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| HOME | MHRT | TRAINING CATALOG | FORMS | LINKS | |
| DHHS COMPETENCIES | OQMHP | TRAINING CALENDAR | STAFF | TARGETED CASE MANAGEMENT | |
| WORKSHOP ALLOCATIONS | MHSS (RCS) | HAPPY, HEALTHY & WELL | |||
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Children's
Targeted Case Management PERSONNEL Quick Links:
Qualifications of Case
Managers QUALIFICATIONS OF CASE MANAGERS (from Section 13.12-4, MaineCare Benefits Manual) Targeted case management services may be provided by the following qualified staff: Level I Case Manager Level I case managers may be either professional positions as defined for Level II case managers, or may be performed by agency staff who have parented a child or adolescent with special needs. For staff who perform Level I services, the designated provider shall specify staff qualifications, training, and ongoing supervision, which must be approved by DHHS-CBHS. Level II Case Manager
Level II case managers are professional positions. Staff must have a minimum of: · a Bachelor’s Degree from an accredited four (4) year institution of higher learning with a specialization in psychology, mental health and human services, behavioral health, behavioral sciences, social work, child development, special education, counseling, rehabilitation, sociology, nursing or closely related field; or · be a graduate of an accredited graduate school with a Master’s Degree in social work, education, psychology, counseling, or closely related field; or · be a Registered Nurse with at least two years of full-time equivalent psychiatric experience with children or adolescents; or · have a Bachelor’s Degree from an accredited four (4) year institution of higher learning in an unrelated field and at least one year of full-time equivalent relevant human services experience. QUALIFICATIONS OF CASE MANAGER SUPERVISORS Supervision of case managers providing targeted case management services to children or adolescents with emotional disturbance, behavioral disorder, or mental illness must be provided by a: · licensed psychiatrist, · licensed psychologist, · licensed clinical social worker, · licensed clinical professional counselor, · advanced practice psychiatric nurse, or a · psychiatric nurse or a licensed social worker as defined in Professional Staff in MaineCare Benefits Manual. All professional staff must be conditionally, temporarily, or fully licensed and approved to practice (advanced practice registered nurses) as documented by written evidence from the governing body. All professional staff must provide services only to the extent permitted by Qualified Professional Staff licensure and approval to practice (advanced practice registered nurses). · A Social Worker must: a) hold a Master’s degree from a school of social work accredited by the Council of Social Work Education, and b) be either licensed or certified in accordance with 32 M.R.S.A., Chapter 83 &7001 or be eligible for examination by the Maine Board of Social Worker Registration, which eligibility is documented by written evidence from such Board. · A Licensed Clinical Professional Counselor, a Psychiatrist, and a Psychologist must be licensed in the state or province in which services are provided. · A Psychiatric Nurse must be licensed as a registered professional nurse and certified by the American Nursing Credentialing Center or other acceptable national certifying body for this specialty. · An Advanced Practice Psychiatric Nurse must be licensed as a registered professional nurse, certified as a psychiatric nurse practitioner or psychiatric and mental health clinical nurse specialist by the American Nurses Credentialing Center, and approved to practice as an advanced practice registered nurse by the Maine State Board of Nursing, or other acceptable national certifying body for this specialty, within the specialty of psychiatric nursing. · Supervisors of Case Managers providing targeted case management services to children and adolescents with mental retardation or pervasive developmental disorder must have:
Supervision The agency providing targeted case management must have written policies and procedures regarding the provision of supervision of case managers. The policies and procedures must delineate the provision of: a) clinical/program supervision and b) administrative supervision, and shall further define the interrelationship between administrative managers and clinical/program supervisors. Clinical supervision will be provided as appropriate to the clinical specialty of the case manager, and as mandated by applicable government entities, professional associations, or similar bodies. ROLE & SKILLS OF SUPERVISORS Role of Supervisor The role of the targeted case management supervisor is to teach & guide the case manager in areas of: · Wraparound Process · Professional Ethics · Best Practices · Family Systems · Family Engagement · Assessment · Diagnosis & Treatment needs · Safety of Child, Family, and Staff · Transition & Discharge Planning · Licensing & Compliance Requirements · Time Management · Development of formal & informal resources · Advocacy · Identification of trauma history The supervisor should meet regularly with the case