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4. Assessing the Competency of Bachelor-Level Behavioral Health Professionals: Implications for Training or Supervision?

Author

Newman, Paula Sanders

Abstract

Governmental organizations, community agencies, and behavioral health consumers are concerned about the competency of behavioral healthcare workers. Studies indicate that education is needed to improve the quality of the behavioral health workforce. The purpose of this study was to examine the competencies workers perceive they need to develop and their preference for training or clinical supervision to develop their competency. Adult learning theory, which maintains that adults want to decide what they learn and how they learn, provided the foundation for this study. A concurrent mixed methods design was used to explore whether level of education or number of years of behavioral health work experience impacts workers' perceived level of competency, and whether the areas of needed competency development are different for workers with bachelor's degrees and workers with advanced degrees. Whether training or clinical supervision was the preferred method of education for building competencies was also examined. A sample of 176 behavioral healthcare workers identified needed competencies using the Competency Assessment Tool- Mental Health. The quantitative results were analyzed using a 2-way ANOVA, which found a significant main effect of education level for the majority of the competencies examined. Thirty bachelor-level behavioral healthcare workers participated in structured telephone interviews, which were analyzed using open coding. The adult behavioral health workers determined that training is the preferred method of education to build competencies. The results of this study can be used to inform behavioral health agency training plans and inform governmental policies that determine training requirements and job responsibilities for behavioral health workers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Published
2013

10. Electroencephalography as a clinical tool for diagnosing and monitoring attention deficit hyperactivity disorder: a cross-sectional study.

Author

Helgadóttir, Halla, Gudmundsson, Ólafur Ó., Baldursson, Gísli, Magnússon, Páll, Blin, Nicolas, Brynjólfsdóttir, Berglind, Emilsdóttir, Ásdís, Gudmundsdóttir, Gudrún B., Lorange, Málfrídur, Newman, Paula K., Jóhannesson, Gísli H., and Johnsen, Kristinn

Abstract

Objectives: The aim of this study was to develop and test, for the first time, a multivariate diagnostic classifier of attention deficit hyperactivity disorder (ADHD) based on EEG coherence measures and chronological age. Setting: The participants were recruited in two specialised centres and three schools in Reykjavik. Participants: The data are from a large cross- sectional cohort of 310 patients with ADHD and 351 controls, covering an age range from 5.8 to 14 years. ADHD was diagnosed according to the Diagnostic and Statistical Manual of Mental Disorders fourth edition (DSM-IV) criteria using the K-SADS-PL semistructured interview. Participants in the control group were reported to be free of any mental or developmental disorders by their parents and had a score of less than 1.5 SDs above the age-appropriate norm on the ADHD Rating Scale-IV. Other than moderate or severe intellectual disability, no additional exclusion criteria were applied in order that the cohort reflected the typical cross section of patients with ADHD. Results: Diagnostic classifiers were developed using statistical pattern recognition for the entire age range and for specific age ranges and were tested using cross-validation and by application to a separate cohort of recordings not used in the development process. The age-specific classification approach was more accurate (76% accuracy in the independent test cohort; 81% cross-validation accuracy) than the age- independent version (76%; 73%). Chronological age was found to be an important classification feature. Conclusions: The novel application of EEG-based classification methods presented here can offer significant benefit to the clinician by improving both the accuracy of initial diagnosis and ongoing monitoring of children and adolescents with ADHD. The most accurate possible diagnosis at a single point in time can be obtained by the age-specific classifiers, but the age-independent classifiers are also useful as they enable longitudinal monitoring of brain function. [ABSTRACT FROM AUTHOR]

Published
2015
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