Past Events

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.

On the heels of National Hispanic Heritage Month, the Yale Program for Recovery and Community Health, in partnership with the New England MHTTC, the Northeast and Caribbean MHTTC, and the MHTTC Hispanic Center of Excellence, would like to invite you to an Informational Session about the upcoming 2024 LET(s) Lead Transformational Leadership Academy and its first Latine cohort! Come learn about LET(s) Lead Academy history, the course schedule, curriculum, mentorship, timelines and how to apply. We would love your support in helping to ensure that emerging Latine leaders join us and/or are pointed to the Yale-PRCH website for information and an application.   If you would like accommodations to participate in any of our events, please contact us at [email protected].

Returning to school after experiencing psychosis can be challenging and stressful for individuals and families. This 60-minute session will cover how educators can screen for psychosis and support families and elementary/middle/high school students in navigating school supports for students with psychosis. We will discuss the purpose of and strategies for approaching disclosure and review school accommodations that may be helpful for supporting the academic success of students with early psychosis and those at risk for psychosis.   Please note: This is session 1 of the 3-part Introductory Series titled Early Psychosis 101: Basics for Supporting Students. Learn more about the speakers for this session and access information about the other sessions in the series here. Intended Audience: This introductory-level learning series is geared toward the following school personnel from middle and high schools: School mental health providers, such as school counselors, social workers, psychologists, and other mental health professionals (those hired by the school and those who work for a community organization and come into the school to provide school mental health services) School nurses/school health aides, and other primary care partners working in schools  School educators, administrators, school resource officers, and mental health peer leaders

Join us for a two-day, no-cost, training experience for the mental health and school mental health workforce. This coming November, in honor of Children's Grief Awareness Month, join the MHTTC Network and leading grief experts across the country to strengthen grief sensitivity skills, techniques, and interventions. The theme for our 2023 GSVLI is Working with grief in the context of violence: Strengthening our skills to strengthen ourselves Day 1- Wednesday, November 1st, 2023: General Mental Health Workforce Sessions Special focus on gender-based violence, institutional violence, community violence and grief Please note: This is a 2-day event. Session programming for both days will run from 9:00 am-3:00 pm PT * 10:00 am-4:00 pm MT * 11:00 am-5:00 pm CT * 12:00-6:00 pm ET.  Come for some or all of the Institute; the registration link provided on this page is for all of Day 1. Should you wish to attend both days, you will have two separate links, one for each day.   Full program with session lineups coming soon!

  The registration link for this training will be provided to participants who complete the prerequisite course Motivational Interviewing Level 1 (Relational Skills).   Motivational interviewing is an evidence-based practice used to help people overcome their ambivalence about change. In this interactive, skills-based workshop, participants will learn about and practice the spirit of MI and both the relational and technical skills.   LEARNING OBJECTIVES: Define and summarize the processes of focusing and evoking Identify different strategies for focusing and prepare to apply them to client interactions Define and recognize change talk, sustain talk, and discordance Differentiate between client cues of readiness, ambivalence, and discordance Construct effective responses to different client cues Design a plan for advancing individual MI skills Prerequisite: Motivational Interviewing Level 1 (Relational Skills)     Training Dates: November 1, 2023 from 8:30AM-11:30AM CT November 8, 2023 from 8:30AM-11:30AM CT November 15, 2023 from 8:30AM-11:30AM CT     CONTINUING EDUCATION: Registrants who fully attend this training will be eligible to receive 9 NAADAC certified continuing education (CE) hours. CE certificates are sent via email within two weeks after the conclusion of the training.       TRAINER: Sue EckMaahs Sue EckMaahs has practiced and trained Motivational Interviewing (MI) for over 30 years.  With a background in Sociology, she has provided MI implementation, training, and coaching services to thousands of professionals and over two hundred organizations, nationally & internationally.  Her audience spans mental health, substance abuse, public health & primary care, education, child protection/family reunification, workforce development, and re-entry/corrections.  On a personal note, she loves hiking with her partner Steve & dog, Cassie!       To ensure all participants get the most out of these interactive virtual trainings, we ask that everyone be prepared to do the following in every session:     The Great Lakes ATTC and MHTTC offer Motivational Interviewing and SBIRT training for behavioral health professionals in HHS Region 5: IL, IN, MI, MN, OH, and WI.

