Essential Learning Course Crosswalk to CARF Child and Youth Standards

Transcription

1 Essential Learning Course Crosswalk to CARF Child and Youth 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 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 Environmental Safety in the Workplace Handling Food Safely Security Bioterrorism Hazardous Chemicals Client/Patient Safety: Reducing Medical Errors Emergency Preparedness Fire Safety 1

3 Section 1.H 4: (cont.) Identification of critical incidents Medication management Reducing physical risk 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 Section 1.H 10: Health and Safety Infection Prevention and Infection Control 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 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: Defensive Driving Training 2

4 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 Reporting of suspected abuse and neglect Rights of the persons served Rights of personnel Unique needs of the persons served 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 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 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 Documenting the Treatment Planning Process *Person Centered Planning for Individuals with Developmental Disabilities Family Assessment and Intervention Overview of Family Psychoeducation: Evidenced Based Practices Workplace Violence 3

5 Section 1.I 11: (cont.) Cultural competency 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: Clinical skills appropriate to the position: individual plan development and interviewing skills -mental health professionals A Culture-Centered Approach to Recovery *Cultural Competence for the DSP Cultural Issues in Mental Health Treatment Valuing Diversity in the Workplace Childhood Disorders Developmental Stages: Infancy through Adolescence 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 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 4

6 Section 1.I 12: (cont.) Clinical skills appropriate to the position (cont.) -children s Services paraprofessionals (cont.) Understanding ADHD For the Paraprofessional Understanding Adolescent Suicide for the Paraprofessional -program related research-based treatment approaches Positive approaches to behavior intervention that includes: Appropriate interactions with staff to promote de-escalation and manage behavior 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 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 Module 1 Module 2 Module 3 WRAP: Advance Directive/Crisis Mgt Plan 5

7 Section 1.I 12: (cont.) Positive approaches to behavior intervention that includes: Appropriate interactions with staff to promote de-escalation and manage behavior (cont.) 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 Section 2.G: Non-Violent Practices All direct service or front line personnel receive initial and ongoing training: Child and Adolescent Psychopharmacology Medication Management for Children s Services Paraprofessional Part 1 Medication Management for Children s Services Paraprofessional Part 2 Medication Administration for Medical Staff Medication Management for Children s Services Paraprofessional Part 2 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 6

8 Section 2.G: (cont.) 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 Learning deficits Cultural competence The effects of separation on children Applicable legal issues Methods of communication Other specific needs 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 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 7

9 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 practices when applicable Behavior management skills Learning deficits Social and emotional needs Cultural competency Attachment theory, including grief and loss The effects of separation and placement of children Health and nutrition 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 Science and Early Learning Strategies for Learning Mathematics Inclusion: Children with Disabilities 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 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 Early Childhood Oral Health Handling Food Safely Health and Safety in the Classroom 8

10 Section 3. M (cont.) Health and nutrition (cont.) Applicable legal issues Method of communication 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 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 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 Module 1 Module 2 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 9

11 Section 3.X. (cont.) Transportation precautions (if provided) 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 *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 10