Competencies PREVENTION WORKFORCE COMPETENCIES REPORT - for the Youth Substance Use Prevention Workforce
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Competencies
for the Youth Substance Use Prevention Workforce
PREVENTION WORKFORCE
COMPETENCIES REPORTCCSA extends permission to organizations that
wish to reproduce, modify, translate or adapt the
Competencies. Any adaptation must acknowledge
CCSA and the Competencies for Canada’s for the
Youth Substance Use Prevention Workforce as its
source. Please use the Application for Copyright
Permission to tell us about your adaptation and provide
us a copy of it. Your adaptation will inform future
revisions of the Competencies.
Suggested citation: Canadian Centre on Substance
Abuse. (2015). Competencies for the youth substance
use prevention workforce: Prevention workforce
competencies report. Ottawa, Ont.: Canadian Centre on
Substance Abuse.
This is a living document, which CCSA may revise and
update to reflect the latest evidence and research.
© Canadian Centre on Substance Abuse, 2015
CCSA, 75 Albert St., Suite 500
Ottawa, ON K1P 5E7
Tel.: 613-235-4048
This documents can also be downloaded as a PDF at
www.ccsa.ca
Ce document est également disponible en français sous
le titre : Compétences pour les intervenants en prévention
de la consommation de substances chez les jeunes
ISBN 978-1-77178-258-6TABLE OF CONTENTS PREVENTION WORKFORCE COMPETENCIES REPORT PURPOSE 1 METHODS PRINCIPLES 3 COMPETENCY DESCRIPTIONS PROFICIENCY LEVELS 4 FOUNDATION COMPETENCIES LINK BETWEEN HEALTH PROMOTION, 5 SUBSTANCE USE PREVENTION AND HARM REDUCTION GLOSSARY OF KEY TERMS 7 COMPETENCIES WITH DESCRIPTIONS 8 AND SAMPLE BEHAVIOUR INDICATORS APPENDIX: THE STORIES 25
ACKNOWLEDGEMENTS
CCSA activities and products are made possible
through a financial contribution from Health Canada.
The views of CCSA do not necessarily represent the
views of the Government of Canada.
The Canadian Centre on Substance Abuse (CCSA)
gratefully acknowledges the significant contributions
and support received from people working in the
prevention field who participated in focus groups
across Canada. They helped particularly to validate and
revise the draft competencies.
CCSA especially thanks all its partners and the youth-
based organizations who so graciously allowed and
encouraged staff to participate in the focus groups.
The research means nothing if the end result is not
meaningful to the people for whom it is intended and
CCSA could not produce a meaningful report without
the input from the focus groups.
CCSA also thanks the directors and frontline staff who
participated in the preliminary consultations in January
to March 2014. The guidance from these meetings was
invaluable in drafting the competencies.
The extra support that CCSA received from prevention
and health promotion staff in Nova Scotia Health’s
Addiction and Mental Health Services, during both the
drafting process and finalizing process, has resulted in a
more substantive report than otherwise would have been
produced. Thank you!Competencies for the Youth Substance Use Prevention Workforce
YOUTH SUBSTANCE USE COMPETENCIES REPORT
1
PURPOSE
Research indicates that working with youth to prevent 8. Early and Brief Intervention, Harm Minimization
substance use requires specialized focus on issues, needs, and Referral
considerations and approaches. What works with adults does 9. Media Savvy
not necessarily work with youth. Further, important prevention
work actually happens upstream, at the community level, by 10. Personal and Professional Development
establishing and supporting initiatives and activities that help 11. Teamwork and Leadership
to create flourishing communities and environments where
youth can thrive and be engaged.1 The Competencies can be used to create and improve HR
practices such as:
Those working with youth in substance use prevention face
• Job descriptions and job profiles
challenges such as knowledge gaps, inconsistencies in
recommended evidence and practice, a lack of understanding • Questions to use when interviewing candidates for
and support surrounding successful youth engagement, and positions
a lack of common terminology and language. • Performance management tools to use when
conducting employee annual appraisals
As a result, the Canadian Centre on Substance Abuse (CCSA)
set out to determine the competencies needed to work
effectively with youth, from community health to minimizing
METHODS
harm, to prevent substance use. The overall goal is to raise To prepare for creating the competencies described in this
the quality and increase the consistency of prevention efforts report, CCSA performed a literature review in 2013 to identify
across Canada. and compare relevant competency frameworks. Of 26
frameworks reviewed, six were deemed relevant because
The validated key competencies for the workforce focused on of their focus on youth health promotion and substance
youth substance use prevention are: use prevention. From these frameworks, CCSA identified
1. Child and Youth Development 21 competencies that we then grouped and reduced to 14
proposed competencies.
2. Health Promotion and Prevention Knowledge
3. Substances and Substance Use Subsequently, CCSA hosted three preliminary meetings
with organizations across Canada focused on prevention
4. Advocacy
and health promotion to guide development of the draft
5. Building and Sustaining Relationships competencies. The first was a director-level consultation in
6. Community Engagement and Partnership Building January 2014 and the other two were focus groups of frontline
prevention staff in March 2014.
7. Comprehensive Planning, Implementation and
Evaluation
1
In the prevention arena, the work is described in terms of initiatives and activities, not programs and services, which describe work in treatment.
© Canadian Centre on Substance Abuse, 2015 Competencies for Canada’s Substance Abuse WorkforcePrevention Workforce Competencies Report
METHODS
2
Directors from provincial ministries of health and senior The feedback from the preliminary meetings provided guidance
staff from national not-for-profit organizations that focus on for the research company specializing in competencies with
youth were asked to participate in the January consultation. which CCSA contracted to develop draft competencies. They
The purpose of the director-level consultation was to obtain were ready in the fall of 2014, at which point CCSA began
input on: hosting a series of 10 focus groups across Canada to validate
• Relevant principles for effective youth substance and revise the draft competencies. Participants included
use prevention both staff from provincial ministries of health and related
organizations, such as the Addiction Foundation of Manitoba
• An appropriate framework for these competencies and the Centre for Addiction and Mental Health, and staff
• Applicability of the existing Behavioural from youth-focused organizations.
