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Springfield College MSW students hosted a virtual discussion about Social Emotional Learning (SEL.) There was also an opportunity for Q&A.   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.   This event was co-sponsored by Springfield College.

ABOUT THIS EVENT People often think about sex as something that happens in our bodies, but much of our sex life occurs in our brains. It is critical to understand that for all genders our feelings and thoughts play a significant role in our sexual health. Anxiety disorders, bipolar disorder, depression, and psychosis all include symptoms that affect sexual life, such as decreased arousal, desire, or sexual satisfaction. Living with a mental illness can harm a person's self-esteem and make them feel undeserving of sexual attention or a healthy relationship. Medications to treat mental disorders can cause or exacerbate sexual dysfunction. Behavioral health providers play a unique role in their clients’ lives, and treatment relationships provide opportunities to support client sexual health. Session 1 of the series will provide the rationale for integrating sexual health and behavioral health care, and an overview of the research highlighting the importance of this issue. Part 1 of the Sexual Health Series (click to view all sessions in this series). ADDITIONAL RESOURCES Slides Sexual Health and Your Patients: A Provider’s Guide FACILITATORS Lydia Chwastiak, MD, MPH Dr. Chwastiak is a psychiatrist, internist and health services researcher who is a Professor in the UW Department of Psychiatry and Behavioral Sciences.  Over the past 22 years, her research has focused on improving care and outcomes for people with complex needs in low resource settings, such as low-barrier primary care clinics and community mental health centers in the US, and primary and secondary medical settings in India and Nepal. Dr. Chwastiak is co-directs the UW Behavioral Research in HIV (BIRCH) Center, an NIMH-funded AIDS Research Center, and is the PI and co-director of the Northwest Mental Health Technology Transfer Center (NW MHTTC). Christina Clayton, MSW, LICSW, SUDP Christina Clayton has been in the behavioral health field since 1993, primarily serving adults who live with severe mental health issues, substance use, experience chronic homelessness, suffer from poor physical health, trauma and any number of co-occurring issues. Christina has education and licenses/credentials in clinical social work, mental health and substance use, and highly values her direct service experience. Prior to joining the MHTTC in 2018, she spent 25 years working in and managing numerous clinical programs. She has provided licensure supervision, training and consultation, and has been a SW Field Instructor since 2000 She is Co-Director for the Northwest Mental Health Technology Transfer Center and Interim Assistant Dean & Director of Field Education for the UW School of Social Work. Victor Ramirez, MSPH Mountain West AETC, Washington State Training Coordinator Mountain West AETC Local Partner University of Washington, Washington State Training Coordinator   Laurie Sylla MHSA Laurie Sylla has been involved with AIDS since the early 1980s, as an agency/program director, direct service provider, advocate, researcher, coalition leader, and educator. She is a co-founder of the AIDS Council of Northeastern New York and the Community Research Initiative of New England (CRI). She is currently the Director of the Mountain West AIDS Education & Training Center, based at the University of Washington. Terms of use and Substance Abuse and Mental Health Services Administration (SAMHSA) disclosure statement ​

This is a recording of Workshop 6 of 6 in the "Trauma-Informed, In School Sessions" Workshop Series.  The Heart Work: Equity-Centered Coaching Practices for Trauma-Informed Collegiality and Collective Healing Trauma Informed Principle to Practice: Cultural Humility   As systemic inequities and trauma are often intertwined, addressing their connection becomes crucial in trauma-informed school communities. Centering equity in every student interaction and adult partnership supporting the school system is essential. The capacity for the adults responsible for implementing trauma-informed practices grounded in equity is nurtured through equity-centered coaching.   In this workshop video, Pacific Southwest MHTTC's School Mental Health Specialist Melissa Smith leads an exploration of the principles of equity-centered coaching to cultivate trauma-informed school environments. Coaching conversations, grounded in active listening, cultural humility, and psychological safety, model the equitable interactions that administrators might have with educators and providers so that educators and providers can offer the same experience with their students.   Melissa brings forth opportunities to examine our own identities, assumptions, patterns, and beliefs - thereby creating space for new perspectives. This self-reflection enables us to recognize how inequities and trauma manifest in our schools. As we build self-awareness about our experiences and worldviews, we become better able to perceive concerning dynamics and interrupt cycles of harm.   This workshop recording is an invitation to envision the trauma-informed and healing-centered schools we desire – places where adults possess the tools to nurture their well-being and fully empower students. We will review evidence-based tools, rationale, and resources to foster cultural humility, mitigate systemic barriers, and build trusting partnerships across the school community.

