Past Events

Session Overview:  Attention Deficit Hyperactivity Disorder (ADHD) is the most common co-occurring diagnosis for autistic youth. However, the substantial overlap between autism and ADHD can pose challenges in identifying and supporting students with autism, ADHD, or both. The goal of this webinar series is to provide information about executive functioning differences that are common in autistic students and how these challenges relate to and are distinct from ADHD.   Part 2 of this webinar will provide an overview of evidence-based approaches that can be used to support the executive functioning of autistic students, including those with co-occurring ADHD.   You can view part 1 here.    By the end of the webinar, participants will be able to: Describe evidence-based approaches and strategies to support executive functioning in autistic students with and without co-occurring ADHD. Identify strategies to support the executive functioning of autistic students within case studies. Know where to find additional resources to support the executive functioning of autistic youth, including those who have ADHD.   Speaker:  Katherine Pickard, Ph.D., received her doctorate in clinical psychology from Michigan State University and completed a two-year postdoctoral fellowship at JFK Partners at the University of Colorado School of Medicine. Her primary research interest is in the translation of evidence-based practices into community systems that are naturally positioned to serve children with autism spectrum disorders (ASD) and developmental delays. Dr. Pickard's research is grounded in community-engaged research models and guided by dissemination and implementation science. Dr. Pickard leads and collaborates on research examining mechanisms that foster the adoption, implementation and sustainment of evidence-based practices within a variety of community systems, including early intervention and public school systems. She is particularly interested in the role of families and community stakeholders in shaping interventions as they are implemented within the community, and in other factors that impact the reach and sustainability of translation efforts. Clinically, Dr. Pickard is a licensed psychologist and has a strong background in supporting individuals with ASD and other developmental disabilities across the lifespan. She holds specific expertise in parent-mediated interventions rooted in naturalistic, developmental and behavioral principles (know as NDBIs) as well as cognitive behavioral therapy (CBT) for youth with ASD and co-occuring anxiety.    In our products, we choose to use identity first language (i.e., autistic students) in response to the preference of many autistic individuals and in an effort to avoid ableist ideologies. We recognize that this is not the language preference of every individual. For more information on the rationale for our language choice, please see the Bottema-Beutel et al., 2021.

Join us and NASHIA for this exciting two-part series on peer support best practices for those working and living with people who have a TBI. This is part of our ongoing Workshop Wednesday series.  Event Description When experiencing a life-changing event such as a brain injury, peer support can be a key factor in moving through the recovery process. Individuals who have successfully navigated a similar journey can have an incredible impact on others who are struggling. Peer support can expand successful outcomes into the community and help with emotional, social, academic, and vocational success.     These presentations on best practices approach for providing brain injury-informed peer support will provide attendees with the following:    Session 2: Wednesday, 3/01/2023 12:00 pm MST - 1:00 pm MST   • Strategies for integrating brain injury-informed practices into existing behavioral health peer support.   • Resources and tools    Trainers Judy Dettmer, Director of Strategic Partnerships, National Association of State Head Injury Administrators Click here to read Judy's bio.    Anastasia Edmonston, MS, CRC, Trainer and Consultant, National Association of State Head Injury Administrators Click here to read Anastasia's bio. 

DESCRIPTION Suicide is the second leading cause of death among Black youth and the numbers of Black youth who have died by suicide have increased since 2009. What is contributing to this increase? How can we better support our Black youth? Join us for an engaging 4-part webinar series as we explore answers to these questions and discuss some of the social influencers and stressors that have been associated with increased suicide risk. In this introductory webinar, we will describe social influencers of health and their disproportionate impact on the social and emotional well-being of Black youth. We will also explore protective factors that foster strength, resilience, and radical healing in the Black community. Throughout the series, we will explore the role of masculinity and emotional expression in Black boys, discrimination and bias toward Black LGBTQ+ youth, and racial stress and trauma.   LEARNING OBJECTIVES Identify at least three social influencers of health Identify how social influencers of health contribute to increased suicide risk in Black youth Identify at least three protective factors that can mitigate suicide risk in Black youth   PRESENTERS Dana Cunningham, Ph.D. is a licensed psychologist and Faculty Consultant at the University of Maryland School of Medicine in the Department of Psychiatry. Dr. Cunningham is the Program Director of the Prince George’s School Mental Health Initiative, which is a school-based mental health program designed to support the emotional and behavioral needs of students in special education. Dr. Cunningham is also the Vice President of Community Outreach and Engagement in Black Mental Wellness. She obtained her bachelor’s degree from Spelman College and completed her doctoral training in Clinical Psychology at Southern Illinois University at Carbondale. Dr. Cunningham’s clinical and research interests include trauma, children of incarcerated parents, and increasing access to care for underserved youth. Nicole Cammack, Ph.D. is a licensed Clinical Psychologist in Washington, DC and in the state of Maryland. She received her bachelor’s degree from Howard University and her master's and Ph.D. in Clinical Psychology from The George Washington University. Throughout her career, Dr. Cammack has focused on identifying ways to address the cultural and systemic issues that impact Black mental health and wellness. This passion led to the development of Black Mental Wellness, Corp. of which she is the President and CEO.        AUDIENCE Health and behavioral health professionals, school staff, community members and advocates, and family members of Black youth  

