Core Competencies for Canada's

Substance Abuse Field version1.0

FINAL REPORT | NOVEMBER 2007

Canadian Centre on Substance Abuse

75 Albert Street, Suite 300
Ottawa, ON K1P 5E7
tel.: 613-235-4048 | fax: 613-235-8101 | www.ccsa.ca

2007 Canadian Centre on Substance Abuse. All rights reserved. ISBN 1-897321-62-7
Contents

INTRODUCTION........................................................................................................................................ 1

UNDERSTANDING AND USING THIS DOCUMENT ............................................................................... 2

WHAT ARE COMPETENCIES?...................................................................................................................... 3
HOW ARE COMPETENCIES USED?............................................................................................................... 3
WHO ARE THE COMPETENCIES FOR?.......................................................................................................... 3
STRUCTURE OF CORE COMPETENCIES FOR CANADAS SUBSTANCE ABUSE FIELD ......................................... 5
NEXT STEPS ............................................................................................................................................. 5
REFERENCES ........................................................................................................................................... 6
CORE COMPETENCIES ........................................................................................................................... 7

DEFINITION OF LEVELS.......................................................................................................................... 8
CASE MANAGEMENT ................................................................................................................................. 9
COMMUNITY DEVELOPMENT .................................................................................................................... 10
CONFLICT MANAGEMENT......................................................................................................................... 11
COUNSELLING ........................................................................................................................................ 12
CRISIS INTERVENTION ............................................................................................................................. 13
DIVERSITY AND CULTURAL RESPONSIVENESS .......................................................................................... 14
ETHICS AND PROFESSIONALISM ............................................................................................................... 15
FAMILY AND SOCIAL SUPPORT ................................................................................................................. 16
GROUP FACILITATION .............................................................................................................................. 17
MENTAL HEALTH ..................................................................................................................................... 18
OUTREACH ............................................................................................................................................. 19
PHARMACOLOGY .................................................................................................................................... 20
PREVENTION AND HEALTH PROMOTION .................................................................................................... 21
PROGRAM DEVELOPMENT, IMPLEMENTATION AND EVALUATION ................................................................. 22
SCREENING AND ASSESSMENT ................................................................................................................ 23
TEAMWORK ............................................................................................................................................ 24
TREATMENT PLANNING............................................................................................................................ 25
UNDERSTANDING SUBSTANCE USE, ABUSE AND DEPENDENCY ................................................................. 26
Core Competencies for Canada's Substance Abuse Field

Introduction

In 2004, the Canadian Centre on Substance Abuse (CCSA) conducted the first national
workforce survey of executive directors/agency heads and front-line staff. The survey aimed to
determine the levels and types of education and professional development experience
managers and front-line workers possess, identify training and professional development
needs, and explore factors that influence the ability of the workforce to provide services of the
highest quality. One of the 10 recommendations resulting from the survey was to "promote the
development of national standards and competencies for the addiction workforce that can be
tailored to meet the needs of provincial-territorial jurisdictions."

In alignment with a key priority area of the National Framework for Action to Reduce the
Harms Associated with Alcohol and Other Drugs and Substances in Canada to "sustain
workforce development," and with the endorsement of both the Canadian Executive Council
on Addictions (CECA) and the National Advisory Group on Workforce Development
(NAGWD), CCSA set about working with key stakeholders from across the country to develop
a set of core competencies for the field of substance abuse in Canada that would ultimately
serve to

enhance professionalism within the field by supporting the adoption of evidence-

informed practice;
support the hiring and retention of the right people, with the right skills, at the right
time; and
develop strategies for learning and development that will equip the field for excellence,
now and in the future.

NOTE: This initiative is being developed in parallel with the National Treatment Strategy, an
initiative arising from another key priority area of the National Framework aimed at "improving
the quality, accessibility and range of options to treat harmful substance use, including
substance use disorders". Best efforts are being made to ensure that, where appropriate,
these initiatives are reflective and supportive of each other.

Phase One of the competencies initiative involved the identification and comparative analysis
of existing and developing addictions workforce competencies from jurisdictions across
Canada and internationally and the development of a draft collection of competencies. This
initial phase involved a partnership with Hay Group, a global management consultancy with
considerable expertise in the area of competency development. Hay Group reviewed existing
documentation, including samples of job descriptions and other "competency-based"
initiatives from across Canada and other countries. This information was applied to a
comparative analysis, the result of which was the identification of competencies common
across the collections that were reviewed, as well as gaps between competencies currently in
existence and those required by the job descriptions. As well, Hay Group designed a
methodology and template to inform and support the development of a comprehensive suite of
core competencies that addresses the needs of the substance abuse field across the
continuum of key supports and services. The result of these activities was a preliminary
compilation of more than 50 competencies, divided into two classifications:

Technical competenciesas defined by the specific and measurable skills and/or

knowledge needed to effectively perform a particular function or role

Canadian Centre on Substance Abuse | November 2007 page 1 of 26

Core Competencies for Canada's Substance Abuse Field

Behavioural competenciesas defined by the abilities or characteristics that are

intrinsic to an individual's personality

Phase Two involved a two-day interactive workshop, held in February 2007, with members of
NAGWD, substance abuse professionals from a broad spectrum of jurisdictions and sectors,
and other subject-matter experts from across the country. The objective of the workshop was
to gather feedback on the preliminary compilation of competencies, revise or remove those
competencies that did not resonate with participants, and develop new competencies where
gaps were identified.

As a result of this two-day expert group consultation, revisions made to the original document
included
Limiting the scope of this initiative to those competencies that pertain to skill and/or
knowledge only, with plans to undertake a second initiative focusing on competencies
related to personal characteristics at a later date
Reducing the number of competencies to a more manageable number by
consolidating some competencies and eliminating others; and
Streamlining the language and format of the document, making it more accessible and
user-friendly.

Phase Three of the initiative sought to engage with the field at a broader level in the further
refinement and validation of the competencies. A variety of engagement strategies were used
to accomplish this:

regional focus groups

facilitated teleconferences
key informant interviews
time-limited "open consultation" with substance abuse and allied professionals by
email and "blog".

