2024 Edition

Coaching, Support, and Education Services Definition

Purpose

Individuals and families who participate in Coaching, Support, and Education Services identify and build on strengths, develop skills, gain experiential knowledge, access appropriate community and social supports and resources, and improve functioning in daily activities at home, at work, and in the community.

Definition

Coaching, Support, and Education Services are non-clinical, community-based programs and activities designed to support families and individuals of all ages. Services emphasize personal growth, development, wellness, and situational change and can be provided to individuals or groups. Services must include at least one of the following supportive programs or activities:  


Support Services for Individuals and Families  such as  non-clinical supportive counseling, coaching, support, or guidance (see PA-CSE 4);


Education and Support Groups such as classes, support groups, workshops, health and wellness groups, and educational sessions (see PA-CSE 5);


Information and Referral Services  to connect individuals and families to appropriate community resources (see PA-CSE 6); and


Peer Support Services  delivered by individuals with lived experience such as one-on-one coaching, peer recovery groups, family and youth support programs, and community building activities (see PA-CSE 7).

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VIEW THE STANDARDS

Note: Coaching, Support, and Education services can be offered in a variety of settings within the community, including schools, and may utilize electronic interventions to deliver services through technologies such as videoconferencing, online chat platforms, texting, and mobile applications. 


Note: Agencies providing Support Services for Individuals and Families only will complete PA-CSE 1, PA-CSE 2, PA-CSE 3, and PA-CSE 4.


Agencies providing Education and Support Groups only will complete PA-CSE 1, PA-CSE 2, PA-CSE 3, and PA-CSE 5.


Agencies providing Information and Referral Services only will complete PA-CSE 1, PA-CSE 2, PA-CSE 3, and PA-CSE 6.


When Coaching, Support, and Education services are delivered by peers, agencies will complete PA-CSE 1, PA-CSE 2, PA-CSE 3, and PA-CSE 7 as well as PA-CSE 4. PA-CSE 5, and/or PA-CSE 6 depending on the population served (i.e. individuals, families, and/or groups) and the types of peer support provided.


Note: PA-CSE is assigned to programs in which services are provided by non-clinical personnel or individuals with lived experience, and while there is a screening and intake process, assessments and service plans are not required. 


Examples of services that are reviewed under PA-CSE include, but are not limited to:

  1. life skills education programs;
  2. family life education programs; 
  3. mental health and/or drug and alcohol education; 
  4. health promotion and wellness activities;
  5. recovery management;
  6. family and/or intimate partner violence interventions; 
  7. recovery coaching; and
  8. anger management programs. 

Supportive, non-clinical counseling programs reviewed under PA-CSE 4 are distinct from clinical counseling programs reviewed under Mental Health and/or Substance Use Services (PA-MHSU), which focus on treatment for diagnosable conditions. In clinical counseling programs, therapeutic evidence-based interventions are provided by appropriately trained and licensed/credentialed personnel.


Coaching, Support, and Education (PA-CSE) is also distinct from services reviewed under Child and Family Development and Support Services (PA-CFD), which focus on child and family development, family functioning, and parent education. Due to the nature of the services provided under PA-CFD, assessments and service plans are required. 


Note: Please see PA-CSE Reference List for the research that informed the development of these standards.


Note: For information about changes made in the 2020 Edition, please see the CSE Crosswalk.

2024 Edition

Coaching, Support, and Education Services (PA-CSE) 1: Person-Centered Logic Model

The agency implements a program logic model that describes how resources and program activities will support the achievement of positive outcomes.

Note: Please see the Logic Model Template for additional guidance on this standard.  

1
Full Implementation, Outstanding Performance
A rating of (1) indicates that the agency's practices fully meet the standard and reflect a high level of capacity.  
  • All elements or requirements outlined in the standard are evident in practice, with rare or no exceptions: exceptions do not impact service quality or agency performance. 
2
Substantial Implementation, Good Performance
A rating of (2) indicates that an agency's infrastructure and practices are basically sound but there is room for improvement.
  • The majority of the standards requirements have been met and the basic framework required by the standard has been implemented. 
  • Minor inconsistencies and not yet fully developed practices are noted; however, these do not significantly impact service quality or agency performance.
3

Partial Implementation, Concerning Performance
A rating of (3) indicates that the agency's observed infrastructure and/or practices require significant improvement.  

