Learn Now

Learn Now: Training Modules

An animated figure with a sad expression and short hair wearing a green shirt. There is a thought bubble to the side of their head with a densely scribbled line to represent depressed thoughts.

We are committed to promoting access to quality mental health care for individuals with developmental disabilities. This is available through accessible training content that centers around the needs and voices of individuals with disabilities. The training modules below are stacked to build each lesson on another.  You can do them in any order you prefer if you are only looking for specific information.

Our Training

To request a certificate of completion for any module please contact [email protected].

Partner Training

These training modules are offered through our various partners. Each training has been vetted to ensure it meets the mission and values of the MHDD National Training Center.

Columbia-Suicide Rating Scale helps navigate suicidality in the general population. This resource was not designed for people with developmental disabilities.

Cómo los padres pueden encontrar información confiable sobre salud mental y discapacidades del desarrollo

Resumen en lenguaje sencillo: Cómo los padres pueden encontrar información confiable sobre salud mental y discapacidades del desarrollo

Muchos padres usan Internet para obtener más información o encontrar recursos. Tener información precisa puede ayudar a desarrollar o incluso cambiar nuestras perspectivas. Estar informado también puede ayudar a los padres defender a sus hijos. Es importante que busque información confiable. Algunas preguntas pueden ayudarlo a decidir si la información es confiable.

¿Quién publica la información? Los sitios web que terminan en “.edu” son desarrollados por instituciones educativas, como universidades. Los sitios web que terminan en “.gov” son desarrollados por agencias del gobierno. La información publicada por universidades y agencias gubernamentales suele ser real y cierta. Los sitios web que terminan en “.org” son desarrollados por una organización generalmente sin fines de lucro. La información de organizaciones suele ser creíble. Las organizaciones pueden enfocarse en información particularmente especifica alineada con sus valores y misión. Puede resultar útil leer la misión de la organización o la página “Acerca de nosotros”. Puede ver si la misión y valores de la organización se alinean con los de usted. Los sitios web que terminan en “.com” son sitios comerciales, como los de negocios y periódicos en línea. El propósito de un sitio web comercial suele ser promover un producto o interés. Esta información puede ser falsa o engañosa. Por ejemplo, es posible que se omita cierta información.

Las direcciones de las páginas web también pueden indicarle el lugar de dónde proviene la información. Por ejemplo, una página web que termina en .mx es un sitio web de México. Tenga en cuenta cómo el origen de un sitio web afecta su información. La información de otro país probablemente no ayudará a los lectores a conocer los recursos locales. La utilidad de la información dependerá de lo que usted esté buscando. Por ejemplo, las normas culturales pueden ser diferentes en otros países y esto puede contribuir a una perspectiva diferente con la que puede o no identificarse.

¿Cuándo se publicó la información? Alguna información cambia con el tiempo como son las leyes y políticas que afectan a personas con discapacidad. En estos casos, es importante asegurarse que la información se haya publicado recientemente. Alguna información es relevante a lo largo del tiempo. Ejemplos  de ello son un blog escrito por un padre sobre su experiencia, o las maneras de practicar el cuidado personal.

¿Se indica las fuentes de la información? Las personas y las organizaciones deben compartir la fuente de su información. Por ejemplo, si hay estadísticas, revise si se muestra el origen de los datos o de la investigación. Sin embargo, es posible que en ciertos casos no sea necesaria una lista de referencias como cuando desea saber solamente una lista de recursos en su área.

Encontrar información en su idioma preferido puede resultar complicado. Especialmente, si está buscando información específica sobre salud mental y discapacidades. Algunos sitios web ofrecen opciones de traducción en su sitio, pero las opciones de idioma pueden ser limitadas. Las traducciones automáticas no siempre están redactadas correctamente, pero pueden resultar útiles. La Ayuda de Google Chrome tiene instrucciones escritas sobre cómo traducir páginas web. También puede ver un video sobre cómo cambiar el idioma en Google Chrome.

