Past Events

Supporting mental health providers, researchers, and educators in their understanding of how history, policies, migration, and trauma shape the lived experience of the Latinx community is critical to capitalize on Latinx’s existing sources of strengths and resources. The intent of the present book, ¿Quiénes Somos y de Dónde Venimos? A Historical Context for Working with Latinx Individuals is to serve as a resource for mental health providers, researchers, and educators working with the Latinx communities. The book discusses the unique and specific experiences of Mexican, Guatemalan, Salvadoran, and Honduran communities before and in the United States. Specifically, the book examines how oppression, the history of colonialization, and current sociopolitical and sociocultural factors affect the mental health of Latinxs in the United States. Through this conversation with the authors, the audience will:   Identify possible use of the book for research, clinical practice, and educational purposes. Recognize the role and importance of historical context to better understand and inform mental health treatment within Latinx immigrant communities Address how various forms of oppression may influence mental health among Latinx immigrant groups in the US.   Who should attend? This webinar is designed for clinicians who work with Latinx populations with mental health needs and are interested in learning about the vulnerabilities and uniqueness of these populations.   About the speakers: Oscar Rojas Pérez, PhD- Dr. Rojas Perez is an associate research scientist at Yale University School of Medicine. He received his doctorate from the counseling psychology program at the University of Missouri. He completed his pre-doctoral internship at La Clínica Hispana in the Yale Doctoral Internship in Clinical and Community Psychology. Broadly, his professional contributions focus on developing and cultural/linguistic adaptation of measures and interventions, Latinx immigrant well-being and trauma, multicultural responsive training, and public policy advocacy. Clinically, he is licensed and has extensive experience providing evidence-based interventions (e.g., Dialectical Behavior Therapy, Motivational Interviewing, Prolonged Exposure Therapy) to a diverse client population (e.g., undocumented immigrants, refugee/asylum seekers, monolingual Spanish-speaker, etc.) in a variety of settings. Dr. Rojas Perez currently serves as the Senior Policy Advisor for the National Latinx Psychological Association.   Nancy Herrera, PhD is a UTHealth Postdoctoral Research Fellow with the Department of Psychiatry and Behavioral Sciences. As a bilingual psychologist, supporting the mental health of historically minoritized communities is her personal and professional passion. Her main areas of clinical practice and research center around Latinx wellness, healing post-trauma, and culturally centered clinical practices. Dr. Herrera utilizes intersectional, decolonial, and liberation psychology approaches to support holistic healing from interpersonal trauma. As a woman of Mexican descent, her clinical and scholarly work is her means of advocacy, resistance, and countering historical and deficit narratives used to further oppressed Chicanx/Latinx communities.   David G. Zelaya, PhD (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.    

About the Event:  In recognition of National Recovery Month, the Southeast Mental Health Technology Transfer Center will host a panel discussion featuring Certified Peer Specialists providing Peer Support to individuals in dual recovery (from substance use and mental health concerns) at Recovery Community Organizations and Respite Centers. Panelists will discuss the challenges and opportunities that can present themselves when the focus is on the whole person, and not a primary diagnosis; the resources that are needed to build and maintain a successful community-based dual recovery program; and how communities and behavioral health providers benefit from the programs.   Learning objectives: Identify community resources that can enhance dual recovery Understand the difference between a whole-person approach to recovery and a diagnostic approach to symptom abatement Describe the role of the peer specialist in supporting dual recovery (when there is no dual recovery certification)   About the Facilitators: The Georgia Mental Health Consumer Network believes in the ability of everyone living with mental health concerns to enjoy lives of purpose, meaning, productivity, and wellness. Since it was founded in 1991, this grassroots nonprofit organization has been led and run by mental health peers—people in mental health recovery. At its core, the basis of peer support—one person using their lived experience to support another—is not new; in fact, it is the basis of human growth and development. Mental health peers with special training are now able to use their lived recovery experience in clinical settings to provide something beyond a diagnosis or medication.   Roslind D. Hayes, BS, CPS-MH, CARES, WHWC is the Statewide Coordinator of the GMHCN's Peer Support, Wellness, and Respite Centers. She is a trainer/facilitator for the Certified Peer Specialist Project, Peer Zone, and Intentional Peer Support.  Chris Johnson, MFA, CPS, CPS-AD is GMHCN's Director of Communications. He is responsible for sharing information about recovery and wellness opportunities to behavioral health peers and providers across Georgia. 

