Glascoe FP, Marks KP, Poon JK, Macias MM. Identifying and Addressing Developmental-Behavioral Problems: A Practical Guide for Medical and Non-medical Professionals, Trainees, Researchers and Advocates. Nolensville, Tennessee: PEDStest.com, LLC, 2013.

Website support for Chapter 15:

Training Professionals in Practice

 

In Chapter 15, we cover how to train professionals already in practice including community health care providers, non-medical providers, and researchers. Also addressed is how to train those who will train others, self-training, how to facilitate cross-training between medical and non-medical professionals, presentation tips and training resources (e.g., slide shows, videos, handout suggestions, and activity worksheets). Below are links to training resources described elsewhere in this book and on its website including a downloadable and modifiable pre-/post-test and a training certificate, implementation worksheets, etc.

  •  Chapter 4 includes a list of tools with links to publisher’s websites. These are invaluable resources for slide shows, videos, case examples, trials of online services, etc. In addition, publishers can often help with announcements about training opportunities, and may be able to provide training materials.
  •  Background reading is often needed, especially for train-the-trainer sessions. Please see Chapter 1 and Chapter 2 for preparatory information on child development and disabilities. Chapter 10 provides background on psychosocial risk and resilience.
  • Providers usually need a compelling rationale for why informal tools do not work well, why quality measures are needed and how these actually save time. You can download and adapt the Why Screen slide show to facilitate adoption of accurate measures. Also helpful is to play the video from Harvard University in which reluctant providers and hospital administrators discover the value and time-savers of accurate screening tools.
  • For help creating handouts of resource referral resources see Chapters 5. Chapter 7 includes information sources for developmental-behavioral promotion.

  •  Implementation is the greatest challenge and worksheets are helpful for getting providers and staff to consider optimal work flow options. A worksheet is available in Chapter 16 and on the website for this book.
  •  For obtaining Continuing Education credits for medical and non-medical providers, speak to state or national chapters of societies (e.g., NAPNAP, AAP) or to local universities or teaching hospitals. For information on Maintenance of Certification and Quality Improvement Initiatives see Chapter 19.
  •  For pre-/post-test questions and a customizable certificate of attendance or mastery see Appendix B.

   Chapter 15