prerequisites and therefore deemed to be too general to be included in occupational specific competency frameworks (The Lewin Group, 2014). However, in the competencies for staff working with people with disabilities, it could be argued that these type of competencies, that determine attitude, are crucial. A ‘competency framework’ is a standardized structure that sets out and defines clearly each individual competency. are usually in the form of skills statements that are specific observable actions that can be demonstrated by the worker. Table 1 outlines the difference between competencies and skill statements. Table 1: Difference between a competency and a skill statement Definition Example Competency Area A broad category within a competency frameworks containing related information that describes knowledge skills or abilities for effective work performance Communication Competency description A statement describing themes of knowledge, skills or abilities for effective work performance within a discrete competency area The frontline member builds trust and productive relationships with people s/he supports, co-workers and others through respectful and clear verbal and written communication Skill statement A description of a competency standard that incorporates a highly specific observable action (related to a competency area) that may be demonstrated by the worker. Communicates with the individual and his or her family in a respectful and culturally appropriate way Sources: Adapted from An Bord Altranais, 2005 and The Lewin Group, 2014 Methods A desk review of literature on competency frameworks from Ireland and elsewhere was undertaken. Rather than being fully comprehensive, a selection of competency frameworks reflecting frontline worker competencies, competencies required to obtain qualifications or professional registration and management related competencies were included. The competency frameworks for frontline workers are important as the frontline staff have the most day-to-day dealings with the person with a disability and are key to ensuring that they receive person centred support. Competency frameworks for
for Mental Health Workers M, 2001) Core capacities required for community agencies to generate and sustain substantively good individualised outcomes (Kendrick M, 2014) Disability not specified US A5 WALK Disability not specified Ireland A6 Core values of Cheshire Ireland Physical disability Ireland A7 The Daughters of Charity Disability support Services Intellectual disability Ireland A8 Generic service intervention pathway Intellectual disability UK A9
Positive Behavioural Support Competence Framework People with challenging behaviour UK A10 Registration/ qualification Competencies of frontline staff who support people with a dual diagnosis Intellectual or developmental disability and mental health US A11 Standards of Proficiency for Social Care Workers (CORU, 2016) Includes people with a disability Ireland A12 QQI Level V course in Intellectual Disability Practice Intellectual disability Ireland A13 Supervisors/ managers National Frontline Supervisor Competencies: (Sedlezky, 2013) Intellectual and developmental disability US A14 Management Competency Framework for Includes people with a disability Ireland A15
4: Alignment of the 20 most common staff competencies with the nine outcomes for people with disabilities Outcomes for people with disabilities Staff competency that fits with a specific outcome Staff competency required for all outcomes Staff competency required for good professional practice 1 Are living in their own home in the community Communication Evaluation, Observation and assessment Empowerment and advocacy Community inclusion and networking Person-centred practice Planning and organization Community living skills and support Quality Cultural Respect, dignity and privacy Innovation, creativity and problem solving Education, training and self-development Professionalism and ethics Resilience positive attitude and openness to change Leadership (for managers /supervisors) Staff management (for managers/ supervisors) 2 Are exercising choice and control in their everyday lives 3 Are participating in social and civic life 4 Have meaningful personal relationships 5 Have opportunities for personal development and fulfilment of aspirations 6 Have a job or other valued social roles 7 Are enjoying a good quality of life 8 Are achieving best possible health and well being Health and wellness Specific clinical supports 9 Are safe, secure and free from abuse Crisis prevention and intervention Safety
actually to quality in people’s lives The capacity to dismantle group models and their components and gradually replace them with individualised options Deal with the significant impacts and many consequences of reconfiguration of services. The capacity to maintain the ongoing productive management of the multi-party negotiations involved in transformational change Ability to keep all stakeholders onside to allay any vested interests and keep everyone working towards a common goal. The capacity to manage steady forward movement on the schedule of implementation of individual options in the face of limitations Expect and persist in overcoming the multiple challenges that can mitigate against the achievement of the end goal. The capacity to build incrementally from small beginnings towards the entrenchment of quality gains. Aiming for the person with the disability to thrive and flourish. Start small and build up to something sustainable The capacity to provide, support and mobilise personal leadership from multiple persons Ongoing proactive conduct by many people to more favourable life opportunities for the person with a disability On the feasibility of intentional capacity building Develop and strengthen the workforce to give them the confidence and skills to implement the capacities outlined. Kendrick M, 2014 Appendix A6: WALK WALK is an organisation that works towards improving the quality of life for all people in the community through building social capital and community living. It uses a person-centred process and both formal and informal community networks. They support individuals to fulfil their employment aspirations including training to become work ready and to lead fulfilling lives in the community. The core competencies for WALK are outlined in Table A6. Table A6: Core competencies for WALK Core competency Description Human Rights Based Approach Believe and demonstrate that all people are equal citizens of society, with the same rights and responsibilities. and value all people as equals.
