- Services are to provide astructured strength-based relationship between the FPA and the parent/familymember/caregiver for the benefit of the child/youth.
- Services are delivered in a traumainformed, culturally and linguistically competent manner.
- Timelyand accurate documentation of contacts, in addition, progress notes aredue within 3 days of service provision so that approval from supervisor iscompleted by the 5th business day following service provision.
- Engagement,Bridging, and Transition Support:
- Servicing as a bridge betweenfamilies and service providers, supporting a productive and respectfulpartnership by assisting the families to express their strengths, needsand goals.
- Based on the strengths and needsof the youth and family, connecting them with appropriate services andsupports. Accompanying a family when visiting programs.
- Facilitating meetings betweenfamilies and service providers.
- Assisting the family to gather,organize, and prepare documents needed for specific services.
- Addressing any concrete orsubjective barriers that may prevent full participation in services.
- Supporting and assisting familiesduring 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 indiscovering their strengths and concerns. Assist families to identify andset goals and short-term objectives.
- Preparing families formeetings and accompany them when needed.
- Empowering families to expresstheir fears, expectations, and anxieties to promote positive effectivecommunication.
- Assisting families toframe questions to ask providers.
- Providing opportunitiesfor families to connect to and support one another.
- Supporting and encouragingfamily participation in community, regional, state, national activitiesto develop their leadership skills and expand their circles of support.
- Empowering families to makeinformed decisions regarding the nature of supports for themselves andtheir child through:
- Sharing information aboutresources, services, and supports and exploring what might be appropriatefor their child and family.
- Exploring the needs andpreferences of the family and locating relevant resources.
- Helping families understandeligibility rules.
- Helping families understandthe assessment process and identify theirchild’s strengths, needs and diagnosis.
- ParentSkill Development:
- Supporting the efforts offamilies in caring for and strengthening their children’s mental and physical health,development, andwell-being.
- Helping the family learn and practice strategiesto support their child’s positivebehavior.
- Assisting the family toimplement strategies recommended by clinicians.
- Assisting families in talkingwith clinicians about their comfort with their plans of care.
- Providing emotional support forthe family on their parenting journey to reduce isolation, feelings ofstigma, blame, and hopelessness.
- Providing individual or groupparent skill development related to the behavioral and medical healthneeds of the child (i.e., training on special needs parenting skills).
- Supporting families as childrentransition from out-of-home placement.
- Assisting families on how toaccess transportation.
- Supporting the parent in their role astheir child’s educational advocate by providing:information, modeling, coaching in how to build effective partnerships,and exploring educational options with families and school staff.
- CommunityConnections and Natural Supports:
- Enhancingthe quality of life by integration and supports for families in their owncommunities.
- Helpingthe family to rediscover and reconnect to natural supports alreadypresent in their lives.
- Utilizingthe families’ knowledgeof their community in developing new supportive relationships.
- Helpingthe family identify and become involved in leisure and recreationalactivities in their community.
- Inpartnership with community leaders, encouraging families who express aninterest to become more involved in faith or cultural organizations.
- Arrangingsupport and training as needed to facilitate participation in communityactivities.
- Connectinggroups with families to strengthen social skills, decrease isolation,provide emotional support, and create opportunities for ongoing naturalsupport.
- Workingcollaboratively with schools to promote family engagement.
- Developmentand updating of service plans, including obtaining medical consentersignatures.
- Obtainingconsents and enrollment documents for newly enrolled children/youth.
- Attendmonthly waiver service provider meetings to stay current on practices andprotocols.
- Submitprogress notes, service plans, expense logs, and service provider logswithin set forth-required timeframes.
- Reportincident(s) to supervisor upon discovery.
- Maintainopen communication with other service providers (e.g., Care Manager) toreport on child/youth’s progress and identify any potential barriers andreferrals.
- Settingof Service Provision:
- FamilyPeer Supports Services can be provided in a variety of settings,including community locations, the family or caregiver’s home, or wherethe child/youth lives, works, attends school, engages in services, and/orsocializes.
- FamilyPeer Support will be delivered by a New York State Credentialed FamilyPeer Advocate (FPA). To be eligible for the FPA Credential, the individualmust:
- Demonstrate‘lived experience’ as a parent or primary caregiver who has navigated multiple childserving systems on behalf of their child(ren) with social, emotional,developmental, health and/or behavioral healthcare needs.
- Ata minimum, have a high school diploma, high school equivalency preferredor a State Education Commencement Credential. This educationalrequirement can be waived by the State if the person has demonstratedcompetencies and has relevant life experience sufficient for the peercredential.
- CompleteLevel One and Level Two of the Parent Empowerment Program Training forFamily Peer Advocates or approved comparable training.
- Submitthree letters of reference attesting to proficiency in and suitabilityfor the role of a Family Peer Advocate (FPA) including one from the FPAssupervisor.
- Document1000 hours of experience providing Family Peer Support Services.
- Complete20 hours of continuing education and renew their FPA credential every twoyears.
- AFPA may obtain a provisional credential that will allow services theyprovide to be billed if the applicant has:
- Demonstrated‘lived experience’ as a parent or primary caregiver who has navigated multiple childserving systems on behalf of their child(ren) with social, emotional, developmental,health and/or behavioral healthcare needs.
- Ahigh school diploma, high school equivalency preferred or a StateEducation Commencement Credential. This educational requirement can bewaived by the State if the person has demonstrated competencies and hasrelevant life experience sufficient for the peer credential.
- CompleteLevel One of the Parent Empowerment Program Training for Family PeerAdvocates or approved comparable training.
- Submittwo letters of reference attesting to proficiency in and suitability forthe role of a Family Peer Advocate (FPA).
- Agree to practice according to theFamily 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.
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
- Demonstratelived 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 andsustaining recovery on behalf of a child or youth.
- Havea high school diploma or General Equivalency Degree (GED) preferred or aState Education Commencement Credential.
- Completea minimum of 46 hours of content specific training, covering the topics:advocacy, mentoring/education, recovery/wellness support, and ethicalresponsibility.
- Document500 hours of related work or volunteer experience.
- Provideevidence of at least 25 hours of supervision in a peer role.
- Passthe NYCB/IC&RC Peer Advocate Exam or other exam by an OASAS designatedcertifying body.
- Demonstratea minimum of 20 hours in the area of Family Support (combined online andclassroom training).
- Complete10 hours of continuing education per year of certification, including 2hours of Ethics.