Past Events

What is cyberbullying and how is it impacting the mental health of members of your community? Event Description 12:00 - 1:00 p.m. MT / 1:00 - 2:00 p.m. CT Cyberbullying  - intentional harm to a target using digital technologies - is a world-wide problem that has both immediate and long-term psychosocial consequences for perpetrators, targets, and witnesses. This presentation will consider what motivates some persons to engage in cyberbullying, what makes it so harmful, and what schools can do to prevent this behavior and intervene when it occurs. The way this phenomenon impacts rural schools will be emphasized.  Trainer Sheri Bauman, Ph.D.                     Dr. Sheri Bauman is a professor emerita of counseling at the University of Arizona.  She earned her Ph.D. in counseling psychology from New Mexico State University in 1999. Before then, she worked in K-12 schools for 30 years, as a teacher and school counselor. In those roles she was passionate about student well-being and worked to support students who struggled academically, personally or socially. Dr. Bauman conducts research on peer victimization including bullying, cyberbullying, is currently co-PI on a funded project to study the effects of teacher practices on peer victimization and defending behaviors. She is a frequent presenter on these topics at local, state, national, and international conferences. She is the sole author/editor or first author of six books, third author of another book, has over 65 publications in peer-reviewed journals, 32 book chapters, three training dvds, and numerous publications in non-scholarly outlets. She is the former editor of the Journal for Specialists in Group Work and has co-edited three special issues related to bullying and cyberbullying. Dr. Bauman is currently on the editorial board of two scholarly journals. She was honored with the Eminent Career Award from the Association for Specialists in Group Work in 2018.  She has been the recipient of two research grants from the National Science Foundation. She is on the board of trustees of DitchtheLabel.org, an anti-bullying charity based in the UK, and serves as their research consultant. 

About the Session:  Medicaid is a leading source of financing for school mental health services and programs.  In this webinar event, Dr. Adam Wilk (SE MHTTC Policy Lead) will orient attendees to nearly 20 resources – reports, infographics, webinar recordings, and more – that help to explain the role of Medicaid in school mental health financing and how to use it to pay for mental health services in schools. Learning Objectives:  Contextualize Medicaid among leading sources of financing for school mental health services. Access key resources that specify when Medicaid can support school mental health services and programs. Identify additional resources that explore nuances of how Medicaid finances school mental health services and programs.   Speaker:                Adam Wilk is an assistant professor in the Department of Health Policy and Management at Emory University’s Rollins School of Public health.  He is the Financial Policy Lead for the Southeast Region’s Mental Health Technology Transfer Center: Administrative Supplement on School-based Mental Health.  Dr. Wilk is a health economist and health services researcher, conducting research on Medicaid and underserved populations, physician decision-making, and the management of complex, chronically ill patients.  He received his doctorate at The University of Michigan School of Public Health in 2015.  Before his time in Michigan, Dr. Wilk worked at The Brookings Institution and as a consultant at The Lewin Group.

This 90 minute webinar will address the mental health needs and cultural competence required to effectively serve veterans. ABOUT THIS EVENT Cultural competence is helpful when working with any community. We invite you to join our presenter, Ahmad Bennett, MA, LMFTA, MHP, a Navy Veteran and Marriage & Family Therapist in learning about the intersectionality, expectations, and experiences of the Veteran Community. Please join us in learning about this community and how we can show up. We will address:  Mental health    Transition expectations & challenges   Veteran culture   Intersectionality of veterans    Related Resources from Northwest MHTTC Behavioral Health Resources for Military Veterans FACILITATOR Ahmad Bennett, MA, LMFTA, MHP Ahmad Bennett is a Licensed Marriage and Family Therapist Associate and certified Mental Health Professional for Washington State. Ahmad completed his internship with Valley Cities Behavioral Health. After graduation he began working with Seattle Counseling Services until their closure, he then entered private practice and founded Crossroads Family Therapy PLLC. in 2022. He graduated from Antioch University Seattle with his Master of Arts in Marriage and Family Therapy. He focuses on providing individual, couple, and family therapy for communities of color, first responders, and veterans. Ahmad is also an adjunct instructor at Antioch University Seattle and teaches a Sexuality & Healthy Relationships course. Ahmad is a medically retired Navy veteran and has worked in veteran-focused social services for over a decade, including working at Lake Washington Institute of Technology for five years as their Veteran Coordinator. Ahmad specialized in housing insecurity, employment services, and veteran transition services.    

