Past Events

This presentation will provide an overview of attention deficit hyperactivity disorder (ADHD). Participants will learn about the symptoms of ADHD, DSM-5 diagnostic criteria, prevalence, course, and long-term outcomes of ADHD. Additionally, the importance of comprehensive evaluation for ADHD will be addressed, due to the range of other causes of symptoms of ADHD and the frequency of comorbidities associated with ADHD. Participants will be exposed to components of a comprehensive multi-method, multi-rater evaluation for ADHD. Presenters will also discuss empirically supported interventions for ADHD, including specific behavioral strategies that can be utilized by PCPs. Learning Objectives: Describe symptoms of and diagnostic criteria for ADHD Describe common alternative explanations for symptoms of ADHD and common comorbidities associated with ADHD, and why comprehensive evaluation is important Discuss comprehensive evaluation for ADHD Discuss empirically supported interventions for ADHD Speaker: Christian Klepper, PsyD, LP, is a licensed psychologist and assistant professor in the Department of Psychology at the Munroe-Meyer Institute for Genetics and Rehabilitation at the University of Nebraska Medical Center. She received her Psy.D. in clinical psychology from Mercer University in Atlanta, Georgia, and completed her internship and post-doctoral training at the Munroe-Meyer Institute. Dr. Klepper is the project coordinator for the Pediatric Mental Health Care Access Program and serves as a faculty trainer for the Mid-America MHTTC. Her clinical time is spent providing behavioral health services at Children’s Physicians, Creighton University Medical Center, in Omaha. Her research interests include integrating behavioral health into primary care, increasing access to care, anticipatory guidance and integrating behavioral health into well child visits, screening in primary care, psychological flexibility, and education and training in integrated primary care.   Learn more about UnitedHealthcare Behavioral Health Education Series

Join us for Youth Peer Support Group Coaching! These no-cost, virtual meetings offer trained Peer Supporters working with young people an opportunity to have regular coaching sessions.  The goal is to provide a space for facilitator led-discussions on topics pertinent to providing youth peer support.  This is also a chance to share resources and network while growing your professional skillset. Future Dates: January 27, 2022 February 24, 2022 March 31, 2022 April 28, 2022 May 26, 2022 June 30, 2022 July 28, 2022

On Friday, November 19, the Ohio Association of County Behavioral Health Authorities, in partnership with the Ohio Department of Mental Health and Addiction Services and the Great Lakes Mental Health Technology Transfer Center, will host a virtual Crisis Academy on Children's Crisis Response. The presentation will focus on the changing landscape of youth residential services and care coordination, including discussions on psychiatric residential treatment facilities (PRTFs), qualified residential treatment programs (QRTPs), child and adolescent needs and strengths (CANS) assessments, family permanency teams, and special considerations for how Ohio will implement this level of care.     LEARNING OBJECTIVES: Participants will be able to: Identify the importance of shared decision making within residential interventions Identify multiple strategies in moving toward residential best practices Describe the elements of trauma informed residential intervention   SPEAKERS:      Elizabeth Manley, The Institute for Innovation & Implementation, University of Maryland   Mike Kenny, Public Children’s Services Association of Ohio   Marisa Weisel, Ohio Department of Medicaid    

The Northeast and Caribbean Mental Health Technology Transfer Center (MHTTC) at Rutgers University will provide monthly webinars to support you in developing your school-based mental health services and supports. During these sessions, the MHTTC in collaboration with school mental health experts and New Jersey district exemplars will focus on the following core features of effective school mental health: Developing your Multi-Tiered Systems of Support Needs Assessment and Resource Mapping Establishing Universal Prevention Establishing Tiered Supports (Tier 2 & Tier 3) System Partners Risk Assessment Funding Comprehensive School-based Mental Health Staff Self-Care Intended Audience: The webinars are intended to help support school/district mental health teams that will develop and influence school mental health programming. This includes, but is not limited to: Administrators (school principals/vice-principals) School mental health professionals (e.g., school counselors, social workers, etc.) District Mental Health Director or Student Services Coordinator Community Behavioral Health Agencies