Following the conclusion of this phase, the competencies document underwent further
revisions to reflect feedback from the field, including the elimination of the fifth or "expert" level
from the scale and the significant reworking of the competencies to be more representative of
the full range of the continuum of supports and services, from prevention and health
promotion to continuing care.

Understanding and using this document

The purpose of this initiative is to provide jurisdictional partners with a common resource that
can then serve as a foundation-piece in the development or enhancement of education and
training curricula, professional development activities, recruitment practices, performance
evaluation, and strategic workforce planning. It is recognized that the competencies outlined in
this document are not exhaustive, and it is anticipated that individual jurisdictions will develop
additional competencies as required to address their specific workforce needs. As well, it is
important to consider that competencies are dynamic and must be able to support and reflect
emerging knowledge and skills within the field. To this end, this document has been identified
as "version 1.0" and will continue to evolve over time as new competencies are identified and
others are possibly "retired" or adjusted to reflect changes in theory and practice.

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Core Competencies for Canada's Substance Abuse Field

What are competencies?

Competencies are specific, measurable skills and/or knowledge needed to effectively perform
a particular function or role.
Knowledge is awareness, information, or understanding about facts, rules, principles,
guidelines, concepts, theories or processes needed to successfully perform a task.
The knowledge may be concrete, specific and easily measurable, or more complex,
abstract and difficult to assess. Knowledge is acquired through learning and
experience (Marrelli, 2001; Mirabile, 1997).
A skill is a capacity to perform mental or physical tasks with a specified outcome. As
with knowledge, skills can range from highly concrete and easily identifiable tasks,
such as completing a checklist during an assessment interview, to those that are less
tangible and more abstract, such as managing a program evaluation process (Lucia &
Lepsinger, 1999).

Abilities, sometimes called personal characteristics, are also occasionally considered in the
development of competencies; however, for the purpose of this initiative, abilities or personal
characteristics will be dealt with separately at a later time. While it is recognized that personal
characteristics are vital in many functions performed by substance abuse and allied
professionals, it is beyond the scope of this document to address those competencies. A
separate and complementary document outlining such abilities will be forthcoming.

How are competencies used?

Competencies outline the skills and/or knowledge required for the successful performance of
work-related processes. In this way, the identification and measurement of competencies is
useful in determining the types and degrees of knowledge and skills required for successful
job performance.

Competencies can be used for a variety of purposes, including the development of

competency-based education and training curricula, the development of job profiles, the
evaluation of job performance, the identification of professional development requirements,
and the identification of succession planning requirements.

Who are the competencies for?

This collection of competencies represents the "core" knowledge and skills that are specific to
the "specialized" substance abuse field. In all likelihood, persons working within the
specialized substance abuse field would be required to demonstrate many or most of these
competencies. This includes but is not limited to

Front-line professionalsoutreach workers in a harm reduction or prevention program,

clinicians and/or clinical managers/supervisors in a treatment program, nursing staff in
a methadone maintenance program, etc.

Administrative and support staffoffice staff, administrative management, information

technologists, etc.

Research, policy and programming staffpolicy analysts and advisors, academics,

researchers, etc.

As well, these competencies have application to persons working outside the specialized
substance abuse field but who have some work-related connection to individuals or

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Core Competencies for Canada's Substance Abuse Field

communities affected by substance abuse issues. These people, identified as allied

professionals, would likely be required to demonstrate only some of these competencies.
This group of allied professionals include, but are not limited to, school guidance counsellors,
public health nurses, emergency physicians, police officers, housing workers, community
development workers, mental health workers, etc.

NOTE: This document defines clients as those individuals or groups that are at risk for
developing substance use problems, are currently experiencing problems related to substance
use, or are affected by problematic substance use. This is a broad definition that incorporates
individuals who have yet to start using substances, those who are currently using, and the
significant others who are affected by someone elses substance use. Depending on the
scope and context of service delivery, this definition can also include groups, such as family or
social units and entire communities or social structures.

The diagram below links the core competencies to the continuum of key services and supports that
comprise the field of substance abuse (National Treatment Strategy, 2007). The diagram illustrates how
the core competencies apply to substance abuse specialists and overlap with those persons working in
the substance abuse field in an "infrastructure" capacity, as well as with allied professionals.

Support Staff

Research
and Management
Policy

Core Competencies for Canada's

Substance Abuse Professionals

Mental Health Key Services and Supports: Social

Some services Prevention/Health Promotion
Services/
fully integrated Screening/Assessment
Crisis Stabilization/Withdrawal Management Housing
with substance
abuse Treatment/Continuing Care

Policing/
Courts/
Education
Corrections

Primary Health
Care*

* For the purpose of this initiative, the definition of "Primary Health Care" includes, but is not limited to, doctors,
pharmacists, midwives, nutritionists, dentists, nurse practitioners, family practice nurses, occupational therapists,
physiotherapists, public health nurses, etc.

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Core Competencies for Canada's Substance Abuse Field

Structure of Core Competencies for Canadas substance abuse field

The competencies included in this document are to be treated as a "menu" from which
appropriate competencies and level of competency demonstration can be selected, depending
on the role that is being defined.

Each competency features two major componentsa definition that provides context and a
common language, and associated behavioural examples grouped together into levels. It is
important to note that the behavioural examples provided in this document are meant only as
suggestions of some of the ways in which knowledge and skill can be demonstrated at that
particular level.

Some roles may require a higher or lower "level" of demonstration, depending on the type of
work being performed. Therefore, it may be entirely acceptable for certain roles to require
demonstration of a competency at a level 1, while other roles may require the demonstration
of the same competency at a level 3 or 4.

NOTE: The previous version of the Core Competencies document included a 5th, or Expert
level. During the phase 3 consultation, this level was identified as problematic for a variety of
reasons, including a negative reaction to the Expert label, and concerns about this level as
part of a progressive professional development strategy. The decision to eliminate the 5th level
notwithstanding, the authors of this document want to encourage the development and
recognition of the 5th level workforce: those courageous and innovative pioneers who change
the course of perception, policy and practice through their commitment to excellence and
enhanced care.

Next steps

Future applications of the competencies document may include curriculum development by

colleges and universities, strategic workforce planning by service-providing organizations,
linkages to certification bodies, and so forth; however, it is important to note that the
implementation of these competencies will, for the most part, be determined by those
jurisdictions with mandates to educate, train and employ substance abuse and allied
professionals across Canada.

