Past Events

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 In this training, you will be introduced to principles and practices of harm reduction.  Harm reduction is a broad set of compassionate and pragmatic approaches that aim to reduce substance-related harm and improve quality of life.  Harm Reduction Treatment (HaRT) is an evidence-based practice in which 3 components are delivered compassionately and pragmatically: 1. Client-led tracking of preferred metrics 2. Harm reduction goal-setting 3. Safer-use strategies Schedule for Monday, October 31: 10:00am-12:00pm: Assessing and tracking substance-related harm 1:00-3:00pm: Harm-reduction goal-setting and safer-use strategies Materials for this session: Harm Reduction Treatment (HaRT) Training Slides by Susan E. Collins, PhD and Seema L. Clifasefi, PhD, LICSW Harm Reduction Treatment (HaRT) Training Handouts by Susan E. Collins, PhD Harm Reduction Treatment (HaRT) Abbreviated Interim Treatment Manual by Susan E. Collins, PhD Article: A Letter to Family and Friends by P. Denning, J. Little, and A. Glickman 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 Co-occurring Disorders Track HERE LEARN MORE ABOUT THE MENTAL HEALTH INSTITUTE HERE   FACILITATORS Seema L. Clifasefi, PhD, MSW Seema L. Clifasefi, PhD, is an associate professor and codirector of the Harm Reduction Research and Treatment (HaRRT) Center at the University of Washington-Harborview Medical Center. Her research lies at the intersection of substance use, mental health, criminal justice and housing policy. Since 2006, she has been part of several collaborative academic/community-based research partnerships evaluating the effects of individual and community-level harm reduction programs and interventions designed for people with lived experience of homelessness and substance use problems, including Housing First.       Susan E. Collins, PhD Susan Collins, PhD, is a licensed clinical psychologist and faculty at Washington State University and the University of Washington School of Medicine. At Harborview Medical Center, she codirects the Harm Reduction Research and Treatment (HaRRT) Center with her colleague, Dr. Seema Clifasefi. Dr. Collins has been involved in substance use research, assessment and treatment for over 25 years and has disseminated this work in over 7 dozen book chapters, abstracts and peer-reviewed articles. In 2013, Dr. Collins received the G. Alan Marlatt Memorial Research Award for her contributions to alcohol research. In 2015, she was invited to speak on her work at the White House and was honored with the New Investigator Award for her Harm Reduction Treatment development in the University of Washington Science-in-Medicine Lecture Series. She also brings her own lived experience as a person in recovery from addictive behaviors and as a woman embedded in families with the intergenerational experience of substance use disorder and harm. Currently, she works with multidisciplinary research and clinical teams, community-based agencies, and people who use substances to codevelop a toolbox of evidence-based treatments that empower individuals to reduce their substance-related harm and improve their quality of life – even if they are not ready, willing or able to stop using.   VISIT THE MENTAL HEALTH INSTITUTE MAIN PAGE  

Join "Awareness, Access, and Action for Psychosis Interventions in MA," a two-day hybrid conference about progress and updates on the MA Strategic Plan for Early Psychosis. The conference will spotlight current research, community efforts that support individuals and families experiencing psychosis, and next steps for psychosis care on October 31 and November 1. The conference includes presentations on:   Update on EPINET’s Learning Healthcare Network for Early Psychosis with Susan Azrin, PhD - National Institute of Mental Health (Monday, October 31 from 9-9:50 am) Poster Session & Book Signing with Ken Duckworth: “You Are Not Alone: The NAMI Guide to Navigating Mental Health” (Monday, October 31 from 10-10:50 am) Youth Mental Health with Cecilia McGough, Shira Agam, Cecilia Joyce, Seamus Hawks, & Vera Muñiz-Saurré - Students with Psychosis (Monday, October 31 from 11 am-12 pm) Sustainable Payment for Psychosis Care with Monica Luke - Living Assistance Fund (Tuesday, November 1 from 9-9:50 am) Access to Care, Insurance Claims & the Massachusetts Psychosis Access & Triage Hub (M-PATH) with Emily Gagen & John Hsu (Tuesday, November 1 from 10-11:20 am) Criminal Justice & Psychosis with a Caregiver Panel, Family & Friends of Individuals with Mental Illness (Tuesday, November 1 from 10-11:20 am) Panel: The Future of Early-Course Psychosis Care with Dost Ongur, Livia Davis, Ashley Stewart, Steve Fedele & Sarah Kopelovich (Tuesday, November 1 from 11:30 am-12:30 pm)   New England MHTTC is proud to co-host and support this event sponsored by Massachusetts Psychosis Network for Early Treatment (MAPNET).