Competencies Report2
Drawing on their knowledge and experience, participants at
• Working from the proposed 14, a preliminary the preliminary meetings identified principles that need to drive
identification of pertinent competencies substance use prevention activities and initiatives for youth.
Participants in the validation focus groups further refined the
The directors emphasized that the prevention paradigm is
principles.
very different from a clinical or treatment perspective. For the
new set of competencies to be seen as credible, the language In-person focus groups, one day in length, were held in
throughout must reflect the paradigm and the language of Ottawa, Toronto, Winnipeg, Calgary, Vancouver, Montreal and
prevention. Nuance matters. Halifax. Online focus groups, a half-day in length, were held
for Nunavut, Northwest Territories and Yukon. A total of 72
CCSA asked each person at the director-level consultation
participants provided input on the draft competencies and
to identify an appropriate frontline staff person to participate
principles.
in a focus group in March. Two one-day focus groups were
held, one for eastern Canada and one for western Canada. In compiling the input from the focus groups, it became
Starting with feedback from the director-level consultation, the apparent that one competency was actually almost a job
purpose of frontline focus groups was to obtain input on: description because the behaviour indicators provided
• Relevant principles for effective youth substance by the focus groups fit better in other competencies. As a
use prevention result, those behaviour indicators have been added to the
appropriate competencies, leaving 11 competencies.
• Identification, including extensive discussion, of
pertinent competencies An example of how to incorporate behaviour indicators in a job
description for prevention outreach workers will be published
The two focus groups reduced the number of competencies
in 2015, along with a similar example focusing on community
to 12. In addition to supplying the input sought by CCSA, the
health promotion. Organizations can compare the similarities
focus group participants provided stories that illustrate their
and differences between these and their staff job descriptions
work in the prevention field; some recounted stories about
and identify where they want to increase their focus and
particular youth and others amalgamated stories about several
efforts, taking into account the organization’s mandate and
youth. The stories, found in Appendix A, highlight a number of
the clients’ needs.
key characteristics about the prevention paradigm, primarily
that “it’s not about the drugs, it’s about the relationships” with
the youth. The other key characteristics were:
• Recognizing and dealing with the cultural
dimensions of prevention initiatives is essential
• It is critical to involve youth in initiative and policy
planning
• Credibility is linked to language
• Prevention is a process that takes time and
patience
2
Section 1, Behavioural Competencies Report, Competencies for Canada’s Substance Abuse Workforce (Ottawa: CCSA, 2014).
© Canadian Centre on Substance Abuse, 2015 Competencies for the Youth Substance Use Prevention WorkforcePrevention Workforce Competencies Report
PRINCIPLES/COMPETENCY DESCRIPTIONS
3
PRINCIPLES 5. When adapted (as is often required to ensure
cultural and geographic suitability) from
These principles were created and refined by participants in pre-existing, proven, evidence-informed programs,
the focus groups that helped to forge the Competencies for stay true to the key concepts and fact-based
the Youth Use Prevention Workforce. information conveyed through the pre-existing
Overarching Principle program or initiative.
The most effective youth substance use prevention activities 6. Leverage engagement with youth to encourage
and initiatives feature a holistic, integrated, empathetic, reciprocal learning, so that youth and prevention
respectful, flexible and strength-based approach informed by workers learn from each other. Support youth
evidence about what works. They are youth-driven (recognizing and strengthen the community by taking positive
that some community or population health initiatives might action, thus increasing protective and reducing risk
not be driven solely by youth), fostering the development and factors.
maintenance of positive, collaborative relationships among 7. Must be strategically delivered prior to key points
youth and the community of those who care for and about in adolescent development where evidence shows
them. These over-arching principles contribute to building a that substance use challenges are most likely to be
fluid network of community partnerships, all of which support encountered, and should be ongoing.
the more specific principles below.
8. Adhere to and reflect existing up-to-date policies
Specific Youth Substance Use Prevention and best practices for health promotion and
Principles preventing youth substance use.
Effective youth substance use prevention activities and
initiatives: 9. Operate with sustained funding for a sustained
period, continuously build capacity, and measure,
1. Use a comprehensive approach to deliver monitor, evaluate, report results and respond to
multi-tiered and coordinated prevention activities feedback.
and initiatives to individuals, families, schools and
communities, including system-level population
health initiatives such as public policy development. … a key factor contributing to Rosie’s success
… is helping youth realize they have power and
2. Ensure that those who deliver prevention activities
control over their decisions. (For the whole story,
have the appropriate aptitude, commitment,
turn to the appendix.)
flexibility, knowledge, training, skills and support
to do so effectively, and thus build and sustain
relationships and serve as role-models for youth.
COMPETENCY DESCRIPTIONS
3. Empower youth by engaging them in thought-
provoking, meaningful, age-appropriate interactive Competencies are the specific, measurable skills, knowledge
activities; integrate youth ideas and voices in and values needed to perform effectively in a particular function
planning and implementing policies, initiatives and or role.3 Both Technical and Behavioural Competencies
activities; and provide the training and opportunities are included in this report, reflecting an integrated
required so youth can function effectively as approach consistent with youth substance use prevention.
advocates, leaders and peer mentors. The approach starts from a community-wide health
perspective and moves along a continuum to an individual
4. Are developmentally appropriate and responsive perspective of reducing harm.
to the social determinants of health as identified
through an assessment of specific populations.
