Suicide is a leading cause of death among American Indians and Alaska Native people. This 1.5 hour training will help you build your knowledge of Indigenous people and learn to balance that knowledge with an understanding that there is always more to learn. Using education, interactive scenarios, and knowledge checks, this course will help you understand how to better support Indigenous individuals in crisis.

Objectives By the end of this course, participants will be able to:

• Recognize the strengths of Indigenous communities
• Clarify common assumptions and misconceptions about Native people and communities
• Identify resources and supports for Native people in crisis

The Suicide Prevention Resource Center at the University of Oklahoma Health Sciences Center is supported by a grant from the U.S. Department of Health and Human Services (HHS), Substance Abuse and Mental Health Services Administration (SAMHSA), Center for Mental Health Services (CMHS), under Grant No. 1H79SM083028. The views, opinions, and content expressed in this product do not necessarily reflect the views, opinions, or policies of CMHS, SAMHSA, or HHS.

Certificate of Completion Available

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Data collection is a critical and ongoing component of prevention, especially when following a data- informed evidence-based process like SAMHSA’ s Strategic Prevention Framework (SPF) . Data are relevant in some way to every step of the SPF. The COVID-19 Public Health Emergency created many  challenges in implementing effective prevention, including data collection. While much of our work in prevention has returned to pre-pandemic approaches, there are some advantages to online data collection methods and it is worth considering when collecting data virtually might better meet data  collection needs.

This 1.5 hour self-paced online course will provide a general overview of evaluation and best pra ctices for collecting primary data virtually , focusing on both quantitative and qualitative data collection methods.  The course will review online surveys, including surveys with youth and ethical considerations; focus groups and listening sessions; interv iews; and other methods. The course will use case study examples and provide additional resources.

The Pacific Southwest Prevention Technology Transfer Center (PTTC) developed this course with support from SAMHSA of the U.S. Department of Health and Human Services (HHS) through SAMHSA Cooperative Agreement #H79SP081015-01. 

Certificate of Completion Available

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By the end of this course, participants will be able to do the following:

• - Recognize the Best Practices Registry's impact on suicide prevention efforts and the support it provides to professionals and communities working to implement suicide prevention practices that have evidence of effectiveness.
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• - Use critical thinking to assess the strengths and weaknesses of Best Practices Registry applications. This includes applying best practices and considering and valuing other ways of knowing to create an impartial review process.
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• - Navigate the review of a Best Practices Registry application and apply this knowledge to a simulated application scenario.

The Suicide Prevention Resource Center at the University of Oklahoma is supported by a grant from the U.S. Department of Health and Human Services (HHS), Substance Abuse and Mental Health Services Administration (SAMHSA), Center for Mental Health Services (CMHS), under Grant No. 1H79SM090640 . The views, opinions, and content expressed in this product do not necessarily reflect the views, opinions, or policies of CMHS, SAMHSA, or HHS.

Certificate of Completion available

Note: This is a private course requiring an enrollment key provided by the hosting organization.

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The Brief Intervention for School Clinicians (BRISC) is a brief (four session) assessment, engagement, initial intervention, and triage strategy that aims to promote efficiency and structure in school mental health (SMH) service delivery, while also using treatment elements that are research-based. 

Clinicians using the BRISC approach quickly assess the student's needs using a structured process and then engage the youth in problem solving around data-informed treatment goals. A selected number of treatment elements from cognitive-behavioral therapy and other research-based psychosocial interventions are used to ensure the student's success. Systematic progress monitoring guides clinical decisions within BRISC and selection of a post-BRISC treatment pathway for the student.

This BRISC e-learning is a 2 hour self-paced asynchronous web-based course that provides a basic orientation to the rationale for and treatment elements of BRISC in advance of (1) a live/synchronous session in which BRISC activities are modeled and practiced, and (2) consultation and fidelity assessment and feedback from BRISC experts.

Development of the Brief Intervention for School Clinicians (BRISC) and this e-Learning was supported by the Institute for Education Sciences, U.D. Department of Education, through Grant R305A160111 as well as the Northwest Mental Health Technology Transfer Center (MHTTC), funded by the Substance Abuse and Mental Health Services Administration (SAMHSA).

*Note: This is a private course that requires an enrollment key. 

Certificate of Completion Available

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The Brief Intervention for School Clinicians (BRISC) is a brief (four session) assessment, engagement, initial intervention, and triage strategy that aims to promote efficiency and structure in school mental health (SMH) service delivery, while also using treatment elements that are research-based. 

Clinicians using the BRISC approach quickly assess the student's needs using a structured process and then engage the youth in problem solving around data-informed treatment goals. A selected number of treatment elements from cognitive-behavioral therapy and other research-based psychosocial interventions are used to ensure the student's success. Systematic progress monitoring guides clinical decisions within BRISC and selection of a post-BRISC treatment pathway for the student.

