Essential Learning Course Crosswalk to CARF Standards

Transcription

1 Essential Learning Course Crosswalk to CARF Standards ext

2 Essential Learning Crosswalk to CARF Standards Essential Learning offers online learning, staff compliance training and continuing education for behavioral health, mental health, addiction treatment, developmental disability, community action and child welfare organizations. Essential Learning Training Crosswalks are based on published accreditation standards. They are designed to assist organizations in the selection of courses from the Essential Learning libraries to ensure and demonstrate staff competence according to the training standards. General staff compliance trainings should be selected to ensure the organization meets OSHA and other regulatory requirements. Staff training is only one element of a successful survey and the crosswalks are not meant to take the place of a careful review and evaluation of your program to the accreditation standards. Note: Courses listed with an asterisk * are available in other separate Course Categories Table of Contents Behavioral Health Standards 1 Child and Youth Services Standards 8 Employment and Community Services Standards 18 Updated January 2012

3 Behavioral Health Standards July 2011-June 2012 CARF Training Standard SECTION 1: ASPIRE to Excellence Section 1.F.6: Financial Planning and Management 6.b Provides initial and ongoing training on fiscal policies and procedures Financial Management for Non-Financial Staff Section 1.H 4: Health and Safety Personnel receive competency-based training upon hire and annually in the following areas: Health and safety practices Identification of unsafe environmental factors Emergency/evacuation procedures Identification and reporting of critical incidents Medication management Reducing physical risk Environmental Safety in the Workplace Handling Food Safely Security Bioterrorism Hazardous Chemicals Client/Patient Safety: Reducing Medical Errors Emergency Preparedness Fire Safety Suicide as a Sentinel Event The Risk Management Process: From Identification to Monitoring Results Variance/Error Reporting and Disclosure Medication Administration for Medical Staff Overview of Medications for Paraprofessionals Overview of Psychopharmacology Recognizing EPS and Tardive Dyskinesia Client/ Patient Transfers Personal Safety in the Community Predicting Violence and Threat Assessment Staying Safe in any Situation: SMART Principles 1

4 Section 1.H 10: Health and Safety Infection Prevention and Infection Control Section 1.H 11: Health and Safety Transportation Training of drivers regarding the organization s transportation procedures: Section 1.H 17: Health and Safety Fire Safety Equipment Training about fire safety equipment appropriate to the needs of personnel and the person served: Section 1.I 5: Human Resources: The organization provides personnel training at orientation and regular intervals: Confidentiality requirements Customer service Diversity Ethical codes of conduct Promoting wellness of the persons served: Person-centered practice Personal privacy Professional boundaries Basic Introduction to HIV/AIDS Bloodborne Pathogens HIV/AIDS Infection Prevention Full Series Influenza Prevention and Preparedness MRSA IN Behavioral Health Settings Pandemic Influenza Preparedness Defensive Driving Training HIPAA for Healthcare Professionals: How To Avoid Disciplinary and Malpractice Actions Customer Relations Cultural Diversity Corporate Compliance and Ethics Corporate Compliance and Ethics for Paraprofessionals Deficit Reduction Act Compliance Coordinating Primary Care Needs of People with SMI Dental and Oral Health for Individuals with MI Nutrition and Exercise for Clients with MI Person-Centered Planning HIPAA for Healthcare Professionals: How To Avoid Disciplinary and Malpractice Actions Therapeutic Boundaries Therapeutic Boundaries for Paraprofessionals 2

5 Section 1.I 5: (cont.) Reporting of suspected abuse and neglect Rights of the persons served Rights of personnel Unique needs of the persons served Abuse Elder Abuse Identifying and Preventing Child Abuse and Neglect Identifying and Preventing Dependent Adult Abuse and Neglect Client/Patient Rights EEOC & ADA: What Supervisors Need to Know FLSA: What Supervisors Needs to Know FMLA What Supervisors Need to Know See courses listed in Section 1.I 12 below Section 1.I 11: Human Resources: Training for all personnel is provided at orientation and regular intervals addresses at a minimum: Person-centered services Family-centered services The Prevention of workplace violence Cultural competency Documenting the Treatment Planning Process Family Assessment and Intervention Overview of Family Psychoeducation: Evidenced Based Practices Workplace Violence A Culture-Centered Approach to Recovery Cultural Issues in Mental Health Treatment Valuing Diversity in the Workplace Section 1.I 12: Human Resources: Competency-based training for personnel providing direct services: Areas that reflect the specific needs of persons served Age Specific Care Alzheimer s Disease Anxiety Disorders: Diagnosis and Treatment Bipolar Disorder Dental and Oral Health for Individuals with MI Depression in Late Life Developmental Milestones and Common Mental Health Issues of Adults and Seniors Eating Disorders: Diagnosis and Treatment Overview of Mental Health Issues in Older Adults 3

