Module 4 — Learning Goals
1. Understand the importance of supported education in the area of psychosocial rehabilitation, including what is supported education
2. Link supported education with Canadian PSR Practice Competencies
3. Describe at least three reasons why an assessment that focuses on a person’s strengths is important
4. Provide five examples of questions designed to elicit a person’s strengths, skills, resources and supports, skills to be developed, and cultural factors that may be important considerations for educational planning
5. Understand what goes into an educational plan
6. Be able to list key supported educational services
Introduction
PSR Domains, Competencies and Indicators are available on the PSR/RPS website. The 3rd edition was released in 2025 in consultation with stakeholders across Canada. This work is intended to guide practitioners, people with lived experience and their loved ones, researchers and managers regarding the practice of recovery-oriented services. They can be used to identify learning needs, to advocate for services and/or to evaluate effectiveness. Competence is defined in terms of actions, skills and attitudes- in other words everything we do to promote recovery. There are 5 domains (overarching areas of concern) of practice, and 23 competences (that offer more details about actions, desired beliefs and needed skills) and indicators (offering more detailed instruction regarding the application of domains and competencies). More details are available via the PSR Canada website above.
Competencies
Supported Education is relevant to all domains of practice. Below are some highlights that may help you apply the competencies in a practical way.
Domain A: Cultural Safety and Reconciliation A4 Demonstrates practical skills for enhancing cultural safety by discussing potential power dynamics that may impact cultural experiences at recovery colleges
Domain B: Professional Skills and for example competence B2 communicating effectively to ensure recovery college services can accommodate individuals’ communication styles and preferences
Domain C: PSR and Recovery Practices and in particular Competence C1 Understands mental illness and its impact on individuals will guide the PSR practitioner to collaborate with the individual to better understand and articulate any real or potential cognitive challenges and support that an individual may encounter while attending recovery colleges.
Domain E: facilitating change and leadership in particular competence E2 Building effective partnerships may result in the PSR practitioner participating in the recovery college as an instructor, by becoming a member of a recovery college board or by being involved in evaluation activities assuming this is part of your role or on a volunteer basis.
Your role as a PSR Practitioner and Support available for your success
Please see module 3 for information on determining your role and seeking necessary support for your success as a PSR practitioner
Understanding your role
As with other modules – this module is designed to give a fairly comprehensive overview of the role of a PSR Practitioner supporting individuals to find meaningful work
We recognize that most practitioners will work on a team- you may be responsible for a portion of the role – or may engage in assessment, goal setting, delivering best and promising vocational interventions, evaluation and discharge. The best resource for the person you are supporting is the team- discussing successes, identifying resources and managing complex situations are best done with team and management support.
As a PSR practitioner, please review your job description and discuss your role and scope of practice and identify your supports and your educational needs with your manager regularly.