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Core Area: Persons in Recovery and Families/ Adult Mental HealthMaster’s Program in Community Mental HealthMaster’s Program In Community Mental HealthSouthern New Hampshire UniversityTarget Audience:Graduate students/psychiatric residents; Practicing professionals (with or without graduate degrees); Nondegreed or Bachelor degreed direct care staff; Consumers/Persons in recovery; Families; Other healthcareor human service providers; Related fields of practice (e.g. child welfare, juvenile justice, corrections,etc.)Innovation Description:The Graduate Program in Community Mental Health at SNHU actively recruits consumers and familymembers as students in the program, uses extensive material from consumers and family members in itscurriculum, and involves consumers and family members as professors and guest speakers. Many of theconsumers who have graduated from this program have gone on to work as professionals and/orconsumer leaders and helped to bridge the divide between consumers, family members and professionals.As noted by the Annapolis Coalition, many graduate degrees in mental health do not prepareprofessionals for work in typical community mental health programs with individuals who are the mostdisabled. In addition, these graduate programs have not necessarily placed a high value on the consumerand family perspective. Further, graduate programs have historically focused on preparing students forwork in either mental health or substance use treatment and have not focused on developing professionalswho are skilled in providing integrated mental health and substance use treatment for individuals with cooccurring mental health and substance disorders. In contrast, the Southern New Hampshire UniversityGraduate Program in Community Mental Health (PCMH) has focused specifically on developingprofessionals who 1) have the necessary skills, knowledge and competency to work with those children,families and individuals who suffer from the greatest disability and are typically served in communitymental health settings, 2) value consumer and family voice, empowerment and recovery, and 3) haveexpertise in providing integrated mental health and substance use treatment.The Graduate Program in Community Mental Health offers a highly relevant, competency based, multidisciplinary approach to workforce development and education, providing certificates and master’s degreeoptions, and is uniquely focused on integrated community mental health and substance abuse services,with specializations focused on services for adults or children, youth and families. The program’sinnovative curriculum has been offered since 1995 and currently has learning sites in Vermont, NewHampshire, Wisconsin, and Alaska. The PCMH curriculum is based on the innovations and values foundin The Surgeon General’s Report on Mental Illness, The President’s New Freedom Commission Reporton Mental Illness, input from providers and consumers, and is consistent with the work of The AnnapolisCoalition.Significance:The unique mission of PCMH has always been to increase the preparation, recruitment andretention of staff in the behavioral health workforce, develop leaders in the field, promoteimproved service outcomes for children and families and adults of all ages, and increase thenumber of family members and people in recovery working in the field. Since 1995, PCMH hasachieved that mission with over 400 graduates nationally, 170 current students at 6 learning sitesin 4 states, plus non-degree students completing certificates and coursework. The programAnnapolis Coalition – Report of Innovative Workforce PracticesPage 7

Core Area: Persons in Recovery and Families/ Adult Mental HealthMaster’s Program in Community Mental Healthemphasizes content areas such as recovery, evidence-based practices, systems of care, awraparound approach to supports, and integrated mental health and substance use treatment as itscornerstones.Novelty:PCMH has a unique focus on integrated mental health and substance abuse services for children,youth and families and for adults . The program uses a weekend class format, making it accessible toworking adults. Students are primarily current practitioners, as well as consumers and family memberswho wish to become practitioners. Faculty are teaching practitioners and experts in the field. Theflexibility of the curriculum promotes relevance, innovation and currency.Transferability:This program is very transferable. Over the years, it has created local learning sites in differentstates in which there is a need for graduate programs for the community mental health/behavioralhealth workforce, including Alaska, Connecticut, Pennsylvania, Maryland, Wisconsin, NewHampshire, and Vermont. The classes are taught by a core set of national faculty who travel toprovide on-site instruction of the classes, as well as local professionals, academics, consumersand family member instructors and presenters. As such, PCMH is not bound or restricted to onelocation or one part of the country, and states that are in need of this type of graduate programcan work with Southern New Hampshire University to create a new satellite program in anunderserved region.Effectiveness:Students bring a dedication and commitment to behavioral health to the program, and report theprogram’s strengths as “curriculum, faculty and weekend format.” In addition, alumni surveys havefound that the majority of graduates (close to 94%) continue to work in behavioral health, and move intoclinical leadership and management roles.Across the states involved, administrators emphasize that PCMH has been instrumental to the cultivationand development of the behavioral health workforce and services. For example, Mary Jo Meyers,Alumna and Deputy Director of Wraparound Milwaukee writes,“It has influenced and shaped the present leaders in our local system of care. Many graduateshave moved on to be supervisors, program managers, community-based therapists, qualityassurance specialists, and trainers utilizing the values and principles taught in the program.”Nick Nichols of Vermont, states:“we have found consistently that those professionals who have gone through the program aretypically the lead innovators and supporters of such key issues as recovery, evidence-basedpractices, and integrated mental health and substance use treatment.”Contact:Annamarie Cioffari, Ph.D., Program DirectorSouthern New Hampshire UniversityAnnapolis Coalition – Report of Innovative Workforce PracticesPage 8

