alexa Enhancing Behavioral Health Workforce in Youth Mental H
ISSN: 2375-4494

Journal of Child and Adolescent Behavior
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Enhancing Behavioral Health Workforce in Youth Mental Health through Grand Challenges in Social Work

Harold Eugene Briggs*, Shari E Miller and Adam Christopher Briggs

Department of Social work, University of Georgia, 310 East Campus Road, Room 219, Athens, Georgia 30602, USA

*Corresponding Author:
Harold Eugene Briggs
Department of Social work
University of Georgia, 310 East Campus Road
Room 219, Athens, Georgia 30602, USA
Tel: 503-804-9555
E-mail: [email protected]

Received Date: December 13, 2015; Accepted Date: January 06, 2016; Published Date: January 13, 2016

Citation: Briggs HE, Miller SE, Briggs AC (2016) Enhancing Behavioral Health Workforce in Youth Mental Health through Grand Challenges in Social Work . J Child Adolesc Behav 4:270. doi:10.4172/2375-4494.1000270

Copyright: © 2016 Briggs HE, et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.



This paper identifies as a grand challenge the need to integrate curriculum innovation in social work to the identified need to increase the workforce capacity of behavioral health practitioners competent in inter-professional, best and research informed practice with families of children, adolescents, and transitional age youth. This paper highlights the relevance of the grand challenge paradigm as the context within which social work is best situated to hone its interprofessional curriculum to educate practitioners to meet the behavioral health needs of a children, adolescents, transitional age youth and their families. Within the grand challenges paradigm, this paper further articulates the need for enhanced clarity of competence for MSW and PhD educated social workers, for clear expectations that social work scholars’ research have direct and translational community relevance, and it also presents a few of the advantages and limitations involved in adopting the grand challenge paradigm as a curriculum development and instructional standard in the academy of social work.

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