WHO IS ACCREDITED?

Private Organization Accreditation

Southeastern Regional Mental Health, Developmental Disabilities and Substance Abuse Services is a Local Management Entity, covering the geographic areas of Bladen, Columbus, Robeson, and Scotland counties. SER ensures continuity of care to consumers through access to a quality of care system available 24/7/365 days a year through management of our network provider services.
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ORGANIZATION TESTIMONIAL

Advantage Credit Counseling Service

Mary Loftus, VP, Agency Service

Our agency is preparing for reaccreditation under the Eighth Edition Standards. The COA site is well organized and very easy to use. Our team of employees working on the reaccreditation process has found the tools index to be very helpful, particularly some of the templates.
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Purpose

The organization’s behavior support and management policies and practices promote positive behavior and protect the safety of service recipients and staff.

FOC
BSM 3: Safety Training

Personnel and foster parents receive behavior support training that promotes a safe work and service environment, and a reduction in emergency situations.

Note: Refer to ASE for standards regarding safety in the service environment.

Rating Indicators
1
The organization's practices fully meet the standard, as indicated by full implementation of the practices outlined in the BSM 3 Practice standards.
2
Practices are basically sound but there is room for improvement, as noted in the ratings for the BSM 3 Practice standards.
3
Practice requires significant improvement, as noted in the ratings for the BSM 3 Practice standard; and/or
  • One of the BSM 3 Fundamental Practice Standards received a 3 or 4 rating.
4
Implementation of the standard is minimal or there is no evidence of implementation at all, as noted in the ratings for the BSM 3 Practice standards; and/or
  • Two or more of the BSM 3 Fundamental Practice Standards received a 3 or 4 rating.

Table of Evidence

Self-Study Evidence On-Site Evidence On-Site Activities
    • Table of contents for personnel and foster parent BSM training curriculum
    • List of personnel and foster parents required to receive competency based training, and the dates training was received
    • Training curriculum for personnel and foster parents that addresses:
      1. Recognizing and responding to behavior management issues
      2. De-escalation
    • Training records that document BSM training
    • Interview:
      1. Relevant personnel
      2. Foster parents required to participate in behavior support and management training

  • FP
    BSM 3.01

    All personnel and foster parents receive initial and ongoing competency-based training, appropriate to their responsibilities, on the organization’s behavior support and management intervention policies, procedures, and practices.

    Interpretation: For example, non-direct service personnel should be trained on how to appropriately respond to incidents of out-of-control behavior that they may observe.

    Rating Indicators
    1
    The organization's practices reflect full implementation of the standard.
    2
    Practices are basically sound but there is room for improvement; e.g., 
    • The curriculum is not fully developed or lacks depth; or
    • A few personnel have not been trained.
    3
    Practice requires significant improvement; e.g.,
    • A significant number of staff have not been trained.
    4
    Implementation of the standard is minimal or there is no evidence of implementation at all.

  • FP
    BSM 3.02

    Personnel and foster parents receive training that includes:

    1. practices that promote positive behavior;
    2. recognizing aggressive and out-of-control behavior, psychosocial issues, medical conditions, and other contributing factors that may lead to a crisis;
    3. understanding how staff behavior can influence the behavior of service recipients; and
    4. limitations on the use of restrictive interventions.

    Interpretation: Training should also address management of age-appropriate, but potentially dangerous behavior, for example, ways to protect a child who runs into the street so as not to harm him/her.

    Rating Indicators
    1
    The organization's practices reflect full implementation of the standard.
    2
    Practices are basically sound but there is room for improvement; e.g., 
    • The curriculum related to one of the elements is not fully developed or lacks depth; or
    • A few personnel have not been trained but only work with clients under the oversight of trained personnel.
    3
    Practice requires significant improvement; e.g.,
    • The curriculum related to two of the elements is not fully developed or lacks depth; or
    • Training does not address one of the elements at all; or
    • A significant number of staff have not been trained.
    4
    Implementation of the standard is minimal or there is no evidence of implementation at all.

  • FP
    BSM 3.03

    Training addresses methods for de-escalating volatile situations, including:

    1. listening and communication techniques, such as negotiation and mediation;
    2. involving the person in regaining control and encouraging self-calming behaviors;
    3. separation of individuals involved in an altercation;
    4. offering a voluntary escort to guide the person to a safe location;
    5. time out to allow the person to calm down; and
    6. other non-restrictive ways of de-escalating and reducing episodes of aggressive and out-of-control behavior.

    Research Note: Literature indicates that when staff are trained and supported in the use of alternate methods in crisis situations, the use of seclusion and restraint is reduced dramatically.

    Rating Indicators
    1
    The organization's practices reflect full implementation of the standard.
    2
    Practices are basically sound but there is room for improvement; e.g., 
    • The curriculum related to one of the elements is not fully developed or lacks depth; or
    • A few personnel have not been trained but only work with clients under the oversight of trained personnel.
    3
    Practice requires significant improvement; e.g.,
    • The curriculum related to two of the elements is not fully developed or lacks depth; or
    • Training does not address one of the elements at all; or
    • A significant number of staff have not been trained.
    4
    Implementation of the standard is minimal or there is no evidence of implementation at all.
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