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 - External

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.