  The National Hispanic and Latino MHTTC will be presenting as part of a collaborative discussion with the 988 Crisis Jam Learning Community.   About the 988 Crisis Jam: A national three-digit mental health and suicide prevention crisis hotline is probably the most significant public policy initiative impacting behavioral healthcare since Medicaid expansion. There are many questions that we all have, and the learning collaborative is a forum for us to find solutions together. We are all seeking to learn about "best" practices to apply to 988 & crisis response system optimization. The outcome that we are looking for with the 988 Crisis Jam Learning Community is new learning and insights to respond to a rapid 988 implementation trajectory more effectively. You will find this collaboration to be stimulating, energizing, and fun, while the content and interchange are both pragmatic and enriching.   The 988 Crisis Jam is an open meeting and there is no registration required. 988 Crisis Jam calendar series: https://bit.ly/CrisisJamCalendar 

  Registration is now closed due to reaching our meeting limit.   DESCRIPTION: Motivational Interviewing (MI) is an evidence-based collaborative conversational style used to help strengthen an individual's own motivation and commitment to change. In this interactive, skills-based workshop, participants will have the opportunity to learn about and practice the spirit and relational skills of MI.   Note: Participants must complete Motivational Interviewing: Relational Skills (Level 1) to be eligible to attend the subsequent training in the MI series: Motivational Interviewing: Technical Skills (Level 2). Those who fully attend Level 1 will automatically receive an invitation to register to attend Level 2.     LEARNING OBJECTIVES: After completing Motivational Interviewing: Relational Skills (Level 1), participants will: Have an introductory level understanding of the purpose, benefits, and challenges of MI Understand and practice the four processes used in MI: planning, evoking, focusing, and engaging Recognize differences between helpful client engagement vs. harmful client engagement Prepare to apply the spirit of Motivational Interviewing to patient interactions Observe and practice the core skills of MI: listening, open-ended questions, affirmations, reflections, and summarization.     Training Dates: March 1, 2023 from 8:30AM-11:30AM CT March 8, 2023 from 8:30AM-11:30AM CT March 15, 2023 from 8:30AM-11:30AM CT     CONTINUING EDUCATION: Registrants who fully attend this training will be eligible to receive 9 NAADAC certified continuing education (CE) hours. CE certificates are sent via email within two weeks after the conclusion of the training.      TRAINER: Laura A. Saunders, MSSW Laura A. Saunders, MSSW, is the Wisconsin State Project Manager for the Great Lakes Addiction, Mental Health and Prevention Technology Transfer Centers. Her position is housed at the UW–Madison, where she’s worked since 1988. Since 2001, Laura has provided SBIRT and Motivational Interviewing training to physicians, nurses, medical students, psychologists, specialty addiction treatment providers, social workers, physical therapists, health educators, and staff who work in correctional settings. She has provided feedback and coaching to hundreds of social workers, correctional staff, and other human service providers who are interested in using evidence-based practices with fidelity. Laura joined the international group of Motivational Interviewing Network of Trainers (MINT) in 2006 (Sophia, Bulgaria) and is an active member of the Wisconsin MINT group.     To ensure all participants get the most out of these interactive virtual trainings, we ask that everyone be prepared to do the following in every session:       The Great Lakes ATTC and MHTTC offer Motivational Interviewing and SBIRT training for behavioral health professionals in HHS Region 5: IL, IN, MI, MN, OH, and WI.

