Past Events

  DESCRIPTION Approximately 7 million African Americans suffer migraine headaches, but only a minor fraction are correctly diagnosed and receive evidence-based care. Migraines are but one of the scores of headache disorders. Although there is limited research on the inequity and disparity of care for migraine, there is an absence of needed research on the clinical spectrum of migraine and other headache disorders in Black, Indigenous, and People of Color communities. The absence of evidence is taken as evidence of absence, a fallacy contributing to misdiagnosis, delayed diagnosis, and disparity in care. This webinar will discuss migraine epidemiology, comorbidity with other diseases and psychiatric disorders, and treatment with emphasis on disparities in migraine care.   LEARNING OBJECTIVES •    Recognize migraine headaches as defined by the International Classification of Headache Disorders criteria •    Identify the epidemiology of migraine and its comorbid diseases in African Americans •    Define the physiological mechanism of migraine •    Identify the medications available for migraine treatment •    Recognize the disparity and inequity in migraine care for African American migraineurs    PRESENTER Benjamin Roy, MD is the immediate past president of the Black Psychiatrists of America. He received his medical degree from Howard University College of Medicine and served his internship in internal medicine at Harlem Hospital and a psychiatry residency at St. Vincent’s Hospital, both in New York, NY. He then completed a clinical fellowship in neuropharmacology at the National Institute of Mental Health and in neuroimmunology at the National Institute of Neurological, Communicative Disorders and Stroke, NIH, both in Bethesda, MD. He is a diplomate of the American Board of Psychiatry and Neurology and Fellow of the American Psychiatric Association. Dr. Roy discovered human antibodies for endorphins and the opiate receptor in patients with psychiatric disorders and holds two US patents on methods of detecting certain antibodies in human body fluids. He has participated in numerous phase 2-4 clinical trials in neuropharmacology and neuroimmunology. He exposed the purpose of the Tuskegee Syphilis Experiment to develop syphilis diagnostic tests that were patented and commercialized.   HOST Annelle Primm MD, MPH is the Senior Medical Director of the Steve Fund, an organization focused on the mental health of young people of color. She is also a member of the Black Psychiatrists of America Council of Elders.         AUDIENCE Mental health professionals, community health advocates, the general public June is National Migraine & Headache Awareness Month  Learn more about how migraine and other headache disorders affect Black, Indigenous, and People of Color (BIPOC) How to Get Better Migraine Care: Tips and Tools for BIPOC Communities Migraines Among Underserved Black Older Adults Health Disparities and Headache Treatment Racial Disparities in Migraine and Headache Care Why is Migraine a Diversity, Equity, and Inclusion (DEI) Issue?

  SERIES DESCRIPTION: Universal mental health screening is gaining recognition as an effective way to identify early warning signs of youth mental health needs. However, it can be an overwhelming process! In this 3-part series, participants will learn how to implement school mental health screening, with attention to readiness, follow-up, and sustainability.     PART 2 DESCRIPTION: Universal mental health screening is gaining recognition as an effective way to identify early warning signs of youth mental health needs. However, it can be an overwhelming process! In this 3-part series, participants will learn how to implement school mental health screening, with attention to readiness, follow-up, and sustainability. In this second session, participants will learn what to do with school mental health screening results. Specifically, legal and ethical follow up using a tiered system for intervention and referral will be described. Webinar attendees will learn how to organize follow-up assessments, map screening results to existing interventions, and to delve into school- and class-level trends. Materials to support timely follow-up will be available to attendees.     LEARNING OBJECTIVES: Understand legal and ethical obligations associated with mental health screening in schools Identify follow-up assessment procedures Identify needs assessment procedures for aligning mental health screening with intervention and referral Understand mechanisms for pinpointing and intervening on school- and class-level trends in mental health screening data     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: Miranda Zahn, PhD, NCSP, is an Assistant Professor of School Psychology at the University of South Dakota. She conducts research, training, and technical assistance in school-based mental health services. Specifically, Miranda focuses on social justice and the role of teachers in school supports for youth mental health. In addition, Miranda is a school psychologist and school mental health provider at Nebraska’s Educational Service Unit #1, where she provides direct services to youth as well as training and systems consultation to schools.     The Great Lakes MHTTC is offering this training for individuals working in HHS Region 5: IL, IN, MI, MN, OH, WI. This training is being provided in response to a need identified by Region 5 stakeholders.

