Past Events

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 Clinical skills and techniques commonly used with populations across the lifespan are required for work with older adults, often with adaptation to meet the unique needs of elders. Through the use of case studies and hands on exercises, this workshop engages attendees in assessment, treatment planning, development of behavioral support and crisis intervention plans using adapted clinical skills. Pharmacological considerations for older adults will also be discussed.  Contact hours will be available for participants who attend the entire session. The University of Washington is an approved provider of continuing education for DOH licensed social workers, licensed mental health counselors, licensed marriage and family therapists, psychologists, chemical dependency professionals, nurses and physicians under the provisions of: WAC 246-809-610, WAC 246-809-620,WAC 246-811-200, WAC 246-840-210, WAC 246-919-460 and WAC 246-924-240.   Session is 2-4:30pm PT See more in the Older Adults (OA) track HERE  LEARN MORE ABOUT THE MENTAL HEALTH INSTITUTE HERE FACILITATORS Patrick Raue, PhD  Patrick J. Raue, PhD is Professor in the Department of Psychiatry and Behavioral Sciences at the University of Washington. He received his PhD in Clinical Psychology from SUNY Stony Brook in 1995.Dr. Raue conducts NIMH-supported research on training non-specialists in behavioral interventions; patient preferences and shared decision-making approaches for depression; and the effectiveness of psychotherapy for older adults.Dr. Raue is Associate Director for Evidence-Based Psychosocial Interventions at the AIMS Center, and Director of the National Network of PST Clinicians, Trainers & Researchers. In these roles, he develops and leads implementation and training programs in a variety of behavioral health interventions.Dr. Raue’s clinical expertise includes the identification and management of mental health conditions in community and medical settings, including primary care and home health care.     Patricia Areán, PhD  Patricia Areán is a professor in the University of Washington’s Department of Psychiatry and Behavioral Sciences and also is a clinical psychologist. Dr. Areán is a leading behavioral scientist, with an expertise cross-cultural mental health, geriatric psychology, assessment and treatment of depression and anxiety, the use of Human Centered Design for adapting psychosocial interventions and in the use of technology to conduct surveys, user experience research and clinical trials to scale. She is currently co-director of the NIMH funded ALACRITY Center and directs the CREATIV and the MHATS Digital Laboratories at the University of Washington. Dr. Areán has published on the recognition and treatment of depression and anxiety, methods for recruiting and retaining large and representative numbers of adults into longitudinal research, and acceptability of using digital methods for the purpose of screening and treating mental illnesses.       VISIT THE MENTAL HEALTH INSTITUTE MAIN PAGE    

This is Session 6 of our Mindful Monday series, which focuses on a wide range of evidence-based practices from different disciplines.  Event Description Session 6 Apr. 17th, 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

