Past Events

This webinar will help the learner identify symptoms of autism in the pediatric population and identify validated and reliable screening tool that may be feasible to use in the primary care setting. The challenges of screening for autism in the primary care setting and solutions to improve screening rates will be discussed.   Learning Objectives: At the conclusion of this activity, the participants should be better able to: Recall the red flags of autism spectrum disorder in the infant and toddler age group. Review DSM-5-TR diagnostic criteria for autism spectrum disorder in the pediatric population.  Identify valid and reliable autism spectrum screening tools for infants, toddlers, school age and adolescent age group.  Discuss challenges, barriers, and potential strategies to incorporate autism spectrum disorder screening in the primary care setting.    Presented by: Terri Matthews, PhD, APRN-NP, BCBA-D Dr. Mathews is an associate professor in the College of Nursing. Dr. Mathews received her bachelor's degree in nursing from University of Nebraska Medical Center in Omaha, NE; her master’s degree in nursing from the University of Missouri-Kansas City, and her doctoral degree in Developmental and Child Psychology from the University of Kansas. Dr. Mathews clinical specialty is child and adolescent psychiatric mental health nursing. She is a Pediatric Nurse Practitioner, Psychiatric Mental Health Nurse Practitioner and a Licensed Psychologist. Dr. Mathews joined the faculty at the University of Nebraska Medical Center College of Nursing in 2008.     Accredited Continuing Education In support of improving patient care, University of Nebraska Medical Center is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC), to provide continuing education for the healthcare team.     PHYSICIANS/PHYSICIAN ASSISTANTS  The University of Nebraska Medical Center designates this live activity for a maximum of 1.0 AMA PRA Category 1 Credit™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.   NURSES/NURSE PRACTITIONERS  The University of Nebraska Medical Center designates this activity for 1.0 ANCC contact hour. Nurses should only claim credit for the actual time spent participating in the activity.     Tele-Behavioral Health Consultation (TBHC) Primary Webinar Series: Target Audience: This accredited continuing education activity is designed for primary care providers: physicians, physician assistants, and nurse practitioners in Nebraska. The Tele-Behavioral Health Consultation Primary Care Webinar Series seeks to provide primary care providers (PCPs) with the tools they need to increase their confidence and competence in managing psychiatric and behavioral health concerns in primary care.  At the conclusion of this webinar series the participant should be better able to: Identify validated and reliable autism screening tools that may be feasible to use in the primary care setting. Describe how to work with schools and use 504 plans Discuss treatment of skin picking, tics, and Tourette's Discuss best practices for managing common behavioral health issues in children, including anxiety depression and ADHD.     

DESCRIPTION The diet industry is a $72 billion industry. Our culture is obsessed with weight loss and idolizes thinness, often equating it to health, beauty and morality. This westernized view of "health" has contributed to the alarming number of eating disorders across the world, with more than 28 million Americans alone struggling. Health At Every Size ® (HAES) is a modern approach that challenges the "thin ideal" and offers an inclusive approach to the treatment and care of bodies at all sizes, providing insight into the idea that health is more than just a number. This webinar will explore diet culture’s influence on the healthcare industry today and how that influence has led to bias and harm, especially for those in larger bodies. Attendees will learn how to use the principles of HAES to identify their own biases around health and break down cultural stereotypes to move towards self-healing and body acceptance. LEARNING OBJECTIVES Break down the myths of diet culture and understand its influence in society today Understand the principles of Health At Every Size (HAES) and the positive benefits of HAES-informed care Identify weight discrimination and personal bias and reframe negative self talk to work toward body acceptance   PRESENTERS Heather Clark, LPC, LCPC, is the Clinical Program Director for Rock Recovery, a nonprofit that helps people overcome disordered eating by combining clinical and community care. She specializes in treating disordered eating through a trauma-informed, weight inclusive lens. Heather has experience working in multiple levels of care in eating disorder (ED) treatment, from residential to outpatient, and is passionate in working with clients on their ED recovery. Heather also enjoys counseling those dealing with anxiety, self-worth, shame, self-compassion, and Christian spirituality/spiritual trauma. She is passionate about the Health at Every Size(R) philosophy and approach to work and life. Heather is currently working towards becoming a Certified Body Trust Provider, which helps equip her to support individuals journeying toward liberation with food and body, as well as a deep sense of being at home in their bodies.   Kristyn Y. Soto, MS, Director of Community Partnerships, became Rock Recovery’s second full-time staff hire in October of 2017. She has an educational background in Psychology and a passion for increasing access to mental health services, especially for BIPOC and underserved communities. She obtained her BA in Psychology from Messiah College and her MS in Applied Developmental Psychology from the University of Pittsburgh. Since joining the team, Kristyn has worked closely alongside the Executive Director to help Rock grow from a one-program organization to a community cornerstone across Greater DC.     AUDIENCE Clinicians and community members  

