Certified Recovery Support Specialist (CRSS) Competencies

This document is a listing of the competencies for the Certified Recovery Support Specialist credential. These competencies are published by the Illinois Certification Board in The Illinois Model for Mental Health Certified Recovery Support Specialist (CRSS) and were used to design the questions on the exam an applicant must pass in order to earn the CRSS credential. Each item on this list represents either a task or area of knowledge in which a CRSS should be competent. The items are separated into four Performance Domains/Core Functions: Advocacy, Professional Responsibility, Mentoring, and Recovery Support.

Advocacy

Tasks (Performance Domains)

• Serve as the individual's advocate.
• Educate individuals on how to self-advocate.
• 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 the 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 their 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.

Areas of Knowledge (Core Functions)

• 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 can 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

Tasks (Performance Domains)

• 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 their 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.

Areas of Knowledge (Core Functions)

• 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

Tasks (Performance Domains)

• 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.

Areas of Knowledge (Core Functions)

• 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

Tasks (Performance Domains)

• Participate as an active member of the individual's treatment team(s).
• Assure that all recovery-oriented tasks and activities build upon 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 personal 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 decisions that affect their recovery.
• Support the individual in defining spirituality on their own terms.

Areas of Knowledge (Core Functions)

• 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.