Past Events

Registration is now closed for the 2023 Leadership Academy. If you have any questions, please reach out to Gen at [email protected]. Thank you! Event Description View a downloadable flyer for the 2023 Leadership Academy by clicking here! The Mountain Plains MHTTC is proud to announce that registration for our annual Leadership Academy is now open! The Leadership Academy provides participants with a one-of-a-kind customized experience where emerging leaders dealing with the unique challenges of rural behavioral healthcare can come together over two days to learn more about being an effective leader, including innovative ways to adapt resources to their situations. The training will include information, interactive experiences, and peer-led discussions about topics specific to the rural behavioral healthcare workforce. Some of these topics include: identifying personal leadership styles, tools for leading organizational change, and the impact of trauma on leadership communications, staff morale, and client interactions.     Following the training, attendees are encouraged to participate in a series of micro-monthly trainings and to take advantage of one-on-one mentoring.  These follow-up activities provide participants with the opportunity to strengthen and grow the skills they learn at the Leadership Academy. Logistics for anyone interested in attending: The 2023 Mountain Plains MHTTC Leadership Academy begins on the evening of April 24th and concludes late in the afternoon on April 26th. It will take place at the WICHE offices in Boulder, CO. The Mountain Plains MHTTC Leadership Academy is free and is open to leaders from the HHS Region 8 states of Colorado, Montana, North Dakota, South Dakota, Utah, and Wyoming. Accepted applicants will be contacted by the Mountain Plains MHTTC to schedule travel and lodging accommodations.   Travel, lodging, and meal costs for participants will be covered by the Mountain Plains MHTTC.   This year’s Leadership Academy is limited to 18 participants. Applicants will be accepted on a first-come-first-served basis.   Registration Closes:  March 10, 2023 Questions? If you have any questions or would like more information, please contact Genevieve Berry at [email protected].