This BRISC e-learning is a 2 hour self-paced asynchronous web-based course that provides a basic orientation to the rationale for and treatment elements of BRISC in advance of (1) a live/synchronous session in which BRISC activities are modeled and practiced, and (2) consultation and fidelity assessment and feedback from BRISC experts.

Development of the Brief Intervention for School Clinicians (BRISC) and this e-Learning was supported by the Institute for Education Sciences, U.D. Department of Education, through Grant R305A160111 as well as the Northwest Mental Health Technology Transfer Center (MHTTC), funded by the Substance Abuse and Mental Health Services Administration (SAMHSA).

*Note: This is a private course that requires an enrollment key. 

Certificate of Completion Available

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The impact of early childhood experiences, positive or negative, on individuals throughout the course of their lifetime is significant. These events also directly correlate to the risk and resiliency factors of those who experience them.  Unfortunately, many of those we serve have experienced a disproportionate number of adverse childhood experiences.  Some of these experiences may involve a general lack of support or a nurturing environment; others, however, may cross over into the realm of trauma. This session will emphasize not only our mandate to “do no harm” in working with those who have previously been wounded but also will focus on ways to help reestablish a sense of empowerment to those who may have come to feel disempowered and who are at increased risk for negative life experiences.

Funding for this initiative was made possible by grant no. 1H79TI087721 from SAMHSA. The views expressed in the materials for this webinar and by speakers do not necessarily reflect the views or polices of SAMHSA or the Department of Health and Human Services; nor does mention of trade names, commercial practices, or organizations imply endorsement by the U.S. government.

1.5 hour NAADAC Continuing Education Available

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Cannabis Pharmacology for Substance Misuse Prevention Practitioners is a 4.5 hour self-paced course that provides important information on what prevention professionals need to know about cannabis. Dr. Hayden Center presents the following 3-part series:

• The Effects of Cannabis
• Cannabis and the Adolescent Brain
• Cannabis Pharmacology

The ideal audience for this training is prevention organizations/coalitions and the prevention professionals serving at the local, state, regional and/or national levels that would like to learn and/or review updated and science-based information on cannabis to be better equipped to serve their communities.This can include coalition members, agencies, sector representatives and partners, volunteer staff, and other key partners, stakeholders, and collaborators. This training can also be appropriate for the broader public, with interest in the role cannabis policies is impacting, informing, influencing and shaping changes in their communities.

This training was developed by the PTTC Cannabis Prevention Working Group, with special support from the New England PTTC (1 H79 SP081020-01).

About the PTTC Cannabis Prevention Working Group:The mission of the PTTC Network Cannabis Prevention Work Group is to develop training and technical assistance tools, products, and service, related specifically to cannabis risk education and prevention, that can be deployed across the nation.

Certificate of Completion Available

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This 3-hour, self-paced course is designed to serve as a primer in foundational concepts related to cognitive behavioral therapy (CBT) and its application to psychotic symptoms and experiences. Learners will start by testing their knowledge on a 30-item adapted CBT quiz, and will then be guided to complete brief modules on the topics of (1) psychosis education, (2) CBT fundamentals, and (3) applying CBT to psychosis. Finally, learners will apply what they’ve learned to a practice and self-reflection exercise. Resources for further learning are provided.

This online course was created by the Northwest Region 10 Mental Health Technology Transfer Center (MHTTC) with support from the Substance Abuse and Mental Health Services Administration (SAMHSA). Physicians, physician assistants, primary care ARNPs, psychologists, and other health care providers may be eligible for CME or CEUs for completing the course. Retain your Certificate of Completion and verify its suitability for CME/CEUS with your licensing/credentialing entity.

Certificate of Completion Available

Registration by Prior Arrangement

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This 3-hour, self-paced course is designed to serve as a primer in foundational concepts related to cognitive behavioral therapy (CBT) and its application to psychotic symptoms and experiences. Learners will start by testing their knowledge on a 30-item adapted CBT quiz, and will then be guided to complete brief modules on the topics of (1) psychosis education, (2) CBT fundamentals, and (3) applying CBT to psychosis. Finally, learners will apply what they’ve learned to a practice and self-reflection exercise. Resources for further learning are provided.

This online course was created by the Northwest Region 10 Mental Health Technology Transfer Center (MHTTC) with support from the Substance Abuse and Mental Health Services Administration (SAMHSA). Physicians, physician assistants, primary care ARNPs, psychologists, and other health care providers may be eligible for CME or CEUs for completing the course. Retain your Certificate of Completion and verify its suitability for CME/CEUS with your licensing/credentialing entity.

Certificate of Completion Available

This 1 hour course provides diagnostic criteria for multiple anxiety disorders and provides an overview of how to screen and treat anxiety disorders within a pediatric integrated primary care setting.

