Training programs for relevant health (including mental health), education, and social work professionals should include prevention of MEB disorders and promotion of mental, emotional, and behavioral health. National certifying and accrediting bodies for training should set relevant standards using available evidence on identifying and managing risks and preclinical symptoms of MEB disorders. (12-6)
The U.S. Departments of Health and Human Services, Education, and Justice should convene a national conference on training in prevention and promotion to (1) set guidelines for model prevention research and practice training programs and (2) contribute to the development of training standards for certifying trainees and accrediting prevention training programs in specific disciplines, such as health (including mental health), education, and social work. (12-7)
Once guidelines have been developed, the U.S. Departments of Health and Human Services, Education, and Justice should set aside funds for competitive prevention training grants to support development and dissemination of model interdisciplinary training programs. Training should span creation, implementation, and evaluation of effective preventive interventions. (12-8)
NOTE: The first number refers to the chapter in which the recommendation appears; the second number references its order of appearance in the chapter.
CONTINUING A COURSE OF RIGOROUS RESEARCH
The National Institutes of Health (NIH) fund research related to the prevention of MEB disorders through multiple centers and institutes. A significant body of research now points to common trajectories across multiple disorders and highlights the potential for interventions to affect multiple disorders. However, no definition of prevention is shared across agencies, no NIH-wide planning or accounting of prevention spending exists, and there are no common research priorities. In addition, most NIH research centers address single disorders. The ability of prevention research to approach issues from a comprehensive developmental perspective would be aided by cross-institute dialogue and by coordinated funding for interventions that address co-occurring outcomes, common risk and protective factors, and shared developmental pathways.