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      

Breaking Down Barriers to Care: Know the Facts The deaf and hard of hearing community is a cultural and linguistic minority with variations in the type and severity of hearing loss (Pertz). Researchers estimate that 35 million people in the United States identify as having some degree of hearing trouble, ranging from having a little trouble hearing to profound deafness (Galludet). Of the 35 million, an estimated 300,000-500,000 use American Sign Language (ASL) (Mitchell). Despite the large need for interpretation services, the United States only has about 16,000 ASL interpreters (Nimdzi). Join our efforts to amplify the work of community-based organizations (CBOs) in the New England region supporting mental health and advancing substance use prevention, treatment, and recovery for those who are deaf/hard of hearing. Celebrate innovation! In a "Round-Robin-style" of presentation, CBOs and local nonprofits in New England will showcase their goals, growth, outcomes, and visions for the future in their efforts to support the behavioral health needs of underserved populations. Featured Organizations Greater Nashua Mental Health Mental Health Connecticut Massachusetts Commission for the Deaf and Hard of Hearing Who Should Attend? Federal Partners: Learn about a new and creative way to assist partners with engaging community-based organizations. State Leaders: Discover creative ways to engage nonprofits and connect programs with people. Philanthropic Partners: Explore CBOs/local nonprofits that might benefit from your investment in underserved communities. CBOs/Local Nonprofits: Understand how to showcase your work to potential funding partners, and access training and technical assistance. Community Members: Get inspired! Bring hope back to your communities, learn where to get mental health support services, and celebrate organizations dedicated to supporting the behavioral health needs of individuals and communities, with an emphasis on those historically underserved. Note: This event will be supported by an ASL interpreter. Meeting materials will be presented in accordance with 508 compliance requirements. If additional supports are needed to ensure your participation, please let us know as a part of your registration. We will seek to support requested accommodations. Learn more about the DIPS Model. This event is designed to increase the access, visibility, and viability of CBOs and local nonprofits in SAMHSA's Region 1.

DESCRIPTION This presentation will discuss the impact of trauma on individuals and their mental health and wellness. Trauma presents the possibility for the onset of pathology and mental health challenges, but also for post-traumatic growth and renewal. Coping mechanisms individuals use can include maladaptive choices leading to pathology or pro-social and adaptive behaviors leading to personal growth. Trauma-informed approaches to helping individuals develop emotional grit are effective in preventing or reducing pathology. The decline in mental health functioning has been attributed to increased intervention from the legal system, which often is not able to effectively address the root causes of issues which often include unresolved trauma.   LEARNING OBJECTIVES Increase knowledge of trauma-informed care as applied to mental health Gain a deeper understanding of post-traumatic growth vs. pathology and its impact on mental health Provide examples of outcomes of individuals experiencing trauma and the potential impact of the legal system on the individuals   PRESENTER Mark Lepore, Ed.D, is a Professor in the Department of Counseling at Pennsylvania Western University/Clarion University of Pennsylvania. He has extensive knowledge of counseling supervision gained from both his academic work and more than 20 years of clinical practice. Dr. Lepore’s areas of specialty include crisis counseling, grief and loss counseling, trauma-informed care, and narrative therapy.           Closed Registration: Not open to the public. This training is in partnership with the District of Columbia Department of Behavioral Health.  

Session Overview: How school administrators show up to lead school mental health initiatives is key to these initiatives’ impact and sustainability. Ensuring wellness for students in support of their learning and development is the responsibility of all adults on campus. School leadership may set the tone for how school mental health is prioritized and integrated. Whether you are in an administrative role, or in a position to inform or partner with school leaders, this session applies a school leadership lens to universal components of school mental health. It reviews core dimensions of school mental health and connects you to relevant resources. Participants will be able to communicate about the importance of student mental health in academic achievement, core concepts related to school and student mental health, and funding considerations, and they will be able to reference examples of school mental health strategies. We will discuss common questions, issues, and opportunities facing leadership who are starting or continuing efforts to advance school wellness.   Intended Audience:  This session is designed for state and school team members who want school mental health communication messaging and tools relevant to school leadership. It is ideal for those with a role in developing communications content about school mental health or for school administrators. Note that this session does not focus on modes of communication (e.g., social media), but rather content that effectively communicates school mental health concepts and issues from the point of view of administrators.   Learning Objectives:  Communicate about the importance of student mental health in academic achievement, core concepts related to school and student mental health, and funding considerations. Describe examples of school mental health strategies. Discuss common questions, issues, and opportunities facing leadership who are starting or continuing efforts to advance school wellness, including mental wellness.   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). 

