Past Events

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: Our perceptions determine our reality! Have you ever wondered why people do the things they do? Do you ever ask, “Why can’t they just be normal … like me?” We see everything through a lens of both personality perspectives and environmental perspectives. We will discuss how to be aware of our own blind spots that might keep us from connecting with others. We will break down barriers to trust and how our own perceptions play a significant role in how we interact with others, including youth and families in education settings. When we realize that people don’t do things to you, they do things for themselves, we reduce anxiety and stress in our own life. By strengthening metacognition skills, you can also increase a person’s self-awareness, self-reliance, flexibility, and productivity, as well as reduce their anxiety and enhance their focus. Join us for this fun, interactive experience!     LEARNING OBJECTIVES: Participants will: Learn approaches to consider the “root of the problem” rather than evaluating the situation by the visible behavior. Explore metacognition tools for self-regulation, problem solving, and expressing feelings. Assist youth and families in identifying and connecting the major pieces of life's puzzle to improve relationships and strengthen families. Understand how different personalities process trauma and the various ways trauma can present in youth.     CERTIFICATES: Registrants who fully attend this event or training will receive a certificate of attendance via email within two weeks after the event or training.      PRESENTER: Rick Hollering is a Certified Human Behavior Consultant who for the last 30 years has been helping others maximize their potential and productivity. His goal has been to study human behavior while identifying and breaking barriers to change. With a background as a corporate trainer and business consultant, Rick used his experience training corporations, business leaders, sports teams, and professionals as a foundation to work with youth. He has created two workshops, “Understanding Group Dynamics” and “Connecting with Others,” to train and equip youth leaders and mentors to be more effective in reaching youth and families.   The Great Lakes A/MH/PTTC 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: If you want to increase successful outcomes with clients, attend this training! This interactive and dynamic training will operationalize the foundations of building rapport; the specific skills of active listening; and self-management techniques for our triggers, dysregulation, distractions; monitoring of time. This training uses visual and experiential learning to help participants expand their understanding of the essential components for effective treatment and the benefits it brings to clients. The Essentials of Effective Psychotherapy is open to everyone–from those who are new to mental health to seasoned counselors and practitioners.     LEARNING OBJECTIVES: Participants will be able to: Identify the skills included in O.A.R.S.  Practice the Basic OARS of rapport-building.  Identify the systems of polyvagal theory related to self-regulation.  Recognize triggers that activate the nervous system.  Experience somatic strategies for slowing down, speeding up and letting go.  Learn three methods for tracking time.      CONTINUING EDUCATION: Those who fully participate in this training will be eligible to receive 4 continuing education (CE) hours certified by the National Board of Certified Counselors (NBCC). CE certificates will be disseminated by the hosting agency (WAFCA).     PRESENTER: Kelli R. Underwood, LCSW Kelli Underwood is a speaker, consultant and psychotherapist. Ms. Underwood received a Master’s degree in Social Work from Indiana University in1996. She was the Director of Child and Family Programs and a psychotherapist at the Center for Contextual Change (C.C.C.) in Chicago, a nationally renowned trauma treatment center, for fifteen years.. Kelli was an adjunct faculty member at the University of Chicago’s Master’s in Social Work Program for seven years. In 2013, Kelli moved to North Carolina and launched her own business providing speaking, consulting and psychotherapy. Kelli treats children, adolescents, adults and families impacted by all types of traumatic experiences. She is a behavioral and mental health consultant for school districts across North Carolina. Kelli trains and consults with school districts on restorative justice circles, trauma, and mental health. She conducts numerous trainings on a variety of topics surrounding trauma, concerning behaviors, mental health, compassion fatigue, and organizational change to healthcare professionals, educators, students and parents. She trains therapists on Transformative Insight Imagery, a holistic treatment technique.         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 Objectives: Describe the importance of the school setting as both a protective and risk factor for gang involvement. Discuss how school-based services provide a critical point of delivery for therapeutic services. Describe how to Push and Pull risk factors can be aligned with therapeutic interventions. Identify common factors in youth decisions to leave gangs or separate from gang-involved peers.   Workshop Presenters: Scott Bloom, LCSW-R, is the Director of Special Projects and Initiatives for the New York Psychotherapy and Counseling Center. He has spent his 33-year career at the intersection of mental health, communities, and schools working to improve access to social-emotional services and resources by integrating these programs, and creating opportunities for children and youth to overcome emotional and behavioral barriers to academic achievement. He was the founding Director of School Mental Health Services for the New York City Department of Education for the last 15 years, facilitating community partnerships and implementing mental health initiatives building on a city-wide system of mental health services and resources in over 1,800 city schools; enabling schools to better serve the needs of 1.2 million students and families. He serves on the advisory boards for multiple cities, state, and national mental health initiatives around the country. Mr. Bloom has contributed to journals, magazines, and books, and has presented at local and national conferences. Mr. Bloom has certification as a psychotherapist. Kristin M. Scardamalia, Ph.D., LSSP National Center for School Mental Health University of Maryland School of Medicine Dr. Scardamalia has a Doctor of Philosophy, School Psychology from The University of Texas at Austin, Austin, Texas. A Master of Science from Tarleton State University in the Department of Educational Psychology and a Bachelor of Arts from Baylor University in the Department of Psychology. Her current position is an Assistant Professor with the National Center for School Mental Health Division of Child & Adolescent Psychiatry, University of Maryland School of Medicine. New York Psychotherapy and Counseling Center is recognized by the New York State Education Department's State Board for Mental Health Practitioners as an approved provider of continuing education for licensed Creative Arts Therapists #CAT-0094, Licensed Marriage and Family Therapists #MFT-0098 and Licensed Mental Health Counselors #MHC-0225. New York Psychotherapy and Counseling Center is also recognized by the State Board for Social Work as an approved provider of continuing education for licensed Social Workers #SW-0662.