Join us to get ready, together, to support ourselves, our staff, and each other during the holiday and winter season  Register for the Grief Readiness Series by Monday, November 15, 2021     For this series, the Pacific Southwest MHTTC is partnering again with Workplace Resilience, a national non-profit and leader in peer-led collective grief care, and with the National Center for School Crisis and Bereavement. Together, our faculty offers deep experience with grief, life after loss, and working in grief-centered workplaces.    Background In spring 2021, we hosted a pilot program entitled School Mental Health Grief Readiness Lab. The spring Readiness Lab built on the session that Workplace Resilience led at the MHTTC Grief Sensitivity Virtual Learning Institute in fall 2020.    What?  This November-December 2021, we open the program not only for school mental health providers, but also for the general mental health workforce in our region to learn together.   The output of this series will be deepened grief sensitivity, and both the framework and vocabulary for a Grief Readiness Plan. The Grief Readiness Plan you develop for your department or organization can be geared towards supporting your clients or students, supporting your workforce, or both.      When?   The School and Mental Health Grief Readiness Series is on November 18, December 2, December 9, December 16.* All sessions are from 3-5 p.m. PT / 1-3 p.m. HT / 12-2 p.m. American Samoa (view your time zone).   *Note that December 16 is an optional session for open office hours with faculty for extended support.    Who?  We’re specifically inviting school and mental health systems leaders and influencers (state, district, county) from the Pacific Islands, Hawaii, California, Nevada, and Arizona. Together, we will explore how grief is impacting your workforce, as well as help you hone your skills and gain knowledge to become more grief literate.     Sample roles who might benefit from this series include, but are not limited to:  Mental and behavioral health professionals (clinician, psychologist, social worker)  Foster support services professionals  Youth and young adult peer professionals  Recovery/addictions specialists  Educators or education systems leaders or administrators    While we highly encourage teams to attend, we warmly accept individuals to come as well.     Why?  Nearly two years into the COVID-19 pandemic, there's an increasing need to develop infrastructure, policies, training, and awareness regarding grief sensitivity.  According to research conducted by the Grief Recovery Institute, organizations lose $76 billion dollars a year due to mismanaged loss and grief. At the time of the research, it was estimated that one in four people are experiencing a loss at any given time; in 2021, we could easily argue that number is much closer to four in four, since almost every adult knows someone who has died due to the pandemic—whether family member, friend, or colleague.  Ensuring your teams are grief literate, with a clear plan in place for how to navigate moments of grief-related absenteeism or presenteeism, is no longer a nice-to-have but rather a need-to-have when it comes to building strong organizational culture and effective team dynamics.     Series Learning Objectives  GRIEF READINESS 101: Gain deeper understanding of the emotional, social, and physical effects of grief, and its impact on school and mental health workplace dynamics.   TAKING STOCK: Reflect on current culture and policies (including crisis readiness) around grief and loss in your clinics, departments, service agencies, CBOs, schools, and districts, identifying areas in need of growth or change.   WHAT’S POSSIBLE: Define what Grief Readiness means to your school system, county, district, provider workplace, and beyond. Identify what the ideal scene would be for responding to grief and loss in your workplace, brainstorming solutions to the challenges surfaced.   BUILDING SKILLS: Discuss and practice management and leadership strategies to create a culture of support for grieving colleagues, staff, and employees.   GETTING READY: Develop your own Grief Readiness Plan to begin implementing in your workplace. CEUs are available through full participation in this series.     Register for the Grief Readiness Series by Monday, November 15, 2021   About the Facilitators   Carla Fernandez, Lead Facilitator   Co-founder, The Dinner Party & Workplace Resilience. Carla is a social entrepreneur and community builder focused on helping healing ideas enter culture. She is the co-founder of The Dinner Party, the only in-person, peer-led community for grieving millennials, now active in 100 cities and featured in NYTimes, NPR, and OnBeing and as a case study in almost a dozen books. Combining her decade of experience building The Dinner Party, and her tenure as founding team member and General Manager of creative agency enso, Carla and team have developed a training series for workplaces to develop deeper cultures of support when it comes to handling loss and hardship. Workplace Resilience has trained staff at organizations like Banner Health, Redfin, Warner Music Group, Google, and others, supporting individuals, teams, managers, and leadership on how to create psychologically safe workplaces that are better for employees struggling with a loss, and better for the bottom line.   Sundari Malcolm, Co- Facilitator  Director of BIPOC Wellbeing, The Dinner Party. At 27, and after seven years of being her Caregiver, Sundari lost her mother to breast cancer. At 31 years old, she lost her father to brain cancer. Since then, Sundari has dedicated her life to the support of Caregivers and all those managing life after loss. Outside of her work as the Director of BIPOC Wellbeing for TDP, Sundari is a birth and death doula. She is a yoga and meditation teacher and leads wellness retreats worldwide with her company Bliss Out Retreats. She is currently traveling around the U.S. and Canada in a converted school bus with her husband and pit bull; writing about racial injustice on her blog NamasteUSA.blog; and talking about designing your life post pandemic on her podcast, The Collective Reset.   Dr. David Schonfeld, Support Facilitator  Dr. Schonfeld established and directs the National Center for School Crisis and Bereavement (www.schoolcrisiscenter.org), located at Children’s Hospital Los Angeles. He is Professor of Clinical Pediatrics at Keck School of Medicine. For over 30 years, he has provided consultation and training to schools on supporting students and staff at times of crisis and loss in the aftermath of numerous school crisis events and disasters within the United States and abroad. Dr. Schonfeld frequently speaks on the topics of crisis and loss; has authored more than 150 scholarly articles, book chapters, and books; and has conducted school-based research.   Resources  Making Your Workplace Safe for Grief   

