Core Competencies for Adolescent Sexual and Reproductive Health
Instructions for Leadership Notes
These Leadership Notes are designed to accompany the PowerPoint presentation
entitled Core Competencies for Adolescent Sexual and Reproductive Health Providers:
Overview and Resources. The audience for this presentation is any staff working in the
area of adolescent reproductive health, including clinicians, community heath educators,
classroom teachers, outreach workers, program managers and directors, program
evaluators, trainers, and staff developers. The PowerPoint and these Leadership Notes
are designed to assist the presenter in conducting an overview of the Core
Competencies for Adolescent Sexual and Reproductive Health and the associated tools
and materials.
Goals of the presentation:
 Share the purpose and applicability of the Core Competencies
 Model the ways that the CC can be applied
 Review the available resources to support implementation of the CCs
 Encourage people to download the Core Competencies and other resources and
use them.
Before making a presentation using this PowerPoint, you should be familiar with the
three documents under review. Have copies available and read through them. You do
not have to be an expert, just be familiar with the content that is included in these
documents.
The PowerPoint and Leadership Notes can easily be modified to meet the needs of your
audience and the time constraints of your presentation. You can shorten or expand
upon the presentation as designed here. To do the entire presentation as scripted here
should take about 90 minutes. The files for these materials are not locked so that you
can modify them in any way that makes sense. Modify them for your own needs. If you
use them in other settings, please cite the California Adolescent Sexual Health Work
Group as the author. Correct citations appear in the opening page of each document.
These Leadership Notes contain suggested language for making key points with each
PowerPoint slide. Feel free to modify or adapt the language based on your own
presentation style. They are suggestions only.
The numbers below correspond to the number of the slide in the PowerPoint. The
instructions for the presenter are given in italics.
There are Appendices at the end of this document that you can copy as handouts for
participants. Make copies of these ahead of time to have available for participants.
Download the PowerPoint.
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Core Competencies for Adolescent Sexual and Reproductive Health
Overview: Leadership Notes
1. Opening
Introduce yourself.
Ask, “How many are familiar with the Core Competencies?”
I am going to introduce you to an important tool.
If I were to ask you “Are you an effective sexual health provider?” you
would undoubtedly all say YES.
If I asked “How do you know that you are effective? How do you measure
that?” We would probably have different standards or yardsticks for
measuring effectiveness:





co-workers tell me I am effective
clients tell me that I am good
my supervisor gives me an excellent evaluation
I have a degree or have gone through training
I FEEL competent when I do my job
What if we had a common standard for measuring and comparing our
effectiveness? The Core Competencies do just that and much more.
2. Objectives
Here is an overview of what we will accomplish during this presentation.
Review the Objectives on the Slide
3. What do you want Adolescents to Know, Think, Feel?
Let’s begin by focusing on adolescents for a moment so we don’t lose sight
of the target of our efforts.
Take a moment at your table, or pair up with someone else, and discuss a
few of the key things that you think are important for our youth to know,
feel, and do. Identify one or two important ones from each category.
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Ask some individuals or groups to share examples.
The outcomes for adolescent health have been identified in documents
such as the California Health Education Standards and national
organization such as SIECUS.
4. Adolescent Reproductive Health Outcomes
Here is a map of where we are going in this presentation.
The outcomes for adolescents that we just talked about are on the top line.
One of the features that distinguish sexual health education from other
disciplines, at least in the classroom setting, is that the ultimate goal is
some type of health behavior. The goal of reading, writing, and arithmetic is
not to address behaviors that have strong health implications. In
reproductive health we want youth to avoid health compromising behaviors
and engage in healthy behaviors. That fact requires a different type of skill
set for teachers that can be challenging.
One of the ways that we influence those health outcomes is through a
variety of interventions: curriculum, counseling, modeling, health care,
immunizations and others.
I want to be clear that the Core Competencies are not associated with the
specific interventions that influence outcomes. We are going one level
deeper. If you attended a training designed to help you implement an
evidence-based curriculum the trainers would assume that you have
adequate communication skills, a basic understanding of adolescent
development, youth culture, and legal issues.
The Core Competencies address the knowledge, skills, and attitudes
providers need to implement effective strategies and interventions to create
those outcomes. These skills and attitudes are often ignored when we
focus on the intervention, assuming that the provider has the requisite skill
set.
