Faculty members will receive an email with a link to register for the Training Institutes. All faculty members must register online using this link.
To prepare for your participation in the Training Institutes, all faculty members must complete the following tasks:
Resumes should be submitted during the online registration process. Resumes are required for faculty members in order to offer Continuing Education Credits for Training Institutes participants.
Submit Resources and PowerPoint Presentations
In an effort to “go green,” resources and PowerPoint presentations for each session will be provided on a flash drive to for each participant. Submit your resources and presentations by June 22 for inclusion on the flash drive. Instructions will be provided by email on how to submit your resources and presentations via Share Point.
Check In at the Faculty Registration Station
All faculty members must check in at the Faculty Registration Station in the Training Institutes registration area when you arrive with your final PowerPoint presentations. This is essential to ensure that we have the presentations you submitted in advance, that you provide presentations not previously submitted, and that we have the most up-to-date revisions of your presentations. Your final presentations will be pre-loaded on the computers in your assigned meeting rooms.
Session Planning Guidelines
- A Georgetown University TA Consultant will be assigned to assist in planning each session. The lead presenter from your faculty team will be the key contact person to coordinate the session planning process with the Georgetown TA Consultant.
- Develop an agenda that structures the three-and-a-half-hour Institutes, one-and-a-half-hour Workshops, or three-hour Targeted Institutes. This will clarify the overall design and organization of the session, as well as the topics and presenters planned for the time period.
- Focus on practical, in-depth, useful, "how to" information, not on the history or excessive detail about the particular program, system, or approach. Participants want strategies, knowledge, and skills that they can apply in their home states and communities. Focus not only on successes but also on barriers and how these were overcome, and on problems encountered and solutions.
- Incorporate audience participation, discussion, questions and answers, and brief experiential exercises where appropriate to keep participants interested and involved, particularly in Institutes. However, participatory aspects should not be allowed to dominate to the point that presentations are compromised. Sessions should attempt to reach an appropriate balance between presentations of much-needed information and opportunities for interaction.
- Avoid a series of lengthy presentations and avoid having presenters rush through material or try to cover too much information in too short a time period. This detracts from the learning potential of the session. All faculty members need not give extensive formal presentations; some may make brief remarks and/or serve as resource persons.
- Incorporate the perspectives of family members and youth into sessions. Ideally, a family member or youth will be part of your faculty team. If this is not the case, use creative methods to incorporate their perspectives such as video and audience participation. Incorporate information and perspectives related to serving culturally and linguistically diverse populations, achieving cultural and linguistic competence, and reducing disparities into sessions.
- Maximize the use of audio-visual aids, such as PowerPoint presentations and video. A laptop computer, wireless PowerPoint remote, LCD projector, screen, DVD player, and an easel with flip chart and markers will be provided in each meeting room. Ensure that PowerPoint slides are prepared in large enough print so that they are readable, especially from the back of the rooms. Font size should be no smaller than 20pt but can be larger if space allows.
- One presenter will be the designated moderator for each session and should monitor the agenda and progress of the session, keep speakers to time limits, and adjust plans in accordance with the needs of the participants at the session.
- Incorporate a break into the three-and-a-half hour Institute sessions during the time when refreshments are provided. This will be at 10:00 AM for morning sessions and 3:30 PM for afternoon sessions. The break for the Targeted Institutes will be at 11:00 AM.
- A Support Team will be available on site to assist you with all of your AV, PowerPoint, and other technical needs. Support Team members will be available at the Faculty Registration Station and will be assigned to monitor needs in each meeting room area throughout the Institutes.
- A Staff Host will be assigned to each meeting room to assist the faculty team. Staff Hosts will distribute handouts, distribute and collect evaluations, contact Support Team members for technical support during the session, verify participant attendance for the purpose of Continuing Education Credits, and be available to troubleshoot in case of any difficulties that may arise.
- Identify resources to share with participants that will provide them with additional information about the material covered in your session and that will help them to apply this information at home.
- To support our efforts to go “green,” all resources must be submitted electronically. Instructions on how to submit these resources through Share Point will be provided. The resources will be included in a folder for your session on the flash drive that will be provided to each Training Institutes participant.
- Resources must be submitted no later than June 22 for inclusion on the flash drive.
- If you wish to provide hard copies of these handouts for your sessions, we suggest that you bring 200 copies.
- All faculty members are requested to use Microsoft PowerPoint for presentations.
- PowerPoint presentations should be submitted no later than June 22. Instructions on how to submit these resources through Share Point will be provided.
- PowerPoint presentations submitted by June 22 will be included in the folder for your session on the flash drive that will be provided to each Training Institutes participant. We will change them to a PDF file formatted as handouts before putting them on the flash drive.