Core Area: Persons in Recovery and Families/ Adult Mental HealthMaster’s Program in Community Mental Health463 Mountain View Drive, Suite 101Colchester, VT 05446Phone: (802) 655-7235, x104Fax: (802) hAnnapolis Coalition – Report of Innovative Workforce PracticesPage 9

Core Area:Child & Adolescent / School-Based Mental HealthAnnapolis Coalition – Report of Innovative Workforce PracticesPage 10

Core Area: Child & Adolescent/ School-Based Mental HealthCertificate in Children’s Mental HealthCertificate in Children’s Mental Health w/emphasis in Systems of CareDepartment of Child and Family Studies, University of South Florida MentalHealth InstituteTarget Audience: Graduate students/psychiatric residents; Practicing professionals (graduate-degreed);Families; Other healthcare and human service providers (primary care providers; school personnel, etc.)Innovation Description:The overarching goal of our workforce development initiative is to address the enormous shortage ofqualified, appropriately trained professionals in the children’s mental health field by offering educationaland professional development opportunities to students and professionals. Beginning fall, 2006, TheDepartment of Child and Family Studies at USF, in collaboration with its partners through the Systems ofCare (SOC) Professional Training Consortium, is offering a Graduate Certificate in Children’s MentalHealth, with an emphasis in Systems of Care, with plans for expansion to a Master’s degree in 2008.This Graduate Certificate Program in Children’s Mental Health is designed to provide a rigorous,values-infused and empirically-based education to individuals in the behavioral health careservices field to work with agencies and systems that serve children who have mental healthneeds and their families, at different developmental stages, within the contexts in which theylive. The program specifically addresses policy, systemic, and administrative issues related tochildren’s mental health, and is delivered through distance learning methodologies for twoprimary audiences--graduate students seeking specialized training in Children’s Mental Healthand professionals in need of retooling to keep pace with the fundamental changes that have takenplace in the children’s mental health field.Significance:This program trains professionals in competencies/skills using distance learning methodologies,delivered 24/7, enhancing accessibility to a broader, more culturally diverse student body thantraditional in-class delivery, increasing the number/diversity of mental health providers workingwith children/families, particularly in rural areas, where recruitment and retention of a qualifiedworkforce is especially problematic.Novelty:This is the first-ever distance learning graduate certificate in children’s mental health and taught byfaculty from ten universities participating in the SOC Training Consortium, recruited because of theirexpertise/experience. Distance learning delivery, together with the web-based discussion board, extendsthe certificate’s reach beyond the boundaries/resources of any one campus, drawing on the strengths ofmany.Transferability:The SOC Training Consortium has developed a curriculum that not only is accessible by studentsworldwide, but intended for universities in creating new tracks/certificates/degree programs. Moreover,Annapolis Coalition – Report of Innovative Workforce PracticesPage 11

Core Area: Child & Adolescent/ School-Based Mental HealthCertificate in Children’s Mental Healththe innovative web-based discussion board technology enhances our ability to disseminate best practicesmore effectively.Effectiveness:The effectivenesss of the program in changing student knowledge, values, and beliefs relative toa matched control group is being assessed using a survey version of the SOC Practice Review(which has strong psychometrics). In addition, behavioral measures at the practice level arebeing collected.Contact:Carol MacKinnon-Lewis, Ph.D.Department of Child and Family Studies, University of South Florida Mental Health Institute13301 Bruce B. Downs Boulevard, MHC 2333Tampa, FL 33612-3807Phone: 813-974-2075Fax: e rtificate.cfmAnnapolis Coalition – Report of Innovative Workforce PracticesPage 12

