Certification Of Family Youth Support Partners Vers Ii


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Why there needs to be standards for peer to peer support systems

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Certification Of Family Youth Support Partners Vers Ii

  1. 1. Instructions In order to complete this on-line training, you will need: your ID number, this number was given to you when you registered for the training speakers/headphones access to the internet about 1 hour of your time. To advance from one slide to the next, click on your mouse, or the right arrow key on your key pad.
  2. 2. Certification of Family/Youth Support Partners: The Evolution of the Profession The Family& Youth Roundtable On-Line Training Series
  3. 3. Professional Certification Certification serves as acknowledgment of a special skill set in a particular field Autonomous professions self regulate by establishing certification processes via Associations which serve as coordinating hubs for professions Certifications typically define: scope of practice, standards of practice standards for professional performance, and practice competencies.
  4. 4. Professional Certification Certification in a profession demonstrates accountability to clients and to the general public Certification indicates a greater professional commitment to professional development and efforts to maintain quality of care “… certification enhances the employability and career advancement of the individual practitioner…” (Institute for Credentialing Excellence) Testing serves as one of the dominant ways to validate certification, but it can also include: peer review and case studies Continuing Education is often required to maintain one’s certification
  5. 5. The Role of Professional Associations in the Certification Process Associations are led by members of the constituency they represent Associations typically serve to: Establish Professional Identity Advocate for their members Establish standards of practice Publish ethics and competencies Offer opportunity for continuing education Develop and offer certifications Lobby the government for licensure and other rights
  6. 6. Examples of System of Care Professional Partner Associations - Background Information July 1892 – The American Psychological Association 1917- CA Probation, Parolee and Correctional Association 1926 – Child Welfare Director’s Association 1942 - The American Association for Marriage and Family Therapy (AAMFT) 1955 - National Association for Social Workers 1981 - CA Association of Resource Specialists 1982 - National Association for Alcoholism and Drug Abuse Counselors (NAADAC)
  7. 7. Family-Led Organizations/Associations Late 1970’s and early 1980’s the family movement emerged in the United States 1990’s – Family-led organizations expanded at the Local, State, and National Levels to: Offer Training and Technical Assistance to Stakeholders, Support Partners, and System of Care Partner Agencies Advocate for Children/Youth and Families Enrolled in Services Coordinate Partnership Efforts Represent Stakeholder’s Perspective Family-led organizations are currently functioning like professional associations
  8. 8. Family-Led Organizations/Associations County of San Diego System of Care Sectors Family & Youth Roundtable of San Diego Formed 1996, Incorporated 2005 National Federation of Families Formed 1985 United Advocates for Children and Families Incorporated 1992 Public Education Private Family
  9. 9. Lack of Standardization in Family-Family Support Services Family/Youth Support Partners have been hired professionals across the United States since 1985 2006 – The Parent Partner Assessment Workgroup (PPAW) was formed to gather information about the state of family-to-family support across the nation significant lack of standardized criteria for family support providers, their training, their supervision, and research about the results of their work
  10. 10. Impact of Lack of Standardization The PPAW identified the following limitations in the field of Family/Youth Partnership resulting from a lack of standardization: Providing evidence to the public that Family/Youth Support Partners are a valuable service is limited. Guaranteeing that Family/Youth Support Partners are consistently competent and provide quality services is limited. It is difficult to formally recognize the specialized knowledge, skills, and abilities of Family/Youth Support Partners
  11. 11. Efforts to Standardize Family-Family Services: National Level National Federation of Families is working on the following goals: To develop standards and capacity for national professional certification and to become the national certifying entity To develop a series of 3 training modules about credentialing, the pros and cons, and the implications on the family movement To support local family organizations/chapters in their certification training efforts To see the establishment of a national association of Support Partners To continue to contribute to the  field’s capacity to evaluate family-to-family peer support services
  12. 12. Efforts to Standardize Family-Family Services: National Level National Federation of Family’s inventory of family-to-family peer support programs around the nation resulted in a broad and diverse selection of job titles and job descriptions The Federation recommends Parent Support Provider as a the job title that will clearly brand the service provided across the United States Not all states/counties have accepted this title
  13. 13. Efforts to Standardize Family-Family Services: Local Level With input from the CSOC 4 sectors, the County of San Diego developed the following standardization tools: Definition of a Partner: Family, Youth, Professional Policies and Procedures Family Support Partners: Selection, Training and Supervision Youth Support Partners: Selection, Training and Supervision Family/Youth Support Partners as Direct Service Providers Implementing Family-Youth Partnerships in Roles Other than Direct Service Provider P&Ps can be found in Section 4 of the County’s Technical Resource Library http://www.sdcounty.ca.gov/hhsa/programs/bhs/mental_health_services_act/technical_resource_library.html
  14. 14. Efforts to Standardize Family-Family Services: Local Level The CSOC 4 sectors identified the Roundtable as a coordinating hub/entity to maintain consistency and standardization of Support Partner Services in San Diego The CSOC 4 sectors provided input into the development of a County-Wide Training Review Committee - San Diego CMHS Family Youth Partner Employment Training Academy
  15. 15. Efforts to Standardize Family-Family Services: Local Level The Family & Youth Roundtable of San Diego developed a document that identifies the Principles of Family/Youth and Professional Partnership Responsibility Agreement Influence Sharing Excellence Click on the following link to obtain the document: http:// fyrt.org/CMHS/PFYPP.pdf
  16. 16. Efforts to Standardize Family-Family Services: Local Level 2004 – The Family & Youth Roundtable of San Diego developed a standardized training curriculum and certification process for ALL Support Partners working in the public, private, and academic sectors Curriculum developed with input from local, state, and national experts and family members Curriculum is portable and available to individuals at the local, state, and national levels NOW Curriculum consistently reviewed to align with local, state, and national certification efforts Completion of the curriculum and other certification requirements results in obtaining Roundtable Family/Youth Support Partner certification
  17. 17. Use of Certification for Standardization Tennessee is one of the first states to initiate a formal state-wide certification process for Family Support Partners Training curricula lacks standardization and adequate ways of demonstrating what participants have learned. Many programs have clinicians training, certifying, and mentoring family support providers. Family Associations liken this to having dentists training and supervising chefs.
