Past Events

Event Description This presentation will define and describe adverse childhood experiences (ACEs) and review the substantial empirical evidence on their mental and physical health effects. Multiple ways of understanding and assessing for ACEs will be discussed, as will how to identify and address them in clinical practice.    Trainer Melanie Wilcox 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 is also a licensed psychologist and board certified in counseling psychology and works part-time in private practice providing both therapy and assessment via telehealth. Her clinical areas of expertise include culturally responsive and trauma-informed care as well as substance abuse and addiction. Her research focuses on culturally response and antiracist psychotherapy and training, racial and socioeconomic inequity in higher education, and racial and social justice more broadly. She is in her final year as a member of the American Psychological Association’s Board of Educational Affairs, which she chaired in 2020, and is currently President Elect-Elect of APA Division 17, the Society of Counseling Psychology.  

Research has indicated that youth may experience racism, prejudice, and bias as early as preschool. In this workshop, participants will have the opportunity to reflect on their experiences of working within schools and school districts and learn strategies to help students navigate a culturally complex world while decreasing negative physical, emotional, and psychological outcomes. This webinar will also focus on existing policies within school systems and assess how those policies impact access to equitable and high quality mental and behavioral health care for communities of color. Attendees will walk away with strategies for how to discuss these topic areas with their students and how to support students who are coping with complex cultural issues in developmentally appropriate ways.   LEARNING OBJECTIVES: Define racial stress and trauma and Provide examples of how racial stress and trauma can occur in schools Identify the systems & policies within schools that impact student health and wellness Understanding the role of implicit bias in school systems & policies   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.   PRESENTERS: Nicole L. Cammack, PhD Dr. Nicole L. Cammack is a Licensed Clinical Psychologist, Speaker, Media Contributor, and the Founder, President and CEO of Black Mental Wellness, Corp. She received her bachelor’s degree in psychology from Howard University and her Master’s and Ph.D. in Clinical Psychology from The George Washington University. Lastly, she completed a specialized Postdoctoral Fellowship, with the National Center for School Mental Health at the University of Maryland Baltimore School of Medicine. Dr. Cammack is passionate about mental health awareness, treatment, and reducing the mental health stigma, particularly as it relates to Black communities. This passion is what led to the development of Black Mental Wellness, Corp an organization of clinical psychologists passionate about shifting the narrative of mental health in the Black community. In addition, she is a co-author of, Healing Racial Stress Workbook for Black Teens: Skills to Help You Manage Emotions, Resist Racism, and Feel Empowered. Her work has been featured in Huffington Post, Essence, People, Thrive Global, Good Housekeeping, Salesforce, and Rally Up Magazine (Cover feature). In addition, she was recognized as a 40 under 40 Honoree with the Leadership Center for Excellence and recognized through her work at Fort Meade and the Department of the Army with an Achievement Medal for Civilian Service. Danielle R. Busby, PhD Dr. Danielle Busby is a Licensed Clinical Psychologist, Speaker, Author, Educator, and Co-Founder and Vice President of Professional Relations of Black Mental Wellness Corp. She received her Bachelor’s degree in psychology from the University of Michigan and her Master’s and Ph.D. in Clinical Psychology from the George Washington University. She completed her pre-doctoral internship, with a child trauma specialization, at Duke University’s Medical Center and a postdoctoral fellowship at Michigan Medicine in the Department of Psychiatry. Dr. Busby is passionate about decreasing barriers to mental health service use for underserved patient populations and is committed to continuously bridging the gap between research and clinical practice. Her research and clinical work are centered on examining barriers to mental health service use, specifically among Black youth who are at an elevated risk for suicide. She has led and contributed to scholarly articles and research on child trauma, youth suicide prevention, racial discrimination among Black youth, and the psychological effects of neighborhood stressors, such as, community violence exposure among Black adolescents. Dr. Busby and her work has been featured in NBC News, People, Women’s Health, Parents, Rally Up Magazine (Cover feature), PsychAlive, and WJLA news. Additionally, she is an awarded recipient of the National Institute of Mental Health’s Research Supplement to Promote Diversity in Health-Related Research. She is a proud member of the American Psychological Association’s Leadership Development Institute, SelfSea Digital Wellbeing Advisory Board, and Delta Sigma Theta Sorority, Inc., where she has served for over 15 years. Dr. Busby was born in Detroit, MI and raised in Southfield, MI. She loves early morning yoga, college football Saturdays, and traveling with her close family and friends.   This event is being held in partnership with Black Mental Wellness.   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 Autism spectrum disorder (ASD) affects individuals from all racial and ethnic backgrounds, including the Black community. However, there are unique challenges and considerations when it comes to autism in the Black community. It is important to recognize and address these factors to ensure that families receive access to care, appropriate treatment, support and understanding. This webinar is in recognition of Autism Acceptance Month (April), which promotes the inclusion and acceptance of individuals diagnosed with ASD.   LEARNING OBJECTIVES Cite statistics and prevalence Explain cultural awareness and recognition of autism in Black Communities Identify disparities and barriers to access, diagnosis and treatment Name solutions to barriers   PRESENTER LaKisha Mamon, MD is an Infant, Child, and Adolescent Psychiatrist who serves as the Director of Child and Youth Services at Metropolitan Human Services District in New Orleans, Louisiana. Dr. Mamon holds a Bachelor of Science in Biology from Xavier University of Louisiana and a medical degree from the University of Nebraska Medical Center in Omaha, Nebraska. She completed her adult internship and residency at the Louisiana State University/Ochsner Adult Residency Program in New Orleans and completed an additional 2-year fellowship in Child and Adolescent Training at LSU. She is also a trainee of the Harris Program for Infant Mental Health. Dr. Mamon has special interests in early childhood intervention and the impacts of systemic inequity on children and families.    HOST Annelle Primm MD, MPH is the Senior Medical Director of the Steve Fund, an organization focused on the mental health of young people of color. She is also a member of the Black Psychiatrists of America Council of Elders.   AUDIENCE Mental health professionals, behavioral health professionals, general public, education professionals, speech therapists   This webinar is part of the Health Equity Webinar Series, an ongoing collaboration between the Central East MHTTC and the Black Psychiatrists of America to increase education and awareness surrounding mental health in the Black community. View past webinars in the series 