6 Section 1.I 12: (cont.) Areas that reflect the specific needs of persons served (cont.) Clinical skills appropriate to the position -alcohol and drug Overview of Mood Disorders in Adults Overview of Personality Disorders Panic Disorder: Diagnosis and Treatment Schizophrenia and Medications Schizophrenia: Best Clinical Practices Understanding Borderline Personality Disorder Understanding Schizophrenia Alcohol and the Family Diagnosing Substance Use Issues in Older Adults Gambling Addiction Incorporating Alcohol Pharmacotherapies into Medical Practice Managing Depressive Symptoms in Substance Abuse Clients During Early Recovery Methamphetamine: Effects, Trends, and Treatment Recognizing Substance Use Issues in Older Adults Relapse Prevention for Therapists: Helping Your Client Develop a Relapse Prevention and Recovery Plan Substance Abuse and Violence Against Women The Twelve Steps Treating Substance Use Issues in Older Adults -behavioral health professionals Beck Depression Inventory-II In Health & Human Service Settings *Cognitive Processing Therapy for PTSD in Veterans and Military Personnel Crisis Response for Case Managers Depression in Late Life Developmental Milestones and Common Mental Health Issues of Adults and Seniors Dialectical Behavioral Therapy: An Introduction Domestic and Intimate Partner Violence Dual Diagnosis *Epidemiology of PTSD in Military Personnel and Veterans GAF Training Geriatric Mental Health 101 Grief and Loss 4

7 Section 1.I 12: (cont.) Clinical skills appropriate to the position (cont.) -behavioral health professionals (cont.) Meeting the Behavioral Health Needs of Returning Veteransdelete *Military Cultural Competence Older Adults with Psychiatric Illness *Prolonged Exposure Therapy for PTSD for Veterans and Military Service Personnel Structured Group Therapy *The Impact of Deployment and Combat Stress on Families and Children, Part I: Understanding Military Families and the Deployment Cycle *The Impact of Deployment and Combat Stress on Families and Children, Part II: Enhancing the Resilience of Military Families Working with the Homeless Part 1: An Overview -mental health paraprofessional training Alcohol and the Family for Paraprofessionals Case Management for Paraprofessionals Co-Occurring Disorders: An Overview for Paraprofessionals Coordinating Primary Care Needs of Clients for Paraprofessionals Crisis Management for Paraprofessionals Cultural Diversity for Paraprofessionals Cultural Issues in Mental Health Treatment for Paraprofessionals Essential Components of Documentation for Paraprofessionals Mental Health Issues in Older Adults for Paraprofessionals Mood Disorders in Adults-A Summary for Paraprofessionals Overview of Bipolar Disorder for Paraprofessionals Overview of Medications for Paraprofessionals Overview of Serious Mental Illness for Paraprofessionals Overview of Substance Abuse for Paraprofessionals in Behavioral Health and Social Service Agencies Therapeutic Boundaries for Paraprofessionals Understanding PTSD for Paraprofessionals Understanding the Addictive Process: An Overview for Paraprofessionals -psychosocial rehabilitation Barriers to Recovery Consumers in the Mental Health Workforce 5

8 Section 1.I 12: (cont.) Clinical skills appropriate to the position (cont.) -psychosocial rehabilitation (cont.) Person-centered plan development Interviewing skills Program related research based treatment approaches Effective Educational Strategies Goals, Values and Guiding Principles of Psychosocial Rehabilitation Intentional Peer Support: First Contact and Language Promoting Recovery in Mental Health Treatment Documenting the Treatment Planning Process Family Assessment and Intervention Motivational Interviewing ASAM Patient Placement Criteria SBIRT: Intervention and Treatment Services for Individuals with Substance Use Issues Evidence-Based Practices in Supported Employment Part 1: Principles and Practices for Job Finding Evidence-Based Practices in Supported Employment Part 2: Employed Consumers Illness Management and Recovery--Evidence Based Practices Overview of Assertive Community Treatment--Evidence Based Practices Overview of Family Psychoeducation: Evidenced Based Practices Understanding the Effects of Substance Abuse-EBP SECTION 2: GENERAL PROGRAM STANDARDS Section 2. E 2: Medication Use Documented ongoing training is provided to personnel providing direct services to the person served Medication Administration for Medical Staff Overview of Medications for Paraprofessionals Overview of Psychopharmacology Recognizing EPS and Tardive Dyskinesia Section 2.F: Non-Violent Practices All direct service or front line personnel receive initial and ongoing training: Crisis Management Restrictive Practices WRAP: Advance Directive/Crisis Mgt Plan WRAP: Creating a Wellness Toolbox 6