We have moved the registration deadline to April 18th, 2023. Please share and register before then. Thank you!  Important Information This in-person learning opportunity consists of two separate workshops. Upon registering, you will have the option to sign up for either of the workshops or you can choose to attend both workshops. Each workshop will be treated as its own standalone event. Additionally, each workshop offers its own Continuing Education credit opportunities. Please read through the following information about each workshop and sign up accordingly. If you have any questions, please reach out to [email protected].  Event Description The PREPaRE curriculum was developed by the National Association of School Psychologists (NASP) to provide school mental health professionals and other school personnel with comprehensive training on how to establish and best serve on school safety and crisis response teams. PREPaRE is the only comprehensive, nationally available training curriculum developed by educators for educators. It incorporates basic principles articulated by the U.S. Departments of Education (2013, 2019) and Homeland Security (2008), as well as the U.S. DOEs Readiness and Emergency Management for Schools (REMS) guidance, and the Incident Command System (ICS) as delineated by the National Incident Management System (NIMS) from the Federal Emergency Management Agency (FEMA). PREPaRE integrates the roles of existing school staff and community providers in terms of the five crisis preparedness mission areas (prevention, protection, mitigation, response, and recovery) and grounds them in ongoing school safety efforts. The curriculum is based on the following assumptions: a. Skill sets of school-based professionals are best utilized when embedded within a multidisciplinary team that engages in crisis prevention, protection, mitigation, response, and recovery. b. School crisis management is relatively unique and, as such, requires its own model. c. By virtue of their professional training and job functions, school-employed mental health professionals are best prepared to address the mental health issues associated with school crises.   The PREPaRE model emphasizes the following hierarchical and sequential set of activities: P—Prevent and prepare for psychological trauma R—Reaffirm physical health and perceptions of security and safety E—Evaluate psychological trauma risk P—Provide interventions a—and R—Respond to mental health needs E—Examine the effectiveness of crisis prevention and intervention   Workshop 1 Description Date of Training: Monday, April 24th, 2023   You do not have to live in HHS Region 8 to register for this event.   PREPaRE training is ideal for schools committed to improving and strengthening their school safety and crisis management plans and emergency response. PREPaRE is featured in the Best Practices Registry of the Suicide Prevention Resource Center.   Workshop 1: Prevention and Preparedness: Comprehensive School Safety Planning (Third Edition)  This 1-day workshop (6.5 contact hours) will help participants learn how to establish and sustain comprehensive school safety efforts that attend to both physical and psychological safety. The workshop addresses critical components needed to develop, exercise, and evaluate safety and crisis teams and plans and conduct building vulnerability assessments. The model also integrates school personnel and community provider roles in providing school-based crisis preparedness and response activities. Additional topics addressed also include media/social media, communication, reunification, students with special needs, culture, and memorials. After this workshop, participants will be better prepared to improve their school’s climate, student resilience, and crisis response capabilities of school personnel. With updated research and strategies, this workshop makes a clear connection between ongoing crisis prevention, mitigation, protection, and response.    WS1 Learner Objectives:  1. Identify the mission phases of crisis management.   2. Describe the critical importance of and components necessary for a balanced approach to comprehensive school safety and crisis preparedness.   3. Identify how to evaluate and implement physical and psychological safety efforts.   4. Identify the purpose, functions, and guiding principles of developing comprehensive safety and crisis teams and plans to include prevention, mitigation, protection, and response.  5. Identify the critical components, including when developing specific functional and threat- or hazard-specific protocols.  6. Identify the major functions of the Incident Command System (ICS).   7. Articulate specific strategies to address challenges associated with media/social media, communication, reunification, and memorials.   8. Describe how to meet diverse needs, including various cultures and students with disabilities; and identify strategies for examining effectiveness of crisis prevention and preparedness.    Agenda: CLICK HERE to view the proposed agenda for Workshop 1.   Intended Audience: School crisis teams, school mental health personnel, administrators, community liaisons, school resource officers, and any other professionals and support staff involved in crisis planning and preparation. Workshop 1 will be capped at 50 participants.    Costs: Workshops and related training materials are provided free of charge by the Mountain Plains MHTTC. Participant will be responsible for travel, hotel, and meals expenses.    Location: Salt Lake City, UT. Details will be emailed pending enrollment.    CE Credits: This 1-day workshop offers 7 credit hours of document NASP- Approved CPD. The time required to watch the mandatory pre-workshop video is included in the CPD hours.  Workshop 2 Description Date of Training: Tuesday, April 25th through Wednesday, April 26th, 2023    You do not have to live in HHS Region 8 to register for this event.   Workshop 2: Mental Health Crisis Interventions: Responding to an Acute Traumatic Stressor in Schools (Third Edition)   This 2-day workshop (13.5 contact hours) will help participants develop knowledge and skills required to provide immediate mental health crisis interventions to students, staff, and school community members who have been simultaneously exposed to an acute traumatic stressor. The knowledge and skill developed within this session also helps to build a bridge to the psychotherapeutic and trauma informed mental health response sometimes required to address challenges associated with trauma exposure.     WS2 Learner Objectives:   1. Report reduced anxiety and fear associated with the provision of school mental health crisis interventions.   2. Report increased knowledge and confidence associated with the provision of school mental health crisis interventions.   3. Identify variables that help to estimate the number of individuals traumatized by a crisis.   4. Recognize the difference between common crisis reactions and mental illness.   5. Identify the elements of school crisis preparedness specified by the PREPaRE acronym.   6. Recognize risk factors that predict psychological trauma.   7. Identify the warning signs that indicate psychological trauma.   8. Place PREPaRE mental health crisis interventions on a multitiered continuum ranging from least to most restrictive.  9. Match the degree of psychological trauma risk to the appropriate school crisis interventions.    Agenda: CLICK HERE to view the proposed agenda for Workshop 2.   Intended Audience: Although more focused on mental health crisis intervention and recovery, it is relevant for anyone who serves on the crisis intervention team. Workshop 2 will be capped at 40 participants.    Costs: Workshops and related materials are provided free of charge by the Mountain Plains MHTTC. Participant will be responsible for travel, hotel, and meals expenses.    Location: Salt Lake City, UT. Details will be emailed pending enrollment.     CE Credits: This 2-day workshop offers 13 credit hours of document NASP- Approved CPD.  Trainers Cathy Davis, MA.Ed                     Cathy Davis taught ecology, biology, and health sciences (anatomy and physiology) for over eighteen years; for seven years, Cathy taught school success to at-risk students. She is a small business owner and a Goldman Sachs 10,000 Small Businesses Program graduate. Cathy has training in eating disorders, grief counseling, and trauma-informed care and is certified with the American Association for Suicidology as a school suicide prevention specialist. Cathy is a certified QPR Trainer, safeTALK trainer, CONNECT postvention trainer, Youth Mental Health First Aid trainer, and PREPaRE (NASP) trainer. She has been the current Suicide Prevention Specialist at the Utah State Board of Education since 2014. Cathy is pursuing a Ph.D. in Educational Leadership and Policy at the University of Utah.   Kaye Poulton-Timm College and Career Readiness Coordinator Granite School District                     Kaye has been an honored educator for over 30 years in Granite School District serving as teacher, coach, school counselor and now as the district’s CCR Coordinator.  She has collaborated to create protocols for supporting students during and after crisis situations as a member of Granite District’s Emergency Operations Committee and as co-chair of the district’s crisis intervention team.  Kaye is also an adjunct instructor at the University of Utah’s Educational Psychology Department helping to develop future school counselors and advocates for all students.  Kaye has served on various state committees and co-presented at the American School Counselor Association national conference.  In her spare time, she wrangles two active sons, Alex (16) and Henry (11) and works closely with her craftsman husband in his furniture making company.  They are currently refurbishing a 1968 camper trailer in hopes of hitting the roads this summer for some exciting adventures.    Stacee Worthen School Counselor Consultant Jordan School District                     In the middle of my love affair with teaching, my principal suggested I look into school counseling.  He was impressed with my ability to establish relationships with students, parents and staff members.  A year later, I was working on a master's degree in school counseling.  I am forever grateful for that principal’s advice because I loved every minute of being a middle school and high school counselor.  Twenty-two years into the profession, I have spent the last ten working as a school counselor.  I was nominated as the 2017-2018 Life Changer of the Year and also received the Jordan School District 2018 Outstanding Educator of the Year.  I currently work in Jordan School District as the Secondary Counselor Consultant and serve on many committees including the Restorative MTSS Task Force. I love working with students and counselors.  It is so rewarding to watch students discover their passion and excitement for the possibilities their futures hold.  School counseling is my passion and I feel privileged and honored to be a mentor, supervisor and advocate for approximately 100 school counselors in Jordan School District.  Since my job includes working with counselors and students, I get the best of both worlds!  Questions? Please feel free to reach out to [email protected] with any questions regarding this great opportunity.   