Core Area: Child & Adolescent/ School-Based Mental HealthMaster’s Program in Community Mental HealthMaster’s Program In Community Mental HealthSouthern New Hampshire UniversityTarget Audience:Graduate students/psychiatric residents; Practicing professionals (with or without graduate degrees); Nondegreed or Bachelor degreed direct care staff; Consumers/Persons in recovery; Families; Other healthcareor human service providers; Related fields of practice (e.g. child welfare, juvenile justice, corrections,etc.)Innovation Description:The Graduate Program in Community Mental Health at SNHU includes a specialization focusedon addressing services and supports for children with emotional disabilities and their families.From the start, the program has emphasized a wraparound and family-centered approach tocommunity services and supports. Recently, the program has added specialized content onearly childhood and family mental health, and integrated content on substance use disorders.The curriculum also attends to the importance of culturally appropriate services and the variableneeds of the communities served, ranging from very urban settings, like Milwaukee, to ruralfrontier Alaska. Faculty and alumni are leaders in local and state systems of care.As noted by the Annapolis Coalition, many graduate degrees in mental health do not prepareprofessionals for work in typical community mental health programs with individuals who are the mostdisabled. In addition, these graduate programs have not necessarily placed a high value on the consumerand family perspective. Further, graduate programs have historically focused on preparing students forwork in either mental health or substance use treatment and have not focused on developing professionalswho are skilled in providing integrated mental health and substance use treatment for individuals with cooccurring mental health and substance disorders. In contrast, the Southern New Hampshire UniversityGraduate Program in Community Mental Health (PCMH) has focused specifically on developingprofessionals who 1) have the necessary skills, knowledge and competency to work with those children,families and individuals who suffer from the greatest disability and are typically served in communitymental health settings, 2) value consumer and family voice, empowerment and recovery, and 3) haveexpertise in providing integrated mental health and substance use treatment.The Graduate Program in Community Mental Health offers a highly relevant, competency based, multidisciplinary approach to workforce development and education, providing certificates and master’s degreeoptions, and is uniquely focused on integrated community mental health and substance abuse services,with specializations focused on services for adults or children, youth and families. The program’sinnovative curriculum has been offered since 1995 and currently has learning sites in Vermont, NewHampshire, Wisconsin, and Alaska. The PCMH curriculum is based on the innovations and values foundin The Surgeon General’s Report on Mental Illness, The President’s New Freedom Commission Reporton Mental Illness, input from providers and consumers, and is consistent with the work of The AnnapolisCoalition.Significance:The unique mission of PCMH has always been to increase the preparation, recruitment andretention of staff in the behavioral health workforce, develop leaders in the field, promoteAnnapolis Coalition – Report of Innovative Workforce PracticesPage 13

Core Area: Child & Adolescent/ School-Based Mental HealthMaster’s Program in Community Mental Healthimproved service outcomes for children and families and adults of all ages, and increase thenumber of family members and people in recovery working in the field. Since 1995, PCMH hasachieved that mission with over 400 graduates nationally, 170 current students at 6 learning sitesin 4 states, plus non-degree students completing certificates and coursework. The programemphasizes content areas such as recovery, evidence-based practices, systems of care, awraparound approach to supports, and integrated mental health and substance use treatment as itscornerstones.Novelty:PCMH has a unique focus on integrated mental health and substance abuse services for children,youth and families and for adults . The program uses a weekend class format, making it accessible toworking adults. Students are primarily current practitioners, as well as consumers and family memberswho wish to become practitioners. Faculty are teaching practitioners and experts in the field. Theflexibility of the curriculum promotes relevance, innovation and currency.Transferability:This program is very transferable. Over the years, it has created local learning sites in differentstates in which there is a need for graduate programs for the community mental health/behavioralhealth workforce, including Alaska, Connecticut, Pennsylvania, Maryland, Wisconsin, NewHampshire, and Vermont. The classes are taught by a core set of national faculty who travel toprovide on-site instruction of the classes, as well as local professionals, academics, consumersand family member instructors and presenters. As such, PCMH is not bound or restricted to onelocation or one part of the country, and states that are in need of this type of graduate programcan work with Southern New Hampshire University to create a new satellite program in anunderserved region.Effectiveness:Students bring a dedication and commitment to behavioral health to the program, and report theprogram’s strengths as “curriculum, faculty and weekend format.” In addition, alumni surveys havefound that the majority of graduates (close to 94%) continue to work in behavioral health, and move intoclinical leadership and management roles.Across the states involved, administrators emphasize that PCMH has been instrumental to the cultivationand development of the behavioral health workforce and services. For example, Mary Jo Meyers,Alumna and Deputy Director of Wraparound Milwaukee writes,“It has influenced and shaped the present leaders in our local system of care. Many graduateshave moved on to be supervisors, program managers, community-based therapists, qualityassurance specialists, and trainers utilizing the values and principles taught in the program.”Nick Nichols of Vermont, states:“we have found consistently that those professionals who have gone through the program aretypically the lead innovators and supporters of such key issues as recovery, evidence-basedpractices, and integrated mental health and substance use treatment.”Annapolis Coalition – Report of Innovative Workforce PracticesPage 14

