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EASA Certification Process
RUBRIC
EASA Staff Certification Process Rubric & Checklist
This rubric is meant to demystify the certification process for EASA
program staff by clearly explaining what each element of the process is,
how to complete it, and the expectations for certain items that receive
evaluation.
Please use this Rubric as a supplement to the full explanation of the
certification process, and the EASA Staff Handbook, which can both be
found here:
www.easacommunity.org/resources-for-professionals.php
At the end of this document there is a checklist with all the certifcation
elements, so you can track your own progress.
Version 1.0
Certification Process Design: Ryan Melton
Rubric Content Editor: Katie Hayden-Lewis
Rubric Copyediting & Design: Halley Doherty-Gary
GLOSSARY
Team member: Refers to EASA staff including direct and indirect
service providers and appropriate support staff (for
example: non-clinical supervisors, administrators,
managers, peer support specialists). Team members
can also include an individual’s primary support system
like family and friends.
Medical Provider: Refers to a Licensed Medical Provider with the ability
to prescribe medications, or a nurse.
Network Agreements: This refers to the agreement that all programs
in the EASA network agree to abide by in order to be
considered an EASA program. The full policy explaining
this is available on page 31 of the EASA Practice
Guidelines.
Provider: Refers to a service coordinator/case manager, counselor,
occupational therapist, peer support, or employment/
education specialist.
Do you have a term in mind that you would like to see defined in the glossary?
Let us know at easac4e@pdx.edu!
Things to remember:
Some EASA training can be provided on an as-needed basis, especially
in rural and frontier communities and new EASA sites. If you would like
to schedule a group or individual training session near you, please
contact Ryan Melton or Katie Hayden-Lewis.
With a philosophy for transdisciplinary teams, all EASA staff members
are required to attend each of the (3) core trainings at least once. For a
webinar version of a training, check with EASA Center for Excellence
staff about whether it fulfills certification requirements.
If there is an element of the certification process that you do not usually
do in your role, you can review another team member’s work with
certified staff to complete the required element.
1
Preliminary
2 Day Intro
26 hours supervision
Supervisor Training
Differential Diagnosis/SIPS
Training
Community Education
Demonstration
The 2 day Introductory Training for New EASA Team Members is offered
by the EASA Center for Excellence 1-3 times per year.
Contact the EASA Center for Excellence team to find out when the next
training is scheduled or to schedule a training in your area.
Participate in monthly consultation calls or meet with senior staff to gain
supervision hours.
Check out the Conference Calls Info Sheet to find out when your group’s
monthly calls are scheduled.
Confirm that your EASA Team supervisor has attended either the
Supervisor Training or the Intro Training provided by the EASA Center
for Excellence.
*Most supervisors on teams older than 1 year have already attended.
The 1 day Differential Diagnosis Training offered by the EASA Center for
Excellence several times per year, either in-person or via webinar.
Once per year, Dr. Barbara Walsh joins our in-person training to add a
2 day SIPS overview. Both trainings are required.
Perform a Community Education Presentation and have it
reviewed by certified staff, either in person or via video.
See the next page to review all the elements your
presentation should include for a positive review.
2
Preliminary
Target a specific
audience
Early Recovery Message
Symptoms
Positive & Hopeful Combat negative messages about life trajectory & stigma
Why people develop these mental health symptoms Strengths-based successful life with psychosis messages
Promotes understanding of adolescent and young adult typical developmental experiences to combat stigma
Psychoeducation, MFG, SFG
Individual & Family Counseling
Assertive Case Management
Access and Approach to Medications
Supported Employment/ Education
How to refer to EASA
What referents, individuals, and families can expect from a
referral
Policies around accepting individuals with a range of
insurance statuses and coverage (Emphasizes free
consultation to promote early detection and referrals)
Psychosis info is tailored to specific group values and interests
Core
Elements of
Treatment
EASA Referral
Process
Specific information re: observable psychosis risk symptoms
Promote through education and success stories the early recognition of signs and
symptoms of psychosis in the risk state and during active stages of psychosis and
schizophrenia
Com
munity E
ducation D
em
o
3
Intermediate
MFG Training
Differential Diagnosis/SIPS,
Cont'd.
Assessment & Treatment Planning
The 2 day Multi-Family Group Training for EASA Clinicians is offered by
the EASA Center for Excellence 1-3 times per year.
Contact the EASA Center for Excellence team to find out when the next
training is scheduled or to schedule a training in your area.
