Past Events

DESCRIPTION This two-part virtual training (August 22 & 24, 11:00am - 2:30pm each day) teaches the general public how to identify, understand and respond to signs of mental illnesses and substance use disorders. It gives participants the skills needed to provide initial help and support to someone who may be developing a mental health or substance use problem or experiencing a crisis.   LEARNING OBJECTIVES Recognize the signs of a mental health or substance use disorder crisis Identify community resources Link individuals in need of treatment and support to the proper resources Learn a 5-step action plan that can be used to help those in need   Closed registration: Maryland residents only  

Adiestramiento solicitado por la Administración de Servicios de Salud Mental y la Adicción (ASSMCA).    Descripción:   Como parte de este taller se estará dando una mirada a las principales características en las etapas de desarrollo de la niñez y la adolescencia. Además, se presentarán y discutirán los trastornos severos diagnosticados en dicha población, haciendo énfasis en su identificación y tratamiento. Se proveerán ejemplos de estrategias de prevención y de casos ilustrados.    Objetivos:  1. Conocer las principales características de las etapas de desarrollo desde la niñez hasta la adolescencia.  2. Identificar los trastornos severos más comunes diagnosticados en estas etapas.  3. Presentar y discutir las descripciones, criterios diagnósticos y manifestaciones de cada uno de los      diagnósticos.  4. Proveer ejemplos de estrategias de prevención y manejo adecuado de los trastornos severos.  5. Visualizar la manifestación de los trastornos severos a través de la presentación de casos.        

  DESCRIPTION: We avoid difficult conversations because we don’t feel prepared for them. It makes sense to avoid something that’s difficult, but the delay could mean the problem situation growing rather than going away. In this session we review steps to make a potentially difficult conversation with a supervisee go according to plan with a direction, and desired outcomes.     LEARNING OBJECTIVES: Recognizing what makes a conversation difficult Preparing yourself Separating issues from personalities Developing a strategy not a script Clarifying your position without minimizing theirs Following up and following through     CONTINUING EDUCATION: Registrants who fully attend this training will be eligible to receive 2 continuing education (CE) hours 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.      

This is Session 3 of our Mindful Monday series, which focuses on a wide range of evidence-based practices from different disciplines.  Event Description Intentional Visualization #1 August 21st, 2023 This is a 30-minute training and will run every other week through September 25th, 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 Genevieve Berry

Ethical Considerations for Peer Specialists provides opportunity for Oklahoma peer specialists to deepen their understanding of ethical decision-making through the use of scenarios, discussion, and guidance from experienced peer specialist trainers. This training will provide 3 CEUs towards the annual ethics training requirements for OK peer specialists.     Oklahoma peer specialists can choose to attend 1 of 2 sessions offered on August 18, 2023.     Session 1 - 9:00AM-12:15PM CDT Session 2 - 1:30PM-4:45PM CDT     By the end of this training, participants will be able to: Identify different areas of consideration when making ethical decisions Apply the Oklahoma Code of Ethics for peer specialists to different ethical situation Recognize a course of action for receiving support when an ethical situation does arise     This training will be facilitated by Via Hope, an Texas-based peer specialist training and workforce development organization with a mission to transform the way we think about behavioral health.     The deadline to apply for this training is August 14, 2023. Follow this link to apply: https://www.viahope.org/resources/ethical-considerations-for-peer-specialists-ok-pm/

Ethical Considerations for Peer Specialists provides opportunity for Oklahoma peer specialists to deepen their understanding of ethical decision-making through the use of scenarios, discussion, and guidance from experienced peer specialist trainers. This training will provide 3 CEUs towards the annual ethics training requirements for OK peer specialists.     Oklahoma peer specialists can choose to attend 1 of 2 sessions offered on August 18, 2023.     Session 1 - 9:00AM-12:15PM CDT Session 2 - 1:30PM-4:45PM CDT     By the end of this training, participants will be able to: Identify different areas of consideration when making ethical decisions Apply the Oklahoma Code of Ethics for peer specialists to different ethical situation Recognize a course of action for receiving support when an ethical situation does arise     This training will be facilitated by Via Hope, an Texas-based peer specialist training and workforce development organization with a mission to transform the way we think about behavioral health.     The deadline to apply for this training is August 14, 2023. Follow this link to apply: https://www.viahope.org/resources/ethical-considerations-for-peer-specialists-ok-am/

