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, andEmpowerment:
- Coach and model shareddecision-making and skills that support collaboration, in addition to providingopportunities for families to self-advocate.
- Supporting families to advocate onbehalf of themselves to promote shared decision-making.
- Ensuring that family members informall planning and decision-making.
- Modelingstrength-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 childs strengths, needs and diagnosis.
- Parent Skill Development:
- Supporting the efforts of families in caring for and strengthening their childrens mental and physical health, development, and well-being.
- Helping the family learn and practice strategies to support their childs 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 childs 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/youths 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 caregivers 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 Credentialmust complete all other requirements of the Professional Family Peer Advocatecredential within 18 months of commencing employment as a FPA.
OR
Family Peer Support will be delivered by a CertifiedRecovery Peer Advocate (CRPA) with a Family Specialty. To be certified asCPRA-Family, the individual must be at least 18 years of age and have thefollowing:
- 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.