Past Events

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 Mental Health Technology Transfer Center (MHTTC) has invited select peer specialists from across the United States to participate in this closed event. In this virtual training, participants will participate and provide feedback on the recently updated training revised by the MHTTC titled "Youth and Young Adult Peer Support: National Training." This training provides an overview of peer support principles and practices to help peer specialists strengthen the support they offer to youth and young adults (under the age of 30).

MONDAY, FEBRUARY 13, 2023 3:00 pm - 4:00 pm PT [Find your local time zone here] Part 4 of 4 in the "Untapped Leadership" Wellness Workshop Series (view series page for full details) Untapped Leadership A Wellness Workshop Series for BIPOC-Identifying School Mental Health Professionals and Their Allies February 13, 2023: Private Community Session 3 Small Group Peer Coaching Model   (Monday) 3-4 p.m. PT / 1-2 p.m. HT / 12-1 p.m. American Samoa (Tuesday) 11 a.m.-12 p.m. Marshall Islands / 10-11 a.m. Pohnpei, Kosrae / 9-10 a.m. Guam, Northern Mariana Islands, Chuuk, Yap / 8-9 a.m. Palau This session, open only to school mental health leaders who identify as BIPOC, will bringing the frameworks of the prior sessions together. In it, participants will learn how to put untapped leadership frameworks into tangible, ongoing practice. This session will offer attendees an overview of the Untapped Leaders small group peer coaching model to continue to support each other through leadership challenges. All participants will receive the Untapped Leaders Small Group Peer Coaching Guide, which will help them leverage future, self-guided sessions and maximize wellness-based leadership for our school systems and cultures. **If you plan to join the Private Community Sessions series for BIPOC leaders, please attend the Main Session on Jan. 23 and aim to commit to as many of the three sessions as possible.**   Part 1 - MAIN SESSION (Open to all) Uncovering Untapped School Mental Health Leadership - Exercising Contextual Agility to Lead Effectively Monday, January 23, 2023   Part 2 - PRIVATE COMMUNITY SESSIONS (Open only to those who identify as BIPOC AND who came to the Main Session) Exploring Our Untapped School Mental Health Leadership for Our Wellness Monday, January 30, 2023 Monday, February 6, 2023 Monday, February 13, 2023   Visit the main workshop series page for more information, including learning outcomes and facilitator description.  

This is session five of the Becoming a Trauma-Informed School series.   Event Description This six-session training series provides education on the fundamentals of trauma and how it emerges within our public schools.  It will provide tools and perspectives on the complexities of becoming a trauma-informed school environment and will explore the logistical components of implementing best-practices on a systems-level for trauma-informed supports and protocols.    Session 5  Becoming a Trauma-Informed School Logistics Part 2 (2/13/23) 1:00 - 2:30 p.m. MT / 2:00 - 3:30 p.m. CT Learning Objectives Learn what trauma is, what it looks like, and how to respond in a supportive way  Learning the key components of what it means to be “Trauma-Informed” within a host environment focused on academics  Identify logistical and operational elements of implementation of a trauma-informed approach to supporting public education  Developing relevant metrics for measuring progress and success in School-Based Trauma-Informed practices.  Trainer Tamera Ford, LCSW Tamera J. Ford, is a Licensed Clinical Social Worker (LCSW) holds 15+ years of experience providing mental health therapy and case management in a multitude of settings; residential treatment, school-based health centers, outpatient mental health, primary health care, and early intervention (Head Start children and families ages 0-5).  In addition to her training in EMDR (eye movement desensitization and reprocessing) and Synergetic Play Therapy™, Tamera has advanced standing as a student of Peter Levine’s Somatic Experiencing® approach for trauma resolution and currently provides trauma therapy in her private practice located in Wheat Ridge, Colorado.  Formerly a teacher (K-12) and more recently a Lean Process Improvement Practitioner, Tamera's passion is in offering support and guidance to individuals, groups and organizations personally and professionally.

Learn more about innovative approaches to supporting better outcomes for those who provide care as well as those seeking and receiving behavioral health care in communities of color in New England!   Presenters--including clinicians, researchers, faith and community leaders, and people with lived expertise--will explore strategies for: Delivering culturally competent care Creating recovery-ready workplaces Integrating peer support in the workforce Building career ladders for existing staff and retaining early career staff   This regional training event will take place daily from 11 am-1 pm Monday, February 13-Thursday, February 16, 2023. More info on the agenda, speakers, and CE credits available. Participants are eligible to receive attendance certificates and up to 8 CE credits upon confirmation of attendance and participation. Learn more about the event. Register today! Registration will remain open throughout the week. The maximum number of participants is 300 attendees per day.   Brought to you by William James College, ADEPT Center in collaboration with partners from New England region's Technology Transfer Center Network (TTC), including the New England Addiction TTC, New England Prevention TTC, and New England Mental Health TTC.

