WHY IS THE INTEGRATION OF PRIMARY AND BEHAVIORAL HEALTH CARE IMPORTANT TO SCHOOLS OF SOCIAL WORK?

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COUNCIL ON SOCIAL WORK EDUCATION

SOCIAL WORK AND

INTEGRATED BEHAVIORAL HEALTH

PROJECT

INTEGRATED CARE: A ROADMAP FOR THE FUTURE WORKFORCE INTEGRATED CARE: A ROADMAP FOR THE FUTURE WORKFORCEINTEGRATED CARE: A ROADMAP FOR THE FUTURE WORKFORCE

INTEGRATED CARE: A ROADMAP FOR THE FUTURE WORKFORCE———BUILDING —BUILDING BUILDING BUILDING MOMENTUM FOR CHANGE IN GRADUATE EDUCATION

MOMENTUM FOR CHANGE IN GRADUATE EDUCATIONMOMENTUM FOR CHANGE IN GRADUATE EDUCATION MOMENTUM FOR CHANGE IN GRADUATE EDUCATION

OAKLAND, CA JUNE 6, 2013

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WHY IS THE INTEGRATION OF PRIMARY AND

BEHAVIORAL HEALTH CARE IMPORTANT TO

SCHOOLS OF SOCIAL WORK?

Interdisciplinary/

Interdisciplinary/interprofessional

interprofessional

interprofessional practice is

practice is

increasingly the norm in practice settings.

Strategies are needed in the academy and in

practice settings to ensure that social workers are

well prepared to work as part of an interdisciplinary

team

Social Work Policy Institute (2011). Investing in the Social Work Workforce. Washington, DC: NASW Social Work Policy Institute (2011). Investing in the Social Work Workforce. Washington, DC: NASW Social Work Policy Institute (2011). Investing in the Social Work Workforce. Washington, DC: NASW Social Work Policy Institute (2011). Investing in the Social Work Workforce. Washington, DC: NASW

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PROJECT OVERVIEW

This project is a collaborative effort of the following

agencies:

Council on Social Work Education

National Association of Deans and Directors,

Schools of Social Work

SAMHSA

SAMHSA----HRSA Center for Integrated Solutions

HRSA Center for Integrated Solutions

National Council for Community Behavioral Health

New York Community Trust

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CSWE-NADD INTEGRATED BEHAVIORAL HEALTH

STEERING COMMITTEE

Wynne S. Wynne S. Wynne S.

Wynne S. KorrKorrKorrKorr (Chair), University of Illinois, Urbana(Chair), University of Illinois, Urbana(Chair), University of Illinois, Urbana(Chair), University of Illinois, Urbana----Champaign

ChampaignChampaign Champaign

Richard P. Barth, University of Maryland Richard P. Barth, University of Maryland Richard P. Barth, University of Maryland Richard P. Barth, University of Maryland Jeff

Jeff Jeff

Jeff CapobiancoCapobiancoCapobiancoCapobianco, Center for Integrated Health Solutions, Center for Integrated Health Solutions, Center for Integrated Health Solutions, Center for Integrated Health Solutions Tony Salerno, Center for Integrated Health Solutions

Tony Salerno, Center for Integrated Health Solutions Tony Salerno, Center for Integrated Health Solutions Tony Salerno, Center for Integrated Health Solutions Anna M.

Anna M. Anna M.

Anna M. ScheyettScheyettScheyettScheyett, University of South Carolina, University of South Carolina, University of South Carolina, University of South Carolina Lynn

Lynn Lynn

Lynn VidekaVidekaVidekaVideka, New York University, New York University, New York University, New York University

Andrea Washington, Montrose Counseling Center Andrea Washington, Montrose Counseling Center Andrea Washington, Montrose Counseling Center Andrea Washington, Montrose Counseling Center James R.

James R. James R.

