1. Documentation Skills o Identifying and understanding individuals’ goals and objectives documented in treatment plans. o Writing satisfactory progress notes. o Writing concise and comprehensive incident reports. o Reviewing and revising recovery or treatment plans. o Demonstrating positive interpersonal communications with individuals, families, and staff. o Reviewing other relevant documents such as employee manual, agency policies and procedures, and other required documents. Applied Technology Skills o Logging in to agency technology system, accessing information, and completing documentation as required o Checking email as required o Using the internet to research resources to support individuals

1. Foundations of Practice o Understanding of the ISP meeting process and participation. o Participating and leading house meetings. o Participating in the recovery and treatment process planning team. o Participating in team debriefing process following incidents that may occur. o Participating as appropriate in legal proceedings. o Interacting with family members in their role as members of the individual’s treatment team. o Demonstrating practices that promote a least restrictive homelike atmosphere for individuals. Practice Guidelines o Demonstrating the core values of the DBHIDS practice guidelines, including community inclusion. o Demonstrating intervention skills. o Demonstrating techniques and practices used to promote principles of recovery, resilience, self-determination, and wellness using strength-based approaches. o Demonstrating trauma informed care practices.

1. Growth and Development/Promoting Health and Wellness o Adjusting interventions to be relevant to the o developmental stage of an individual. o Implementing strength-based interventions designed to promote growth and stretch the individual’s functioning level. o Educating and motivating individuals to improve their health status. o Incorporating SAMSHA eight dimensions of wellness in treatment planning and interventions. o Assisting the individual to use infection control procedures and prevent illness. Mental/Behavioral Health Challenges o Demonstrating an understanding of psychotropic medication. o Describing the behavioral meaning of a specific diagnosis. o Understanding the emotional impact of symptoms of psychiatric disorders. o Validating and supporting individuals experiencing symptoms. o Recognizing the signs and symptoms of decompensation.

1. Recognize signs and symptoms of Alcohol and other drug use. Identify where people receiving services are on AMA Continuum and treat them accordingly. Recognize genetic predisposition to addiction. Engage in each of the three levels of prevention. Practice Motivational Interviewing techniques specific to working with individuals with drug, alcohol, and tobacco issues. Address other addictions.

1. Understanding the signs and symptoms of mental illness that are associated with intellectual disability. Encouraging and assisting the individual to develop valued social roles based on his or her choices. Supporting the individual to get support from friends, families, and others. Supporting the individual to be included in community life. Understanding of the philosophy of Everybody Communicates.

1. Building collaborative, professional relationships with the individual and other members of the support team, including family members. Participating as an active member of the individual’s support team. Helping with the assessment process by gathering information from many sources. Using the results of assessments to discuss options with team members and to guide support work. Supporting the design of a service or support plan based on the choices and goals of the individual, and promotes active involvement of the individual in the process. Working in partnership with the individual to track progress toward goals/personal care needs. Gathering and reviewing information about the individual to provide quality services. Providing person centered support in life activities to help build the individual’s strengths. Teaching/demonstrating skills to assist individuals in their daily lives, such as household tasks, meal planning, shopping and safe food preparation.

1. Using positive and respectful verbal, non-verbal and written communication with colleagues, individuals, family members, and others. Using motivational interviewing as part of implementing Stages of Change theory. Seeking to learn about the culture of the individual to provide better support and services. Recognizing own biases and does not let them interfere in work relationships. Respecting the cultural needs and preferences of each individual. Supporting the individual to self-advocate by encouraging the individual to speak up for her or himself. Providing access to information about human, legal, and civil rights, and supports the individual to make informed choices about his or her life. Assisting the individual past barriers to get needed services.

1. Supporting individual rights and the dignity of risk. Understanding, identifying, preventing and reporting exploitation, mistreatment, abuse, and neglect according to laws and agency rules. Recognizing the signs of abuse and neglect, including the improper use of restraints, and working to prevent them. Respecting the individual and his or her family’s right to privacy, respect, and dignity. Promoting person first interventions by promoting individual choice. Creating culturally affirming environments for individuals identifying as LGBTQTA. Maintaining confidentiality in all spoken and written communications, and follows in the rules in the Health Insurance Portability and Accountability Act of 1996 (HIPAA). Understanding the appropriate use of social media, and the risks for staff and individuals. Following all relevant laws, regulations, and guiding work by ethical standards. Supporting individual in a collaborative manner and maintaining professional boundaries. Showing professionalism by being on time, dressing appropriately for the job, and being responsible in all work tasks.

