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The fundamentals of workforce competency: implications for behavioral health

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Administration and Policy in Mental Health and Mental Health Services Research Aims and scope Submit manuscript

Abstract

Increasing attention is being directed to the competency of those who deliver healthcare in the United States. In behavioral health, there is growing recognition of the need to define, teach, and assess essential competencies. Since attention to this issue in behavioral health is relatively recent, there is much to be gained by learning from the principles, definitions, and conceptual models of competency that have been developed in other fields. This article outlines the forces that drive the current focus on competency of the healthcare workforce. Relevant history, principles, definitions, and models that have evolved through research and application in business and industry are reviewed. From this analysis, recommendations are offered to guide future work on competencies in behavioral health.

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Authors and Affiliations

  1. Professor of Psychology (in Psychiatry), Co-Chair of the Annapolis Coalition, Yale University School of Medicine, Behavioral Health Workforce Education, 34 Park Street, Room 139, New Haven, CT, USA, 06519

    Michael A. Hoge

  2. Assistant Clinical Professor of Psychology (in Psychiatry), Yale University School of Medicine, New Haven, CT, USA

    Janis Tondora

  3. Senior Managing Associate, Caliber Associates, Fairfax, VA, USA

    Anne F. Marrelli

Authors
  1. Michael A. Hoge
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  2. Janis Tondora
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  3. Anne F. Marrelli
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Corresponding author

Correspondence to Michael A. Hoge.

Additional information

This work was supported in part by Contract No. 03M00013801D from the Substance Abuse and Mental Health Services Administration.

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Hoge, M.A., Tondora, J. & Marrelli, A.F. The fundamentals of workforce competency: implications for behavioral health. APMH 32, 509–531 (2005). https://doi.org/10.1007/s10488-005-3263-1

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  • DOI: https://doi.org/10.1007/s10488-005-3263-1

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