Past Events

  DESCRIPTION: This class discusses the impact of trauma on people’s lives in a variety of different contexts. Traumatic experiences can change people’s brain and health development and increase the risk of developing chronic diseases later in life. Trauma also affects how a person learns to build and maintain relationships with other people, including caregivers and helpers. Untreated, this can leave people isolated and in pain, seeking relief in unhealthy coping strategies. Workers who understand this can be more effective with people who need help.      LEARNING OBJECTIVES: Define different types of trauma Examine the effects of trauma on the developing brain Reflect on why people use unhealthy coping strategies Describe the research on trauma and its implications     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: Raymond Young, CPS, BA has 15 years of experience training diverse groups of adult, youth, and adolescent learners prior to joining the Training Institute at People Incorporated Mental Health Services. He has trained mental health workers, police officers, transportation professionals, business partners, and clients. Ray received his certification as a Certified Peer Specialist from the Minnesota Department of Human Services in 2017 and has since worked with individuals with various mental health conditions and behavioral health concerns. He has also studied Drug and Alcohol Counseling. Ray has a passion for working with youth in Youth Leadership Programs and as a mentor in the community.         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 training is reserved for ESC School Mental Health Leaders to learn about , experience, walk through and practice the TEA approved Educator Wellness & Trauma Informed Classrooms in order to serve as Master Trainers for LEA leaders. Once ESC School Mental Health leaders become master trainers, they will be able to train LEA level leaders to serve as trainers to train within their district.  

This training of trainer’s is designed for therapists who wish to learn more about how family therapy can become an effective and efficient tool in their therapy toolbox, particularly when treating presenting problems in Hispanic and Latino youth. Part of being culturally informed is having our eyes and ears open to the experiences and motivations of Hispanic and Latino families while enhancing their abilities to buffer the adverse effects of immigration, acculturation stress, social stressors and discrimination many commonly face. Because family dynamics can be so powerful, proper training in family- level assessments and interventions are essential to address such factors. This training of trainers is not a formal training on a specific evidence-based treatment but is meant to familiarize the therapist with the basics of family therapy and its clinical utility when addressing the needs of with Hispanic and Latino youth and their families. With that in mind, family processes are presented in the training which are considered important in the treatment of mental health issues and key components of family approaches, including:   Developing a systemic conceptualization. The engagement of reluctant family members Juggling multiple therapeutic alliances Reshaping conflictual and/or disengaged relationships into adaptive and supportive ones.   Trainers: Daniel Santisteban Ph.D & Melissa Gutierrez M.S.Ed. Private event, by invitation only.        

DESCRIPTION Black lesbian, gay, bisexual, transgender, queer (LGBTQ+) youth encounter unique mental health concerns due to the intersectionality of their race and sexual identity. Specifically, they are members of multiple groups (i.e., racial and sexual/gender identity groups) that have experienced significant discrimination, prejudice, and bias. This increases their risk of further oppression and creates additional barriers to mental health care. These youth are less likely to receive professional care and more likely to report suicide and depression than cisgender youth. This webinar will identify barriers to care, risks factors associated with heightened mental health concerns, including the intersection of race and sexual/gender identity, and identify strategies for creating change to improve the lived experiences of this under-supported population.   LEARNING OBJECTIVES Identify barriers that prevent Black LGBTQ+ youth from accessing care Understand how the intersection between race and sexual/gender identity increases the risk of mental health concerns and suicide for Black LGBTQ+ youth Identify at least two strategies to create change and/or support Black LGBTQ+ youth   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.   Jessica Henry, PhD, is a licensed clinical psychologist in Washington, DC, Maryland, and Georgia. She is the co-founder and vice president of program development and evaluation for the Black Mental Wellness Corp., and founder and CEO of Community Impact: Consultation & Psychological Services—a trauma-informed organization whose mission is to provide trauma-informed services to individuals and organizations affected by traumatic events. Henry is the current senior director of behavioral health for one of Washington, DC’s largest Federally Qualified Health Centers, and previous clinical director of a level-5 close security male prison and Georgia’s largest youth homeless shelter. Overall, Henry is passionate about the mental health of individuals in Black and under resourced communities and has specialized in increasing access to treatment and providing the highest quality of evidence-based mental health treatment services to underserved youth, families, and adults exposed to traumatic events (e.g., community violence, abuse, neglect). She received her B.S. from Howard University, M.A. from Columbia University, and Ph.D. in Clinical Psychology from The George Washington University. She is from the greater Washington, DC metropolitan area. For more information about Henry, please visit BlackMentalWellness.com or ImpactTheCommunity.com. She can also be found on Instagram @BlackMentalWellness or @CommunityImpact_CP.   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  

This training is reserved for ESC School Mental Health Leaders to learn about , experience, walk through and practice the TEA approved Educator Wellness & Trauma Informed Classrooms in order to serve as Master Trainers for LEA leaders. Once ESC School Mental Health leaders become master trainers, they will be able to train LEA level leaders to serve as trainers to train within their district.  