This training series is developed by the Mid-America Mental Health Technology Transfer Center. This project is supported by SAMHSA of the U.S. Department of Health and Human Services (HHS). The contents are those of the author(s) and do not necessarily represent the official views of, nor an endorsement, by SAMHSA/HHS, or the U.S. Government.

Certificate of Completion Available

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This course was designed to empower substance misuse prevention professionals who implement school-based curricula with effective, practical classroom management techniques. Whether you’re new to substance misuse prevention or a seasoned service provider, the tools shared here are meant to support you in creating smoother, more impactful classroom visits.

The course consists of an interactive content module and a completion quiz. It is estimated that the course will take up to 1 hour to complete.

This course was developed by the Great Lakes Prevention Technology Transfer Center, which is funded by the Substance Abuse and Mental Health Services Administration (SAMHSA) and covers the HHS Region 5 (IN, IL, MI, MN, OH, WI).

Certificate of Completion Available

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Note: This course is now longer hosted on HealtheKnowledge.  You can now find this course or similar Here.

Educators and school personnel play a vital role in promoting mental health and well-being and identifying and responding to emerging mental illness in children and adolescents. Classroom WISE (Well-Being Information and Strategies for Educators) is a 5-hour, self-paced, educator mental health literacy course, developed by the MHTTC Network, in partnership with the National Center for School Mental Health. It presents concrete, universal approaches to promoting student mental health and creating safe and supportive classroom environments, describes student behaviors that may indicate a mental health concern, and provides specific skills and strategies to engage and support students with mental health concerns. Modules average about 50 minutes each (50x6= 300 min= 5 hours). This course includes a high-impact video series and resource collection also available on our website, www.classroomwise.org.

The goal of this course is to prepare health care providers to engage with family planning clients about their reproductive goals and contraceptive preferences, applying best practices in evidenced-based client-centered care.

This learning activity was supported by Missouri Family Health Council Award # 0057953. The opinions expressed herein are the views of the speakers and does not reflect the official position of the Missouri Family Health Council (MFHC). No official support or endorsement of MFHC and UMKC for the opinions described in this training is intended or should be inferred.

Certificate of Completion Available

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This 14-hour, self-paced course is designed to introduce the terms, topics, and resources essential to clinical supervision. Revised Edition, September 2024.

(This course can be taken on its own, but it also serves as a requirement to participate in the ATTC Network's face-to-face training, Clinical Supervision Foundations Part II. HealtheKnowledge is not involved with hosting the in-person portion. You may contact your State’s office or connect to the ATTC Regional Center that serves your state to see if the 2nd in-person piece will be scheduled sometime in your area.)

Funding for this initiative was made possible by grant no. UR1TI080205 from SAMHSA. The views expressed in written conference materials or publications and by speakers and moderators do not necessarily reflect the official policies of the Department of Health and Human Services; nor does mention of trade names, commercial practices, or organizations imply endorsement by the U.S. Government.

Continuing Education Credit Available

View CE Disclosure

NAADAC (14.0 Hours), NASW (13.5 Hours)

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The Brief Intervention for School Clinicians (BRISC) is a brief (four session) assessment, engagement, initial intervention, and triage strategy that aims to promote efficiency and structure in school mental health (SMH) service delivery, while also using treatment elements that are research-based. 

Clinicians using the BRISC approach quickly assess the student's needs using a structured process and then engage the youth in problem solving around data-informed treatment goals. A selected number of treatment elements from cognitive-behavioral therapy and other research-based psychosocial interventions are used to ensure the student's success. Systematic progress monitoring guides clinical decisions within BRISC and selection of a post-BRISC treatment pathway for the student.

This French BRISC e-learning is a 2 hour self-paced asynchronous web-based course that provides a basic orientation to the rationale for and treatment elements of BRISC in advance of (1) a live/synchronous session in which BRISC activities are modeled and practiced, and (2) consultation and fidelity assessment and feedback from BRISC experts.

Development of the Brief Intervention for School Clinicians (BRISC) and this e-Learning was supported by the Institute for Education Sciences, U.D. Department of Education, through Grant R305A160111 as well as the Northwest Mental Health Technology Transfer Center (MHTTC), funded by the Substance Abuse and Mental Health Services Administration (SAMHSA).

*Note: This is a private course that requires an enrollment key. 

Certificate of Completion Available

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Coalitions are essential to substance misuse prevention efforts. It is important to understand and implement research-based best practices for coalition functioning, structure, membership, and leadership.  Take this course to uncover a deeper understanding of how and why we use coalitions and to increase knowledge about research-based best practices for coalitions.

The course consists of an interactive content module and a completion quiz. It is estimated that the course may take up to 2 hours to complete.