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 series on Cognitive Behavioral Therapy for psychosis (CBTp) in Spring 2023. ABOUT THE TRAINING  Formulation-based Cognitive Behavioral Therapy for psychosis (CBTp) is indicated for clients experiencing distress due to psychotic and mood symptoms, those with psychiatric and/or substance use comorbidities, those who are at increased risk for suicidal or homicidal behaviors, and those who have been found to be "treatment resistant." Formulation-based CBTp training this a multi-day (21-hour) training that includes a combination of didactic instruction and experiential learning for mental health providers with moderate experience and knowledge of Cognitive Behavioral Therapy. SESSIONS: March 21st, 23rd, 24th, 28th, 30th, 31st & April 4th 9:30am-12:30pm Questions: For questions about this series, including eligibility and registration please contact the UW SPIRIT Lab at [email protected]. FACILITATORS 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. 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.   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.   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. STEPHEN SMITH, PHD Associate Professor, Department of Pediatrics, UW School of Medicine and Graduate Program in Neuroscience, University of Washington; Principal Investigator, Center for Integrative Brain Research, Seattle Children’s Research Institute.             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.

Gang members contribute to a large portion of overall violence in society. In many US cities, gang members commit more than half of violent offenses. Young gang membership is prevalent in the US and is associated with serious violent offenses and victimization. Youth gang membership elevates the risk of various negative, potentially long-term social and health consequences. The National Gang Intelligence Center has indicated that approximately 50% of US gang members identify as Hispanic/Latinx. This poses a great threat to schools because the gap in adequate resources has a cascading effect on under-resourced school systems, leading to low education attainment and enrollment among youth. These shared risk factors create a conducive environment for establishing a strong gang culture for protection, financial security, and belonging, putting school systems at the forefront of prevention. The training on youth gangs will bring forward the opportunity to dive into some important details regarding gang joining, involvement, and prevention factors. Training Objectives Participants will develop and understanding of how historical, socio-political, and geographic interact to create targeted disadvantages and impact mental health. Participants will be able to describe why adolescents are particularly vulnerable to the influence of gangs. Participants will be able to identify at least two systemic factors contributing to the risk or protective factors for gang involvement. Participants will be able to describe at least 3 strategies for working with at-risk youth or active in a gang.   Registration: By invitation only. Space is limited.  Scott Bloom, LCSW-R, is the Director of Special Projects and Initiatives for the New York Psychotherapy and Counseling Center. He has spent his 31-year career at the intersection of mental health, communities, and schools working to improve access to social-emotional services and resources by integrating these programs, and creating opportunities for children and youth to overcome emotional and behavioral barriers to academic achievement. He was the founding Director of School Mental Health Services for the New York City Department of Education for the last 15 years, facilitating community partnerships and implementing mental health initiatives building on a city-wide system of mental health services and resources in over 1,800 city schools; enabling schools to better serve the needs of 1.2 million students and families. He serves on the advisory boards for multiple cities, state, and national mental health initiatives around the country. Mr. Bloom has contributed to journals, magazines, and books, and has presented at local and national conferences. Mr. Bloom has certification as a psychotherapist. Speaker: Kristin M. Scardamalia, Ph.D., LSSP Kristin Scardamalia, Ph.D. is an Assistant Professor at the University of Maryland School of Medicine National Center for School Mental Health. She has extensive experience working with high-needs youth and their families as a school psychologist in public schools and juvenile services. Her research focuses on the intersection of the education, juvenile justice, and mental health systems and their contribution to the disproportionate number of minorities impacted by the school to prison pipeline.