WEDNESDAY, MAY 31, 2023 10:00 a.m. - 11:30 a.m. PT Session 4 of 5 in the "Aging Out or Growing Together?" Series (view series page for full details) Aging Out or Growing Together? Flipping the Youth Services Paradigm to Better Support Young Adulthood May 31, 2023: Navigating Barriers to Service and Client/Participant Resistance in Case-Management   This five-part learning series is an open forum and discussion group for agencies and individuals that serve transition-aged youth and young adults. We will examine how our collective organizational values, implementation strategies, program design, and goals might expand to support the evolving, holistic needs of this age group. Join us for a panel discussion session on November 30th as we kick off this series that will bring together a diverse mix of youth-serving organizations to learn from each other's work and uplift the complex and comprehensive needs of transition aged youth. We will explore the creative ways youth-serving organizations are adjusting to best support them. Beyond exploring barriers to meaningful engagement and service provision, this generative space will also unpack culturally and developmentally appropriate models that support young adults in attaining wellness and self-actualization through guided conversation and promising-practice spotlights.   Series Learning Objectives Consider the unique experiences and developmental needs of transition-aged youth Build an understanding of brain science and culturally sustaining practices that strengthens service provision for transition-aged youth Expand organizational capacity to address priority topics, including but not limited to meaningful program engagement, teaming, healthy boundary setting, and accountability   Audience: All community-based organizations and institutions that support the mental health and wellness of transition-aged youth.    Series Sequence: from 10:00-11:30 a.m. PT on the last Wednesday of every other month   We welcome you to join in listening, learning and dialogue for this session, starting with a presentation panel of representatives with three youth serving organizations and hear from all voices in the space.   Panelists Falilah Bilal Falilah “Aisha” Bilal has worked joyously for over 30 years creating innovative, relevant evidence based strategies to transform, empower and develop individuals, systems, organizations and contemporary thought. Ms. Bilal’s work is centered in healing practices, empowering youth and families, and self-discovery.  Ms. Bilal specializes in the field of youth development, healing informed organizational development, and strategic fundraising consultation. Currently Ms. Bilal directs her own consulting company where she provides trainings, curriculum development, healing experiences, coaching, and executive leadership to local and national agencies, companies and programs. Previously, Ms. Bilal served as a Senior Trainer with the National Black Women’s Justice Institute and a Radical Healer with Flourish Agenda.  She served as the Executive Director for M.I.S.S.S.E.Y. raising over 2 million dollars in funds to support sexually exploited children and young adults.   She has worked for numerous Bay Area agencies including World Trust, Alameda County Sheriff’s Department, Oakland Bay Area CARES Mentoring Movement, GirlSource, Office of Family, Children and Youth, City of Oakland, and the Young Women’s Freedom Center. Ms. Bilal holds a M.A. in Counseling Psychology from the California Institute of Integral Studies and a B.A. in Theater Arts and Child Psychology from San Francisco State University.     Jaleel Abdul-Adil, Ph.D. Dr. Abdul-Adil is a part-time Professor of Clinical Psychology who specializes in evidence-based, culturally-sensitive, and media-oriented programs for the prevention and intervention of child trauma, community violence, conduct problems, and secondary traumatic stress with low-income urban youth and families. Dr. Abdul-Adil teaches courses on life span, social bases of behavior, foundations in research and clinical practice, and youth intervention with Rap music and Hip-Hop culture. Dr. Abdul-Adil is also a full-time Associate Professor of Clinical Psychology in Psychiatry at the University of Illinois at Chicago. He is the Co-Director of the Urban Youth Trauma Center at UIC which is part of the National Child Traumatic Stress Network. Dr. Abdul-Adil trains community-based providers on using evidence-based practices for community-based and family-focused programs that address trauma and disruptive behavior disorders (including gang violence) for youth. In addition, Dr. Abdul-Adil is the founder of Young Warriors/Hip-Hop H.E.A.L.S.! (Helping Everyone Achieve Liberation and Success), a trauma-informed prevention and intervention paradigm that uses modern Rap music and Hip-Hop culture to promote critical thinking, prosocial skills, and trauma-informed services for urban adolescents.     Magali Rivera-Davis Magali Rivera-Davis is a NUYORICAN, born and raised in the South Bronx. She currently serves as a bilingual, intensive reentry case manager for Transitional Age Youth (TAY) in San Francisco California both in and out of custody. She works to create alternative sentences by collaborating with Judges, Public Defenders and the District Attorney’s office to do what is best for the client. Magali comes to the table committed to assisting communities in developing healthier, positive life choice and is highly motivated to advocate and empower individuals to lead fulfilling lives despite challenging circumstances. She believes that sisterhood has no expiration date, that to know better is to do better, in sharing her world and in doing her part to uncover the magic of those that may not understand the magic they hold. My two secrets that get ME through any obstacles: Stay In Your Power Gracefully and Please Don't Forget To Laugh!     Facilitator  Oriana Ides, MA, APCC, PPS Oriana Ides is a School Mental Health Training Specialist at CARS (the Center for Applied Research Solutions) and approaches healing the wounds of trauma and oppression as core elements of social justice. She has worked with young people across the life course from elementary school to college, and has served as teacher-leader, school counselor, classroom educator and program director. She is committed to generating equity within school structures and policies by focusing on evidence-based mental health techniques and institutional design.   Visit the main page for more information on this series.  

