Products and Resources Catalog

Description: With increasing overdose rates, a more lethal drug supply, and more prescription medications in many homes, it’s important to educate a wider audience about harm reduction and what it means: essentially, reducing the negative consequences of potentially risky behaviors. This workshop will present different definitions of harm reduction, highlight how we all practice harm reduction in our lives, and explain how harm reduction strategies are implemented in different settings, including syringe service programs and psychotherapy. It will also address community concerns and hesitations about harm reduction, ways to reduce the harms of stigma surrounding drug use, and opportunities to build bridges between harm reduction and treatment for people with substance use disorders Goals: Increase participants’ understanding of harm reduction principles and strategies, address myths and misperceptions about harm reduction, and explore how harm reduction can be part of the continuum of care. Workshop Outline: Different ways of defining harm reduction (National Harm Reduction Coalition, SAMHSA, NIDA). Harm reduction principles. How we all practice harm reduction (including bike helmets, sunscreen, designated drivers). Harm reduction services provided by syringe service programs (SSPs), overdose prevention centers (OPCs) and mobile units in some communities. Who harm reduction services may not be reaching (different population groups). Harm reduction psychotherapy (key practitioners and principles, including embracing goals like reduced substance use). Hesitations about harm reduction (traditional objections, like it “enables” drug use, vs. newer concerns, e.g. it’s “not enough” for people with complex needs). Building bridges between harm reduction and treatment for people with substance use disorders. Reducing harm by addressing stigma (types of stigma, avoiding stigmatizing terms). Trainer Bio: Susan Stellin, MPH is a writer, educator, and public health consultant focusing on health-centered responses to substance use and addiction. Since earning a master's in public health at Columbia University, she has worked on projects about ways to reduce overdose deaths, reform punitive drug policies, and expand access to harm reduction, treatment, and recovery support. Recent clients include NYU Langone’s Health x Housing Lab, the Northeast & Caribbean Addiction Technology Transfer Center, the Opioid Response Network, the NYC Department of Health and Mental Hygiene, the Overdose Prevention Program at Vital Strategies, and the Vera Institute of Justice. She regularly leads training workshops for service providers working with people experiencing substance use, mental health, and housing challenges, and has also taught undergraduate courses about media ethics, collaborative storytelling, and the history of journalism.

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

Description: How did you learn about substance use, addiction, treatment and recovery? What are the sources of information that shaped your views? This workshop will discuss how news, entertainment, and social media, as well as personal experience, influence how people understand substance use disorders and different pathways to recovery. It will also address common beliefs like, “You have to hit rock bottom” and “Recovery is rare,” and explain how attitudes, practices, and data collection have evolved. Information from the 2022 National Survey on Drug Use and Health and other sources will be presented, including prevalence of illicit substance use, substance use disorders, and co-occurring mental health challenges. Goals: Encourage participants to examine the sources of their attitudes and beliefs about substance use, addiction, treatment and recovery, reconsider any misperceptions, and expand their understanding of these topics by presenting current research and statistics. Workshop Outline: Discuss where participants learned about addiction, treatment and recovery (personal experience, news and entertainment media, etc.). Highlight themes that often appear in films, TV shows, books, music, and social media, including overview of research findings. Discuss critiques of media coverage of these topics. Address common beliefs and whether they’re supported by evidence (hitting rock bottom, enabling and co-dependency, tough love). Discuss how personal experience influences attitudes and beliefs. Present graphics illustrating types of substance use (experimental, social, risky, etc.). Discuss different reasons people use drugs, and how that varies for different substances over time. Present substance use and mental health statistics, using sources such as the 2022 NSDUH. Discuss criteria for diagnosing a substance use disorder (mild, moderate or severe). Trainer Bio: Susan Stellin, MPH is a writer, educator, and public health consultant focusing on health-centered responses to substance use and addiction. Since earning a master's in public health at Columbia University, she has worked on projects about ways to reduce overdose deaths, reform punitive drug policies, and expand access to harm reduction, treatment, and recovery support. Recent clients include NYU Langone’s Health x Housing Lab, the Northeast & Caribbean Addiction Technology Transfer Center, the Opioid Response Network, the NYC Department of Health and Mental Hygiene, the Overdose Prevention Program at Vital Strategies, and the Vera Institute of Justice. She regularly leads training workshops for service providers working with people experiencing substance use, mental health, and housing challenges, and has also taught undergraduate courses about media ethics, collaborative storytelling, and the history of journalism. Session Recording:

Participants will be able to define a school-wide crisis and an individual student emergency, understand incident management guidelines at each phase, and identify possible barriers to school emergency responses in order to positively engage leadership/staff during an emergency.