9 Section 2.F: (cont.) All direct service or front line personnel receive initial and ongoing training (cont.) Personnel involved in the direct administration of seclusion and restraint receive initial and ongoing training related to seclusion and restraint WRAP: Developing a Daily Maintenance Plan WRAP: Early Warning Signs WRAP: Triggers and Triggers Action Plan WRAP: When Things Are Breaking Down Action Plan SECTION 3: BEHAVIORAL HEALTH CORE PROGRAM STANDARDS Section 3.F 2: Crisis and Information Call Centers Personnel receive initial and ongoing training to persons providing services Section 3.K 15: Drug Court Treatment Personnel receive training prior to the delivery of services 7

10 Child and Youth Services Standards July 2011-June 2012 CARF Training Standard SECTION 1: ASPIRE to Excellence Section 1.F.6: Financial Planning and Management 6.b Provides initial and ongoing training on fiscal policies and procedures Financial Management for Non-Financial Staff Section 1.H 4: Health and Safety Personnel receive competency-based training upon hire and annually in the following areas: Health and safety practices Identification of unsafe environmental factors Emergency/evacuation procedures Identification of critical incidents Medication management Reducing physical risk Environmental Safety in the Workplace Handling Food Safely Security Bioterrorism Hazardous Chemicals Client/Patient Safety: Reducing Medical Errors Emergency Preparedness Fire Safety Suicide as a Sentinel Event The Risk Management Process: From Identification to Monitoring Results Variance/Error Reporting and Disclosure Child and Adolescent Pharmacology Medication Administration for Medical Staff Overview of Medications for Paraprofessionals Overview of Psychopharmacology Recognizing EPS and Tardive Dyskinesia Client/ Patient Transfers Personal Safety in the Community Predicting Violence and Threat Assessment Staying Safe in any Situation: SMART Principles 8

11 Section 1.H 10: Health and Safety Infection Prevention and Infection Control Section 1.H 11: Health and Safety Transportation Training of drivers regarding the organization s transportation procedures: Section 1.H 17: Health and Safety Fire Safety Equipment Training about fire safety equipment appropriate to the needs of personnel and the person served: Section 1.I 5: Human Resources: The organization provides personnel training at orientation and regular intervals: Confidentiality requirements Customer service Diversity Ethical codes of conduct Promoting wellness of the persons served: Person-centered practice Personal privacy Professional boundaries Basic Introduction to HIV/AIDS Bloodborne Pathogens HIV/AIDS Infection Prevention Full Series Influenza Prevention and Preparedness MRSA IN Behavioral Health Settings Pandemic Influenza Preparedness Defensive Driving Training HIPAA for Healthcare Professionals: How To Avoid Disciplinary and Malpractice Actions Customer Relations Cultural Diversity Corporate Compliance and Ethics Corporate Compliance and Ethics for Paraprofessionals Deficit Reduction Act Compliance Coordinating Primary Care Needs of People with SMI Dental and Oral Health for Individuals with MI Nutrition and Exercise for Clients with MI Person-Centered Planning HIPAA for Healthcare Professionals: How To Avoid Disciplinary and Malpractice Actions Therapeutic Boundaries Therapeutic Boundaries for Paraprofessionals 9

12 Section 1.I 5: (cont.) Reporting of suspected abuse and neglect Abuse Elder Abuse Identifying and Preventing Child Abuse and Neglect Identifying and Preventing Dependent Adult Abuse and Neglect Rights of the persons served Rights of personnel Client/Patient Rights EEOC & ADA: What Supervisors Need to Know FLSA: What Supervisors Needs to Know FMLA What Supervisors Need to Know Unique needs of the persons served See courses listed in Section 1.I 12, below Section 1.I 11: Human Resources: Training for all personnel is provided at orientation and regular intervals addresses at a minimum: Person-centered services Documenting the Treatment Planning Process *Person Centered Planning for Individuals with Developmental Disabilities Family-centered services Family Assessment and Intervention Overview of Family Psychoeducation: Evidenced Based Practices The prevention of workplace violence Cultural competency Workplace Violence A Culture-Centered Approach to Recovery *Cultural Competence for the DSP Cultural Issues in Mental Health Treatment Valuing Diversity in the Workplace Section 1.I 12: Human Resources: The organization arranges for competency based training in: Areas that reflect the specific needs of the child/youth served: Childhood Disorders Developmental Stages: Infancy through Adolescence Clinical skills appropriate to the position: individual plan development and interviewing skills -mental health professionals ADHD: Diagnosis and Treatment Adolescent Suicide Alcohol and the Family Autism Spectrum Disorders Early Childhood Mental Health Consultation Engaging Fathers in Children's' Lives Part 1: An Overview 10