  SESSION DESCRIPTION – IMPLEMENTING CLAS STANDARDS FOR RHRP: The growing diversity of the US population requires providers become as adept as possible in delivering culturally and linguistically appropriate services. This interactive training will teach participants about the National Culturally and Linguistically Appropriate Services (CLAS) Standards and why they are vital to improving care, reducing disparities, and advancing health equity, as well as how they can be implemented in your organization.     LEARNING OBJECTIVES: Discuss the rationale for culturally informed policy and practice in behavioral health work settings. Define health equity and its correlation to challenges in RHRP. Outline the benefits of integrating CLAS Standards to improve workforce development. Assess the role of a change leader in implementing the CLAS Standards. Identify strategies to help the behavioral health and prevention workforces achieve their full potential through CLAS.     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:  Alfredo Cerrato is the Senior Cultural and Workforce Development Officer for the Center for Health Enhancement Systems Studies (CHESS) at the University of Wisconsin–Madison. He currently manages Intensive Technical Assistance (ITA) projects for addiction, mental health, and prevention at the Great Lakes Technology Transfer Centers funded by SAMHSA. He is a Subject Matter Expert (SME) and Trainer of Trainers (ToT) of the National Culturally and Linguistically Appropriate Services (CLAS) Standards and other culturally related topics. As a senior consultant for the NIATx Foundation, Mr. Cerrato specializes in the relationship between the National CLAS Standards and Process Improvement, focusing on organizational change, cultural communications, worldview dynamics, and conflict resolution. As CEO of various NGOs, Mr. Cerrato has 25 years of international relations experience and has conducted advocacy, policy, and disaster relief work in collaboration with multiple governments across the globe.       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.

  Part 2: Young Children & Suicide Prevention for Parents and Caregivers     The Pacific Southwest MHTTC team provides the mental health and school mental health workforces with evidence-informed practices and strategies to inform their work in the field. Rates of reported suicidal thoughts and behaviors in children are rising, elevating the need for up-to-date information to ensure educators are prepared to respond in the best possible way.  Our goal is to raise awareness of STBs and provide elementary school personnel, including school leaders, classroom teachers, and trained school-based mental health staff, with critical knowledge and resources to help them recognize and assess the warning signs of STBs and share this information with parents and caregivers of children. School and mental health providers are often in the position of imparting observations of STBs in young children to their guardians, and need adequate tools and resources to share. Our Center worked with specialists in the field to develop a guide, Our Young Children & Suicide Prevention: A Resource for Parents and Caregivers to serve as a resource for both school professionals and families of children. This resource is designed to help parents and caregivers prevent suicidal thoughts and behaviors (STBs), recognize the warning signs of STBs, and, when necessary, intervene early and effectively to keep their child safe. It’s intended for schools and mental health providers to distribute to caregivers.   This workshop provides tools that providers can use to resource families and caregivers to recognize, respond, and react to STBs in young children. Providers will learn how to use this tool to support parents and caregivers of the children they see in their practices. We will discuss some of the risk factors for suicide, as well as how school and mental health providers can support parents and caregivers in recognizing warning signs that a child may be considering suicide.  We will provide coaching models for ways parents can talk with children about suicide in an age-appropriate way, as well as actions to take and securing professional help if a child is in danger.   Learning objectives:   Gain a deeper understanding of risk factors and warning signs of suicide in young children. Learn developmentally-appropriate ways parents and caregivers can talk with their children about suicide. Learn action steps parents and caregivers can take in responding to suicide risk in their children, including how to make their environments safer and connect children to professional support.   Who is this workshop for? Mental health and school mental health providers (e.g., therapists, social workers, peer support professionals) Supervisors, managers, directors, administrators, and leadership of school and mental health organizations and agencies Technical assistance providers, coaches, consultants

Join us for an interactive and informative presentation on social and emotional learning (SEL) and its impact on student success. There will be an in-depth overview of SEL and strategies for incorporating it into your school.  Event Description During the presentation, you'll learn about the five core competencies of SEL: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making.  You'll leave this presentation with a better understanding of the benefits of SEL and practical tools for implementing it in your school. Whether you're a teacher, administrator, or other education professional, this presentation is perfect for anyone interested in promoting student well-being as well as academic achievement.  Take advantage of this valuable opportunity to enhance your SEL knowledge and skills.   Trainer Casey Dupart                     Casey Dupart is an accomplished K12 Administrator, School Psychologist, Certified Clinical Trauma Professional, and Behavior Analyst (BCBA)  who has built a versatile career across K12 environments.  She has supported students across various settings living in Italy, Maryland, Texas, North Carolina, Utah, and Hawai’i.

DESCRIPTION The US has an established history of racial violence and social regression in response to Black progress and social justice gains. The arc of this pattern, first evident after post-Civil War Reconstruction, continues to manifest following the post-Obama presidency of 2008-2016. After the murder of George Floyd on May 25, 2020, a door briefly opened onto a period of racial awakening and a renewed commitment to dismantle structural racism through diversity, equity, and inclusion (DEI) initiatives. This webinar will examine why that door closed just as quickly as it opened, due to an acceleration of rhetoric designed to stifle free speech, racial literacy and critical thinking while sowing psychological chaos. The speaker will examine the use of either/or “Black or white” thinking to manage shame developed in response to this awareness of racial injustice and corresponding racial awakening.   LEARNING OBJECTIVES Identify key dates in the historical arc of Black progress and resistance to social justice gains Describe individual and group use of either/or racial thinking to manage shame  Describe some risks and potential consequences of legislative attacks on freedom of speech and suppression of racial literacy which includes bans on critical race theory and DEI List strategies for facilitating free speech in clinical care, education and training   PRESENTER Constance E. Dunlap, MD, DLFAPA is a psychoanalyst and board-certified psychiatrist in Washington, DC. She is the owner of Catawba Springs Health, LLC that provides comprehensive psychiatric evaluations, direct clinical care, and consultations. Dr. Dunlap received her medical degree from Georgetown University School of Medicine and she completed residency training in the Department of Psychiatry & Behavioral Sciences at George Washington University School of Medicine & Health Sciences where she is clinical professor of psychiatry. She is a graduate of the Washington Psychoanalytic Institute in DC.  Honors include Fellowship in the American College of Psychiatrists, where she is a member of the Diversity Respectful Inclusion & Equity Committee, and Distinguished Fellowship in the American Psychiatric Association (APA) where she is an active leader in the Assembly. Throughout her professional career, Dr. Dunlap has been interested in the impact of racialized identity on interpersonal and group dynamics and relationships.    HOST Annelle Primm, M.D., 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 clinicians (psychiatrists, psychologists, nurse practitioners, social workers, licensed professional counselors), trainees, and supervisors interested in a psychodynamic understanding of racial dynamics