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 Given comments and discussion from previous weeks, this training has been adjusted to include information related to strategies using applied behavior analysis (ABA) and communication-based therapies that can be utilized by therapists as well as well tips related to collaboration with BCBA's and speech therapists including when to refer. This training also provides education about the importance of objective progress monitoring in therapy including providing insights into the use of progress monitoring tools that suit the experience of individuals with IDD. Participants will leave this training with skills and knowledge to help strengthen their practice, support behavioral challenges and communication skills and reduce burnout related to limited therapy progress. 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 Abbey George, PhD, BCBA-D Abbey George, PhD, BCBA-D, is a Teaching Associate at the University of Washington in the ABA program. She received her M.Ed. and Ph.D. from the University of Washington and is a BCBA-D. Abbey has worked in a variety of settings providing Applied Behavior Analysis (ABA) services to children with Autism and other intellectual and developmental disabilities in schools, clinics, and homes. She has helped develop several ABA programs, both here in the PNW and in Hawaii. Since 2014, her work has focused on supporting adults with disabilities in employment settings, using ABA techniques and tools to create more durable and long term employment opportunities. She currently has her own private practice, Achieve Coaching & Consulting, working alongside neurodiverse adults in identifying and accomplishing personal goals, including employment. In addition, her company consults with businesses to develop employment opportunities for the neurodiverse community. Making a more inclusive work environment for all is an expertise and passion of hers. When not working, Abbey is at home with her four young girls, who keep her very busy. She also loves to cook and watch sports with her husband.   Melissa Brooks, RN Melissa Brooks, RN, has served as the Parent-to-Parent Coordinator with The Arc of Tri-Cities for 8 years. She worked as a pediatric nurse for 10 years before deciding to focus on home to care for her family. She is the mother of four young adult children, three of whom are on the autism spectrum. Their support levels all vary drastically; they all require very different supports. Her greatest passion besides her family is helping other families on this lifelong journey.  She has been involved with helping other families ever since her children were diagnosed, for about 18 years. Her hobbies include growing her own vegetables, raising chickens, and caring for her family’s many pets.    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.      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.     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    

DESCRIPTION: This class uncovers how our cultural identities and experiences shape the way we make meaning of the world and relate to others. Outcomes are usually improved when services are adapted to a person’s cultural needs and preferences. As such, effective workers can skillfully navigate cultural conversations, and form sustainable working relationships with the people they support. This training looks at practical strategies for learning about an individual within the context of their culture. One of the specific strategies is the DSM 5 Cultural Formulation tool.     LEARNING OBJECTIVES: Define culture, social location, and cultural humility Explore unacknowledged cultural differences and power differentials Consider how culturally responsive care can be used to address disparities Review strategies for asking about a person’s cultural identity and influences     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:   Warren Duncan, BS, has had various roles throughout his career working with households experiencing homelessness and multiple barriers to stable housing. He has worked as direct support staff on mobile teams in Permanent Supportive Housing program across the metro area, assisted in outreach efforts for program participants living on the streets and in shelter, provided outreach to property managers and landlords, connecting them to support services in metro and greater Minnesota communities. He has worked to provide support to a network of supportive housing programs and community organizing among County, State, and local community agencies in Southern and Central Minnesota. He is currently overseeing all programming as Program Director for a Minnesota Nonprofit. Warren enjoys facilitating workshops and has led a number of training sessions. Topics include Building Landlord Relationships, Housing First, Harm Reduction, Navigating Conflict, De-escalation, and Mindfulness. Warren grew up in Des Moines, Iowa and moved to Minnesota shortly after graduating from Iowa State University. He currently lives with his family in the Twin Cities western suburbs. He enjoys drawing, painting, and photography in his spare time.       The Great Lakes MHTTC is offering this training for individuals working in HHS Region 5: IL, IN, MI, MN, OH, WI. This training is being provided in response to a need identified by Region 5 stakeholders.

