Call to action # 27 deals specifically with lawyer education: «we call upon the Federation of Law Societies of Canada to ensure that lawyers receive appropriate
cultural competency training, which
includes the history and legacy of residential schools, the United Nations Declaration on the Rights of Indigenous Peoples, Treaties and aboriginal rights, Indigenous law, and aboriginal — Crown relations.
HRC's All Children — All Families project promotes LGBTQ
cultural competency among child welfare agencies through innovative resources
including an online agency self - assessment tool, comprehensive staff
training, free technical assistance, and more.
For the areas of Theoretical Foundations (
including pregnancy & early parenthood; infant / very young child development & behavior; attachment, separation, trauma, & loss;
cultural competence; etc.) and the areas of Direct Service Skills (
including observation & listening; screening & assessment; etc.)
competency must be documented by course work and / or in - service
training.
(a) Document a minimum of twenty - four hours of academic preparation or board approved continuing education coursework in counselor supervision
training including training six hours in each area as follows: (i) Assessment, evaluation and remediation which
includes initial, formative and summative assessment of supervisee knowledge, skills and self - awareness; components of evaluation e.g. evaluation criteria and expectations, supervisory procedures, methods for monitoring (both direct and indirect observation) supervisee performance, formal and informal feedback mechanisms, and evaluation processes (both summative and formative), and processes and procedures for remediation of supervisee skills, knowledge, and personal effectiveness and self - awareness; (ii) Counselor development which
includes models of supervision, learning models, stages of development and transitions in supervisee / supervisor development, knowledge and skills related to supervision intervention options, awareness of individual differences and learning styles of supervisor and supervisee, awareness and acknowledgement of
cultural differences and multicultural
competencies needed by supervisors, recognition of relational dynamics in the supervisory relationship, and awareness of the developmental process of the supervisory relationship itself; (iii) Management and administration which
includes organizational processes and procedures for recordkeeping, reporting, monitoring of supervisee's cases, collaboration, research and evaluation; agency or institutional policies and procedures for handling emergencies, case assignment and case management, roles and responsibilities of supervisors and supervisees, and expectations of supervisory process within the institution or agency; institutional processes for managing multiple roles of supervisors, and summative and formative evaluation processes; and (iv) Professional responsibilities which
includes ethical and legal issues in supervision
includes dual relationships, competence, due process in evaluation, informed consent, types of supervisor liability, privileged communication, consultation, etc.; regulatory issues
include Ohio laws governing the practice of counseling and counseling supervision, professional standards and credentialing processes in counseling, reimbursement eligibility and procedures, and related institutional or agency procedures.