This is Session 7 of our Mindful Monday series, which focuses on a wide range of evidence-based practices from different disciplines.  Event Description Session 7 May 1st, 2023 This is a 30-minute training and will run every other week through May 15th, 2023.     Each month will have a specific theme/focus with exercises from that discipline. At the beginning of each session, participants will spend a few minutes grounding and learning about the practice for that day and then spend approximately 15-20 minutes in experiential practice, leaving a few minutes in the end for reflection and discussion.   Trainer Christina Ruggiero, Masters of Counseling Psychology, Registered Psychotherapist

  The Alaska Autism Resource Center and the Northwest Mental Health Technology Center invite educators from Alaska and their community partners to join this one-day workshop happening in Sitka, Anchorage, and Nome. There is no registration fee to attend the training. This training is intended exclusively for Alaska residents.   Please download (button above) and share the event flyer with your colleagues in Alaska!   “Mental health and wellness have profound implications for our students, their academic success,  and their overall outcomes, and we know that youth facing mental health challenges are more  likely to receive services in a school-based setting.”   - Miguel Cardona, U.S. Secretary of Education Join us for this one-day workshop with your school or district team to learn more about: Anxiety, depression, and impacts of trauma. Crisis response and recovery related to behavioral health in small and large–scale critical incidents and disasters. Common mental and behavioral health symptoms, as well as underlying contributing factors that play out in a classroom setting, and effective practices and strategies to support all students within a Multi-Tiered System of Supports. The role of School and District Leadership in implementation and strategies for school and system leaders. New autism research and interventions to support autistic students within an MTSS. Free resources from state, regional and national TA centers.   National, regional and state mental health technical assistance providers, practitioners, licensed mental health professionals, and researchers with the University of Washington School Mental Health Assessment, Research and Training Center will help you get your journey started, or enhance, implementation of effective systems, data and practices to integrate student mental health and wellness.     TRAINING LOCATIONS AND EVENT INFORMATION:   SITKA MONDAY, MAY 1ST @ 9:00AM - 3:00PM Harrigan Centennial Hall 330 Harbor Drive, Sitka, AK 99835 - ANCHORAGE THURSDAY, MAY 4TH @ 9:00AM - 3:00PM The Lakefront Anchorage 4800 Spenard Road, Anchorage, AK 99517 - NOME SATURDAY, MAY 6TH @ 9:00AM - 3:00PM Old St. Joseph’s Church 102 Division Street, Nome, AK 99762                 INTENDED AUDIENCE: YOUR TEAM! District administrators, principals, special educators, paraeducators, school psychologists, and related service providers (i.e., mental health provider, BCBA, social worker, OT/PT/SLP) QUESTIONS? Contact Kendra Wolf by email, [email protected]

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 equips providers that work with family caregivers of individuals with dementia to respond to challenging, disruptive behaviors related to dementia; and gives providers information necessary to assist in the navigation of caregiver support services and care planning.  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 9am-12pm PT See more in the Older Adults (OA) Track HERE  LEARN MORE ABOUT THE MENTAL HEALTH INSTITUTE HERE FACILITATORS Janelle Jensen, LMFT  Janelle has been working in the aging and mental health field for over 15 years.  Currently working in private practice as a Licensed Marriage and Family Therapist with mostly older adults and families who provide care for a loved one living with dementia and related conditions, contracts with local skilled nursing facilities to provide mental health services, and past work experiences include care manager in private care management, family caregiver support with the Alzheimer’s Association, and social worker in a skilled nursing facility. Janelle received her bachelor’s degree in Social Work and master’s degree in Marriage and Family Therapy.  Janelle manages an online support site, careclub.care writing weekly blog posts focused on supporting family caregivers and supports the Edmonds Waterfront Center as a business member where she also volunteers with active older adults.                     VISIT THE MENTAL HEALTH INSTITUTE MAIN PAGE    