13 Section 1.I 12: (cont.) Clinical skills appropriate to the position (cont.) -mental health professionals (cont.) Engaging Fathers in Children's Lives Part 2: Communication and Principles of Practice Engaging Fathers in Children's Lives Part 3: Advanced Techniques Working with Children in Families Affected by Substance Use -children s services paraprofessionals Calming Children in Crisis for Paraprofessionals Dental and Oral Health for Children s Services Paraprofessionals Environmental Safety for Children's Services Paraprofessionals Helping Children and Adolescents Cope with Violence and Disasters Medication Management for Children's Services Paraprofessionals Part 1 Medication Management for Children's Services Paraprofessionals Part 2 Nutrition and Exercise for Children's Services Paraprofessionals Overview of Bipolar Disorder in Youth for Children's Services Paraprofessionals Overview of Depressive Disorder in Youth for Paraprofessionals Strength Based Perspectives for Children's Services Paraprofessionals Understanding ADHD For the Paraprofessional Understanding Adolescent Suicide for the Paraprofessional -program related research-based treatment approaches Adolescent Substance Abuse Clinical Pathways Training ASAM Patient Placement Criteria for Adolescents Attachment Disorders and Treatment Approaches Bipolar Disorder in Children and Adolescents Crisis Management Depressive Disorders in Children and Adolescents Externalizing Disorders: Disruptive Youth Internalizing Disorders *The Impact of Deployment and Combat Stress on Families and Children, Part II: Enhancing the Resilience of Military Families The Power of Strength-Based Educational Strategies in Developmental Disabilities Trauma Informed Treatment for Children with Challenging Behaviors 11

14 Section 1.I 12: (cont.) Clinical skills appropriate to the position (cont.) Program related research-based treatment approaches (cont.) Positive approaches to behavior intervention that includes: Appropriate interactions with staff to promote de-escalation and manage behavior Working with Youth: Strength-Based Perspective Achieving Recovery for Those You Serve through the Effective Use of WRAP Best Practices: Behavior Support and Intervention Calming Children in Crisis Communication Skills and Conflict Management for Children s Services Paraprofessionals Crisis Management Externalizing Disorders: Disruptive Youth Principles of Positive Behavior Support for Children's Services Paraprofessionals Restrictive Practices Strategies for Supervisors: Reducing Restraint and Seclusion Therapeutic Strategies for Promoting Positive Behavior in Youth: Module 1 Therapeutic Strategies for Promoting Positive Behavior in Youth: Module 2 Therapeutic Strategies for Promoting Positive Behavior in Youth: Module 3 WRAP: Advance Directive/Crisis Mgt Plan WRAP: Creating a Wellness Toolbox WRAP: Developing a Daily Maintenance Plan WRAP One on One WRAP: Triggers and Triggers Action Plan WRAP: When Things Are Breaking Down Action Plan SECTION 2: General Program Standards Section 2.A 21: Program/Service Structure Personnel to receive training in use of adaptive devices, toys and equipment (when applicable) Section 2.F 2: Medication Use Personnel providing direct to receive ongoing training regarding medication Child and Adolescent Psychopharmacology Medication Management for Children s Services Paraprofessional Part 1 12