This event is part of the UW SMART Center's 2023 Virtual Speaker Series. Learn more and register for upcoming events in the series here.  Please Note: Certificate of Attendance and Washington state clock hours will be available for attendees of the live session. Doing the work! Ensuring Equity and Cultural Responsiveness in Urban Implementation within the MTSS framework When: Monday, April 17th @ 11 a.m. - 12:30 p.m. PT | 10 a.m. - 11:30 a.m. AKT | 12 p.m. - 1:30 p.m. MT Description: Equity and student mental health needs must be considered when utilizing the Multi-tiered system of supports (MTSS) framework. Doing the work requires educators to be aware of inequities within data and the present mental health needs of the students they serve. Intentionally connecting all available information when making decisions is key to successful  implementation of tiered systems. This presentation will address the need to incorporate equitable and culturally responsive practices when implementing systems to support students. Objectives: Explain the importance of educating the educator on student mental health. Discuss the importance of disaggregating data for disparity. State the importance of involving stakeholders in making decisions to action plan. Materials & Resources: PowerPoint Presentation   About the Presenters: Tynara Blount, M.S Director of Culturally Responsive Positive Behavior Intervention and Supports (PBIS) at The School District of Philadelphia Tynara Blount is the Director of Culturally Responsive Positive Behavior Interventions and Supports (CR-PBIS) for the School District of Philadelphia. In this role, Tynara leads a team of 20 district-level CR-PBIS coaches who support over 100 public schools in their implementation of CR-PBIS. Her post graduate career began in the Criminal Justice system where she also volunteered to teach students at a local high school the techniques required to debate a court case. It was this experience with students that inspired her to enter the education field. Fully committed to students, teachers, and leaders, Tynara has dedicated the past 19 years to  education to ensure equity and belonging are central to our collective work. Her past experiences include working as a School Transformational Facilitator at Johns Hopkins University. She also brings a wealth of knowledge from her tenure as a Director of Education, high school advanced placement teacher, District CR-PBIS Coach, Lead CR-PBIS Coach, and Assistant Director of CR-PBIS. Tynara earned a BS in Criminal Justice with a minor in Communications from West Chester University and a MS in Criminal Justice Administration from St. Joseph's University. She is a loving mother and a wife, happily married to her husband of nine years. Tynara is a champion and community-centered leader, committed to the daily support of ensuring schools work collaboratively with students, families and community members.    Tianna Bilal, M.S Assistant Director of Culturally Responsive PBIS at The School District of Philadelphia Tianna Bilal has been working in the education field for the past seven years. Prior to working in education, she spent 15 years working in the substance use/mental health field in various roles. Tianna attended The Pennsylvania State University, where she received her undergraduate degree in 2003, majoring in Human Development and Family Studies. She received her Master’s of Science degree in Criminal Justice in 2013. Tianna currently works as the Assistant Director for Positive Behavior Intervention and Supports (PBIS) for the School District of Philadelphia. In this role, she supports the implementation of PBIS in over 100 District schools.       Want more information and school mental health resources? Visit the Northwest MHTTC's School Mental Health page and sign up for our newsletter for regular updates about events, trainings, and resources available to the Northwest region.

The South Southwest MHTTC is pleased to host the Case Conceptualization for First Episode Psychosis (FEP) Series. The purpose of the series is to introduce FEP therapists, skills trainers, and team leaders to three different case conceptualization approaches. The series will include both didactic and experiential components. Attendees will also have the opportunity to join additional case conceptualization approaches, such as integrating trauma and culture into conceptualization in future months   Learning Objectives: The Compassion Focused Therapy (CFT) model and its relevance to experiences in psychosis. Psychoeducation about evolved brains, with their built-in patterns, emotion systems, and multiple selves. How to create internal and external cues of safeness, and cultivate a compassionate self. Techniques to facilitate compassionate relating to self, others, and to voices. Series 3: Compassion Focused Therapy Session 1: Apr 17, 2023 Introduction to CFT for Psychosis model and psychoeducation Session 2: May 15, 2023 Developing a compassionate understanding / functional analysis Session 3: Jun 12, 2023 Compassionate relating to voices and parts that hold strong beliefs   Handouts:  CFT Slide Deck Session #1     Facilitator Dr. Charlie Heriot-Maitland, Ph.D., DClinPsy I am a clinical psychologist, researcher, author, and trainer at Balanced Minds, UK (balancedminds.com). I have recently spent five years researching the application of CFT for people in NHS services who are experiencing distress in relation to psychosis (as an MRC Research Fellow at King’s College London and the University of Glasgow, 2014-2019). I provide CFT therapy, supervision, consultation, and training. I have run over a hundred various compassion training workshops both nationally and internationally, and have co-authored (with Eleanor Longden) a new self-help book for voice-hearers.   Email at [email protected]  

This is Session 1 of a five-part workshop series that focuses on the implementation of trauma-informed approaches in a tribal school setting.  Event Description Introduction to Trauma Informed in Schools April 17 at 10 am MT  This webinar is geared toward staff and teachers who would like foundational information about trauma informed care and how to apply this approach in the school and classroom. Trauma informed care is not just for the behavioral health professional, but rather a client centered and compassionate approach that benefits the entire school system. In this webinar we will cover the basic tenets of trauma informed care, understand the impact of trauma, recognize the signs and symptoms of trauma. This is part one of a series focused on trauma informed strategies in a tribal school setting.   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. 

