Emergency Preparedness - Download Now DOC

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					Child Care Staff Requirements and Competencies
Child Care Curriculum – WFD Foundations, Competencies, COMAR, and Other Curricula Aggregated January 11, 2006 SECTION 1 – COMAR REQUIRED STAFF TRAINING Emergency Preparedness  Foundation Knowledge: a. Safety and Risk Management Written and Active Safety Plan Document Accidents b. The ability to assess environmental risks and ensure client safety Exits Free of Obstructions First Aid Kits Power Driven Equipment Maintained Animals Only Consistent with Ordinances c. Fire Safety d. Household Safety (preventing break-ins, disruptive visitors, etc.) e. Disaster planning and procedures Copies of Evacuation Plans Emergency Drills Monthly and On-Shift Quarterly Evacuation of Disabled Persons f. Ensuring against the presence of dangerous objects Prohibit Firearms and Chemical Weapons g. Hazards- removing sharps, toxic materials, etc. Dangerous Materials Stored Safely  Child Care Competencies Demonstrates the ability to provide a safe and secure physical environment 1. Demonstrates an awareness of fire safety procedures including the ability to conduct fire drills and utilize fire safety equipment Emergency Drills Monthly and On-Shift Quarterly 2. Keeps informed on safety procedures in the vent of disasters such as tornado, floods, electrical wire down, fire, electricity off, gun in the house, etc. Attends training as required. 3. Understands how and when to conduct room searches and personal searches 4. Possesses an understanding of what to do in the event of break-ins, intruders or disruptive visitors 5. Demonstrates appropriate handling of toxic materials, sharp objects and other items which may present a safety risk to clients. Dangerous Materials Stored Safely

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Health and General Safety  Specific Requirements: COMAR 01.04.07  Foundation Knowledge: Knowledge of child/adolescent health a. Nutritional needs Training in food preparation, food service and nutrition if involved in preparing meals b. Knowledge of acceptable standards for physical and oral hygiene, hair care, etc. Train children in good habits of hygiene and grooming (.10F) c. Wellness, illness and treatment d. Universal precautions and infection control Training in infection control and MOSHA bloodborne pathogen standards Knowledge of drug and alcohol abuse which includes: a. Broad knowledge of symptoms substance use and abuse. b. Foundational knowledge of treatment and intervention options. c.  Child Care Competencies: Demonstrates the ability to conduct need assessments of children. Oversees the general health of children in care including reporting illnesses. Includes the need for certification in CPR, First Aid and in some instances, Lifeguard certification. 1. Understands basic childhood illness symptoms and provides appropriate care. Observe a written plan for the provision of health care Arrange for prompt treatment of acute illnesses Arrange for hospitalization for a child when deemed necessary by the medical care provider Have and follow written policies and procedures for the provision of health care services 2. Identifies medication side effects and reports to appropriate personnel. Notify physician in case of medication error or drug reaction 3. Applies First Aid procedures when needed. Training shall include CPR leading to certification; annual first aid training 4. Understands suicide, depression, sexual acting out behavior (predators or victims), emotional abuse, physical abuse and neglect and applies appropriate treatment interventions. Establish and follow standards for suicide prevention and intervention Training in suicide risk assessment and prevention 5. Understands symptoms of substance abuse and applies appropriate and effective interventions. 6. Can identify potential risks at child's home, school, and community outings and knows who to report them to. 7. Demonstrates awareness and knowledge of universal precautions and infection control procedures by consistently utilizing these procedures and role modeling for clients Have and follow a policy that requires staff to exercise standard precautions with respect to communicable diseases

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Comply with OSHA bloodborne pathogen standards and CDC guidelines for prevention of TB Training in infection control and MOSHA bloodborne pathogen standards 1. COMAR Requirements For Child Care Staff Not Addressed in Core Competencies: Observe written policies for management and administration of medications Store medications in a locked drawer, etc.; place controlled substances under a double lock. Discard outdated or discontinued medications in a manner that prohibits misuse Document all medications taken Coordinate with parents and pharmacy to provide for administration of medications on home visits Provide training regarding: therapeutic benefits and side effects of medications used by children; and medication administration Cardio Pulmonary Resuscitation  Specific Requirements: Red Cross or Other Approved Course  Foundation Knowledge: a. CPR b. Recognize when 911 calls should be activated c. Respond to emergencies safely d. Recognize, assess, and support the following common emergencies until help arrives 1) Allergic reaction 2) Asthma 3) Bleeding 4) Bee Sings 5) Cardiac arrest 6) Heart attack 7) Poisoning (all substances) 8) Seizure 9) Shortness of breath 10) Stroke  Child Care Competencies: a. Competency as demonstrated in CPR certification 1) Recognizes life threatening emergencies 2) Makes 911 calls 3) Provides rescue breathing 4) Performs compressions 5) Performs “Heimlich Maneuver” for choking 6) Performs CPR according to AHA ECC 2000 guidelines First Aid 1. Specific Requirements: Red Cross or Other Approved Course  Foundation Knowledge: a. Knowledge of child/adolescent health, wellness, illness, and treatment.