Motivational interviewing is an evidence-based technique for engaging ambivalent patients in conversations about behavior change. Dr. Kline will present her research on adapting motivational interviewing for family caregivers of adolescents and young adults with first episode psychosis and other mental health and substance use disorders.   Dr. Emily Kline is a clinical psychologist and assistant professor of psychiatry at Boston University School of Medicine. She serves as the Director of Psychological Services for the Wellness and Recovery After Psychosis team and leads the Motivational Interviewing for Loved Ones lab at Boston Medical Center. Dr. Kline is the author of The School of Hard Talks: How to Have Real Conversations with Your (Almost Grown) Kids and the creator of The School of Hard Talks Online. She has published dozens of articles appearing in a range of peer-reviewed scholarly journals, textbooks, and popular magazines, and she has spoken with audiences all over the world about mental health and interpersonal communication. Dr. Kline completed her bachelor’s degree at Haverford College, her master’s and doctoral degrees at the University of Maryland, Baltimore County, and her clinical and post-doctoral training at Harvard Medical School.   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].    

  SESSION DESCRIPTION – CREATING INCLUSIVE ORGANIZATIONS TO SUPPORT RHRP: Session 2 will teach strategies for creating an inclusive organization on the micro and macro levels. Participants will be provided with examples of inclusive work cultures, evidence-based best practices for making DEI-focused organizational changes, and how to maintain an inclusive professional environment on a long-term scale.     LEARNING OBJECTIVES: This session will emphasize: Strategies to help staff feel included, valued, and appreciated How to address microaggressions, micro-insults, and micro-invalidations Understanding three characteristics of an inclusive organization Understanding seven key strategies for creating an inclusive organization How to create an inclusion committee     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:   Mark Sanders, LCSW, CADC, is the Illinois State Project Manager for the Great Lakes ATTC, MHTTC and PTTC. Mark has worked for 40 years as a social worker, educator, and part of the SUD workforce. He is founder of the Online Museum of African American Addictions, Treatment and Recovery and co-founder of Serenity Academy of Chicago, the only recovery-oriented high school in Illinois. Mark is also an international speaker, trainer, and consultant in the behavioral health field whose work has reached thousands throughout the United States, Europe, Canada, the Caribbean, and the British Islands.  Recently, Mark Sanders was named as the 2021 recipient of the NAADAC Enlightenment Award in recognition of his outstanding work and contributions to NAADAC, the field of SUD services, and SUD professionals. He is also the recipient of the Illinois Association for Behavioral Health’s 2021 Lawrence Goodman Friend of the Fieldaward in honor of the many years of dedicated service Mark has provided to communities throughout his home state of Illinois.     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  

About the Event:  Regardless of clinical orientation or technique, effective therapy hinges on the quality of the therapeutic relationship and of the therapist's ability to create and nurture factors of trust, empathy, warmth, non judgment, collaboration, presence and empowerment for the client. Although we would like to believe that we all naturally foster these characteristics in our work, our ability to do this effectively, depends on our ability to know, regulate and challenge ourselves. Radical introspection draws upon the traditions of mindfulness, self inquiry and reflective writing to bring the clinician into a deeper awareness of themselves so they can create more impactful and meaningful therapeutic work.

What does emotional eating look like? Does it always look the same? Who can it affect? Learn all about it in this free series! Event Description Session 3: April 27th, 2023 Do you ever feel guilty for eating?   Do you ever feel anxious around food?   Do you ever feel anxious around food?   Do you ever feel a sense of a loss of control or impulsivity around food?   Do you ever judge yourself for what you eat?   Do you use food to cope, distract, or numb out?   Do you fear eating certain foods or label certain foods as good/bad?   Do you feel like you’re on a rollercoaster with your eating?   Do you feel like there is no way to trust your intuition and your body to guide your eating?   If you answered yes to any of these questions, you’re in luck! We are offering a 4-week emotional eating program starting April 13th, 2023.     Emotional eating is a struggle that many of us have faced, particularly when feeling isolated, anxious, bored, empty, frustrated, or even excited. Join Laura MacLachlan, registered psychotherapist, in a 4-week educational course that will offer you the knowledge and practical strategies on conquering emotional eating and making peace with food. Laura helps people learn how to change their relationship with food and how to listen to their bodies. This course is for people who struggle with cravings, and emotional eating, or who have started a diet but haven’t been able to stick to it. Laura’s approach is grounded in cognitive behavior therapy and intuitive eating. She focuses on supporting people in understanding their desire to cope with their emotions using food while providing strategies to manage emotional discomfort without breaking healthy commitments. Additionally, this course will offer an understanding of the myths in society that promote weight gain and how the reptilian brain is involved in food addiction.   This course is limited to 25 participants, and we respectfully ask that if you choose to sign up for the training, you commit to attending all 4 sessions. For more information, please contact Genevieve Berry at [email protected].  Trainer Laura MacLachlan, Psychotherapist, BSc., MCP, RP                   Laura MacLachlan is a registered psychotherapist with the College of Registered Psychotherapists of Ontario. She uses evidence-based interventions drawing from cognitive behaviour therapy, mindfulness, and intuitive eating, while liaising with other care providers to ensure a holistic approach to intervention. She is passionate about working with individuals and families affected by mood and anxiety disorders, emotional eating, and relationship difficulties. In her work with clients who struggle with emotional eating, recovery involves addressing the many issues that contribute to it, such as shame, relationship problems, perfectionism, and past traumas. When meeting first-time clients, Laura says, “I’m confident that together we can work to help equip you with the necessary tools to help you face and overcome the challenges you are facing. Whether you’re struggling with anxiety, depression, or emotional eating, it is important that you know you don’t have to be alone in this journey.”  

