Products and Resources Catalog

The Healing & Power in Peer Support training provides an overview of Healing-Centered Engagement and its principles as ways to deepen and advance the practice of peer support. Participants will explore concepts like holding space, radical acceptance, meaning-making, and power dynamics through deep reflection, experiential activities, and facilitated discussion. This curriculum is helpful for new peer supporters or any peer supporters who are looking to refresh and deepen their skills. This curriculum should be facilitated by experienced peer specialists who are looking to support the peer support workforce in their community. Healing & Power in Peer Support is the prerequisite training for the Virtual Facilitation through a Healing-Centered Lens training, another curriculum created by the South Southwest Mental Health Technology Transfer Center. Learning Objectives At the end of this training, participants will be able to: Integrate the principles of Healing-Centered Engagement in peer support practice; Practice radical acceptance in relation to self and others; Employ Healing-Centered techniques when facilitating difficult conversations in peer support groups; and Analyze power dynamics within interpersonal and group relationships to promote autonomy and self-determination. This curriculum package includes: a Facilitator Manual, participant handouts, and a training slide deck. For questions about the Healing & Power in Peer Support curriculum or how to implement this training in your community, please contact the South Southwest Mental Health Technology Transfer Center at [email protected].

The Youth and Young Adult Peer Support training is a three-day training (19.5 hours of classroom time) for peer supporters on the topics of youth voice and issues specific to youth navigating mental health or substance use challenges. The Youth and Young Adult Peer Support training is available for anyone who works, or is interested in working, as a peer specialist. This training provides participants with a foundation for youth experience with mental health and substance use challenges, the unique issues for youth navigating recovery and youth-serving systems, and best practices and tools for peer specialists looking to support youth. The training will also encourage participants to consider how to use their own lived experience when supporting youth through structured reflection, group discussion, and interactive activities.     The Youth and Young Adult Peer Support training is appropriate for anyone working or volunteering (or interested in working or volunteering) as a peer specialist. The only prerequisite to attendance is that participants must have previous formal training in peer support practice (e.g., their state’s Peer Specialist certification training, Intentional Peer Support, etc.).     Learning Objectives: At the end of this training, it is envisioned that participants will be able to: Define the term “youth” Identify and practice effective ways of meeting youth and young people “where they are” Build authentic connections with young people based on lived experience, regardless of differences in age or other experiences Identify stigmatizing language used to describe young people and effectively reframe such language through the lens of peer values Understand how resistance or other actions may be forms of self-advocacy, communication, or responses to trauma Identify common responses to trauma that young people experience Support young people in exploring different ways to heal from trauma Utilize foundational knowledge of power and privilege to support youth experiencing oppression Assist young people in learning to advocate for themselves within the settings that young people must navigate Set and hold boundaries with persons served and coworkers Identify challenges and ethical boundaries for supporting family members of a young person     A special thanks to Via Hope, the organization where initial development of the Youth and Young Adult Peer Support training took place.     For more information on this training, including training opportunities through the South Southwest Mental Health Technology Transfer Center or how to bring this training to your community, please email [email protected].

Creating Affirming Environments for LGBTQ People Receiving Services provides an overview of terms, concepts, and identities that people working in the behavioral health field should know to provide affirming services and cultivate affirming environment for LGBTQ people. Based on a 2018 report from the Texas Institute for Excellence in Mental Health, titled Peers in Research: Interventions for Developing LGBTQ-Affirmative Behavioral Health Services in Texas, most providers in Texas do not hold overtly prejudicial attitudes towards LGBTQ clients, but that most providers either lack the knowledge and skills to provide appropriate care to LGBTQ clients or are not aware of the importance of LGBTQ-affirming care. This training aims to bridge the gap many providers feel by offering basic information, resources, and guidance for people working in behavioral health agencies on how to support LGBTQ people receiving services.     Co-created by: Darcy Kues, JD., and Shane Whalley, MSSW     Learning Objectives: At the end of this training, participants will be able to:    • Define many current terms used in the LGBTQ communities;    • Understand the foundation of sexual orientation and gender;    • Recognize the unique impacts of trauma on the LGBTQ communities;    • Communicate using an affirming framework with LGBTQ people receiving services; and    • Implement at least one LGBTQ-affirming organizational/environmental change.     For more information on this training, including training opportunities through the South Southwest Mental Health Technology Transfer Center or how to bring this training to your community, please email [email protected].

