technical competencies report
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Competenciesfor Canada’s Substance Abuse Workforce
SECTION VIITECHNICAL COMPETENCIES REPORT
This package was published by the Canadian Centreon Substance Abuse (CCSA).
Suggested citation: Canadian Centre on Substance Abuse. (2014). Competencies for Canada’s substance abuse workforce.
Ottawa, ON: Canadian Centre on Substance Abuse.
This is a living document, which CCSA may revise and update to reflect the latest evidence and research.
© Canadian Centre on Substance Abuse, 2014
For additional copies, contactCCSA, 75 Albert St., Suite 500
Ottawa, ON K1P 5E7Tel.: 613-235-4048
Email: competencies@ccsa.ca
ISBN 978-1-77178-192-3
SECTION VII TECHNICAL COMPETENCIES REPORT
TABLE OF CONTENTS
INTRODUCTION
GLOSSARY OF KEY TERMS
TECHNICAL COMPETENCY DEFINITIONS
USING THE TECHNICAL COMPETENCIES
BEHAVIOUR INDICATORS BY LEVEL OF PROFICIENCY
VII–1
VII–3
VII–4
VII–7
VII–8
The Canadian Centre on Substance Abuse (CCSA) gratefully acknowledges the significant contributions and support
received from people working in the field who participated in focus groups across Canada.
CCSA especially thanks all its partners who so graciously allowed and encouraged staff to participate in the focus
groups. The research means nothing if the end result is not meaningful to the people for whom it is intended and CCSA
could not produce a meaningful report without the input from the focus groups.
CCSA also thanks members of the National Advisory Group on Workforce Development (comprised of representatives
from key national organizations and provincial/territorial governments) and other experienced directors and managers
who participated in reviews of both sets of competencies.
These documents can also be downloaded as a PDF at www.ccsa.ca
Ce document est également disponible en français sous le titre :Compétences pour les intervenants canadiens en toxicomanie
ACKNOWLEDGEMENTS
VII–1
© Canadian Centre on Substance Abuse, 2014 Competencies for Canada’s Substance Abuse Workforce
• Treatment evolved to increase focus on clients’ strengths, capabilities and resources. It is generally accepted in the field that treatment must engage and be driven by clients and incorporate their goals and success measurements. This strength-based approach recognizes that relapse can occur, and is an opportunity to build toward success, not a failure.
Technical Competencies Compared with Behavioural CompetenciesOrganizations and individuals who use the Competencies for Canada’s Substance Abuse Workforce have told us that keeping the Technical and Behavioural Competencies separate is useful, so they remain distinct although linked categories. The two types of competencies are defined as follows:
Technical Competencies are the specific, measurable knowledge and skills required to apply technical principles and information in a job function. Technical Competencies are usually learned in an educational environment or on the job. They are the “what” of a job and sometimes are called “hard” skills. Counselling is one example of a Technical Competency.
Behavioural Competencies are the specific, measurable knowledge, skills and values required to perform effectively in a job function. Behavioural Competencies are typically learned and developed through life experiences. They are the “how” of performing a job and are sometimes called “soft” skills. Interpersonal rapport/savvy is one example of a Behavioural Competency.
INTRODUCTIONWhen work began on the Competencies for Canada’s Substance Abuse Workforce, the Canadian Centre on Substance Abuse (CCSA) committed to updating them as necessary because competencies are dynamic and the substance abuse field changes over time. The second version of the Technical Competencies fulfills this commitment and reflects developments over the past few years:
• CCSA’s review of recent literature revealed new or reinforcing evidence for successful substance use treatment.
• Through discussions with stakeholders, we gained a clearer understanding of the distinction between Technical Competencies and Behavioural Competencies. As a result, we moved three Technical Competencies to the Behavioural Competencies (Diversity and Cultural Responsiveness, Ethics and Professionalism, and Teamwork). Conflict Management, a Technical Competency in version one, was considered so integral to other competencies that it was removed as a specific competency and relevant behaviour indicators were incorporated into other competencies.
• Professionals in the substance abuse field began to change the language of engagement with clients to remove disempowering words. For example: “mental health problems” was replaced by “mental health issues,” which reflects a more neutral view that individuals can encounter stresses rendering them less able to cope for a period, but good mental health can return without being treated by medication.
Competencies for Canada’s Substance Abuse Workforce
TECHNICAL COMPETENCIES REPORT
VII–2
© Canadian Centre on Substance Abuse, 2014 Competencies for Canada’s Substance Abuse Workforce
New Features in Version TwoFocus on Substance UseThe focus of the Technical Competencies, version two, is substance use, which encompasses abuse, dependency, disorder, misuse and addiction. In this version, efforts have been made to use terminology that is meaningful to treatment providers without emphasis on a clinical or disease model. Research from other countries and anecdotal information garnered from participants in the focus groups indicate that treating problematic gambling and smoking can be successful using similar approaches and strategies as for treating substance use. Substance-Related and Addictive Disorders, a factsheet from the American Psychiatric Association (2013), indicates that research on pathological gambling has led to gambling disorder being included in the Diagnostic and Statistical Manual of Mental Disorder (fifth edition) and states that “gambling disorder is similar to substance-related disorders in clinical expression, brain origin, comorbidity, physiology, and treatment.”
Trauma-specific Care vs. Trauma-informed Care One of the Technical Competencies is titled Trauma-specific Care, chosen to indicate that treatment providers discuss with clients the cause or causes of their trauma and assist clients to identify and incorporate in their lives ways to cope effectively with the effects of trauma so that clients build a bank of coping mechanisms that increase the quality of their lives. In addition to this competency, behaviour indicators throughout a number of the Technical Competencies also reference Trauma-specific Care.
Trauma-informed Care1 is provided by the whole organization. It is a systematic approach to caring for clients, doing the right thing before a client is even in the room to increase the client’s feeling of safety, choice and control. Trauma-informed care does not include talking about the underlying trauma.2
Sequencing the CompetenciesUnderstanding Substance Use and Understanding Concurrent Disorders are two foundational Technical Competencies that underpin all the other competencies in this report. They are set out first and the remaining Technical Competencies are then listed in alphabetical order. The focus groups were clear that substantive knowledge in the two foundational Technical Competencies is essential for everyone working in this field, although the level of proficiency required differs depending on the work an individual performs.
That the Technical Competency of counselling is more effective when combined with the Behavioural Competency of interpersonal rapport/savvy demonstrates how the two sets of competencies complement each other. The Behavioural Competencies inform the Technical Competencies; one set should not be used in isolation from the other.
Development Process for the CompetenciesWhen CCSA started researching competencies for the substance abuse treatment field in 2006, we realized that extensive work was needed to define them. We began with Technical Competencies because they are easier to observe and measure, publishing the first version of them in 2007. We then turned to Behavioural Competencies and published a report on them in 2010, along with guides, interview forms and performance measurement tools to assist organizations in using them.
CCSA began research on the second version of the Technical Competencies in 2012. We had already transferred four Technical Competencies to the Behavioural Competencies. We refined and expanded the remaining 14 Technical Competencies with additional behaviour indicators and added three new competencies. As with the previous competencies work, after we completed research on a draft of the second version of the Technical Competencies, we asked focus groups across Canada to review them.
Most of the focus groups were composed of frontline treatment service and program delivery staff. However, because of the importance of including concurrent disorders, CCSA hosted focus groups of mental health workers and nurses. Further, recognizing that the Competencies for Canada’s Substance Abuse Workforce extends beyond organizations that provide treatment services, we convened a focus group of probation officers and another of people with lived experience. All the focus groups provided key feedback in shaping version two of the Technical Competencies to increase inclusivity, ensure consistent terminology, increase clarity and reflect treatment of concurrent disorders. In total, 12 focus groups were held, with over 110 participants.
1 For a comparison between trauma-informed services and trauma-specific services and an organizational checklist, see Trauma Informed Practice Guide. Victoria: BC Centre of Excellence for Women’s Health, 2013.2 For more information on trauma-informed care, see Nancy Poole and Lorraine Greaves, eds., Becoming Trauma Informed. Toronto: Centre for Addiction and Mental Health, 2012.
Technical Competencies ReportNEW FEATURES IN VERSION TWO
VII–3
© Canadian Centre on Substance Abuse, 2014 Competencies for Canada’s Substance Abuse Workforce
Mental Health IssuesUndiagnosed imbalance in mental health resulting in reduced ability to deal with stress, difficulties and people, and often leading to inappropriate or unhelpful coping mechanisms. (Although sometimes called mental health problems, this phrase was discarded as pejorative by focus groups validating this version of the Technical Competencies.) Symptoms are likely discussed between a client and a treatment provider and coping mechanisms are encouraged to aid the client in moving toward better mental health.
Mental IllnessPsychiatric disorder or mental-health impairment, diagnosed by a specialist practitioner, that requires treatment, often including medication.
Screening (see also Assessment)Brief initial process to identify the risks associated with a client’s substance use and any related concerns.
Social Support (see also Family)Individuals or groups who constitute social networks, Elders, community systems and any configuration of significant others in the client’s past, present or future, and who can either support or undermine the client’s treatment goals.
Specialist PractitionerRefers to psychiatrists, psychologists and other regulated clinicians who can diagnose mental illness and are licensed to prescribe medications.
Substance UseThe self-administration of a psychoactive substance (WHO, 2006). For the Technical Competencies, substance use includes abuse, dependency, addiction and misuse of both licit and illicit substances, and some emphasis on substance use prevention and health promotion.
TraumaExperiences that overwhelm an individual’s capacity to cope. Such experiences include trauma early in life (e.g., child abuse and neglect, witnessing violence) and later traumatic experiences (e.g., accidents, war, natural disasters).
GLOSSARY OF KEY TERMSCertain words and phrases have a meaning specific in this report. Those words are defined below, reflecting the environment and context in which treatment providers deliver services and programs.
Assessment (see also Screening)In-depth, ongoing process to inform the therapeutic approach. The practitioner engages the client; gathers information; establishes the presence or absence of a problem; identifies strengths and problem areas; and monitors issues such as client readiness to change, the need for crisis intervention or specialist practitioner intervention, and family support.
ClientIndividual or family seeking assistance and support to eliminate substance use or to deal with substance use issues.
Concurrent DisordersA combination of substance use and a diagnosed mental health problem. Examples of concurrent disorders are:
• A drinking problem and an anxiety disorder
• Cannabis dependence and schizophrenia
• Heroin dependence and borderline personality disorder
Evidence-informedTreatment approaches guided by the best available research and practice-based knowledge. Evidence-informed treatment approaches allow for innovation while incorporating lessons learned from existing research literature and being responsive to cultural backgrounds, community values and individual preferences. Evidence-based practices are treatment approaches validated by some form of documented scientific evidence.
Family (see also Social Support)Individuals or groups who constitute family both in the traditional sense and in a broader sense that includes any configuration of significant others in the client’s past, present or future and who can either support or undermine the client’s treatment goals.
Mental HealthContinuum of psychological and emotional well-being along which an individual moves periodically without having a mental illness. The World Health Organization (WHO) defines mental health as a state of well-being in which an individual realizes his or her own potential, can cope with the normal stresses of life, can work productively and fruitfully, and is able to make a contribution to her or his community.
Technical Competencies ReportGLOSSARY OF KEY TERMS
TECHNICAL COMPETENCY DEFINITIONS
Competency Title Definition Notes on the Competency
Understanding Substance Use
(in v. 1 was Understanding Use, Abuse, and Dependency)
Background or contextual knowledge of substance use, as defined in the Competencies, required to properly inform more specific aspects of a professional’s work with clients and their families.
The choice of “substance use” reflects a research perspective that this phrase encompasses use, misuse, abuse, dependency and addiction.
This is 1 of 2 foundational competencies.
Understanding Concurrent Disorders
(in v. 1 was Mental Health)
Knowledge and skills required to properly inform more specific aspects of a professional’s work with clients with co-occurring substance use and mental illness, or substance use and mental health issues.
This competency recognizes that many treatment providers are not licensed clinicians, but must be conversant with concurrent disorders so they can serve clients effectively.
This is 2 of 2 foundational competencies.
Case Management Facilitating a substance use client’s movement within and between service providers. It includes maintaining accurate documentation, sharing client information appropriately and collaborating with other services providers.
This competency is closely linked to the competencies Client Referral and Record Keeping and Documentation.
Client Referral
NEW
Collaborating with substance use clients, services and supports to identify and access the best available resources to meet clients’ needs.
This competency reflects increased recognition of the importance of being able to access a wide range of pertinent resources.
This competency is closely linked to Case Management and Treatment Planning.
Community Development Working together to identify community needs and resources, and to plan and support or guide collective action.
Community development is expected to be planned and implemented collaboratively with community leaders where possible and appropriate, although this is not clearly stated in the definition of the competency.
This competency is closely linked to Outreach.
Counselling Applying a comprehensive range of evidence-informed counselling styles, techniques and methodologies aimed at improving the overall well-being of substance use and concurrent disorders clients.
Treatment providers use a range of methods and adapt or revise them in keeping with new knowledge, promising or best practices, and learning from application in practice to ensure that the counselling is strength-based and always focused on the client and his or her needs.
This competency is closely linked to Family and Social Support, Trauma-specific Care and Treatment Planning.
© Canadian Centre on Substance Abuse, 2014 Competencies for Canada’s Substance Abuse Workforce
The 17 Technical Competencies in version two are listed below, along with definitions and notes to help readers understand the changes made for this version. For all Technical Competencies, some behaviour indicators were refined and new ones added.
Technical Competencies ReportTECHNICAL COMPETENCY DEFINITIONS
VII–4
© Canadian Centre on Substance Abuse, 2014 Competencies for Canada’s Substance Abuse Workforce
Competency Title Definition Notes on the Competency
Crisis Intervention Recognizing and responding effectively when a substance use or concurrent disorders client or associated group or community is in an unstable, risky, dangerous or potentially dangerous situation.
This competency does not indicate a requirement for crisis intervention training; however, it could be worthwhile as a professional development opportunity for staff requiring this competency.
Family and Social Support Working with clients and individuals and groups most affected by the client’s substance use and most able to either support or undermine the client’s treatment goals.
Sometimes, the client is not the individual with a drug problem and might be a family member. Sometimes, the client is the individual with a drug problem and their family is not supportive of their attempts to stop using substances.
For a full explanation of family, see the Glossary of Key Terms.
This competency is closely linked to Counselling.
Group Facilitation Using evidence-informed approaches to work effectively with substance use and concurrent disorders clients in group settings.
Medications
(in v. 1 was Pharmacology)
The knowledge and skills required to understand and use medications in the treatment of clients with substance use or concurrent disorders and to understand and respond to the impact that medications could have on the client.
Originally, this competency was titled Pharmacology; however, the focus groups found that term was not helpful.
Most treatment providers are not licensed to prescribe or dispense medications. As a result, the emphasis in this competency is on knowledge. For example, recognizing when medication is having an adverse effect and knowing how best to respond to increase the client’s success.
In organizations where treatment providers are licensed, most behaviour indicators for this competency can be adjusted to reflect appropriate actions.
Outreach Designing and delivering substance use and concurrent disorders services in the community to a broad range of clients, including those who might otherwise not seek or have access to those services.
This competency is closely linked to Community Development.
Prevention and Health Promotion
(prevention of substance use)
Engaging with substance use and concurrent disorders clients, their families and their communities to encourage the adoption of knowledge, behaviours, values and attitudes that promote personal and community well-being.
This competency recognizes that many treatment providers also work in prevention.3
3 For more information on prevention and health promotion work, look for the prevention workforce competencies that will be available from CCSA in spring 2015. They will focus on working with youth.
Technical Competencies Report TECHNICAL COMPETENCY DEFINITIONS
VII–5
© Canadian Centre on Substance Abuse, 2014 Competencies for Canada’s Substance Abuse Workforce
Competency Title Definition Notes on the Competency
Program Development, Implementation and Evaluation
Developing and implementing new substance use programs, modifying existing programs to respond to identified needs and evaluating the outcomes of new or revised programs.
This competency helps to inform staff about the range of program-related activities they could be expected to participate in and to equip staff to participate more effectively in needs assessment as well as program development, implementation and evaluation.
Record Keeping and Documentation
NEW
Creating and maintaining accurate, up-to-date, comprehensive client records able to withstand legal scrutiny.
This competency reflects the increasing importance of robust record keeping.
This competency is closely linked to Case Management.
Screening and Assessment Selecting, administering and interpreting the results of evidence-informed tools and methods to measure a client’s substance use and related concerns, and inform the care and treatment plan.
This competency is closely linked to Case Management, Counselling and Treatment Planning.
Trauma-specific Care
NEW
Interacting with substance use clients to identify and consider the impact that overwhelmingly negative events have on functioning and the ability to cope, and then developing and delivering interventions that emphasize safety, choice and personal control.
As research on trauma has increased, so has the realization that substance use and mental health issues often develop or increase as a result of trauma.
This competency is closely linked to Counselling.
Treatment Planning Collaboratively developing a treatment plan based on screening and assessment findings, ensuring that activities and resources reflect the client’s needs, strengths and goals. The process also includes monitoring, evaluating, planning for discharge and updating the treatment plan so that it reflects the client’s evolving needs and goals.
This competency is closely linked to Counselling, Case Management and Client Referral.