WEDNESDAY, April 17, 2024 2:30 - 4:00 p.m. PT [Find your local time zone here] Workshop 5 of 6 in the "Trauma-Informed, In School Sessions" Workshop Series (view series page for full details) "You Can Talk to Me": A Family Guide to Support Students' Mental Health and Well-Being Trauma Informed Principle to Practice: Trustworthiness & Transparency, Collaboration & Mutuality How might we partner with parents, caregivers and families through trauma informed approaches to support the mental health and well-being of the children and teens in their lives? In 2023, Project Cal-Well (a cross-agency mental health initiative led by the California Department of Education to promote mental health awareness and wellness among California's K-12 students) designed the Family Guide to Supporting Young People’s Mental Health and Well-Being for parents and other caregivers (available in English and Spanish), with input from families, educators, mental health professionals, and youth. By sharing tips for families on how to have conversations about social media use, mental health, anti-LGBTQ experiences, bullying and more, this guide provides parents and other caregivers with information and easy-to-use strategies to support their children’s overall well-being and mental health.   How did the guide’s authors partner with students and their families to create this guide? How might we support students and families to dig into its information and leverage this resource to partner with parents and other caretakers? Join us to explore these questions, and the guide itself, while learning from several of its authors about how the guide’s development process was trauma informed.   Participants will: (1) learn about the development and content of the guide; (2) have the opportunity to consider how to get the guide and related local resources into the hands of families; and (3) generate ideas for how to use individual sections of the guide to align with a school’s continuum of trauma-informed approaches and social, emotional, and behavioral supports.   Audience:  Educators, school site leaders, school mental health professionals, youth advocates, trauma-informed professionals, family and caregivers, family mental health advocates, technical assistance providers, and anyone interested.   Faculty Hilva Chan, MSW, is an Education Programs Consultant with the California Department of Education. Hilva has extensive experience coordinating and managing programs promoting youth resiliency and wellness both at the state and local levels, and has managed several federal grants addressing school safety, positive school climate, and student mental health. She is currently the program director for two mental health projects, Project Cal-STOP and Project Cal-Well, and oversees the statewide implementation of the California School Climate, Health and Learning Surveys.     Kenwyn Derby, MSW (she/her) is a Senior Research Associate at WestEd. Kenwyn partners with educators, policymakers, and community members at local and state levels to generate and apply evidence to improve student outcomes, with a focus on supporting the whole child, increasing family engagement, and improving school climate and culture. Her work, from coaching school teams to facilitating LEA improving networks, emphasizes equitable access and outcomes for all K–12 students and their families. She is a co-author of the Project Cal-Well Family Guide to Supporting Young People’s Mental Health and Well-Being: Information, Tips, and Resources. Kenwyn holds master’s degrees in organizational psychology and social work. She is also a part-time practicing clinical social worker in a community-based mental health agency.     Lisa Howard, is a Multi-Tiered System of Support (MTSS) coordinator for the Del Norte County Office of Education in California. She is the county lead for the Community Schools Partnership Program, Learning Communities for School Success Program as well as the CalHOPE, Project Cal-Well, and Mental Health Awareness Training grants. With 25 years of teaching experience, adapting new resources to meet the needs of students and their families is her strength. As part of her family engagement work, Lisa adapted the Family Guide to Supporting Young People’s Mental Health and Well-Being into a learning experience for families to increase their knowledge and access to mental health resources in schools and the community. Implementing these practices, she has found success connecting public agencies, private providers, nonprofit, tribal and community-based organizations with families in need.     Natalie Romer, Ph.D (she/her) is a Senior Program Associate in WestEd’s Resilient and Healthy Schools and Communities content area. She leads and supports state and federally funded projects that include technical assistance, research, evaluation, and training focused on developing effective and efficient systems to support the social and emotional well-being and mental health of school communities. Natalie has been supporting Project AWARE (Advancing Wellness and Resiliency in Education) SEA programs since 2013. She provides technical assistance to Project Cal-Well and is a co-author of the Family Guide to Supporting Young People’s Mental Health and Well-Being: Information, Tips, and Resources. Natalie is also a licensed psychologist, nationally certified school psychologist, and board-certified behavior analyst.       Priming Materials   Derby, K., Romer, N., & McCullough, S. (2023). Family guide to supporting young people’s mental health and well-being: Information, tips, and resources. WestEd. Derby, K., Romer, N., & McCullough, S. (2023). Guía familiar para apoyar la salud mental y el bienestar de los jóvenes: Información, consejos y recursos. WestEd.    