The South Southwest Mental Health Technology Transfer Center will be hosting a regional Training of Trainers event on the evidenced-based Ages and Stages Questionnaire®, Third Edition (ASQ®-3), and Ages & Stages Questionnaire®: Social-Emotional, Second Edition (ASQ®:SE-2) developmental screening tools.     This training is being offered to early childhood (ages 0-6) providers in the Health and Human Services Region 6: Arkansas, Louisiana, New Mexico, Oklahoma, and Texas. This event is for state and local child-serving agency leaders, who provide training and technical assistance to their staff or partners. Training will be held virtually February 13-15, 2023, from 9:30am-4:30pm CST daily. There is a 25-person capacity limit to this event.     Applications are due by COB January 25th, 2023.     This 3-day interactive event will show participants how to implement the ASQ®-3 & ASQ®:SE-2 effectively, score and interpret results, discuss results sensitively with families, understand the referral process, work with families from diverse cultural backgrounds, and teach others in their organization how to successfully utilize the tools. Training will consist of video instruction, interactive break-out sessions, practice forms, case studies, and handouts. Upon completing training, the participant will receive: a certificate of attendance, a USB flash drive of training materials, and CEU's (if applicable). English versions of the ASQ®-3 & ASQ®:SE-2 starter kits will be provided to the participant for free.     Click the link to apply: https://utexas.qualtrics.com/jfe/form/SV_2mi0mpArghB8URg Questions and comments can be directed to [email protected]

  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.

NOTE: This event is specifically for Washington State attendees who are part of the behavioral health workforce. This session is part of the Intellectual and Developmental Disabilities (IDD) track of the Mental Health Institute. ABOUT THIS EVENT Working with Clients with IDD and Mental Health Concerns will provide introductory information related to identifying and treating mental health issues that often occur in individuals who are neurodiverse (e.g., autistic, IDD). Lived perspectives from clients, parents, and providers will be presented along with foundational knowledge about working with this population. 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 9a-4p PT See more in the Intellectual and Developmental Disabilities (IDD) Track HERE LEARN MORE ABOUT THE MENTAL HEALTH INSTITUTE HERE FACILITATORS Karís Casagrande, PhD Karís Casagrande (she/her), PhD, is a clinical psychology postdoctoral fellow with the University of Washington Leadership Education in Neurodevelopmental and Related Disabilities (LEND) program and the Seattle Children’s Autism Center. Clinically, she specializes in neurodevelopmental assessment, parent coaching models of intervention focused on behavior and social communication, and cognitive-behavioral therapy for individuals with neurodevelopmental differences.  She is also engaged in community outreach and capacity-building research and programming to improve access to and quality of care for individuals with autism and their families in their home communities. Previously, she has worked with community organizations such as museums, theaters, and hotels to increase accessibility for individuals with sensory and developmental differences.   Rachel Earl, PhD Rachel Earl, PhD (she/her) is a clinical psychologist who specializes in assessment and treatment of intellectual and developmental disabilities, including autism. She has served families with autism and co-occurring mental health concerns as director of the Mood and Anxiety Program at Seattle Children’s Autism Center and now practices in the community at Child and Adolescent Psychological Services of Seattle. She is passionate about adapting evidence-based treatments to better serve neurodivergent children and teens and their families and is committed to providing neurodiversity-affirming care.         KJ Glaves, LMFT Katie Jo Glaves is a Marriage and Family Therapist and art therapist who works with neurodiverse children and families. She is a child mental health specialist. She also teaches at Antioch University Seattle. Her clinical interests include neurodiversity, OCD, family therapy and anxiety.          Meseret Haile Meseret Haile is a mother of two boys from Bellevue, WA. Originally from Ethiopia, she has the experience of raising a child with special needs. Her oldest son's name is Leoul, a fifteen year old boy, who is diagnosed with Autism. Leoul currently lives in the residential school called Heartspring in Kansas. The youngest child's name is Amanuel, he is a very smart thirteen year old boy.  Meseret works for King County Metro and she is a member of the Seattle Children's Psychiatry Family Advisory Board.  Meseret has recently published a book in Amharic titled "I am a mother of Black man" which includes the true story of her struggles to access services for her special needs child and describes her experiences navigating the mental health system in Washington state. The book has many poems which describe the struggle she has had. The purpose of the book is to create awareness in Ethiopia communities and 100% of the book money is for donations to support families in her country Ethiopia! So far she has raised more than $51,000 dollars in Seattle and Atlanta, Georgia.    Tariq Karmy-Jones Tariq, age 24 is an autistic self-advocate who resides in Vancouver, Washington, with his parents and a menagerie of farm animals. Tariq is non-speaking and is able to communicate using assistive technology. Tariq graduated from high school in 2017 and went on to attend Clark College and receive a year’s worth of credit towards his Associates degree. Tariq serves as a HUB team member on the Autism Resource Navigation ECHO Project, providing valuable insight for the hundreds of participants from across Washington State. Tariq offers the world a rare glimpse into the mind of an autistic person, without intellectual impairment, who is non-speaking but is able to share his perspectives and lived experiences growing up autistic.  Tariq speaks eloquently about his involvement with therapies, public school, medications, meltdowns, struggles, skills, triumphs, and the complex emotions he’s experienced over the years.   Marie Loeb, MSW, LICSW, LMHC, CMHS, DMHS  Marie Loeb, LICSW, LMHC, CMHS, DMHS, (she/they) is an Autistic, queer, polyamorous Clinical Social Worker who is committed to serving their community through direct practice, training, and advocating for policy change. Marie is the owner of Holistic Child and Family Practice where she works with individuals and families, is a practicum instructor for the University of Washington School of Social Work, supervises clinicians in and out of the practice, and works to build community through no cost neurodiversity-affirming consult groups and trainings. Holistic Child and Family Practice has a staff that is exclusively neurodivergent, and within this environment Marie developed a new modality, Empathetic Inquiry, which is a strengths-based approach where the client is centered as the expert of their own experience and utilizes the natural hyperempathetic talents of neurodivergent providers. Jim Mancini, MS, CCC-SLP Jim Mancini, MS, CCC-SLP, is a speech-language pathologist with over 20 years of experience working with patients with intellectual and developmental disabilities/autism and their families. He is currently the Director of the WA INCLUDE Collaborative, manages ECHO programs at the University of Washington and leads the Washington State Center of Excellence (COE) training program. He has special interest in diagnosis of autism and other developmental disabilities, building community through building relationships, parent and provider education and health equity for underserved communities. Jim loves gardening, backpacking and other outdoor adventures, music and spending time with his family.   Alana McVey, PhD  Alana McVey, PhD, (she/her) is a Postdoctoral Scholar jointly appointed at the University of Washington and Seattle Children's Autism Center. Clinically, she provides evidence-based treatment of mental health concerns to autistic children, adolescents, and adults through the Autism Center's Mood and Anxiety Program. Dr. McVey's program of research centers on the redesign and implementation of evidence-based mental health treatments for autistic people in community settings. Her current project, funded by the Autism Intervention Network on Physical Health (AIR-P) and the International Society for the Improvement and Teaching of Dialectical Behavior Therapy (ISIT DBT), is focused on redesigning DBT to treat suicidality in autistic young adults.     VISIT THE MENTAL HEALTH INSTITUTE MAIN PAGE    

