The Division of MCH Workforce Development (DMCHWD) addresses current and emerging MCH workforce needs by engaging with and providing support to MCH leaders in practice, academics, and policy. This month, DMCHWD is pleased to share highlights on MCH Workforce Development.
Did you know that the first federally funded long-term MCH training programs were established in 1947? Learn about the history of MCHB-funded programs and more using the recently updated MCH Timeline, which traces the history of maternal and child health in the U.S. from the 1790s up to the present time. Timeline pinpoints are categorized under Public Health and Medicine, Government and Policy, or Milestones.
The MCH Timeline can be used as an orientation tool for those new to the MCH profession, MCHB grantees, and MCH trainees and students. It has been designed for use as a rich resource and source of inspiration for those interested in the MCH field.
The 2019 Trainee Ambassador Group (TAG) is composed of the following ten (10) current and former MCH trainees:
The goals of the TAG are to foster connections between trainees across the MCH Training Program, provide trainees with leadership development opportunities, and strengthen the link between trainees and MCHB. Ambassadors attend monthly virtual meetings and work collaboratively to create trainee-focused products.
The 2019 TAG is piloting a new trainee volunteer role, the TAG Connection and Engagement Leader (CEL). TAG CELs will help connect trainees in their local university’s training programs to MCH and TAG-related initiatives, news, and opportunities.
The Division contributes directly to workforce development by hosting interns in the winter/spring, summer, and fall. More information about the DMCHWD internship is located on the Student Internship Opportunities webpage. Applications for the 2019 summer internship should be received by 11:59 P.M. on January 25, 2019.
Updated Content. This tool now tracks knowledge and skills across the 2018 MCH Leadership Competencies.
Streamlined Features. The tool has been streamlined in response to user feedback. It remains the one-stop shop for understanding all aspects of the MCH Leadership Competencies.
Continue to use the tool across all 12 competencies at once (the entire tool requires approximately 1 hour) or by individual competency (each competency takes approximately 5 minutes). Learn about the importance of the self-assessment process and how the tool can be used as an interactive learning opportunity itself.
Register or log back in at
to increase your MCH acumen!
Redesign changes aim to shorten the tool and personalized learning plan while still maintaining a comprehensive review of the 12 MCH Leadership Competencies. Major areas of change include:
The National Maternal and Child Health (MCH) Workforce Development Center is accepting student applications for the Title V MCH Internship Program from January 7th, 2019 through February 8th, 2019. The aim of the Title V MCH Internship Program is to provide future MCH professionals with experience working in state Title V agencies, with mentorship and guidance from Title V agency preceptors. The ‘team’ aspect of the program allows students to engage and contribute together under the guidance of the agency preceptor and also to learn new knowledge and skills from each other.
For more information visit https://mchwdc.unc.edu/mch-internships/
or contact Cindy San Miguel at email@example.com
The Michigan Child Collaborative Care Program (MC3) provides access to mental health consultation for primary care providers (PCPs) treating children, youth and pregnant women. This includes same-day phone consultation for PCPs with University of Michigan Child, Adolescent, and Perinatal Psychiatrists (CAPPs); remote tele-psychiatric evaluation of patients and families requiring a more in-depth assessment; coordination of care and brief treatments using a statewide network of masters prepared Behavioral Health Consultants (BHCs); group case consultation wherein multiple providers can discuss a number of cases in a single session and web-based mental health education for enrolled providers.
MC3-Connect, a partnership between the University of Michigan, Michigan State University and the Michigan Department of Health and Human Services, will enrich the current MC3 Program in the following ways:
The Alabama Department of Mental Health (ADMH) is a recent recipient of one of HRSA’s grants to develop a Pediatric Mental Health Care Access (PMHCA) Program. The Department of Mental Health, led by Commissioner Lynn Beshear, provides extensive services to Alabamians with mental illnesses, developmental disabilities, and substance use disorders.
The purpose of the PMHCA Program is to promote behavioral health integration in pediatric primary care by supporting the development of new or improvement of existing statewide pediatric mental health care telehealth access programs. To implement the Program, a collaboration was formed between ADMH and Children’s of Alabama, a private, not-for-profit medical center providing specialized medical care for ill and injured children.
Children’s of Alabama, through the Ireland Center, provides a full array of behavioral health services in both inpatient and outpatient settings. Services are delivered by a multidisciplinary team of child/adolescent psychiatrists, nurse practitioners, clinical psychologists, therapists, and nurses. Children’s of Alabama also operates the Psychiatric Intake Response Center (PIRC), located in the emergency department of the hospital. PIRC is a confidential psychiatric response center designed to assist patients, their loved ones and/or caregivers, and community providers in finding the appropriate level of mental health care. These services are provided via telephone or in person by licensed mental health clinicians trained to assess a child or teen’s mental, emotional, and behavioral needs and recommend the best treatment options. Children’s of Alabama is ranked among the best pediatric medical centers in the nation by U.S. News & World Report, and offers an array of both inpatient and outpatient services. Other collaborators include the University of Alabama at Birmingham School of Public Health Evaluation Team, and the Alabama Department of Public Health.
