Past Events

Are you a BIPOC school mental health provider? Do you have BIPOC colleagues working in school mental health? Please join the authors of Anchored in Our Roots in an inclusive and safe space to learn about the realities of what BIPOC school mental health providers are experiencing today. We will touch base on the healing practices needed to maintain holistic balance and the beauty that comes from being reacquainted with our traditional ancestral healing practices. Following this session, the authors invite BIPOC school mental health providers in Region 10 (OR, WA, ID, AK) to come together in a virtual space for an ongoing community of learning and care. (Certificate of Attendance and Washington state clock hours will be available for attendees of the live session.)   Please Note: This event will be limited to 1000 attendees. Access to the live event will be available to registered participants on a first come, first serve basis. To secure a spot, we invite you to log on 5 - 10 minutes prior to the event. Please join Dr. Thomas and Ms. Thabet-Chapin as they share their journey in developing the Anchored in our Roots series and provide an overview of the content within it.  We have centered the needs, voices, and lived experiences of BIPOC School Mental Health providers through these conversations and materials. We welcome non-BIPOC providers to lean in, listen, and learn how to support our BIPOC colleagues.  Description: During the session, the presenters will share the resources from Anchored in our Roots that support the link between decolonizing self-care and, the creation of a space focused on the practice of self-preservation. The presenters will highlight the importance of reclaiming and grounding BIPOC self-care practices in indigenous roots. Objectives: Participants will explore a few tools to help decolonize self-care and wellness to positively impact their work, their relationships with other BIPOC families and clients Participants will also co-create specific approaches to their own journey to decolonize self-care by diving into their own indigenous practices. >>> Learn More & Access Materials <<< About The Authors: Katrice Thabet-Chapin, M.Ed., Ed.S., NCSP; is a multi-racial educator who has served in the non-profit sector for over 27 years. She comes from four generations of educators who dedicated their life to educational social justice. Katrice has a strong theoretical background in child development and psychology; B.A. in Child Development, M.Ed. in Elementary Education, and Ed.S. in School Psychology.  She works diligently to ensure that everyone who wishes to have a seat at the table has one, feels safe there, and can voice their opinions without retribution. As a practicing school psychologist, she has a special interest in researching and applying best practices in consultation, intervention, and assessment implementation when supporting students and families who are culturally and linguistically diverse. Katrice is an active member of Washington State Association of School Psychologists, the National Association of School Psychologist, and is a member of OSPI’s School-Based Behavioral Health and Suicide Prevention Subcommittee. When Katrice is away from the office she enjoys spending family time with her partner and four daughters.       Sabine Thomas, ND; is a Naturopathic Doctor (ND) and an educator. She has extensive background in nonprofit management, wellness, infant/early childhood mental health and user experience (UX) research. She graduated from Mount Holyoke College with a B.A. in Sociomedical Sciences and a Doctorate from Bastyr University in Naturopathic Medicine.  She is an early childhood digital ethnographer and a self-care doctor. She is the co-owner of JSol Studios, a virtual wellness educational practice and lives in Tacoma, WA with her family.                Note: The resources and information presented are for educational purposes, and general awareness regarding the experiences of BIPOC mental health professionals within the educational community.  As you process this information you may experience a need to explore more deeply how these concepts have impacted you in your personal and professional life. We encourage you to connect with and seek out additional support from a trusted health provider, confidant therapist, trusted community liaison, advocate, elder and/or spiritual guide. Please contact us at [email protected] for any questions. Want more information and school mental health resources? Visit the Northwest MHTTC's School Mental Health page and sign up for our monthly newsletter for regular updates about events, trainings, and resources available to the Northwest region.