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: It has long been recognized that abuse by an intimate partner can have traumatic mental health and substance use effects. Research has found high rates of both past and current intimate partner violence (IPV) among people in substance use disorder and mental health care settings. A growing body of evidence has found that abuse is often targeted at a partner’s substance use and mental health in deliberate attempts to undermine and control survivors and keep them from achieving their recovery goals. These forms of abuse, known as substance use coercion and mental health coercion, not only jeopardize the well-being of survivors and their children, but also compromise the effectiveness of mental health and substance use disorder treatment. This session will clarify the relationship between IPV and substance use, as well as prepare participants to increase awareness of and better support survivors experiencing substance use coercion.     LEARNING OBJECTIVES: Describe ways of substance use coercion. Explain how substance use and mental health coercion influence in the effectiveness of treatment. Identify how clinicians can support individuals that experienced substance user coercion.     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: Gabriela Zapata-Alma, LCSW, CADC, is the Associate Director at the National Center on Domestic Violence, Trauma, and Mental Health, as well as a Lecturer at the University of Chicago, where they direct the Alcohol and Other Drug Counselor Training Program. Gabriela brings over 15 years of experience supporting people impacted by structural and interpersonal violence and their traumatic effects through innovative and evidence-based clinical, housing, resource advocacy, peer-led, and HIV-integrated care programs. Currently, Gabriela authors best practices, leads national capacity-building efforts, and provides trauma-informed policy consultation to advance health equity and social justice.

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

/*--> Join us on Wednesday, Sept 28 at 1:00 p.m. ET for an overview of shared decision-making (SDM) tools and ways to inform practice. SDM interventions enable people to actively manage their own health. In this session, we will examine research on the effects of SDM and review best practices, including advancing SDM practice. Presenter: Maria O'Connell is an associate professor in the department of Psychiatry at the Yale School of Medicine and the Director of Research and Evaluation at the Yale Program for Recovery and Community Health. I oversee the research and evaluation components of federal and state grants related to recovery-oriented care, self-determined healthcare, addictions, citizenship, and social inclusion. I am particularly interested in applying participatory, mixed research methods to the understanding and development of mechanisms that enhance stakeholder engagement in research, self-determination, and choice within the behavioral health and medical systems of care.