3
Section VII, Technical Competencies Report, Competencies for Canada’s Substance Abuse Workforce (Ottawa: CCSA, 2014). In its other competency documents, CCSA
has referred to definitions for each of the competencies. These definitions are more accurately characterized as descriptions of what the competency encompasses. As a
result, the explanation that accompanies the title of each competency in this report is referred to as the competency description.
© Canadian Centre on Substance Abuse, 2015 Competencies for the Youth Substance Use Prevention WorkforcePrevention Workforce Competencies Report
PROFICIENCY LEVELS / FOUNDATION COMPETENCIES
4
PROFICIENCY LEVELS BIs, so these are examples only. However, according to the
focus group participants, the examples represent the most
Each competency has four levels of proficiency and includes significant behaviours. In essence, the proficiency level is
sample behaviour indicators for each level of proficiency: a snapshot that illustrates the anticipated autonomy and
Level 1, Introductory: A person at this level responsibility for a person at that level.
demonstrates basic knowledge and ability, and can It is very important to note that the behaviours are cumulative;
apply the competency, with guidance, in common for example: a person working at level 3 proficiency in a
situations that present no or limited difficulties. Typically, particular competency has mastered the behaviours expected
Level 1 is applicable to individuals new to the field or for levels 1 and 2 staff. Also, a staff person can be at different
who have just finished a related educational program. levels of proficiency for different competencies and still be fully
Level 2, Developing: A person at this level competent to carry out their responsibilities.
demonstrates sound knowledge and ability, and can It is equally important to note that the BIs should be read
apply the competency, with minimal or no guidance, down the proficiency level column and not across from level
in the full range of typical situations. This person likely to level for two reasons: first, given the quantity of BIs, it is
requires guidance to handle novel or more complex not possible to keep each competency at a reasonable size
situations. Typically, Level 2 is applicable to individuals if every BI were to be expanded upon across the levels;
with a few years’ experience working with youth to second, as staff gain experience, the complexity of their work
prevent substance use. increases as does the types of work they perform.
Level 3, Intermediate: A person at this level We decided to illustrate BIs that are important for each level of
demonstrates in-depth knowledge and ability, and can proficiency. Organizations desiring a progression of complexity
apply the competency, consistently and effectively, in for certain BIs have the ability to create the additional BIs,
complex and challenging situations and settings. This using the knowledge and techniques provided in this report.
person guides other professionals. Typically, Level 3 Organizations that wish to create BIs related to the work their
is applicable to significantly more experienced staff staff undertake can use the existing BIs as a guide or template
who are expected to model required and desirable for creating others.
behaviours for, and to support and guide, less-
experienced colleagues. Some BIs could fit equally well in a different competency. This
fact reflects the connectedness of the competencies one to
Level 4, Advanced: A person at this level another; the competencies are linked together.
demonstrates expert knowledge and ability, and can
apply the competency in the most complex situations.
This person develops or facilitates new practices,
FOUNDATION COMPETENCIES
programs or initiatives, and policies. He or she is The focus groups agreed that three of the competencies are
recognized as an expert, both inside and outside the critical to provide a foundation for the others: Child and Youth
organization. Typically, this is a very experienced, senior Development; Substances and Substance Use; and Health
staff person (possibly the executive director) whose Promotion and Prevention Knowledge. These competencies
role includes both oversight of the organization and are listed first and the rest are in alphabetical order. Except for
collaboration with other organizations to bring about the group of three foundation competencies, there is no order
system change. of relative importance for the competencies.
In all the competencies, some common terminology was
The distinctions between levels are no doubt more evident in
used to simplify the BIs. For example:
a larger organization with multiple staff than they are in smaller
organizations with few staff. In smaller organizations, levels 1 • “Collaborates” incorporates, among other things,
and 2 likely merge to some extent. sharing the workload, contributing meaningfully,
seeking to understand others’ perspectives and
In each proficiency level, there are examples of behaviours being willing to make reasonable compromises to
— called behaviour indicators (BIs) — that a supervisor or achieve shared goals.
manager can expect to see exhibited by a person working at
that level of proficiency. It is not possible to record all possible
© Canadian Centre on Substance Abuse, 2015 Competencies for the Youth Substance Use Prevention WorkforcePrevention Workforce Competencies Report
LINK BETWEEN HEALTH PROMOTION, SUBSTANCE USE PREVENTION AND HARM REDUCTION
5
• “Shows respect” incorporates, among other things, The health promotion continuum, as illustrated, supports
being courteous, treating others fairly and with organizational planning and movement to a population health
dignity, being considerate of them, and listening approach. For example:
attentively and with an open mind even in a • A smoking cessation group held at school for
disagreement or lively discussion. students who are established smokers is treatment
• “Self-care” incorporates efforts to increase good and is also considered a long-term protective
health (mental, physical, social and spiritual), to intervention.
reduce stress, and to prevent trauma, fatigue and • A skills development group at school for identified
burn-out. high-risk youth with multiple risk behaviours,
including possible early substance use, is tertiary
LINK BETWEEN HEALTH prevention.
PROMOTION, SUBSTANCE • A program delivered in high school to the entire
USE PREVENTION AND HARM school population to increase positive mental
REDUCTION health and increase resiliency (enhance protective
factors) is considered secondary prevention.
Health promotion work applies across the continuum of
substance use prevention and treatment. Treatment occurs at • A similar approach in elementary school is
the individual end of the continuum where substance abuse considered primary prevention.
is established. It includes treatment, relapse prevention and • Working at the community or whole population
skills-building (or health promotion) groups. Population health level to change the socioeconomic environment
promotion occurs at the population end of the continuum to increase opportunity for everyone is primordial
where interventions are aimed at whole communities. prevention.
