Past Events

Session 9 Building on our phenomenally successful Mindful Monday training series, we are pleased to continue our micro-mindful training series. Research indicates that mindfulness therapy and practices are very effective in helping to reduce levels of stress and feelings of being overwhelmed. This series is for anyone looking to build personal resiliency while investing and developing self-care practices.      Mindful Monday sessions will feature a wide range of evidence-based practices from different disciplines, including Mindfulness-Based Stress Reduction (MBSR), Dialectal Behavioral Therapy, Evidence-Based therapy, and yoga. It is a bi-weekly, 30-minute training that will begin on March 14th and run through August 8th.      Each session will involve a brief summary and learning of a new mindful skill, 5–20-minute application through practice in session, and resources to implement outside of session.      This is a great place to try different activities and practices, and to acquire tools and skills to apply in your everyday lives either personally or professionally!  Trainer Christina Ruggiero, Masters of Counselling Psychology, has developed this training and will facilitate the sessions. She is a Psychotherapist currently working at the University of Toronto in Ontario, CA. Christina will provide participants with practical tips and experiential activities that can be incorporated into daily routines and easily shared with others. 

This training will take place each Thursday, beginning July 14th and ending August 11th. Each session will go from 4:00-5:30 p.m. MT/5:00-6:30 p.m. CT.  Event Description The pandemic changed how people viewed and accessed healthcare, how people received healthcare, and how healthcare professionals delivered care. COVID-19 - and its impact - have been a collective trauma in healthcare, an industry already recognized for its high levels of stress and burnout, and the residue healthcare professionals experience is real. Unprocessed trauma and experience can fester and threaten one's ability to sustain the work that once offered joy and meaning. We want to help you unpack all of this.    Join this course to learn how to name, acknowledge, and create meaning out of the suffering - how to avoid getting stuck and move towards post-traumatic growth with a stronger sense of self-reliance.   This 5-week course is comprised of 90-minute live online sessions. Participants will receive an electronic copy of the workbook. This is a class, not group therapy, but the training will be delivered by a licensed psychologist.    The dates and topics for the training are listed below:    7/14 - Collective and Individual Trauma  7/21 - Working with Emotions in Clinical Practice  7/28 - Defining and Working with Moral Suffering  8/4 - Self-Compassion, Other-Compassion  8/11 - Post-Traumatic Growth    This is a closed training and the cohort will be limited to 30 participants. Each session builds on the prior session. Participants are asked to plan on attending all sessions when registering. Trainer Tina Runyan, PhD, ABPP, Co-Founder Tend Health   I believe that improving our healthcare system starts with the people delivering care. I began this journey as all meaningful journeys begin – with oneself. To manage burnout, I tried many practices, perspectives, and strategies to sustain my own well-being. I soon began to share these through curriculum development as well as local and national advocacy for culture change and transitioned my clinical practice to work exclusively with medical residents and fellows.  We all have an inner life. Often, it is that inner life which calls us to become a health professional but ignoring it during medical and health professions training is subtly (and sometimes explicitly) encouraged. Instead, self-sacrifice is reinforced. While this may work in the short-term, failing to tend to oneself ultimately fails.  I know from experience that exploring, understanding, and developing a curious and compassionate relationship with our own hearts and minds is essential to sustaining high quality clinical care. A career as a health professional is a calling for most people. It is an identity, not a job. Sustaining this work requires kind attention and care to oneself, as an instrument of healing.  My calling, my passion, my identity, are inextricably linked to doing this work alongside health professionals. I see patients for individual counseling in MA, CA, CO, and VA.  Academic Background  I am a professor in the Department of Family Medicine and Community Health at the University of Massachusetts Medical School. Before starting Tend Health, I was the director of Behavioral Science for the Worcester Family Medicine Residency Program, director of Integrated Behavioral Health for the Family Medicine department, and the director of a post-doctoral fellowship in clinical health psychology in primary care. Yes, the same fellowship from which my co-founder graduated!  I started my career as a psychologist in the US Air Force. Since then, I have been practicing, teaching and training behavioral health providers and physicians in models of interprofessional and collaborative primary care. I am a nationally recognized leader in collaborative care and a Past-President of the Collaborative Family Healthcare Association (CFHA). For the past several years, I have been captivated by research, writing, pilot testing, and presenting on how best to develop and implement education, training, and policies to promote clinician well-being. Starting Tend Health is the  manifestation of this interest. 

  Join us as we share our cultural connection to food, apply a balanced way of eating, and incorporate Indigenous traditions into our lives with the healing power of food. We welcome Dr. Vanessa Quezada (Kickapoo/Chichimeca). She is a pharmacist and founding member of SanArte Healing and Cultura clinic (https://www.sanartecommunity.com). Her work is at the intersections of Native traditional healing, food sovereignty and renewable energy that build more life-giving systems. Participants will become knowledgeable in providing emotional/ resilient support for AI/AN youth. Our school communities will develop healthier eating habits for successful outcomes in and out of the classroom. We will reflect upon our cultural connections to food and discuss the importance of sugar stability in the body as related to mental health support. We will learn how to adapt a balanced way of eating and discuss the role of stress, sleep and exercise. Together, we will develop plans for improving access to our traditional foods. 

