Central East PTTC

Cost: FREE Contact Hours:  Up to 5 for attending Parts 1-4 (Certificate of Attendance) Target Audience: Professionals or organizations; Community members (members of a community or consumers); Students or educators (including faculty, administrators, supervisors, etc.) Developed for: SAMHSA Region 3 Join us for our Grant Writing Series comprised of 3 webinars and 1 learning lab.  March 5: Grant Writing Session 1: Introduction to Grant Writing March 12: Grant Writing Session 2: Getting Your Grant Started March 19: Grant Writing Session 3: Common Grant Sections March 26: LAB Session   Grant Writing Session 1: Introduction to Grant Writing In this session, participants will learn introductory elements of grant writing. This session will introduce participants to grant terminology, where to find grant opportunities, and how to read grant announcements. LEARNING OBJECTIVES By the end of this webinar, participants will be able to: Explain commonly used grant writing terminology Describe how and where to find grant opportunities appropriate for your organization Explore next steps when finding an application that is of interest Grant Writing Session 2: Getting Your Grant Started In this session, participants will learn how to read a grant announcement and create a plan for responding to a request for proposals (RFP). LEARNING OBJECTIVES By the end of this webinar, participants will be able to: Examine how to determine eligibility for grant funding Explore best practices for building a grant writing team Discuss tips for making the grant writing process smooth Grant Writing Session 3: Common Grant Sections In this session, participants will learn about the most common grant application sections and how to address them. LEARNING OBJECTIVES By the end of this webinar, participants will be able to: Explore some of the most common sections in grant applications Illustrate best practices for gathering data and making a compelling case for your community List skills for action planning LAB Session In addition to three seminars on grant writing, this series also includes a learning lab where participants will have the opportunity to apply the knowledge gained from the first three sessions through case studies and practical application of the content. LEARNING OBJECTIVES By the end of this lab, participants will be able to: Apply the acquired grant writing skills to a case study. Identify agencies, websites, or other resources related to their grant concerns   PRESENTER Dan Webb is co-owner of Catalyst Research, LLC and Catalyst Insight, LLC. Dan has over eighteen years of experience writing and evaluating local, state, and national grants. In addition, he has over ten years of experience in business/organizational intelligence and analytics. His experience includes evaluation and research in education (elementary through post-secondary), youth substance use prevention, health and medicine, and housing and urban development. Dan holds a PhD in Sociology from the University at Buffalo.   *CONTACT HOUR ELIGIBILITY In order to be eligible for the contact hours/certificate of attendance, you must join the live webinar in the Zoom platform. If you are having issues accessing the room/application at the time of the event: Please email [email protected] at the start of the webinar so that we can assist you. ACCOMMODATIONS If you are in need of any special accommodations, please notify the Central East PTTC Webinar Team three weeks in advance of the event, or as soon as possible, by emailing [email protected].