This category has 3 parts:
36 hours Supervision
10 Case Presentations
3 Screenings
This section includes:
3 Assessments with 3 corresponding Treatment Plans
3 copies each of:
- Strengths Assessment
- Risk Assessment
- Relapse Prevention Plan
- Service Plan (a.k.a. “Recovery Plan”)
- Transition Plan
See the following pages for evaluation requirements
4
Intermediate
Differential Diagnosis &
SIPS Continued:
36 Hours Supervision
• Screeners calls or in-person
10 Case Presentations
• Diagnostic criteria or symptoms that explain individual’s acceptance or inclusion into EASA services
3 Screenings
•Demonstrate a clear justification for current diagnosis
•Meets a DSM 5 diagnostic category
•Can include at-risk syndrome as
indicated by the completion of a SIPS
Not an EASA Team member who does screenings?
That’s OK!
You can review an EASA screener’s work
with a certified staff member for credit.
Diffe
rential D
iagnosis
/SIP
S,
Cont’d.
5
Intermediate
3 Treatment
Plans
3Assess-ments
Demonstrate Cultural Awareness & Humility by: • Including interpreters and
translations for the preferred
language of individuals and their
families • Identifying appropriate location of
these activities • Use of relevant language and
references • Use of accessible written
communication styles • Following individuals’ values &
preferences
3 Assessments:
Comprehensive
Culturally informed
Bio-psycho-social assessment & strengths assessment
Clinical recommendations and/or diagnostic rule outs
3 Treatment Plans:
Individually driven (and family driven where indicated) goals and objectives
Individualized and strengths-based language
Reflect individual (and family where indicated) changes as they occur over time, to represent the step-by-step and changing nature of the recovery process
Clearly measureable objectives
Identify individual (staff, family, natural support, etc.) responsible for assisting the individual and/or family or natural support system with goal
Clearly outline time frames for completion of goals
Transition goals and plans
Assessm
ents
& T
reatm
ent
Pla
nnin
g
6
Intermediate
Assessm
ents
& T
reatm
ent
Pla
nnin
g
Inventory
Current Status, Values, Culture, Desires, Identity
Aspirations, Interests & Resources
Supporting Goals
A collaborative list of action steps
to reach individual's goals
3 Strengths Assessments
Evaluation of Risks
Suicide
Violence
Victimization
Disorganization
Impulsivity
Substance Use
Delusional concerns suggests harming
self or others
Family conflict, which might lead to
increased risks for worsening symptoms,
violence, and victimization
Safety/crisis plan to be
shared with support team
(with permission)
3 Risk Assessments
Consider:
Daily Living Situation
Finances and Insurance
Vocation and Education
Social Supports
Health
Leisure/Recreational
Spirituality
This also includes an
assessment of the
individual’s potential to
leave their usual
residence or, if admitted,
leave the hospital
against medical advice
or without supportive
discharge plans in place
(such as access to safe
housing, food,
transportation, and other
needed services).
7
Intermediate
Assessm
ents
& T
reatm
ent
Pla
nnin
g
3 Relapse Prevention
Plans:
Identify Stressors that increase risk of relapse of
any MH concerns
Describe Relapse
Signature
• Stressors/Triggers
• Reminders of Past Relapses
• Individualized Language that Warns ofWorsening Symptoms
• Individual-Appointed Helpful Activities,Experiences, or Supporters (and What Kind ofHelp is Wanted)
• Contact Information for Individual's Relapse &Crisis Support Network
• Evidence that the plan has been or will betested for effectiveness.
• The plan reflects individual (and family whereindicated) needs, experiences, and resources aswell as transitional nature of EASA
8
Intermediate
Assessm
ents
& T
reatm
ent
Pla
nnin
g
3 Transition Plans:
3-6 Months
before program end
Crisis and/or Safety Plan
Medical
Provider
Mental Health
Counseling
Medications
Support System
Checklist
9
Relapse Prevention Plan &
Strengths Assessment reviewed and updated
Relapse prevention plan is
realistic and has been tested for effectiveness
1+ advocates have been
identified and know the
plan in case of relapse
Individual’s demographics
Includes accessible
resources for individuals /their support networks
General history of effective
and ineffective interventions/
strategies, and medication
use preferences
An identified medical provider or nurse
Completed Release of
information
Individual has agreed
about appropriate ‘fit’ of medical provider
Individual’s insurance has
been verified as valid for
after program completion.
Accessible means of
transportation or form of
communication
(i.e. telemedicine) to and
from medical provider has
been established.
Assessments, medication
history, and relapse
prevention plan have been
shared with medical provider
Individual and family identify
if they want to continue
counseling after program completion.
