Family Peer Support Services (Service Provider) - CFTSS
SD012
 Dix Hills, NY

SPECIFIC RESPONSIBILITIES

  • Services are to provide a
    structured strength-based relationship between the FPA and the parent/family
    member/caregiver for the benefit of the child/youth.
  • Services are delivered in a trauma
    informed, culturally and linguistically competent manner.
  • Timely
    and accurate documentation of contacts, in addition, progress notes are
    due within 3 days of service provision so that approval from supervisor is
    completed by the 5th business day following service provision.
  • Engagement,
    Bridging, and Transition Support:
    • Servicing as a bridge between
      families and service providers, supporting a productive and respectful
      partnership by assisting the families to express their strengths, needs
      and goals.
    • Based on the strengths and needs
      of the youth and family, connecting them with appropriate services and
      supports. Accompanying a family when visiting programs.
    • Facilitating meetings between
      families and service providers.
    • Assisting the family to gather,
      organize, and prepare documents needed for specific services.
    • Addressing any concrete or
      subjective barriers that may prevent full participation in services.
    • Supporting and assisting families
      during stages of transition, which may be unfamiliar (e.g., placements,
      in crisis, and between service systems etc.).

Self-Advocacy, Self-Efficacy, and

Empowerment:

  • Coach and model shared
    decision-making and skills that support collaboration, in addition to providing
    opportunities for families to self-advocate.
  • Supporting families to advocate on
    behalf of themselves to promote shared decision-making.
    • Ensuring that family members inform
      all planning and decision-making.
    • Modeling
      strength-based interactions by accentuating the positive.
    • Supporting the families in
      discovering their strengths and concerns. Assist families to identify and
      set goals and short-term objectives.
    • Preparing families for
      meetings and accompany them when needed.
    • Empowering families to express
      their fears, expectations, and anxieties to promote positive effective
      communication.
    • Assisting families to
      frame questions to ask providers.
    • Providing opportunities
      for families to connect to and support one another.
    • Supporting and encouraging
      family participation in community, regional, state, national activities
      to develop their leadership skills and expand their circles of support.
    • Empowering families to make
      informed decisions regarding the nature of supports for themselves and
      their child through:
      • Sharing information about
        resources, services, and supports and exploring what might be appropriate
        for their child and family.
      • Exploring the needs and
        preferences of the family and locating relevant resources.
      • Helping families understand
        eligibility rules.
      • Helping families understand
        the assessment process and identify their
        child’s strengths, needs and diagnosis.
  • Parent
    Skill Development:
    • Supporting the efforts of
      families in caring for and strengthening their children’s mental and physical health,
      development, and
      well-being.
    • Helping the family learn and practice strategies
      to support their child’s positive
      behavior.
    • Assisting the family to
      implement strategies recommended by clinicians.
    • Assisting families in talking
      with clinicians about their comfort with their plans of care.
    • Providing emotional support for
      the family on their parenting journey to reduce isolation, feelings of
      stigma, blame, and hopelessness.
    • Providing individual or group
      parent skill development related to the behavioral and medical health
      needs of the child (i.e., training on special needs parenting skills).
    • Supporting families as children
      transition from out-of-home placement.
    • Assisting families on how to
      access transportation.
    • Supporting the parent in their role as
      their child’s educational advocate by providing:
      information, modeling, coaching in how to build effective partnerships,
      and exploring educational options with families and school staff.
  • Community
    Connections and Natural Supports:
    • Enhancing
      the quality of life by integration and supports for families in their own
      communities.
    • Helping
      the family to rediscover and reconnect to natural supports already
      present in their lives.
    • Utilizing
      the families’ knowledge
      of their community in developing new supportive relationships.
    • Helping
      the family identify and become involved in leisure and recreational
      activities in their community.
    • In
      partnership with community leaders, encouraging families who express an
      interest to become more involved in faith or cultural organizations.
    • Arranging
      support and training as needed to facilitate participation in community
      activities.
    • Connecting
      groups with families to strengthen social skills, decrease isolation,
      provide emotional support, and create opportunities for ongoing natural
      support.
    • Working
      collaboratively with schools to promote family engagement.
  • Development
    and updating of service plans, including obtaining medical consenter
    signatures.
  • Obtaining
    consents and enrollment documents for newly enrolled children/youth.
  • Attend
    monthly waiver service provider meetings to stay current on practices and
    protocols.
  • Submit
    progress notes, service plans, expense logs, and service provider logs
    within set forth-required timeframes.
  • Report
    incident(s) to supervisor upon discovery.
  • Maintain
    open communication with other service providers (e.g., Care Manager) to
    report on child/youth’s progress and identify any potential barriers and
    referrals.
  • Setting
    of Service Provision:
    • Family
      Peer Supports Services can be provided in a variety of settings,
      including community locations, the family or caregiver’s home, or where
      the child/youth lives, works, attends school, engages in services, and/or
      socializes.