Body image and weight are topics that most likely everyone has thought of at some point. Join the discussion to see how they're impacting mental health! Event Description Despite numerous harmful effects, weight bias and anti-fat attitudes are rarely acknowledged as intersectional issues of social (in)justice. This presentation will help attendees (a) conceptualize the historical injustices, sociocultural norms, and everyday pressures that make weight stigma an issue of social justice, (b) critically reflect on their own implicit biases around body size diversity and the professional imperative to deconstruct size-based prejudice, and (c) explore strategies to support weight inclusivity and body liberation in schools and mental health settings that can help reduce fatphobia’s oppressive consequences.  Trainer Stephanie Campbell, PhD                     Dr. Stephanie Campbell is a half-Filipina, mid-fat, cisgender (she/her) daughter of an immigrant who grew up in a one-stoplight town in Arkansas. She is also a 2022 graduate of the University of Wisconsin–Madison’s school psychology program. Stephanie's research interests center around minoritized identities and their impacts on mental health. She is especially interested in how experiences of race, body image, and weight stigma affect the wellbeing of children and adolescents—particularly in relation to the implications of culture, socioeconomic status, power/privilege, and gendered societal expectations. Stephanie approaches these intersectional topics through a lens of social justice and believes health service psychologists and school employees should know and do more in these areas. Outside of work, Stephanie enjoys cooking without recipes, consuming an absurd amount of podcasts/audiobooks, ocean paddling, board gaming, and exploring the natural beauty of her island home. Website: https://www.stephaniemcampbell.com/ 

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

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 1: April 13th, 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.”  

The South Southwest MHTTC is pleased to host the Case Conceptualization for First Episode Psychosis (FEP) Series. The purpose of the series to introduce FEP therapists, skills trainers, and team leaders to three different case conceptualization approaches. The series will include both didactic and experiential components. Attendees will also have the opportunity to join additional case conceptualization approaches, such as integrating trauma and culture into conceptualization in future months.   Series 3 Topic: TBD Dates for this series: April 13th, May 11th, and June 8th from 10AM - 11AM CT.

Session 3: Career Advancement: Supporting Service Participants in Moving Beyond Entry-Level Positions Description This webinar is for practitioners in Supported Employment, Supported Education, Assertive Community Treatment, or others providing vocational rehabilitation services and will focus on assisting individuals with career advancement. Specific career advancement strategies will be discussed, including further education and training, requesting a salary increase, asking for a promotion and/or a job change within the company, and building social capital. Participants will identify how to use this information to support individuals in their career advancement. Objectives Participants will:  1. identify different approaches to assist job seekers in moving beyond entry-level positions. 2. Define and apply strategies to build social capital. 3. Describe strategies to assist individuals in advancing in their current jobs (e.g., requesting a promotion/salary increase).

  This virtual discussion session will shed light on how to have organic, natural dialogues about culture and identity with Hispanic/Latinx clients, and address the unique challenges they may face inside and outside the therapy room while also pointing to how mental health practitioners can formulate critical therapeutic engagements that acknowledge such experiences. Approaches and principles of Liberation Psychology will be discussed in this webinar to provide deeper understanding of the historical legacies, socio- cultural experiences and structural inequalities that impact the psychological wellbeing of Hispanic and Latinx clients while offering culturally responsive strategies that can help empower clients to navigate the intersections of their history, ethnicity, race, class and socio political worlds. Models based on broaching, cultural humility, and following the client's subjective experience will be compared, contrasted, and integrated to yield a common-sense, transtheoretical model for addressing culture and identity applicable to diverse theoretical orientations.   Speaker:  Daniel Gaztambide, PsyD Daniel José Gaztambide, PsyD, is the assistant director of clinical training in the Department of Clinical Psychology at the New School for Social Research, where he is also the director of the Frantz Fanon Center for Intersectional Psychology. Originally from Puerto Rico, he is a practitioner in private practice and a psychoanalytic candidate at the NYU-Postdoctoral Program in Psychotherapy and Psychoanalysis. He is the author of the book A People’s History of Psychoanalysis: From Freud to Liberation Psychology, and was featured in the documentary Psychoanalysis in el Barrio.  Dr. Gaztambide’s scholarship centers on psychoanalysis and Liberation Psychology, race, class and culture in psychodynamic psychotherapy, Puerto Rican racial identity and colonialism, comparative approaches to psychoanalysis, psychotherapy integration, and the psychology of religion. He is also a spoken word artist and performer in the Nuyorican poetry movement, and an active member of the Puerto Rican poetry troupe, The Títere Poets. 