Counselor is identified, been
met and accepted as a good
‘fit’ by individual and/or family
Insurance and accessible
transportation to attend
sessions is planned or verified
Consented release of
information has been signed
to allow sharing of
information between existing
and future counselors.
Continued access to
prescribed medications after program completion.
A medication prescriber
identified to meet meds
needs within 3 months of
after program completion.
Individual knows how to
secure medication access.
Natural support system
members have been
consulted and are in
agreement that the
individual is ready for
transition.
Meeting has occurred and
transition plan has been
reviewed, revised if
necessary, and transition scheduled.
10
Advanced
Psycho-social
Practices
Supported Employment / Education
3 Feedback Forms
Medications Exam
Video Review
3 FACT Meetings
MFG Cont'd.
Attain 5 Certificates of Training (or demonstrate past completion): Motivational Interviewing (MI) Cognitive-Behavioral Therapy (CBT)
Strengths-Based Treatment Planning (SB) Dual Diagnosis (DD)
Client Outcomes (CO) (examples include Feedback Informed Treatment, ACORN etc.)
Complete Training in: Individual Placement and Support (IPS)
Career Information Systems (CIS)
*Past coursework counts as long as you’ve taken at least 6 credits
Review 3 Feedback forms (from an EASA client to a clinician) with Center for Excellence
or another certified staff member.
Pass the online open book Medications Exam with a score of at least 80%.
*LMPs and RNs do not have to take the exam – we assume this was completed as part
of professional education and training.
EASA Center for Excellence staff reviews a video of you demonstrating some type of
psycho-social practice (MI, SB, CBT, DD, or CO).
Have a Center for Excellence or other certified staff member watch and review a FACT
meeting you participated in.
*Can be in-person or a video, and FACT meetings during Fidelity Reviews count too!
This category has 4 parts: 15 hours Supervision 1 Psycho-ed. Workshop reviewed.
1 Joining Session reviewed Facilitate 3 Problem Solving Groups
See the following pages for details.
11
Advanced
Multi-
Fam
ily G
roups,
Cont’d.
Materials
• Appropriate for early intervention and developmentally informed
• Reflects individual’s and families’ needs and takes into accountdifferences in learning and information
• Materials are translated as needed, and reviewed for culturalappropriateness.
Content
• Content is provided in an accessible manner and in multipleforms (written, verbal, multiple languages etc.).
• Content Explains:
• Early intervention
• Explanations of the different mental health diagnosis EASA treats
• Different explanations for the presence of the diagnoses andsymptoms
• What to expect from EASA and the transition process
• Typical adolescent and young adult development
• Options available for treatment and recovery to maintain theleast restrictive setting
• The patterns and variable nature of recovery
• The prospects for the future and what individuals in recovery andtheir supporters can do to influence this
• Success stories of others in similar situations who have achievedsuccessful recovery
• Explanation of stigma
• Which agencies and community partners might be involved intreatment
• Legal rights
• Specific strategies for symptom management, coping, andestablishing appropriate accommodations (for example: atschool, work, home, in family and social interactions)
• Relapse prevention plans
• How to select and work effectively with professionals
• Resources available to enhance recovery and the healingprocess.
Psycho-educational Workshops
(MFGs) are evaluated on
Materials and Content, plus the
Facilitator’s actions during the 5
step process. See the following
pages for more info.
12
Multi-Family Groups, Cont’d.
MFG
Ste
p 1
In
itia
l S
ocia
lizati
on
10-15 minutes of social conversation.
When needed to facilitate group interactions, afacilitator introduced a topic of shared interest thatincluded group members
Facilitator paid attention to group members who spokeless or not at all and made appropriate efforts to
engage them in the group discussion.
Facilitator modeled and encouraged the omission of
side conversations from the group problem-solvingprocess.
Facilitator used appropriate humor to keep the group
experience light when possible.
Criticisms, complaints, and inappropriate disclosure of
another individual or family members experience orchallenges were deflected, ignored or reframed usingpsychoeducation.
The group started and ended in a timely manner.
Facilitators reminded the group of the structure, within
the first 2-3 months, or when needed (for example:when there are new group members)
Facilitator shared relevant, social information aboutthemselves and their life experiences
Advanced 10-15 minutes of social conversation.
When needed to facilitate group interactions, a
facilitator introduced a topic of shared interest
that included group members
Facilitator paid attention to group members who
spoke less or not at all and made appropriate
efforts to engage them in the group discussion.
