Products and Resources Catalog

The Great Lakes Current is the e-newsletter of the Great Lakes ATTC, MHTTC, and PTTC.   The April-May 2023 issue honors National Mental Health Awareness Month, National Children's Mental Health Awareness Week, National Asian American and Pacific Islanders Heritage Month, and National Prevention Week by sharing events and resources on these topics. This issue also features an upcoming in-person conference and an exciting, new intensive technical assistance training series sponsored by the Great Lakes ATTC, MHTTC, and PTTC.    As always, you will find links to all the upcoming events and trainings for the Great Lakes ATTC, MHTTC, and PTTC in The Great Lakes Current.       

The National Hispanic and Latino PTTC are excited to announce the translation of SAMHSA’s Strategic Prevention Framework guide from English to Spanish. The original English and translated Spanish versions are available to download.

This is part 2 of the “4 E’s Learning Lab” series. Presenters will describe and explore a) how the 4 E’s can be applied in prevention work and b) how the 4 E’s can be implemented throughout the Strategic Prevention Framework. Learning Objectives: Describe how the 4 E’s intersect with the Strategic Prevention Framework (SPF)  Provide insights into how the 4 E’s can be operationalized within the SPF Network with prevention providers, community coalitions and community partners on how to apply the 4 E’s in their work. About the Presenters:     Carlton Hall is the President and CEO of Carlton Hall Consulting LLC (CHC), a multi-faceted, full-service consulting firm designed to provide customized solutions and enable measurable change for communities, organizations, families, and individuals. Carlton Hall has been providing intensive substance abuse prevention focused and community problem solving services to the nation for the last 25 years. Currently, Carlton and the CHC team provide executive training and technical assistance support to the Southeast PTTC (Region 4)       Dorothy Chaney is the Founder of Wisconsin Community Health Alliance, an organization committed to supporting coalitions, agencies, and individuals to improve the health of their communities and the environments in which they live. Dorothy is committed to equity in community health and works with communities both nationally and internationally to address health disparities and support the development of local solutions to complex problems. For more than 20 years, Dorothy has worked with community-based coalitions to address the impact of substance use on youth and families. Dorothy has also served on many state level work groups and advisory committees in Wisconsin. Chaney also works with communities to implement collective impact approaches to improve community health.

  Webinar Description Session Number 3 in a 3-Part series. This event included a comprehensive look at logic models, their components parts and their overall construction. In addition, we looked at how the process of developing of the logic model and using it fits within good prevention planning. Includes a Q&A session in the final segment, which addresses questions attendees submitted.   Presenter Information Jess Goldberg is a Training and Technical Assistance Specialist with Education Development Center. For over a decade, Jess has specialized in building capacity to improve behavioral health at the national, state, regional and local levels. Her areas of expertise include preventing youth substance use; promoting cross-sector collaborations; addressing health disparities; strategic planning, logic model development, and sustainability planning.  Jess is a Certified Prevention Specialty and holds an MSW and an MPH from Boston University.    Shai Fuxman is a behavioral health expert and senior research scientist. He leads initiatives promoting the positive development of youth and has extensive experience in social and emotional learning (SEL), school-based trauma-informed care, and substance misuse prevention. He also has expertise in program evaluation, cultural competence, and quantitative and qualitative research. As a T/TA specialist, he supports state agencies and community-based organizations to implement and evaluate effective substance misuse prevention programs.    Additional Documents  PowerPoint Flyer  

  Webinar Description Session Number 2 in a 3-Part series. This event was a concentrated look at what Strategic Planning is and is not, the key components involved and how to utilize it in small efforts and large. Includes a Q&A session in the final segment, which addresses questions attendees submitted.   Presenter Information  Jess Goldberg is a Training and Technical Assistance Specialist with Education Development Center. For over a decade, Jess has specialized in building capacity to improve behavioral health at the national, state, regional and local levels. Her areas of expertise include preventing youth substance use; promoting cross-sector collaborations; addressing health disparities; strategic planning, logic model development, and sustainability planning.  Jess is a Certified Prevention Specialty and holds an MSW and an MPH from Boston University.    Carol Oliver has 25 years’ experience in the field of substance abuse prevention and in the provision of training and technical assistance at the National, State and community level. She is an expert in the implementation of SAMHSA’s Strategic Prevention Framework and has provided technical assistance to numerous states and communities on its implementation. She is one of the lead authors of the Substance Abuse Prevention Skills Training or SAPST, the foundational substance abuse prevention curriculum currently provided across the country.    Supplemental Materials  Flyer Powerpoint   

Women and Alcohol:  Drinking to Cope in a Pandemic World While alcohol drinking rates and alcohol-related deaths have been on the rise for women over the past couple of decades, the COVID-19 pandemic created a perfect storm for increased alcohol availability and drinking to cope. The Women and Alcohol:  Drinking to Cope in a Pandemic World data brief, provides context for why problem drinking is increasing in prevalence among women. It also compares national data to HHS Region 6 states' data (Arkansas, Louisiana, New Mexico, Oklahoma, and Texas), and explores strategies for addressing the problem. Select the download button above to access the Women and Alcohol:  Drinking to Cope in a Pandemic World data brief. Watch the Women and Alcohol Lunch and Learn to hear a discussion about the brief.        

