EASA Certification Process RUBRIC

Transcription

1 EASA Certification Process RUBRIC

2 EASA Staff Certification Process Rubric & Checklist This rubric is meant to demystify the certification process for EASA program staff by clearly explaining what each element of the process is, how to complete it, and the expectations for certain items that receive evaluation. Please use this Rubric as a supplement to the full explanation of the certification process, and the EASA Staff Handbook, which can both be found here: At the end of this document there is a checklist with all the certifcation elements, so you can track your own progress. Version 1.0 Certification Process Design: Ryan Melton Rubric Content Editor: Katie Hayden-Lewis Rubric Copyediting & Design: Halley Doherty-Gary

3 GLOSSARY Team member: Refers to EASA staff including direct and indirect service providers and appropriate support staff (for example: non-clinical supervisors, administrators, managers, peer support specialists). Team members can also include an individual s primary support system like family and friends. Medical Provider: Refers to a Licensed Medical Provider with the ability to prescribe medications, or a nurse. Network Agreements: This refers to the agreement that all programs in the EASA network agree to abide by in order to be considered an EASA program. The full policy explaining this is available on page 31 of the EASA Practice Guidelines. Provider: Refers to a service coordinator/case manager, counselor, occupational therapist, peer support, or employment/ education specialist. Do you have a term in mind that you would like to see defined in the glossary? Let us know at easac4e@pdx.edu!

4 Things to remember: Some EASA training can be provided on an as-needed basis, especially in rural and frontier communities and new EASA sites. If you would like to schedule a group or individual training session near you, please contact Ryan Melton or Katie Hayden-Lewis. With a philosophy for transdisciplinary teams, all EASA staff members are required to attend each of the (3) core trainings at least once. For a webinar version of a training, check with EASA Center for Excellence staff about whether it fulfills certification requirements. If there is an element of the certification process that you do not usually do in your role, you can review another team member s work with certified staff to complete the required element.

5 Preliminary 2 Day Intro 26 hours supervision The 2 day Introductory Training for New EASA Team Members is offered by the EASA Center for Excellence 1-3 times per year. Contact the EASA Center for Excellence team to find out when the next training is scheduled or to schedule a training in your area. Participate in monthly consultation calls or meet with senior staff to gain supervision hours. Check out the Conference Calls Info Sheet to find out when your group s monthly calls are scheduled. Supervisor Training Differential Diagnosis/SIPS Training Community Education Demonstration Confirm that your EASA Team supervisor has attended either the Supervisor Training or the Intro Training provided by the EASA Center for Excellence. *Most supervisors on teams older than 1 year have already attended. The 1 day Differential Diagnosis Training offered by the EASA Center for Excellence several times per year, either in-person or via webinar. Once per year, Dr. Barbara Walsh joins our in-person training to add a 2 day SIPS overview. Both trainings are required. Perform a Community Education Presentation and have it reviewed by certified staff, either in person or via video. See the next page to review all the elements your presentation should include for a positive review. 1

6 Community Education Demo Preliminary Target a specific audience Psychosis info is tailored to specific group values and interests Early Recovery Message Positive & Hopeful Combat negative messages about life trajectory & stigma Why people develop these mental health symptoms Strengths-based successful life with psychosis messages Promotes understanding of adolescent and young adult typical developmental experiences to combat stigma Core Elements of Treatment Psychoeducation, MFG, SFG Individual & Family Counseling Assertive Case Management Access and Approach to Medications Supported Employment/ Education EASA Referral Process How to refer to EASA What referents, individuals, and families can expect from a referral Policies around accepting individuals with a range of insurance statuses and coverage (Emphasizes free consultation to promote early detection and referrals) Symptoms Specific information re: observable psychosis risk symptoms Promote through education and success stories the early recognition of signs and symptoms of psychosis in the risk state and during active stages of psychosis and schizophrenia 2