These guides accompany the Trauma-Informed Basics e-Learning Modules and can be used by facilitators when supporting others in deeper engagement and learning of the content presented in the three training modules. The Appendix contains additional materials to support module learning, including breathing and relaxation guides and notes for case consultations in the modules.

This 5-hour asynchronous course is a free, self-paced, basic orientation to the components of coordinated specialty care for early psychosis. It is appropriate for new staff working on an early psychosis team or anyone interested in learning more about this topic. Each course module is co-presented by individuals with professional and lived experience. Topics include: introduction to psychosis, culturally responsive coordinated specialty care, peer support services, individual therapy, medication management, family psychoeducation and support, and supported education and employment. Access the course.

As systems move toward providing trauma-informed care, it is important for everyone at all levels of an organization to understand the basics of trauma-informed care. The following resources and courses introduce participants to understanding stress, understanding trauma, and understanding trauma-informed care. All organizational staff can complete the course to develop a shared language, understand stress and trauma, connect the role of resilience in response to adversity and trauma, and identify ways everyone in the organization can support trauma-informed care and implement trauma-informed approaches. This online course was created collaboratively between the South Southwest MHTTC and the Texas Cross-Systems Trauma-Informed Care Initiative with support from the Substance Abuse and Mental Health Services Administration (SAMHSA).  The learning modules are housed on a website hosted by the TTC network that provides free training. You will be asked to set up a free account to access the training, which also allows you access to any training on the website. Please set up your account here.  The three modules are approximately one hour each. Each module offers its own certificate of completion with continuing education credits Module 1: Understanding Stress Module 2: Understanding Trauma Module 3: Understanding Trauma-Informed Care

The Additional Breathing Exercises, Questions to Build Connection, Closing Exercises, and Case Studies are shared in the appendix.

In the appendix, you can find additional breathing exercises, questions to build connections, closing exercises and practices, and TIC principles case studies.

The objectives of this module are: Identify the four key assumptions in a trauma-informed approach. Discuss the six SAMHA trauma-informed care principles. Identify ways they can implement a trauma-informed care approach.

The objectives of this module are:  • Develop a shared language around stress, adversity, and trauma, as well as healing and resilience. • Identify different types of stress. • Identify ways stress affects the body.

This guide is intended to accompany the three-part series, Understanding Stress, Understanding Trauma, and Understanding Trauma-Informed Care web-based modules located on HealthEKnowledge. This guide is intended for facilitators, coaches, and trauma-informed care champions of this curriculum to feel guided and supported in leading a cohort of through the content. The layout of this guide provides an overview of the objectives, materials needed, breathing & grounding exercises the facilitator can use, timing and content map for live sessions, as well as additional or supplemental exercises to support the content in the module.

Young gang membership is prevalent in the US. Youth gang membership is associated with serious violent offending and victimization. Youth gang membership elevates the risk of various negative, potentially long-term social and health consequences. Law enforcement agencies report a greater percentage of Hispanic/Latino and African-American/black gang members compared with other races/ethnicities. The most recent figures provided by law enforcement are 46 percent Hispanic/Latino gang members, 35 percent African-American/black gang members, more than 11 percent white gang members, and 7 percent other race/ethnicity of gang members. This curriculum aims to help educators and school mental health clinicians working with Latino youth understand the risk factors and intervention strategies specific to Latino youth. Training Objectives Participants will discuss the unique historical context that puts Latino youth at risk for joining and staying in gangs and the social determinants of health associated with gang involvement. Participants will examine evidence-based prevention and intervention strategies as well as best practices in the cultural adaptation of existing protocols will be reviewed. Participants will idenifty cultural considerations for the clinician-youth and educator-youth relationship will be discussed. 