Session Overview:  School crises can be interrupters or the norm, depending on the school and its community context. Whether the crisis is acute, chronic, or complex, there are shared leadership practices, policies, and paradigm shifts that can support all stakeholders’ efforts to successfully navigate a crisis.  Leading school communities through crisis recovery and renewal while responding is hard and complex. We don’t need to hold this work alone (even though…we often do!). Together we explore these essential questions: What makes our leadership trauma informed- always, in the wake of, and in the aftermath of crisis?  How might we continue our trauma-informed leadership during and after a crisis has ended (e.g., COVID 19, a student death, hurricane) to strengthen our school climate?  This session is a continuation of our four-part series “Promoting School Preparedness, Community Resilience, and Recovery in the Face of Adversity” that took place in June and July of 2022. The series focused on the role of schools and school mental health providers throughout crisis planning and response and offers a framework for planning that is part of a larger trauma-informed and healing-centered approach to education and school mental health. The previous sessions covered Essentials, Improving Readiness, Response, and Recovery and Maintenance. You can review these sessions here. *The main session will be held for 60 min of teaching; we will pause at noon for those who need to exit and will then stay on for 15 more optional minutes for Q & A with the presenter.   Learning Outcomes:  Explore the ways that stress, trauma, and grief relate to our school crisis leadership approach(es) Identify what we would like to start, stop and sustain in our recovery and renewal leadership practice. Apply the principles of school crisis recovery and renewal to school site and system leadership, and larger school culture.   Speaker:                    Leora Wolf-Prusan (she/hers) is the Director of Partnerships & Learning at the Center for Applied Research Solutions, serving as the Project Director for the School Crisis Recovery & Renewal (SCRR) project and as the school mental health field director for the Pacific Southwest Mental Health Technology Transfer Center (MHTTC); previous roles include serving as the national field director of a SAMHSA initiative (ReCAST) and a TA provider for the Now is The Time Initiative (Project AWARE). Wolf-Prusan is dedicated to work focused on educator mental health, wellness, and trauma-informed approaches to education and operates through a framework in which public health, social work, and education intersect. Her research examined the impact of student death on teachers, what factors contribute to teachers building resiliency, and what supports teachers need from the school system in the event of a student homicide or other traumas. She received a BA in international relations and a BA in Spanish with a minor in Social & Ethnic Relations from the University of California, Davis; a teaching credential from Mills College; and an EdD in educational leadership from the University of California, Los Angeles. Her work in school crisis recovery and renewal is motivated by and dedicated to educators and youth who envision schools as a platform for community and connection.

Depression can affect anyone, anywhere, and at any time. This presentation will determine effective strategies to assess for depression and how to move forward from that point.  Event Description This presentation will provide an introduction to the assessment and treatment of depression. It will include general information about depression and associated diagnoses, common signs and symptoms across the lifespan, and tools to help providers with assessment and risk management. The presentation will also outline current treatment options for depression, including review of brief interventions and skills that can be taught to patients.   Trainer Lauren Hoffman, Psy.D.                     Lauren Hoffman, Psy.D., is an assistant professor of medical psychology in the Division of Child and Adolescent Psychiatry at Columbia University Irving Medical Center and clinical psychologist at the Columbia University Clinic for Anxiety and Related Disorders (CUCARD). Dr. Hoffman specializes in cognitive behavioral therapy for anxiety, obsessive-compulsive, and depressive disorders in children, adolescents, and young adults. Her research has examined parent-child agreement on treatment goals, the relationship between bullying and emotional distress, and the development of novel technology, such as virtual reality, to improve access to care for young adults with anxiety.     Dr. Hoffman received her B.A. with honors in psychology from the University of Pennsylvania. She received her doctorate in clinical psychology from the Graduate School of Applied and Professional Psychology at Rutgers University. Dr. Hoffman completed her predoctoral clinical internship at NYU Child Study Center/Bellevue Hospital Center, where she worked in outpatient, emergency department, partial hospital, and inpatient settings.   

Schools face many barriers in effective crisis planning, including lack of training/resources and misaligned systems. This session at the 2022 Fall Conference of the Missouri School Counselor Association, will provide best practice recommendations for crisis planning and highlight data from a year-long learning community. Participants will learn how to access training and technical assistance from the Mid-America MHTTC.