The Project is led by Jane Duer, M.Ed., ECSE, who has been employed by ADMH for six years as the Coordinator of Early Intervention Services. Jane is co-author and Project Director for the Alabama Pediatric Telemental Health Network, and in that role provides oversight, contract management, and administrative liaison with HRSA. Susan Griffin, LICSW, PIP, CHCQM, with Children’s of Alabama, is the Project Manager, and has responsibility for daily oversight and implementation of the Program, ensuring that all clinical and administrative activities of the Program are carried out, and that all performance expectations and goals are clear and met according to the program description.
The Pediatric Mental Health Care Access Program has two main elements to be implemented over the next five years:
Children’s of Alabama has established internal mental health teams who will be providing both the telementoring and telemedicine components of the Program. Curriculum content is being developed to enable the Program to commence its first ECHO session in the third quarter of 2019. The Program is modeled after a telemedicine project that was implemented between Children’s of Alabama through Dr. Tommy Vaughan, a child/adolescent psychiatrist, the Department of Mental Health, and Dr. Marsha Raulerson, a pediatrician in rural Brewton, Alabama. This model has served over 500 children during the past 15 years and will be the basis for development and expansion of telehealth activities outlined for the Program. Current activities include conducting a needs assessment with pediatricians statewide, assisted by the Alabama chapter of the American Academy of Pediatrics and the University of Alabama at Birmingham's Evaluation Team, as well as identifying pediatricians in Alabama’s rural counties who wish to partner with us to join the Pediatric Telemental Health Network Program. This five-year project represents a unique collaboration between many stakeholders who are serving the children of Alabama, and whose goal is to improve access to quality behavioral health care services for Alabama’s underserved children, particularly in rural areas of the state.
Julie is currently pursuing her doctorate in public health with an emphasis in public health nutrition. Her research investigates nutritional strategies for disease prevention and health promotion among infants. This blog highlights her experience becoming a Certificated Lactation Educator Counselor through the UCSD Extension Lactation Educator Counselor Training Program.
Breastfeeding is one of the world’s greatest public health interventions. As a registered dietitian and DrPH student, I knew of the benefits of breastfeeding but little about how to support and interact with breastfeeding mothers. In order to address that gap in knowledge, I enrolled in the University of California San Diego (UCSD) Extension Lactation Educator Counselor Training Program in fall 2018. Thanks to the generous support of the MCH Nutrition Trainee Grant, I completed the online course and am now officially a Certificated Lactation Educator Counselor.
The UCSD program prepares health professionals and other interested people to become breastfeeding educators. The program is comprehensive. In addition to providing education on how to promote breastfeeding, the program teaches students how to interact in the breastfeeding situation, assist breastfeeding mothers, identify and address breastfeeding issues, and provide emotional support to breastfeeding mothers. Topics include anatomy and physiology of lactation, prenatal education, hospital care during the postpartum period, common concerns and solutions, and breastfeeding equipment. Over the course of eleven weeks, students watch online lectures, complete homework assignments, take quizzes, visit breastfeeding classes and support groups in the surrounding community, and for the final project, create breastfeeding education lesson plans.
Breastfeeding is not a one-woman job. To succeed, it requires support from government, communities, the healthcare system, workplaces, and families. I would highly recommend this program. Although it is rigorous and time-consuming—ten hours per week for eleven weeks—it is worthwhile. There is a dire need for trained breastfeeding counselors and educators, and the UCSD program helps satisfy this need.
My time as an Ambassador on the 2018 Trainee Ambassador Group (TAG) has been well served, and I enjoyed working closely with the Maternal and Child Health Bureau Division of MCH Workforce Development (DMCHWD). As I take a moment to reflect, this experience is one that I will never forget and I am truly honored to have been a part of this leadership development opportunity. For the past year, I have witnessed the collaborative efforts of my colleagues on the TAG. Each Ambassador offered a new and unique perspective that allowed the TAG to develop priority goals that we strived to accomplish throughout the year. Virtual collaboration and networking with my colleagues was a vital component for the success of the 2018-2019 cohort. Lastly, I want extend warm thanks to our mentors from the DMCHWD, for their time, willingness, and enthusiasm that allowed the ideas of Ambassadors to come to fruition.