Transcript Family Support Workers: Credentialing and Training
FAMILY PEER ADVOCATE TRAINING AND CREDENTIALING INITIATIVE
RUTH FENNELLY, WAYNE M. GURNICK, ANNE D. KUPPINGER NYS COALITION FOR CHILDREN’S MENTAL HEALTH SERVICES STAFF DEVELOPMENT TRAINING FORUM
December 1, 2010
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FPA Training and Credentialing Initiative: Recognizing and Realizing the Potential of Family Peer Advocates
Family Peer Advocate Credentialing Parent Empowerment Program Training Changing How An Organization Engages and Works with Families
A Partnership of….
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Families Together in New York State Columbia University NYS OMH Division of Children and Families Family and Clinical Partner PEP Training Teams Family Support Programs and Provider Organizations COLUMBIA UNIVERSITY
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Family Peer Advocacy and Support in NYS
NYS Office of Mental Health - DCF 10 Parent Advisors in 5 OMH Regions FTNYS - Statewide Family Organization 10 Regional Chapters Over 100 Family Support Provider Organizations 400+ Family Peer Advocates in MH System alone Commitment to Training, Evaluation, and Research Growing Family Peer Advocacy in all ‘systems ’
Implemented in a Variety of Settings
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Independent Family Run Organizations Family Support Programs Within Provider Agencies Family Support Embedded in Residential and Inpatient Programs Clinics Wraparound, CCSI, SPOA, HCBS Waiver Funded System of Care Communities Schools, Child Welfare, Juvenile Justice
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FPA Training and Credentialing: A Workforce Development Initiative
Training and Continuing Education Credentialing and the Development of a Professional Association Workforce Development Supervision and Organizational Culture Change Data Collection and Quality Improvement
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Principles of Family Support
Individualized Increases Knowledge Facilitates Linkages Is Engaging Is Respectful and Culturally Competent Builds Skills Problem Solves Focuses on Outcomes and Successes Broadens Horizons Promotes Advocacy Family-Driven * Youth-Guided * Culturally Competent
Evolving Practice of Family Support Family Support Principles Family Support Services
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Hopefully govern all aspects of service planning and delivery regardless of the provider or system. Services traditionally known as Family Support Services. These might include (but are not limited to): individual advocacy, support groups, skill building, parenting education, respite, home-visiting, warm line, psycho-education, referral, system navigation support. Very often provided by a peer.
Peer Family Advocacy, Engagement, Empowerment and Support Family Peer Advocates work with families is focused on increasing self-efficacy, developing natural supports, modeling self-advocacy skills, engaging the family in the planning process (and in treatment and with the system), system navigation and linkage.
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Family Peer Advocacy, Engagement, Empowerment and Support
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Behavioral Health Services North Parsons Child and Family Services BryLin Hospital The Resource Center The Pederson-Krag Center Nassau County DMH The Guidance Center SCO Family of Services Family Ties of Westchester Institute for Family Health Families CAN of Erie County Families Together in Albany County Orange County System of Care Nassau County No Wrong Door Family Services League/LIFT Vanderheyden, Inc.
Families Together in New York State Family Services (Diane Lang) Montefiore School Health Program North-Country Regional Center for Independent Living (NRCIL) Onondaga Case Management
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Family Peer Advocate: A Unique Role
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Empower Promote resiliency Navigate Advocate Engage Increase knowledge, skills, and self-efficacy Promote effective, constructive self-advocacy Foster partnerships Achieve positive outcomes as defined by the family, the youth, the system, and the community Articulate lessons learned from lived experience Inspire hope
Parent Empowerment Training
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100 trained 2003 - 2009 175 trained in 2009- 2010 by New York Training Teams Upcoming trainings: Long Island (March 2011) and Central New York (May/June 2011) Submit Training Need Form for advocates waiting for training. In development: PEP Partnership Training for Advocate/Supervisor/Clinical Partner Teams
Family Peer Advocate Credentialing 15
Credentialing Agency: Families Together in New York State Expected Launch Date: Winter 2011 Advisory Group: Family Peer Advocate Training and Credentialing Workgroup has representation from OMH, Regional Parent Advisors, Provider Organizations, Family Support Programs, Advocates, NYCDMH, Counties, Columbia University
An Attainable, Credible, Evolving Credential 16
Goal is to develop a Credential that is reasonably attainable yet valuable due to its ‘rigor’.
As the need for new competencies arises, we can address this through adaptation in the training and through continuing education requirements.
Continuing education should be flexible (approved local trainings), right amount, and continue to have statewide aspects.