VII–6
Technical Competencies ReportTECHNICAL COMPETENCY DEFINITIONS
© Canadian Centre on Substance Abuse, 2014 Competencies for Canada’s Substance Abuse Workforce
USING THE TECHNICAL COMPETENCIESFor each Technical Competency, there is a definition and four levels of proficiency: Introductory, Developing, Intermediate and Advanced. A full explanation of the proficiency levels is found in the Overview of Competencies for Canada’s Substance Abuse Workforce.
The Technical Competencies can be used to create or refine job descriptions and profiles, interview candidates, assess candidate suitability and experience, set employee performance expectations, and evaluate employee performance. They are also useful to individuals who wish to self-assess their skills and determine how they can best further develop their skills.
Tools to Support Use of Technical Competencies4
To assist organizations using the second version of the Technical Competencies, CCSA has provided in a separate section a series of interview questions for each competency. There are four questions for each competency, one for each level of proficiency, and each question links to particular behaviour indicators for that level of proficiency. The questions are examples that can be used as is or adapted to reflect an organization’s specific needs. By providing these sample questions, CCSA anticipates that organizations can more easily create additional questions that reflect behaviour indicators for specific jobs or functions within a particular organization.
Readers wishing to consider what Competencies users have said about incorporating them into practices can view the seven related videos, which discuss ease of use, benefits of use, curriculum and other topics. CCSA will continue to develop other resources as requested by partners and users of the Competencies.
Technical Competencies Report USING THE TECHNICAL COMPETENCIES
VII–7
4 An additional resource, Guide to Culturally Relevant Behaviour Indicators for the Technical Competencies, produced jointly by CCSA and the National Native Addiction Partnership Foundation (NNAPF), will be available by spring 2015.
© Canadian Centre on Substance Abuse, 2014 Competencies for Canada’s Substance Abuse Workforce
VII–8
Technical Competencies ReportBEHAVIOUR INDICATORS BY LEVEL OF PROFICIENCYUNDERSTANDING SUBSTANCE USE
UN
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TAN
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SE
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onte
xtua
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ork
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= D
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3 =
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4 =
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at s
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ance
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e ex
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any
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ors
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ct o
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e su
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nce
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e cli
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entifi
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ose
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ple,
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and
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tal h
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ffect
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s th
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pact
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ma
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nd h
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sour
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o de
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plain
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gen
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term
s wi
thdr
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nd tr
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lapse
prev
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wor
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nts
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plain
s in
gen
eral
term
s ho
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d wh
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t of
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tegr
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d ap
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ork
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itigat
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tpo
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and
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cess
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eatm
ent
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•W
orks
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plex
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ensit
iveca
ses
requ
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a so
phist
icate
dun
ders
tand
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of:
•M
ost a
spec
ts o
f sub
stan
ce u
sean
d co
ncur
rent
diso
rder
s•
Diffe
rent
cul
ture
s an
d va
rious
popu
latio
ns
•W
orks
with
clie
nts
usin
g m
edica
tions
likel
y to
hav
e an
impa
ct o
n m
ood,
be
havio
ur a
nd c
ogni
tive
func
tioni
ng
•Pa
rticip
ates
in p
lanni
ng a
ndco
nduc
ting
rese
arch
on
curre
nttre
nds
in a
ll asp
ects
of t
hepr
even
tion,
diag
nosis
and
trea
tmen
tof
sub
stan
ce u
se a
nd c
oncu
rrent
diso
rder
s
•Su
perv
ises
or c
oach
es o
ther
s in
deve
lopi
ng th
eir k
nowl
edge
of c
ausa
lity,
prev
entio
n, d
iagno
sis a
nd tr
eatm
ent o
fsu
bsta
nce
use
and
conc
urre
nt d
isord
ers,
and
inte
grat
ing
this
new
know
ledg
e in
toth
eir w
ork
with
clie
nts
•Su
perv
ises
or c
oach
es c
olle
ague
swo
rkin
g wi
th c
ompl
ex a
nd s
ensit
iveca
ses
requ
iring
a so
phist
icate
dun
ders
tand
ing
of a
ll asp
ects
of s
ubst
ance
use
and
conc
urre
nt d
isord
ers
•In
itiate
s, fa
cilita
tes
or p
artic
ipat
es in
colla
bora
tive
rese
arch
that
:•
Adva
nces
kno
wled
ge a
bout
prev
entio
n, s
cree
ning
and
asse
ssm
ent,
and
treat
men
t of
subs
tanc
e us
e•
Expl
ores
the
rang
e of
soc
ial,
politi
cal,
econ
omic,
spi
ritua
l and
cultu
ral f
acto
rs lik
ely
to h
ave
anim
pact
on
subs
tanc
e us
e
•Co
ntrib
utes
to p
rofe
ssio
nal d
evel
opm
ent
and
exch
ange
s of
cur
rent
kno
wled
ge o
nsu
bsta
nce
use
and
conc
urre
nt d
isord
ers
•De
velo
ps n
ew to
ols,
tech
niqu
es a
ndsu
ppor
t mat
erial
s th
at a
ssist
the
subs
tanc
e us
e wo
rkfo
rce
•Ad
voca
tes
for t
he d
evel
opm
ent a
ndim
plem
enta
tion
of p
ublic
pol
icy d
esig
ned
to m
inim
ize ri
sk w
hile
enh
ancin
gre
silie
ncy
•Ad
voca
tes
for f
undi
ng o
f res
earc
h an
dpr
ogra
ms
desig
ned
to im
prov
e th
e liv
esof
sub
stan
ce a
buse
clie
nts
EXAMPLES
© Canadian Centre on Substance Abuse, 2014 Competencies for Canada’s Substance Abuse Workforce
UN
DE
RS
TAN
DIN
G S
UB
STA
NC
E U
SE
: Bac
kgro
und
or c
onte
xtua
l kno
wle
dge
of s
ubst
ance
use
, as
defin
ed in
the
Com
pete
ncie
s,re
quire
d to
pro
perly
info
rm m
ore
spec
ific
aspe
cts
of a
pro
fess
iona
l’s w
ork
with
clie
nts
and
thei
r fa
milie
s.
1 =
Intr
od
ucto
ry2
= D
evel
op
ing
3 =
Inte
rmed
iate
4 =
Ad
vanc
ed
•Ex
plain
s in
gen
eral
term
s th
e im
pact
that
med
icatio
ns a
nd o
ther
dru
gs c
an h
ave
onon
e an
othe
r, an
d ap
plie
s th
is un
ders
tand
ing
inwo
rkin
g wi
th c
lient
s
•M
onito
rs in
form
atio
n ab
out c
urre
nt re
sear
chto
upd
ate
and
enha
nce
the
know
ledg
e ba
seap
plie
d wh
en in
tera
ctin
g wi
th c
lient
s
EXAMPLES
Technical Competencies ReportBEHAVIOUR INDICATORS BY LEVEL OF PROFICIENCY
UNDERSTANDING SUBSTANCE USE
VII–9
© Canadian Centre on Substance Abuse, 2014 Competencies for Canada’s Substance Abuse Workforce
VII–10
Technical Competencies ReportBEHAVIOUR INDICATORS BY LEVEL OF PROFICIENCYUNDERSTANDING CONCURRENT DISORDERS
UN
DE
RS
TAN
DIN
G C
ON
CU
RR
EN
T D
ISO
RD
ER
S: K
now
ledg
e an
d sk
ills re
quire
d to
pro
perly
info
rm m
ore
spec
ific
aspe
cts
of a
prof
essi
onal
’s w
ork
with
clie
nts
with
co-
occu
rrin
g su
bsta
nce
use
and
men
tal i
llnes
s or
sub
stan
ce u
se a
nd m
enta
l hea
lth is
sues
.
1 =
Intr
od
ucto
ry2
= D
evel
op
ing
3 =
Inte
rmed
iate
4 =
Ad
vanc
ed
• Ex
plain
s a
begi
nnin
g un
ders
tand
ing:
• W
hat i
s m
eant
by
men
tal h
ealth
an
d m
enta
l illn
ess
and
the
diffe
renc
e be
twee
n th
em•
Fact
ors
that
con
tribu
te to
thei
r pr
esen
ce in
the
gene
ral a
nd in
sp
ecific
pop
ulat
ions
and
cul
ture
s•
The
stig
ma
that
is o
ften
asso
ciate
d wi
th m
enta
l illn
ess
and
men
tal
healt
h iss
ues,
and
how
that
may
va
ry in
diff
eren
t pop
ulat
ions
and
cu
lture
s•
The
relat
ions
hip
betw
een
men
tal
illnes
s an
d m
enta
l hea
lth is
sues
an
d co
-occ
urrin
g su
bsta
nce
use
• Th
at m
any
subs
tanc
e us
e cli
ents
ha
ve c
o-oc
curri
ng m
enta
l illn
ess
or
men
tal h
ealth
issu
es•
That
man
y su
bsta
nce
use
clien
ts
have
hist
orie
s of
trau
ma,
whi
ch c
an
have
an
impa
ct o
n th
eir s
ubst
ance
us
e an
d tre
atm
ent
• De
scrib
es h
ow c
oncu
rrent
diso
rder
s im
pact
pro
blem
gam
blin
g, in
cludi
ng:
• Ou
tlinin
g ho
w su
bsta
nce
use
prob
lem
s, m
enta
l illn
ess
and
men
tal h
ealth
issu
es a
ffect
th
e pr
even
tion,
diag
nosis
and
tre
atm
ent o
f pro
blem
gam
blin
g•
List
ing
the
kind
of s
ubst
ance
us
e pr
oble
ms,
men
tal il
lnes
ses
or m
enta
l hea
lth is
sues
ofte
n ex
perie
nced
by
clien
ts w
ith
prob
lem
gam
blin
g
• Ex
plain
s th
e m
ajor c
ateg
orie
s of
men
tal
illnes
s an
d of
men
tal h
ealth
issu
es a
nd
the
signs
and
sym
ptom
s of
eac
h
• Ex
plain
s fre
quen
t cau
ses
of a
nd
treat
men
ts fo
r the
cat
egor
ies
cited
• Pr
ovid
es o
bjec
tive
desc
riptio
ns o
f the
be
havio
ur o
f clie
nts
show
ing
signs
and
sy
mpt
oms
of s
uspe
cted
men
tal il
lnes
s or
men
tal h
ealth
issu
es w
hen
refe
rring
th
em to
or c
onsu
lting
with
spe
cialis
t pr
actit
ione
rs
• Co
llabo
rate
s wi
th c
lient
s to
inte
grat
e re
sults
of c
onsu
ltatio
ns o
r ref
erra
ls in
cli
ents
’ tre
atm
ent p
lans
• In
tegr
ates
trau
ma-
info
rmed
app
roac
hes
into
trea
tmen
t stra
tegi
es
• In
tegr
ates
pra
ctica
l, le
vel-a
ppro
priat
e kn
owle
dge
of m
edica
tions
into
trea
tmen
t st
rate
gies
• Co
llabo
rate
s wi
th c
lient
s to
iden
tify
the
impa
ct o
f stig
ma
and
how
to a
ddre
ss it
an
d ad
dres
s th
e ho
st o
f oth
er p
erso
nal
and
syst
emic
fact
ors
that
eith
er
cont
ribut
e to
or p
rote
ct a
gain
st th
e de
velo
pmen
t of c
oncu
rrent
diso
rder
s
• M
onito
rs e
viden
ce-in
form
ed k
nowl
edge
ab
out t
he b
est a
ppro
ache
s to
trea
ting
conc
urre
nt d
isord
ers
and
work
ing
with
pe
ople
who
hav
e th
ese
diso
rder
s
• Ex
plain
s th
e im
pact
of a
nd re
latio
nshi
p be
twee
n di
ffere
nt c
ultu
ral v
alues
and
st
igm
a on
clie
nts
with
con
curre
nt
diso
rder
s an
d co
llabo
rate
s wi
th c
lient
to
addr
ess
thes
e iss
ues
• De
velo
ps a
nd im
plem
ents
evid
ence
-in
form
ed s
trate
gies
that
app
ropr
iatel
y ad
dres
s:•
The
relat
ive s
ever
ity o
f bot
h th
e cli
ent’s
sub
stan
ce u
se a
nd m
enta
l illn
ess
or m
enta
l hea
lth is
sues
• Th
e sp
ecific
nee
ds re
lated
to th
e cli
ent’s
cul
tura
l con
text
• Th
e fu
ll ran
ge o
f the
clie
nt’s
chall
enge
s (e
.g.,
phys
ical h
ealth
, ho
usin
g, fi
nanc
es)
• Th
e ne
ed to
col
labor
ate
with
a
varie
ty o
f oth
ers
• Co
llabo
rate
s wi
th c
olle
ague
s in
in
tegr
atin
g kn
owle
dge
with
pra
ctice
• Co
llabo
rate
s wi
th o
ther
age
ncie
s an
d se
rvice
pro
vider
s to
add
ress
cha
lleng
es
like
empl
oym
ent a
nd h
ousin
g
• En
gage
s in
cro
ss-tr
ainin
g op
portu
nitie
s wi
th o
ther
pro
fess
iona
ls
• Su
perv
ises
or c
oach
es o
ther
pr
ofes
siona
ls wo
rkin
g wi
th c
lient
s wi
th
conc
urre
nt d
isord
ers
• Co
llabo
rate
s an
d ta
kes
a le
ader
ship
ro
le in
dev
elop
ing
and
impl
emen
ting
a se
amle
ss, e
viden
ce-in
form
ed a
ppro
ach
acro
ss a
ll sec
tors
and
disc
iplin
es to
th
e de
liver
y of
ser
vices
to c
lient
s wi
th
conc
urre
nt d
isord
ers
• Co
llabo
rate
s an
d ta
kes
a le
ader
ship
ro
le in
itiatin
g or
facil
itatin
g cr
oss-
train
ing
oppo
rtuni
ties
with
spe
cialis
t pra
ctitio
ners
• Ad
voca
tes
for,
facil
itate
s an
d co
ntrib
utes
to
col
labor
atio
ns b
etwe
en th
e fu
ll ran
ge
of p
rofe
ssio
nals
invo
lved
in d
iagno
sing
and
treat
ing
clien
ts w
ith c
oncu
rrent
di
sord
ers
• Ad
voca
tes
for,
initia
tes,
facil
itate
s or
pa
rticip
ates
in re
sear
ch fo
cuse
d on
the
appr
opria
te in
tegr
atio
n of
trea
tmen
t for
co
-occ
urrin
g su
bsta
nce
use
and
men
tal
illnes
s or
men
tal h
ealth
issu
es
EXAMPLES
© Canadian Centre on Substance Abuse, 2014 Competencies for Canada’s Substance Abuse Workforce
UN
DE
RS
TAN
DIN
G C
ON
CU
RR
EN
T D
ISO
RD
ER
S: K
now
ledg
e an
d sk
ills re
quire
d to
pro
perly
info
rm m
ore
spec
ific
aspe
cts
of a
prof
essi
onal
’s w
ork
with
clie
nts
with
co-
occu
rrin
g su
bsta
nce
use
and
men
tal i
llnes
s or
sub
stan
ce u
se a
nd m
enta
l hea
lth is
sues
.
1 =
Intr
od
ucto
ry2
= D
evel
op
ing
3 =
Inte
rmed
iate
4 =
Ad
vanc
ed
• Ex
plain
s th
at s
ubst
ance
use
pro
fess
iona
ls ne
ed to
: •
Lear
n ab
out m
enta
l illn
ess
and
men
tal h
ealth
issu
es
• Kn
ow o
f and
use
the
mos
t im
porta
nt e
viden
ce-in
form
ed
refe
renc
es a
nd re
sour
ces
that
sh
ould
info
rm th
eir l
earn
ing,
in
cludi
ng fo
r exa
mpl
e, th
e Di
agno
stic
and
Stat
istica
l M
anua
l of M
enta
l Diso
rder
, the
M
enta
l Hea
lth A
ct, m
enta
l sta
tus
exam
inat
ions
• Un
ders
tand
that
fam
ily, s
ocial
su
ppor
t and
a h
ost o
f oth
er b
road
de
term
inan
ts o
f hea
lth c
an e
ither
co
ntrib
ute
to o
r pro
tect
aga
inst
th
e de
velo
pmen
t of c
oncu
rrent
di
sord
ers
• Pr
actic
e wi
thin
the
confi
nes
of
thei
r kno
wled
ge a
nd c
onsu
lt an
d co
llabo
rate
with
oth
ers
as re
quire
d
• En
gage
s wi
th a
ll clie
nts,
thei
r fam
ilies
and
socia
l sup
ports
cou
rteou
sly, r
espo
nsive
ly an
d no
n-ju
dgm
enta
lly.
• Su
ppor
ts o
r ass
ists
othe
r mor
e se
nior
in
tern
al pr
ofes
siona
ls wo
rkin
g wi
th c
lient
s wi
th c
oncu
rrent
diso
rder
s of
var
y-in
g le
vels
of s
ever
ity
EXAMPLES
Technical Competencies ReportBEHAVIOUR INDICATORS BY LEVEL OF PROFICIENCY
UNDERSTANDING CONCURRENT DISORDERS
VII–11
© Canadian Centre on Substance Abuse, 2014 Competencies for Canada’s Substance Abuse Workforce
Technical Competencies ReportBEHAVIOUR INDICATORS BY LEVEL OF PROFICIENCYCASE MANAGEMENT
CA
SE
MA
NA
GE
ME
NT:
Fac
ilitat
ing
subs
tanc
e us
e cl
ient
’s m
ovem
ent w
ithin
and
bet
wee
n se
rvic
e pr
ovid
ers.