This is Week 6 of our Mindful Monday- Experiential Practices to Develop Personal Resilience micro-training series. Event Description This series will expand on the evidence-based practices that have been introduced in prior series. Participants will have the opportunity to review and practice mindfulness-based exercises, led by a facilitator. Each month will feature a mindfulness theme with supportive practices. Participants can register for and attend any number of sessions. The same link will be used for all sessions. Upon completion of your registration, you will receive the session link in a confirmation email.    November 7th- Somatic Experiences 1 Trainer Christina Ruggerio, Masters of Counseling Psychology, Registered Psychoterapist

NOTE: This event is specifically for Washington State attendees who are part of the behavioral health workforce.   This session is part of the Co-occurring Disorders track of the Mental Health Institute. ABOUT THIS EVENT This training is offered in 2 modules. Attendance at both modules is expected. All times Pacific. Module 1: this module will focus on motivational interviewing strategies to clarify long term values and help the client resolve ambivalence around making big life changes. Module 2: this module will focus on how to solicit change and commitment talk and facilitating the client in preparing for positive life changes. 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 10a-3p PT See more in the Co-occurring Disorders Track HERE LEARN MORE ABOUT THE MENTAL HEALTH INSTITUTE HERE FACILITATOR Ken Kraybill, MSW  Ken Kraybill, MSW, Senior Trainer, has worked at the intersection of healthcare, behavioral health, homelessness and supportive housing for more than 35 years. He is a Senior Trainer for C4 Innovations, an organization dedicated to improving the quality of care provided to marginalized and vulnerable people. Ken has 18 years of direct service experience working as a behavioral health practitioner and supervisor in homeless services. For the past two decades, he has been developing curricula and facilitating in-person and online training nationally in best practices including motivational interviewing, trauma-informed practice, trauma-informed supervision, outreach and engagement, recovery support, critical time intervention, and resiliency and renewal for care providers. He is a member of the international Motivational Interviewing Network of Trainers (MINT). Ken has an MSW from the University of Washington in Seattle and an undergraduate degree from Goshen College in Indiana.         VISIT THE MENTAL HEALTH INSTITUTE MAIN PAGE      

The South Southwest Mental Health Technology Transfer Center (MHTTC), in collaboration with PEPPNET, invites Region 6 Peer Specialists and Family Partners working in FEP and Coordinated Specialty Care (CSC) teams to participate in our newly established monthly networking meetings. These no-cost, virtual meetings offer you the opportunity to collaborate with other FEP/CSC Team Peer Specialists and Family Partners in a supportive, mentoring environment. The goal is provide a space for resource sharing, support around ways to be most effective when working with FEP/CSC clients, options for self-care strategies, and more! This event takes place on the first Friday of each month.

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 Individuals with IDD often demonstrate their emotions in ways that may not be immediately recognizable to therapists who are accustomed to working with neurotypical people. Supporting children and teens in recognizing their emotions using sensory signals and ratings of emotion intensity helps support development of effective coping skills. This training will teach participants about how to guide and support emotion identification and relaxation skills with children and teens with IDD. 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 11a-1p 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.     Ally Mohr Ally Mohr (she/her) is the Lead Occupational Therapist at Seattle Therapy Network. She has pediatric experience working in home-based and clinic-based settings throughout the Chicago and Seattle areas. Ally is passionate about partnering with families and supporting them throughout the therapy process to help them understand their child’s strengths and identity. Recently, she has collaborated with local schools and daycares to provide classroom screenings and consultations in order to expand services and supports for neurodivergent children.          Min Lin Min Lin is an immigrant parent to two brilliant and multiply neurodivergent children. Min uses her experiences in crisis management and scientific research to navigate the mental health systems in the greater Seattle area. Min has a special interest in sharing and gathering neurodivergent survival stories. As a late diagnosed neurodivergent person herself, Min enjoys experimenting with the balance between respecting the neurotypical infrastructures and staying true to the neurotypical self.         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, 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), is focused on redesigning Dialectical Behavior Therapy to treat suicidality in autistic young adults.       VISIT THE MENTAL HEALTH INSTITUTE MAIN PAGE    