Session 1 Event Description Technology is a tool that we all use to navigate our schedules, and homes and allows us access to information- this is not innovative – it is a way of life that many people take for granted. For others, such as people living with Intellectual and Developmental Disabilities it can be a vehicle that can provide greater independence and increased choice. This series of micro- trainings will focus on how to use existing technology to create solutions for people living with IDD. This is a hands-on training that will demonstrate how to teach individuals living with IDD how to use mainstream technology to support individualized needs. Participants are encouraged to bring real-life examples of current needs (including their current technology).    This micro-series of training will be held bi-weekly, Thursday afternoons from 1:00 pm MST - 1:30 pm MST.    Initially, we will focus on applications and tools to address Independence and Communication. As the series progresses, we will engage stakeholders to determine what the key workforce training needs are.  Trainer Laurie Dale, Consultant, Senior Leader for Assistive Technology, Ability Beyond    Ms. Dale is a nationally recognized speaker on how-to-use technology to support and empower persons with disabilities.  She has worked for over 20 years with people living with IDD.  In addition to consulting, she works as Senior Leader for Assistive Technology at Ability Beyond. 

Event Description This 4-part series is designed for the first responder community including law enforcement, parole, and probation personnel, EMTs, and any other members of the community engaged in emergency and front-line efforts.     The series kicks off with a 90-minute foundational introduction to Traumatic Brain Injury (TBI). In this session, participants will learn what TBI is, its common signs and symptoms, how it can occur, and why conventional intervention methods often don't work with individuals living with TBI. We encourage all participants to attend the first session, it will establish a baseline of understanding for all participants as we move thru the series.    This training series will provide participants with tips and strategies for first responders who may encounter individuals living with a history of brain injury when responding to calls in the community. People living with brain injury have higher rates of mental health conditions and problematic use of substances and are often overrepresented among vulnerable populations. First responders may encounter individuals and their family members affected by brain injury when responding to crisis situations such as individuals expressing suicidal ideation and intent, those who are homeless, victims and perpetrators of intimate partner violence, and justice-involved individuals. Participants will become familiar with common clues of a history of brain injury and strategies to engage with individuals and deescalate as needed when encountering those living with this often-hidden disability.    Training Series Dates (participants must register for each session):    June 9th - Introduction - Kick-Off - 10:00 am MST - 11:30 am MST    June 16th: Intensive Workshop 1 for Law Enforcement and EMT Personnel 9:00 am MST - 10:00 am MST    Intensive Workshop 2 for Probation and Parole Personnel 1:00 pm MST - 2:00 pm MST    July 14th: Wrap-Up Panel  11:00 am MST - 12:30 pm MST  Learning Objectives Attendees will be able to describe at least 3 common brain injury-related impairments  Attendees will be able to identify three signs that an individual may have a history of brain injury  Attendees will learn 3 strategies to safely engage with and redirect individuals living with a history of brain injury  Trainer Anastasia Edmonston, MS, CRC   Trainer bio coming soon!

The First Episode Psychosis (FEP) monthly mentor call hosted by the South Southwest MHTTC provides technical assistance and an open discussion platform for mental health workers offering services for FEP and clinical high risk populations. These virtual meetings are held the 2nd Thursday of every month via zoom: https://us02web.zoom.us/j/817083117.

Description: Schools are often in a position to respond to unfolding crisis and tragedy as they are happening. How do we respond? What practices and resources do we implement in real time to support our students and their families in collaboration with community partners? There are increasing expectations that schools engage in response efforts, as a hub of the community. This session will provide practical information about responsive practices and supportive resources to promote collective resilience during episodes of hardship and trauma. We will discuss the responsibility we have to our students, our colleagues, and ourselves when faced with urgent or ongoing stressors. Our focus will be on culturally responsive approaches, opportunities for iterative learning and improvement, and feature local and state examples in the Southeast and nationally.    Learning Objectives: Understand the components of trauma-informed organizations, including types of traumatic events and intersection of schools and communities during crisis response. Learn how to incorporate trauma-informed and resilience-oriented responses when crisis and/or tragedy are happening. Recognize opportunities to make ongoing improvements during real-time implementation of best practice trauma response. Promote cross-state networking and shared learning about navigating toward recovery during traumatic events.   Speaker:              Christina Borbely PhD [“borbay”], is a developmental psychologist (Columbia University, 2004) in Aptos, CA. She is coordinator of professional development for Santa Cruz County California Behavioral Health Services and leads her own consulting firm specialized in translating research science into developmentally relevant and culturally competent practices. She strives to support thriving youth in healthy families within safe communities based on connecting evidence of what works to the people and systems serving them (e.g., teachers, social workers, administrators, or volunteers).    Register for other sessions in this series and view recordings HERE!