Appendix A9: Generic Services Intervention Pathway The Generic Services intervention pathway was created by the NHS in the UK as a competency framework to support development of the learning disability workforce. To ensure consistency, these have been mapped to the National Occupational Standards that describe each competence. The framework covers clinical learning disability workforce roles in delivery of care for people with complex needs. The competencies are outlined in Table A9. Table A9: Generic service intervention pathway Competency Activity Promoting appropriate access to service managing referrals, transfers, transitions and discharges managing care programme approach, including care planning positive risk management (including risk to self and others, safeguarding and personal safety) crisis and emergency planning Assessment, formulation and treatment planning undertaking assessment processes including functional analysis mental capacity processing information and formulation treatment planning Enabling health interventions signposting and supporting access to mainstream health services promoting healthy lifestyle choices supporting choices and self-determination promoting effective communication about health needs Therapeutic interventions physical health care (including dysphagia and seizures management) evidence-based talking therapies medications management Role support interventions supporting person-centred activities and functioning (including promoting independence, including personal budgets, communication, social, spiritual, sexual health and personal care, also mitigate other stigmatising factors maintaining and developing community links and opportunities to engage in mainstream activities including social care, education, employment, housing, transport and leisure services Family and interventions carers’ assessments maintaining relationships supporting families (including siblings) supporting carers with their needs supporting carers to undertake the caring role and welfare practical housing support accessing benefits Monitoring and measurement, physical health observations on complications associated with learning disabilities)
1.12 A commitment to Behaviour Skills Training Participate in training programmes identified for all staff Participate in specific training in the implementation of interventions or support that have been identified within a Behaviour Support Plan Competency Area 2. Functional, contextual and skills based assessment 2.1 Working in partnership with stakeholders Contribute necessary information to the assessment process Support the person so that they are able to contribute to their own assessment Support the person through any assessment procedures that may require their participation Identify and describe who key stakeholders are, how and why they are involved in the assessment and implementation of the Behaviour Support Plan (BSP) Communicate effectively and politely, listen to views of others and ask relevant questions when working with stakeholders 2.2 Assessing match between the person and their environment and mediator analysis Provide constructive input to PBS plan development in terms of the practical aspects of delivery Identify barriers to implementation in both the assessment process and as they arise and raise concerns with the team Seek support appropriately and provide appropriate support to others within the team Identify and describe resources available; find information and seek guidance about resources as required 2.3 Knowing the health of the person Support the person through any medical assessment needed Monitor health of person and report any changes that may necessitate assessment Recognise and report any signs of distress in the person that may indicate a health problem 2,4 Understanding the principles of behaviour (4 term contingency), how behaviour is learned and understanding the function of behaviour Identify and clearly describe behaviour and environmental antecedents in observable and measureable terms (distinguishes between judgements and descriptions) Identify and report other variables that might affect the person (e.g. illness, relocation, medication) Recognise the effect of own behaviour on the person and adapts accordingly 2.5 Supporting data driven decision making Record data according to the agreed procedures 2.6 Assessing the function of a person’s behaviour Contribute to the assessment process as required Support the person through the assessment process as appropriate Support key stakeholders through the assessment process as appropriate 2.7 Assessing a person’s skills and understanding their abilities Participate in a skills assessment as required Support the person in a skills assessment as required Objectively record levels of independence in