  The Person-Centered Recovery Planning (PCRP) Consultation Corner is a 6-month learning series featuring a monthly webinar on the “FAQs” of PCRP; offering practical tools and resources to support quality PCRP at the level of both individual service delivery and organizational systems change; and providing follow-up “office hours” through smaller-group technical assistance for webinar participants who wish to take a “deeper dive” on a given topic. The topic for webinar session 2 is "Co-Creation of the PCRP Document-Partnering, Goal Discovery & Emphasis on Real Life Results." At the end of the series, participants will be able to: Define PCRP and its essential elements Increase familiarity with existing and emerging state and federal requirements regarding PCRP Articulate a minimum of three differences between traditional methods of treatment planning and best-practice PCRP Learn more about how the MHTTC PCRP Consultation Corner series can provide tools and resources to support the implementation of PCRP at your organization   While the Consultation Corner’s webinar series is open to a national audience, priority for technical assistance office hours following this webinar session on April 17 will be given to webinar participants from the New England (Massachusetts, Connecticut, Vermont, Maine, Rhode Island, New Hampshire) and South Southwest (Arkansas, Louisiana, Oklahoma, New Mexico, Texas) regions.     Presenters: Janis Tondora and Amy Pierce   Janis Tondora, Psy.D., is an Associate Professor in the Department of Psychiatry at the Yale School of Medicine.  Her work involves supporting the implementation of person-centered practices that help people with behavioral health concerns and other disabilities to get more control over decisions about their services so they can live a good life as they define it. She has provided training and consultation to over 25 states seeking to implement Person-Centered Recovery Planning and has shared her work with the field in dozens of publications, including her 2014 book, Partnering for Recovery in Mental Health: A Practical Guide to Person-Centered Planning. Janis’ consultation and publications have been widely used by both public and private service systems to advance the implementation of recovery-oriented practices in the U.S. and abroad. She is a life-long resident of Connecticut where she lives with her husband and beloved labradoodles after recently becoming an empty-nester with two children in college.   Amy Pierce (she/her) is an international trainer and consultant has been working in the Peer Movement in the State of Texas for over two decades. She currently serves as Recovery Institute Associate Director at Via Hope by serving as a subject matter expert on the implementation of peer services and other recovery-oriented practices. She has extensive experience in the peer support sector, having started the first peer support program in the state hospitals in Texas, working as a peer support worker in a community mental health agency, and working as the Program Coordinator for a transitional peer residential housing project.   This series is co-sponsored by the New England and South Southwest MHTTCs. More information about the series.   Continuing Education Units for this event are offered by the Office of Professional Development, Steve Hicks School of Social Work, The University of Texas at Austin: · Social Work · Licensed Professional Counselor (LPC) · Licensed Marriage and Family Therapist (LMFT)   Continuing Education Units for this event are offered by the Texas Institute for Excellence in Mental Health/South Southwest Mental Health Technology Transfer Center, The University of Texas at Austin as recognized by the Texas Certification Board: · Mental Health Peer Specialist (MHPS) · Recovery Support Peer Specialist (RSPS) · Re-Entry Peer Specialist (JI-RPS) · Peer Specialist Supervisor (PSS) · Certified Family Partner (CFP)   These entities are recognized as providers of continuing education credits, however, attendees are responsible for checking with their licensing or credentialing board to ensure acceptance of the CEUs issued. If you have questions about CEUs for a credential that you do not see listed here, contact [email protected].     If you would like accommodations to participate in any of our events, please contact us at [email protected] ahead of the event date. For example, if you would like an ASL interpreter, please let us know 3 weeks ahead of the event date so we have sufficient time to secure the services.    