  DESCRIPTION: Being person-centered means sharing power and decision-making as much as it is possible in any given context. Taking a person-centered approach to supervision improves the supervisory relationship and promotes self-efficacy and growth among supervisees. This class explores how being person-centered might show up in supervision as well as the benefits and strategies for collaborating with supervisees to increase performance and job satisfaction.     LEARNING OBJECTIVES: Describe a person-centered approach to supervision Discover one’s preferred supervisory style, exploring opportunities to expand Explore strategies and approaches for collaborative problem solving and planning Introduce a structured approach to individual supervision meetings     CONTINUING EDUCATION: Registrants who fully attend this training will be eligible to receive 2.0 continuing education (CE) hours certified by the Minnesota Board of Social Work. CE certificates are provided by the host agency, People Incorporated Training Institute.     PRESENTER: Warren Duncan, BS, has had various roles throughout his career working with households experiencing homelessness and multiple barriers to stable housing. He has worked as direct support staff on mobile teams in Permanent Supportive Housing program across the metro area, assisted in outreach efforts for program participants living on the streets and in shelter, provided outreach to property managers and landlords, connecting them to support services in metro and greater Minnesota communities. He has worked to provide support to a network of supportive housing programs and community organizing among County, State, and local community agencies in Southern and Central Minnesota. He is currently overseeing all programming as Program Director for a Minnesota Nonprofit. Warren enjoys facilitating workshops and has led a number of training sessions. Topics include Building Landlord Relationships, Housing First, Harm Reduction, Navigating Conflict, De-escalation, and Mindfulness. Warren grew up in Des Moines, Iowa and moved to Minnesota shortly after graduating from Iowa State University. He currently lives with his family in the Twin Cities western suburbs. He enjoys drawing, painting, and photography in his spare time.       The Great Lakes MHTTC is offering this training for individuals working in HHS Region 5: IL, IN, MI, MN, OH, WI. This training is being provided in response to a need identified by Region 5 stakeholders.

This is Session 4 of our Mindful Monday series, which focuses on a wide range of evidence-based practices from different disciplines.  Event Description Session 4 Mar. 20th, 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. Transformative Systems through Equity - What are your powers? When: Monday, March 20th @ 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: A large component of transformative systems change is dependent upon an adopted foundational framework. MTSS is the framework to leverage equitable practices. This session will describe the power of equity, inclusion and belonging to create positive student outcomes. Objectives: Participants will identify the ways MTSS, as a framework for systems change, can be leveraged from a human-centered approach.    Materials & Resources: PowerPoint Presentation About the Presenter: Nikole Y. Hollins-Sims, Ed.D. Nikole Y. Hollins-Sims, Ed.D., is an educational consultant & strategist. She currently serves as a technical assistance coordinator for the Midwest PBIS network. Dr. Hollins-Sims is a former Special Assistant to the Secretary of Education at the Pennsylvania Department of Education (PDE). She has previously served as an educational consultant for the Pennsylvania Training and Technical Assistance Network (PaTTAN)-Harrisburg Office, where she was the co-statewide lead for the Learning Environment & Engagement initiative. Dr. Hollins-Sims is a Pennsylvania certified school psychologist and has conducted research around caregivers of children of incarcerated parents and their motivation to engage in family-school partnerships. Dr. Hollins-Sims has been awarded as a Moral and Courageous Leader for Education by Cabrini University in 2021, the 2021 American Psychology Association (APA) Anti-Racism School Psychology Emerging Professional Award and was named the 2021 Pennsylvania School Psychologist of the Year. In 2022, Dr. Hollins-Sims served as the lead author of the book titled: Creating Equitable Practices in PBIS. Dr. Hollins-Sims has also recently launched her own business, Hollins-Sims Consultation.   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.