This 60-minute webinar will discuss the efforts and findings of Idaho's Suicide Prevention State Plan workgroup and their partnership with the Northwest MHTTC. ABOUT THIS EVENT Idaho is consistently among the states with the highest suicide rates. In 2019, Idaho had the 11th highest suicide rate in the U.S., with a rate of 20.4 per 100,00 people, more than 1.5 times the national average. Healthcare clinicians in Idaho play a vital role in helping build resilient individuals and communities which supports suicide prevention. Evidence demonstrates that, "overall, 64 percent of patients made some type of healthcare visit within a month before attempting suicide, 38 percent of patients within a week, and nearly 95 percent within a year."* Often, community members with mental health challenges present to primary care with alternative medical concerns and complaints. These visits provide the perfect opportunity to screen for suicide risk and intervene appropriately. In an effort to help improve suicide care in the state, the Idaho Department of Health and Welfare's Suicide Prevention Program partnered with the Northwest MHTTC to provide access to the online course, "All Patients Safe." Come hear about this partnership and Idaho's system-wide efforts including: How Idaho launched this initiative Suicide awareness and prevention efforts across the State Results and outcomes of Idaho's initiative Lessons and recommendations for other communities, States, etc. What is All Patients Safe? All Patients Safe is a three-hour or six-hour interactive, self-paced training course designed to provide the necessary tools to medical providers and client-facing staff for preventing and educating patients about suicide. This course was developed in response to the public health crisis that is suicide by leading experts and health care organizations through Forefront Suicide Prevention (University of WA).  All Patients Safe offers an engaging and informative option for providers and client-facing staff to become better skilled at suicide prevention. Perspectives of real patients coupled with practical skills help medical providers transfer what they learn to their practice and community. Each self-paced training module includes: Real patient stories Model provider-patient interactions Interactive patient exercises with feedback * Ahmedani, et al. Racial/Ethnic Differences in Health Care Visits Made Before Suicide Attempt Across the United States, MED CARE 53, Issue 5, 430-435 (2015), https://doi.org/10.1097/MLR.0000000000000335 AND Ahmedani, et al.  Health Care Contacts in the Year Before Suicide Death, J GEN INTERN MED 29, 870–877 (2014), https://doi.org/10.1007/s11606-014-2767-3.   FACILITATORS Betsy Hammar, MS  Program Specialist, Suicide Prevention Program Center for Drug Overdose and Suicide Prevention Division of Public Health Idaho Department of Health and Welfare Betsy came to her work in suicide prevention through a lifelong passion for public service and individual wellness. Her diverse skill set developed first through business management, then non-profit management, allows her to negotiate a broad spectrum of relationships, partnerships, and stakeholder engagement. Her background includes almost ten years at the American Red Cross, supporting volunteers who deliver vital disaster response services, and the supporting services of operational and fund-raising activities. Because Idaho’s Suicide Prevention State Plan approach involves a heavy public-private element, her work at the state’s Department of Health & Welfare entails much more than education. Her business acumen facilitates projects and programs that require voluntary participation of individuals and organizations all across the state and State Plan advisory groups stand up initiatives to reduce suicide through categories like Capacity Building & Infrastructure, Advocacy & Policy, Suicide Care/Zero Suicide. Betsy also sits on the Advisory Committee for PCORI funded research to explore the role of Caring Contacts in the medical setting.   Ali Shields, LMSW Project AWARE Coordinator, Idaho Lives Project   Ali is the project coordinator for the ID-AWARE Project. Ali started her career with the Idaho Lives Project, as a regional coordinator (2018). She is well-versed in suicide prevention, intervention, and postvention strategies that specifically apply to integration at the school-level. In 2020, Ali transitioned from this position to her current position as coordinator for the ID-AWARE Project. This has expanded her focus from primarily suicide to more generalized mental health fundamental integration. Ali’s passion for mental health and suicide prevention/intervention began in 2009, as a psychiatric technician at Intermountain Hospital. From this work, she began seeking degrees in social work. Ali completed her graduate-level internship with St. Luke’s Children’s Hospital, where she worked primarily with suicidal adolescent populations. Ali obtained her bachelor’s in social work from Boise State University (Boise, Idaho) in 2016, as well as her master’s in social work, with a specialization in community mental health, from Northwest Nazarene University (Nampa, Idaho) in 2017. Ali is a certified Sources of Strength and SPFI (Suicide Prevention Fundamentals Instruction) school gatekeeper trainer. She also received ASIST (Applied Suicide Prevention Skills Training) training in September 2018. Ben Skaggs, LCSW Program Specialist, Division of Behavioral Health Ben works for The Department of Health and Welfare Division of Behavioral Health in the Quality Assurance unit as a program specialist. In addition to his work on the Suicide Prevention (KPA), he is an LCSW graduate from Northwest University (2010) and has worked with focuses in Substance Use Disorders and treatment, private practice mental health and more recently in helping with the Mobile Crisis Response development within the state of Idaho. Jennifer Tachell, M.Ed./Ed.S. Behavior Consultant, West Ada School District Jennifer is a Behavior Consultant for the West Ada School District, where she helps school teams and teachers build capacity to support all students academically and behaviorally. Previously, Jennifer has been a school counselor in the Boise School District, the statewide lead PBIS (Positive Behavioral Interventions and Supports) Tier 1 trainer with the Idaho Positive Behavior Network, and a psychiatric technician in adolescent residential psychiatric treatment. She has extensive experience in the areas of school counseling, coaching, PBIS implementation, Response to Intervention/MTSS, professional development, behavioral management, and curriculum design. Jennifer has a B.A. in Psychology, an M.Ed. in Education, and Ed.S. degrees in both Health Science and Educational Leadership. She maintains certification as a K-12 school counselor and as a K-12 principal.  

Implementing Assertive Community Treatment in Kansas: Treatment planning is important for mental health care as it provides a guide to how services may best be delivered. It serves as an outline of the therapeutic interventions, what is going to be done, when it is going to be done and by whom while considering the client’s needs. In this training you will learn: How to conduct an effective treatment planning meeting Develop SMART (specific, measurable, achievable, relevant and time specific) goals Understand how to use the information from the assessments to help guide treatment goals  

Bullying is now recognized as a significant issue for youths, schools, and communities.  Event Description This webinar will describe the forms of bullying (physical, verbal, relational, and cyber) and the factors that contribute to it. Participants will learn about the short- and long-term impact of bullying on the mental health of perpetrators, targets, and bystanders. The webinar will also identify protective factors that can prevent bullying and buffer youths from its adverse impact.   Trainer Amanda Nickerson, Ph.D., NCSP                     Amanda Nickerson, Ph.D., NCSP, is a professor of school psychology and director of the Alberti Center for Bullying Abuse Prevention at the University at Buffalo, the State University of New York. Her research focuses on school crisis prevention and intervention (with an emphasis on school violence and bullying), and the critical role of family, peers, and schools in preventing violence and building social-emotional strengths of youth.