The Northwest MHTTC is excited to partner with Rebekah Demirel, L.Ac MPCC, to offer a live learning community about leadership and advocacy through a polyvagal lens. ABOUT THE LEARNING COMMUNITY Advocating as a behavioral health professional often involves making difficult decisions, which don't always feel good, and can be a struggle to release at the end of the day. While away from work, our minds may still be full of the day's details, and when we go back, it’s like we never left. A mind that never rests equals a nervous system that never rests, which can lead to emotional and mental burnout. Learning and operating from a Polyvagal perspective, we can become more aware of our nervous system responses and cultivate skills for more clarity and confidence. Starting with increased awareness, we can gain a sense of agency, connection and safety with others and most importantly, with ourselves. This is a dynamic trauma-informed learning community for behavioral health professionals who care deeply about what they do, yet want to feel supported, safe, stable and connected. Participants will learn about how humans operate, while befriending our nervous systems and strengthening our resolve to effect systemic change. Learning Objectives: - Identify nervous system phases related to Polyvagal theory - Identify personal nervous system patterns - Develop skills to balance and calm a dysregulated nervous system - Cultivate broader awareness and connection with others - Discover newfound mental health resilience through self-inquiry Eligibility Members of the mental health/behavioral health workforce who are based in the states of Alaska, Oregon, Idaho & Washington (HHS Region 10) Commitment to attend the whole series is required Each individual must have access to computer/web camera/audio to participate Seats are limited, and applications are due by Friday, April 5. We will notify you of your application status by April 10. Questions: For questions about this series, including eligibility and registration please contact the Northwest MHTTC at [email protected]. SESSIONS: Wednesday, April 17 - April 24, 2024  12:30-2:00 pm AK / 1:30 - 3:00pm PT / 2:30 - 4:00pm MT Session 1 (April 17): Advocacy Beyond Burnout – A Polyvagal Perspective  Learning Objectives: Gain confidence in understanding polyvagal terminology  Recognize personal neuro-patterns   Apply polyvagal principles to advocacy work  Resources: Slides Session 2 (April 24): Befriending the Nervous System Learning Objectives: Identify regulated and dysregulated nervous system states in self and others Adopt tools for self-soothing and self-regulating Cultivate increased personal awareness and agency Resources: Slides The healing power of music with thisislea *Sessions 3 and 4 have been canceled due to unforeseen circumstances. We apologize for any inconvenience this may have caused.* FACILITATOR Rebekah Demirel, L.Ac MPCC Rebekah Demirel L.Ac. MPCC, is the founder and director of Trauma Integration Programs, with more than a decade as an ambulance paramedic, twenty-two years as a paramedic trainer, eighteen years of mental health counseling experience, specializing in traumatic stress, and she is a licensed East Asian medicine practitioner and acupuncturist. Rebekah’s unique skill set and experience are informed by her own traumatic childhood and teen years spent on the street and in the foster care system, giving her a special familiarity and empathy for trauma and loss. *Continuing Education Contact Hours Details Physicians, physician assistants, primary care ARNPs, psychologists, and other health care providers may be eligible for CME or CEUs for completing the course. Retain your Certificate of Completion and verify its suitability for CME/CEUs with your licensing/credentialing entity. The University of Washington is an approved provider of continuing education for DOH licensed social workers, licensed mental health counselors, licensed marriage and family therapists, psychologists, substance use disorder professionals, nurses and physicians under the provisions of: WAC 246-809-610, WAC 246-809-620, WAC 246-811-200, WAC 246-840-210, WAC 246-919-460 and WAC 246-924-240.

Event Description Reducing access to lethal means, such as firearms, can determine whether a person at risk for suicide lives or dies. This session will provide rationale for lethal means safety, recommendations on who and when should receive lethal means safety information, and an introduction to lethal means counseling for Veterans at risk for suicide. In addition, the session will provide information on basic firearm safety and safe storage practices.  Trainers Chad Pitts & Sarah Kemp-Tabbut Chad Pitts is a Veteran of the U.S. Army with over 10 years of organization and program management experience. He is currently the Program Manager for ND HOPES, a suicide prevention project in Western ND focused on Veterans, LGBTQIA2S+ youth, and rural residents. Chad has previously held positions within the NDUS focused on equity and diversity initiatives for disproportionately affected populations including LGBTQIA2S+ and Veterans. While in the Army Chad served as the Non-Commissioned Officer In Charge for multiple domestic and global missions with the 82nd Airborne Division.   Sarah Kemp Tabbut is the Community Engagement and Partnerships Coordinator at the Fargo VA.  She is a Licensed Clinical Social Worker with over 8 years of hands-on and public health experience in mental health and suicide prevention.  Sarah is well-versed in suicide prevention best practices, including safety planning, lethal means safety, and community-based interventions and is a Counseling on Access to Lethal Means (CALM) Trainer.  She also partners throughout North Dakota with communities to create and strengthen community coalition efforts for mental health, suicide prevention, and Veteran/Military issues. 

By the end of this webinar, participants will be able to describe: The nature of insight and treatment engagement in psychotic disorders An overview of the causes of impaired insight and treatment engagement in psychotic disorders.  Approaches to management of impaired insight and treatment engagement/alliance in psychotic disorders.   Presenter: ​​Dr. Keshavan is Stanley Cobb Professor of Psychiatry at the Beth Israel Deaconess Medical Center, Harvard Medical School, as well as Academic Head of the department. He is the Editor-in-Chief of Schizophrenia Research (Elsevier) and serves on the editorial board for journals such as Early Intervention in Psychiatry and Asian Journal of Psychiatry. His main areas of research include the neurodevelopmental basis of schizophrenia, neuroimaging, and early intervention. He has an active clinical practice.   This webinar will be co-hosted by the Massachusetts Psychosis Network for Early Treatment (MAPNET, www.mapnet.online). If you would like accommodations to participate in any of our events, please contact us at [email protected] ahead of the event date. For example, if you would like an ASL interpreter, please let us know 3 weeks ahead of the event date so we have sufficient time to secure the services.  