5. What are 5 Things?
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Think of someone who is an excellent sexual health educator or provider.
What does he/she do specifically? In small groups have a discussion and
identify 5 things that someone who works with adolescents in the area of
reproductive health should know or do well.
Give groups a few minutes to identify. Ask a few groups to share an
example.
The set of Core Competencies defines this skill set in a way that is useful
and measurable.
6. Core Competencies
A Competency is defined as knowledge, skills, or an attitude, necessary to
perform a particular role or job. A competency provides a benchmark for
excellence and is useful in a lot of ways as we shall see.
Core Competencies are the specific competencies that everyone in that
profession should possess.
7. Need for Core Competencies
Sexual health is an area that draws from many disciplines – public health,
nurses and clinic staff, classroom teachers, community health educators,
and outreach workers.
Many state and local agencies target adolescents for reproductive health
care but do not collaborate or even communicate with each other.
Each discipline has its own traditions, vocabulary. We often focus narrowly
on pregnancy prevention, STD, or HIV prevention and ignore other health
issues. We may also give slightly different messages. An adolescent could
get one message in a health class on Friday afternoon, and a different
message from a community health educator the next day.
8. Need for Core Competencies
Another advantage of having core competencies is that it can create a
common standard for measuring growth.
What if each discipline used the same standards of competence and
measuring growth?
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What if we all went through the same basic core training before specializing
in STDs HIV or pregnancy prevention?
9. Core Competencies for Adolescent…
ASHWG was formed to address the differences in approach between state
level agencies and large non-governmental agencies.
A subcommittee was formed in 2006 and developed the initial framework
and draft of competencies. Over 100 state and national professionals gave
input into the process. The Core Competencies were published in June
2008.
10. Other Disciplines That Have Developed Core Competencies
Adolescent reproductive health field is not alone in developing a set of Core
Competencies to guide our profession. All of these disciplines or
professions have developed them, some as far back as the late 1980s.
Adolescent reproductive health is unique in that it is multi-disciplinary. We
are medical professionals, nurses and clinicians, community health
educators, street outreach workers, classroom teachers, and faith-based
workers.
This fact makes it all the more important that we have a common standard
for guiding the growth and excellence of our profession.
11. Core Competency Domains
The first Draft of Core Competencies had over 100 items. Throughout the
development process the list was reduced – largely based around what
was CORE or common to everyone in the profession. If it was not
considered common to everyone it was not included in the final list.
Here you will see the way the competencies sifted out into categories or
domains.
12. 52 Core Competencies
5
There are 52 Core Competencies organized into five domains. The
competencies are also divided into 21 cognitive and 31 operative subdomains.
Competencies in the Cognitive Sub-domain focus on knowledge.
They outline the basic facts a practitioner needs to know. Competencies in
the Operative Sub-domain highlight the application of knowledge to
performance. They are demonstrated in observable behavior.
There may be some gray area between these two. But the distinction
between cognitive and operative was useful.
13. Pyramid
Think of ability as a pyramid. At the bottom is this extensive knowledge
base that I have made up of facts information and experience. For
example, if I were an HIV test counselor, “Knows” would be the knowledge
of the different types of tests, how they are administered, efficacy rates etc.
“Knows How” is a higher level of skill and indicates that I can apply that
knowledge. “Knows How” would be the ability to tell you the steps of giving
an HIV Test and communicate that in an understandable fashion.
“Shows How” would be that I can model the steps of giving an HIV test that
for you and demonstrate the skill.
“Does” means that I actually do it consistently with adolescents in the
proper setting.
The top of the pyramid is the focus of competency-based approaches.
While everything below it is important, the gold standard is what you can
do.
14. Who
The Core Competencies are those that apply to all who work with
adolescents in the area of reproductive health, including clinic workers, test
counselors, case managers, clinicians, classroom teachers, community
educators, and health outreach workers. They are the shared body of
expertise and knowledge that staff in these roles have in common. Each of
these staff will require additional job or role-specific competencies beyond
the Core Competencies.
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15. Purpose of the Core Competencies
The Core Competencies are meant to be useful! They can be applied in a
variety of ways. But a consistent theme is that they can help unify different
aspects of our profession.