Otra forma de encontrar información es llamando a un Centro de Información y Capacitación para Padres (PTI siglas en inglés) o al Centro Comunitario de Recursos para Padres (CPRC siglas en inglés). Los PTI y los CPRC brindan a los padres información sobre discapacidades, sus derechos, y recursos locales. Los CPRC ofrecen el mismo tipo de información que los PTI, pero se enfocan en padres desatendidos como son los padres con dominio limitado del inglés. Visite el sitio web de Parent Center Hub para obtener un directorio de PTI y CPRC. Otra sugerencia es escribir las preguntas para que las lleve consigo cuando visite a un proveedor de atención médica, entonces, no olvidará hacer sus preguntas y podrá obtener la información que desee.

Para obtener más información y sitios web recomendados, lea la hoja informativa completa sobre Cómo los padres pueden encontrar información confiable sobre la salud mental y las discapacidades del desarrollo.

 

Plain Language Summary: How Parents Can Find Credible Information on Mental Health and Developmental Disabilities

Many parents use the internet to learn more or find resources. Having accurate information can help build on our perspectives or sometimes changes them. Being informed can also help parents advocate for their children. It is important that you are looking at credible information. There are a few questions you can ask to help you decide if information is credible.

Who is publishing the information? Websites ending in “.edu” are hosted by educational institutions, like universities. Websites ending in “.gov” are hosted by government agencies. Information posted by universities and government agencies are usually factual. Websites ending in “.org” are hosted by an organization- usually a non-profit organization. Information from organizations is usually credible. Organizations may focus on particular information because it supports their values and mission. Reading an organization’s mission statement or About Us page can be helpful. You can see if their mission and values align with yours. Websites ending in “.com” are commercial sites, like businesses and online newspapers. A commercial website’s purpose is usually to promote a product or interest. Their information might be untrue or misleading. For example, some information may be left out on purpose.

Webpage addresses can also tell you where information comes from. For example, a webpage ending in .mx is a website from Mexico. Keep in mind how a website’s origin affects its information. Information from another country probably will not help readers find out about local resources. If information is helpful to you depends on what you are looking for. For example, cultural norms can be different in other countries. This can contribute to a different perspective, which you may appreciate or relate to.

When was the information published? Some information changes over time. Such as, policies and laws that affect people with disabilities. In these cases, it is important to make sure information was published recently. Some information is relevant over time. Examples are a blog written by a parent on their experience or ways to practice self-care.

Are sources for the information given? Individuals and organizations should share the source of their information. For example, if there are statistics you should see if the data or research source is clarified. However, a list of references might not be necessary depending on what information you are wanting. One example is if simply want a list of resources in your area.

Finding information in your preferred language can be difficult. Especially, if you are looking for specific information on mental health and disabilities. Some websites offer translation options on their site, but language options may be limited. Automatic translations are not always worded correctly but can still be helpful. Google Chrome Help has written instructions on how to translate webpages. You can also watch a video on how to change the language on Google Chrome.

Another way to find information is calling a Parent Training and Information Center (PTI) or Community Parent Resource Center (CPRC). PTIs and CPRCs provide parents with information about disabilities, their rights, and local resources. CPRCs offer the same kind of information as PTIs but focus on underserved parents, like parents with limited English proficiency. Visit the Parent Center Hub website for a directory of PTIs and CPRCs. Another suggestion is to write down questions to take with you when seeing a health provider. Then, you will not forget your questions and can get the information you want.

For more information and recommended websites, read the full factsheet on How Parents Can Find Credible Information on Mental Health and Developmental Disabilities.

Plain Language Summary: Considerations for Improving Services for Asian Americans with Disabilities and Mental Health Concerns

The Asian American population is increasing, and with it grows the need for services that effectively work with people of different cultures. Currently, the Asian American use of mental health services is low. There are many reasons why individuals may not be accessing services. One example is difficulty finding providers who are culturally competent.

Perceptions around mental health and disabilities vary by culture. For example, learning about autism is difficult in Filipino culture, according to one Filipina woman. There is less education about disabilities. When symptoms or individual needs seem to go against cultural values, stigma grows. For example, some Asian Americans have said their families’ culture emphasizes being strong. In this instance, seeking mental health services can be viewed as weakness. In some Asian American cultures, receiving family acceptance is very important. This may further complicate the decision to receive mental health services due to fear of judgement. Some research shows that families who have lived in America longer than two generations are more likely to obtain mental health services.