Is your school prepared to care for the mental health and well-being of all of the students, staff, and families in your community? Join our Ambassador Program training and gain the strategies you need to cultivate a compassionate school community that buffers against negative effects of trauma, builds resilience for all students, and provides stress-relief and enhanced well-being for teachers, school personnel, and students. At this session, Dr. Martha Staeheli, Director of the New England MHTTC's School Mental Health Initiative, will share a cohesive set of practices to create a school community that works together to reduce and respond compassionately to trauma. This training and technical assistance activity will feature ways for everyone in your school community, including students, to promote well-being and advocate for improved school mental health supports and resources. Learn evidence-based strategies to initiate conversations in school and community settings about the importance of holistic mental health supports and opportunities to increase stakeholder involvement and disseminate public health and mental health literacy campaigns and materials.   Our training and technical assistance activity is a part of the New England MHTTC School Mental Health Initiative's Healthcare workers and Educators Addressing and Reducing Trauma (HEART) Collective. Learn more about the HEART Collective and how you can become a Take HEART Ambassador—an integral part of our efforts in the New England region to help educators and healthcare workers create and sustain compassionate school communities that foster respect, promote equity, and improve the resilience of students and staff so that they can lead more productive and healthier lives.

Is your school prepared to care for the mental health and well-being of all of the students, staff, and families in your community? Join our Ambassador Program training and gain the strategies you need to cultivate a compassionate school community that buffers against negative effects of trauma, builds resilience for all students, and provides stress-relief and enhanced well-being for teachers, school personnel, and students. At this session, Dr. Martha Staeheli, Director of the New England MHTTC's School Mental Health Initiative, will share a cohesive set of practices to create a school community that works together to reduce and respond compassionately to trauma. This training and technical assistance activity will feature ways for everyone in your school community, including students, to promote well-being and advocate for improved school mental health supports and resources. Learn evidence-based strategies to initiate conversations in school and community settings about the importance of holistic mental health supports and opportunities to increase stakeholder involvement and disseminate public health and mental health literacy campaigns and materials.   Our training and technical assistance activity is a part of the New England MHTTC School Mental Health Initiative's Healthcare workers and Educators Addressing and Reducing Trauma (HEART) Collective. Learn more about the HEART Collective and how you can become a Take HEART Ambassador—an integral part of our efforts in the New England region to help educators and healthcare workers create and sustain compassionate school communities that foster respect, promote equity, and improve the resilience of students and staff so that they can lead more productive and healthier lives.

NOTE: This event is specifically for Washington State attendees who are part of the behavioral health workforce.   This session is part of the Social Justice & Inclusion track of the Mental Health Institute. ABOUT THIS EVENT This session is offered in two parts and attendance at both parts is expected: Power Threat Meaning Framework Part 1: Thursday, November 3, 9:00am-1:00pm PT Power Threat Meaning Framework Part 2: Thursday, November 10, 9:00am-1:00pm PT   This 2-part training workshop will be an interactive training experience with space for questions and discussion. The trainers, Jan Bostock and Ray Middleton are experienced mental health professionals from National Health and third sector backgrounds and are also part of the UK British Psychological Society committee that oversees the dissemination of the Power Threat Meaning Framework (PTMF). They shall be explaining and exploring this non-pathologizing, strengths-based alternative to diagnosis for understanding how people may experience mental health issues. The session will include considerations of how power operates in people’s lives both positively and negatively, how threats to core needs and rights may be relevant to understanding distress, and how people may respond to these threats and make sense of what is happening to them. 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.   See more in the Social Justice Track HERE LEARN MORE ABOUT THE MENTAL HEALTH INSTITUTE HERE FACILITATORS Jan Bostock, BA, MPhil, MSc Jan Bostock is a Chartered Consultant Clinical Psychologist who works in the National Health Service in the UK. Since qualifying over 30 years ago she has worked therapeutically with adults in primary and secondary care settings and also worked in Community Psychology and Public Health roles which involved participative research and training. Since 2000, she has managed and developed Psychological Services in the North East of England and recently retired as an Associate Director of Community Services in Newcastle and Gateshead. She is committed to co-producing mental health services with people who use services, to promoting staff wellbeing, and effective, collective and compassionate leadership in health. She currently works for the North East and North Cumbria Staff Wellbeing Hub that has been established for Health and Social Care staff since 2020, and also mentors mental health practitioners in voluntary organizations and in GP practices in London. She co-chairs the committee for the Power Threat Meaning Framework that is part of the British Psychological Society and is an active member of the BPS Community Psychology Section. She is committed to understanding and sharing how social and economic situations affect the wellbeing of individuals and communities, and how psychology can be part of social change.   Ray Middleton, PhD  Ray Middleton, PhD, has over 30 years' experience of training and workforce development in mental health focusing on reaching people experiencing multiple disadvantages including combinations of; complex trauma, mental health, substance misuse and housing needs. Ray’s training offer focuses on; Trauma-Informed Practice (TIP), Psychologically Informed Environments (PIE), The Power Threat Meaning Framework, Pre-treatment and "How to facilitate Group Reflective Practice." He has written a chapter for a book comparing the USA and the UK around innovative approaches: Cross-Cultural Dialogues on Homelessness: From Pretreatment Strategies to Psychologically Informed Environments. Dr. Middleton has extensive experience delivering services to people on the frontline - including managing community “Personality Disorder” services and being a Care-Coordinator in an Early Intervention in Psychosis service in the UK - where he chaired an "Open Dialogue" innovative working group. He draws on personal lived experience of surviving complex childhood trauma grounding his values and his motivation to persevere in this area of workforce development.   VISIT THE MENTAL HEALTH INSTITUTE MAIN PAGE  