manager to monitor and evaluate the performance of the case manager in the coordination and delivery of services. Targeted Case Management Supervisory Skills Targeted case management agency staff must have an understanding of and adherence to policies, procedures, and guidelines identified in the DHHS-CBHS contract specifications for Targeted Case Management Services and MaineCare Benefits Manual, Section 13.12. These include but are not limited to the following: · Intake & Assessments · Eligibility Determination · Enrollment & Reporting requirements · Discharge Planning · Crisis/Safety planning · Development of Individualized Support Plans Research/Evaluation Skills Outcome Evaluation Systems & Data Collection Skills: Supervisors should have the knowledge and skills to effectively develop and implement a tracking system that evaluates how outcomes for children and their families have been determined and achieved. Optimizing the reliability and accuracy of data collected: Supervisors should have skills in identifying areas for data collection, analysis of data collected, and how data will be utilized. (For more information: Grealish, M. (2000). The Wraparound Process Curriculum; Competency Development for Supervisors and Managers, Community Partners Inc.) Recognition of Skills & Talents in Current and Prospective Staff Supervisors must have the ability to recognize the skills, talents, and attributes that make staff efficient at implementing the Wraparound Process, as well as have the ability to recruit and hire potential staff with these attributes. They must also have the ability to recognize how case managers apply their skills, talents, and attributes to practice. (For example, supervisors should support case managers toward implementing their knowledge of a strengths-based approach into their daily practice as facilitator and coordinator of services for children and their families.) Use of Supervision Supervision of full-time case managers must, minimally, meet the following licensing standards: 4 hours per month for case managers not licensed to practice independently or the amount of supervision required by their professional licensing authority (whichever is greater). Time spent in supervision should be structured in ways that are aligned with best practices and professional standards. Actual time in supervision should include discussions and guidance of the implementation of Wraparound Process values and principles related to everyday practice. TRAINING & COMPETENCIES OF STAFF Role of the Case Manager The role of targeted case management is to consistently work with the family to assist in: · Understanding the treatment needs of the child; · Identifying the child’s and family’s strengths; · Increasing knowledge and development of natural supports and community resources; · Developing self-advocacy skills; · Utilizing a proactive and collaborative planning process; and · Enhancing service coordination skills.
Core Competencies The Children's Services Case Management core competencies listed below were developed in 2002-2003 by a workgroup charged with identifying consistent expectations relating to knowledge, skills and attitudes of case managers. The workgroup consisted of representatives of the Department, the Muskie School’s Center for Learning, and agencies that provide children’s targeted case management services. The following core competencies reflect best practice and may involve a combination of training, background, education, experience, and supervision. These core competencies are not mandated training requirements but are meant to guide agencies in the development of their internal training curriculum. Children’s Services Case Management Competencies: 1.00 Legal and Statutory Bases 1.01 Rights of Recipients: Has an understanding and knowledge of the rights of recipients for DHHS-CBHS children’s services within state and federal laws. 1.02 Legal Supports: Understands and has a working knowledge of the Risinger Settlement Agreement and other relevant legal supports. 1.03 Guardianship: Understands guardianship laws and issues as they pertain to DHHS-CBHS and Corrections. 1.04 Behavior Management: Knowledge of regulations surrounding emergency and behavior management interventions. 1.05 Mandatory Reporting: Understands responsibility, laws, policies and procedures of reporting suspected child abuse. Understands incident report procedures. 2.00 Definitions 2.01 Definition of Population: Has a basic understanding of the mental illness disorders and developmental disabilities as listed within the Diagnostic and Statistical Manual. 2.02 Major Mental Health Disorders: Understands "major mental health disorders", including "severe and profound mental illness" as categorized in the Diagnostic and Statistical Manual and prioritized within the medical and mental health systems. 2.03 Signs and Symptoms: Understands and recognizes the many signs, symptoms and indicators associated with behavioral and developmental diagnoses. 2.04 Behavioral Health: Understands the definition of behavioral health, within a continuum of behavioral health and health issues. 2.05 Severe and Prolonged Mental Illness: Knowledge of the category "severe and prolonged mental illness" as identifying special needs and a criterion for services. 