  DESCRIPTION: With the increased focus on Diversity, Equity, and Inclusion (DEI) and a heightened awareness of health equities, many leaders struggle with moving efforts beyond performative. In this webinar participants will gain an understanding of how the concepts of DEI and health equity interconnect. From there, participants will apply the stages of the helping process to develop an iterative framework for addressing behavioral health inequities.     LEARNING OBJECTIVES: Understand the interconnectedness between health equity and DEI. Identify key elements of a health equity lens. Adopt a framework to advance health equity.      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: Elijah Jones is the Director of Health Equity and Clinical Resources with the Ohio Association of County Behavioral Health Authorities.  Ohio). In this role he provides support and leadership around health equity issues for Alcohol, Drug Addiction, and Mental Health Services (ADAMHS) Boards throughout Ohio. He is a licensed independent social worker with supervisory designation, a licensed independent chemical dependency counselor, and a certified diversity professional. His experience spans community psychiatric crisis care, integrated behavioral health, and substance use disorder treatment. An inclusive leader, educator, and solutionist, Elijah is committed to advancing social justice through developing strategies to solve complex problems.             The Great Lakes MHTTC is offering this training for individuals working in HHS Region 5: IL, IN, MI, MN, OH, WI. This training is being provided in response to a need identified by Region 5 stakeholders.

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

DESCRIPTION More than 28 million Americans will experience an eating disorder in their lifetime, yet unfortunately the majority of these individuals don't receive the treatment they need to recover due to barriers to care such as stigma, misinformation, cost and accessibility. Join Rock Recovery for this webinar covering the key signs, symptoms and treatment methods for eating disorders and ways to advance access to care. The webinar will also cover the basic principles of Intuitive Eating and how it is foundational for the recovery process.    LEARNING OBJECTIVES Provide an overview of the signs, symptoms and prevalence of eating disorders as well as psychoeducation around the treatment models and options available for those struggling  Identify and outline the basic tenets and 10 principles that guide the process of Intuitive Eating and how they relate to eating disorder recovery     PRESENTER Jenifer Smith is a Resident in Counseling in Virginia, focusing on disordered eating, health at every size (HAES), Avoidant Restrictive Food Intake Disorder, anorexia, bulimia, self-esteem, body image, relapse prevention, and family dynamics. She has experience working at a variety of levels of eating disorder care, and is passionate about helping clients become the best version of themselves. Jenifer enjoys working with teens, adults, and families, integrating evidence-based approaches, including Internal Family Systems and solution-focused therapies. She has two Master's Degrees from Barry University in Marriage and Family Therapy and Mental Health. She joined Rock Recovery in November 2022.     AUDIENCE Clinicians, medical providers, teachers, parents and general community members   

The National Center for School Mental Health will be hosting a presentation on best practices for sustainability.

  DESCRIPTION: Helpers are exposed to the traumatic lived experiences of the people they are working with, putting these workers at high risk for secondary traumatic stress. In addition, the workplace can sometimes reenact traumatic encounters for workers with primary trauma, increasing their risk for re-traumatization and reducing their effectiveness at work. Accumulation of these different work stresses affect staff performance, so supervisors need to incorporate knowledge and awareness about traumatic stress into their leadership role and supervision practices. This class aims to help supervisors proactively manage a team through trauma exposure.     LEARNING OBJECTIVES: Identify sources of primary and secondary traumatic stress Introduce preventative approaches to address traumatic stress Practice using a Trauma-Informed Supervisor self-assessment Plan for trauma exposure with staff     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: 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.

The Great Lakes MHTTC is offering this training for individuals working in HHS Region 5: IL, IN, MI, MN,OH, WI. This training is being provided in response to a need identified by Region 5 stakeholders.     This training is full.   DESCRIPTION: Youth Mental Health First Aid (MHFA) is designed to teach parents, family members, caregivers, teachers,school staff, peers, neighbors, health and human services workers, and other caring citizens how to help an adolescent (age 12-18) who is experiencing mental health or addictions challenges or is in crisis.     LEARNING OBJECTIVES: Learn methods to help adolescents with a mental health or addiction challenge.     CONTINUING EDUCATION: This training offers 6.5 continuing education hours for those who fully attend the training Category: Counselor I or II, Preventionist I or II, CARS I or II, CODP I or II, PCGC II, CCJP II, CAAP I, CRSS I or II, CPRS I or II, MAATP I or II, NCRS II, CFPP II, ATE, CVSS II Webcam must be turned on to receive CE certificates     SPEAKER INFO: Riley Cleary, MSW, Prevention Program Manager for IABH, works to develop, implement, and evaluate the association’s prevention, wellness, and leadership programs. Riley holds a Master of Social Work with a specialization in children and family from Loyola University Chicago.