  DESCRIPTION: In this three-hour training, educators will learn what trauma is, how to identify it, how it derails early childhood brain development and impacts learning.  The session will explain the significance of the Adverse Childhood Experiences (ACEs) study and how educators can not only help mitigate the effects of adversity in a student's life, but to help them thrive.  Practical strategies will be shared for creating healing environments, regulating students, promoting resilience and rethinking discipline that will provide educators tools to use in their own journey to create trauma informed resilient focused classrooms.     LEARNING OBJECTIVES: Define trauma Discuss behaviors that identify trauma Explain the ACEs study Practice deregulation skills Develop resilience     CONTINUING EDUCATION: Registrants who fully attend this training will be eligible to receive 4.0 continuing education (CE) hours certified by the Ohio Department of Mental Health and Addiction Service. Certificates for this training are managed by OACBHA.     PRESENTER: Becky Haas is an international advocate and trainer on using a trauma informed approach, the Adverse Childhood Experiences (ACEs) study and Positive Childhood Experiences (PCEs) study.  She is a pioneer in creating trauma informed communities.  The work she led while working for the Johnson City Police Department in Northeast Tennessee was recognized by SAMHSA in 2018 as a model for other cities to follow.  In 2019 she co-authored the "Building a Trauma Informed System of Care" toolkit for the TN Department of Children's services detailing a blueprint for creating community resilience.  This toolkit has been recommended as a “practical tool” in John's Hopkins, Progress in Community Health Partnerships: Research, Education, and Action.  Becky is the author of several sector specific professional development trainings with two receiving statewide accreditation in Tennessee as evidence-based training.  Among the diverse sectors of professionals, she has trained, she is uniquely distinguished for her work training police officers and others in the justice system to understand trauma.  In March of 2022, she was honored to receive the Friends of Children award from the Tennessee Commission on Children and Youth for her work as a local, state, and national leader in implementation and support of trauma informed services and communities. Becky has a deep understanding of the importance for every professional sector to have intimate knowledge of healthy early childhood development and the potential for early adversity to disrupt that healthy development.  She is a founding member of the East Tennessee State University Ballad Health Strong Brain Institute and serves as a member of the CTIPP National Trauma Campaign strategy team and as a Strategic Partner for the Pathways to Resilience Program.          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: Efforts to prevent suicide at the individual and community level are important for reducing suicide among youth. Suicide is complex with no single cause. This webinar addresses three factors for consideration when focusing on suicide prevention. The speakers will share findings and practical takeaways from their AFSP funded research. One important factor related to mental health and wellness among school aged youth is sleep. Dr. Tina Goldstein will share insights and data regarding the relationship between sleep and suicide. Next, Dr. Marisa Marraccini will describe how to facilitate a student’s return to school after hospitalization for suicidal behavior. There are many considerations to help students and schools adapt to support students in this process of transition. Finally, Dr. Anna Mueller will review what she has learned from her research about important ingredients for suicide prevention in schools. The goal of the webinar is to share insights to build an informed and active community working together for suicide prevention.     LEARNING OBJECTIVES: Describe How sleep patterns may impact mental health and wellness Provide 3 actions that can be taken to facilitate a student’s return to school after hospitalization for suicidal behavior Enumerate strategies for suicide prevention that can be used in schools     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     TRAINERS: Tina Goldstein, PhD, clinical and research interests focus on understanding the etiology and psychosocial treatment for youth with, and at-risk for, mood disorders and suicide. Her research program is supported by grant funding from federal and private foundations, and she is the author of over 150 manuscripts and book chapters. Her contributions to the field have been recognized with numerous awards, including the Klerman Young Investigator Award from the Depression and Bipolar Support Alliance (DBSA) and the Presidential Early Career Award for Scientists and Engineers (PECASE).       Anna S. Mueller, PhD, is the Luther Dana Waterman Associate Professor in the Department of Sociology at Indiana University Bloomington. She received her BA from Wellesley College in 2002 and her PhD in sociology in 2011 from the University of Texas at Austin. Using both quantitative and qualitative methodologies, Mueller’s research examines (1) the social roots of adolescent suicide; (2) the experience of suicide bereavement in adolescence, and (3) how organizational science can help improve suicide prevention in schools. Her research on youth suicide has won numerous awards for its contribution to knowledge, including the Edwin Shneidman Early Career Award from the American Association of Suicidology. In 2020, she was named one of Science News’s Top 10 Early Career Scientists to Watch. Her research is funded by the National Institute of Mental Health, the American Foundation for Suicide Prevention, and the Western Colorado Community Foundation, among others. She is passionate about helping schools, families, and communities find better ways to prevent youth suicide and to heal after suicide losses.     Marisa Marraccini, PhD, specializes in promoting the mental health and well-being of students and preventing health risk behaviors. Trained as a school psychologist, she became interested in supporting high-risk adolescents to prevent suicide and other health risk behaviors during her internship at a rural high school. Recognizing a critical need to better support these students, she sought out advanced training in suicide assessment research through a postdoctoral fellowship at the Department of Psychiatry and Human Behavior in the Warren Alpert Medical School of Brown University. Currently, Marraccini is an Implementation Research Fellow through the Implementation Science Research Institute at Washington University of St. Louis.     Tandra M. Rutledge is a mental health and suicide prevention educator, advocate, and consultant. She is currently the Director of Healthcare Systems Initiatives for Project 2025, a national initiative of the American Foundation of Suicide Prevention to reduce the suicide rate by 20% by the year 2025. A highly regarded and trusted mental health expert, Tandra dismantles stigma and cultivates resilience through a social justice and racial equity lens. Tandra transform individuals, groups, and organizations by fostering deep, honest connections with diverse audiences including healthcare professionals, educators, law enforcement, employers, faith-based organizations, youth, parents, colleges and universities and many others.     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 learning community is closed to select participants.  To learn more about this series, visit the homepage: Implementing Assertive Community Treatment (ACT) in Kansas  

