Using the Competencies for Canada’s Substance Use Workforce is an evidence-informed way to ensure services are provided consistently across the wide range of backgrounds and settings in the substance use field, including among both regulated and unregulated professionals who support this work.
To maximize the benefits of the Competencies for Canada’s Substance Use Workforce to an organization that delivers substance use services and the people who seek those services, the organization must understand exactly what the competencies are and how they can be of assistance.
The information in the tabs below will help you understand how the competencies can benefit your organization and the people it serves.
You will find learning about:
- Why workforce competencies are needed;
- Who should use the competencies;
- How to use the competencies;
- The difference between behavioural and technical competencies;
- The skills and knowledge required for a range of job functions;
- The four levels of proficiency for the competencies and how they are defined; and
- A glossary of important terms related to the competencies.
Having this knowledge will prepare you for using the Competencies for Canada’s Substance Use Workforce to help your organization provide professional and consistent services to its clients.
What You Need to Know
What You Need to Know
CCSA identified Technical and Behavioural Competencies for Canada’s Substance Use Workforce across four levels of proficiency.
The knowledge and skills or the “what“ of a job; sometimes called “hard” skills. Usually learned through education and experience.
The knowledge, skills and values or the “how” of performing a job. Typically learned and developed through life experiences and coaching by mentors.
Levels of Proficiency
Different jobs require competencies at different levels of proficiency. The proficiency levels are cumulative. For example, someone who is required to have a Developing (or Level 2) proficiency is also expected to have the Foundational (or Level 1) proficiency.
The four proficiency levels and how the knowledge and skills for them are typically developed are described in the following table. In the table, “life experience” can mean direct, lived and living experience with substance use, mental health concerns or concurrent conditions, or experience as someone close to another with direct experience of substance use, mental health concerns or concurrent conditions.
Explanation of Proficiency Levels
|How Knowledge and
Skills Are Typically
Developed for the Level
|Level 1 Foundational||Demonstrates basic knowledge and ability, and can apply the competency, with guidance, in common situations that present no or limited difficulties.||Through student practicum, entry level work experience, volunteering, in-service training, introductory-level college or university courses; completion of a diploma or certificate, possibly combined with life experience.|
|Level 2 Developing||Demonstrates sound knowledge and ability, and can practically apply the competency and associated knowledge and skills, with minimal or no guidance, in the full range of typical situations. Likely requires guidance to handle novel or more complex situations.||Through work experience at Level 1, completion of a college diploma or university degree in health or social services, participation in a mentoring program, in-service training, possibly combined with life experience.|
|Level 3 Proficient||Demonstrates in-depth knowledge and ability, and can consistently and effectively apply the competency in complex and challenging situations and settings. Guides other professionals.||Through the completion of a university degree in mental health or substance use studies and several years of work experience; a university degree in health or social services combined with professional development and work experience; a diploma or certificate in substance use, mental health or other health or social services area, professional development and in-service training, possibly combined with life experience.|
|Level 4 Advanced||Demonstrates expert knowledge and ability and can apply the competency in the most complex situations. Develops or facilitates new practices, programs and policies. Is recognized as an expert, internally and externally. Involved in leadership and decision-making processes, as applicable.||Through comprehensive work experience or completion of a related graduate or undergraduate university degree, combined with extensive work experience; a diploma or certificate, combined with extensive and demonstrated professional development, in-service training and extensive work experience, possibly combined with life experience.|
Behaviour indicators are examples of a person’s successful performance at each level of proficiency. These indicators are neither exhaustive nor mandatory, but provide guidance and illustration.
The language used to describe these indicators might not be wholly applicable to your organization and you might want to add other relevant indicators. It is important to review the sample behaviour indicators and modify them accordingly before applying them to positions in your organization.
Example of Behaviour Indicators for Adaptability and Flexibility
|Foundational (Level 1)||Developing (Level 2)||Proficient (Level 3)||Advanced (Level 4)|
|Readily shows flexibility and expresses willingness to do things differently, accepting change as normal.||Remains effective and retains perspective under changing or unclear conditions.||Provides advice and guidance to others to assist them in adapting to difficult or changing situations.||Provides support systems (e.g., retraining programs) to deal with the unanticipated and challenging results of change activities.|
Why We Need
Why We Need Competencies
Using competencies is an evidence-based way to bring consistency to similar roles across a wide range of practices, contexts and settings in the substance use field.
The backgrounds of people working in the substance use field vary widely, from academically trained direct service providers, such as addictions counsellors, social workers and nurses, to other roles, such as volunteers or Elders. Care settings also vary widely and can include accredited hospitals and residential treatment centres, community settings for support groups, withdrawal management centres, private care centres and supervised consumption sites.
A competency-based approach to workforce development in the substance use field enhances professionalism and consistency of practice by:
- Identifying knowledge and skill sets for the substance use workforce and allied professionals;
- Supporting employers in hiring, retaining and developing staff;
- Assisting educators and trainers in developing content for learning;
- Facilitating role definition and collaboration in multi-disciplinary teams; and
- Providing Canadians with a more consistent quality of service from the substance use workforce.
Who Should Use
Who Should Use the Competencies
The Technical and Behavioural Competencies for Canada’s Substance Use Workforce are useful for people working in a range of roles in the field of substance use.
Roles for which Competencies Are Useful
Direct Service Professionals
- Outreach service providers in harm reduction and drug use prevention programs
- Clinicians and supervisors in treatment programs
- Nursing staff in substance use programs and services
- Health promotion staff
Medical and Allied Professionals
- Primary healthcare providers
- Doctors and physicians
- Specialist practitioners (physicians or nurses trained in mental health and substance use)
- Nurses and nurse practitioners
- Family practice nurses
- Occupational therapists
- Public health nurses
- Social workers
- Mental health service providers
- Housing service providers
- School guidance counsellors
- Emergency service providers
Administrators or Leadership Staff
- Office staff
- Program coordinators
- Managers and senior managers
- Executive directors
- Human resources staff
- Learning and development staff
- Policy analysts
- Policy advisors
How the Competencies
How the Competencies Are Used
The Technical and Behavioural Competencies for Canada’s Substance Use Workforce are intended to be used as a guide and are not prescriptive. They may be tailored to different job descriptions, work settings and organizational cultures.
The Competencies can be used for a variety of purposes, including:
- Developing and refining job profiles;
- Interviewing and assessing suitability of candidates for positions;
- Developing competency-based education and training curricula;
- Evaluating job performance;
- Identifying and self-assessing professional development needs; and
- Clarifying succession planning requirements.
The Competencies are intended to be used by certification and regulatory bodies in conjunction with complementary standards and federal, provincial and territorial requirements. They are not meant to replace clinical regulations or best practice guidelines.
This glossary provides definitions of key terms used in the Technical and Behavioural Competencies for Canada’s Substance Use Workforce. The definitions reflect the environment and context in which professionals working with people who use substances deliver services.
ACEs (Adverse Childhood Experiences)
Assessment (see also Screening)
Concurrent Substance Use and Mental Health Conditions
- Harmful use of alcohol and an anxiety disorder
- Cannabis dependence and schizophrenia
- Heroin dependence and borderline personality disorder