The National American Indian and Alaska Native MHTTC K-12 Initiative is hosting a Native Youth Panel in honor of Native American Heritage Month. Please join us to hear from these incredible youth.

Context Clues: Using Social Determinants of Health (SDOH) to Enhance Treatment, a monthly training series co-developed by the Mid-America MHTTC and Aetna Better Health of Kansas, will provide health care providers and other interested parties the tools they need to identify social determinants of health and strategies for addressing them. Attendees will learn how economic stability, education access and quality, health care access and quality, neighborhood and environmental factors, and social and community context affect patients’ health and quality-of-life outcomes. A certificate for one contact hour will be provided upon completion of each session.

Description: Schizophrenia is a psychiatric disorder involving chronic or recurrent psychosis associated with impairments in social and occupational functioning. It is among the most disabling and economically catastrophic medical disorders worldwide. Recent research suggests persistent racial inequity in schizophrenia diagnosis. Incorrect or delayed diagnosis of schizophrenia may result in significant impact on the long-term functioning of the individuals treated. This webinar will review the presentation of schizophrenia in the African American community and discuss ways to address disparities in diagnosis and treatment. Download Flyer   Presenter: Welton Craig Washington, Jr., MD is an adult psychiatrist in Ann Arbor, MI. He is a clinical adjunct professor in the Department of Psychiatry at the University of Michigan and is an attending psychiatrist at Washtenaw County Community Mental Health. He has been awarded multiple teaching awards including the Nancy C.A. Roeske, M.D. award for Excellence in Medical Student Education, the Alpha Omega Alpha award for Clinical Faculty of the Year, and the Irma Bland, MD Certificate of Excellence in Teaching Psychiatry Residents. He currently serves on the executive board of the Black Psychiatrists of America. He completed his undergraduate training at Morehouse College and both his medical training and psychiatry residency at the University of Michigan. Dr. Washington has special interest in treating severe and persistent mental illness in minority communities. Host: Annelle Primm, M.D., MPH is the Senior Medical Director of the Steve Fund, an organization focused on the mental health of young people of color. She is also a member of the Black Psychiatrists of America Council of Elders.   Learning Objectives: Review the diagnosis of schizophrenia  Discuss the diagnostic challenges associated with schizophrenia in the African American community      Examine the potential impact of the use of psychological testing in Black patients   Who Should Attend? Clinicians, caseworkers, peer recovery support staff, administrators, and others who work on behalf of adults with serious mental illnesses   Certificates of attendance will be available to viewers of 50% (30 minutes) or more of the live webinar (via email within 30 business days post-event). The webinar slide presentation and recording will be posted to the website.  