16. Performance Descriptors
A basic assumption of competency assessment is that the progression from
awareness to knowledge to proficiency is a continuum without distinct
boundaries. Learning does not always take place in a linear, step-wise
fashion. There may be transitional skills that emerge between stages.
Most evaluations use a rating scale, generally from 1 to 4, or 1 to 5. A rating
scale translates the level of competence from a word to a number
(Satisfactory = 2), which may be useful in tabulating a more global
assessment, or determining trends over time. Defining the terms used in
the rating scale can increase both understanding and reliability when more
than one person is conducting an assessment. Here is an example:
No prior experience – I have not yet attempted to learn this skill.
Introductory – I am just beginning to learn this competency and have some
experience with it.
Intermediate -- I am familiar with the skill and use it frequently in several
situations or settings
Competent -- I use this skill consistently with little or no effort. It is
automatic.
Accomplished -- I use this skill in creative ways and would be an excellent
role model for others.
What is important is that you use your own definition and understanding
and remain consistent when conducting an assessment.
17. Domain C
For this portion of the presentation, make a copy of Appendix A for
participants.
Take a moment to look at the competencies in Domain C: -- just the first
page. I will give you a couple of minutes to rate yourself (or someone that
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you know or supervise).
Process: How was this? What are you learning?
The competencies are broken down further.
18. Core Competency Resources
If your presentation is limited to an overview of the Core Competencies,
this slide describes additional materials for using and implementing the
Core Competencies.
The tools described here are all available for download on the web.
There is a registration for the Core Competencies. We use this to see who
is using them and to notify people of new tools.
See your cover sheet.
I have some time for technical assistance either on-site or over the
phone. See my contact information.
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Part II
Performance Assessment and Human
Resources Toolkit
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20. Performance Assessment and Human Resources Toolkit
Everything covered in this section of our presentation is taken from the
Performance Assessment and Human Resources Toolkit. This will be a
snapshot of what is included in that document. It is available for download.
My goal is to let you know that you have resources. I am not imagining that
you will internalize all of this or even use it all.
This section will cover:
 Breaking down the core competencies into measurable objectives
 Using the Core competencies for self-assessment and performance
assessment
 Writing job descriptions
 Conducting interviews with potential employees
 Writing professional development plans
21. Performance Assessment and Human Resources Toolkit
22. Assessment of Competence
Before delving into the details of assessment I want to give you an
opportunity to practice with an assessment. Look at Page 2 of your handout.
This lists the competencies in Domain C: Youth Centered Approach and
Youth Culture with possible indicators listed beneath each one. On the right
you will notice two columns one for self-assessment and one for an
evaluator.
Decide whether to do an assessment for yourself, or choose someone that
you know to conduct an evaluation. Take a few minutes to really reflect on
your own level of competence, or that of someone else.
Use the rating scale on the next slide.
23. Performance Descriptors
The Toolkit discusses a variety of formats to use for performance
descriptors and provides samples to choose from. Let’s use the same one
that we used earlier.
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No prior experience – I have not yet attempted to learn this skill.
Introductory – I am just beginning to learn this competency and have some
experience with it.
Intermediate -- I am familiar with the skill and use it frequently in several
situations or settings.
Competent -- I use this skill consistently with little or no effort. It is
automatic.
Accomplished -- I use this skill in creative ways and would be an excellent
role model for others.
24. Share in Dyads
Ask participants to pair up with one other person and process the
experience of completing the assessment by discussing the two questions
on the slide.
Ask a few participants to share some of their discussion.
The assessment that you just completed is part of the Toolkit. The
assessment tool is available for all of the competencies.
25.
Assessment Principles
It is difficult to overestimate the importance of assessment to everything
that we do in adolescent reproductive health. It is a type of diagnosis. If you
went to a physician for an illness, he or she would first “diagnose” your
ailments and everything would flow from there.
Assessment drives learning and training. It is critical for good performance
and improvement.
There is no single “best” method for assessing competence. An ideal
approach is to develop multiple assessment methods tailored to the
competency being measured.
A combination of assessment methods creates a richer profile of the
individual practitioner.
Competency assessments should not be done in isolation from the real and
complex world of performance. They should allow staff to reveal as many
dimensions of knowledge, skills, and attitudes as possible.
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26. Assessment Principles
There multiple ways to undertake an assessment.