Session Overview 1 in 44 school-age children have autism spectrum disorder (ASD). Autistic students are much more likely than non-autistic students to experience mental health challenges, including difficulty with emotion regulation, anxiety, and depression that may be exacerbated by experiences of bullying, victimization, and segregation within schools. There is an urgent need to support the mental and behavioral health of autistic students. In the past year, the SEMHTTC team has disseminated resources related to identifying and supporting mental health challenges in this population, with a specific emphasis on anxiety here. The purpose of this two-part series is to build on the didactic content covered in our earlier learning sessions (learning session 1, learning session 2) and provide more opportunity to cover a case example, engage in discussion, and have ample time for Q&A. In each sessions, we will provide a very brief overview of the prior content we covered (15 minutes), have an in-depth discussion of one case example (15 minutes), and ample time for questions and open conversation related to the mental health of autistic students (25 minutes).    Learning Objectives  Identify anxiety and signs of other mental health challenges in autistic students. Describe risk factors for autistic students to develop anxiety and other mental health challenges. Identify anxiety signs within one case example of an autistic student.   About the Speaker: Katherine Pickard, PhD, received her doctorate in clinical psychology from Michigan State University and completed a two-year postdoctoral fellowship at the University of Colorado School of Medicine. She is currently an assistant professor and licensed psychologist at Emory University and the Marcus Autism Center. Her primary focus is the translation of evidence-based practices into community systems that are naturally positioned to serve children with autism spectrum disorder (ASD) and developmental delays. Dr. Pickard’s research is grounded in community-engaged research models and guided by dissemination and implementation science. Dr. Pickard leads and collaborates on research examining mechanisms that foster the adoption, implementation and sustainment of evidence-based practices within a variety of community systems, including early intervention and public school systems. She is particularly interested in the role of families and community stakeholders in shaping interventions as they are implemented within the community, and in other factors that impact the reach and sustainability of translation efforts. Clinically, Dr. Pickard has a strong background in supporting individuals with ASD and other developmental disabilities across the lifespan. She holds specific expertise in parent-mediated interventions for young children with autism and their families, as well as cognitive behavioral therapy (CBT) for youth with ASD and co-occurring anxiety.   In our products, we choose to use identity first language (i.e., autistic students) in response to the preference of many autistic individuals and in an effort to avoid ableist ideologies. We recognize that this is not the language preference of every individual. For more information on the rationale for our language choice, please see the Bottema-Beutel et al., 2021.  

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: Motivational interviewing is an evidence-based practice used to help people overcome their ambivalence about change. In this interactive, skills-based workshop, participants will have the opportunity to learn about and practice the spirit of MI and the relational skills. LEARNING OBJECTIVES: Describe Motivational Interviewing: Purpose, benefits, and limitations Summarize each of the 4 processes in Motivational interviewing Recognize differences between engagement helps and harms Prepare to apply the spirit of Motivational interviewing to patient interactions. Observe and practice fundamental skills: Listening, open-ended questions, affirmations, reflective listening, and summarization.   NOTE: Motivational Interviewing Relational Skills is a prerequisite for subsequent MI Technical Skills and SBIRT trainings.  At completion of Relational Skills you will receive the link to register for Technical Skills. The dates for Technical Skills are October 19, 26, & November 2 , 2022.  All sessions are from 8:30 - 11:30 AM Central Time.   TRAINER:    Laura A. Saunders, MSSW, is the Wisconsin State Project Manager for the Great Lakes Addiction, Mental Health and Prevention Technology Transfer Centers. Her position is housed at the UW–Madison, where she’s worked since 1988. Since 2001, Laura has provided SBIRT and Motivational Interviewing training to physicians, nurses, medical students, psychologists, specialty addiction treatment providers, social workers, physical therapists, health educators, and staff who work in correctional settings. She has provided feedback and coaching to hundreds of social workers, correctional staff, and other human service providers who are interested in using evidence-based practices with fidelity. Laura joined the international group of Motivational Interviewing Network of Trainers (MINT) in 2006 (Sophia, Bulgaria) and is an active member of the Wisconsin MINT group.   CONTINUING EDUCATION Participants who attend this training in full will be eligible for 9 NAADAC Continuing Education hours.  Partial credit will not be awarded

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.    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. 

The causes of suicide are complex and determined by multiple combinations of factors. Learn more during this important training.  Event Description This training will review models of suicide behavior, assessment tools, and ways to mitigate suicide risk through clinical and cultural intervention.   Trainer Julio Brionez, Ph.D.                     Julio Brionez, Ph.D., is a licensed psychologist in Wyoming, Colorado, and Montana. He primarily serves at the UWYO university counseling center and in his private practice, JB LLC. Dr. Brionez is a first-generation college student, identifies as Latino, male, and uses he/him pronouns. He specializes in the treatment and prevention of suicide and uses interventions from acceptance and commitment therapy and cognitive therapies. 