Session learning objectives: Provide an overview of the prevalence of mental health challenges among youth before and after the COVID-19 pandemic. Examine specific groups of youth that may be more vulnerable to mental health challenges post-pandemic. Explore pandemic-related changes in behavior patterns and coping mechanisms adopted by youth, including the role of technology. Describe ways in which schools can identify students who experience persistent challenges and implement school-based programs to best support these youth.  

Job Development is an important component of 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 training will provide attendees with the tools to approach employers and market their employment services confidently.

This webinar will explore the concept of healthy aging for people living with serious mental health conditions. While people aging in this group may experience health challenges, supporters can encourage and empower people to take actions toward healthy aging despite challenges. Objectives: Explore healthy aging for people aging with serious mental health conditions List methods to promote healthy aging Identify strategies to empower older adults to make informed decisions about resources for care and supports  

Developed by the Northeast & Caribbean Mental Health Technology Transfer center, this Motivational Interviewing: A Training of Trainers manual is designed to prepare those knowledgeable in MI to deliver motivational interviewing instruction to their peers. The motivational interviewing training is comprised of six modules designed for delivery in 60-minute in-service sessions. The participant manual contains the corresponding PowerPoint slides (with room to take notes) and all activity worksheets. Below, you will find links to the remaining modules and resources for the Motivational Interviewing Training Series.

Our mission is to facilitate the implementation of evidence-based and empirically supported mental health practices to improve the lives of individuals living with mental health conditions and support their recovery, wellness, and resilience. As we conclude our fifth year of activities at the Northeast and Caribbean Mental Health Technology Transfer Center, we are reflecting on strategies to support the sustainability of our efforts. A critical component of sustainability is collaboration with valued partners. We’ve had the opportunity to build many such partnerships. You’ll see in this summary of our Year 5 activities that collaborations are central to our work and its sustained impact.