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 2: April 20th, 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.”  

  This is Part 8 of 9 of the Supporting Resilience in Children & Youth learning series.     DESCRIPTION: This 2-hour workshop is the eighth in the Supporting Resilience for Children and Youth series. This presentation will focus on the recommended clinical screening tools for use with parents from high-risk populations. We will review how to make sure a screening tool is valid and culturally fair, and we identify the common mistakes made in administration and interpretation. Finally, we will explore ways to make screening routine in clinical practice.     LEARNING OBJECTIVES: Identify valid screeners that are recommended for culturally diverse and high-risk population Learn how to properly administer key mental health screeners for parents to enhance practice, reduce bias, increase diagnostic accuracy, and monitor treatment progress     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: Carmela J. DeCandia, PsyD, is a licensed clinical child psychologist who has dedicated her career to advancing best practices and policies to support vulnerable children and families, and to improve the systems which serve them. In practice for nearly 30 years, her primary work focuses on building trauma-informed systems of care. Her specialties include: child and adolescent development, family homelessness,  addressing the impact of traumatic stress, program development and systems change, neurodevelopmental testing and family assessment. A compassionate clinician and effective leader, she is nationally recognized as a writer, advocate, and public speaker. She has led direct service and national agencies including St. Mary’s Women and Children’s Center and The National Center on Family Homelessness. Currently, Dr. DeCandia is the Owner and President of Artemis Associates, LLC where she provides training and consultation to organizations  to enhance resilience for children, families, and their providers. In addition, she maintains a clinical practice in neurodevelopmental and psychological testing of children at Strong Roots Counseling center, and is the Principal Investigator on a NICHD funded project to develop the screening instrument - NEST Early Childhood. Dr. DeCandia has published extensively in academic journals and educational reports, and lectures on lifespan development and psychological testing at Boston College Graduate school in Counseling, Developmental, and Educational Psychology. For her work, she was named the recipient of the 2016 Horace Mann Spirit of Service Award by Antioch University.      The Great Lakes MHTTC is offering this training for individuals working in HHS Region 5: IL, IN, MI, MN, OH, WI. This training is being provided in response to a need identified by Region 5 stakeholders

This is Session 2 of a five-part workshop series that focuses on the implementation of trauma-informed approaches in a tribal school setting.  Event Description Trauma-Informed Program Development April 20 at 11 am MT  This is the second 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 to incorporate trauma informed prevention and intervention strategies as you build a school counseling program. As counseling professionals develop their programs, it is important to identify ways in which their policies and procedures can address the socioemotional and educational needs of their students 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. 

The South Southwest MHTTC invites you to attend our virtual series: First Episode Psychosis (FEP) Provider Well-Being Community Calls. The purpose of the virtual FEP Provider Well-Being Community Calls is for FEP providers to provide mutual aid to one another by discussing shared experiences, offering empathy, and facilitating change. Community calls will be structured to include one skill-based practice (e.g. mindfulness, compassion), discussion about relevant topics, and resource sharing. This is session three of the 5-session virtual series beginning on December 15, 2022. It will take place for 1-hour every two months on the third Thursday of the month @ 10:00 AM. The sessions will be facilitated by Jennifer Baran-Prall, LCSW and Samantha Reznik, PhD. Series dates: Dec 15, 2022 @ 10:00-11:00 AM CDT Feb 16, 2023 @ 10:00-11:00 AM CDT April 20, 2023 @ 10:00-11:00 AM CDT June 15, 2023 @ 10:00-11:00 AM CDT August 17, 2023 @ 10:00-11:00 AM CDT