The goal of this guide is to increase the awareness and abilities of mental health care providers in their use of cultural elements by promoting the use of culturally appropriate formulations when treating Latinos with mental health disorders. Current research findings inform this guide on the impact of cultural factors on the assessment and treatment of mental health disorders and therapeutic relationships.   Download the PowerPoint slide here. 

The following manual provides clinicians from differing backgrounds and disciplines with information on Hispanic and Latinx youth experiencing a first episode of psychosis (FEP). The main objectives include: Providing an overview of the current literature regarding early psychosis specific to Hispanic and Latinx youth and differences with the rest of the United States population. Discussing clinician growth and awareness in their ability to assess and explore cultural/ ethnic identity, engage clients and families, and build rapport. Reviewing current evidence-based psychosocial and pharmacological interventions for FEP and applicability to this unique population.

Working in the field of mental health can be rewarding and challenging at the same time because of the exposure to people’s feelings and emotions. Religious or spiritual beliefs can often bring great comfort and a source of guidance in these circumstances. Both mental health and religious professionals need to know how to utilize people’s spiritual strengths to help them cope with their mental health needs. We also need to be able to recognize when spiritual or religious beliefs are problematic and how to address them in a sensitive manner. Working as collaborators, mental health and religious professionals can provide an effective form of holistic care that can lead to healing and wholeness. This course focuses on integrating religion/spirituality into mental health services and supports for mental health and religious professionals. There are three modules in the series covering related research, clinical applications, and collaborations between mental health and religious professionals. Dr. Harold Koenig, a leader in the field, brings over 40 years of experience as a researcher, clinician, and educator to the creation of this course. We hope you learn strategies for integrating religion/spirituality into your practice in a way that aligns with client preferences and professional ethics to the benefit of those you support.   This course was created and produced by the Central East MHTTC and the Northeast and Caribbean MHTTC.   Download flyer

Functional Contextual Thinking (FCT) is a framework for addressing school related internalized and externalized problem behaviors by selecting effective strategies and supports for students. FCT is a user-friendly, brief, and informal method designed to quickly help school professionals hypothesize the function of the student’s behavior as part of their regular practice. Responding to challenging behaviors based on the scientific understanding of behavior rather than pre-existing assumptions will lead to better outcomes for students. Each module introduces new content and builds skills in a step-by-step fashion, along with opportunities to practice and helpful resources. Throughout the modules, application examples and case scenarios help attendees practice the use of the FCT framework. Strategies are provided to minimize and discourage problem behavior and teach replacement skills.   Download flyer

The Northeast and Caribbean MHTTC is offering a self-paced, online, three-part HealtheKnowledge course. This course is an introduction to the Illness Management and Recovery (IMR) program as an evidence-based practice that helps individuals develop tools to manage their mental health conditions, set meaningful goals, and make progress towards their personal recovery.   This course consists of three modules: IMR: An Overview Educational Modules and Goal Setting Practical Strategies for IMR Clinicians Download flyer

The Northeast and Caribbean MHTTC is offering a self-paced, online, three-part HealtheKnowledge course, Wellness Matters: Self-Care for Mental Health Providers. We know that mental health care professionals commit time and energy to the care of others everyday, yet it can be difficult to find the time and energy to address their own self-care. This course offers self-care strategies and wellness frameworks, along with practices to increase resilience and flourish in one's personal and professional life. Resources are provided along with many opportunities for self-reflection. This course consists of 3 one-hour modules with interactive exercises and assessments focusing on: Self-Care Strategies to Survive and Thrive: Why does it matter? Wellness Frameworks and Strategies: The Dimensions Personal and Professional Resilience: Coming back stronger than ever Download flyer

