Effectively Preparing Social Work Students for the Challenge of Behavioral Health Practice: Curricular Assessment and Evaluation

Background and Purpose:  Behavioral health services are dramatically changing. The ACA encourages integrated models of service delivery that emphasize preventative services. There remains, however, a critical national shortage of providers, with estimates suggesting over 90 million people living in areas designated Mental Health Professional Shortage Areas.  Efforts are underway to train additional behavioral health professionals through federally-funded programs.  As part of these efforts, our institution was awarded a HRSA Mental and Behavioral Health Education and Training grant in 2012, which funded the development and implementation of the Integrated Mental and Behavioral Health Training Program (IMBTP).  A subsequent Behavioral Health Workforce Education and Training grant was awarded in 2014 to expand and continue the IMBTP.  Under the BHWET effort, 62 MSW programs were funded to prepare students to work with youth in integrated health settings.  As one of few programs funded under both initiatives, our program is further along in evaluation than many other BHWET programs.  This paper presents evaluation results from the first two graduating cohorts of the IMBTP.  These results will be helpful to others in developing and evaluating behavioral health training efforts.

Methods:  A mixed-method approach was used for evaluation.  Twelve students completing the program in 2014 (n=5) and 2015 (n=7) participated in quantitative and qualitative evaluation activities.  First, trainees and field instructors completed final field evaluations rating the trainees’ attainment of training specific competencies and practice behaviors on a 5 point scale.  Second, trainees participated in a guided free-write and focus group discussion to assess: 1)  level of knowledge and skill gained and 2) how training program elements contributed to knowledge and skill development.  Trainees were given two prompts: “how has the training influenced your knowledge of integrated practice?” and “how will you take this knowledge into practice?” and responded to each in a 10 minute time period.  A guided discussion followed during which detailed notes were taken for later analysis. Written responses and notes were examined for themes or commonalities in experience. Themes were later shared with trainees to ensure accuracy and receive feedback.  Finally, trainee employment outcome data was assessed post-graduation.

Results:  Results suggest that training goals were archived.  All students were rated either a “4” or “5” on each practice behavior by both raters, indicating that both students and field instructors perceived students to be competent in all IMBTP practice behaviors at the conclusion of the program.  Results from the qualitative evaluation suggest key components of the program include: the purposeful fostering of relationships, the provision of tangible benefits, an emphasis on leadership and advocacy, and opportunities for interprofessional and integrated practice. Finally, employment outcomes are impressive, with most trainees securing post-graduation employment in mental and behavioral health settings serving their target population.

Conclusions and Implications: Findings highlight key components of the training program instrumental in student attainment of program goals and competencies.  As others move forward with behavioral health training programs, these results may inform decisions made regarding specific components that contribute to successful outcomes.