/*--> Join us for this monthly series where curriculum developers from the New England Mental Health Technology Transfer Center will provide intensive technical assistance around the implementation of its online training course, Cultivating Compassionate School Communities that Respond to Trauma Effectively. This free 12-hour course offer recommendations on cultivating compassionate school communities that buffer against the negative effects of trauma, build student resilience, and enhance the well-being of everyone in the school building. Our course supports states, districts, and schools looking to build or refine trauma-informed comprehensive school mental health support systems. As a part of our Community of Practice gatherings, participants will hear from others using this course with their staff, gain tools to debrief and discuss course concepts, and learn how coaching can enhance efficacy around new practices. Our Community of Practice participants will also have the opportunity to inform the implementation guide being offered to support our online course.   Presenters:  /*--> Martha Staeheli, PhD; Dana Asby, MA, MEd;     

The Great Lakes MHTTC offers this training to behavioral health professionals in HHS Region 5: IL, IN, MI, MN, OH, and WI.   Training Dates Thursday, November 18, 2021 and Friday, November 19, 2021 8:00am–12:00pm CST (Please note time zone and adjust your calendar accordingly.)  Participants must attend both sessions of this two-part series.  If you have had extensive training in Motivational Interviewing and wish to be considered for an exemption, please contact the course instructor: [email protected]    Screening, Brief Intervention, and Referral to Treatment (SBIRT) is an evidence-based method for reducing harm and improving outcomes for patients with substance use disorders. This SBIRT training will prepare participants to deliver SBIRT interventions in health care and other settings. In this interactive, instructor-led workshop you will learn about and practice using screening tools, administering and interpreting assessments, giving feedback, and making recommendations including recommending treatment.  Prerequisite:   Participants in the SBIRT training are required to complete two prior training series:  Motivational Interviewing Foundation: Relational Skills (October 6, 13 and 20. 2021)  Motivational Interviewing Foundation: Technical Skills  (October 27, November 3 and 10, 2021) Learning Objectives Define the 5 categories of use on the substance use continuum  Explain the rationale for universal SBIRT  State how to conduct each step of the process of SBIRT (screening, brief assessment, and intervention/referral), incorporating aspects of motivational interviewing  Administer SBIRT to adult patients    Trainer Laura A. Saunders, MSSW, is the Wisconsin State Project Manager for the Great Lakes Addiction, Mental Health and Prevention Technology Transfer Centers. Her position is housed at the UW–Madison, where she’s worked since 1988. Since 2001, Laura has provided SBIRT and Motivational Interviewing training to physicians, nurses, medical students, psychologists, specialty addiction treatment providers, social workers, physical therapists, health educators, and staff who work in correctional settings. She has provided feedback and coaching to hundreds of social workers, correctional staff, and other human service providers who are interested in using evidence-based practices with fidelity. Laura joined the international group of Motivational Interviewing Network of Trainers (MINT) in 2006 (Sophia, Bulgaria) and is an active member of the Wisconsin MINT group.  

  Person-centered care, sometimes called individualized or patient-centered care, means that recipients of services have control over their care, including the amount, duration, scope of services, and choice of providers. During this month's learning community, we'll have discussions about how to support the youth we work with in a collaborative way to ensure young people are driving the development of their personal goals. We'll also learn about maximizing strategies such as shared decision-making models and a developmental relationships framework. We’ll also discuss respectful and responsive ways to individualize planning for youth and young adults.    These monthly forums are an opportunity to connect with others who share concern and passion for developmentally appropriate and appealing systems and supports for youth and young adults. Maybe you're a peer support provider or a new professional with lived experience working in mental health advocacy. Whatever your role, if you are a young adult professional seeking to make peer-to-peer connections and develop your professional capacity, this learning community offers a space to acquire and build skills with other mental health workforce professionals.   We hope you will join us in collective skill-building, engaging conversations, and young professional networking. Intended Audience The target audience for this learning community is young professionals working with youth and young adults of transition age.

This webinar will focus on how clinicians can support positive change and posttraumatic growth among people who have experienced psychosis. Presenter(s): Gerald Jordan, PhD: Gerald is Postdoctoral Fellow at McGill University, the Yale Program for Recovery and Community Health, and the Strategies for Patient-Oriented Research National Training Entity. His programme of research examines how young people transform their lives and communities following a mental health challenge, and how such transformations are shaped by citizenship-related inequities and community-based mental health services. He is currently funded by a Canadian Institutes of Health Research Strategies for Patient-Oriented Research to examine how youth who experience madness, distress and extreme states define and experience citizenship. Fiona Ng, PhD: Fiona is a mental health services researcher at the University of Nottingham. Her research focuses on understanding posttraumatic growth in psychosis and the development and evaluation of recovery-oriented digital interventions for people with complex mental health problems. Robyn Thomas, MSc: Robyn is a recent graduate of the University of Edinburgh’s Global Mental Health and Society programme, where she completed her MSc research on the transformative potential of psychosis. Robyn has worked in mental health as a professional public speaker, curriculum writer, and facilitator. Her work as a filmmaker bridges compelling storytelling with mental health advocacy, and her recent award-winning film, Follow My Brain, explores a boxer’s perspective on living with psychosis and the efforts of his community to support his wellbeing. Robyn is passionate about advocating for a consensual, human rights approach to mental health care that upholds service users’ agency and insight.

