Ohio Department of Mental Health Funding Priorities

Program Priorities for Fiscal Years 2008 and 2009

The following program priorities reflect workforce development needs as articulated by a broad array of stakeholders in Ohio's public mental health system.

Residency and Training Program proposals are encouraged to incorporate the following elements and approaches:

  1. An approach to program development that addresses local community mental health needs and priorities by including representatives from boards, local provider agencies, consumers, family members and other stakeholders in program planning, implementation and evaluation. For example, funding can be used to engage local system stakeholders in decision-making to identify program priorities and to hire part-time faculty with backgrounds in community mental health, a personal journey in mental health recovery and/or knowledge of new treatment technologies.
  2. A training curriculum that incorporates national consensus guidelines for training core competencies that have been identified by the Annapolis Coalition's Action Plan for Behavioral Workforce Development (Hoge, Morris et al., 2007) and the Institute of Medicine (2006). Examples of specific values and practices that have been identified include recovery and resiliency oriented care, person-centered planning, therapeutic alliance, interdisciplinary and team-based practice and continuous quality improvement.
  3. A training curriculum that incorporates fundamentals of recovery as identified by the National Consensus Statement on Mental Health Recovery (SAMHSA, 2004), such as developing clinician knowledge of how hope can be used as a catalyst in the recovery process; how consumers encouraging and engaging other consumers in recovery is useful and necessary and the importance of empowerment through which individuals gain control of their own destinies.
  4. Competence in basic skills required to work in community behavioral health settings including, but not limited to, treatment planning, documentation, professionalism, utilization of the Ohio Mental Health Consumer Outcomes System and the use of new technology.
  5. Use of evidence-based training approaches, as identified by the Annaoplis Coalition and others (Fixsen, Naoom, Blasé, Friedman, & Wallace, 2005, Hoge & Morris, 2004; Stuart, Hoge, & Tondora, 2004).
  6. Opportunities for field-based practicum experiences in settings that model a philosophy of recovery, innovation, clinical best practice, performance improvement and consumer outcomes measurement.
  7. Practicum experiences of sufficient duration and intensity to allow trainees to observe consumers making progress toward recovery-related goals.
  8. The training curriculum should introduce the following statewide initiatives and issues of high salience at the state, local and national levels:
    1. Recommendations of The President's New Freedom Commission on Mental Health (2003)
    2. ODMH Clinical Quality Agenda
    3. ODMH Coordinating Centers of Excellence and Networks
    4. ODMH SOQIC Standardized Documentation Initiative
    5. ODMH Consumer Outcomes Initiative
    6. ODMH System Transformation initiative -- "Wellness for All"
  9. Residency and training programs should provide a focus on developing competence in treatment modelities that are supported by high levels of evidence and/or are highly salient to children and adults receiving services in Ohio's public mental health system. Examples include the following:
    • Approaches integrating mental and physical health care
    • Programs addressing the shortage of psychiatric care for children, adults and families in public sector mental health care, including the development of psychiatric mental health nursing
    • Programs addressing cultural competence that include the following elements: cultural history, values and family systems; language and communication styles; impact of racism and poverty and the applicability of new treatment approaches to consumers of varying cultures and ethnicities (see Saldana, 2001)
    • Programs addressing disparities in mental health services for underserved populations and service areas
    • Programs aimed at encouraging underrepresented minorities to pursue careers in public mental health
    • Evaluation and treatment of consumers with dual diagnosis
    • Integrated Dual Disorder Treatment (IDDT)
    • Supported employment
    • Cognitive Behavioral Therapy (CBT)
    • Transtheoretical /Stages of Change Model
    • Trauma-Focused CBT/ Trauma informed care
    • Dialectical Behavioral Therapy (DBT)
    • Illness Management and Recovery (IMR)/Wellness Management and Recovery (WMR)
    • Multidisciplinary treatment teams
    • Intensive home and community-based services for children and adolescents (e.g., multi-systemic therapy, functional family therapy)
    • Programs addressing school and community mental health collaboration for mental health promotion, prevention, early intervention and treatment
    • Medication best practices
    • Criminal and juvenile justice diversion and re-entry programs
    • Behavioral health disaster response
    • Treatment for co-occurring mental illness and mental retardation/ developmental disabilities
    • Clinical best practices to reduce and eliminate seclusion and restraint
    • Forensic evaluation and treatment
    • Supportive housing
    • Advocacy for client rights, consumer protection and psychiatric advanced directives
  10. Funding decisions for residency and training programs will be based on the ability of applicants to respond to the training needs and priorities described above.

Resources

Drake, R.E., Merrens, M.R., Lynde, D. (Eds.) (April, 2005). Evidence-Based Mental Health Practice: A Textbook. W.W. Norton and Company. ISBN:0393704432

Fixsen, D. L., Naoom, S.F., Blasé, K.A., Friedman, R.M. & Wallace, F. (2005). Implementation Research: A Synthesis of the Literature. Tampa, FL: University of South Florida, Louis de la Parte Florida Mental Health Institute, The National Implementation Research Network (FMHI Publication #231).

Hoge, M. A. & Morris, J. A. (Eds.). (2004). Implementing best practices in behavioral health workforce education - Building a change agenda [Special issue]. Administration and Policy in Mental Health, 32 (2).

Hoge, M. A., Morris, J. A., & Paris, M. (Eds.). (2005). Workforce competencies in behavioral health [Special issue]. Administration & Policy in Mental Health, 32 (5).

Institute of Medicine, Committee on Crossing the Quality Chasm: Adaptation to Mental Health and Addictive Disorders (2006). Improving the Quality of Health Care for Mental and Substance-Use Conditions: Quality Chasm Series. National Academy Press. Washington, DC.

New Freedom Commission on Mental Health. (2003). Achieving the promise: Transforming mental health care in America. Final Report. (DHHS Pub. No. SMA-03-3832). Rockville, MD: Author.

Ohio Department of Mental Health, Coordinating Centers of Excellence.

Saldana, D. (2001). Cultural Competency: A Practical Guide for Mental Health Service Providers. Hogg Foundation on Mental Health, The University of Texas, Austin.

Stuart, G.W., Hoge, M.A., & Tondora, J. (2004). Theory and Evidence-Based Teaching Practice: Implications for Behavioral Health. Administration and Policy in Mental Health, 32 (2), 107-130.

Substance Abuse and Mental Health Services Administration, CMHS (2004). National Consensus Statement on Mental Health Recovery.

Svendsen, D.P., (February, 2003). Quality matters: Change starts with us. Quality Matters, February, 2003 edition, Director's Corner.