This event will be held on July 13th, 2022 from 11:00 a.m. - 12:00 p.m. MT/12:00 p.m. - 1:00 p.m. CT Event Description Given the stress experienced by mental health professionals and the high demand for mental health services, it is crucial that mental health professionals are proactive in protecting their own psychological, social, and physical well-being. Work-life balance is commonly discussed, but how possible is finding such "balance"? If it is possible, how do we achieve it? Additionally, self-care is a commonly used buzzword, yet often misunderstood, minimized, or not tangibly supported by organizations. In this presentation, we will discuss work-life balance and self-care, including the life-long nature of these endeavors; and, we will discuss strategies to attempt to incorporate balance and wellness into your life in a sustainable way.  Trainer Melanie Wilcox, PhD                   Dr. Melanie Wilcox is an Assistant Professor in the Department of Psychological Sciences, Institute of Public and Preventive Health, and Department of Psychiatry at Augusta University. She earned her Ph.D. in Counseling Psychology in 2015. Prior to joining Augusta University, she was an Assistant Professor and Director of Doctoral Training at in counseling psychology at Oklahoma State University, and an Assistant Professor and Director of the Psychological Services Clinic at Louisiana Tech University. Her research agenda has three pillars: Culturally responsive psychotherapy and psychotherapy training, racial and socioeconomic inequity in higher education, and Whiteness and social justice. Across these areas, Dr. Wilcox has 24 peer-reviewed publications, 63 peer-reviewed presentations, and 32 invited presentations, including a number of continuing education workshops. She has also served in many regional and national service and leadership roles, including currently serving on the American Psychological Association’s Board of Educational Affairs and the Georgia Psychological Association’s Legal and Legislative Advocacy Committee and Academic Affairs Committee. Dr. Wilcox is also a licensed psychologist and board certified in counseling psychology, and maintains a part-time private practice where she conducts psychotherapy and psychological assessment from culturally responsive and trauma-informed perspectives.

This 90-minute listening session is for members of Native communities of Washington. Hosted by the Northwest MHTTC and the National American Indian and Alaska Native MHTTC. DESCRIPTION The Northwest Mental Health Technology Transfer Center humbly seeks to develop a deeper understanding and connection with the numerous Native communities, leaders and governments in our Region.   We are collaborating with the National American Indian and Alaska Native MHTTC in holding listening sessions for each of the 4 States in Region 10, including partnering with Native consultants who have offered to host these events.   Through these listening sessions, we hope to:  Establish and/or deepen connections with Native communities, governments, agencies and leaders in our Region. Understand Native-identified topics and priorities for mental health workforce training and technical assistance (TA). Generate collaborations in Aug ‘22-Sept ‘23, honoring the strengths & priorities determined by Native communities.   Please also feel free to pass this on to anyone who may be interested in participating. We know you are extremely busy, and if you cannot attend nor send a representative, we’d still much appreciate hearing from you and finding ways to collaborate. Please email [email protected] and someone from our team will get back to you.   Thank you and we look forward to connecting with you. LEARN MORE ABOUT THE SERIES HERE   FACILITATOR Kevin Simmons Kevin Simmons in an enrolled member with the Confederated Tribes of Grand Ronde and a decedent of the Muckleshoot tribe. Kevin currently works in child welfare and is an advocate for programs, services, and communities that strengthen tribal families in a number of areas. He is also a PhD student at the University of Oregon with research interests in culturally based pedagogy, adaptations of evidence-based practices, and increasing Western-based outcomes for American Indian/Alaskan Native people, families, and communities. As a father of 5 children, Kevin believes his greatest achievements are centered on family (tilixam) life.      

The Northwest MHTTC humbly seeks to develop a deeper understanding and connection with the numerous Native communities, governments, agencies and leaders in our Region. We are collaborating with the National American Indian and Alaska Native MHTTC in holding listening sessions including partnering with Native consultants who have offered to host these events. Through this 90-minute listening session for WASHINGTON, we hope to: --> Establish and/or deepen connections with Native communities, governments, agencies and leaders. --> Understand Native-identified topics and priorities for mental health workforce training and technical assistance (TA). --> Generate collaborations in Aug 2022-Sept 2023, honoring the strengths & priorities determined by Native communities. We hope to connect with you and thank you.

This 90-minute listening session is for members of Native communities of Oregon. Hosted by the Northwest MHTTC and the National American Indian and Alaska Native MHTTC. DESCRIPTION The Northwest Mental Health Technology Transfer Center humbly seeks to develop a deeper understanding and connection with the numerous Native communities, leaders and governments in our Region.   We are collaborating with the National American Indian and Alaska Native MHTTC in holding listening sessions for each of the 4 States in Region 10, including partnering with Native consultants who have offered to host these events.   Through these listening sessions, we hope to:  Establish and/or deepen connections with Native communities, governments, agencies and leaders in our Region. Understand Native-identified topics and priorities for mental health workforce training and technical assistance (TA). Generate collaborations in Aug ‘22-Sept ‘23, honoring the strengths & priorities determined by Native communities.   Please also feel free to pass this on to anyone who may be interested in participating. We know you are extremely busy, and if you cannot attend nor send a representative, we’d still much appreciate hearing from you and finding ways to collaborate. Please email [email protected] and someone from our team will get back to you.   Thank you and we look forward to connecting with you. LEARN MORE ABOUT THE SERIES HERE FACILITATOR Kathyleen Tomlin, PhD, LPC, LMHC, CADC III Since 1974, Dr. Tomlin has been in the addictions and mental health treatment and prevention field as a counselor, administrator, educator, and consultant. Now semi-retired, Dr. Tomlin is committed to sharing her experiences and knowledge within Native American/Alaska (NA/AI) communities. Her career has focused on the development of supervision and training practices to support the professional development of evidenced based practices. One of those best practices is the teaching, and supervision of Motivational Interviewing. She is a member of the Cheyenne River Sioux Tribe, where her mother was raised. On her father’s side, she is Irish American from county Mayo in Ireland. Her family has many roots in the Pacific Northwest, with relatives from the southern Willamette Valley to Seattle.  

