Past Events

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.

Cognitive Behavior Therapy for Psychosis (CBT-P) is an evidence-based approach to support recovery for individuals experiencing psychosis. Case conceptualization can guide CBT-P individual treatment and team-based treatment in a multidisciplinary setting, such as a First Episode Psychosis (FEP) team. In these monthly case-based learning calls, First Episode Psychosis (FEP) Team Leads and Therapists in MHTTC Region 6 will practice using case conceptualization models for young people on their FEP teams. Each month, up to two providers will have the opportunity to present their case conceptualization and receive feedback from the group. Providers will be asked to submit their case conceptualization one week in advance of the call. Samantha Reznik, PhD, will facilitate the calls. Although the calls will practice using a CBT-P case conceptualization, other modalities may be integrated as clinically indicated by the conceptualization and an emphasis will be placed on shared decision-making and recovery-oriented approaches. Participants should expect to learn basic theory of CBT-P case conceptualization rather than to be competent in provision of full CBT-P. Further CBT-P training options will be discussed during the series.   Facilitator Samantha Reznik is the current research postdoctoral fellow with the Advancing the Early Psychosis Intervention Network in Texas (EPINET-TX) project at the Texas Institute for Excellence in Mental Health (TIEMH), University of Texas at Austin. She has specialized in providing recovery-oriented services to individuals diagnosed with serious mental illness (SMI) and other underserved populations. She completed her PhD in Clinical Psychology at the University of Arizona. She trained in Coordinated Specialty Care (CSC) and Cognitive Behavior Therapy for Psychosis (CBT-P) at the Early Psychosis Intervention Center (EPICenter) in Tucson, Arizona. She completed an advanced clinical fellowship in rehabilitation and recovery for SMI at VA San Diego Healthcare System/University of California San Diego (VASDHS/UCSD), where she expanded her training in CBT-P and learned how to integrate Recovery-Oriented Cognitive Therapy (CT-R). She also completed a Health Resources and Services Administration (HRSA)-funded clinical internship at University of Kansas Medical Center to specialize in working with underserved populations.   Positionality statement:   I have been passionate about CBT-P since I saw how it can be used to effectively partner with young people in service of recovery. One important area of non-expertise in my use of CBT-P is that I do not have lived experience of psychosis or participating in CBT-P. Having a positionality as only provider rather than receiver of services, I am mindful that lived experiences may or may not align with the evidence base of CBT-P. I work to honor each individual’s lived experience of participating in CBT-P by sharing and collaboratively building any case conceptualizations and partnering in setting goals and techniques. I apply CBT-P flexibly and use CBT-P case conceptualization to guide therapy, which often incorporates strategies from other modalities.

To be effective and efficient, organizations must provide their services in ways that do not inadvertently re-traumatize the teams of workers providing support to their clients. Becoming trauma-informed means adapting practices, policies, physical spaces and more to make services more accessible for everyone, including the workers. This is very important when working on a team, some of whom likely have lived experiences of trauma. This class helps learners conceptualize the nature of this problem and offers practices that reduce the risk of re-traumatization.   LEARNING OBJECTIVES: Review the impacts of trauma exposure in behavioral health work Consider the mechanisms of re-traumatization in the workplace Assess areas of trauma-informed practice using various assessment tools Examine trauma-informed team competencies   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.

About this Event: Georgia has had a reputation for being a standard bearer of peer support for many years, and that reputation has been on display over the past 36 months with the launch of the new national 988 and 988lifeline.org. In this series, '988 in Every State', presenters will explore the range of peer recovery-oriented responses and/or responders associated with local, statewide and national crisis response teams, warmlines and recovery centers.   Learning Objectives: · Identify the different types of responders and community resources. · Describe what a recovery-oriented Crisis Intervention Team looks like. · Understand and describe the goals of a crisis response team.  