This event is part of the UW SMART Center's 2024 Virtual Speaker Series. Learn more and register for upcoming events in the series here. Please Note: Certificate of Attendance and Washington state clock hours will be available for attendees of the live session. Bullying Prevention in Elementary and Middle Schools: Leveraging Experts in Your Building When: Wednesday, April 17th @ 10 a.m. - 11:15 a.m. AKT | 11 a.m. - 12:15 p.m. PT | 12 p.m. - 1:15 p.m. MT Description: Session attendants will learn about the types of bullying, strategies to disrupt bullying in schools, and focus specifically on how to leverage school resource officers, bus drivers, and other safety personnel in your bullying prevention efforts. About the Presenter: Sara McDaniel, Ph.D. Professor of Special Education in the Department of Special Education and Multiple Abilities, and Director of the Center for Interconnected Behavioral and Mental Health Systems at the University of Alabama Dr. McDaniel is a professor of Special Education in the Department of Special Education and Multiple Abilities at the University of Alabama and is the Director of the Center for Interconnected Behavioral and Mental Health Systems (CIBMHS). The CIBMHS is a research center that engages in rigorous research in schools and focuses on supporting schools and districts in implementing Positive Behavioral Interventions and Supports (PBIS) and school-based mental health services. Dr. McDaniel conducts research and teaches in the areas of: (a) PBIS, (b) classroom management assessment and coaching, (c) Tier 2 social, emotional, and behavioral supports, and (d) preventative treatments for diverse populations of students placed at high risk.     Want more information and school mental health resources? Visit the Northwest MHTTC's School Mental Health page and sign up for our newsletter for regular updates about events, trainings, and resources available to the Northwest region.

Support for Students Exposed to Trauma (SSET) is an evidence-based intervention focused on managing the distress that results from exposure to trauma. It is designed to be implemented by teachers or school counselors with small groups of students. In January we trained a cohort of 20. There are 4 following TA Calls to go in depth with case consultation and problem-solving. This SSET training is specifically for non-licensed educators, school counselors, or nurses. This is a closed training.

The Region 6 Peer Support Advisory Committee (PSAC) to the South Southwest MHTTC meets on a monthly basis to collaborate across the states and tribal communities to identify and address common areas of need and share resources. Based on feedback from the PSAC, and needs identified by peers across Region 6, the MHTTC organizes training and technical assistance focused on peer retention and workforce development. This is a closed meeting.

Cognitive Behavior Therapy for Psychosis (CBT-P) is an evidence-based approach to support recovery for individuals experiencing psychosis. Case conceptualization can guide CBT-P individual treatment and team-based treatment in a multidisciplinary setting, such as a First Episode Psychosis (FEP) team. In these monthly case-based learning calls, First Episode Psychosis (FEP) Team Leads and Therapists in MHTTC Region 6 will practice using case conceptualization models for young people on their FEP teams. Each month, up to two providers will have the opportunity to present their case conceptualization and receive feedback from the group. Providers will be asked to submit their case conceptualization one week in advance of the call. Samantha Reznik, PhD, will facilitate the calls. Although the calls will practice using a CBT-P case conceptualization, other modalities may be integrated as clinically indicated by the conceptualization and an emphasis will be placed on shared decision-making and recovery-oriented approaches. Participants should expect to learn basic theory of CBT-P case conceptualization rather than to be competent in provision of full CBT-P. Further CBT-P training options will be discussed during the series.   Facilitator Samantha Reznik is the current research postdoctoral fellow with the Advancing the Early Psychosis Intervention Network in Texas (EPINET-TX) project at the Texas Institute for Excellence in Mental Health (TIEMH), University of Texas at Austin. She has specialized in providing recovery-oriented services to individuals diagnosed with serious mental illness (SMI) and other underserved populations. She completed her PhD in Clinical Psychology at the University of Arizona. She trained in Coordinated Specialty Care (CSC) and Cognitive Behavior Therapy for Psychosis (CBT-P) at the Early Psychosis Intervention Center (EPICenter) in Tucson, Arizona. She completed an advanced clinical fellowship in rehabilitation and recovery for SMI at VA San Diego Healthcare System/University of California San Diego (VASDHS/UCSD), where she expanded her training in CBT-P and learned how to integrate Recovery-Oriented Cognitive Therapy (CT-R). She also completed a Health Resources and Services Administration (HRSA)-funded clinical internship at University of Kansas Medical Center to specialize in working with underserved populations.   Positionality statement:   I have been passionate about CBT-P since I saw how it can be used to effectively partner with young people in service of recovery. One important area of non-expertise in my use of CBT-P is that I do not have lived experience of psychosis or participating in CBT-P. Having a positionality as only provider rather than receiver of services, I am mindful that lived experiences may or may not align with the evidence base of CBT-P. I work to honor each individual’s lived experience of participating in CBT-P by sharing and collaboratively building any case conceptualizations and partnering in setting goals and techniques. I apply CBT-P flexibly and use CBT-P case conceptualization to guide therapy, which often incorporates strategies from other modalities.