The Great Lakes Current is the e-newsletter of the Great Lakes ATTC, MHTTC, and PTTC.   The March 2023 issue honors National Women's History Month by sharing resources from the Mental Health Technology Transfer (MHTTC) Network that focus on an array of behavioral health issues affecting women and girls. This issue also features an exciting, new intensive technical assistance training series sponsored by the Great Lakes ATTC, MHTTC, and PTTC.  As always, The Great Lakes Current provides links to all the upcoming events and trainings for the Great Lakes ATTC, MHTTC, and PTTC.     

Using Logic Models in Prevention Part 2: Developing and Using Logic Models Josh Esrick, MPP, and Emily Patton, MSc, PgDip February 23, 2023, 1:00pm-2:30pm EST COURSE DESCRIPTION This webinar will build from part one of this series. It will first explain in more detail the process of creating a logic model and provide a practice exercise for participants to begin building their own logic models. The webinar will also walk through how to use a completed logic model, including the steps for turning a logic model into an implementation plan and evaluation plan. Lastly, the webinar will discuss other uses of logic models, such as being shared with funders and community partners. The webinar will provide a small group discussion opportunity for participants to share their experiences with logic models, barriers and challenges encountered when developing logic models, and success strategies. LEARNING OBJECTIVES Explain the process for developing a logic model Begin planning the development of their own logic models Understand how to incorporate logic models into implementation and evaluation plans Describe the other uses of logic models for prevention professionals PRESENTERS Josh Esrick, MPP is a Senior Policy Analyst with Carnevale Associates. Josh has extensive experience in substance use prevention; researching, writing, and presenting on best practice and knowledge development publications, briefs, and reference guides; and developing and providing T/TA to numerous organizations. He developed numerous SAMHSA Center for the Application of Prevention Technologies’ (CAPT) products on strategies to prevent opioid misuse and overdose, risk and protective factors for substance use, youth substance use prevention strategies, youth substance use trends, emerging substance use trends, the potential regulations surrounding marijuana legalization, as well as numerous other topics. 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.  

Using Logic Models in Prevention Part 1: What Are Logic Models? Josh Esrick, MPP, and Emily Patton, MSc, PgDip February 21, 2023, 1:00pm-2:30pm EST COURSE DESCRIPTION This webinar will provide an introduction of the importance of strategic planning and how and why logic models are a key tool of planning. It will first summarize the five steps of the Strategic Prevention Framework, SAMHSA’s strategic planning process for prevention, and explain how strategic planning improves the likelihood of positive prevention outcomes. Next, the webinar will explain what logic models are and how they support strategic planning efforts. It will walk through the components of a logic model and describe the steps to creating one. The webinar will also include a group practice exercise for identifying and assembling the components of a logic model. LEARNING OBJECTIVES Explain the core elements of strategic planning Describe how a logic model supports strategic planning Understand what information is needed to develop a logic model Illustrate the relationships between the components of a logic model PRESENTERS Josh Esrick, MPP is a Senior Policy Analyst with Carnevale Associates. Josh has extensive experience in substance use prevention; researching, writing, and presenting on best practice and knowledge development publications, briefs, and reference guides; and developing and providing T/TA to numerous organizations. He developed numerous SAMHSA Center for the Application of Prevention Technologies’ (CAPT) products on strategies to prevent opioid misuse and overdose, risk and protective factors for substance use, youth substance use prevention strategies, youth substance use trends, emerging substance use trends, the potential regulations surrounding marijuana legalization, as well as numerous other topics. 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.  

Evidence Based Practices: From Understanding Basics to Selecting the Right Fit with Fidelity and Sustainability. This three-part series on working with evidence based practices in your community is now available on HealtheKnowledge.org. Whether you are new to the prevention field, or really seeking to build your knowledge, this series will help your community select effective interventions with conceptual and practical fit.   Segment Titles Identify & Select EvidenceBased Practices: An Overview Evidence Based Practices for the Local Community Implementation with Fidelity and Sustainability  

Our guests are Kate Kelley, Director of Community Programming with the Alliance of Southwest Missouri and Crystal Dalmasso, Prevention Specialist & Training Consultant with a TTA provider in Kansas called DCCCA.  In this episode we discuss SAMHSA’s recent Core Competencies training pilot. Visit the SAMHSA Evidence Based Practices Resource Center at: https://www.samhsa.gov/resource-search/ebp

This toolkit and PowerPoint presentation walk substance misuse prevention practitioners and coalition members through the first two tasks of Step 3 of the Strategic Prevention Framework: Prioritizing risk and protective factors and selecting an evidence-based strategy.  