The Northwest MHTTC humbly seeks to develop a deeper understanding and connection with the numerous Native communities, governments, agencies and leaders in our Region. We are collaborating with the National American Indian and Alaska Native MHTTC in holding listening sessions including partnering with Native consultants who have offered to host these events. Through this 90-minute listening session for OREGON, we hope to: --> Establish and/or deepen connections with Native communities, governments, agencies and leaders. --> Understand Native-identified topics and priorities for mental health workforce training and technical assistance (TA). --> Generate collaborations in Aug ‘22-Sept ‘23, honoring the strengths & priorities determined by Native communities. We hope to connect with you and thank you.

MONDAY, JULY 11, 2022 Main Session: 3:00 - 4:15 p.m. PT Optional Discussion: 4:15 - 4:45 p.m. PT [Find your local time zone here] Session 3 of 4 in the "Rising Practices & Policies in our Workforce: Region 9’s Spring & Summer Learning Series" (view series page for full details) DOWNLOAD EVENT FLYER Our region’s students are experiencing homelessness and home insecurity at a staggering rate (California alone is holding 28% of our nation’s students experiencing homelessness), and COVID has only exacerbated the critical housing shortage. Examining ways in which community-based organizations, mental health systems, and school services are responding to the issues, challenges, and needs of this critical experience offers learning for all providers. Join us and providers throughout our region as we examine the alarming structural issue of home insecurity and what rising practices and policies are emerging to meet the needs in our region.   In this session, we explore: How might we interrupt the stigmatization of homelessness and foster safe and equitable access to mental health services that are needed because of home insecurity? How are school and community-based mental health partners utilizing the McKinney-Vento Homeless Assistance Act and other federal funding streams to maximize the workforce’s skill and support? How might we increase access to school services and supports that reduce barriers to student engagement? How might we collaborate with services that address compounding issues (e.g., interpersonal violence, the foster system) to be innovative in our approaches?     Presenters Tallerita Rogers, MSW, MPA Tallerita Tunney Rogers (she/her) is an Indigenous Social Worker with Child Welfare specialization training and a passion for healthy communities. Tallerita earned a BA in Sociology from Macalester College and her MSW and MPA from Arizona State University, Tallerita is also a Licensed Social Worker (LMSW). Tallerita is currently Executive Director with Denver Indian Family Resource Center and has held prior leadership roles in addressing the needs of the unsheltered population Flagstaff and Phoenix, Arizona. Tallerita also serves on the Community Land Use Planning Committee (CLUPC) for her home community's Chapter, the local Navajo tribal government's entity for her home community. Most importantly, Tallerita is a mom of three beautiful Diné (Navajo) children who strives to teach her children cultural and self-pride.     Arash Ghafoori, MA Arash Ghafoori is the CEO of the Nevada Partnership for Homeless Youth (NPHY), Southern Nevada’s most comprehensive service provider for homeless youth. Leveraging his diverse background in policy, academia, and the start-up and corporate worlds, Arash has transformed NPHY into a community leader on issues affecting Southern Nevada’s homeless youth. Arash is a passionate advocate for disadvantaged populations and is an active leader in the national and local movements to end youth homelessness, serving on the Board of Directors of the National Network for Youth, the Advisory Board of National Safe Place, and the Southern Nevada Homeless Continuum of Care Board. A firm believer in leveraging the intersections between the public, private, and nonprofit sectors to create visionary solutions for social problems, Arash speaks locally and nationally on best practices in serving homeless youth and how to incorporate sound business practices into non-profit management. Arash holds a multidisciplinary B.A. in International Relations and Political Science from the University of Illinois at Urbana-Champaign and an M.A. in Economics from the University of Nevada, Las Vegas. He was honored in 2014 as a “40 Under 40” business trailblazer by Vegas Inc. and received the 2016 Executive Leadership Award from National Safe Place and the 2017 Sustainable Leadership Award from Impact NV.   Dana Lucio, MACMHC, CSAC, CAMC Dana is a Certified Substance Abuse Counselor (CSAC) and Certified Anger Management Counselor (CAMC) and currently serves as the Behavioral Health Program Manager and Clinical Supervisor at Residential Youth Services & Empowerment (RYSE).  Dana uses a cognitive behavioral therapy approach when working in the community with a customized tactic that ensures each client’s unique needs are being met.  With behavioral focused therapy techniques, Dana can help her clients to develop the necessary skills needed for behavioral change.    Dana has served a diverse community throughout her career and enjoys working with young adults experiencing homelessness on Oahu. Dana has vast skills with serving individuals who have experienced severe trauma and have extensive substance use.  With her prior military experience, Dana is able to quickly connect with clients and develop trusting relations that produce life changing results. Dana Lucio holds a Master’s of Arts in Clinical Mental Health Counseling (CMHC).   Claudia Delarios Morán Claudia DeLarios Morán is Principal of Buena Vista Horace Mann K-8 Community School (BVHM) in San Francisco, California. She supported the creation of a first-of-its-kind homeless shelter for students and their families, which is housed on her campus during the hours when school is not in session. BVHM's Stay Over Program is an example of how community schools can leverage school and city resources to provide wrap-around services to students and families, and Principal DeLarios Morán is excited to share the lessons that emerged from this program's implementation, as they point us toward a more expansive vision of our schools' role in society.     Darrell Marks Ya’at’eeh Shik’ei aadoo Shidine’e, Shí éí Tabaahá, Naakai Dine’é Báshíshchíín, Dashícheii, Ashii Dashínalí. Tó Níhalíí’ Naashá. Shí éí Darrell Marks. I am White Corn Zuni Edgewater, born for Those Going Home. My maternal grandparents are Manygoats, and my paternal grandparents are Salt. I am a very proud father of three children. I am originally from Tonalea, Arizona. It is in this manner I am a Diné man. My name is Darrell Marks. I am the Native American Academic Advisor at Flagstaff High School. Relationships and the identification of those relationships are important especially in this work, as they inform the work we do and how we show up in community. As a family we continue to be very active and present in the many spaces that shape this community, including the City government, NAU and the Flagstaff Unified Schools. We have participated in the advocacy and celebration of Indigenous people and our sacred Mother Earth throughout North America and virtually around the world. Please know that we are invested in recognizing and advocating for needs of Indigenous and our ancestral home environments. I am looking forward to building a greater understanding of how we can all continue building community together. We value community, connections, and relationships among so many important ways of being.   Priming Materials State of Crisis: Dismantling Student Homelessness in California – Center for the Transformation of Schools A school created a homeless shelter in the gym and it paid off in the classroom  Addressing the Needs of Students Experiencing Homelessness During the COVID-19 Pandemic Students Experiencing Homelessness: The Conditions and Outcomes of Homelessness Among California Students [Research Brief] California's Students Experiencing Homelessness: Conditions, Outcomes, and Policy Considerations ISSUE BRIEF - Consequences of Youth Homelessness  