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 Northwest MHTTC is excited to collaborate with Karen Young, MSW, RSW, to offer a live 3-part workshop series on Thursdays, April 20-May 4, grounded in Narrative Therapy. ABOUT THE SERIES  SESSIONS: Thursdays, April 20 - May 4, 2023; three 4-hour sessions 7 - 11am AK / 8am - 12pm PT / 9am - 1pm MT Walk-in Clinics, Single Sessions, Brief Therapy and other forms of quick access to services are essential parts of the service delivery landscape. Narrative therapy ideas and practices provide clinicians with ways of quickly engaging people in deeply meaningful and useful conversations. These practices are a perfect fit for settings in which just a brief encounter with clients is possible. Karen will share discoveries made during her many years working at a walk-in clinic and providing brief therapy, about what aspects of narrative practice are particularly useful in these settings. Remarkable conversations that are "enough" can take place in very brief contexts when the clinician has knowledge and skills that allow for respectful engagement in meaningful conversation quickly. These practices make it possible for clinicians and therapists to make the most of every session in all of their work. Recordings and transcripts of sessions will be used to demonstrate the ideas and practices. Some practice exercises will be included to develop participants' skills. Learning Objectives Participants will learn to: Develop a therapeutic posture that creates partnership and collaboration Listen in a different way that is essential for single session therapy Co-develop a useful and meaningful focus for the conversation Engage people in conversations that are both respectful of and shifting of their ways of thinking about the problem See "away-from-the-problem" stories quickly Use a clear structure and conversation guideline for brief narrative therapy Develop detailed, rich stories of people’s values, skills and abilities Position family members as witnesses to create new understandings Create useful take-home documents for people Ask questions that keep the new discoveries happening outside of the session Eligibility & Expectations  Master's level clinicians in the mental health & behavioral health workforce in the states of Alaska, Oregon, Idaho & Washington (HHS Region 10) 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 Due to a high volume of applications we are no longer accepting applications. Resources List of publications by Karen Young When all the Time You Have is Now Slides  Post-Series Consultation Group Option There will be a 6-month consultation group with Karen after this training; space is limited and requires ability to attend whole series; more details soon! Continuing Education Contact Hours Offered  There will be 11 Washington State continuing education (CE) contact hours offered**. Please see below for more details. Facilitator  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.         **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.

  DESCRIPTION: In recent years the term cultural appropriation has emerged as a hot-button topic in society and can carry significant implications for marginalized cultural groups. This workshop will discuss what is cultural appropriation and how do we celebrate a culture versus appropriating it. We will explore this pertinent issue through looking at specific examples in the media and community, the impact of cultural appropriation as well as strategies at the individual, institutional, and societal levels to reduce it.      LEARNING OBJECTIVES: Introduce the concept of cultural appropriation and explore examples as they relate to education, media, and the workplace. Discuss the implications of cultural appropriation on marginalized groups including the psychological, emotional, and social impact. Explore various strategies to reduce appropriation at the individual, institutional, and societal levels. Foster a dialogue around the intersectionality of cultural appropriation and microaggressions.     CONTINUING EDUCATION: Registrants who fully attend this training will be eligible to receive 2 continuing education (CE) hours certified by the Minnesota Board of Social Work. CE certificates are provided by People Incorporated Training Institute.     PRESENTER: Fiyyaz Karim, PsyD, is a resident faculty member in the master of professional studies in integrated behavioral health and master of professional studies in addictions counseling programs at the University of Minnesota.   Prior to working in higher education, Karim was employed in community mental health outpatient settings, many addressing the needs of underserved and minority populations. His clinical interests include identity development, grief and loss, social justice issues, health psychology, trauma, and PTSD. He has conducted professional training sessions and presented on diversity issues including microaggressions, cultural appropriation, and racial identity.   Karim has done clinical work and research in grief and loss, with an emphasis on unemployment, divorce (or relationship losses), chronic illness, addictions, and more recently losses with the pandemic. He has also done mental health work and research in trauma/PTSD, especially with immigrants/refugees.       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.

Join this important discussion on the mental health and wellness of adults as they continue to grow older.  Event Description The number of older adults in the United States is increasing and with the aging of baby boomers this increase will continue. In addition, the aging baby boomers are changing the aging experience much like they have changed other life stages prior to their older adult years.  This webinar will provide a brief overview of the older adult population in terms of demographic characteristics, the impact of aging baby boomers, address some common misconceptions of aging and introduce the concept of healthy aging. Building upon this concept of healthy aging the webinar will provide participants strategies that can be implemented to promote mental health and wellness. Some issues related to healthy aging in rural communities will also highlighted.  Learning Objectives At the conclusion of this webinar, participants will be able to:  Describe the aging process as it relates to the physical, emotional, and social areas of development   Identify and explain healthy aging and social comorbidities that influence the aging process  Identify misconceptions of aging and barriers to healthy aging  Identify strategies that can be used to promote mental health and wellness in older adults who are seeking services from healthcare and community-based agencies.  Trainer Ken Flanagan                     Dr. Kenneth Flanagan is an Associate Professor in the Department of Social Work at the University of North Dakota. He currently serves as a curriculum developer for the Mountain Plains Mental Health and Addiction Technology Transfer Centers.  Dr. Flanagan holds a license as a clinical social worker and provides counseling and behavioral management services with a clinical focus on depression, anxiety, trauma, relationship issues, and chronic pain. He received his MSW and Ph.D. from The Ohio State University. Dr. Flanagan has held a range of clinical and administrative positions in healthcare and community-based organizations.

Among the medical specialties, Psychiatry is one of the most sensitive to cultural influences. In this era of globalization with more access to communication, the world is more interconnected. People migrate more than before, and they bring with them their culture, values, and traditions. For mental health providers, diagnosing and treating some unexplained symptoms or syndromes can be at times very challenging. But it can be understood in a cultural context. Culture provides a framework to understand the cognitive, emotional, and overall behavioral expressions of people that could be pathological for one culture and not for another. With the cooperation of anthropology, social psychiatry, and cultural psychiatry-among others-we can understand the influence of culture in the regulation of thoughts, feelings, emotions, and idioms of distress.    Upon completion of this event, participants will be able to:   Become familiar with the important role of culture in psychiatry diagnosis and treatments.  Be familiar with idioms of distress and somatization in psychiatry.  Be familiar with some strategies and interventions through a clinical case of applying cultural principles to treat patients with mental illness.  If you need accommodations to join this event, please contact us.  