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PROJECT PHASES

Phase I:

Phase I: Phase I:

Phase I: Curriculum developmentCurriculum developmentCurriculum developmentCurriculum development Goal: To develop

Goal: To develop Goal: To develop

Goal: To develop and deliver a researchand deliver a researchand deliver a researchand deliver a research----informed curriculum informed curriculum informed curriculum informed curriculum on competencies and roles of social workers in integrated on competencies and roles of social workers in integrated on competencies and roles of social workers in integrated on competencies and roles of social workers in integrated behavioral health and primary care

behavioral health and primary care behavioral health and primary care

behavioral health and primary care settingssettingssettingssettings Phase II: Learning Network

Phase II: Learning Network Phase II: Learning Network Phase II: Learning Network

Goal: To evaluate IBHC focused courses that used the Goal: To evaluate IBHC focused courses that used the Goal: To evaluate IBHC focused courses that used the Goal: To evaluate IBHC focused courses that used the

curriculum materials from Phase I and to promote shared curriculum materials from Phase I and to promote shared curriculum materials from Phase I and to promote shared curriculum materials from Phase I and to promote shared learning, problem solving , improve learning opportunities, learning, problem solving , improve learning opportunities, learning, problem solving , improve learning opportunities, learning, problem solving , improve learning opportunities, among a network of students and faculty

among a network of students and faculty among a network of students and faculty among a network of students and faculty Phase III: Field Placement Project

Phase III: Field Placement Project Phase III: Field Placement Project Phase III: Field Placement Project

Goal: To inform and guide social work programs in the Goal: To inform and guide social work programs in the Goal: To inform and guide social work programs in the Goal: To inform and guide social work programs in the

development of classroom and field practicum experiences development of classroom and field practicum experiences development of classroom and field practicum experiences development of classroom and field practicum experiences that prepare students to be competent social workers in that prepare students to be competent social workers in that prepare students to be competent social workers in that prepare students to be competent social workers in integrated behavioral health care

integrated behavioral health care integrated behavioral health care integrated behavioral health care

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PROJECT OVERVIEW:

PHASE I CURRICULUM DEVELOPMENT

SAMHSA and HRSA through the Center for Integrated Health SAMHSA and HRSA through the Center for Integrated Health SAMHSA and HRSA through the Center for Integrated Health SAMHSA and HRSA through the Center for Integrated Health

Solutions sponsored, in partnership with National Solutions sponsored, in partnership with National Solutions sponsored, in partnership with National Solutions sponsored, in partnership with National

Association of Deans and Directors of Schools of Social Association of Deans and Directors of Schools of Social Association of Deans and Directors of Schools of Social Association of Deans and Directors of Schools of Social Work, to engage up to 10 schools of social work to

Work, to engage up to 10 schools of social work to Work, to engage up to 10 schools of social work to Work, to engage up to 10 schools of social work to develop, implement, and evaluate master’s level develop, implement, and evaluate master’s level develop, implement, and evaluate master’s level develop, implement, and evaluate master’s level curriculum materials for two semester long courses curriculum materials for two semester long coursescurriculum materials for two semester long courses curriculum materials for two semester long courses 1) advanced practice course on integrated care

2) advanced health policy course on integrated care

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COURSE MATERIALS

Two Courses Two Courses Two Courses Two Courses

Clinical Social Work Practice in Integrated Healthcare

Integrated Health Policy and Services

Materials Materials Materials Materials Syllabi Readings Assignments PPT Handouts Discussion Questions

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ADVANCED CLINICAL PRACTICE

CURRICULUM DEVELOPMENT TEAM

Marion Becker, University of Southern Florida

Blake Beecher, Eastern Washington University

Judith Anne

Judith Anne DeBonis

DeBonis

DeBonis, California State University,

, California State University,

Northridge

Mo Yee Lee, Ohio State University

James J. Werner, Case Western Reserve

University

http://www.cswe.org/CentersInitiatives/DataStatistics/58020/62695.aspx http://www.cswe.org/CentersInitiatives/DataStatistics/58020/62695.aspx http://www.cswe.org/CentersInitiatives/DataStatistics/58020/62695.aspx http://www.cswe.org/CentersInitiatives/DataStatistics/58020/62695.aspx

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CLINICAL COURSE DESCRIPTION

The objective of this course is to introduce social work

students to the direct practice of integrated

behavioral health in primary care. Students will

become knowledgeable of the roles of behavioral

health providers working in primary care settings,

theories and models of care, and cross

theories and models of care, and cross----cultural

cultural

issues. They will develop skills in engagement,

assessment, intervention planning and

implementation, and practice evaluation. Because

the populations served in primary care settings span

the spectrum of severity in both the physical and

behavioral health dimensions, students will develop

competencies in engaging and supporting patients

across a range of health conditions.

