Past Events

  Children with an intellectual or developmental disability (IDD) are more likely to experience traumatic events and it is important to understand the impact of trauma of these children. This 1-hour webinar will define and explore trauma-informed care with children with IDD and ways to screen these children for trauma in primary care settings.   Objectives: Define intellectual and developmental disabilities (IDD) Discuss how traumatic experiences may affect children with IDD Discuss trauma-informed care with children with IDD Determine ways to screen and assess for trauma with children with IDD   Presented by: Allison “Alli” Morton, PhD Allison “Alli” Morton, PhD, LMHP, PLP, is a postdoctoral fellow in the Department of Psychology at the Munroe-Meyer Institute for Genetics and Rehabilitation at the University of Nebraska Medical Center. She recently earned her PhD in Clinical Psychology from Texas Tech University and completed her predoctoral internship at the University of Arkansas for Medical Sciences. Dr. Morton provides clinical services in an integrated behavioral health clinic at Children’s Physicians Creighton. Her clinical and research interests center around the implementation and dissemination of evidence-based practices with children and adolescents, particularly in relation to trauma. Dr. Morton also has an active interest in promoting resilience following traumatic events and fostering use of positive parenting practices in primary care and outpatient settings.     ACCREDITED CONTINUING EDUCATION   In support of improving patient care, University of Nebraska Medical Center is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC), to provide continuing education for the healthcare team. The University of Nebraska Medical Center designates this live activity for a maximum of 1.0 AMA PRA Category 1 Credit™. Physicians should claim only the credit commensurate with the extent of their participation in the activity. Continuing Education (CE) credits for psychologists are provided through the co-sponsorship of the American Psychological Association (APA) Office of Continuing Education in Psychology (CEP). The APA CEP Office maintains responsibility for the content of the programs. This activity has been approved for 1.0 credit hour of continuing education credit.    

  DESCRIPTION: It can often be difficult to know how much personal information to share in a professional setting with the people we support and what crosses the line as being too personal. Finding this balance is becoming more complicated as communication is increasingly digital, text based, and being conducted on various social media platforms. This class explores best practices in this difficult area.     LEARNING OBJECTIVES: Explore the purpose and function of self-disclosure Articulate the hallmark of effective self-disclosure Recognize that effective self-disclosure is situational and individual Examine the impact of social media and technology     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.

This is Part 3 of our Neuro-Sequential Model in Education series.  Event Description This 4-part series will explore the impact stress has on learning and behavior. We will learn about the human stress response system and different ways it manages stress. We will also process through the four modes of human regulation and ways to promote them in the learning environment.     Learning Objectives Participants will be able to identify two ways humans regulate.  Participants will be able to create strategies for students that promote regulation.   Trainer Jessica Pfeiffer, PsyD., LCSW                     Dr. Pfeiffer is co-host of Education Suspended, a podcast focused on engaging in conversation with guests who are passionate about evolving our educational system. She is also the co-author of “Implications of Animal-Assisted Psychotherapy for the Treatment of Developmental Trauma through the Lens of Interpersonal Neurobiology”. Dr. Pfeiffer is an adjunct professor at the University of Colorado, Denver, in the Graduate School of Education and Human Development.  She completed her undergraduate degree in Social Work at Wartburg College in Waverly, Iowa. She received her Master of Social Work degree and Animal Assisted Social Work Certificate from the University of Denver. Dr. Pfeiffer received her Doctorate in Clinical Psychology in School Psychology at the University of Colorado, Denver. 