This is an in-person event being held July 11th - July 13th, 2022 in Boulder, CO.  Event Description The Mountain Plains Mental Health Technology Transfer Center (MP-MHTTC) is pleased to offer this Training of Trainers (TOT) on Trauma-Informed Practices in the School.  This 3-day (20 hours) interactive in-person training will be facilitated by Resilient Futures and grounded in the evidence-informed Healthy Environments and Response to Trauma (HEARTS) framework developed in 2008 at the University of California, San Francisco (UCSF). The HEARTS framework is grounded in neuroscience, resilience, and attachment theory focusing on the protective factors that build resilience as defined by the evidence-based Attachment, Self-regulation, and Competency (ARC) model (Blaustein & Kinniburgh, 2006). This training is geared towards school professionals working in or contracted to work in K-12 schools.    This training will be held July 11-13, 2022 at Western Interstate Commission for Higher Education in Boulder, CO. Hotel rooms have been reserved at the Residence Inn Boulder, located across from WICHE.  *You will not be responsible for paying for your hotel. Lodging costs will be covered upon your acceptance to this Training of Trainers!* To apply to be a trainer and attend this TOT, please complete this application by July 6, 2022. Objectives 1.       Establish a training that builds on and strengthens foundational trauma-informed knowledge grounded in the Healthy Environments and Response to Trauma (HEARTS) framework.  The foundational training provides both theory and strategies through HEARTS Core Guiding Principles: Understanding Trauma and Stress; Cultural Humility and Equity; Compassion and Dependability; Resilience and Social-Emotional Learning; Empowerment and Collaboration.  2.       Examine trauma and trauma-informed practices through a lens of cultural humility focusing on an awareness of racial trauma and the importance of centralizing equity work within trauma-informed practices.     3.       Learn and practice skills to foster resilience for students and staff through building connection, coping skills, and competence, while focusing on individual and community wellness.  4.       Participants will receive the following materials to lead a foundational trauma-informed training in their school/ district: facilitation manual, handouts, and PowerPoint slides.   Agenda Click the attachment below to view the agenda for this upcoming Training of Trainers in Rapid City, SD.   Trainer Laura McArthur, PhD                     Laura McArthur is a clinical psychologist, one of the Co-Founders of Resilient Futures, and an Assistant Clinical Professor at the University of Colorado’s START Center in the School of Medicine. She studied and trained at the University of Colorado, University of Utah, and University of San Francisco with a specialty in trauma, systems change, child and family development, and social justice. She has worked in schools for many years, leading hundreds of trainings, providing on-the-ground consultation, and supervising and providing school-based clinical services. Dr. McArthur’s work has focused on ensuring all students, teachers, parents, and schools are supported in connecting to their own resilience through evidence-based training, consultation, and mental health support.       Megan Brennan                      Dr. Megan Brennan is a licensed clinical psychologist and Co-Founder of Resilient Futures. In her clinical work as a school-based therapist Dr. Brennan specialized in working with youth and their caregivers, providing evidence-based trauma therapy. Through her work at Resilient Futures, Dr Brennan continues to partner with school districts, early childhood centers, and universities to integrate and sustain trauma-informed practices, that centralize race-based equity work. Dr. Brennan leads trauma-informed training, onsite consultation, and leadership coaching.