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 workshop will introduce a developmental model of aging including an overview of normal and abnormal changes due to aging, issues unique to aging, cultural views on aging and life changes, and social considerations with aging through the use of case studies and other interactive elements.  Contact hours will be available for participants who attend the entire session. The University of Washington is an approved provider of continuing education for DOH licensed social workers, licensed mental health counselors, licensed marriage and family therapists, psychologists, chemical dependency professionals, nurses and physicians under the provisions of: WAC 246-809-610, WAC 246-809-620,WAC 246-811-200, WAC 246-840-210, WAC 246-919-460 and WAC 246-924-240.   Session is 9-11am PT See more in the Older Adults (OA) Track HERE LEARN MORE ABOUT THE MENTAL HEALTH INSTITUTE HERE FACILITATORS Brenna Renn, PhD  Brenna Renn, PhD (she/her) is a clinical geropsychologist (a psychologist who specializes in older adulthood), an assistant professor in the Department of Psychology at the University of Nevada, Las Vegas, and an affiliate researcher with the Department of Psychiatry and Behavioral Sciences at the University of Washington. Her research focuses on improving access to and utilization of mental health care, particularly in the context of depression, cognitive impairment, and chronic disease. She is core faculty in the Clinical Psychology PhD program at UNLV, where she teaches foundational courses, provides clinical supervision, and mentors PhD students as director of the UNLV TREATment lab. Dr. Renn earned her PhD in clinical psychology with an emphasis in geropsychology at the University of Colorado, Colorado Springs, completed her psychology internship in geriatric mental health and health psychology at Baylor College of Medicine in Houston, TX, and completed a postdoctoral fellowship in geriatric mental health services research at the University of Washington. She is passionate about equipping mental health care providers to work with older adults and in interprofessional team and integrated care settings. As such, she serves as an interprofessional education consultant on a HRSA Geriatrics Workforce Enhancement Program grant and co-leads a university-wide annual training in interprofessional education and practice for graduate students across nine healthcare disciplines at UNLV.   Brittany Mosser, MSW, LICSW  Brittany Mosser, MSW, LICSW is a clinical social worker with extensive experience working with older adults and their families, including those impacted by Alzheimer’s, medically complex older adults, and residents in sub-acute health care settings. Brittany is an expert in the delivery of evidence-based psychosocial treatments with older adults and caregivers, and has trained and supervised mental health providers in numerous EBPIs. In her current role, Brittany manages a broad range of research studies at the University of Washington focusing on delivery and implementation of EBPIs, digital mental health, and large-scale remote research. She earned her BA from Middlebury College and MSW from the University of Maryland. Brittany is interested in improving access to evidence-based treatments through increased training opportunities, engaging a variety of treatment providers, modified treatments, and digital health applications.             VISIT THE MENTAL HEALTH INSTITUTE MAIN PAGE    

Peer support workers are increasingly serving in roles within the crisis care continuum. With 988 roll-out, states working in integrate peer support services within crisis care call centers, mobile crisis response teams, and crisis stabilization units. Peer support workers strengthen engagement and improve outcomes for people experiencing a crisis. Peer support workers provide crisis prevention services and post-crisis services like peer navigation and community support, essential for people who recently experienced crisis.   The New England Mental Health Technology Transfer Center carried out several activities to better understand the most essential competencies used by peer support workers employed in the continuum of crisis services. Come learn about the competencies used in peer support in crisis services and the resources and support needed to perform well in the role.   In this 60-minute webinar, participants will: Learn about how the New England MHTTC worked with partners to learn more about the competencies used by peer support workers in crisis services Discuss workforce preparation needs in crisis services Describe organizational structures that support crisis teams that include peer support workers   If you would like accommodations to participate in any of our events, please contact us at [email protected].

Session 3: Trauma-Informed Strategies for Survivors and Prevention - Interactive Learning Community Participants will learn about trauma-informed strategies to enhance survivor engagement in this interactive and applied session. Note: Registration link will be sent to participants who attend sessions 1 and 2.   Facilitator: Dr. Sophia Jones is a Training and Consultation Specialist with Rutgers-Behavioral Health- Behavioral Research and Training Institute for the Children’s System of Care Training & Technical Assistance Program and an adjunct faculty member at Rutgers University. Dr. Jones has over 18 years of experience in the behavioral health field, specializing in culturally competent focused crisis intervention and service plans. She brings years of experience working with children and families diagnosed with mental illness from the New Jersey System of Care. Dr. Jones continues to advocate for health equity and equal access to mental health services. She specializes in healthcare professional and corporate development training programs focused on Working with Families Living in Poverty, Health Disparities, Health and Public Policy, Anti-Racism, Human Trafficking, Cultural Competence, Implicit Bias, Effective Team Building, Diversity, Equity, Inclusion and Belonging, The Culture of Hip-Hop, Developing Rapport with Children and Families and Safety in the Community. Dr. Jones earned a doctorate from Seton Hall University and is a strong advocate against Human Trafficking. 