Strengthening Resilience: Promoting Positive School Mental Health Among Indigenous Youth; SD IES Summit This is a closed session presented at the South Dakota Indian Education Summit   The purpose of this presentation is to a) describe a Community of Practice (CoP) approach used to implement a multi-tiered mental health approach in rural schools serving Native American youth; b) describe adaptations to ensure the program is culturally responsive; c) identify strengths and weaknesses of the CoP process in rural schools serving Native American youth; and d) describe strengths and barriers to implementing a multi-tiered approach in schools serving Native American youth.   Trainers LaVonne Fox, PhD, OTR/L Sarah Nielsen, PhD, OTR/L, FAOTA

**This is a private technical assistance not opened to our community** More information coming soon...

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

Mental Health Stigma Reduction in Rural Schools; HHS Region 8 November 10, 2021 3:00 - 4:00 PM/MST | 4:00 - 5:00 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.   The stigma surrounding mental health has emerged as one of the leading barriers to accessing mental health services in rural communities and schools. According to a report by the Centers for Disease Control and Prevention, between 2009 and 2019, an increasing percentage of American youth reported feeling sad or hopeless for at least two weeks “to the degree that they could not engage in their usual activities.” A survey conducted by the Pew Research Center in 2018 reported that 70 percent of teenagers said anxiety and depression were major problems among their peers. Additionally, the percentage of students who seriously considered suicide or made a suicide plan has also risen in the last decade. Suicide has become the second leading cause of death among adolescents.    As the need to thoughtfully address mental health issues in school continues to increase, educators and staff must normalize the conversation about mental health and seeking help. The first step towards normalizing the conversation about mental health is to dispel the misunderstandings and stigma about mental health, mental illness, and the people who experience mental health symptoms. This training will examine ways to identify and address mental health stigma in rural school settings.   After attending this session, participates will be able to:   Define mental health stigma. Identify common factors that influence mental health stigma. Describe the consequences and impacts of stigma related to accessing mental health treatment. Explore techniques to overcome various forms of stigma, particularly in the school setting.    Trainer Debra Brownlee, PhD

SERIES DESCRIPTION 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.   OBJECTIVES Gain increased awareness of high quality, sustainable multi-tiered system of school mental health supports and services Support trauma-informed systems in schools Discover the impacts of social determinants of health on student academic and social-emotional-behavioral success Learn to provide more culturally responsive and equitable services and supports Hear perspectives on school mental health from school, district and state levels Obtain insight into how youth, families, schools and communities can best work together to address student mental health needs   WHO SHOULD ATTEND? Educators, Administrators, Health and Behavioral Health Care Professionals, Policymakers and Advocates, Child-Serving Agency Staff   Registration questions, Larraine Bernstein, [email protected]

At least 1 in 6 boys is sexually abused by the time of their 18th birthday and this number and proportion increase with 1 in 4 men experiencing sexual abuse or assault at some point across their lifespan. The health effects of sexual trauma are often significant and long-lasting. For example, sexual trauma is related to an increase in psychiatric disorders, including posttraumatic stress disorder, substance abuse and dependence, depression, anxiety, and suicidal behavior. The majority of the research on sexual abuse, including the development and testing of psychosocial interventions, focuses on women. While that work is incredibly important and essential, men and boys who experienced sexual abuse are largely overlooked, stigmatized or shamed by the public, and sometimes even by health care professionals. This presentation will address myths related to sexual abuse and assault in boys and men, address barriers to their receipt of mental health services, and provide ways that mental health providers can support male survivors in their healing journey. Presenter: Joan Cook, PhD Dr. Joan Cook is a clinical psychologist and Professor in the Yale School of Medicine, Department of Psychiatry. She has over 100 peer-reviewed publications in the areas of traumatic stress, geriatric mental health and implementation science fields. Dr. Cook has worked clinically with a range of trauma survivors, including combat veterans and former prisoners of war, men and women who have been physically and sexually assaulted in childhood and adulthood, and survivors of the 2001 terrorist attack on the former World Trade Center. She has served as the principal investigator on seven federal grants, was a member of the American Psychological Association (APA) Guideline Development Panel for the Treatment of PTSD, and was the 2016 President of APA’s Division of Trauma Psychology. Since October 2015, she has published over 100 op-eds in places like CNN, TIME, Newsweek, and The Hill.   Participants of live session will receive a certificate of participation within 2-3 weeks. 

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 Substance Use. A primer on addiction basics with motivational enhancement strategies. FACILITATOR JEFF ROSKELLEY, LICSW Jeff Roskelley graduated from the University of Utah with a Masters of Social Work degree in 2008, and has worked in several different settings including hospice, as a co-occurring assessment specialist at the University of Utah, and as a co-occurring specialist for the Lake Whatcom Assertive Community Treatment team in Bellingham, WA. Since 2013, Jeff has provided training, consultation, and quality monitoring to clinicians in outpatient and Assertive Community Treatment teams across Washington State and has provided training to ACT teams on evidence-based psychotherapeutic interventions nationally. Finally, Jeff is an ardent dog lover and self-described qigong dabbler.  