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

Going to school each day for students, staff, and faculty is not how it used to be. With school violence increasing, being trauma-informed is crucial. Event Description Paint the picture of what hardening of schools is looking like -- school active shooter drills, metal detectors, clear back packs, school security officers etc. How do we soften the hardening? We do this by training our teachers and adults in schools to understand trauma-informed approaches, social-emotional learning, restorative practices, and culturally competent practices. This research talk will discuss two decades of research on bullying and other forms of youth violence. Meta-analytic results will be highlighted to demonstrate efficacy of school-based programs and their components. Innovative efforts to address bullying, sexual violence, and school violence will also be highlighted. These innovative efforts involve developing apps for students to communicate both emotional and physical safety concerns, youth-led student campaigns to address mental health issues and school climate concerns, and professional development training programs for school police officers. Trainer Dorothy Espelage, PhD                     Dorothy L. Espelage, Ph.D., is the William C. Friday Distinguished Professor of Education at the University of North Carolina at Chapel Hill. Dr. Espelage’s research focuses on translating empirical findings into prevention and intervention programming. She is the recipient of the APA Lifetime Achievement Award in Prevention Science & the 2016 APA Award for Distinguished Contributions to Research in Public Policy, and is a Fellow of APS, APA, and AERA. She is an elected member of the National Academy of Education. She has authored over 300 peer-reviewed articles, 80 book chapters on bullying, homophobic teasing, sexual harassment, dating violence, & gang violence.   https://ed.unc.edu/people/dorothy-espelage/   Twitter: DrDotEspelage 

  This is Part 4 of 9 of the Supporting Resilience in Children & Youth learning series.     DESCRIPTION: This 2-hour workshop is the fourth in the Supporting Resilience for Children and Youth series. Participants will learn about parenting- specifically, how parenting effects child outcomes and how clinicians can work with parents to strengthen their skills to impact on a child’s self-regulation. Specific focus will be on skills that translate across cultures. Key factors in assessing parents will also be discussed.     LEARNING OBJECTIVES: Identify parenting issues that put children at risk Understand the factors that influence the development of emotional self-regulation–one of the hallmarks of resilience Learn how parenting can buffer children from stress and adversity Learn how to support parents in using evidence-based parenting approaches that work to support child development across cultures     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.

A Train-the-Trainer Opportunity: Education is Power! "Educate yourself and others to understand the impact of childhood-trauma and build the critical collaborations needed to create compassionate school communities." Martha Staeheli, PhD, Director New England MHTTC School Mental Health Initiative   Join this panel discussion and get practical guidance on ways to center lived experience, empower staff, and engage students and families in: Advocating for better healthcare and mental health services for children and families in your community. Promoting hope and create a school community that works together to reduce and respond compassionately to trauma.   Take the lead in bringing system-wide change strategies to your learning community.     Participants who complete our sessions have the opportunity to:   Earn 1 hour of CE credit Earn an advocacy-specific micro-credential as a Take HEART Ambassador Apply for funding to support on-the-ground efforts that promote mental health and well being of everyone in your school community Connect with experts Build community with educators, school staff, and behavioral health professionals     This session is an offering of our Healthcare and Educators Addressing and Reducing Trauma (HEART) Collective.   Our Take HEART Ambassador Program is a four session training series designed to create a school community that works together to reduce and respond compassionately to trauma, including strategies for increasing stakeholder involvement and disseminating public health and mental health literacy campaigns and materials.   Learn more about our series and register for one or all sessions!     Our School Mental Health Initiative develops and disseminates evidence-based resources to enhance school culture and prepare the school mental health workforce to extend trauma-skilled practices. Our efforts are designed to help schools cultivate compassionate school communities that buffer against the negative effects of trauma, build resilience for all students, and provide stress-relief and enhanced well-being for teachers and other school personnel, as well as students.