The Northwest MHTTC is excited to collaborate with Karen Young, MSW, RSW, and the Windz Centre to offer a consultation series on Narrative Therapy, May-December 2023. ABOUT THE SERIES  SESSIONS:   All times Pacific Wednesday, May 31, 11 am-12:30pm, facilitated by Karen Young Wednesday, June 28, 8:30-10am PT, facilitated by Karen Young Wednesday, July 26, 8:30-10am PT, facilitated by Akansha Vaswani-Bye Thursday, August 24, 8:30-10am PT, , facilitated by Akansha Vaswani-Bye Monday, September 11, 8:30-10am PT, facilitated by Karen Young Wednesday, October 11, 8:30-10am PT, facilitated by Karen Young Wednesday, November 8, 8:30-10am PT, facilitated by Karen Young Wednesday, December 13, 8:30-10am PT, facilitated by Karen Young Eligibility & Expectations  Master's level clinicians in the mental health & behavioral health workforce in the states of Alaska, Oregon, Idaho & Washington (HHS Region 10) who previously participated in our 3-part Brief Narrative Therapy training series.  Commitment to attend the whole series is required Participation in evaluation surveys/feedback (which are confidential) is expected Each individual must have access to computer/web camera/audio to participate This opportunity is not open for applications and is being offered to a closed cohort.  Resources List of publications by Karen Young   Facilitators  Karen Young, MSW, RSW; Director, Windz Centre   Karen is the Director of Windz Centre. She is an institute faculty teaching many of the Windz workshops and certificate programs. She organizes and designs training, oversees research projects, provides narrative therapy supervision and consults and trains walk-in clinics. For over 16 years, Karen supervised and provided single session therapy at a walk-in therapy clinic. Karen has provided consultation and clinical training to many organizations in Ontario, across Canada, and internationally regarding re-structuring service pathways to include brief services such as walk-in clinics. She has been teaching narrative and brief narrative therapy for over 30 years and is a therapist with 36 years of experience working with children and families. Karen has contributed numerous publications regarding applications of brief narrative therapy and research in brief services and walk-in therapy. She co-authored the Brief Services policy paper for the Ontario Centre of Excellence for Child and Youth Mental Health (Duvall, J., Young, K., Kays-Burden, A., 2012), No more, no less: Brief Mental Health Services for Children and Youth. Karen was the lead in the first in Ontario Brief Services Evaluation Project, 2014, a multi-organization evaluation of brief services. Karen has a great deal of knowledge and passion for narrative practices and is one of the few trainers who can teach the traditional aspects of the approach and new evolutions in the thinking. She has particular expertise in the application of narrative in brief and walk-in therapies. Karen is regarded as a trainer who conveys narrative ideas in very clear and useable ways.   Akansha Vaswani-Bye, PhD Akansha Vaswani Bye, PhD, is an Acting Assistant Professor in the SPIRIT Lab (stands for Supporting Psychosis Innovation through Research, Implementation and Training) at the Department of Psychiatry and Behavioral Sciences at the University of Washington School of Medicine. She grew up in Mumbai and her first learnings as a professional came from individuals and families navigating developmental disabilities. Early in her career, she was introduced to the principles of family-centered care, early intervention, and community-based advocacy. Her interest in narrative practices and systemic change has been at the forefront as she moved into spaces as a researcher, clinician, consultant, and trainer. Her doctoral work focused on drivers of institutional corruption in psychiatry and solutions for reform, particularly the practice of deprescribing and rational prescribing grounded in informed consent. Her current research and implementation work is focused on supporting communities impacted by psychosis, building the family peer workforce, and developing and disseminating culturally responsive principles and practices. She is particularly interested in non-pathologizing interventions and interventions that account for the impact of structural and social determinants of health. Currently, her clinical work is located at the Madison Clinic, a primary care clinic for people living with HIV/AIDS.         

About the Event:  Join us for a live presentation by Sierra Carter, Ph.D., on Understanding and Addressing Race-Related Stress and Trauma for Black Americans. Dr. Carter will discuss racial health disparities and how psychosocial and contextual stressors can affect both mental and physical health outcomes for underrepresented populations, with an emphasis on African American populations. She will examine how racial discrimination, as an acute and chronic stressor, effects development and exacerbation of chronic illnesses and stress-related disorders across the life course.  She will also discuss how using a risk and resilience framework can further our understanding of what may buffer the psychological and physical health impacts of racial discrimination and trauma experiences. 