  Effective family-school collaboration has consistently been shown to enhance child and family outcomes. Caregivers know their children best and are well-equipped to serve as equal members of school teams that support their children and communities. Additionally, federal law and professional ethics necessitate the full participation of families in many school-based processes. Unfortunately, many school-based providers struggle to meaningfully collaborate with families due to competing demands and a lack of understanding around best practices in family engagement and legal requirements. Family advocates provide necessary support to families as they navigate complex school and community resources and can support schools in effective collaboration. In this webinar, participants will learn about effective family-school partnership practices, which will include an outline of procedures that necessitate caregiver involvement, specific family engagement strategies, and community resources for families and professionals.     LEARNING OBJECTIVES: Demonstrate effective family-school partnership practices Develop appropriate procedures for caregiver involvement Identify specific family engagement strategies and community resources     CERTIFICATES: Registrants who fully attend this webinar will receive a certificate of attendance. Certificates are disseminated via email to all qualifying individuals approximately two weeks after the conclusion of the event or training.      PRESENTERS: Miranda Zahn, PhD, NCSP, is an Assistant Professor of School Psychology at the University of South Dakota. She conducts research, training, and technical assistance in school-based mental health services. Specifically, Miranda focuses on social justice and the role of teachers in school supports for youth mental health. In addition, Miranda is a school psychologist and school mental health provider at Nebraska’s Educational Service Unit #1, where she provides direct services to youth as well as training and systems consultation to schools.     Lisa Sanderson has served as Project Director for the statewide Family to Family Health Information Center at South Dakota Parent Connection since 2008, also home to the state’s OSEP funded Parent Training and Information Center. She has worked with systems and families across South Dakota for over 25 years, serves as USD Faculty for the Leadership Education in Neurodevelopmental Disabilities (LEND) Program, and is the CDC's Act Early Ambassador to South Dakota (2018-2024). Lisa has a Bachelor of Science degree, maintains licensure by the SD Board of Social Work Examiners, and was a certified educator for many years. Lisa is a parent and grandparent of children with exceptional needs.       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.

Effective work as a team even under high-stress conditions is the focus of this 90-minute webinar. ABOUT THIS EVENT This webinar will address the strategies, dynamics and tactics related to being part of a healthy team. Group dynamics are complicated- even more so these days with a highly polarized social and political world. How can team members work well together when it comes to effective communication, productivity, and effectiveness in the workplace, without doing 'more'? We will cover data on effective work groups, and how those characteristics can be replicated in many sectors, even under high-stress conditions. Slides Related resources from Dr. Kira Mauseth When is the crisis really over? Resilience for crisis line staff and teams When is the crisis really over? Resilience for in-person crisis and first responder staff and teams Disaster Response and Recovery Timelines, Cycles and Common Experiences in Behavioral Health Responding to Disasters: Principles and Considerations for Behavioral Health "LEND A HAND": A Crisis Management, Triage and De-escalation Model   FACILITATOR Kira Mauseth, PhD Dr. Kira Mauseth is a practicing clinical psychologist who sees patients at Snohomish Psychology Associates in Everett and Edmonds, WA, is a Teaching Professor at Seattle University and formerly served as a co-lead for the Behavioral Health Strike Team for the WA State Department of Health throughout the COVID response. She also owns Astrum Health LLC and consults with organizations and educational groups about disaster preparedness and resilience building within local communities. Dr. Mauseth has provided training to community groups and professionals both regionally and abroad as the co-developer of the Health Support Team© program. Her work and research focus on disaster behavioral health, resilience, and recovery from trauma as well as small and large-scale critical incident response and preparation for organizations. She has worked abroad extensively with disaster survivors and refugees in Haiti, Jordan and Poland, and has trained first responders and health care workers throughout Puget Sound the United States, and currently serves in the adult mental health clinical seat on Washington State's Disaster Medical Advisory Committee (DMAC).  