To this end, this document will now be shared with senior-level representatives of government
and service-providing organizations for further direction on endorsement and implementation.
Next-step activities related to the application of the competencies have already been
identified, including the development of sample position profiles and plans for further dialogue
with representatives of post-secondary institutions and training organizations.

All interested parties are invited to visit the Canadian Network of Substance Abuse and Allied
Professionals (www.cnsaap.ca) and the Canadian Centre on Substance Abuse (www.ccsa.ca)
for updates on activities and initiatives related to this document.

Canadian Centre on Substance Abuse | November 2007 page 5 of 26

Core Competencies for Canada's Substance Abuse Field

References

Lucia, A., & Lepsinger, R. (1999). The art and science of competency models: Pinpointing critical
success factors in organizations. San Francisco: Jossey-Bass/Pfeiffer.
Marrelli, A.F. (2001). Introduction to competency modeling. New York: American Express.
Marrelli, A.F., Tondora, J., & Hoge, M. (2005). Strategies for Developing Competency Models. The
Substance Abuse and Mental Health Services Administration, Washington D.C.
Mirabile, R. (1997). Everything you wanted to know about competency modeling. Training and
Development 51, 8; 7378.

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Core Competencies for Canada's Substance Abuse Field

Core Competencies

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Core Competencies for Canada's Substance Abuse Field
Definition of levels
1. Foundational
Definition Limited knowledge and
understanding of key
concepts; ability to apply the
competency consistently and
effectively in restricted
situations
How are Through in-service training,
knowledge and introductory-level
skills developed? college/university courses
Canadian Centre on Substance Abuse | November 2007
2. Basic
Basic knowledge and
understanding of key concepts;
ability to apply the competency,
consistently and effectively, in
routine situations; demonstrates
commitment to further develop
skills (as applicable)
Through the completion of a
college diploma, work
experience, mentoring program,
in-service training, or
combination thereof
3. Intermediate
Considerable knowledge and
understanding of key concepts;
ability to apply the competency,
consistently and effectively, in a
variety of situations using
discretionary decision-making
skills; demonstrates commitment
to further develop skills (as
applicable)
Through the completion of a
university degree in addiction
studies; university degree in
related discipline studies
combined with professional
development training and work
experience; diploma or certificate
in addiction studies or related
studies combined with work
experience
4. Advanced
Advanced knowledge and
understanding of key concepts;
ability to apply the competency,
consistently and effectively,
across a broad range of
increasingly complex situations;
ability to mentor, coach, or
supervise others in the
development of this competency,
and to facilitate change and
increase capacity across
systems, communities,
populations, etc.
Through the completion of a
graduate or undergraduate-level
university degree in addiction
studies combined with significant
work experience; graduate or
undergraduate-level university
degree in related discipline
combined with professional
development training and
significant work experience;
diploma or certificate in addiction
studies combined with significant
work experience; exceptional life
experience
page 8 of 26
Core Competencies for Canada's Substance Abuse Field

Case Management is the knowledge and skill required to match clients with the most appropriate available services as determined through the
screening, assessment, and treatment planning process, and to effectively manage client movement within and between service(s) through accurate
documentation, the appropriate sharing of client information, and collaboration with partner services as required.

1 = Foundational 2 = Basic 3 = Intermediate 4 = Advanced

Has a limited understanding of
E screening and assessment and
X
their relationship to treatment
planning and case management
A
Demonstrates a limited
M understanding of
P auxiliary/complementary
L resources available within the
E community
S Demonstrates limited knowledge
of the referral process to and
from external resources,
including required documentation
and information-sharing protocols
May assist case management
workers/teams in an
administrative or support capacity,
e.g., tracks telephone messages,
updates client files, etc.
Is able to use information
obtained through the assessment
process to facilitate an initial
match between clients and the
most appropriate available
services
Is familiar with a range of service
options and is able to apply this
information in referring clients to
the most appropriate available
services
Accurately documents required
information; shares information
appropriately and in accordance
with information-sharing
protocols
Establishes and maintains
helping relationship with clients,
family members, co-workers and
external colleagues
Establishes and maintains
therapeutic rapport to assist
clients in exploring and
considering a range of treatment
options and in making and
following through on decisions
related to treatment planning
Is effective in the ongoing
evaluation of treatment plans,
making adjustments, as
appropriate
Has established effective
relationships with a range of
service providers, both within and
beyond the immediate agency,
and is able to call upon these
relationships to facilitate client
referrals
Works collaboratively as part of
multi-disciplinary teams in the
establishment and maintenance
of effective treatment plans, as
appropriate
Has advanced skills in enhancing
client motivation in order to make
and follow through on decisions
related to treatment planning
Is effective in the ongoing
evaluation of complex treatment
plans, engaging with the client
and other resources (e.g., mental
health specialists) in adjusting
the plan, as appropriate
Supervises and mentors multi-
disciplinary case management
teams, ensuring adherence to
case management protocols and
implementing changes to
protocols, as appropriate

Canadian Centre on Substance Abuse | November 2007 page 9 of 26

Core Competencies for Canada's Substance Abuse Field

Community Development is the knowledge and skill required to facilitate the planned evolution of all aspects of community well-being. It is
a process whereby community members come together to take collective action and generate solutions to common problems. Effective community
development should be sustainable, well-planned, inclusive and equitable, holistic and integrated, initiated and supported by community members, of benefit
to the community, and grounded in experience that leads to best practice.

