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APPENDIX 4 Core Clinical Practice Competencies This document has been developed to articulate the practice competencies required by camh clinicians of all professional disciplines. Each discipline has unique domains and standards of practice determined by a regulatory body and/or professional association. All camh clinicians must maintain membership in good standing in their college or professional association. This document is offered as a guide to the essential competencies required of all professionals in the organization. Other documents such as the camh Code of Conduct, camh Leadership Profile and camh Values and Mission Statement also delineate expectations of camh staff. This document is specifically intended for use by camh clinicians to improve clinical practice and client care. It may act as a framework by which camh clinicians develop learning plans, monitor practice, set career milestones, and create professional development goals. It may also act as a guideline for reviewing competency at each level of development. Additionally, it may be used by: • camh staff involved in orientation of students and new staff • clients and other people using camh services to better understand the various levels of practice of camh clinicians • apn /apc / discipline chiefs and program managers to create a context for guiding and evaluating the practice of supervisees • camh administrators to effectively distinguish, maintain and further refine standards of practice of camh clinicians, and to support them in the hiring and retention of individuals with the necessary knowledge and skills required to meet the needs of clients. This document has been organized along a continuum of practice in order to acknowledge that clinicians acquire knowledge and skills over time and that practice matures in recognizable and definable ways. In domains of practice common to all mental health and addictions professionals—therapeutic relationships, assessment, 119
Clinical Supervision Handbook intervention, evaluation, professionalism, collaborative practice—these core competencies provide common language about job and performance expectations. Ultimately, the development of these competencies across the organization will ensure that camh clinicians are current in providing clients with evidence-based practices. Three distinct levels of practice are delineated and each level coincides with the development of practice as clinicians continue to gain skill, knowledge and professional wisdom. It is possible that one may practice at a higher or lower level in certain domains but the level of practice is defined by where one most consistently practices, keeping all areas in mind. The same levels are for use across disciplines, and each discipline has its own body of work and expertise, so the skills and behaviours practised at each level will be different for each discipline. Each level of practice builds upon the previous one, with increasingly greater competency, proficiency and excellence in the breadth and depth of practice. It is also written in such a way that each clinical program can adapt it more specifically to the particular needs of their client population. LEVELS OF PRACTICE The levels of practice identified here are: • competent practice • proficient practice • expert practice. Competent practice Competent practice is characterized by entry-level clinical knowledge and skill by a clinician who has completed an accredited educational program of study. The competent clinician requires ongoing clinical supervision in order to become proficient in specific knowledge and skill areas. Proficient practice Proficient practice is characterized by specialized clinical knowledge and skill whereby the clinician is practising at an autonomous or intermediate level (typically three years of experience in a specialized mental health/addiction field). The proficient clinician is a recognized role model, student preceptor, clinical resource and leader demonstrating clinical mastery and commitment to achieving program goals while continuing to seek improvement through clinical supervision or consultation. 120
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