Illinois Certification Board - Peer Recovery Support Training Program - Accreditation Standards - CRSS and CPRS

Table of Contents

  1. INTRODUCTION
  2. PURPOSE OF ACCREDITATION
  3. PHILOSOPHY
  4. CURRICULUM TRAINING STANDARDS
  5. Classroom Component
    1. Performance Domains
    2. Core Functions
  6. The Practical Experience Component
  7. ADMINISTRATIVE STANDARDS
    1. Curriculum Training Standards - Classroom Component
  8. Governing Authority
    1. Goals and Objectives
    2. Fiscal Policy and Budget
    3. Training Program Records
    4. Affiliate Agreements:
    5. Faculty Standards
    6. Training Program Coordinator
    7. Training Program Faculty
    8. Practical Experience Supervisors
    9. Outside Resources, Guest Lecturers
  9. Personnel Policies
  10. Physical Environment
  11. Training Program Evaluation
  12. Training Program Planning and Needs Assessment
  13. Admission Criteria
  14. Program Completion Criteria
  15. Student Advisement
  16. Student Records
  17. Evaluation of Student Competence
  18. Student Rights
  19. Criteria for Practical Experience


INTRODUCTION

In recognition of the need to assure quality care for individuals receiving services, the Illinois Certification Board (ICB), the Department of Human Services (DHS)/Division of Mental Health (DMH), DHS/Division of Substance Use Prevention and Recovery (SUPR) and the MISA Institute, collaboratively developed the Certified Recovery Support Specialist (CRSS) Model. The International Certification and Reciprocity Consortium (IC&RC), in order to assure quality care for individuals receiving services as well, developed the Certified Peer Recovery Specialist (CPRS) Model. These voluntary systems evaluate professional competency for recovery support specialists and peer recovery specialists, respectively and grants certification only to persons who meet specified minimum professional standards.

ICB provides certification to specialists who have demonstrated minimum competence in CRSS performance domains and minimum competence in CPRS performance domains. The certification qualifications include:

  • Qualified work and/or volunteer experience
  • Supervised practical experience
  • High school diploma or GED
  • Knowledge and skill-based examination
  • Code of Ethics
  • Training and education hours
  • Statement of Self-Disclosure (for CRSS only) 
  • Requirements for continuing professional development

Candidates for certification supply all required information and are evaluated in a review process for the certification they are pursuing. A detailed description of the CRSS certification requirements and procedures are available in The Illinois Model for Certified Recovery Support Specialist. A detailed description of the CPRS certification requirements and procedures are available in The Illinois Model for Certified Peer Recovery Specialist.

For the purposes of these standards, the term recovery support specialist will be utilized when referencing individuals pursuing either credential, i.e., the CRSS or the CPRS.

Recovery support specialists have acquired classroom training in a wide variety of settings through such institutions as colleges, universities, professional schools, and such organizations as professional associations, treatment programs, and government sponsored training events. These are valuable for the continuing education of current certified recovery support specialists and certified peer recovery specialists, and for the education of recovery support specialists in training.

ICB recognizes many educators have designed training curricula specifically to prepare the student to enter the field of recovery support services. ICB recognizes these efforts and has developed accreditation standards for such programs. The standards represent an opportunity for the partnership of educational institutions and ICB to assure high quality recovery support training. Accredited training programs are recognized as helping students meet minimum standards for entry into the field. Accreditation provides benefits in several areas:

For The Educational Institution

Assurance that the program meets an acceptable level of standards and is applicable toward ICB certification will increase the programs attractiveness to recovery support specialists.

The credibility of quality review will provide the program with a foundation for gaining the support of recovery support employers, local and state planning groups, training program sponsors and funders.

For The Student

Opportunity for certification eligibility upon successful completion of this program.

For The Community At-Large

A guaranteed source of persons who have obtained training for the competent practice as recovery support professionals.


PURPOSE OF ACCREDITATION

ICB's accreditation is an official endorsement of Peer Recovery Support Training Programs based upon published standards and criteria. Accreditation assures that persons entering the field of recovery support services through an accredited training program have met the minimum requirements of training. Accreditation defines the competencies to be addressed in the training program. Finally, accreditation standards and procedures are intended to promote professional development in a sound-learning environment.

This system is designed to benefit:

  • The Individuals Receiving Services - Provide assurance that recovery support specialists have had the maximum opportunity to develop the skills, knowledge and ability to provide recovery support services best suited to the individual's needs.
  • The Recovery Support Specialist - Insure opportunities for specialists to acquire and upgrade the skills, knowledge and ethical sensitivity necessary to reach and maintain the highest level of professional competence.
  • The Profession - Stimulate the development and maintenance of a high quality and diverse system of training for recovery support specialists throughout the state.
  • The Public - Identify those recovery support programs deserving of their confidence and support for providing relevant quality recovery support training for recovery support specialists.

The assessment criteria for endorsement are designed to accommodate a variety of styles, orientations and structures in training programs. They encourage all programs to develop and maintain quality training through ongoing assessment and evaluation.

These standards are designed for students who are pursuing either the Certified Recovery Support Specialist (CRSS) credential or the Certified Peer Recovery Specialist (CPRS) credential. The content of the training programs will cover both of these certifications' requirements (see Table 3 regarding additional work experience hours requirement).


PHILOSOPHY

The philosophy of ICB is that the knowledge and skill base of both of these credentials form the basis for the profession's statement that these specialists are unique. This unique knowledge and skill base forms the basis for the two credentials, CRSS and CPRS. The knowledge and skill base for these certifications are presented in The Illinois Model for The Certified Recovery Support Specialist and The Illinois Model for the Certified Peer Recovery Specialist, respectively.

Institutions training students in the competencies unique to this profession must have a firmly rooted understanding of what a CRSS is and what a CPRS is, as well as duties performed. The competencies are specific to recovery support including, but not limited to mental health and co-occurring (mental illness and substance use) for the CRSS and substance use, mental illness, or co-occurring substance use and mental illness for the CPRS thus distinguishing this profession from other behavioral health/human services professions.

Recovery Support 

The recovery support specialist ATP standards have been developed with the two credentials, the CRSS and the CPRS, in mind. In order to meet all the requirements for both credentials and to allow a student to decide if they wish to obtain one specific credential, or both credentials, the standards have been designed to be broad-based and inclusive, by developing a hybrid curriculum. In order to address the similarities and preserve the references, information specific to each credential has been retained and utilized throughout the standards.

Recovery support specialists are individuals trained to incorporate their unique personal experience in their own recovery with a distinct knowledge base and human service skills. This combination of experience and training allows the recovery support specialist to facilitate the recovery and build the resilience of persons in recovery. Persons served by a CRSS include persons with mental illnesses, persons dually diagnosed with mental illness and substance use disorder, family members/significant others and/or staff of organizations seeking consultation on the mental health recovery model. Persons served by a CPRS include persons with substance use disorders, mental illnesses, persons dually diagnosed with mental illness and substance use disorder, family members/significant others and/or staff of organizations seeking consultation on the behavioral health recovery model.

Recovery support specialists assist individuals in becoming involved in their own recovery process so they might develop personalized action plans for their own mental, emotional, physical and social health. They provide experience, education and professional services to assist and support individuals, in developing and/or maintaining recovery-oriented, wellness-focused lifestyles. In addition, they recognize problems beyond their training, skill or competence, and are carefully trained to refer to appropriate professional service(s).