To be effective and efficient, organizations must provide their services in ways that do not inadvertently re-traumatize the teams of workers providing support to their clients. Becoming trauma-informed means adapting practices, policies, physical spaces and more to make services more accessible for everyone, including the workers. This is very important when working on a team, some of whom likely have lived experiences of trauma. This class helps learners conceptualize the nature of this problem and offers practices that reduce the risk of re-traumatization.   LEARNING OBJECTIVES: Review the impacts of trauma exposure in behavioral health work Consider the mechanisms of re-traumatization in the workplace Assess areas of trauma-informed practice using various assessment tools Examine trauma-informed team competencies   CONTINUING EDUCATION: Registrants who fully attend this training will be eligible to receive 2 continuing education (CE) hours certified by the Minnesota Board of Social Work. CE certificates are provided by People Incorporated Training Institute.   PRESENTER: Russ Turner, MA, Director of the People Incorporated Training Institute 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 provided by our valued partners at the People Incorporated Training Institute. 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.

About this Event: Georgia has had a reputation for being a standard bearer of peer support for many years, and that reputation has been on display over the past 36 months with the launch of the new national 988 and 988lifeline.org. In this series, '988 in Every State', presenters will explore the range of peer recovery-oriented responses and/or responders associated with local, statewide and national crisis response teams, warmlines and recovery centers.   Learning Objectives: · Identify the different types of responders and community resources. · Describe what a recovery-oriented Crisis Intervention Team looks like. · Understand and describe the goals of a crisis response team.  

This training is now at full capacity. Stay tuned for future in-person opportunities! Event Description This two-day in-person training provides a neurodevelopmentally informed approach to better understand student behavior and performance. This training is intended to assist school mental health professionals and educators to understand the impact that stress has on a child’s brain so that they can become trauma-sensitive and ultimately provide effective supports to their students. Agenda: Day One: Explore sequential development and skill building Breaking down the six components necessary for optimal learning environments   Day Two: Breaking down the six components necessary for optimal learning environments (continued) Identifying and creating student interventions and strategies that align with concepts learned in the training   The participant is responsible for all travel, meals, and lodging costs. While lodging accommodations cannot be provided by the Mountain Plains MHTTC, the Residence Inn by Marriott is located directly across the street from the WICHE offices. Objectives: 1. Participants will be able to modify current student strategies to align with the modes of regulation. 2. Participants will practice utilizing state-dependent behavior intervention plans. 3. Participants will do an audit of current strategies in their area of practice regarding components of neuroplasticity. Trainer Jessica Pfeiffer, PsyD., PCSY, LCSW Jessica Pfeiffer, PsyD, NCSP, LCSW is the Founder of Intricate Roots and a consultant with the Neurosequential Network. Over the last 16 years, Dr. Pfeiffer has provided keynote presentations, trainings, consultations, coaching, and observations to educational systems around the world. She focuses on embedding a neurobiological lens in the school settings and providing recommendations that are developmentally relevant for students and staff. 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 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.

The South Southwest MHTTC is co-facilitating this training with Texas Health and Human Services. This is a closed training. AS+K About Suicide to Save a Life is a 3 workshop for adults who interact with youth or adults at risk for suicide. The program provides participants with an overview of the basic epidemiology of suicide and suicidal behavior, including risk and protective factors. Participants are trained to recognize warning signs—behaviors and characteristics that might indicate elevated risk for suicidal behavior—and how to intervene with a person they think might be at risk for suicide.

Please join Springfield College MSW students for a virtual discussion about Social Emotional Learning (SEL)! Social workers, social work students, and anyone interested in SEL is welcome. Presenter: Dr. Jean Conway is a graduate of Northeastern University (BS in Psychology), Boston College (MSW), and Concordia University (MS Ed). Jean brings over three decades of dedicated service as a social worker within the Worcester Public School system, demonstrating her strong commitment to supporting student social and emotional well-being. There will be an opportunity for Q&A. This event is co-sponsored by Springfield College.

Session Objectives: Understand the importance of family and community engagement within a CSMH system. Consider family and community engagement through a culturally sensitive, trauma-informed lens. Be able to discuss implementation steps to creating effective School-Family-Community partnerships to support student mental health.   Facilitator: Tania Leonard has 20+ years of experience identifying and connecting resources for schools, districts, and urban communities. She has a rich history working in the mental health field and education leadership and has worked tirelessly with child servicing agencies at the city and state levels. Tania has provided leadership, guidance, and coaching to schools. She has supported school teams with implementing evidence-based support, responding to behavioral health emergencies, and managing the aftermath of school and community crises. Tania is committed to providing quality services to the most vulnerable populations.