  DESCRIPTION: Join the Great Lakes MHTTC and PATCH (Providers and Teens Connecting for Health) to learn more about diving deep on some really hard topics with youth. Youth want to learn, but how can we best talk about things like sex trafficking? Intimate partner violence? Alcohol and drug addition? Hear from adult facilitators and teen participants of My Life My Choice about their successes and challenges with hard conversations. Wisconsin PATCH (Providers and Teens Connecting for Health) is a collaboration of youth and adults that believe programs and policies for youth should include youth. They encourage young people to raise their voices to create positive change, and have programs and resources to EDUCATE, ENGAGE, and EMPOWER others to do the same.     LEARNING OBJECTIVES: Recognize topics that may be missing from your conversations with youth. Identify successful ways to raise and discuss complex topics with youth. Explore ways to keep youth engaged in prevention work.     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: Lauren Hollie, APSW /Anti-Human Trafficking Regional Specialist   Lauren Hollie is a Certified Advanced Practice Social Worker in the State of Wisconsin.  Lauren has worked extensively with youth and families over the past 10 years within the child welfare system serving in roles such as: Residential Treatment Center Case Manager at Rawhide, Inc., Youth Justice Social Worker at Waupaca County, and Youth Justice Social Work Specialist at Outagamie County.  Lauren served in the role of Region 2 Anti-Human Trafficking Specialist from January 2020 to April 2023.  Lauren has facilitated My Life My Choice: Empowering Youth. Ending Exploitation for the last two years in numerous settings with youth.   This group is designed to equip and empower female-identifying youth to keep themselves safe.     Joined by: PATCH Teen Educators       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.

    Do you have an individual with an intellectual or developmental disability in your practice?   What is the difference between a 504 plan and an Individual Education Plan (IEP)?  How do I best support these individuals and their families?  Often providers are unaware of the benefits of 504 plans.  Please join us to learn more about what a 504 plan is and how you can be an important resource for these individuals and families.   Learning Objectives: Explain what a 504 Plan is and why it is important Discuss who is eligible for a 504 Plan Identify the role of the physician, the individual and the school Recognize ways to support individuals and families when eligible for a 504 Plan   Presented by: Graciela Sharif and Kristin Flott   As a Peruvian immigrant, introduced to Middle Eastern culture through marriage, and mother of a child with developmental disabilities, Graciela Sharif knows about the obstacles that individuals with disabilities and their families face in many aspects of their lives. Inspired by her oldest son who was born with Down syndrome, Graciela's purpose is to create equal access to education, health care and community services for all individuals with disabilities and their families. As a Parent Resource Coordinator, she provides education, information and support to new and existing families, so they can be active participants in the development of their children’s education and health care services.       Kristin Flott is the parent of a son with ASD and a daughter with SHCN.  She has been working in the field of disabilities for over 15 years, not including several years of non-profit, community engagement and management experience.  Since entering the field of neurodevelopmental disabilities, she has been dedicated to advocating and improving outcomes for children with disabilities and their families.  She currently serves as the LEND Director of Campus and Community Collaboration, the LEND Family Discipline Director and the LEND Pipeline Coordinator. In her role, she coordinates with campus and community partners to develop collaborative training projects and experiences as well as provide direct support to LEND trainees through networking, mentoring and participation in interdisciplinary clinics.         Accredited Continuing Education In support of improving patient care, University of Nebraska Medical Center is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC), to provide continuing education for the healthcare team.     PHYSICIANS/PHYSICIAN ASSISTANTS  The University of Nebraska Medical Center designates this live activity for a maximum of 1.0 AMA PRA Category 1 Credit™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.   NURSES/NURSE PRACTITIONERS  The University of Nebraska Medical Center designates this activity for 1.0 ANCC contact hour. Nurses should only claim credit for the actual time spent participating in the activity.         Tele-Behavioral Health Consultation (TBHC) Primary Webinar Series: Target Audience: This accredited continuing education activity is designed for primary care providers: physicians, physician assistants, and nurse practitioners in Nebraska. The Tele-Behavioral Health Consultation Primary Care Webinar Series seeks to provide primary care providers (PCPs) with the tools they need to increase their confidence and competence in managing psychiatric and behavioral health concerns in primary care.  At the conclusion of this webinar series the participant should be better able to: Identify validated and reliable autism screening tools that may be feasible to use in the primary care setting. Describe how to work with schools and use 504 plans Discuss treatment of skin picking, tics, and Tourette's Discuss best practices for managing common behavioral health issues in children, including anxiety depression and ADHD.       