Many of us at some point in our lives decide what type of information and how much to tell others. We may not formally sit down and consider this decision but we nevertheless weigh the pros and cons of what we want our colleagues or others to know about us. Researchers in this area (Waghorn and McGahey, et al., 2014; Waghorn, et al., 2010) describe this type of disclosure decision-making as developing a plan for managing personal information (PMPI). A PMPI includes agreed upon language of how the student wishes to describe their disability as well as any accommodations that might mitigate support needs. This workshop will provide resources and strategies to assist students in developing a plan for managing personal information in education, including assessing the need for and requesting reasonable accommodations., including assessing the need for and requesting reasonable accommodations. This training will utilize a service conceptualization framework and peer/expert discussions to apply the skills learned. If you wish, please come prepared to discuss an individual participating in services (please no names or other identifying information). This training is in collaboration with the Integrated Employment Institute (IEI) at Rutgers University.   View session recording.   Presenters: Joni Dolce, M.S., CRC  Joni Dolce is an assistant professor in the Department of Psychiatric Rehabilitation and Counseling Professions at Rutgers School of Health Professions. Joni has many years of experience working in behavioral health services, specifically Supported Employment (SE), providing both direct services and supervising SE staff. She has authored and co-authored several articles and workbooks on employment and presents and provides webinars and trainings locally and nationally on a variety of employment related topics. She has provided training in SE on a national level, including at the NY Department of Mental Health and Hygiene, Washington State Healthcare Authority, the Veterans Administration, and SAMHSA’s Northeast and Caribbean Mental Health Technology Transfer Center (MHTTC). She has taught/co-developed the inaugural academic courses for Rutgers in SE and Supported Education. Joni was training coordinator for a Field Initiated National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR) grant evaluating the implementation of SE into Supportive Housing environments. Joni has been invited to present to Human Resource professionals on the topic of mental health in the workplace and is listed in the Society for Human Resource Management (SHRM) as a recommended speaker on this topic. She is currently a member of the MHTTC’s Dissemination and Implementation working group and is a past president of the National Rehabilitation Association’s NJ affiliate chapter and past secretary of the NJ Psychiatric Rehabilitation Association. Joni is a doctoral candidate in Psychiatric Rehabilitation further exploring the impact of disclosure decision making in employment.     Amy Banko, M.S., LAC, NCC, CPRP Amy Banko is a Lecturer in the Department of Psychiatric Rehabilitation and Counseling Professions at Rutgers University. In addition to providing course instruction, Ms.Banko is a trainer and consultant at the Integrated Employment Institute of Rutgers. Within this role, she facilitates trauma-informed, Supported Employment & Supported Education training and technical assistance to enhance practitioner competencies and program outcomes. Previously, Ms. Banko was a clinical contributor on three NIDILRR funded studies focused on education, employment,  and trauma for individuals with mental health conditions. Additionally, Ms. Banko is a co-author of a best practice manual for providing career services to transition-age youth with mental health conditions. She currently serves as Co-Investigator on two NIDILRR funded studies related to postsecondary education, mental health conditions, and trauma. Ms. Banko’s research agenda focuses on rehabilitation counseling and social/transformative justice as well as critical disability theory as she seeks to build interventions and counseling services that bolster the social determinants of health for those with mental health conditions. Her passion is addressing disability stigma, internalized stigma, ableism, and improving the social determinants of health for people with disabilities and those who experience the intersectionality of disability with other marginalized and oppressed identities. Additionally, Ms. Banko leverages her lived experience of a mental health condition to inform her research, course instruction, and counseling. Ms. Banko is currently attending her doctoral studies at Kean University for Counseling and Supervision with a focus on the treatment of trauma.

In this series, participants will learn about implementing and evaluating new or existing programs at their agency. In this third session, the evaluation stage will be covered. View session recording

A presentation for Rutgers Health faculty, clinical health care providers, and educators about the use of 988 call-line for people in emotional distress. This is being offered to support the Rutgers Health Suicide Prevention month and Suicide Prevention Committee at Rutgers Biomedical and Health Sciences. OBJECTIVE 1: Provide overview of 988 Call-Line 2: Identify situations with patients, colleagues or students when 988 may be helpful 3: Differentiate 988 from 911 4: Offer resources for people in emotional crisis. View session recording.

In this series, participants will learn about implementing and evaluating new or existing programs at their agency. In this second session, the implementation stage will be covered. View session recording.

In this series, participants will learn about implementing and evaluating new or existing programs at their agency. In this first session, the planning stage will be covered.   View session recording here.