    DESCRIPTION: This webinar will provide an overview of the changes from the DSM 5 to the DSM-5-TR. The new diagnosis that was added will be reviewed, and well as the new language and changes throughout sections. At the end of the webinar, participants will have an opportunity for questions and answers.       LEARNING OBJECTIVES: Participants will explore the new and updated diagnoses. Participants will review to revisions and new language used in the DSM 5-TR.     CONTINUING EDUCATION: Registrants who fully attend this event or training will be eligible to receive 2 continuing education (CE) hours from the Ohio MHAS. CE certification is provided by our partners at OACBHA.       PRESENTER:   Jennifer Haywood, MSW, LISW, LICDC Jennifer has been training helping professionals since 1998. Her specialties include diagnosis, motivational interviewing, addictions focus topics, drug free workplace trainings, ethics, and supervision. Jennifer goes to agencies state-wide to train staff in treatment models in order to help their clients and trained all the behavioral health and medical social workers at Nationwide Children's Hospital in Motivational Interviewing in 2011/2012. Currently, Jennifer is teaching at OSU in the MSW and BSSW programs, focusing on the addictions minor the university is offering, clinical diagnosing and motivational interviewing.    Jennifer has a private practice in Worthington, Ohio where she specializes in treating addicts and alcoholics, families of addicts and alcoholics, depression, anxiety, post-partum women, womens' issues, adolescent issues (14+ only), and relationship struggles. Jennifer Haywood has been a clinical social worker and addiction specialist since 1996.  She received her master’s in social work (MSW) from The Ohio State University and her chemical dependency specialty through her internship at the Addiction Recovery Center at Harding Hospital in Worthington, Ohio.  Jennifer has a BA in psychology from the University of Maryland.             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.

Calling all community college and university students in Rhode Island, Maine, and Vermont to connect! "Cafe ConNEct: The Bridge to Belonging" is a student-centered initiative aimed at understanding and supporting Black, Indigenous, People of Color (BIPOC) student transition into and through college. Finding your place in a new space can be difficult. This student-led convening focusing on Maine, Rhode Island, and Vermont will explore how students define belonging, what is needed to support belonging, the successes and challenges of building belonging, and current spaces building belonging. Come to hear and be heard!