WEDNESDAY, JANUARY 25, 2023 10:00 am - 11:15 am PT   Session 2 of 5 in the "Aging Out or Growing Together?" Series (view series page for full details) Aging Out or Growing Together? Flipping the Youth Services Paradigm to Better Support Young Adulthood January 25, 2023: Building a Network of Support: Cross-Systems and Teaming with Caregivers   This five-part learning series is an open forum and discussion group for agencies and individuals that serve transition-aged youth and young adults. We will examine how our collective organizational values, implementation strategies, program design, and goals might expand to support the evolving, holistic needs of this age group. Join us for the second panel discussion session on January 25th as we continue this series that brings together a diverse mix of youth-serving organizations to learn from each other's work and uplift the complex and comprehensive needs of transition aged youth. We will explore the creative ways youth-serving organizations are adjusting to best support them. Beyond exploring barriers to meaningful engagement and service provision, this generative space will also unpack culturally and developmentally appropriate models that support young adults in attaining wellness and self-actualization through guided conversation and promising-practice spotlights.   Series Learning Objectives Consider the unique experiences and developmental needs of transition-aged youth Build an understanding of brain science and culturally sustaining practices that strengthens service provision for transition-aged youth Expand organizational capacity to address priority topics, including but not limited to meaningful program engagement, teaming, healthy boundary setting, and accountability   Audience: All community-based organizations and institutions that support the mental health and wellness of transition-aged youth.    Series Sequence: from 10:00-11:15 am PT on the last Wednesday of every other month   We welcome you to join in listening, learning and dialogue for this session, starting with a presentation panel of representatives with three youth serving organizations and hear from all voices in the space.   Panelists Krea Gomez Valerie Slater    Facilitator  Oriana Ides, MA, APCC, PPS Oriana Ides is a School Mental Health Training Specialist at CARS (the Center for Applied Research Solutions) and approaches healing the wounds of trauma and oppression as core elements of social justice. She has worked with young people across the life course from elementary school to college, and has served as teacher-leader, school counselor, classroom educator and program director. She is committed to generating equity within school structures and policies by focusing on evidence-based mental health techniques and institutional design.   Visit the main page for more information on this series.  

DESCRIPTION Many organizations today are under a lot of pressure to become “trauma-informed”. What does being trauma-informed actually mean? Why is it so important? What is trauma about anyway? Research shows us that those who impact the lives of children, adolescents and adults have the power to prevent further trauma as well as to respond effectively to trauma-related behaviors. It is essential for us to become trauma-informed if we are going to effectively address the devastation that trauma imposes on human life.   LEARNING OBJECTIVES Define trauma and its impact Describe the causes and neurobiological underpinnings of trauma Explain what being trauma-informed means for organizations and individuals   PRESENTER Dr. Sandra L. Bloom is a Board-Certified psychiatrist, graduate of Temple University School of Medicine and currently Associate Professor, Health Management and Policy at the Dornsife School of Public Health, Drexel University. She is also the Founder of Creating Presence, an online organizational approach for creating trauma-informed systems. Dr. Bloom is a Past-President of the International Society for Traumatic Stress Studies and author or co-author of a series of books on trauma-informed care. She is currently co-chairing CTIPP – The Campaign for Trauma-Informed Policy and Practice, a national organization whose goal is to advocate for public policies and programs at the federal, state, local and tribal levels that incorporate up-to-date scientific findings regarding the relationship between trauma across the lifespan and many social and health problems.  

This presentation will address the mission and vision of the Center. The presenter will also share available resources and services provided by our center to SAMHSA personnel. The session will include a discussion section to address questions and possible collaborations with other SAMHSA-funded groups. This is a private event, by invitation only. 

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 concept of Native psychological brilliance will be celebrated through Native music video and Native spoken word performances as part of each session.   The topic for the January 2023 session is "Native Traditional Practices: Culture IS Treatment."   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.