Este plan de estudios, desarrollado por el National Center for School Mental Health en asociación con la Oficina de Coordinación de la Red del Centro de Transferencia de Tecnología para la Salud Mental, describe los componentes centrales del desarrollo, funcionamiento y mantenimiento de un sistema integral de salud mental escolar en los distritos escolares. Contiene ocho módulos diseñados para ser impartidos en sesiones en servicio de 60 minutos a cargo de un instructor de salud mental escolar designado a nivel estatal o distrital. El plan de estudios contiene manuales para instructores y participantes (con diapositivas, hojas de trabajo y otros recursos a los que se hace referencia en los módulos) y diapositivas de PowerPoint con notas para el presentador. Los Sistemas Integrales de Salud Mental Escolar (Comprehensive School Mental Health Systems, CSMHS) se definen a continuación y pueden funcionar a nivel de distrito o escuela.

ABOUT THIS RESOURCE The STRIDE Curriculum Package is the second step in the STRIDE Program, taking participants through the training to enable them to facilitate group sessions.   Part One ~ Self-Paced Course: Empowering Wellness in Mental Health: Helping People with their Lifestyle Changes  1-hour online course providing the context around the impact of medications and symptoms associated with serious mental illness, motivational interviewing and evidence-based recommendations.   Part Two ~ STRIDE Program Group Facilitator Curriculum Package Comprehensive guide for learners including: An overview guide Two video training sessions with the program creators Accompanying slide decks (click on the green Download button above) Promotional poster for participant recruitment. (click on the green Download button above)   Part Three ~ Self-Paced Course: STRIDE Program Group Facilitator Training This 5-hour online course is a follow up to the popular Empowering Wellness in Mental Health: Helping People with their Lifestyle Changes, which outlines the principles and evidence behind the STRIDE Program, developed by Kaiser Permanente Center for Health Research. This course includes videos with the original researchers and trainers on STRIDE and brings a deeper understanding on why and how to implement STRIDE groups in an agency.   ADDITIONAL RESOURCES STRIDE Program webpage, Kaiser Permanente Center for Health Research FACILITATORS Bobbi Jo Yarborough, PsyD  Bobbi Jo Yarborough, PsyD, is a clinical psychologist and health services researcher who works to improve care and outcomes among individuals with serious mental illnesses and/or substance use disorders. Dr. Yarborough has been the principal investigator or co-investigator on more than a dozen research contracts or grants funded by the National Institutes of Health and FDA. Her research has included studies of adolescent and adult depression treatment, suicide prevention, eating disorders treatment, lifestyle change among people with serious mental illnesses, first-episode psychosis, recovery from serious mental illnesses, dual recovery among people with mental illnesses and substance problems, opioid use and associated risks, and preferences for opioid agonist treatment. These include large observational studies, multisite randomized controlled trials, qualitative and mixed methods studies, and implementation and process evaluations Chris Catlin, BS Chris Catlin is a Research Associate with Kaiser Permanente's Center for Health Research. Her expertise lies in health behavior change, preconception weight management, weight loss and weight loss maintenance. Chris was an integral team member in the STRIDE intervention research study and brings a great amount of insight and a realistic and supportive approach that builds on her experience setting up and conducting successful group facilitation. Terms of use and Substance Abuse and Mental Health Services Administration (SAMHSA) disclosure statement