DESCRIPTION Critical Incident Stress occurs when a person experiences stress that is so intense that it overwhelms their typical coping abilities. In the work environment, staff could experience a myriad of critical stress inducing events like the workplace violence, the death of a client or co-worker or even an attempted suicide. This workshop will help participants learn the signs and symptoms of critical incident stress, effective strategies to implement at the onset of a critical incident as well as various long-term coping mechanisms. Participants will leave the workshop empowered with language to help them have open and supportive dialogue to support co-workers experiencing this unique type of stress.   LEARNING OBJECTIVES Review the signs and symptoms of critical incident stress Learn strategies to effectively and respectfully approach co-workers they suspect may be experiencing critical incident stress Learn evidence-based short and long-term strategies to support co-workers experiencing critical incident stress Commit to inspiring a healthy workplace culture by modeling effective self-care strategies   PRESENTER David Zidar, L.I.S.W.-S., has more than 30 years of social services experience as an administrator, trainer, and therapist. A seasoned leader, He served as Vice President for residential services and worked in public agencies at the executive level. Dave continues a thriving therapy practice and is a sought-after trainer and consultant. He earned a BSW from Capital University, a MSSA from Case Western Reserve and a certification in Juvenile Sex Offender Treatment from the University of Louisville.        

The Northwest MHTTC is excited to collaborate with the University of Washington's SPIRIT Lab (Supporting Psychosis Innovation through Research, Implementation, & Training) to offer a live learning community in Spring 2023. Topics are grouped as the "Essentials of Care" as they are crucial topics focused on supporting individuals with serious mental illness (SMI) across a range of clinical settings.  Each session includes expert-led instruction and experiential learning Up to 16 hours of Continuing Education (CE) credits* (see bottom of page) are available. ABOUT THE LEARNING COMMUNITY Who is eligible to apply? How do I apply? Members of the mental health/behavioral health workforce who are based in the states of Alaska, Oregon, Idaho & Washington (HHS Region 10) Commitment to attend the whole series is required Each individual must have access to computer/web camera/audio to participate Due to the high volume of applications received, we are no longer accepting applications.   Why attend this Learning Community? You will receive incredibly useful training backed by experience and research from a training team committed to helping the workforce feel skilled in serving this population. They have worked in the field and are passionate about training others. You will explore the knowledge, attitude and skills to perform this important work and increase your effectiveness and perspective. Come learn best practice strategies that can be implemented in your work with individuals experiencing SMI to support recovery! People can attend as an individual or have 3-5 people from the same team/agency to make it a collaborative experience.   Staff, leaders and teams can benefit in multiple ways: Onboarding for new(er) staff Professional development to expand staff and leadership skill set Increase familiarity, confidence and competence when working with this population Support teams in work settings that may not receive this type of training   Hear our podcast episode with the SPIRIT team discussing this Learning Community series and more by CLICKING HERE SESSIONS: Wednesdays, April 19 - June 7, 2023  9 - 11am AK / 10am - 12pm PT / 11am - 1pm MT Session # and Date Title Description Instructor   1: April 19th   Recovery-Based Care   Work toward a better understanding of what recovery-oriented care means and how recovery principles can be enacted in community support settings.   Jeff Roskelley, LICSW   2: April 26th   Overview of Serious Mental Illness (SMI)   Cultivate understanding of SMI signs, symptoms, diagnosis and treatment.    Sarah Kopelovich, PhD   3: May 3rd   Creating a Supportive Environment   Develop knowledge and skills to foster safe and supportive environments that promote recovery.   Shannon Stewart, LMHC   4: May 10th   Building Therapeutic Communication   Improve knowledge and skills to feel more effective and confident in your communication with individuals experiencing SMI. Shannon Stewart, LMHC     5:  May 17th   Trauma-Informed Care   Learn how trauma and stress affect the body and mind and apply this understanding to working with vulnerable populations.   Mel LaBelle III, MA, LMHC   6:  May 24th   Culturally Responsive Care Practices   Foster discussion and education around cultural identities, beliefs, and how to incorporate culturally responsive care practices with empathy and respect.   Mel LaBelle III, MA, LMHC   7:  May 31st   Substance Use   A primer on addiction basics with motivational enhancement strategies.    Jeff Roskelley, LICSW   8:  June 7th   Crisis Response   Develop knowledge and skills to work with individuals in crisis.   