MONDAY, JANUARY 23, 2023 3:00 pm - 5:00 pm PT [Find your local time zone here] Session 1 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 January 23, 2023: Part 1 - Main Session Uncovering Untapped School Mental Health Leadership - Exercising Contextual Agility to Lead Effectively   (Monday) 3-5 p.m. PT / 1-3 p.m. HT / 12-2 p.m. American Samoa (Tuesday) 11 a.m.-1 p.m. Marshall Islands / 10 a.m.-12 p.m. Pohnpei, Kosrae / 9-11 a.m. Guam, Northern Mariana Islands, Chuuk, Yap / 8-10 a.m. Palau (view your time zone) In this introductory session, open to all school mental health leaders, participants will explore the exclusionary history of traditional leadership frameworks. Further, participants will examine how those outdated definitions persist in organizations today, and how to incorporate contextual understanding and agility to lead organizations (education agencies, departments, school boards, school districts, school sites, school mental health associations) inclusively and effectively from any seat to ensure optimal wellness for ourselves, colleagues, and our staff. **The Main Session is open to all school mental health professionals & leaders, whether or not they identify as BIPOC.**   Part 1 - MAIN SESSION (Open to all) Uncovering Untapped School Mental Health Leadership - Exercising Contextual Agility to Lead Effectively Monday, January 23, 2023   Part 1 - 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 two 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 2  Embracing the Paradigm Shift (1/23/23) 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.

Prior to the pandemic, suicide rates for adolescents were increasing. Rates increased 67% from 2000 to 2017, and an additional 36% from 2017 to 2019. Further, the number of mental health-related emergency department visits increased 31% among 12-17 year-olds during the height of the pandemic from mid-March to October 2020. Suicide is currently the second leading cause of death for youth. Additionally, adolescent substance use behavior may contribute to suicidal behavior. Approximately 1 in 10 adolescents reported consuming alcohol in the past month alone. Youth spend much of their time in schools, and 80% of adolescents who receive mental health services receive those services in schools. For these reasons, it is imperative schools develop and maintain best practices in both suicide and substance use prevention and intervention. We will discuss these best practices in today’s session.

For individuals living with intellectual and developmental disabilities, technology can provide greater independence and increased choice.  Event Description Session 6 - Around the House: Part 2 1:00 - 1:30 p.m. MT / 2:00 - 2:30 p.m. CT January 19, 2023 Technology is a tool that we all use to navigate our schedules and homes and allows us access to information- this is not innovative – it is a way of life that many people take for granted. For others, such as people living with Intellectual and Developmental Disabilities it can be a vehicle that can provide greater independence and increased choice. This new series of 6 bi-weekly micro- trainings will focus on how existing technology can be used to help providers working with this community balance their workload more effectively while creating solutions for people living with IDD. This is a hands-on training that will demonstrate how to teach individuals living with IDD how to use mainstream technology to support individualized needs. Participants are encouraged to bring real-life examples of current needs (including their current technology). We will focus on applications and tools to address Independence around the House, Workforce Support Tools, and Increased Communication Tools. Trainer Laurie Dale, Consultant, Personal Technology Solutions Ms. Dale is a nationally recognized speaker and consultant with over 30 years of experience on how-to-use technology to support and empower persons with disabilities.  Her company, Personal Technology Solutions, provides support for initiatives and projects to improve access to technologies for persons with disabilities including hands-on training. 