    QUALIFICATIONS

    • Family
      Peer Support will be delivered by a New York State Credentialed Family
      Peer Advocate (FPA). To be eligible for the FPA Credential, the individual
      must:
      • Demonstrate
        ‘lived experience’ as a parent or primary caregiver who has navigated multiple child
        serving systems on behalf of their child(ren) with social, emotional,
        developmental, health and/or behavioral healthcare needs.
      • At
        a minimum, have a high school diploma, high school equivalency preferred
        or a State Education Commencement Credential. This educational
        requirement can be waived by the State if the person has demonstrated
        competencies and has relevant life experience sufficient for the peer
        credential.
      • Complete
        Level One and Level Two of the Parent Empowerment Program Training for
        Family Peer Advocates or approved comparable training.
      • Submit
        three letters of reference attesting to proficiency in and suitability
        for the role of a Family Peer Advocate (FPA) including one from the FPAs
        supervisor.
      • Document
        1000 hours of experience providing Family Peer Support Services.
      • Complete
        20 hours of continuing education and renew their FPA credential every two
        years.
    • A
      FPA may obtain a provisional credential that will allow services they
      provide to be billed if the applicant has:
      • Demonstrated
        ‘lived experience’ as a parent or primary caregiver who has navigated multiple child
        serving systems on behalf of their child(ren) with social, emotional, developmental,
        health and/or behavioral healthcare needs.
      • A
        high school diploma, high school equivalency preferred or a State
        Education Commencement Credential. This educational requirement can be
        waived by the State if the person has demonstrated competencies and has
        relevant life experience sufficient for the peer credential.
      • Complete
        Level One of the Parent Empowerment Program Training for Family Peer
        Advocates or approved comparable training.
      • Submit
        two letters of reference attesting to proficiency in and suitability for
        the role of a Family Peer Advocate (FPA).
      • Agree to practice according to the
        Family Peer Advocate Code of Ethics.

    An FPA with a Provisional Family Peer Advocate Credential

    must complete all other requirements of the Professional Family Peer Advocate

    credential within 18 months of commencing employment as a FPA.

    OR

    Family Peer Support will be delivered by a Certified

    Recovery Peer Advocate (CRPA) with a Family Specialty. To be certified as

    CPRA-Family, the individual must be at least 18 years of age and have the

    following:

    • Demonstrate
      lived experience as a primary caregiver of a youth who has participated in
      (or navigated) the addiction services system. They provide education,
      outreach, advocacy, and recovery support services for families seeking and
      sustaining recovery on behalf of a child or youth.
    • Have
      a high school diploma or General Equivalency Degree (GED) preferred or a
      State Education Commencement Credential.
    • Complete
      a minimum of 46 hours of content specific training, covering the topics:
      advocacy, mentoring/education, recovery/wellness support, and ethical
      responsibility.
    • Document
      500 hours of related work or volunteer experience.
    • Provide
      evidence of at least 25 hours of supervision in a peer role.
    • Pass
      the NYCB/IC&RC Peer Advocate Exam or other exam by an OASAS designated
      certifying body.
    • Demonstrate
      a minimum of 20 hours in the area of Family Support (combined online and
      classroom training).
    • Complete
      10 hours of continuing education per year of certification, including 2
      hours of Ethics.