  The Great Lakes MHTTC School-based Supplement hosted this webinar focused on helping educators and families recognize signs of anxiety in youth. As we continue to wade through these changing and challenging times, our students are also facing the uncertainty of what the upcoming school year brings. Now, more than ever it is important that we are attuned to our students' mental health needs. Topics covered include: How ongoing stress can cause health problems Brain development and the impact of stress in teens Common anxiety disorders in youth, including signs and symptoms Self-help strategies for depression and anxiety How to encourage professional help   Speaker: Angela Begres, LMSW Co-Founder Partners for Healthy Lives Angela is a licensed clinical social worker who obtained her MSW at the University of Chicago. She is an experienced trainer and presenter contracted both independently and through various nonprofits in the Chicago area, Michigan, and others, with experience integrating mental health education programs into the curriculum for students and staff within the Chicago and West Cook County public schools. In partnership with the National Alliance for Mental Health (NAMI) Metro Suburban, Angela also developed a program to help decrease student stress and implement mindfulness in the classrooms. She has also worked with Chicago Family Services (DCFS) providing parenting education, with efforts to help parents reunite with their children.   Click "download" above to access additional resources: PPT_RecognizingAnxietyinYouth_Begres_8.31.20 Transcript_RecognizingAnxietyinYouth_Begres_8.31.20 Q/A_RecognizingAnxietyinYouth_Begres_8.31.20 Recognizing Anxiety In Youth - Fact Sheet.pdf Recognizing Anxiety in Youth - Frequently Asked Questions.pdf Recognizing Anxiety in Youth - Mindfulness.pdf Recognizing Anxiety in Youth - Resources.pdf Recognizing Anxiety in Youth - Self Care Action Plan.pdf Recognizing Anxiety in Youth - Supporting Youth with Symptoms of Anxiety.pdf

Free Self-Paced Continuing Education 6 contact hours This opportunity is for school personnel including: administrators, principals, occupational therapists, school counselors, teachers, school psychologists, speech therapists, special education teachers, para-educators, parents, cafeteria and recess supervisors, etc. The purpose of this course is to build capacity of frontline interdisciplinary personnel to address the mental health needs of children and youth in schools by embedding strategies throughout the day using a multi-tiered approach. Participants will learn how to implement Every Moment Counts model programs and embedded strategies. Emphasis is on knowledge translation and implementation of evidence-based mental health promotion and prevention strategies within a Community of Practice (CoP). Individuals can take the course and will be prepared to implement their own CoP if they choose. The course includes the following learning materials that CoPs can use to guide this capacity building initiative (all materials are free and downloadable): 5 taped webinars Facilitation and Discussion Guides Readings and resources   Expected Outcomes By learning together, interdisciplinary teams can reflect on their school's strengths and needs and plan how to implement model programs and strategies focusing on mental health promotion and prevention.   Register Please go to http://healtheknowledge.org/course/index.php?categoryid=90#MP-MHTTC-EMC-SelfPaced to register and complete the course. To register, click on the “Register Now and Begin Course” button at the bottom of the course description box. Follow the prompts to login or create your account and register for the course. You will be able to begin the course immediately.

Co-developed by the Mental Health Technology Transfer Center (MHTTC) Network Coordinating Office and the National Center for School Mental Health (NCSMH) to help states, districts, and schools across the United States understand the core components of comprehensive school mental health and engage in a planning process around implementation of services, the National School Mental Health Best Practices: Implementation Guidance Modules focuses on the following core features of effective school mental health initiatives: Roles for Educators and Student Instructional Support Personnel Collaboration and Teaming Multi-Tiered System of Supports Evidence-Informed Services and Supports Cultural Responsiveness and Equity Data-Driven Decision Making The Implementation Guidance Modules are intended to be used with district teams that can influence, develop, and oversee school mental health systems at the school district and building levels. See a complete overview of the Implementation Guidance Modules here. 

  It is estimated that 14-23% of women will experience depressive disorders during pregnancy; many of which will be misdiagnosed, undiagnosed and go untreated. This slide deck provides a brief overview of perinatal depression. An accompanying podcast enhances the slide content. To have the slides automatically advance in line with the presentation:       Select “Slide Show” from the menu bar Select “From Beginning” Once playing, do NOT advance slides on your own or the recording will stop Authors Maridee Shogren