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ADVANCED CLINICAL COURSE MODULES

1. 1. 1.

1. Introduction to Integrated Healthcare and the Culture of HealthIntroduction to Integrated Healthcare and the Culture of HealthIntroduction to Integrated Healthcare and the Culture of HealthIntroduction to Integrated Healthcare and the Culture of Health 2.

2. 2.

2. The Role of Social Work in Integrated HealthcareThe Role of Social Work in Integrated HealthcareThe Role of Social Work in Integrated HealthcareThe Role of Social Work in Integrated Healthcare 3.

3. 3.

3. Theories, Perspectives, and Practice Models in Integrated HealthcareTheories, Perspectives, and Practice Models in Integrated HealthcareTheories, Perspectives, and Practice Models in Integrated HealthcareTheories, Perspectives, and Practice Models in Integrated Healthcare 4.

4. 4.

4. Engagement and Relationship Building in Integrated HealthcareEngagement and Relationship Building in Integrated HealthcareEngagement and Relationship Building in Integrated HealthcareEngagement and Relationship Building in Integrated Healthcare 5.

5. 5.

5. Comprehensive AssessmentComprehensive AssessmentComprehensive AssessmentComprehensive Assessment 6.

6. 6.

6. Structured Assessments and ScreeningsStructured Assessments and ScreeningsStructured Assessments and ScreeningsStructured Assessments and Screenings 7.

7. 7.

7. Common Behavioral Health Conditions in Primary CareCommon Behavioral Health Conditions in Primary CareCommon Behavioral Health Conditions in Primary CareCommon Behavioral Health Conditions in Primary Care 8.

8. 8.

8. CrossCrossCrossCross----Cultural Issues in Integrated HealthcareCultural Issues in Integrated HealthcareCultural Issues in Integrated HealthcareCultural Issues in Integrated Healthcare 9.

9. 9.

9. Medication and Integrated HealthcareMedication and Integrated HealthcareMedication and Integrated HealthcareMedication and Integrated Healthcare 10.

10. 10.

10. Care Planning and DocumentationCare Planning and DocumentationCare Planning and DocumentationCare Planning and Documentation 11.

11. 11.

11. Interventions in Integrated HealthcareInterventions in Integrated HealthcareInterventions in Integrated HealthcareInterventions in Integrated Healthcare 12.

12. 12.

12. Motivational Interviewing Part IMotivational Interviewing Part IMotivational Interviewing Part IMotivational Interviewing Part I 13.

13. 13.

13. Motivational Interviewing Part IIMotivational Interviewing Part IIMotivational Interviewing Part IIMotivational Interviewing Part II 14.

14. 14.

14. Complementary and Alternative BodyComplementary and Alternative BodyComplementary and Alternative BodyComplementary and Alternative Body----MindMindMindMind----Spirit InterventionsSpirit InterventionsSpirit InterventionsSpirit Interventions 15.

15. 15.

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INTEGRATED HEALTH POLICY & SERVICES

CURRICULUM DEVELOPMENT TEAM

Roseanna Roseanna Roseanna

Roseanna McClearyMcClearyMcClearyMcCleary, California State University, , California State University, , California State University, , California State University, Bakersfield

BakersfieldBakersfield Bakersfield

Shirley L. Porterfield, University of Missouri, St. Louis Shirley L. Porterfield, University of Missouri, St. Louis Shirley L. Porterfield, University of Missouri, St. Louis Shirley L. Porterfield, University of Missouri, St. Louis Victoria Stanhope, New York University

Victoria Stanhope, New York University Victoria Stanhope, New York University Victoria Stanhope, New York University W. Patrick Sullivan, Indiana University W. Patrick Sullivan, Indiana University W. Patrick Sullivan, Indiana University W. Patrick Sullivan, Indiana University Cynthia M.

Cynthia M. Cynthia M.

