CROSS-CUTTING DOMAIN
CROSS-CUTTING DOMAIN
DEFINITION: Awareness of the areas of knowledge that result in the development of competency in any addiction and mental health practice specialty.
These foundational areas include:
Understanding substance use disorders and their impact on individuals, children, families, and communities
Prevention of mental, emotional, and behavioral (MEB) disorders
Mental health promotion
Treatment and recovery knowledge
Application to practice
Knowledge of the current issues of SUDs, including the DSM-5 classifications. Knowledge of the typology of three types of SUD prevention interventions:
Universal preventive interventions
Targeted to individuals in the general population who have not been identified on the basis of individual risk
Selective preventive interventions
Targeted to a subgroup that has a significantly higher than average probability of developing an SUD
Indicated preventive interventions
Targeted to high-risk individuals who are identified as having minimal but detectable signs or symptoms foreshadowing an SUD*
Knowledge that the effects of substance use and misuse are cumulative and significantly contribute to costly social, physical, mental, and public health problems. Knowledge that these problems include:
Teenage pregnancy
HIV/AIDS
Other sexually transmitted illnesses (STIs)
Domestic violence
Child abuse
Motor vehicle crashes
Physical fights
Homicide
Suicide
Knowledge of the current issues of mental health, emotional health, and substance use. Knowledge of the typology of three types of MEB prevention interventions:
Universal preventive interventions
Targeted to individuals in the general population who have not been identified on the basis of individual risk
Selective preventive interventions
Targeted to a subgroup that has a significantly higher than average probability of developing an MEB Disorder
Indicated preventive interventions
Targeted to high-risk individuals who are identified as having minimal but detectable signs or symptoms foreshadowing an MEB Disorder
Knowledge and awareness that improving mental health requires policies and programs in government and business sectors, including education, labor, justice, transportation, environment, housing, and welfare, as well as specific activities in the health field relating to substance use prevention.
Knowledge of and awareness that mental illness can influence the onset, progression, and outcome of other illnesses and often correlates with health risk behaviors, such as substance use, tobacco use, and physical inactivity.7
Knowledge of critical issues in child development and infant and early childhood mental health, including brain development, attachment, emergent literacy, and the developmental importance of play.
Knowledge of theories of human growth and development and the influence of culture, gender, language, temperament, and family on human growth and development.
Knowledge of human behavior and performance; individual differences in ability, personality, and interests; learning and motivation; psychological research methods; and the assessment and treatment of behavioral and affective disorders.
Knowledge of the public health approach to addressing mental health and mental illness, including surveillance, epidemiology, prevention research, communication, education programs, policies, and systems changes, and the importance of mental health and mental illness as factors in public health promotion and prevention programs.
Knowledge of principles, methods, and procedures for diagnosis, treatment, and rehabilitation of physical and mental dysfunctions, as well as for career counseling and guidance.
Ensuring that components of the knowledge requirements are used as appropriate when carrying out responsibilities in the five prevention domains.
Ability to use the knowledge requirements in appropriate phases of work throughout the five prevention domains.