Workforce Development to Enhance the Cognitive, Affective, and Behavioral Health of Children and Youth: Opportunities and Barriers in Child Health Care Training
DISCUSSION PAPER Workforce Development to Enhance the Cognitive, Affective, and Behavioral Health of Children and Youth: Opportunities and Barriers in Child Health Care Training Thomas F. Boat, MD, University of Cincinnati College of Medicine; Marshall L. Land, MD, University of Vermont College of Medicine; Laurel K. Leslie, MD, MPH, American Board of Pediatrics; Kimberly E. Hoagwood, PhD, New York University; Elizabeth Hawkins-Walsh, PhD, CPNP, PMHS, FAANP, The Catholic University of America; Mary Ann McCabe, PhD, George Washington University School of Medicine; Mark W. Fraser, PhD, University of North Carolina at Chapel Hill; Lisa de Saxe Zerden, MSW, PhD, University of North Carolina at Chapel Hill; Brianna M. Lombardi, MSW, University of North Carolina; Gregory K. Fritz, MD, American Academy of Child and Adolescent Psychiatry; Bianca Kiyoe Frogner, PhD, Univer- sity of Washington; J. David Hawkins, PhD, University of Washington; Millie Sweeney, MS, Family-Run Executive Director Leadership Association November 29, 2016 Responsibility for cognitive, affective, and behavioral innovation in this area has been carried out by pre- (CAB) health of children and adolescents (hereafter vention scientists who have created evidence-based “youth”) has traditionally been shared among fami- interventions, primarily targeting activities in commu- lies, education systems, communities, and the health nity settings, and has not focused on opportunities care delivery system. Within routine child health care, within primary or subspecialty child health care set- increasing but spotty attention is paid to early cogni- tings. Preventive interventions adapted for child health tive, emotional, and behavioral development. Those care settings and training programs are nascent and most intensively trained in emotional development will require a revision of training goals and curricula and the clinical behavioral sciences (e.g., child and as well as a reorganization of practice for successful adolescent psychiatrists and psychologists, behavioral implementation.
[Show full text]