This 2-hour webinar will discuss how to enhance motivation and engagement in treatment. ABOUT THIS EVENT This 2-hour webinar will focus on enhancing participants’ ability to improve an individual's motivation and engagement in treatment. Participants will learn ways to empower their clients to change by drawing out their meaning, importance, and capacity for change. The hope is that through these methods, participants will gain tools and knowledge to help motivate their clients to improve their health and wellness, live self-directed lives, and strive to reach their full potential. Offered in collaboration with Lewis Family Consulting. Webinar slides FACILITATOR Lamarr Lewis, MA, LAPC, CPRP Lamarr Lewis is a dedicated advocate, author, and agent of change. With a focus on community-based mental health, he works with diverse groups including individuals living with psychiatric disabilities, people in recovery from substance abuse, and at-hope youth (He does not use the term at-risk). He is an alumnus of Wittenberg University graduating with a Bachelor of Arts in Sociology with minors in Africana Studies and Religion. He later received his master’s degree in clinical mental health counseling from Argosy University. His career spans over twenty years with experience as a therapist, consultant, and human service professional. He has been a featured expert and trainer for such organizations as; Boeing, Fulton County Probate Court, Georgia Mental Health Consumer Network, Mississippi Department of Health, the Mississippi Band of Choctaw Indians, Region IV Public Health Training Center, the Ruby Neeson Diabetes Awareness Foundation, and more. His lifelong mission is to leave the world better than how he found it.  

WEDNESDAY, April 10, 2024 2:30 - 4:00 p.m. PT [Find your local time zone here] Workshop 4 of 6 in the "Trauma-Informed, In School Sessions" Workshop Series (view series page for full details) Counseling with Care: Trauma Informed School Counseling Practices Trauma Informed Principle to Practice: Peer Support, Empowerment Are you a school counselor, becoming a school counselor, or someone who teams/works with school counselors? Zeyda Garcia, founder of Healing Aguas Wellness Solutions and school counseling professor, joins our series to share how we can anchor and apply trauma-informed principles in school counseling practices, programs, and policies. In this workshop we will discuss a high-level overview of trauma, its impacts on students, and different strategies we can implement to support young people in counseling settings.   Utilizing trauma informed school counseling practices, we can support young people in regulating their own nervous system and support them in accessing their education. Join us as we reflect on our unique school and personal practices, in order to enhance our trauma-informed support of students.   Participants will walk away with practical tools they can use in sessions with students, families, and school-wide. Most importantly, and in Zeyda’s words, the workshop hopes to offer school counselors with “more creativity, courage and confidence in yourself as a counselor and a commitment to caring for yourself.”       Audience:  School counselors, school-based clinicians, counselor educators, counselor supervisors, mental health counselors, and anyone interested.   Faculty   Zeyda Garcia, M.A., LPCC (she/hers) Zeyda Garcia is a licensed therapist, school counselor, founder  and counselor educator dedicated to ensuring all students have access to counseling services in schools. She is a systems driven, community oriented thinker and clinical supervisor who has created multiple counseling programs within the school setting. Zeyda is a highly esteemed adjunct professor at University of San Francisco where she has trained hundreds of graduate students to be community responsive counselors. She is also the Founder of Healing Aguas Wellness Solutions, LLC,  which provides mental health consulting, counselor coaching  and socio-emotional curriculum to schools.   Priming Materials   The School Counselor and Trauma-Informed Practice (ASCA, 2022) The Basics of Being a Trauma-Informed School Counselor (Povall, 2022) A Trauma-Informed Approach to School Counseling (2018)     

ABOUT THIS EVENT Leading, managing and supervising in the behavioral health field can be demanding work, requiring attention, organizational skills, quick thinking and creative problem solving. With all of these demands, it can be difficult to remain stable and flexible, while navigating interpersonal relationships, in and out of work. Individuals can often feel discouraged and frustrated, which can affect desired outcomes and add another layer of personal stress. Leading and advocating for change is intense work. All too often, an individual's mental health and wellness will take a back seat, and over time, burnout can occur. In this training a broader picture is revealed as we examine personal responses to life through a Polyvagal lens. With a collection of fresh ideas, plus a bit of tender encouragement, participants can discover new nervous system awareness, resilience and some much needed soul-nurturing to inspire confidence for the challenges of leadership and advocacy. Learning Objectives Understand the foundations of polyvagal theory Self-identify personal nervous system states through a polyvagal lens Cultivate broader awareness and connection with self and others Gain increased skill and confidence for effective leadership and advocacy   FACILITATOR Rebekah Demirel, L.Ac MPCC Rebekah Demirel L.Ac. MPCC, is the founder and director of Trauma Integration Programs, with more than a decade as an ambulance paramedic, twenty-two years as a paramedic trainer, eighteen years of mental health counseling experience, specializing in traumatic stress, and she is a licensed East Asian medicine practitioner and acupuncturist. Rebekah’s unique skill set and experience are informed by her own traumatic childhood and teen years spent on the street and in the foster care system, giving her a special familiarity and empathy for trauma and loss.