  • The agency has not implemented the basic framework of the standard but instead has in place only part of this framework.  
  • Omissions or exceptions to the practices outlined in the standard occur regularly, or practices are implemented in a cursory or haphazard manner.  
  • Service quality or agency functioning may be compromised.  
  • Capacity is at a basic level.
4
Unsatisfactory Implementation or Performance
A rating of (4) indicates that implementation of the standard is minimal or there is no evidence of implementation at all.  
  • The agency’s observed service delivery infrastructure and practices are weak or non-existent; or show signs of neglect, stagnation, or deterioration.
 

PA-CSE 1.01

A program logic model, or equivalent framework, identifies:
  1. needs the program will address;
  2. available human, financial, agency, and community resources (i.e. inputs);
  3. program activities intended to bring about desired results;
  4. program outputs (i.e. the size and scope of services delivered);
  5. desired outcomes; (i.e. the changes you expect to see in individuals and families); and
  6. expected long-term impact on the agency, community, and/or system.

Examples: Please see the W.K. Kellogg Foundation Logic Model Development Guide and COA's PQI Tool Kit for more information on developing and using program logic models.  
 
Examples: Information that may be used to inform the development of the program logic model includes, but is not limited to:
  1. community needs assessments and periodic reassessments; and
  2. the best available evidence of service effectiveness. 
 

PA-CSE 1.02

The logic model identifies individual or family outcomes in at least two of the following areas:
  1. change in functional status;
  2. health, welfare, and safety;
  3. permanency of life situation;
  4. quality of life;
  5. achievement of individual service or recovery goals; and
  6. other outcomesas appropriate to the program or service population.
NA The agency provides information and referral services only.

Example: Outcomes data can be disaggregated by race or ethnicity to identify and monitor disparities in service provision or effectiveness.
2024 Edition

Coaching, Support, and Education Services (PA-CSE) 2: Personnel

Program personnel have the competency and support needed to provide services and meet the needs of individuals and families.
Interpretation: Competency can be demonstrated through education, training, or experience including, lived experience when applicable. Support can be provided through supervision or other learning activities to improve understanding or skill development in specific areas.

1
Full Implementation, Outstanding Performance
A rating of (1) indicates that the agency's practices fully meet the standard and reflect a high level of capacity.  
  • All elements or requirements outlined in the standard are evident in practice, with rare or no exceptions: exceptions do not impact service quality or agency performance. 
2
Substantial Implementation, Good Performance
A rating of (2) indicates that an agency's infrastructure and practices are basically sound but there is room for improvement.
  • The majority of the standards requirements have been met and the basic framework required by the standard has been implemented. 
  • Minor inconsistencies and not yet fully developed practices are noted; however, these do not significantly impact service quality or agency performance.
3

Partial Implementation, Concerning Performance
A rating of (3) indicates that the agency's observed infrastructure and/or practices require significant improvement.  

  • The agency has not implemented the basic framework of the standard but instead has in place only part of this framework.  
  • Omissions or exceptions to the practices outlined in the standard occur regularly, or practices are implemented in a cursory or haphazard manner.  
  • Service quality or agency functioning may be compromised.  
  • Capacity is at a basic level.
4
Unsatisfactory Implementation or Performance
A rating of (4) indicates that implementation of the standard is minimal or there is no evidence of implementation at all.  
  • The agency’s observed service delivery infrastructure and practices are weak or non-existent; or show signs of neglect, stagnation, or deterioration.
 

PA-CSE 2.01

Direct service personnel are qualified by:

  1. an associate’s degree in a human services field appropriate to the services being provided; or
  2. appropriate training and experience.

Note: Training and lived experience satisfies the requirements of this standard for peer support staff. See PA-CSE 2.06 and PA-CSE 2.07 for more information on competency and support expectations for peer support staff.
 

PA-CSE 2.02

Supervisors are qualified by:
  1. at least two years of experience providing coaching, support, and/or education services;
  2. a bachelor’s degree in a human services field; and
  3. training in staff supervision.
Interpretation: Appropriate experience and specialized training can compensate for a lack of a bachelor’s degree depending on the program design. For example, in peer support programs, number of years' experience providing peer support services, in addition to formal trainings and/or certifications, is more critical than level of academic degree.