15 Section 2.F 2: (cont.) Personnel providing direct to receive ongoing training regarding medication (cont.) Section 2.G: Non-Violent Practices All direct service or front line personnel receive initial and ongoing training: Medication Management for Children s Services Paraprofessional Part 2 Medication Administration for Medical Staff Overview of Medications for Paraprofessionals Overview of Psychopharmacology s relating to each applicable medication Crisis Management Restrictive Practices WRAP: Advance Directive/Crisis Mgt Plan WRAP: Creating a Wellness Toolbox WRAP: Developing a Daily Maintenance Plan WRAP: Early Warning Signs WRAP: Triggers and Triggers Action Plan WRAP: When Things Are Breaking Down Action Plan Personnel involved in the direct administration of seclusion and restraint receive initial and ongoing training related to seclusion and restraint SECTION 3: Child and Youth Services: Specific Program Standards Providers receive training to meet the identified needs of the population served that covers: Attachment theory including grief and loss Child growth and development Behavior management skills The courses below may be used to meet training requirements listed in Section 3: (3.A Adoption; 3.F Child/Youth Protection; 3.H Congregate Care; 3.J Crisis and Information Call Centers; 3.P Group Home Care; 3.W Specialized or Treatment Foster Care; 3.X Support and Facilitation) Attachment Disorders: Theoretical and Treatment Issues Grief and Loss Developmental Stages: Infancy through Adolescence Learning through Physical Play Learning Through the Creative Arts Social and Emotional Development in Children Age Appropriate Activities for Infants and Toddlers Calming Children in Crisis Classroom Strategies for Promoting Positive Behavior in Youth 13

16 Providers receive training to meet the identified needs of the population served that covers: (cont.) Learning deficits Cultural competence The effects of separation on children Applicable legal issues Methods of communication Other specific needs Section 3. E Child/Youth Day Care The program has at least one staff member trained in: -First Aid -CPR -Emergency Equipment Section 3. K Crisis Intervention Personnel providing mobile services are trained or certified in: -First Aid -CPR Section 3. M Early Childhood Development Child growth and development Inclusion: Children with Disabilities Cultural Diversity in the Classroom Abuse Identifying And Preventing Child Abuse And Neglect Developing and Enriching Language Application of Classroom Screening, Assessment and Evaluation Early Childhood Oral Health Infant and Toddler Safety Introduction to Screening, Assessment, and Evaluation in the Classroom Introduction to the Developmentally Appropriate Classroom Recognizing and Managing Communicable Diseases in Children Science and Early Learning Strategies for Learning Mathematics Understanding and Preventing Communicable Diseases in Children Understanding and Supporting Families First Aid Refresher CPR Refresher First Aid Refresher CPR Refresher Developmental Stages: Infancy through Adolescence Developmental Stages: Birth to Five Years Old Introduction to the Developmentally Appropriate Classroom 14

17 Section 3. M (cont.) Child growth and development (cont.) Inclusion practices when applicable Science and Early Learning Strategies for Learning Mathematics Inclusion: Children with Disabilities Behavior management skills Learning deficits Best Practices: Behavior Support and Intervention Calming Children in Crisis Communication Skills and Conflict Management for Children s Services Paraprofessionals Classroom Strategies for Promoting Positive Behavior in Youth IDEA in the Early Childhood Classroom Social and emotional needs Cultural competency Attachment theory, including grief and loss Age-Appropriate Activities for Infants and Toddlers Approaches to Learning Learning through Physical Play Learning Through the Creative Arts Cultural Diversity in the Classroom Attachment Disorders: Theoretical and Treatment Issues The effects of separation and placement of children Health and nutrition Applicable legal issues Method of communication Early Childhood Oral Health Handling Food Safely Health and Safety in the Classroom Infant and Toddler Safety Nutrition Recognizing and Managing Communicable Diseases in Children Shaken Baby Syndrome Sudden Infant Death Syndrome Understanding and Preventing Communicable Diseases in Children Child Abuse Identifying And Preventing Child Abuse And Neglect Developing and Enriching Language Promoting Literacy 15

18 Section 3.X. Support and Facilitation Personnel who provide direct service receive training in: Confidentiality and professional conduct Behavior management techniques Supportive therapeutic techniques Recognition and reporting of child abuse Rights of child/youth and family served Cultural competency Safety training in First Aid/CPR, biohazards, physical hazards Transportation precautions (if provided) HIPAA for Healthcare Professionals: How To Avoid Disciplinary and Malpractice Actions Best Practices: Behavior Support and Intervention Calming Children in Crisis Communication Skills and Conflict Management for Children s Services Paraprofessionals Classroom Strategies for Promoting Positive Behavior in Youth Therapeutic Strategies for Promoting Positive Behavior in Youth: Module 1 Therapeutic Strategies for Promoting Positive Behavior in Youth: Module 2 Therapeutic Strategies for Promoting Positive Behavior in Youth: Module 3 Identifying and Preventing Child Abuse and Neglect Client/Patient Rights Cultural Diversity CPR Refresher Environmental Safety in the Workplace First Aid Refresher Hazardous Chemicals Defense Driving Training SECTION 5: Child and Youth Services Specific Population Designations Section 5.A: 5 Juvenile Justice Training includes regular interdisciplinary cross training related to clinical and juvenile justice issues *Crisis Management and Positive Discipline with Juvenile Offenders *Fundamentals of Safety and Security in Juvenile Correctional Facilities *Identifying and Treating Juvenile Offenders with Mental Disorders *Managing Adult and Juvenile Offenders with Chronic Illness *Managing Inmates and Juveniles who Require Accommodations for Disabilities 16