A school-based group intervention program designed to promote emotion-regulation skills for middle and high school students with, or at risk for developing, mental and behavioral health needs.   The POWER program incorporates techniques that have been found to be effective across adolescents with different types of emotion-related mental and behavioral health needs. As a targeted intervention, the POWER program is designed to be implemented at Tier 2 within a multi-tiered system of support framework.

Please join us on Friday, February 24th  for a webinar by Dilip Jeste, MD, Former Senior Associate Dean for Healthy Aging and Senior Care, and Distinguished Professor of Psychiatry and Neurosciences, University of California, San Diego. Social determinants of health (SDoH) are social and environmental factors that have a significant impact on mental, physical, and cognitive health. Dilip V. Jeste, MD, will discuss the literature on SDoH for schizophrenia-spectrum disorders, such as early-life adversities, social connections, racism and other forms of discrimination, etc. He will briefly discuss their clinical impact, assessment measures, relationship with biology, and possible interventions to address them. This event is being conducted in collaboration with MAPNET (MA Psychosis Network for Early Treatment).   If you need accommodations to join this event, please contact us.  

Teacher and administrator health profoundly affects the student experience and the school community, particularly students from marginalized communities. Yet, few schools feel equipped to address adult well-being systematically. In this session, we’ll describe the value of prioritizing teacher well-being interventions and programs and examine how to implement these strategies using a multi-tiered system of supports (MTSS) framework. Participants will learn what they can do to strengthen support systems, build a culture of wellness, and better support faculty and staff. Speaker: Olga Acosta Price, PhD Participation at the 32nd School Social Work Conference  Together Again: Putting the Social Back In Social Work February 22-24, 2023 Renaissance Austin Hotel 9721 Arboretum Blvd, Austin, TX 78759

Students are reporting overall mental health decline, including increases in anxiety and persistent feelings of hopelessness and sadness. Schools are in a unique position to help youth manage mental health symptoms and challenges, but the majority of schools report they are currently unable to meet demands. Therefore, aligning our school-based mental health supports within existing structures and building the knowledge and skill base of educators can increase access to best practice interventions for students. This session will highlight: best practices in school-based mental health; specific function-based interventions and supports at the classroom, group, and individual levels as they relate to stress and anxiety, engagement and connectedness, and executive functioning abilities; and future opportunities for free training and technical assistance from the Mid-America MHTTC about function-based approaches to supporting mental health in schools.

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

A school-based group intervention program designed to promote emotion-regulation skills for middle and high school students with, or at risk for developing, mental and behavioral health needs.   The POWER program incorporates techniques that have been found to be effective across adolescents with different types of emotion-related mental and behavioral health needs. As a targeted intervention, the POWER program is designed to be implemented at Tier 2 within a multi-tiered system of support framework.

DESCRIPTION This presentation will be a clinically driven overview on schizophrenia spectrum disorders. Mood disorders with psychotic features will be used to highlight the differential diagnoses of schizophrenia spectrum disorders, and misdiagnoses of Black patients. The discussion will address the management of psychotic disorders, including refractory psychosis, as well as side effects of medication management, such as tardive dyskinesia.   LEARNING OBJECTIVES Describe the features of psychosis Distinguish psychotic disorders from affective and other disorders presenting with psychosis in the Black community Describe the general framework of medication management Discuss side effects of medication management such as tardive dyskinesia Identify barriers to the access of mental health services   Become familiar with resources for patient referral, family psychoeducation, and community support    PRESENTER Dr. Ikwunga Wonodi is a Service Chief in the adult service line at Sheppard Pratt’s new Baltimore Washington Campus. He is an Adjunct Associate Professor at the Maryland Psychiatric Research Center (MPRC), University of Maryland School of Medicine. Dr. Wonodi is the Treasurer of the Black Psychiatrists of America and has over 20 years of experience working with individuals with psychotic disorders. His primary research interests have focused on schizophrenia-related genomic markers, as well as biomarkers related to antipsychotic medication response and adverse effects in individuals of African ancestry. His interests also include healthcare management, education, and behavioral health equity.   HOST Annelle Primm, M.D., MPH is the Senior Medical Director of the Steve Fund, an organization focused on the mental health of young people of color. She is also a member of the Black Psychiatrists of America Council of Elders.           AUDIENCE Mental health clinicians, peer supporters, community services staff, and the general public  