7 Intermediate MFG Training The 2 day Multi-Family Group Training for EASA Clinicians is offered by the EASA Center for Excellence 1-3 times per year. Contact the EASA Center for Excellence team to find out when the next training is scheduled or to schedule a training in your area. Differential Diagnosis/SIPS, Cont'd. Assessment & Treatment Planning This category has 3 parts: 36 hours Supervision 10 Case Presentations 3 Screenings This section includes: 3 Assessments with 3 corresponding Treatment Plans 3 copies each of: - Strengths Assessment - Risk Assessment - Relapse Prevention Plan - Service Plan (a.k.a. Recovery Plan ) - Transition Plan See the following pages for evaluation requirements 3

8 Differential Diagnosis/SIPS, Cont d. Intermediate Differential Diagnosis & SIPS Continued: 10 Case Presentations Diagnostic criteria or symptoms that explain individual s acceptance or inclusion into EASA services 36 Hours Supervision Screeners calls or in-person 3 Screenings Demonstrate a clear justification for current diagnosis Meets a DSM 5 diagnostic category Can include at-risk syndrome as indicated by the completion of a SIPS Not an EASA Team member who does screenings? That s OK! You can review an EASA screener s work with a certified staff member for credit. 4

9 Assessments & Treatment Planning Intermediate 3 Assessments: Comprehensive Culturally informed Bio-psycho-social assessment & strengths assessment Clinical recommendations and/or diagnostic rule outs 3 Treatment Plans: Individually driven (and family driven where indicated) goals and objectives Individualized and strengthsbased language Reflect individual (and family where indicated) changes as they occur over time, to represent the step-by-step and changing nature of the recovery process 3 Assessments 3 Treatment Plans Clearly measureable objectives Identify individual (staff, family, natural support, etc.) responsible for assisting the individual and/or family or natural support system with goal Clearly outline time frames for completion of goals Transition goals and plans Demonstrate Cultural Awareness & Humility by: Including interpreters and translations for the preferred language of individuals and their families Identifying appropriate location of these activities Use of relevant language and references Use of accessible written communication styles Following individuals values & preferences 5

10 Assessments & Treatment Planning Intermediate Consider: Daily Living Situation Finances and Insurance Vocation and Education Inventory Supporting Goals 3 Strengths Assessments Social Supports Health Leisure/Recreational Spirituality Current Status, Values, Culture, Desires, Identity Aspirations, Interests & Resources A collaborative list of action steps to reach individual's goals This also includes an assessment of the individual s potential to leave their usual residence or, if admitted, leave the hospital against medical advice or without supportive discharge plans in place (such as access to safe housing, food, transportation, and other needed services). Evaluation of Risks Suicide Violence Victimization Disorganization Safety/crisis plan to be shared with support team (with permission) Family conflict, which might lead to increased risks for worsening symptoms, violence, and victimization 3 Risk Assessments Impulsivity Substance Use Delusional concerns suggests harming self or others 6

11 Assessments & Treatment Planning Intermediate Identify Stressors that increase risk of relapse of any MH concerns Describe Relapse Signature Stressors/Triggers Reminders of Past Relapses Individualized Language that Warns of Worsening Symptoms Individual-Appointed Helpful Activities, Experiences, or Supporters (and What Kind of Help is Wanted) Contact Information for Individual's Relapse & Crisis Support Network Evidence that the plan has been or will be tested for effectiveness. The plan reflects individual (and family where indicated) needs, experiences, and resources as well as transitional nature of EASA 3 Relapse Prevention Plans: 7

12 Assessments & Treatment Planning Intermediate 3 Transition Plans: 3-6 Months before program end Checklist Medical Provider Medications Crisis and/or Safety Plan Mental Health Counseling Support System 8