This webinar explores how to increase LGBTQ youth suicide awareness from the family perspective. Offered in collaboration with Oregon Family Support Network. ABOUT THIS EVENT In this first session of Navigating the Tough Stuff we will explore the topic of increasing LGBTQ youth suicide awareness from the family perspective. We will navigate together where families can find expert information, be aware of risk factors, increase communication around suicide, as well as identify holistic ways we can address youth suicide based on all 10 family life domain areas. Join us on July 22, 2022, for the second session, Navigating the Tough Stuff: LGBTQ Suicide Prevention for Families. Each session is 90 minutes long.   Resources 50 Simple Self-Care Practices for a Healthy Mind, Body, and Soul Awareness and Information Resources Fifteen Apps Parents Should Know About The 10 Life Domains Self-Care for Families and Family Members Suicide in America: Frequently Asked Questions   Additional Resources from Northwest MHTTC LGBTQIA+ Behavioral Health Resources Register here for Navigating the Tough Stuff: LGBTQ Suicide Prevention for Families on July 22, 2022, 10:30am-12:00pm Pacific FACILITATOR Shawna Canaga Shawna Canaga is a Family Support Specialist and the statewide Peer Delivered Services Trainer for Oregon Family Support Network (OFSN). OFSN is a family run organization that promotes mental, behavioral, and emotional wellness for families and youth through education, support, and advocacy. Shawna comes to this position with over a decade of experience supporting youth and families, and with lived experience as a mother of an adult child with complex mental health needs. Throughout both of these journeys Shawna has cultivated a passion for supporting family-driven and person-centered care within the youth and family serving systems.          

/*--> Coordinated specialty care for early psychosis is an evidence-based treatment model aimed at fostering resilience and recovery for individuals who have experience a first episode of psychosis or are at clinical high risk for developing psychosis. Each webinar will be co-presented by a professional with expertise in that component of care, as well as an individual with lived experience who can speak to how this aspect of care was meaningful in their journey towards recovery. This series is geared towards any individuals that are new to working on an Early Psychosis Specialty Team – including students, clinicians, prescribers, supported employment specialists, family clinicians, and peer specialists.    

Introduction of the National Culturally and Linguistically Appropriate Services Standards (NCLAS Standards) and their adaption for healthcare and educational systems is the focus of this 2-hour webinar. ABOUT THIS EVENT This 2-hour webinar will provide a foundational understanding of the National Culturally and Linguistically Appropriate Services Standards (NCLAS Standards) and how they can be adapted for healthcare systems and educational systems providing school mental health. Participants will review these standards through a cultural perspective. They will explore an overview of NCLAS concepts and how these can be adapted for within health services and educational system. This webinar will explore the principal fourteen standards that focus on three themes: governance and leadership; communication and language assistance; and accountability, quality improvement and community engagement.    The NCLAS are a set of 15 action steps intended to advance health equity, improve quality, and help eliminate health care disparities by providing a blueprint for individuals and health and health care organization to implement culturally and linguistically appropriate service. The NCLAS are a way to improve the quality of services provided to all individuals, which will ultimately help reduce health disparities and achieve health equity. NCLAS is about respect and responsiveness: respect the whole individual and respond to the individual’s health needs and preferences.   Learning Objectives: Recall facts and basic concepts related to the NCLAS Interpret how the NCLAS can be implemented within health care and school mental health settings Describe the standards and are adapted to advance health and education equity and help eliminate disparities and disproportionalities within schools.   Related Resources from the MHTTC Network on Racial Equity & Cultural Diversity Compilation of products and resources on cultural responsiveness, racial equity and cultural diversity for the mental health workforce, curated by the MHTTC Cultural Responsiveness Working Group.    FACILITATORS Suganya Sockalingam, PhD  Dr. Sockalingam is a Founding Partner and Change Specialist at Change Matrix, LLC, a small minority- and women-owned business focusing on motivating, managing, and measuring systems change. Dr. Sockalingam supports individuals, organizations and systems address Equity including diversity, Inclusion, Implicit bias and structural racism, cultural competence, and cross-cultural communication. Additionally, Dr. Sockalingam focuses on Leadership Development including leadership shifts (in times of change and in chaos/turbulence), change management, collaboration, and conflict engagement. Dr. Sockalingam provides technical assistance via the Pacific Southwest Mental Health Technology Transfer Center funded by the Substance Abuse and Mental Health Administration, (SAMHSA) and the Technical Assistance Resource Center funded by the Maternal and Child Health Bureau Home Visiting Program. She has served in a similar capacity in past projects. She serves as faculty to leadership development for the National Council for Mental Wellbeing. Previously, Dr. Sockalingam founded and directed a consulting firm called TeamWorks International LLC. She also served as Associate Director of the Georgetown University National Center for Cultural Competence, and prior to that Director of the Oregon Health Division’s Office of Multicultural Health. Suganya has co-authored book chapters, issue briefs and other publications. She earned her doctorate at Washington State University.   Scott van Loo, MA Scott van Loo joined Change Matrix full time as a Project Director and Change Consultant after leaving his role as Director of the Learning Effectiveness Program (LEP) at the University of Denver. Scott is the founder and president of Cedar Tree Consulting, an organization that provides transformational learning experiences focused on equity, change and leadership. He has almost 30 years of experience in pk-16 education including elementary and high school teaching and central and building-level administration with a background in Special Education, English Language Learners, Homeless Education, Equity and Diversity training and parent programs. Scott is the former Director of the César Chavez Cultural Center at the University of Northern Colorado where he helped recruit, retain and support hundreds of Latinx students and helped create several endowed student scholarships. He has been a facilitator with the National Coalition for Equity in Education, Respecting Ethnic and Cultural Heritage Center, the Anti-Defamation League and the Generating Expectations for Student Achievement program. As the grandson of Lebanese immigrants and Dutch Americans, Scott is passionate about creating safe spaces for equitable dialogue and transformational experiences that promote and challenge individuals’ thinking and professional growth. He has facilitated equity work with Colleges, Universities, school districts and corporations across the United States. Scott has volunteered with the U.S. Armed Forces Entertainment Unit, traveling overseas for three tours and entertaining hundreds of service women and men and he currently plays in a Denver-based salsa band. He has a B.A. in Interdisciplinary Studies: Music and Business, an M.A. in Special Education, master’s level courses in Educational Leadership including a principal’s license and Doctoral work in Organizational Development. Scott has a wonderful partner, Candice, and they live in the mountains just outside of Denver, Colorado, have four adult children and a dog.