It in
clud
esm
aint
aini
ng a
ccur
ate
docu
men
tatio
n, s
harin
g cl
ient
info
rmat
ion
appr
opria
tely
and
col
labo
ratin
g w
ith o
ther
ser
vice
s pr
ovid
ers.
1 =
Intr
od
ucto
ry2
= D
evel
op
ing
3 =
Inte
rmed
iate
4 =
Ad
vanc
ed
• As
sists
cas
e m
anag
emen
t col
leag
ues
in
an a
dmin
istra
tive
or s
uppo
rt ca
pacit
y
• En
gage
s co
urte
ously
and
pro
fess
iona
lly
with
oth
ers
• Ex
plain
s ho
w ca
se m
anag
emen
t is
relat
ed to
scr
eeni
ng, a
sses
smen
t and
tre
atm
ent p
lanni
ng
• Ex
plain
s th
e pr
oces
s fo
r ref
erra
l to
and
from
oth
er s
ervic
e pr
ovid
ers,
inclu
ding
pro
toco
ls th
at d
eter
min
e ho
w,
when
and
with
who
m in
form
atio
n an
d do
cum
enta
tion
shou
ld b
e sh
ared
• Ex
plain
s th
e be
nefit
s of
and
pro
cess
fo
r con
duct
ing
case
con
fere
nces
and
te
leco
nfer
ence
s, an
d th
e sit
uatio
ns in
wh
ich e
ach
is ap
prop
riate
• Ad
here
s to
all l
egisl
atio
n, g
uide
lines
, pr
oced
ures
and
pro
toco
ls ab
out c
lient
co
nfide
ntial
ity a
nd p
rofe
ssio
nal e
thics
• Es
tabl
ishes
and
main
tain
s co
nstru
ctive
wo
rkin
g re
latio
nshi
ps w
ith c
lient
s an
d th
eir f
amilie
s, an
d wi
th b
oth
inte
rnal
and
exte
rnal
colle
ague
s
• M
onito
rs a
rang
e of
reso
urce
s to
be
com
e fa
milia
r with
cur
rent
ser
vice
optio
ns a
vaila
ble
to c
lient
s an
d m
ainta
ins
up-to
-dat
e re
cord
s of
ava
ilabl
e se
rvice
s an
d re
sour
ces
• Co
nsul
ts w
ith c
lient
s to
mat
ch th
em w
ith
and
refe
r the
m to
the
mos
t app
ropr
iate
avail
able
ser
vices
and
sup
ports
, usin
g in
form
atio
n ob
tain
ed th
roug
h th
e sc
reen
ing
and
asse
ssm
ent p
roce
sses
• In
itiate
s an
d pa
rticip
ates
in c
ase
conf
eren
ces
and
tele
conf
eren
ces,
and
prom
ptly
cond
ucts
all n
eces
sary
fo
llow-
up
• Us
es o
r con
sider
s us
ing
tele
-hea
lth
sites
and
onl
ine
tool
s (e
.g.,
video
co
nfer
encin
g) to
facil
itate
cas
e m
anag
emen
t act
ivitie
s
• Co
llabo
rate
s wi
th c
lient
s an
d th
eir
fam
ilies
and
socia
l sup
ports
on
case
m
anag
emen
t rec
omm
enda
tions
and
ac
tivitie
s
• Ad
voca
tes
for c
lient
s wh
en w
orkin
g wi
th
relat
ed s
ervic
es a
nd s
uppo
rts
• Es
tabl
ishes
and
main
tain
s th
erap
eutic
ra
ppor
t with
clie
nts
to h
elp
them
adh
ere
to tr
eatm
ent p
lans
• Es
tabl
ishes
and
main
tain
s tre
atm
ent
plan
s as
par
t of a
mul
ti-di
scip
linar
y te
am,
as a
ppro
priat
e
• Ev
aluat
es o
ngoi
ng tr
eatm
ent p
lans
with
cli
ents,
adj
ustin
g pl
ans
as a
ppro
priat
e
• Es
tabl
ishes
con
stru
ctive
relat
ions
hips
with
a
broa
d ra
nge
of in
tern
al an
d ex
tern
al se
rvice
s an
d su
ppor
ts, u
sing
thes
e re
latio
nshi
ps to
facil
itate
clie
nt re
ferra
ls
• W
orks
with
the
clien
ts to
mot
ivate
them
to
mak
e an
d fo
llow-
thro
ugh
on d
ecisi
ons
abou
t tre
atm
ent p
lanni
ng
• Co
nsul
ts re
gular
ly wi
th o
ther
s, in
tern
ally
and
exte
rnall
y, to
facil
itate
coo
rdin
ated
an
d co
llabo
rativ
e ca
se m
anag
emen
t
• Su
perv
ises
or c
oach
es o
ther
s in
: •
Unde
rtakin
g ge
nera
l cas
e m
anag
emen
t tas
ks•
Evalu
atin
g co
mpl
ex tr
eatm
ent p
lans
and
colla
bora
ting
with
clie
nts
and
othe
r res
ourc
e to
mak
e ch
ange
s as
requ
ired
• In
nova
ting
solu
tions
whe
n co
nven
tiona
l stra
tegi
es h
ave
been
un
succ
essf
ul•
Ensu
ring
com
plian
ce w
ith
case
man
agem
ent p
roto
cols
and
chan
ging
pro
toco
ls wh
en
nece
ssar
y
• Re
views
cou
nsel
lors
’ cas
e m
anag
emen
t do
cum
enta
tion
• Ap
prov
es p
rovis
ion
of c
ase-
man
agem
ent
docu
men
tatio
n to
the
clien
t and
oth
er
colla
bora
tors,
on
a ca
se-b
y-ca
se b
asis
• In
itiate
s an
d fa
cilita
tes
case
con
fere
nces
an
d te
leco
nfer
ence
s, as
app
ropr
iate
EXAMPLES
VII–12
© Canadian Centre on Substance Abuse, 2014 Competencies for Canada’s Substance Abuse Workforce
CLI
EN
T R
EFE
RR
AL:
Col
labo
ratin
g w
ith s
ubst
ance
use
clie
nts,
ser
vice
s an
dsu
ppor
ts to
iden
tify
and
acce
ss th
e be
st a
vaila
ble
reso
urce
s to
mee
t clie
nts’
nee
ds.
1 =
Intr
od
ucto
ry2
= D
evel
op
ing
3 =
Inte
rmed
iate
4 =
Ad
vanc
ed
• De
velo
ps k
nowl
edge
of a
nd m
ainta
ins
relat
ions
hips
with
refe
rral r
esou
rces
• Bu
ilds
and
main
tain
s a
netw
ork
of
reso
urce
s av
ailab
le fo
r mee
ting
clien
t ne
eds
• Co
llabo
rate
s wi
th th
e cli
ent a
bout
po
tent
ial re
ferra
l opt
ions
, disc
ussin
g pr
iorit
ies,
expe
ctat
ions
and
requ
ired
actio
ns
• He
lps
com
plet
e do
cum
ents
requ
ired
for
the
refe
rral p
roce
ss
• Ad
here
s to
all l
egisl
atio
n, g
uide
lines
, pr
oced
ures
and
pro
toco
ls ab
out c
lient
co
nfide
ntial
ity a
nd p
rofe
ssio
nal e
thics
• Bu
ilds
awar
enes
s of
role
and
or
gani
zatio
nal m
anda
te w
ith re
ferra
l so
urce
s
• Is
conv
ersa
nt w
ith p
oten
tial r
efer
ral r
esou
rces
th
roug
h su
ch a
ctivi
ties
as v
isitin
g sit
es,
netw
orkin
g an
d st
udyin
g we
bsite
s an
d pu
blica
tions
• As
sess
es th
e cli
ent’s
read
ines
s an
d m
otiva
tion
to p
artic
ipat
e in
refe
rral s
ervic
es a
nd w
orks
wi
th th
e cli
ent t
o en
hanc
e re
adin
ess
• In
itiate
s co
llabo
ratio
n wi
th re
ferra
l sou
rces
as
appr
opria
te
• Co
ordi
nate
s re
ferra
l ser
vices
and
sup
ports
to
prov
ide
seam
less
car
e fo
r clie
nts
• Ad
voca
tes
for c
lient
whe
n ne
cess
ary
• M
ainta
ins
a ne
twor
k of
refe
rral
sour
ces
appr
opria
te to
the
need
s of
cli
ents
with
com
plex
hist
orie
s
• Co
llabo
rate
s wi
th c
lient
s to
enh
ance
th
eir m
otiva
tion
to ta
ke re
spon
sibilit
y fo
r, en
gage
in a
nd fo
llow-
up o
n th
e re
ferra
l pro
cess
• M
ainta
ins
cont
act w
ith th
e cli
ents
and
re
ferra
l sou
rce
to fa
cilita
te s
ucce
ssfu
l tre
atm
ent a
nd e
valu
ate
the
outc
ome
of th
e re
ferra
l
• Ad
voca
tes
with
refe
rral a
genc
ies
on
beha
lf of
clie
nts
• Bu
ilds
and
enha
nces
refe
rral c
apac
ity
by n
etwo
rkin
g wi
th e
xter
nal s
enio
r-lev
el
colle
ague
s
• Es
tabl
ishes
pro
toco
l and
met
hod
for
colle
ctin
g cli
ent s
atisf
actio
n da
ta
• Ov
erse
es th
e re
ferra
l pro
cess
to e
nsur
e th
at m
utua
lly b
enefi
cial r
elat
ions
hips
are
es
tabl
ished
• Re
views
refe
rral r
ecor
ds fo
r acc
urac
y, co
mpl
eten
ess,
timel
ines
s an
d co
mpl
iance
with
lega
l and
clin
ical
requ
irem
ents
• In
vest
igat
es s
ituat
ions
in w
hich
clie
nts
or re
ferra
l sou
rces
repo
rt in
appr
opria
te,
unsa
tisfa
ctor
y or
inco
mpl
ete
refe
rrals
EXAMPLES
Technical Competencies ReportBEHAVIOUR INDICATORS BY LEVEL OF PROFICIENCY
CLIENT REFERRAL
VII–13
© Canadian Centre on Substance Abuse, 2014 Competencies for Canada’s Substance Abuse Workforce
Technical Competencies ReportBEHAVIOUR INDICATORS BY LEVEL OF PROFICIENCYCOMMUNITY DEVELOPMENT
CO
MM
UN
ITY
DE
VE
LOP
ME
NT:
Wor
king
toge
ther
to id
entif
y co
mm
unity
nee
ds a
nd re
sour
ces,
and
to p
lan
and
supp
ort o
r gu
ide
colle
ctiv
e ac
tion.
1 =
Intr
od
ucto
ry2
= D
evel
op
ing
3 =
Inte
rmed
iate
4 =
Ad
vanc
ed
• Ac
cess
es lit
erat
ure
relat
ed to
com
mun
ity
deve
lopm
ent
and
subs
tanc
e us
e se
rvice
de
liver
y sy
stem
s
• Ex
plain
s pr
incip
les
of c
omm
unity
de
velo
pmen
t (e.
g., s
usta
inab
le, in
clusiv
e,
equi
tabl
e)
• Ex
plain
s th
e ro
le o
f com
mun
ity m
embe
rs
in in
itiatin
g an
d su
ppor
ting
com
mun
ity
deve
lopm
ent a
ctivi
ties
• Ac
ts a
s fir
st-li
ne p
oint
of c
onta
ct fo
r co
mm
unity
mem
bers
• Co
urte
ously
eng
ages
with
, enc
oura
ges
and
resp
onds
to a
ll com
mun
ity m
embe
rs
and
stak
ehol
ders
• M
ainta
ins
cont
act w
ith c
omm
unity
re
sour
ces
and
refe
rral s
ourc
es
• W
orks
col
labor
ative
ly an
d de
velo
ps
rapp
ort w
ith c
omm
unity
mem
bers
and
gr
oups
• Es
tabl
ishes
and
main
tain
s co
ntac
ts
and
netw
orks
to fu
rther
com
mun
ity
invo
lvem
ent i
n de
velo
ping
and
del
iverin
g se
rvice
s to
enh
ance
com
mun
ity w
ell-
bein
g
• Pr
omot
es fa
irnes
s an
d go
od ju
dgm
ent
in p
lanni
ng a
nd u
nder
takin
g co
mm
unity
de
velo
pmen
t act
ivitie
s
• Bu
ilds
awar
enes
s in
the
com
mun
ity
abou
t the
nee
ds o
f sub
stan
ce u
se a
nd
conc
urre
nt d
isord
er c
lient
s
• Co
llabo
rate
s wi
th c
lient
s an
d ot
hers
mos
t af
fect
ed to
: •
Asse
ss a
nd p
riorit
ize th
eir n
eeds
, iss
ues
and
reso
urce
s •
Gene
rate
col
labor
ative
sol
utio
ns to
co
mm
unity
cha
lleng
es•
Prom
ote
com
mun
ity o
wner
ship
of
cons
truct
ive c
hang
e
• En
cour
ages
com
mun
ity le
ader
s to
co
nsid
er th
e vo
ice o
f peo
ple
with
lived
ex
perie
nce
in c
omm
unity
dev
elop
men
t ac
tivitie
s
• Co
llabo
rate
s wi
th c
lient
s an
d th
ose
mos
t af
fect
ed to
:•
Leve
rage
com
mun
ity c
apac
ity•
Ensu
re th
at p
rogr
ams
and
serv
ices
are
cultu
rally
sen
sitive
• Ge
nera
te s
olut
ions
to c
ompl
ex
com
mun
ity d
evel
opm
ent i
ssue
s
• M
obiliz
es a
nd s
uppo
rts c
omm
unity
m
embe
rs to
:•
Take
a p
roac
tive
role
in d
evel
opin
g ev
iden
ce-in
form
ed h
ealth
pr
omot
ion
prac
tices
and
pol
icies
• Re
duce
stig
ma
asso
ciate
d wi
th
subs
tanc
e us
e•
Prom
ote
a he
althy
lifes
tyle
• Pe
rform
s or
par
ticip
ates
in n
eeds
as
sess
men
ts b
y co
llect
ing,
ana
lyzin
g an
d in
terp
retin
g re
leva
nt c
omm
unity
dat
a,
in p
artn
ersh
ip w
ith o
ther
com
mun
ity
mem
bers
• In
corp
orat
es re
leva
nt re
sear
ch fi
ndin
gs
and
know
ledg
e of
det
erm
inan
ts o
f hea
lth
into
pro
gram
plan
ning
• Pr
ovid
es le
ader
ship
in s
hapi
ng a
n or
gani
zatio
nal v
ision
and
ser
vice
deliv
ery
syst
em th
at re
flect
s be
st p
ract
ices
in
com
mun
ity d
evel
opm
ent
• Pr
ovid
es le
ader
ship
in d
evel
opin
g an
d im
plem
entin
g ev
iden
ce-in
form
ed
com
mun
ity h
ealth
pro
mot
ion
prac
tices
an
d po
licie
s
• Co
mm
unica
tes
and
colla
bora
tes
with
ke
y st
akeh
olde
rs, w
ithin
and
out
side
the
com
mun
ity, s
uch
as s
ubje
ct m
atte
r ex
perts
, to
obta
in th
eir i
nput
on
and
com
mitm
ent t
o en
gage
in re
leva
nt p
olicy
an
d pr
ogra
m d
evel
opm
ent
• In
corp
orat
es re
leva
nt re
sear
ch fi
ndin
gs
and
know
ledg
e of
det
erm
inan
ts o
f hea
lth
into
pro
gram
plan
ning
• As
sess
es n
ew c
omm
unity
initia
tives
an
d—if
reso
urce
s an
d cir
cum
stan
ces
perm
it—ap
prov
es th
ose
cons
isten
t wi
th b
est p
ract
ices
in c
omm
unity
de
velo
pmen
t
EXAMPLES
VII–14
© Canadian Centre on Substance Abuse, 2014 Competencies for Canada’s Substance Abuse Workforce
CO
UN
SE
LLIN
G: A
pply
ing
a co
mpr
ehen
sive
ran
ge o
f evi
denc
e-in
form
ed c
ouns
ellin
g st
yles
, tec
hniq
ues
and
met
hodo
logi
es a
imed
at i
mpr
ovin
g th
e ov
eral
l wel
l-bei
ng o
f sub
stan
ce u
se a
nd c
oncu
rren
t dis
orde
rs c
lient
s.