There are several recommendations for improving services. Service providers should try to understand how families may view diagnoses, without judgement. This may include inviting someone close to the family to help share their experiences. Providers can also work together with families to create treatment plans that incorporate cultural values. Providers may need to explain what resources are available and connect clients with resources that are produced in their preferred language. Finally, providers may need to improve their outreach efforts.

For more information and links to several resources, check out the Considerations for Improving Services for Asian Americans with Disabilities and Mental Health Concerns fact sheet.


Plain Language Summary: Considerations for Improving Services for Native American/American Indian Individuals with Disabilities and Mental Health Concerns

Note About Use of Terms: We will use the acronym NA/AI for Native American/American Indian. These terms are used to refer to the Indigenous people (original cultures in North America prior to colonization) of the United States. Individuals may have their own preference of how to refer to their culture. For example, someone might prefer a more specific description like Alaska Native. Our recommendation is to use the term an individual prefers.

Many service providers are not familiar with Native perspectives on disabilities. Although NA/AI people are said to have the highest rate of disability of any racial/ethnic group. However, this higher identified percentage can be because of many reasons. For example, NA/AI are at-risk for having many factors affecting health. These include poverty and limited access to healthcare. Also, NA/AI adults report experiencing serious psychological distress more often than the general population. Being aware of cultural beliefs and values is important for professionals looking to provide the best service and support they can.

A study found four important factors on how disabilities are viewed by NA/AI people. This study was done by hearing directly from NA/AI people on this topic.

Disabilities are subjective. Many NA/AI people agreed having a disability means someone needs more help completing tasks. However, people also agreed that disabilities are subjective. This means that people can decide if they think something is a disability. Some examples of disabilities given were disabilities that affect walking, hearing, seeing, talking, and learning. Illnesses that require a lot of help were given as examples too, like cancer and diabetes. However, there are mixed views on whether mental health concerns are a disability.

Disabilities affect a person’s sense of belonging. Many Native communities treat people with disabilities the same as people without disabilities. Individuals with disabilities are seen as “knowledge keepers” and are important in their communities. However, not everyone views disability the same. Some people with disabilities may be separated from others, which affects their sense of belonging. This can happen in school or at work, and among peers, family, and in other relationships.

Action is needed. NA/AI people felt providers could learn more about how Native people view disability and build relationships with NA/AI communities. This could improve care and providers’ cultural competence.

Individuals with disabilities face barriers to accessing services. People with disabilities can face transportation barriers, long waits and distances for services, and lack of internet access. Other common problems discussed were the process of getting a diagnosis, and not knowing how to begin access services. This means that NA/AI peoples might be experiencing one barrier after another when trying to access services.

Some suggestions for professionals and service providers that NA/AI people agreed on are:

  1. Build trust in Native communities by getting to know people and learning how to support NA/AI people. If someone shows that they can be trusted and are unbiased, then NA/AI families can feel more comfortable and willing to let someone in to help their child.
  2. Learn more about NA/AI culture. This can help professionals communicate and work better with their clients. It can also build rapport with individuals and families.
  3. Include NA/AI values and interests into professional support and work with individuals and families.
  4. Improve education about what services are available and how they can access them.

You can learn more by reading the full Considerations for Improving Services for Native American/American Indian Individuals with Disabilities and Mental Health Concerns fact sheet and recommended resources shared in it.

Plain Language Summary: Considerations to Improve Services for Black/African American Individuals with Disabilities and Mental Health Concerns

People with disabilities often have less access to mental health services. Also, consider how Black and African American people receive mental health services at lower rates. The result is that getting mental health services can be especially difficult for Black and African American people with disabilities. A person’s mental health and cultural experiences often affect how they interact with the world, seek help, and interact with others.

Past and current events can affect whether someone trusts authority figures. In the United States, Black and African Americans are at a higher risk for violence and being arrested. Having a disability can increase these risks for people too. A Black or African American person might worry that being open about their disability will lead to even more discrimination. This is why they might be less likely to use an identity approach. Someone with an identity approach views their disability as an important part of who they are and are proud of their disability.