  DESCRIPTION: Much of the current clinical and scholarly information around autism is deficit-based and limited. In fact, some of it is now known to be completely inaccurate. The result is a disconnect from the actual experience of being autistic. Misinformation, misguided support, and oppression creates and contributes to mental health difficulties, stress, and unintentional harm. Bring your knowledge up-to-date based on the past 15 years of the neurodiversity movement, which is largely informed by autistic scholars and the autistic experience. This informational, experiential, and reflective experience will help you understand autistic thinking and thriving in ways that might be unrecognizable to non-autistic people. Begin to explore how to adapt your current practices to foster genuine autistic happiness, health, and healing across the lifespan. When we know better, we do better!     LEARNING OBJECTIVES: Increase awareness and identification through greater understanding that people with autism experience thinking and processing differences, and these differences are not deficits Explore the intersection of autism and mental health, including contributions, current limitations, diagnostic overshadowing, co-occurring considerations, and the impact of stress and trauma Understand what health and happiness means to autistic people Consider what adaptations can be made to provide accessible, inclusive, and affirmative healthcare environments and clinical supports for autistic people     ADDITIONAL TRAINING OPPORTUNITY: Those interested in participating in a certified 30-hour intensive training course on this subject are invited to complete a brief application to be enrolled. Please visit the event page for this training to access additional information and view the training schedule, Those who fully attend the 30-hour intentsive training course will receive 30 certified continuing education (CE) hours.     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: Angela Marx, PhD Dr. Angela Marx has been joining with children, adolescents, adults, and families in various roles and places for almost half her life and has been in academia studying and training in clinical psychology for the past 12 years. Although she considers herself a scientist and uses research and knowledge, she also knows that there is so much more that we do not know and focuses on each person’s experience to join and learn with them. Dr. Marx specializes in assessment and facilitating mental health and wellness with neurodivergent children, adolescents, and adults to help them discover and define who they are and find (or create) the places where they belong and flourish.     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 Co-occurring Disorders track of the Mental Health Institute. ABOUT THIS EVENT This module will focus on the human central nervous system and its adaptations to stress and substance use. 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 1-3p PT See more in the Co-occurring Disorders Track HERE LEARN MORE ABOUT THE MENTAL HEALTH INSTITUTE HERE FACILITATOR Jeffery Roskelley, LICSW Jeffery Roskelley is a licensed independent clinical social worker training and consulting for the SPIRIT (which stands for Supporting Psychosis Innovation through Research, Implementation and Training) Lab at the University of Washington. Jeff graduated from the University of Utah with a Masters of Social Work degree in 2008, and has worked in several different settings including hospice, as a co-occurring assessment specialist at the University of Utah and as a co-occurring specialist for the Lake Whatcom PACT team in Bellingham WA, where he currently resides. Jeff’s area of specialty is in Cognitive Behavioral Therapy for Psychosis and for Substance Use Disorder. Since 2013 he has been training Assertive Community Treatment Teams in WA state in co-occurring disorders treatment and cognitive behavioral techniques for severe mental illness. Jeff was trained and received consultation in CBTp with the original Washington state cohort in 2015, trained by Jennifer Gottlieb, PhD from the Harvard Medical School and provided direct clinical CBTp counseling to clients at Sunrise Mental Health from 2015 to 2018, receiving supervision from Sarah Kopelovich, PhD, from the University of Washington. Currently, Jeff provides individual private counseling in Acceptance and Commitment Therapy, addressing a wide range of clinical issues, ranging from anxiety and depression to obsessive compulsive disorder and psychosis. In addition, Jeff is a clinical supervisor for social workers. Finally, last but not least, Jeff is an ardent dog lover and a dabbler in chi gong.   VISIT THE MENTAL HEALTH INSTITUTE MAIN PAGE        

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 Contingency Management is a behavior therapy used commonly in substance use disorder treatment that uses positive reinforcement to encourage change. Positive reinforcement has strong research support as a change influencer across people of all ages and settings. In this training participants will learn the key principles of Contingency Management, get a taste of what this intervention looks like, and discuss implementation of this evidence-based intervention in real-world settings. 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-12p PT See more in the Co-occurring Disorders Track HERE LEARN MORE ABOUT THE MENTAL HEALTH INSTITUTE HERE   FACILITATOR K. Michelle Peavy, PhD, MAC, SUDP Dr. Michelle Peavy is an Associate Professor in the Elson S. Floyd College of Medicine at Washington State University and Director of Training at PRISM (Promoting Research Initiatives in Substance Use and Mental Health). She is a licensed clinical psychologist and holds specialized credentials in treating substance use disorders. She has spent most of her professional life working within substance use disorder treatment settings as a clinician, a clinical researcher or both. As such, she has interests in interventions targeting substance use, as well as clinical training and workforce development for professionals working with people with substance use disorders.      VISIT THE MENTAL HEALTH INSTITUTE MAIN PAGE        

In order to address the ever-growing wellbeing needs of students and educators in the state, the Nebraska Department of Education’s (NDE) Office of Coordinated Student Support Services partnered with the Mid-America MHTTC to implement the Nebraska School Mental Health Project. The Project included funding, training, technical assistance to Educational Service Units across Nebraska in implementing Comprehensive School Mental Health Systems. Satisfaction and knowledge data from training and lessons learned will be presented. This is a pre-recorded presentation for the Annual Conference on Advancing School Mental Health.