1 = Foundational 2 = Basic 3 = Intermediate 4 = Advanced

Shows respect for community
E members and community
X
stakeholders
Demonstrates ability to work
A
collaboratively with community
M members/groups
P Demonstrates limited knowledge
L of community resources and
E referral sources
S enhancing the communitys
Promotes fairness and good
judgment in the application of
community development
practices
Supports and promotes
community participation in
decision-making and community
ownership of constructive change
aimed at addressing and
health
In partnership with other
stakeholders, performs needs
assessments by collecting,
analyzing and interpreting
relevant community data, and
collaborating with community
members to assess and prioritize
their needs/issues and resources
Encourages and maintains a
climate that supports community
involvement in the development
and delivery of services
Collaborates with community
members in the planning,
development, implementation,
and evaluation of culturally
sensitive programs and services
Recognizes community capacity
and uses available community
resources creatively
Acts as a catalyst to mobilize and
support community members in
taking a more proactive role in
health promotion and practice
Takes a leadership role in
shaping an organizational vision
and service delivery system that
reflects community development
practices, creating a foundation
for the practice of community
development
Facilitates and fosters active
communication, collaboration and
linkages among key
stakeholders, within and outside
the community, that can shape
policy and program design
Incorporates relevant research
findings and knowledge of
determinants of health into
program planning

Canadian Centre on Substance Abuse | November 2007 page 10 of 26

Core Competencies for Canada's Substance Abuse Field

Conflict Management is the knowledge and skill required to manage and bring an effective resolution to one's own conflicts with others (e.g.,
clients, co-workers, external colleagues) and/or to conflicts between others using a range of appropriate approaches and techniques.

1 = Foundational 2 = Basic 3 = Intermediate 4 = Advanced

Demonstrates minimal Demonstrates a fundamental Successfully facilitates a Successfully facilitates a dialogue
E knowledge of the sources of understanding of sources of discussion with or between with or between others to resolve
X
conflict and conflict management conflict such as anger, fear, others to resolve conflict through conflicts by leveraging a diversity
approaches and practices power struggle, etc. the use of appropriate techniques of clinical skills and strategies
A
Is aware of and follows Facilitates a discussion with or such as identifying common Supervises and mentors others in
M appropriate protocols for seeking between others in order to ground, finding alternate developing effective conflict
P assistance when facing conflict in resolve conflict solutions, gaining agreement management and resolution
L the workplace Seeks assistance from from clients, building trust, etc. approaches and techniques
E experienced colleagues or Recognizes conflict and takes
S supervisor, as needed, in the steps to support others in dealing
management and/or resolution of with it effectively
conflict with or between others

Canadian Centre on Substance Abuse | November 2007 page 11 of 26

Core Competencies for Canada's Substance Abuse Field

Counselling is the knowledge and skill required to adopt and apply a comprehensive range of evidence-informed counselling styles and
techniques aimed at improving the clients overall bio/psycho/social/spiritual health. This includes knowing how to motivate and engage the person or
group in a treatment process and how to elicit intentional behaviour change, guided at all times by the highest ethical standards of clinical practice.

1 = Foundational 2 = Basic 3 = Intermediate 4 = Advanced

E Demonstrates minimal
X knowledge of evidence-
informed individual and group
A
counselling styles and
M
techniques and the role of
P therapeutic relationship to
L facilitate client motivation
E May assist counsellors in an
S administrative or support
capacity
Demonstrates a basic ability to
establish a helping relationship
with the client as characterized
by warmth, respect,
genuineness, concreteness and
empathy
Is able to appropriately use
evidence-informed addiction
counselling models in working
with individuals and groups
Recognizes professional and
personal limitations
Incorporates information
obtained through the
comprehensive assessment
and treatment plan to inform
counselling approach
Demonstrates a thorough
knowledge of addiction
counselling theory and
evidence-informed practice
Demonstrates an ability to
respond efficiently and
effectively to assist with client
motivation
Selects techniques and
approaches to match client
needs
Identifies and navigates
counselling challenges such as
client resistance, etc.
Demonstrates ability to
appropriately use various
addiction counselling models as
they apply to individuals,
groups, couples and families
Seeks out clinical consultation
when personal or professional
limitations are reached
Demonstrates a specialist
knowledge of addiction
counselling theory and
evidence-informed practice
Works effectively with
challenging clients who present
with multiple and complex
problems
Supervises and mentors
counsellors to ensure
adherence to best practices,
individual case standards,
program integrity and
professional development

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Core Competencies for Canada's Substance Abuse Field

Crisis Intervention is the knowledge and skill required to recognize and respond effectively to an individual/group/community in crisis.

1 = Foundational 2 = Basic 3 = Intermediate 4 = Advanced

Recognizes a client in crisis Demonstrates basic knowledge Is technically experienced and Has specialist knowledge in
E Is aware of and follows and understanding of what has the ability to counsel crisis counselling
X appropriate protocols for seeking constitutes a crisis and is aware individuals in crisis in order to Recognizes that a crisis situation
assistance when confronted with of the principles of crisis ensure safety and promote may be a response to deeper
A
a client in crisis intervention positive change issues
M Has knowledge of the stages of a
Uses effective verbal and non- Counsels clients on strategies to
P crisis and how to intervene at increase coping abilities that can
verbal communication to calm
L volatile situations each stage be applied during times of crisis
E Identifies the clients frame of Is aware of community resources Recognizes or anticipates when
S reference and responds and supports that may assist in counselling interventions may
accordingly the management of the crisis and trigger a crisis
is able to link the client with said Supervises and mentors others
Develops and implements a plan resources as part of a in the development of enhanced
for resolving a crisis comprehensive treatment plan crisis intervention skills
Is aware of local resources or
supports

Canadian Centre on Substance Abuse | November 2007 page 13 of 26

Core Competencies for Canada's Substance Abuse Field

Diversity and Cultural Responsiveness is the knowledge and skill required to interact effectively in the provision of respectful,
equitable and effective services to diverse populations, as defined by culture, age, gender, language, ethnicity, socio-economic status, legal status, health,
ability, sexual orientation, type and mode of substance use, and so forth, affirming and valuing the worth of individuals, families and communities, and
protecting the dignity of all.