4/12: THIS EVENT IS CANCELED. Please contact us at [email protected] with any questions. NAMI has many free support and educational programs. This talk by Ken Duckworth, MD, will review these programs and discuss NAMI's first book, You Are Not Alone, where people who have lived with mental health conditions use their names and share what they have learned. They do so to reduce the isolation and shame so common with mental health conditions and to make meaning of their experiences. Their lessons include ways they have found to live with symptoms, give to others and, build a life. Families who have learned to communicate and cope with loss also share what they learned.    Ken Duckworth, MD, is the chief medical officer of the National Alliance on Mental Illness (NAMI). Ken is board certified in adult psychiatry and child and adolescent psychiatry, and is an assistant professor of psychiatry at Harvard Medical School. He was previously acting commissioner and medical director at the Massachusetts Department of Mental Health. Ken has worked on an assertive community treatment team, and at an early psychosis program.  

MHTTC monthly webinar series with Jason Butler. Jason Butler is an enrolled member of the Ute Tribe of Fort Duchesne, Utah and is also part Mojave and Cherokee. He graduated from Idaho State University in 2012 with a Bachelor of Arts in Psychology and earned his Master of Science in Family and Human Development from Arizona State University in 2019. Jason is also a Certified Peer Recovery Coach through the Idaho Board of Alcohol/Drug Counselor Certification. He is employed by the Shoshone-Bannock Tribes, Tribal Health and Human Services Department in Fort Hall, Idaho where he spent three years serving as the Recovery Service Coordinator for the Four Directions Treatment Center and recently accepted the position of Community Health Representative Manager. He strives to incorporate Native culture, traditions, morals, and values into the healthcare services provided to Native communities. Today he says, “I am loving life and am extremely thankful to have found a career path I love”.

  DESCRIPTION: Implicit biases can have a significant impact on communication, decision-making, and perceptions and beliefs about others. As a result, it can also influence the effectiveness of promoting an inclusive and diverse environment. Participants in this workshop will learn how to explore their own personal biases, be introduced to approaches that can assist in being more conscious and aware about implicit biases as well as the impact these biases can have on others.     LEARNING OBJECTIVES: Enhance participant’s awareness of their own implicit biases. Examine how implicit attitudes and stereotypes result in subtle forms of prejudice. Identify strategies for disrupting or reducing implicit bias.     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.

SERIES DESCRIPTION The Central East MHTTC in collaboration with the National Center for School Mental Health is pleased to offer a school mental health webinar series with a focus on advancing high quality, sustainable school mental health from a multi-tiered system of support, trauma sensitive, and culturally responsive and equitable lens. To familiarize yourself with the foundations of school mental health, please review the school mental health guidance document.   SERIES LEARNING OBJECTIVES •    Gain increased awareness of school well-being within a multi-tiered system of school mental health supports and services •    Support trauma-informed systems in schools •    Increase understanding of strength-based practices that promote student academic and social-emotional-behavioral success •    Learn to provide more culturally responsive and equitable services and supports •    Hear perspectives on school mental health from school, district and state levels •    Obtain insight into how youth, families, schools and communities can best work together to address student mental health needs     AUDIENCE Educators, Administrators, Health and Behavioral Health Care Professionals, Central East (Region 3) Project AWARE Grantees, Policymakers and Advocates, and Child-Serving Agency Staff

This training provides an overview for juvenile justice staff on how to work towards creating a trauma-informed juvenile justice agency. Creating a trauma-informed setting is a process that requires not only knowledge acquisition and behavioral modification, but also cultural and organizational paradigm shifts, and ultimately, policy and procedural change at every level of the facility. This training is an initial step that facility leadership and administration can take in developing a trauma-informed staff and facility milieu. It is an introduction to the process of providing direct care staff with trauma-informed awareness, knowledge, and skills to more effectively support the youth they serve.   Goals of the Training  To educate juvenile justice professionals about the impact of trauma on the development and behavior of youth in the juvenile justice system.  To provide juvenile justice professionals with the knowledge and skills needed to:  Respond appropriately to the behavioral and emotional challenges of traumatized youth  Help traumatized youth develop the ability to recognize trauma or loss reminders  Help traumatized youth recognize and develop their strengths  Help traumatized youth recognize survival coping strategies and develop positive coping strategies needed to grow into healthy, productive, and functional adults  Take care of themselves and seek support from others  To learn strategies for supporting youth reintegration into the community Understand the role of intergenerational, historical, and system-induced trauma on youth behavior  Develop strategies for adjusting agency practices and procedures to more effectively address the impact of trauma on youth, their families, and staff  Review the role of youth cultural experiences for building resilience among traumatized youth   Join us for four sessions in this training series:  April 11 11:00 AM - 2:00 PM EST April 13 11:00 AM - 2:00 PM EST April 25 11:00 AM - 2:00 PM EST April 27 12:00 PM - 3:00 PM EST More info here   If you would like accommodations to participate in any of our events, please contact us at [email protected].