About the Event:        There are multiple federal health privacy laws that may apply to student mental health information. To assist mental health professionals working in schools in understanding how the federal health privacy laws apply to student mental health information, the MHTTC Network and the Center of Excellence for Protected Health Information (CoE-PHI) are hosting a two-part virtual learning series that will:        Describe how federal health privacy laws (e.g., HIPAA and FERPA) apply to student mental health information Explain how student mental health information can be protected and shared in compliance with federal health privacy laws Discuss common scenarios involving student mental health information that arise in school settings through case study discussions led by clinical and legal experts Demonstrate how relevant resources and technical assistance can be accessed through the MHTTC Network and the CoE-PHI        Session 2 will build upon the learnings from Session 1 by reviewing common scenarios in school settings that involve student mental health information. Subject matter experts will lead a discussion about clinical and legal considerations for each scenario.        Intended Audience:        While all school administrators and personnel are welcome to attend, this program is specifically aimed toward school-based health and mental health professionals, including:        Health and mental health providers employed by a school district  Community providers contracted by a school district to work on site at a school School-Based Health Center providers        Please note: This is a two-part virtual learning series. Although not required, attendance at both sessions is strongly recommended. Sessions are 60 minutes and will include interactive activities and ample time for Q&A. Certificates of completion will be made available to viewers of 50% (30 minutes) or more of the live sessions. CEUs are not available for these sessions. For more information about this 2-part series, click here.

DESCRIPTION One of the biggest health risks for the Black community is obesity. Research studies have shown a link between this medical condition and various mental health issues, including anxiety, depression, bipolar disorder, and eating disorders. Combined Centers for Disease Control and Prevention data for 2019-2021 showed that Non-Hispanic Black adults had the highest prevalence of self-reported obesity (41.7%). This webinar will include discussion on why the condition is more prevalent among Black Americans, stigma, and concurrently treating mental health disorders and obesity in this population. LEARNING OBJECTIVES Identify three risk factors for obesity in the African American community Demonstrate the importance of treatment for both obesity and mental health in African American communities Name the key sources of bias in treatment for mental health and obesity    PRESENTER Tiffani L. Bell Washington MD, FAPA, Diplomate of ABOM, Diplomate of ABLM is a Quadruple Board Certified Physician who specializes in Adult Psychiatry, Child and Adolescent Psychiatry, Lifestyle Medicine, and Obesity Medicine. She received her Bachelor of Science from Norfolk State University - a HBCU, her Medical Degree from Medical College of Virginia, and completed residency and fellowship at Wake Forest School of Medicine. Dr. Washington is a recent graduate of Harvard T. H. Chan School of Public Health with a concentration in Health Policy and Leadership. She is a 2022 40 under 40 Leader in Health and Nutrition and Obesity Research Center at Harvard Diversity Scholar and a recipient of the Network for Emotional Well-being’s 2022 Emotional Well-Being and Physical Health Fellowship. In 2020, Dr. Bell Washington received the Outstanding Teaching Faculty of the Year at Wake Forest School of Medicine and the National Medical Association’s “Top Physician under 40” Emerging Leader award. Dr. Bell Washington is passionate about advocacy, research, improving diversity and equity in leadership and decreasing stigma and bias surrounding chronic illnesses such as mental health disorders and obesity. She currently works as a medical director on psychiatry health policy and health equity research as well as in her private practice, The Healthy Weigh MD PLLC, which focuses on prioritizing stress management, lifestyle medicine, mental health, and obesity treatment. HOST Annelle Primm, MD, MPH is the Senior Medical Director of the Steve Fund, an organization focused on the mental health of young people of color. She is also a member of the Black Psychiatrists of America Council of Elders.         AUDIENCE Mental health clinicians, peer advocates, and the general public  