Be willing to think creatively and “outside of the box”.
Assessment should accommodate different learning styles.
Involve staff in the design of their own assessment.
If your agency requires a specific evaluation instrument you can always
add additional ones related to domains of competence.
27. Applications of the Competency Assessment and Evaluation
Tool
Here are some of the uses and applications of the instrument.
Practitioners can evaluate their strengths in all domains by completing the
tool as a self-assessment. The results can be compared to an assessment
by a peer, a supervisor, or several supervisors to form a complete picture of
practitioner competence and performance.
Supervisors can use this tool to independently rate the competence and
performance of practitioners. The results can be organized by individual
competency or by domains.
Conducting a performance evaluation on several practitioners can provide
a picture of the range of competence embodied in a team. Comparing the
results of several practitioners provides a mosaic that allows a manager to
better match skill level to the demands of the organization, strategize onthe-job mentoring for increased competence, assess training needs, and
develop a training or mentoring plan.
The Competency Assessment and Evaluation Tool can be applied as a
guide for determining training needs of the organization. This assessment
can also surface those practitioners who might be able to share their
expertise as trainers or mentors.
28.
Knowledge Assessment
See Pages 9 & 10 of the Toolkit for examples and a discussion of each of
the Knowledge Assessments.
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Assessments of knowledge are undoubtedly the most familiar. Anyone who
has spent time in an education institution has been bombarded with a
variety of assessments of knowledge.
Courses of education, beginning in elementary school, rely heavily on
these objective, pencil-and-paper measures of knowledge. They are easily
administered and scored, and have the advantage of being standardized.
On the downside, such measures may only elicit understanding of a narrow
slice of cognitive knowledge.
29. Performance Assessment
In competency-based approaches the focus is on what someone can DO,
rather than what they KNOW.
In general, performance must be measured by direct methods requiring
observation of a practitioner’s behavior over time or products produced by
the practitioner. Indirect methods, such as self-assessment and client
reports can supplement the more direct methods but cannot substitute for
observation.
30.
Performance Assessment Instruments
Pages 12 to 15 of the Toolkit describe a variety of strategies and
instruments for measuring performance.
The ideal strategy for performance assessment is direct observation of a
practitioner. This can be accomplished by supervisors, peers, or even
clients through the process of client surveys.
A practitioner’s self-assessment can be an important contribution to
performance assessment. Role play simulations can be opportunities for
evaluation when direct observation is not practical. Roleplay can be formal
or informal. Finally, video-taping a practitioner in a variety of settings
creates a rich opportunity for shared observation and evaluation.
31. Performance Assessment Instruments
Two additional performance assessments involve products produced by the
practitioner. These include an auditing of client records or other files. This
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can yield a lot of information about performance.
Finally, the Portfolio is a collection of products prepared by the practitioner
that documents progress toward mastery of a competency or skill-set. Here
the responsibility lies with the practitioner to demonstrate competence.
Portfolios accommodate a variety of learning styles and encourage high
levels of creativity. They can be used for both cognitive and operative
competencies.
32. Multi-Stage Assessment
Multi-Stage Assessment is a model that combines self-assessment, written
examinations, and direct observation of performance skills. This approach
captures both cognitive and operative sub-domains of the Core
Competencies. The results of these individual assessments are then
combined to create an integrated picture of employee competence.
33. Human Resources Toolkit
What follows next is an overview of the Human Resources Toolkit. This
section, found on page 17, includes several instruments to assist with
performance assessment and human resources management. It includes
sample language for job descriptions, structured interviews, ideas for
generating performance descriptors, a framework for a professional
development plan and a complete Competency Assessment and
Evaluation Instrument. These tools are easily modified to fit the specific
demands of your organization.
34. Job Description
Job descriptions are designed to attract the best-qualified and competent
candidates. The Core Competencies can be used to identify the most
relevant skills, knowledge, and attitudes that relate to job performance.
They help transform the job requirements into clearly defined and tangible
skills. Consider using the list of Core Competencies as a checklist for
defining those skills.
35. Job Description Samples
Offer additional examples as needed from Page 18 ff.
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The sample language in the section on Job Descriptions on page 18 is
organized according to the five domains of the Core Competencies. Identify
the domains and competencies that most closely match the requirements
for the job. Alter the language as needed or design additional requirements
using the Core Competencies as a guide.