  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 with their students and learn strategies to help students navigate a culturally complex world. We will discuss how implicit bias may influence and impact expectations and interactions with youth. Participants will walk away with strategies to discuss these important issues with youth and learn how to support students as they encounter racism and racial trauma.   LEARNING OBJECTIVES: Identify the impact of racial stress and trauma. Explore the impact of prejudice, bias, and privilege. Discuss strategies to support students who are impacted by racial stress and trauma   PRESENTERS: Jessica S. Henry, PhD, is a licensed clinical psychologist in Washington, DC, Maryland, and Georgia. She is the cofounder and vice president of program development and evaluation for the Black Mental Wellness Corp., and founder and CEO of Community Impact: Consultation & Psychological Services—a trauma-informed organization whose mission is to provide trauma-informed services to individuals and organizations affected by traumatic events. Henry is the previous senior director of behavioral health for one of Washington, DC’s largest Federally Qualified Health Centers, clinical director of a level-5 close security male prison and Georgia’s largest youth homeless shelter. Overall, Henry is passionate about the mental health of individuals in Black and under resourced communities and has specialized in increasing access to treatment and providing the highest quality of evidence-based mental health treatment services to underserved youth, families, and adults exposed to traumatic events (e.g., community violence, abuse, neglect). She received her BS from Howard University, MA from Columbia University, and PhD in clinical psychology from The George Washington University. She is from the greater Washington, DC metropolitan area. For more information about Henry, please visit BlackMentalWellness.com or ImpactTheCommunity.com. She can also be found on Instagram @BlackMentalWellness or @CommunityImpact_CP. Dana L. Cunningham, PhD, is a licensed psychologist and cofounder and vice president of community outreach and engagement at Black Mental Wellness, Corp. She is also program director at the National Center for School Mental Health in the Department of Psychiatry at the University of Maryland School of Medicine. Cunningham is passionate about increasing access to culturally responsive and antiracist mental health care for underserved youth and uplifting the voices of marginalized populations. Cunningham also authored a children’s book, A Day I’ll Never Forget, to support children who have been impacted by the incarceration of a loved one. Additionally, Cunningham owns a private practice in the greater Washington, DC area, where she resides. Cunningham received a BA in psychology from Spelman College and obtained her MA and PhD in clinical psychology from Southern Illinois University at Carbondale. To learn more about Cunningham, please visit BlackMentalWellness.com. This training is 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.

The one-hour Reclaiming Native Psychological Brilliance virtual series provides an opportunity for participants to: Gain skills on strength-based approaches in partnership with Native People to enhance Native behavioral health, and Discuss ways that Native brilliance is demonstrated and supports behavioral health, and Learn about Native brilliance examples to share with behavioral health and other health care staff, as well as with local Tribal Nation citizens The concept of Native psychological brilliance will be celebrated through Native music videos and Native spoken word performances as part of each session of the Reclaiming Native Psychological Brilliance series. April's topic was "Home Base- Supporting Native Veterans."

The one-hour Reclaiming Native Psychological Brilliance virtual series provides an opportunity for participants to: Gain skills on strength-based approaches in partnership with Native People to enhance Native behavioral health, and Discuss ways that Native brilliance is demonstrated and supports behavioral health, and Learn about Native brilliance examples to share with behavioral health and other health care staff, as well as with local Tribal Nation citizens The concept of Native psychological brilliance will be celebrated through Native music videos and Native spoken word performances as part of each session of the Reclaiming Native Psychological Brilliance series.   March's topic was "The Red Sox Foundation’s Home Base Treatment Program for Native Veterans."