Please join us for our monthly MHTTC webinar series. This month's topic will be: "Two-Eyed Seeing" - the Synergism between Native Wisdom Traditions and Western Science, featuring Mike Bricker, MS, CADC-2, NCAC-2 , LPC. Please note your time zone: 1:00-2:00 ET . 12:00-1:00 CT . 11:00-12:00 MT . 10:00-11:00 PT . 9:00-10:00 AKT

Description: Group therapy offers many benefits to the eating disorder recovery process that individual therapy alone cannot. From the hope instilled by witnessing others’ progress, to the challenging of shame through vulnerability, group work is an integral part of treatment. This webinar will explore the therapeutic factors of group therapy and the stages of group development in general, and will examine the particular relevance of these principles for those struggling with their relationship with food and their bodies. Download Flyer   Presenter: Elise Thibodeaux, MA, LPCC, CEDS-S is a Licensed Professional Clinical Counselor and a Certified Eating Disorders Specialist – Supervisor. She holds a Master of Arts in Counseling from Regent University in Virginia Beach, VA, and currently runs Abundant Life Therapy, a private practice in West Los Angeles. Elise has worked in the eating disorder field since 2013, gaining experience in levels of care ranging from outpatient to residential. She also serves as a therapist with Rock Recovery, a DC Metro area-based nonprofit that supports the journey from disordered eating through affordable clinical recovery and community empowerment programs. A recovered clinician, Elise is driven by a passion for freedom and an unrelenting hope for those who suffer.   Learning Objectives: Identify the 5 stages of a group, and explain 1-2 characteristics of each stage Describe 3-5 therapeutic factors of group therapy Explain the role of group therapy in the treatment of those struggling with eating disorders and body image concerns   Who Should Attend? Clinicians and community leaders   Certificates of attendance will be available to viewers of 50% (45 minutes) or more of the live webinar (via email within 30 business days post-event). CEUs are not offered for this session. The webinar slide presentation and recording will be posted to the website.

Session Two: What's behind a pronoun? Gender, identity and language This new webinar series will bring professionals from the school mental health field to share knowledge, lived experiences, affirming practices and resources to create supportive spaces for the LGBTQIA2+ community in schools in our region. Coming Up: Session Three - November 30, 2021 Session Four - December 14, 2021

The Cognitive Liberty Project is hosting free panels with sponsorship from: Yale Program for Recovery and Community Health: Lived Experience Transformational Leadership Academy, New England Mental Health Technology Transfer Center Network, and Yale School of Medicine Department of Psychiatry. The final panel will be held on November 09, 2021 at 03:00 pm EST. Panelists are Hanifa Nayo Washington, Kyle Jespersen, and Tanagra M. Melgarejo

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]  

Session Description: Given the rates of professional burnout combined with the negative impacts of COVID-19 on healthcare providers, a peer support program was designed to support professional well-being.  CIRCLE Peer Talk and CIRCLE Peer Text groups allowed peers to connect with peers, to reflect and discuss what it means to be “well at work” and important issues that might not ordinarily be addressed in the day-to-day work.   These groups “meet” synchronously (via an online platform or face-to-face) or asynchronously (by text) every other week.  Learn about the program components, successes, outcomes, and impacts on professional well-being and patient encounters.   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.    Manasa S. Ayyala, MD | Assistant Professor of Medicine, Department of Medicine, Division of General Internal Medicine; Director, The Healthcare Foundation Center for Humanism and Medicine, New Jersey Medical School  Dr. Ayyala completed a fellowship in medical education and has formal training in qualitative methodology and experience conducting large survey research. Her work exploring bullying in residency training was published in The Journal of the American Medical Association in 2019.   She has experience in physician wellness interventions spanning the learning continuum from undergraduate medical education to faculty wellness and currently serves as Faculty Vitality Champion for the Department of Medicine and Chair for the Department of Medicine Wellness Committee.  Additionally, she has personal experience with engaging in informal peer support through a texting platform.   