This crosswalk identifies tasks commonly associated with each step of SAMHSA’s Strategic Prevention Framework (SPF) and aligns them with sustainability milestones and practitioner skills needed to meet these milestones. This can be used to determine capacity building needs within communities/counties implementing the SPF process.

An effective logic model will act as a roadmap that tells your prevention workgroup where it is starting from, where it is going, how it will get to where it is going, and if it is going in the right direction. The attached document will aid preventionists as they work through the process of creating an effective logic model for prevention curricula.

Evaluators use pseudocodes to protect a participant's anonymity when asking protected questions. Pseudocode means a "fake code" that severs the link between the data and the provider. The attached document explains pseudocodes and how to create them.

Webinar Description  This virtual learning series explored the connections between the social determinants of health and substance misuse and its consequences, while looking at how awareness and understanding of the social determinants can strengthen your prevention planning efforts. This session also looked at strategies to integrate the social determinants of health into work with community members and partners. Presenters Debra Morris is a results-driven, people-centered professional who brings over 40 years of public health experience to improve population health. She leverages expertise in system strengthening, trauma-informed practices, training, technical assistance, and coalition building to develop culturally responsive interventions. Debra guides agencies with evidence-based and culturally competent prevention strategies to optimize and enhance service delivery models.  She is praised for her ability to mobilize diverse stakeholders in the development of community-centered solutions and utilizing effective methods to address health disparities. She received her MPH from Emory University School of Public Health and is a Master Certified Health Education Specialist. Ben Spooner is a skilled training and technical assistance provider with more than a decade of experience in substance misuse prevention. He has expertise in communications planning, sustainability planning, strategic planning, product development, project management, event organizing, and developing and facilitating distance-learning events. Ben has served as a TA provider for the Center for Strategic Prevention Support since its inception in 2012. He has a passion for incorporating cultural and linguistic responsiveness into his work and helping the communities he works with do the same. He is a certified prevention specialist and has Project Management for Development Professionals (PMD Pro) certification from APMG International. Presentation Personal Action Plan Worksheet Session Flyer        

COURSE DESCRIPTION Part 5 of the Ditching the Discomfort with Data series explores several methods and techniques prevention professionals and their partners need to visualize and communicate data around risks, consequences, and resources within a community.  Somewhere along the data process, you are going to have to communicate data-related information with your partners. One way to disseminate data is through data visualization. Data visualization involves taking data and presenting it in a way that is easy to understand. This can be done using charts, graphs, and maps. Select the View Resource button above to watch the recording. Below is the PowerPoint and handout for this webinar. PowerPoint Handout   Begin Your Data Journey and Ditch the Discomfort   Are you curious about what you need to know as a prevention professional to participate in data-based decision-making? Have you been working with a prevention grant that requires you to conduct a needs assessment or an evaluation? If you are relatively new to prevention or new to using data, this series is for you! In this five-part series, Dr. Hayden Center will take you on a data journey, from providing an overview of the basic components of data literacy to then taking a deeper dive in parts two through four to learn more about data collection, data analysis and interpretation, and finally visualizing and communicating data to your partners. During this journey, there will be discussion and practical tips from Dr. Center; who has worked with local community prevention organizations to build capacity around working with data.   PRESENTER Dr. Hayden D. Center, Jr. was most recently on faculty at Auburn University at Montgomery in the Department of Psychology, where he taught for ten years. He has taught at several universities over the past thirty years.  He has also been a licensed professional counselor (LPC) specializing in addiction issues for over 30 years. Dr. Center has worked as a consultant in alcohol, tobacco, and other drug abuse prevention since 1987.  He has worked in the field of prevention for more than 30 years. He served as the director of a US Department of Education (USDOE) grant while at Auburn University.  He served the State of Alabama Department of Education as the coordinator of the state Safe and Drug-Free Schools Program. He was a consultant to the Alabama Governor’s Office of Drug Abuse Policy for ten years and has worked with numerous state and local agencies in the state of Alabama. He served as the evaluator for the Center for Substance Abuse Prevention’s (CSAP) Southeast Center for the Application of Prevention Technologies (SECAPT) and the Border Center for the Application of Prevention Technologies (BCAPT). He has provided over 300 trainings and workshops on the topics of “science-based prevention,” “evaluation,” “risk and protective factors”, and “sustainability.”  He has worked with numerous agencies and organizations at the national, state, and local levels as an evaluator, including three Drug-Free Community grants.  His experience includes working with several projects to develop data bases, collect and interpret data, and produce data dissemination products and materials. Most recently Dr. Center has conducted training on implementation science, the psychopharmacology of marijuana, opioid use disorder, the opioid epidemic, and prevention of opioid overdose death.  He is also working on the development of a sustainability toolkit that was released in the Fall of 2019.  He and three colleagues presented an overview of the toolkit at the National Prevention Network (NPN) Conference in Chicago in 2019.