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

Motivational Interviewing (MI) is an evidence-based practice that has been used in a variety of settings to assist individuals in making behavior changes and achieving goals. It focuses on exploring and resolving ambivalence and is geared toward understanding and enhancing internal motivations that facilitate change. This three-part training series will provide an overview of MI, when and where MI can be used, how to embody the spirit of MI, applying the foundational skills of MI, and how to use MI skills wherever an individual is in their change process. Session 2: The Processes of MI and Using MI Skills (2 hours) By the end of this session, participants will be able to: 1. Define the four processes of MI. 2. Differentiate between sustain talk and change talk. 3. Develop strategies for moving from change talk to planning. 4. Use open-ended questions, affirmations, reflections, and summaries to help elicit change talk from the person making the change.

Join us and NASHIA for this exciting two-part series on peer support best practices for those working and living with people who have a TBI. This is part of our ongoing Workshop Wednesday series.  Event Description When experiencing a life-changing event such as a brain injury, peer support can be a key factor in moving through the recovery process. Individuals who have successfully navigated a similar journey can have an incredible impact on others who are struggling. Peer support can expand successful outcomes into the community and help with emotional, social, academic, and vocational success.     These presentations on best practices approach for providing brain injury-informed peer support will provide attendees with the following:     Session 1: Workshop Wednesday, 2/22/2023 | 12:00 pm MST - 1:00 pm MST  • Background on the merits of brain injury-informed peer support.   • An overview of brain injury-specific peer support models. Trainers Judy Dettmer, Director of Strategic Partnerships, National Association of State Head Injury Administrators Click here to read Judy's bio.    Anastasia Edmonston, MS, CRC, Trainer and Consultant, National Association of State Head Injury Administrators Click here to read Anastasia's bio. 

Session overview How do we make sure the programs in place to support student wellness are maintained when schools are understaffed or staffing keeps changing? Our goal is to ensure that school mental health supports remain available to students now and long term. This learning forum is dedicated to facing one of the common challenges in this work: the dynamic nature of the staff and leadership in place to implement programs. We can predict the unpredictable and plan for it.  In this virtual learning session, you will learn to sustain morale and momentum by preparing for staff changes with effective practices for knowledge, skill, and responsibility transfers.   Intended Audience This session is designed for local education agencies/school districts engaged in school mental health initiatives that are experiencing turnover, gaps, or transition in program staff and/or leadership. It is ideal for those with a role in planning for the longevity of school mental health services through implementation procedures. The information will also be relevant to state education agency teams seeking strategies for sustainability planning and implementation.   Learning Objectives Participants who join this session will be able to: Approach program staffing as a fluid and flexible element of a school mental health initiative. Prepare transition planning and procedures to ensure knowledge transfer and communication about core program components. Leverage effective practices implemented by peers who are effectively navigating staff turnover.   Speaker   Christina Borbely PhD [“borbay”], is a developmental psychologist (Columbia University, 2004) in Aptos, CA. She is coordinator of professional development for Santa Cruz County California Behavioral Health Services and leads her own consulting firm specialized in translating research science into developmentally relevant and culturally competent practices. She strives to support thriving youth in healthy families within safe communities based on connecting evidence of what works to the people and systems serving them (e.g., teachers, social workers, administrators, or volunteers).   