This 2-hour session is part of the live learning lab series Essentials of Care for Supporting Individuals with Serious Mental Illness presented by the SPIRIT Lab at the University of Washington. This training is limited to a specific cohort. Find out more about this learning lab series here. ABOUT THE SESSION Diversity, Equity, and Inclusion in Mental Health Services. A glance at inequities within mental health services and identification of spaces providers can participate in to support diversity, equity, and inclusion in their work.  FACILITATOR SHANNON STEWART, LMHC   Shannon Stewart graduated from Arizona State University with a dual major in Psychology and Communication and completed a Master’s Degree in Community Counseling at Seattle University. Prior to joining the UW SPIRIT Lab, she worked at Harborview Medical Center providing supported employment and Cognitive Behavioral Therapy for psychosis (CBTp) to adults with persistent and medication-resistant psychosis as well as First Episode Psychosis. She also served as the CBTp Agency Lead for Harborview’s Mental Health and Addiction Services. Shannon’s interests involve understanding/addressing how stigma around serious mental illness creates barriers to access, engagement, therapeutic rapport-building, and recovery. Now as a CBTp trainer with the SPIRIT lab, she is committed to using her personal experience learning CBTp as a community mental health clinician to support other professionals in their learning journey.  

The Great Lakes MHTTC and PTTC offer this training for behavioral health professionals in HHS Region 5: IL, IN, MI, MN, OH, and WI. All 45 minutes sessions will be from 12:30-1:15 PM CST. You will need to register for each session you want to attend. The Great Lakes MHTTC and PTTC will host a series of interactive calls for people who want to broaden and enhance their use of Motivational Interviewing skills in their role of leader or supervisor. This learning opportunity provides supervisors with a no-cost, easy to access opportunity to continue to build their practice skills towards fidelity. All sessions will be geared towards multiple levels of learning.  Supervisors may choose to attend all sessions or select from the menu of options. Dates and topics are listed below.   Learning Objectives: Observe and practice fundamental skills: Listening, open-ended questions, affirmations, reflective listening, and summarization Describe Motivational Interviewing: purpose, benefits and limitations Prepare to apply the spirit of Motivational Interviewing to supervision interactions     Dates and Topics:  1/20/21: Motivational interviewing and supervision: The evidence base REGISTER 2/17/21: REALLY listening to understand REGISTER 3/17/21: The spirit of MI in supervision REGISTER 4/21/21: Let your employee know you’re working hard to understand them REGISTER 5/19/21: Guiding others towards change with your open mind REGISTER 6/16/21: Taming your inner cheerleader- Increasing confidence and importance to change in your staff REGISTER JULY: NO SESSION 8/18/21: Encouraging change while handling being stuck with care REGISTER 9/15/21: A big clue that you and the employee aren’t on the same page REGISTER 10/20/21: Growing and supporting change in your employee REGISTER 11/17/21: Planning for change REGISTER DECEMBER: NO SESSION

Workshop Wednesday Session - Introduction to Perinatal Mental Health Awareness and Screening; HHS Region 8 November 17, 2021 12:00 - 1:00 PM/MST | 1:00 - 2:00 PM/CST Registration is free and required. This session is available to individuals residing in HHS Region 8 (CO, MT, ND, SD, UT, and WY). Certificates of Attendance will be available.   Perinatal mental health refers to the mental health concerns experienced by persons during pregnancy and in the first year postpartum. Some of the most common conditions include Baby Blues and Postpartum Depression. Many individuals have risk factors for these conditions, even those who have had "easy" pregnancies in the past! However, many women still feel stigmatized about mental health and often don't discuss their concerns with their providers. This introductory webinar will highlight common perinatal mental health concerns, symptoms, and validated screening tools appropriate for use in multiple settings.    Trainer Maridee Shogren DNP, CNM, LCL

