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.