Prevention efforts occur across the continuum to prevent and
reduce substance use and related problem behaviours.4 In practice, the work is linked and iterative, not linear. It is
mapped as a continuum solely for illustrative purposes.
Primordial interventions focus on improving foundational
socioeconomic structures (e.g., reduce poverty and increase
food security, education, housing and access to parks
and recreation). Primary interventions strengthen whole
communities, and are broad and wide reaching (e.g., smoke-free
public places, minimum drinking age, school-board substance
use policies, social and emotional learning implemented
across elementary schools). Secondary interventions focus on
specific at-risk populations (e.g., youth, LGBTSQ,5 women,
First Nations) to enhance long-term protective factors and
reduce risk. Tertiary interventions are aimed at individuals and
groups with already established substance use, and focus on
treatment and relapse prevention.
4
Stronger Together: Canadian Standards for Community-based Youth Substance Abuse Prevention (Ottawa: CCSA, 2010) is a complementary resource for health
promotion. It is one of three documents in the CCSA’s Portfolio of Canadian Standards for Youth Substance Abuse Prevention.
5
LGBTSQ is the acronym for Lesbian, Gay, Bisexual, Transgendered, Two-Spirited and Questioning. LGBT (Lesbian, Gay, Bisexual, Transgendered) is a more common,
but less inclusive, acronym.
© Canadian Centre on Substance Abuse, 2015 Competencies for the Youth Substance Use Prevention WorkforceThe Health Promotion Continuum for Substance Use Prevention and Treatment
6
PREVENTION (prevent, delay, reduce the harm of substance use) TREATMENT (treat existing substance abuse, reduce further harm, manage relapse)
Primordial Primary Secondary Tertiary Relapse Prevention
POPULATION INDIVIDUAL
Health Equity Healthy Environments Long-lasting Early Identification Clinical Interventions Peer Support
Addressing the social Improving public health Interventions and Brief Intervention
determinants of health policy, collaborating with Increasing resiliency
partners, etc. and protective factors;
promoting mental health
Supply Reduction Demand Reduction Harm Reduction
Use policy measures to reduce access to Use comprehensive strategies to reduce individual Intervene to reduce the harms to individuals and communities associated
and availability of substances. Work to create demand for substances. Support alcohol advertising with substance use by providing, for example, access to accurate health
© Canadian Centre on Substance Abuse, 2015
community readiness for health policy. Discourage restrictions. Promote media literacy. Support increased information, free condoms, first aid training, needle exchange,
cultural normalization of substance use. access to physical activity. Increase protective factors. opioid replacement.
Increased Population Impact Increased Individual Focus
Across the continuum, the goal is to foster healthy communities and healthy individuals
Prevention Workforce Competencies Report
Population Health Promotion Health Recovery
Improving the health status of whole populations Treating and managing chronic disease and preventing relapse
FOUNDATIONAL PRINCIPLES: Holistic, Integrated, Evidence-informed, Population-based, Respectful, Flexible, Strength-based
OUTCOME: Healthy communities and healthy individuals (improved health status, implemented policy, increased community action, etc.)
CORE FUNCTIONS OF HEALTH PROMOTION:
• Planning and advocating for • Strengthening community • Creating supportive • Re-orienting • Developing
healthy public policy and action: engagements, environments health services life skills
legislation mobilization and development
These functions work across the continuum. Health promotion and prevention staff work with community partners at the population end of the continuum (the primordial, primary and secondary
prevention levels) to change the conditions that lead to substance use and abuse (e.g., helping to establish smoke-free public places, local alcohol and substance use policies, mental health promotion,
safe and affordable housing and food security, and reducing gender violence). They also work to re-orient and improve access to health services (e.g., promote population approaches).
Treatment staff work at the tertiary and treatment levels and might advocate with community partners to address client needs (housing, income, legal support), re-orient health services to reduce stigma
and blame, and strengthen the client’s ability to act on his or her own behalf. Skills development alone, without supportive environmental changes, has very limited success in changing behaviour.
Informed by work by Gwenyth Dwyn, Prevention and Health Promotion Team Lead, Mental Health and Addiction Services, Annapolis Valley, Nova Scotia Health Authority, Nova Scotia, 2014.
Competencies for the Youth Substance Use Prevention Workforce
References:
Frieden, Thomas. (2010). A framework for public health action: the health impact pyramid. American Journal of Public Health. 100(4), 590-595.
Robert, G. (2009). Best practices for preventing substance use problems in Nova Scotia. Halifax, NS: Nova Scotia Department of Health Promotion and Protection.
LINK BETWEEN HEALTH PROMOTION, SUBSTANCE USE PREVENTION AND HARM REDUCTION
World Health Organization. (1986). Ottawa Charter for health promotion. Geneva: Author.Prevention Workforce Competencies Report
GLOSSARY OF KEY TERMS
7
GLOSSARY OF KEY TERMS Health Promotion
The process of enabling people to increase control over and
Throughout the Prevention Workforce Competencies Report,
improve their health so they reach a state of complete physical,
certain words and phrases have been assigned specific
mental and social well-being. Well-being requires a secure
meanings, defined below, pertinent to these competencies.
foundation in factors addressed in the social determinants of
Community health (see below). Health promotion includes building healthy
A group of people who shares particular characteristics or public policy, creating supportive environments, strengthening
lives in the same place. community actions, developing personal skills and reorienting
health services.
Community Organizations
Such organizations include municipal councils; health, safety Initiative
and law enforcement committees and services; recreation The term used instead of “program” or “project” to emphasize
associations; arts groups; sports leagues; social justice and that health promotion and prevention works best when
community development committees and organizations; infused in everyday work, rather than viewed as a separate,
family and youth service agencies; cultural and faith-based time-limited add-on. Health promotion and prevention
groups; and employee and business associations. Prevention initiatives are planned efforts directed to whole populations or
staff do not need to engage with all community organizations, definable subgroups.
but should engage with those that are appropriate, given
Population Health
the issues.
