Learning Objectives Understand the importance of educational - PDF document

Academic Credit as a Springboard to Peer Career Development: The MERGE Mental Health Certificate Program Jessica Wolf, Ph.D., Decision Solutions, Fairfield, CT June 25, 2014 Learning Objectives • Understand the importance of educational credentials in peer (and non-peer) career development. • Be familiar with and a successful partnership model of BH providers and community colleges in academic programs resulting in career development options for peers from diverse cultural groups • Learn how peers from various backgrounds have acquired academic credentials and climbed behavioral health career ladders • Understand benefits of peers and non-peers from varying life experiences learning together as students in a college environment and how this contributes to reduction in stigma, discrimination and prejudice 2 Introduction • Thousands of peer workers are currently trained in non-academic settings in the U.S. • Educational credentials are essential for career progress and promotion • The hand- out, “Education Pays!” shows how higher education affects income. • The great majority of peer specialist training and certification programs do not result in educational credentials, career development or promotion opportunities. • The MERGE Mental Health Certificate program successfully offered these. 3

The MERGE Certificate • The MERGE Mental Health Certificate Program at Housatonic Community College in Bridgeport, CT was a federally and state-funded demonstration program that successfully prepared students from diverse cultural backgrounds with lived experience of behavioral health conditions for entry-level positions from 1992-2008. • Peer and non-peer graduates obtained part-time and full- time employment in a variety of behavioral health and human services positions at a range of salaries. • Many employed program graduates continued their education to associate, bachelor and master levels. 4 MERGE Certificate, con’t. • Peer graduates also reported positive impact on self-esteem. • MERGE stands for “Mental Health and Education Resource Group for Excellence.” • We’ll describe curriculum, student interactions, field placements and provider/educator partnerships to assist participants to consider creation of academic programs. • We’ll also explore questions raised by workshop participants. 5 History and Background • During the 1980’s, the Connecticut Department of Mental Health undertook a major community support services initiative. • High unemployment of consumers and the importance of education for employment and self-esteem were recognized. • New social and vocational rehabilitation programs were created.. 6

The MERGE Mental Health Certificate Program • In 1991, the Connecticut Department of Mental Health was awarded NIMH Human Resource Development Funding for the MERGE Mental Health Certificate Program at Housatonic Community College in Bridgeport, Connecticut. • The program prepared students, including peers, for entry level mental health positions. 7 MERGE Program Information • 27 credits; 9 courses: English composition, 2 Psychology courses (Introduction to Psychology, Abnormal Psychology) • 3 Human Services courses (Counseling, Group and Interpersonal Behavior, Skills & Methods or Peer Employment Training, Advocacy in Human Services or Addiction/Mental Illness in Behavioral Healthcare or Disabilities Across the Lifespan) 8 MERGE Program Information, con’t. • Open admissions for those with a high school diploma • Could be completed in 2 semesters full- time • Diverse student population • 93 graduates as of June 2008 • Majority of students were peers/consumers 9

Program Options • Mental Health Certificate Program is also available at Capital Community College in Hartford and Norwalk Community College. • Mental Health Certificate could be obtained from Housatonic Community College (or either of the other 2 colleges) by taking a minimum of 3 courses on site; the remainder could be transferred in from other institutions. 10 MERGE Program Courses 3 Mental Health courses: Introduction to Mental Health Systems: survey of treatment, rehabilitation & recovery concepts and programs for children, youth & adults Topics in Mental Health: more in-depth on clinical issues and entitlements Practicum in Mental Health: field placement, 150 hours, in mental health agencies 11 Introduction to Mental Health Systems • Survey of systems & services for children, youth & adults with serious mental illnesses as well as individuals with mental illnesses & addictions. • Topics included treatment, rehabilitation & recovery, managed care, community support services, public awareness, consumer empowerment, and career opportunities. 12

Introduction to Mental Health Systems, con’t. • Students were exposed to a wide variety of readings; practitioners served as guest lecturers. • Course topics included definition and causes of mental illness, service delivery concepts, legal issues, violence, residential opportunities, consumer advocacy & support, stigma & public education. 13 Topics in Mental Health • Offered an opportunity to focus on particular topics especially relevant to working in community settings. • Emphasis on conceptual knowledge about hands-on skills in clinical management & specific administrative tasks in working with clients. 14 Topics in Mental Health, con’t. • Topics included terminology, assessment and documentation, diagnosis, multicultural considerations, dual diagnosis, psychiatric medications, treatment, relapse prevention, crisis management and suicide, anger management, violence prevention, stress management and burnout, rehabilitation, goal planning and writing, entitlements and budgeting. 15

Practicum in Mental Health • Practicum and 150 hours of field placement under the guidance and supervision of selected area mental health agencies. • A process of experiential learning that integrated the knowledge, skills and attitudes concurrently being taught in the classroom. 16 Practicum, con’t. • Students worked under the supervision of a practitioner in a service agency. • Field placement agencies included inpatient and outpatient services, social rehabilitation and vocational programs, shelter services and residential programs. • Several graduates were hired by the agency in which they undertook the field placement. 17 Graduate Outcomes • Graduates, including peers, attained and retained employment in human services/mental health positions • Positions included residential counselor, inpatient staff, outreach team, shelter staff, job developer, consumer support services coordinator, drop-in center staff, job coach, rehabilitation facilitator, intake worker, case manager, respite worker • See Table 3 of article (Handout # 2) for complete list of positions. 18

Supervisors’ Perspectives Supervisors stated that MERGE graduate employees were adequately prepared for their jobs and possibly more knowledgeable and efficient than colleagues who had not had the training. 19 A graduate’s perspective “Enrolling in the MERGE Program gave me an instant new lease on life…a job, a vocation in which I could parlay precious lost years of my life, years that were involuntarily pulled into the quagmire and quicksand that is mental illness; I could share my understanding and experience with others in order to help lessen their burdens.” 20 Graduate’s perspective, con’t. “I hoped the program would provide me with…identification, support, healing and validation. I was not disappointed ... Consumers and non-consumers alike were given the opportunity to express themselves in a safe environment where respect was highly valued…After graduation I was hired by a mental health center to provide consumers with support and information…” 21

Additional graduate feedback Graduates’ personal accounts of career outcomes 22 Follow-up Studies • Undertaken in 1997, 2001, 2004-2006 • Methods described in forthcoming article (Handout # 2), “Peer Career Implications of an Academic Credential: Report from the Field.” American Journal of Psychiatric Rehabilitation , Fall 2014. 23 Highlights of Findings • 43-53% self-disclosed peers (consumers) • All respondents: more women (57-63%) than men (37-43%) • Peers: 52% men; non-peers 24% men • 28-46% all graduates Black or Hispanic • 18-30% grads = bilingual (Spanish, French/Creole, Portuguese, Italian) 24