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b. Recognize when first aid response is needed c. Recognize when 911 calls should be activated d. Respond to first aid emergencies safely e. Recognize signs/symptoms of the following common emergencies until help arrives 1) Bite wounds 2) Bruises 3) Burns 4) Choking 5) Cuts and scrapes 6) Electrocution 7) Fractures 8) Head injury 9) Nosebleed 10) Puncture wounds 11) Poisoning 12) Substance abuse or other toxicity Child Care Competencies: a. Demonstrates the ability to conduct needs assessment of child injury and mental status. Includes the need for certification in first aid. Understands basic childhood injury signs and provides appropriate care b. Makes 911 emergency calls c. Locates first aid kit and other items needed for common emergencies d. Identifies materials in first aid kit used to respond to common emergencies e. Uses materials in first aid kit to respond to common emergencies f. Prepares client for recovery or transportation g. Surveys and requests replenishment of first aid kit materials

Child Abuse and Neglect Reporting  Foundation Knowledge: Knowledge and understanding of child/adolescent maltreatment which includes: a. Physical, sexual, emotional, and psychological abuse Understand definitions of child abuse and neglect b. Neglect and abandonment c. Substance abuse (impact on child and family) d. Reporting requirements Comply with written policy for reporting Do not prevent other s from reporting Child Care Competencies: Demonstrates a familiarity with regulatory requirements governing child care and supervision, child safety, abuse and neglect, reporting and facilities. e. Identifies and reports known and alleged incidents of abuse and neglect Comply with written policy for reporting f. Takes appropriate remedial action to ensure the safety of children Cooperate in CPS and other investigations

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Not for child care staff: 1. Discipline staff who refuse to report 2. Inform parents and placement agency of findings 3. Post telephone numbers for local police and social services CPS to facilitate reporting Suicide Risk Assessment and Prevention  Foundation Knowledge: none Knowledge and understanding of symptoms of depression and bi-polar disorder Knowledge of child’s circumstances and general level of progress in therapy Knowledge of the components of a viable threat for suicide Knowledge of background information regarding the child Knowledge of contracting for safety  Child Care Competencies: Ability to talk to children about issues of relevance to them Ability to contract for safety Empathetic listening Report to supervisory/professional staff observations regarding child’s mood and/or behavior Approved Forms of Discipline and Behavior Management  Specific Requirements: Defined in COMAR 01.04.07  Foundation Knowledge:  Historical perspective on restraint and seclusion  Understanding prohibited discipline practices a. Physical and verbal abuse b. Corporal punishment c. Ill-treatment d. Harsh and humiliating actions e. Withholding of food, sleep, mail, family visits f. Withholding program participation other than recreation or leisure g. Chemical restraint h. Mechanical restraint i. Seclusion j. Forced feeding k. Discipline by other clients  Understanding restricted practices a. Physical restraint (except to prevent harm to self or others) b. Isolation  Understanding required discipline practices a. Functional behavior assessment b. Behavior intervention plan c. Intervention risk assessment d. Positive environmental support e. Positive staff support Final Aggregate Competencies – Page 5


 

  a. b. c. d.

f. Positive behavior teaching g. Positive behavior programming h. Positive sanctuary i. Positive behavior de-escalation j. Personal self-protection k. Calling 911 assistance Understanding permitted discipline practices a. Voluntary time-out b. Involuntary time-out c. Escorts Understanding policies communicated to client, parent, staff, placement agencies a. Physical restraint (only to stop harm to self or others) b. Isolation (only for defined reasons, in unlocked areas, for less than one hour) Understanding behavior management and practical application skills in therapeutic intervention, mediation and conflict resolution, as applied to required and permitted discipline practices. a. Teaching and promoting pro-social "normative" behavior. b. Behavioral reinforcement and natural consequences c. Positive and negative reinforcement. d. Behavioral counseling, coaching, and conflict resolution e. Life space interviewing f. Roles and methods of other treatment professionals (therapist, psychiatrist, case management, etc.) g. Boundaries and value of integrated methodologies. Understanding specific developmental disabilities and how they contribute to functioning Child Care Competencies: Demonstrates the ability to develop and implement behavior management programs. Educates children on the behavior management program and enforces consequences of inappropriate behaviors. Implements physical management techniques. Assists in the development and implementation of treatment processes including parent education. 2. Keeps children challenged and engaged in activities. 3. Participates in activities and assists children to do the same. 4. Utilizes natural and logical consequences so that children learn from their mistakes. 5. Identifies cues that lead to out of control, aggressive, or provocative behavior. 6. Avoids battles of will and responds effectively in the event a child refuses to follow instructions, complete chores, etc. 7. Uses conflict resolution skills in working with clients. 8. Executes crisis intervention models including those taught in CPI or TCI course. 9. Appropriately uses physical management techniques including restraint