1. Ability to recognize and prevent crisis situations in a way that meets the individual’s needs. Ability to use positive behavior supports to prevent crisis and promote health and safety. Ability to use approved intervention and de-escalation techniques to resolve a crisis. Ability to use releases as part of de-escalation techniques. Ability to use physical interventions correctly and appropriately as part of de-escalation techniques. Seeking help from other staff or family members when needed during a crisis Monitoring situations and communication with the individual supporting the team to reduce risk. Reporting incidents according to the rules. Seeing own role within a conflict or crisis and changing behavior to minimize conflict. Maintaining the safety of an individual in the case of an emergency. Helping individuals to be safe and learn to be safe in the community. Using basic precautions and giving first aid as needed in an emergency. Satisfactory completion of fire safety course. Using mental health first aid principles in handling emergencies. Correctly obtaining and recording vital signs and using universal precautions re: infection control.

1. Apprentice becomes adept in verbal and written communication with and between staff, external team members and individuals. 2. Apprentice learns to develop and convey verbal reports to colleagues and superiors. 3. Apprentice learns to develop and document progress reports, and reports of unusual incidents. 4. Apprentices will learn to read in context various reports, diagnoses, service plans. 5. Apprentices will learn to use technical language 6. Apprentices will develop the ability to read plans and infer the actions and activities needed to comply with plans and meet objectives. 7. Apprentice will develop a vocabulary that includes professional and technical terminology. 8. Apprentice will learn the proper use of grammar. 9. Apprentice will learn and apply verb and tense agreement in their writing.

1. Apprentice becomes proficient in use of computer technology to communicate, document and forward information such as clinical data. 2. Apprentice learns the identity and function of each part in a computer system. 3. Apprentice learns keyboarding. 4. Apprentice learns to identify and use common software applications. 5. Apprentice learns how to open, create attach and send email. 6. Understanding of the many concepts and techniques associated with computer information systems. 7. Understanding of the role and importance of computer information systems in our society today. 8. Ability to read and retrieve multiple formats of electronic document distribution (Microsoft Office, WORD, EXCEL and POWER POINT.) 9. Ability to create documents, spreadsheets, and presentations suitable for professional and personal use. 10. Ability to collect and organize; import, export and convert data into multiple formats 11. Ability to integrate graphics (scanned images and electronic images) into publications, and to integrate text, graphics and sounds in PowerPoint presentations

1. Foundations of Practice o Apprentice learns about the services provided to mental health (mh), Alcohol, Tobacco and Other Drugs (ATOD), and individuals with disabilities (id) in the past versus the present. o Apprentice learns how past treatment of individuals has affected present day treatment. o Apprentice learns about: the laws governing voluntary and involuntary commitment; the laws regarding least restrictive / most homelike residence for individuals; operationalizing laws in residential settings. o Apprentice learns about the different positions that make up a treatment team and how to interact with them. o Apprentice learns the roles of a Direct Support Professional (DSP) on a treatment team. o Apprentice learns how to interact with other treatment team members. o Apprentice learns how to interact with family members and their role on the treatment team. o Apprentice learns how to interact with members of the external treatment team. 2. Practice Guidelines o Apprentice learns the Stages of Change. Apprentice learns the principles of recovery, resilience, and self-determination, and the strengths-based approach to recovery as part of an overview of the DBHIDS Practice Guidelines. o Apprentice learns what is needed to promote recovery. o Apprentice learns the principles and practices associated with Philadelphia’s DBHIDS Population Health approach. o Apprentice learns the principles and practices associated with trauma informed care.

1. Apprentice learns a baseline for human growth and development through which to recognize changes and challenges in development. 2. Apprentice learns to identify, distinguish and understand various stages and stage theories of development. 3. Apprentice learns the tasks necessary to negotiate stages of development. 4. Apprentice develops the ability to recognize capabilities of intellectual disability and mental health individuals. 5. Apprentice learns SAMSHA’s eight dimensions of wellness. 6. Apprentice learns about the co-morbidity between behavioral health, intellectual disability, and physical health conditions such as diabetes, hypertension/cardiovascular diseases, hepatitis, and HIV Aids/immune disorders.