Learn key risk and protective factors contributing to school refusal using a Multi-Tiered System of Support framework. Event Description During this presentation, we will delve into the critical topic of chronic absenteeism and explore effective prevention and assessment strategies. Through this session, you will gain valuable insights on how to support students experiencing school refusal within a Multi-Tiered System of Support (MTSS) framework. We will discuss practical approaches to embedding interventions that foster resilience and promote continuous school attendance. Additionally, you will learn how to identify key risk and protective factors contributing to school refusal, equipping you with valuable knowledge to address these challenges more effectively. Trainer Casey Dupart   Casey Dupart is an accomplished K12 Administrator, School Psychologist, Certified Clinical Trauma Professional, and Behavior Analyst (BCBA) who has built a versatile career across K12 environments.  She has supported students across various settings living in Italy, Maryland, Texas, North Carolina, Utah, and Hawai’i.    

The South Southwest MHTTC invites you to attend our virtual series: First Episode Psychosis (FEP) Provider Well-Being Community Calls. The purpose of the virtual FEP Provider Well-Being Community Calls is for FEP providers to provide mutual aid to one another by discussing shared experiences, offering empathy, and facilitating change. Community calls will be structured to include one skill-based practice (e.g. mindfulness, compassion), discussion about relevant topics, and resource sharing. This is the final session of the 5-session virtual series that began on December 15, 2022. The sessions will be facilitated by Jennifer Baran-Prall, LCSW and Samantha Reznik, PhD. Series dates: Dec 15, 2022 @ 10:00-11:00 AM CDT Feb 16, 2023 @ 10:00-11:00 AM CDT April 20, 2023 @ 10:00-11:00 AM CDT June 15, 2023 @ 10:00-11:00 AM CDT August 17, 2023 @ 10:00-11:00 AM CDT

Para recibir la certificación de este adiestramiento es requisito que se asista a las 7 sesiones en su totalidad. Para participar debe ser proveedor de servicios de salud mental en Puerto Rico.  Este adiestramiento es libre de costo.  Fechas: 17, 24 y 31 de agosto  Fechas: 7,14, 21 y 28 de septiembre  Horario: 8:30 am - 12:30 pm  Audiencia: Psicólogos/as, Trabajadores Sociales, Consejeros Profesionales, Médicos/as, Enfermeros/as, Estudiantes Graduados/as Los asuntos de raza y el racismo son temas poco estudiados y discutidos en las profesiones de salud. La carencia de este contenido en programas graduados ha generado que nuestras intervenciones carezcan de la sensibilidad cultural necesaria para conocer conceptos claves tales como raza, racismo, opresión, y privilegio. A pesar de que se realizan estudios sobre disparidades en salud, estas investigaciones se llevan a cabo bajo la concepción étnico-racial norteamericana que difiere de la experiencia racial en Puerto Rico. Estas investigaciones incluso carecen de técnicas precisas para preguntar acerca de la identificación racial de la persona, lo cual afecta nuestra habilidad de entender a cabalidad como la raza afecta la experiencia de personas Negras/Afrocaribeñas. Esta información es clave ya que investigaciones en otros contextos han documentado el efecto del racismo en la provisión de servicios de salud mental y salud física, en el ámbito educativo y en el acceso a esferas de poder. Este racismo esta inmerso en nuestras estructuras sociopolíticas y afecta a las personas en su desarrollo psicológico Objetivos de adiestramiento: 1) definir conceptos básicos tales como raza, racismo, opresión y privilegio, 2) Discutir las maneras en que somos socializadxs a través del sistema de educación hacia una visión racializada de nustra experiencia, 3) Desarrollar destrezas para la exploración adecuada de la raza y el racismo en la investigación y la intervención clínica en nuestro contexto. Introducir el uso de métodos decoloniales en la investigación. 4) Examinar las maneras en que el racismo afecta el acceso y calidad de servicios de salud mental y desarrollar destrezas anti racistas en esta esfera, 5) Examinar las maneras en que el racismo afecta el acceso y calidad de servicios de salud y desarrollar destrezas anti racistas en esta esfera, y 6) Exponer acerca de como las artes pueden ser utilizadas como medio de intervención anti racista

