administrators, clinic directors and lay health workers, social workers, state and federal health employees, academics, community members and more. The Conference is a statewide forum designed to highlight public policy issues affecting rural health care, identify how the delivery of and access to rural health care are changing, and identify ways in which data and technology are improving care and access for rural populations. Mid-America MHTTC is sponsoring the 2020 conference.

Whether you’re a counselor, teacher, or social worker, serving children is hard. You’re taking care of everyone, and often feel exhausted. This series of 12 self-compassion sessions teach you how to care for yourself in the moment that you most need it. Research has shown that those who are more self-compassionate experience less stress, anxiety, and depression, are more resilient, and better able to deal with emotional challenges. Drawn from the internationally-acclaimed Mindful Self-Compassion program, which was created by Dr. Kristin Neff (educational psychologist at University of Texas, Austin) and Dr. Chris Germer, (clinical psychologist, Harvard University), the sessions will be comprised of didactic presentations, guided practices, and discussions which will offer specific tools that you can use to give yourself the support you deserve.

About the Event:  COVID-19 has been called the “patchwork pandemic” because of its uneven impact across regions and subpopulations. Emerging evidence indicates a similar pattern for the mental health effects of the pandemic. Dr. Benjamin Druss will review what is currently known about COVID-19 and mental health, with a focus on which populations are at elevated risk of developing behavioral health problems. He will address the complementary roles that clinicians and public health practitioners can play in addressing the mental health consequences of the pandemic. This webinar is co-sponsored by the Region IV Public Health Training Center.   Key Learning Objectives:  1. Understand the rates of mental health consequences of the COVID-19 pandemic;  2. Identify the subpopulations at highest risk for mental health consequences of the COVID-19 pandemic; and 3. Address roles for clinicians and public health practitioners in addressing the mental health consequences of the COVID-19 pandemic.    About the Presenter:  Benjamin Druss, MD, MPH is Professor and Rosalynn Carter Chair in Mental Health in the Department of Health Policy and Management at Rollins School of Public Health, Emory University and Director of the Southeast Mental Health Technology Transfer Center. Dr. Druss is working to integrate mental health, physical health, and public health. His research has focused on understanding and improving access, quality, and outcomes of care for populations with serious mental illnesses and medical comorbidity. This work has included epidemiological studies, intervention trials, and health policy and public health research.    

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. We are hosting a meet-up for non-provider ACT stakeholders who assume a role of overseeing ACT from a mental health authority perspective, funding ACT, providing ACT training and technical supports, which includes leading ACT fidelity reviews. The intent is to create a unique space to share challenges and solutions related ACT operations and services during the COVID-19 pandemic. This meet-up is hosted by Lorna Moser, PhD, of the Institute for Best Practices, UNC Center for Excellence in Community Mental Health and Maria Monroe-DeVita, PhD of the University of Washington Department of Psychiatry and Behavioral Sciences and the Northwest Mental Health Technology Transfer Center (MHTTC), the sponsor for these ACT meet-up events. For more information or questions, contact: 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. Maria Monroe-Devita, PhD, Associate Professor, Department of Psychiatry & Behavioral Sciences, University of Washington School of Medicine; Co-Director of the Northwest MHTTC; and Director, Washington State Center of Excellence in First Episode Psychosis.