ICB accepts, promotes, and believes certain basic assumptions are inherent to the recovery support services field. The assumptions are reflected throughout the credentialing system and the profession and are integral to them. Because of their significance to the recovery support field and profession, it is essential that these assumptions be adopted and incorporated into any peer recovery support training program. These assumptions and the program's advocacy of them should be made explicit to the student/trainee, as early as possible in their involvement in the training program.

ICB accredited recovery support specialist training programs should provide training to students on mental health disorders, substance use disorders, co-occurring disorders, treatment delivery methods, rules and regulations, the Code of Ethics for the CRSS/CPRS, special populations, and cultural diversity in relation to the performance domains and core functions. Assumptions specific to the role of recovery support specialists include but are not limited to the following:

Empathy:

Empathy is the ability of the recovery support specialist to put themselves into the shoes of the individual receiving services and is a fundamental tool and essential foundation in assisting individuals in their process of living a fulfilling life. Empathy greatly improves communication and helps build a more healthy relationship in the recovery process.

Self-Determination:

Self-determination is a combination of attitudes and abilities that lead people to set goals for themselves and to take the initiative to reach these goals. It means making your own choices, learning to effectively solve problems, and taking control and responsibility for one's life. Practicing self-determination also means one experiences the consequences of making choices.

Empowerment:

Empowerment refers both to the process of self-empowerment and to professional support of individuals, which enables those individuals to overcome their sense of powerlessness and lack of influence, and to recognize and use their resources. The training program will include information on the core value of empowerment, the skills necessary for supporting individuals in overcoming learned helplessness, a victim mentality and an over-generalized sense of helplessness, and how to empower individuals to move beyond recovery into wellness.

Positive Self-Disclosure:

Positive self-disclosure is one of the unique aspects of the role of recovery support specialists. According to SAMHSA's Core Competencies for Peer Workers (2019), "Peer workers need to be skillful in telling their recovery stories and using their lived experiences as a way of inspiring and supporting a person living with behavioral health conditions. Family peer support workers likewise share their personal experiences of self-care and supporting a family-member who is living with behavioral health conditions." The training program will include information on effectively utilizing self-disclosure, ensuring self-disclosure is focused on offering hope and empowering others to develop their own strategies toward recovery, and how to most effectively share one's ongoing personal efforts to enhance health, wellness, and recovery.

Support Groups: One of the most influential ways to help people with mental health and/or substance use disorders move into and sustain recovery can be through participation in support groups that are peer-based, anonymous, and free of charge. The training program will include information on the history and evolution of peer support groups in both mental health and substance use recovery, a broad presentation of approaches utilized by support groups (12-steps, SMART recovery, faith-based, etc.) and the risks and benefits for individuals participating in support groups.

Treatment/Program Options: Accredited training programs will ensure that students understand there are no straight lines between treatment and recovery. It is important to understand the availability of different treatment options and levels of care in order to have a clearer idea of services that might be available within both substance use and mental health services. The training program will include information on the full range of treatment and program options, including outpatient, inpatient, residential, and detoxification. The training program will also include information on psychotropic medications for mental illness and Medication Assisted Treatment (M.A.T.) for substance use disorders.

Harm Reduction:  Harm reduction (or harm minimization) refers to a range of public health policies designed to reduce the harmful consequences associated with various human behaviors, both legal and illegal. Harm reduction policies are used to manage behaviors such as recreational drug use and sexual activity in numerous settings that range from services through to geographical regions. The training program will include information on harm reduction approaches utilized across the country, both those designed to reduce harm in substance use as well as those applied to mental health situations such as non-suicidal self-injury.

Stages of Change:  The Stages of Change are built on a theory that people change their health habits through a series of stages and that past health interventions may have been unsuccessful because they targeted clients at the wrong stage of change. By understanding what stage of change an individual is in, a recovery support specialist can tailor intervention strategies around that stage and hopefully leverage the individual toward action/change. The training program will include information on each of the stages of change as well as the most appropriate support to offer based on the stage in which an individual presents themselves for treatment or support.

Motivational Interviewing:  Motivational Interviewing is an evidence-based practice used to explore and address an individual's ambivalence about treatment, change, and to identify what stage of change the individual is in. It is a directive, client-centered method for eliciting behavior change by helping individuals explore and resolve ambivalence.

Cognitive Behavioral Therapy (CBT):  Cognitive Behavioral Therapy is an evidence-based practice that combines both the thinking as well as the behavioral elements of change. It is a psycho-social intervention that focuses on challenging and changing unhelpful thoughts and behaviors, improving emotional regulation, and the development of personal coping strategies that target solving current problems. The training program will include information on basic CBT techniques and how recovery support specialists can support individuals in utilizing these approaches in recovery.

Trauma Informed Care:  Trauma Informed Care is an organizational structure and treatment framework that involves understanding, recognizing, and responding to the effects of all types of trauma. It also emphasizes physical, psychological and emotional safety for both individuals receiving services and providers, and helps survivors rebuild a sense of control and empowerment. The training program will include information on the principles of a trauma-informed approach as well as practical skills for applying each of the principles in a recovery support relationship.

Engaging Family Members:  Family members of those in treatment can be essential to the recovery of individuals receiving services. Training programs will ensure that students learn effective engagement strategies for family members and how to direct families to attend to their own personal wellness and recovery needs. The training will address attitudinal, practical and systemic barriers to non-judgmental family engagement and will include information on the evidence-based practice of Family Psychoeducation.


CURRICULUM TRAINING STANDARDS

ICB reviews both the content of the curriculum and the administration of the training program. The content is reviewed specifically for correlation to the performance domains.

An institution, organization or agency that sponsors an ICB Accredited Peer Recovery Support Training Program must have the capability and mechanism to maintain standards and achieve long term stability. Therefore, ICB has established standards for training program administration.

  • Classroom Component

  • The training programs shall have a classroom component that consists of a minimum of 110 clock hours of training (40 hours recovery support specific with a minimum of 10 hours in each domain, 16 hours in professional ethics and responsibility, and 54 hours in the Core Functions with 5 hours specific to family and 5 hours specific to youth).
  •  
    The primary purpose of the classroom component is to impart the essential knowledge base of the recovery support specialist to the student. The classroom component shall provide sufficient course offerings to cover the content of the performance domains and core functions as defined in this document.
  •  
    The classroom component shall consist of adequate methods, procedures and instruments to determine whether the student has obtained the minimum knowledge and skill base. At a minimum, this would include observation of the student in the classroom setting, documentation of attendance, written examinations and/or competency assignments, etc.
  •  
    The classroom component shall consist of specific written goals and objectives that are targeted toward the acquisition of the competencies identified in this document. These written goals and objectives will be shared with the student upon admission to the program, and the student will be provided with a copy of these goals and objectives. Evaluation conferences with the student will review how effectively these goals are being met.


  • Performance Domains

  • Classroom training designed to address the knowledge and skill base for recovery support specialists will cover the following performance domains:
    • CRSS Performance Domains

      • Advocacy

        • Serve as the individual's advocate.
        • Educate individuals
        • Advocate for integration within and across systems of care to promote person-centered recovery support services.
        • Assure that the individual's choices define and drive recovery planning process.
        • Promote person-driven recovery plans by serving on the individual's treatment team.
        • Promote shared decision making.
        • Promote the principles of individual choice and self-determination.
        • Assist the individual in identifying his/her natural supports.
        • Promote expansion of recovery support services.
        • Advocate for employment and education as pathways to recovery.
        • Advocate for self-determination and choice-driven recovery.