1 = Foundational 2 = Basic 3 = Intermediate 4 = Advanced

Demonstrates respect for all Promotes fairness and good Encourages and supports a Takes a leadership role in
E clients and co-workers judgment in the application of workplace climate that supports shaping an organizational vision
X Demonstrates language and cultural principles and policies cultural diversity in the delivery of and service delivery system that
listening skills that respect Engages in activities that support services reflects and supports diversity
A
diversity the development of other world Demonstrates an understanding and cultural responsiveness
M of cultural influences on Develops and implements
Acts fairly and respectfully when views and perspectives
P individual health beliefs and strategic action plans, policies
dealing with diverse cultural Seeks out opportunities to
L behaviours and procedures that support
groups incorporate and promote
E Possesses considerable diversity and cultural
Monitors own attitudes and culturally appropriate programs
S knowledge and understanding of responsiveness within the
behaviour with respect to culture Demonstrates commitment to various historical, cultural, organization
Creates a welcoming identify and address political and socio-economic Develops and implements
environment that reflects the inappropriate behaviour or issues that affect diverse strategies to identify and address
diverse communities served discriminatory practices in the populations and develops cultural barriers to accessing
workplace effective, inclusive and respectful services
Demonstrates understanding of working relationships with Consults with representatives
how issues of diversity affect the members of these population from diverse communities to
delivery of respectful and groups inform organizational planning
appropriate services Supports diverse populations in Develops and implements
developing and implementing strategies to address possible
their own solutions to problems barriers to recruitment, hiring,
promotion and retention of
diverse cultural groups as staff,
volunteers and partners

Canadian Centre on Substance Abuse | November 2007 page 14 of 26

Core Competencies for Canada's Substance Abuse Field

Ethics and Professionalism is the knowledge and skill required to be held accountable to appropriate standards of ethical behaviour and
professionalism in ones interactions with clients, colleagues, and external partners, with particular emphasis on the counsellor-client relationship, and to
effectively monitor and manage ones own attitudes, behaviour, well-being, and professional development as a requirement of effective and ethical practice.

1 = Foundational 2 = Basic 3 = Intermediate 4 = Advanced

Appropriately manages own
E attitudes and behaviours in
X
routine interactions with clients
and co-workers
A
Participates in professional
M development and wellness
P activities offered through ones
L place of employment or other
E available resource
S Complies fully with organizational
or legislated policies regarding
professional ethics and client
safety
Demonstrates ability to monitor
and manage own attitudes,
behaviour, well-being and
professional development
Understands how ethics inform
professional conduct and the legal
implications of protecting
confidentiality, including the
conditions whereby information
can be shared (e.g., warrant,
subpoena, court orders)
Identifies and responds
appropriately to situations where
ethical issues must be
considered, for example, with
regard to appropriate
counsellor/client boundaries and
issues of client safety
Is aware of personal and
professional limitations and seeks
out feedback and guidance from
an appropriate source of support,
as needed
Demonstrates ability to monitor
and manage own attitudes,
behaviour, well-being and
professional development in
relation to increasingly
challenging client populations and
complex or sensitive presenting
issues such as trauma and abuse
Models full compliance with
ethical standards
Participates in advanced and/or
targeted professional
development and wellness
activities
Considers the ethical implications
of complex, unclear or
controversial issues and applies
ethical principles appropriately
Is aware of personal and
professional limitations and seeks
out feedback and guidance from
an appropriate source of support,
as needed
Demonstrates leadership in
navigating complex ethical issues,
establishing appropriate ethical
parameters around emerging
and/or controversial policies and
practices
Ensures full compliance with
organizational or legislated
policies regarding professional
ethics and client safety
Advocates on behalf of policies,
programs and resources that
support/enhance organizational
wellness
Supervises others in the ongoing
monitoring and management of
attitudes, behaviour, well-being
and professional development,
providing concrete
recommendations for change and
taking specific measures to
support enhanced professional
readiness and compliance with
ethical standards

Canadian Centre on Substance Abuse | November 2007 page 15 of 26

Core Competencies for Canada's Substance Abuse Field

Family and Social Support is the knowledge and skill required to work effectively with those individuals or groups that have been most
affected by the client's substance use problems and/or have a significant ability to support the client's treatment goals. These individuals or groups may
constitute "family" in the traditional sense or in a broad sense, including social networks and community systems, depending on the client's preference and
circumstances.

1 = Foundational 2 = Basic 3 = Intermediate 4 = Advanced

Demonstrates some knowledge
E of the impact of substance abuse
X
on the family, social networks and
community systems
A
Defines "family" broadly, applying
M this term to any configuration of
P significant people in the client's
L past, present or future.
E Welcomes and interacts
S respectfully and helpfully with
family members and/or members
of the client's social network or
community system
Respects client confidentiality at
all times
Recognizes
family/social/community support
as an important component of
effective treatment planning
Assesses level of family need and
potential for
family/social/community support
in the development of the client's
treatment plan
Facilitates involvement of
significant others in the
development and implementation
of the client's treatment plan, as
appropriate
Supports significant others in
accessing assistance, involving or
referring to other resources, as
required
Is aware of community resources
available to significant others
Initiates and engages significant Is proficient in at least one
others in a review of their own evidence-informed approach to
needs and concerns and provides family therapy
practical support and assistance Has a deep and wide-ranging
when appropriate knowledge of family systems
Has a thorough, detailed and dynamics and their role in
understanding of family processes contributing to dysfunction or
Formulates and carries out a promoting health within and
treatment plan that is based on the between family members
"family" as the unit of treatment Supervises and mentors others
Assesses the health of the in the development and
family/social/community system application of sound family
and counsels significant others therapy practices
with a focus on supporting the
client in the development and
implementation of an effective
treatment plan
Works intentionally to increase
family cohesion and commitment
to work collaboratively with the
client in supporting the treatment
plan

Canadian Centre on Substance Abuse | November 2007 page 16 of 26

Core Competencies for Canada's Substance Abuse Field

Group Facilitation is the knowledge and skill required to develop and implement evidence-informed models, methods and styles when working in
a group treatment setting. This requires a clear understanding of how to manage group dynamics in order to motivate and engage participants in a group
process and an understanding of the acquisition of skills associated with positive behaviour change.

