Preparing Students for Behavioral Health Practice with Youth through a HRSA-Funded Graduate Certificate Program: Evaluation Methods and Results

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 that supported expansion of the IMBTP into a Graduate Certificate program.  The BHWET funding specifically supports preparing students for practice with children, adolescents, and transitional age youth in integrated health settings.  This paper presents evaluation results from the first graduating cohort of the IMBTP Graduate Certificate focused on practice with youth.  These results will be helpful to others in developing and evaluating behavioral health training efforts.

Methods:  Nineteen students completing the program in 2015 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 free-write and guided 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. Finally, trainees completed a pre and post-test addressing knowledge of integrated health practice and intention to seek employment in integrated health settings.  Trainee career intention was also assessed via an exit survey.

Results:  Results suggest that training goals were achieved.  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 Graduate Certificate program include: opportunities for networking and professional relationship building, a focus on leadership development and advocacy, specialized coursework and skills-based trainings addressing integrated health practice, and preparation for interprofessional communication and teamwork. Post-test and exit survey results indicate that all trainees either clearly intend, or are considering, seeking employment in integrated health settings.

Conclusions and Implications: Findings highlight key components of the training program instrumental in student attainment of program goals and competencies.  These results may assist other programs focused on preparing social work students for behavioral health practice with youth in identifying specific training components that contribute to successful outcomes.