      • Professional Responsibility
        • Respond appropriately to risk indicators to assure the individual's welfare and physical safety.
        • Immediately report suspicions if abuse or neglect are suspected.
        • Maintain confidentiality.
        • Communicate personal issues that negatively impact one's ability to perform job duties.
        • Assure that interpersonal relationships, services and supports, reflect individual differences and cultural diversity.
        • Document service provision as required by the employer.
        • Communicate information regarding the individual's satisfaction with his/her progress toward personal recovery goals.
        • Promote a wellness-focused approach to recovery.
        • Model acceptance and cultural humility.
        • Utilize de-escalation techniques.
        • Educate individual on suicide prevention concepts and techniques.
        • Utilize supervision and consultation regarding harm to self and others.
        • Respond appropriately to personal stressors, triggers and indicators.
        • Utilize trauma-informed care approaches.
        • Utilize supervision and consultation regarding dual/complex relationships.

      • Mentoring
        • Serve as a role model for individuals in recovery.
        • Maintain one's own personal wellness in order to model wellness for individuals in recovery.
        • Establish and maintain relationships based on mutuality.
        • Promote social learning through shared experiences.
        • Support individuals to acquire life skills.
        • Encourage individuals to make their own choices rather than letting others decide for them.
        • Assure that individuals know their rights and responsibilities.
        • Demonstrate for individuals how to self-advocate.
        • Promote the development of recovery plans.
        • Demonstrate non-judgmental behavior.
        • Demonstrate consistent support to individuals during times of wellness and/or during challenging times.
        • Use active listening skills.
        • Use empathic listening skills.
        • Use adult learning techniques to support individuals in acquiring life skills.
      • Recovery Support
        • Participate as an active member of the individual's treatment team(s).
        • Assure that all recovery-oriented tasks and activities build on the individual's strengths and resiliencies.
        • Support the individual to identify options and participate in all decisions related to establishing and achieving recovery goals.
        • Assist the individual to develop problem-solving skills.
        • Partner with the individual to access the services and supports that will help them attain their person recovery goals.
        • Promote the individual's use of self-determination in recovery.
        • Apply Motivational Interviewing skills to assist individuals in various stages of change.
        • Support the individual in identifying their current stage of change.
        • Partner with individuals to assist them in identifying their strengths, resiliencies, and challenges to recovery.
        • Inform individuals of their options in regard to decision that affect their recovery.
        • Support the individual in defining spirituality on their own terms.
    • CPRS Performance Domains
      • Advocacy
        • Relate to the individual as an advocate.
        • Advocate within systems to promote person-centered recovery recovery/wellness support services.
        • Describe the individual's rights and responsibilities.
        • Apply the principles of individual choice and self-determination.
        • Explain importance of self-advocacy as a component of recovery/wellness.
        • Recognize and use person-centered language.
        • Practice effective communication skills.
        • Differentiate between the types and levels of advocacy.
        • Collaborate with individual to identify, link, and coordinate choices with resources.
        • Advocate for multiple pathways to recovery/wellness.
        • Recognize the importance of a holistic (e.g., mind, body, spirit, environment) approach to recovery/wellness.
          •  
      • Ethical Responsibility
        • Recognize risk indicators that may affect the individual's welfare and safety.
        • Respond to personal risk indicators to assure welfare and safety.
        • Communicate to support network personal issues that impact ability to perform job duties.
        • Report suspicions of abuse or neglect to appropriate authority.
        • Evaluate the individual's satisfaction with their progress toward recovery/wellness goals.
        • Maintain documentation and collect data as required.
        • Adhere to responsibilities and limits of the role.
        • Apply fundamentals of cultural competency.
        • Recognize and adhere to the rules of confidentiality.
        • Recognize and maintain professional and personal boundaries.
        • Recognize and address personal and institutional biases and behaviors.
        • Maintain current, accurate knowledge of trends and issues related to wellness and recovery.
        • Recognize various crisis and emergency situations.
        • Use organizational/departmental chain of command to address or resolve issues.
        • Practice non-judgmental behavior.

      • Mentoring and Education
        • Serve as a role model for an individual.
        • Recognize the importance of self-care.
        • Establish and maintain a peer relationship rather than a hierarchical relationship.
        • Educate through shared experience.
        • Support the development of healthy behavior that is based on choice.
        • Describe the skills needed to self-advocate.
        • Assist the individual in identifying and establishing positive relationships.
        • Establish a respectful, trusting relationship with the individual.
        • Demonstrate consistency by supporting individuals during ordinary and extraordinary times.
        • Support the development of effective communication skills.
        • Support the development of conflict resolution skills.
        • Support the development of problem-solving skills.
        • Apply the principles of empowerment.
        • Provide resource linkage to community supports and professional services.
      •  
        Recovery/Wellness Support
        • Assist the individual with setting goals.
        • Recognize that there are multiple pathways to recovery/wellness.
        • Contribute to the individual's recovery/wellness team(s).
        • Assist the individual to identify and build on their strengths and resiliencies.
        • Apply effective coaching techniques such as Motivational Interviewing.
        • Recognize the stages of change.
        • Recognize the stages of recovery/wellness.
        • Recognize signs of distress.
        • Develop tools for effective outreach and continued support.
        • Assist the individual in identifying support systems.
        • Practice a strengths-based approach to recovery/wellness.
        • Assist the individual in identifying basic needs.
        • Apply basic supportive group facilitation techniques.
        • Recognize and understand the impact of trauma.
        • Referrals and/or access needed resources.

    • Core Functions

    • Additionally, classroom training will also address the following core functions of the peer recovery support specialist:
      •  
        CRSS Core Functions
          • Advocacy
            • Define system-level advocacy.
            • Define self-advocacy.
            • Define shared decision making.
            • Explain why self-advocacy is the foundation of recovery.
            • Explain how and why individuals develop recovery plans.
            • Explain how to advocate within the mental health system.
            • Define person-driven recovery.
            • Use "person-centered" language that focuses on the individual, not the diagnosis.
            • Demonstrate non-judgmental behavior.
            • Demonstrate clear and calm communication.
            • Use effective communication methods for workplace relationships.
        •  
          Professional Responsibility
          • Explain the ten guiding principles of recovery as defined by the federal Substance Abuse and Mental Health Services Administration (SAMHSA).
          • Define the concept of a wellness-focused approach to recovery.
          • Understand the concepts of integrated physical and behavioral healthcare.
          • Explain the fundamental concepts related to cultural competency and cultural humility.
          • Understand the concept of accountability.
          • Explain basic federal, state, employer regulations regarding confidentiality.
          • Explain what, where, when and how to accurately complete all required documentation activities.
          • Explain basic de-escalation techniques.
          • Explain basic suicide prevention concepts and techniques.
          • Identify indicators that the individual may be experiencing abuse and/or neglect.
          • Identify and respond appropriately to personal stressors, triggers and indicators.
          • Understand the principles of trauma-informed care.
          • Understand the concept of dual/complex relationships.
      •  
        Mentoring
        • Explain the concept of mentoring.
        • Understand the concept of role-modeling.
        • Define social learning.
        • Define self-advocacy.
        • Understand the concept of life skills.
        • Understand adult learning principles and techniques.
        • Explain the concept of healthy, interdependent relationships.
        • Define active listening skills.
        • Define empathic listening skills.

      • Recovery Support
        • Explain the ten guiding principles of recovery as defined by the federal Substance Abuse and Mental Health Services Administration (SAMHSA).
        • Explain the concept of a strength-based approach to recovery.
        • Differentiate between the medical model and the wellness-focused approach to recovery.
        • State the stages of change.
        • Identify circumstances when it is appropriate to request specialized assistance from other professionals to help individuals meet their recovery goals.