WEDNESDAY, AUGUST 16, 2023 3:00 - 4:30 p.m. PT [Find your local time zone here] Workshop 2 of 5 in the "Back to School Sessions" Workshop Series (view series page for full details)   Giving Voice to Youth Psychological Strengths: A Photovoice Partnership Project Trauma Informed Principle to Practice: Empowerment   Join faculty from California State University, Sacramento’s School Psychology Program and staff and students from Natomas Pacific Pathways Preparatory (NP3) High School to learn about “Giving Voice to Youth Psychological Strengths,” a CSUS Anchor University Grant-funded project that involved collaboration between the NP3 High School students, counselors, and school psychologists; and CSUS School Psychology faculty, undergraduate, and graduate students.   Over the course of ten weeks, NP3 students worked to (a) define psychological strengths such as self-efficacy, self-awareness, empathy, optimism, and gratitude; (b) examine sources of psychological strength in their school, peer, and family networks; and (c) produce photovoice projects illustrating their “world of strengths.”   The session will provide a brief introduction to the project, individual project presentations by each of the students, and questions and answers about this unique project. Tools used to ground the group discussions and activities, such as the CoVitality strengths-based mental health screener, will be shared.   Audience: Educators, school site leaders, school mental health professionals, youth advocates, teacher educators, school mental health graduate school educators, higher education administrators, and anyone interested in photovoice and more!   Faculty   Meagan O’Malley, PhD (she/hers) As a trainer of school psychologists at California State University, Sacramento, I work to ensure that our graduate student school psychologists in training are equipped to use scientifically-supported approaches to screening and psychoeducational assessment, and academic and social-emotional intervention. In addition to my teaching responsibilities, I maintain an active research program investigating topics related to school mental health and psychoeducational assessment practices. My research and practice efforts aim to build schools that empower youth with historically under-represented identities, such as youth with disabilities. My research has been published in a variety of edited volumes and academic journals, such as the Handbook of Positive Psychology in the Schools, the Journal of School Psychology, School Mental Health, and Educational Administration Quarterly. I am the incoming Editor-In-Chief of the academic journal Contemporary School Psychology, and I serve as Program Chair for the School Culture, Community, and Climate Special Interest Group of the American Educational Research Association.     Jeremy Greene, MA, NCSP, LEP (he/his) Jeremy DeWayne Greene, MA, NCSP, LEP #4020 is a nationally certified school psychologist as well as a poet/hip-hop artist. Going on his eleventh year in the education field, he is currently working for the Natomas Unified School District (NP3; a K-12 school) and consults as a Licensed Educational Psychologist (LEP). Although in the Sacramento region, his familial roots remain firmly planted in Baton Rouge, Louisiana. A lyricist by nature (and a Sagittarius!), he enjoys gathering and sharing the stories he has heard along those winding roads. These stories also include his time living and working as a school psychologist in Shanghai, China from 2017-2019.      

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 Region 6 Peer Support Advisory Committee (PSAC) to the South Southwest MHTTC meets on a monthly basis to collaborate across the states and tribal communities to identify and address common areas of need and share resources. Based on feedback from the PSAC, and needs identified by peers across Region 6, the MHTTC organizes training and technical assistance focused on peer retention and workforce development. This is a closed meeting.

  Learn about evidence-based diagnostic and treatment approaches to Schizophrenia and other psychotic disorders. Event Description 2 to 3% of the population meets the criteria for having a diagnosis of a psychotic disorder.  However, there are varying types and treatments.  This session will provide an overview of diagnostic and treatment approaches. Trainer Andrew McLean   Dr. McLean is Chair of the Department of Psychiatry and Behavioral Science at UND School of Medicine and Health Sciences. He obtained his medical degree from the University of North Dakota School of Medicine, completed a psychiatry residency at the University of Wisconsin, and an M.P.H. degree from the University of Minnesota. He has been recognized as a UND School of Medicine Distinguished Alumnus, has received the American Psychiatric Association Bruno Lima award for outstanding contributions to Disaster Psychiatry, and has been conferred with numerous teaching excellence awards. Dr. McLean previously was the Medical Director of the ND Department of Human Services. He has served on numerous clinical, administrative, and regulatory boards, including medical licensing and professional health programs. He has lectured internationally on pertinent behavioral and public health issues. Dr. McLean has a particular interest in collaborative models of care. He also is interested in individual and community resilience.