A recommendation when working with people who are more likely to experience discrimination is to consider current and historical contexts. One approach that emphasizes the need to consider historical, cultural, and gender issues is a trauma-informed approach (TIA). TIA acknowledges how trauma plays a role in someone’s life and interactions. Professionals and organizations using TIA ask, “What has happened to this person?” instead of “What is wrong with this person?” There are many reasons supporting the use of TIA with people with disabilities. Youth with disabilities are at a greater risk for many types of traumas. However, services made for youth with disabilities often focus on changing behavior and do not consider the role trauma plays. TIA makes efforts to avoid bringing up difficult feelings related to past trauma and emphasizes accessibility.

People are influenced by many things and therefore communicate their mental health struggles in different ways. If someone feels judged they might not share their mental health concerns easily. Many Black and African Americans think their friends would judge their mental health concerns. Some also think mental health should not be talked about with family either. Also, if a person has a disability and processes things differently, they may be more likely to use behaviors to express their emotions. This can sometimes look like losing skills and being irritable.

A person’s quality of life and if they prioritize their mental health are affected when they are struggling to meet their basic needs. This is one reason why it is important to “meet people where they are”. This means respecting a person’s circumstances, strengths, and challenges to figure out the most effective ways to offer support. Connecting people with a variety of services to help them meet their needs is one recommendation to improve health and services for Black and African Americans.

It can be easy for people to make assumptions when there is not enough information on a topic. Hearing other people’s stories can help us to make less assumptions and think of more ways to support people. One way to hear people’s stories is through digital storytelling. You can hear about Melissa’s experiences as a hard-of-hearing Black/African American individual with mental health struggles in Melissa Malcolm King’s digital storytelling episode.

For more information and resources, read the full fact sheet on Considerations to Improve Services for Black/African American Individuals with Disabilities and Mental Health Concerns.

Resumen en lenguaje sencillo: Consideraciones para mejorar los servicios para personas de raza negra y afroamericanos con discapacidades y problemas de salud mental

Las personas con discapacidad a menudo tienen menos acceso a los servicios de salud mental. Además, las personas de raza negra y las personas afroamericanas también reciben servicios de salud mental con menos frecuencia que otros. Esto significa que obtener servicios de salud mental puede ser especialmente difícil para las personas de raza negra y las personas afroamericanas con discapacidades. La salud mental y las experiencias culturales de una persona a menudo afectan la forma en que interactúa con el mundo, buscan ayuda e interactúan con los demás.

Los eventos pasados ​​y actuales pueden afectar si alguien confía en las personas con autoridad. En los Estados Unidos, las personas de raza negra y los afroamericanos tiene mayor riesgo de sufrir violencia y ser arrestados. Tener una discapacidad también puede aumentar estos riesgos para las personas. Una persona de raza negra o afroamericana puede preocuparse de que ser abierto sobre su discapacidad aumente la discriminación que experimenta. Por eso es menos probable que utilicen un enfoque de identidad. Alguien con un enfoque de identidad piensa en su discapacidad como una parte importante de quiénes son y está orgulloso de su discapacidad.

Una recomendación cuando se trabaja con personas que tienen más probabilidades de sufrir discriminación es considerar los contextos actuales e históricos. Un enfoque que enfatiza la necesidad de considerar cuestiones históricas, culturales y de género es un enfoque informado sobre el trauma (TIA). TIA reconoce cómo el trauma afecta la vida y las interacciones de alguien. Los profesionales y las organizaciones que utilizan TIA preguntan: “¿Qué le ha pasado a esta persona?” en lugar de “¿Qué le pasa a esta persona?” Hay muchas razones que apoyan el uso de TIA con personas con discapacidad. Los jóvenes con discapacidades tienen más probabilidades de experimentar muchos tipos de traumas. Sin embargo, los servicios hechos para jóvenes con discapacidades a menudo se enfocan en cambiar el comportamiento y no consideran cómo los afecta el trauma. TIA hace esfuerzos para evitar que alguien vuelva a sentir sentimientos difíciles que están relacionados con un trauma pasado y enfatiza la accesibilidad.