Session 2: SEd Services that Support Entry into an Educational Program (Get) The focus of this session is to develop knowledge of assisting students in accessing and entering the educational program of their choice. The main areas of focus will be on funding education, securing transportation, preparing applications, and completing entrance interviews.

  DESCRIPTION This webinar will provide an overview of myths and stereotypes about the relationship between mental health and gun violence that are commonly portrayed in television, film and news media. The session dispels these myths, exploring how their persistence over time has contributed to mental health stigma, impacting individuals with lived experiences, their families, and society. The presentation will close with a discussion of efforts to mitigate these impacts.   LEARNING OBJECTIVES Develop awareness of common myths and stereotypes about mental health and its association with gun violence as depicted in historical and contemporary media Recognize the nuanced association between mental health and gun violence Identify the potential impact of media representations on individuals, families, and society Develop awareness of current efforts to assess and reduce the stigmatization of mental health through the media, including advocacy opportunities   PRESENTER Monica E. Calkins, PhD, is the Co-director of HeadsUp, a collaborating organization whose mission is to help end the stigma around psychosis through education, advocacy, and support. In this role, she oversees outreach, education, training and coordinated specialty care program evaluation and fidelity. HeadsUp promotes early intervention centered around personalized, accessible, and effective care for all people in Pennsylvania. She is also Associate Professor of Psychology at the University of Pennsylvania Perelman School of Medicine. Her research and clinical work focuses on early identification and intervention in psychotic disorders. She has authored more than 190 scholarly publications in this area. Dr. Calkins earned a Bachelor’s degree from Temple University. She earned a doctorate in Clinical Science and Psychopathology Research from the University of Minnesota and completed a post-doctoral fellowship at the University of Pennsylvania before joining its faculty.   AUDIENCE Mental health professionals, General public  