Interpretation: For individuals supervising peer support staff, training should include recognizing and responding to signs of trauma among peer support workers.
 

PA-CSE 2.03

Personnel are trained on, or demonstrate competency in: 
  1. procedures for making appropriate referrals or providing information;
  2. recognizing and responding to signs and symptoms of trauma; and
  3. recognizing and responding to signs of suicide risk.
 

PA-CSE 2.04

Personnel leading education and support groups are trained on, or demonstrate competency in:
  1. engaging and motivating group members;
  2. understanding and managing group dynamics in order to maintain comfort and safety for participants;
  3. leading discussions; and
  4. facilitating group activities.
NA The agency does not provide education or support groups.
 

PA-CSE 2.05

Direct service personnel are trained on, or demonstrate competency in:
  1. child development, and individual and family functioning;
  2. evidence-based practices and relevant emerging bodies of knowledge as appropriate to the program design and service population; 
  3. ecological or person-in-environment perspectives; and
  4. working with difficult to reach, traumatized, or disengaged individuals and families.
NA The agency provides information and referral services only.
 

PA-CSE 2.06

Personnel who provide peer support:
  1. obtain certification, as defined by their state;
  2. are willing to share their personal recovery stories;
  3. have a job description and clearly understand the role of a peer support worker; and
  4. have adequate support and appropriate supervision, including mentoring and/or coaching from more experienced peers when indicated..
NA The agency does not provide peer support services.

Examples: Peer support staff can have many different job titles that can include, but are not limted to, certified peer specialist, peer support specialist, recovery support specialist, peer navigator, or recovery coach.
 

PA-CSE 2.07

Personnel who provide peer support receive pre- and in-service training on:
  1. how to recognize the need for more intensive services;
  2. established ethical guidelines, including setting appropriate boundaries and protecting confidentiality and privacy;
  3. wellness support methods, trauma-informed care practices, and recovery resources; 
  4. managing personal triggers that may occur during the course of their role as a peer support provider; and
  5. skills, concepts, and philosophies related to recovery and peer support.
NA The agency does not provide peer support services.
 

PA-CSE 2.08

Employee workloads support the achievement of individual or family outcomes and are regularly reviewed.

Examples: Factors that may be considered when determining employee workloads include, but are not limited to:
  1. the qualifications, competencies, and experience of the worker, including level of supervision needed;
  2. the work and time required to accomplish assigned tasks and job responsibilities; and
  3. service volume, accounting for assessed level of needs of persons served.
2024 Edition

Coaching, Support, and Education Services (PA-CSE) 3: Intake

The agency's intake practices ensure that individuals and families receive prompt and responsive access to appropriate services.

1
Full Implementation, Outstanding Performance
A rating of (1) indicates that the agency's practices fully meet the standard and reflect a high level of capacity.  
  • All elements or requirements outlined in the standard are evident in practice, with rare or no exceptions: exceptions do not impact service quality or agency performance. 
2
Substantial Implementation, Good Performance
A rating of (2) indicates that an agency's infrastructure and practices are basically sound but there is room for improvement.
  • The majority of the standards requirements have been met and the basic framework required by the standard has been implemented. 
  • Minor inconsistencies and not yet fully developed practices are noted; however, these do not significantly impact service quality or agency performance.
3

Partial Implementation, Concerning Performance
A rating of (3) indicates that the agency's observed infrastructure and/or practices require significant improvement.  

  • The agency has not implemented the basic framework of the standard but instead has in place only part of this framework.  
  • Omissions or exceptions to the practices outlined in the standard occur regularly, or practices are implemented in a cursory or haphazard manner.  
  • Service quality or agency functioning may be compromised.  
  • Capacity is at a basic level.
4
Unsatisfactory Implementation or Performance
A rating of (4) indicates that implementation of the standard is minimal or there is no evidence of implementation at all.  
  • The agency’s observed service delivery infrastructure and practices are weak or non-existent; or show signs of neglect, stagnation, or deterioration.
 

