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 REPORT
CCSA 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 978-1-77178-258-6
TABLE 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 Workforce
Prevention 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 Workforce
Prevention 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 Workforce
Prevention 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 Workforce
Prevention 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 Workforce
The 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 Workforce
Prevention 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 Workforce
CHILD 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 Report
HEALTH 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 activities
SUBSTANCES 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 Report
ADVOCACY: 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 Workforce
BUILDING 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 page
14
                                                                                  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 Workforce
COMMUNITY 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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