An approach to health that aims to improve the health
Cultural Sensitivity of the entire population and to reduce health inequities
An all-inclusive phrase used to capture cultural awareness and among population groups. To reach these objectives, health
cultural competency, as applicable to all cultures.6 promotion looks at and acts upon the broad range of factors
and conditions that influence our health. It applies to the entire
Evidence-informed spectrum of health system interventions, from prevention and
Prevention initiatives and activities must be guided by evidence, promotion to health protection, diagnosis, treatment and
preferably that provided through documented scientific care. A population health approach recognizes that health is a
research. However, in the absence of a solid base of evidence, capacity or resource that encompasses being able to pursue
evidence-informed prevention approaches can be used. They one’s goals, acquire skills and education, and grow.
allow for innovation while incorporating lessons learned from
existing research literature and are responsive to cultural Risk and Protective Factors
backgrounds and community values, among other things. Influences on youth and adults that increase (risk) or decrease
(protective) the likelihood that a person will use substances.
Family Protective factors buffer the effects of risk factors in an
Individuals or groups who constitute family both in the environment.7
traditional sense and in a broader sense that includes any
configuration of significant others, as identified by the youth, in
the youth’s past, present or future.
6
For more information on cultural sensitivity with First Nations peoples, see A Cultural Safety Toolkit for Mental Health and Addiction Workers In-Service with First Nations
People (2013), developed by the National Native Addictions Partnership Foundation (NNAPF) and available on the NNAPF website (www.nnapf.com). Although this toolkit
focuses on treatment, the explanations of cultural sensitivity, cultural competence, cultural safety and so on are helpful for prevention and health promotion staff working in
First Nations communities. As of July 2015, NNAPF joined with another organization to form the Thunderbird Partnership Foundation (thunderbirdpf.org).
7
Nova Scotia Health created a table that sets out risk and protective factors by life area or domain (individual, family, school, community, etc.). For additional information, go
to www.cha.nshealth.ca/addiction/forParentsRiskAndProtectiveFactors.asp.
© Canadian Centre on Substance Abuse, 2015 Competencies for the Youth Substance Use Prevention WorkforcePrevention Workforce Competencies Report
COMPETENCIES WITH DESCRIPTIONS AND SAMPLE BEHAVIOUR INDICATORS
8
Social Determinants of Health Technical and Behavioural Competencies
The social determinants of health are:8 Technical Competencies are the specific, measurable
knowledge and skills required to apply technical principles
• Aboriginal status
and information in a job function. They are usually learned in
• Disability
an educational environment or on the job. They are the “what”
• Early life of a job and sometimes are called “hard” skills. Behavioural
• Education Competencies are the specific, measurable knowledge,
• Employment and working conditions skills and values required to perform effectively in a job
• Food insecurity function. They are typically learned and developed through life
• Gender experiences. They are the “how” of performing in a job and
• Health services are sometimes called “soft” skills.
• Housing
Youth
• Income and income distribution
People ages 14 to 24.
• Race
• Social exclusion
• Social safety net Important parts of the assessment include lining up
• Unemployment and job security allies, … early engagement with school employees,
… early engagement with youth …. The language
For Aboriginal peoples, the social determinants of health are:9 used by the school and the language we use
• Socio-political context affects our success in delivering a school-based
• Holistic perspective of health prevention program. (For the whole story, turn to
the appendix.)
• Life course — child, youth, adult
• Health behaviours
• Physical environments
• Employment and income COMPETENCIES WITH
• Education DESCRIPTIONS AND SAMPLE
• Food insecurity BEHAVIOUR INDICATORS
• Health care systems For every competency on the following pages, the behaviour
• Educational systems indicators (BIs) in each proficiency level were identified by
• Community infrastructure, participants in the focus groups as important elements of
resources and capacities their work. Nevertheless, these are examples. Organizations
• Environmental stewardship are encouraged to use these BIs as a guide when creating or
• Cultural continuity revising job descriptions and related documentation to ensure
that the BIs reflect the key elements of the work their staff
Substance Use undertake.
The self-administration of a psychoactive substance.
It includes abuse, dependency, addiction and misuse of both
licit and illicit substances.
8
As described by Juha Mikkonen and Dennis Raphael in Social Determinants of Health: The Canadian Facts (Toronto: York University, 2010). Available at
www.thecanadianfacts.org.
9
As described by Charlotte Reading and Fred Wien in Health Inequalities and Social Determinants of Aboriginal Peoples’ Health (Prince George: National Collaborating
Centre for Aboriginal Health, 2009). Available at www.nccah-ccnsa.ca/en/publications.aspx.
© Canadian Centre on Substance Abuse, 2015 Competencies for the Youth Substance Use Prevention WorkforceCHILD AND YOUTH DEVELOPMENT: Applying knowledge of child and adolescent development that takes into account social, physiological,
psychological, neurological, emotional, intellectual and cultural factors in working with colleagues, youth, their families and the community.