About the Event:  In part 1 of our 'Ready for Reentry' series, we will discuss the Forensic Peer Mentor role, including the responsibilities, qualifications and organizational framework needed to build and support a Forensic Peer Mentor Program.   Learning Objectives:  By the end of this program participants will be able to 1) Describe job responsibilities of a Forensic Peer Mentor 2) Describe the qualifications of a Forensic Peer Mentor 3) Outline the organizational structure and systems to support the work of a Forensic Peer Mentor   Click here to learn more about the other sessions in this 4-part series!  

THURSDAY, OCTOBER 26, 2023 Main Session: 3:00 - 4:15 p.m. PT Optional Discussion: 4:15 - 4:45 p.m. PT [Find your local time zone here] Session 3 of 3 in the "Rising Practices & Policies in our Workforce: Interrupting Bullying & Fostering Belonging" 2023 Learning Series (view series page for full details)   How might we—as the school mental health workforce—evolve our own practices and policies to meet the evolving needs of the people and systems we serve? Together, we’ll explore how we can respond to and interrupt xenophobia and anti-immigrant hate in our classrooms. We’ll also learn about the power of bias reduction curricula in elementary schools, and the ways in which school district and county systems can shift internal cultures to be welcoming drivers of equitable compassion.   This session’s guiding questions are: What might the school mental health workforce need to know about the difference and similarities between abuse, harassment, and bullying in k-12 contexts? What might be new or pressing phenomena related to bullying (e.g., anti-LGBTQIA+ bullying or the intersection of bullying and suicidality) for which we need to raise awareness? What challenges do we foresee at the workforce level, and what training, resources, or other support would help resolve these challenges? What might be some rising practices, policies and successful strategies for anti-bullying policies and practices?   Join us on our third day of a three part series to examine rising practices and policies informed by research and the field that expand the way we approach anti-bullying and foster belonging in our k-12 school climates.   Audience This session is suited for school administration, site and systems leaders, school social workers, school counselors, school psychologists, educators, instructional coaches, school climate personnel, after school program providers, child advocates, and whoever else is interested!     Panelists (ordered alphabetically)   Carrie A. Langner, Ph.D. (she/her) Carrie A. Langner, Ph.D., is a Professor of Psychology and Chair of the Psychology & Child Development department at Cal Poly. Dr. Langner teaches classes on multicultural psychology, social psychology, and health psychology and supervises undergraduate research. She earned her PhD in social and personality psychology at UC Berkeley and her current research is focused on the development and assessment of bias reduction curriculum for elementary schools. She is a member of the Cal Poly College of Liberal Arts diversity committee and co-chair of the Psychology & Child Development diversity committee.         Carolyn Sattin-Bajaj, Ph.D (she/her) Carolyn Sattin-Bajaj is an Associate Professor in the Department of Education in the Gevirtz Graduate School of Education at the University of California, Santa Barbara. She uses multiple research methods to examine barriers to educational access and equity for immigrant-origin youth and other historically underserved student populations. Her work includes qualitative studies of immigrant families’ school choice behaviors; experimental research to improve access to school choice information; case studies of school leaders’ responses to racism and xenophobia in schools and society; quantitative analyses of the impacts of immigration enforcement on students’ academic performance, school attendance, and social-emotional wellbeing; and research on the ways that teacher education programs prepare pre-service teachers to educate children in immigrant families. She earned her Ph.D. in education from New York University.     Linda Lee, Ph.D. (she/her)   Linda Lee, Ph.D., is a developmental psychologist with expertise in children’s peer relationships in culturally and ethnically diverse schools. She is a Professor in Psychology and Child Development at California Polytechnic State University in San Luis Obispo. She received her B.A. in Psychology from the University of California, Los Angeles, M.A. in Risk and Prevention from Harvard University, and Ph.D. in Human Development from UCLA Graduate School of Education.      Valerie White, LCSW, M.Ed (she/her) Valerie White is a licensed clinical social worker who has a passion for providing personalized and compassionate mental health care to individuals and families in Los Angeles. With over a decade of experience in community mental health and school settings, Valerie has developed an approach that is rooted in the belief that every human being has intrinsic value and the ability to overcome challenges with resilience. Valerie's academic background is extensive, having earned two Master's Degrees in Social Work and Education. This training has equipped her to provide a wide range of services, including therapy for children and their families, experiential trainings and professional development, public speaking, and informing school community practices to positively shift their climate and culture. Valerie has a particular area of expertise in working with high-risk children and teens, using evidence-based treatments and culturally responsive practices.   Valerie's approach is collaborative and empowering, and she works with her clients to identify their strengths, build resilience, and develop skills to help them navigate life's challenges. She believes that her clients are the experts on their own lives and strives to create a safe and welcoming environment for everyone she serves. Her dedication to providing high-quality mental health services has made a positive impact on numerous individuals and families in the Los Angeles community. Valerie is intentional about providing culturally responsive and compassionate care, ensuring that every person she engages feels seen and valued.         Priming Materials How to Stop Bullying at School - Girlshealth.gov School Climate Improvement Resource Package - National Center on Safe Supportive Learning Environments The Relationship Between Bullying and Suicide: What We Know and What It Means for Schools - Centers for Disease Control & Prevention  School-Based Bullying Prevention - Office of Juvenile Justice and Delinquency Prevention Addressing Anti-Semitism through Education Teaching Aids - Organization for Security and Co-operation in Europe    

