used by the states. Such standards should be based on core competencies and should be included in curriculums and education programs across all the M/SU disciplines.

  • Proposing programs to be funded by government and the private sector to address and resolve such long-standing M/SU workforce issues as diversity, cultural relevance, faculty development, and continuing shortages of the well-trained clinicians and consumer providers needed to work with children and the elderly; and of programs for training competent clinician administrators.

  • Providing a continuing assessment of M/SU workforce trends, issues, and financing policies.

  • Measuring the extent to which the plan’s objectives have been met and reporting annually to the nation on the status of the M/SU workforce.

  • Soliciting technical assistance from public–private partnerships to facilitate the work of the council and the efforts of educational and accreditation bodies to implement its recommendations.

Recommendation 7-2. Licensing boards, accrediting bodies, and purchasers should incorporate the competencies and national standards established by the Council on the Mental and Substance-Use Health Care Workforce in discharging their regulatory and contracting responsibilities.


Recommendation 7-3. The federal government should support the development of M/SU faculty leaders in health professions schools, such as schools of nursing and medicine, and in schools and programs that educate M/SU professionals, such as psychologists and social workers. The aim should be to narrow the gaps among what is known through research, what is taught, and what is done by those who provide M/SU services.


Recommendation 7-4. To facilitate the development and implementation of core competencies across all M/SU disciplines, institutions of higher education should place much greater emphasis on interdisciplinary didactic and experiential learning and should bring together faculty and trainees from their various education programs.

The committee calls particular attention to two components of recommendation 7-1. First, the recommendation calls for a public–private partnership to address the problems plaguing the M/SU workforce. Federal leadership can provide sustained national policy attention to these problems and unique influence with the educational institutions and their



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