1 = Introductory 2 = Developing 3 = Intermediate 4 = Advanced
• Describes the influence of • Uses evidence-based research to • Applies understanding • Remains current on and
age and gender on youth dispel myths and misinformation of child and adolescent assesses new information
substance use about the effects of substance use development, incorporating related to preventing youth
the role of family, peers and substance use, and guides
• Explains how family • Explains the pervasiveness of a
culture, when developing staff to promising websites and
circumstances, like culture of substance use
youth substance use information
those identified as social • Assists youth and their families in prevention activities
determinants of health, identifying both harmful risk-taking
• Contributes to or conducts
influence the choices youth behaviours and healthy alternatives • Assists youth to develop research on child and youth
make about substance use and to prevent or reduce harmful risk- the life skills and resilience development and substance
other risk-taking behaviours taking needed to respond to use
substance use and other
• Explains how family role- • Identifies a range of methodologies
• Ensures staff are provided
challenges they will
modelling, support, supervision with resources and training to
© Canadian Centre on Substance Abuse, 2015
related to reducing harmful risk- encounter as they mature
and monitoring can help taking behaviours
increase their ability to work
prevent youth substance use • Uses evidence-based with youth and to understand
• Adapts the delivery of information research to challenge the multifaceted factors that
• Explains the range of and activities to the specific cultural stereotypes when influence youth substance use
behaviours and skills that can characteristics and needs of the developing youth prevention
either lead youth to harmful intended audience activities or working with
risk-taking behaviours or
• Applies evidence-based research youth
protect them against harms,
including those resulting from on physiological and neurological • Implements culturally-
substance use development when working with sensitive strategies to
EXAMPLES
youth reduce substance use
• Describes how and when
various aspects of sexual • Monitors research and attends • Incorporates advanced
development occur events to remain current in child knowledge of child and
and youth development field youth development when
• Describes the impact trauma
developing comprehensive,
and syndromes like FASD and
population-based prevention
ADHD can have on child and
plans
youth development
• Explains evidence-based
information on physiological
development as it applies to
adolescents
• Explains adolescent brain
development in relation to
youth behaviours and choices
Competencies for the Youth Substance Use Prevention Workforce
• Explains adolescent
neurological development and
the impact that has on the
choices youth make about
9
substance use
CHILD AND YOUTH DEVELOPMENT
COMPETENCIES WITH DESCRIPTIONS AND SAMPLE BEHAVIOUR INDICATORS
Prevention Workforce Competencies ReportHEALTH PROMOTION AND PREVENTION KNOWLEDGE: Applying evidence-informed health promotion and prevention practices to
address both community and individual behaviours and attitudes related to youth substance use.
1 = Introductory 2 = Developing 3 = Intermediate 4 = Advanced
10
• Explains best practice models • Shares knowledge of protective • Identifies and responds • Oversees a range of
and key concepts of substance and risk factors for substance to prevention and health prevention-focused initiatives
use prevention and health use promotion needs by selecting that are based on best
promotion and delivering activities practice, address sustainability
• Participates in developing
appropriate to youth and cultural relevance, and
• Explains a population public and delivering substance
include benchmarks for
health approach to substance use prevention and health • Provides information and
evaluation purposes
use promotion activities training to community-based
partners • Provides opportunities for staff
• Explains the continuum of • Applies evidence-informed
to develop and share their
prevention services from practices and practical • Promotes and provides
knowledge on health promotion
primary prevention to harm knowledge of prevention when guidance to staff on using
and substance use prevention,
minimization engaging with youth resiliency models and best
including risk and protective
practice prevention strategies
• Describes the social • Celebrates successes and factors related to substance
© Canadian Centre on Substance Abuse, 2015
to help youth succeed
determinants of health and the acknowledges good practices use
impact they can have on youth • Adapts evidence-informed
• Promotes protective factors • Works with community
and potential substance use practices on youth substance
and uses evidence-informed partners to integrate prevention
use prevention to local culture
• Explains important concepts practices to support and approaches into initiatives that
and environment
Prevention Workforce Competencies Report
related to the nature and extent encourage reduction in harmful deal with social determinants
of both risk and protective risk-taking behaviours • Ensures that initiatives and of health
factors related to substance activities respect gender
• Monitors research to remain
use differences and cultural
current on general trends
considerations
• Identifies risk factors that in health promotion and
EXAMPLES
influence youth decisions to prevention and specific trends • Contributes to the development
HEALTH PROMOTION AND PREVENTION KNOWLEDGE
use substances related to substance use of public policies related to
prevention preventing youth substance
• Identifies protective factors that
use
decrease the likelihood of youth • Attends workshops and
substance use conferences to maintain
currency in substance use
• Describes harm reduction
prevention field
strategies and key concepts
• Applies knowledge and best
• Focuses on a strength-based
practices in respecting gender
approach when interacting with
differences and cultural
youth and their families
considerations
• Remains factual and
COMPETENCIES WITH DESCRIPTIONS AND SAMPLE BEHAVIOUR INDICATORS
professional when discussing
attitudes related to use of
substances
• Explains how gender and
Competencies for the Youth Substance Use Prevention Workforce
cultural differences are
addressed in health promotion
and substance use prevention
initiatives and activitiesSUBSTANCES AND SUBSTANCE USE: Knowing the range of substances that might be used, classes of drugs and the effects of those
drugs, and issues related to withdrawal, and applying that knowledge when working with youth, organizations and communities to prevent
youth substance use.
