2022 Edition

Coaching, Support, and Education Services (CA-CSE) 4: Support Services for Individuals and Families

The organization provides individuals and families with supportive services that:

  1. recognize individual and family values and goals;
  2. accommodate differences in lifestyles; and
  3. emphasize personal growth, development, and situational change.
NA The organization does not provide support services for individuals and families.

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VIEW THE STANDARDS

Purpose

Individuals 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.

Examples: Support services may be designed and delivered by peers, examples of which include peer mentoring/coaching, recovery management, and parent and family support services. When peers are delivering services, CA-CSE 7 must also be implemented.

1
All elements or requirements outlined in the standard are evident in practice, as indicated by full implementation of the practices outlined in the Practice Standards.
2
Practices are basically sound but there is room for improvement, as noted in the ratings for the Practice Standards; e.g.,
  • Minor inconsistencies and not yet fully developed practices are noted; however, these do not significantly impact service quality; or
  • Procedures need strengthening; or
  • With few exceptions, procedures are understood by staff and are being used; or
  • For the most part, established timeframes are met; or
  • Proper documentation is the norm and any issues with individual staff members are being addressed through performance evaluations and training; or
  • Active client participation occurs to a considerable extent.
3
Practice requires significant improvement, as noted in the ratings for the Practice Standards. Service quality or program functioning may be compromised; e.g.,
  • Procedures and/or case record documentation need significant strengthening; or
  • Procedures are not well-understood or used appropriately; or
  • Timeframes are often missed; or
  • Several client records are missing important information; or
  • Client participation is inconsistent. 
4
Implementation of the standard is minimal or there is no evidence of implementation at all, as noted in the ratings for the Practice Standards; e.g.,
  • No written procedures, or procedures are clearly inadequate or not being used; or 
  • Documentation is routinely incomplete and/or missing.      
Self-Study EvidenceOn-Site EvidenceOn-Site Activities
  • Procedures for providing necessary care to trauma survivors or individuals at risk of suicide
No On-Site Evidence
  • Interviews may include:
    1. Program director
    2. Relevant personnel
    3. Individuals or families served
  • Review logs, progress notes, or case records for documentation of services provided, as applicable

 

CA-CSE 4.01

Services have an educational, supportive, or preventive focus to help individuals and families:

  1. recover from crisis;
  2. cope with life transitions;
  3. set and/or work towards identified goals;
  4. develop life skills and problem-solving techniques;
  5. develop social support networks and build healthy, meaningful relationships with people of their choosing;
  6. identify supportive resources;
  7. better understand the patterns of community and family living;
  8. anticipate and manage stresses of daily living; 
  9. improve role competency and family and social functioning; or
  10. prevent relapse of symptoms, enhance health, and promote whole-person wellness.

Examples: Life skill development activities will be tailored to meet the needs of persons served but can include the development of life skills necessary to: 

  1. obtain safe and stable housing; 
  2. pursue educational, occupational, and volunteer opportunities;
  3. manage finances;
  4. access community resources;
  5. access public assistance;
  6. reduce risk-taking behaviours, including practice with decision making and anger management; and
  7. participate in recreational activities and/or hobbies.


Examples: Social support networks can include mentors, community members, classmates, peers, mutual aid sponsors, siblings, and extended family members. For individuals in recovery from substance use disorder, the focus may be on building networks of sober individuals and identifying social activities that do not involve drugs and alcohol. 


 

CA-CSE 4.02

Personnel support individuals and families as they:

  1. explore and clarify the reason for accessing services;
  2. voice service goals;
  3. identify successful coping or problem solving strategies based on identified strengths, formal and informal supports, and preferred solutions;
  4. establish and evaluate progress towards achieving identified goals; and
  5. realize ways of maintaining and generalizing gains.
Examples: The organization can encourage active participation of individuals and families by demonstrating:
  1. sensitivity to the needs and personal goals of the individual or family;
  2. a receptive manner;
  3. respect for the person’s autonomy, confidentiality, socio-cultural values, lifestyle choices, and complex family interactions;
  4. flexibility; and
  5. appropriate boundaries.

 
Fundamental Practice

CA-CSE 4.03

When the individual is a victim of abuse, neglect, violence, or other known trauma, or at risk for suicide, the organization provides:

  1. trauma-informed care;
  2. education about the impact of trauma;
  3. an appropriate safety plan;
  4. resources to report domestic violence, sexual assault, abuse, or neglect if the individual elects to do so;
  5. information on service options so the individual can actively participate in developing service goals and objectives;
  6. more frequent monitoring of progress toward service or recovery goals; and/or
  7. access to more intensive services.
Example: Organizational self-assessment is one way to evaluate the extent to which an organizations’s policies and practices are trauma-informed, as well as identify strengths and barriers in regards to trauma-informed service delivery. For example, organizations can evaluate staff training and professional development opportunities and review supervision ratios to assess whether personnel are trained and supported on trauma-informed care practices. Organizations can also conduct an internal review of their service delivery processes to ensure that services are being delivered in a trauma-informed manner.

 

CA-CSE 4.04

Individuals, and their families when possible and appropriate, are actively connected with self-help/mutual aid groups when desired and appropriate to their request or need for service.

Interpretation

Connections to outside self-help/mutual aid groups should not be limited to providing the time and location for a meeting. Organizations can support the individual’s acclimation to a new group by, for example, discussing meeting protocols and what to expect prior to attending, accompanying them to their first meeting, and encouraging them to make connections with peers while at the meeting.