PA-CSE 3.01

Individuals and families are screened and informed about:
  1. how well their request matches the agency's services; and
  2. what services will be available, and when.
NA Another agency is responsible for screening, as defined in a contract.
 
Fundamental Practice

PA-CSE 3.02

Prompt, responsive intake practices:
  1. gather information necessary to identify critical service needs and/or determine when a more intensive service is necessary;
  2. give priority to urgent needs and emergency situations;
  3. support timely initiation of services; and
  4. provide for placement on a waiting list or referral to appropriate resources when individuals cannot be served or cannot be served promptly.
 
Fundamental Practice

PA-CSE 3.03

The agency has procedures in place to identify and respond to individuals and families at risk of suicide, self-injury, neglect, exploitation, and violence towards others.
Interpretation: If the program model does not necessitate individual risk screenings, agencies should, at a minimum, implement a program-wide screening to evaluate the potential risk of harm by or to persons served or others. Programs serving children, vulnerable adults, or individuals with a history of danger to self or others should conduct individual risk screenings. 

Examples: Agencies can respond to identified risk by connecting individuals and families to more intensive services; facilitating the development of a safety and/or crisis plan; and/or contacting emergency responders, 24-hour mobile crisis teams, emergency crisis intervention services, crisis stabilization, or 24-hour crisis hotlines, as appropriate. 
 

PA-CSE 3.04

Case records, logs, or progress notes are maintained to document individual or group progress, as appropriate to the intervention.
Interpretation: A more formalized system of documentation may be necessary, depending on the service. For example, if the agency is establishing and tracking service goals, a service plan should be developed to monitor progress. Information that informs service delivery (e.g., screenings/assessments and service plans) should be maintained in the individual’s case record.

Interpretation: For individuals in recovery, any assessment or recovery planning process that is in place should be driven by the individual and recovery plans should address their barriers to recovery, unmet service needs, and the accumulation of strengths and resources.
NA The agency provides services to community members or groups on a one-time or occasional basis.

NA The agency provides information and referral services only.

Examples: Unmet service needs can slow the growth of positive recovery capital for individuals in recovery. Examples of common service needs for individuals in recovery include:
  1. mental health;
  2. substance use;
  3. legal, including criminal record expungement services;
  4. crisis intervention;
  5. primary care and dentistry;
  6. education and vocational skill development; and
  7. housing.
2024 Edition

Coaching, Support, and Education Services (PA-CSE) 4: Support Services for Individuals and Families

The agency provides individuals and families with supportive services that:
  1. recognize individual and family values and goals;
  2. accommodate differences in lifestyles; and
  3. emphasize personal growth, development, and situational change.
NA The agency does not provide support services for individuals and families.

Examples: Support services may be designed and delivered by peers, examples of which include peer mentoring/coaching, recovery management, and parent and family support services. When peers are delivering services, PA-CSE 7 must also be implemented.

1
Full Implementation, Outstanding Performance
A rating of (1) indicates that the agency's practices fully meet the standard and reflect a high level of capacity.  
  • All elements or requirements outlined in the standard are evident in practice, with rare or no exceptions: exceptions do not impact service quality or agency performance. 
2
Substantial Implementation, Good Performance
A rating of (2) indicates that an agency's infrastructure and practices are basically sound but there is room for improvement.
  • The majority of the standards requirements have been met and the basic framework required by the standard has been implemented. 
  • Minor inconsistencies and not yet fully developed practices are noted; however, these do not significantly impact service quality or agency performance.
3

Partial Implementation, Concerning Performance
A rating of (3) indicates that the agency's observed infrastructure and/or practices require significant improvement.  

  • The agency has not implemented the basic framework of the standard but instead has in place only part of this framework.  
  • Omissions or exceptions to the practices outlined in the standard occur regularly, or practices are implemented in a cursory or haphazard manner.  
  • Service quality or agency functioning may be compromised.  
  • Capacity is at a basic level.
4
Unsatisfactory Implementation or Performance
A rating of (4) indicates that implementation of the standard is minimal or there is no evidence of implementation at all.  
  • The agency’s observed service delivery infrastructure and practices are weak or non-existent; or show signs of neglect, stagnation, or deterioration.
 