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

  One area where leadership can unwittingly exclude people is in the language that they habitually use. Staff who come from different backgrounds are often confused by idioms and phrases that only native speakers can truly understand. In addition, some words carry negative connotations that reduce cohesion and exclude people central to the mission.     LEARNING OBJECTIVES: Improve awareness of gender-based, colonial, and culturally appropriate language Offer alternative words and phrases that are easier to understand and more inclusive     CONTINUING EDUCATION: Registrants who fully attend this training will be eligible to receive 1 continuing education (CE) hour certified by the Minnesota Board of Social Work. CE certificates are provided by People Incorporated Training Institute.     PRESENTER: Russ Turner, MA, Director of the People Incorporated Training Institute During Russ’s 16-year tenure, he has written and taught thousands of hours of person-centered curriculum to help people become more effective helpers, communicators, and leaders. His audience includes workers and leaders across a wide range of organizations from human services, healthcare, and libraries, to law enforcement and corrections. He trains trainers, works with management, and has consulted and coached on training projects across multiple sectors of the economy. He has worked as an educator for three decades in a variety of countries and settings including Japan, the Czech Republic, and the UK. His teaching philosophy is that adults learn best when they are challenged, the material is applicable to work situations, and sessions are interactive and engaging.       This training is provided by our valued partners at the People Incorporated Training Institute.     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.

  DESCRIPTION In this webinar, participants will understand how bullying has evolved over time, including its transgenerational impact on the mental health and economic mobility of Black youth and adults. Strategies for mitigating the adverse emotional consequences of bullying will be examined.  LEARNING OBJECTIVES Examine the relationship between bullying, microaggressions, and race Examine how bullying can amplify microinequities and mental health disparities Identify therapeutic approaches to reducing the emotional impact of bullying in the Black community PRESENTER Cheryl Wills, MD is a nationally recognized expert in adult and child psychiatry, forensic psychiatry, organized medicine and advocacy. She currently serves as Vice-Chair for Diversity and Director of Child Psychiatry at the MetroHealth System in Cleveland, Ohio. She is Associate Professor of Psychiatry at Case Western Reserve University. Dr. Wills practiced forensic psychiatry for more than 20 years, and has developed and taught nearly 20 seminars on the topic. She received her bachelor's degree in Biochemistry from Barnard College, Columbia University, and her medical degree from SUNY Upstate Medical University, and completed psychiatry residency at University Health Center of Pittsburgh.   HOST Annelle Primm MD, MPH is the Senior Medical Director of the Steve Fund, an organization focused on the mental health of young people of color. She is also a member of the Black Psychiatrists of America Council of Elders.      