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: 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 for all webinars in series:  Introduction to ClassroomWISE October 26, 2021  10:00 - 11:00 AM Central Time  Integrating ClassroomWISE with a Trauma-Informed Schools Framework November 16, 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 Classroom WISE mental health literacy resource. Explore how Classroom WISE supports existing school SEL principles, practices and programs. Identify talking points and implementation strategies to integrate Classroom WISE into your school’s SEL framework   Participants are encouraged to visit the Classroom WISE 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.   

College Mental Health Professionals Community of Practice (CoP): Supporting one another and learning wellness and self-care strategies for self, staff, and students 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.   The pandemic has highlighted an increasing need for mental health services on college campuses. From 2020-2021, there has been a fundamental change in the way mental health and well-being is viewed and approached by universities and colleges. In a March 2021 survey conducted by Inside Higher Ed, student mental health was the top priority for US university presidents, with 96% expressing concern about students and 94% expressing concern regarding the mental health of employees.    But what about the mental health of the professionals providing these important services to students, staff, and faculty? Overwhelm and burn-out for healthcare and mental healthcare professionals continues to rise due to increased workloads caused by the impacts of COVID-19, changing routines, and uncertainty about the future. As students' mental health needs continue to escalate, the people serving them (mental/behavioral health providers, campus mental health counselors, staff, etc.) are finding themselves overwhelmed with the number and frequency of requests from both students and administrators. Without training and support, providers face increasing levels of burn-out, leaving students with the possibility of receiving even fewer critical mental health services.    This CoP is designed for mental health professionals looking to learn and implement effective self-care and wellness strategies in response to the increased workload caused by COVID-19. Participants will learn different wellness and self-care strategies that they can share with staff and clients. Members of the cohort will also learn and practice coping skills and relaxation techniques that can be implemented immediately.    The cohort will be comprised of five 90-minute sessions and will be limited to no more than 15 participants.   Register   Applicants must register by 11/2/2021. The series will be limited to 15 participants. Please be sure that you are able to attend all five sessions before applying. Applicants selected for this series will be notified by close of business 11/3/2021.   Date & Time   Session 1: 11/9/2021, 9:00am - 10:30am US Mountain Time Session 2: 11/23/2021, 9:00am - 10:30am US Mountain Time Session 3: 12/7/2021, 9:00am - 10:30am US Mountain Time Session 4: 12/21/2021, 9:00am - 10:30am US Mountain Time Session 5: 1/11/2022, 9:00am - 10:30am US Mountain Time   Trainers Andrea Temkin, PsyD Lauren Hoffman, PsyD

/*--> In this workshop for youth, we will introduce our Compassionate Conversations framework and facilitate one. We will introduce a mindfulness practice, provide some wellness tips for young people, and allow young people to share their experiences around positive mental well-being and ask questions of us and each other about ways to overcome mental health struggles.

  Healing Roots: Considerations for Mental Health Accessibility and Delivery of Services Across Tribal Communities   Nov. 5 | Feb. 4 | May 6 | Aug. 5   Overview In Healing Roots: Considerations for Mental Health Accessibility and Delivery of Services Across Tribal Communities, participants will learn about the gaps in services for tribal communities across settings. We will look at college mental health needs on tribal campuses, provide information on the prevention, intervention, and postvention after a suicide on the reservation, examine our own limitations with the training we received when it comes to providing culturally focused and competent care, and discuss community inclusion while implementing evidence-based practices. Attendees of each webinar will receive a toolkit with a number of resources to implement at your own unique setting.   Next Session Supporting the mental health needs of students attending tribal colleges 10-11:30 a.m. Friday, Nov. 5 | Register Now Target Audience: This activity is intended for behavioral health providers (psychologists and masters level counselors) serving tribal communities. Objectives: Identify the unique challenges encountered by college students from tribal communities Discuss the importance of mental health and health equity related to students attending a tribal college Develop outreach efforts including counseling services to support the mental health of students attending tribal colleges Identify strategies to support the mental health needs of faculty and staff at tribal colleges     ACCREDITED CONTINUING EDUCATION   In support of improving patient care, University of Nebraska Medical Center is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC), to provide continuing education for the healthcare team.   Continuing Education (CE) credits for psychologists are provided through the co-sponsorship of the American Psychological Association (APA) Office of Continuing Education in Psychology (CEP). The APA CEP Office maintains responsibility for the content of the programs. This activity has been approved for 1.5 credit hour of continuing education credit.    