  18. 18. Use of Certification in Wrap-Around Wrap-Around was developed to be the primary mechanism for implementing systems of care 2002 – several inconsistencies identified across the nation in terms of how Wrap-Around was implemented 2003 – National Wrap-Around Initiative was formed to Provide guidelines on Wrap-Around process Describe necessary organization and system supports Provide opportunity to share tools, resources, and other supports Develop Fidelity measures
  19. 19. Use of Certification in Wrap-Around Efforts of the National Wrap-Around Initiative resulted in: Development of Wrap-Around Fidelity Measures and Tools More Clearly defined Role of the Family/Youth Support Partner in the Wrap-Process Training and Certification standards Identification of a National Provider of training and -Technical Assistance in Wrap-Around: Vroon VanDenBerg LLP Given the diverse roles that Family/Youth Support Partners can now take on in the CSOC across the country, this certification process is limited to only those providing services in a wrap program that is following this model of wrap-around
  20. 20. Steps to Consider in the Development of Certification Process Regular Consultation between Local, State, and National Experts Development of a standardized Matrix that identifies key elements, skills sets, outcomes, tools Agreement on a Model for Training and Coaching at all stages of service delivery
  21. 21. Recommended Certification Components for Family/Youth Partners Training Coaching Supervision Feed-back Loops Training without follow up technical assistance is ineffective in promoting effective practices It is recommended that all of these components are provided to Partners via the coordination of Peers and Professionals to ensure they are effectively implemented
  22. 22. Certification Component - Training Effective Training should include: Transfer of knowledge, skills, and abilities through lecture and discussion Rehearsal of skills and practice Feed-back on skills and practice (e.g. via test, peer review process, etc.) Training should cover different stages of the service delivery process Continuing Education should be incorporated into the training process, post certification
  23. 23. Certification Component - Training The following training components recommended for Support Partner Certification: Principles and practices of the county’s systems of care Family Partner roles and responsibilities Cross Agency services including mental health, social services, probation and schools Professional ethics Mandated reporting Confidentiality
  24. 24. Certification Component - Training The following training components recommended for Support Partner Certification: Cultural Competence Quality Improvement Relevant Laws and Regulations Team Based Consensus Decision-Making Crisis Planning/Management Medi-cal Managed Care Special Education Law
  25. 25. Certification Component - Coaching Coaching for Certification should focus on the individual’s needs and skill set development Coaching should be provided by an individual who has experience with the job Coaching should be readily available and reflective The following types of coaching are recommended for Support Partner Certification: Shadowing Training Support Behavioral Rehearsing Planning and Consultation Live Coaching Group Coaching
  26. 26. Certification Component - Supervision Supervision and coaching efforts can be combined Supervision should focus on adherence to job function and responsibility Supervision should take place on a regular basis Supervision should be provided by someone trained to supervise and with knowledge of the job requirements
  27. 27. Certification Component – Feedback Loops Development and use of Measures to guide on-going professional development Wrap-Around uses a Fidelity Assessment System, Wrap-Around Practice Tool, and Satisfaction Surveys Development of a standardized test, fidelity index, or other peer review process to measure skill set and competencies of Support Partners is important
  28. 28. The Family & Youth Roundtable’s Certification Process Background Information The Roundtable’s Certification Process is aligned with the recommended certification components of training, supervision, coaching, and follow-up: Completion of a standardized Peer-Peer Training Curriculum Participation in Monthly Group Supervision Participation in Individual Coaching Meetings Participation in Advanced Follow-Up trainings
  29. 29. The Family & Youth Roundtable Certification: Training Curriculum Training Modules Consist of the following Topics Recognition of internal strengths and how to employ these to assist families and youth Definition and identification of key elements of an individualized approach to delivering support services Review of national, state, and local public systems, such as: Child Welfare Juvenile Justice Behavioral Health Public Education Systems.