36. Structured Interview Guide
Offer additional examples as needed from Page 20 ff.
Interviewing potential candidates for a position provides a brief but
important window in the assessment of competence. Having clearly defined
the knowledge, skills, and attitudes required by a position, the interview is
an opportunity for someone to demonstrate those competencies. The
sample questions in the Structured Interview Guide on page 20, suggest
wording that allow each candidate to reveal their knowledge, skills, and
attitudes. Some of the competencies related to comfort and skill in
communication are implicit and need to be discerned in the quality of the
responses. Again, use the entire list of competencies as a checklist and
modify the language according to your needs.
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Part III
Training and Learning for Competence
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37. Part III Training and Learning for Competence
38. Training and Learning for Competence
Everything covered in this section of our presentation is taken from the
Competency Based Training document. This will be a snapshot of what is
included in that document. It is available for download.
The goals of this section are:
 to understand the basic elements of competency-based training
 to review the steps of training design
 to share resources
39. How did you learn to become a skillful provider of sexual and
reproductive health?
Pair up with one other person. Take a moment to think about all of the ways
that you learned to develop the skill that you have right now and share
some of those with your partner.
Ask a few people to share their responses.
40. All the Ways We Learn
Learning is not a linear process. In fact, it can seem like a random and
chaotic process at times. By acknowledging that learning is complex we
can begin to take advantage of all of the ways that we learn and use those
to improve level of competence.
41. Competency Based Training
Competency-based training takes a different focus than many traditional
methods of education and training.
If you take an academic course, the emphasis is on demonstrating that you
have absorbed the knowledge. You will be assessed on that.
Earning a degree documents that you put in the time, but there is no
guarantee that you can do anything. How many high school graduates
cannot count out change from a register?
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At an in-service, you are assessed on a pre/post test of how effectively you
can feed back someone else’s understanding of what is important.
Training for competency is different. It says as long as you get to the
outcome, the methods used are not as important. In competency based
training the focus is strictly on the outcome. In traditional methods, the
focus is on the method.
42. Adolescent Reproductive Health Outcomes
I want to return to this slide as a reminder. We are talking about the
competencies on the bottom line. This is not about a training for a specific
evidence-based curriculum.
We are going one level deeper. What knowledge, skills and attitudes do
providers need to have to implement effective strategies to create those
outcomes?
Sometimes these get ignored and we focus on the intervention, assuming
that the provider has the requisite skill set.
43.
Developing Competency Based Training
These are the steps to developing competency based training programs.
Some of these may be familiar.
Ask participants to look at the final handout: Competency Based Training
and Staff Development.
Ask them to complete this form individually or by pairing up with another
participant to complete together.
You will be using this form to design a training for a particular group.
44. Identify and Assess the Audience
The first question is to decide who is the target audience for your training. It
could be an individual, a small group, or a large group. Take a moment to
reflect and write down the audience and some things that you know about
the audience.
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How will you determine what they already know? In the previous section we
discussed a variety of ways to assess an audience.
Do you know what type of learners they’re? Are they visual, auditory, or
kinesthetic? Do they have any learning challenges?
45. Develop Measurable Learning Objectives
Having identified and assessed the audience, you will now develop
measurable learning objectives.
Objectives should be modest enough to be accomplished within your
available time frame. You can’t do it all in one day.
The Core Competencies are condensed. They need to be broken down into
more manageable objectives and outcomes. Look at the second page of
your handout. Here each competency is broken down into Possible
Indicators. We completed this handout as an assessment. Each Possible
Indicator can also serve as an objective for training or a learning
experience. You can use these as they are written or write your own.
Creating objectives that are measurable makes them easier to assess.
46. Develop an Assessment for Each Objective
Next, you will design some type of assessment for each objective.
Remember that knowledge assessment and performance assessment may
involve different types. Do you need to actually observe the learning?
If the objective is written in a measurable form, it will be easier to create a
set of assessments for each.
47. Select Content and Teaching Methods
Now think about learning or teaching methods.
Match the teaching methods to the learners. Are they visual, auditory, or
kinesthetic?
Go back to the list of ways that we learn. Be creative. Remember that you
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focus is to have people be able to demonstrate competence.