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.   Learning Objectives At the conclusion of this series of three presentations, participants will have the theoretical and practical skills to: Conceptualize and treat people with schizophrenia and their family members using a systems framework that shifts blame away from any one person in the family system and instead helps the family view themselves as a team with shared mutual goals. Draw upon clients’ cultural, religious, and spiritual beliefs, traditions, and practices in helping them cope with symptoms of mental illness and live a healthier, happier life. Assist clients by helping them establish communication patterns and problem-solving skills that will allow them to better manage their mental health and advocate for themselves effectively and respectfully, in a manner that aligns with their cultural values.   Series 2: Culturally Informed Therapy for Schizophrenia Session 1: Jan 12, 2023 Session 2: Feb 9, 2023 Session 3: March 9, 2023   Handouts:  Case Examples PowerPoint Slides:  Culturally Informed Therapy Slide Deck Session #2 Resources:  The Mediating Effect of Family Cohesion in Reducing Patient Symptoms and Family Distress in a Culturally Informed Family Therapy for Schizophrenia:  A Parallel-Process Latent Growth Model The Effect of a Culturally Informed Therapy on Self-Conscious Emotions and Burden in Caregivers of Patients With Schizophrenia:  A Randomized Clinical Trial A Randomized Clinical Trial to Test the Efficacy of a Family-Focused, Culturally Informed Therapy for Schizophrenia   Facilitator Amy Weisman de Mamani, PhD Amy Weisman de Mamaniis a Professor at the University of Miami and a licensed clinical psychologist. She earned her doctorate at The University of Southern California and completed her clinical internship at UCLA. Her research is focused on family and cultural factors that influence the course and outcome of serious mental illness. She has published approximately 100 manuscripts in areas related to culture and mental illness. In 2021, she published a treatment manual on her Culturally Informed Therapy for Schizophrenia, in the Treatments that Work Series by Oxford University Press. Her research has been funded by NIMH, The John Templeton foundation, APA, and other agencies. In 2018, she was the recipient of theStanley Sue Award for Distinguished Contributions to Diversity in Clinical Psychology by APA’s Division 12 (Clinical Psychology). In 2021, she received the Trailblazer Award from ABCT’s Psychosis and Schizophrenia Spectrum Special Interest Group.     Visit Work Website View Curriculum Vitae View Flyer for Culturally Informed Therapy for Schizophrenia: A Family-Focused Cognitive Behavioral Approach, Clinician Guide Email at [email protected]   

  Polyvagal Theory & Expressive Arts Therapy: Essential Tools for Clinical Practice    What? Using a trauma-informed lens, this training offers tools from expressive arts therapy (EXA) for working with a variety of clients. Presenter Suraya Keating, MFT, REAT, RDT, will discuss various multimodal arts practices as they relate to polyvagal theory. These practices can be used to soothe and/or energize the nervous system, employ co-regulation in helpful ways, promote self-awareness, and support the agency, empowerment, and well-being of many populations, including individuals with PTSD, LGBTQ+ and non-binary people, individuals with autism spectrum disorder, schizophrenia, and other mental health disorders.   This training will provide space for participants to discuss and practice using expressive arts therapy tools informed by polyvagal theory for each of the above populations.     When? Wednesday, February 8, from 3-4:30 p.m. PT      Who? This training is intended to serve clinical practitioners, including marriage and family therapists, psychologists, psychiatrists, licensed clinical social workers, drug recovery counselors, psychiatric nurses, as well as those in training or internship programs for their respective licenses. 1.5 CEUs are available through full participation in this training event.     Learning Objectives: Participants will: 1.    Learn and explain key elements of polyvagal theory as it applies to helping clients care for their nervous system. 2.    Articulate two examples of expressive arts therapy interventions that activate the ventral vagal nerve/social engagement system. 3.    Identify one expressive arts therapy tool that can help a client regulate their nervous system when it goes into dorsal vagal/freeze mode. 4.    Identify one expressive arts therapy tool that can help a client soothe when they are experiencing a fight or flight nervous system response. 5.    Identify and explain key considerations of the specific population they are focused on, and how to mindfully adapt expressive arts therapy interventions according to the needs of each person and population.    Register by 10a.m. PT, Wednesday, February 8, 2023   About the Facilitator:   Suraya Keating, MFT, REAT, RDT, is a master trainer in expressive arts and drama therapy as well as adjunct professor at the California Institute of Integral Studies. For 25 years, she has facilitated expressive arts and drama therapy processes with individuals and groups in schools, prisons, and hospitals, with a focus on populations who are marginalized and oppressed. During this time, she has also guided others in the creation and performance of therapeutic life-story theater. For ten years, Suraya co-supervised Contra Costa County’s Expressive Arts Therapy Department, where she trained and supervised MFT associates in the cultivation of a wide variety of tools from expressive arts therapy to support the wellbeing of individuals on the inpatient medical and psychiatric units of a county hospital, in addiction recovery programs at outpatient clinics, and in a variety of other settings. Since 2005, she has worked as Shakespeare for Social Justice Director for Marin Shakespeare’s prison programs, where she has trained hundreds of teaching artists, drama therapy students, and others interested in bringing the arts to carceral settings. Suraya works with therapeutic clients in-person and online, and also offers individual expressive arts consultation sessions as well as one-to-one solo performance coaching.

  DESCRIPTION: Join us to talk with a school social worker and the youth they work with about successes and best practices in including family and youth voice into school based mental health.   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: Identify real like examples for youth engagement in school based mental health Explore ways to better Discuss the successes and challenges when involving youth and family Explore steps to begin integrating youth voice into school based mental health     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.      PRESENTERS: Panelists: PATCH Teen Educators   Erica Koepsel, MA   Erica Koepsel is the PATCH Director of Youth Engagement. With a Master of Arts in Gender and Women’s Studies from the University of Wisconsin-Madison and experience as a sexual health educator for diverse groups of youth in Topeka, KS, and Minneapolis, MN, Erica Koepsel joined the PATCH team in 2015 to continue her passion for improving health education for adolescents and young adults.  In her current role with PATCH, she enjoys combining her background in health education with advocacy while also working with Teen Educators to promote open and honest communication about tough topics.           The Great Lakes MHTTC is offering this training for individuals working in HHS Region 5: IL, IN, MI, MN, OH, WI. This training is being provided in response to a need identified by Region 5 stakeholders.