Las personas se ven influenciadas por muchas cosas y comunican sus problemas de salud mental de diferentes maneras. Si alguien se siente juzgado, es posible que no comparta fácilmente sus preocupaciones sobre la salud mental. Muchas personas de raza negra y afroamericanos creen que sus amigos juzgarán sus preocupaciones sobre la salud mental. Algunos también piensan que no se debe hablar de la salud mental con la familia. Además, si una persona tiene una discapacidad y procesa las cosas de manera diferente, es más probable que utilice comportamientos para expresar sus emociones. A veces, esto puede parecer una pérdida de habilidades y estar irritable.

La calidad de vida de una persona y si da prioridad a su salud mental, se ve afectada cuando está luchando por satisfacer sus necesidades básicas. Ésta es una de las razones por las que es importante “trabajar con las personas desde donde ellos se encuentran ”. Esto significa respetar las circunstancias, las fortalezas y los desafíos de una persona para descubrir la forma más eficaz de ofrecer apoyo. Conectar a las personas con una variedad de servicios para ayudarlas a satisfacer sus necesidades es una recomendación para mejorar la salud y los servicios para las personas de raza negra y afroamericanos.

Puede ser fácil para las personas hacer suposiciones cuando no hay suficiente información sobre un tema. Escuchar las historias de las personas puede ayudarnos a hacer menos suposiciones y pensar en más formas de apoyar a las personas. Una forma de escuchar las historias de las personas es a través de la narración digital. Puede escuchar sobre las experiencias de Melissa como una persona negra/afroamericana con problemas de audición con problemas de salud mental en el episodio de narración digital de Melissa Malcolm King.

Para obtener más información y recursos, lea la hoja informativa completa sobre Consideraciones para mejorar los servicios para personas de raza negra y afroamericanos con discapacidades y problemas de salud mental.

Plain Language Summary: Considerations to Improve Services for Refugees with Disabilities and Mental Health Concerns

Refugees are people who leave their country for their safety. Many things can prompt this, including discrimination and war in their country. Refugees live in temporary settlements before settling in a new country. Many refugees are placed in cities before settling in a new country, and others go to refugee camps. Refugee camps are meant to meet immediate needs of people fleeing their country. Refugees can experience very difficult living circumstances when living in refugee camps.

The United States has resettled millions of refugees since 1975. The number of refugees welcomed is decided by the President. Refugees can get help from the government once they have arrived in the United States. Examples are help with getting food, housing, childcare, medical care, and other services.

Many refugees have experienced trauma and abuse. People can also continue facing difficulties while they adjust to life in a new country. Trauma, stress, and going through so many changes contribute to mental health challenges. Post-traumatic stress disorder (PTSD), major depression disorder, and generalized anxiety disorder are common diagnoses among refugees. Refugees also have high rates of suicide.

It can be challenging to provide mental health supports for refugees. When people have different languages and cultural backgrounds it can make communication difficult. One way to provide better supports is to use a cultural broker. This is a person who helps translate and teaches the provider about the culture. They can also help refugees understand their mental health more and reduce stigma. Providers should learn about different cultures and consider how mental health concerns can be viewed differently. This is an important step to take even before trying to make a diagnosis. Understanding the person’s view on mental health can help them feel comfortable and talk more openly. Another good strategy is to work with providers with different skills and knowledge.

Refugees who have disabilities can face extra challenges that affect their mental health. Their mental health can be improved through ways other than mental health services. Making sure refugees access employment services and cultural and language education early can help. Informing refugees with disabilities about academic accommodations can also be helpful.

For resources and more information, check out our Considerations to Improve Services for Refugees with Disabilities and Mental Health Concerns fact sheet.

This course will guide you in an investigation of the phases of a crisis process. You will explore crisis prevention by identifying situations in the environment that can evolve into a crisis and the strategies which might be employed in these situations to prevent or lessen the impact of a crisis. You will also investigate post-event teaching strategies that may be employed to support people after a crisis as well as help to prevent future crises. This course is written for direct support professionals and frontline supervisors who support people with disabilities.

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