Core Area: Child & Adolescent/ School-Based Mental HealthMaster’s Program in Community Mental HealthContact:Annamarie Cioffari, Ph.D., Program DirectorSouthern New Hampshire University463 Mountain View Drive, Suite 101Colchester, VT 05446Phone: (802) 655-7235, x104Fax: (802) hAnnapolis Coalition – Report of Innovative Workforce PracticesPage 15

Core Area: Child & Adolescent/ School-Based Mental HealthTargeted Child Psychiatric ServicesTargeted Child Psychiatric Services (TCPS)Department of Psychiatry, Division of Child & Adolescent Psychiatry,University of Connecticut Health Care and Medical SchoolTarget Audience: Pediatricians and Primary Care Physicians; Practicing professionals (graduate-degreed);Other healthcare and human service providers (primary care providers; school personnel, etc.)Innovation Description:Targeted Child Psychiatry Services (TCPS) was developed as a response to a challenge made by theDirector of the New England Region of the Centers for Medicare and Medicaid Services (CMS) for eachstate to develop innovative programs to facilitate access of children and adolescents with behavioralhealth disorders from primary care to pediatric mental health specialists for appropriate psychiatricevaluation and psychopharmacological treatment. A primary program goal was to develop and implementan innovative project to facilitate the education of pediatricians and other primary care physicians (PCPs)about the recognition and management of early-onset mental health disorders in children and adolescentswho they see in ambulatory primary practice. In the United States there are presently many more pediatricprimary care physicians than child and adolescent psychiatrists.A working group was created to offer a regional New England forum to focus on youth with behavioralhealth disorders who were on multiple psychiatric medications. In exploring the root cause of thispractice it became apparent to this group of clinicians, including both pediatricians and child psychiatrists,that pediatric primary care were often left managing very difficult psychiatric cases out of desperationbecause access to child psychiatry was poor. TCPS was supported through a one-time grant and wasdeveloped as an experiment to see if a non-traditional, non-fee for service collaboration between PCPsand child psychiatry could be used to have a positive impact on the behavioral health treatment of apopulation not intensively treated or often directly seen by child psychiatry.TCPS offers real time telephone consultation to participating pediatricians and family practice physiciansduring working hours through a program on-call beeper, and makes available non-emergent psychiatricevaluation and short-term psychosocial and pharmacological treatment (1-4 mental health visits) whenappropriate. To initiate a TCPS referral the PCP calls the program beeper and first discusses the case withthe on-call child psychiatrist. This allows a doctor-to-doctor discussion of all cases before they areactually referred for child psychiatric (CP) evaluation, and facilitates problem identification, provides afocus for the child psychiatry evaluation, facilitates triage, begins a team approach to treatment planning,and begins to help educate PCPs about childhood mental health issues and treatment. If the PCP and CPbelieve a referral is necessary the PCP then completes a standard patient referral form containing thereferral question to be addressed and pertinent patient information and faxes it to the TCPS programcoordinator. Patient evaluations are mandated to occur within a maximum of 4 weeks of referral. Byfacilitating a close working relationship and real-time communication with PCPs in the treatment ofchildhood mental health disorders, the TCPS model effectively extends the workforce focused on childmental health in a geographic region.A further goal of TCPS is to facilitate PCP continuing education in the recognition of behavioral healthdisorders, their treatment, and standards of care in pediatric psychopharmacology. This is accomplishedthrough brief telephone and hallway consultations, patient case conferences, and didactic lectures.Frequently, PCPs utilize the program beeper to ask specific questions about pediatricAnnapolis Coalition – Report of Innovative Workforce PracticesPage 16

Core Area: Child & Adolescent/ School-Based Mental HealthTargeted Child Psychiatric Servicespsychopharmacology. Another consequence of increased communication is that PCPs become betteraware of the private practice therapy network in their community.Significance:TCPS effectively addresses workforce education and training in the area of pediatric mental health. Byactively collaborating, teaching, and communicating with pediatricians and primary care physicians aboutmental health disorders in pediatric amb

A Project of the Annapolis Coalition on the Behavioral Health Workforce P.O. Box 21739 Long Beach, California 90801 Phone: 562‐284‐1234 www.annapoliscoalition.org Innovative Practices in Behavioral Health Workforce Development Round 5 Final Report June 1, 2007