Overview of the CSHSE National Standards

The CSHSE National Standards are based on national research of human service educational programs that are grounded in relationship with service providers in their communities. In addition, the Standards have been confirmed through external research (see the Community Support Skill Standards) and the continuing emergence of the human services field since the early 1970s. Over the years, the language of the Standards has been updated and clarified based on the self-studies and input from CSHSE Members. The most current version follows on the webpage. To download a comparison to the prior version, [right click here].

Organization of Standards

The Standards are organized in two sections, Part I: General Program Characteristics (Standards 1 -10) and Part II: Curriculum (Standards 11-23) as outlined below.

1. General Program Characteristics
   A. Primary Program Objective (Standard 1)
   B. Philosophical Base of Programs (Standard 2)
   C. Community Assessment (Standard 3)
   D. Program Evaluation (Standard 4)
   E. Standards and Procedures for Admitting, Retaining, and Dismissing Students (Standard 5)
   F. Credentials of Human Services Faculty (Standard 6)
   G. Essential Program Roles (Standard 7)
   H. Faculty and Staff Evaluations (Standard 8)
   I.  Program Support (Standard 9)
   J. Transfer Advising (Standard 10)
   
   
2. Curriculum
   A. Knowledge, Theory, Skills, and Values
      1. History (Standard 11)
      2. Human Systems (Standard 12)
      3. The Scope of Human Services (Standard 13)
      4. Planning and Evaluation (Standard 14)
      5. Information Management (Standard 15)
      6. Interventions (Standard 16)
      7. Interpersonal Communication (Standard 17)
      8. Administrative (Standard 18)
      9. Client-Related Values (Standard 19)
    10. Self-Development (Standard 20)
   
   B. Field Experience
      1. Minimum Requirements (Standard 21)
      2. Academic Credits (Standard 22)
      3. Supervision (Standard 23)

Each standard is organized as follows:

• A general statement developing the context and rationale for the standard
  
• The standard
  
• The specifications for each level: Technical, Associate Degree, or Advanced (bachelor or higher). In some cases, the specifications apply to all levels. These specifications are the criteria that are used for evaluating program compliance to the standards. They reflect the minimum acceptable level of compliance.

The three levels of programs are: the Technical Level (non degree granting), the Associate Degree Level, and the Advanced Degree Level (Click on levels for definitions).

In the Curriculum section, Specifications for each of the educational levels are follow each standard. The Specifications for each higher level of education presumes the inclusion of the knowledge, theory, skills, and attitude/values content specified for the preceding level(s). For example, all associate degree level Specifications are in addition to those given for the technical level, and all advanced level Specifications are in addition to the Specifications of both the technical and associate degree levels. It is the responsibility of each program to demonstrate that its curriculum meets the knowledge, skill and attitude Specifications described for the lower level(s) in addition to the Specifications of the level for which program accreditation is sought.

The purpose of the curricular Specifications is to delineate the minimal level of compliance at each educational level for each Standard. Many programs have unique approaches that emphasize particular theories or disciplinary approaches, reflecting the interdisciplinary nature of the field of human services. It is not the intent of the Standards to obliterate this uniqueness, but rather to insure the quality, continuity, and relevance of human service programs by assuring a commonality of content and practice in addition to the unique aspects of accredited programs.

Curriculum content standards may be met in either traditional academic settings (class, lab, fieldtrips, etc.) or in field experience settings. It is the responsibility of each Program to demonstrate where in their program each of the curricular standards is met and how they assess student learning in relationship to Standards.