With the demands on educators and school staff reaching all-time-highs, burnout and demoralization are very real concerns. Learn more about it with the information from this webinar. Event Description This webinar will enable educators and school leaders to distinguish between burnout and demoralization. These distinctions are important in order to recognize the specific causes of teacher distress and to identify effective remedies. Drawing on her original research and the literature on educator wellbeing, Professor Santoro will offer strategies individuals, communities, school leaders, and policy makers can utilize in supporting educators in their work. This training will address the importance of mental health of educators.  Trainer Doris Santoro, EdD, BA                     Professor Santoro is a philosopher of education who conducts empirical research to study and theorize about the moral and ethical sources of teacher dissatisfaction and resistance. She is a teacher educator for pre-service and experienced practitioners, and examines how norms and values are communicated in professional communities. Professor Santoro is a Senior Associate Editor for the American Journal of Education.

  This is Part 6 of 9 of the Supporting Resilience in Children & Youth learning series.     DESCRIPTION: This 2-hour workshop is the sixth in the Supporting Resilience for Children and Youth series. This presentation will focus on using assessment data gathered from psychological and neuropsychological testing in clinical work with children, teens, and parents. We will discuss the best ways to make referrals for testing, how to read a test report (key shortcuts!), and how to translate findings for therapy.     LEARNING OBJECTIVES: Learn specific relational and trauma-informed clinical practices that improve the accuracy of data Discuss how psychological/neuropsychological testing can aid clinical work Learn how to write effective referral questions for testing Explain how to read a report and make use of results in practice     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

Supporting Recovery for People Aging with Serious Mental Health Conditions Session 1: Psychiatric Rehabilitation Philosophy and Goals to Promote Recovery for Older Adults Summary: Many people are aging with serious mental health conditions such as schizophrenia and bipolar disorder, and we are still learning about the services that can support their mental health recovery. This session will offer an overview of the population, discuss psychiatric rehabilitation goals for people aging with serious mental health conditions, and explore mental health recovery as we age. Objectives: • Summarize important considerations when supporting people aging with serious mental health conditions (SMHC) • Evaluate and apply psychiatric rehabilitation goals for people aging with SMHC • Define mental health recovery and offer examples of mental health recovery goals for people aging with SMHC

  DESCRIPTION: The significant impact of domestic violence on a person’s behavioral health—including substance use and mental health conditions—has long been recognized by researchers and practitioners alike. In addition, the domestic violence movement has known for decades that abusers frequently assault their partners by targeting the head, neck, and face—through blows to the head that can cause traumatic brain injuries (concussions) and strangulation.  We are just discovering how that violence impacts the brain, and therefore a person’s health. Brain injury caused by domestic violence is rarely identified and almost never immediately treated, and results in short- and long-term physical, emotional, and cognitive consequences that can impact every area of a person’s life--including their ability to successfully access and participate in your agency's services. This session will share with you The Ohio Domestic Violence Network and The Ohio State University’s project and research that resulted in the creation of an evidence-based framework CARE (Connect, Acknowledge, Respond, Evaluate) and its accompanying CARE tools for you to use to address brain injury.     LEARNING OBJECTIVES: Describe the relationship between domestic violence and brain injury.  Explain the evidence-based framework: Connect, Acknowledge, Respond and Evaluate (CARE). Promote CARE tools to address brain injury.     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: Rachel Ramirez, LISW-S, RASS, is the Director of Health and Disability Programs and the Founder of The Center on Partner-Inflicted Brain Injury at The Ohio Domestic Violence Network (ODVN). In this role, she oversees several initiatives on the intersection of domestic violence, disability, and health access, with a focus on trauma-informed services and partner-inflicted brain injury. She also provides extensive statewide, national, and international training, consultation, technical assistance, and program support. Rachel has been with ODVN for 15 years and has co-authored several peer reviewed journal articles, as well as been featured on National Public Radio, The New York Times Magazine, and The Washington Post discussing brain injury and domestic violence.     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 a part of our ongoing Workshop Wednesday learning series. You can find other Workshop Wednesday sessions by clicking here.  Event Description Primary Care is often referred to as the de facto mental health system in the United States because most patients who are treated for a mental health disorder are treated there and not in a psychiatric facility. Co-occurring disorders, which include the existence of a mental health disorder and a substance use or alcohol use disorder, are very common and will be seen quite often in a primary care setting. This training will discuss strategies for treating co-occurring disorders in primary care using an integrated behavioral health team approach. Trainer Robin Landwehr                     Robin is a Licensed Professional Clinical Counselor (LPCC) who holds a Master of Science degree in mental health counseling from Capella University, and a Doctor of Behavioral Health (DBH) degree from Arizona State University. She currently serves as the Integrated Care Director at a Federally Qualified Health Center, and has a small private practice.  During her career, Robin has been fortunate enough to be involved in numerous writing projects and trainings, practiced as part of a collaborative care team, and provided clinical supervision. Her experience as a clinical counselor includes assisting individuals struggling with trauma, depression, anxiety, health behaviors, substance abuse, and other issues. She is a certified instructor in the Question, Persuade, Refer (QPR) and Counseling on Access to Lethal Means (CALM) suicide prevention programs.