This free webinar is presented in collaboration with the SAMHSA-funded National Center for Excellence for Eating Disorders (NCEED).  Event Description This webinar will review eating disorder diagnoses/signs and symptoms, list screening tools used to identify eating disorders, describe evidenced-based treatments and best practices for non-specialist management of eating disorders, and provide resources to share with patients and families.   Trainer Jean Doak                     Dr. Jean Doak is a Professor of Psychiatry and Clinical Director in the Center of Excellence for Eating Disorders at the University of North Carolina at Chapel Hill (UNC). Dr. Doak has held various positions in academic medicine, non-profit, and for-profit organizations and within various levels of care. She earned a Bachelor of Science in Psychology and Biology from Houston Baptist University, a Master of Arts in Psychology from University of Houston – Clear Lake, and a Doctorate in Counseling Psychology from the University of Houston. Dr. Doak completed her clinical internship at the University of Texas Medical Branch with a specialization in pediatric psychology and completed a LEAH (Leadership in Education and Adolescent Health) post-doctoral fellowship at Baylor College of Medicine/Texas Children’s Hospital, focusing on education, training and clinical practice in adolescent medicine/mental health with a specialization in eating disorders.  She has extensive training in Cognitive Behavior Therapy (CBT), Enhanced Cognitive Behavior Therapy (CBT-E) for Eating Disorders through the Centre for Research on Eating Disorders at Oxford, and Maudsley Family-Based Treatment (FBT). In addition to clinical practice, her work has focused on clinical training, consultation, program development, research/training/practice integration, and clinical operations. Dr. Doak’s most recent positions include: Assistant Professor at Baylor College of Medicine/Texas Children’s Hospital and Regional Director at Cleveland Center for Eating Disorders/The Emily Program. 