2.06 Trauma Disorders: Understands trauma-based disorders and symptoms, and recognizes the signs, symptoms and indicators associated with severe abuse and neglect trauma. 2.07 Co-occurring Disorders: Understands the occurrence of multiple disabilities/disorders, including those of addiction, medical conditions, PTSD and other trauma related conditions, developmental disabilities, and mental retardation; understands the importance of collaborative efforts among multiple providers. 3.00 Assessments 3.01 Initial Screening: Understands and uses appropriate screening techniques for children’s case management services. 3.02 History and Background: Understands and utilizes appropriate techniques to develop an accurate historical picture of the child and family, including traumatic experiences of individual child and family system. 3.03 Assessment Tools: Is able to utilize a wide range of strengths-based, family-centered, level-of-care, assessment tools to determine the child’s level of need. Is able to assess for existence and impacts of abuse to determine most appropriate interventions and/or referrals. 3.04 Information and Referral: Is able to provide appropriate information, support and assistance based on the child’s and family’s strengths and needs. 3.05 Confidentiality: Understands, explains and follows procedures regarding confidentiality, informed consent and rights of recipients. 3.06 Safety Check: Is able to assess safety of child and of family, provide assistance as needed and/or provide referral to safety services. 3.07 Connection to Planning Process: Able to use assessment information for planning process. 4.00 Approaches to Children’s Services 4.01 Bio-psychosocial Practice: Understands holistic practice that includes an understanding of the physical, social, emotional, and spiritual aspects of each person served. 4.02 Psychosocial Rehabilitation Techniques: Has knowledge of client centered psychosocial rehabilitation techniques. 4.03 Medical Model: Understands the theoretical framework and dynamics of the medical model’s approach to mental health. 4.04 Trauma Model: Understands impacts and sequel of psychological trauma (e.g. physical, sexual abuse, severe neglect, witnessing of violence). Understands the theoretical framework and dynamics of the trauma model’s approach to behavioral health, how it differs from the medical model, and ways in which both models may integrate for the benefit of the child. Knows the connection of the trauma model to diagnoses of mental and addictive disorders. 4.05 Recovery-based: Understands that recovery is possible, individually defined and developed on the basis of hope, self-determination, empowerment, and the skills and resources to support wellness. 4.06 Family Systems Model: Understands the theoretical framework and dynamics of the family systems approach to behavioral health issues. 4.07 Cognitive and Behavioral Model: Has a working knowledge and understanding of the cognitive and behavioral model approach to mental illness. 4.08 Complementary Practices: Has an understanding of new and promising approaches to mental illness and/or trauma disorders, for example the narrative model or body therapies. 4.09 Spirituality: Understands the dynamics of spirituality as it relates to the support of behavioral health issues. 4.10 Role-Modeling: Actively incorporates and demonstrates personal and professional empowerment principles such as conflict management, assertive communication, respect and acknowledgment of biases. 4.11 Basic Pharmacology: Has knowledge of basic pharmacology including therapeutic effects and side effects in conjunction with the service recipient’s viewpoint on both. 5.00 Child And Adolescent Development (Cognitive, Psychosocial, Physical) 5.01 Developmental Stages: Has a basic understanding of stages, process and milestones of normal physical, cognitive, social, and emotional development for infants, children and adolescents through post adolescence (21 years). 5.02 Social Development: Understands the importance of recreation and leisure, developing friends and becoming part of a peer group. 5.03 Developmental Disabilities: Has a basic understanding of the variety of developmental disabilities including mental retardation, cerebral palsy, epilepsy, autism, spinal bifida, Down’s syndrome, attention deficit disorder, fetal alcohol syndrome, pervasive developmental disabilities and other conditions that delay or impair development. 5.04 Developmental Challenges: Understands how mental illness or emotional problems, and mental retardation or learning disabilities, and adverse childhood experiences such as physical and sexual abuse, neglect, and witnessing of violence can affect children’s rate and retention of learning and contribute to variations in performance. 5.05 Bonding and Attachment: Understands importance of bonding and attachment with primary caregivers and the results of disruptions in this process, and feelings and behaviors associated with this disruption. 5.06 Adolescent Mental Health: Knows the primary symptoms of serious emotional disturbances, early and/or ongoing history of abuse, and mental illness of adolescents, and how these can impact learning and development. 