  DESCRIPTION: The trainer will walk participants through an overview of Illness Management and Recovery (IMR), including the importance of integrating a recovery-oriented philosophy into their practice. IMR is an evidence-based practice with numerous adaptations that has been used by behavioral health professionals for almost twenty years. IMR is used to treat individuals experiencing symptoms related to schizophrenia, bipolar, schizoaffective, and depression. IMR is a manualized treatment based on empowerment that helps individuals set personalized goals and apply newly acquired skills in the eleven topic areas covered in the treatment. The materials and structure of this model help participants envision their future with hope and teaches them problem solving, goal setting, and self-management strategies. Practitioners often support the clinical application of IMR by combining it with other evidence-based practices, such as psychiatric rehabilitation, CBT, and motivational enhancement strategies.     LEARNING OBJECTIVES: • Participants will be able to discuss the major psychoeducation topics and key points learned in the IMR practice. • Participants will be able to describe and provide an example of how IMR goals are used in the model. • Participants will be able to describe one method used to enhance learning in IMR through CBT, Motivational Interviewing, and other methods.     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:   Kerrin Westerlind, MSW, LICSW, is the Director of Evidence Based Practices at Open Sky Community Services.  For more than a decade, Kerrin has assisted interdisciplinary teams in the implementation of Evidence Based and Best Practices.   Kerrin is an expert in Illness Management and Recovery (IMR) and has been involved in this practice since 2005.  She has overseen the implementation of IMR services in residential and supported housing programs with diverse populations, adapted materials for various populations and has provided consultation on using adaptations of IMR with adolescents, those who are justice-involved and individuals who are dually diagnosed with a mental health and a substance use disorder.   She has provided training and consultation on IMR and its adaptations to specific populations to various agencies in Massachusetts, throughout the United States and at National Conferences. Additionally, Ms. Westerlind has training and leadership experience in implementing multiple modalities for working with people who experience psychosis, including CBT for Psychosis and Recovery Oriented Cognitive Therapy (CT-R).   Kerrin’s interests extend to using trauma informed care principles in culture transformation, to promote healing, growth, and resilience for those using and providing services.   She is currently working with others from all around the Open Sky community to advance the agency’s efforts in becoming a fully trauma informed and responsive organization.  Kerrin is passionate about providing person-centered, recovery-oriented practices, and training others in the provision of these treatment models.  Her experience in the mental health field includes over 20 years of work in a range of settings from residential, supported housing, day treatment, outpatient, community-based services for adults and adolescents and clubhouse model. Her interests have led her to serve on the MassPRC (Massachusetts Psychiatric Rehabilitation Collaborative) Board of Directors, since 2018.                 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.

Monthly webinar for MHTTC featuring Avis Garcia, PhD, NCC, LPC, LAT Avis Garcia is an enrolled member of the Northern Arapaho Tribe and is affiliated with the Eastern Shoshone Tribes of the Wind River Reservation in Wyoming.  Avis is a Licensed Professional Counselor and Addictions Therapist.  Avis holds a doctorate in Counselor Education and Supervision who specializes in SUD treatment and work with Native Americans.  Avis works with individuals of all ages and does, individual, group, couples, and family therapy.  She specializes in the treatment of substance use disorders and trauma.  Her therapeutic approach is to privilege Indigenous knowledge and draw on the strengths of individuals and families to promoting intergenerational healing, through research and clinical work.    

