Glenholme Direct Care Certification Competencies

Essential Character Traits
Establishing and Maintaining Therapeutic Relationships
• Relates to children in care in a healthy manner that provides guidance and nurturing within professional boundaries. - Therapeutic Relationships
• Is empathetic, is able to see things accurately from the perspective of others, and cares about their well being. - Perspective Taking
• Uses understanding based on listening and observation to anticipate and prepare for others' reactions. - Therapeutic Communication
• Is enthusiastic and energetic. - Positive Attitude
• Uses the elements of active listening to promote communication and understanding. - Therapeutic Communication

Establishing and Maintaining Trust
• Establishes and nurtures student's trust by being reliable, prompt, dependable, and candid in interactions, making sure that behavior match words.

Trustworthiness
• Understand and reflects upon own values, personal style, background and how each may impact others. - Values and Culture
• Recognizes opportunities for celebrations and interactions which encourage or acknowledge progress and build self-esteem. Caring and Kindness
• Interacts and behaves fairly
• Handles discipline fairly and consistently. - Fairness
• Demonstrates patience and acceptance; gives people reasonable time to understand or to change. - Patience
• Sees students as whole individuals with strengths as well as weaknesses, affirms the worth of the individual even when pointing out unacceptable behaviors. - Rapport Building Skills
• Recognizes the pros and cons of alternative views - Fairness
• Understands and reflects upon own strengths and limitations and the implications for professional role. -Self Awareness

Flexible / Open to Change
• Is able to think on one's feet and be decisive in ambiguous or chaotic situations. Is able to shift gears and redirect activities. - Redirective
• Is open to new information and to changing own opinions. - Open to Change
• Believes in own decision and is optimistic about own ability to get the job done. - Trust in Self
• Controls own stress, finds healthy ways, such as humor, to reduce or manage it.

Safety and Security
Physical Environment
• Maintains safe, attractive and therapeutic physical environments. - Physical Environment
• Understands the messages the environment presents.
• Understand the value of a homelike environment in treatment
• Emergency Preparedness
• Knows emergency procedures, reports safety hazards, is accountable for student location at all times. - Emergency Preparedness.

Risk Assessment
• Identifies situations and settings that may jeopardize the safety of individuals or the campus community. - Risk Assessment
• Intervenes to ensure the safety of individuals and the campus community. - Risk Response

Processes
Organization and Planning
• Effectively organizes time, space, materials and equipment for instruction and treatment and maximized student engagement. - Organization and Planning
• Uses 'to do' lists or other tools to manage time, track activities, and manage competing demands. Time Management
• Assesses and prioritizes to focus on the most important tasks and issues. - Prioritization
• Understands the importance of prioritization and its effect on problem prevention. - Problem Prevention
• Identifies what resources are available and builds and maintains good working relationships. - Resource Identification

Legal and Regulatory
• Understands and implements health, safety, educational, and ethical statutes and regulations as they relate to role responsibilities. - Statutes and Regulations.
• Understands and implements the Policies and Procedures of the Devereux Glenholme School as they relate to role responsibilities. - Policy and Procedures.
• Understands and implements the treatment philosophy of the Devereux Glenholme School. - Routines and Transitions
• Plans and executes effective schedules and provides for smooth transitions from activity to activity and place to place. - Transitions
• Keeps people informed and up-to-date about activities, sharing all relevant or useful information that affects the group. - Open Communication

Establishing and Maintaining Structure
• Set limits and expectations that are developmentally and socially acceptable. - Structure
• Knows developmentally acceptable social, physical, emotional and interpersonal milestones for assigned groups of students

Establishing and Maintaining Standards
• Establishes and maintains acceptable standards for students' behavior. - Standards
• Shows awareness of how leadership style impacts the group's functioning. - Leadership Style
• Develops an atmosphere that fosters self-discipline - Crisis Prevention

Program Delivery
Activities of Daily Living
• Promotes the development of good hygiene, self care and health care skills for assigned students and groups.
• Acknowledges and addresses the basic needs of students (e.g. food, clothing, shelter) before attending to social and behavioral issues and problems.