Cost: FREE Contact Hours:  Up to 5 for attending Parts 1-4 (Certificate of Attendance) Target Audience: Professionals or organizations; Community members (members of a community or consumers); Students or educators (including faculty, administrators, supervisors, etc.) Developed for: SAMHSA Region 3 Join us for our Collecting Data to Inform Environmental Scans Learning Collaborative comprised of 2 webinars, each with an accompanying learning lab. The learning labs will offer an immersive, hands-on environment where participants can actively practice and refine skills in real-world scenarios. WEBINAR 1: March 25: What Is Data and How Do We Obtain It? LAB 1: March 27: Developing Data Collection Opportunities WEBINAR 2: April 1: Overcoming Data Collection Challenges and Managing Your Data LAB 2: April 3: Overcoming Data Collection Challenges   WEBINAR 1: What Is Data and How Do We Obtain It? The first webinar in this learning collaborative will introduce and discuss data concepts relevant to environmental scans for substance use prevention. Through the lens of SAMHSA’s Strategic Prevention Framework (SPF), it will introduce the different ways prevention professionals can use data. The webinar will also summarize the different types of data relevant to environmental scan efforts and explain why data is critical to building the prevention field’s evidence base. Lastly, the webinar will identify data collection methods and sources, as well as important strengths and potential challenges for prevention professionals. WEBINAR 1 LEARNING OBJECTIVES By the end of this webinar, participants will be able to: Explain how data supports prevention planning and programming Recognize the different types of data relevant to environmental scans in prevention Identify common secondary data sources Identify common primary data collection techniques LAB 1: Developing Data Collection Opportunities This first learning lab in our environmental scan learning collaborative focuses on how participants can develop the necessary skills to begin evidence-based methods of data collection in order to begin implementation of an environmental scan. Here, through guided exercises, participants will gain an understanding of the data resources needed to build an environmental scan and what are the best ways to go about data collection to practically inform their strategic planning process. LAB 1 LEARNING OBJECTIVES By the end of this lab, participants will be able to: Utilize evidence-based and practical skills for data collection Identify data resources for prevention WEBINAR 2: Overcoming Data Collection Challenges and Managing Your Data The second webinar in this learning collaborative will describe how to obtain and begin using data. It will identify important strengths and potential challenges to data collection efforts. The webinar will also provide recommendations for overcoming these challenges, including explaining the importance of ethics in data collection and when building new data collection instruments and tools. Additionally, the webinar will provide strategies for analyzing data and tips for working with imperfect data. Lastly, the webinar will describe how to build or strengthen partnerships to support and enhance data collection efforts for an environmental scan. WEBINAR 2 LEARNING OBJECTIVES By the end of this webinar, participants will be able to: Recognize common barriers to data collection and strategies to overcome those challenges Identify the importance of ethics for data collection and when developing instruments Describe and contrast data analysis strategies and tips for working with imperfect data Identify how to build partnerships around data collection and gathering LAB 2: Overcoming Data Collection Challenges This second learning lab in our environmental scan learning collaborative focuses on preparing for an environmental scan and using findings to support strategic planning. Here, through guided exercises that build off the content provided in the webinars, participants will gain a deeper understanding of the practical skills required to fully utilize environmental scans. LAB 2 LEARNING OBJECTIVES By the end of this lab, participants will be able to: Identify common data challenges and tips for overcoming them Recognize ethical considerations for successful data collection PRESENTERS Josh Esrick, MPP is the Chief of Training and Technical Assistance at Carnevale Associates, LLC. Mr. Esrick has over ten years of experience researching, writing, evaluating, and presenting on substance use prevention and other behavioral health topics. He is an expert in providing training and technical assistance (T/TA) in substance use, having overseen the development of hundreds of T/TA products for numerous clients, including six of SAMHSA’s ten regional Prevention Technology Transfer Centers (PTTCs), the PTTC Network Coordinating Office, the Central East Addiction Technology Transfer Center (ATTC) and Mental Health Technology Transfer Centers (MHTTC), and SAMHSA’s Center for the Application of Prevention Technologies (CAPT). These trainings and products have covered a wide range of topics, including strategic planning, data collection and analysis, and identifying evidence-based prevention interventions for youth. In addition to T/TA, Mr. Esrick has directly provided many of these services to behavioral health agencies and other entities. He has published several academic journal articles. He holds a Bachelor of Arts in Political Science from the State University of New York at Buffalo and a Master of Public Policy from George Washington University.   Emily Patton, MSc, PgDip holds a Masters of Science in Abnormal and Clinical Psychology from Swansea University and a Postgraduate Degree in Criminology and Criminal Justice from the University of Edinburgh. She offers significant professional experience in the fields of public policy development and analysis, criminal justice research, data collection and analysis, program development, and performance management.   Olivia Stuart, MSW  supports the training & technical assistance (T/TA) team in the development and delivery of knowledge translation products across multiple projects. In this capacity, she assists with webinars, literature reviews, and infographics on a range of behavioral health topics. Prior to joining Carnevale Associates, Olivia interned with the Urban Institute’s Justice Policy Center where she supported projects to reduce inequities in the criminal justice system. Olivia also served as a Graduate Research Supervisor at George Mason University and worked for several years in advocacy and fundraising. She holds a Master of Social Work degree from George Mason University.     *CONTACT HOUR ELIGIBILITY In order to be eligible for the contact hours/certificate of attendance, you must join the live webinar in the Zoom platform. If you are having issues accessing the room/application at the time of the event: Please email [email protected] at the start of the webinar so that we can assist you. ACCOMMODATIONS If you are in need of any special accommodations, please notify the Central East PTTC Webinar Team three weeks in advance of the event, or as soon as possible, by emailing [email protected].