View session recording here.   Are you supporting individuals in returning to post-secondary education? If so, you may be interested in attending this training on assessing the need for and identifying the different types of assistive technology and accommodations available for students with mental health conditions in post-secondary settings. Assistive technology and accommodations can significantly improve academic success; however, accessing these supports can be cumbersome. Additionally, there are many types of assistive technology devices/tools that students can use for academic success that range on a continuum from low to high tech. We will define assistive technology and accommodations in the post-secondary setting as well as explore the types of accommodations and assistive technology used to improve performance in post-secondary school settings. Various types of assistive technology and apps will be demonstrated. A representative from Disability Rights’ Assistive Technology Advocacy Center will also be available to provide an overview of relevant legislation and how to access assistive technology. We will utilize a service conceptualization framework and peer/expert discussions to apply the skills learned. If you wish, please come prepared to discuss an individual participating in services (Please no names or other identifying information). This training is in collaboration with the Integrated Employment Institute (IEI) at Rutgers University.   Presenters: Joni Dolce, M.S., CRC  Joni Dolce is an assistant professor in the Department of Psychiatric Rehabilitation and Counseling Professions at Rutgers School of Health Professions. Joni has many years of experience working in behavioral health services, specifically Supported Employment (SE), providing both direct services and supervising SE staff. She has authored and co-authored several articles and workbooks on employment and presents and provides webinars and trainings locally and nationally on a variety of employment related topics. She has provided training in SE on a national level, including at the NY Department of Mental Health and Hygiene, Washington State Healthcare Authority, the Veterans Administration, and SAMHSA’s Northeast and Caribbean Mental Health Technology Transfer Center (MHTTC). She has taught/co-developed the inaugural academic courses for Rutgers in SE and Supported Education. Joni was training coordinator for a Field Initiated National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR) grant evaluating the implementation of SE into Supportive Housing environments. Joni has been invited to present to Human Resource professionals on the topic of mental health in the workplace and is listed in the Society for Human Resource Management (SHRM) as a recommended speaker on this topic. She is currently a member of the MHTTC’s Dissemination and Implementation working group and is a past president of the National Rehabilitation Association’s NJ affiliate chapter and past secretary of the NJ Psychiatric Rehabilitation Association. Joni is a doctoral candidate in Psychiatric Rehabilitation further exploring the impact of disclosure decision making in employment.     Amy Banko, M.S., LAC, NCC, CPRP Amy Banko is a Lecturer in the Department of Psychiatric Rehabilitation and Counseling Professions at Rutgers University. In addition to providing course instruction, Ms.Banko is a trainer and consultant at the Integrated Employment Institute of Rutgers. Within this role, she facilitates trauma-informed, Supported Employment & Supported Education training and technical assistance to enhance practitioner competencies and program outcomes. Previously, Ms. Banko was a clinical contributor on three NIDILRR funded studies focused on education, employment,  and trauma for individuals with mental health conditions. Additionally, Ms. Banko is a co-author of a best practice manual for providing career services to transition-age youth with mental health conditions. She currently serves as Co-Investigator on two NIDILRR funded studies related to postsecondary education, mental health conditions, and trauma. Ms. Banko’s research agenda focuses on rehabilitation counseling and social/transformative justice as well as critical disability theory as she seeks to build interventions and counseling services that bolster the social determinants of health for those with mental health conditions. Her passion is addressing disability stigma, internalized stigma, ableism, and improving the social determinants of health for people with disabilities and those who experience the intersectionality of disability with other marginalized and oppressed identities. Additionally, Ms. Banko leverages her lived experience of a mental health condition to inform her research, course instruction, and counseling. Ms. Banko is currently attending her doctoral studies at Kean University for Counseling and Supervision with a focus on the treatment of trauma.

Because individuals with vision loss can experience a higher prevalence of depression, anxiety, and other mental health issues as compared to their sighted peers, Prevent Blindness, the nation’s leading nonprofit eye health and safety organization, has engaged experts from around the country to raise awareness, provide education and offer newly developed resources for patients, care partners, and healthcare service professionals. According to a recent study from the Centers for Disease Control and Prevention (CDC) one in four adults with vision loss reported anxiety or depression. Younger adults with vision loss had almost five times the risk of serious anxiety or depression compared to adults 65 and older.  “As a patient advocacy organization, we’ve heard for many years from our constituents that one of the biggest challenges of vision loss is how deeply it impacts mental health,” said Julie Grutzmacher, director of patient advocacy and population health initiatives at Prevent Blindness. “Working together with patients, their families and healthcare professionals, we are targeting specific areas for improvement and creating strategies to bring support for those whose mental health is significantly affected from vision impairments.”       Prevent Blindness recently convened an all-volunteer Mental Health Task Force, consisting of professionals from a variety of fields, including ophthalmology, optometry, social work and clinical psychology, as well as patients experiencing vision loss.  The group created the Vision Loss and Mental Health: Key Takeaways from an Interprofessional Task Force issue brief, and collectively identified opportunities to promote process improvement and advocacy in: vision rehabilitation, resource development and dissemination, training for providers (eye care, primary care and mental health),  developing an integrated eye care model. The issue brief is intended for policy makers, providers, professionals and program personnel. Funding support for the promotion and dissemination of the mental health issue brief has been provided by Horizon Therapeutics. As a next step, Prevent Blindness is working with the Task Force to develop training modules geared towards mental health providers. Through the free Living Well with Low Vision resource, Prevent Blindness offers the “Vision Loss and Mental Wellness” webpage. The site provides detailed steps to support mental health, and a listing of mental health services from a variety of organizations. For free information on general eye health, please visit PreventBlindness.org. For a patient guide, low vision resource directories and the latest news on low vision rehabilitation, research and developments in the treatment of eye disease, and a wide range of other topics, visit LowVision.PreventBlindness.org/.   About Prevent Blindness Founded in 1908, Prevent Blindness is the nation's leading volunteer eye health and safety organization dedicated to fighting blindness and saving sight. Focused on promoting a continuum of vision care, Prevent Blindness touches the lives of millions of people each year through public and professional education, advocacy, certified vision screening and training, community and patient service programs and research. These services are made possible through the generous support of the American public. Together with a network of affiliates, Prevent Blindness is committed to eliminating preventable blindness in America. For more information, visit us at PreventBlindness.org, and follow us on Facebook, Twitter, Instagram, LinkedIn and YouTube.

