Coaching, Support, and Education Services (CA-CSE) 2: Personnel
Interpretation Competency can be demonstrated through education, training, or experience, including lived experience when applicable. Support can be provided through supervision or other learning activities to improve understanding or skill development in specific areas.
Currently viewing: COACHING, SUPPORT, AND EDUCATION SERVICES (CA-CSE)
VIEW THE STANDARDS
PurposeIndividuals and families who participate in Coaching, Support, and Education Services identify and build on strengths, develop skills, gain experiential knowledge, access appropriate community and social supports and resources, and improve functioning in daily activities at home, at work, and in the community.
- With some exceptions, staff (direct service providers, supervisors, and program managers) possess the required qualifications, including education, experience, training, skills, temperament, etc., but the integrity of the service is not compromised; or
- Supervisors provide additional support and oversight, as needed, to the few staff without the listed qualifications; or
- Most staff who do not meet educational requirements are seeking to obtain them; or
- With few exceptions, staff have received required training, including applicable specialized training; or
- Training curricula are not fully developed or lack depth; or
- Training documentation is consistently maintained and kept up-to-date with some exceptions; or
- A substantial number of supervisors meet the requirements of the standard, and the organization provides training and/or consultation to improve competencies when needed; or
- With few exceptions, caseload sizes are consistently maintained as required by the standards or as required by internal policy when caseload has not been set by a standard; or
- Workloads are such that staff can effectively accomplish their assigned tasks and provide quality services and are adjusted as necessary; or
- Specialized services are obtained as required by the standards.
- A significant number of staff (direct service providers, supervisors, and program managers) do not possess the required qualifications, including education, experience, training, skills, temperament, etc.; and as a result, the integrity of the service may be compromised; or
- Job descriptions typically do not reflect the requirements of the standards, and/or hiring practices do not document efforts to hire staff with required qualifications when vacancies occur; or
- Supervisors do not typically provide additional support and oversight to staff without the listed qualifications; or
- A significant number of staff have not received required training, including applicable specialized training; or
- Training documentation is poorly maintained; or
- A significant number of supervisors do not meet the requirements of the standard, and the organization makes little effort to provide training and/or consultation to improve competencies; or
- There are numerous instances where caseload sizes exceed the standards' requirements or the requirements of internal policy when a caseload size is not set by the standard; or
- Workloads are excessive, and the integrity of the service may be compromised; or
- Specialized staff are typically not retained as required and/or many do not possess the required qualifications; or
- Specialized services are infrequently obtained as required by the standards.
|Self-Study Evidence||On-Site Evidence||On-Site Activities|
Direct service personnel must have:
- an associate’s degree in a human services field appropriate to the services being provided; or
- appropriate training and experience.
Supervisors are qualified by:
- at least two years of experience providing coaching, support, and/or education services;
- a bachelor’s degree in a human services field; and
- training in staff supervision.
Interpretation Appropriate experience and specialized training can compensate for a lack of a bachelor’s degree depending on the program design. For example, in peer support programs, number of years' experience providing peer support services, in addition to formal trainings and/or certifications, is more critical than level of academic degree.
Interpretation For individuals supervising peer support staff, training should include recognizing and responding to signs of trauma among peer support workers.
- procedures for making appropriate referrals or providing information;
- recognizing and responding to signs and symptoms of trauma; and
- recognizing and responding to signs of suicide risk.
- engaging and motivating group members;
- understanding and managing group dynamics in order to maintain comfort and safety for participants;
- leading discussions; and
- facilitating group activities.
Direct service personnel are trained on, or demonstrate competency in:
- child development, and individual and family functioning;
- evidence-based practices and relevant emerging bodies of knowledge as appropriate to the program design and service population;
- ecological or person-in-environment perspectives; and
- working with difficult to reach, traumatized, or disengaged individuals and families.
NA The organization provides information and referral services only.
Personnel who provide peer support:
- obtain certification, as defined by their province and/or territory;
- are willing to share their personal recovery stories;
- have a job description and clearly understand the role of a peer support worker; and
- have adequate support and appropriate supervision, including mentoring and/or coaching from more experienced peers when indicated.
Examples: Peer support staff can have many different job titles that can include, but are not limited to, certified peer specialist, peer support specialist, recovery support specialist, peer navigator, or recovery coach.
Personnel who provide peer support receive pre- and in-service training on:
- how to recognize the need for more intensive services;
- established ethical guidelines, including setting appropriate boundaries and protecting confidentiality and privacy;
- wellness support methods, trauma-informed care practices, and recovery resources;
- managing personal triggers that may occur during the course of their role as a peer support provider; and
- skills, concepts, and philosophies related to recovery and peer support.
Employee workloads support the achievement of individual or family outcomes and are regularly reviewed.
- the qualifications, competencies, and experience of the worker, including level of supervision needed;
- the work and time required to accomplish assigned tasks and job responsibilities; and
- service volume, accounting for assessed level of needs of persons served.