This training is now at full capacity. Stay tuned for future in-person opportunities! Event Description This two-day in-person training provides a neurodevelopmentally informed approach to better understand student behavior and performance. This training is intended to assist school mental health professionals and educators to understand the impact that stress has on a child’s brain so that they can become trauma-sensitive and ultimately provide effective supports to their students. Agenda: Day One: Explore sequential development and skill building Breaking down the six components necessary for optimal learning environments   Day Two: Breaking down the six components necessary for optimal learning environments (continued) Identifying and creating student interventions and strategies that align with concepts learned in the training   The participant is responsible for all travel, meals, and lodging costs. While lodging accommodations cannot be provided by the Mountain Plains MHTTC, the Residence Inn by Marriott is located directly across the street from the WICHE offices. Objectives: 1. Participants will be able to modify current student strategies to align with the modes of regulation. 2. Participants will practice utilizing state-dependent behavior intervention plans. 3. Participants will do an audit of current strategies in their area of practice regarding components of neuroplasticity. Trainer Jessica Pfeiffer, PsyD., PCSY, LCSW Jessica Pfeiffer, PsyD, NCSP, LCSW is the Founder of Intricate Roots and a consultant with the Neurosequential Network. Over the last 16 years, Dr. Pfeiffer has provided keynote presentations, trainings, consultations, coaching, and observations to educational systems around the world. She focuses on embedding a neurobiological lens in the school settings and providing recommendations that are developmentally relevant for students and staff. Dr. Pfeiffer is co-host of Education Suspended, a podcast focused on engaging in conversation with guests who are passionate about evolving our educational system. She is an adjunct professor at the University of Colorado, Denver, in the Graduate School of Education and Human Development. She completed her undergraduate degree in Social Work at Wartburg College in Waverly, Iowa. She received her Master of Social Work degree and Animal Assisted Social Work Certificate from the University of Denver. Dr. Pfeiffer received her Doctorate in Clinical Psychology in School Psychology at the University of Colorado, Denver.

The South Southwest MHTTC is co-facilitating this training with Texas Health and Human Services. This is a closed training. AS+K About Suicide to Save a Life is a 3 workshop for adults who interact with youth or adults at risk for suicide. The program provides participants with an overview of the basic epidemiology of suicide and suicidal behavior, including risk and protective factors. Participants are trained to recognize warning signs—behaviors and characteristics that might indicate elevated risk for suicidal behavior—and how to intervene with a person they think might be at risk for suicide.

Please join Springfield College MSW students for a virtual discussion about Social Emotional Learning (SEL)! Social workers, social work students, and anyone interested in SEL is welcome. Presenter: Dr. Jean Conway is a graduate of Northeastern University (BS in Psychology), Boston College (MSW), and Concordia University (MS Ed). Jean brings over three decades of dedicated service as a social worker within the Worcester Public School system, demonstrating her strong commitment to supporting student social and emotional well-being. There will be an opportunity for Q&A. This event is co-sponsored by Springfield College.

This 2-hour webinar will discuss how to enhance motivation and engagement in treatment. ABOUT THIS EVENT This 2-hour webinar will focus on enhancing participants’ ability to improve an individual's motivation and engagement in treatment. Participants will learn ways to empower their clients to change by drawing out their meaning, importance, and capacity for change. The hope is that through these methods, participants will gain tools and knowledge to help motivate their clients to improve their health and wellness, live self-directed lives, and strive to reach their full potential. Offered in collaboration with Lewis Family Consulting. Webinar slides FACILITATOR Lamarr Lewis, MA, LAPC, CPRP Lamarr Lewis is a dedicated advocate, author, and agent of change. With a focus on community-based mental health, he works with diverse groups including individuals living with psychiatric disabilities, people in recovery from substance abuse, and at-hope youth (He does not use the term at-risk). He is an alumnus of Wittenberg University graduating with a Bachelor of Arts in Sociology with minors in Africana Studies and Religion. He later received his master’s degree in clinical mental health counseling from Argosy University. His career spans over twenty years with experience as a therapist, consultant, and human service professional. He has been a featured expert and trainer for such organizations as; Boeing, Fulton County Probate Court, Georgia Mental Health Consumer Network, Mississippi Department of Health, the Mississippi Band of Choctaw Indians, Region IV Public Health Training Center, the Ruby Neeson Diabetes Awareness Foundation, and more. His lifelong mission is to leave the world better than how he found it.  

Session Objectives: Understand the importance of family and community engagement within a CSMH system. Consider family and community engagement through a culturally sensitive, trauma-informed lens. Be able to discuss implementation steps to creating effective School-Family-Community partnerships to support student mental health.   Facilitator: Tania Leonard has 20+ years of experience identifying and connecting resources for schools, districts, and urban communities. She has a rich history working in the mental health field and education leadership and has worked tirelessly with child servicing agencies at the city and state levels. Tania has provided leadership, guidance, and coaching to schools. She has supported school teams with implementing evidence-based support, responding to behavioral health emergencies, and managing the aftermath of school and community crises. Tania is committed to providing quality services to the most vulnerable populations.

