Sharon Dais, Department of Alcohol and Drug Programs

Moving Towards a Sustainable Prevention Workforce: A Critical Review and Discussion Regarding the Role of Core Competencies • Sharon Dais, Department of Alcohol and Drug Programs • Joël Phillips, Center for Applied Research Solutions • Kerrilyn Scott-Nakai, Center for Applied Research Solutions • October 12, 2010

Agenda • Part I. Background • Part II. The Proposed Plan (and Activities To Date) • Part III. Feedback Received From the Field • Part IV. Group Discussion • Part V. Summary Points 2

Objectives • Participants will gain a foundational overview of the development of the ADP core competency domains. • Participants will be aware of the Department’s plan for promoting core competencies. • Participants will be engaged in discussion and will have the opportunity to provide input. 3

4 Part I. Background

Why Adopt Core Competencies Now? • Beginning in 1998, California Prevention Collaborative (CPC) developed objectives regarding workforce development. • The 2006-2008 Department Strategic Plan includes a goal around developing and meeting core competencies. • Before 2007, the Department engaged in several efforts to define core competencies. • In 2007, CPC and CADPAAC adopted principles endorsing the need for core competencies. • Recommendations from the field during the 2007 CPC summit support prevention workforce standards. • Workforce development is an important element of COSSR • ONDCP, SAMHSA and Health Reform hold workforce development as a high priority. 5

What are Core Competencies? • Core competencies delineate the performance domains and tasks and associated knowledge and/or skills required to perform a job classification. • Developing core competencies involves several steps and is a quite time intensive and rigorous process. 6 National Commission for Certifying Agencies (NCCA)

Why Do We Need Core Competencies? • Ensures common understanding of broad prevention foundation that includes multiple theories, strategies and approaches. • Increased accountability on performance places burden on prevention programs/staff. • Federal funding requirements may make this mandatory. • Establishes benchmarks for staff development concerning knowledge, skills, and abilities. • Increases job security and marketable skills. 7

What is IC&RC? • The International Certification and Reciprocity Consortium (IC&RC), a not-for-profit voluntary member organization and that establishes international standards of practice in addiction counseling, prevention, and clinical supervision through: • Development of core competencies • Testing and credentialing process for the workforce. • In 2007, established new core competencies and an examination for prevention specialists. 8

IC&RC Competencies • Five broad domain areas and subsets of task areas, and KSAs • Planning and Evaluation (8 Task Areas, 3 KSAs) • Education and Skill Development (9 Task Areas, 22 KSAs) • Community Organizing (6 Task Areas, 18 KSAs) • Public Policy and Environmental Change (5 Task Areas, 14 KSAs) • Professional Growth and Responsibility (5 Task Areas, 16 KSAs) • Summary: • 5 Domain Areas • 35 Task Areas • 83 KSAs 10

Why Adopt the IC&RC Framework? • IC&RC represents the most comprehensive and most heavily validated framework • IC&RC have already done the work, including: • Ensuring appropriate individuals are involved in the process; • A rigorous, science-based validation process; and • Adherence to National Commission for Certifying Agencies (NCCA) Standards • This would be very time consuming and costly to replicate. • Many other states have already adopted IC&RC core competency standards. 9

Advantages of Adopting IC&RC • Offers a comprehensive approach • Represents a national standard • Training and technical assistance support systems in place. • Can customize to meet California’s needs • IC&RC regularly updates core competencies • Available and accessible for the California prevention field • Reciprocity across states • Testing process in place 11

12 Part II. The Proposed Plan

What are the Next Steps? • Orient and inform the prevention field throughout the state. • Already underway • Solicit feedback through multiple mediums to ensure broad level input. • Already underway • Provide training and technical assistance to support the promotion and acquisition of core competencies. • In development 13

Informing the Field • Introductory packet distributed to CADPAAC and County AOD Offices • Regular updates through CADPAAC Prevention Committee • Kick off webinars • Presentation and updates at ADP conference • Through technical assistance providers • ADP Website; My Prevention Community; www.corecomp.org • ADP Resource Center 14

Soliciting Input From the Field • Kick off webinars • Through CADPAAC Prevention Committee • ADP Website; My Prevention Community; www.corecomp.org • Electronic feedback survey • Through technical assistance providers 15

Training and TA Support • Primarily through the Community Prevention Initiative (CPI) • A series of 5 to 7 trainings (aligned with major domain areas) will be field tested in 2010 and made fully available in 2011. • Additional workshops will be identified to further support core competency areas. • Trainings will include on-line and on-site courses. • Electronic feedback survey • Explore making available at universities 16

17 Part III.Feedback From the Field

Preliminary Questions From the Field • Is this mandatory? • Does ADP have plans to eventually implement a certification testing process? • What prevention staff positions will need to go through core competency training? • What provisions will be in place for individuals to test out of taking a core competency training?

Preliminary Questions From the Field • How does the Department plan to monitor the workforce development process? • Will tests be given to determine acquisition of the information presented in the training? • Will participants be given a certificate of completion upon finishing a course? • When will this be rolled out?

Preliminary Questions From the Field • How many courses will be included in this series? • What is the length of each training? • Will the courses be available in an online format? • How long will staff have to complete the series and how will attendance be tracked?

19 Part IV. Group Discussion

The County Perspective • A few counties share their thoughts and experiences regarding adopting core competencies at the local level. • Marin County • Mendocino County 18

Audience Participation • Do you have additional input or questions regarding the process? • How do you think this will impact the sustainability of the prevention field? • What do you think this may look like for your county, agency, or community? • What benefits or challenges would you anticipate at the local level? • Do you have recommendations on the types of training or TA support that would be beneficial? 18

19 Part V. Summary

Summary Points • Workforce development is crucial to the future sustainability of the prevention field • The IC & RC core competencies will serve as California’s framework • This effort will prepare prevention programs for success 20

For More Information: • www.mypreventioncommunity.org

Sharon Dais, Department of Alcohol and Drug Programs