In this workshop, participants will learn and practice skills in evidence-based suicide prevention and intervention practices, including screening for risk, safety planning, connecting with families, and supporting transitions back to school following a suicide event or hospitalization.     This is a closed event.   Download Flyer  

In this interactive presentation, the Training Director for HYPE (Helping Youth on the Path to Employment) will discuss HYPE as a service model that aims to prevent long-term disability in youth and young adults through a strong and early emphasis on higher education and employment. The origins, creation, philosophy, current offerings, and future directions of HYPE will be discussed.   Currently the Training Director at the University of Massachusetts Chan Medical School Transitions to Adulthood Center for Research, Debbie Nicolellis has a keen interest in supporting people with mental health conditions to succeed in work and school and to have productive, meaningful careers. Debbie has a Master’s in Rehabilitation Counseling with a focus on Supported Employment and Psychiatric Rehabilitation from Boston University and is certified nationally as a Rehabilitation Counselor. This webinar will be co-hosted by the Massachusetts Psychosis Network for Early Treatment (MAPNET, www.mapnet.online)   If you would like accommodations to participate in any of our events, please contact us at [email protected].

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

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

Registration has closed as this event is now at capacity. WEDNESDAY, MAY 24, 2023 2:30 - 4:30 p.m. PT [Find your local time zone here] Part 2 of 2 in the "Trans 101 & Working with Families of Trans and Non-Binary Youth" Learning Series (view series page for full details)   We know that parents and caregivers have a wide range of responses to young people in their family or care coming out as transgender or non-binary. We also know that affirming trans and non-binary youth is essential for their mental health, for their safety, and for their futures. In this training, Sean Lare LCSW-C will guide professionals who work with trans and non-binary youth and their caregivers or families to meet both the parent/caregivers and the young person “where they are” in their process, and help identify where the adult is on the spectrum of acceptance. We will dive briefly into family systems work; spend time considering the short and long term impacts of family rejection on trans, non-binary, and gender diverse youth; and discuss methods to assess where the adults are in their ability and willingness to affirm and accept their young folks, as well as help to guide the family unit towards attunement. This session will include small group work, case examples, and some best practices in creating care plans that support every member of the family to move towards acceptance, affirmation, and care.   Learning Objectives Name and describe the five stages of the Nelson Continuum as they relate to reactions to a person coming out as transgender or non-binary. Provide one example from each stage of how a person might respond and explain how that type of response might affect a transgender or non-binary person. Identify two different approaches used to support the youth and parent/caregiver. Identify 1-2 external resources or supports for a youth and 1-2 external resources or supports for a parent/caregiver.     Part 2 Faculty   Sean Lare (he/him), LCSW Sean Lare is a licensed clinical social worker who is passionate about serving transgender and gender diverse communities. In addition to providing psychotherapy for individuals in the transgender communities, Mr. Lare also works as an educator and advocate in Baltimore, Washington, DC and surrounding areas to help increase awareness about the unique needs of transgender, non-binary and gender diverse individuals. His educational work has included providing introductory and specialized trainings on engaging and retaining transgender talent in the workplace, supporting transgender and non-binary students in K-12 and college/university settings, and guidance for providing affirming services for transgender clients in clinical, behavioral health and medical settings. Mr. Lare has been a featured speaker at regional and local conferences, participated in numerous panel discussions and guest lecture presentations in undergraduate- and graduate-level classes, and is a sought-after contributor to community and policy planning efforts to increase services and rights for and to meet the diverse needs of transgender people. The focus of his psychotherapy practice in Columbia, MD is working with children, teens, and adults who are transgender or gender diverse and their families and providing supervision and consultation to other providers.  More information can be found at www.seanlare.com.  

Session 1: Supported Education Services for Exploring a Student‘s Educational Preferences (Choose) The focus of this session is to identify practitioner strategies to support the exploration of educational interests and the development of academic goals. Participants will learn how to assess interests, values, and preferences to inform students’ educational choices.

Participants of this webinar will be able to: Identify how psychiatry and neurodiversity can co-exist Understand why neurodiversity is important for enhancing diversity, equity, inclusion, and belonging, as well as for reducing the stigma associated with diagnostic labels  Describe how to navigate the nuances of advocacy   Presenter: Walid Yassin, DMSc, MMSc, is a Research Scientist at Beth Israel Deaconess Medical Center, Research Associate at McLean Hospital and Massachusetts General Hospital, and an Instructor at Harvard Medical School.   If you need accommodations to join this event, please contact us.  

Session Overview: Medicaid is a leading source of financing for school mental health services and programs.  Looking forward, LEAs and mental health providers may be able to bill Medicaid for more services if there is better alignment between Medicaid policies and the services provided.  In this webinar event, Dr. Adam Wilk (SE MHTTC Policy Lead) will describe key processes through which Medicaid policies can be changed to increase Medicaid funding support for school mental health services.  He will provide examples of states that have pursued specific reforms, and he will also highlight important resources that can help school mental health leaders to identify what steps may be most appropriate to take in their home state.  This session is designed for those who are interested in learning more about options for changing Medicaid policy to better support school mental health systems and services.   Learning Objectives: Specify when Medicaid can be billed for school mental health services (including services that today are provided but not billed). Describe and distinguish the two main pathways for reforming state Medicaid programs in support of school mental health. Reference examples of other states that have pursued Medicaid reforms to advance school mental health systems.   Speaker:    Adam Wilk is an assistant professor in the Department of Health Policy and Management at Emory University’s Rollins School of Public health.  He is the Financial Policy Lead for the Southeast Region’s Mental Health Technology Transfer Center: Administrative Supplement on School-based Mental Health.  Dr. Wilk is a health economist and health services researcher, conducting research on Medicaid and underserved populations, physician decision-making, and the management of complex, chronically ill patients.  He received his doctorate at The University of Michigan School of Public Health in 2015.  Before his time in Michigan, Dr. Wilk worked at The Brookings Institution and as a consultant at The Lewin Group.