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

The South Southwest MHTTC presents Mental Health First Aid, which is an early intervention education program that teaches participants the signs and symptoms associated with mental health and/or substance abuse challenges. The session is designed to help participants with identification, learning how to listen without judgment, and provide guidance/resources to individuals experiencing mental health challenges.

DESCRIPTION What does it mean to provide trauma-informed services? To truly practice care in a way that is sensitive to the experience of trauma, all members of an organization must understand and be sensitive to the impacts of trauma. We all have an important role to play in ensuring every interaction with individuals in care are supportive, affirming, and avoid re-traumatizing those who are especially vulnerable. This two-day training (April 11 & 12, 9:00am – 12:30pm ET) was designed to help participants gain an understanding of trauma, its impacts, and the fundamental components of a trauma-informed approach to care. Through interactive instructional activities participants will develop practical tools for communicating effectively and learn how to implement trauma-informed practices into their organization.   LEARNING OBJECTIVES Explain the nature of trauma and its impact on persons in care Describe the fundamental aspects of a trauma-informed approach to care Implement communication approaches that are sensitive to those who have experienced trauma Develop strategies to implement an agency-wide trauma-informed approach   PRESENTER Mark Lepore, Ed.D, is a Professor in the Department of Counseling at Pennsylvania Western University/Clarion University of Pennsylvania. He has extensive knowledge of counseling supervision gained from both his academic work and more than 20 years of clinical practice. Dr. Lepore’s areas of specialty include crisis counseling, grief and loss counseling, trauma-informed care, and narrative therapy.           Closed Registration: Not open to the public. This training is in partnership with the District of Columbia Department of Behavioral Health.  

NOTE: This event is specifically for Washington State attendees who are part of the behavioral health workforce. This session is part of the Older Adults track of the Mental Health Institute. ABOUT THIS EVENT This training provides an overview of evidence based psychosocial interventions (EBPIs) and common skills shared across EBPIs. Considerations regarding stigma, shared decision making, ageism, and the role of caregivers will also be discussed.   Contact hours will be available for participants who attend the entire session. The University of Washington is an approved provider of continuing education for DOH licensed social workers, licensed mental health counselors, licensed marriage and family therapists, psychologists, chemical dependency professionals, nurses and physicians under the provisions of: WAC 246-809-610, WAC 246-809-620,WAC 246-811-200, WAC 246-840-210, WAC 246-919-460 and WAC 246-924-240.   Session is 2:30-4:30pm PT See more in the Older Adults (OA) track HERE  LEARN MORE ABOUT THE MENTAL HEALTH INSTITUTE HERE FACILITATORS Patrick Raue, PhD  Patrick J. Raue, PhD is Professor in the Department of Psychiatry and Behavioral Sciences at the University of Washington. He received his PhD in Clinical Psychology from SUNY Stony Brook in 1995.Dr. Raue conducts NIMH-supported research on training non-specialists in behavioral interventions; patient preferences and shared decision-making approaches for depression; and the effectiveness of psychotherapy for older adults.Dr. Raue is Associate Director for Evidence-Based Psychosocial Interventions at the AIMS Center, and Director of the National Network of PST Clinicians, Trainers & Researchers. In these roles, he develops and leads implementation and training programs in a variety of behavioral health interventions.Dr. Raue’s clinical expertise includes the identification and management of mental health conditions in community and medical settings, including primary care and home health care.     Patricia Areán, PhD  Patricia Areán is a professor in the University of Washington’s Department of Psychiatry and Behavioral Sciences and also is a clinical psychologist. Dr. Areán is a leading behavioral scientist, with an expertise cross-cultural mental health, geriatric psychology, assessment and treatment of depression and anxiety, the use of Human Centered Design for adapting psychosocial interventions and in the use of technology to conduct surveys, user experience research and clinical trials to scale. She is currently co-director of the NIMH funded ALACRITY Center and directs the CREATIV and the MHATS Digital Laboratories at the University of Washington. Dr. Areán has published on the recognition and treatment of depression and anxiety, methods for recruiting and retaining large and representative numbers of adults into longitudinal research, and acceptability of using digital methods for the purpose of screening and treating mental illnesses.       VISIT THE MENTAL HEALTH INSTITUTE MAIN PAGE    