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10. Identifies situations that warrant notification of supervisor, social worker or on-call person. Knows how to respond to a lawyer asking for information or a parent who needs assistance with their child's behavior e. Demonstrates the ability to observe and effectively report children's demeanor, conduct, maturity of responses, and expectations. 1. Observes client behavior for signs of developing or decreasing symptoms. 2. Effectively reports content and effect of non-compliant behaviors, mood swings, self-injurious behaviors and consequences on other children. 3. Appropriately documents observations consistent with standards of best practice 4. Assist therapist in implementation of interventions as directed. Medication Management 2. Specific Requirements: Assure Course Complies with Requirements of MD State Nursing Association or Other Competent Entity (e.g., MD Board of Nursing). Based on requirements of 01.04.07 3. Foundation Knowledge: a. Understand medication needs, prescriptions, packaging, and use b. Understand therapeutic benefits, potential interactions, side effects, symptoms c. Prohibit medication research with clients d. Understand requirements for 1) Self or assisted administration 2) Storage 3) Monitoring 4) Reporting 4. Child Care Competencies (for Medications not Administered by Medical Staff) a. Prescription 1) Requesting medication reviews and reorders 2) Reviewing and recording receipt of prescribed medication b. Storage 1) Storing routine medication in locked containers 2) Storing refrigerated medication in locked containers 3) Storing controlled substances in double locked containers c. Administration 1) Giving client correct medications (self administration not authorized) 2) Observing client ingest administered medication d. Support or assistance 1) Observing client self administration (if authorized) of medications 2) Discarding outdated or discontinued medications e. Monitoring 1) Documenting all medications taken by client 2) Documenting all medication refusal or noncompliance 3) Documenting any adverse reactions to medications

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f. Reporting 1) Maintaining medication logs for nurse and physician review 2) Notifying nurse and physician in case of medication error or reaction Parenting Issues (Collaboration with Families)  Foundation Knowledge: a. Awareness of community and family values and norms Knowledge of CINA and CINS processes Knowledge of Citizens’ Review Board and issues reviewed by CRB Knowledge of child/family circumstances and reasons for entry into care and/or group placement Knowledge of information and requirements of court orders b. Knowledge of socio-economic factors which may place children/families at risk  Child Care Competencies: a. Know child’s family circumstances and provides appropriate supports helping children to feel physically and emotionally safe Psychosocial and Emotional Needs of Children  Specific Requirements: None  Foundation Knowledge: a. Understand child/adolescent psychopathology, which includes: 1) Definitions, types, and causes of psychopathology 2) DSM-IV and ICD-10 diagnosis 3) Major diagnoses, development, characteristics, and effective treatments (i) Conduct disorder (ii) Oppositional-defiant disorder (iii) Intermittent explosive disorder (iv) Depression (v) Dysthymic disorder (vi) Attention deficit (and hyperactivity) disorder (vii) Bi-polar disorder (viii) Psychotic disorders (ix) Anxiety disorders (x) Personality disorders 4) Related diagnoses and issues which include: (i) Alcohol related disorders (ii) Drug related disorders (iii) Gender identity (iv) Sexual acting out (v) Cognitive deficit (vi) Neurological damage b. Understand child/adolescent family systems and dynamics, which includes:

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1) Family violence 2) Suicide ideation, gestures, and attempts 3) Emotional and intellectual impacts of loss, separation and placement. c. Understand ecological systems theories and principles which include: 1) Adjusting services and treatments for the effects of age, culture, background, experience and developmental status. 2) Designing, implementing and individualizing plans to reflect these differences Child Care Competencies: a. Observe client behavior for signs of developing or decreasing symptoms. b. Report symptom and behavior change to therapist. c. Assist therapist in implementation of interventions as directed.

Special Needs of Population Served 5. Specific Requirements: None 6. Suggestions: This Should Address Issues Specific to the Needs of the Actual Population Served in the Residential Program. 7. Foundation Knowledge: Knowledge of the child welfare system which includes: 1. Foundational knowledge of children's entitlement to services. 2. Foundational knowledge of laws related to child safety, custody, children in need of attention (CINA) and children in need of supervision (CINS). 3. An understanding of foster care, kinship care and adoptive services. Knowledge and skills working with developmentally disabled, deaf/blind, and other special needs children. 8. Child Care Competencies: None Child Development  Specific Requirements: None  Foundation Knowledge: a. Understand foundations of child/adolescent development, which includes: 1) Definitions of growth and developmental processes 2) Factors influencing growth and development o Genetic inheritance  Sex differences  Race and nationality  Intelligence  Health o Environment  Nutrition and wellness  Socioeconomic status  Parental relationships  Ordinal position in family b. Understand principles of child/adolescent growth, development and behavior, which includes: 1) Continuity and sequence of development