  DESCRIPTION: This class uncovers how our cultural identities and experiences shape the way we make meaning of the world and relate to others. Outcomes are usually improved when services are adapted to a person’s cultural needs and preferences. As such, effective workers can skillfully navigate cultural conversations, and form sustainable working relationships with the people they support. This training looks at practical strategies for learning about an individual within the context of their culture. One of the specific strategies is the DSM 5 Cultural Formulation tool.     LEARNING OBJECTIVES: Define culture, social location, and cultural humility Explore unacknowledged cultural differences and power differentials Consider how culturally responsive care can be used to address disparities Review strategies for asking about a person’s cultural identity and influences     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:   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.     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.

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

Overview SAMHSA Region 3 Central East Mental Health Technology Transfer Center, in partnership with Advocates for Human Potential, has launched a new learning collaborative on behalf of the Virginia Department of Behavioral Health and Developmental Services (DBHDS). This five-session training series will support Community Services Boards' (CSBs') case management and care coordination managers in enhancing excellent case management and care coordination practices throughout the state. CSBs are the entry points for publicly supported mental health, substance use disorder, and developmental services for people with intellectual disabilities and/or developmental disabilities in Virginia.   Learning Collaborative Description This learning collaborative will provide an opportunity for managers to come together for mutual learning, discussion, and problem solving. Participants are invited to share their knowledge and expertise with one another as they consider best practices, explore emerging promising practices, and discuss lessons learned. Upon completion, all CSBs will receive a one-page summary that highlights exemplary practices, strategies, and approaches that emerged during the learning collaborative sessions.   Registration Registration is closed to case management and care coordination supervisors, managers, and direct care staff at CSBs.   Structure and Topics The learning collaborative structure includes five sessions, each 60 minutes long. Participants will meet on the fourth Tuesday of the month for 5 months between April 25 and August 22, 2023. All sessions will convene virtually from 12:00 p.m. to 1:00 p.m. ET.  Sessions will be highly interactive, giving participants many opportunities to share promising practices, enhance knowledge, explore new ideas, and strategize ways to implement and support new skill development of their teams. Breakout rooms will enable the division of CSBs into rural and urban locations or other relevant configurations. Each session will focus on a unique topic.   Sessions Date Themes Psychological Safety in the Workplace April 25 Enhancing self-awareness, cultivating psychological safety Navigating Boundaries May 23 Supporting mental health at work and work–life harmony Caseload Management Strategies for Care Coordinators and Case Managers June 27 Best practices and practical applications across the life span exercising personal agency and autonomy in the workplace Strengthening Employee Recruitment and Hiring Practices July 25 Developing a recruitment strategy How to assess and hire for specific knowledge, skills, and abilities Key Components of Employee Retention August 22 Permission for self-care  and autonomy Staffing structures to help staff work at the top of their scope Establishing clear and transparent career pathways  

This 75-minute webinar will focus on how surviving and healing differ, the capacity humans have to heal, and how to engage mental health practitioners, programs, and systems to support trauma healing. Offered in collaboration with Mental Health & Addiction Association of Oregon (MHAAO).  ABOUT THIS EVENT Human beings are not only wired to survive, but we are also wired and have the innate capacity to heal from trauma and adversity. Despite deep wisdom across cultures and generations, many current efforts to increase sensitivity and support for people impacted by trauma (trauma-informed care) have focused almost exclusively on survival and stabilization, leaving out the promise and possibility of full healing and recovery for individuals and communities. In this presentation, Elaine will share lessons learned from her own healing and work and insights about engaging mental health practitioners, programs and systems to fully support and promote trauma healing. This session will provide information and strategies for behavioral health providers on incorporating an expanded perspective and new approaches to trauma healing into their work.     FACILITATOR Elaine Walters, MS Elaine Walters is the founding Executive Director and lead trainer at the Trauma Healing Project, an organization that provides professional and community training and direct healing support for survivors. Prior to this position she coordinated the Sexual Assault Nurse Examiner Program for the Attorney General’s Sexual Assault Task Force in Oregon. For the last 25 years she has been a consultant, trainer and community organizer working to address and eliminate intimate violence. She has designed and facilitated workshops and trainings on many related topics and has provided direct services and support to youth and adults impacted by violence, abuse and other forms of trauma and oppression. She is involved in the effort to expand accessible trauma healing resources and to implement trauma-informed care practices regionally and state-wide.  