Facilitator modeled and encouraged the omission
of side conversations from the group problem-
solving process.
Facilitator used appropriate humor to keep the
group experience light when possible.
Criticisms, complaints, and inappropriate
disclosure of another individual or family
members experience or challenges were
deflected, ignored or reframed using
psychoeducation.
The group started and ended in a timely manner.
Facilitators reminded the group of the structure,
within the first 2-3 months, or when needed (for
example: when there are new group members)
Facilitator shared relevant, social information
about themselves and their life experiences
13
Multi-Family Groups, Cont’d.
MFG
Ste
p 2
Go
Rou
nd
Facilitator began go round by checking in with the
individual or family whose challenge was solved at theprevious group meeting.
Facilitator acknowledged and celebrated any successes
with the action plan and credited the individual and family members for those successes.
Facilitator took appropriate responsibility for shortcomings of the action plan to resolve the
individual/family challenge.
Facilitator offered additional support and/or solutions, if necessary, for unsuccessful parts of action plan.
Facilitator checked in with all group members about things that went well and things that could go better
to support the treatment/recovery process.
Facilitator asked clarifying questions of each group member when needed, to solicit pertinent information
about the individual’s expressed challenge.
Facilitator referenced and incorporated the Family
Guidelines into their comments.
When appropriate, facilitator provided specific and
concrete action steps the facilitator could take to advocate within the agency or treatment team.
Facilitator discussed each problem and clarified central
issues and concerns.
Facilitator modeled the behavior and low stress
communication style with co-facilitator (low key, supportive, curious, and avoidant of critical tone and language).
Facilitator completed Go Round in a timely manner (approximately 20-25 minutes).
Facilitator asked individual or family permission to select challenge for group problem-solving and action
planning.
Facilitator appropriately attended to interruptions and side conversations.
Facilitator expressed gratitude to all group members for their participation.
Advanced
Facilitator began go round by checking in with the
individual or family whose challenge was solved at
the previous group meeting.
Facilitator acknowledged and celebrated any
successes with the action plan and credited the
individual and family members for those successes.
Facilitator took appropriate responsibility for
shortcomings of the action plan to resolve the
individual/family challenge.
Facilitator offered additional support and/or solutions,
if necessary, for unsuccessful parts of action plan.
Facilitator checked in with all group members about
things that went well and things that could go better
to support the treatment/recovery process.
Facilitator asked clarifying questions of each group
member when needed, to solicit pertinent information
about the individual’s expressed challenge.
Facilitator referenced and incorporated the Family
Guidelines into their comments.
When appropriate, facilitator provided specific and
concrete action steps the facilitator could take to
advocate within the agency or treatment team.
Facilitator discussed each problem and clarified
central issues and concerns.
Facilitator modeled the behavior and low stress
communication style with co-facilitator (low key,
supportive, curious, and avoidant of critical tone and
language).
Facilitator completed Go Round in a timely manner
(approximately 20-25 minutes).
Facilitator asked individual or family permission to
select challenge for group problem-solving and action
planning.
Facilitator appropriately attended to interruptions and
side conversations.
Facilitator expressed gratitude to all group members
for their participation.
14
Multi-Family Groups, Cont’d. Advanced
MFG
Ste
p 3
Pro
ble
m S
ele
cti
on
Facilitator discussed which challenge to choose for
problem-solving referenced hierarchy of problem selection, consideration of previous challenges selected, and modeled affirming and supportive
communication during problem selection.
Facilitator was transparent about reasons behind
problem selection.
Facilitator paid attention to common situations and
conditions under which individuals are vulnerable for an increase of symptoms and issues related to different phases of treatment, including transition.
Facilitator considered the sense of immediacy associated with the problem.
Facilitator modeled assertive engagement and immediate support outside of group in instances of crisis.
New group members who attended the meeting for the first time did not have their problem selected.
Facilitators purposely chose to not problem solve challenges of group members in attendance for the
first time.
The problem definition was concrete and specific enough to lead to a viable action plan.
Facilitator sought and was provided with an agreement from the group member(s) to problem solve their
challenge.
Facilitator discussed which challenge to choose for
problem-solving referenced hierarchy of problem
selection, consideration of previous challenges
selected, and modeled affirming and supportive
communication during problem selection.
Facilitator was transparent about reasons behind
problem selection.
Facilitator paid attention to common situations and
conditions under which individuals are vulnerable
for an increase of symptoms and issues related to
different phases of treatment, including transition.
Facilitator considered the sense of immediacy
associated with the problem.