This webinar provided tips for increasing engagement and understanding insight when working with individuals who experience psychosis. Some of the learning goals of this webinar include: Understanding some of the common barriers to engagement in treatment for individuals who experience psychosis Learning strategies for building rapport and trust with clients whose symptoms may interfere with having insight about their condition Developing a deeper understanding of the role of empathy for the individual’s experience and validation of their values when fostering engagement and therapeutic progress Discussing important cultural and ethical considerations to keep in mind when working with individuals who struggle with developing insight into their psychotic symptoms About the Presenters: Emily Kline is an Assistant Professor of Psychiatry at the Boston University Chobanian & Avedisian School of Medicine and the Director of Psychological Services in the Wellness and Recovery After Psychosis (WRAP) Program at Boston Medical Center. She is an expert in adolescent and young adult development, emerging psychotic disorders, and serious mental illness. She has published over 40 peer reviewed papers and several book chapters on psychosis prediction, detection, diagnosis, and treatment. Her current research focuses on improving communication between parents and youth and increasing access to high quality mental health treatment for young people in distress. Dr. Kline authored The School of Hard Talks: How to Have Real Conversations with Your (Almost Grown) Kids (2023) as well as a The School of Hard Talks Online which is an online course for parents who are hoping to learn to improve their communication with their teens. Jenny Lancet MS, MBA is a Peer Support Specialist with the WRAP Program at Boston Medical Center. She provides one-on-one support by assisting others in their own journeys of recovery through sharing her own experiences and promoting hope that recovery is possible. In her spare time she enjoys photographing the city.

  The goal of this webinar is to advance practitioners’ knowledge of and sensitivity to Judaism and the greater Jewish community. Judaism is not only a religion, but a culture as well, and this presentation will highlight the diverse range of Jewish identity and expression. We will discuss Judaism’s values, beliefs, traditions, rituals, and worldviews will be discussed and how these cultural elements manifest in everyday life. This is an important training for those who work closely with the Jewish community, have clients with Jewish family members, and/or for those who are interested in increasing their cultural competency of Judaism and Jewish Communities in general.   LEARNING OBJECTIVES: At the end of this webinar, attendees will be able to: Identify several Jewish identities and their expression in everyday life Apply new strategies when working with individuals from the Jewish community Summarize cultural-specific issues that may arise when working with Jewish clients Identify Jewish myths and stereotypes and also recall factual data and statistics related to the Jewish population   PRESENTER: Moshe Moeller, PhD Moshe Moeller, PhD, is a licensed clinical psychologist specializing in cross-cultural fatherhood, parenting, couples, family and group therapy, and paternal mental health. He is an Attending Psychologist at Montefiore Medical Center and Assistant Professor in the Department of Psychiatry and Behavioral Sciences at Albert Einstein College of Medicine. Dr. Moeller is currently the Associate Program Director of Montefiore's Supporting Healthy Relationships and HERO Dads programs. These are two family strengthening programs funded by the Administration for Children and Families, Office of Family Assistance (OFA), Health Marriage and Responsible Fatherhood (HMRF) grants. Over the past decade he has been conducting and presenting fatherhood and relationship education research an has been providing clinical services for fathers and families from diverse backgrounds. Dr. Moeller received his bachelor's degree in psychology from Queens College and his master's and doctoral degrees in Clinical Psychology from Adelphi University, Gordon F. Derner School of Psychology. He also received his First Talmudic Degree from Sh'or Yoshuv Institute. He has specialized training in psychodynamic therapy, Emotionally Focused Couples Therapy (EFT) and Gottman Method Couple Therapy and is a Certified PREP 8.0, Nurturing Fathers, and 24/7 Dad Facilitator. Outside of work he enjoys playing piano, spending time outdoors, reading, cooking, painting, and spending time with his family. Dr. Moeller and his wife live in Stony Point, NY with their 3 children.   This training is provided by our valued partners at the Ohio Association of County Behavioral Health Authorities.   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.