DESCRIPTION Attention deficit hyperactivity disorder (ADHD) impacts all communities, yet there are disparities in treatment and care specific to the African American community. These disparities occur throughout life from prenatal period through late adulthood. This talk will examine these unmet needs through the presentation of scientific data and case vignettes, addressing issues such as socioeconomic disadvantages, lack of medical education, and professional recognition. The speaker will discuss bias, mistrust in the system, and poor cultural understanding of African-American children's, adolescents', and adults' unique needs. The webinar will include an exploration of how each step in life is critical to development and how to bridge the gaps to deliver the best ADHD care possible. The presenter will discuss unique strategies for medication management and, conversely, non-pharmaceutical ways to improve outcomes for children, families, and individuals impacted by this neuropsychological disorder. The discussion will delineate behavioral interventions with cultural understanding that are useful and impactful.   LEARNING OBJECTIVES Discuss the unique issues that impact the African American community regarding disparities in care when treating ADHD  Identify missed opportunities associated with ADHD in clinical practice and how they are detrimental throughout the developmental life span List strategies to improve patient-centered delivery of services for untreated and under-treated ADHD in the African American community Discuss transitioning and improving patient adherence to ADHD treatment from early adolescence to late adolescence and into adulthood   PRESENTER  Dr. Napoleon B. Higgins, Jr., MD is a child, adolescent and adult psychiatrist in Houston, Texas.  He is the owner of Bay Pointe Behavioral Health Services and South East Houston Research Group. Dr. Higgins received his MD from Meharry Medical College in Nashville, Tennessee, and he completed his residency in Adult Psychiatry and his fellowship in Child and Adolescent Psychiatry at University of Texas Medical Branch at Galveston. He is the Executive Director of the Black Psychiatrists of America, President of the Black Psychiatrists of Greater Houston, and Past President of the Caucus of Black Psychiatrists of the American Psychiatric Association. Dr. Higgins is co-author of Bree’s Journey to Joy: A Story about Childhood Grief and Depression, How Amari Learned to Love School Again: A Story about ADHD, Mind Matters: A Resource Guide to Psychiatry for Black Communities, and author of Transition 2 Practice: 21 Things Every Doctor Must Know In Contract Negotiations and the Job Search. Dr. Higgins has worked with countless community mentoring programs and has special interest in trauma, racism, and inner-city issues and how they affect minority and disadvantaged children and communities.   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 Parents, caregivers and professionals living with and providing care for individuals impacted by ADHD