1 =
Intr
od
ucto
ry2
= D
evel
op
ing
3 =
Inte
rmed
iate
4 =
Ad
vanc
ed
• As
sists
cou
nsel
lors
in a
n ad
min
istra
tive
or s
uppo
rt ca
pacit
y
• Ob
serv
es e
xper
ienc
ed s
taff
prov
idin
g se
rvice
s an
d fa
cilita
ting
grou
ps
• Ex
plain
s:
• Ev
iden
ce-in
form
ed in
divid
ual a
nd
grou
p co
unse
lling
appr
oach
es a
nd
tech
niqu
es s
uch
as m
otiva
tiona
l in
terv
iewi
ng a
nd c
ogni
tive
beha
viour
al th
erap
y•
The
impo
rtanc
e of
bui
ldin
g ra
ppor
t wh
en w
orkin
g wi
th c
lient
s to
en
hanc
e th
eir m
otiva
tion
• Re
lapse
, risk
and
pro
tect
ive fa
ctor
s•
The
impo
rtanc
e of
col
labor
ative
tre
atm
ent
• Li
fe s
kills
cond
ucive
to re
cove
ry,
like
man
agin
g pe
rson
al fin
ance
s•
The
rang
e of
app
roac
hes
that
can
en
hanc
e co
unse
lling
(e.g
., m
utua
l he
lp, s
elf-h
elp
and
psyc
hoth
erap
y)
• In
tera
cts
with
eac
h cli
ent t
o fa
cilita
te
that
clie
nt’s
reco
very
and
avo
id re
-tra
umat
izatio
n
• Us
es p
lain
langu
age
in a
ll clie
nt
com
mun
icatio
n
• Pa
rticip
ates
in c
reat
ing
a sa
fe
envir
onm
ent
• Ad
here
s to
all l
egisl
atio
n, g
uide
lines
, pr
oced
ures
and
pro
toco
ls ab
out c
lient
co
nfide
ntial
ity a
nd p
rofe
ssio
nal e
thics
• De
scrib
es th
e sig
ns a
nd s
ympt
oms
of
prob
lem
gam
blin
g, in
cludi
ng c
omm
on
cogn
itive
dist
ortio
ns, fi
nanc
ial im
pact
s an
d le
gal is
sues
• Co
llabo
rate
s wi
th c
lient
s to
:•
Esta
blish
and
main
tain
cou
nsel
ling
relat
ions
hips
cha
ract
erize
d by
cou
rtesy
, wa
rmth
, gen
uine
ness
, em
path
y an
d co
ncre
tene
ss
• Un
ders
tand
the
impa
ct th
at th
e fa
mily
as
a s
yste
m c
an h
ave
on th
e cli
ent’s
su
bsta
nce
use
• En
hanc
e th
eir m
otiva
tion
and
read
ines
s to
cha
nge
by e
ffect
ively
appl
ying
skills
su
ch a
s ro
lling
with
resis
tanc
e, b
eing
em
path
etic
and
supp
ortin
g se
lf-ef
ficac
y•
Deve
lop
copi
ng s
trate
gies
to d
eal w
ith
chall
engi
ng c
ircum
stan
ces
• M
atch
es c
lient
’s un
ique
nee
ds a
nd lif
e ch
allen
ges
to a
ppro
priat
e tre
atm
ent a
nd
supp
ort o
ptio
ns (e
.g.,
harm
-red
uctio
n ap
proa
ches
, out
patie
nt o
r afte
rcar
e pr
ogra
ms)
• De
liver
s br
ief i
nter
vent
ions
for c
lient
s, wh
en
and
if re
quire
d
• In
tegr
ates
evid
ence
-info
rmed
cou
nsel
ling
appr
oach
es b
ased
on
each
clie
nt’s
com
preh
ensiv
e as
sess
men
t and
trea
tmen
t pl
ans,
when
wor
king
with
indi
vidua
ls an
d wi
th
grou
ps
• Ad
apts
cou
nsel
ling
appr
oach
to m
eet e
ach
clien
t’s u
niqu
e ne
eds
(e.g
., fa
mily
cou
nsel
ling,
vo
catio
nal c
ouns
ellin
g)
• Co
llabo
rate
s wi
th c
lient
s to
dev
elop
and
im
plem
ent e
viden
ce-in
form
ed re
lapse
pr
even
tion
plan
s
• M
onito
rs a
ll clie
nts,
espe
cially
thos
e wi
th a
hi
gher
relap
se ri
sk, t
o id
entif
y sy
mpt
oms
of re
lapse
and
take
pro
activ
e st
eps
durin
g co
unse
lling
to p
reve
nt re
lapse
• Co
llabo
rate
s wi
th th
e cli
ent t
o fa
cilita
te th
e de
velo
pmen
t of l
ife s
kills
asso
ciate
d wi
th th
e re
cove
ry p
roce
ss
• Co
llabo
rate
s wi
th o
ther
pra
ctitio
ners
to
prov
ide
inte
grat
ed c
are
for c
lient
s
• En
gage
s in
sel
f-ana
lysis
with
clin
ical
supe
rviso
r to
reco
gnize
per
sona
l or
prof
essio
nal li
mita
tions
that
can
impe
de
abilit
y to
wor
k co
nstru
ctive
ly wi
th c
lient
s an
d m
ediat
e an
d re
solve
thos
e lim
itatio
ns
• Ap
plie
s a
broa
der r
ange
of e
viden
ce-
info
rmed
cou
nsel
ling
appr
oach
es
appr
opria
te to
the
need
s of
not
just
in
divid
uals
and
grou
ps, b
ut a
lso
coup
les
and
fam
ilies
• Re
spon
ds c
onst
ruct
ively
and
effe
ctive
ly to
sig
nific
ant c
ouns
ellin
g ch
allen
ges
like
aggr
essio
n an
d th
ough
ts o
f sui
cide
• En
gage
s cli
ents
in d
iscov
erin
g th
e co
nnec
tion
betw
een
thei
r sub
stan
ce
use
and
thei
r exp
erie
nces
• Co
llabo
rate
s wi
th c
lient
to a
ddre
ss
beha
viour
s th
at a
re in
cons
isten
t with
re
cove
ry
• Se
lect
s an
d ad
just
s ap
proa
ches
to
coun
sellin
g ba
sed
on th
e se
verit
y of
bot
h su
bsta
nce
use
and
men
tal
illnes
s or
men
tal h
ealth
issu
es
• Pr
iorit
izes
clien
t acc
ess
to tr
eatm
ent
base
d on
sig
ns a
nd s
ympt
oms
of
relap
se
• De
scrib
es th
e sig
ns a
nd s
ympt
oms
of
prob
lem
gam
blin
g, in
cludi
ng c
omm
on
cogn
itive
dist
ortio
ns fi
nanc
ial im
pact
s an
d le
gal is
sues
• En
gage
s wi
th c
lient
s wh
o pr
esen
t with
co
mpl
ex b
ackg
roun
ds a
nd n
eeds
• Ap
plie
s m
aste
ry o
f sub
stan
ce u
se
coun
sellin
g th
eory
and
skil
ls wh
en
work
ing
with
clie
nts
• In
nova
tes
coun
sellin
g ap
proa
ches
bas
ed
on th
eory,
rese
arch
, tre
nds,
prom
ising
pr
actic
es a
nd n
ew k
nowl
edge
• Ad
voca
tes
for a
nd in
tegr
ates
the
use
of te
chno
logy
to p
rovid
e co
unse
lling
serv
ices,
espe
cially
to ru
ral a
nd re
mot
e cli
ents
• Co
llabo
rate
s wi
th p
rofe
ssio
nals
in o
ther
fie
lds
of s
tudy
to g
athe
r ins
ight
on
alter
nativ
e ap
proa
ches
to c
ouns
ellin
g
• Su
perv
ises
or c
oach
es c
olle
ague
s to
pr
omot
e be
st p
ract
ices
in a
ll asp
ects
of
coun
sellin
g an
d aw
aren
ess
of th
e ne
eds
of s
pecia
lized
pop
ulat
ions
EXAMPLES
Technical Competencies ReportBEHAVIOUR INDICATORS BY LEVEL OF PROFICIENCY
COUNSELLING
VII–15
© Canadian Centre on Substance Abuse, 2014 Competencies for Canada’s Substance Abuse Workforce
Technical Competencies ReportBEHAVIOUR INDICATORS BY LEVEL OF PROFICIENCYCRISIS INTERVENTION
CR
ISIS
INT
ER
VE
NT
ION
: Rec
ogni
zing
and
resp
ondi
ng e
ffect
ivel
y w
hen
a su
bsta
nce
use
or c
oncu
rren
tdi
sord
ers
clie
nt o
r as
soci
ated
gro
up o
r co
mm
unity
is in
an
unst
able
, ris
ky, d
ange
rous
or
pote
ntia
lly d
ange
rous
situ
atio
n.
1 =
Intr
od
ucto
ry2
= D
evel
op
ing
3 =
Inte
rmed
iate
4 =
Ad
vanc
ed
• De
fines
“cris
is” a
nd e
xplai
ns th
e pr
incip
les
of e
viden
ce-in
form
ed c
risis
inte
rven
tion
• De
velo
ps a
nd m
ainta
ins
a ne
twor
k of
re
sour
ces
and
supp
orts
ava
ilabl
e fo
r cli
ents
in c
risis
• Ex
plain
s th
e ris
k fa
ctor
s an
d sig
ns a
nd
sym
ptom
s as
socia
ted
with
sui
cide
and
othe
r sub
stan
ce u
se-r
elat
ed h
arm
s
• If
risk
fact
ors,
signs
or s
ympt
oms
appe
ar
to b
e pr
esen
t in
a cli
ent,
notifi
es m
ore
seni
or p
rofe
ssio
nals
or re
leva
nt s
ervic
es
and
supp
ort s
yste
ms
• Id
entifi
es th
e es
sent
ial c
ompo
nent
s of
ev
iden
ce-in
form
ed m
odel
s of
cris
is pr
even
tion
actio
n pl
ans
• De
scrib
es th
e su
btle
and
ove
rt sig
ns o
f cr
isis
• Es
tabl
ishes
a p
hysic
ally
and
emot
iona
lly
safe
env
ironm
ent f
or e
ach
clien
t in
crisi
s ba
sed
on th
at c
lient
’s un
ique
nee
ds
• Di
scus
ses
risks
ass
ociat
ed w
ith
subs
tanc
e us
e wi
th c
lient
s, an
d re
fers
cli
ents
in c
risis
to a
ppro
priat
e re
sour
ces
and
supp
orts
• Co
llabo
rate
s wi
th c
lient
s an
d th
eir
fam
ilies
to c
reat
e pl
ans
for c
risis
prev
entio
n an
d in
terv
entio
n
• Co
llabo
rate
s wi
th c
lient
s an
d th
eir
fam
ilies
to a
sses
s an
d im
prov
e th
e sk
ills
they
can
use
to c
ope
durin
g tim
es o
f cr
isis
• M
onito
rs c
lient
’s em
otio
nal s
tate
and
re
spon
ds a
ppro
priat
ely
• Ca
lms
esca
latin
g an
d po
tent
ially
volat
ile
situa
tions
, usin
g a
rang
e of
ver
bal a
nd
non-
verb
al co
mm
unica
tion
skills
• Su
ppor
ts c
lient
s in
cris
is, p
rom
otin
g sa
fety
and
sta
bility
for t
hem
and
thei
r fa
milie
s
• Im
plem
ents
cris
is pr
even
tion
plan
s wh
ere
requ
ired
• Re
spon
ds q
uick
ly an
d ef
fect
ively
to
clien
ts in
cris
is, in
terv
enin
g as
app
ropr
iate
at e
ach
stag
e of
cris
is
• M
onito
rs fa
ctor
s, su
ch a
s m
edica
tions
, th
at m
ight
con
tribu
te to
a c
lient
cris
is an
d ta
kes
appr
opria
te a
ctio
ns, s
uch
as
refe
rring
the
clien
t to
a pr
actit
ione
r who
ca
n pr
escr
ibe
med
icatio
ns, t
o at
tend
to
thes
e fa
ctor
s
• As
sess
es a
nd m
onito
rs c
lient
s at
risk
of
sui
cide
and
othe
r sub
stan
ce u
se-
relat
ed h
arm
s, an
d in
itiate
s ap
prop
riate
in
terv
entio
ns o
r ref
erra
l, as
requ
ired
• Re
-ass
esse
s an
d re
vises
clie
nt’s
treat
men
t plan
follo
wing
a c
risis,
as
nece
ssar
y
• Em
ploy
s cli
nica
l exp
ertis
e to
wor
k wi
th
clien
ts to
iden
tify
unde
rlyin
g fa
ctor
s th
at
cont
ribut
e to
a c
risis
and
to d
evel
op
stra
tegi
es to
cop
e wi
th th
ose
fact
ors
• Em
ploy
s a
rang
e of
sop
hist
icate
d in
terv
entio
n st
rate
gies
and
cre
ative
so
lutio
ns to
sta
biliz
e co
mpl
ex c
risis
situa
tions
• Su
perv
ises
or c
oach
es o
ther
pr
ofes
siona
ls to
enh
ance
thei
r cris
is in
terv
entio
n sk
ills
• M
onito
rs re
sear
ch a
nd in
trodu
ces
new
evid
ence
-info
rmed
cris
is m
anag
emen
t ap
proa
ches
and
tech
niqu
es, a
s ap
prop
riate
EXAMPLES
VII–16
© Canadian Centre on Substance Abuse, 2014 Competencies for Canada’s Substance Abuse Workforce
FAM
ILY
AN
D S
OC
IAL
SU
PP
OR
T: W
orki
ng w
ith c
lient
s an
d in
divi
dual
s an
d gr
oups
mos
t affe
cted
by th
e cl
ient
’s s
ubst
ance
use
and
who
are
mos
t abl
e to
eith
er s
uppo
rt o
r un
derm
ine
the
clie
nt’s
trea
tmen
t goa
ls.
1 =
Intr
od
ucto
ry2
= D
evel
op
ing
3 =
Inte
rmed
iate
4 =
Ad
vanc
ed
• Ex
plain
s wh
y an
d ho
w fa
mily
and
soc
ial
supp
orts
are
impo
rtant
par
ts o
f effe
ctive
tre
atm
ent a
nd re
lapse
pre
vent
ion
plan
ning
• Ex
plain
s th
e im
pact
that
sub
stan
ce u
se
can
have
on
a cli
ent’s
fam
ily a
nd th
e im
pact
fam
ily c
an h
ave
on a
clie
nt’s
subs
tanc
e us
e
• Ex
plain
s co
mm
unity
reso
urce
s av
ailab
le
to th
e cli
ent a
nd th
e cli
ent’s
fam
ily
• En
gage
s wi
th th
e cli
ent t
o id
entif
y all
pa
rties
the
clien
t con
sider
s to
be
fam
ily
• En
gage
s wi
th th
e cli
ent’s
fam
ily in
a
cour
teou
s, he
lpfu
l and
pro
fess
iona
l m
anne
r
• Co
llabo
rate
s wi
th th
e cli
ent a
nd th
e cli
ent’s
fa
mily
mem
bers
to:
• Id
entif
y dy
nam
ics th
at h
elp
or h
inde
r th
e de
velo
pmen
t of b
alanc
ed, h
ealth
y re
latio
nshi
ps
• As
sess
the
need
s of
all a
nd fa
ctor
them
in
to tr
eatm
ent p
lans
for t
he c
lient
and
, wh
en a
ppro
priat
e, th
e cli
ent’s
fam
ily
• W
orks
with
the
clien
t’s fa
mily
mem
bers
to
facil
itate
:•
Thei
r und
erst
andi
ng o
f the
impa
cts
that
su
bsta
nce
use
or c
oncu
rrent
diso
rder
s ar
e lik
ely
to h
ave
on th
e cli
ent a
nd th
em•
Thei
r und
erst
andi
ng o
f the
nee
d to
take
ca
re o
f the
mse
lves
• Th
eir a
bility
to a
cces
s se
rvice
s th
ey
need
, ref
errin
g th
em to
oth
er re
sour
ces,
as re
quire
d
• As
sess
es c
lient
s wi
th c
hild
ren
or o
ther
de
pend
ents
to id
entif
y ris
ks to
the
safe
ty a
nd
well-
bein
g of
thos
e de
pend
ents,
and
whe
n as
sess
ed ri
sks
are
high
, tak
es a
ppro
priat
e ne
xt s
teps
, suc
h as
con
tact
ing
the
Child
ren’
s Ai
d So
ciety,
sub
ject
to p
roto
cols
that
gov
ern
confi
dent
iality
• W
orks
with
the
clien
t to
iden
tify
and
impl
emen
t act
ions
that
will
lead
to
impr
oved
fam
ily re
latio
nshi
ps
• As
sess
es th
e he
alth
of th
e fa
mily
as
a sy
stem
and
wor
ks w
ith th
e fa
mily
to
incr
ease
its
cohe
sion
and
build
su
ppor
t for
clie
nt e
fforts
to d
evel
op
and
impl
emen
t an
effe
ctive
trea
tmen
t pl
an
• Pr
ovid
es c
oupl
e an
d fa
mily
ther
apy
for t
hose
affe
cted
by
prob
lem
ga
mbl
ing
• As
sists
in s
tabi
lizin
g co
uple
s an
d fa
milie
s af
fect
ed b
y pr
oble
m
gam
blin
g, in
cludi
ng p
rovid
ing
prob
lem
gam
blin
g in
form
atio
n an
d he
lpin
g re
-est
ablis
h tru
st
• W
orks
with
the
clien
t and
the
clien
t’s
fam
ily to
:•
Scre
en a
nd a
sses
ses
the
clien
t’s fa
mily
to id
entif
y ris
ks
relat
ed to
sub
stan
ce u
se o
r co
ncur
rent
diso
rder
s•
Deve
lop
treat
men
t plan
s fo
r fa
mily
mem
bers
as
requ
ired,
in
cludi
ng c
onsu
ltatio
ns a
nd
refe
rrals
when
app
ropr
iate
• W
orks
with
clie
nts
to d
evel
op a
dee
per
unde
rsta
ndin
g of
the
fam
ily a
s a
syst
em,
and
to id
entif
y ch
ange
s th
at c
ould
be
mad
e to
impr
ove
the
well-
bein
g of
the
fam
ily a
nd e
ach
fam
ily m
embe
r
• Co
nduc
ts in
terv
entio
ns in
com
plex
sit
uatio
ns in
whi
ch m
ultip
le fa
ctor
s or
ris
ks a
re lik
ely
to h
ave
an im
pact
on
one
anot
her
• Su
perv
ises
or c
oach
es o
ther
s:•
In th
e de
velo
pmen
t and
app
licat
ion
of e
viden
ce-in
form
ed fa
mily
in
terv
entio
ns•
Wor
king
with
com
plex
cha
lleng
es
with
a c
lient
’s fa
mily
• Pr
omot
es th
e va
lue
of fa
mily
wel
lnes
s
EXAMPLES
Technical Competencies ReportBEHAVIOUR INDICATORS BY LEVEL OF PROFICIENCY
FAMILY AND SOCIAL SUPPORT
VII–17
© Canadian Centre on Substance Abuse, 2014 Competencies for Canada’s Substance Abuse Workforce
Technical Competencies ReportBEHAVIOUR INDICATORS BY LEVEL OF PROFICIENCYGROUP FACILITATION
GR
OU
P F
AC
ILIT
AT
ION
: Usi
ng e
vide
nce-
info
rmed
app
roac
hes
to w
ork
effe
ctiv
ely
with
sub
stan
ceus
e an
d co
ncur
rent
dis
orde
rs c
lient
s in
gro
up s
ettin
gs.