Efforts to prevent substance misuse generally fall under one of two broad approaches: individual and environmental strategies. Individual strategies focus on interventions to change attitudes and intentions, provide knowledge, and develop skills to help individuals resist influences that would lead them to use substances. These interventions involve working repeatedly with individuals and small groups, requiring a tremendous amount of resources to reach a large portion of the community population.   Environmental strategies, such as policy change, focus on changing the environments that shape individual behavior. The goal is to make the healthy choice the easy choice. Policy change also provides a greater opportunity to address health disparities.This guidebook will help you and your coalition make sense of the policy process by breaking it down step-by-step.   In detail, the guide will cover: How to draft the Policy Action Statement Building compliance of the policy with the responsible organization(s) or entity Collecting data to establish a link between the Community Condition and the Proposed Policy Developing an Issue Brief that makes the case for the Policy and offers the policy solution Drafting the Policy Language Utilizing media advocacy Organizing and mobilizing for support Preparing and presenting your policy to Decision Makers Supporting policy implementation and compliance Evaluating the policy campaign process and impacts     By working through the supporting activities, you and your partners will gain experience in forming, implementing, and promoting the compliance with ATOD policies. These policies have the potential to make alcohol, tobacco, and other drugs less accessible, less affordable, and less prevalent, thereby reducing the community-level harms associated with these substances.    This guidebook was adapted from Implementing and Supporting Policies to Prevent Alcohol, Tobacco, and Other Drug Misuse Information Guide Series funded by the North Carolina Department of Health and Human Services Division of Mental Health, Developmental Disabilities, and Substance Abuse Services.

RECORDING: Laugh It Off: How Therapeutic Humor Can Work for You (And Your Communities)   Improve your outlook and reduce harmful stress through humor. That’s the message of this seriously funny workshop where you will get to practice applied therapeutic exercises that you can use every day to improve your wellbeing and the wellness of your clients and others around you. Research has shown that accessing humor and laughter directly after a stressful situation reduces stress hormones and creates lasting, positive feelings. Muscles relax, breathing changes, and the brain releases endorphins, natural painkillers, and other psychological benefits. Mallori and Lodge will teach you how to laugh off difficult times, and as a result turn the negative impacts of stress into the positive benefits of humor.   LEARNING OBJECTIVES: By the end of the webinar, participants will be able to… Identify how laughter is used to reduce stress. Develop a personalized humor application. Explore how humor can be a resource to strengthen psychological safety and build community   PRESENTERS:  Mallori DeSalle Mallori DeSalle is a licensed mental health counselor, an internationally certified prevention specialist, motivational interviewing trainer and a certified humor professional. As a speaker and trainer, she has sparked curiosity in both the young and young-at-heart. Her passion for creating a lasting impact led her to the public health field and for the past 14 years she has worked at Prevention Insights, a center within the School of Public Health at Indiana University, Bloomington.  Mallori works with people all over the world. She served on the Board of Directors for the Association for Applied and Therapeutic Humor and in 2021 became a TEDx speaker. Her credentials don’t impress her family, but occasionally her corny jokes do make them laugh.   Lodge McCammon Dr. Lodge McCammon is a therapeutic humorist, instructional designer, author, musician, and international education consultant who provides professional services, including keynote speeches, workshops, curriculum development, and a variety of training programs. He works with school districts, universities, nonprofits, and businesses (e.g., Palm Beach Schools, University of the West Indies, Discovery Education, Microsoft, Amazon, The Coca-Cola Company). Most recently, Lodge facilitated a month of therapeutic humor for the Nourished Teachers Community, which is a Facebook-funded initiative focused on helping educators cope with work stress and avoid burnout. He uses a program that he designed called “Laugh It Off!" to help his clients transform their daily frustrations into humor.

In this Issue:   Sowing Seeds of Prevention, a Conversation with Dr. Janice Williams   Epi Corner: Using Secondary Data Sources in Prevention Research   Ditching the Discomfort with Data Series, Review the Resources and Register for Part 4   Congratulations to International Credentialing and Reciprocity Consortium's (IC&RC) Prevention Specialist of the Year, Vicky Weigman!   What's Happening Around the Region? Register: Session 3, Building a Youth Prevention System Series, July 21 Coalition Affinity Group Booster Video #2, Opportunities for Participation Regional Needs Assessment NPN Conference presentations, August 23-25  National Hispanic & Latino PTTC events National Latino Behavioral Health Conference, September 15-16 Register for other events A Comprehensive Culturally Responsive Glossary