The Great Lakes MHTTC is offering this training for individuals working in HHS Region 5: IL, IN, MI, MN, OH, WI. This training is being provided in response to a need identified by Region 5 stakeholders.     DESCRIPTION: This class discusses the impact of trauma on people’s lives in a variety of different contexts. Traumatic experiences can change people’s brain and health development and increase the risk of developing chronic diseases later in life. Trauma also affects how a person learns to build and maintain relationships with other people, including caregivers and helpers. Untreated, this can leave people isolated and in pain, seeking relief in unhealthy coping strategies. Workers who understand this can be more effective with people who need help.      LEARNING OBJECTIVES: Define different types of trauma Examine the effects of trauma on the developing brain Reflect on why people use unhealthy coping strategies Describe the research on trauma and its implications     CONTINUING EDUCATION: Registrants who fully attend this event or training will be eligible to receive 2.0 continuing education hours provided by the Minnesota Board of Social Work and the Minnesota Board of Behavioral Health and Therapy. Certificates are disseminated by People Incorporated to all qualifying individuals after the conclusion of the event or training.      SPEAKER: Warren Duncan, BA 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 enjoys drawing, painting, and photography in his spare time.   This training is co-sponsored by the Great Lakes MHTTC and People Incorporated Training Institute.

This is part three of our learning series titled Suicidal Awareness, Response, Safety Planning, and Postvention. Session 3: School Supports, Safety Planning (September 26, 2022)  Learning Objectives  Learn basic components of safety planning using an interdisciplinary approach  Learn best practices for postvention  Trainer Erin Briley, M.S., NCSP                   Erin Briley is the School Mental Health Coordinator for the Mountain Plains Mental Health Technology Transfer Center Network (MHTTC) and a Technical Assistant Associate for WICHE’s Behavioral Health Program.  As the school mental health lead, her work focuses on providing intensive technical assistance, resources, and training school staff to support school-based mental health. As a Technical Assistant Associate, her work is primarily focused on assisting in creating and implementing Psychology Internship Consortiums in rural western states. Ms. Briley has over 20 years of experience working in the schools, serving primarily as a school psychologist for school districts in California, Hawaii, and Colorado while providing direct and indirect supports for children ages 3 through 22 of all developmental levels. Ms. Briley has also served temporarily as a special education and a School Based Behavioral Health program administrator and trained and supervised paraprofessionals providing individualized supports to children with special needs. Ms. Briley has extensive experience with psycho-educational evaluations, classroom, and individual behavioral management, conducting Functional Behavioral Assessments, creating Behavioral Support Plans, special education legal mandates, and rights related to IDEA and Section 504, and learning needs accommodations to support. Ms. Briley earned her Bachelor’s in Human Development and Family Studies at Colorado State University, her Master’s in Counseling/School Psychology and a Certificate in Applied Behavior Analysis at California State University Los Angeles and is working on her PhD (ABD) in Clinical Psychology; she is also a Nationally Certified School Psychologist.

This is Week 3 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.    September 26th- Breathing & Visualization Techniques 2 Trainer Christina Ruggerio, Masters of Counseling Psychology, Registered Psychoterapist

About the Session The Early Psychosis Intervention Network (EPINET) is a collaboration of over 100 early psychosis programs across the United States. All EPINET programs collect client data using the Core Assessment Battery (CAB), a collection of evidence-based measures that can assess domains relevant to individuals with early psychosis over time. The WebCAB is a new online data collection tool that makes it easier for clinicians to adopt CAB measures and use these data as part of their clinical practice. The state of Virginia recently adopted the WebCAB across all early psychosis programs within their state. The WebCAB allows Virginia to look at aggregate data across the state and provides CSC programs with an opportunity to compare their populations with others.  Come learn more about the CAB, WebCAB, and how even a subset of these measures can help enhance clinical interactions with clients and foster shared decision-making.   We specifically welcome early psychosis program team leads and staff, state behavioral health staff, and agency administrators to join us. This webinar is hosted by the MHTTC Network, in collaboration with the National Institute of Mental Health (NIMH), the Early Psychosis Intervention Network (EPINET), PEPPNET, and the Substance Abuse and Mental Health Services Administration (SAMHSA). Access the slides here. 