  This is Part 1 of 9 of the Supporting Resilience in Children & Youth learning series.     DESCRIPTION: This 2-hour workshop is the first in the Supporting Resilience for Children and Youth series. This presentation will discuss what resilience is (and is not), how we can work with children and adolescents to build resilience skills, and how brain development at different developmental stages provides different opportunities to build resiliency skills. Our discussions will be grounded in the Diversity-Informed Tenets for Work with Infants, Children, and Families (established by the Irving Harris Foundation), which outline a set of strategies and tools focused on diversity, inclusion, and equity principles.     LEARNING OBJECTIVES: Explain the foundational principles of child development & building resilience. Understand brain development birth-young adulthood and how its related to resilient functioning.     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:   Katie Volk, MA is a child development specialist with a particular focus on infancy, early childhood, and families living in poverty. She has worked with hundreds of community organizations to provide training and technical assistance in the United States and Australia, particularly focused on implementing  trauma-informed practices. Katie understands the multidimensional strengths and needs of children and families, the paraprofessionals who serve them, and the systems and contexts in which they live and work. Katie has worked at The National Center on Family Homelessness and C4 Innovations. She has served as adjunct faculty at Boston College, Lesley University, and Wheaton College and is currently conducting her doctoral research at the University of Massachusetts Boston.      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 Social Justice & Inclusion track of the Mental Health Institute. ABOUT THIS EVENT This session is part of the Social Justice & Inclusion track of the Mental Health Institute. Anti-racism paradigm, a form of mental liberation, is a process of actively identifying and opposing racism. The goal of anti-racism is to challenge racism and actively change the policies, behaviors, and beliefs that perpetuate racist ideas and actions. Anti-racism is rooted in action. It is about taking steps to eliminate racism at the individual, institutional, and structural levels, especially in education and mental health. In this workshop, the presenters will discuss approaches to implement anti oppressive practices, specifically embodied awareness for anti-racism work with clients, and create opportunities for liberation work within the profession. 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-3p PT See more in the Social Justice Track HERE LEARN MORE ABOUT THE MENTAL HEALTH INSTITUTE HERE   FACILITATORS Mariaimeé Gonzalez, PhD Dr. Mariaimeé "Maria" Gonzalez, she/her/ella, is Professor of Counselor Education and Chair of the Master in Arts in Counseling, Clinical Mental Health Counseling (CMHC) Program at Antioch University Seattle. She is the co-founder of the Antioch University Latinx Mental Health and Social Justice Institute. Dr. Gonzalez earned her PhD and Master’s degree from the University of Missouri-St. Louis. She is an approved supervisor in the state of Washington and a Licensed Professional Counselor in Missouri. Currently, Dr. Gonzalez serves as the president of the American Counseling Association (ACA) of Washington, President Elect for the Western Association for Counselor Education and Supervision, board member for the Western Association for Counselor Education and Supervision Journal of Technology in Counselor Education and Supervision (JTCES), and member of the ACA Foundation. She co-edited, Experiential Activities for Teaching Social Justice and Advocacy Competence in Counseling, and currently working on research rooted in mental liberation and anti-oppression. She just finished serving as the ACA parliamentarian for 2021-22. The National Board of Certified Counselor’s feature Dr. Gonzalez in The Professional Counselor Journal Lifetime Achievement in Counseling series. She has been involved with global mental health for about 15 years and served as a United Nations delegate to advocate for global mental health, especially during the COVID pandemic.     Cleopatra Bertelsen, LMHC, LMP, RYT-200   Cleopatra Bertelsen, PhD candidate, LMHC, LMP, RYT-200 graduated with a MA in Drama Therapy and Clinical Mental Health Counseling from Antioch University, and a BFA in Theatre and Original Works from Cornish College of the Arts. Cleopatra’s work in private practice with adult clients is influenced by her background in theatre, art, and holistic wellness practices, as a registered yoga teacher, counselor, counselor educator, and artist. She utilizes creative arts modalities, mindfulness, and depth psychology through the lens of empowerment, social Justice, and liberation.  Currently, Cleopatra is completing her dissertation on Multiracial Counselors experiences with race while in counseling programs, and working towards her Ph.D. in Counseling Education and Supervision (CES) with a Creative Arts Cognate from Antioch University. She is the recipient of the CES Social Justice and Multicultural doctoral fellowship. Cleopatra graduated from the NWCEAI professional training in June 2022. Cleopatra is an avid learner, knitter, cook, and creative. In her free time, she spends time in nature and exploring new ways for creative expression.        VISIT THE MENTAL HEALTH INSTITUTE MAIN PAGE    

  DESCRIPTION: This webinar will focus on the foundations of family-centered work with survivors and introduce the Family Centered Toolkit for Domestic Violence Programs. Discussion will include guidance for using the toolkit and strategies for supporting well-being, safety, and the bonds between survivors of intimate partner violence and their children.      LEARNING OBJECTIVES: Describe the importance of an integrated approach that supports parent-child relationships and families with a range of culturally responsive, trauma-informed, and developmentally sensitive services Discuss ways to use the Family Centered Tooklit for Domestic Violence Programs Explain strategies to support the wellbeing, and safety of IPV survivors and their children List accessible resources for DV advocates, program staff, and supervisors to enhance and sustain family-centered services within DV programs     Cathy Cave, Senior Training Consultant, The National Center on Domestic Violence, Trauma, and Mental Health   Cathy Cave has more than 30 years’ experience as an administrator, facilitator and consultant specializing in cultural inclusion, equity, anti-racism work and disparities elimination, trauma informed services and supports, organizational development, supervisory practice and leadership coaching within child welfare, juvenile justice, disaster response, health care, mental health, and substance use services. She is one of New York State’s early trauma champions, coordinating county collaboratives and clinical training trauma conferences. For the National Center on Domestic Violence, Trauma, and Mental Health, Cathy is engaged in internal and external planning, development, and change initiatives. She provides in-person and virtual training, TA, and curriculum development supporting programs, coalitions, other technical assistance centers, governmental bodies and community-based organizations. Since 2012 as a Senior Training Consultant with NCDVTMH, she utilizes her survivor, family, community and administrative perspectives to facilitate organizational change to improve service quality at local, state and national levels.     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.      The Great Lakes MHTTC is offering this training for individuals working in HHS Region 5: IL, IN, MI, MN, OH, WI. This training is being provided in response to a need identified by Region 5 stakeholders.