Teaching ranks as one of the most stressful occupations in the United States, especially in recent times. Fortunately, there are steps we can take to improve educator well-being. The Mid-America MHTTC utilizes the research supported Adult Resilience Curriculum (ARC) to provide strategies at the individual-and systems-level that enhance educator well-being. Data and lessons learned from a training-of-trainers series will be discussed. This is a pre-recorded session for the Annual Conference on Advancing School Mental Health.

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 Providing ethical and effective mental health treatment requires knowledge of culturally and developmentally appropriate assessment tools for use with diverse populations. Clinicians and trainers will share rationale for engaging in effective assessment and specific tools for evaluation and appropriate case conceptualization. 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    

The Northeast & Caribbean Mental Health Technology Transfer Center invites your school to participate in a Fall 2022 workshop focused on the newly developed Tier 2 program, POWER: Positive Outcomes With Emotional Regulation. POWER Program Overview: The POWER program is a manualized 8-session group school-based intervention program designed to promote emotion regulation skills for middle and high school students with or at risk of developing mental and behavioral health needs. The POWER program incorporates techniques that have been found to be effective across adolescents with different types of emotion-related mental and behavioral health needs. As a targeted intervention, the POWER program is designed to be implemented at Tier 2 within the multi-tiered systems of support (MTSS) framework. POWER Program Training Opportunity: As a part of the launch of POWER in our region, we are inviting schools to participate in a collaborative workshop in which schools will receive support for the implementation of the program and training to facilitate the 8-session group curriculum. Ideal staff to attend the workshop: School Counselors School Social Workers School Psychologists Teachers Social Emotional Learning (SEL) Coordinators Other school staff (e.g., health teachers, gym teachers, wellness staff, etc.)  

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

Schools face many barriers to implementing effective crisis planning, often resulting in waiting for a crisis to occur before preparing. We can control how we support students with effective and comprehensive crisis planning. In this presentation at the Annual Conference on Advancing School Mental Health, Mid-America MHTTC will share data on the impact of a year-long crisis planning learning community, including satisfaction ratings and growth from pre-to post-assessment. Participants will develop knowledge of best practices and access to free resources.

The South Southwest MHTTC is pleased to host the Case Conceptualization for First Episode Psychosis (FEP) series. The purpose of this series is to introduce FEP therapists, skills trainers, and team leaders to three different case conceptualization approaches. The 9-session series will begin with Cognitive Behavior Therapy for Psychosis (CBT-P) on October 13th with Dr. Samantha Reznik. In the first three sessions of the series, attendees will learn the basics of building a CBT-P case conceptualization for clients they currently work with. The series will include both didactic and experiential components. Attendees will also have the opportunity to join additional case conceptualization approaches, such as integrating trauma and culture into conceptualization in future months.   Series 1: CBT-P Dates: Oct 13, 2022: CBT-P Nov 10, 2022: CBT-P Dec 8, 2022: CBT-P   Handouts    

Join us for this panel discussion at the Iowa Community Healthcare Conference, with a variety of subject matter experts who will share their perspectives on behavioral health needs in rural Iowa. Youth suicide, opioid overdoses and fatalities, and social isolation are just a few of the growing behavioral health concerns. This session will focus on the needs and disparities, resources available, and approaches underway to address these behavioral health concerns and access issues in rural communities across Iowa.

Webinar Description: This webinar will support the implementation of a recovery-oriented system of care that aligns with Hispanic and Latino/é cultural values. The goal of mental health services is to cultivate an environment in which individuals with lived experiences of mental health concerns feel comfortable seeking care, engaging in treatment, and supported on their journey towards recovery. Understanding the various barriers to recovery-oriented reform (individual, cultural, and structural), developing recovery-oriented competencies, and communicating recovery-oriented messages within Hispanic and Latino/é communities can enhance a recovery-oriented system of care.   Presenters: Oscar F. Rojas Perez, Darice Orobitg, Katty Rivera, Caribel Sanbria Velez, Graziela Reis, Maria E. Restrepo-Toro, and Kristine Irizarry   Intended Audience: Mental health practitioners, peer providers, individuals with lived experience, and family members.   Learning Objectives: Understand structural challenges to supporting mental health recovery in Hispanic and Latino/é communities. Recognize recovery-oriented staff competencies to enhance and promote recovery with Hispanic and Latino/é individuals. Identify strategies on how to integrate Hispanic and Latino/é cultural elements and values with principles of recovery. Learn from a peer leader about the impact of peer support mental health services in supporting recovery among Hispanic and Latino/é communities.   This interactive webinar is a collaboration among the following Mental Health Technology Transfer Centers: New England, Northeast & Caribbean, and National Hispanic and Latino.   *Latiné (pronounced la·ˈ​ti·​ne) is a gender-neutral form of the word Latino, created by LGBTQIA+, gender non-binary, and feminist communities in Spanish speaking countries. The objective of the term Latiné is to remove gender from the Spanish word Latino, by replacing it with the gender-neutral Spanish letter é.