PA-CSE 4.01

Services have an educational, supportive, or preventive focus to help individuals and families:
  1. recover from crisis;
  2. cope with life transitions;
  3. set and/or work towards identified goals;
  4. develop life skills and problem-solving techniques;
  5. develop social support networks and build healthy, meaningful relationships with people of their choosing;
  6. identify supportive resources;
  7. better understand the patterns of community and family living;
  8. anticipate and manage stresses of daily living;
  9. improve role competency and family and social functioning; or
  10. prevent relapse of symptoms, enhance health, and promote whole-person wellness.

Examples: Life skill development activities will be tailored to meet the needs of persons served but can include the development of life skills necessary to:
  1. obtain safe and stable housing;
  2. pursue educational, occupational, and volunteer opportunities;
  3. manage finances;
  4. access community resources;
  5. access public assistance;
  6. reduce risk-taking behaviors, including practice with decision making and anger management; and
  7. participate in recreational activities and/or hobbies.
Examples: Social support networks can include mentors, community members, classmates, peers, mutual aid sponsors, siblings, and extended family members. For individuals in recovery from substance use disorder, the focus may be on building networks of sober individuals and identifying social activities that do not involve drugs and alcohol.

 
 

PA-CSE 4.02

Personnel support individuals and families as they:
  1. explore and clarify the reason for accessing services;
  2. voice service goals;
  3. identify successful coping or problem solving strategies based on identified strengths, formal and informal supports, and preferred solutions;
  4. establish and evaluate progress towards achieving identified goals; and
  5. realize ways of maintaining and generalizing gains.

Examples: The agency can encourage active participation of individuals and families by demonstrating:
  1. sensitivity to the needs and personal goals of the individual or family;
  2. a receptive manner;
  3. respect for the person's autonomy, confidentiality, socio-cultural values, lifestyle choices, and complex family interactions;
  4. flexibility; and
  5. appropriate boundaries.
 
Fundamental Practice

PA-CSE 4.03

When the individual is a victim of abuse, neglect, violence, or other known trauma, or at risk for suicide, the agency provides:
  1. trauma-informed care;
  2. education about the impact of trauma;
  3. an appropriate safety plan;
  4. resources to report domestic violence, sexual assault, abuse, or neglect if the individual elects to do so;
  5. information on service options so the individual can actively participate in developing service goals and objectives;
  6. more frequent monitoring of progress toward service or recovery goals; and/or
  7. access to more intensive services.

Example: Agency self-assessment is one way to evaluate the extent to which an agency's policies and practices are trauma-informed, as well as identify strengths and barriers in regards to trauma-informed service delivery. For example, agencies can evaluate staff training and professional development opportunities and review supervision ratios to assess whether personnel are trained and supported on trauma-informed care practices. Agencies can also conduct an internal review of their service delivery processes to ensure that services are being delivered in a trauma-informed manner.
 

PA-CSE 4.04

Individuals, and their families when possible and appropriate, are actively connected with self-help/mutual aid groups when desired and appropriate to their request or need for service.
 
Interpretation: Connections to outside self-help/mutual aid groups should not be limited to providing the time and location for a meeting. Agencies can support the individual’s acclimation to a new group by, for example, discussing meeting protocols and what to expect prior to attending, accompanying them to their first meeting, and encouraging them to make connections with peers while at the meeting.
2024 Edition

Coaching, Support, and Education Services (PA-CSE) 5: Education and Support Group Services

Education and support groups provide educational, supportive, and preventive services in a group setting to improve emotional well-being, and promote self-sufficiency, personal growth, development, resilience, and wellness.
NA The agency does not provide education or support groups.

Examples: Education and support group services may be designed and delivered by peers, such as peer recovery groups. When peers are delivering services, PA-CSE 7 must also be implemented. 

1
Full Implementation, Outstanding Performance
A rating of (1) indicates that the agency's practices fully meet the standard and reflect a high level of capacity.  
  • All elements or requirements outlined in the standard are evident in practice, with rare or no exceptions: exceptions do not impact service quality or agency performance. 
2
Substantial Implementation, Good Performance
A rating of (2) indicates that an agency's infrastructure and practices are basically sound but there is room for improvement.
  • The majority of the standards requirements have been met and the basic framework required by the standard has been implemented. 
  • Minor inconsistencies and not yet fully developed practices are noted; however, these do not significantly impact service quality or agency performance.
3

Partial Implementation, Concerning Performance
A rating of (3) indicates that the agency's observed infrastructure and/or practices require significant improvement.  