1 = Foundational 2 = Basic 3 = Intermediate 4 = Advanced

Demonstrates a minimal Demonstrates a basic Facilitates effectively, using a Effectively facilitates even the
E understanding of the role of group understanding of various wide range of interventions most complex topics or
X
therapy in the treatment process principles and methods of group Designs and implements interventions to achieve group
May provide administrative or facilitation strategies to meet needs of a treatment goals
A
other support to group facilitators Assists group leader or leads specific group Supervises and mentors other
M group sessions according to the group facilitators in order to
Recognizes and accommodates
P organizations prescribed needs of specific individuals in ensure best practices, service
L boundaries and guidelines groups standards, program integrity and
E Motivates and engages with a Identifies complex issues and professional development
S group of clients in the treatment undercurrents in groups and
process selects appropriate strategies
and methods to facilitate
discussion and resolution of
underlying issues

Canadian Centre on Substance Abuse | November 2007 page 17 of 26

Core Competencies for Canada's Substance Abuse Field
Mental Health is the knowledge and skill specific to mental health that are required to work effectively with clients experiencing co-occurring
substance abuse and mental health problems.
1 = Foundational
Demonstrates limited knowledge
E of mental health problems and the
X
relationship between co-occurring
mental health and substance
A
abuse problems
M Interacts with clients who are
P experiencing concurrent disorders
L in a professional and encouraging
E manner
S May provide administrative or
other support to clinicians working
with clients who present both
mental health and substance
abuse problems at varying levels
of severity
Canadian Centre on Substance Abuse | November 2007
2 = Basic
Demonstrates basic knowledge
of mental health problems,
including the major categories of
mental health problems, signs
and symptoms, causes and
treatments, including the use
and effect of pharmacotherapies
Demonstrates a basic
understanding of the
relationship between co-
occurring mental health and
substance abuse problems
Demonstrates a basic
understanding of best and
promising practices in the
treatment of co-occurring mental
health and substance abuse
problems
Is aware of mental health
resources in the community and
is able to refer clients or
incorporate said resources into
the clients treatment plan
3 = Intermediate
Demonstrates a comprehensive
knowledge of mental health
problems, including the impact
of stigma, differences in cultural
perspective, dual diagnosis (the
presence of more than one co-
occurring mental health
problem), and potential drug
interactions in the use of
pharmacotherapies
Demonstrates the ability to
develop and implement a
treatment plan that accounts for
the relationship between
severity of substance use
problem and severity of mental
illness
Works collaboratively with a
variety of allied professionals, as
appropriate, to address the full
spectrum of presenting issues,
including physical health,
housing, finances, social
support, etc.
4 = Advanced
Ensures that an appropriate
approach to professional
development is in place to support
clinical staff in the development of
expertise in the identification and
treatment of co-occurring
disorders and in the ability to work
effectively with allied
professionals in the mental health
field (for example, through the use
of cross-training)
Takes a leadership role in the
development and implementation
of a seamless approach to the
delivery of services that cross
mental health and substance
abuse system boundaries
Supervises and mentors clinicians
delivering treatment services to
clients with co-occurring mental
health and substance abuse
problems
page 18 of 26
Core Competencies for Canada's Substance Abuse Field

Outreach is the knowledge and skill required to design and deliver effective outreach services targeting prevention and health promotion, early
intervention, treatment and/or aftercare services, to a broad range of client populations including those at risk for, experiencing or affected by substance abuse,
through the mobilization of multidisciplinary teams composed of substance abuse specialists, community-based resources, and allied professionals, as
required.

1 = Foundational 2 = Basic 3 = Intermediate 4 = Advanced

Demonstrates limited
E understanding of the role and
X scope of outreach services in
the delivery of prevention, early
A
intervention, treatment and/or
M
aftercare services
P May provide administrative or
L other support to outreach
E workers and/or multidisciplinary
S teams
Demonstrates basic understanding
of the role and scope of outreach
services in the delivery of
prevention, early intervention,
treatment and/or aftercare services
Demonstrates basic ability to
engage with clients or potential
clients in the context of their day-to-
day reality rather than in an
institutional or clinical setting
Delivers or assists in the delivery of
selected outreach services, often as
part of a multidisciplinary team
Demonstrates thorough
understanding of the various
outreach needs across various
populations within a given
community
Develops and delivers effective
outreach services in accordance
with best and/or promising
practices
Works in partnership with other
organizations in order to develop
outreach programs that address
specific community needs
Participates in the evaluation of
outreach services
Demonstrates leadership in
building capacity of others in
order to design and deliver
outreach services, programs and
activities
Is relied upon for guidance,
support and mentoring to others
Supports/enhances a variety of
outreach services in the
community, according to
standards or best/promising
practice
Provides expertise in creating
research-based frameworks and
programs to bridge gaps in
current approaches and
techniques to support outreach
services
Provides leadership in
building/enhancing community-
based interventions and programs

Canadian Centre on Substance Abuse | November 2007 page 19 of 26

Core Competencies for Canada's Substance Abuse Field

Pharmacology is the knowledge and skill required to understand various types of pharmacological substances and to apply interventions that are
relevant to the field, including the range and types of psychoactive substances that are used and abused, alone or in combination (polydrug use),
pharmacological interventions that are applied as harm reduction measures or in the treatment of substance use disorders, and/or pharmacological
interventions that are used in the treatment or management of co-occurring mental health disorders.

1 = Foundational 2 = Basic 3 = Intermediate 4 = Advanced

Demonstrates limited knowledge
E of different types of psychoactive
X
substances and how they affect
functioning
A
Demonstrates limited awareness
M of the use of pharmacological
P interventions as a means for
L reducing harm, managing or
E treating substance abuse and/or
S co-occurring mental health
disorders
Demonstrates a basic familiarity
with a wide range of different
psychoactive substances by
classification (e.g., stimulant,
sedative, hallucinogen, etc.),
modes of consumption, the
various ways in which they affect
functioning, and the effect of
withdrawal
Demonstrates a basic familiarity
with current literature regarding
pharmacological interventions that
support a reduction in harm or are
used in the treatment of
substance use (e.g., methadone,
buprenorphine, disulfiram, etc.)
Demonstrates a basic familiarity
with the various pharmacological
interventions that are used in the
treatment of co-occurring mental
health disorders
Demonstrates a comprehensive
knowledge of different
psychoactive substances, modes
of consumption, the various ways
in which they affect functioning,
and the effect of withdrawal,
whether drugs have been
consumed alone or in
combination with other drugs
Refers clients, as appropriate, to
external services that offer
pharmacological interventions,
such as Methadone Management
Treatment
Consults with allied professionals
in the medical community to
incorporate pharmacological
interventions in the clients
treatment plan, as appropriate
Works collaboratively with allied
professionals in the mental health
field to monitor impact of
prescribed medications in the
treatment of co-occurring
disorders
Demonstrates in-depth knowledge
of the management of
pharmacological interventions that
support a reduction in harm or are
used in the treatment of
substance abuse (methadone,
buprenorphine, disulfiram, etc)
Leads in the development of
research-informed policies that
support the development and
implementation of innovative
pharmacologically-based
treatment and interventions
Supervises and mentors clinicians
in the management of
pharmacological interventions as
part of an effective treatment
strategy, as appropriate

Canadian Centre on Substance Abuse | November 2007 page 20 of 26

Core Competencies for Canada's Substance Abuse Field

Prevention and Health Promotion is the knowledge and skill required to effectively prevent, delay or reduce immediate and long-term
harms related to substance abuse through the design and delivery of prevention and health promotion programs/services in a variety of settings to diverse
communities and groups.