1 = Introductory 2 = Developing 3 = Intermediate 4 = Advanced
• Identifies, by both their proper • Describes general classes of • Updates prevention • Supervises and coaches
and street names, substances drugs, the commonalities within knowledge base with others in developing their
that are often used improperly each class, the appeal each can latest developments in the knowledge of substance use
or illegally in the community have for youth, and the specific substance use prevention and concurrent disorders
signs, symptoms and results of use field
• Explains how and why these • Acts as a catalyst to ensure
substances are used • Engages with youth and their • Shares knowledge of health promotion and
families to raise awareness of developments in the substance use prevention
• Describes the physical and
factors that might contribute to substance use prevention strategies reflect emerging
psychological effects of
or protect against developing field with staff trends and priority issues in the
withdrawal
substance use • Applies understanding of
community
• Explains the rationale for harm
© Canadian Centre on Substance Abuse, 2015
• Applies knowledge of concurrent both substance use and • Initiates or organizes research,
reduction approaches
disorders in working with youth concurrent disorders when evaluates findings that emerge
• Explains how mental illnesses working with different and recommends relevant
• Applies understanding of the
or mental health issues and cultures and populations policy changes
impact that medications and other
substance use can adversely
drugs can have on one another • Remains current in the
interact
when working with youth substance use field by
• Describes the impact that reviewing, participating in
• Applies understanding of the
stigma, trauma, and cultural or conducting research,
impact the range of substances
and historical events can have and attending or leading
can have on neural and physical
on youth with substance use conferences and workshops
EXAMPLES
development of youth
issues
• Seizes opportunities to
• Introduces family members to
• Explains in general terms the share key issues and
harm minimization measures like
impact that medications and concerns about trends with
safely using, storing and disposing
other drugs can have on one community members and
of prescription medications
another organizations
• Consults evidence-informed
• Explains the impact that the • Translates substance use
resources to enhance learning
social determinants of health knowledge effectively to
about substance use
can have on choices youth community partners
make about substance use
• Describes ways in which
substance use is a population
health and public health issue
Competencies for the Youth Substance Use Prevention Workforce
11
SUBSTANCES AND SUBSTANCE USE
COMPETENCIES WITH DESCRIPTIONS AND SAMPLE BEHAVIOUR INDICATORS
Prevention Workforce Competencies ReportADVOCACY: Working to devise strategies, actions and possible solutions to influence decision makers to implement positive change related to
preventing youth substance use, at individual, system, organization, community, provincial and national levels.
12
1 = Introductory 2 = Developing 3 = Intermediate 4 = Advanced
• Explains who stakeholders, • Advocates for culturally • Works with organizations and • Mobilizes community to
partners and collaborators sensitive and relevant communities to build readiness establish youth substance
are for local advocacy efforts community youth substance for policy-level change use prevention activities and
ADVOCACY
related to preventing youth use prevention initiatives and other initiatives that positively
• Mobilizes community
substance use activities influence the well-being of
champions to advocate
youth
• Works with interdisciplinary • Works with school staff and for policy action to reduce
colleagues to advocate for boards to implement evidence- substance use harms in the • Initiates and supports
resources and initiatives to based actions when applying community establishment of advocacy
prevent youth substance use school-based substance use guidelines and best practice
• Works with schools and
policies approaches both within
• Advocates for local activities school boards to develop and
the organization and at the
and initiatives for individual • Works with community implement evidence-based
community and provincial levels
youth and their families partners to advocate for substance use policies
© Canadian Centre on Substance Abuse, 2015
effective evidence-based action • Works with all orders of
• Works with youth and youth • Supports and mentors youth
throughout the community to government to implement
groups to advocate for advocacy when developing
discourage youth substance healthy public policy
resources and initiatives best practices in health
use
accessible to youth promotion and substance use • Works to lessen health
• Engages with community prevention in the community inequities by advocating for
Prevention Workforce Competencies Report
• Describes population health
groups to address the range measures to improve social
and the impact of healthy • Builds support for community
of factors that research has determinants of health
public policy initiatives that facilitate crisis
shown are correlated to or resolution for youth who might • Meets with leaders of
causes of substance use otherwise turn to substance community organizations
EXAMPLES
use to discuss and implement
strategies to lessen the risks for
• Works to influence allocation
youth substance use
decisions and activities aimed
at youth substance use • Establishes and maintains
prevention relationships with media
representatives
• Works with community
coalitions to advocate for • Promotes youth substance use
public policy prevention initiatives to a wide
group of policy and decision
makers
• Works at the provincial and
national levels, as appropriate,
COMPETENCIES WITH DESCRIPTIONS AND SAMPLE BEHAVIOUR INDICATORS
to advocate for increased
initiatives and activities, and
associated funding
Competencies for the Youth Substance Use Prevention WorkforceBUILDING AND SUSTAINING RELATIONSHIPS: Developing and maintaining ongoing reciprocal relationships with community members and
other stakeholders, including youth and their families. This competency includes interpersonal, facilitation and conflict management skills.
1 = Introductory 2 = Developing 3 = Intermediate 4 = Advanced
• Follows appropriate protocols • Recognizes and mediates or • Recognizes conflict between • Supervises and mentors others
for seeking assistance when resolves conflicts with or between others and supports others to ensure best facilitation
facing conflict in the workplace others, and seeks assistance from in dealing with it effectively practices
more experienced colleagues or and appropriately
• Explains the principles and • Communicates complex issues
supervisor, as needed
techniques of active listening • Explores shared needs and clearly and credibly with widely
• Facilitates effectively, using a range common areas of interest varied audiences
• Explains basic principles of
of proven techniques in routine among identified networks
group facilitation and of the • Adeptly addresses difficult,
situations
tools used in group facilitation • Conveys information with on-the-spot questions from,
• Identifies and develops contacts creativity, cultural sensitivity, for example, officials, interest
• Communicates (words, body
within potential allied organizations insight and persuasion when groups or media
language and tone of voice) in
and interdisciplinary groups needed
a helpful and culturally sensitive • Coaches staff on crisis
© Canadian Centre on Substance Abuse, 2015
way, building trust and treating • Tailors communication to the • Transfers and assimilates intervention or difficult cases
community groups, other audience, adapting style, language knowledge effectively and • Addresses particularly