        Cost: FREE Contact Hours: 1.75 (Certificate of Attendance and Social Work/Counseling CEUs provided by the DC Department of Behavioral Health (DBH) Training Institute) Target Audience: Professionals or organizations; Community members (members of a community or consumers); Students or educators (including faculty, administrators, supervisors, etc.) Developed for: SAMHSA Region 3 COURSE DESCRIPTION Outreach efforts, accessing care, participation in treatment planning and care can all be negatively affected by a client’s adverse childhood experiences. In the quest for resilience, many people develop survival behavior, a series of responses that helped them during the most dangerous moments of their lives. These behaviors also hamper effective engagement with behavioral health services and substance use care. A provider who understands how survival behavior affects behavior, interrupts cognitive processes, and interferes with engagement in care can better serve affected clients. This event gives providers insights into how their work is affected by a client’s survival behaviors and what strategies can improve access and utilization of care. LEARNING OBJECTIVES At the end of this training, participants will be able to: Recite the ways in which significant adverse childhood experiences affect information sharing, appointment attendance, engagement in care and treatment participation. Relate strategies for recognizing the presence of survival behavior and reactivity that can derail access and utilization of care for Substance Use Disorder. Explain how they will integrate this information into their current level of practice to ensure improved access to and success in Substance Use Disorder treatment efforts. PRESENTER Laura Hinds, MSW, LCSW, is a clinical social worker with experience in medical, behavioral and mental health settings.  Laura has had the pleasure of working with high acuity special needs populations and their providers for over 22 years.  An alumna and instructor at Penn’s School of Social Policy and Practice for 13 years, and Bryn Mawr’s School of Social Work and Social Research’s for the past 4 years, Laura has supported the learning and education of new social workers, veterans in the field, and their interdisciplinary partners. *CONTACT HOUR ELIGIBILITY In order to be eligible for the contact hours and/or certificate of attendance, you must join the live webinar in the Zoom platform. If you are having issues accessing the room or the application at the time of the event: Please email [email protected] at the start of the webinar so that we can assist you.   ACCOMMODATIONS If you are in need of any special accommodations, please notify the Central East PTTC Webinar Team three weeks in advance of the event, or as soon as possible, by emailing [email protected].

Away at College and Asking for Money? Is Your College Student Placing Bets? Heather Eshleman, MPH, Jessica Jolly, MSW, LCSW-C, Joseph D. McKenzie, and Sonya Clyburn, PsyD, LCP March 4, 2025, 1:00pm-2:30pm EST COURSE DESCRIPTION With the legalization of sports betting and increased access through mobile platforms, college students are at greater risk of problem gambling. This training is for young adults and those who work with young adults, focusing on the prevention of underage and problem gambling. This training will provide an overview of gambling expansion, an introduction to underage and problem gambling, an overview of Maryland’s problem gambling prevention grant programs, best practices in underage and problem gambling prevention strategies, and resources for help. Hear from representatives from Morgan State University, St. Mary’s College of Maryland, and Frostburg State University who will provide information on gambling trends and prevention strategies implemented on college campuses. LEARNING OBJECTIVES - Identify why problem gambling is a public health concern for emerging adults. - Review prevention grant programs, strategies implemented, and resources for help for problem gambling in the Central East region. - Cite colleges and universities that implemented a problem gambling prevention grant last fiscal year. Strategies implemented on campuses, challenges faced, and greatest successes will be discussed, as well as what is planned for 2025. PRESENTERS Heather Eshleman, MPH., is the Prevention Manager at the Maryland Center of Excellence on Problem Gambling.  