  DESCRIPTION: This four-part series focuses on moving mental health providers, teachers, first responders, and their supervisors from overwhelming burnout, anxiety, and fears towards resilience. This training is not specific to only Michigan–everyone is welcome to join!   Note: You must register for each session in this series separately. Each session listed in the training schedule below is linked to its unique event registration.   January 9, 2023: Understanding the Biology of Stress & Vicarious Trauma with Focus on Proactive & Reactive Wellness Opportunities February 13, 2023: Reactive Responses to Acute Stress March 13, 2023: Proactive Responses that Foster Resilience and Wellbeing April 10, 2023: “Know Yourself”: Stress, Secondary Traumatic Stress, and Moral Injury     LEARNING OBJECTIVES: Participants will be able to: Describe the biological reactions to stress and vicarious trauma Distinguish between reactive and proactive responses to stress and vicarious trauma Understand the relationship between stress, secondary traumatic stress, and moral injury     CERTIFICATES: Registrants who fully attend this training may be eligible to receive a certificate of attendance. Certificates for this series will be distributed by the hosting agency, Community Mental Health Association of Michigan.     PRESENTER: Dr Tana Bridge, PhD Dr. Tana Bridge is a professor of Social Work at Eastern Michigan University. She is recognized for her passion, expertise, and skills in engagement. She has a 25-year track record of excellence in teaching, service, and professional consulting. Dr. Bridge’s expertise in trauma, ethical practice and collaboration are common threads in all areas of engagement. She currently serves on many local and state-wide committees. Dr. Bridge has several awards and certifications. She is the recipient of a Trauma and Loss Consultant of the Year Award from the National Institute for Trauma and Loss in Children and the Marshall Service Award, Excellent Teachers Engaging Alumni Award, and the distinguished Ronald W. Collins Award. She is licensed in both clinical and macro practice.       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.

Educational Objectives Articulate the mission of Certified Community Behavioral Health Clinics (CCBHC) and how the services can meet the community need. Describe the implementation processes to build a robust service delivery model for whole person care. Discuss the roles and responsibilities of the healthcare team involved within a CCBHC and what resources are available to the persons served.   Presented by: Topher Hansen Topher started his career in the behavioral health field as a volunteer for the Drug Crisis Center in 1975. After a brief time as a counselor with CenterPointe, Topher attended law school and practiced law from 1985 to 1993. During his time in private practice, he also served as a CenterPointe Board member and as legal counsel for the organization.  In 1993, he returned to the CenterPointe staff as Director of Development/Legal Counsel. He became Chief Executive Officer in 2000. Topher has served on numerous local and state committees to help develop Nebraska’s policies and delivery of behavioral health services. He is currently serving on the board of the Nebraska Association of Behavioral Health Organizations and the National Council for Behavioral Health.     Accredited Continuing Education In support of improving patient care, University of Nebraska Medical Center is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC), to provide continuing education for the healthcare team.       PHYSICIANS/PHYSICIAN ASSISTANTS  The University of Nebraska Medical Center designates this live activity for a maximum of 1.0 AMA PRA Category 1 Credit™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.   NURSES/NURSE PRACTITIONERS  The University of Nebraska Medical Center designates this activity for 1.0 ANCC contact hour. Nurses should only claim credit for the actual time spent participating in the activity.   1.0 Continuing Education (CE) credit for psychologists are provided through the co-sponsorship of the American Psychological Association (APA) Office of Continuing Education in Psychology (CEP). The APA CEP Office maintains responsibility for the content of the programs.     Learn more about this series: Moving Towards Certified Community Behavioral Health Clinics (CCBHC) Webinar Series