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Course Catalog


Term: Winter I term
Credits: 2 credits
Contact: Lawrence Wissow
Academic Year: 2014 - 2015
Course Instructor:

Examines integration of mental health and primary care as both a solution to chronic shortfalls in the provision of children's mental health services and an example of the processes involved in making change in complex systems. Frames the change process as taking place at three social-ecologic levels: how care is designed to bring about health behavior change at the client/patient/consumer level; how interventions are implemented to influence staff/clinician behavior at the organizational level; and incentives and barriers at the inter-organizational and health systems level. Uses this three-level framework to analyze a range of integration models (the medical home, collaborative and stepped care, task shifting, screening and brief intervention, and co-location of services). Uses examples largely from both ongoing programs in Maryland, Massachusetts, and Ohio with which the instructors are involved, as well as international programs.

Learning Objective(s):
Upon successfully completing this course, students will be able to:
Explain different models guiding integrated care
Link changes in client, staff, and provider behavior to the adoption of integrated care models
Analyze from a theoretical and practical viewpoint process that may result in the successful adoption of integrated care models

Methods of Assessment: Grading based on participation in small group sessions (20%), midterm quiz designed to frame concepts used in final paper (30%) and a final paper related to student's primary interest in integrated care (50%). Outline of paper due on last day of class. Paper due no later than 5 calendar days following last class.
Location: East Baltimore
Class Times:
  • Mon 01/12/2015 - Fri 01/16/2015
  • Monday 1:30 - 5:00
  • Tuesday 1:30 - 5:00
  • Wednesday 1:30 - 5:00
  • Thursday 1:30 - 5:00
  • Friday 1:30 - 5:00
Enrollment Minimum: 7
Instructor Consent: No consent required

No prerequisites, but students should be prepared to identify either a clinical setting or type of service that can serve as a focus for their project on readiness.

Auditors Allowed: Yes, with instructor consent
Grading Restriction: Letter Grade or Pass/Fail