Sarah Kopelovich, PhD Questions: For questions about this series, including eligibility and registration please contact the Northwest MHTTC at [email protected]. FACILITATORS SHANNON STEWART, LMHC Shannon Stewart graduated from Arizona State University with a dual major in Psychology and Communication and completed a Master’s Degree in Community Counseling at Seattle University. Prior to joining the UW SPIRIT Lab, she worked at Harborview Medical Center providing supported employment and Cognitive Behavioral Therapy for psychosis (CBTp) to adults with persistent and medication-resistant psychosis as well as First Episode Psychosis. She also served as the CBTp Agency Lead for Harborview’s Mental Health and Addiction Services. Shannon’s interests involve understanding/addressing how stigma around serious mental illness creates barriers to access, engagement, therapeutic rapport-building, and recovery. Now as a CBTp trainer with the SPIRIT lab, she is committed to using her personal experience learning CBTp as a community mental health clinician to support other professionals in their learning journey.     JEFFERY ROSKELLEY, LICSW Jeffery Roskelley is a licensed independent clinical social worker training and consulting for the SPIRIT (which stands for Supporting Psychosis Innovation through Research, Implementation and Training) Lab at the University of Washington. Jeff graduated from the University of Utah with a Master of Social Work degree in 2008, and has worked in several different settings including hospice, as a co-occurring assessment specialist at the University of Utah and as a co-occurring specialist for the Lake Whatcom PACT team in Bellingham WA, where he currently resides. Jeff’s area of specialty is in Cognitive Behavioral Therapy for Psychosis and for Substance Use Disorder. Since 2013 he has been training Assertive Community Treatment Teams in WA state in co-occurring disorders treatment and cognitive behavioral techniques for severe mental illness. Jeff was trained and received consultation in CBTp with the original Washington state cohort in 2015, trained by Jennifer Gottlieb, PhD, from the Harvard Medical School and provided direct clinical CBTp counseling to clients at Sunrise Mental Health from 2015 to 2018, receiving supervision from Sarah Kopelovich, PhD, from the University of Washington. Currently, Jeff provides individual private counseling in Acceptance and Commitment Therapy, addressing a wide range of clinical issues, ranging from anxiety and depression to obsessive compulsive disorder and psychosis. In addition, Jeff is a clinical supervisor for social workers. Finally, last but not least, Jeff is an ardent dog lover and a dabbler in chi gong.   MEL LABELLE III, MA, LMHC Mel LaBelle is currently providing training and consultation for the Cognitive Behavioral Therapy for psychosis (CBTp) project with a focus on CBTp groups. He graduated from Argosy University, Seattle with a Bachelor of Arts in Psychology, and a Master of Arts in Counseling Psychology. Prior to joining the UW Psychiatry Department, he has spent the past 10+ years working in non-profit public health and mental health agencies in the Greater Seattle Area. As a licensed mental health counselor Mel has provided CBTp and other evidence-based therapies to individual clients and groups with a focus on LGBTQIA+ and BIPOC. He has also trained and worked as a mHealth Support Specialist for the University of Washington FOCUS study. Mel’s interests involve using the gestalt of a person’s culture, biosocial history, social support system, and belief structure within group therapy to assist the individual, and other group members, in increased awareness, understanding, and personal efficacy.   SARAH KOPELOVICH, PHD Sarah Kopelovich, PhD is a forensically-trained licensed clinical psychologist in the Department of Psychiatry and Behavioral Sciences at the University of Washington School of Medicine. Dr. Kopelovich is an Associate Professor in the department and holds the Professorship in Cognitive Behavioral Therapy for psychosis. Her current research is specifically oriented toward implementation and dissemination strategies for psychotherapeutic and psychosocial interventions for Schizophrenia Spectrum Disorders. She regularly conducts workshops, seminars, and professional consultation across the country for an array of mental health professionals and trainees in CBT for psychosis; Recovery-Oriented Cognitive Therapy; Individual Resiliency Training for First Episode Psychosis; Assertive Community Treatment; and diagnostic, suicide, and violence risk assessment. Dr. Kopelovich completed a postdoctoral fellowship in Serious Mental Illness at Emory University School of Medicine in 2015. She received her doctorate in Clinical Psychology from City University of New York and a terminal Master’s in Forensic Psychology from John Jay College of Criminal Justice of the City University of New York.   The SPIRIT Lab has been providing workforce development to practitioners serving individuals with Serious Mental Illness for more than a decade. Driven by a dedication to advancing recovery for individuals and families affected by psychosis, SPIRIT lab faculty and staff provide training and consultation to an array of behavioral health and allied providers in research-based and culturally informed interventions.   *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.