  DESCRIPTION: Being person-centered means sharing power and decision-making as much as it is possible in any given context. Taking a person-centered approach to supervision improves the supervisory relationship and promotes self-efficacy and growth among supervisees. This class explores how being person-centered might show up in supervision as well as the benefits and strategies for collaborating with supervisees to increase performance and job satisfaction.     LEARNING OBJECTIVES: Describe a person-centered approach to supervision Discover one’s preferred supervisory style, exploring opportunities to expand Explore strategies and approaches for collaborative problem solving and planning Introduce a structured approach to individual supervision meetings     CONTINUING EDUCATION: Registrants who fully attend this training will be eligible to receive 2 continuing education (CE) hours certified by the Minnesota Board of Social Work. CE certificates are provided by People Incorporated Training Institute.       PRESENTER: Warren Duncan, BS, has had various roles throughout his career working with households experiencing homelessness and multiple barriers to stable housing. He has worked as direct support staff on mobile teams in Permanent Supportive Housing program across the metro area, assisted in outreach efforts for program participants living on the streets and in shelter, provided outreach to property managers and landlords, connecting them to support services in metro and greater Minnesota communities. He has worked to provide support to a network of supportive housing programs and community organizing among County, State, and local community agencies in Southern and Central Minnesota. He is currently overseeing all programming as Program Director for a Minnesota Nonprofit. Warren enjoys facilitating workshops and has led a number of training sessions. Topics include Building Landlord Relationships, Housing First, Harm Reduction, Navigating Conflict, De-escalation, and Mindfulness. Warren grew up in Des Moines, Iowa and moved to Minnesota shortly after graduating from Iowa State University. He currently lives with his family in the Twin Cities western suburbs. He enjoys drawing, painting, and photography in his spare time.     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.

MONDAY, AUGUST 14, 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 4 of 4 in the "Rising Practices & Policies Revisited" 2023 Learning Series (view series page for full details)   At this moment, we are experiencing a huge rise in need for mental health services in our communities and schools and, at the same time, experiencing a large attrition rate of providers.   Join us for a discussion with pre-service and in-service mental health and school mental health leaders to discuss how to address the supply and demand gap: challenges, rising practices and policies, and questions to pursue with our colleagues and stakeholders.   In this session, we explore the following questions and more: What are the disparities between what the field needs in providers and service systems and what trained professionals are able to provide? What are innovative ways pre-service and in-service graduate school programs are creating, incentivizing, credentialing, and certifying the mental and school mental health workforce? How might we onboard and retain a new wave of providers?     Select comments and quotes participants shared during last year’s 2022 session: “Different approaches that graduate programs (counseling, school psychology, SW) developed/practicing to train mental health professionals. I really liked the integrated program that Cal State LA is doing - family counseling and school counseling, a fully integrated pathway to LPCC and MFT and school counseling certificate.” “Creating a pipeline for School-based Mental Health professionals starting in high school.” “The variety of speakers being able to attest to their experiences.” “Whole health for all. Community partnerships---school to work MH career pipeline.”     Presenters Katie (Katherine) Dockweiler, Ed.D., NCSP Dr. Katie Dockweiler is a school psychologist and policy researcher who serves as a leader at the state and national levels. She is a member of the Nevada State Board of Education, of the Leadership Assembly for the National Association of School Psychologists, and serves on many state level committees guiding policy relative to school-based mental health. Dr. Dockweiler designed the ARTERY Pipeline Framework for School Psychologists and is the Director of the School-Based Mental Health grant at Nevada State College. She is also the co-founder of Healthy Minds, Safe Schools, a school violence and risk prevention program and has authored two books.     Russia Collins, LMHC-QS Russia Collins is a Licensed Mental Health Counselor, Qualified Supervisor and Certified Child Protection Professional. Ms. Collins is the Chief Executive Officer of Collins Consulting LMHC, and serves on the Board of Directors as the current President for New Visions of the Well. Ms. Collins has an expertise in behavioral health and child welfare systems, with fifteen years' experience with children and families. Ms. Collins is currently employed as a Clinical and Training Director for the University of South Florida, St. Petersburg Campus. In her previous role she served as the Community Coordinator for Early Childhood Court in the 6th Judicial Circuit, working to impact systems change. As a consultant and clinician, her areas of focus are community engagement, parent-child relationships, co-parenting, and creating equitable programs within systems. Ms. Collins strongly believes in empowering families within their communities, by helping them to identify the strengths that they already possess to create the positive outcomes they desire. To date, Ms. Collins cites her biggest accomplishment as being the proud mother of her two boys, Christian and Carter.   Patrick Camangian, PhD Patrick Camangian is a former English teacher in Los Angeles and Oakland and a professor of Teacher Education at the University of San Francisco. Patrick’s interdisciplinary research on humanizing education intersects radical democratic analysis, critical pedagogy, and health science research. Patrick pursues these areas of research to improve teacher quality, capacity, and retention, as well as to inform policies and practices impacting urban schools and communities.           Main Session Moderator Tonicia Freeman-Foster, Ed.D., CDP, CHES, PMP, Senior Technical Assistance & Training Specialist, Change Matrix     Session Host Ingrid Severson, PS MHTTC Project Manager     Priming Materials Increasing Diversity Among Mental Health Care Providers Improves Trust and Reduces Cultural Stigma - American Hospital Association Institute for Diversity and Health Recruiting and Retaining School-Based Mental Health Professionals – Ed Note Factors That Affect Behavioral Health Provider Retention – Relias    