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: De-escalating a mental health crisis is a very difficult skill set and starts with the worker calming themselves and maintaining their composure as they move toward the situation. Fear elicits a threat response in both the upset person and the one trying to help. This means that without specific strategies for appropriately responding to mental health crises, it is possible for the worker to inadvertently worsen the situation as they react to the “noise” of the situation. This training offers evidence-based practices on responding to mental health distress and crisis.     LEARNING OBJECTIVES: Practice A de-escalation model Pause: Introduce tips to get oneself calm Listen: Identify the need or concern Respond: Verbal de-escalation strategies to build cooperation     CONTINUING EDUCATION: Registrants who fully attend this event or training will be eligible to receive 2.0 continuing education hours provided by the Minnesota Board of Social Work and the Minnesota Board of Behavioral Health and Therapy. Certificates are disseminated by People Incorporated to all qualifying individuals after the conclusion of the event or training.      SPEAKER: Russ Turner, MA During Russ’s 16-year tenure he has written and taught thousands of hours of person-centered curriculum to help people become more effective helpers, communicators, and leaders. His audience includes workers and leaders across a wide range of organizations from human services, healthcare, and libraries, to law enforcement and corrections. He trains trainers, works with management, and has consulted and coached on training projects across multiple sectors of the economy. He has worked as an educator for three decades in a variety of countries and settings including Japan, the Czech Republic, and the UK. His teaching philosophy is that adults learn best when they are challenged, the material is applicable to work situations, and sessions are interactive and engaging.   This training is co-sponsored by the Great Lakes MHTTC and People Incorporated Training Institute.

Suicide among LGBTQ+ people is rampant. Help spread awareness on this topic by joining us September 22nd! Event Description People who identify as LGBTQ+ have higher rates of both suicide attempts and suicidal ideation. LGBTQ+ youth, in particular, have seen significant increases in suicide attempts in the recent years, often aligning with the passing of discriminatory laws or policies. While LGBTQ+ people share many risk factors and clinical needs with heterosexual or cisgender peers, the development and implementation of preventative care and interventions should also address the additional minority stressors facing this community.   This webinar will provide an overview of the critical risk and protective factors, considerations for risk assessment, and intervention strategies specific to LGBTQ+ people. Trainer Keri Frantell   Dr. Keri A. Frantell (she/her/hers) is a licensed psychologist working with university counseling students. She earned her doctorate in Counseling Psychology from the University of Tennessee. Her integrated program of practice, research, teaching, and advocacy centers on multiculturalism and social justice. In both research and clinical practice, she has extensive experience working with suicidality and LGBTQ+ populations. She has published on factors related to transgender suicidal ideation and attempts, bisexual oppression and the impact on mental and physical health, and the connection between religiosity and suicidality for LGB young adults. 

Event Description The Mountain Plains Mental Health Technology Transfer Center (Mountain Plains-MHTTC) serves schools in Colorado, Montana, North Dakota, South Dakota, Utah, and Wyoming. We are inviting you to participate in a multi-state initiative that will build capacity of school teams to promote positive mental health in children/youth throughout the school day using a multi-tiered approach. The training will occur Fall 2022. Specifically, Mountain Plains-MHTTC will build capacity of school personnel to learn about and implement model programs, such as Every Moment Counts and Circle of Courage and embedded strategies emphasizing mental health promotion and prevention.     Note: Registration is primarily available to participants from Colorado, Montana, North Dakota, South Dakota, Utah, and Wyoming; however, if you are from outside this region and would like to attend, spaces will be considered based on availability.   What will this involve? What will you be expected to do?   If you agree to participate, you will:   • Identify 3-6 interdisciplinary team members to be a part of a Community of Practice (CoP) at your school. The CoP should be an interdisciplinary team including any of the following: teacher, paraprofessional, occupational therapist, administrator/counselor, nurse, speech language pathologists, social workers or school psychologists. It is strongly recommended that the team include a classroom teacher and be interdisciplinary in nature as training emphasizes application in the classroom and interdisciplinary collaboration.   • The CoP will participate in five 2-hour virtual training sessions (see schedule overview below). *attendance is critical   • Each CoP will develop a strategic plan identifying gaps or opportunities to improve mental health promotion throughout the school day and identify strategies to implement change.     The Mountain Plains MHTTC will:   • Provide the training described above and any technical assistance during development of the strategic plan and implementation.   • Provide continuing education credits to the CoP members (20 contact hours). If your state requires transcripted credit, the MHTTC will have the training approved, but the transcripted fee is the responsibility of the teacher.   • Provide required readings and resources to the CoP.   • Follow up on the implementation plan.     Benefits to you:   • Enhanced capacity of all school personnel through enhanced understanding of how to apply knowledge about children’s mental health in the school.   • Free resources for each CoP.   • Free educational sessions and online discussions regarding mental health promotion.   • Feeling connected to other schools implementing the projects.   • Continuing education credits (20 contact hours for CoP team members).   How To Register Please think about the benefits of participating in this project and your availability to attend the five virtual sessions. Please contact LaVonne Fox at [email protected] or Sarah Nielsen at [email protected] or at 701 777-2208 to indicate your interest in participating no later than September 5, 2022.    If you would like to fill out your registration and email it to Sarah Nielsen, please click here and follow the instructions contained in the PDF.  Dates:   September 21  Introduction Historical, Intergenerational Trauma, Historical Loss and the Influence on Mental Well-being   Introduction to Communities of Practice Process and Strategic Planning   October 19  Understanding Multi-Tiered Approaches to School Mental Health and Embedded Service Delivery   November 16  Embedded Programs that Support Social and Emotional Well-being Throughout the School Day   December 14  Mental Health Literacy   January 11  Indigenous Programs to Support Students who are Struggling Emotionally   Final Reflections and Strategic Planning Trainers LaVonne Fox, PhD, OTR/L   She currently is employed at the Turtle Mountain Community College in Belcourt, ND and recently accepted the position of Vice President of Academic Affairs. LaVonne was born and raised on the Turtle Mountain Chippewa reservation. She has considerable experience researching Indigenous Youth programs for positive mental health and wellness connected to identity. She is currently developing a Master in Education Program that focuses on decolonization/deconstructing the educational system and embedding indigenous values and beliefs. was an associate professor at the University of North Dakota in Grand Forks, ND, in the Department of Occupational Therapy, School of Medicine and Health Sciences for 26 years until December 31, 2019.     Sarah Nielsen, PhD, OTR/L, FAOTA   Sarah is an associate professor at the University of North Dakota in Grand Forks, ND, in the Department of Occupational Therapy, School of Medicine and Health Sciences. Sarah has over 19 years of experience working with children, youth and young adults with mental health issues in communities and schools. Her clinical practice included developing and implementing trauma-informed approaches in mental health care. She assisted students transitioning from mental health programs back to public schools where she trained and assisted schools in this effort.