Using a trauma-informed lens, this training offers tools from Expressive Arts Therapy for working with youth and young adults. Presenter Suraya Keating, MFT, REAT, RDT, will discuss a variety of multimodal arts practices that can be used to soothe the nervous system; promote self-awareness; and support the agency, empowerment, and well-being of youth and young adults. Simple interventions using visual arts, visualization, movement, creative writing, music, and theater will be introduced as embodied alternatives to talk therapy that are rooted in attuning to the unique needs and diverse background of each youth or young adult client.  The training will be designed around the framework of the four most common trauma responses (fight, flight, freeze, and fawn), and a variety of effective bottom-up and top-down arts strategies will be incorporated to address each of these four responses. Participants will: Be able to identify the four most common trauma responses and recognize 2-3 common symptoms that are characteristic of each of these responses among youth or young adults of diverse backgrounds. Be able to describe one key feature of a top-down approach to trauma and one key feature of a bottom-up approach to trauma. Learn and practice two expressive arts interventions geared towards supporting youth engaged in each of the four common trauma responses.   This professional skills developmental training is intended to serve those who support the well-being of youth and young adults, including Marriage and Family Therapists, Psychologists, Psychiatrists, Licensed Clinical Social Workers, Drug Recovery Counselors, Psychiatric Nurses, as well as those in trainings or internships programs for their respective licenses.   This training is from 12-2 p.m. PT on Wednesday, November 17, 2021 and is free of charge. 2 CEUs are available for a $25 application and processing fee for those who complete the training.     •   •   •   •   •   •   •   •   •   • Meet the Presenter: Suraya Keating, MFT, REAT, RDT, is a master trainer in Expressive Arts and Drama Therapy as well as adjunct professor at the California Institute of Integral Studies. For 25 years, she has facilitated Expressive Arts and Drama Therapy processes with individuals and groups in schools, prisons, and hospitals, with a focus on populations who are marginalized and oppressed. During this time, she has also guided others in the creation and performance of therapeutic life-story theater. For 10 years, Suraya co-supervised Contra Costa County’s Expressive Arts Therapy Department, where she trained and supervised MFT associates in the cultivation of a wide variety of tools from Expressive Arts Therapy to support the wellbeing of individuals on the inpatient medical and psychiatric units of a county hospital, in addiction recovery programs at outpatient clinics, and in a variety of other settings. Since 2005, she has worked as Shakespeare for Social Justice Director for Marin Shakespeare’s prison programs, where she has trained hundreds of teaching artists, drama therapy students, and others interested in bringing the arts to carceral settings. Suraya works with therapeutic clients in-person and online, and also offers individual Expressive Arts consultation sessions as well as one-to-one solo performance coaching.

Supporting Mental Well-Being of Farmers and Their Families; HHS Region 8 November 17, 2021 10:00 - 11:00 AM/MST | 11:00 AM - 12:00 PM/CST Registration is free and required. This session is available to individuals residing in HHS Region 8 (CO, MT, ND, SD, UT, and WY). Certificates of Attendance will be available.   As part of our ongoing effort to address farm stress in rural agricultural communities, the Mountain Plains Mental Health Technology Transfer Center (MHTTC), in collaboration with the Colorado AgrAbility Project, is proud to present Supporting Mental Well-Being of Farmers and Their Families, a training on suicide awareness and prevention for farmers and their families.    Our producers work in high-stress, variable environments with careers and income dependent on weather conditions, variable commodity pricing, tariffs, and more. As a result, many farmers (to include owners, producers, ranchers, and seasonal workers) experience significant stress that can challenge their mental well-being. This session will provide a clear and relevant definition of farm stress and explain how farm owners, ranchers, agricultural workers, and migrant farmers experience farm stress. Dr. Andrew McLean, a clinical professor and chair of the Department of Psychiatry and Behavioral Science at the University of North Dakota School of Medicine and Health Sciences, will discuss the prevalence of mental illness (to include substance misuse), as well as barriers to mental health care access, and utilization among rural and agricultural communities. Additional topics include specific information about how to prevent and screen for the risk of suicide; and behavioral health care prevention and treatment models that have worked for rural agricultural communities.    Trainer Andrew McLean, MD, MPH Dr. McLean is a Clinical Professor and Chair of the Department of Psychiatry and Behavioral Science at the University of North Dakota School of Medicine & Health Sciences. He is also a hospital surveyor for The Joint Commission. He previously was the Medical Director of the ND Department of Human Services. Dr. McLean has served on a number of clinical, administrative, and regulatory boards including medical licensing and professional health programs. He has lectured internationally on pertinent behavioral and public health issues. Dr. McLean has a particular interest in individual and community resilience and collaborative care.  