  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 1 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 session 1, best practices to enhance readiness for universal mental health screening in the school setting will be presented. Specifically, webinar attendees will learn best practices for teaming, identifying needs and screening targets, and selecting a screening tool. Materials to support planning and tool selection will be available to attendees.     LEARNING OBJECTIVES: Identify teaming and collaboration best practices for mental health screening. Understand needs assessment and screening target selection. Identify a procedure for selecting a mental health screening tool.     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.

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 April's session is: "Native Post-Traumatic Growth from Decolonized Perspective."   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.

During this session, we will cover what evidence-based practices (EBP) are and why we should use EBP. We will explore how we can make sure we are using EBP according to fidelity scales and how we can integrate EBP into existing services.

DESCRIPTION The construct of "food addiction" has gained attention in recent years, both in the general population and in the research. However, there is significant disagreement among professionals as to the validity of this construct. In this 90-minute presentation, participants will learn about the potential problems and shortcomings of this construct and its supporting body of research. Instead of framing compulsive eating experiences as "addiction," participants will learn about the restrict-binge cycle, and how this can promote compulsivity around foods that can feel or look like addiction. Finally, participants will learn a 3-component approach for supporting clients who struggle with compulsive eating, including behavioral, cognitive, and emotional aspects.   LEARNING OBJECTIVES Identify three problems with the construct of food addiction, according to current research Describe the restrict-binge cycle Learn a 3-component approach for supporting clients who perceive themselves to be addicted to food and/or eating   PRESENTER Heather Clark, LPC, LCPC, is the Clinical Program Director for Rock Recovery, a nonprofit that helps people overcome disordered eating by combining clinical and community care. She specializes in treating disordered eating through a trauma-informed, weight inclusive lens. Heather has experience working in multiple levels of care in eating disorder (ED) treatment, from residential to outpatient, and is passionate in working with clients on their ED recovery. Heather also enjoys counseling those dealing with anxiety, self-worth, shame, self-compassion, and Christian spirituality/spiritual trauma. She is passionate about the Health at Every Size(R) philosophy and approach to work and life. Heather is currently working towards becoming a Certified Body Trust Provider, which helps equip her to support individuals journeying toward liberation with food and body, as well as a deep sense of being at home in their bodies.   AUDIENCE Mental health care providers

This is Session 3 of a five-part workshop series that focuses on the implementation of trauma-informed approaches in a tribal school setting.  Event Description Becoming a Trauma Informed Administrator April 25 at 11 am MT  This is the third webinar of a five-part workshop series that focuses on the implementation of trauma informed approaches in the tribal school setting. This webinar will cover how administrators can be more trauma focused in their approaches with staff and students. Administrators have a unique role to mentor and provide the example of how to be compassionate and attentive to those who have experienced trauma. This webinar will assist participants in recognizing signs and symptoms of trauma and how to collaborate with staff and students in addressing their needs more effectively.   Trainer Cynthia Guzmon                     Dr. Cynthia E. Guzmán is a licensed psychologist who has devoted her career to addressing health disparities in underserved communities, primarily in Indian Country for the past 12 years. She has experience with program design, development, and implementation of programs that address co-occurring disorders as well as primary care/mental health integration. Aside from clinical work and the supervision of other trainees, Dr. Guzmán considers herself a servant leader and enjoys developing community assessments, policy and procedure writing, as well as implementing culturally safe interventions at the community level. Dr. Guzmán is a proud member of the American Psychological Association, Society for Indian Psychologists and currently serves as the 2022 National Latinx Psychological Association Past President. 

  DESCRIPTION: De-escalating a mental health crisis is a very difficult skill set and starts with the worker calming themselves and maintaining their composure as they move toward the situation. Fear elicits a threat response in both the upset person and the one trying to help. This means that without specific strategies it is common for the worker to inadvertently worsen the situation as they react to the “noise” of the situation.     LEARNING OBJECTIVES: Examine strategies to ground and reorient oneself in a stressful situation Identify the person’s need and specific concern Describe a de-escalation model for crisis situations Practice verbal strategies for building cooperation and seeking compliance     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: Raymond Young, CPS, BA has 15 years of experience training diverse groups of adult, youth, and adolescent learners prior to joining the Training Institute at People Incorporated Mental Health Services. He has trained mental health workers, police officers, transportation professionals, business partners, and clients. Ray received his certification as a Certified Peer Specialist from the Minnesota Department of Human Services in 2017 and has since worked with individuals with various mental health conditions and behavioral health concerns. He has also studied Drug and Alcohol Counseling. Ray has a passion for working with youth in Youth Leadership Programs and as a mentor in the community.           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.