  DESCRIPTION: Microaggressions usually involves demeaning implications and other subtle insults against marginalized groups. They can be very harmful since they perpetuate stereotypes and create a wide array of psychological, physical and emotional problems. Furthermore, they can potentially devalue social group identities, lead to lower work productivity, and create inequities in educational learning. This workshop will explore this important topic in our society including what microaggressions are, various ways they’re conveyed, and the impact on cultural groups. Additionally, strategies will be identified to assist with reducing this subtle form of discrimination.     LEARNING OBJECTIVES: Introduce the concept of microaggressions and explore examples as they relate to education, media, and the workplace. Discuss the implications of microaggressions on marginalized groups including the psychological, emotional, and social impact. Explore various strategies to reduce microaggressions at the individual, institutional, and societal levels.     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  

About the Event:        There are multiple federal health privacy laws that may apply to student mental health information. To assist mental health professionals working in schools in understanding how the federal health privacy laws apply to student mental health information, the MHTTC Network and the Center of Excellence for Protected Health Information (CoE-PHI) are hosting a two-part virtual learning series that will:        Describe how federal health privacy laws (e.g., HIPAA and FERPA) apply to student mental health information Explain how student mental health information can be protected and shared in compliance with federal health privacy laws Discuss common scenarios involving student mental health information that arise in school settings through case study discussions led by clinical and legal experts Demonstrate how relevant resources and technical assistance can be accessed through the MHTTC Network and the CoE-PHI        Session 1 will focus on the importance of protecting and sharing student mental health information. Subject matter experts will also provide an overview of the federal health privacy laws that apply to student mental health information.        Intended Audience:        While all school administrators and personnel are welcome to attend, this program is specifically aimed toward school-based health and mental health professionals, including:        Health and mental health providers employed by a school district  Community providers contracted by a school district to work on site at a school School-Based Health Center providers        Please note: This is a two-part virtual learning series. Although not required, attendance at both sessions is strongly recommended. Sessions are 60 minutes and will include interactive activities and ample time for Q&A. Certificates of completion will be made available to viewers of 50% (30 minutes) or more of the live sessions. CEUs are not available for these sessions. For more information about this 2-part series, click here.

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

  DESCRIPTION: 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 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.

The purpose of the presentation is to describe screening as part of a comprehensive school mental health framework. This presentation will outline the best practices for screening, as outlined in the National School Mental Health Best Practices and Implementation Guidance (NCSMH & MHTTC, 2018). We will provide: 1) an overview of the importance of screening as part of your comprehensive school mental health framework, 2) outline a step-by-step process for developing a screening process in a school, 3) review resources to assist in determining a screening measure that needs the needs and capacity for your school, and 4) outline free training and technical assistance available to support screening efforts through the Mid-America MHTTC.

The Northwest Mental Health Technology Transfer Center will hold a meeting with Washington State stakeholders and advisory board members virtually on March 10, 2023, from 10:00-11:30 am Pacific. Zoom details and the agenda will be circulated to advisory board members and invited guests in advance of this meeting. Read more about this State planning series. View executive summary here.