Adaptive Leadership for Mental Health Professionals   The work of addressing wellbeing and resilience in the mental health profession is a complex task.  And like all complex activities, it requires leadership to determine if a shift in values, beliefs, and behaviors is needed.  It also requires determining who and what is at risk, and what roles and responsibilities are being challenged. In order to do this, we sometimes have to step away and view the situation with objectivity and some distance.  These are skills of adaptive leadership that are acquired over time and with practice. Bringing personal vision to complex system change, engaging others in the work, providing space for all voices to be heard to create and work towards shared vision is the core work of adaptive leaders. During this session, participants will be offered an overview of adaptive leadership and the components of the adaptive leadership model. Mental health professionals will consider their own leadership styles and the ways in which adaptive leadership is needed in their work.   Learning Objectives: Develop increased awareness of adaptive leadership and your leadership style in the mental health field. Explore the concept of getting on the balcony, creating a holding environment, and other activities in the adaptive leadership model. Determine the adaptive work that shows up for you in your day-to-day work.   All mental health and behavioral health professionals are welcome to participate in this event.

/*--> Conflict among students, educators, and family members can derail learning and result in student and family disengagement, staff fatigue and burnout, and unfortunately, even school violence. Effective conflict resolution strategies are essential to safe and nurturing learning environments. And even the most compassionate and caring school communities can benefit from practices that promote growth, connection, and resilience while reducing damage to relationships. Join us to learn specific skills and strategies that will help you reduce conflict and respond intentionally to students, school staff, parents, and others in crisis. Our presenters will review a variety of processes relevant to conflict resolution in schools, including de-escalation tactics, active and reflective listening techniques, emotional coaching, and more.   Presenters:  /*--> Aaron Weintraub and Dana Asby, MA, MEd

Mindful Movement is a 30 minute meditation space for individuals to ground themselves, release any built up tension, prepare for the week ahead, etc..   1:00-1:30pm CT Tuesdays   It will be led by Victoria Marie, Wáčhiŋhiŋ Máza Wíŋyaŋ (Iron Plume Woman) (https://indigenouslotus.com/about) and is for all school personnel to attend and benefit from.   The sessions will be recorded and can later be used for teachers to use as a resource whenever needed.   Questions? [email protected]  

Young people with intersecting LGBTQ+ A and BIPOC identities are incredibly resilient. At the same time, they face enormous stress related to the COVID 19 pandemic, racism, and discrimination based on gender identity and sexual orientation. While many LGBTQ+A BIPOC youth and young adults find support and connection amongst their peers, or through family, including families of choice, or communities grounded in faith, activism, or other shared interests and values, others struggle with isolation. Those who seek mental health treatment often face barriers such as a shortage of practitioners with relevant expertise, mistrust of the healthcare system, and inadequate insurance coverage. Many also experience logistical challenges related to transportation, scheduling, lack of privacy, and little access to the technology required for successful telehealth engagement. Please join us and the LGBTQ+ Behavioral Health Equity Center of Excellence for an interactive conversation about the resilience of BIPOC LGBTQ+A young people, and explore how providers, practitioners, caregivers, and other adults can help these youth navigate challenges and thrive.   Moderator: Rev. Lambert Norman Rahming, Jr.   Presenters: Lindsey Harrington, LCSW  Simbrit Paskins Stephany Marryshow    