  30. 30. The Family & Youth Roundtable Certification: Training Curriculum Training Modules Consist of the following Topics Support Partner roles and activities, including legal aspects (mandatory reporting, confidentiality, etc.) Boundary and safety issues, including crisis planning and crisis response Strategies for developing plans to overcome challenges faced by families and youth Leadership role of Support Partners Team-building and conflict-resolution
  31. 31. The Family & Youth Roundtable Certification: Monthly Supervision Monthly Supervision Led by Experienced Peer and Licensed Professional Focuses on: Adherence to job functions and responsibilities Boundaries Working with difficult professional partners Legal and Ethical Issues Crisis Intervention
  32. 32. The Family & Youth Roundtable Certification: Individual Coaching Coaching provided by an Experienced Peer Focuses on the individual’s needs and skill set development Types of Individual Coaching Used: Training Support Behavioral Rehearsing Planning and Consultation
  33. 33. The Family & Youth Roundtable Certification: Advanced Trainings Advanced trainings are offered to individuals who have completed the initial standardized training curriculum Advanced trainings serve as Continuing Education Units for the Certification Process Advanced Training Topics Include: Partnering with Resistant Professional Partners Engagement Strategies Self Care Strategies
  34. 34. The Family & Youth Roundtable Certification: New Developments The Roundtable is working on the following items to further develop the Family/Youth Support Partner Certification Process: Train the Trainers Curriculum Tools to test Support Partner knowledge and effective use of training curriculum Tools to measure impact of certification process on Support Partner job success from the Professional Partner perspective Expansion of the Advanced Training Component Identification of an Advisory Team comprised of family members and peers to participate in the development and refinement of the above
  35. 35. The Family & Youth Roundtable Certification – How to Get Connected If you are interested in becoming certified through the Roundtable or would like to request that the Roundtable provide the training and certification to Family and Youth Partners in your agency or region, please contact them at: 619- 546-5852 http://www.fyrt.org/Contact-Us.html
  36. 36. Thank You! Your Input is Valuable to us and we would like to know what you think about the Certification of Family/Youth Support Partners. Please Click on the Link Below and Complete the Attached Survey. http://www.surveymonkey.com/s/7FXWXL8
  37. 37. References Borgfeldt, I., McChesney J., and Sosan T. (2002). Family Professional Partnerships Making Them Work: An Implementation Guide for Family Partners and Agency Administrators. Retrieved from www.cimh.org. Eisman, N. and Cline A. (2006). The Value of Certification. Retrieved from www.sgna.org/certification/the_value_of_certification.pdf. Fixsen, D.L., Naoom, S.F., Blasé, K.A., Friedman R.M., and Wallace F. (2005). Implementation Research; A Synthesis of Literature. Tampa FL: University of South Florida, Louis de la Parte Florida Mental Health Institute, The National Implementation research network (FMHI Publication #231) Joyce, B. & Showers, B. (2002). Student Achievement Through Staff Development (3 rd ed.). Alexandria, A: Association for Supervision and Curriculum Development Lazarchick, M. (2010). The Professional, the Quest for Licensure, and the Value of Certification. Retrieved from http://www.employmentcounseling.org. Myers, M.J., Matarese, M. and Estep K. (2010). National Wrap-Around Initiative Webinar Series: Webinar 2: Wrap-Around Practice. Retrieved from www.nwi.pdx.edu .
  38. 38. References NASMHPD Research Institute (n.d.). Promoting an Evidence-Based Culture in Children’s Mental Health: A Resource Guide. Retrieved from systemsofcare.samhsa.gov/ResourceGuide/docs/ResourceGuide.pdf. National Federation of Families for Children’s Mental Health: National Initiative for Parent Support Providers Updates. Retrieved from http:ffcmh.org. National Federation of Families for Children’s Mental Health. (September 2008) Family Peer to Peer Programs in Children’s Mental Health: A Critical Issues Guide. Retrieved from http:ffcmh.org. University of Illinois at Chicago Department of Psychiatry Center on Mental Health Services Research and Policy. National Research and Training Center (NRTC) Research. (n.d.) Effectiveness of Medicaid-Funded Certified Peer Specialist Services in the State of Georgia: A Randomized Controlled Trial. Retrieved from: http:// www.cmhsrp.uic.edu/nrtc/cps.asp . Walker J.S. et. al. (2008). Using Data to Implement Wrap-Around and Sustain Fidelity: Examples, Lessons Learned and Issues for Implementation (Power Point Slides). Retrieved from wdh.state.wy.us.