1 =
Intr
od
ucto
ry2
= D
evel
op
ing
3 =
Inte
rmed
iate
4 =
Ad
vanc
ed
• Ex
plain
s th
e ro
le o
f gro
up in
terv
entio
n ap
proa
ches
in w
orkin
g wi
th c
lient
s
• Su
ppor
ts m
ore
seni
or p
rofe
ssio
nals,
as
requ
ired
• Ob
serv
es g
roup
s se
ssio
ns a
nd c
onsu
lts
the
lead
abo
ut p
erce
ptio
ns o
f gro
up
dyna
mics
• In
tera
cts
with
clie
nts
in th
e gr
oup
unde
r clo
se s
uper
visio
n by
the
lead
facil
itato
r
• Ex
plain
s be
havio
urs
that
lead
to p
ositiv
e ch
ange
and
thos
e th
at im
pede
cha
nge
• Ex
plain
s th
e pr
imar
y ch
arac
teris
tics
of a
ra
nge
of g
roup
facil
itatio
n ap
proa
ches
• Le
ads
info
rmat
ion
sess
ions
or s
imila
r ps
ycho
-edu
catio
nal g
roup
s, co
nsul
ting
and
debr
iefin
g wi
th m
ore
seni
or
colle
ague
s
• Sc
reen
s an
d as
sess
es g
roup
mem
bers
fo
r sui
tabi
lity a
nd c
ompa
tibilit
y, co
nsul
ting
with
mor
e se
nior
col
leag
ues
• Pl
ans
and
sets
up
grou
p ro
oms
and
seat
ing
arra
ngem
ents
that
enc
oura
ge
easy
acc
ess
and
posit
ive g
roup
in
tera
ctio
ns
• En
cour
ages
the
deve
lopm
ent o
f hea
lthy
socia
l skil
ls in
all g
roup
mem
bers
• En
gage
s wi
th g
roup
clie
nts
and
deve
lops
ra
ppor
t by
usin
g a
rang
e of
facil
itativ
e te
chni
ques
• En
cour
ages
and
mod
els
healt
hy g
roup
dy
nam
ics
• Ad
just
s fa
cilita
tion
style
and
app
roac
h to
add
ress
clie
nt b
ehav
iour
s lik
ely
to
impe
de g
roup
func
tion
• Fa
cilita
tes
large
r gro
ups
or g
roup
s wi
th
clien
ts w
ith m
ore
com
plex
nee
ds, u
sing
a wi
de ra
nge
of p
roac
tive
appr
oach
es a
nd
tech
niqu
es to
spu
r and
enh
ance
gro
up
prob
lem
sol
ving
and
indi
vidua
l and
gro
up
goal
achi
evem
ent
• De
signs
and
impl
emen
ts s
trate
gies
and
te
chni
ques
to m
eet g
roup
nee
ds
• Co
ntin
uous
ly m
onito
rs a
nd a
sses
ses
grou
p dy
nam
ics to
main
tain
a s
afe,
pr
oduc
tive
envir
onm
ent,
inte
rven
ing
as
nece
ssar
y
• In
terv
enes
dec
isive
ly if
a cr
isis
is de
velo
ping
or e
scala
ting
(e.g
., by
end
ing
the
sess
ion
early
or s
epar
atin
g or
te
mpo
rarily
rem
ovin
g m
embe
rs o
f the
gr
oup)
• As
sess
es a
nd re
confi
gure
s gr
oups
, as
requ
ired,
to im
prov
e gr
oup
func
tioni
ng
and
addr
ess
indi
vidua
l nee
ds
• Fa
cilita
tes
grou
ps u
suall
y fa
cilita
ted
by
anot
her p
erso
n, w
hen
that
facil
itato
r is
unav
ailab
le
• In
nova
tes,
deve
lops
, ada
pts
and
appl
ies
grou
p m
ater
ials
desig
ned
to d
eal w
ith a
ra
nge
of c
ompl
ex s
ituat
ions
, main
tain
ing
an e
viden
ce-in
form
ed a
ppro
ach
• Su
perv
ises
or c
oach
es o
ther
gro
up
facil
itato
rs to
pro
mot
e be
st p
ract
ices,
high
-qua
lity in
terv
entio
ns a
nd a
dher
ence
to
ser
vice
stan
dard
s an
d pr
ogra
m
inte
grity
• Re
sear
ches
and
pro
mot
es n
ew
evid
ence
-info
rmed
app
roac
hes
to g
roup
facil
itatio
n by
exp
laini
ng
and
dem
onst
ratin
g te
chni
ques
and
ap
proa
ches
and
by
shar
ing
reso
urce
s wi
th o
ther
s
EXAMPLES
VII–18
© Canadian Centre on Substance Abuse, 2014 Competencies for Canada’s Substance Abuse Workforce
ME
DIC
AT
ION
S: T
he k
now
ledg
e an
d sk
ills re
quire
d to
und
erst
and
and
use
med
icat
ions
in th
e tr
eatm
ent o
f clie
nts
with
sub
stan
ceus
e or
con
curr
ent d
isor
ders
and
to u
nder
stan
d an
d re
spon
d to
the
impa
ct th
at m
edic
atio
ns c
ould
hav
e on
the
clie
nt.
1 =
Intr
od
ucto
ry2
= D
evel
op
ing
3 =
Inte
rmed
iate
4 =
Ad
vanc
ed
• Ex
plain
s in
gen
eral
term
s th
e ty
pe o
f m
edica
tions
that
are
:•
Usef
ul in
trea
ting
subs
tanc
e us
e or
co
ncur
rent
diso
rder
s•
Used
to a
ddre
ss m
ood,
beh
avio
ur
and
cogn
itive
proc
esse
s•
Freq
uent
ly us
ed to
trea
t pain
• M
ost p
rone
to o
veru
se o
r abu
se
• Us
ed to
trea
t rel
ated
con
ditio
ns,
like
hepa
titis
• Ex
plain
s th
e sig
ns a
nd s
ympt
oms
of
adve
rse
drug
reac
tions
, and
con
sults
wi
th m
ore
seni
or p
rofe
ssio
nals
if ad
vers
e re
actio
ns a
re s
uspe
cted
• Ex
plain
s th
e co
mm
on e
ffect
s of
ove
r-th
e-co
unte
r pro
duct
s an
d th
e po
tent
ial
impa
cts
of u
sing
them
inco
rrect
ly
• M
onito
rs c
lient
s fo
r sig
ns o
f inc
orre
ct u
se
of m
edica
tion,
and
con
sults
with
mor
e se
nior
pro
fess
iona
ls if
inco
rrect
usa
ge is
su
spec
ted
• Ex
plain
s pr
escr
iptio
n ta
ke-b
ack
initia
tives
• Ex
plain
s th
e wa
y th
at d
rugs
that
alte
r moo
d,
beha
viour
and
cog
nitiv
e pr
oces
ses
are:
• Ca
tego
rized
or c
lasse
d (e
.g.,
stim
ulan
t, se
dativ
e) a
nd c
ites
the
prop
er a
nd th
e st
reet
nam
es fo
r key
dru
gs w
ithin
thos
e ca
tego
ries
or c
lasse
s•
Adm
inist
ered
• Li
kely
to a
ffect
a c
lient
and
the
impa
ct
they
are
likel
y to
hav
e on
a c
lient
if
com
bine
d wi
th o
ther
sub
stan
ces,
inclu
ding
alco
hol,
or if
use
of t
he d
rug
is st
oppe
d•
Misu
sed
and
what
the
impa
ct o
f misu
se
is lik
ely
to b
e
• Re
views
rese
arch
info
rmat
ion
abou
t m
edica
tions
, suc
h as
met
hado
ne o
r bu
pren
orph
ine,
that
are
use
d in
trea
ting
subs
tanc
e us
e an
d co
ncur
rent
diso
rder
s
• Co
nsul
ts w
ith p
rofe
ssio
nals
pres
crib
ing
med
icatio
ns w
hen
nece
ssar
y
• Di
scus
ses
with
clie
nts
thei
r rig
ht to
use
or n
ot
use
med
icatio
ns
• Su
ppor
ts c
lient
acc
ess
to p
resc
ribed
m
edica
tions
whe
re b
arrie
rs a
re p
rese
nt
• Ex
plain
s wi
th a
ccur
acy
and
deta
il ho
w m
edica
tions
that
affe
ct m
ood,
be
havio
ur a
nd c
ogni
tive
proc
esse
s:•
Affe
ct th
e wa
y th
at c
lient
s, in
cludi
ng th
ose
in w
ithdr
awal,
fu
nctio
n•
Can
have
diff
eren
t im
pact
s de
pend
ing
on h
ow th
ey a
re
adm
inist
ered
• Ca
n ha
ve a
n im
pact
on
clien
ts,
if ta
ken
alone
or i
f tak
en
in c
ombi
natio
n wi
th o
ther
su
bsta
nces
, inc
ludi
ng a
lcoho
l
• Id
entifi
es c
lient
s wh
o co
uld
pote
ntial
ly be
nefit
from
aug
men
ting
othe
r tre
atm
ent a
ppro
ache
s wi
th
med
icatio
ns a
nd c
ollab
orat
es w
ith
clien
ts a
nd m
edica
l pro
fess
iona
ls to
:•
Inco
rpor
ate
med
icatio
ns in
to
clien
ts’ t
reat
men
t plan
s, if
appr
opria
te•
Mon
itor t
he im
pact
of
pres
crib
ed m
edica
tions
• As
sess
es c
lient
s, in
cludi
ng th
ose
refe
rred
by le
ss-e
xper
ienc
ed
prof
essio
nals,
to id
entif
y sy
mpt
oms
of a
dver
se re
actio
ns to
the
use
or a
buse
of m
edica
tions
and
in
itiate
s co
nsul
tatio
n wi
th m
edica
l pr
ofes
siona
ls or
em
erge
ncy
med
ical
serv
ices,
as re
quire
d
• Pr
ovid
es m
ost c
urre
nt e
viden
ce
and
info
rmat
ion
abou
t ava
ilabl
e ph
arm
acot
hera
py fo
r sm
okin
g ce
ssat
ion
in C
anad
a
• Ex
plain
s be
nefit
s of
usin
g ph
arm
acot
hera
py, i
ts s
ide
effe
cts
and
how
to m
anag
e th
em, c
ontra
-in
dica
tions
and
leng
th o
f use
• Ap
plie
s co
mpr
ehen
sive
know
ledg
e ab
out t
he u
se o
f med
icatio
ns in
tre
atin
g su
bsta
nce
use
and
conc
urre
nt
diso
rder
s in
:•
Wor
king
with
clie
nts
• Su
perv
ising
or c
oach
ing
othe
rs•
Over
seei
ng o
r rev
iewi
ng tr
eatm
ent
plan
s•
Colla
bora
ting
and
netw
orkin
g•
Advo
catin
g fo
r bes
t pra
ctice
s
• Bu
ilds
and
main
tain
s a
netw
ork
of
quali
fied
reso
urce
s sk
illed
in th
e ar
ea o
f ph
arm
acol
ogica
l inte
rven
tions
• Ed
ucat
es o
r arra
nges
for p
rofe
ssio
nal
deve
lopm
ent o
f oth
ers
on th
e ty
pes
of
med
icatio
ns th
at m
itigat
e or
agg
rava
te
prob
lem
s re
lated
to s
ubst
ance
use
• In
itiate
s, fa
cilita
tes
or le
ads
the
deve
lopm
ent a
nd im
plem
enta
tion
of e
viden
ce-in
form
ed p
ract
ices
and
polic
ies
that
sup
port
the
inno
vativ
e us
e of
med
icatio
ns in
trea
ting
subs
tanc
e us
e an
d co
ncur
rent
diso
rder
s
EXAMPLES
Technical Competencies ReportBEHAVIOUR INDICATORS BY LEVEL OF PROFICIENCY
MEDICATIONS
VII–19
© Canadian Centre on Substance Abuse, 2014 Competencies for Canada’s Substance Abuse Workforce
Technical Competencies ReportBEHAVIOUR INDICATORS BY LEVEL OF PROFICIENCYOUTREACH
OU
TR
EA
CH
: Des
igni
ng a
nd d
eliv
erin
g su
bsta
nce
use
and
conc
urre
nt d
isor
ders
ser
vice
s in
the
com
mun
ityto
a b
road
ran
ge o
f clie
nts,
incl
udin
g th
ose
who
mig
ht o
ther
wis
e no
t see
k or
hav
e ac
cess
to th
ose
serv
ices
.
1 =
Intr
od
ucto
ry2
= D
evel
op
ing
3 =
Inte
rmed
iate
4 =
Ad
vanc
ed
• Ex
plain
s in
gen
eral
term
s:
• W
hat o
utre
ach
is an
d th
e ro
le
it pl
ays
in p
reve
ntio
n, e
arly
inte
rven
tion
and
treat
men
t•
The
type
and
rang
e of
out
reac
h ac
tivitie
s•
Wha
t is
mea
nt b
y “m
argi
naliz
ed
popu
latio
ns,”
wher
e th
ose
popu
latio
ns a
re lik
ely
to b
e fo
und
loca
lly a
nd h
ow th
ey a
re s
erve
d•
The
type
of s
ubst
ance
use
iss
ues
typi
cally
see
n in
var
ious
po
pulat
ions
, inc
ludi
ng th
ose
mar
gina
lized
, stig
mat
ized
or
othe
rwise
und
erse
rved
• Pr
ovid
es a
dmin
istra
tive
or o
ther
sup
port
to o
utre
ach
work
ers
and
mul
ti-di
scip
linar
y te
ams
• M
ainta
ins
cont
act w
ith re
pres
enta
tives
fro
m c
omm
unity
ser
vices
• Ad
here
s to
evid
ence
-info
rmed
pra
ctice
s in
del
iverin
g or
ass
istin
g in
the
deliv
ery
of
a ra
nge
of s
ubst
ance
use
ser
vices
, ofte
n as
par
t of a
mul
ti-di
scip
linar
y te
am
• Cr
eate
s ra
ppor
t with
pot
entia
l and
ex
istin
g ou
treac
h cli
ents
by
inte
ract
ing
with
them
in th
eir p
refe
rred
setti
ng a
nd
actin
g in
a m
anne
r app
ropr
iate
to th
at
setti
ng
• In
tera
cts
with
out
reac
h co
ntac
ts w
ith
sens
itivity
to a
void
trig
gerin
g ne
gativ
e or
po
tent
ially
dang
erou
s re
spon
ses
• Co
llabo
rate
s wi
th e
ach
outre
ach
clien
t to
iden
tify
indi
vidua
l nee
ds a
nd a
sses
ses
the
outre
ach
popu
latio
n ov
erall
to h
elp
iden
tify
gene
ral n
eeds
• At
tend
s to
the
safe
ty o
f all p
artie
s in
volve
d in
out
reac
h, w
hen
plan
ning
and
de
liver
ing
outre
ach
serv
ices
• En
gage
s wi
th o
ther
s in
the
com
mun
ity to
:•
Deve
lop
a th
orou
gh u
nder
stan
ding
of
loca
l out
reac
h ne
eds
and
gaps
in
ser
vices
• De
velo
p an
d de
liver
out
reac
h ac
tivitie
s ali
gned
with
bes
t pr
actic
es a
nd a
ppro
priat
e to
targ
et
popu
latio
ns
• Pa
rticip
ates
in e
valu
atin
g ou
treac
h se
rvice
s, in
cludi
ng th
ose
prov
ided
by
the
prof
essio
nal’s
org
aniza
tion
and
thos
e pr
ovid
ed b
y ot
hers
in th
e co
mm
unity
• Ev
aluat
es th
e ou
tcom
e of
a c
lient
refe
rral
to a
com
mun
ity re
sour
ce a
nd b
rings
re
lated
issu
es to
the
atte
ntio
n of
mor
e se
nior
pro
fess
iona
ls, if
app
ropr
iate
• Id
entifi
es b
arrie
rs to
acc
essin
g cli
ent
serv
ices
and
supp
orts,
and
take
s ac
tion
to re
duce
thos
e ba
rrier
s
• Pr
omot
es, s
uppo
rts a
nd e
nhan
ces
a va
riety
of o
utre
ach
serv
ices
in th
e co
mm
unity
, adh
erin
g to
sta
ndar
ds a
nd
best
pra
ctice
s
• M
obiliz
es m
ulti-
disc
iplin
ary
team
s co
mpo
sed
of s
ubst
ance
use
pr
ofes
siona
ls, c
omm
unity
-bas
ed
reso
urce
s an
d ot
her r
elat
ed
prof
essio
nals,
as
requ
ired
• Re
views
eva
luat
ions
of r
efer
ral o
utco
mes
an
d, if
app
ropr
iate,
pro
vides
feed
back
to
orga
niza
tions
or p
rofe
ssio
nals
• Co
nduc
ts re
sear
ch a
nd c
ollab
orat
es
with
oth
ers
to id
entif
y ou
treac
h se
rvice
ga
ps a
nd w
ays
of b
ridgi
ng th
ose
gaps
to
prov
ide
mor
e co
mpr
ehen
sive
outre
ach
serv
ices
• Co
llabo
rate
s wi
th a
nd s
omet
imes
lead
s a
rang
e of
com
mun
ity o
rgan
izatio
ns to
de
velo
p ou
treac
h pr
ogra
ms
that
bui
ld
on c
omm
unity
stre
ngth
s an
d ad
dres
s co
mm
unity
nee
ds
EXAMPLES
VII–20
© Canadian Centre on Substance Abuse, 2014 Competencies for Canada’s Substance Abuse Workforce
PR
EV
EN
TIO
N A
ND
HE
ALT
H P
RO
MO
TIO
N: E
ngag
ing
with
sub
stan
ce u
se a
nd c
oncu
rren
t dis
orde
rs c
lient
s, th
eir
fam
ilies
and
thei
r co
mm
uniti
es to
enc
oura
ge th
e ad
optio
n of
kno
wle
dge,
beh
avio
urs,
val
ues
and
attit
udes
that
pro
mot
e pe
rson
al a
nd c
omm
unity
wel
l-bei
ng.