    • CPRS Core Functions
      • Knowledge and skills necessary for providing peer support services; hours can be specific to CPRS but do not have to be.
      • Hours specific to family and to youth required.


    • The Practical Experience Component

    • The training programs shall have a practical experience (internship) component to ensure students develop skills appropriate to minimum recovery support specialist competencies. This component will consist of no less than 300 contact hours and shall be no less than three months in length.

    • A practical experience component allows students an opportunity to integrate classroom experience and independent study in a structured and supervised clinical setting. This experience allows students to engage in effective skill building and demonstrate competency.

    • Experience, for the purposes of certification, is defined as active participation. Observation alone does not qualify as experience. ICB has not set minimum experience requirements by function in practical experience, as their purpose and ability to offer these functions will vary.

    • The student is expected to receive a minimum of one-hour of clinical supervision per week during the practical experience component. This includes face-to-face supervisory sessions (individual or group), orientation, inservices, observation, or clinical staffings. The purpose of supervision is to assist the student in integrating knowledge, skills, and experience in the recovery support field.

ADMINISTRATIVE STANDARDS

Following are the standards for evaluation of the administration of accredited peer recovery support training programs. Each section of the standard identifies suggested criteria.


Curriculum Training Standards - Classroom Component

The training program will develop a curriculum which covers all the required education hours outlined in the standards.

    • Minimum criteria:
      • Syllabi for each core course


  • Governing Authority

  • Assure the existence of a legally constituted body that makes decisions, implements them, and provides administrative support for the training programs.

  • The training program will have a clearly identified governing authority either by itself, or within a private or public agency/institution. An individual and/or group shall govern the funding and administrative decision making of the program with a process by which faculty participate in determining policy and procedures for the training program. Finally, it shall have an advisory board that reviews and comments on the administration and context of the training program.
    •  
      Minimum criteria      :
      • Documentation of legal status of the institution or program
      • Organization chart describing responsibility and accountability
      • Minutes of meetings
      • Record of any faculty and trainee program recommendations
      • Policy and procedures outlining procedures for faculty/trainee participation
      • Proof of accreditation by the Higher Learning Commission in lieu of the above


  • Goals and Objectives


  • Provide a clearly written statement of goals and objectives of the peer recovery support training program including the philosophy, conceptualization of the educational approach, and the competencies graduates of the program will be expected to acquire.
    • Minimum Criteria:
      • Policy
      • Recruitment brochures
      • Material disseminated to students
      • Application to the program
      • Master course outline
      • Required reading list


  • Fiscal Policy and Budget


  • Ensure a well-defined financial policy and budget is reasonably guaranteed for the length of the proposed training period. The plan shall include a statement of the estimated financial resources for the program during the two-year accreditation period and for at least a one-year period beyond. The plan shall be reviewed and approved at least once annually by the governing authority. The budget shall be specific to the revenues and expenses of the training program, and will include cost accounting procedures, a reporting mechanism to the governing authority, and a periodic audit of financial operations of the program.
    • Minimum Criteria:
      • Budget
      • Assurances of financial support
      • Minutes of meetings with/by governing authority


  • Training Program Records


  • The training programs will supply specific and clearly written documentation that the standards for accreditation are being met.
    • Minimum Criteria:
      • Policy and procedures of training program
      • Minutes of program meetings


  • Affiliate Agreements:


  • A training program shall have written agreements with a variety of practical experience sites. This is essential, especially for the student who has experience in one service component of the recovery support field and needs another setting for well-rounded training.

Training programs shall also maintain linkages with other segments of the recovery support community, the education community, and other professions, as resources, to enhance the training exposure of the student.

    • Minimum Criteria:
      • Formal linkage agreements
      • Documentation of meetings attended
      • A list of affiliations with other organizations
      • Goals and objectives of the practical experience component
      • Identified supervision of the student
      • Clearly defined communication channel between practical experience sites and the training program
      • Documentation of at least one contact during the student's practical experience for the purpose of student performance evaluation
      • Clear delineation of liability
      • Written documentation of practical experience by number of hours, responsibilities, etc. (job description)
      • Description of minimal level of clinical supervision student will receive
      • Clear expectations for the student's evaluation of the practical experience
      • Clear statement of student's orientation to patient/client confidentiality
      • Clear statement of confidentiality of student records


  • Faculty Standards


  • Experience in providing recovery support, substance use, mental health, and co-occurring disorders (mental health and substance use) services is considered as a minimum requirement for all faculty. It is recommended that instructional faculty be credentialed by ICB.

  • ICB believes persons who have had experience in delivering recovery support services are among the most qualified to deliver training in recovery support training.

  • The coordinator of the training program has the responsibility to keep abreast of the advances and changes in the recovery support field and incorporate such changes into the curriculum. The coordinator should also maintain contact with ICB to ensure coordination between the accreditation and certification functions of ICB.


    • Training Program Coordinator


    • Ensure the Coordinator is competent in the administration of peer recovery support specialist training programs.
      • Employed on at least a half time basis by the training institution
      • Has a minimum of five years of relevant professional experience in recovery support, substance use, mental health, and co-occurring disorders (mental health and substance use) services
      • Demonstrates competency in the following areas: program administration, personnel supervision, program development and evaluation, and fiscal management
      • Meets the professional requirements for licensure, registration, or certification in his or her major discipline
    •  
      Minimum Criteria      :
      • Resume of training program coordinator
      • Documentation of certification and other registrations or licensure


    • Training Program Faculty

    • Ensure the competency of instructional faculty in the delivery of recovery support specialists training.

    • The faculty providing instruction to students will ideally have all of the following qualifications:
      • Certified by ICB (or in application process for certification) OR requesting exception by documenting rationale
      • No less than two years of work experience in recovery support, substance use, mental health, and co-occurring disorders (mental health and substance use) services
      • Experience in teaching the level of students assigned
      • Experience in clinical supervision
      • Licensed, registered, or credentialed in their profession

    • Minimum Criteria:
      • Resume of instructional faculty
      • Documentation of certification and other registrations or licensure


    • Practical Experience Supervisors

    • Ensure that all practical experience supervisors are currently or previously practitioners who possess an understanding of the basic principles of recovery support, substance use, mental health, and co-occurring disorders (mental health and substance use) services.

    • The quality of the training program can be greatly enhanced by the quality of the practical experience supervisor. It is preferred that this be a person certified by ICB.

    • Minimum Criteria:
      • Resume of practical experience supervisors
      • Documentation of certification and other registrations or licensure
      • Verification that supervisors understand their role as supervisor, especially in evaluating the students' performance in relation to the performance domains and core functions of recovery support as outlined in the following sections of the standards: Practical Experience Component under Curriculum Training Standards, Criteria for Practical Experience under the Administrative Standards, and the Practical Experience Supervisor Responsibilities under the Responsibilities for the Practical Experience.


    • Outside Resources, Guest Lecturers


    • Ensure that guest lecturers and outside resources used in the training program are knowledgeable and are selected to augment the curriculum.

    • The training program should tap the expertise in the recovery support field that is available from the community and other outside resources to enrich the training program. These individuals need to be used selectively and resourcefully, with consideration given to selecting professionals demonstrating competency in the recovery support field or in the area to which they will speak. Guests should be recognized by their peers as competent in recovery support and/or demonstrate special qualifications for training in recovery support services. Faculty members shall be present during guest lecture presentations and shall evaluate the guest on educational effectiveness in the topic presented.