This is part two of our Confronting Implicit Bias in Society and Ourselves learning series.  Recognizing and Readdressing Implicit Bias In the second workshop, participants will delve deeper into how implicit bias is formed, how to recognize and readdress it in one’s self, and practice some talk moves to support them in addressing others’ biases.  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. 

  DESCRIPTION: Join PATCH as they introduce this webinar series and set the stage for successful youth engagement in school based mental health. You'll learn about the PATCH Model for Youth Engagement and how you too can center youth voice and get a sneak peak of sessions to come for the 2022–2023 school year!     LEARNING OBJECTIVES: Learn about PATCH's unique Model for Youth Engagement Identify what makes youth engagement strategies successful Explore ways youth and be centered and involved in school-based mental health     CERTIFICATES: Registrants who fully attend this training will receive a certificate of attendance via email within two weeks after the event.      PRESENTER: 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.

Join us for our monthly MHTTC webinar series featuring our guest speaker, Jason Butler.  Wednesday, October 12 1-2 ET / 12-1 CT / 11-12 MT / 10-11 PT / 9-10 AK

DESCRIPTION Stigma – which involves labeling, stereotyping, and discriminating – is a major barrier to mental health help-seeking, treatment engagement, and full inclusion in society. Recent research demonstrates that mental health stigma is on the rise toward people with psychosis-spectrum experiences (e.g., hallucinations, delusions). This webinar will discuss how young people who have psychosis-spectrum experiences, and are just forming their identities, may be particularly vulnerable to the deleterious effects of this stigma. The presenter will also cover practical tools and resources, including assessment, communication, and treatment strategies.   LEARNING OBJECTIVES Conceptualize and define stigma Understand the unique impact of stigma on youth at psychosis-risk or who have psychotic-like experiences Discuss efforts to combat this stigma   PRESENTER Joseph DeLuca, Ph.D., is an Assistant Professor in the Department of Psychological & Brain Sciences at Fairfield University (and voluntary faculty member at the Icahn School of Medicine at Mount Sinai) who specializes in psychosis-risk and the early stages of psychosis.    

/*--> In recognition of Hispanic Heritage Month, join our efforts to amplify the work of community-based organizations (CBOs) and nonprofits in New England supporting mental health and advancing substance use prevention, treatment, and recovery in Hispanic/Latino communities. Celebrate innovation! In a "Round-Robin-style" of presentation, CBOs and local nonprofits throughout the New England region will showcase their goals, growth, outcomes, and visions for the future in their efforts to support the behavioral health needs of underserved populations. SAMHSA DIPS events are designed to increase the access, visibility, and viability of CBOs and local nonprofits. These events are fun, lively, interactive sessions where we build community and share regional resources. Learn more about SAMHSA’s Diversity and Inclusion Project Showcase activities and stay posted for speaker updates and a complete listing of CBOs and nonprofits being featured at this event.