    Participation at the 55th Annual Southwestern School for Behavioral Health Studies Conference. 

  Program Number: 23CE00128   Objectives:  Review common supervision models, highlighting their absence of cultural integration.  Critique current supervision models, while discussing their potential to cause harm to supervisees. Identify ways to apply the supervision models in a culturally adapted manner.    Presented by: Patty Cerda-Lizarraga, Ph.D., Belinda Hinojos, PhD, LP, and Anitra Warrior, PhD, LP   Patricia Cerda-Lizarraga, Ph.D., graduated from the University of California, Irvine with a double major in Cognitive Psychology and Spanish Language and Culture. She moved to the Midwest where she completed her Masters degree and doctoral degree in Counseling Psychology from the University of Nebraska-Lincoln. Patricia previously worked as a staff psychologist at UNL where she provided individual and group therapy to college students. Patricia was the diversity coordinator at Counseling and Psychological Services at UNL and has a passion to work with issues of diversity and with people of color. She recently came on board at Morningstar to work with the American Indian population in Nebraska and expand her training in working with children and families. Dr. Patty was born and raised in Southern California. Together with her two young boys and her husband they have made Lincoln, Nebraska their home. Dr. Patty enjoys family time and taking trips to California and Mexico.   Belinda Hinojos, Ph.D., received her bachelor's degree in psychology and master's degree in counseling psychology from the University of Kansas. She completed her Ph.D. in counseling psychology from the University of Nebraska-Lincoln. She is a staff psychologist and training director with Morningstar. In this role, she provides mental health services to American Indian communities in Nebraska. This includes outreach and services to the Little Priest Tribal College and the Nebraska Indian Community College. Dr. Hinojos previously held the position of training director at the University of Nebraska-Lincoln’s (UNL) Counseling and Psychological Services (CAPS). Throughout her career, Dr. Hinojos has focused on increasing access to quality mental health services for people of color. She began her work at UNL-CAPS as the Diversity Coordinator and Latinx Outreach Specialist. Prior to starting her doctoral program, Dr. Hinojos worked at a community mental health agency in Kansas City providing mental health services to the Latinx community. She is an active member of the National Latinx Psychological Association. She currently serves on the Standing Committee on Diversity through the Association of Counseling Center Training Agencies, in addition to the Training Advisory Committee for the Minority Fellowship Program through the American Psychological Association.   Dr. Anitra Warrior is the owner of Morningstar Counseling and Consultation in Lincoln, Nebraska, and is from the Ponca Tribe of Oklahoma. She earned her Ph.D. in counseling psychology in 2015 and has operated her clinic since 2012. Since receiving her Ph.D., Dr. Warrior has established four additional clinics that are now located throughout eastern Nebraska. Morningstar offers counseling on two college campuses, as well as in schools, communities, and other integrated care locations with the Omaha Tribe of Nebraska. Clinic sites are based on reservations and in rural and urban settings. Dr. Warrior specializes in treating trauma in children through the utilization of evidenced based practices that have been adapted to the American Indian population. Most recently, Morningstar has become a training site for doctoral candidates with the Munroe-Meyer Institute. This track will focus on integrated care on the reservation as well as provide additional clinical training opportunities in schools, colleges, and in the tribal communities.     Accredited Continuing Education   In support of improving patient care, University of Nebraska Medical Center is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC), to provide continuing education for the healthcare team.       PSYCHOLOGISTS/LICENSED MENTAL HEALTH PROVIDERS   Continuing Education (CE) credits for psychologists are provided through the co-sponsorship of the American Psychological Association (APA) Office of Continuing Education in Psychology (CEP). The APA CEP Office maintains responsibility for the content of the programs. This activity has been approved for 1.5 credit hours of continuing education credit.       Learn more about the series — Decolonizing Training and Supervision: Implementing a Culturally Responsive Model of Training    

