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

• 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

Learning Objectives

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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

• pportunities.
• The MERGE Mental Health Certificate program

successfully offered these.

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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.

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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.

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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..

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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.

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• 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)

MERGE Program Information

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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

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• Mental Health Certificate Program is also

available at Capital Community College in Hartford and Norwalk Community College.

• Mental Health Certificate could be
• btained 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

• ther institutions.

Program Options

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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

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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

• pportunities.

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Introduction to Mental Health Systems, con’t.

• Students were exposed to a wide variety
• f 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.

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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.

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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.

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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.

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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.

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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.

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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.

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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

• rder to help lessen their burdens.”

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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…”

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Additional graduate feedback

Graduates’ personal accounts of career outcomes

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Follow-up Studies

• Undertaken in 1997, 2001, 2004-2006
• Methods described in forthcoming article

(Handout # 2), “Peer Career Implications

• f an Academic Credential: Report from

the Field.” American Journal of Psychiatric Rehabilitation, Fall 2014.

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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)

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Findings, con’t.

• Peers’ diagnoses: clinical depression 27%, other

disorders (OCD, panic disorder, personality disorder, PTSD) 24%; anxiety disorder 15%; bipolar disorder 15%, schizophrenia/schizoaffective disorder 7%

• 43% mental illness in family (clinical depression,

anxiety disorder, bipolar, schizophrenia)

• 22% physical or learning disability (mainly

mobility & learning disabilities)

• 26% ongoing health conditions.

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Employment and Education

• 63-86% of all respondents were employed
• 68-73% of peers were employed
• 79% -84% of all respondents and 73% peers

working in mental health/human services fields

• 48% peers and 44% non-peers had previous

education when they started MERGE

• 25% peers, 60% non-peers completed certificate

and/or degree programs after MERGE; 78% were in human services/mental health fields

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Full and part-time employment

• Of all who responded to surveys:
• 68-83% employed full-time
• Peers employed 48-73% full-time
• Non-peers employed 79-92% full-time
• All respondents employed 17-32% part-time
• Peers employed 20-27% part-time
• Non-peers employed 8-10% part-time

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Employment and Education, con’t.

• 38% peers, 57% non-peers pursuing further higher

education 86% of which in human services/mental health or related fields, including social work, psychology, education, counseling, nursing

• Of those working, 33% of peers, 4% non-peers

earning less than $14,999;

• 27% peers, 36% non-peers earned $15,000 to

$30,000;

• 27% peers and 28% non-peers from $30,000-34,999;
• 13% peers and 32% non-peers from $35,000

to over 45,000

• $30,000 in 2001 = $39,750 in 2013

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Impact of MERGE Program

• 80% responded that MERGE Program had

a positive effect on career and preparation was adequate for work in the field

• 48% responded they were as well trained

as colleagues; 30% better trained

• 83% would recommend the MERGE

program to others

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Positive Impact of Working in the Field on Personal Recovery

• 100% felt good about helping others
• 94% reported increased self-esteem
• 71% made progress in own recovery
• 59% had better understanding of own

disorder

• 59% were pleased to be employed and to

earn money

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Program Outcomes

• The MERGE Program successfully prepared

graduates, including self-disclosed peers, for entry level mental health positions.

• Graduates’ employment had a positive impact
• n the employing agencies.
• Graduates completed additional education,

positioning them for career development and increased compensation.

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Key Factors in Program Success

• Support of college administration and

faculty

• Close connections with area agencies for

field placements and employment

• Strong supports for students on campus
• Financial aid availability
• Inclusive culture at community college
• Knowledgeable, committed faculty

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For further exploration

• Program impact on employing agencies
• Disclosure and ADA issues
• Impact of organizational culture on

integration of peer providers in mental health agencies

• Factors supporting and inhibiting

successful integration of peer providers into workforce

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Suggestions

• Collaboration between behavioral health

systems and academic institutions regarding academic credit for peer training and pathways to further higher education

• Further development of education and

career ladders for peer workers

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Discussant: Carolyn Harmon, Ph.D.

Comments and observations

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Q & A; contact information

Jessica Wolf, Ph.D., jwolfds@gmail.com

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