NOTE: This event is specifically for Washington State attendees who are part of the behavioral health workforce. This session is part of the Older Adults track of the Mental Health Institute. ABOUT THIS EVENT This training provides an overview of cognitive changes in late life including mild cognitive impairment, different types of dementia, and changes in communication and behaviors due to dementia. Attendees will receive an overview of the diagnostic process, neuropsychological assessments, and cognitive assessments appropriate for use by mental health providers in community settings.  Contact hours will be available for participants who attend the entire session. 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, chemical dependency 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.   Session is 9-11am PT See more in the Older Adults (OA) track HERE  LEARN MORE ABOUT THE MENTAL HEALTH INSTITUTE HERE FACILITATORS Kristoffer Rhoads, PhD  To learn more about Dr. Kristoffer Rhoads, please click here: Kristoffer Rhoads, PhD - Memory and Brain Wellness Center (washington.edu)         VISIT THE MENTAL HEALTH INSTITUTE MAIN PAGE    

The Mid-America MHTTC will be in attendance at the Nebraska School Mental Health Conference.   

  DESCRIPTION: In this 4-part series, participants will learn to use this coding process through self-study, telephonic didactic lectures, and group and individual practice. Those who complete this course will feel more confident in using the Motivational Interviewing Treatment Integrity (MITI) Code to score audio-recorded sessions. They will also be prepared to use the MITI measurements to coach others or to provide themselves with instructive feedback on how to improve practice and work toward fidelity to the model.  Note: Participants must complete Motivational Interviewing: Relational Skills (Level 1) and Motivational Interviewing: Technical Skills (Level 2) to be eligible to attend the subsequent training in the MI series: SBIRT and Coding & Coaching (Level 3). Those who fully attend Level 1 and Level 2 will automatically receive an invitation to register to attend Level 3.     LEARNING OBJECTIVES: Describe the strengths and limitations of the MITI 4.21 tool for assessing practice Distinguish helper utterances according to the rules on the MITI 4.2.1 Appraise the helper’s sample for cultivating change talk, softening sustain talk, empathy, and partnership Experiment with giving feedback based on MITI 4.2.1 to improve MI practice     Training Dates: June 7, 2023 from 8:30AM-11:30AM CT June 14, 2023 from 8:30AM-11:30AM CT June 21, 2023 from 8:30AM-11:30AM CT June 28, 2023 from 8:30AM-11:30AM CT     CONTINUING EDUCATION: Registrants who fully attend this training will be eligible to receive 12 NAADAC certified continuing education (CE) hours. CE certificates are sent via email within two weeks after the conclusion of the training.      TRAINER: Laura A. Saunders, MSSW Laura A. Saunders, MSSW, is the Wisconsin State Project Manager for the Great Lakes Addiction, Mental Health and Prevention Technology Transfer Centers. Her position is housed at the UW–Madison, where she’s worked since 1988. Since 2001, Laura has provided SBIRT and Motivational Interviewing training to physicians, nurses, medical students, psychologists, specialty addiction treatment providers, social workers, physical therapists, health educators, and staff who work in correctional settings. She has provided feedback and coaching to hundreds of social workers, correctional staff, and other human service providers who are interested in using evidence-based practices with fidelity. Laura joined the international group of Motivational Interviewing Network of Trainers (MINT) in 2006 (Sophia, Bulgaria) and is an active member of the Wisconsin MINT group.     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 are 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 Suicide is the second leading cause of death among Black youth and is a serious public health problem. Racial trauma, or race-based traumatic stress, refers to the mental and emotional injury caused by encounters with racial bias, racial discrimination, and racism. Despite the national priorities to decrease racial trauma and focus on suicide prevention specifically among Black youth, the need for additional training and support within this area is needed. While youth of any age, race, ethnicity, or sex can experience suicide risk, from 2009 to 2017, Black youth were the only adolescent racial group for which suicide attempts increased. Thus, there is an urgent need for increased training and attention given to Black youth suicide and its' link to racial trauma.  This webinar will explore and define a range of suicidal risk characteristics, identify warning signs for adolescent suicide, explain how adolescent suicide risk may present differently for Black youth, and explore research identifying associations between racial trauma and suicide risk. Throughout this training, participants will have opportunities to discuss adolescent suicide risk, explore important clinical considerations, and identify strategies to support Black youth.   LEARNING OBJECTIVES •    Identify suicidal risk characteristics, and distinguish from suicide warning signs •    Define racial trauma and name at least three common race-based stressors for Black youth •    Identify strategies to help Black youth respond to race-based stressors •    Identify ways to support youth who have a high number of suicidal risk characteristics PRESENTERS Danielle Busby, Ph.D. was born in Detroit, MI and raised in the Detroit metropolitan area. She received her B.A. in Psychology from the University of Michigan, and her master’s and Ph.D. in Clinical Psychology from The George Washington University. Currently, Dr. Busby is an Assistant Professor at the University of Texas Medical Branch (UTMB). In this role, she primarily serves youth and families experiencing a range of mental health concerns through the Texas Child Health Access Through Telemedicine (TCHATT) program. Dr. Busby’s expertise is in trauma-informed assessment and intervention; evidence-based clinical practices; and suicide risk assessment and intervention. She is passionate about decreasing barriers to mental health service use for underserved patient populations and is committed to continuously bridging the gap between research and clinical practice.     Dana Cunningham, Ph.D. is a licensed psychologist and Faculty Consultant at the University of Maryland School of Medicine in the Department of Psychiatry. Dr. Cunningham is the Program Director of the Prince George’s School Mental Health Initiative, which is a school-based mental health program designed to support the emotional and behavioral needs of students in special education. Dr. Cunningham is also the Vice President of Community Outreach and Engagement in Black Mental Wellness. She obtained her bachelor’s degree from Spelman College and completed her doctoral training in Clinical Psychology at Southern Illinois University at Carbondale. Dr. Cunningham’s clinical and research interests include trauma, children of incarcerated parents, and increasing access to care for underserved youth.   AUDIENCE Health and behavioral health professionals, school staff, community members and advocates, and family members of Black youth  