WEDNESDAY, April 10, 2024 2:30 - 4:00 p.m. PT [Find your local time zone here] Workshop 4 of 6 in the "Trauma-Informed, In School Sessions" Workshop Series (view series page for full details) Counseling with Care: Trauma Informed School Counseling Practices Trauma Informed Principle to Practice: Peer Support, Empowerment Are you a school counselor, becoming a school counselor, or someone who teams/works with school counselors? Zeyda Garcia, founder of Healing Aguas Wellness Solutions and school counseling professor, joins our series to share how we can anchor and apply trauma-informed principles in school counseling practices, programs, and policies. In this workshop we will discuss a high-level overview of trauma, its impacts on students, and different strategies we can implement to support young people in counseling settings.   Utilizing trauma informed school counseling practices, we can support young people in regulating their own nervous system and support them in accessing their education. Join us as we reflect on our unique school and personal practices, in order to enhance our trauma-informed support of students.   Participants will walk away with practical tools they can use in sessions with students, families, and school-wide. Most importantly, and in Zeyda’s words, the workshop hopes to offer school counselors with “more creativity, courage and confidence in yourself as a counselor and a commitment to caring for yourself.”       Audience:  School counselors, school-based clinicians, counselor educators, counselor supervisors, mental health counselors, and anyone interested.   Faculty   Zeyda Garcia, M.A., LPCC (she/hers) Zeyda Garcia is a licensed therapist, school counselor, founder  and counselor educator dedicated to ensuring all students have access to counseling services in schools. She is a systems driven, community oriented thinker and clinical supervisor who has created multiple counseling programs within the school setting. Zeyda is a highly esteemed adjunct professor at University of San Francisco where she has trained hundreds of graduate students to be community responsive counselors. She is also the Founder of Healing Aguas Wellness Solutions, LLC,  which provides mental health consulting, counselor coaching  and socio-emotional curriculum to schools.   Priming Materials   The School Counselor and Trauma-Informed Practice (ASCA, 2022) The Basics of Being a Trauma-Informed School Counselor (Povall, 2022) A Trauma-Informed Approach to School Counseling (2018)     

ABOUT THIS EVENT Leading, managing and supervising in the behavioral health field can be demanding work, requiring attention, organizational skills, quick thinking and creative problem solving. With all of these demands, it can be difficult to remain stable and flexible, while navigating interpersonal relationships, in and out of work. Individuals can often feel discouraged and frustrated, which can affect desired outcomes and add another layer of personal stress. Leading and advocating for change is intense work. All too often, an individual's mental health and wellness will take a back seat, and over time, burnout can occur. In this training a broader picture is revealed as we examine personal responses to life through a Polyvagal lens. With a collection of fresh ideas, plus a bit of tender encouragement, participants can discover new nervous system awareness, resilience and some much needed soul-nurturing to inspire confidence for the challenges of leadership and advocacy. Learning Objectives Understand the foundations of polyvagal theory Self-identify personal nervous system states through a polyvagal lens Cultivate broader awareness and connection with self and others Gain increased skill and confidence for effective leadership and advocacy   FACILITATOR Rebekah Demirel, L.Ac MPCC Rebekah Demirel L.Ac. MPCC, is the founder and director of Trauma Integration Programs, with more than a decade as an ambulance paramedic, twenty-two years as a paramedic trainer, eighteen years of mental health counseling experience, specializing in traumatic stress, and she is a licensed East Asian medicine practitioner and acupuncturist. Rebekah’s unique skill set and experience are informed by her own traumatic childhood and teen years spent on the street and in the foster care system, giving her a special familiarity and empathy for trauma and loss.

Description: For those who grew up associating drugs with natural sources like marijuana plants, poppy fields, and cocoa leaves, it can be tough to keep up with the shift to synthetic drugs made of chemicals some people may not know they’re ingesting. This workshop will help participants understand the current drug landscape, including stimulants (e.g. methamphetamine and cocaine), powerful opioids like fentanyl and nitazines, and xylazine, an animal tranquilizer increasingly showing up in the drug supply in some regions. It will also cover drug use trends, such as increasing polysubstance use, higher potency drugs, and the risks of mixing illicit drugs, alcohol, and medications. Participants will learn about factors that have contributed to rising overdose rates—including nonfatal overdoses—strategies to minimize risks, and how to recognize and respond to an overdose, as well as where to obtain naloxone. Goals: Increase participants’ awareness of current drug use patterns, the increasing potency of both plant-based and synthetic drugs, and how to prevent, recognize, and respond to an overdose. Workshop Outline: Discuss drug use trends (increasing polysubstance use, shift to synthetics vs. plant-based drugs, mixing prescription medications & illicit drugs, increasing stimulant use). Present graphics depicting increasing strength and potency of illicit drugs (cannabis, methamphetamine, etc.) and effects of different drugs. Overview of fentanyl and xylazine as well as other drugs like nitazines + kratom. Overdose statistics and definitions (opioid vs stimulant ODs). Risk factors for an overdose (including nonfatal overdoses). Strategies to reduce overdose risks. Signs of an overdose. Naloxone – brief overview and where to get it, plus sources for additional training. Good Samaritan laws protecting people who respond to an overdose. Trainer Bio Susan Stellin, MPH is a writer, educator, and public health consultant focusing on health-centered responses to substance use and addiction. Since earning a master's in public health at Columbia University, she has worked on projects about ways to reduce overdose deaths, reform punitive drug policies, and expand access to harm reduction, treatment, and recovery support. Recent clients include NYU Langone’s Health x Housing Lab, the Northeast & Caribbean Addiction Technology Transfer Center, the Opioid Response Network, the NYC Department of Health and Mental Hygiene, the Overdose Prevention Program at Vital Strategies, and the Vera Institute of Justice. She regularly leads training workshops for service providers working with people experiencing substance use, mental health, and housing challenges, and has also taught undergraduate courses about media ethics, collaborative storytelling, and the history of journalism. Other Session in this Series: Session 1: Addressing Myths About Substance Use, Addiction, Treatment, and Recovery Session 3: Harm Reduction Principles, Strategies and Limits Session 4: Understanding Addiction and Options for Care