The Northwest MHTTC is excited to collaborate with Dr. Kira Mauseth to offer a live learning community in Spring 2023 focusing on resilience for crisis work. Each session includes expert-led instruction and experiential learning. 6 hours of CE credits available* (see below). ABOUT THE LEARNING COMMUNITY Tired of being told that we need to “be resilient?” Participants in this learning community will have the opportunity to develop a personal working model for how to operationalize resilience in their professional and personal lives. By spending one session on each of the four “ingredients” of resilience (Purpose, Connection, Adaptability & Hope), we will take the broad concept of resilience and transition it into reasonable and actionable steps, ideas, and practical applications for crisis workers and other behavioral health supporters.    Learning Objectives: Share examples based on personal experience of resilience as defined through Purpose, Connection, Adaptability and Hope  Reflect with colleagues about challenges in crisis work relative to active resilience building. Develop specific and personalized ways for operationalizing resilience at work and at home.  Identify and practice some active coping skills and techniques consistent with a pragmatic and action-based conceptualization of resilience.   SESSIONS: Wednesdays, February 8 - March 8, 2023. No session on Feb. 22. 9:30-11 am AK / 10:30am - 12pm PT / 11:30am - 1pm MT   February 8 Purpose: Finding, discovering and making meaning in crisis work  Resources: Slides Acquired Needs Self-assessment Six Seconds: The Emotional Intelligence Network   February 15 Connection: Reaffirming and developing healthy connections with others  Slides Sources of Support in My Life (activity handout) Harvard Study of Adult Development An 85-year Harvard study found the No. 1 thing that makes us happy in life: It helps us ‘live longer’ The world’s longest-living people share this hobby—why studies say it can help add years to your life   March 1 Adaptability: Empowering yourself through how you react and respond Slides Adapting to Change Requires Flexible Leadership, from the Center for Creative Leadership Behavioral Health Support Specialist (BHSS)   March 8 Hope: Identifying and focusing on realistic opportunities Slides What is Hope in Psychology + 7 Exercises & Worksheets Standing at the Edge: Finding Freedom Where Fear and Courage Meet by Joan Halifax FACILITATOR Kira Mauseth, PhD Dr. Kira Mauseth is a practicing clinical psychologist who sees patients at Snohomish Psychology Associates in Everett and Edmonds, WA, teaches as an Associate Teaching Professor at Seattle University and serves as a co-lead for the Behavioral Health Strike Team for the WA State Department of Health. She also owns Astrum Health, LLC, and consults with organizations and educational groups about disaster preparedness and resilience building within local communities. Dr. Mauseth has provided training to community groups and professionals both regionally and abroad as the co-developer of the Health Support Team© program. Her work and research focus on disaster behavioral health, resilience, and recovery from trauma as well as small and large-scale critical incident response and preparation for organizations. She has worked abroad extensively with disaster survivors and refugees in Haiti, Jordan and Poland, and has trained first responders and health care workers throughout Puget Sound the United States, and currently serves in the adult mental health clinical seat on Washington State’s Disaster Medical Advisory Committee (DMAC).         References cited in slides: Session 1: Schippers MC, Ziegler N. Life Crafting as a Way to Find Purpose and Meaning in Life. Front Psychol. 2019 Dec 13;10:2778. doi: 10.3389/fpsyg.2019.02778. PMID: 31920827; PMCID: PMC6923189. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6923189/ Hill PL, Turiano NA, Mroczek DK, Burrow AL. The Value of a Purposeful Life: Sense of Purpose Predicts Greater Income and Net Worth. J Res Pers. 2016 Dec; 65:38-42. doi: 10.1016/j.jrp.2016.07.003. Epub 2016 Sep 4. PMID: 28461710; PMCID: PMC5408461. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5408461/ Kim ES, Chen Y, Nakamura JS, Ryff CD, VanderWeele TJ. Sense of Purpose in Life and Subsequent Physical, Behavioral, and Psychosocial Health: An Outcome-Wide Approach. American Journal of Health Promotion. 2022;36(1):137-147. doi:10.1177/08901171211038545 McKnight, P. E., & Kashdan, T. B. (2009). Purpose in Life as a System that Creates and Sustains Health and Well-Being: An Integrative, Testable Theory. Review of General Psychology, 13(3), 242–251. https://doi.org/10.1037/a0017152 Session 3: Hannes Z. (2014) Career adaptability predicts subjective career success above and beyond personality traits and core self-evaluations, Journal of Vocational Behavior, 84, Issue 1, p 21-30, SSN 0001-8791, https://doi.org/10.1016/j.jvb.2013.10.002. https://www.sciencedirect.com/science/article/pii/S0001879113001668)​ Martin, A. J., Nejad, H. G., Colmar, S., & Liem, G. A. D. (2013). Adaptability: How students’ responses to uncertainty and novelty predict their academic and non-academic outcomes. Journal of Educational Psychology, 105(3), 728–746. https://doi.org/10.1037/a0032794​ Buyukgoze-Kavas, A. (2016), Predicting Career Adaptability From Positive Psychological Traits. The Career Development Quarterly, 64: 114-125. https://doi.org/10.1002/cdq.12045​ ​ Session 4: Jevne, R. F., Westra, K., & Hope Foundation of Alberta. (1998). Key elements of hope-focused counselling: The art of making hope visible. Edmonton, AB: Hope Foundation of Alberta Cheavens, J. S., Michael, S. T., & Snyder, C. R. (2005). The Correlates of Hope: Psychological and Physiological Benefits. In J. A. Eliott (Ed.), Interdisciplinary perspectives on hope (pp. 119–132). Nova Science Publishers.​ Wang S, Zhao Y, Li J, Lai H, Qiu C, Pan N, Gong Q. Neurostructural correlates of hope: dispositional hope mediates the impact of the SMA gray matter volume on subjective well-being in late adolescence. Soc Cogn Affect Neurosci. 2020 Jun 23;15(4):395-404. doi: 10.1093/scan/nsaa046. PMID: 32378710; PMCID: PMC7308655.​ Zapata, M. A. (2022). Disability Self-Worth and Positive Personal Meaning in Disability: Correlates of Hope Among U.S. Residents With Physical Disabilities. Rehabilitation Counseling Bulletin, 65(2), 150–160. https://doi.org/10.1177/00343552211009569​ Yue Yang, Qingqing Li, Junjie Wang, Yong Liu, Mingyue Xiao, Lin Luo, Haijing Yi, Qiaoling Yan, Wei Li, Hong Chen. (2022). The powerful brain: Neural correlates of sense of power and hope, Neuropsychologia, 174, 108317, ISSN 0028-3932, https://doi.org/10.1016/j.neuropsychologia.2022.108317.​   Eligibility Crisis Response Workers who are based in the states of Alaska, Oregon, Idaho & Washington (HHS Region 10)  Additionally, participants should be currently working in crisis response settings such as crisis lines, crisis centers and/or mobile crisis outreach Commitment to attend the whole series is expected Each individual must have access to computer/web camera/audio to participate Applications are now closed Questions: For questions about this series, including eligibility and registration please contact the Northwest MHTTC at [email protected]. *Continuing Education Credit Details Physicians, physician assistants, primary care ARNPs, psychologists, and other health care providers may be eligible for CME or CEUs for completing the course. Retain your Certificate of Completion and verify its suitability for CME/CEUS with your licensing/credentialing entity. The University of Washington is an approved provider of continuing education for DOH licensed social workers, licensed mental health counselors, licensed marriage and family therapists, psychologists, chemical dependency professionals, nurses and physicians under the provisions of: WAC 246-809-610, WAC 246-809-620,WAC 246-811-200, WAC 246-840-210, WAC 246-919-460 and WAC 246-924-240.