The Northwest MHTTC is excited to collaborate with the University of Washington's SPIRIT Lab (Supporting Psychosis Innovation through Research, Implementation, & Training) to offer a live learning community in the fall of 2022. Topics are grouped as the "Essentials of Care" as they are crucial topics focused on supporting individuals with serious mental illness (SMI) across a range of clinical settings.  Each session includes expert-led instruction and experiential learning Up to 16 hours of Continuing Education (CE) credits* (see bottom of page) are offered.   ABOUT THE LEARNING COMMUNITY Eligibility  Region 10 (Alaska, Oregon, Idaho & Washington) teams and organizations  Leaders are invited to apply for the series -- space is limited If selected, a group of 5 people from your team/agency will receive registration information Commitment to attend the whole series is required Each individual must have access to computer/web camera/audio to participate Leaders can apply using the "Register" button at the top. Applications are now closed.   Why attend this Learning Community? You will receive incredibly useful training backed by experience and research from a training team committed to helping the workforce feel skilled in serving this population.  They have worked in the field and are passionate about training others. You will explore the knowledge, attitude and skills to perform this important work and increase your effectiveness and perspective.  Come learn best practice strategies that can be implemented in your work with individuals experiencing SMI to support recovery! Staff, leaders and teams can benefit in multiple ways: Onboarding for new(er) staff Professional development to expand staff and leadership skill set Increase familiarity, confidence and competence when working with this population Team-building learning opportunity Support teams in work settings that may not receive this type of training   Hear our podcast episode with the SPIRIT team discussing this Learning Community series and more by CLICKING HERE SESSIONS: Wednesdays, October 12 - December 7, 2022 (no session 11/23) 9 - 11am AK / 10am - 12pm PT / 11am - 1pm MT Session # and Date Title Description Instructor   1: Oct 12th   Recovery-Based Care   Work toward a better understanding of what recovery-oriented care means and how recovery principles can be enacted in community support settings.   Jeff Roskelley, LICSW   2: Oct 19th   Creating a Supportive Environment   Develop knowledge and skills to foster safe and supportive environments that promote recovery   Shannon Stewart, LMHC   3: Oct 26th   Trauma-Informed Care   Learn how trauma and stress affect the body and mind and apply this understanding to working with vulnerable populations.   Mel LaBelle III, MA, LMHC   4: Nov 2nd   Overview of Serious Mental Illness (SMI)   Cultivate understanding of SMI signs, symptoms, diagnosis and treatment.   Sarah Kopelovich, PhD   5:  Nov 9th   Building Therapeutic Communication   Improve knowledge and skills to feel more effective and confident in your communication with individuals experiencing SMI.   Shannon Stewart, LMHC   6:  Nov 16th   Substance Use   A primer on addiction basics with motivational enhancement strategies.    Jeff Roskelley, LICSW   7:  Nov 30th   Culturally Responsive Care Practices   Foster discussion and education around cultural identities, beliefs, and how to incorporate culturally responsive care practices with empathy and respect.   Mel LaBelle III, MA, LMHC   8:  Dec 7th   Crisis Response   Develop knowledge and skills to work with individuals in crisis.   Sarah Kopelovich, PhD Questions: For questions about this series, including eligibility and registration please contact the Northwest MHTTC at [email protected]. FACILITATORS SHANNON STEWART, LMHC Shannon Stewart graduated from Arizona State University with a dual major in Psychology and Communication and completed a Master’s Degree in Community Counseling at Seattle University. Prior to joining the UW SPIRIT Lab, she worked at Harborview Medical Center providing supported employment and Cognitive Behavioral Therapy for psychosis (CBTp) to adults with persistent and medication-resistant psychosis as well as First Episode Psychosis. She also served as the CBTp Agency Lead for Harborview’s Mental Health and Addiction Services. Shannon’s interests involve understanding/addressing how stigma around serious mental illness creates barriers to access, engagement, therapeutic rapport-building, and recovery. Now as a CBTp trainer with the SPIRIT lab, she is committed to using her personal experience learning CBTp as a community mental health clinician to support other professionals in their learning journey.     JEFFERY ROSKELLEY, LICSW Jeffery Roskelley is a licensed independent clinical social worker training and consulting for the SPIRIT (which stands for Supporting Psychosis Innovation through Research, Implementation and Training) Lab at the University of Washington. Jeff graduated from the University of Utah with a Master of Social Work degree in 2008, and has worked in several different settings including hospice, as a co-occurring assessment specialist at the University of Utah and as a co-occurring specialist for the Lake Whatcom PACT team in Bellingham WA, where he currently resides. Jeff’s area of specialty is in Cognitive Behavioral Therapy for Psychosis and for Substance Use Disorder. Since 2013 he has been training Assertive Community Treatment Teams in WA state in co-occurring disorders treatment and cognitive behavioral techniques for severe mental illness. Jeff was trained and received consultation in CBTp with the original Washington state cohort in 2015, trained by Jennifer Gottlieb, PhD, from the Harvard Medical School and provided direct clinical CBTp counseling to clients at Sunrise Mental Health from 2015 to 2018, receiving supervision from Sarah Kopelovich, PhD, from the University of Washington. Currently, Jeff provides individual private counseling in Acceptance and Commitment Therapy, addressing a wide range of clinical issues, ranging from anxiety and depression to obsessive compulsive disorder and psychosis. In addition, Jeff is a clinical supervisor for social workers. Finally, last but not least, Jeff is an ardent dog lover and a dabbler in chi gong.   MEL LABELLE III, MA, LMHC Mel LaBelle is currently providing training and consultation for the Cognitive Behavioral Therapy for psychosis (CBTp) project with a focus on CBTp groups. He graduated from Argosy University, Seattle with a Bachelor of Arts in Psychology, and a Master of Arts in Counseling Psychology. Prior to joining the UW Psychiatry Department, he has spent the past 10+ years working in non-profit public health and mental health agencies in the Greater Seattle Area. As a licensed mental health counselor Mel has provided CBTp and other evidence-based therapies to individual clients and groups with a focus on LGBTQIA+ and BIPOC. He has also trained and worked as a mHealth Support Specialist for the University of Washington FOCUS study. Mel’s interests involve using the gestalt of a person’s culture, biosocial history, social support system, and belief structure within group therapy to assist the individual, and other group members, in increased awareness, understanding, and personal efficacy.   SARAH KOPELOVICH, PHD Sarah Kopelovich, PhD is a forensically-trained licensed clinical psychologist in the Department of Psychiatry and Behavioral Sciences at the University of Washington School of Medicine. Dr. Kopelovich is an Associate Professor in the department and holds the Professorship in Cognitive Behavioral Therapy for psychosis. Her current research is specifically oriented toward implementation and dissemination strategies for psychotherapeutic and psychosocial interventions for Schizophrenia Spectrum Disorders. She regularly conducts workshops, seminars, and professional consultation across the country for an array of mental health professionals and trainees in CBT for psychosis; Recovery-Oriented Cognitive Therapy; Individual Resiliency Training for First Episode Psychosis; Assertive Community Treatment; and diagnostic, suicide, and violence risk assessment. Dr. Kopelovich completed a postdoctoral fellowship in Serious Mental Illness at Emory University School of Medicine in 2015. She received her doctorate in Clinical Psychology from City University of New York and a terminal Master’s in Forensic Psychology from John Jay College of Criminal Justice of the City University of New York.   The SPIRIT Lab has been providing workforce development to practitioners serving individuals with Serious Mental Illness for more than a decade. Driven by a dedication to advancing recovery for individuals and families affected by psychosis, SPIRIT lab faculty and staff provide training and consultation to an array of behavioral health and allied providers in research-based and culturally informed interventions.   * CONTINUING EDUCATION CREDIT DETAILS:  Physicians, physician assistants, primary care ARNPs, psychologists, and other health care providers may be eligible for CME or CEUs for completing the course. Retain your Certificate of Completion and verify its suitability for CME/CEUS with your licensing/credentialing entity.  The University of Washington is an approved provider of continuing education for DOH licensed social workers, licensed mental health counselors, licensed marriage and family therapists, psychologists, chemical dependency professionals, nurses and physicians under the provisions of: WAC 246-809-610, WAC 246-809-620,WAC 246-811-200, WAC 246-840-210, WAC 246-919-460 and WAC 246-924-240.