13 Relapse Prevention Plan & Strengths Assessment reviewed and updated Relapse prevention plan is realistic and has been tested for effectiveness 1+ advocates have been identified and know the plan in case of relapse Individual s demographics Includes accessible resources for individuals /their support networks General history of effective and ineffective interventions/ strategies, and medication use preferences An identified medical provider or nurse Completed Release of information Individual has agreed about appropriate fit of medical provider Individual s insurance has been verified as valid for after program completion. Accessible means of transportation or form of communication (i.e. telemedicine) to and from medical provider has been established. Assessments, medication history, and relapse prevention plan have been shared with medical provider Individual knows how to secure medication access. A medication prescriber identified to meet meds needs within 3 months of after program completion. Continued access to prescribed medications after program completion. Individual and family identify if they want to continue counseling after program completion. Counselor is identified, been met and accepted as a good fit by individual and/or family Insurance and accessible transportation to attend sessions is planned or verified Meeting has occurred and transition plan has been reviewed, revised if necessary, and transition scheduled. Natural support system members have been consulted and are in agreement that the Consented release of information has been signed to allow sharing of information between existing and future counselors. 9

14 Advanced Psychosocial Practices Supported Employment / Education 3 Feedback Forms Attain 5 Certificates of Training (or demonstrate past completion): Motivational Interviewing (MI) Cognitive-Behavioral Therapy (CBT) Strengths-Based Treatment Planning (SB) Dual Diagnosis (DD) Client Outcomes (CO) (examples include Feedback Informed Treatment, ACORN etc.) Complete Training in: Individual Placement and Support (IPS) Career Information Systems (CIS) *Past coursework counts as long as you ve taken at least 6 credits Review 3 Feedback forms (from an EASA client to a clinician) with Center for Excellence or another certified staff member. Medications Exam Pass the online open book Medications Exam with a score of at least 80%. *LMPs and RNs do not have to take the exam we assume this was completed as part of professional education and training. Video Review EASA Center for Excellence staff reviews a video of you demonstrating some type of psycho-social practice (MI, SB, CBT, DD, or CO). 3 FACT Meetings Have a Center for Excellence or other certified staff member watch and review a FACT meeting you participated in. *Can be in-person or a video, and FACT meetings during Fidelity Reviews count too! MFG Cont'd. This category has 4 parts: 15 hours Supervision 1 Joining Session reviewed 1 Psycho-ed. Workshop reviewed. Facilitate 3 Problem Solving Groups See the following pages for details. 10

15 Multi-Family Groups, Cont d. Advanced Materials Appropriate for early intervention and developmentally informed Reflects individual s and families needs and takes into account differences in learning and information Materials are translated as needed, and reviewed for cultural appropriateness. Content Psycho-educational Workshops (MFGs) are evaluated on Materials and Content, plus the Facilitator s actions during the 5 step process. See the following pages for more info. Content is provided in an accessible manner and in multiple forms (written, verbal, multiple languages etc.). Content Explains: Early intervention Explanations of the different mental health diagnosis EASA treats Different explanations for the presence of the diagnoses and symptoms What to expect from EASA and the transition process Typical adolescent and young adult development Options available for treatment and recovery to maintain the least restrictive setting The patterns and variable nature of recovery The prospects for the future and what individuals in recovery and their supporters can do to influence this Success stories of others in similar situations who have achieved successful recovery Explanation of stigma Which agencies and community partners might be involved in treatment Legal rights Specific strategies for symptom management, coping, and establishing appropriate accommodations (for example: at school, work, home, in family and social interactions) Relapse prevention plans How to select and work effectively with professionals Resources available to enhance recovery and the healing process. 11

16 Advanced MFG Step 1 Initial Socialization minutes minutes of social of social conversation. When needed to facilitate group interactions, a a facilitator introduced a topic a topic of of shared shared interest interest that included that included group members group members Facilitator Facilitator paid paid attention attention to group to group members members who spoke who less or not at all and made appropriate efforts to spoke less or not at all and made appropriate engage them in the group discussion. efforts to engage them in the group discussion. Facilitator modeled and encouraged the omission of Facilitator modeled and encouraged the omission side conversations from the group problem-solving process. of side conversations from the group problemsolving process. Facilitator used appropriate humor to keep the group experience Facilitator light used when appropriate possible. humor to keep the group experience light when possible. Criticisms, complaints, and inappropriate disclosure of another Criticisms, individual complaints, or family and members inappropriate experience or challenges disclosure were of another deflected, individual ignored or reframed family using psychoeducation. members experience or challenges were deflected, ignored or reframed using The group started and ended in a timely manner. psychoeducation. Facilitators reminded the group of the structure, within The group started and ended in a timely manner. the first 2-3 months, or when needed (for example: when Facilitators there arereminded new groupthe members) group of the structure, within the first 2-3 months, or when needed (for Facilitator shared relevant, social information about themselves example: and when their there life experiences are new group members) Facilitator shared relevant, social information about themselves and their life experiences Multi-Family Groups, Cont d. 12