  DESCRIPTION: Join three PATCH Teen Educators as they discuss successes and challenges when seeking care, methods for quality youth engagement, and ideas for improved school based mental health in their community. PATCH Teen Educators are a group of high school students (aged 14-18) from Wisconsin. They are trained as public speakers and advocates. The Teen Educators come from many diverse backgrounds and are experts on the needs and concerns of young people today. They use storytelling and guided discussion to share their own perspectives about adolescent health care and to advocate for changes within health care systems that would ensure access to high-quality, youth-friendly health care for all young people. Through their work they are breaking down stigma associated with many health issues and are prepared to discuss a wide variety of sensitive or challenging health topics.     LEARNING OBJECTIVES: Discuss successes and challenges teens face when seeking care Identify methods for youth engagement in health and mental health care Identify tips for youth engagement in school-based mental health care     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: PATCH Youth Panel   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: This seminar provides an introduction to the concepts of dialectics and their use in DBT. Participants will learn what it means to think and behave dialectically and how they can use this both in therapy as well as when interacting with people in their lives. We will look closely at specific ways to foster dialectical thinking as well as explore the common dialectical dilemmas that show up during a DBT treatment with adolescents and their families.     LEARNING OBJECTIVES: Understand what it means to think and act dialectically Learn strategies to foster this type of thinking with your patients Understand the common dialectical dilemmas or tension that arise with adolescents and their parents     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: Gillian C. Galen, PsyD, is a senior child and adolescent psychologist specializing in dialectical behavior therapy (DBT). She is the program director of the 3East DBT residential programs and the director of training for the 3East continuum, an array of programs for teens that uses DBT to target self-endangering behaviors and symptoms of borderline personality disorder. She has extensive experience diagnosing and treating adolescents and young adults who struggle with emotion dysregulation, anxiety, depression, trauma, and self-endangering behaviors, such as self-injury and suicidal behaviors. Dr. Galen has a particular interest in the use of mindfulness in the treatment of borderline personality disorder and psychiatric illnesses. She is the co-author of the books “Mindfulness for Borderline Personality Disorder: Relieve Your Suffering Using the Core Skill of Dialectical Behavior Therapy”, “Coping With BPD: DBT and CBT Skills to Soothe the Symptoms of Borderline Personality Disorder”, and “DBT for Dummies.”       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: A universal experience of crisis call centers is burnout among staff because of seemingly endless, often repetitive interactions with callers who are in distress and suicidal but do not respond to the usual suggestions of self-care or follow-up. An hour-long phone call can leave the worker exhausted and the caller in worse shape than at the beginning of the call. These are callers with personality disorders. They have a different agenda than the crisis worker.   This 1-hour training will provide basic information about personality disorders – specifically borderline personality, dependent personality, and histrionic personality. We will make a distinction between personality related symptoms and symptoms from primary anxiety and depression. We will also talk about the interaction patterns and some interventions that might be useful.     LEARNING OBJECTIVES: Have a good understanding of the most common interactional patterns seen in people with borderline, dependent, and histrionic personality disorders Be able to distinguish personality disorder depression from major depressive disorder Receive guidance in distinguishing an acute suicidal crisis from chronic suicidal behavior Learn how to set realistic goals for a limited interaction with personality disordered callers     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.      SPEAKER: Dr. David Mays, MD, PhD, is a licensed physician in the state of Wisconsin, where he is a clinical adjunct assistant professor in the University of Wisconsin Department of Psychiatry. He is Board Certified by the American Board of Psychiatry and Neurology and is a Distinguished Life Fellow of the American Psychiatric Association. He is also a member of the Wisconsin Psychiatric AsSsociation. Dr. Mays has received the Distinguished Service Award from the Alliance on Mental Illness in Dane County, the Exemplary Psychiatrist Award from the National Alliance on Mental Illness, the Exceptional Performance Award from the Wisconsin Health and Family Services, the Outstanding Professional Award from the Wisconsin Association on Alcohol and Other Drug Abuse, and the Outstanding Mental Health Professional Award from the Wisconsin National Alliance on Mental Illness.      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: This class explains mental health challenges as adaptations to stress. These responses often appear as a kind of disconnection from objective reality and often show up as anxiety or depression. Sometimes we see more severe signs like dissociation, panic, and psychosis. Through the lens of stress management, this training explains best practices for interacting with people who may be upset or struggling with symptoms.     LEARNING OBJECTIVES: Review the nature of stress and the brain Examine common mental health symptoms Practice simple stress management strategies Review tips for safe interventions     CONTINUING EDUCATION: Registrants who fully attend this training will be eligible to receive 2 continuing education (CE) hours certified by the Minnesota Board of Social Work and the Minnesota Board of Behavioral Health and Therapy. CE certificates are provided by People Incorporated Training Institute.     PRESENTER:   Raymond Young, CPS, BA, has 15 years of experience training diverse groups of adult, youth, and adolescent learners prior to joining the Training Institute at People Incorporated Mental Health Services. He has trained mental health workers, police officers, transportation professionals, business partners, and clients. Ray received his certification as a Certified Peer Specialist from the Minnesota Department of Human Services in 2017 and has since worked with individuals with various mental health conditions and behavioral health concerns. He has also studied Drug and Alcohol Counseling. Ray has a passion for working with youth in Youth Leadership Programs and as a mentor in the community.     The Great Lakes A/MH/PTTC is offering this training for individuals working in HHS Region 5: IL, IN, MI, MN, OH, WI. This training is being provided in response to a need identified by Region 5 stakeholders.