    • Minimum Criteria:
      • Documentation of guest lecturers and resources
      • Evaluations of guest lecturers


  • Personnel Policies

  • Ensure fair and equitable treatment of all personnel. The training program shall have a written personnel policy to include:
    • A statement of how policy and practices are determined, reviewed, and updated
    • An affirmative action policy consistent with state and federal laws and regulations
    • A description of the procedure for developing job descriptions for all training program employees
    • A description for disciplinary suspension and/or dismissal of an employee, along with reinstatement
    • A description of the personnel evaluation procedure
    • A policy for the release of personnel records
    • A written plan for professional growth and in-service training
    • A knowledge transfer plan to prepare for when program staff, especially coordinators, leave their position

      • Minimum Criteria:
        • Personnel policies
        • Affirmative action policy
        • Job descriptions for each training program employee
        • Policies on confidentiality of personnel records
        • A written professional growth plan for each training program staff member
        • A knowledge transfer plan to reduce the loss of critical program information and resources when staff are replaced, including a reference guide with general and essential information on the set up of the program

  • Physical Environment

  • Ensure adequate physical facilities for classrooms and practical experience.


Minimum Criteria:

  • Licensure or accreditation by DHS-SUPR, The Joint Commission, CARF, Council on Accreditation, Council on Quality and Leadership, Healthcare Facilities Accreditation Programs, Illinois Department of Public Health for hospital-based substance use treatment programs, or other appropriate body of practical experience sites.
  • Accreditation of overall discipline in which training program is housed
  • Public health approval, as required


  • Training Program Evaluation

  • Ensure accountability of the peer recovery support training program. The human service field is dynamic and requires constant attention to quality of the content of material presented to students. The demand for trained recovery support specialists requires that training programs undergo a constant evaluation to identify problems, implement solutions, and initiate innovative responses to the changing demands of the field.

    • Minimum Criteria:
      • Written statement of goals and objectives
      • Written method by which program is evaluated and revised (internally or externally)
      • Written procedure for involving students in the evaluation of all components of the program
      • Written procedure for involving the advisory board in the program evaluation
      • Results of follow-up surveys of graduates and employers
      • Procedure for review and development of curriculum
      • Formal evaluation once every two years
      • Student evaluations of faculty members, practical experience supervisors, and each class completed


  • Training Program Planning and Needs Assessment

  • Ensure that the training programs are preparing to meet the needs of future students and the recovery support field.

  • Training programs, in consultation with their affiliates and advisory boards, must be aware of the changes in the field of recovery support services and the projected needs of personnel. This becomes the foundation for training program growth and development.

    • Minimum Criteria:
      • Minutes of planning meetings
      • Person power forecast
      • Data concerning recovery support specialists future staffing needs


  • Admission Criteria

  • Training programs will have a clearly written, well defined admission policy, which contains provisions prohibiting discrimination in admissions on the basis of sex, race, religion, age, national origin, or physical disability.

  • A clear admission policy, to include admission procedures and requirements, screening procedures, and a grievance procedure will be in place.

    • Minimum Criteria:
      • Equal opportunity policy
      • Copy of application form
      • Copy of procedures for admission, screening and grievance
      • Financial aid counseling procedure


  • Program Completion Criteria

  • Ensure that prospective students know the requirements for successful completion of the training program.

  • A written statement of completion requirements of the program shall be provided to the students. The statement will include the competencies graduates will have obtained upon the completion of the program.

    • Minimum Criteria:
      • Written statement of completion requirements
      • A written statement of the minimum performance requirements the student is to have obtained at the completion of the program
      • Written criteria for the training program's authority to not graduate a student although all other competencies have been completed


  • Student Advisement

  • Ensure the student is provided advice and direction throughout the training program.

  • The faculty shall meet the advisement process of the peer recovery support specialist training program. The goal of this process is to ensure that the training institution meets the individual training needs of the student and to ensure continuity in the training program.

  • The emphasis of advisement in the early phase of the training program should be to assure that the student is interested in the training and the courses to be taken. At a minimum this process of student advisement shall include the following:
    • At least one meeting between the student and the person designated by the training institution to provide academic advisement;
    • Involvement of the training program coordinator in the supervision of the student while in the practical experience, at least once
    • Involvement of the faculty and student in the placement of the student in the practical experience.
    • Involvement of the faculty and student in review and understanding of the ICB CRSS or CPRS certifications, reviewed upon formal application to the program.

    • Minimum Criteria:
    • Documentation of career counseling provided to students
    • Documentation of information on employment opportunities provided to students
    • Procedures for assisting students to obtain employment seeking skills


  • Student Records

  • Accurate and current student records shall be maintained for the peer recovery support training programs.

  • The training program shall provide a written policy on the confidentiality of student and applicant records, guaranteeing students access to information in their records. It shall establish and maintain a list of all materials contained in the student's files and have a written statement of how long it retains the records and method of disposition of records. Finally, it shall provide a written policy on the recording of the evaluation of the student's performance.

    • At a minimum the student's record shall include:
      • Record of courses enrolled in and completed by student with performance evaluation results on each course
      • Record of written evaluations of student throughout the training program
      • Record of practical experience site, including written evaluations
      • Record of admission to the training program and completion/termination of the program

    • Minimum Criteria:
      • Letter of completion
      • Transcript
      • Written evaluations by training program staff
      • Written evaluation by practical experience supervisor
      • Record of admission
      • Record of termination
      • Signature of the student to indicate participation and knowledge of all evaluations and phases of admission and termination


    • Evaluation of Student Competence

    • The training programs shall supply specific and clear documentation that essential knowledge is covered and mastered during the classroom component, and essential competencies are covered and mastered during the practical experience component.

    • The most critical part of the training process is to assure that the student is achieving the objectives of the training program and is a competently trained professional upon completion of the program. The student must be able to master the knowledge base and demonstrate the integration of this knowledge base in the practical experience. The evaluations by the supervisor, the faculty, and the program coordinator are critical in determining the student's eligibility for certification and qualification for working as a recovery support specialist.

      • Minimum Criteria:
        • Written policy and procedure on evaluation
        • Evaluations in student's records


  • Student Rights

  • Students enrolled in the training program shall be guaranteed the following rights:
    • Maintenance of accurate, adequate student records
    • To have access to information in the records
    • To have their records held in confidence and not be disclosed to outside sources without the authorization of the student
    • To have adequate advisement and supervision
    • To have the opportunity to evaluate the faculty and supervisors of the program; to evaluate both classroom and practical experience components of the program
    • To have input into the annual evaluation of the training program
    • To have the goals and objectives of the training program and practical experience site made available and explained to the student
    • To have clearly written admissions criteria for the training program and written definitions of what constitutes satisfactory completion of the program requirements
    • To be advised and evaluated on an ongoing basis throughout the training program
    • To have personal and confidential information, disclosed as part of supervision or classroom discussion, maintained in the atmosphere in which it was provided

  • Suggested criteria:
    • List of student rights posted
    • Student rights list provided to the student upon admission


  • Criteria for Practical Experience

  • A site will meet specific requirements before approval as a practical experience site.

  • Practical experience is a crucial part of the peer recovery support specialist training program. It provides an opportunity for the student to demonstrate integration of the knowledge acquired in the classroom component, and is also an opportunity to determine whether the student has acquired the skills sufficient to do the work of a recovery support specialist.