- PowerPoint presentations will be pre-loaded on the computers that are pre-set in each session room. All presenters are required to use the computers that are pre-set in each room.
- All faulty members must check in at the Faculty Registration Station in the Training Institutes registration area when you arrive to ensure that we have the presentations you submitted in advance, that you provide presentations not previously submitted, and that we have the most up-to-date versions of your presentations.
- At the Faculty Registration Station, you will be asked to provide your name, the title and number of your session.
- PowerPoint presentations will be made available to participants online in PDF form formatted as handouts following the Institutes.
- If you wish to provide hard copies of your PowerPoint presentation for your sessions, we suggest that you bring 200 copies.
Being Family and Youth Friendly
- Acknowledge the expertise you have – and the expertise you do not have. For example, if you have not raised a child with a mental health challenge, claim that as an area about which you have no first-hand knowledge. You will have greater credibility with family members and youth if you honor the differences between your core knowledge, experience, and expertise and theirs.
- Use people first language, e.g., “children with mental health challenges or emotional problems” rather than “seriously emotionally disturbed children” or “SED children.”
- Use language that is respectful of families and youth. Avoid any language that could be misunderstood as blaming, degrading, or stigmatizing, e.g., “dysfunctional families.”
- Use family and youth-friendly language and avoid jargon, acronyms, and extremely academic language.
- Acknowledge the level of family and youth involvement and partnership in the work you are presenting. Provide examples of how families and youth are included as full partners in your work to achieve family-driven and youth-guided services and systems and how barriers might be overcome.
- Recognize that families and youth attending the Institutes have a variety of learning styles and educational levels. Incorporate a variety of teaching and presentation methods.
- Recognize that families and youth attending the Institutes have various levels of experience participating in conferences. Be as helpful as possible.
- Please recognize that the issues under discussion may be those to which you have dedicated your professional life, but they are issues intimate to the daily lives of the families and youth attending the conference.
Addressing Cultural and Linguistic Competence and Disparities in Mental Health Care
- Share your areas of expertise and acknowledge your limitations related to the provision of services and supports to specific populations.
- Use language that is respectful of culturally and linguistically diverse communities.
- Plan the structure, content, and delivery of your session to account for the different learning and communication styles of culturally diverse participants.
- Incorporate the perspectives of family members and youth of culturally and linguistically diverse backgrounds into sessions.
- Describe the racial, ethnic, linguistic, and other cultural features of your program or community.
- Incorporate information and perspectives that support achieving cultural and linguistic competence and eliminating disparities in mental health care including access, engagement, utilization, appropriateness, and outcomes of services and supports.
- When providing examples, include examples representative of culturally and linguistically diverse populations as appropriate.
- Use acceptable labels and/or titles to address culturally and linguistically diverse populations and communities. When in doubt, use Census Bureau designations.
- Use "diverse communities” or “ethnically and racially diverse communities," rather than "minority populations."
- Use “people of color” or “populations of color" if that is specifically what is meant. Do not use the term if the intent is to include other cultural groups such as those who are LGBTQI2S, members of faith communities, or persons from different geographical areas.
- Either “Hispanic” and/or “Latino” can be used based on preference.
- The terms “Native American” and “American Indian” are used interchangeably, based on preference.
- For persons of “Asian” ancestry, use the specific group(s) to the extent possible.
- Use the terms “African American” or “Black” as per the Census Bureau. Include reference to the specific Caribbean or African origin when known.
- Use the term “White” rather than “Caucasian” as per the Census Bureau.
- When providing demographic and statistical information, share the degree to which culturally and linguistically diverse persons are included in the data.
- When referencing an evidence-based treatment/intervention, describe the cultural characteristics of the population on which it was normed.
- PowerPoint presentations, handouts, visual aids, and other materials should be inclusive of diverse cultural and linguistic groups as appropriate.
- Complete Faculty Registration online (ASAP)
- Complete Faculty Disclosure information during registration (ASAP)
- RSVP for the Faculty Dinner during registration (ASAP)
- Submit your resume when you register (ASAP)
- Submit your resources for inclusion on the flash drive by June 22
- Submit your PowerPoint presentation for pre-loading on the computers in your session room and for inclusion on the flash drive by June 22
- Complete your hotel accommodation arrangements (ASAP)
- Complete your air travel arrangements (ASAP)
- Participate with other faculty and the Georgetown TA Consultant in planning your session (Ongoing)
- Check in at the Faculty Registration upon arrival at the Training Institutes with your final PowerPoint presentation on a flash drive
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