  The registration link for this training will be provided to participants who complete the prerequisite course Motivational Interviewing Level 1 (Relational Skills).   Motivational interviewing is an evidence-based practice used to help people overcome their ambivalence about change. In this interactive, skills-based workshop, participants will learn about and practice the spirit of MI and both the relational and technical skills.   LEARNING OBJECTIVES Define and summarize the processes of focusing and evoking Identify different strategies for focusing and prepare to apply them to client interactions Define and recognize change talk, sustain talk, and discordance Differentiate between client cues of readiness, ambivalence, and discordance Construct effective responses to different client cues Design a plan for advancing individual MI skills Prerequisite: Motivational Interviewing Level 1 (Relational Skills)     Training Dates: February 8, 2023 from 8:30AM-11:30AM CT February 15, 2023 from 8:30AM-11:30AM CT February 22, 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 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.

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 Northwest MHTTC is excited to partner with Sherronda Jamerson, MA, CDP, to offer a live learning community on equity topics for mental health/behavioral health providers in Spring 2023. Each session includes expert-led instruction and experiential learning. 8 hours of CE credits available* (see below.) ABOUT THE LEARNING COMMUNITY Join us for a series of conversations to understand the role of perception when it comes to equity and impact in delivery of mental health & behavioral health care. We will learn to see ourselves and each other through the lenses of privilege, intersectionality, and systemic power & oppression. We will discuss health disparities, bias, communication and conflict resolution. Through this experience, you will learn more about how you can approach cultural humility, accountability and inclusion in your work and personal spaces. We can help others and contribute to our jobs effectively only by addressing equity through self-examination and a commitment to this ongoing work. Learning Objectives Discover how our perceptions and biases influence interactions Challenge ourselves to uncover systemic and professional/personal conditioning Improve your skills in communication, conflict resolution and cultural humility Commit to actionable steps to continue self-examination to better help others SESSIONS: Tuesdays, February 7-28, 2023  9:00-11:00 am AK / 10:00am - 12:00pm PT / 11:00am - 1:00pm MT   February 7 The Language and Psychology of Discrimination and Oppression: The Role of Perception when it comes to Equality vs. Equity Communications and Conflict Resolution: Building Healthy Relationships and Healing   Slides and handouts from presenter:   Slides from February 7 Cycles in Relationships   Modern Day Oppression    Articles referenced by presenter and participants:   White People Will Always Let You Down by Ijeoma Oluo Caste: The Origins of Our Discontents by Isabel Wilkerson US midterm elections: Why five states have slavery on the ballot in 2022 Mississippi Officially Abolishes Slavery, Ratifies 13th Amendment in 2013 Before Central Park: The Story of Seneca Village   Recommended reading and media from presenter:   Podcast episode on implicit bias: The Hidden Brain Harvard's Project Implicit: self-assessment quiz on implicit bias  White Fragility: Why it’s so Hard for White People to Talk About Racism by Robin DiAngelo, 2018 My Grandmother’s Hands: Racialized Trauma & the Pathway to Mending Our Hearts & Bodies by Resmaa Menakem, 2017 So You Want to Talk About Race by Ijeuoma Oluo, 2018 White Rage: The Unspoken Truth of Our Racial Divide by Carol Anderson, 2016 Beyond Inclusion, Beyond Empowerment: A Developmental Strategy to Liberate Us All by Leticia Nieto with Margot F. Boyer, Liz Goodwin, Garth R. Johnson & Laurel Collier Smith, 2010   February 14 Culture, Identity, & Diversity: Learning to See Each Other Trauma Informed-Care: Racialized Medicine, Health Disparities, Structural Power and Systematic Oppression Slides from February 14 Cycles in Relationships   Video: How to understand power with Eric Liu (approximately 7 minute duration) Gathering Collaborative, King County, WA February 21 Bias, Micro-aggressions, and Cultural Humility: Connecting and Committing to the Work   Slides from February 21 Sabin JA. Tackling Implicit Bias in Health Care. N Engl J Med. 2022 Jul 14;387(2):105-107. doi: 10.1056/NEJMp2201180. Epub 2022 Jul 9. PMID: 35801989. Sitting Pretty: The View from My Ordinary Resilient Disabled Body by Rebekah Taussig  The More Beautiful World Our Hearts Know Is Possible by Charles Eisenstein The Theory of the Leisure Class: An Economic Study of Institutions (1899), by Thorstein Veblen Neuroqueer: The Writings of Dr. Nick Walker website The Future Is Disabled by Leah Lakshmi Piepzna-Samarasinha The Disability Visibility Project, an online community dedicated to creating, sharing, and amplifying disability media and culture     February 28 Privilege & Intersectionality: Self-Awareness and Mutual Respect   Moving Forward: Inclusion, Accountability, and Community  Slides   FACILITATOR Sherronda Jamerson, MA, CDP   Sherronda Jamerson obtained a master’s degree in Clinical Psychology in 2012 from City University College in Seattle, WA, and became certified as a Chemical Dependency Professional in 2007. Her experiences include developing, implementing, and presenting EDI trainings to associations of healthcare professionals, healthcare providers, schools, and community-based organizations. She has also presented at state and national behavioral health conferences on the topics of DEI and Healthcare Equity. She presents with confidence and passion.     Eligibility Members of the mental health/behavioral health workforce who are based in the states of Alaska, Oregon, Idaho & Washington (HHS Region 10) Commitment to attend the whole series is required Each individual must have access to computer/web camera/audio to participate Applications are now closed. Questions: For questions about this series, including eligibility and registration please contact the Northwest MHTTC at [email protected]. *Continuing Education Credit Details Physicians, physician assistants, primary care ARNPs, psychologists, and other health care providers may be eligible for CME or CEUs for completing the course. Retain your Certificate of Completion and verify its suitability for CME/CEUS with your licensing/credentialing entity. The University of Washington is an approved provider of continuing education for DOH licensed social workers, licensed mental health counselors, licensed marriage and family therapists, psychologists, chemical dependency professionals, nurses and physicians under the provisions of: WAC 246-809-610, WAC 246-809-620,WAC 246-811-200, WAC 246-840-210, WAC 246-919-460 and WAC 246-924-240.