General Disaster Response and Recovery Information    Tips for Survivors: Coping With Grief After a Disaster or Traumatic Event In this tip sheet, SAMHSA defines and describes grief, discusses ways of coping with grief, and explains complicated or traumatic grief. The tip sheet also offers relevant resources for additional support. Tips for Survivors of a Disaster or Other Traumatic Event: Managing Stress This SAMHSA tip sheet gives stress prevention and management tips for dealing with the effects of a disaster or trauma. It identifies common reactions to disasters and other traumatic events, lists tips to manage and lower stress, and highlights signs of the need for professional support. Languages: Spanish, Punjabi Coping with a Disaster or Traumatic Event At this web page, CDC emphasizes the importance of effective coping after a disaster and getting professional help if needed for reactions that are difficult and intense. Links are provided to additional information about managing your emotional health as a survivor and about supporting your children in coping. Languages: Spanish The Impact of Disaster and Mass Violence Events on Mental Health Intended for mental health and substance use disorder treatment professionals, this online article from the National Center for Posttraumatic Stress Disorder (PTSD) summarizes research on common reactions to disasters. The article identifies common reactions in disaster-affected communities and describes how reactions increase and decrease in communities over time, as well as highlighting risk factors for longer term reactions.  Managing Grief after Disaster Written for mental health and substance use disorder treatment professionals, this online article from the National Center for PTSD contains information on bereavement, grief, and traumatic grief. It also covers complications of bereavement, risk factors for these complications, and treatment of people experiencing bereavement. Online Clinical Trainings Provided by the National Mass Violence Victimization Resource Center, this web page includes descriptions and links to trainings focused on treatments for trauma and posttraumatic stress disorder in children and adults. Treatments for which trainings are provided include trauma-focused cognitive behavioral therapy, cognitive processing therapy, and prolonged exposure.  Bounce Back Now Bounce Back Now is a free mobile app available through the Google Play and App Stores. It is intended to help people with coping and resilience after a natural disaster or incident of mass violence. Once users have created an account, they can complete regular questionnaires to assess mental health, access education and coping tools, and put together a plan for improving emotional health. There are also parenting tips for helping children and teens in coping with the emotional impacts of a disaster. Mass Disasters, Trauma, and Loss This booklet from the International Society for Traumatic Stress Studies discusses common reactions to disasters, factors that make people more likely to experience reactions for longer periods, and steps survivors can take to cope effectively after a disaster. Signs of the need for professional mental health assistance are also provided. Languages in addition to English: Arabic, Chinese, Spanish   PFA: Tips for Adults—Part of the Psychological First Aid Field Operations Guide   this handout identifies common reactions in adults who have experienced a disaster, suggests responses, and offers examples of things to do and say to cope with the reaction. These suggestions and examples include a breathing exercise for relaxation, prioritization of responsibilities that feel overwhelming, and tapping into existing relationships for support. Languages in addition to English: Spanish   Mass Violence    Mass Violence/Community Violence This part of the SAMHSA Disaster Behavioral Health Information Series resource collection focuses on incidents of mass violence, community violence, and terrorism and their effects. Resources discuss common reactions to incidents of mass violence, tips for coping, and ways to support children and youth in coping. Coping after Mass Violence  Written for parents and families, this National Child Traumatic Stress Network (NCTSN) tip sheet provides information about common reactions to mass violence and self-care tips for those living in communities where an incident of mass violence has taken place. The tip sheet also includes external resources for individuals seeking further support. Improving Community Preparedness to Assist Victims of Mass Violence and Domestic Terrorism: Training and Technical Assistance (ICP TTA) Program Funded by the Office for Victims of Crime within the U.S. Department of Justice, the ICP TTA program works to equip U.S. communities to respond effectively to incidents of criminal mass violence and domestic terrorism. The program's website features a resources page, which offers vetted resources to help emergency managers, victim service professionals, and others make victim services part of emergency operations plans, as well as a trainings page, which includes freely available trainings to help build local capacity. Parent Guidelines for Helping Youth after the Recent Shooting In this 3-page tip sheet released shortly after a shooting, the NCTSN describes how such an event may affect children and teens as well as parents and other caregivers. The tip sheet lists reactions common among people of all ages, offers coping tips for caregivers, and suggests ways for caregivers to support children and youth in talking about and managing their reactions. Languages in addition to English: Spanish Psychological Impact of the Recent Shooting  This document from the NCTSN lists reactions people may have to a shooting and related experiences (such as loss of loved ones and disruption of routines). It describes grief reactions, depression, and physical reactions, and it highlights ways to cope effectively with reactions to a shooting.  Remembering National Mass Violence Victimization Resource Center (NMVVRC) This web page describes how communities typically respond in grief after an incident of mass violence and offers guidance for community leaders in supporting communities through this process. Information and downloadable resources focus on communities remembering tragic events, incident anniversaries, and memorials.  Survivors and Witnesses After Traumatic Events  A product of Voices Center for Resilience, a nonprofit formed after the attacks of September 11, 2001, this tip sheet for the public provides basic information about common effects of exposure to acts of violence, civil unrest, or terrorism. It identifies steps disaster-affected individuals can take in the immediate aftermath of crisis, common reactions to disasters, and tips for coping and asking for help.  Talking to Children about the Shooting In this tip sheet, the NCTSN provides suggestions to parents and other caregivers for talking with their children in ways that help them to make sense of and cope with their reactions to a shooting. The tip sheet also identifies reactions common in children and teens to shooting incidents. Tip Sheet for Youth Talking to Journalists After Mass Violence This NCTSN tip sheet describes how talking with journalists may affect youth who have survived an incident of mass violence. It lists the rights that youth and families have (for example, they have the right to ask what the interview questions will be in advance of agreeing to an interview). It also identifies signs that reporters are doing their job well, so that readers know what to expect. Tips for Parents on Media Coverage  In this tip sheet, the NCTSN explains the effects that media coverage of a violent incident may have on children and teens and suggests ways for parents and other caregivers to help children and teens manage reactions to media coverage and the violent event. The tip sheet also includes tips for families with involvement in a violent incident. Unexpected Challenges for Communities in the Aftermath of a Mass Violence Incident  This tip sheet from the National Mass Violence Victimization Resource Center lists some unexpected issues a community may encounter after experiencing a mass violence incident. The document also provides suggested solutions for managing these challenges and prioritizing a community’s safety and recovery.   Resources for Children, Youth, Parents and Other Caregivers, and Schools   Children and Adolescents  Several sections of the SAMHSA Disaster Behavioral Health Information Series (DBHIS) resource collection focus on the common responses and needs children and adolescents may have during and after disasters. These sections include resources that highlight the unique needs of children and adolescents in and after disasters, as well as how adults who work with children, and parents and other caregivers, can offer support to children and adolescents in coping. Following are SAMHSA DBHIS sections related to children and adolescents: ¾    Resources intended for children ¾    Resources for adolescents ¾    Resources about children and disaster ¾    Resources about adolescents and disaster Children and Disasters Part of the Disaster Survivors portal at the SAMHSA Disaster Technical Assistance Center website, this web page describes how children and teenagers may experience disasters differently from adults, offers tips for disaster planning for families, identifies common reactions to disasters in children and teenagers, and provides suggestions for adults for helping children and teenagers cope after disaster. Links to related resources are also provided. Tips for Talking With and Helping Children and Youth Cope After a Disaster or Traumatic Event: A Guide for Parents, Caregivers, and Teachers This SAMHSA tip sheet can help parents, other caregivers, and teachers recognize and address problems in children and teens affected by a disaster. The tip sheet describes reactions that are common in young survivors at different ages, as well as how to help children cope with these reactions. Understanding Child Trauma This web page from SAMHSA presents statistics on child trauma, which may be experienced as part of a natural or human-caused disaster, and lists signs of traumatic stress in children and youth. It also offers tips for parents and other caregivers for helping children and youth to cope with trauma. Links are also provided to downloadable infographics in English and Spanish provided by the SAMHSA National Child Traumatic Stress Initiative.  