2022 Edition

Coaching, Support, and Education Services (CA-CSE) 5: Education and Support Group Services

Education and support groups provide educational, supportive, and preventive services in a group setting to improve emotional well-being, and promote self-sufficiency, personal growth, development, resilience, and wellness.
NA The organization does not provide education or support groups.

Currently viewing: COACHING, SUPPORT, AND EDUCATION SERVICES (CA-CSE)

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: Education and support group services may be designed and delivered by peers, such as peer recovery groups. 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
No Self-Study Evidence
  • Education and support group schedule for the previous 12 months
  • Curricula from education and support groups
  • 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 5.01

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: Education and support groups might focus on relapse prevention, job skills training, family relations, suicide loss and grief, and other topics related to personal recovery goals.

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 5.02

Services provided in a group setting:
  1. emphasize group learning and facilitate sharing in a safe, supportive environment;
  2. are designed to respond flexibly to the changing needs of group members; and
  3. are scheduled with participants’ time commitments in mind.

 

CA-CSE 5.03

Program activities promote the personal growth and independence of individuals and families through opportunities to:
  1. share experiences with the group;
  2. strengthen abilities to relate to those who are different from themselves;
  3. develop satisfying relationships with other group participants;
  4. assume responsibilities and develop leadership capacities; and
  5. participate in activities of interest.