She works collaboratively with community organizations, schools, and government agencies to prevent underage and problem gambling as well as oversee special population and youth grants.  She currently leads the Center’s efforts in compiling an underage and problem gambling prevention needs assessment to provide baseline data to guide future prevention strategies.  She served as the Alcohol and Substance Abuse Prevention Supervisor at the Anne Arundel County Department of Health from 2006-2019, overseeing the Substance Abuse Prevention coalitions, the Opioid Misuse Prevention Program, the Strengthening Families Program, the Fatal Overdose Review Team, and Coordination of the Students Against Destructive Decisions Chapters.  Before becoming Supervisor, from 2002-2006, Heather was a Grants Administrator at Anne Arundel County Department of Health.  Heather received her Masters in Public Health from the University at Albany School of Public Health and her Bachelor’s degree in School and Community Health Education from Towson University.  Heather served in the United States Peace Corps in Morocco, North Africa, as a Maternal and Child Health volunteer, working on hygiene promotion and pre-natal care for two years.     Jess Jolly, M.S.W, LCSW-C (she/her), is a licensed clinical social worker who has been serving the community in Southern Maryland for over a decade. Jess' roles have included serving as Clinical Manager and Director of Outpatient Services at Pyramid Healthcare LLC. Throughout her career, Jess has worked with both youth and adults from diverse backgrounds. She has also provided individual and group therapy modalities within residential and outpatient settings. She holds a BA in Sociology from Kutztown University and an MSW from West Chester University. Jess is passionate about serving the college community and providing services of excellence to students. Jess holds supervisory status with the Maryland Board of Social Work Examiners and with the Maryland Board of Professional Counselors and Therapists as a Non-LCPC Approved Supervisor and a Licensed Clinical Alcohol and Drug Approved Supervisor.     Joseph McKenzie has been the Prevention Assistant for the SAFE Office since June 2021, utilizing his expertise in event planning, web design, video editing, film, photography, sound design, and media production. A proud Frostburg native and Frostburg Bobcat, he graduated from FSU in 2019 with a degree in mass communication and a minor in graphic design and fine art. Joseph founded the PAWSCAST, the FSU SAFE Office Wellness Podcast, and plays a key role in training Peer Educators through NASPA. By combining creativity with leadership, he supports and enhances prevention initiatives at FSU. His work focuses on addressing alcohol, cannabis, other drug use, and problem gambling, while fostering meaningful community engagement and strengthening campus support.     Sonya Clyburn, Psy.D., is a licensed clinical psychologist in the State of Maryland and the District of Columbia. She has been practicing clinical psychology for over 15 years and has a private practice. Dr. Clyburn is a certified trainer, professor, consultant, evaluator, life coach, and victim advocate. She is currently the Director of Counseling Services at Morgan State University in Baltimore, MD and serves on the Human Right's Committee's for several Department of Disability Services agencies in Washington, DC. Dr. Clyburn is also an assistant, adjunct professor at The Chicago School of Professional Psychology, in Washington, DC, coordinates Crisis Intervention Management Team in the DC Metropolitan Area, and supervises pre doctoral students and psychiatric residents. Recently, she was appointed to the Maryland Health Advisory Committee for the Maryland Higher Education Commission.  Dr. Clyburn earned her Doctor of Psychology degree from the American School of Professional Psychology at Argosy University in Washington, DC.    

