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ERIC Number: ED400646
Record Type: RIE
Publication Date: 1996
Pages: 183
Abstractor: N/A
The Community Support Skill Standards: Tools for Managing Change and Achieving Outcomes. Skill Standards for Direct Service Workers in the Human Services.
Taylor, Marianne, Ed.; And Others
This document presents national voluntary skill standards for direct service practitioners working with individuals with and without disabilities, called Community Support Human Service Practitioners (CSHSP). A rationale for such standards is presented. The skill standards are then presented, organized around 12 broad, functional themes of human service work: (1) participant empowerment; (2) communication; (3) assessment; (4) community and service networking; (5) facilitation of services; (6) community living skills and support; (7) education, training, and self-development; (8) advocacy: (9) vocational, educational, and career support; (10) crisis intervention; (11) organizational participation; and (12) documentation. For each of the 12 categories of standards, skill standard statements describe a set of associated job functions, activity statements describe specific tasks or work activities involved in that skill area, and performance indicators offer a means of determining whether the practitioner can actually perform the activity. Activities to begin the implementation of the standards in secondary and postsecondary educational contexts are described, including the promotion of a nationally recognized "Certificate of Mastery." Appendices include a list of project participants, results of a survey of degree-granting higher education institutions in this field, and CSHSP attributes needed for effective work. (CR)
Human Services Research Institute, 2336 Massachusetts Ave., Cambridge, MA 02140; telephone: 617-876-0426 ($20).
Publication Type: Legal/Legislative/Regulatory Materials; Reports - Descriptive
Education Level: N/A
Audience: Practitioners; Policymakers
Language: English
Sponsor: Office of Vocational and Adult Education (ED), Washington, DC.
Authoring Institution: Human Services Research Inst., Cambridge, MA.
Grant or Contract Numbers: N/A