Best Practices in Behavioral Health Workforce Education and Training

Abstract

Dramatic changes have occurred in the delivery of mental health and substance abuse services over the past decade and a half. There is growing concern that education programs have not kept pace with these changes and that reforms are needed to improve the quality and relevance of training efforts. Drawing on the published works of experts and a national initiative to develop a consensus among stakeholders about the nature of needed reforms, this article outlines 16 recommended "best practices" that should guide efforts to improve workforce education and training in the field of behavioral health.

Empirically supported substance abuse treatment approaches: A survey of treatment providers' perspectives and practices

“…This finding supports Hoge and colleagues' assertion that the tentative nature of what we know about substance abuse, mental illnesses, and the treatment of these disorders necessitates ongoing training, education and a "process" of lifelong learning. This process is essential if we are to shorten the well-documented 15-20 year delay between the demonstration of a treatment's effectiveness and its widespread use (Hoge, Huey, & O'Connell, 2004). Funding and policies that support the provision of training resources may further promote the use of empirically supported treatment.…”

Academic/State/Federal Collaborations and the Improvement of Practices in Disaster Mental Health Services and Evaluation

“…Any serious effort at dissemination of best practices in disaster mental health needs to start with recognition of the limitations of traditional training methods which form the basis of most current training in the disaster field. Research on best practices in behavioral health workforce education and training (e.g., Hoge et al 2004) suggests that such training should be competency-based and that teaching methods themselves should be evidence-based. Training must be of sufficient intensity and interactivity (e.g., role-playing, discussion groups, experiential activities) to change provider behavior.…”

An Educational Model for Workforce Development: Dissemination of Evidence-Based Practices

“…However, recent studies indicate few consumers receive these treatments and practitioners are not prepared to deliver such treatments (Lehman et al 1998;Hoge et al 2004).…”