Appendix B: Overlap in competency between the competency frameworks reviewed Table B1: Overlap in competency areas between the 10 competency frameworks for frontline staff Broad competency area Direct Service workforce core competencies Direct support professionals competency areas Intellectual Disability Mental Health Core Competency Framework Recovery competencies for Mental Health Workers Core capacities required for community agencies to generate and sustain substantively good individualised outcomes WALK Core values of Cheshire Ireland of Generic Services Intervention Pathway Positive Behavioural Support Competence Framework Communication (9) Communication Communication Communication Has the and skills to communicate respectfully and develop good relationships with service users The capacity to establish and maintain ‘right relationship’ with a very diverse range of people Effective communication and working relationships To listen and learn a Knowing the person Supporting communication
Evaluation, observation and assessment (6) Evaluation and Observation Assessment Assessment Assessment formulation and treatment planning. Monitoring and measurement research and evaluation. Assessing the function of a person’s behaviour, Assessing a person’s skills and understanding their abilities, assessing preferences Community inclusion and networking (6) Community Inclusion and Networking Community and service networking. Building and maintaining friendship and relationships Understands discrimination and social exclusion, its impact on service and how to reduce it. Has comprehensive knowledge of community services and resources and actively supports service users to use them. to Role support interventions Supporting relationships with family, friends and community Working in partnership with stakeholders.
of to Cultural (4) Cultural Competency Meeting diverse needs Understands and actively protects service user’s rights. Acknowledges the different cultures of Aotearoa/NZ and knows how to provide a service in partnership with them To value diversity and potential Resilience, positive attitude and openness to change (4) The capacity to manage steady forward movement on the schedule of Resilience, positive attitude and openness to change To be responsive and flexible to
implementation of individual options in the face of limitations. Crisis prevention and intervention (3) Crisis Prevention and Intervention Crisis intervention A commitment to Behaviour Skills Training, Assessing match between the person and their environment and mediator analysis, understanding the principles of behaviour Respect dignity and privacy (3) To respect dignity and privacy the of Ensuring services are values led Innovation, creativity and problem solving (3) The capacity to imagine and create better Innovation, creativity and problem solving
the to Human rights based approach (1) Human rights based approach Low arousal philosophy and practice (1) Low arousal philosophy and practice Family and carer interventions (1) Family and carer interventions Knowing and understanding relevant legislation (1) Knowing and understanding relevant legislation B2: Overlap in competency areas between the three competency frameworks for registration/qualifications Broad competency area Frontline staff who support people with a dual diagnosis Standards of proficiency for social care workers Communication (1) Communication, collaborative practice and teamwork Community living skills and supports (1) Community Inclusion Evaluation, Observation and Assessment (1) Assessment and Observation
Community inclusion and networking (1) Community collaboration and teamwork Education, training and (2) Professional development. Personal effectiveness Learning to learn Insight Facilitating learning Specific clinical support (2) Behaviour support Professional knowledge and skills Health and wellness (1) Health and wellness Quality (1) Safety and quality Professionalism and ethics (2) Professional autonomy and accountability Role Empowerment and advocacy (1) Empowering the individual Safety (1) Safety and quality Crisis prevention and intervention (1) Crisis prevention and intervention Context (1) Context Table B3: Overlap in competency areas between the three competency frameworks for supervisors and managers Broad competency area National frontline supervisor competencies, 2013 (US) Management Competency Framework for Health and Social Care Professionals National Occupational Standards for Leadership and Management in Care Services Communication (1) Being the communication channel Person-centred practice (2) Working towards a user centred service Lead and manage practice that promotes individuals’ social, emotional, mental, cultural, spiritual and intellectual well being Lead and manage service provision that involves individuals in decisions about the outcomes they wish to achieve Contribute to the development of local strategies and services that impact upon positive outcomes for individuals