Classroom Well-Being Information and Strategies for Educators, or Classroom WISE, is a free three-part training package that assists K-12 educators in supporting the mental health of students in the classroom. Developed by the Mental Health Technology Transfer Center (MHTTC) Network in partnership with the National Center for School Mental Health (NCSMH), this package offers evidence-based strategies and skills to engage and support students with mental health concerns in the classroom. This two-day workshop hosted for interested Nebraska education and Project AWARE teams will focus on reviewing the Classroom WISE content, provide time for adapting the content to fit your context and purpose, and strategic planning for successful implementation.

Session Overview  Join the School Crisis Recovery & Renewal project to explore the “fourth R” in the crisis continuum of care: Renewal. After readiness, through response and beyond recovery, renewal work asks us to focus on structural changes and procedures, coordinating policy, processes, and practices that center regeneration and healing.  Together, we explore the seven elements foundational to trauma-informed school crisis recovery and renewal, including  meaning-making (Neimeyer, 2001), building and fostering resilience (Ungar, 2011), post-traumatic growth theory (Calhoun & Tedeschi, 2006), and organizational change after crisis and healing-centered school approaches.  This session is a continuation of our four-part series “Promoting School Preparedness, Community Resilience, and Recovery in the Face of Adversity” that took place in June and July of 2022. The series focused on the role of schools and school mental health providers throughout crisis planning and response and offers a framework for planning that is part of a larger trauma-informed and healing-centered approach to education and school mental health. The previous sessions covered Essentials, Improving Readiness, Response, and Recovery and Maintenance. You can review these sessions here.   *The main session will be held for 60 min of teaching; we will pause at noon for those who need to exit and will then stay on for 15 more optional minutes for Q & A with the presenter.   LEARNING OUTCOMES: Understand the practices to support the school crisis renewal phase, common definitions of post-traumatic growth and healing-centered schools and case examples Access and apply 1-2 individual and organizational practices to support school recovery towards the fourth R, renewal. Identify practices and approaches that your current crisis readiness and response can be expanded upon to include renewal.   Speaker:                 Leora Wolf-Prusan (she/hers) is the Director of Partnerships & Learning at the Center for Applied Research Solutions, serving as the Project Director for the School Crisis Recovery & Renewal (SCRR) project and as the school mental health field director for the Pacific Southwest Mental Health Technology Transfer Center (MHTTC); previous roles include serving as the national field director of a SAMHSA initiative (ReCAST) and a TA provider for the Now is The Time Initiative (Project AWARE). Wolf-Prusan is dedicated to work focused on educator mental health, wellness, and trauma-informed approaches to education and operates through a framework in which public health, social work, and education intersect. Her research examined the impact of student death on teachers, what factors contribute to teachers building resiliency, and what supports teachers need from the school system in the event of a student homicide or other traumas. She received a BA in international relations and a BA in Spanish with a minor in Social & Ethnic Relations from the University of California, Davis; a teaching credential from Mills College; and an EdD in educational leadership from the University of California, Los Angeles. Her work in school crisis recovery and renewal is motivated by and dedicated to educators and youth who envision schools as a platform for community and connection.

About the Event: According to SAMHSA's 2020 National Survey on Drug Use and Health (NSDUH), approximately 26% of African American adults experienced a mental health and/or substance misuse concern1. While these rates may be similar to those of the general population, disparities exist in regard to their access to high quality and culturally competent mental health care services. It is estimated that only one-in-three African Americans who need mental health care receives it.2  An important step in reducing disparities and expanding access to care is to train educators and mental health professionals to understand the cultural and racial support that men of color need. Another is by leveraging relationships in the community, in particular barbers, to help de-stigmatize the conversation about mental health in a setting men may feel more comfortable talking. Join us for this webinar as we learn about the important work of The Confess Project and their efforts to teach barbers how to be active listeners, how to validate clients' responses, and how to eliminate mental health stigma by using positive language.   1Substance Abuse and Mental Health Services Administration, 2020 National Survey on Drug Use and Health: African Americans. 2020 National Survey on Drug Use and Health: African Americans | CBHSQ Data (samhsa.gov) 2Dalencour M, et al. “The Role of Faith-Based Organizations in the Depression Care of African Americans and Hispanics in Los Angeles.” Psychiatric Services. 2017. 68(4):368-374