This course was developed by the Great Lakes Prevention Technology Transfer Center, which is funded by the Substance Abuse and Mental Health Services Administration (SAMHSA) and covers the HHS Region 5 (IN, IL, MI, MN, OH, WI).

Certificate of Completion Available

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This course was designed to guide substance misuse prevention professionals to build meaningful relationships to create the foundation for deeper, more consistent presence in community spaces. The modules in the course are: Foundations of Community Engagement; Building Presence in Community Spaces; and Sustaining Community Engagement. 

The course consists of 3 content modules and a completion quiz. It is estimated that the course will take up to 1 hour to complete.

This course was developed by the Great Lakes Prevention Technology Transfer Center, which is funded by the Substance Abuse and Mental Health Services Administration (SAMHSA) and covers the HHS Region 5 (IN, IL, MI, MN, OH, WI).

Certificate of Completion Available

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The intent of this course is to serve as a bridge to intensive technical assistance for healthcare organizations seeking to implement contingency management (CM) programming in their setting. The course offers coordinated instruction and resources specific to administrative assistants (those in nonclinical roles who support client care through administrative tasks such as answering phones, scheduling appointments, and managing a waiting room).

This course includes an introduction to CM describing its core elements, scientifically-supported systems, and how it can be used in healthcare settings to have a positive impact on clients. It also offers unique content on how personnel in the Administrative role can contribute to the successful integration of CM into the clinical services their organization offers.

For organizations utilizing this course, a strongly recommended initial step is for those in leadership roles to complete the decision-maker course module, including its activity for drafting CM programming customized to the settings needs and resources. Once leaders have formulated and discussed these initial ideas about CM programming, the content of course modules for Clinical Supervisors and Direct Care Staff are likely to be more useful to those staffing groups. Given the complexities of implementing a systems-level practice like CM, organizations are urged to additionally seek out consultation and coaching as intensive technical assistance via a Technology Transfer Center in their region.   

Also available: Decision Maker, Clinical Supervisor, and Direct Support Staff courses.

Certificate of Completion Available

1 hour Continued Education Available

NAADAC

Developed by the Northwest Addiction Technology Transfer Center (ATTC).

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The intent of this course is to serve as a bridge to intensive technical assistance for healthcare organizations seeking to implement contingency management (CM) programming in their setting. The course offers coordinated instruction and resources specific to clinical supervisors (those in supervisory roles positions to provide quality assurance and evaluation of clinical services offered by direct care staff).

This course includes an introduction to CM describing its core elements, scientifically-supported systems, and how it can be used in healthcare settings to have a positive impact on clients. It also offers unique content on how personnel in the Clinical Supervisor role can contribute to the successful integration of CM into the clinical services their organization offers.

For organizations utilizing this course, a strongly recommended initial step is for those in leadership roles to complete the decision-maker course module, including its activity for drafting CM programming customized to the settings needs and resources. Once leaders have formulated and discussed these initial ideas about CM programming, the content of course modules for Clinical Supervisors and Direct Care Staff are likely to be more useful to those staffing groups. Given the complexities of implementing a systems-level practice like CM, organizations are urged to additionally seek out consultation and coaching as intensive technical assistance via a Technology Transfer Center in their region.   

Also available: Decision Maker, Direct Care Staff, and Administrative Support Staff courses.

Certificate of Completion Available

2.5 hours Continued Education Available

NAADAC

Developed by the Northwest Addiction Technology Transfer Center (ATTC).

REGISTER NOW AND BEGIN COURSE

The intent of this course is to serve as a bridge to intensive technical assistance for healthcare organizations seeking to implement contingency management (CM) programming in their setting. The course offers coordinated instruction and resources specific to decision makers (those in organizational leadership roles positioned to make systems-level decisions about how resources are used for clinical services).

This course includes an introduction to CM describing its core elements, scientifically-supported systems, and how it can be used in healthcare settings to have a positive impact on clients. It also offers unique content on how personnel in the Decision Maker role can contribute to the successful integration of CM into the clinical services their organization offers.

For organizations utilizing this course, a strongly recommended initial step is for those in leadership roles to complete the decision-maker course module, including its activity for drafting CM programming customized to the settings needs and resources. Once leaders have formulated and discussed these initial ideas about CM programming, the content of course modules for Clinical Supervisors and Direct Care Staff are likely to be more useful to those staffing groups. Given the complexities of implementing a systems-level practice like CM, organizations are urged to additionally seek out consultation and coaching as intensive technical assistance via a Technology Transfer Center in their region.   

Also available: Clinical Supervisor, Direct Care Staff, and Administrative Support Staff courses.

Certificate of Completion Available

1.0 hour Continued Education Available

NAADAC

Developed by the Northwest Addiction Technology Transfer Center (ATTC).

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