  • The agency has not implemented the basic framework of the standard but instead has in place only part of this framework.  
  • Omissions or exceptions to the practices outlined in the standard occur regularly, or practices are implemented in a cursory or haphazard manner.  
  • Service quality or agency functioning may be compromised.  
  • Capacity is at a basic level.
4
Unsatisfactory Implementation or Performance
A rating of (4) indicates that implementation of the standard is minimal or there is no evidence of implementation at all.  
  • The agency’s observed service delivery infrastructure and practices are weak or non-existent; or show signs of neglect, stagnation, or deterioration.
 

PA-CSE 5.01

Services have an educational, supportive, or preventive focus to help individuals and families:
  1. recover from crisis;
  2. cope with life transitions;
  3. set and/or work towards identified goals;
  4. develop life skills and problem-solving techniques;
  5. develop social support networks and build healthy, meaningful relationships with people of their choosing;
  6. identify supportive resources;
  7. better understand the patterns of community and family living;
  8. anticipate and manage stresses of daily living; 
  9. improve role competency and family and social functioning; or
  10. prevent relapse of symptoms, enhance health, and promote whole-person wellness.

Examples: Education and support groups might focus on relapse prevention, job skills training, family relations, suicide loss and grief, and other topics related to personal recovery goals.

Examples: Life skill development activities will be tailored to meet the needs of persons served but can include the development of life skills necessary to:
  1. obtain safe and stable housing;
  2. pursue educational, occupational, and volunteer opportunities;
  3. manage finances;
  4. access community resources;
  5. access public assistance;
  6. reduce risk-taking behaviors, including practice with decision making and anger management; and
  7. participate in recreational activities and/or hobbies.

Examples: Social support networks can include mentors, community members, classmates, peers, mutual aid sponsors, siblings, and extended family members. For individuals in recovery from substance use disorder, the focus may be on building networks of sober individuals and identifying social activities that do not involve drugs and alcohol. 
 

PA-CSE 5.02

Services provided in a group setting:
  1. emphasize group learning and facilitate sharing in a safe, supportive environment;
  2. are designed to respond flexibly to the changing needs of group members; and
  3. are scheduled with participants’ time commitments in mind.
 

PA-CSE 5.03

Program activities promote the personal growth and independence of individuals and families through opportunities to:
  1. share experiences with the group;
  2. strengthen abilities to relate to those who are different from themselves;
  3. develop satisfying relationships with other group participants;
  4. assume responsibilities and develop leadership capacities; and
  5. participate in activities of interest.
2024 Edition

Coaching, Support, and Education Services (PA-CSE) 6: Information and Referral Services

The agency provides information about available community resources and makes referrals or connections as appropriate to the individual’s or family’s identified needs.
NA The agency does not provide information or referral services.

Examples: When peers are delivering information and referral services, PA-CSE 7 must also be implemented. 

1
Full Implementation, Outstanding Performance
A rating of (1) indicates that the agency's practices fully meet the standard and reflect a high level of capacity.  
  • All elements or requirements outlined in the standard are evident in practice, with rare or no exceptions: exceptions do not impact service quality or agency performance. 
2
Substantial Implementation, Good Performance
A rating of (2) indicates that an agency's infrastructure and practices are basically sound but there is room for improvement.
  • The majority of the standards requirements have been met and the basic framework required by the standard has been implemented. 
  • Minor inconsistencies and not yet fully developed practices are noted; however, these do not significantly impact service quality or agency performance.
3

Partial Implementation, Concerning Performance
A rating of (3) indicates that the agency's observed infrastructure and/or practices require significant improvement.  

  • The agency has not implemented the basic framework of the standard but instead has in place only part of this framework.  
  • Omissions or exceptions to the practices outlined in the standard occur regularly, or practices are implemented in a cursory or haphazard manner.  
  • Service quality or agency functioning may be compromised.  
  • Capacity is at a basic level.
4
Unsatisfactory Implementation or Performance
A rating of (4) indicates that implementation of the standard is minimal or there is no evidence of implementation at all.  
  • The agency’s observed service delivery infrastructure and practices are weak or non-existent; or show signs of neglect, stagnation, or deterioration.
 

