RUBRIC - EASA

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 [email protected]!

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

([email protected]) to collect

a CEU certificate at the

end of each level.