The Maryland Center of Excellence on Problem Gambling (the Center) is receiving more calls and texts to the 1-800-GAMBLER helpline from young adults ages 18-24 and 25-24.  From 2020 to 2023, calls from 18-24 year olds increased from 11 to 74 and calls from 25-34 year olds increased from 45 to 106 (Maryland Helpline data).  There is an increase in calls from young adults that need help with online gambling and mobile sports betting.  Over the years, problem gamblers are more likely to be males and/or from minority populations (2022 Statewide Gambling Prevalence in Maryland) Prevalence-2022_06NOV23_Updated.pdf (mdproblemgambling.com) Maryland colleges and universities are implementing public awareness and prevention strategies to educate students on the risks of gambling and resources for problem gambling help.  During March, which is Problem Gambling Awareness Month and coincides with the often gambled on March Madness Basketball tournament, many campuses will be increasing awareness and prevention strategies. Some of the strategies that will be seen on-campus include:  tabling events with problem gambling prevention literature and giveaways, problem gambling prevention social media posts, problem gambling screening events, and integration of problem gambling prevention content into courses and other programming. The Center has also launched a social media campaign focusing on the risks of gambling for college students.   Messaging on posts include the risks of gambling leading to financial problems, relationship programs, poor academic performance, and/or increased mental health problems. When working with the college age population, it is important to keep in mind that many college students are under the legal age to gamble.   In Maryland, casino gambling and sports betting are for those aged 21 and over.   For the lottery, fantasy sports, horse betting, and bingo, the legal age to participate is 18. For those under 21, it is recommended to try to avoid gambling activities until age 21, because: Those who gamble under the age of 21 are four times more likely to become problem gamblers later in life (Felsher, et al., 2010). Those who gamble at a young age are more likely to engage in other risky behaviors such as alcohol and/or drug use (Emond, 2022). https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8930883/ The human brain is developing until age 25. The functions of the brain that are not fully developed until the early 20’s include impulse control, emotional control, and decision making (Emond, 2022). Young adults that gamble are more likely to suffer from depression and anxiety, poor academic or job performance, and poor peer and family relationships (Emond, 2022). Those under 21 who gamble may face legal charges such as fines and community service if caught.  For mobile betting underage, the account will be closed and winnings confiscated.   Possible charges for mobile betting underage include identity theft, tax evasion, and illegal gambling operations. Although it is encouraged for young adults to not gamble until age 21, it is difficult to avoid all gambling activities in our society.   Some arcade games, raffles, playing bingo for money, and some video game features meet the definition of gambling, but are lower risk compared to other gambling activities.   Even playing the stock market meets the definition of gambling. Knowing that gambling is difficult to avoid altogether, college students should be educated on the risks and signs of a gambling problem and safe gambling tips. Signs of a Gambling Problem: Preoccupation with gambling Unable to cut back or control gambling Irritable or restless when attempting to cut down or stop gambling Risks more money and plays for longer over time Gambles to escape problems or depressed mood “chases” losses Lies to family and others about gambling Risks or loses relationships Drop in grades or poor job performance Relies on others for financial needs caused by gambling How will it affect your mental health: Loss of interest in activities you once enjoyed Not wanting to spend time with friends and family Distress due to feeling you can’t control gambling behavior Feeling irritable when you can’t gamble Changes in mood such as feeling lonely, depressed, anxious, and/or stuck Could lead to gambling addiction Resources for Gambling Help for Young Adults and Their Friends and Families: FREE problem gambling self assessment:  Self-Assessment | Help For Problem Gambling | Maryland (helpmygamblingproblem.org) If it shows help is needed, call, text, or chat 1-800-GAMBLER If someone you know is sports betting on a mobile app, limits can be placed within the app.   Operators are required to do this by law.   It is best to set limits before play begins.   When you are involved in the excitement of the game, it is difficult to limit yourself at that time. All apps allow you to: Set limits on daily, weekly, and monthly max amounts of money bet. Set loss limits on daily, weekly, and monthly amounts.  You will not be able to place new bets until a designated amount of time passes. Set limits on amount wagered daily, weekly, or monthly. Set limits on time spent.  Some apps include timers. In general, study the odds.  Know you are still more likely to lose than to win.  