17 Advanced MFG Step 2 Go Round Facilitator began began go go round by by checking in in with the individual individual or or family family whose whose challenge challenge was solved was solved at theat previous group meeting. the previous group meeting. Facilitator acknowledged and and celebrated celebrated any successes any with successes the action with plan the and action credited plan the and individual credited and the family members for those successes. individual and family members for those successes. Facilitator took took appropriate appropriate responsibility responsibility for for shortcomings of the action plan to resolve the shortcomings of the action plan to resolve the individual/family challenge. individual/family challenge. Facilitator Facilitator offered offered additional additional support support and/or and/or solutions, solutions, if necessary, for unsuccessful parts of action plan. if necessary, for unsuccessful parts of action plan. Facilitator checked checked in with in with all group all group members members about about things that went well and things that could go better things that went well and things that could go better to support the treatment/recovery process. to support the treatment/recovery process. Facilitator Facilitator asked asked clarifying clarifying questions questions of each of group each group member when needed, to solicit pertinent information member when needed, to solicit pertinent information about the individual s expressed challenge. about the individual s expressed challenge. Facilitator referenced and incorporated the Family Facilitator referenced and incorporated the Family Guidelines into their comments. Guidelines into their comments. When When appropriate, appropriate, facilitator facilitator provided provided specific specific and and concrete action steps the facilitator could take to concrete action steps the facilitator could take to advocate within the agency or treatment team. advocate within the agency or treatment team. Facilitator discussed each problem and clarified central Facilitator discussed each problem and clarified issues and concerns. central issues and concerns. Facilitator Facilitator modeled modeled the the behavior behavior and low and stress low stress communication style with co-facilitator (low key, communication style with co-facilitator (low key, supportive, curious, and avoidant of critical tone and language). supportive, curious, and avoidant of critical tone and language). Facilitator completed Go Round in a timely manner Facilitator completed Go Round in a timely manner (approximately minutes). (approximately minutes). Facilitator asked individual or family permission to Facilitator asked individual or family permission to select challenge for group problem-solving and action planning. select challenge for group problem-solving and action planning. Facilitator appropriately attended to interruptions and Facilitator appropriately attended to interruptions and side conversations. side conversations. Facilitator expressed gratitude to all group members Facilitator expressed gratitude to all group members for their participation. for their participation. Multi-Family Groups, Cont d. 13

18 Advanced MFG Step 3 Problem Selection Facilitator discussed which which challenge challenge to choose to choose for for problem-solving referenced hierarchy hierarchy of problem of problem selection, selection, consideration consideration of previous of previous challenges challenges selected, and modeled affirming and supportive selected, and modeled affirming and supportive communication during problem selection. communication during problem selection. Facilitator was transparent about reasons behind Facilitator was transparent about reasons behind problem selection. problem selection. Facilitator paid attention to common situations and conditions Facilitator under paid which attention individuals to common are vulnerable situations for and an conditions increase of under symptoms which and individuals issues related are vulnerable to different for an phases increase of of treatment, symptoms including and issues transition. related to different phases of treatment, including transition. Facilitator considered the sense of immediacy associated Facilitator with considered the problem. the sense of immediacy associated with the problem. Facilitator modeled assertive engagement and immediate Facilitator support modeled outside assertive of group engagement in instances and of crisis. immediate support outside of group in instances of crisis. New group members who attended the meeting for the New first group time did members not have who their attended problem selected. the meeting for Facilitators the first time purposely did not chose have to not their problem problem solve selected. challenges Facilitators of group purposely members chose in attendance to not problem for the solve first time. challenges of group members in attendance for the The first problem time. definition was concrete and specific enough to lead to a viable action plan. The problem definition was concrete and specific Facilitator enough sought to lead and to a was viable provided action with plan. agreement from the group member(s) to problem solve their challenge. Facilitator sought and was provided with an agreement from the group member(s) to problem solve their challenge. Multi-Family Groups, Cont d. 14