    • The following are essential components of the practical experience:
      • Training programs shall have a formal working agreement with the practical experience site (agency) specifying the conditions of the practical experience placement.
      • The practical experience shall provide the student with an opportunity to demonstrate entry-level competence in the performance domains and core functions.
      • The practical experience must be in mental health facilities providing recovery support services or facilities providing recovery support services to clients dually diagnosed with mental illness and substance use disorders. Substance use disorder treatment facilities are allowed as practical experience sites as long as they provide services to individuals with co-occurring disorders (mental illness and substance use disorders). SUD treatment facilities that only provide substance use services and do not provide services for individuals with co-occurring disorders are not allowed as practical experience sites. The site should provide the opportunity for the following: providing recovery support services to individuals and/or groups, preparing recovery plans, and documenting client's progress.
      • The practical experience must be done in the following setting:
        • Practical experience internship sites licensed or accredited by DHS-SUPR, The Joint Commission, CARF, Council on Accreditation, Council on Quality and Leadership, Healthcare Facilities Accreditation Programs, Illinois Department of Public Health for hospital-based substance use treatment programs, or other appropriate body of practical experience sites.
      • The practical experience must be directly supervised by a recovery support, substance use, mental health, and co-occurring disorders (mental health and substance use) professional. It is preferred that this be a person certified by ICB.
      • Practical experience records of the student shall be included in the student's file at the training program.
      • The practical experience is not to occur at the student's place of employment. Students with unique circumstances and prior experience may petition ICB for special consideration regarding this standard.

    • Suggested criteria:
      • Proof of licensure
      • Formal Linkage Agreement
      • Qualifications of practical experience supervisors
      • Policy on practical experience work setting
      • Documentation of exposure to the performance domains and core functions
      • Documentation of competence in the performance domains and core functions
      • Documentation of supervised practical experience
      • Documentation of the student's orientation to confidentiality policy and procedures


  • RESPONSIBILITIES FOR THE PRACTICAL EXPERIENCE

  • Successful peer recovery support training programs have several components involving the coordinator and faculty of the training program, the practical experience supervisors and the students. Their responsibilities must be clearly identified to assure quality training.


Training Program Coordinator and Faculty Responsibilities

  • Develop a philosophy statement and practical experience objectives
  • Select or approve appropriate practical experience
  • Orient the student to the practical experience, emphasizing confidentiality, compliance with policies, responsibilities, and openness to supervision
  • Inform the practical experience supervisor of any critical factors related to the student's current status as a potential professional (i.e., academic performance, personality, abilities, limitations, etc.), as appropriate
  • Provide a contact person (liaison) who will be available to the practical experience supervisor should any problems arise during the practical experience
  • Assist with the supervision of the student
  • Approve and/or assist with the development of a schedule of learning experiences to occur during the practical experience
  • Participate with the practical learning supervisor and the student in an evaluation process of the student's strengths, limitations, and potential as a recovery support specialist

 
Practical Experience Supervisor Responsibilities

  • Cooperate with the program coordinator in planning, supervising, and evaluating the student
  • Assist the student in developing a schedule of learning experiences that will enable him or her to practice skills and competencies of a recovery support specialist
  • Meet the qualifications of a practical experience supervisor as outlined in the Administrative Standards section of this manual
  • Assure that State and Federal laws of confidentiality are communicated and followed
  • Review with the student his rights and responsibilities
  • Submit a written evaluation of the student's performance to the training program and the student, identifying strengths, limitations, and potential as a recovery support specialist
  • Provide the training program coordinator with necessary information about problems, concerns, and/or incidents with the students as they arise


Student Responsibilities

  • Participate in the selection of the practical experience
  • Assume responsibility for working with the supervisor in developing a schedule of learning experiences for the practical experience
  • Be aware of the practical experience policies and function within the institution framework
  • Assume responsibility for developing skills and competencies required for certification by ICB
  • Assume responsibility for attending formal and informal supervisory sessions
  • Participate in the evaluation process of the practical experience
  • Adhere to all agency, state, and federal laws and regulations regarding confidentiality
  • Adhere to the ICB Code of Ethics for the CRSS/CPRS


ACCREDITATION PROCESS

To become accredited, peer recovery support specialist training programs shall have successfully completed the accreditation process. ICB has the primary responsibility of accrediting peer recovery support training programs in Illinois.

Prior to the issuance of accreditation, the following steps must be completed:


Application

A completed written application shall be submitted to ICB along with the filing fee of $300.00.


Screening, Review and Evaluation

Upon receipt of the application, ICB staff will review the materials for completeness and correctness. If necessary, corrections and additions will be solicited. A review of all information included in the application packet will be performed once the application is complete.


Site Review

An ICB site visit team will visit the site to review the program, and conduct appropriate inquiries that are necessary to make a decision concerning issuance or denial of accreditation for the training program.


Disposition

ICB will notify the training program coordinator of the final decision, in writing:

    • Accreditation
    • Once approved for accreditation a certificate will be issued upon payment of the initial accreditation fees of $300.00.

    • Limitation
    • Accreditation cannot be transferred from one program to another.

    • Denial
    • If a training program is not approved, the reasons for denial will be sent, in writing, to the training program coordinator. The coordinator may reapply for accreditation no less than twelve months from the date of the denial.


  • Reaccreditation

  • ICB will notify accredited training programs of the need to apply for reaccredidation at least six months prior to the expiration date. The reaccreditation process will include examination of test scores, and documentation of any changes to administration, faculty, and/or curriculum. Examination results will be made available to program coordinators upon request.

  • ICB encourages applicants, for accreditation of peer recovery support training programs, to consult with ICB staff to assure that they understand the standards and the timeliness for the accreditation process. The applicant can use this information to exercise long range planning, particularly if there is a specific time frame within which accreditation is desired or necessary.


  • COMPLAINT PROCEDURE

  • ICB has adopted the following procedures for investigating possible breaches of the accreditation criteria. Complaint procedures are adopted to assure the continual delivery of the highest quality of professional recovery support specialist training to persons seeking such training through a peer recovery support specialist training program accredited by ICB. This system is used to adjudicate complaints that have been found to be irresolvable through other means. Prior to employing the process, persons are encouraged to attempt to resolve the situation through other means, such as personally with the accredited training program or their governing body (i.e., college, hospital, or board of directors).

  • A person who files a complaint pursuant to the criteria outlined in this document against an ICB peer recovery support training program seeking or having obtained accreditation from ICB is called the complainant. Anyone, or group of individuals, may be a complainant. The peer recovery support specialist training program seeking or having obtained accreditation from ICB, against whom a complaint has been filed pursuant to the criteria in this document is called the respondent. The individual designated as the peer recovery support training program coordinator will be expected to act on behalf of the respondent.


  • Grounds For Complaints And Discipline

  • The following are the grounds for complaints against an ICB accredited peer recovery support training program:
    • Exploiting students by taking financial advantage of them or using them as unpaid employees
    • Knowingly committing an illegal act
    • Participating in, condoning, or being associated with dishonesty, fraud, deceit, or misrepresentation
    • Not providing students with accurate and complete information regarding the extent and nature of the ICB accredited peer recovery support training program
    • Violating federal or state discrimination laws
    • Failure to perform or the consistent unsatisfactory performance of the ICB accredited peer recovery support training program
    • Misrepresentation in the accreditation or renewal of accreditation or knowingly assisting another peer recovery support training program in accreditation or renewal of accreditation through misrepresentation
    • Knowingly assisting an individual who is not eligible to obtain certification from ICB
    • Failure to notify ICB of significant changes in the ICB accredited peer recovery support training program within 60 days of the changes
    • Any other substantial breach of the accreditation standards not enumerated above


  • Disciplinary Action

  • A violation of any of the grounds for discipline contained herein may result in the following:
    • Denial of Accreditation
    • This is applied to training programs in the process of accreditation or in the process of re-accreditation.