  In this training, you'll gain knowledge, practical communication strategies, and insights into cultural nuances to help you navigate interactions with respect and understanding. The workshop also explores current political and humanitarian issues impacting the Middle East and North Africa (MENA) region, fostering your awareness of the complex realities individuals and communities are facing. You’ll acquire valuable tools to enhance your ability to provide culturally competent services and contribute meaningfully to the well-being of the Middle Eastern community.   LEARNING OBJECTIVES Develop culturally sensitive communication skills to effectively engage with Muslim individuals within the Middle Eastern community. Identify cultural nuances and sensitivities within the Middle Eastern community that may impact social work practices and interventions. Gain an understanding of the political and humanitarian issues affecting the MENA region.   PRESENTER Jasmin Abu-Hummos, MSW, LSW and Walaa Kanan, MSW, LSW Jasmin Abu-Hummos is a Palestinian American licensed social worker who has been practicing social work for four years. She is the founder of Yusuf Mental Health, a mental health agency that provides services to the underserved population of Arabic-speaking and Muslim individuals in Ohio. Jasmin also works per diem at Toledo Hospital in their pediatric psychiatric unit. Outside of work, Jasmin dedicates her time to initiatives around the city that educate underserved communities about de-stigmatizing mental health. She also serves as an advocate for human rights and equity initiatives globally.   Walaa Kanan is a master's level licensed social worker currently providing therapy through private practice. Wall is a second generation, immigrant and proud Palestinian who utilizes her cultural background to inform her practice. Wall's focus with clients revolves around trauma, gender-based, violence, relationship dynamics, and working through a decolonizing lens. Outside of work, Wall serves as an advocate attempting to bring attention to the various issues she is passionate about, including consent, equal access, and liberation.     This training is provided by our valued partners at the Ohio Association of County Behavioral Health Authorities. 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 Service animals, trained to handle different tasks for their person, have been a boon for disabled persons for decades. In this presentation, we will examine and explain what makes an animal a service animal pursuant to Washington and Federal law. Service animals perform different functions than Emotional Support Animals (ESA)s. ESAs are protected, but to a lesser extent, under Washington law, and ESAs provide tangible benefits to persons in need of emotional support. A tenant cannot be excluded from housing on the basis of a service animal or an ESA, but there are additional steps needed to protect tenants seeking housing with an ESA. There are no additional requirements regarding a service animal, except possibly educating housing providers. Responsibility for the service animal and the ESA’s conduct remains squarely with the tenant, and we will discuss what this means. The Northwest MHTTC is proud to offer this webinar in partnership with the Tenant Law Center. ADDITIONAL RESOURCES Slides RA guide for medical professionals Washington Low Income Housing Alliance - want to get involved with WLIHA? Please email [email protected] King County Tenant Resource Line, open M-F (except holidays) from 9 AM to 1 PM: (206) 580-0762 Solid Ground classes: Webinars for tenants  FACILITATOR Kasey Burton, Senior Staff Attorney Kasey Burton is a Senior Staff Attorney at the Tenant Law Center, which provides eviction prevention and tenant advocacy services to King County. Kasey has spent several years practicing landlord-tenant law as both a right-to-counsel attorney for tenants facing eviction and providing eviction prevention assistance, which has allowed her to pursue her passion for housing justice.  Kasey attended the University of Washington for both her Bachelor’s in Political Science, with a minor in Law, Societies, and Justice, and her Juris Doctorate. She is currently working on her Master’s in Public Administration at the University of Colorado Denver and hopes to use this degree to facilitate her engagement in policy change that provides Washington citizens who are tenants or unhoused with the protections they deserve. Terms of use and Substance Abuse and Mental Health Services Administration (SAMHSA) disclosure statement ​

This is a recording of Workshop 5 of 6 in the "Trauma-Informed, In School Sessions" Workshop Series.  "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? View this workshop recording 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.   Viewers of this workshop video 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.