This short-course presentation aims to increase awareness and advocate for occupational therapy as part of the perinatal mental health treatment team. Event Description Occupational therapy is a profession that holistically enables the fundamentals of engagement and participation in meaningful occupations using a client-centered approach to provide, promote, and emphasize participation in daily activities, role performance, and well-being. Occupational therapy practitioners are vital and should be considered on the treatment team in the area of perinatal mental health. Transitioning to motherhood is a significant and transformative life event for women (Horne, Corr, & Earle, 2005). Whether it is a new-time mother or a seasoned mother welcoming a newborn into the family, these new changes can be disruptive to established routines and habits. The physiological and psychosocial changes a woman encounters contribute to feeling overwhelmed, pressured, exhausted, alone, and misunderstood (Kepic, 2021). Occupational therapy practitioners have the knowledge and experience to conduct screenings, assessments, and evaluations, deliver treatment and interventions, and measure progress and outcomes. Considering clients’ strengths and abilities, daily routines and habits, motivation, interests, meaningful activities, and social supports, we can collaboratively establish individualized interventions and goals during the perinatal period. This short-course presentation aims to increase awareness and advocate for occupational therapy as part of the perinatal mental health treatment team.  Trainer Mauly Her Lo                     Mauly Her Lo is a mother and an occupational therapist. She is a two-time alumna of the University of Wisconsin – Milwaukee (UWM) and is currently a post-professional occupational therapy doctoral student at UWM focusing on Perinatal Mental Health. After experiencing perinatal mental anxiety during both of her pregnancies, Mauly believes it is important to bring knowledge and awareness of Perinatal Mental Health to the preservice education level. She contributed to developing 3 preservice education modules for pre-occupational therapy and entry-level occupational therapy students on perinatal mental health and the benefits of occupational therapy.   

According to the National Institute of Mental Health, OCD "symptoms can interfere with all aspects of life, such as work, school, and personal relationships." Event Description This presentation will cover the evidence based assessment and treatment of obsessive compulsive disorder. The intervention focus will be on cognitive behavioral therapies, including exposure and response prevention for OCD. The phenomenology of OCD will be briefly reviewed and de-identified clinical examples will be discussed. Trainer Shannon Bennett, PhD                     Shannon Bennett, Ph.D. is an Assistant Professor of Psychology in Clinical Psychiatry at Weill Cornell Medical College and an Attending Psychologist at New York Presbyterian Hospital. Dr. Bennett serves as the Site Clinical Director of the New York Presbyterian Hospital Youth Anxiety Center at Weill Cornell Medicine, and the Director of the Tourette Syndrome Center of Excellence at Weill Cornell. As a licensed clinical psychologist, Dr. Bennett works with children, adolescents, adults and families suffering from anxiety, tics, OCD and related conditions. She also teaches, writes, and presents internationally on these topics. Dr. Bennett’s primary research interests include the development, evaluation, and dissemination of cognitive behavioral treatments for anxiety, OCD and tic disorders, testing the efficacy of novel treatments for these disorders, and better understanding mechanisms involved in symptom change.   Dr. Bennett contributed to several cognitive-behavioral treatment and research programs at the Center for Anxiety and Related Disorders at Boston University and was a Co-Founder and Associate Director of the Pediatric OCD Intensive Treatment Program at UCLA before joining the faculty at Weill Cornell Medicine. Dr. Bennett also led a multi-disciplinary research team focused on the psychosocial needs of women who experience perinatal loss and earned a National Research Service Award for this research effort.  Dr. Bennett has been honored with a Career Development Leadership Award from the Anxiety and Depression Association of America and serves on the Medical Advisory Board for the Tourette Association of America.