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

This is part four of our Confronting Implicit Bias in Society and Ourselves learning series.  From Theory to Praxis: Exploring Real World Scenarios Lastly, in the fourth workshop, participants will have an open frame to explore the culmination of their learning, delve into resources to continue their work in this topic, and examine scenarios to authentically push their theoretical understanding of implicit bias into praxis. Each workshop will build upon the learning and discussion from the past workshop(s). While attendance in all four workshops is highly encouraged, it is not necessary.  Trainer Rana Razzaque Dr. Rana Razzaque’s commitment to improving opportunity, access, and inclusion for all children has driven her educational and professional journey. This commitment has deepened over time due to her own lived experiences and the continuous learning she seeks out on a variety of topics related to equity and inclusion, the persistent disparities for marginalized communities, and the deep need to build understanding and empathy through courageous conversations with people from multiple perspectives. Rana was born in Bangladesh, raised in Maryland, spent her adolescence in Texas, and spent a couple of years in Arizona before moving to Denver in 2011. In the warmer months, you might find Rana hiking with her husband Rob and her dog Eeyore. She also loves reading (especially fiction and poetry), trying out new recipes to cook, going to concerts, boxing, and indoor rock climbing (even though she is afraid of heights).     Rana received her Bachelor’s and Master’s degrees in English Literature from the University of Texas at Austin and Arizona State University, respectively, and focused her thesis research on the impact of literary influence on colonizing South Asia in the 17th century. In 2017, she earned her Doctorate in Educational Leadership and Policy Studies from the University of Denver and focused her dissertation research on how mindfulness influences the culturally responsive practices of educators. Rana has served as Social Emotional Learning Partner in Denver Public Schools, Program Development Coordinator with Sources of Strength, Equity, Diversity and Inclusion Specialist at Jeffco Public Schools, and is now the Director of Opportunity, Access, and Inclusion at Englewood Schools in Colorado. Her work intersects culturally responsive and sustaining practices with social-emotional learning and transformative educational leadership. Rana’s mission is to ensure that youth and educators have an intentional focus on honoring diverse cultures and identities, utilizing challenges as opportunities to build resilience, and holistically supporting themselves and others to equitably reach their highest potential. 

About the Event:  Public mental health stigma is pervasive and has many negative impacts. One consequence is that it can lead to self-stigma among mental health service users, including people with severe mental illness. This webinar will discuss how self-stigma can impact identity development of service users and will share ways that mental health staff can help combat mental health stigma.   Learning Objectives: By the end of this presentation, participants should be able to: Describe mental health stigma and the ways that it is harmful Identify how self-stigma impacts people with severe mental illness and their identity development Identify ways that mental health staff can work to reduce stigma   About the Presenter: Evan Myers, MS, is a fourth-year Clinical Psychology doctoral student at Indiana University – Purdue University Indianapolis (IUPUI). He is interested in recovery-oriented evidence-based practices. His current research interests include metacognition and disorganized speech in severe 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: Youth Mental Health First Aid (MHFA) is designed to teach parents, family members, caregivers, teachers,school staff, peers, neighbors, health and human services workers, and other caring citizens how to help an adolescent (age 12-18) who is experiencing mental health or addictions challenges or is in crisis.     LEARNING OBJECTIVES: Learn methods to help adolescents with a mental health or addiction challenge.     CONTINUING EDUCATION: This training offers 6.5 continuing education hours for those who fully attend the training Category: Counselor I or II, Preventionist I or II, CARS I or II, CODP I or II, PCGC II, CCJP II, CAAP I, CRSS I or II, CPRS I or II, MAATP I or II, NCRS II, CFPP II, ATE, CVSS II Webcam must be turned on to receive CE certificates     SPEAKER INFO: Riley Cleary, MSW, Prevention Program Manager for IABH, works to develop, implement, and evaluate the association’s prevention, wellness, and leadership programs. Riley holds a Master of Social Work with a specialization in children and family from Loyola University Chicago.

