Counselling, Support, and Education Services (CA-CSE) 2: Personnel
Program personnel have the competency and support needed to provide services and meet the needs of individuals and families.
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.
Currently viewing: COUNSELLING, SUPPORT, AND EDUCATION SERVICES (CA-CSE)
Individuals and families who participate in Counseling, Support, and Education Services identify and build on strengths, develop skills to manage situational change, access appropriate community support and resources, and improve functioning in daily activities at home, at work, and in the community.
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.
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.
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.
Implementation of the standard is minimal or there is no evidence of implementation at all, as noted in the ratings for the Practice Standards.
Table of contents of training curricula
Sample job descriptions from across relevant job categories
Documentation tracking staff completion of required trainings and/or competencies
Documentation tracking training and/or certification for peer support providers, as applicable
Caseload size requirements set by policy, regulation, or contract, when applicable
Documentation of current caseload size per worker
Interviews may include:
Review personnel files
Personnel providing counselling and support services must have:
an associate’s degree in a human services field appropriate to the services being provided; or
appropriate training and experience.
NAThe organization does not provide counselling and support services.
Supervisors of counselling and support services personnel are qualified by:
at least two years of experience providing counselling and support services;
a bachelor’s degree in a human services field; and
training in staff supervision.
Appropriate experience and specialized training can compensate for a lack of a bachelor’s degree depending on the program design. For example, in peer support programs, number of years' experience providing peer support services, in addition to formal trainings and/or certifications, is more critical than level of academic degree.
NA The organization does not provide counselling and support services.
Personnel are trained on, or demonstrate competency in:
procedures for making appropriate referrals or providing information;
recognizing and responding to signs and symptoms of trauma; and
recognizing and responding to signs of suicide risk.
Personnel leading education and support groups are trained on, or demonstrate competency in:
engaging and motivating group members;
understanding and managing group dynamics in order to maintain comfort and safety for participants;
leading discussions; and
facilitating group activities.
NAThe organization does not provide education or support groups.
Personnel providing counselling and support services are trained on, or demonstrate competency in:
child development, and individual and family functioning;
evidence-based practices and relevant emerging bodies of knowledge as appropriate to the program design and service population;
ecological or person-in-environment perspectives; and
working with difficult to reach, traumatized, or disengaged individuals and families.
NA The organization does not provide counseling and support services.
Individuals who provide peer support:
obtain certification, as defined by their province and/or territory;
are willing to share their personal recovery stories;
have a job description and clearly understand the role of a peer support worker; and
have adequate support and appropriate supervision.
NAThe organization does not provide peer support services.
Individuals who provide peer support receive pre- and in-service training on:
how to recognize the need for more intensive services;
established ethical guidelines, including setting appropriate boundaries;
wellness support methods, trauma-informed care practices, and recovery resources; and
skills, concepts, and philosophies related to recovery and peer support.
NAThe organization does not provide peer support services.
Employee workloads support the achievement of client outcomes and are regularly reviewed.