Coordinating people and knowledge: Efficiency in the context of the Patient Protection and Affordable Care Act

Strengthening and Expanding Child Services in Low Resource Communities: The Role of Task-Shifting and Just-in-Time Training

In the United States, the demand for child mental health services is increasing, while the supply is limited by workforce shortages. These shortages are unlikely to be corrected without significant structural changes in how mental health services are provided. One strategy for bridging this gap is task-shifting, defined as a process by which services that are typically delivered by professionals are moved to individuals with less extensive qualifications or training. Although task-shifting can increase the size of the workforce, there are challenges related to training new workers. In this paper, we propose Just-In-Time Training (JITT) as one strategy for improving task-shifting efforts. We define JITT as on-demand training experiences that only include what is necessary, when it is necessary, to promote competent service delivery. We offer a proof of concept from our own work shifting counseling and academic support tasks from school mental health professionals to pre-baccalaureate mentors, citing lessons learned during our iterative process of JITT development. We conclude with a series of key considerations for scaling up the pairing of task-shifting and JITT, including expanding the science of JITT and anticipating how task-shifting and JITT would work within the context of dynamic mental health service systems.

Are professional psychology training programs willing the future to economic illiterates?: a clarion call for pedagogical action

BACKGROUND

The behavioral health care environment in the United States is changing and many experts expect seismic shifts in access, accountability and reimbursement policies. Students in professional psychology training programs will be called upon to administer, manage, supervise and deliver clinically sound as well as cost effective services. While in general, traditional professional psychology training curricula prepare students well for clinical challenges, most students enter the profession naïve to the economic, financial and business enterprise crucibles in the behavioral health care marketplace.

AIMS

This article examines the problem of such naiveté and offers several recommendations for improving graduate students' economic literacy. Moreover, the article argues that increased business and economic acumen may serve to close the research-practice gap in professional psychology.

METHODS

The article reviews literature pertinent to training psychologists and highlights pedagogical gaps.

RESULTS

Several recommendations for curricular development are offered. Specifically, adding courses in health care economics and basic business principles is suggested. Integrating cost-effectiveness analyses across all course content is proposed. The article also emphasizes both didactic and experiential learning opportunities.

CONCLUSION

Course work should be augmented with training opportunities at the practicum, internship, and post-doctoral fellowship level.