48. Develop a Curriculum or Course of Study
Think about an appropriate course of study for this audience to reach the
measurable objective.
Will this learning roll out over a long period of time, or will it be brief and
time limited?
49. Ongoing Evaluation and Support
One area that makes staff development so ineffective is the absence of
ongoing support and follow-up training.
How will you continue to support learners after your training?
Ask some member of the audience to share the training design that they
created. Use this as an opportunity for discussion.
50. Training for Competence
A key facet of competency based training is that you can be creative with
methods, as long as the outcome improves competence. Think outside the
box of traditional methods.
During difficult financial times, the training budget may be non-existent so
we have to look for other methods.
51. Competency Based Training Toolkit
Matrix – see your handout with the matrix for current programs that can be
accessed.
Closure: Encourage participants to share their thoughts about the
presentation and how they intend to use the Core Competencies.
Encourage them to download the resources.
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Appendices
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Core Competencies for Adolescent Reproductive Health
Domain C: Youth-Centered Approach and Youth Culture
C:1 Explains the contexts and factors that can influence sexual behaviors and relationships (e.g., pleasure, gender roles,
socio-economic environment, power dynamics, sexual coercion, date rape, peer pressure, survival sex, alcohol/drugs).
(Cognitive)
C:2 Describes how technologies (e.g., cell phones, internet, text messaging) can impact on adolescent communication,
relationships, dating patterns, bullying and harassment, sexual values and norms. (Cognitive)
C:3 Explains how the media’s portrayal of sexuality can impact youth and youth culture. (Cognitive)
C:4 Treats all youth with respect and positive regard. (Operative)
C:5 Adopts an asset/strength–based approach when interacting with youth, that is, the belief that all youth have strengths
that can be built on. (Operative)
C:6 Applies the principles of resiliency, personal responsibility, and self-reliance to empower youth. (Operative)
C:7 Encourages young people to build connections to family and community and to find appropriate places/ways to get
emotional support. (Operative)
C:8 Avoids the use of authoritarian, shame, and fear based tactics to motivate youth. (Operative)
C:9 Avoids the use of labels when discussing sexuality and sexual behaviors with youth. (Operative)
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C: Youth-Centered Approach and Youth Culture
C:1 Explains the contexts and factors that can influence sexual behaviors and relationships (e.g., pleasure,
gender roles, socio-economic environment, power dynamics, sexual coercion, date rape, peer pressure, survival
sex, alcohol/drugs). (Cognitive)
Possible Indicators:
Self Assessment
Evaluator
 Stays current and knowledgeable on trends in youth culture.
_______
_______
 Describes the contexts and factors that can influence sexual behaviors and
relationships in concrete language for teens.
_______
_______

pleasure
_______
_______

gender roles
_______
_______

socio-economic environment
_______
_______

power dynamics
_______
_______

sexual coercion, date rape
_______
_______

peer pressure
_______
_______

survival sex
_______
_______

alcohol/drugs
_______
_______
 __________________________________________________________
_______
_______
 __________________________________________________________
_______
_______
C:2 Describes how technologies (e.g., cell phones, internet, text messaging) can impact on adolescent
communication, relationships, dating patterns, bullying and harassment, sexual values and norms. (Cognitive)
Possible Indicators:
Self Assessment
Evaluator
 Maintains a current understanding of technologies used by adolescents.
_______
_______
 Is alert to the impact of technology on all types of youth relationships.
_______
_______
 Recognizes healthy and unhealthy use of technology by teens.
_______
_______
 Asks youth about their use of media and communication technology.
_______
_______
 __________________________________________________________
_______
_______
 __________________________________________________________
_______
_______
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C:3 Explains how the media’s portrayal of sexuality can impact youth and youth culture. (Cognitive)
Possible Indicators:
Self Assessment
 Is alert to the role of media in potentially healthy and harmful relationships.
_______
 Distinguishes between media portrayal of sexuality and real-life conditions and
situations for youth.
_______
 Describes the impact of the media on youth values and culture in concrete
terms.
_______
 __________________________________________________________
_______
 __________________________________________________________
_______
Notes:
Evaluator
_______
_______
_______
_______
_______
C:4 Treats all youth with respect and positive regard. (Operative)
Possible Indicators:
 Takes time to develop respectful interactions with youth.
 Knows the names of youth and uses those names.