Psychological First Aid for Schools (PFA-S) Field Operations Guide, 2nd Edition Developed by the National Child Traumatic Stress Network (NCTSN) and the National Center for Posttraumatic Stress Disorder, this guide defines PFA-S, a model school communities can use to support students, their families, and staff immediately after a natural or human-caused disaster. Appendix C of the guide includes handouts for responders, parents and families, and students after a disaster.  SchoolSafety.gov Provided by the U.S. Departments of Homeland Security, Education, Justice, and Health and Human Services, this website features information and resources that K–12 school personnel, parents and caregivers, and law enforcement can use to explore school safety topics and recovery from a disaster or other emergency affecting a school. The Recovery section of the site offers a range of resources on recovery for school communities. After a Crisis: How Young Children Heal This tip sheet from the NCTSN describes how young children may respond to disasters and other crises and suggests ways for parents and other caregivers to support them in coping. The tip sheet uses the word SAFETY as a memory aid for readers, with each category of tips beginning with a letter in the word. Age-Related Reactions to a Traumatic Event In this information and tip sheet, the NCTSN provides an overview of how children and adolescents may react to a traumatic event, including a natural or human-caused disaster that they experience as traumatic. This resource describes reactions typical within specific age ranges and offers tips for families, doctors, and school personnel to help children and adolescents cope. Childhood Traumatic Grief: Information for Mental Health Providers This NCTSN tip sheet provides an overview of the grieving process for children and explains childhood traumatic grief for professionals providing services to children. The resource includes signs of traumatic grief and tips for supporting the child in recovery. Childhood Traumatic Grief: Youth Information Sheet In this 2-page resource, the NCTSN describes grief in children and teenagers and explains childhood traumatic grief, which has some different signs and symptoms from other grief. Tips are provided for coping with traumatic grief. Creating Effective Child- and Family-Focused Disaster Behavioral Health Messages on Social Media In this approximately 40-page toolkit, the NCTSN provides guidance for professionals serving disaster-affected communities, as well as child-serving mental health organizations, in using social media to communicate with the public through all phases of disaster. The toolkit presents an overview of social media platforms; information about developing social media posts; and key communication considerations by phase of disaster, including in the aftermath of disaster and during long-term recovery. Help Kids Cope This free mobile app provides information to help parents and other caregivers, teachers, counselors, and others to talk about disasters with children. The app features tips and checklists to help with disaster preparation; information about how children typically respond to disasters; and links to books, activities, and other resources for children. Developed by the NCTSN and other organizations, the app runs on iPhone, iPad, and iPod Touch, as well as Android devices. Helping School-Age Children with Traumatic Grief: Tips for Caregivers After children lose someone they love in a disaster or other event, they may go through traumatic grief, particularly if the death was sudden or frightening. In this tip sheet, the NCTSN explains how school-age children may experience traumatic grief and suggests ways for parents and other caregivers to support them in moving through and coping with this type of grief. Helping Young Children with Traumatic Grief: Tips for Caregivers In this tip sheet, the NCTSN explains how young children may experience traumatic grief, which can arise after a disaster or other event in which the child lost a loved one. The tip sheet lists ways in which young children may go through and express traumatic grief and offers suggestions for parents and other caregivers to support children in coping. Helping Your Child Cope With Media Coverage of Disasters: A Fact Sheet for Parents Provided by the Disaster and Community Crisis Center at the University of Missouri, this fact sheet explains how media coverage of disasters may affect children and adolescents. It also offers strategies to help parents address these effects, including monitoring and placing limits on consumption of media, explaining disaster coverage, and helping children develop coping skills. Languages in addition to English: Spanish   Helping Youth after Community Trauma: Tips for Educators In this 1-page tip sheet, the NCTSN identifies 10 ways youth may react to community traumas such as natural or human-caused disasters and suggests ways for educators to respond to these reactions and support youth in coping. The tip sheet also advises educators to find professional mental health support for youth—and for themselves—as needed. Once I Was Very Very Scared This book for young children introduces several animal characters (e.g., squirrel, turtle, dog) who have gone through traumatic experiences, including disaster trauma, and are experiencing different reactions. It can be used by parents and other important adults in the lives of children to talk about difficult and traumatic experiences and support children in coping. The book is available in several languages other than English. Psychological First Aid: Adults Working with Children and Teens Provided by the New York State Office of Mental Health, this information and tip sheet describes for parents and other caregivers how disasters may affect children and factors that can shape how children react to disasters. It identifies steps parents and other caregivers can take to support children and teens in coping after a disaster. PFA: Parent Tips for Helping School-Age Children after Disasters This handout lists reactions children may have to disasters, ways parents can respond helpfully to these reactions, and examples of things parents can do and say to support their school-age children after a disaster. The handout is part of the PFA Field Operations Guide. Languages other than English: Chinese, Japanese, Spanish  Psychological First Aid: Teachers and Educators Designed for personnel at schools that have experienced an incident of violence or a natural disaster, this tip sheet describes how teachers and educators may experience disasters and how PFA can help. PFA is an evidence-informed, modular approach that can be used to assist disaster survivors. The tip sheet offers ideas for teachers to take care of themselves and support others in the school community in coping and healing after disasters. Recovery From Large-Scale Crises: Guidelines for Crisis Teams and Administrators In this tip sheet, the National Association of School Psychologists (NASP) describes what to expect in schools after disasters and other crises and how school crisis teams and administrators can support the school community in coping and recovery. NASP identifies steps administrators and crisis teams can take at different points after the crisis, from immediately after the crisis to more than a year later. Resilience and Coping Intervention (RCI) This intervention can be used to help children and adolescents cope with disasters and other forms of community trauma. RCI is designed for groups of 5 to 10 people and can be delivered in one or several sessions. RCI groups can be implemented in programs based in schools and other settings and led by teachers, counselors, or other professionals who have been trained in the intervention. Responding to Stressful Events: Helping Children Cope This brochure contains information on helping children cope after disaster. It highlights common reactions in children in specific age ranges and describes how parents and other caregivers, families, and teachers can provide support. The brochure was developed by the Mental Health Support Network of Canada, a coalition of Canadian associations focused on mental health and stress management. Responding to Stressful Events: Helping Teens Cope Developed by the Mental Health Support Network of Canada, this brochure advises parents and other caregivers and teachers on how they can support teenagers in coping with disasters. The brochure describes common reactions to disasters in teenagers, ways adults can respond that may be helpful, and activities for teens that may help them in coping. A disaster event such as this is unexpected and often brings out strong emotions. People can call or text the SAMHSA Disaster Distress Helpline’s toll-free number (1–800–985–5990) and receive immediate counseling. This free, confidential, and multilingual crisis support service is available to anyone experiencing psychological distress as a result of this event. People who call and text are connected to trained and caring professionals from crisis counseling centers in the network. Helpline staff provide confidential counseling, referrals, and other needed support services.  The SAMHSA Disaster App allows disaster behavioral health responders to navigate resources related to pre-deployment preparation, on-the-ground assistance, and post-deployment resources.  Users can also share resources from the app via text message or email and quickly identify local mental health and substance use disorder treatment services. Should you have further questions, please feel free to contact CAPT Maryann Robinson, Emergency Mental Health and Traumatic Stress Services Branch Chief ([email protected]), or Maggie Jarry, SAMHSA’s Emergency Coordinator ([email protected]). You may also reach a technical assistance specialist at SAMHSA DTAC by calling 1–800–308–3515 or emailing [email protected]. 