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. LEARNING OBJECTIVES Define the components of mental health literacy Describe the importance of promoting mental health literacy across diverse youth-serving settings Identify outcomes associated with improved mental health literacy PRESENTERS Sean Perry Founder and President, We R H.O.P.E. Inc. Mr. Perry is a trailblazer in the field of youth mental health coaching. With two decades of experience under his belt and a wealth of knowledge and expertise, he has been on the front lines of addressing the inequalities in mental health support services. But he didn’t just sit back and observe, he took action. He co-founded We R H.O.P.E. Inc (www.werhope.org), an organization that is revolutionizing the way we approach mental health by bringing support to young people at an early age and breaking the stigma surrounding mental illness at the school and community level.     Abbie Rosenberg, PMHNP-BC, RN Founder and Executive Director, Mental Health Collaborative Ms. Rosenberg is a psychiatric nurse practitioner with over 30 years of experience providing individuals and families with psychotherapy, psychopharmacology and psychoeducational services. Abbie earned her Bachelor of Science in nursing degree from Boston University, her Master of Science and Nurse Practitioner Degree from University of California, Los Angeles and completed coursework at the Heller School for Social Policy and Management at Brandeis University. In 2019, Abbie founded Mental Health Collaborative (www.mentalhealthcollaborative.org), a nonprofit organization dedicated to building resilient communities through mental health education and awareness. Abbie is a passionate advocate of universal mental health literacy.   Annie Sleaze, M.Ed. Co-Founder, The Mental Health Literacy Collaborative Ms. Sleaze (she/her) is co-founder of the Mental Health Literacy Collaborative (www.TheMHLC.org). Inspired by her personal experiences, Annie repurposed her 25-year teaching career into mental health advocacy, championing upstream solutions, and directing advocacy and education efforts for Delaware’s NAMI chapter for nearly 6 years before co-founding the MHLC. In addition to her national work with the MHLC, Annie continues to contribute to various Delaware initiatives, including as a board member of the Delaware School-Based Health Alliance, Core team member of the Delaware Recovery Ready Workplace Initiative, Community Advisor for Delaware’s CCBHC project, and appointee of the Governor serving on the Delaware Behavioral Health Consortium as Advocate.   AUDIENCE Educators, Administrators, Health and Behavioral Health Care Professionals, Central East (Region 3) Project AWARE Grantees, Policymakers and Advocates, and Child-Serving Agency Staff