1 = Foundational 2 = Basic 3 = Intermediate 4 = Advanced

Demonstrates minimal familiarity
E with universal, selective and
X indicated models of prevention,
and common types of
A
prevention/health promotion
M strategies, including school-
P based, family-based, mass media,
L community/environment-focused,
E and regulatory measures
S May provide administrative or
other support to prevention/health
promotion workers and/or teams
Demonstrates a basic
understanding of models of
prevention and a variety of
prevention/health promotion
strategies
Participates in the development
and delivery of various prevention
and health promotion activities,
including activities that focus on
increasing awareness and/or
reducing harm
Works collaboratively with multi-
disciplinary team members in the
development and delivery of
services
Demonstrates a comprehensive
understanding of models of
prevention and a variety of
prevention/health promotion
strategies
Identifies and responds to
prevention/health promotion
needs by selecting and delivering
programs that are appropriate to
the target audience (e.g., youth-
oriented, culturally sensitive, etc.)
Provides information and training
to community-based partners for
the purpose of increasing
awareness and developing
capacity
Participates in a range of
initiatives aimed at mobilizing
community-based resources,
developing and implementing
healthy public policy, establishing
and maintaining linkages with and
between key health promotion
stakeholders, etc.
Supervises others in the
development, implementation and
evaluation of research-based
prevention initiatives
Oversees a range of prevention-
focused initiatives that are based
on best practice, address
sustainability and cultural
relevance, and include
benchmarks for evaluation
purposes
Demonstrates a leadership role in
the development and
maintenance of strong multi-
sectoral collaborations that
support healthy communities
through policy development,
social marketing, enhanced
capacity, etc.

Canadian Centre on Substance Abuse | November 2007 page 21 of 26

Core Competencies for Canada's Substance Abuse Field

Program Development, Implementation and Evaluation is the knowledge and skill required to develop a new program or
modify an existing program in response to an identified need, oversee implementation, and evaluate outcomes.

1 = Foundational 2 = Basic 3 = Intermediate 4 = Advanced

Demonstrates limited Understands key elements of
E awareness of the program program development,
X development, implementation implementation and evaluation
and evaluation process Demonstrates a basic
A
May provide administrative or understanding of how to apply
M and/or research-based
other support in the relevant policies and/or research-
P development, implementation based frameworks or theories to
L and/or evaluation of programs program development
E Assists in the implementation of
S new programs or the modification
of existing programs where the
objectives, milestones and time
lines have been defined
Demonstrates a basic
understanding of program
evaluation procedures, protocols
and standards
Demonstrates considerable
knowledge of program
development, implementation and
evaluation, including the
application of relevant policies
frameworks or theories
Plans, defines and implements
programming within an
organization
Identifies and mobilizes key
resources required to implement
the program
Demonstrates formal analytic
skills required to facilitate program
evaluation
Demonstrates comprehensive
knowledge and expertise in the
design, implementation and
evaluation of programs as
informed by the application of
existing or emerging research and
policy
Supervises others involved in
program design, implementation
and evaluation
Designs customized programs in
complex, sensitive situations that
call for a high degree of multi-
disciplinary collaboration
Independently writes final reports
in accordance with evidence-
informed standards

Canadian Centre on Substance Abuse | November 2007 page 22 of 26

Core Competencies for Canada's Substance Abuse Field

Screening and Assessment is the knowledge and skill required to select, administer and interpret evidence-informed screening and
assessment tools that are used to measure substance use, abuse and dependency. Information is gathered through the use of skillful interviewing techniques
and the results are interpreted for the purpose of informing the development of a client-centred treatment plan and motivating and referring the client to an
appropriate intervention service (for example, withdrawal management, day outpatient treatment, residential treatment, treatment for co-occurring mental
health disorders, etc.).

1 = Foundational 2 = Basic 3 = Intermediate 4 = Advanced

Demonstrates limited knowledge
E and understanding of the role of
X screening and assessment as
essential components of a client-
A
centred treatment plan
M
Is able to follow a pre-planned
P problems, as appropriate
guide in order to acquire basic
L client information
E May provide administrative or
S other support to intake workers or
clinical staff conducting
assessments
Respects client confidentiality at
all times
Undertakes routine processes
such as gathering data and
applying screening instruments
Develops a productive and
appropriate rapport with
interviewees, demonstrating a
basic understanding of and skill in
engaging with and motivating the
client
Conducts screening and
assessment interviews without
allowing own emotions, biases,
stereotypes, etc., to influence the
process or outcome
Identifies clients assessed to be
at risk for causing harm to self or
others and seeks assistance
Is mindful of legalities regarding
privacy and human rights
Keeps clear and accurate records
of all key information gathered
during the screening and
assessment process
Selects, applies and interprets
evidence-informed screening and
assessment tools aimed at
identifying the presence and
severity of substance use
problems and mental health
Intervenes appropriately with
clients assessed to be at risk for
causing harm to self or others
Motivates and engages with the
client in order to effectively elicit
appropriate information,
effectively gauging the clients
readiness to disclose important
details
Effectively facilitates brief
interventions with individuals
attending for screening or
assessment
Where appropriate, investigates
the problem or situation beyond
routine questioning in order to
verify information or to achieve a
better understanding of the
underlying thoughts and/or
emotions
Demonstrates advanced
knowledge of screening and
assessment, including the
principles and strategies
associated with client motivation
Has a thorough knowledge of and
skill in a range of questioning
techniques, tailoring their use to
the situation
Is attuned to incongruence
between verbal and non-verbal
communication and skillfully
uncovers the discrepancy in order
to obtain an accurate account
while maintaining rapport
Understands and applies
development research in relation
to screening and assessment
tools
Demonstrates knowledge of
existing practices and emerging
trends in the screening and
assessment of co-occurring
substance abuse and mental
health problems
Supervises and mentors others to
ensure screening and
assessment integrity and
professional development

Canadian Centre on Substance Abuse | November 2007 page 23 of 26

Core Competencies for Canada's Substance Abuse Field

Teamwork is the knowledge and skill required to work in collaboration with others in the delivery of effective services targeting prevention and health
promotion, early intervention, treatment and/or aftercare services. Teams may be composed of colleagues within the field of substance abuse and may also
include allied professionals from other sectors, including but not limited to primary health, mental health, education, enforcement, and social services/housing,
as well as members of community-based organizations.