Session 3 of 5 in the "Creating Safe Spaces for Peer Support Providers" Series (View series main page for full details)   This learning series asks: How can we create spaces where all peer professionals feel safe? How do we support Black, Indigenous, and people of color (BIPOC) peers and implement anti-racist practices within peer support?     In Session 3, join us in collaboration with facilitator Evelyn Clark, and guest speaker, peer support specialists Jaime Yan Faurot, Khalia Williams-O'Neal, and Pattie Marshall, who will all speak to how anti-racist practices can be implemented for peer support agencies and services. This affinity group opens opportunities to discuss ongoing support, career paths, and how BIPOC peers can navigate the field. It will also offer a space to learn from other peer specialists.     Learning Goals Create specific avenues for peers who identify as BIPOC Implement ant-racist strategies within peer support delivery Identify career paths for peer specialists     Audience Peer support agencies and peer specialists who identify as Black, Indigenous, and people of color who work in mental health and cross-systems. We also welcome allies and other roles to help support the BIPOC peer workforce. 

Description:   What? A forum for Black and Latino mental health providers and community stakeholders to discuss culturally relevant approaches to improve well-being.   When? Wednesday, April 19, and Thursday, April 20, 2023, 8 am to 4 pm   Where? Embassy Suites by Hilton Dallas Market Center, 2727 North Stemmons Freeway, Dallas, TX 75207   Why? Black and Latino communities have experienced a long history of racism, discrimination, and trauma.   Most African Americans, Hispanics/Latinx, Native Americans, and Asian Americans have reported experiencing racial discrimination in the form of racial slurs, violence, threats, and harassment. Racial discrimination, racism and violence have also been evident in policing approaches toward minoritized groups that have historically been overrepresented in the criminal justice system.   Discrimination contributes to psychological distress, especially among marginalized youth and racial/ethnic minorities. Historical trauma and the intergenerational and cumulative impact of these social stressors significantly impacts the well-being of Black and Latino communities. In addition, access to treatment is further limited by a lack of culturally responsive providers, financial realities, and stigma about mental health.   Many Black and Latino communities trust and rely on religious leaders to provide services; in fact, many faith-based leaders serve as their primary and only source of mental health guidance. Intersectional and culturally humble approaches to mental health services recognize the importance of cultural values, including collectivistic views and spirituality, which can provide strength-based and traditional means of coping with loss, trauma, and violence.   Community efforts to understand and better serve communities of color through culturally relevant approaches are essential to address structural barriers to services. This conference aims to build bridges between various sectors of Black and Latino communities, including mental health providers, faith-based leaders, law enforcement, and others.   This event is a collaboration with the African American Behavioral Health Center of Excellence, the University of North Texas at Dallas (UNT Dallas), and the Central East MHTTC. UNT Dallas will provide CEU's credits.    Learning Objectives: Identify prevalence rates for mental health conditions among Black and Latino communities. Address structural barriers that continue to promote inequities in well-being among Black and Latino groups. Address which trauma-informed approaches community leaders can adopt to protect and strengthen the well-being of Black and Latino communities. Discuss the elements of culturally grounded community approaches that best serve the mental health needs of Black and Latino groups.   Download the agenda: Agenda

Parent Cafe is an initiative of the New York Psychotherapy and Counseling Center (NYPCC) developed during the COVID-19 pandemic that allows parents, guardians, and families within our community to participate in a virtual discussion group where industry leaders present topics that are relevant to the community's mental health, share tips to manage mental health, and share resources. The NYPCC invited our Center to discuss Youth Gang Prevention: What Every Parent Needs to Know.   Spanish Translation will be available.    Meet Our Presenter:   Kristin M. Scardamalia, Ph.D., LSSP National Center for School Mental Health University of Maryland School of Medicine Dr. Scardamalia has a Doctor of Philosophy, School Psychology from The University of Texas at Austin, Austin, Texas. A Master of Science from Tarleton State University in the Department of Educational Psychology and a Bachelor of Arts from Baylor University in the Department of Psychology. Her current position is an Assistant Professor with the National Center for School Mental Health Division of Child & Adolescent Psychiatry, University of Maryland School of Medicine.

  Part 1: Self-Harm and Suicide Awareness and Prevention in Childhood and Early Adolescence   The Pacific Southwest MHTTC team provides the mental health and school mental health workforces with evidence-informed practices and strategies to inform their work in the field. Rates of reported suicidal thoughts and behaviors in children are rising, elevating the need for up-to-date information to ensure educators are prepared to respond in the best possible way.  Our goal is to raise awareness of STBs and provide elementary school personnel, including school leaders, classroom teachers, and trained school-based mental health staff, with critical knowledge and resources to help them recognize and assess the warning signs of STBs. To help them respond in such a way that harm may be reduced and children are kept safe, the Pacific Southwest team designed and published Self-Harm and Suicide Awareness and Prevention in Childhood and Early Adolescence: A Resource for Elementary School Educators and School-Based Professionals (March, 2023).    Join us in Part 1 of this series, with the authors of the guide, Dr. Meagan O’Malley, Frances Marion, LCSW and Jessica Palacio, LCSW. This workshop will walk school and mental health providers through the guide and include exercises and common scenarios to support optimum use of the resource. By exploring the guide with professionals in a peer network, we can be ready and responsive, and help cultivate STBs prevention and greater awareness in serving our young children.   During this 90-minute, interactive webinar, educators will learn about the unique considerations for preventing, recognizing, and responding to suicide risk in elementary- age children.  Using vignettes, participants will gain experience recognizing risk factors and warning signs of suicide in young children; practice developmentally appropriate assessment strategies; and explore tiered, school-based approaches to prevention and intervention.   Learning Objectives: Gain a deeper understanding of the risk factors and warning signs of suicide in elementary age children. Explore the protective factors against suicide, as well as tiered, school-based approaches to prevention and intervention. Learn strategies to communicate with parents/caregivers of elementary age children at risk for suicide.     Who is this workshop for? Mental health and school mental health providers (e.g., therapists, social workers, peer support professionals) Supervisors, managers, directors, administrators, and leadership of school and mental health organizations and agencies Technical assistance providers, coaches, consultants

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

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

This webinar is a collaboration with the Mountain Plains Addiction Technology Transfer Center.  Event Description Millions of Americans have a co-occurring disorder that affects their daily lives. The brain is a complicated and delicate organ. Because of this, understanding some of the basics about co-occurring conditions is essential to providing care.   Objectives 1.    Define co-occurring disorders.  2.     Provide psychoeducation about co-occurring disorders.    3.      Evidence Based Treatment approaches to address co-occurring disorders.   Trainer Victoria Anderson                     From a young age, Victoria dreamt of assisting others. She did not go into this career lightly. In fact, lived experiences shaped a desire to empower others through their life challenges. She has dealt with personal trauma, family mental health and family substance use. Victoria feels her life calling is being a clinical Social Worker. Believing it shows in the work that she does. Having a passion for helping others, she truly loves what she does.  Victoria founded her own private practice, Rooted Counseling, with the belief that life’s challenges provide an opportunity for people to know themselves more fully and create positive change. Believing that we are not defined by what has happened to us as we all experience life situations that are out of our control. For the last 10 years, she has been helping individuals through those challenges. Finding that her down to earth approach provides a comfortable atmosphere.  Victoria offers both mental health and substance use services to adolescents and adults. Offering the only adolescent substance use program in the area.  Victoria obtained her Masters in Addiction Counseling from Winona State University. She further obtained her Masters in Social Worker from Boise State University.