  DESCRIPTION This course will train participants on learning the warning signs of of a suicide crisis and how to question, persuade, and refer someone to help.   LEARNING OBJECTIVES Describe how to question, persuade and refer someone who may be suicidal Explain how to get help for yourself or learn more about preventing suicide Identify the common causes of suicidal behavior Explain how to get help for someone in crisis

DESCRIPTION This course will train participants on learning the warning signs of a suicide crisis and how to question, persuade, and refer someone to help.    LEARNING OBJECTIVES Describe how to question, persuade and refer someone who may be suicidal Explain how to get help for yourself or learn more about preventing suicide Identify the common causes of suicidal behavior Explain how to get help for someone in crisis 

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

  DESCRIPTION: This workshop will provide the participant with the opportunity to learn the basic rationale for somatic psychotherapy. Participants will also build some tools for accessing their clients' own somatic resources for building tolerance through distress and adversity, increasing resilience, and fostering capacity for social engagement and participation in their own lives. Tools for learning will include lectures, video presentations, and experiential learning.     Note: This webinar is NOT being recorded and is only offered live.     LEARNING OBJECTIVES: Participants will learn: The three reasons why incorporating somatic interventions into the therapeutic process expands the possibilities for healing  The concepts of autoregulation, co-regulation, and self-regulation  How to recognize various levels of activation and settling and how to titrate to prevent the client and the therapist from overwhelm and dysregulation in the therapeutic process  The Somatic Experiencing process for building coherence, processing unintegrated pieces of their own story and experiences while building their tolerance and resilience.  The benefit of therapeutic touch.      CONTINUING EDUCATION: Registrants who fully attend this training will be eligible to receive 4 continuing education (CE) hours certified by NBCC. CE certificates will be disseminated by our partners at WAFCA.     PRESENTER: Anita Mandley, MS, LCPC, is an Integrative Psychotherapist specializing in Complex and Developmental PTSD, Intergenerational and Cultural Trauma, Relational Wounds, Ancestral Wounds, and Interpersonal Violence. She works with clients who struggle with developing internal safety and safety in relationships and in the world. She works with those who have been marginalized and want to restore or acquire their capacity to be empowered, feel safely connected, have a sense of personal value and expand their capacity to heal any grief that burdens them.   Anita works primarily with older adolescents and adults as Individuals or couples, as well as in groups. She has developed, along with Francine Kelley LCPC, a decolonized group healing model for Complex and Developmental PTSD.    Anita holds a BA in Psychology from Spelman College and an MS in Counseling from National Louis University. She is a Licensed Clinical Professional Counselor. In addition, she has extensive training in trauma, Somatic Experiencing, Dialectical Behavior Therapy, and Touch Skills for Trauma Healing. She is a certified practitioner of Transforming the Experience Based train as taught by Stechen Terrel, PhD.    In her over 40 years in the field of mental health, Anita has worked in Substance Abuse, Community Mental Health, Partial Hospitalization Programs, and most recently at The Center for Contextual Change for over 20 years.     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.