Webinar Description  Many of us come to substance misuse prevention already possessing the soft, or “human” skills needed to successfully build relationships with key stakeholders in our communities, and we certainly have the opportunity to develop and strengthen those skills on our professional journeys in the field. But, if it is that easy, why doesn’t every prevention coalition have full representation from the various sectors and cultural group members in our communities? Part of a learning series that went beyond making the case for the importance of collaboration, this session introduced effective negotiation tactics from the business world & beyond that prevention practitioners can incorporate into their partner recruitment efforts to maximize the likelihood of positive responses, as well as how to bring reluctant partners into prevention efforts and provide meaningful opportunities for collaborators to do more than just participate in our work.  The Presenters Ivy Jones-Turner – Is a training and technical assistance specialist with Education Development Center. For over 20 years, Ivy has provided organizational capacity assistance on health promotion and prevention in substance abuse, suicide, violence, injury, and mental health with nonprofit and community-based organizations, state and faith-based agencies, and school districts. Her capacity building skills include program evaluation, training and technical assistance in program design and implementation, organizational development, partnerships/collaborations, and sustainability. Ms. Jones-Turner is a Certified Prevention Specialist and holds an MPA from Harvard University’s Kennedy School of Government. Jessica Goldberg - Is a training and technical assistance specialist with Education Development Center. For over a decade, Jess has specialized in building capacity to improve behavioral health at the national, state, regional and local levels. Her areas of expertise include preventing youth substance use; promoting cross-sector collaborations; addressing health disparities; strategic planning, logic model development, and sustainability planning. Jess holds an MSW and MPH from Boston University, and is a Certified Prevention Specialist. Powerpoint