Do not bet more than you can afford to lose. List of Specific Resources for Help: 1-800-GAMBLER helpline operating 24 hours a day, seven days a week for calls, texts, and chats. Maryland Center of Excellence on Problem Gambling, Help seeker website:  helpmygamblingproblem.org Maryland Coalition of Families:  Support for family members who have loved ones with a gambling problem, https://www.mdcoalition.org/who-we-help/problem-gambling Maryland Council on Problem Gambling:  Faith-based advocacy and assistance,  https://www.marylandproblemgambling.org Maryland Voluntary Exclusion Program (VEP):  Learn about banning yourself from any form of gambling in Maryland.  For more information, go to: https://www.mdgamblinghelp.org/voluntary-exclusion-program/ Gamban:   For a small fee, block access to gambling websites and apps worldwide.  For more information:  https://gamban.com/ BetBlocker:  A free service to help limit or ban gambling sites.  For more information: https://betblocker.org/ True Link:  Helps to manage financial transactions of those who may have a gambling or other problem managing finances.  For more information:  https://www.truelinkfinancial.com/ Gamblers Anonymous:  A self-help group for those seeking gambling recovery.  For more information:  https://www.gamblersanonymous.org/ga/locations Gam-Anon:  A self-help group for those who have family members who are problem gamblers.  For more information:  https://gam-anon.org Special thanks to Maryland colleges and universities:  Anne Arundel Community College, Bowie State University, Chesapeake College, College of Southern Maryland, Coppin State University, Frostburg State University, Hood College, Johns Hopkins University, Morgan State University, St. Mary’s College of Maryland, Towson University, Towson University Northeastern, University of Maryland Baltimore, University of Maryland College Park, and University of Maryland Eastern Shore. People experiencing gambling problems may be suicidal. For help with someone who is suicidal, call 988. For more information or questions, please contact: Heather Eshleman, MPH Prevention Manager The Maryland Center of Excellence on Problem Gambling [email protected] 667-214-2120

Introducing Environmental Scans and Their Importance to Strategic Planning How to Conduct and Use Environmental Scans Josh Esrick, MPP, and Olivia Stuart, LMSW February 25, 2025, 1:00pm-2:30pm EST COURSE DESCRIPTION The second webinar in this learning collaborative will provide an overview of the practical steps to conducting an environmental scan and using its findings to support prevention efforts. The webinar will identify and discuss the steps to complete an environmental scan, as well as review the common challenges and opportunities that can arise. It will also review important resources that can support environmental scans, such as Geographic Information Systems. Lastly, the webinar will crosswalk potential environmental scan findings with each step of the Strategic Prevention Framework and discuss how the findings can improve planning efforts. LEARNING OBJECTIVES - Describe the steps of an environmental scan. - Identify the resources needed to complete an environmental scan. - Recognize common challenges to completing environmental scans and opportunities for overcoming them. - Recognize opportunities for using environmental scan results throughout the strategic planning process. PRESENTERS Josh Esrick, MPP is the Chief of Training and Technical Assistance at Carnevale Associates, LLC. Mr. Esrick has over ten years of experience researching, writing, evaluating, and presenting on substance use prevention and other behavioral health topics. He is an expert in providing training and technical assistance (T/TA) in substance use, having overseen the development of hundreds of T/TA products for numerous clients, including six of SAMHSA’s ten regional Prevention Technology Transfer Centers (PTTCs), the PTTC Network Coordinating Office, the Central East Addiction Technology Transfer Center (ATTC) and Mental Health Technology Transfer Centers (MHTTC), and SAMHSA’s Center for the Application of Prevention Technologies (CAPT). These trainings and products have covered a wide range of topics, including strategic planning, data collection and analysis, and identifying evidence-based prevention interventions for youth. In addition to T/TA, Mr. Esrick has directly provided many of these services to behavioral health agencies and other entities. He has published several academic journal articles. He holds a Bachelor of Arts in Political Science from the State University of New York at Buffalo and a Master of Public Policy from George Washington University.     Olivia Stuart, MSW supports the training & technical assistance (T/TA) team in the development and delivery of knowledge translation products across multiple projects. In this capacity, she assists with webinars, literature reviews, and infographics on a range of behavioral health topics. Prior to joining Carnevale Associates, Olivia interned with the Urban Institute’s Justice Policy Center where she supported projects to reduce inequities in the criminal justice system. Olivia also served as a Graduate Research Supervisor at George Mason University and worked for several years in advocacy and fundraising. She holds a Master of Social Work degree from George Mason University.