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

  Event Description Studies have estimated that it takes approximately 17 years for research to inform practice. Implementation science is the systematic study of methods to improve the translation of research to practice. There are many implementation science studies within youth mental health that have focused on therapist training, dissemination campaigns, and cost-effectiveness of training in particular interventions based on community appropriateness. This training will go over implementation science theories, methods, and frameworks that anyone can use to guide an implementation effort. Practical examples in youth mental health implementation within school-settings will be used to highlight innovative ways people can use implementation science in their own work. Learning Objectives Define implementation science, applied implementation, and implementation research Understand theories, frameworks, and models that comprise implementation research Learn from practical school-based implementation efforts for youth mental health Commit to one action that aligns with implementation science principle Trainers Kelsie Okamura Kelsie Okamura (she/her) is an Implementation Researcher at the Baker Center for Children and Families, a Harvard Medical School affiliate, and a licensed psychologist. Dr. Okamura serves on the training, consultation, and distance learning development teams at PracticeWise, LLC. She received her BA in Psychology with Honors and PhD from the University of Hawai‘i at Mānoa. Dr. Okamura completed her predoctoral internship at I Ola Lāhui Rural Hawai‘i Behavioral Health and postdoc at the University of Pennsylvania Center for Mental Health. Dr. Okamura was both a NIMH Child Intervention, Prevention and Services (CHIPS) and Training in Dissemination and Implementation Research in Health (TIDIRH) fellow; and has more than 30 peer-reviewed journal articles and book chapters. She currently serves as Leader for the ABCT Dissemination and Implementation Science Special Interest Group and is a Diversity, Equity, and Inclusion Advisory Group Member to Implementation Research and Practice. Dr. Okamura is passionate about community-based public-sector service system implementation, particularly (a) knowledge formation, (b) quality improvement initiatives that bridge team-based technology, and (c) financial strategies to improve implementation. She is currently funded through the Substance Abuse and Mental Health Services Administration (Co-PI, System of Care Expansion Award), and has received funding through the National Institute for General Medical Services, Robert Wood Johnson Foundation, and American Psychological Foundation. As a fourth-generation daughter of Japanese and Okinawan immigrants to Hawaiʻi, Dr. Okamura has a deep appreciation of understanding diversity, culture, and contexts as they apply to youth mental health implementation. Growing up in a rural town in Oʻahu, Hawaiʻi has afforded her insight into the complexities of socioeconomic and cultural barriers that may impede successful implementation of youth psychosocial interventions.   Summer Pascual Summer Pascual (she/her) is an Implementation Research Assistant at The Baker Center for Children and Families, Implementation Research Division. Summer grew up in California and graduated cum laude from Western Washington University with a Bachelor of Science in Psychology in 2021. She was also the 2021 recipient of the WWU Presidential Scholar Award for the College of Humanities and Social Sciences as a testament to her exceptional scholarship and service to the university and community. Her undergraduate clinical research focused on eating disorders, body image, and community-based work with underserved populations. In her time at WWU, Summer also researched race, culture, and prejudice. Her understanding of equity and oppressive systems is at the forefront of all her work, and she carries this with her into her current position. At the Baker Center, Summer has worked on several implementation research projects such as the implementation evaluation of a case management system in a publicly-funded mental health system. In conjunction with her work in the IRD, she also supports various implementation projects in the Quality Care Initiative including MATCH and PCIT Learning Collaboratives. Part of her time is spent providing administrative support to the Baker Center’s internship, practicum student, and postdoc training programs. Her passion for developing, implementing, and improving mental health services for underserved communities drives all of her work.

This 3-part learning series is intended for individuals working in behavioral health who are interested in building skills that will help increase their engagement in advocacy efforts promoting Hispanic and Latino behavioral health equity. This series will begin with an overview of the importance of advocacy for promoting equity, will transition to skill-building for advocacy, and end with developing action plans for engaging in advocacy. The goal of this series is to better equip and prepare behavioral health workers to advocate for behavioral health equity for Hispanic/ Latino clients and communities at the local, state, or federal. After the 3-part webinar series, an optional follow-up learning collaborative of non-profit organizations from Region 5 (IL, IN, MI, MN, OH, WI) will share about how they are advocating for Latino communities.   LEARNING OBJECTIVES: In session 1, The Role of Advocacy in Promoting Behavioral Health Equity, participants will learn: Why advocacy is critical to social justice and behavioral health equity for marginalized communities What are the barriers and facilitators to engaging in advocacy   TRAINING SCHEDULE: Session 1, The Role of Advocacy in Promoting Behavioral Health Equity: April 9, 12:00–1:30 PM CT Session 2, Skill-Building for Advocacy: May 14, 12:00–1:30 PM CT Session 3, Action in Advocacy: June 25, 12:00–1:30 PM CT   CERTIFICATES: Registrants who fully attend this training will receive a certificate of attendance via email within two weeks after the conclusion of the series.   PRESENTER: Marilyn Sampilo, PhD, MPH, is a licensed clinical psychologist who specializes in integrated behavioral health and health disparities among minority populations. She received her PhD in clinical child psychology with an emphasis in pediatric psychology from the University of Kansas and a Master of Public Health from the University of Kansas Medical Center, both of which allowed her to specialize in physical and mental health promotion and prevention efforts to address health disparities among underserved populations. She has extensive experience in the cultural adaptation of treatment and interventions for Hispanic/Latinx children and families and in community engagement and advocacy for this target population. She is currently a Psychologist in the Center for Pediatric Behavioral Health at Cleveland Clinic, leads the Center’s health equity and social justice initiatives, and is a consultant and trainer on issues of diversity and cultural proficiency.   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.

About this Event: The Community Resiliency Model (CRM)® is a skills-based wellness and prevention program that provides a biological, non-stigmatizing perspective on human reactions to stress and trauma. The primary focus of this stabilization program is to learn to reset the natural balance of the nervous system, using the body itself. CRM skills help people understand their nervous system and learn to track sensations connected to their own wellbeing. This low-intensity intervention teaches easy-to-learn skills to manage difficult emotions which can be brought on by stressful personal or professional situations. In this 1.5 hour training, presenters share their knowledge of concepts to understand their own and others' stress responses and the skills to regain emotional balance when buffeted by strong negative emotions.