The Early First Episode Psychosis Program at the University of New Mexico's Department of Psychiatry and Behavioral Sciences provides multidisciplinary, recovery-oriented, and coordinated specialty care for young adults experiencing a first episode of psychosis (FEP). Members of the Early team will present best practices for (i) initial engagement, assessment, and family involvement, (ii) psychosocial interventions, and (iii) pharmacological treatment when working with Latinx youth experiencing psychosis for the first time. The curriculum is designed for clinicians across different disciplines who may be in contact with this population in their daily work and providing mental health services (Psychiatrists, Psychiatric Nurse Practitioners, Psychiatric PAs, PCPs, social workers, psychologists, school counselors, etc.).  The following manual provides clinicians from differing backgrounds and disciplines with information on Hispanic and Latinx youth experiencing a first episode of psychosis (FEP). The main objectives include:  Providing an overview of the current literature regarding early psychosis specific to Hispanic and Latinx youth and differences with the rest of the United States population.  Discussing clinician growth and awareness in their ability to assess and explore cultural/ethnic identity, engage clients and families, and build rapport. Reviewing current evidence-based psychosocial and pharmacological interventions for FEP and applicability to this unique population.

This is part of our Workshop Wednesday series that is held on the third Wednesday of each month.  Event Description Approximately 45% of persons who complete suicide visited their primary care provider within in a month of their death, whereas only 20% visited an actual mental health professional in that same time period. This single statistic highlights why suicide prevention in primary care must be integrated into clinic workflows to provide good, comprehensive clinical care. This training will provide information about suicide risk screening and assessment, brief interventions using an SBIRT and behavioral health consultant model, policies and procedures, and care models that clinics may be interested in implementing.   Trainer Robin Landwehr                     Robin is a Licensed Professional Clinical Counselor (LPCC) who holds a Master of Science degree in mental health counseling from Capella University, and a Doctor of Behavioral Health (DBH) degree from Arizona State University. She currently serves as the Integrated Care Director at a Federally Qualified Health Center, and has a small private practice.  During her career, Robin has been fortunate enough to be involved in numerous writing projects and trainings, practiced as part of a collaborative care team, and provided clinical supervision. Her experience as a clinical counselor includes assisting individuals struggling with trauma, depression, anxiety, health behaviors, substance abuse, and other issues. She is a certified instructor in the Question, Persuade, Refer (QPR) and Counseling on Access to Lethal Means (CALM) suicide prevention programs.  