  Applications close September 30, 2022   Session Dates: October 12, 19, 26, November 2, 9, 16, 2022     DESCRIPTION: Schools are a key setting for suicide prevention. Teachers, mental health providers, and all other school personnel who interact with students can play an important role in not only keeping students safe but promoting emotional well-being and connectedness for all students. The best way to prevent suicide is for school districts to adopt a comprehensive, culturally relevant, evidence-based approach that identifies students who might be at-risk for suicide and assists them in getting help as well as responds when a suicide death occurs. Building Capacity for Effective School-Based Suicide Prevention is a six-week learning collaborative centered around the NIATx process improvement model; a structured, team-based approach to change management. This learning community is designed to empower school district teams to create a roadmap for improvement and commit to measurable and sustainable changes to their suicide prevention plans.     LEARNING OBJECTIVES: Identify the components of comprehensive, culturally relevant, and evidence-based suicide prevention policies and practices Explain the NIATx principles and change model to team members and begin a change project strengthening their district suicide prevention policies, plans, and programming Use the key quality improvement tools: the walk-through, flowcharting, the nominal group technique, and Plan-Do-Study-Act (PDSA) rapid cycle testing     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: Tandra M. Rutledge, MA Tandra M. Rutledge is a mental health and suicide prevention educator, advocate, and consultant. She is the Director of Healthcare Systems Initiatives for Project 2025, a national initiative of the American Foundation of Suicide Prevention to reduce the suicide rate by 20% by the year 2025. With over 25 years of clinical, healthcare, and executive leadership experience, Tandra dismantles stigma and cultivates resilience in her work through a social justice and racial equity framework. A highly regarded and trusted mental health expert, Tandra fosters deep, honest connections with diverse audiences that heal and inspire.            The Great Lakes MHTTC is offering this training for individuals working in HHS Region 5: IL, IN, MI, MN, OH, WI. This training is being provided in response to a need identified by Region 5 stakeholders.