PA-CSE 6.01

Individuals and families are promptly referred or connected to appropriate, culturally and linguistically responsive resources.
 

PA-CSE 6.02

The agency maintains, or has access to, an up-to-date list of reliable community resources that includes:
  1. name, location, and telephone number;
  2. contact person;
  3. services offered;
  4. languages offered;
  5. fee structure; and
  6. eligibility requirements.
 
Fundamental Practice

PA-CSE 6.03

Written procedures address the provision of information and referral services in crisis situations including:
  1. providing intervention and stabilization;
  2. connecting the individual to more intensive services; and/or
  3. contacting emergency responders as appropriate.

Examples: Crisis situations can include those involving victims of violence, individuals at risk for suicide, medical crises, child endangerment, and other emergency situations. Examples of what may be outlined in crisis response procedures can include, but are not limited to: 
  1. protective measures or special precautions related to inquiries from individuals involved in cases of domestic violence or other endangerment situations; 
  2. how to address individuals who wish to remain anonymous yet require direct intervention and stabilization services; 
  3. protocols on how to connect individuals and families to appropriate formal crisis intervention services or emergency responders; and
  4. guidance on mandatory reporting and the disclosure of suspected abuse or other criminal behavior. 
2024 Edition

Coaching, Support, and Education Services (PA-CSE) 7: Peer Support Services

The agency creates a safe, welcoming environment where individuals with lived experience can provide one another with emotional, informational, and practical support that is strengths-focused and person-driven.
NA The agency does not provide peer support services.

1
Full Implementation, Outstanding Performance
A rating of (1) indicates that the agency's practices fully meet the standard and reflect a high level of capacity.  
  • All elements or requirements outlined in the standard are evident in practice, with rare or no exceptions: exceptions do not impact service quality or agency performance. 
2
Substantial Implementation, Good Performance
A rating of (2) indicates that an agency's infrastructure and practices are basically sound but there is room for improvement.
  • The majority of the standards requirements have been met and the basic framework required by the standard has been implemented. 
  • Minor inconsistencies and not yet fully developed practices are noted; however, these do not significantly impact service quality or agency performance.
3

Partial Implementation, Concerning Performance
A rating of (3) indicates that the agency's observed infrastructure and/or practices require significant improvement.  

  • The agency has not implemented the basic framework of the standard but instead has in place only part of this framework.  
  • Omissions or exceptions to the practices outlined in the standard occur regularly, or practices are implemented in a cursory or haphazard manner.  
  • Service quality or agency functioning may be compromised.  
  • Capacity is at a basic level.
4
Unsatisfactory Implementation or Performance
A rating of (4) indicates that implementation of the standard is minimal or there is no evidence of implementation at all.  
  • The agency’s observed service delivery infrastructure and practices are weak or non-existent; or show signs of neglect, stagnation, or deterioration.
 

PA-CSE 7.01

Peer support services encourage:
  1. resiliency;
  2. recovery; 
  3. personal growth; 
  4. experiential learning;
  5. wellness; 
  6. self-efficacy; and
  7. personal choice.
 

PA-CSE 7.02

Individuals and families are given the opportunity for meaningful voice and choice in program activities and decision making including:
  1. participating in the development and enforcement of program rules;
  2. contributing to program design and decision making; and
  3. sharing feedback including dissatisfaction with aspects of the program.
Interpretation: The agency should have mechanisms in place to receive and respond to feedback to ensure contributions are meaningful. Individuals and families should be informed of how the agency will use their feedback and be made aware of any changes that were made in response to their input.
 

PA-CSE 7.03

Individuals are provided with:
  1. opportunities to participate in and contribute to the recovery community, including giving and receiving peer support;
  2. opportunities to engage with and contribute to the local community; and
  3. opportunities to develop and enhance positive personal and interpersonal skills and behaviors.

Examples: In regard to element (b), ways that individuals can contribute to the local community can include school, work, volunteering, and recreation.
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