Abstract
Several states have implemented evidence-based treatment policies and programs to improve the quality of care within mental health treatment settings. Workforce development has been identified as critical to sustaining the implementation of evidence-based practices within the behavioral health workforce. This paper describes the key components of a statewide educational model within social work implemented in New York State to promote improved client outcomes for individuals diagnosed with serious mental illnesses.
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Acknowledgements
The New York State Office of Mental Health would like to acknowledge the following for their substantial contributions to the design and implementation of this project (*Pilot phase faculty project leaders): Adelphi University—Jean Dingee, LCSW and Patricia Joyce, DSW*; Columbia University—Lauren Gates, Ph.D.* and Ellen Lukens, Ph.D.*; Fordham University- Manny Gonzalez, Ph.D. (presently Hunter College); Greater Rochester Collaborative—Sekile Nzinga-Johnson, Ph.D.; Hunter College—Harriet Goodman, Ph.D. and Judith Rosenberger, Ph.D.; New York University—Ellen Tuchman, Ph.D.; State University at Albany—Zvi Gellis, Ph.D.* and Eric Hardiman, Ph.D.; State University at Binghamton—Diane Oaks, JD; State University at Buffalo—Catherine Dulmus, Ph.D., Robert Keefe, Ph.D., and Shelly Weichelt, Ph.D.*; Stony Brook University- Charles Robbins, Ph.D.; Syracuse University—Christine Tyrell, Ph.D.; Yeshiva University—Susan Mason, Ph.D.*; Nancy Smyth, Ph.D.*, Project Director UBCC and Dean, State University at Buffalo; Brenda Wright, Project Coordinator UBCC; and NYSOMH staff—John Allegretti-Freeman; Robyn Katz; Paul Margolies Ph.D.; Robert Myers, Ph.D.; Anthony Salerno, Ph.D.
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Appendix 1
Appendix 1
Practice Skill Familiarity Scale & Capabilities Scale
Practice Skill Familiarity Scale
When you think about individuals with serious mental illness, circle the option that best reflects your level of familiarity with this supported employment practice
How familiar are you with understanding the components related to service planning and interventions to: | Not familiar | Somewhat familiar | Familiar | Very familiar |
|---|---|---|---|---|
Integrate work goals into the treatment planning process | 1 | 2 | 3 | 4 |
Provide rapid job search and accelerated job placement | 1 | 2 | 3 | 4 |
Provide follow along support to recipients including counseling, advocacy and other job related supports in settings preferred by the consumer | 1 | 2 | 3 | 4 |
Provide follow along support to employers to promote consumer’s success in a preferred job setting | 1 | 2 | 3 | 4 |
When you think about individuals with serious mental illness, circle the option that best reflects your level of familiarity with the pharmacotherapy competencies listed below
How familiar are you with understanding the components related to service planning/treatment intervention that are consistent with contemporary evidence based practices insuring… | Not familiar | Somewhat familiar | Familiar | Very familiar |
|---|---|---|---|---|
Assessment of psychiatric symptoms/mental health problems, past and current experiences with medications, and information from consumers, their families/social network, and prior providers | 1 | 2 | 3 | 4 |
Use of clinical guidelines to ensure medication trials are adequate in dose and duration | 1 | 2 | 3 | 4 |
Use of structured instruments to identify side effects and to assess medication response and medication adherence, and selects medications through a shared decision making process with consumers and their families | 1 | 2 | 3 | 4 |
When you think about individuals with serious mental illness, circle the option that best reflects your level of familiarity with understanding the components of self-help and consumer supports
How familiar are you with approaches for | Not familiar | Somewhat familiar | Familiar | Very familiar |
|---|---|---|---|---|
Identifying the consumer’s perspective of their mental health problems, high priority needs and preferences | 1 | 2 | 3 | 4 |
Identifying the consumer’s past and current experiences with self help groups and organizations and their interest in learning about self help and consumer empowerment | 1 | 2 | 3 | 4 |
Service Planning to integrate self help resources | 1 | 2 | 3 | 4 |
Maintaining a current list of diverse self-help programs in the community | 1 | 2 | 3 | 4 |
Capabilities Scale
When you think about individuals with serious mental illness, check the box that best represents your level of agreement with the statements listed below.
With appropriate supports, the majority of consumers can: | Strongly disagree | Disagree | Slightly disagree | Slightly agree | Agree | Strongly agree |
|---|---|---|---|---|---|---|
Obtain competitive employment | 1 | 2 | 3 | 4 | 5 | 6 |
□ | □ | □ | □ | □ | □ | |
Take medications without supervision | 1 | 2 | 3 | 4 | 5 | 6 |
□ | □ | □ | □ | □ | □ | |
Live independently in the community, without residential supports (e.g., group home, community residence) | 1 | 2 | 3 | 4 | 5 | 6 |
□ | □ | □ | □ | □ | □ | |
Have meaningful and supportive family relationships | 1 | 2 | 3 | 4 | 5 | 6 |
□ | □ | □ | □ | □ | □ | |
Manage their own money | 1 | 2 | 3 | 4 | 5 | 6 |
□ | □ | □ | □ | □ | □ | |
Engage in community-based activities (e.g., hobbies, sports leagues, community centers) | 1 | 2 | 3 | 4 | 5 | 6 |
□ | □ | □ | □ | □ | □ | |
Have meaningful and supportive relationships with friends and others | 1 | 2 | 3 | 4 | 5 | 6 |
□ | □ | □ | □ | □ | □ |
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Easterly, L. An Educational Model for Workforce Development: Dissemination of Evidence-Based Practices. Community Ment Health J 45, 199–208 (2009). https://doi.org/10.1007/s10597-008-9170-7
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DOI: https://doi.org/10.1007/s10597-008-9170-7