Not
e th
at t
hro
ug
hou
t th
is c
omp
eten
cy t
he
term
pre
ven
tion
sh
ould
be
inte
rpre
ted
to
mea
n p
reve
nti
on o
f su
bst
ance
use
.
1 =
Intr
od
ucto
ry2
= D
evel
op
ing
3 =
Inte
rmed
iate
4 =
Ad
vanc
ed
• Ex
plain
s in
gen
eral
term
s im
porta
nt
conc
epts
in p
reve
ntio
n an
d he
alth
prom
otio
n, s
uch
as:
• Th
e ke
y so
cial d
eter
min
ants
of
healt
h•
The
cont
inuu
m o
f pre
vent
ion
inte
rven
tions
from
prim
ary
prev
entio
n to
har
m re
duct
ion
• Th
e fa
ctor
s th
at c
an e
ither
redu
ce
or in
crea
se th
e ris
k of
sub
stan
ce
use
or c
oncu
rrent
diso
rder
s•
The
role
of p
reve
ntio
n ou
treac
h se
rvice
s as
par
t of a
n ef
fect
ive
prev
entio
n an
d he
alth
prom
otio
n st
rate
gy•
That
pre
vent
ion
and
healt
h pr
omot
ion
effo
rts m
ust b
e ta
ilore
d to
the
cultu
re, c
onte
xt a
nd n
eeds
of
targ
et p
opul
atio
ns
• As
sists
in th
e de
liver
y of
a ra
nge
of
prev
entio
n pr
ogra
ms
and
in c
oord
inat
ing
com
mun
icatio
n be
twee
n all
invo
lved
parti
es
• Co
urte
ously
eng
ages
with
, enc
oura
ges
and
resp
onds
to c
lient
s an
d co
mm
unity
m
embe
rs
• En
gage
s wi
th c
lient
s an
d th
eir
fam
ilies
usin
g ve
rbal
and
non-
verb
al co
mm
unica
tion
to c
onve
y co
nfide
nce
in
thei
r abi
lities
to re
duce
or e
limin
ate
the
nega
tive
impa
ct o
f sub
stan
ce a
buse
or
conc
urre
nt d
isord
ers
• Ex
plain
s be
st p
ract
ices
in p
reve
ntio
n an
d he
alth
prom
otio
n, a
nd a
pplie
s th
at u
nder
stan
ding
wh
en e
ngag
ing
with
the
com
mun
ity, c
lient
s an
d
clien
ts’ f
amilie
s
• Pa
rticip
ates
in d
evel
opin
g an
d de
liver
ing
prev
entio
n an
d he
alth
prom
otio
n ac
tivitie
s, wo
rkin
g alo
ne, w
ith o
rgan
izatio
nal t
eam
s an
d in
co
llabo
ratio
n wi
th p
artn
ers
in th
e co
mm
unity
• De
liver
s or
ass
ists
in th
e de
liver
y of
sta
ndar
dize
d pu
blic
educ
atio
n pr
ogra
ms
to g
ener
al po
pulat
ions
like
scho
ols
and
com
mun
ity g
roup
s
• De
liver
s or
ass
ists
in th
e de
liver
y of
cus
tom
ized
prog
ram
s ta
ilore
d to
the
need
s of
spe
cific
targ
et
popu
latio
ns
• St
udie
s th
e ev
iden
ce o
n pr
even
tion
and
healt
h pr
omot
ion
and
enga
ges
with
clie
nts
and
subj
ect
mat
ter e
xper
ts to
bet
ter u
nder
stan
d th
e im
pact
pr
even
tion
and
healt
h pr
omot
ion
prog
ram
s ha
ve
on d
iffer
ent c
ultu
res
and
in d
iffer
ent c
onte
xts,
and
appl
ies
that
und
erst
andi
ng in
ser
vice
and
prod
uct d
evel
opm
ent a
nd d
elive
ry e
fforts
• Sh
ares
idea
s an
d in
form
atio
n an
d ex
plain
s ho
w an
d wh
y sp
ecific
task
s co
ntrib
ute
to th
e co
mm
unity
’s pr
even
tion
and
healt
h pr
omot
ion
capa
city
• Pr
omot
es a
ware
ness
of t
he lin
kage
bet
ween
so
me
recr
eatio
nal v
enue
s lik
e ca
sinos
or b
ars
and
subs
tanc
e us
e, d
urin
g in
tera
ctio
ns w
ith
clien
ts a
nd th
e co
mm
unity
• Pr
omot
es a
sen
se o
f com
mun
ity o
wner
ship
and
in
volve
men
t by:
• He
lpin
g to
bui
ld c
omm
unity
con
nect
ions
• He
lpin
g en
hanc
e th
e re
silie
nce
of a
ll co
mm
unity
mem
bers
• Ad
voca
ting
for a
nd e
duca
ting
othe
rs o
n he
althy
pub
lic p
olicy
• Co
llabo
rate
s wi
th a
rang
e of
sta
keho
lder
s to
id
entif
y an
d as
sign
prio
ritie
s to
com
mun
ity n
eeds
an
d re
quire
d re
sour
ces
relat
ed to
pre
vent
ion
and
healt
h pr
omot
ion
• M
onito
rs re
sear
ch re
lated
to p
reve
ntio
n an
d he
alth
prom
otio
n an
d ap
plie
s re
leva
nt fi
ndin
gs in
all
act
ivitie
s in
cludi
ng in
tera
ctio
ns w
ith c
lient
s an
d co
mm
unity
mem
bers
• De
velo
ps a
nd d
elive
rs a
rang
e of
co
mpl
ex in
terv
entio
ns, p
rogr
ams
and
serv
ices
info
rmed
by
an in
-dep
th
know
ledg
e of
rele
vant
pre
vent
ion
and
healt
h pr
omot
ion
tech
niqu
es a
nd
appr
oach
es
• M
anag
es u
nusu
al or
diffi
cult
situa
tions
whe
n de
liver
ing
prog
ram
s in
the
com
mun
ity w
ith a
t-risk
po
pulat
ions
• M
obiliz
es a
nd s
uppo
rts c
omm
unity
m
embe
r inv
olve
men
t in
prev
entio
n an
d he
alth
prom
otio
n ac
tivitie
s th
at
addr
ess
key
dete
rmin
ants
of h
ealth
, le
vera
ging
com
mun
ity s
treng
ths
and
reso
urce
s in
the
proc
ess
• Ga
uges
the
leve
l of c
omm
unity
co
mm
itmen
t and
abi
lity a
nd s
hifts
fro
m a
lead
ersh
ip to
a s
uppo
rt ro
le a
s ot
hers
ass
ume
mor
e re
spon
sibilit
y
• Pa
rticip
ates
with
com
mun
ity
mem
bers
in e
valu
atin
g pr
even
tion
and
healt
h pr
omot
ion
activ
ities
• Ad
voca
tes
on b
ehalf
of t
he
com
mun
ity, a
s a
whol
e, fo
r su
stain
able
pre
vent
ion
and
healt
h pr
omot
ion
serv
ices
tailo
red
to
com
mun
ity n
eeds
• Ad
voca
tes
for p
reve
ntio
n an
d he
alth
prom
otio
n se
rvice
s, us
ing
evalu
atio
n da
ta a
nd o
ther
evid
ence
-info
rmed
fin
ding
s
• Su
perv
ises
or c
oach
es o
ther
s in
de
velo
ping
, im
plem
entin
g an
d ev
aluat
ing
evid
ence
-info
rmed
pre
vent
ion
and
healt
h pr
omot
ion
initia
tives
• Ov
erse
es a
nd m
anag
es a
rang
e of
pr
even
tion
and
healt
h pr
omot
ion-
focu
sed
initia
tives
that
are
bas
ed o
n be
st
prac
tices
and
that
add
ress
sus
tain
abilit
y, an
d cu
ltura
l and
con
text
ual r
elev
ance
, an
d in
clude
ben
chm
arks
for e
valu
atio
n pu
rpos
es
• In
corp
orat
es re
leva
nt re
sear
ch fi
ndin
gs
and
know
ledg
e of
soc
ial d
eter
min
ants
of
healt
h an
d ris
k an
d pr
otec
tive
fact
ors
in
prog
ram
plan
ning
• In
itiate
s, fa
cilita
tes,
lead
s or
con
duct
s an
alysis
and
eva
luat
ion
of c
omm
unity
pr
ogra
ms
and
serv
ices
to m
easu
re
effe
ctive
ness
, ide
ntify
gap
s in
ser
vice
and
prio
ritize
nee
ds
• Fa
cilita
tes
the
deve
lopm
ent a
nd
main
tena
nce
of m
ulti-
disc
iplin
ary
colla
bora
tions
that
:•
Supp
ort h
ealth
y fa
milie
s an
d co
mm
unitie
s•
De-s
tigm
atize
mar
gina
lized
po
pulat
ions
• En
hanc
e pu
blic
polic
y an
d pr
ogra
m d
esig
n
• Co
llabo
rate
s on
, lea
ds o
r con
tribu
tes
to
the
desig
n an
d de
liver
y of
cus
tom
ized
prog
ram
s in
com
plex
, sen
sitive
situ
atio
ns
that
call
for a
hig
h de
gree
of m
ulti-
disc
iplin
ary
invo
lvem
ent
EXAMPLES
Technical Competencies ReportBEHAVIOUR INDICATORS BY LEVEL OF PROFICIENCY
PREVENTION AND HEALTH PROMOTION
VII–21
© Canadian Centre on Substance Abuse, 2014 Competencies for Canada’s Substance Abuse Workforce
Technical Competencies ReportBEHAVIOUR INDICATORS BY LEVEL OF PROFICIENCYPROGRAM DEVELOPMENT, IMPLEMENTATION AND EVALUATION
PR
OG
RA
M D
EV
ELO
PM
EN
T, IM
PLE
ME
NTA
TIO
N A
ND
EVA
LUA
TIO
N: D
evel
opin
g an
d im
plem
entin
g ne
w s
ubst
ance
use
pro
gram
s,
mod
ifyin
g ex
istin
g pr
ogra
ms
to re
spon
d to
iden
tified
nee
ds a
nd e
valu
atin
g th
e ou
tcom
es o
f new
or
revi
sed
prog
ram
s.
1 =
Intr
od
ucto
ry2
= D
evel
op
ing
3 =
Inte
rmed
iate
4 =
Ad
vanc
ed
• Ex
plain
s in
gen
eral
term
s wh
at is
m
eant
by
need
s as
sess
men
t, pr
ogra
m
deve
lopm
ent,
impl
emen
tatio
n an
d ev
aluat
ion
• Ex
plain
s in
gen
eral
term
s th
e ra
tiona
le fo
r ea
ch o
f the
se fo
ur c
ompo
nent
s an
d th
e re
latio
nshi
p am
ong
them
• Su
ppor
ts o
ther
s in
thei
r nee
ds
asse
ssm
ent,
prog
ram
dev
elop
men
t, im
plem
enta
tion
and
evalu
atio
n ef
forts
• Ga
ther
s in
form
atio
n or
ass
ists
in
info
rmat
ion
gath
erin
g fo
r rep
orts
and
re
sear
ch, i
nclu
ding
eva
luat
ion,
by:
• Or
derin
g or
com
pilin
g da
ta b
ase
repo
rts•
Cond
uctin
g te
leph
one
surv
eys
• En
terin
g or
man
ipul
atin
g su
rvey
da
ta
• Ex
plain
s ho
w re
leva
nt p
olici
es, e
viden
ce,
fram
ewor
ks a
nd th
eorie
s ap
ply
to
prog
ram
dev
elop
men
t
• Ex
plain
s th
e ph
ases
or s
tage
s of
nee
ds
asse
ssm
ent,
prog
ram
dev
elop
men
t, im
plem
enta
tion
and
evalu
atio
n; th
e go
als
and
outp
uts
for e
ach
phas
e; a
nd th
e ac
tivitie
s lik
ely
to b
e co
nduc
ted
as p
art o
f ea
ch p
hase
• As
sists
sen
ior c
olle
ague
s in
dev
elop
ing
data
col
lect
ions
tool
s fo
r eva
luat
ion
and
othe
r res
earc
h pu
rpos
es
• Co
nduc
ts s
uper
vised
rese
arch
for
evalu
atio
n of
fund
ing
prop
osals
by:
• He
lpin
g to
dev
elop
logi
c m
odel
s or
do
cum
ent p
roce
dure
s •
Repo
rting
on
focu
s gr
oups
• Re
com
men
ding
how
to a
pply
rele
vant
pol
icies
(e.g
., on
co
nfide
ntial
ity) t
o re
sear
ch b
eing
co
nduc
ted
• As
sess
es th
e m
agni
tude
and
nat
ure
of th
e iss
ues,
inclu
ding
dist
ribut
ion
of
risk
fact
ors,
when
con
duct
ing
need
s as
sess
men
ts
• In
itiate
s ev
aluat
ion
plan
ning
ear
ly in
a
prog
ram
’s life
cyc
le, c
ontin
uous
ly m
onito
rs p
rogr
ess
and
mak
es n
otes
to
ensu
re th
ose
insig
hts
are
reta
ined
• Co
llabo
rate
s wi
th c
lient
s to
ens
ure
evalu
atio
n pl
ans
inclu
de is
sues
that
are
im
porta
nt to
them
• Pa
rticip
ates
in a
sses
smen
ts a
nd
deve
lopi
ng, i
mpl
emen
ting
or e
valu
atin
g lar
ge o
r com
plex
pro
gram
s, or
lead
s su
ch e
fforts
for s
mall
er o
r les
s co
mpl
ex
prog
ram
s
• Pl
ans
and
cond
ucts
eva
luat
ions
usin
g va
rious
met
hodo
logi
es (e
.g.,
inte
rvie
ws,
surv
eys
and
focu
s gr
oups
)
• Id
entifi
es th
e re
sour
ces
requ
ired
to
deve
lop,
impl
emen
t or e
valu
ate
a pr
ogra
m a
nd m
obiliz
es th
ose
reso
urce
s, as
app
ropr
iate
• De
velo
ps d
ata-
colle
ctio
n to
ols
like
inte
rvie
w gu
ides
and
sur
veys
, and
use
s th
ose
tool
s to
gat
her i
nfor
mat
ion
• Re
sear
ches
and
dev
elop
s sp
ecific
fu
ndin
g pr
opos
als
• Ap
plie
s re
leva
nt p
olici
es, s
uch
as th
ose
that
gov
ern
priva
cy a
nd c
onfid
entia
lity,
and
rele
vant
theo
ries
or re
sear
ch to
pr
ogra
m d
evel
opm
ent,
impl
emen
tatio
n an
d ev
aluat
ion
proj
ects
• An
alyze
s or
par
ticip
ates
in th
e an
alysis
of
prog
ram
eva
luat
ion
findi
ngs
• Sh
ares
eva
luat
ion
findi
ngs
with
oth
ers
and
prom
otes
on-
goin
g kn
owle
dge
exch
ange
abo
ut p
rogr
am d
evel
opm
ent,
impl
emen
tatio
n an
d ev
aluat
ion
• Co
nduc
ts c
ompl
ex p
rogr
am
need
s as
sess
men
ts, d
evel
opm
ent,
impl
emen
tatio
n an
d ev
aluat
ion
proj
ects
or
lead
s in
tern
al te
ams
char
ged
with
su
ch p
roje
cts
• Co
llabo
rate
s wi
th a
nd s
omet
imes
lead
s m
ulti-
disc
iplin
ary
team
s de
signi
ng,
impl
emen
ting
or e
valu
atin
g cu
stom
ized
prog
ram
s
• Su
perv
ises
or c
oach
es o
ther
s in
volve
d in
pr
ogra
m d
evel
opm
ent,
impl
emen
tatio
n an
d ev
aluat
ion
• W
rites
fina
l rep
orts
in a
ccor
danc
e wi
th
evid
ence
-info
rmed
sta
ndar
ds
• Re
views
fund
ing
prop
osals
and
cle
arly
conv
eys
revie
w de
cisio
ns
• In
itiate
s or
con
duct
s re
sear
ch:
• On
tren
ds in
pro
gram
de
velo
pmen
t, im
plem
enta
tion
and
evalu
atio
n•
To s
uppo
rt th
e de
velo
pmen
t of
fund
ing
prop
osals
• Cr
eativ
ely
appl
ies
new
lear
ning
to re
flect
ev
iden
ce-in
form
ed a
ppro
ache
s to
pr
ogra
m d
evel
opm
ent,
impl
emen
tatio
n an
d ev
aluat
ion
• Es
tabl
ishes
and
main
tain
s po
sitive
an
d pr
ofes
siona
l com
mun
icatio
ns
with
fund
ing
orga
niza
tions
to m
ainta
in
awar
enes
s of
upc
omin
g in
itiativ
es
• In
itiate
s kn
owle
dge
exch
ange
op
portu
nitie
s to
leve
rage
and
roll-
up
mul
ti-di
scip
linar
y fin
ding
s
EXAMPLES
VII–22
© Canadian Centre on Substance Abuse, 2014 Competencies for Canada’s Substance Abuse Workforce
EXAMPLES
PR
OG
RA
M D
EV
ELO
PM
EN
T, IM
PLE
ME
NTA
TIO
N A
ND
EVA
LUA
TIO
N: D
evel
opin
g an
d im
plem
entin
g ne
w s
ubst
ance
use
pro
gram
s,
mod
ifyin
g ex
istin
g pr
ogra
ms
to re
spon
d to
iden
tified
nee
ds a
nd e
valu
atin
g th
e ou
tcom
es o
f new
or
revi
sed
prog
ram
s.