1 = Foundational 2 = Basic 3 = Intermediate 4 = Advanced

Demonstrates basic ability to
E work as part of a team and/or to
X support the work of teams by
A following clearly defined protocols
M
and procedures
Demonstrates a welcoming and
P
respectful attitude toward team
L
members, including those from
E
external organizations
S honouring time lines,
May provide administrative or
other support to teams
Demonstrates clear
understanding of the role and
purpose of team(s) of which
he/she is a member, particularly
in terms of meeting client needs
along a continuum of service
Demonstrates respect for team
and team members by adhering
to protocols and procedures,
communicating clearly,
proactively addressing
misunderstandings, etc.
Participates effectively in team-
building and/or cross-training
activities
Identifies and initiates
opportunities to undertake new
collaborative efforts in order to
better meet client needs along a
continuum of service
Demonstrates leadership role in
reinforcing team-building
principles and/or cross-training
concepts within team
Participates in the evaluation of
team-based services
Demonstrates an understanding
of the terminology, procedures
and roles used in other disciplines
in order to facilitate cross-sectoral
collaborations
Supervises, guides and mentors
others in the development of
collaborative work practices in
order to address client needs
along a continuum of service
Develops protocols and
procedures that support and
enhance teamwork both within
the organization and in
partnership with other sectors
Demonstrates leadership through
the initiation, implementation and
evaluation of innovative cross-
sectoral practices that address a
variety of presenting client issues
along a continuum of service

Canadian Centre on Substance Abuse | November 2007 page 24 of 26

Core Competencies for Canada's Substance Abuse Field

Treatment Planning is the knowledge and skill required to participate effectively in a collaborative process that seeks to identify the clients goals,
as derived from the assessment findings, match the client to the treatment activities that will assist in achieving these goals, and monitor the plan to ensure that
changes in the clients circumstances, wants or needs are addressed.

1 = Foundational 2 = Basic 3 = Intermediate 4 = Advanced

Demonstrates limited Supports clients in developing Customizes the treatment Designs customized plans in
E understanding of the treatment treatment plans based on pre- planning approach to match the complex, sensitive situations that
X planning process existing guidelines clients needs, abilities and call for a high degree of cross-
A Clearly and accurately Demonstrates ability to make preferences coordination
M communicates basic information basic treatment recommendations Monitors client progress Uses innovative strategies
P regarding available treatment based on evidence-informed throughout course of treatment; throughout the planning process
programs diagnostic instruments recognizes setbacks or obstacles to help motivate the client in
L
May provide administrative or Demonstrates awareness of and supports the client in realizing his or her treatment
E
other support to the treatment available treatment options within effectively overcoming them goals
S
planning process own jurisdiction Has experience with the styles Supervises and mentors others in
Respects client confidentiality at Refers clients to local treatment and techniques of motivation, and the design and delivery of
all times programs or for further uses this experience to effectively assessment-based treatment
assessment, as appropriate engage the client in the treatment planning
process
Assists the client in developing
realistic and achievable goals,
matching goals to corresponding
treatment options
Keeps clear and accurate records
of all key information gathered
during the treatment planning
process

Canadian Centre on Substance Abuse | November 2007 page 25 of 26

Core Competencies for Canada's Substance Abuse Field

Understanding Substance Use, Abuse and Dependency is the knowledge and skill required to understand the
continuum of substance use, abuse and dependency, and the diverse social, political, economic and cultural context within which this continuum exists,
including the risk and resiliency factors that aggravate or mitigate risk for problematic substance use, and to apply this understanding in the development of
effective, appropriate and respectful strategies and subsequent actions.

1 = Foundational 2 = Basic 3 = Intermediate 4 = Advanced

Demonstrates limited
E understanding that substance use
X occurs along a continuum (from
use to dependency)
A
Demonstrates limited
M
understanding of the incidence
P factors that aggravate or mitigate
and prevalence of substance use,
L abuse and dependency in the
E general population
S development, stigma, social
Demonstrates limited
understanding of key contextual
factors that contribute to or
protect against problematic
substance use
Accesses current research and
data and applies this information
to the development of a basic
understanding of substance use
along a continuum, incidence,
prevalence, and the variety of
risk for problematic substance
use, including human
support, mental and physical
health, poverty, trauma, etc.
Demonstrates a basic
understanding of the history of
substance use, abuse and
dependency in Canada and
attempts on the part of the legal,
political and social systems to
address this issue
Accesses current research and data Influences the development
and integrates this knowledge in the and implementation of public
development of a comprehensive policy that seeks to minimize
understanding of substance use risk while enhancing resiliency
along a continuum, incidence, factors
prevalence, and the variety of Supervises and mentors others
contextual factors that aggravate or
in the development of
mitigate risk, including the knowledge with regard to the
interactions and manifestations of various factors and sources of
other presenting physical and problematic substance use
mental health issues, and the ways
in which these factors vary by
population group
Demonstrates a comprehensive
understanding of the history of
substance use, abuse and
dependency in Canada and globally,
and of efforts, both historical and
contemporary, on the part of the
legal, political and social systems, to
address this issue

Canadian Centre on Substance Abuse | November 2007 page 26 of 26

 Canadian Centre on Substance Abuse
75 Albert Street, Suite 300
Ottawa, ON K1P 5E7
Tel.: 613-235-4048 | fax: 613-235-8101 | www.ccsa.ca

Core Competencies for Canadas Substance Abuse Field version 1.0

November 2007