Facilitating and limiting factors of training available to staff of specialist CAMHS
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Specialist CAMHS provide skilled assessment and interventions for children, young people and their families who have mental health disorders. The training needs of the staff who work in specialist CAMHS are not always clear or prioritised, due to the complexities and differing contexts in which specialist CAMHS are provided. The aim of this paper was to establish stakeholders' experiences of service complexities and challenges that affect training within specialist CAMHS. The project employed interviews to gain wide‐ranging consultation with key stakeholder groups. The sample consisted of 45 participants recruited from policy departments, professional bodies, higher education providers, commissioners, service managers, and practitioners. The participants identified a number of themes that limit training, and put forward solutions on how these could be facilitated in the future. Emerging themes related to leadership and the role of service managers, strategic management of training, commissioning, levels of staff training, resources, impact of training on service users, and availability of training programmes. The findings emphasise the need for the strategic workforce planning of training to meet service delivery goals. Policy, commissioning, workforce training strategies, service needs, and delivery of training should be integrated and closely linked.Keywords:
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Workforce Development
With the development and implementation of a National Workforce Development Statement (2010) for the alcohol and other drugs (AOD) workforce in Scotland, workforce development has become a growing interest for related professionals and sectors over the past 6 years. The Workforce Development Programme (WDP) at Scottish Drugs Forum (SDF) receives core funding from the Scottish Government Drugs Policy Unit (DPU) and has a remit to provide workforce development support for the AOD workforce at both a national and local level. This paper discusses the history of workforce development and provides a number of samples of our work in the area of workforce development in Scotland. The paper also discusses the challenges for workforce development within the AOD field in Scotland.
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The United States takes a market-based approach to workforce development, which has its benefits as well as its challenges. A review of this approach considers supply and demand for skills and concludes with a set of policy options for improving the market for workforce development.
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Objective: The aim of this paper is to discuss the New South Wales (NSW) Aboriginal Mental Health and Well Being Policy and its key workforce initiative, the NSW Aboriginal Mental Health Workforce Training Program. Conclusions: The Policy provides a strong framework guiding the development of Aboriginal mental health and wellbeing programs throughout NSW Mental Health Services. However, the effectiveness of the Policy will be determined by the success of its implementation. The NSW Aboriginal Mental Health Workforce Training Program will support implementation of the Policy by growing an Aboriginal mental health workforce in NSW.
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Abstract Economic development relies on the importance of a skilled workforce and a well-functioning workforce development system in attracting and retaining economic activity. This article focuses on the publicly funded workforce development system. In addition, it describes the workforce development system and provides evidence about its effectiveness. Following this, the article explains the formal education system in detail. Studies that have delved into particular types of training, especially as offered by workforce intermediaries, provide evidence about characteristics that seem to correlate with effectiveness. These characteristics can be categorized into content, training method, and program administration. It then turns to a description of how the workforce development system provides services to its traditional target, i.e. unemployed labor force participants. Furthermore, the article examines programs and services for employed individuals. Finally, it suggests best practices and presents implications for policy makers or researchers interested in urban development or regional economic development.
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One of the key initiatives of the National Institute of Mental Health in England National Workforce Programme (NIMHE NWP) has been to explore the development and sustainability of the non‐professionally qualified workforce (NPQW). Both the National Service Framework (NSF) for Mental Health (Department of Health, 1999) and the wider Department of Health Changing Workforce Programme (Department of Health, 2001) provided a unique opportunity to start this process off.
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Workforce development systems operate as a linchpin between individuals who desire or need to develop skills that will be remunerated well and will lead to fulfilling careers in the labor market and employers who desire skilled workers who will be productive in the workplace. These systems, however, have been criticized for failings at both ends of the system: they have not served well individuals from underrepresented populations, and they have not been responsive to the changing nature of work and employment relationships. This commentary suggests that these are the most cogent problems to be addressed in future workforce development research. Needed are subgroup analyses of each phase of education and training opportunities: outreach efforts, participation, interest and skill assessments, retention and completion, supportive services, and post-program labor market impacts. Also important will be research into the other side of the market: how can workforce development systems do a better job at inculcating skills that are needed to be productive in the workforce and skills that better meet the future demands of employers?
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This Resource Kit aims to provide straightforward and practical guidance, tools and resources to support workforce development activities and initiatives in the Alcohol and Other Drugs (AOD) field. The Resource Kit comprises 14 chapters: an introduction to workforce development and 13 workforce development topics relevant to the AOD field. Each chapter contains evidence-based strategies to address a particular workforce development issue, as well as resources and tools that can be used to implement the strategies. Each chapter can be treated as a stand alone section, however, as workforce development topics are inherently interrelated, links between chapters are identified throughout the Kit. Chapters: 1 An Introduction to workforce development 2 Clinical supervision 3 Developing effective teams 4 Evaluating AOD projects and programs 5 Goal setting 6 Mentoring 7 Organisational change 8 Performance appraisal 9 Professional development 10 Recruitment and selection 11 Retention 12 Worker performance 13 Worker wellbeing 14 Workplace support
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Workforce development and higher education can benefit from collaborative efforts that incorporate and apply teaching, learning, and research from a variety of environments. This chapter introduces the context of workforce development innovation and the impact on employees. Partnerships, in general, are defined and workforce development and higher education partnerships are examined that have influenced building collaborative relationships. Also included is a review of best practices and future trends related to workforce development and higher education partnerships.
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Using data from a national sample (n=716) of American business associations we examine the prevalence of workforce development activities among associations. This study examines the relationship between the level of workforce development services provided in the organization, organizational characteristics, economic development and partnerships. The results show that more heavily resourced organizations, as well as those with deep economic development activities, provided higher levels of workforce development. Moreover, the study shows that training partnerships are important.
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This chapter describes the impact of two workforce baccalaureates of applied technology degrees of South Texas College on higher education access for predominately Hispanic students. The addition of the workforce baccalaureates serves as an example of how such degrees increase participation rates for minority students.
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