The Northwest MHTTC is excited to partner with Sherronda Jamerson, MA, SUDP, to offer a live learning community about racial trauma and trauma-informed treatment in clinical settings. 8 hours of CE contact hours available* (see below.) ABOUT THE LEARNING COMMUNITY Racial trauma, or race-based traumatic stress, is the cumulative effects of racism on an individual’s mental and physical health. Trauma induced anxiety arrests the vocal process and blocks the creative flow of authentic self-expression. The trauma affects the involuntary nervous system, body, brain, and memory function. It is hard to recognize this level of trauma therefore clients are mislabeled as oppositional defiant, difficult to engage, or resistant. A lack of knowledge compromises clinical discussions and outcomes. It is imperative for a safe environment to be created where individuals can be seen fully as they are, without pretense. People of color, traditionally, don't feel welcomed and tend to avoid mainstream clinical resources and consequently are unable to access much needed sometimes critical resources. Learning Objectives: Increase awareness of how trauma shows up in the body and impacts mental health Learn the difference between voicelessness and silence Create a safe and supportive clinical environment for the voiceless Decrease harm to marginalized communities seeking mental health services Eligibility Members of the mental health/behavioral health workforce who are based in the states of Alaska, Oregon, Idaho & Washington (HHS Region 10) Commitment to attend the whole series is required Each individual must have access to computer/web camera/audio to participate Applications are no longer being accepted for this opportunity. Questions: For questions about this series, including eligibility and registration please contact the Northwest MHTTC at [email protected]. SESSIONS: Mondays, April 8-29, 2024  1:00-3:00 pm AK / 2:00 - 4:00pm PT / 3:00 - 5:00pm MT April 8: Trauma and the Nervous System Trauma affects the involuntary nervous system, body, brain, and memory function. It is difficult to recognize this level of trauma, therefore client’s trauma symptoms are often mislabeled or dismissed. Objective: Learn how to identify and treat symptoms related to trauma in the body. Slides April 15: Racial Trauma Race-based traumatic stress is the cumulative effect of racism on an individual’s mental and physical health. Trauma induced anxiety arrests the vocal process and blocks the creative flow of authentic self-expression. Objective: Education on race-based trauma and how to recognize symptoms in clients, while assisting them in recovering their authentic voice and self-expression. Slides "Please Hear What I’m Not Saying," a poem by Cardinal Deardon Therapists Are Learning to Treat Racial Trauma by Jaime Alfaro Race Baiting 101 video with Matthew Cooke How to Understand Power video with Eric Liu April 22: Who has Trauma? If you were born and/or raised in the United States it is highly likely you have trauma. If this trauma is not addressed, it can get trapped inside your body. How trauma reveals itself varies from person-to-person and culture-to-culture. Objective: Learn how trauma can invade the body and how symptoms of chronic trauma can affect individuals, communities and a culture. Slides April 29: Trauma Informed Care Recognize the presence of trauma symptoms and acknowledge the role trauma may play in the division of this country. Objective: Understanding generational, race-based trauma, how it can affect social division, and understanding the importance of your professional role with clients. Slides FACILITATOR Sherronda Jamerson, MA, SUDP Sherronda Jamerson obtained a master’s degree in Clinical Psychology in 2012 from City University College in Seattle, WA, and became certified as a Chemical Dependency Professional in 2007. Her experiences include developing, implementing, and presenting EDI trainings to associations of healthcare professionals, healthcare providers, schools, and community-based organizations. She has also presented at state and national behavioral health conferences on the topics of DEI and Healthcare Equity. She presents with confidence and passion. *Continuing Education Contact Hours Details Physicians, physician assistants, primary care ARNPs, psychologists, and other health care providers may be eligible for CME or CEUs for completing the course. Retain your Certificate of Completion and verify its suitability for CME/CEUs with your licensing/credentialing entity. The University of Washington is an approved provider of continuing education for DOH licensed social workers, licensed mental health counselors, licensed marriage and family therapists, psychologists, substance use disorder professionals, nurses and physicians under the provisions of: WAC 246-809-610, WAC 246-809-620, WAC 246-811-200, WAC 246-840-210, WAC 246-919-460 and WAC 246-924-240.