19 Section 5.A: 5 (cont.) *Nursing Health Assessment in Corrections *Role of the Behavioral Health Services Providers in Juvenile Facilities *Roles of Youth Workers *Safe Management of Gay, Lesbian, Bisexual, Transgender, and Intersex Individuals in Corrections *Suicide Prevention in Juvenile Correctional Facilities *Supervising Juveniles in Correctional Facilities *Supervising Juveniles with Mental Disorders *Understanding Juvenile Offenders with Mental Disorders 17

20 Employment and Community Services Standards July 2011-June 2012 CARF Training Standard SECTION 1: ASPIRE to Excellence Section 1.F: Financial Planning and Management 6.b Provides initial and ongoing training on fiscal policies and procedures Section 1.H 4: Health and Safety Personnel receive competency-based training upon hire and annually in the following areas: Health and safety practices Identification of unsafe environmental factors Emergency/evacuation procedures Identification of critical incidents Medication management Financial Management for Non-Financial Staff Environmental Safety in the Workplace *Environmental Safety for Individuals with Developmental Disabilities Handling Food Safely Security Bioterrorism Hazardous Chemicals Client/Patient Safety: Reducing Medical Errors Emergency Preparedness Fire Safety *Risk Management in Daily Living for Individuals with Developmental Disabilities Suicide as a Sentinel Event The Risk Management Process: From Identification to Monitoring Results Variance/Error Reporting and Disclosure Child and Adolescent Pharmacology Medication Administration for Medical Staff *Medication Management for Individuals with Developmental Disabilities Part 1 *Medication Management for Individuals with Developmental Disabilities Part 2 Overview of Medications for Paraprofessionals Overview of Psychopharmacology Recognizing EPS and Tardive Dyskinesia 18

21 Section 1.H 4: (cont.) Reducing physical risk Section 1.H 10: Health and Safety Infection Prevention and Infection Control Section 1.H 11: Health and Safety Transportation Training of drivers regarding the organization s transportation procedures: Section 1.H 17: Health and Safety Fire Safety Equipment Training about fire safety equipment appropriate to the needs of personnel and the person served: Section 1.I 5: Human Resources: The organization provides personnel training at orientation and regular intervals: Confidentiality requirements Customer service Diversity Ethical codes of conduct Promoting wellness of the persons served: --behavioral health/child youth Client/ Patient Transfers Personal Safety in the Community Predicting Violence and Threat Assessment Staying Safe in any Situation: SMART Principles Basic Introduction to HIV/AIDS Bloodborne Pathogens HIV/AIDS Infection Prevention Full Series Influenza Prevention and Preparedness MRSA IN Behavioral Health Settings Pandemic Influenza Preparedness Defensive Driving Training HIPAA for Healthcare Professionals: How To Avoid Disciplinary and Malpractice Actions Customer Relations Cultural Diversity Corporate Compliance and Ethics Corporate Compliance and Ethics for Paraprofessionals Deficit Reduction Act Compliance Coordinating Primary Care Needs of People with SMI 19

22 Section 1.I 5: (cont.) Promoting wellness of the persons served: (cont.) --behavioral health/child youth (cont.) Dental and Oral Health for Individuals with MI Nutrition and Exercise for Clients with MI --developmental disabilities Person centered practice: --behavioral health/child youth *Dental and Oral Health for Individuals with Developmental Disabilities *Nutrition & Exercise for Individuals with Developmental Disabilities *Recreation for the Developmentally Disabled Individual *Responding to the Health Needs of Individuals with Developmental Disabilities *Signs and Symptoms of Illness and Injury Developmental Disabilities Person Centered Planning Person Centered Thinking for Case Managers -developmental disabilities Personal privacy *Application of the Personal Outcome Measures for Behavioral Health *Application of the Personal Outcome Measures for Children, Youth, and Families with Young Children *Learning about People - Interviewing Techniques *Looking at the Data - Decision-Making around Personal Outcome Measures *Making Choices: Supporting Individuals with Developmental Disabilities *People with Disabilities Building Relationships and Community Membership *Person Centered Planning for Individuals with Developmental Disabilities *Supporting Everyday Lives for People with Disabilities *Supporting Quality of Life for a Person with Developmental Disabilities Part I: Birth through Adolescence *Supporting Quality of Life for a Person with Developmental Disabilities Part II: Adult and Senior Years *The Power of Personal Outcome Measures *Using Personal Outcome Measures in Planning for People HIPAA for Healthcare Professionals: How To Avoid Disciplinary and Malpractice Actions 20