    • Reprimand
    • A formal written warning. An additional reprimand within a two-year period could result in a suspension.

    • Suspension
    • A time limited loss of accreditation for a period of not less than 30 days or more than 12 months. Students enrolled prior to the beginning date of suspension shall be considered by ICB to be participating in an accredited program. At the time of their application for certification, students enrolled may be responsible for reporting individually on what they learned in the ICB accredited peer recovery support training program during the period of suspension. It will be the responsibility of the ICB accredited peer recovery support training program under suspension to notify all current and prospective students of the training program status with ICB.

    • Termination
    • Termination is defined as a loss of accreditation as of a specific date. Students of the program are entitled to credit for receiving training in an accredited program to that date.

    • Revocation
    • Revocation is defined as a loss of accreditation retroactive to the effective date of the original accreditation. At the time of their application for certification, all students of these programs shall be responsible for reporting individually on what they learned in these programs. It will be the responsibility of the ICB accredited peer recovery support training program under revocation to notify all current and prospective trainees of the training program status with ICB. A notice of this action will appear in ICB's newsletter to the membership.


  • Hearing Committee

  • The Hearing Committee shall consist of three people comprised of board members to hear a respondent's appeal, and a Hearing Examiner with judicial and/mediation experience who will conduct the hearing. The Hearing Committee will be designated to investigate and make recommendations on the merit of any complaint received against an ICB accredited peer recovery support training program or one seeking ICB accreditation.


  • Complaints

  • Persons wishing to file a complaint against an ICB accredited peer recovery support training program, or those seeking accreditation, shall be made in writing through the formal complaints procedure. Complainants are urged to obtain and complete a formal ICB complaint form. Complaint forms may be obtained from the ICB office free of charge. All complaints must be signed by the complainant and contain the complainant's home address.

    • Completed complaints shall be mailed directly to:
      • Executive Director - Investigation
      • ICB, Inc.
      • 401 East Sangamon Avenue
      • Springfield, IL 62702

  • Mail addressed to the Executive Director - Investigation shall be opened only by the Executive Director of ICB.

  • The Executive Director shall acknowledge receipt of the complaint and initiate the investigation process.


  • Investigation Process and Action by the Executive Committee

      • The Executive Committee shall have the authority to conduct an investigation into any alleged instance of misconduct by an ICB accredited peer recovery support training program. This authority may be delegated to the Executive Director or other agent of the Board, but the final decision concerning recommended disciplinary action shall rest with the Executive Committee.
      • The Executive Director shall initiate and direct the investigation, to the extent he or she deems sufficient, of all instances of possible professional misconduct by an ICB accredited peer recovery support training program. In supervising such investigation, the Executive Director may use investigators where he or she deems appropriate, provided that confidentiality of results is maintained within the investigative process.
      • In cases where the Executive Director deems that no violation has occurred, this conclusion shall be reported to the Executive Committee within 30 days. The Executive Committee shall either affirm the Executive Director's decision, in which case notice shall be sent to the respondent informing him that a complaint was filed and a decision was reached that no investigation was warranted, or it shall return the matter to the Executive Director for investigation.
      • In all cases in which an investigation is conducted, the Executive Director shall notify the respondent of the alleged violations and the name of the complainant and shall call upon the respondent to submit a response on the ICB response form.
      • When called upon to do so, the respondent shall fully and fairly disclose all facts and circumstances pertaining to the alleged misconduct, as well as his or her view of the situation or conduct about which the complaint was made. This response must be received within twenty days of being served by certified mail with a request for response from the Executive Director. The Executive Director may at his or her discretion allow additional time for the respondent to respond. Failure to provide information, or misrepresentation in a disclosure, is misconduct in itself and may subject the respondent to further disciplinary action.
      • Following such investigation as the Executive Director deems sufficient, but in no event prior to 30 days after mailing of the request for response to the respondent, a report shall be submitted to the Executive Committee, recommending either that the complaint be dismissed or that disciplinary action be imposed. The grounds for the recommendation shall be stated in the report and, if disciplinary action is recommended, a statement of the nature of discipline recommended shall be made. A copy of the response form received from the respondent shall be included with the report. 

        Within 30 days of receipt of a recommendation from the Executive Director, the Executive Committee shall issue a decision concerning the complaint, based on the materials provided by the Executive Director. The decision shall recite the nature of the complaint, the investigation conducted, the response of the respondent, and shall call for one of the following:
         

        • Dismissal of the complaint
        • Return of the complaint to the Executive Director for further investigation; or
        • Imposition of disciplinary action
    •  The Executive Committee shall issue a decision adopting, modifying, or rejecting the Executive Director's recommendation. The Executive Director shall mail a copy of the Executive Committee's decision to the respondent and the complainant within seven days of issuance of the decision. Notice to the respondent shall be by certified mail or personal service. The respondent shall be notified, at the same time, of the right to appeal any Executive Committee decision that calls for disciplinary action.
    • In the event that a request for appeal is not filed within the time period prescribed hereafter, the decision of the Executive Committee shall be final and any disciplinary action imposed shall take effect upon passage of the prescribed time period. If a request for hearing is filed in a timely manner any disciplinary action imposed by the Executive Committee shall be stayed pending the decision of the Hearing Committee.
    • In the event a complaint is filed but subsequently dropped, or in the event no complaint is filed but evidence of possible professional misconduct by an accredited recovery support specialist training program is received by the Executive Director, the Director may, at his or her discretion, proceed with an investigation, and if so, shall follow the procedures outlined above, as though a formal complaint were pending.