WEDNESDAY, OCTOBER 25, 2023 Main Session: 3:00 - 4:15 p.m. PT Optional Discussion: 4:15 - 4:45 p.m. PT [Find your local time zone here] Session 2 of 3 in the "Rising Practices & Policies in our Workforce: Interrupting Bullying & Fostering Belonging" 2023 Learning Series (view series page for full details)   How might we—as the youth and young adult mental health workforce—evolve our own practices and policies to meet the evolving needs of the people and systems we serve? Our Pacific Southwest Region’s national specialty area is the mental health of youth and young adults of transitional age; as such, on our second day of our three part series, we examine rising practices and policies, informed by research and the field, that expand the way we approach anti-bullying and foster belonging for youth and young adults (18-24 year olds). Panelists will highlight bullying and belonging within the context of LGBTQ+ youth populations, young adult perspectives with lived experience in the foster care system and the Navajo Nation, and a focus on cyberbullying within Latine youth communities.   Audience: Peer support professionals, young adult advocates, psychologists, counselors, community mental health workers, social workers, pre-service graduate students and whoever else is interested!     Panelists (ordered alphabetically)   Ajahrain (Ajah) Yellowhair (they/them) Ajahrain (Ajah) Yellowhair is an enrolled member of the Navajo Nation and grew up in the canyons of Wolf Creek, Arizona. They are currently in their sophomore year at the University of Portland where they study Political Science in Global Affairs and Education. They work closely in community-led projects and have life experience in the foster care system, mental health institutions, and navigating Identity politics. Ajah is 18 years old, and brings valuable insight to the table and is honored to represent their Indigenous values as they relate to the conversation of fostering belonging as a mitigator to bullying.         Arc Telos Saint Amour (they/them) Arc Telos Saint Amour, or Tay for short, is a neurodivergent, queer and trans, gender non-conforming person of Mexican Indigenous descent (Coahuiltecan), and a childhood victim/survivor of trauma who deeply believes in listening to youth voice and the power of holistic affirmation and self-agency. Arc Telos spent over ten years in the national for-profit industry as an upper level manager/director and business developer opening start-ups and working with established organizations to expand into new territories all over the US. Following this, Arc Telos spent another ten years active in the non-profit field, working with organizations through-out Chicago, New York, Vermont, California, and Michigan centering Justice, Equity, Diversity, and Inclusion (JEDI) practices and using trauma-informed and critical intersectionality based frameworks. Currently they are the Executive Director of Youth MOVE National and a national public speaker and facilitator. Arc Telos is of course more than just their career and identities. Arc Telos is vegan and practices indigenous animalism and Unitarian Universalism. They are deeply passionate about all genres of music, documentaries, hiking and other outdoor adventures (in which they are infamous for achieving minor injuries and the loss of shoes), hanging with their partner, three kids, and their two pets (Jeffrey the Pug and Rue the Ragdoll Rescue Cat), absolutely refusing to be anyone other than Princess Peach in Mario Kart or Mario Party, and consider themselves to be within the top 100 of all time high context ramblers that have an opinion on just about anything and everything.     Guadelupe (Lupita) Espinoza, Ph.D (she/hers)   Lupita Espinoza is a Professor in Child and Adolescent Studies at California State University, Fullerton. She received her B.A. in psychology from San Diego State University and her Ph.D. in developmental psychology at UCLA with minors in Culture, Ethnicity and Education, and Quantitative Methods. Lupita studies adolescent peer relations and how peer dynamics shape their psychosocial well-being and school adjustment. Much of Lupita’s research focuses specifically on the school bullying and cyberbullying experiences of adolescents from Latinx backgrounds. For example, she has examined how daily cyberbullying experiences are associated with Latino adolescents’ psychosocial, physical and school adjustment and relied on daily diary methods. In the last few years, she has focused on better understanding how adolescents managed their day-to-day lives during the COVID-19 pandemic. Lupita’s research has been published in journals such as Child Development, Journal of Youth and Adolescence and Journal of Child and Adolescent Trauma. Moreover, her service work focuses on a variety of roles and committees centered on her commitment to student support, diversity issues and the child development field.       Priming Materials Bullying Prevention in Indian Country, Substance Abuse and Mental Health Services Administration A Comprehensive Technical Package for the Prevention of Youth Violence and Associated Risk Behaviors - (Disponible en Español) - Centers for Disease Control & Prevention  Preventing Bullying - Factsheet  - (Disponible en Español) - Centers for Disease Control & Prevention  BAM! Guide to Getting Along - Centers for Disease Control & Prevention Video: Be Someone’s Hero - (Subtitulos en Español) - Centers for Disease Control & Prevention    