Please join us on February 22nd  for a webinar by Dr. Frank D’Attilio: "Self-care of Mental Health Professionals: Taking care of ourselves". This webinar will run from 12-1pm EST. All are welcome to attend!  This presentation will address mental health professionals’ propensity to give less of a priority to their own self-care when working with others.  Emphasis will be placed on how they can become more mindful of this shortcoming and employ strategies and interventions for change. Upon completion of this activity, participants will be able to: Become familiar with the signs and symptoms of distress or burnout in themselves Become familiar with some of the strategies and intervention for self-help Learn how to identify when it is time for them to consult professional mental health treatment for themselves   This event is part of our series focused on “Mental Health Self-Care During the COVID-19 Pandemic for Health Care Workers and First Responders” and will be presented in collaboration with the Massachusetts Mental Health Center GrandRounds series.   Presenter bio: Frank M. Dattilio, Ph.D., ABPP is a practicing Clinical and Forensic Psychologist, who is board-certified by the American Board of Professional Psychology. He was formerly a part-time Instructor in Psychiatry at Harvard Medical School for 14 years and a Teaching Associate (part-time) for three years. He is also a Clinical Associate Professor of Psychiatry at the University of Pennsylvania Perelman School of Medicine, where he has taught for the past 35 years. Dr. Dattilio has over 300 professional publications and 23 books which have been translated into 30 languages and are used in 80 countries. He has lectured on every continent except Antarctica and is the recipient of numerous awards for outstanding achievement in the fields of psychology and psychotherapy. He can be reached at [email protected].   If you need accommodations to join this event, please contact us.

Session 2 of 5 in the "Creating Safe Spaces for Peer Support Providers" Series (View series main page for full details)   This learning series asks: How can we create spaces where all peer professionals feel safe? How do we support Black, Indigenous, and people of color (BIPOC) peers and implement anti-racist practices within peer support?     In Session 2, join us in collaboration with facilitator Evelyn Clark, and peer support specialists Alex Ferguson, Danny Leonard, and Shaun Worthy who will all speak to creating safe spaces for peer support providers within agencies. This affinity group opens opportunities to discuss ongoing support, career paths, anti-racist practices, and how BIPOC peers can navigate the field. It will also offer a space to learn from other peer specialists.     Learning Goals Create specific avenues for peers who identify as BIPOC Implement ant-racist strategies within peer support delivery Identify career paths for peer specialists     Audience Peer support agencies and peer specialists who identify as Black, Indigenous, and people of color who work in mental health and cross-systems. We also welcome allies and other roles to help support the BIPOC peer workforce.    About the Presenters   Alex Ferguson Alexander is 35 years old and originally from Phoenix, Arizona. Alexander is of mixed race. His father's side is of Afro/Indigenous heritage from Central America and his mother's side is white from New Jersey. Growing up, Alexander spent most of his childhood in between New Jersey, New York & Vermont. He attended school at The Institute of Audio Research & Technology. During this time in life, Alexander lived in Brooklyn with a family from Trinidad & Tobago. This is when he began working in reggae music & production. After graduating; Alexander spent time traveling and learning about himself, exploring different cultures and communities; becoming more conscious of his own heritage and roots. Upon moving back to Vermont in 2013, he began working with Pathways Vermont. He has worked in Vermont’s peer support/mental health services for eight years. Previously he was Team Lead at the Pathways Community Center. He has been an organizational trainer for five years and is now a statewide trainer. Alexander is currently a Team Lead on the Pathways Vermont Support Line. He also facilitates a weekly BIPOC Co-reflection which he helped to develop in 2021; highlighting the unique experiences of BIPOC Peer Workers.     Danny Leonard  My name is puyuyixʷ, which means “Bend In The River” I’m also known as Danny Leonard. I reside on the Puyallup Reservation and work for the Puyallup Tribe’s Re-Entry Program as a Peer Specialist. This position allows me to use my skills of empowerment, lived experience and, most of all “culture”. I’ve been in recovery for 20 months with taking all the transitions to obtain long term recovery. This includes Detox, Impatient, PHP, Oxford Living, and now to my OWN place. My director has given me the opportunity to grow in so many ways in this field of work and I’m beyond grateful. The Re-Entry program has three support meetings a week and I facilitate the “Saturday Morning Talking Circle” in our office. These are Wellbriety meetings that help people with alcoholism and addiction find their way back to the Red Road to Recovery. I look forward to meeting you all on how our department facilitates our groups.   Sean Worthy  Shaun Worthy is a full custody father, entrepreneur, author, and thought leader. The CEO/Owner of IAMWORTHY & Associates LLC is a purpose-pushing youth development professional. He is using his life experiences, contagious passion, and good trouble mentality to impact his community and the field of youth development. Shaun has dedicated his life to social justice work and being a servant to worthy causes. Some of his goals are to help others become professional youth workers, become a leader in youth development, and impact as many lives as possible. Shaun wants to inspire, provoke thought, and provide value to anyone he can.       The presentation for this session can be viewed and downloaded here.