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2) Stages and rates of development (i) Differences in organ development (ii) Cephalocaudal development (iii) Proximadistal development (iv) Optimum and target times for development (v) Abolition of primitive reflexes (vi) Influences of modeling, practice, and reinforcement 3) Developmental tasks and theories of development (i) Freudian, Ericksonian, Piagetian  Infant to 1 year  Toddler to 3 year  Pre-school child (3-5 year)  School age child (5-13 year)  Adolescent (13-18 year)  Emotional growth 4) Emotional growth 5) Physical growth 6) Health and development 7) Age appropriate expectations and interventions around routines of daily living 8) Abnormal development or behaviors 9) Human sexuality Child Care Competencies: b. Observe client behavior for signs of development or regression of development c. Report developmental signs and changes to therapist. d. Assist therapist in implementation of interventions as directed.

Duties of the Direct Care Employee  Foundation Knowledge: Knowledge of group dynamics and team based systems which includes: a. Multidisciplinary systems b. Formation and function of child peer groups Knowledge of Situational Ethics: The ability to combine knowledge of principles that guide work with professional judgment.  Child Care Competencies: Demonstrates the ability to provide care, nurturance, supervision: knows what type and how much supervision is necessary and appropriate consistent with the client’s age, emotional development and psychological needs. Guide and Supervise the Children 1. Knows child’s family circumstances and provides appropriate supports helping children to feel physically and emotionally safe. 2. Helps children to personalize living areas making sure that each child’s unique preferences are known and responded to. 3. Helps children to set goals. Acknowledges and reinforces accomplishments.

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4. Facilitates and supports children’s involvement in individual and group treatment, leisure time activities, particularly when provided by staff in other disciplines or through other external treatment professionals (such as schools). Assist Children in Meeting Goals and Objectives of Service Plan Demonstrates the ability to effectively counsel and serve as a role model. Develops age and gender appropriate relationships; teaches social skills and comparative values. Manage the Children’s Behavior Promote Physical and Emotional Wellbeing of Children 1. Effectively uses verbal and nonverbal behavior to communicate and influence children through actions such as words, tone of voice, dress, and physical appearance. Develop Acceptable Habits and Attitudes 2. Maintains confidentiality of client information in accordance with agency protocols/procedures. 3. Maintains appropriate boundaries between staff and children (gift giving, borrowing and lending, touching and hugging, self-disclosure, and personal use of agency equipment). Develop Acceptable Habits and Attitudes 4. Understands and effectively applies the concept of life space interviewing and other effectively researched strategies. 5. Provides supportive counseling related to responsibilities of daily life, pro adult and peer relationships, goal attainment, and conflict resolution. Demonstrates the ability to provide direction to less senior staff and assist with their orientation, training and peer support. Interacts collaboratively and cooperatively with staff in all disciplines. Food and Nutrition  Specific Requirements: Defined in COMAR 01.04.07  Foundation Knowledge: (Certain of these overlap with Basic Life Needs elements) a. Understand basic elements of child/adolescent nutritional needs which includes: 1) Recommended daily allowances of defined food groups 2) Required daily routine of meals and snacks 3) Avoidance of Food allergies 4) Influences of client personal needs, tastes, interests, and religious requirements 5) Special, supplementary and modified diets as required by the service plan 6) Definition of annual menus (group and individualized, as required) by dietitian 7) Prohibitions against: (i) Forced feeding (ii) Withholding food as discipline b. Understand six basic principles of group home nutritional management 1) Planning (i) Plan meals using prepared menus developed one week in advance

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(ii) Develop general child interest alternatives (iii) Develop special holiday and activity meals (iv) Plan within defined nutrition budget Purchasing (i) Develop shopping lists conforming to plan (client training and input) (ii) Shop at local food outlets (with client training and assistance) (iii) Pay for purchased foods (with client training and assistance) (iv) Deliver foods to home storage (with client training and assistance) (v) Maintain one week’s (7 days) food supply in storage Preparation (i) Assure less than 14 hours between dinner and breakfast (ii) Offer 3 nutritionally balanced meals per day, plus healthful snacks (iii) Select food to match meal plan (with client training and assistance) (iv) Wash hands using to infection control guidelines before preparing food (v) Prepare food for client and staff meals (client training and assistance) (vi) Serve food for family-style meals for clients and staff (with client training and assistance) Safety (i) Assure dry and canned foods stored off the floor, away from poisons (ii) Assure refrigerated food stored at 40 +/- degree F. (iii) Assure frozen food stored at 20 +/- degree F. (iv) Assure all foods cooked to required temperature (v) Assure all foods suspected of contamination or spoilage are discarded (vi) Assure all leftover cooked foods are refrigerated, covered, and dated Cleanliness (i) Assure dishes, glassware, silverware and cooking utensils are  Washed in detergent at high water temperature and rinsed  Dried before being stored (ii) Assure kitchen, dining area furniture, surfaces, appliances sanitized (iii) Assure all waste is stored in covered indoor container and removed daily from house into covered outside garbage container (iv) Observe for signs of pest infestations and report to program supervisor Recordkeeping (i) Maintain menus on file for 3 years (ii) Define actual foods served on food production records (iii) Maintain food production records for 3 years