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

The Power Threat Meaning Framework (PTMF) is an alternative, non-diagnostic conceptualization of distress created by providers and service users, published by the British Psychological Society and attracting international attention. Participants will learn the basics of the framework and will have an opportunity to discuss how it might be useful to the family workforce, especially in the areas of meaning-making, empowerment and choice. Attendees will also gain knowledge of where to access further information about the use of PTMF to enhance family workforce knowledge and tools.   Presenter: Dr. Lucy Johnstone is a consultant clinical psychologist, author of ‘Users and abusers of psychiatry’ (2nd edition Routledge 2000) and co-editor of ‘Formulation in psychology and psychotherapy: making sense of people’s problems’ (Routedge, 2nd edition 2013) and ‘A straight-talking guide to psychiatric diagnosis’ (PCCS Books 2014), along with a number of other chapters and articles taking a critical perspective on mental health theory and practice.    1.5 CEs will be offered to those who attend this webinar in its entirety and complete a post-event content check quiz.    If you would like accommodations to participate in any of our events, please contact us at [email protected].

This event is closed to select participants.   This two-day training is targeted for school or district teams in the beginning stages of implementing school-mental health systems and services. The training will review the national best practices and guidance around building effective school mental health systems, to best support the mental health and well-being of students, families, and school staff, with an emphasis on teaming practices. Teams will have the opportunity to assess their current teaming practices and create a strategic plan for improvement. The training will wrap up with hands on tabletop exercises designed to allow for application of learning.      

TUESDAY, OCTOBER 24, 2023 Main Session: 3:00 - 4:15 p.m. PT Optional Discussion: 4:15 - 4:45 p.m. PT [Find your local time zone here] Session 1 of 3 in the "Rising Practices & Policies in our Workforce: Interrupting Bullying & Fostering Belonging" 2023 Learning Series (view series page for full details)   Bullying is a form of mistreatment that occurs in all settings, and affects all ages and populations. Bullying is defined as persistent, harmful actions that take place in the workforce, in public spaces, and beyond. It can include behaviors such as verbal criticism, personal attacks, humiliation, belittling, and exclusion. Anyone can be a bully or be bullied, regardless of their role, age or profile. In recognition of October’s National Bullying Prevention Month, the Pacific Southwest MHTTC is hosting a series that explores the ways bullying manifests in social spheres, the impacts it has across roles and sectors, and the costs and consequences of not addressing it. In dialogue with a set of regional leaders and specialists, we’ll explore new phenomena related to bullying (e.g., anti-immigrant harassment, elder abuse, workplace bullying) and strategies for fostering belonging. This panel event will bring to light the challenges we foresee at the workforce level, and identify training, resources, and other support to help resolve them. Our Pacific Southwest Team will center conversations around rising practices, policies, and successful strategies for bullying prevention and response.   Audience: psychologists, community mental health workers, community health center professionals, social workers, marriage and family therapists, pre-service graduate students, and anyone else who is interested!     Panelists (ordered alphabetically)   Jennifer Pardini (she/hers) Jennifer Pardini is the Community Education Coordinator at Legal Assistance for Seniors. LAS is contracted to run the Medicare counseling program known as HICAP in Alameda County. She holds a BA in French from San Francisco State University, with a background in education and is a certified HICAP counselor. She works with all the teams in her agency to bring essential Medicare and legal information to older adults, caregivers, and senior service providers in Alameda County.         Nellie Tran, Ph.D (she/they) Nellie Tran is Professor of Counseling and School Psychology at San Diego State University and the Executive Director of the SDSU Center for Community Counseling & Engagement. Dr. Tran the daughter of Vietnamese refugee “boat people” and a community psychologist interested in the day-to-day lived experiences of people of color within the educational system. Her work centers on the concept of subtle biases (i.e., microaggressions) within the educational experience for contexts (e.g., schools, classrooms) and teachers, administrators, students, and their families. Dr. Tran received her doctorate in community and prevention psychology from the University of Illinois at Chicago. She was also on the faculty in the Department of Psychology at the University of Massachusetts Lowell and held elected executive committee positions in the Society for Community Research and Action (APA Division 27) and the Asian American Psychological Association.     Robin Kinkaid Robin Kincaid is the Program Director of Nevada PEP’s Safe Allies and Education Services. Robin has twenty-four years of experience educating parents and professionals on special education law, advocacy, best practice, parent/professional collaboration and positive behavior supports. Other responsibilities include outreach activities and individual assistance to families. Robin has served on the Interagency Coordinating Council for the past 14 years, representing the parent perspective in early intervention services. As co-chair for the Families First Statewide Conference in 2009, Robin provided leadership and coordination for the conference program.       Priming Materials Resources - StopBullying.Gov  Assessing Prevention Capacity & Implementing Change - Maternal and Child Health Bureau, Health Resources and Services Administration VetoViolence - Centers for Disease Control & Prevention  Preventing Bullying - (Disponible en Español) - Centers for Disease Control & Prevention  Measuring Bullying Victimization, Perpetration, and Bystander Experiences: A Compendium of Assessment Tools (PDF) - Centers for Disease Control & Prevention  Basic dos and don’ts for employees to prevent workplace violence - Centers for Disease Control & Prevention in English, Chinese, Korean, Vietnamese, French, Haitian-Creole, Portuguese, Spanish, and Russian.  Bullying Prevention and Resources to Aid Community-wide Efforts - Health Resources & Services Administration Protecting Kids Online - Federal Trade Commission Consumer Advice KnowBullying App - Substance Abuse and Mental Health Services Administration 15+ Make Time To Listen, Take Time To Talk...About Bullying: Conversation Starter Cards - Substance Abuse and Mental Health Services Administration  