About the Event:  The Community Resiliency Model (CRM)® is a skills-based wellness and prevention program that provides a biological, non-stigmatizing perspective on normal human reactions to stress and trauma. The primary focus of this stabilization program is to learn to reset the natural balance of the nervous system, using the body itself. CRM skills help people understand their nervous system and learn to track sensations connected to their own wellbeing. This low-intensity intervention teaches easy-to-learn skills to manage difficult emotions which can be brought on by stressful personal or professional situations. CRM skills may be shared with others immediately after taking the 1 ½ hour training. CRM skills are useful for self-care in any setting: work, home, school, healthcare, faith communities, public safety, and even in crisis situations. CRM is a valuable resource for individuals coping with chronic stressors such as physical pain, addiction, and grief or loss. A range of persons that suffer the effects of cumulative trauma (e.g., violence, poverty, racism, homophobia, incarceration) may benefit from these tools. CRM was developed at the Trauma Resource Institute by Elaine Miller-Karas [Miller-Karas, E. (2015). Building resilience to trauma: The trauma and community resiliency models. Routledge, Taylor & Francis Group]. For more information: www.crmgeorgia.com About the Speakers: Linda Grabbe, PhD, FNP-BC, PMHNP-BC, FAAN, Clinical Assistant Professor  Dr. Grabbe is a board-certified Family and Psychiatric/Mental Health Nurse Practitioner and Clinical Assistant Professor at Emory University School of Nursing. Her clinical expertise is in primary care and mental health care for homeless or incarcerated women and youth, providing Community Resilience Model (CRM) training in group settings. Her interests include public mental health, trauma-informed care, the neurobiology of trauma and resilience, social justice, and social determinants of mental health. Dr. Grabbe is a healthcare provider with Community Advanced Practice Nurses, a small non-profit organization that operates a network of clinics in Atlanta homeless shelters for women, children, and youth.   Daniel Upshaw, Sr. Licensed Mental Health Clinician Dan is a Licensed Marriage and Family Therapist and Licensed Professional Counselor serving Grady Hospital and in private practice. His clinical experience includes service on an inpatient psychiatry unit with clients, particularly the marginalized in Atlanta, living with severe or persistent mental illness, as well as working with individuals and families in the community repair relationships and overcome personal difficulties. Recently, Dan joined a new team at Grady building the Employee Resiliency Clinic which will provide direct therapy and care to Grady employees, particularly focusing on EMS and Emergency Department staff with emphasis on reducing burnout, increasing wellbeing and resilience, and managing trauma and grief.  