The focus of this session is to develop knowledge of educational supports and resources that contribute to student success and satisfaction. Utilization of campus and community resources, academic accommodations, and skill development strategies will be discussed. View the session recording.   Session 1: Exploring a Student's Educational Preferences Session 2: SEd Services that Support Entry into an Educational Program

This training is intended for mental health providers to improve knowledge and awareness of blindness and visual impairments, potential psychosocial impacts, and recommendations when working with individuals with low or no vision. View the webinar recording here.

The focus of this session is to identify practitioner strategies to support the exploration of educational interests and the development of academic goals. Participants will learn how to assess interests, values, and preferences to inform students’ educational choices. View the session recording here.   Session 2: SEd Services that Support Entry into an Educational Program Session 3: Supporting Students to Thrive in Higher Education

The focus of this session is to develop knowledge of assisting students in accessing and entering the educational program of their choice. The main areas of focus will be on funding education, securing transportation, preparing applications, and completing entrance interviews. View the session recording here.   Session 1: Exploring a Student's Educational Preferences Session 3: Supporting Students to Thrive in Higher Education

During this interactive, virtual training, participants learned more about the current state and federal funding utilized in New York for behavioral health in schools. Participants will identify needs, gaps, and opportunities to garner buy-in and leverage existing funding to implement and sustain school behavioral health efforts.

Recording Slides (click on the Download button above) Using Fidelity Scales for Evidence-Based Practices April 25, 2023 Description: During this session, we will cover what evidence-based practices (EBP) are and why we should use EBP. We will explore how we can make sure we are using EBP according to fidelity scales and how we can integrate EBP into existing services.

Recording Slides (click on the Download button above) Title: Advanced Skills in Supported Employment Webinar Series- Session 3- Career Advancement Supporting Service Participants in Moving Beyond Entry Level Positions. This webinar is for practitioners in Supported Employment, Supported Education, Assertive Community Treatment, or others providing vocational rehabilitation services and will focus on assisting individuals with career advancement. Specific career advancement strategies will be discussed, including further education and training, requesting a salary increase, asking for a promotion and/or a job change within the company, and building social capital. Participants will identify how to use this information to support individuals in their career advancement. Objectives Participants will:  1. Identify different approaches to assist job seekers in moving beyond entry-level positions. 2. Define and apply strategies to build social capital. 3. Describe strategies to assist individuals in advancing in their current jobs (e.g., requesting a promotion/salary increase).  

Transcript (click the Download button above) Clinical supervision is the type of supervision that helps a mental health practitioner (e.g. counselor, social worker, psychologist) to do their job in a better way.  This podcast conversation with Dr. Tom Bartholomew, Ph.D.  highlights the importance of clinical supervision for practitioners working with people with severe mental health conditions. Spotify: https://spoti.fi/3wwc0Pi Apple Podcasts: https://apple.co/3XD6RB6 Resources:   https://necmhttc.org/towardwellness/clinical-supervision/