This webinar provides a strong philosophical and practice foundation for integrating developmentally-attuned evidence-based vocational service strategies to promote work and school engagement among young people with serious mental health needs. Presenters will share both direct practice and program management strategies based on their successful integration of effective multidisciplinary service models, which include clinical, vocational and peer elements. Participants will leave the training energized and armed with simple strategies that can be integrated on a program, team, and individual practice level to promote vocational engagement and career development. Presentation Slide Deck:  Click here to download    Speakers   Vanessa Vorhies Klodnick, PhD, LCSW  Vanessa Klodnick (she/her) is a nationally-recognized expert in adapting and blending evidence-based practices for older youth and young adults, including Individual Placement and Support (IPS) Supported Employment. Vanessa is the Director of Research & Innovation for Youth & Young Adult Services at Thresholds, the largest community mental health provider in Illinois, and a faculty affiliate at the Texas Institute for Excellence in Mental Health at The University of Texas at Austin. Vanessa leads or consults on multiple projects across the country that enhance IPS and/or draw from IPS to improve community mental health provider engagement of, partnership and impact with vulnerable and marginalized young people with serious mental health conditions. Vanessa is currently overseeing the continuous quality improvement of multiple multidisciplinary teams designed for youth and young adults, all which include Supported Employment and Education Specialists.         Laura Stevens, M.Ed., LPC  Laura (she/her) is Assistant Director of Clinical Excellence in the Center for Youth Mental Health at The University of Texas at Austin. Laura oversees the Amplify Clinic, a multidisciplinary innovative mental health service hub for young adults through a University of Texas Dell Medical School and Austin Community College partnership. Laura is a Licensed Professional Counselor with 8 years of experience in providing evidence-based care in community mental health settings. Laura partners with agencies to integrate innovative strategies for engaging young people in their mental healthcare. Laura is trained in Individual Placement and Support (IPS) Model and has been involved in multiple projects in Texas to improve IPS integration in community mental health settings for older youth and young adults. Laura is currently leading the development of an online resource and e-learning platform for Texas community mental health care providers who aim to better engage and support youth and young adults through providing services that young people want, which includes employment and education supports. 

About the Event:  This webinar is motivated by the reality that the majority of individuals diagnosed with ‘serious mental illness’ face significant socioeconomic challenges and high rates of employment.  In place of  discrete “one size fits all” evidence-based practices,  this presentation will consider the broader landscape of strategies for improving outcomes across the spectrum of individuals who are currently seeking education or work or have applied for or are already receiving SSI/SSI.  Specific topics covered will include career development and career mobility supports, SSI/SSDI decision making, and financial empowerment strategies for individuals currently unable to work or attend school.    About the Presenter: Nev Jones, PhD is an assistant professor in the School of Social Work at the University of Pittsburgh, and international leader in research and practice development aimed at addressing poverty and improving quality of life among individuals experiencing significant psychiatric disabilities across the lifespan.  Her work is motivated by direct personal and family experience of schizophrenia and intersecting public systems (subsidized housing, income and disability-based welfare).  She brings a deep commitment to transforming outcomes, and, where necessary, fundamentally rethinking status quo approaches to psychiatric rehabilitation.  She is currently primary investigator of a large NIMH grant (R01) focused on school, work and disability benefits trajectories in the context of early psychosis.

This webinar is postponed. The new date is February 23, 2023. We sent an email (via Zoom) to all registrants informing them of the postponement and new date.   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.   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 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  