Treatment Plans
• Implements approved treatment options and intervention as developed by the team and in accordance with practice. - Treatment Plans
• Plans treatment and instruction to achieve selected goals and objectives for individual students, groups, and the program as a whole. - Goals and Objectives.
• Helps set challenging yet achievable goals for self and assigned students. - Goal Setting
• Effectively implements treatment instructional plans and uses acceptable instructional techniques. - Lesson Planning
• Guides students to good decisions at developmentally and socially acceptable degrees of choice and freedom while maintaining safety and accountability. - Autonomy
• Participates in team development of specialized interventions to promote positive behavior and reduce the frequency of reactive behavioral interventions. - Positive Behavior Supports
• Participates in team evaluation of treatment outcomes using data from the GMMA and treatment plan. - Evaluation of Treatment Outcomes

Milieu Treatment
• Implements the Glenholme Motivational Management Approach and Corrective and Creative Discipline techniques.
• Identifies the underlying motivations for the behavior of student's in care.
• Identifies the impact of stimulus events and consequences and identifies trends or patterns of behavior. - Consequences
• Knows the principles of effective behavior management and how they relate to the residential role. - Behavior Management
• Understand the principles of human learning and motivation. - Learning Theory
• Understands behavioral principles. - Behavioral Theory
• Creates opportunities for students to have a sense that they belong to a group of caring students and staff
• Shows the group process skills needed to get groups of students working together effectively to build community and compromise to achieve a common goal - Consensus Building

Activity Based Therapy
• Conducts engaging activities that promote the social, physical, emotional, and personal growth of individual students.
• Establishes a sequence of short term actions or activities to allow students to experience success. - Sequences
• Gives positive feedback and reinforces strengths in order to build new skills and self esteem. - Coaching and Counseling Skills
• Arranges for a variety of instructional and leisure options that will promote the strengths of a variety of students and may include sports, technology, the arts, or intellectual pursuits. - Strength Based Programming
• Recognizes and encourages the special interests and abilities of individual students - Individualization
• Modifies leadership style to meet situational requirements.

Intervention Techniques
• Selects and uses acceptable management and crisis intervention techniques. - Intervention Techniques
• Identifies the function that a behavior serves and the factors in the environment that may be maintaining a behavior. Functional Behavior Assessment
• Identifies key elements of behaviors or situations by reviewing and analyzing detains (including nonverbal cues) and sorting out the most salient components. - Analysis
• Works with others to resolve conflict, prevents / defuses unnecessary conflict; proactively engages others in conflict resolution.
• Gives feedback to help others understand the message and image they are projecting and improve the communication process. - Feedback
• Manages conflict, dealing properly with difficult situations with students, peers, parents or others. - Conflict Management
• Maintains composure in stressful situations; persists despite turmoil or conflict.

Organizational Values
Accountability for Excellence
• Sets and maintains high expectations for self and others. - Accountability for Excellence
• Promotes the welfare of students, faculty and staff. - Responsibility
• Takes ownership; assumes responsibility as a driving force in getting things done and making improvements for students, the organization and the community.
• Accepts responsibility for actions and follows the Devereux Code of Character. - Ethical Conduct
• Reflects on experience and applies learning to new situations. - Professional / Personal Development
• Seeks to develop new areas of expertise, to improve skills and to broaden own horizons. - On-going Learning

Support of Values
• Models the values of the culture and the individual's obligation to support the vision and mission.
• Actively solicits feedback, recognizes needed changes and integrates them into performance. - Open to Feedback

Colleague support
• Supports the work of others and functions as an effective team member.
• Participates constructively on work groups and activities to clarify and improve system and program functioning. - Group Membership
• Understands the different views, expertise and experiences of others; understands the perspective and limitation of others. - Appreciation of Differences
• Engages with other team members in group process to identify and solve problems. - Group Problem Solving

Decision Making
• Analyzes situations and events using a problem solving method that generates solutions that meet the criteria of the Communities of Character Ethical Decision Making Model. - Problem Solving
• Gathers information, identifies key elements, and describes information factually. - Objectivity
• Knows and uses the recorded data on individual student functioning and group functioning to evaluate the effectiveness of interventions and learning options.
• Reaches reasonable conclusions and makes sound decisions on available information. - Judgment

Professional Communication
• Utilizes communication systems to achieve the goals of the organization.
• Recognizes group dynamics (e.g. interpersonal conflicts, hidden agenda, group tensions etc.).
• Recognizes the difference between dialogue and discussion and uses each properly. - Effective communication
• Records observations accurately and objectively. - Documentation

Respects confidentiality
• Respects confidentiality and uses / shares information on a need to know basis only.