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 What does it mean to provide trauma-informed services? To truly practice care in a way that is sensitive to the experience of trauma, all members of an organization must understand and be sensitive to the impacts of trauma. We all have an important role to play in ensuring every interaction with individuals in care are supportive, affirming, and avoid re-traumatizing those who are especially vulnerable. This two-day training (June 6 & 7, 9:00am – 12:30pm ET) was designed to help participants gain an understanding of trauma, its impacts, and the fundamental components of a trauma-informed approach to care. Through interactive instructional activities participants will develop practical tools for communicating effectively and learn how to implement trauma-informed practices into their organization.   LEARNING OBJECTIVES •    Explain the nature of trauma and its impact on persons in care •    Describe the fundamental aspects of a trauma-informed approach to care •    Implement communication approaches that are sensitive to those who have experienced trauma •    Develop strategies to implement an agency-wide trauma-informed approach   PRESENTER Mark Lepore, Ed.D is a Professor in the Department of Counseling at Pennsylvania Western University/Clarion University of Pennsylvania. He has extensive knowledge of counseling supervision gained from both his academic work and more than 20 years of clinical practice. Dr. Lepore’s areas of specialty include crisis counseling, grief and loss counseling, trauma-informed care, and narrative therapy.         Closed Registration: Not open to the public. This training is in partnership with the District of Columbia Department of Behavioral Health.

This training will address the LGBTQ+ Affirmative Model as a recommended approach to work with Latinx LGBTQ+ communities with mental health challenges. This model works with the acceptance of sexual orientation and gender identity / expression of the person served and requires that mental health professionals have the knowledge and sensitivity necessary to work with the community.    Learning Objectives: 1. Identify stressors among LGBTQ+ Latinx communities.   2. Describe the Minority Stress Model and mental health challenges among LGBTQ+ Latinx. 3. Discuss the LGBTQ+ Affirmative Model as a recommended approach for Latinx LGBTQ+ individuals and communities. AUDIENCE: Psychologists, Mental health counselors, Clinical Social Workers, Graduate students of any of these fields interested in learning about approaches to working with Latinx LGBTQ+ populations. By invitation only.  Trainers:  Miguel Vázquez, PsyD and Maribel Beltrán, PsyD    

This is closed to select participants.  

