R523-6-5. Curriculum Requirements for Family Resource Facilitator Training Programs

  (1) This curriculum shall provide at least forty (40) hours of instruction for original certification and twenty (20) hours for any and all re-certifications. The curriculum shall include the following components as they relate to the FRF's lived experience as a parent or caregiver of a youth with complex mental health and/or substance use needs in order to promote family and youth resiliency and assist in the identified client's recovery:

  (a) Systems of Care

  (i) Providing family driven, youth guided, culturally competent and community based services

  (A) History of the family involvement movement

  (ii) Wraparound and Wraparound process including:

  (A) Strength, Needs and Cultural Discovery

  (B) Assist in identification of natural, formal and informal supports

  (C) Prioritize needs/goals and develop a plan of care

  (D) Crisis Prevention

  (E) Implement action steps and celebrate successes

  (F) Transition Planning

  (b) Family Resource Facilitator (FRF) model for strengthening families and building communities.

  (i) FRF Roles

  (A) Resource Coordination

  (B) Family Education and Support

  (C) Family Advocacy

  (D) Wraparound to Fidelity

  (ii) Training and supervision expectations

  (c) Ethics of Peer Support

  (d) Professional relationships, boundaries and limits

  (e) Multi-agency coordination

  (f) Family advocacy (individual and system change)

  (g) Stigma and Labeling

  (h) Assisting Individuals in Accomplishing Recovery Goals

  (i) Coach, Mentor, and Role Model recovery

  (j) Stress Management Techniques

  (k) Assist with reaching age appropriate educational and vocational goals; and

  (l) Assist with physical health and wellness

  (2) The curriculum must be strength based and include:

  (a) Active listening and communication skills

  (b) Basic motivational interviewing skills.

  (3) The curriculum must include a strong emphasis on ethical behavior, dual relationships, scope of peer support and professional boundaries and should include case studies, role plays and experiential learning.