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Assuring foods suspected of contamination or spoilage are discarded Child Care Competencies: (Certain of these overlap with Basic Life Needs elements) 2. Treatment adherence 1) Observe and record client food intake for aberrations or abnormal changes. 2) Report dietary aberrations or abnormal changes to therapist. 3) Assist therapist in implementation of dietary interventions as directed. 3. Demonstrate routine competence in compliance with six nutritional principles 1) Food planning 2) Food purchasing 3) Food preparation 4) Food safety 5) Food cleanliness 6) Food records


Communication Skills  Specific Requirements: None  Foundation Knowledge: Interpersonal and People Skills: The ability to interact effectively with co-workers, colleagues, clients and their families. a. Customer Service Skills b. Negotiation skills Foundational computer knowledge sufficient to proficiently use a. Word processing b. Email and the Internet c. Data base systems Advanced communication and problem-solving skills a. Written, oral, listening, presentation, non-verbal skills b. Interviewing skills Observation, documentation and reporting skills. a. Follows established protocols for reporting and documenting b. Documentation and reporting is timely and thorough  Child Care Competencies: Demonstrates the ability to welcome and interact professionally with parents, volunteers, neighbors, and other involved parties. 1. Welcomes and effectively interacts with teachers, parents, volunteers and neighbors. Teaches children to do the same. 2. Gives directions to visitors who are unfamiliar with the program. 3. Encourages visitors to observe rules and community norms that apply to staff and children. Demonstrates proper etiquette in all aspects of social conduct such as answering the phone, dress and language. Demonstrates the ability to facilitate and guide group meetings, develop schedules, etc.

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4. May run a house or unit meeting, develop agenda and facilitate discussion. Includes an understanding of group dynamics and what a group can and can not do based on the emotional and developmental level of group members. SECTION 2 – OTHER STAFF TRAINING Treatment Services (THIS SECTION WAS COMPLETED ON 2/11/06)  Specific Requirements: COMAR 01.04.07  Foundation Knowledge: 1. Staff understand agency policies and procedures for treatment services and their compliance for staff: a. Participation in the Admissions Process b. Providing Counseling Services c. Serving as Liaison with Child’s Parents, School, Court, and Other Community Services d. Supporting the efforts of human service professionals in client treatment  Child Care Competencies: 1. Adherence to procedural standards for foundation knowledge above Physical Plant  Specific Requirements: Defined in COMAR 01.04.07  Foundation Knowledge: a. Understand methods used to structure and maintain the physical environment with respect to the client's developmental level and life needs (e.g. study, play, recreation, sleeping, and visitation) as also characterized by amenities which are culturally sensitive. b. Understand, respect, and facilitate the child's need for and rights to privacy. c. Understand methods used to create a safe living environment, conducive to treatment, including and environment that is: 1) Provided with working smoke detectors and all other fire safety equipment required by local regulations 2) Provided with approved, working sources of potable water and waste removal 3) Free from use of kerosene or open-coil heaters 4) Free from general or specific health and safety hazards 5) Free from rodents & insects 6) Free from trash, which is stored appropriately 7) Accessible to clients, staff, and visitors 8) Well maintained, including all structures and grounds 9) Regularly repaired, cleaned and painted 10) Provided with shatter resistant glass in all active areas 11) Afforded with well maintained electrical, plumbing, heating/AC infrastructure 12) Afforded sufficient interior illumination

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Afforded lighted exterior areas of egress Assured interior home temperature at least 68 degrees F. Assured tap water temperature of 100 degrees F. or lower Provided with tubs and showers having slip-proof surfaces Provided with windows that can be opened Provided with removable window screens in good repair Provided with window coverings in all personal use areas Provided with natural and artificial lighting for day and nighttime use Provided with room doors that can be opened from both sides Provided with functional and clean appliances and furniture Furnished with appropriate quantities of sleeping materials that are clean and disinfected 24) Furnished with kitchen equipment that is maintained in working order 25) Provided with dinnerware that is clean and safe 26) Provided with clean and temperature controlled food preparation areas 27) Afforded kitchen access that is controlled and supervised 28) Provided with an unlocked and accessible refrigerator and freezer 29) Furnished with personal hygiene materials for each client 30) Provided with sanitary drinking utensils 31) Accommodating of each child’s personal space and belongings 32) Smoke free 33) Able to meet special requirements for pools and spas (if available). d. Understands the needs and means to arrange space, equipment and furnishings to promote participation of clients and their pro-social behavior. Child Care Competencies: a. Environmental adherence 1) Observe and record deficiencies in standards defined above for a safe living environment. 2) Report deficiencies in environmental standards to home supervisor. 3) Assist home supervisor and other staff in the correction of deficiencies to the living environment. b. Demonstrates appropriate house cleaning methods including deciding on which implements, tools, and cleaning products use and what is considered clean c. Demonstrates appropriate cares for lawn, shrubs, flowers, houseplants, fish, pets, furniture, clothing, recreational equipment, tools, and other features of the home d. Demonstrates the ability to constructively involve children in the care of the living environment.