United South and Eastern Tribes, Inc. and New England MHTTC would like to invite you and your staff to attend "Reclaiming Native Psychological Brilliance: Wise Practices," a Tribal Behavioral Health ECHO webinar series. Native Psychological Brilliance refers to the intelligence, strengths, balance, innate resources, and resilience of Native people.    The topic for October's session is "Responding and Moving Past Tribal Community Crisis."   This no-cost telehealth series will be held on the fourth Tuesday of every month at 11:00 am Pacific/12:00 pm Mountain/1:00 pm Central/2:00 pm Eastern. Each session will be one hour in length and will provide an opportunity for participants to:  Gain skills on strength-based approaches in partnership with Native People to enhance Native behavioral health Discuss ways that Native brilliance is demonstrated and supports behavioral health Learn about Native brilliance examples to share with behavioral health and other health care staff, as well as with local Tribal Nation citizens   The concept of Native psychological brilliance will be celebrated through Native music video and Native spoken word performances as part of each session. Who should attend? Tribal health directors, clinic staff, counselors, social workers, physicians, nurses, Tribal Epidemiology Center staff, and anyone supporting Tribal communities through the health or behavioral health sector are welcome to join. Continuing education credits will be provided.   If you need accommodations to join this event, please contact us.

The South Southwest MHTTC is pleased to collaborate with the Texas Association of Community Health Centers (TACHC) to host a Trauma Informed Care Open Office Hours series. Get 'hands on' application and clarity on concepts through case-study examples and interactive discussion with TACHC Trauma Informed Care Coordinators.     TIC Open Office Hours are open and applicable to all providers (Medical, Dental, Behavioral Health, and SUD Treatment Clinicians) and all staff (direct-care, front-line, operations, administration, and leadership).     Trauma Informed Care (TIC) is an evidence-based framework particularly suited to collaboratively identify risk factors to care, such as medication access and use, therapeutic engagement, and non-medical resource needs and navigation.     These 1-hour TIC Open Office Hours will be held on the 4th Tuesday of the month: Session 1 (July 25th): Foundations & Application of TIC Session 2 (August 22nd): SDoH & JEDI Session 3 (September 26th): Care Coordination & Cross-Sector Collaboration Session 4 (October 24th): Chronic Disease Supports Session 5 (November 28th): SUD   Download Flyer 