The current webinar aims to overview the “coming out” process for Latinx communities. Specifically, the webinar will contextualize the “coming out” process within the minority stress framework and the intersection of racism and heterosexism. Subsequently, the webinar will discuss common stressors associated with disclosing one’s sexual minority identity. Finally, the webinar will provide insight into how Latinx cultural values and “coming out” impact identity development. Learning Objectives: Understand the “coming out” process for Latinx individuals within the context of the minority stress framework and systems of oppression (i.e., racism and heterosexism). Identify common stressors (e.g., mental health concerns) associated with “coming out” for Latinx individuals. Discuss how Latinx cultural values intersect with “coming out” for Latinx communities and identity development.   Speaker Dr. David G. Zelaya (he/him/él) is an Assistant Professor (Research) at Brown University School of Public Health (SPH) within the Center for Alcohol and Addiction Studies (CAAS), Department of Behavioral and Social Sciences and a research fellow at Harvard Medical School within the Department of Psychiatry. His research program examines health disparities, from an intersectionality and minority stress lens, among Black, Indigenous, and People of Color and sexual and gender minority communities and links to HIV risk, mental health, and substance use. Clinically, he is interested in providing culturally competent behavioral health services to historically underserved communities (e.g., Spanish-speaking Latinx people; sexual and gender diverse people). Dr. Zelaya received his Ph.D. from Georgia State University in counseling psychology, he was a psychology resident at Harvard Medical School's Cambridge Hospital (part of the Latinx Mental Health Program, the Gender and Sexuality Clinic, and the Psychiatric Emergency Service). He completed his fellowship within the Alcohol Research Center on HIV (ARCH) and CAAS at Brown SPH. Dr. Zelaya is actively involved in service at the national and local levels. For example, he is an appointed member of the APA workgroup on Journal Reporting Guidelines for Equity, Diversity, Inclusion, & Justice in Psychological Science, co-chair of the Early Career Psychologists Committee for the Massachusetts Psychological Association, was a board member of the Massachusetts Psychological Association, and an APA Minority Fellow alumnus. He has been the recipient of numerous social justice awards, his research has been published in the flagship journals of his field, and he serves on the editorial board for the Psychology of Sexual Orientation and Gender Diversity journal. At Brown, Dr. Zelaya teaches Introduction to Health Disparities.  

The Northeast & Caribbean Mental Health Technology Transfer Center invites your school to participate in a Fall 2022 workshop focused on the newly developed Tier 2 program, POWER: Positive Outcomes With Emotional Regulation. POWER Program Overview: The POWER program is a manualized 8-session group school-based intervention program designed to promote emotion regulation skills for middle and high school students with or at risk of developing mental and behavioral health needs. The POWER program incorporates techniques that have been found to be effective across adolescents with different types of emotion-related mental and behavioral health needs. As a targeted intervention, the POWER program is designed to be implemented at Tier 2 within the multi-tiered systems of support (MTSS) framework. POWER Program Training Opportunity: As a part of the launch of POWER in our region, we are inviting schools to participate in a collaborative workshop in which schools will receive support for the implementation of the program and training to facilitate the 8-session group curriculum. Ideal staff to attend the workshop: School Counselors School Social Workers School Psychologists Teachers Social Emotional Learning (SEL) Coordinators Other school staff (e.g., health teachers, gym teachers, wellness staff, etc.)