Description: For those who grew up associating drugs with natural sources like marijuana plants, poppy fields, and cocoa leaves, it can be tough to keep up with the shift to synthetic drugs made of chemicals some people may not know they’re ingesting. This workshop will help participants understand the current drug landscape, including stimulants (e.g. methamphetamine and cocaine), powerful opioids like fentanyl and nitazines, and xylazine, an animal tranquilizer increasingly showing up in the drug supply in some regions. It will also cover drug use trends, such as increasing polysubstance use, higher potency drugs, and the risks of mixing illicit drugs, alcohol, and medications. Participants will learn about factors that have contributed to rising overdose rates—including nonfatal overdoses—strategies to minimize risks, and how to recognize and respond to an overdose, as well as where to obtain naloxone. Goals: Increase participants’ awareness of current drug use patterns, the increasing potency of both plant-based and synthetic drugs, and how to prevent, recognize, and respond to an overdose. Workshop Outline: Discuss drug use trends (increasing polysubstance use, shift to synthetics vs. plant-based drugs, mixing prescription medications & illicit drugs, increasing stimulant use). Present graphics depicting increasing strength and potency of illicit drugs (cannabis, methamphetamine, etc.) and effects of different drugs. Overview of fentanyl and xylazine as well as other drugs like nitazines + kratom. Overdose statistics and definitions (opioid vs stimulant ODs). Risk factors for an overdose (including nonfatal overdoses). Strategies to reduce overdose risks. Signs of an overdose. Naloxone – brief overview and where to get it, plus sources for additional training. Good Samaritan laws protecting people who respond to an overdose. Trainer Bio Susan Stellin, MPH is a writer, educator, and public health consultant focusing on health-centered responses to substance use and addiction. Since earning a master's in public health at Columbia University, she has worked on projects about ways to reduce overdose deaths, reform punitive drug policies, and expand access to harm reduction, treatment, and recovery support. Recent clients include NYU Langone’s Health x Housing Lab, the Northeast & Caribbean Addiction Technology Transfer Center, the Opioid Response Network, the NYC Department of Health and Mental Hygiene, the Overdose Prevention Program at Vital Strategies, and the Vera Institute of Justice. She regularly leads training workshops for service providers working with people experiencing substance use, mental health, and housing challenges, and has also taught undergraduate courses about media ethics, collaborative storytelling, and the history of journalism. Other Session in this Series: Session 1: Addressing Myths About Substance Use, Addiction, Treatment, and Recovery Session 3: Harm Reduction Principles, Strategies and Limits Session 4: Understanding Addiction and Options for Care

SERIES DESCRIPTION The Central East MHTTC in collaboration with the National Center for School Mental Health is pleased to offer a school mental health webinar series with a focus on advancing high quality, sustainable school mental health from a multi-tiered system of support, trauma sensitive, and culturally responsive and equitable lens. To familiarize yourself with the foundations of school mental health, please review the school mental health guidance document. LEARNING OBJECTIVES Define the components of mental health literacy Describe the importance of promoting mental health literacy across diverse youth-serving settings Identify outcomes associated with improved mental health literacy PRESENTERS Sean Perry Founder and President, We R H.O.P.E. Inc. Mr. Perry is a trailblazer in the field of youth mental health coaching. With two decades of experience under his belt and a wealth of knowledge and expertise, he has been on the front lines of addressing the inequalities in mental health support services. But he didn’t just sit back and observe, he took action. He co-founded We R H.O.P.E. Inc (www.werhope.org), an organization that is revolutionizing the way we approach mental health by bringing support to young people at an early age and breaking the stigma surrounding mental illness at the school and community level.     Abbie Rosenberg, PMHNP-BC, RN Founder and Executive Director, Mental Health Collaborative Ms. Rosenberg is a psychiatric nurse practitioner with over 30 years of experience providing individuals and families with psychotherapy, psychopharmacology and psychoeducational services. Abbie earned her Bachelor of Science in nursing degree from Boston University, her Master of Science and Nurse Practitioner Degree from University of California, Los Angeles and completed coursework at the Heller School for Social Policy and Management at Brandeis University. In 2019, Abbie founded Mental Health Collaborative (www.mentalhealthcollaborative.org), a nonprofit organization dedicated to building resilient communities through mental health education and awareness. Abbie is a passionate advocate of universal mental health literacy.   Annie Sleaze, M.Ed. Co-Founder, The Mental Health Literacy Collaborative Ms. Sleaze (she/her) is co-founder of the Mental Health Literacy Collaborative (www.TheMHLC.org). Inspired by her personal experiences, Annie repurposed her 25-year teaching career into mental health advocacy, championing upstream solutions, and directing advocacy and education efforts for Delaware’s NAMI chapter for nearly 6 years before co-founding the MHLC. In addition to her national work with the MHLC, Annie continues to contribute to various Delaware initiatives, including as a board member of the Delaware School-Based Health Alliance, Core team member of the Delaware Recovery Ready Workplace Initiative, Community Advisor for Delaware’s CCBHC project, and appointee of the Governor serving on the Delaware Behavioral Health Consortium as Advocate.   AUDIENCE Educators, Administrators, Health and Behavioral Health Care Professionals, Central East (Region 3) Project AWARE Grantees, Policymakers and Advocates, and Child-Serving Agency Staff

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