NOTE: This event is specifically for Washington State attendees who are part of the behavioral health workforce. This session is part of the Older Adults track of the Mental Health Institute. ABOUT THIS EVENT Evidence on the effectiveness and acceptability of peer delivered interventions for older adults with mood disorders is strong and growing. This workshop will present information on current peer support interventions providing attendees with practical, hands-on experiences and the opportunity to hear about the impact of these interventions on individuals and systems.   Contact hours will be available for participants who attend the entire session. 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, chemical dependency 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.   Session is 2-5pm PT See more in the Older Adults (OA) track HERE  LEARN MORE ABOUT THE MENTAL HEALTH INSTITUTE HERE FACILITATORS Patrick Raue, PhD  Patrick J. Raue, PhD is Professor in the Department of Psychiatry and Behavioral Sciences at the University of Washington. He received his PhD in Clinical Psychology from SUNY Stony Brook in 1995.Dr. Raue conducts NIMH-supported research on training non-specialists in behavioral interventions; patient preferences and shared decision-making approaches for depression; and the effectiveness of psychotherapy for older adults.Dr. Raue is Associate Director for Evidence-Based Psychosocial Interventions at the AIMS Center, and Director of the National Network of PST Clinicians, Trainers & Researchers. In these roles, he develops and leads implementation and training programs in a variety of behavioral health interventions.Dr. Raue’s clinical expertise includes the identification and management of mental health conditions in community and medical settings, including primary care and home health care.         VISIT THE MENTAL HEALTH INSTITUTE MAIN PAGE    

  DESCRIPTION: Person-Centered Practices are ways of working with people that create partnerships. It brings together things that are important to the person, and the expertise of the worker resulting in a plan for wellness that is meaningful to the person receiving services. Providing this kind of support involves awareness of power imbalances and the role of stigma and stereotypes. This class offers specific strategies and language that foster a collaborative approach to treatment planning and different elements in a person’s wellbeing.     LEARNING OBJECTIVES: Evaluate current attitudes to mental health Observe the effects of power imbalance in case studies Recognize the need for a whole person approach to health and wellness Cite specific examples of person-centered practices     CONTINUING EDUCATION: Registrants who fully attend this training will be eligible to receive 2.0 continuing education (CE) hours certified by the Minnesota Board of Social Work and the Minnesota Board of Behavioral Health and Therapy. CE certificates are provided by the host agency, 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.           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 90-minute virtual consultation call with ACT teams and ACT stakeholders consists of a mini-didactic training on a topic of relevance and interest to ACT teams (at times circling back to topics related to navigating the COVID-19 pandemic and related issues as they come up), plus opportunities to pose consultation questions and learn from other ACT teams and their shared experiences within ACT. ABOUT THIS EVENT June's topic: Tools and Strategies for Using Cognitive Behavioral Therapy for Psychosis (CBT-p) within ACT Teams with Sarah Kopelovich, PhD. Slides for June 5 Northwest MHTTC CBTp Resources Assertive Community Treatment (ACT) is a multidisciplinary, team-based model that provides intensive community-based and outreach-oriented services to people who experience the most severe and persistent mental illness. The vast majority also have a co-occurring substance use disorder and many experience comorbid medical illnesses as well as homelessness. This is a vulnerable population and their providers – ACT teams – are at elevated risk themselves during the COVID-19 pandemic. The Northwest MHTTC is partnering with the Institute for Best Practices at the University of North Carolina to host and facilitate regular meetings for ACT teams.  Goals of the meetings are to: connect with one another share strategies and resources for adapting team practices and communications    facilitate connection to the most up-to-date resources during the COVID-19 pandemic.   For more information or questions, contact: Maria Monroe-DeVita, PhD, Associate Professor, Department of Psychiatry & Behavioral Sciences, University of Washington School of Medicine and Director of the Washington State Center of Excellence in First Episode Psychosis or Lorna Moser, PhD, Clinical Associate Professor, Department of Psychiatry, University of North Carolina School of Medicine, Director of the Institute for Best Practice, Center for Excellence in Community Mental Health. FIND OUT MORE ABOUT THIS SERIES FACILITATORS   Sarah Kopelovich, PhD Sarah Kopelovich, PhD, is a licensed clinical psychologist in the Department of Psychiatry and Behavioral Sciences at the University of Washington School of Medicine. She is an Assistant Professor in the department and holds the Professorship in Cognitive Behavioral Therapy for psychosis. She directs the Northwest CBT for Psychosis Provider Network, serves on the steering committee of the North American CBTp Network, and is a co-founder of the Center for Mental Health, Policy, and the Law at the University of Washington. Dr. Kopelovich is a co-developer of the Psychosis REACH model.   Lorna Moser, PhD Dr. Lorna Moser is a Clinical Associate Professor in the Department of Psychiatry, University of North Carolina School of Medicine, and the Director of the Institute for Best Practice, Center for Excellence in Community Mental Health.     Maria Monroe-DeVita, PhD Dr. Monroe-DeVita is an Associate Professor in the Department of Psychiatry & Behavioral Sciences at the University of Washington School of Medicine and the Director, Washington State Center of Excellence in First Episode Psychosis.