This event is part of the UW SMART Center's 2023 Virtual Speaker Series. Learn more and register for upcoming events in the series here.  Please Note: Certificate of Attendance and Washington state clock hours will be available for attendees of the live session. The Climate of Educator Bias-based Beliefs Effect on MTSS Implementation When: Monday, May 22nd @ 11 a.m. - 12:30 p.m. PT | 10 a.m. - 11:30 a.m. AKT | 12 p.m. - 1:30 p.m. MT Description: The environment of schools comprises features of practice, policies, procedures, and beliefs. This presentation will discuss the types of bias-based beliefs educators bring into school that complicate the ways in which promising practices are implemented. Specific attention to elements of MTSS implementation that can be compromised by educator bias-based beliefs.  Objectives: Understand bias-based beliefs present in educational practice. Understand ways to interrupt bias-based beliefs. Understand ways to improve MTSS implementation through interruption of bias-based beliefs. About the Presenter: Edward (Eddie) Fergus, Ph.D. Professor of Urban Education in the School of Arts and Sciences at Rutgers University – Newark Dr. Edward (Eddie) Fergus is Professor of Urban Education in the School of Arts and Sciences at Rutgers University – Newark. Prior to joining Rutgers University – Newark, Dr. Edward Fergus was Associate Professor of Urban Education and Policy at Temple University (2017-2022) and Assistant Professor of Educational Leadership and Policy at New York University (2013-2017), and Deputy Director of the Metropolitan Center for Urban Education at New York University (2004-2013).  As a former high school social studies teacher, program evaluator, and community school program director, Dr. Fergus is continuously approaching research with an attention to its application within educational settings. Dr. Fergus’ work is on the intersection of educational policy and outcomes with a specific focus on Black and Latino boys’ academic and social engagement outcomes, disproportionality in special education and suspensions, and school climate conditions. He has published more than four dozen articles, book chapters, evaluation reports, and five books including Skin Color and Identity Formation: Perceptions of Opportunity and Academic Orientation among Mexican and Puerto Rican Youth (Routledge Press, 2004), co-editor of Invisible No More: Disenfranchisement of Latino Men and Boys (Routledge Press, 2011), co-author of Schooling For Resilience: Improving Trajectory of Black and Latino boys (Harvard Education Press, 2014), author of Solving Disproportionality and Achieving Equity (Corwin Press, 2016), co-editor of forthcoming book Boyhood and Masculinity Construction in the US (Routledge Press, forthcoming), and Unpacking the Cultural Shopping Cart: The Cross-Cultural Lives to Challenge School Segregation (Corwin, forthcoming). Fergus has worked with over 120 school districts since 2004 on educational equity and school reform, specifically addressing disproportionality in special education and suspension. Fergus partners with state education departments such as California, Maryland, Connecticut, North Carolina, and Texas and serves on various boards such as NY State Governor’s Juvenile Justice Advisory Group (2010-present), appointed in 2011 to the Yonkers Public Schools Board of Education (2011-2013 and 2019-2021), National Center on Learning Disabilities (2020-present), and is an expert consultant for the U.S. Department of Justice Civil Rights Division on Educational Opportunities (2014-2016), New York State Attorney General’s Office (2022), and NAACP Legal Defense Fund (2018).  Dr. Fergus received a bachelor’s degree in Political Science and Secondary Education – Broad Field Social Studies from Beloit College and a doctorate in Educational Policy and Social Foundations from the University of Michigan.  Want more information and school mental health resources? Visit the Northwest MHTTC's School Mental Health page and sign up for our newsletter for regular updates about events, trainings, and resources available to the Northwest region.

This 90-minute webinar tackles stigma around mental health for family members and caregivers of children living with complex behavioral health challenges, providers and agency administrators. ABOUT THIS EVENT The stigma attached to mental health disorders is entrenched within the child-serving systems and extends to the family members of children living with complex behavioral health challenges. Parents and caregivers often feel dismissed, blamed for their child’s challenges, or perceived as an extension of their child’s diagnoses. This 90-minute webinar will bring awareness to the normalization of stigma and how it may manifest in unintended ways. It will present a call to action to challenge the status quo and offer strategies for addressing stigmatizing behaviors in real time. This webinar is offered in partnership with Oregon Family Support Network. Learning Outcomes Upon completion of this webinar, participants will be able to: Summarize the effects of the normalization of stigma on family members and caregivers. Identify the contribution of implicit bias to stigmatization.  Distinguish the role of family members as context experts with regard to their experiences.   Apply strategies to challenge the perpetuation of stigma.    Audience: Family Members & Consumers of Mental Health Care, Family Advocates, Program & Agency Administrators, Front-Line Staff, Service Providers, Educators FACILITATOR Carol Dickey, MBA, MS  Carol Dickey is a parent of five children and a passionate advocate for behavioral health system transformation through elevation of the family voice and an interaction over intervention approach to service delivery. Drawing on more than three decades of experience in health-services administration and agency leadership, her advocacy efforts are driven by her family’s experiences within the child-serving systems. They are inspired by the stories of frustration, hurt, and helplessness shared by countless families so often forced to survive in crisis.            

The Central East Mental Health Technology Transfer Center (MHTTC) has contracted with the National Center for School Mental Health (NCSMH) to participate in a 4-month learning community on school well-being. This learning collaborative will provide support and facilitate knowledge acquisition, skill attainment, and implementation support related to helping school systems meet the well-being needs of educators and the school systems themselves.    The collaborative will allow education leaders to learn alongside Project AWARE (Advancing Wellness and Resilience in Education) grantees and other education leaders from across the region and contribute to cross-site sharing of school mental health best practices, information, and resources.   Project AWARE is a SAMHSA-funded initiative focused on the mental health of youth in schools, aged 12-17. Project AWARE funds state, tribal, territorial, and local education agencies to increase awareness of youth mental health; provide mental health training to school personnel and other adults who interact with youth; and connect youth and their families to mental health services.   Outcomes include: Learning about best practices for school well-being at organization and staff levels from Subject Matter Experts from the NCSMH Building individual and collective capacity for promoting and supporting sustainable school well-being efforts Establishing and receiving feedback on quality improvement goals Closed Registration   

