IC&RC

Established in 1981

  • Offers 8 different credentials in prevention, treatment and recovery

  • Provides standards and examinations to 78 certification and licensing boards in 25 countries, 48 states and territories, 5 Native American Regions and all branches of the U.S. military

  • More than 50,000 individuals hold IC&RC credentials across various disciplines

IC&RC’s Peer Credential

  • Newest IC&RC credential

    • First exam administered December, 2013

    • Now adopted in 19 jurisdictions

  • Designed for individuals with personal, lived experience in their own recovery from addiction, mental health disorders, or co-occurring substance use and mental health disorders

  • Credential development is peer driven

  • Intended to provide credibility to the work done by individuals in recovery, members of recovery community organizations, and those who work in the substance abuse or mental health field as peer support specialists

IC&RC Domains

Advocacy

  • Relate to the individual as an advocate

  • Advocate within systems to promote person-centered 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 the 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 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 experiences

  • Support the development of health 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 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 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 techiniques

  • Recognize and understand the impact of traumas