1. Apprentice becomes familiar with categories, diagnoses, and diagnostic criteria for mental illness. 2. Apprentice participates in activities designed to simulate experiences of individuals living with mental health challenges. 3. Apprentice is introduced to Diagnostic and Statistical Manual 4. (DSM V) and its use in diagnosis. 5. Apprentice learns to recognize and identify behavioral symptoms of various mental health. 6. Apprentice learns to look for signs and symptoms of decompensation. 7. Apprentice learns to distinguish and weigh Adverse Childhood Events (ACE) and Trauma. 8. Apprentice learns an introduction to basic pharmacology.

1. Apprentice learns about the AMA Continuum of Use. 2. Apprentice develops an understanding of Transtheoretical (Stages of Change) Model. 3. Apprentice learns about genetic predisposition to addiction. 4. Apprentice learns about the brain chemistry of addiction. 5. Apprentice learns the three levels of prevention. 6. Apprentice learns about the addictions related to drugs, alcohol, tobacco, and other addictions.

1. Apprentice develops a working knowledge and ability to distinguish categories, diagnoses and etiology of intellectual disability. 2. Apprentice learns the meaning and use of key terms in intellectual disability. 3. Apprentice experiences through simulation the experience of intellectual disability. 4. Apprentice learns common ADL’s to be taught to individuals. 5. Apprentice learns and practices social skills to be taught to individuals. 6. Apprentice learns and translates Socialization / Normalization into plans for home and off-site activities.

1. Direct Care Skills o Apprentice learns to teach ADL’s and Social Skills via Direct Skills Teaching Method (DSTM). o Apprentice develops their own style for teaching using 4 steps of DSTM: Tell, Show, Do and Review; and, practices use of DSTM. o Apprentice learns the importance of ongoing assessment of individual progress. o Apprentice learns how to develop basic trust and therapeutic relationships with people receiving services. o Apprentice learns what is included in a service plan. o Apprentice learns what comprises S.M.A.R.T. Goals. o Apprentice learns the process of service plan review. o Apprentice describes and practices DSP role with family members and the care team. 2. Interpersonal Communication, Person First Approaches, Individual Empowerment and Advocacy o Apprentice practices person first competency. o Apprentice learns and practices motivational interviewing skills as part of implementing Stages of Change theory. o Apprentice learns and demonstrates an understanding of different cultural practices and behaviors. o Apprentice explores their own biases and how that impacts their ability to provide services to individuals with different needs and preferences. o Apprentice learns and demonstrates an understanding of the role of individual empowerment and advocacy in providing services.

1. Apprentice articulates and practices ethical behavior including but not limited to the protection of individual rights. 2. Apprentice ensures the individual has the right to receive or refuse treatment. 3. Apprentice ensures that individual’s right to confidentiality is protected. 4. Apprentice demonstrates Understanding of HIPAA Laws. 5. Apprentice learns the laws regarding abuse and neglect, and reporting associated with abuse and neglect. 6. Apprentice learns and demonstrates an understanding of professional boundaries. 7. Apprentice demonstrates the ability to advocate for individual. 8. Apprentice demonstrates the ability to support the individual to plan for community integration in response to the individual’s right to the least restrictive environment. 9. Apprentice protects individuals’ right to appropriate education, training and employment options. 10. Apprentice learns and demonstrates professional behavior expectations in the workplace vis a vis attendance, punctuality, dress, respecting supervisory authority, completing assignments on time, etc.

1. Apprentice demonstrates knowledge of assault cycle. 2. Apprentice demonstrates knowledge skill and ability in crisis prevention. 3. Apprentice demonstrates ability to de-escalate crisis. 4. Apprentice demonstrates ability to use resources in crisis prevention and intervention. 5. Apprentice demonstrates the ability to participate in crisis follow-up activities (debriefing). 6. Apprentice demonstrates the use of personal protective equipment. 7. Apprentice demonstrates the safe handling of chemicals. 8. Apprentice satisfactorily completes CPR and First Aid, qualifying for certification. 9. Apprentice satisfactorily completes Mental Health First Aid course. 10. Apprentice learns how to obtain and record vital signs. 11. Apprentice learns the tenets of universal precautions and implementation of infection control procedures.