Benefits of Credentialing
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Respect and recognition of the value of competencies Potential for advancement Clarifying role and responsibilities Assures hiring agencies a foundation level of training Potential for improving outcomes Opportunities for continuing education and the development of communities of practice Basis for the development of a professional association May open up reimbursement possibilities
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Proposed New York Family Peer Advocate Credential Requirements
Successful Completion of PEP Training including six months of consultation calls* High School Diploma, GED or equivalent skills Lived Experience Ongoing self-assessment of professional strengths and needs Work or volunteer experience as a family peer advocate Three letters of recommendation Resume Code of Ethics Recertification and Continuing Education Others to be defined by FPA Training and Credentialing Workgroup
What about the FFCMH Certification?
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The requirements for the FFCMH National Credential have not been finalized. We are working closely with the FFCMH through this process. For more information, go to www.ffcmh.org
Our goal is to align the requirements so that we can achieve reciprocity (ideally) or at a minimum sufficient alignment that advocates credentialed in New York will have fulfilled the majority of requirements for national certification.
How Does PEP Training Fit in?
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Successful completion of PEP Training will satisfy ONE core credential requirement, but there are additional requirements.
For 8 months following the initiation of the FPA Credential process, applicants may use their Family Development Credential or successful completion of any version of PEP training to satisfy the core training requirement. After this ‘grandfathering’ period, PEP Basic Training will be required.
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Improving Children’s Mental Health Through Parent Empowerment
22 Parent Empowerment Program (PEP) Training
A core requirement for the FPA Credential Developed by researchers and family advocates Designed around core competencies for role of family advocate.
Teaches specific framework and strategies with an outcomes focus 40 hours plus 12 consultation calls over 6 months Emphasis on promoting parent-professional partnership and parent empowerment Family advocates report that it helps them focus on empowerment vs. ‘fixing’; on listening to families; and, practicing non-adversarial advocacy.
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Shared Commitment to Equality and Partnership
PEP is based on a paradigm shift that holds that there can be and should be equality and collaboration between family members and providers in the delivery of service and in training.
Jim Rodriguez
Modules in 40-hour training
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PEP Conceptual Framework Listening and Engagement Skills Priority setting Boundary Setting Skills Group management skills Mental Health System Working with Schools
The PEP Framework:
A Model for Working with Families Principles of Family Support Parents as Agents of Change Model
Goal: The overarching framework for PEP brings together what we know from the parent support field and behavioral science, and combines them into a strategy for helping parents.
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Model of Change
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Principles of Family Support
Individualized Increases Knowledge Facilitates Linkages Is Engaging Is Respectful and Culturally Competent Builds Skills Problem Solves Focuses on Outcomes and Successes Broadens Horizons Promotes Advocacy Family-Driven * Youth-Guided * Culturally Competent
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OMH: Wants shorter LOS based on research demonstrating positive outcomes RESIDENTIAL PROVIDER: Can’t do it all by themselves; concern abut recidivism POSITIONS
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COMMUNITY PROVIDERS: Lack expertise, resources, already high caseloads, safety concerns PARENT: Concerned about safety; doesn’t know how to handle child’s behavior CHILD: Just wants to be home, see friends and go to own school Provider OMH p Shorter Lengths of Stay (LOS) Parent/ Caregiver Child
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RESIDENTIAL PROVIDER: • • • • • Wants a successful, fully-funded program.
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INTERESTS • • PARENT: •Wants their child to have the skills to be successful.
p Shorter Lengths of Stay (LOS)
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RESIDENTIAL PROVIDER: • • • • Wants a successful, fully-funded program.
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INTERESTS Family Peer Advocate • • PARENT: •Wants their child to have the skills to be successful.
Provider
POSITIVE OUTCOMES
Parent
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Engaging Parents: Objectives
Develop an appreciation for obstacles parents face in getting help Provide a framework and strategies for engaging vulnerable families Integrate strategies and practice communication skills to engage families
Steps to Engage and Empower Parents
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Clarify your role What can parents expect?
Clarify need What do you think your child needs?
What are the benefits of addressing the need?
Increase parent investment and efficacy Give them credit for taking the step to come in. Strengthen their sense of self, by showing your belief that they can take the necessary next steps, one by one, and when the time is right
Continued….
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Identify potential obstacles (e.g. personal and concrete) How do you feel about this?
Do you have any concerns?
Will child care, time or transportation be a problem?
Previous experience with systems of care?
What do others think?
ADDRESS BARRIERS!!!
PEP in Action in Suffolk County, Long Island
Family Advocates: Essential Members of Our Team:
Family Support Services Program Home & Community Based Services Waiver Program CIRCLE Family Based Treatment Program Setauket Community Residence Dix Hills Community Residence 10 -13 Family Advocates (FTEs) Some Pederson-Krag employees; others contracted
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Buy-in of Partnership Approach At All Levels
Family Advocate Staff Program Leadership Administration Ideally – The System of Care PEP Strategies more powerful if Family Support Principles practiced by all staff at all levels.