Webinar Description Many of us come to substance misuse prevention already possessing the soft, or “human” skills needed to successfully build relationships with key stakeholders in our communities, and we certainly have the opportunity to develop and strengthen those skills on our professional journeys in the field. But, if it is that easy, why doesn’t every prevention coalition have full representation from the various sectors and cultural group members in our communities?  Doing the Work Together: Authentic Partner Engagement in Prevention is one of 2 related sessions that addressed going beyond making the case for the importance of collaboration in prevention to unpacking most common challenges.  In this session, we explored what it takes to create meaningful opportunities for shared leadership and decision-making with partners, foster trusting relationships with members of diverse cultural and identity groups in our communities and work collaboratively with key stakeholders to identify and implement community-led solutions to substance misuse-related problems.  – how to bring reluctant partners into prevention efforts and how to provide meaningful opportunities for collaborators to do more than just participate in our work. The Presenters Ivy Jones-Turner – Is a training and technical assistance specialist with Education Development Center. For over 20 years, Ivy has provided organizational capacity assistance on health promotion and prevention in substance abuse, suicide, violence, injury, and mental health with nonprofit and community-based organizations, state and faith-based agencies, and school districts. Her capacity building skills include program evaluation, training and technical assistance in program design and implementation, organizational development, partnerships/collaborations, and sustainability. Ms. Jones-Turner is a Certified Prevention Specialist and holds an MPA from Harvard University’s Kennedy School of Government. Jessica Goldberg - Is a training and technical assistance specialist with Education Development Center. For over a decade, Jess has specialized in building capacity to improve behavioral health at the national, state, regional and local levels. Her areas of expertise include preventing youth substance use; promoting cross-sector collaborations; addressing health disparities; strategic planning, logic model development, and sustainability planning. Jess holds an MSW and MPH from Boston University, and is a Certified Prevention Specialist. PowerPoint   

In this Issue:   The Prevention Epidemiologist   Epi Corner: Creating Logic Models to Support Epidemiology and Evaluations   What's Happening Around the Region?             Building a Youth Prevention System Series, June 23 and July 21  Don't Miss This             A new toolkit: "Tobacco-Free Toolkit for Behavioral Health Agencies"             National Latino Behavioral Health Conference