54th Annual New England School of Addiction and Prevention Studies, Worcester State University, MA – June 5 – 8, 2023 – Hybrid – Face-To-Face and Virtual Options for Attendance The New England School of Addiction and Prevention Studies, commonly called Summer School, is an intensive 4-day learning experience to further knowledge, skills, and experience in the field of substance use disorder services. For over 50 years, participants from many disciplines have come together to form a unique, diverse learning community.  This year will be our first hybrid program! During COVID-19 challenges, the Summer School offered a highly successful learning community online for three summers.  We are delighted to return to Worcester State University for a face-to-face program.  Due to the demand for intensive Summer School program online, we are happy to also offer a live virtual program. Select from many intensive courses from across the continuum of treatment, prevention, and recovery.  Virtual courses will take place live by videoconference, allowing for course group work and interaction.  In addition to courses: plenary sessions, community, and more!  Options are available to attend the full program, or any number of days.  Earn up to 28 Contact Hours during the week.   Courses are designed for the extensive demands of today's professionals and organizations:   Certification, licensing, and re-credentialing; Evidence-based practices; Addressing health disparities and equity issues; Behavioral healthcare and primary care integration; Recovery oriented care across the continuum; Addressing the opioid crisis and other current drug trends; And many other current and emerging topics!   New England summer programs have been developed to respond to specific needs in our regional workforce. Participants may attend offerings specifically for treatment, prevention, or recovery support, or select courses of interest to all.  The Summer School provides wonderful combined learning opportunities for participants working in different areas of the behavioral health services continuum. Please join us for new knowledge, skills, virtual networking and continuing education contact hours in June! Partial New England State Scholarships are available from most New England states. The Summer School is appropriate for all who recognize the impact of alcohol, tobacco and other drugs on individuals, families, and communities. We hope to see you either in person or virtually at this year’s Summer School!  Complete course information, registration, and scholarship nformation is being posted on this web page now. Click here to sign up for the Email List. Please contact us with any questions at [email protected] or 207-621-2549.   This event is hosted by AdCare Educational Institute of New England. New England MHTTC is proud to be a regional workforce development partner--visit us at our exhibit table!