  This is session 3 of the Mindful Monday series, running from March 11 to May 20. Event Description We are excited to announce that Christina Ruggiero, RP, is returning to lead our first Mindful Monday series, Mindful Monday – Experiential Mental Health Practice, for Spring 2024.      Join us as we continue to explore and experience different mindfulness practices related to the topics of creativity, rest, and self-care. This series is for anyone who desires to improve their overall well-being, resilience, and mental health.  The practices that are presented in the training are designed for quick and effective implementation both personally and professionally.  For mental and behavioral health practitioners these techniques can be easily incorporate into their practice.  Mindfulness practices are varied and can last anywhere from a couple of minutes to an hour or more. Vishen Lakhiani, Meditation Expert and CEO of Mindvalley, states “You can take a one- to three-minute dip into peacefulness, and you can see remarkable results. The biggest benefits are going to happen in the first few minutes.”     Attendees who have participated in past Mindful Monday series have the following to say about the training:  “Incredibly validating experience”, “Love doing this- can we do it indefinitely”, “Thank you for this training. It is hard to recognize we also deserve to be heard, have needs/wants and slow down and breathe for a while.”    This is a 30-minute interactive training that begins on March 11th and will run every other week through May 20th, 2024.  Each training will feature exercises from different mindfulness disciplines. 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 at the end for reflection and discussion.   Trainer Christina Ruggiero Master’s Counselling Psychology  Registered Psychotherapist

Overview: This series examines human trafficking from the perspective of equity. Trafficking is viewed as one indicator of community vulnerabilities such as housing shortages, lack of mental health resources, lack of consistent, viable employment and career opportunities; insufficient or absent transportation opportunities, lack of language support and resources, communities in which neighbors and residents have precarious or no documentation. Session 1 Topic: Human Trafficking (HT) and the Impact on School Communities, Parts I & II Date: April 8, 2024 Time: 10:00 am - 2:30 pm CST | 3.5 Content Hours | 1hr Break Human Trafficking, and the Impact on School Communities is the first of three sessions. The program aims to provide foundations of identifying human trafficking, exploring trauma informed and trauma responsive interventions with victims and survivors, as well as techniques used when providing healing centered care. Co-learners in these sessions will have the chance to reflect on and then apply presented concepts into action through engaged pre and post learning activities in the second and third sessions of the series. Registration for Session 1: Click Here Note: Registrations will be processed in numerical order as seats for the session are limited. Sessions 2 and 3 participants must attend and complete Session 1, Human Trafficking and the Impact on School Communities. Session 2 Topic: Responding to Victim and Survivor Trauma Workshop                                Date: April 15, 2024 Time: 10:00 am - 2:30 pm CST | 3.5 Content Hours | 1hr Break This course seeks to operationalize the concepts explored in the prior course and develop a deeper knowledge of what trauma-responsive care looks like. Co-learners will discuss case studies from responders to HT survivors and begin conceptualizing how to develop and implement their own trauma-responsive strategies. This is a two-fold approach to trauma-responsive care, which considers how secondary trauma manifests for HT responders. They explore methods of self-care and work with their colleagues to put this into action through engaged learning activities. Session 3 Topic: Healing-Centered Care Workshop April 22, 2024 Time: 10 am - 2:30 pm CST | 3.5 Content Hours | 1hr Break This course builds on prior short courses, following the path from trauma-informed to trauma-responsive and arriving at healing-centered approaches for those working with survivors of human trafficking. We explore the foundations of healing-centered responses with the understanding that healing-centered is the objective. If trauma informed aims for awareness, and trauma responsive aims toward the care it takes to respond, healing centered will focus on the deep relational elements of collective healing. We develop strategies and methods for responders that engage the responders as part of a care partnership with survivors. We focus on healing as a process that is always unfolding and possible between people. About the Facilitator Dr. Heather Curry, PhD  Dr. Heather Curry has over a decade of experience through her scholarship, practice, and professional commitments with many of the most impactful systems of care for victims of human trafficking. She has served as Director for the Hillsborough County Commission on Human Trafficking, during which time she and the Commission, at the behest of the NFL, developed and executed the County's plan to address Human Trafficking, before, during, and over the Super Bowl. However, her approach to the phenomenon of human trafficking is always focused on what happens before, during, and after big events. She was also the Chief Liaison for Hillsborough County's Juvenile Justice and Equity work. She holds her Doctorate in Communication Theory from the University of South Florida.  