WEDNESDAY, AUGUST 9, 2023 3:00 - 4:30 p.m. PT [Find your local time zone here] Workshop 1 of 5 in the "Back to School Sessions" Workshop Series (view series page for full details)   Study Session: A Practical Guide for Implementing a Trauma-Informed Approach The Framework   In June 2023, SAMHSA released the updated and expanded practical guide from the 2014 Concept of Trauma and Guidance for a Trauma-Informed Approach Resource. Drawing on the domains of trauma-informed work, the new guide offers implementation strategies.   Join PS MHTTC School Mental Health Field Director Leora Wolf-Prusan and Trauma Informed Educator Network founder Mathew Portell on August 9, 2023 for an interactive study session. Together, we’ll familiarize ourselves with the guide by 1) defining trauma, trauma-informed care, and connected terminology; 2) identifying resources to support our work; and 3) exploring the guide’s case study of Fall-Hamilton Elementary School in Nashville, TN (at which Mathew used to be the principal!). Walk away with deeper fluency in trauma-informed language, ideas for moving the work forward in your environment, and connections to other trauma-informed practitioners   View the text study PDF   Audience: Educators, school site leaders, school mental health professionals, youth advocates, trauma-informed professionals, and anyone interested.    Faculty   Mathew Portell, MEd (he/his) As an educator, administrator, podcaster, writer, and international speaker, Mathew has utilized his experience to impact education globally as an innovator and pioneer of trauma-informed education. During his tenure as the principal of Fall-Hamilton Elementary in Nashville, TN, he utilized the most current neuroscience to transform the school into an international model school for trauma-informed practices. His interest in trauma-informed education led him to start the Trauma Informed Educators Network, a global network of over 31,000 practitioners, which he supports with a weekly podcast and yearly conference. Mathew’s passion and experience have made him a globally sought-after keynote speaker and facilitator. He is currently the Director of Education and Outreach at PACEs Connection; Portell supports cross-sector community collaboration to inform and support the development of resilient and trauma-informed communities. Portell has received several recognitions for his work, but the most notable was the Elementary Principal of the Year, in 2021, for Metro Nashville Public Schools, which serves nearly 90,000 students. He is a proud graduate of Tennessee State University, where he received his B.A. and M. Ed. He completed his administrative licensure at Trevecca University and his Trauma and Resilience Certification, Level One and Two, from Florida State University.     Leora Wolf-Prusan, EdD (she/hers) Leora Wolf-Prusan is the School Mental Health Field Director 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 also serves as the project director for the National Child Traumatic Stress Network (NCTSN) Category II site, the School Crisis Recovery & Renewal project (SCRR), formerly served as the field director for a SAMHSA Now is the Time Initiative, ReCAST (Resiliency in Communities After Stress and Trauma), and 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. Leora works for the Center for Applied Research Solutions (the home of all these projects), lives in the Bay Area of California (unceded Ohlone land), and is a new parent to a brilliant little human.      

Managing grief in the modern era workplace can be complex.   Event Description Modern western culture has long struggled to deal well with grief, and workplace productivity demands and social scripts further complicate our responses to grief. Yet, our modern era is replete with grief: The COVID-19 pandemic, addiction crises, worsening racial and other injustices, increasing employment and financial insecurity, and more. In this webinar, we will identify the ways in which grief presents in the workplace in behavioral health and primary care, the barriers to responding well to grief, and how to develop more compassionate and responsive approaches to managing grief. Learning Objectives Upon completion of this webinar, participants will be able to: Name at least two sources of grief in the workplace Identify at least two barriers to responding well to grief Explain how to respond more compassionately and responsively to grief Trainer Melanie Wilcox                 Dr. Melanie Wilcox is an Assistant Professor in the Department of Psychological Sciences, Institute of Public and Preventive Health, and Department of Psychiatry at Augusta University. She is also a licensed psychologist and board certified in counseling psychology and works part-time in private practice providing both therapy and assessment via telehealth. Her clinical areas of expertise include culturally responsive and trauma-informed care as well as substance abuse and addiction. Her research focuses on culturally response and antiracist psychotherapy and training, racial and socioeconomic inequity in higher education, and racial and social justice more broadly. She is in her final year as a member of the American Psychological Association’s Board of Educational Affairs, which she chaired in 2020, and is currently President Elect-Elect of APA Division 17, the Society of Counseling Psychology.  

DESCRIPTION Adults are deeply affected by experiencing microaggressions. Microaggressions are verbal, behavioral or environmental slights or insults directed towards others. Whether said intentionally or unintentionally, microaggressions communicate an underlying hostility or negative attitude based upon a dimension of the person's diversity. This workshop deals with ways to combat microaggressions by creating an agency culture of respect, reverence and dignity for all dimensions of diversity.   LEARNING OBJECTIVES Define and understand microaggression in the workplace  Discuss the negative impact of microaggression on those targeted Practice how to respond when microaggressions are experienced, overheard or used   PRESENTER Interculturalist and diversity scholar, Dr. Kami J. Anderson is a thought leader, international keynote speaker and sought-after diversity consultant. Her passion is demonstrated with her emphasis on application and confidence. She holds a Bachelor’s degree in Spanish from Spelman College, a Master’s degree in International Affairs/Interdisciplinary Studies in International Communication and Anthropology from American University and a PhD in Communication and Culture from Howard University.   Closed Registration