Training the Future Child Health Care Workforce to Improve the Behavioral Health of Children, Youth, and Families Proceedings of a Workshop (2017) / Chapter Skim
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1 Introduction and Overview
1 Introduction and Overview
Pages 1-8
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Moreover, with few exceptions, current training in many fields that involve the behavioral health of children falls short of meeting the needs that exist. In general, this training fails to recognize that behavioral health disorders are among the largest challenges in child health and that changing cognitive, affective, and behavioral health outcomes for children will require new and more integrated forms of care at a population level in the United States.
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identify innovative training models and levers to enhance training, the Forum on Promoting Children's Cognitive, Affective, and Behavioral Health held a workshop on November 29–30, 2016, titled "Training the Future Child Health Care Workforce to Improve Behavioral Health Outcomes for Children, Youth, and Families." (Appendix A provides the statement of task for the workshop.) Established in 2014, the forum was created to bring together patients and family members, health care providers, researchers, government representatives, philanthropists, representatives of professional associations, and others to connect prevention, treatment, and the
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Training models that yield continuous, integrated, team-based, and family-focused behavioral health care exist but are rare and have limited sustainability and spread, Leslie said. Different disciplines bring unique competencies and contributions to the prevention and treatment of behavioral problems, said Leslie.
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" To limit the potentially very wide scope of the discussion, the workshop was focused on behavioral health and well-being, not on physical, cognitive, or educational disabilities, even though, as Leslie pointed out, they often coexist. The workshop also focused on the future health professional workforce and the settings in which they work, not on educators, child care providers, or other practitioners; these topics are being addressed by other groups within the National Academies of Sciences, Engineering, and Medicine.1 Finally, the workshop did not consider clinical practice 1 In 2015, another committee at the National Academies published a consensus report on training the workforce related to development and education for children ages 0 to 8 (Institute of Medicine and National Research Council, 2015)
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During a breakout session on the first day of the workshop, the participants divided into subgroups to further delineate potential levers for change and barriers to change in preparing the future health care workforce to deliver behavioral health care for children and families. As an introduction to the broad range of issues discussed at the workshop, Box 1-2 summarizes the subgroups' discussions.
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. As part of this discussion, Thomas Boat, cochair of the workshop planning committee, introduced a paper released the day of the workshop titled "Workforce Development to Enhance the Cognitive, Affective, and Behavioral Health of Children and Youth: Opportunities and Barriers in Child Health Care Training," which compares
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tying education and training money to quality and outcomes based on community needs and offering equity in funding for training in medical and be havioral health care, (4) creating changes in training and accreditation to facilitate the growth of value- and outcome-based models based on community needs, (5)
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They reported that training, reimbursement, and supervision can all improve behavioral health care for children involved in these systems. The final panel examined current efforts involving financing, training, and delivery models being fostered by federal agencies, professional organizations, and foundations to highlight opportunities for collaboration (Chapter 7)
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