Cynthia M. WifordWifordWiford, Addiction Consulting and Training Wiford, Addiction Consulting and Training , Addiction Consulting and Training , Addiction Consulting and Training Associates (ACT), LLC

Associates (ACT), LLCAssociates (ACT), LLC Associates (ACT), LLC

http://www.cswe.org/CentersInitiatives/DataStatistics/58020/62699.aspx http://www.cswe.org/CentersInitiatives/DataStatistics/58020/62699.aspx http://www.cswe.org/CentersInitiatives/DataStatistics/58020/62699.aspx http://www.cswe.org/CentersInitiatives/DataStatistics/58020/62699.aspx

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POLICY COURSE DESCRIPTION

The purpose of this course is to provide intensive study of the evolution The purpose of this course is to provide intensive study of the evolution The purpose of this course is to provide intensive study of the evolution The purpose of this course is to provide intensive study of the evolution

of the integration of Primary Care and Behavioral Health services and of the integration of Primary Care and Behavioral Health services and of the integration of Primary Care and Behavioral Health services and of the integration of Primary Care and Behavioral Health services and to provide an opportunity for synthesis and application of learning to provide an opportunity for synthesis and application of learning to provide an opportunity for synthesis and application of learning to provide an opportunity for synthesis and application of learning and practice of policy in this service arena. The course builds on and practice of policy in this service arena. The course builds on and practice of policy in this service arena. The course builds on and practice of policy in this service arena. The course builds on policy content offered in the professional foundation year and links policy content offered in the professional foundation year and links policy content offered in the professional foundation year and links policy content offered in the professional foundation year and links policy to practice and research skills. Diversity, inequality, social and policy to practice and research skills. Diversity, inequality, social and policy to practice and research skills. Diversity, inequality, social and policy to practice and research skills. Diversity, inequality, social and economic justice are continuing themes of study in the advanced economic justice are continuing themes of study in the advanced economic justice are continuing themes of study in the advanced economic justice are continuing themes of study in the advanced concentration year. The content of the course reflects the values of concentration year. The content of the course reflects the values of concentration year. The content of the course reflects the values of concentration year. The content of the course reflects the values of the profession and focuses on the role of the "social policy

the profession and focuses on the role of the "social policy the profession and focuses on the role of the "social policy the profession and focuses on the role of the "social policy

practitioner" in assisting individuals in the maintenance or attainment practitioner" in assisting individuals in the maintenance or attainment practitioner" in assisting individuals in the maintenance or attainment practitioner" in assisting individuals in the maintenance or attainment of optimal health and mental health, social and economic justice, and of optimal health and mental health, social and economic justice, and of optimal health and mental health, social and economic justice, and of optimal health and mental health, social and economic justice, and recovery and wellness. Theories related to organizational structure recovery and wellness. Theories related to organizational structure recovery and wellness. Theories related to organizational structure recovery and wellness. Theories related to organizational structure and change within an Integrated Behavioral Health environment and and change within an Integrated Behavioral Health environment and and change within an Integrated Behavioral Health environment and and change within an Integrated Behavioral Health environment and strategies for practitioners to influence policies and promote change strategies for practitioners to influence policies and promote change strategies for practitioners to influence policies and promote change strategies for practitioners to influence policies and promote change in the interest of service consumer, agency, and society will be

in the interest of service consumer, agency, and society will be in the interest of service consumer, agency, and society will be in the interest of service consumer, agency, and society will be

presented. Opportunities for students will be encouraged for direct presented. Opportunities for students will be encouraged for direct presented. Opportunities for students will be encouraged for direct presented. Opportunities for students will be encouraged for direct involvement in the political and organizational processes used to involvement in the political and organizational processes used to involvement in the political and organizational processes used to involvement in the political and organizational processes used to influence policy and delivery systems

influence policy and delivery systemsinfluence policy and delivery systems influence policy and delivery systems....

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POLICY COURSE MODULES

1. 1. 1.

1. Need for Integrated Behavioral Healthcare in the United Need for Integrated Behavioral Healthcare in the United Need for Integrated Behavioral Healthcare in the United Need for Integrated Behavioral Healthcare in the United States States States States 2. 2. 2.

2. Integrated Behavioral Health ModelsIntegrated Behavioral Health ModelsIntegrated Behavioral Health ModelsIntegrated Behavioral Health Models 3.

3. 3.

3. Legislative Legislative Legislative Legislative Background (Evolution of Health Care in the US)Background (Evolution of Health Care in the US)Background (Evolution of Health Care in the US)Background (Evolution of Health Care in the US) 4.

4. 4.