  SESSION DESCRIPTION – INTRO TO PROCESS IMPROVEMENT AND USING PDSA FOR RHRP: The NIATx process improvement model will be introduced as a preview to the Change Leader Academy that will follow this final training in the RHRP series. All of the culture changes described in the RHRP series require an implementation strategy to turn them from aspirational values to standard organizational practices.  This session will serve as a pivot for participants as they shift from the “What” (organization culture that supports the RHRP continuum) to the “How” data driven process tools to create and sustain changes that improve hiring and recruitment.     SESSION LEARNING OBJECTIVES: Participants in this session will learn: The origins of the NIATx model and its driving principles The key tools used in the NIATx Model The fundamentals of rapid cycle PDSA change     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.     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.     PRESENTER: 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.     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.

The Northwest MHTTC is excited to collaborate with Dr. Michelle Evans and the National Hispanic & Latino MHTTC to offer a live learning community in Spring 2023. Each session includes expert-led instruction and experiential learning. Up to 6 hours of Continuing Education (CE) credits* (see bottom of page) are available. ELIGIBILITY, EXPECTATIONS & APPLICATION Members of the behavioral health/mental health workforce who are based in the states of Alaska, Oregon, Idaho & Washington (HHS Region 10) are eligible to participate Commitment to attend the whole series is expected Each individual must have access to computer/web camera/audio to participate Applications are no longer being accepted. Questions: For questions about this series, including eligibility and registration please contact the Northwest MHTTC at [email protected].   ABOUT THE LEARNING COMMUNITY Learning Communities are a series of activities designed to teach specific, in-depth skills through personalized interaction and presentation based on the needs of the group. In this opportunity, cultural adaptations of Evidence Based Practices in treating Hispanic and Latinos with mental health disorders will occur. Participants will participate in an interactive discussion and sharing of expertise and will identify and discuss their own experiences in working with this population. Participants will receive feedback and will be provided with access to a toolkit of resources. Goal: Increase utilization and implementation of culturally adapted Evidence-Based Practices (EBP) for Hispanic and Latinx populations with mental health conditions at recipients’ organizations and agencies.   Learning Objectives: Explain what cultural adaptations and cultural adaptation models for Latinx populations.   Describe motivational interview, cognitive behavioral therapy, and family therapy techniques and strategies culturally adapted for Hispanic and Latinx clients and how to implement them at the clinical and organizational levels.    Review a case vignette of a Latino male client conceptualized using several culturally adapted EBP strategies.   Practice and implement one culturally adapted EBP like the motivational interview, cognitive behavioral therapy, or family therapy with a Latinx client.    SESSIONS: Thursdays, May 18 - June 8, 2023 11:30am - 1pm AK / 12:30 - 2pm PT / 1:30- 3pm MT   May 18 Train/educate stakeholders- Didactic presentation  Slides for May 18th session Cultural Adaptations of Evidence-Based Interventions for Latinx Populations toolkit Desk Reference: Clinical Applications of Cultural Elements when Working with Hispanic and Latino Populations (Module 4)   May 25 Train/educate stakeholders, support deliverers of the intervention/program/service Slides for May 25th session Cultural Adaptations of Evidence-Based Interventions for Latinx Populations toolkit Resources suggested by participants:  Brief Psychotherapy with the Latino Immigrant Client by Marlene D. De Rios Movie: God Knows Where I Am   June 1 Interactive assistance; evaluative and iterative strategies. Slides for June 1st session Cultural Adaptations of Evidence-Based Interventions for Latinx Populations toolkit Cultural Formulation Interview (CFI)    June 8 Interactive assistance; evaluative and iterative strategies. Closing session. Slides for June 8th session Cultural Adaptations of Evidence-Based Interventions for Latinx Populations toolkit Cultural Formulation Interview (CFI)      FACILITATOR   Michelle Evans, DSW, LCSW, CADC Dr. Michelle Evans is a Licensed Clinical Social Worker, Certified Alcohol and Drug Counselor, and Licensed Sex Offender Treatment Provider and Evaluator. She has worked primarily with the Latinx population throughout her career as a child welfare specialist and forensic evaluator and treatment provider. She is currently the Hospital Administrator for Elgin Mental Health Center in Elgin, Illinois, a state forensic psychiatric hospital. She is in private practice at Nickerson & Associates, PC as a therapist where she treats adults and adolescents with mental health issues, substance abuse issues and sex addictions. She also teaches on these topics at Aurora University and University of Chicago. Previously, she was the Assistant Dean for Health Professions and Public Service at Waubonsee Community College, and she has held other positions within higher education and private psychiatric hospitals. Throughout her career, she has worked to increase equity, justice, and cultural awareness in these institutions.       *CONTINUING EDUCATION CREDIT 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, 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.