13) 14) 15) 16) 17) 18) 19) 20) 21) 22) 23)

Transportation  Specific Requirements: Defined in COMAR 01.04.07  Foundation Knowledge: (Driver’s license prerequisite) a. Program will provide needed transportation and vehicle insurance b. Driving skills

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1) Safe driving record available from state of residence 2) Defensive driving course (e.g., National Safety Council DDC-4), including (i) Rules, regulations, and responsibility (ii) Driving conditions (iii) Unsafe driving behaviors (iv) Aggressive driving and road rage c. Vehicle safety 1) Confirming vehicle logs and maintenance records or requests 2) Checking vehicle systems (i) Sufficient gas and oil (ii) Sufficient tire pressure and tire integrity (iii) Available spare tire, wrench, and jack (iv) Working windshield washers and wipers (v) Working and safe mirrors (vi) Working turn signals and parking, head, tail, backup, and stop lights (vii) Operating and safe seats and seatbelts (viii) Operating door handles (inside and outside) and window cranks (ix) Clean and unobstructed windshield and windows (x) Working heating and air conditioning (xi) Engine startup (xii) Brake systems (foot and hand) (xiii) Absence of inappropriate gasses, smells, and noises (xiv) Available first aid kit (xv) Interior and exterior cleanliness (xvi) Insurance and ownership information available d. Driver and passenger safety 1) Using working safety equipment (seat belt, air bags, anti-lock brakes, etc.) 2) Avoiding driver risks (i) Use of cell phones (ii) Eating or drinking in vehicle (iii) Substance use (iv) Fatigue (v) Etc. 3) Avoiding passenger risk (horseplay, loud music, changing seats, etc.) (i) Informed of potential special risks for/of passengers (ii) Passengers numbers within rated vehicle capacity (iii) Horseplay (iv) Loud music or other noise (v) Removing seatbelts (vi) Changing seats (vii) Etc. e. Ability to read maps and follow directions f. Ability to phone or otherwise locate on-road assistance g. Ability to respond to and report accidents Child Care Competencies a. Demonstrates the ability to provide transportation as needed

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b. Oversees the safety of the clients who are being transported c. Assures compliance with all vehicle, drive, and passenger safety requirements before, during, and at the end of trips d. Transportation adherence 1) Oversees safety of clients being transported (i) Ensures that all clients on manifest are aboard vehicle (ii) Ensures that all clients are seated and belted in place (iii) Effectively intervenes to resolve out-of-control behavior 2) Abides by traffic laws 3) Insures vehicle is clean of refuse upon return from trips/outings 4) Fills out vehicle inspection and mileage reports 5) Fills out vehicle maintenance requests e. Responds appropriately in the event of vehicle accident or theft f. Demonstrates the ability to provide transportation as needed g. Oversees the safety of the clients who are being transported h. Observes and records deficiencies in defined standards defined for safe vehicle transportation. i. Report deficiencies in safe transportation standards to home supervisor. j. Assist home supervisor and other staff in the correction of deficiencies to safe vehicle transportation. Community Integration (SECTION WAS NOT COMPLETED AS OF 2/9/06)  Specific Requirements: COMAR 01.04.07  Foundation Knowledge: 1. Staff understand agency policies and procedures for community integration and their compliance: a. Plan for Integrating Program into Community b. Client Access to Administrator about Program c. Client as Advisor to Board or Administrator 2. Staff understand needs for Community Engagement: a. Awareness of the community in which an agency or program is located b. Ability to interact with neighbors as an advocate of the program and children served by the program with sensitivity to the needs and interests of the community  Child Care Competencies: 1. Adherence to procedural standards for foundation knowledge above Communication with Family and Others (SECTION WAS COMPLETED 2/11/06)  Specific Requirements: COMAR 01.04.07  Foundation Knowledge: 1. Staff understand agency policies and procedures for communication with parent and others and their compliance: a. Program Plan Available to Parent b. Plan Follows Policy on Visits, Correspondence, Reports, Phone Contacts

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c. Encourage Family Participation in Program if Approved by Placement d. Maintain Reasonable Privacy for Visits and Phone Contacts, Flexible Visiting Hours e. Assure Reasonable Access to Client’s Attorney, Inform Client and Others on Communication Restrictions and Rationales Child Care Competencies: 1. Adherence to procedural standards for foundation knowledge above