  Learning Objectives: Identify symptoms of selective mutism with comorbid generalized anxiety disorder. Describe evidenced-based treatment interventions for selective mutism in an integrated primary care practice.  Report the factors that contribute to Complex ADHD. Discuss practice guidelines for interdisciplinary behavioral and medication treatments for complex ADHD in a primary care practice.  Explain the nuances to diagnosis and how evidence-based treatment changes for children with comorbid PTSD and ADHD vs either disorder alone.    Presented by: Ryan T. Edwards, MD, Cynthia Ellis, MD, and Terri Matthews, PhD, APRN-NP, BCBA-D   Dr. Ryan Edwards is a Board-Certified Child & Adolescent Psychiatrist. As a native Nebraskan, he earned his medical degree from the University of Nebraska Medical Center. He then completed both his residency and post-graduate fellowship training at the University of Michigan in Ann Arbor. His clinical interests include outpatient-based child & adolescent psychiatry, obsessive-compulsive disorder, complex anxiety disorders of childhood, and integrative and collaborative care across healthcare disciplines. He greatly enjoys teaching the next generation of medical professionals, and as a professional cyclist in a past life, he is also interested in the mental healthcare of young athletes.         Dr. Cynthia Ellis is a Professor of Pediatrics and Psychiatry at the University of Nebraska Medical Center in the Department of Developmental Medicine at the Munroe-Meyer Institute for Genetics and Rehabilitation. She is board certified in Pediatrics, Developmental/Behavioral Pediatrics and Neurodevelopmental Disabilities. Dr. Ellis received her medical degree from the University of Nebraska Medical Center and completed residency training in Pediatrics and fellowship training in Child and Adolescent Psychiatry at the Medical College of Virginia/VCU. She has been practicing in the field of Developmental/Behavioral Pediatrics for over 20 years. She has extensive clinical, research, and educational experience with children with neurodevelopmental disabilities and behavioral/emotional disorders. Her clinical expertise is in the psychopharmacological management of children with developmental disabilities and other behavioral disorders. She has also published extensively in the field. Dr. Ellis is the Director of the Munroe-Meyer Institute’s MCH-funded LEND (Leadership Education in Neurodevelopmental and Related Disabilities) and ALA (Autism Leadership Academy) Interdisciplinary Training Programs. Dr. Ellis has served as the medical director for numerous public school and interdisciplinary community-based programs and as a research consultant in the field of developmental disabilities. She also participates in a number of other leadership positions on committees and boards.     Dr. Mathews is an associate professor in the College of Nursing. Dr. Mathews received her bachelor's degree in nursing from University of Nebraska Medical Center in Omaha, NE; her master’s degree in nursing from the University of Missouri-Kansas City, and her doctoral degree in Developmental and Child Psychology from the University of Kansas. Dr. Mathews clinical specialty is child and adolescent psychiatric mental health nursing. She is a Pediatric Nurse Practitioner, Psychiatric Mental Health Nurse Practitioner and a Licensed Psychologist. Dr. Mathews joined the faculty at the University of Nebraska Medical Center College of Nursing in 2008.           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.       PHYSICIANS/PHYSICIAN ASSISTANTS  The University of Nebraska Medical Center designates this live activity for a maximum of 1.0 AMA PRA Category 1 Credit™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.   NURSES/NURSE PRACTITIONERS  The University of Nebraska Medical Center designates this activity for 1.0 ANCC contact hour. Nurses should only claim credit for the actual time spent participating in the activity.       Tele-Behavioral Health Consultation (TBHC) Primary Webinar Series: Target Audience: This accredited continuing education activity is designed for primary care providers: physicians, physician assistants, and nurse practitioners in Nebraska. The Tele-Behavioral Health Consultation Primary Care Webinar Series seeks to provide primary care providers (PCPs) with the tools they need to increase their confidence and competence in managing psychiatric and behavioral health concerns in primary care.  At the conclusion of this webinar series the participant should be better able to: Identify validated and reliable autism screening tools that may be feasible to use in the primary care setting. Describe how to work with schools and use 504 plans Discuss treatment of skin picking, tics, and Tourette's Discuss best practices for managing common behavioral health issues in children, including anxiety depression and ADHD.      Learn more about this series: Tele-Behavioral Health Consultation (TBHC) Primary Care Webinar Series    

  DESCRIPTION: This class explains mental health challenges as adaptations to stress. These responses often appear as a kind of disconnection from objective reality and often show up as anxiety or depression. Sometimes we see more severe signs like dissociation, panic, and psychosis. Through the lens of stress management, this training explains best practices for interacting with people who may be upset or struggling with symptoms.     LEARNING OBJECTIVES: Review the nature of stress and the brain Examine common mental health symptoms Practice simple stress management strategies Review tips for safe interventions     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 and the Minnesota Board of Behavioral Health and Therapy. 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.         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 This in-person training 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 TARGET AUDIENCE Physician's Assistant Students at Towson University (Group 1 of 2) Closed Registration 