  Learn more about this Learning Community: First Episode Psychosis Learning Community     Presented by: Angela Schindler-Berg, MS, LMHP Angela Schindler-Berg is a Licensed Mental Health Practitioner and has worked with primary care clinics and integrated community-based mental health services for over 25 years.   As the Nebraska Project Lead for HealthTeamWorks, Angie promotes healthcare delivery that utilizes evidence based mental health practices, effective team-based care, care management resources, quality improvement processes, and strategic population health to improve the quality of health/life for individuals.  As a practice facilitator Ms. Schindler-Berg has worked on CMS/CMMI initiatives such as the Comprehensive Primary Care (CPC+) and with SAMHSA on the Primary and Behavioral Health Care Initiative (PBHCI).   Currently, Ms. Schindler-Berg supports the University of Nebraska Medical Center-Munroe Meyer Institute as a contracted Regional Trainer with the Region 7 Mid-America Mental Health Technical Transfer Center (MHTTC) She facilitates a collaborative network of supports, focusing on resource development and dissemination, training and technical assistance, and workforce development for the mental health field.  Angie received her Master of Science with Drake University in Rehabilitation Administration and Clinical Rehabilitation Counseling. She brings expertise in integrated care, mental health, care management, crisis intervention and trauma informed care.       

The Central East MHTTC and HeadsUp collaborated to produce the video Availability and Accessibility of Coordinated Care in HHS Region 3. Coordinated Specialty Care (CSC) is a recovery-oriented treatment program for individuals who have experienced a first episode of psychosis (FEP). The 10-minute video features interviews with family members, researchers and behavioral health professionals, who discuss their experiences, research, policy and practices and offer recommendations for addressing the issue. This educational tool, which targets secondary school professionals, highlights the availability of specialized FEP resources and treatment options in Delaware, Maryland, Pennsylvania, Virginia, Washington, DC and West Virginia.

To view resources from this training, click ATTACHMENT links Click here to view the recording 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.

By the end of this webinar, participants were 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 was co-hosted by the Massachusetts Psychosis Network for Early Treatment (MAPNET, www.mapnet.online).

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 was "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 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.

This is a recording of Workshop 4 of 6 in the "Trauma-Informed, In School Sessions" Workshop Series.  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, joined this series to share how to anchor and apply trauma-informed principles in school counseling practices, programs, and policies. In the workshop video, she discusses a high-level overview of trauma, its impacts on students, and different strategies school mental health providers can implement to support young people in counseling settings.   Utilizing trauma informed school counseling practices, providers can support young people in regulating their own nervous system and support them in accessing their education. Watch this workshop video and join in reflections on our unique school and personal practices, in order to enhance our trauma-informed support of students.   Viewers will walk away with practical tools to use in sessions with students, families, and school-wide. Most importantly, and in Zeyda’s words, this workshop aims to offer school counselors “more creativity, courage and confidence in yourself as a counselor and a commitment to caring for yourself.”