Normal Daily Routines (SECTION WAS COMPLETED ON 2/11/06)  Specific Requirements: COMAR 01.04.07  Foundation Knowledge: 1. Staff understand agency policies and procedures for daily routines and their compliance: a. Written Plan of Normal Daily Procedures Available to Clients and Staff b. Children Permitted to Participate in Normal Routines Unless Inappropriate or Restricted  Child Care Competencies: 1. Adherence to procedural standards for foundation knowledge above Grievance Procedures (SECTION COMPLETED ON 2/11/06)  Specific Requirements: COMAR 01.04.07  Foundation Knowledge: 1. Staff understand agency grievance procedures and compliance: a. Must be clear, simple, and timely b. Must have client grievances Included in case record c. Must have client grievances communicated to licensing agency and parent d. Must have parents trained to file grievances e. Must name of Licensing Agency and CPS posted by phone 2. Child Care Competencies: 1. Adherence to procedural standards for foundation knowledge above Religious, Cultural, Racial, and Ethnic Heritage  Foundation Knowledge: Awareness of and sensitivity to cultural and religious differences. This awareness may not equate to acceptance; however, it is essential to one’s ability to interact effectively with children, their families and their community. a. Awareness of community and family values and norms Sensitive to Client’s Cultural, Racial, Ethnic Background b. Importance of holidays, celebrations and rituals c. Dress, hairstyles, body piercing, and language as an expression of culture Protect client’s free expression of religion d. Understanding of the need to facilitate a child’s continued participation in faith-based activities.

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Facilitate voluntary participation in activities and events related to client background  Child Care Competencies 1. Supports children’s engagement in and understanding of rituals and their importance such as how to decorate for holidays, presenting gifts, structuring birthday parties and celebrating religious holidays. 2. Exercises discretion in selecting activities ensuring they are ageappropriate and consistent with the social, emotional development and needs of the client (movies, TV shows, videos and music). Uses these media as opportunities to educate, instruct, and develop discussions with children.

Basic Life Needs  Foundation Knowledge: Foundational knowledge of life skills development a. Nutrition and meal preparation, planning and presentation Food Meets RDA, One Week Food Supply, Three Meals Per Day Plus Snacks, 14 hours between dinner and breakfast, offer approved supplementary or modified diets, prohibit forced feeding or withholding food as discipline, employees and clients eat same food; menus on file for 3 years, approved by dietitian annually, prepared week in advance, define actual foods served and substitutions, include snacks. b. Teaches and reinforces acceptable standards for personal care (bathing, oral hygiene, hair care, etc) Personal Hygiene Training for Client including personal care, hygiene, grooming; provide toothbrush, comb, clean towels, washcloths c. Money Management (budgets, purchases, receipts) Personal Client Funds Policy Adhered To, Client has access to funds, accounts accrue interest, funds accounted for separate from program funds, limits on funds brought into program, inventory of funds and clothing brought into program, earned or gift funds treated as client’s personal property, funds transferred to client on discharge, client funds not charged for care or treatment, damages can be charges to client funds, restitution plans filed in individual service plan d. Facility care (cleaning, lawn care) e. Laundry  Child Care Competencies Demonstrates the ability to provide and teach clients daily living skills including basic human care needs. 1. Assists and instructs clients on daily living skills including bathing/showering, oral hygiene, hair care and other related human care needs. Personal Hygiene Training for client including personal care, hygiene, grooming provide toothbrush, comb, clean towels, washcloths

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2. Teaches nutritional values, appropriate mealtime behaviors/etiquette, food purchasing, preparation, and food storage. 3. Provides guidance to children on how to dress in various situations, how to shop and buy clothes that are a positive reflection of the individual, how to care for clothing. Adequate supply of clothing and shoes, client clothing is personal property, client participates in selection and care of clothing, donated clothing only if in good condition, transfer clothing to client on discharge. 4. Identifies and helps teach clients to access community resources including schools, libraries, transportation, housing, etc. 5. Educates client on job search skills, how to apply for and maintain gainful employment. 6. Teaches and promotes pro-social behaviors. 7. Uses appropriate methods to launder clothing, bedding or other materials as needed. Helps to sort an distribute laundered items. Not included in curriculum already: Appropriate client personal belongings permitted, protect client personal belongings, transfer personal belongings to client on discharge; Sleep routines established and followed, at least 8 hours of un-interrupted sleep per night, staff accessible to client through night, awake staff in room if required by plan. Client Rights (SECTION WAS COMPLETED ON 2/11/06) Specific Requirements: COMAR 01.04.07  Foundation Knowledge: 1. Staff understand client must: a. Be treated With dignity and respect b. Be treated with warmth and caring c. Receive positive recognition d. Be spoken to and treated in age-appropriate manner e. Be protected from physical and mental abuse 2. Staff comply with requirements for: a. Access to Care b. Active Participation in Treatment c. Advocacy Service d. Client Work e. Communication f. Confidentiality g. Medical Care and Medication h. Privacy and Property i. Special Treatment

