Behavioral Health Workforce Education and Training Program for Paraprofessionals - This project aims to enhance Level 1 pre-service training for undergraduate students enrolled in the Mental Health Certificate program at the University of Alabama at Birmingham (UAB), equipping them with the skills and knowledge needed to become mental health workers, peer support specialists, and other behavioral health paraprofessionals. This program will strengthen both didactic and experiential learning in key areas, including interprofessional education, integrated primary care, behavioral disorders in children and adolescents, social determinants of health (SDOH) and cultural competence, and behavioral telehealth. To achieve these goals, we will develop and implement new didactics, expand efforts to recruit diverse students, and provide interprofessional training opportunities. Students will also gain hands-on experiences in a range of integrated and interprofessional behavioral health and primary care settings, preparing them to work collaboratively in high-need and high-demand communities serving children, adolescents, and transitional-aged youth. Additionally, we will strengthen existing partnerships with community-based service providers and establish new collaborations to broaden training opportunities. A sustainability plan ensures the longevity of these efforts, while rigorous program evaluation will assess outcomes and inform stakeholders to maximize impact. By training four cohorts of diverse and skilled behavioral health paraprofessionals, this project directly addresses the critical shortage of mental health workers in Alabama and other underserved areas. Graduates will be well-prepared to enter the workforce as mental health workers, peer support specialists, and other behavioral health paraprofessionals. We would like to request Funding Priority based on our program emphasizing family partnerships and the lived experiences of consumers in both didactic and experiential training. Coursework integrates family systems, cultural competence, and social determinants of health, while experiential training takes place in sites where family involvement is central to care. Students receive mentorship to develop skills in engaging families, promoting shared decision-making, and delivering family-centered, consumer-driven behavioral health services. We also request funding preference based on Qualification 1 - high rate (91%) of placing graduates in practice settings serving medically underserved communities.