  This event is closed to select participants. Learn more about this series: First Episode Psychosis Webinar Series & Learning Community     Questions? Email us at [email protected]    

  This is Session 3 of the Addressing Functional Cognition in Mental Health Series   Event Description The purpose of session 3 is to provide an understanding of types of intervention approaches including compensation, environmental modification or remediation. Objectives Differentiate between 3 approaches to cognitive intervention Understand examples of each cognitive intervention approach Understand differences in intervention-based context Trainers Jessa Hulteng, PhD, OTR/L Jessa Hulteng is an assistant professor in occupational therapy at the University of North Dakota. She teaches courses related to mental functions and interventions to promote occupational performance. Jessa has advanced knowledge in neurorehabilitation and functional cognition.    Taylor LaVoi, MOT, OTR/L Taylor LaVoi is an occupational therapist currently working at Sanford Health in Fargo, North Dakota on the inpatient psychiatric unit. Their background is in neurorehabilitation with experience in various settings including: acute hospitalization, outpatient, skilled nursing rehabilitation, and orthopedic care. Taylor takes pride in the opportunity to serve on the ethics committee at Sanford in Fargo. They’re grateful for the privilege to serve members of the community through occupational therapy services.   Sarah Nielsen, PhD, OTR/L, FAOTA Sarah Nielsen is professor and chair at the University of North Dakota in Grand Forks, ND, in the Department of Occupational Therapy, School of Medicine and Health Sciences.  Sarah has over 20 years of experience working with children, youth and young adults with mental health issues in communities and schools. Her clinical practice included developing and implementing trauma-informed approaches and cognition in mental health care.

  DESCRIPTION Youth Mental Health First Aid is an evidence-based training that teaches participants how to identify, understand and respond to signs of mental health and substance use challenges among children and adolescents ages 6-18. This two-part virtual training (October 24 & 26, 11:00am - 2:30pm each day) is primarily designed for adults who regularly interact with young people (such as parents, family members, caregivers, teachers, school staff, health and human services workers, etc.). Topics covered include anxiety, depression, substance use, disorders in which psychosis may occur, disruptive behavior disorders (including AD/HD), and eating disorders.   LEARNING OBJECTIVES Describe common mental health challenges for youth Explain typical adolescent development Describe a 5-step action plan for how to help young people in both crisis and non-crisis situations Closed Registration: Maryland residents only  

  Event Description The purpose of this session is to provide the participant with increased awareness and knowledge about transgender and gender diversity, in general; gaining insight into specific school experiences of transgender and gender diverse students; and considering strategies participants can employ to support transgender and gender diverse students in their work in education and other settings. Learning will be supported through direct instruction and videos to support webinar content. Learning Objectives: To enhance participant's awareness of gender identity and gender diversity matters in schools from multiple perspectives. To enrich the participant's knowledge base or to assist the participant in beginning to construct a knowledge base regarding gender diversity. To highlight strategies participants can employ to support transgender, and gender diverse students.   Trainer Todd A. Savage, Ph.D., NCSP                   Todd A. Savage, Ph.D., NCSP is a professor in the school psychology program at the University of Wisconsin-River Falls (UWRF); he is also a past president of the National Association of School Psychologists (NASP). Dr. Savage's scholarly research interests include culturally responsive practice; social justice matters; lesbian, gay, bisexual, transgender, and queer (LGBTQ+) issues in education; and school safety and crisis prevention, preparedness, and intervention.

This is Session 1 of our Mindful Monday series, which focuses on a wide range of evidence-based practices from different disciplines.  Event Description Grounding October 23rd, 2023 This is a 30-minute training and will run every other week through December 4th, 2023.     Each month will have a specific theme/focus with exercises from that discipline. At the beginning of each session, participants will spend a few minutes grounding and learning about the practice for that day and then spend approximately 15-20 minutes in experiential practice, leaving a few minutes in the end for reflection and discussion.   Trainer Christina Ruggiero, RP