19 Advanced MFG Step 4 Problem Solving Facilitator Facilitator employed employed MFG MFG problem-solving problem-solving method. method. Facilitator reviewed, reviewed, reminded, reminded, and clarified and clarified the steps the and steps guidelines and guidelines of problem-solving, of problem-solving, with group with group members, when and as needed. members, when and as needed. Facilitator Facilitator shared shared responsibilities responsibilities with co-facilitator with co-facilitator (as applicable) of leading the problem-solving method and (as applicable) of leading the problem-solving inclusion of all group members in the process. method and inclusion of all group members in the Facilitator process. participated by contributing and welcoming all possible solutions to the problem. Facilitator participated by contributing and Facilitator welcoming employed all possible creative solutions brainstorming the process problem. to solicit possible solutions and modeled deference of disadvantages Facilitator employed and advantages creative for brainstorming the next step in process the problem-solving to solicit possible method. solutions and modeled deference of disadvantages and advantages for the next step Facilitator elicited 6-8 possible solutions during the in the problem-solving method. group brainstorm before moving on to the evaluative step Facilitator of those possible elicited solutions. 6-8 possible solutions during the group brainstorm before moving on to the evaluative Facilitator led the exploration of advantages and disadvantages step of those for possible each possible solutions. solution. Facilitator Facilitator checked-in led the with exploration individual of and/or advantages family and member disadvantages to ask for for them each to select possible one solution. to several solutions that might best support the resolution of Facilitator checked-in with individual and/or family their challenge. member to ask for them to select one to several Facilitator solutions and that individual/family might best support member the along resolution with of group their members, challenge. when agreed upon and supportive, developed a concrete action plan that could be carried out Facilitator over the next and 2 individual/family weeks. member along with group members, when agreed upon and supportive, The action plan was shared with the individual, family, developed a concrete action plan that could be and copies were provided for interested group members. carried out over the next 2 weeks. The action plan was shared with the individual, A facilitator or group member recorded the problem, its family, possible and solutions, copies the were action provided plan, and for group interested participants. group members. Facilitator A facilitator praised or everyone s group member efforts recorded and thanked the the problem, group its possible for their participation. solutions, the action plan, and group participants. Facilitator praised everyone s efforts and thanked the group for their participation. Multi-Family Groups, Cont d. 15

20 Advanced MFG Step 5 Closing MFG Facilitator Facilitator led led the the group s group s transition transition to socialization, to socialization, allowing at least 5 minutes to do so. allowing at least 5 minutes to do so. The The atmosphere atmosphere of the of the group group was affirming was affirming and and hopeful. hopeful. Multi-Family Groups, Cont d. 16

21 Checklist Preliminary Intermediate Intro Training hosted by the EASA Center for Excellence 26hrs Supervision (conference calls): / 26 Supervisor attended Supervisor Training Community Education Demo Reviewed Differential Diagnosis + SIPS Trainings 36 hrs Diff Dx Supervision / case presentations / 10 3 Screenings / 3 3 Assessment & Transition Plans / 3 3 Strengths Assessments / 3 3 Risk Assessments / 3 3 Relapse Prevention Plans / 3 3 Service Plans / 3 3 Transition Plans / 3 Multi-Family Group (MFG) Training Advanced 15 hrs MFG Supervision / 15 MFG Joining reviewed MFG Workshop reviewed 3 MFG Problem Solving Groups reviewed / 3 Psycho-social practices MI Certificate SB Certificate CBT Certificate CO Certificate DD Certificate Video 3 Feedback Forms / 3 3 FACT Meetings / 3 IPS Training CIS Training Medications Exam *Remember to contact Halley Doherty-Gary (hal7@pdx.edu) to collect a CEU certificate at the end of each level. 17