The United South and Eastern Tribes, Inc. and the New England MHTTC would like to invite you and your staff to attend the Reclaiming Native Psychological Brilliance, 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 throughout 2022 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 that 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, and  Learn about Native brilliance examples to share with behavioral health and other health care staff, as well as with local Tribal Nation citizens.    In addition, the concept of Native psychological brilliance will be highlighted through Native music videos and Native spoken word performances as part of each session of the Reclaiming Native Psychological Brilliance series.    The October 25, 2022 session will feature Professor Joseph P. Gone, member of the Aaniiih-Gros Ventre Tribal National of Montana. Dr. Gone is a Professor in the Faculty of Arts and Sciences (Anthropology) and in the Faculty of Medicine (Global Health and Social Medicine) at Harvard University, where he also serves as the Faculty Director of the Harvard University Native American Program. He is nationally known for his work on the field of Native American mental health. Dr. Gone will speak on "Re-imagining Mental Health Services for American Indian Communities: Centering Indigenous Perspectives."   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. 

This is Week 5 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.    October 24th- Creative Mindfulness Through Art 2 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 In this training, you will be introduced to principles and practices of harm reduction.  Harm reduction is a broad set of compassionate and pragmatic approaches that aim to reduce substance-related harm and improve quality of life.  Harm Reduction Treatment (HaRT) is an evidence-based practice in which 3 components are delivered compassionately and pragmatically: Client-led tracking of preferred metrics Harm reduction goal-setting Safer-use strategies   Schedule for Monday, October 24: 10:00am-12:00pm: Harm Reduction: Introduction  1:00-3:00pm: Harm Reduction Treatment: Translating harm reduction principles into clinical and counseling practice   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 Co-occurring Disorders Track HERE LEARN MORE ABOUT THE MENTAL HEALTH INSTITUTE HERE   FACILITATORS Seema L. Clifasefi, PhD, MSW Seema L. Clifasefi, PhD, is an associate professor and codirector of the Harm Reduction Research and Treatment (HaRRT) Center at the University of Washington-Harborview Medical Center. Her research lies at the intersection of substance use, mental health, criminal justice and housing policy. Since 2006, she has been part of several collaborative academic/community-based research partnerships evaluating the effects of individual and community-level harm reduction programs and interventions designed for people with lived experience of homelessness and substance use problems, including Housing First.       Susan E. Collins, PhD Susan Collins, PhD, is a licensed clinical psychologist and faculty at Washington State University and the University of Washington School of Medicine. At Harborview Medical Center, she codirects the Harm Reduction Research and Treatment (HaRRT) Center with her colleague, Dr. Seema Clifasefi. Dr. Collins has been involved in substance use research, assessment and treatment for over 25 years and has disseminated this work in over 7 dozen book chapters, abstracts and peer-reviewed articles. In 2013, Dr. Collins received the G. Alan Marlatt Memorial Research Award for her contributions to alcohol research. In 2015, she was invited to speak on her work at the White House and was honored with the New Investigator Award for her Harm Reduction Treatment development in the University of Washington Science-in-Medicine Lecture Series. She also brings her own lived experience as a person in recovery from addictive behaviors and as a woman embedded in families with the intergenerational experience of substance use disorder and harm. Currently, she works with multidisciplinary research and clinical teams, community-based agencies, and people who use substances to codevelop a toolbox of evidence-based treatments that empower individuals to reduce their substance-related harm and improve their quality of life – even if they are not ready, willing or able to stop using.   VISIT THE MENTAL HEALTH INSTITUTE MAIN PAGE  

/*--> During this webinar, Dr. Cragin will review treatment approaches and clinical guidelines for clients experiencing comorbid psychosis and trauma-related disorders. Resources will be shared after the event.    /*--> Dr. Casey Cragin received her BA in Psychology from College of the Holy Cross in 2010 and her PsyD in Clinical Psychology from Antioch University New England in 2017. She completed her predoctoral internship at University of California Davis CAARE Center and SacEDAPT Clinic, where she obtained specialized training in the treatment of children and adolescents with trauma-related disorders and adolescents and young adults with early psychosis. She helped to develop an integrated treatment protocol for cooccurring trauma and psychosis in young people and her dissertation, entitled Early Psychosis and Trauma-Related Disorders: Clinical Practice Guidelines and Future Directions, focused on developing expert consensus guidelines for such treatment. Dr. Cragin continued her clinical and research training in early psychosis during her postdoctoral fellowship at the Commonwealth Research Center and CEDAR Clinic as a Harvard Medical School Research Fellow. Dr. Cragin is currently a licensed psychologist at Women and Infants Hospital’s Brown Center for Children. She was appointed as Assistant Professor of Psychiatry and Human Behavior at Warren Alpert Medical School of Brown University in 2022. Dr. Cragin’s research is focused on identifying early indicators and understanding developmental pathways of neurodevelopmental disorders.