23 Section 1.I 5: (cont.) Professional boundaries Reporting of suspected abuse and neglect Rights of the persons served Therapeutic Boundaries Therapeutic Boundaries for Paraprofessionals Abuse Identifying and Preventing Child Abuse and Neglect Identifying and Preventing Dependent Adult Abuse and Neglect Client/Patient Rights Rights of personnel Unique needs of the persons served EEOC & ADA: What Supervisors Need to Know FLSA: What Supervisors Needs to Know FMLA What Supervisors Need to Know *Intellectual Disabilities *The Role of the Direct Support Professional SECTION 2: Quality Individualized Service and Support Section 2.A.12: Program/Service Structure Personnel are trained in the use of positive interventions. Calming Children in Crisis Classroom Strategies for Promoting Positive Behavior in Youth Crisis Management *Principles of Positive Behavior Support for Individuals with Developmental Disabilities Section 2.G.10: Children and Adolescents Specific Population Designation Personnel receive training as appropriate to the service: Child growth and development Behavior Support skills Learning styles Social and emotional needs Developmental Infancy: Infancy through Adolescence Crisis Management Alcohol and the Family Depressive Disorders in Children and Adolescents Externalizing Disorders: Disruptive Youth Identifying and Presenting Child Abuse and Neglect Internalizing Disorders 21

24 Section 2.G.10: (cont.) Social and emotional needs (cont.) Cultural competency The effect of separation and placement on children Health and nutrition Applicable legal issues Methods of communication Emergency management Crisis situations Handling environmental safety Family support practices Other Specific needs * The Impact of Deployment and Combat Stress on Families and Children, Part I: Understanding Military Families and the Deployment Cycle *The Impact of Deployment and Combat Stress on Families and Children, Part II: Enhancing the Resilience of Military Families Trauma Informed Treatment for Children with Challenging Behaviors Working with Youth: A Strength-Based Perspective Cultural Diversity Grief and Loss Eating Disorders: An Overview Nutrition and Exercise for Children s Services Paraprofessionals Nutrition and Exercise for Clients with MI *Nutrition & Exercise for Individuals with Developmental Disabilities *Recreation for Individuals with Developmental Disabilities Identifying and Preventing Child Abuse and Neglect *DSP Communication Skills and Conflict Management Skills Therapeutic Communications Emergency Preparedness Calming Children in Crisis Crisis Management *Environmental Safety for Individuals with Development Disabilities Environmental Safety in the Workplace Security Family Assessment and Intervention Overview of Family Psychoeducation: Evidenced Based Practices Engaging Fathers in Children s Lives Part 1: An Overview Engaging Fathers in Children s Lives Part 2: Communication and Principles of Practice Engaging Fathers in Children s Lives Part 3: Advanced Techniques Making Parenting Matter Part 1 Making Parenting Matter Part 2 Attachment Disorders and Treatment Approaches 22

25 Section 2.H.5: Older Adult Specific Population Designation Staff members are trained in aging processes Age-Specific Care Alzheimer s Disease Depression in Late Life Developmental Milestones and Common Mental Health Issues of Adults and Seniors Diagnosing Substance Use Issues in Older Adults Older Adults and Mental Health Treating Substance Abuse in Older Adults SECTION 3: Employment Services These courses are relevant to agencies providing various types employment services *Creating Community Careers Part 1: Introduction to Customized Employment *Creating Community Careers Part 2: Discovering Personal Genius *Creating Community Careers Part 3: Customized Job Development *Creating Community Careers Part 4: Interest-Based Negotiation for Customized Employment *Creating Community Careers Part 5: Systematic Instruction *Customized Self-Employment Part 1: An Introduction *Customized Self-Employment Part 2: Discovering Personal Genius for Self-Employment *Customized Self-Employment Part 3: Business Feasibility, Marketing, and Sales *Customized Self-Employment Part 4: Business Plan Development *Customized Self-Employment Part 5: Business Financial Planning and Benefits Planning *Employment Support for Individuals with Developmental Disabilities Evidence-Based Practices in Supported Employment Part 1: Principles and Practices for Job Finding Evidence-Based Practices in Supported Employment Part 2: Supporting Employed Consumers Supported Employment for Social Service Agencies *Supporting Everyday Lives for People with Disabilities 23