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Families remaining together. Children functioning in their homes, schools, and communities.
INTERESTS Family Peer Advocate Provider
POSITIVE OUTCOMES
Parent
Key to Success in Achieving Mutual Interests: Families & Providers as Partners in Care
Families, youth and staff share decision making and responsibility for outcomes Collaborative Service Planning Families and youth share in program development Family Bonds Advisory Board WAVE Youth Leadership Organization Peer Support Activities Family-Led Support Groups, LI Coalition Events Cultural Competence/Sensitivity Trainings New Relationships Project Adventure, Family Bonds Annual Retreat
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Organizational Culture Shift
Family Advocates Training of Staff
Family Engagement (McKay) Family Support Principles/Family Driven Care Parent Empowerment (Brickman) Family Development (Cornell Cooperative)
Parent Advisory Board Mission Statement
“To create a platform for encouragement, healing, and hope for the future while empowering parents (ourselves and others) to collaborate with Pederson Krag on policies and procedures affecting our children”
Family Directed Support Groups – Families as Experts
Add pictures of camp
Family Advocate: A Unique Role
Have walked in similar shoes – empathy and hope Demonstrate that families have expertise Address Barriers to access through engagement Mitigate provider historical perspective of resistance and family dysfunction – focus on strengths See parent as agent of change: knowledge & skill = power Active Role throughout all program phases - continuity Connections to community and larger Family Support Network Development of families healthy self-reliance
PEP Training Provides
Knowledge
Research-based strategies
Strategies to put values into practice
Strategies to get to outcomes
Role definition
Transforming Family Support Practice: PEP Skills in Action
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Her interactions with the parents are more partnering, empowering, supporting…she is more of an active listener…assisting the parents in coming up with their own ideas or solutions to the challenges at hand. PEP assisted her in being more mindful of the cultural differences often faced when providing support for families….
Training has assisted her in providing parents a “cost-benefit” analysis in terms of strategies in managing her child’s behavior.
Principles of Family Support Active Listening Priority Setting Problem-solving Cultural Competence Setting Priorities Developing Action Plan PAC Model
Transforming Family Support Practice
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More goal oriented but still provide the emotional support parents need – someone to vent to.
Take a more active role in modeling (through role-play) effective behavior for the parents [with professionals] Family Support workers have the ability to truly empathize with the parents as well as understand and work through the parents’ concerns…in some cases, parents that were ‘unwilling’ to give up waiver services, fearful at the thought of not having Waiver in their lives are willing to transfer to other services.
Parents as Agents of Change Model Active Listening Engagement Role Rehearsals Strategies to Empower Self Advocacy
The Smith Family
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9 year old girl in FBT with a diagnosis of mood disorder, NOS, a history of psychosis and ADHD. Five prior hospitalizations in the year prior to admission into FBT. Her 8 year old brother has a diagnosis of Bipolar Disorder. They are cared for by their grandmother who has very few social supports. She was referred because of aggression toward her grandmother and brother, property destruction, suicidal ideation and gestures and anxiety among other things.
Family Advocate’s Work
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Engage in Support Group, Family Bonds Events, Family Support Coalition Events & Parent to Parent Support Develop informal social supports (call other parents) Prioritization of Needs; Establishment of Goals Advocate led the way to connecting with informal support network to reduce isolation and get help: connect to NYC friends, going to church, out to lunch with her sister.
Facilitate engagement with providers, reinforce team approach, encourage active participation in team meetings Exploration of diagnoses and social/behavioral implications Parenting skills & positive approaches. Sharing what advocate learned, confidence in parenting Special education info., prep for and support at CSE meetings Assistance in accessing clinic services for grandson
Family Empowerment Scale
At discharge, Mrs. Smith chose ‘very often’ as the rating for 12 measures of self-efficacy and empowerment. Including:
I feel confident in my ability to help my child grow and develop When dealing with my child, I focus on the good things as well as the problems
I feel I am a good parent.
I am able to work with agencies and professionals to decide what services my child needs I have a good understanding of the service system that my child is involved in.
Source: Research and Training Center, Regional Research Institute for Human Services, Portland State University)
The Smith Family
Discharged 6/25/10 to CCSI (In home service) Ongoing member of Family Bonds and local family support network. Attended annual retreat in Oct. 2010.
Inspiration of success and hope for other families new to residential programs!
54 Integral to Other Initiatives and Objectives
Children’s Plan Initiatives Clinic Restructuring Clinic Plus Family Support Outcomes and IT Promotion of Evidence-Based Practice Research and Evaluation Cross-Systems Approaches Cost-Effectiveness and Sustainability Federation of Families for Children’s Mental Health Peer Support Provider Initiative
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Questions and Discussion
Presenter Contact Information
56 Ruth Fennelly
Wayne Gurnick
Anne Kuppinger