  DESCRIPTION This in-person training 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   TARGET AUDIENCE Physician's Assistant Students at Towson University (Group 2 of 2) Closed Registration   

  ***You only need to register once to participate in sessions 6-10***     SESSION DESCRIPTION – NIATx CHANGE LEADER ACADEMY FOR RHRP: The CLA trains both beginners and those with some experience in process improvement in the NIATx model of process improvement: a structured, team-based approach to change management for organizations large and small. Attendees learn how to select a change project, set a project aim, engage senior leaders and staff in the change process, and achieve measurable, sustainable improvements.     LEARNING OBJECTIVES: Participants will learn how to: Explain the NIATx principles and change model to team members and begin a change project. Use four, key quality improvement tools - the walk-through; flowcharting; the nominal group technique; and Plan-Do-Study-Act (PDSA) rapid cycle testing. Commit to carrying out a change project in their organization with one NIATx coaching call and three peer learning follow-up calls. Offer a standard approach to process improvement in their agency and begin to develop staff to be change leaders and engaged, change team members.     TRAINING SCHEDULE: All sessions in this series will take place virtually from 3:00 PM–4:00 PM CT / 4:00 PM–5:00 PM ET. Please visit the RHRP series landing page for more information and registration for all sessions in this series. ***You only need to register once to participate in sessions 6-10***   Session 6 - June 1: Learning Collaborative Kick-off & Introduction to the NIATx Change Leader Academy  Session 7 - June 8: NIATx Change Leader Academy for RHRP Session 8 - June 15: NIATx Change Leader Academy for RHRP Session 9 - June 22: NIATx Change Leader Academy for RHRP Session 10 - June 29: NIATx Change Leader Academy for RHRP     CONTINUING EDUCATION: Those who fully attend all 13 hours of the RHRP series will be eligible to receive a total of 13 NAADAC continuing education (CE) hours. NAADAC CE certificates will be sent to qualifying participants via email within 1-2 weeks after the conclusion of the training. Participants who fully attend each of the 5 foundational sessions of the RHRP series will be eligible to receive 1 NAADAC CE hour per session. (Sessions: April 20, 27, May 4, 11, 18) Participants who fully attend all 5 sessions of the RHRP Change Leader Academy will be eligible to receive 5 NAADAC CE hours. No partial credit will be awarded. (Sessions: June 1, 8, 15, 22, 29) Participants who fully attend all 10 sessions of the RHRP series will be offered the opportunity to participate in an additional 3 hours of free one-on-one organizational coaching with Mat Roosa that will be tailored to your team and/or agency. Those who participate in these virtual coaching sessions will be eligible to receive 3 NAADAC CE hours. No partial credit will be awarded.     TRAINERS: Mat Roosa, LCSW-R Mat Roosa was a founding member of NIATx and has been a NIATx coach for a wide range of projects. He works as a consultant in the areas of quality improvement, organizational development, and planning, evidence-based practice implementation. His experience includes direct clinical practice in mental health and substance use services, teaching at the undergraduate and graduate levels, and human service agency administration.   Isa Velez Echevarria,PsyD Isa Vélez is a Puerto Rican clinical psychologist. She is the Ohio State Project Manager for the Great Lakes Addiction, Mental Health, and Prevention Technology Transfer Centers managed by the Center for Health Enhancement Systems Studies at the University of Wisconsin-Madison. During her pre-doctoral internship at Children’s Institute in Los Angeles, CA, she obtained a certification as Interpersonal Psychotherapy Clinician. She was trained in Trauma-Focused Cognitive Behavioral Therapy and Family Therapy. In addition, she provides telehealth services to culturally diverse population in Massachusetts and Puerto Rico. Her clinical work has focused on culturally tailored and trauma-informed services to the Latinx community and other ethnic/racial minorities.     The Great Lakes A/MH/PTTC 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 learning community is closed to select participants.  To learn more about this series, visit the homepage: Implementing Assertive Community Treatment (ACT) in Kansas