  This is a closed group. Please contact Sarah McMinn with questions.   TRAINING DATES: Cohort 1: February 7, 9, 14, 2023 from 9:00 AM–10:30 AM CT       DESCRIPTION: The Great Lakes MHTTC is excited to announce our partnership with the American Foundation for Suicide Prevention and SafeSide Prevention to provide you with access to the Suicide Prevention Training for Schools and Youth Services.    SafeSide Youth Services unites clinical, school, and community staff with a common language and framework. This program, based in the latest research, will equip you with a common ‘map’ of best practices in recovery-oriented suicide prevention. Although roles and responsibilities are different, everyone gains an understanding of the four core tasks of suicide prevention: Connect – Assess – Respond – Extend.    Training cohorts work together through 4 hours of video-guided learning in 90-minute segments. All participants take away tactics, tips, and wording they can use immediately...then continue learning and skill development through optional monthly video calls and new updates and refreshers added throughout the year.   There are three components to InPlace® Learning: Video-Based Instruction and Demonstration. Dr. Pisani and Ms. Mossgraber teach video-based modules. Learn the systematic framework for suicide prevention, then discuss and practice skills and strategies modelled by real youth services providers with youth actors. Virtual Office Hours. After participating in training, interact with Dr. Pisani, Ms. Mossgraber, and other faculty on the SafeSide team in monthly Q&A video calls. Ask questions, request feedback, and share experiences with others who are applying the same framework in their practices. Updates and Refreshers. Stay current with evolving practices, regulations, and research in youth services and suicide prevention care. SafeSide updates video-based instruction regularly in response to changing best practices and evaluation feedback.   Quick, refresher videos are provided a few times a year as suicide prevention training is not ‘one and done’ but, rather, a continuous learning and improvement effort.   You can learn more about SafeSide, the InPlace Learning approach, and Dr. Pisani and his team at safesideprevention.com.       LEARNING OBJECTIVES: Connect: Ask directly about suicide and understand the person’s suffering and experience Assess: Use prevention-oriented risk formulation to summarize information about risk Respond: Name and use at least three ‘mini-interventions’ for conveying empathy and hope Extend: State at least two ways to extend the impact of interventions and plans into lives and support networks           CONTINUING EDUCATION: Registrants who fully attend this event or training will be eligible to receive a certificate of attendance via email within two weeks after the event or training.       PRESENTER:  SafeSide InPlace Learning       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.

MONDAY, JANUARY 30, 2023 3:00 pm - 4:00 pm PT Part 3 of 4 in the "Untapped Leadership" Wellness Workshop Series (view series page for full details) Untapped Leadership A Wellness Workshop Series for BIPOC-Identifying School Mental Health Professionals and Their Allies February 6, 2023: Private Community Session 2 Systems Thinking and Power Mapping   (Monday) 3-4 p.m. PT / 1-2 p.m. HT / 12-1 p.m. American Samoa (Tuesday) 11 a.m.-12 p.m. Marshall Islands / 10-11 a.m. Pohnpei, Kosrae / 9-10 a.m. Guam, Northern Mariana Islands, Chuuk, Yap / 8-9 a.m. Palau In this session, open only to school mental health leaders who identify as BIPOC, participants explore moving from the self to the system, engaging in a systems-thinking analysis process that maps the formal, informal, and societal power that inform organizational behavior. Bridging a connection to their “Zone of Untapped Capacity,” participants will explore the push, pull, and pause exercise often required when leading towards progress for our school mental health work cultures and systems. **If you plan to join the Private Community Sessions series for BIPOC leaders, please attend the Main Session on Jan. 23 and aim to commit to as many of the three sessions as possible.**   Part 1 - MAIN SESSION (Open to all) Uncovering Untapped School Mental Health Leadership - Exercising Contextual Agility to Lead Effectively Monday, January 23, 2023   Part 2 - PRIVATE COMMUNITY SESSIONS (Open only to those who identify as BIPOC AND who came to the Main Session) Exploring Our Untapped School Mental Health Leadership for Our Wellness Monday, January 30, 2023 Monday, February 6, 2023 Monday, February 13, 2023   Visit the main workshop series page for more information, including learning outcomes and facilitator description.