26 SECTION 4: Community Services Section 4.C 10: Child and Youth Services (CYS) See Section 2.G.10, above Section 4.G 2: Foster Family Services (FFS) Providers receive training to meet the identified needs of the persons served: Human growth and development Behavior supports Learning Styles Cultural Diversity Applicable legal issues Methods of Communication Physical Limitations and accommodations if needed Other specific needs Section 4.L 9: Vision Rehabilitation Services (VRS) Vision rehabilitation personnel receive initial and annual competency-based training appropriate to specific specialty: Section 4.M 2: Supports for Children with Autism Spectrum Disorder (ASD-C) Training is provided for staff on: Understanding ASD Developmental Stages: Infancy through Adolescence Best Practices: Behavior Support and Intervention Calming Children in Crisis Therapeutic Strategies for Promoting Positive Behavior in Youth: Module 1 Cultural Diversity *Cultural Competence for the DSP Identifying And Preventing Child Abuse And Neglect *DSP Communication Skills & Conflict Management Skills Therapeutic Communications Attachment Disorders and Treatment Approaches Autism Spectrum Disorders Section 4.N 2: Supports for Children with Autism Spectrum Disorder (ASD-A) Training is provided for staff on: Understanding ASD Autism Spectrum Disorders 24

27 Section 4.O 2: Behavioral Consultation Services (BCS) 2; 12. The direct services staff are trained as needed and appropriate on specific behavioral change strategies/techniques. 22. Training in the use of adaptive devices and equipment when applicable. Section 4.P 3: Comprehensive Benefits Planning (CBP) The CBP trains all new benefits planning specialists on competency in: Section 4.S 1: Personal Supports Services (PSS) 1. Personnel who provide direct service support receive training that includes: -the program s policies and procedures Achieving Recovery for Those You Serve through the Effective Use of WRAP Best Practices: Behavior Support and Intervention Calming Children in Crisis Communication Skills and Conflict Management for Children s Services Paraprofessionals Crisis Management Externalizing Disorders: Disruptive Youth Principles of Positive Behavior Support for Children's Services Paraprofessionals Restrictive Practices Strategies for Supervisors: Reducing Restraint and Seclusion Therapeutic Strategies for Promoting Positive Behavior in Youth: Module 1 Therapeutic Strategies for Promoting Positive Behavior in Youth: Module 2 Therapeutic Strategies for Promoting Positive Behavior in Youth: Module 3 WRAP: Advance Directive/Crisis Mgt Plan WRAP: Creating a Wellness Toolbox WRAP: Developing a Daily Maintenance Plan WRAP One on One WRAP: Triggers and Triggers Action Plan WRAP: When Things Are Breaking Down Action Plan -supportive therapeutic techniques *DSP Communication Skills & Conflict Management Skills Therapeutic Communications 25

28 Section 4.S 1: (cont.) 1. (cont.) -safety training CPR Refresher First Aid Refresher Hazardous Chemicals Personal Safety in the Community -transportation 2. Training in the use of adaptive devices and equipment, when applicable: Section 4.U 4: Home and Community Services (HCS) Personnel demonstrate competencies in the delivery of home and community services: Defensive Driving Training SECTION 5: Psychosocial Rehabilitation Services Section 5.B 2: Medication Use Personnel providing direct service receive documented ongoing training and education regarding medications: Section 5.C: Non-Violent Practices 2. All direct service or front line personnel receive initial and ongoing training: Medication Administration for Medical Staff Overview of Psychopharmacology Crisis Management *Crisis Management for Individuals with Developmental Disabilities *DSP Communication Skills & Conflict Management Skills *Principles of Positive Behavior Support for Individuals with Developmental Disabilities Restrictive Practices WRAP: Advance Directive/Crisis Mgt Plan WRAP: Creating a Wellness Toolbox WRAP: Developing a Daily Maintenance Plan WRAP: Early Warning Signs WRAP: Triggers and Triggers Action Plan WRAP: When Things Are Breaking Down Action Plan 26

29 Section 5.C: (cont.) 3. Personnel involved in the direct administration of seclusion and restraint receive initial and ongoing training related to seclusion and restraint Section 5.K.2: Crisis and Information Call Centers (CIC) Initial and ongoing training to persons providing services: 27