  • Appeal And Hearing Process

  • If the Executive Committee rules that disciplinary action be taken, the respondent may appeal the decision by submitting a request for a hearing to the ICB Board of Directors. Such requests shall be mailed by certified mail, postmarked no later than 20 days after receipt of the decision and addressed to the President, ICB Board of Directors, at the administrative address.
  • If a request for hearing is submitted in a timely manner to the ICB Board of Directors, a three member Hearing Committee shall be appointed from the Board. No member of the Executive Committee or anyone with a potential conflict of interest with any complainant or respondent shall be appointed to the Hearing Committee. All potential conflicts of interest will be discussed prior to the appointment. Within 21 days of receiving the request for hearing, the Board of Directors shall schedule a hearing into the facts contained in the decision of the Executive committee. The Executive Director shall mail a notice of hearing to the complainant and respondent. Notice to the respondent shall be sent by certified mail. The hearing will be scheduled no less than 21 days nor more than 45 days from the date of the notice of hearing.
  • The notice of hearing shall advise the respondent and the complainant of the following:
    • The date, time, and location of the hearing and identity of the members of the Hearing Committee.
    • That the respondent may at his or her own expense, be represented by counsel at the hearing.
    • That the Executive Committee, or it's representative, shall present evidence in support of its recommendation at the hearing before the hearing Committee, and that the complainant shall not be a party to the appeal hearing, although he or she may be called upon to give evidence.
    • That the respondent may present and rebut evidence and present and cross-examine witnesses.
    • That the Hearing Committee shall not be bound by common law or statutory rules of evidence, and may consider all evidence having reasonable probative value.
    • That the respondent may, at his or her own expense, have a registered court reporter present to transcribe the proceedings, provided the Board of Directors is notified of such election at least five days prior to the hearing and is supplied with a copy of the transcript.
    • That no discovery shall be permitted, and no access to Board of Director files shall be allowed to the respondent or complainant.
    • That the Hearing Committee will base its decision as to whether a violation of the Code of Conduct has occurred solely upon the evidence presented at the hearing. * That any request by the respondent for postponement of the hearing must be immediately served on the Board of Directors in writing. The decision to grant or deny such a request is discretionary with the Board of Directors acting through its representative.
    • That there shall be no contact prior to the hearing between either the complainant or the respondent and any board members for the purpose of discussing in any way the complaint or the decision of the Executive Committee.
  • The hearing shall be governed by the following rules:
    • Evidence may be presented and witnesses examined and cross-examined by both sides. Both sides are limited three witnesses, unless very good cause is shown.
    • The Hearing Committee shall not be bound by common law or statutory rules of evidence, and may consider all evidence having reasonable probative value.
    • The hearing shall be presided over by a hearing officer and objections concerning evidence shall be resolved by the officer. He or she shall be a non-voting member of the Hearing Committee for purposes of assisting the committee in drafting the written decision.
    • If the respondent denies the facts in the Executive Committee decision and no one with first-hand knowledge testifies as to those facts, the complaint shall be dismissed.
    • The decision of the Hearing Committee as to whether a violation of the Code of Conduct has occurred shall be based solely upon the testimony and evidence presented at the hearing.
    • The hearing shall be closed to the public.
  • Failure of the respondent to attend the hearing shall be deemed a waiver of the appeal. In such cases, the hearing will be dismissed, and the decision of the Executive Committee shall take effect immediately.
  • Within 21 days of the completion of the hearing, the Hearing Committee shall prepare a written decision with findings of fact, its conclusion and disposition, and submit its decision to the Board of Directors of ICB and mail copies thereof to the respondent and complainant by certified mail. The decision of the Committee shall be deemed to be that of ICB and final when made, without further notice by the Board of Directors.
  • At any time prior to the issuance of the hearing Committee's written report, the respondent and the Board of Directors, acting through its representative, may enter into a consent order, agreeing upon the sanctions or requirements to be imposed upon the respondent. Such consent order shall state the nature of the complaint and the sanctions agreed upon and shall supersede any prior decision in the case. Sanctions imposed pursuant to a consent order are not limited to those listed under Disciplinary Action.

Procedure For Reinstatement Following Suspension, Termination Or Revocation

    • Reinstatement for Accreditation Following Suspension
    • Upon expiration of the suspension, the Executive Committee shall review the suspension and authorize reinstatement for the balance of the accredited term. Unless:
      • The reason resulting in suspension has not been corrected; or
      • Another complaint resulting in disciplinary action has occurred; or
      • The normal term of the endorsement has elapsed. If so, the training program must apply for re-accreditation under the normal re-accreditation procedures.

    • Reinstatement of Accreditation Following Termination or Revocation
    • It is recognized that there may be mitigating circumstances that warrant the eventual reinstatement of accreditation following revocation or termination. However, this reinstatement shall be:
      • Considered only after the passage of twelve months from the effective date of the termination or revocation.
      • Limited to the right to apply re-accreditation under the conditions below:
      • The ICB accredited peer recovery support training program shall submit a written request for reinstatement to the Executive Director of ICB. This letter shall include all reasons for requesting reinstatement.
      • All completed and appropriate ICB accreditation application materials and fees shall be submitted with a request for reinstatement.
      • Reinstatement following revocation or termination is solely within the discretion of the Executive Director of ICB.


  • TABLE 1

  • REQUIRED KNOWLEDGE BASE
  • Applicants must document 110 clock hours of education as follows:
    • 40 recovery support specific hours (minimum of 10 hours in each domain)
    • 16 hours in professional ethics and responsibility
    • 54 hours in the core functions (with 5 hours specific to family and 5 hours specific to youth)


  • TABLE 2

  • REQUIRED SUPERVISION
  • Realizing that supervision may take place in a variety of settings and have many faces, ICB determined not to place limiting criteria on qualifications of a supervisor. Rather, it was determined that supervision should be as broadly defined as in the Center for Substance Abuse Treatment/Substance Abuse and Mental Health Services Administration's Technical Assistance Publication Number 21. TAP 21 defines supervision/clinical supervision as: the administrative, clinical, and evaluative process of monitoring, assessing, and enhancing performance.

  • Students in the accredited training program are expected to receive a minimum of one-hour of clinical supervision per week during the practical experience component. This includes face-to-face supervisory sessions (individual or group), orientation, in-services, observation, or clinical staffings. The purpose of supervision is to assist the student in integrating knowledge, skills, and experience in the recovery support field. Documentation of supervision in the following Core Skill Area is required with a minimum of 10 hours for each.
    • Advocacy
    • Professional Responsibility (Ethical Responsibility)
    • Mentoring (Mentoring and Education)
    • Recovery Support (Recovery/Wellness Support)


  • TABLE 3

  •  
    REQUIRED WORK EXPERIENCE
  • Work experience is required in order to obtain the credentials. Work experience is defined as paid, supervised employment or volunteer work in a position where an applicant, for the CRSS, spends at least 51% of his or her time providing mental health recovery support services and for the CPRS, spends at least 51% of his or her time providing recovery support services. A supervised internship experience that is part of a process approved by ICB may also be utilized. Applicants minimally must have primary responsibility for providing recovery support services to an individual and/or group, preparing recovery plans, documenting client's progress and be clinically supervised by an individual who is knowledgeable in the performance domains.
    • 2000 hours (one year) of work experience is required

  • The 300-hour practical experience component of the accredited training program will count toward the 2000 hours. This will leave the applicant with 1700 hours of work/volunteer experience left to acquire for the credential.


  • TABLE 4


  • CERTIFIED RECOVERY SUPPORT SPECIALIST REQUIRED STATEMENT OF SELF-DISCLOSURE

    Part of the application for the CRSS involves an agreement to disclose one's personal experience as a recipient of mental health or dual diagnosis services, demonstrated by signature of the CRSS Statement of Self-Disclosure. See below for details:


    A Certified Recovery Support Specialist (CRSS) is a mental health consumer who has been trained and certified to help other consumers identify and achieve specific life goals. The CRSS cultivates the consumer's ability to make informed, independent choices, and assists consumers in gaining information and support from the community to make their goals a reality.


  • As a CRSS, an individual accepts and agrees that his or her experience as a mental health consumer will be known by their colleagues, consumers and others with whom s/he may share that s/he has achieved this certification. Additionally, a CRSS will follow the "Model Code of Ethics" outlined in the Illinois Certified Recovery Support Specialist Model.

  • "I understand the terms stated above, and I accept and agree to these terms. I understand that, upon successful completion of the application and examination, I will be issued a certificate as a Certified Recovery Support Specialist (CRSS) under the terms stated above."


  • APPENDIX A

  • POLICY FOR DOCUMENTING STUDENT COMPLETION OF ICB ACCREDITED PEER RECOVERY SUPPORT TRAINING PROGRAM


  • Documentation of student completion of ICB Accredited Peer Recovery Support Training Program is very important to the certification application process. Therefore, it is imperative that the completion is documented accurately and clearly.

  • The Program Coordinator will be responsible for ensuring students are issued the proper documentation of completion from the program. Each student completing a program will be issued a letter clearly showing successful completion of an ICB training program. A letter issued to the student with a copy sent to ICB will read as follows:

  • Name of Student has successfully completed the ICB Accredited Peer Recovery Support Training Program at Name of School in month of year. All requirements for education and clinical supervision have been successfully completed and 300 hours toward the work experience requirement has been completed.