1 =
Intr
od
ucto
ry2
= D
evel
op
ing
3 =
Inte
rmed
iate
4 =
Ad
vanc
ed
• Ex
plain
s in
gen
eral
term
s wh
at is
m
eant
by
need
s as
sess
men
t, pr
ogra
m
deve
lopm
ent,
impl
emen
tatio
n an
d ev
aluat
ion
• Ex
plain
s in
gen
eral
term
s th
e ra
tiona
le fo
r ea
ch o
f the
se fo
ur c
ompo
nent
s an
d th
e re
latio
nshi
p am
ong
them
• Su
ppor
ts o
ther
s in
thei
r nee
ds
asse
ssm
ent,
prog
ram
dev
elop
men
t, im
plem
enta
tion
and
evalu
atio
n ef
forts
• Ga
ther
s in
form
atio
n or
ass
ists
in
info
rmat
ion
gath
erin
g fo
r rep
orts
and
re
sear
ch, i
nclu
ding
eva
luat
ion,
by:
• Or
derin
g or
com
pilin
g da
ta b
ase
repo
rts•
Cond
uctin
g te
leph
one
surv
eys
• En
terin
g or
man
ipul
atin
g su
rvey
da
ta
• Ex
plain
s ho
w re
leva
nt p
olici
es, e
viden
ce,
fram
ewor
ks a
nd th
eorie
s ap
ply
to
prog
ram
dev
elop
men
t
• Ex
plain
s th
e ph
ases
or s
tage
s of
nee
ds
asse
ssm
ent,
prog
ram
dev
elop
men
t, im
plem
enta
tion
and
evalu
atio
n; th
e go
als
and
outp
uts
for e
ach
phas
e; a
nd th
e ac
tivitie
s lik
ely
to b
e co
nduc
ted
as p
art o
f ea
ch p
hase
• As
sists
sen
ior c
olle
ague
s in
dev
elop
ing
data
col
lect
ions
tool
s fo
r eva
luat
ion
and
othe
r res
earc
h pu
rpos
es
• Co
nduc
ts s
uper
vised
rese
arch
for
evalu
atio
n of
fund
ing
prop
osals
by:
• He
lpin
g to
dev
elop
logi
c m
odel
s or
do
cum
ent p
roce
dure
s •
Repo
rting
on
focu
s gr
oups
• Re
com
men
ding
how
to a
pply
rele
vant
pol
icies
(e.g
., on
co
nfide
ntial
ity) t
o re
sear
ch b
eing
co
nduc
ted
• As
sess
es th
e m
agni
tude
and
nat
ure
of th
e iss
ues,
inclu
ding
dist
ribut
ion
of
risk
fact
ors,
when
con
duct
ing
need
s as
sess
men
ts
• In
itiate
s ev
aluat
ion
plan
ning
ear
ly in
a
prog
ram
’s life
cyc
le, c
ontin
uous
ly m
onito
rs p
rogr
ess
and
mak
es n
otes
to
ensu
re th
ose
insig
hts
are
reta
ined
• Co
llabo
rate
s wi
th c
lient
s to
ens
ure
evalu
atio
n pl
ans
inclu
de is
sues
that
are
im
porta
nt to
them
• Pa
rticip
ates
in a
sses
smen
ts a
nd
deve
lopi
ng, i
mpl
emen
ting
or e
valu
atin
g lar
ge o
r com
plex
pro
gram
s, or
lead
s su
ch e
fforts
for s
mall
er o
r les
s co
mpl
ex
prog
ram
s
• Pl
ans
and
cond
ucts
eva
luat
ions
usin
g va
rious
met
hodo
logi
es (e
.g.,
inte
rvie
ws,
surv
eys
and
focu
s gr
oups
)
• Id
entifi
es th
e re
sour
ces
requ
ired
to
deve
lop,
impl
emen
t or e
valu
ate
a pr
ogra
m a
nd m
obiliz
es th
ose
reso
urce
s, as
app
ropr
iate
• De
velo
ps d
ata-
colle
ctio
n to
ols
like
inte
rvie
w gu
ides
and
sur
veys
, and
use
s th
ose
tool
s to
gat
her i
nfor
mat
ion
• Re
sear
ches
and
dev
elop
s sp
ecific
fu
ndin
g pr
opos
als
• Ap
plie
s re
leva
nt p
olici
es, s
uch
as th
ose
that
gov
ern
priva
cy a
nd c
onfid
entia
lity,
and
rele
vant
theo
ries
or re
sear
ch to
pr
ogra
m d
evel
opm
ent,
impl
emen
tatio
n an
d ev
aluat
ion
proj
ects
• An
alyze
s or
par
ticip
ates
in th
e an
alysis
of
prog
ram
eva
luat
ion
findi
ngs
• Sh
ares
eva
luat
ion
findi
ngs
with
oth
ers
and
prom
otes
on-
goin
g kn
owle
dge
exch
ange
abo
ut p
rogr
am d
evel
opm
ent,
impl
emen
tatio
n an
d ev
aluat
ion
• Co
nduc
ts c
ompl
ex p
rogr
am
need
s as
sess
men
ts, d
evel
opm
ent,
impl
emen
tatio
n an
d ev
aluat
ion
proj
ects
or
lead
s in
tern
al te
ams
char
ged
with
su
ch p
roje
cts
• Co
llabo
rate
s wi
th a
nd s
omet
imes
lead
s m
ulti-
disc
iplin
ary
team
s de
signi
ng,
impl
emen
ting
or e
valu
atin
g cu
stom
ized
prog
ram
s
• Su
perv
ises
or c
oach
es o
ther
s in
volve
d in
pr
ogra
m d
evel
opm
ent,
impl
emen
tatio
n an
d ev
aluat
ion
• W
rites
fina
l rep
orts
in a
ccor
danc
e wi
th
evid
ence
-info
rmed
sta
ndar
ds
• Re
views
fund
ing
prop
osals
and
cle
arly
conv
eys
revie
w de
cisio
ns
• In
itiate
s or
con
duct
s re
sear
ch:
• On
tren
ds in
pro
gram
de
velo
pmen
t, im
plem
enta
tion
and
evalu
atio
n•
To s
uppo
rt th
e de
velo
pmen
t of
fund
ing
prop
osals
• Cr
eativ
ely
appl
ies
new
lear
ning
to re
flect
ev
iden
ce-in
form
ed a
ppro
ache
s to
pr
ogra
m d
evel
opm
ent,
impl
emen
tatio
n an
d ev
aluat
ion
• Es
tabl
ishes
and
main
tain
s po
sitive
an
d pr
ofes
siona
l com
mun
icatio
ns
with
fund
ing
orga
niza
tions
to m
ainta
in
awar
enes
s of
upc
omin
g in
itiativ
es
• In
itiate
s kn
owle
dge
exch
ange
op
portu
nitie
s to
leve
rage
and
roll-
up
mul
ti-di
scip
linar
y fin
ding
s
RE
CO
RD
KE
EP
ING
AN
D D
OC
UM
EN
TAT
ION
: Cre
atin
g an
d m
aint
aini
ng a
ccur
ate,
up-
to-d
ate,
com
preh
ensi
ve c
lient
reco
rds
able
to w
ithst
and
lega
l scr
utin
y.
1 =
Intr
od
ucto
ry2
= D
evel
op
ing
3 =
Inte
rmed
iate
4 =
Ad
vanc
ed
• As
sists
in u
pdat
ing
less
sen
sitive
clie
nt
reco
rds
(e.g
., in
take
repo
rts, r
elea
se
form
s, pr
ogre
ss n
otes
)
• Ad
here
s to
all r
equi
rem
ents
and
pr
otoc
ols
abou
t whe
re, w
hen
and
how
clien
t rec
ords
are
to b
e sa
fegu
arde
d
• En
ters,
acc
urat
ely
and
legi
bly,
all
requ
ired
elem
ents
of c
lient
reco
rds
into
in
form
atio
n sy
stem
s in
a ti
mel
y m
anne
r
• Ob
tain
s in
form
ed c
onse
nt fr
om c
lient
s an
d do
cum
enta
tion
requ
ired
for e
xcha
ngin
g in
form
atio
n (e
.g.,
durin
g th
e re
ferra
l pro
cess
)
• Di
scus
ses
the
boun
darie
s of
con
fiden
tiality
wi
th c
lient
s to
ens
ure
they
und
erst
and
the
circu
mst
ance
s in
whi
ch in
form
atio
n wi
ll or w
ill no
t be
shar
ed
• Up
date
s se
nsitiv
e cli
ent r
ecor
ds (e
.g.,
scre
enin
g an
d as
sess
men
t rep
orts,
cou
rt-m
anda
ted
repo
rts)
• Us
es a
ppro
priat
e te
rmin
olog
y an
d ap
prov
ed
abbr
eviat
ions
in c
lient
reco
rds
and
docu
men
tatio
n
• Re
cord
s all
clie
nt a
nd re
lated
pro
fess
iona
l in
tera
ctio
ns in
an
obje
ctive
and
acc
urat
e m
anne
r tha
t refl
ects
org
aniza
tiona
l pro
toco
ls,
esta
blish
ed re
gulat
ory
prac
tices
and
reco
rd
keep
ing
guid
elin
es
• Do
cum
ents
all s
tage
s of
the
treat
men
t pr
oces
s cle
arly,
acc
urat
ely
and
conc
isely,
en
surin
g th
at e
ntrie
s ar
e le
gibl
e if
hand
writt
en
or a
ccur
atel
y ty
ped
and
code
d fo
r ele
ctro
nic
syst
ems
• As
certa
ins
and
conv
eys
to o
ther
s th
e ap
prov
ed a
bbre
viatio
ns fo
r use
in
clien
t rec
ords
• Pr
epar
es d
ischa
rge
sum
mar
ies
• Re
spon
ds to
cas
e-se
nsitiv
e re
ques
ts fo
r rec
ords
from
ext
erna
l or
gani
zatio
ns (e
.g.,
cour
t sub
poen
as
or c
hild
wel
fare
inve
stig
atio
ns)
• M
onito
rs a
nd s
ampl
es a
ll typ
es o
f clie
nt
reco
rds
to e
nsur
e th
at p
ract
ices
adhe
re
to c
onfid
entia
lity, i
nfor
mat
ion-
shar
ing
and
data
pro
tect
ion
requ
irem
ents
and
pr
otoc
ols
• Su
perv
ises
or c
oach
es o
ther
s to
:•
Ensu
re a
dher
ence
to a
ll rel
evan
t re
quire
men
ts a
nd p
roto
cols
• Re
med
y an
y lap
ses
disc
over
ed
thro
ugh
file s
ampl
ing
and
mon
itorin
g
• M
onito
rs re
sear
ch, b
ulle
tins,
news
lette
rs,
jour
nals
and
webs
ites
to k
eep
up-to
-dat
e on
legi
slativ
e ch
ange
s lik
ely
to h
ave
an
impa
ct o
n cli
ent r
ecor
ds
• Re
views
disc
harg
e su
mm
arie
s, as
re
quire
d
• Su
perv
ises
or c
oach
es o
ther
s on
ca
se-s
ensit
ive re
ques
ts fo
r rec
ords
from
ex
tern
al or
gani
zatio
ns
• En
sure
s th
at e
lect
roni
c re
cord
kee
ping
sy
stem
s ar
e se
cure
ly pr
otec
ted
and
back
ed u
p so
that
reco
rds
are
retri
evab
le
in th
e ev
ent o
f com
pute
r cra
shes
, vira
l in
fect
ions
or o
ther
tech
nica
l pro
blem
s
EXAMPLES
Technical Competencies ReportBEHAVIOUR INDICATORS BY LEVEL OF PROFICIENCY
RECORD KEEPING AND DOCUMENTATION
VII–23
© Canadian Centre on Substance Abuse, 2014 Competencies for Canada’s Substance Abuse Workforce
Technical Competencies ReportBEHAVIOUR INDICATORS BY LEVEL OF PROFICIENCYSCREENING AND ASSESSMENT
SC
RE
EN
ING
AN
D A
SS
ES
SM
EN
T: S
elec
ting,
adm
inis
terin
g an
d in
terp
retin
g th
e re
sults
of e
vide
nce-
info
rmed
tool
s an
d m
etho
ds to
mea
sure
a c
lient
’s s
ubst
ance
use
and
rela
ted
conc
erns
, and
info
rm th
e ca
re a
nd tr
eatm
ent p
lan.