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 Rapport building is a key component of providing effective mental health services. Many clinicians feel unsure of how to establish rapport with clients with IDD, which can drastically impact therapeutic progress. This training will provide participants with lived perspectives on the importance of rapport building, as well as practices and activities to help build and maintain rapport in the therapeutic relationship. 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 Molly Cevasco, PhD Molly Cevasco, PhD, BCBA, is a clinical psychologist at Seattle Children’s Hospital. She works primarily within the Dialectical Behavior Therapy (DBT) program at Seattle Children’s, providing therapeutic services in both the outpatient and intensive outpatient programs. Dr. Cevasco is leading the development of a Spanish-language DBT program at Seattle Children’s and works to reduce healthcare inequities and institutional racism. She also specializes in the treatment of trauma in children and teens with autism and intellectual disabilities. Dr. Cevasco also serves as faculty in the Master of Arts in Applied Child and Adolescent Psychology program at the University of Washington.   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    

  School mental health providers can strengthen their skills and grow their network through the Mid-America MHTTC School Mental Health Provider Learning Community.   This program is designed for community-based mental health providers providing services in schools and school-based mental health providers such as school psychologists, school counselors, school social workers, and board-certified behavior analysts. Participants will meet bi-monthly for virtual learning sessions focused on technical assistance, coaching, and network building.     During learning community sessions, participants will partake in candid conversations and presentations on topics including:   Comprehensive systems to support school mental health  Strategies to engage and participate in school teams   Information-sharing methods  Approaches to managing school crises    This regional peer learning community is focused on comprehensive service delivery in the school-based setting and will guide providers integrate into school settings and address school mental health from a multi-tiered systems of support (MTSS) framework.   To learn more about the community and apply, visit Mid-America School Mental Health Provider Learning Community.      

For individuals living with intellectual and developmental disabilities, technology can provide greater independence and increased choice.  Event Description Session 2 - Accessibility Options Using an Android Smartphone October 20, 2022 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. 

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: "Queering” as a verb: "unrestrained by existing ideas." This workshop will introduce participants to assumptions of Narrative Therapy (founders: David Epston, Michael White), followed by case examples demonstrating social justice practices in support of our clients’ preferred intersectional identities. Deconstructing systems of power will be highlighted (racism, heterosexism, classism), inviting us to turn an evaluative eye on dominant cultural discourses and their effects, rather than on our clients.   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   FACILITATOR Charley Lang, MA, LMFT  Charley Lang, LMFT, is co-founder of Narrative Counseling Center in Los Angeles. As director of the Psychology Concentration at Antioch University, his many courses include Queer Counseling & Narrative Practice, Madness in American History & Film and Shakespeare Deconstructed: Gender & Power Play. His 20+ years spent in the acting and directing professions continue to inform the creativity he brings to the field of psychotherapy. Always on the lookout for compelling new narratives, Lang produced and directed several acclaimed documentary films, including the HBO award-winning: Gay Cops: Pride Behind the Badge.          VISIT THE MENTAL HEALTH INSTITUTE MAIN PAGE      

Stress is a common factor in our society that affects and impacts us daily. For marginalized communities, the stress factor increases. For decades, the LGBT+ community has been marginalized and stigmatized by the State. For Latinxs being part of an ethnic minority increases the stress factor. This curriculum discusses the Minority Stress Model as it describes the excessive stress to which individuals of stigmatized social categories are exposed because of their social position and its impact on mental health. Furthermore, the presenter will address how Latinx cultural values can shape the coping mechanisms to manage these stressors.  The curriculum discusses the LGBTQ+ Affirmative Model as a recommended approach to working with Latinx LGBTQ+ communities with mental health challenges. This model works with the acceptance of sexual orientation and gender identity/expression of the person served and requires that mental health professionals have the knowledge and sensitivity necessary to work with the community.    Learning Objectives: 1. Identify stressors among LGBTQ+ Latinx communities   2. Describe the Minority Stress Model and mental health challenges among LGBTQ+ Latinx  3. Discuss the LGBTQ+ Affirmative Model as a recommended approach for Latinx LGBTQ+ individuals and communities    Participation at the 2022 NLPA Conference in Dever, Colorado. 