Event Description The Mountain Plains Mental Health Technology Transfer Center (Mountain Plains-MHTTC) serves schools in Colorado, Montana, North Dakota, South Dakota, Utah, and Wyoming. We are inviting you to participate in a multi-state initiative that will build capacity of school teams to promote positive mental health in children/youth throughout the school day using a multi-tiered approach. The training will occur Spring 2023. Specifically, the Mountain Plains MHTTC will build capacity of school personnel to learn about and implement model programs, such as Every Moment Counts and Circle of Courage and embedded strategies emphasizing mental health promotion and prevention.   Please think about the benefits of participating in this project and your availability to attend the five virtual sessions. Please contact LaVonne Fox at [email protected] or Sarah Nielsen at [email protected] or at 701-777-2208 to indicate your interest in participating no later than January 10, 2023.  What will this involve? What will you be expected to do?   If you agree to participate, you will:   • Identify 3-6 interdisciplinary team members to be a part of a Community of Practice (CoP) at your school. The CoP should be an interdisciplinary team including any of the following: teacher, paraprofessional, occupational therapist, administrator/counselor, nurse, speech language pathologists, social workers or school psychologists. It is strongly recommended that the team include a classroom teacher and be interdisciplinary in nature as training emphasizes application in the classroom and interdisciplinary collaboration.   • The CoP will participate in five 2-hour virtual training sessions (see schedule overview below). *attendance is critical   • Each CoP will develop a strategic plan identifying gaps or opportunities to improve mental health promotion throughout the school day and identify strategies to implement change.     The Mountain Plains MHTTC will:   • Provide the training described above and any technical assistance during development of the strategic plan and implementation.   • Provide continuing education credits to the CoP members (20 contact hours). If your state requires transcripted credit, the MHTTC will have the training approved, but the transcripted fee is the responsibility of the teacher.   • Provide required readings and resources to the CoP.   • Follow up on the implementation plan.     Benefits to you:   • Enhanced capacity of all school personnel through enhanced understanding of how to apply knowledge about children’s mental health in the school.   • Free resources for each CoP.   • Free educational sessions and online discussions regarding mental health promotion.   • Feeling connected to other schools implementing the projects.   • Continuing education credits (20 contact hours for CoP team members).     Dates:   January 18  Introduction Historical, Intergenerational Trauma, Historical Loss and the Influence on Mental Well-being   Introduction to Communities of Practice Process and Strategic Planning   February 15  Understanding Multi-Tiered Approaches to School Mental Health and Embedded Service Delivery   March 8  Embedded Programs that Support Social and Emotional Well-being Throughout the School Day   April 5  Mental Health Literacy   May 10  Indigenous Programs to Support Students who are Struggling Emotionally   Final Reflections and Strategic Planning    ***Click on the thumbnail image below to view/download a flyer with information on how to register.***            Trainers LaVonne Fox, PhD, OTR/L   She currently is employed at the Turtle Mountain Community College in Belcourt, ND and recently accepted the position of Vice President of Academic Affairs. LaVonne was born and raised on the Turtle Mountain Chippewa reservation. She has considerable experience researching Indigenous Youth programs for positive mental health and wellness connected to identity. She is currently developing a Master in Education Program that focuses on decolonization/deconstructing the educational system and embedding indigenous values and beliefs. was an associate professor at the University of North Dakota in Grand Forks, ND, in the Department of Occupational Therapy, School of Medicine and Health Sciences for 26 years until December 31, 2019.     Sarah Nielsen, PhD, OTR/L, FAOTA   Sarah is an associate professor at the University of North Dakota in Grand Forks, ND, in the Department of Occupational Therapy, School of Medicine and Health Sciences. Sarah has over 19 years of experience working with children, youth and young adults with mental health issues in communities and schools. Her clinical practice included developing and implementing trauma-informed approaches in mental health care. She assisted students transitioning from mental health programs back to public schools where she trained and assisted schools in this effort.

Join the Northeast & Caribbean Mental Health Technology Transfer Center for a virtual three-session community of practice to re-imagine educational settings to reduce school violence by centering and encouraging joy. This intergenerational community of practice will elevate student voices through staff-student collaboration. Staff, and the students they select, will learn to reflect on and share their lived school experience, identify and address challenges that take place in the wake of school violence, and creatively reimagine the school environment through diverse perspectives.   Outcomes Participants will leave with an enhanced awareness of their school spaces and an actionable plan for transforming them to reduce school violence and increase joy. Additionally, participants will gain a deeper understanding of joy as a method of recovery and will be able to integrate these strategies directly into daily practices.   Methods This community of practice series will draw together multimodal art and critical literacy-based methods of inquiry and community building. Using collective inquiry and guided discussions, participants will reflect on their experiences to assess possibilities for their schools.   Target Audience Session 1: School staff interested in reimagining the school space. Sessions 2 & 3: School staff and a high school-aged youth invited by staff (to be discussed further in Session 1).   Session Information Wednesday, January 18, 2023 Session 1: Accessing A Playful Praxis: Centering Joy for Educational Transformation   Wednesday, February 15, 2023 Session 2: Mapping Our Space: Drawing on the Experiences of Schooling   Wednesday, March 15, 2023 Session 3: Setting A New Foundation: Reimagining School for Collective Joy   Note: Registration for sessions 2 & 3 will be made available to Session 1 attendees only. The time for sessions 2 & 3 is TBD based on availability of participants.