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j. Spiritual Practices k. Visitors l. Cultural Diversity m. Ethical Standard n. Managing Staff Requests o. Networks p. Research q. Utilization Review Child Care Competencies: 1. Adherence to procedural standards for foundation knowledge above

Client Services  Foundation Knowledge: a. Knowledge of recreational activities that promote physical, social, and emotional development including sports, play, are and crafts, dance and drama Foundation knowledge in Education Education Placement collaborated with referring agency, work cooperatively with local schools, provide schools with timely information, ensure client attends school, participate in education activities a. Learning abilities/styles b. Impact of emotional behavioral problems on normal learning. c. Knowledge of appropriate teaching strategies to assist children with learning disabilities. d. Tutoring skills Childcare Competencies: Demonstrates the ability to provide educational assistance to children. 1. Helps children to develop effective study skills. 2. Demonstrates an understanding of the impact of learning disabilities, developmental disabilities, emotional disturbance, and other special needs that impact learning. Provides appropriate support for academic and positive school behavior. 3. Provides tutoring and homework assistance consistent with educational expectations. 4.Acts as a liaison with children’s school and teachers. Demonstrates the ability to participate and lead recreational/leisure time activities. May design age appropriate activities. Recreation and Leisure Provided for clients indoor and outdoor in community; activities based on client needs and interests; life skills training includes accessing community resources, conflict resolution, dating and marriage and family planning, decision making, money management, nutrition, personal hygiene & grooming, personal relationships, persona safety, time management. 1. Executes the activity program as it is planned or may design and execute an activity. 2. Creates an experience rather than an activity (therapeutic recreation) 3. Understands what to do when things go wrong in an activity 

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4. Articulates the goal of an activity or trip and motivates children to participate in an activity. Educates children on good sportsmanship. 5. Plans appropriately for activities including identifying supplies/equipment needed and the logistics such as location. Not Included in Curriculum: Work Experience training (work readiness) provided by need and capability; do not interfere with school, study, sleep, activities, family visits; comply with federal and state law; employment or training provided for youth not attending school Absence Without Leave (SECTION WAS COMPLETED ON 2/11/06) Specific Requirements: COMAR 01.04.07  Foundation Knowledge: 1. Staff Understand and Comply with Written AWOL Policy 2. Staff Understand Requirements for Notifying Law Enforcement, Placement Agency, Licensing Agency, and Parent (if plan permits) of Client AWOL 3. Staff Understand Requirements for Written Reports to Licensing Agency; Notifying Law Enforcement, Placement Agency, Licensing Agency, and Parent (if plan permits) of Client Return to Program  Child Care Competencies: 1. Staff know how to manage and report an AWOL situation. 2. Staff Comply with Written Policy 3. Staff Notify Law Enforcement, Placement Agency, Licensing Agency, and Parent (if plan permits) of Client AWOL 4. Staff Write Reports to Licensing Agency; Notifying Law Enforcement, Placement Agency, Licensing Agency, and Parent (if plan permits) of Client Return to Program Admission, Service Plan, Behavior Plan, Discharge  Foundation Knowledge  Child Care Competencies Demonstrates the ability to participate in the intake and discharge process including interviewing children, establishing relationships, orienting children to routines and participating in the exit process. 1. Orients and welcomes children to the program (e.g. day to day structure, rules, expectations and resources). 2. Demonstrates understanding of issues related to movement and transition including moves from home, to care or from other care environments. 3. Demonstrates and understanding and sensitivity to a child’s emotional reaction to placement, leaving, court dates, etc. 4. Effectively helps a child to transition out of a program, end relationships and say goodbye. 5. Participates in the team intake and discharge process. team participates in admission, service planning, behavior planning, discharge;

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Not included in curriculum: treatment team includes direct care staff; Staff comply with written policies on admission, service planning, behavior planning, discharge; Staff assist in assessing children’s needs and problems, training employees in implementation of service plans, developing and reviewing individual service plans; providing services Assisting in Quality and Outcome Improvement (THIS SECTION COMPLETED ON 2/11/06)  Specific Requirements: None  Foundation Knowledge: 1. Evaluation: The ability to set and achieve reasonable client specific and program goals Child Care Competencies: 1. Demonstrates the ability to contribute to an ongoing evaluation of the effectiveness of the agency programs and services a. Helping to develop goals and measurable objectives for client and program status and improvement b. Observing, collecting, and recording data on both client and program processes and outcomes c. Collaborating with other staff on development and implementation of actions to improve client and program performance d. Reporting to superiors and subordinates on results of client and program improvement processes
Eof – JF – 2/9/06

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