4. Patient Protection and Affordable Care ActPatient Protection and Affordable Care ActPatient Protection and Affordable Care ActPatient Protection and Affordable Care Act 5.

5. 5.

5. Health Disparities, Health Equity, and Social Justice in Health Disparities, Health Equity, and Social Justice in Health Disparities, Health Equity, and Social Justice in Health Disparities, Health Equity, and Social Justice in Integrated Behavioral Health Care

Integrated Behavioral Health Care Integrated Behavioral Health Care Integrated Behavioral Health Care 6.

6. 6.

6. Funding Funding Funding Funding for Integrated Behavioral Health Servicesfor Integrated Behavioral Health Servicesfor Integrated Behavioral Health Servicesfor Integrated Behavioral Health Services 7.

7. 7.

7. Implementing Integrated Behavioral HealthImplementing Integrated Behavioral HealthImplementing Integrated Behavioral HealthImplementing Integrated Behavioral Health 8.

8. 8.

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PHASE II: LEARNING NETWORK

The Learning Network consists of webinars, small group The Learning Network consists of webinars, small group The Learning Network consists of webinars, small group The Learning Network consists of webinars, small group

conference calls, and an interactive list serve conference calls, and an interactive list serve conference calls, and an interactive list serve conference calls, and an interactive list serve Goals are to

Goals are to Goals are to Goals are to

Promote shared learning and problem solving Promote shared learning and problem solving Promote shared learning and problem solving Promote shared learning and problem solving Provide a place to exchange information

Provide a place to exchange information Provide a place to exchange information Provide a place to exchange information Provide social support and networking Provide social support and networking Provide social support and networking Provide social support and networking

Program evaluation is also a goal of the Learning Program evaluation is also a goal of the Learning Program evaluation is also a goal of the Learning Program evaluation is also a goal of the Learning

Network Network Network Network

Currently being used in Phase I and will be used in Currently being used in Phase I and will be used in Currently being used in Phase I and will be used in Currently being used in Phase I and will be used in Phase III

Phase III Phase III Phase III

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PHASE III: FIELD PRACTICUM PROJECT

Funded by the New York Community Trust Funded by the New York Community Trust Funded by the New York Community Trust Funded by the New York Community Trust

Provides a $10,000 for 27 schools of social work to Provides a $10,000 for 27 schools of social work to Provides a $10,000 for 27 schools of social work to Provides a $10,000 for 27 schools of social work to

establish a field practicum site in integrated establish a field practicum site in integrated establish a field practicum site in integrated establish a field practicum site in integrated behavioral healthcare

behavioral healthcarebehavioral healthcare behavioral healthcare

Student receives a stipend of $3,000 (field site, $5,000; Student receives a stipend of $3,000 (field site, $5,000; Student receives a stipend of $3,000 (field site, $5,000; Student receives a stipend of $3,000 (field site, $5,000;

university, $2,000) university, $2,000) university, $2,000) university, $2,000)

Field placement at an IBHC site Field placement at an IBHC site Field placement at an IBHC site Field placement at an IBHC site

Participation in the Learning Community Participation in the Learning Community Participation in the Learning Community Participation in the Learning Community During the academic year, complete 1 During the academic year, complete 1 During the academic year, complete 1

During the academic year, complete 1----2 courses in 2 courses in 2 courses in 2 courses in IBHC

IBHC IBHC IBHC

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WEBPAGE RESOURCES

http://

http://www.cswe.org/CentersInitiatives/D

www.cswe.org/CentersInitiatives/D

ataStatistics/58020.aspx

Curriculum resources for 2 courses

Webinar related to the field practicum

project (slides plus video)

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CONTACT INFORMATION

Rose Rose Rose

Rose McClearyMcClearyMcClearyMcCleary

CSUB, Department of Social Work CSUB, Department of Social Work CSUB, Department of Social Work CSUB, Department of Social Work 9001 Stockdale Highway 9001 Stockdale Highway 9001 Stockdale Highway 9001 Stockdale Highway Bakersfield, CA 93311 Bakersfield, CA 93311 Bakersfield, CA 93311 Bakersfield, CA 93311 661 654 6552 661 654 6552 661 654 6552 661 654 6552 rmccleary@csub.edu rmccleary@csub.edu rmccleary@csub.edu rmccleary@csub.edu