These no-cost, virtual meetings offer you the opportunity to collaborate with other First Episode Psychosis (FEP) and Coordinated Specialty Care (CSC) team Peer Supports and Family Partners in a supportive, mentoring environment. This is a space for resource sharing, support around ways to be most effective when working with FEP/CSC clients, options for self-care strategies, and more!

Event Description The presentation will address the Adverse Childhood Experiences (ACE) questionnaire. The presentation will focus on providing participants an overview and background on the ACE questionnaire, the use and scoring of the ACE questionnaire, and its use to assess trauma and implications for trauma-based intervention. Trainer Ken Flanagan, Ph.D., LCSW

This webinar was recorded, please view the recording and slides here.   Student mental health early intervention (Tier 2) and treatment (Tier 3) services and supports are a vital component of any comprehensive school mental health system, but how student centered, evidence-based and effective are they? Join this session to hear about how your school or district team can integrate measurement-based care (MBC) in your Tier 2 and 3 services to improve service quality, track outcomes, and sustain these crucial services for students with emerging or existing mental health needs. MBC is the ongoing use of student-, parent- and teacher-reported progress measures to inform personalized, collaborative, effective interventions. This session will provide information on what MBC is, why it is useful for schools, how to locate free and low-cost progress measures, and best practices in training and implementation support for school professionals. Relevant, free resources will also be hand selected and shared from the National School Mental Health Best Practices: Implementation Guidance Modules for States, Districts, and Schools. Learning Objectives: Increase understanding of measurement-based care and its value for improving and sustaining high quality school mental health Tier 2 and 3 services. Increase familiarity with free or low-cost progress measure options and best practices in training and implementation support for school professionals. Promote cross-state networking and shared learning about best practices, successes and challenges of tracking and reporting on the impact of Tier 2 and 3 services.   Elizabeth Connors, PhD Elizabeth Connors is an Assistant Professor at Yale University, Division of Prevention and Community Research and at the Child Study Center. She is also a faculty member with the University of Maryland National Center for School Mental Health, where she is the Director of Quality Improvement and a developer of The SHAPE System. Dr. Connors received her Ph.D. in Clinical Child and Community Psychology and her work focuses on improving access to high-quality mental health promotion, prevention and intervention services and supports for underserved children, adolescents, young adults and their families in critical access points such as schools and community settings.  

Supporting Students with Anxiety in the Classroom Now that we have returned to school in person in the midst of an ongoing pandemic rates of anxiety are increasing. Join us to review evidence-based strategies to address problematic anxiety within a school setting, including your own response as school staff.   Learning Objectives: Identify common ways in which anxiety presents in school settings including in-person and online formats. Learn empirically-supported strategies to reduce problematic anxiety. Describe school-based approaches for anxiety that encourage and reinforce empirically- supported strategies (approach to anxious situations vs. avoidance).   When: Wednesday, November 3rd @ 1-2pm (AKT) Wednesday, November 3rd @ 2-3 p.m. (PDT) Wednesday, November 3rd @ 3-4pm (MT)   NOTE: Certificate of Attendance and Washington state clock hours available for attendees of the live session >>> Learn More & Access Materials <<< 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.

Supporting Students with Anxiety in the Classroom Wednesday, November 3rd @ 1-2pm (AKT) | 2-3 p.m. (PDT) | 3-4pm (MT)   The rate of anxiety among students and staff is increasing with the return to in-person learning during the ongoing pandemic. Join us to explore evidence-based strategies that mitigate the problematic anxiety within schools.   Learning Objectives: Identify common ways in which anxiety presents in school settings including in-person and online formats. Learn empirically-supported strategies to reduce problematic anxiety. Describe school-based approaches for anxiety that encourage and reinforce empirically- supported strategies (approach to anxious situations vs. avoidance).   NOTE: Certificate of Attendance and Washington state clock hours available for attendees of the live session >>> Learn More & Access Materials <<< 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.