Facilitator modeled assertive engagement and
immediate support outside of group in instances of
crisis.
New group members who attended the meeting for
the first time did not have their problem selected.
Facilitators purposely chose to not problem solve
challenges of group members in attendance for the
first time.
The problem definition was concrete and specific
enough to lead to a viable action plan.
Facilitator sought and was provided with an
agreement from the group member(s) to problem
solve their challenge.
15
MFG
Ste
p 4
Prob
lem
Solv
ing
Facilitator employed MFG problem-solving method.
Facilitator reviewed, reminded, and clarified the steps and guidelines of problem-solving, with group members, when and as needed.
Facilitator shared responsibilities with co-facilitator (as applicable) of leading the problem-solving method and
inclusion of all group members in the process.
Facilitator participated by contributing and welcoming
all possible solutions to the problem.
Facilitator employed creative brainstorming process to solicit possible solutions and modeled deference of
disadvantages and advantages for the next step in the problem-solving method.
Facilitator elicited 6-8 possible solutions during the group brainstorm before moving on to the evaluative step of those possible solutions.
Facilitator led the exploration of advantages and disadvantages for each possible solution.
Facilitator checked-in with individual and/or family member to ask for them to select one to several
solutions that might best support the resolution of their challenge.
Facilitator and individual/family member along with
group members, when agreed upon and supportive, developed a concrete action plan that could be carried
out over the next 2 weeks.
The action plan was shared with the individual, family, and copies were provided for interested group
members.
A facilitator or group member recorded the problem,
its possible solutions, the action plan, and group participants.
Facilitator praised everyone’s efforts and thanked the group for their participation.
Multi-Family Groups, Cont’d. Advanced Facilitator employed MFG problem-solving method.
Facilitator reviewed, reminded, and clarified the
steps and guidelines of problem-solving, with group
members, when and as needed.
Facilitator shared responsibilities with co-facilitator
(as applicable) of leading the problem-solving
method and inclusion of all group members in the
process.
Facilitator participated by contributing and
welcoming all possible solutions to the problem.
Facilitator employed creative brainstorming process
to solicit possible solutions and modeled deference
of disadvantages and advantages for the next step
in the problem-solving method.
Facilitator elicited 6-8 possible solutions during the
group brainstorm before moving on to the evaluative
step of those possible solutions.
Facilitator led the exploration of advantages and
disadvantages for each possible solution.
Facilitator checked-in with individual and/or family
member to ask for them to select one to several
solutions that might best support the resolution of
their challenge.
Facilitator and individual/family member along with
group members, when agreed upon and supportive,
developed a concrete action plan that could be
carried out over the next 2 weeks.
The action plan was shared with the individual,
family, and copies were provided for interested
group members.
A facilitator or group member recorded the problem,
its possible solutions, the action plan, and group
participants.
Facilitator praised everyone’s efforts and thanked
the group for their participation.
16
MFG
Ste
p 5
Clo
sin
g M
FG
Facilitator led the group’s transition to socialization,
allowing at least 5 minutes to do so.
The atmosphere of the group was affirming and hopeful.
Advanced
Multi-Family Groups, Cont’d. Facilitator led the group’s transition to socialization,
allowing at least 5 minutes to do so.
The atmosphere of the group was affirming and
hopeful.
17
Pre
lim
inary
Intro Training hosted by the EASA Center for Excellence 26hrs Supervision (conference calls): ___ / 26
Supervisor attended Supervisor Training
Community Education Demo Reviewed
Differential Diagnosis + SIPS Trainings
Inte
rmedia
te
36 hrs Diff Dx Supervision ___ / 36
10 case presentations ___ / 10
3 Screenings ___ / 3
3 Assessment & Transition Plans ___ / 3
3 Strengths Assessments ___ / 3
3 Risk Assessments ___ / 3
3 Relapse Prevention Plans ___ / 3
3 Service Plans ___ / 3
3 Transition Plans ___ / 3
Multi-Family Group (MFG) Training
Advanced
15 hrs MFG Supervision ___ / 15
MFG Joining reviewed
MFG Workshop reviewed
3 MFG Problem Solving Groups reviewed ___ / 3
Psycho-social practices
MI Certificate
SB Certificate
CBT Certificate
CO Certificate
DD Certificate
Video
3 Feedback Forms ___ / 3
3 FACT Meetings ___ / 3
IPS Training
CIS Training
Medications Exam
Checklist
*Remember to contact
Halley Doherty-Gary
(hal7@pdx.edu) to collect
a CEU certificate at the
end of each level.
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