professions, youth and their preference, content and format as efficiently challenging conflicts between
families fairly and ethically and appropriate • Engages with youth who organizations and individuals
as valued allies • Reads body language, emotional may face multiple or • Consults with staff to
• Displays empathy and develops cues and verbal and non-verbal complex challenges such as understand changing trends
positive rapport with youth and cues accurately, and adjusts crisis situations or isolation and influences in youth culture
their families, discussing their communication approach due to language or culture
interests, issues and activities accordingly • Participates in the community
• Periodically conducts visits
EXAMPLES
— not just substance use to increase networking
• Incorporates an integrated with youth, their families and opportunities
• Manages own emotions and approach in reaching out to youth the community to maintain
maintains composure under to prevent substance use currency with their issues
challenging circumstances • Uses a range of evidence-based • Prepares youth for
• Follows through on and evidence-informed means to success through individual
commitments made with youth discuss key issues with youth and counselling or group
and their families families and assist them in moving workshops
their relationship forward
• Respects the confidentiality of • Assists the community,
the interactions with youth and • Helps youth and families to including family members,
their families develop insight into themselves in understanding, engaging
and their relationships with others with and supporting youth
• Remains current on youth
culture, language and trends in • Engages family members at an • Consults with staff and
the community early stage on healthy life choices supervisor concerning
and decision making activities for individual and
• Explains trends in youth
Competencies for the Youth Substance Use Prevention Workforce
families
substance use
13
BUILDING AND SUSTAINING RELATIONSHIPS
COMPETENCIES WITH DESCRIPTIONS AND SAMPLE BEHAVIOUR INDICATORS
Prevention Workforce Competencies Report
continued on next page14
1 = Introductory 2 = Developing 3 = Intermediate 4 = Advanced
• Presents her- or himself in • Interviews youth (individually, in • Facilitates in complex and
a manner that promotes families or in groups) to assess challenging situations
approachability, professionalism their situations and determine • Establishes credibility by
and credibility what activities are required to connecting with key outreach
meet their needs
• Engages and creates rapport leaders in the community
with other outreach workers in • Organizes support to assist
the community the community, including family
members, in understanding,
• Engages and creates rapport
engaging with and supporting
with youth and their families
youth
encountered during outreach
efforts • Assists youth with accessing
community resources for
• Maintains contact with
© Canadian Centre on Substance Abuse, 2015
services such as building life
representatives from
skills, job placement, debt
community services
counselling, legal aid, housing,
medical treatment and financial
assistance
Prevention Workforce Competencies Report
• Solicits and responds to youth
BUILDING AND SUSTAINING RELATIONSHIPS
and family feedback about the
success of outreach efforts
EXAMPLES
COMPETENCIES WITH DESCRIPTIONS AND SAMPLE BEHAVIOUR INDICATORS
Competencies for the Youth Substance Use Prevention WorkforceCOMMUNITY ENGAGEMENT AND PARTNERSHIP BUILDING: Networking and engaging to build ongoing collaborative partnerships with
community organizations to enhance community well-being and offer initiatives to prevent youth substance use.
1 = Introductory 2 = Developing 3 = Intermediate 4 = Advanced
• Engages collaboratively and • Supports and engages with • Encourages and maintains • Takes a leadership role in
in a culturally sensitive fashion community organizations whose support for community shaping an organizational
to establish relationships with efforts focus on improving social involvement in developing vision for both collaborative,
community members and determinants of health and delivering initiatives and population-level practices and
community stakeholders • Supports and promotes
activities to prevent youth service delivery systems that
substance use reflect community engagement
• Demonstrates familiarity community participation in decision
best practices and youth
with local agencies and making and community ownership • Collaborates with
engagement principles
organizations that deal with of constructive change aimed at community members in
youth substance use and addressing youth substance use planning, developing, • Establishes and maintains
related issues prevention implementing and evaluating processes to encourage
culturally sensitive initiatives collaboration and partnerships
• Supports staff with scheduling • Maintains relationships with
© Canadian Centre on Substance Abuse, 2015
and activities
meetings and maintaining schools and other organizations • Facilitates and fosters active
networks with community in the community to identify and • Creates a forum through communication, collaboration
organizations remedy unmet needs and to plan which youth can express and linkages among key
and implement complementary their wants and needs stakeholders, within and
• Accompanies senior staff in
prevention activities for youth related to community outside the community, who
attending community events
without duplication of efforts prevention initiatives shape policy and program or
and meeting members of the
initiative design
community • Participates in interagency • Encourages and evaluates
committees and professional levels of teacher and • Strengthens the community
• Provides referrals to agencies
associations to collaboratively youth engagement in infrastructure to facilitate
and organizations for youth
achieve prevention and health substance use prevention delivering activities and
EXAMPLES
substance use and related
promotion goals activities in schools, making initiatives aimed at preventing
issues
adjustments as required and reducing youth substance
• Engages with youth in the
• Explains the benefits of working to maintain continuous use
community by accessing them
with community partners engagement
through a broad range of venues • Engages with policy makers
for population-level impacts
and activities • Encourages and evaluates in a range of fields, including
(healthy communities, public
the level of youth and family health, education and policing,
policy advocacy, action on the • Consults with family, school
engagement in community to implement coordinated
social determinants of health) personnel, community
prevention initiatives, making policies related to preventing
representatives and youth to
• Professionally represents the adjustments as required access to substances
identify behaviours related to
organization within designated to maintain continuous
substance use • Builds collaborative working
authority and decision-making engagement relationships with funding
power • Delivers presentations and
• Reviews potential initiatives partners, mentors and
interactive workshops, as part of a
• Explains the nature and levels and partnerships to ensure other community partners
comprehensive prevention strategy
of public participation and they are culturally relevant to to develop, implement and
to build capacity to respond
youth engagement
Competencies for the Youth Substance Use Prevention Workforce
youth in the community evaluate initiatives and activities
effectively to issues related to
that meet the needs of youth
preventing substance use
15
COMMUNITY ENGAGEMENT AND PARTNERSHIP BUILDING
COMPETENCIES WITH DESCRIPTIONS AND SAMPLE BEHAVIOUR INDICATORS
Prevention Workforce Competencies Report
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