1 =
Intr
od
ucto
ry2
= D
evel
op
ing
3 =
Inte
rmed
iate
4 =
Ad
vanc
ed
• Ex
plain
s in
gen
eral
term
s th
at:
• Sc
reen
ing
begi
ns th
e pr
oces
s of
id
entif
ying
and
addr
essin
g cli
ent
conc
erns
and
cou
ld le
ad to
furth
er
inve
stig
atio
n or
not
• In
form
atio
n ga
ther
ed d
urin
g sc
reen
ing
is a
“sna
psho
t” ra
ther
th
an a
com
plet
e cli
ent p
ortra
it•
Asse
ssm
ent i
s an
ong
oing
pro
cess
th
at e
valu
ates
clie
nt p
rogr
ess
and
prov
ides
a ra
tiona
le fo
r cha
ngin
g th
e tre
atm
ent p
lan, a
s ne
cess
ary
• Th
e re
latio
nshi
p of
scr
eeni
ng a
nd
asse
ssm
ent t
o on
e an
othe
r and
to
the
rang
e of
oth
er p
roce
sses
and
se
rvice
s pr
ovid
ed to
the
clien
t
• Ad
here
s to
all l
egisl
atio
n, g
uide
lines
, pr
oced
ures
, pro
toco
ls an
d pr
ofes
siona
l et
hics
abo
ut p
rivac
y, co
nfide
ntial
ity a
nd
hu
man
righ
ts
• Pr
ovid
es a
dmin
istra
tive
or o
ther
sup
port
to in
take
wor
kers
or c
linica
l sta
ff co
nduc
ting
asse
ssm
ents
• Ac
quire
s ba
sic c
lient
info
rmat
ion,
ad
herin
g to
all r
elev
ant t
empl
ates
or
guid
es to
ens
ure
com
plet
enes
s an
d ac
cura
cy
• Re
flect
s on
his
or h
er o
wn p
erso
nal a
nd
prof
essio
nal a
ttitu
des
and
cultu
ral b
iases
, an
d th
e im
pact
they
mig
ht h
ave
on th
e ab
ility
to in
tera
ct w
ith c
lient
s in
a n
on-
judg
men
tal w
ay, a
nd s
eeks
ass
istan
ce
and
supp
ort w
hen
requ
ired
• Pr
ovid
es e
ach
clien
t with
an
envir
onm
ent
that
feel
s sa
fe in
light
of t
hat c
lient
’s ne
eds,
back
grou
nd a
nd c
ultu
re
• Co
nduc
ts s
cree
ning
and
ass
essm
ent u
sing
evid
ence
-info
rmed
tool
s sh
own
to le
ad to
the
best
out
com
es a
nd v
alida
ted
for t
he c
lient
po
pulat
ion
bein
g se
rved
• Co
nduc
ts s
cree
ning
and
ass
essm
ent
inte
rvie
ws e
xplo
ring
the
clien
t’s u
nder
lying
th
ough
ts a
nd e
mot
ions
usin
g:•
A ra
nge
of q
uest
ioni
ng te
chni
ques
• No
n-ju
dgm
enta
l, op
en-e
nded
que
stio
ns•
Inco
nsist
encie
s (e
.g.,
betw
een
verb
al an
d no
n-ve
rbal
com
mun
icatio
n) to
elic
it ac
cura
te in
form
atio
n•
Lang
uage
app
ropr
iate
to th
e cli
ent’s
le
vel o
f und
erst
andi
ng
• De
liver
s br
ief i
nter
vent
ions
for c
lient
s du
ring
scre
enin
g or
ass
essm
ent s
ervic
es
• En
gage
s wi
th e
ach
clien
t to:
• Id
entif
y re
leva
nt c
ultu
ral a
nd h
istor
ical
influ
ence
s•
Resp
ond
to th
at c
lient
’s ne
eds
and
build
rapp
ort
• En
hanc
e m
otiva
tion
to a
cces
s re
leva
nt
prog
ram
s an
d se
rvice
s
• Se
lect
s an
d ap
plie
s sc
reen
ing
and
asse
ssm
ent t
ools
and
inte
rpre
ts d
ata
they
yie
ld to
prio
ritize
the
clien
t’s is
sues
and
info
rm
the
deve
lopm
ent o
f tre
atm
ent p
lans
• As
sess
es th
e cli
ent’s
read
ines
s to
cha
nge
on a
n on
-goi
ng b
asis,
not
ing
any
chan
ges
that
occ
ur a
nd a
dapt
ing
the
treat
men
t plan
ac
cord
ingl
y
• Em
ploy
s ev
iden
ce-in
form
ed h
ealth
sc
reen
ing
and
asse
ssm
ent t
ools
to
iden
tify
healt
h pr
oble
ms
that
mig
ht
influ
ence
the
clien
t’s tr
eatm
ent p
lan
• Id
entifi
es m
enta
l and
phy
sical
signs
an
d sy
mpt
oms
that
mim
ic su
bsta
nce
use
beha
viour
s (e
.g.,
into
xicat
ion
or w
ithdr
awal)
and
inte
rven
es
appr
opria
tely
• Id
entifi
es s
igns
of c
risis
durin
g sc
reen
ing
and
asse
ssm
ent a
nd
quick
ly in
terv
enes
to e
nsur
e sa
fety
• In
tegr
ates
evid
ence
-info
rmed
re
sear
ch o
n sc
reen
ing
and
asse
ssm
ent t
ools
and
tech
niqu
es in
to
prac
tice
• As
sess
es th
e ad
equa
cy o
f exis
ting
tool
s an
d pr
actic
es, a
nd in
nova
tes
enha
ncem
ents,
as
appr
opria
te
• Su
perv
ises
or c
oach
es o
ther
s to
:•
Ensu
re th
e qu
ality
and
inte
grity
of
scre
enin
g an
d as
sess
men
t too
ls an
d pr
actic
es•
Enric
h th
eir k
nowl
edge
and
refe
r th
em to
reso
urce
s ab
out t
he
impa
ct o
f diff
eren
t clie
nt c
ultu
res
• En
hanc
e in
terv
iewi
ng a
nd o
ther
cli
nica
l skil
ls
• In
itiate
s, co
llabo
rate
s on
or c
ondu
cts
rese
arch
on
vario
us a
spec
ts o
f sc
reen
ing
and
asse
ssm
ent
EXAMPLES
VII–24
© Canadian Centre on Substance Abuse, 2014 Competencies for Canada’s Substance Abuse Workforce
SC
RE
EN
ING
AN
D A
SS
ES
SM
EN
T: S
elec
ting,
adm
inis
terin
g an
d in
terp
retin
g th
e re
sults
of e
vide
nce-
info
rmed
tool
s an
d m
etho
ds to
mea
sure
a
clie
nt’s
sub
stan
ce u
se a
nd re
late
d co
ncer
ns, a
nd in
form
the
care
and
trea
tmen
t pla
n.
1 =
Intr
od
ucto
ry2
= D
evel
op
ing
3 =
Inte
rmed
iate
4 =
Ad
vanc
ed
• Id
entifi
es c
lient
s wh
o m
ight
be
at ri
sk o
f su
icide
, sel
f-har
m o
r of h
arm
ing
othe
rs,
and
notifi
es m
ore
seni
or p
rofe
ssio
nals
or, i
f ap
prop
riate
, call
s fo
r em
erge
ncy
serv
ices
• Co
nsul
ts a
nd c
ollab
orat
es w
ith o
ther
pr
ofes
siona
ls to
clar
ify o
r enh
ance
clie
nt-
prov
ided
info
rmat
ion
and
iden
tify
risks
that
m
ight
not
oth
erwi
se h
ave
emer
ged
(e.g
., in
com
patib
le m
edica
tions
, dou
ble-
doct
orin
g)
• Re
fers
clie
nts
who
will n
ot b
e in
volve
d fu
rther
wi
th th
e pr
ofes
siona
l’s o
rgan
izatio
n to
oth
er
com
mun
ity re
sour
ces
that
cou
ld b
e he
lpfu
l
• M
onito
rs c
urre
nt tr
ends
and
info
rmat
ion
abou
t re
sear
ch re
lated
to s
cree
ning
and
ass
essm
ent
EXAMPLES EXAMPLES
Technical Competencies ReportBEHAVIOUR INDICATORS BY LEVEL OF PROFICIENCY
SCREENING AND ASSESSMENT
VII–25
TR
AU
MA
-SP
EC
IFIC
CA
RE
: Int
erac
ting
with
sub
stan
ce u
se c
lient
s to
iden
tify
and
cons
ider
the
impa
ct th
at o
verw
helm
ingl
y ne
gativ
e ev
ents
hav
e on
fu
nctio
ning
and
the
abilit
y to
cop
e, a
nd th
en d
evel
opin
g an
d de
liver
ing
inte
rven
tions
that
em
phas
ize
safe
ty, c
hoic
e an
d pe
rson
al c
ontro
l.
1 =
Intr
od
ucto
ry2
= D
evel
op
ing
3 =
Inte
rmed
iate
4 =
Ad
vanc
ed
• Ex
plain
s tra
uma
and
its p
reva
lenc
e,
how
it of
ten
man
ifest
s, an
d its
cau
ses,
inclu
ding
: •
Phys
ical,
emot
iona
l and
sex
ual
abus
e•
The
mul
ti-ge
nera
tiona
l impa
cts
of
resid
entia
l sch
ools
• Ac
ciden
ts a
nd n
atur
al di
sast
ers
• Re
spon
ds to
the
uniq
ue n
eeds
of e
ach
traum
a su
rvivo
r, th
us c
reat
ing
ther
apeu
tic
rapp
ort
• Ex
plain
s th
e po
tent
ial fo
r
re
-trau
mat
izatio
n an
d ho
w it
can
be
avoi
ded
or re
duce
d, p
rovid
ing
exam
ples
on
a c
ase-
by-c
ase
basis
• Ex
plain
s th
e di
ffere
nt w
ays
that
par
ticul
ar
popu
latio
ns c
an e
xper
ienc
e an
d m
anife
st
traum
a, a
nd in
tera
cts
with
clie
nts
info
rmed
by
this
know
ledg
e
• In
tera
cts
sens
itivel
y wi
th c
lient
s to
he
lp th
em m
anag
e th
e im
pact
that
tra
uma
has
on th
eir l
ives
and
prev
ent
re-tr
aum
atiza
tion
• Co
llabo
rate
s wi
th th
e cli
ent t
o bu
ild o
n st
reng
ths
that
enh
ance
resil
ienc
y an
d po
sitive
cop
ing
skills
• Bu
ilds
rapp
ort w
ith c
lient
s wh
o ha
ve
expe
rienc
ed tr
aum
a by
pro
vidin
g a
safe
en
viron
men
t dur
ing
ever
y in
tera
ctio
n, fo
r ex
ampl
e:•
Arra
ngin
g th
e m
eetin
g sp
ace
to
mee
t the
clie
nt’s
need
to fe
el s
afe
• Cr
eatin
g a
crisi
s pl
an•
Esta
blish
ing
pred
ictab
le
expe
ctat
ions
• Fa
cilita
tes
reco
very
from
trau
ma
by
refe
rring
clie
nt to
cou
nsel
ling,
oth
er
clini
cal in
terv
entio
ns o
r com
mun
ity
serv
ices
and
supp
orts,
as
appr
opria
te
• Co
nduc
ts s
cree
ning
and
ass
essm
ents
to
iden
tify
the
pres
ence
of t
raum
a-re
lated
sy
mpt
oms
• En
gage
s cli
ents
in e
xplo
ring
the
conn
ectio
n be
twee
n tra
uma,
sub
stan
ce
use
and
men
tal il
lnes
s or
men
tal h
ealth
iss
ues
and
• Cr
eate
s tre
atm
ent p
lans
that
inte
grat
e an
und
erst
andi
ng o
f the
relat
ions
hip
betw
een
traum
a, s
ubst
ance
use
and
m
enta
l illn
ess
or m
enta
l hea
lth is
sues
• Co
llabo
rate
s wi
th c
lient
s to
:•
Fost
er a
n un
ders
tand
ing
of
inte
grat
ed tr
eatm
ent f
or c
lient
s wi
th
hist
orie
s of
trau
ma
and
subs
tanc
e us
e or
con
curre
nt d
isord
ers
• He
lp th
em a
ckno
wled
ge tr
aum
a an
d he
al fro
m it
• He
lp th
em d
evel
op s
trate
gies
to
min
imize
the
impa
ct o
f trig
gers,
vu
lner
abilit
ies
or o
ther
fact
ors
that
co
ntrib
ute
to re
-trau
mat
izatio
n•
Supp
ort s
elf-e
ffica
cy, s
elf-
dete
rmin
atio
n, d
igni
ty a
nd p
erso
nal
cont
rol
• En
cour
age
the
choi
ce o
f tre
atm
ent
optio
ns th
at e
nsur
e ph
ysica
l, ps
ycho
logi
cal a
nd e
mot
iona
l saf
ety
• Ed
ucat
es a
nd a
dvoc
ates
for e
duca
ting
serv
ice p
rovid
ers
abou
t vica
rious
trau
ma
and
com
pass
ion
fatig
ue, a
nd c
onst
ruct
ive
ways
to d
eal w
ith th
ese
issue
s
• Cr
eate
s an
d pr
omot
es p
rogr
ams
that
pr
omot
e cli
ent a
nd s
taff
self-
care
• Cr
eate
s, pr
omot
es a
nd a
dvoc
ates
for
prog
ram
s, se
rvice
s an
d su
ppor
ts th
at
addr
ess
the
impa
ct o
f tra
uma
on c
lient
s
• M
ento
rs o
r coa
ches
oth
ers
to h
elp
them
de
velo
p an
d de
mon
stra
te e
mpa
thy
in
thei
r int
erac
tions
with
clie
nts
and
othe
rs
• Es
tabl
ishes
pro
toco
ls de
signe
d to
pr
omot
e fe
elin
gs o
f saf
ety
in a
ll clie
nts,
inclu
ding
thos
e wi
th h
istor
ies
of tr
aum
a
EXAMPLES
© Canadian Centre on Substance Abuse, 2014 Competencies for Canada’s Substance Abuse Workforce
Technical Competencies ReportBEHAVIOUR INDICATORS BY LEVEL OF PROFICIENCYTRAUMA-SPECIFIC CARE
VII–26
EXAMPLES
© Canadian Centre on Substance Abuse, 2014 Competencies for Canada’s Substance Abuse Workforce
TR
EA
TM
EN
T P
LAN
NIN
G: C
olla
bora
tivel
y de
velo
ping
a tr
eatm
ent p
lan
base
d on
scr
eeni
ng a
nd a
sses
smen
t find
ings
, ens
urin
g th
at a
ctiv
ities
an
d re
sour
ces
refle
ct th
e cl
ient
’s n
eeds
, str
engt
hs a
nd g
oals
. The
pro
cess
als
o in
clud
es m
onito
ring,
eva
luat
ing,
pla
nnin
g fo
r di
scha
rge
and
upda
ting
the
trea
tmen
t pla
n so
that
it re
flect
s th
e cl
ient
’s e
volv
ing
need
s an
d go
als.
1 =
Intr
od
ucto
ry2
= D
evel
op
ing
3 =
Inte
rmed
iate
4 =
Ad
vanc
ed
• Ex
plain
s th
e or
gani
zatio
n’s
treat
men
t pl
anni
ng p
roce
ss
• Pr
ovid
es b
asic
info
rmat
ion
abou
t av
ailab
le tr
eatm
ent p
rogr
ams
and
serv
ices
to c
lient
s an
d re
fers
them
to
prog
ram
s an
d se
rvice
s as
app
ropr
iate
• Id
entifi
es a
nd h
elps
add
ress
clie
nt
barri
ers
to tr
eatm
ent s
uch
as la
ck o
f tra
nspo
rtatio
n or
acc
ess
to d
ayca
re
serv
ices
• Ad
here
s to
all l
egisl
atio
n, g
uide
lines
, pr
oced
ures
and
pro
toco
ls re
gard
ing
clien
t con
fiden
tiality
and
pro
fess
iona
l et
hics
• As
sess
es th
e cli
ent’s
cur
rent
sta
ge o
f re
adin
ess
to c
omm
it to
and
eng
age
in
treat
men
t plan
act
ivitie
s
• Co
llabo
rate
s wi
th th
e cli
ent t
o:•
Esta
blish
a b
asic
unde
rsta
ndin
g of
tre
atm
ent p
lanni
ng
• Id
entif
y re
alist
ic an
d ac
hiev
able
sho
rt-
and
long
-term
goa
ls•
Iden
tify
cultu
ral,
cont
extu
al an
d pe
rson
al fa
ctor
s th
at s
houl
d be
con
sider
ed in
th
e pl
an•
Deve
lop
a tre
atm
ent p
lan b
ased
on
best
or p
rom
ising
pra
ctice
s an
d th
e cli
ent’s
goa
ls, a
ge, g
ende
r, cu
ltura
l and
co
ntex
tual
back
grou
nd, a
nd s
o on
• Ad
apt t
he p
lan o
ver t
ime,
so
it co
ntin
ues
to re
spon
d to
the
clien
t’s
mot
ivatio
n to
cha
nge
and
othe
r life
cir
cum
stan
ces
• Es
tabl
ishes
reali
stic
expe
ctat
ions
abo
ut th
e tre
atm
ent p
lan w
ith th
e cli
ent a
nd th
e cli
ent’s
fa
mily
, inc
ludi
ng c
lient
con
duct
, mee
ting
atte
ndan
ce a
nd e
ngag
emen
t in
treat
men
t ac
tivitie
s
• Ke
eps
clear
and
acc
urat
e re
cord
s of
all k
ey
info
rmat
ion
gath
ered
dur
ing
the
treat
men
t pl
anni
ng p
roce
ss
• As
sists
sen
ior s
taff
in e
valu
atin
g tre
atm
ent
plan
ning
act
ivitie
s
• As
sess
es th
e re
lative
sev
erity
of t
he
clien
t’s s
ubst
ance
use
and
men
tal
illnes
s or
men
tal h
ealth
issu
es, i
f pr
esen
t, an
d ad
just
s th
e tre
atm
ent
plan
to re
flect
the
relat
ive p
riorit
y of
ea
ch
• Ap
plie
s a
rang
e of
evid
ence
-info
rmed
an
d cli
ent-c
entre
d te
chni
ques
and
ap
proa
ches
to s
uppo
rt co
mm
itmen
t to
the
treat
men
t plan
and
relat
ed
activ
ities
• Cr
eativ
ely
enga
ges
with
clie
nts
with
co
mpl
ex o
r sen
sitive
bac
kgro
unds
to
help
enh
ance
the
clien
t’s m
otiva
tion
and
impr
ove
the
likel
ihoo
d of
ac
hiev
ing
treat
men
t goa
ls
• M
onito
rs c
lient
pro
gres
s th
roug
hout
th
e co
urse
of t
reat
men
t, ce
lebr
ates
su
cces
s, re
cogn
izes
the
oppo
rtuni
ties
prov
ided
by
setb
acks
or o
bsta
cles
and
supp
orts
the
clien
t in
resp
ondi
ng
to th
em
• M
onito
rs e
mer
ging
info
rmat
ion
abou
t ev
iden
ce-in
form
ed a
ppro
ache
s th
at
coul
d aid
in d
evel
opin
g ef
fect
ive
treat
men
t plan
s
• Co
llabo
rate
s wi
th a
bro
ad ra
nge
of m
ulti-
disc
iplin
ary
prof
essio
nals
to d
esig
n an
d im
plem
ent t
reat
men
t plan
s an
d ac
tivitie
s th
at a
ddre
ss c
ompl
ex c
lient
nee
ds,
popu
latio
n gr
oups
and
con
text
s
• Su
perv
ises
or c
oach
es o
ther
s in
the
desig
n an
d de
liver
y of
effe
ctive
trea
tmen
t pl
ans
• Le
ads
or c
ollab
orat
es w
ith o
ther
s in
pl
anni
ng a
nd c
ondu
ctin
g ev
aluat
ions
of
treat
men
t plan
ning
EXAMPLES
Technical Competencies ReportBEHAVIOUR INDICATORS BY LEVEL OF PROFICIENCY
TREATMENT PLANNING
VII–27
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