The Rural Integrated Behavioral Health Training (RIBHT) program is externally funded by the U.S. Department of Health and Human Services, Health Resources and Services Administration (HRSA). This project supports the state’s efforts to build a qualified behavioral health workforce. The behavioral health training program has been continuously funded in the WVU School of Social Work since 2012. The purpose of the RIBHT program is to prepare MSW students for behavioral health practice, with a focus on integrated and culturally appropriate rural service delivery.
RIBHT Info for MSW Students Upcoming RIBHT Events
Project Research and Evaluation
Research and evaluation of this project is led by Dr. Carrie Rishel (RIBHT PI and Project Director) and Dr. Bridget Bailey (RIBHT Co-I and Project Assistant Director). Savanna Brown is the Program Coordinator. Project results demonstrate that students trained significantly (p ≤ 0.05) improve in knowledge, beliefs, and skills related to integrative health practice. Over ten years of evaluation data have consistently demonstrated key training components that contribute to program success: fostering of cohort, faculty, and interprofessional relationships; the provision of specialized learning opportunities targeting skill development for integrated behavioral health practice; ensuring experiential opportunities for interprofessional team practice; and emphasizing leadership and advocacy skills to impact change in service delivery in rural areas. Follow-up surveys indicate that virtually all graduates are employed in behavioral health positions, the majority within West Virginia and the surrounding region.
Current project research focuses on evaluating, refining, and disseminating a rural hybrid training model aimed at preparing MSW students for integrated behavioral health practice. Expanding the training reach with a rural hybrid approach that brings campus based and online students together has strengthened the program and increased the number of well-trained behavioral health providers in rural and underserved areas. Rural training models such as this can help address health disparities influenced by provider shortages and support rural students to serve their home communities.
As part of its research aim, the RIBHT project supports a PhD student Graduate Research Assistant (GRA). The GRA role is focused on collecting evaluation data, conducting follow-ups with graduates one year and beyond, assessing statewide impact, and disseminating results via presentations and publications. The current RIBHT GRA, Elease Cook, joined the project in Fall of 2024.
Publications/manuscripts based on this project include:
Rishel, C. W., Bailey, B. C., Cook, E., Brown, S. (Under development). Addressing Behavioral Health Workforce Shortages in Rural Areas: Evaluation of a Hybrid Training Model.
Rishel, C. W., Guthrie, S. K., & Hartnett, H. P. (2020). Who am I and What do I do? Developing a Social Work Identity through Interprofessional Education and Practice. Advances in Social Work, 20, 440-453.
Rishel, C. W. & Hartnett, H. P. (2019). Preparing the Workforce to Prevent Behavioral Health Problems in Children and Youth. Journal of Teaching in Social Work, 39, 2-22.
Rishel, C. W. & Hartnett, H. P (2018). Innovations in Field Education to Improve Integrated Care for Young People and their Families. Field Educator, 8.2, 1-17.
Rishel, C. W. & Hartnett, H. P. (2017). Meeting the Challenge of Preparing Social Workers for Integrated Health Practice: Evidence from Two MSW Cohorts. Journal of Social Work Education. 53 sup1, S27-S39.
Rishel, C. W., Hartnett, H. P., & Davis, B. L. (2016). Preparing Students to Provide Integrated Behavioral Health Services in Rural Communities: The Importance of Relationships in Knowledge-Building and Practice. Advances Social Work 17, 151-165.
Rishel, C. W. & Hartnett, H. P. (2015). Preparing MSW Students to Provide Mental and Behavioral Health Services to Military Personnel, Veterans, and their Families in Rural Settings. Journal of Social Work Education, 51.sup 1, S26-S43.
Rishel, C. W. (2015). Establishing a Prevention-Focused Integrative Approach to Social Work Practice. Families in Society, 96, 125-132.