This is part three of our Confronting Implicit Bias in Society and Ourselves learning series.  Impact Over Intention: Addressing Microaggressions in School In the third workshop, participants will explore how implicit bias can surface and harm others through microaggressions, how to address these on an individual scale, and consider strategies to establish a culture of belonging for every student, family, and staff member.  Trainer Rana Razzaque Dr. Rana Razzaque’s commitment to improving opportunity, access, and inclusion for all children has driven her educational and professional journey. This commitment has deepened over time due to her own lived experiences and the continuous learning she seeks out on a variety of topics related to equity and inclusion, the persistent disparities for marginalized communities, and the deep need to build understanding and empathy through courageous conversations with people from multiple perspectives. Rana was born in Bangladesh, raised in Maryland, spent her adolescence in Texas, and spent a couple of years in Arizona before moving to Denver in 2011. In the warmer months, you might find Rana hiking with her husband Rob and her dog Eeyore. She also loves reading (especially fiction and poetry), trying out new recipes to cook, going to concerts, boxing, and indoor rock climbing (even though she is afraid of heights).     Rana received her Bachelor’s and Master’s degrees in English Literature from the University of Texas at Austin and Arizona State University, respectively, and focused her thesis research on the impact of literary influence on colonizing South Asia in the 17th century. In 2017, she earned her Doctorate in Educational Leadership and Policy Studies from the University of Denver and focused her dissertation research on how mindfulness influences the culturally responsive practices of educators. Rana has served as Social Emotional Learning Partner in Denver Public Schools, Program Development Coordinator with Sources of Strength, Equity, Diversity and Inclusion Specialist at Jeffco Public Schools, and is now the Director of Opportunity, Access, and Inclusion at Englewood Schools in Colorado. Her work intersects culturally responsive and sustaining practices with social-emotional learning and transformative educational leadership. Rana’s mission is to ensure that youth and educators have an intentional focus on honoring diverse cultures and identities, utilizing challenges as opportunities to build resilience, and holistically supporting themselves and others to equitably reach their highest potential. 

Implementing Assertive Community Treatment in Kansas: This session is closed to select participants. Registration link for in-person trainings will be disseminated directly to Kansas CCBHCs.  

  DESCRIPTION: Latinx youths are at significant risk for mental health problems, including anxiety, depression, and suicide attempts. Latinx youths are also less likely to access culturally responsive mental health services and continue to be undiagnosed or untreated. This can lead to negative outcomes such as negative interactions at school and with authorities, increased disconnection from family and society, and exposure to the criminal justice system. The presenter will also discuss factors that affect Hispanic and Latino youth mental health and academic performance, the use of culturally centered interventions in school mental health, and how to engage effectively Hispanic and Latino youth and families in school mental health treatment.     LEARNING OBJECTIVES: Identify trends in mental health disorders, including suicidal thoughts and behaviors. Discuss culture-specific risk and protective factors associated with mental health. Discuss cultural elements that inform mental health assessment and treatment for Hispanic/Latino youth.     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:   Diane Arms, MA Diane Arms currently serves as Trainer for the National Hispanic and Latino Mental Health Technology Transfer Center. She has dedicated her career to serving the Latino population in the health field, including mental health and substance use. She received both her Bachelor of Arts and Master of Arts Degree in Clinical Psychology from the University of Texas at El Paso. Diane has served as Director of Health Integration at Avenue 360 Health and Wellness, Director of Prevention and Counseling at the Association for the Advancement of Mexican Americans, and with the Harris County Health Care Alliance as Program Manager facilitating leadership meetings amongst local FQHCs to identify, address, and resolve systemic issues proactively. Ms. Arms has also served as an Operations Administrator for the children's division unit at Emergence Health Network, El Paso's Local Mental Health Authority. She has successfully implemented programs such as Multisystemic Therapy in a Mental Health Setting and Transition Age Youth, assisting transitioning clients from children's services to adult services in the mental health system. In addition, she spearheaded the transition of the agency's clinical and behavioral health services to telehealth services to accommodate social distancing and stay-at-home orders due to COVID 19.   Previously funded projects consisted of identifying relationships between stress, depression, and anxiety to substance use and parenting styles in young adult Latinos, investigating the effects of chronic illnesses on children's health-related quality of life in the Colonias, an underserved and impoverished neighborhood along the Texas-Mexico border, and exploring effective decision-making aids on colorectal cancer for the aging Latino population. She sits on the Houston BARC Foundation's board, the City of Houston's Animal Shelter and Adoption Facility. She is also a fellow of the American Leadership Forum, Class 44.      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.