Standards for Canadian organizations

2020 Edition

Training and Supervision (CA-TS) 2: Training Content

Personnel are prepared to fulfill their job responsibilities.
2020 Edition

Currently viewing: TRAINING AND SUPERVISION (CA-TS)

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Purpose

The organization supports personnel and promotes personnel competence, satisfaction, and retention by providing initial and ongoing training; a variety of personnel development opportunities; and regular, supportive supervision.
1
The organization's practices fully meet the standard as indicated by full implementation of the practices outlined in the CA-TS 2 Practice standards.
2
Practices are basically sound but there is room for improvement as noted in the ratings for the CA-TS 2 Practice standards.
3
Practice requires significant improvement as noted in the ratings for the CA-TS 2 Practice standards.
4
Implementation of the standard is minimal or there is no evidence of implementation at all, as noted in the ratings for the CA-TS 2 Practice standards.
Self-Study EvidenceOn-Site EvidenceOn-Site Activities
  • Annual training calendar and/or training schedules
  • Table of contents of training curricula
  • Training curricula
  • Documentation tracking staff completion of required trainings 
  • Interviews may include:
    1. Program directors
    2. Relevant personnel

Fundamental Practice

CA-TS 2.01

All personnel who have regular contact with clients receive training on legal issues, including:
  1. mandatory reporting, pursuant to relevant professional standards and as required by law, and the identification of clinical indicators of suspected abuse and neglect, as applicable;
  2. legal, regulatory, and/or contractual requirements for confidentiality, including response to a subpoena;
  3. duty to warn, pursuant to organizational policies, relevant professional standards and as required by law, regulations and/or contracts;
  4. the organization's policies and procedures on privacy and confidentiality and penalties for violation of these policies and procedures; and
  5. the legal rights of service recipients.
FEC

Interpretation

Elements (a) and (c) do not apply to credit counselling organizations.
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 are scheduled to be trained.
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.

CA-TS 2.02

Personnel receive training on the following, as appropriate to their position and job responsibilities:
  1. proper documentation techniques;
  2. the maintenance and security of records; and
  3. the use of technology and information systems including refresher trainings when changes or updates are made.
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 are scheduled to be trained.
3
Practice requires significant improvement; e.g.,
  • 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.

CA-TS 2.03

Direct service personnel receive training on:
  1. communicating respectfully and effectively with service recipients; 
  2. engaging service recipients, including building trust, establishing rapport, and developing a professional relationship; 
  3. the impact of trauma on individuals, families, and personnel; and
  4. trauma-informed care, including screening, assessment, and service delivery practices. 

Interpretation

Training on trauma should be tailored to the type of service being provided. For example, it may not be appropriate or necessary for assessments in an Early Childhood Education (CA-ECE) setting to be trauma informed. It is up to the organization to assess the applicability of this standard for each of its programs and service population and design the training accordingly.
NA The organization provides Financial Education and Counselling (CA-FEC) services only.
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 are scheduled to be trained.
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.

CA-TS 2.04

Training for direct service personnel addresses differences within the organization’s service population, as appropriate to the type of service being provided, including:
  1. interventions that address cultural and socioeconomic factors in service delivery;
  2. the role cultural identity plays in motivating human behavior;
  3. procedures for working with non english speaking persons or individuals with communication impairments;
  4. understanding bias or discrimination;
  5. recognizing individuals and families with special needs;
  6. the needs of individuals and families in crisis, including recognizing and responding to a mental health crisis;
  7. the needs of victims of violence, abuse, or neglect and their family members; and
  8. basic health and medical needs of the service population.
FEC

Interpretation

In regards to elements (a) and (b), credit counselling organizations should implement cultural competency training that helps personnel understand and be sensitive to how people of varying cultures think about and handle financial situations.
Examples: Depending on the type of service being provided relevant training topics may vary from specialized treatment approaches to procedures for referring individuals to other providers when those needs cannot be addressed by the organization. For example, personnel at a credit counseling agency may encounter individuals with substance use or mental health disorders or individuals who may be at risk for suicide. In such situations, personnel should be aware of the agency’s procedures for referring those individuals to appropriate services.
 
Mental Health First Aid Canada (MHFA) is one way to prepare personnel to recognize, understand, and respond to service recipients and colleagues experiencing a mental health crisis. Similarly, "gatekeeper training" programs prepare personnel to recognize, interpret, and respond to signs of suicide risk.
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 are scheduled to be trained.
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.

CA-TS 2.05

Direct service personnel demonstrate competence in, or receive training on how to:
  1. identify and access needed community resources;
  2. collaborate with other service providers;
  3. access financial assistance, including public assistance and government subsidies; and
  4. empower service recipients and their families to advocate on their own behalf.
FEC

Interpretation

Although credit counselling organizations primarily provide financial education and counseling services, supporting the success and well-being of clients can be furthered by providing information on how to access resources in the community, strengthening the client’s ability to do so, and understanding the obstacles that may affect the service population.
Examples: One example of community resources are personal advocates and the conditions under which a personal advocate may be needed.
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 are scheduled to be trained.
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.

CA-TS 2.06

Personnel receive training, as appropriate to the position or job category, that includes:
  1. implementing practices that promote positive behaviour;
  2. recognizing psychosocial issues, medical conditions, and challenging behaviours that are a threat to self or others and knowing when to seek assistance;
  3. understanding how the physical environment, and other factors, can lead to a crisis; and
  4. understanding the impact of personnel behaviours and responses on the behaviour of service recipients.
NA The organization does not provide services to individuals face-to-face.
 

NA The organization provides Financial Education and Counselling (CA-FEC) services only.
 

NA The organization provides Employee Assistance Program (CA-EAP) services only.
Examples: Training on challenging behaviours that are a threat to self may include responding to age-appropriate but potentially dangerous behaviour, for example, reacting a child who runs into the street, so as not to harm him/her. Relevant psychosocial issues can include the role a service recipient’s trauma history may play in their behaviour.
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.

Fundamental Practice

CA-TS 2.07

Direct service staff receive training on methods for de-escalating volatile situations, including:
  1. listening and communication techniques, such as negotiation, centering strengths, 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. voluntary withdrawal from the group or milieu 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.
NA The organization does not provide services to individuals face-to-face.
 

NA The organization provides Financial Education and Counselling (CA-FEC) services only.
 

NA The organization provides Employee Assistance Program (CA-EAP) services only.
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.