Description: With natural and man-made crisis events increasing in frequency, schools and school mental health providers are being called upon to meet both the physical safety and social-emotional needs of students following exposure to a crisis event. Part of that readiness is a well-developed crisis plan combined with healing-centered and resilience-promoting policies and programming. Crisis readiness is both a school- and community-wide imperative that ideally is part of a wider trauma-informed approach already used in many schools. It requires dedicated planning and intentional implementation for which school mental health providers are particularly well suited. Advanced planning for crisis readiness and response focuses on building comprehensive plans in collaboration with school and community partners while working to build individual and community-wide resilience through trauma-informed practices. While this training focuses primarily on early intervention, it addresses both single incident crises and ongoing crises (e.g., community violence), and therefore emphasizes the development of responsive systems and procedures that are iterative and create opportunities for ongoing learning and improvement. This training will review best practices for planning and highlight resources that will help school mental health providers build their toolboxes for crisis readiness and response.   Learning Objectives: Participants will: Understand and identify the types of collective trauma students in their school may face. Increase awareness of trauma-informed and healing-centered strategies that promote individual and community resilience. Identify resources and training opportunities that will aid in the development of crisis response plans that address the social-emotional wellbeing of students prior to the onset of a collective trauma occurrence. Promote cross-state networking and shared learning about navigating toward recovery during traumatic events.   Speaker:                  Berre Burch, Ph.D., is the clinical director at the Children's Bureau of New Orleans where she oversees clinical programs that serve approximately 400 children, youth, and their families each year. A school psychologist by training, Dr. Burch has spent her career providing direct clinical services and systems-level consultation and support to address issues of childhood trauma. In her current role with the Children's Bureau, Dr. Burch partners with schools and other youth-serving organizations like courts, child advocacy centers, and workforce development programs to embed and deliver evidence-based, trauma-informed care in community settings. Dr. Burch earned her doctorate at Tulane University with a specialization in Trauma-Informed School Psychology and completed her clinical internship with the National Center for School Mental Health at the University of Maryland Medical Center.     Register for other sessions in this series and view recordings 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: This 2-hour workshop is the eighth of a Trauma-Informed/Resiliency Series developed for leaders and organizations interested in cultivating and sustaining a trauma-informed culture. This presentation is intended to build upon the information and conversation from earlier workshops. Presenters will stress the importance of ‘all staff’ training, unit meetings, and individual supervision as vehicles for educating and encouraging the transfer of learning. The impact of change on our staff and those we serve can be significant. It is fitting that we spend time preparing and supporting our staff for the transitions ahead. Ample communication and ongoing education of staff are key strategies that often get overlooked. Competent, confident, and compassionate employees are what we are striving for, and that transition begins with providing adequate information to our team.   Participants will be reminded of the concepts of “change happens at the speed of trust,” the “Messy Middle,” and “Leadership Lag.” They will gain insight into the importance of educating staff as a support to furthering the organization’s mission. This workshop will also provide tips for leaders to confidently speak of the organization’s purpose and mission in the community and with partners.     LEARNING OBJECTIVES: By the end of this workshop, participants will be able to: Understand how education and communication impact all facets of the organization. Recognize the importance of all staff being aligned. Reminder of the importance of establishing rhythm, predictability, and safety. Develop continued insights to normalize the “messy middle.” Gain insight into how educating staff is supporting staff.     CERTIFICATES: Registrants who fully attend this event or training will receive a certificate of attendance. Certificates are disseminated via email to all qualifying individuals approximately two weeks after the conclusion of the event or training.      PRESENTER: Chuck Price, M.S.   Although many consultants strive to create trauma-informed environments and guide leaders through culture change, very few have successfully led their organizations through this process. Bonafide experience is what sets Chuck Price and Blue Collar Consulting apart from the others. This experience, along with Chuck’s easy manner and ability to form authentic relationships, make Chuck a natural fit to help support you as you lead your agency’s transformation process. Chuck has filled leadership roles in several counties and private agencies throughout his 27-years working in child welfare and health and human services. Chuck’s career has been dedicated to making drastic improvements in the lives of children and families. He has been brave and selfless in his pursuit of excellence, often pioneering pathways not yet traveled by his peers. He has served in leadership roles within public and private agencies, in both urban and rural settings. All of this has provided him with a diverse perspective and the ability to quickly understand and relate to challenges faced by leaders.   As a DHHS Director, Chuck led his department on a successful and transformational journey from traditional compliance-based practice to becoming a legitimate trauma-informed agency. As a result of his work recruitment, retention, agency health, and case outcomes dramatically improved. Under his leadership, overall numbers of children living in congregate care were significantly reduced, and at one point even dropped to zero! Chuck's results and process gained recognition across the state, the country, and internationally.   Chuck started Blue Collar Consulting to broaden the impact of lessons learned so you don’t have to start at the beginning. His passion is to help support brave leaders in their professional growth and development, and to use his real-world experience to assist organizations in their trauma-informed cultural transformations. He also has a sweet spot for his two dogs, Brewer and Uecker, which might give away his other passion…Milwaukee Brewers baseball! Chuck lives in Central Wisconsin with his wife of 27 years. As a new member of the empty-nester club, he is free to travel, connect, and lead your transformational work, no matter where you are on your journey, or the map.

This series of six meetings will promote further peer-to-peer learning and collaboration among Employment and Education providers in community mental health settings who want to better engage and support the career development of young adults with serious mental health needs. Each learning collaborative will cover a topic that is critical for engagement and career development; an activity; and a discussion facilitated by trainers with lots of real-world vocational and community mental health experience.

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

Session 3 Description Our final session features a panel presentation with Dr. Eric Moody, Director of Research and Evaluation, Wyoming Institute for Disabilities, and Ms. Laurie Dale, a consultant with over 35 years of experience working with people in the disability community. Ms. Dale is a nationally recognized speaker on how-to-use technology to support and empower persons with disabilities. These trainers will share their insights and experiences gained from working in the field of disabilities for over 20 years including the changes they have witnessed, the challenges that remain, and their hopes for a more inclusive future. This is an opportunity for participants to engage with these professionals by bringing their questions and sharing their stories with colleagues.   Trainers Eric Moody, PhD  Director of Research and Evaluation, Wyoming Institute for Disabilities    Laurie Dale  Consultant

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: DBT: Adolescent Adaption Part I is the sixth in a series of eight DBT modules that will be presented every three  weeks through August 11, 2022. This module will demonstrate how to adapt the DBT model to an adolescent population.  Both Parts I and II will cover the inclusion of caregivers and applying biosocial theory to adolescents and their families.   LEARNING OBJECTIVES: Learn the basic components of Adolescent DBT, and ways in which it differs from regular DBT Learn about orienting adolescent clients and caregivers to treatment Learn how to run a multi-family skills training group Learn the new Walking the Middle Path skills module, and other skills additions to Adolescent DBT Learn how to run a stage 2 graduate group.   SPEAKER:    Henry Boeh is a certified DBT clinician through the DBT-Linehan Board of Certification (DBT-LBC), and a licensed psychologist. He works with both adult and adolescent clients and is the team leader of the Center for Behavioral Medicine Adolescent DBT Program, which is a certified DBT program through the DBT-LBC. Henry is passionate about delivering adherent and comprehensive DBT treatment, and teaching others to do the same.   CERTIFICATES: Certificates of attendance will be emailed to all participants who attend the training in full.