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. Bullying Prevention in Elementary and Middle Schools: Foundations and Student Ownership Description: Session attendants will learn about school readiness for bullying prevention, what staff and students can do to create a safe school climate, and how school members and students can teach and reinforce prosocial behaviors.   Objectives Core features of bullying prevention  Increasing student buy-in and ownership  Examples of student ownership from exemplar districts    Presentation Materials Recording Available Here! About the Presenter: Rhonda Nese, Ph.D. Associate Professor, Department of Special Education and Clinical Sciences Scientist, Prevention Science Institute Affiliate Faculty, Prevention Science Program   Rhonda Nese, Ph.D. is an Associate Professor in the Department of Special Education and Clinical Sciences at the University of Oregon and the Director of the Nese Lab. She is also a Scientist within the Prevention Science Institute, a multidisciplinary research institute at the University of Oregon. Dr. Nese’s research involves equitable intervention delivery within a multi-tiered behavior support framework focused on preventative strategies for improving student outcomes.​ Dr. Nese currently serves as the director of an IES grant to refine and test an intervention to reduce exclusionary discipline practices, improve student-teacher relationships, and increase instructional time for students in secondary settings, and co-principal investigator on additional federally-funded projects to identify factors that predict implementation and sustainability of evidence-based practices, to develop technology to improve online learning for educators, and to develop and validate an automated scoring system for oral reading fluency. Dr. Nese also provides technical assistance to state, district, and school level teams across the nation on preventative practices, including addressing implicit bias in school discipline, effective classroom behavior management strategies, bullying prevention, and alternatives to exclusionary discipline practices through the OSEP-funded National TA-Center on PBIS. Dr. Nese is the recipient of the 2022 Presidential Equity Award from the NorthWest PBIS Network and the 2022 Outstanding Early Career Award from the University of Oregon, the UO’s highest award for early career faculty to recognize and celebrate an emerging and significant record of scholarship and research.      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.

To view resources from this training, click ATTACHMENT links Click here to view the recording   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. 

ABOUT THIS RESOURCE 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. ADDITIONAL RESOURCES Motivation in Recovery slides Word Clouds generated by webinar participants   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. Visit the Lewis Family Consulting website here. Terms of use and Substance Abuse and Mental Health Services Administration (SAMHSA) disclosure statement

ABOUT THIS RESOURCE 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 ADDITIONAL RESOURCES Presentation Resources  Slides Rhythm of Regulation  - Deb Dana Website  Published Works — Rhythm of Regulation - Published works by Deb Dana (i.e. Anchored, Polyvagal Theory in Therapy and Polyvagal Card Deck)  “The Pocket Guide to Polyvagal Theory” - by Dr. Stephen Porges  “Activate Your Vagus Nerve: Unleash your body's natural ability to heal” - by Dr. Navaz Habib  The healing power of music with thisislea FACILITATORS 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. Terms of use and Substance Abuse and Mental Health Services Administration (SAMHSA) disclosure statement ​

About this Resource: The Community Resiliency Model (CRM)® is a skills-based wellness and prevention program that provides a biological, non-stigmatizing perspective on human reactions to stress and trauma. The primary focus of this stabilization program is to learn to reset the natural balance of the nervous system, using the body itself. CRM skills help people understand their nervous system and learn to track sensations connected to their own wellbeing. This low-intensity intervention teaches easy-to-learn skills to manage difficult emotions which can be brought on by stressful personal or professional situations. In this 1.5 hour on-demand recording, presenters share their knowledge of concepts to understand their own and others' stress responses and the skills to regain emotional balance when buffeted by strong negative emotions.

This recording is from Workshop 3 of 6 in the "Trauma-Informed, In School Sessions" Workshop Series.  This video recording provides an exploration of Narrative Exposure Therapy (NET), an evidence-based approach tailored for adults or children, particularly refugees and immigrants, with multiple traumatic experiences. Kids Narrative Exposure Therapy (KIDNET) is a therapy designed for children and adolescents who have experienced trauma, especially in conflict zones. KIDNET therapy focuses on reprocessing traumatic memories by contrasting the memories with the present feelings through narration. It focuses on helping them process their traumatic memories by creating a "lifeline" and uses techniques like storytelling, art, and role-play to aid in healing and recovery.   Led by Dr. Alejandra Acuña, this workshop guided participants towards a comprehensive understanding of NET's principles and techniques, learning how to utilize storytelling to help students process and integrate traumatic memories resulting in reduced PTSD symptoms. Viewers will walk away equipped with practical strategies and insights to provide culturally responsive support to students, fostering resilience and facilitating healing within diverse educational settings (e.g., green lights, yellow lights, and red lights of NET implementation!).   Importantly, Dr. Acuña shared not only about the evidence based approach, but how the implementation of it in itself can and should be trauma-informed and culturally responsive so that students and their families experience their recovery through the trauma-informed principles of empowerment and collaboration.