  Primary care can serve as a key entry point for children exposed to trauma to receive access to mental health services. This 1-hour webinar with discuss the use of trauma assessments in primary care and strategies to implement screening and overcome possible barriers.   Objectives: Determine trauma screeners and their use in primary care Discuss who should be screened for trauma in primary care Identify possible trauma screeners and assessments Discuss the role of primary care team members in screening and assessment   Presented by: Hanna Grangenett, PhD & Allison “Alli” Morton, PhD   Hanna Grandgenett, PhD, PLP, is a postdoctoral fellow at the Munroe-Meyer Institute Department of Psychology at UNMC. She received her Ph.D. from the University of Nebraska-Lincoln Clinical Psychology Program in Lincoln, NE and completed her predoctoral internship at the Munroe Meyer Institute. Prior to her postdoctoral fellowship, Dr. Grandgenett has provided clinical services in a variety of environments including outpatient services, child advocacy centers, Early Head Start/Head Start programs, and a residential facility. Dr. Grandgenett has clinical training in evidence-based practice (including Cognitive Behavior Therapy, Acceptance and Commitment Therapy, and Behavioral Parent Training). She loves helping children and families work together as a team to attain their treatment goals. Dr. Grandgenett also has specialized training in the assessment and treatment of childhood trauma. She has provided individual and group treatment to children and adolescents who have experienced sexual and physical abuse and has conducted in-depth diagnostic assessments on children and adolescents who have experienced significant abuse and neglect. She collaboratively approaches trauma work with patients, using evidence-based approaches to help clients and families overcome the negative effects of trauma. Her clinical work is informed by her research, which focuses on supportive responses to sexual violence disclosure and prevention of sexual violence. In particular, in her research she is interested in developing prevention programs through the bystander intervention framework, which motivates all individuals to prevent sexually risky situations.   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.    

This is Part 2 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. 

This 90-minute webinar features presenters sharing their lived experience with mental health conditions to combat stigma and provide further information and resources. ABOUT THIS EVENT The Northwest MHTTC is proud to partner with National Alliance on Mental Illness (NAMI) Seattle to present "In Our Own Voice."  NAMI In Our Own Voice presentations change attitudes, assumptions and stereotypes about people with mental health conditions. This 90-minute presentation will provide a personal perspective of mental illness, as presenters with lived experience talk openly about what it's like to live with a mental health condition. Their trained presenters humanize the misunderstood, highly stigmatized topic of mental illness by showing that it’s possible—and common—to live well with a mental health condition. This presentation also provides: a chance to ask presenters questions, allowing for a deeper understanding of mental health conditions and dispelling of stereotypes and misconceptions the understanding that every person with a mental health condition can hope for a brighter future information on how to learn more about mental health and get involved with the mental health community.  This event is being offered in honor of National Recovery Month   FACILITATORS             Jeff Hicks      David Reveles David Reveles is a mental health advocate from the Chicagoland area and has served in other states too. He has been helping NAMI combat the mental health crisis, across the U.S., for over a decade. His favorite coping skills are listening to music, meditating, working out, and being in nature. His greatest wish is to create an accepting and inclusive world that supports the wellbeing and evolution of all. He speaks Spanish and Portuguese and loves studying different languages. He says that one of the best ways to combat problems of the mind is by shifting the paradigm and observing them through an alternative lens or a different language. Due to the immense adversity he has faced, he has dedicated his life to being a holistic and natural wellness consultant (Origins Unity LLC) to promote the improvement of quality of life through practical and cost-effective means. His goal is to create wider access to wellness for everyone. David has a strong care team of trusted (medical) professionals that help him navigate the challenges of mental health. He claims that his openness and willingness to reach out and receive help has been his saving grace. David believes in a combined or "holistic" approach of both conventional and natural methods for health and wellbeing. Wellness are the steps we take to achieve wellbeing. Wellness means everything from physical, emotional, social, occupational, financial, intellectual, environmental, to our personal values (spiritual). David grew up wrestling and martial arts have been his primary coping skill. Living by the philosophy of "the great way" or " the Samurai code" he has found deeper purpose in life and he gives credit to being able to remain here on Earth because of this single decision.     Vince Medrano, Program Coordinator   Vince Medrano is a Master of Social Work student at the University of Washington, Seattle campus. Prior to joining the nonprofit world in Washington, he spent 8 years working in mental health research in Arizona and Wisconsin. Vince’s focus is primarily in working with folks with psychosis. Vince uses his lived experience to connect with others. He is a NAMI Seattle volunteer and co-facilitates two Connection Recovery Support groups including the LGBTQ+ group. In his free time, Vince likes to make art, chat with friends, and hang out with his cat named Booger. Vince is excited to get more involved with NAMI Seattle as a program coordinator.