 Responds positively to the wide range of emotions, feelings, and moods
expressed by youth.
 When appropriate, speaks to youth and their families in their own language or
idioms, while maintaining a professional relationship.
 Follows through on commitments made to youth.
 __________________________________________________________
 __________________________________________________________
Self Assessment
_______
_______
Evaluator
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
Notes:
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C:5 Adopts an asset/strength–based approach when interacting with youth, that is, the belief that all youth have
strengths that can be built on. (Operative)
Possible Indicators:
Self Assessment
Evaluator
 Easily identifies client strengths and helps client to see these personal
strengths.
_______
_______
 Reframes adolescent behaviors in terms of strengths and challenges.
_______
_______
 Uses language and terms that are strength based.
_______
_______
 Elicits disclosures that reveal client assets, strengths, and needs.
_______
_______
 Uses open-ended questions to probe for deeper understanding of client
strengths and needs.
_______
_______
 __________________________________________________________
_______
_______
 __________________________________________________________
_______
_______
Notes:
C:6 Applies the principles of resiliency, personal responsibility, and self-reliance to empower youth. (Operative)
Possible Indicators:
Self Assessment
Evaluator
 Identifies and encourages skills of self-reliance and resilience.
_______
_______
 Uses strength-based language to promote personal responsibility and selfreliance in youth.
_______
_______
 Encourages and motivates youth to take personal responsibility for their
behavior.
_______
_______
 Holds adolescents accountable for their behavior.
_______
_______
 __________________________________________________________
_______
_______
 __________________________________________________________
_______
_______
Notes:
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C:7 Encourages young people to build connections to family and community and to find appropriate places/ways
to get emotional support. (Operative)
Possible Indicators:
Self Assessment
Evaluator
 Views adolescents in the context of parents, siblings, guardians and/or
extended family.
_______
_______
 Helps youth identify positive and healthy communities and encourages
participation in these communities.
 Remains up to date with community resources.
_______
_______
 Is aware of issues and challenges for youth in local neighborhoods and
community.
_______
_______
 Helps connect youth to healthy community resources.
_______
_______
 Promotes the understanding that sexual behaviors impact members of a family
(i.e. parents, siblings) and community.
_______
_______
 Helps adolescents identify family strengths and resources and the importance
of using them.
_______
_______
 __________________________________________________________
_______
_______
 __________________________________________________________
_______
_______
Notes:
C:8 Avoids the use of authoritarian, shame, and fear based tactics to motivate youth. (Operative)
Possible Indicators:
Self Assessment
 Distinguishes between authoritarian, shame, and fear-based motivators and
empowering motivators.
_______
 Attempts to empower youth through positive and healthy approaches and
motivators.
_______
 Chooses empathic motivators over guilt and shame-based.
_______
 Holds youth accountable for their behavior without using shame.
_______
 __________________________________________________________
_______
 __________________________________________________________
_______
Notes:
Evaluator
_______
_______
_______
_______
_______
_______
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C:9 Avoids the use of labels when discussing sexuality and sexual behaviors with youth. (Operative)
Possible Indicators:
Self Assessment
 Communicates about sexuality and sexual behaviors in concrete language.
_______
 Asks adolescents to describe slang-terms and labels in concrete, behavioral
terms.
_______
 Avoids terms that stereotype or label sexual behavior.
_______
 Is able to assess the impact of words and language on youth.
_______
 Respectfully challenges an adolescent’s use of stereotyping and discriminatory
statements.
_______
 __________________________________________________________
_______
 __________________________________________________________
_______
Notes:
Evaluator
_______
_______
_______
_______
_______
_______
_______
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Competency Based Training and Staff Development
1. Identify a target audience (you, a staff member, a group…)
Assess current levels of understanding. What do they already know? What are
they able to do? What is the domain of highest need?
2. Choose one area of competence that you would like to develop or improve.
3. Develop a learning outcome or measurable objective.
What do you want this person to be able to do by the end? Make it measurable.
How will you assess the outcome?
4. Select Content and Teaching Methods
Match the method to the objective. Is the objective knowledge-based or
performance-based? Workshop, textbook, classroom models. Self-paced, selfdirect approaches. Peer modeling, expert modeling or mentoring, teaching
others.
5. Ongoing Evaluation and Support
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