Session Description: One-to-one peer support programs are becoming more widespread among healthcare institutions and academic medical centers.  The ONE 2 ONE 2 CARE peer support program was developed to train faculty and physicians in peer support techniques to provide one-on-one episodic support for distressed peers who reach out to them as trusted colleagues.  Peer supporters provided on-site real-time support when challenging situations arise. Learn about our experiences and outcomes and how we are now implementing this program with residents.  Come learn about the program’s components, lessons learned, and implementation considerations.   Presenters: Chantal Brazeau, M.D. | Professor of Psychiatry and Family Medicine, New Jersey Medical School; Assistant Dean for Faculty Vitality, New Jersey Medical School and Robert Wood Johnson Medical School; Chief Wellness Officer, Rutgers Biomedical and Health Sciences Dr. Brazeau has over 25 years of experience in the field of health professional well-being. She has taught about well-being and burnout, conducted local and national survey-based studies on medical student, faculty and physician well-being and presented at national and international venues on these topics.  As the inaugural Chief Wellness Officer at Rutgers Biomedical and Health Sciences, she works with school, university and hospital leadership teams to explore and lead the development and implementation of wellness initiatives for faculty and health care providers.    Ping-Hsin Chen, Ph.D. | Associate Professor, Department of Family Medicine, New Jersey Medical School   Dr. Chen is an experienced mixed methods researcher with extensive experience in intervention studies, community service-learning programs, quality assurance, and quality improvement projects, and clinical trials. Dr. Chen is proficient in building and managing secure online surveys and databases and using specialized statistical software packages for data analysis. She has provided quantitative and qualitative analyses and evaluations of several surveys on faculty and health professional well-being.    Margaret (Peggy) Swarbrick, Ph.D., FAOTA | Research Professor & Associate Director, Center of Alcohol & Substance Use Studies, Graduate School of Applied and Professional Psychology  Dr. Swarbrick has worked for over 35 years in a variety of healthcare settings designing and evaluating innovative peer-delivered models and training programs that promote wellness and resilience. She has created an 8-dimensional Wellness Model adopted by behavioral healthcare agencies and state authorities across the country. In addition, she has developed a wellness coaching model and wellness Self-care Programs for a variety of populations including health professionals.  Dr. Swarbrick has published extensively on a wide range of topics including health disparities, the wellness model, and health promotion approaches.      

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. ClassroomWISE, a new mental health literacy course developed by the MHTTC Network and the National Center for School Mental Health is a free 3-part training package that assists K-12 educators and school personnel in supporting students' mental health in the classroom and is comprised of a free self-guided online course, video library, resource collection, and website focused on educator mental health literacy. Many schools and districts are already addressing different aspects of school mental health by using various programs, practices and initiatives to support students. ClassroomWISE was designed to integrate and enhance school mental health efforts to provide even greater assistance to students at both the prevention and intervention levels. Each webinar in this series will focus on a different school mental health framework: social emotional learning, trauma informed practices and multi-tiered system of support. Clear examples, tips and discussions will help illustrate the relationship between ClassroomWISE and the specific SMH framework. Participants are welcome to attend the whole series or the individual sessions most aligned with your current SMH practices. This webinar series is for educators, school mental health professionals, school and district decisions makers, and administrators.   Registration links to all sessions:  Introduction to ClassroomWISE October 26, 2021  10:00 - 11:00 AM Central Time  Integrating ClassroomWISE with a Social Emotional Learning (SEL) Framework November 9, 2021 10:00 - 11:00 AM Central Time  Integrating ClassroomWISE with a Multi-Tiered Systems of Support (MTSS) Framework November 30, 2021  10:00 - 11:00 AM Central Time    LEARNING OBJECTIVES: Review ClassroomWISE mental health literacy resource. Explore how ClassroomWISE supports existing trauma informed school practices principles, and programs. Identify talking points and implementation strategies to integrate ClassroomWISE into your school’s Trauma informed practices framework Participants are encouraged to visit the ClassroomWISE website in advance of the webinar.   Presenter:    Stefanie Winfield is an Adjunct Faculty Instructor the University of Denver, Graduate School of Social work. In her past role as School Mental Health Lead for the Mountain Plains MHTTC, Stefanie focused on providing intensive technical assistance and training to educators, teachers administrators and all school staff on ways to improve and enhance school mental health. Stefanie has extensive experience working in schools promoting youth sexual health, conflict and anger management, behavioral health education, and school-based health care. With over 20 years of experience working with nonprofits and community organizations, Stefanie has done everything from grant management and implementation  to program and outcome evaluation, training and facilitation. CERTIFICATES: Certificates of attendance will be emailed to all participants who attend the training in full.   

Job development is an important component to providing best practice employment services and includes initiating and developing relationships with employers. However, many vocational services staff express discomfort and limited skills in interacting with the business community. This three-part series will provide attendees with the tools to confidently approach employers, market their employment services, and develop and maintain relationships with employers. Sessions will be interactive with opportunities to practice newly learned skills. Attendees are encouraged to attend all three sessions. Session 2 Session 3