Standards for private organizations

2020 Edition

Adult Protective Services (APS) 2: Personnel

Program personnel have the competency and support needed to provide services and meet the needs of the person served.

Interpretation

Competency can be demonstrated through education, training, or experience. Support can be provided through supervision or other learning activities to improve understanding or skill development in specific areas.
2020 Edition

Currently viewing: ADULT PROTECTIVE SERVICES (APS)

VIEW THE STANDARDS

Purpose

Adult Protective Services protect vulnerable adults from exploitation, neglect, and abuse.
1
All elements or requirements outlined in the standard are evident in practice, as indicated by full implementation of the practices outlined in the Practice Standards.
2
Practices are basically sound but there is room for improvement, as noted in the ratings for the Practice Standards; e.g.,  
  • With some exceptions, staff (direct service providers, supervisors, and program managers) possess the required qualifications, including education, experience, training, skills, temperament, etc., but the integrity of the service is not compromised; or
  • Supervisors provide additional support and oversight, as needed, to the few staff without the listed qualifications; or 
  • Most staff who do not meet educational requirements are seeking to obtain them; or 
  • With few exceptions, staff have received required training, including applicable specialized training; or
  • Training curricula are not fully developed or lack depth; or
  • Training documentation is consistently maintained and kept up-to-date with some exceptions; or
  • A substantial number of supervisors meet the requirements of the standard, and the organization provides training and/or consultation to improve competencies when needed; or
  • With few exceptions, caseload sizes are consistently maintained as required by the standards or as required by internal policy when caseload has not been set by a standard; or
  • Workloads are such that staff can effectively accomplish their assigned tasks and provide quality services and are adjusted as necessary; or
  • Specialized services are obtained as required by the standards.
3
Practice requires significant improvement, as noted in the ratings for the Practice Standards.  Service quality or program functioning may be compromised; e.g.,
  • A significant number of staff (direct service providers, supervisors, and program managers) do not possess the required qualifications, including education, experience, training, skills, temperament, etc.; and as a result, the integrity of the service may be compromised; or
  • Job descriptions typically do not reflect the requirements of the standards, and/or hiring practices do not document efforts to hire staff with required qualifications when vacancies occur; or 
  • Supervisors do not typically provide additional support and oversight to staff without the listed qualifications; or
  • A significant number of staff have not received required training, including applicable specialized training; or
  • Training documentation is poorly maintained; or
  • A significant number of supervisors do not meet the requirements of the standard, and the organization makes little effort to provide training and/or consultation to improve competencies; or
  • There are numerous instances where caseload sizes exceed the standards' requirements or the requirements of internal policy when a caseload size is not set by the standard; or
  • Workloads are excessive, and the integrity of the service may be compromised; or 
  • Specialized staff are typically not retained as required and/or many do not possess the required qualifications; or
  • Specialized services are infrequently obtained as required by the standards.
4
Implementation of the standard is minimal or there is no evidence of implementation at all, as noted in the ratings for the Practice Standards.
Self-Study EvidenceOn-Site EvidenceOn-Site Activities
  • Procedures or other documentation relevant to continuity of care and case assignment
  • Table of contents of training curricula
  • Documentation tracking staff completion of required trainings and/or competencies
  • Sample job descriptions from across relevant job categories
  • Training curricula
  • Caseload size requirements set by policy, regulation, or contract, when applicable
  • Documentation of current caseload size per worker
  • Documentation of workload assessment
  • Interviews may include:
    1. Program director
    2. Relevant personnel
  • Review personnel files

 

APS 2.01

Personnel that provide adult protective services are qualified in accordance with state requirements.

 

APS 2.02

Supervisors have an advanced degree in social work or another human service field or are registered nurses.

Interpretation

If program staff do not include an individual with an advanced degree in social work, a person with an advanced degree is available, as necessary, to provide consultation on complicated cases.

 

APS 2.03

Personnel are trained on, or demonstrate competency in:
  1. providing preventive and supportive services to ensure maximum participation and self-determination; 
  2. communicating and working with vulnerable adults, including adults with disabilities;
  3. recognizing mental, emotional, physical, and sexual abuse, neglect and self-neglect, financial exploitation, and abandonment;
  4. investigative techniques, including evaluating risk;
  5. the rights of vulnerable adults;
  6. working with individuals and families who may resist social, medical, and legal services;
  7. using the organization’s authority to intervene on behalf of vulnerable adults who are abused, exploited, or neglected; and
  8. working with law enforcement.

 
Fundamental Practice

APS 2.04

Supervisory personnel are available by telephone 24 hours a day.

 

APS 2.05

Caseload size are sufficiently small to permit direct service personnel to respond flexibly to differing service needs of individuals, including frequency of contact, and to support the achievement of client outcomes.
Examples: Examples of factors that may be considered when determining employee workloads include, but are not limited to:
  1. the qualifications, competencies, and experience of the worker, including the level of supervision needed;
  2. the work and time required to accomplish assigned tasks and job responsibilities; and
  3. service volume, accounting for assessed level of needs of persons served.