Enhance your current knowledge and practice on how to effectively use MI in school-based settings.  Series Description This 9-week online Enhanced Professional Learning (EPL) interactive series will cover topics and provide interactive practice opportunities essential to the development and/or refinement of MI skills and relational style. Emphasis is placed on the “intentional use” of MI skills to identify a change goal, resolve ambivalence, and increase motivation for change.    WHEN:   Every Wednesday, January 18 – March 15, 2023 from 3:00 – 4:30 PM Mountain/4:00 – 5:30 PM Central    PARTICIPANT COMMITMENT & EXPECTATIONS:  To be eligible and register for this MI-IP Series, applicants are required to first complete the 4-hour, free self-paced, online course Tour of MI: An Interprofessional Road Map for Behavior Change and submit the electronic copy of your Certificate of Completion during the registration process   Attend a live 1-hour Orientation Session on January 18 at 3:00 pm Mountain/4:00 pm Central  Commit to 8-weeks of training for 1.5 hours weekly from January 25-March 15, 2023  Complete 1-hour of weekly self-study learning activities  Access to appropriate technology to utilize online videoconferencing platform (i.e., an internet connection, webcam, computer/tablet, speakers, and microphone)  Be prepared and actively engage while on camera during the scheduled series time    THERE IS NO COST TO PARTICIPATE  Registration for this series is limited to 35 school-based mental health professionals who work in HHS Region 8 states on a first come first served basis (Region 8 includes Colorado, Montana, North Dakota, South Dakota, Utah, and Wyoming). Once the 35 spots have been filled, registration will be closed. Due to limited enrollment, if you cannot commit to the full requirements, please defer this opportunity to others.  Note: Registrants enrolled in this series are required to attend the orientation and Week 1 sessions. If you cannot attend these sessions, you will forfeit your attendance. In addition, it is expected that participants will have access to the appropriate technology to be able fully participate and be on camera during the session. This is not a webinar series and active participation is required to gain/improve skills.    CONTINUING EDUCATION:  The series has been approved for a total of 21 contact hours (20-hours content instruction and 1-hour orientation session). No credit will be awarded for non-attendance or partial attendance. The knowledge and skills learned should be applied within the framework of any applicable Operating and/or Credentialing regulations in your State of practice. Learning Objectives  At the end of the MI-IP Enhanced Professional Learning Series, participants will be able to:  Describe the relationship between the process of change, ambivalence, and Motivational Interviewing  State at least three reasons for choosing and using a specific MI skill at a particular moment  Explain how to evoke Change Talk from an individual  Compare and contrast intentional and non-directional use of MI skills  Discuss the process for conducting a personal assessment and developing an individualized MI Strengths & Growth Opportunities plan  Trainers Kate Speck, PhD, MAC, LADC   Paul Warren, LMSW

The South Southwest Mental Health Technology Transfer Center (MHTTC) invites select peer specialists from Region 6 to participate in this closed event. In this virtual training, participants will participate and provide feedback on the recently updated training developed by the MHTTC titled "Advanced Practice in Healing Centered Virtual Facilitation." This training provides deeper exploration of Healing-Centered Engagement principles and how those principles can be incorporated into virtual group sessions or meetings facilitated by peer specialists. This is the advanced training in a 2-part training series; in the first training (titled "Introduction to Healing Centered Virtual Facilitation"), participants will receive an overview of Healing-Centered Engagement principles and begin to implement them in practice.

  Registration for this training is now closed due to reaching meeting capacity.   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: January 18, 2023 from 8:30AM-11:30AM CT January 25, 2023 from 8:30AM-11:30AM CT February 1, 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.

The goal of this meeting is to share with advisory board members the Center’s plan for year 5 of the project. The board, which includes experts in different research and practice areas of Latino mental health will in turn share recommendations based on their expertise, knowledge and experience on strategies to best achieve these plans. As part of the objectives, the National Hispanic and Latino MHTTC and its Advisory Board will discuss the continued promotion of the Center among mental health providers, expansions of the center’s network through events planning and participation as well as specific subject areas and research to be explored. Private event, by invitation only. 

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

Join us to focus on healthy aspects of traditional living during the winter months. Being well and making healthy choices during this time is a topic for consideration in the areas of making connections, taking care of ourselves while caring for others, getting active together, and building healthy relationships with our families. We have strengths in our culture and traditions. Let us look for ways to build up ourselves with healthy habits through our Indigenous ways of knowledge. 2-3:30 ET / 1-2:30 CT / 12-1:30 MT / 11-12:30 PT / 10-11:30 AKT

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