5.07 Physical Development: Understands the physical changes experienced in childhood and adolescence and the effect on sense of self and identity. 5.08 Identity Formation: Understands that during adolescence children are developing their sense of personal identity and that they may need access to resources to help them deal with the complexities of formulating their answer to the question - “Who am I?”. 5.09 Emotional and Psychological Independence: Understands that children and youth may vacillate between their desire for independence and need to be dependent as they assert their independence and individuality, and as a result may exhibit mood and behavioral swings. 5.10 Sexuality: Understands that children and youth’s personal identity includes their own attitude about what it means to be male or female, which influences values about sexual behavior and their sense of masculinity and femininity. 5.11 Developing Value System: Understands that children and adolescents develop their own value system and will join with, as well as have conflict with, family, friends, and others at this time as they define their own ideology. 5.12 Spirituality: Knows of and respects spiritual beliefs and festivals and is able to guide youth as they discover and grow within their religion and learn about others. 5.13 Abuse and Neglect: Understands the impact on children’s physical, cognitive, social and emotional development as manifested during different ages and stages of development. 6.00 Working with Children and Youth 6.01 Developing Competencies: Creates opportunities for families to connect positively and for children and youth to build on strengths and to encourage practicing skills, learning about relationships, and connecting with their community. 6.02 Cultural Awareness: Understands the need for children and youth to explore their culture. 6.03 Enhancing Self-Esteem: Has a willingness to work with children and youth to identify activities that challenge them to gain confidence in their skills, to demonstrate knowledge and to develop their capabilities. 6.04 Self as Resource: Provides youth and families with opportunity to recognize self as a resource for others because of life experience (e.g., legislation, training professionals). 7.00 Education 7.01 Educational Resources: Knows the services and resources that contribute to children and youth’s positive educational outcomes and helps the family access them (e.g., knowledge of Special Ed 504 accommodations and partnering with continuum of care through Child Development Services). 7.02 Post-Secondary Preparation and Options: Works collaboratively with school officials and guidance counselors to identity appropriate plans for supports and services to assist youth in preparing for post-secondary education. Knows programs and services for youth who choose to continue their education (e.g., Job Corps, vocational and higher education, etc.). 7.03 Educational Goals: Works with children and youth to develop educational goals and a plan for attaining these goals. 8.00 Substance Abuse 8.01 Dynamics and Indicators: Understands substance use as a continuum and recognizes the dynamics and indicators of substance use/abuse problems that occur throughout the continuum. 8.02 Use: Understands reasons why youth may choose to use alcohol and other substances, and recognizes when substances are used as a way of coping with trauma. 8.03 Resources: Works with youth to identify treatment and prevention services and to understand referral procedures so that youth are able to address substance abuse issues. 8.04 Addiction: Understands dynamics of, and various philosophical approaches to addiction, such as disease, trauma, self-medication, bio-psychosocial perspectives. 8.05 Dual Diagnosis: Understands and is able to identify symptoms and dynamics of dual diagnoses and the need for collaborative efforts for better therapeutic outcomes for this population. 8.06 Recovery: Understands and is able to identify stages of recovery from addiction and the effects of the recovery process on family members and care providers. 9.00 Teen Parenting 9.01 Resources: Knows resources that are available to youth who become parents (e.g., prenatal care, hospital services, parenting programs, delivery education, well-child care, immunization schedules, support groups, adult education and financial entitlements). 9.02 Pregnancy: Works with youth to assess options, identify services, and secure support as needed during pregnancy. 9.03 Parenting Skills: Works with youth to identify classes and other programs to develop skills needed to successfully parent. 12.00 Community Services 12.01 Community Based Supports and Services: Has a working knowledge of the community based service agencies and supports available to assist children with behavioral health issues, and their families. 12.02 Residential - Out of Home Services: Has a working knowledge and understanding of the residential and hospital based services available to assist the children and their families. 12.03 Residential In-Home Supports: Is knowledgeable about resources available to provide in-home supports to families.
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