  Event Description Overview: The workshop places a special emphasis on combating deficit thinking by encouraging participants to recognize and rectify assumptions, biases, and evaluations in their observations. By adopting a strengths-based approach, educators can contribute to a positive learning environment and promote equity. This workshop aims to empower education professionals with practical tools to enhance their observation skills, particularly in recognizing and addressing deficit thinking. The observation protocol provided will guide participants in unpacking their observations of students, encouraging a deeper understanding and awareness of assumptions before making recommendations to support student learning. Purpose: The purpose of this 90-minute workshop is to equip participants with the knowledge, skills, and strategies to conduct better observations by avoiding deficit thinking and fostering a strengths-based approach. By practicing objective description, participants will learn to recognize and challenge assumptions, leading to more informed and equitable observations. Why Training is Important: Training is crucial for education professionals to refine their observation skills, ensuring that the assessments made are fair, unbiased, and conducive to positive learning outcomes. This workshop provides participants with a comprehensive observation protocol, helping them understand the importance of describing behaviors objectively and be mindful of where assumptions may influence interpretation and evaluation of students learning. What Training will Provide Participants: Skillsets: Objective detailing of observable behaviors. Differentiation between description, interpretation, and evaluation. Checking assumptions and biases during the observation process. Analysis of behaviors, considering alternative explanations.   Types of Resources Observation and Analysis Form for systematic recording and reflection. Guidelines for Distinguishing Description, Interpretation, and Evaluation. Practical steps on using the observation protocol effectively.   Learning Objectives: Participants will understand the concept of deficit thinking and how it can show up in learning observations (overt and nuanced ways) Participants will practice distinguishing between objective description, interpretation, and evaluation in their observations Learn One Approach for Implementing Systematic Observation and Analysis Trainer Alyson Kaneshiro, EdD Alyson Kaneshiro, Ed.D, is an educator based in the Bay Area. Currently serving as the Bay Area Regional SEED (Seeking Educational Equity and Diversity) Facilitator, she also holds the position of Associate Director of Learning Services at Urban School of San Francisco. Additionally, Alyson offers consulting and coaching services through her private practice, Learning Specialist LLC. Her extensive experience includes teaching as an adjunct professor in the Master of Arts Special Education Program at the University of San Francisco, conducting action research in Response to Intervention practices, and working in inclusive education and special education compliance at the Hawai’i Department of Education. With a rich educational background spanning 20 years, Alyson is passionate about designing equitable student support systems that prioritize relationships and compassionate care.

  The goal of this webinar is to advance practitioners’ knowledge of and sensitivity to Judaism and the greater Jewish community. Judaism is not only a religion, but a culture as well, and this presentation will highlight the diverse range of Jewish identity and expression. We will discuss Judaism’s values, beliefs, traditions, rituals, and worldviews will be discussed and how these cultural elements manifest in everyday life. This is an important training for those who work closely with the Jewish community, have clients with Jewish family members, and/or for those who are interested in increasing their cultural competency of Judaism and Jewish Communities in general.     LEARNING OBJECTIVES: At the end of this webinar, attendees will be able to: Identify several Jewish identities and their expression in everyday life Apply new strategies when working with individuals from the Jewish community Summarize cultural-specific issues that may arise when working with Jewish clients Identify Jewish myths and stereotypes and also recall factual data and statistics related to the Jewish population     CERTIFICATES: Participants who fully attend this event will be eligible to receive 1.5 hours of continuing education (CE) certified by Ohio Mental Health and Addiction Services. CE certification will be managed by the hosting agency for this training (OACBHA).     PRESENTER: Moshe Moeller, PhD Moshe Moeller, PhD, is a licensed clinical psychologist specializing in cross-cultural fatherhood, parenting, couples, family and group therapy, and paternal mental health. He is an Attending Psychologist at Montefiore Medical Center and Assistant Professor in the Department of Psychiatry and Behavioral Sciences at Albert Einstein College of Medicine. Dr. Moeller is currently the Associate Program Director of Montefiore's Supporting Healthy Relationships and HERO Dads programs. These are two family strengthening programs funded by the Administration for Children and Families, Office of Family Assistance (OFA), Health Marriage and Responsible Fatherhood (HMRF) grants. Over the past decade he has been conducting and presenting fatherhood and relationship education research an has been providing clinical services for fathers and families from diverse backgrounds. Dr. Moeller received his bachelor's degree in psychology from Queens College and his master's and doctoral degrees in Clinical Psychology from Adelphi University, Gordon F. Derner School of Psychology. He also received his First Talmudic Degree from Sh'or Yoshuv Institute. He has specialized training in psychodynamic therapy, Emotionally Focused Couples Therapy (EFT) and Gottman Method Couple Therapy and is a Certified PREP 8.0, Nurturing Fathers, and 24/7 Dad Facilitator. Outside of work he enjoys playing piano, spending time outdoors, reading, cooking, painting, and spending time with his family. Dr. Moeller and his wife live in Stony Point, NY with their 3 children.     This training is provided by our valued partners at the Ohio Association of County Behavioral Health Authorities. 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.

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

About this Series: As caring and competent providers, you realize the importance of having readily available tools to share with your clients whether you are meeting for the 1st or the 15th time. Few evidence based practices offer relevant and accessible skills for decreasing distress, or the vulnerability to distress, like Dialectical Behavioral Therapy (DBT). Although not a comprehensive DBT course, this 4 module seminar provides a snapshot of some of the foundational skills of DBT. Learn how you can integrate DBT-informed skills into your work with clients from a trauma psychologist trained in DBT approaches. This interactive 4-part series held on Thursdays in April (12:00 PM - 1:00 PM ET) will offer didactic instruction, small group discussions, and opportunities for skill-building practice. *A commitment to attend and participate in each session is expected.