@article{28829872e24a4ecda37fcd96c8a72e49,
title = "Workforce competencies in behavioral health: An overview",
abstract = "Competency-based training approaches are being used more in healthcare to guide curriculum content and ensure accountability and outcomes in the educational process. This article provides an overview of the state of competency development in the field of behavioral health. Specifically, it identifies the groups and organizations that have conducted and supported this work, summarizes their progress in defining and assessing competencies, and discusses both the obstacles and future directions for such initiatives. A major purpose of this article is to provide a compendium of current competency efforts so that these might inform and enhance ongoing competency development in the varied behavioral health disciplines and specialties. These varied resources may also be useful in identifying the core competencies that are common to the multiple disciplines and specialties.",
keywords = "Assessment, Behavioral health, Competencies, Training",
author = "Hoge, {Michael A.} and Manuel Paris and Hoover Adger and Collins, {Frank L.} and Finn, {Cherry V.} and Larry Fricks and Gill, {Kenneth J.} and Judith Haber and Marsali Hansen and Ida, {D. J.} and Linda Kaplan and Northey, {William F.} and O'Connell, {Maria J.} and Rosen, {Anita L.} and Zebulon Taintor and Janis Tondora and Young, {Alexander S.}",
note = "Funding Information: CSWE also has a project, funded by the John A. Hartford Foundation, called Strengthening Aging and Gerontology Education for Social Work (SAGE-SW, www.cswe.org/sage-sw/). SAGE-SW has developed a set of social work gerontology/geriatric competencies for education and practice, using a unique methodology (www.cswe.org/sage-sw/resrep/competenciesrep.htm). After developing a list of 65 competencies related to knowledge, skills, and professional ethics through a search of the literature and feedback from a panel of experts, a survey was mailed to a national sample of social work practitioners and academics, both with and without interest in aging. Survey participants were asked to identify the competencies that all social workers needed, those needed only by advanced practitioners, and those needed by geriatric specialists. This list of competencies and the guidance given by the survey participants have been used and adapted by educators, practitioners, trainers, and national curriculum projects. Funding Information: A work force of approximately 200 CPSs is currently employed in Georgia{\textquoteright}s public mental health system, promoting outcomes of independence and illness self-management by teaching recovery skills that can be replicated and evaluated. Approximately 2500 consumers will receive peer support services in the states{\textquoteright} 2004 fiscal year, with an expected Medicaid billing of $6 million for their services. Training and certification activities continue, with the costs now fully supported by DMHDDAD through Mental Health Block Grant funds. Further information pertaining to the CPS Project can be obtained at: www.gacps.org. Funding Information: In the United States, two projects have used a national consensus process to define core competencies. One was funded by the SAMHSA, and coordinated by the Center for Mental Health Policy and Services Research at the University of Pennsylvania. This project convened a national panel of 28 experts from a broad range of stakeholder groups, including academia, clinicians, consumers, family members, state mental health agencies, and managed care corporations. They reviewed empirical research, standards of care, and clinical guidelines. A set of 12 core clinical competencies and 52 subcompetencies was developed (Coursey et al., 2000a, 2000b), and is available at: www.uphs.upenn.edu/cmhpsr/ cmhs_reports.htm. Funding Information: A second project was funded by the Robert Wood Johnson Foundation through the Center for Healthcare Strategies, and coordinated by the UCLA-RAND Health Services Research Center and the Department of Veterans Affairs Desert Pacific Mental Illness Research, Education, and Clinical Center. The project reviewed existing literature and competency statements, and conducted focus groups and interviews with similar stakeholder groups as in the SAMHSA project. A national panel was convened, and a structured process led to the identification of 37 core competencies in seven domains that are critical for providing recovery-oriented care (Young, Forquer, Tran, Starzynski, & Shatkin, 2000). The competencies are available at: www.mirecc.org/product-frames.html. Both the UCLA-RAND and SAMHSA projects produced competency sets that cover a comprehensive range of important clinical domains such as the clinician--client relationship, assessment, rehabilitation, consumer empowerment, and caregiver support.",
year = "2005",
month = may,
doi = "10.1007/s10488-005-3259-x",
language = "English (US)",
volume = "32",
pages = "593--631",
journal = "Administration and Policy in Mental Health",
issn = "0894-587X",
publisher = "Springer New York",
number = "5-6",
}